text:
User:Rodasmith

See my user page on Wikipedia.

C Sharp Programming

 * Complete moving pages from to C Sharp Programming, per WB:NP and the C# book name discussion. (Template:C sharp/kw uses many pages under Programming:C sharp/Keywords/ .)
 * Organize sections to cover everything in the ECMA spec.
 * Review for MS-centric vs. ECMA-centric terminology.
 * Add at least one example for each keyword.
 * Describe exception handling.
 * Describe inheritance and partial types in C Sharp Programming/Classes.
 * Describe interfaces and delegates.
 * Describe versioning.
 * Describe external aliases.
 * Describe attributes.
 * Describe generics.
 * Describe anonymous methods.
 * Describe iterators.
 * Describe nullable types.
 * Describe lock.
 * Describe yield.
 * Describe qualified alias, e.g..
 * Describe abstract, sealed, override, virtual, overloading.
 * Describe readonly, volatile.
 * Add C Sharp Programming links to table in Computer programming.

title: User:Rodasmith


text:
A-level Mathematics/OCR/C2/Dividing and Factoring Polynomials

Remainder Theorem
The remainder theorem states that: If you have a polynomial f(x) divided by x + c, the remainder is equal to f(-c). Here is an example.

What will the remainder be if $$x^3 + 8x^2 - 4x^2 + 17x - 40$$ is divided by x - 3?

$$f(3)= 3^3 + 8 \left ( 3 \right )^2 - 4\left ( 3 \right )^2 + 17\left ( 3 \right ) - 40 = 74$$

The remainder is 74.

Factorising
When you factor an equation you try to "unmultiply" the equation. The N-Roots Theorem states that if f(x) is a polynomial of degree greater than or equal to 1, then f(x) has exactly n roots, providing that a root of multiplcity k is counted k times. The last part means that if an equation has 2 roots that are both 6, then we count 6 as 2 roots.

The Factor Theorem
The factor theorem allows us to check whether a number is a factor. It states:

For example:

Determine if x + 2 is a factor of $$2x^2 + 3x -2$$.

Since c is positive instead of negative we need to use this basic identity:

$$x + 2 = x - \left ( - 2 \right )$$

Now we can use the factor theorem.

$$2 \left (-2 \right )^2 + 3 \left (-2 \right ) -2 = 8 - 6 - 2 = 0$$.

Since the resultant is 0, (x+2) is a factor of $$2x^2 + 3x -2$$.

This means it is possible to re-state the polynomial in the form (x+2)( some linear expression of x). So $$2x^2 + 3x -2$$ = (x+2)(ax+b)

Expanding the right hand side we get :

$$2x^2 + 3x -2$$ = $$ax^2 + x( 2a+b) +2b$$

Equating like terms we get :

2= a

2a+b = 3 and

2b = -2

Giving a= 2, b= -1 from the first and third equations and this works in the second, so

$$2x^2 + 3x -2$$ = (x+2)(2x-1)

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


text:
User:Stefan Kögl

see w:User:Stefan Kögl

title: User:Stefan Kögl


text:
Arabic/whyQuestions2

لِماذا + فعل why: In Arabic, if one wants to ask "why" in a verbal phrase you say lima dh a ( dh sounds like the "th" in "The")

لِما + اسم why: In Arabic, if one wants to ask "why" in a non-verbal phrase you ask lima

It should not be confused with لَما (lama) which is an old way of saying "a time".

title: Arabic/whyQuestions2


text:
Esperanto/Appendix/Summary of grammar

Structure
Esperanto words are formed by taking one or more roots, modifiying them with one or more affixes, then adding grammatical endings.

See the table of word endings and table of affixes for more word synthesis options.

Nouns
All words ending in -o, -oj, -on or -ojn are nouns.

By themselves, nouns are indefinite ( means "a dog"). The definite particle is ( means "the dog").

Plural
Singular nouns end in -o (or -on). The plural is formed by adding -j (forming -oj or -ojn).

Accusative case
When a noun is the object of a verb phrase, -n is added. This allows variable word order. In the following example, all of the Esperanto sentences mean the same thing.

With the plural, the same rules apply.

Verb nouns
Verb nouns do not exist in English, with the exception of the active present (usually by adding -er: "to view" → "the viewer"), the passive present (usually by adding -ee: "to view" → "the viewee") and the passive past (usually by adding -ed: "to view" → "the viewed"). Esperanto has these forms and more.

However, Esperanto is much more specific than English. means "writer", but it specifically means "person who is writing now", not "person who writes professionally" (which would be ).

Adjectives
All words ending in -a, -aj, -an or -ajn are adjectives.

The ending modifiers are the same as for nouns. The modifiers used are determined by the noun being modified.

The adjective does not need to appear before, or even next to, the noun it is modifying.

Verb adjectives
Verb adjectives are called participles. English has two participle forms: present (usually by adding -ing: "to boil" → "boiling water"); and past (usually by adding -ed: "to boil" → "boiled water"). Esperanto has these forms and more.

However, Esperanto is much more specific than English. English does not encode whether the adjective is active or passive --- "boiling water" says that the water is being boiled (passive), but "writing person" says that the person is doing the writing (active). If you wanted to express a passive form of writing, you would instead say the "letter being written". Attempting to express an active form of boiling would produce "boiling person", which would most likely be understood as an idiom (such as "extremely angry person") since it does not culturally make sense otherwise.

Agreement
As adjectives, they must match (or agree with) the noun they are modifying.

Dangling
In any English discussion of participles, the question of dangling participles may arise.

The first thing to realize is that English has a dangling modifier problem, participles just make it a little more obvious. Esperanto does not have this problem usually because of the -n marker.

So in English we might say "I saw a book looking through the window". Grammatically, the book is looking so the participle is dangling (or attached to the wrong noun).

In Esperanto one would say "Mi vidis libron vidanta tra la fenestro." Without the -n, "mi" is the noun that "vidanta" is modifying. If we wanted to say that the book was looking we would say "Mi vidis libron vidantan tra la fenestro."

Why does this matter?
"Mi vidis hundon vidanta tra la fenestro." I looked through the window and saw a dog.

"Mi vidis hundon vidantan tra la fenestro." I saw a dog, and that dog was looking through the window.

Comparatives and Superlatives
Comparatives are formed using (more) or  (less):
 * - more beautiful
 * - less beautiful
 * - better
 * - worse
 * - wiser

Superlatives are formed using (most) or  (least):
 * - most beautiful
 * - least beautiful
 * - best
 * - worst
 * - wisest

Pronouns
Pronouns do not have a grammatical ending. They all end in -i, which is the infinitive verb ending. However, this does not cause confusion, because there are only ten pronouns, so they are easy to identify.

As with nouns, pronouns have an accusative case formed by adding -n.

means "one" in the sense of "how does one do that?" (""). It does not mean the number one (1).

Possessive
Possessive pronouns are simply adjectives formed from the pronouns by adding -a.

They follow the same rules as other adjectives, and must agree with the plurality and subjective/accusative case of the noun they modify.

Note that certain copula verbs such as esti (to be) and ŝajni (to seem) do not take the accusative; the noun forms and modifying adjectives that follow such verbs are grammatically subjective-completion elements, not objects.

Reflexive
The reflexive pronoun is (with accusative case ). It has a possessive form like any other pronoun (by adding -a, which then has to agree in gender and case with the noun it is modifying).

Numbers
The cardinal numbers do not have a grammatical ending. Other than, , and  (1, 2, 3 and 9), their endings cannot be confused with other grammatical endings. For the four that do, this does not cause confusion, because there are only four of them, so they are easy to identify.

The remaining numbers are formed by combination of these bases. Concatenating numbers together, as in ("nine hundred"), implies multiplication, otherwise addition is implied. For example 1984 is.

Note that the cardinal numbers only refer to the idea of the numbers, not specific instances; for that you use the noun form (with -o, and normal noun rules). If you wanted to say someone wrote one instance of the number one, and two instances of the number five, you would say:

Ordinals
Ordinal numbers are adjectives, formed with -a. They follow the same rules as other adjectives, and must agree with the plurality and subjective/accusative case of the noun they modify.

As in English, they can be abbreviated. This is done by replacing the word for the cardinal number with the number: →. Because they are still adjectives, agreement is necessary: →,  →.

Adverbs
Adverbs are formed from roots with the ending -e.

