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Rhetoric and Composition/Researching

Introduction to Research
Research can be an intimidating but rewarding process. It allows you to gain additional knowledge on a topic, assemble outside support, and provide credibility for your assertions.

Creating a research paper can be divided into three main steps: finding sources, evaluating sources, and integrating sources. This section will provide instruction on each of these steps, along with additional links and information to guide you through the research process.

Determine the Role of Research in Your Writing
Depending upon the purpose of the assignment, research can be used to accomplish many things.

Whether you are writing to inform, persuade, or critique, research should be used in conjunction with your own ideas to support your thesis and your purpose. Do not let the research speak for itself. You, the writer of the document, are the most important voice. You are using outside sources to support your thesis. Therefore, let your comments, connections, objections, etc. play the strongest role in your paper. When you quote or paraphrase an outside source, always bring the paper back to your thoughts.

It is essential to use outside sources that are going to back up your argument. In many cases, researching will reveal evidence that might relate to the topic but does not support your side of the argument. Many assignments will ask you to acknowledge the other side of the argument, so be sure to research your topic thoroughly and from many angles.

For some assignments, outside research may not be necessary. Thus, in determining the necessary amount of research needed, first evaluate the topic of the assignment. For example, a paper that is based solely on one’s opinion will likely require much less research than one that covers a highly scientific subject. To be sure, always ask your instructor for specific instructions.

Finding Scholarly Sources
Before you begin your search, it is important to know that sources are divided into two categories: primary and secondary sources. Primary sources include original documents created by an author or group of authors such as historical documents, literary works, or lab reports. They also include any field research you conduct on your own such as interviews, experiments, or surveys. Secondary sources are sources written about primary sources and include scholarly books and articles, reviews, biographies, and textbooks.

Most often in academic writing, you will want to consult scholarly secondary sources along with any primary sources available. A scholarly source would be one that has been written by a professional in the field; the person may hold a doctoral degree or have a great amount of expertise in the field you are studying. Oftentimes, an author's credentials will be listed as a footnote within the source, but if not, an Internet search may reveal whether the writer can be determined to be a scholarly author or one that has done a vast amount of research on the topic. The author of the source will always be an important consideration, as your view of the quality of the article may change depending upon the author's credibility. In addition, you must ask yourself whether your source is scholarly.

In many fields, there will be a number of academic journals or publications that deal with publishing scholarly articles related to the subject. By discovering and accessing these journals, you can be sure that the piece from which you are quoting is a scholarly source. Many universities pay fees in order to provide their students with access to these journals in their electronic form, and an even greater number of university libraries will shelve current and back issues of these journals.

Furthermore, conducting an Internet search of these journals and articles may prove fruitful. Search engines such as Google offer the option of searching "Google Scholar" in order to access only these scholarly articles. Finding these sources online, depending on the journal and the site, may require that you pay a fee to view the article. This is where university libraries come in handy, as they offer free access to the same materials. If you cannot access a university library, some clever hunting of the Internet may still yield what you are looking for at no cost.

Popular scholarly databases include: ...and a large number of other options depending on your field of study.
 * Academic Search Premier
 * Project MUSE
 * JSTOR
 * Entrez-PubMed
 * The MLA International Bibliography
 * PsychINFO
 * ProQuest

Evaluating Scholarly Sources
Now that you have found your sources, you must evaluate them. Evaluating sources becomes a major component of researching because the materials chosen will reflect upon your reputation. Aside from being able to find informative sources, a good researcher is also able to quickly assess the credibility of information. Through practice, this skill will come.

When setting out to write a research paper, there is a vast pool of information available, including books, newspapers, periodicals, reference works, and government documents. Included in this can be your own empirical data, obtained in interviews and surveys, but you will probably not need to use it all. As important as it is to be able to find sources specific to your topic, it is equally vital to be able to correctly assess each source's credibility -- that is, how trustworthy, accurate, and verifiable the sources are. Due to the vast amount of information available on the Internet, it presents an especially interesting challenge in determining the credibility of sources. However, even when evaluating print sources, the same criticism should be maintained.

You must also be aware of the author's possible bias. Even the most credible sources may exhibit forms of bias, as most authors' past experiences will come into play. Bias is most likely to occur in controversial topics such as politics or religion, but is still likely to be present whenever an opinion is voiced. The author's beliefs and experiences can thus affect the objectivity of the text. Another case may be when the author or publisher has ties to a special interest group that may allow him or her to see only one side of the issue. Lastly, make sure to evaluate how fairly the author treats the opposing viewpoints. Complete objectivity is very difficult to attain in writing, but try to find sources that are not incredibly subjective. Nonetheless, the most important thing is simply to be aware of possible biases so that you are not misled.

Here are four approaches to assessing the credibility of the sources you find.

Evaluating Print Sources
The fact that it's in print doesn't automatically make it a reliable source. When evaluating print sources ask yourself these questions:

Book
 * How old is it? Research projects will have different requirements as to how old your sources can be. For example, when dealing with contemporary issues or a current controversy, using outdated sources will likely provide inaccurate information. For example, a book on euthanasia published in 1978 probably isn't the best choice. While the book may contain useful information for other projects, it does not make sense to use it when there are more current materials available.
 * Who is the publisher? Books published by a university press undergo significant editing and review to increase their validity and accuracy. When assessing a book published by a commercial publisher, be aware of vanity presses (companies that authors pay to publish their works, rather than vice versa). Also be cautious about using books labeled as "self-published" or books that are published by specific organizations (such as a corporation or a nonprofit group).
 * Is the author objective? Check biographical information included in the book, as well as other sources, to gather information about the author's background as a way of determining his or her stance on a particular issue. In addition, find out about his or her previous works, past professional experience, affiliations with groups or movements, current employment, and degrees or other credentials.

Periodical
 * Is it a scholarly journal or a magazine? Scholarly journals are almost always characterized by no advertisements, longer articles, and the requirement that authors cite the sources they use in writing their articles. Articles submitted to scholarly journals undergo substantial scrutiny by other professionals as a way to increase the clarity and accuracy of the information contained in them. Most scholarly journals are not sold on news-stands, but rather are circulated primarily among the academic community. In contrast, magazines are available for purchase; they tend to contain shorter articles, generally don't require writers to cite their sources, and contain advertising. Therefore, while magazines may contain relevant information, the content may not always be entirely accurate.
 * How old is it? As noted above, dated material can sometimes be inaccurate. Always ask your instructor if you're uncertain about how old is too old.
 * Newspaper article: What do you know about the paper that publishes it? Some newspapers have a discernible political slant, which can often be found by skimming through the headlines or by seeing how others regard the newspaper. For example, The Los Angeles Times is considered a more progressive news source, while its neighbor The Orange County Register is considered to have a libertarian slant.

Evaluating Web Sources
For most academic research, teachers will require that students use scholarly sources. For this there are a number of “academic databases” that will always provide credible sources. These sites generally require some form of a subscription in order to access them; however, many colleges provide complimentary access to students. Once logged into the site, users are able to search and sort the articles by criterion such as date, subject, author, and more importantly, whether or not they have been peer reviewed and are scholarly. Examples of these sites include, but are not limited to: EBSCO, JSTOR, and Proquest. Links to these “gated websites” can generally be found on your school’s web page. Nevertheless, always ask what databases are available to you as a student.

While the rest of the Internet has a wide range of easily accessible and useful information, discretion must be maintained. Because anyone can put information on the Internet, make it your first priority to know who is behind the sites you find. Individuals? Nonprofit groups? Corporations? Academics? Advocacy groups? Federal, state, or local government? Small businesses or single vendors? Depending on your topic, you may want to avoid dot-com web sites; for many, their primary purpose is commerce, and that can significantly affect what they publish. Of course, other websites can also have agendas. This can lead to false or misleading information. Therefore, it is best to consult a number of sources so that those with agendas will stand out.

Ask yourself:
 * By whom was the website created? Be cautious if there is no author.  Try looking for "about this site" or check the homepage.  Does the website discuss the qualifications of the author(s)?  Does it give contact information such as an email address or telephone number?
 * By whom is the website sponsored? Determine whether the website is sponsored by a special interest group.  By learning about the affiliated groups, much can be ascertained about the credibility of the author and web site.  Also look at the domain name.  This will tell you by whom the site is sponsored.  For example: educational (.edu), commercial (.com), nonprofit (.org), military (.mil), or network (.net).
 * Is the website relevant? Decide whether the information is something that can actually be used in the paper or, at the very least, gives a helpful background. If what is found cannot be used, move on to something else.
 * Does the website contain any errors? Can the definitions, figures, dates, and other facts presented on the website be verified in other sources?  Look for grammar, spelling, punctuation, and content errors.  If there appears to be more than one or two content errors, move on.
 * Is the website relatively unbiased? As it is noted above, carefully examining the source behind the website can lead to clues as to what kind of bias and agenda the site may contain. Once the source has been deemed valid, continue to remain alert, especially if the topic is controversial. Look for websites that discuss multiple points of view. Take note of the language used, and avoid sites that seem to exhibit characteristics of bias and/or inaccurate information.
 * Are there advertisements on the Web page? Do these particular advertisements reflect a possible bias toward the subject matter?
 * What appears to be the website's purpose? Think about why the site was created.  Is its purpose to inform, persuade, or sell a product to the reader?  For whom was the site created?  Who is the intended audience?  If you are not included in the intended audience, carefully consider whether or not the information is relevant to your research.
 * Is the website comprehensive. A valuable website will cover a topic in-depth and lead to additional sources.
 * Does the website provide references? Determine whether the references themselves are authoritative.
 * How old is the website? A website that has remained on the Internet a long time may be better trusted than one that was added a month ago. Make sure that the information is not outdated.  When was the site last updated? Credible websites will garner ongoing attention by their creators to make sure that the content is as up-to-date as possible.
 * Has the website received any awards? Websites that have received awards may have better reputations.
 * Is the website user-friendly? Does the website download quickly? Can you read all the text?  Does any text appear too small, in strange characters, or in a font that is illegible?  How easy is it to navigate through the website?  Is the content accessible?  The information presented should be clear, precise, and easy to understand. Avoid using sites that make use of overly scientific and/or technological terms that are difficult to understand. If it cannot be clearly understood, it may lead to misinterpretation and thus incorrect information in your work.

