text:
User talk:Icelight~enwikibooks

Hello and welcome to Wikibooks!

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Good luck! -- LV (Dark Mark) 15:18, 16 January 2006 (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 Icelight. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Icelight~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 23:14, 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) 05:02, 19 April 2015 (UTC)

title: User talk:Icelight~enwikibooks


text:
User talk:Chti~enwikibooks

Hello and welcome to Wikibooks!

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Good luck! -- LV (Dark Mark) 15:19, 16 January 2006 (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 Chti. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Chti~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 23:02, 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) 04:48, 19 April 2015 (UTC)

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

title: User talk:Chti~enwikibooks


text:
User talk:Ginslinger

Hello and welcome to Wikibooks!

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Good luck! -- LV (Dark Mark) 15:20, 16 January 2006 (UTC)

title: User talk:Ginslinger


text:
User talk:Cookie4869~enwikibooks

Hello and welcome to Wikibooks!

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Good luck! -- LV (Dark Mark) 15:20, 16 January 2006 (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 Cookie4869. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cookie4869~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 23:03, 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) 04:48, 19 April 2015 (UTC)

title: User talk:Cookie4869~enwikibooks


text:
User talk:Aznrocket~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or ask me personally on my talk page.

Good luck! -- LV (Dark Mark) 15:20, 16 January 2006 (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 Aznrocket. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Aznrocket~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 23:00, 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) 04:36, 19 April 2015 (UTC)

title: User talk:Aznrocket~enwikibooks


text:
User talk:Magicfly

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
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Good luck! -- LV (Dark Mark) 15:21, 16 January 2006 (UTC)

Hello, Magicfly. I've noticed your post on School of Magic:List of Participants. Could you tell me what's your reason to sign yourself in that list? Would you like to be a student, or would you like to participate to the School in some other way? --George D. Bozovic talk 11:18, 5 February 2006 (UTC)

 * I see, so you'll just be coming from time to time. :) Never mind, you may stay in the list of participants if you want. Well, see you sometimes! ;) --George D. Bozovic talk 17:02, 7 February 2006 (UTC)

Image licensing problem

 * Image:Standard.png
 * Image:Edgepalm1.png
 * Image:Hand.png
 * Image:Hand1.png

Recently you uploaded these four images without licensing information. (I suppose that you used the "None selected (add license manually)" menu item on Special:Upload.) This means that other users do not know where these images are from, nor whether these images are under a free license, nor whether these images violate copyright by being at Wikibooks. Your images will be deleted if you do not provide suitable license information.

Could you please edit each image page (click the "edit this page" button on the image page) and provide:
 * the source of the image (Did you draw these images yourself? Did you copy them from another web site?)
 * the license – You can replace the no license tag with one from the list of license tags.

I suggest that you do this if possible, because the images are important for the Magic book. --Kernigh 06:06, 17 April 2006 (UTC)

Hello. Thanks for adding some stuff to the "Magic" Wikibook! Good stuff over all. I do have one comment. I found the "What is a Magician" section a bit breathless. For example, the phrase, "inspire people that may have no other realm of hope to continue clinging to." seems a bit over the top.

What do you think?

Also, from a style point of view, I'm not sure that it is necessary or appropriate to sign your contributions. The page history will show what you added.

Thanks again,

--PeterHutnick 18:34, 3 June 2006 (UTC)

title: User talk:Magicfly


text:
User talk:ThePacker

Hello and welcome to Wikibooks!

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Good luck! -- LV (Dark Mark) 15:22, 16 January 2006 (UTC)

Thank you, for your warm welcome. -- ThePacker 01:34, 18 January 2006 (UTC)
 * No, thank you for contributing. -- LV (Dark Mark) 02:23, 18 January 2006 (UTC)

Recipe creator
Hiya, I was thinking of implementing Kochbuch/_Neues_Rezept/_Creator, but noticed it got removed from the german Kochbuch. Why did that happen? Kellen T 01:37, 29 July 2006 (UTC)
 * Hi Kellen,
 * A new wikibooks-member removed it without explaination and I didn't noticed it. But now it is back. Sorry for beeing that late with my answer. I was quite busy. -- ThePacker 21:19, 5 August 2006 (UTC)

hallo!
Grüß Gott,

ich schreibe hier, weil deine Seite auf de:b für IPs gesperrt ist. Man sitzt mir gewissermaßen im Nacken, weil in den WP-Artikeln zu Algorithmen tausend Implementierungen angegeben sind, die dem Artikel im Prinzip nicht nützen, aber einen eigenen Wert haben. wo stelle ich sie am besten hin? Ich möchte sie eigentlich nicht radikal umkrämpeln, ich denke, das hübsch an den listen ist, dass sie zeigen, wie versch. programmiersprachen mit standardaufgaben umgehen. ich möchte das ungern kommentierne, das schadet mehr als es nützt, denke ich. wäre so etwas auf wikibooks gut aufgehoben? Unter Bubblesort finden sich die bei weitem meisten. Richardigel 217.230.137.132 00:07, 14 March 2007 (UTC)
 * Du hast so irrsinnig viele Benutzeraccounts ... würde es dir etwas ausmachen, hier zu antworten: http://de.wikipedia.org/wiki/Bubblesort ? Es fällt mir schwer, diese Seite zu beobachten. 217.230.197.149 16:28, 14 March 2007 (UTC)

