text:
GCSE Science/Acids & Bases, Salts and Electrolysis

Acids

 * Acids from animal and plant material are called Organic acids.
 * Acids that chemists have found ways of creating are Mineral acids.
 * Solutions of acids can be either dilute or concentrated.
 * An acid is a substance that releases hydrogen ions when dissolved in water.

Properties:
 * Acids have a sour taste.
 * Acids change the colour of indicators: Acids turn blue litmus paper red.
 * Acids react with metals to produce hydrogen and salt of the metal.
 * > Some metals react slowly, for example copper, and some react very fast, such as sodium.
 * Metal + acid -> metal salt + hydrogen
 * Zinc + Sulphuric Acid -> Zinc Sulphate + Hydrogen
 * Zn (s) + H2SO4 (aq) -> H2 (g) + ZnSO4 (aq)
 * > Metal replaces the hydrogen contained in acid.

 * Acids react with carbonates to give carbon dioxide, a salt and water.
 * Magnesium Carbonate + Hydrochloric Acid -> Carbon Dioxide + Magnesium Chloride + Water
 * MgCO3 (s) + 2HCl (aq) -> CO2 (g) + MgCl2 (aq) + H2O

 * Acids neutralize bases to form a salt and water only.
 * Acids have H+ ions which combine with OH- ions in bases to form H2O as a result of the neutralization reaction.

Bases

 * A base is a substance that reacts with an acid to form a salt and water only.
 * Acid + Base -> Salt + Water
 * Calcium Hydroxide + Nitric acid -> Calcium nitrate + Water

 * Alkalis are soluble bases
 * Sodium Hydroxide + hydrochloric acid -> Sodium Chloride + Water
 * NaOH (aq) + HCl (aq) -> NaCl (aq) + H2O (l)
 * Limewater is an alkali (calcium hydroxide). It goes milky white when Carbon Dioxide is bubbled through it. The precipitate is Calcium Carbonate.
 * Carbon Dioxide + Calcium Hydroxide -> Calcium Carbonate + water

Properties:
 * Bases neutralize acids to form salt and water only.
 * Soluble bases change the colour of indicators (e.g. turns red litmus paper blue)
 * Soluble bases feel soapy (they convert some oil on your skin into soap). Decreasing agents; convert oil and grease into soap.
 * A solution of an alkali in water contains hydroxide ions OH- (aq). Because most metal hydroxides are insoluble, an alkali added to a solution of a metal salt will precipitate an insoluble metal hydroxide.

Weak and Strong Acids

 * Acids that contain more hydrogen ions (ionize to a larger extent) react faster (e.g. HCl)
 * This is a strong acid (nearly all acid molecules form ions)
 * In weak acids, only some of the acid molecules form ions
 * Strong acids have lower pH numbers than weak acids of the same concentration

 * Strong Acids  || Weak Acids
 * Hydrochloric Acid ||  Ethanoic Acid
 * Sulphuric Acid    ||  Citric Acid
 * Nitric Acid       ||  Carbonic Acid
 * }
 * Nitric Acid       ||  Carbonic Acid
 * }
 * }

Weak and Strong Alkalis

 * A strong alkali exists almost completely as ions in solution.
 * A weak alkali, only some of the molecules will form ions in solution

 * Strong Alkalis ||  Weak Alkalis
 * Sodium Hydroxide  ||        Ammonia
 * Potassium Hydroxide||
 * Calcium Hydroxide ||
 * }
 * Calcium Hydroxide ||
 * }
 * }

pH/Universal Indicator paper

 * pH is the level of acidity or alkalinity in an aqueous solution or a liquid.
 * Universal Indicator turns different colors in strongly acidic and weakly acidic solutions.
 * It comes as both a liquid and as a solution.
 * Acids have a pH value of less than 7.
 * Alkalis have a pH value of more than 7.
 * Neutral Substances have a value of pH 7.

Other Indicators

 * Indicator || Acidic Colour || Neutral Colour ||  Alkaline Colour
 * Litmus  ||      Red    ||             Purple    ||         Blue
 * Phenolphtalein || Colorless ||        Colorless   ||       Pink
 * Methyl Orange || Red  ||              Yellow   ||      Yellow
 * }
 * Methyl Orange || Red  ||              Yellow   ||      Yellow
 * }
 * }

Acidity in Soil

 * Most plants grow best when the pH of the soil is close to 7.
 * If the soil is too acidic, or too alkaline, plants will grow badly or not at all.
 * Chemicals are added to the soil to adjust the pH level.
 * Most often, soil is too acidic so it is treated with quicklime (calcium oxide), slaked lime (calcium hydroxide) or chalk (calcium carbonate). These are all cheap bases.

Metallic/Basic Oxides

 * Basic Oxide + Alkali -> no visible reaction
 * Basic Oxide + Acid -> Salt + Water Only
 * Basic Oxide + Water -> alkalis
 * CaO, MgO, CuO, Na2O, K2O
 * Oxides of P + K form peroxides on heating, others decompose.

Non-Metallic/Acidic Oxide

 * Acidic Oxide + Alkali à Salt -> water only [SO3(s) + 2NaOH(aq) -> Na2SO4 (aq) + H2O (l)]
 * Acidic Oxide + Acid -> no visible reaction [NO2 + HCl -> no reaction]
 * Acidic Oxide + Water -> Acid [2NO2 + H2O -> HNO3 + HNO2] *exception: mixed anhydride
 * Exception: 2NO2 + 2NaOH -> NaNO3 + NaNO2 + H2O *mixed anhydride
 * SO2, SO3, NO2, P2O5 (pentaoxide), P2O3

Neutral Oxide

 * Non-metallic oxides (but not acidic)
 * CO (Carbon Monoxide), NO (Nitrogen Monoxide), N2O (Dinitrogen Oxide), H2O (Water)
 * No reaction with anything

Amphoteric Oxides (both basic/acidic)

 * Ampho Oxide + Acid -> Salt + Water only
 * Ampho Oxide + Alkali (+ water) -> Complex Salt
 * ZnO (s) + 2NaOH (aq) -> H2O -> Na2Zn(OH)4 (Sodium Zincate)
 * Al2O3 + 2NaOH + 3H2O -> 2NaAl(OH)4 (Sodium Aluminate)
 * PbO + 2NaOH + H2O -> Na2Pb(OH)4 (Sodium Plumbate)

Preparation of Basic Oxides

 * For Pb, Cu, Zn, Fe, Al, HEAT THE METALLIC nitrate, hydroxide or carbonate

(a)   2Cu(NO3)2 (s)  -∆-> 2CUO (s) + 4NO2(g) + O2 (g)

 * identifiable with brown nitrogen dioxide gas

(b) Cu(OH)2 (s) -∆-> CuO (s) + H2O (g/l)

(c) CuCO3 (s) -∆-> CuO (s) + CO2 (g)

Salts

 * Substance formed when either all or part of the hydrogen ions in an acid is replaced by a metallic or ammonium ion.
 * Made when acid is neutralized by base (water is also formed)
 * Anhydrous – salts with no water
 * Hydrated – salts with a fixed % of water (water of crystallization or water of hydration) – important for shape and color of salt
 * Soluble salts dissolve to leave a clear solution
 * Insoluble salt precipitate

Preparation of Soluble Salt

 * Acid + Metal -> Salt + Hydrogen

Warm acid, add metal in excess and wait till no more hydrogen is evolved

 * Acid + Metal Oxide -> Salt + Water

Add excess of metal oxide to acid. Wait till solution no longer turns blue litmus red

 * Acid + Metal carbonate -> salt + water + carbon dioxide

Add excess of metal carbonate to acid. Wait until no more CO2 evolved

 * Acid + Alkali -> Salt + Water
 * Solid is added in excess to make sure no acid has been left over

After the above has been conducted, the excess solid in solution is filtered out. The filtrate is left to evaporate on the water bath. When crystals form on the rod, it can be taken off. Solution cools to crystals. Then solution can be separated by filtering, washing crystals with distilled water and then leaving crystals to dry.

Preparation of Insoluble Salt

 * All insoluble salts will go through double decomposition reaction
 * More reactive metals will displace less reactive metals in solution

Lead (II) Iodide, is an insoluble salt, will be prepared from Sodium Iodide. Lead (II) Nitrate is added to the solution (all nitrates soluble in water). A precipitate of Lead (II) Iodide forms as Sodium displaces Lead.

NaI (aq) + Pb (NO3)2 (aq) -> PbI2 (s) + 2NaNO3 (aq)

The solution with the precipitate is filtered and washed with distilled water to dissolve any NaNO3 still present. Residue is dried with over or dessicator to obtain insoluble salt.

