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General Astronomy/Properties of Light and other Electromagnetic Radiation

Light is a medium of energy through which we perceive and interact with our environment. It is the visible frequency range of electromagnetic radiation which also includes invisible forms of electromagnetic radiation such as ultraviolet, infrared, and radio waves.

Like all electromagnetic radiation, light is transmitted by individual packets (or quanta) of energy known as photons. These photons are the units by which the combined forces of electricity and magnetism are communicated between other particles, such as the electrons associated with an atom. Depending on the circumstances under which it is observed, a photon can behave like a particle or as a wave. This principle is known as wave-particle duality.

Wave properties
The wave-like nature of electromagnetic radiation means it can be plotted on a graph as an oscillating electric and magnetic field at right angles to the direction of travel of the wave. The frequency of these oscillations is measured in the number of complete cycles per second, or hertz. The particular frequency of a photon places it somewhere on a spectrum of possible frequencies. This is referred to as the electromagnetic spectrum. The range of frequencies that form the visual spectrum lies between 3.8×1014 hertz (dark red) and 7.5×1014 hertz (violet).

The speed of light, given the symbol c, has been precisely measured as 299,792,458 m/s or approximately three hundred thousand kilometers per second and has been demonstrated to be constant in a vacuum. A vacuum being defined for the purposes of theory and experimentation as a volume of space that is essentially empty of matter. The speed of light is a fundamental constant of modern physics and remains constant regardless of the movement of the observer. Thus, for example, if you were somehow able to travel at half the speed of light, and you measured how quickly light was arriving from the front, you would measure it as arriving at the speed of light (3.00 x 108 m/s).

Since the speed of light is a constant in a vacuum, for a given frequency a photon will have a corresponding wavelength, or the distance between the crests of the wave. The frequency and wavelength of light are directly related by the following equation:

 * $$ c = f \cdot \lambda $$

where c is the conventional symbol for the speed of light, usually in meters per second, f is the frequency of light in hertz, and λ is the wavelength in meters.

Given the speed of light as 3.00 × 108 meters per second, then the wavelength range for the visual spectrum is about 400 to 800 nm, or nanometers. (A nanometer is 10−9 meters, or one-billionth of a meter.)

The shorter wavelength of 400 nm corresponds to the greater frequency, and is located at the blue end of the visual spectrum. Likewise the longer wavelength of 800 nm belongs to the red end of the spectrum. The actual energy of the photon increases with decreasing wavelength (or increasing frequency.)

Einstein won the Nobel Prize for applying Planck's theories to electromagnetism.

Intensity
The intensity of a source of radiation is the energy it emits per unit of surface area per unit of time and has the units of Joules/(meter2 x second). As the energy radiated by a spherical surface, I0, moves away from that surface the radiation intensity decreases as the inverse of the distance squared (I=I0/d2) because the radiation spreads out. In other words, the perceived intensity of a light source by an observer is inversely proportional to the distance from the light source squared. Thus for each doubling of distance from the source, the intensity drops by a factor of four, or 2 × 2.

The brightness of stellar objects, such as a star, are determined by the amount of light they radiate and their distance from the Earth. A bright star in the sky might actually be much more distant than an a dimmer star, but because it is more intense and radiates a greater amount of light it appears to be closer.

Astronomers record the light intensity of a stellar object as a numerical magnitude. The magnitude is a number on a logarithm scale that has been standardized, so that 5 steps in magnitude is equal to a multiple of 100 in intensity. In addition, the value of the magnitude increases as the intensity of the light source decreases.

Thus a star of magnitude 2.0 is dimmer than a star of magnitude 1.0. A magnitude 1.0 star is also 100 times as bright as a magnitude 6.0 star. Each +1.0 magnitude increase is the same as dividing the intensity by 2.512.

The reference point for the magnitude scale is set to zero. At one time this was based on the star Vega, or α Lyrae. The brightest star Sirius (α Canis Majoris) has a magnitude of −1.46. The limiting magnitude for a typical person's unaided eye is considered to be 6.0. However people have observed stars fainter than this under good conditions. Much fainter stars can be seen by using the larger collection area of a telescope and the extended recording ability of a camera.

Reflection
A mirror is a flat or curved surface usually made out of a highly-conductive material, such as a metal. When light interacts with a mirrored surface, it undergoes specular reflection. That is, a beam of light striking the mirror is reflected in only one direction. This direction is determined by the law of reflection, which states that the angle with the surface at which the light is reflected is the same as the angle with the surface at which it approaches.

The movement of a photon with respect to the mirror consists of two components. The first is the proportion of the movement parallel to the mirror, and the second is the portion perpendicular to the mirror. After the reflection, the portion parallel to the mirror is unchanged. However the portion perpendicular is now in the opposite direction. That is, it effectively "bounces" off the surface almost as a rubber ball bounces off the ground.

When light interacts with a surface that is not reflective, a portion of the light is absorbed by the surface and the remainder is scattered in random directions. This type of reflection is called diffuse, and it is responsible for the illumination effect of ambient light.

The portion of light absorbed by a surface is termed its albedo. The lower the albedo rating, the less light it reflects in a diffuse manner. A surface with a low albedo rating appears dark to an observer, while a high albedo rating appears light. The albedo rating of a surface can tell an astronomer something about the nature of the surface. For example, a surface covered with carbon soot will have a low albedo, while an icy surface has a higher albedo.

Refraction
When light passes at an angle through a transparent medium, the material causes the photons to change direction slightly. This change in angle is called refraction, and the angle by which the light is bent is determined by the index of refraction of the material.

The index of refraction of the two materials that the light passes between can be used to determine the change in angle by means of Snell's law. For materials with indices of refraction n1 and n2, the angle in the first material θ1 determines the angle in the new material θ2 as follows:

 * $$n_1\cdot\sin(\theta_1) = n_2\cdot\sin(\theta_2)\, $$

Here are the indices of refraction (at a wavelength of 589 nm) for some common transparent materials relative to a vacuum:

 * {| border="1" cellspacing="0" cellpadding="3"

!Material !Index
 * Air
 * style="align: right;"|1.003
 * Water ice
 * style="align: right;"|1.331
 * Water
 * style="align: right;"|1.333
 * Quartz
 * style="align: right;"|1.46
 * Crown glass
 * style="align: right;"|1.52
 * Dense flint glass
 * style="align: right;"|1.66
 * Diamond
 * style="align: right;"|2.419
 * }
 * Dense flint glass
 * style="align: right;"|1.66
 * Diamond
 * style="align: right;"|2.419
 * }
 * style="align: right;"|2.419
 * }

where the index of refraction for air is at sea level with a temperature at the freezing point of water, and the water is at 20 °C.

Spectrum
For a given transparent material, such as glass, the refraction of light varies with frequency. A white light consists of photons of various energies. The red photons in the light will be deflected at a different angle than the blue photons.

If the light passes through a transparent material with parallel sides, such as a sheet of glass, the beam will emerge at the same angle as it entered. However when the two sides are not parallel, the angle will vary depending on the frequency. This is the principle behind the prism. A glass prism is used to separate the photons from a light source into a spectrum of frequencies from red to blue. A similar principle is what creates a rainbow as the light from the sun passes through droplets of water.

An instrument specifically designed to display the spectrum of a radiating object, such as a star, is called a spectroscope.

The early spectroscopes were constructed using a series of prisms that would successively spread the spectrum further apart. The problem with this arrangement, however, is that each of the prisms would absorb some of the light passing through. This limited the brightness of the objects that could be observed. An instrument called a diffraction grating, which was a mirror with a series of ruled parallel grooves, used the principle of diffraction to produce a spectrum with only minor loss of intensity.

Isaac Newton discovered that a light beam can be diffracted only so far, and no farther. The diffraction can be recombined into white light.

Lens
The lens takes advantage of the property of refraction to bend the light from a distant object and to make it appear closer (or more distant). A lens is, in a simplified sense, a prism that has been "wrapped" around in a circle, so that the light is bent symmetrically.

Because light of different frequencies is bent at different angles, however, the point at which the light comes to a focus varies with frequency. An observer looking through a lens would see light sources near the edge have a rainbow-like appearance. This is called chromatic aberration.

To adjust for this variation in the focus by frequency, opticians typically use combinations of lenses made of different materials (with differing indices of refraction). Judicious use of materials and lens shapes will result in a lens that focuses all the light at the same distance, producing a good quality image that does not suffer from chromatic aberration.

Magnification
When you observe an object nearby, it subtends an certain angle within your sight. That is, if you had an imaginary line running from the top of the object and your eye and a similar line from the bottom of the object to your eye, there would be a certain angle between these lines.

As the object recedes into the distance, the angle it subtends across your sight steadily decreases until it becomes nearly a point. The imaginary lines from the top and bottom of the object are now nearly parallel. In fact, for an astronomical object such as a star, these lines are essentially parallel.

In order to enlarge the appearance of an object, it is necessary to modify the paths of the incoming light rays so that they are no longer parallel but instead arrive at an angle as they enter your eyes. The eye then perceives the object as if it were much closer.

There are two common means for causing the parallel light rays to converge in this manner. The first involves the use of a curved, concave mirror. The second takes advantage of the refraction ability of materials such as glass to redirect the light inward at an angle.

The shape of glass needed to accomplish this is a convex lens. The portions of the lens near the center need little curvature since they will are required to bend the light only slightly toward your eye. At the edges of the lens, however, the light needs to be bent at a sharper angle, so the sides of the lens become bent toward each other like a prism. Overall the sides of the lens form a smooth curve that gradually increases in slope toward its edges.

A well-made convex lens will cause the parallel light from a distant light source to focus at a point. When there are multiple such light sources, they are each focused at a point on a plane, known as the focal plane. The human eye can perceive the image of this plane, and the result is a magnification of the view. If the images do not focus on a plane, then the image will appear blurry.

