text:
Muggles' Guide to Harry Potter/Books/Deathly Hallows/Chapter 3

Synopsis
I don't think you're a waste of space. {Dudley, to Harry}

Uncle Vernon has changed his mind again. The Dursleys were informed by Arthur Weasley and Kingsley Shacklebolt that Harry's life will be in danger when he turns seventeen, and that the Dursleys, as his relatives, are likely under the same threat. Since then, Vernon and Petunia have alternately been willing to accept the Order's protection or preparing to refuse it. Today, they are convinced that Harry plans to put their house in his own name as soon as they are gone. Harry repudiates this, asking why he would want to do that. In any event, he already owns a house.

Harry's arguments are bolstered by Order wizards who have arrived to transport and protect the Dursleys: Dedalus Diggle and Hestia Jones. When Dudley says he is going with Dedalus and Hestia, Uncle Vernon's protests are rather deflated, and he suddenly decides that has been his intention all along. Dudley wants to know why Harry is not coming with them; Uncle Vernon says he does not want to, to which Harry agrees. Dudley now admits to not thinking that Harry is a waste of space and goes so far as to thank Harry for saving his life. He shakes hands with him before leaving. Aunt Petunia looks as if she might want to say something, but marches off after Vernon and Dudley.

Analysis
The last book deviates from the series' usual structure. Apart from brief introductory scenes in Harry Potter and the Philosopher's Stone, Harry Potter and the Goblet of Fire and Harry Potter and the Half-Blood Prince, each novel opened during the summer at the Dursleys' home, amidst some ongoing dispute between Harry and his family. Shortly after, Harry returned to Hogwarts aboard the Hogwarts Express, was reunited with his friends, then engaged in normal school activities while the book's main storyline unfolded. The familiar pattern provided readers a means to chart the characters' development and the story's progression over the years. Deathly Hallows radically departs from that comfortable formula. Following a brief scene at Malfoy Manor, the story still opens at Privet Drive as Harry is about to leave the Dursleys. This, however, is Harry's final exit, nor is he returning to Hogwarts. Instead, he is about to embark on his secret mission for the late Albus Dumbledore. The Dursleys are also leaving, defiantly, and resentful at being under obligation to the magical world they so despise, but also terrified for their lives. The author hints that this parting is permanent. Opening the story in such a different way may underline Harry's maturity and growing independence, and shows that the Dursleys' influence over him is forever severed. It also leaves readers without a predictable game plan as to what will happen.

Dudley's reaction to Harry's leaving is certainly surprising. He is grateful to Harry for having saved him from the Dementors (in Harry Potter and the Order of the Phoenix) and expresses concern over what might happen to Harry. (Harry thinks it was Dudley who left the cup of tea outside his bedroom, an apparently contrite act for Dudley's bad behavior over the years.) Although Dudley is a Muggle and was unable to see the Dementors, he was still somewhat able to detect their presence. Lupin once told Harry that even though Dementors are invisible to Muggles, they could be affected by them. The encounter certainly had an effect on Dudley, and his experience may have been severe enough to be life-changing, giving hope he will mature into a better person than either Vernon or Petunia. The elder Dursleys, however, seem as antagonistic as ever, though Petunia nearly shows a rare emotional glimmer, as if teetering on a precipice to reach out to Harry, and through him to her lost sister, during this final encounter, but at the last moment reels herself in and walks away. Harry's own reaction seems mixed. While he endured an unhappy life at Privet Drive, it was his home for many years and leaving it is still difficult—this is yet another incomplete chapter in his life that must be closed and left behind.

Also, the Dursleys' habitually attaching importance to appearances is seen one final time. Vernon is only able to accept the Order of the Phoenix's instructions because he has seen Order member Kingsley Shacklebolt on television, standing directly behind the Muggle Prime Minister. He also demands Shacklebolt be his protector, trying, apparently, to claim that he is as important as the Prime Minister due to Harry's fame in the Wizarding world. Of course, he worries about what the neighbours will think as he and his family drive off with these two oddly-robed figures. It is, perhaps, interesting that what eventually stops Vernon's perpetual waffling about accepting the Order's protection is Dudley's defiant decision to follow Harry's advice. We have not previously seen Dudley value anything regarding Harry, and clearly neither have the Dursleys, as Vernon seems quite shocked, so much so that he acquiesces with the Order's plans.

Review

 * 1) How long could Dudley have felt this way about Harry?
 * 2) What might have changed Dudley's feelings towards Harry? Are Harry's feelings toward Dudley ever likely to change?

Further Study

 * 1) Was Dudley entirely responsible for his abusive behavior towards Harry? If not, what may have contributed to it? Under different circumstances, how might Dudley have turned out?
 * 2) Could Dudley's friendly gesture open the door to a future relationship between him and Harry? Explain what this relationship might or might not be and why.
 * 3) Could Aunt Petunia feel the same way Dudley does? If so, why is she unable to express it?
 * 4) Why did Aunt Petunia seem to hesitate before leaving?

Greater Picture
This is the last time the Dursley family is seen. Harry does occasionally think about the Dursley family, notably when he hears about Dumbledore's sister being locked into their cellar; the comparison with his own life is inevitable. Outside of Harry's thoughts, however, they do not re-enter the story.

Perhaps interestingly, we also never again see Dedalus Diggle or Hestia Jones. There are points in the story where having two more Order Wizards could have been useful, but it seems they remain off-stage, guarding Harry's relatives.

Clearly, others besides Harry are having conflicting feelings here. Vernon, naturally, perpetually shifts between inclination to follow the Order's instructions, and outright defiance; Harry, as mentioned, is glad he will no longer be tormented in that place, but also seems regretful that his childhood there has ended. Surprisingly, not only is Dudley the only one among the four who seems decided, but he understands the real danger he and his family are in. He also shows actual concern about Harry and expresses his gratitude for Harry having saved him from the Dementors. Petunia's behavior is telling in that it shows she must have once dearly loved her sister, Lily. It might have been Petunia's jealousy and spite over Lily's magical ability, something Petunia may have desperately wanted, that drove them apart. This was probably Petunia's last opportunity to connect to Harry and her dead sister in some meaningful way, but she instead opts to abandon that avenue by saying nothing and walking away; her momentary hesitation does indicate that she is uncertain what direction she is headed.

The author, in interviews following this book's publication, has stated that while Harry and Dudley never would have more than a Christmas-card relationship, they quite likely have at least that much. This seems in character for both; Dudley has come to respect Harry, but knows very little about him, and Harry, while he knows much more about Dudley than Vernon and Petunia do, has little respect for him. They have virtually nothing in common, and no grounds for a relationship any deeper than exchanging holiday cards, along with the annual family "newsletter" updates. However, without Dudley's gesture, there would be no impetus for Harry to do even that much, and it is likely Dudley would have difficulty re-opening communications with Harry, given that Harry will be largely within the Wizarding world after this book ends.


text:
Muggles' Guide to Harry Potter/Books/Deathly Hallows/Chapter 6

Synopsis
''It's like being a house-elf. Except without the job satisfaction. The sooner this wedding's over, the happier I'll be.'' {Ron about the wedding preparations}

In the days following Mad-Eye Moody's death, the Order deduces that Harry, Ron, and Hermione are preparing for Dumbledore's secret mission. Mr. Weasley and Lupin respect that the Trio are unable to discuss it. Mrs. Weasley, unable to persuade the three to return to Hogwarts or reveal any information, constantly assigns them chores, nominally to help with the wedding preparations, but actually intended to keep them separated and hamper their preparing for the mission. When Ginny says her mother is probably trying to delay their departure, Harry wonders aloud if Mrs. Weasley is hoping that someone else will bump off Voldemort. Ginny, pale-faced, asks if that is their mission, causing Harry to feebly claim he was only joking.

The Order has been forced to abandon Grimmauld Place as their Headquarters, and many members now have their meals at the Burrow; with Dumbledore's death, everyone privy to Grimmauld's hidden location and function has become a secret-keeper, able to reveal that the Black family home is their Headquarters. This includes Severus Snape, now deeply entrenched within the Death Eaters' council. Moody left some protective charms against Snape at Grimmauld's entrance, but it is uncertain how effective they might be.

