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Category:Root Locus Images

Images in this category were generated with a piece of free software called "Root Locus". The Root Locus software is available for free download from:

 * http://www.geocities.com/aseldawy/root_locus.html

According to the author of that software:

 * You are free to link the site of root locus. You know the program is free. You can take screen shots and put it wherever you want.

The images in this category are predominately for use in the Control Systems book. They should not be deleted nor modified without checking for dependancies in that book.

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title: Category:Root Locus Images


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Teachers' Toolbox/Teaching Classes

This chapter describes ways to teach a class - how to activate the students, keep them motivated throughout the class etc.

=Zen and the art of keeping students interested=

The goal of teaching is that the students should learn the curriculum and develop their abilities to deal with the subject. But in an everyday situation, it unfortunately often boils down to the question "How do you keep people awake for 2-4 hours?" rather than finding ways to make sure Alice and Bob get the point...

Here's an overview of ways to both make sure the students become activated, but also hopefully increase the teachers focus on learning rather than keeping awake or just getting through the curriculum and leaving it to the students to pass the exam.

Use different methods! - For instance: start by giving a brief introductory lecture, then have the students do work in a group, then, sum up the day's learning with the class together.

Walk n' talk -instead of group work in a room with stale air, define some issues that need to be discussed and have the students separate in small groups for a brief walk of maybe 10-20mins. Talk about the issues while walking - you and the students get fresh air and can move around and form small groups, instead of having a discussion around a table where you all have to pay attention to just one person talking at a time.

Use small practical test and demonstrations -For small experiments that can be done even in a classroom setting and other lecture demonstrations of experiments in natural sciences, please see the recipes and guides in the Wiki Book on Science Show (the  danish version is much more complete, but we will soon begin translating it into english)

Command Presence - You need to have an air of command and control over the classroom. Display no fear and let the students know that you are in charge, even if you are quietly shaking in your shoes. If there are certain things that you find troublesome, then often it will be a good idea to simply tell the class what it is that worries you, rather than try to cover it up.

Demand answers to questions - if you ask questions during class, wait a split second for an answer (and that split second seems like an eternity when you are standing on stage), decide that no answer will come and then answer the question yourself -then the students will expect you to answer your questions yourself later, and every time you ask one will become a point of awkward silence where they don't know what to do. If you ask a question, wait until you get an answer, and if you don't get one, ask it differently or ask if its difficult, but never give the answer yourself. So it's a pedagogical point to be insisting on the questions you ask and not to move on until you have had a reply. The beginning can be hard, as the students will be a bit uneasy about replying, but as they understand that this is how its done in this class and that they simply have to answer, things will become easier with time and eventually give a more lively and active class.

Ask the right questions: Open, Closed and Rhetorical questions - as discussed above, asking questions to the class can often be replied with silence - but asking the same question in a different way can start a discussion. What's the trick?
 * Avoid right/wrong questions - If you ask for a very specific point that can be either right or wrong, they will refrain from answering being uneasy that they might answer wrongly. Unfortunately in most situations answering correctly is valued higher than being active and trying to answer - and this can only be changed by a continuous effort from the teacher.
 * Ask open questions where the student can tell a story and provide background and examples that cannot be right or wrong. E.g. "Do you have examples of this effect?" - "Have you seen or heard of something like this?" -"What could this mean for society?" - "Does this remind you of something?" and so on.
 * Get an answer from everyone, by making a poll - write up different answers on the blackboard and ask student to put their vote. Then discuss the different answers.

Silence - You must command the silence of your students immediately. Stand in front of the classroom or lecture hall and say nothing at all with your lecture notes, ready to speak. There is no need to shout or try to speak over the voices of students who are talking or not paying attention. Peer pressure alone is often enough to silence even the most rowdy students. If that does not work, you may have to call in security or write discliplinary action slips for those who are still trying to defy your authority. Doing absolutely nothing but being quietly prepared and ready to speak lets everybody know that they are wasting both your time and theirs. This process works equally well for most age groups, including elementary school-aged children as well as college students, but you have to be patient. And college kids can sometimes be worse.

Having Your Act Together - Nothing is worse than an ill-prepared instructor, and your students know it almost immediately. This can be as simple as preparing a basic lesson plan to knowing the subject matter you are presenting more completely than anything you even anticipate teaching the students. If you don't know the subject matter or haven't prepared a reasonable outline or methodology for presenting the topic, the students will take advantage of the situation and they will justifiably not be interested in what you are teaching. Very quickly, you will lose interest from the students and all that will be left is for you to be dictatorial and use strong-arm tactics to control the classroom.

Being Well-Groomed - This does not mean that you have to dress in a formal manner all of the time, but you should be aware of your physical appearance. The first impression has a lasting influence and you should try to demonstrate that you are the head of the instructional situation by your dress standards as well. Dress standards for other instructors at your institution should be generally followed, either casual or formal depending on the environment and the situation. Still, your clothes should be neat and washed, and you should treat the situation as a professional experience. When you walk into an instructional situation, the students should know immediately that you are the instructor and not just another student. Dressing sloppily or appearing as just one of the students is going to lessen the respect they have for you.

Having Command of the Language - This goes together with the physical appearance and knowledge of your material. It includes knowing the terminology for the subject completely, as well as being able to present the information clearly to the student. Sometimes accent or language issues will present themselves to an instructor, and you should be aware that this is going to turn off some students if you don't speak the language natively that you are using for instruction. If you are prepared in the other areas suggested above, many students will overlook this issue, but it will magnify any weaknesses that you have with your presentation. Even if you do speak the language natively, you should try to use words and terminology that the students already understand, and avoid the academic words unless you are introducing the terminology as a part of the lesson.

Know Your Students - Some instructors try and memorize every student's names including some background material about each student, even in larger groups of students. This is not considered fraternization with students, but rather obtaining an understanding of just who you are teaching and where they are currently with their academic progress. Some of this you will pick up as you interact with your students, but the faster you get to know who you are teaching, the easier it will be to customize your instruction to fit the needs of the students, and at the same time reach the course objectives. By showing that you care about the students enough to learn their names and other information about them, they will give you respect and attention.

Cliff-hangers - Teaching shouldn't be just hot air with a lot of name dropping references and little factual information, you should have clear goals for what the students should learn during a class and use the various methods to test if you succeeded in bringing them understanding on the important issues. But, you should also try to raise their interest and comment on when things will reappear later in the course or other courses - come back for more of this interesing issue, same class, same hour, next week!

=Shorter group work in class sessions= During a class it is a good idea to break up and work in groups part of the time. Given the short time available, there are some things to consider for this kind of group work.
 * Don't waste time on forming the groups - they should be divided beforehand or dictatorically by the teacher in a few minutes.
 * The goal of the groupwork must be clear and the materials ready - if they have to start discussing the method and where to find material, you might not get to the goal you want with the group work.
 * Prepare the work, so boring and time-consuming work is ready and the group can focus on the important parts.

=Group work lessons= A one or two hour group work lesson.

Groups presenting different material to each other
A nice group work method is to divide the students in groups and then give each group a different subject with a corresponding premade presentation slide that they will have to present. The slide contains all the essential questions they need to answer and graphs/Images they should explain (and in some cases comes with a demonstration experiment they can perform in class). They read the material together in the groups while the teachers walk around helping with questions and keeping their focus on the main points we want the lesson to have.

The students then present the material for the class, using the premade slides that we have prepared for them and discuss it in plenum. The method can be used on for instance selected papers/articles from journals (and if the material is a bit difficult, it helps a lot to find an adiitional ‘journalistic version’ that give a short story and highlights the applications so they don’t just have a dry scientific paper to read).

