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Muggles' Guide to Harry Potter/Books/Deathly Hallows/Chapter 35

Synopsis
Harry finds himself alone and naked in an otherworldly place. Hearing noise, he wishes for and receives clothing, then notices a hideous, child-like creature, nude and with flayed-looking skin, crumpled up on the floor. Dumbledore appears and lovingly greets Harry. He explains that when Voldemort took some of Harry's blood as his own, he thereby tethered his life to Harry's; Harry cannot die while Voldemort lives. Rather than killing Harry outright, Voldemort's curse destroyed the seventh soul shard within Harry's body.

Dumbledore also guesses that the two wands interacted as they did during Harry's escape from Privet Drive because after Harry and Voldemort's blood was joined, their brother wands, already connected by identical magical cores, and wielded by wizards already sharing pieces of their souls, and further bonded by their blood, merged even closer. Furthermore, during Harry and Voldemort's duel in the cemetery, Harry was the stronger; Voldemort feared death, while Harry embraced the possibility. Harry's wand thus imbibed some powers from Voldemort's, making it more powerful than Lucius Malfoy's wand. That wand, even when wielded by Voldemort, was easily overpowered by Harry's. As to why Hermione's wand was able to break his, Dumbledore speculates that Harry's wand was abnormally powerful only when it was directed against Voldemort, who it sensed was Harry's mortal enemy, as well as being his blood kin after the events in the cemetery.

Harry wonders where they are, though he himself suggests it resembles a deserted King's Cross station. More important issues are addressed: the Hallows. Dumbledore asks Harry's forgiveness for withholding information about the Deathly Hallows. Dumbledore was obsessed with them in his youth, eager to escape death, and equally eager to shine and attain glory, while Aberforth looked on in disgust. Dumbledore resented having to care for his sister, which is partly why he was so happy to befriend Gellert Grindelwald. The two young wizards bonded over their mutual search for the Deathly Hallows. An undefeatable wand would surely help them rise to power in the Wizarding world. Dumbledore wanted the Resurrection Stone to reunite his family, but Grindelwald saw it as a means to procure an Inferi army. And while neither had much interest in the Invisibility Cloak, as both were proficient in disillusionment, Dumbledore thought it would be useful to hide Ariana.

Their short-lived friendship culminated into a fight, along with Aberforth, over Dumbledore's family. Somehow, a stray curse fatally hit Ariana. Grindelwald fled, eventually starting on his rampage, but Dumbledore delayed dueling him, fearing he might learn who actually killed Ariana. After much bloodshed and desperate pleas from the Wizarding world, he felt obliged to confront his former friend and defeated him - thereby winning the Elder Wand. Dumbledore learned that Grindelwald lied to Voldemort when he said he never owned the Elder Wand, perhaps trying to protect Dumbledore in a belated remorseful act. Finally, when Dumbledore retrieved the Peverell Ring, knowing it was a Horcrux, he discovered it contained the Resurrection Stone. While he never explicitly states this, it is clear that his desire to once again see his mother and sister was too great a temptation to resist trying on the ring. But putting it on his finger triggered the deadly curse that would claim his life within a year.

By withholding this information about the Hallows, Dumbledore hoped it would take Harry longer to find them, thus giving him more time to understand their true nature and avoid the same temptation for greed and power Dumbledore had succumbed to. Death's true master is the one who never seeks to escape it, but is prepared to face it without fear.

Finally, Dumbledore tells Harry that he has a choice: if he chooses, he can head to a platform, and he would likely find a train that would take him onwards, or he can return to the living world for a chance to finish Voldemort. Harry chooses to return, but he first asks Dumbledore if their conversation has been real or is it only in his mind. Dumbledore responds, "Of course it is happening inside your head, Harry, but why on earth should that mean it is not real?"

Analysis
Throughout the series, Harry has traveled to King's Cross Station, either to depart for Hogwarts or return to London on the Hogwarts Express. The station has always symbolized the crossroad between the Muggle world and the Wizarding realm and Harry's constant shuffling between, and his conflict with, the two extremes. As Harry now finds himself between life and death, his seeing that station's simulacrum is purely expected. And though Dumbledore assures Harry that he (Harry) is not actually dead, it seems Harry can choose that option if he so wishes. Harry has literally and figuratively been stripped bare, and must decide either to board a train that will transport him to the "other side", or return to the living world and an opportunity to finally finish off Voldemort. Both are difficult choices. And though "moving on" seems frightening and contains many unknowns, Harry knows he would finally be at peace, as well as be reunited with his dead parents, and also Sirius, Lupin, and the others he has lost. Dumbledore had once told Harry that, "to the well-organised mind, death is but the next great adventure", a gateway to another realm, likely one that is better and more enjoyable than the living world, and it is a natural progression that should be embraced, not feared. But for Harry, who has yet to fully live his life, he would be forced to leave behind those he loves in the living world, especially Ginny, and any opportunity for a future with her. Also, only Harry can kill the Dark Lord, and if he "moves on," it would ensure Voldemort's victory; countless lives hinge on his decision to return to the living world, though there is no guarantee he can win. Harry finally realizes that Dumbledore did indeed always love him, and Dumbledore's actions, pitting Harry against Voldemort, was only because he knew Harry was destined by fate to do so, not because Dumbledore personally decreed it. Harry's faith and trust in the headmaster have been restored.

Before Harry's final decision, more questions are answered. The creature on King's Cross' floor would appear to be Voldemort's soul shard that had been within Harry. While this is never explained in the book, Dumbledore tells Harry that his soul is now wholly his own. According to the author in a later interview, however, it was actually the remnant of Voldemort's original soul left in his body, flayed by being sheared off for Horcruxes and damaged by his repeated murders. If that is true, we should still assume that the soul shard within Harry was destroyed when Voldemort's curse hit Harry. This would then leave one Horcrux, Nagini, that must still be killed, and Voldemort's flayed soul, though apparently dying, should not be considered dead just yet.

We now have two viewpoints regarding what happened the night Dumbledore retrieved the Ring Horcrux. Snape's memories only reveal the aftermath. And Dumbledore seems reticent to explain exactly why he put on the Ring. The Horcrux within it was likely sentient and aware that anyone wearing it would be cursed - it would fight for its survival. Earlier, the Locket Horcrux attempted to strangle Harry to protect itself, then, failing that, preyed upon Ron's emotions; would the Ring Horcrux have done any less? Dumbledore's desire was likely the same as Harry's: to be reunited with his deceased family. Recognizing the Horcrux as the Resurrection Stone, would he not, driven by guilt and desire, have been tempted to use the Stone to see them again? And would not the Horcrux, sensing this, entice him to put on the ring, knowing this should kill Dumbledore before he could destroy the Horcrux?

Dumbledore said Ariana's death was accidental. The question that continually haunted Dumbledore, and likely has been troubling Aberforth, was whose curse killed her. If it was Grindelwald, then presumably Aberforth would have sought revenge, though he probably would have been killed in the attempt. If it was Albus, then Aberforth would never have forgiven him. If it was Aberforth, then neither Aberforth nor Albus would be able to forgive himself, Aberforth for killing his own sister, and Albus for inflicting this tragic horror onto his brother. This uncertainty left the situation clouded, and prevented Albus and Aberforth from ever moving past Ariana's death, though it perhaps prevented the brothers from killing one another. Grindelwald, being considerably less caring, was only concerned that he could be blamed and took his usual course, running away.

Harry tells Dumbledore that Grindelwald lied to Voldemort, claiming he never possessed the Elder Wand, perhaps in a belated effort to protect his former friend. Dumbledore believes Grindelwald may have felt remorse in his later years. It would seem his last act on Earth was an attempt to save the world from the likes of himself. Despite lying to Voldemort, his effort was futile. Through reading Grindelwald's mind, or just through common sense, Voldemort determined that Dumbledore possessed the Elder Wand and it was now entombed with him.

Harry realizes Dumbledore planned either to die still commanding the Elder Wand, or expected that Snape would unknowingly become the Elder Wand's master, when Snape killed him, according to their prearranged plan. In either event, Dumbledore's expectation was that the Elder Wand would lose its power, either at his own death, or when Snape died without having had anyone challenge Snape for its possession. As there would be nobody left to challenge, the Wand would never transfer its allegiance to a new master. The plan failed to work out as Dumbledore intended; it has not yet been completely revealed how things did fall out, but it is likely that Voldemort, despite murdering Snape, is finding that the Elder Wand still resists his command.

Dumbledore, forever shamed by his delay to fight Grindelwald, chose to remain at Hogwarts, declining more prestigious appointments, solely to avoid succumbing again to power's seductive allure. It is difficult to imagine that Dumbledore, a brave and formidable wizard, could have ever feared anything or would leave others in peril. However, he ignored the Wizarding world's desperate pleas for help and avoided confronting Grindelwald for as long as he could because he dreaded learning that it may have been his own stray curse that accidentally killed his sister, Ariana. He may also have foreseen, and feared, the demands that he become Minister for Magic following that duel. It is only after much bloodshed during Grindelwald's five-year rampage that Dumbledore finally relented and mustered the courage to duel him. Dumbledore's delay seems incomprehensible, and he could be considered indirectly responsible for many deaths during the interim. Dumbledore, however, understood that truth can be a person's most fearsome and crippling enemy, and that fear incapacitated him during those intervening years.

Review

 * 1) Why did Dumbledore wait to fight Grindelwald? What finally prompted him to do so?
 * 2) Who does Dumbledore say is Death's true master? Why?
 * 3) Was Voldemort ever the true master of the Elder Wand? Why?
 * 4) What might the creature curled up on the floor be? Why does Dumbledore say it cannot be helped?

