text:
XML - Managing Data Exchange/Recursive relationships

Introduction
Recursive relationships are an interesting and more complex concept than the relationships you have seen in the previous chapters. A recursive relationship occurs when there is a relationship between an entity and itself. For example, a one-to-many recursive relationship occurs when an employee is the manager of other employees. The employee entity is related to itself, and there is a one-to-many relationship between one employee (the manager) and many other employees (the people who report to the manager). Because of the more complex nature of these relationships, we will need slightly more complex methods of mapping them to a schema and displaying them in a style sheet.

The one-to-one recursive relationship
Continuing with the tour guide model, we will develop a schema that shows cities that have hosted the Olympics and the previous host city. Since the previous host is another city and only one city can be the previous host this is a one to one recursive relationship.
 * [[Image:xml_host.png|Recursive ]]

host.xsd (XML schema for a one-to-one recursive model)
Exhibit 1: XML schema for Host City Entity

host.xml (XML document for a one-to-one recursive model)
Exhibit 2: XML Document for Olympic Host City

The one-to-many recursive relationship
A hypothetical sports team is divided into squads with each squad having a captain. Every person on the team is a player, regardless of whether they are a squad captain. Since a squad captain is a player, this situation meets the definition of a recursive relationship—a squad captain is also a player and has a one-to-many relationship with the other players. This is a one-to-many recursive relationship because one captain has many players under him/her. See the example below for how to model the relationship.

team.xsd (XML schema for a one-to-many recursive model)
Exhibit 3: XML schema for Team Entity

team.xml (XML document for a one-to-many recursive model)
Exhibit 4: XML Document for Team Entity

Natural one-to-many recursive structure
A more natural approach for most one-to-many recursive relationships is to use XML's hierarchical nature to directly represent the heirarchy. Consider Locations:

The many-to-many recursive relationship
Think you're getting a feel for recursive relationships yet? Well, there is still the third and final relationship to add to your repertoire — the many-to-many recursive. A common example of a many-to-many recursive relationship is when one item can be comprised of many items of the same data type as itself, and each of those sub-items may belong to another parent item of the same data type. Sound confusing? Let's look at the example of a product that can consist of a single item or multiple items (i.e., a packaged product). The example below describes tourist products that can be packaged together to create a new product.

product.xsd (XML schema for a many-to-many recursive model)
Exhibit 5: XML schema for Product Entity

product.xml (XML document for a many-to-many recursive model)
Exhibit 6: XML Document for Product Entity

Summary
When the child has the same type of data as its parent in a parent-child type data relationship, this is a sign of the existence of a recursive relationship. The xsd:ID and xsd:IDREF elements can be used in a schema to create primary key-foreign key values in an XML document.

Answers
External Links
 * XML Schema


text: Compiler Construction/State.java

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

title: Compiler Construction/State.java


text:
User:Fleminra

See http://en.wikipedia.org/wiki/User:Fleminra

title: User:Fleminra


text:
User:River~enwikibooks

hi,

Sedona

title: User:River~enwikibooks


text:
User:River~enwikibooks/Sedona

Lester Levenson Lester's Realization “I was at the end of my rope. I was told not to take a step unless I absolutely had to because there was a possibility that I could drop dead at any moment.

“This was a terrible, shocking thing to suddenly be told that I couldn’t be active anymore, having been so active all my life. It was a horrible thing.

“An intense fear of dying overwhelmed me, the fear that I might drop dead any minute. This stayed with me for days. I went through a real, horrible, low, spinning period there, in the grip of intense fear of dying or of being a cripple for the rest of my life in that I wouldn’t be able to be active. How could I take care of all that, and me. I felt that life would not be worthwhile any more.

“This caused me to conclude with determination, 'Either I get the answers, or I’ll take me off this earth. No heart attack will do it!' I had a nice easy way to do it, too. I had morphine the doctors gave me for my kidney stone attacks.

“After several days of this intense fear of dying, I suddenly realized, 'Well, I’m still alive. As long as I’m alive there’s hope. As long as I’m alive, maybe I can get out of this. What do I do?'

“Well, I was always a smart boy, always made the honor roll. Even got myself a four-year scholarship to Rutgers University at a time when scholarships were very rare through competitive examinations. But what does this avail me? Nothing! Here I am with all this brilliance, as miserable and scared as can be.

“Then I said, 'Lester, you were not only not smart, you were dumb! Dumb! Dumb! There’s something wrong in your intellect. With all your knowledge, you’ve come to this bottom end! Drop all this knowledge you’ve so studiously picked up on philosophy, psychology, social science, and economics! It is of no avail! Start from scratch. Begin all over again your search for the answers.

“And with an extreme desperation and intense wanting out—not wanting to die, I began to question, 'What am I? What is this world? What is my relationship to it? What do I want from it?'

“'Happiness.'

“'Well, what is happiness?'

“'Being loved.'

“But I am loved. I know several very desirable girls with beauty, charm and intellect who want me. And I have the esteem of my friends. Yet, I’m miserable!

“I sensed that the closest thing related to happiness was love. So I began reviewing and reliving my past love affairs, looking at the points where the little happiness that I had were. I began to pull up and dissect all my high moments of loving.

“Suddenly, I got an inkling that it was when I was loving that I had the highest feeling!

“I remembered one evening, a beautiful balmy evening, in the mountains when I was camping with Virginia. We were both lying on the grass, both looking up at the sky, and I had my arm around her. The nirvana, the perfection of the height of happiness was right there. I was feeling how great is love for Virginia! How wonderful is knowing all this nature! How perfect a setting!

“Then I saw that it was my loving her that was the cause of this happiness! Not the beauty of the setting, or being with Virginia.

“Then I immediately turned to the other side. Boy it was great when she loved me! I remembered the moment when publicly this beautiful, charming girl told the world that she approved of Lester, she loved Lester—and I could feel that nice feeling of approval. But I sensed that it was not as great as what I had just discovered. It was not a lasting feeling. It was just for the moment. In order for me to have that feeling continuously, she had to continue saying that.

“So, this momentary ego approval was not as great as the feeling of loving her! As long as I was loving her, I felt so happy. But when she loved me, there were only moments of happiness when she gave me approval.

“Days of further cogitation gradually revealed to me that this was correct! I was happier when I loved her than I was when I got that momentary ego-satisfaction when she loved me. Her loving me was a momentary pleasure that needed constant showing and proving on her part, while my loving her was a constant happiness, as long as I was loving her.

“I concluded that my happiness equated to my loving! If I could increase my loving, then I could increase my happiness! This was the first inkling I had as to what brings about happiness. And it was a tremendous thing because I hadn’t had happiness. And I said, 'Gee, if this is the key to happiness, I’ve got the greatest!' Even the hope of getting more and more happiness was a tremendous thing, because this was the number one thing I wanted—happiness.

“That started me on weeks and weeks of reviewing my past love affairs. I dug up from the past, incident after incident when I thought I was loving, and I discovered that I was being nice to my girlfriends, trying to get them to love me, and that that was selfish. That was not really love. That was just wanting my ego bolstered!

“I kept reviewing incidents from the past, and where I saw that I was not loving, I would change that feeling to loving that person. Instead of wanting them to do something for me, I would change it to my wanting to do something for them. I kept this up until I couldn’t find any more incidents to work on.