Not all adverbs end with -e because not all adverbs are formed from root words. There is a small subset of words that can function as adverbs, but are not "pure" adverbs, and often can function as other parts of speech. Some can function as both adverbs and nouns ( → "today"), others as adverbs and conjunctions ( → "as if, as though"), others as adverbs and adjectives ( → "both"), others as adverbs and prepositions ( → "around"), others as adverbs and pronouns ( → "more"). They generally have the ending -aŭ (the "indeterminate part-of-speech" grammatical ending), but not always.

It is always legal to add -e to the end of these pseudo-adverbs to make them true adverbs ( → ), but this is rarely done for most of them.

Verbs
There are no irregular verbs. All conjugations are formed by adding the right ending to the root.

Infinitive
The infinitive ending is -i.

Imperative
The imperative ending is -u. It is used for giving direct commands (Go!) or for expressing our will (Let's...).

Tenses
The present tense ending is -as. The past tense ending is -is. The future tense ending is -os. There is no agreement with number or gender of either subject or object.

Conditional
The conditional ending is -us; as in English it is also used as a polite way to express a wish or request.

Participles
Participles are adjectives formed from verbs. There are two types: the active and the passive.

Active participles
As adjectives, they must agree in case and number with the noun they are modifying, which is the subject of the active participle phrase.

Passive participles
Passive participles can be formed from transitive verbs and are used for the passive voice.

As adjectives, they must agree in case and number with the noun they are modifying, which is the subject of the passive participle phrase.

The direct object of sentences in passive voice is denoted by  after the participle:

Conjunctions
Conjunctions do not have a grammatical ending. Other than ("whether/or"),  ("if") and  ("that"), their endings cannot be confused with other grammatical endings. For those that can, this does not cause confusion, because there are only a small number of them, so they are easy to identify.

Comparatives
Comparatives are formed by adjectives and adverbs.

The Time of Day
Ordinal numbers are used for the hour of the day, with horo expressed or understood. The minutes are expressed by cardinal numbers. In questions, as well as using kiam, the adjective kioma (from kiom, how much) can be used:

title: Esperanto/Appendix/Summary of grammar


text: Civ/Civilization III/Terrain Reference

title: Civ/Civilization III/Terrain Reference


text:
Automotive Systems/Intake System

The intake system is responsible for delivering oxygen, which is necessary for combustion. An intake system generally comprises an air filter, a throttle, and passageways for air to reach the cylinders themselves.

There are several main types of intake systems. Carbureted, Fuel Injected, Naturally Aspirated, and Forced Induction.

Carburetor
The Carburetor is a device that mixes fuel(Gasoline especially petrol) into the incoming air for better combustion of it. The airflow into the carburetor is controlled by a butterfly valve & throttle valve, and the fuel is added to the mixture through venturis types of carburetor 1.single venturie 2.multi venturie a.up draught b.down draught c.side draught

Naturally Aspirated
An engine that is naturally aspirated uses the dynamic forces involved its in own operation to move air into its cylinders.

Simply put, if an engine is not turbocharged or supercharged, and if it does not use NOS, it is naturally aspirated. There are a few exceptions, but they are so rare that it's not even worth going into them.

Forced Induction
Forced induction involves mechanical devices which force air into the cylinders. This greater density of oxygen allows for greater expansion, but as the engine block is mostly static, the greater expansion translates into greater force and thus more torque. Both methods of forced induction increase fuel consumption because as more air is forced into the engine, more fuel must be added as well to maintain a safe air/fuel ratio.

Turbocharging
A turbocharger is a device which reuses the engine's exhaust gases to cram more air into the engine, resulting in more power.

A disadvantage of turbocharging is that they have lag, which is a noticeable delay in the time between when the accelerator is fully applied and the time when the turbo kicks in. Turbo lag is not noticeable on high quality cars, such as Porsches.

The latest generations of turbochargers come with the "variable nozzle technology", which allows the turbo to regulate the inside geometry of the turbo itself, regulating at the engines need the pressure of the air flow into the combustion chamber, this creates no turbo lag(not noticeable). An increase in HP, torque, fuel efficiency and mileage, are the outcome of this tech. Applicable in both diesel and petrol engine, more common in diesel now a days because of material costs and diesel natural efficiency.

Supercharging
A supercharger also forces more air into the engine just like a turbo, except that a supercharger is driven by the engine's crankshaft rather than by the exhaust gases.

A supercharger has an advantage over a turbocharger in that there is no lag. Another advantage is that the supercharger works even at low RPM, while turbos only work at higher RPM.

title: Automotive Systems/Intake System


text:
International Baccalaureate/Extended Essay Tips

=Introduction and Getting Started!=

Start Working NOW!

The Extended Essay (EE) is one of the requirements of the IB Diploma Programme. It provides students with an opportunity to conduct independent research on a topic of interest to them. It is written on a freely-chosen topic as long as there is a subject teacher in school, as the candidate must have a subject supervisor.

Recommendations
The IBO recommends that candidates spend approximately 40 hours in total on their extended essays, and if you put it off until that last weekend, your work won't be nearly as good as it can be. Talk to your IB school supervisor, as it is his or her job to set internal school deadlines (i.e. choosing a topic, formulating an outline, rough draft, final draft, etc).

Getting Started

 * Firstly, find a topic you're actually interested in, or you'll never work on it.
 * Don't stress. After doing all your research 4,000 words is nothing (your first draft could be 6,000-8,000 words). While the Extended Essay has the potential to make you hate your own topic (as many academic assignments do), an interest in the topic can motivate you to pull through in the end.
 * Many students are appalled at the sheer number of words that this task requires. But by following the guidelines set out for you, you'll quickly realize how hard pressed you will be to contain your work to the limit.
 * Make sure that your focus is somewhat specific, or that you have a specific topic in mind (instead of just a general subject area).
 * Example: Your final essay title should be somewhat similar to the style used in the Internal Assessments for the 20th Century World Issues course - specific and focused with some form of cause and effect. Check the official Extended Essay guidelines for more on this - it offers sample essay titles (along with title choosing advice and essay titles to avoid) for each subject area.
 * If the above example does not apply to you, perhaps ask your IB Coordinator for examples from students past. Many of them keep a record of every essay, mainly to ensure there is no plagiarism.
 * Make sure you stay on top of the work.
 * Look over the guidelines and the explanations.

To get a diploma, you need to complete the TOK Essay and the Extended Essay. At best, you can achieve 3 bonus points towards your IB diploma, so don't ignore your schoolwork, as your courses are worth much more. The point matrix is outlined in the "Diploma Points Matrix for the Extended Essay and TOK" grid in the IBO form. You can still get your diploma if you get a "Mediocre" on one and an "Elementary" on another. NOTE: As of May 2010, an 'Elementary' on both TOK and Extended essay is an automatic fail, but you may still pass with an 'Elementary' on either one, just not both. An 'Elementary' on either is a so called 'failing condition' which requires a minimum 28 points rather than the usual 24 to obtain your diploma.

However, you can make a very good essay, provided you allot yourself enough time to write about something you are interested in. The IBO knows that you are between 16 and 18 years old and thus does not require a perfect essay or a groundbreaking new discovery. They just want to see that you can work on and complete a big project.

Picking a Topic
You'll want to write about a topic or subject you're fairly familiar with. For instance, if you've nailed the process of writing labs, do a science investigation. It'll be just like a big lab write-up, and writing the method, materials, qualitative/quantitative observations are all part of the word count, and take up a significant amount of words.

Essay Competitions
Find out if there are competitions or scholarship opportunities in which you can enter your essay. Why not kill two birds with one stone and head off to university with a scholarship? If you don't win, at least you'll get feedback, something the IBO neglects to give.

Writing a Good Extended Essay
Everyone wants to write a good Extended Essay, but just remember that it's really not as overwhelming as it sounds. Some candidates will find their first drafts are in the 6,000 to 8,000 range, while others will reach about 2800-3500. In fact, keep in mind that 4,000 words is the maximum word count and not where you must get to. While most essays have a word count in the 3,900 range, it is perfectly acceptable to submit an essay that is 3,500 words. While there is no actual minimum word count, you would probably want to write over 3,000 words, since a short essay might imply that the topic was not investigated thoroughly enough. However, some topics - mathematics among them - may require only 2,000 words to fully investigate them.