Further Study

 * 1) Where does Harry awaken, and what might J.K. Rowling intend for this place to represent?
 * 2) Why does Harry see this location as his "place"?
 * 3) If the scene with Dumbledore took place in only Harry's mind, how does Dumbledore know so much that Harry did not?
 * 4) Why is Dumbledore the only person in Harry's mind? Could Sirius, his parents, or other dead people have been there too?
 * 5) What does Dumbledore mean when he tells Harry, "This is, as they say, your party."
 * 6) Dumbledore admits that his plan regarding the Elder Wand did not work out as he intended. Exactly what was his plan, and what would have happened if it had unfolded as he expected?
 * 7) Should Dumbledore have withheld information from Harry about the Deathly Hallows or told him more about them early on?
 * 8) Why did Dumbledore fear that Harry might be tempted by the Deathly Hallows? Was Dumbledore justified in thinking this?
 * 9) Even though Dumbledore possessed the Resurrection Stone, was he ever Death's true master? Explain.
 * 10) How was Dumbledore able to beat Grindelwald, even though Grindelwald mastered the "undefeatable" Elder Wand?
 * 11) Dumbledore waited five years to duel Grindelwald. Does this delay make him partially responsible for the deaths of Grindelwald's many victims during those intervening years? Explain.
 * 12) Why did it fall upon Dumbledore to combat Grindelwald?
 * 13) Even though Dumbledore assures Harry that he (Harry) is not dead, why is Harry given a choice to "move on" to the next world or return to the living? Why does Harry make the choice he does?

Greater Picture
While the story never states whether the other soul seen in what we are calling the Waystation is Voldemort's principal soul or the shard that was within Harry, evidence that it was Voldemort's soul, as stated by the author, will be seen in the next chapter. Voldemort was knocked out by the rebounding Killing Curse he cast on Harry; as it thrust Harry's spirit into the void that became King's Cross station, Voldemort's diminished soul, tethered to Harry's by their shared blood bond, was dragged along.

At last, the victorious look in Dumbledore's eye when he heard that Voldemort had used Harry's blood to create his new body is explained: through their conversation here, it is clear that Dumbledore realized that this would aid Harry more than it would help Voldemort. As Harry had been protected by his mother's blood, so now would he be shielded by his own blood, now coursing through Voldemort's veins. Dumbledore also knew, though Voldemort did not, that by using Harry's blood to re-animate himself, Voldemort had ensured that Harry's death would be impossible as long as this incarnation of Voldemort lived. Further, because he willingly sacrificed himself, Harry is using the same magic to protect his friends, shielding them from Voldemort's and Death Eaters' curses, just as Lily had protected Harry by sacrificing herself.

Regarding Harry's statement that Snape was meant to be the Elder Wand's master, Dumbledore admits that that had failed to work out as planned. Harry sees this, though we do not as yet. In the next chapter, it will be learned that the Elder Wand never allied itself with Snape, and Snape's death, in turn, never gave Voldemort control over it. And though Harry confirmed this thought with Mr. Ollivander, he is still at least a little unsure about it. Dumbledore may have made the same misstep as Voldemort: despite the still-living (until Voldemort murdered them) Gregorovitch and Grindelwald as evidence, Voldemort mistakenly believed that the Elder Wand would only fully align itself to the wizard who killed its previous Master, rather than to a wizard who forcibly removes the wand from its current owner's possession. Ollivander, however, was quite emphatic that murder is unnecessary, though that trail does seem to have followed the Elder Wand. As the wand's allegiance was forcibly wrenched from Dumbledore's possession by Draco Malfoy, even though Dumbledore retained physical custody, Harry theorizes that it has allied itself with Draco. It is uncertain whether Dumbledore shares this belief, but his admission that Snape does not command the Elder Wand (nor did he ever command it) suggests that Snape's death has given him a little extra understanding. The question remains whether the Elder Wand has aligned itself with Harry once it "sensed" that Harry disarmed Draco while using Draco's own wand, the same one Draco had used to disarm Dumbledore.

Not only did Dumbledore's plan for Snape to obtain the Elder Wand ultimately fail, but it seems to have been rather risky from the start. As mentioned above, Dumbledore should have known that capturing the wand from its owner could result in it transferring its allegiance, as he certainly fully controlled the Elder Wand, as Grindelwald had had before him, when both Gregorovitch and Grindelwald were still alive – a point that Voldemort missed, not once but twice. Even though Voldemort came to physically possess the wand, he never commanded it. As it was known that Snape killed Dumbledore, there was a high probability that Voldemort would eventually deduce (wrongly) that Snape was the Elder Wand's master, and he would therefore target and kill Snape to transfer its ownership to himself. That is exactly what happened, though, fortunately, and unknown to Voldemort, Snape never commanded the Elder Wand. As Dumbledore had a pre-arranged plan with Snape to kill him, it may be that he intended for Snape alone to witness his death, thus forcibly claiming, and secretly wielding the Elder Wand. Likewise, just as Dumbledore never foresaw that Draco Malfoy would disarm him and unknowingly win the wand's allegiance (though Draco never physically possessed it), Dumbledore may also have failed to anticipate that circumstances would force Snape to return to Voldemort when he did, placing him in a dangerously close proximity to the Dark Lord.

If Dumbledore's scheme had worked as he intended, the story's outcome would depend on whether the Elder Wand remained entombed with Dumbledore, or if Snape had physically obtained it after killing Dumbledore. Entombed with Dumbledore, the wand would have remained Snape's, even after Voldemort retrieved it and carried it; Snape's death would not have aligned the wand with Voldemort, as Voldemort would not have forcefully removed the wand from its previous owner, Snape. (While this appears parallel to Harry's case, as Harry defeated Malfoy when Malfoy was not carrying the wand, there is one vital difference: the Elder Wand, in Voldemort's hands, then faced the wand that had wrenched it from Dumbledore, in the hand of the one who had seized it from Malfoy. Tenuous a connection as that seems, apparently that was enough for the Elder Wand to switch alliance. To get the same effect, Voldemort would have to claim the Elder Wand from Dumbledore's tomb while wielding Snape's wand.) However, equally the wand would not have aligned itself with Harry, as Harry would likely never have had the opportunity to wrest it from Snape. If Snape had retained the wand, Voldemort would have had one additional step to retrieve it, and it is possible that Snape would have simply given the wand to Voldemort. In that case, again as the wand was not wrested from Snape, it would remain his, and thus somewhat ineffectual in Voldemort's hands. Only if Snape had resisted turning over the wand, and Voldemort had seized it by force, would the wand owe allegiance to Voldemort, and in that case, Harry likely would have had a much more painful time of things.

It has also been suggested that Dumbledore's plan was considerably simpler: he meant to die as the Elder Wand's final master, with the wand's allegiance transferring to no one upon his death. If his plan had worked, Snape would have killed Dumbledore on Dumbledore's orders, while Dumbledore was still the Elder Wand's master, and which the Wand would not have recognized as a defeat. The Elder Wand would never afterward have had an allegiance to any living wizard, and, as a result, its bloody and dangerous cycle would have been extinguished forever. This would imply that Dumbledore was fully aware of the distinction between death and defeat, from the Wand's point-of-view. His plan failed only in that he never expected Draco to disarm him. While this is by far the simplest scenario for Dumbledore's plan, it must be mentioned that it is not explicitly described anywhere in these terms, either in the books or in the author's interviews since publication. And though it is unknown if this was ever Dumbledore's intention, it will become Harry's. After discovering that he is the Elder Wand's true master, and following Voldemort's defeat, Harry decides against ever using Elder Wand, and intends to return it to Dumbledore's tomb with the hope that its power will be terminated when he eventually dies.

It should also be noted that if Draco had killed Dumbledore as he had been ordered to do (in Harry Potter and the Half-Blood Prince), then Voldemort would likely have murdered Draco in an attempt to win the wand, though, unknown to anyone, Draco had since lost its allegiance to Harry when Harry disarmed him at Malfoy Manor. However, if Draco had remained the Wand's master, murder alone may have been insufficient to transfer its power to Voldemort had he killed Draco. The Wand's allegiance could instead have remained with Draco, its power snuffed out upon his death.

It is worth mentioning, perhaps, that in discussing the interaction between the two wands, Dumbledore also specifically refers to the wand that Voldemort was carrying during the earlier attack on Harry as, "Malfoy's poor stick". While we know from the meeting in Chapter 1 that Voldemort was carrying Lucius Malfoy's wand, Harry does not know this. Harry's later actions at Malfoy Manor in this book would indicate that he believed Lucius still had his own wand. While there are several other points that would be known only to Dumbledore in this chapter, regarding his own family life and his friendship with Grindelwald, there is no clear path by which knowledge of Malfoy's wand could have reached Dumbledore, except possibly through posthumous conversations between Snape and Dumbledore's living portrait. This one point does create some speculation about death and afterlife, as perhaps it is meant to.


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Muggles' Guide to Harry Potter/Characters/Charity Burbage

Overview
Charity Burbage is a Muggle Studies teacher at Hogwarts; she has been since at least Harry's third year, and possibly for some period of time before that. She is a strong believer in Muggle rights.

Prisoner of Azkaban
Although her name is never mentioned, Professor Burbage is apparently teaching Muggle Studies. ../Hermione Granger/ takes this course and passes her exam with a mark of three hundred and twenty percent. Hermione, however, decides to drop the course at the end of the school year so she can return to a normal class schedule.

Deathly Hallows
Professor Burbage affronts Voldemort and his Death Eaters by teaching that Muggles are not so different from wizards, and by daring to publish "an impassioned defence of Mudbloods" in the Daily Prophet. As a result, she is kidnapped by Death Eaters and summarily executed by Voldemort. Nagini, Voldemort's snake, then eats Professor Burbage's dead body. A story about her "resignation" from Hogwarts appears in the Prophet, but members of the Order of the Phoenix discount it, as they are unable to locate her anywhere after that.

Burbage is later replaced as Muggle Studies teacher by Alecto Carrow.

Strengths
Charity Burbage shows courage and determination in refusing to back down from what is right and just. As a teacher at Hogwarts and a decent, educated person, she knows that Lord Voldemort and other Dark wizards are once again at liberty in the world. Yet even during the most trying times, she persists in pursuing the right and noble cause. Moreover, as she is bound and slowly rotated upside down above the hearth at Malfoy Manor, doomed to death, she repeatedly pleads to Severus Snape, and Snape alone, to help her. This indicates that Burbage suspected that Snape was on the good side, or might, at least, have enough pity to try and spare her.

Weaknesses
Charity was captured and killed by Voldemort, but since he was very strong by this point and had an army of Death Eaters at his command, this does not indicate any weakness on her part.