“This insight on love, seeing that happiness was determined by my capacity to love, was a tremendous insight. It began to free me, and any bit of freedom when you’re plagued feels so good. I knew that I was in the right direction. I had gotten hold of a link of the chain of happiness and was determined not to let go until I had the entire chain.

“I felt a greater freedom. There was an easier concentration of my mind because of it. And I began to look better at my mind. What is my mind? What is intelligence?

“Suddenly, a picture flashed of amusement park bumper-cars that are difficult to steer so that they continually bump into each other. They all get their electrical energy from the wire screen above the cars through a pole coming down to every car.

“The power above was symbolic of the overall intelligence and energy of the universe coming down the pole to me and everyone else, and to the degree we step on the gas do we use it. Each driver of the cars is taking the amount of energy and intelligence that he wants from that wire, but he steers his car blindly and bumps into other cars, and bumps and bumps.

“I saw that if I chose to, I could take more and more of that overall intelligence.

“And so I dug into that. I began to examine thinking and its relationship to what was happening. And it was revealed that everything that was happening had a prior thought behind it and that I never before related the thought and the happening because of the element of time between the two.

“When I saw that everything that was happening to me had a thought of it before it happened, I realized that if I could grab hold of this, I could consciously determine everything that was happening to me!

“And above all, I saw that I was responsible for everything that had happened to me, formerly thinking that the world was abusing me! I saw that my whole past life, and all that tremendous effort to make money and in the end, failing, was due only to my thinking!

“This was a tremendous piece of freedom, to think that I was not a victim of this world, that it lay within my power to arrange the world the way I wanted it to be, that rather than being an effect of it, I could now be at cause over it and arrange it the way I would like it to be!

“That was a tremendous realization, a tremendous feeling of freedom!

“I was so ill when I started my searching; I had one foot in the grave. And when I saw that my thinking was cause for what was happening to me, I immediately saw my body from my chin down to my toes as perfect. And instantly, I knew it was perfect! I knew the lesions and adhesions of my intestine due to perforated ulcers were undone. I knew everything within me was in perfect running order.

“And it was.

“Discovering that my happiness equated to my loving, discovering that my thinking was the cause of things happening to me in my life gave me more and more freedom. Freedom from unconscious compulsions that I had to work, I had to make money, I had to have girls. Freedom in the feeling that I was now able to determine my destiny, I was now able to control my world, I was now able to arrange my environment to suit me. This new freedom lightened my internal burden so greatly that I felt that I had no need to do anything.

“Plus, the new happiness I was experiencing was so great! I was experiencing a joy that I had never known existed. I had never dreamed happiness could be so great.

“I determined ‘If this is so great, I’m not going to let go of it until I carry it all the way!’ I had no idea how joyous a person could be.

“So, I began digging further on how to extend this joy. I began further changing my attitudes on love. I would imagine the girl I wanted most marrying one of my friends, or the boy I would want her to marry least, and then enjoy their enjoying each other. To me, this was the extreme in loving, and if I could achieve it, it would give me more of this wonderful thing that I was experiencing.

“And so I worked on it. I took a particular fellow, Burl, and a particular girl, and I wouldn’t let go until I could really feel the joy of their enjoying each other.

“Then I knew I had it—or almost had it.

“Then later on, I had further tests of this in talking to people who were opposing me no end when I was trying to help them. I would consciously feel the greatest love for them when they were attacking me. And the joy of loving them was so wonderful, I would, without any thought, thank them so profusely for having given me the opportunity of talking with them, that it threw them into a dither.

title: User:River~enwikibooks/Sedona


text:
Cookbook:Spicy Chicken Casserole

| Meat Recipes | United States

Spicy chicken casserole isn't that spicy unless you make it that way. In fact, change the ingredients to suit your own taste and it will probably taste better.

Ingredients

 * 1 can (12 oz) chili
 * 1 can (10 oz) condensed cream of chicken soup
 * 1 can (10 oz) condensed cream of celery soup
 * 2 cups cooked chicken, shredded
 * 1½ cups salsa
 * 1 package corn tortillas
 * 8 oz cheddar cheese, shredded

Procedure

 * 1) Mix all ingredients except tortillas and cheese.
 * 2) Layer the tortillas, chicken mixture, and cheese in baking dish. Make two layers, finishing with cheese.
 * 3) Bake at 375°F for 30–40 minutes.

title: Cookbook:Spicy Chicken Casserole


text:
Q3Map2/Entity keys

Q3Map2-specific entity keys:

 * Let it be known that entity keys with a preceeding underscore ("_") character are keys read by the compiler, and keys with no preceeding underscore are read by both the compiler and the game.

_indexmap

 * Path to an art file (typically .pcx or .bmp) used to guide the mapping of shaders onto a metashaded surface, such as Quake III: Team Arena-style terrain.
 * The path for _indexmap should start in the same directory as is used by your game's fs_basepath switch (i.e. "baseq3"). If your indexmap were found at "C:\path\to\Quake III Arena\baseq3\indexmap.pcx", a value of "indexmap.pcx" for the _indexmap key would be sufficient.
 * _indexmap used to be "alphamap", though the latter is now deprecated. A key of "alphamap" will still work, but (as it does not follow the underscored compiler key format) its use is not encouraged.
 * _indexmap is used on func_group entities.

_layers

 * Number of unique root shaders found in a terrain metashader, such as those used by Quake III: Team Arena-style terrain.
 * _layers used to be "layers", though the latter is now deprecated.
 * _layers is used on func_group entities.

_shader

 * Path to the metashader used to assign textures to a terrain (func_group) entity. Omit the "textures/" prefix.
 * _shader used to be "shader", though the latter is now deprecated.
 * _shader is used on func_group entities.

_lightmapscale

 * Floating point value scaling the resolution of lightmaps on brushes/patches in this entity (default 1.0). A _lightmapscale of 0.25 would result in four times as much lightmap detail as 1.0, while 4.0 would only have one quarter of 1.0's detail.
 * _lightmapscale is used on func_group entities; though worldspawn supports _lightmapscale, use of lightmap scaling on the world is not recommended.

_cs or _castshadows

 * Allows per-entity control over shadow casting.
 * Defaults to 0 on entities, 1 on world. 0 = no shadow casting, 1 = casts shadows on world.
 * Can be used in conjunction with _rs (or _receiveshadows) for tighter control of where, exactly, certain shadows fall.
 * A _cs value greater than 1 (say, "7") would cast shadows on the world, and on any entity with a corresponding _rs value ("7" again, in our case) as well.
 * A _cs value less than 1 (say, "-7") would cast shadows only on entities with a corresponding _rs value ("-7") and not cast shadows on the world.
 * _cs is used on any entity.
 * misc_model entities, which are static, belongs to world.

_rs or _receiveshadows

 * Allows per-entity control over shadow reception.
 * Defaults to 1 on everything. 0 = receives no shadows, 1 = receives world shadows.
 * Can be used in conjunction with _cs (or _castshadows) for tighter control of where, exactly, certain shadows fall.
 * A _rs value greater than 1 (say, "7") would receive world shadows, as well as shadows from any entity with a corresponding _cs value ("7" again).
 * A _rs value less than 1 (say, "-7") would receive shadows only from entities with a corresponding _cs value ("-7") and not receive world shadows.
 * _rs is used on any entity.