Consider Your Project
How you evaluate a source will differ depending on the project you're working on. When determining whether a source is credible, biased, or relevant, it is equally important to consider how the source will be used.

For example, Phillip Morris has a web site that touts the company's programs to curb smoking among young people. Obviously, information from a tobacco company and cigarette marketing giant can be considered biased. You must ask yourself whether their program is effective and whether the content of the site can be trusted and in what context.

Should you never use that source? You might want to if you were writing a paper that examined the smoking rates of 10 - 13 year olds. What role might the Phillip Morris site play in your paper? Does the site display information that contradicts the company's advertising campaigns? Would the campaign website be effective in your argument? It all depends on what side of the argument is going to be supported in your research project.

Audience. Purpose. Argument. These intents should be considered since they affect how sources should be evaluated.

Consult ADAM
When faced with assessing a large number of sources in a short period of time, the quickest way to cover the essential points is to remember this acronym:

 * Age. How old is this source? For almost every topic, search for the most current sources that can be found.
 * Depth. Does the source go in-depth, or does it just skim over the surface? Does it feature the many details and long discussions that are expected from academic sources, or does it just seem to cover the main ideas? Always use substantive sources.
 * Author. Who is the author? What is known about his/her qualifications? Is he/she really an expert? Can any bias be seen? What is his/her purpose?
 * Money. Follow the money. Is the source coming from a place that's trying to “sell” something? Is there advertising where this source appears that might affect what will be printed?

Integrating Scholarly Sources
To better understand the process of researching, it should be recognized that there are sources of information all around us. We commonly use them in situations ranging from a conversation with a friend to an online discussion. The difference in academic research is that this “casual conversation” turns into a discussion with the readers of your paper. Therefore, it may help to think of doing research and using sources of information as just another way to enhance your conversation with the audience.

Sources Are Other Voices
Even before you learn the rules of citation, recognize that you already know quite a bit about how to work with sources. It can be helpful here to think of sources as "other voices." Sources are used when you reference an idea that was heard in a conversation. They are used when considering what to buy -- whether the source is an advertisement, a slogan you can't get out of your head, the fact that a friend recommended a product, or that you've looked up price quotes and shopped around. You become knowledgeable about making decisions by piecing together the information from many sources. Sources are part of our lives; they are all around us and are a part of how we breathe life into the words that express what we think.

In research writing, it is similar in the sense that the same act of interacting with other voices is present, and only another layer is added. Because writing is being done, you're also presenting the sources in an organized way, so that your sources are used in a way that supports your point of view. This means that any and all sources that remotely relate to the topic can't be thrown in; instead, pick and choose the best sources for your purposes, and use them strategically for effect.

Purposes of Sources
Sources are capable of playing a variety of roles in your writing. Sometimes sources are used as examples; sometimes they present evidence. Sources can also be used to present a counter-argument. Other times, they are used only to be built upon and refined. Nevertheless, it should be realized that sources can serve multiple purposes in a paper.

This is nothing new. To relate this to an everyday situation, try this: Spend a week paying attention to the conversations and discussions you have. Listen for sources used and try to discern for what reasons they were used. You'll often hear people cite the news or refer to a game when talking about sports. You'll hear friends quote conversations they've had with other friends. You will hear people discussing important issues with the participants in that discussion providing reasons (evidence) -- facts and opinions, but often a mix of the two -- for why they feel the way they do.

In writing, the natural act of conversing with and referring to others is taken one step further. Knowing in advance that you'll be writing for an audience, sources (other voices) will be looked at while exploring an idea and planning how to appeal to those readers, using terms and conventions that they will recognize. However, do not let this part of the research process get in the way of doing what comes naturally. Research is about curiosity and interest. It is about having something to say and finding the evidence to support it. That is the basis of research and working with sources. Thus, the technicalities and rules of research, while important, should not discourage you from doing research and effectively using sources.

Cite Sources to Avoid Plagiarism
After using other sources to gain information for a report or paper, you might decide to use that information in your paper. If the ideas expressed in your paper are not your original thoughts, you must cite where you obtained that information. If you do not cite where you obtained your information, you are plagiarizing. Plagiarizing is an extreme offense. If you are caught plagiarizing in school you usually will receive a failing grade on the assignment, if not in the entire course. You could also risk being expelled from school. If you are caught plagiarizing in the workplace, it could likely end up costing you your job. If you are a researcher and plagiarize in a scientific paper, your university may lose funding. To avoid the risk of plagiarism, make sure that you cite copied information! The most common forms of citation are direct quotations and summarizing or paraphrasing. After a direct quote or at the end of a summarized or paraphrased thought, you should cite the author and page number of your source. Information on how to cite sources can be found in The Writer's Handbook: Citations. If you are using other sources in your report and are unsure whether or not you need to use citations, it is better to be safe than sorry, so cite the information.

The two most common standards for citing are MLA (Modern Language Association) and APA (American Psychological Association). Each is specific to the field in which the research is done. For example, if you are researching for a psychology class, it is most likely going to be cited in APA format. On the other hand, MLA is used in the liberal arts and humanities fields. Nonetheless, check with the teacher, group, or organization for which the research is being done to find out which method you are expected to use.

Using and correctly citing outside sources is hugely important to the ethical portrayal of you as a writer. It shows that you have done your homework, literally. It also shows that you are a thoughtful writer who takes this work or subject seriously, who respects the hard work of others, and who truly contemplates the intricacies of research and discovering truth in writing.

title: Rhetoric and Composition/Researching


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Talk:C++ Programming/Conventions

Approved Conventions /Talk pages

Proposed Conventions
This page describes proposed conventions that should be followed in editing this book. As a general rule, all guidelines from Manual_of_Style are in effect. These conventions are not adopted / contested / resolved yet. Add and explain your proposals here and a warning on the main talk page of the book. Please remember to sign and date proposals.

Contributors come from many different countries and cultures, and have widely different views. By treating others with respect, we are able to cooperate effectively in building an instructional resource. Check Etiquette for pointers.

Please do try to check responses to your post from time to time, if you think some action should be incorporated into the proposals and a given time of inactivity (7+ days is ok) is verified, move the relevant information to the proper location, or take any just action as justified by your post and archive the original thread...

Proposals (now inactive for more than 7 days) should be moved to the Archive2 after some references are added to the proper proposal location.

humor
Humor should be encouraged in this book, because humor helps people learn. Therefore, AlmostNeverDeleteHumor.

This allows this book to fill an empty niche: there is apparently no other humorous introduction to C++ ("Does there exist a humorous C++ tutorial?"), even though such things exist for other languages.

--DavidCary (talk) 18:10, 19 June 2010 (UTC)

 * I would support a AlmostNeverDeleteHumor convention but not a convention that encourages humor. Even if similar the goals are different. --Panic (talk) 01:03, 20 June 2010 (UTC)

 * I personally think it is a fine idea to encourage some amount of humor amounts of humor. Some exceptions for off topic and inappropriate humor should be made though, those can be deleted. Thenub314 (talk) 07:29, 20 June 2010 (UTC)
 * The question here is the need to make humor a goal, I don't see it as a necessity and it somehow diverges from the scope of the book, that is not to be a humorous work. In any case I don't think there needs to be a convention about this at the moment, I will try to spice it a bit and respect the spirit of AlmostNeverDeleteHumor as I work on the book.  --Panic (talk) 10:36, 20 June 2010 (UTC)

 * I disagree, I think it is perfect for a convention. As noted above it will improve the educational aspects of the book, and it is something editors may not realize is welcome, making it a prime candidate for a convention.  It is more of an issue of writing style then subject matter, so I don't really think that it diverges from the scope.  And as we all know, the name of the C++ language is itself a joke, but it really should have been named ++C. Thenub314 (talk) 14:59, 20 June 2010 (UTC)

 * diverges from the scope of the book? I think you misunderstand my proposal. Let me put it to you in the form of two syllogisms.
 * "People learning" is the goal of the C++ Programmming book.
 * Humor helps people learn.
 * Therefore, humor helps fulfill the goal of the C++ Programming book.

