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World History/The Age of Imperialism, Part II

The Scramble for Africa
Starting in the late 1800s, the nations of Europe began to take a huge interest in colonizing Africa. The discovery of quinine, an effective vaccine against malaria allowed European explorers to crisscross the continent in the 1870s and 1880s. In the Berlin Conference of 1884-85, the European nations divided up the continent among themselves, without taking into account the preexisting African boundaries. By 1914, almost all of Africa, with the exception of Liberia and Ethiopia, was under the control of one of the European powers.

German East Africa
On March 3, 1885, the German government announced that it had gone wild and got an imperial charter (secretly, on February 17) to Carl Peters' company, and intended to establish a protectorate in East Africa. Peters then recruited a variety of specialists who fanned out across the country, south to the Rufiji River and north to Witu, near Lamu on the coast.

The Germans quickly established their rule over Bagamoyo, Dar es Salaam and Kilwa. The Abushiri Revolt started in 1888 and was put down (with British help) in the following year. In 1890, London and Berlin concluded the Heligoland-Zanzibar Treaty, a deal that gave Heligoland to Germany, and defined the limits of German East Africa (the exact borders remained ill-defined until 1910).

Through a series of alliances with Native Tribes, the Germans expanded their colonies. German colonial administrators relied heavily on native chiefs to keep order and collect taxes. Other than local police, garrisons of Schutztruppe soldiers at Dar es Salaam, Moshi, Iringa and Mahenge consisted on 1 January 1914 of 110 German officers (including 42 medical officers), 126 non-commissioned officers and 2,472 local soldiers.

General Paul Emil von Lettow-Vorbeck, a vibrant and young officer, he spent the war harrying the forces of the British Empire, tying down with his band of 3,000 Europeans & 11,000 native Askaris and porters, a British/Imperial army 300,000 strong, which was at times commanded by the former Second Boer War commander Jan Smuts. One of his greatest victories was at the Battle of Tanga (3–5 November, 1914), where he beat a British force more than eight times the size of his own. Lettow-Vorbeck's masterful mix of guerrilla warfare and daring raids ended up costing the British war effort massive resources and upwards of 60,000 casualties. Nonetheless, weight of numbers, especially after forces coming from Belgian Congo had attacked from the West, and dwindling supplies, forced Lettow-Vorbeck into a grudging withdrawal, shortly before the agreed cease-fire.

The Congo
Belgium itself had only been independent since 1830. King Leopold II tried to interest his government in establishing colonies but it lacked the resources to develop the candidate territories and turned down his plans.

During the Berlin West Africa Conference(1884-1885) the area of the Congo was granted to the Belgians. Leopold originally ruled it personally, as his own private property. He immediately began to exploit its valuable resources. However, it was at the cost of the African Laborers. Leopold's regime was absolutely brutal. African laborers who did not preform well enough were often pushied by having their hands cut off. In 1904 the Casement Report was released. It told the grim tales of killings, mutilation, kidnapping and cruel beatings of the native population by soldiers of the Congo Administration of King Leopold. Copies of the Report were sent by the British government to the Belgian government as well as to nations who were signatories to the Berlin Agreement. Leopold offered to reform his regime, but few took him seriously. All nations were now agreed that the King's rule must be ended as soon as possible, but no nation was willing to take on the responsibility. The Parliament of Belgium annexed the Congo Free State and took over its administration on November 15, 1908, four years after the Casement Report and six years after the first printing of Heart of Darkness.

When the Belgian Government took over the Administration from King Leopold II, the situation in the Congo improved marginally. Belgians were largely ambivalent towards the colony, so it suffered from a vacillatory governance. Because of this attitude, Belgium was usually a decade behind other colonial powers in its methods of governance, and was surprised when the Congo moved towards independence in the 1950s. Political administration fell under the total and direct control of the coloniser; there were no democratic institutions. The head of the state remained the King of the Belgians (who, already at the time, no longer had any political influence). The Belgian government controlled the country, but day-to-day operations were carried out by the governor general.

Following the Léopoldville riots in March 1959 and Kasavubu's incarceration, 1959 initially saw the legalization of all Congolese political parties, followed by general elections throughout the Congo. In 1960, the Round Table of Brussels was convened and occurred between January 20 and February 20. Congolese representatives and Belgians set the stage for nationwide elections later in the year. The Belgian Congo achieved independence on June 30, 1960 under the name "Republic of Congo" or "Republic of the Congo".

Ruanda-Urundi
In the First World War, the area was conquered by forces from the Belgian Congo in 1916. The Treaty of Versailles divided German East Africa with the vast majority known as Tanganyika going to Great Britain but the westernmost portion to Belgium, this area was formally referred to as the Belgian Occupied East African Territories. In 1924, they became Ruanda-Urundi when the League of Nations issued a formal mandate that granted Belgium full control over the area.

The Belgians demanded that the territories earn profits for the motherland and any development had to come out of funds gathered in the territory. These funds mostly came from the extensive cultivation of coffee in the region's rich volcanic soils. The populace was also extensively taxed and forced to perform corvée labor.

After the League of Nations was dissolved the region became a United Nations trust territory in 1946. This included the promise that the Belgians would prepare the areas for independence, but the Belgians felt the area would take many decades to ready for self-rule.

Independence came largely as a result of actions elsewhere. In the 1950s an independence movement arose in the Belgian Congo, and the Belgians became convinced they could no longer control the territory. In 1960, Ruanda-Urundi's larger neighbor gained its independence. After two more years of hurried preparations the colony became independent on July 1, 1962, broken up along traditional lines as the independent nations of Rwanda and Burundi. It took two more years before the government of the two became wholly separate.

Suriname
Suriname had been a Dutch colony since 1667. The Dutch planters relied heavily on African slaves to cultivate the coffee, cocoa, sugar cane and cotton plantations along the rivers. Treatment of the slaves by their owners was notoriously bad, and many slaves escaped the plantations.

Slavery was abolished by the Netherlands in Suriname in 1863, but the slaves in Suriname were not fully released until 1873, after a mandatory 10 year transition period during which time they were required to work on the plantations for minimal pay and without state sanctioned torture. As a plantation colony, Suriname was still heavily dependent on manual labor, and to make up for the shortfall, the Dutch brought in contract laborers from the Dutch East Indies (modern Indonesia) and India (through an arrangement with the British). In addition, during the late 19th and early 20th centuries, small numbers of mostly men were brought in from China and the Middle East.

In 1954, the Dutch placed Suriname under a system of limited self-government, with the Netherlands retaining control of defense and foreign affairs. In 1973, negotiations started with the Dutch government leading towards full independence, which was granted on November 25, 1975. The severance package was very substantial, and a large part of Suriname's economy for the first decade following independence was fueled by foreign aid provided by the Dutch government.

The East Indies
The Dutch East India Company (VOC) had been set up in the early seventeenth century to maximize Dutch trade interests in the Malay archipelago. By 1700, a colonial pattern was well established; the VOC had grown to become a state-within-a-state and the dominant power in the archipelago. Its method of indirect rule was to survive it. After the bankrupt company was liquidated on January 1, 1800, its territorial possessions became the property of the Dutch government.

In an 1811 to 1816 interregnum, during the Napoleonic Wars, the British took over administration of several Dutch East Indies posts including Java before Dutch control was restored. The 1824 Anglo-Dutch Treaty, ceded Dutch control of Malacca, the Malay Peninsula, and possessions in India to Britain in exchange for British settlements in Indonesia, such as Bengkulu in Sumatra. Batavia remained the capital of the colony. For most of the Dutch East Indies history, and that of the VOC before it, Dutch control over these territories was tenuous; only in the early 20th century did Dutch dominance extend to what was to become the boundaries of modern-day Indonesia. Although Java was under Dutch domination for most of the 350 years of the combined VOC and Dutch East Indies era, many areas remained independent for much of this time including Aceh, Lombok, and Borneo.

There were numerous wars and disturbances across the archipelago as various indigenous Indonesian groups resisted efforts to establish a Dutch hegemony, which weakened Dutch control and tied up its military forces. In the seventeenth century the VOC had used its superior arms, and Buginese (from Sulawesi) and Ambonese (from Maluku) mercenaries to expand and protect its trading interests across the archipelago. During the Dutch East Indies era, the most prolonged conflicts were the Padri War in Sumatra (1821–38), the Java War (1825–30) led by Prince Diponegoro, and a bloody thirty-year war in Aceh.

Disturbances continued to break out on both Java and Sumatra during the remainder of the 19th century, and between 1846 and 1849, expeditions to conquer Bali were largely unsuccessful. The Banjarmasin War in south east Borneo resulted in the Dutch defeat of the sultan. In Aceh, guerrilla leaders fought off Dutch invasion in what was the longest and bloodiest conflict from 1873 to Acehnese surrender in 1908. As exploitation of Indonesian resources expanded off Java, most of the outer islands came under direct Dutch government control or influence. Significant Indonesian piracy remained a problem for the Dutch until the mid-19th century.

Southwestern Sulawesi was occupied in 1905–06, the island of Bali in 1906, and the Bird's Head Peninsula (West Papua), was brought under Dutch administration in 1920. The invasion and occupation of Indonesia during World War II, brought about the destruction of the colonial state in Indonesia, as the Japanese removed as much of the Dutch state as they could, replacing it with their own regime. Although the top positions were held by the Japanese, the internment of all Dutch citizens meant that Indonesians filled many leadership and administrative positions. Following the Japanese surrender in August 1945, nationalist leaders Sukarno and Hatta declared Indonesian independence. After a 4-year war, in which the Dutch re-occupied most of the colony, Indonesia was granted independence on December 27, 1949 due largely to international pressure.

In 1949, when the rest of the Dutch East Indies became fully independent as Indonesia, the Dutch retained sovereignty over western New Guinea, and took steps to prepare it for independence as a separate country. Some five thousand teachers were flown there. The Dutch put an emphasis upon political, business, and civic skills. Indonesia attempted to invade the region on December 18, 1961. Following some skirmishes between Indonesian and Dutch forces an agreement was reached and the territory was placed under United Nations administration in October 1962 It was subsequently transferred to Indonesia in May 1963. The territory was formally annexed by Indonesia in 1969.


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Template talk:Wikijunior Article of the Month

So, what do we do next week?

Updating this template
Just in the interest of trying to keep a good thing going, I have on my own been updating this template for the past several months (June-August 2005). If you think something else ought to go here, feel free to change this template, especially if it is out of date. If we need to start voting on these articles, go ahead and do that too, but when I took over it had already been several months since the original implementation, and that was for an article of the week, which IMHO was too short of a period of time for Wikibooks to even look at.

I have noticed that the articles that get focus do get some increased activity in terms of people adding some more content, so this is proving to be of some value. Keep in mind that you (especially if you have been able to even find this talk page) are just as valid in your opinions on this subject as anybody else. Have fun and help Wikibooks as well. --Rob Horning 20:01, 9 August 2005 (UTC)

 * I have some suggestions for articles that could use some tlc that might be good candidates for the AOTM.
 * Wikijunior_Dinosaurs/K-T_Event
 * Wikijunior_Solar_System/Saturn
 * Wikijunior_Ancient_Civilizations/Persians
 * --Xixtas 20:08, 26 August 2006 (UTC)

December
I've been updating these for a few months now. But I'd like some other opinions, as I'm really just selecting articles that are interesting to me and need work. Does anyone else have any suggestions for December or an idea for a less arbitrary process?

