text:
Budget Watch Collecting/Timex date codes

Most (possibly all) mechanical Timex watches from 1963 until the end of mechanical production in 1993 have a reference number, usually at the bottom of the dial. The last two numbers correspond to the year the watch was produced. The two (occasionally 3) numbers before that are the movement number, the remaining numbers are the catalog number. For example, 2495210592 would indicate catalog number 24952, movement 105, year 1992. In some cases this number is hidden under the bezel and cannot be viewed without removing the movement from the case.

Some earlier Timex models have an ink-stamped date code on the inside caseback consisting of one letter and one number. The numeral denotes the year of manufacture as follows: 1959-8, 1960-7, 1961-6, 1962-5 1963-4 1964-3 1965-2 1966-1 1967-9.

Watches from 1985 and later generally have a 2 digit code on the caseback indicating year and month of manufacture:

Jan	Feb	Mar	Apr	May	Jun	Jul	Aug	Sep	Oct	Nov	Dec 1985	01	02	03	04	05	06	07	08	09	10	11	12	1985 1986	13	14	15	16	17	18	19	20	21	22	23	24	1986 1987	25	26	27	28	29	30	31	32	33	34	35	36	1987 1988	37	38	39	40	41	42	43	44	45	46	47	48	1988 1989	49	50	51	52	53	54	55	56	57	58	59	60	1989 1990	61	62	63	64	65	66	67	68	69	70	71	72	1990 1991	73	74	75	76	77	78	79	80	81	82	83	84	1991 1992	85	86	87	88	89	90	91	92	93	94	95	96	1992 1993	A1	A2	A3	A4	A5	A6	A7	A8	A9	A0	AA	AB	1993 1994	B1	B2	B3	B4	B5	B6	B7	B8	B9	B0	BB	BC	1994 1995	C1	C2	C3	C4	C5	C6	C7	C8	C9	C0	CC	CD	1995 1996	D1	D2	D3	D4	D5	D6	D7	D8	D9	D0	DD	DE	1996 1997	E1	E2	E3	E4	E5	E6	E7	E8	E9	E0	EE	EF	1997 1998	F1	F2	F3	F4	F5	F6	F7	F8	F9	F0	FF	FG	1998 1999	G1	G2	G3	G4	G5	G6	G7	G8	G9	G0	GG	GH	1999 2000	H1	H2	H3	H4	H5	H6	H7	H8	H9	H0	HH	HJ	2000 2001	J1	J2	J3	J4	J5	J6	J7	J8	J9	J0	JJ	JK	2001 2002	K1	K2	K3	K4	K5	K6	K7	K8	K9	K0	KK	KL	2002 2003	L1	L2	L3	L4	L5	L6	L7	L8	L9	L0	LL	LM	2003 2004	M1	M2	M3	M4	M5	M6	M7	M8	M9	M0	MM	MN	2004 2005	N1	N2	N3	N4	N5	N6	N7	N8	N9	N0	NN	NP	2005 2006	P1	P2	P3	P4	P5	P6	P7	P8	P9	P0	PP	PR	2006 2007	R1	R2	R3	R4	R5	R6	R7	R8	R9	R0	RR	RS	2007 2008	S1	S2	S3	S4	S5	S6	S7	S8	S9	S0	SS	ST	2008 2009	T1	T2	T3	T4	T5	T6	T7	T8	T9	T0	TT	TU	2009 2010	U1	U2	U3	U4	U5	U6	U7	U8	U9	U0	UU	UV	2010 2011	V1	V2	V3	V4	V5	V6	V7	V8	V9	V0	VV	VW	2011 2012	W1	W2	W3	W4	W5	W6	W7	W8	W9	W0	WW	WY	2012 2013	Y1	Y2	Y3	Y4	Y5	Y6	Y7	Y8	Y9	Y0	YY	YA	2013 2014	01	02	03	04	05	06	07	08	09	10	11	12	2014 2015	13	14	15	16	17	18	19	20	21	22	23	24	2015 2016	25	26	27	28	29	30	31	32	33	34	35	36	2016 2017	37	38	39	40	41	42	43	44	45	46	47	48	2017 2018	49	50	51	52	53	54	55	56	57	58	59	60	2018 2019	61	62	63	64	65	66	67	68	69	70	71	72	2019 2020	73	74	75	76	77	78	79	80	81	82	83	84	2020 2021	85	86	87	88	89	90	91	92	93	94	95	96	2021 2022	A1	A2	A3	A4	A5	A6	A7	A8	A9	A0	AA	AB	2022 2023	B1	B2	B3	B4	B5	B6	B7	B8	B9	B0	BB	BC	2023 2024	C1	C2	C3	C4	C5	C6	C7	C8	C9	C0	CC	CD	2024

Below is a general breakdown of Men's model names per model number. Model number can be found below and to the left of six o'clock (in small print)

(1XXX = Mercury/Sprite) (2XXX = Marlin)  (25XX = Sportster)  (3XXX = Fun Timer)  (4XXX = Viscount)  (5XXX = Super Thin)  (6XXX = 17 Jewel)  (9XXX = Electric)


text:
User:Erraunt

This is the Wikibook User page for erraunt aka Timothy Park.

I don't say that out of ego (OK a little bit) but more out of responsibility: "I own this mess."

And because sometimes folks like to know who wrote what and what their background is and why they think they could do something like write something like this.

Who am I? I live in the Midwest (Minnesota at this writing.) where I've had a career in Technical Education and Computer Systems for almost 20 years. Most of the later has been with a mix of graphic arts systems and high end networking.

I've liked working with my hands much longer.

I come by that honestly I think. I've got family on both sides going back a way who seem to do pretty good with their hands. My paternal Grandfather was always doing some crafty thing and had some kind of gaget or another catching his fancy. The other Grandfather actually was a blacksmith although I regret he never taught me the craft: we were busy doing other work. He did teach me how to work and gave me an appreciation for work.

Books I've Started

 * Blacksmith

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

title: User:Erraunt


text:
Budget Watch Collecting/Watch Company and brand history

Budget Watch Collecting/Brief history of Waltham

Budget Watch Collecting/Modern old American brands

Budget Watch Collecting/Timex History

Budget Watch Collecting/Swatch Group timeline

Budget Watch Collecting/Historical Prices

Budget Watch Collecting/Russian Watches


text:
Engineering Acoustics/Moving Resonators

Moving Resonators
Consider the situation shown in the figure below. We have a typical Helmholtz resonator driven by a massless piston which generates a sinusoidal pressure $$P_G$$, however the cavity is not fixed in this case. Rather, it is supported above the ground by a spring with compliance $$C_M$$. Assume the cavity has a mass $$M_M$$.

Recall the Helmholtz resonator (see Module #9). The difference in this case is that the pressure in the cavity exerts a force on the bottom of the cavity, which is now not fixed as in the original Helmholtz resonator. This pressure causes a force that acts upon the cavity bottom. If the surface area of the cavity bottom is $$S_C$$, then Newton's Laws applied to the cavity bottom give

$$\sum{F} = p_CS_C - \frac{x}{C_M} = M_M\ddot{x} \Rightarrow p_CS_C = \left[\frac{1}{j\omega C_M} + j\omega M_M\right]u$$

In order to develop the equivalent circuit, we observe that we simply need to use the pressure (potential across $$C_A$$) in the cavity to generate a force in the mechanical circuit. The above equation shows that the mass of the cavity and the spring compliance should be placed in series in the mechanical circuit. In order to convert the pressure to a force, the transformer is used with a ratio of $$1:S_C$$.

Example
A practical example of a moving resonator is a marimba. A marimba is a similar to a xylophone but has larger resonators that produce deeper and richer tones. The resonators (seen in the picture as long, hollow pipes) are mounted under an array of wooden bars which are struck to create tones. Since these resonators are not fixed, but are connected to the ground through a stiffness (the stand), it can be modeled as a moving resonator. Marimbas are not tunable instruments like flutes or even pianos. It would be interesting to see how the tone of the marimba changes as a result of changing the stiffness of the mount.

For more information about the acoustics of marimbas see http://www.mostlymarimba.com/techno1.html

Back to main page

title: Engineering Acoustics/Moving Resonators


text:
Budget Watch Collecting/Brief history of Waltham

The American Waltham Company was the first mass-produced watch, using interchangeable parts.

In 1954, Waltham established a Swiss subsidiary, Waltham International SA. Because of peculiarities of Swiss law at the time, they could not establish a wholly-owned subsidiary, and when American Waltham went bankrupt in 1957, the Swiss company remained independent. As part of the bankruptcy proceedings, rights to the Waltham name in the US and Canada were sold as part of the assets, while the rights to the name in the rest of the world remained with Waltham International SA.

Walthams sold in the US are inexpensive quartz watches, part of the MZ Berger company along with Elgin and Gruen

Walthams sold in the rest of the world (primarily Japan) are high-end, mostly mechanical, and marketed by Waltham International SA. While Waltham International is a Swiss company, it is owned by a Japanese businessman.


text:
Introduction to Forensic Anthropology

Forensic anthropology is the application of the science of physical anthropology to the legal process. - American Board Of Forensic Anthropology (revised 9/15/05)

Forensic anthropologists help to identify badly decayed or skeletal human remains by determining age, ancestry, sex, stature, and in rare cases occupation. They are often called upon to assist the police department, the county coroner's office, medical examiner's office, homicide detectives from the local police department, or field archaeologists investigating a burial site.

Terminology
Anatomical position - Standing erect with the palms facing forward

Anterior - The front of the body or situated near the front of the body

Coronal plane - Vertical plane running through the body that divides it into more or less equal front and back halves

Distal - Away from the point of attachment to the trunk or the centre of the body. Used especially to denote parts of limbs.

Inferior (caudal) - Toward the soles of the feet

Palmar - Direction the palms are facing, however they may be oriented (forward in anatomical position)

Plantar - Direction the soles of the feet are facing, however they may be oriented (inferior in anatomical position)

Proximal - Nearer the centre of the body or away from the point of attachment to the trunk. Used especially to denote parts of limbs.

Posterior - The back of the body or situated near the back of the body

Sagittal plane - Vertical plane running through the body that divides it into more or less equal right and left halves

Superior (cranial) - Toward the crown of the head

Transverse plane - Horizontal plane (at right angles to the sagittal and coronal) that divides the body into more or less equal upper and lower halves

Features Of A Bone
Condyle - A knuckle-like prominence at the end of a bone, usually where it connects to another bone

Diaphysis - The shaft or central section of a long bone.

Epiphysis - Growing end of a long bone. it is separated by a cartilage from the shaft of the bone.

Foramen - A hole in the bone that allows for the passage of veins and/or nerves into and out of the bone

Fossa - A more or less circular depression in the bone

Sinus - An air space in the bone

Examination of Skeletal Remains
Human bones - The bones should be sorted out into Human and Non Human bones.

