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Bartending/Cocktails/White Russian

A White Russian is a twist on the Black Russian. It is composed of vodka and coffee liqueur with the addition of cream.

Ingredients

 * 1 1/2 oz vodka
 * 1/2 oz Kahlúa or Tia Maria
 * 4 tsps cream, half-and-half, or milk.

Glass
Old fashioned glass

Procedure

 * 1) Mix together in glass.
 * 2) Add cream to top off glass and blend until homogeneous.

Variations

 * Colorado Bulldog — use vanilla vodka and add cola to taste.
 * Creamy Albino — substitute Puerto Rican Rum for vodka.
 * White Canuck — use Polar Ice Vodka and two maraschino cherries.
 * White Cuban — substitute rum for vodka.
 * White Trash — substitute whiskey for vodka.
 * Gay Russian — substitute cherry brandy for Kahlúa.
 * Dublin Bulldog — use vanilla vodka and add cola, substitute creme de menthe for Kahlúa.
 * KGB — use a high proof (90% or up) Polish vodka.
 * Stout Russian - substitute cream with guinness
 * Blind Russian (or Muddy Waters) — substitute Bailys Irish Cream for Kahlúa.
 * Royal Russian - Use Grey Goose Vodka, Patron XO, & Godiva White Chocolate Liqueur or Rum Chata

title: Bartending/Cocktails/White Russian


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User talk:Maria-cyprus

Cuisine of Cyprus
G'day, and welcome to Wikibooks. I just saw your edit to Cookbook:Cuisines, but have reverted it because that page is not for listing specific cuisines, just high-level categories of cuisines. If you think that Cypriot cuisine is sufficiently different from Greek and Turkish cuisine, then perhaps you could create Cookbook:Cuisine of Cyprus. If you do, it should be listed on Cookbook:Cuisine of the Mediterranean and Cookbook:European cuisines.

You could make a quick start on the page by importing the Wikipedia page, Cuisine of Cyprus. An administrator can help you with that, if you list it on WB:TW.

You might also be interested to read our Cookbook policy page and talk to other Cookbook editors.

And now, here's our standard welcome template:

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Webaware talk 00:03, 8 August 2007 (UTC)

Traditional Salad
G'day, I've just moved your recipe to Cookbook:Traditional Salad of Cyprus, because the cuisine page is only for describing the cuisine, not giving recipes. cheers, Webaware talk 09:12, 17 August 2007 (UTC)

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

title: User talk:Maria-cyprus


text:
User talk:Shweetness

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

If you have any questions about the Muggle's Guide in particular (specifically how we write things here and our set of standards), please leave me a message at my talk page. Thanks. -within focus 01:10, 8 August 2007 (UTC)

RC
That number is the amount of characters added or removed. Green is overall an add, red a delete. The number becomes bold if it is large enough. It helps catch page dumpers and vandals as well as the overall impact a user makes to a page. -within focus 12:22, 9 August 2007 (UTC)
 * Actually, I have found that the number becomes bold only if it is a red (deletion) number larger than about 800. I've added, on occasion, some ten thousand characters and it has not given me a bold green number. Chazz (talk) 15:42, 9 August 2007 (UTC)

Possessives of words ending in S
I see you just changed a "Mundungus'" into a "Mundungus's" in DH chapter 1. I'm going to quietly suggest that perhaps you should take a look at withinFocus' talk page. It seems that while using apostrophe and s after a trailing s is correct, it is not what JKR uses most of the time, and we seem to have sort of settled on the alternative bare apostrophe. Hobgoblin of small minds and all, I know... but it jars more if we do it one way one place and another way another place, than if we do it always the same (albeit less common) way throughout. Chazz (talk) 06:15, 2 October 2007 (UTC)

title: User talk:Shweetness


text:
User talk:87.242.116.201

You have been blocked from editing Wikibooks  as a result of your .  Please note that page blanking, addition of random text or spam, deliberate misinformation, privacy violations, personal attacks; and repeated, blatant violations of our neutral point of view policy are considered vandalism. If you wish to make useful contributions, you are welcome to come back after the block expires. Webaware talk 02:26, 8 August 2007 (UTC)

title: User talk:87.242.116.201


text:
Linux Guide/Programming tools

Because of its heritage as part of the FLOSS movement, the GNU/Linux operating system is well-suited to software development.

gcc
gcc, which stands for GNU C compiler, is a C compiler. It can be used for compiling C programs.

g++
g++, which stands for GNU C++ compiler, is a C++ compiler. It can be used for compiling C++ programs.

gfortran
gfortran is GNU's compiler for the Fortran 95 language.

gcj
gcj, which stands for GNU Java compiler, is a compiler that can compile Java. Though not complete, it can already compile simple Java programs.

OpenJDK
Most modern distributions (2010) include OpenJDK in their repositories which mostly implements the standard Java Sun (now Oracle) JDK.

Mono
Mono is a Linux implementation of the .NET Framework.

Lisp
Lisp code can be compiled or interpreted, with good compilers producing code that runs almost as fast as C. It is also used as a scripting language in GIMP and Maxima CAS

Python
The success of Python in the Linux platform has been astonishing. Part of the merit comes from the fact that it was designed to be easily embedded in C/C++ programs, so today most major applications in Linux (and GNU apps by extension) have the possibility to be scripted through Python (Blender, Gimp, Inkscape, OpenOffice or Dia are good examples but many others exist). It has also succeeded as a great alternative to Java in the server space mainly because it is much easier to learn and use. (Python was initially designed as a language for introductory programming courses).

The Plone content management system is probably the biggest success of Python as a server platform offering a full-featured system for content creation through a user friendly web interface that has displaced commercial solutions in many companies.

Sagemath is another example of a successful Python application. It combines many existing open-source packages into a common Python-based interface offering a real alternative to mathematical software like Magma, Maple, Mathematica and Matlab.

WARNING: Still it must be advised that Python lacks good support for multi-threading (June 2010) so it will fail in some circumstances when high input-output concurrent load and/or low-latency responses are required.

GIMP also includes a python console.

R
R is not a general purpose language. R is designed for statistical computing and graphics. It's extremely powerful and today is considered by the experts to have overtaken most commercial solutions around (some of them priced more than 200.000 dollars per license!).

Editors
Vim (short for vi- improved) is a text editor written by Bram Moolenaar based on source for a port of the Stevie editor to the Amiga and first released publicly in 1991. Vim is designed for use both from a terminal-based interface and as a standalone application in a graphical user interface. Vim is free and open source software and is released under a license that includes some charityware clauses, encouraging users who enjoy the software to consider donating to children in Uganda. The license is compatible with the GNU General Public License.

Code::Blocks
Code::Blocks is a free and open-source cross-platform IDE for developing code. It is written in and designed for use with C++. Although it is probably possible to configure it to other languages. Read more at the Wikipedia article.

Eclipse
Being a Java-based application, eclipse runs in any Linux with Java support. In particular, it runs flawlessly with OpenJDK. While it's developed in Java, Eclipse offers excellent support and integration with other platforms. In particular it excels in its support for PHP and C/C++. For example, the Eclipse CDP (C/C++ Development plugin) allows for code refactoring, syntax highlighting, autocompletion, integration with the GNU compiler+linker+debugger tool chain. It provides also with automatic "real time" indexing of code, allowing for example to query for a method or variable's references in other files in the workspace.

Emacs
Emacs can be used as IDE for many languages :
 * C
 * Lisp
 * Ruby

Geany
Geany is a text editor using the GTK2 toolkit with basic features of an integrated development environment. It was developed to provide a small and fast IDE, which has only a few dependencies from other packages. It supports many filetypes and has some nice features.

IDLE
IDLE is Python's "Integrated Development and Learning Environment." It includes a text editor with syntax highlighting and a REPL (read-evaluate-print-loop) console for running Python programs or arbitrary Python code. It comes bundled with Python on Windows, but can be installed through the repositories of most distributions.

Lazarus
A Delphi compatible cross-platform RAD IDE using Free Pascal Compiler (FPC). Contains the cross-platform GUI library LCL which is more or less compatible with Delphi's VCL. It connects to native GUI widgets, as opposed to being a customdrawn library.

NetBeans
Based on Java. Similar to Eclipse. For Linux development Eclipse is preferred since it offers better tools for C/C++/PHP and other languages as well as better integration with GNOME/KDE desktops. NetBeans was originally developed by Sun Microsystems. After its acquisition by Oracle, its future is uncertain, since Oracle offers a different set of tools to its customer base.

Qt Creator
Qt Creator is a cross platform development environment based on the Qt C++ toolkit. Linux, Windows, Mac, Symbian, Meego OSes are currently (2010) supported. It was originally developed by Trolltech, that in 2008, was acquired by Nokia. Nokia released the Qt code under the GPL. Qt forms the base of KDE, that along with GNOME are the two most successful desktop environments on Linux. Qt, being cross platform, has also been widely used by software companies (apart from Nokia, that standardized on Qt, the Skype client is a famous example).

Visual Studio .NET
Visual Studio cannot be natively run under Linux. However, you can still run the Visual Studio IDE under Linux by using the Wine layer. Visual Studio Express is not supported at this moment. See next section about Mono.

Mono Develop
Mono is the "native" implementation of .Net by Novell. Mono Develop installs and runs perfectly on any major Linux distribution.

VIM + Screen
Vim is a powerful text editor with good programming support. It's especially well suited for scripting languages like Perl, Python or SQL. With the help of the "cscope" plugin it also allows to index C/C++/Java code searching for declarations, definitions and references to variables and functions. While really powerful, for complex projects it has been superseded by Eclipse in most situations. Still with the help of "screen",a powerful terminal multiplexer, it provides an excellent support for development when we need to simultaneously check code, tune complex config txt/xml files, logging output and monitoring system or network. Vim is somewhat difficult to learn when compared to visual tools, since it require memorizing about 30 different commands (Training vim can extends for 10-20 hours). Still it's worth the effort since once learned, it's much easier to use than a conventional text editor and much faster at editing complex code. It's block mode allows (with a bit of imagination) to even create small text diagrams or use it simultaneously as a text editor or micro-database system.

The diff mode (vimdiff command) mode allows to edit and visually compare changes in two versions of the same file. It's an excellent tool when working with control version systems like subversion or playing with complex configuration files (all those files inside the /etc directory).

Doc
"A high number of comments might indicate that the code is well-documented and organized, and could be a sign of a helpful and disciplined development team." In Open Hub 19% of all source code lines are comments.

Valgrind
Valgrind comprises a set tools that can automatically detect many memory management and threading bugs, and profile your programs in detail. Valgrind can also be used to build new tools. For example, cachegrind, one of the many tools included, allows to profile internal CPU cache L1/L2 usage.

SystemTap
SystemTap offers diagnosis for a running system. SystemTap eliminates the need for the developer to go through the tedious and disruptive instrument, recompile, install, and reboot sequence that may be otherwise required to collect data.

title: Linux Guide/Programming tools


text:
Bartending/Cocktails/Rob Roy

The Rob Roy is a cocktail similar to a Manhattan but made with Scotch whiskey and sweet vermouth instead of rye whiskey.

