text:
Muggles' Guide to Harry Potter/Characters/Salazar Slytherin

Overview
Salazar Slytherin was one of the four founders of Hogwarts and the creator of Slytherin House. He preferred to teach the most ambitious students, and the members of this house have often come to be the most powerful witches and wizards. He also required that his students have "pure-blood" Wizard-only ancestry and did not take any Muggle-borns in his house. He was famous for being a Parseltongue, someone who can talk to snakes.

Chamber of Secrets
When the Chamber of Secrets is first opened, a message is written on the wall: Enemies of the Heir, beware! It somehow becomes common knowledge that the Heir is supposed to be the Heir of Slytherin.

When Professor Binns is telling Harry's class about the myth of the Chamber of Secrets, he mentions the four Founders of Hogwarts: Godric Gryffindor, Salazar Slytherin, Rowena Ravenclaw, and Helga Hufflepuff. He mentions that when the argument between the Founders, as to whether to accept those who could not prove magical forbears, broke out, it was Salazar Slytherin standing alone against the other three. As a result of the argument, Slytherin left the school, supposedly leaving behind him a Chamber of Secrets containing a monster. Binns notes that in the centuries since, nobody at Hogwarts has found so much as a broom-closet of secrets.

In the Dueling Club, Harry sees that a snake is about to attack Justin Finch-Fletchley. Harry instructs the snake to back off. Great consternation ensues, and Ron and Hermione take Harry aside to ask him about this ability. It seems that being a Parselmouth, being able to talk to snakes, is linked to Salazar Slytherin and his heirs. Harry wonders if he could be Slytherin's heir, given how little he knows of his background.

In the Chamber itself, we see a large statue of a wizard, which Harry presumes is Salazar Slytherin. We also meet Tom Riddle, who is, as it turns out, the heir of Slytherin. Present only in spirit, he has all the same been controlling Ginny, and having her act as Slytherin's heir. We also meet the Monster of the Chamber, a basilisk.

Half-Blood Prince
In support of his apparent belief that he is above the common lot of wizardry, and thus to an extent above the law, Marvolo Gaunt displays two artifacts that are meant to prove his heritage. One, a locket with a snake forming the letter S, Marvolo claims was Salazar Slytherin's own. The locket is later sold to Caractacus Burke for a pittance, though he says, in Professor Dumbledore's memory, that its origin was plain enough to him.

Deathly Hallows
Apart from the efforts to reclaim and destroy Slytherin's locket, Voldemort speaking of his claim to be the heir of Slytherin, and Voldemort's attempt to abolish all school houses other than Slytherin house, we hear little of Slytherin in this book.

Strengths
Slytherin was one of the Four Founders of Hogwarts, and thus must have been a very powerful and accomplished wizard. While it is uncertain if he was the first wizard to be able to speak to snakes, it is certain that he not only had that ability but was able to pass it down to his descendants. We believe Dumbledore has learned Parseltongue, but he is an exception; otherwise, Parseltongue is considered a mark of descent from Slytherin.

Weaknesses
Slytherin's inability to accept that Muggle-born wizards, and those who consort with Muggles, can in fact do powerful magic, will have blinded him to the abilities of a large part of the Wizarding world.

Relationships with Other Characters
As his life ended possibly a thousand years before the story opens, we can have no real idea how he related to other characters. It is a safe assumption that he was initially cordial enough with the other Founders to join with them in the initial setting up of Hogwarts; it is similarly a safe assumption that those relationships soured or were broken off completely after a few years when Slytherin failed to convince the other three that admission to a Wizarding school should be restricted on the basis of ancestry. It is possible that he would share broad personality outlines with Lucius Malfoy, using personal power, persuasiveness, and wealth to achieve his own ends. Finally and completely thwarted by Gryffindor, Slytherin childishly "took his marbles and went home", leaving a trap behind for future generations.

Analysis
While we don't ever see Slytherin directly, his views have obviously come down to us through the type of student that he selected, and that the Sorting Hat, as his indirect deputy, has selected for the House named after him throughout the years. Apparently a scion of an old Wizarding family, even a thousand years ago, Slytherin is clearly portrayed as one who feels that ancestry is all important. From the Sorting Hat and its selections, we also learn that Slytherin chose students who were ambitious. Nowhere do we find a student who more clearly matches this combination of traits than in Tom Riddle, who becomes Lord Voldemort.