Determination of Age - The appearance and union of centres of bone growth and changes in bones and teeth helps the investigator in determining the age of the individual at the time of death.

Determination of Sex - The adult skeleton has several morphological differences between the sexes which are used to determine the sex of the individual.

Determination of Race - Although race is not biological, bones have morphological characteristics which are confined to individuals of a particular race. There are a variety of factors that account for this including cultural practices, but also differences between populations. IE, a 20 year old Caucasian from 1786 will have different morphological characteristics from a 20 year old Caucasian from 2014. Determinations of race are only accurate 80% of the time.

Height - The height of the individual can be calculated with reasonable accuracy by applying formulae to the length of individual bones, especially the long bones of limbs.

Duration of interment -

title: Introduction to Forensic Anthropology


text:
User talk:65.174.230.75

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

title: User talk:65.174.230.75


text:
CCNA Certification

This book is designed as preparation for the Cisco Certified Network Associate test.

Table of Contents

 * 1) /Acknowledgements/ [[File:00%.svg]]
 * 2) /Introduction/ [[Image:75%.svg]]

ICND1[[Image:00%.svg]]

 * 1) /The OSI Model/ [[Image:75%.svg]]
 * 2) TCP Model (5/4 layers) [[File:00%.svg]]
 * 3) /Application Layer/ [[Image:25%.svg]]
 * 4) DHCP [[Image:25%.svg]]
 * 5) e-mail [[Image:75%.svg]]
 * 6) Web [[Image:75%.svg]]
 * 7) /Transport Layer/ [[Image:25%.svg]]
 * 8) TCP [[Image:25%.svg]]
 * 9) UDP [[Image:25%.svg]]
 * 10) /Network Layer/ [[Image:25%.svg]]
 * 11) IP [[Image:25%.svg]]
 * 12) ICMP [[Image:25%.svg]]
 * 13) ARP [[Image:25%.svg]]
 * 14) RARP [[Image:25%.svg]]
 * 15) /Addressing/ [[Image:75%.svg]]
 * 16) Classes [[Image:75%.svg]]
 * 17) Subnetting [[Image:75%.svg]]
 * 18) /Routing Protocols/ [[File:00%.svg]]
 * 19) RIP [[File:00%.svg]]
 * 20) OSPF [[File:00%.svg]]
 * 21) EIGRP [[File:00%.svg]]
 * 22) /Data Link Layer/ [[File:00%.svg]]
 * 23) MAC [[File:00%.svg]]
 * 24) LLC [[File:00%.svg]]
 * 25) /Switching/ [[File:00%.svg]]
 * 26) LAN switching concepts [[File:00%.svg]]
 * 27) VLANs and trunking [[File:00%.svg]]
 * 28) Spanning Tree [[File:00%.svg]]
 * 29) /Physical Layer/ [[File:00%.svg]]
 * 30) LAN Technologies [[File:00%.svg]]
 * 31) WAN Technologies [[File:00%.svg]]
 * 32) Analog modems [[File:00%.svg]]
 * 33) PAP/CHAP [[File:00%.svg]]
 * 34) /Router Operation/ [[File:00%.svg]]
 * 35) Operating and Configuring IOS Devices [[File:00%.svg]]
 * 36) Managing Network Environments [[File:00%.svg]]
 * 37) Basic router configuration and operation [[File:00%.svg]]
 * 38) Discovering information about an IP network [[File:00%.svg]]

ICND2

 * 1) /Advanced Addressing Topics/ [[File:00%.svg]]
 * 2) IP addressing and subnetting [[File:00%.svg]]
 * 3) Classless Addressing (CIDR) [[File:00%.svg]]
 * 4) NAT [[File:00%.svg]]
 * 5) /Advanced Routing Topics/ [[File:00%.svg]]
 * 6) Determining IP Routes [[File:00%.svg]]
 * 7) /Advanced Switching Topics/ [[File:00%.svg]]
 * 8) LAN switching concepts [[File:00%.svg]]
 * 9) Extending Switched Networks with VLANS [[File:00%.svg]]
 * 10) STP [[File:00%.svg]]
 * 11) /Security/ [[File:00%.svg]]
 * 12) Managing IP traffic with Access Lists [[File:00%.svg]]
 * 13) /WAN/ [[File:00%.svg]]
 * 14) Establishing Point-to-Point connections [[File:00%.svg]]
 * 15) Establishing Frame Relay Connections [[File:00%.svg]]
 * 16) Point-to-point leased line implementation [[File:00%.svg]]
 * 17) ISDN and Dial-on-Demand Routing (DDR) [[File:00%.svg]]
 * 18) /WLAN/ [[File:00%.svg]]
 * 19) Standards [[Image:25%.svg]]
 * 20) Components [[File:00%.svg]]
 * 21) Configuration Parameters [[File:00%.svg]]
 * 22) Wireless Security [[Image:25%.svg]]
 * 23) Common Problems [[File:00%.svg]]
 * 24) /Configuration/ [[File:00%.svg]]
 * 25) RIP, IGRP, EIGRP, OSPF, and static route configuration [[File:00%.svg]]
 * 26) VLSM support and route summarization [[File:00%.svg]]
 * 27) Frame Relay configuration [[File:00%.svg]]
 * 28) /Conclusion/ [[File:00%.svg]]
 * 29) /References/ [[File:00%.svg]]
 * 30) /Appendix A - About the Exam/ [[Image:50%.svg]]
 * 31) /Appendix B - Cisco Router Commands and their Usages/ [[Image:25%.svg]]
 * 32) /Appendix C - Exam Notes: Quick Reference Sheet/ [[File:00%.svg]]
 * 33) /Appendix D - Recommended Lab Equipment/
 * 34) /Appendix E - Material removed from course/
 * 35) /Appendix F - Abbreviated Commands and Keyboard Shortcuts/

Types of CCNA Official Certifications 2023

CCNA certification courses have been designed to cater to the evolving industry job roles and enhance the skills required by networking professionals to manage highly advanced network solutions.

CCNA Cloud: Cloud has enabled companies to be more agile, flexible and effective in delivering better business output. CCNA Cloud certification course demonstrates your advanced level skills in Cloud Computing and enables you to meet the changing business demands of your organization. This certification is suitable for professionals like Cloud Engineers, Cloud Administrators, and Network Engineers.

CCNA Collaboration: CCNA Collaboration certification course is designed for Network Video Engineers, IP Telephony and IP Network Engineers who wish to enhance their knowledge in collaboration and video skills in accordance with the convergence of voice, video, data and mobile applications.

CCNA Cyber Ops: With the advancement of cybercrimes and increase in threats pertaining to network, systems and data, a team of cyber Security experts is required by every organization in order to identify network vulnerabilities, keep a check on security breaches and effectively respond to security incidents. The CCNA Cyber Ops certification course validates your skills in cybersecurity and allows you to begin a career as an associate level cybersecurity analyst, working with security operations centers.

CCNA Data Center: CCNA Data Center certification course enables you to understand the techniques involved in installing, configuring and maintaining data centers.

CCNA Industrial: The CCNA Industrial certification course enables candidates to implement industry standard protocols essential for today's connected networks. Hence, it is specifically designed for professionals involved in the convergence of IT and industrial networks, namely, Plant Administrators, Control System Engineers and Traditional Network Engineers working in manufacturing, process control and oil and gas industries.

CCNA Routing and Switching: CCNA Routing and Switching certification course allows you to gain knowledge about foundational technologies and ensures that you stay updated with the skill sets required to adopt next-generation technologies.

CCNA Security: CCNA Security certification course imparts associate-level knowledge and skills to secure Cisco networks that include developing a security infrastructure and recognizing and mitigating threats and vulnerabilities to networks. This certification validates your ability to maintain integrity, confidentiality and availability of data and devices.

CCNA Service Provider: CCNA Service Provider certification course demonstrates your ability to configure, implement and troubleshoot baseline Cisco Service Provider Next-Generation networks. This certification is basically designed for professionals such as Network Engineers, Technicians and Designers who mainly focus on the latest networking technologies and trends.

CCNA Wireless: CCNA Wireless certification course validates your skills in Cisco Wireless LAN’s configuration, monitoring, troubleshooting and support for the enhanced performance of Cisco wireless networks.

CCNP Enterprise: Cisco CCNP Enterprise is a professional-level certification that validates advanced networking skills. It equips professionals with the knowledge to design, implement, and troubleshoot enterprise networks. To attain this certification, candidates must pass the rigorous Cisco CCNP Enterprise exam. DumpsBox offers reliable study materials and practice exams to help candidates succeed in their certification journey.

title: CCNA Certification


text:
User talk:Pikpus

Copyright problem with Image:Capture3.jpg
--Derbeth 19:54, 7 October 2005 (UTC)

title: User talk:Pikpus


text:
Budget Watch Collecting/Budget Watch Repair, restoration and maintenance

Budget Watch Collecting/Learning to fix watches

Budget Watch Collecting/Removing the movement

Budget Watch Collecting/Plastic crystal polishing

Budget Watch Collecting/Plastic crystal replacement

Budget Watch Collecting/Timex movement clean and lube Modified from the official 1966 Timex procedure, applies to other similar watches

Jeweled movement clean and lube Similar content needs to be written for this book, but in the meantime this is an excellent resource.

Seiko service data Includes oil charts for many Seiko models.

DIY Dial printing

Budget Watch Collecting/Quicky lube

Budget Watch Collecting/Removing hands

Budget Watch Collecting/Removing the dial

Budget Watch Collecting/Watch battery interchange

Budget Watch Collecting/Repainting/reluming hands

Budget Watch Collecting/Tool list

Budget Watch Collecting/Regulating

Back to Budget Watch Collecting


text:
User talk:82.131.13.12

--Ryan524 20:10, 7 October 2005 (UTC)

title: User talk:82.131.13.12


text:
Blended Learning in K-12/Success Tips

Success Tips
Designing a blended learning environment can be a complicated and involved process. Several experienced authors have offered tips for success in such an endeavor. One such author, who appears at every attempt to search the web for blended learning information, is Frank J. Troha. This section of the chapter on the Design on Blended Learning in a K-12 environment attempts to outline his six tips for success, and comment on their relevance to a K-12 learning environment.

In his article entitled “Ensuring E-learning Success: Six Simple Tips for Initiative Leaders”, Troha offers the following six tips for success:

 * 1) From design, to development to deployment, consider everyone your learning initiative will impact, identify the key players within each constituency and involve them from the very start.
 * 2) Precisely define - and get agreement on - roles and responsibilities from the get-go.
 * 3) Do not bring in e-learning providers until you have a thorough understanding of your target audience’s needs, management’s expectations, the scope of the initiative, likely constraints (e.g., limited resources), learning objectives, content to be covered, evaluation strategy and a host of other basic design matters.
 * 4) Carefully select the right provider for the job.
 * 5) * Develop and confirm precise, comprehensive selection criteria (e.g., past experience addressing similar topics for similar organizations, fee structure, service standards, references, etc.) before meeting with any prospective providers.
 * 6) * ''Use the preliminary design document and selection criteria to interview prospective providers.