QUALITATIVE ANALYSIS TO FIND THE COMPOSITION OF A SUBSTANCE

 * Cation     ||                    NaoH (aq)          ||                   NH3 (aq)
 * Aluminium (Al3+) ||           white ppt. soluble in excess   ||            white ppt. insoluble excess
 * Ammonium (NH4+)  ||           ammonia produced on warming with NaOH ||
 * Calcium (Ca2+)  ||               white ppt. insoluble in excess   ||       no ppt. or slight white
 * Copper (Cu2+)   ||             light blue ppt. insoluble in excess ||     light blue ppt. soluble excess to give dark blue solution
 * Iron (II) (Fe2+) ||                green ppt. insoluble in excess    ||        green ppt. insoluble in excess
 * Iron (III) (Fe3+) ||               red-brown ppt. insoluble excess   ||      red-brown ppt. insoluble in excess
 * Zinc (Zn2+)       ||  white ppt. soluble in excess, giving colourless soln. ||   white ppt. soluble in excess, giving colourless solution.
 * }
 * Iron (II) (Fe2+) ||                green ppt. insoluble in excess    ||        green ppt. insoluble in excess
 * Iron (III) (Fe3+) ||               red-brown ppt. insoluble excess   ||      red-brown ppt. insoluble in excess
 * Zinc (Zn2+)       ||  white ppt. soluble in excess, giving colourless soln. ||   white ppt. soluble in excess, giving colourless solution.
 * }
 * Zinc (Zn2+)       ||  white ppt. soluble in excess, giving colourless soln. ||   white ppt. soluble in excess, giving colourless solution.
 * }
 * }

 * Anion   ||                        Test              ||                    Test Result
 * Cabonate (CO32‑)  ||         add dilute acid + limewater    ||              effervescence, CO2 produced
 * Chloride (Cl-) ||   add dilute nitric acid and then silver nitrate. ||      white ppt.
 * Iodide (I-)  || acidify with dilute nitric acid, then add aqueous lead (II) nitrate ||    yellow ppt.
 * Nitrate (NO3-) || add aqueous sodium hydroxide, Al Foil, warm carefully. ||     ammonia produced
 * Sulphate (SO2-4) || acidify, add barium nitrate or barium  ||   white ppt.
 * }
 * Nitrate (NO3-) || add aqueous sodium hydroxide, Al Foil, warm carefully. ||     ammonia produced
 * Sulphate (SO2-4) || acidify, add barium nitrate or barium  ||   white ppt.
 * }
 * Sulphate (SO2-4) || acidify, add barium nitrate or barium  ||   white ppt.
 * }


text:
Blender 3D: Noob to Pro/Advanced Tutorials/Advanced Animation/Guided tour/NLA/index

= The NLA Window =

It's quite easy and maybe that's why there's no specific tutorial. Let's say you want to make two actions, AC:Hit and AC:Kick. Start with posing Hit and an Action will automatically be created in the Action Editor consisting of all the Bones that use Action IPO's. That's done so return to Frame 1 which will be your default Stance of AC:Hit. Now, in the Action Editor, click the X (delete) next to AC:Hit and the datablock menu will disappear. (If you Add New instead of deleting then it will copy selected bones to the new action and you don't always want that). If you want a new default pose for AC:Kick, then Pose it or the same stance will be used as was the default in AC:Hit. Pose and Keyframe your Kick action and name it. Over in the NLA Editor you can now use Shift-A to add NLA-Strips of your Actions, Grab and Scale them and use the Transform Properties tab to input how they Blend.

If you select an Action with the dropdown menu, at first its name will appear in the NLA window along with its keys. To make this Action into an NLA strip, point at the Action's name in the NLA and press CKEY. Close any open Actions by clicking the scary X in the Action Editor. If you don't do this, only this action will play. Now in the NLA editor, play the animation. If you see any keys (diamonds) in the NLA window, instead of strips (rectangles), you're still editing an action. It's so much easier if you have both the Action and NLA windows open so you can see whether an Action is open or not.

Walkthrough
With no Actions selected, both the Action Editor and the NLA Editor appear empty. Here, the NLA Editor window does list one Object called -Empty because that object is not an armature but it has some IPO curves attached.

Select an Action you've already made. Here, an Armature named Yui has bones involved in a one-frame action called -AtEase.

Convert the listed Action to an NLA Strip in the NLA Editor by pressing the CKEY with the mouse hovering over the Action to be converted. No change in the Action Editor; it is still available as an Action.

Once converted, note the changes in the NLA Editor. The Action icon appears next to the Armature's name:. This is actually a button though it does not look like it, and you can toggle it between the Action and NLA Strips icon by clicking on it:.

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


text:
Talk:Ecology/Invasive Species Glossary

Instructions and comments belong on the discussion page - marsh 19:14, 22 January 2006 (UTC)

title: Talk:Ecology/Invasive Species Glossary


text:
Van Dwelling/Internet

Internet access is everywhere, so this is pretty easy to take care of. Membership at the local library will give you some time of free Internet access. If you have the money to patronize the business, many coffee shops and delis will have one or two computers for their customers to use.

If you can afford it, a laptop computer with WiFi support will allow you to get free internet at many chain stores, public libraries, etc. Purchasing a high gain directional wireless antenna can make it easier to acquire signals of Wi-Fi intended for public use.

The ultimate solution is a laptop with a satellite modem, enabling you to connect from anywhere in the world. However, this can cost some money, particularly with an ISP to deal with.

There are also some cellular Internet options that are increasingly cheap and fast.

title: Van Dwelling/Internet


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Latin/Lesson 4-The Subjunctive Passive

Passive Subjunctive System
Having examined Lessons 15 and 23, forming the passive subjunctive should be quite simple.

Present
Modify the verb stem appropriately with a vowel change (as learned in Lesson 15), then add the present passive endings (Lesson 23).

Imperfect
The passive endings added to the present active infinitive.

title: Latin/Lesson 4-The Subjunctive Passive


text:
Talk:Book of Magic

Looks like this has been sitting here as a stub for six months. I'm very new to magic, but I'm going to build a bit of an outline and maybe add a little content in the hopes that someone smarter than me will fill in the blanks! PeterHutnick 21:29, 22 January 2006 (UTC)

 * I support that effort completely. Have fun!

 * As a suggestion, I would recommend that you enlist some help from some of the people who are working on the Magic Wikiproject at w:Wikipedia talk:WikiProject Magic. It would also help if you adding a link from the Wikipedia article at Magic (illusion) to this Wikibook, to see if anybody reading that article might be interested in some more in depth content about the topic.  --Rob Horning 22:01, 22 January 2006 (UTC)

I read some of that stuff. Controversy knows no bounds. My position is that the contents of my head belong to me, and I may do with them as I please. That said, I only intend to describe "secrets" that one may find in any large public library (or on Amazon.com!). PeterHutnick 22:30, 22 January 2006 (UTC)

I'll try to help out where possible. I've been performing magic for about 13 years so far, and just plan on including the basics that are easy to find in common magic books, like the other people here. I primarily focus on cards, so that's where I'll try to do the most work. --Essie 11 July 2007

Other works
Not that I'm the King of anything, but Wikibooks has two Magic books, and I think that's plenty. Let's please keep the submissions "general".....do not steal material from workers books, please.Buddpaul (talk) 05:05, 19 April 2009 (UTC)
 * Also, please sign in below if you wish to contribute to this work.Buddpaul (talk) 05:06, 19 April 2009 (UTC)

List of Contributors

 * Buddpaul (talk) 05:03, 19 April 2009 (UTC)

title: Talk:Book of Magic


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Book of Magic/Psychology and Theory

The magician's duty is twofold. First, he must create some effect that surprises and delights his audience. Second, he must convince them to, at least superficially, accept a magical explanation for the effect.

The superficial acceptance is not enough. Nor does one wish for the "suspension of disbelief". Magic will always be strong if one understands that emotions and intellect are separate things.

As the old saying goes:"I do not believe in ghosts, yet I am afraid of them."

Misdirection provides the primary mechanism for hiding the true cause of an effect. Novices often confuse simple distraction with misdirection. Snapping the fingers of one's right hand while ditching a coin held in the left is an example of distraction as a form of misdirection. Misdirection, however, covers a much larger class of actions and conditions. A magician might wish to create the appearance that he has made a chosen card "rise" to the top of a deck. He might riffle the pack and tap the top card creating the impression that these actions caused the card to rise. The card was at the top of the pack for some time prior to this action, but the magician's actions cover the method used.

Misdirection, then, has everything to do with the magician influencing the audience member's state of mind or thought process.

What is a Magician?

A magician is anyone who entertains through the use of magic, illusion, sleight of hand, mentalism, or trickery. Although anyone can do tricks, a magician is more: he is skilled at the art of deception, a master of language, and an apparent manipulator of the laws of physics.

It takes more than knowing the secrets to the tricks to be an effective magician...it takes understanding the thinking of the audience. It takes practice and patience to master illusions and sleights as well as the patter used in tricks. Often, the patter itself is a major tool in the misdirection needed to accomplish a sleight or illusion. The effective magicians has at least an elementary understanding of psychology. The magicians worthy of respect also treats his audience with respect. Performing magic effectively requires dedication. Anyone can buy a trick at a magic dealer and perform it without any practice; all they will succeed in doing is diminishing the art of magic. If you think that revealing how a trick is done doesn’t matter then you do not understand one of the basic tenets of magic: never reveal your secrets. If a magician reveals her secrets either on purpose or by ineptitude, the audience loses respect for magic. Magicians are not here to merely deceive people, but to inspire people that may have no other realm of hope to continue clinging to.

Also, a magician is frequently trying to make a living performing magic and entertaining people. Would-be amateurs who do not have the dedication to practice their craft can take the hope and belief away from the audience due to mishandling of their props, causing professional magicians to lose credibility.

Magic entertains, which is something people want in their lives. You should always leave your audience wanting more. Performing the same trick two or three times in the same show may reveal the secret behind the magic and can cause the audience to lose interest. Give your audience a polished performance...make it entertaining, fun, energetic, exciting, and mysterious! Always give your audience their money’s worth, even if they aren’t paying for the privilege of seeing you perform. Your audience is investing their time to watch you, so make it count.

A magician's tools
The beginning magician focuses on what his hands are doing.....the experienced magician focuses on what his mouth is saying. Never underestimate the power of verbal misdirection.

Magicians use a wide variety of tools: props, lighting, music, stage movement and verbal misdirection are a few of these tools.

title: Book of Magic/Psychology and Theory


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Book of Magic/Prop Magic

Beyond the arena of close up magic, magicians often performed 'Stand Up' magic (sometimes referred to as 'Parlor' magic) and 'Stage' magic for large audiences.

Linking Rings
Linking Rings are a standard effect within the magician's repertoire. Modern sets of rings are available from nearly every magic dealer throughout the world. Commonly, the sets utilize a "key" ring, which is a gimmicked ring facilitating the linking (or apparent linking) of all rings within the set.

Cups and Balls
Within magic literature (and well before it's genesis), Cups and Balls were a hallmark of a magician. There are countless routines published in both book and video form, featuring Cups and Balls.