Ingredients

 * 1½ ozs. (45 ml) Scotch Whisky
 * 1 oz. (25 ml) sweet vermouth
 * dash Angostura bitters

Garnish
Maraschino cherry

Glass
Cocktail glass

Procedure

 * 1) Fill a mixing glass with ice.
 * 2) Add bitters, scotch and vermouth and stir.
 * 3) Strain into a chilled cocktail glass, garnished with a Maraschino cherry.
 * 4) Serve.

title: Bartending/Cocktails/Rob Roy


text:
Bartending/Cocktails/French 75

The French 75 is a cocktail of gin and champagne flavoured with lemon,

Ingredients

 * 1½ ozs. (40 ml) gin
 * 2 tsp. caster (superfine) sugar
 * 1 tbs. lemon juice
 * Champagne

Garnish
cherry or orange slice

Glass
flute or Collins

Procedure

 * 1) In a flute or Collins glass add the gin.
 * 2) Top with a half flute of sparkling wine or champagne.
 * 3) Add sugar (it will fizz up so make sure the flute isn't full yet) then top off with more sparkling wine.

Variations

 * Combine sugar, lemon juice, and gin in a shaker full of ice. Shake well, then pour into a tall glass and top with champagne. (If possible, ice the glass ahead of time.)

title: Bartending/Cocktails/French 75


text:
Metal Gear Series/The Patriots

The Patriots are the modern day manifestation of the Philosophers described in Metal Gear Solid 3: Snake Eater. As of late, the organization can be described as a force of perpetual war whose sole purpose is to encourage the funding and act of war. In the Metal Gear series the Patriots are alluded to as the main cause of all large scale conflicts between nations.

The Patriots were founded by Zero, and plays a key role in the backstory of Metal Gear Solid 2: Sons of Liberty as well as Metal Gear Solid V: The Phantom Pain, and a very prominent role in Metal Gear Solid 4: Guns of the Patriots.

title: Metal Gear Series/The Patriots


text:
Talk:Bartending/Cocktails/Mojito

Is the story about Francis Drake true? There should be a citation or link for that.

title: Talk:Bartending/Cocktails/Mojito


text:
User talk:207.161.7.239

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. Webaware talk 04:29, 8 August 2007 (UTC)

title: User talk:207.161.7.239


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User:BryanBot/curly-close

}}

title: User:BryanBot/curly-close


text:
User:BryanBot/curly-open

{{

title: User:BryanBot/curly-open


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User:BryanBot/DiscussionIndex

To create your own DiscussionIndex, do the following:
 * Choose a page where the index will reside, and select the pages you want to index.
 * Add somewhere on that page the following configuration template:
 * You can add up to 25 pages. The level parameter, is the header level of the page. Standard is 2 (==), but also 3 (===) is common.

See for examples commons:Commons:Discussion index and commons:Commons:Administrators' discussion index.
 * Put on the page somewhere where you want to show the index the following code:  .
 * You can customize the item template, by creating your own version of User:BryanBot/DiscussionIndex/Item and specifying that as template parameter.
 * The index will be three-hourly updated.

title: User:BryanBot/DiscussionIndex


text:
User:BryanBot/DiscussionIndex/Item

 * #| on . Last comment.

title: User:BryanBot/DiscussionIndex/Item


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User:BryanBot

Being run by User:Bryan Tong Minh, who is likely to be more active on Commons. Brought to the English Wikibooks on request of Herbythyme

 * User:BryanBot/DiscussionIndex

Software: See svn.

title: User:BryanBot


text:
User talk:BryanBot

Perhaps the bot could be improved to include all Wikibooks Talk pages? Kayau ( talk | email | contribs ) 11:16, 3 May 2010 (UTC)

Problem
The bot has not done anything for more than 3 hours... Perhaps it's broken? Kayau ( talk | email | contribs ) 14:12, 29 May 2010 (UTC)
 * Never mind. Kayau ( talk | email | contribs ) 02:07, 30 May 2010 (UTC)

title: User talk:BryanBot


text:
Cookbook:Cypriot Salad

| Cuisine of Cyprus

Traditional salad (Χωριάτικη σαλάτα) is a salad that can be served together with most foods in Cyprus.

Ingredients

 * 1 tomato
 * 1 cucumber
 * 3 leaves of lettuce
 * 1 small onion
 * 1 spoon of feta cheese, cut into small pieces
 * 5–6 black olives
 * 3 spoons of olive oil
 * 2 spoons of lemon juice

Procedure

 * 1) Cut the vegetables into pieces.
 * 2) Put them in a bowl and decorate them with onions, feta cheese and olives. If you want you can decorate your bowl with every way!
 * 3) Before serving, add salad and olive oil with lemon and shake.

title: Cookbook:Cypriot Salad


text:
User:JBogdanGlobal

Same person as JBogdan, just want to use a different account outside the house for privacy's sake.

title: User:JBogdanGlobal


text:
Bahai Education/Education in Principle/I-100. Education Necessary

I. EDUCATION IN PRINCIPLE

I-100. EDUCATION NECESSARY

a. Consider, for instance, the revelation of the light of the Name of God, the Educator. Behold, how in all things the evidences of such a revelation are manifest, how the betterment of all beings dependeth upon it. This education is of two kinds. The one is universal. Its influence pervadeth all things and sustaineth them. It is for this reason that God hath assumed the title, "Lord of all worlds." The other is confined to them that have come under the shadow of this Name, and sought the shelter of this most mighty Revelation. They, however, that have failed to seek this shelter, have deprived themselves of this privilege, and are powerless to benefit from the spiritual sustenance that hath been sent down through the heavenly grace of this Most Great Name: GL:XCIII:189-190

b. man is the supreme Talisman. Lack of a proper education hath, however, deprived him of that which he doth inherently possess...Regard man as a mine rich in gems of inestimable value. Education can, alone, cause it to reveal its treasures, and enable mankind to benefit therefrom: GL:CXXIII:259-260; TB:161-162

c. The source of crafts, sciences and arts is the power of reflection. Make ye every effort that out of this ideal mine there may gleam forth such pearls of wisdom and utterance as will promote the well-being and harmony of all the kindreds of the earth: TB:72

d. Through the mere revelation of the word "Fashioner," issuing forth from His lips and proclaiming His attribute to mankind, such a power is released as can produce, through successive ages, all the manifold arts which the hands of man can produce. No sooner is this resplendent word uttered, than its animating energies, stirring within all created things, give birth to the means and instruments whereby such arts can be produced and perfected: GL:LXXIII:141-142

e. Bend your energies to whatever may foster the education of men: GL:V:9

f. Strain every nerve to acquire both inner and outer perfections, for the fruit of the human tree hath ever been and will ever be perfections both within and without. It is not desirable that a man be left without knowledge or skills, for he is then but a barren tree. Then, so much as capacity and capability allow, ye needs must deck the tree of being with fruits such as knowledge, wisdom, spiritual perception and eloquent speech: Baha'u'llah, Bahá'í Education, #9, p. 3

g. Man is even as steel, the essence of which is hidden: through admonition and explanation, good counsel and education, that essence will be brought to light. If, however, he be allowed to remain in his original condition, the corrosion of lusts and appetites will effectively destroy him: Baha'u'llah, Bahá'í Education, #10, p. 3

h. There are many things which will, if neglected, be wasted, and come to nothing. How often in this world do we see a child who has lost his parents and who, unless attention is devoted to his education and training, can produce no fruit. And better off dead than alive is he who produceth no fruit: Baha'u'llah, Bahá'í Education, #11, p. 3

i. Were there no educator, all souls would remain savage, and were it not for the teacher, the children would be ignorant creatures: TAB:III:578

j. From this universal system of education misunderstandings will be expelled from amongst the children of men: SW IV:6, 105-106 ;

k. If life becomes the center of the imperfections of the world of humanity, death is better than life. Non-existence is better than existence. SW III:3, 19; SW IX:8, 94

l. Verily, if that babe depart from this world at the age of infancy, it is sweeter and better. In this sense, death is better than life, deprivation than salvation, nonexistence lovelier than existence, the grave better than the palace, and the narrow, dingy tomb better than the spacious, regal home, for in the sight of mankind that child is abased and degraded and in the sight of God weak and defective: SW IX:7, 83-84; BWF, p. 398; TAB:III:579

m. Baha'u'llah declared that children are of two kinds--the mature and the immature: SW VII:15, 142; SW IX:8, 90

n. The root cause of wrongdoing is ignorance, and we must therefore hold fast to the tools of perception and knowledge: SWAB:#111, 136

o. Education has a universal influence and the differences caused by it are very great: BWF, p. 319; SAQ, LVII, p. 214 ; Thus is it clearly demonstrated that by their essential nature, minds vary as to their capacity, while education also playeth a great role and exerteth a powerful effect on their development: SWAB:#104, 131 p. essential that children be reared in Bahá'í way so that they may find happiness in this world and the next: human happiness is founded upon spiritual behaviour: SWAB:#100, 127

q. education is the foundation of human excellence, enables man to work his way to the heights of abiding glory: SWAB:#103, 129

r. education of primary importance: SWAB:#103, 130

s. instruction and rectification and refinement of character of utmost import: SWAB:#111, 137

t. education has great influence...Education must be considered as most important...Education has a universal influence: SAQ:LVII:249

u. man is in need of an educator...Education is a necessity: PUP:329

v. education is the indispensable foundation of all human excellence and alloweth man to work his way to the heights of abiding glory: SWAB:#103, 129 w. One of the most important of undertakings is the education of children, for success and prosperity depend upon service to and worship of God: 'Abdu'l-Baha, Bahá'í Education, #71, p. 27

x. The child must not be wronged. The ignorant must not be criticized. We must look to some remedy. All the Prophets of God, including Jesus Christ, came for the education of humanity, in order that the immature souls may become mature.