Mad-Eye's body remains missing, while nothing has been reported in the media about the fusillade of magic used during the escape. The Ministry of Magic is apparently keeping people uninformed about Death Eaters growing more powerful, or that there was another mass Azkaban breakout.

During a short break from their chores, Hermione sorts which books to take on the mission while Harry again encourages her and Ron to remain behind. Both refuse, insisting they could have backed out six years earlier, and have had ample time to reconsider. Hermione has already modified her parents' memories and hidden them in Australia, and Ron shows Harry the family Ghoul in the attic that has been magically altered to resemble Ron with spattergroit. Anyone investigating Ron's absence from Hogwarts will likely avoid getting too close to anyone with such a contagious and fatal disease. The Trio still lacks a plan, but Harry first wants to visit Godric's Hollow. Hermione vetoes this idea, warning it is likely under surveillance. They should instead hunt for the real Locket Horcrux stolen by the mysterious R. A. B.

Hermione has Summoned Dark Magic books from Dumbledore's study. One, Secrets of the Darkest Art, gives full instructions on making Horcruxes; Harry believes Tom Riddle read it, and says Dumbledore was certain he already knew how to create a Horcrux before asking Professor Slughorn about making multiple ones. Hermione explains that Horcruxes are extremely powerful, and only extraordinary magical means can kill them, such as the Basilisk fang that destroyed Riddle's Diary – Basilisk venom is among the few things that can destroy a Horcrux. It is also unlikely that Voldemort can reunite his shredded soul on his own; that requires having deep remorse, something Voldemort is unlikely to feel, and it causes excruciating pain. Wondering how Dumbledore destroyed the Ring Horcrux, Harry rues how little time there was to ask Dumbledore questions. Mrs. Weasley suddenly bursts in and assigns Harry, Hermione, and Ron separate chores.

Mr. and Mrs. Delacour arrive the next day. Mr. Delacour is charming, Mrs. Delacour is a domestic genius. Everything falls into place around them, everything is wonderful, everything is lovely. As Harry's birthday approaches, Mrs. Weasley asks what he would like. Concerned that the wedding preparations are already complicated by hiding his presence, Harry tells Mrs. Weasley there is little that he needs, and does not want a big fuss.

Analysis
Harry's last-ditch effort to persuade Ron and Hermione to remain behind shows concern for their safety as well as a serious character flaw: his constant need to face adversity alone. In fact, much of Harry's strength and success results from his friends' support, abilities, and loyalty, though he never fully recognizes this; his mission to hunt and destroy Voldemort's Horcruxes will likely fail without their continued help. Harry's isolation during early childhood has limited his perspective somewhat, causing him to approach many difficulties by himself. Unwanted fame, peer resentment, and exploitation by adults have also adversely affected him.

Although Harry is a pivotal element in the fight against Voldemort, he has yet to fully realize that many other Wizarding families have suffered severely, and will continue to suffer, under the Dark Lord's reign of terror—this is not Harry's battle alone, and Ron and Hermione steadfastly refuse to abandon him. Hermione appears to be considering everything they will need for Harry's expected mission, and she and Ron have already acted to protect their respective families: Hermione has modified her parents' memories so that they believe they had no children and have always wanted to move to Australia, while Ron has given the ghoul in the attic his old pajamas, and magically made him up to look more or less like himself with Spattergroit. The plan is to put the ghoul into Ron's bed if Ron has to escape; as Spattergroit is very contagious, and apparently incurable, Ron and his father believe any raiding Death Eaters won't look too closely.

Mrs. Weasley's character also comes into closer focus here as she fails miserably to prevent the Trio from embarking on their mission. As seen in Order of the Phoenix, her Boggart is revolving images of her loved ones' corpses. Despite all her efforts, she likely knows nothing will deter the Trio's departure, and is frustrated she no longer has any real parental control over Ron, though that hardly stops her attempts. However, these maternal concerns are not only for Ron, Harry, and Hermione, but her entire family. Having already lost siblings to Voldemort, she knows that her husband and children will be in mortal peril if Voldemort discovers Ron is helping Harry. Mrs. Weasley's love for her family far outweighs any loyalty to the Order of the Phoenix, and, like most mothers, she has difficulty accepting what her son must do, and likely believes that Dumbledore's task is a far too difficult and dangerous burden for such young, inexperienced wizards. Her actions reflect her personal feelings, which are apparently shared by most of the other adults. They, however, seem to realize that attempts to stop Harry or the other two is futile, nor is there anything they can do; Mr. Weasley in particular has, perhaps resignedly, assisted Ron in preparing for the mission.

Hermione's claims that it was easy to Summon the Dark Arts books from Dumbledore's study, almost as if she was intended to retrieve them, is probably more accurate than she realizes. Dumbledore may have left these particular books unsecured so she could obtain them. Until now, with one exception, the Summoning charm has proven unblockable; one would think that if Dolores Umbridge, for instance, had wanted to secure Fred and George's confiscated brooms, she would have taken stronger measures to protect them from the Summoning charm than simple chains and bolts. She may actually have done so, but underestimated the Twins' ingenuity and talent in developing new magic to overcome common spells, or she may simply have had an exaggerated confidence in her own (apparently average) magical skills. On the other hand, Harry found that the Summoning charm was blocked when he attempted to summon the (fake) Horcrux inside the sea cave in Harry Potter and the Half-Blood Prince. Voldemort's Dark Magic probably created a physical barrier to the spell, possibly via one of the inferi. We do not really know yet whether the Summoning charm can be blocked without some physical intervention; however, Hermione evidently thinks it can be.

While Harry says Dumbledore was certain Riddle already knew how to make a Horcrux before speaking with Slughorn, that text does not appear in Harry Potter and the Half-Blood Prince. However, later interviews with the author tend to confirm Harry's statement. Following this book's publication, the author stated that the first Horcrux was created with Tom Riddle Sr.'s death. This Horcrux was locked into the Peverell Ring, seen on Riddle's hand when he discusses making multiple Horcruxes with Professor Slughorn. As the Riddles died on the same night that Voldemort stole the Peverell Ring from his uncle, Morfin, the Ring must already have been a Horcrux when that conversation occurred. We must assume that, as events raced onwards, the author simply forgot to have Dumbledore mention this fact in our hearing.

Review

 * 1) What does the Trio keep secret from Order of the Phoenix members? Why?
 * 2) How can Horcruxes be destroyed? Who learns how to do this?
 * 3) What did Hermione summon from Dumbledore's office? Why was it so easy for her to obtain them? Why would she need them?
 * 4) Why does Mrs. Weasley continually assign the Trio separate chores? Does she really believe this will have any affect?
 * 5) Why does Harry want Ron and Hermione to remain behind? Is he right? If not, why? What is their response?

Further Study

 * 1) Why does Harry want to visit Godric's Hollow? Why is Hermione against it? Explain who is right.
 * 2) If Dumbledore was correct that Tom Riddle already knew how to make a Horcrux, why did Riddle seek Professor Slughorn's advice about how to create them?

Greater Picture
In Harry Potter and the Order of the Phoenix, when the Trio visit Mr. Weasley at St. Mungo's, a portrait on the wall diagnoses Ron with Spattergroit; the Wizard in that portrait was suggesting cures that seemed worse than the disease. Ron denies that he is suffering from Spattergroit, saying it is just freckles. This may partially have inspired the Ghoul's disguise. Over the next few chapters, more is learned about Spattergroit, an incurable magical fungus infestation. Starting with pustules on the skin, it proceeds to spread through the throat; once it reaches the uvula, the victim is unable to talk. It is extremely contagious, and eventually fatal.

There are several incidents throughout the story where someone casts the Summoning charm unsuccessfully. In some cases, the summoned item was either not present or the person casting the charm lacked a proper wand; however, in some instances, such as with Ravenclaw's Diadem, Gryffindor's Sword, and Harry's Invisibility Cloak, the object was present but simply failed to respond. However, unlike ordinary, everyday objects, these are powerful magical artifacts that may be impervious to Summoning charms. When Hermione fails to Summon the Locket Horcrux while at Grimmauld Place a little later, she suggests it is possible that it is magically prevented from responding, a fact that reminds Harry of how the fake Locket Horcrux in the sea cave was similarly protected. However, in Hermione's case, the Locket was simply no longer in the house when she attempts this, so it is unknown if it would have responded, though probably not. If it is that common to protect objects from a Summoning charm, it might be surmised that when Hermione so easily retrieved the Dark Arts books from the Headmaster's office, it may be that Dumbledore intended for her to have them.