Relationships with Other Characters
We must assume that she has some professional contact with Professor Snape, as she refers to him by his first name (as well as the other teachers at Hogwarts). We believe Hermione took a class with her, in Harry's third year. As we only see her for about fifteen minutes in the course of the entire series, and as she is unconscious for all but about two minutes of that time, we cannot form any serious conjectures about relationships.

Analysis
Charity's murder at the beginning of the seventh book proves to highlight a few aspects: that Voldemort is once again delighting in cold-blooded murder; that his hatred for Muggles is still very much a factor; that even Severus Snape, a colleague, would not stir to save her.

The murder itself is callous and cruel, and completely unnecessary. The fact that it is performed in front of a large group of people, including a child (Draco Malfoy) at that point, reminds the reader that Voldemort is a cold, merciless killer, and most definitely a villain.

Questions

 * 1) Do you think Charity may have been a Muggle-born witch or not?
 * 2) How long do you think Charity may have been teaching Muggle Studies for before her death?
 * 3) Why did her plea to Snape for clemency go unanswered?
 * 4) Did Draco recognise her before he was asked, since he didn't give an answer either way?
 * 5) Why did Voldemort feed her to Nagini after killing her, as opposed to just disposing of the body?

Greater Picture
Charity is never mentioned in any teaching capacity throughout the course of the books, not even getting the cursory mentions that Professors Sinistra, Vector and Babbling do. She is introduced to us as an innocent party for Voldemort to kill, which also serves as a dramatic introduction to the final book.

However, her appearance here also serves as a prudent reminder that Hogwarts is a large, functioning educational establishment with numerous subjects and teachers, well beyond the core staff that we see more regularly throughout the series.

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


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Wikijunior:World War II/Overview of World War II

What is World War II?
"World War II." I bet you can guess something about this war just by its name: the whole world seemed to be fighting, and it wasn't the first time. Maybe you've heard of World War II before, or maybe you haven't. It was a very, very sad war. Your grandparents or your great-grandparents might have experienced it. Now, you'll get to travel through time and see it for yourself. You'll watch the blitz fill the skies of the United Kingdom, you'll fight with the soldiers on D-Day in France, you'll fly in the Battle of the Coral Sea where the Japanese faced the Americans. You will also experience the battlefield of the Eastern Front, where the largest conflicts of war took place between the Soviet Union and Germany and her allies.

First, you might want to know a little about the war. World War II was almost exactly six years long: it started on 1 September 1939, and it ended on 2 September 1945. Over 60 million people died as a result, making it the worst war in human history. Many countries fought in this war. Germany, Italy, Japan, Bulgaria, Romania, Hungary and other countries were known as the "Axis". The United Kingdom, France, the Soviet Union, Republic of China, India, Australia, Canada, New Zealand (and many other counties of the British Empire) and the United States were known as the "Allies". Italy (and some other countries) switched sides part way through the war.

Are you ready to enter World War II? Then let's go!


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Wikijunior:World War II/Before The War in Europe

Before World War II, Germany and France had been in conflict in Europe for almost 80 years, and had fought two large wars, the Franco-Prussian War and World War I (aka The Great War).

The "Treaty of Versailles" which had been drafted by the leaders of Britain (Lloyd George), France (Geroges Clemanceau), Italy (Vittoria Emanuale Orlando) and the United States (Woodrow Wilson), was harsh on Germany. The treaty left Germany with all of the blame for the war (despite the circumstances, and the fact that Austria-Hungary started the war). It also placed very tough rules about what the Germans could do. They had to give up land, could only have a very small army with no modern weapons like tanks, and had to pay an incredibly large fine called "reparations" to the winners of the war (the "Allied Powers"), that destroyed the country economy and produced unsupportable unemployment numbers.

Anger at the treaty in Germany grew, and was exploited by The National Socialist German Workers' Party, that was last led by Adolf Hitler in 1933, leading to the establishment of totalitarian regime known as the Third Reich.

Hitler spoke publicly demanding an end to the treaty. In the 1930s an economic crisis also added to German Dissatisfaction leading to Hitler's rise to power. Meanwhile in Italy, Benito Mussolini had come to power, and was rapidly creating an Italian Empire.

The rise of both Germany and Italy, gave the former allies Britain and France grave concerns, given that the Great War had cost many lives. Britain did not want another catastrophic war, and felt under-prepared to fight one.

As a result of this Britain and France tried diplomatic solutions, although the League of Nations which had been established to resolve disputes between nations, proved in practice to be hopelessly ineffective.

Both Britain and France also attempted to conclude agreements with both Mussolini and Hitler, to prevent attacks. Additionally Britain, France and Poland concluded an alliance which agreed that if Germany or Italy attacked any of the three countries, the other two countries would attack Germany or Italy.

The Germans made an agreement, but they never planned to stick to it. Secretly they had made agreements with the Soviet Union that they would both attack Poland and never fight each other. Germany was also advancing a policy of reuniting the German speaking peoples, as well as recovering lands taken from it at World War I. They took over Sudetenland, part of Czechoslovakia, and Austria.

German preparation
Since World War I, the Germans had learned many lessons. One very important idea they had was about how to use tanks. In World War I, tanks were a new idea and had been used to work with infantry (soldiers fighting on foot). This meant the tanks moved slowly and were heavily armoured to protect the soldiers against enemy guns. The Germans new idea was for tanks to work only with soldiers carried in lorries, usually armoured ones. This meant the tanks could advance much quicker. The Germans planned to smash through enemy defenses then dash forward in their tanks for miles until they had cut off the enemy from any support. Then the infantry could capture the cut off soldiers. This new idea was very advanced and would lead to all of the German success at the beginning of the war.


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Belarusian/Lesson 15

Some Popular Belarusian Names
Here are some names popular with Belarusians.

Men's names.

Women's names.

Verbs in бiць, вiць etc.
Verbs of the second conjugation ending in бiць, вiць, пiць or мiць obtain л letter in the first person singular. This feature is also characteristic to vern ending in б/в/п/м + ець/аць belonging to the second congugation.

Nouns: Accusative
The accusative case is used with nouns, pronouns etc. being direct objects of something. E.g., in a sentence A is doing B, A would be used in the Nominative whereas B would be put in the Accusative.

The table illustrating the rule for nouns Accusative endings is given below.

(*) ча́пля is a heron

As you can conclude from the table, the Accusative case has its own endings only for singular first declension nouns. For other nouns, the endings are "stolen" either from the Genitive or from the Nominative. Note that endings often differ for animate and inanimate nouns. This difference is reflected in question words for the Accusative, which are каго (as in the Genitive) for animate nouns, and што (as in the Nominative) for inanimate things.

'''Што гэ́та? - Гэ́та го́рад.''' What is this? This is town.

'''Хто гэ́та? - Гэ́та конь.''' Who is this? This is a horse.

'''Каго́ ты ба́чыш? - Каня́.''' Whom do you see? [I see] a horse.

'''Што ты ба́чыш? - Го́рад.''' What do you see? [I see] a town.

Like with Countables and Uncountables
When you say "I like X" in Belarusian, you put X into Accusative case. If the X is countable, you put it into plural, otherwise you leave it singular.

люблю́ кве́ткi. I like roses.

люблю́ мёд. I like honey.

люблю́ саба́к. I like dogs.

люблю́ му́зыку. I like music.

In Belarusian, the following groups of nouns are uncountable:

 * friable substances: авёс (oats), гаро́х (peas), фасо́ля (French beans)
 * berries: сунiца (strawberries), малiна (raspberries), вiнагра́д (grapes). BUT the word я́гада (berry) itself is countable
 * most vegetables: бу́льба (potatoes), мо́рква (carrots), капу́ста (cabbages), цыбу́ля (onions)

Countable nouns are used in singular if they are interpreted not as a thing but as a state or as a concept:

люблю́ вясну́. I like spring.

люблю́ лес. I like the forest.

Some nouns can be used both in singular and in plural, depending on their meaning:

люблю́ пту́шку. I like poultry.

люблю́ пту́шак. I like birds.

Likes and Dislikes
Part 1. Say whether you like or dislike the following things using the verb любiць. Be sure to put the objects into the Accusative case.

Sample: Я не люблю кошак. Я люблю сабак.

мыш (mouse)

аўто́бус (bus)

цыбу́ля (onion)

цягнiк (train)

вясна́ (spring)

ле́та (summer)

во́сень (autumn)

зiма́ (winter)

снег (snow)

Джордж Буш (George Bush)

дождж (rain)

каза́ (goat)

я́блык (apple)

конь (horse)

бу́льба uncountable (potato)

Clue: Hе люблю мышэй, аўтобусы, цыбулю, цягнiкi, вясну, лета, восень, зiму, Джорджа Буша, снег, дождж, коз, яблыкi, бульбу

Part 2. Using the chart below, say

a) what Hanna likes

b) what Vasil does not like

c) what both Hanna and Vasil like

Clue: (a) Ганна любiць катоў, лета, капусту, яблыкi, горад, мышэй, ноч (b) Васiль не любiць сабак, лета, дождж, горад, ноч (c) Васiль i Ганна любяць катоў, капусту, яблыкi, мышэй

Translation
Translate into Belarusian.

(1) Do you like summer? No, we don't like summer. we like winter.

(2) Does Vera like travelling? Yes, she likes travelling.

(3) What are they doing? They are sleeping.

(4) What do you see? I see a dog and a bird.

(5) What are you doing? I am feeding the cats.

(6) Do you like swimming? No, I don't like swimming.

(7) Do you like berries? Yes, I like strawberries and raspberries.

(8) Ivan likes potatoes, carrots and apples.