Citing Sources
Keep legible, consistent and accurate notes that include bibliographic information. There's nothing more annoying than browsing through a 1200 page book looking for where that key quotation came from. Cite your sources in a consistent manner (either in MLA or APA format, or some other recognized format). IBO is very strict with plagiarism, so remember that the text has to be your own and do not forget to make references. You will have to sign an IBO form certifying that your EE is your own, and has no unsourced material in it, before they will even read your essay. Failure to submit an Extended Essay will result in no diploma being awarded.

Use the internet to find information but do include books in your research especially if your essay is not on the Sciences. Be skeptical in your use of the internet. Anyone can post anything, so read with a critical eye. Generally, university and academic websites are good sources to refer to. News sources are generally reliable, but be sure to stay away from "gossip" media which often contorts the truth.

Keep in mind that a general guide line used in many schools is 5 sources minimum for the IA in History, so if you are doing a History paper aim to have as close to ten sources as possible if not more for the EE.

Organization
Once you have researched your topic, you should spend a lot of time structuring and organizing your essay. Make sure your essay has a clear introduction, research question/focus (i.e. what you will be investigating), body, and conclusion. A poorly organized or unclear essay will hurt the assessment of your essay. You should also spend some time making sure that your 300-word abstract is clear and succinct in summarizing your essay. An unclear abstract will make your essay difficult to understand and will also hurt the assessment of your essay.

Although this is stated in the "General Requirements" for the Extended Essay, I feel it is necessary to repeat: if you are doing a paper in a subject not offered at your school, be very careful, especially if doing your paper in World Religions. You might want to either reconsider your choice of topic, or make sure you have several people with good credibility in that topic reading your paper. If you don't, especially in World Religions, you could end up offending your reader, and I promise you, you do not want to do that.

You can do your extended essay on any topic for which an IB class exists - i.e. something like Islamic History, which only about 100 candidates a year write about. However, you cannot do your extended essay in Theory of Knowledge, most pilot subjects and school-based syllabus subjects (check with your IB coordinator). Bear in mind that getting a good score in your extended essay, combined with your score for your Theory of Knowledge essay, may reward you with up to 3 bonus points. So aim high!

IBO Official Guide
The IBO's official guide to writing the Extended Essay can be found here: http://xmltwo.ibo.org/publications/DP/Group0/d_0_eeyyy_gui_1012_1/html/production-app3.ibo.org/publication/258/part/1/chapter/1.html

The above site is quite useful in perusing tips and hints for writing the essay, in addition to viewing the IBO standards for the essay. Note that the above link is for consideration purposes only.

"three: The Ultimate Student's Guide to Acing the Extended Essay and Theory of Knowledge" by Alexander Zouev - a book full of tips and time savers for IB EE.


text:
Wikibooks:Semi-protection policy

Semi-protection of a page prevents unregistered users and users with very new accounts from editing that page.

Semi-protection:
 * Is not intended to prohibit anonymous editing in general.
 * Is not intended for pre-emptive protection of articles that might get vandalized.
 * Is not to be used for edit warring or revert wars.

Semi-protection is only applied if the page in question is facing a serious vandalism problem. It is not an appropriate solution to editorial disputes of any kind since it may restrict some editors and not others. Administrators apply semi-protection in the same manner as current full protection against vandalism is applied — either on their own initiative or following an alert on an article's talk page, requests for page protection, the staff lounge, or some other relevant page.

Semi-protection is only to be applied as a response to serious vandalism and not as a pre-emptive measure against the threat or probability of vandalism, such as when certain pages suddenly become high profile due to current events or being linked from a high-traffic website. Only when there is evidence of a serious problem of vandalism should semi-protection be applied. Do not semi-protect the Featured Article, unless the page is currently experiencing significant vandalism.

Administrators: note that semi-protection should only be considered if it is the only option left available to solve the problem of vandalism of the page. In other words, just like full protection, it is a last resort, not a pre-emptive measure.

To request that semi-protection of an article be lifted, a simple note on the article's talk page or the staff lounge should be sufficient, but the requests for protection page can be used if necessary. Requests to lift semi-protection should generally be unnecessary in the same way that unprotection after simple vandalism at present is generally swiftly seen to by either the protecting admin or another. When semi-protecting a page, add it to Protected page just as you would for a fully protected page.

Articles that are semi-protected are indicated with sprotected and listed at Protected page in the same way as protections are at present.

Discussion

 * Discussion at the talk page.
 * Jimbo has expressed his support. ''' - page produces an error on wp.

title: Wikibooks:Semi-protection policy


text:
User talk:Yorktown1776~enwikibooks

Hello and welcome to my talk page. Thanks for stopping by and post any questions or comments here. I quite busy at the time but, will respond to any messages left ASAP.

Note: Due to an obsession with cleanliness and organization all posted message will be removed every Sunday. Thanks!

---

Hi, this is user Neil the Cellist. I was wondering if you would like to help out with finishing the United Nations WikiTextBook, because at the moment it lacks a lot. Help would be greatly appreciated. Neil the Cellist 23:11, 5 December 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Yorktown1776. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Yorktown1776~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:40, 19 April 2015 (UTC)

title: User talk:Yorktown1776~enwikibooks


text:
Wikibooks talk:Semi-protection policy

Make as a part of the general protection policy
This is an interesting idea. There are a number of pages that are currently "protected" that I would like to see moved to semi-protection status. I've gone and "protected" a couple of pages that seem to have been a target of recent vandalism that in particular would be useful to move under this general umbrella.

BTW, what is the specific technical requirement in order to accomplish this task? Do we need to ask the developers to "upgrade" MediaWiki for Wikibooks to get this feature? I don't see any ability to semi-protect any pages currently on Wikibooks.

This policy proposal also needs to be modified slightly to fit the terminology for Wikibooks (modules, not articles, and Books of the Month instead of featured articles) and there are a few unique aspects for Wikibooks that may need to review the policies to fit this project as opposed to how things are done on Wikipedia. Not a bad idea though. --Rob Horning 04:21, 28 December 2005 (UTC)

 * I agree. We don't need to have this as a separate policy, only as an addition to the current protection policy. Maybe somebody should try merging this in to a proposal, and we can vote on it. --Whiteknight (talk) (projects) 16:47, 12 July 2006 (UTC)

Move to Reject, merge to Protected page
I am moving to reject this proposal, and merge anything that is salvagable (if anything is) to Protected page. --Whiteknight (talk) (projects) 21:35, 20 October 2006 (UTC)

Agree --Panic 21:54, 20 October 2006 (UTC)

 * I don't really have an opinion either ways, but you might want to look at the protection log... a lot of pages have been protected over the past several days. -- SB_Johnny | talk 22:42, 20 October 2006 (UTC)

 * Protecting a page, or unprotecting a page are subject to Protected page. This policy is essentially a fork of that policy, and therefore can be rejected. The pages that have been protected in the last couple days don't really have anything to do with this, that I can see. --Whiteknight (talk) (projects) 00:52, 21 October 2006 (UTC)

Semi-protection
How do I enable Semi-protection for all pages with MediaWiki?

 * I'd have thought it would be easier to simply not allow IPs to edit rather than trying to protect the pages. In other words, set group "all" to NOT have the rights createtalk, createpage and edit. Unusual? Quite TalkQu 14:10, 9 April 2009 (UTC)

title: Wikibooks talk:Semi-protection policy


text:
Speech-Language Pathology

Speech Disorders

 * Articulation disorder
 * Phonological Disorder
 * Stuttering
 * /Cluttering/
 * /Parkinson's/

Language Disorders

 * Developmental Language Disorder (DLD)
 * Aphasia

title: Speech-Language Pathology


text:
A-level Mathematics/OCR/FP1/Complex Numbers

Imaginary numbers
Before understanding complex numbers, we need to know about the imaginary unit, i. i arises from the need to be able to calculate the square root of negative numbers.

Think of the equation $$x^2=-1$$. From this, we can see that

 * $$x=\sqrt{-1}$$

All logic tells you that you cannot multiply anything by itself and achieve a negative number, and this is true. So we give it a value of i.

 * $$i=\sqrt{-1}$$

From this, we can see that:

 * $$i^2=-1$$

From here we can derive that:

 * $$i^3=-i$$

As $$i^3=i^2\cdot i^1$$

 * $$i^1=i$$

 * $$i^2=-1$$

 * Thus, $$-1\cdot i=-i$$

Finally:

 * $$i^4=1$$

As -1 squared is equal to 1.