text:
Bahai Education/Education in Principle/I-200. Education Obligatory

I-200. EDUCATION OBLIGATORY

a. We prescribe unto all men that which will lead to the exaltation of the World of God amongst His servants, and likewise, to the advancement of the world of being and the uplift of souls. to this end, the greatest means is education of the child. To this must each and all hold fast. We have verily laid this charge upon you in manifold Tablets as well as in My Most Holy Book. Well is it with him who deferreth thereto. We ask of God that He will assist each and every one to obey this inescapable command that hath appeared and been caused to descend through the Pen of the Ancient of Days: Baha'u'llah, Bahá'í Education, #6, p. 2

b. It is the bounden duty of parents to rear their children to be staunch in faith: Baha'u'llah, Bahá'í Education, #12, p. 3

c. Unto every father hath been enjoined the instruction of his son and daughter: KA:K48

d. incumbent upon everyone to acquire knowledge...arts and material means...wisdom and utterance and the arts and crafts of the world: TB:39

e. acquisition of knowledge incumbent upon everyone: TB:51

f. education is obligatory in this Age: SWAB:#98, 126-127

g. in no case may a child be deprived of education: SWAB:#101, 128

h. education of children is among the most meritorious acts of mankind: SWAB:#103, 129; #106, 133

i. Baha'u'llah counsels the education of all members of society. No individual should be deprived of intellectual training, although each should receive according to capacity. None must be left in the grades of ignorance: PUP:108

j. all must receive training and instruction...Universal education is a universal law: PUP:300

k. the necessity of education for all mankind: PUP:317

l. all mankind shall be educated: PUP:435 m. all mankind should attain knowledge and acquire an education, necessary principle of religious belief and observance, new in this Dispensation: PUP:455

n. universality of education: 'Abdu'l-Baha, in Bahá'í Education, #82, pp. 33-34

o. among the greatest of all services is the education of children: 'Abdu'l-Baha, Compilation of Compilations, I, #18

p. the primary, the most urgent requirement, is the promotion of education: SDC:109


text:
Bahai Education/Education in Principle/I-300. Universal Curriculum

I-300. UNIVERSAL CURRICULUM

a. universality of education, all may become equally educated, whether girls or boys, and receive the same education: 'Abdu'l-Baha, in Bahá'í Education, #82, pp. 33-34

b. same course of education for man and woman...daughters and sons must follow the same curriculum of study, thereby promoting the unity of the sexes: PUP:175

c. all standards of training and teaching throughout the world of mankind should be brought into conformity and agreement; a universal curriculum should be established: PUP:182

d. children should receive material and divine education at the same time: 'Abdu'l-Baha in DMAS 10/18/1914, in SW VII:15, pp. 141-144


text:
Bahai Education/Education in Principle/I-400. Objectives of Education

I-400. OBJECTIVES OF EDUCATION

a. knowledge of God: 1) enable them to attain the knowledge of Him and of themselves: GL:C:205 2) We have decreed, O people, that the highest and last end of all learning be the recognition of Him Who is the Object of all knowledge: GL:XCVIII:199 3) I bear witness, O my God, that Thou hast created me to know Thee and to worship Thee: KA:100 4) The first duty prescribed by God for His servants is the recognition of Him Who is the Dayspring of His Revelation and the Fountain of His laws, Who representeth the Godhead in both the Kingdom of His Cause and the world of creation: KA:K1 5) by one word more he was guided to recognize the Source of his education: GL:CXXII:259-260

b. knowledge of self: 1) knowledge of self and recognition of that which leadeth unto loftiness or to lowliness, glory of abasement, wealth or poverty: TB:34 2) enable them to attain the knowledge of Him and of themselves: GL:C:205 3) The Purpose of the one true God, exalted be His glory, in revealing Himself unto men is to lay bare those gems that lie hidden within the mine of their true and inmost selves: GL:CXXXII:287 4) gain a true knowledge of your own selves--a knowledge which is the same as the comprehension of Mine own Being. Ye would find yourselves independent of all else but Me, and would perceive, with your inner and outer eye, and as manifest as the revelation of My effulgent Name, the seas of My loving-kindness and bounty moving within you: GL:CLII:326-327 5) True loss is for him whose days have been spent in utter ignorance of his self: TB:156

c. independent consciousness: 1) thou shalt see with thine own eyes and not through the eyes of others, and shalt know of thine own knowledge and not through the knowledge of thy neighbor: AHW:#2 2) the man of insight who will behold the Words of God with his own eyes and rid himself of the opinions and notions of the peoples of the earth: TB:188 3) God endowed man with ears that he may hear the message of reality and conferred upon him the gift of reason by which he may discover things for himself...Man is not intended to see through the eyes of another, hear through another's ears nor comprehend with another's brain: PUP:293 4) The essence of all that We have revealed for thee is Justice, is for man to free himself from idle fancy and imitation, discern with the eye of oneness His glorious handiwork, and look into all things with a searching eye: TB:157

d. realization of divine teachings: 1) observe every ordinance of Him Who is the Desire of the world: KA:K1 2) mankind in its entirety must firmly adhere to whatsoever hath been revealed and vouchsafed unto it: TB:89 3) it is incumbent upon everyone to obey Him in whatsoever God hath ordained: TB:109 4) it is incumbent upon everyone to firmly adhere to and observe that which hath streamed from Our Most Exalted Pen: TB:130 5) it is incumbent upon everyone to observe that which hath been sent down by Him Who is the Revealer, the All-Knowing: TB:188 6) in every art and skill, God loveth the highest perfection: Baha'u'llah, Bahá'í Education, #20, p. 5

e. attainment to spiritual life: 1) The Prophets and Messengers have been sent down for the sole purpose of guiding mankind to the Straight Path of Truth. the purpose underlying their revelation hath been to educate all men, that they may, at the hour of death, ascend, in the utmost purity and sanctity and with absolute detachment, to the throne of the Most High: GL:LXXXI:156-157


text:
Wikibooks:Administrators' discussion index

This page is a list of active discussions on Wikibooks which is updated every three hours by SteinsplitterBot.


text:
Talk:High School Mathematics Extensions/Further Modular Arithmetic

Thankyou for taking the time to create such a great resource on number theory. Would it be possible for a proof of the euler totient function formula (for a composite number) to be added in the future?

Shor's Algorithm
The two-torsion factorization section says that there is no known efficient all purpose algorithm for factoring a number into prime factors. But there's Shor's Algorithm, a quantum computer exclusive algorithm which is efficient and essentially all purpose (it doesn't do prime powers, but you can use considerably simpler algorithms for those). Shor's Algorithm also does eventually factor the number through a two-torsion element. Is it worth a mention? -- Giematt (discuss • contribs) 22:49, 28 May 2013 (UTC)


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User talk:Edustdn

Welcome message
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Webaware talk 13:49, 8 August 2007 (UTC)

title: User talk:Edustdn


text:
User talk:122.164.51.141

Please stop removing content from Wikibooks; it is considered vandalism. If you want to experiment, please use the sandbox. Thank you. -- Herby talk thyme 14:50, 8 August 2007 (UTC)

title: User talk:122.164.51.141


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Wikijunior:How Things Work/Computer

What does it do?
Computers are designed to do things that require very fast and accurate mathematical ability and memory, but no creativity. Computers can be used to remember information like books or songs, and they can be used to add thousands of numbers per second.

They have lots of different components: there are places to store information and a place to do calculations with that information. These calculations are how computers do everything they do. They also need ways of getting input from you, like a keyboard or touchscreen, or even a camera. They have ways of telling you things, which is why you need screens and speakers.

One of the most important things they do is talk to other computers. That's how the Internet works; it's just your computer talking to other computers, asking them for web pages, and showing them to you.

Who invented it?
The computer was not invented by any one person, but is rather an evolution of many devices. A German scholar, Wilhelm Schickard, was the first to create a calculator, which is a type of simple computer. However, the first computer that could be taught to do new things, or programmed, was created by Konrad Zuse more than three centuries later. The first personal computer, like the ones that sit on desks, was created by the Computer Terminal Corporation with the Datapoint 2200.

Although modern computers are created by many different companies, their operating systems are generally either Microsoft's Windows, developed under Bill Gates, or Apple's macOS, developed under Steve Jobs (1955–2011). Some computers use the Linux operating system, which is developed in public, often by volunteers. Mobile phones are computers too and they need operating systems. These include Android (a type of Linux system) and iOS (which is like macOS).

How does it get power?
Computers draw their power from an electrical source, like a plug or a battery.

How does it work?
Modern computers work by taking input, processing it, and returning it as output, millions of times per second.

Where does it get its input?
Different types of input come from different places. The keyboard10 sends letters and numbers to the computer, a mouse9 sends information on what to do with the cursor, and a microphone sends sounds. Although you don't control it directly, the internet can also send input. Even though all this information is different, it is all transmitted in the same language that all computers use, binary, which is just a series of ones and zeros.

How does it process this input?
All the input in the computer is sent to the central processing unit, or CPU3. The binary ones and zeros, or data, go through millions of tiny gates, each of which takes some inputs and returns an output.The CPU's gates also get data from the hard drive or solid state drive8 of the computer, which remembers information, the CD drive7, which is where you put disks for the computer to read, and other parts of the computer. Once the gates have processed all the data, the results are sent from the processor. Some of the results go to the outputs, while others go inside the computer to tell all the other parts of the computer what to do, like telling the hard drive or solid state drive to remember something.

What happens to the output?
The outputs of the computer are connected to external devices. The most important device is the screen1. The screen takes its inputs from the computer and understands the data as a picture. The screen then displays the picture on the screen. Another output device is the speakers. They take output from the computer and change it into sound. There is also output that you can't see or hear - for example when the computer sends data to the internet to ask for a web page.

How does it vary?
Computers are created by many different companies. However, almost all CPUs are created by either Intel or AMD, which are both companies. The operating system can be different as well, although the three leading operating systems are Windows, macOS, and Linux. Windows is the most common operating system in people's normal computers. macOS is also very common. You might not have heard of Linux; although you can use it at home, it's more often found in special computers like the ones that make websites work, rather than in laptops.

Different computers have different parts on the inside. Some have better hard drives or solid state drives so they remember more, or better processors so they work faster. Over the years computer hardware has got better and better. Processors are able to do more calculations in every second than they used to, and hard drives can store more information in the same space. This means that you can do things today with a cheap computer that would have been very difficult and expensive a decade ago.

How has it changed the world?
Computers have completely changed the way we solve problems and get things done.

By building up complex software programmes, individuals and groups of people can process information quicker. Scientists are using computer models to test new medicines and study chemical reactions in ways they never could do before.

Computers today are used to manipulate pictures and videos. Sophisticated animations can be constructed on computers, and this kind of animation is increasingly being used in television and films. Music is often recorded using sophisticated computers to process and mix sounds together.

Business and governments use computers for a wide variety of things: books are written, typeset and produced on computers, put into boxes and shipped by machines controlled by computers. The vans which ship those books to bookshops are tracked using computers tied into satellite navigation and tracking systems. When you buy a book in a shop, the till used to take your money is a computer that is often tied into stock control systems. Information from all of those shops can be pulled together to produce reports for businesses and delivered by e-mail. The business may then pay their taxes electronically, and the government manages the services paid for with those taxes using more computer systems.

The role of computers in society is shown whenever there is some kind of panic about computers like the "Y2K problem". When programmers were designing computers in the 1960s and 70s, they never thought that those systems would be used for a long time, so stored the year as two digits: "70" rather than "1970". When the year 2000 came around, a lot of time and money was spent fixing this problem. Many predicted that society would break down because of the problems that were caused by computers failing. Thankfully, this did not happen, but it shows just how important computers are to our everyday lives.

What ideas and/or inventions had to be developed before it could be created?

 * The transistor, an electronic switch that can be in two positions - either on {1} or off {0}
 * Integrated Circuits(IC) which consist of several logic gates

title: Wikijunior:How Things Work/Computer


text:
Talk:Using Ubuntu Linux/Getting Started

thanks to Hoogli for getting involved & adding this material :) ultimately, i'd like to be able to break it down into pages for each sub-category, once there's enough material to make  it worthwhile...

--Dr. know 16:16, 8 August 2007 (UTC)

I find this very confusing. I think all it should really say is something like, "There are many different ways of installing or using Ubuntu on your computer." MetalGeoff 02:34, 22 October 2007 (UTC)!

