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Talk:Muggles' Guide to Harry Potter/Books/Half-Blood Prince/Chapter 1

If Cornelius Fudge announce to the Prime Minister that they are importing three dragons instead off four, I don't think it have anything to do with the Green Welsh being native. At the time the two ministers have this conversation, Fudge is convinced there will be THREE champions involved in the tournament. They need only three dragons untill Harry's name come out of the Goblet has fourth champion, which fact is totally unexpected.
 * Quite possibly correct, although we don't know exactly when that conversation was. I've edited to include the possibility. Chazz (talk) 19:41, 8 October 2009 (UTC)


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Wikijunior:How Things Work

About the book
Welcome to Wikijunior How Things Work!

The target age of this title is 8–12 years old, although older kids, and even adults, may enjoy its simplicity, clarity, and brevity. Wikijunior is written for elementary schoolers, but it is inevitable that parents, older siblings, patent attorneys, and random surf junkies will not only find themselves engrossed in the writing, but come back for more. Sometimes clear, objective writing for this age group, which may be the toughest audience of all, is the best for everyone. Section titles will include machines kids work with or see all the time.

This wikibook intends to address how everyday items work, and to try to remove the "mystery" and "magic" from those workings. The inner workings of the device will be explained, with cutaway views of the objects and drawings that help to explain the principles on how key parts of each device work.

When working on this project, remember that it's aimed at children. Being understood is just as important as being accurate. Authors should concentrate on the most important concepts rather than getting wrapped up in every detail. Use technical vocabulary when you need to, but don't use big words where simpler language would work. Please review the style guide.

If you have made contributions to this Wikibook and would like to have formal credit for being an author, please add your name to this list: Wikijunior:How Things Work/Authors.

{| align="top" width="100%"
 * width="50%" |

Special Articles

 * /Introduction/
 * Glossary of basic terms
 * The Six Simple Machines
 * Timeline of Technology
 * width="50%" |

Contributors
{| align="top" width="100%"
 * /Authors/
 * /Contributing/
 * }
 * valign="top" width="33%" |

Publishable articles

 * /Binary Numbers/
 * /Flush Toilet/
 * /Ice Skates/
 * /Laser/
 * /Lever/
 * /Light Bulb/
 * /Mobile Phone/
 * /Nuclear Bomb/
 * /Pulley/
 * /Rocket/
 * /Time/
 * /Toaster/
 * /Wedge/
 * /Wheel/
 * Sewing Machines
 * valign="top" width="33%" |

Developing articles

 * /Car Engine/
 * /Airplane Wing/
 * /Computer/
 * /Elevator/
 * /GUI (Graphical User Interface)/
 * /Hard Drive/
 * /Inclined Plane/
 * /Microwave oven/
 * /Pencil/
 * /Screw/
 * /Solar panel/
 * /Fluorescent Lamp/
 * /LCD Display/
 * Refrigerators and Air Conditioners
 * /Vacuum Cleaner/
 * /Porcelain/
 * valign="top" width="33%" |

Article stubs

 * /Audio Speakers/
 * /Camera/
 * /Data Center/
 * /DVD/
 * /Electricity/
 * /Hydraulic System/
 * /Jet Water Pump/
 * /Metal detector/
 * /Radio receiver/
 * /Television/
 * /Transistor/
 * }

Create or request an article
You are encouraged to create an article on a machine or invention. If you would like to do so, please read the /Contributing/ page. Note however that not all articles may make it into the final published version, though they will all be available on this live online version. If you would like someone else to write a page about a machine, add your suggestion to this list. When creating stub articles please use the /Stub Template/.

Wikijunior Wie Dinge funktionieren

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

title: Wikijunior:How Things Work


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Wikijunior:How Things Work/Authors

If you have made contributions to this Wikibook and would like to have formal credit for being an author, please add your name to the list below:
 * User:Alexander Winifred Contributed greatly to the Rockets article, including but not limited to creating the section 'The Future of Rockets', created diagrams, and sourced images for the article.
 * Rob Horning Proposed and started book
 * Chris Brown Wrote section on Air conditioning and Refrigeration
 * User:SBJohnny Interested in the project, particularly adding sections on the history of the machines, and how things were done before the machines were invented.
 * User:Delita2002 Wrote a little on the wheel, and may continue to add more.
 * User:Mcgill Making some illustrations. Started with laser.
 * Ferretinator Some information on microwave ovens.
 * User:jamtexas Created the entry on "Time".
 * User:RT Jones Wrote Binary section and intend to continue commentary from the veiw point of a child.
 * User:buddpaul Performed general proofreading, typo corrections, generic editing to provide terse language when warranted
 * Palmtree3000 Just general work on the pages
 * Whoop whoop pull up Worked on a few entries, especially "Light Bulb".
 * Swat --- Improved a few topics and will continue improving this Wikibook.
 * Brownlowe.2: Worked on the Flush Toilets article and doing more including simplifying things for the young ones
 * Red-back spider Improved sections and made a how-it-works article, "Sewing Machines"

title: Wikijunior:How Things Work/Authors


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Horticulture/Allium Family

Vegetables in the Allium Family
These vegetables grow from bulbs, common Allium Vegetables include Garlic, Onions and Shallots.

 * ../Garlic/:Garlic (Allium sativum) is a perennial in the family Alliaceae, closely related to the ../onion/, ../shallot/, and ../leek/. It does not grow in the wild, and is thought to have arisen in cultivation, probably descended from the species Allium longicuspis, which grows wild in south-western Asia. Garlic has been used throughout all of recorded history for both culinary and medicinal purposes.

 * ../Leek/s:The leek (Allium ampeloprasum var. porrum (L.) J. Gay) is a vegetable belonging, with ../onion/ and ../garlic/, to the Alliaceae, the onion family. Also in this species are two very different vegetables:  The elephant garlic (Allium ampeloprasum var. ampeloprasum) grown for its bulbs, and kurrat which is grown for its leaves in Egypt and elsewhere in the Middle East.  The leek is also sometimes classified as Allium porrum (L.)

 * ../Onion/s:Onion in the general sense can be used for any plant in the Genus Allium but used without qualifiers usually means Allium cepa, also called the garden onion. Onions (usually but not exclusively the bulbs) are edible with a distinctive strong flavour and pungent odour which is mellowed and sweetened by cooking. They generally have a papery outer skin over a fleshy, layered inner core. Used worldwide for culinary purposes, they come in a wide variety of forms and colours.

 * ../Shallot/s:Shallot, as the word is commonly used, or eschallot in some countries, refers to two different Allium species of plant. The French grey shallot or griselle, which has been considered to be the "true shallot" by many, is Allium oschaninii, a species which grows wild from Central to Southwest Asia.  Other varieties of shallot are Allium cepa var. aggregatum (multiplier ../onion/s).   The name of the shallot derives from the name of the city of Ashkelon (Latin ‘Ascalon’) in ancient Canaan.

/Finder/Taxonomy/Families

title: Horticulture/Allium Family


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Wikijunior:How Things Work/Contributing

Why contribute?
When working on this project, remember that it's aimed at children. It's more important to be understood than to be precisely accurate on every detail. Use technical vocabulary when you need to, but don't use big words where simpler language would work. Whenever you have to use a word, list it in the glossary of basic terms, and define it. Either that, or note it needs to be defined in the glossary page. Giving definitions when such words are used is generally a good idea as well.

This project is about how different kinds of machines work. Emphasis will be given to those kinds of machines that a child would encounter in ordinary everyday life, but other kinds of machines could also be included. Because the number of different machines that can be suggested is very large, please try to help clean up and work on existing articles as much as possible, and only start a new article if you are planning on making substantial contributions to that topic.

Please, if you can contribute to this book, do so. Many sections are in need of cleanup and complete rewrites. You can work on almost anything including this page, but if you want to make some significant changes please bring them up on the discussion page.

Beginning your article
Copy the following text to a page entitled "Wikijunior How Things Work/Technology name" to begin your article.

Major questions
The questions that will appear in every article are:

 * Who invented it?
 * How does it get power? (What makes it run?)
 * How does it work?
 * How dangerous is it?
 * What does it do?
 * How does it vary? (e.g., range of sizes, running parameters, variants like gas/diesel...)
 * How has it changed the world?
 * What idea(s) and/or inventions had to be developed before it could be created?

title: Wikijunior:How Things Work/Contributing


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Wikijunior:How Things Work/Light Bulb

Who invented it?
While conversion of electrical energy to light was demonstrated in laboratories as early as 1801 by English scientist, it took more than 100 years for the modern form of the electric light bulb to be developed, with the contributions of many inventors.

The first successful incandescent light bulb was made by the British inventor Sir Joseph Swan. In 1850 he began working on a light bulb using carbonized paper filaments in an evacuated glass bulb. By 1860 he was able to demonstrate a working device and obtained a British patent covering a partial vacuum, carbon filament incandescent lamp. Fifteen years later, in 1875, Swan returned to consider the problem of the light bulb with the aid of a better vacuum and a carbonized thread as a filament. The most significant feature of Swan's improved lamp was that there was little residual oxygen in the vacuum tube to ignite the filament, thus allowing the filament to glow almost white-hot. Swan received a British patent for his device in 1878, about a year before Thomas Edison. Swan had reported success to the Newcastle Chemical Society and at a lecture at Sunderland Technical College in February 1879, he demonstrated a working lamp. Starting that year he began installing light bulbs in homes and landmarks in England. His house Underhill on Kells Lane in Low Fell, Gateshead was the first in the world to have working light bulbs installed. In 1881 he had started his own company, The Swan Electric Light Company, and started commercial production.

In 1879, American Thomas Edison adopted Swan's incandescent light bulb using a carbon filament in an oxygen-free bulb after failures with other designs. He eventually produced a bulb that could produce light for over 1500 hours. He lost a patent challenge in court to Swan, but American mythology continues to promote Edison and not Swan for inventing the light bulb.

How does it work?
The light bulb has a tungsten filament as the light emitting media. Electricity flows through a thin tungsten wire in the light bulb called the filament. The filament used in a bulb has a property called "resistance." Resistance is the amount of friction that an object will put against electricity flowing through it. Tungsten filament are manufactured in a way that it has a lot of resistance to electricity. As a result of this resistance, the filament heats up and starts glowing, converting electrical energy to light energy. This is because of the Joule-effect, which means that resistances heat up when an electrical current runs through them. The electricity is converted into light and heat illuminating its surroundings.