According to Hermione, only a powerful magical object like the Basilisk fang that Harry used to stab Tom Riddle's Diary can destroy a Horcrux. While the Trio will desperately search for another equally powerful, but as yet unknown, object that can also do the job, considering that they are intensely discussing this among themselves, it seems rather odd that no one, particularly Hermione, thinks to bring Basilisk fangs on their mission. There is still ample time and opportunity to retrieve these from the Chamber of Secrets beneath Hogwarts castle. Although Hogwarts will fall under Voldemort's control later in the book, it is currently headed by Professor McGonagall, the acting Headmistress, and therefore still possible for the Trio to secretly enter, though Death Eaters are likely watching it and for Harry. And while a return to Hogwarts may be somewhat risky, it is certainly far less dangerous and complicated than when, several chapters ahead, the Trio invades the Ministry of Magic, and, later, their breaking into Gringotts Bank, to retrieve Horcruxes. When the Trio does return to Hogwarts near the book's conclusion, it is Ron who remembers the Basilisk fangs and fetches some from the Chamber to destroy a Horcrux.

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


text:
User talk:24.88.114.31

Thanks for experimenting with the page Cookbook:Policy/Recipe template on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks.

Az1568(Talk) 04:48, 22 July 2007 (UTC)

title: User talk:24.88.114.31


text:
User:Harald Hansen

I am mostly active on the Norwegian Wikipedia, where I am an administrator.

title: User:Harald Hansen


text:
User:Genppy

ja:利用者:Genppy

title: User:Genppy


text:
Oracle Database/10g Advanced SQL

This documentation details the usage of the latest query methodology on the Oracle 10g DBMS.

=Joins=

Join queries combine rows from two or more tables, views, or materialized views. If multiple tables are listed in the query's FROM clause the Oracle Database performs a join. Columns from any of the tables may be listed in the select list. Columns that exist in both tables, however, must be qualified, in order to avoid ambiguity.

The following query returns the mortgage information for all payments received from customers during the year 2007.

The other way of writing the same query can be

NATURAL JOIN
The NATURAL JOIN joins two tables which contain a column or multiple columns with the same name and data-type.

The following query joins the customer table to the invoice table with a natural join, the natural join utilizes the customer_id that is present on both the customer table and the invoice table. It returns the customer and invoice data for invoices that have not had any payments made on them.

INNER JOIN
Most of the commonly used joins are actually INNER JOINs. The INNER JOIN joins two or more tables, returning only the rows that satisfy the JOIN condition. Here are some examples of INNER JOINs.

This joins the customer and order table, connecting the customers to their orders. The result contains a combined list of customers and their orders, if a customer does not have an order, they are omitted from the result.

The Other way of writing query is

OUTER JOIN
The OUTER JOIN joins two or more tables, returning all values whether or not the join condition is met. When a value exists in one table but not the other, nulls are used in the place of the columns that are joined to a record without a JOIN companion.

There are three specific types of outer joins: FULL OUTER JOIN, LEFT OUTER JOIN and RIGHT OUTER JOIN.

FULL OUTER JOIN
With the FULL OUTER JOIN the query will return rows from either of the tables joined, whether or not there is any matching data on the table joined. If no matching data exists, nulls are placed into the fields where data would have otherwise existed.

In the following example, the data in a table is synced with the data that is regularly imported into a data import table via SQL Loader. A stored procedure is then used to see if anything was added, updated or removed and the rows are merged accordingly.

LEFT OUTER JOIN
With the LEFT OUTER JOIN the query will return rows only if the row exists in the table specified on the left side of the join. When no matching data is found from the table on the right side of the join, nulls are placed into the fields where the data would have otherwise existed.

The following example will return all of the customers and their associated cases if they have one. If the customer has no case then it will only return the data for the customer.

RIGHT OUTER JOIN
With the RIGHT OUTER JOIN the query will return rows only if the row exists in the table specified on the right side of the join. When no matching data is found from the table on the left side of the join, nulls are placed into the fields where the data would have otherwise existed.

The following example will return a list of trucks and their cargo. If a truck has no cargo then a null will be put in place of the field specifying the cargo's load_id.

=Subqueries=

UNION [ALL]
The UNION operator outputs the items that exist in both result sets. The UNION ALL operator outputs all of the items in the two sets, whether or not both sets contain the item.

The following query returns all customers from San Francisco whose balance is 100000 and 500000.

MINUS
The query after the MINUS operator is removed from the result set of the queries before the operator.

In the following example, the first part of the query gets all of the customers. In the second part of the inactive customers are taken out. Finally, in the third part of the query, customers with zip codes between 80000 and 90000 removed from the set.

INTERSECT
The INTERSECT operator only returns the results that are present in both of the queries.

The following example returns all of the customers who have a balance due in Los Angeles.

=Case Statements= The following queries are equivalent, they return all of the customers from Switzerland. The CASE statement translates the single character status flags "A" and "I" to "ACTIVE" and "INACTIVE" If a value is NULL then it returns the string "NULL"

Basic Usage
The simplest form of a CASE statement specifies the variable and then the possible values to check for.

Searched Case
The searched CASE expression is the more advanced form of case. Instead of specifying the value to be checked at the beginning, each WHEN statement has a comparison that is checked.

title: Oracle Database/10g Advanced SQL


text:
Using POSper/Developer guide/Database-Table descriptions/posper ticketlineidgenerator

=posper_ticketlineidgenerator= This table generates ids for new ticket lines to use.


text:
Using POSper/Developer guide/Database-Table descriptions/posper imageresource

=posper_imageresource= This table stores non-image resources used by the application.


text:
User:Yourdeadin

About the user

Loves

 * Hindi

Hates

 * Mao
 * Communism
 * Pakistan

title: User:Yourdeadin


text:
User talk:207.224.80.11

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
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We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes ( ~ ), which will let others know who left it.

-- Jokes Free4Me 09:39, 22 July 2007 (UTC)

title: User talk:207.224.80.11


text:
User talk:41.243.85.208

Regarding edits made during July 22 2007
Thanks for experimenting with Wikibooks. Your test worked, 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. Az1568(Talk) 10:02, 22 July 2007 (UTC)

title: User talk:41.243.85.208


text:
Talk:Topology/Subspaces

General Topology != Metric Spaces
This page should be about general topology and not metric spaces.

title: Talk:Topology/Subspaces


text:
Lowland Scots

Table of Contents
{| style="width:100%; " cellpadding="0" cellspacing="0"
 * style="background-color:#DEE7F5; width:60%; vertical-align:top; padding:10px;"|

Getting Started

 * Lowland Scots ~ English - '' (Cover page)
 * Introduction [[Image:25%.svg]] - History of the language, comparison to other languages, course philosophy
 * Pronunciation [[Image:50%.svg]] - Introduction to the letters and sounds of Lowland Scots

Lessons

 * Lesson One: The Basics [[Image:75%.svg]] - Forming simple sentences, articles, pronouns, prepositions, verbs
 * Lesson Two: Numbers and Greetings [[image:50%.svg]] - The number system and common greetings and other phrases
 * Lesson Three: Advanced Numbers and Interrogatives [[Image:50%.svg]] - More advanced stuff on numbers and using question words

Appendix

 * Vocabulary - Words used in each lesson
 * Common phrases
 * External Links - Lowland Scots on the web
 * Newspapers In Lowland Scots
 * style="background-color:#BECFEB; width:40%; vertical-align:top; padding:10px;"|

The Project

 * Contributors
 * Users
 * Project History
 * Current Development

Authors' workbench

 * Syllabus
 * Lesson Structure
 * Layout Guide
 * How To...
 * Page Log
 * Project Notebook
 * }

title: Lowland Scots


text:
User:JoanneB (usurped)

I'm also over on Wikipedia (the English one) as w:User:JoanneB and the Dutch one as nl:w:Gebruiker:JoanneB.