One can also do this with shorter sections of lecture notes, when they have been introduced to a set of concepts, and then each group for instance is asked to present a specific application or case of the concepts they have just learnt.

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

title: Teachers' Toolbox/Teaching Classes


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Teachers' Toolbox/Lecturing

Standing in front of a large audience can be frightening for the lecturer and pretty boring for the audience.

One issue is the lecturer's stage performance - there are many little tricks that will help make any lecture reach out and grasp the attention of the audience.

Another issue is the approach to lecturing: Even in front of a small group, people often tend to take the lecturer role and proceed with a long monologue. But there are many other ways to teach even large audiences; however, they often need a certain amount of courage from the lecturer in order to let go and let people do part of the work.

=Stage performance and large audiences= To make a successful oral presentation requires experience and preparation. In lack of experience, better preparation helps a lot !

Helpful Hints
These are just good things to remember:
 * Oral presentations have to be well structured - people's attention fades away and they forget what and why you are talking about things, so you have to remind them. Repeat your points in an intelligent way - just repeating is boring, but approaching the central points of your lecture in different ways is illuminating.
 * Have a good index page - and returning to this during the presentation is a good thing. But try not to have an index page saying the standard intro-theory-method-results-discussion-conclusion as this is not really necessary, the audience should expect something like this. Rather focus on how your presentation is telling something new.
 * A good introduction is needed which explains why this presentation is relevant, what people could learn from it, and what impact the presented results are anticipated to have.
 * Prepare your presentation by finding keywords and key images - the images are what really keep people attentive.
 * Rehearse your presentation so you know it by heart - preferably in the room where you will give it so there will be fewer surprises about the equipment, lighting, etc.
 * Rehearse the presentation for other people and make them mention at least one thing they would change.
 * Remember to keep eye contact with everyone in the audience - just looking at the boss or supervisor will make everybody else fall asleep.
 * Have notes ready - in case you lose the thread, they will help you catch up fast. A printout of the handouts from Powerpoint is a good reference to write notes on and remind you of the sequence.
 * Never read from the slides - rephrase the written statements in your own spoken language! Avoid long texts on the slides; they should be read aloud or explained instead.
 * Keep your graphics simple! Fancy backgrounds or fonts will usually render you presentation completely unreadable.

The attention of a listener
People can generally speaking listen for about 10-20 minutes, and then their attention will drop. You should break your lecture into sections of shorter periods, and renew their students interest by making it clear that you are about to shift to something new and interesting.

The plot
Make a story. Tell them about problems or things that don't work and how they were solved. Don't just read from the telephone book and solve a long series of equations.

Your hands and motion
Use your hands to emphasize - but don't use them all the time. Be calm for some time and then excited when you get to the important points. You can use your body to signal when it's important and they should pay attention.

If you are using a laser pointer, please keep it steady! It takes very little motion to make the point move erratically everywhere on the screen. Its often a good idea to use two hands to hold it and 'shoot' at the point you want to make rather than painting over the whole screen at all times.

Move in the room! Stand behind the desk, move out in front of it, walk a little into the audience if you dare :-) And maybe combine this with your voice, so stand quietly in the corner carefully explaining something and then walk to the stage center when you have to demonstrate something with arm gestures.

All in all, try to avoid standing carved out in rock at the corner, and loosen your appearance up, and do it as much as you feel comfortable with and not more than that!

Your voice and speech
As with your body, your voice should be varied and support your presentation rather than just deliver it. Your lecture is not just an answering machine talking, but hopefully an interesting story about an interesting subject.

If people ask questions, its often a good idea to repeat them loud so everyone can hear them -especially in a larger audience.

PowerPoint
You can't live with it and you can't live without it.

Bullet lists - Powerpoint makes them so easily. But remember - a list with more than 4 points is a mess to see on a slide. It might work in a book where people have time to digest the information, but never make long lists on slides.

Keep the Background simple - yes it looks nice and the department probably paid a lot for the design of the title banner and background you see on many presentations, but if it takes up half your screen and renders text unreadable, don't use it.

The black board
Keep it in order - have a plan for what you will write on it and where you will start and end up. A black board can become a very confusing mess if you do not keep it in order from the beginning.

=Different ways to break up long lectures= Even a large audience can be activated during a lecture - it's a welcome break for all and often leads to interesting new points of view when the listeners start to talk.

Make an audience work in groups

 * Make them discuss a simple thing with the person sitting next to them. Then ask for their opinions.
 * Walk n' talk - Use the break in the lectures for something by giving a problem to discuss that will be discussed in plenum when you gather after the break.

=Resources on the net=
 * Successful Oral and Poster Presentations
 * Presentation skills
 * How to give a good seminar

title: Teachers' Toolbox/Lecturing


text:
Teachers' Toolbox/Planning a course

Here we describe the essential points to consider when planning an entire course.

=The goal of teaching: Learning Objectives= It is important for your own focus in planning a course that you specify what it is you want the students to learn in the course. This will also help you write up a good course description and put focus on the essentials during teaching where sometimes it's easy to end up spending a lot of time on an unnecessary detail.

=Pre-Assesment= Before starting the class, the students should know what's required to follow it. And even if they have taken the right classes, they might not remember everything or the teacher who taught them might have emphasized other things than you expect. It's a good idea to start a course by making a brief test of the fundamental prerequisites for following the course. Starting with a test can be a bit scary and it's important to emphasize that this is not a test the gives a score for the student, but a test that helps the teacher making a course on a level that suits the students (unofficially, you'll also know if specific students lack specific things and hence should have extra attention to learn these) The pre-assessment can be a multiple choice test. Apart from asking the questions on the subject it can also ask if the student finds the questions difficult or easy, so you can get insight into what subjects the student find easy.

=Planning the Lessons=

=Continuous evaluation=

=Examination=

=Post evaluation=

title: Teachers' Toolbox/Planning a course


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Teachers' Toolbox/Supervising and coaching students

This chapter describes methods you can use to supervise students and coach them through difficulties.

=Different types of supervision= There are many synonyms for the different ways to supervise/teach students and the following is a rough overview, where some might use the words differently:

 * Project supervision - guiding a student through a project with maximum learning.
 * Personal coaching - mainly by asking questions and listening the supervisor helps the student to solve a problem, define a role and project, etc. and this can be both about 'professional' and 'personal' issues. Often the two will be strongly connected.
 * Study counseling - helping on finding a way in the educational system: what courses to attend, what level to choose and what future jobs etc this will lead to.
 * therapy - sometimes you will find that it is good to help people find professional help to solve the problems they are struggling with, for instance phobias.

=Starting a new project for a student= Before starting any project its necessary to make a plan defining the sequence of things to do and the deadlines.

Planing a project step by step
A way to do it could be:
 * Define loosely what you think the goal of the project is going to be and discuss why it is relevant. You might want to examine some phenomena or a paradox, or test a hypothesis.
 * Make an initial brainstorm - write your ideas into a mindmap.
 * Search for information: Read articles, make a literature search, ask people you know.
 * Make an analysis of the problem so you can make a precise project definition (maybe you want to change the goal and start from the brainstorm again).
 * Structure the findings in a new and better mindmap with specific information about :
 * The questions you will have to answer
 * Definitions you will use
 * The relevance and importance of the various issues.
 * Potential conflicts and problems
 * From your mindmap, discuss the key achievements/milestones for your project and in what order they have to be done - turn it into a strategy plan.
 * Determine if some things can be done simultaneously or what to do if part of the plan fail - and when you need to make decisions about the future of the project.
 * Make sure everyone agrees on what, when, and how to do it - and how you are going to keep in contact in the group etc. A good thing is to write 'todo-lists' for everyone - bad communication and broken expectations are the main source of problems in project work.

