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First Aid/Asthma & Hyperventilation

Introduction
Asthma is a medical condition which causes swelling of the airway, spasm of the smooth muscle of the bronchioles (smaller airways), and increased mucous production in the alveoli (the air sacs where oxygen from the air is exchanged for carbon dioxide from the blood) constricting airflow.

Asthma attacks can range from mild to life threatening & everything in between. They can come on gradually or very rapidly & can be triggered by allergic reactions, weather changes, respiratory infections, exercise and irritants in the air such as smoke or dust.

Hyperventilation is simply breathing at an inappropriately high rate. It can be caused by numerous conditions including anxiety; injuries that limit adequate intake or circulation of oxygen or cause a build-up of carbon dioxide; toxins that prevent adequate oxygen exchange such as carbon monoxide or paraquat poisoning; increased demands of the cells for more oxygen such as exercise, severe infection, pregnancy etc & many more.

Psychogenic hyperventilation (rapid breathing from psychological causes such as anxiety or fear) should be the last condition considered in first aid, once other, more life threatening or reversible causes have been ruled out. However, decreasing anxiety as much as possible can help decrease hyperventilation, physical demands for oxygen & improve oxygenation.

Recognition
Asthma is characterized by difficulty breathing, wheezing, increased secretions in the airway, coughing and a history of asthma. The sensation of not being able to breathe, as well as adrenaline released by the body in response to the anxiety & to help try to maximise oxygenation, will make people feel anxious & possibly become agitated & restless.

The wheeze in Asthma attacks is usually a high-pitched soft noise. During mild or early attacks, it usually presents first as a sound when breathing out, as the air is able to enter the lungs, but is restricted from getting out as easily. The spasm of the bronchioles, inflammation & increased mucous cause the airways to narrow & the air to create friction in the airways, creating the wheezing sound. If an attack progresses & it becomes harder to get air in & out, a wheeze will develop on inspiration as well. As it progresses further & air starts becoming trapped in the lungs, only an inspiratory wheeze will present. Eventually, if not treated effectively, the breathing will become silent. This is a late & extremely serious sign that will be accompanied by a decreasing level of consciousness & can rapidly progress to death as very little air will reach the bloodstream.

Although wheezing is a common symptom of asthma, it also occurs in other conditions that affect respiratory function like allergic reactions/anaphylaxis or respiratory infections. And it is sometimes mistaken for other noisy breathing like stridor, which is a more harsh, coarse, loud wheezing sound that is produced by obstruction of the upper airways.

Hyperventilation can be recognized as fast breathing which is inappropriate for the circumstances. It may be accompanied by a feeling of not being able to catch one's breath and, if excessive, it may cause lightheadedness, tingling in the hands & feet, progressing to muscle spasms in the hands & feet. The spasms are most likely to occur if the hyperventilation is psychogenic - caused by the mind rather than a disease process or injury.

Treatment
For Asthma
 * If the victim has a fast-acting inhaler for asthma attacks, encourage them to use it as directed by their doctor or Asthma Action Plan. You may assist with finding the inhaler. Be aware that the bronchodilators in the inhalers can increase a feeling of anxiety & cause shaking as a side effect.
 * Try to keep the victim as calm as possible and slow their breathing rate.
 * Assist the casualty to sit in a position which relieves pressure on the chest. The tripod position is ideal - sitting up, leaning slightly forward, supporting their weight with their hands either on their knees or on a table or the like in front of them.
 * Call EMS if the victim's condition does not improve or if the victim's level of consciousness is lowered.
 * If the person does start to lose consciousness, lie them on the floor (preferably their left side) with their head tilted back a bit to ensure their airway is open. Watch their breathing carefully & if they vomit, ensure their mouth & nose are kept clear. Keep reassuring them help is on the way - they may be able to hear you even if they can’t respond.

For Hyperventilation The aim is to calm the casualty down & to reduce their rate of breathing. Ensure the environment around them is as calm as possible - multiple worried friends/family/strangers all talking at once can make their anxiety/fear worse.

Have one, calm person talk to them in a low, soothing voice & help them feel safe.

Gradually try & get them to slow their breathing down, by matching your breathing & making their breaths out longer than their breaths in.

Ensure they’re sitting upright if they’re able to hold themselves up, preferably with their hands on their knees or arms resting on a table or chair.

Try asking them simple questions & distracting them from the cause of their anxiety. Something as simple as having them count out loud or name items around them or talk about their favourite things can help. Recognise their fear & reassure them. Even if they’re just having a psychogenic anxiety attack, the fear & symptoms feel extremely real to them. If they develop tingling & muscle cramps, assure them that this is normal & will go away once they have their breathing under control.

Don’t give them a paper bag to breathe into as, if the cause of their hyperventilation is an illness or injury that isn’t immediately obvious, this can worsen their oxygen demands & build-up of carbon dioxide in the body. Just focus on reassurance, calming them as much as possible & using distraction techniques. Music can help too. If there is an underlying cause to their hyperventilation, such as an asthma attack, recognising this early, getting help & frequently reassuring them that help is on the way is vital.

If the person is unable to hold themselves upright in a sitting position, place them on their side on the floor, a couch or bed & tilt their head back a little to help keep their airway open. Monitor their breathing & airway closely. A normal respiratory rate for an adult is between 12 and 20 breaths per minute.

It is possible for people hyperventilating solely due to an anxiety attack to lose consciousness. This will usually be brief & once their breathing returns to normal, they should fully recover. If they do not fully recover, they have recurrent hyperventilation/ anxiety attacks or their symptoms persist, ensure they get assessed medically to rule out any underlying problem or get appropriate treatment for the cause of their anxiety.

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First Aid/Electrocution

Electrocution is a related set of injuries caused by direct contact with live electrical connections. The effects can vary from minor to causing cardiac arrest.

Actions and Treatment

 * Be aware of Danger - The clear danger in this situation is the electrical supply.
 * If the victim is still touching a live electrical source, either turn off the power to the source, or break the victim's contact with it. Find a non-conductive object (wooden broom handles are commonly used) and break the contact between the victim and the source. Should the victim be in contact with downed power lines, do not attempt a rescue.  Instead, call emergency services and wait for professional rescuers to come and ensure the power lines are no longer live.
 * Call an ambulance immediately - all victims of electrocution, whether conscious or unconscious require assessment in hospital.
 * After ensuring the area is safe, begin a primary assessment - check ABCs & begin CPR if required.
 * Conduct a secondary assessment looking specifically for 2 electrical burns.
 * Electrical burns look like third-degree burns, but are not surrounded by first- and second-degree burns. They always come in pairs: an entry wound (smaller) and exit wound (larger). You should cover the wounds with nonstick, sterile dressings. Remember that the most serious problem is rarely the burn, and cardiac arrest is very possible.

Electrocution causing unconsciousness
Serious electrocution may cause unconsciousness, at least for a brief period. If this is the case, conduct your primary assessment by checking ABCs. If they are not breathing, begin CPR. Airway swelling can occur from being electrocuted. Frequently check the victim's breathing.

If the victim received a serious electric shock, do not put the victim in the recovery position. Head/neck/back injuries along with multiple fractures can occur from strong muscle contractions from being electrocuted. Begin a secondary assessment, looking specifically for 2 or more electrical burns - one entrance wound and one exit wound. Continually evaluate the ABCs. Cardiac rhythm disturbances can quickly cause the victim to go into cardiac arrest.

Electrocution not causing unconsciousness
Those victims who are not rendered unconscious are likely to feel unwell after the experience, and may well complain of numbness or pins & needles in the area where through the electricity has passed. These victims must still be transported to a hospital for evaluation, as heart rhythm disturbances can lead to cardiac arrest.

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User:Fairy 123

hi my acount rocks

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Rock Climbing/Technique

Use your feet
The choice of where you place your feet is the major determiner of where you can go next.

Lead with your feet
Your reach extends only as far as you are tall, so to reach farther you have to move your feet up. Obvious, but new climbers tend to focus only on their hands and the direction they are going -- up -- and forget that their feet have to move up the wall too. If you do this, you'll become extremely stretched out on the wall. It's really hard to move out of this position. It'll be hard to see where to place your feet because your torso is pulled in so close to the wall, and it will be hard to actually make the next move. A better technique is to move the feet up, which moves the torso up, which increases the range of holds that the hands can reach. Moving the feet up first also bends the knees and hips which gives the climber leverage, and makes climbing up easier. You do want to stay in close to the wall, but as I'll talk about later, generally you want to twist and keep one side (not your front) in to the wall so that the other side is free to move. Avoid becoming too stretched out as it limits your options.

Place your feet quickly
When climbing, you want to save your strength for big moves that really require it. Try to avoid whittling away your reserves by using your arms when you could be using your feet throughout the climb. The muscles in your legs are larger and stronger than the muscles in your arms, and you want to try to use this fact to your advantage as much as possible. To do this, keep your feet on the wall! Avoid leaving limbs dangling. Before making a move, think about where your feet are going next. After you make the move, place your feet back on the wall as quickly as possible to minimize the time that you are holding your body weight with your arms.

Use your legs
As noted above, your legs are stronger than your arms and you should use this to your advantage. Your legs carry your weight every day, but routinely your arms only carry a fraction of it. New climbers tend to focus on their arms and pull themselves up the wall. One of the most common excuses I hear from people who think they can't climb is "but I have no upper body strength". This statement is misguided because massive upper body strength isn't necessary at all. Overusing your arms and neglecting your legs is simply bad technique. Practice using your legs to push yourself up, and using your arms only for balance. Step up to a foot hold and stand up on it by straightening your leg and keeping your hips in to the wall, while at the same time putting as little weight as possible into your hands. (This is easiest to practice on slab or on a wall that's a few degrees from vertical.) This technique will teach you to use your body mechanics efficiently.

Keeping weight out of your hands will also aid in not overgripping (holding on with more strength than is strictly necessary).

Pushing with your legs will also be covered in the section on stemming when talking about using opposing forces.

Place your feet carefully and firmly
Your feet should not make noise when you place them on the hold. If they are, you are wasting energy by bringing them down faster and harder than is necessary. If your feet are making noise then your foot placement is also likely to be a little sloppy and uncontrolled.

Climb using the edges of your feet. Aim to place the ball of your big toe on the hold. Avoid using the ball of your foot, as using your toe will give you a little more reach, and a little more leverage -- often that's all that is needed to get through the crux of a climb. Climbing shoes are designed to make this efficient. They draw your toes together, giving you a smaller surface to place on the rock, minimizing the size of the foothold you'll need.

