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User talk:68.215.139.117

Please stop vandalizing Wikibooks. If you continue your IP-address will be blocked!!! Donarreiskoffer 15:48, 15 December 2005 (UTC)

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

title: User talk:68.215.139.117


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User talk:Pooopman

I have banned this username for 1 month, and the ban may be extended langer then that without warning, depending on community concensus. -- 16:24, 15 December 2005 (UTC)

title: User talk:Pooopman


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User:Renat0

I'm brazilian and i'm trying to reenforce my english and if you want to send me some books or any other stuffs send it to mr_renato_parente@hotmail.com, kay? Bye

title: User:Renat0


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Organic Chemistry/Introduction to reactions/Hydroboration/oxidation

Hydroboration/oxidation is a two-step reaction that converts alkenes into alcohols with anti-Markovnikov regiochemistry.

First, borane, BH3 is allowed to react with the alkene. The boron atom will generally react with the less substituted carbon, and it will also donate a proton to the other carbon across the double bond. If there is an excess of the alkene, a trialkylborane will be formed. That is, one molecule of borane can react with up to three molecules of the alkane if necessary. Tetrahydrofuran, a cyclic ether, is usually used as a solvent for this first step in the reaction because it can form a complex with the borane that gives the boron atom a complete octet (boron only has 6 valence electrons when it is in pure borane, which makes it highly unstable.)

Now, we have a trialkylborane, which may be fine if that is what one is trying to synthesize, but most chemists are more interested in converting this borane intermediate into 3 alcohol molecules. The way this is done is to react the trialkylborane with hydrogen peroxide in a basic, aqueous solution. This causes the borane intermediate to be converted into three molecules of an alcohol. B(OH)3 is also produced, but is probably ignored by most chemists.


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User:Joe smith

crud

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Category:Books with print version

Lists books with print version notice template.

PDF versions is another page that lists WikiBooks that have PDF versions.

This list might be outdated, check also Special:Whatlinkshere/Template:Print_version_notice. __HIDDENCAT__

de:Kategorie:Buch mit Druckversion es:Categoría:Libros con versión para imprimir fr:Catégorie:Livres avec version imprimable pl:Kategoria:Podręczniki przystosowane do druku pt:Categoria:Livros com versão para impressão vi:Thể loại:Sách có phiên bản in

title: Category:Books with print version


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Talk:How to Escape the Headlock

The "how to avoid" tips are confusing and not really helpful. Keep a bent over stance? When? All the time? When fighting someone? Similarly if one is caught in a headlock, doesn't this imply that the aggressor was applying the element of surprise and/or their superior strength to thwart the somewhat obvious "duck out from under their arms" escape?

The escape technique shown could be improved as well. In the first and third panels the victim is shown with their right arm hanging limply to the side. It would be much better to use this arm to protect the face from punches. Secondly the movement of twisting the body to place the shoulder in front of the aggressor is unneccessary and impractical if the aggressor has an especially tight or strong grip. A better way to proceed is to reach around the back and grab the inside of the aggressor's left elbow with the left hand. Alternative grips are grabbing the clothing on the back if the aggressor's elbow is not available due to the punching action described above, or if the aggressor is shirtless, reaching up to cup the underside of the left shoulder or reaching around the waist.

Third point of contention: in step three the aggressor is shown splaying his right arm open for apparently no reason. In reality if an aggressor is serious he will often hold the head grip even after both combatants have landed on the ground. This article should go on to explain how to properly escape from such a situation.

 * The how to avoid the headlock tips are good. Protecting the face is a good tip to add. The images shown could be improved and perhaps replaced with drawings. I disagree with the body twist being uneccessary and impractical, this move is particulary effective vs a bigger, stronger attacker. Its a Ju-jitzu move and in reality I've used it a few times. Maybe the best thing to do is find someone who knows more about Ju-jitzu so it could be categorized properly. If you know more ways just add them, I'll call this the Ju-jitzu way till I learn more. Chrismo 02:50, 6 January 2006 (UTC)

Another point to remember is that when your arm is in front of the aggressors torso try to elbow them in the stomach. I have used this to good effect and it left me on my feet and the aggressor bent over. This is a desirable position to be in as you have the opportunity to run or if need be to strike again.

This page needs more general guidelines to defending against a headlock. (And btw, "How to Defend Against the Headlock" would probably be better than "How To Escape the Headlock" since it encompasses avoiding the headlock in addition to escaping from it, but perhaps I'm being too picky.) Specifically, I was taught in kenpo karate to 1.) be aware of your environment so that you don't end up in headlocks, and 2.) if you're in a headlock, you tuck your chin, regain your posture by stepping forwards and staying low (almost like you're kneeling), and counterstriking fast, at the moment you land if possible (counter-striking being anything from a punch or an elbow to a very effective pinch to the opponent's inner thigh.) I think general guidelines like these would work in more situations than specific movements like the one in the photographs.

In addition, I have an issue with "Keep a stance that is more bent over than straight up." It's always best to keep better posture than your opponent when fighting, and you can't do that by bending over while your opponent's standing up. I don't doubt it'd make it harder for him to get a headlock on you, but it'd make it easier for him to punch you in the ribs, grab you and pull you in a direction you don't expect, etc. 66.189.116.168 04:53, 3 September 2006 (UTC) John S.

 * I happened to be looking at this page again and notice things were the same since the last time I made my comments, so I made some changes. 66.189.116.168 11:58, 25 February 2007 (UTC) John S.

Is this a textbook?
Well, no need for me to go on my usual rant. :) --Jimbo Wales 16:04, 4 August 2006 (UTC)

 * We've already brought this one up for VFD, and the concensus was that this currently is not a textbook, but it is suitable material for a future book on the topic of self-defense. This page currently exists for that sole purpose. --Whiteknight (talk) (projects) 17:10, 4 August 2006 (UTC)

title: Talk:How to Escape the Headlock


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Microprocessor Design

This book serves as an introduction to the field of microprocessor design and implementation. It is intended for students in computer science or computer or electrical engineering who are in the third or fourth years of an undergraduate degree. While the focus of this book will be on Microprocessors, many of the concepts will apply to other ASIC design tasks as well.

The reader should have prior knowledge in Digital Circuits and possibly some background in Semiconductors although it isn't strictly necessary. The reader also should know at least one Assembly Language. Knowledge of higher-level languages such as C or C++ may be useful as well, but are not required. Sections about soft-core design will require prior knowledge of Programmable Logic, and a prior knowledge of at least one HDL (Hardware description language).

Table of Contents

 * /Introduction/

Microprocessor Basics

 * /Basic Theory/
 * /Microprocessors/
 * /Computer Architecture/
 * /Instruction Set Architectures/
 * /Memory/
 * /Control and Datapath/
 * /Performance/
 * /Assembly Language/
 * /Design Steps/

Microprocessor Components

 * /Basic Components/
 * /Program Counter/
 * /Instruction Decoder/
 * /Register File/
 * /Memory Unit/
 * /ALU/
 * /FPU/
 * /Control Unit/

ALU Design

 * /Add and Subtract Blocks/
 * /Shift and Rotate Blocks/
 * /Multiply and Divide Blocks/
 * /ALU Flags/

Design Paradigms

 * /Single Cycle Processors/
 * /Multi Cycle Processors/
 * /Pipelined Processors/
 * /Superscalar Processors/
 * /VLIW Processors/
 * /Vector Processors/
 * /Multicore Processors/

Execution Problems

 * /Exceptions/
 * /Interrupts/
 * /Hazards/
 * /Embedded System/

Benchmarking and Optimization

 * Performance Metrics
 * Benchmarking
 * Optimizations
 * /Code Density/

Parallel Processing

 * /Multi-Core Systems/
 * /Memory-Level Parallelism/ (MLP)
 * /Out Of Order Execution/ (OOOE)

Support Software

 * Assembler
 * Simulator
 * Interpreter
 * Compiler
 * /OS/ (including real-time operating systems)

Microprocessor Production

 * /FPGA/
 * /Wire Wrap/
 * /Photolithography/
 * Sockets and Interfacing

Advanced Topics

 * /Microcodes/
 * /Register Renaming/
 * /Cache/
 * /Virtual Memory/
 * /Power Dissipation/
 * /GPU/

Resources and Licensing

 * /Resources/
 * /Licensing/

title: Microprocessor Design


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Help:Print versions

The aim of Wikibooks is to create useful books. Sometimes people want to print a book. This is not easy because books at Wikibooks are divided into chapters on separate pages. However, anyone knowing how to use templates can easily create a print version of a book by automatically including all contents of a book onto a single page. Furthermore, with all content of a book on a single page, it is easier to create a PDF version of this book. This can be done automatically, for example using OpenOffice.org or the "Print to file" feature of your browser (either to a PDF or PostScript file — the PS is easily converted to PDF later).

Not every book needs a print version — lots of books here are useful only online. But if you feel one might need to get a book printed — be bold and create it. See Category:Books with print version for a list of books that already have a single page version for continuous reading. Many of these may also be available as PDF Files.

How to create print version
Generally, it is a good solution to learn from examples. See Python Programming/Print version and read these quick guidelines.

Creating separate page for print version
In brief:

 * 1) Create the page SomeBookName/Print version (for a book called SomeBookName), containing only one line: "" (without quotes). Hit the "Publish changes" button.
 * 2) Start editing the table of contents of the book. Typically it's the main page of the book (for example, Python Programming). Just before the line with the link to the first page of contents of the book, add the line "" (without the quotes, but with the squiggly brackets). Hit the "Publish changes" button.
 * 3) From the table of contents of the book, find where it now says "A printable version of SomeBookName is available", click that link, and make sure it goes to the page you created in step 1.