I'm not going to have my reputation damaged by a nonsenical block.
--Mathmensch-Smalledits (discuss • contribs) 18:29, 17 February 2018 (UTC)
 * I understand your opinion, but editwars on templates (dw.wb) are a serious issue - and a minor block there of 2 hours is nothing "damaging" but a way to sort things out. -- ThePacker (discuss • contribs) 18:34, 17 February 2018 (UTC)
 * The so-called "edit war", which I do not regard as such because as my version of the template has two parameters, the pages that were actually destroyed were those which I was creating, lasted for very few minutes. None of the involved parties offered any solution, and none made a convincing argument as to why my edits should have contributed to any hazard in another wikibook. I took a look at the pages myself, and it was quite clear that the author was misunderstanding what a definition even was, so that the additional label "Definition" became somewhat unnatural. This is an error of the respective wikibooks and a template misnomer. It demonstrates a fair amount of incompetence that this was not immediately recognized by all parties. I must conclude that my block has been made as a remnant of unfounded sentiments against my main account. I will decide for myself what I do with my time, and spending it fighting an incompetent administration in vain is nothing I will waste it on. --Mathmensch-Smalledits (discuss • contribs) 19:58, 17 February 2018 (UTC)
 * Needless to say that here, on enwb, I made exactly the same edits, encountered no resistance, and am a prolific and happy editor, who, dare I say, is at least so well-regarded by the community that friendly conversations took place on several occasions. --Mathmensch-Smalledits (discuss • contribs) 20:01, 17 February 2018 (UTC)
 * I see no use to explain here (and in english) what went wrong from your side. As you maybe experienced, the German wikibooks and the English wikibooks share the same plattform, but not neccecarily the same rules defined by the community. Thus calling that a demonstration of "a fair amount of incompetence" will not make you win the argument, calling me or my administrative actions incompetent will also not make you win the argument. Please spend your time whereever you like, but if you want to contribute in de.wb, then take your time to accept our community and our standards instead of insulting me or others. -- ThePacker (discuss • contribs) 21:44, 17 February 2018 (UTC)
 * Anyway calling anybody incompetet or assume incompetence instead of reflecting the own behavior is just bad manners, nothing else. You might be cool, you might be intelligent, you might be "highly gifted", but this is no excuse for behaving like that like in your comment before. I don't know you and so you don't know me, and you don't know anything about my personal competences, education or professionalism. eod. -- ThePacker (discuss • contribs) 21:56, 17 February 2018 (UTC)
 * Had I really insulted you, then surely you would have issued another block against my account. The inaccuracy of your statements is proven by you not having done so. The blatant anti-intellectualism that can be read from your last post runs contrary to wikibooks and wikimedia ideals. And my behaviour is nothing like abusing one's admin rights and making life difficult for a new editor, whose sole intention it was to write a wikibook in German. Well, it's not going to happen now, thanks to your intervention. I will not write a book while facing a constant stream of insults and silly blocks, as happened in the German wikipedia. --Mathmensch-Smalledits (discuss • contribs) 08:58, 18 February 2018 (UTC)
 * Thank you for your invaluable in depth analysis, of my intellectual abilities and extrapolating the whole future of wikibooks and wikimedia accordingly. In reality: The German wikibooks will not turn into a dark age, because you decided not to write a book there. What happended on German wikipedia isn't my business and is completely independent of what happened on de.wikibooks. Maybe it is as simple as I suggested: Bad manners, improve yourself. Anyways, ymmd. -- ThePacker (discuss • contribs) 09:41, 18 February 2018 (UTC)
 * I did not say anything about your intellectual abilities. Um Missverständnissen vorzubeugen, empfiehlt es sich vielleicht, die Diskussion auf Deutsch fortzusetzen. Schlechte Manieren, was genau meinen Sie denn damit? Zum Beispiel, WB-Arbeit von Neuanfängern zu sabotieren? Oder den Sperrknopf vorschnell betätigen? Allein Ihre Benutzerseite wimmelt von plumpen Vorurteilen und Allgemeinrezepten, die Sie wahrscheinlich auf meine Arbeit angewandt haben.

 * Wie dem auch sei, der einzige Anlass, den ich hätte, jemals wieder auf DEWB zu arbeiten, ist die Streichung der Sperre, die Sie veranlasst haben, aus meinem Sperrlogbuch. Wenn Sie nämlich meine Beiträge bei der strittigen Vorlage genau untersuchen, stellen Sie fest, dass es sich nicht um einen Edit-War handelte, da in beiden (Vorsicht, es sind nämlich zwei verschiedene!) Edits die 3R-Regel nicht unterschritten wurde. --Mathmensch-Smalledits (discuss • contribs) 12:52, 18 February 2018 (UTC)

 * Nocheinmal ernsthaft: Sie sind kein Wikibooks-Neuanfänger, Allein Sie haben drei mal innerhalb einer Zeit von 21 Minuten revertiert  und, spätestens nach dem zweiten revert hätte Ihnen ein Licht aufgehen können, dass ihr konkretes Handeln nicht allgemein akzeptiert war. Ich habe sie erst gesperrt, nachdem ich von einem Nutzer angeschrieben wude, um mir den Sachverhalt anzusehen. Anschließend habe ich Ihnen auf Ihrer Benutzerdiskussionsseite mindestens einen Hinweis hinterlassen, ebenso wie auch andere Nutzer - die sie ignoriert haben. Anschließend gerieren Sie sich hier auf dieser Seite als das Opfer meiner "Voruteile und Allgemeinrezepturen"? Habe ich irgendetwas vergessen oder ausgelassen? Ich hätte von Ihnen erwartet, dass sie als erfahrener Wikibooksuser das Gespräch suchen, nicht Mehr und nicht Weniger. Aber es ist natürlich deutlich einfacher sich als das Opfer ach so inkompetenter Admins zu fühlen. In diesem Sinne, kommen sie wieder, sobald und g.d.w. Sie an Lösungen interessiert sind, statt Forderungen zu stellen. -- ThePacker (discuss • contribs) 14:09, 18 February 2018 (UTC)

 * Der zweite "Revert" behob den Fehler, dass das unpassende eingeblendet wurde. --Mathmensch-Smalledits (discuss • contribs) 20:31, 18 February 2018 (UTC)

 * Note to the English readers: The discussion runs along the lines that I'm falsely accused of edit-warring, since the crucial difference between the revisions has been left out by the executing admin. I am also making the statement that unless the block is removed from my block log, I will not do any further edits on the German Wikibooks, a statement by which I stand. --Mathmensch-Smalledits (discuss • contribs) 13:38, 25 February 2018 (UTC)

title: User talk:ThePacker


text:
User talk:Geoking66~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * 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.
 * Templates can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or ask me personally on my talk page.

Good luck! -- LV (Dark Mark) 15:22, 16 January 2006 (UTC)

Image:SysPrefInternationl.png
You cannot license programs by Apple - they are copyrighted and fair use. --Derbeth talk 08:24, 19 April 2006 (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 Geoking66. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Geoking66~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 23:14, 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) 05:00, 19 April 2015 (UTC)

title: User talk:Geoking66~enwikibooks


text:
How To Become A Good Student

This is a guide to becoming a good student. No matter who you are, if you try hard enough you can succeed!

Preface
This book is intended for those who are looking for some tips on improving their abilities, as a student and as a person. Implementing some of these ideas into academic life will surely help a student perform better in the classroom.

Hopefully everyone reading this work will learn something that they can do to become a better student and be more successful.

Qualities of a good student Today’s students are tomorrow’s leaders. The qualities of the student are of great impact to determine the student's bright future and career. So, who is a good student? What are the qualities of a good student? Historically, the term ‘student’ refers to anyone who learns something. However, the recent definition of a “student” is mostly used to refer to anyone who attends school, college, or university.

What are the qualities of a good student?
 * 1) Attitude: Basically, a good student possesses the ability and willingness to learn new subjects even if the subjects are not interesting.
 * 2) Academic skills: Acquiring academic skills is the most important quality of a good student. Ability to read comprehensively, to write effectively, to speak fluently, and to communicate clearly are the key areas in which a student must be proficient. Having a good command in all these areas will make a student to shine in the class.
 * 3) Ability: A good student has the ability to apply the results of his or her learning into a creative way and achieve the goals.
 * 4) Perceptiveness: How well a student can interpret and perceive meanings from a conversation greatly determines the quality of a student. A good student always perceives right meaning from conversations, but an average student often misunderstands the original thoughts of a speaker or writer and derives a wrong conclusion.
 * 5) Self-Discipline: Discipline in managing the time is an important factor that every good student must possess. Often delaying the tasks, such as writing assignments, reading text books, etc, may negatively impact the ability of a student to achieve the goals.
 * 6) Understanding rather than memorizing concepts: Resolving any doubts by asking about them on the spot is always a good thing. Several surveys suggest students must understand the concepts rather than just memorize them. The memorized facts and theories will stay in student's memory until they leave school, college, or university. Once out of school, the students will totally forget the core concepts that they had learnt. Therefore, it is essential for a good student to understand the concepts.