Once you have placed your foot, press it firmly downwards and into the wall. Keeping tension in your leg will reduce the chance of your foot slipping, and will of course move you upwards.

See also the section on shifting your weight for advanced foot placement techniques.

Other foot placement techniques involve using your heel hooked around a hold to pull yourself towards it. I'll talk about these in detail in later sections.

Smear
Smearing is the technique of pushing the flat of your foot on the wall where there is no foothold. The friction between the sole of your shoe and the wall is enough to hold your weight up. It creates a point of contact with the wall to maintain balance while you make a move. As soon as you are able, move the smearing foot back to a foothold. The keys to smearing are the force and direction in which you push into the wall. Friction is proportional to the amount of force applied, so use a lot of muscle to press your foot into the wall. The harder you push, the less likely your foot is to slip off. Also you want to be going up (presumably), so the force should be directed slightly downwards (not just perpendicular to the wall), to give you a bit of help.

Trust your feet
Yes, the hold is small. Yes, you can stand on it. Yes, it will hold your weight.

Like a ballet shoe, climbing shoes are designed to cram your toes together into a point. This focuses your weight into a smaller area, making it easier to stand on smaller things. It's not natural to stand with only the ball of your big toe on a 5mm (or smaller!) wide ledge, but it is possible, and it is good climbing technique. Learning to trust your feet is necessary to climb harder routes strictly from a physical perspective. It is absolutely essential from a mental perspective to allow you to be comfortable on the rock. If you are constantly questioning if the hold is good enough to step on, then you can't concentrate on the sequence of moves you are executing, and you'll psych yourself out.

Understand gravity and the forces you exert to oppose it
It takes time, but after enough practice you will begin to develop an intuitive sense for how shifting your limbs changes your centre of gravity and how your body will shift on the rock. With that understanding, you can start using the way your body shifts to your advantage.

Keep your hips close to the wall
Keeping your body close to the wall accomplishes three things: first, it decreases the distance you have to move to get to the next hold, second, it increases the effectiveness of your footholds, and finally it decreases the amount of force in your arms that you need to hold yourself up. This is true whether the wall is vertical or overhung.

Flag
Picture the following: you are standing on two footholds which are at the same height, and you have your left hand on a generous handhold. The next hold is farther left. Imagine matching on the rightmost hand hold, then reaching for the next hold with your left hand, all while keeping your feet where they started. If the second hold is far enough to the left, this will shift your centre of gravity far enough to the left that your right side will start to spin out from the wall, and it can be very hard to keep holding on to the new hold with your left hand.

Now imagine the same initial situation and again match hands on the first hand hold. This time though, as you move your left hand out to the next hold to the left, also move your right leg out to the right. This will keep your centre of gravity over your left leg, and will reduce torque. As you do this, also twist your torso to the right so that you are reaching backwards with your left hand for the hold out to the left. This will maximize your reach (see the section on reaching backwards) and will make flagging with your right leg easier as it will be moving out in front of you, not out to the side.

A slightly more awkward, but possible technique is to flag with your left foot to the right. From the same starting situation, switch feet so your right foot is where your left was originally. As you reach for the hold to the left with your left hand, move your left leg to the right behind your right leg to counterbalance. This configuration may be useful depending on the rest of the climb.

Avoid barndooring
When the points of contact between your body and the wall are all to the left or all to the right, gravity will want to pull your body out from the wall. This is called "barn-dooring", as your points of contact act like a hinge and your body rotates around it, away from the wall. To prevent this from happening, either make sure that your center of gravity is between your holds (for example, using your left hand and your right foot as opposed to left hand and left foot), or you can flag to balance out where you body is as compared to the holds.

Use opposing forces (Stemming)
We've already talked about the importance of pushing your feet into the wall when you climb. Stemming is the art of managing these forces to help you climb up. Think about climbing up the inside of a narrow chimney. You can press a foot into the wall in front of you, the other into the wall behind you, and use these forces to hold your weight up. Then, press your hands into opposite walls, and one at a time, shift both feet up a foot or so, then stand up on your legs. Repeat. This is technique of using opposing forces is called stemming, and it's applicable to many more frequently encountered situations.

Stemming is not useful only in chimneys or in situations where two walls meet at an angle. You will find it useful, especially when climbing a route with many slopers, to push off a lower hold to be able to reach for a higher hold.

Shift your weight
Often times, a hold may only be good if pulled at from one direction; however, you may not be pulling from that direction when you first use the hold. In order to get a better grip, you will need to shift your weight, so that gravity is pulling you into the hold instead of away. A similar problem occurs when making a horizontal or diagonal move, where reaching for the hold will move you off balance. To compensate, first shift your weight towards where the hold is, so that you remain supported while reaching.

Reach backwards
People who start climbing want to face towards their next hold as they are reaching for it. Due to the way the shoulder is constructed, turning away from the next hold and reaching backwards for it actually allows a farther reach than reaching forwards does. Think about how you would reach for something that is far under a bed, and use the same twisting motion in your climbing.

Stand up
Another tendency of beginning climbers is to not take full advantage of the holds available to them. For example, if you have a foot on a hold with your knee bent, stand up before reaching for the next hand hold. Maximize your upwards extension on the available holds before reaching for new hand holds. Keep your arms straight as you do this so as to not pump out your biceps. (There is one situation in which this is not good advice -- if your hand holds are slopers, it's often better to stay underneath or to one side of them.) This is strongly related to keeping your hips close to the wall -- if you do that, you will naturally keep your legs straighter.

Bump
Bumping is another technique to gain a few more inches. If the rock is such that the only hold within reach is too small to hang off but just a little farther up is a much more generous hold, you can bump. Move to the lower hold, and quickly use it to gain more momentum, so that you can reach the next solid hold.

Plan your route
As you are climbing, think at least one move ahead. Make sure that where you place your right hand now is where you want your right hand so that you can move your left. Same for your feet. It doesn't always make sense to grab the first available hold, especially if the climb veers to one side. If you are climbing to the right and moving your right hand, move two holds over so that you can move your left rightwards without having to match. This will make your climbing smoother.

Pay attention to the shape of the holds. If they are only positive (allow for a good grip) on the left hand side, then place your body to the right of the holds, so you can more effectively resist gravity.

Just enough force
Easy climbs tend to have holds with enough grip that launching oneself towards the wall can be compensated for by pulling on the holds. Not only will this stop working as the holds become smaller and balance more important, but it also wastes energy. Use only enough force to reach the hold, don't overshoot. (This is related to stepping lightly.) Similarly, use only enough force to grip the hold; don't waste energy squeezing the rock harder than is necessary to hold on.

Fluidity
Good climbers make climbing look effortless. One aspect of achieving this is maintaining momentum from move to move. If you are planning ahead, don't stop at each move; flow between moves.

Be bold
A lot of moves in a climbing route may seem difficult at first, especially if you are lead climbing. Psychologically, this makes it difficult to fully commit to the move, since your body is tensing up in anticipation of falling. Remember, however, that all the equipment is there to keep you safe, and that you are usually protected from injury even if you don't make the move. Getting over this psychological fear - being bold on a problem - will help you focus on the climb instead of the fall.

Klettern Wspinaczka

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A-level Chemistry/OCR (Salters)/Entropy

$$ \Delta S_{\mbox{total}} = \Delta S_{\mbox{sys}} + \Delta S _{\mbox{surr}} \,\!$$

$$ \Delta S_{\mbox{surr}} = \frac{ - \Delta H_{\mbox{sys}} }{T} $$

$$ \Delta S_{\mbox{total}} > 0 \,\!$$

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A-level Chemistry/OCR (Salters)/Spectroscopy

Spectroscopy is the study of the interaction between radiation (electromagnetic radiation or particle radiation) and matter. In Chemical Ideas, the whole of Chapter 6: Radiation and matter is devoted to spectroscopy. It covers both how and why radiation interacts with matter, and how such interactions are applied.

There are several different spectroscopic techniques discussed in Salters Advanced Chemistry. They are:

 * infrared spectroscopy (IR)
 * nuclear magnetic resonance spectroscopy (NMR)
 * ultraviolet-visible spectroscopy (UV-Vis)
 * mass spectrometry (MS)

In addition, laser microspectral analysis (LMA) is briefly mentioned in the Chemical Storylines chapter Colour by Design.

There are many other kinds of spectroscopy used by scientists every day, but the ones mentioned here are the most important to chemistry as a whole.

Why are substances coloured?
We'll consider the major reason for the colour of substances: absorption of light. There are other ways in which a substance can exhibit colour — it can scatter or emit light, for instance — but these effects are best discussed elsewhere.

The reason substances are coloured is usually that they absorb some energies of visible light, but transmit or reflect the rest. All energies except those absorbed are detected in our eyes. Our brains then interpret this distribution of photons of different energies as a particular colour.

The colour wheel helps predict how our brains interpret different distributions of photon energy. White light (e.g. sunlight) contains photons of every possible energy, i.e. the entire visible spectrum. This distribution of photon energies stimulates the eyes and brain in a way that we perceive as white.

What is light?
When we talk about light in science, we usually mean electromagnetic radiation in all its forms. This includes not just visible light, but the entire electromagnetic spectrum, covering everything from γ-rays to radio waves.

Electromagnetic radiation consists of particles called photons. Any particular photon has a specific amount of energy, which determines its frequency and wavelength.

Why do all substances absorb electromagnetic radiation?
All substances have electrons in them, and electrons occupy energy levels. All substances also contain vacant energy levels that are capable of containing an electron, but are not occupied.

An electron in a substance can move from the energy level it occupies to a vacant energy level that is higher in energy. This move requires the electron to acquire a precise quantity of energy. The electron can absorb a photon if the photon has that exact amount of energy. By absorbing the photon, the electron increases in energy by exactly the right amount and moves to the vacant energy level.

Why do some substances absorb visible light?
Substances that absorb visible light are ones that have two energy levels whose energy difference is in the visible range, 2.8 × 10−19 J − 5.0 × 10−19 J. Such substances can absorb photons of this energy range.

A photon whose energy is between 2.8 × 10−19 J − 5.0 × 10−19 J has a wavelength between 700 nm and 400 nm and a frequency between 4.3 × 1014 Hz and 7.5 × 1014 Hz.

In a nutshell,

$$\mbox{if } 2.8 \times 10^{-19} \mbox{ J} \le \Delta E \le 5.0 \times 10^{-19} \mbox{ J} \mbox{, the substance will absorb visible light }\,\!$$

Why do most transition metal complexes absorb visible light?
In transition metal complexes, we can define what we mean by energy levels more carefully. By energy levels, we mean orbitals. Electrons in a transition metal complex can be moved from their normal orbital to a higher-energy orbital.