Clue: (1) Вы любiце лета? Не мы не любiм лета, мы любiм зiму. (2) Вера любiць вандраваць? Так, яна любiць вандраваць. (3) Што яны робяць? Яны спяць. (4) Што ты бачыш? Я бачу сабаку i птушку. (5) Што ты робiш? Я кармлю катоў. (6) Ты любiш плаваць? Не, я не люблю плаваць. (7) Ты любiш ягады? Так, я люблю сунiцу i малiну. (8) Іван любiць бульбу, моркву i яблыкi.

title: Belarusian/Lesson 15


text:
User:Soroush

 * me is mostly @ fa.wikipedia.org = w:fa:کاربر:Soroush

fa:کاربر:Soroush

title: User:Soroush


text:
User talk:Psu256

Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

If you have any questions about the Muggle's Guide in particular (specifically how we write things here and our set of standards), please leave me a message at my talk page. Thanks. -within focus 12:29, 23 July 2007 (UTC)

title: User talk:Psu256


text:
User talk:Nbelle

Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

If you have any questions about the Muggle's Guide in particular (specifically how we write things here and our set of standards), please leave me a message at my talk page. Thanks. -within focus 12:30, 23 July 2007 (UTC)

title: User talk:Nbelle


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User talk:Ongkaty

Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

If you have any questions about the Muggle's Guide in particular (specifically how we write things here and our set of standards), please leave me a message at my talk page. Thanks. -within focus 12:30, 23 July 2007 (UTC)

title: User talk:Ongkaty


text:
User:Damien Karras

.

title: User:Damien Karras


text:
Talk:Muggles' Guide to Harry Potter/Books/Deathly Hallows/Chapter 35

In this entry the editor states: "Dumbledore eventually had all three Hallows, he lost his head and tried to unite them, and in putting on the ring brought on the curse in his arm that was to claim his life within a year"

I believe the editor is incorrect in his assumption that Dumbledore tried to "unite them." How could he? Harry had the cloak at the time Dumbledore found the ring - he did not lose his head over thinking he could unite the three horcruxes. His reason for losing his head and not realizing there would probably be a curse on the ring is because for a flash of a moment he believed he could bring his younger sister back from the dead with the hallow. His remorse was great, as was his need to express it to his deceased sister. It had nothing to do with uniting the hallows.

 * The unnamed editor above is correct. While Dumbledore had heard, apparently correctly, that the one who could unite all three Hallows would in fact conquer Death, the only way to conquer Death is to accept it. "To the truly organized mind, Death is but the next great adventure." Dumbledore had accepted death at that point, and was not dismayed to learn that he had at best a year left, so uniting the Hallows was no longer something he would be interested in.
 * Dumbledore never had all three Hallows, although when he had the Ring, he did know where all three of them are, as Harry does when he walks, effectively unarmed, to meet Voldemort in the Forbidden Forest in the next chapter. It is perhaps worthy of note that Harry releases the Stone and returns the Wand to Dumbledore's tomb, thus deliberately losing one of the Hallows and quite possibly ending the power of the second.
 * I personally believe that the reason Dumbledore put the ring on his finger is because the Horcrux in the ring, like the locket Horcrux, was tempting him in order to attempt its own survival, and had led him to believe that by use of the Resurrection Stone he would be able to restore Ariana and Kendra to life. Dumbledore recognized the Stone for what it was, I am sure, and as the locket Horcrux read Ron's thoughts and acted to play against them, I am certain that the ring Horcrux would have read and played upon Dumbledore's thoughts. We won't, of course, ever know that; it is through Snape's memories that we learn what had happened, and Snape was not present when he put the ring on. Chazz (talk) 06:39, 2 August 2007 (UTC)

 * So why have I not corrected this? I haven't yet had the chance. There are a lot of other things wrong with it, and I would like to hold off on touching it until I have the necessary time to fix it right, and the actual book in front of me. Chazz (talk) 18:50, 3 August 2007 (UTC)

A great deal of the discussion in the "Greater Picture" section of this page is spent talking about Dumbledore's plan to have Snape become the true master of the Elder Wand by killing him, and how things might have unfolded if the plan was successful. However, that was not Dumbledore's true plan. He meant to die as the final master of the Elder Wand, with the allegiance of the wand not transferring to anybody at all when he died. If his plan had worked, Snape would have killed Dumbledore on Dumbledore's orders, which would not have been recognized by the Elder Wand as a defeat. The Elder Wand would never afterward have had an allegiance to any living wizard, and as a result its bloody and dangerous cycle would have been stopped forever. --Ferday (talk) 19:07, 26 August 2009 (UTC)
 * An intriguing theory, and one that should be in the Greater Picture as well... as you don't seem to have put it there in the five or more months since you posted this, I will add it myself. Chazz (talk) 01:21, 21 January 2010 (UTC)

Actually, Harry knew that Voldemort tried to use Lucius Malfoy's wand against him. He heard Voldemort mention it when their minds briefly connected while Voldemort was torturing Ollivander.


text:
Lowland Scots/Lesson01

Lowland Scots Lesson One: The Basics

Articles
English has the words "the", "a" and "an". These words are called "articles" and are used to refer to concepts which are specific (the, which is definite) or general (a and an, which are indefinite).
 * A man. The man. A group of men. The men.

Some languages will have one but not the other. Some languages have neither. Scots has both, and the rules are slightly simpler than in English.

The
The Scottish word for "the" is also the (pronounced more like "theh" instead of how we pronounce it "thuh") and it almost exactly like in English. The only difference is that it is also used before the names of seasons, days of the week, many nouns, diseases, trades, occupations, sciences and academic subjects. It is also often used in place of the indefinite article and instead of a possessive pronoun: the hairst (autumn), the Wadensday (Wednesday), awa tae the kirk (off to church), the nou (at the moment), the day (today), the haingles (influenza), the Laitin (Latin), The deuk ett the bit breid (The duck ate a piece of bread), the wife (my wife) etc.
 * Scots: The hoond. The tree. The waw.
 * English: The dog. The tree. The wall.

A
The Lowlands word for "a" and "an" is simply "a".
 * Scots: The hoose. A aiple. The loanin an a tree.
 * English: The house. An apple. The field and a tree.

Am, Is, are, was, were
"Am", "is", and "are" are the same in Scots, but "was" and "were" are simply "wis", though "were" is sometimes "war" in the language.
 * Scots: A am, she is, we are, he wis, thay wis/war.
 * English: I am, she is, we are, he was, they were.

Pronouns
Words like "he" and "she" are pronouns. The Scottish system has a few differences over English, as you will see below:
 * A1 I
 * me2 me
 * ma3 my
 * ye4 singular "you"
 * he he
 * his his
 * she she
 * her her
 * him him
 * it5 it
 * we6  we
 * us7 us, me
 * thay they
 * thaim them
 * thair their
 * yese8 plural "you"
 * yer9 your

The most recognizable difference is the distinction between singular and plural "you". English used to have the same distinction; it used "thou" for singular "you" and "ye" for plural "you". However, "thou" fell into disuse, and "ye" took its place and became modern "you". "Yese/Youse" would be used in a sentence such as, "A lue10 yese/youse", which translates to, "I love you all". "Ye" would be used in all other cases, like "Wha are ye?", meaning "Who are you?" Scots: English:
 * Hou11 are ye?
 * Hou are yese?
 * How are you? (Friendly)
 * How are you? (More than one person) or How are you all? or How are all of you?

 * 1: Also "I" when used to emphasize.
 * 2: Also "us" or "hus".
 * 3: Also "ma certes".
 * 4: Also "you".
 * 5: Also "hit".
 * 6: Also "oo".
 * 7: Also "hus", "us".
 * 8: Also "youse".
 * 9: Also "your".
 * 10: Also "amour" or "love".
 * 11: Also "whitwey".

Prepositions
Prepositions, like the name suggests, describe positions and the relationships between things. Some language courses choose to describe these in more advanced lessons, but it's difficult to form sentences without them. Here we will introduce a few basic prepositions, but we will discuss them in greater depth in a future lesson. The number of sentences which you can now build with a minimal vocabulary has increased dramatically.
 * amang among
 * in in
 * on1 on (as in I put my books on my desk)
 * unner under (very similar to the English word)
 * ahint2 behind
 * atween between
 * wi with
 * neist tae3 next to
 * forbye besides
 * Scots: We are in the hoose.
 * English: We are in the house.

 * 1: Also "ontae".
 * 2: Also "aback" or "hinder".
 * 3: Also "til".

Vocabulary list
This is a vocabulary list. Some of these words have appeared previously in this lesson and some are new.

 * aiple apple
 * tree tree
 * door door
 * eat eat, to eat
 * hair hair, a small portion
 * dug1 dog
 * cat2 cat
 * meat3 food
 * lassie4 girl
 * ken know
 * moose mouse
 * hoose house
 * kirk church
 * waw wall
 * fowk people
 * reid red
 * leid language
 * laddie5 boy
 * son son
 * bairn child
 * tuith tooth
 * sit sit, to sit
 * sleep sleep, to sleep
 * the toun city
 * chyre chair
 * black black
 * table6 table
 * hackit7 ugly
 * loanin8 field, paddock, lane
 * bide to reside, live at, lodge, stay

 * 1: Also "duggie", "hoond", or "tike".
 * 2: Also "baudrons", "cheetie", "pous", or "pousie".
 * 3: Also "farin", "leevin", "mealtith", or "fuid".
 * 4: Also "lassie" or "quean".
 * 5: Also "callant", "lad", "boy", or "loun".
 * 6: Also "buird".
 * 7: Also "grugous", "ill-farrant", "uggsome", or "ougly".
 * 8: Also "lea".

Practice
Translate these sentences into English. Translate these sentences into Lowland Scots.
 * Ye are John.
 * The hoose is reid.
 * She bides in the toun.
 * The lassie wi black hair.
 * The dug sleeps unner a tree.
 * The cat eats the meat.
 * A sit on the chyre neist tae the table.
 * Yese are ahint the door in the waw.
 * I am Jack.
 * It is under the table.
 * The door is in the red wall.
 * The mouse lives under the house.
 * A dog is sleeping behind the chair.
 * The tree is in the field.
 * The boy with food.
 * You eat an apple.

Answers
Answers to the above exercises.
 * You are John.
 * The house is red.
 * She lives in the city.
 * The girl with black hair.
 * The dog sleeps/is sleeping under a tree.
 * The cat eats/is eating the food.
 * I sit/am sitting on the chair next to the table.
 * You are behind the door in the wall.
 * A am Jack.
 * It is unner the table.
 * The door is in the reid waw.
 * The moose bides unner the hoose.
 * A dug sleeps ahint the chyre.
 * The tree is in the loanin.
 * The laddie wi the meat.
 * Ye eat an aiple.

End of lesson one
That concludes the very first Lowland Scots lesson, and by now you should already be able to form simple sentences. Use the vocabulary you have learned to form your own sentences!