I'm also thinking about tagging articles of the month with a banner. Does anyone have any opinions about that? --xixtas 12:16, 2 November 2006 (UTC)

Here are some articles that could stand some attention.

 * Wikijunior_How_Things_Work/Mobile_Phone (Last substantial edit 9/16/2006)
 * Wikijunior_Languages/Arabic (Last substantial edit 7/14/2006)

--xixtas 04:47, 27 November 2006 (UTC)

February
Adding:
 * Wikijunior South America/Argentina
 * Wikijunior Ancient Civilizations/Korean
 * Wikijunior Bugs/Bee

--xixtas 17:49, 1 February 2007 (UTC)

Could use an update
We're at Summer 2010 now! Kayau ( talk | email | contribs ) 06:10, 30 July 2010 (UTC)

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


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User:Icez~enwikibooks

I have always believed that knowledge should be freely accessible, the Wikimedia foundation provides such ideals. One author cannot reproduce the quality and accuracy of information that the world altogether can.

For more information see http://en.wikipedia.org/wiki/User:Icez

Started

 * Note_taking

title: User:Icez~enwikibooks


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Wikijunior talk:Solar System/About gravity, mass, and weight

Weight: does it mean mass or force?
Please also see other discussions on this topic at and Weight and User:Kernigh/pound.

Renewing perspective
I was going to step back for a while to see what came of people's contributions other than mine or from Metric1000, but then thought something I wrote elsewhere might help:

"'I'd say that as most of us aren't practising scientists we don't use the word 'mass' that much in our everyday life on Earth...'"

If so, I reckon young people must use the word 'mass' even less - I probably didn't use it until I started studying science as physics, chemistry and biology - so why don't we write this module from the point of view of your 'weight' - i.e. that thing you measure when you step onto the bathroom scale - changing from one planet etc to the next, whilst you don't (unless, say, you go on a diet or start bingeing)? Then say the "stuff" that goes to make up you (or anything else) is what you may've heard people refer to as 'mass' (especially scientists) so although your or something else's 'mass' remains the same from planet to planet or the like (so long as you don't diet or binge etc) your 'weight' changes. Why does your 'weight' change? Enter a little about gravity. Well, something along those lines and not necessarily in that order.

Potentially much simpler and I don't think it need compromise the situation we have here on Earth where most (adult) people use the words 'weight' and 'mass' interchangeably.

David Kernow 19:59, 24 October 2005 (UTC)

 * How is this a weight point-of-view if you still mention mass and gravity? --Kernigh 20:41, 24 October 2005 (UTC)
 * Sorry not to be more clear; I was writing in more of a stream-of-consciousness manner than usual. What I mean is start the module from something young people are likely to've experienced, viz. that measurement called 'weight' given to you by a bathroom scale. This is certainly a measurement that would produce a different result when tried on the Moon, Mars, etc. Then move on to contrast that with what doesn't change, viz. your mass. Then touch on gravity to indicate why there's a difference. David Kernow 23:05, 24 October 2005 (UTC)

 * Suppose you have a fishing line that will break if a force of 50 newtons is applied to it. With that, you should be able to lift a 5 kilogram catfish out of the river on Earth.
 * Now, suppose you put your boat out on the Sea of Tranquility. That line will still break if a force of 50 newtons is applied to it.  But now you should be able to lift a 31 kg catfish out of the "Sea" with that line.
 * Then, cut out a couple of steaks, throw them on the fire, and toss on a handful of green cheese as it gets warm! "Oooohh, sooo good!"  Or maybe that belongs in the Cookbook namespace? Metric1000 15:45, 25 October 2005 (UTC)

 * That doesn't work at all. "Your weight" DOES NOT CHANGE as that term is used by professionals in the medical sciences, nor even as it is used in sports such as the Olympic weight classes (63 kg, etc.) for judoka, boxers, wrestlers, and the like.  Do you suppose you could calculate for us how much difference there was in weightlifting in the mass of a 20 kg "weight" at the Helsinki Olympics and the mass of a 20 kg "weight" at the Mexico City Olympics?

 * I agree, we do not often use the word "mass" in our everyday lives. But that doesn't mean we are unfamiliar with the concept.  We do indeed very often use the quantity which physicists or astronomers call by the name mass in their own jargon.  We simply call it by the name we had already been using for hundreds of years before anybody ever used the word mass with that meaning:  we call it weight.

 * Like I said before, you 'can choose not to call this quantity weight. But that is your only option.

 * It is not a legitimate, viable alternative to continue to call it weight, but to misapply a definition of that ambiguous word which is inappropriate to the context.

 * People have long known that it is harder to push a "heavy" boat away from the dock than it is to push a "light" boat away from the dock. That is one everyday way in which people have experienced the effects of mass in a way mostly unrelated to the pull of gravity, something we as a people have been familiar with for thousands of years. Metric1000 20:51, 24 October 2005 (UTC)

Please, Metric1000, this is a module in a book meant for young people. I hope you'd agree that 'weighing' yourself on a bathroom scale is something young people are likely to've encountered (unlike the notion of Olympic weight classes, changes in 'weight' due to altitude, etc) and your 'weight' as given by such a scale would change if you 'weighed' yourself using it on the Moon, Mars, etc. Perhaps you'd prefer to say something like "the reading has changed" as if something else hasn't, but what other than 'mass' would that "something else" be?

"'I agree, we do not often use the word 'mass' in our everyday lives. But that doesn't mean we are unfamiliar with the concept...'"

My point at the start of this thread is to suggest that most young people are unlikely to've linked the word 'mass' with the concept of 'amount of matter'. I'm sorry if you don't think that's clear.

David Kernow 23:05, 24 October 2005 (UTC)

 * Yes, of course, it works the other way as well. You don't have to call it mass; you can use the familiar synonym weight instead.
 * But you still can't apply the wrong meaning to it, and say or even imply that the students' weight would change.
 * Your bathroom spring scale just won't quite work right on another planet. Maybe you could paste on a new dial with the readings we want.  If your tool is broken, fix it.
 * It's much like astronauts weighing themselves in a "weightless" environment. None of our normal scales work at all.  So they had to find a different tool.  (What they do is set a spring in motion, and time its oscillations as they ride on it.)
 * Note also another problem with those spring scales, even if what you want to measure is force. Suppose you have one whose dial makes a full circle with 300 lb on it on Earth.  Then our 86 lb student will deflect this scale by about 103 degrees of arc.  But on the moon, that deflection will only be 17 degrees of arc.  The springs are too stiff to get much deflection at all.  On Pluto it would be much worse; only about 6 degrees of arc.  The springs are just too stiff to work very well for this purpose in those environments.
 * So if you have to change springs anyway, you might as well fix the dial at the same time, to get a good reading of mass in the location in which it will be used. Metric1000 15:30, 25 October 2005 (UTC)

 * Or, just choose the new springs with a spring constant that will work with the old dial in the new environment. Metric1000 15:35, 25 October 2005 (UTC)

"'Yes, of course, it works the other way as well. You don't have to call it mass; you can use the familiar synonym weight instead. But you still can't apply the wrong meaning to it, and say or even imply that the students' weight would change...'"

You hang something from a spring on Earth and the spring extends. I say that this extension indicates weight. Do you? You hang the same thing from the same spring on the Moon and the spring extends, but not to the same length as when on Earth. Do you agree? I say that this extension indicates weight. It is not the same length as the extension when on Earth, so I say the weight it indicates is not the same as that on Earth. In other words, I say the weight has changed.

Weight changes when gravity changes. Mass doesn't change when gravity changes.

We need to come to some agreement on this. Anything else is and has been distraction.

David Kernow 20:42, 25 October 2005 (UTC)

Just don't use units like kilograms as units of weight. That is the main thing Metric1000 and I have been saying. The implication is that most science museums that have you step on a scale and see what you would weigh on the Moon or Jupiter (I've seen it) is completely unrealistic and attempts to suggest that your mass changes when you go to different planets. That doesn't happen at all and is the whole point of this article and the "myth buster" that we are trying to cover. The fine point that is a source of contention is that pounds-force is sometimes used to describe weight and used as a demonstration for how much your weight would change in a different gravitational field. Pounds are used for both mass and force calculations. This is most painfully demonstrated with the calculation of units for specific impulse of a rocket, which is measured in pound-seconds/pound, and usually just reported as seconds of specific impulse. Unfortunately, this is actually pound(force)-seconds/pound(mass), so this isn't really proper reduction of units. SI units for the same concept is N-s/kg, which shows more clearly how that is a false concept for seconds of impulse. Specific impulse, BTW, is the measurement of the effeciency of a rocket engine and a way to compare how powerful one engine type is compared to another rocket design. Rocket scientists know about this unit screwup, but most scientific literature uses this corrupted unit of measurement anyway, even outside the USA.--Rob Horning 17:33, 26 October 2005 (UTC)

 * Your "myth buster" is completely out of place in a Solar System book. It's way way off topic. This is not the place to be arguing over units for mass and weight, even if the subject wasn't unitless in the first place. AlbertCahalan 03:19, 27 October 2005 (UTC)

 * It is not off topic but indeed is the very topic that is the subject of this section. This section was added to this Wikibook because it was felt that there were some "special topics" that covered all of the planets and would be endlessly repeated over and over again for each seperate planet.  This is indeed done with other Wikijunior books as well, so it is not a unique circumstance.  I will agree that this Wikimodule is a train wreck right now in terms of having it flow throughout the whole article.  It needs to change and that is apparent.  All I'm trying to do is to make a compromise that would be acceptable to everybody, and to point out what effect a change in gravity can have.  This is something hard to grasp, which is precisely why we seem to be having all of this argument right now.  I don't think a "unitless" relative comparison of each planet's acceleration at the surface is going to work out for kids.  --Rob Horning 08:48, 27 October 2005 (UTC)

 * Heh. It's on-topic for a section that is off-topic for the book. In other words, the subject matter matches the page but the page does not belong in this book. This isn't a physics book. It doesn't cover the math of orbiting bodies in space, does it? (I sure hope not) I think the proper place for this page is here. AlbertCahalan 23:42, 27 October 2005 (UTC)

ditch the units
This is silly. The use of unnecessary units for unitless values is bad, even if we didn't have to deal with poundforce and such. Probably this page should just be deleted.

Do like this:

People on Endor are pulled down with 1.23456 times as much force as they would be on Earth.

That's the number you need if you want to take your weight, in any system of units, and multiply it by something to get a feel for the difference. It works for any loose idea of stones, pounds, newtons, grams, slugs, etc.

If you decide to get all scientific, you can argue about units for acceleration, not force. Acceleration of gravity on Earth is 20/7 rods/microfortnight/microfortnight.