Creating separate page for print version (Older, manual approach)
Many books have a "Print version" created in the years before the template existed, following a process something like:

 * 1) Create the page Book/Print version (for a book called Book) and link to it from the TOC
 * 2) Insert the  template to the top of the book's Print version page.
 * 3) Copy the TOC as an ordered list
 * 4) Insert every chapter like a template, preceded by the chapter's title. Remember to include a chapter with the list of authors.
 *  = Chapter name =
 *

Do not cut-and-paste any text from a book to its print version (except TOC).

Preparing a book
No navigational templates used in a book should be printed. Check this using the "Print preview" function of your browser. To prevent a block of text from being printed, cover it with  ... . Use class="notice" or class="notice metadata" for cleanup templates like, ; or ... . Similarly, if you want some content to be displayed only in the print version but not at normal reading, use ... . Note that text inside this tag won't be visible in the page preview during editing, so you may want to copy it to Sandbox, edit it there and copy it back.

Linking from the book
Make a visible link to the print version from the book's cover or table of contents. You can simply insert the print version template in the page Book if the page of the printed version is Book/Print version to create a box like the one shown. If you make your own links, it's a good practice to have a direct link to the edit page for the print version. Then, people who want to change something in the print version won't have to wait until the whole book is loaded to click the "edit" button. Some books have multiple printable versions; link to each of them from the book's table of contents -- see Help:Local manuals of style.

Lengthy print versions
Sometimes print versions become too lengthy—in such cases, you should divide it into parts: Book/Print version/Part 1, Book/Print version/Part 2.

Copyright problems
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Simple rudimentary PDF
It's easy to create a rudimentary PDF file from a print version.

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Unfortunately the "print versions" do not contain proper pagination. Pagination, paginated tables of contents and indexes are added by editing the print version with a word processor and creating a PDF File.

PDF with pagination
Steps:
 * Use your web browser to open and save the print version to your own computer as "web page complete"
 * use the HTML-compatible word processor of your choice to open the html file, convert html to a format the word processor, and add paginate the book.
 * In Microsoft Word, this can be done by
 * opening the saved HTML file
 * saving it to a word file
 * adding table of content by selecting Insert > Field > Index and Tables > TOC or Preferences-> Table of contents for Word 2012 or later.
 * adding page numbers to the footer
 * save it to a pdf file

The word-processed document can then be converted to PDF using OpenOffice.org or PDFCreator.

 * Tips: cut the book into numerous small HTML files using 'Wordpad' as a text editor if it will not convert to your word processor format. This allows you to locate offending sections etc. Small books can be copied to the clipboard and then pasted into your word processor. (see Talk for more tips).

Also a ready to publish "print version" takes as much effort as creating the book in the first place. There is an entire field out there, including Typesetting and Desktop Publishing, that deals with the subject. And there are dedicated programs like Adobe InDesign, Scribus, and LaTeX/TeX that are specifically made for the task of typesetting. Microsoft Word is suitable for the task, but anyone who plans on doing it in the long term will appreciate the advanced features like kerning, ligatures, word stretching and automatic quality justification algorithms that these programs offer. For example, LaTeX automatically generates Table of Contents and Indices for you.

MediaWiki to LaTeX
More than 80 % of books with PDF version currently available on the English Wikibooks have got a PDF version created with MediaWiki to LaTeX. Thanks to LaTeX the quality is comparable to professionally printed books.

Upload and Link the pdf files
PDF files can be uploaded to Wikimedia Commons just like images. But remember: don't link to PDF like this:  . This causes the entire PDF to be downloaded when loading the page. Use  File:File.pdf  — this will link to the PDF's description page — or <tt> [[Media:File.pdf]] </tt> for a direct download link. Remember to tag the file as GFDL and include the edition number in the comment. Also remember not to use a simple URL link to download the PDF, because the PDF will be shown in unused images list. Instead, use Media: link (for instance: <tt> [[Media:Special_Relativity.pdf]] </tt>).

PDF files could previously be uploaded to Wikibooks but new files are now uploaded to Commons. If there is an existing PDF file in Wikibooks, this can be updated by the creator but not other users. If a different user wants to update a PDF file, the existing Wikibooks version will need to be deleted by an administrator for <tt> File:file.pdf </tt> to point to the new version. Alternatively, the new PDF file can be given a different name.

A collection of a book's pages can be downloaded on-demand as a PDF file as well. See Help:Collections for details.

To add a link to your wikibook page, insert

For example

Tips on PDF versions
Some lingo first of all. 12 points to a pica, 6 pica to an inch. Points usually measure vertical distance, pica usually measure horizontal distance. For example, the height of fonts are measured in points. Size 12 Roman font is about 12 points high. The width of columns are usually measured in pica.

 * Golden Rule: Rules in layout and art ain't rules. If it looks good, then do it. Think of these as guidelines if you don't know where to start.
 * Keep things consistent. Use templates in GUI based programs like Word or InDesign, or use macros in LaTeX to keep pages as a whole consistent.
 * Keep consistent spacing between lines. Usually 120% of the size of the font is used for paragraph reading. For example, size 12 font is spaced by ~14 points. Size 14 font would be spaced by ~16 points. Headlines, nameplates, and so forth don't follow this rule. Only body-text.
 * When there is a picture, make sure the space between the words and the start of the picture is consistent. If it is inlined with the text, make sure all 3 or 4 sides of the picture are consistently spaced from the text. If the picture has its own space, say, centered with a caption, make sure the caption is consistently placed, along with the spaces away from the text above the picture as well as below.
 * Don't do full justification unless it looks good! When you do full justification with an inadequate program, you easily can get "rivers" of whitespace that is distracting for the reader. Programs with better justification algorithms, like LaTeX or InDesign may still mess up if the columns are too narrow. The best solution is usually to change the wording of the paragraph, but switching to ragged right or increasing the column width helps as well.
 * Hyphenation should only occur in full justification (both left side and right side lined up). Hyphenation in ragged right looks strange, and thoughts and words can get lost as the reader looks for the next line.
 * Don't bold too many things. Bold can get in the way of your text in ways that softer italic emphasis doesn't. It is fine to bold headlines or other attention grabbers, but in the body text, try with soft italics first.
 * If doing a complicated layout, try the 5 column layout (don't actually use 5 columns. Maybe merge the right 3, and merge the 2 left side columns for notes. Or merge 3 columns to inline a picture in the middle of the page), or the artists rule of 3 to create a layout.
 * Know the difference between the hyphen, endash, and emdash. Emdash is the longest, and is used in as a punctuation mark. Endash is used as "to" between numbers. Hyphens are usually the shortest and connect words between lines and compound words.
 * Finally: Read the PDF when you are done! Frequent trouble spots are tables, pictures, and the text around large headings. Keep an eye out for widows and orphans, or words on their own lines, or on the next page when a paragraph ends. Don't be afraid to change the words of a paragraph to fit the layout, in fact, it has to be done frequently.

Tools

 * MediaWiki to LaTeX
 * Wiki2LaTeX converter (Java application)
 * Derbeth's Print Version Creator is a small web-based tool taking table of contents of a wikibook and producing text file with wikicode of print version of a book

de:Hilfe:Fertigstellen es:Wikilibros:Versión para imprimir fr:Wikilivres:Versions imprimables pl:Wikibooks:Podręczniki do druku pt:Wikibooks:Versões para impressão

title: Help:Print versions


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Microsoft Office/Working with Formulas

Select the cell that the formula result is going to be displayed in. The formula can be constructed in the formula bar. Always need to put the = sign before a formula. That is how Excel recognizes what you are entering as a formula.

Click on the green checkmark to enter the formula, the red x to cancel the formula.

Autofill
Autofill helps you fill in formulas quickly once you have constructed one in a cell. In order to Autofill, select the cell with the formula. Place your cursor so the small black cross appears in the lower right corner of the cell (+). Once that cursor is visible, simply drag your formula down the column (or across the row as the case may be). Autofill will change the cell references accordingly.

Note that cell references can also change automatically when you copy and paste a formula using the clipboard, unless you use an absolute cell reference (see below).

E.g.: If the formula in A3 is, when you drag that formula over to B3 then the formula becomes.

Cell References

 * Relative Cell References: cell references that change when the formula is autofilled into different cells, as in the example above.
 * Absolute Cell References: if you don't want a certain part of your cell reference to change when you copy the formula to a new cell, you need to put a $ in front of the row and/or column part of the reference (see example below).

E.g.: If the formula in A3 is, when you drag that formula over to B3 the formula becomes.

To quickly add the dollar symbols use the F4 key, which toggles four ways. First press gives both row and column absolute,, second press gives row absolute,  , third press gives column absolute,   and finally fourth press returns to fully relative,.

AutoSum
The AutoSum button on the standard toolbar allows you to quickly insert the SUM function. Select the cell where you want to put the total and then click on the AutoSum button. Excel will insert the SUM function and take a guess as to what cell range you’d like to sum. Check to make sure the cell range is correct, then press enter to accept the function.

Functions
Excel has created hundreds of functions that prevent you from having to write out complex or repetitive formulas yourself. The cells that you want to perform the function on are either listed, separated by commas, or included in a range of numbers, indicated by a colon in between the first number in the range and the last number in the range.

Functions can be inserted by using the Insert menu, by clicking on the Paste Function icon on the Standard toolbar, or by typing  in the formula bar and choosing the function from the drop down list on the left.

Functions can also be 'nested'; that is, inserted into larger functions, by using the appropriate amount of brackets.

The Function Wizard
You can quickly generate valid functions using the function wizard. To open it, click the function wizard button in the formula toolbar. It provides a description of the function you select (in this case AVERAGE), a space for you to enter in the range or numbers (in Number1) and previews the Formula Result. You can select a range from your sheet rather than typing it in manually by clicking on the little button with the red arrow to the right of the Value box.