I agree, this page should really just be an overview of the different methods to get Ubuntu on your system.--Mattylaws (talk) 15:20, 16 February 2010 (UTC)

there is another way to boot ubuntu. That is from a usb hard drive. This is the method that I use and is easily setup from a boot cd. Here is the install instructions that I use. http://www.linuxbsdos.com/2011/05/23/install-ubuntu-11-04-on-external-hard-disk/ --General Mayham 16:30, 27 Sept 2012 (UTC)

title: Talk:Using Ubuntu Linux/Getting Started


text: Category:Cocktails with orange flavoured liqueur


text:
Cookbook:Hush Puppies

| American cuisine | Southern U.S. cuisine | Vegetarian Cuisine | Bread

Ingredients

 * Vegetable oil for frying
 * 1½ cups yellow corn meal
 * 1 cup all-purpose flour
 * 1 teaspoon baking powder
 * ½ teaspoon baking soda
 * 1¾ teaspoons salt
 * 3 eggs, lightly beaten
 * ⅛ teaspoon cayenne pepper
 * ¼ cup chopped green onions
 * 1 cup milk
 * ¼ cup vegetable oil

Procedure

 * 1) Pour oil 3–4 inches (7.5 cm to 10 cm) deep in a pan and preheat to 370°F (~190°C).
 * 2) In bowl mix cornmeal, flour, baking powder, baking soda, salt, and cayenne.
 * 3) Mix in eggs, green onions, milk, and ¼ cup vegetable oil.
 * 4) Spoon 6–7 tablespoons of the batter into preheated oil.
 * 5) Fry, stirring constantly for overall browning, until golden brown.
 * 6) Remove from heat and drain on paper towels.

Notes, tips, and variations

 * ⅓ cup minced green onions may be substituted for fresh onions.
 * Add 6 oz (170 g) pimento cheese to the batter.

title: Cookbook:Hush Puppies


text:
Cookbook:Percolator Punch

| American cuisine | Holiday Recipes | Beverages

Ingredients

 * 2¼ cups pineapple juice
 * 2 cups cranberry juice
 * 1¾ cups water
 * ¼ teaspoon salt
 * ½ cup brown sugar
 * 1 tablespoon cloves
 * 1 tablespoon allspice
 * 3 sticks cinnamon

Special equipment

 * Percolator-style coffee pot

Procedure

 * 1) Place the pineapple juice, cranberry juice, water, and salt in the bottom reservoir of the percolator.
 * 2) Place the brown sugar, cloves, allspice, and cinnamon in the top compartment.
 * 3) Heat for 10 minutes.
 * 4) Serve hot.

title: Cookbook:Percolator Punch


text:
Advanced Mathematics for Engineers and Scientists/Method of Lines

Introduction
The method of lines is an interesting numeric method for solving partial differential equations. The idea is to semi-discretize the PDE into a huge system of (continuous and interdependent) ODEs, which may in turn be solved using the methods you know and love, such as forward stepping Runge-Kutta. This is where the name "method of lines" comes from: the solution is composed of a juxtaposition of lines (curves, more properly).

The method of lines is applicable to IBVPs only. The variables (or variable) that have boundary constraints are discretized, and the (one) variable that is associated with the initial value(s) becomes the independent variable for the ODE solution. Put more formally, the method of lines is obtained when all of the variables are discretized except for one of them, resulting in a coupled system of ODEs.

Pure BVPs, such as Laplace's equation on some terrible boundary, can be solved in a manner similar to Jacobi iteration known as the method of false transients.

Example Problem
Consider the following nonlinear IBVP, where $$h = h(z, t)$$:

 * $$\frac{\partial h}{\partial t} = 2 \left(\frac{\partial h}{\partial z}\right)^2 + h\frac{\partial^2 h}{\partial z^2}\,$$

 * $$h(z, 0) = 0\,$$

 * $$h(0, t) = 1 \qquad \mbox{and} \qquad h(1, t) = 0\,$$

This intimidating nondimensional system describes the flow of liquid in an interior corner ("groove"), where $$h$$ is the height of the liquid and $$z$$ is the distance along the axis of the corner. The IBVP states that the corner is initially empty, and that at one end ($$z = 0$$) the height is fixed to 1. Naturally, fluid will flow along $$z$$, increasing $$h$$ until the other boundary ($$z = 1$$), where $$h$$ is always zero, is reached. It's worth noting that though this IBVP can't be solved analytically, similarity solutions to the nonlinear PDE exist for some other situations, such as fixed height at z = 0 and no constraint to the right of that.

The boundary values are associated with the spatial variable, $$z$$. Suppose that $$h$$ is discretized in space but not time to $$n$$ points on a uniform grid. Then $$h(z, t)$$ is approximated as follows:

 * $$h(i \Delta z, t) \approx h_i(t)\,$$

So $$h_i(t)$$ is a sequence (or vector) that has an index $$i$$ instead of a continuous dependence on $$z$$; note however that the whole sequence still has a continuous dependence on time. $$i$$ is an index that runs from 0 to $$n - 1$$, note that zero based indexing is being used, so that $$i = 0$$ corresponds to $$z = 0$$ and $$i = n - 1$$ corresponds to $$z = 1$$. Looking at the boundaries, we know that:

 * $$h_0(t) = 1 \qquad \mbox{and} \qquad h_{n - 1}(t) = 0\,$$

What about the points of the sequence inside the boundaries? Initially (at $$t = 0$$),

 * $$h_i(0) = 0\,$$

Suppose now that the right side of the PDE is discretized however you like, so that:

 * $$f_i = \mbox{The spatial discretization of} \quad 2 \left(\frac{\partial h}{\partial z}\right)^2 + h\frac{\partial^2 h}{\partial z^2}\,$$

If, for example, central differences were used, one would eventually arrive at:

 * $$f_i(h_{i - 1}, h_{i}, h_{i + 1}) = \frac{1}{2 (\Delta z)^2}

(h_{i + 1} h_{i + 1} - 2 h_{i + 1} h_{i - 1} + h_{i - 1} h_{i - 1} + 2 h_i (h_{i + 1} - 2 h_i + h_{i - 1}))\,$$

To construct the method of lines approximation for this problem, first $$h(z, t)$$ is replaced with $$h_i(t)$$, and then the right side of the equation is replaced with its discretization (the exact equality is a slight abuse of notation):

 * $$\frac{\partial}{\partial t}(h_i(t)) = f_i\,$$

Since $$h_i(t)$$ depends continuously on time and nothing else, this differential equation becomes:

 * $$\frac{d h_i}{d t} = f_i\,$$

Putting everything together in one place, the solution to $$h_i(t)$$ is the solution to the following IVP:

 * $$h_i(0) = 0 \qquad \mbox{(this is the initial value)}\,$$

\begin{cases} h_0 = 1 \qquad \mbox{(this is the left boundary value)} \\ \cfrac{d h_1}{d t} = f_1 \\ \quad \vdots \\ \cfrac{d h_i}{d t} = f_i \\ \quad \vdots \\ \cfrac{d h_{n - 2}}{d t} = f_{n - 2} \\ h_{n - 1} = 0 \qquad \mbox{(this is the right boundary value)} \end{cases} $$

Solving this problem gives the approximation for $$h(x, t)$$. Note that if a second order forward stepping method is used, such as second order Runge Kutta, this solution method will have approximately the same accuracy as the Crank-Nicolson method, but without simultaneous solution of a mess of algebraic equations, which would make a nonlinear problem prohibitively difficult since a tidy matrix solution wouldn't work.

The method of lines is especially popular in electromagnetics, for example, using the Helmholtz equation to simulate the passage of light through a lens for better lens design; the reason for the popularity is that the system of ODEs can (in this case) be solved analytically, so that the accuracy is limited only by the spatial discretization.

A word of caution: an explicit forward stepping method of lines solution bears similarity to a forward stepping finite difference method; so there is no reason to believe that the method of lines doesn't suffer the same stability issues.

A Third Order TVD RK Scheme in C
What follows is an efficient TVD RK scheme implemented in C. Memory is automatically allocated per need (but it will just assume that there is no problem in memory allocation) and freed when n = 0. Note that the solution will not be TVD (total variation diminishing) unless the discretization of $$f(x)$$ is TVD also.

This isn't strictly a method of lines solver, of course; it may find use whenever some large, interdependent vector ODE must be stepped forward.

Fortran 90 equivalent:

f should be defined as


text: Category:Cocktails with amaretto

title: Category:Cocktails with amaretto


text:
User talk:62.77.228.138

Regarding edits made during August 9 2007
Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 01:01, 9 August 2007 (UTC)