How dangerous is it?
Light bulbs themselves, if used properly, are not dangerous. Although their primary function is to produce light energy, as a side effect they also produce heat.

Light bulbs are sold according to the number of watts they use – the higher the number, the brighter the bulb is, and the more energy it uses. Despite getting hot, light bulbs don't explode. However, the outer glass of a light bulb which has been on for some time is quite hot and can cause minor burns, or the broken edges might cut the skin.

After hundreds of hours of operation the filament in the bulb eventually burns out and the light bulb no longer works. The light bulb then needs replacing. It is necessary to be careful in replacing the light bulb. First, the switch for the light fixture needs to be turned off or the cable disconnected. This is because electricity flowing into the socket where the metallic part of the bulb sits can give you a severe electric shock if you touch the inside of the socket or the metal base of the bulb while it is still partly in the socket. In addition, if the glass breaks it is possible to get cuts. These hazards can be reduced by ensuring the bulb is cool to the touch before grasping it and by holding it firmly but not squeezing by the fattest part of the glass while rotating counter-clockwise until it comes completely loose.

What does the bulb do?
It gives off light by converting electrical energy into light energy.

Although we say the filament "burns out" it actually vaporizes over time. Some of it can be seen as darkening on the glass where it has solidified. The gas inside the glass envelope is argon, which is used because it is inert and therefore cannot unite with the filament.

How does it vary?
The brightness of the filament can be varied by changing the amount of current flowing through it (the amperage), or the voltage between ends, as the amperage is related to the voltage by Ohm's law. Also, as the filament ages, its brightness will diminish somewhat and its light will get redder and redder. Eventually, all filaments will slowly vaporize and fail due to the high temperature caused by the electricity flowing through it.

Why does it burn out?
By design, a light bulb has no oxygen in it. The manufacturer fills it with an inert gas like argon or nitrogen. However, this does not prevent atoms from popping off the surface of the filament due to the intense heat. This makes the filament thinner and thinner. Eventually, it becomes so thin that it breaks. For a short period of time, the two broken ends are very close to each other, and electricity can jump across in a bright blue spark. However, the two broken ends soon fall away from each other, breaking the spark, and the bulb will light no more.

How has it changed the world?
The light bulb is probably one of the most significant inventions in science.

It has changed the world by letting people do work at night. Previously this was very hard to do because other light sources (such as candles or fires) did not provide enough light.

The full impact of the light bulb is much larger than only reading or writing at night.

Travel: Night travel by automobiles has largely been made possible by the light bulb. Also, lighthouses all over the world use very powerful light bulbs, and this provides the right guidance for all ships.

Medicine: All internal and non-intrusive medical procedures use variants of the original light bulb.

Mining: Earlier, underground miners used torches, which also added to the carbon dioxide content in the air, and therefore made breathing difficult. With the advent of light bulbs, mining has also become healthier and safer. In coal mines, the risk of explosion of the coal dust contained in the air was so high that conventional fire lanterns couldn't be used (they used a tepid metal mesh covered lanterns), with light bulbs coal mining became much safer.

War: The development of the light bulb allowed searchlights to be built which could find enemy aircraft, eliminating the risk of being bombed by surprise.

Apart from this, the light bulb is used in various other fields including communications, sports, etc.

What ideas and/or inventions had to be developed before it could be created?
Electric Power Generators were needed before light bulbs could be put into people's homes. Replacement for unsafe candles or gas lighting was the initial driver for creating a Power Distribution Network, to put electric wires into the homes of ordinary people. The filament that could 'burn' for many hours had to be developed before people would consider buying a light bulb.

Initial development focused on electrifying business areas of cities with lighting for the streets and offices. Electric wires of sufficient quality and manufacture had to be invented. The bulb needed to have most of the air evacuated from it to prolong the life of the filament – therefore a vacuum pump. A means to properly insulate the wires, connect the wires to one another and equipment had to be developed to safely distribute the power. Techniques and equipment had to be invented to transmit power over long distances – hence Nikola Tesla's development of AC (Alternating Current) and high voltage transmission lines. Fuses and later circuit breakers had to be developed to avoid damaging the entire line or inaccessible portions thereof. Means to turn on/off lights, motors, and appliances, and move appliances from time to time led to the development of electric switches and outlets.

The electric light bulb was also the genesis for many other inventions based on electricity, including the vacuum tube that led to the transistor used in almost all electronic devices in use today. After people had electricity being delivered to their houses and places of work, inventions such as washing machines, electric irons, motors, radios could take advantage of the convenient source of power available needed to run them. Without the electric light bulb, the world that we live in would be very different.

Who invented it?
The parent to the modern fluorescent lamp was invented in the late 1890s by Peter Cooper Hewitt. The Cooper Hewitt lamps were used for photographic studios and industries. Edmund Germer, Friedrich Meyer, and Hans Spanner then patented a high-pressure vapor lamp in 1927. George Inman later teamed with General Electric to create a practical fluorescent lamp, sold in 1938, and patented in 1941. The first fluorescent bulb and fixture were displayed to the general public at the 1939 New York World's Fair.

How does it work?
The fluorescent light bulb creates light by sending electricity through a gas. This produces visible light, but also some ultraviolet light, which is invisible to the human eye. To make the ultraviolet visible, the inside of a fluorescent light bulb is coated in a substance that absorbs ultraviolet and changes it to visible light. This brightens the light from the fluorescent light.

How dangerous is it?
If handled properly, fluorescent light bulbs are not dangerous. However, they contain mercury, so be careful when disposing of them. They can also get warm, although not as hot as incandescent light bulbs. They do blow up.

What does it do?
Fluorescent light bulbs change electrical energy directly into light. This makes them a lot more efficient than incandescent bulbs, which waste most of their energy as heat.

How does it vary?
There are three different types of the fluorescent light bulb. One is a long tube which requires a special outlet. It is the kind most commonly found in schools and stores. The second is a tube that is bent into two loops. It fits in a regular light fixture and is popular in Europe. The third type also fits in a regular fixture. It is a spiral tube and is most common in the United States.

Why does it burn out?
Although fluorescent light bulbs take a very long time to burn out, they do fail eventually. This is usually caused by the failure of some component of the electronics inside the bulb; however, it can also be caused by the failure of the phosphor or of the vapors that conduct electricity through the lamp.

How has it changed the world?
It has changed the world by making light bulbs a lot more energy-efficient, meaning that they waste less electricity.

What idea(s) and/or inventions had to be developed before it could be created?
Electrical power generators, a power distribution network, and electric wires all had to be invented to allow electricity into people's homes. Also, to make electricity safer, the fuse had to be invented. Finally, phosphors had to be invented before we could invent the fluorescent light bulb.

Other types of light bulbs
Other types of light bulbs include LEDs, halogen lamps, and sodium lamps.

LEDs
LEDs, or light-emitting diodes, are a type of electrical component that glows when electricity is passed through them.

Halogen lamps
Halogen lamps are very similar to incandescent lamps. They both have a tungsten filament. However, halogen lamps also have a small amount of a halogen, such as fluorine or chlorine, which chemically combines with the filament to increase its lifespan. As a result, they can be used at a higher temperature, which causes them to produce more blue light and therefore better color than an incandescent bulb of the same size and lifespan.

Sodium vapor lamps
Sodium vapor lamps are similar to fluorescent lamps, except that their light is already all in the visible range and they, therefore, do not need a coated inner surface. They are also similar to the neon lights you see in signs, except that when they are turned off the material in the tube solidifies or liquifies, unlike in neon lights. There are two types of sodium vapor lamps, high-pressure sodium, and low-pressure sodium. Low-pressure sodium lamps contain solid sodium metal when turned off, but it quickly vaporizes and produces yellow light. This light is deep yellow and all objects illuminated by it are seen only in this color. High-pressure sodium lamps contain a mixture, or amalgam, of sodium and mercury, which is liquid when the lamp is turned off. They give off a pinkish glow that contains more of the colors of the spectrum and which seems more "natural" than the light from low-pressure sodium lamps.

Mercury vapor lamps
Mercury vapor lamps are very similar to fluorescent light bulbs, except that they are brighter and the mercury vapor that produces the light is confined to a smaller bulb within the lamp.

title: Wikijunior:How Things Work/Light Bulb


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Category:Egyptian recipes

Recipes from Egypt.

title: Category:Egyptian recipes


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Wikijunior talk:How Things Work

Has this died?
I have edited and inserted a couple of pages recently, (Electricity, Water Jet) but can not seem to get the images to show up in Radio. Help needed!

It seems that there has not been much activity hereabouts for some time, so I am really looking for some feedback, regards Timpo (talk) 10:44, 3 September 2009 (UTC)

Starting this Wikielementary Book with the name Wikijunior Book is a misnomer
I've created a basic stub for the light bulb, and started a few of the major sections. I expect this is going to be a rather busy Wikibook, and it will be interesting to see what sorts of things are going to be developed here. Please feel free to modify and add to this idea. --Rob Horning 15:29, 1 July 2006 (UTC)
 * So I'd like to know, for example, what does a page like Wikijunior How Things Work/Laser need? Is that sufficient? — RJHall 17:43, 3 September 2006 (UTC)
 * I think it's a very informative article. I know more about lasers now than I knew before. I don't think it needs more technical detail. The Flesch Kincaid grade level is 7.6 (MS Word) which is a little high. But now we have at least two articles in this book worth reading! --Xixtas 20:40, 4 September 2006 (UTC)
 * Thanks. — RJHall 20:34, 7 September 2006 (UTC)

Content Reviews
I need your opinion - is this too complicated for a wikijunior book? It should be possible to simply leave the specific examples out, if they're more trouble than they're worth. (The problem with sailboats is, they have a whole separate lexicon.) --Infinoid 01:36, 7 September 2006 (UTC)
 * I would leave it in there and see what happens with it over time. I like the specifics about pulleys being used to hoist sales, but I'm not sure about listing the different names for pulleys on a ship. If you are a sailing enthusiast, you might think about a How Things Work for sails. The sail is a fascinating and really important invention that I think kids would be interested in. --Xixtas 15:21, 7 September 2006 (UTC)
 * A suggestion for the pulley article would be to mention the physical concept of work as some amount of force applied over a given distance. So, when using a pulley, the amount of work required stays the same; it just allows somebody to increase the maximum load they can lift. — RJHall 20:39, 7 September 2006 (UTC)
 * In the article Wikijunior How Things Work/Pulley under the heading "How does it work?", the description doesn't seem to match the illustration. It reads "looping around another wheel and then back to around the first wheel" but in the picture it doesn't go back around the first wheel. Mcgill 20:10, 10 September 2006 (UTC)
 * I tried to make it a little clearer. --Xixtas 02:55, 13 September 2006 (UTC)
 * That's much better! Wasn't sure how to phrase it.--Mcgill 04:08, 26 September 2006 (UTC)

Main Simple Machine Page
I believe that we should have one page summing up the Simple Machines and talking about where most of their information overlaps. This will allow us to introduce some basic physic concepts such as work, force, and rotational vs linear if possible, but also let us say things like "We don't know when most simple machines were invented because they are all very old", "Simple machines can get their power from people or other machines", or something like that. Anything that can be generalized about the simple machines could go on that page. Then we can talk about each Simple Machine. I think it's good to give a good distinction between the simple machines and the rest of the stuff in the book.