 * 1) * If you are new to e-learning or blended learning, start small.
 * 2) From start to finish, keep all key individuals informed and appropriately involved.
 * 3) Strive for self-sufficiency and control.

Let us examine each tip and discuss the implications for K-12 educators.

1. From design, to development to deployment, consider everyone your learning initiative will impact, identify the key players within each constituency and involve them from the very start. The focus is on the involvement of and input from the key players in an organization. In an educational setting, this may include but is not limited to teachers, administrators, content chairs, parents, and other staff members. This success tip may be the most important in that without the support of the people directly impacted, the success or failure of the program may be severely negatively affected. In an educational environment, specifically K-12, it is crucial that you have the support of all key players. Without the involvement and participation of everyone affected, the program is sure to encounter difficulties that could be prevented with this consideration in mind.

2. Precisely define - and get agreement on - roles and responsibilities from the get-go. Without clearly defined roles and responsibilities, the key players within an organization may not fulfill their obligations to the program. For example, if it is the primary responsibility of the school district curriculum designer to outline the curricular content of the blended learning initiative, the resulting content may not fit the exact needs of the teachers who are asked to implement the blended learning model. Conversely, if teachers are involved in a serious way in the development of the blended learning course, they personally will feel ownership of the program and will subsequently become the promoters and even defenders of the program.

3. Do not bring in e-learning providers until you have a thorough understanding of your target audience’s needs, management’s expectations, the scope of the initiative, likely constraints (e.g., limited resources), learning objectives, content to be covered, evaluation strategy and a host of other basic design matters. In an educational setting, often an outside provider is not used, but the success tip is no less valid. The point is still that before a blended learning model is constructed and implemented, it is crucial that an understanding of all aspects of the program is established and communicated to all key players. As in most aspects of education at the K-12 level, communication is key to the success of any endeavor. The collaboration of different players is what makes the program being developed more successful, more useful, and ultimately may dictate whether the course is adopted on a permanent level.

4. Carefully select the right provider for the job. This tip is more relevant to a business audience where hiring outside vendors is more common. A school district is more apt to choose an internal employee to both help with the design of a blended learning model, as well as serve as a pilot to test the effectiveness of the resulting program. However, the point is still an important one, but can be rephrased in an educational setting to “Carefully select the right instructor for the job.” It is important to choose someone who has an interest in utilizing the inherent benefits of a blended learning course, as well as someone who has the technical expertise to effectively help in the design and implementation of such a course. In schools where there is a dedicated Technology professional, this person may be the obvious choice for playing a key role in both the design and implementation of the blended learning course. This should not be a limitation, however, for there are many able people within each curricular department of a school who would make able and competent contributors to the design and implementation of a blended learning program.

5. From start to finish, keep all key individuals informed and appropriately involved. Not only is it important for the key players to feel like they are a part of the process in order to gain support from them, it also reduces the amount of time that is needed to answer questions and provide training for said individuals. As was mentioned earlier, a sense of ownership by key players needs to be developed and nourished throughout the process in order to facilitate the positive development and future success of the blended learning model.

6. Strive for self-sufficiency and control. This tip is probably the most applicable to educators, as they are likely to embark on such an endeavor without any outside help from professional providers. Teachers have the advantage of experience in curriculum design and in the implementation of a course based on their specific curriculum. They also have an idea of what the end result should look like, and the experience needed to successfully design the blended learning curriculum for the specific needs of their students. Teachers have been educated about different learning styles. This knowledge can help the blended learning curriculum to best fit the needs of a diverse audience of students. They know from experience what is fair and reasonable to expect from their students. Teachers also know about their students’ socioeconomic backgrounds, which may play a key role in the design of the instructional blended learning model. For example, in some communities technology limitations may have an effect on choices of content delivery.

These tips for success are a good reference when designing a blended learning course. Of course, they should not be relied upon in isolation. The best advice for a school instituting blended learning is simple: look for successfully examples. A growing number of schools and other institutions have realized the benefits blended learning adds to instruction. Time needn't be wasted trying to “reinvent the wheel,” when so many excellent programs already exist as models for others to follow.

Previous sections in this chapter address Designing a Lesson and some Guiding Principles.

title: Blended Learning in K-12/Success Tips


text:
User talk:172.215.199.105

Please stop. If you continue to use Wikibooks for advertising, you will be temporarily blocked from editing.

title: User talk:172.215.199.105


text:
User talk:68.72.172.92

Please stop. If you continue to use Wikibooks for advertising, you will be temporarily blocked from editing.

title: User talk:68.72.172.92


text:
Talk:Portuguese/Contents/L2/Lesson Twelve - The Weekend

Untitled
Porque o "está" tá acentuado com crase?


text:
Forth/Parsing in FORTH, or "What happened to the Compiler"

To understand the FORTH language we can start by examining what FORTH does when you type a command line to it. Here is a formal definition of the cycle of "interpretation" ("do this now") or "compilation ("do this later"). While it may be difficult to see the forest for the trees, let's briefly describe the whole process, and then go back through it and explain the significance in greater detail.

FORTH has simplified the process of human-to-machine commands by making it very uniform. To give your instructions to a FORTH system, a series of words is typed to the computer. FORTH then "reads" these words from first to last. To tell where one word ends and another begins, a simple rule is used: the words are separated by one or more ASCII blank characters (code 32). Each word is processed in order typed (or read in from a source file).

As each incoming word is broken out of the input stream, FORTH will determine whether it already has a definition for it in its "dictionary". FORTH refers to its symbol table, arranged as part of a "dictionary" structure. A match to the name of the word is searched for in the name field of each dictionary entry (starting with the most recently defined word and ending with the oldest word in the dictionary). If the word is not found in the dictionary, FORTH considers whether the input word could be interpreted as a number in the present base. If not, the input is incomprehensible to FORTH, and it rejects it with a message indicating no such word can be found in the dictionary.

If a definition was found or the input is a recognizable number, FORTH considers whether it is supposed to do this command now or later. If the answer is "now" ("interpretation"), it executes the definition of the word associated with its dictionary entry, or pushes the number atop FORTH's central switchyard for data, the stack. If the answer is "later" ("compilation") it usually means that we are in the process of adding a new word to the dictionary to become the most recently defined word.

Accordingly, we place a reference to the input word or number as the next entry in the definition of the word being defined. It will execute in its turn later, but only when someone requests the execution of the new word we are in the process of defining.

Then we repeat the above process to parse the next word in the input stream. This continues until there isn't any more input.

What are the implications of the above process? How does it compare with other approaches? (Note: the terms "word" and "subroutine" are used interchangeably in the following section to emphasize the parallel.)

Any word in the dictionary can be called from the command line. So every word in a dictionary and the applications it contains can be individually tested without further ado. Just call the word in question from the command line. Find a bug? Unlike traditional toolchains, you are not required to recompile the application to include custom debug oriented calls to internal subroutines to get visibility. Just call the failing word from the command line. Fails? Look at its definition. Type each of these words in order to the command line. Does any one of these fail. Repeat. The problem can be isolated without a need to take special measures to make internal subroutines callable.
 * Accessibility:

This does not mean that every internal word needs to be available to the customer at all times, including dangerous ones that e.g. erase their files. Groups of words can be organized in vocabulary lists, and particular vocabulary lists made available to particular command lines.
 * Vocabularies.

Traditional toolchains have distinct compile and load phases. Compilers place object code modules into libraries that are later loaded and linked, either in a static or dynamic manner. Only then are missing subroutine reports generated. FORTH simplifies and combines these steps. It is as if each library module is loaded and given a fixed address in memory. Once its address is established, the modules that call it can be loaded (later words in dictionary). These calling words then can point directly to the memory address of the entry of the word they wish to call, compared with a traditional linkers external reference process.
 * Natural discouragement of circular definitions and thinking: Words must be added to the dictionary in a sensible natural order. When building the definition of a word, if one calls for the use of a word that is not yet in the dictionary, one gets a "WORD NOT IN DICTIONARY" error. So one must organize a series of words starting with the foundation words that rely only on themselves, followed by a layer of words that rely on them, followed by the words that rely on them. This helps structure the dictionary in a logical manner.
 * Simplifying and combining the compile and load parts of the toolchain:

It turns out this was unnecessary baggage of the other computer languages and may not be a useful concept after all. In this language, we see a small overhead to define a new word, (store its name, attach it to the rest of the dictionary, and other wrapper overhead). Compiling the "source code" definition of the word into the "object code" definition amazingly is no more than taking the name of each word in ASCII found in the source text and placing the corresponding memory address of its entry point into the executable "object code". This process is easily reversible. Compilation turns out to be removing the human readable comments found in the source code (machine doesn't need them in object code, it can't read them) and converting the human readable name of each word called into the corresponding numerical machine address that the hardware uses. The "compiler" as a mystified mountain of megabytes of exception case riddled code fighting your brain is no longer. Just a few well defined lookups. What was all that other compiler scholasticism actually useful for?
 * The distinction between source and object code evaporates.

 * COMPILATION, in this system, means adding (a new word) to the top of the dictionary. To do this, each called wordname is translated from the ASCII name found in the source text to the corresponding memory addresses of its entry point. This number is added to the end of the "object code" definition of the word.


text:
User talk:Paul Lynch

Calculus Class
Hello,

I've taken up teaching the Calculus class, it's not incredibly serious, if you want to help, that would be nice, and I would tell you in what ways you could, I'm not credited, in fact, I'm a math undergrad at ISU; and, as of right now, there are no students. But I saw your name in the discussion board, so I thought I'd give you a ring.

Fephisto 03:49, 20 July 2006 (UTC)

Wikibooks Embassy and technical help
Thanks for helping with new embassy. I moved it to English Embassy and linked it from Wikimedia Embassy.

You asked me (User talk:Kernigh) if you would find potential ambassadors by posting in the Staff lounge or on their user talk pages. Maybe you should try both. However, before posting on a User talk page, check their "User contributions" to make sure that the user is active – so that you avoid messaging someone who has not edited English Wikibooks since March 2006 (or January 2006, or 2004 ...).

About Russian: I noticed that the Wikibook already has a template, Template:Russian. To put that template on a page, one writes. If you need more templates, just create some  page and write.