 * The Conventions page should encourage non-obvious things that help fulfill the goal of the C++ Programming book.
 * Humor helps fulfill the goal of the C++ Programming book.
 * It is not obvious that humor helps fulfill the goal of the C++ Programming book.
 * Therefore, the Conventions page should encourage humor.
 * --DavidCary (talk) 15:18, 27 July 2010 (UTC)

 * At this point of development of the book the convention should not encourage any change to the level of humor of the text. I'm not against adding funny quotes or mentioning funny situations or comical examples but at this stage of development creating grounds for inconsistency in the writing style shouldn't be encouraged nor does it need be specifically protected by a convention (as it wasn't one of the goals set for the project). To my knowledge no funny content has been killed on the production of this book.
 * The concept is interesting, but with the level of participation in the book you can by action and by direct contact with the editors have better results that by the addition of a unenforceable and open ended call for humorous content, not all type of humor is proper, translatable across cultures and able to mix well with the scope of the book. The concept is interesting but as a proposal it wouldn't have any value, especially due to how the book has been written. --Panic (talk) 16:23, 27 July 2010 (UTC)

flat page structure
For years, the C++ Programming/Conventions page has said
 * "We are using the slash convention with a flat page structure as described in Naming_policy".

Recently it has come to my attention that the Wikibooks naming policy no longer defines "flat page structure", and so it is unclear what exactly that means. We can't expect new editors to dig through the history of that policy to learn the definition of that term.

 * flat page structure means that every "module" of the book after the title page has exactly one slash, of the form "Book_Title/CHAPTER".
 * For example, "C++ Programming/Operators".
 * deep hierarchical structure means that the the book is divided into chapters, which are introduced with a "module" of the form "Book_Title/Chapter_Name", and each chapter is further divided into pages of the form "Book_Title/Chapter_Name/Page_Name". Perhaps there is a larger grouping of chapters into a larger section, and further sub-divisions of the hierarchy, leading to any number of slashes.
 * For example, "C++ Programming/Programming Languages/C++/Code/Statements/Variables/Operators".

As best as I can recall, the above definition is equivalent to the definition of "flat page structure" that was once part of the naming policy, and is also equivalent to the definitions currently on Help:Editing and the Horticulture/Manual of Style and Using Wikibooks/How To Structure A Wikibook. (Those pages also list some advantages and disadvantages of the "flat page structure" vs "deep hierarchical structure"). --DavidCary (talk) 17:24, 27 July 2010 (UTC)

 * For years that convention was never fallowed, nor did I interpret it as "flat structure" or "flat hierarchy". In any case I did yesterday spend time digging around on the subject and the only discussions I saw was on the Naming policy talk page (referring to that flat structure), if you are interested the first vote for the "/" convention was in 2005, I voted against and the vote didn't pass it was later approved in 1 March 2006, I didn't see on the approved text mention of flat whatever.
 * Horticulture has now mixed structure, that book substituted the chess book that substituted the Ada Programming book (the original poster child for the flat structure). In fact today is extremely difficult to find any book of considerable size that still uses that structure and no new books are using it intentionally (all books start in a flat structure). I've confirmed that the C++ Programming never used or enforced the convention, or used that structure, beyond the initial days that I used a monolithic approach to the text. In fact the convention was never proposed or discussed (I have added the relevant link to it on the "never"), in violation to the decision policy.
 * In any case what is the point of the above post ? It doesn't seem to be a proposal.  --Panic (talk) 18:30, 27 July 2010 (UTC)

 * Silly me, I left out the actual proposal.
 * I propose adding a link to that convention that links directly to the definition of "flat structure" (and describes its advantage over the alternative), changing it to
 * "We are using the slash convention with a flat page structure as described in Naming_policy and Using Wikibooks/How To Structure A Wikibook."
 * --DavidCary (talk) 19:06, 27 July 2010 (UTC)

 * I take by the first post that you aren't happy that the Naming_policy never defined "flat structure" (this isn't the forum to change that). I also take that there are different concepts around what "flat" something is, even Using Wikibooks/How To Structure A Wikibook seems to be badly written as books can have a flat structure without including chapters in the navigational scheme created by the "/" convention (that was my understanding of "flat pages" on our convention, that section can be greatly improved and cover all possibilities) in any case it seems that the C++ Programming never had a "flat structure" and has in fact being moving to a highly structured hierarchical one, this practice seems to be the one chosen by most of the larger book. If the proposal is to revert the book to a flat structure, I'm not only opposed to it but sees it as removing the ability to fully enjoy the navigational aid provided by the "/" convention, in fact such flat structures create a need for external and hard to maintain navigational aids, hinder interconnection of the content, something that in the C++ language is extremely (even regrettably) necessary (for instance the keyword has 4 distinct implications, without a deeply hierarchical structure it would be impossible not to duplicate content across several sections of the book (take a look at the static page content to see how we managed it).
 * In any case since the convention no longer mentions "flat" the need to the link no longer exists. --Panic (talk) 08:06, 28 July 2010 (UTC)

 * Are you proposing to change the convention from "flat structure" to something else? What structure would you prefer? Would you prefer a "Book_Title/Chapter_Name" plus "Book_Title/Chapter_Name/Page_Name" structure? Would you prefer a "Book_Title/Section_Name" plus "Book_Title/Section_Name/Chapter_Name" plus "Book_Title/Section_Name/Chapter_Name/Page_Name" structure? From 2009 back to 2006 and probably earlier, the Wikibooks naming policy had a definition of "flat structure". That definition was moved to the page that I mentioned before. Is there a page somewhere that defines the structure "chosen by most of the larger book" and its advantages?
 * What structure are we aiming towards? I'd like to at first understand what it is. After that, I would like to learn its advantages.
 * If some editor wants to add a page to this book, to what name should we move it? As far as I can tell, the C++ Programming book currently has an inconsistent structure. Therefore, it is not currently possible for me to make new page names that are consistent with the current page names.
 * For example, let's say someone writes a page about bitor. Should we move it to
 * C++ Programming/bitor
 * C++ Programming/kw/bitor
 * C++ Programming/Operators/bitor
 * C++ Programming/Programming Languages/C++/bitor
 * C++ Programming/Operators/Operator_Overloading/bitor
 * C++ Programming/Programming Languages/C++/Code/bitor
 * C++ Programming/Programming Languages/C++/Code/Keywords/bitor
 * C++ Programming/Programming Languages/C++/Code/Statements/Variables/Operators/bitor
 * or perhaps somewhere else?
 * --DavidCary (talk) 05:50, 30 July 2010 (UTC)

 * There isn't a convention for "flat structure" anymore.
 * We never used it, in the terms the majority seems to interpreter it now. In particular I don't like the idea of including the chapters in the path (hierarchy). Recently I did some changes that puts some pages in that type of hierarchy but it is only for structural consistency and navigability.
 * Examples: C++ Programming -> C++ Programming/Chapters -> C++ Programming/Chapters/C++ -> C++ Programming/Chapters/C++/Summary or C++ Programming/Chapters/C++/Print Version  (and made use of  1, 2, 3, 4, 5 for the chapters pages)
 * It seems to me that given the actual arrangement it would be C++ Programming/Programming Languages/C++/Code/Keywords/bitor (since even if MS defines them as macros) they are indeed keywords (this is covered in Logical Operators) and would be used in the rest of the book with the template.
 * My experience dictates that most editors will never have problems with the page structure, since most will add to the already existing pages and forgo getting into that type of issues, and if confused will just ask or create it on the root, as indeed the book has now requirements of structure and order/organization/low that requires specific considerations when adding significative content. To make large structural changes would require one to have a good understanding of the already existing content and structure and most editors will not have the time or inclination to learn about it.
 * I've been also thinking on the concept of a "humorous" book on C++, the viability not of altering this one but on creating a derivation that indeed has humor as a goal. I'm game for the creation of a derivation of the C++ Programming book with that goal, if it will follow the same content structure and will only reuse the content already present of this book, that is primary contributions will have to benefit the C++ Programming first.
 * It will not consist of a duplication of content (as it will have a distinct voice and focus on humor) nor a duplication of effort since the priority will be to extend the source material first. I propose the title of "A cynics view on CPP" (being the PP intentional as to provide fodder for jokes). --Panic (talk) 12:03, 30 July 2010 (UTC)
 * I also call your attention to Hierarchy naming scheme Request for Deletion (since it relates to the historic relevance of the hierarchical structure of Wikibooks) you may wish to participate on the discussion. --Panic (talk) 13:29, 30 July 2010 (UTC)

 * Dear C++ Wikibook editors,
 * This book currently has modules with names like "C++ Programming/Programming Languages/C++/Code/Statements/Variables/Operators".
 * Let me call it the "6 slash structure" for now, to distinguish it from the "Book_Title/Chapter_Name/Page_Name" structure. Is there a better name for the 6 slash structure?
 * Is there any description of the 6 slash structure anywhere online?
 * (I honestly don't know any good reason for redundantly mentioning "C++" twice in the name, but I assume Panic has at least one good reason for doing that).
 * Panic seems like a pretty smart guy, so I'm assuming the 6 slash structure has some slight advantage over the "Book_Title/Chapter_Name/Page_Name" structure for the C++ Wikibook.
 * Therefore, I propose updating this convention page to mention the structure this book is *actually* using -- something like
 * "We are using the slash convention as described in Naming_policy, with a 6 slash structure as described in ... ."
 * --DavidCary (talk) 18:45, 9 August 2010 (UTC)