You'll probably know me as an admin over on the English one! --JoanneB 15:29, 22 July 2007 (UTC)

Blocked impostor account -- Herby talk thyme 17:31, 22 July 2007 (UTC)

title: User:JoanneB (usurped)


text:
User talk:JoanneB (usurped)

Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 15:26, 22 July 2007 (UTC)

Inactive tag
That was a strange edit - please look carefully before placing such tags - thanks -- Herby talk thyme 15:48, 22 July 2007 (UTC)

title: User talk:JoanneB (usurped)


text: User:Akdamar

title: User:Akdamar


text:
User:Mike Dillon

See w:User:Mike Dillon.

title: User:Mike Dillon


text:
Intelligence Intensification/Memory Techniques/Memorizing Playing Cards

This module assumes you are familiar with pegwords (see parent module) and the major system. If you are not, study them before continuing.

Using the major system a set of pegs was constructed for the playing cards:
 * For these pegs, the first letter is the same as the suit
 * The last letter (A-10, Ace treated as 1, 10 treated as 0)is derived from the major system,
 * Jack is the name of the suit
 * King and Queen (sort of) rhyme with the words "king "and "queen".

 * If any of these give you trouble, make up one of your own.
 * Memorizing this list will require practice.

Linking
To quickly memorize a run of cards visualize the first card, visualize it associated with the second, visualize the second associated with the third,and so on. For example to memorize the sequence 8H,QC,2H,KD,4S,3D, Visualize a giant hoof for 8 of hearts, link it to the next card by imagining it stomping in a puddle of cream (QC=cream)Now associate cream with Hone (2H) by imagining a pencil sharpener floating (or swimming) in that lake of cream. Associate Hone with drink by imagining yourself drinking from a pencil sharpener. Associate drink with sore by visualizing an anthropomorphic bottle or shotglass (with a cartoon mouth) yelling "Ouch!", now associate the sore with a dam by imagining a dam with an oozing sore (not a water leak but a bloody sore) on it.

Destroying
This is a quick method for keeping track of which cards have been played and which have not. When a card is dealt out, visualize its peg and imagine that item destroyed. When you want to know whether a particular card has been dealt, visualize the pegword, and you will immediately notice whether or not it's been destroyed.

Example

 * 1) the 6C is dealt out imagine cash being destroyed (a $100 bill on fire)
 * 2) next the 10H is dealt imagine a hose chopped in half
 * 3) 4H- a rabbit (hare) is run through a meat grinder
 * 4) 2D- a sand dune is washed away in a hurricane
 * 5) 8C- cough - someone coughs so hard they are turned inside out
 * 6) AH- a hat is stomped flat
 * 7) 6S- a sash is ripped from the window and torn to shreds
 * 8) 4D- a door is kicked in so hard it bursts into a million pieces
 * 9) AC- cat-picture the most gruesome cruelty-to-animals you can imagine
 * 10) 3H-Ham- throw it down the garbage disposal
 * 11) QD- dream- you are awakened suddenly, destroying your dream. Picture a dream cloud vanishing
 * 12) KH- break a hinge in half
 * 13) 8H- hoof- a blacksmith pounds a horseshoe on so hard that the hoof shatters into pieces
 * 14) 5D- Doll- tear its head off
 * 15) 2H-Hone- Smash a pencil sharpener with a hammer
 * 16) 9C- Capo- Tony Soprano is gunned down
 * 17) 10S- the sauce is burning on the stove. Imagine the smell.
 * 18) QS- steam- a meteor crashes into the Old Faithful geyser, destroying it
 * 19) 3D- Dam - the dam breaks open with a massive flood
 * 20) 6D- Dash- a runner does the 100 yard dash-right off of a cliff
 * 21) 8S-Safe-a safe is blown up with dynamite
 * 22) JH-a heart (bloody organ-not the valentine) is chopped up on a cutting board
 * 23) 3S- sum- smash a calculator with a hammer
 * 24) 9D- Destroy a debutante somehow- dump a bucket of blood on her like in the movie Carrie
 * 25) JC-A (golf)club is mangled by an irate golfer. Imagine it twisted like a pretzel.
 * 26) AD- Date- You are so mad at your date that you hit her/him with a baseball bat

Without looking above see if you can answer the following questions:
 * Which Jacks are still unplayed?
 * Has the King of diamonds been played?
 * How about the 2 of hearts?
 * How many Aces remain?
 * Can you make a list of the remaining cards?

Double Pegword System
You can memorize the entire deck (or any sequence of cards) by associating the card pegs with these number pegs:

 * This will take a lot of practice!
 * Even if you can't memorize an entire deck error-free with one run, you can still learn it fairly quickly and can amaze anyone by handing them a deck, asking them to name a card, then instantly telling them where it is with an answer like "that's 24th in the deck".


text:
Lowland Scots/Introduction

Origins
The name "Scots" signifies that the language is from Scotland, which was from the Latin word scotti. "Lowland" is just used to distinguish the language from Scottish Gaelic, which is completely unrelated, and many people refer to the Germanic Scots language as simply "Scots". Scots is a Germanic language closely related to English and spoken by about 1.5 million people in Scotland. Scots is descended from the language of the Angles who settled in northern Britain, in an area now known as Northumbria and southern Scotland, in the 5th century AD. The language was originally known as 'Inglis' and has since been influenced by Gaelic, Norse, Latin, Dutch, Norman French, Standard French and English.

By the 14th century Scots was the main language of Scotland and was used in literature, education, government and in legal documents. This was the period when Scots literature began to take off and notable literary works include Barbour's Brus, Whyntoun's Kronykil and Blin Harry's Wallace.

After the union of the Scottish and English parliaments in 1707, English became the language of government and of polite society in Scotland, though the vast majority of people continued to speak Scots. English also began to replace Scots as the main written language in Scotland.

During the 19th and early 20th century efforts were made to eradicate Scots, mainly by punishing children for speaking it at school. In the 1980s and 1990s attitudes began to change and there is limited use of Scots in education, the media and in literature. In 1983 a Scots translation of the New Testament was published and in 1985 SNDA's Concise Scots Dictionary was published.

Here is an example of a sample sentence in the two languages, and Dutch, another close relative;

 * English: I eat an apple.
 * Scots: A eat a aiple.
 * Dutch: Ik eet een appel.

Archaic English words show its Germanic roots, which are reflected in Scots:
 * English: hound, fowl, house, milk
 * Scots: hoond, foul, hoose1, milk

It might not be as easy to learn for an English speaker as, say, Esperanto, but is probably the easiest natural language to learn for English speakers due to the fact that it is so similar to English. In fact, Scots and English share approximately 80% to 90% of the same lexicon.

1: Also "haudin".

Can Scots people and English people understand each other?
In the majority of instances Scottish people and English people can understand each other with few problems since most Scots can just change to standard English. Many Scots only speak Lowland Scots at home with family and friends. Standard English is used for business and communicating with tourists.

"Missing" letters
Many writers now strictly avoid apostrophes where they supposedly represent "missing" English letters. Such letters were never actually missing in Scots. For example, in the 14th century, John Barbour spelt the Scots cognate of 'taken' as tane. Since there has been no k in the word for over 700 years, representing its omission with an apostrophe seems pointless. The current spelling is usually taen.

Trivia

 * Like most languages, Scots has its own distinct regional dialects. Most Scots can tell which part of the country someone is from simply by their dialect.
 * There is another language used in Scotland. As well as English and Lowland Scots there is also Scottish Gaelic. This is a Celtic language similar to Irish. It's mainly spoken in the North West Highlands and Islands. Luckily most Gaelic speakers also know standard English so there are few communication problems.
 * You are probably more likely to hear more Scots spoken in the country rather than big cities. Urban Scots generally tend to speak a more diluted version which is more like standard English.
 * Scots is recognised by the UK government as a minority language which is distinct from English.
 * "River City" is a Scots soap opera set in a fictional Glasgow suburb. Many of the actors on the show speak a form of Urban Scots. The TV program is produced by Scottish Television.