If you want to change Template:Russian into a box, you need to use a CSS "style" attribute with an HTML tag or MediaWiki table. For example, makes:

insert text here

The easy way is to copy and adapt someone's box, like Template:Guide to X11, Template:NetHack, Template:Java Programming. There is also a way to make a "Show/Hide" button, though I do not understand it well. --Kernigh 16:37, 18 April 2006 (UTC)

Russian language
Hello, Paul. I am Ramir, de facto the manager of ru:. Among my long-term plans is to write a Russian language textbook for those who know the core of the Russian grammar and understand it well, but have difficulty expressing their thoughts precisely and choosing the right words. The more advanced part of the book will be targeted at native-level speakers of Russian who still need to be taught how to use their vocabulary more meticulously. So the textbook will combine an “Advanced Russian” grammar and a thorough “Style Guide” (that will both give rigid instructions and explain the reasoning behind them). You can help the process by giving me, or whomever else interested, the most general and/or common problems faced by students of Russian. You can do that on the page ru:Обсуждение:Русский язык (here is a direct editing link).

Now, about an embassy. Tell me exactly what you need it for. The Russian Wikibooks has a good, yet very small community of authors, and, at least in the beginning, I will be the only regular participant. But perhaps our activity will attract other people and we’ll be able to make a regular Russian-English language school on Wikibooks. Ramir 04:16, 28 April 2006 (UTC)

 * (having read your reply) I am ready to support your idea. Again I say: now there are very few (less than 10 regular) contributors to the Russian partition of Wikibooks, and even they are not the kind that would form a tight and permanent community. I am only prepared to advise about Russian language, communicate news and proposals to the community (also to ru.Wikipedians), and translate to and from English. There is no point in doing anything beyond our immediate interest until more people join: you and me alone can not do much. In the following week I will talk to people on other active Wikibooks about setting up "embassies" there, or (I like this idea more) making a common forum for all Wikibooks projects for discussing matters of interlingual significance. And regarding your study of Russian, please be welcome to ask questions: as I have said, they will be helpful later, in writing a Russian language Wikibook. Ramir 10:04, 8 May 2006 (UTC)

 * On verbs and prefixes: the general rule to remember is that in Russian (like in all Synthetic languages, for that matter) a prefix, or generally an affix, can have different meanings. The first and easy step to remember those meanings is to associate each Russian prefix with an English preposition or a Latin prefix. For instance, передавать literally means “to give over” — that is, “to transmit” (note the prefix trans-) or “to pass on”. Although there is no strict corresponcence between пере and over or trans-, you can always be sure that if a verb is prefixed with пере, it has something to do with over- someting, and just like in English, this “over” can take different meanings; compare: пережа́рить (to overroast), переде́лать (to do over, to redo), перейти́/переходи́ть (to have gone.../to go over, traverse). Of course, there are some пере-words that do not translate with over, but still imply it somehow: перевари́вать [пи́щу] means “to digest [food]”, but if you think of the word “digest” itself, it kinda implies a transformation, a passing of a critical point of being raw to being processed and worked through. The literal morpheme-by-morpheme translation of переваривать is “to cook/boil over”. Ramir 00:53, 14 July 2006 (UTC)

social sciences bookshelves
I have been watching the Economics bookshelf, and very little has been added to any of the books on this bookshelf. There is such little content, I would suggest many of the modules be deleted, and the rest be moved to the Social sciences bookshelf. It seems like the same story with the Business bookshelf and, to a lesser extent, the Law bookshelf. Here are some of the modules I think should be deleted.

 * Stock Market Technical Analysis delete- only one page, untouched since September 2005
 * Bioeconomics delete- only one page, no real content added since October 2005
 * Ecological Economics delete- no real content.
 * EconometricTheory unsure- there is some good content here, althoguh it hasn't been touched since August 2005.
 * A-level_Economics/OCR- some content, but has been untouched since November 2005, and not really in wiki format. I suggest this module deleted or moved elsewhere unless someone decides to do something with it soon.
 * Asset Allocation -there is some content, added in January of 2006, but it seems like it may be original research. I suggest contacting the author, User:Paul.Paquette.
 * New Zealand Economics delete- raw dump of essay material, untouched since September 2005

I also suggest that the wikibooks Macroeconomics, Principles of Economics, Introduction to Economics and Microeconomics be merged, as all the content seems to be of basic economics principles. Most universities have courses on Principles of Microeconomics, Principles of Macroeconomics, then upper division courses Microeconomic Theory and Macroeconomic Theory, although the first two and last two courses often use the same textbook.

DettoAltrimenti 22:59, 25 May 2006 (UTC)

 * Alot of those books that you have listed do contain enough useful material that I suffest they be merged instead of deleted outright. I would suggest that perhaps we create 3 books total: "Macroeconomics", "Microeconomics", and "Advanced Economics". The advanced book would by necessity contain the information that is important to real-life and research (the stock market, bioeconomics, ecological economics, etc). Also, perhaps we should include a book on economic history, which could include all sorts of information about Smith, Keynes, and Marx.
 * If you contest that macroeconomics and microeconomics are related enough by basic principals that they should be merged together, then perhaps we could reduce our entire bookshelf to "Economics" (a combination of micro and macro), "Advanced economics" (topics above the basic level), and "historical economics" (to cover historical issues). If you would like, I am willing to help out in this project, although i confess that I know very little about economics. --Whiteknight (talk) (projects) 00:37, 26 May 2006 (UTC)

 * I looked at that New Zealand book, and while i think that it should be deleted in general, it does have some good discussion of the subjects involved. you probably know the subject better then i do, so if you say it's trash, then i will delete it. --Whiteknight (talk) (projects) 02:53, 26 May 2006 (UTC)

 * Wait a day before doing things unilaterally! Any of the sub-disciplines listed on Economics should be acceptable as book topics. Someone will eventually take over and work on them. If I recall correctly, Resource Economics had its chapters already fleshed out, and as such should have been kept as one book. Ecological Economics should be kept as its own book (if it had anything more than a one paragraph introduction). A-level Economics is a book for a specific course and should be left alone. I suppose New Zealand Economics can be deleted on the grounds of orginal research and NPOV (although I think cleanup tagging it is better), but not on the subject matter.

 * I think we should merge business and economics into a Business and economics bookshelf. The law bookshelf has enough content for its own bookshelf. --hagindaz 13:38, 26 May 2006 (UTC)

wikistudy and wikiprofessional
Jguk, why can't there just be a bookshelf for both of these? it seems kind of excessive to give them their own page, and put them on the sidebar. Is there a discussion about this somewhere? DettoAltrimenti 21:19, 31 May 2006 (UTC)

 * Thank you for your interest in what I am doing. This was an example of being bold, rather than discussing first - although I have mooted the idea around without actually proposing it a number of times. I feel that these areas are part of the core areas Wikibooks should be addressing, along with Wikijunior and Wikiversity, which already have special "sidebar" status. Of course, Wikibooks should have textbooks that don't fit within any of those four descriptions too, and these can all be found through the bookshelves. I think the Wikistudy area - essentially a place for textbooks addressed at specific syllabuses on core school subjects - is a particularly important one. It is here that we have the most (as yet untapped) outside interest. I hope to assist in getting that interest turned into useful school textbooks both here at Wikibooks and through my work with Wikimedia UK. It is also the Wikistudy area that could make a real difference, especially given the high cost of purchasing copyrighted texts. I hope the future of Wikibooks has the Wikistudy concept as an excellent core which then spans out to cover textbooks on other areas, Jguk 21:35, 31 May 2006 (UTC)

Ancient History
Hi, Paul. I'm a middle school teacher who teaches ancient and medieval history, and some English literature. I know a lot about the subject, but a lot of what I know is not very in-depth. It seems to me that my major contribution here could be to make a basic text available to edit. In some ways, it's sad that everything I write here may eventually get covered over by the work of others... but maybe I can help get it started, anyway.

I'd also like to ask about whether or not it's acceptable to get my own students involved in contributing to the project. They have to write all sorts of things for me about the major topics; it would be nice to require their work not only typed, but dedicated to the service of Wikibooks. I'd have to work out some policies and procedures here at school so they could get credit for contributing, and maybe you could help me work those issues out between now and September. Ideally, I'd like them to contribute a well-written paragraph or two on specific cultures as we study them, but we'd have to drill them thoroughly on copyright and plagiarism. What do you think? Andrew Watt 01:02, 1 June 2006 (UTC)

Merge Macroeconomics and Microeconomics?
Why merge these two books? It's better to have several developing books on subfields of science rather than one well-done Science book. --hagindaz 02:36, 5 June 2006 (UTC)

Editing disputes policy
This policy needs a few more people to take a look at it and vote. Any help would be most useful. RobinH 14:29, 5 June 2006 (UTC)

Wikicode.
Instead of using html tags for bold TEXT you should just use wikicode. For bold text use three apostrophes ( ''' ). For italics, use two ( '' ). Hope this helps. -- LV (Dark Mark) 03:21, 6 June 2006 (UTC)

Alphabetical classification size
After changing two letters to bi, the size of the page has increased from 30KB to 40KB. Converting the entire page to bi is therefore not an option. With infoboxes, we would be able to change the page to an automatically updating category, and create an extended list page for broadband users. Do you think we should go this route, or do something else? --hagindaz 02:18, 8 June 2006 (UTC)

Can you make all books that have an infobox appear in the category automatically, or would we have to add the category to each book's title page separately? Either way, it sounds like a good idea. I mainly wanted to change the books in the alphabetical list just to make sure every book is in a bookshelf, so everything will be a bit more organized. DettoAltrimenti 04:23, 8 June 2006 (UTC)

On a side note, I'd really like to make sure all the books are in some bookshelf, then get rid of really old stubs/merge them with current books. Then, if the bookshelves are sorted out, we could add links for needed textbooks (your idea), and really see what we have/what we need. I just really don't think we have over 1000 books, and would like to know how many we really have. DettoAltrimenti 04:33, 8 June 2006 (UTC)

 * Yes, a book is automatically added to the category if an infobox is on the title page of the book. At the present I'm looking through Special:Allpages. I only have A-D left, after which I'll look through Special:Lonelypages and Category:Not linked Wikibooks. Then I help you out on organizing and merging books. BTW, I'm done adding parameters to Infobox/Parameters, so unless you have ideas for any others, we can continue adding infoboxes to books. --hagindaz 22:38, 8 June 2006 (UTC)

asset allocation
You can erase it if you want, even thought it required a lot of work, it is simply ever changing and not many people seem to be interested in helping me with it. Paul.Paquette