title: User talk:62.77.228.138


text:
User:Whiteknight/printversion2.js

var BookName, BookNameE; //contains the name of the book, if any var gml_xmlhttp;        //http client var PVtext;             //node element for the textarea var PVstat;             //node element for the status area var formnode; var xml; var PVformspan = "WKPVFormSpan"; var PVtextspan = "WKPVSpan"; var PVstatspan = "WKPVStatSpan"; var PVboxspan = "WKPVFormSpanSub"; var text = ""; var text2 = ""; function WKPVCreateForm { setSpanText(PVformspan,    "" +    makeTextBox("WKPVBookNameB") +    makeButton("WKPVSubmitB",  "Load",    "WKPVGet(this.form);") + " " +    makeButton("WKPVShowB",    "Show",    "WKPVShowBox;") +    makeButton("WKPVHideB",    "Hide",    "WKPVHideBox;") + " " +    makeButton("WKPVClearB",   "Clear",   "WKPVClear(this.form);") + " " +    makeButton("WKPVConvertB", "Convert", "WKPVConvert(this.form);") + " " +    makeButton("WKPVEditB",    "Edit",    "WKPVEdit(this.form);",    "true") +    makeButton("WKPVDisplayB", "Display", "WKPVDisplay(this.form);", "true") +    "" +    " " +    "  "); } function WKPVShowBox { var box = document.getElementById(PVboxspan); box.style.display = ""; } function WKPVHideBox { var box = document.getElementById(PVboxspan); box.style.display = "none"; } function WKPVClear(form) { ClearSpan(PVtextspan); ClearSpan(PVstatspan); WKPVHideBox; form.WKPVListB.value = ""; form.WKPVEditB.disabled = true; form.WKPVDisplayB.disabled = true; } function WKPVGet(form) { formnode = form; BookName = form.WKPVBookNameB.value; BookNameE = BookName.replace(" ", "_"); PVstat = ClearSpan(PVstatspan); PVtext = ClearSpan(PVtextspan); if(PVstat && PVtext) { if(BookName == "") { return; }   gml_xmlhttp = HTTPClient; if (!gml_xmlhttp) { setSpanText(PVstatspan, "xml thingy does not work"); return; }   gml_xmlhttp.open("GET", "http://en.wikibooks.org/w/index.php?title=" + BookNameE +                            "&action=raw", true); gml_xmlhttp.onreadystatechange = WKPVGet2; gml_xmlhttp.send(null); } else { alert("No " + PVstatspan + " or " + PVtextspan + " element!"); } } function WKPVGet2 { if (gml_xmlhttp.readyState != 4) { return; } formnode.WKPVListB.value = gml_xmlhttp.responseText; setSpanText(PVstatspan, "Got text from " + createWikiLink(BookName) + ". " +                         "Click Convert to prepare the print version. " +                          "Click Show to show and edit the current text manually."); } function WKPVSetChapter(page, offset, xml) { page = page.replace("", ""); page = page.replace("", ""); var levels = page.split("/"); var subpage = levels[levels.length - 1]; if(subpage == "") {   subpage = levels[levels.length - 2]; } return ("\n\n"); } function WKPVFormat(xml, BookName) { xml = xml.replace(/''+/g, ""); //kill text formatting xml = xml.replace(/\{\{[^\}]+\}\}/g, ""); //kill templates xml = xml.replace(/\[\[category:[^\]]+\]\]/ig, ""); //kill categories xml = xml.replace(/\|[^\]\}]+\]\]/g, "]]"); //kill piped links xml = xml.replace(/\[\[\/([^\]]+)\/\]\]/g, "" + BookName + "/$1"); //properly address relative links xml = xml.replace(/\[\[([^\]]+)\]\]/g, WKPVSetChapter); //prepare chapter entries xml = xml.replace(/\* ?/g, ""); //kill bullets xml = xml.replace(/# ?/g, ""); //kill ordered lists xml = xml.replace(/==+[^=]+==+/g, ""); //kill headings xml = xml.replace(/\n\n\n+/g, "\n\n"); //kill extra whitespace xml = xml.replace(//g, ">"); var header = "\n" + " \n" + "
\n"; if(BookName != "") { header = header + "\n" + "
\n"; } xml = header + xml + "\n= GNU Free Documentation License =\n\n\n\n"; return xml; } function WKPVConvert(form) { form.WKPVEditB.disabled = false; form.WKPVDisplayB.disabled = false; BookName = form.WKPVBookNameB.value; WKPVHideBox; text = WKPVFormat(form.WKPVListB.value, BookName); text2 = text.replace(/>/g, ">"); text2 = text2.replace(/</g, "<"); setSpanText(PVstatspan, "Successfully converted text. " +                         "Click Show to display and edit the current text. " +                          "Click Display to show the current text for copy+paste. " +                          "Click Edit to edit and save the current text."); ClearSpan(PVtextspan); } function WKPVDisplay(form) { BookName = form.WKPVBookNameB.value; BookNameE = BookName.replace(/ /g, "_"); PVstat   = document.getElementById(PVstatspan); WKPVHideBox; PVstat.innerHTML = "Print version text: "; if(BookName != "") { PVstat.innerHTML = PVstat.innerHTML + "Copy the text below into " + "" + BookName + "/Print Version " + " Warning : " + "this text may need to be edited manually to remove unwanted " + "templates, categories, links or odd formatting that the tool " + "cannot account for. "; } setSpanText(PVtextspan, "" + text + " "); } function WKPVEdit(form) { formnode = form; BookName = form.WKPVBookNameB.value; if(BookName == "") { return; }   BookNameE = BookName.replace(" ", "_"); WKPVHideBox; gml_xmlhttp = HTTPClient; if (!gml_xmlhttp) { setSpanText(PVstatspan, "XML thingy doesnt work"); return; } editurl = "http://en.wikibooks.org/w/index.php?title=" + BookNameE + "&action=edit"; gml_xmlhttp.open('GET', editurl, true); gml_xmlhttp.onreadystatechange = WKPVEdit2; gml_xmlhttp.overrideMimeType("text/xml"); gml_xmlhttp.send(null); } function WKPVEdit2 { if (gml_xmlhttp.readyState != 4) return; var doc = gml_xmlhttp.responseXML; var form = doc.getElementById('editform'); var ta = doc.getElementById('wpTextbox1'); var sum = doc.getElementById('wpSummary'); sum.value = BookName + " Printable Version: Created by Whiteknight's Print Version Creator"; ta.value = text2; form.action = "/w/index.php?title=" + BookNameE + "/Print_Version&action=submit"; setSpanText(PVstatspan, "Editing text for " +                          createWikiLink(BookName + "/Print Version") +                           ". Edit the text below to remove any errors or artifacts " +                          "of the conversion process. Once you have made your edits, " +                          "click Save Page."); PVtext = ClearSpan(PVtextspan); PVtext.appendChild(form); } if(typeof WhiteknightGadgets != 'function') { import_script('User:Whiteknight/gadgetscore.js'); } $(WKPVCreateForm);

title: User:Whiteknight/printversion2.js


text:
Advanced Mathematics for Engineers and Scientists/Finite Difference Method

Finite Difference Method
The finite difference method is a basic numeric method which is based on the approximation of a derivative as a difference quotient. We all know that, by definition:

u'(x) = \lim_{\Delta x \to 0}\frac{u(x + \Delta x) - u(x)}{\Delta x} $$

The basic idea is that if $$\Delta x$$ is "small", then

u'(x) \approx \frac{u(x + \Delta x) - u(x)}{\Delta x} $$

Similarly,

u''(x) = \lim_{\Delta x \to 0}\frac{u(x + \Delta x) - 2 u(x) + u(x - \Delta x)}{\Delta x^2} $$

u''(x) \approx \frac{u(x + \Delta x) - 2 u(x) + u(x - \Delta x)}{\Delta x^2} $$

It's a step backwards from calculus. Instead of taking the limit and getting the exact rate of change, we approximate the derivative as a difference quotient. Generally, the "difference" showing up in the difference quotient (ie, the quantity in the numeriator) is called a finite difference which is a discrete analog of the derivative and approximates the $$n^\text{th}$$ derivative when divided by $$\Delta x^n$$.

Replacing all of the derivatives in a differential equation ditches differentiation and results in algebraic equations, which may be coupled depending on how the discretization is applied.

For example, the equation

\frac{\partial u}{\partial t} = \frac{\partial^2 u}{\partial x^2} $$

may be discretized into:

\frac{u(x, t + \Delta t) - u(x, t)}{\Delta t} = \frac{u(x + \Delta x, t) - 2 u(x, t) + u(x - \Delta x, t)}{\Delta x^2} $$

\Big\Downarrow $$

u(x, t + \Delta t) = u(x, t) + \frac{\Delta t}{\Delta x^2} (u(x + \Delta x, t) - 2 u(x, t) + u(x - \Delta x, t)) $$

This discretization is nice because the "next" value (temporally) may be expressed in terms of "older" values at different positions.


text:
Drafting

At sea aboard USS Kearsarge, Illustrator Draftsman 1st Class Steven Rodgers designs a training slide Welcome to the Wikibook on

Drafting

The Objectives of Drafting as an Explanatory Practical Arts Course

The general objectives of drafting as an explanatory practical arts course are as follows:
 * 1) To acquire essential skills in freehand drawing and lettering, in creating simple structural and decorative designs, in sketching pictorial drawings, and in making orthographic working sketches
 * 2) To get acquainted with the technical and related general knowledge concerning the general drafting trade
 * 3) To be able to read and interpret working sketches and working drawings
 * 4) To develop one's power of observation and visualization
 * 5) To form good habits of work such as cleanliness, accuracy, neatness, orderliness, speed and industry
 * 6) To appreciate good draftsmanship

Tools and Materials Needed

The following tools and materials are needed in freehand drawing and in technical sketching:
 * Drawing pencils (F, HB, B and 6B) are generally used in sketching all required drawing plates
 * Soft rubber eraser
 * Ruler (metric)
 * Drawing and lettering pens with a pen holder (e.g., Gillott, Staedtler, Speedball)
 * Drawing papers, 23 cm x 30 cm, 23 kg (50 lb) book or Oslo paper and bristol board (cartolina)
 * Sketch book, 23 cm x 30 cm (9" x 12"), with cross-perpendicular lines
 * Pocket knife or NT knife and sharpening pad
 * Flexible steel measuring tape 2 m long
 * Large envelope, 30 cm x 40 cm (12" x 16")
 * Lecture notebook
 * India ink, 22 cc (3/4 oz) bottle
 * Water color set with pointed sable brush (Prang or equivalent)
 * Tempera colors (6 bottles to a set)
 * Wax crayons (16 colors)
 * Tracing paper, 1/2 m long

Contents

 * 1) /Introduction/
 * 2) /Freehand Drawing/
 * 3) /Designing/
 * 4) /Lettering/
 * 5) /Orthographic Sketching/
 * 6) /Pictorial Drawings/
 * 7) /Dimensioning/
 * 8) /Working Sketches/
 * 9) /Representation of Materials/
 * 10) /Blueprint Reading/
 * 11) /Commercial Art/
 * 12) /Bibliography/
 * 13) /Glossary of Technical Terms/

Appendices

 * 1) /Other Blueprint Reading Problems/
 * 2) /List of Operations or Skills to be Learned/
 * 3) /Conversion Table of English Linear Measurements into Metric/

title: Drafting


text:
Introduction to .NET Framework 3.0/Advantages of .NET 3.0

The latest version of .NET i.e. .NET 3.0 has a number of advantages.

 * Development Time is reduced.
 * WPF provides tools to create graphically enhanced documents and web pages.
 * WWF facilitates the user to make a model of the development process.
 * WCF makes construction of distributed systems easier.


text: User:Hirohisat

title: User:Hirohisat


text: User talk:Hirohisat

title: User talk:Hirohisat


text:
Drafting/List of Operations or Skills to be Learned

Freehand Drawing

 * 1) Sharpen a pencil (conel, chisel, elliptical).
 * 2) Lay out the border line (continue and in segments).
 * 3) Sketch long curve lines (light and heavy).
 * 4) Sketch short curve  lines (light and heavy).
 * 5) Sketch parallel lines (short and long).
 * 6) Sketch perpendicular lines (at various positions).
 * 7) Sketch arcs and circles (large and small).
 * 8) Sketch an ellipse by the parallelogram method.
 * 9) Sketch common plane geometrical figures (triangles, rectangles, square, regular polygons, etc.).
 * 10) Sketch common solid geometrical figures (cylinder, cone, pyramid, prism, cube, etc.).
 * 11) Sketch objects in outline form (with lead pencil or ball pen).
 * 12) Accent an outline drawing (lead or carbon pencil).
 * 13) Sketch a color chart (Prang 12 color).
 * 14) Color an outline drawing (crayon or water color).
 * 15) Shade an outline drawing (lead or carbon pencil).
 * 16) Erase pencil lines.
 * 17) Lay out a value scale (7 steps).
 * 18) Lay out a color-value scale (tints and shades of a color).

Design
 * 1) Create a naturalistic motif or design.
 * 2) Create a conventional motif or design.
 * 3) Create a geometrical motif or design.
 * 4) Create an abstract motif or design.
 * 5) Create a center motif.
 * 6) Create a corner motif.
 * 7) Create a border design.
 * 8) Create an all over pattern.
 * 9) Create simple structures (chair leg, flower vase, molding, etc.).
 * 10) Create simple articles (coat hanger, medicine cabinet, bookend, bric-a-brac, etc.).
 * 11) Design a simple iron fence and gate.