Diffraction
Another wave-like property of light is a tendency to bend and spread whenever it meets an obstacle. Any beam of light will also tend to spread with distance, so that it becomes impossible to maintain a tight beam of an arbitrary length. The property of diffraction is what limits the resolution of a distant object.

When a beam of coherent light, such as that produced by a laser, is passed through two slit openings, the light radiates from the slits like ripples in a pond. The semi-circular ripples from the two slits interact with each other, sometimes adding together their wave heights and at other times cancelling each other out. This is called constructive and destructive interference. If a screen is placed in the area where these ripples interact, alternating bands of light and darkness would appear.

Resolution
The resolution of a viewing instrument is a measurement of how well it can be used to distinguish two points that are very close together. For example, the two points could be the two stars in a binary star system. In astronomy, resolution is usually measured in seconds of arc. The resolution can vary depending on a number of environmental and quality conditions, but it is always limited by the aperture of the observing instrument. That is, there is a best possible resolution that any particular telescope can achieve. To get better resolution, a larger aperture is needed.

To see why this is so, imagine a telescope that consists of only two vertical slits separated by some distance, with a viewing screen behind. When the light from a distance star enters this telescope, it passes through the slits and forms an interference pattern on the screen. The distance between the light and dark bands is proportional to the wavelength of the light and inversely proportional to the distance between the slits. Thus increasing the separation of the slits will reduce the width of each band.

Now suppose there are two stars. They will both form bands of light and dark light on the screen, which may overlap. The closer the two stars are two each other, the closer their interference bands approach until they become indistinguishable. But if the separation of the slits is increased, then the bands become narrower and the stars can be distinguished again. This is the principle behind the interferometer.

Interferometer
In an ordinary telescope, the resolution is determined by the aperture. In this respect, a telescope can be thought of as a whole series of slits allowing light through, with the light at the outer edge providing the maximum resolution. The resolution of the telescope can be improved by adding a set of mirrors outside the maximum aperture that collect peripheral light rays, and effectively increase the aperture.

Similarly, two or more telescopes can be configured to work together and provide an aperture at least equal to the separation of their collecting surfaces. This setup is called an interferometer, because the images from both telescopes are integrated through a process of diffraction interference. Radio telescopes have successfully used this technique for many years to achieve very high levels of resolution. Optical interferometers are more difficult to build due to the requirements for extreme precision and the need to dampen out any vibrations.

Reflection gratings
Reflection gratings are surfaces that have been very precisely ruled with a series of parallel grooves. The grooves have a saw-tooth pattern, with each groove consisting of a long flat surface machined at a slight angle, with a sharp step at the edge. Each of the grooves is very narrow, with about 600 lines per mm (15,000 per inch).

As light is reflected from each of the grooves, it is slightly behind the light from the adjacent grooves. This difference produces an interference effect that reinforces the light at certain angles and cancels out the light at others. The grating is very efficient at destructively interfering with the light except at one particular angle, where the light constructively interferes and produces a peak intensity. The angle of this peak varies by the wavelength of the light, so a spectrum is produced.

Polarization
In addition to a direction of travel, a photon is composed of an electric and magnetic field. These lie at right angles to each other and to the direction of travel. This is known as a transverse wave. These perpendicular fields give the photon an orientation. The fields of each photon will maintain their orientation while traveling in a vacuum. Fields of this type are called plane-polarized.

Normally light from a source consists of a large number of photons that have a random polarization. However, it is possible for a number of the photons to become oriented in the same direction, becoming polarized. This coherent orientation can be detected by means of a sheet of polarizing material. When the sheet is oriented in the direction of the polarization, the polarized light passes through. As the sheet is rotated, it transmits a decreasing portion of the polarized light until finally, at right angles to the plane of polarization, it blocks all of the polarized light.

Light can become partly polarized by reflecting from a surface, such as sunlight reflecting off a pool of water. Reflected sunlight provides a source of glare for somebody driving a vehicle. Because this light is partially polarized, the use of polarized sunglasses helps reduce glare by blocking the polarized light preferentially.

Astronomers can examine a stellar light source to determine whether it is a source of polarized light. The presence of polarization is an indication of certain physical properties in effect at the source of the light, or along the line of sight of the light rays. For example, a magnetic field can polarize a light source, as can the acceleration of an electron to a velocity near the speed of light.

Spectral lines
When an atom absorbs a photon of light, the energy is forces the absorbing electron in the atom into an excited state. The electron changes its behavior, effectively becoming more energized and entering a new orbital pattern about the nucleus. A sufficiently energetic photon, or a combination of photons with enough energy, can even knock the electron from the atom. The atom then becomes ionized and gains a net positive charge.

Due to the quantum nature of small particles, the changes in energy allowed for an electron in an atom is fixed to very specific amounts. When a photon of just this energy is captured by the electron, it is must jump to a new and higher energy level. Thus each atom has a specific set of energy bands where it will favorably absorb photons, depending on the current energy states of its electrons.

When a white light is passed through a gas composed of the same type of atom, those atoms will tend to absorb light at those frequencies that match the energies needed for their electrons to jump to a new level. An observer on the other side of the gas who looks at the spectrum will see dark lines where these energies have been absorbed. Likewise an observer looking at the gas from another angle will see bands of light where those same energy frequencies were emitted by the atoms.

This property of selective absorption of light at specific bands is important in astronomy because it allows an astronomer to determine the chemical properties of a distant object. A star, for example, will radiate a spectrum with strong or weak absorption bands, which are determined by the quantities of different gases on its surface. The science of recording and measuring these lines is called spectroscopy.

Doppler shift
As an object moves toward us in space, it may radiate light in our direction. The velocity of the light we receive does not change. However, during the time interval between each of the peaks in the light wave it is transmitting, the object has moved slightly closer toward us. Thus the wavelength grows shorter and appears more blue than normal. Correspondingly, an object moving away from us will have its wavelength stretched out, making it appear more red.

This red-shift or blue-shift property has a number of important applications in astronomy. It can be used to measure the velocity with which a distant object, such as a galaxy, is moving toward or away from us. For objects that are rotating, we can measure the rate of rotation by comparing the blue shift on the edge rotating toward us to the red shift of the edge moving away. We have also discovered binary stars by the regular oscillation of the spectrum toward the blue or the red as the star orbits its companion.

Spectrometry and Photometry
Spectrometry involves looking at the spectra of light. Spectra are what you get when you take light from a source and spread out the colors by passing the light through a prism or over a grating, and then looking at the amount of light at a certain wavelength. There is a huge amount of information that you can get from doing this.

So let's take a spectroscope and point it at something like a fluorescent light bulb or a nebula. The thing that you will see is that rather than a continuous rainbow of all colors or wavelengths, the light is actually a combination of light from different well defined wavelengths. You will see lines.

The reason for these lines is that the electrons in the gas in the fluorescent lights can only be at certain energy levels. When you do something to energize the gas in a fluorescent bulb, the electrons in the atom's gas move to higher energy orbits, which are known as excited states. They stay in those excited states for a length of time ranging from milliseconds to seconds. When the electrons drop from the high energy states to lower energy states, then they will emit light at a wavelength that has an energy (and a corresponding wavelength) equal to the difference between the two energy states. This is known as an emission spectrum.

The detected spectra gives insight into the composition of the object emitting the spectra. Every element and material has its unique set of energy levels and unique lines, and by comparing those the lines of emission spectra with those of known elements, it's possible to discover the object's composition.

When you add energy to an atom, the electrons move to a higher energy state. As the electron relaxes and moves down the energy states, it emits a particle of light for each transition that it makes. Since every energy has a particular color associated with it, each transition puts out light at a single wavelength. The time between stimulation and re-emission is very rapid (in like a microsecond), but there are some materials in which the transition from a high energy state to a low energy state takes a long time. An example of this is glow in the dark stickers. When you expose it to light, it kicks some of the electrons into high energy levels, and it takes seconds to minutes for the electrons to revert to their original state.

One can discover other things about an object from its spectrum. For example, as you increase the temperature, you end up with more and more electrons in higher energy states and this affects the spectrum in that you end up with stronger lines. But if you increase the temperature past a certain point, the electrons leaves the atom completely and the lines become weaker.

You can also discover the pressure and density of the object. As the pressure and density increase, there is a increased chance that particle interactions will change the electrons' energy states to higher or lower level. This causes the lines to grow wider since there is a higher chance that the electron won't start and finish at a particular energy level.

If you increase the pressure and density enough the electrons no longer have enough time to stay at a certain energy level, and so the lines broaden to form what is known as a continuous spectrum, A continuous spectrum is emitted by a solid, liquid, or high pressure gas. Because the electron is no longer restricted to certain energy levels and certain wavelengths, the electron will often emit a low energy infrared photon rather than a photon of light. As a result something that is emitting a continuous spectrum (like a light bulb, specifically an incandescent light bulb) will emit much of its energy at lower frequencies (called heat) compared to something that is emitting a more discrete spectrum (like a fluorescent light bulb). Since energy is conserved, a fluorescent light bulb emits almost all its energy at a few wavelengths very efficiently while an incandescent light bulb emits much of its energy as heat. Hence, a florescent bulb will convert electrical energy into light more efficiently.

There is one more type of spectrum which is very common. If you expose a gas to light of different wavelengths and one of those wavelengths happens to match a difference in energy levels in the gas, it will absorb the light at that particular wavelength. So, if you have a source of a continuous spectrum pass it into cool gas in front of it, you produce what is known as an absorption spectrum. Most stars emit absorption spectrum as the cool upper layers of the stars absorb lines from the light emitted by the hot lower levels of the star.