It is perhaps important to note that Slytherin, and residents of Slytherin house, are not inherently evil. It is certainly incorrect to assume that only wizards can have wizard children; in fact, we can see from the examples of Hermione Granger and Lily Evans that wizards, even quite strong ones, can spring from Muggle roots. However, this is more short-sighted than particularly evil. Ambition, in itself, is not evil, either. It is the way these two traits are expressed which can make them wrong.

A classic example of these traits being expressed in a manner that makes them seem evil is, as mentioned, Tom Riddle, also known as Lord Voldemort. Slytherin, losing his argument (it is unknown whether this was merely an argument or if dueling was involved), left, possibly to set up an alternate school, possibly to simply sulk, but in any event apart from the one trap he left behind him, has no further role to play. Voldemort, in a similar situation, apparently kills those who stand in his way. Slytherin would merely refuse to educate the Muggle-born; Voldemort deprives them of the education they already have and incarcerates them.

Greater Picture
As far as the intent of Salazar Slytherin, Rowling never said he was not evil; in fact his ideas about pure-blood ideology, particularly as mirrored and enhanced by Voldemort, were similar to Hitler's. We as the readers of the series and viewers of the movies are told that most Dark wizards are trained in Slytherin house, from which we get the perhaps erroneous belief that most of the wizards and witches from Slytherin are Dark. Voldemort was Salazar's heir, and as far as it is explained, he is taking up the mission in the way he believes Salazar had intended, with the Chamber and the Basilisk. Through the books everything need not be explained to understand what the character's perspective is or was. It is well defined through the series that, whether or not Salazar was evil, his position very easily can be perverted to something very evil indeed, and this was done by Voldemort.

As the actual events happened, we are told, over a thousand years ago, they are by now shrouded in the mists of time, and it is unsure whether Slytherin, losing the battle, chose to leave the school or was forced to leave. Given what little we know of his character, it seems more likely that having been overruled, he would gather his dignity about himself and stalk off into the night. Knowing as little as we do about the other three Founders, though, it must remain uncertain as to whether they chose to dismiss him or whether he made the decision on his own.

It is perhaps of interest that Portugal, where the author lived from 1990 to 1994, was ruled by a dictator named António de Oliveira Salazar from 1932 to 1968. Salazar's "Estado Novo" was a rigidly authoritarian, right-wing dictatorship. As the first book in the Potter series was completed in 1995, it is possible that Salazar Slytherin's name is retrieved from recent Portuguese history.


text:
Talk:Toyota Prius

Expanded info here and cut driving tricks on Wikipedia
I have copied the Toyota Prius article from Wikipedia, and split the driving tricks into a separate article. The driving tricks aren't entirely encyclopedic and fit better here, along with the Toyota Prius FAQ. I think Wikibooks is a good place to expand on the Wikipedia article, with info that would interest current and prospective owners. --Kmf164 23:09, 2 January 2006 (UTC)

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

title: Talk:Toyota Prius


text:
Neapolitan/501 Neapolitan verbs/canóscere

Alsoː canoscr, conoscere, conoscr

Englishː To know

Italianː conoscere

IPAː /cə'noʃər(ə)/cə'noʃəl(ə)


text:
Toyota Prius/Specifications

Shares components with:
 * Toyota Kluger/Highlander Hybrid
 * Lexus RX 400h/Toyota Harrier Hybrid

title: Toyota Prius/Specifications


text:
Talk:Formal Logic

Symbols
Right so I'm a complete n00b to all of this, but is there a reason for choosing the specific symbol set used here? In the (1) logic course I've taken and in every math course, for example, we've used a tilde for the negation. If perhaps it is my inexperience in this area that makes this symbol set appear foreign, should there not still be some explanation since the text is meant to educate beginners and not experts? Please comment soon on this; I'm very interested to know. N Vale 01:51, 3 January 2006 (UTC)