Knowing the Ropes
Rope tricks come in many varieties some using normal rope, some using gimmicked or gaffed rope. If you plan to do rope tricks, you must choose the right rope for the trick. Cotton rope works best for most tricks, especially those that require the rope to be cut in any way, or for tricks where the ends need to be tight and not unraveled. Nylon works well if the rope is not going to be cut, as the ends can be heated to prevent them from raveling. Avoid stiff ropes such as ski ropes and hemp ropes.

Cut and Restored Rope
This version of the cut and restored rope uses a non gimmicked rope. Hold both ends of the rope in the left hand between the thumb and fore finger, the middle of the rope dangling down below the hand. Bring the bottom, middle of the rope up into the hand holding the two ends, to hold the middle loop steady to cut. A magic pass and the rope is restored, well, except for the knot in the middle. Just a pull on the knot and it comes off, and wa la, the rope is restored.

It is a trick you have seen many times on television. How is it accomplished? For this we need to understand misdirection and sleight of hand. The misdirection is the patter, that is to say the words you use to describe what you are doing. The patter for this is simply "I bring the center of the rope up to form a loop, take the scissors and cut the center of the rope making two pieces." Which is the truth, you actually do cut the rope into two pieces. The hard part is to make it look like the two pieces are the same or nearly the same length. In actuality, the pieces are very different in length, one is very short and the other is very long.

To do this, when you pick up the center of the rope at the bottom, you pick it up with the first finger of the right hand. As you are lifting the center to the left hand, your middle finger goes through the rope and grabs the far side while the first finger drops the rope that it held. When done at speed, it looks as if you just lifted the center of the rope to the other hand forming a loop to cut. What actually happens is that you form a second loop around the first one, a much shorter loop it is this loop that is cut. When the ends are dropped the short piece of rope is close to the center of the long piece of rope and your hand is covering the point where the two loops come together. Tie a knot with the short loop around the rope. Now all you do is slide the knot off the rope as you wind the rope up in your hand. You can also try to tie the knot around a loop of the rope, so you can pull the knot directly off the center of the rope.

title: Book of Magic/Prop Magic


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Book of Magic/Card Magic

Card Handling Basics

 * 1) /Card Shuffling/
 * 2) /Card Cuts/
 * 3) /Fanning Cards/

Sleight of Hand

 * 1) /Key Card Principle/
 * 2) /False Counts/
 * 3) /Double Lift/
 * 4) /Forcing a card/
 * 5) /Second Dealing/
 * 6) /Bottom Dealing/
 * 7) /Pass/
 * 8) /Crimp/
 * 9) /Glide/

Stacks
Stacking the cards is not in itself a magical effect; however with the right presentation you can perform some very cool tricks. As a simple example, a packet of cards is held in the left hand. The top card is removed and placed on the bottom; the next card is turned face up on the table. The card is the Ace. The next card is removed and placed on the bottom with the next card turned face up to the table. This card is the King. This continues until there are no more cards in the hand. On the table are the A,K,Q,J,10,9,8,7,6,5,4,3, and 2 in order. Not impressive but adequate for an example. In order to perform this feat the cards must be in a particular order. In this case the order is as follows: 8,A,3,K,7,Q,4,J,6,10,2,9, and 5. The method for stacking a packet or the deck differs from trick to trick, however one thing is the same for all stacked deck tricks. It is the finished product that is of importance, so knowing what you are after in the effect and working backwards will give you an easy method for stacking the deck. The trick becomes more impressive if it appears that the deck wasn't stacked, so being able to stack a deck in front of the audience without them knowing it is a definite plus. With this in mind, let’s take our example above. If you look at the sequence of numbers above, you will notice that one half of the cards are in order and placed every other card (the Ace through the Nine.) The other half (OK you got me, 13 cards can not be evenly halved) are also divided into half, and they are inserted between every other card in the first half (Sort of.) The bottom 3 cards are shuffled before they are shuffled into this pack. Again if you work backwards this can be done in just three shuffles. First take the bottom three cards and shuffle them. Since there are only three, basically just take the top card of the three and put it between the others. Then take those three and the next four and shuffle the three cards between the other four. Next take those seven cards and shuffle the remaining six in between the shuffled seven, and you're now in the right order to perform.

This can get a little confusing until you have done it a few times, but once you learn to stack cards for a particular trick you are ready to move into doing a routine with the stack trick as a finisher. This can really blow people away as they are not expecting a trick that gives the appearance of such card control after having witnessed the deck being used for other things as well. For example if the above stack was expanded to include the entire deck of cards, a series of tricks that might include a lost and found card, a mentalist type trick and then the finale of rearranging the deck in order. Once the cards are stacked for the finale, the order of the cards is known (at least to the magician) and thus a card can be picked by the spectator from the deck, returned to the deck, lost and then miraculously found. The magician could name the card by prediction, and finally the cards could be handed over to the spectator to deal the cards out surprisingly in order.

That took a lot longer to write about than it would to perform, but that's ok: it's about to get longer! Let’s look at the sequence above and see how a routine can be formed from such a stack. First just as in the example above, start with the cards in the order you want them to end in, and work your way backwards to the starting order. Place this stacked deck in the card box and your ready to begin. When you perform a trick like this for a spectator, take the cards out and cut them. Don't draw attention to the cut by saying anything like "Now I will cut the cards" as the spectator seeing the cards cut will make the leap to the cards are now in an order that the magician couldn't know. (It’s all psychological.) Let the spectator choose a card (remember you actually know the order of the cards even though they were cut, so don't worry that you will mess up, because you have practiced this for hundreds of hour’s right.) When the spectator chooses the card, cut the deck at the point the card is at and place the top section (just above their card), on the bottom of the deck. As they look at their card, get a glimpse of the bottom card (the one that was just above theirs) and now you know what their card is by remembering the next card in the sequence (oh did I mention that you have to memorize the order of the cards?) Now comes the devilishly clever part. Have the spectator place the card back on the top of the deck, and simply cut the cards. This does two things, first it puts the cards back in their original order but shifted; second it "looses" their card. If I were performing this trick, I would use another spectator that the first one knows, and using the Magicians Force Mental Effect, have the other spectator reveal the chosen card. While you are doing the MFME, you have time to "SEARCH" for the chosen card. It is pretty easy to do since you already know what it is. Once you find the card, reverse it in the deck (make it face the other way i.e. face up in a face down deck) but leave it in the position that it was in. Once the MFME is complete, you can reveal the Face up Card in the Face Down Deck. Since the cards are still in order, reverse the direction of the card again, and looking at the face of the deck, cut the cards again to put them back in their original order. Hand the cards to the spectator and instruct them on how to deal the cards. The final magic happening in their hands, leaving the magician looking like.... well a magician!

When using stacked decks, the most difficult part is thinking of the ending. That is what you wish to accomplish, after that all you have to do is just work backwards to assemble the stack. After the stack is assembled, you might want to write down the order of the cards to make it easier to stack the next time, but once in order simply run through the deck as the spectator will and make sure that they fall where you want them to. Writing down the order will also help you to remember the sequence, which will help you in lost and found cards or mental effects. The only thing you must avoid when doing stacked decks is never drop the cards, or change the order by shuffling unless you are really good at reordering them in front of the spectators without them noticing. It really messes up the trick if you do.

Notable performers

 * Gregory Wilson

title: Book of Magic/Card Magic


text:
Using Ratpoison/External Resources

Documentation

 * Official homepage
 * HTML version of the info manual
 * ratpoison wiki

Addon programs

 * Debian package page for ratmenu, an add-on program for ratpoison
 * Homepage for ratmen; same purpose as ratmenu, but author claims it is superior
 * Summary page (Savannah) of Xbindkeys, another program that works well with ratpoison

title: Using Ratpoison/External Resources


text:
Talk:Wings 3D/User Manual

Naming convention
Can you rename some pages like Books which belong to your book? --Derbeth talk 23:57, 22 January 2006 (UTC)

 * I've sorted out all the renaming now, Jguk 11:01, 18 February 2006 (UTC)

Orphans
This book has a lot of orphaned pages (13 by my count at this time). Some of it looks like forked content, but in most cases they aren't direct forks, and I'm not sure if these just got lost in a renaming shuffle, or if they're not useful anymore at all, so I'll just list them:
 * 1) Wings 3D: User Manual/A Little Tutorial
 * 2) Wings 3D: User Manual/A Quick Start Guide/Creating A Hand
 * 3) Wings 3D: User Manual/A Quick Start Guide/Finger exercises to get you started
 * 4) Wings 3D: User Manual/A Quick Start Guide/Your First Real Model: a Dog House
 * 5) Wings 3D: User Manual/Advanced Menus
 * 6) Wings 3D: User Manual/Edge Operations with Advanced Menus
 * 7) Wings 3D: User Manual/Face Operations with Advanced Menus
 * 8) Wings 3D: User Manual/Object Operations with Advanced Menus
 * 9) Wings 3D: User Manual/Reference Guide to Hot Key Assignments
 * 10) Wings 3D: User Manual/References
 * 11) Wings 3D: User Manual/The Context Sensitive Menus
 * 12) Wings 3D: User Manual/Vertex Operations with Advanced Menus
 * 13) Wings 3D: User Manual/YafRay

Thanks. Xerol Oplan 00:01, 18 August 2006 (UTC)

title: Talk:Wings 3D/User Manual


text:
User talk:EikwaR

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

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

Good luck! Derbeth talk 00:20, 23 January 2006 (UTC)

Ancient History
I saw you expand the Sumeria page a bit. Do you have any interest in helping me reorganize/expand the rest of the book over the coming weeks? Νεοπτόλεμος 04:48, 6 January 2008 (UTC)

Sorry for the late reply :-) Sure, I'd be happy to help with that.  EikwaR (talk) 18:15, 15 June 2008 (UTC)

Copyvio into World History/Effects of the First World War
Hello, we've just cleaned this page of the copyright violation you had inserted the 27 August 2006. Do you remember if there were more of them please? JackPotte (discuss • contribs) 14:28, 20 January 2018 (UTC)

title: User talk:EikwaR


text:
User talk:Malfedor

Blanking
--Derbeth talk 00:29, 23 January 2006 (UTC)

title: User talk:Malfedor


text:
Urdu/Alphabet

The Urdu alphabet is derived from the Persian (Farsi) and the Arabic alphabet, where majority of the letters are borrowed from Arabic while only four alphabets are primarily borrowed from Persian. Very seldom, letters may be borrowed from Sanskrit. Even though the letters actually are inherited from these languages, the names used for these letters differ in some cases, for instance, letters ‘bay’ and ‘tay’ in Urdu are called only ‘baa’ and ‘taa’ in Arabic.