With this we have a very valuable tool and are now able to do square roots of negative numbers.

Simple Operations With Complex Numbers
Complex numbers are numbers that consist of a real number and an imaginary number. They come in the form of $$x+yi$$. (With $$x$$ and $$y$$ being real numbers and $$i$$ being the imaginary unit).

They add up very much like you would imagine. Take the two complex numbers (2+3i) and (3+4i). Adding the two together is as simple as adding the real parts (in this case: 2 + 3 = 5) and adding the imaginary parts (3i + 4i = 7i) to give us the final complex number of (5 + 7i).

The same applies for subtraction. Taking our example complex numbers of (2+3i) and (3+4i). We just subtract the real part (2 - 3 = -1) and subtract the imaginary part (3i - 4i = -i) to give us our new complex number (-1-i).

Multiplication is much like expanding quadratic and cubic equations. Simply, you just take the two complex numbers, sit them side by side and multiply out. Taking our example complex numbers we would do the following:

$$(2+3i)(3+4i)=(2\cdot3)+(2\cdot4i)+(3i\cdot3)+(3i\cdot4i)=6+8i+9i+12i^2=12i^2+17i+6$$

It really is as simple as thinking of $$i$$ like $$x$$ in our quadratics and treating it in exactly the same way, then replacing $$i^2$$ with $$-1$$, $$i^3$$ with $$-i$$ and $$i^4$$ with $$1$$.

Argand diagrams
When representing a complex number on an Argand diagram, we can see that

 * $$\sin(\theta)=\frac{y}{r}$$

 * $$y=r\sin(\theta)$$

Likewise:

 * $$x=r\cos(\theta)$$

Since a complex number z can be represented by x+iy,

 * $$z=r\cos(\theta)+ir\sin(\theta)$$

 * $$z=r(\cos(\theta)+i\sin(\theta))$$

The polar form of a complex number is very similar to how we represent vectors. Accordingly, the modulus of a complex number is analogous to the resultant of the x and y components, and the argument is the direction of the resultant vector.

Complex conjugates and equations
Conjugates are just reflections of co-ordinates on an Argand diagram. They are reflected across the real axis and thus only the imaginary co-ordinate is changed (from, say, 2 + 2i to 2 - 2i). In other words, the sign of the imaginary part is changed (from negative to positive or vice versa).

Complex conjugates are useful when dividing complex numbers as the denominator can be made real by multiplying the top and bottom of the fraction by the complex conjugate of the denominator, for example: $$\frac{2+4i}{1+i}=\frac{(2+4i)(1-i)}{(1+i)(1-i)}=\frac{2+2i+4}{1+1}=\frac{6+2i}{2}=3+i$$

This is called realising (the complex number version of rationalising) the denominator.

Conjugates are also useful when solving equations with real coefficients. If such an equation has an complex root, then the conjugate of the complex number will also be a root of the equation, allowing you to factorise the equation fully in most cases in exams.

Example: Given that $$-1+2i$$ is a solution, find the other roots of the equation $$x^3+4x^2+9x+10=0$$.

We automatically know one of the other roots is $$-1-2i$$ (since the coefficients of the polynomial above are all real) so we can start to form a factorization of the equation:

$$x^3+4x^2+9x+10=(x-b)(x-(-1+2i))(x-(-1-2i))$$.

$$=(x-b)(x^2+x+2xi+x+1+2i-2xi-2i-4i^2)$$

$$=(x-b)(x^2+2x+5)$$

$$=x^3+2x^2+5x-bx^2-2bx-5b$$

$$=x^3+(2-b)x^2+(5-2b)x-5b$$

$$\Rightarrow\begin{cases} (2-b)=4\\ (5-2b)=9\\ -5b=10 \end{cases}$$

$$\Rightarrow b=-2$$

Now that we know about complex numbers, we can start to solve quadratic equations whose determinant is negative (i.e. quadratics that do not cross or touch the x-axis on a Cartesian graph).

Example: Solve the equation $$x^2-2x+5=0$$.

Since $$b^2-4ac=-16$$ we know that the equation does not have any real roots. Using the quadratic formula:

 * $$x=\frac{2\pm\sqrt{-16}}{2}$$

 * $$\Rightarrow x=\frac{2\pm4i}{2}$$

 * $$\Rightarrow x=1\pm2i$$

Square rooting complex numbers
Every complex number has two complex square roots. To find them for the general complex number x+yi, we denote the answer by p+iq and equate:

 * $$(p+qi)^2=x+yi$$

 * $$p^2+2ipq-q^2=x+yi$$

Since x is the only real term on the right-hand side, it must be equal to $$p^2-q^2$$, which are the real terms of the left-hand side. Likewise, y must be equal to 2pq. This is a general rule:

If we were trying to find the square roots of, say, 2+4i, we would have:

 * $$p^2-q^2=2$$

 * $$2pq=4$$

 * $$\Rightarrow p=\frac{4}{2q}$$

Substituting:

 * $$\left(\frac{4}{2q}\right)^2-q^2=2$$

 * $$\Rightarrow\frac{16}{4q^2}-q^2=2$$

Multiplying by $$4q^2$$ :

 * $$16-4q^4=8q^2$$

 * $$\Rightarrow 4q^4+8q^2-16=0$$
 * $$\Rightarrow q^4+2q^2-4=0$$

Substituting q2 for u:

 * $$u^2+2u-4=0$$

Using the quadratic formula:

 * $$u=\frac{-2\pm\sqrt{4-4\cdot 1(-4)}}{2}$$

 * $$\Rightarrow u=\frac{-2\pm\sqrt{20}}{2}$$

Since q is real, it must be equal to the square root of the positive value of u:

 * $$q=\sqrt{\frac{-2+\sqrt{20}}{2}}=\sqrt{-1+\frac{2\sqrt5}{2}}=\pm\sqrt{\sqrt5-1}$$

If $$q=\sqrt{\sqrt5-1}$$ then:

 * $$p=\frac{4}{2\sqrt{\sqrt5-1}}=\sqrt{1+\sqrt5}$$

If $$q=-\sqrt{\sqrt5-1}$$ then:

 * $$p=\frac{4}{2\cdot\left(-\sqrt{\sqrt5-1}\right)}=-\sqrt{1+\sqrt5}$$

Hence p+qi is:

 * $$\sqrt{1+\sqrt5}+\left(\sqrt{\sqrt5-1}\right)i\ ,\ -\sqrt{1+\sqrt5}-\left(\sqrt{\sqrt5-1}\right)i\ \Rightarrow\ p+qi=\pm\left(\sqrt{1+\sqrt5}+\left(\sqrt{\sqrt5-1}\right)i\right)$$


text:
Parenting

Since the 1980's, parenting has changed. Many parents let their children raise themselves while they watched from afar. Others became "hover parents" and monitored their child's every move. The views of how children are raised have never been more discussed and debated than today, and much has changed from the children should be seen not heard of only a few generations ago.

Though some may consider themselves to be "expert parents", they too have many questions about how to raise their children.

The point of this book is for parents, and related interested individuals, to join together bringing tips, knowledge and references together which will help us all be better parents with less stress. Let us build this up first with any tips you contribute by category and then expand pages as greater content comes into existence.

This book was created as the depth of the 'Parenting page on wikipedia.org' is inadequate for the journey and caring and leadership role which encompasses all active parents in the parenting journey. That page is not helpful to you as a parent, but an effective book on wikibooks can be!

Parenting skills
Parenting is always an adventure - even those that consider themselves "fully prepared" never expect what comes next. New parents initially will be overwhelmed at the baby's constant demand for their attention. Here are some tips and things you can do to make sure your child grows up in loving family, and heads in the right direction.

Children are our future. Given the proper tools and environment they can shape the future into something beautiful. To brighten their future, parents should encourage their play, have regular conversations with the child, and develop the child's body and mind. Play is a critical aspect to all children. Child psychologists have found that imaginative play is healthy to their growing minds and should be encouraged. Parents should talk and listen to their child on a "grown up" level; never condesending, playing down their ideas or using "baby talk". If the child can speak full, well developed sentences, baby talk in in no way helpful. In order to develop a child's brain and body, proper care must be given. Aside from healthful meals, a good pediatrician must be aquired and visited regularly. Even if the parents aren't religious, morals are critical at an early age. Right from wrong, good from bad, and basic rules are all easily developed between 3 and 6 years old.