<>

title: Lowland Scots/Lesson01


text:
User:Wonkibooks

Sorry I don't take the time to make an interesting user page. :)

title: User:Wonkibooks


text:
User talk:Jonathanlau66

I see that you have taken an interest in the Wikijunior Word War II book. Welcome to Wikibooks, here are a few tips.

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

-- xixtas  talk 14:10, 23 July 2007 (UTC)

title: User talk:Jonathanlau66


text:
Talk:C Sharp Programming/Syntax

IMHO
I think this book starts out far too complexly. There is no need for such complex ideas to be presented right off the bat. Doing so is only going to discourage programmers from reading on. I am going to start rewriting this and other pages so that the pages reflect the level of knowledge readers would have at that point.

OOPsie
Why does every article here emphasize how object-oriented C# is? Bolding it and waving it around and such? Yeah, I get it. This language is just like every other language. But to be honest, it isn't always a compliment. 75.71.222.111 (talk) 00:40, 17 March 2010 (UTC)

The page need to be improved it does not suit for a beginner student.

references?
There is not a single reference to the C# language spec!

Comma-separated statements?
You mention in the Syntax section that you can have comma-separated statements, but I didn't see any examples of that. Please consider adding it. --Djfish22 (discuss • contribs) 20:33, 23 December 2021 (UTC)

title: Talk:C Sharp Programming/Syntax


text:
Cookbook:Asparagus with Sesame Seeds and Soy Sauce

Asparagus with sesame seeds and soy sauce pairs very well with grilled beef, lamb or salmon. It can also be served chilled as part of a brunch menu. Asparagus is high in folic acid and fibre. Using organic ingredients enhances taste, health and the environment.

Ingredients

 * 20–32 asparagus spears, preferably thin
 * 2 tbsp (30 ml) soy sauce
 * 1 tbsp (15 ml) sesame seed oil
 * 2 tbsp (30 ml) sesame seed (If available, use Gomasio instead, and omit the salt)
 * Kosher salt

Equipment

 * Steaming pot
 * Bamboo steamer or asparagus steamer

Procedure

 * 1) Prepare steamer and bring water to a boil.
 * 2) Trim asparagus spears in half, discarding (or composting) the thicker ends.
 * 3) Steam the asparagus for 8–10 minutes, until tender, but still crisp.
 * 4) Heat a small skillet or frying pan on medium heat. Add the sesame seeds and shake or stir. They are done when they just begin to darken and give off a pleasant toasted aroma. Be careful not to leave unattended as they can easily burn.
 * 5) Remove asparagus from steamer, shake to drain water, and arrange on serving plate.
 * 6) Drizzle the soy sauce and the sesame oil over the asparagus.
 * 7) Sprinkle with the sesame seeds, and give a very light sprinkle with the Kosher salt.

Notes, tips, and variations

 * One way to gauge the best place to cut an asparagus spear is to gently grasp each end and bend the spear. The point at which is begins to break is where the stem begins to become tougher.
 * Gomasio is a Japanese seasoning made with sesame seeds and salt. I obtain mine at a local health food store. It can also be spelled "gomashio".


text:
User talk:Scorpiorick

Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

If you have any questions about the Muggle's Guide in particular (specifically how we write things here and our set of standards), please leave me a message at my talk page. Thanks. -within focus 17:11, 23 July 2007 (UTC)

title: User talk:Scorpiorick


text:
Internet and Society/The Internet and the Law

 * 1) /Copyright and Patent Law/
 * 2) /Privacy/
 * 3) /Censorship/
 * 4) /Defamation/


text:
User talk:Laqerhill~enwikibooks

Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

If you have any questions about the Muggle's Guide in particular (specifically how we write things here and our set of standards), please leave me a message at my talk page. Thanks. -within focus 17:24, 23 July 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:21, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:11, 19 April 2015 (UTC)

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User talk:Ashish20

Welcome, !

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User talk:YellOwFella~enwikibooks

Welcome, !

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If you have any questions about the Muggle's Guide in particular (specifically how we write things here and our set of standards), please leave me a message at my talk page. Thanks. -within focus 17:25, 23 July 2007 (UTC)

Chapter 34
Now that wasn't a very good edit. I hope it will not happen again. Thanks. -within focus 17:44, 23 July 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:54, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:39, 19 April 2015 (UTC)

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text:
Internet and Society/The Internet and the Law/Copyright and Patent Law

=Copyright and Patents in the Internet Age=

Early History
Printing press initiated copyright regulations ... Monarchy maintained them Later parliament maintained them and police tried to enforce them (which wasn't feasible).

U.S. Constitutional Basis for Copyright and Patent Law
Article I, Section 8 of the Constitution grants the Congress the power, among other things, To promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries;

http://www.law.cornell.edu/constitution/constitution.articlei.html#science%20and%20useful%20arts

Patent Law
Most content in this section comes from the FTC/DOJ 2003 report on Patents and Competition

What is a patent?
A patent is essentially a monopoly on creation of a product or method for creating a product (or providing a service) granted by the government for a limited periodof time (usually 20 years from date of file or 17 years from date of grant, which ever comes first).

There are three types of patents
 * utility patent (new invention or process)
 * design patent (new original or ornamental design for a manufactured object)
 * Examples of design patent application drawings: http://www.uspto.gov/web/offices/pac/design/drawing.html
 * plant patent (patent on a new variety of plant)

For further information see the Wikibooks on US Patent Law or Canadian Patent Law.

How can a patent promote the progress of science and useful arts
A patent guarantees exclusive rights to the inventor for a given period of time and this by consequence enhances the ability for commercialization and may be an incentive to foster innovation.
 * inventor has 20 years to recoup research and development costs
 * inventor may have easier time getting financing
 * with venture capital it should allow small firms to compete with big ones, but small firms may have trouble litigating.

How might patents serve to slow the progress of useful arts?
It may discourage innovation because once the exclusivity of a patent exists no one else is allowed to build on that specific idea without paying royalties to the patent holder (or breaking the law).
 * the advent of 'patent thickets' can create an environment where it is difficult to remain competitive without infringement.
 * a monopolist may create higher prices and lower availability of the product
 * a monopolist can inhibit add-on innovation

How can competition without patents promote the progress of science and useful arts
With no restrictions on further development of a product, innovators are free to begin to improve the product as soon as it is made public.

Innovation -- what are the competitive advantages to funding R&D independent of patents
An R&D infrastructure would become experienced in the area of interest and would be more capable of follow-on innovation.

What are the competitive advantages to commercializing ideas one develops
=Problems with current Patent System=


text:
First Aid/Abuse & Neglect

Abuse: is when a person's well-being is deliberately and intentionally threatened. In some jurisdictions, if you are a health care provider then you may be obligated to report abuse or neglect that you observe. In particular, if you are in any position of authority in relation to a child, you are likely required by law to report child abuse.

If you are not under a professional duty of care, it is strongly recommended that you report any instances of suspected abuse. Stick to reporting the facts, and let the authorities determine the truth of any suspicion. Never confront the potential abuser yourself - consider your own safety.

The most vulnerable groups are the young and elderly, but be aware of the potential for abuse in all people (such as abuse of a spouse of either gender).

 * Physical abuse
 * abuse involving contact intended to cause pain, injury, or other physical suffering or harm.

 * Emotional abuse
 * a long-term situation in which one person uses his or her power or influence to adversely affect the mental well-being of another. Emotional abuse can appear in a variety of forms, including rejection, isolation, exploitation, and terror.

 * Sexual abuse
 * is defined by the forcing of undesired sexual acts by one person to another.

 * Neglect
 * a category of maltreatment, when there is a failure to provide for the proper physical care needs of a dependent.

Some forms of abuse may be more obvious such as physical abuse but the rest may be concealed depending on the victim. If you notice any whip marks, burns, bruises with an unexplained origin, slap marks, bite marks, etc., you may suspect abuse.

If the person's life is in immediate danger then you should contact emergency medical services. As a first aider you are in a good position to do this without suspicion - if questioned you should state that you believe the victim requires further treatment. If possible, you should request police assistance, although not if you are in the presence of the suspected abuser. To help with this, some ambulances operate a safeword system (usually for their crews) which can be entered in to the call to flag an abuse query. These are not widely published (to protect their usage), but if you work for a recognized organization, they may be willing to share this word with you or your group.

If the person's safety is not in immediate danger, you should contact your local government department which deals with accusations of abuse, which may vary within locations by the demographics of the person being abused (child, elder, learning difficulties etc.). If in doubt, contact your local police, who should be able to signpost you to the most appropriate service.

title: First Aid/Abuse & Neglect


text:
C Sharp Programming/Naming

This section will define the naming conventions that are generally accepted by the C# development community. Some companies may define naming conventions that differ from this, but that is done on an individual basis and is generally discouraged. Some of the objects discussed in this section may be beyond the reader's knowledge at this point, but this section can be referred back to later.

Reasoning
Much of the naming standards are derived from Microsoft's .NET Framework libraries. These standards have proven to make names readable and understandable "at a glance". By using the correct conventions when naming objects, you ensure that other C# programmers who read your code will easily understand what objects are without having to search your code for their definition.

Namespace
Namespaces are named using Pascal Case (also called ) with no underscores. This means the first letter of every word in the name is capitalized. For example:. Pascal Case also means that acronyms of three or more letters should only have the first letter capitalized (MyXmlNamespace instead of MyXMLNamespace).

Assemblies
If an assembly contains only one namespace, the assembly and the namespace should use the same name. Otherwise, assemblies should follow the normal Pascal Case format.

Classes and Structures
Pascal Case, no underscores or leading, , or. Classes should not have the same name as the namespace in which they reside. Any acronyms of three or more letters should be Pascal Case, not all caps. Try to avoid abbreviations, and try to always use nouns.

Exception Classes
Follow class naming conventions, but add Exception to the end of the name. In .Net 2.0, all classes should inherit from the base class, and not inherit from the.

Interfaces
Follow class naming conventions, but start the name with and capitalize the letter following the. Example: The  prefix helps to differentiate between Interfaces and classes and also to avoid name collisions.

Functions
Pascal Case, no underscores except in the event handlers. Try to avoid abbreviations. Many programmers have a nasty habit of overly abbreviating everything. This should be discouraged.