<tt>_celshader</tt>

 * Sets the cel shader used for this entity. Omit the "textures/" prefix.
 * _celshader is used on any entity.

<tt>_targetname</tt>

 * Used to attach a misc_model entity to func_whatever entities (i.e. func_bobbing, func_rotating, etc).
 * _targetname is generally used on motion entities.

<tt>_keepLights</tt>

 * By default q3map2 removes light entities from the BSP.
 * Set "_keepLights" "1" on the worldspawn to keep light entities in the BSP entity lump.

Spawnflag 1

 * Toggles the model casting shadows on the map surfaces.

Spawnflag 2

 * Sets the autoclipping spawnflag, automatically assigning q3map_clipmodel to any shaders used by the model.
 * Use of Q3Map2 autoclipping for models is only recommended for large models with relatively few triangles in their mesh (i.e. terrain). The Q3Map2 autoclipping algorithm is a bit of a hack, and can hurt in-game performance (as well as produce erroneous clipping results) when used on small, dense models.

Spawnflag 3

 * Spawnflag 1 plus Spawnflag 2.

Spawnflag 4

 * Sets the forcemeta spawnflag, automatically adding q3map_forcemeta to any shaders used by the model (which, in turn, allows the model to become lightmapped).
 * This, effectively, is the "lightmapped model" spawnflag.

Spawnflag 5

 * Spawnflag 1 plus Spawnflag 4.

Spawnflag 6

 * Spawnflag 2 plus Spawnflag 4.

Spawnflag 7

 * Spawnflag 1 plus Spawnflag 2 plus Spawnflag 4.

title: Q3Map2/Entity keys


text:
Talk:Russian/Useful Words and Expressions

Untitled
I have converted the first several phrases to use Unicode stress marks instead of "bold." It's more consistent with traditional textbooks and references, but the down side is that cut-and-paste can be tricky. However, if no-one objects I will convert the rest of this page, and then the other articles in this module. Fleminra 07:29, 15 Mar 2004 (UTC)

 * Yes, it's probably better like tha't. But it would be nicer if the accent could be placed ón the chàracter. Maybe there is an easy way to it like thís? Guaka 14:04, 15 Mar 2004 (UTC)

Yes the rendering of "combining diacritical marks" is less than ideal, at least on Linux+Gecko. IE does a slightly better job, at least with combinations for which pre-composed characters exist:

'a' + U+0301 = á (good, reduces to 'á') 'ю' + U+0301 = ю́ (not so good)

Anyway I'll go ahead with the change, and hope that font rendering gets better in the future. Fleminra 21:33, 15 Mar 2004 (UTC)


text:
File:Tscarnot Engineering Thermodynamics.png

carnot cycle


text:
File:Pvcarnot Engineering Thermodynamics.png

carnot pv


text:
User:JWSchmidt

John Schmidt
Wikiversity has a user page for JWSchmidt Here is my Wikipedia page.

Peer-reviewed publishing in MediaWiki format.

Why I came to Wikibooks
While adding material to technical (science, mathematics) pages in the Wikipedia, I have become concerned with the readability of Wikipedia articles. In particular, I am concerned with the problem that can be summed up as: "the article is unreadable to non-experts and probably useless to experts."

In the Wikipedia I saw the suggestion that: "Education material should go to Wikibooks. Reference material should stay here".

So I am starting to explore the issue of what should go in Wikipedia and what should go in Wikibooks. JWSchmidt 14:51, 15 Mar 2004 (UTC)

Other books of interest

 * Cell_Biology
 * Unsolved problems in biology
 * Change Issues in Curriculum and Instruction/Wikis in the Classroom
 * The scientific study of Wikis

To Do

 * Neurobiology.
 * Need to start Developmental biology.
 * physics book. This seems like the most likely place for discussion of the dimensionality of M-theory.

Uploaded images

 * User:JWSchmidt/images

Wikiversity
I spend most of my wiki time at Wikiversity

Historical Wikiversity Resources

 * Wikiversity/Modified project proposal
 * The Wikiversity Core Courses Initiative
 * Moving Wikiversity forward
 * Wikiversity collaboration

title: User:JWSchmidt


text:
User talk:Norman Weiner

Norman Weiner, welcome to the site and thanks for your contributions so far. Let me know if I can be of help at any time. --Karl Wick

Welcome! I see you are writing a book on Electricity. I am the main writer for the book on Electronics. Given that Electrical Engineering is the study of Electricity and Electronics, I can see our books feeding off each other. Thus I propose a division of content.

I see a good Electricity book talking about: coal, oil, and alternative energy, inductive power, power plants, generators, power conversion, three phase power, AC versus DC versus superconducting power transmission, plugs, motors, light bulbs, monitors, refrigerators, air conditioning, water heaters, stoves, and other appliances. And for each of these topics have a chart of the efficency involved.

I see a good Electronics book talking about charge, voltage, magnetic fields, superconductors, batteries, capacitors, radio, passive and active components, and other topics related to circuits and sensors. I also see an Electronics book desribing how to build various Electronic devices from these parts.

In writing the Electronics book I have accumulated material that would fit better in an Electricity book. There is also GCSE Science/Electricity. Feel free to use or to link to any of this material. Good luck with your book Norman. Wanderer

Now you have your chance. I have devoted a whole book on Electronics to Electricity. Well, hope that helps. Wanderer

Images with unknown copyright status
G'day Norman, a bunch of your images have been tagged as not specifying their copyright status. Could you please nominate a license for them, from Category:License tags? Here's a list of your images (I don't know if they're all tagged as not specifying license - and some may already have been tagged as "GFDL presumed"). thanks, Webaware talk 09:56, 23 June 2007 (UTC)

title: User talk:Norman Weiner


text:
User:Cyril2000~enwikibooks

Mir gefällt Spanisch sehr gut. Ich habe 6 Monate in Madrid verbracht und davon 5 Monate eine Sprachschule an der Puerta del Sol besucht. Deshalb arbeite ich zur Zeit vor allem am Lehrbuch für Spanisch. Für Anregungen, Vorschläge und Korrekturen bin ich sehr offen und freue mich auf den Dialog und die Zusammenarbeit.

title: User:Cyril2000~enwikibooks


text:
User:Perl~enwikibooks

Q uandu ellu canta lu cuccu Muta pèlu lu singhjari E la gallina faci l'ovu Senza mancu nidicà lu.

About Me
I'm a sysop on wikibooks and meta, and a bureaucrat for Maori.

Alexander Douglas Plank

Alexander Plank

Web Sites
Here are some sites of interest.

Asperger's Syndrome
WrongPlanet.net- Asperger's Syndrome - I run WrongPlanet.net.