In the toddler years (2-5), parents should see that the child takes part in imaginative play on a daily basis. Parents may find it fun to join their child and play along. Time should be set aside every day, normally around naptime or bedtime, to read a story. This encourages the child to read and allows you to spend a peaceful moment together. You may walk in on your child holding a book upside down, trying to read for themselves. Allow them to safely explore the world around them: take nature walks, collecting interesting things you find, go bird watching and let your child "talk to" the birds, even a walk around the neighborhood will aid in their social development. It allows your child to interact with his neighbors and future school mates. If your child is of preschool age, regular doctor's appointments are essential. At this age children can develop sleep problems that can escalate quickly from nightmares to refusing to sleep in their own bed. It is always best to make sure your child is healthy early on and make sure no problems arise. As a parent, Try to set aside time on a regular basis to do something fun with your child.

A top priority in a parent's mind should be their child's safety. If the parents are ignorant as to what they should do regarding safety, Child Care classes should be looked in to.
 * Lying down while eating or drinking anything is a hazard. Even infants should be slightly elevated when given a bottle.
 * Food, such as meats that can't be easily chewed through, should be cut into small pieces for the child to eat.
 * Toys shouldn't include small removable parts, as these are tempting and present a choking hazard.
 * Swimming pools should be fenced off and locked so that the child cannot access them. If this isn't possible, remove the ladder or anything that can be used as stairs. Children are curious creatures that wander and explore their environments.

Remember to give your child unconditional love, parent them positively, teach them good people skills and manners, and remember the importance of play and a good sense of humor. Always do your absolute best, take a break now and then, and remember that no 2 children are completely alike.

Discipline is a subject widely debated; How strict? Time out? What rules? Here are a few tips:
 * Discipline should be gentle enough that the child isn't fearful of you, but also strict enough that they know you mean business.
 * Time-outs should last no longer than an hour but no shorter than 10 minutes. If the child spends too much time in the "punish chair" or a corner, they will become distracted and forget why they had to go there in the first place.
 * While some argue that physical discipline is needed, others believe that it leads to violence in the future. Studies haven't proven this but it should be left up to the parents to decide. If physical discipline is used, it shouldn't be excessive or abusive. 3 light swats on the bottom would be sufficient.

You need to explain decisions with your children and let them talk back, at least a little bit to improve critical thinking. Not just "no means no" as your reason for something. A "temper tantrum" should be settled quickly and quietly by explaining your house rules. An apology and a hug is to be expected after a time out. Of course when a baby or child that cannot talk goes into a fit, parents should take care to investigate what is causing the baby or child such distess, rather than discipline. Parenting is a hard job and these tips are just here to help parents get a better understand of how to handle their child.

Effects of parenting, family and family structure on child behaviour
The still developing mind of a child is like a sponge. A child will imitate nearly everything their parents do or say. Some will stumble around in mommy's shoes while others will watch football with daddy. Arguments should be held away from the child. They do not know exactly what is going on, only that it is something negative between their parents. The people which they are around the most, parents mainly, greatly affect a child's behavior. If a child is raised in a conservative household, in most cases they will grow up with negative feelings towards homosexuality. If a child is raised to think that "Daddy is a meany", they will grow up with this thought in the back of their minds. To say "Always be on your guard" wouldn't be accurate: "Watch what you say" is the more appropriate phrase. As parents, you must REAR your child, rather than raise. If the atmosphere in your child's home environment is a peaceful one, your child's development will shine and they will excell.
 * Don't overuse "Hate"; overuse "Love"
 * The tone of voice you use when talking matters. You may get tired of talking like Snow White, but at least your child will believe everything is peaceful at home.

Age appropriate sexual health education
Children need to be educated to help them understand and save their bodies and various associated risks in an age-appropriate manner. In many cultures and families, parents talking with children about the topic of sex remains a taboo subject, and many parents do not know how to communicate with children in an age-appropriate manner or how to educate children about their rights and responsibilities towards their bodies without confusing or scaring children about the topic.

Children can be taught about their bodies and safety from an early age. From age 3 onwards, they can be educated with body part names. When parents teach children the names of body parts like heads, shoulders, knees, and toes, according to Elizabeth Seeley-Wait, clinical psychologist at The Children's Psychology Clinic, adding names to their vagina, penis, and bottom and allowing children to pronounce them confidently helps children to understand and communicate any health or abuse issues, if any arise, in a timely and appropriate manner with their parents.

Parents should habituate themselves to keeping their child informed and asking for consent every time other than times of help, cleaning, and bodily health issues. Children need to be informed by their parents about other adults who can help them with their cleaning and health issues, like the child care center teacher and doctor. Kids need to be informed about what is normal and helpful behaviour and what is not, and they need to be able to differentiate between good touch and bad touch. Kids also need to be taught that, while respecting seniors, their bodies are their own, and they do have the right to decline unwanted kisses, hugs, and unnecessary touches. And they can come and complain about any abuse of their bodily rights to their parents and/or teachers.

The child needs to be helped in identifying at least 5–6 adults to whom they can turn to in times of distress and whom they find comfortable speaking with. Any such pool of teachers, coaches, relatives, and doctors should include at least two people from each category with their contact details.

Bad words and other inappropriate language
You may not like to hear your child use bad words. Children imitate, so if you, someone else who is frequently around the child or someone on television swears a lot, they may imitate that behaviour. There are several strategies to deal with this, but every child and every household is different, so you will just have to try and see what works best for you and your child.

 * You can try limiting your own cursing to "Dang!" and "Shoot!", but beware that if you swear like that often, your child will imitate this as well.
 * Try to limit your cursing to when something has gone really wrong. If you only swear on especially bad occasions, your child will generally understand that the words have little meaning in any other context.
 * Try not to use "special" words on occasions that are not that bad; instead, say "Aargh!" or "Why does this happen!".
 * Sooner or later, your child will probably pick up a bad word. You may act shocked or get very upset when this happens, but you should be careful. If your child finds out they can evoke an intense emotional response from you by using bad words, they may start using them in situations you wouldn't expect.
 * Consider explaining calmly to your child that the word they just used isn't appropriate for the current situation, like how you would explain that while they can say "potty" when they are at home, it would behove them to use the word "toilet" or "bathroom" when visiting a friend. If you don't show a strong emotional response but only mild disappointment because they didn't use it in an appropriate situation, the word will be less "exciting" for your child.

Getting them in their seat belt
You may also try using those strollers that have a detachable car seat that connects to base that stays in the car; this way, your baby gets used to the car seat before getting in the car. The trick is to always start early!
 * The game we find most effective is to make it a competition and say, "Lets count how long it takes you to get in and buckle up," and then we count loud and fast.
 * You may add a rhyme to the number they get to. For example, on count of 6: "six! Pick up sticks!".
 * For experience, start the process early; this way, there will be no trauma. Baby will always help when used to situations. Call it a "condition" for getting in the car: always sit him in the backseat, same car seat, same side. It is VERY important that you never let your baby experiment or experience standing or even being in the car out of the carseat.

Car doors
When you get out of the car, before you close the door, watch where the fingers of your child(ren) are! They may put their hands on the car where the door goes, not realizing what is about to happen.

Leaving your child alone in the car
Never leave your child alone in a locked car, out of your direct sight, with no way to get out. Not even for a few minutes. If you forget, get distracted, or the business you have to attend takes longer than expected, you will never forgive yourself. If the sun is shining, the inside of your car may heat up quickly. Either take your child with you or (if they are old enough) make sure they are comfortable waiting in the car and able to unlock the door and get out if they have to.

Bedtime
When your child is at least 6 months old, it is recommended for parents to try to solve bedtime problems. At this age, the child has reached a point where they can sleep longer; they are now able to wake up and comfort themselves to fall back asleep. It may be difficult at first because the child is already used to the parents being there as soon as they start crying. Parents should gradually start ignoring the child’s crying, maybe for 5 minutes the first night and then increasing the time every night.

 * Many books all say 'have a routine', (this is unhelpful on its own).
 * I run the principal I call the bed machine, once the bed machine is started, it may take a while but will keep moving forward with only one destination 'BED'.
 * For us we call it 'Books, Milk and bed' others do 'Bath, book and bed'.
 * Establish a set order for yourself.