Lettering

 * 1) Draw guide lines for lettering (horizontal and inclined).
 * 2) Print or letter single-stroke Gothic capital letters (alphabet and numbers).
 * 3) Print single-stroke Gothic small letters (alphabet and numbers).
 * 4) Print words and sentences (single-stroke Gothic).
 * 5) Print paragraphs (single-stroke Gothic).
 * 6) Center a title by the trial-and-error method.
 * 7) Center a title by the scratch-paper method.
 * 8) Print Roman letters and numbers by using a Speedball pen, Style C-3.
 * 9) Print Text or Old English letters and numbers by using the same pen.

Orthographic Sketches

 * 1) Sketch the alphabet of lines.
 * 2) Block in the views.
 * 3) Sketch orthographic views of objects with horizontal and vertical surfaces.
 * 4) Sketch orthographic views of objects with inclined surfaces.
 * 5) Sketch orthographic views of objects with regular curved surfaces.
 * 6) Sketch orthographic views of objects with irregular curved surfaces.
 * 7) Sketch orthographic views from given pictorial views.
 * 8) Draw a detail working sketch.
 * 9) Draw an assembly working sketch.

Picture Drawings

 * 1) Sketch isometric axes (boxing method).
 * 2) Sketch cavalier and cabinet axes.
 * 3) Sketch isometric views of objects with horizontal and vertical surfaces.
 * 4) Sketch isometric views of objects with inclined surfaces.
 * 5) Sketch isometric views of objects with regular curved surfaces.
 * 6) Sketch isometric views of objects with irregular curved surfaces.
 * 7) Sketch isometric views form given orthographic views.
 * 8) Sketch cavalier pictorial views.
 * 9) Sketch cabinet pictorial views.
 * 10) Sketch semi-artist's parallel perspective.
 * 11) Sketch semi-artist's angular perspective.
 * 12) Sketch isometric views of objects having many inclined surfaces (offset method).

Dimension

 * 1) Measure objects by use of the metric system.
 * 2) Print or write metric measurements on the drawing.
 * 3) Convert metric measurements into English and vice versa.
 * 4) Stagger dimensions.
 * 5) Sketch dimension and projection lines.
 * 6) Sketch continuous dimensions.
 * 7) Dimension circles or holes (of various sizes) and locate them.
 * 8) Dimension arcs and angles of various sizes.
 * 9) Dimension irregular curves by the square method.
 * 10) Dimension irregular curves by base-line dimensioning method.
 * 11) Dimension a drawing using the nondirectional method.
 * 12) Dimension turned pieces.
 * 13) Dimension an isometric view.
 * 14) Dimension an oblique view (cavalier or cabinet).
 * 15) Dimension a tapped hole.
 * 16) Dimension chambers and tapers.
 * 17) Dimension large arcs by the radial dimensioning method.
 * 18) Correct dimensions on working sketches.

Work Sketchers

 * 1) Make a working sketch of a detail part.
 * 2) Make a working sketch of assembled parts.
 * 3) Sketch the title block.
 * 4) Check a working sketch.

Blueprint Reading

 * 1) Supply a missing orthographic view.
 * 2) Supply missing dimensions.
 * 3) Supply missing visible and hidden lines.
 * 4) Sketch an isometric view from given orthographic views.
 * 5) Sketch orthographic views from given isometric views.
 * 6) Match corners of the object drawn in an isometric view with those of the orthographic views.
 * 7) Match the lines or edges of the object drawn in an isometric view with those of the orthographic views.
 * 8) Correct sketches made by other students.
 * 9) Identify drawing symbols and abbreviations.
 * 10) Sketch an oblique view (cavalier or cabinet) from given orthographic views.
 * 11) Sketch a perspective view from given orthographic views (parallel or angular).

Commercial Art

 * 1) Design a monogram.
 * 2) Invert and transfer design on surface of a linoleum or rubber block.
 * 3) Engrave and mount the block.
 * 4) Print an all over pattern with the block.
 * 5) Draw a poster with a given wording or lettering.
 * 6) Redesign or improve a given newspaper advertisement.
 * 7) Hand-letter a table design on glass and mount glass on a triangular wooden base.
 * 8) Hand-letter a door sign on a wooden board.
 * 9) Lay out a title page on tracing paper.
 * 10) Lay out the letterings for a book cover.
 * 11) Lay out a letterhead.
 * 12) Make a sign painting for a store.


text:
User:Farhan Nasim

I am Farhan Nasim an intermediate science student. I am from Bangladesh and interested in writing scientific essays.In Wikibooks I have created the following book(s):

 * Galileo's Science

Images I have created

title: User:Farhan Nasim


text:
Introduction to .NET Framework 3.0/Preface

This book has been written in order to educate programmers (especially .NET programmers) about the latest trends in Microsoft's .NET Framework. Microsoft .NET 3.0 is a major milestone in the evolution of the .NET framework and this book is equally indispensable as a study material in understanding .NET 3.0.

This book is made up of four units. The first unit comprises a general introduction about the .NET framework and enhancements introduced by .NET2.0 as masterpages. The reason for including a brief introduction of masterpages is that the concept of masterpages shall be in extensive use in .NET Framework 3.0 applications and a coverage of masterpages as an overview seemed a necessity. The second unit comprises a brief overview of the new enhancements brought forth in .NET 3.0 with regard to the use of generic and nullable data types. Unit 3 includes a detailed coverage of the four major components newly introduced in .NET 3.0: Windows Communication Foundation(WCF), Windows Presentation Foundation(WPF), Windows Workflow Foundation(WWF) and Windows Cardspace.It is here that the .NET course actually commences. The fourth and final unit comprises an overview of IIS 7.0 and Windows Powershell, which is the new command-line interface(CLI) introduced by .NET 3.0.

-Ravichandar Krishnamurthy, Author, August 9, 2007.


text:
Drafting/Conversion Table of English Linear Measurements into Metric

The metric is now the official system of measurements for sizes and weights in the Philippines. At this writing, however, lumber, shoes, paper, and machine parts are still measured by the English system. Since it will take time to metricize all existing English measurements, the conversion table is provided below to help students adjust themselves to the transition.

The metric equivalent of the English linear measurements are printed in decimal figures and are mostly in fractions of a meter. To read these fractional measurements which are given in decimal figures, it is suggested that the following simple rule be followed:

All numbers at the left side of the decimal point are in meters; the first two numbers to the right of the decimal point are in centimeters; the third number to the right of that is in millimeters; and the rest of the numbers to the right of the third number are a fraction of a millimeter.

For example, 1.016 reads: one meter, one centimeter, and 6 millimeters. Similarly, 5.55525 is read as 5 meters, 55 centimeters, and 5 1/4 millimeters. The last two numbers, or 25, is 1/4 of a millimeter.

To find the equivalent of 3 1/8", for instance, just add the fractional metric equivalent of 1/8" to the metric equivalent of 3 inches. In this case, we have

1/8" = 0.0032 3" = 0.0762 0.0794 which reads: seven centimeters, nine millimeters, and 4/10, or 2/5, of a millimeter


text:
Drafting/Bibliography

Collins, Rose M., and Riley Olive. Art: Appreciation for Junior and Senior High Schools. N.Y.: Harcourt, Brace & Co., 1937.

Downer, Marion. Discovering Design. N.Y.: Lothrop, Lee & Shephard Co., 1947.

Edel, Henry D. Introduction to Creative Design. N.J.: Prentice-Hall, Inc., 1967.

Fabry, Alois. Water Color Painting Is Fun. N.Y.: Viking Press, 1960.

Feirer, John L. Drawing and Planning for Industrial Arts. Peoria, Ill.: Chas A. Bennett Co., Inc., 1956. French, Thomas E., and Vierck, Charles J. A Manual of Engineering Drawing for Students and Draftsmen. 9th ed. N.Y.: McGraw-Hill Book Co., Inc., 1963.

——————. Engineering Drawing and Graphic Technology. N.Y.: McGraw-Hill Book Co., Inc., 1969.

——————; Sevensen, Carl L. et al. Mechanical drawing. N.Y.: McGraw-Hill Book Co., Inc., 1974.

Giachino, J.W., and Beukema, Henry J. American Technical Society's Drafting. Chicago: American Technical Society, 1960.

Giesecke, Frederick E.; Mitchell, Alva; and Spencer, Henry C. Technical Drawing. 6th ed. N.Y.: Macmillan Co., 1974.

——————. Engineering Graphics. N.Y.: Macmillan Co., 1969.

Goldstein, Harriet, and Goldstein, Vetta. Art in Everyday Life. 4th ed. N.Y.: Macmillan Co., 1954

Hornilla, Cesar et al. Theory of Technical Drawing, Part I. Manila: UST Press, 1976.

Jervis, William. General Mechanical Drawing. N.J.: D. Van Nostrand Co., Inc., 1950.

Katz, Hyman H. Handbook of Layout and Dimensioning for Production. N.Y.: Macmillan Co., 1957.

——————. Technical Sketching and Visualization for Engineers. N.Y.: Macmillan Co., 1949.

Lighte, Paul R. Blueprint Reading and Sketching. N.Y.: McKnight and McKnight, 1950.

Luzadder, Warren. Fundamentals of Engineering Drawing. N.J.: Prentice-Hall, Inc., 1977.

McGee, R.A., and Sturtevant, W.W. General Mechanical Drawing. N.Y.:Bruce Publishing Co., 1941

Manaois, German M. A Manual of Art Education and Appreciation. Manila: National Book Store, 1977.

Matasek, Ray J. Commercial Art and Design. N.Y.: Bruce Publishing Co., 1931.

Pare, E.G. et al. Descriptive Geometry. N.Y.: Macmillan Co., 1971.

Pawelek, Stanley J., and Otto, William E. Introduction to Industrial Drafting. N.Y.:Benziger Bruce & Glencoe, Inc., 1973.

Rogers, William W., and Welton, Paul L. Blueprint Reading at Work. N.J.: Silver Burdett Co., 1956

Rotmans, Elmer A. Drafting Simplified. N.Y.: Delmar Publishing, 1967.

Rotmans, Elmer A., and Norton, Homer L. Drafting Technology. N.Y.: Delmar Publishing, 1967.

Ross, George F. Speedball Text Book. Camden, N.J.: Hunt Pen Co., 1948.

Ross, Robert. Commercial Art. Penn.: International Textbook Co., 1963.

Shaeffer, Glenn N., and Spielman, Patrick E. Basic Mechanical Drawing. N.Y.: Benziger Bruce & Glencoe, Inc., 1974.

Spencer, William P. Drafting Technology and Practice. Peoria, Ill.: Chas A. Bennett Co., Inc., 1973

Stephenson, George E. Drawing for Product Planning. Peoria, Ill.: Chas A. Bennett Co., Inc., 1970

Steinike, Otto. Blueprint Reading, Checking, Testing. Ill.: McKnight and McKnight, 1956.

Thayer, H.R. Blueprint Reading and Sketching. N.Y.: McGraw-Hill Book Co., Inc., 1942.

Wallace, C.E. Commercial Art. N.Y.: McGraw-Hill Book Co., Inc., 1939.

Varnum, William. Industrial Arts Design. Peoria, Ill.: Manual Arts Press, 1933.