Basic Economics
''Endless melee, I would suggest the book be titled Principles of Economics, if the audience is going to be undergraduate college students. Most basic level college courses are titled Principles of Microeconomics or Macroeconomics.? Of course, if this book is geared towards highschool or a "not for majors" college course, the name Basic Economics is fine. What do you think? DettoAltrimenti 20:36, 25 July 2006 (UTC)''
 * ^--DettoAltrimenti (Mr. Lynch), I think you're definitely right about the generality of undergraduate econ textbook titles. However, this text is in fact designed to be more broadly applicable than to just economics majors and enthusiasts. The economics wikibooks as they currently stand are, in my opinion, haphazard and lack any sort of uniform direction. I, therefore, decided to start from the bottom up. This text is supposed to be for students with no background in economics as well as for those purely curious about the subject. It is my hope that it will be general and basic enough to adhere to the needs of many different types of students, and not limited to economics majors. So then the title 'Basic Economics' seems apt. However, I do think it would be best for a more in depth economics text, possibly adopting the 'Principles of...' prefix, to be constructed. The current Principles of Economics is incomplete and could definitely benefit from renovation. But that's not my current goal. For now I want to complete Basic Economics. Thanks for your feedback though! I'm glad somebody cared enough to notice. --Endless melee 15:56, 26 July 2006 (UTC)
 * Hello again. In hindsight, following some grueling macroeconomics homework, I realized that perhaps it is better to have an 'principles; econ text rather than a 'basic' econ text for a few reasons:
 * A - There are already two texts (Principles of Economics and Introduction to Economics) that need to be merged and reorganized anyway
 * B - Economics is, arguably, applied mathematics. So it would be a great injustice to disillusion students with an approach to economics that is too soft on math.
 * With that in mind I think it's important to retain the 'principles' prefix as you recommended. This way I can get rid of the two "half"-finished texts as well as open up the ability to dive a little deeper into economic theory in this text. Thanks for your feedback! You've helped me re-think this project into a more concise and (hopefully) more useful one. --Endless melee 21:47, 26 July 2006 (UTC)

help requested
I have recently finished to write a book on m:b:en:Philosophy of Science in Russian wikibook Философия науки. I want to find somebody to translate it to English. Can you help me with this? P.S. I am interesting to write some books on math and computer science. On math I am currently working on m:b:ru:Знакомство с методом математической индукции and on computer science on Object oriented, m:b:en:Computer programming/Procedural programming and m:b:en:User:Alexsmail/Computer programming/How Objects should be correctly compared in Java (all this is on currently on hold). In my English texts I have a lot of grammar mistakes, so I need somebody to correct one. I want that all that I am writing will be on English. It can be translating of written on another language text or original text.

P.P.S. I have some material on math in Hebrew. Also hebrew wikibook has some material. It can be nice, while not mandatory, if you will know Hebrew too.

Я недавно закончил писать книгу в русском викиучебнике Философия науки. Я хотел бы найти кого-то ктобы перевёл бы его на английский m:b:en:Philosophy of Science. Не могли бы вы мне в этом помочь? P.S. Я хочу написать пару книг по математике и компьютерным наукам (программированию). По математике я начал работать над m:b:ru:Знакомство с методом математической индукции, а по компьютерным наукам над Object oriented, m:b:en:Computer programming/Procedural programming и m:b:en:User:Alexsmail/Computer programming/How Objects should be correctly compared in Java (пока я оставил это). Я пишу на английском со многими грамматическими ошибками, мне нужен кто-то, чтобы их исправлять. Я хочу, чтобы все мои книги были на английском. Это может быть как перевода с другого языка, так и оригинальный, изначально написанный на английском текст. P.P.S. По математике, у меня часть материала на иврите, да и в ивритском викиучебнике можно взять. Было бы прекрасно, если бы вы владели также ивритом. Но вовсе не обязательно. alexsmail 16:01, 26 August 2007 (UTC)

title: User talk:Paul Lynch


text:
Guide to Unix/Explanations/Becoming Root

Most user accounts have only limited access to Unix. For example, it is common that users cannot delete files of other users or parts of system. Users can typically install new software in their home directories, but not into system directories like /usr. To install such software, change permissions on system files, start servers on the reserved ports < 1024, or do any other tasks from which normal users are banned, one must become the superuser. The superuser has a username of root, user ID of zero, and is allowed to do anything regardless of system permissions - restrictions on user activity never apply to root.

NOTE: For Ubuntu and Kubuntu, see this.

Login as Root
The oldest way to access the superuser account is to login as root, using the root password. For security reasons, and because many crackers on the net seem to know root's username, root logins are normally only permitted on local consoles. (Some systems allow root to login through ssh because that is the only way in. A good system administrator would disable root logins when they are no longer necessary, for example by uncommenting the "PermitRootLogin no" line in /etc/ssh/sshd_config on systems running OpenSSH.)

In general, it is bad to use root logins. One should require using su or sudo instead, so that a user must authenticate with a normal user account before becoming root. The only good reason to use a root login is during the initial setup of a Unix system, before another user account is created and "su" or "sudo" are tested. After this, root logins should be disabled on local consoles too.

Some installation programs let you create the first user account during installation. You never get a root password or make a root login, but the first user account can use sudo. Ubuntu Linux and Mac OS X are both distros which do this.

Use su
The su command allows anyone who knows the root password to get a root shell, and thus have all of the powers of root: $ su Password: #

The acronym "su" means switch user or substitute user. One can specify a user (su USERNAME) but by default it switches you to root.

If su is followed by a "-" (su -); shell-type, working directory, environmental-variables and shell-aliases will be as if the user you switch to (root) had logged-in normally (at the "user"-prompt of a virtual-terminal).

Some systems require that you join the wheel group to have access to su. The requirement is that your username be listed in /etc/group on the line for group "wheel", group id zero. This requirement does not exist on some systems.

When one finishes with the root shell created by su, one should exit the root shell, so that it is not accidentally used later for normal user activity: exit $
 * 1) exit

Use sudo
There is a very configurable command called sudo which several Unix-like distros include. This allows one to run individual commands as root. In most cases, running sudo prompts one for one's own user account password instead of a root password, so sudo is good for administrators that prefer not to memorize a separate root password, especially if they rarely use root.

The syntax to run a COMMAND as root is: $ sudo COMMAND

For example, we try to view the log for email sent through a Unix-like system: $ less /var/log/maillog /var/log/maillog: Permission denied

Because the permission was denied, we use sudo to run the command as root: $ sudo less /var/log/maillog

Another way to so that would be to use the !! command. The "bang-bang" expands to re-print the last command entered to the shell, and then executes it.

$ sudo !! sudo less /var/log/maillog

Note that this is a bash feature. The feature doesn't work in sh. By default, most modern unix-like systems tend to use bash. Just don't use it for shell scripts!

Configuring sudo
On some systems, sudo must be configured before you can use it. This is a useful configuration line to put in /etc/sudoers. It might already be there, but commented out. %wheel ALL=(ALL)       ALL

What does it mean? The first word, "%wheel" is the user allowed to use sudo for something. The percent sign indicates that all users in group "wheel" can do this. The first "ALL" means this is allowed on all computers. (That is useful if you copy the same sudoers file to several different Unix-like systems.) The "(ALL)" is the user for which the commands will have privileges. We could say "(root)", but someone who can use root can use all other accounts anyway, so we just say "(ALL)". The last "ALL" indicates which commands are allowed.

Thus, the line provides that every user in group wheel can run any command as any user, including root. The only requirement is that the user enter a password: their own password, not root's password.

Useful defaults
This line in /etc/sudoers disables two options. Defaults       !insults, !lecture

The "insults" feature would give a random insult to any user entering an incorrect password. The "lecture" gives a message to a user that uses "sudo" for the first time (after each boot of the system). It is intended for systems where the administrator grants (possibly limited) sudo access to many users; if only administrators use sudo, then this option is not necessary.


text:
Category:Wikibooks guidelines

This category contains accepted Wikibooks guidelines. Guidelines are designated by placing guideline at the top of the guideline page, which adds the page automatically to this category.

title: Category:Wikibooks guidelines


text: User talk:217.141.200.16

title: User talk:217.141.200.16


text: User talk:68.235.251.35

title: User talk:68.235.251.35


text:
User:Paul Lynch

I'm an undergraduate student at the University of Memphis, majoring in Spanish, Russian, and Economics.

English Embassy

Requests for adminship

Category:Candidates for speedy deletion

Study help desk

Category:Candidates for speedy deletion

User:Paul Lynch/Concerning Permanent Stubs

title: User:Paul Lynch


text:
Phoenix/Shield+

This item increases your sheilds by one increment. It generally heals one shot of damage from a regular ship.

title: Phoenix/Shield+


text:
Phoenix/Weapon 4

Not quite as powerful as Weapon 5, but it will still get you through the tougher levels if you have enough skill. However, because it does not spread much, sometimes it is better to use Weapon 3.

title: Phoenix/Weapon 4


text:
Phoenix/Weapon 2

Not much of an upgrade over Weapon 1, but it fires two streams of bullets instead of one. Most advanced players skip over this and save their money for at least Weapon 3.

title: Phoenix/Weapon 2


text: User talk:24.58.74.160

title: User talk:24.58.74.160


text:
Guide to Unix/Introduction

This book is a Guide to Unix and Unix-like operating systems, such as GNU/Linux and *BSD. Other systems like Mac OS X, Solaris, and OSF/Tru64 also belong in the list.

Because of this book's incomplete state, it might be hard to find the chapter that you want.

Structure of this book
After this introduction, there are three main parts of this book.

 * The ../Why Unix-like/ page introduces the Unix system-like platform. The various Platforms such as ../BSD/ then highlight particular Unix-like distributions. This book needs to add more platform pages other than ../BSD/ and ../Linux/.
 * The ../Explanations/ section contains a list of various topics which introduce and explain the use and administration of Unix-like systems. For example, ../Explanations/Shell Prompt/ introduces the shell prompt, and ../Explanations/Filesystems and Swap/ explains the use of storage devices. Many of the sections are incomplete or missing, but this section is being expanded. The current division into six parts might need to be changed later.
 * The Quick References chapters list the ../Environment Variables/, ../Files/, ../Commands/. There actually is not much here except for the ../Commands/ section.

Conventions
This book uses (or will use) the following conventions.

Shell prompt
The shell prompt looks like: $

A root shell prompt (see ../Explanations/Becoming Root/) looks like: #

When the user types commands or other text, it appears in bold. The following is an example. The user typed the "cat" command and then several lines which the computer echoed.

$ cat This is an example. This is an example. ^D $

Control characters are written like ^D. This means to hold the Control key and press D. Note that some control characters sometimes do not appear on the screen. For example, the user typed ^D but no "^D" actually appears on the screen.

Commands and files

 * This convention might need improvement. Currently, a good example is ../Explanations/Shell Prompt/.

A command name is introduced in bold, like uname. Later, it is mentioned as "uname". In the future, the bold version might be a link to the command in ../Commands/.

Filenames usually appear like /dev/null and /etc/ssh/sshd_config. Entire commands look like ls /dev/null /etc/sshd_config or echo a1 a2 a3. Mentioning again the parts or arguments of these commands looks like "a1" and "a2". When introducing a new part (like a new option) not mentioned before, that looks like -r or -o loop. Text from files is also quoted, for example "# comment".

Audience

 * This is a proposed convention, because it is mostly unimplemented in this book.

The book targets multiple audiences.
 * Unix or non-Unix users seeking background
 * Unix system users (background and user instructions)
 * Unix system administrators (background and administrator instructions)

To handle this, there might be some templates.
 * Guide to Unix:u begin user instructions
 * Guide to Unix:eu end user instructions
 * Guide to Unix:i begin administrator instructions
 * Guide to Unix:ei end administrator instructions

Command links

 * This is a proposed convention, because it is mostly unimplemented in this book.