AutoCalculate
Excel will automatically perform calculation on a set of cells that you select and display the results on the status bar. The default calculation is the SUM function, but you can change the calculation by right-clicking (Win) or Command + clicking (Mac) on the AutoCalculate result.

title: Microsoft Office/Working with Formulas


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Learn Electronics/Integrated Circuits

It is possible to produce microscopic-sized transistors, diodes, resistors, capacitors, and inductors, then connect them together using special custom designs to obtain certain complete circuits, integrated circuits.

title: Learn Electronics/Integrated Circuits


text:
Talk:Developing A Universal Religion/Why Bother?/Why Develop A Universal Purpose?

=Criticisms= You state:
 * it no longer naturally overflows with abundant resources,

I think that this is a questionable statement. and:
 * and a population of six billion can only be sustained using the products of modern technology.

This is simply untrue. The bulk of the world's six billion ihabitants is sustained without modern technology. Only the less than a billion who inhabit North America and Europe are so dependent and even that is arguable. Please don't take it that I disagree with the general point that I think you are making, that we live on a planet that is under increasing population pressure and that the eco-system is becoming more and more fragile. However facile statements that cannot be backed up by hard facts simply play into the hands of the very extremists you hope to discourage. Take a look at BP's world report on enrgy production and consumption, use the applet to chart all the world's primary energy equivalent consumption and the uncheck North America and Europe so that you can see how small a proportion the rest of the world uses. --kwhitefoot 20:31, 15 December 2005 (UTC)

Hello Kwhitefoot. I've looked for the references that I used but can't find them. (I'll blame moving and discarding, but maybe they will turn up sometime.)

I wrote this: “The world is not what it used to be—it no longer naturally overflows with abundant resources, and a population of six billion can only be sustained using the products of modern technology”

But, IMHO, this statement is true, regardless of what BP’s research finds.

1. Surely we have greatly reduced—not eliminated, but on the way—much of the world’s oil and coal stores, fish and numerous animal/insect species, rain-forests, and endangered much else with our pollutants, perhaps making some dangerous to consume.

2. And how many of the 6 billion could live if everyone sought what might be produced without fertilisers, machinery to grow and transport food, etc?

3. And would everyone live as the very poor do in China, Africa, India? Wouldn't the world's average lifestyle be reduced to that?

I not only think that modern technology sustains us, I think that it adds greatly to our mental outlook. It certainly gives me more opportunities to find a “better life.” It means that I can live in a healthy environment, enjoy modern media, travel, and even think that the world might oneday become a “better place” for everyone. Wouldn’t you agree?

However, maybe the world could sustain 6 billion people without modern technology. (But, if everyone had the same standard of living, I would hate to live in such a place! How about you, would you like to live in such a place?)

David Hockey 20:50, 21 December 2005 (UTC)

 * Hello Kwhitefoot.
 * I haven't been able to find the original references, but Global Footprints was part of it. Here is their site: http://www.ecouncil.ac.cr/rio/focus/report/english/footprint/
 * And here are some quotes:
 * “Accepting 12 percent as the magic number for biodiversity preservation, one can calculate that from the approximately 2 hectares per capita of biologically productive area that exists on our planet, only 1.7 hectares per capita are available for human use.” http://www.ecouncil.ac.cr/rio/focus/report/english/footprint/benchmark.htm
 * and, “Footprints are too large. Most countries presented in this report live on footprints larger than what their own ecosystems can support. On a global basis and even by conservative measures, humanity’s footprint has overshot global capacities by over 35 percent.”
 * “Population versus consumption. The numbers show the impact of both consumption and population. Clearly, the high levels of consumption in industrialized countries take the biggest share of the planet’s bounty. But with ever larger populations it becomes progressively less likely that a reasonable quality of life can be secured for everybody. Particularly the rapidly growing populations will lose their prospects even faster.” from http://www.ecouncil.ac.cr/rio/focus/report/english/footprint/numbers.htm

 * It is more than energy use I was referring to. I know that this site is only one of many differing points of view. That’s one of the discussion points this book might raise, I guess. (But not one I anticipated!) David Hockey 14:29, 5 January 2006 (UTC)

Linking Endnotes
When I started to read this module I found it annoying that I couldn't easily navigate to the end notes so as an example I have linked them to the endnote page. You can see what I did by looking at the history and comparing the versions. I think that the book needs to be 'wikified' if it is to be pleasant to read online. It would be easier to read if each page had links to the next and previous pages as well as to the contents page. Look at [Programming:Visual Basic Classic/Case Studies] or [Programming:Python Functions] for example. --kwhitefoot 21:36, 15 December 2005 (UTC)

Yes, you are right. I am starting to do this--see Part One. I never seem to have enought time!!! David Hockey 19:25, 17 December 2005 (UTC)

Oh! Now I see what you have done and I like that method. I'll make changes. David

Why make universal if you have diversity
If the richness of today is diversity why make one universal religion? One might even argue that there is no universial way of life just alot point of vieuw's.

Also, making a universal religion implies that you will turn all religious texts into one book. If thats true, than that soundslike a collosal (impossible) work to me.

Maybe these 2 elements should be added to this chapter.

 * But I think that I have done this. The last two paragraphs of this section state:

"Humanity needs, I think, a collective purpose. This would be in addition to our many individual and religious purposes. Under such a unified objective, individual moral behaviour not harmful to the collective good would properly remain individual choice, accruing concomitant rewards as believed to come before or after that individual’s death. However, the world’s collective guidance is a different matter. It should be obtained from a purpose positioned far beyond any one individual’s reach. This purpose should shine as a beacon to nations, guiding many generations. And its rewards should accrue to the living, not the dead, enriching the lives of all.

"While no one should be expected to abandon their inherited or chosen religion, none should be prevented from adopting an additional universal purpose to guide their moral behaviour. No one should be asked to change what they have come to believe about themselves and their ultimate individual destiny, or to deny the god they worship. But an overarching universal purpose, used to guide humanity’s collective behaviour should also exist—something that clearly helps ensure our species’ and life’s well-being and continuance."

And I have tried to present a rationale for doing this in several earlier sections. David Hockey 12:51, 14 May 2007 (UTC)


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User:Mxuxl1~enwikibooks

Stupid forced caps x.x

title: User:Mxuxl1~enwikibooks


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Talk:Macroeconomics/Aggregate Demand

=Suggested Changes=

The Variable "y"
I have also used the variable "y" to represent AD. Such as in the GDP of the U.S. is y=c+i+g+x-m If someone else can validate this, perhaps we can add this as another alternative to the "AE" expression also noted.

Net Exports
It should probably be noted somewhere that X - M is sometimes refered to as Net Exports or "NX". -Chapium 00:39, 26 July 2006 (UTC)

title: Talk:Macroeconomics/Aggregate Demand


text:
User talk:Eroyce~enwikibooks

hello, and welcome to wikibooks! I saw that you left a comment on the macroeconomics page- feel free to make any changes you feel would be appropriate. I am currently planning on organizing that module a little better, using the proposed change with the new macrobar. I'd love it if you'd like to help me- if you're interested. (also use 4 tildas ~ to sign your comments.) DettoAltrimenti 20:53, 15 December 2005 (UTC)

sounds good- just let me know if you need any help. also, feel free to stop by #wikibooks on moznet on IRC. DettoAltrimenti 21:13, 15 December 2005 (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 Eroyce. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Eroyce~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 23:09, 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) 04:56, 19 April 2015 (UTC)

title: User talk:Eroyce~enwikibooks


text:
User:Eroyce~enwikibooks

User page for Eric Royce Peterson - for more information, please see wikipedia userpage

title: User:Eroyce~enwikibooks


text:
X86 Assembly/Basic FAQ

This page is going to serve as a basic FAQ for people who are new to assembly language programming.

How Does the Computer Read/Understand Assembly?
The computer doesn't really "read" or "understand" anything per se, since a computer has no awareness nor consciousness, but that's beside the point. The fact is that the computer cannot read the assembly language that you write. Your assembler will convert the assembly language into a form of binary information called "machine code" that your computer uses to perform its operations. If you don't assemble the code, it's complete gibberish to the computer.

That said, assembly is important because each assembly instruction usually relates to just a single machine code, and it is possible for "mere mortals" to do this task directly with nothing but a blank sheet of paper, a pencil, and an assembly instruction reference book. Indeed, in the early days of computers this was a common task and even required in some instances "hand assembling" machine instructions for some basic computer programs. A classical example of this was done by Steve Wozniak, when he hand assembled the entire Integer BASIC interpreter into 6502 machine code for use on his initial Apple I computer. It should be noted, however, that such tasks done for commercially distributed software are so rare that they deserve special mention from that fact alone. Very, very few programmers have actually done this for more than a few instructions, and even then only for a classroom assignment.

Is it the Same On Windows/DOS/Linux?
The answers to this question are yes and no. The basic x86 machine code is dependent only on the processor. The x86 versions of Windows and Linux are obviously built on the x86 machine code. There are a few differences between Linux and Windows programming in x86 Assembly:

 * 1) On a Linux computer, the most popular assemblers are the GAS assembler, which uses the AT&T syntax for writing code, and the Netwide Assembler, also known as NASM, which uses a syntax similar to MASM.
 * 2) On a Windows computer, the most popular assembler is MASM, which uses the Intel syntax but also, a lot of Windows users use NASM.
 * 3) The available software interrupts, and their functions, are different on Windows and Linux.
 * 4) The available code libraries are different on Windows and Linux.

Using the same assembler, the basic assembly code written on each Operating System is basically the same, except you interact with Windows differently than you interact with Linux.

Which Assembler is Best?
The short answer is that none of the assemblers is better than any other; it's a matter of personal preference.