<>

title: Lowland Scots/Introduction


text:
Intelligence Intensification/Memory Techniques/A Longer Peglist

While rhyming peglists are simple to learn, they become ambiguous rather quickly as 11 rhymes with 7, 21 rhymes with 31 rhymes with 41, etc. The major system gives you a non-ambiguous way to generate as many pegs as you need.

 * If you have not done so already study the number section these pegwords will not make sense without doing so.
 * If you find any of these pegs difficult to remember, make up one of your own.
 * Do not expect to learn the entire list at once. Start with 10 or so. When you can memorize a list of 10 objects with them, learn 10 more and memorize a list of 20 items. Then learn 10 more and so on.
 * Once you have mastered 52 pegwords see the section on cards.


text:
Cookbook:Chocolate Bourbon Pecan Pie

 * Southern U.S. cuisine | Dessert

Ingredients

 * 6 eggs
 * ½ cup half-and-half
 * 1 cup loosely-packed brown sugar
 * 1 cup dark corn syrup
 * ½ cup good bourbon
 * 1⅓ cups chocolate chips
 * 2½ cups pecan pieces
 * Pastry dough for 9-inch pie (commercial or your own)

Procedure

 * 1) Preheat oven to 350°F (175°C).
 * 2) Beat eggs until yellow and creamy, in a large bowl.
 * 3) Whisk in half-and-half, sugar, and syrup, until smooth.
 * 4) Stir in bourbon, chocolate chips, and pecans.
 * 5) Oil a springform pan lightly.
 * 6) Roll out the pastry dough and press it into a pan, pressing out any air bubbles.
 * 7) Pour mixture into oiled springform pan.
 * 8) Put pie on a baking sheet with a raised edge or border.
 * 9) Bake until only the center is sightly jiggly, about 2 hours.
 * 10) Do not remove the pie from the mold until absolutely cooled, at least an hour.

Notes, tips, and variations

 * Cool on a wire grid or rack for even cooling.
 * Serve slightly warmed, or at room temperature.
 * Very good with a dollop of whipped cream or ice cream.

title: Cookbook:Chocolate Bourbon Pecan Pie


text:
Lowland Scots/Contributors

The Lowland Scots Language textbook was first started on July 22, 2007. Add yourself to the list below if you feel you've made a significant contribution to this textbook.

title: Lowland Scots/Contributors


text:
Cookbook:Bean and Bacon Bake

| American cuisine

Ingredients

 * 1 ea. (10–12 oz / 280–340 g) medium potato
 * 6 strips bacon, cooked until crisp, or microwave ready fully cooked bacon
 * 1 can (28 oz / 790 g) green beans
 * ½ teaspoon salt
 * ½ teaspoon onion powder
 * ⅛ cup (15 g / 0.53 oz) sliced almonds

Procedure

 * 1) Peel and dice the potato.
 * 2) Crumble crisp bacon into small pieces.
 * 3) Drain green beans, keeping ½ cup of the liquid.
 * 4) Put beans, bean juice, bacon, and potato in a microwave-safe baking dish.
 * 5) Sprinkle onion powder and salt on top.
 * 6) Cover with clear wrap.
 * 7) Cook in microwave oven 5 minutes, stir, and cook another 5 minutes.
 * 8) Let stand 5 minutes.
 * 9) Garnish with sliced almonds.

title: Cookbook:Bean and Bacon Bake


text:
Template:AP Chemistry

This template is for use in the book AP Chemistry.

AP Chemistry The Basics · Periodicity · Solids and Liquids · Gasses · Reactions · Stoichometry · Thermodynamics · Solutions · Acids and Bases · Equilibrium · Electrochemistry · Nuclear Chemistry · Organic Chemistry Appendix Constants and Equations · About the AP Exam

title: Template:AP Chemistry


text:
User talk:99.247.75.173

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 23:55, 22 July 2007 (UTC)

title: User talk:99.247.75.173


text:
User talk:61.88.131.145

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 01:01, 23 July 2007 (UTC)

title: User talk:61.88.131.145


text:
System Monitoring with Xymon/Other Docs/HOWTO/Custom Monitoring Scripts for Hobbit

Disclaimer
I make no claims about the correctness or fitness for purpose of anything in this document, from the spelling to the technical knowledge. Anything in this document is to be used at your own risk, including the instruction to think. Any and all disclaimers apply. Any damages arising from use of this document or the instructions contained therein, in electronic, printed or any other form are your problem, not mine. Reading, downloading or touching any part of document denotes acceptance of this disclaimer. If you disagree with this, then stop reading this document at once. (Anyway, a lawsuit against me makes no sense. I have no money.)

Copyright
This document is copyrighted. I hereby grant any Hobbit user free use and distribution rights on this document or parts thereof on condition that:
 * 1) Hobbit remains an open source project
 * 2) You are not charging for this document

Scope
This document is intended for use by systems administrators looking to extend the scope of the Hobbit/BB monitoring tools with custom scripts.

Assumptions

 * Them being the mother of all stuff-ups, let me tell you right off the bat exactly what I assume about you.
 * You are a systems administrator, and probably want to make your life a little easier. This means you have permission to write any scripts and install them on the system, and that you have a basic clue about Unix, and the stuff you want to monitor.
 * You understand a programming or scripting language of some sort.
 * You have at very least sufficient understanding of Hobbit and the Big Brother or Hobbit client to get some basic results and a graph or two displayed, and have already done so. Put differently, I assume your Hobbit installation is already working!!!!!
 * You use Unix, or a variant thereof.

Although this document is written with the assumption that you know nothing, I am assuming you are not completely bloody clueless. I find that many manuals or how-to docs assume a little knowledge, but invariably the little they assume you know, is the very bit you don't know. I am trying to cover all the bases.

What this document does not do
I am not going to teach you how to write scripts, get data from your database, tell you why your script doesn't work or act as your helpdesk. I believe in the 80-20 rule. If you take up more than 20 seconds of my day, you better be prepared to pay me 80% of my salary. I am not going to tell you why your Hobbit installation doesn't work either. Subscribe to the Hobbit mailing list. That's why it's there.

Conventions
I use Unix (Solaris & Linux) and most the commands and reference will be based on Unix. I am also an Oracle DBA, so I will use database examples a lot. I use Korn shell for any programming examples. I am not going to get into a theological debate about why Korn and not Bash or Perl or whatever. I use Korn, because I know it far better than I know any other script or programming language. I use it because I know it well. End of debate! I suggest you do the same, whatever your language of choice may be. Unix commands will be in courier font, as will output. If you got this as a text document, and it's all one font, and you can't tell the difference between the main document and Unix commands, you really shouldn't be considering writing a custom script.

STOP! - THINK!
Before creating a custom script, sit down, and think carefully what you want to monitor, what you want to graph, and why. For example. Assume you were considering monitoring a log file for certain messages - but what would you graph? You could monitor CD-ROM use or capacity, but to what purpose? If there's a CD in the drive, it's there because you put it there. After all, you are the administrator, and your servers are in an access-controlled environment. If you want to monitor it, it needs to be of use to you. No point filling your screen with meaningless dots. If that's what you want, it can be easily fudged - see below.

OK, now you know what you want to monitor, why, and have decided what you will do with the data, I still do not suggest we jump in boots and all and start writing a custom script. Next stop is the Hobbit man pages. Check that you are not reinventing the wheel. Larry Wall once said "Historically speaking, the presence of wheels in Unix has never precluded their reinvention." He also said, "The three chief virtues of a programmer are: Laziness, Impatience and Hubris." I subscribe to the laziness virtue. Reinventing the wheel is bad, and quite often, the previous guy did a better job than you can, or will have time for.

Still can't find what you want? Next stop, http://www.deadcat.net These are all Big Brother add-ons, but most will integrate seamlessly into Hobbit, and the rest can be made to work with a shoehorn or a hammer. (Size of hammer undefined) I am still not prepared to reinvent the wheel.

At about this point, if you still haven't found what you want, you are probably going to have to invent your own designer wheel.

Before you start coding
Time to think again.

Color
Hobbit can only report a limited number of states, reflected by the status colours, and you only have control over 3 of them, viz. red, yellow and green.

Before you start, consider, and write down what colour any monitored conditions will return.