Also, eventually we need to decide an order among the simple machines, though it isn't necessary to do that too soon. Currently each simple machine page would say something like "Levers are one of the six simple machines." In the final product, that could be the first one, but the second simple machine page could say something like "Wheels are another of the six simple machines." MiltonT 12:12, 26 September 2006 (UTC)

 * I think that's a very good idea. It occurred to me when I was doing some illustrations for the flush toilet that the handle was a lever. So the page on levers would have to come before the page on flush toilets. I didn't think it through to the logical conclusion, but you obviously have. I agree, simple machines would have to come first. --Mcgill 00:40, 27 September 2006 (UTC)

 * I like that idea. I think we should create a special section for the six simple machines. If we took the natural order of progression from most basic to most complex, I think the order would be inclined plane, wedge, lever, wheel, screw, and pulley. --xixtas 03:13, 11 October 2006 (UTC)

Final order of topics
I was thinking in the final order, the inventions be roughly ordered by when they were invented. This will give an idea of the progress of science. This will also let the last question, "What did we have to know...?" to build upon earlier pages. MiltonT 12:12, 26 September 2006 (UTC)

 * I agree. Maybe we should include the invention date in parenthesis along with the name. --xixtas 03:13, 11 October 2006 (UTC)

Rocket article - rename it?
This article seems to be generating a bit of controversy, and is marked for cleanup. But it will also be very long if it covers everything from fireworks to military rockets to space exploration and everything in between. I wonder if it would be a good idea to rename the article "Space Rocket", or something similar that captures the imagination. It would eliminate the controversial military uses, and leave the article shorter and simpler - just covering solid and liquid rockets and how they get into space (usually without killing any schoolkids or flattening hospitals as the article currently suggests!). Chinese fireworks and military precursors could be mentioned in the history. -- Mcgill 20:43, 27 September 2006 (UTC)

I agree with this point. As much as explosives are technology, there is a reason we're not including things such an "grenades" and "guns" among the items we're talking about in this book.MiltonT

 * I agree, let's teach kids How Space Rockets work and leave out the cruise missiles.--xixtas 03:13, 11 October 2006 (UTC)

Even with space rockets, the example is too simplistic. Children's minds should be challenged with examples of more realistic FUTURE space exploration outside our solar system. Perhaps you are not familiar with some of the concepts that are already reality using solar or nuclear power. Let us not limit this to Apollo rockets and challenge their imaginations with real examples! 02:50 13 October 2006 (Eastern [US] Time Zone) User:Initial Author -- Not Revealed

Computer stuff
GUI is not exactly physical, so it is hard to talk about it in the same way as many of the other inventions on the list. I propose that we have a computer subsection with more specific questions dealing with computing inventions and such. It is, of course, quite possible to write a whole separate book about How Computers Work, since there are so many different parts (although, on the other hand, there are many other inventions that could make their own books, too). For the time being, I think we should restrict our treament in this book on computer-related stuff so that we can discuss this idea of computer-specific technology, especially since, for the most part, you can't really talk about how software gets its power or if software is dangerous. MiltonT 04:12, 10 October 2006 (UTC)
 * I agree. --xixtas 03:13, 11 October 2006 (UTC)

Well, when I spied the GUI article, I thought "What is that doing here? It's probably mostly opinion like a lot of articles." Then I opened it and it seemed to be a Linux user not aiming their talk at young kids but attempting to slight Windows users (see the Danger section). I agree with MiltonT and Xixtas that this article does not belong here. In fact, I believe a "How does GUI work?" article is pointless and doesn't belong anywhere. I wrote the Binary article, and I think even that seems somewhat misplaced. Maybe in a Math wikibook or in a Computers wikibook, but not here. take a few looks at real How It Works type books and then take some good topics.

Stub template
I think that the stub template should just be a starting point, not a strict rule. Some of the sections do not apply, while others amy not always justify thier own section, like "where does it draw its power". —The preceding unsigned comment was added by Palmtree3000 (talk • contribs).

 * I agree. If the sections do not fit, you shouldn't use them and should use an organizational methodology that makes sense in the context. I also don't think there's a need to stick to them exactly even if they do fit. Whatever adds clarity to the individual module should be the rule. -- xixtas talk 05:35, 11 August 2007 (UTC)

Accessibility to non-US readers
Please remember that Wikibooks is supposed to be international and not just an American book. It would be useful to only use metric units (metres, litres, kilometres, kilograms, etc.). At the very least these units should be included in brackets after American units otherwise the book is pretty much useless to the rest of the world. --ЗAНИA talk 18:55, 25 August 2011 (UTC)

title: Wikijunior talk:How Things Work


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User:Bhadani

w:User:Bhadani - an administrator of English Wikipedia.

title: User:Bhadani


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User talk:Bhadani

w:User:Bhadani - an administrator of English Wikipedia.

title: User talk:Bhadani


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Horticulture/Garlic

'Allium sativum L., commonly known as garlic, is a species in the onion family alliaceae. Its close relatives include the onion, shallot, leek, and chive. Garlic has been used throughout recorded history for both culinary and medicinal purposes. It has a characteristic pungent, spicy flavor that mellows and sweetens considerably with cooking.

Description
A bulb of garlic, the most commonly used part of the plant, is divided into numerous fleshy sections called cloves. The cloves are used as seed, for consumption (raw or cooked), and for medicinal purposes. The leaves, stems (scape), and flowers (bulbils) on the head (spathe) are also edible and are most often consumed while immature and still tender. The papery, protective layers of "skin" over various parts of the plant and the roots attached to the bulb are the only parts not considered palatable.

Growing Conditions
It is preferable to sow Garlic cloves in late autumn, but they can also be sown in early spring, although you should expect a smaller yield from spring planting.
 * Spring planting:While not advisable you can plant Garlic in late winter or early spring, no later than March, but you will need to chill the garlic prior to planting in order to break it out of its dormancy. You can expect smaller yields from spring plantings, but it also reduces the risk of the plant being damaged by the winter cold.
 * Autumn planting:This is the more common time to sow Garlic and you can expect it to produce superior yields. There is a European tradition of planting on the shortest day of the year but this is not necessary, the best time to plant is after the first major frost of the year, usually between mid-October and late November depending on local climate.  Garlic is winter hardy but please be aware that the plant can be damaged if the temperature gets very cold and there is minimal snow cover, in this case cover the Garlic with straw to insulate it.

Garlic prefers a site that receives plenty of sun and where the soil is not too damp, Garlic cannot grow in shade. Plant cloves individually, upright (with the flat end pointing down) and about an inch (25 mm) under the surface. Plant the cloves about 4 inches (100 mm) apart. Rows should be about 18 inches (450 mm) apart.

Garlic is not particularly demanding, it will grow in acidic, neutral and alkaline soils, however, it prefers light free draining soil and will not grow well in clay soil or soil that is consistently damp. Garlic does not need very rich soil but prefers soil that is well cultivated with plenty of organic matter, compost or manure.

Garlic planted in the Autumn should produce shoots above ground in early spring, if not there is still time to plant a spring crop which will produce shoots soon after. Garlic does not require much in the way of maintenance but should be watered sparingly in extended dry periods and covered if you experience an extended period of heavy rain. You can apply fertiliser in late March and mid May to encourage growth but this is not necessary to obtain a decent crop.

Uses
Garlic is widely used around the world for its pungent flavour, as a seasoning or condiment or to enhance other flavours. Depending on the form of cooking and the desired result, the flavor is either mellow or intense. It is often paired with onion, tomato, and/or ginger. It is very widely used in Lebanese cuisine: many Lebanese salads contain a garlic sauce. The parchment-like skin is relatively inedible, much like the skin of an onion. The skin is typically removed before cooking, though sometimes alternative approaches are used, such as slice garlic head crosswise, coat in olive oil, roast until the garlic is well cooked, and then the roasted garlic separates quite easily from the skins (by pulling it out, shaking it out, and/or squeezing it out). The term 'clove' is sometimes misinterpreted to mean the whole garlic bulb (head).

Garlic is commonly stored in cooking oil with herbs to yield an oil infused with flavour. Garlic-infused oils are widely available. Care must be taken preparing such, as there is a risk of botulism developing in the oxygen-free oil if the product is not stored properly. To reduce the risk of botulism, the oil containing the garlic must be refrigerated and used within one week. (see Caution below). Commercial producers use a combination of salts and/or acids to eliminate the risk of botulism in their products.[8] In Chinese cuisine, the young bulbs are pickled for 3–6 weeks in a mixture of sugar, salt and spices. Pickled garlic is available at supermarkets. The shoots are often pickled in Russia and states of the Caucasus and eaten as an appetizer.

Immature scapes are tender and edible. They are also known as 'garlic spears', 'stems', or 'tops'. Scapes generally have a milder taste than cloves. They are often used in stir frying or prepared like asparagus. Garlic leaves are a popular vegetable in many parts of Asia, particularly in particular Chinese, Vietnamese, and Cambodian. The leaves are cut, cleaned and then stir-fried with eggs, meat or vegetables.