In Urdu, composition of alphabets based on three formations, former or pre (ترکیبِ سابق), after (ترکیبِ لاحق) and parallel (ترکیبِ طرفین). For example, in با, the formation of Aliph (ا) with Bay (ب) is pre formation (ترکیبِ سابق).

Below is a table of all the Urdu letters along with their names and the phonetic pronunciation of their names. It is also specified as to which language the letter is borrowed from and the respective keys to press on a keyboard. For the purposes of following the text in this book, Latin alternatives are provided with the alphabet.

حروف تہجی

title: Urdu/Alphabet


text:
User:Bersumm

My name is Summer and I'm a native of the Wyoming Valley in Pennsylvania. I study Communication at Lycoming College in Williamsport and I am crossing my fingers for some graduate acceptance letters!

title: User:Bersumm


text:
Canadian Civil Procedure/Structure of a Case

Structure of a civil action
1 - Advising a client

2 - Commencing an action The plaintiff must submit an Originating Notice to the proper court.

3 - Pleadings

4 - Discovery A "discovery" is where both parties perform their own investigations of the parties involved in the suit. This usually involves each side interviewing the opposing party under oath. Sometimes third-parties to the case will be interviewed as well. Once the investigations are complete the opposing parties must exchange their records so that both parties have the same knowledge of the facts.

5 - Settlement At this stage it is required that both parties discuss the possibility of coming to a settlement. With the discoveries done, it is usually clear on what the trial would turn on and the outcome can often be anticipated. A majority of parties settle at this stage resulting in a "disposition without trial".

In the unlikely event that the parties would like to continue with the lawsuit, the judge will set a trial date upon which the parties will be able to argue their case in front of the judge.

6 - Trial The Trial process involves each side to present their evidence and argument in front of a judge. The exact ordering of events can vary on circumstances but typically the trial goes as follows:

 * 1) Plaintiff's opening statement
 * 2) Plaintiff calls evidence
 * 3) Possible motion to dismiss
 * 4) Defence's opening statement
 * 5) Defence calls evidence
 * 6) Defence closing statement
 * 7) Plaintiff's closing statement

7 - Decision Once the judge had heard all the evidence, he or she will either give their opinion orally from the bench or else will "reserve" their judgement. A reserved judgement means that the judge will give the judgement in writing at a later date, within six months of the trial date.

8 - Enforcement

9 - Appeal


text:
Canadian Civil Procedure/Commencing a Proceeding

Once a client has been properly informed of their options and they have elected to start a lawsuit they must make an official announcement of their intention by submitting the proper "commencement of proceedings" forms. Invariably, the plaintiff must submit an Originating Notice. However, there are two classes of Originating Notice, it can be submitted as an action, or as an application.


text:
Canadian Civil Procedure/Rules by Province

Most provinces have its rules of civil procedure codified in a single Rule book:

 * Civil Procedure Rules of Nova Scotia
 * Ontario Rules of Civil Procedure
 * Civil Procedure Forms
 * New Brunswick Rules of Court
 * Alberta Rules of Court
 * Saskatchewan Rules of Court
 * Northwest Territories Rules of Court
 * B.C. Supreme Court Rules
 * Rules of the Supreme Court of Canada


text:
Talk:Geometry/Chapter 6

The table of contents indicates that this page should be Geometry: Chapter 6: Triangle: Inequality Theorem; however, the actual content appears to be an introduction into the basic vocabulary of right triangle trigonometry (hypotenuse, adjacent, opposite). Where's the Inequality Theorem?

Adding Inequality Theorem
I am going to change this page to a page about the inequality theorem, and move the information that is currently here (an introduction to trigonometry) to a more appropriate place.

title: Talk:Geometry/Chapter 6


text:
Immigrating to Canada/Application to sponsor and Undertaking (IMM 1344A)

 * To be filled out by Sponsor

SECTION A

Question 1
 * "proceed with the application for permanent residence": if you do not qualify as a sponsor the PR application will be processed and refused. No fees will be repaid. There is a right of appeal.

 * "withdraw your sponsorship": if you do not qualify as a sponsor you will receive all payments except $75.

(see p. 14 of Sponsor Guide)

Question 8
 * Legally separated: ?live away from wife for a year?
 * Annulled marriage: marriage never existed
 * Common law: living in the same place for 12 months

Question 9
 * Only need more recent marriage/partnership that does not currently exist

Question 11
 * The record of Landing/confirmation of permanent residence # should be found on the PR card.

SECTION B
 * If sponsoring spouse/partner you CANNOT have co-signer
 * Not needed if sponsoring dependents who do not have their own dependents.
 * Co-signer takes part responsibility. Often can be used to meet financial minimum limit, jointly.

SECTION C

 * Cannot be denied based on financial situation


text:
Immigrating to Canada/Introduction

This text is divided into two types of immigration, temporary and permanent. Temporary immigration consists of all categories of people who enter Canada on a temporary basis, be it a tourist, a visitor, a student, or a temporary worker. Certain types of temporary immigrants are able to extend their visits indefinitely which can effectively make them almost permanent. Permanent immigration, however, are those who would like to settle in Canada and take advantage of government services. This includes those seeking permanent residency or citizenship.

title: Immigrating to Canada/Introduction


text:
Immigrating to Canada/Foreword

This text is intended as a reference manual to help those seeking a guide to help in the process of immigrating to Canada. The Government of Canada provides for a variety of avenues to enter Canada which vary from simple applications to very complex procedures. Figuring out the application on one's own, especially for those who's first language is not english, can very daunting. A good clear handbook for filing government applications can be invaluable for those who are planning to uproot their lives. It is a big choice for any person and there is always a shortage of good information. The guides provided by the government are always a useful starting point, however, they can often be confusing and there are plenty of gaps in their coverage.

With the introduction of the Immigration and Refugee Protection Act in 2001, much of the immigration process has been revamped. Of particular note to those interested in applying to Canada is that the immigration officials are given significant discretion on evaluating many types of applications, so for filling out sponsorship forms, for example, there is an added responsibility to be clear, consistent, and comprehensive in the application. Again, the hope of this text is to provide detail into the added requirements that will make a strong application.

Much of the inspiration of this text is from my work with immigrants in helping them navigate the many government forms. Even after months working with them, the process can still become overwhelming. So a good reference book will always come in handy even for the most experienced. I hope to keep adding to this as I continue to learn more about the process.

title: Immigrating to Canada/Foreword


text:
United Nations/Security Council

The Council Makeup

The United Nations Security Council is the most powerful branch of the UN and is the only one with the ability to threaten a country with repercussions for disobeying a resolution passed by it. The Council is made up of 5 permanent members with veto power (United States of America, United Kingdom, Russian Federation, France and China.) In addition it also consists of 10 other countries elected by the General Assembly to serve two year terms without veto power.

Requirements

Members of the Security Council must have a representative on location at the United Nations building in New York at all times in case an issue arises and needs to be dealt with rapidly. If an official UN emergency is declared, all Security Council Member nation representatives are required to assemble within a period of three hours. It is for this reason that a representative must be at the UN building in New York at all times.

Purpose and Powers

The Council's purpose under the UN charter is to maintain international peace and security. The Security Council also recommends the next Secretary-General to the United Nations, in addition to recommendations for higher-up staff of the Secretariat. The Security Council also has the power to admit or reject a country into the UN as an official Member State.

The Council has the power to implement many consequences against a country which has acted against the interest of the UN or international community. The Council can issue sanctions, deploy peacekeeping troops and recommend that a state be expelled from the United Nations entirely.

The five winning Allied powers of World War II, (the United States of America, the United Kingdom, France, China, and the Russian Federation) were awarded the right of veto power in 1945 shortly after the founding of the United Nations and the ratification of the UN Charter. Veto power dictates that if one of the five powers finds a resolution (a UN declaratory document) to be unsuitable for whatever reason, the negative vote of any one of the five powers can make a resolution unusable. Veto power has been debated from the conceiving of the UN to present day, and has been the reason for the lack of UN reform and for some controversial issues such as the admission of Taiwan into the UN as a Member State.

Other Notes

If a country is not currently on the Council but is effected by the issue being discussed the representative from said country is allowed to participate in the Security Council's discussion but not vote. This protocol is in place to ensure that all voices are heard in the discussion.

Under Resolution 2758, the United Nations General Assembly officially removed Taiwan from the UN. However, under the UN Charter it is under the jurisdiction of the Security Council to determine which countries are to be admitted or rejected. Only in the event when the Security Council cannot meet can the General Assembly have temporal jurisdiction over such a matter. Taiwan was removed by the General Assembly when the topic of Taiwan should have been transferred to the Security Council, in compliance with the articles on UN administration, found in the UN Charter.

Although common denotation of the five allied powers can be used casually, (such as referring to the United Kingdom as "Great Britain"), the five powers registered into the UN under official names:

United States of America United Kingdom France China Russian Federation

title: United Nations/Security Council


text:
Talk:Russian/Introduction

Untitled
"Cyrillic is similar to the Roman script". I would have thought Greek would have been a better comparison, do note, Cyrillic descends from Byzantium, which was primarily Hellenized.