Chapter 1 - Motivation
To become a good student, you need to get motivated! Motivation can come from seeing the situation of many poor children around the world who are not lucky enough to get a proper education. This is a good thing to keep in mind when you find yourself not wanting to attend class or study at home. Another reason to get motivated to study is that you will enjoy a better quality of life as an educated person. Possibly another reason is to look at people who are famous today, and looking into their education, degrees, grades, school records, etc.

All you need is confidence! For that, you need to feel that we are enjoying and bettering themselves, study can be looked as a competition and divided as a team task. You should avoid forcing yourself to study, as this will make learning a chore and you will not feel like even opening your books, and possibly make you lose your interest in studying. You may have many academically good students in your courses, try becoming friends with them (or encourage your fellow students to be better), and you'll be immersed in an academic environment which will help you feel motivated! But be careful not to make them think you're "using" them, just to get good grades, maybe try being actual friends with them!

Chapter 2 - Concentration On Studies
Concentration follows eagerness. This section provides you with the basics of "Concentration" and also provides you with advice as to how to get aroused with concentration.

You need to pay attention in a class. Don't start chatting with your peers/friends when the teacher turns their back to you. Even better, don't associate with distracting people. You should realize that the people in your class play an important role in how everybody progresses. However, if you are a good student you will do better and achieve your goals. If you decide to associate with distracting people, or goof of in class, you'll regret it later and receive punishments from the school.

Your friends will be there for you at that time, if they are trustful and of a good reputation. At home, study and do your homework in a place that doesn't make you sleepy. It is advisable to have a dedicated study table or desk. Don't do your study work in front of the TV, radio, stereo, etc. That would be pointless because you are meant to be thinking about your studies.

If you feel distracted, take a short break of 15 minutes or less; maybe try to read an unrelated story book. But don't start sticking to the book if the time limit is over. Bookmark the page and then you can read it later on. You should also have a daily routine/timetable to guide you, but you must follow it through. It might be difficult to begin with, but hard beginnings make good endings.

Avoid conflicts; this will move your attention from listening to what your teacher says! "Honored zeros are better than copied hundreds". Avoid cheating. Be honest with yourself and others about what you have learned; if you don't know the answer leave it. Use it as a way to improve your knowledge of the subject. Remember, study well now, and you will have the chance to have fun after you achieve your goals!

Chapter 3 - Behavior (Hard style Behavior)
One of the main things that decides a person's or child's future is their behavior. Learning textbooks and achieving 100% is not enough. People should think that you are the only all-rounder that has good manners. Obey your elders, don't bully your classmates at school. Remember, try imagining yourself in the other person's situation, and you'll know how much you hurt them with your actions. Say hello to your teachers and schoolmates when you see them, people will appreciate your friendliness and be friendly in return. Use good manners in class. Raise your hand, don't interrupt if someone is speaking, and if you don't have a nice thing to say, then don't say anything at all.

Above all, try helping your friends in any situation and you'll be remembered as one of the best friends at school! Don't just do it for a good reputation, but for a good future and for yourself. You should also know that words from your mouth are enough to break relationships (or worse) so don't utter foul, discouraging, or insulting words. If someone is being rude, don't encourage them by laughing because that only makes them continue in their bad behavior.

Don't take this as a lecture, but as a guideline! Behavior should be first and then comes academics. Even if you aren't good at school, you'll be famous for your behavior, and good friends are truly worth more than gold.

Your behavior should be such in a way that it should impress others.

== Chapter 4 - Relationship Between Organizational Success and Employees Satisfaction ==

The following chapter examines research on motivation. While the information presented here is based on motivation in the workplace, many of the concepts are applicable to students as well.

Introduction The management of people at work is an integral part of the management process. To understand the critical importance of people in the organization is to recognize that the human element and the organization are synonymous. An well-managed organization usually sees an average worker as the root source of quality and productivity gains. Such organizations do not look to capital investment, but to employees, as the fundamental source of improvement. An organization is effective to the degree to which it achieves its goals. An effective organization will make sure that there is a spirit of cooperation and sense of commitment and satisfaction within the sphere of its influence. In order to make employees satisfied and committed to their jobs in academic and research libraries, there is need for strong and effective motivation at the various levels, departments, and sections of the library.

Motivation is a basic psychological process. A recent data-based comprehensive analysis concluded that competitiveness problems appear to be largely motivational in nature (Mine, Ebrahimi, and Wachtel, 1995). Along with perception, personality, attitudes, and learning, motivation is a very important element of behaviour. Nevertheless, motivation is not the only explanation of behaviour. It interacts with and acts in conjunction with other cognitive processes. Motivating is the management process of influencing behaviour based on the knowledge of what make people tick (Luthans, 1998). Motivation and motivating both deal with the range of conscious human behaviour somewhere between two extremes:

•	reflex actions such as a sneeze or flutter of the eyelids; and •	learned habits such as brushing one's teeth or handwriting style (Wallace and Szilag 1982: 53).

Luthans (1998) asserts that motivation is the process that arouses, energizes, directs, and sustains behaviour and performance. That is, it is the process of stimulating people to action and to achieve a desired task. One way of stimulating people is to employ effective motivation, which makes workers more satisfied with and committed to their jobs. Money is not the only motivator. There are other incentives which can also serve as motivators.

Specific employee attitudes relating to job satisfaction and organizational commitment are of major interest to the field of organizational behaviour and the practice of human resources management. Attitude has direct impact on job satisfaction. Organizational commitment on the other hand, focuses on their attitudes towards the entire organization. Although a strong relationship between satisfaction and commitment has been found, more recent research gives more support to the idea that commitment causes satisfaction. However, most studies treat satisfaction and commitment differently, especially in light of things like downsizing that are part of modern organizations.

The way librarians in research and academic institutions perceive motivation influences their level of satisfaction and commitment. While job satisfaction and commitment have been the topic of many studies, but the present studies is presents new information and a new perspective, describing job satisfaction, motivation and commitment of librarian particularly in the context of Oyo state, Nigeria.

Literature Review

Along with perception, personality, attitudes, and learning, motivation is a very important part of understanding behaviour. Luthan (1998) asserts that motivation should not be thought of as the only explanation of behaviour, since it interacts with and acts in conjunction with other mediating processes and with the environment. Luthan stress that, like the other cognitive process, motivation cannot be seen. All that can be seen is behaviour, and this should not be equated with causes of behaviour. While recognizing the central role of motivation, Evans (1998) states that many recent theories of organizational behaviour find it important for the field to re-emphasize behaviour. Definitions of motivation abound. One thing these definitions have in common is the inclusion of words such as "desire", "want", "wishes","aim","goals", "needs", and" incentives". Luthan (1998) defines motivation as, "a process that starts with a physiological deficiency or need that activates a behaviour or a drive that is aimed at a goal incentive". Therefore, the key to understanding the process of motivation lies in the meaning of, and relationship among, needs, drives, and incentives. Relative to this, Minner, Ebrahimi, and Watchel, (1995) state that in a system sense, motivation consists of these three interacting and interdependent elements, i.e., needs, drives, and incentives.