 * The rational not the use Chapter_Name in the "path" is that it would prevent to easily move pages from chapter to chapter or restructuring chapters (for instance we have a clear unbalanced chapter structure at the moment). I foresee a need to at a later date reshape them, it all depends on the level of content and how it is expanded.
 * A similar issue is created by fixing the number of the depth of the path, we can easily use more.
 * I think that the issue or problem you see is that you are putting too much value on the pages names and location these are highly volatile and don't need to really express the content, take for instance the page that is causing you confusion the C++ Programming/Programming Languages/C++. It is a given that all pages should start by Book_Title, that is unavoidable and doesn't need to be stated. Pages not named so would fall outside of the project namespace (but exceptions can be created as for example in the issue about tables you have risen not so long ago). I don't see an issue on putting them on a special namespace or using the Template namespace if no one objects. In this particular case the path order is not in accordance to the book structure, this is the first page of content of the book but the order reflects the use of the slash convention as a necessary aid to navigation (we in the past have tested navigational Templates, but found that they are extremely hard to maintain and create unnecessary attrition regarding esthetics and technical accessibility.
 * The conventions do not necessary need to reflect every detail, they should only be used to prevent conflict and ease participation, if extremely detailed and complex they can even become a barrier to participation. Beyond this discussion there never was any issue about the structure (path order, there were several request against the previously monolithic structure, and on the order the content was presented). I wouldn't see an issue if someone just ignored the path structure and created pages on the root of the book. I do value more the content someone can provide to the ability and time they can spare to understand our structure or even fallow our conventions, the content can always be moved and made to conform to the general practice.  --Panic (talk) 19:19, 9 August 2010 (UTC)

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

title: Talk:C++ Programming/Conventions


text:
User:Evansp~enwikibooks

I am currently a part time lecturer at the University of Southern Queensland in Australia.

You can look at my professional or family web sites.

Feel free to leave me a message on my talk or discussion page.

--Peter 02:49, 17 September 2005 (UTC)

title: User:Evansp~enwikibooks


text:
Do-It-Yourself/Business card box

The image on the right shows a box made out of 6 business cards. These boxes can be easily made in a couple of minutes (once you have made the first one).

They are a great way to amuse people and there is almost always someone in reach who has some spare business cards. These cubes are based on the design from Ned Batchelder.

The first step is to fold 6 cards in the following way. Place one card on top of another in the shape of a cross and then fold the overhanging parts over the other card.

 The next step it to place these 6 cards together so they all hold themselves in a box shape. You can tell if you have done it correctly because you can throw the box in the air and then catch it in one piece.

 If you cut a notch out of the edge of the cards you can make a square with a corner cut off that you can balance it on a corner.

If you fold in the notch you can make also balance the cube.

 If you fold in all the corners you come up with something like a ball. You can make a larger ball by joining together squares and triangles.

title: Do-It-Yourself/Business card box


text:
Old English/Time

Telling the time
In Old English, time was often told using real-world references, like we would do when we say "It's midday" or "It's noon" or "It's midnight". Clock time was probably used mostly in monasteries (one of whose jobs it was to keep track of such time) and perhaps also other institutions - not so much by the common people; but it was known of. In Old English, they counted from about 6 o'clock as zero hour when telling the time (so 9 o'clock was the third hour), but you could just use the modern standard practice.

Common time-of-day references:
 * Hit is ǣrmorgen - It's early morning (before 6 o'clock)
 * Hit is prīm - It's about 6 o'clock in the morning
 * Hit is undern - It's about nine o'clock in the morning
 * Hit is middæġ - It's midday
 * Hit is nōn - It's noon (about 3 o'clock in the afternoon)
 * Hit is ǣfen - It's evening (late in the day)
 * Hit is niht - It's night-time
 * Hit is midniht - It's midnight

Otherwise, one could just say something which in Modern English would literally be translated "It the (x)th hour (of the morning/after midday). Although they used 6:00 as zero-hour in OE times, I will here used the modern standard practice of counting from midnight:
 * Hit is sēo seofoðe tīd morgenes - It's 7:00 AM
 * Hit is sēo nigoðe tīd morgenes - It's 9:00 AM
 * Hit is sēo þridde tīd æfter midæge - It's 3:00 PM

"Prica" (weak masculine gender) was a useful word which was used to mean both "quarter of an hour" or "a fifth of an hour". You could use to to show much before or after a particular hour it was, like in Modern English. I will here use it to mean " a quarter of an hour", since that is what we do these days:
 * Hit is prican ofer þǣre ōðerre tīde - It's quarter past two
 * (Notice that "prica" is used in dative - this is because it is here used actually like an adverb, to modify the preposition "ofer", so it needs to be declined)

Time words

 * time - sēo tīd, se tīma
 * year - þæt ᵹēar
 * season - se tīma
 * month - se mōnaþ
 * week - sēo ƿucu
 * day - se dæᵹ
 * hour - sēo tīd
 * space of time, interval - þæt fæċ
 * clock - þæt dæᵹmǣl

Saying age
In Old English, one could say age either like Modern English "I am twenty" (with no "year") or "I am twenty years (old)", but you could also use "ƿinter" to show age. The words "ġēar" and "ƿinter", if included, would be in the genitive, which would literally mean, for example, "of x years (of age)" (e.g. "Iċ eom tƿentig ƿintra" - "I am of twenty winters (of age")

Here's how to do it:
 * Iċ eom þrittiġ - I'm thirty
 * Hē is tƿā and tƿentiġ ġēara - He is twenty-two years old
 * Hēo is þrēo and fēoƿertig ƿintra - She's forty-three years old

Days of the Week
To say what day of the week it was, one would say, for example:
 * Hit is Mōnandæġ - It's Monday

These are the names of the days of the week:
 * Mōnandæġ
 * Tīƿesdæġ
 * Ƿōdnesdæġ
 * Þunresdæġ
 * Friġedæġ
 * Sæternesdæġ
 * Sunnandæġ

Months of the Year
One would say what month it was similarly to Modern English:
 * Hit is se Ǣrra Līða - It's June

The months are:
 * January - se Æfterra Gēola, Ianuarius (Latin: se Ianurius)
 * February - se Solmōnaþ Februarius (Latin: se Februarius, þæs ~i)
 * March - se Hrēþmōnaþ, se Hlȳdmōnaþ, se Hlȳda, Martius (Latin: se Martius)
 * April - se Ēastermōnaþ, Aprēlis (Latin: se Aprilis)
 * May - se Þrimilċemōnaþ, se Þrimilċe, Maius (Latin: se Maius)
 * June - se Sēremōnaþ, se Ǣrra Līða, Iunius (Latin: se Iunius)
 * July - se Mǣdmōnaþ, se Æfterra Līða, Iulius (Latin: se Iulius)
 * August - se Ƿēodmōnaþ, Agustus (Latin: se Agustus)
 * September - se Hāligmōnaþ, se Hærfestmōnaþ, Septembris (Latin: se September)
 * October - se Ƿinterfylleþ, Octobris (Latin: se October)
 * November - se Blōtmōnaþ, November (Latin: se November)
 * December - se Gēolmōnaþ, se ǣrra Gēola, December (Latin: se December)

Notice that December and January, and June and July, have similar names, except that they have either "se Ǣrra" or "se Æfterra" prefixed to them? That's because they were once considered to be joined together. To refer to them joined together, use the words:
 * June and July together - se Līða
 * December and January together - se Gēola

Also, in the calendar used in Old English times, the extra day of a leap year was not added to February. Instead, it was put between "se Ǣrra Līða" and "se Æfterra Līða". It was called "Þrilīða", but using it would cause difficulties because it wouldn't fit well with the modern calendar.

Seasons of the Year

 * Spring - (se) lencten - (from February 7 to May 8)
 * Summer - (se) sumor - (from May 9 to August 6)
 * Autumn - (se) hærfest - (from August 7 to November 6)
 * Winter - (se) ƿinter - (from November 7 to February 6)

How to Tell Dates
In the Anglo-Saxon Chronical, shorthand dates are written off to the side of the page using a fairly international style taken from Latin. However, it is not entirely clear how this was read aloud. There examples of written "natural speech" dates in Old English. Natural speech dates in Old English were quite straightforward and conformed to normal grammatical rules unlike our commonly abbreviated spoken date format in Modern English, like this:

 * Hit is se nigoða dæġ Hlȳdan þæs hundtēontigoðan ġēares - It is the ninth of March, 100 AD
 * Literally, "It is the ninth day of March of the hundredth year"
 * Hit is se tēoða dæġ Lenctenes - It's the tenth day of spring
 * Iċ ēode þider on Hlȳdan þæs þūsendoðan nigon hundtēontigoðan nigon and nigontigoðan ġēares - I went there in March 1999
 * Notice that the year is read a full ordinal number, like in Modern English "one-thousand nine-hundred and ninety-ninth year" rather than the normal Modern English practice "nineteen ninety-nine"

Holidays

 * All Saint's Day - (se) ealra hālgena dæġ
 * Christmass Day - (sēo) Crīstes mæsse
 * Lammas Day (August 1) - (se) Hlǣfmæssan dæġ, (sēo) Hlǣfmæsse

How to tell when something occurs

 * from...to/until... - fram (acc.) ōþ (acc) - fram ǣrne morᵹen ōþ ǣfen
 * in the morning - on morᵹen
 * in the day - on dæᵹe
 * in the dusk - on fōrannihte
 * in the evening - on ǣfenne, æt ǣfenne, tō ǣfenne
 * early in the morning - ǣr on morᵹen
 * at dawn - on dæᵹrǣd, on ūhtan, tō þǣm dæᵹrǣd
 * at noon - on midne dæᵹ, tō middæᵹe
 * at dusk - on fōrannihte

title: Old English/Time


text: Template:Sisterlinks

title: Template:Sisterlinks


text:
Visual Basic/Subclassing

Subclassing can be useful when you want to add functionality that is not directly supported by Visual Basic. To explain how this works we must first go through a little background theory.