In its normal orbital, call it Orbital 1, an electron has a particular amount of energy, $$E_1$$.

In the higher-energy orbital, call it Orbital 2, the electron has a greater amount of energy, $$E_2$$.

The energy difference between the two situations is $$\Delta E = E_2 - E_1$$.

When a photon arrives at Orbital 1, the electron may be able to absorb the photon.

If $$E_{photon} < \Delta E$$, the photon does not have enough energy to promote the electron from Orbital 1 to Orbital 2, so the electron cannot absorb the photon.

If $$E_{photon} > \Delta E$$, the photon has too much energy to promote the electron from Orbital 1 to Orbital 2, so the electron cannot absorb the photon.

If $$E_{photon} = \Delta E$$, the photon has exactly the right amount of energy to promote the electron from Orbital 1 to Orbital 2. The electron can and does absorb the photon. The electron acquires the photon's energy and is promoted from Orbital 1 to Orbital 2.


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First Aid/Heat-Related Illness & Injury

Burns
For burns, see Thermal Burns

Heat Cramps
Heat cramps usually occur when a person has been active in hot weather and is dehydrated.

Treating heat cramps is very simple, do the following:

 * Remove the victim from the hot environment, a shady area will suffice.
 * Stretch the calf and thigh muscles gently through the cramp. This usually results in immediate relief.
 * Hydrate the victim, use a small concentration of salt for best results. (ex. Giving the person a saltine cracker to eat while drinking.)
 * Have the victim rest.

Should the cramping continue, seek further medical advice.

Heat Exhaustion
Heat exhaustion is a milder form of heat-related illness that can develop after several days of exposure to high temperatures and inadequate or unbalanced replacement of fluids. Those most prone to heat exhaustion are elderly people, people with high blood pressure, and people working or exercising in a hot environment.

Symptoms of Heat Exhaustion

 * Confused
 * Heavy sweating
 * Paleness
 * Muscle cramps
 * Tiredness
 * Weakness
 * Dizziness
 * Headache
 * Nausea or vomiting
 * Fainting
 * Sickness

Treatment of Heat Exhaustion

 * Loosen the clothing.
 * Apply cool wet cloths.
 * Move the victim to either a cool or an air-conditioned area, and fan the victim.
 * Hydrate the victim, use a small concentration of salt for best results. (ex. Giving the person a saltine cracker to eat while drinking.)
 * Have the victim rest.

The treatment priority for heat exhaustion is to cool the victim. Heat exhaustion is not life-threatening (unlike heat stroke), so EMS is not needed unless the victim's condition worsens to the point of entering heat stroke. If the victim's level of consciousness is affected, that is heat stroke.

Heat Stroke
Heatstroke occurs when the core body temperature rises too far for the body's natural cooling mechanisms to function. It is a serious, life-threatening problem that can cause death in minutes. The treatment priority with heat stroke is to call EMS and cool the victim down.

When you provide first aid for heatstroke, remember that this is a true life-and-death emergency. The longer the victim remains overheated, the higher the chances of irreversible body damage or even death occurring.

Symptoms of Heat Stroke

 * Unconscious or has a markedly abnormal mental status
 * Flushed, hot, and dry skin (although it may be moist initially from previous sweating or from attempts to cool the person with water)
 * May experience dizziness, confusion, or delirium
 * May have slightly elevated blood pressure at first that falls later
 * May be hyperventilating
 * Rectal (core) temperature of 105 °F or more

Treatment of Heat Stroke

 * Notify EMS.
 * Cool the victim's body immediately by dousing the body with cold water.
 * Apply wet, cold towels to the whole body.
 * Pack ice into the victim's heat-loss areas (underarms, groin, neck). Do not let ice contact the victim's bare skin as this may cause frostbite!
 * Wetting and Evaporating measures work best. (Think, artificial sweating.)

 * Move the victim to the coolest possible place and remove as much clothing as possible (ensure privacy).
 * Maintain an open airway.
 * Expose the victim to a fan or air-conditioner since drafts will promote cooling.
 * Immersing the victim in a cold water bath is also effective.

 * Give the victim (if conscious) cool water to drink.
 * Do not give any hot drinks or stimulants.
 * Never give an unconscious victim something to drink as it may obstruct the airway or cause vomiting.

 * Get the victim to a medical facility as soon as possible. Cooling measures must be continued while the victim is being transported.

Monitor the victim's vital signs frequently. Be prepared to begin CPR should the victim become unconscious and not be breathing.

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First Aid/Diabetes

Introduction

 * Diabetes: a disease causing an inability to regulate the level of sugar (glucose) in the blood

 * Insulin: a hormone that allows glucose to travel from the bloodstream into the cells

Hypoglycemia (Insulin Shock)
Hypoglycemia is a diabetic condition where the body has an insufficient amount of blood sugar. It presents suddenly and should always be considered an emergency.

Causes

 * Lack of food (low glucose)
 * Excessive exercise
 * Too much insulin
 * Vomited meal

Recognition
The hypoglycemic victim will present with the following symptoms and may appear to be under the influence of drugs or alcohol. It can also be confused with stroke or cardiac disorders.
 * Pale, cool, clammy
 * Dizziness, weakness
 * Hunger
 * Confusion (like being drunk)
 * Strong, rapid pulse (May be normal in some patients)
 * Seizures

Treatment
When hypoglycemia is suspected, notify EMS immediately. The victim should be transported to a hospital as soon as possible. Treat the victim for shock and monitor their vital signs, including blood sugar readings (if possible). If the patient is conscious and able to swallow, administer any form of glucose (candy juice, soda, Monogel) carefully. Only give crushed glucose, glucose gel and/or very small amounts of fluid behind the lips of an unconscious victim as objects or fluid in the oral cavity easily can become an airway obstruction. Some victims carry with them glucagon injections as a rapid treatment for severe insulin shock. The victim should know how to administer it, and should administer it themselves.

Hyperglycemia
Hyperglycemia is a condition in which the body's blood sugar level is too high to maintain. This condition presents less commonly than hypoglycemia and usually occurs very slowly, over the course of several days. Although it is most commonly observed in diabetics, a mild form can also occur in anyone who consumes too much sugar. While the mild form can be harmless, aside from a general feeling of malaise, hyperglycemia in a diabetic is a serious, potentially life threatening situation that requires prompt identification and treatment. Left untreated, ketoacidosis can develop which might lead to a coma or death.

There are several main causes of hyperglycemia. Generally it has to do with an imbalance between insulin and glucose. Without enough insulin, the body cannot break down glucose. A diabetic can be taking their normal insulin dosage and still have hyperglycemia. Should they fail to follow their standard dietary arrangements, the excess of food (and glucose) can rapidly overwhelm the body's stores of insulin. In addition to medication and dietary errors, the immune system can also be the culprit. When infection occurs, metabolism can be drastically increased. This surprise increase can, like excessive food, consume too much insulin.

Regardless of the cause of a suspected case of hyperglycemia, the immediate priority for the first responder is recognizing hyperglycemia. The symptoms of a case are;

 * Flush/redness of skin
 * Fruity breath (sign of diabetic ketoacidosis)
 * Deep or rapid respirations
 * Dehydration/extreme thirst/excessive urination
 * Loss of appetite
 * Low blood pressure
 * Weakness/dizziness
 * Weak, rapid pulse

Prompt treatment can prevent further complications and serious emergencies. EMS should be called immediately. Next, the first responder should focus on stabilizing the victim. Follow any instructions from the dispatcher as much as possible. Whenever contradicted by this section, follow the dispatcher. Every victim should be treated for shock and have their vital signs monitored constantly. Insulin is not an emergency medication and should not be given by the first aid provider. Improper administration of insulin can cause insulin shock and cause unconsciousness.

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First Aid/Seizures

Introduction
A seizure occurs when the electrical activity of the brain becomes irregular. When the electrical activity is severely irregular, the result may be a seizure. A seizure is a medical emergency. Seizures may be caused by either an acute or chronic condition such as epilepsy.

Risk Factors for Seizures:
 * Head trauma
 * Infections and malignant or benign tumors of the brain or spinal cord
 * Epilepsy
 * Stroke
 * Drug use or withdrawal
 * Hypoglycemia (Low Blood Sugar)
 * Heat Stroke
 * First Aid/Allergy
 * Fever in infants
 * Noncompliance with anticonvulsives, lack of sleep, excessive stress, fever, severe infection, hypoglycemia or dehydration (lack of sufficient nutrition), and exposure to bright light can all trigger seizures in those who have epilepsy or are otherwise predisposed to them

Often before a seizure occurs, the victim may feel an aura, which is an unusual sensation that typically precedes seizures. Auras may come in many forms, such as a strange taste in the mouth, tingling in the limbs, or the visual disturbance of "flashing lights"; often if the person is epileptic, they may be aware that a seizure is imminent and may tell others or sit or lie down to prevent injury.

Recognition
Typically seizures usually last no more than three minutes. Some common occurrences during a seizure include stopped or irregular breathing, body rigidness or convulsing, defecation, urination, and drooling. Some forms of seizure, such as Status Epilepticus or a "Status seizure" do not cease without medical intervention - a Status seizure is where the patient begins to have a seizure, and appears to come out of it, but without regaining consciousness immediately begins to seize again.

Treatment
Seeing a seizure may be a frightening experience which may cause you hesitation to act to aid the victim. However, it is very easy to care for the victim. Never attempt to hold them in any way to stop their seizure - the victim is unaware that it is occurring and is unable to control it. Attempting to restrain an individual having a seizure may result in injuries to both you and the victim. Also, do not attempt to stick anything into the victim's mouth - the victim will not swallow their tongue and sticking something in their mouth can cause further injury or death. The tongue may obstruct the airway during the seizure, but this is normal.

In the event of a Status seizure being noticed, as described above, it is important to get Emergency help as quickly as possible - you should explain to any call handler or dispatcher that the patient is having a continuous seizure. These types of seizure can only be terminated by the administration (by trained EMS personnel or an MD) of Diazepam, usually anally or via intramuscular injection.

Care for Seizures:
 * 1) Call EMS or have someone call for you.
 * 2) Move anything the victim can injure themselves with away from the victim such as chairs or other objects.
 * 3) Gently support the victim's head to prevent it from hitting the ground.
 * 4) Request that all bystanders move away (persons having a seizure are often embarrassed after their seizure).
 * 5) After the seizure has ended, roll the victim into the recovery position but only if you do not suspect a spinal injury.