So far we have been talking just about visible light, but the principles of spectroscopy apply to other types of electromagnetic radiation, of which visible light is just a small slice in the overall range of wavelengths. You can have gamma ray or X ray spectra (at shorter wavelengths than visible light) as well as microwave and infrared spectra (at longer wavelengths than visible light). The big difference has to do with what generates the radiation. The energy differences between different states of an atom typically are the energy of a particle of visible light. An X-ray photon will knock the electron right out of an atom, as a result an X-ray can't be generated by electrons transitioning between atomic energy levels. However, X-rays are generated when atomic nuclei transition between different nuclear energy levels. Conversely, microwave radiation can be generated when molecules move between energy states as they "wiggle." So by observing microwaves you can detect cool clouds of molecular gas by detecting microwaves in the spectrum. Conversely by sending microwaves into something that contains water the molecules will be induced to "wiggle" or in other words heat up. At the same time, the microwaves will pass through things (air or ceramic) whose energy levels don't match the microwaves. So if you put something like a cup of coffee in a microwave oven, all of the energy will be absorbed by the coffee and not by the cup or the air.

One final thing about spectroscopy. Spectrographs are affected by so many things and that every object out there has a different spectrum, and understanding what affects spectrographs and how to glean this information from spectrographs is an important part of astronomy.

Discussion questions

 * The stellar classification system from hottest to coolest is OBAFGKM with A being the star with the strongest hydrogen line, B being next strongest and so forth. Why is the stellar classification in this order rather than the more logical order of temperature? Discuss a case from your experience in which a similar reason has led to seemingly odd classification systems.

 * Identify three objects and tell me whether they would result in an emission, continuous, or absorption spectrum. Also tell me what you would see if you pointed a spectroscope at you.  Would you see an emission, continuous, or absorption spectrum?

 * What type of spectrum do you suppose an LCD puts out? What about gold?  What about a microwave oven?  What about you?

 * Using your knowledge of advances in photography, how do you suppose an astronomer takes a spectrum differently today than in 1920? What about 1850?  How do you think the Internet can be used to help astronomers take spectra?

 * Why do you think it is so tough to create a good looking fluorescent light bulb and how do you think that they do it.

 * If I stand in front of 100 watts of radio waves or light waves, nothing bad happens to me. But if I stand in front of 100 watts of gamma rays or X-rays, bad things will happen to me.  Why?


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Talk:Puzzles/Logic puzzles/Bridge Crossing

Wouldn't this fit in Action Sequences better? --Divinity 19:25, 27 Jun 2005 (UTC)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


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User talk:206.180.155.4

Hey, thanks for the clean ups here. Sometimes a fresh set of eyes can just catch mess-ups that they eyes that wrote them will read what's supposed to be there, rather than what is there. Blain

title: User talk:206.180.155.4


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Cookbook:Killer Queso Dip

| Southwestern cuisine | Tex-Mex cuisine

Queso (literally "cheese" in Spanish), also known as chile con queso, is a common dip found in southwestern and Tex-Mex cooking.

Ingredients

 * 1 lb (450 g) hot pork sausage
 * 1 lb (450 g) Velveeta cheese
 * 10 oz (280 g) canned tomatoes stewed with green chiles (e.g. Rotel brand)
 * Tortilla chips or fritos for serving

Saucepan method

 * 1) Brown sausage in saucepan and drain grease.
 * 2) Add cubed cheese, diced tomatoes, and diced chilies.
 * 3) Heat over low, stirring until cheese is melted and ingredients are well blended.

Slow cooker method

 * 1) Brown sausage in a skillet and drain grease.
 * 2) In a slow cooker, melt cheese with tomatoes and chilies, stirring.
 * 3) Add browned sausage. Stir until well melted and mixed.

title: Cookbook:Killer Queso Dip


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Talk:Demystifying Depression/Introduction

In the section on the causes of depression have you considered mentioning that BCPs are increasingly causing depression.. ? http://www.aphroditewomenshealth.com/ubb/ultimatebb.php?/topic/7/75.html Thanks.

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Methinks you knock the clinical psychologist too much. A good clinical psychologist can be better than a psychiatrist, and is certainly likely to be more competent to diagnose and treat it, follow up, or provide referrals than a GP. Remember clinical psychologists are dealing head-on with depressed patients every day, whereas the typical GP is rarely qualified to provide specialized care for mental disorders.

Finally, there is the issue of cost and all that entails. Many patients are lucky if they can see a (hopefully) licensed counsellor without any advanced degrees whatsoever. It is a rare patient who has the money or the insurance to cover extended sessions with a psychiatrist. This means that encounters with HMO psychiatrists may be limited to lots of form diagnostics, brief interviews, and dispensing of pills, whereas a wider range of treatment including talk therapy may be accessible from a psychologist. 149.68.74.166 21:21, 30 November 2005 (UTC)

Role of Medical Insurance on over prescription of Pharmaceudical Treatments
How about a note on the role that Medical Insurance Companies play in the over-emphasis on Pharmaceudical treatments. Insurance companies place heavy pressure on proffesionals to seek the minimal cost method of treatment. Often they argue that Pharmaceudical Treatments are more cost effective, while clearly ignoring the ineffectiveness of these Pharmaceudical treatments in the long term and the dangerous repercussions that occur when these drugs do at last fail (often due to natural adaptation). Countless people suffering from depression have been left without appropriate knowledge of cognitive coping techniques that a qualified Clinical Psychologist can teach. In many cases, had more importance been placed on these cognative techniques lives could have been saved. Shouldn't insurance companies be obliged to seek the most effective method and not just the cheapest. The practice of saving a few dollars at the cost of human lives is extremely offensive to me. Throughout my educational career in Psychology I have repetatively heard this problem expressed by numerious Professors, isnt it time something was done about this obviously incorrect and ill-informed emphasis on the wrong treatment.--Scottmcmaster 06:39, 15 November 2006 (UTC)

My opinion
In my opinion introduction is sweet when it is short and which is direct to the point by using clear short words. I think, when long sentences with too many words are used it makes confusion and it can give worst effect to a person whose mental status is not very clear. As I understand, there are two separate headings with similar meanings, ie. "Introduction" and "what is depression".

Comment 01: Bio-medical terminologies in sentences are not suggesting any crystal clear "to the point" "instruction/suggestion/opinion". Suggestion:

Introduction According to World Health Organization (W.H.O): "Depression is a common mental disorder that presents with depressed mood, loss of interest or pleasure, feelings of guilt or low self-worth, disturbed sleep or appetite, low energy, and poor concentration."

(D.S.M. related things are too complicated for non-related person so W.H.O will be sufficient. )

Depression occurs in persons of all genders, ages, and backgrounds.

Facts
 * Depression is common, affecting about 121 million people worldwide.
 * Depression is among the leading causes of disability worldwide.
 * Depression can be reliably diagnosed and treated in primary care.
 * Fewer than 25 % of those affected have access to effective treatments.

(Source: WHO "www.who.int and word searched - depression")

'''Q. What is depression?   Q. What Can I Do When My Family Member Is Depressed? '''

Common Symptoms of Depression:
 * 1) Feeling sad, blue, or down
 * 2) Loss of interest in previously enjoyed activities
 * 3) Change in appetite or weight
 * 4) Change in sleep patterns
 * 5) Feeling tired and slowed down OR feeling restless
 * 6) Feeling worthless or guilty
 * 7) Trouble concentrating, thinking, or making decisions
 * 8) Thoughts of death or suicide

Common Causes of Depression
 * 1) Major life events (e.g., death of loved one, retirement)
 * 2) Genetic factors
 * 3) Imbalance in the level of chemicals in the brain.
 * 4) Medical illness
 * 5) Use of certain medications (some anti-convulsants or thyroid hormones)
 * 6) Excessive use of alcohol

Suicide Warning Signs:

There are several red flags that you want to pay special attention to if a loved one is talking about suicide. One warning sign does NOT mean that the person is definitely going to harm him/herself; rather, these cues may prompt you to explore the issue further:

 * 1) Changes in the level of depression (more depressed or happier than usual), especially if he/she:
 * 2) *Has a specific plan for how they would kill themselves
 * 3) *Begins to get their affairs in order (e.g., writes a will, gives things away, systematically contacts old friends or relatives)
 * 4) *Feels worthless
 * 5) *Talks about having done an unforgivable behavior
 * 6) *Feels hopeless about the future
 * 7) *Hears voices telling them to harm themselves
 * 8) Talks about being indestructible or having supernatural powers during a manic or delusional state
 * 9) Talks about killing him/herself ("everyone would be better off without me")
 * 10) Makes suicidal gestures (takes too many pills, cuts wrists, etc.)
 * 11) Increases use of alcohol or other drugs.
 * 12) Has previously attempted suicide OR has a history of being impulsive

What to do if your family member is suicidal
 * 1) TALK ABOUT IT! Asking about suicide will NOT put ideas in their head and will not make the situation worse. Ask - then listen. You may want to discuss coping strategies at a time when your loved one is not actively suicidal.
 * 2) Offer emotional support by expressing your concern, care, and willingness to help.
 * 3) Ask if they have a plan about how they are thinking about killing themselves. If so, then:
 * 4) *Seek professional help immediately
 * 5) *Try to get the person to make an agreement with you that they will not act on these plans without first talking to you, a hotline, or mental health professional
 * 6) *Put away any objects that they may use to harm themselves (guns, knives, pills, razors, etc)
 * 7) If the person is delusional, seek professional help.
 * 8) If you don't know what to do, call a professional (e.g., suicide hotline, mental health professional, police)

For an example: oNational SUICIDE Hotline: 1-800-SUICIDE oSuicide hotline in Oklahoma City: (405) 848-CARE

Local Treatment Options for Veterans Struggling with Depression
 * 1) Individual / Group Psychotherapy
 * 2) Psychoeducational Classes
 * 3) Day Treatment Center
 * 4) Anti-depressant Medications
 * 5) Electroconvulsive Therapy (ECT)

DO's  Acknowledge that depression is a legitimate illness - which is different from just having a "down" day. Learn about the illness of depression:

Some Good Books on Depression: What to do when someone you love is depressed. (1996). M. & S. Golant. Overcoming depression. (1987). D. & J. Papolos. When someone you love is depressed. (1996). L. Rosen & X. Amador. Sherman, M.D., & Sherman, D.M. (2006). I’m not alone: A teen’s guide to living with a parent who has a mental illness. Edina, MN: Beaver’s Pond Press. Available at http://www.seedsofhopebooks.com/

Interesting Movies on Depression: Ordinary People Patch Adams

Relevant Web Sites: www.depression.com [comprehensive resources about depression] www.ndmda.org [National Depressive and Manic-Depressive Web site] www.mentalhealth.com [World Wide Web mental health page] www.moodswing.org [for manic depression] www.depressionfallout.com/resource.html [for caregivers]

Have realistic expectations…but maintain hope! Be an active team member in the care of your loved one. Ask questions of doctors, nurses, psychologists, and other health care providers. Offer emotional support, patience, and compassion. Encourage your loved one to exercise and do activities that he/she used to enjoy. Stay in contact with your social support network. Obtain professional help for yourself when needed. Maintain good sleep habits, both for you and your loved one. Maintain a healthy diet; engage in regular exercise; avoid use of alcohol.