69.248.43.27 07:36, 23 January 2006 (UTC)

It is also related to Polish, Czech, Slovak, Serbo-Croatian,
I'd hate to burst your bubble, but there is no such thing as a "Serbo-Croatian". The "Serbo-Croatian" was a political idea which has effectively gotten the boot after Croats' unrest in students' demonstrations in 1971.

 * No, actually separate Serbian, Croatian, Bosnian, Montenegrin... languages are a political idea. They all are actually one single and the same language. --George D. Bozovic talk 20:30, 9 September 2006 (UTC)

title: Talk:Russian/Introduction


text:
Applied Ecology/Agro-Ecological Systems

Today's countryside has, worldwide, been shaped and maintained largely by farming activities, and most semi-natural areas are managed with agricultural production as a prime motivation. However, changes in farming practices have reduced the value to wildlife of many farms.

The first comprehensive national discussion on agri-ecological management to increase farm biodiversity in the United Kingdom was signalled by a conference organised by the Royal Society for the Protection of Birds and the Farming and Wildlife Advisory Group of Agricultural and Conservation Organisations. This took place in July 1969 at the Silsoe Agricultural College, Bedfordshire. For the first time farmers and conservationists met to make bridges between the two extremes of land management. The weekend conference focused on the management of Pendley Grove Farm, a collection of farmed fields made available for delegates to suggest proposals to couple arable and livestock farming with management objectives in order to increase wildlife. A report on the meeting, 'Farming & Wildlife: A study in compromise', was published in 1971 (Barber, 1971). A most important event following the Silsoe weekend took place in Dorset on the 25–26 July 1970. Here a 320-acre enterprise, East Farm, Hammoon in the Blackmore Vale, near Sturminster Newton, was surveyed in even greater detail than Pendley Grove, and the study in reconciliation between wildlife and farming widened to include forestry and hunting, as well as freshwater fishing interests.

At East Farm a fundamental issue, which arose at Silsoe, again came well to the fore in the Dorset discussions. It's an issue of applied ecology which relates to the 'strategy' of planning a farm for wildlife interests, in contrast to a series of ad hoc measures carried out by a farmer, which might suitably be referred to as 'tactics'.

There is a wealth of difference between a number of unrelated actions on a farm, such as leaving hedges for the sake of leaving hedges (however desirable the retention of any hedge might be) and the planting of an odd clump of trees to improve the view, and an integrated conservation plan for a farm based on a full understanding of how to provide the most valuable and varied habitats. For it is very desirable that there is a connection between the various physical features. Mammals, many birds - particularly game birds - and some insects need to use connecting lines, travel-ways, flyways, stepping stones, between isolated parcels of trees; and hedges in most instances, wild patches become much more valuable as habitats if they form uninterrupted links.

Reference was made at the Dorset meeting to the extraordinary amount of activity, which the Silsoe conference had triggered off and which coincided with all the publicity attaching to European Conservation Year in 1971. There was now, it was said, a steadily increasing interest in planting patches of woodland, shelter belts and field corners, and one prominent agriculturalist stated that he had no doubt that farmers would be planting thousands of acres throughout the country during the next decade. However, the sponsors of the conferences were not so optimistic. It seemed pertinent to ask whether the trees would always be planted in the most appropriate place and whether full acknowledgement would be made of the need to ensure, farm requirements permitting, that this relatively new concept of providing connecting ecological links will be applied.

In many cases a series of unrelated actions on a farm was all that was hoped for, but the importance of this particular issue of integrating physical features was an important matter of applied ecology. It was considered to be a vital part of the conservation message going out to the farming and land-owning community.

In fact it took another twenty years before the Silsoe proposals developed as an integrated government policy, which was set out in the 1994 UK Biodiversity Action Plan. In the meantime pilot schemes had been organised and several national programmes were developed, but the loss of farmland habitats continued, with government subsidies for drainage and hedgerow removal. Between 1984 and 1990 there was a net loss of 23% of hedges (about 130,000 km) in Great Britain. The net loss of hedges was the result of a combination of hedge removal and hedge degradation, and it occurred despite the planting/ regeneration of about 50,000 km of hedges. In addition to the reduction in the extent of this important linear habitat, there was also a loss of quality. Between 1978 and 1990, on average one plant species was lost from each 10 metres of hedge, an 8% loss of plant species diversity.

Nevertheless, at the time the strategy was published, Silsoe and other initiatives had resulted in several integrated farming and conservation programmes initiated by government agencies. These were initiatives in applied ecology to integrate agricultural and environmental objectives designed to conserve and enhance wildlife habitats in the farmed countryside. They were targeted at selected areas and habitats to help secure biodiversity objectives.

Environmentally Sensitive Areas (ESAs) were run by the territorial agricultural departments, this scheme was targeted on areas of high conservation value. It provided incentives to farmers and crofters to protect and enhance environmental features of their land and to prevent damage to landscapes and wildlife, which might result from some types of agricultural intensification.

A ‘Countryside Stewardship Scheme’ for England and ‘Tir Cymen’ a payment by results scheme being trialled in Wales (run by the Countryside Commission and the Countryside Council for Wales), were pilot projects offering a flexible system of incentives to farmers and land managers to conserve, enhance and in some instances recreate, selected important landscapes and their wildlife habitats in England and Wales.

The ‘Wildlife Enhancement Scheme’ aimed to develop a new and more positive working relationship with owners and occupiers of Sites of Special Scientific Interest (SSSIs) and to make full use of their land management skills and experience of local conditions. English Nature launched this three-year pilot scheme in 1991. By the end of March 1993 the scheme had been extended to cover four areas. An essential part of the scheme required land managers to record what they had done on the land in a way that could be used by English Nature. This information was then used to fine tune management practices in the light of experience to achieve the best results for wildlife. Under the scheme a straightforward management agreement and management plan was agreed with English Nature in return for a fixed annual payment, which reflected the additional costs of managing the SSSI for wildlife. Provision was also made for fixed cost works such as fencing which are needed to allow grazing for conservation purposes.

The ‘Farm and Conservation Grant Scheme’ was run by the territorial agricultural departments. The scheme allowed grants to be paid to farmers for capital works, which have an environmental value including traditional field boundaries and shelterbelts, and heather management.

The ‘Farm Woodland Premium Scheme’ was also run by the territorial agricultural departments, this scheme offered incentives to farmers to plant and maintain primarily broad-leaved woodlands on farms, thereby contributing to biodiversity and providing other environmental benefits.

The ‘Hedgerow Incentive Scheme’ was run by the Countryside Commission, this scheme offered incentives to secure the long-term well being and environmental value of threatened hedgerows, through the re-introduction of beneficial management.

In addition to these economic incentives, free technical advice was made available for farmers on pollution and conservation issues, in the form of on-farm visits and Codes of Practice, for example on ‘Good Upland Management’ and on ‘Good Agricultural Practice for the Protection of Water, Air and Soil’. Opportunities for enhancing biodiversity include encouraging the use of traditional, long established livestock breeds that are adapted to the climate and topography of each region. Where necessary, regulations were also used to provide essential environmental safeguards, in connection with, for example, the approval of pesticides and the storage of slurry and agricultural fuelled oil. Underpinning all these initiatives was the Government's R&D programme, designed to improve understanding of the complex interactions between UK agriculture and the environment (it received £67 million in 1992/3).

All of these initiative appeared in the UK Biodiversity Action Plan. This was an important outcome from the Rio Environment Summit of 1992 and in effect it set out how ecology should be applied and integrated with agricultural production. The strategy emphasised the significance for eco-agricultural systems in relation to the fact that almost 77% of the UK land surface is in farming use. Agriculture is, therefore, a key determinant of the Nation’s biodiversity, and farmers and landowners are key partners in implementing measures to further biodiversity.

Within the relatively small area of the UK there is a great diversity of farming types. This reflects a varied climate, geology, soils and local traditions. Each farming type makes its own contribution to biodiversity, and many habitats and species depend upon traditional agricultural practices for their survival. Agricultural habitats may be highly diverse at the local level. Others may have relatively low local biodiversity, but nonetheless support unusual assemblages of species, which are nationally or internationally rare, and therefore contribute to global biodiversity.

Maintaining biodiversity can have commercial benefits for agriculture. For example, biological pest control - which has been developed through an understanding of ecosystems and predator/prey relationships - has in some cases allowed a reduction in the use of pesticides. An attractive countryside, rich in wildlife, is also a basis for farm diversification through the growth in farm tourism, and can bring benefits to the wider rural economy.

Biodiversity has played a vital role in enabling agriculture to develop to its current productive state. Genetic variation has allowed plant breeders to select desirable characteristics and manipulate plant character and productivity. Maintaining genetic diversity will be a significant factor in the stability and future development of agriculture, while modern biotechnology is likely to lead to the cultivation of new crops and crop strains for food and industrial use. On the other hand, a reduction in the variety of crops and livestock may result in greater vulnerability to disease and pest attack.

With regards threats and opportunities, the UK biodiversity strategy singled out three main concerns:

 * the continuing loss and fragmentation of habitats such as chalk grassland, heather moorland, hay meadows and wetlands, as a result of such factors as intensified farming practices, land drainage and abstraction of water and road construction;
 * the loss of habitats, linear features such as hedgerows, field margins and ditches, and individual species resulting from neglect or abandonment, and from the decline of traditional forms of management as they become increasingly uneconomic and difficult to sustain;
 * damage to soils, water and ecosystems caused by inappropriate use of fertilisers and pesticides and atmospheric pollution.

Biodiversity is enhanced by policies, which encourage land management practices, which produce benefits for wildlife. The aim of such policies is to:

 * protect and maintain existing wildlife features and habitats, which are important for biodiversity;
 * enhance the wildlife value of farmland, which is of low biodiversity at present;
 * take advantage of opportunities to establish new, permanent areas of conservation value, especially when identifying alternative uses for agricultural land.