After the seizure, the victim will slowly "awaken." Ensure that bystanders are away and offer reassurance for the victim. Victims who have a seizure in public are often self-conscious about their condition. The victim will be very tired after his seizure. Continue to reassure the victim until he or she is fully aware of the surroundings or until EMS arrives.

title: First Aid/Seizures


text:
A-level Chemistry/OCR (Salters)/Experimental Skills

Experimental Skills, code 2852/02, is the AS practical coursework component of Salters Advanced Chemistry. A total of 45 UMS is available to score, which is 15% of the AS marks, or 7.5% or the total A-level marks.

2852/02 assesses four skills:

 * planning (P)
 * implementing (I)
 * analysing evidence and drawing conclusions (A)
 * evaluating evidence and procedures (E)


text:
Cookbook talk:Toum (Lebanese Garlic Sauce)

suggestions
2 thing: first I'm not sure it is a very easy to prepare and get it the right way, it takes lots of effort, although it's easy to describe how to do it, but doing it is a different story. Second and most importantly, is it possible to retain the original wikepedia page?!! it used to rank first if you search for Toum in Google, obviously Google algorithms rank wikipedia much higher than wikibooks, and then many ppl just bang their search string in wikipedia and rare are those who would go to check wikibooks. In fact I had to go search for deleted articles to pinpoint the Toum article and their I found out that it was moved to wikibooks.... I feel it's a shame there is not seemless connection between wikipedia and its sister project, I can't understand why do I need different logins for each project (and even the same project in different languages!!!)Charbel 22:57, 13 May 2007 (UTC) (the writer of the original Toum article)

 * G'day Charbel, glad to see you found us! The reason the toum recipe cannot exist in Wikipedia is that Wikipedia is an encyclopaedia, and does not attempt to be a recipe book (nor does it want to be). This does not mean you can't have an article on toum in wikipedia, however; it just must be encyclopaedic, and meet Wikipedia's article requirements.
 * Wikibooks, however, is a good place for instruction books, and the Cookbook welcomes recipes like this one. Note that we would very much like some measurements, so we'd love you to edit the recipe to give some indication of relative amounts. As for Google, I see that the Wikibooks Cookbook recipe for toum is about 4th on the list when I Google from Australia.
 * On the subject of logins, I think I saw somewhere that there is a move to provide for more seamless logins across different WikiMedia projects. Until then, however, we all maintain separate logins as necessary.
 * Anyway, glad to see you here, and I hope you feel inclined to contribute more of your recipes! cheers, Webaware talk 00:40, 14 May 2007 (UTC)

 * Greetings Charbel and Webaware. I've added some measurements, cleaned up the grammar, and added alternate prep methods (I use a food processor after smashing the garlic to a smooth paste). Rainbowcats (talk) 22:28, 4 December 2009 (UTC)

The original Toum is prepared with vegetable oil and not Olive oil and the Toum in the picture is yellow but the original Toum is white. Mohamad
 * Greetings, I don't know who can claim the "original", where I grew up there was only olive oil until very recently! We have olives everywhere. Now if you taste the two, the difference is night and day. With olive oil it's much harder to prepare, but much much tastier.

I made a few minor edits of capitalization and abbreviation, and took out the word 'olive' in the recipe, since the ingredients list specifically mentions NOT using olive oil. I also added a brief explanation towards the end about the pros and cons of using olive oil. I also upped the difficulty rating to 2. Toum isn't dead simple to make, and a lot of factors can make it not work! I'd be curious to know if anyone knows the effects of temperature of the ingredients on the process. If so, it'd be nice to add this to the recipe. Todobear


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Help talk:Development stages

This is a great idea, but where do these tag-things go? Mike.lifeguard 23:04, 13 May 2007 (UTC)

Tell users about the 5-tilde shortcut
Can we add that you can use the shortcut 08:53, 16 May 2007 (UTC) for the date, e.g. --Yan 08:53, 16 May 2007 (UTC)
 * ✅  – Mike.lifeguard  | talk 16:02, 14 September 2007 (UTC)

The Template
Should the development stages be removed when the book is considered completed? --Stefán Örvarr Sigmundsson 23:01, 23 August 2007 (UTC)
 * No; leave them so readers can tell that the section is "complete."  – Mike.lifeguard  | talk 16:02, 14 September 2007 (UTC)

Add ja-link, please
Please add the interlink "ja:Help:進捗状況". --Freetrashbox (talk) 14:18, 18 February 2009 (UTC)

 * [[Image:Yes_check.svg|15px| ]] できた --Swift (talk) 16:43, 18 February 2009 (UTC)

 * Thank you! --Freetrashbox (talk) 11:20, 19 February 2009 (UTC)

Turkish interwiki link
Please add Turkish link: tr:Yardım:Gelişim durumu. rama (talk) 14:43, 5 May 2009 (UTC)

 * [[Image:Yes_check.svg|15px| ]] Done --Swift (talk) 18:44, 5 May 2009 (UTC)

Layout problems
My browser seems to be having difficulty displaying this whole page. Does anyone else have this problem? Perhaps a more traditional article layout would be more appropriate.Circuitboardsushi (discuss • contribs) 22:59, 29 December 2011 (UTC)

title: Help talk:Development stages


text:
Talk:First Aid/What Is First Aid?

Should Professional levels beyond first aid be included? I'm sure if it's relevant or not. At the very least it should be moved to First Aid Training Mike.lifeguard 23:32, 13 May 2007 (UTC)
 * moved a few days ago. forgot to make a note. Mike.lifeguard 16:52, 30 June 2007 (UTC)

title: Talk:First Aid/What Is First Aid?


text:
User talk:Irmgard

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Good luck!

You might also be interested to read our Cookbook policy page, and talk to other Cookbook editors. Webaware talk 23:46, 13 May 2007 (UTC)

title: User talk:Irmgard


text:
User talk:Vivekraman

Welcome message
Hello, and welcome to Wikibooks!

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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. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!

You might also be interested to read our Cookbook policy page, and talk to other Cookbook editors. Webaware talk 23:47, 13 May 2007 (UTC)

Image copyright problem with Image:DSC02614.JPG
Thanks for uploading Image:DSC02614.JPG. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law, and requires that we maintain a strict copyright policy. The image that may soon be deleted unless we can determine the copyright holder and status.

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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 another Wikibookian at the help desk. Thank you. Emanla Eraton 00:31, 29 August 2007 (UTC)

title: User talk:Vivekraman


text:
User talk:Charbel~enwikibooks

Welcome message
Hello, and welcome to Wikibooks!

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 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * 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. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!

You might also be interested to read our Cookbook policy page, and talk to other Cookbook editors. Webaware talk 23:48, 13 May 2007 (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 Charbel. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Charbel~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.

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Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:05, 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) 04:47, 19 April 2015 (UTC)

title: User talk:Charbel~enwikibooks


text:
User talk:76.190.144.99

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. -- Jomegat 00:36, 14 May 2007 (UTC)

title: User talk:76.190.144.99


text:
User:Putnik

Meta:User:Putnik

title: User:Putnik


text:
Adventist Youth Honors Answer Book/Camping/One-pot meal

A one-pot meal is any meal that can be cooked entirely in one pot. Often, dehydrated foods are used for this, as they are extremely space and weight efficient. You can buy many dehydrated food packages at an outdoor outfitter, but the selection is limited for the observant Adventist. Many of these foods contain unclean meats (Lev 11) or wine, but there are a few that meet Adventist dietary requirements. If one turns from the outfitters and looks in a grocery store, even more choices are available. Many rice mixes are ideal candidates as one-pot meals (red beans and rice, dirty rice, etc.). Soup mixes also work well, as do pastas, macaroni and cheese, etc.


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Talk:Russian/Grammar/Adjectives

Untitled
I think it is important to state that in Russian adjectives (even adjectival phrases or clauses) modifying nouns always precede them, unlike English. (That is also true of German and Dutch, BTW.Albertde

Merge
Merged from Russian/Adjectives. Copied material here, dunno how to integrate yet.

Masculine
little house N что́ э́то? ма́ленький до́м A ви́деть что́? ма́ленький до́м G нет чего́? ма́ленького до́ма D придава́ть наря́дный вид чему́? ма́ленькому до́му I горди́ться че́м? ма́леньким до́мом L говори́ть о чё́м? о ма'леньком до́ме

big house N что́ это? большо́й дом A ви́деть что'? большо́й дом G нет чего́? большо́го до́ма D придава́ть наря́дный вид чему́? большо́му до́му I горди́ться че́м? больши́м до́мом L говори́ть о чё́м? о большо́м до́ме

 * square - квадра́тный
 * round - кру́глый
 * warm, friendly - тё́плый, дру́жественный
 * bright - све́тлый

Colors / Цвета

 * light blue - голубо́й
 * dark blue - си́ний
 * red - кра́сный
 * black - чё́рный
 * white - бе́лый
 * brown - кори́чневый
 * pink - ро́зовый
 * violet - фиоле́товый

ALTON .ıl  02:36, 4 August 2008 (UTC)

title: Talk:Russian/Grammar/Adjectives


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User:Nonenmac

My primary contributions:

 * Flora of New York is a guide to the plants found growing outside of cultivation of New York State. — R. A. Nonenmacher (discuss • contribs) 03:47, 10 June 2013 (UTC)

 * Skaneateles Conservation Area is intended to contain the various management plans for the Skaneateles Conservation Area, a town-owned natural area in Onondaga County, New York.