Properties and Public Member Variables
Pascal Case, no underscores. Try to avoid abbreviations.

Parameters and Procedure-level Variables
Camel Case (or ). Try to avoid abbreviations. Camel Case is the same as Pascal case, but the first letter of the first word is lowercased.

Class-level Private and Protected Variables
Camel Case with a leading underscore. Always indicate or  in the declaration. The leading underscore is the only controversial thing in this document. The leading character helps to prevent name collisions in constructors (a parameter and a private variable having the same name).

Controls on Forms
Pascal Case with a prefix that identifies it as being part of the UI instead of a purely coded control (example a temporary variable). Many developers use as the prefix followed by a descriptive name such as  or  ("txt" stands for TextBox control and "lbl" for Label control)

This is in effect Camel Case; furthermore, this naming convention is known as Hungarian naming convention and is typically discouraged in modern programming. Variables in this style have names like lblSurname or tbSurname, rather than surnameLabel or surnameTextBox. This has the added advantage that similar UI elements are listed alphabetically contiguously in IntelliSense.

Some samples are below for ASP.Net web form controls:

Constants
Pascal Case. The use of SCREAMING_CAPS is discouraged. This is a large change from earlier conventions. Most developers now realize that in using SCREAMING_CAPS they betray more implementation than is necessary. A large portion of the .NET Framework Design Guidelines is dedicated to this discussion.

Example
Here is an example of a class that uses all of these naming conventions combined.

C 샤프 프로그래밍/명명 규칙

title: C Sharp Programming/Naming


text:
User:Arsharpe/drafts/bvs beginners

=BVS Facilities=
 * Photo Gallery]
 * [General Forum]

=Vehicle Information= Berlingo FAQ

xxFAQ

Charging Points http://www.ev-network.org.uk/

Current Projects...

title: User:Arsharpe/drafts/bvs beginners


text:
User talk:Arsharpe/drafts/berlingo service manual current

=Add about an auxiliary battery not holding charge.=

Faulty battery could take 4 amps continuously = 48w = 70w from = 0.3 mile off range.


text:
Talk:Ecology/Environmental Response

This is a test of the discussion page.

Is the world round because of solar irradiation as stated in this chapter??? --PaulWLepp 04:26, 4 September 2007 (UTC)

I added a bit about pH that can be reviewed. I also added a correction, the world is not round because of irradiation. That can also be reviewed.--Slevadney 02:52, 5 September 2007 (UTC)

The world is round due to gravity.--Murphyangus 6:53, 20 September 2007 (UTC)

title: Talk:Ecology/Environmental Response


text: MediaWiki:Anoneditwarning

title: MediaWiki:Anoneditwarning


text:
Talk:First Aid/Asthma & Hyperventilation

Asthma Inhaler
Would it be better to get an image of just an inhaler for the image of asthma inhalers? The first one is of Advair which doesn't replace a fast-acting inhaler for sudden symptoms. Mike6271 22:45, 23 July 2007 (UTC)


text:
Talk:First Aid/Triage

Triage
Do you think that we should try START triage here? START is pretty simple and it is all flow-chart based so it is easy for people to learn and remember? Mike6271 22:47, 23 July 2007 (UTC)

title: Talk:First Aid/Triage


text:
Cookbook talk:Lentil Rice Loaf

Can the original author please indicate at which point in the recipe the onion is to be added? Thanks. What type of lentils should be used?
 * I added this, thanks for the note. I'll try to check back more frequently than once a year! Demi T/C 02:48, 24 January 2008 (UTC)

title: Cookbook talk:Lentil Rice Loaf


text:
Adventist Youth Honors Answer Book/Stuffing Recipe

Ingredients

 * 1 small onion
 * 1 stalk of celery
 * 1 clove garlic
 * 2 Tablespoons butter or margarine
 * 1/2 teaspoon sage
 * 1/2 teaspoon thyme
 * 1 cup vegetable broth
 * 4 cups bread crumbs

Procedure
Finely chop the onion, celery, and garlic, then sauté them in the margarine in a 2 quart pot until transparent. Add the sage and thyme and vegetable broth and simmer for 5 minutes. Remove from heat and add the bread crumbs, folding them into the mixture. Let it sit for 10 minutes, fluff, and serve.


text:
User:(3lack(V)agus

Im me... and Im not... (3lack (V)agus

title: User:(3lack(V)agus


text: User:Andrew Hampe

title: User:Andrew Hampe


text:
Wikijunior:World at Work/Baker

fr:Wikijunior:Le monde au travail/Boulanger

title: Wikijunior:World at Work/Baker


text:
Belarusian/Lesson 16

Countries and Nationalities
Here are Belarusian names for major countries and nationalities.

Adjectives
The Accusative form of adjectives and other attributive words depends on the word. If its Accusative ending is like Nominative, then the adjective is also like Nominative; if it is like the Genitive - the Adjective gets the ending of the Genitive.

title: Belarusian/Lesson 16


text:
Muggles' Guide to Harry Potter/Books/Deathly Hallows/Chapter 10

Synopsis
Harry awakens in the early hours, pondering the daunting task Albus Dumbledore gave him and the tales about Albus' young life. Bored, he explores the mansion. On the second landing, the room Ron and Harry previously used has been searched, presumably by Death Eaters. Sirius Black's room on the next floor has also been searched; amid the mess is a handwritten letter from his mother to Sirius thanking him for the toy broomstick he gave Harry for his first birthday. A half-torn photo shows baby Harry riding the broomstick. The letter's second page is also missing, but the first one mentions Bathilda Bagshot, a famous wizard historian who often visits, and that Dumbledore borrowed James Potter's Invisibility Cloak. The letter ends halfway through Lily's sentence saying that she is, "surprised that Dumbledore..." Harry searches unsuccessfully for the second page.

Harry shows Hermione what he found and immediately wants to go to Godric's Hollow to meet Bathilda Bagshot and ask about his parents and the Dumbledore family. Hermione believes it is too dangerous and unrelated to their mission. Harry then notices Regulus Black's full name posted on a door; it matches the initials R.A.B. on the note found inside the fake Locket Horcrux. Hermione calls Ron then unlocks the door. Inside, they hunt for Slytherin's Locket for over an hour, but find nothing. Hermione remembers a locket that no one could open and was tossed away. Harry suspects Kreacher, the Black family House-elf who was continually retrieving discarded items, may have hidden it.

Kreacher says Mundungus Fletcher stole the locket; he also tells them that when Voldemort required a House-elf, his master, Regulus Black, gave him Kreacher. At a lake inside a cave, Voldemort forced Kreacher to drink a potion from a basin that made him think horrible thoughts. Voldemort placed a locket into the emptied basin and refilled it with more potion. Kreacher, abandoned and in misery, crawled to the water to drink, only to be dragged under the surface. However, Kreacher, as ordered, returned to his master, as House-elves can Apparate out of the cave unlike wizards.

Regulus, rejecting Voldemort's beliefs, apparently discovered the Locket was a Horcrux and had Kreacher take him to the cave. Kreacher was ordered to force Regulus to drink all the potion, then to replace the real Locket with a fake one. After consuming the potion, Regulus, thirsty, drank from the lake, only to be pulled under by Inferi. Kreacher was unable to destroy the real Locket as he had been ordered. Because he was commanded to reveal nothing, Kreacher alone knew Regulus' fate. Kreacher, distraught over failing his master, sobs uncontrollably.

Harry, though still upset by Kreacher's part in Sirius' death, is bothered more by Voldemort exploiting Kreacher. Hermione explains House-elves are used to brutal treatment, so he never resented Voldemort's abuse. Also, from Kreacher's perspective, Sirius betrayed the Black family by leaving home. The Trio must now find the Locket. Harry wins Kreacher's allegiance by telling him that their mission is to destroy the Locket, as Regulus wanted. When he gives Kreacher the fake locket, Kreacher is overcome by receiving a Black family heirloom. Harry then orders the elf to fetch Mundungus. Kreacher Disapparates to find him.

Analysis
While much information regarding the Trio's Horcrux quest is revealed, Harry's relationship to Number 12, Grimmauld Place, the house he inherited from Sirius Black, should also be examined. The house, which seems frozen in the past, provides the Trio a safe haven. Harry was happy here during his brief visits with Sirius, but he hardly considers it home, nor does he now find it comforting. Instead, its murky, decaying interior is filled with sad reminders of Harry's lost godfather who endured his own unhappy childhood there. Like the fugitive Sirius, who was long confined inside as the Ministry hunted him, Harry finds the residence to be as much a bleak prison as it is a protective refuge. Even its name reflects its grimness. The Trio must also contend with Kreacher, the belligerent House-elf Harry also inherited, and the fanatical Mrs. Black's screaming portrait. As depressing as Grimmauld Place might be, however, for now, it is secure and comfortable, and Kreacher, fully under Harry's control, is unable to betray them, though given the opportunity, he probably would if he was able to. The house has also yielded a fortuitous, if unexpected, result: a clue leading to a Horcrux.

Although many readers correctly guessed the answer, one of the most intriguing mysteries in the series, R.A.B.'s identity, is finally definitively solved. Regulus Arcturus Black is arguably the most important unseen character in the series. Like Draco Malfoy, Regulus quickly learned that being a Death Eater required far more unpleasantness than he had ever imagined or could provide. And once recruited, there is no leaving the Dark Lord's service alive. Unable to escape with his life, Regulus instead devised the plan to steal what he clearly believed to be Voldemort's single Horcrux, certain he would be killed in the process, but dying in the belief that he had helped to thwart the Dark Lord.

More is also learned about Regulus' and Kreacher's characters, their relationship with each other, with Voldemort, and what motivated them. Until now, the fanatically faithful Black family House-elf has been seen only as a rather nasty and unpleasant servant who is forced by circumstance to serve Harry, and who, if possible, would probably use any means to expose him to Voldemort. Not only does Kreacher's story explain how Regulus recovered the Locket Horcrux, but it also spotlights the callous ill-treatment the Wizarding world inflicts upon enslaved House-elves, and what little regard there is for their well-being or personal rights.