All windows in Windows (for example a form, a button, a listbox, etc.) have a function that the operating system or other programs can call to communicate with the program. Windows can, for example, send messages about events such as the mouse pointer moving over the window, a key being pressed when the window has the focus and much more. Programs can also send messages that ask for information about the window; for example, the EM_GETLINECOUNT message asks a textbox to send back the number of lines in the text it holds. One can also define one's own functions.

To call these special functions you can use PostMessage, SendMessage or CallWindowProc (the last only if you know the address of the function).

Usually such a procedure looks something like this:

In this function hwnd is the handle of the window that the caller has tried to contact; uMsg is the message identifier which says what the call is about; wParam and lParam are used for whatever purpose the caller and window agree on. The handle, hwnd, is not an address but is used by Windows to find the address.

If, for example, we want to set the text that appears on the title bar of a form we can use the following code:

Why Subclass
What is the point of subclassing?

Using this technique we can completely replace a program's own window function with our own. Then we can respond to the messages in ways that Visual Basic doesn't, we can decide to send the messages further to the original window function or not as we like, modifying them on the way in any way we please.

Example
To specify that our window function is to be used we use the API call SetWindowLong. Study the following example and put it in a base module:

Add a form with a button cmdTest and add this code:

When you click the cmdTest button, you'll see that the text that appears is not "This is a test", but "Subclassing".

title: Visual Basic/Subclassing


text: Blended Learning in K-12/References

title: Blended Learning in K-12/References


text:
Muggles' Guide to Harry Potter/Magic/Horcrux

Overview
Horcruxes are any object in which a sorcerer may preserve a portion of his soul indefinitely. Anchoring a part of the soul to the earth by placing it in a Horcrux prevents the sorcerer's soul from going onwards should the sorcerer's body die; the effective result is that, given appropriate spells, the sorcerer can be brought back to life. This is considered to be among the darkest of all magic.

Extended Description
In Harry Potter and the Half-Blood Prince, Harry Potter learns how Horcruxes are created by experiencing a memory of Professor Slughorn's in Professor Dumbledore's Pensieve. In order to create a Horcrux, it is necessary that the wizard's soul be torn; the only known act that is powerful enough and damaging enough to do this is apparently for the wizard to commit murder. The torn soul fragment can then be removed and placed into another object; and so long as that object is not destroyed, the wizard can remain alive.

Harry learns at the same time that Lord Voldemort had been intrigued by the possibility of the number seven, which would either mean that he intended to create seven Horcruxes, or that he intended to have seven soul shards, which would mean six Horcruxes. Dumbledore believes at the time, correctly as it turns out, that the intended number of Horcruxes is six. It is unknown at the end of Harry Potter and the Half-Blood Prince how successful Voldemort has been at creating Horcruxes, but we can assume that he did create six and secrete them in various objects. Two Horcruxes have been destroyed – Tom Riddle's diary that Harry destroyed in Harry Potter and the Chamber of Secrets, and Marvolo Gaunt's ring which was destroyed by Professor Dumbledore. A third was apparently eliminated by an erstwhile Death Eater identified only as R.A.B., but this turns out in the seventh book to not have happened. To defeat the Dark Lord, Harry must find and destroy the remaining Horcruxes and then kill Lord Voldemort.

Note that we do not list Horcruxes as having first appeared in Harry Potter and the Chamber of Secrets because the diary is not identified as a Horcrux, by name or function, until Harry Potter and the Half-Blood Prince.

Harry and Dumbledore deduce that the remaining Horcruxes are quite possibly coveted heirlooms of the four Hogwarts House founders; they see how much Riddle covets the two that he has seen in Hepzibah Smith's possession. One of these two, Salazar Slytherin's locket, was originally a Gaunt family heirloom; Riddle's mother had sold it to Borgin and Burke for a pittance, to buy food, and they had sold it in turn to Hepzibah Smith. Riddle apparently stole it back from her and used it as a Horcrux. The other, Helga Hufflepuff's cup, has not been seen since Harry and Professor Dumbledore saw it in Hokey's memory, but it evidently was also stolen by Riddle, and is presumed to have been made into a Horcrux.

Analysis
At the beginning of Harry Potter and the Deathly Hallows, Hermione explains what she has learned about Horcruxes from the books she retrieved from Dumbledore's study. As mentioned above, the Horcrux cannot be destroyed to unbind the wizard from earth until the container housing it is destroyed. Souls are, by their nature, virtually indestructible; a fragment can be sheared away, as mentioned, by the act of committing murder, and that fragment, if contained in an object, causes the object to partake of its indestructibility. Ordinary magic cannot harm a Horcrux, any more than ordinary magic can harm a soul. It is mentioned that Harry destroyed the Diary Horcrux by stabbing it with a Basilisk fang; Basilisk venom is certainly extraordinary magic, given how uncommon basilisks are. Of the six Horcruxes destroyed, it turns out that five are destroyed by Basilisk venom in one form or another, and one by Fiendfyre.

One plot point left hanging at the end of Harry Potter and the Half-Blood Prince is a missing Horcrux. Dumbledore and Harry have clearly discovered where the Horcrux is hidden, but the Horcrux itself is gone, replaced with a substitute locket by one "R.A.B." Both the substitute locket, and the unknown "R. A. B." (presumed to be Regulus Black), are keys to the "real" locket's whereabouts. In Harry Potter and the Order of the Phoenix, the Black family house is being used surreptitiously as headquarters for the Order of the Phoenix. When Sirius and Molly undertake to clean the house, Kreacher, along with Mrs. Black's mad screaming portrait, undermines this effort. Listed among the objects being discarded is "a heavy locket that none of them could open." Harry, having retreated to Grimmauld Place after the Ministry has fallen in Harry Potter and the Deathly Hallows, sees Regulus' name on a bedroom door, and deduces that this must be the "R.A.B." connected to the substitute locket. After fruitlessly searching Regulus' room, Hermione recalls the locket that they had earlier tried to discard. The locket had been hidden by Kreacher, then stolen by Mundungus Fletcher, who was busily looting 12 Grimmauld Place during the early parts of Harry Potter and the Half-Blood Prince. Mundungus has, in turn, had it extorted away from him by Dolores Umbridge, resulting in Harry making an expedition into the Ministry to retrieve it.

As noted above, Voldemort split his soul into seven parts. In many cultures and religions, seven is a significant number, possibly because it is the "most magical number", as Riddle says; hints of this magical power likely strayed into our Muggle world.

Questions

 * 1) Can a Horcrux be a living object? Could it be a liquid?
 * 2) How exactly are Horcruxes created? Does the Horcrux have to be related to the victim of the Killing Curse cast by the sorceror creating the Horcrux?
 * 3) In what dark magic book did Tom come across the term "Horcrux"?

Greater Picture
For a list of the Dark Lord's Horcruxes, see Horcruxes.

Obviously, Horcruxes are central to the story, and the location, and destruction, of these will be critical.

We believe, or rather Dumbledore does, that there were originally intended to be six Horcruxes, thus giving Voldemort seven soul pieces – one in his corporeal body, and six extras. While the uninitiate would suppose that one of these would have been used to reanimate him after his attempt to kill Harry resulted in the death of his body, this turns out not to be the case. Apparently, while the soul is physically split, such that part of it resides in an object external to the wizard, there is still a psychic linkage, and the wizard's soul cannot leave the Earth while the shard, locked in an object, remains. Thus, the main part of the soul remains present after the body dies, wandering unhoused through the world. It is this unhoused soul, taking control of various animals in Albania, that is all that remains of Voldemort until Professor Quirrell runs into him, and for the two years between Quirrell's death and Pettigrew's return.

The first Horcrux, the diary, was actually the second one made, and was perhaps somewhat less valued by Tom Riddle. This may be why it was devised as a path to immortality and also as a weapon. The author has stated that this Horcrux was created by Moaning Myrtle's death, killed by the Basilisk. It is interesting that this Horcrux was aware of things that had happened after its creation; it could show Harry the discovery of Hagrid and Aragog, which happened the day after Myrtle's body was discovered.

We do not directly know whose death was associated with any of the other Horcruxes, and at the end of Harry Potter and the Half-Blood Prince we know for certain of only one other Horcrux, the Peverell signet ring. We learn that the ring is a Horcrux during that book, when Dumbledore tells us that he has destroyed it. The remaining four are uncertain until the seventh book, though Dumbledore's guesses about three of them do prove accurate. Until Harry retrieves and destroys them, we cannot be sure that Voldemort has placed Horcruxes in either Salazar Slytherin's locket or Helga Hufflepuff's cup, but by the end of Harry Potter and the Half-Blood Prince we are aware that Voldemort wanted these items, presumably for that purpose; and the fact that the artifact retrieved at the end of Harry Potter and the Half-Blood Prince is a locket does indicate that Slytherin's locket likely is now a Horcrux, as the R.A.B. who removed the Horcrux is likely to have put something similar in its place.