The long answer is that different assemblers have different capabilities, drawbacks, etc. If you only know GAS syntax, then you will probably want to use GAS. If you know Intel syntax and are working on a Windows machine, you might want to use MASM. If you don't like some of the quirks or complexities of MASM and GAS, you might want to try FASM or NASM. We will cover the differences between the different assemblers in section 2.

Do I Need to Know Assembly?
You don't need to know assembly for most computer tasks, but it can definitely be useful. Learning assembly is not about learning a new programming language. If you are going to start a new programming project (unless that project is a bootloader, a device driver, or a kernel), then you will probably want to avoid assembly like the plague. An exception to this could be if you absolutely need to squeeze the last bits of performance out of a congested inner loop and your compiler is producing suboptimal code. Keep in mind, though, that premature optimization is the root of all evil, although some computing-intense realtime tasks can only be optimized sufficiently if optimization techniques are understood and planned for from the start.

However, learning assembly gives you a particular insight into how your computer works on the inside. When you program in a higher-level language like C or Ada, all your code will eventually need to be converted into machine code instructions so your computer can execute them. Understanding the limits of exactly what the processor can do, at the most basic level, will also help when programming a higher-level language.

How Should I Format my Code?
Most assemblers require that assembly code instructions each appear on their own line and are separated by a carriage return. Most assemblers also allow for whitespace to appear between instructions, operands, etc. Exactly how you format code is up to you, although there are some common ways:

One way keeps everything lined up:

Another way keeps all the labels in one column and all the instructions in another column:

Another way puts labels on their own lines and indents instructions slightly:

Yet another way separates labels and instructions into separate columns AND keeps labels on their own lines:

So there are different ways to do it, but there are some general rules that assembly programmers generally follow:

 * 1) Make your labels obvious, so other programmers can see where they are.
 * 2) More structure (indents) will make your code easier to read.
 * 3) Use comments to explain what you are doing. The meaning of a piece of assembly code can often not be immediately clear.

X86アセンブラ/基本的なFAQ

title: X86 Assembly/Basic FAQ


text:
X86 Assembly/Comments

When writing code, it is very helpful to use some comments explaining what is going on, and particularly why. Sometimes why means repeating drawn conclusions, that, for instance, at one point it has been established as knowledge that data meet certain criteria.

A comment is a piece of regular text that the assembler just discards when turning assembly code into machine code. In assembly, comments are usually denoted by a semicolon, although GAS uses   for single line comments and   for block comments possibly spanning multiple lines.

Here is an example: Everything after the semicolon, on the same line, is ignored.

Sometimes, during debugging, regular comments can be used to track down bugs, that means errors in programs that cause unexpected and undesired behavior. For that, actual source code is commented out: Here, the assembler never sees the second instruction, because it ignores everything after the semicolon.

HLA Comments
The HLA assembler also has the ability to write comments in C or C++ style, but we cannot use the semicolons. This is because in HLA, the semicolons are used at the end of every instruction: C++ comments go all the way to the end of the line, but C comments go on for many lines from the "/*" all the way until the "*/". For a better understanding of C and C++ comments in HLA, see Programming:C or the C++ Wikibooks.

X86アセンブラ/コメント

title: X86 Assembly/Comments


text:
User talk:70.80.167.3

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

title: User talk:70.80.167.3


text:
Talk:Developing A Universal Religion/Why Bother?/Why Choose Life's Possible Endpoint?

=Criticism=

I assume that you mean America when you say, the West. I suspect that most North Western Europeans abandoned such ideas long ago, especially the limitless expansion part. Misattribution of opinions weakens arguments. --kwhitefoot 21:53, 15 December 2005 (UTC)


text:
User:German Men92

German Book Planner
I'm getting collected with the german book and making lesson plans, right now a ROUGH finishing date for level I is July 2007.

Teaser of Lesson 6 Outline
Vocabulary: School supplies, Basic vocabulary in classes, School classes.

Grammar: "Jetzt"; Idioms in German sentences, relating to school.

This is NOT all of it.

About Me
My name is Jake. I have almost single-handedly finshed the lesson part of Lesson 4, and made major develoment with Level 1. I'm also doing some serious work on The Wiki Norwegian Book.

Physical Features

 * 6'2 ft. tall
 * 157 lbs.
 * BMI of 12
 * Blonde Hair
 * Blue Eyes
 * Similar to one of the Carlson Twins

Sports

 * Football (Soccer)
 * Rugby

Languages
Also I am learning many other languages other then german.

Currently I'm learning...
 * Dutch
 * Spanish
 * Norwegian
 * French
 * Danish
 * Swedish
 * Russian
 * Polish

I know it's a lot, but I'll have the best Eurotrip that way. :-D

Other Accounts
German Wikibook Deutsch WikiBook

Other Info

title: User:German Men92


text:
Drugs:Fact and Fiction/Salvia

Salvia (Sage) is a common perennial herb that grows throughout the world. The plant grows to be several feet tall and has large light-green leaves. Salvia is a member of the mint family, and is considered a common garden plant. Most common forms of Salvia can be found in plant nurseries. They are not hallucinogenic and will only give users a headache if smoked.

Diviner's Sage, Salvia divinorum - commonly referred to as "salvia" - is one of the hundreds of species of the Salvia genus. It is not native to any place, although it is commonly grown in some parts of Mexico, and now grows wild in some parts of the Sierra Mazatec region.

General
Although some users take salvia recreationally at a very low dosage, it is not a "party drug." Daniel Siebert, ethnobotanist and salvia advocate, remarks, "...salvia is not 'fun' in the way that alcohol or cannabis can be. If you try to party with salvia, you will probably not have a good experience."

The active chemical - salvinorin A - is the strongest naturally occurring psychoactive known to date. It has been used by natives for thousands of years to seek divine spiritual insight. The internet brought the plants psychoactive qualities to wider attention. In recent years several countries have introduced legislation to make prepared forms of the plant illegal. It remains legal in most of North America because of the lack of media attention, and the very small abuse potential. (See legality section below.)

There is no known lethal dosage of Salvia divinorum. However, it is very strongly recommended that a trip sitter be present. Because of its short-lasting effects (when smoked), users can take turns being a sitter.

Before setting forth to explore the potential of this substance, please read this entire page!

Legality
This substance is illegal in Australia, Denmark, Finland, Norway, Sweden, Switzerland, Italy, Spain, Germany, Belgium and Brazil. It is legal in many other countries, including Austria, France, and has differing levels of legality/illegality in different states of the USA. As of 2017, it is illegal to possess, distribute, or sell Salvia in Kansas, Delaware, Florida, Tennessee, Texas, Illinois, Louisiana, Missouri, Montana, North Dakota, and Oklahoma. It is legal for individuals over the age of 21 to buy, possess and use in California, but requirements re: it's retailing demand diligent current research.

Methods of Ingestion
Salvia can be ingested in several ways that produce varying effects. A large amount of leaves can be chewed thoroughly to produce light but long lasting effects. More common is to smoke prepared extracts where the salvinorin A has been concentrated to several (Five to twenty-five times) the natural amount by weight.

title: Drugs:Fact and Fiction/Salvia


text:
Managerial Economics

For non-economists

 * Introduction - What is Economics?
 * The Theory of Human Behavior
 * Human Behavior
 * Budgeting: Simple Case
 * Budgeting: Realistic Case
 * The Theory of Entrepreneurial Behavior
 * The Entrepreneur
 * Production Theory
 * Cost Theory
 * Demand Theory
 * Consequences of Human Behavior
 * Resource Allocation
 * Industrial Structure
 * Prices of Products and Factors
 * Business Cycles
 * The Visible Hand
 * The Economic Process

For economists

 * Interest Calculations (relation of time and money)
 * /Cash Flow/
 * Single Cash Flow
 * Equal Uniform Payments
 * Linear Gradient
 * Geometric Gradient
 * Irregular

title: Managerial Economics


text:
High School Physics/Heat

"Students, as you do know, the reason why heat exists is because it is merely just another form of energy. When you say, that you would rather avoid the heat, than get out of this universe! Without the existence of heat, many things would simply not be able to exist in the real world. Heat is what makes those brownies crisp. Heat is also what makes that ice melt."

Concepts: -The 3 laws of thermodynamics. -Entropy and enthalpy.

Problems -the stable temperature when combining hot and cold water.

application: cooking.

title: High School Physics/Heat


text:
High School Physics/Physical intuition

Physical intuition is best defined as the prediction of movement in which we humans usually can predict from common experience. New methods to take away the common confusion that students are frustrated by is by taking this to mind:

"nature before math."

What this means is that students commonly are taught in the "cook book approach." The difference is that you will engage yourself in an immersive, interactive way which makes you think about the relationships of the derived laws.

Learning just basic physical intuition we can reasonably and logically conclude if the movement of the physical system seems to be right. By using a combination of physical laws, physical intuition, and diagrams, most if not all problems of classical physics can be solved. Another helpful skill is "physical perspectives" which can be used to analyze what the answer should look like.

We will employ the "more, less, and contrast" method to compare various situations.

In order to build up skills of such intuition, observe the following experiences.

Steps to developing excellent physical intuition
-Consults the equation and recognize the types of units involved in it. -From common experience, See what would typically occur. Common experiences include: Geometry (the shape of things) Sports and forces (how things are related to sports) -Connect the equation and common experience together to get a better understanding of the subject. -Contruct diagrams and "deconstruct" the aesthetic diagram into a physical diagram. -Make sense of the reasonableness of the numbers. -Make the final prediction of what will happen.

Sports:
-Parabolic motion-the position of the ball. -Tennis: Spin, speed, angle-the motion of the ball -Vectors-the amount of force in certain direction to produce such motion -Vibration of sports instruments. -Football: the pass -Skating:Conservation of motion -Friction

Food
-kinetic and potential energy. -Sugars,Carbohydrates, and Fats.