For instance, program core dumps generated in a user directory on the development system, does not really warrant a red status. Since it's something we can expect developers to do from time to time, why are we even monitoring it? If it happened on a production system in a user directory, it might warrant a yellow. If it happened in the working directory of your main financial system, that might warrant a red status.

Content
Now consider what you want your message to look like. Sending back the entire contents of  is a waste of time and bandwidth. Sending back  makes more sense. Isolating the offending message(s) is probably an even better idea. Your message that appears on the Hobbit screen (That's what you see when you click on the face or the blob) needs to be detailed enough to be of use, but also brief enough that you can see at a glance what's happening. Too much is just as bad as too little, especially if you are going to abdicate the task of monitoring to operations.

Graphing
Are you going to generate a graph? Does a graph make sense? We can only graph quantities over time. Graphing the results of the messages test makes no sense. Monitoring CPU temperature is good. Hard disk utilization, database table space, CPU utilization, these are all good things to graph. Messages are not good. Cores are not good. Error or core counts could be good, but if you are getting that many errors or cores per 5 minutes, I think you have issues more important than creating a new Hobbit script.

So you want a graph. That's fine, but what are you going to graph? If possible, it's probably better to reduce your figures to a percentage. It just makes life easier for the graphing tool, and makes it easy to put everything on the same graph. Let's come back to my database example. I have one table space that's over 50Gb in size, and using about 35Gb, and another that's only 700Mb in size, and using 300Mb. On the same graph, they would look idiotic, and even if I could see what their values were, I would still have to remember the total size of each table space to determine if space was becoming an issue or not. Viewed as a percentage, both can appear on the same graph, and I know that over 90% is a potential problem, no matter how big or small the table space is. (If you didn't understand the last paragraph because you don't know databases, read it again, but substitute "disk" for "table space". It's a similar concept.)

Data visibility
Are you going to make the information you use for the graph visible to the monitor? Big Brother and Hobbit allow you to send two type of information to the Hobbit client. They are, status info, which is displayed when you click on the face or blobby icon, and data, which is never displayed, but could be used to gather information. If the information is particularly complex, it's probably best not to display it.

Methods
Now that you know what you want, where you want it and how you want to show it, consider how you are going to get it. Monitoring disk space is easy. On most versions of Unix,  will tell you all about disk space, and on some versions even give you a percent figure. (Refer to the Unix Rosetta Stone for details about your Unix version.)

Getting the same information from a database is not always quite so simple, and often requires some fairly nifty SQL. Now we come to the choice of development language. As mentioned above, I use ksh (AKA Korn Shell), but there's nothing stopping me from writing it all in SQL, or Perl, or even in compiled C, except for the fact that I don't speak C, and I know just enough Perl to be dangerous.

Your choice of language has to take into account a few things.
 * 1) 	You need to be able to call external binary files.
 * 2) 	You need to be able to get the information you need
 * 3) 	It needs to be executable so BB (or Hobbit client) can call it.
 * 4) 	It would need to interpret environment variables.

These points explained

 * 1) Unless we can call the bb program, we are not going to get very far. In most shell scripts, it's trivial. In SQL and Perl, it's slightly less trivial, but still very simple, but in other languages, it could be a little more tricky.
 * 2) If from within my program written in , I have no method of interrogating the database to determine table space utilization, there's not much point in using that language. From within ksh, I can call an SQL interpreter, and pass it an SQL script. Perl has libraries to talk directly to the database. As long as you can get the information you need, it's a good choice.
 * 3) If I need to explain this, step away from the computer.
 * 4) Most of the variables you will need are defined in   If your script can't read this, and interpret the values in it, you may have a problem.

Let's start coding
No matter what system or language you use, your script will probably have 4 sections.
 * 1) Define everything
 * 2) Collect data
 * 3) Massage/manipulate data
 * 4) Define colour and send

Defining everything could be as simple as sourcing the file, but it may be a little more complicated. Those of you familiar with Oracle know there are a few further environment variables that need to be defined before I can run an SQL script. However you define everything, remember to document or comment everything. You will probably be the sucker having to maintain this.

Once you have all your variables and environment defined, do what you need to do to collect the data. It will probably be wise to send the data to a temp file. Collecting the data could be a single command, it could be a complex program that runs and interrogates multiple systems and databases. How you collect what you need is beyond the scope of this document but if, like me, you are lazy and looking for a shortcut, use Google. You will be amazed what a Google for "Oracle Tablespace script" will give you.

Now we have the data, we need to massage it into something usable. If it's going to appear on the screen, make it look good. Some of it might be data only, and will not appear on screen. Dump that to a separate file. It might also be easier to add the status colour decision logic at this point. It's your script, it's your call.

In the end, we have one, or maybe 2 files. and (If this looks too cryptic, I don't suggest you use ksh to write your script)

Now we send the output to Hobbit. The command is simple. Check your bb man pages. You can hard code it if you want, or use the defined variables, it really makes no difference, unless you want to make life easier in the future. (Hard coding normally means headaches later.)

Let's dissect a basic script. This will report my table space levels.

Add your script to Hobbit
First off, copy your script to  directory. We called this one It's a script. Make it executable. will do it, but that depends on your security levels.

Now edit

This file will be of the form

servername:  : testname1 testname2 testname3

If you are on a server called wallaby, and you wanted to add the test we showed above, add or edit the line

wallaby: : testname1 testname2 testname3 bb-ora_ts.sh

Save and exit, then restart the bb client. You can restart with any of these commands.

/etc/rc3.d/S99bb restart

or

su - bb ./runbb.sh restart

or depending on your setup

su - bb ./bb/runbb.sh restart

Results
Give it a few minutes. You might want to go get a cup of coffee.

Eventually, this should cause a new column to appear on you Hobbit main page. Column title should be  (because that was the value in the script) and if we click on the status icon, we should see something like this.

A bit bland, but a good start. Because whatever is in $OUTFILE is going to appear on a web page, it is possible to add HTML tags to $OUTFILE. Download the bb-iostat from deadcat. The test identifies itself as vmio on your Hobbit screen, but the script is pretty funky, and does some fun things to the display, including inserting status icons, underlines and a few font manipulations.

One of the best ways to improve your programming, is to see what others have done. Download a few scripts from deadcat, and look at how they were written.

I use a more slightly complex version of the above example script for my Hobbit, and I end up with this.

A few icons to draw attention, a few underlines, some bold text. Anything to make the cause of the issue obvious.

What happened?
Every 5 minutes, or however often your Big Brother client is set to run, it will run every script listed in bb-bbexttab file. The script runs, and then calls the Big Brother message agent, which sends the data to the Hobbit server to be displayed. (A bit of an over-simplification, but it's good enough) If you used data instead of status when you called $BB

$BB $BBDISP "data $MACHINE.$TEST $COLOUR `cat $OUTFILE`"

nothing will display, but we can still use the data, normally for graphing. To ensure your script works, change the data to status, and make sure Hobbit is actually receiving what you are supposed to be sending.

It's not working!!
So you went and made a cup of coffee, sat patiently drinking it, even burning your lip once, and still nothing appears on your Hobbit main screen. Here are a few things to check. $BB $BBDISP "status $MACHINE.$TEST $COLOUR `cat $OUTFILE`" to echo $BB $BBDISP "status $MACHINE.$TEST $COLOUR `cat $OUTFILE`" >/tmp/out Wait a while (Or you can use this to test your script on command-line without having to wait or modify your script after success: ),
 * 1) Are any other tests coming through? It could be a network issue
 * 2) Are you sure Hobbit is set up and working correctly. Check the conn test.
 * 3) Did you use status when you called the BB client?
 * 4) Check the   log file. Could be some interesting messages in there.
 * 5) Remember your script is running as user bb. Does bb have adequate permission to do what you want, like execute the test script?
 * 6) Make sure you are calling the Big Brother client correctly. (Easiest way to do that is to put an echo in front of the $BB..... line, and a redirect after, so the line changes from

and then check ; if it's empty, check your variable definitions.

 * 1) Check all paths are correct.
 * 2) Comment out the   line.
 * 3) Check that it's being written to.
 * 4) If you are still getting nowhere, consult some of the wise members on the mailing list.