Brushing teeth

 * We place a chair outside the bathroom, which we call the 'brushing chair', which we get our son to sit on when we brush his teeth. It has greatly reduced the squirm factor.
 * Allowing the child to watch and practice as mommy and daddy brush their teeth will teach them to develop good brushing habits.

Getting them to eat their greens

 * Scientists have proved that young children are anatomically predisposed to dislike the colour green, for reasons having to do with the developing retinal cones of the eye. Therefore it is useful to include non-green vegetables such as carrots, cauliflower, rutabaga, salsify etc.
 * Foods can also be coloured to introduce fun and create an interest factor; however, artificial food colourings should not be used, as some children are allergic to them.
 * Sweet vegetables are more palatable to young children such as peas, swede & sweet potato.

Table Manners
About a century ago, children weren't allowed at the table until manners were mastered. They ate in their nursery with the nanny and came to the table as a reward for their progress or when family came to visit.
 * Do not expect your child to never put their elbows on the table; remember that they are small and must support themselves.
 * All children should learn to say please and thank you but this is a courtesty extended beyond the table.
 * Remember: children learn from what their parents do. If your husband belches at the end of every meal, your child may grow to think that this is acceptable.

Bringing your child to work

 * Make sure there is at all times somebody available to watch over your child! Things like cleaning agents or staircases are probably not properly protected.
 * Although your workplace is a very familiar and trusted place for you, it's completely new for your child. They encounter things they have never seen before and people they never met before.
 * Your child may get very excited by all these new impulses, or a little scared. Bring something that you can use to calm your child down, like a stuffed animal or other toy.
 * Within acceptable limits, allow your child to explore this new place.

External Websites

 * Essential Parenting - A platform dedicated to providing nuggets of information, practical tips and the latest programmes just for parents. It is a Singapore parent education initiative by the Family Education Department, Ministry of Community Development, Youth and Sports.

title: Parenting


text:
General Relativity/Differentiable manifolds

<General Relativity

A smooth $$n$$-dimensional manifold $$\mathrm{M}^n$$ is a set together with a collection of subsets $$\{O_\alpha\}$$ with the following properties:

 * 1) Each $$p\in\mathrm{M}$$ lies in at least one $$O_\alpha$$, that is $$ \mathrm{M}=\cup_\alpha O_\alpha$$.
 * 2) For each $$\alpha$$, there is a bijection $$\psi_\alpha:O_\alpha\longrightarrow U_\alpha$$, where  $$U_\alpha$$ is an open subset of $$\mathbb{R}^n$$
 * 3) If $$O_\alpha\cap O_\beta$$ is non-empty, then the map $$\psi_\alpha\circ\psi_\beta^{-1}:\psi_\beta[O_\alpha\cap O_\beta]\longrightarrow\psi_\alpha[O_\alpha\cap O_\beta]$$ is smooth.

The bijections are called charts or coordinate systems. The collection of charts is called an atlas. The atlas induces a topology on M such that the charts are continuous. The domains $$O_\alpha$$ of the charts are called coordinate regions.

Examples

 * Euclidean space, $$\mathbb{R}^n$$ with a single chart ($$O=\mathbb{R}^n,\psi=$$ identity map) is a trivial example of a manifold.
 * 2-sphere $$ S^2 = \{ (x,y,z) \in \mathbb{R}^3 | x^2 + y^2 + z^2 = 1 \}$$.
 * Notice that $$S^2$$ is not an open subset of $$\mathbb{R}^3$$. The identity map on $$\mathbb{R}^3$$ restricted to $$S^2$$ does not satisfy the requirements of a chart since its range is not open in $$\mathbb{R}^3.$$
 * The usual spherical coordinates map $$S^2$$ to a region in $$\mathbb{R}^2$$, but again the range is not open in $$\mathbb{R}^2.$$ Instead, one can define two charts each defined on a subset of $$S^2$$ that omits a half-circle. If these two half-circles do not intersect, the union of the domains of the two charts is all of $$S^2$$. With these two charts, $$S^2$$ becomes a 2-dimensional manifold. It can be shown that no single chart can possibly cover all of $$S^2$$ if the topology of $$S^2$$ is to be the usual one.


text:
General Relativity/Schwarzschild metric

<General Relativity

 * Main article: Schwarzschild metric

The Schwarzschild metric can be put into the form
 * $$ds^{2} = -c^2 \left(1-\frac{2GM}{c^2 r} \right) dt^2 + \left(1-\frac{2GM}{c^2 r}\right)^{-1}dr^2+ r^2 d\Omega^2$$,

where $$G$$ is the gravitational constant, $$M$$ is interpreted as the mass of the gravitating object, and

 * $$d\Omega^2 = d\theta^2+\sin^2\theta d\phi^2\,$$

is the standard metric on the 2-sphere. The constant

 * $$r_s = \frac{2GM}{c^2} $$

is called the Schwarzschild radius.

Note that as $$M\to 0$$ or $$r \rightarrow\infty$$ one recovers the Minkowski metric:

 * $$ds^{2} = -c^2dt^2 + dr^2 + r^2 d\Omega^2.\,$$

Intuitively, this means that around small or far away from any gravitating bodies we expect space to be nearly flat. Metrics with this property are called asymptotically flat.

Note that there are two singularities in the Schwarzschild metric: at r=0 and $$r=r_{s}=\frac{2GM}{c^{2}}$$. It can be shown that while the latter singularity can be transformed away with a change of metric, the former is not. In other words, r=0 is a bonafide singularity in the metric.

title: General Relativity/Schwarzschild metric


text:
General Relativity/Black holes

<General Relativity

title: General Relativity/Black holes


text:
User talk:Sam Hocevar

编程语言介绍
编程语言介绍 has been marked for deletion. You are the last signed in user to have made a contribution - prehaps you can tell us what the page is all about.

title: User talk:Sam Hocevar


text:
Arabic/Forming words from letters

Combining letters to form words in Arabic is somewhat different from how it's done in English.

First of all, there are no redundant letters in the Arabic alphabet. There's almost never a doubt as in "should I use ie or ei? should I use y or i?". If it sounds like ي then you use ي, there is no other option. (You should be familiar with the Arabic alphabet before reading this article.) There are two exceptions (that I'm aware of):
 * Some forms of the hamza.
 * The alef-maqsoora.

and two issues which can be tricky:
 * The taa-marboota.
 * The tanween.

For the alef-maqsoora, there is a rule which you can use to figure out when you have to use it and when you don't, but it maybe a bit too advanced for this lesson. The same applies for taa-marboota, and the tanween, there are rules which tell you what to do, but they maybe too advanced for the purposes of this lesson.

Second, you need to be careful with vowels. There are two types of vowels: letters, and Harakat. If the vowel is short, it's not written as a letter, rather as a symbol that appears above or below the letter which proceeds it. For example, the English word "dish" has a short vowel between the 'd' sound and the 'sh' sound; in Arabic, such a vowel wouldn't be written as a letter. Consider the word: سَلام which is pronounced 'salaam', with a short 'a' sound after the 's', and a long 'a' sound after the 'l'. We used four letters to write the word: س 'seen' ل 'laam' ا 'alef' م 'meem' Note that there's no 'alef' after the 'seen'; that's because it's a short 'aa' sound, thus it's not written as a letter, rather, a 'fatHa' appears on top of the 'seen'. The fatHa is a straight line that appears above the letter to indicate a short 'aa' sound the follows the letter.

With that said, you need to note that there are only three vowel sounds in Arabic:

aaaaa - represented with an 'alef' ا if it's long (as in man, can, dash), and a fatHa َ if it's short (as in let, bet, mesh).

eeiii - represented with a 'yaa' ي if it's long (as in feel, heal), and with a kasra ِ if it's short (as in dish, fish.)

ooooo - represented with a 'waw' و if it's long (as in food, mood), and with a dhamma ُ if it's short (as in .. can't think of a proper example! except maybe mashrum.) Note that this sound is *not* the same as in "hawk" or "poke"!!

To sum up: there are three vowels: alef, waw, ya' ا, و, ي and three Harakat: fatHa: a short stroke above the letter to indicate a short 'aa' sound. kasra: a short stroke below the letter to indicate a short 'ee' sound. Dhamma: a small 'waw' و above the letter to indicate a short 'oo' sound.