Mindmaps
Before starting on a project its very helpful to map out your knowledge or lack of knowledge on a large piece of paper to get an overview of the things you have to look more carefully into - Mindmaps are a very useful tool for this.

Start by writing the central concept in the middle of a piece of paper. From this you draw out branches as on a tree an put the key concepts you can think of around the central one - and continue this way with the subbranches. You can add arrows, crosslinks, colors, drawings or whatever you like that will help you convey the essential concept. Its a good idea to try and keep some kind of structure in the mindmap and have relate issues near each other - but its probably even better to try and make a new and more structured mindmap a bit later. Eventually a mindmap can slowly be restructured into a strategy for the project and a disposition for the final report.

Strategy -the project plan
The strategy or project plan is good to have hanging over your desk :-). This will remind you what, why, and when to do things.

Plan for investigations - Do not plan for goals, but plan for the investigations to be done leading to the goals: So do not make a plan like:
 * Build a rocket
 * Fly to the moon

But rather:
 * Thomas examines escape velocity requirements, Laura finds available engine types, etc.
 * Meet and decide the test rocket constructions
 * Milestone: Build 1 or 2 test rockets and try them out
 * Meet and determine the best type of construction
 * Build it full scale and evaluate
 * Milestone: Fly to the moon

Add some milestones to your project, that are the most important steps - its those that deserve a small party and an applause when done successfully. Its good for the team spirit to have something to celebrate -and do remember to do that!

Make detailed plans on time consumption - Though its only an estimate and we all know that all deadlines cannot be kept. Its necessary to estimate the time you have available and the time you are going to use on each part of your project. If something comes up unexpected you have to revise you plan and remember to do that together with all involved people since you depend on each other.

Avoiding problems - The above points sound time consuming and laborious, but remember they are only general suggestions! Experience tells that remembering these hints will make your life, and eventual writing of the final report, much easier and stress-free.
 * When you decide that somebody in the group have specific tasks, remember to write this down in the plan (and discuss if this will require special attention with regards to the final examination - you all need to know whats going on and why).
 * Make sure you all agree on how you are going to keep in contact and when. Many groups end up having problems because of broken expectations, often due to misunderstandings about when and how the work should be done.
 * If you feel you're overloaded or you don't think you can meet the deadlines, call up the others and talk to them before they become disappointed that you did not do as agreed.
 * For your own sake, it might be good to write a little diary to remember what took place - a kind of informal logbook containing eg.
 * it can be a good idea to make a very very brief weekly 'Progress Report':
 * What did you accomplish this week? (add an image or graph to the points)
 * Whats your plan for the coming week?
 * Any new ideas or inventions we should think about ?
 * Any new articles we should know about ?
 * Any worries, deadlines, hurdles ?

These points would also be good to discuss at the group meeting or with your groupmembers/ supervisor.

Links to resources about project planning

 * Planning a project

=Starting supervision of a new student= The first meetings are important, because the define your relationship and expectations to each other.

Its important the supervisor evaluates the students level and realize what expectations the student has to the supervisor so they can agree on how the supervision should be done and minimize misunderstandings.

The more independent the student can work the more the supervisor can leave the teacher-role and become a counselor, move focus to asking how the student would solve a problem rather than telling them what to do and what needs to be done. In all projects this kind of development will hopefully take place naturally and stimulated by the teacher.

The supervisor should make the framework for the project clear - what is expected from the student and what methods would be suitable. Its also important to make agreements clear and follow up on them.

The student will make mistakes - and so will the supervisor probably - since we're all learning. Its important to keep the spirit positive and look at what can be learnt from the mistakes as well as finding solutions to make the mistakes as useful as possible.

The supervisor should emphasize asking questions to the student to formulate why one method or conclusion was chosen over another and to consider alternatives (that might not be good alternatives, but simply suggest alternatives to force a deeper thinking method of solving the tasks)

Its important to let the student 'own' their project. Its their responsibility and its in the end them that will be graded. As a project evolves and the student gain insight, they should be increasingly allowed to make decisions themselves.

=The supervisor meeting= For the meeting you should both be prepared. One way to do this is to have a little check list of possible things to discuss that you quickly run through before and during the meeting - not necessarily discussing each point, but keeping the list to remind you of possible issues to discuss.

EXAMPLE: An agenda for the supervisor meeting
A list of discussion points
 * Previous meeting
 * What was decided?
 * How did it go?
 * Time plan
 * Are you on time?
 * Should there be made some changes?
 * What can be done to catch up on delays?
 * Next week and last week
 * What happened last week?
 * Whats the plan for next week?
 * Planning experiments and review of results
 * Has the investigation been done systematically?
 * Are the conditions relevant and well controlled?
 * What did you expect to see?
 * How does you results compare with literature?
 * Whats the comparison between theory and practice/experiment?
 * Are the results presented in a clear and understandable way?
 * How could it be improved?
 * Whats your interpretation of the results?

 * Strategy and long term goals
 * How is the progress compared to the plan?
 * Whats the status of the final product of your work (Thesis, report...)?
 * Any other products coming out of your work?

 * Studies
 * Are there things you feel you need to know more about?
 * Are there courses you follow we should talk about?
 * Do you have a job besides your studies and do you have time for both? Can your work or another job be fitted into you project work?

 * Issues/Bottlenecks/Logistics
 * Is anything hindering you progress or looking like it will at some point?
 * what can be done to avoid the problems?
 * Who is doing what to avoid the potential problems?

 * Feedback (person, team)
 * Do you need feedback on something specific you have made or something general?
 * Do you have feedback for the supervisor or team?

 * Cooperation
 * Is the team working well?
 * Hows your relation with the rest of the people in the class/department...?

 * Workload/environment
 * Is the workload acceptable?
 * Do you need something (instruments, support)?

 * Competence development (from an individual point of view)
 * Do you need to develop personal competences (projectmanagement, presentation skills, etc.)?
 * Do you need to develop your professional competences (techniques, knowledge, training etc.)?

 * Agreements
 * What should we agree on for next meeting?
 * What should we agree on in a longer perspective?

=Some typical problems and hints to solutions= There are some general problems the students will likely experience, and various ways to help them through these.

After seeing a case a couple of times, its often natural to simply tell the student what to do when they're stuck. And given a list of problems and solutions as below its a pitfall thats easy to end up in -but remember to ask the student and find out what the reasons are in the individual case. Usually coaching a person to realize themselves what is causing their unwanted behaviour is the best way for a lasting solution rather than giving an order to do this or that, which only solves the problems symptom but not the underlying cause (but sometimes a quick trick for removing the symptom will make it easier to deal with the causes)

Where am I heading
When working very intensely on a specific problem, people tend to forget the overall goal and loose their sense of time and direction. Its essential to remind them of this and the project plan is a very useful tool to use from the overall to the detailed daily planning.

Making plans take time, and in the beginning, making plans takes much more time. As you get used to it, planning becomes a natural process you don't think much about, and having a long term goal clearly in mind is very motivating.

The long term goals you make in your project plan will very likely change as you learn during the project and find smarter ways or planned things that turn out to be impossible - this happens in all projects and our lives all the time. The key point is continuously adjusting the long term goal :-)

The writers block
Everybody experiences the writers block. There a lot of ideas roaming you head and they are just not getting down on that blank piece of paper as they should.

A mind map is a very useful tool to structure the roaming thoughts and bring a system in the chaos.