That's it
If you get the expected display on your Hobbit monitor, then congratulations! You have successfully added your own custom script. I would recommend testing it very carefully. Make sure that colours change and that the display updates. Now that it works, you can start getting fancy and adding inline HTML and so forth, to make it look really cool.

What about the graph?
Graphing is a topic for another document, and maybe another author. (I need to see if I have time)

Tidying up
Your new test has a column name, but if you click on the column name, you get an error. If you click on "conn" on the main page, it tells you what the conn test does. To make your new test do the same, edit on your Hobbit server. Add the following. Testname;Test description; For my test, I would add ora;The ora test gives more information about the table space in the database; Exactly what you put in here is your business. It's a descriptive field only, so you don't even need to update it.

Written by Vernon Everett and sent to the Hobbitmon Mailing list


text:
User talk:66.27.20.226

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 01:42, 23 July 2007 (UTC)

title: User talk:66.27.20.226


text:
User talk:70.156.180.46

Hey thanks for the fix on the ICEP book, I really have to proofread that sometime, once it gets finished. Hope you found what's there useful. Regards. Mattb112885 (talk to me) 01:45, 23 July 2007 (UTC)

title: User talk:70.156.180.46


text:
User talk:Ysidoro

Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Mattb112885 (talk to me) 01:45, 23 July 2007 (UTC)

title: User talk:Ysidoro


text:
Lowland Scots/Pronunciation

The following is more a guide for readers. How the spellings are applied in practice is beyond the scope of such a short description. Phonetics are in IPA.

Consonants
Most consonants are usually pronounced much as in English but:
 * c: or, much as in English.
 * ch:, also gh. Medial 'cht' may be in Northern dialects. loch (fjord or lake), nicht (night), dochter (daughter), dreich (dreary), etc. Similar to the German "Nacht".
 * ch: word initial or where it follows 'r' . airch (arch), mairch (march), etc.
 * gn: . In Northern dialects may occur.
 * kn: . In Northern dialects or  may occur. knap (talk), knee, knowe (knoll), etc.
 * ng: is always.
 * nch: usually . brainch (branch), dunch (push), etc.
 * r: or  is pronounced in all positions, i.e. rhotically.
 * s or se: or.
 * t: may be a glottal stop between vowels or word final. In Ulster dentalised pronunciations may also occur, also for 'd'.
 * th: or  much as is English. Initial 'th' in thing, think and thank, etc. may be.
 * wh: usually, older . Northern dialects also have.
 * wr: more often  but may be  in Northern dialects. wrack (wreck), wrang (wrong), write, wrocht (worked), etc.
 * z: or, may occur in some words as a substitute for the older ȝ (yogh). For example: brulzie (broil), gaberlunzie (a beggar) and the names Menzies, [inzean, Culzean, MacKenzie etc.  (As a result of the lack of education in Scots, MacKenzie is now generally pronounced with a /z/ following the perceived realisation of the written form, as more controversially is sometimes Menzies.)

Silent letters

 * The word final 'd' in nd and ld: but often pronounced in derived forms. Sometimes simply 'n' and 'l' or 'n'' and 'l''. auld (old), haund (hand), etc.
 * 't' in medial cht: ('ch' = ) and st and before final en. fochten (fought), thristle (thistle) also 't' in aften (often), etc.
 * 't' in word final ct and pt but  often pronounced in derived forms. respect, accept, etc.

Vowels
In Scots, vowel length is usually conditioned by the Scots vowel length rule. Words which differ only slightly in pronunciation from Scottish English are generally spelled as in English. Other words may be spelt the same but differ in pronunciation, for example: aunt, swap, want and wash with, bull, full v. and pull with , bind, find and wind v., etc. with.

 * The unstressed vowel may be represented by any vowel letter.
 * a: usually but in south west and Ulster dialects often . Note final a in awa (away), twa (two) and wha (who) may also be  or  or  depending on dialect.
 * au, aw and sometimes a, a' or aa: or  in Southern, Central and Ulster dialects but  in Northern dialects. The cluster 'auld' may also be  in Ulster. aw (all), cauld (cold), braw (handsome), faw (fall), snaw (snow), etc.
 * ae, ai, a(consonant)e: . Often before . In Northern dialects the vowel in the cluster -'ane' is often . brae (slope), saip (soap), hale (whole), ane (one), ance (once), bane (bone), etc.
 * ea, ei, ie: or  depending on dialect.  may occur before . Root final this may be  in Southern dialects. In the far north  may occur. deid (dead), heid (head), meat (food), clear, speir (enquire), sea, etc.
 * ee, e(Consonant)e: . Root final this may be in Southern dialects. ee (eye), een (eyes), steek (shut), here, etc.
 * e: . bed, het (heated), yett (gate), etc.
 * eu: or  depending on dialect. Sometimes erroneously 'oo', 'u(consonant)e', 'u' or 'ui'. beuk (book), ceuk (cook), eneuch (enough), leuk (look), teuk (took), etc.
 * ew: . In Northern dialects a root final 'ew' may be . few, new, etc.
 * i:, but often varies between and  especially after 'w' and 'wh'.  also occurs in Ulster before voiceless consonants. big, fit (foot), wid (wood), etc.
 * i(consonant)e, y(consonant)e, ey:  or . 'ay' is usually  but  in ay (yes) and aye (always). In Dundee it is noticeably.
 * o: but often.
 * oa:.
 * ow, owe (root final), seldom ou: . Before 'k' vocalisation to may occur especially in western and Ulster dialects. bowk (retch), bowe (bow), howe (hollow), knowe (knoll), cowp (overturn), yowe (ewe), etc.
 * ou, oo, u(consonant)e: . Root final may occur in Southern dialects. cou (cow), broun (brown), hoose (house), moose (mouse) etc.
 * u: . but, cut, etc.
 * ui, also u(consonant)e, oo: in conservative dialects. In parts of Fife, Dundee and north Antrim . In Northern dialects usually  but  after  and  and also  before  in some areas eg. fuird (ford). Mid Down and Donegal dialects have . In central and north Down dialects  when short and  when long. buird (board), buit (boot), cuit (ankle), fluir (floor), guid (good), schuil (school), etc. In central dialects uise v. and uiss n. (use) are  and.

Suffixes

 * Negative na: or  depending on dialect. Also 'nae' or 'y' eg. canna (can't), dinna (don't) and maunna (mustn't).
 * fu (ful): or  depending on dialect. Also 'fu'', 'fie', 'fy', 'fae' and 'fa'.
 * The word ending ae: or  depending on dialect. Also 'a', 'ow' or 'y', for example: arrae (arrow), barrae (barrow) and windae (window), etc.

<>

title: Lowland Scots/Pronunciation


text:
Muggles' Guide to Harry Potter/Characters/Benjy Fenwick

Overview
Benjy Fenwick was a member of the original Order of the Phoenix.

Order of the Phoenix
At the celebratory party at Grimmauld Place for Ron and Hermione's appointment as Prefects, Alastor Moody shows Harry a photograph of the original Order of the Phoenix. Benjy Fenwick is in that photo, and Moody comments that they only ever found bits of him.


text:
Wikijunior:World at Work/Authors

xixtas - Randy Wilson Austin, TX, USA

Photos:
 * babasteve (Steve Evans)
 * chuckp (Chuck Patch)
 * decafinata (Thomas Berg)
 * Elin B (Elin Beckman)
 * fortes (Filipe Fortes)
 * fotografar (Osvaldo Gago)
 * peiqianlong
 * meneldur (Juraj Kubica)
 * mikelo (Mikel Ortega)
 * pato_garza
 * Polvado (Alex) (Alex Guerrero)
 * Petteri Sulonen
 * ryanwh
 * salimfadhley (Salim Fadhley)
 * spudmurphy
 * squeakymarmot
 * Kfasimpaur

title: Wikijunior:World at Work/Authors


text:
Talk:Guitar/Picking and Plucking

Picking and plucking are very fundamental concepts, and some of the content on this page would be more appropriate in Guitar/The Basics. Perhaps we should move some of the more basic concepts there and leave this page for more advanced techniques. --NickPenguin 03:51, 23 July 2007 (UTC)

title: Talk:Guitar/Picking and Plucking


text:
Hiking in the Canadian Rockies/Day Hikes/Kananaskis/South Kananaskis/Ptarmigan Cirque

Information
Day Hike PD

Distance - approximately 3.6km one way.