AlbertCahalan 23:49, 24 October 2005 (UTC)

 * This is exactly what I've done, if you look at the section "How does gravity change what happens?", I put relative gravitational pull that is merely a comparison to that of the Earth. BTW, I love both rods as length and microfortnights as a unit of time.  I even worked on a computer operating system (VMS) that used microfortnights as the internal clock measurement for system accounting purposes.  Only later did I catch the joke there, however.  Windows NT also used fortnights as a unit of measurement because after a fortnight of running continuously the OS would crash from an internal overflow bug in the system clock. (actually about 39.5 days of running, but that is close enough to a fortnight for this purpose.) --Rob Horning 04:15, 25 October 2005 (UTC)

 * Which is correct?
 * a. The Earth's atmosphere is 75.5% nitrogen.
 * b. The Earth's atmosphere is 78.1% nitrogen.
 * The answer, of course, is both. It depends on what is being compared to get these dimensionless ratios.  It is 78.1% by volume (and probably the same,  or very close to it, on an amount of substance basis).  It is 75.5% by weight (the terminology often used in science as well as in our everyday lives, though some scientists will insist on using the equivalent phrase "by mass").
 * The dimensionless ratio for "my weight" on Mars compared to "my weight" on Earth is 1.00.
 * AlbertCahalan is presumably well aware that if his phrasing is used, a good number of teachers are going to be telling their students that his 1.23456 number is the ratio for their "weight".  Metric1000 13:33, 27 October 2005 (UTC)

 * Great, so you agree with me? If not, well, I'm not seeing a complaint. We can perfectly well say "78.1% by volume", "75.5% by weight", or "75.5% by mass". Probably the "by X" part belongs in a footnote though. We can perfectly well say that the 1.23456 number is for weight. While we could equivalently say that it is for acceleration, we'd best not make things needlessly complicated in the Wikijunior Solar System book. Never lose sight of the subject matter of this book. This is not the Wikijunior Newtonian Physics or Wikijunior SI Measurement book. AlbertCahalan 23:52, 27 October 2005 (UTC)

the gravitational force of me on the Earth
The module currently claims

''For instance, the Earth is very massive and pulls on you very strongly. When you jump up, it quickly pulls you back down to the ground. You are also pulling on the Earth — but your mass is tiny compared to the Earth, so your pull on the Earth is tiny too.''

That seems incorrect. Aren't these 2 forces exactly equal and opposite?

Rather than fixing this example to make it true, but confusing, perhaps we could pick a more appropriate example -- perhaps compare the pull of the earth on you to the pull of a bowling ball on you ? Or the pull of the earth on a bowling ball to the pull of you on a bowling ball? Or the pull of, say, the International Space Station on an astronaut clambering on its outside to the pull of the earth on that same astronaut at the same time? (Even though that astronaut is nearly "weightless", his mass is the same as when he is walking on earth, and the force due to Earth's gravity is nearly the same as when he is walking on earth). --DavidCary 02:11, 28 October 2005 (UTC)

 * It is interesting that the term "weightless" is being depreciated for internal use by NASA and other space science researchers. The new term that is more commonly used is microgravity, to suggest that gravitational fields do exist in orbital environments, but that the acceleration effects are essentially insignificant in term of the calculations in the experiments.  The ISS does indeed have a gravitational pull on objects around it, but only equivalent of a small asteroid of the same size, roughly, being about 100 meters from one end to the other.  The ISS has high mass density components (like titanium and steel) but also has some interesting structure that would make for some interesting gravitational effects.  This is also supposedly one reason (the huge size of the ISS) why many science researchers are claming that the ISS is useless for some critical experiements:  It is so large that the gravity from the station itself starts to become a factor.  I am not kidding here either.

 * BTW, in regards to your question above, when you jump up on the Earth, you pull the Earth back toward you as well as pulling you toward the Earth. I guess it is a matter of perspective, but the whole Earth does indeed move just a little bit toward you when you come back down.  Maybe the distance is the diameter of a proton, but it is something that is technically measureable.  This is also just a matter of point of view, where both are valid points of view in trying to determine which is correct.  I'm talking scientific point of view, not political point of view here.  Relativity vs. discussions of relatives. --Rob Horning 03:07, 31 October 2005 (UTC)

Alternate approach to this module (About gravity and weight)
This module is indeed a "train wreck" and I am beginning to wonder if it is or will cause more trouble than it's worth. As it stands currently I feel it is out of kilter with the rest of the book, is too long, over-tabulated and introduces more words and concepts than it explains - some of which surely must be inappropriate for the intended audience (e.g. "Astronomerese").

However, in the spirit of trying to be constructive, I've created an alternate version of this module which:

 * 1) Tries to stay simple and succinct (although I realise there's room for improvement, e.g. shorter sentence lengths, fewer subclauses, etc);
 * 2) Does not refer to mass;
 * 3) Does not refer to units;
 * 4) Does not state that weight changes, but rather that (underline emphases added):
 * "You may've read or heard people sa y that your weight would be different on the Moon...";
 * "[the bathroom scale] would sa y you weighed less than when you weighed yourself with it on the Earth. So people sa y your weight has changed..."
 * "it's as if ... you have no weight..."

If people think this approach is a starter then I think a couple of illustrations or diagrams and perhaps a table of what a bathroom scale would say you weighed on other planets would add interest to the page.

I hope this helps.

David Kernow 02:30, 28 October 2005 (UTC)

Changed approach to this module
I have edited this module. Unlike with the alternate module, I intend to use the word mass. (Notice that "mass" is in the title of this module.) The intention of my edits was to improve the introduction of kilograms and newtons as mass and force (of gravity).

I did remove the references to scientists thinking that "weight" should be force, and astronomers thinking that they should always use the metric/SI system. I also reworded the introduction in a way so that it introduces SI kilograms and newtons, but never introduces pounds; this might need to be changed. (There was never any introduction to stones.)

I also placed the sections about inertia into comments. (The sections did not use the word "inertia", but referred to difficulty in starting and stopping objects.) Inertia is probably too much for this module. Remember that this is a module that ignores all forces other than gravity; it never introduces the idea, for example, of a force for a person to lift a heavy object. --Kernigh 05:07, 3 December 2005 (UTC)

Pluto
Pluto is a really bad example of forces. For one thing, we don't really know all that much about Pluto. It's better for this purpose, to use something more familiar, perhaps the Moon. Or maybe Mars or Venus. The Moon is probably best, because we see it so often, it's close. And people have actually walked on it

I've edited much of the article before the section that brings up Pluto. I've made the language use "we" and "us" instead of "you." It's more effective, speaking with kids and giving examples of things that humans experience, to not speak to them as if they or we were aliens. "You may fall when you jump, but I only fall if I want to."

I'm only guessing, I haven't looked yet, and don't have time right now, but I suspect that this may be an issue through the whole book. --Abd (talk) 17:26, 10 September 2010 (UTC)

Checking out that Pluto thing, I found out what happened. May 1, 2008, the page was hit by a vandal, 216.180.4.34. It wasn't noticed. The next day, the page was again vandalized. That was noticed, and it was reverted. Back to the vandalized version, which was more subtle vandalism. The same editor had been frequently reverting vandalism to the article, but may never have read the whole article. Happens. Anyway, there used to be a full table, which was removed that day in 2008. I'll restore it. --Abd (talk) 01:12, 11 September 2010 (UTC)

The table
The table claims that you could kick a ball fast enough to escape the gravity of Phobos. However, several calculations there may have been off for Phobos. Or not. It gets complicated because Phobos is small, and, in general, for small values of how high you could toss a ball, compared to the radius of the planet or moon, if the gravity is cut in half, you can toss it twice as high. But as the speed with which you can toss it increases, and you approach escape velocity, the ball will go higher than just that ratio, until when you reach escape velocity, it would never fall back. I did some searching on this and found sources that confirmed should be easy to throw a baseball with more than escape velocity on Phobos, so it would indeed go into orbit around Mars. But I'm not sure at all about the statements of how high one could jump. It's not a simple calculation from the force of gravity, and I don't have time to do the math and make sure I get it right. So where I left the page may be quite imperfect. --Abd (talk) 02:52, 11 September 2010 (UTC)

Page strategy, and gravity on the moon
There's a misleading passage in the current revision of the page (as of this writing). I'll try my hand at fixing it if someone else doesn't beat me to it (which, let's face it, they might).

We want, I think, a clear and engaging explanation of the major elements of the law of universal gravitation, by going unhurriedly through the sequence If there's a reason why that wouldn't work, it's probably that the details get too esoteric, at about the time one has to qualify the second point by saying that it's at the same distance; but that can probably be finessed successfully.
 * mass is how much material;
 * gravity at a given distance is proportional to the mass of both objects, so at equal distances from the Moon and the Earth, the Moon's gravity is only 1/81 as much as the Earth's; and
 * gravity is much stronger (inverse square) when you're closer, so since the moon is much smaller than the Earth, putting you almost four (three and two thirds) times closer to it when you're on its surface than when you're on the Earth's surface, that makes up for a lot of the smaller mass of the Earth.

Right now, the progression from point two to point three seems to be a bit rushed, and the part about equal distance isn't clear when point two is made, so that it comes out sounding as if you'd weigh 1/81 as much on the surface of the moon, instead of three and two thirds squared times that. --Pi zero (talk) 15:32, 11 September 2010 (UTC)

 * Thanks. I think I fixed it. I wasn't trying to generate a mathematical calculation, except for two relationships: the force of gravity between two objects varies directly with the mass of either object, i.e., double either and the force doubles. Half either and the force halves. And then I added to the article the inverse square relationship, that may be within reach of the target age, at least some of the kids. If this were a physics page, I'd go into a lot more detail, it is actually not difficult to explain why you get an inverse square law with various phenomena. See how you like what I did. --Abd (talk) 00:58, 13 September 2010 (UTC)

 * That does seem to fix the problem, yes.
 * I appreciate that getting drawn into details on WJ can be a slippery slope. --Pi zero (talk) 14:19, 13 September 2010 (UTC)