Opportunities for enhancing biodiversity include:

 * recognising and strengthening those regional and local farming and land management practices that enhance the national diversity of flora and fauna, habitats, landscapes, historical features and character, and which will help to strengthen links between land use and local community identity;
 * improving livestock management to minimise pollution from wastes and establishing stocking densities on moors, heaths and semi-natural grasslands which are related more closely to the environmental carrying capacity of the land;
 * improving crop management to reduce the need for fertilisers and pesticides;
 * encouraging the use of traditional, long established livestock breeds and crop varieties, which are adapted to the climate, and topography of each region;
 * recognising the importance of those traditional skills and practices used by those who manage land, and upon which many valued habitats depend.
 * introducing greater diversity on the farm, for example through the encouragement of reversion of arable land to pastoral use in appropriate areas and the wider use of rotations in arable farming;
 * maintaining hedges, where possible and appropriate to the area concerned;
 * withdrawing from productive agriculture altogether in selected areas and allowing natural succession to take its course.

This broad review sets out scope of the field of agro-ecological systems. Updates are required from the 1994 baseline with regards, legislation, policy, strategy and examples of operational management.

title: Applied Ecology/Agro-Ecological Systems


text:
Talk:Applied Ecology/Introduction

This book arose from a discussion point in the Ecology Wikibook, which pointed to the need for 'conservation management' to be included. I have close contact with university students and land managers, where the need seems to be for a text book on applied ecology that centres on the long-term sustainable management of the outcomes of things like, reclamation of industrial sites, and reintroductions of rare species. This would obviously grow into a big project, with distinctive subject matter, so I decided to start it as a separate book. It is at a very early stage, and I must say I miss the availability of integral Wiki software for making mind maps. Its not so easy to reorganise what are essentially provisional basic topics, but 'there you go'--Denis Bellamy 07:54, 23 January 2006 (UTC)

title: Talk:Applied Ecology/Introduction


text:
Applied Ecology/Conservation Management

Scale of action
Biological conservation management applies ecological evidence and practical experience to formulate and implement actions to maintain or attain a specific ecological objective, which is agreed upon by consensus and/or prescribed by legislation.

On a global scale the concept of Earth being a single system is easy to comprehend. The material resources are finite, and significant amounts of matter are neither lost nor gained across the boundary between atmosphere and space. Our planet is essentially a closed system with respect to matter but an open one so far as energy is concerned (Phillipson 1975). Radiant energy from the sun enters the biosphere and is re-radiated to space as heat. The maintenance of global stability requires that the biospheric inputs and outputs of energy equal each other over time; if this equality is severely disrupted then unstable conditions will persist until the changed amounts of input and output equalize and a new equilibrium is achieved.

Global warming is a clear indication of unstable, non-equilibrium conditions. A new equilibrium will eventually be reached but the question is whether, when it is reached, will conditions be suitable for human existence and well being.

The biosphere provides the scale on which global conservation strategies and management operations function. The natural resources of the biosphere are, in effect, assets; as such they can be categorized as either fixed or current. The fixed assets are the non-living (abiotic) components, exemplified by gases (the atmosphere), water bodies (the hydrosphere), and solid inorganic matter (the lithosphere); together these constitute the physico-chemical environment. The current assets are the living (biotic) components—a potentially renewable stock of plants (flora) and animals (fauna). Transfers within and between the two major types of asset can, and do, take place; for example, the daily exchanges of heat energy between atmosphere, hydrosphere, and lithosphere and also the biological processes of photosynthesis and decomposition which involve energy transformations and exchange of chemical elements between abiotic and biotic parts of the biosphere.

The virtually closed biosphere is clearly a mosaic of many interacting smaller systems in which the sum of the parts is more stable than any one of the constituent parts. Biospheric stability and local ecosystem stabilities are inextricably linked; on these grounds alone a strong case can be made for protecting the Earth's natural ability to regulate its own stability by maintaining habitat diversity. Management of the biosphere's present habitat diversity and natural resources is multinational. In 1973 it was estimated that 174 nations each had a share of global assets, which included 1841 thousand million metric tonnes dry mass of plant material (Phillipson 1973).

On a smaller local or regional scale every ecosystem—be it on land or in the ocean—is, like the biosphere, a functioning system. Unlike the biosphere, however, significant amounts of matter can be lost or gained across boundaries (which are frequently difficult to define). Ecosystems smaller than the biosphere are essentially open systems with respect to matter as well as energy. Left unperturbed over ecological or evolutionary time the constituent ecosystems of the biosphere will, as a result of interactions between organisms and environment, also reach a state of equilibrium; classical examples of this are mature tropical forests and well-established coral reefs. Because of the dynamic nature of the interactions between living and non-living components, ecosystems smaller than  the biosphere rarely achieve a fixed and lasting equilibrium, and instead exhibit varying degrees of fluctuation (Phillipson 1989a).

Commitment to conservation, including sustainable development objectives, appears to be strongest when:

 * an influential leader declares it should be so;
 * non-government agencies actively promote conservation;
 * local people become involved in conservation projects;
 * local people benefit either financially or in kind as a result of conservation activities;
 * the country itself makes a substantial contribution in cash or kind to conservation.

Systems thinking
Ecological thinking is about studying organisms in space and time, classifying patterns of distribution and describing the response of populations to physical/biological factors and the impact of human exploitation. This basic ecological knowledge is applied to make conservation management plans in order to predict the consequences of a particular action in a conservation management system.

A conservation management system is based on evidence about:

 * boundaries (e.g. the study of species area relationships)
 * distributions of species (e.g. the study of effects of local variations in light)
 * classification of communities (e.g. vegetation analysis)
 * inputs and flows of energy (e.g. analysis of food chains)
 * inputs and cycling of nutrients (e.g. measurement of nutrient reservoirs)
 * behaviour of populations in response to: -
 * physical factors such as climate, geography and soils;
 * biological factors such as disease and predation;
 * human factors connected with the use of land and water; such as pollution;
 * the exploitative management of species and habitats; such as hunting.
 * experience from management systems for the same species in similar habitats

Conservation management implies the control of environmental and socioeconomic factors in order:

 * to make more efficient use of materials,
 * to recycle materials and energy that are vital to human survival,
 * to restore derelict land
 * and to maintain the capacity of ecosystems, which are the basis of all economies, to renew and grow.

This is a vast area of applied science and technology, which is developing alongside new social organisations that are changing cultural attitudes towards the value of natural resources.

Over the years, particularly at a governmental level, conservation management has come to focus on biological resources such as:

 * Agriculture and pastoralism
 * Fisheries
 * Forest ecosystems
 * Water
 * Tourism and recreation
 * Wildlife
 * Genetic resources

From this perspective the aim is to foster attitudes in community and industry to the use of biological resources, changing from the 'maximum yield' approach to one of ecologically sustainable yield. This new attitude recognises the need for conservation of biodiversity and maintenance of ecological integrity.

Strategies and operations
Since the first Earth Summit in 1992, national strategies are now commonly in place to integrate conservation management within and between industries and communities to meet appropriate environmental, economic and social objectives. The practical aim is now to turn these strategies into operational systems and so balance exploitative management of natural resources with their conservation management. The goal is to provide the principles and tools to soften the clash between Earth’s ability to sustain life and the character of its human occupancy. This means developing methods for biological conservation management alongside softer technological organisations for production (natural economy) and ‘green’ legislative actions for the organisation of people for production (political economy).

The global educational topic-framework, which links conservation management with exploitative management, has been defined as ‘cultural ecology’. It is within this area of knowledge that conservation management systems can be seen to require more than the scientific input of conservation biology. The essential feature of conservation management programmes is that they are part of the linkages between environmental, social and economic progress; between peace and security; between productivity of environment and community; and between sustainability and the renewal and extension of democracy. In this sense, conservation management is about working on behalf of ecosystems to restore a culture where people are engaged with their place on the planet for the long term future.

It is commonplace to hear conservation managers stress that they are really naturalists who do their best to apply good science to ecosystems that are unique in each case history. No two sites share the same history and factors limiting their biodiversity. They will differ with respect to time lags and non-linear responses to a given intervention. From this point of view conservation systems have much in common with the management systems of farmers and gardeners with regards uncertainties of the effects of inputs. Because of the internal complexity of ecosystems, science has yet to answer fundamental question that were posed by Darwin regarding the factors that control relative abundance of species, with respect to space, time, pattern, food chains and population dynamics. There are fundamental questions in ecological science that underpin all conservation management systems.

Every nature reserve is likely to have some or all of the following questions unanswered:

 * How do organisms change with space?
 * e.g. What constitutes and adequate size and shape of a reserve?
 * How do organisms change with time?
 * e.g. To what extent is the site a successional process?
 * How do organisms exist in patterns?
 * e.g. How many states or ‘ways to be’ are there for a particular compositional state of a habitat?
 * How do organisms exist in food chains?
 * e.g. What is the importance of keystone resources in maintaining community structure?
 * How do organisms exist in populations?
 * e.g. What is a sustainable population size for a particular species?

Answers to these questions are embedded in the conservation management system. All environmental systems are open systems with throughputs of matter and energy whilst maintaining structure and permanence in the medium term. A conservation management system will become part of this ecosystem with linkages to several feedback mechanisms, some positive and some negative, so that feedback loops can be unpredictable. This situation makes it virtually impossible to map the system as a whole, and usually the feedback is only revealed as an unexpected response, once management has commenced. It is in this sense that a management plan can be considered as the first stage of a research project, and the plan is adapted in response to its outcomes.

The aim of this chapter is to exemplify the application of the above five pillars of ecology to conservation management systems.

Conservation management systems
A conservation management system is a procedure for maintaining a species or habitat in a particular state. It is a means whereby humankind secures wildlife in a favourable condition for contemplation, education or research, in perpetuity. It is an important topic in cultural ecology, where conservation management counterbalances the unchecked exploitative management of natural resources. Conservation management systems are vital for turning sustainable development strategies into successful operations.