 * History of Edmeston, New York was a document, compiled mostly by my parents that I had put on Wikipedia back in its infancy and then moved to Wikisource. As it did not really belong in either of those places, it now appears on Wikibooks, where maybe it will stay for a while. — R. A. Nonenmacher (discuss • contribs)  18:41, 18 January 2012 (UTC)

 * World Stamp Catalogue/United States is a copy of what I had created as a Commons article (Stamps of the United States) based on the US stamp images there. I have not yet made an attempt to conform to the World Stamp Catalogue format or content.  I mainly wanted to provide an indication of what US stamp images are available on Wikimedia Commons.  Feel free to do any constructive reformatting that would help.  Some scans from my personal collection are shown in commons:User:Nonenmac/postage stamps. — R. A. Nonenmacher (discuss • contribs) 02:50, 14 May 2007 (UTC)

title: User:Nonenmac


text:
User:Bitmask

Hi :)

title: User:Bitmask


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World Stamp Catalogue/North America

List of stamp-issuing entities in North America

 * Canada – CAN
 * British Columbia and Vancouver Island
 * New Brunswick
 * Newfoundland
 * Nova Scotia
 * Prince Edward Island
 * Mexico – MEX
 * United States – USA

title: World Stamp Catalogue/North America


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World Stamp Catalogue/United States

Postage Stamps by Year
/1847/ /1851-57/ /1857-61/ /1861-66/ /1867/ /1869/ /1870-71/ /1873/

/1879/ /1881-82/ /1883/ /1887/ /1888/ /1890-93/ /1893/ /1894/ /1895/

/1898/ /1901/ /1902/ /1903/ /1904/ /1907/ /1908/ /1909/ /1910s/ /1920s/

/1930s/ /1940s/ /1950s/ /1960s/ /1970s/ /1980s/ /1990s/ /2000s/

/2011/

"Back of the Book" Stamps and Cinderellas

 * /Airmail/
 * /Postage Dues/
 * /Special Delivery/
 * /Parcel Post/
 * /Postal Stationery and Wrappers/
 * /Newspaper Stamps/
 * /Revenue Stamps/
 * /Local Carrier Stamps/

US Areas

 * /Confederate States of America/
 * Canal Zone
 * Hawaii

Provisional stamps
 Image:Stamp US 1846 Providence 5c.jpg|Providence, RI 5¢, 1846 imperforate

United States |United States

title: World Stamp Catalogue/United States


text:
Talk:World Stamp Catalogue/United States

I just added the module World Stamp Catalogue/United States, which is a copy of what I had created as a Commons article (Stamps of the United States) based on the US stamp images there. I have not yet made an attempt to conform to the World Stamp Catalogue format or content. I mainly wanted to provide an indication of what US stamp images are available on Wikimedia Commons. Feel free to do any constructive reformatting that would help. Some scans from my personal collection are shown in commons:User:Nonenmac/postage stamps. — Nonenmac 03:06, 14 May 2007 (UTC)

Tentative numbering system for US stamps
Based on World Stamp Catalogue/Numbering System the following numbering system is being tried for US stamps

Format : CCC - YYYY - SSDD - TTKK ---         Example : USA - 1851 - 0101 - 3201 where  : CCC  = 3-letter country code (USA = United States) YYYY = 4-digit year of issue (1851 = Year of issue) SS  = 2-digit series order (varies by year) (01 = first (and only) series for 1851) DD  = 2-digit denomination order (varies by series) (01 = 1-cent, 02 = 3-cent, 03 = 5-cent, etc.) TT  = 2-digit type and subtype (varies by denomination), (31 = Type III, 32 = Type IIIa) KK  = 2-digit color variation (varies by denomination), (01 = first (and only) color for this denomination (blue))

USA-1847
USA-1847-0100      1847 Regular Issue USA-1847-0101      5-cent Franklin        Sc# -- --     --- USA-1847-0101-0001     red brown            1 USA-1847-0101-0002    dark brown           1a USA-1847-0101-0003    orange brown         1b USA-1847-0101-0004    red orange           1c USA-1847-0101-0005    brown orange         1d USA-1847-0102      10-cent Washington     Sc# -- --     --- USA-1847-0102-0001     black                2

USA-1851
USA-1851-0100      1851 Regular Issue USA-1851-0101      1-cent Franklin        Sc# -- --     --- USA-1851-0101-1001  1   blue               18 USA-1851-0101-1101 1a  blue               (?) USA-1851-0101-1201 1b  blue               19 USA-1851-0101-1301 1c  blue               19b USA-1851-0101-2001 2   blue               20 USA-1851-0101-3001 3   blue               21 USA-1851-0101-3101 3a  blue               22 USA-1851-0101-4001 4   blue               23 USA-1851-0101-5001 5   blue               24 USA-1851-0102      3-cent Washington      Sc# -- --     --- USA-1851-0102-1001  1   rose               25 USA-1851-0102-2002 2   red                26 USA-1851-0102-2003 2   brownish carmine   26 USA-1851-0102-2004 2   claret             26 USA-1851-0102-2105 2a  dull red           26a USA-1851-0103      5-cent Jefferson       Sc# -- --     --- USA-1851-0103-1001  1   brick red          27 USA-1851-0103-1002 1   red brown          28 USA-1851-0103-1003 1   indian red         28a USA-1851-0103-1004 1   bright red brown   28b USA-1851-0103-1005 1   brown              29 USA-1851-0103-2001 2   orange brown       30 USA-1851-0103-2002 2   brown              30a


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Chess/Tactics Exercises

Chess is, of course, a game of tactics and strategy, and the tactics described in the Chess/Tactics entry are important to any chess player. The right tactics can allow you to make quick gains of material, can protect you from quick losses of material, and can, ultimately, help you to win chess games.

Tactics Practice
Good chess players, then, must practice tactics. Consider the chess boards below. In each board white can win material by force, if he chooses his moves wisely and utilizes the tactics described in the Chess/Tactics entry.

Play white first in each board (unless, of course, it is otherwise stated), and force material gains for white with the right tactics. The solutions are at the bottom of this page.

1.

 * 1. d5 Ne7 (White threatens knight with pawn, black moves knight, knight no longer guards b4.)
 * 2. Qa4+... (Fork tactic; queen checks king, and threatens bishop. Black must concede bishop.)

2.

 * 1.Rxd7+ Kc8 ( if ...Nxd7??, 2. Qe8#)
 * 2. Rd5+ (if Re7+, Kb7 and White risks losing an exchange) Kb7
 * 2. Qc6 is also acceptable. It is followed by ...Ra7, Be6 and eventual moves that clear black pawns on the right.
 * 3. Rxe5 Bd6
 * 4. Rh5, and white wins a pawn while still being able to keep pressure on black.

3.

 * 1.Rf8+ Rxf8 (...Ka7? 2.Bxe3+ b6 3.Rxh8) (White's rook forks check and black's rook, and discovers threat on black's knight from white's bishop.)
 * 2.Rxf8+ Ka7 (Rook checks king. King moves diagonally.)
 * 3.Bxe3+ (Bishop takes knight with check, gaining a piece and avoiding a checkmate on Rg1.)

4.
The expected solution:

 * 1. Qf4; black's pinned knight is now en prise (thrice attacked, twice defended).
 * 1. ...Ned7 defends for black (1. ...Ng6 is fruitless, as white needs simply relocate his queen, Qf5, and black is out of tricks)
 * 2. e5! and we see that white's first move was critical, preparing his e pawn to assume the now vacant e5 square, forking black's knight and rook.

This one is a tricky alternative:

 * 1. Rf5 Ned7 (2. ... Re8? 3. Raf1 Ned7 4. Qf2!) (White adds pressure to the knight forcing a withdraw.)
 * 2. Qf2 Rg8 (2. e5? Rb6 3. exf6 Qxe2) (White adds pressure to the other knight, preventing black from moving any of its defenders, and also protects the bishop. There are other responses for black, but this generates some offensive threats and is probably the best option.)
 * 3. e5! Rxg5 (3. ... Nxe5? 4. Bxf6 Rxf6 5. Rxf6) (White's pawn move offers the most immediate reward in the impending exchange. White still has potential with 3. Bh4, but the gains, if any, will take many more turns to come to fruition. For example, 3. Bh4? Rg6 4. Rf1 Qe8! yields a situation far less favorable for white.)
 * 4. exd6 Rxf5
 * 5. dxe7 Rxf2
 * 6. Kxf2 (White does not necessarily have to allow the exchange happen to completion, but since white has a material advantage such simplification of the board is only to his or her benefit.)

This results in white having a bishop, a rook, and a pawn on the seventh rank versus two knights. From there, white can win a further few more pawns somewhat easily, giving a hefty material advantage. One might try the more immediate 1. c5 with the hope of 1. ... Rd5 2. Bxf6 but to do so is forgetting that 1. ... Rc6 is another response. Also, one might try 1. Bxf6 Rxf6 2. Qg7, with the idea that black cannot save both of the rooks at once, but this also does not work because of 2. ... Rxf1+. White must now play something like 3. Rxf1, which gives black the opportunity to save the rook on h8.

5.

 * 1.Qb3+ Kh7 (...Rf7 2.Qxf7+ Kh7) (White checks king with queen. King moves away.)
 * 2.Rh1+ Qh5 (White checks king with rook. Black blocks with queen.)
 * 3.Rxh5+ gxh5 (White exchanges rook for queen!)

Note the importance of white's knight in this exchange. It guarded f7, preventing a simple defense of the initial check with Rf7.

Alternatively, if 1. ... Kh8, if 2. ...Kg8, 3. Nh6+ (or Nd6+) wins the queen for a knight. If 2. ...Kh7, if 3. ...Qh5, 4. Rxh5 (back to main variation)
 * 2. Nf7+
 * 3. Rh1+

if 3. ...Kg8, 4. Nh6+ (or Nd6+) wins the queen for a knight

6.

 * 1.Nf6+ Kf8 (...gxf6? 2.Bxf6 Nxa1 3.Rh8#) (Nf6 checks, and threatens two rooks. A naive defence of gxf6 would result in checkmate.)
 * 2. Nxd7+ Kg8 (Any other move allows 3. Rh8#)
 * 3. Nf6+ leaving Black in the same bind, eventually winning Black's other rook as well.

7.

 * 1.Rh3+ Kg8
 * 2.e7+ d5
 * 3.exd8=Q Rxd8
 * 4.Qxc5 Bxh3
 * 5.gxh3

8.
Also 1.Qe6+ Rf7 2.Rf1 (Black's rook is pinned) Black cannot stop 3.Qxf7#
 * 1.Rh8+ Kxh8
 * 2.Qxf8+ Kh7
 * 3.Qxg7#  -

9.

 * 1.Rh7+ Kg8
 * 2.Rcg7+ Kf8
 * 3.Bd6+ (Computer give the better 3.Bh6 ...
 * 4.Rh8# is better and logical!) ...Re7 4.Bxe7+ (With mate following, this was what I saw and played. Bh6 is better but it might be to hard for all to find, both lead to mate)

10.