Height Gain - approx. 250-300m

Access
Route 40 from the Trans Canada Highway will take you to the trailhead. Look for signs for Highwood Pass after passing Peter Laugheed Provincial Park. The trailhead starts on the West side of the road before crossing into the main trail.

The Hike
Ptarmigan Cirque is a reliatively short but sweet hike off of Highwood Pass. After a strong elevation gain to get above the tree line, the route explodes into a breathtaking circular alpine meadow complete with a glacial stream. One can continue further up towards the ever-receding glacier, but I recommend taking a lunch and having a picknick by the waterfall. Look for bighorn sheep.


text:
Guitar/Open Chords

Open chords are chords that include unfretted strings of the guitar. Open chords contain one or more open strings. For example the Em chord diagram on this page shows 4 open strings but the D major chord diagram only has 1 open string. They are both classed as "open chords".

Open chords are the easiest chords to play on the guitar and many famous songs can be played using just 3 or 4 open chords. Learning a handful of open chords at the first position (first four frets) and memorizing their shape is an important step towards mastering barre chords.

When you strum any chord, all of the strings (open and fretted) should ring out clearly. If any of the strings cannot be heard; check to make sure that you are not stopping any string from sounding. If you are accidentally muting any strings, arch your hand more and curl your fingers to ensure that it is the tip of the finger pressing the string and not the flat of the finger.

Major Chords
Major chords are defined by the major triad. The major triad consists of three notes which are spaced at specific intervals. In ascending order: the root, major third and perfect fifth. These intervals are also found between the first note of a major scale and the third note (major 3rd), and the first note and the fifth note (fifth). When combined they have a bright happy tone, and are often used in upbeat music.

There are 6 major chords commonly used in the open position; A, C, D, E, F and G. The standard tuning of a guitar is designed so that chords can be easily played. Beginners often find the G major and the F major shape challenging to play but a small amount of extra practice overcomes any initial difficulties.

E Major
Many early blues songs are written with E major as the root chord. The chord contains the notes E, G#, and B, and can be played with three fingers.

Fingering 1: (o231oo)

First, place your second finger on the second fret of the fifth string. The string now plays a B note. Then, place your third finger on the second fret of the fourth string. This note is an E, which is an octave higher than the open sixth string. Finally, place your first finger on the first fret of the third string. You can alternatively switch the second and third fingers.

When you strum this chord, all of the strings should ring out clearly. If any string sounds dull or muffled, check to see that you are not accidentally touching strings, and that all the strings are pressed firmly against their frets. It is important to build good technique early, as bad habits tend to linger. Make sure that your fingers are arched on your left hand, and that your thumb is positioned to give you a strong grip.

A Major
There are several ways to play A major. You should learn how to play all of them, then use the most suitable to each musical context. In an A major, the notes are A, C# and E. When playing an A, it is considered good form not to let the low E string ring out. While an E is one of the notes in the A major chord, playing an E below the other notes puts this A major in second inversion. This changes the tone of the chord, and may not achieve the desired effect.

Fingering: (xo123o)

Put your first, second, and third finger on the second fret of the fourth, third and second strings respectively. When you strum, ensure that all strings sound clear, except for the sixth string which should be muted. This is probably the most popular fingering, but is tough for people with thick fingers. (xo213o) is a variation by switching the first and second finger, with the second on the third string, first for fourth string, third for fifth string.

Alternatively you can finger this chord (xo112o), this requires that the first finger fret two strings (using the finger's pad rather than the tip). This leaves two fingers free and is often favoured by classical and flamenco performers, depending on musical context.

(xo234o) fingering allows for easy transition into higher position barre chords,

(xo231o) fingering allows for easy transition from open E, makes a transition from A to Amin a breeze (great if A is the IV chord), and is more comfortable for some with chubby fingers.

Finally, (xo111o) by using one of your fingers, most commonly the first or third finger, and barre the aforementioned frets. This one is tough for beginners, but easier for players with large hands. For more information on barring, see the section on barre chords.

D Major
Fingering: (xxo132)

Use your first finger on the third string, third finger on the second string, and your second finger on the first string. Be careful not to play the sixth and fifth strings, since they are not required for this chord. At first this may feel awkward, but it will be comfortable to play. Watch that you keep your thumb low when you play this chord. To play D minor, try the most common fingering (xxo231), with your first finger on the first fret of the first string, third finger on the third fret of the second string, and your second finger on the second fret of the third string. You can also try to finger the D major chord as (xxo243), which will help you to later use this as a barred, movable chord shape.

G Major
There are two common ways to play a G major, a three finger method (Frets: 320003) and a four finger method (Frets: 320033), both with a slight difference in sonority. In either way, the notes are a combination of G, B and D. From this point forward, the fingerings will be shown in parentheses for the sake of simplicity.

Fingering 1: (32ooo4)

Put your third finger on the sixth string, second finger on the fifth string, and fourth finger on the first string. This is a favorite among beginners, and it allows for easy change to the open C major chord. Alternatively you can finger it (21ooo3), which may be easier for players with small hands or guitars with small necks and is recommended when changing to or from a open D7 chord.

Fingering 2: (21oo34)

This uses all four fingers and makes for an easy G to D major chord change. This has a more "stable" sound than the first fingering because the note played on the open B string is a D therefore avoiding the doubling of the third. Don't worry if that explanation isn't clear; just remember the difference between the two chords (one has a doubled third). The theory of chords and how they are constructed from the intervals of a scale is a subject that requires some off-the-guitar learning but with applied study can be easily understood.

C Major
Fingering: (x32o1o)

This is the most common fingering. Alternatively, you can use (x42o1o). (x32o14) or (x32o13) provide C chords with different voicings.

F Major
Fingering: (xx3211)

To play this, use the pad of your first finger, and press the first and second strings down at the first fret. You need to press firmly, or the strings will not ring out properly. Then take your second finger and put it on the third string, and put your third finger on the fourth string. The fifth and sixth strings should not be played with this chord.

Minor Chords
Minor chords use the first, third and fifth of the minor scale. They have a dark, melancholic tone and are most often used in darker music.

E Minor
Fingering: (o23ooo)

Alternatively you can finger this chord (o22ooo). For variation you can also add a G on the high E string, and play the cord using these frets: (o22oo3).

A Minor
Fingering 1: (xo221o)

You can also finger this like (xo342o).

D Minor
Fingering 1: (xxo231)

Also often fingered using the fourth finger in the place of the third. Make sure your first finger does not "fold". If you are doing it, you will know what I mean because your first finger will hurt around the joints. The proper technique should apply to this chord just as much as any other. Keep your thumb back.

Other kinds of chords
There are a variety of other chords that can be played in open position, and often it involves taking a chord you are already familiar with and adding or removing a finger. Experimentation can yield a lot of interesting sounds, and you are only limited by your imagination when it comes to using them.

Dominant-type seventh chords
Dominant-type seventh chords are notated as A7, C7 etc. They add an extra note to a major chord. The extra note is found at an interval of a minor seventh above the root note of the chord. For example, a D chord major would contain a D, an F#, and an A making the intervals 1,3,5. A D7 adds a C to these notes resulting in 1,3,5,minor7. The minor seventh interval can be easily found by an alternative method. Take any chord, and lower one of the root notes downwards in pitch by two frets (a whole step) to locate the minor 7th. The chord will usually sound more settled if the root remains as the bass note of the chord, so a root note higher than the bass is the better choice to alter. The chords already shown above all allow you to do this. Below are some chord shapes you should know. These are only the open sevenths, which are easier than others covered in the barre chords section.

D7

This one looks funny, but you will use it a lot in songs in the key of E major, which is the natural key of the guitar.

title: Guitar/Open Chords


text:
User talk:Pinpongc

G'day, I'm sorry to say that I've just deleted your first page here. Please don't take offence, it appears that you may not understand what Wikibooks is. You should have a read of What is Wikibooks before proceeding any further.

Here's our generic Welcome message, which should give you a better idea of how Wikibooks works.

Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Webaware talk 05:47, 23 July 2007 (UTC)

title: User talk:Pinpongc