Managers and management researchers have long believed that organizational goals are unattainable without the enduring commitment of members of the organizations. Motivation is a human psychological characteristic that contributes to a person's degree of commitment (Stoke, 1999). It includes the factors that cause, channel, and sustain human behaviour in a particular committed direction. In Adeyemo (1999), Stoke goes on to say that there are four basic assumptions about motivation practices t must be understood:

 * 1) Motivation is commonly assumed to be a good thing. One cannot feel very good about oneself if one is not motivated.
 * 2) Motivation is one of several factors that go into a person's performance (e.g., as a librarian). Factors such as ability, resources, and conditions under which one performs are also important.
 * 3) Managers and researchers alike assume that motivation is in short supply and in need of periodic replenishment.
 * 4) Motivation is a tool managers can use in organizations. If managers know what drives the people working for them, they can tailor job assignments and rewards to what makes these people "tick." Motivation can also be conceived of as whatever it takes to encourage workers to perform by fulfilling or appealing to their needs. From Olajide (2000), "it is goal-directed, and therefore cannot be outside the goals of any organization whether public, private, or non-profit."

Strategies to Motivate Workers

Bernard in Stoner, et al. (1995) accords due recognition to the needs of workers saying that, "the ultimate test of organizational success is its ability to create values sufficient to compensate for the burdens imposed upon resources contributed." Bernard looks at workers, in particular librarians, in an organized endeavour, putting in time and efforts for personal, economic, and non-economic satisfaction. In this era of the information superhighway, employers of information professionals or librarians must be careful to meet their needs. Otherwise, they will discover they are losing their talented and creative professionals to other organizations who are ready and willing to meet their needs and demands. The question here is what strategies can be used to motivate information professionals, particularly librarians?

The following are some strategies:

1. Salary, Wages and Conditions of Service

To use salaries as a motivator effectively, personnel managers must consider four major components of a salary structures. These are:

 * job rate - the importance the organization attaches to each job
 * payment - encourages workers or groups by rewarding them according to their performance
 * personal or special allowances - associated with factors such as scarcity of particular skills or with long service
 * fringe benefits such as holidays with pay, pensions, etc.

It is also important to ensure that the prevailing pay in other library or information establishments is taken into consideration in determining the pay structure of their organization.

2. Money

Akintoye (2000) asserts that money remains the most significant motivational strategy. As far back as 1911, Frederick Taylor and his scientific management associate described money as the most important factor in motivating the industrial workers to achieve greater productivity. Taylor advocated the establishment of incentive wage systems as a means of stimulating workers to higher performance, commitment, and eventually satisfaction. Money possesses significant motivating power in as much as it symbolizes intangible goals like security, power, prestige, and a feeling of accomplishment and success. Katz, in Sinclair, et al. (2005) demonstrates the motivational power of money through the process of job choice. He explains that money has the power to attract, retain, and motivate individuals towards higher performance. For instance, if a librarian or information professional has another job offer which has identical job characteristics with his current job, but greater financial reward, that worker would in all probability be motivated to accept the new job offer. Banjoko (1996) states that many managers use money to reward or punish workers. This is done through the process of rewarding employees for higher productivity by instilling fear of loss of job (e.g., premature retirement due to poor performance). The desire to be promoted and earn enhanced pay may also motivate employees.

3. Staff Training No matter how automated an organization or a library may be, high productivity depends on the level of motivation and the effectiveness of the workforce. Staff training is an indispensable strategy for motivating workers. The library organization must have good training programme. This will give the librarian or information professional opportunities for self-improvement and development to meet the challenges and requirements of new equipment and new techniques of performing a task.

4. Information Availability and Communication

One way managers can stimulate motivation is to give relevant information on the consequences of their actions on others (Olajide, 2000). According to Olajide, there is no known organization in which people do not usually feel there should be improvement in the way departments communicate, cooperate, and collaborate with one another. Information availability brings to bear a powerful peer pressure, where two or more people running together will run faster than when running alone or running without awareness of the pace of the other runners. By sharing information, subordinates compete with one another.

Studies on work motivation seem to confirm that it improves workers' performance and satisfaction. For example, Brown and Shepherd (1997) examine the characteristics of the work of teacher-librarians in four major categories: knowledge base, technical skills, values, and beliefs. He reports that they will succeed in meeting this challenge only if they are motivated by deeply-held values and beliefs regarding the development of a shared vision. Vinokur, Jayarantne, and Chess (1994) examine agency-influenced work and employment conditions, and assess their impact on social workers' job satisfaction. Some motivational issues were salary, fringe benefits, job security, physical surroundings, and safety. Certain environmental and motivational factors are predictors of job satisfaction. Colvin (1998) shows that financial incentives will get people to do more of what they are doing. There is a little difference between the motivational needs of public and private sector employees, managers, and non-managers. Silverthrone (1996)

5. Job Satisfaction

Locke and Lathan (1976) give a comprehensive definition of job satisfaction as pleasurable or positive emotional state resulting from the appraisal of ones job or job experience. Job satisfaction is a result of employee's perception of how well their job provides those things that are viewed as important. According to (Mitchell and Lasan, 1987), it is generally recognized in the organizational behaviour field that job satisfaction is the most important and frequently studied attitude. While Luthan (1998) posited that there are three important dimensions to job satisfaction: •	Job satisfaction is an emotional response to a job situation. As such it cannot be seen, it can only be inferred. •	Job satisfaction is often determined by how well outcome meet or exceed expectations. For instance, if organization participants feel that they are working much harder than others in the department but are receiving fewer rewards they will probably have a negative attitudes towards the work, the boss and or coworkers. On the other hand, if they feel they are being treated very well and are being paid equitably, they are likely to have positive attitudes towards the job. •	Job satisfaction represents several related attitudes which are most important characteristics of a job about which people have effective response. According to Luthans these are: the work itself, pay, promotion opportunities, supervision and coworkers.

Job satisfaction of the librarian naturally depends on the economically, social and cultural conditions in a given country (Ebru, 1995). A librarian who can not get a sufficient wage will be faced with the problem of maintaining his or her family's life. This problem puts the librarian far from being satisfied. Therefore, job satisfaction can be affected by social factors outside of the control of the employer. For example, a lack of public transportation options available to the worker between home and workplace can affect their job satisfaction.

Low wages and lack of status and social security also affect motivation. Job satisfaction of the librarian who has an important place in the information society will affect the quality of the service he renders. In this respect, the question of how the material and moral element affect the job satisfaction of the librarians gains importance (Ebru, 1995).

Job satisfaction is so important in that its absence often leads to lethargy and reduced organizational commitment (Levinson, 1997, Moser, 1997). Lack of job satisfaction is a predictor of quitting a job (Alexander, Litchtenstein and Hellmann, 1997; Jamal, 1997). Sometimes workers may quit from public to the private sector and vice versa. At the other times the movement is from one profession to another that is considered a greener pasture. This later is common in countries grappling with dwindling economy and its concomitant such as poor conditions of service and late payment of salaries (Nwagwu, 1997). In such countries, people tend to migrate to better and consistently paying jobs (Fafunwa, 1971). Explaining its nature some researchers (e.g. Armentor, Forsyth, 1995, Flanegan, Johnson and Berret, 1996; Kadushin, and Kulys, 1995) tend to agree that job satisfaction is essentially controlled by factors described in Adeyemo's (2000) perspectives as external to the worker. From this viewpoint satisfaction on a job might be motivated by the nature of the job, its pervasive social climate and extent to which workers peculiar needs are met. Working conditions that are similar to local and international standard (Osagbemi, 2000), and extent to which they resemble work conditions of other professions in the locality. Other inclusions are the availability of power and status, pay satisfaction, promotion opportunities, and task clarity (Bolarin, 1993; Gemenxhenandez, Max, Kosier, Paradiso and Robinson, 1997).