Here are some examples: مَقال ma-qaal

رَصِيد ra-Seed

حَرَكَة Ha-ra-kah

تَمثِيل tam-theel

مُلتُقٌى mul-ta-qa

مِفتَاح mif-taaH

There are two more things I want to talk about: Taa Marbota (connected taa'): This letter can only appear at the end of the letter, it looks just like 'haa' هـ in its final shape, except it has two dots on top. ـة or ة When this letter appears in a word, it means this: if you stop at the end of the word, you pronounce it like a 'haa' ـه i.e. حركة would be pronounced "Harakah" However, if you don't stop talking when you finish saying the word, then you would pronounce it as a 'taa' ـت i.e. الحركة مفيدة would be pronounced: "alHarakatu Mofeedah"

The taa-marboota is usually used to indicate "female" nouns and adjectives.

Alef Maqsoora TODO

title: Arabic/Forming words from letters


text:
User:Smurrayinchester

See my Wikipedia user page at w:User:Smurrayinchester.

title: User:Smurrayinchester


text:
General Relativity/Cosmology

<General Relativity

Relativistic cosmology is based on the following three assumptions:
 * 1) the cosmological principle
 * 2) Weyl's postulate
 * 3) general relativity.

title: General Relativity/Cosmology


text:
General Relativity/Birkhoff's theorem

<General Relativity

Birkhoff's theorem

 * Any spherically symmetric solution of the vacuum field equations must be static and asymptotically flat.

proof ... Q.E.D.

This means that the exterior solution must be given by the Schwarzschild metric.

title: General Relativity/Birkhoff's theorem


text:
User talk:70.26.230.177

Welcome to Wikibooks, collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibooks and create an account. We hope you enjoy your time here on Wikibooks as a Wikibookian! -- LV (Dark Mark) 16:36, 28 December 2005 (UTC)

title: User talk:70.26.230.177


text:
General Relativity/Reissner-Nordström black hole

<General Relativity

Reissner-Nordström black hole is a black hole that carries electric charge $$Q$$, no angular momentum, and mass $$M$$. General properties of such a black hole are described in the article charged black hole.

It is described by the electric field of a point-like charged particle, and especially by the Reissner-Nordström metric that generalizes the Schwarzschild metric of an electrically neutral black hole:

 * $$ds^2=-\left(1-\frac{2M}{r}+\frac{Q^2}{r^2}\right)dt^2 + \left(1-\frac{2M}{r}+\frac{Q^2}{r^2}\right)^{-1} dr^2 +r^2 d\Omega^2 $$

where we have used units with the speed of light and the gravitational constant equal to one ($$c=G=1$$) and where the angular part of the metric is

 * $$d\Omega^2 \equiv d\theta^2 +\sin^2 \theta\cdot d\phi^2$$

The electromagnetic potential is

 * $$A = -\frac{Q}{r}dt$$.

While the charged black holes with $$|Q| < M$$ (especially with $$|Q| << M$$) are similar to the Schwarzschild black hole, they have two horizons: the event horizon and an internal Cauchy horizon. The horizons are located at $$r = r_\pm := M \pm \sqrt{M^2-Q^2}$$. These horizons merge for $$|Q|=M$$ which is the case of an extremal black hole.


text: Template:Mac OS X Tiger/Book Box

title: Template:Mac OS X Tiger/Book Box


text:
Talk:United Nations

While the proposed layout is very long, it covers all aspects of the United Nations. Some editing may need to be made though. Yorktown1776 16:56, 28 December 2005 (UTC)
 * Looks like a good layout, good luck with it! Xerol Oplan 01:01, 29 December 2005 (UTC)

Important Note
I added an important note at the bottom of the page regarding the fact that although the United Nations is classified under Government on WikiBooks, it's actually not a governmental body. Go check out 'Everyone's United Nations'. It's a book released by the U.N. annually which covers the basics of the UN and on the very first few pages they explicitly say that the U.N. has no sovereignty of its own and is not a government. Neil the Cellist 23:51, 3 December 2006 (UTC)

title: Talk:United Nations


text:
Georgia Water/Management Programs/By Organization

3.3. Water Resources Management Programs in Georgia, by Organization

 * Federal Agencies

 * State Agencies
 * Georgia Department of Community Affairs
 * Georgia Department of Economic Development
 * Georgia DNR Environmental Protection Division
 * Georgia Department of Natural Resources
 * DNR Coastal Resources Division
 * DNR Pollution Prevention Assistance Division
 * DNR Wildlife Resources Division

 * Regional and Local Agencies
 * (see Water Supply/Wastewater Service Delivery)

 * NonGovernment Organizations


text:
Georgia Water/External Links/Organizations/Department of Economic Development

Georgia Department of Economic Development

Purpose
State law establishing this department is OCGA 50-7-1 through 50-7-41.

Organization
GDEcD has offices and representation in major regions in Georgia and the world. It is divided into the following units:
 * Business Recruitment & Retention
 * Policy, Research, Entrepreneur & Small Business Development
 * Tourism  (see: New Georgia Foundation for Tourism Act).
 * International Trade
 * Film, Video & Music Office
 * Information Technology
 * Administration


text:
Category:Subject:Literature

az:Kateqoriya:Ədəbiyyat ca:Categoria:Literatura cs:Kategorie:Literatura cy:Categori:Llenyddiaeth fi:Luokka:Kirjallisuus fr:Catégorie:Littérature it:Categoria:Letteratura ja:カテゴリ:文学 ko:분류:문학 hu:Kategória:Irodalom nl:Categorie:Literatuurstudie pt:Categoria:Literatura ru:Категория:Литература th:หมวดหมู่:วรรณกรรม vi:Thể loại:Văn học zh:Category:文学

title: Category:Subject:Literature


text:
Talk:Bicycles/Maintenance and Repair/Derailleurs/Derailleur Adjustment

--Please prepend (means new precedes old, ergo relevance remains with first notes visible)--

--

Began a detailed description of limit-stop screw adjustment. This module needs to be expanded to cover barrel adjusters and their relationship to indexed and non-indexed shifters and related adjustment. Ideally, a standard glossary should be referenced - or established if none exists - so that terminological issues in this domain are minimised. Certainly needs more work on intra-wikipedia links. Retained original link to the external site, as it is among the best discussions of the subject matter available (to date). -- 30-08-2006 michael at cam org

--

This page needs to be more than a simple reference to an external link

Division of sections
Would anyone object to creating separate sections for rear and front derailers? All of the general topic lesson material could be put under derailers and the specifics could be addressed in each sub article. I think it would be a good idea as a person may only be interested in the specifics of replacing or adjusting a front or rear derailer. It would also allow for more comprehensive explanation of the specific topic. Alan.ca 03:40, 9 October 2006 (UTC)

It needs the basic thing first
What is needed I think is a clear description of the alignment of a basic rear-derailleur. After that, other things would be justified, and whether or not several pages are needed to cover it should be certainly be considered.

I could not quite follow the description as it stands as a practical how-to, and eventually went to the site at Park Tools; but their version needs too many pairs of hands or too much equipment. I hope that a few changes here will not be resented too much. Let me know here if there are fundamental objections to anything that is done, since I am not aware of the possible proprietary issues.

The photos are about the best that I have seen on the subject. Can the permissions stand the making of labelled copies?

Thanks, Armchair (talk) 16:30, 28 May 2009 (UTC)


text:
Policy Debate/Topicality

Topicality is the questionable stock issue. Some teams argue that topicality is not a "voting issue," and should not influence the judge's decision. However, topicality can become a voting issue if the negative establishes good standards and voters (see below). Topicality arguments are run in the following way.

Foremost comes the resolution. The resolution for 2005-2006 is "Resolved: That the United States Federal Government should substantially decrease its authority either to detain without charge or search without probable cause."

A topicality argument suffices from the Affirmative team not meeting the parameters of the resolution. In other words, the resolution says that the problem should be "substantially decreased." The argument would then be that the affirmative is not substantially decrease the authority of the government.

An untopical case would be one that only says that cops can no longer search without probable cause - thus not substantially decreasing the problem.

Likewise, topicality arguments can be ran on any word in the resolution. A popular argument for this year's topic is "or." If the affirmative case tries to fix both detainment and search and seizure, then it could be non-topical.