Yeah. The trick is to write things that are correct when seen from a more informed perspective, but that also convey simple truths without unnecessary complications. Looking above, there has been a huge flap over "weight." The problem is that the word "weight," in ordinary usage, means two different things. It is used to refer to the force applied, and it is used to refer to mass. Good pedagogy starts from what kids already know, and it leads them from that into wider understanding. So demands above that units of weight not be used had completely lost the purpose.
 * Kids know that it is harder to throw a heavier object than a lighter one. This isn't an effect of gravity, it's an effect of mass. It is just as hard to throw a baseball on the moon (and we completely neglected the weight or clumsiness of a space suit, perhaps the baseball player is inside a habitat big enough to play baseball in) as it is on the Earth. That is, you should be able to throw the baseball with about the same speed, particularly if you throw it horizontally. It will go further because it will not fall as quickly, that's all. Not because it is easier to throw.
 * But "newtons"? We can introduce the unit of force, but we shouldn't depend on it. What we can do is to make clear that when we say "weight," we are talking about the force of attraction, which depends on two things: the gravity and the mass (as well as the distance from the main source of gravity). But we need to keep in mind that "weight" is used commonly to mean "mass" as well, which is obvious, you know exactly what I mean when I say that a "heavier" ball is harder to throw. We mean that a 20 lb. ball, maybe a bowling ball? is harder to throw than an 8 oz. ball. Those are all units of weight, and we'd measure them with a scale. I measure mass with a scale, all the time. What is actually being measured, of course, is the force of gravity, so I'm assuming, in my weight measurements, a gravitational field of 1 g.
 * I wanted to explain what "g" means better, and I wanted to use units of milli-gs, one-thousandth g, in the table. The reason is that it's much easier to read and grasp the whole numbers. We could use centi-g, and the table could express the gravitational field value in percentage of Earth gravitation. So the Earth would be 100% and the Moon would be 16.7%. And Phobos would be 0.5%. It's okay that a value of less than 1 is used for Phobos.... I think I'll do this.
 * I think it's inspiring for kids to think of what it's like when there is no apparent gravity. It's an error, though, to say that there is any place with no gravity. Gravity is everywhere, but when there is nothing to resist it, we are in "free fall." There is gravity acting on satellites in orbit and on the astronauts appearing to float in their space-suits, and on everything inside the International Space Station. But because it is all "falling" together, it seems like there is no gravity, that nothing has weight.
 * I remember getting it, I was very young, that a satellite was "falling." It's just that (thinking of a circular orbit) it falls "around" the Earth. The gravity pulls it down just enough to make it move in a circle around the earth. Obviously, it has to be going pretty fast! And, obviously, if it were moving this fast near the surface, where there is air, air resistance would quickly slow it down. (It would, in fact, get immediately very hot like a meteor, and it would then quickly fall to the ground). But on the moon, an object could be very low and still remain in orbit. (But there is, I believe, a very thin lunar atmosphere that would slow it down, don't know how long that would take.)
 * I think most people imagine (without thinking about it) that there is no gravity in space. So we want to educate to dispel this idea. Kids can get that, I believe, easily.
 * I think we also tend to imagine that it is dark in space, but maybe kids now, having seen so many bright photos of the space shuttle and ISS, don't have that mis-impression. It's very, very bright, at least in the vicinity of the Earth. Way, way, out, it gets dim as we get very far from the Sun. --Abd (talk) 15:43, 13 September 2010 (UTC)


text:
Dichotomous Key/Placentalia

1

 * Pulp cavity
 * Not present (thin tubes of dentine instead) - Orycteropus afer
 * Present - 2

2

 * Limbs
 * Adapted for flight or gliding - 3
 * Adapted for land movement or swimming - 4

3

 * Capability of true flight
 * Yes - ../Chiroptera/
 * No - ../Dermoptera/

4

 * Limbs adapted for swimming
 * Yes - 5
 * No - 6

5

 * Legs
 * Present or vestigial -
 * Absent - ../Sirenia/

6

 * Number of fingers
 * Five - ../Primates/
 * Other amounts or none - 7

7

 * Hooves
 * Present - 10
 * Not present - 8

8

 * Trunk presence
 * Yes - ../Proboscidea/
 * No - 9

9

 * Incisors
 * Developed, located at the front of the jaw - 12
 * Undeveloped, side teeth used for grazing - 11

10

 * Number of toes
 * Any odd number - ../Perissodactyla/
 * Any even number - ../Artiodactyla/

11

 * Teeth growth
 * Throughout lifetime - 12
 * Only during maturation - 13

12

 * Number of incisors in upper jaw
 * Four - ../Lagomorpha/
 * Two - ../Rodentia/

13

 * Presence of bony scales
 * Yes - 14
 * No - 15

14
Could be of the order ../Pholidota/ or an armadillo (family ../Dasyopodidae/)

15

 * Dentition
 * Prominent canines and carnassials - ../Carnivora/
 * Other - 16

16

 * Legs
 * Vestigial - ../Cetacea/
 * Present -

17
Could be of the orders ../Afrosoricida/, ../Macroscelidea/, ../Xenarthra/, ../Scandentia/, ../Insectivora/, ../Cetacea/

title: Dichotomous Key/Placentalia


text:
User talk:Ross Uber

Welcome to Wikibooks, Ross Uber!  First steps tutorial Wikibooks is for freely-licensed collaboratively-developed textbooks. You don't need technical skills in order to contribute here. Be bold contributing and assume good faith about the intentions of others. Remember, this is a wiki, so you're allowed to change just about anything, and changes can be made easily. Come introduce yourself to everyone, and let us know what interests you.

If you're coming here from other Wikimedia projects, you should read our primer for Wikimedians to get quickly up-to-speed.  Getting help  Goodies, tips and tricks  Made a mistake? Thanks, Swift (talk) 04:16, 2 March 2009 (UTC) (P.S. Would you like to provide feedback on this message?)
 * See the Wikibooks help pages for common issues.
 * Remember, every edit is saved, so if you make mistakes, you can revert to an earlier version if needed.
 * Get help from the community in the Reading room or in our IRC channel.
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 * Need to rename a page? Use the move tab (only become available once your account is 4 days old - until then, ask for help).
 * To get a page deleted, add to the top of the page.
 * If something you wrote was deleted, please read the deletion policy, and check the deletion log to find out why. Also check the VFD archives if applicable. You can request undeletion at WB:VFU, or ask the administrator who deleted the page.

Thanks for improving the horn wikibook
I just wanted to thank you for working on the horn wikibook. I started it a bit ago, but don't have much time to devote to it. I check back on it now and then to add/edit and hope that others come and do likewise. I have a few questions and concerns about how you're doing the music though. What software are you using to generate the picture? Since you're releasing the picture into the public domain, could you also release the source file for future editing. I might suggest Lilypond be used for uniformity (and free/open-ness). Also there is some talk (neverending talk unfortunately) of adding music markup capability. Check out wikisophia for an example of a wikimedia based wiki that uses lilypond for markup. I've thought that if I had more time and if music markup didn't come soon to the wikimedia sites, it would be nice to have a wiki solely devoted to the horn or music that allowed music markup. Anyways keep it up!

-horndude77

Wikipedia templates
If you need templates from Wikipedia, please ask for an import instead of doing a copy-paste move. Such moves violate the GDFL. As well, our site configuration is different from en.wikipedia, so identical template coding may not result in identical rendering or behaviour. Thanks. – Mike.lifeguard  | talk 02:04, 30 March 2008 (UTC)

Deleting pages
Please don't blank pages. Tag them with if they qualify for speedy deletion or request deletion at Votes for deletion. --Swift (talk) 04:15, 2 March 2009 (UTC)

title: User talk:Ross Uber


text:
How To Assemble A Desktop PC/Development

This page is for developing sections that will eventually go into the book How To Build A Computer (only if there is enough material present to justify a new subpage).

PCPartPicker
An online tool that includes several tools for first time or experienced PC builders. The main feature is being able to create part lists. In the part list tool, there are 2 more tools, the wattage estimation tool, and the compatibility checker.

https://pcpartpicker.com/

PCPickerpro
Assemble your PC parts online to build customized Gaming PC.

https://pcpickerpro.com

Tom's Hardware
http://www.tomshardware.com/

Overclockers
http://www.overclockers.com/

SilentPcReview
http://www.silentpcreview.com/

Microsoftwin108576 (discuss • contribs) 22:40, 26 December 2015 (UTC)

Troubleshooting
You just finished building your computer, you turn it on, and it doesn't work. This section helps you in case this happens.

The drives act strange
Make sure the IDE/ATA cable isn't longer than 18 inches (46 cm).

I pressed the power button and nothing happened
This could be due to a variety of reasons

 * You forgot to connect the power button
 * The power cable is loose
 * The power is out
 * The motherboard is grounded out
 * You forgot (on certain motherboards) to connect the 12V 4-PIN cable to the motherboard.

My New Computer Randomly Restarts

 * Bad UPS, check the voltage rails for your UPS
 * Insufficient cooling of components, especially CPU

My New Computer Randomly Shuts Down / Crashes

 * You have overclocked it above what the processor can do at it's current vcore voltage. Increase the vcore voltage.
 * An internal/external cable is loose.

RMA
You found your problem component using the above sections, and you need to get a replacement for a part you bought online. This is known as an RMA(Return Merchandise Authorization). This is usually done through either the manufacturer or the store where you bought the item from.

Modding + Decoration
So you don't just want to make a computer, you want to show it off. Or maybe you want to do something creative with your computer.

Optimizing the System
If you are using a Windows system, you'll probably want to remove useless features and 'tweak' your system. Searching the internet for 'Windows Tweaks' will throw up a load of tweaks. Be warned. Don't do anything crazy and if you are scared-DON'T DO IT!

= Build a Laptop = Few people know this but let me tell you a little secret- It IS possible to build a laptop/notebook computer. Be warned-It IS more difficult than building a desktop. Heres how:

Getting Parts
Here are the parts you will need to make your pride and joy. But before you rush out to get it all, please scroll down to my DISCLAIMER. The parts are:

A Barebone Notebook

 * A compatible Processer (search with Froogle)
 * A compatible storage device (search with Froogle) – as of 2021, it is recommended to install a solid state drive rather than a mechanical hard drive for reasons outlined at Choosing the parts § SSD. The added robustness and reduced power consumption of solid state drives are especially beneficial for portable devices. Hard drives may be used where much storage at a low price is a priority, but external portable hard drives can serve this purpose too.
 * Some RAM (search with Froogle)
 * WiFi Card (optional unless you have a Centrino notebook)(search with Froogle)

Building It
THIS SITE has a good guide on how to make the 'book. (I'm WAY too lazy to type it myself)

Disclaimer

 * 1) I HATE Going out shopping. If you do too, I have provided links to all the parts to buy online. However:
 * 2) * These may not ship to your area
 * 3) * I AM NOT advertising/selling/recommending all these parts!!!
 * 4) If anything goes wrong I'M NOT RESPONSIBLE
 * 5) Operating System (OS) installation is the same as on a desktop
 * 6) Please ensure you read and understand
 * 7) * These instructions/instructions on links
 * 8) * The Desktop building instructions in this book
 * 9) DO NOT attempt if you have never done a desktop before
 * 10) Most important:
 * 11) * Slag your friends saying- "I can build a laptop computer and you can't-HaHa"
 * 12) * Enjoy your shiny new handbuilt laptop :)
 * 13) If all goes wrong just BUY ONE (see 1b)

Consider getting a laptop with modular and user-replaceable parts such as RAM and storage, which allows later upgrading.

= fault-tolerant storage =

 * RAID
 * distributed file systems

= computer repair =

 * the BuildRepair wiki


text:
Talk:Linguistics/Semantics

Suggests (excuse me, i'm not english speaker): what is meaning (different theories and its relationship with philosophy of language); connotation-denotation; relationships between words (synonims, homonims...); lexicography; relation with pragmatics.... Thanks

Confusion about prepositions
In the last section of the chapter it claims that "Is Wikibooks a city in Canda?" is a preposition, and then concludes by saying the preposition of "Do roses have thorns?" is "Roses have thorns". This appears to me to be contradictory, in one instance it's claimed that a question is itself a preposition, and in the other that a preposition is the underlying notion that is either true or false. In my understanding of the word from other topics the meaning of the word is the second, and the assertion that all of the sentences in example 1 are propositions is false (or at best misleading). I, however, am not an expert in the specific field, so perhaps someone with more experience might clarify my misunderstanding. GiovanniSidwell (discuss • contribs) 18:57, 15 June 2017 (UTC)

title: Talk:Linguistics/Semantics


text:
Welsh

This book has been written as an aid to learning Welsh (Cymraeg or y Gymraeg, pronounced, ). It is a Celtic language originating in Wales (Cymru), but is now only spoken by around a quarter of the Welsh population, as English has started to become the norm. It is also spoken in the Welsh settlement in the Chubut Valley of Patagonia, Argentina. There are also speakers of Welsh throughout the world, most notably in the rest of Great Britain, the United States, Canada and Australia. Although coming from Wales, the large majority of the population can speak English. Welsh is spoken more in North Wales, but it is a legal requirement to satisfy both Welsh and English speakers and provide services in both languages throughout Wales. Most people in South Wales cannot speak Welsh, although it is encouraged in schools. The vast majority of children in Wales know some Welsh, and many are educated via the language, even if this is not their mother tongue. If visiting Wales, English will suffice; likewise Spanish is the primary language of Patagonia. Welsh is well worth learning if you require a job in Wales working in public services, or living here.