One trick the supervisor can do is a 'deadline by surprise'. On the day you have arranged a meeting about something, find out if the student has some time before, and then demand that they in the meeting which is just in a few hours present you with the best they can for the thing they are stuck on -its should not be perfect in any way, but its should be all they can do in the time available, and they should not work on anything else than that. This immediate surprise deadline often makes them write something quite useful, and you have the meeting to discuss it, after which they have a starting point and precise things to improve in the draft based on your discussion. Its often works surprisingly well.

The disposition
If they have to deliver a final report, its a good idea to demand a disposition and introductory chapter at the very beginning of the project. This will make the student think about the task and write it down.

Whats going to happen after my study
Often students get disillusioned by not knowing what they are going to do after their study. Ask them about their plans and hopes - and find out if theres a problem in this that makes them loose focus from the present project they are in.

The self-imposed high-achiever block
A lot of students meet the self-imposed high-achiever block (well, most people writing on anything seem to meet it at some point). Wanting to do well, they set unrealistic hopes for what their project and report should encompass. A 1 year masters project will never be able to deliver as much material as a 4 year PhD project and it should not. Trying to extend the masters project beyond the natural length of it by various dispensations simply to gain time to 'make it perfect' is often not a good idea. The aim must largely be to complete the project in the designated time, and the supervisor should emphasize that and make sure the student understand the expectations the institution and teachers have to them!

=A typical course of a student project= The typical planned steps the typical activity the typical problem and the hard solution

=Coaching=

To help students, a supervisor or teacher can often find many useful techniques that are normally used for Coaching. To do personal coaching is not mentoring because you are not really giving advice. Personal coaching is focused on listening to the person and asking exploring questions that help the person to formulate and explain their situation. Just as making students take ownership of their own projects is very healthy for their learning process and motivation, the importance of asking questions until people make their own explanation and realization of what it is they want, seem to give more satisfying results than simply playing the role of mentor who knows better and tells them what to do with their life.

The tricky part of being a personal coach is to avoid imposing your own point of view on the person in front of you - and you will often fell that when you try to do so, the person will object to it somehow.


text:
Teachers' Toolbox/Teaching skills to the students

Apart from the curriculum that needs to be covered during the lections, going to school hopefully also teaches more life-skills to the students. This chapter gives examples on how to do this.

=Group Work= When working closely together as a group, students with students, student with a supervisor, or as a member of a team, you have to pay attention to a lot of things to make the cooperation work smoothly. Its of course not easy to say how you in your specific situation should behave, but here's some hints to help you on the way!

A list of good advice

 * Be prepared - its a waste of more than just your time if you are not prepared
 * Try to be quiet and let others have a chance to come with their opinion
 * Be inspired by others comments.
 * Try to make up your own mind about the issues, not just the opinion of the majority
 * E-mail/phone people if you cannot make it - it is very annoying not knowing why people don't show up etc, and keeping the others informed is the least you can do if you cannot make it.
 * Make a resume of the decision you have made at the meeting - especially about who is doing what and when it should be done!
 * When discussing in the group, make sure to hear the whole round - otherwise the work will be dominated by a couple of extroverts and the more silent will not have a word to say - and their contribution may be just the keyword you were missing.
 * Agree before you start, on the meeting hours and how to keep in touch - many groups end up divided because some are disappointed about the others not meeting at required times, while those who didn't show you for some reason had the impression it was optional to get there.
 * People usually acquire certain roles and some are good while others are tedious. Make sure the role of referee takes turns (the one who takes it is quite a hero, because its annoying to do it, but so nice to have it afterwards
 * Decide how you're going to make decisions -let the majority rule or discuss the issue until somebody gets their will ?
 * Discuss what your expectations are for the group work - and how you would evaluate it. Many problems come from broken expectations
 * Write down what you decide - its so good to get it written down and agree on the agenda for the coming time before you end the meeting. That way every body will have a well-known to do list and know what to present next time.
 * If you feel that something is wrong - even just a small thing - do talk about it now. the longer you wait the bigger the problem usually gets (I mean, haven't you tried this before...?). So get the air cleaned up early rather than late. A good starting sentence is: I have the experience/feeling that something could be a problem... and this is a hint to the others that such a potential problem is being discussed.
 * Though definite roles are not what we seek in a group work, some roles will appear. You should be conscious about them - and their presence is definitely needed - but you should all have a part in each role, though some take one or the other more frequently (especially during an exam or stressed situations)
 * Here are one set of roles. These are different and equally important roles for the completion of a project -and we all have parts of each of the roles in us:
 * The administrator (makes sure notes and logbooks are made, requires an analytical calmness)
 * The chairman (oversees the groupwork - do you keep the time schedule, contact with people outside the group, somebody who knows people and how to get the group working)
 * The entrepreneur (did you forget something in your plan, what other ways could you take to the solution... creativity rules and will try to make detours from any fixed plans)
 * The scientist (all the talk from the above sounds good, but is it relevant ? )

Feeling stuck?
All projects encounter problems (if we knew what we were doing it wouldn't be science would it ? but we get wiser and have to adjust our plans and get disappointed when our plans don't match expectations)

Generally a project will get a bit stuck between the different phases, if the whole group doesn't proceed to the next step (then some will continue popping up new ideas while others try to work focused - which is very distracting - but the ideas can on the other hand be worth some attention...). Once you have made the strategy plan, you will at some point get stuck when you need to revise it and take all the new things that has turned up into consideration - then its time to go for a new cycle of planning and a revised strategy to keep moving.

Typically you'll experience some of the following and the feeling will often spread and affect the others - that's when you have to intervene:
 * Loss of energy and participation (crossed arms, leaning back).
 * This is as good as it gets - the road from status quo is too diffuse and all options seem very laborious and complicated.
 * Why are we working on this particular problem - maybe many issues that need attention has popped up suddenly and you loose focus
 * To many balloons and ideas are around - it is difficult to find the focus and get moving
 * Lost trust in other team members -maybe they didnt meet their deadlines or do the job you expected them to. This often leads to negative comments while they are not around.
 * Subgroups and cliques form and fight each other.

Since you're in a team or a group you have chosen to join, you should fight the easy way of letting things continue this way, because it *will* escalate.

Good ways to easen up the situation is to:

 * Take a break, get food, carbohydrates and fresh air.
 * Explain how you feel, ask for the others impression and suggestions, once you have some suggestions to think about, maybe postpone the meeting until next day for a fresh start
 * Review you project plan and mindmaps - did you remember everything
 * Are people still too much in "the wrong" phase - if you're close to the deadline you should be working towards a well defined goal and not be sending up new balloons with ideas.
 * Keep a good todo list and strategy plan, so everyone knows what they should do and where the project is heading - and listen to the various opinions about the plan.
 * Discuss you goals and redefine them if necessary. Celebrate the progress or achievement of smaller goals to keep up the spirit - this can be as simple as going together for a cup of coffee.
 * Break up the roles people have aquired, which sometimes are oppressing some

=Writing Reports/Papers/Thesis= There usually isnt much Zen over writing papers, reports and thesis. It's painful-late night-in-the-last-hour-before-deadline-work. Here's some hints to help you through the process.

First of all remember Occhams Razor The Necessary and the sufficient - do not write more than necessary. The more you add, the more you have to proof read and others have to evaluate it - it all takes time and it all takes much longer for every page you add. Brevity is essential!