Autism Planet - An aggregator of Autism Blogs

Television
tvWiki.tv - The Television Wiki

The Office Discussion Forum (OfficeTalk.org)

title: User:Perl~enwikibooks


text:
Linux Guide/Installing (advanced)

There are 4 ways of "installing" Linux:
 * 1) "no-install": a "Run-from-CD" LiveCD distribution. Everything runs from the CD and RAM, leaving the hard drive untouched -- completely avoiding the trickiest part of setting up Linux, "hard drive partitioning". After you take out the CD and reboot, everything is restored to the way it was before. (Many of these work just as well with USB flash drive as with CD)
 * 2) Linux on top of Windows: it's possible to keep windows applications running, and run Linux like any other application side-by-side with the Windows applications (this is an advantage compared to dual-booting, which shows either only Linux applications, or only Windows applications, and you have to reboot to get to the other one). andLinux, Portable Ubuntu, coLinux, Topologilinux, etc.
 * 3) There's a lot of information on setting up "Dual-boot" systems. This is not for beginners. (Experts generally don't do this either -- if they need 2 operating systems, they keep them on 2 physically separate hard drives, or better yet 2 physically separate computers).
 * 4) If you are certain there is nothing you want to keep on a computer's hard drive, you can completely erase the HD and install Linux only. This is the most fool-proof system -- Once the hard drive has been erased, the worst that can happen is erasing the hard drive again and having to start all over.
 * 5) This is rare now, but some distributions allow installation to any FAT32 partition even if it contains an installation of Windows. This just copies files containing the Linux and uses a Floppy or a Boot Loader to load. Wubi, etc.

Preliminary note
You most likely do not need to do this as it is integrated into the installers

Generally installers have excellent partitioning tools so this is all part of the install. If not, or if you are not installing it is easiest to use a live CD distro that has GParted on it, such as ubuntu. GParted does not support LVM volumes used on more complicated partitioning setups, however fedoras installer for example and debians can install and partition LVM volumes.

Hard way
To install Linux without erasing the contents of the hard drive requires a spare partition. One solution is to install an extra hard drive. However, one can also non-destructively resize an existing partition. A FAT-type volume can be resized with FIPS and an NTFS volume with ntfsresize. If using FIPS, the hard drive will need to be defragmented before the resizing, but defragmentation is a good idea no matter what the file system.

What size?
You would be hard-pressed to fit a normal desktop Linux system in under 2GB. It's advisable to give Linux more space than that, however, because many, many applications are available for free for Linux, and especially with a high-speed Internet connection, one is likely to install quite a lot of them.

You should plan on leaving at least 20% of each of your hard drive partitions free at all times -- modern file systems (such as NTFS, ext3 and ReiserFS) try to keep fragmentation low on their own, but they need extra space to do it with.

Easiest way
(NOTE: Most of this only applies if there is already a version of Microsoft Windows on the computer) The volume resizing is a safe process, but afterwards the hard drive must be repartitioned. An error here can destroy the data on the hard drive, so double-check all commands. A typical session with ntfsresize ("/dev/hda1" is the most likely name for the NTFS partition. In this case, it is 10 GB in size.):

paul@faust:/$ su Password: ''You must be root to run ntfsresize. Under Knoppix {what about other live CDs? Under Gentoo's LiveCD, you are already root, so the su will not prompt for a password. Anyone know about others? I'd assume no-password or already-root would cover most of them...}, you will not be asked for a password unless you had already set one.''

faust:/# umount /dev/hda1 ''This step is only needed if hda1 is already mounted, which is unlikely. However, if it is not needed, it will only give an error message and not do anything.''

faust:/# ntfsresize -i /dev/hda1 ntfsresize v1.9.0 NTFS volume version: 3.1 Cluster size      : 4096 bytes Current volume size: 10999992832 bytes (11000 MB) Current device size: 11013617664 bytes (11014 MB) Checking filesystem consistency ... 100.00 percent completed Accounting clusters ... Space in use      : 4197 MB (38.2%) Estimating smallest shrunken size supported ... File feature        Last used at      By inode $MFT              :      8223 MB             0 Multi-Record      :      3160 MB         14852 You might resize at 4196970496 bytes or 4197 MB (freeing 6803 MB). Please make a test run using both the -n and -s options before real resizing!

ntfsresize, version 1.90 and later, will automatically move files (including ones that the Windows defragmenter can't) in order to resize the partition, so defragmentation is not necessary before resizing (it might be easier to defragment while the partition is larger, though, so its a good opportunity).

''The next step does a test run of the resizing process. Here, the user decided to leave Windows with about 6GB of space.''

faust:/# ntfsresize -n -s 6000M /dev/hda1 ntfsresize v1.9.0 NTFS volume version: 3.1 Cluster size      : 4096 bytes Current volume size: 10999992832 bytes (11000 MB) Current device size: 11013617664 bytes (11014 MB) New volume size   : 5999993344 bytes (6000 MB) Checking filesystem consistency ... 100.00 percent completed Accounting clusters ... Space in use      : 4197 MB (38.2%) Needed relocations : 251614 (1031 MB) Schedule chkdsk for NTFS consistency check at Windows boot time ... Resetting $LogFile ... (this might take a while) Relocating needed data ... 100.00 percent completed Updating $BadClust file ... Updating $Bitmap file ... Updating Boot record ... The read-only test run ended successfully.

''Now, write down the exact number of megabytes passed on the command line here (in this case, 6000). (The file system will probably not be resized to the exact size you specify, but ignore that — use what you entered.) You will need to resize the partition to the same size later.''

''Run ntfsresize with the same parameters, except leaving out the -n. This resizes the ntfs filesystem, but not the partition.''

''Splitting the partition is the only remaining task. Be sure to give it the hard drive (like "/dev/hda") as a parameter, rather than the partition ("/dev/hda1").''

faust:/# cfdisk /dev/hda ''If you don't have cfdisk, use fdisk instead. It has a less friendly interface, but it has exactly the same commands. Either way, no changes are made to the disk until you tell the program to (w)rite out the new partition table. If you accidentally write out the wrong partition structure, you should be able to save your data by replacing it with the correct one before doing anything to the affected partitions.''

You need to
 * delete the current NTFS partition (this does not destroy the data on it)
 * (N.B. In the highly unlikely event that there was unpartitioned space before the NTFS partition, you need to create a partition filling it up. This is false -- you can create a partition beginning anywhere on the disk. You just need to write down what the starting cylinder was.)
 * create a new partition with the same size you passed to ntfsresize earlier at the beginning of the unpartitioned space that was created.
 * leave the remainder as free space. It will be filled with Linux's partitions, but some decisions need to be made first.

Partition recommendations

 * 5 GB
 * Minimum 3 MB per kernel, recommended 100 MB.
 * It's recommended if you have multiple HDDs, most BIOSes don't like loading kernels from disk different than the one on which bootloader resides on.
 * swap partition or file = twice RAM size (Rule of thumb)
 * Using old linux kernels, swap partitions were faster than swap files; that's no longer the case.
 * Whatever remains
 * This is where the bulk of your data will reside, you will want lots of room
 * It is a very good idea to avoid having  and   on one partition, if you're into that sort of thing, you know.
 * Whatever remains
 * This is where the bulk of your data will reside, you will want lots of room
 * It is a very good idea to avoid having  and   on one partition, if you're into that sort of thing, you know.

Note: If you're an advanced user and want to have few Linux systems installed side-by-side, or different file systems for experimenting, configuring Logical Volume Manager may be a good idea.

More:
 * The Linux Installation HOWTO: Creating partitions for Linux
 * http://en.tldp.org/HOWTO/Partition/index.html
 * http://www.gnu.org/software/parted/
 * All About Linux Installation

title: Linux Guide/Installing (advanced)


text:
Cookbook:German Style Sweet Mustard (Senf)

| Sauces

Senf is German for "mustard". This particular senf, known as 'Süßer Senf', has a sweet, yet sharp taste that makes it great on sandwiches and crackers. While this recipe is from a 3rd or 4th generation German American, such recipes are said to originate from the southern parts of Germany (Bavaria).