Due to the increasing use of the English language the numbers of Welsh speakers had been declining for decades. However, following a number of measures, including the introduction of the Welsh Language Act in 1993, Welsh has enjoyed a strong revival in recent years and now officially has an equal status with English in the public sector in Wales. It is now the most widely spoken Celtic language. An Indo-European language, Welsh belongs to the Brythonic branch of Celtic Languages, which includes Breton and Cornish. This branch is also named "P-Celtic", because the "qu" consonant of Indo-European origin became a "p". In the other branch, including Irish and Scots Gaelic, this consonant kept the same sound, giving rise to the name "Q-Celtic". This is shown on the table to the right:

Introduction to Welsh
The following should be completed before beginning the Welsh course. You will learn how to pronounce Welsh, learn some basic greetings, count to 10, and learn a little bit about the grammar that you will face when learning Welsh.

 * The Welsh Alphabet
 * Pronouncing Welsh Sounds
 * Some Useful Phrases
 * The Welsh Numbering System

Lessons
Lessons will eventually cover all levels of Welsh. Mynediad, 'entry' in Welsh, is the first and is suitable for complete beginners to the language.

Mynediad (Entry):
 * Lesson 1: 'What's your name?' Introducing yourself
 * Lesson 2: 'Where do you work?' Talking about yourself
 * Lesson 3: 'No, thank you.' Negating sentences
 * Lesson 4: Talking about others
 * Lesson 5: 'Where do you come from?' The soft mutation
 * Lesson 6: 'Do you have children?' Talking about possession
 * Lesson 7: More on numbers and plurals
 * Lesson 8: 'Do you have the time?' Time and Weather
 * Lesson 9: The Perfect Tense
 * Lesson 10: Past tense of 'to go'
 * Lesson 11: Checkpoint
 * Lesson 12: Past tense of 'to do'
 * Lesson 13: Past tense of 'to have'
 * Lesson 14: The past tense in full
 * Lesson 15: Obligations and Needs
 * Lesson 16: The Future Tense
 * Lesson 17: Ailments and Conditions
 * Lesson 18: Giving instructions and commands

Sylfaen (Foundation):
 * Gwers 1: Revision
 * Gwers 2: Discussing your background - Imperfect Tense
 * Gwers 3: Passive voice
 * Gwers 4: Hoffwn
 * Gwers 5: Dylwn
 * Gwers 6: Comparisons
 * Gwers 7: More on comparisons
 * Gwers 8: Short Future Tense
 * Gwers 9: Baswn
 * Gwers 10: Checkpoint

Canolradd (Intermediate):
 * Gwers 1: Adolygu
 * Gwers 2: Berfau ac arddodiad
 * Gwers 3: Cymlau

Uwch (Higher):
 * Gwers 1: Adolygu
 * Gwers 2: Cymraeg Ffurfiol

Grammar

 * Articles
 * Verbs
 * Nouns
 * Pronouns
 * Vocabulary
 * Mutations
 * Adjectives
 * Adverbs
 * Prepositions
 * Clauses

Contributors

 * Textbook Planning
 * Contributors

Welsh

title: Welsh


text:
User:Lilious~enwikibooks

My name is Lilious. I'm a plant biologist working on root development using molecular biology techniques as well as fluorescence microscopy and i'm thinking to write about some of this subjects in wikibooks. I opened recently the Wikiversity of Plant Sciences to replace the former wikiversity of Botany which was empty. I plan to : developp the existing wikibook of Botany and set up the Wikiversity of Plant Sciences to provide :
 * free of right teaching material made by wikiversity teachers
 * links to some teaching ressources available on the web for students who want to learn more
 * links to online ressources for plant scientists, such as databases, journals, tools for molecular biology, imaging, freewares... This ressource should be good enough to become a reference portal that can attract academic plant scientists to the wiki-world and incitate them to participate.
 * web-based bibliography review with references, made and continuously updated by the wikiversity community. This will done on topics of particular interest in order to provide material to write specific sections of the wikibook of Botany
 * Upload my personal reviews on fluorescence et genetic techniques, root gravitropism, hormones, lateral root development both as an online version as well as a pdf version.

I created this personal page by cut/paste from User:Cormaggio and w:User:Seth_Ilys pages which are well formated. So some links might not be relevant to me and will disappear soon

Pages to submit for deletion
to submit for deletion (redundant page)

 * Editing Plant Sciences:RootDev:root cap

redundant with Editing Plant Sciences:RootDev:Root cap

 * Plant Sciences:Teaching Ressources

Spelling mistake in the title. Moved the page to Plant_Sciences:Teaching_Resources

Projects pages and related

 * School of Plant Sciences
 * Some_ideas_about_Wikiversity
 * Wiki_Science
 * Botany
 * Botany
 * Wikipedia_sociology
 * Wiki_as_A_Time_Saver_for_Researchers
 * Research
 * WikiProject_Wikidemia
 * WikiProject
 * http://meta.wikimedia.org/wiki/Research/Wikipedia_as_a_learning_community

Research on Wikipedia:

 * Research on meta
 * My research discussion page
 * My pilot project: A small scale study of Wikipedia
 * m:Research/Cormac_Lawler_questionnaire
 * m:media:Wikiquestions_CL.pdf
 * Wikidemia- overview of people researching WP
 * Wikicensus (on meta) - with details of different projects/inquiries
 * Overview of Wikipedia and research on Wikiscience
 * WikiJournals
 * Wikiresearch (on meta)
 * Wikipedia_in_academic_studies

Misc Links
http://www.estrellamountain.edu/faculty/farabee/biobk/biobooktoc.html
 * Online biology book, good example to follow for wikibooks

http://www.ffp.csiro.au/research/mycorrhiza/root.html
 * tutorial about roots, nice root pictures.

Learning (community)-related:

 * Wikiversity
 * Wikiversity in Wikibooks
 * School_and_university_projects
 * Where to go with Wikipedia?
 * WikiProject_Countering_systemic_bias
 * Who&Why?
 * m:Power_structure

Some Other Links:

 * Statistics
 * Wikipedia Signpost - Newsletter
 * Policies_and_guidelines
 * Tutorial (Wrap-up and more info)
 * Policy Library
 * Neutral point of view
 * WikiProject_Fact_and_Reference_Check
 * Cite your sources
 * Verifiability
 * m:Footnotes
 * Talk_Etiquette_FAQ
 * Mediation_Committee
 * Dispute_resolution
 * Wikiquette
 * Civility
 * Conflict resolution
 * Wiki_gnome
 * Vandalism in progress
 * Village pump
 * Wikipedia in the media
 * Featured articles
 * Featured pictures
 * Featured article candidates
 * Collaboration of the week
 * Wikipedia
 * Itself
 * What_Wikipedia_is_not
 * m:The_future_of_Wikipedia
 * Criticisms
 * Our_responses_to_our_critics
 * Glossary
 * m:User:Sj/structure
 * m:Multilinguilism
 * Meta:Main_Page
 * Meta:Help:Contents
 * Meta;Template
 * m:New_project_policy
 * Commons
 * Google search for Wikipedia content
 * Ward Cunningham interview
 * c2.com-original wiki
 * Larry Sanger's article on Wikipedia in Kuro5hin 31/12/04
 * Well-referenced overview article on Wikipedia with a section on conflict
 * Project:Trade Standard-trade accountability&transparency
 * Wikicities:c:Fiction:Scripts

Wikipedians:

 * User:Marshman
 * Wikipedia:User:Cormaggio

Wikiversity's sister projects

 * }

Welcome, newcomers Manual of style Naming conventions Wikipedia guide Index Cleanup MediaWiki custom messages Boilerplate text Copyrights Editing FAQ Editing policy Guide to Layout How to edit a page How to start a page List of articles in the Wikipedia namespace Manual of Style Naming conventions Neutral point of view NPOV dispute NPOV tutorial Orphaned Articles Pages needing attention Public domain resources Special characters The perfect article Writing resources

title: User:Lilious~enwikibooks


text:
Template:Italian/Composable

This tense becomes  when composed with avere (for transitive verbs) or essere (for intransitive verbs). Composing a transitive verb with essere results instead in the passive form of the tense. es:Plantilla:Composición

title: Template:Italian/Composable


text:
Poker/Five card draw

''Note: Throughout the chapter, we will provide several sample hands with which to illustrate the various rules and strategies of five card draw. Each example is independent of any prior hand. Thus, rules regarding the rotation of dealership, order of play, and other such logistical facts will not apply, unless explicitly stated.''

"Welcome to the table, everyone," Alex says as he sits himself down. "So, what kind of game are we playing tonight? Five-ten? Ten-twenty?"

"Ten-twenty sounds alright to me," Dana answers, and everyone nods in agreement.

"Well, I guess I'll just start as the button, if no one objects," Alex continues as he shuffles up the deck of cards ...

What the heck is going on here? You might be thinking, "I thought the kind of game was five card draw!" So what's with the talk about ten and twenty? And what's a button, anyway?

Overview
Five card draw is a fun and thoughtful game of strategy, skill, and - as with all card games - a bit of luck. It derived from several card games invented in Europe in the 17th and 18th centuries, but truly flourished as game in the United States in the 1800s. It was a particularly popular game on the American Frontier, as it could be played with merely a deck of cards and anyone who was willing to risk their money at the table.

Rules of Play
Five card draw is a very simple game to learn and to play with friends. It requires 2 players, but 3 or more are recommended, with 6 players being the maximum. For the purposes of this chapter, we have drafted five fictional poker players, Alex, Ben, Chris, Dana, and Ellen, who will demonstrate much of the rules and strategies of five card draw. Let's return to our earlier anecdote.
 * Deck: Standard 52 Card Deck
 * Maximum number of players: 6
 * Wild Cards: None

When Alex asked what kind of game they were going to play, he was actually asking what the size of the bets were going to be (also known as the betting structure.) You can't just bet a random amount in a poker game - you have to bet according to predetermined betting increments. As you probably noticed, these betting amounts are called out in sets of two: "five-ten" and "ten-twenty." This is because in poker games with multiple rounds of betting - including five card draw - the betting stakes are raised in subsequent rounds.

Since everyone agreed on "ten-twenty", this means that for the first round of betting, if a player chooses to raise his opponent, he must increase his pot bet by $10, and by $20 in the second round. We'll get to the actual stages of betting later, but for now simply know what a "ten-twenty game" implies about the stakes at the table.