Victoria, Pablo. Art in the Elementary Schools. Quezon City: Phoenix Publishing House, Inc., 1959.

Zipprich, Anthony E. Freehand Drafting for Technical Sketching. N.J.: D. Van Nostrand Co., Inc., 1954.

title: Drafting/Bibliography


text:
Drafting/Freehand Drawing

This chapter deals with two types of freehand drawing. One pertains to artists' drawings and the other to drawings done by technical men and skilled industrial workers. Artists' drawings are generally freehand drawings; that is, drawings made without the use of drawing instruments or straightedges. Such drawings are made in perspectives; that is, pictorial drawings as seen by the artist's eyes. As his art medium he uses either a lead pencil, charcoal or carbon pencil, black ink, pastel, oil paint, water color, or crayon.

Technical men and industrial workers, on the other hand, make working sketches which are also freehand drawings but are shown in a special type of drawing called orthographic projection. Generally, an object is shown in three orthographic views—top, front, and side views.

A synonym for freehand drawing is sketch. All technical sketches are freehand drawings, but not all freehand drawings are technical sketches.

Pencil Techniques

In both freehand drawing and technical sketching, the techniques in drawing or sketching lines are the same. Horizontal lines, for instance, are drawn from left to right. Horizontal lines are lines parallel to the lower edge of the drawing paper. Vertical lines are sketched from the top downward, and inclined lines are also generally sketched from left to right. Short lines are drawn with finger movement while long lines are made with arm movement. Long lines, however, may be drawn in segments with very small spaces or gaps between segments. Those gaps are so small that the lines appear at arm's length as single line.

Perpendicular lines are lines which make an angle of 90 degrees with each other. Horizontal and vertical lines can be drawn perpendicular to one another. But not all perpendicular lines are horizontal.

Parallel lines are lines which never meet even if they are prolonged or extended to any desired length. Parallel lines may be vertical, horizontal, or inclined.

Lines may be drawn in various thicknesses or weights with a soft pencil. This is done by varying the pressure of the pencil against the drawing paper. It is this feeling of pressure exerted by the fingers on the pencil that must be developed in order to acquire the "feel" of the pencil. These varying kinds of line can also be drawn by using different grades of drawing pencil.

Curved lines, or curves, are regular or irregular. A regular curve is either a circle, an arc(part of the circumference of a circle), or an ellipse. Irregular curves are those which have no definite direction.

In sketching circles, the radii and the two-stroke method are often used. For an ellipse, the beginners should use the parallelogram method. The other two methods of sketching an ellipse should be attempted only after one has acquired the "feel" of the drawing pencil.

Drawing Pencils

Drawing pencils are available in various grades of hardness or softness. Hard pencils range from grades H, 2H,. . ., to 9H(the hardest). Soft pencils range from grades B, 2B,. . ., to 6B(the softest). Between H and B pencils are the HB and F. All of these pencils are available in the market. With HB, 2B, and H pencils, the student can easily make variations in the lightness or darkness of his lines even if the pressure of the pencil on the paper is the same for each grade pencil.

Pencil points may be sharpened into three different shapes: the conical, the chisel, and the elliptical. For sketching purposes, the first two are recommended.

The conical pointed soft pencil can make different thicknesses of lines by varying the pressure of the pencil against the paper surface. A hard pencil with a similar point can make different thicknesses of lines by varying the shape of its point. A dull point makes a broad line while a fine point makes a fine line. This is why soft pencils are preferred to hard pencils in sketching. The chisel point, on the other hand, makes wide lines depending on the width of the point. It is generally used in shading a penciled outline drawing.

Pencil points are usually sharpened on a sandpaper pad. The wooden part of the pencil is first cut off with a pocket knife or razor or stripping blade, thus exposing the lead about one centimeter long. The pencil point is then shaped on the sandpaper pad by rubbing the point while at the same time turning it.

title: Drafting/Freehand Drawing


text:
Wikibooks:Requests for deletion/Relationships

Relationships
Bizaarely this book was once a featured book but it is very biased, pushes a right-wing religious agenda and is selective with the information it uses to push these views. Wikibooks should not be a host for books like this. The main problem is with the Relationships/Sex page. Xania talk 18:34, 28 June 2007 (UTC)

 * Delete - Also see this for the discussion which led to the book's removal as a featured book Xania [[Image:Flag_of_Italy.svg|15px]]talk 18:34, 28 June 2007 (UTC)
 * Delete - Far too biased for any decent book, and includes essentially nothing on queer relationships (not surprising given the aforementioned slant). I hate to see so much work go down the tubes, so massive editing could be done to bring it up to snuff - but as it stands? no place on WB for it, so far as I can see. Mike.lifeguard 22:29, 28 June 2007 (UTC) (I read some more) Ridiculously sexist in many places. And equates GID with homosexuality. (GRRRRR) However it does say gays and lesbians make good diplomats or spies, so I won't go off the deep end about things. I don't think WB has room for this book as it stands though - delete. Mike.lifeguard 22:37, 28 June 2007 (UTC)
 * Delete This is at least the third time (i think it might even be the fourth) that this book has been nominated for deletion, and every time i want to delete it, and everybody else doesn't. Let's hope that this time around we can actually evict this garbage. --Whiteknight (Page) (Talk) 23:13, 28 June 2007 (UTC)
 * Delete, I'm almost sorry I attempted to help this once, every time I look at it it seems more hopeless. Mattb112885 (talk) 00:41, 29 June 2007 (UTC)
 * Delete - initially, I thought it was just the one page that was awful. However, upon further inspection, I see that most (if not all) of the book is horribly prone to generalisations in line with a specific moral viewpoint. POV, and likely some OR, possibly also some breach of copyright (e.g. references to images "on page [n]" suggest text copying). Webaware talk 09:20, 29 June 2007 (UTC)
 * Delete, The bias is really strong and inappropriate for a reference book. Jsdratm (talk) 05:41, 29 June 2007 (UTC)
 * Keep - I understand the huge POV bias in violation of WB:NPOV, and I also strongly agree that the POV bias would require a massive effort to rewrite this content. But I find it incredibly disturbing that the participants here on Wikibooks are pushing here what appears to be a political bias of any kind, and this seems to be here at the moment a bias against conservative thought.  I'm not necessarily saying that POV edits should be permitted either, but the solution in nearly every instance I've seen with other Wikimedia projects and even here on Wikibooks was to resolve POV problems with cleaning up the content and editing out the POV bias.  Not deleteing the content. We have deleted books in the past because the topic itself (such as Nudism and White Heritage Society) was deemed so controversial that trying to make an NPOV book about that topic was considered impossible.  I'm wondering if the same argument is being made here about a book about relationships?  This boggles my mind here to think about that philosophy.  It also appears to be a really harsh personal attack here against one particular user and their political philosophies.  I have not seen problems with this Wikibook in terms of an edit war where two or more people are attacking each other and engaging in an edit war.... there just hasn't been any attempt at all to try and clean up the NPOV problems with editing at all.  A POV bias will end up in nearly any article/book/news story that is written by just one or a very few individuals, and that is something we need to deal with somehow here on Wikibooks.  Does this mean that we should delete content that has been written by just one or two individuals from all of Wikibooks, as a matter of general policy, when nobody is willing to help clean up NPOV concerns?  BTW, this is hardly the only Wikibook with this problem either. --Rob Horning 12:36, 29 June 2007 (UTC)
 * I think it's wrong to assume that we are deleting this book for any kind of political motivation. Regardless of which side of the political spectrum this book falls onto, it is still heavily biased towards a particular viewpoint. Beyond the politics, there are a number of comments and statements riddled throughout this book that smack of the immaturity of the "How to get a girl" book (a book which was eventually deleted, despite a persistent minority who insisted it was somehow valuable). What we arent talking about here is a book with minor POV flaws, we are talking about serious POV that would require a major rewrite. Combine this with a shortage of people willing to perform such a rewrite, and we are left with an outstanding policy violation. It would be different if somebody were willing to put in the work and effort to fix this book, but considering that this is the third VfD for this book, it seems to me that nobody is going to fix it. There are two options for a POV violation (or a policy violation of any kind): We can try to fix it, or we can delete it. Since the former option has been tried several times and been deemed unfeasable, the latter option is our only reasonable choice now. --Whiteknight (Page) (Talk) 12:58, 29 June 2007 (UTC)
 * This isn't the 3rd VfD proposal for the book, but for the particular module about Sex. That particular module (mentioned directly here by Xania) may simply need to be deleted.  OK, I can live with that.  But either the Wiki concept works at all and eventually somebody comes and fixes it, or the whole concept of what we are doing should be abandoned.  I don't mind marking up the whole book full of ugly NPOV markup tags, and perhaps making them even more prominent, larger, and perhaps on each and every page of the book.  Make it very apparent that the Wikibooks community doesn't think this is something that follows the NPOV policies we have talked about, and if you want to help Wikibooks by either rewriting or simply replacing this book with something else would be strongly encouraged.  I'm suggesting that this is a dangerous precedent to delete a book just because several individuals here don't agree with the content.  I have seen some Wikibooks turn out much better on the rewrite when a full rewrite was proposed, however.  I would also strongly support that the printed version of this book (PDF form), if there are some grave POV concerns, be deleted.  Such a POV biased book should not be treated as a featured book or given even the attention a printed version often brings.  --Rob Horning 13:22, 29 June 2007 (UTC)
 * The other nominations for deletion were started because of the problems with the sex page, but in every other nomination it was suggested with all seriousness (and considered appropriately) that the rest of the book be deleted as well. And each time the issue comes up, people say "but somebody will eventually come by and fix this, they just must". At the same time, however, the people who are voting "keep" are not chomping at the bit to actually do the work necessary to fix it. I mean it's all good to say "This book might be able to be fixed", it's another thing entirely to say "I'm going to fix this myself, right now, and I'll report back when I am done with the results". We don't have a surplus of editors around here, and the editors that we do have are busy working on worthwhile projects, and not trying to salvage every piece of garbage that gets by the gates. This book is a policy violation, history has demonstrated that it will not be fixed, and we need to consider that when we make our deletion decisions. --Whiteknight (Page) (Talk) 14:14, 29 June 2007 (UTC)
 * Keep - I have to agree with Rob here with a caveat. If there are copyvios as Webaware suggests (and there is strong evidence that there is), those parts should be deleted post-haste.  I don't know where the "see page n" part is in this book, but if I did, I'd go there, paste some unique-ish looking text into Google and see what turns up.  I have found a lot of copyvios this way.  Copyvios aside, I think the rest of the book should be riddled with NPOV tags and then we should give the book time (a lot of time) for someone to adopt it and neutralize the POVs.  --Jomegat 14:03, 29 June 2007 (UTC)
 * Delete Far too much will need to be re-written if it were to adhere to WB:NPOV. DaGizza 14:08, 29 June 2007 (UTC)
 * Delete - I've made my arguments many times before. This really needs to go because it's had enough time to decompose now and with no new development to fix its massive flaws. -within focus 15:37, 29 June 2007 (UTC)
 * Keep - I share Rob opinion also with Jomegat exception (copyvios must be dealt with). --Panic 16:11, 29 June 2007 (UTC)
 * Delete - Terrible! The more I look at it, the worse it gets. To make it more accurate and NPOV would require a near-total rewrite. Also, it does look like a copyvio---see the first sentence in Relationships/How_Our_Ancestors_Lived: "If human existence were as long as two copies of this book, for all but the last page of the second book—10,000 years—humans lived in small bands of hunter-gatherers." Obviously, a wikibook doesn't have a static length, so it looks like it was copied. PurplePieman 04:24, 30 June 2007 (UTC)
 * Keep - I can't help but think that if the POV of the article was liberal or libertine, POV would not be an issue. This book has been excerpted in at least one place on the web, but I did not find any direct evidence of it being a copyright violation. The book is fairly extensively sourced for a Wikibook, and statements that it has not been improved since it was last listed for deletion are not true. The editing history demonstrates otherwise. It was last listed for deletion 3 months ago (not a year) and the VFD was initiated by the same individual that initiated it this time. I don't think it's good precedent to delete this book. Books should not be deleted for being US centric any more than they should be deleted for being UK centric, or Australia centric. POV should be fixed or specific POV sections removed. I disagree that the whole book would have to be completely rewritten to remove POV. -- xixtas talk 04:48, 30 June 2007 (UTC)
 * Comment - regarding the possible copyvio, it was largely a feeling I got whilst reading some of this book. Relationships/Monogamy and Polygamy was where I saw "see photo page 193". I Googled, but drew a blank. It may be simply referring to one of the footnoted citations, or it may be a text copy from a printed book (i.e. no on-line copy). Regarding Xixtas' comment above about the book being US-centric, that surprises me - I simply thought it sounded very POV, not realising that it was mainstream US POV. That aside, the "facts" in the book are heavy on the pseudo-science; I suspect there are factual errors, most likely because the POV of the authors demand it. If this book is not deleted, then there should be a concerted effort to tag all suspect "facts" for checking. I'm a computer geek, so I can't speak to the veracity of the book's citations, but I get the impression that the citations have largely been used to support a POV rather than present useful facts. Webaware talk 14:09, 30 June 2007 (UTC)
 * I believe that the POV issues and the fact that the book is US centric are two separate things. Facts are facts no matter where you live. The reason for deletion specifically lists that the book is US centric. I do not think this is a valid reason to delete a wikibook. One of the great things about Wikibooks is that there can be two different books intended for two different audiences. (One relationships book for Americans, another for Australians... why not?) Not everything has to be written for a world-wide audience like at Wikipedia. That is very disturbing that the book references a photo that doesn't exist in the text, but it is not proof of copyvio. It is simply proof that the book was originally written in a different format. If it was the same author who first wrote (see photo page 193) that uploaded this content to Wikibooks, then there is no copyvio. The writing is so unpolished that I can't imagine that this book has actually been published so I actually think the chance of it being a copyvio is slim. My main point is that not enough time has passed since the book last was up for RfD and there is nothing here that was not already discussed there. There have been contributions to the book since that discussion and the book is improving bit by bit. -- xixtas talk 20:36, 30 June 2007 (UTC)
 * Forgive me if I missed something, Xixtas, but I only see mention of the book being US-centric in your posts. I agree that there is nothing wrong with having a country-specific textbook on Wikibooks, but I can't see where anyone but you has claimed that this is the perceived problem with Relationships.
 * Regarding facts, you are correct - facts are facts. However, this book presents things as facts, but they sound more like POV dressed up as facts and supported by carefully selected citations. I question how much of the book is like that. If this book survives the VfD, we should do as Jomegat suggests and riddle the book with NPOV tags, and I'd suggest also fact tags, then see if anyone fixes it. Webaware talk 01:13, 1 July 2007 (UTC)
 * As for copyvio, I'm happy to back down on that. If we can't show that it is, then just ignore me - it was just something I got a feeling about when reading the book. Webaware talk 01:13, 1 July 2007 (UTC)
 * The criticism about the book being US centric is at the top of the Relationships/Sex page. The last VfD was closed as keep only a month before this one was opened (with exactly the same justification by exactly the same Wikibookian.) -- xixtas talk 15:44, 1 July 2007 (UTC)
 * Thanks, I thought I must have been going blind(er)! I had read that page again, but had skipped over the tags to just read the content. cheers, Webaware talk 13:11, 2 July 2007 (UTC)
 * Comment The first page of the book Relationships/About This Book, says not many people bought the book Hearts and Minds so its being made available free as a Wikibook. The same page also states it includes their personal opinions. Better for Wikisource maybe? --dark lama  13:12, 1 July 2007 (UTC)
 * Good eyes. I had read that page, but never made it to the bottom. I think it falls under Wikisource:What Wikisource includes#Analytical and artistic works, provided the author is going to license the text (which is obviously the case, although the publisher may be involved somehow - I'm not sure) and it can be verified that this book has been published (which I just did via Amazon). Mike.lifeguard 22:24, 1 July 2007 (UTC)
 * The same logic could be used to say the FOSS Open Standards book should be moved to Wikisource. -- xixtas talk 00:12, 2 July 2007 (UTC)
 * Except the FOSS Open Standards book isn't a terrible POV violation. Wikisource allows materials to be POV violations (so long as the material is uploaded and edited without bias). At wikibooks, we actually delete content if it doesnt fit policy. --Whiteknight (Page) (Talk) 00:16, 2 July 2007 (UTC)