 * The negation is due to a TeX limitation. I could not get the tilde to display correctly in math mode.  In the following examples, the "\,\!" at the end of the math mode forces the display to use TeX.
 * $$~P\,\!$$ displays as $$~P\,\!$$
 * $$\mathrm{~P}\,\!$$ displays as $$\mathrm{~P}\,\!$$
 * $$\mbox{~P}\,\!$$ displays as $$\mbox{~P}\,\!$$
 * $$\tilde\mathrm{P}\,\!$$ displays as $$\tilde\mathrm{P}\,\!$$
 * Except for the tilde, I used the Tarski set which has caught on quite well with textbook authors. They are today probably more common than the Russell/Whitehead set more often seen in Wikimedia.  (Note, the Tarski quantifiers are almost never used and I used the standard quantifiers.)  For any choice I could have made for the sentential connectives, many readers would have find them unfamiliar or at least not their favorites.  Symbol choice for sentential connectives is just not well enough standardized to avoid that problem.  --JMRyan 20:28, 3 January 2006 (UTC)

I don't know who wrote this. But you're saving my arse. Cheers.

Of course, $$\sim P$$ displays as $$\sim P$$, but as the TeX code indicates I think it is meant to be the similarity symbol. (Or not.) Russell208 (discuss • contribs) 07:27, 20 January 2012 (UTC)

PDF

 * I put the wikipages for this book together as a Wikibooks Collection at: .  However, I get an error message whenever I try to download the wikibook as a single-file PDF document.  If someone can make a single-file PDF version of this wikibook (or a single-wikipage version that can be printed as PDF from a browser), it would be appreciated, thanks!  Nicole Sharp (discuss • contribs) 07:46, 19 May 2017 (UTC)
 * PDF version has been compiled and linked to the main page of the book. Greeting from the cowshed. Yours --Dirk Hünniger (discuss • contribs) 14:11, 21 May 2017 (UTC) (Rinderpfleger a. D. )
 * Thank you! The PDF generator still produces errors, but I was able to print to PDF from Chrome using the single-wikipage version.  Nicole Sharp (discuss • contribs) 21:58, 30 May 2017 (UTC)

title: Talk:Formal Logic


text: Category:Book:Toyota Prius

title: Category:Book:Toyota Prius


text:
Talk:C Programming/Memory management

Untitled

 * Removed the casts that were used with some of the allocation examples. In C, the cast is superfluous and can hide the serious problem of a missing prototype.  Also, the explanation about free returning a value was incorrect and hence removed.  free's prototype is: void free(void*).  That is, it returns nothing. -- 67.170.85.37 04:00, 3 January 2006 (UTC)

How much memory can you allocate?
I've got a 64-bit (x86) computer, but a 32-bit compiler. Can I allocate the whole 32-bits (byte*2^32)?

 * No. If you told the compiler to create a 32-bit-address executable, then that program cannot successfully allocate the entire 32-bit-address address space.
 * If you are unlucky, when you try to allocate the full 2^32 bytes all a once, the compiler will truncate the amount of memory requested (2^32 bytes) into a 32-bit value of zero, then the malloc call (" ") will succeed, and later parts of your program will likely have confusing and difficult-to-diagnose problems.
 * A 32-bit address can access at most 2^32 possible addresses.
 * Even when your 64-bit computer has many times more than 2^32 bytes of unused RAM, a 32-bit-address executable will never see a full 2^32 bytes of unused RAM.
 * Some long-running programs allocate more and more memory a little at a time --
 * the early malloc calls will typically succeed, but eventually the executable will see malloc return NULL ("not enough consecutive free space available") once all free space is used up.
 * For a 32-bit-address executable, "all free space" is always *less* than "all 2^32 possible addresses", because the compiler and the OS puts various things where your program can access it, using up some of those addresses.

 * Yes. Your program can call malloc requesting 2^32 bytes, if you told the compiler to create a 64-bit-address executable and it links in a 64-bit-address version of malloc: " ". However, as always, malloc is not guaranteed to always give you what you want -- sooner or later, the heap will be fragmented enough that there is no block of 2^32 consecutive bytes available, and malloc will return NULL -- see C Programming/Memory management.

 * What should we say about "How much memory can you allocate?" in this "C Programming" book?

 * --DavidCary (discuss • contribs) 14:36, 17 December 2014 (UTC)

memset not mentioned
Every once in a while you run across memset, that is c? isn't it? we'll maybe it should be mentioned in this book. From my experience it "zeros" out a section of memory - zero really isn't accurate as you can write other values. Should memset be included? does it belong in the memory chapter or the in a section about buffers? I don't have a degree so, I just make the comments from the peanut gallery. 135.84.127.136 (discuss) 23:25, 17 March 2017 (UTC)

Assert
Could be used assert for managing memory allocation failures?