 * 1) In Guide to Unix/Commands, there is a Guide to Unix/Clink with links to outside Internet resources like manual pages and wikis.
 * 2) In addition, the clink template links between Guide to Unix/Commands and Guide to Unix/Explanations. There are two template calls; link both ways. For example, connect Guide to Unix/Explanations/bc and bc's entry in Guide to Unix/Commands.

title: Guide to Unix/Introduction


text:
User talk:198.236.13.33

Please stop vandalising pages with jokes and other nonsense. If you continue to do so, you will be blocked form editing, even if you make other worthwhile edits. Also beware of replacing good recipes with bad/incomplete/misformatted ones. Right now all of your edits are considered suspect and will probably be reverted until you explain yourself. Kellen T 01:40, 8 October 2005 (UTC)

title: User talk:198.236.13.33


text:
Muggles' Guide to Harry Potter/Characters/Regulus Black

Marriage status Unmarried

Overview
Regulus Black is the brother of Sirius Black. He is also a former Death Eater, although he defied Voldemort and found, and intended to destroy, Salazar Slytherin's locket (a horcrux) and died when dragged into the lake and drowned by Voldemort's inferi.

Order of the Phoenix
Mentioned in passing only; discussing the tapestry of the Ancient and Honorable House of Black on the parlor wall at 12 Grimmauld Place, Sirius mentions his brother Regulus, and that he is believed to be dead. As mentioned, he was taken in by the Death Eater idea, and was apparently fairly high in the ranks when he came to his senses and tried to quit. Sirius dismissed him as not being important enough for Lord Voldemort to have killed him personally, instead believing that he was simply ordered to be killed.

Later on, shortly after Harry sees the vision of Sirius getting tortured, Ron suggests that "Sirius' brother" (meaning Regulus) could have told Sirius how to retrieve the "weapon" that Voldemort has apparently been hunting, since Regulus had been a Death Eater.

Half-Blood Prince
He is mentioned a few times early on. First Horace Slughorn mentions that Regulus was in his house while he was a teacher. Later Remus Lupin tells Harry that Regulus only managed to live a few days after trying to leave the Death Eaters.

When Harry and Professor Dumbledore go on a mission to recover a supposed Horcrux of Voldemort's, it turns out to have been already replaced by a locket. This locket contains a note signed by one "R.A.B.". Many readers believe this signature to be Regulus'.

Deathly Hallows
On the day after their return to Number 12, Grimmauld Place, Harry sees the sign on Regulus' bedroom door and discovers that Regulus' middle name is Arcturus. From this, he concludes that Regulus is the one who left the note, signed R.A.B., in the locket Harry and Dumbledore found in the cave. While Harry, Ron, and Hermione immediately search for the locket, they discover nothing. Hermione remembers that they had found a locket when trying to clean up the house, and that Kreacher had a habit of stealing back those Black family relics he considered valuable. When Kreacher's lair proves empty, Harry summons Kreacher, who eventually tells them about the locket.

Voldemort had demanded a house elf, and Regulus had volunteered Kreacher. The Dark Lord had taken Kreacher to an island on a lake, and had forced him to drink a potion that made him remember horrible things. The Dark Lord had put a locket in the bowl where the potion was, had refilled the bowl, and then had left Kreacher there. Kreacher had crawled to the edge of the lake to drink, had been seized by Inferi, and been dragged underwater. He had then returned to his master, Regulus, as ordered.

On hearing what the Dark Lord had done, Regulus had ordered Kreacher to take him to the place. He had then ordered Kreacher to force him to drink the potion in the basin, then take the locket, replace it with one he would provide, and destroy the locket. Regulus had drunk all the potion, and had then crawled to the waters' edge to drink, and had been dragged under by Inferi. Kreacher had never seen Regulus again, and he was distraught that, despite having managed to put the replacement locket in the basin, he had been unable to destroy the locket from the basin, and that the locket had been stolen from him by Mundungus Fletcher.

Harry wins Kreacher over by telling him that they, too, have the mission of destroying the locket, and by giving him the locket that Regulus had told Kreacher to put in the basin. Overjoyed at having this artifact of his late master returned to him, Kreacher heads off to find Mundungus and bring him back to Harry for questioning.

Kreacher leads the other house-elves into battle telling them to fight in the name of Harry Potter and Regulus Black.

Strengths
Regulus must have been relatively skilled in Occlumency  to have blocked Voldemort from reading his thoughts regarding the Dark Lord's evil plans. He also likely knew a lot about the dark arts seeing as he knew about Horcruxes.

Regulus showed courage and integrity when, finally rejecting Voldemort's beliefs, he attempted to destroy Voldemort's Horcrux that was hidden in the sea cave, even knowing he would never survive. Although he intended for Kreacher, his House-elf, to complete the task, his plan failed. However, his actions later allowed Harry to find and destroy the real Horcrux.

Weaknesses
Like his family, Regulus was easily swayed by Lord Voldemort's "pure-blood" rhetoric. He learned too late that the Lord Voldemort's beliefs were far more evil than he had ever realized and being a Death Eater involved far more unpleasantness than he was capable of. Once he entered the Dark Lord's service, however, he was unable to escape. Sirius was his brother and he loved him and couldn’t be with him.

Relationships with Other Characters
Brought up in a rabidly Pureblood family, Regulus found that Voldemort's blood purity ideas resonated with him, and he became a Death Eater during Voldemort's first rise to power. His loyalty to Voldemort seems to have waned when he discovered how Voldemort put his ideas into practice, and he turned against Voldemort with his last living acts.

Sirius tells us that Regulus was his mother's favorite, as, in so far as she knew, he had stayed true to the ideas of blood purity that she had espoused.

Analysis
It is interesting how much we can see about Regulus without ever actually meeting him. Initially, at any rate, Regulus' motives remain unclear; Sirius tells us that he had gotten relatively deep into Voldemort's organization, then, they believe, gotten scared and tried to get out, and been personally murdered by Voldemort for his troubles. As it turns out, his disillusionment with Voldemort's organization was probably growing for quite some time, as when he did choose to act, it was a fairly major stroke against Voldemort. By that time, Regulus must have been reasonably close to Voldemort's inner councils, as he had been aware that Voldemort wanted a house elf, so he would likely have been within range of Voldemort's legilimency. Because of that, he would have had to protect his mind from inspection as his disillusionment grew.

In the end, his sacrifice was apparently futile, as Kreacher was never able to destroy the locket he carried away, and as Voldemort had, at that time, possibly as many as four additional Horcruxes hidden away. The Horcrux within the locket is, of course, eventually found and destroyed. Kreacher might have been able to destroy it if Regulus had told him what it was, but Kreacher apparently was not told that it was a Horcrux he was trying to destroy, though Regulus' note indicates that he knew what it was.


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Budget Watch Collecting/Plastic crystal polishing

If a watch has a scratched up plastic crystal, chances are very good that it can be cleaned up easily.

Materials: Wet sandpaper in 600 and 400 grit, 320 optional for really bad crystals like this one. Grits are approximate, different brands might not have exactly the same ratings. Padded mouse pad, optionally a soft cloth if the mouse pad doesn't have an appropriate soft cloth texture. Brasso or Wright's Silver polish Water

Water is to keep the sandpaper from clogging with plastic residue. You may want to skip the water if using more sandpaper is less objectionable than getting the watch wet.

Wet the coarsest sandpaper you'll be using and place it over the mouse pad. Check the height of the crystal, the angle you'll need to sand, and make sure you won't sand the bezel--If that's a danger, tape it up or remove the crystal. Sand in one direction, across the direction of the worst scratches by moving the crystal back and forth over the paper. You may decide to leave some traces of very severe scratches, or scratches around the edges if removing them might make the crystal too thin.

The result:

Continue with successively finer grades of sandpaper until you get to 600. With each new grade, sand across the direction of the old one, and stop when the old scratches are no longer visible. You'll need to dry the crystal to check progress.

The first time you use it, put a small amount of polish on your damp cloth or mouse pad. If you re-use the same cloth or pad without cleaning it, you may not need fresh polish every time, just re-wet. If using a cloth, place it over the pad. Polish in a circular motion, again concentrating on the edges until the crystal is clear. Again, you'll need to dry it to check progress.

The results:

(Note that this case was floating around in my parts, and there is still a visible scratch at 7--That's on the inside. unusual to find an inside scratch on a complete watch, and they are a bear to remove. Not gonna bother here, since it's not going to be used.

An alternate method of sanding crystals is to use sanding sticks of decreasing coarseness followed with a polishing compound. These sticks may be purchased in hobby shops and have the advantage of being flexible. This allows them to conform to the shape of the crystal when polishing. The method used is to place the crystal on a suitable surface (I use a mousepad) face up and sand holding the sanding stick in the thumb and first two fingers of the hand. Using this method there is no danger to the bezel since the crystal has been removed. My results have been quite favorable.

Another method I had good results with is, for the final polish I use 1200 wet and dry sandpaper and wet it with some penetrating oil, to prevent clogging. When done with that, I turned the paper over and use the back side with some liquid metal polish like Brasso or Silvo. The results are really very good.


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User talk:Mitchc/greg

Formuals and mathematical characters useful to my Math C assignment.

$$V=\int_{a}^{b} \Pi\ y^2\, dx$$

$$=\sum_{i=1}^{n-1} \Pi\ y^2\ \Delta\ x$$

$$V=\sum_{i=1}^{n-1} \Pi\ r^2\ \Delta\ x$$

$$V=\Pi\ \int_{-\sqrt{60}}^{\sqrt{60}} (16 - x^2/4)\, dx$$

$$2\sqrt{60}$$

$$V=\Pi\ ( 50\sqrt{24} - \frac {2(\sqrt{24})^3}{3}) $$

$$=\Pi\ \Bigg\lfloor 16x - \frac {x^3}{12} + C \Bigg\rceil_{-\sqrt{60}}^{\sqrt{60}} $$

$$V=4/3 \Pi\ r^3$$

$$=\Pi\ 2\sqrt{60} $$

$$V_b = V_s - V_c$$

$$V = \Pi\ ( 32\sqrt{60} - \frac {2(\sqrt{60})^3}{12} - 2\sqrt{60}) $$

$$=\Pi\ \Bigg\lfloor \left ( 16\sqrt{60} - \frac {(\sqrt{60})^3}{12} + C \right )\, - \, \left ( -16\sqrt{60} - \frac {(-\sqrt{60})^3}{12} + C \right ) \Bigg\rceil $$

title: User talk:Mitchc/greg


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Wikijunior talk:Solar System/Authors

Foundation Privacy Policy and this information
While I understand that Angela doesn't want her personal information published even though it has been publically distributed through other means, I fail to see just how collecting this information goes against the Foundation Privacy Policy.