 * Keep - Regarding copyright, http://en.wikibooks.org/wiki/Relationships/About_This_Book explains that I wrote "Hearts and Minds: How Our Brains Are Hardwired for Relationships." I own the copyright to the book I wrote, and I uploaded the book to Wikibooks with my permission.

Regarding the "Sex" chapter, looking at the edits history, I uploaded the chapter on October 2, 2006 (nine months ago). I count about 40 edits since then, by about 15 individuals, of whom Xania, Az1568, Archolman, Herbythyme, Mattb112885, and Remi0o stand out. 95% of what I wrote is gone, and 95% of what's in the "Sex" chapter now wasn't written by me. If you vote to delete the "Sex" chapter I won't be personally offended, as I didn't write what's in that chapter now. If that's your vote, then you should also propose a policy that Wikibooks can never have anything about sex. The "Sex" chapter was produced by 15 people over nine months. If the result isn't acceptable, then maybe Wikibooks should stick to books about C++ programming and not get into sticky subjects like sex.

(It's also ironic that the edits page suggests Xania is a primary author of the current "Sex" module, yet he/she wants to delete it.)

If you want my opinion about the "Sex" chapter, it's awful. It looks like it was written by a school board committee. The original chapter I wrote had good stuff in it, such as a recommendation to the only book with excellent information about birth control ("Our Bodies, Our Selves"); a study finding that when parents take a sex education class their children have less sexual activity (due to better communication about sex between parents and children); pages about how alcohol affects consent issues; Nevada's three rules for brothels that kept HIV infection at zero levels, as compared to Nevada's streetwalkers (who don't have rules enforced on them) being 6-10% HIV positive; and that nibbling your partner's sternocleidonastoid muscle can be overwhelmingly pleasurable for your partner (don't worry, the SCM goes between your ear and your collarbone).

I don't have time today to see how the rest of the book has changed since I uploaded it nine months ago. I'll try to look at it in the next week or so.

The rest of my comments are about the book I wrote, which may or may not be the same as the current "Relationships" Wikibook.

In the reviews of "Hearts and Minds" on Amazon each reader appears to have read a different book. I seem to have written a book that readers either love or hate, because they see in it support for their views about relationships, or attacks on their views about relationships. Yet what readers say is best or worst about the book often isn't in the book! For example, one Amazon reader complained that the book said that "women must wear short skirts with a slit." That's not in the book I wrote!

I see comments here saying that the book is "biased" or lacks a NPOV, yet few people articulate what the bias is. One person commented that the book promotes a "right-wing religious agenda." I've received complaints from other individuals that the book promoted liberal views such as homosexuality, pre-marital sex, and condom use! I'm happy to see that I've pissed off both right-wing and left-wing extremists. I suspect that half the commenters think it's liberal and half think it's conservative, half think it's pro-homosexual and half think it's anti-homosexual, half think it's pro-polygeny and half think it's anti-polygeny, etc. If so, then the book has a NPOV even though each individual thinks that it doesn't. Relationships in general and sex in particular is an emotionally charged area. It's impossible to write a relationships book that doesn't offend someone.

That the book is biased towards understanding women is true. A bisexual woman thanked me for writing the book, saying that it helped her understand women. She said that men are easy to understand, but dating women had always baffled her. Another bisexual woman said the same thing later. The first chapter of the book explains this (women are hardwired to seek two, opposite goals: the best genetic donor, i.e., men who are desired by many other women; and a single partner who'll make a long-term commitment, which often means that no other woman wants the guy).

The book has almost 400 references, largely to scientific textbooks and scientific journals. The book presents the scientific facts about male-female relationships. These facts are often little-known, unpopular, and controversial. That's why I wrote the book. --Thomas David Kehoe

 * Though I am not listed in your list of authors, the state of the /sex module is primarily my doing. I basically rewrote the whole thing in an effort to keep this book from being deleted and will happily admit that it is not my best work. I intend to improve it but it is (of necessity) not my highest priority at the moment. -- xixtas talk 17:04, 6 July 2007 (UTC)

 * I have intentionally not voted in this to allow me to close it and was reviewing it yesterday with that in mind. Reading and assessing the comments it did strike me that it was possible that this might be moved to Wikisource - as such I have emailed the author today along those lines.  Can I ask that no one else closes it for a few days or until a reply is received - thanks -- Herby  talk thyme 12:01, 6 July 2007 (UTC)
 * From the Relationships/About This Book page, the author makes mention of the fact that this book was not previously published anywhere before. Wikisource does not accept self-published work, nor work that has never been previously published. We can ask the Wikisource people if they would make some kind of exception for this, but I doubt they will go for it. --Whiteknight (Page) (Talk) 12:40, 6 July 2007 (UTC)

 * It has been published before: Amazon.com  – Mike.lifeguard | talk 16:32, 6 July 2007 (UTC)

 * According to Amazon: "Publisher: Thomas David Kehoe; First edition (May 2003)" This means the book is self-published. -- xixtas talk 20:10, 11 July 2007 (UTC)

 * Then it hasn't a place here (not a textbook and massive POV violations) nor there (self-published). May I suggest Project Gutenberg since WB and WS aren't acceptable locations for this book?  – Mike.lifeguard  | talk 20:31, 11 July 2007 (UTC)
 * Nevermind - PG won't accept it either (self-published). Have we heard back from the author?  – Mike.lifeguard  | talk 14:56, 12 July 2007 (UTC)


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User talk:211.30.158.157

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 12:42, 9 August 2007 (UTC)

title: User talk:211.30.158.157


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User talk:Horizon09

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

If you have any questions about the Muggle's Guide in particular (specifically how we write things here and our set of standards), please leave me a message at my talk page. Thanks. -within focus 12:59, 9 August 2007 (UTC)

title: User talk:Horizon09