Continuing on with our anecdote, we will note now the general "set up" that goes into each hand. At the very beginning of play, one player is chosen to be the dealer - in this case, Alex. The dealer is also known as the button. This is more or less derived from the fact that, in order to keep track of who dealt last and who was to deal next in the older days, a brass button was handed from dealer to dealer. Over time, this tradition has evolved, and many decorative items are used in place of a plain old button to denote who is next to deal. At most casinos, there is only one house dealer at a poker table, and thus the "button" is merely symbolic in nature, though as we see in the next section it still has an important function in the game.

Before any actual cards are dealt, two initial antes must be placed into the pot in order to encourage play: the small blind and the big blind. The small blind is equal to one-half of the smaller of the two bets in a game. Thus, in a $10/$20 game, the small blind would be $5. This is placed into the pot by the player to the immediate left of the dealer. The big blind, as you can probably guess, is equal to 100% of the smaller bet. Thus, in a $10/$20 game, the big blind would be $10. This is placed into the pot by the player to the immediate left of the small blind. In the case of an unchanging house dealer, these bets are placed by the players to the left of the button. In tournament play, the blinds are consistently raised at set time intervals (usually after a certain number of hands have been played) as a means of speeding up the elimination of players. (We will discuss strategies involving the blinds later in this chapter.)

Once the blinds have been placed on the table, Alex will deal five cards, one at a time, face down to each player (to do otherwise would rename the game!), including himself. He then places the remainder of the deck - called the draw pile - face down near him. Each player now takes up his hand for examination. Hand ranking is discussed in the Basics chapter, for now we will continue with our discussion of the procedures for playing a hand.

Betting begins with the player to the left of the big blind - in our case, Ben was the small blind and Chris was the big blind, so play begins with Dana. Dana has three betting options at her disposal:

 * Dana may simply fold her hand. That is, she places her cards in a discard pile (still face down) and is no longer eligible to win the hand.
 * Dana may call. To call a bet at any time, a player must match the highest bet placed thus far on the table. Since Chris's $10 big blind is the highest bet, it will cost Dana $10 in order to call.
 * Dana may raise. To raise a bet, a player must exceed the highest bet placed by one betting increment. Since Chris's $10 big blind is the highest bet, Dana must pay $20 to raise.

Let's assume Dana folds her hand (another name for folding is mucking.) Play then continues to Ellen. Ellen has the same three options as Dana. Let's assume she chooses to call, and Alex chooses to call as well.

Ben, as the small blind, has the same three choices as the other players have had. However, since he has already invested $5 into the pot, and he only has to match the highest bet placed, Ben would only have to place $5 more into the pot in order to call, and only $15 in order to raise. Ben decides his hand is no good and folds.

For Chris, the big blind, the situation is somewhat different. If someone had chosen to raise the pot, he would have had the same options as the other players: he could fold, call the bet, or raise his bet on top of the previous raise (also known as re-raising.) However, since no one has raised the pot, Chris can choose to check - he has already matched the highest bet on the table, and so he can remain in the pot without having to put in any additional money. Chris chooses to check, and now the round of discarding begins.

Each player has the option of discarding up to 3 cards from his or her hand. In games with 5 or less players, the rules can allow for the discarding of up to 4 cards - this is up to the players at the table. A player can of course choose to discard 0 cards if they feel their hand is strong enough. Once a player has discarded his or her cards, the dealer deals them a number of cards from the draw pile equal to what they have discarded.

A second round of betting now ensues. As was stated earlier, the minimum bet is now $20. The first player to act is the closest player to the dealer's left who is still in the hand. In our case, Ben the small blind has folded, and so Chris is the first to act. Since no new money has entered the pot, Chris elects to check. Ellen is the next to act, and she bets $20. Alex calls her $20, and Chris folds his hand. Alex and Ellen then turn over their hands, and the best hand wins the pot (a whopping $75, if you weren't keeping track!)

title: Poker/Five card draw


text:
User:BenBauman

Hi. My name is Ben.

title: User:BenBauman


text:
Wikibooks talk:Textbook standards

This phrase "To ever be used by a class in a real school the book must adhere to set standards" is perjorative. Who determined that independent schools, community schools, and home schools aren't 'real'? There are better, more neutral, ways to say this idea. (Heath) 66.207.89.82 15:01, 3 Apr 2005 (UTC) Not only does the phrase exclude a number of types of schools it also does the same to types of learners. What about those of us that have long since graduated from "school" but still see ourselves as learners. Does mean we should simply vanish.

International standards
When I work on this, I have to try to decide how to interpret different standards to fit in the mix. I don't see why we need to have to coordinate books with standards that may or may not be actually good. I can testify, for instance, how standards lead to very poor academics in school. They do not interest most students, and those that do get interested is because the teacher/s lead them into further exploration. So I say, why not arrange books by interest levels, not by standards? Seems most sensible. Thanks, Laleena (talk) 22:18, 20 December 2007 (UTC)
 * I'm sorry, Laleena, but I can't really agree, much as I wish I could. What the standards provide is a minimum, a level of factuality and verifiability, so that an educator using our texts (or any text) will have a basic level of trust in the materials he or she is using to teach. We must write to that minimum standard to be accepted. Without that minimum, we cannot be used for teaching and the whole thing becomes a pointless exercise. However: Nothing says that we can't exceed that minimum, and it is there that we hopefully can do better than the main stream. All the same, a text, even as flexible and fluid a text as WB, cannot inspire the way a teacher can. WB can, under the hands of a suitable teacher, inspire a class to new heights as it researches outside the classroom to find material to add to the text, to make a palpable contribution to the next class and to the future. There is no text that can make a mediocre teacher any good. What we have to do is meet the standards, exceed them where possible, and we have no choice but to trust the teachers to make the magic from what we can provide. Chazz (talk) 06:43, 21 December 2007 (UTC)

title: Wikibooks talk:Textbook standards


text:
Cookbook:Snail

Snails, known as escargot (ess-car-go) in French cuisine, are mollusks found both on land and in the sea. Today they are commonly harvested in citrus groves.

Recipes using snails include

 * Paella

title: Cookbook:Snail


text:
Talk:Note Taking

Is the alternate formats really nescesarry, why wouldn't you just add the formats under a new heading?

Mmm?
I'm not sure to understand what you are saying, but if you feel it could benefit, go ahead. -- User:Icez

formats
what I am saying is that why would I say:

Outline format:

Two colum format:

Alternate formats: writing on your hand: psychic note taking:

instead of:

Outline format:

Two colum format:

Writing on your hand: no that is note a good idea that's still cheating

Pyschic note taking:

(and no, I wouldn't actually do those... unless I found a way that worked really well)

I think that what "alternate formats" are is very subjective. Any format could be considered a "main format", any format could also be considered an "alternate format"

Yeah
Most of the formats are more useful for some kinds of subjects (like history, math, etc..).

Re-organization of book
Hi! I found this book by accident. There is a recommended format for Wikibooks. I thought it might be good idea to re-organize the material into this form. --Михал Орела 07:59, 5 May 2008 (UTC)

merge
Should we merge Keeping your writing notebook - how to use it into Note Taking? --DavidCary (talk) 04:38, 7 May 2009 (UTC)

title: Talk:Note Taking


text:
Introduction to Philosophy/Theocracies

A "god" by definition is "that which ultimately calls the shots". The human propensity to ultimately rely on something as a basis for judgment is universal and inescapable. As it is true in every individual life, so it is true in societies as a whole. Some source gives the basis for meaning and the interpretation of reality.

Some countries are very explicit in decreeing their basis, which is religious by nature. Israel is a good example in that it claims Judaism as its "official" religion. Laws, holidays, family structures, education, etc. stem from that faith. So it is with England. England claims to be "Christian" by religion and Anglican by denomination. In Spain, you cannot hold political office unless you are a professed Catholic. These countries and many others declare by edict or law what the religious perspective is, though that in and of itself does not necessarily demand individual subserviance.

The bottom line is that every society has a god as its foundation. It is inescapable. There is an inevitable "theology" that serves as an ethical infrastructure. America originally was an assumed and decreed Christian nation, though the individual states had substantial autonomy. The state of Delaware originally demanded that all elected and appointed officials of the state believed in Jesus Christ and held to the Old and New Testaments. That is perhaps one of the most pointedly self concious civil requirements available in modern history.

However, recognizing that all societies have rudimentary religious foundations does not imply that these foundations are theistic. The former Soviet Union had an atheistic basis. This too is a theological perspective. In philosophical and theological terms, every belief is either theonomic or autonomous (God-centered or man-centered). There is no escape and there are no other options.

For instance, in America we talk freely and routinely about liberty. Liberty is synonomous with freedom. The Declaration of Independence held that rights were originally given by God and therefore, it was wrong for man to take them away. Notice the theological basis for this position. God was the giver, man was the recipient. All through American history there were laws made, wars fought and ethics derived from that basic and foundational theological position.

In France, after the American Revolution, there was a similar revolution. This revolution too was based on a theological perspective. This perspective, developed and purported by Robiespierre, made man his own God and concommitantly pushed Christianity out of the picture. It was a horrible experiment, yet it was clearly theologically oriented. Consequently, it is not a matter of theocracy vs no theocracy; it is a matter of which theocracy. The term "theocracy", like so many other terms in philosophy and theology, is not a happy one. Nevertheless, the term is used repeatedly.

title: Introduction to Philosophy/Theocracies


text:
Template:Ada/comment

--  Comment

title: Template:Ada/comment


text:
Windows XP/Add a Screensaver

Adding a Pre-made Screensaver

You can simply use the screensavers Windows XP comes bundled with, if you wish. To use one of these screensavers, follow these steps:

 * 1) Go to the desktop.
 * 2) Right click and select "Properties" from the menu.
 * 3) A window should appear.
 * 4) Click on the "Screen Saver" tab at the top.
 * 5) Click on the drop-down menu.
 * 6) Pick a screensaver!

NOTE: If you want to edit something about the screensaver, click the settings button.

Making Your Own Screensaver

Want to make your own screensaver? Ok. This is very easy with the amount of free tools out there. I would recommend:

 * 3D Screen Creator - Create your own 3D screensavers.
 * Screensaver Tools - A list of free tools.

title: Windows XP/Add a Screensaver


text:
Cookbook:Fennel

| Spices and herbs

Fennel is a plant used as both a vegetable and a spice.

Characteristics
All types of fennel have green stalks and feathery dill-like leaves. After flowering, they produce small, elongated seeds with a brownish color and ridges around the outside. However, broadly speaking, there are three primary varieties of fennel used in cooking:

 * Bitter fennel: tall and thin; seed has slightly bitter taste much like celery seed; generally less widely available worldwide
 * Sweet fennel: mild anise flavor from anethole content; becomes increasingly bitter with age; seeds, leaves, and stalks are used
 * Florence fennel/bulb fennel/finoccio: sweet variety with a large, bulbous stem base; very mild anise flavor and sometimes called "sweet anise";  used primarily as a vegetable

Seasonality
Peak fennel season is fall through late winter and early spring.

Selection and storage
When selecting fresh fennel, either for bulbs, stalks, or leaves, look for vibrant color without browning. The leaves should be fresh with no wilting. Bulbs should be firm, with no cracking.

Store fresh fennel in a perforated plastic bag in the fridge. It will last for several days. Discard if you see any sliminess. Dried seeds should be stored in an airtight container away from light, heat, and moisture.