Clarification needed - "Sometimes it is not known at the time the program is written how much memory will be needed for some data."
Though this is likely very clear to an experienced C programmer, it is not to a novice, and in general I think vague statements like these weaken the text. A concrete example would do much good; does this mean "For example, when you have an array, but don't know how many elements it will have", or "When you have an array of fixed length, but don't know how many will actually end up being occupied, because it's dependent on user input", or whatever is correct. (I would but, being a novice to C, I don't know which it is!) Meatnordrink (discuss • contribs) 13:59, 17 December 2020 (UTC)

Use of `this` in final example of constructor/destructor functions confusing
As `this` is a reserved keyword in many languages, using it in this example (where, as far as I can tell, it's just a parameter name), is confusing for someone just coming to C, which this book is intended for. I held off on changing it myself, as I'm new to C, and not 100% sure I'm correct that it's just a parameter name here. Meatnordrink (discuss • contribs)

title: Talk:C Programming/Memory management


text:
Talk:Delphi Programming

Wikibook?
Gee, if I wanted links about Delphi, I'd search for "Delphi" in Google. What I expected was a book on Delphi Programming which walks me through the variables, functions, operators, OOP, etc. You know, what Wikibooks is supposed to be all about, editable books and all of that. By the way, ever heard of the Lazarus project, which tries to become an Open Source version of Delphi based on Free Pascal? Maybe cite it as an alternative to buying Delphi for those of us who cannot afford a copy of Delphi. --Orion Blastar 04:35, 3 January 2006 (UTC)

Only a Chapter!
For once: This is only a chapter of the Programming book.

But then I agree with you: Programming:Delphi is in a very bad shape. There are far better examples of programming books (Ada Programming, Programming:C plus plus). There problem is not with Wikibooks but with the Delphi community which has not provided a good chapter/book on Delphi - at least not in english - the German and Polnish versions are in a far better shape.

Prehaps they don't see a reason to do so. Maybe ther are to many English Delphi allready. Who knows.

--Krischik T 09:25, 4 January 2006 (UTC)

Only know some
I could help writing practical guides, like how to actually code a program. But I can't explain the variables and such since my English is way too poor to do that. :/

I've had my experiences using Borland/CodeGear Delphi and I'm willing to explain how to use dialogs,tabsheets etc. basically the program itself rather than the whole language.

--Kritique

Contents
Hello,

I also have worked on the German version of this article (the chapters about "GUI" and "type casting"), so I could write some, but then someone should check that for grammar and spelling, because I'm not a native English. I think, at first there should be a chapter about the syntax, data types (integers, strings and so on), an overview about some functions of the 'Math' and 'SysUtils' unit (and not to forget a good introduction: Why Delphi / Pascal? Why not? How to get Delphi? and Delphi's history). Then operators, type casting, pointers, assembler in Delphi and the GUI. Maybe somone can make a checklist? --Jayk (talk) 17:59, 27 July 2008 (UTC)

Developing book about Pascal first?
I'm thinking of improving this book. Could it be a good idea to develop the wikibook about Pascal first and then refer to it in this book so as to avoid repetition? Most of the stuff that is not related to OOP is the same anyway. DesbWit (talk) 11:14, 17 August 2010 (UTC)

title: Talk:Delphi Programming


text:
USMLE Step 1 Review

This book is intended as a study guide for the United States Medical Licensing Examination (USMLE) Step 1. The exam is the first step towards licensing for medical doctors in the United States. It is heavily weighted towards the basic sciences, including anatomy, physiology, biochemistry, and pathology. These topics are covered for each of the major organ systems, including the cardiovascular, respiratory, renal, gastrointestinal, and musculoskeletal systems. This book will cover each of these topics in the detail required for the USMLE Step 1.