Other researchers (e.g. MacDonald, 1996; O'Toole, 1980) argue in favour of the control of job satisfaction by factors intrinsic to the workers. Their arguments are based on the idea that workers deliberately decide to find satisfaction in their jobs and perceive them as worthwhile. Studies of job satisfaction and librarianship seem to consistently show there is a relationship between professional status and the job satisfaction. High levels of job satisfaction are observed in those professions that are of good standing in society.

Age is one of the factors affecting job satisfaction. Different studies conducted show that older workers are more satisfied (Davis, 1988:100). Kose (1985) found a meaningful relationship between the age and job satisfaction; Hamshari (1983), age and professional experience (Delia 1979; Hamshari 1986), educational level (Well-Maker, 1985; Hamshari, 1986); level of wages (Vaugan and Dunn in Adeyemo, 1997); sex (D'elia 1979; Lynch and Verdin, 1983).

St. Lifer (1994) reports the results of a survey of librarians' perceptions of their jobs. These include compensation and benefits, advancement opportunities, and technological challenges. The result showed that salaries and benefits are related to job satisfaction. Horenstein (1993) reported on a study that examined the job satisfaction of academic librarians as it related to faculty status. The finding indicated that librarians with academic rank were more satisfied than non-faculty groups. Predictors of satisfaction included perceptions of participation and salary. Nkereuwen (1990) reviews theories on job satisfaction and evaluates their relevance to the work environment of libraries. Paramer and East (1993) discuss previous job satisfaction research among Ohio academic library support staff using Paul E. Specter's job satisfaction survey. The 434 respondents indicated general satisfaction among females with less experience who worked in public services. Tregone (1993) tried to determine the levels of cooperation of media specialists and public librarians. A significant correlation was shown between the level of satisfaction and the type of library, although librarians in public libraries showed greater satisfaction. Similarly, the result of some other studies have shown meaningful relations between job satisfaction and wages, management policy, working conditions, possibilities of promotion, gaining respect, the size of the organization and self development and achievement of the use of talents (Ergenc, 1982a; Sencer, 1982; Kose, 1985; Yincir, 1990). Philips (1994) studied the career attitudes of 109 master level librarians and the relationship between age, career satisfaction and career identity. His results indicate that over time librarians become more happy with their profession and more committed to their line of work.

Chapter 5 - Helping Others And Advising
Apart from improving yourself, try spreading your skills among others. This is the section that provides you with all the things necessary in sharing your skills. Co-operation is helping each other out so everyone benefits, it's the opposite of competing, where everyone wants to win for themselves. Most learning is done with the help of others, so learning to cooperate is a valuable skill for anyone.

Study partners are a wonderful tool. They save time and they help reinforce what you have learned. Divide a reading assignment in half. Study your section using any and all note taking strategies you have (e.g., Venn diagrams, outlines, note cards, coloured highlighters). When you both have an understanding of your readings, take turns 'teaching/explaining' it to the other person.

As you adjust your explanation to your partner, you will reinforce the concept for yourself. It works because as you think about how to explain the topic, you must understand it first! Teachers are like students who have a bit extra knowledge. To gain this knowledge visit libraries to read extra books. If you are confused by a book you are reading, ask your teacher. It really helps.

Conclusion
You need to be successful in all classes and not mess about talking to friends and keep to the school rules. You can achieve things by setting targets for yourself and working towards them. Nobody is perfect in every subject. You have strengths and weaknesses that you have to accept. As long as you try hard every day, you will be successful. Sometimes success is just going to bed at night knowing you did the very best you could do. That's all anyone can ask of you.

title: How To Become A Good Student


text:
ILife/iPhoto

iPhoto and the Big Picture
It's important to understand how each iLife app fits in with the other five. After all, part of iLife's allure is that everything is tightly integrated.

iPhoto is in charge of:
 * Organizing your digital photo collection.
 * Touching up photos so that they look as nice as possible.
 * Creating slideshows for display on a computer or a DVD.
 * Outputting photos as prints or gifts.

iPhoto provides:
 * Photos for iDVD menus.
 * Slideshows for iDVD to burn to a DVD.
 * Photos for iWeb sites.
 * Photos for iMovie HD movies.
 * Photos for GarageBand podcasts.
 * Photos for iTunes to put on an iPod.

iPhoto relies on:
 * iTunes to provide background music for photo slideshows.

Contents

 * 1) /The iPhoto Interface/
 * 2) /Getting Photos In/
 * 3) /Organizing Photos/
 * 4) /Fixing Photos/
 * 5) /Sharing Photos/
 * 6) /iPhoto Tricks/

title: ILife/iPhoto


text:
How To Become A Good Student/Preface

"Study? Sooooo boring!"

I am a very good student (seriously). I have seen many students in my life who do not even care about themselves or their career. They act like wild animals. If I were them, I would rather change. So, let's come together and guide them to their correct path—a brighter and a happier future!

Each one of us has loved to hate studies, and still managed to get through. We've always envied the so called "scholars" of our class, who could score twice the marks with half the study. And who will like something that he's not successful at? But as is true with every game, there are certain rules to study better. When one plays the game of study with these rules—it becomes beautifully simplified and extremely easy.

So the question is... Are you with me?

title: How To Become A Good Student/Preface


text:
GarageBand

Introduction

 * Introduction to GarageBand
 * /The Big Picture/
 * History of GarageBand

Creating a Project

 * /Starting a Song/
 * /Saving and File Organization/
 * /Editing Preferences/
 * /Using the Help File/
 * /Exporting a Song/
 * /First Project/

Utilizing GarageBand's Interface

 * /The Main Window/
 * /The Loop Browser/
 * /The Midi Editor/
 * /Track Information/
 * /The Transport/
 * /Second Project/

Building with Apple Loops

 * /Searching with the Loop Browser/
 * /Blue Apple Loops vs. Green Apple Loops/
 * /Making a Song with Apple Loops/
 * /Creating Your Own Apple Loops/
 * /Third Project/

Audio Recording

 * /Getting a Setup/
 * /Types Of Microphones/
 * /Line-in Setup/
 * /Audio Interfaces/
 * /Recording in GarageBand/
 * /Fourth Project/

Plugins and Effects

 * /What Are Plugins?/
 * /Types of Plugins/
 * /List of the GarageBand Plugins/
 * /Customizing Plugins and Presets/
 * /Plugin Techniques/
 * /Fifth Project/

Midi Sequencing

 * /Recording Midi/
 * /Editing Notes/
 * /The Score View/
 * /Quantizing/
 * /Sixth Project/

Virtual Instruments

 * /What Are Virtual Instruments?/
 * /Types of Virtual Instruments/
 * /List of the GarageBand Instruments/
 * /Customizing Plugins and Presets/
 * /Seventh Project/

title: GarageBand


text:
General Genetics/Chromosomes

DNA sequences are incredibly long, but they take up very little space within a cell. This feat is accomplished through tightly-controlled DNA condensation.