 DON'Ts  Try not to take the depression personally - it's not your fault! You cannot cure depression with love any more than you can cure cancer with love. Don't exclude the depressed person from family discussions or decisions. Don't try to do everything for the depressed person. Don't criticize the person for their depressed behavior. Don't feel that you need to apologize for your loved one.

'Parts adapted from When someone you love has a mental illness by R. Woolis (1992). '

(Source: I forgot from which site I downloaded this "handouts".)

Comment 02:  Normal Neuron Communication: The Role of Serotonin

As you wrote as your introduction "This article is not written by a doctor. The recommendations are not referenced to actual research except in a bibliography. This document should in no way serve as a substitute for medical advice. Doctors and experts are welcome to add their comments at ..."

Why serotonin should be mentoined in this topic at this time? And what effect is expected by introducing a "serotonin" to a depressed brain? Practically not a very brilliant idea. (In my experience - Depressed brain seldom asks about interpretation of SEROTONIN. It is not a very polite idea to give them big theories while they are suffering)

Comment 03: " By writing this document we hope to provide you with the knowledge everyone should have about their mental well-being. Depression is not an unavoidable fate. It is physical. "

You wrote "you" ... Who is your address? "It is physical" Physical?

(I stoped reading further, Sorry, no more comments)

Opinion: Not recommended as a "patient educational material".

Feedback and completion: Cortisol - damage neurones - impact on metabolism of the brain - result - symptoms called depression
I am working at the subject "depression" and in this content I found this article. It´s great, especially if I compare the content with all the books and articles I ever have read about this topic. What I miss is a more accurate description about what produces stress by people or the other way round, what makes it, that some people are less vulnerable to stress. And further there are some things, which a helpful in dealing with stress. (Nourishment, sport, love of oneself, etc.)

I by myself have experienced a severe clinical depression as result of "doing to much" and as you wrote, one of the most interesting things for one who has gone through this horrible experience is the question: What has it caused?

For me I miss in your thinking almost only the question: "What happens to the brain and body, when there is a high level of cortisol in our blood?". Cortisol has an negative impact on our cells respectively our neurons. Study´s show, that persons after a very stressful or traumatic event have almost no activity in their brain. This studies also show, that it took months till the activity of their brain becomes gradually normal. In my point of view cortisol (produced by stress) damages the neurones of our brain, what causes the situation that the metabolism in the brain can´t work any longer correct, what results in a lack of energy and the symptoms of this are called "Depression".


text:
Talk:FHSST Physics/Forces/Diagrams

It might be better to have the arrows representing the forces with their tails anchored on the object on which they are acting. That way ther is no ambiguity. You could also consistently have the tips. But that nmight make the second diagram on the page awkward... What is unhelpful, I think, is to have both on the same page.

title: Talk:FHSST Physics/Forces/Diagrams


text:
Cookbook:Candied Sweet Potatoes (disambiguation)

| Cuisine of the United States | Southern U.S. Cuisine

Candied sweet potatoes are a class of sweet potato dishes which are popular in the southern United States during holidays.

The following are the available candied sweet potato recipes in this Wikibook:
 * Pecan Sweet Potatoes
 * Sweet Potatoes Crisp
 * Diana's Candied Sweet Potatoes
 * Strong Candied Sweet Potatoes
 * Orange-Glazed Sweet Potatoes
 * Glazed Sweet Potatoes


text:
Cookbook:Yam Casserole

| Cuisine of the United States

Ingredients

 * 2 cans (2 lb + 8 oz / 900 g) yams or sweet potatoes, drained (or 4 lb / 1.8 kg cooked, peeled, and sliced yams)
 * ⅔ cup orange juice
 * 1 tablespoon grated orange rind
 * ½ cup bourbon
 * 2 teaspoons salt
 * 1 teaspoon ground ginger
 * 4 tablespoons butter, melted
 * ⅓ cup packed brown sugar
 * 3 egg yolks
 * Fresh pepper to taste

Topping

 * ⅔ cup packed brown sugar
 * ¼ lb butter, melted
 * 1 cup (about 4 oz / 110 g) pecans, chopped
 * 1 teaspoon ground cinnamon

Procedure

 * 1) In mixing bowl with electric mixer, beat yams. Add in remaining main ingredients, beating until mixture is light and fluffy. Butter a 12-inch porcelain quiche dish or a shallow 2 quart casserole dish (7x11 inches / 18 x 28 cm). Pour in yam mixture, smoothing top evenly.
 * 2) Make praline topping by mixing all ingredients together in small bowl. Spread evenly over the yams. May be refrigerated covered overnight.
 * 3) Bake at 350°F (180°C) for 45–50 minutes or until golden brown and bubbly.
 * 4) Remove from oven and let stand 10 minutes before serving.

title: Cookbook:Yam Casserole


text:
Category:Southern U.S. recipes

Recipes from the Southern United States.

title: Category:Southern U.S. recipes


text:
Category:Fruits

Various kinds of fruits.

de:Kategorie:Kochbuch/ Früchte th:หมวดหมู่:ผลไม้

title: Category:Fruits


text:
Category:Vegetables

Kinds of vegetables.

hy:Կատեգորիա:Բանջարեղեններ

title: Category:Vegetables


text:
Puzzles/Lateral puzzles/8

Puzzles | Lateral puzzles | Lateral puzzle 8

A man and his young son are driving to the city. On their way over the traintracks, the car stalls. Before the son and man can get out, they are hit by the train. The man is instantly killed (the examiner pronounced him dead upon impact), while the son, while horribly injured, remains alive.

The son is rushed to the hospital, where the doctors decide he needs surgery right away if he is to live. He is rushed to the OR, where he waits for the surgeon. The old surgeon hobbles in, takes one look at the boy, and says, "I cannot operate on this boy. He is my son."

How is this possible?

Solution

title: Puzzles/Lateral puzzles/8


text:
Category talk:Bread recipes

This category is redundant with Category:Bread within Category:Recipes. We should decide which to keep. --Laurascudder 21:40, 27 Jun 2005 (UTC)

title: Category talk:Bread recipes


text:
User talk:Laurascudder

You'll get a faster response on my Wikipedia talk.

Recipes
Hi! I saw your change to Template:Recipe (changing Category:Recipe to Category:Recipes). At some point I was encouraged to use a new category (Recipe) to index everything, which is why that was the listed Category in the template. You seem to have a lot of wikipedia experience; what's the standard over there? Kellen 22:03, 27 Jun 2005 (UTC)

p.s. Thanks for doing so much indexing & categorization.

 * I forgot to mention the supposed distinction between Category:Recipe and Category:Recipes. Category:Recipes was seen as a supercategory for other category types (Recipes by diet, Recipes by origin, etc). Category:Recipe was a new category to make a usable recipe index. You should read the Talk:Cookbook page if you have time, I'd like as many views as possible on the potential structuring of recipes. Thanks! Kellen 22:25, 27 Jun 2005 (UTC)

In case you're still here
I don't know how much good trying to find info about the Beck Foundation will get you. I have tried a few times since my start here at WB, but to no avail. Some have even said there is no money left, and that the Beck Foundation has become defunct, so we have no money for this project. I agree that the Solar System book is probably more publishable right now. I guess we just wait to hear back from Danny. BTW... thank you so much for your work on these books. You are a valuable asset to Wikibooks. See you around. -- LV (Dark Mark) 21:30, 8 December 2005 (UTC)

Beck Foundation, Deadline for Wikijunior, and more
It figures that it was Zanimum that was doing this. I've already publicly gone after him for trying to ram-rod a new Wikimedia project (in the form of Wikijunior) with supposed community concensus when in fact there is none (or very little, with no public discussion). Anthere was quite... well... upset that this didn't have public concensus to create a whole new Wikimedia project just for Wikijunior. There is a forum for doing that if he really wants it done, but he has chosen deliberately not to go that route, and the Foundation board is very cool to the idea of any new Wikimedia projects at the moment (they even turned down Wikiversity, dispite an absolutely huge turnout to get it going).

The concern that I have is that there is no infrastructure right now to actually wherehouse and distribute any physical books that are produced for this project. I've done it on a very limited basis myself (by physically publishing the Wikijunior Solar System with a local printer) but I also did that on my own dime and have not asked for anything else from anybody. I'm almost afraid that Zanimum wants to get the Beck Foundation to help pay for this but he can pocket the money... or at least there are no controls to insure that what is promised will happen. He may be doing this completely on the up and up with the most noble motives in mind, but we need to get more stuff put together.