Ingredients

 * 1.7 oz dry ground mustard
 * ½ tsp sugar
 * ½ cup vinegar
 * ½ tsp salt
 * pepper

Procedure

 * 1) Mix sugar, mustard, salt, and pepper together. Mix in water.
 * 2) Mix in vinegar last, as the mustard will lose some of its flavour if vinegar is introduced too early.
 * 3) Stir using a wire whisk to prevent lumps.
 * 4) Add some water if too thick.

Notes, tips, and variations

 * It gets better as it cools and ages awhile.


text:
C Programming/Language Reference

ANSI (American National Standards Institute) C (C89)/ISO C (C90)
Very old compilers may not recognize some or all of the C89 keywords,  ,  ,  ,  , as well as any later standards' keywords.

ISO C (C99)
These are supported in most new compilers.

ISO C (C11)
These are supported only in some newer compilers

Although not technically a keyword, C99-capable preprocessors/compilers additionally recognize the special preprocessor operator, which acts as an alternate form of the   directive that can be used from within macro expansions. For example, the following code will cause some compilers (incl. GCC, Clang) to emit a diagnostic message: Some compilers use a slight variant syntax; in particular, MSVC supports   instead of.

Specific compilers may also—in a non-standards-compliant mode, or with additional syntactic markers like —treat some other words as keywords, including ,  ,  ,  ,  ,  ,  ,  , or. However, they typically allow these keywords to be overridden by declarations when operating in standards-compliant modes (e.g., by defining a variable named ), in order to avoid introducing incompatibilities with existing programs. In order to ensure the compiler can maintain access to extension features, these compilers usually have an additional set of proper keywords beginning with two underscores. For example, GCC treats,  , and   somewhat identically, but the latter two are always guaranteed to have the expected meaning since they can't be overridden.

Many of the newly introduced keywords—namely, those beginning with an underscore and capital letter like  or  —are intended to be used only indirectly in most situations. Instead, the programmer should prefer the use of standard headers such as  or , which typically use the preprocessor to establish an all-lower-case variant of the keyword (e.g.,  or  ). These headers serve the purpose of enabling C and C++ code, as well as code targeting different compilers or language versions, to interoperate more cleanly. For example, by including, the tokens  ,  , and  can be used identically in either C99 or C++ without having to explicitly use   in C99 or   in C++.

See also the list of reserved identifiers.

Table of operators
Operators in the same row of this table have the same precedence and the order of evaluation is decided by the associativity (left-to-right or right-to-left). Operators closer to the top of this table have higher precedence than those in a subsequent group.

Character sets
Programs written in C can read and write any character set, provided the libraries that support them are included/used.

The source code for C programs, however, is usually limited to the ASCII character set.

In a file containing source code, the end of a line is sometimes, depending on the operating system it was created on not a newline character but compilers treat the end of each line as if it were a single newline character.

Virtually all compilers allow the $, @, and ` characters in string constants. Many compilers also allow literal multibyte Unicode characters, but they are not portable.

Certain characters must be escaped with a backslash to represent themselves in a string or character constant. These are:

Additionally, some compilers allow these characters:

 * Carriage return
 * Alert (audible bell)
 * Backspace

\xhh, where the 'h' characters are hexadecimal digits, is used to represent arbitrary bytes (including \x00, the zero byte).

\uhhhh or \Uhhhhhhhh, where the 'h' characters are hexadecimal digits, is used to portably represent Unicode characters.

title: C Programming/Language Reference


text:
Physics with Calculus/Introduction/For Biologists

Living organisms are part of the physical world. The science of Biology depends upon physics and chemistry in many ways. When a chimpanzee uses its eyes, photons interact with molecules in the retina to trigger chemical reactions inside cells. The light-induced chemical changes lead to the movement of ions across cell membranes and the propagation of electrical signals along axons leading into the brain from the eyes. For vision, most animals are mainly dependent upon light that comes to the Earth from the nearest star. The photopigments in our eyes have been selected through the process of evolution to efficiently interact with just those colors of light that predominate in sunlight.

A fruit tree can capture the energy of photons and convert that energy into chemical energy that is stored in sugar molecules. When a chimpanzee eats, food molecules become available as sources of energy inside cells for purposes like pumping ions across cell membranes. These pumped ions make possible the electrical signals of neurons that allow a chimpanzee to be consciously aware of what it sees. Most life on Earth depends on the conversion of matter to energy by fusion reactions inside the sun.

Atoms such as iron that are required for the normal function of our cells were produced by nuclear reactions inside stars many billions of years ago. Many powerful tools for biology research depend on technologies that rely on the work of physicists. Scanning laser microscopes allow us to probe the structure of cells by making use of the physical fact that certain particles such as photons can be packed densely into the same physical space. Brain scanning techniques rely upon nuclear disintegrations or the magnetic properties of atoms. There is no real boundary between physics and biology; some scientists work in hybrid fields such as biophysics. It is often convenient to specialize in either biology or physics, but ultimately the results biology and physics must be consistent.

As a biology major, you are aware of the idea that human understandings of life have changed dramatically during recorded history and continue to change. It is only relatively recently that biological evolution could be understood in terms of mutations in DNA molecules. In the history of the study of life there was a dramatic conceptual reorientation from the idea that biological species were fixed forms to the current view of living organisms as dynamically evolving forms. Similarly, physics has undergone such conceptual revolutions. We now know that conservation of energy and conservation of mass do not hold when there is conversion between energy and mass. However, in biology there are many situations where it is still useful to make use of ideas like conservation of energy and conservation of mass. In Part I, we start our exploration of physics with these fundamental physical concepts.

Physics: Calculus-based


text:
Physics with Calculus/Introduction/Textbook

This is an introductory-level physics textbook for engineering and science students with a strong mathematical background. It is assumed that the student had a year of calculus, covering differentiation and basic integrals. For those less mathematically-inclined, there are other physics textbooks such as the Physics Study Guide. While there are resources available online for the mathematics required for the material, an effort has been made to make this book self-contained in that respect.

Where possible, physical concepts will be first introduced in terms of historical context and descriptions of their significance. Basic mathematical treatments are given with an emphasis on specific examples, and the motivation behind the manipulation of symbols will be explained where mathematical abstraction is necessary. For a more mathematical and fundamental approach, try the Modern Physics.

Top: Introductions Next: Physics with Calculus/Introduction/Physics


text:
Talk:Discrete Mathematics/Modular arithmetic

under Chinese remainder theorem it says

N=m1m2...mk, then write n1=N/m1, ..., nk=N/mk.

leading to

nk=N/mk and nkmk=N (sounds right)

and

Our solution will be x ≡ a1m1n1+...+akmknk (mod N)

leading to

Our solution will be x ≡ (a1+...+ak)N (mod N) ≡ 0 (mod N)

which sounds wrong. Hopefully someone can fix this, or explain better why it is right.

also, N can be lcm(m1,...,mk) when gcd(m1,...,mk)!=1

 * I've always disliked the CRT, so there might be an error lurking there somewhere. I've got to review and expand that section, but I have little time nowadays... Dysprosia 08:29, 16 Mar 2004 (UTC)

More explanations for the answers would be awesome
For question 6 I have a hard time grasping why the answer would be 3. A more in depth explanation of the answers provided would be helpful. --Emilhem (discuss • contribs) 18:48, 25 August 2016 (UTC)


text:
Fluid Mechanics

A fluid is a substance that deforms continuously when subjected to a tangential or shear stress, however small the shear stress may be. Such a continuous deformation under the stress constitutes a flow. Fluid mechanics is therefore the study of mechanics of such matter. As such, it pertains mostly to the study of liquids and gases, however the general theories may be applied to the study of amorphous solids, colloidal suspensions and gelatinous materials.