Transportation
-the relationship of mass and speed/energy.

it is generally known that usually more massive things tend to accelerate slower. the example is the difference between driving a loaded car and an unloaded car.

-the difference between a loaded car and a unloaded car -drag forces: the relationship of volume and speed. -closed and open windows in a transportation vehicle -Positions in bicycle riding that promote better speed. -Carnot engines and general efficiency -elastic and inelastic collisions.

title: High School Physics/Physical intuition


text:
User talk:71.251.139.12

Stop vandalizing pages. If you continue to do so, you will be banned from editing. Kellen T 02:19, 16 December 2005 (UTC)

title: User talk:71.251.139.12


text:
User talk:Compatta

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. --Derbeth talk 14:05, 16 December 2005 (UTC)

concepts appear more complex than they should be.

I agree that far too much stuff is taught in a way that makes it sound far more complicated than it really is. I do what I can to untangle overly complicated "explanations". I think you might enjoy reading some people who are even more militant about keeping things as simple as possible:
 * http://amasci.com/ by Bill Beaty (I hear he's starting to edit Wikipedia, and that can only be a good thing.) In particular, http://amasci.com/amateur/physerm1.html.
 * the book QED by Richard Feynman
 * the people at the 43 folders wiki.

Thank you for making Wikibooks easier to understand. --DavidCary 06:09, 14 January 2006 (UTC)

title: User talk:Compatta


text:
User talk:LockeShocke~enwikibooks

user: compatta

in actuality, what type of physics book are you trying to overhaul? anyways i'm sure it won't be to hard just to categorize the physics page by level of understanding.

also, you may notice that their are many books which are in the "construction phase"

should you try to note what books that you think in general are best suited for a general area?

 * I was referring to the Physics C (mechanics) book -- the last time I checked, all that existed was a sort of cheat-sheet of equations, but I have some interest in renovating it to provide explanation behind the concepts, laws and equations. Sorry for the delay in responding. LockeShocke 16:02, 1 March 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called LockeShocke. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name LockeShocke~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 23:25, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:12, 19 April 2015 (UTC)

title: User talk:LockeShocke~enwikibooks


text:
Talk:Windows Programming

Vista
When Windows Vista comes out, this book is going to need to be either extensively modified, or a number of additions are going to need to be made. Many parts of the API are expected to change, and the new Vista driver model implements user-mode drivers. Any suggestions on how to adapt to the changes? --Whiteknight (talk) (current) 21:34, 1 March 2006 (UTC)

 * I'm the guy mentioning Pelle's C under the Anonymous IP. Since I'm at the beginner stage in Windows Programming, I can't tell it's too relevant due to people's slow adoption of anything new. It's probably OK to just make a section or two, the way Hart's Windows System Programming book was updated to "handle" XP, 2003 and Win64. His 64-bit section goes more or less like: Current Status, Model, data types, API changes, migrating code and compiler issues. To tell the truth, I'm not happy OS's change so much and break compatibility. I'm a legacy guy who just patched windows 2000 machines for USA Daylight Savings this past weekends, and am darn proud :) --66.108.164.77 04:17, 14 March 2007 (UTC)

UNICODE....
I dont understant why unicode was removed from wikisource to be part of wikibooks/Windows Programming. Why "windows programming"? must i remake UNICODE table for other languages???? Sspecter 04:38, 12 December 2006 (UTC)

 * To the best of my knowledge it wasn't wanted on wikisource, and they were going to delete it. Instead of deleting the material, it was moved here to the Windows Programming book. There are two options:
 * Create a Unicode book, and link to that book from every other book that needs to discuss unicode in more detail
 * Add unicode material to every book that needs it.
 * Which ever you feel like doing is perfectly fine. --Whiteknight (talk) (projects) 13:32, 12 December 2006 (UTC)
 * I would prefer much better to create a Unicode book. Can I move it? Sspecter 06:24, 16 December 2006 (UTC)
 * Go right ahead. If an editor doesn't like the change, he'll either take it to the talk page or revert it. But I think it'll be fine. :) Cheers, --Iamunknown 06:29, 16 December 2006 (UTC)

The reason i want to change is that it was (for me) very hard to find this codes hidden between the mediawiki projects. Other people are having the same problem, proven by the weird biggest article in wikipedia, about "HTML decimal character references" (wich is, in fact, a very ugly mistagged uncomplete unicode reference), voted 3 times for deletion and maintained. Check it out. Sspecter 06:37, 16 December 2006 (UTC)
 * Hi. I tried to follow the link but it seems to have been removed. A second part is up, according to a search for decimal character references and is available via this link. I'm one guy (probably the only one besides Whiteknight but I don't know all my IP addresses) that recently added info to the OSS/Cygwin portion of this Wikibook. I should try and see if there's a unified ID for wikieverything accounts or create a new account for here.
 * BTW, thanks, Whiteknight --this wikibook's first chapters are the glue that helped me fill gaps from books and web tutorials on Win32 for C++... "Hello world" teachers out there should spend more time defining what those new windows.h types and weird capitalized strings are about. I'll update the OSS section to add at least a mention to LCC-WIN32 and (non-open source?) Pelle's C, since they have GUI support that can substitute the need Visual Studio tools for simple projects. --198.83.125.201 00:37, 9 January 2007 (UTC)

 * This seems to be a likely successor to the missing character reference links given above: List of XML and HTML character entity references. --Georgeryp 19:17, 24 November 2007 (UTC)

Assignments?
How about assignments to go along with the text?

 * Personally, I usually ignore assignments. How about examples that build a more complete application using many of the tasks discussed in the chapter?  For example, now that the reader's gone through the Windows Programming/Window Creation chapter and has read about menus, take them through building a simple program that invokes menus. Puckdropper (talk) 05:52, 12 December 2007 (UTC)

Copyright Symbol?
_____________________________________________________________

Information about Windows:

_____________________________________________________________
 * Windows
 * Basic Computing Using Windows
 * Windows © OS, Inside OUT!
 * Securing Windows XP

Why is there a copyright symbol here? Pulseczar 18:37, 5 November 2007 (UTC)

 * No idea. That's just what somebody has named the book. Technically, we probably should make it clear that in this context "Windows" is a registered trademark. --Whiteknight (Page) (Talk) 18:54, 5 November 2007 (UTC)

Disappointed
I took a course on C programming in college, and since then have programmed recreationally in several languages. I'm only now starting to take interest in creating graphical programs, and I'm strongly disappointed in this Wikibook. I'm certain that if I already knew how to use the Win32 API this would make a fine reference, but as a teaching tool it falls short. If this is only intended for reference, could you include a warning stating so in the first paragraph? If this is intended to educate novices to GUI programming, I think significant rewriting is in order.

 * In place of adding a warning why not contribute with the missing information :) It is up for the book contributors to add or not the warning but placing it will be limiting the scope of the book and will make it very improbable that anyone will add or rewrite it to cover that subject.  --Panic (talk) 16:11, 22 February 2008 (UTC)

 * First, because I am a beginner to the subject and cannot myself supply the imformation I believe this "book" needs. Second, because when non-established wiki users come and make significant changes to existing articles, Internet fights ensue.

 * Because you are a beginner is not an objection. You are not required to show any IDs or other cards here, so you should by default consider anyone a beginner (on the other hand no one is allowed to intentionally lie). If you are reading from other resources you can contribute without doing an exact copy (or even doing an exact copy if license allows it), this is a collaboration effort if you add something that is incorrect others will correct it later (we hope). Fights will only be created if contributors divergences can't be accommodated and then there are correct ways of handling them... --Panic (talk) 18:13, 22 February 2008 (UTC)

 * This whole website is a volunteer effort, and it doesnt make sense to be criticizing the intermittant efforts of our volunteers. I've written the vast majority of this book so far, but real-life obligations, and other projects, have prevented me from contributing much to this book recently. It's also good to remember that this book, and all other books here on this site, should be considered "works in progress", not finished books. This book is certainly not in it's "final" condition, and it will improve when people take the time to improve it. --Whiteknight (Page) (Talk) 20:12, 22 February 2008 (UTC)

 * All free windows GUI programming documents tend to be terrible. Microsoft just doesn't care (their gdi examples don't even compile), and the only good documentation is from books you have to pay for. Here or anywhere else on the web will just be abysmal. I hope this post saves many people valuable time. --V2os (talk) 02:24, 11 October 2008 (UTC)

Windows programming in C++ for kids
Well I am giving this topic because I am a kid.And I have burning desire to program.I've found some useless books on C++ online that teaches only console programming.Hell that Hello World console program.

I hate this program now.I am bored.But I like this book very much.So I suggest that you create a usefull (not useless) books for kids like me.I am only 10 years old.But I know a little about programming.So,This is the reason

 —Preceding unsigned comment added by 119.30.39.47 (discuss) 10:22, 9 April 2014

title: Talk:Windows Programming


text:
Talk:US Contract Law

Who posted the information contained here so far? I mean no offense since it does seem like a sincere and honest effort to accurately and concisely state the principles of law mentioned. Still, I must say it seems EXTREMELY elementary. It seems as though this is written by a 2L who learned out of an Emmanuel's outline and would not be able to argue the policies and principles behind the law and WHY a judge might chose to use a particular argument over another.

For instance, the parol evidence rule is not nearly so simple as it is stated here. The Emmanuel's summary outline may make it that simple, but there are several well established exceptions to the parol evidence rule and none were mentioned here. There are complex policy considerations that are behind the decision to allow oral testimony and the judge's personal philosophy about what role the courts should play and what role the judge herself should play will have a great influence on the decision.