There is a page for Wikibook Press that I've thought about really pushing hard on. What we really need is a semi-commercial site for actually selling products. There was an active URL some time ago at http://store.wikimedia.org/ but it has been discontinued. Basically what we need to have is some way that we can publish content that is created on Wikibooks. The best way I can see that started for now is to simply provide a bunch of PDFs for now (they aren't too hard to create in Open Office) that could be the basis for a Wikibook Press and eventually physical books as well.

I think that once we get a few books in the pipeline, we can keep this whole thing self-sustaining at least for gathering together the basic resources. Publishing isn't cheap, however, and even the $10,000 from the Beck Foundation is only going to print up a few thousand books. The other issue is trying to distribute the content and wherehouse the books immediately after printing but before distribution. No printer will do direct distribution but will expect you to take them off their hands right away. (Well, Lulu press will, but they are also a distributor). If we are going to give these books away (with a strong appearance of being a vanity press) that may be useful, but it should have a budget and be coordinated with the Wikimedia Foundation. I don't see any of that happening right now.

In short, I think we have something cool with the current collection of Wikijunior books, but we are still at version 0.5 to 0.8 for all of current books, not the 1.0 that we need to do the job correctly. I think it is also prudent to not rush this effort as going too quickly is going to backfire on us before we are ready. If there is somebody from the Beck Foundation that wants to see specific results, I would like to see their commentary or at least somebody with formal ties to the Beck Foundation and showing their connection. As it is right now, all we got are a bunch of people who are guessing in the dark about what is going to be expected. In addition, we don't need the Beck Foundation to get any of this accomplished, but we need the Wikimedia Foundation in order to keep these servers running and we do need the Wikibooks community to keep fresh blood of new people coming into Wikijunior.

If we want to set a realistic deadline and a specific order of accomplishment that can be met with volunteers on Wikijunior, I don't mind trying to set up those deadlines, with specific requests that certain modules will get done by a certain date, for example. I just don't like seeing very unrealistic deadlines like three or four days away to perform proofreading and publishing that I would expect to be paid serious professional wages to accomplish, assuming that I even have the skills. I've done projects on a professional basis with unrealistic deadlines like this, and the result was just raw garbage, not anything to be proud of. It simply takes time to write a book, and progress is being made. --Rob Horning 04:53, 9 December 2005 (UTC)

 * Hopefully this answers your questions. I am not sure anyone has been in contact with the Beck Foundation. Who really knows? This whole situation is a mess. -- LV (Dark Mark) 16:53, 9 December 2005 (UTC)

Big Cats Maps
And thanks for the maps for the various Big Cats modules. They significantly and immediately improve each book. -- LV (Dark Mark) 18:45, 9 December 2005 (UTC)

 * Thanks again. -- LV (Dark Mark) 19:43, 9 December 2005 (UTC)

title: User talk:Laurascudder


text:
Puzzles/Logic puzzles/3 Hats in a Circle

Puzzles | Logic puzzles | 3 Hats in a Circle

Three men, who are not wearing glasses, are placed in a room without mirrors. A hat, which they cannot see, is placed on each of their heads. The hat is either red or green in color. They are not allowed to inspect their own hats in any way and are forbidden to talk or communicate in any way except as follows: if they see a red hat, they are to raise their right hand. If they figure out what colour their own hat is, they are to leave the room immediately without a word to anyone. They must stay in the room until they figure out what colour their own hat is, or until someone else does. After about ten minutes, one of the men figures it out and leaves the room. As it turns out, all the hats are red.

How did he figure out what colour his own hat was?

Solution


text:
Puzzles/Logic puzzles/3 Hats in a Circle/Solution

Puzzles | Logic puzzles | 3 Hats in a Circle | Solution

= Solution = Person A (who figured it out) looked at Person B and Person C and thought to himself, "Both these men are wearing red hats, and each of them sees the other man and I both have our hands up. If I were wearing a green hat, then person B would look at person C and see that Person C's hand was up, but not for me -- since my hat would be green. Therefore, he would immediately figure out his own hat was red and leave the room. But ten minutes have gone by and neither Person B nor Person C have figured out what would be an obvious conclusion; therefore, they're stuck because my hat is red, not green."

= Longer explanation =

To solve this problem, we must answer the following question: what happens when the number of red hats is between 0 and 3?

Case 1. If there are no red hats, then no man raises his hand, each man sees that the others do not raise their hands and thus concludes that his hat must be green, so he immediately leaves the room. This did not happen, so there is at least one red hat.

Case 2. If there is exactly one red hat, then the man wearing the red hat does not raise his hand but the other two men do. The man wearing the red hat sees no red hats but does see the raised hands, so he concludes that his hat must be red and he leaves the room.

Case 3. If there are exactly two red hats, then all hands are raised. Each red hat-wearing man sees a red and a green hat and deduces that his hat must be red because the other red hat-wearing man's hand is raised. Thus the two red hat-wearing men leave the room.

Case 4. If there are three red hats, then all hands are raised, so cases 1 and 2 are eliminated. Each man sees that the other two men do not leave the room simultaneously. Since this must be the logical conclusion of case 3, there must be at least three red hats. Thus all men leave the room knowing their hat is red.

In order to arrive at the conclusion that only one man leaves the room, we conclude that the men reason logically at different rates and that the man to leave the room first has reasoned faster than the others.


text:
Template talk:Computer Programming/Control/5

Beg to differ
Beg to differ with the idea that a return can be replaced by a goto to the end of the routine and be twice as readable: it is twice as much work for the code reader/modifier. Many years of reading other folks code has shown that you cannot credulously take names at their word. Dangerous assumption that a label EndOfRoutine is ACTUALLY at the end of the routine. Programmers who think they know better or are just lazy may sneak a line or two of essential code in after this label. Thus you must verify that this label is actually at the end of the routine, with no other statements after it, before it is known to have the same function as the return. Return is clean and safe, can only mean one thing. (Alas for the wonderful DEC F77 labeled return, which jumped to the label of choice in the calling routine!) Allows you to check off and exit from non-allowed conditions, keep your left margin narrow and the indentations and logic easy to follow.

search for returns vs. search for label
I probably have analysed just as many code from other programmers and the problem is that you always have to fight lazy programmers. It is just a matter where you currently look.

Imagine a large function - one with a large case statemen which can't be broken down. How will you analze it? From my experience you first look at the beginning, than skipp the middle case and look at the end.

With that top down approch you are likely to see the label first - and then start looking for the fitting gotos.

But even if you analyse bottom up (middle to outside) the goto will at least mean a knudge "Something unstructured is happening here - beware."

With a goto you have a double chance to see the early exit - with a return only one. The most dangerous goto/return is the one you have not spotted.

Of corse: I usually avoid both - only one in a hundred functions I write has more then one return.

--Krischik 06:15, 28 Jun 2005 (UTC)


text:
User talk:AndriuZ

http://en.wikibooks.org/wiki/User_talk:August#Moving_vs_Removing

Hi, I removed it as it wasnt a part of the installation. I am sorry if that might seemed harsh, i don't want to scare away contributors, so thanks for contacting me! I have added an article for the global configuration under the miscellaneous chapter, and a new configuration-category. *A link to the article. Please feel free to do more contributions - and i will try to take it to the discussion page before simply deleting stuff.. =) --User:August 00:01, 28 Jun 2005
 * That's OK, no problem. But IMHO: 1) Link to the.. - needs to be somvhere after the INSTALLATION, not at the end or miscelaneous 2) first page could be on more detailed TOC --AndriuZ 00:28, 28 Jun 2005 (UTC)

Now that we are two users contributing to the book, we should discuss things before doing them. I would e.g. prefer that the category was named "mambo open source" instead of "mos".

Table of contents
moved to Talk:Mambo Open Source/Table of contents --AndriuZ 13:46, 11 July 2005 (UTC)

title: User talk:AndriuZ


text:
Talk:FHSST Physics/Modern Physics/Quantum Introduction

That was I, about photons being indestinguishable.


text:
User:Gerbrant

 Please refer to my page at Wikipedia

If you feel like it, you can drop me a line there

title: User:Gerbrant


text:
User talk:Gerbrant

 I will not be checking my talk-page on Wikibooks.

Please refer to my talk-page at Wikipedia

If you feel like it, you can drop me a line there

title: User talk:Gerbrant


text:
Talk:FHSST Physics/Modern Physics/Wave-particle Duality

In the Feynman Lectures on Physics, he mentions this early on. I think partly because it helps motivate the students to know they won't have to learn about electrons neutron, etc. seperatly, and prtly because they do know more sooner that way.

Planck's constant?
I believe Planck's constant is 6.63 x 10^-34 J.s not 6.57.


text:
Ada Programming/Attributes/'Delta

Description
X'Delta is an Ada attribute where X is any fixed point type. This attribute represents the delta specified in the type definition of X.

Example
My_Fixed  0.1  0.0 .. 100.0; (My_Fixed'Delta = 0.1);

Wikibook

 * Ada Programming
 * Ada Programming/Attributes
 * Ada Programming/Types/delta
 * Ada Programming/Attributes/'Digits

Ada Reference Manual

|Delta

title: Ada Programming/Attributes/'Delta


text:
Ada Programming/Attributes/'Digits

Description
X'Digits is an Ada attribute where X is any floating point type or decimal fixed point type. This attribute represents the number of decimal digits in the mantissa of type X.

Example
My_Float  10  0.0 .. 100.0; ...  (My_Float'Digits = 10);

Wikibook

 * Ada Programming
 * Ada Programming/Attributes

Ada Reference Manual

|Digits

title: Ada Programming/Attributes/'Digits


text:
Ada Programming/Attributes/'Width

Description
X'Width is an Ada attribute where X is any discrete type. This attribute represents the number of characters it takes to represent the "longest" type value using the X'Image attribute.