Maintenance
harvested cloves must retain their outer covering to avoid dehydration,cloves harvested during late summer affect the drying and storage when wet is required this achieved by storing at 0-4 degrees centigrade,although this cold storage my induce dormancy treatment with growth inhibitor promote storability. all cloves selected for planting should be disease free, good quality and well matured.

Propagation
Garlic is grown from Individual cloves. Each clove will produce one plant with a single bulb, which may in turn produce up to twenty cloves. the cloves will not germinate naturally just like any other seeds this because garlic cloves posses some physiological dormancy which has to be treated for their sprouting. cold treatment 0-4 degree inside refrigeration at a period of between 2–3 weeks will break dormancy and induce sprouting another method of breaking that dormancy is by use of hormone gibbellin GA3 commercially obtain with trade name rootex, concentration of 20% has been found to induce rooting, the basal plate of the cloves is treated and cloves planted in media in upright manner. experimental research as shown a faster and vigorous growth rate once treatments are administered. in temperate and sub tropics chilling can be achieved naturally by planting cloves before winter begin this natural mechanism will help treat the cloves and at the beginning of summer 100% sprouting will be obtained

Harvest
The trickiest part of growing Garlic is determining when to harvest your crop, harvest too early and your cloves will be small, harvest too late and the bulb will have started to split, Traditionally in Europe Garlic would be harvested on the longest day of the year but this is not always the best time to harvest. As garlic matures the leaves turn brown and begin to die, this is your cue to harvest your garlic, this can happen any time between June and August so you will need to keep an eye on your crop as it matures and you should harvest when the leaves are about 50% green and 50% brown. It can also be beneficial to pull a single garlic when the leaves turn to assess if the bulb is mature enough, if they are still small you can probably afford to leave them a bit longer, it they are starting to split then you know that you will have to harvest your crop immediately.

The temptation when harvesting is to pull your garlic from the ground by the stem, it is better, however, to gently lift the garlic from underneath with a garden fork. Once picked it is essential that the Garlic is dried properly or it will rot, it is also important at this stage to NOT wash the garlic as this may also cause rot. Fresh Garlic can also be consumed but without curing can only be stored for a short period of time. Once you have harvested your garlic make sure that you do not remove the stem and leaves as the Garlic will continue to draw nutrient from the plant, also do not leave the garlic out in the sun for any length of time as it can scorch the garlic and leech the flavour from it. The Garlic should be stored in a dry place at room temperature that is not in direct sunlight, they will need good air movement to prevent spoilage so they can benefit from being hung by their stems. The curing process takes about a month, anywhere between 14 and 25 days.

Garlic will keep for a number of months after curing but will need to be stored in suitable conditions, usually at room temperature and in an environment with enough humidity to prevent the garlic from drying out. Once cured you can either remove the leaves and stems or if you prefer remove the leaves and use the stems to braid your garlic together.

Pests & Diseases

 * Pests: On the whole Garlic is resilient to most pests, it is often used in companion planting for this reason, however, it is affected by some pests.
 * Bulb Mites: Bulb mites can grow up to 1mm long. They are slightly off-white and shiny, with a bulbous shape. Usually found clustered in the roots of the plant bulb mites can stunt plant growth, resulting in smaller crops. Bulb mite can also cause garlic to rot during storage and as they survive from one season to the next it is advisable to use crop rotation and rotate to a non-allium crop.
 * Pea Leafminer (Liriomyza huidobrensis): Adult Leafminers are small black and yellow flies that lay eggs within the leaf tissue of plants. The small white larvae hatch and tunnel inside the leaves, causing a pattern of damage that is visible to the eye.  Damage to garlic is negligible and mainly cosmetic as leafminers only attack the leaves, however, leafminers can pose a threat to other vegetables where the leaves are the main crop.
 * Wheat Curl Mite (Eriophyes tulipae): The Wheat Curl Mite is small and difficult to see, but possible infestations can be treated by immersing the garlic clove in hot water, but be careful as water that is too hot may kill the garlic. Wheat curl mites do not present a major threat to growing garlic unless the infestation is severe.  Sever infestations present themselves by stunting growth and causing the leaves to become streaked and twisted.  The main threat is to harvested garlic as the mite can cause the bulbs to dry out and crumle, plannting affected garlic increases the risk of Yellow Streak Virus.

 * Diseases:
 * Garlic Rot: This is probably the most common garlic disease. There are two frequently encountered rots:
 * Basal Rot (Fusarium oxysporum): Basal rot is a slow developing condition. Affected garlic plants show gradual yellowing and leaf dieback. There is sometimes a white fungal growth visible at the base of an infected bulb leading to the bulb rotting. Symptoms continue to get worse even after harvesting. Basal rot is favoured by higher temperatures and hence more common in warmer climates.
 * White Rot (Sclerotium cepivorum): The symptoms of white rot are very similar to those of basal rot, however it attacks the growing garlic more quickly and is more likely to kill the plant outright. White rot prefers cooler temperatures. Dipping seed garlic in hot water before planting can reduce the chance of white rot but be careful: too high a temperature could kill the garlic itself.
 * Rust (Puccinia porri):Rust first shows as leaf blotches of a reddish orange colour. If a plant is heavily infected then the leaves turn yellow and can collapse completely. Garlic plants infected by rust will produce a lower than usual yield and can produce deformed bulbs. Heavily infected plants can die.
 * Downy Mildew (Peronospora destructor): Downy mildew can be recognised by an off-white, sometimes slightly purple, furry growth on the leaves of the garlic plant. The leaves go on to yellow then collapse. Since downy mildew is airborne, patterns of yellowing often follow prevailing wind directions in a large crop. Downy mildew can kill young plants and causes stunting in older ones.

Companion Planting
Companion planting is the practice of growing plants together that provide mutual benefits to each other. Garlic is a particularly useful plant in companion planting as it can assist other crops in a variety of ways.

Garlic Deters many pests including:
 * Aphids
 * Carrot root fly
 * Japanese Beetles
 * Root maggots
 * codling moths

It is also supposed to deter snails and even deer, but due to the stubbornness of these pests I would not expect any major success, additionally concentrated garlic sprays can be used to deter white-flies, aphids and fungus gnats among others.

Garlic is also a natural fungicide as well as pesticide, it accumulates sulpher, which is a naturally occurring fungicide and the powerful antibiotic and anti fungal compound allicin is released when garlic cloves are crushed. This also occurs when the clove is bitten into. Thus pests attacking garlic are likely to release its natural pesticide.

Companion planting Garlic is beneficial to most vegetables and soft fruit, as well as roses as it deter Aphids and helps prevent blackspot. Garlic is particularly beneficial to Carrots, lettuce and cabbage as it deters many common pest and can also improve the flavor of some vegetables; including Beetroot and cabbage.

Garlic should not be planted with Legumes, peas or potatoes as it can negatively affect their growth and flavor.

title: Horticulture/Garlic


text:
Haskell/Polymorphism

Parametric Polymorphism
Section goal = short, enables reader to read code (ParseP) with ∀ and use libraries (ST) without horror. Question Talk:Haskell/The_Curry-Howard_isomorphism would be solved by this section.

Link to the following paper: Luca Cardelli: On Understanding Types, Data Abstraction, and Polymorphism.

A polymorphic function is a function that works for many different types. For instance,

can calculate the length of any list, be it a string  or a list of integers. The type variable  indicates that   accepts any element type. Other examples of polymorphic functions are:

Type variables always begin in lowercase whereas concrete types like  or   always start with an uppercase letter. This allows us to tell them apart.

There is a more explicit way to indicate that  can be any type

In other words, "for all types, the function   takes a list of elements of type   and returns an integer". You should think of the old signature as an abbreviation for the new one with the  keyword. That is, the compiler will internally insert any missing  for you. Another example: the types signature for  is really a shorthand for:

or equivalently:

Similarly, the type of  is really:

This notion, that something is applicable to every type or holds for everything, is called universal quantification. In mathematical logic, the symbol ∀ (an upside-down A, read as "for all") is commonly used for that; it is called the universal quantifier.

Higher rank types
With explicit, it now becomes possible to write functions that expect polymorphic arguments, like for instance

Here,  is a polymorphic function, it can be applied to anything. In particular,  can apply it to both the character   and the boolean.

It is not possible to write a function like  in Haskell98, the type checker will complain that   may only be applied to values of either the type   or the type   and reject the definition. The closest we could come to the type signature of  would be

which is the same as

But this is very different from. The  at the outermost level means that   promises to work with any argument   as long as   has the shape   for some type   unknown to. Contrast this with, where it's the argument   which promises to be of shape   for all types   at the same time , and it's   which makes use of that promise by choosing both   and.

Concerning nomenclature, simple polymorphic functions like  are said to have a rank-1 type while the type   is classified as rank-2 type. In general, a rank-n type is a function that has at least one rank-(n-1) argument but no arguments of any higher rank.

The theoretical basis for higher rank types is System F, also known as the second-order lambda calculus. We will detail it in the section System F in order to better understand the meaning of  and its placement like in   and.

Haskell98 is based on the Hindley-Milner type system, which is a restricted version of System F and does not support  and rank-2 types or types of even higher rank. You have to enable the language extension to make use of the full power of System F.

There is a good reason that Haskell98 does not support higher rank types: type inference for the full System F is undecidable; the programmer would have to write down all type signatures. So, the early versions of Haskell have adopted the Hindley-Milner type system which only offers simple polymorphic functions but enables complete type inference in exchange. Recent advances in research have reduced the burden of writing type signatures and made rank-n types practical in current Haskell compilers.

For the practical Haskell programmer, the ST monad is probably the first example of a rank-2 type in the wild. Similar to the IO monad, it offers mutable references

and mutable arrays. The type variable  represents the state that is being manipulated. But unlike IO, these stateful computations can be used in pure code. In particular, the function

sets up the initial state, runs the computation, discards the state and returns the result. As you can see, it has a rank-2 type. Why?