The first step of DNA condensation involves a class of proteins called histones. DNA molecules are negatively charged due to their sugar-phosphate backbones, and histones are positively charged due to their high concentration of positively-charged amino acids (lysine, arginine, and histidine). Due to their complementary charges, the histones act as spools around which the DNA strands wind. This forms a structure described as beads-on-a-string that is then further condensed to form chromosomes. Because of this, the chromosomal material is referred to as chromatin: not DNA alone, but a combination of DNA and protein.

title: General Genetics/Chromosomes


text:
Talk:XML - Managing Data Exchange/A single entity

 * add some HTML tags to the stylesheet section so they know what the basic HTML means
 * alternatively link the reader to a basic coverage of HTML and suggest reading this before proceeding

 * include short definition of XML document, schema, and stylesheet in introduction
 * good idea and maybe add a diagram showing how they interrelate

 * include some thoughts on organizing data into a data model - content analysis (what does content analysis mean?)

 * explain sequence tag in complex type

 * edit the netbeans link

thanks, viji

rtw 01:20, 2 Feb 2006 (UTC)
 * This chapter needs an introduction to explain the data modeling driven approach to the first few chapters.

post revision comments
viji

so, I did not do the explanation of the data model driven approach, YET. I will, I might ask you for direction. Do you think it should go more in the introduction than in this chapter?

It appears spaces ARE allowed in attribute values...
In the Rules to follow the book states: attribute values should have quotation marks around them and no spaces

Yet in the section on default and fixed values for schemas which are supposedly a well-formed XML documents, we see:

and

Are not default and fixed attributes? Do their values not contain spaces?

KJC 02:05, 11 October 2006 (UTC)

Exhibit 2 - No "standalone" element
In Exhibits 2 and 3 the prologue (XML declaration) does not appear to have the standalone="yes" element which the text description under exhibit 3 suggests should be present.

But the text does indicate that this is an optional element so perhaps that is fine.

Formatting...
The formatting of this page is vary confusing at times. For example, under DTD section, subheading "Grouping Attributes for an Element"...

Shouldn't this line: <!ATTLIST car horn CDATA #REQUIRED

Be grouped in the box with these lines: seats CDATA #REQUIRED steeringwheel CDATA #REQUIRED price CDATA #IMPLIED>

This sort of thing seems to be all over the page, which makes it hard to read. Unfortunately, I don't know anything about XML (why I'm here) so I'm worried if I try to fix it up I will make a mistake.

DTD (Document Type Definition) Validation - Simple Example
This section makes NO SENSE. There is no coherent description of what DTD is or why it's useful or when it should be used. Just throwing out an example like that is practically useless.

I agree that this section seems to come out of nowhere. This topic should at least have an introduction to DTD, explaining what it is, why it's useful, etc. I am new to XML and this is just confusing me. Should this content not be moved to chapter XML - Managing Data Exchange/DTD? Dunagh (discuss • contribs) 05:41, 11 July 2014 (UTC)


text:
User talk:Decstuff~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * 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.
 * Templates can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or ask me personally on my talk page.

Good luck! -- LV (Dark Mark) 16:45, 16 January 2006 (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 Decstuff. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Decstuff~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 23:08, 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) 04:52, 19 April 2015 (UTC)

title: User talk:Decstuff~enwikibooks


text:
User talk:ArkansasTraveler

Cookbook:Mustard
You left some red links here - be careful to always link to cookbook: namespace in cookbook articles. You can use "pipe trick" for convenient link creating:  cookbook:salt  will produce salt.

By the way, welcome to Wikibooks! --Derbeth talk 17:11, 16 January 2006 (UTC)

title: User talk:ArkansasTraveler


text:
Cookbook:Cinnamon Croutons

| Bread

Cinnamon croûtons are a sweet variation on the classic salad croûton, which can be used to enhance a fruit salad. Alternately, these croûtons make a good addition to pumpkin, sweet potato, or carrot soups.

Ingredients

 * 4 slices day-old French bread, cubed
 * 4 tablespoons walnut oil
 * 4 tablespoons white granulated sugar
 * ½ teaspoon ground cinnamon

Procedure

 * 1) Combine sugar and cinnamon in a small bowl, and set aside.
 * 2) Preheat the oven to 350°F (~180°C).
 * 3) Heat the walnut oil in a frying pan. Add the bread cubes, then fry them, tossing to coat with oil.
 * 4) Spread the bread cubes on a baking sheet and sprinkle with cinnamon sugar. Bake for 8 minutes or until crispy and dry.
 * 5) Allow to cool well before handling, as the sugar will make these croûtons easier to brown, and thus hotter to handle initially.

title: Cookbook:Cinnamon Croutons


text:
Special Relativity/Mathematical approach2

Four vectors
A four vector represents a displacement in spacetime.

If the spacetime has a metric given by:

$$ds^2 = dt^2 - dx^2 - dy^2 - dz^2$$

and if the space-time is flat the magnitude of the four vector is calculated from:

$$\mathbf{S}^2 = A^2 - B^2 - C^2 - D^2$$

Where A, B, C, D are the projections of the vector on the corresponding coordinate axes (t,x,y,z). The magnitude of a four vector is given by:

$$S = | \mathbf{S}^2 |^{1/2} = \sqrt{A^2 - B^2 - C^2 - D^2}$$

The scalar product of a four vector (also known as the "dot product" or "inner product") can be derived in the same way as the scalar product for an ordinary vector (a three vector, see scalar product). So the scalar product of two four vectors, $$\mathbf{A.B}$$ is:

$$\mathbf{A.B} = A_tB_t - A_xB_x - A_yB_y - A_zB_z$$

This can also be derived easily from the metric tensor of Minkowski spacetime. The scalar product of two four-vectors x and y is defined (using indicial notation) as:

x \cdot y = x^a \eta_{ab} y^b = \left( \begin{matrix}x^0 & x^1 & x^2 & x^3 \end{matrix} \right) \left( \begin{matrix} -1 & 0 & 0 & 0 \\ 0 & 1 & 0 & 0 \\ 0 & 0 & 1 & 0 \\ 0 & 0 & 0 & 1 \end{matrix} \right) \left( \begin{matrix}y^0 \\ y^1 \\ y^2 \\ y^3 \end{matrix} \right) = - x^0 y^0 + x^1 y^1 + x^2 y^2 + x^3 y^3 $$

The scalar product of four vectors is independent of the coordinate system:

 * $$\begin{matrix}

A'_x & = & \gamma \left( A_x - \frac{v}{c} A_t \right) \\ A'_y & = & A_y \\ A'_z & = & A_z \\ A'_t & = & \gamma \left( -\frac{v}{c} A_x + A_t \right) \end{matrix}$$

The scalar product in this frame is:

 * $$\underline{A'} \cdot \underline{B'} =

A'_x B'_x + A'_y B'_y + A'_z B'_z - A'_t B'_t $$

Simplifying, we get:

 * $$\begin{matrix}

\underline{A'} \cdot \underline{B'} & = & \gamma^2 \left( A_x B_x -\frac{v}{c} (A_x B_t + A_t B_x) + \frac{v^2}{c^2} A_t B_t \right) \\ & & + A_y B_y + A_z B_z &\\ & & - \gamma^2 \left( \frac{v^2}{c^2}A_x B_x -\frac{v}{c} (A_x B_t + A_t B_x) + A_t B_t \right) \\ & = & \left(1- \frac{v^2}{c^2} \right)^{-1} \left( A_x B_x + \frac{v^2}{c^2} A_t B_t \right) \\ & & + A_y B_y + A_z B_z \\ & & - \left(1- \frac{v^2}{c^2} \right)^{-1} \left( \frac{v^2}{c^2} A_x B_x - A_t B_t \right) \\ & = & A_x B_x +  A_y B_y + A_z B_z   - A_t B_t \end{matrix}$$

Which is the same as the scalar product in the original frame of reference.