The UK experience
As a British idea the concept of a national conservation management system may be traced to an upsurge of sentiment after the Second World War that the world should be made a better place. It was the botanist Arthur Tansley who pleaded for organised nature conservation on the double ground of scientific value and beauty. He had advanced the concept of the ecosystem in 1935, and a number of key ideas of relevance to nature conservation stem from this. In the immediate post-war years, he hoped for an ‘Ecological Research Council’, and a ‘National Wildlife Service’. In this context, the idea of national standards of conservation management can be traced to the formation of the Nature Conservancy Council (NCC), and its great survey of habitats and species, the Nature Conservation Review, published in 1977. From this time there was general agreement that the common purpose of conservation management systems was to transform situations of ecological confrontation between humans and non-humans into a system of mutual accommodation. The NCC’s first guidelines for managing its national resource was a pro forma to accommodate a description of the site, the goals of management, and a prescriptive section, in which the objectives of management were to be interpreted in a practical manner. Central to the latter section were lists of codified jobs to help wardens abide by best practice. The major shortcoming of the guidelines was the lack of a business philosophy to track value for the inputs of effort and resources.

Britain’s first proper conservation management system (CMS), which tied objectives to practical interventions with feedback from monitoring outcomes, coalesced around Mike Alexander (Warden of Skomer Island National Nature Reserve), Tim Read (staff member of the Joint Nature Conservation Committee) and James Perrins (an environmental/IT graduate of York University). This initiative in the 1980s led to the setting up of the CMS Partnership by the UK’s main conservation agencies, which produced a relational database for linking management objectives with scheduled on-site operational inputs. The database recorded all actions, particularly the results of monitoring against performance indicators. Over the years the software has improved greatly with respect to the user/screen interface, but the data model is still very much the same as in the original programme, which was produced with ‘Advanced Revelation’. Although the NCC has been replaced by four country agencies, in terms of the widespread uptake of the CMS across the UK, the current version, mounted on MS Access, is now, de facto, a national conservation management system. As its use becomes more widespread CMS plans are beginning to function as an evidence-based library of best practice for exchanging practical know how between users.

Data model of a conservation management system (CMS)
A CMS is simply a recording and filing tool that aids and improves the way in which heritage green assets are managed and kept in a favourable condition. Its prime function is to keep track of the inputs, outputs and outcomes of projects to meet measurable objectives. The aim is to promote efficient and effective operations, and allow recording of the work that was done and reporting on whether or not the objective was achieved. A CMS also enables the exchange of information about methods and achievements within and between organisations. These are essential components of a CMS of any scale, whether a national park, or a village pond.

Technically, a CMS is a project-based planning and recording system aimed at managing conservation features within acceptable limits of variation. A feature is any component of the environment that has to be managed e.g. a footpath or a species. A 'project' is simply a programme of work leading to an output e.g. 'construct a footpath', 'patrol an area' or 'record a species'. Projects are work plans that control specific factors that help or impede the attainment of management objectives. Each project includes a description of a process, e.g. the work to be done, when and where it is to be done and the inputs of resources required. When a project is completed, what was actually done is recorded. This is an output. The outcome of a CMS is the state of the feature at the end of the project and is measured by performance indicators. Performance indicators are quantitative or qualitative attributes of the features e.g. numbers of a species, and they are measured by special monitoring-projects in order to gauge success in reaching the management objectives. Copies of all projects with their inputs, outputs and outcomes are retained in the CMS to provide a progress- register, and an archive to support managerial continuity.

In summary, the prime function of a CMS is to enable conservation managers to control the operational functions of a management plan as a feedback system or work-cycle by:-

identifying and describing, in a standard way, all the tasks required to control the key factors (positive of negative), which influence the condition of the features, and thereby maintain the features in a favourable condition; producing and budgeting various work programmes to control the factors, for example five-year plans, rolling- plans, annual schedules, financial schedules, and work schedules for specified categories of staff; providing a site/species monitoring system to check the effectiveness of the plan against the specified objectives; facilitating the exchange of management information by reporting, within, and between, sites and organisations; using feedback from monitoring to improve the management system. The sequence of identifying features, setting objectives, and then selecting the factors to be controlled by projects with scheduled work plans, comprises a management plan.

The most effective way of organising a CMS is to assemble it as a set of interlinked forms as a relational database. However, it is also possible to operate a management plan with a spread sheet or a collection of hyperlinked ‘to-do’ lists.

Diagram of the planning cycle of a CMS

Diagram of the data structure of a CMS

Scope of conservation management
Conservation management implies the control of environmental and socioeconomic factors in order:

 * to make more efficient use of materials,
 * to recycle materials and energy that are vital to human survival,
 * to restore derelict land
 * and to maintain the capacity of ecosystems, which are the basis of all economies, to renew and grow.

This is a vast area of applied science and technology, which is developing alongside new social attitudes towards the values of natural resources.

Over the years, particularly at a governmental level, conservation management has come to focus on biological resources such as:

 * Agriculture and pastoralism
 * Fisheries
 * Forestry
 * Water
 * Tourism and recreation
 * Wildlife
 * Genetic resources

From this perspective the aim is to foster attitudes in community and industry to the use of biological resources, changing from the 'maximum yield' approach to one of ecologically sustainable yield. This new attitude recognises the need for conservation of biodiversity and maintenance of ecological integrity.

Since the first Global Environment Summit in 1992, national strategies are now commonly in place to integrate regimes of conservation management within and between industry sectors and communities to meet appropriate environmental, economic and social objectives. The practical aim is now to turn these strategies into operational systems and so balance exploitative management of natural resources with their conservation management. The goal is to provide the principles and tools to soften the clash between Earth’s ability to sustain life and the character of its human occupancy. This means developing methods for biological conservation management alongside softer technological organisations for production (natural economy) and ‘green’ legislative actions for the organisation of people for production (political economy). The global educational topic-framework, which links conservation management with exploitative management, has been defined as ‘cultural ecology’. It is within this area of knowledge that conservation management systems can be seen to require more than the scientific input of conservation biology. The essential feature of conservation management programmes is that they are part of the linkages between environmental, social and economic progress; between peace and security; between productivity of environment and community; and between sustainability and the renewal and extension of democracy. This is a roundabout way of saying that conservation management is about working on behalf of the wild to restore a culture, where people live and think as if they were totally engaged with their place on the planet for the long future.

Fundamental scientific questions
It is commonplace to hear conservation managers stress that they are really naturalists who do their best to apply good science to ecosystems that are unique in each case history. No two nature sites share the same history and factors limiting their biodiversity. They will differ with respect to time lags and non-linear responses to a given intervention. From this point of view conservation systems have much in common with the management systems of farmers and gardeners with regards uncertainties of the effects of inputs. Because of the internal complexity of ecosystems, science has yet to answer fundamental question that were posed by Darwin regarding the factors that control relative abundance of species, with respect to space, time, pattern, food chains and population dynamics. Every nature reserve is likely to have some or all of the following questions unanswered. They are fundamental questions in ecological science that underpin all conservation management systems.

 * How do organisms change with space?
 * e.g. What constitutes and adequate size and shape of a reserve?
 * How do organisms change with time?
 * e.g. To what extent is the site a successional process?
 * How do organisms exist in patterns?
 * e.g. How many states or ‘ways to be’ are there for a particular compositional state of a habitat?
 * How do organisms exist in food chains?
 * e.g. What is the importance of keystone resources in maintaining community structure?
 * How do organisms exist in populations?
 * e.g. What is a sustainable population size for a particular species?

Answers to these questions are embedded in the management system. All environmental systems are open systems with throughputs of matter and energy whilst maintaining structure and permanence in the medium term. A conservation management system will become part of this ecosystem with linkages to several feedback mechanisms, some positive and some negative, so that feedback loops can be unpredictable. This situation makes it virtually impossible to map the system as a whole, and usually the feedback is only revealed as an unexpected response, once management has commenced. It is in this sense that a management plan can be considered as the first stage of a research project, and the plan is changed in response to its outcomes.

title: Applied Ecology/Conservation Management


text:
A-level Computing 2009/AQA/Processing and Programming Techniques/Programming Concepts

High Level Languages
High-level languages are usually problem-oriented. This means that most (but not all) high-level languages are written to solve problems in specific areas. As a result there are lots of different high-level languages available to the programmer - some sources on the Internet list over 2,000 of them. This can make the process of selecting the most suitable language a daunting task.

There are several things which a programmer can use to select a suitable language. These include:
 * Looking at the facilities offered by the language and comparing them to the problem
 * How well the programme needs to interact with other existing programmes
 * The suitability of the input or output to match the user's needs
 * How experienced the programmer is with a particular language
 * The cost of the necessary compiler/interpreter
 * How long it will take to learn a new language if necessary

No programmer can have a good knowledge of all the current computer languages currently on the market. Existing languages are always being upgraded and added to and new ones are being developed to cope with new situations.

High level languages can be classified by the way in which they are organised. This method of organisation is beter known as a paradigm of which there are a recognised number.

Imperative / Procedural Programming Languages
An imperative is a command that must be obeyed and that is exactly how an imperative language works. Such a language consists of a long list of instructions that the computer will carry out. It will always carry out exactly the same process as long as exactly the same variables are inputted. The variables allow the user to exercise control over the programme but it will still be executed in a similar way.

Some examples of imperative languages include:
 * Fortran - designed to help with mathematical and scientific products.
 * COBOL (Common Business Oriented Language) - developed specifically to handle files of data and is supported by powerful search and report creation routines.
 * BASIC (Beginner's All-Purpose Symbolic Instruction Code) - originally created to allow students to create simple computer program. In recent years, Microsoft has derived Visual Basic from the original language and has taken it towards being object-oriented.
 * Java - In recent years this language has become associated with the Internet and creating online applications but was originally used to programme the chips in mobile telephones and pagers. This language allows a developer to create standalone program called 'applets' which will run without the use of an interpreter.