The point is that mutable references should be local to one. For instance,

is wrong because a mutable reference created in the context of one  is used again in a second. In other words, the result type  in   may not be a reference like   in the case of. But the rank-2 type guarantees exactly that! Because the argument must be polymorphic in, it has to return one and the same type   for all states  ; the result   may not depend on the state. Thus, the unwanted code snippet above contains a type error and the compiler will reject it.

You can find a more detailed explanation of the ST monad in the original paper Lazy functional state threads.

Impredicativity

 * predicative = type variables instantiated to monotypes. impredicative = also polytypes. Example:  or  . Subtly different from higher-rank.

 * relation of polymorphic types by their generality, i.e. `isInstanceOf`.
 * haskell-cafe: RankNTypes short explanation.

Type classes
TODO

System F
Section goal = a little bit lambda calculus foundation to prevent brain damage from implicit type parameter passing.

 * System F = Basis for all this ∀-stuff.
 * Explicit type applications i.e. . ∀ similar to the function arrow ->.
 * Terms depend on types. Big Λ for type arguments, small λ for value arguments.

Examples
Section goal = enable reader to judge whether to use data structures with ∀ in his own code.

 * Church numerals, Encoding of arbitrary recursive types (positivity conditions):
 * Continuations, Pattern-matching:,   and

I.e. ∀ can be put to good use for implementing data types in Haskell.

Other forms of Polymorphism
So far we talked about primarily parametric polymorphism. There are however two more forms of polymorphism that are predominantly employed in other programming languages:
 * Ad-hoc polymorphism
 * Subtype Polymorphism

Ad-hoc polymorphism
In C++, ad-hoc polymorphism can be seen as equivalent to function overloading: We can do something similar in Haskell using type classes: The main thing to take away with ad-hoc polymorphism is there will always be types that the function cannot accept, though the number of types the function can accept may be infinite.

Contrast this with parametric polymorphism, equivalent in C++ to template functions: Which is equivalent to the following in Haskell: The main take-away with parametric polymorphism is that any type must be accepted as an input to the function, regardless of its return type.

Note, with both forms of polymorphism, it is not possible to have two identically named functions that differ only in their return type.

For example, the following C++ is not valid: Nor the Haskell version: Since the compiler would have no way to determine which version to use given an arbitrary function call.

Subtype polymorphism
TODO = contrast polymorphism in OOP and stuff.

Free Theorems
Section goal = enable reader to come up with free theorems. no need to prove them, intuition is enough.
 * free theorems for parametric polymorphism.

title: Haskell/Polymorphism


text:
Modern History/Partition of India

1947 birth of nation at midnight of 15 August. 1948 First war between new born brothers (?) .. India and Pakistan.

The reasons of partion of India - Just one reason.

-1-

I am one of those unfortunate people who endured and survived the rigours of migration from Panjab to Panjab or India to India but now India to Pakistan. The seven-hour train journey from Ambala to Wagah spread over four days and my mother had been so badly injured that she could die any moment. My mother breathed her last after a few days crossing into Pakistan and was buried in Lahore. People who died in the journey were thrown away to wild animals and we saw our nears and dears being ripped apart by the beasts of prey. Of course this happened on both sides. Muslims in Pakistan were not at all behind their Hindu-Sikh counterparts in looting, raping and abductions based on opportunities,poverty or immoral conscience of individuals which I personally found out about a year later in Pakistan.

However, in all the accounts of causes and reasons of partition that have appeared is not mentioned th e only reason because of which the catastrophic partition of India took place. It has not been mentioned anywhere that it was the Muslim League who had first approved the Cabinet Mission Plan to keep India united. The Muslim League could not approve the Cabinet Mission Plan because of its extremist obligations. Whereas later, having taken some time the Congress also gave its approval, but after a session of voting.

That shows that the Muslim League not at all wanted India to be united because of possible hazard for their interests and also because of Muslim leaders' lust of personal power. And the Indian National Congress agreed on dividing India because of pressures under which Mahatma Gandhi had come.

Quotations from Abul Kalam Azad's 'India Wins Freedom' appear in articles and books on the subject. there are numerous works on this very much discussed topic of utter altercation. For many Indians freedom thus came with a sense of loss caused by the partition, to many Muslims in Pakistan, particularly to their state idealogues, partition itself meant freedom. it is no wonder therefore,that "partition' happens to be the most contested discursive territory of south asian historiography; just the sheer volume of the literature that has been produced in this field is staggering. like for example for some pakistani historians partition was a liberatority experience of a long historical process that started in 19th cent. by Sir Sayyid Ahmad Khan and others.For Aitzaz partition was a "Primordial Divide".For Akbar Ahmad,another historians the concept of Pakistan was "irresistible and widespread among the Muslims.".In 1947 they "forced a separation"and thus claimed for themselves "a separate history of their own" As opposed to this position there are other important works which have questioned the topic under discussion in different ways.like Uma Kaura,Stanley Wolpert, Anita Indra singh,R.J.Moore,Ian Talbot& Mushirul Hasan have argued that-despite some difference in emphases,nuances and semantics-that congress,i.e.,its leaders, had stood all along until the very end for a secular India united.but it was Jinnah and the Muslim League-which began from 1940 to advocate the "two nation theory"-who were ultimately responsible for the sad but avoidable vivisection of the sub continent. Jinnah alienation from the congress began after 1937,and if he was a little flexible as regards the definition and specifics of the Pakistan demand until Britain announced its decision to quit, "it was always on the cards".which according to Khalid Mansuri rests on two fundamental assumptions "two partition myths" that is, "The League for Partition"and "The Congress for unity".

When Pakistan was ultimately created, it contained 60 million Muslims, leaving behind another 40 million in non Muslim India. so Ayesha Jalal launched her "revisionist" critique by raising an important question;"how did a Pakistan come about which fitted the interests of most Muslims so poorly?" In her view, Lahore Resolution,which neither mentioned 'Partition' nor 'Pakistan' wes Jinnah's "tactical move"-his "bargaining counter "to have the claim of separate Muslim nationhood accepted by Congress and The British .But the Congress or the British would never accept partition under any circumstances was a mistaken assumption congress in the end did accept partition and thus Jinnah was beaten in his own game of wits..... ASim roy in a supportive article for Jalal, therefore,came up with rather strong emotive statement that "it was not the League but the Congress who chose, at the end of the day, to run a knife across Mother India's body.

Mr. Jinnah at all times publicly bent over backwards to keep India united to show his determination which was fake.

I am not a fan of Gandhi but I can say it on my life that if Jinnah could have controlled his ambitions and could have remain honest after his filthy and selfish dream to become prime minister of India or later of Pakistan. No power on earth could have led the ages old sub continent to be divided. His self-interest has always been to uphold the truth at all times under all circumstances. To blame Mr. Jinnah for the calamity of partition of India and all the destruction that came in its wake is however grossly just,but there are also several other factors and other ugly faces to be blamed.

Going by the account of events given by contemporaries it becomes clear that there was not any only one single reason of the disastrous partition of India, The senseless and downright dishonest display of Jinnah's obnoxious & foul diplomacy at the time!!! And now turned to be communal Muslim League going along with it.

History has recorded it. And I note it with utter dismay that it is omitted all over to record this heinous crime in history committed by the Muslim League under the overall lordship of filthy Lord Mountbatten.

It is just to put the record straight and to enlighten misguided Muslims in India and abroad. Aftab Qureshi and Salil Sharma, Aligarh

title: Modern History/Partition of India


text:
Horticulture/Fruits and Vegetables by Botanical Name

 * Allium Sativum - Garlic
 * Cucumis sativus - Cucumber
 * Cucurbita pepo - Summer Squash
 * Cucurbita spp. - Winter Squash

/Finder/Types/Fruits and Vegetables


text:
Category:Gluten-free recipes

Foods in this category are either always safe for the Celiac diet, or will require choosing the correct variety of one or more ingredient(s) - but will not require changing the recipe.

title: Category:Gluten-free recipes


text:
User:Oscar the mooch

Hi peeps, joined up to a bunch of wiki's recently but I'm not sure if I'll ad much to them. Joined Wikibooks to add to the gardening book that someone started and I'm planning on adding to the fruit and veg section as I have recently started an allotment.

title: User:Oscar the mooch


text:
MediaWiki:Import-interwiki-text

Confirm the page exists, is the correct page (e.g. isn't a redirect) and the page hasn't already been imported before you select the wiki and page to import.

Note: The import tool merges the history for any pages or templates that already exist locally. With templates this will typically break things. Also, selecting "all" for namespace means "use the same namespace as the source page".

title: MediaWiki:Import-interwiki-text


text:
Arimaa/Rabbit Advancement

An elephant, camel, horse, dog, and cat differ only in their power over and vulnerability to enemy pieces. Rabbits, however, are unique in two ways: a rabbit can score a goal, and it can't step backward. A defensive player may be loathe to advance any rabbit unless it can quickly reach goal, but keeping half of one's army in the back rows may be untenable.

Exposed to capture
Unable to retreat homeward, advanced rabbits are often vulnerable to capture in away traps. Going fishing for rabbits would be slow, but when rabbits advance on their own, they have done part of the job for the opponent.

Silver's three advanced rabbits are doing nothing useful, and can't all be saved. As long as the silver elephant defends in the west, Gold can create new threats in the east. Whatever Silver now does, Gold may soon gain a large material advantage.

Rabbit advances should be part of a larger plan. Rabbits might participate in a swarm, or might advance on the a-file to give friendly pieces greater mobility on the b-file. The problem here is that the silver elephant is only protecting rabbits, and there is little prospect for an attack on c3.

Weaken goal defense
Rabbit advances also affect the area they leave behind. If one's home rank is left sparse, an enemy rabbit may have an easy path to goal. In, Silver had no way to block the western goal line, because there was nothing to unfreeze the c8 dog. No matter what Silver does here, Gold can play Hc7wn ra7e Ra6n, forcing goal on the next turn.

By contrast, Gold has four rabbits still on his home rank. The three advanced gold rabbits threaten goal right, left, and center, yet the four gold rabbits at home ensure that Silver would have to fight through more than one line of defense to score a goal.

Impede friendly pieces
An enemy rabbit can be pushed in any cardinal direction that there is an empty square, but there is no way to move one's own rabbit backward. Advanced rabbits may thus end up blocking their own friendly pieces.