Fluid mechanics is a subdivision of continuum mechanics. Consequentially, fluids are considered continuous media for analysis, and their discrete nature is of no consequence for most applications. This assumption is valid mostly on length scales much larger than intramolecular distances. The departure from continuum is characterised by a dimensionless parameter, the Knudsen Number, defined by $$K_n = \lambda/L$$, where L is a characteristic length scale of the flow. The continuum hypothesis holds good if Kn < 0.01. However, recent applications in nanotechnology and biotechnology are demonstrating that the governing equations are still relevant on smaller scales, specifically when they are modified to include the effects of electrostatic, magnetic, colloidal and surface-tension driven forces.

Some fluid mechanics problems can be solved by applying conservation laws (mass, momentum, energy) of mechanics to a finite control volume. However, in general, it is necessary to apply those laws to an infinitesimal control volume, then use the resulting differential equations. Additionally, boundary values, initial conditions and thermodynamic state equations are generally necessary to obtain numeric or analytic solutions.

Brief History
Fluid interactions help fish in a school swim faster. The collective motion of a fish school results from every animal responding solely to the motion of it's neighbour. This is what happens to bird flocks, but unlike the birds, fish usually move in a liquid which may be a river, lake or fish pond. A group of researchers recently used computer simulations to explain the water flow that fish induce can have a substantial influence on the coordinated patterns that they do create. Schooling of fish, shown by nearly half of the known species of fish can take various forms (Hemelrijk et al., 2015). The group can just swarm together with no string degree of alignment, or the fish can swim in collectively oriented rings, streams, or balls. These particular motions are thought to help in avoiding predators as well as foraging. Use of Theoretical models can assist in understanding this by reproducing this fish schooling behaviour with no need for any large institution. They hold an assumption that every fish follows a simple “local “rules like aligning itself with the average orientation of the fish that are near it. Fish have the ability to sense fluid flow through the use of their lateral line. The lateral line is a series of tiny, hair-like sensory organs that are distributed evenly along the sides of the fish body (Ball, 2018). Also, each can enhance its swimming efficiency by swimming in the clip steam of another. But how and if these hydrodynamic effects impact the collective motion of fish schools has not been studied much by scholars and researchers. Christophe Eloy, a member of the “Ecole Centrale Marseille” in France and his colleagues, studied the effects of fluid dynamics through the use of virtual fish moving in dual dimensions (Hemelrijk et al., 2015). Similar to the preceding model, the researchers held an assumption that the fish attract each other and to orient themselves to a certain extent with others in their field of view. Again, they assume that there is a smooth flow, such that turbulent vortices in the wake are overlooked. Under these conditions or assumptions, the researchers found out that fish portray four different joint motion modes, which depend on the parameters of the rule of behavior. These include random and cohesive swarming; aligned, mainly swimming in a straight line or schooling; collective circle swimming or milling; and rapid, aligned swimming with a regular spontaneous turn or turning (Ball, 2018). The average speed of fish is higher with the fluid included. "Turning" resulted from noise or greater rotational randomness caused by hydrodynamic effects. What may appear to be a consequence of behavior, the fish's free will may actually be an outcome of fluid dynamics. This research can be furthered by relating the modelling results to an observation which are real.

References Ball, P. (2018). Fluid Interactions Help Fish in a School Swim Faster. Physics Online 	Journal, 11. Hemelrijk, C. K., Reid, D. A. P., Hildenbrandt, H., & Padding, J. T. (2015). The increased 	efficiency of fish swimming in a school. Fish and Fisheries, 16(3), 511-521.

Chapters

 * Fluid Mechanics/Fluid Statics
 * Analysis Methods
 * Kinematics: Motion without Friction
 * Chapter 2: Vector/Tensor Algebra and Calculus
 * Chapter 3: Conservation Equations: Control Volume Analysis
 * Chapter 4: Dimensional Analysis
 * Chapter 5: Differential Analysis of Fluid Flow
 * Chapter 6: Flow Fields with More than One Independent Variable
 * Chapter 7: Exact Solutions to Navier Stokes Equations: Special Conditions
 * Chapter 8: Incompressible Flow
 * Chapter 9: Compressible Flow
 * Chapter 10: Turbulent Flow
 * Chapter 11: Geophysical Fluid Dynamics
 * Appendix: Fluid Properties
 * Appendix:Formulas and Glossary

Mechanik flüssiger und gasförmiger Körper

title: Fluid Mechanics


text:
Strength of Materials

This book is a first course in the analysis of structures. Although most of the material should be accessible to all students who have had a mechanics course, a previous exposure to Engineering Mechanics would be useful. There are no mathematical prerequisites, though some elementary calculus would be useful in certain sections which can be skipped without affecting the flow of the book.

Contents

 * 1) /Introduction/
 * 2) /Introductory Concepts/
 * 3) /Axial Deformation of Bars/
 * 4) /Generalized Hooke's Law: Pressure Vessels/
 * 5) /Torsion/
 * 6) /Loading of Beams/
 * 7) /General State of Stress/
 * 8) /Yield and Fracture/
 * 9) /Elastic Stress Analysis/
 * 10) /Column/
 * 11) /Energy and Virtual Work/
 * 12) /Classical Energy Methods/
 * 13) /Elastic Analysis of Systems/
 * 14) /Plastic Limit Analysis/
 * 15) /Weakest link determination by use of three parameter Weibull statistics/

To do

 * Create appropriate chapters for /Unsorted topics/
 * General cleanup
 * Move images to Commons and create SVGs

Author Resources
The following are free resources available online that may be helpful in completing the writing of this text. Of course each source must be evaluated for accuracy and copyrights must be respected.

Strength of Material Textbooks
John P. Kottcamp (1919) Strength of Materials http://books.google.com/books?id=f580AAAAMAAJ&dq=strength%20of%20materials&pg=PP1#v=onepage&q&f=false

James E. Boyd (1911) Strength of Materials http://books.google.com/books?id=07w0AAAAMAAJ&dq=strength%20of%20materials&pg=PP1#v=onepage&q&f=false

Arthur Morely (1913) Strength of Materials http://books.google.com/books?id=BT9DAAAAIAAJ&dq=strength%20of%20materials&pg=PR8#v=onepage&q&f=false

Open Courseware
MIT Opencourseware 3.11 Mechanics of Materials http://ocw.mit.edu/courses/materials-science-and-engineering/3-11-mechanics-of-materials-fall-1999/modules/ Graduate level course. Includes multiple pdfs with over 300 pages of content.

Video Lectures
Prof. S.P. Harsha. Strength of Materials Lectures. NPTEL Indian Institute of Technology, Roorke http://freevideolectures.com/Course/2361/Strength-of-Materials. This includes 40 lectures averaging between 50 and 60 minutes long.