Resources:
 * How to write a scientific paper

Report writing
A report is what you hand in at the end of a course, after a smaller project etc. The following is some good advice on how to tackle it. The advice given for Thesis are of course also worth taking a look at -especially for longer reports

Thesis writing
A thesis is not just a report after a brief course, but a major work in your life documenting years of work and probably affecting the following years of work too. It does require some special care and attention

Writing articles
Writing scientific articles is an artform. Articles can to some extent be considered the fabric of science as we know it today - the documentation of your work and the only way people in the future can take advantage of your efforts and gained knowledge (and don't underestimate the power of a long publication list in your immediate future).

 * Plan the work on writing it - it takes time and effort!
 * Structure it - consider how to guide your reader through your work
 * The usual suspects - things you *always* end up discussing while writing.
 * Remember that definite expressions require definite data. Its often worth softening expressions such has 'this proves', 'beyond doubt' etc.
 * A figure is worth a thousands words - and if the figure is bad, it's a thousand confusing words. Keep it simple!
 * Examples - selected examples of some well written articles
 * please add :-)
 * Ideas - to spice up your article
 * please add:-)
 * Review - things to remember in the review process

Resources on the net

 * The Science of Scientific Writing is a very good introduction to good ways of writing.
 * More documents on writing are available at
 * Writing skills
 * How to write a thesis
 * Academic writing in English (some notes under development)
 * Collected Advice on Research and Writing
 * [file://www.efcats.org/poster.html Successful Oral and Poster Presentations]

=Making posters=

Resources on the net

 * How to make a successful poster

=Making Oral Presentations= See under teachers' toolbox/Lecturing

=The scientific method= Often a supervisor is teaching this by being there. The student sees how the senior does it and learns by looking. Couldn't there be a more focused way of doing this?

=Project Management=


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Teachers' Toolbox/Evaluation of students

A student will have to be evaluated to give them feedback on the progress and level of performance.

Memorize the material and you will be able to understand exam questions; understand the material and you should also be able to answer exam questions

=Written exams= How to approach making written exams?

Multiple Choice
Multiple choice tests can be both boring and stressed, but with a little ingenuity in asking more than standard questions, the method can be quite rewarding.

=Peer assessment= This saves the teacher a lot of work and can be very instructive for the students.

=Reports= How to make a good report assignment and how to evaluate reports

Evaluation:
 * Formulation -is it easy to understand?
 * Disposition - does it have a suitable level of detail on the various subjects covered?
 * Are the methods well motivated and described?
 * Is the scientific investigation well performed?
 * Are the results well presented?

=Oral Presentations= If students in groups or individually make presentations to each other and another group of students are assigned as opponents to each presenter, everyone will learn quite a lot even in the evaluation phase - and also have the whole course recapitulated in different ways.

Presentation
 * Stage performance (articulation, presence, nervous etc.)
 * Is it well structured?
 * on time?

=Project work= When evaluating a student the following points should be considered - and it should be made clear to the student before starting the project what the importance is of the various points.

The product:
 * Did they finish what they were supposed to do ?
 * Was the product and presentation suitable ?
 * Did the group work independently or was there a team spirit?
 * Was the process innovative, systematic, and did they keep their deadlines?

The process:
 * How did they plan, and did they follow their plans ?
 * Did the cooperate and show responsibility, engagement ?
 * What problems did they encounter on the way and how did they handle them ?

The overall scientific content:
 * Do the students have the necessary knowledge and skills in the subjects they touch upon ?
 * Do they have a good overview of the field ?
 * Did they understand the literature, how to collect information and to make proper references ?

During the project and when the project is over, the supervisor should make a survey of the project and supervision, to check that the above points will be answered to satisfaction - and what to do to improve the chances that it will happen before the final evaluation is done.

=Masters thesis= Censor or Teachers tasks at a defence:
 * Make a written list of questions beforehand - especially the teacher should prepare one to help the censor in case the censor is less prepared.
 * Meet before the examination to talk the report over and get a feeling for a common standing. Also discuss how to handle the student during the examination (eg. we have to be careful not to be to confronting because then this student might lock up, or other issues like this)

Typical questions for a thesis defence: Start by making a general comment about how you think the work is - make sure the student calms down.

 * Explain the difference between formula 1 and 2 on page 12
 * What would in your opinion be the weakest part of the presented analysis - where would you focus your work if you had to continue the project?
 * Can you motivate or explain the physics behind formula 34 - what does it describe?
 * Can you explain the difference between this and that concept?
 * What was the most surprising thing you found in your project?


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Teachers' Toolbox/Ways to improve your own teaching

There are several ways to continuously improve and develop your own teaching.

Peer coaching
Resources
 * Peer Coaching: An Innovation in Teaching
 * Peer Coaching

Feedback to the supervisor
Below is a sample of a questionaire for the students. But keep contact to the students during the project, also outside the lab/classroom to get a feeling for how the group is working and what they might need from you.

EXAMPLE: Feedback questionnaire
We would like you to write a brief answer to the following questions, so we can improve the supervision and overall teaching of courses:

The theory and background:
 * Has the goal of the project been clear to you ?
 * Have you been in doubt about why you were doing something (if yes, please give an example) ?
 * Did you find the project matched and challenged your knowledge, or was it too easy/difficult ?
 * How did your supervisor teach you - did you miss some specific kind of help (more help on basic theory, more structured teaching etc.) ?
 * Whats the best experience you had during the project ?
 * Whats the worst experience you had during the project ?
 * if you had a bad experience, what would you suggest to avoid this in the future?

Groupwork:
 * Are you satisfied with your own engagement in the project ?
 * Are you satisfied with your groupmembers engagement ?
 * What kind of problems did you encounter in the team and why did they occur ?
 * Did you manage to distribute the workload evenly ?
 * Did you manage to follow your strategy plan ?
 * Could /should you supervisor help you more with how the group works, and how ?

Teaching portfolio
Writing down in your CV or in a teaching portfolio what you have been working on and how you have approached the teaching with various methods depending on the aim and students level is a valuable source of inspiration when you get the 'grand picture' rather than solving day to day problems.

Video feedback
Nobody seems to like this, but having you teaching recorded on video and the having a look at yourself afterwards is probably a very efficient way to see what you could improve...


text:
User:Kharr050

By Kelby Harris

Encouraging

title: User:Kharr050


text:
Cascading Style Sheets/Tables

Displaying Tables
W3C Specification CSS2.1

The property is extended with the following values by CSS2.1:

Adjacent borders of cells can be made one border thin using the property, like "border-collapse:collapse;".

The spacing between the borders of cells can be set using the property, since CSS2. The setting of the property has no effect if borders have been made look one border thin using "border-collapse:collapse;".

title: Cascading Style Sheets/Tables


text:
User:Kashkhan

B.Sc. 1993 Mechanical Engineering, University of Engineering & Technology (UET), Lahore, Pakistan

S.M. 1998 Aeronautics & Astronautics, Massachusetts Institute of Technology, Cambridge MA

Ph.D. 2004 Aeronautics & Astronautics, MIT, Cambridge MA

old email: kashkhan@mit.edu

Current: kashif.khan at alum.mit.edu

225 12345 7204 abc

title: User:Kashkhan


text:
Talk:Reverse Engineering/File Formats

I've been reverse-engineering file formats for many years and I'd love to help out with this when I find the time (it won't be for at least a month) as I've been wanting to write more on the subject. That said, I'm not certain how to approach writing for wikibooks. If anyone could give me some pointers, I'd appreciate it. Thanks -- Cody Brocious

Offzip from Luigi Auriemma is a nice tool to automatically find compressed data in Blobs and extract it: see http://aluigi.altervista.org/mytoolz.htm and http://aluigi.altervista.org/mytoolz/offzip.zip--85.179.153.243 (talk) 20:39, 9 January 2010 (UTC)

Vandalism
Anybody can revert last two anonymous edits by 197.211.61.150 which are vandalism? Abuse filter is mad at me: "An automated filter has identified this edit as potentially unconstructive, and hence your edit will not be saved. If you believe that this edit is constructive, please report this error. A brief description of the error is Repeated vandalism attempts." 2A00:F41:18F0:B560:FCE0:8C44:92FC:B2AC (discuss) 18:22, 5 November 2019 (UTC)

title: Talk:Reverse Engineering/File Formats


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XForms/Select

XForms Checkbox Buttons
There is just a small difference between using xf:select1 for radio buttons and the xf:select for multiple selection check boxes. In this example instead of round circles there are squares and you can check multiple squares. Note that the output contains a string with spaces between the values. This is why screen labels can have spaces but values should only contain dashes between the values.