After 18s of, the gold elephant was cut off from the west, where the silver camel was thus a strong threat. If Silver keeps her own elephant and g6 horse in place, and also keeps the e5 gold rabbit blocked from the north and west, the gold elephant will have to maneuver through the southeast in order to go west. This will give Silver time to drag a gold piece to c6. Furthermore, the e5 rabbit will itself be at risk when the gold elephant leaves, although capturing it should not be Silver's first priority.

Multiple misplaced rabbits could prove even more disastrous, perhaps allowing for a complete blockade of the friendly elephant. Misplaced rabbits may also block a friendly attack or capture.

Advantages
Measured rabbit advances, however, can be quite effective even when there is no forced goal in sight. Since rabbits constitute half of one's army, various jobs could fall to them. Rabbits might advance to block enemy pieces, unfreeze friendly pieces, help control a trap, or threaten goal. A strong rabbit advance may end up doing all four.

Tactical goal threat
Once substantial material has been traded or become tied up in local fights, holes start to appear in each side's defenses. A formidable goal threat may occur at any stage of the game, but goal threats eventually become the central focus. In, Gold was way behind in material, but the a7 and h7 gold rabbits generated significant winning chances. Gold to move could threaten goal on either wing: Ed7e rf7n Ee7e would force Silver to use her entire turn on goal defense, leaving the silver camel or g7 rabbit to be captured in f6. If Gold wants to first threaten goal in the west, cc7s Ed7w hb7s Ec7w would likewise force Silver to use all four steps to ensure that the a8 rabbit could not be pulled away in time for the a7 rabbit to reach goal. Either way, the situation would remain precarious for Silver; with the latter move, Gold can force a goal in five turns.

If Gold presses the goal threats, the silver elephant won't have much time to move. Other silver pieces have also lost power; Gold's western goal threat effectively ties up both silver horses, and the silver camel could be captured or forced to the goal line if Gold pursues the eastern goal. Goal threats often outweigh a raw material lead, and may result in tangible gain even if the goal is stopped.

Strategic goal threat
An advanced rabbit can restrict the opponent's development, especially if the rabbit presents a strong potential goal threat. In, Silver had to carefully guard the western goal line against a gold rabbit on a7. Gold eventually lost shared control of the c6 trap, as the gold horse and dog were captured in a material exchange, but Silver never had time to capture the rabbit. With material depleted, blocking this western goal was costly for Silver, especially when Gold made another goal threat in the east.

Trap control
As forces thin, rabbits become more consequential. Despite Silver's material and alignment weaknesses, her dog-rabbit attack on c3 threatens a two-turn goal. Had a gold rabbit been on b3, any silver attack on c3 would have been slower and riskier.

title: Arimaa/Rabbit Advancement


text:
Microsoft Certified Professional Developer/Exam 70-290: Managing and Maintaining a Microsoft Windows Server 2003 Environment

= Contents =

Introduction
This wikibook has been written for candidates who are studying for the above Microsoft Certified Professional (MCP) certification. Although this exam may be taken as a stand-alone certification, it is also a core component of the Microsoft Certified System Administrator (MCSA), Microsoft Certified System Engineer (MCSE) and Microsoft Certified Database Administrator (MCDBA) courses.

The author is currently studying for the 70-290 certification so this book is very much a "Work in progress". Despite the best efforts of the author, this book may still contain errors and inaccurate information. Contributions from more experienced authors and those who are actually certified would be greatly appreciated!

--Awy 21:40, 1 July 2006 (UTC)

Course Objectives
These objectives come directly from the Microsoft website. For more information about this certification and the skills measured, see http://www.microsoft.com/learning/exams/70-290.asp

There are five main skill areas tested in the 70-290 examination. ''It is intended that a chapter will be devoted to each main skill area. The individual skills within each area will have a page devoted to them''

Managing and Maintaining Physical and Logical Devices

 * Manage Basic Disks and Dynamic Disks
 * Monitor Server Hardware
 * Optimize Server Disk Performance
 * Troubleshoot Server Hardware Devices
 * Install and Configure Server Hardware Devices

Managing Users, Computers and Groups

 * Manage Local, Roaming and Mandatory User Profiles
 * Create and Manage Computer Accounts in Active Directory
 * Create and Manage Groups
 * Create and Manage User Accounts
 * Troubleshoot Computer Accounts
 * Troubleshoot User Accounts
 * Troubleshoot User Authentication Issues

Managing and Maintaining Access to Resources

 * Configure Access to Shared Folders
 * Troubleshoot Terminal Services
 * /Configure File System Permissions/
 * Troubleshoot Access to Files and Shared Folders

Managing and Maintaining a Server Environment

 * Monitor and Analyse Events
 * Manage Software Update Infrastructure
 * Manage Software Site Licensing
 * Manage Servers Remotely
 * Troubleshoot Print Queues
 * Monitor System Performance
 * Monitor File and Print Servers
 * Monitor and Optimise a Server Environment for Application Performance
 * Manage a Web Server

Managing and Implementing Disaster Recovery

 * Perform System Recovery for a Server
 * Manage Backup Procedures
 * Recover from Server Hardware Failure
 * Restore Backup Data
 * Schedule Backup Jobs

Further Information
This section is intended to cover anything not already dealt with by the above pages.

Preparing for the Exam
Read the Microsoft Press Book cover to cover twice. If you're not a Network Systems Administrator having worked in a atleast a small to mid-sized organization then you should do the labs.

Books
ISBN 9780735614376 Read this book twice!

On the Web
Sunbelt Software maintains several Windows-related mailing lists. You may find NTSYSADMIN, Active Directory, Windows Security and MCSE Study Issues to be useful. More informaion here: http://www.sunbelt-software.com/community.cfm


text:
Java Programming/Keywords/continue

is a Java keyword. It skips the remainder of the loop and continues with the next iteration.

For example:

results in 0 1 2 3 4 6 7

title: Java Programming/Keywords/continue


text:
Java Programming/Keywords/interface

is a Java keyword. It starts the declaration of a Java Interface.

For example:

See also:
 * Java Programming/Keywords/new

title: Java Programming/Keywords/interface


text:
User:NestorD

Hello, my name is Néstor Daza and I live in Bogotá, Colombia.

title: User:NestorD


text:
Cookbook:Fred Steak Marinade

Fred steak is a marinated beef steak sold by Schaub's Meat, Fish and Poultry Market in the Stanford Shopping Center in Palo Alto, California, United States. Its primary characteristic is its very black color—it looks burnt, even when raw. The dark covering forms a crust during a cooking. The marinade is a secret, though some imitations have been developed.

Ingredients

 * 1½ cup brewed coffee
 * 1 cup red wine
 * ½ cup olive oil
 * ½ cup molasses
 * ⅓ cup Balsamic vinegar
 * ⅓ cup Tamari sauce
 * ⅓ cup Worcestershire sauce
 * 2 Tbsp chili powder
 * 6 cloves garlic

Procedure

 * 1) Combine all ingredients together to make marinade.
 * 2) Use to marinate meat.

title: Cookbook:Fred Steak Marinade


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Talk:Computers for Beginners/Buying A Computer

Whatever you do, DON"T buy a dell computer!!!!

No mention of mac vs windows? I know this can become a heated debate, but it couldn't be too hard to wrie a fairly neutral, objective paragraph explaining the advantages and disadvantages of each, and link to a different wikibook for beginner mac users. For anyone who wants to do a lot of gaming, social networking, chatting, surfing, emailing, or people who know they will want to exchange files with other people probably should use windows simply because it is the de facto standard. but for the retired, half-blind widow who wants to scan pictures of her grandchildren, edit them and print them out, she will be much happier with a mac. Peripheral devices are infinitely easier to set up and use on the mac, and macs are also good for multimedia applications. Also Mac hardware is becoming a much less inhibiting with the Intel processors and the growth in virtualization.

You can take my words and put them into the article if you want. I just haven't done it myself because I don't know much about wiki editing.

[QUOTE]No mention of mac vs windows? I know this can become a heated debate, but it couldn't be too hard to write a fairly neutral, objective paragraph explaining the advantages and disadvantages of each...[/QUOTE]

That's what I'm trying to do --MetalGeoff 18:15, 23 October 2007 (UTC)

Dang, I've spent too much time on the forums...


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Talk:Java Programming/Language Fundamentals

I would rearange this page items. This should give a simple introduction to Java. Ervinn 02:56, 2 July 2006 (UTC)


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Wikijunior:How Things Work/Rocket

A rocket is a vehicle that is propelled by fast moving fluid or gas. Rockets with guidance systems that can correct their course in flight are called missiles.

Who invented it?
During the Song Dynasty (960-1279), the Chinese invented the first type of rockets: the firework. According to legend a cook discovered that a perfect mixture of sulphur, saltpeter, and charcoal (gunpowder) was extremely flammable and would explode, if enclosed in a small space; which is why in fireworks, gunpowder is enclosed in tubes. The Chinese soon discovered that this black powder could shoot up into the sky at tremendous speeds. That marked the beginning of rocket technology. Gunpowder was developed and commercialized by skilled tradesmen, who also made fireworks for entertainment.

Although the Chinese invented the first rockets, the powerful rockets used today have their direct origins in the United States and Europe. Robert Goddard demonstrated a rocket burned by liquid fuel. His rocket is capable of reaching high altitudes. This was followed by advancements from Russian and German scientists creating rocket weapons before World War II.

How does it get power?
Rockets are usually powered by a chemical reaction or explosion within the rocket itself. Rockets can be powered by different types of fuel: early Chinese rockets used gunpowder, later on people used gasoline and other petroleum products to fuel rockets. Rocket fuels often had to be kept frozen to avoid explosions. Some rockets combine hydrogen and oxygen to create an intense chemical reaction. Some, such as the Russian N1, use kerosene. The Saturn V had 3 stages and used both petroleum fuel (in the first stage) and hydrogen fuel (in the second and third stages).

The most powerful rocket ever built was the Saturn V which was used to power a man to the moon. But the most powerful rocket engine ever built is the space shuttle's rocket booster. (The Saturn V was more powerful because it used five engines instead of the two used by the shuttle.) The shuttle boosters are fueled by a solid fuel mixture that is mainly aluminium and ammonium perchlorate.