I hope to make additions to this wikibook when I find the time, but I just wanted to point out for those who might consult this as a good source that things are far more complex than this makes it appear. unsigned comment by 24.45.199.241 at 04:44, 16 December 2005

Scope
The users writing this module never say to which part of the world it applies. Is this intended to be an overview for contracts law worldwide, or in a few specific countries? --Kernigh 05:30, 16 December 2005 (UTC)

The move
Whoever renamed/redirected this may want to go thru the law bookshelf and do the same. - The Webjunkie

I think this whole entry should be rewritten completely. It is extremely bad - from topic organization to sentence construction to.. everything...

title: Talk:US Contract Law


text:
Learn to Play Drums/Drum Tabs

Drum music is written down in one of two forms: as tablature, or in musical notation. The two forms are basically the same, and are fairly easily interchangable. The major difference is that in musical notation, rest symbols are used to denote timing, while in tabs, the spacing is used. In both, each individual instrument is written on own line, although sometimes multiple similar instruments, like cymbals, are written on the same line with different symbols. Most instruments can have multiple symbols denoting different ways to play them (for instance, on the hi-hat line, "o" commonly means open, which "x" means closed).

Since Wikibooks doesn't support a musical stave feature, most lessons in this book will be written in tabs.

An example would be as follows HH|x-x-x-x-x-x-x-x-|x-x-x-x-x-x-x-x-| Sn|o---o---|o---o---| BD|o---o---|o---o---|

The above is a basic 4/4 drum beat, with the bass on counts one and three, the snare on counts two and four, the hi-hat on counts one, two, three, and four, and a hi-hat accent on the "and" of count four.

Instruments
Different tab authors use different symbols for notation. You just have to be careful to read the specs at the start. And if you're playing a song you know, listen!

The symbols commonly used in this book are as follows: Cymbal = X Closed hi-hat (HH) = x Open hi-hat (HH) = o Tom 1 (T1) = o Snare (Sn) = o Tom 2 (T2) = o Tom 3 (T3) = o Bass Drum (BD) = o

There are many types of cymbal, common notation will include Crash (Cr) = X Ride (Rd) = ^

Other notation
If there are letters like "R" or "L" below the tab it is to indicate which hand to use on the note above it.

Timing
A good way to learn timing is to count as you play. For standard rock beats, you are playing 4 beats (quarter notes) per bar. You count on these notes. You may also be playing 8th notes in between, as in the first example. For 8ths, you usually count "and". Here's the first example again, with counting: 1 & 2 & 3 & 4 & 1 & 2 & 3 & 4 & HH|x-x-x-x-x-x-x-x-|x-x-x-x-x-x-x-x-| Sn|o---o---|o---o---| BD|o---o---|o---o---|

You can also count 16ths in between the quarters and 8ths. You'd usually count this like "one-ee-and-ah-two-ee-and-ah...", or "1e&a2e&a3e&a4e&a". For some styles, you'll be playing 3/4, in which case you will only could to 3 in each bar: "1 and 2 and 3 and 1...". For others, you'll be playing 4/4, but instead of playing 8ths, you'll play triplets (or 12ths). You can count 12ths like "One and ah Two and ah Three and ah Four and ah", or "1&a2&a3&a4&a".

You can play along with a metronome to keep good timing. Timing is an extremely key factor in playing drums. To help build speed, play each lesson at a comfortable tempo until you are become proficient, and then increase the speed of the metronome by an amount that is somewhat challenging. For endurance, play at a moderately slow tempo (for example, 16ths at 100bpm) for a set amount of time. Discipline is also a key factor.

When learning beats, breaks down each part of the beat and plays it separately, for example playing only the hi-hat, then only the snare, then only the bass drum, and then bringing in another part, for example both hi-hat and snare, or hi-hat and bass drum, or only snare and bass drum, and then all the parts together.

title: Learn to Play Drums/Drum Tabs


text:
Talk:Ada Programming/Archive 2

Ada Programming/All Chapters
I have tryied an All Chapters view like they have for C++ and Computer Science - however it does not work for our page layout :-(. And I am unshure if it is worth changing - there would be a lot of work involved for little gain. --Krischik T 09:33, 13 September 2005 (UTC)

Can't view
I'm unable to view the page. Don't know whether is a problem of Wikibooks or a problem with my connection. Nevertheless I can edit the page and have added 1st level titles to improve the TOC. At least in the Spanish Wikibook this tip was very useful (es:Programación en Ada / Texto completo). Are there other layout problems? The page headers, the Lady image... Those ones might be corrected changing the template, if regarded necessary. ManuelGR 20:47, 13 September 2005 (UTC)

Probably the
Main problem - I think - is the use   - I hope to rectify that with  . Also the page might just be to big - after adding the keywords it stoped working.

Works now
But only with less chapters and use of. You can quickly find out about any missing by looking for the first "Contents [hide]" - if there is more then one "[hide]" then there is more then one   on the page.

 * Congratulations. I didn't know of this noinclude feature, it's useful. ManuelGR 17:21, 23 September 2005 (UTC)

title: Talk:Ada Programming/Archive 2


text:
Talk:High School Physics

well i need help with the following:

(Please, if you are going to rename the title of the paqe or naming convention, please also be sure to transfer the appropriate names!)

 * 1) pictures/diagrams
 * 2) interactive real world examples
 * 3) supplemental content.

As to the usefullness of the books, i want to point out certain things in the books which may be useful for the person who is learning the material.

i don't know what to call them, but their usually subject related puns. well my "helpful" points would go into the following parts

 * 1) some type of concept builder
 * 2) some type of further application and insight (for the people who would like to explore more)
 * 3) links to online physical modules
 * 4) common misconceptions
 * 5) funny nemonics devices that are helpful to remember content.
 * 6) Perspectives. Compares the sizes of things and makes them relative.

I am a high school science teacher, though my background is in chemistry. I figured that this would be a good place to share the resources I have created. Any clues on how to integrate premade activities/labs and very short summary notes in to what is already here? I can certainly come up with good mneumonics on the topics I have taught. Let me know. Please. --Purpill 22:19, 18 March 2006 (UTC)

Posted by Darren Baird (physics teacher with the TDSB), Toronto, ON, July 26, 2007...

I am concerned with a number of issues with this module.

1. Much of the language is very awkward. In most cases this just slows down the read, but in some places, it obfuscates the meaning in a way which hinders understanding. If you claim to be a teacher posting material to help, then fix you spelling errors and straighten up your language. If you are not a native english speaker, I understand, so hard feelings... but the criticism stands... if you expect your students to gain clarity from your work, then your work should be clear!

2. Where are the promised diagrams?

You have some kernals of good ideas here, but they are typically half formed ideas... you don't explicitly express any ideas... you allude to them then immediately move on... this more resembles my teaching notebook (intended for my eyes only) than anything I would allow in front of my students.

I am concerned with my borderline students stumbling accross this, reading the nonsense and becoming increasingly frustrated because they can't understand what is written. They would then blame themselves instead of the poor writing.

I will give specific comments, then make the edit... (be a part of the solution)

suggestions for rewrite for your intro paragraph as:

This book, Physics for highschoolers, will educate high school students upon the concepts of "in" not "upon"

physics, and how they apply to a regular high school students life. Likewise, this book will be similar to Hewitts conceptual physics approach which associates hard concepts to very "with" not "to"

manageable ways to understand life. This wikibooks is situated for people who would like to "wikibooks" should not be pluralized, "situated" is not correct word choice... "designed" or "written". Actually until everything is cleaned up, I would say... "will be designed for..."

understand the hard concepts by observing an easy to read style, helpful diagrams, and hopefully get a laugh when learning about the true things in life. word choice... "nature" not "true things in life"

Once again... are you a native English speaker?

I would like to reiterate the concerns and criticisms of the above user. As a high school student, who is genuinely interested in becoming a physicist, I find this book very hard to read.

I don't agree with the amount of time spent on creating small, imaginative stories in order to explain a concept, or to introduce a subject. Evidently, I intrepret the need to relate science to something else, as an indication that you may not fully understand the actual material enough to explain it thoroughly.

This book essentially needs more work from my honest opinion.

GhostMD (discuss • contribs) 01:04, 5 March 2012 (UTC)

title: Talk:High School Physics


text:
Financial Modelling in Microsoft Excel/Design patterns

Design patterns are used where the same set of needs comes up over and over again. They are standard and well-tested approaches to designing models, and you can build up a library of patterns to make it easier to design professional solutions.

Please note that the names of the patterns below are not official names, because Excel has no generally accepted patterns, but they have been created for the purposes of this book. You may not find these names used anywhere else.

Tabular pattern
The tabular pattern below is one all spreadsheet users are familiar with.

This is the simplest and most obvious way to build models, and it is used for most business spreadsheets.

It has two main problems:

1. the formulae must be copied down correctly in each column – this is a common error

2. it can be hard to check formulae, when they are crammed into successive columns. There is little room for any explanation, users can only see one formula at a time (unless they turn on the formula view, and then you can't see the values), and users can only see a few columns at a time. This means that as a model gets more complex, this pattern can become very difficult to follow, and even unworkable.

Block pattern
In more complex models, it may be difficult to fit everything into one sheet using the tabular pattern above.

The model can be divided into sections such as tax, depreciation, revenue cashflows, etc., and each of these can be put into a separate "block", usually on a separate sheet. The results are then consolidated in a summary sheet.

This is a pattern commonly used in large finance models, e.g. for toll roads, power stations, etc., where a large number of cashflows are projected forward in time, and where the model can be broken up into logical chunks. The models can get very big, e.g. 15 meg, with 3,000-4,000 unique formulae.

The advantage is that each sheet can be checked independently, and each sheet is on a particular topic. When a problem is complex, it helps if you can check it a piece at a time. More on project financing

While this approach helps break up a complex problem into bite-size chunks, it is important to check the connections between the chunks and ensure they link up properly, as large models can become very confusing. You also need to design the model very carefully because it will be very difficult to rearrange later.

Merge pattern
The following approach is a powerful alternative to the tabular pattern. It works well where you have to carry out a series of calculations for many rows of data.