Topicality arguments are laid out in the following manner:

 * 1) Definition - definition of the word that you are running topicality on.
 * 2) Link - plank in affirmative plan that proves that they are not substantially decreasing, or solvency cards which do not prove the extent of the decrease.
 * 3) Standards - why the negative's interpretation of the resolution/definition of the word is superior. Possible standards include the argument that a definition from a law dictionary is superior, or that a definition NOT from a law dictionary is superior, that the negative's interpretation provides the fairest division of argumentative ground, that the negative's interpretation provides the best opportunity for education, etc.
 * 4) Voters - why the judge should vote on topicality in the round. The most popular is "abuse," or it is abusive to the negative team to have to argue a case that meets both standards instead of the one that the resolution requires.

Topicality arguments are one of the greatest arguments in policy debate, however some affirmatives will argue that it should not be voted on (or even used as an independent reason to vote against the negative) because it is frequently run as a time suck. Topicality is an a priori issue for the affirmative: if they lose topicality, they lose the round. Therefore, negatives are able to run quick and usually inapplicable topicality arguments that the affirmative must now dedicate their own speech time to addressing. This tactic is what is referred to as a time suck and is sometimes argued as being unfair by affirmative teams. Some affirmative teams will claim that this is a reason to consider topicality to be a "reverse voter," meaning that if the negative loses the topicality argument that they brought up as a time suck, they should lose the round as punishment. The reverse voter argument is generally not successful unless the negative is running topicality against a very clearly topical affirmative.

title: Policy Debate/Topicality


text:
General Securities Representative Exam

This book covers the information needed to pass the NASD series 7 securities license exam in the United States. It is required to pass this exam to be a "general securities representative".

Contents

 * /Equity Securities/
 * /Debt Securities/
 * /Municipal Securities/
 * /Options/
 * /Customer Accounts/
 * /Margin Accounts/
 * /Securities Issuance and Investment Banking/
 * /Securities Trading/
 * /Brokerage Support Services/
 * /Investment Company Products/
 * /Retirement Plans/
 * /Variable Annuities/
 * /Direct Participation Programs/
 * /Economics and Analysis/
 * /Ethics/
 * /Taxation/
 * /Government and State Regulations/
 * /Self Regulating Organizations Regulations/

External resources

 * Study Guide for Series 7

title: General Securities Representative Exam


text:
Cookbook:Microwave Peanut Brittle

This is an easier version of Peanut Brittle that can be prepared in under 10 minutes using a microwave.

Ingredients

 * 1 cup white granulated sugar
 * ½ cup white corn syrup
 * 1 cup roasted peanuts
 * 1 teaspoon butter
 * 1 teaspoon vanilla
 * 1 teaspoon baking soda

Procedure

 * 1) Lightly grease a cookie sheet and set aside.
 * 2) In 1½-quart casserole dish, stir together sugar and syrup. Microwave on high for 4 minutes.
 * 3) Stir in peanuts. Microwave on high for 3–5 minutes or until light brown.
 * 4) Add butter and vanilla, mixing well. Microwave at high 1–2 minutes more. The peanuts will be lightly browned and syrup very hot.
 * 5) Add baking soda and stir gently until light and foamy.
 * 6) Pour mixture onto greased cookie sheet. Let cool ½–1 hour.
 * 7) When cool, break into small pieces and store in airtight container.

Notes, tips, and variations

 * Take care not to overcook or under cook. Overcooking results in a burnt taste, and under cooking results in a taffy-like consistency that sticks to the teeth.
 * Microwave times will depend on the power of your individual microwave. It may take a few experiments before you determine what is the right cooking time.
 * If you start seeing part of the mixture turning brown, it is probably beginning to burn. Remove immediately.

title: Cookbook:Microwave Peanut Brittle


text:
Talk:C Sharp Programming/Operators

=> Lambda Operator
I may add this section, but currently am busy with school. When learning C#, I saw this a few times and could not figure out what it was. Try Googling for "C# =>". I nevertheless finally realized this was an operator for lambda functions. I cam here to find out what it was and there was nothing.

Read column
I added the Read column because one of the obstacles to some beginners in the C family of languages (and indeed one of the great merits to those more experienced) appears to be its terse, symbolic representation. A guide to reading those symbols seems to help some beginners. Rodasmith 22:10, 28 December 2005 (UTC)

Prefix vs. postfix
Maybe I'm just being OCD about this, but how did the terms "prefix increment/decrement" and "postfix increment/decrement" not make it into this page? Anyone else think they should be there, or am I the only one? --Nanodeath 02:23, 24 November 2006 (UTC)

 * They're in the arithmetic section as  etc. Rodasmith 21:31, 9 May 2007 (UTC)

?? operator
Where is the ?? operator, for checking if a nullable type is null? --134.121.148.200 12:22, 16 April 2007 (UTC)

 * Added. Rodasmith 21:31, 9 May 2007 (UTC)

Order of tables
Are the tables order in any specific order? --Stefán Örvarr Sigmundsson 23:08, 24 September 2007 (UTC)

title: Talk:C Sharp Programming/Operators


title: User:AM088


text:
User:Controvert

hui

title: User:Controvert


text:
Cookbook talk:Chewy Ginger Cookies

Hi, when you say "molasses", can I just use either dark or light molasses?

Taste Great!
I just wish there were something that says just how small "small" is.

I made them about.. eh... 1.5-1.75" in diameter.

Maybe 1" would have been better?

LionKimbro

Somebody at work made these and they were fabulous. We had cookie envy and she told us this was the website for these cookies.

About the molases
Is it necessary Ka3naBeyond (discuss • contribs) 05:31, 24 October 2020 (UTC)

title: Cookbook talk:Chewy Ginger Cookies


text:
Cookbook:Fork

| Utensil

A fork is a common tool used in eating. It is usually metal, with three or four stiff, wirelike points attached to a handle.

Kookboek/Vork

title: Cookbook:Fork


text:
A-level Economics/OCR/2881

Module 2881 The Market System

This module provides an introduction as to why economic choices have to be made and how the market model operates. The subject content covers the basic principles of:
 * why individuals, organisations and societies have to make choices;
 * how competitive markets work;
 * the objectives and competitive behaviour of firms and how explanations of market structure are used by economists to explain this behaviour.

Managing Scarce Resources
The main economic problem is scarce resources in relation to infinite wants. Everybody must make choices, in economics this is known as opporunity cost. Opportunity Cost: In decision making the next best alternative that could have been chosen. The opportunity cost thus leads to an important tool in economics that is Marginal analysis. Marginal analysis: An approach to economic decision making based on considering the additional(marginal) benefits and costs of a small change in behavior.

title: A-level Economics/OCR/2881


text:
User talk:210.210.49.216

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

title: User talk:210.210.49.216


text:
User talk:69.116.39.179

Hey! Dragontamer here, just wondering if you are new to wikis and stuff? If at all possible, it would be nice if you registered, so that your name would be on your edits instead of just an IP address. Also, if you plan to help out more, you can add your name to the Authors list if you want.

title: User talk:69.116.39.179


text:
Cookbook talk:Salsa (recipe)

Salsa Variants
I recently moved to Southern California and discovered that Salsa down here refers not just to the classic tomato / cilantro "salsa roja" described in the recipe page here, but to a whole variety of tasty sauces. I suggest that this Salsa page should become a disambiguation page for the various types of salsa.

"A bunch of cilantro"
Hi, I don't know how much a "bunch" is. HOw many tablespoons or leafs would you say?

A "bunch" probably means the bundle that cilantro is often sold as. About a half cup, chopped, would be reasonable. You might like more.

Onion
1 teaspoon fresh chopped onion, seems as extremely little, maybe it should have read 1 fresh chopped onion?

Tomatoes
Canned tomatoes? This seems very odd. Salsa should have a fresher taste, which would be destroyed by using canned tomatoes. --205.188.117.74 01:02, 25 October 2006 (UTC)

tomatoes, onions...
Instead of canned tomatoes, you can use 4 fresh tomatoes, such as roma or hot house. As you cut them up, be sure to get rid of the seeds and after you cut them, let them sit for ten minutes to allow any excess moisture to evaporate so your salsa isn't too wet.

Also, use a half onion, very well cut up to make the salsa good.

title: Cookbook talk:Salsa (recipe)


text:
Talk:Finnish/Nimet ja kansalaisuudet

Untitled
And brazilian, how speak brazilian in Finnish? answer in my talk pege of wikipedia

title: Talk:Finnish/Nimet ja kansalaisuudet