 * 1.Rxf8+ Kxf8
 * 2.Qf3+ Kg8 (...Bf4 3.Bxf4 exf4 4.Qxf4+)
 * 3.Qxg3

11.
Alternatively,
 * 1.Nf6 Qe7 (...Bxf6? 2.Qxf6 Kg8 3.Bh6...) ... 1. ...Qc8 gives white mate in at most 8 moves)
 * 2.Nxe8 to win an exchange
 * 2.Nxh7+ Kg7 3. Bxe7 to win an exchange (when black recaptures on h6 or e7 just move the other piece away)

12.
Alternatively,
 * 1.Ne7+ Kh8
 * 2.Nf7+ Qxf7
 * 3.Rxf7
 * 2.Nexc8 (Threatening back rank mate with Rf8#)

if 2. ... Bxe3+ then 3. Qxe3

Other black moves that avoids mate should allow 3. Nxa7

13.

 * 1. ...Bh4
 * 2.Qxh4 Nf3+
 * 3.gxf3 Qxe3+
 * 4.Kd1 Bb1+
 * 5.Qxd8+ Rxd8#

14.

 * 1. ...Bxg3
 * 2.fxg3 Rxg3+
 * 3.hxg3 Qxg3
 * 4.Kh1 (4.Kf1 Qf3+ 5.Kg1 Rg8+ 6.Kh2 Qg2#) Qh3+
 * 5.Kg1 Rg8+
 * 6.Kf2 Rg2+
 * 7.Kf1 Qh1#

15.

 * 1. ...Bxb3
 * 2.cxb3 Qxd1

16.
1.Qxd4 is also winning for White. 1. ...Ng7 2.Rxh7 Kxh7 3.Qh4+ Kg8 (3. ...Nh5? Qxh5, g pawn is pinned) 4.Bxg6 Kg8 With mate following.
 * 1.Qe6+ Kf8 (1. ...Kh8? 2.Rxh7+ Kxh7 3.Qxg6+ Kh8 4.Rh1# or 4.Qh7#)
 * 2.Rxh7 Bg7
 * 3.Rdh1 or 3.Bxg6 with mate following. There are different moves Black can play, White is likely to play both Rdh1 threating rook sacrifice on h8 followed by mate and Bxg6 which is threatening Qf7#.

17.

 * 1.Nd2+ Kc2
 * 2.Nf3 (There is no way for White to avoid giving up an exchange.)

18.

 * 1.Qh5+ Kg8
 * 2.Qxh7+ Kf7
 * 3.Qxf5+ Kg8
 * 4.Qh7+ Kf7
 * 5.Rf3# (1.Qxh7? Re5 2.Rf3 Ke8 and game continues)

19.

 * 1.Nf5+ Kg8 (1. ...Kf8? 2.Rh8#)
 * 2.Qg4+ Kf8
 * 3.Rh8#

A Highly Tactical Position
What follows is a complex board.

The board arose after the opening moves

1.e4 e5

2.Nf3 Nc6

3.Bc4 h6 (Ask yourself, was h6 a bad move?)

4.Nc3 Na5 (Ask yourself, was Na5 a bad move?)

5.Bxf7+

Even an experienced player might struggle to calculate all the possible moves and their consequences. One way to improve one's tactical vision is to set-up this board, or indeed any board, choose an opening move, and then continuing, picking the best moves possible, and noting the success of the initial move.

Consider the h6 and the Na5 moves, and note their weakness. Indeed, the Na5 move's tempo renders black's only developed piece useless, and the h6 move weakens the King's side and scuppers a future defensive g6 move. Black may have anticipated a Fried Liver Attack, and made a pre-emptive defense, though such an attack should threaten black.

Now consider how the game might develop. Black is in check. He can take the bishop (Kxf7), but this might not be tactical. If Black moves Kxf7, there is an inevitable knight check (Nxe5). White might then play Qh5 which may be played with check.

Studying the many variations, and the patterns of movement, will be beneficial for any chess player, especially once white's queen is active. There are many mate threats that can be created, and many guarded squares that black cannot move his king to.

Here are possible scenarios. First, Ke7, where black moves his king forward, and out of check, which is discussed in some detail. Second, Kxf7, where black captures white's bishop, which is left as an exercise for the keen reader.

 * 1...Ke7 Declining the Bishop capture 2. Nd5+ now the King is forced to capture the Bishop (or play Kd6 with no lose of material for white), 2...Kxf7. It was bad for black to decline the sacrifice because white was able to muscle black into accepting it, and now white has an additional knight bearing down on the black king.  3. Nxe5+ Ke6 (3...Ke8 Would lead to mate with 4. Qh5 g6 5.Qxg6#) 4. Qh5 (White now threatens 5. Qf5+ Kd6 and 6. Nf7+ winning the Black queen the following move) 4...Qg5 (it is plausible that Black will play this in attempt to trade queens and greatly reduce White's attack) 5. Qf7+ Kd6 (The e5 Knight is immune from capture from the King, for two reasons. 5...Kxe5 is met with a.) 6. f4+ forking the Queen, so long as f4 is defended by a white piece, and b.) 6. d5+, this is good because it facilitates the development of the dark square bishop, but white is likely to lose the bishop so long as the queen is protected by the h pawn.  There are two ways but only 1 black queen you might say, regardless it is still good to have two ways.  What this means is if white can utilize his knight and queen for different things since they aren't tied down to the defense of the f4 square, and the d5 knight will remain immune.  That means white is more flexible and can respond to blacks defenses in more ways) 6. Qxf8+ (vacates the f7 square with tempo) Ne7 7 Nf7+ (forking the King and Queen) Black's position is hopeless.
 * 1...Kxf7 See if you can work out what can happen here.

title: Chess/Tactics Exercises


text:
User talk:209.99.241.1

Regarding edits made during May 14 2007
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. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 04:39, 14 May 2007 (UTC)

title: User talk:209.99.241.1


text:
Talk:Chess/Tactics Exercises

More the Better
The more positions we have the better. I put a few up that may not be very good but if we can put a lot up and if people are always adding more it would be very useful for all chess players. We can later organize them when we have more, like by difficulty or by theme, like discoveries in one section and so on. Tprev 19:00, 14 May 2007 (UTC)

number 1 is wrong: after d5 ... Bxc3+ bxc3 Ne7 and now the check at a4 would be harmless

Added and amended position 1 so that 1. d5 with a possible Qa4+ picking up the Bishop on b4 can now work. E5ricky 19:48, 27 October 2007 (UTC)

99% tactics?
I am by no means an expert, but this statement ("Chess is 99% Tactics") just seems to subjective and vague to feature. 84.1.190.175 22:51, 30 July 2007 (UTC)
 * Where does it say it's 99% tactical? E5ricky 19:14, 27 October 2007 (UTC)

"Chess is 99% Tactics" is a famous quote by Teichmann. It has been the basis of many discussions about chess and has even spawned rebuttal quotes such as "Chess is 99% calculation." from Soltis. --Kingpatzer (discuss • contribs) 16:09, 14 September 2011 (UTC)

Upside down
Positions 13/14 and 15 are upside down. Position require reversing. Done E5ricky 22:09, 27 October 2007 (UTC)

Section "A Highly Tactical Position"
This has been completely removed twice now by 209.146.241.93. I see no reason to delete it. If this person wishes to take time to submit anything of better quality to replace it, then fine, but until such time as we have something better then it's of value to stay. E5ricky 19:48, 28 October 2007 (UTC)

Exercise #2
I'm a rank amateur, but that also means I'm the intended audience of this section so I feel justified in speaking up. :) In exercise #2, if White plays 1. Rxd7+, what's to stop Black from playing 1...Kc8 to avoid the check and temporarily neutralize the White queen without losing any (further) pieces? --Orzechowskid (talk) 22:22, 23 February 2008 (UTC)

With Gnuchess vs Gnuchess, white did win after 18. move, began as you described. --80.222.84.35 (talk) 14:23, 24 May 2008 (UTC)

I think the answer to this one isn't complete. White can win another piece after 1 ... Kc8; 2 Rd5 is a discovered check which wins a pawn (on e5).

I think this moves is currently being updated, but it now follows with a discovered check by Re7, black being forced to defence by Nd7, but then it is stated that Qe7#, but why would black K not make a retreating move? Walterdevries (discuss • contribs) 21:26, 2 May 2012 (UTC)

 * The discovered check of Re7+ doesn't work. The king could retreat to b7, and you've been forced into an exchange that you may not like.  Also, black responses incorrectly indicated that you could force mate on this problem, which was incorrect.  In any case, Exercise 2 really could be described much better. --Sigma 7 (discuss • contribs) 06:34, 31 December 2012 (UTC)

The other issues with this problem aside, could someone explain to me what the benefit of Step 4: Rh5 is? Will it not immediately be followed by Nxh5, Bxh5 for a net loss of material? I don't see the point in moving Rh5 when you could Rg5 and potentially pick up another free pawn depending on black's response. Thanks. -116.193.159.45 (discuss) 20:02, 12 October 2014 (UTC)

In move 3, what prevents Black from doing Bb4+ and taking the initiative? 213.57.218.214 (discuss) 18:05, 1 November 2014 (UTC)

Exercise #3
A different person here but nonetheless an amateur. On exercise #3 what's to stop black from moving his pawn forward from C7 to C5, thus blocking checkmate. —The preceding unsigned comment was added by 81.76.53.87 (talk • contribs) 18:44, 14 March 2009.
 * It's White to move and Black is forced to respond to check and hence never gets a chance to play pawn c7 to c5. SunCreator (talk) 20:01, 14 March 2009 (UTC)

 * The point of #3 is not to checkmate but to win material (the knight).

A different person yet. I have to disagree with SunCreator's response. Yes, it is white to move. But the succession would go:

1.Rf8+ Rxf8

2.Rxf8+ Ka7

3.Bxe3 and THEN 3... c5. What prevents this is that white's pawn on d5 is passed "en passant" and can therefore take black's pawn. But black still has the pawn on the b-file that can better block the bishop's check to begin with. Thus the King escapes checkmate. But white still gains a material advantage.

Exercise #4
I really have to disagree with the logic in exercise 4. Given that the Queen moves to f4, I cannot see black moving his eFile knight to d7! A much more probable move would be moving that same knight to g6, thus threatening white's queen.

Were I white faced with the situation given in Ex 4, (I am a base amateur), I would move my rook to f5 with the hope of backing it up with the other rook to f1 in the next move.

I disagree as well, I would move my queen to h4, then bishop to f6 which forks the black queen and rook, (if e Knight is now protecting f knight, just threaten e Knight with other bishop).

I offered a more thorough explanation consisting of the above mentioned Rf5. (1. Rf5 Ned7 2. Qf2 Rg8 3. e5 Rxg5 4. exd6 Rxf5 5. dxe7 Rxf2 6. Kxf2).