Harry remains conflicted over Kreacher, repulsed and angry that he betrayed Sirius to Voldemort, but also sympathetic to how the House-elf was exploited by the Dark Lord. Hermione explains that House-elves expect to be mistreated, and Harry comes to understand that they are hapless pawns, often abused and misused at their master's discretion. Even the name "Kreacher" (creature) implies that he and other House-elves are considered as little more than domesticated animals, albeit intelligent talking ones whose sole purpose and identity is to serve their wizard masters. Although he appears to be a despicable, inconsolable (and half-mad) wretch, Kreacher's character has been molded by the maltreatment heaped on him over the years, and by anguish over having to conceal Regulus' fate, probably coupled with remorse for being involved in it, and failing to follow his Master's final orders. Like many wizards, Sirius also treated the House-elf poorly or indifferently, though their mutual loathing was a contributing factor. Under Harry's continued kind, gentle treatment, however, it is possible that Kreacher could be transformed; even by the this chapter's end, after a very short interaction with Harry, he already seems far more willing to do Harry's bidding than we have ever seen.

As a small side light here, we should note Kreacher's return to his master. After being pulled under the lake by the Inferi, Kreacher had "come back". He never explains, he simply says he had returned to his master. It is a fair supposition that he used the House-elf form of Apparition to do so, and perhaps it is just something that he naturally does and it therefore lacks a name. We already have seen that House-elves can Apparate within Hogwarts, where the school's protective charms normally prevent Apparition. Voldemort has presumably prevented Apparition in the Horcrux cave to force any would-be thieves into running the gantlet of the lake and the Inferi. Equally, however, he clearly has failed to prevent House-elves from Apparating in the cave. Whether this is an oversight on Voldemort's part, which would support the readers' belief in his discounting non-Human magic, or whether it is simply impossible for human spell-casters to prevent Elf Apparition, is unknown.

Lily's letter to Sirius Black is a typical thank-you note and unlikely containing anything Death Eaters would consider important. That makes it even more intriguing as to why only its second half is missing. What remains provides useful information for Harry, however. Lily mentions the elderly Bathilda Bagshot, a famous wizard historian who lives in Godric's Hollow, who Lily apparently was acquainted with, and may know much about the Dumbledore clan. Harry immediately wants to go to Godric's Hollow, not only to meet Bathilda and learn more about Dumbledore and his family from her, but also to see his birthplace. Hermione vetoes this, arguing that it is unrelated to their mission, too dangerous, and she suspects Voldemort may have set a trap there. Hermione instead encourages Harry to trust his own feelings and memories about Dumbledore, rather than believing malicious rumors and unsubstantiated innuendos spread by Ron's Aunt Muriel, Rita Skeeter, and others.

The letter also mentions that Dumbledore borrowed James' Invisibility Cloak, though for what purpose is still unknown. This reminds us that Dumbledore had this Cloak in his possession when James died, and perhaps is intended to pique the reader's curiosity as to why he might have wanted it. The letter is also significant in that it is probably the first time Harry has seen his mother's handwriting or read her own words. For Harry, who has tended to identify with his father more than his mother, it awakens new-found feelings that tie him closer to her. It also shows yet another means by which the dead are able to speak from beyond the grave and affect the living.

The torn photograph adds to the mystery. Presumably its missing half contained either James' or Lily's image, proudly watching their young son flying about on his first toy broomstick. Just why someone would take the ripped half is unknown, and certainly curious.

Review

 * 1) Harry wants to meet with Bathilda Bagshot to learn more about Dumbledore. Who else might have been interested in talking to Bathilda about him and why?
 * 2) Why does Hermione tell Harry to rely on his own memories about Dumbledore, rather than what others have to say?
 * 3) How has Kreacher's behavior toward Harry changed? What might account for this?
 * 4) Why didn't Kreacher destroy the Locket Horcrux? Given what is known about Horcruxes and Elf magic, could he have destroyed it?
 * 5) Why is Harry both judgmental and sympathetic to Kreacher? What is Hermione's explanation and do Ron and Harry agree?

Further Study

 * 1) Why would only the second page of Lily's letter's and her image from the photo be missing? Who might have taken them?
 * 2) What could Harry learn about his parents and Dumbledore from talking to Bathilda Bagshot? Would her revelations be any more truthful, accurate, or unbiased than anyone else's?
 * 3) Why does Hermione advise Harry against going to Godric's Hollow or talking to Bathilda Bagshot? Should Harry listen to her advice? Explain.
 * 4) Harry suspects Death Eaters searched Grimmauld Place. Why might that assumption be wrong? Who might have searched it and why?
 * 5) How did Regulus Black know that the Locket was a Horcrux? Why was he willing to forfeit his life to destroy it?
 * 6) Kreacher says the potion he was forced to drink made him think horrible thoughts. Based on what is known about his character, what might those thoughts have been?
 * 7) Why would Regulus drink the potion, knowing it was likely harmful, rather than order Kreacher or some other House-elf to do so?

Greater Picture
The missing half of Lily's letter and the torn photograph are significant, though not in the way readers might expect. It was Snape who took the letter and the photo (with Lily's image), apparently for personal reasons rather than because they contained any vital information relating to Voldemort, Dumbledore, or the Order of the Phoenix.

The letter's mentioning that Dumbledore borrowed James' Invisibility Cloak is also significant. It will be learned that the Cloak is one of the three titular Deathly Hallows. Dumbledore's wand is another Hallow, and he was searching for the third, apparently hoping that the three Deathly Hallow's legendary ability to conquer death would reunite him with his lost family.

It is never explained how Regulus discovered that the Locket was a Horcrux. He also apparently never understood how to dispatch one, as he only directed Kreacher to take and destroy it, apparently assuming any strong magical charm would do the job. Kreacher, unable to destroy it with conventional magic, merely kept it. Harry has already learned, by means of Hermione's research, that there are only a few methods to destroy these Dark magical objects, and he must find some alternative means to eliminate Voldemort's Horcruxes. Like Regulus, Harry will likewise task someone (Neville Longbottom) to kill the last Horcrux in the event that he, Ron, or Hermione are unable to during the Battle at Hogwarts. Harry, unfortunately, neglects to instruct Neville on just how to accomplish this, leaving Neville to his own devices.

Kreacher being able to easily Apparate in and out of Voldemort's highly secure sea cave demonstrates how Elf magic differs from wizard magic. This ability, which we have now seen several times in Hogwarts, will be seen again in a later chapter when Dobby rescues the imprisoned Trio and several others by Apparating into a magically protected area. This ability also underscores a major weakness in Voldemort—a failure to consider that anyone he considers inferior could actually be more powerful magically.

Also, Hermione's fears about Godric's Hollow will prove to be well-founded, though it will later be her idea to go there.

Connections

 * Sirius having sent Harry a broom for his first birthday, as mentioned in this chapter, echoes Sirius' later purchase of a Firebolt racing broom for Harry at Christmas in Harry's third year at Hogwarts. At the time, of course, it is unknown who had sent it; Sirius reveals his role near the end of that book.


text:
Talk:Ecology/Species and Populations

How about linking to sources outside of wikipedia? Like PLOS? PaulWLepp

title: Talk:Ecology/Species and Populations


text:
Template:PBASIC Programming/Page

 PBASIC Programming

title: Template:PBASIC Programming/Page


text: Category:Book:PBASIC Programming

title: Category:Book:PBASIC Programming


text:
PBASIC Programming/Introduction

BasicStamp
The BasicStamp family of microcontrollers is manufactured by Parallax. The BasicStamps contain a Microchip PIC microcontroller unit preloaded with a PBASIC interpreter program, a voltage regulator, and a flash memory unit. The benefits are the power and small size of the PIC controller, with the added benefits of extended memory and the PBASIC instruction language, which is easier to understand and use then the PIC assembly language.

About this Book
This book is written both as an introduction to PBASIC programming, but also to embedded programming in general. For a more in-depth look at embedded systems and embedded programming, see Embedded Systems.

Who is This Book For?
This book is for anybody interested in learning to program embedded systems. One of the primary uses of the BasicStamp, at least in terms of education, is robotics. Parallax sells a number of robotics kits that are based off the BasicStamp architecture. Beyond the use in robotics, there are a number of other areas where BasicStamps can be used with great success.

An accompanying course at Wikiversity, Introduction to Robotics will be using this textbook and the BasicStamp architecture to teach students about robotics.

What are the Prequisites?
Students should have a basis of understanding in elementary algebra. No prior programming experience is required. The use of and interpretation of graphs will also be a useful skill, but is not strictly required. A background in chemistry or physics where mathematics is used to model physical phenomena will also be helpful. The reader should be able to read and understand metric system units, and be able to make simple conversions between units. For instance, the reader should know that 1000 microseconds are in 1 millisecond.

What Will This Book Cover?
This book will attempt to look at the PBASIC programming language as it is used in practice: in an embedded application. Therefore, we will need to discuss certain things that aren't purely software, such as voltage and electric circuits, sensors and actuators, etc. We attempt to keep discussions on these subjects as simple as possible, so that the reader can use the concepts in their project, but don't get weighted down with complicated mathematical theory. We do, however, need to provide enough explanation of certain concepts that the reader can employ them safely and effectively.

Are There Any Aides for This Book?
There is a robotics course at Wikiversity that uses the BasicStamp and the PBASIC language to operate simple robots. That course uses this book as its primary text. If the reader is interested in robotics, and would also like some hands-on assignments to help demonstrate the concepts learned in this book, it is recommended that they also participate in the Wikiversity course. The course is located here:

 * Introduction to Robotics

Because of its focus on robotics, the Wikiversity course may present information in a slightly different order from the way it is present here, and it may also focus more or less of different topics.

title: PBASIC Programming/Introduction


text:
PBASIC Programming/History

Microcontrollers
A modern desktop computer contains a special type of chip called a "Microprocessor". Microprocessors are common, and you hear about them all the time: "Pentium", "Athlon", "Core 2 Duo", etc. A microprocessor can do certain math calculations and it can execute instructions, but it relies on the rest of your computer (mother board, RAM, etc.) to operate. Take away one of the other parts of the system, and your computer will not work.

Similar to a microprocessor is the microcontroller, a smaller type of device that is more self-reliant. Microcontrollers do not need a special motherboard, or a special power supply, or even additional RAM to operate: you can plug them in and they will work perfectly. Microcontrollers are also typically very small and cheap as well, making them a good addition to almost any design project.