Logic and Declarative Languages
A declaration is where a statement is made. In the context of programming languages, with a declarative you give facts and rules to the computer which can then be queried to give data back.

Object-Oriented Programming
Object-Orientated programs consist of a number of interacting objects. The objects each have properties and behaviours, much like physical objects. This similarity to the physical world is often used when modelling an existing system, or theorizing about the action of the program. The objects are similar to procedural programmes in that they have variables, methods and functions.

A key difference between an object and a section of linear code is that the variables, methods and functions may have restrictions placed on their use. By not allowing direct access to the state but instead carrying out any changes itself the object can ensure the consistency of its own state. This property is called Object Encapsulation, it is one of the primary reasons that object orientated programming is better suited to complex problems than linear code. In linear code it is common to store the state of the system in a series of global variables, accessible by any part of the program. Object encapsulation allows each object to be reasoned about without having to consider the problems of possible side-effects from code in another object.

Objects have two parts, the state of the object and the behaviours. The state of the object is stored in a number of variables while the behaviour is defined within the methods and functions. An object is defined by a ‘class’. The ‘class’ is a definition of the variables needed and the code for the methods. When an object orientated program is running only a single copy of the class is required in memory, but multiple sets of state may be created. These sets of state are referred to as objects as the compiler, interpreter or runtime environment hides the sharing of class information.

When an object orientated program starts there are no objects, so how are objects created? The program loader is given an initial class to load into memory and an initial method to then start processing. This first method is then responsible for creating further objects, which may create more objects still.

Object orientated programmes also lend themselves to having one or more concurrent flows of processing within the collection of objects.

Instantiation, classes, inheritance, multiple inheritance, polymorphism.

Object-Oriented programming takes the idea of physical real life objects such as "chairs" and "people" and uses this concept within a programming language. It sets the basic foundation as the "Object" which can be assigned variables (e.g. a name, a persons age) and methods (e.g. a method to call to return the name stored within the object). These objects are then used together to build up a program.

Declarative Programming
In contrast to functional and object oriented languages a declarative language such as prolog contains assertions about the problem domain, often in the form of tuples. The language runtime is most often interactive and allows queries to be entered. The language then uses the declarations to deduce the answer.

Data Structures
Data Structures relates to Data Algorithms and Data Restructring for defining good data base management systems.

Algorithms
Algorithm is the step wise representation without any application of any particular logic .e.g. in the programme to add 3 numbers step1-start step2-take numbers m1, m2, m3,temp. step3-take m1=1,m2=2,m3=3. step4- add the three numbers. step5-temp=m1+m2+m3(value of addition goes to temp) step6-print temp. step7-stop


text:
Ada Programming/Libraries/Ada.Integer Text IO

is a unit of the Predefined Language Environment since Ada 95.

Used for simple Input Output (IO) of integers in text format. The package is an instantiation of for the type .Integer;

Specification
; Ada.Integer_Text_IO   Ada.Text_IO.Integer_IO (Integer);

Wikibook

 * Ada Programming
 * Ada Programming/Input Output
 * Ada Programming/Libraries
 * Ada Programming/Libraries/Ada
 * Ada Programming/Libraries/Ada.Text_IO


text:
Botany/Print version

Note: current version of this book can be found at http://en.wikibooks.org/wiki/Botany

= Table of contents =

Introduction

=Introduction=

=How to use=

= License =

title: Botany/Print version


text:
User talk:194.165.114.42

Why do you blank PHP hello world chapter? --Derbeth talk 12:28, 23 January 2006 (UTC)

title: User talk:194.165.114.42


text:
Talk:How to Solve the Rubik's Cube/Beginner (alternative)

Old discussion
''This old discussion took place when the article was named How To Solve Any NxNxN Rubik's Cube. I have added timestamps and IP to the discussion below to make the flow intelligible. --Abd (talk) 00:02, 7 September 2010 (UTC)''

I'm definitely no expert on the subject, but it seems to me there is no real information in this chapter/how to. To me, it only says: "first solve the center, then solve the rest". I wonder what adds to the "How to solve the Rubik's Cube" how-to. 12:29, 23 January 2006 161.85.127.139

 * That's true. I'll try to elaborate on the method. Ravi12346 23:35, 5 February 2006 (UTC)

The "introduction" needs rewriting to fit with the style of WikiBooks. 218.102.220.129 02:06, 21 May 2006 (UTC)

 * There is no instruction and the are cubes of side lengths much greater than five cubeis, for instance the various "olypic cubes" who's sides I know reach a length of at least 11 cubies. I suggest rather than doing sizs increasingly you do even as opposed to odd cubes, as they are solved quite a bit differently. And good luck, this is no small task. 23:43, 2 January 2008 71.98.44.37

A 2x2x2 is not solved the same way as a 3x3x3's corners would be solved assuming that 3x3x3's edges are solves. One must consider parity when solving a 2x2x2, which is not neccesary in a 3x3x3 whose edges are solved. 22:38, 23 October 2008 71.89.38.41

 * This doesn't seem to tell how to pair the edges in a 4x4x4 or higher, just how to solve a 2x2x2 and 3x3x3, which I already know how to do 20:08, 27 October 2008 69.0.8.183

You are wrong on all accounts. I vote to remove your post here.

The guide (for solving a 3x3x3) is concise yet complete in a manner that a beginner could employ. So you're dead wrong there.

Your suggestion is horrid as well. The best way to teach how to solve an NxNxN cube is to teach the 3x3x3 solution, then to teach how to reduce the 4x4x4 to a 3x3x3 in a very general way. If you do it in a way specific to the 4x4x4 you will have to teach the 5x5x5 as well, if you teach center solving and edge pairing and the only two parity cases that can be forced in a general manner, then after the 3x3x3 and 4x4x4 are taught, anyone can solve any size of cube.

Again, you are incorrect. A 2x2x2 is indeed solved the same way as a 3x3x3's corners. There is no doubt about that. There is no parity on a 2x2x2. You are making an over generalization that parity occurs in all even-numbered cubes. That only holds for 4 and higher so you are completely wrong.

Olympic cubes only go up to 7 in size. Verdes might release 8 through 11 later on. It could be years.

I don't think you said one thing that was correct or true in any sense. 20:44, 31 March 2009 99.9.85.194

 * My, my, my. Questions are not "wrong." Asking for help or information is not "wrong." And even incorrect answers, given in an attempt to be helpful, are not "wrong," and correction of the errors then helps others who might have been under the same misapprehension. And we don't ordinarily remove discussion, even if "wrong."

 * I don't know who is correct here, on the substance, I don't know the Rubik's Cube, but I do know ordinary courtesy, and this wasn't it. This person, with all their knowledge (real or imagined), didn't take the opportunity to improve the page, at least not as IP. Maybe this was Special:Contributions/Tobad8? (Only one contribution, to the page, removing hints for solving a 2x2x2 cube. Too bad, but, I suppose, it takes all kinds. I'm restoring that, since it was removed without any discussion of it. Long ago. --Abd (talk) 00:02, 7 September 2010 (UTC)


text:
User:Dessydes~enwikibooks

Welcome Everyone
My name is Dessydes. I have am a member of Wikipedia, and have written a few articles. I am new to Wikibooks, and feel that they are probably harder to write. I'll take any help I can.

title: User:Dessydes~enwikibooks


text:
User talk:Dessydes~enwikibooks

My Talk Page
This is my talk page, needless to say. Feel free to communicate with me here.

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
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 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 17:07, 3 February 2007 (UTC)

And!
Why would a textbook on NLP be vandalism - not savages here you know , regards -- Herby talk thyme 17:07, 3 February 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 Dessydes. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dessydes~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 23:05, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:53, 19 April 2015 (UTC)

title: User talk:Dessydes~enwikibooks


text:
Do-It-Yourself/Field stripping m16

Clear the rifle and make it safe. To avoid accidental firing, always look into the chamber after clearing the weapon to make sure it does not contain a round. Also, stick a finger into the ejection port and into the chamber (you may need to use your pinky if your hands are large) to feel if there is a round in the chamber. This is the method taught by the USMC: "visually and physically inspect the chamber". This is a good habit to get into because the physical inspection acts as a nice check of the visual inspection, and it works when visibility is obscured (e.g. in the dark).

 * 1. Place selector level to safe (this can only be done when the weapon is cocked).
 * 2. Remove the magazine by depressing the magazine catch, and pull the magazine forward.
 * 3. Lock the bolt open by pulling the cocking handle to the rear and engaging the bolt catch.
 * 4. Ensure that the selector is at safe and check in the chamber to make sure that it contains no ammunition. With the selector still at safe, press the upper half of the bolt catch allowing the bolt to go forward.
 * 5. Place the selector to SEMI and squeeze the trigger to release the tension on the hammer spring.

Stripping

 * 1. Remove the sling if attached.
 * 2. Stand the weapon butt upright on a firm surface and depress the slip ring at the chamber end of the hand guard.
 * 3. Remove both sections of the hand guard from the slip ring and pull down to unclip from the foresight sleeve.
 * 4. Use a pen to push out the two takedown pins located at the rear of the selector switch and the front of the magazine housing to separate the upper receiver from the lower receiver.
 * 5. Pull back the charging handle assembly to remove the bolt carrier assembly.
 * 6. Remove the charging handle by pulling back and down.
 * 7. Move bolt assembly forward to unlocking position and remove firing pin retaining pin. Do not lose the firing pin retaining pin.
 * 8. Push in the bolt assembly to put in the locked position.
 * 9. Catch firing pin as it drops out of the rear of the bolt carrier assembly.
 * 10. Give the square cam pin a quarter turn and lift out.
 * 11. Remove bolt assembly from the bolt carrier assembly.

It is possible to strip the weapon further by removing the extractor and spring assembly. The buffer spring can be removed from the butt, but this is not normally done during daily stripping. Reassembly is a straight reversal of the stripping steps.

title: Do-It-Yourself/Field stripping m16