Exercise #9
I guess I really have to play the contrarian with you. In this case, your computer was correct. I also initially saw the strategy you did. But that approach allows the king to escape checkmate. The following sequence from that on the board:

1.Rh7+ Kg8

2.Rcg7+ Kf8

3.Bd6+

This was your strategy. Now you see the next move on the part of the e8 rook:

3... Re7 then:

4.Bxe7+ Ke8 Now, it can be either rook, but I'll select the h7

5.Rh8+ Kd7

and from there the King is able to slip away into pawn protection.

This doesn't happen with the computer version.

 * 5.Bd6 --79.216.228.177 (talk) 13:41, 17 September 2009 (UTC)

Exercise #18
You don't seem to consider this possibility:

1.Qh5+ Ke6

2.Re3+ Kd7

and now white's rook has to consider the threat imposed by black's rook on e8. Certainly changes the game and undermines white's checkmate strategy. Variations of white's response to 1...Ke6 results in the same escape.

FEN notation for the puzzles
As people may want to analyse/play out these puzzles via their favourite chess program, here are the puzzles in FEN notation: r2qk2r/pbp2ppp/1pnp1n2/8/1bPP4/2N2N2/PP2BPPP/R1BQ1RK1 w kq - 0 1 r2k1b1r/2pn1Bpp/pp2Qn2/4p3/4P3/8/PPP2PPP/3RK2R w K - 0 1 1k5r/1pp5/p2p4/3P2B1/5R1P/4n3/PPP3r1/1K3R2 w - - 0 1 1k5r/1pp1qp2/p2r1n2/4n1Bp/2PpP3/P2P2QP/P3B1P1/R4RK1 w - - 0 1 r4rk1/pp4p1/2p2pp1/2P1Nq2/1P1P4/2K1P3/P7/R2Q4 w - - 0 1 4r1k1/1p1r1pp1/p3b3/2pp2BN/8/5PP1/P1N2KB1/R6R w - - 0 1 r1bq1r1k/1p4p1/p2pP1p1/2b5/2Q1PP2/NP3R2/PB4PP/R6K w - - 0 1 4Qrk1/1p4p1/p2p2p1/2b5/4P3/NPB4R/P5PP/R6K w - - 0 1 4r2k/2R3R1/1p3p2/2pp1p1p/p4B2/7P/PP4PK/4r3 w - - 0 1 r1b2rk1/ppp1n1pp/8/3Pp2q/N1P1P1n1/6bP/PP4B1/R1BQ1R1K w - - 0 1 r3rk2/p1pq1p1p/n2p2pN/1p1Pb1BN/2n5/5Q2/PP3PPP/R4RK1 w - - 0 1 2r3k1/b5pp/p2N4/1p1N3q/1P4b1/3QP3/1PP3PP/5RK1 w - - 0 1 r2r2k1/1p2bppp/4q3/p3n3/5P2/N1PbP1Q1/1B4PP/R3K2R b K - 0 1 1k1r2r1/p1p4p/1p6/1Q2p3/P4b2/2P3Bq/1P3P1P/R3R1K1 b - - 0 1 r3k2r/p1p3p1/1p1q1p1p/3bN3/5R1Q/BP2b3/K1P3PP/3R4 b kq - 0 1 1rr1n1k1/4p2p/p2p2p1/qp1P2P1/3b4/P2BQP2/1PP5/2KR3R w - - 0 1 5rk1/r6p/p3P1p1/1p2R3/4n2P/2P4B/PP6/1K4R1 b - - 0 1 r3rq2/ppp2kbp/3p4/5pB1/6P1/3R4/PPP4Q/2K4R w - - 0 1 4r3/pppn1pk1/7R/3Pr3/2PQ3N/7P/PP3P2/5K2 w - - 0 1 I'm not sure if I got all the castles right, also in one puzzle there might be an en passant possibility. The moves I just set to "0 1" in everyone. If that's cool with everyone I'll edit these into the page.

Also, if anyone cares, here's a little perl script to get FEN notation out of the wikipedia diagrams: use strict; use warnings;
 * 1) !/usr/bin/env perl

 * 1) takes a board in this format:
 * 8 |rd|nd|bd|qd|kd|bd|nd|rd|=
 * 7 |pd|pd|pd|pd|pd|pd|pd|pd|=
 * 6 | |  |  |  |  |  |  |  |=
 * 5 | |  |  |  |  |  |  |  |=
 * 4 | |  |  |  |  |  |  |  |=
 * 3 | |  |  |  |  |  |  |  |=
 * 2 |pl|pl|pl|pl|pl|pl|pl|pl|=
 * 1 |rl|nl|bl|ql|kl|bl|nl|rl|=
 * 1) and turnes it into FEN notation.
 * 1) and turnes it into FEN notation.
 * 1) and turnes it into FEN notation.

my %trans = (   qd => 'q',    kd => 'k',    rd => 'r',    nd => 'n',    bd => 'b',    pd => 'p',

ql => 'Q', kl => 'K', rl => 'R', nl => 'N', bl => 'B', pl => 'P', );

my ($FEN, $blanks); while (my $line = <>) { $blanks = 0; chomp $line; $line =~ s/^\s* \d \s+ [|]//x; $line =~ s/[|]= \s*//x; # now the lines look like: "rd|nd|bd ... nd|rd" for my $piece (split /[|]/, $line) { if ($piece eq q{ }) { $blanks++; }       else { if ($blanks) { $FEN .= $blanks; $blanks = 0; }           $FEN .= $trans{$piece}; }   }    if ($blanks) { $FEN .= $blanks; }   $FEN .= '/'; }

$FEN =~ s{/$}{};

print $FEN; Though this is probably a stupid place to post this, I'm sorry.

Horrible
9. 1.Rh7+ Kg8 2.Rcg7+ Kf8 3.Bd6+ (Computer give the better 3.Bh6 ... 4.Rh8# is better and logical!) ...Re7 4.Bxe7+ (With mate following, this was what I saw and played. Bh6 is better but it might be to hard for all to find, both lead to mate)

Why is there illiterate parenthetical chitchat in the middle of this book? Are the authors retarded? This "book" is a pile of crap, badly written, with poor examples, badly analyzed. Any real chess book is better than this garbage.

Might want to include the line for 1. ...Kh8 in excerise 5
For completeness reasons, might as well put that in. It can be dealt with sililar to main line, but if you have...

if 2. ...Kg8, 3. Nh6+ wins the queen for a knight
 * 1) Qb3+  Kh8
 * 2) Nf7+

if 2. ...Kg7, if 3. ...Qh5, 4. Rxh5 (back to main variation) if 3. ...Kg8, 4. Nh6+ wins the queen for a knight
 * 1) Rh1+

Thieh (discuss • contribs) 00:54, 27 May 2014 (UTC)

Excerise #18
What is preventing Black from doing
 * 1) Qh5+ Ke6
 * 2) gxf5+ (or Re1+) Kd7

and game goes on?

Thieh (discuss • contribs) 03:20, 27 May 2014 (UTC)

Excercise #11
The Bxf6 line for excercise 11 is wrong; it has the black king moving to G8 while White has a knight at h6; then white proceeds to put their bishop on top of this knight. Is the intended starting posititon missing this knight? But then, why would the king move to begin with? Dijekjapen (discuss • contribs) 04:32, 18 September 2021 (UTC)

Exercise #5
In the Alternative, why isn't there the Problem of 2. … Rf7, if 2. Nf7+ as it is advised ?

--Utonsal (discuss • contribs) 01:46, 11 January 2023 (UTC)

title: Talk:Chess/Tactics Exercises


text:
Cookbook:Cuisine of Jalisco

| North American cuisines | Cuisine of Mexico

Recipes

 * Agua de horchata
 * Enchilada Rojas
 * Guacamole
 * Huevos Rancheros
 * Pico de Gallo
 * Quesadilla
 * Refried Beans

title: Cookbook:Cuisine of Jalisco


text:
Cookbook:Cuisine of Yucatan

| North American cuisines

Non-alcoholic drinks

 * Balche
 * Horchata
 * Xtabentun

Soups and entrees

 * Chocolomo
 * Crepas de chaya
 * Dzotobichay
 * Horoches
 * Huevos motuleños
 * Huevos Uxmal
 * Mondongo a la andaluza
 * Mondongo kabic
 * Pibxcatic
 * Polcanes
 * Siquilpac
 * Tamales colados
 * Tocxel
 * Vaporcitos

Meat

 * Frijol con puerco
 * Pipian de venado o res
 * Puchero de tres carnes
 * Zic de venado o res

Poultry

 * Mucbilpollo
 * Pavo en escabeche
 * Pollo oriental estilo Valladolid
 * Pollo pibil
 * Relleno blanco
 * Relleno negro

Fish

 * Esmedregal en chile xcatic
 * Pescado en achiote
 * Pescado en Tikin-xic

Deserts

 * Atropellado de coco
 * Caballeros pobres
 * Dulce de papaya
 * Manjar blanco
 * Margaritas de almendra
 * Postre de frijol
 * Tauch
 * Torta de cielo

Sauces

 * Salpicon de chile habanero
 * Salsa tamulada

title: Cookbook:Cuisine of Yucatan


text:
Talk:Blender 3D: Noob to Pro/Print version

Seems like a compilation of tutorials rather than a single, concise document to lead a user through learning the beginning steps of Blender. Looking at the title, I suppose that's what this is supposed to be, but would it be best to unify the document more? - MidSpeck 08:41, 14 May 2007 (UTC)

Print version doesn't seem to work with Firefox 2.0.0.4
Don't know if the problem is with the page or Firefox (so I'm reporting to both). A print or print preview in Firefox only produces around 25 pages, compared with over 300 in IE. On the other hand I'm having problems sizing the pages in IE (truncates some pictures on the right), however this works fine in Firefox for the 25 pages it did print.