Until the seventh book, we are unsure of the fifth Horcrux; we do not yet have any theory as to what it could be or how it was created. One fan site had suggested that the artifact in question is Rowena Ravenclaw's wand, and that this is the "one, solitary wand" that rests in Ollivander's shop window; this was suggested to have something to do with Mr. Ollivander disappearing in Harry Potter and the Half-Blood Prince. In that case, the murder that created the Horcrux could well have happened in Diagon Alley. This turns out to be incorrect; the fifth Horcrux is an artifact that we only learn about in the seventh book: Rowena Ravenclaw's lost diadem.

We believe Voldemort intended to create the sixth and final Horcrux by killing Harry Potter. It is possible that he was carrying the artifact he meant to convert into a Horcrux with him, and it would have remained when he died. It could have been found in Godric's Hollow when Harry goes to investigate there. Harry, however, never entered his parents' house, only looking at it from outside the overgrown hedge.

Thwarted by Harry, Voldemort apparently used Bertha Jorkins' death to create a final Horcrux, which Dumbledore believes lies within Nagini. There is a risk, of course, in that a living being, with a mind of its own, will interact to some extent with the associated soul fragment, but Voldemort would have been low on resources at this point, and only had a small selection of artifacts to choose from. In passing, we do see one of Dumbledore's very rare mistakes here; Dumbledore says that Voldemort used Nagini to kill Frank Bryce, and may have created a Horcrux at that time. This would imply that it is not necessary to kill someone directly in order to create a Horcrux; ordering another to do the killing would be sufficient, perhaps with the proviso that the being ordered to do the killing must not be sentient. However, reading the end of chapter 1 of Harry Potter and the Goblet of Fire, we see that in fact Voldemort killed Frank Bryce with the Killing curse. Thus, even if Bryce's death had resulted in creation of a Horcrux, we wouldn't know if directly murdering someone is necessary to the Horcrux creation spell. The author's saying that the Diary Horcrux was made by way of Moaning Myrtle's death, which was caused by the Basilisk, rather than directly by Riddle, does rather confirm that using an agent to commit the murder does not prevent a Horcrux being created.


text:
Talk:Managing Groups and Teams

About

 * Started: 18 September 2005
 * Size: 75,000 words (Apr 2009)

Discussion 1
Hello all, Over the course of the next few months a set of groups will be posting new chapters to this book. To be able to do this effectively, I am going to propose deleting some of the chapters that are of lower quality, and reinserting the questions they were meant to answer into the "Questions" page. I will recommend some chapters to delete, and I would appreciate feedback. My criteria will include citations for the work presented, correctness of concepts, and general quality.

Thanks, Gerardo.ok (talk) 03:58, 18 March 2010 (UTC)

Proposed deletions
http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/Communication http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/Motivation http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/Team_Inclusion http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/Diversity http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/Leader_Credibility http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/Managing_Leadership_Transitions http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/New_Leaders

The following four form one single chapter: http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/A_balance_between_management_and_leadership http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/Effective_Team_Leadership http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/Dictatorship_vs_leadership http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/Discipline

Intended Audience?
As this book is published here and accessible to the general public, it would be useful to have some indication of the target audience so that readers and future contributers can decide whether to take an interest in it. Recent Runes (talk) 00:08, 27 March 2010 (UTC)

title: Talk:Managing Groups and Teams


text:
Wikibooks talk:Computer science bookshelf

Hi,

We are probably going to delete Wikisource:Source code. So I propose that some of these pages to be move here in Wikibooks. Please advise which pages would you like to get in Wikibooks. Thanks, Yann 18:49, 17 September 2005 (UTC)

Floating Point Book
I am planning to create a book about floating point numbers. I have created a basic outline HERE on my user page. I think that this would serve as good background information for people, considering that floating-point numbers are used all the time, but many people dont understand what they are, and what limitations they have. I would appreciate any comments or suggestions on this outline, before I turn it into an actual book. --Whiteknight (talk) (projects) 03:21, 12 June 2006 (UTC)

 * I think that it's good to have a nice run down of IEEE754, but I don't think it warrants a whole book, most languages use IEEE754. Maybe a short book on representation of data? With characters, (ASCII, UTF, etc.), Integers (positive and negative), Floats and possibly touching on error detection/correction? Tinned Tuna (talk)

Software Engineering is NOT Computer Science
Folks, SCIENCE is the discovery of new facts. Engineering is the application of Science in an effective way to solve a problem. Therefore Software Engineering does not really belong here in Computer Science. Yes, that's the popular way it has been. However, as Canada and Texas have demonstrated, there is a difference and that difference is going to matter more and more. That's why they both license Software Engineers as Licensed Professional Engineers and to obtain one of those designations you'll have to have much more massive experience with a Computer Science Degree than you would need if you had an Engineering Degree.

 * In fact, software engineering is a part of computer science. There are people at university who do research in that area: They analyze what can go wrong and try to improve the process of developping software. For example, they try to find optimal ways to organize a team of programmers, or they try to predict in which part of a program bugs are usually created. Software engineering is, however, not about the actual programming techniques. Ylloh 23:15, 2 November 2007 (UTC)

Topics and Order
I think that some work should be spent on reordering the books in the bookshelf and using useful and accessible headings. Ylloh 23:20, 2 November 2007 (UTC)

Remove protected status
Please remove protected status from this page.

 * I have now unprotected this page. It was originally protected in early 2006 but I don't know why. Xania [[Image:Flag_of_Italy.svg|15px]]talk 23:36, 7 December 2007 (UTC)

 * Thank you. The other bookshelves seem to be protected too, so it would be helpful to remove protected status from those pages too.

Remove .Net Framework from networking section
The .Net Framework has absolutely nothing to do with networking.


text:
Category:Tahini recipes

Recipes involving tahini.

title: Category:Tahini recipes


text:
Cookbook:Bagoong Alamang

Bagoong alamang is a condiment from the Philippines made from fermented tiny shrimp (alamang). Depending on the location, it may also be called bagoong armang, uyap, ginamos, balaw or dayok. The fermentation process can last from weeks to months, with longer fermentation resulting in stronger flavor.

Production
Tiny shrimp or krill are first cleaned, then mixed with salt. This combination is left to ferment for 1–2 months to make a savory condiment. On its own, the paste is grey, but it is often colored pink using rice inoculated with a red mold. It has a fishy, umami flavor.

Use
Bagoong alamang can be served as a raw condiment. It is also used in cooking to provide a savory flavor to dishes.

title: Cookbook:Bagoong Alamang


text:
Category:Filipino recipes

from the Philippines.

title: Category:Filipino recipes


text:
Cookbook talk:Black Forest Cake

This recipe needs a correct cooking temperature. Kellen T 20:55, 17 September 2005 (UTC)

 * Seconded. The temperature estimate given at the end is really broad - a difference of fifty degrees F can easily ruin any recipe. Does anyone have a better guess - or actual information? Thanks. Jessicapierce 13:11, 29 April 2007 (UTC)

And I seriously doubt if a German recipe would specify Irish butter! Someone help, please. Redlentil 21:42, 29 August 2007 (UTC)

And while I'm here, what is 'cream flour'? Redlentil 21:45, 29 August 2007 (UTC)

title: Cookbook talk:Black Forest Cake


text:
Arabic/Book/TranslitU

''Note that due to the fact that many are contributing here and a consistent method of transliteration has yet to be reached, the following may not remain consistent throughout the book. ''

''When adding new sections to the book, do not provide transliteration, simply provide the arabic. A standard has not been decided for this book to follow. Once a standard is decided on, transliteration will be added. This measure should be followed to prevent further inconsistancies throughout the book.''

Any authors making proposals for transliteration ideas please add them to the discussion page (click the tab at the top).

Short Vowels

 * a - vowel sound between cat and all. NEVER fate.
 * i - vowel sound between bit and machine. NEVER like or bite.
 * u - vowel sound between put and glue. NEVER refuse.

Long Vowels
These are pronounced twice as long as their corresponding short vowels. The short vowels are to the left of the arrow.
 * a → aa
 * i → ii  or ee
 * u → uu or oo

Diphthongs

 * au/aw - as in blouse
 * ai - as in bait

non-phonetic Indicators

 * aà- alif maksuura
 * ä-taa' marbuuTäh
 * N-tanwiin/nunation
 * aá-non-spelt alif
 * uù - waaw and then a silent alif

tanwiin pronounced as "aa" in pausal form: kitaabâN

Whenever vocab is introduced: It should be introduced with taa' marbuuTäh represented thus: ä. When it is in a sentence where it is pronounced with a "t" sound: ät dhahaba ilaà al-jaami`äh[i]. dhahaba ilaà al-jaami`äti wa jalas[a].

 * Whenever "h" occurs directly after a constanant and is not part of a diagraph it must be italicized. This takes away the problem of italicizing every digraph which was experienced in writing this book (which was tedious).
 * Unpronounced parts should be enclosed in square brackets, that is: [like this]

Consonants
b, t, j, d, r, z, s, sh, f, k, l, m, n, h, w, y The following table displays the transliterations of Arabic consonants and their explanations. Blank explanations mean it's the same as English.

th  vs dh. th as in think, third, or thanks. dh as in this, that, or them.