You first build a calculation sheet based on a single record of data,
 * showing that data at the top of the sheet,
 * listing any assumptions you need (explaining as you go), and then
 * setting out the calculations down the sheet, as spread out as you like.

The result is that, given any one of the data records (i.e. rows), you can produce the correct results clearly and accurately for that single row.

This has obvious benefits in making the calculations much easier to check than when they are crammed into columns on a single row, next to the data. Of course, there is no free lunch, and the disadvantage is that you can only do one row at a time, which is clumsy.

The next step is to use a dozen lines of VBA code to load each data record in turn into this sheet, calculate, and export the results for each record into a separate row on an output sheet. You end up with an output sheet with a row of results for each data record.

There are several advantages to this:
 * you use a single set of worksheet calculations for all records – there is no need to copy them down all the rows for each record
 * the calculations are much easier to check than the tabular pattern, because you can spread them out across an entire sheet, and you can pull any data record in to look at it in detail
 * all the business logic is in the worksheet, not in VBA, which simply automates the process
 * the data and results sheets are completely separate from the calculations sheet, and they have no formulae that can be messed up - this separation is a very important design principle
 * if you want to print individual results for each record (e.g. you want to send out letters to each person), VBA can print a specially formatted output sheet for each record as it loops through them all

This approach requires more skill to build than the tabular approach, but the code can be made generic, so it does not require any changes, removing the need for programming skills.

VBA pattern
VBA can be used to read in the data and assumptions, carry out all the calculations, and then put the results back in the sheet.

This is a very powerful approach where there are large amounts of data, or where a worksheet would be very slow, because
 * VBA can process data extremely quickly, and
 * it can read from and write to data files, databases and websites,
 * and it is very compact, because all its calculations are done in memory and are discarded once the results are put back in a sheet

The power comes at a significant price, because
 * VBA requires sound programming skills
 * it can be difficult to adapt later if it needs to change
 * it can be very difficult to check, although one solution is to produce a test worksheet with selected outputs to make it easier to see what is happening

Generally, VBA should be used for complex models involving a lot of data, like a simulation or a very large datafile.


text:
High School Physics/How to solve physics problems

The triangle: Pythagoras will remind us of his famous formula: A^2 + B^2 = C^2

/|     C/ | A    Pythagorean Theorem: A^2 + B^2 = C^2 / |      (ex) Billy started at the park. To get to his house, he went east for 3 miles and north for 4 miles. When he came /___|     home very tired, his sister said to him "Silly, the fastest way to get somewhere is a straight line. So since you                             B        went east for 3 miles, That means B = 3 and B^2 = 9. Since you went north for 4 miles, that means A = 4 and A^2 =                    16. So to get C^2, i just add up A^2 and B^2 and thats equal to 25. So the answer is 25 and the "turnip root" of 25                is 5. Only if you got here 2 miles earlier, you wouldn't have been so tired, Billy!"

Algebra Concepts

/The pyramid of algebra / \    Where A = BC    / A \    How to use it: Whatever you want the equation to be equal to, just block that part out /B | C\  (ex) if i wanted B in terms of A and C, just block B and it will equate to visually, "A divided by C"

Almost all physics problems at this stage are in the form, A = BC

(ex) General Purpose Problem ______  |      |          |\  9 N                -3n |     |          | \               =====O  / \       D = 5 meters | 1 kg | | /_              =====O |   |      T = 2 seconds |______|         |/__|             =====O  \ /       Mass = 1 kg                     []_______5 meters________[]           gravity = 9.8 m/s^2

Joey Newton recent got into trouble by his parents. His parents, knowing that Joey was a strong kid with 9 Newtons of force, placed a 1 Kg bowling ball to his foot to prevent him from running away. To make things worse, Johnny has a really strong "anti-Escape" fan that exerts 3n on his foot.

From the following Problem, Figure out the answer given the following concepts:

A. What is the Force? (chapter 1:Force) B. What is the Acceleration? (chapter 2: Acceleration) A. W = Mass X gravity (chapter 4: Energy)

B. What is the net force of the problem, assuming his leg is "actually" the bowling ball.

The doodle/Diagram: Basically its there to visualize problems and see how the concepts and the picture is related. One of the best concepts in which can be gained by drawing out the diagrams is a better understanding of the materials. Usually by drawing such diagrams, the math to it can be vastly simplified.

To aid in solving a problem, always assign the numbers which are given with their respective value.

Keywords for solving physics problems The general keywords that usually appear in problems in "the object starts at rest" = The initual velocity (Vo) is 0 "the object stops at rest" = The final velocity (Vf) is 0 "goes faster" =Add "goes slower" = Subtract Distance, Displacement, Movement = the change from the final distance from the starting position. "north" "South" -They either want you to use the pythagorean theorem or use vector diagrams elongates, stretches = gets bigger

Also, try to imagine the 'physical situation' as given in the problem. for ex, if in the problem it is given that the 'wheel is rolling without slpping' try to imagine it in your head, and then go about solving the problems. Especially in mechanics it helps a lot.


text:
Linux Guide/Using the shell

Introduction
The command line interface (CLI or terminal) may seem intimidating at first, but it's important to remember that the command line is really, truly your friend. An army of tools are at your disposal that can take what would be a tedious and lengthy job (like removing the last four characters from every line of a lengthy file) and turn it into a two minute job.

For every Linux distribution the command line prompt will look a little different. For example, on one system you might see your username, the '@' symbol, the machine name, your current directory and the prompt.

user@linux ~/$

This is a very common prompt. You may also see your username, a space, the fully qualified domain name of the computer, the full path to your present working directory followed by the prompt. In the example above 'user' is the username and 'linux' is the name of the host(computer) you are logged on.

user linux.box.com /home/user$

The prompt varies from system to system based on a number of things. For example, it may be the default configuration set by the creators of your particular Linux distribution. It could also have been configured by the person who administers the computer. Maybe you, yourself, configured how you wanted your prompt to look.

The way you configure the look of your command prompt depends on what shell you use and the shell is the piece that most people commonly refer to as "the command line" when, in reality, it is simply a piece of software that provides an interface to the services of a kernel. The distinction between a 'shell' and the 'command line' is simply that a shell refers to a specific piece of software (e.g BASH, Tch, ksh, etc) that provides a command line interface. Most modern Linux systems use BASH (Bourne Again SHell) as the default shell.

A Little History
The commands used at the command line may seem a little cryptic due to their tendency to be very short. This is because the roots of the Linux command line are from systems where a single letter entry could take a significant amount of time to travel from a terminal, to a central server and back to the terminal where it was printed onto a roll of paper. In those old systems, the shorter the input was, the better as it meant less time waiting to issue your command and receive output. The best thing you can do to remember what commands stand for is to find out what word the command is an abbreviation for. This can go a long way to remembering the command later.

Summary of Common Commands

 * ls - This command lists the contents of your present working directory.
 * pwd - Shows you what your present working directory is.
 * cd - Lets you change directories.
 * rm - Removes one or more files.
 * rmdir - Remove an empty directory.
 * mkdir - Make a directory.
 * ps - Provides a list of currently running processes.
 * cp - Copy a file.
 * mv - Move a file (this is also used to rename a file, "moving" it from one file name to another.)
 * grep - The global regular expression print program lets you search through a file or output of another program.
 * find - Find a file on the filesystem
 * man - Displays the manual for most commands (including 'man').

 * TIP: For help about a command, try man  which will bring up the manual for it. Note that some commands are built into your shell and do not have a man page, use your interpreter internal command (should be help ).

Using ls
user@linux ~/$ ls       Afilez  Report.doc  aFilea  finances.xls  myPic.jpg  report1.doc  vacation pictures

You may notice from the example, default output of 'ls' that the files are not in strict alphabetical order. This is because the output is sorted on the numeric ASCII value of each letter. Because upper case letters have a lower ASCII value than lowercase letters, the returned result will always be files starting with upper case letters first. For example, if we add the file AZTRIP to the directory we will get 'AZTRIP' as the file listed first followed by 'Afilez' because the ASCII value of 'Z' is numerically lower than the ASCII value of 'f'.

If the ASCII values of letters has you confused, the important thing to remember here is that uppercase letters trump lowercase letters and will appear first in listings. The result is that files are first sorted by case and sorted alphabetically second.

The default output of ls isn't as useful as it could be. For example, given the output in the example, we don't know what are files and what are directories. We can likely guess that "Afilez", "aFilea" and "vacation pictures" are all directories as they don't have an extension after the file name. To confirm this, we can pass the 'l' parameter to 'ls' to get "long listing format" output.

user@linux ~/$ ls -l -rw-r--r-- 1 adrong mkgroup-l-d 163328 Jul 24 11:42 AZTRIP -rw-r--r-- 1 adrong mkgroup-l-d 11264 Jul 24 11:42 Afilez -rw-r--r-- 1 adrong mkgroup-l-d 22528 Jul 24 11:43 Report.doc -rw-r--r-- 1 adrong mkgroup-l-d 24576 Jul 24 11:42 aFilea -rw-r--r-- 1 adrong mkgroup-l-d 300032 Jul 24 11:43 finances.xls -rw-r--r-- 1 adrong mkgroup-l-d 47104 Jul 24 11:41 myPic.jpg -rw-r--r-- 1 adrong mkgroup-l-d 17920 Jul 24 11:43 report1.doc drwxr-xr-x 1 adrong mkgroup-l-d     0 Jul 24 11:24 vacation pictures

The first character in the output above indicates the file type; where a dash indicates a file and the letter 'd' indicates a directory. From this output we see that the only directory is "vacation pictures"

 * NOTE: Most systems have an alias on the ls command to include the '--color' flag so that the command highlights different file types with different colors. Directories are commonly shown in blue. If the output of your 'ls' command is always the same color, try "ls --color".