Microcontrollers can be found in all sorts of devices, anywhere from a cellular phone to a digital microwave to your car and your television. If you have something that has buttons, or something more complicated then a paper weight, it probably has a microcontroller inside.

MicroChip PIC
A common and popular type of microcontroller is the PIC, made by a company called Microchip. PIC is not just one microcontroller, but a whole family of them, each with a different size, different shape, different abilities, and a different price. Because of the large range of options, the small size, and the low price, PIC microncontrollers have been very popular devices among hobbyists and engineers. However, PICs have a number of different problems that make their use more difficult:
 * 1) They are difficult to program. Some PICs can only be programmed once, which means that you can't make any mistakes (and everybody makes mistakes). For PICs that can be reprogrammed, you need to either build a programmer or you need to buy one. Programmers are relatively complex circuits and can be tough to build. However, the programmers that you can buy might be very expensive.
 * 2) They are programmed using an assembly language. Assembly language is very low-level, meaning that it is easier for a computer to understand, and harder for a human to understand. Also, programming in assembly requires you know know what is inside the microcontroller, the "architecture", which can be very difficult indeed.
 * 3) They don't have power regulation. A PIC requires a separate power regulator circuit, to help prevent too much power from going into the chip and destroying it. Power regulators typically need to be built by hand, which can be tricky.

BasicStamp
The Parallax company decided to use the PIC processor, but to make it easier for people to use. They took a very small version of the PIC, added memory for bigger programs, added a voltage regulator, added an oscillator, and they preprogrammed it with a BASIC interpreter. The result was the BasicStamp. BASIC is a family of computer programming languages which were designed to be very simple and easy to learn. It is much easier and faster to write a program in BASIC then it is to write the same program in PIC assembly. The designer now doesn't need to build any of the circuits that needed to be built with the PIC: no voltage regulator, no oscillator circuit, and no programmer. This helps to speed up development time. Projects using the BasicStamps can be smaller and simpler then projects using just PICs.

The version of BASIC used in the BasicStamp is called PBASIC. This book will discuss the PBASIC language as it applies to the BasicStamp.

title: PBASIC Programming/History


text: PBASIC Programming/Hardware and Development Kits


text:
PBASIC Programming

This book is about PBASIC programming using the Parallax BasicStamp family of microcontrollers.

Table of Contents

 * /Introduction/
 * /History/
 * /Hardware and Development Kits/
 * /PBASIC Editor/

Computer Arithmetic

 * /Data Types/
 * /Variables and Constants/
 * /Basic Arithmetic/

Branching and Control Flow

 * /Labels and GOTO/
 * /Branches/
 * /Loops/
 * /Subroutines/

Port I/O

 * /Input and Output/
 * /Serial Communications/
 * /PULSIN and PULSOUT/
 * /RCTIME/

Advanced Arithmetic

 * Trigonometry Functions
 * Other Functions

Resources

 * Introduction to Robotics
 * Embedded Systems/PIC Programming lists PBASIC and other programming languages for the PICmicro

title: PBASIC Programming


text:
User:Whiteknight/Notes/PBASIC Programming

< Book Foundry | All Books
 * 9 December 2008: some sections are stubbish, but many pages have decent content. Need more examples, more images, more description.


text:
GIMP/Curves

Curves is a powerful tool found in The Gimp, it can be used for many things, such as fixing a colour cast.

To use the curves tool, go to   Tools > Colour Tools > Curves and you should see a window similar to this:

You can adjust the "Value" channel, which will brighten/darken the image depending on whether you drag the line up or down. Down will darken, up will lighten.

You can also adjust the Red, Blue, Green, and Alpha channels.

If your picture has a green colour cast, open up Curves, switch to the green channel, then move the line toward the bottom a little bit, until the cast is gone.

You can also switch the curve style, from smooth to jagged.

title: GIMP/Curves


text:
Fractals/Koch's Snowflake

Koch's Snowflake is another geometric iterative fractal, based this time on an equilateral triangle. It was first published in 1906 by the Swede

The iterative step, like Cantor's Set, is applied to any remaining line segments. This step consists of splitting a line in 3, removing the middle third and replacing it with two copies of itself angled 60 degrees apart, to make a kink in the line similar to the equilateral triangle.

An interesting feature of this curve is how quickly it grows in complexity - the number of edges increases by 4 with every iteration, with the length of the perimeter increasing by 4/3. This means that the actual Koch Snowflake has an infinite perimeter.

title: Fractals/Koch's Snowflake


text:
PBASIC Programming/Data Types

Binary Numbers
When we think about numbers that we use every day, we are thinking about numbers in base 10. This means that there are 10 different digits that we can use: 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. Using these 10 digits and powers of 10, we can create any number in our system:

 * $$123 = 1 \times 10^2 + 2 \times 10^1 + 3 \times 10^0$$

In a binary or "base 2" system, we only have two digits: 0 and 1. To make a number in binary, we use powers of 2 instead of powers of 10:

 * $$10101 = 1 \times 2^4 + 0 \times 2^3 + 1 \times 2^2 + 0 \times 2^1 + 1 \times 2^0 = 21$$

When talking about numbers in different systems, it is common to use subscripts. A subscript of 10 means the number is in base 10, and a subscript of 2 means the number is in base 2. For instance:

 * $$1010_2 = 1 \times 2^3 + 0 \times 2^2 + 1 \times 2^1 + 0 \times 2^0 = 10_{10}$$

Common Data Types
Computers are very limited, and the space that they have to store numbers is fixed. This means that there are a certain number of bits available, no more and no less. Certain sizes of numbers are so common that they have special names.

Bit
A bit is a single binary number, either a 0 or a 1.

Nibble
A nibble is 4 bits, and can contain values from 0 to 15.

Byte
A byte is 8 bits (2 nibbles) and can contain values from 0 to 255.

Word
A word is 16 bits long (2 bytes or 4 nibbles) and can contain values from 0 to 65535.

Available Storage
The BASIC Stamp has 128 bytes (64 words) of data storage that can be used by your program as variables. We will discuss variables later.

Limitations
There are a number of limitations when working with computer numbers.

Negative Numbers
In order to support both positive and negative numbers, PBASIC needs to "steal" one of the bits from the number to represent the sign. Consequently, the range of all of our data types gets smaller:

 * Bits:Bits cannot be signed.
 * Nibble:Signed nibbles can go from -8 to 7
 * Byte:Signed bytes can go from -128 to 127
 * Word:Signed words can go from -32768 to 32767

Negative numbers are stored in a special way called two's complement. We will not cover this here.

Fractions
Some computers are capable of dealing with fractional numbers, called "floating-point numbers". However, BASIC Stamps cannot deal with fractions. This means that whenever we try to use a fraction, the BASIC Stamp will always round down. This means that the number 1.9 will become 1 inside the BASIC Stamp. Some people may find it strange that:

 * $$\frac{3}{2} = 1$$

However in computers, this is common.

Overflow
Datatypes have a fixed width, and they cannot hold numbers that are too big. If we try to store a number too big in a variable, the top-most bits will be "chopped off". If we are talking about bytes, we can write:

 * $$255 + 2 = 1$$

This is called overflow, and is something that we need to pay attention to when doing arithmetic. If a byte or a nibble is too small, we can always use words instead. But if we want to store a number that is greater then 65535, then we are in trouble!

Writing Numbers
There are several ways that a programmer may wish to specify a number: Binary, Decimal, or Hexadecimal. Hexadecimal, which we won't discuss in this book, is another useful number system using a base of 16.

To write a decimal number, we just write the number with no prefix, such as: "99". If we want to write a binary number, we use the "%" prefix, such as: "%110011". To write in hexadecimal, we would use the "$" prefix as so: "$AF99".

ASCII
In a computer, everything is stored in binary. This means that even things that aren't numbers, such as letters or other characters, are stored using binary numbers. There is a special code that assigns every character to a special binary pattern called ASCII. To write a letter in ASCII, we use the double-quotes such as:

MyVariable = "A"

Notice that a number and the ASCII code for that digit are not the same value:

MyVariable = 1

MyVariable = "1"

These two are not the same! However, ASCII has a special property that all the characters and digits are arranged from lowest to highest, and so we can do math with ASCII characters in some instances:

MyVariable = "A" + 1

Now MyVariable is equal to "B"! Also, we can convert digits into regular binary numbers by using a simple relation:

MyVariable = "1" - "0"

Now MyVariable is equal to the binary number 1. We will discuss variables more later, but these examples should be self-explanatory for now.

title: PBASIC Programming/Data Types


text:
PBASIC Programming/Basic Arithmetic

Arithmetic Operators
We can use some of the basic arithmetic operators for common operations. Operators can be used with variables, constants, or numbers.

Common Operators
Var1 + Var2 Var1 - Var2 Var * Var2 Var1 / Var2
 * Addition:To add two numbers together, we use the "+" operator:
 * Subtraction:To subtract one number from the other, we use the "-" operator:
 * Multiplication:To multiply, we use the "*" operator:
 * Division:To divide two numbers, we use the "/" operator:

Other Math Functions
Var1 ** Var2
 * Multiply High: "**" returns upper 16 bits of 32 bit result:

Assignment
We can use the "=" operator to assign a value to a variable. For instance, we can write:

MyVar VAR Byte MyVar = 10

MyVar VAR Byte MyVar = 10 + 5

MyVar VAR Byte MyVar2 VAR Byte MyVar = 10 MyVar2 = MyVar + 10

We can also write a self-assignment, or an assignment where a variable appears on the left and the right side of the statement:

MyVar VAR Byte MyVar = 10 MyVar = MyVar + 1

On the third line of this program, MyVar equals 10, and then we add one and store the new result into MyVar again. After this program runs, MyVar contains the value of 11.

Overflow and Underflow
Overflow occurs when we attempt to store a number in a variable that is too large for that variable. For instance, if we try to store a number that is larger then 255 in a Byte, or a number that is larger then 65535 in a word. Underflow is the exact opposite problem, where we attempt to create a negative number that is so low that the variable cannot hold it.

title: PBASIC Programming/Basic Arithmetic