Properties:

1. Distributivity for vector addition $$ \mathbf{A}.(\mathbf{B}+\mathbf{C})$$

2. Symmetry $$\mathbf{A.B} = \mathbf{B.A}$$

3. Leibniz rule of differentiation applies ie: $$d (\mathbf{A.B}) = d\mathbf{A}.\mathbf{B} + \mathbf{A}.d\mathbf{B}$$

4. Orthogonality $$\mathbf{A.B} = 0$$ if $$\mathbf{A}$$ is perpendicular to $$\mathbf{B}$$

5. $$\mathbf{A.A} = \mathbf{A}^2$$

We now know that the dot product of two four-vectors is a scalar result, i. e., its value is independent of coordinate system. This can be used to advantage on occasion.

In the odd geometry of spacetime it is not obvious what perpendicular means. We therefore define two four-vectors $$\underline{A}$$ and $$\underline{B}$$ to be perpendicular if their dot product is zero, in the same way as with three-vectors.

 * $$\underline{A} \cdot \underline{B} = 0$$

Because the dot product is a scalar, if vectors are perpendicular in one frame, they will be perpendicular in all frames.

We can also consider the dot product of a four-vector $$\underline{A}$$ which resolves into $$(A_x, A_t )$$ in the unprimed frame. Let us further suppose that the spacelike component is zero in some primed frame, so that the components in this frame are (0, At' ) The fact that the dot product is independent of coordinate system means that

 * $$\underline{A} \cdot \underline{A} = A_x^2 - A_t^2 = - A_t'^2$$

This constitutes an extension of the spacetime Pythagorean theorem to four-vectors other then the position four-vector. Thus, for instance, the wavenumber for some wave may be zero in the primed frame, which means that the wavenumber and frequency in the unprimed frame are related to the frequency in the primed frame by $$k^2 - \omega^2 / c^2 = - \omega'^2 / c^2$$.

We indicate a four-vector by underlining and write the components in the following way: $$\underline{k} = (k, \omega /c )$$, where $$\underline{k}$$ is the wave four-vector, $$k$$ is its spacelike component, and $$\omega /c$$ is its timelike component. For three space dimensions, where we have a wave vector rather than just a wavenumber, we write $$\underline{k} = (k, \omega /c )$$.

Another example of a four-vector is simply the position vector in spacetime, $$\underline{x} = ( x, ct )$$, or $$\underline{x} = ( \mathbf{x}, ct )$$ in three space dimensions. The $$c$$ multiplies the timelike component in this case, because that is what is needed to give it the same dimensions as the spacelike component.

Proper time
Classically, the temporal derivative, d/dt acts like a scalar so we can multiply a vector by it, and get another vector.

In relativity t is part of a four-vector, which means d/dt also is, so we can't simply differentiate vectors with respect to t and expect to get vectors.

For example, the position of a stationary particle is (0, ct).

Viewed from a frame moving at v to the right, its position becomes (-vτ, cτ), where τ=γt is the time as measured in the moving frame.

If we differentiate with respect to τ the velocity would be (-v, c)

If we differentiate with respect to t, we get (0, c) in the stationary frame, which would be (using the Lorentz transform) (-γv, -γc) in the moving frame, if this were a four vector.

These two expressions differ by a factor of γ, when measured in the same frame, so this can not be a four vector.

However, if the moving observer divides by γ, which is the time dilation, they will get the same vector as the stationary observer.

Doing this is equivalent to differentiating by the time in the particles own rest frame. Since this works for the position vector, we can expect it to work for all vectors.

The time measured in a particle's rest frame is called its proper time.

Differentiating a vector with respect to proper time gives another vector, which is the relativistic equivalent of the temporal derivative.


text: User talk:59.92.198.76

title: User talk:59.92.198.76


text:
Visual Basic

This book is written from a Visual Basic 6.0 perspective although much of what is said is also valid for Visual Basic 5.0 and Visual Basic 4.0. It does not cover VB.NET, a rather different language. It covers many different techniques and topics including object oriented programming, optimization of programs and coding guidelines.

Contents

 * /Introduction/: This book's sole purpose is to help people better understand Visual Basic.
 * /History/: A timeline of Visual Basic's history.
 * /Getting Started/: VB6 IDE (Integrated Development Environment) is highly useful for developing GUI (Graphical User Interface) applications.
 * /Simple Arithmetic/: Introduction to calculating and operands with Visual Basic.
 * Branching: Branching occurs when the program makes a decision. The flow of execution follows a particular branch like a fork in the road.
 * /Loops/: Loops are control structures used to repeat a given section of code a certain number of times or until a particular condition is met.
 * /Strings/: Strings hold printable characters. They are very useful for communicating with human beings and for transferring data between programs and machines in text files and web pages.
 * /Built In String Functions/ : Strings can be manipulated using simple string functions.
 * /Regular Expressions/ : Complex string matching and manipulation can be achieved using a fairly sophisticated technique of regular expressions.
 * /Arrays/: Arrays are used to group data items of the same type together, to make it easier to search and sort through this data.
 * /Collections/: Array-like containers.
 * /Dictionaries/: Sets of key, value pairs.
 * /Data Types/: A datatype is a specification of the kind of information that a variable can hold, for example, a number or a piece of text.
 * /Procedures and Functions/: A function is a calling procedure or small part of a program that performs some specific task and returns a result; for example the cosine function.
 * /Error Handling/: Errors can be caught, handled and raised.
 * /Files/: While programming, you may want to at some point save data so they may be accessible for further use. This is where file I/O comes in. Visual Basic allows us to perform most operations available in Windows Explorer and DOS command line.
 * /Date and Time/: Dates and time need to be formatted, added, etc.
 * /User Interfaces/: Visual Basic supports creation of Graphical User Interfaces, which generally consists of one or more Forms that contain text boxes, labels, buttons, picture boxes, etc.
 * /Simple Graphics/: Visual Basic can easily be used to draw simple graphics such as line drawings and diagrams.
 * /Windows Dialogs/: Windows dialogs are useful when one requires standard interfaces, including opening files, saving files, choosing color and/or font, specifying printer settings.
 * /Databases/: Visual Basic can connect to databases in many different ways.
 * /Windows API/: APIs, short for "application programming interface", allows you to access a wide array of functions and methods exposed by the operating system or other applications (DLLs), performing operations not normally implemented by the standard virtual machine that Visual Basic provides.
 * /Subclassing/: Visual Basic hides the details of all the messages that Windows sends to an application but you can get at them if you really need to. Then you can do things that plain Visual Basic cannot.
 * /External Processes/: Sometimes you want to call another program from Visual Basic.
 * /Object Oriented Programming/: There is a lot of complicated talk about Object Oriented Programming but in essence it is quite simple.
 * /Effective Programming/: It isn't enough that the program work, you must be able to maintain it as well. Effective programmers can read their code as well as write it.
 * /Idioms/: An idiom is a sort of template or generic method of expressing an idea. In the same way that idioms in a human language make life easier for both the speaker and the listener, good idioms in computer programming make life easier for the programmer.  Naturally what is idiomatic in one language might not be in another.
 * /Optimizing Visual Basic/: It is often desirable that your program not only does what you want it to do, but it also does it fast and with low memory footprint. Optimizing aims to improve the latter two requirements.
 * /Examples/: This section contains a number of ready made code examples for your use. They vary from short snippets to complete modules and short demo applications.
 * /Snippets/