Example
My_Enum (Big, Bigger, Biggest); ... (My_Enum'Image (Biggest) = "BIGGEST" ); (My_Enum'Width = 7);

Wikibook

 * Ada Programming
 * Ada Programming/Attributes
 * Ada Programming/Attributes/'Image

Ada Reference Manual

|Width

title: Ada Programming/Attributes/'Width


text:
User talk:12.218.227.91

Hello and welcome to Wikibooks!

Here are some tips to help you get started:

 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

Good luck!

(Donovan|Geocachernemesis|Interact) 01:44, 28 Jun 2005 (UTC)

title: User talk:12.218.227.91


text:
Talk:Introduction to Sociology/Gender

Bias worries

The defintion of gender implies that things like differences in levels of aggression are caused by nurture and not nature ( surely by the percieved projection of masculine or femmine traits things like aggression, extroversion etc are meant). There's a wealth of evidence that this is false. As someone with Asperger's I can confirm that not all personality differences are due to nurture. ( Asperger's is genetic, has major effects on personality, and only one out of ten cases are in females.)

In the gender socialization section, the last sentence

"Greenberger and Steinberg attribute the differences to gender socialization and differential opportunities for boys and girls."

is not a sentence
 * Actually, it is. Attribute is the verb.  Read it this way, "The differences between boys and girls are, according to Greenberger and Steinberg, attributed to gender socialization and differential opportuniities for boys and girls."

Remember that doctor who tried changing the sex of boy's at birth? They had some condition, I forget the name, which meant that there biological sex was somewhat ambiguous. As they grew, many spontaneously declared that they were boys, despite the fact that they had been socialised as girls? Could we have some reference to that in the article, it's too interesting to ignore.

When you mention Doctor's degrees do you mean PhD's, MD's, or both?
 * just PhDs; i'll clarify

Should include the two theories for gender differences in the workforce: Two theories: Findings are mixed but indicate both can influence the outcome.
 * Individual characteristics
 * Differences in qualifications (experience, education, skills, etc.)
 * Less motivation
 * Socialization
 * Structural characteristics
 * Discrimination
 * Non-family friendly policies

Education
I take offense as the passage underneath "Education," as it is completely subjective, and should either be removed, or reorganized so as to reflect an analytic approach to the distinction, instead of one which seems to be included purely as added backing for the unavoiable feminist perspective of this article, but not out of any scientific obligation.

"Progress in this regard, however, should be tempered by the fact that while women are entering college at higher rates and even earning more degrees, the degrees are in less prestigious areas (e.g., social sciences and humanities compared to physical sciences) and women with degrees still earn less than do men with comparable degrees (Jacobs 1996)."

Defining "prestige" and whether or not the social sciences are in fact somehow more important or useful to society is quite a large task, and is not appropriate as supporting evidence in this article. This is not an acceptable level of neutrality.

 * All the author is claiming is that hard science degree's are percieved as more prestigious  * then soft science degree's by the general public, as someone who get's laughed at every time * I say I want to be a philosopher when I go to uni, I can personally confirm this is true!

Offensive POV
It's more than just the Education section. The whole thing is dripping with the foul idea that homemaking and childrearing is unvaluable, worthless, demeaning, etc. I suspect this originates from very male sexist values about what occupations are worthwhile and how we should judge things. Must we all rate ourselves by how much money we earn? If so, that's really sad. AlbertCahalan 02:25, 22 October 2005 (UTC)

title: Talk:Introduction to Sociology/Gender


text:
Talk:Introduction to Sociology/Collective Behavior

When I clicked on yuppie flu it took me to chronic fatigue syndrome. I don't understand this example.

Also when you give examples toward the end of moral panic you use UK examples which are not going to be familiar to the students. You may want to consider making it more relevant to them.

Mistake in first para
I'm not sure how the sentence should finish, but currently it is:

 * Examples of collective behavior episodes might include a religious revival, a panic in burning theatres, an outbreak of swastika painting on synagogues, a change iA. What Is Collective Behavior?


text:
Perl Programming/Advanced output

Advanced output overview
In many situations, especially for web programming, you will find that you want to put certain things, such as backslashes or quotes, in your text that aren't allowed in a traditional print statements. A statement such as

print "I said "I like mangos and bananas". ";

will not work because the interpreter would think that the quotes mark the end of the string. As with all things in Perl, there are many solutions to this problem.

Use other quotes
The quickest solution to this problem would be to use single quotes to surround the string, allowing the use of double quotes in the middle.

print 'I said "I like mangos and bananas".';
 * 1) I said "I like mangos and bananas".

This is obviously not the best solution, as it is conceivable that you are trying to print a string containing both kinds of quote:

print 'I said "They're the most delicious fruits".';
 * 1) I said "They're the most delicious fruits".

Escape characters
For situations like the above where only a short amount of text is being quoted, a common solution is to escape any quotes in the string. By preceding any quotes with a backslash they are treated as literal characters.

Using single quotes, the characters that require escaping are \'.

Using double quotes, the characters that need escaping are the variable sigils, (i.e. $@%*) in addition to \"

Using \ to escape reserved characters of course implies that you also need to escape any backslashes you want to use in your string. To print the second line literally using perl, you would need to write:

Luckily, Perl provides us with another way of quoting strings that avoids this problem.

Custom quotes
Perl provides the operators q and qq that allows you to decide that characters are used to quote strings. Most punctuation characters can be used. Here are a few examples:

The only symbols I have found that cannot be used for these quotes are $ ` /

Block output
As can be seen, while the custom quotes option works for short strings, it can run into problems, if a lot of text containing a lot of punctuation is output. For this situation, a technique called Block quoting can be used.

Any string of characters can be used instead of OUTPUT in the example above. Using this technique anything can be output no matter what characters it contains. The one caveat of this method is that the closing OUTPUT must be the first character on the line, there cannot be any space before it.

Variable output
It is possible to output variables within strings when you use some of these methods:

Perl will figure out where your variable ends, if the character after it is neither a letter, number nor an underscore. If that is not your case, put your variable inside curly braces:

Caveats
The single quote  ' q{  and double quote <tt> " qq <<A </tt> operators, behave differently. Whereas when using double quotes, you can include variables and escape any characters, when you use single quotes you can only escape single quotes and you cannot include variables.

title: Perl Programming/Advanced output


text:
Puzzles/Two-player games

 * Picking Game

title: Puzzles/Two-player games


text:
Puzzles/Two-player games/Picking game

There is a heap of $$n$$ matches. 2 players take turns to pick 1 or 2 matches. The winner is the person who picks the last match.

 * Who wins for 5 matches (if no player misses a chance to win or draw)?
 * Is there a general strategy for any number of matches (to force a win or a tie for either side)?
 * What is the strategy if existing?

Solution

title: Puzzles/Two-player games/Picking game


text:
Talk:Puzzles/Two-player games/Picking game

I'm not perfectly sure about the naming. In german it is "Nimmspiel" which I directly translated to picking game. But that is not from a native speaker sboehringer.

In English it's Nim - see Nim. However, this game is a variation of Nim - normally, a player can pick up arbitnary number of matches and there are several stocks. The solution for this game is simple: n is a losing position iff it is divided by 3. (n=0,3,6,9,...) --anon


text:
User:Abc123

{| style= width="70%" bgcolor="#f0f8ff" border: solid 3px #708090; padding:1em;" cellpadding="5" cellspacing="5"
 * [[Image:Athos 1.jpg|thumb]]

Tim McNamara

 * [[Image:Lake mapourika NZ.jpeg|thumb]]
 * Abc123 is a convenient user name for New Zealander, Tim McNamara. Passionate about lots of things, Tim's main interests include at the moment include philosophy,  rescuing people from buildings and tinkering with things. Notwithstanding his love of a young female, Emma, his wonderful fiance!
 * [[Image:Ferris Wheel - Port of Nagoya.jpg|thumb]]
 * My main wiki interests lie in the Wikiversity. I am involved in the School of Philosophy there, creating my own introductory course,  Initial Questions. My other toy is Wikibook's  rescue manual.
 * [[Image:Ferris Wheel - Port of Nagoya.jpg|thumb]]
 * My main wiki interests lie in the Wikiversity. I am involved in the School of Philosophy there, creating my own introductory course,  Initial Questions. My other toy is Wikibook's  rescue manual.

 * [[Image:USpatent425520 1890.gif|thumb]]
 * [[Image:Neunkirchen-am-Brand-Brunnen-vor-Zehntscheune.jpeg|thumb]]
 * rescuing people | my city | wellington | upper hutt (home town)
 * [[Image:Champaign-Urbana area IMG 0966.jpg|thumb]]
 * [[Image:ZH Zoo Stoerche 8862.jpg|thumb]]
 * [[Image:HannuNiemi Sarvikuonokas2.jpg|thumb]]
 * }
 * [[Image:ZH Zoo Stoerche 8862.jpg|thumb]]
 * [[Image:HannuNiemi Sarvikuonokas2.jpg|thumb]]
 * }
 * [[Image:HannuNiemi Sarvikuonokas2.jpg|thumb]]
 * }
 * }

title: User:Abc123


text:
User talk:161.142.14.233

Hello and welcome to Wikibooks!

Here are some tips to help you get started:

 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

Good luck!

(Donovan|Geocachernemesis|Interact) 12:04, 28 Jun 2005 (UTC)

title: User talk:161.142.14.233


text:
User talk:146.82.154.129

Hello and welcome to Wikibooks!

Here are some tips to help you get started:

 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

Good luck!

(Donovan|Geocachernemesis|Interact) 12:06, 28 Jun 2005 (UTC)

title: User talk:146.82.154.129


text:
Talk:Quantum Mechanics/Perturbation Theory

Is it not Pertur(!)bation Theory??

Indeed


text:
User talk:Abc123

Hello and welcome to Wikibooks!

Here are some tips to help you get started:

 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

BTW, I'm also a kiwi.

Good luck!