Prof. S.K. Bhattacharyya (2005) Strength of Materials Lectures. NPTEL Indian Institute of Technology, Kharagpur http://nptel.iitm.ac.in/video.php?subjectId=105105108 This includes 40 lectures averaging between 50 and 60 minutes long taught in the civil engineering department.

title: Strength of Materials


text:
Geometry/Quadrilaterals

A quadrilateral is a polygon that has four sides.

Special Types of Quadrilaterals

 * Parallelogram
 * A parallelogram is a quadrilateral having two pairs of parallel sides.
 * The two opposite sides are equal.
 * Opposite angles are equal.

 * Rhombus
 * A rhombus is a quadrilateral of which all four sides are the same length.

 * Rectangle
 * A rectangle is a parallelogram of which all four angles are 90 degrees.

 * Square
 * A square is a quadrilateral of which all four sides are of the same length, and all four angles are 90 degrees.

 * Trapezoid
 * A trapezoid is a quadrilateral which has two parallel sides (U.S.)

 * Trapezium
 * U.S. usage: A trapezium is a quadrilateral which has no parallel sides.
 * U.K usage: A trapezium is a quadrilateral with two parallel sides (same as US trapezoid definition).

 * Kite
 * A kite is an quadrilateral with two pairs of congruent adjacent sides.

One of the most important properties used in proofs is that the sum of the angles of the quadrilateral is always 360 degrees. This can easily be proven too:

If you draw a random quadrilateral, and one of its diagonals, you'll split it up into two triangles. Given that the sum of the angles of a triangle is 180 degrees, you can sum them up, and it'll give 360 degrees.

title: Geometry/Quadrilaterals


text:
Cryptography/Atbash cipher

Atbash is an ancient encryption system created in the Middle East. It was originally used in the Hebrew language; some historians and cryptographers believe there are such examples in the Bible. The name "Atbash" comes from the first Hebrew letter Aleph and the last Taff. The Atbash cipher is a simple substitution cipher that relies on transposing all the letters in the alphabet such that the resulting alphabet is backwards. Atbash is also a substitution cipher. Since each letter corresponds to another, it offers very little security. The first letter is replaced with the last letter, the second with the second-last, and so on. The completed cypher looks like so:

Plain: ABCDEFGHIJKLMNOPQRSTUVWXYZ Cipher: ZYXWVUTSRQPONMLKJIHGFEDCBA

An example plaintext to ciphertext using Atbash:

Plain: MEETMEATONE Cipher: NVVGNVZGLMV

As one can see, and as mentioned previously, the Atbash cipher offers no security once the cipher method is found.

title: Cryptography/Atbash cipher


text:
User:Louis~enwikibooks

Wichtige Links

 * Wiki-Tables

title: User:Louis~enwikibooks


text:
XML - Managing Data Exchange/The many-to-many relationship

Introduction
In the previous chapters, you learned how to use XML to structure and format data based on one-to-one and one-to-many relationships. Because XML provides the means to model data using hierarchical parent-child relationships, the one-to-one and one-to-many relationships are relatively simple to represent in XML. However, this hierarchical parent-child structure is difficult to use to model the many-to-many relationship, a common relationship between entities in many situations.

In this chapter, we will explore the pros and cons of a few methods that are used to model a many-to-many relationship in XML; these methods offer compromises in overcoming the problems that arise when applying this relationship to XML. In particular, we will see examples of how to model the many-to-many relationship using two different methods, "Eliminate" and "ID/IDREF." Additionally, in the XML stylesheet, we will learn how to implement the key function to display the data that was modeled using the "ID/IDREF" method.

Problems: many-to-many relationship
In XML, the parent-child relationship is most commonly used to represent a relationship. This can easily be applied to a one-to-one or one-to-many relationship. A many-to-many relationship is not supported directly by XML; the parent-child relationship will not work as each element may only have a single parent element. There are couple of possible solutions to get around this.

Eliminate
Create XML documents that eliminate the need for a many-to-many relationship By limiting the extent of information that is conveyed, you can get around the need for a many-to-many relationship. Instead of trying to have one XML document encompass all of the information, separate the information where one document describes only one of the entities that participates in the many-to-many relationship. Using our tourGuide relationship for example, one way for us to accomplish this would be creating a separate XML document for each hotel. The relationship with amenity would ultimately then become a one-to-many. This method is more suitable for situations in which the scope of data exchange can be limited to subsets of data. However, using this method for more broadly scoped data exchange, you may repeat data several times, especially if there are many attributes. To avoid this redundancy, use the ID/IDREF method.

ID/IDREF
Represent the many-to-many relationship using unique identifiers Although not the most user-friendly way to handle this problem, one way of getting around the many-to-many relationship is by creating keys that would uniquely identify each entity. To do this, an element with ID or IDREF attributes-types must be specified within the XML schema. To use a data modeling analogy, ID is similar to the primary key, and IDREF is similar to the foreign key.

Many-to-many relationship data model
Exhibit 1: Data model for a m:m relationship

The relationship reads, a hotel can have many amenities, and an amenity can exist at many hotels.

As you will notice, in order to represent a many-to-many relationship, two entities were added. The middle entity is necessary for the data model to represent an associative entity that stores data about the relationship between hotel and amenity. Using our Tour Guide example, "Amenity" was added to represent a list of possible amenities that a hotel can possess.

The following examples illustrate methods to represent a many-to-many relationship in XML.

Eliminate: sample solution
In this example, the many-to-many relationship has been converted to a one-to-many relationship.

XML schema
Exhibit 2: XML schema for "Eliminate" method

XML document
Exhibit 3: XML document for "Eliminate" method

ID/IDREF: sample solution
To avoid redundancy, we create a separate element, "amenity," which is included at the top of the schema along with "hotel." Remember, the data types ID and IDREF are synonymous with the primary key and foreign key, respectively. For every foreign key (IDREF), there must be a matching primary key (ID). Note that the IDREF data type has to be an alphanumeric string.

The following example illustrates the ID/IDREF approach. Notice that the ID for the amenity pool is defined as "k1," and every hotel with a pool as an amenity references "k1," using IDREF. If the IDREF does not match any ID, then the document will not validate.

XML schema
Exhibit 4: XML schema for "ID/IDREF" method

XML document
Exhibit 5: XML document for "ID/IDREF" method

Key function: XML stylesheet
In order to set up an XML stylesheet using the ID/IDREF method for a many-to-many relationship, the key function should be used. In the stylesheet, the <xsl:key> element specifies the index, which is used to return a node-set from the XML document.

A key consists of the following:

1. the node that has the key 2. the name of the key 3. the value of a key

The following XML stylesheet illustrates how to use the key function to present content that is structured in a many-to-many relationship.

XML stylesheet
Exhibit 6: XML stylesheet for "ID/IDREF" method


text:
User:Ilgiz

My name is Ильги́з Латы́пов (eel gheez lah ti pof).

I was born in Ufa, Bashkiria, Russia. I am a computer programmer in Kitchener, Ontario, Canada.