 * /Case Studies/
 * /Regular Expression Tester/: A small, almost throwaway application that demonstrates that useful application do not need to be either large or complicated.
 * /JArithmetic/

 * /The Language/: This section summarizes the syntax of Visual Basic and describes all the key concepts that of Visual Basic. It also notes some features that exist in other languages but do not exist in Visual basic.
 * /Coding Standards/: Consistent style in coding helps everyone to maintain a program whether the maintainer is the original author or not.
 * /VB6 Command Reference/: This section serves as guide to the commands that can be used in Visual Basic.
 * /Glossary/: Brief explanations of various important, difficult or otherwise interesting words and phrases with links to longer explanations in the body of the text.
 * /Work in Progress/: Various unfinished pages. Please look here for anything obscure or difficult.
 * /Links/
 * /Contributors/

Related Books

 * Data Structures: Programs operate on data so knowledge of effective data structures is very important.
 * Algorithms: Many algorithms were described long before computers were available and many have both naive inefficient forms and sophisticated efficient forms. In many cases this is independent of the implementation language.
 * Object Oriented Programming

da:Programmering:Visual Basic Visual Basic 6 Visual Basic Programmation VBscript Visual Basic Visual Basic Programmeren in VB&VBA Visual Basic

title: Visual Basic


text:
Visual Basic/Introduction

How to use this book
The first page of the book is an annotated contents list, click the headings with the mouse to go to the page you want to read.

 * You will need a copy of Visual Basic. You can see the Microsoft US or Microsoft UK sites for information but the language has been retired and is now unsupported by Microsoft. Visual studio 2005 is also available free of charge on the Microsoft website but only supports VB.net.

 * You will often see Visual Basic abbreviated to VB, and for the purpose of conciseness, this guide will use VB from this point onwards.

 * VB code is written in US English. There are some key differences you should note, as misspelling code can cause hours of problems. Below is a list of the differences- when writing in VB, you should use the right-hand column's spellings:

Many of these words you will not need until you progress into more complex VB

Words which can be spelled with an 'ise' and 'ize' suffix should be spelled with 'ize' in VB.

This book will guide you step-by-step through Visual Basic. Some chapters of this book contain exercises. The exercises are an integral part of the text and at least some should be tried or you will not get the full benefit of the book. There are no answers to the exercises because most do not have a single correct answer. Physical exercises are done to build muscle and stamina, intellectual exercises are the same thing for the brain. In almost every case you should be able to think of at least two 'solutions'. Some exercises require you to write code, please write it and execute it, others expect you to think about or describe something, please write it down even if only on a piece of scrap paper, it helps fix it in your mind.

If you try an exercise and fail to find a solution please ask for help by adding a comment to the relevant discussion page. It is of course entirely possible that the exercise is faulty so reports of problems will help the authors too.

Terminology
Please refer to the ../Glossary/ for definitions of any unfamiliar words or any words that appear to be used in an unusual sense.

VB Integrated Development Environment
Visual Basic has several key components you will need to get acquainted with. The first is the tool box, usually located on the left of the screen. This is used for creating objects on your form. A form is the basic window a user will see upon running your program. What is on the form is what the user sees. Make some picture boxes and command buttons on your screen by clicking the button, then clicking and dragging where you want the object to be placed. The next key feature is the properties of objects. Captions, names, and other properties of objects may be edited here. Now, click an object, and a white window will appear. This is where your code goes. Toward the top of your screen you should see a "play" button, but in Visual Basic it is referred to as the "Run" button. This will run any programs you make. Next to it are the pause, and stop buttons, which are pretty self explanatory.

de:Visual Basic 6: Einleitung Visual Basic / Introducción Visual Basic/Czym jest Visual Basic?

title: Visual Basic/Introduction


text:
Talk:Teaching Assistant in France Survival Guide/Arrival

Watering down the bank card admonishments
Please don't. These were written harshly for good reason: you are much better off losing money through an American bank card than a French one. If you don't agree, perhaps you haven't had to protest transactions with cards from each country, as I have. American laws are very generous to bank card holders, for whatever reason, so we have a relaxed attitude towards the cards. It is essential that assistants from the U.S. change that attitude when they obtain a carte bancaire.

For example, I know first-hand that this contributed sentence is false: "Card holders cannot be held responsible for transactions done with their card number or card without the PIN or correct signature." If it were true, then three different Banque Populaire employees broke the law and should be in prison, since they told me that my not having signed a credit card receipt meant nothing.

I understand your desire to defend all things French, but in this case you are doing more harm than good. The more people who discover a French bank's indifference to bank card fraud through their own experience, the worse it is for France. Let them be warned here, in advance.

Nathan 18:52, 16 January 2006 (UTC)

To the best of my knowledge it is the case that you are not held liable if the signature is missing. This does not mean that the bank will not try and cheat you, _especially_ if you are a foreigner. 83.76.11.222 16:42, 21 January 2006 (UTC)

Dear Nathan, I invite you to read this page from BNP/Paribas and this page from Banque Populaire. Banque Populaire says that, outside of cases of use by a family member or of gross negligence, your responsibility for uses before asking for the card being blocked, without the PIN, is limited to 150€. This 150€ limit is also given by the [ttp://www.minefi.gouv.fr/DGCCRF/04_dossiers/consommation/ficonso/b25.htm?ru=04 Ministry of Finances]' repression of frauds services (DGCCRF), which also states that no responsibility is incurred for fraudulent use of the card number without the card. They are probably a much better authority on this than you and I.

That said, it is well possible that there was a misunderstanding with the bank employees, that they would have preferred not to refund you money, etc. Note also that, even if the bank is legally bound to refund you, it may choose to "drag its heels".

By the way, not every salesperson telling bullshit goes to prison. Remember, this is France, with a low carceral population. If you think that the bank has acted illegally, you should have probably contacted a DGCCRF branch or a consumer's association such as UFC-Que choisir. David.Monniaux 17:14, 24 August 2006 (UTC)