How dangerous is it?
Rockets work by causing a huge controlled explosion, which can be very dangerous. Because they are so dangerous, safety is a major focus when working with rockets. Still, accidents have happened, and being an astronaut is a very dangerous job. Even rockets used to deliver payloads into orbit or visit the space station carry fuel that could cause a huge explosion if it is not treated very cautiously.

Rockets are used by military forces as weapons. These types of rockets are designed to deliver an explosive charge to an area far from the launch site. The most dangerous and deadly weapons ever devised are delivered by missiles using rocket technology.

Even small hobby rockets that are used by kids and adults for entertainment can cause a bad burn if they are not handled properly. Never fire rockets toward a person or animal. Children should always launch rockets with help from an adult.

How does it vary?
Some rockets are huge; some are tiny. Some can carry loads of 333 metric tonnes, (of which 305 is fuel), while others weigh only a few grams. There are small model rockets, some of which are only a few inches long. There are huge rockets used by space programs that are over 200 feet high.

They also vary in shape. Most rockets are cylinders with a cone at the tip and fins at the base. Rockets used for fireworks are often spherical and fired out of tubes.

Another difference is the type of thrust they use. Most use highly pressurized gas. When this gas is released, it shoots from the rocket's nozzle like the air from a balloon. Fireworks use gunpowder to propel the rocket into the sky.

Yet another variety is the different landscapes in which rockets fly over. Some fly lower over land and water, and are capable of reaching very high speeds. Others, such as Saturn V, fly into space. Still others can 'fly' underwater.

How has it changed the world?
When you call someone who is thousands of miles away, you are using a satellite. The satellite in space gets the call and then reflects it back down, almost instantly. The satellite was sent into space by a rocket. Scientists use telescopes in space because the Earth’s atmosphere distorts some of our light and view. It takes a giant rocket over a 100 feet high to put a satellite or telescope in space.

Rockets carry astronauts into space. Because of experiments and observations by astronauts we know a lot more about earth and the universe than ever before. Astronauts grow crystals, and perform jobs in space. Inventions used in space are now occupied by man and this many innovations provide us with new technologies, such as fireproof suits, or word vibrators that help the blind read print.

Rockets have changed the world completely and have given us new eyes for the universe.

What ideas and inventions had to be developed before it could be created?
A powerful metal base had to be created to support the powerful reaction harnessed in it. And then, solidified fuel had to be manufactured so as to prevent it from leaking and causing a disaster. Scientists had to design a structure to perform the reaction. There is also the fuel, which really had to be created before anything could be done!

The future of rocket technology
Rocket technology has, by far and large, completely evolved our lives and it will continue to do so forever. Ever since its invention during the Sung Dynasty (960-1279), it had brought man good. Man now knows more about space than ever before.

New technology for rockets is being discussed everyday and plans to power rockets with nuclear power are being considered.Nuclear power is cost-effective and embodies the powerful, thrust-giving economic fuel. Rockets have brought us to the moon and will definitely bring us further. Scientists are proposing to use rockets that bring us to space and back. They will be reusable, which means these rockets can be refueled on Earth so we can go back to space with a same rocket. This will be a good plan as we would save lots of money and we could use this money for future trips to space.

Recently, the shuttle has threatened the very existence of the rockets, as they save millions of dollars on rocket boosters. However, scientists are now designing rockets to propel supplies to Earth’s Mars colony. Perhaps this will be a new life for the rocket?

Rockets may only serve as boosters and coordination thrusters in the future, some scientists point out.

title: Wikijunior:How Things Work/Rocket


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Muggles' Guide to Harry Potter/Places/Gryffindor House

General Overview
Gryffindor House is one of the four Houses in the Hogwarts School of Witchcraft and Wizardry. Students are Sorted into Houses by the Sorting Hat upon their initial arrival at Hogwarts based on their character. While students remain at Hogwarts, they each represent their House; a tally of House points is kept, with good behaviour and good marks adding to that total, misbehaviour and bad marks subtracting from it. The House Cup is awarded each year to the House with the greatest tally of House points.

Extended Description
Housemistress: Professor Minerva McGonagall

Founder: Godric Gryffindor

Coat of Arms: gold lion, red

Ghost: Sir Nicholas de Mimsy-Porpington ("Nearly Headless Nick")

Characteristics: "Where dwell the brave at heart, Their daring nerve, and chivalry."

Location of common room: Gryffindor Tower, seventh floor, behind the portrait of the Fat Lady

The Common Room has a fireplace, with a fire fresh-laid each morning in the winter to heat the room throughout the day. There are many squashy armchairs, and also more upright chairs and tables for doing homework. The common room is generally filled with Gryffindor students studying or socializing during the day and late into the evening, though it generally clears out by midnight.

We find in Harry Potter and the Goblet of Fire that cleaning and upkeep of the Common Room is ordinarily handled by House-elves. It is safe to assume that House-elves also clean the dormitories during the day, as they do the Common Room at night. Hermione's attempts during that year to free the elves from what she considers slavery are seen by them as "insulting," and as a result, by early in the following year, all the cleaning duties in Gryffindor Tower have fallen to one Free Elf, Dobby.

There are two main staircases which lead from the common room to dormitories, one staircase for boys, the other for girls. The girls' dormitories are enchanted to prevent boys from entering, but the girls may freely enter the boys' dormitories because, according to Hogwarts, A History, the founders thought girls more trustworthy than boys. Each of the two dormitories is further divided into seven floors, one for each year; each dormitory room apparently has space for five students, and we suspect that there may be three dormitory rooms per floor. In the dormitory, a student will have at least a washstand, a four-poster bed with curtains, and a school trunk.

Harry is Sorted into Gryffindor House, as were his father and mother before him. It is never stated, but seems likely that Professor Dumbledore was also sorted into Gryffindor House.

Analysis
Much of the story in the series' first six books, outside of classrooms, occurs in Gryffindor Tower. There is little in Gryffindor Tower, however, that is independently noteworthy. It is probably best to consider Gryffindor Tower, and especially the Common Room, as Harry's home ground, the one place where he can relax and simply be himself, with his friends. It is due to this home-like ambiance that Harry is particularly disturbed whenever he has done something that merits his fellow Gryffindors' ostracism, as happens several times in the series. This rejection always hits Harry particularly hard, as he feels there is no other place where he feels welcome.

Just how many students are actually in each House is uncertain. Only five boys and five girls in each year are mentioned, but the author has said in an interview, and it has been stated in Harry Potter and the Order of the Phoenix, that the average class size (all residents of one House for one year) is about thirty. Thus, we must assume there are approximately 210 students per house, fifteen boys and fifteen girls each year. From this, we can postulate that two unvisited dormitory rooms exist on each floor of the tower.

It should be noted that if the Gryffindor common room, as stated, is on the seventh floor (which would be the eighth floor in North America), and the dormitories, one per year, are above that, the top of Gryffindor Tower must be fifteen stories, or over a hundred feet tall. For a stone castle, this is quite impressive; the more so as we are led to believe that the Astronomy tower is taller yet.

From conversations in Harry Potter and the Goblet of Fire, one gets the impression that House honours, notably the House cup and the Quidditch cup, are generally held by either Gryffindor house or Slytherin house, with Ravenclaw house occasionally winning an upset victory.

Greater Picture
It should be mentioned that we hear contradictory stories about the connection of the Floo network to Hogwarts. We are told that the Floo network is not connected to Hogwarts, which is why the students must travel to Hogwarts by means of the Hogwarts Express. Against that, we have Sirius' head appearing in the Gryffindor common room fireplace on at least three occasions. No reason for this discrepancy is ever given, but we can speculate that while the various fireplaces are connected to the Floo network, they are also charmed to prevent anything larger than a head from passing through the connection. There is more speculation on this matter at the Floo Network article.


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Cookbook:Deep Dish Pizza

| Pizza

Pizza is a traditional Italian fare that was introduced by immigrants to America in the late 19th and early 20th centuries. In America it has evolved to unique variations, including this Deep Dish Pizza variety. What makes this pizza special is the thicker raised crust which is baked with the pizza. The pizza itself is filled with sauce, cheese, and other ingredients. It is served hot from the oven, cut in triangular pieces and served along with a salad, garlic knots, garlic bread, mozzarella sticks, and/or onion rings. Many in the midwest also call it Chicago style pizza.

This recipe has many variants, which are found at the end of the recipe.

Crust

 * 1 tsp active dry yeast (fast-rising yeast is acceptable)
 * ¾ cup (185 ml) warm water (about 90 °F)
 * 1 cup (140 g) flour
 * 2 tbsp olive oil
 * 1 tbsp white sugar
 * ½ tsp salt
 * 3 cups (400 g) additional flour
 * ~1 cup (250 ml) warm water
 * 4 tbsp cornmeal (optional)

Toppings

 * 1 or more (170 - 225 g) can(s) of prepared or homemade pizza sauce
 * 450 g shredded Mozzarella cheese
 * ¼ cup (20 g) grated Romano cheese (optional)
 * ¼ cup (20 g) grated Parmesan cheese (optional)

Crust

 * 1) In a mixing bowl or dough mixer, mix the yeast and ¾ cup (185 ml) warm water. Let this stand for a few minutes to activate the yeast.
 * 2) Mix in the 1 cup (140 g) flour, oil, sugar, salt into a smooth batter. Add the remaining flour and water. Mix this until you get a dough with a slightly sticky consistency. Add additional water or flour to adjust the consistency. Knead the dough until it springs slightly when touched.
 * 3) Let this rise in a warm location in a greased bowl until doubled. Punch down the dough in the bowl.
 * 4) Transfer dough to a floured flat surface. Roll or shape the dough to the shape of a pizza pan and make an edge up the side of the pan for the crust. Roll the dough thicker for Deep Dish Pizza and thinner for a crisper and more traditional pizza crust.