That policy only states that the Foundation will not be forcing you to publishing this information, but it further warns that even if you edit anonymously and don't even "log in", that your contributions can in theory be tracked down to your computer and that it can be linked to your name and that you made the contribution. In short, this is a disclaimer, not a protection of privacy statement. While Angela may want to keep her contributions anonymous, the fact that she logged in with her account, together with her very visible status as a member of the Foundation board makes every contribution logged in through that account tied in with a specific person.

In addition, if you don't like the wording of how I'm asking for this information.... CHANGE IT!!!! This is a Wiki, which means it doesn't have to be "engraven in stone". I never intended that to be the case either, but in this case there are some assumptions some people are making about how Wikimedia projects are organized and the psuedo-anonymous way people think they are contributing that really isn't the case.

I'm just trying to give proper credit to those individuals who want to claim credit, and collect that information voluntarily. I'm also very surprised both with the individuals who are complaining about this issue, and the fact that they choose to complain outside of this talk page. --Rob Horning 04:09, 8 October 2005 (UTC)

SCIENCE
In science wrold we try to make the world a global place for student. the page is all talking about the earth ad other solar system in outer space —Preceding unsigned comment added by Olanma (discuss • contribs) 08:48, 15 October 2017

title: Wikijunior talk:Solar System/Authors


text:
User talk:A Link to the Past~enwikibooks

Feel the Magic: XY/XX
If you are having problem with an admin getting over zealous and deleting this Wikibook, please let me know. I can "undelete" the Wikibook if it somehow gets purged and you really want to add content. There are a lot of book stubs floating around right now in Wikibooks, so I support a general "cleanup" of the project where possible. My vote in the VfD discussion was only due to the fact that it didn't appear that any new edits had been done on the Wikibook for some time, and that it appeared to be a dead project. Raising an objection to the deletion request due to the fact that you are adding content is valid, and a good reason to keep the Wikibook.

Thank you for contributing to Wikibooks, and I hope that you find other interesting projects as well. Wikibooks is finally starting to come together with some actual books getting "ready" for publication.... at least to a "1.0" level for now. This is an exciting time to be participating with this project, and I hope you continue to make contributions here.

If you have continued to add content and want to get rid of the "VfD" warning at the top of the Feel the Magic Wikibook, wait about a week or so for further comments to be added then go ahead and delete the warning and "archive" the stuff on the VfD discussion page. If you are not sure how to do that, drop me a line on my talk page and I can help you out as well. I don't think anybody is going to get angry with you for removing that discussion, especially due to the nature of the comments there.--Rob Horning 04:36, 8 October 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 A Link to the Past. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name A Link to the Past~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 22:54, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:28, 19 April 2015 (UTC)


text:
Cookbook talk:Barbecue Sauce I

PICKY!!! Kellen T 05:23, 8 October 2005 (UTC)

title: Cookbook talk:Barbecue Sauce I


text: User talk:203.131.149.54

title: User talk:203.131.149.54


text:
User talk:TwoThirty

Thanks
Thanks for your work on the Arabic wikibook. If you know anybody or if you yourself can use audio clips for exercises like they are on French pages, that would be incredibly helpful. Just make sure to mark anything as dialect. If I can help you out with my very-limited/non-existent ability please tell me. gren グレン 04:01, 16 September 2007 (UTC)

Categorising
Hello, I just categorised your pages that are part of the Arabic Wikibook. In future could you please make sure that your pages are categorised. Thanks. Arsenalfan (talk) 02:05, 8 January 2008 (UTC)

title: User talk:TwoThirty


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User talk:Shokuku

Copyright problem with Image:Circlesquare.jpg
--Derbeth 08:42, 8 October 2005 (UTC)

title: User talk:Shokuku


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User talk:Jer54

Copyright problem with Image:Oral Pres1.jpg
--Derbeth 08:43, 8 October 2005 (UTC)

 * Please stop uploading images without license information. If you don't correct descriptions of the images, they will be deleted. Reapeating cases of uploading images without proper license information may result in blocking you from editing. --Derbeth 15:31, 5 November 2005 (UTC)

 * I blocked you temporarily because you are keeping uploading images without source or copyright information despite my warnings and requests. Images with unknown copyright status are dangerous to Wikibooks because they may be copyright violations. Copyright violations may result in lawsuit against Wikibooks and Wikimedia Foundation. Please, read resources like Image use policy. You can also ask other Wikibookians for help. --Derbeth 23:07, 10 November 2005 (UTC)

Copyright infrigment
Jer - pleace do not upload Copyrighter images. Ref: image named: Man_In_Blazer.jpg that is copyed from: http://shop.neckermann.de/_bilder/250/5/54/5466071106_man48.jpg - with a copyright notice there. Oyvind 08:39, 18 November 2005 (UTC)

title: User talk:Jer54


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User talk:Curler

Copyright problem with Image:Oo-ex.JPG
--Derbeth 08:44, 8 October 2005 (UTC)

title: User talk:Curler


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User talk:Yahweh divine

Copyright problem with Image:Mega Man X CM.jpg
--Derbeth 08:44, 8 October 2005 (UTC)

 * But there is a template for screenshots: [Wikibooks:Template_messages/Image_namespace#Fair use]]. I advise you to use WB:TM page, it can save you work and make your articles look better. --Derbeth 06:47, 10 October 2005 (UTC)

Re: Image Question
Image server is being moved so there are some problems and images cannot be upload. Please be patient, it should be fixed soon. --Derbeth talk 09:27, 23 November 2005 (UTC)

Sonic R
Why not help out with the book if you know anything about it? Gerard Foley 20:56, 11 January 2006 (UTC)

New Lolo template
Hey there. I saw your interest in my game guide. I decided to make up a template for laying out levels rather than cluttering up the Wikibooks with hundreds of screenshots. With the template, I actually made the level into a sort of grid for more specificity on where to put objects. My first test is on Adventures of Lolo 2 (Japanese)/Level 3. I was hoping you'd take a look and tell me what you think. I'll need to add a thing for powers, but that'll come in time. --Sivak 04:15, 12 May 2006 (UTC)

Eggerland
I noticed your question on User talk:Hagindaz. The Eggerland land book probably will be moved off somewhere else in the future. You will probably have noticed that many video game books have moved off to other wikis, for example I moved the Sonic R book to my own wiki. If you releace you work into the public domain, then you are welcome to move Eggerland over to WikiKnowledge also. Gerard Foley 14:59, 28 July 2006 (UTC)

WikiKnowledge or Gameinfo
Well, Gameinfo has 293 pages after starting in February 2005, while WikiKnowledge has close to 1000 pages and it only started a few months ago. Gameinfo offers the advantage that it is licensed under the GNU FDL, so the content can be moved over without any problems. Moving the pages to WikiKnowledge will require you to release them into the Public Domain first. WikiKnowledge offers the advantage that several pages have already been moved from WikiBooks to WikiKnowledge, including the ones I wrote: Sonic 3, Sonic 2, Sonic R, etc as well as the entire WikiBooks Pokédex. I also have advertising space bought in two UK games magazines for the site. If you confirm that you are happy to release the work into the Public Domain (so it is no longer covered by copyright) then I would be happy to move them over for you (including the pictures). Thanks, Gerard Foley 15:42, 29 July 2006 (UTC)

 * I have moved Eggerland to WikiKnowledge. As for your work on MegaMan games, whether you write it at gameinfo or WikiKnowledge is up to you. It's just a case of which wiki you would prefer to use and nothing says you can't write it at both wiki's if you want. Again I would be happy to move the work you have done to WikiKnowledge for you if you wish. Gerard Foley 16:37, 3 August 2006 (UTC)

title: User talk:Yahweh divine


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User:Tsca.bot

due to the lack of time the bot is unable to complete any requests until further notice Write in English / Polish / Danish.
 * Operator:
 * the bot is run by m:user:tsca (local page: tsca)
 * homepage of the bot: pl:w:user:tsca.bot
 * jabber: tsca@jabber.gda.pl
 * You can contact the owner of the bot at his talk page:
 * at the Polish Wikipedia: pl:w:user talk:tsca
 * at meta: m:user talk:tsca

 * You can request:
 * mass page renames which includes changing book's naming convention
 * mass spelling fixes
 * mass link fixes/changes (eg. redirs → real targets)
 * moving sets of pages between categories
 * mass adding/removing/replacing templates
 * any sort of automatic text manipulation

 * Bot is:
 * moving pages
 * fixing links in pages linking to moved pages
 * not visible at recent changes (as a bot)

As I am not active at this project, I might consult user:Derbeth before I accept your request. Please do not submit tasks for the bot unless the authors of the given book have agreed to the changes.

title: User:Tsca.bot


text:
User:Tsca

m:user:tsca; talk: m:user talk:Tsca; jabber: tsca@jabber.gda.pl

You are probably interested in → tsca.bot

title: User:Tsca


text:
School Science/How to make a transformer

This article explains how to make a demonstration transformer. A transformer is a device that converts one AC voltage to another. A detailed description of how they work is given under transformer. The purpose of this page is to give details of how a demonstration transformer can be made very simply in a classroom in order to teach the basic principles. Demonstrations similar to this are usually performed in schools by pupils aged around 13 years old, under the supervision of a qualified science teacher.

You will need

 * Some pieces of soft iron, preferably in a U shape but a cylinder will do.
 * Plastic-coated wire
 * Some 6 V mes bulbs (torch/flashlight bulbs) in a suitable bulb holder
 * Connecting wire with 4 mm plugs
 * Alligator clips
 * A 4 V AC power supply that is fitted with a 5 A trip switch (IMPORTANT!) Under no circumstances should this home made transformer be plugged into home current.


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Talk:School Science/How to make a transformer

Ok I know this isn't very good but it's difficult to explain without a diagram. I will try to add a diagram in the near future.Theresa knott

What are mes bulbs ??

 * Sorted out on the page Theresa knott

Also you should mention that your 4v power supply has to be AC. Daniel MacKay
 * Ok I've do it but you could have just done that for me. Do I have to do everything round here? ;-) Theresa knott

 * Yes. :-D Gorm

How about mentioning the actual result(brigter/darker on the secondary)? Gorm 09:41 13 Jul 2003 (UTC)
 * Thanks Tessa!