Preparation
The part of fennel requiring the most preparation is the fresh bulb. You'll want to first cut off any stalks and roots still attached. Many people remove the outer part of the bulb, either by removing the entire layer or by using a vegetable peeler to remove a thinner layer. You can also either remove or keep the core—it is firmer than the rest, but it is edible. If leaving it in, your slices will hold together.

Use
All parts of fennel are used in cooking. The seeds are used in Italian, Eastern European, South Asian, and East Asian cuisines,  where they provide a licorice-like flavor. Even the pollen is used as a flavoring. The bulb is used as a vegetable, both raw and cooked—it has a mild vegetal flavor that is well suited to both raw applications like salad and cooked applications such as braising. The leaves may be used as an herb and garnish, and the stalks can be treated like those of celery.

Substitution
Bitter and sweet fennel cannot be readily substituted for each other due to their different flavor profiles. Celery seed is a better substitute for the bitter fennel seed typically used in Central/Eastern European cuisine.

title: Cookbook:Fennel


text:
Cookbook:Pan Masala

| Spice | Cuisine of India

Pan masala is a mixture of spices such as cardamom, lime, menthol, clear catechu, betel nuts and other flavours. It is often eaten at the end of a meal to aid digestion and sweeten the breath. The mixture has a mild stimulating effect.

title: Cookbook:Pan Masala


text:
Windows XP/Changing The Logon Screen

Changing the XP Logon Screen

See http://www.updatexp.com/tip12.html.

title: Windows XP/Changing The Logon Screen


text:
User:Hotice

I am a graduate student at the Massachusetts Institute of Technology (MIT) working towards an SM (MIT-speak for Master's degree) in Engineering & Management awarded by MIT School of Engineering and MIT Sloan School of Management

My primary interests are (in no particular order): - Semantic Web - Knowledge Engineering & Representation - Robotics - Human-Computer Interactions - Cognitive Theory

I am writing this Wikibook in the hope of helping people interested in the Semantic Web and the wondrous possibilities it can bring about.

If this has been helpful or if you have a question feel free to drop me an email.

Thanks for reading this!

title: User:Hotice


text:
User:DoubleBlue

Double Blue

en:Wikipedia - simple:Wikipedia - fr:Wikipedia

en:Wikinews - fr:Wikinews

Meta - Wiktionary - Wikibooks - Wikisource - Wikiquote

title: User:DoubleBlue


text:
User:Buragliam

PARTE 1: DETERMINATES

1.
 * $$\begin{vmatrix} 1234 & 9886 \\ 98 & -23 \end{vmatrix} = (1234\cdot (-23)) - (9886 \cdot 98) = -997210$$

2.
 * $$\begin{vmatrix} 187 & -98 \\ 76 & 34 \end{vmatrix} = (187\cdot 34) - (76 \cdot (-98)) = 13806$$

3. Determine el valor de a para que el deteminante sea 35

 * $$\begin{vmatrix} 34 & a \\ 56 & 8 \end{vmatrix} = (34\cdot 8) - 56a = 35$$

 * $$\ -56a + 272 = 35$$

 * $$\ -56a = 35 - 272$$

 * $$ a = \left( \frac{237}{56} \right)$$

4.

 * $$\begin{vmatrix} 12 & 32 & 9\\ 8 & 1 & 3\\ 7 & 6 & 12 \end{vmatrix} $$

 * $$\ = (12\cdot1\cdot12) + (32\cdot3\cdot7) + (9\cdot8\cdot6) - (7\cdot1\cdot9) - (6\cdot3\cdot12) - (12\cdot8\cdot32) = -2103$$

 PARTE 2: GEOMETRÍA

1. Deduzca la ecuación de la recta que pasa por P(-1, 2) y Q(1,1)

 * $$\begin{vmatrix} x & y & 1\\ -1 & 2 & 1\\ 1 & 1 & 1 \end{vmatrix} = 0 $$

 * $$\ (x\cdot2\cdot1) + (y\cdot1\cdot1) + (1\cdot-1\cdot1) - (1\cdot2\cdot1) - (x\cdot1\cdot1) - (y\cdot-1\cdot1) = 0$$

 * $$\ 2x+y-1-2-x+y = 0$$
 * $$\ x+2y-3 = 0$$

2. Determine si los puntos P(-2,0), Q(0,1) y R(2,1) están en la misma recta

 * $$\begin{vmatrix} -2 & 0 & 1\\ 0 & 1 & 1\\ 2 & 1 & 1 \end{vmatrix} $$

 * $$\ = (-2\cdot1\cdot1) + (0\cdot1\cdot2) + (1\cdot0\cdot1) - (1\cdot1\cdot2) - (0\cdot0\cdot1) - (-2\cdot1\cdot1) = -2$$

 Como el determinante no es igual a 0 entonces los tres puntos no estan sobre la misma recta

3. Obtenga la ecuación, el centro y el radio del círculo que pasa por P, Q y R

a. P(0,0); Q(-1,-1); R(0,-2)

 * $$\begin{vmatrix} x^2+y^2 & x & y & 1\\ 0 & 0 & 0 & 1\\ 2 & -1 & -1 & 1 \\ 4 & 0 & -2 & 1 \end{vmatrix} = 0 $$

 * $$\ (x^2+y^2)\cdot\begin{vmatrix} 0 & 0 & 1\\ -1 & -1 & 1 \\ 0 &-2 &1 \end{vmatrix} = 2x^2+2y^2 $$

 * $$\ x\cdot\begin{vmatrix} 0 & 0 & 1\\ 2 & -1 & 1 \\ 4 & -2 & 1 \end{vmatrix} = 0 $$

 * $$\ y\cdot\begin{vmatrix} 0 & 0 & 1\\ 2 & -1 & 1 \\ 4 & 0 & 1 \end{vmatrix} = 4y $$

 * $$\ 1 \cdot\begin{vmatrix} 0 & 0 & 0\\ 2 & -1 & -1 \\ 4 & 0 & -2 \end{vmatrix} = 0 $$

 * $$\ 2x^2+2y^2 + 4y = 0 $$ Al dividir entre 2:

 * $$\ x^2+ y^2 + 2y = 0 $$

 * $$\ (x^2+ 0x + 0) + (y^2 + 2y + 1 ) = 1 $$

 * $$\ (x + 0)^2+ (y + 1)^2 = 1 $$

El radio es igual a 1, el centro se encuentra en el punto (0,-1)

b. P(5,5); Q(1,-1); R(0,0)

 * $$\begin{vmatrix} x^2+y^2 & x & y & 1\\ 50 & 5 & 5 & 1\\ 2 & 1 & -1 & 1 \\ 0 & 0 & 0 & 1 \end{vmatrix} = 0 $$

 * $$\ (x^2+y^2)\cdot\begin{vmatrix} 5 & 5 & 1\\ 1 & -1 & 1 \\ 0 &0 &1 \end{vmatrix} = -10x^2 - 10 y^2 $$

 * $$\ x\cdot(-1)^{(1+2)}\begin{vmatrix} 50 & 5 & 1\\ 2 & -1 & 1 \\ 0 & 0 &1 \end{vmatrix} = 60x $$

 * $$\ y\cdot(-1)^{(1+3)}\begin{vmatrix} 50 & 5 & 1\\ 2 & 1 & 1 \\ 0 & 0 &1 \end{vmatrix} = 40y$$

 * $$\ 1\cdot(-1)^{(1+4)}\begin{vmatrix} 50 & 5 & 5\\ 2 & 1 & -1 \\ 0 & 0 &0 \end{vmatrix} = 0 $$

 * $$\ -10x^2 - 10 y^2 + 60x + 40y = 0 $$ Al dividir entre 10 y multiplicar por -1:

 * $$\ x^2 + y^2 - 6x - 4y = 0 $$

 * $$\ (x^2 - 6x)+ (y^2 - 4y) = 0 $$

 * $$\ (x^2 - 6x + 9)+ (y^2 - 4y + 4) = 9+4 $$

 * $$\ (x - 3)^2+ (y - 2)^2 = 13 $$

El radio es igual a $$\sqrt{13}$$, el centro se encuentra en el punto(3,2)

4. Deduzca la ecuación del tipo $$y=ax^2+bx+c$$ para la parábola que pasa por P, Q y R a. P(0,4); Q(1,3); R(-1,9)

 * $$\begin{vmatrix} y & x^2 & x & 1\\ 4 & 0 & 0 & 1\\ 3 & 1 & 1 & 1 \\ 9 & 1 & -1 & 1 \end{vmatrix} = 0 $$

 * $$\ y\cdot(-1)^{(1+1)}\begin{vmatrix} 0 & 0 & 1\\ 1 & 1 & 1 \\ 1 & -1 &1 \end{vmatrix} = -2y$$

 * $$\ x^2\cdot(-1)^{(1+2)}\begin{vmatrix} 4 & 0 & 1\\ 3 & 1 & 1 \\ 9 & -1 &1 \end{vmatrix} = 4x^2$$

 * $$\ x\cdot(-1)^{(1+3)}\begin{vmatrix} 4 & 0 & 1\\ 3 & 1 & 1 \\ 9 & 1 &1 \end{vmatrix} = -6x$$

 * $$\ 1\cdot(-1)^{(1+4)}\begin{vmatrix} 4 & 0 & 0\\ 3 & 1 & 1 \\ 9 & 1 & -1 \end{vmatrix} = 8$$

 * $$\ 4x^2-6x - 2y +4 = 0 $$

 * $$\ y = 2x^2- 3x+4 $$

b. P(2,2); Q(3,1); R(1,7)

 * $$\begin{vmatrix} y & x^2 & x & 1\\ 2 & 4 & 2 & 1\\ 1 & 9 & 3 & 1 \\ 7 & 1 & 1 & 1 \end{vmatrix} = 0 $$

 * $$\ y\cdot(-1)^{(1+1)}\begin{vmatrix} 4 & 2 & 1\\ 9 & 3 & 1 \\ 1 & 1 &1 \end{vmatrix} = -2y$$

 * $$\ x^2\cdot(-1)^{(1+2)}\begin{vmatrix} 2 & 2 & 1\\ 1 & 3 & 1 \\ 7 & 1 &1 \end{vmatrix} = 4x^2$$

 * $$\ x\cdot(-1)^{(1+3)}\begin{vmatrix} 2 & 4 & 1\\ 1 & 9 & 1 \\ 7 & 1 &1 \end{vmatrix} = -22x$$

 * $$\ 1\cdot(-1)^{(1+4)}\begin{vmatrix} 2 & 4 & 2\\ 1 & 9 & 3 \\ 7 & 1 & 1 \end{vmatrix} = 32$$

 * $$\ 4x^2 - 22x - 2y +32 = 0 $$

 * $$\ y = 2x^2- 11x+16 $$

5. Encuentre la ecuación del plano que pasa por P(1,1,1), Q(0,-1,1) y R(4,3,-1)

 * $$\begin{vmatrix} x & y & z & 1\\ 1 & 1 & 1 & 1\\ 0 & -1 & 1 & 1 \\ 4 & 3 & -1 & 1 \end{vmatrix} = 0 $$