Note that in this program we use appearance="full" attribute.

XForms Application
Load XForms Application

Note that as you select multiple items a space-delimited list of items appears in the output. This is a good example of why you do not want to put any spaces in a selection item value tag.

Sample Program
  XForms Radio Button Using Select appearance="full"   Red red   Orange orange   <xf:label>Yellow</xf:label> <xf:value>yellow</xf:value> </xf:item> <xf:item> <xf:label>Green</xf:label> <xf:value>green</xf:value> </xf:item> <xf:item> <xf:label>Blue</xf:label> <xf:value>blue</xf:value> </xf:item> </xf:select> Output: <xf:output ref="/data/MyCode"/>

Using the Appearance Attribute
There are many ways to change the amount of screen area used to display a selection list with many items. The XForms specification suggests that the user can control this area using a simple attribute called appearance. The three suggested values of appearance are:

appearance="full" appearance="compact" appearance="minimal"

Where: "full": all choices should be rendered at all times. "compact": a fixed number of choices should be rendered, with scrolling facilities as needed "minimal": a minimum number of choices should be rendered, with a facility to temporarily render additional choices

Many systems simply use a CSS style sheet to change this layout.

W3C Specification on the User Interface Options for Selecting Many

Testing
You should see the output change as you check different boxes. If you check multiple boxes, the result is a string with spaces separating the checked values.

Note that the XForms "value" in lowercase, not the "label", is inserted into the output string. This is an excellent example of why values should not contain spaces, just lowercase letters and dashes.

title: XForms/Select


text:
Puzzles/Logic puzzles/Getting out of Prison 2

Puzzles | Logic puzzles | Getting out of Prison 2

You are in a prison and your execution is planned for today. However, you are given one last chance to get out of this situation. You are brought into a room that has two exits and between them stands a guard. One exit leads out of the prison into freedom, while the other one brings you into the room where the execution takes place. You are told that the guard either always tells the truth or always lies, but not which it is that he does. You are allowed to ask only one question.

What question can you ask in order to find out the way to your freedom?

Solution


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Puzzles/Logic puzzles/Getting out of Prison 2/Solution

Puzzles | Logic puzzles | Getting out of Prison 2 | Solution

"If I were to ask you which door leads to freedom, which door would you tell me?" If the guard is the liar, then he would have lied and told you the wrong door, but is now lying and telling you that he would have told you the correct door. If he is a truth-teller, he is telling you truthfully that he would have told you the correct door. Either way, whichever door the guard points to leads to freedom.

(A simple solution may be to ask any guard to point out the door he guards.....anyone will point to freedom door only)


text: Talk:Bicycles/Equipment and Accessories/Pedals


text:
Brewing/Boiling/Immersion Chiller

An immersion chiller is one of the two wort chillers commonly used by homebrewers. The immersion chiller consists of a coil of copper tubing that is put in the brew pot at the end of the boil. It is put in before the end of the boil as these temperatures sanitize the coils. Cold water is run through the wort chiller. This method is slower than the other type of wort chiller, the counterflow, but has several advantages. These include: hot break is kept in the brew pot and can be separated, reducing trub in fermenter, the apparatus is easily sanitized, and it is generally less expensive and easier to make than a counterflow wort chiller.

title: Brewing/Boiling/Immersion Chiller


text:
User talk:24.28.187.247

Thanks for experimenting with the page Cookbook:Frito pie 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 01:22, 15 September 2006 (UTC)

title: User talk:24.28.187.247


text:
Adventist Youth Honors Answer Book/Stars/Prism

When sunlight is passed through a prism, it is dispersed into the colors of the rainbow. In fact, when you see a rainbow after a rain storm, it too is made by sunlight passing through many tiny prisms - the raindrops.

Careful study of these rainbows reveals that there are gaps between some of the colors. These gaps are called absorption lines, and depending on where they are in the spectrum (that is, where they are in the rainbow), scientists can tell what the light source is made of. Scientists also discovered that the temperature of a star is determined by its composition. So by observing the spectrum, scientists can tell the temperature of a star.

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text:
Adventist Youth Honors Answer Book/Stars/Equinox

The ecliptic is the path followed by the sun across the celestial sphere during the year. It crosses the celestial equator twice during the year, once at the Autumnal equinox and once at the Vernal equinox. The Vernal Equinox occurs on either March 20 or March 21. The Autumnal Equinox occurs on either September 22 or 23.

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text:
Adventist Youth Honors Answer Book/Stars/Zodiac

By 2,000 BC, the Egyptians and Mesopatamians marked the seasons by the constellations we now call Taurus, Leo, Scorpio and Aquarius. The division of the ecliptic into the zodiacal signs originates in Babylonian ("Chaldean") astronomy in the early to mid 1st millennium BC (likely during Median/"Neo-Babylonian" times).

The signs were named after the nearby constellations at the time of Ptolemy, most of which were named after animals, hence the term zodiac (from Greek zodiakos, "circle of little animals").

 * 1) ♈ Aries 0° (vernal equinox)
 * 2) ♉ Taurus 30°
 * 3) ♊ Gemini 60°
 * 4) ♋ Cancer 90° (summer solstice)
 * 5) ♌ Leo 120°
 * 6) ♍ Virgo 150°
 * 7) ♎ Libra 180° (autumnal equinox)
 * 8) ♏ Scorpius 210°
 * 9) ♐ Sagittarius 240°
 * 10) ♑ Capricornus 270° (winter solstice)
 * 11) ♒ Aquarius 300°
 * 12) ♓ Pisces 330°

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text:
User:Bastique

 I am Cary Bass, a steward, and an employee of the Wikimedia Foundation

 * Please use my Commons Wikipedia talk page to leave me messages.

title: User:Bastique


text:
Adventist Youth Honors Answer Book/Stars/Planet characteristics

Uranus and Neptune cannot be seen with the naked eye. Mercury and Venus are only seen near the hours of sunrise and sunset because they are closer to the Sun than the Earth.

Mercury
Mercury is the planet closest to the Sun. It orbits the Sun once every 88 Earth-days. Mercury has very little atmosphere because its gravity is so weak due to its small size. Like the Moon, Mercury's lack of an atmosphere means that it is struck often by other bodies, leaving its surface cratered. If it had a thicker atmosphere, these objects would burn up before they reached the surface. Another similarity between Mercury and the Moon is that Mercury's day is equal to its year at 88 days.

Venus
Venus is the second-closest planet to the Sun, orbiting it every 224.7 Earth days. After Earth's Moon, it is the brightest object in the night sky. Venus is one of the four terrestrial planets, meaning that, like the Earth, it is a rocky body. In size and mass, it is very similar to the Earth, and is often described as its 'twin'. The diameter of Venus is only 650 km less than the Earth's, and its mass is 80% of the Earth's. However, conditions on the Venusian surface differ radically from those on Earth, due to its dense carbon dioxide atmosphere. The enormously CO2-rich atmosphere generates a strong greenhouse effect that raises the surface temperature to over 400 °C. This makes Venus' surface hotter than Mercury's, even though Venus is nearly twice as distant from the Sun and receives only 25% of the solar irradiance.