OK, that diagram sucks. It doesn't look anything like Optimus Prime. --Dante Alighieri 08:09 12 Jul 2003 (UTC)
 * True, but it does transform. Move the two bulbs down, the u shaped cores over them, as wheel arches and make a chassis with the rest of the lines and you've got a pretty damn good go-cart Theresa knott 04:39 15 Jul 2003 (UTC)

Wouldn't the bulb also dim when cores are set apart? Should this be mentioned? Nikola 19:38, 12 Nov 2003 (UTC)
 * Yes the bulb would dim, but setting them apart with an air gap would be very difficult to do in practice. You'd either get no light at all or if you move them closer together the magnetic attraction between the C cores forces them together. There's no way I can pull them apart. I suppose you could put something in the gap to keep them from slamming together I might give it a go and see what happens.Watch this space. theresa knott 14:26, 13 Nov 2003 (UTC)

I am somewhat concerned that the removal of the disclaimer may be problematic if someone tries these instructions (clumsily) and gets hurt. Waveguy 18:04, 4 Jan 2004 (UTC)

As maverick said, the disclaimer hasn't been removed, as it's already on the bottom of every page.It was a bit OTT in my opinion. I hate for it to put people off. This is a safe experiment. I have seen it done loads of times over the years by adults and 13-16 year olds and have never seen anything bad happen.The only way that I can think of in which someone might get seriously hurt is if they tried to plug it into the mains and got an electric shock. You'd have to be a real dimbo to do that, but just in case I've added instructions not to on the page. theresa knott 13:29, 5 Jan 2004 (UTC)

History copied from en:Wikipedia article "How to make a transformer":

 * 1) cur) (last)  10:22, 8 October 2005 Egil (Transwikied to wikibooks)
 * 2) (cur) (last) 00:33, 10 May 2005 Egil (wikibooks ref)
 * 3) (cur) (last) 00:09, 10 May 2005 Egil (→See also - ref is in wikibooks now)
 * 4) (cur) (last) 23:50, 9 May 2005 Egil (wikibooks ref)
 * 5) (cur) (last) 09:27, 21 April 2005 Egil
 * 6) (cur) (last) 04:28, 19 March 2005 Hooperbloob m (+cat)
 * 7) (cur) (last) 02:39, 19 March 2005 Omegatron
 * 8) (cur) (last) 02:39, 19 March 2005 Omegatron (fixing up a bit)
 * 9) (cur) (last) 00:59, 26 January 2005 Hooperbloob m (cat fix)
 * 10) (cur) (last) 07:24, 25 January 2005 Plicease
 * 11) (cur) (last) 23:59, 23 January 2005 Hooperbloob m (sharper cat)
 * 12) (cur) (last) 16:54, 18 October 2004 Wayland (Category)
 * 13) (cur) (last) 17:36, 9 September 2004 Glenn m (+ Category:Electronics)
 * 14) (cur) (last) 03:13, 27 March 2004 Qz m (Added link for voltage)
 * 15) (cur) (last) 16:17, 1 March 2004 Robbot m (Andre Engels - Robot-assisted disambiguation: Amp)
 * 16) (cur) (last) 19:57, 6 January 2004 Michael Hardy
 * 17) (cur) (last) 19:57, 6 January 2004 Michael Hardy
 * 18) (cur) (last) 19:57, 6 January 2004 Michael Hardy
 * 19) (cur) (last) 17:45, 5 January 2004 Auric The Rad m
 * 20) (cur) (last) 17:40, 5 January 2004 Auric The Rad m
 * 21) (cur) (last) 14:10, 5 January 2004 Theresa knott (warning! Do not try to plug into the mains.)
 * 22) (cur) (last) 10:28, 4 January 2004 Reddi m (See )
 * 23) (cur) (last) 09:00, 3 January 2004 Maveric149 m (removed ugly inline, self-referential and alarming disclaimer; disclaimer already linked at bottom of every page )
 * 24) (cur) (last) 15:35, 13 November 2003 Reddi m (-s)
 * 25) (cur) (last) 12:29, 12 November 2003 Theresa knott (emphasised power supply specs)
 * 26) (cur) (last) 12:27, 12 November 2003 Theresa knott ( done under the supervision of a qualified teacher)
 * 27) (cur) (last) 18:09, 11 November 2003 Reddi m
 * 28) (cur) (last) 17:56, 11 November 2003 Reddi m (CAUTION)
 * 29) (cur) (last) 17:54, 11 November 2003 Reddi m (center)
 * 30) (cur) (last) 17:53, 11 November 2003 Reddi m (img frmt)
 * 31) (cur) (last) 00:06, 16 September 2003 Nikola Smolenski m (rv deletion)
 * 32) (cur) (last) 00:04, 16 September 2003 80.62.7.241
 * 33) (cur) (last) 00:01, 16 September 2003 80.62.7.241
 * 34) (cur) (last) 08:04, 3 September 2003 Nikola Smolenski (Disclaimer)
 * 35) (cur) (last) 05:42, 15 July 2003 Theresa knott (Adding info on how bright the bulbs on the secondary coil will be)
 * 36) (cur) (last) 09:08, 12 July 2003 Zenzee m
 * 37) (cur) (last) 09:03, 12 July 2003 Theresa knott (fixing the number of turns round the primary and scecondary coils to give a 1:2 ratio plus giving a suitable age)
 * 38) (cur) (last) 05:34, 12 July 2003 Gorm m (Link fix)
 * 39) (cur) (last) 23:59, 7 July 2003 Molinari m ('torch'='flashlight' in US English; punctuation)
 * 40) (cur) (last) 19:40, 18 February 2003 Theresa knott (Adding a diagram)
 * 41) (cur) (last) 04:36, 18 February 2003 24.229.166.180 (fixed ac link (disambiguation))
 * 42) (cur) (last) 17:28, 13 February 2003 Theresa knott m
 * 43) (cur) (last) 16:33, 13 February 2003 217.204.254.210 (Added 'how to' content)
 * 44) (cur) (last) 15:41, 13 February 2003 139.30.201.97 (typo)
 * 45) (cur) (last) 15:37, 13 February 2003 Theresa knott

1.take two soft iron with u-shape 2.take a strip of coil and wrap around the  first iron 30 times. 3.again take a strip of coil wrap second iron for 60 or more times. 4.now join the 6v bulb in the second iron that is coil wraped for 60 times. 5.now give the ac curret through 30 times wrap iron


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Tablature/Guitar

Guitar tablature is a form of written music in which the fret and string to place your finger on is shown in order of how it appears on the song. Sometimes, various methods are used to denote timing, and often effects such as "slides" or "bends" are notated as well. This is the only way to learn many popular songs (unless one transcribes it straight from audio) and is an easy, free way to learn songs on guitar with little or no previous musical knowledge.

There are many sources of guitar tablature online and in most cases these are in the form of html documents, displaying the written music using text characters. However there are also guitar tablature software which allow the user to write, edit, listen and print out tablature. These programs are becoming so powerful that many of them support multiple tracks, making it possible to tabulate all the instruments in a band in one tablature file.

Guitar Tablature

 * Ultimate-Guitar An example of a site hosting text-based guitar tablature
 * Guitar-Pro 5 An example of guitar tablature software
 * Guitar-Pro Tabs An example of a site hosting guitar tablature software tabs

title: Tablature/Guitar


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School Science/Westminster motor kits

Westminster motor kits are prefabricated kits for making educational motors in school. They are available to buy from educational science suppliers and allow students to build their own motors from two magnets and about a meter of plastic coated wire.

The instructions that come with the kits are aimed at an adult readership so child friendly notes should be given to schoolchildren.

The most common causes for the motor not to work include:

 * One of the magnets being turned the wrong way round.
 * Insulation issues: the spindles are made of metal and have to be insulated with sticky tape.
 * Poor Contact with the 'brushes'

title: School Science/Westminster motor kits


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Talk:School Science/Westminster motor kits

History from Westminster motor kits

 * (cur) (last) 00:11, 10 May 2005 Egil (ref to wikibooks instead)
 * (cur) (last) 09:27, 21 April 2005 Egil
 * (cur) (last) 17:44, 3 December 2004 129.186.192.117
 * (cur) (last) 09:47, 15 November 2003 Reddi m
 * (cur) (last) 09:47, 15 November 2003 Reddi m (See also:)
 * (cur) (last) 18:02, 11 November 2003 Reddi m (frmt)
 * (cur) (last) 08:21, 23 July 2003 61.9.128.172
 * (cur) (last) 08:21, 23 July 2003 61.9.128.172
 * (cur) (last) 21:04, 13 February 2003 Theresa knott m (changing link)
 * (cur) (last) 20:59, 13 February 2003 Theresa knott


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School Science/The Indian rope trick (magnetism)

Experiment setup

This is a How-to about a School science experiment--Indian rope trick (magnetism). This is a good demonstration that is used in schools to teach the idea of magnetic materials. It can be fiddly to set up, but it's worth the effort.

Materials

 * Magnet
 * Sticky tape or Duct tape
 * Samples of materials to insert in the gap

Method

 * 1) Clamp the magnet in the clamp stand.
 * 2) Tie some cotton onto a steel paper clip and allow the paper clip to stick to the magnet.
 * 3) Gently pull the cotton down so that there is an air space between the paper clip and the magnet, and then stick it to the bench with some sticky tape. This demonstration works best if the air gap is sufficiently large that the paperclip is only just held up by the magnet. It takes a fair amount of adjustment to get it perfect.
 * 4) Insert a non-ferromagnetic material into the air gap, e.g. a piece of paper or a sheet of copper. The paper clip stays up.
 * 5) Insert a ferromagnetic material such as an iron nail or sheet of nickel and the paperclip falls.

How does it work?
The force that holds the paperclip up is due to an induced magnetic dipole forming in the clip. In other words, if the south pole of the magnet is down, for example, the magnetic domains in the paper clip orient themselves so that the top end of it becomes a north pole, the bottom a south. Like poles repel and opposite poles attract. The attraction of the magnet for the (induced) north pole is greater than the repulsion of the induced south one, because it is closer. That holds the paper clip up. If the north pole of the permanent magnet is down, the same argument applies with north and south interchanged. You can verify that the paper clip has become a miniature magnet, by the way, by showing that iron filings will stick to it, but don't let the filings get on the big magnet or you will have a job cleaning it!

Why is the magnetic field of the bar magnet strongest near its poles? This can be visualized in terms of lines of force that emanate from it, as can be seen by sprinkling iron filings on paper. These lines are called magnetic field lines. The closer the lines are together, the bigger the magnetic flux and the stronger the force pulling magnetisable objects, such as the paperclip, along the lines. Because of the shape of the field lines for a bar-shaped magenet, the places where the lines are closest together are the ends of the magnet.

Magnetic field lines pass straight through most materials, as if the materials were not there. Put a piece of paper in the air gap and the magnetic field lines pass straight through and hold up the paperclip. Some materials, however, affect a magnetic field. They create a magnetic short circuit through which the lines of force pass readily, and so they can't extend on the other side. If you put something made of these materials (known as ferromagnetic materials) into the gap, the field lines distort so as to pass through the short circuit.

If the paperclip is set up so that it is on the brink of falling, then any disturbance in the field that is holding it up will cause it to drop. That's why it is suggested to do the experiment with the clip barely levitated. Otherwise, there is a chance that some of the magnetic lines from the bar magnet may penetrate the inserted lamina or reach round it, and the demonstration will be spoiled.