Assembly

 * 1) Preheat the oven to 425 F.
 * 2) Spread the pizza sauce on the dough, leaving the edge crust uncoated. Add any optional toppings (pepperoni, sausage, green pepper, etc.). Sprinkle the grated mozzarella cheese evenly across the pizza, leaving the edge crust untouched. If desired, sprinkle the grated Parmesan and Romano cheeses evenly over the toppings.
 * 3) Bake the pizza on a rack of the preheated oven for 25–30 minutes or until the crust and cheese are lightly brown. If the pizza is browning on the outer crust and not in the middle, line the edge with aluminum foil to prevent burning. This rarely happens except on larger diameter pizzas of 40 cm or more.
 * 4) When removing from the oven, cut into about 8 triangular, pie shaped slices for serving. A pizza cutter with a circular wheel does this nicely.

Baking options

 * A black pan will cook the crust faster and crisper than a light pan.
 * Use a heated baking stone. This is a flat stone which sit in the oven and preheats to the oven temperature. It accelerates the baking and makes the crust more consistently brown. Decrease the baking time by removing the pizza when the crust and cheese center is light brown.
 * Use a professional pizza oven or wood fired stone hearth. This is generally a professional pizza kitchen option.

Crust options

 * Cornmeal may be used to flour the pan. It provides a unique characteristic to the crust and dries it a bit. It may omitted, or substituted with flour.
 * The olive oil may be substituted by vegetable oil or butter for a different crust characteristic or for oiling the pan. Olive oil makes an Italian bread type of raised crust.
 * If the crust is left to rise 15–30 minutes before it is baked, it will be thicker and more like an Italian bread crust
 * The type of flour used will vary the crust. Bread flour will create a stretchy gluten-rich dough and a thinner crust. Bleached white flour tends to make a thicker and lighter bread crust.
 * If a mozzarella cheese stick or rolled slice of cheese is rolled and sealed into the outer crust with a pinch of the dough, it adds a unique filling of melted cheese to the otherwise bready crust. Some commercial pizza restaurants offer cheese-filled crust.
 * Brush some melted butter on the crust after it has baked.
 * Pinch, slice or form the outer crust into a design before baking, just for the visual appearance.

Pizza pans

 * A round aluminum or steel deep-dish pizza pan is generally used. It is 30 - 40 cm inches in diameter and 2.5 - 7.5 cm deep. Optionally the side removes to facilitate the cutting and serving.
 * Any flat pan may be substituted by rolling up the crust to form the edges. The edge crust tends to be like an Italian bread and less thick however. A rectangular pan tends to bake uneven.
 * A special wheeled pizza cutter or deep dish pizza pan grip may facilitate handling and serving

Optional toppings
Consider adding or mixing the following. Many institutions in Chicago will add everything on their toppings option list and call it garbage pizza.
 * 450 g pepperoni, sliced as thick or thin as one likes
 * 450 g bulk (or casing removed) Italian sausage (browned and crumbled)
 * 1 green pepper, cleaned and sliced
 * 1 medium or large onion, sliced or diced
 * 450 g ground beef (skillet browned and crumbled)
 * ¼ cup (20 g) mushrooms (fresh sliced or canned sliced)
 * 450 g cooked bacon
 * 450 g ham, prepared any way
 * 450 g salami, sliced as thick or thin as one likes
 * ½ cup (40 g) pineapple, diced or in rings
 * ½ cup (40 g) cooked chicken pieces
 * ¼ cup (25 g) anchovies
 * ¼ cup (25 g) black olives, pitted and sliced
 * any other ingredient

Order of the toppings
The order of the toppings on the pizza is an option as well. The photo above shows pepperoni placed on top of the cheese instead of under it.

By changing the order of placement of the toppings, the same ingredients make a pizza that looks and even tastes different. Of course, the crust always is at the bottom for a base. For instance, these variants will make different pizza styles.
 * Chicago Style Type Deep Dish (standard recipe noted above)
 * Crust on bottom
 * Add the mozzarella cheese
 * Add the toppings (pepperoni, sausage, etc.)
 * Add the sauce
 * Add the grated cheeses
 * Serve with shakers of red pepper flakes and extra grated cheese

 * Boutique Deep Dish (some "upper crust" restaurants do this)
 * Crust on bottom
 * Add the toppings (pepperoni, sausage, etc.)
 * Add the mozzarella cheese
 * Add the sauce over the cheese (may require more sauce to cover the ingredients)
 * Add the grated cheeses

 * Deep Dish Old World Style (similar to photo)
 * Crust on bottom
 * Add the sauce
 * Add most of the toppings (sausage, green pepper, etc.)
 * Add the mozzarella cheese
 * Add the grated cheeses
 * Add pepperoni or other decorative topping

Warnings

 * Pizza from the oven is hot. Warn the diners when served.
 * Any meats added to the toppings must be cooked before baking. Raw meat or fish will not adequately cook in the pizza.

title: Cookbook:Deep Dish Pizza


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Category:Waffle recipes

A waffle is a batter cake cooked between two hot plates called a waffle iron. It has a distinctive gridlike appearance, the result of raised partitions on the waffle iron. Waffles are most often eaten for breakfast, but there are waffle varieties eaten for other meals as well.

title: Category:Waffle recipes


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Muggles' Guide to Harry Potter/Places/Hufflepuff House

General Overview
Hufflepuff House is one of the four Houses in Hogwarts School of Witchcraft and Wizardry. Students are Sorted into Houses by the Sorting Hat upon their initial arrival at Hogwarts based on their character. While students remain at Hogwarts, they each represent their House; a tally of House points is kept, with good behaviour and good marks adding to that total, misbehaviour and bad marks subtracting from it. The House Cup is awarded each year to the House with the greatest tally of House points.

Extended Description
Housemistress: Professor Professor Pomona Sprout

Founder: Helga Hufflepuff

Coat of Arms: black badger, yellow

Ghost: The Fat Friar

Characteristics: "Where they are just and loyal, Those patient Hufflepuffs are true And unafraid of toil."

Location of common room: unknown, but down the main hall downstairs, cellar-like in appearance and thought to be near the kitchens.

We never visit the Hufflepuff common room in the 7-book series, so all discussion of its physical layout and appearance must be speculation.

Analysis
It is uncertain how many students are actually in each House. We only ever hear of, at most, five boys and five girls in each year, but the author has stated in an interview that the average class size (all residents of one House for one year) is about thirty. Thus we must assume a population of 210 per house, fifteen boys and fifteen girls each year.

One gets the impression from things said in Harry Potter and the Goblet of Fire that House honours, notably the House cup and the Quidditch cup, are generally held by either Gryffindor house or Slytherin house, with Ravenclaw house occasionally winning an upset victory. Hufflepuff seldom if ever receives any glory, and that House's members are overjoyed when one of their own, Cedric Diggory, is chosen as one of the Champions in the Triwizard Tournament.

According to the author, the Hufflepuff common room is accessed behind a still-life painting near the kitchens, as Helga Hufflepuff, the founder of the house, was extremely gifted in food-related spells. Rowling describes the room as "a very cozy and welcoming place, as dissimilar as possible from Snape’s dungeon. Lots of yellow hangings, fat armchairs, and little underground tunnels leading to the dormitories, all of which have perfectly round doors, like barrel tops." This would likely simulate the interior of a badger's home, or "sett", badgers being burrowing creatures.


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Muggles' Guide to Harry Potter/Places/Ravenclaw House

General Overview
Ravenclaw House is one of the four Houses in Hogwarts. Students are Sorted into Houses by the Sorting Hat upon their initial arrival at Hogwarts based on their character. While students remain at Hogwarts, they each represent their House; a tally of House points is kept, with good behaviour and good marks adding to that total, misbehaviour and bad marks subtracting from it. The House Cup is awarded each year to the House with the greatest tally of House points.

Extended Description
Housemaster: Professor Filius Flitwick

Founder: Rowena Ravenclaw

Coat of Arms: bronze eagle, blue

Ghost: The Grey Lady

Characteristics: "If you've a ready mind, Where those of wit and learning, Will always find their kind," according to the Sorting Hat, in year 1. Other characteristics include wit, wisdom, creativity, and originality.

Location of common room: Ravenclaw Tower, west side of the castle

It is only late in the seventh book that we learn where the common room is, though Harry does note that when they leave the first meeting of Dumbledore's Army, in Harry Potter and the Order of the Phoenix, the Ravenclaw students head for a tower on the west side of the school. While the entrances to at least two of the other common rooms are guarded by means of passwords, the entrance to the Ravenclaw common room is a wooden door with no handle, only a knocker in the shape of an eagle. When the knocker is used, the eagle, in a musical voice, asks a question; if a reasonable answer is provided, the door will open. Only twice do we see people admitted to the tower, so we see only two of the questions. Luna is asked, "Which came first, the phoenix or the flame?" to which Luna says "I think the answer is that a circle has no beginning." When Amycus Carrow seeks entrance, he is asked, "Where do Vanished objects go?" Amycus is unable to answer, but eventually Professor McGonagall answers with "Into non-being, which is to say, everything."

Within, the common room is a large, circular, and airy room, with wide windows facing in all directions. The ceiling is domed and starry, and there are the usual tables, chairs, and bookcases, and in a niche in one wall, a marble statue of Rowena Ravenclaw.

We see very few members of Ravenclaw house in the books. Two who have fairly large roles are Cho Chang and Luna Lovegood.

Analysis
That an answer to a philosophical question is required at the entrance to the common room is meant to highlight the nature of Ravenclaw House. Ravenclaw is said to have most treasured intellect, and these questions are apparently designed to highlight the type, if not the level, of intellect most desired by this Founder. It is arguable that this sort of pure reasoning is a high form of intelligence; however, the questions selected in our hearing are relatively simple, of the sort that could be expected to be answered by someone with the simplest grounding in philosophy. This would seem appropriate, as first-year students clearly must be able to enter their dormitories.

It is perhaps interesting that Professor McGonagall has no trouble with the question that is asked, though clearly Amycus Carrow does, as did his sister Alecto — McGonagall says that Professor Flitwick had let Alecto in earlier. Presumably, this is meant to highlight the brute nature of the Carrows, and possibly through them, Death Eaters in general. It is perhaps misleading, however, to generalize from these two examples; it is certainly true that the brutish bully, like the Carrows, or like Crabbe and Goyle, would be attracted to a regime in which their limited abilities would prove useful. But against them, we must put the intelligence of Snape, or Lucius Malfoy and his son Draco. For more on the subject of Death Eaters, please see the article.