(Donovan|Geocachernemesis|Interact) 12:09, 28 Jun 2005 (UTC)

Here's a link for you
I see that you've aded a link to Wellington on your user page. Wikipedia has another good article on Wellington, you can link to it with Wellington. It also has my cool night panorama of the city from Mount Victoria. (Donovan|Geocachernemesis|Interact) 13:23, 28 Jun 2005 (UTC)

Wikiversity
I saw your name on the Wikiversity participant's list, you may be very experienced in mathematics already, but I'm trying out instructing a Calculus course if you're interested, go to Wikiveristy, check out the mathematics department, pure mathematics, and in the course list is included Calculus. Fephisto 22:40, 9 July 2006 (UTC)

The School of Philosophy
Thank you very much for your contributions to the school of philosophy. I am getting very excited now that I find that more and more people are deciding to contribute.

I find your Initial Questions course very interesting. I was planning a similar course as an introduction, although I believe it was more oriented toward formal reasoning than your idea is (I say this because you wrote "It is designed to be thought provoking, and relevant"). I was thinking of including different reasoning strategies, including transcendental arguments, genealogies, some notorious fallacies, etc. I haven't written anything of the sort yet because I would like to put some more content into some of the courses that I have already started contributing to. (Alex beta 10:24, 30 Jun 2005 (UTC))

Oh, I almost forgot. Brilliant contribution to the School of Philosophy main page. (Alex beta 10:30, 30 Jun 2005 (UTC))

unrelated pics are useless
A picture should serve to enhance a page by giving a visual representation of the subject matter, not just "spice it up". Muhgcee 03:50, 15 July 2005 (UTC)

Class Content Update
A course you are taking part in has new content available. Please visit the course page for more information.

Class Content Update
A course you are taking part in has new content available. Please visit the course page for more information.

Votes for deletion
You seem to have voted both Keep and Delete for this one. Can you decide which it is you want, and cross out the other one. Thanks. - Aya T C 19:02, 1 August 2005 (UTC)

Pictures
As you can see at the top of this page, "All unlicensed images uploaded to wikibooks before November 1, 2006 will soon be deleted." You have uploaded images and some of them are untagged. You can see them here. Please review them and add appropriate tags. If you have any questions, feel free to ask me. --Think Fast 04:16, 13 November 2006 (UTC)

title: User talk:Abc123


text:
User talk:Terrible Tim

Hello and welcome to Wikibooks!

Here are some tips to help you get started:

 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

Good luck!

(Donovan|Geocachernemesis|Interact) 12:15, 28 Jun 2005 (UTC)

title: User talk:Terrible Tim


text:
Cookbook:Sumac

Also sumac, soumak - Rhus Coriaria, family Anacardiaceae.

This spice comes from the Mediterranean and Middle East, from the berries of a wild bush (although there are many varieties all over the temperate world). It is an essential ingredient for Arabic cooking, favoured over lemon for sourness and astringency. It is somewhat related to poison ivy (Toxicodendron radicans).

The berries grow in dense clusters of small, russet coloured, rather hairy berries about 10mm (¼ inch) round. They are dried and crushed into a coarse purple-red powder before use. Quite aromatic, they are sour, fruity and astringent in flavour.

See the encyclopedia of spices for more details.

title: Cookbook:Sumac


text:
User:Abbadon~enwikibooks

My Way
When viewing Wiki's, I usually cary a style with me. Hate the way the Wiki's look by default. So, here they are.

 * MySkin.css
 * MySkin.js

title: User:Abbadon~enwikibooks


text:
Scouting/BSA/Disabilities Awareness Merit Badge

Requirement 1
Discuss with your counselor proper disability etiquette and person first language. Explain why these are important.

Requirement 2
Visit an agency that works with people with physical, mental, emotional, or educational disabilities. Collect and read information about the agency's activities. Learn about opportunities its members have for training, employment, and education. Discuss what you have learned with your counselor.

Requirement 3
Do TWO of the following:

 * A. Talk to a Scout who has a disability and learn about his experiences taking part in Scouting activities and earning different merit badges.

 * B. Talk to an individual who has a disability and learn about this person's experiences and the activities in which this person likes to participate.

 * C. Learn how people with disabilities take part in a particular adaptive sport or recreational activity. Discuss what you have learned with your counselor.

 * D. Learn about independent living aids such as service animals, canes, and teletypewriters (TTYs). Discuss with your counselor how people use such aids.

Requirement 4
Visit TWO of the following locations and take notes about the accessibility to people with disabilities. In your notes, give examples of five things that could be done to improve upon the site and five things about the site that make it friendly to people with disabilities. Discuss your observations with your counselor.

 * A. Your school

 * B. Your place of worship

 * C. Your Scout camping site

 * D. A public exhibit or attraction (such as a theater, museum, or park)

Requirement 5
'''Explain what advocacy is. Do ONE of the following advocacy activities:'''

 * A. Present a counselor approved disabilities awareness program to a Cub Scout pack or other group. During your presentation, explain and use person first language.

 * B. Find out about disability awareness education programs in your school or school system, or contact a disability advocacy agency. Volunteer with a program or agency for eight hours.

 * C. Using resources such as disability advocacy agencies, government agencies, the Internet (with your parents permission), and news magazines, learn about myths and misconceptions that influence the general public's understanding of people with disabilities. List 10 myths and misconceptions about people with disabilities and learn the facts about each myth. Share your list with your counsellor, then use it to make a presentation to a Cub Scout pack or other group.

Requirement 6
Make a commitment to your merit badge counselor describing what you will do to show a positive attitude about people with disabilities and to encourage positive attitudes among others. Discuss how your awareness has changed as a result of what you have learned.

Requirement 7
Name five professions that provide services to people with disabilities. Pick one that interests you and find out the education, training, and experience required for this profession. Discuss what you learn with your counselor, and tell why this profession interests you.


text:
User:Admiral Roo~enwikibooks

Pleas see my Wikipedia User Page My Personal Sandbox

title: User:Admiral Roo~enwikibooks


text: Talk:Scouting/BSA/Disabilities Awareness Merit Badge


text:
User talk:Admiral Roo~enwikibooks

Greetings! This is my personal talk page. Pleas keep the line straight and in single file. Pleas, no vulgar remarks to me, and pleas include your signature. Thank you and have a pleasant day.

See my Talk History

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Admiral Roo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Admiral Roo~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 22:55, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:29, 19 April 2015 (UTC)

title: User talk:Admiral Roo~enwikibooks


text:
User talk:Johnlavender~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:

 * Make sure that any article you create are more than only a dictionary definition.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

Good luck!

(Donovan|Geocachernemesis|Interact) 14:25, 28 Jun 2005 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Johnlavender. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Johnlavender~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:20, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:05, 19 April 2015 (UTC)

title: User talk:Johnlavender~enwikibooks


text:
User talk:205.209.184.230

You're wasting your time. (Donovan|Geocachernemesis|Interact) 14:36, 28 Jun 2005 (UTC)

title: User talk:205.209.184.230


text:
Mambo Open Source/Global configuration

The global configuration is where all major settings with the mambo system is done. This can only be accessed by superadministrators.

Site offline
When this is active, the whole site will be down, only displaying the DISPLAY LINK TO OFFLINE MESSAGE HERE text and the mambo logo. This is useful when doing heavy maintenance.

Offline message
The corresponding message to the site offline setting. You can enter HTML tags here, as long as they do not contain quotes

System error message
This message is very much like the offline message, but differs in function: it will display when a critical error occurs. This could be the database not working, core files are missing etc. Should contain something useful, as admins e-mail address etc.

Show UnAuthorized Links
Normally, mambo hides links that a user doesn't have permission to see. An example of this is e.g. links that are only for special users. If this setting is on, the normal users will see the link, but will get an error message when they try to browse to its location. If off, the links will simply be hidden.

Allow User Registration
This is very self-explanatory - it enables or disables user registration. If disabled, the "create an account"-link on the login module will be hidden.

Use New Account Activation
When active, users will need to activate their account before they can use it. This is done via e-mail, the user gets a e-mail with an activation link. As soon as the user have browsed that link, the account is active. This is to ensure that the user enters a valid e-mail address.

Require Unique Email
This will ensure that only one user can be registered per e-mail address. A user will then not be available to register new accounts with the same e-mail address.

Debug Site
Turns on and off the error messages of the server. These messages will be loaded in the "debug" module positions. Not very many templates have this position, so this value is a bit "out of date".

WYSIWYG Editor
Chooses the inline editor that will be used in mambo. This applies to every section of mambo where the editor is used.

List Length
The default length of lists. This applies to all pages where one can choose this, as in the admin back-end, a content category list and such similar pages.

Favourites Site Icon
Place the name of a 16x16 icon file here. This will be used as the sites favourite icon. and is located in the "[mambo-root]/images/stories"-folder.

Language
This will change the language in mambo. Note that this does not apply to the content - that is stored in the database. This will only change the phrases controlled in the language file of Mambo. This includes all system messages. Languages are installed in the Language Manager.

Time Offset
All hours in Mambo is taken from the servers internal clock. If the server is in a different time zone than what the users of the site are in, edit this to offset the time. Use + and -, together with a number value, to do this.

Country Locale
This is the date phrases, such as months and days. They are not in the language file of Mambo, but is installed on the server. You will need to have the correct locale installed on the server, and know its ISO to get the locale you want. The ISO is the value you should enter here.

This subject is so large that it has it's own article. Se the country locale article..

Content
It should be mentioned that all of the parameters here can be overwritten for each section. These settings are in the parameters of the sections menu item. Here, all settings are set to "global", but you can overwrite the settings there. That means that you can have e.g. the back button to show in the global configuration, but edit the parameters of the front page and change it from "global" to "hide". Then, the back button will be hidden on the front page, no matter what the setting in global configuration is.

Linked titles
This setting make the titles linked, and the link is to the full view of the item. This works exactly as the read more button, but will also apply to items that have no text in the main section. See "read more" for details.