The more difficult sounds
kh-the German "ch" in "bach" or the Scottish "loch.". sounds like k in English except with gargling happening. gh- voiced version of the above. This is the gargled Parisian "r" sound. ` - Most English people don't hear this sound at all. If you don't know how to pronounce "`ain" just ignore the `ain sound and pronounce it as if it weren't there. ' - This apostrophe is used to represent "hamza", the least important of Arabic sounds. The sound it makes is known as a glottal stop. What is important is that you know it is a vowel separator. When it's not a vowel separator English people don't hear it. Transliteration: su'aal Syllable by syllable: su-aal

Special Arabic constanants: H, S, D, T, Dh To beginners these sound like the lowercase counterparts in the transliteration. Note they are different letters in Arabic and change meaning. For example "ba`d" (after) vs. ba`d (some). These will take time to pronounce properly, in the meantime pronouncing them as if they were the non-capital versions is good.

Pronounced with more force. Try whispering "hello" as loud as you can, and you get the sense of this consonant.
 * h- Special Arabic h.
 * s- emphatic of s (also can be pronounced as the emphatic of z)
 * d- emphatic of "d".
 * t- emphatic of "t".
 * đ-

q- sometimes sounds like a k or a g. Instructions: try to pronounce a "k" or the "g" in "god" while preventing your tongue from going up at its usual place. Relax your tongue. Open the back of your throat by dropping your chin down. The sound comes from as far back in the throat as you can make it.

title: Arabic/Book/TranslitU


text:
Category:Leek recipes

Recipes involving leeks.

title: Category:Leek recipes


text:
Category:Cumin recipes

Recipes involving cumin.

title: Category:Cumin recipes


text:
Category:Coriander recipes

Recipes involving Coriander

title: Category:Coriander recipes


text:
Category:Caraway recipes

Recipes involving caraway.

title: Category:Caraway recipes


text:
C++ Programming/About the Book/Foreword

Foreword
This book covers the C++ programming language, its interactions with software design and real life use of the language. It is presented as an introductory to advance course but can be used as a reference book.

If you are familiar with programming in other languages you may just skim the Getting Started Chapter. You should not skip the Programming Paradigms Section, because C++ does have some particulars that should be useful even if you already know another Object Oriented Programming language.

The Language Comparisons Section provides comparisons for some language(s) you may already know, which may be useful for veteran programmers.

If this is your first contact with programming then read the book from the beginning. Bear in mind that the Programming Paradigms section can be hard to digest if you lack some experience. Do not despair, the relevant points will be extended as other concepts are introduced. That section is provided so to give you a mental framework, not only to understand C++, but to let you easily adapt to (and from) other languages that may share concepts.

Guide to readers
This book is a Wikibook (en.wikibooks.org), an up-to-date copy of the work is hosted there.

It is organized into different parts, but as this is a work that is always evolving, things may be missing or just not where they should be, you are free to become a writer and contribute to fix things up...

Reader comments
If you have comments about the technical accuracy, content, or organization of this document, please tell us (e.g. by using the "discussion" pages or by email). Be sure to include the section/title of the document with your comments and the date of your copy of the book. If you are really convinced of your point, information or correction then become a writer (at Wikibooks) and do it, it can always be rolled back if someone disagrees.

Guide to writers
Authors/Contributors should register if intending to make non-anonymous contributions to the book (this will give more value and relevance to your opinions and views on the evolution of the work and enable others to talk to you). Be bold and try to follow the structure. If you have major ideas or big changes use the discussion area; as a rule just go with the flow.

|0
 * Conventions : A set of conventions have been adopted for the construction of this book, please read about them before you contribute any content.

title: C++ Programming/About the Book/Foreword


text:
Category:North African recipes

Recipes from northern Africa.

title: Category:North African recipes


text:
Cookbook talk:Bouillabaisse

This needs an actual recipe. Kellen T 23:51, 17 September 2005 (UTC)

Tytal 21:54, 15 October 2006 (UTC) I added an example recipe and some additional history.

i thought it also contained some wine, traditinally pinot noir???

title: Cookbook talk:Bouillabaisse


text:
Talk:Programming:C plus plus/Manual of Style

The contents are in Talk:Programming:C_plus_plus/Conventions where they belong


text:
Rebol Programming/Language Features/Recursion/wikichanges

Here is an example of how to spider a wikibook using a recursive function

REBOL [ file: %wikichanges.r   author: "Graham" date: 18-Sep-2005 rights: 'BSD purpose: { To display the changes in a wikibook in reverse date order using a recursive function } ] home: http://en.wikibooks.org/wiki/REBOL_Programming relative-root: "/wiki/REBOL_Programming/" root: http://en.wikibooks.org/ pages: [] updates: [] rebuild-date: func [ { builds a date value from the update stamp on a wikipage } date [string!] /local d ][ d: load date to-date rejoin [ d/2 "-" copy/part form d/3 3 "-" d/4 "/" d/1 ] ] get-link: func [ { recursive function to get the links from a wikipage } page [url!] /local tags internal-link content ][   wait .5 ; don't overload the wikibook server with too many requests at once print [ "loading ... " page ] content: read page if parse find/last/tail content "This page was last modified" [ copy updated to "." to end ][ print [ "Updated: " updated ] repend updates [ rebuild-date updated page ] ]   tags: load/markup content foreach tag tags [ if parse tag [ to relative-root skip copy internal to {"} to "title=" to end ][            if not find pages internal-link: join root trim internal [                append pages internal-link                get-link internal-link            ]        ]    ]     ] append pages home ; grab all the links get-link home updates: sort/skip/reverse updates 2 ; print them out foreach [ date page ] updates [ print [ date page ]]

which gives this type of output

17-Sep-2005/23:13 http://en.wikibooks.org/wiki/REBOL_Programming/Language_Features/VID 17-Sep-2005/5:18 http://en.wikibooks.org/wiki/REBOL_Programming/Language_Features/Control 16-Sep-2005/18:41 http://en.wikibooks.org/wiki/REBOL_Programming/Third_Party ...


text:
Category:Clam recipes

Recipes involving clams.

title: Category:Clam recipes


text:
Category:Calabash recipes

Recipes involving calabash.

title: Category:Calabash recipes


text:
Category:Cod recipes

Recipes involving cod.

title: Category:Cod recipes


text:
Cookbook talk:Banana Cream Pie II

Page created by. Brian Jerry

title: Cookbook talk:Banana Cream Pie II


text:
How to Pass a Course

Preface
Many students have constant problems with different courses, despite the effort put in. This short guide will show some basic steps on how to pass a course.

This is not meant to be a full treatise on study methods, but rather a practical guide of various techniques.

The effectiveness of various study techniques varies from person to person. This wikibook is concentrating mostly on the techniques that commonly work well. Some people who will find that a personal technique, sometimes unconventional, works better.

Contents

 * /Introduction/
 * /Going to classes/
 * /Assignments/
 * /Studying/
 * /Taking notes/
 * /If you must cram/
 * /Exams/
 * /Practice/
 * /Resources/

Related books

 * College Survival Guide

title: How to Pass a Course


text:
How to Pass a Course/Going to classes

Attending class is essential to pass a course. If possible, you should go to every single class. Sit as close to the front as possible, and most importantly, pay attention. This might seem obvious, but many people go to class and don't really pay attention because they are busy doing something else: taking notes.

Limiting notes to better understand concepts
To get the most out of class, you need to try to form an understanding of what the lecturer is attempting to teach. It is worthwhile jotting down the key ideas that are being presented in each lecture, to jog your memory later. Trying to write down verbatim what the lecturer says, however, will stop you from actually understanding what they mean. In addition, course material is usually provided (and often this includes lecture transcripts), either from your lecturer, their department, or in a textbook or the Internet. Many students write a large amount of notes during classes, but have to go back and read the notes to understand what the material is about. It's not uncommon to have a student write some information more than once, since they are not processing what they are writing. If you've just written down the key ideas, however, you can still pay attention to the lecturer, and can quickly plan for exams and other assessments without needing to re-digest it at a later date. Try to limit yourself, normally one page of notes per three hour lecture should be enough. Find the level that is right for you- listening and thinking critically may mean writing down questions or ideas that come to mind.

Forming an understanding of the ideas behind each lecture requires active thinking. Try to think ahead of the professor: "What is he going to say next?". If the professor asks someone else a question, answer it in your head. If you answer wrong, try to think why it was wrong.

Your approach to getting the most out of each class should be catered to the style of the lecture (or discussion). While some lecturers will help their students avoid feverishly writing down every fact and number covered by handing out lecture guides, others will not. It is crucial that you determine whether it is better to get all the notes written down, or to pick your head up and pay more attention to the larger picture. To best make this decision (and to do so early on), think about the type of evaluation the teacher is going to be giving. Classes with multiple choice exams typically require more note-taking, or the assistance of a lecture pamphlet handed out by the professor. On the other hand, classes where the student is graded on papers or written answer questions require more of a macro-idea approach (i.e. don't scribble, think). Above all, participation is key. The more questions you ask, the more you will learn. Speaking during class will keep you awake and involved, especially if you are asking the professor in front of a lot of people.