Print Version Should be broken up into Chapters, rather than a 167 page document
This tutorial and the others, SHOULD of been broken up into printable CHAPTERS. Rather than print the entire document and draining the ink cartridge for the last 17 pages. Which turns out to be the first 17 pages according to my print settings. I suggest that if the document is to be printed, be SURE you have a FULL black & color ink catridge in the printer, or use the most economical printer setting to save on ink. You're in for a long printing session. Thought you should know.(24 Sept. 2008)


text:
User talk:Badlydrawnjeff

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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. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! -- Herby talk thyme 08:04, 14 May 2007 (UTC)

title: User talk:Badlydrawnjeff


text:
User talk:Flubeca~enwikibooks

Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * 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. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! -- Herby talk thyme 08:08, 14 May 2007 (UTC)

Bootcamp
Interesting start - I think there should be a more informative title though. I don't think many people will find it named as it is? Easy to do - just use the "move" tab and put the new name in (change the links the too). Regards

Your account will be renamed
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title: User talk:Flubeca~enwikibooks


text:
A-level Chemistry/OCR (Salters)/Nitrile hydrolysis

Nitrile hydrolysis proceeds by the mechanism outlined below. It begins with protonation of the nitrile nitrogen, which increases the partial positive charge on carbon and therefore renders carbon more susceptible to nucleophilic attack by a water molecule. Addition of water to the nitrile is the key step in nitrile hydrolysis − the next few steps are simple proton transfers, until an amide is formed. The amide then typically undegoes further hydrolysis to a carboxylic acid.


text:
The Poetry of Gaius Valerius Catullus/93

=Text & Translation=

Meter - Elegiac couplet

=Connotations of The Text=

Caesar was a friend of Catullus’ family and apparently was quite friendly to Catullus even asking him to dinner. Catullus however, made it quite clear that he did not like Caesar. This is only one of several offensive poems directed at him.

The brevity of this piece highlights Catullus’ disregard and was a feature of the Latin neoterics, who broke away from the long epics.

Line 1

 * velle placere - to want to please

The placement of two infinitives next to each other emphasises his point, as this would have been a noticeable structure to a Roman reader.

Line 2

 * albus an ater - white or black

Note the assonance of albus an ater. Assonance, as well as alliteration, was a common poetic technique of Latin.

=Vocabulary=

Line 1

 * nimium - too much; excessively

 * velle - to want; desire

 * placere - to please; satisfy; impress

Line 2

 * albus, (adj.) - lit. white, however in this context not a matter of skin color in a racial sense but a reference to a Greek jargon for homosexuals who played a passive role in sex. A "white" man is pale, meaning womanly--as women were expected to stay indoors and therefore remain pale of skin, and plays the passive role.

 *  ater – again, this literally means ‘black’, but here may allude to one who plays the active role in homosexual sex between men, black being the opposite of white/pale and womanly/passive.

=External Links=

 * Catullus 93 A Translation of Catullus 93
 * Catullus 93 Another Translation of Catullus 93


text: User:Fasten/draft

title: User:Fasten/draft


text:
A-level Mathematics/OCR/D1/Linear Programming

Linear programming is a method for finding the best solution to a problem (optimisation) using straight-line graphs and inequalities.

Example of a linear programming problem
A factory makes two types of chair, Type A and Type B. The factory makes a profit of £10 on Type A and £10 on Type B. Type A requires 20 man-hours and Type B requires 30 man-hours. Each chair of Type A needs 3m2 of wood; each of Type B needs 5m2. Given that 400 man-hours and 50m2 of wood are available each week, how many chairs of each type should be made each week to maximise the factory's profit?

The graph method
One way to solve this is to set up a graph with a and b on the axes, then plotting a line to represent each of the constraints as an inequality. This should result in a feasible region which is the area where all the constraints are met. The best solution to the problem will be at one of the vertices of this region.

The Simplex method
First we need to represent the problem by linear equations. We will call the number of Type A chairs manufactured a, and the number of Type B chairs manufactured b. We can then see that:

\begin{align} 20a+30b\leq400 \Rightarrow & 2a+3b\leq40 \\ & 3a+5b\leq50 \\ & a\geq0 \\ & b\geq0 \end{align} $$

These are called the constraints of the linear programming problem. The function to be maximised (called the objective function) is:

 * $$P=10a+10b\,$$

P represents the profit with given values of a and b. To use the Simplex method we have to convert the constraints and objective function into the following format:

\begin{align} P-10a-10b=0 \\ 2a+3b+s=40 \\ 3a+5b+t=50 \end{align} $$

The variables s and t are called slack variables. They allow us to represent the amount of leeway we have before we hit the maximum of that constraint. It also mean we no longer have to use an inequality. We set up an initial 'tableau' with all the coefficients of the variables for each equation, and the final row is the right-hand side of each equation, as follows:

\begin{matrix} P & a & b & s & t & = \\ 1 & -10 & -10 & 0 & 0 & 0 \\ 0 & 2 & 3 & 1 & 0 & 40 \\ 0 & 3 & 5 & 0 & 1 & 50 \end{matrix} $$

Once you have set up the tableau, you follow the Simplex algorithm:

 * 1. Considering any column that has a negative number on the top row, do the value in the last column divided by the positive value in the same row that is in the column you are considering. In our current example, we see that the a column and the b column have a negative value on the top row. We decide, arbitrarily, to consider column a, so we would do:

 * $$\frac{40}{2} = 20$$

 * $$\frac{50}{3} = 16\frac{2}{3}$$

We now select the value 3 from column a, because it gave us the least value when we divided 50 by it. 3 is now called the pivot.

 * 2. Divide the entire row that the pivot belongs to by the pivot.

 * 3. Now we need to reduce the value of a in the other two rows to 0. We must do this by adding or subtracting a constant multiple of the row with the pivot.

 * 4. If any negative numbers persist in the top row, we have to repeat the algorithm.


text:
User:Rholton

I mostly hang out on the English Wikipedia.

title: User:Rholton


text:
Horticulture/Aquilegia

Aquilegia (columbine) is a genus of about 60-70 species of herbaceous perennial plants that are found in meadows, woodlands, and at higher altitudes throughout the Northern Hemisphere. They are known for their distinctive flowers, generally bell-shaped, with each petal modified into an elongated nectar spur.

Several species are grown in gardens; ../Aquilegia vulgaris/ (European Columbine) is a traditional garden flower in the British Isles, and several of the species that are native to North America are popular garden plants there. Numerous hybrids have also been developed as well. Easy to propagate from seed.

The traditional colors of lavender/blue columbines are the official Colorado state flower.

Growing Conditions
Full sun to part shade in fertile, well-drained soils.

Uses
Often used as "filler" plants between later blooming perennials.

Maintenance
Monitor carefully for sawflies. Remove any leaves with leafminer tunnels as soon as they are apparent.

Propagation
Seed or division

Harvest
Flowers are best cut in the morning, and keep well in a cool location.

Seed pods can be used in dry arrangements, either dried on the plant or hung green.

Pests and Diseases
../Leaf Spots/ ../Crown Rots/ ../Root Rots/ ../Rusts/ ../Viri/ ../Aphids/ ../Whiteflies/ ../Flies/ ../Caterpillars/ ../Sawflies/ ../Mites/
 * Ascochyta aquilegiae
 * Cersospora aquilegiae
 * Septoria aquilegiae
 * ../Pellicularia rolfsii/
 * ../Sclerotinia sclerotiorum/
 * ../Pellicularia filamentosa/
 * ../Phymatotrichum omnivorum/
 * ../Pythium mamillatum/
 * Puccinia redondita var. agropyri
 * ../Cucumber Mosaic Virus/ (CMV)
 * Melon Aphid: ../Aphis gossypii/
 * Aphid: ../Aphis spireaecola/
 * Crescentmarked Lily Aphid: ../Neomyzus circumflexus/
 * Aphid: ../Pergandeidia trirhoda/
 * Bandedwinged Whitefly: ../Trialeurodes abutilonea/
 * Columbine Leafminer: ../Phytomyza aquilegivora/
 * Columbine Skipper: ../Erynnis lucilius/
 * Columbine Borer: ../Papaipema purpurifascia/
 * Cabbage Moth
 * Dot Moth
 * Engrailed
 * Mouse Moth
 * Columbine Sawfly: ../Pristophora aquilegae/
 * Twospotted Spider Mite: ../Tetranychus urticae/

title: Horticulture/Aquilegia


text:
Talk:Horticulture/Aquilegia

Species list from wikipedia:

 * Selected species:
 * Aquilegia alpina
 * Aquilegia atrata – Dark Columbine
 * Aquilegia atrovinosa
 * Aquilegia aurea
 * Aquilegia barbaricina
 * Aquilegia barnebyi – Oil Shale Columbine
 * Aquilegia bernardii
 * Aquilegia bertolonii
 * Aquilegia blecicii
 * Aquilegia brevistyla – Smallflower Columbine
 * Aquilegia buergeriana
 * Aquilegia caerulea – Colorado Blue Columbine
 * Aquilegia canadensis – Canadian Columbine, Red Columbine
 * Aquilegia champagnatii
 * Aquilegia chrysantha – Golden Columbine
 * Aquilegia desertorum – Desert Columbine
 * Aquilegia desolatica – Desolation Columbine
 * Aquilegia dinarica
 * Aquilegia ecalcarata
 * Aquilegia einseleana
 * Aquilegia elegantula – Western Red Columbine
 * Aquilegia eximia – Van Houtte's Columbine
 * Aquilegia flabellata
 * Aquilegia flavescens – Yellow Columbine
 * Aquilegia formosa – Crimson Columbine, Western Columbine
 * Aquilegia glandulosa
 * Aquilegia grahamii – Graham's Columbine
 * Aquilegia grata
 * Aquilegia incurvata
 * Aquilegia japonica
 * Aquilegia jonesii – Jones's Columbine
 * Aquilegia karatavica
 * Aquilegia karelini
 * Aquilegia kitaibelii
 * Aquilegia lactiflora
 * Aquilegia laramiensis – Laramie Columbine
 * Aquilegia litardierei
 * Aquilegia longissima – Longspur Columbine
 * Aquilegia loriae
 * Aquilegia micrantha – Mancos Columbine
 * Aquilegia moorcroftiana
 * Aquilegia nigricans
 * Aquilegia nugorensis
 * Aquilegia nuragica
 * Aquilegia olympica
 * Aquilegia ottonis
 * Aquilegia oxysepala
 * Aquilegia pancicii
 * Aquilegia parviflora
 * Aquilegia pubescens – Sierra Columbine
 * Aquilegia pubiflora
 * Aquilegia pyrenaica
 * Aquilegia rockii
 * Aquilegia thalictrifolia
 * Aquilegia saximontana – Rocky Mountain Columbine
 * Aquilegia schockleyi
 * Aquilegia scopulorum – Blue Columbine, Utah Columbine
 * Aquilegia sibirica
 * Aquilegia transsilvanica
 * Aquilegia triternata – Chiricahua Mountain Columbine
 * Aquilegia turczaninovii
 * Aquilegia viridiflora
 * Aquilegia viscosa
 * Aquilegia vitalii
 * Aquilegia vulgaris – Common Columbine, European Columbine
 * Aquilegia yabeana

title: Talk:Horticulture/Aquilegia