Read More link
The read more link is a link that will be placed under the intro to an item in a blog section. A good example of what a blog section is, is the front page component. Here you will see a list of articles, whom have been marked as "show on front page". Then, it is shown on the front page, but only the intro part of the item. All content items in Mambo have two section: intro and main. Only the intro is shown in blog sections. Now, if you write content in the main part of the item, a "read more"-link will be placed underneath it - if the "read more links" setting is set to on. This will take you the full view of the item, with the intro first, then the main section. This is to avoid large texts on the frontpage or any other blog section.

If you do not want a read more link you can use linked titles.

Item rating/voting
This enables a voting system for content items. The users will be able to rate any item from 1 to 5.

Author Names
This displays the author name under the title/headline of a content item. The name is the same as the name of the user that created it. Note that it is not the user name that will be displayed, but the users real name, as entered in user registration. This name can be overwritten in the parameters of each content item.

Created date and time
Will show a date and time stamp of the creation of the template. The date format will be the same as configured in the language file of Mambo. It will display under the author name, and if author name is off and not displated, it will be under the title/headline.

Modified Date and Time
Shows a date and time stamp on when the item. was last edited, in practice the date/time when the item was saved. Will be displayed right underneath the intro text of the item, and underneath the main text if you are in fullview of the item.

Hits
This options shows or hides how many times an article has been read since it was first published. This information is always available via the Administration back end when editing the page, but with this option it is viewable by the website visitors.

PDF icon
Places a icon to the right of the title/headline of the item that opens a auto-generated pdf file in a popup window. This pdf will contain the title/headline, author name, dates and content just as it appears on the site, but without all modules and other parts of the site. It will not render any images that is in the item though. The PDF option is set to be removed in Mambo 4.5.3.

Print icon
Places a icon to the right of the title/headline of the item that opens a auto-generated page in a popup window. This page will contain the title/headline, author name, dates and content just as it appears on the site, but without all modules and other parts of the site. It also contains a print-link in the upper right corner of the popup, that opens the users default print dialog.

Email icon
Places a icon to the right of the title/headline of the item that opens a popup with a e-mail to a friend form. This will e-mail a link to the fullview of the content item to the friends address specified.

It does not have to be sent to a friend, you are free to send it to your enemies as well!

Icons
This setting applies to the above three icons. If set to on, it will display images that correspond to each icons function. If set to off, a text will be there instead, showing "pdf", "print" or "e-mail". These phrases can be edited in mambo's language file.

Table of Contents on multi-page items
This will show a table of contents on items that use the multipage mambot. For usage of this mambot, see the multipage-article.

Back button
This will display a small, texted back button on the bottom of every page created with mambos content generators. It will not show in components etc. The button uses a javascript to go one step back in the users browsers history.

Content Item Navigation
Will display "prev" and "next" buttons at the bottom of items that have two or more items in the category it belongs to.

Database
!warning! !warning! Changing the settings here can make the whole mambo installation unavailable. If so is done, you will need to insert the correct settings directly in the configuration.php file in mambo's root. !warning! !warning!

The values in all these fields depends on how the server is set up, consult the server admin if you don't know the details.

Hostname
This is the hostname of the SQL database. Usually this is localhost.

MySQL username and password
These thow fields should contain the username and password used to connect to the database spesified in the MySQL Database-field.

MySQL Database
The name of the database located on the specified hostname.

MySQL Database Prefix
The database prefix is added to all the database tables. That means that if the prefix is "mos_" and the table is named "components", the table will be named "mos_components" in the database. This ensures that there will be no overlapping if the database is used with multiple applications.

For example, you can have two mambo installations on the same server, as long as they don't have the same prefix. See the article "have more than one mambo installation on the same server" for more details about this.

title: Mambo Open Source/Global configuration


text:
User:MeMoria

WELCOME TO MEMORIA'S USER PAGE!

Hi! I'm MeMoria, aka James "Panther" Breuilly. I'm currently studying Computer Science at the University of Glasgow, in the fair country of Scotland. You can email me at james.breuilly@mailcomp.glasgow.ac.uk, if you want to.

My interests include computing and IT, jazz music (especially MILES DAVIS!) and fishing - I'm in the college team. I enjoy working on free-content and open source projects too. As for the name "MeMoria"? Well, that's my secret ;-) but if anyone's read The Blue World by Gareth deKinn, you might know what I'm talking about.

title: User:MeMoria


text:
JavaScript/Reserved words

In JavaScript, some tokens (words) have a special semantic (meaning). Therefore they cannot be used as names of variables, functions, classes, etc. Some of them are generally reserved words; others are reserved only in a special context; others are reserved for possible future usage without having a special functionality nowadays; others have been defined in outdated ECMAScript versions of the years 1997 - 99.

The list of such special words as of 2022 follows. For some of the words, we offer further information.

• abstract

• await

• boolean

• break

• byte

• case

• catch

• char

• class

• const

• continue

• debugger

• default

• delete

• do

• double

• else

• enum

• export

• extends

• false

• final

• finally

• float

• for

• function

• goto

• if

• implements

• import

• in

• instanceof

• int

• interface

• let

• long

• native

• new

• null

• package

• private

• protected

• public

• return

• short

• static

• super

• switch

• synchronized

• this

• throw

• throws

• transient

• true

• try

• typeof

• var

• void

• volatile

• while

• with

• yield

Furthermore, there are predefined methods like, predefined modules like  , or predefined objects like   whose names should be avoided also.

title: JavaScript/Reserved words


text:
Samba

What follows is intended to be a Practical Guide to Samba Administration using a variety of methods and tools commonly available on most Unixes. You, the reader, will be guided through a simple introduction to Samba, Primer on the technology behind Samba, and 'How To Guide' for various methods for setting up Samba in common real world configurations. In short, this is intended as a handy reference for Samba Administrators of all skill levels.

Feel free to dive right in and learn. If you are experienced with Samba, contributions are welcome, as are discussions on how best to improve this book.

Samba Table of Contents

 * What is Samba?
 * Wiki-Markup Conventions used in this Book

Installation Methods

 * Installing Samba as Binary Package
 * Compiling Samba from Source

Basic Workgroup Configuration

 * Configuring a Workgroup from the Shell with Samba
 * Configuring a Workgroup from Webmin's Samba Module
 * Simple Samba tasks from within GNOME 2.x
 * Optimizing Samba
 * Samba Glossary of Terms
 * Samba Links

Domain Controller Configuration

 * Setting up a PDC the Easy Way
 * Setting up a PDC Manually

Samba and Printing
Samba

title: Samba


text:
User talk:Memoria

Please note...

 * If you want to make comments or ask questions about a page, click on "discussion" at the top - don't just write them on the page as in How To Tie A Tie. In response, Buick is an American car make. See Buick for more information on Wikipedia, our sister project.
 * What's the weather like in Glasgow then? Charlie123 16:28, 28 Jun 2005 (UTC)

title: User talk:Memoria


text:
Puzzles/Lateral puzzles/8/Solution

Puzzles | Lateral puzzles | Lateral puzzle 8 | Solution

 * 1) The common answer: the doctor is his mother.
 * 2) The son was adopted by a gay couple.
 * 3) The doctor is his adoptive father and the man who died was his biological father (which the boy had searched for, found and met, after being told he was adopted).

 * 1) The doctor was his real biological father (he was the lover of the boy´s mom), the man who died was the poor bastard who raised the child thinking that it was his son.

title: Puzzles/Lateral puzzles/8/Solution


text:
Cookbook:Nutella

Nutella is a hazelnut spread made from hazelnuts, cocoa, and milk. It has a chocolaty taste with a hint of roasted hazelnuts. It can be eaten with almost anything and is most commonly eaten with bread, crackers, bagels, toast and many other foods.

title: Cookbook:Nutella


text:
User:JFosterD

Hi,

I am JFosterD and this is my page. I think wikipedia is pretty sweet. I try to do my part. Feel free to edit my page if you want to say something.

JFosterD

title: User:JFosterD


text:
User:Tux3~enwikibooks

Thanks to all wikibooks members!

My name is francesco, i'm obviously italian and l live in Tuscany.

I've created the Italian wikiversity, known as wikiversità.

Send me an e-mail for everything ya want.

Ciao!!!

= My target =

I think that study will become a real right. Intellectual growth can not depend from handicaps, income, language. My idea is to enlarge wikiversity with Wikischool - primary, extending this virtual educational platform to 5-10-y.o. children. What do you think about this ? Bye

title: User:Tux3~enwikibooks


text:
Cookbook:Wheat Grass Juice

| Vegan cuisine

Wheat grass juice is the extracted juice from young (5–10 inch) wheat plants. The juice is touted for many health benefits due to its high concentrations of Chlorophyll, enzymes, vitamins (especially vitamin B), and minerals.

A typical portion is two fluid ounces, requiring the juicing of ⅓ to 1 square foot of wheat grass. The juice has a pungent, sweet odor/taste which is an acquired taste. It may be drunk straight, or mixed with other juices, such as carrot or apple.

Wheatgrass juice should always be consumed immediately after juicing.

Ingredients

 * 1–2 cups wheat berries

Equipment

 * 1 tray (cafeteria type, to grow shoots on)
 * 2 cups potting soil
 * Large jar

Growing

 * 1) Soak the wheat berries overnight in a jar of water.
 * 2) Drain, then cover with damp paper towel and keep in the jar. Let rest for a day or so until they have sprouted.
 * 3) Spread the potting soil on the tray, and then gently spread the sprouts on top.
 * 4) Regularly water the sprouts for about a week, or until they are plentiful enough to juice. This should take about 1 week.

Juicing

 * 1) Use an electric or manual juicer to juice the wheat grass.
 * 2) Use immediately.

title: Cookbook:Wheat Grass Juice