Taking notes constantly from a tirade of new vocabulary
Cruel exceptions are present to these suggestions. There are always lecturers that quickly dictate long, complex processes and terms that are not in the course book. Many professors want to be concept based, but are so far into the ivory tower that they can't think outside of lists and definitions of terms. If this is the case, write down terms in ways that help you remember them, paraphrasing and rephrasing. If you can't paraphrase something, you don't understand it. In that situation, raise your hand and ask for clarification. In a class size under 30, this is class participation, and necessary. In a class size of 100-500, the professor does not know your name, and cannot associate your face with it, so you can politely interrupt all the time. This will encourage others to do so, giving everyone a chance to write things down.

Seating suggestions for college
In high school, for the most part, the good kids sat in the front, the bad kids in the back. In college, the story changes slightly. After the first midterm in a difficult course, or just a course with a lot of freshmen, the front is a bad place to sit. People who did very poorly on the test got up this morning and said to themselves, 'today, I'm going to sit at the front of the class'. They find an influx of students coming much earlier than usual, and all sitting right up front. Unfortunately, their conviction to sit up front doesn't always go as far as being quiet into the lecture; after all, they're surrounded by their friends. There is no reason to put up with this just to maintain some kind of good student stereotype. Moreover, there are more important considerations. College classrooms can be just as inadequate as high school ones, just possibly much larger. So you think about where to sit in terms of ability to hear the professor, ability to see the displays, distance from people you don't like, ability to not strain your neck, and ability to get out of the classroom comfortably. Don't let the need to get out scare you to the back of the class, most large classrooms have an exit in the front.

title: How to Pass a Course/Going to classes


text:
How to Pass a Course/Assignments

Sometimes the amount of assignments is overwhelming, however, it's vital to turn in every single assignment. Any credit that can be accumulated, even if it's partial credit, can be helpful at the end. Learn to use the 80-20 rule: 20 percent of your effort will give you 80 percent of the credit. For example, if an assignment would take you 10 hours for an A worthy paper, 2 hours will most likely yield a B worthy paper. Make sure you go for that B, and if time permits, polish it to make it an A. However, an assignment that's not turned in will give you no credit at all. It is also important to turn the assignments in on time in order to avoid losing credit for simply turning in something late.

The Outline
Fire up your favorite word processor and start with the outline. Write down every single heading that you will need. Basically each heading should correspond to each point that the paper should have. Your professor might have given you a list of points that the paper must contain, if that's the case, then that should be your outline. Take each point, in order, and turn it into a heading. Make sure to use the "Style" feature to format the headings as "Heading 1", "Heading 2", and "Heading 3" as appropriate. Also, if possible, use the "Outline View" mode available in most modern word processors. This can help you visualize the whole paper in a single screen. This can normally be done in half an hour.

Creating the content
Once you have the outline, start filling each heading with the corresponding information. If you need information sources, try to find them before and have them on hand. Set yourself a time frame to have a very rough draft. Normally two to four hours should be enough from start to finish.

Under each heading you should have an introductory paragraph, introducing the issue that is going to be developed. This paragraph should be quite general. Each subsequent paragraph in the section must deal with a single idea. State this idea in the first one or two sentences, then provide details, an example, or a quote. Follow each quote with a simple opinion.

Things to have in mind:
 * Stay on topic, and try to fill the requirements of the paper. That's the objective, nothing more, nothing less.
 * Be objective, avoid controversial opinions unless you have very strong arguments to support your opinion.
 * Write your statements with confidence. Attitude is half of the game.

Wrapping up the paper
After you have finished your paper, go back to the top. Some readers might have noticed that one of the most important parts of a paper was neglected: the thesis statement. Normally this is written first. However, that's under the assumption that you have a clear idea of what you are writing, and where you want to get to. This assumption is not valid in the context of the book. Rather, the focus is that you don't have a clear idea about what you are writing. However, while writing the paper you will get to know what you are writing about. By the end you should know where you got to: that should be your thesis statement. Of course, make sure it looks like it was made before writing the paper.

Final details
Make sure that you include a few details to make your paper look more polished:
 * A table of contents: Remember that it was suggested to use the "Heading" styles available in your word processor? They will come in handy to create a nice looking table of contents in less than a minute. Every modern word processor will make it for you.
 * Page numbers: You have table of contents, add the page numbers to go along. Again, use you word processor feature to make the page number.
 * Sources cited: There's a very thin line between research and plagiarism. And this line can be described as citing your sources. Make sure you do it, even if it seems obvious.
 * Cover page: Make a nice yet simple cover page, and save it as template to be reused in all of your assignments. Make sure it has all of the important information:
 * Course name
 * Assignment name
 * Date
 * Your name
 * An ID number should it be required
 * Name of the professor
 * Name of the institution

title: How to Pass a Course/Assignments


text:
Category:Duck recipes

Recipes involving duck.

title: Category:Duck recipes


text:
Category:Thyme recipes

Recipes involving thyme.

title: Category:Thyme recipes


text:
Cookbook talk:Karedok (Indonesian Raw Vegetable Salad with Peanut Dressing)

Needs approximate measurements. Kellen T 07:40, 18 September 2005 (UTC)


text:
Macroeconomics/Sustainable Economic Growth

What's the difference between macroeconomics and microeconomics?

Macro- and microeconomics, and their wide array of underlying concepts, have been the subject of a great deal of writings. The field of study is vast; here is a brief summary of what each covers:

Microeconomics is the study of decisions that people and businesses make regarding the allocation of resources and prices of goods and services. This means also taking into account taxes and regulations created by governments. Microeconomics focuses on supply and demand and other forces that determine price levels for specific companies in specific industry sectors. For example, microeconomics would look at how a specific company could maximize it's production and capacity so it could lower prices and better compete in its industry.

Macroeconomics, on the other hand, is the field of economics that studies the behavior of the economy as a whole and not just on specific companies, but entire industries and economies. This looks at economy-wide phenomena such as Gross National Product (GDP) and how it is affected by changes in unemployment, national income, rate of growth, and price levels. For example, macroeconomics would look at how an increase/decrease in net exports would affect a nation's capital account or how GDP would be affected by unemployment rate.

While these two studies of economics appear to be different, they are actually interdependent and complement one another since there are many overlapping issues between the two fields. For example, increased inflation (macro effect) would cause the price of raw materials to increase for companies and in turn affect the end product's price charged to the public.

The bottom line is that microeconomics takes a bottoms-up approach to analyzing the economy while macroeconomics takes a top-down approach. Regardless, both micro- and macroeconomics provide fundamental tools for any finance professional and should be studied together in order to fully understand how companies operate and earn revenues and thus, how an entire economy is managed and sustained.


text:
Cookbook:Meatloaf I

| Meat Recipes | Midwestern U.S. cuisine

Ingredients

 * 2 lbs (900 g) ground beef
 * 2 eggs
 * 1 clove garlic, minced
 * 1 teaspoon salt
 * ¼ teaspoon ground allspice
 * Sprinkle of curry powder
 * 1 teaspoon Worcestershire sauce
 * 1 onion, chopped
 * 1–2 celery stalks, chopped
 * 1 cup (240 g) cracker crumbs
 * 1–2 cans of mushroom soup

Procedure

 * 1) Combine the ground beef, eggs, minced garlic, salt, allspice, curry powder, and Worcestershire sauce.
 * 2) Mix in the chopped onion, celery, and cracker crumbs.
 * 3) Press the mixture into a standard loaf pan.
 * 4) Bake at 400°F (200°C) for about 10–20 minutes until browned on top.
 * 5) Tilt the pan, and drain off any accumulated grease. Add the mushroom soup on top.
 * 6) Bake another 1.5–2 hours until cooked through.

title: Cookbook:Meatloaf I


text:
Cookbook talk:Meatloaf II

This is the meatloaf previously known as "Sven's Meatloaf". Original history available at Cookbook:Meatloaf. Kellen T 08:22, 18 September 2005 (UTC)

title: Cookbook talk:Meatloaf II


text:
Cookbook:Meatloaf II

| Meat Recipes | Midwestern U.S cuisine

Ingredients

 * 2 eggs
 * ½ cup (120 ml) water
 * 2 tablespoons soy sauce
 * 1 small onion, diced
 * 2 lbs (900 g) ground beef
 * 8 oz (220 g) package of pre-made stuffing (e.g. Stove Top or Paxo)
 * Salt to taste
 * Pepper to taste

Special equipment

 * Small bowl for mixing egg mixture
 * Very large bowl for mixing meat mixture

Procedure

 * 1) Preheat oven to 350°F (180°C).
 * 2) Beat eggs, water, and approximately soy sauce together in a bowl and set aside.
 * 3) Get a large bowl and mix the ground beef and stuffing together. Make sure to use your hands and combine the mixture well, as this is the most important step.
 * 4) Slowly work the egg mixture into the meat and stuffing, once again making sure to combine all ingredients well.
 * 5) Pick up the big ball of meat and pack in hands until you have formed a loaf. Place in ungreased loaf pan.
 * 6) Bake, uncovered, on the center rack of the oven for 45–55 minutes until center of meatloaf is browned.
 * 7) Drain excess grease off side of pan and let stand 5–10 minutes before cutting and serving.

title: Cookbook:Meatloaf II


text:
Cookbook talk:Cookies with Pineapple Jam Filling (Nastar)

Needs actual recipe. Kellen T 08:37, 18 September 2005 (UTC)

The addition of cheese changes the texture of the crust. I personally like it better without cheese. Another trick for better crust is never touch the dough with your palm. Only use the tip of the finger to keep the dough cool. Oh, the traditional garnish is not raisin, but clove.