 * $$\ x\cdot(-1)^{(1+1)}\begin{vmatrix} 1 & 1 & 1\\ -1 & 1 & 1 \\ 3 & -1 &1 \end{vmatrix} = 4x$$

 * $$\ y\cdot(-1)^{(1+2)}\begin{vmatrix} 1 & 1 & 1\\ 0 & 1 & 1 \\ 4 & -1 &1 \end{vmatrix} = -2y$$

 * $$\ z\cdot(-1)^{(1+3)}\begin{vmatrix} 1 & 1 & 1\\ 0 & -1 & 1 \\ 4 & 3 &1 \end{vmatrix} = 4z$$

 * $$\ 1\cdot(-1)^{(1+4)}\begin{vmatrix} 1 & 1 & 1\\ 0 & -1 & 1 \\ 4 & 3 &-1 \end{vmatrix} = -6$$

 * $$\ 4x - 2y + 4z -6= 0 $$

title: User:Buragliam


text:
Windows XP

Customizing

 * /Changing The Wallpaper/
 * /Add a Screensaver/
 * /Changing The Logon Screen/
 * /Changing the Look/
 * /Changing Fonts to Display Other Languages/

Securing

 * /Security Fundamentals/
 * /Backups/
 * /Practical Steps/
 * /Security Software/
 * End of Support

Troubleshooting

 * /Installation Problems/
 * /Removing Windows Passwords/
 * /Drive Failure/

Miscellaneous

 * /Optimizing/
 * Advanced Optimization
 * /Windows-key Shortcuts/
 * /Unicode Support/
 * /Authors & Contributors/

title: Windows XP


text:
Category:Book:Dichotomous Key

cs:Kategorie:Dichotomický klíč

title: Category:Book:Dichotomous Key


text:
Cookbook:Liquorice

Liquorice or Licorice is a spice derived from Glycyrrhiza glabra. It smells somewhat like star anise, fennel and anise. In Nigeria, it is referred to as 'oburunbebe' or 'banga stick'.

Characteristics
The root, or stick, of the licorice plant is thick and woody. It has a similar flavor profile to anise and fennel.

Derivatives
Liquorice flavour is most commonly available as a liquid extract. The extract is produced by boiling liquorice root, then evaporating most of the water to leave a sweet syrup. The extract is widely used to make confectionery, especially black liquorice candies and liquorice allsorts.

Uses
Liquorice is also used in Chinese cooking, in broths and in foods simmered with soy sauce. It can also be prepared as a tea.

Liquorice increases blood pressure, is an expectorant (cough remedy), and acts as a mild laxative.

title: Cookbook:Liquorice


text:
Online OsiriX Documentation/Working with Curved-MPR

""Creating a curved-MPR""

Open a series from the database window.

Use the slider bar and move to axial image you want to make your curved-MPR from

Select the Open Polygon (F12) or the Pencil (F14) ROI tool from the ROI menu bar

Place your curve with the tool, these should align to the curve cut you want

Select the 2-D Curved MPR option from the 2D-3D menu

A box will appear asking you if you want to produce a thick slab and at what thickness, you can also choose to produce a cross sectional series at this time. Select the options you want and press the Ok button.

Another window will appear with your curved MPR cut. You have now made your curved MPR. (note: a second window will appear if you choose to a do a cross sectional cut as well)

OsiriX入門_曲面任意多断面再構成像を作成する


text:
Calling Tech Support

Hello! As anyone of us may have experienced, tech support can be a terrifying experience. However, it doesn't have to be a nightmare. In this book, I will be explaining to you how you can get optimum benefits from calling tech support. Enjoy!

Golden Rule:
 * Tech support is trying to help you. Don't immediately ask for the supervisor, at least let them try but if all else fails call the supervisor.

Before you call
''"On two occasions, I have been asked [by members of Parliament], 'Pray, Mr. Babbage, if you put into the machine wrong figures, will the right answers come out?' I am not able to rightly apprehend the kind of confusion of ideas that could provoke such a question." - Charles Babbage''

 * Allow extra time for being on hold - have some cleaning, organizing, or other non-brain intensive work to be done? Grab a headset and go to work while you wait.
 * Don't worry if you are running software for the first time. Chances are, it's a small configuration problem.
 * Know what kind of tech support they offer. Some call centers/tech support do not provide all levels of service. There are some that only take the calls and the escalate them to another group. There are others that try to solve everything with the first call. Don't get mad if the support person tells you they have to transfer you to another department.
 * Only call for yourself and never for a friend. Chances are the friend is better off calling for themselves as they probably know more about the situation.
 * Only call when you are at your computer and ready to do what the tech support assistant says. It will make it easier for the both of you.
 * Use common sense. Too many callers do not. Here's a quick checklist to run down:
 * Is the device on?
 * Is everything plugged in?
 * Are any cables loose?
 * Have you tried rebooting the machine?

 * A Lack of planning on your part, does NOT constitute an emergency on theirs.

Calling

 * First off, speak clearly, and do not shout into the phone. If you want the assistant on the other end to be able to help you, you really should be speaking in a neutral (not yelling but not very soft) and calm mode.
 * Each time you call, tell them your name. Just because you may have called a few hours ago, doesn't mean they remember your name.
 * Present a question, not a statement.
 * Whenever you call, get to the point and don't give details that don't have anything to do with your situation. Also, don't brag, and don't talk about anything else.
 * Don't be arrogant. Remember, if you have to resort to calling tech support, why claim to be the smart guy?
 * They know how important your e-mail is. You don't have to describe it.
 * The tech support assistant may not always be right, but the error messages are pretty much always right. Tell them the error message exactly.
 * Jump through the hoops. Be patient Tech support has questions and steps that are laid out ahead of time to save time to cover all bases. If you think you know what the problem is, you might be right and they'll get there eventually.  If you're wrong, they'll fix your issue right away.  Plus, if your issue needs to escalated to another department, all the basic questions will be answered which will speed up your resolution.
 * Don't say things like "I'm so stupid." They could probably infer that.
 * DON'T LIE! They probably will find out. They have all heard, "Nothing has changed" so often when it has not been true that when you offer this they immediately know it to not be true.  If they ask and you say "nothing has changed" they might believe you.
 * When you see an error, write it down. If you write it then, you can tell them the exact error, and they could help you based on the error. On Windows computers, it is possible to click (highlight) the error window and hit Alt+PrintScreen.  This will copy the error message to the clipboard, from which you can paste into a document and print it for reference.  Hit PrintScreen for the whole screen.  When tech support is across the network, you can paste the error graphic directly into an email message.
 * Think about the priority of the call. If the error is affecting everyone at your business and is causing a big loss, that would be considered a top priority issue.
 * Get a ticket number. Most call centers track calls with numbered 'tickets'. It always helps to write down the ticket number.
 * Don't tell tech support how to solve the problem. It doesn't help if you tell tech support how to fix your problem. If you are calling then chances are your solution doesn't work.
 * Tell tech support if there was someone working on your computer. Let the support person know if there was another technical person working on the same problem. Quote a ticket number if you have one.
 * Don't Assume, especially when talking about internet based items such as email or a website. Don't assume the problem is with the company. Chances are it is a setting, old cookie, or firewall issue on your computer, or issue with your ISP. Remember, especially if it is a website: if the site is down, they're losing money, and losing money is bad. A company will do anything possible to get back up and running ASAP. How long you wait on hold is a good indication.
 * If you've forgotten your password, try looking for a 'Forgot your password' link. It may save you a wait on hold.
 * If Hardware failed, do not blame anyone. All hardware will eventually fail.

title: Calling Tech Support


text: User:Messedrocker

title: User:Messedrocker


text:
Computers for Beginners/Tips&Tricks

Strange errors
From time to time, you will encounter some persistent errors or issues. The best way to resolve them is to try searching for that error on a search engine. More often than not, you may encounter the result on the first link (especially if you search by the error message), or otherwise have enough information to find the correct path.

While contacting the local computer expert may seem tempting, remember that they want to do work as well. As always, search before asking.

title: Computers for Beginners/Tips&Tricks


text:
Talk:A Neutral Look at Operating Systems/Archive 2

Using the word "underdog" to describe an OS without qualifying that term (ie, market share) doesn't seem "neutral."

It seems like some silly foaming-at-the-mouth Mac zealot wrote the "neutral" Windows page. Windows NT, for example, wasn't the first version of Windows with networking built in, It was Windows For Workgroups 3.11

Isn't Solaris an opensource os now? --CarbonUnit

Comments
Please merge comments for editors with the source like this. Alternatively, you can comment out in the open on this talk page. (Donovan|Geocachernemesis|Interact) 01:06, 26 July 2005 (UTC)

Comments moved from section on Mac OS X

 * note to editors: this is kind of one-sided.. if other OSes are looked at as a group of all their incarnations, Mac OS should be, too.
 * Additional Note to Editors: The one-sidedness has been amended somewhat. Highly questionable statements have been *-ed - please see history for details.


text:
Electric Motors And Generators/Three-phase

Electric Motors And Generators

Three Phase Alternating Current
 Systems :

Electricity is applied worldwide, and in various systems. These should be categorized to both understand and limit the discussion and applications of electricity.

- Single point systems

- Generation systems

Generati

- Transmission systems

Three Phase Alternating Current

Three Phase Alternating Current

Distribution:

In North America, three phase alternating current is generated and transmitted using three conductors to industry, commercial buildings and to a group of houses. Some older installations use 2400/4160Y three-phase systems, but most currently use 7200/12470Y. Near a group of houses is a step down transformer wired in a "Wye" or "Star" configuration. Each individual house receives one of these three phases. The neutral conductor comes from the middle tap of the "Wye." Other houses receive different phases which are balanced throughout the group. One 7200 volt line feeds a transformer to a house, which then creates two hot legs and one neutral 120/240.

 Load (end use) in consumer applications:

In a house, the breaker panel provides connections between the two phases and the neutral conductor. Most of the household outlets are connected between one of the "hot" phases and the neutral with a safety breaker permitting a maximum of 15 amperes. For the larger loads, such as the oven and the clothes dryer, the breaker panel connects across the two hot phases to provide 240 volts, limited to a maximum of 40 amperes.

Industrial and commercial uses:

Resources

 * Wikipedia Three Phase
 * Wikipedia Three Phase Electric Power
 * Wikipedia Y-Delta Transformation
 * Wikipedia Polyphase Electricity
 * Wikipedia Ground and neutral
 * {https://wrc.navair-rdte.navy.mil/warfighter_enc/SHIPS/shipeng/elecgen/elecgen.htm Naval Ship Generators]


text:
Use the Source/Let's get ready to RUMBLE

Summary:

AT&T was making and selling Unix and the University of California Berkley was making and giving away their own patches for Unix. A group of ex-Berkley students took the patches and formed a complete system and began selling it, trouble didn't start until they began advertising with a slogan of "It's Unix!".

A lawsuit resulted, which dragged in the University of California due to its releasing the code in the first place. The case went on for a long time, slowing the development of the BSD projects that had begun as completely open source operating systems.

It was LSU versus UoCB and BSDi.

During the case it was found that a large portion of the code in Unix was actually BSD code stripped of its license, thus breaking the terms of the license and placing LSU in an uncomfortable position. A settlement was made in which the whole of the results were kept from the public for several years, but for the most part freed the BSD code and any who use it from any legal action.