 * TIP: Another common parameter (also known as an "argument") to the ls command is 'a' which shows all files including any hidden files and folders that start with a period. Arguments may also be combined together in a single block of letters. For example, "ls -l -a" can also be expressed as "ls -la".

Using cd
The cd command lets you navigate from directory to directory on your system. The first thing you may need to know when using the cd command is that, unlike windows, Linux does not use the concept of drive letters. Instead, everything is somewhere within the root directory, '/', including other disk drives.

There's a couple ways to use cd to navigate to the directory you want. These are known as "full path" and "relative path".

Full path always begins with the root directory '/'. For example, if we're in our home directory '/home/user' and we want to navigate to the 'vacation pictures' directory, we would issue the following command.

user@linux ~/$ cd /home/user/vacation\ pictures user@linux vacation pictures/$

You may note that our prompt changed a little to indicate the directory we're currently in. This will be the case on most systems, but as previously discussed, this depends on how your shell is configured. You may also note the backslash between "vacation" and " pictures". This backslash is known as the "escape character" and tells the cd command that the space is part of the directory name. If we omitted the backslash, the cd command would error and tell us that it could not find the directory "vacation". If you don't like typing backslash or have a directory name with many spaces in it, you can use quotation marks around the path.

Relative path can start a number of ways, but always describes how to get to a specific directory from the directory you're currently in. To do this, we need to know how to move to directories that immediately surround the directory. These directories are parent directories and sub-directories

A sub-directory is any directory that is contained within the directory we're currently. Given the output below of "ls -l", we see that chicago, florida and "new york" are all sub-directories to the "vacation pictures" directory.

user@linux vacation pictures/$ ls -l drwxr-xr-x 1 adrong mkgroup-l-d 0 Jul 24 12:44 chicago drwxr-xr-x 1 adrong mkgroup-l-d 0 Jul 24 12:44 florida drwxr-xr-x 1 adrong mkgroup-l-d 0 Jul 24 12:44 new york

A parent directory is the directory that contains the folder that we are in. This makes the "vacation pictures" folder the parent of the "chicago", "florida" and "new york" directories.

To cd to a sub-directory, you can start the path name with "./" which indicates the directory we're already in, or you can immediately start with the name of the sub-directory. For example, both of the following commands will change you to the "florida" directory.

user@linux vacation pictures/$ cd ./florida user@linux florida/$

user@linux vacation pictures/$ cd florida user@linux florida/$

To cd to a parent directory, you always specify "../". The following command will return us to the "vacation pictures" directory.

user@linux florida/$ cd ../ user@linux vacation pictures/$

If we are already in the "chicago" directory and want to cd to "new york", we must first tell the system we want to go up one level to the parent directory and then to the "new york" directory. We can do this by saying "cd ../" and then "cd new\ york" or we can do it as one step using the command below.

user@linux chicago/$ cd "../new york" user@linux new york/$

 * NOTE: Notice how we used quotation marks around the path to cd to the "new york" directory. We could have, instead used the backslash before the space and omitted the quotes to get the same result.

Similar to "./" and "../", there's also "~/" which indicates the home directory of the user we're logged in as. If we wanted to cd to the "vacation pictures" folder while in the "/usr/lib" directory, we could do this with any of the following commands.

user@linux lib/$ cd ~/vacation\ pictures user@linux lib/$ cd "/home/user/vacation pictures" user@linux lib/$ cd ../../home/user/vacation\ pictures

 * TIP: Using the cd command without specifying a directory will return you to your home directory.

File manipulation
Copy directory options: $cp -frvp /source /destination ^  ^^^^    ^        ^         |   ||||    |        \--- Path from root is best |  ||||    \ Path to copy from root best |  ||||         |   ||||                          OPTION FLAGS |  |||\- Keep permissions |  ||\-- Verbose |  |\--- Recursive files and folders |  \ Force |                                         \ Copy command

cp exam test -copy file named "exam" to directory named "test"

cp exam. -copy file named "exam" to current directory (note period at end of command line)

cp prod/p* reports -copy all files beginning with "p" to reports directory -can reverse p* to *p for files ending with "p"

Copy img to floppy: dd bs=2x80x18b if=/dev/fd0 of=/tmp/floppy.img

Copy source to make img: dd if=/dev/cdrom of=filename.iso ^--^_________ replace with file name

DELETING Remove directory: $rm -frv dir/ ^  ^^^    ^         |   ||| \-- Remove directory |  |||          |   |||                           OPTIONS |  ||\-- Verbose |  |\--- Recursively through all dir |  \ Force |                                ---         |         \ Remove command

rm *    <- Delete all files in directory rm -r   <- Delete directory and contents

Command options for permissions r = read w = write x = execute X = execute only if user already has execute s = set user or group id on execution t = sticky + u = permission granted to user who owns file g = permissions granted to group members o = permissions granted to users other than "u" or "g"

PERMISSIONS format: drwxrwxrwx ^^^^^^^^^^                   ||||||||||                    |||||||\\\--- other users |||||||                   ||||\\\-- group ||||                   |\\\- owner |                   \ directory = "d" (possible: -, b, c, q)

Octal Method: chmod permissions 4 = read                  examples: 7 = 4+2+1  will show "rwx" 2 = write                           6 = 4+2    will show "rw-" 1 = execute                         5 = 4+1    will show "r-x" Usage: chmod 755 FileName          <--- change file permissions Usage: chmod -R 755 DirectoryName  <--- change directory permissions recursively will show permissions "-rwxr-xr-x" Note: first character in permissions show what kind of file - = file d = directory b, c, or q = device files

Usage format: chmod -R ugoa =+- rwx filename ^ ^^^^ ^^^ ^^^    ^        | |||| ||| |||     |        | |||| ||| |||     \-- file or directory | |||| ||| |||                ---        | |||| ||| ||\ Execute | |||| ||| |\- Write | |||| ||| \-- Read | |||| |||                    ---        | |||| ||\ Remove | |||| |\- Add | |||| \-- assign | ||||                        ---        | |||\ All | ||\- Others | |\-- Group | \--- User |                             ---        \- Recursively through all directories ---       Usage: chmod g+w filename

In addition, three extra permission may be assigned: For files: u +-= s : Set UserID, run as if file-owner g +-= s : Set GroupID, run as if file-group o +-= t : Set "sticky bit", keep executable in swap-space - can only be set by root (no longer supported by Linux-kernel) For directories: u +-= s : Set UserID, files in directory inherits directory's ownership g +-= s : Set GroupID, files in directory inherits directory's group o +-= t : Set "sticky bit", limits the ability to remove a file in a world-writeable directory (like /tmp) to the file's owner.

VI / VIM

VI/M uses 2 modes in which to process text. To process the various commands available use the " " key. To insert text simply type "i" to return to text insert mode.

For Starters/Basics

Start Vi    vi     [From command line] Insert mode i   Command mode Save doc    :w Quit app    :q Usage: :wq  [will save and exit document]

Navigation-- Right       l   Left         h   up           k   Down         j

Sort all

Replace text

^^^^^  ^   ^  ^    |||||   |   |  |    |||||   |   |  \--- Globally |||||  |   \-- Replace with |||||  \-- Find |||||   ||||\-- substitute for text |||\--- To last line ||\ separator |\- From line "1" \-- ":" operator to start command processing Useful tid bit to remove EOL characters from DOS file [use key sequence " " together for EOL char] :%s/^M$//

Select Ranges :1,$  = All lines in file :1,.  = All lines from start of file to current (included) :.,$  = All lines from current to end of file (inclusive) :.-2  = Single line 2 lines before current line :10,20 w abc   = Write lines 10,20 to new file abc :r abc         = Reads contents of file abc into working file :10,20d        = Delete block lines 10 ~ 20

See Line Numbers

Write lines to new file

Change working file from current to file abc [be sure to save first]

Read abc file into working file after cursor

Execute command from prompt

Example ->   :r !date   [inserts time and date at prompt]

Enable syntax option for programming source text highlighting

VI Navigation [escape key = ] 0 [zero] = Move to beginning of line G        = Go to end of file 5G       = Move to beginning of 5th line u        = Undo .        = Repeat last command x        = Delete character dd       = Delete line dw       = Delete word d$       = Delete from cursor to end of line $ then J = Join/append following line with current $ then a = Append input at end of line A        = Append input at end of line [same as above, but one less key stroke] i        = Insert text at cursor /        = Bottom of screen type search string and will move cursor to first occurrence

Printing
Work from Bash Prompt:

lpr -P //PrintServer/PrinterName "file name" Other options: -# Number of copies [example "-2" for 2 copies] -c Make copy before print

lpq -P PrinterName : Displays printer status report

lprm 4     : Removes job #4 from printer

pr         : Formats, paginates, prints header OPTIONS -d : forces double spacing -h : Customize header -l : Change number of lines per page | default=66 example: pr customers | lpr  example: lprm 1006

lpstat -s ex: lp -n 2 all files ex: lp -n 3 all files -d a3printer ex: lpstat -d a3printer

See also: CUPS

Disk System

 * Disk space usage: du -h : lists an estimate of total space usage for each subdirectory found in and the estimated grand total disk space used
 * File System (mounted) Disks space usage: df : lists all mounted disks and blocks total, used, free, and logical disk name
 * df . : lists only current working mounted disk, displaying total, used, free in blocks.
 * df -h : lists all mounted disks total, used, free, and logical disk name in human terms (KB,MB,GB,TB).
 * df -kh : lists all mounted disks total, used, free and logical disk name in human terms (KB, MB, GB, TB) and space used in % (percentages)[-k] option.
 * List partitions: fdisk -l : list all partitions on a hard drive e.g. fdisk -l /dev/hda

title: Linux Guide/Using the shell