Miscellaneous useless links:
http://lib.ru/PROZA/SOKOLOV/shkola.txt
 * My home page, http://ei.homeip.net/
 * A book I recently read, Sasha Sokolov's "Shkola dlia durakov" (A School For Fools),

title: User:Ilgiz


text:
Russian/Lesson 2

Произноше́ние - Pronunciation
Usually, Russian is pronounced as you see it. However, there are some exceptions, usually changes in the pronunciation of vowels based on where they are in relation to the stressed syllable.
 * O sounds like the 'o' in 'rogue' (i.e., 'oh') when it is stressed. An o that is just before the stress is pronounced like the 'a' in far (i.e., 'ah'). Otherwise, it's pronounced like the 'a' in 'about' (i.e., 'uh'). So, the word хорошо́ is pronounced: /xərɐˈʂo/.
 * E is pronounced 'ye', as in 'yes', when stressed. When it's not stressed, e sounds like и, as in the 'e' in 'piglet'.

If you pronounce these letters without reducing them you will be understandable, but will sound strange.

Voiced consonants at the end of the word become unvoiced. So, таз sounds like 'tas', взвод sounds like 'vzvot', etc. The same thing happens if a voiced consonant is followed by an unvoiced one. For example, подско́к sounds like 'patskók', and водка sounds like 'votka'.

Диало́г - Dialogue
Unlike modern English, Russian has two words for 'you': ты and вы. You use вы when the person you're talking to is someone you don't know, someone you want to show respect to (such as a teacher or elder), or a group of people. In this sense, it is both a more polite form of ты, and a plural form. So you would only use ты to talk to a single person who you know well. In written Russian, a capitalised Вы is used when being respectful, while the lower-case вы is used when talking to many people. You can also to the audio version of this dialogue.

 * Здра́вствуйте, я рад/ра́да Вас ви́деть!
 * Zdrastvuyti, ya rat/rada Vas vidjet
 * Hello, I am glad to see you!

Note: The Russian for 'glad' is рад ('rat') when spoken by a male, or ра́да (rada) when spoken by a female

 * До́брый день, и я то́же.
 * Dobry denj, i ya tozhi
 * Good afternoon, me too.

 * Меня́ зовут́ Джо́ан, а Вас?
 * Minya zavut Joanne, ah Vas?
 * My name is Joanne, and yours?

Note: This literally means "Me (they) call Joanne, and you?", or "They call me Joanne, and you?" and is the Russian construction of asking someone's name.

 * О́чень прия́тно!
 * Ochin' priyatna
 * Pleased to meet you. (Literally, "[it is] very pleasant").

 * А меня́ — Ма́рья Степа́новна, мо́жно про́сто Ма́ша.
 * A minya – Maryah Stipanavna, mozhna prosto Masha
 * And mine is Marya Stepanovna, one may call me just Masha. (Literally, "and [they call] me Marya Stepanovna, [one] may [call me] just Masha").

 * Спаси́бо, до встре́чи!
 * Spasiba, da fstrechi
 * Thank you, see you again! (Literally, "thank you, till another meeting").

 * До свида́ния.
 * Da svidanya
 * Good bye. (Literally, "till another seeing").

Lesson 3 >>

title: Russian/Lesson 2


text:
Invertebrate Zoology/Mollusks

Introduction to the Mollusks
Mollusks are metazoan animals that take a variety of forms. However, almost all mollusks are characterized by a body with several main regions: a muscular foot, a visceral mass covered by a mantle that secretes a shell, paired gills (called ctenidia) and a unique feeding organ called a radula. The radula is a tongue-like organ that is covered with a chitinous ribbon with numerous rows of teeth, which are used to tear food off substrate and bring it into the mouth. In terms of species, they are the second-most diverse phylum next to the Arthropods, but few phyla can rival their diversity in form, from giant clams to minute sea slugs to fast moving squid.

Commonly accepted molluscan classes include: Aplacophora Monoplacophora Polyplacophora (chitons) Gastropoda (snails and slugs) Cephalopoda (squid, octopus, nautilus) Bivalvia (clams, oysters, mussels) Scaphopoda (Tusk shells)

title: Invertebrate Zoology/Mollusks


text:
User talk:217.226.52.47

Bitte verrate mir, warum Du alle Gedankenstriche (–) in – umwandelst.

 * Bei vielen war schon ein – anstatt ein – drin. Ich sehe bei beiden einen Gedankenstrich.

Andere sehen dort ein Fragezeichen.

 * Zwecks Lesbarkeit im Quelltext hab ich das ersetzt, wenn andere das nicht angezeigt bekommen (ist das so?), dann sollte man das natürlich wieder anders machen.

Ich bitte darum. Danke!

title: User talk:217.226.52.47


text:
Electronics/Scratch pad

Parts list and theory
Voltage = potential between two charges. Defined as the derivative of the flux linkage:

$$V(t)=\frac{d(Ni(t))}{dt}$$

Current = flow of electrons Defined as the rate of change of the charge:

$$I(t)=\frac{dQ(t)}{dt}$$

There are 3 parameters in an electrical circuit:

Resistance =

$$R=\frac{V}{I}$$

In a resistor voltage and current are in sync.

$$V(t)=Ri(t)$$

In capacitors voltage leads current. Capacitors are good as a low pass filter.

$$V(t)=\frac{1}{C} \int i(t)dt$$

In inductors current leads voltage. Current equals the negative derivative of the voltage. Inductors are good as a high pass filter.

$$V(t)=L\frac{di(t)}{dt}$$

relationship between voltage and current

$$P=VI$$

in a circuit

in series voltage drops and current stays constant in parallel voltage stays constant and current divides according to the resistance

voltage stays constant in parallel and current drops in p

pizoelectric = a crystal under compression creates current

transformers

vacuum tube = electron emitter in a vacuum

integrated circuit a semiconductor doped with impurities

group 4 elements doped with group 3 and 5

electrons and holes

ground

applications
Resistors in series (Christmas lights, stove)

computer

3.5, 5, 12 Volts

lamp

monitor

power distribution (three phase power)

radio

modem

speaker

circuit design
bandgap

cmos

flip flop

computer parts

leakage current

title: Electronics/Scratch pad


text:
Electronics/Ohm's Law

Ohm's law describes the relationship between voltage, current, and resistance.

Voltage and current are related such that voltage is equal to current times resistance: $$V = I \cdot R$$

Common units used in electronics calculations are:

V = mA × kΩ

the current going through any point in the circuit, I, will be equal to the voltage V divided by the resistance R.

In this example, the voltage across the resistor, V, will be equal to the supplied current, I, times the resistance R.

SUMMARY:
 * V=I times R
 * I=V divided by R
 * R=V divided by I

title: Electronics/Ohm's Law


text:
User talk:69.157.40.94

Hi and welcome to wikibooks. I noticed you started a book on electronics and just wanted to point out that i have already written a very basic intoduction to electronics in the GCSE science book. Take a look at GCSE Science/Circuits and the pages that follow - you may find it easier to visit GCSE Science/Electricity and navigate from there. Feel free to copy anything you want including any of the diagrams. (click on a diagram and it will take you to a description page titles image:image_name.png, copy the title of the description page into the page you want and put double square brackets around it like this . Preview and you should see the image appear on the page. Theresa knott 12:54, 17 Mar 2004 (UTC)

title: User talk:69.157.40.94


text:
Wikibooks:Physics bookshelf/Ranking discussion

This is a page for discussion of how to rank wiki physics textbooks in order from simple to advanced.

The current list is on the main Physics page.

Suggestions for changes?

Some ideas
This figure contains some ideas generated by this discussion.


text:
User:Drunkasian~enwikibooks

wikipedia:User:Drunkasian

title: User:Drunkasian~enwikibooks