Earth
Earth is the only planet in the Solar System that supports life. Its atmosphere protects the Earth's life forms by absorbing ultraviolet solar radiation, moderating temperature extremes, transporting water vapor, and providing useful gases. The atmosphere is also one of the principal components in determining the weather and climate of the Earth.

Mars
Mars is the fourth planet from the Sun in our solar system. Mars is also known as "The Red Planet" due to the reddish appearance it has when seen from Earth at night. Mars has two moons, Phobos and Deimos, which are small and oddly-shaped and are possibly captured asteroids. Until the first flyby of Mars by Mariner 4 in 1965, it was thought that Mars had channels of liquid water. We now know that these channels do not exist. Still, of any planet in our solar system after the Earth, Mars is the most likely to harbor liquid water. It is the only planet besides Earth that has seasons. It also has a rotational period nearly the same as our own. It has the highest mountain in the solar system, Olympus Mons, the largest canyon in the solar system, Valles Marineris, and polar ice caps.

Jupiter
Jupiter is the fifth planet from the Sun and by far the largest within the solar system. Jupiter is usually the fourth brightest object in the sky (after the Sun, the Moon and Venus); however at times Mars appears brighter than Jupiter. Jupiter is 2.5 times more massive than all the other planets combined. Jupiter also has the fastest rotation rate of any planet within the solar system, making a complete rotation on its axis in slightly less than ten hours, which results in an equatorial bulge easily seen through an Earth-based amateur telescope. Jupiter is perpetually covered with a layer of clouds, and it may not have any solid surface in that the density may simply increase gradually as you move towards the core. Its best known feature is the Great Red Spot, a storm larger than Earth.

Saturn
Saturn is the sixth planet from the Sun. It is a gas giant (also known as a Jovian planet, after the planet Jupiter), the second-largest planet in the solar system after Jupiter. Saturn is probably best known for its planetary rings, which make it one of the most visually remarkable objects in the solar system. Saturn is the only one of the Solar System's planets less dense than water, with an average specific density of 0.69. This means that Saturn would float if you had a large enough body of water to place it in. Like Jupiter, it radiates more energy into space than it receives from the Sun.

Saturn has a large number of moons. The precise figure is uncertain as the orbiting chunks of ice in Saturn's rings are all technically moons, and it is difficult to draw a distinction between a large ring particle and a tiny moon. Seven of the moons are massive enough to have collapsed into a spheroid under their own gravitation. Saturn's most noteworthy moon is Titan, the only moon in the solar system to have a dense atmosphere.

Uranus
Uranus is the seventh planet from the Sun. It is a gas giant, the third largest by diameter and fourth largest by mass. Uranus is composed primarily of gas and various ices. The atmosphere is about 85% hydrogen, 15% helium and traces of methane, while the interior is richer in heavier elements, most likely compounds of oxygen, carbon, and nitrogen, as well as rocky materials. This is in contrast to Jupiter and Saturn which are mostly hydrogen and helium. One of the most distinctive features of Uranus is its axial tilt of ninety-eight degrees. Consequently, for part of its orbit one pole faces the Sun continually while the other pole faces away. At the other side of Uranus' orbit the orientation of the poles towards the Sun is reversed. Between these two extremes of its orbit the Sun rises and sets around the equator normally!

Neptune
Neptune is the outermost gas giant in our solar system. It orbits the Sun once every 165 years. It is the fourth largest planet by diameter and the third largest by mass; Neptune is more massive than its near twin Uranus as its stronger gravitational field has compressed it to a higher density. Neptune's atmosphere is primarily composed of hydrogen and helium, with traces of methane that account for the planet's blue appearance. Neptune also has the strongest winds of any planet in the solar system, with estimates as high as 1550 MPH (2,500 km/h). Discovered on September 23, 1846, Neptune is notable for being the only planet discovered based on mathematical prediction rather than regular observations. Perturbations in the orbit of Uranus led astronomers to deduce Neptune's existence. One difference between Neptune and Uranus is the level of meteorological activity. Uranus is visually quite bland, while Neptune's high winds come with notable weather phenomena. The Great Dark Spot, a cyclonic storm system the size of Asia, was captured by Voyager 2 in the 1989 flyby. The storm resembled the Great Red Spot of Jupiter, but was shown to have disappeared in June 1994. However, a newer image of the planet taken by the Hubble Space Telescope on November 2, 1994, revealed that a smaller storm similar to its predecessor had formed over Neptune’s Northern Hemisphere. Unique among the gas giants is the presence of high clouds casting shadows on the opaque cloud deck below.

Pluto

Pluto is no longer considered a planet by astronomers, though it was classed as one between its discovery in 1930 and 2006 when it was reclassified a dwarf planet. It has an eccentric orbit that is highly inclined with respect to the other planets and takes it closer to the Sun than Neptune during a portion of its orbit. It is much smaller than any of the eight planets and indeed is smaller than several of their moons. Pluto itself has a large moon named Charon; two small moons were discovered in 2005, and their names (Hydra and Nix) were announced in June 2006. Through the use of the Hubble Space Telescope, Pluto's fourth moon was discovered between the orbits of Nix and Hydra. Without a formal name as yet it is designated as S/2011 (134340 Pluto) or simply the nickname P4.

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Pluto has five moons, adding two more discovered since the visit of the spacecraft, New Horizons flyby 14 July 2015. New Horizons is currently in route to another Kuiper Belt Object to arrive January 2019 to the object known as, MU69.

Pluto and the largest moon, Charon have sometimes been called a Duo-planet in close locked orbit around a common center of gravity called a barycenter.

Comparative sizes of the system of Pluto; Pluto - 2372 Km Charon - 1208 Km Hydra 55 Km x 40 Km Nix - 42 Km x 36 Km Kerberos - 12 Km x 4.5 Km Styx - 7 Km x 3 Km


text:
User talk:Bastique

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! Can't sleep, clown will eat me 02:55, 15 September 2006 (UTC)

US-UK terms
I saw you started a table for that. Here's something similar I made for Wikipedia. Talk:Introduction to Crochet/Getting started Durova (talk) 18:25, 29 February 2008 (UTC)

title: User talk:Bastique


text:
User talk:Wrenblat

International development
Hi Wrenblat,

If you're still around, and still interested in international development issues, drop me a note. Also have a look at Appropedia, and see if that's of interest. --Singkong2005 04:47, 15 September 2006 (UTC)

title: User talk:Wrenblat


text:
Talk:European History/Absolutism in Europe

I don't know who is responsible fofr this page, but I saw a small error in wording and fixed it. "The government should start high external tariffs, helping to prevent competing goods from other nations out and to protect native manufacturing" should be "The government should start high external tariffs, helping to keep competing goods from other nations out..." Is it OK to just do that, or was I supposed to discuss it more or something? This is my first editing/creation activity. —The preceding unsigned comment was added by 209.7.119.196 (talk • contribs) 13:24, 27 Oct 2006 (UTC)

wars with france
Fixed wars with france: were unable "the" cross water line to were unable "to" cross the water line


text:
European Union Law

{| style="width:65%;"
 * style="background-color: cream; border: solid 1px gray; padding: 1em;" valign="top" |

Part 1: Background

 * /Introduction/
 * /Commission/
 * /Council/
 * /Parliament/
 * /Four Freedoms/
 * /Sources, principles and supremacy/
 * /Direct Effect/
 * /State Liability/
 * /Preliminary Reference/
 * /Enforcement/
 * /Brexit and the Future/

Part 2: Four Freedoms

 * /Free Movement of Citizens/
 * /Free Movement of Workers/
 * /Workers and Families/
 * /Refusing Citizenship Rights/
 * /Freedom to Provide Services/
 * /Customs duties and taxes/
 * /Free Movement of Goods/
 * /Selling arrangements/
 * /Derogations/

Part 3: Appendices

 * /Bibliography/
 * /Glossary/
 * /Style Guide and Authors/

 * }

title: European Union Law


text:
The Housework Manual/The Kitchen/Washing Dishes

One way to save time when washing dishes is to avoid drying the dishes manually. In many circumstances, leaving dishes to dry in the dish rack overnight won't cause any problems. Several hours later (e.g. overnight), the dishes should be mostly dry, and can be put away with minimal manual drying required.


text:
The Housework Manual/Laundry/Bringing in the Dry Laundry

A simple way to save time in bringing in dry washing is to do two things instead of simply unpegging clothes and throwing them in the basket:
 * 1) Sort the garments by unpegging them in some meaningful order or grouping, such as by room of the house and/or drawer they belong in. This saves you time, because you don't need to worry about sorting these out later, nor do you need to run between rooms in the house later when putting them away.
 * 2) Fold the garments as you put them in the basket. If you're spending the time actually handling these garments, you may as well fold them as you handle them.  If folding was postponed instead, a lot of the time spent folding would be in picking garments up and putting them down, it would be a doubling of effort in those actions.  Why not get the folding done as you're handling them by taking them off the clothes line anyway.  This has the added advantage of saving room in your washing basket too, as folded clothes would presumably occupy less volume then unfolded clothes.


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User:Esenu

hy evrybody if you have any topics related to Networking in computer related links or topics please put your link here.

title: User:Esenu


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Category talk:Candidates for speedy deletion

If there are any issues with the candidates listed in this category, dicsuss here to notify other admins.

Little help please
I've found a few pages this evening which are speedy-delete candidates. I have inserted the appropriate template into the page but I'm still unsure if I should then create a section on the Votes For Deletion page explaining my decision. If it's a speedy delete then am I right in thinking that no vote and discussion is needed? Thanks for your help. Xania 22:40, 30 October 2006 (UTC)

 * My understanding of the process which is based on what I understand of Deletion_policy, is that if somebody objects he or she can remove the delete template and use the VfD template instead and initiate discussion on Votes for Deletion and admins may not delete pages if they think the speedy deletion request is questionable. As far as an explanation goes thats given as part of your adding of the template to a page eg So no vote or discussion is needed unless someone objects. I'm sure someone will come along and correct me if I'm wrong. --darklama 23:22, 30 October 2006 (UTC)

 * My understanding - very late - is that Darklama is absolutely right. Personally I have a prejudice against IP's removing speedies without saying anything at all tho! (still trying to find all the pages I need to watch!) -- Herby  talk thyme 14:38, 11 November 2006 (UTC)

Deletion request
Can you delete my page:Coronavirus Safety Procedures im new here and i didn't know it wasn't allowed. BookImaginationIsNeeded helps (discuss • contribs) 22:11, 29 July 2020 (UTC)
 * ✅ By Martin Urbanec. JackPotte (discuss • contribs) 19:10, 1 August 2020 (UTC)


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User talk:Bpv

Gustav Theodor Fechner
I deleted this article. Plese remember that Wikibooks is not Wikipedia. --Derbeth talk 09:09, 15 September 2006 (UTC)

title: User talk:Bpv


text:
User talk:Bruss004

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Derbeth talk 09:13, 15 September 2006 (UTC)

title: User talk:Bruss004


text:
User talk:42 pwnzor~enwikibooks

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Derbeth talk 09:17, 15 September 2006 (UTC)

Image copyright problem with Image:First-class lever.png
Thanks for uploading Image:First-class lever.png. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Derbeth talk 09:17, 15 September 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called 42 pwnzor. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name 42 pwnzor~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 22:54, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:27, 19 April 2015 (UTC)

title: User talk:42 pwnzor~enwikibooks


text:
User talk:Dgaji205

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Derbeth talk 09:21, 15 September 2006 (UTC)

Image copyright problem with Image:Sendim.gif
Thanks for uploading Image:Sendim.gif. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Derbeth talk 09:21, 15 September 2006 (UTC)

title: User talk:Dgaji205


text:
User talk:SuperElectric

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Derbeth talk 09:21, 15 September 2006 (UTC)

Image:Lushfrog-400.jpg
If the documentation of Lush is on GPL, than you cannot license it as GFDL. GPL and GFDL licenses are completely incompatibile in both sides. You should not use any text on GPL license on Wikibooks. --Derbeth talk 09:21, 15 September 2006 (UTC)

title: User talk:SuperElectric


text: Template:Information

title: Template:Information


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Talk:Botany/Plant reproduction

It would be good to have at least something on the reproduction of ferns and mosses. 146.7.112.233 12:07, 15 September 2006 (UTC)

Also something about apomixis through seeds, which doesn't fit under either the vegetative reproduction, or the sexual reproduction heading. Nadiatalent (talk) 14:36, 9 December 2009 (UTC)

title: Talk:Botany/Plant reproduction


text: Water Resources Directory/Ethics

title: Water Resources Directory/Ethics


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Talk:Korean/RWP/Lesson 2

Untitled
The solutions to the third exercise has been repeated as the solution to the fourth exercise.

Again: Thank you.

Libya/Namibia were very satisfying.

I confused 'm' with '0', I'm sad to say.

I think it'd be nice if the solutions were broken up somewhat for 'r'. It's more fun to do a few, then check, then again, rather than read a big block, have to remember it all, then check.

- Bez

 * The re-do of the course on my new site allows you to check every single word as soon as you have read it, without scrolling. I hope you will like it. Please see below for the new address. Junesun 11:45, 8 March 2007 (UTC)

===Since this has turned out to be a one-person project rather than a communal wiki effort, I have decided to continue writing and improving the course on my website dedicated to learning languages. You can find the completed lesson 4 and improved other lessons at this new site. The course will not be completed here.=== -- Junesun 11:45, 8 March 2007 (UTC)

I'm here to help. I hope you rejoin the effort here. Rodasmith 02:56, 13 May 2007 (UTC)

title: Talk:Korean/RWP/Lesson 2


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User:Cheesethief

muahahahaha!!!!
 * im here, have no fear!
 * the zombies gonna kill you!

title: User:Cheesethief


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Water Resources Directory/Ethics/Government

Reporting

 * asset declarations (natural resources, capital)
 * annual reports
 * build media capacity or NGO reporting capacity

Public Participation

 * public notification procedures
 * public participation procedures
 * access to information procedures
 * citizen participation in development of policies
 * citizen participation in development of spending priorities
 * citizen participation in development of service provision
 * citizen participation in improvement of local governance

Capacity in Oversight Institutions
Example of oversight institution - the U.S. Environmental Protection Agency is responsible, under U.S. federal law, for some environmental protection programs, which the EPA delegates to the States for administration, with EPA oversight for QA/QC purposes.


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User talk:Cheesethief

Hi Cheesethief,

Love the name... thanks for the giggle :).

BTW, when you're signing talk pages (never sign on non-discussion pages), you can just use four tildes ( ~ ), which will leave both a link to your userpage and the time/date of your comment. -- SB_Johnny | talk 13:51, 15 September 2006 (UTC)

title: User talk:Cheesethief