Overview

 * 1) Introduction

Basic science

 * 1) Clinical decision-making
 * 2) Embryology
 * 3) Genetics and Biochemistry
 * 4) Microbiology
 * 5) Pharmacology
 * 6) Pathology
 * 7) /Anatomy/
 * 8) /Free association/

Organ systems

 * 1) Cardiovascular
 * 2) Endocrine
 * 3) Gastrointestinal
 * 4) Musculoskeletal
 * 5) Neurology
 * 6) Psychiatry
 * 7) Renal
 * 8) Reproductive
 * 9) Respiratory

title: USMLE Step 1 Review


text:
USMLE Step 2 Review

GASTROENTEROLOGY

 * Hematemesis severe bleeding features : CaN Have Severe Hematemsis

Clot in vomitus

Nasogratic tube blood

Hypotension and tachycardia

Systolic BP drop > 10 mm HG, PP rise > 20 Beats/minute when changing posture from standing to sitting -- orthostatic hypotension

Hematochezia

Definition of a severe attack. A STATE: Anemia less than 10g/dl. Stool frequency greater than 6 stools/day with blood. Temperature greater than 37.5. Albumin less than 30g/L. Tachycardia greater than 90bpm. ESR greater than 30mm/hr.
 * Ulcerative colitis:

Extra GI differential diagnosis : V.O.M.I.T.I.N.G:  Vestibular disturbance/ Vagal (reflex pain).  Opiates Migrane. Metabolic (DKA, gastroparesis, hypercalcemia).  Infections.  Toxicity (cytotoxic, digitalis toxicity).  Increased ICP. Ingested alcohol Neurogenic. psychogenic Gestation By: Anil Pandit (Manipal College of Medical Sciences; Pokhara, Nepal)
 * Vomiting:

causes '''I G.E.T.. S.M.A.S.H.E.D''': Irradiation (x-rays). Gallstones. Ethanol. Trauma.
 * Pancreatitis (acute):

Steroids Mumps Autoimmune (PAN) Scorpion stings Hyperlipidemia./Hypercalcemia ERCP Drugs (including azathioprine and diuretics). • Note: 'Get Smashed' is slang in some countries for drinking, and ethanol is an important pancreatitis cause.

surgical indications I ..C.H.O.P
 * IBD:

Infection Carcinoma Haemorrhage Obstruction Perforation • "Chop" convenient since surgery chops them open.

extraintestinal manifestations A PIE SAC: Aphthous ulcers Pyoderma gangrenosum Iritis Erythema nodosum Sclerosing cholangitis Arthritis Clubbing of fingertips
 * Hereditary Nonpolyposis Colorectal Cancer (HNPCC) cause is DNA mismatch repair DNA mismatch causes a bubble in the strand where the two nucleotides don't match. This looks like the ensuing polyps that arise in the colon.
 * IBD:

pH level-With vomiting both the pH and food come up. With diarrhea both the pH and food go down.
 * Digestive disorders:

" Please Make Tummy Better ": Proton pump inhibitor Metronidazole Tetracycline Bismuth Alternatively : TOMB: Tetracycline Omeprazole Metronidazole Bismuth
 *  H. Pylori treatment regimen (rough guidelines):

common causes for increased levels HOT Liver: Hemolysis Obstruction Tumor Liver disease
 * Bilirubin:

complications PAST Colitis: Pyoderma gangrenosum Ankylosing spondylitis Sclerosing pericholangitis Toxic megacolon Colon carcinoma
 * Ulcerative colitis:

Charcot's triad/ Conjugated bilirubin increase Hepatic abscesses/ Hepatic (intra/extra) bile ducts/ HLA B8, DR3 Obstruction Leukocytosis Alkaline phosphatase increase Neoplasms Gallstones Inflammatory bowel disease (ulcerative colitis) Transaminase increase Infection Sclerosing
 * Cholangitis features CHOLANGITITS:

FEE : Fever, Epigastric & RUQ pain, Emesis & nausea
 * Charcot's triad (gallstones)

" HaemoChromatosis Can Cause Deposits Anywhere ": Hypogonadism, Cancer (hepatocellular), Cirrhosis/Cardiomyopathy, Diabetes mellitus, Arthropathy.
 *  Haemachromatosis complications

criteria PANCREAS : PaO2 below 8, Age >55, Neutrophils: WCC >15, Calcium below 2, Renal: Urea >16, Enzymes: LDH >600; AST >200 Albumin below 32, Sugar: Glucose >10 (unless diabetic patient)
 * Pancreatitis:

Ranson criteria for pancreatitis : At admission "GA LAW" (GA is abbreviation for the U.S. state of Georgia): Glucose >200, AST >250, LDH >350, Age >55 y.o., WBC >16000
 * Pancreatitis:

Ranson criteria for pancreatitis : initial 48 hours "C & HOBBS" (Calvin and Hobbes): Calcium < 8, Hct drop > 10% , Oxygen < 60 mm , BUN > 5 , Base deficit > 4 , Sequestration of fluid > 6L
 * Pancreatitis:

Ranson criteria for pancreatitis at admission LEGAL: Leukocytes > 16.000, Enzyme AST > 250, Glucose > 200, Age > 55, LDH > 350
 * Pancreatitis:

Bleeding
 * GIT symptoms: BAD ANAL S#H!T

Abdominal pain

Dysphagia

AAbdominal bloating

NNausea & vomiting

AAnorexia/ Appetite changes

LLethargy

SS#!ts(diarrhea)

#Heartburn

Increased bilirubin (jaundice)

Temperature (fever)

 * Crohn's disease: morphology and symptoms : CHRISTMAS

Cobblestones (Radiology appearance)

High temperature

Reduced lumen

Intestinal fistulae,Infliximab

Skip lesions

Transmural (all layers, may ulcerate)

Malabsorption

Abdominal pain

Submucosal fibrosis

Correction needed
Dysphagia: differential DISPHAGIA: Disease of mouth and tonsils/ Diffuse oesophageal spasm/ Diabetes mellitus Intrinsic lesion Scleroderma Pharyngeal disorders/ Palsy-bulbar-MND Achalasia Heart: eft atrium enlargement Goitre/ myesthenia Gravis/ mediastinal Glands Infections American trypanosomiasis (chagas disease)

Dry mouth: differential "DRI": •2 of each: Drugs/ Dehydration Renal failure/ Radiotherapy Immunological (Sjogren's)/ Intense emotions ---Anil Pandit Manipal College of Medical Sciences, Pokhara, Nepal//

Liver failure: decompensating chronic liver failure differential HEPATICUS: Haemorrhage Electrolyte disturbance Protein load/ Paracetamol Alcohol binge Trauma Infection Constipation Uraemia Sedatives/ Shunt/ Surgery ---Jude McSharry University College Hospital Galway//

Cirrhosis: causes of hepatic cirrhosis HEPATIC: Hemochromatosis (primary) Enzyme deficiency (alpha-1-anti-trypsin) Post hepatic (infection + drug induced) Alcoholic Tyrosinosis Indian childhood (galactosemia) Cardiac/ Cholestatic (biliary)/ Cancer/ Copper (Wilson's) ---Dr. Chetan Wasekar//

Hepatic encephalopathy: precipitating factors HEPATICS: Hemorrhage in GIT/ Hypokalemia Excess protein in diet Paracentesis Alkalosis/ Anemia Trauma Infection Colon surgery Sedatives ---Dr. Chetan Wasekar//

Diabetic ketoacidosis: precipitating factors • 5 I's: Infection Ischaemia (cardiac, mesenteric) Infarction Ignorance (poor control) Intoxication (alcohol) ---James Thomas//

Whipple's disease: clinical manifestations SHELDA: Serositis Hyperpigmentation of skin Eating less (weight loss) Lymphadenopathy Diarrhea Arthritis ---Pedro Tulio Universidade Federal do Rio de Janeiro, Brazil//

Celiac sprue gluten sensitive enteropathy: gluten-containing grains BROW: Barley Rye Oats Wheat • Flattened intestinal villi of celiac sprue are smooth, like an eyebrow. ---Jack A. Pasquale, MD St. George's University, School of Medicine//

Liver failure (chronic): signs found on the arms CLAPS: Clubbing Leukonychia Asterixis Palmar erythema Scratch marks//

Splenomegaly: causes CHIMP: Cysts Haematological ( eg CML, myelofibrosis) Infective (eg viral (IM), bacterial) Metabolic/ Misc (eg amyloid, Gauchers) Portal hypertension

-GI- Vomiting: extra GI differential VOMITING: Vestibular disturbance/ Vagal (reflex pain) Opiates Migrane/ Metabolic (DKA, gastroparesis, hypercalcemia) Infections Toxicity (cytotoxic, digitalis toxicity) Increased ICP, Ingested alcohol Neurogenic, psychogenic Gestation

Whipple's disease: clinical manifestations SHELDA: Serositis Hyperpigmentation of skin Eating less (weight loss) Lymphadenopathy Diarrhea Arthritis

Haemachromatosis complications "HaemoChromatosis Can Cause Deposits Anywhere": Hypogonadism Cancer (hepatocellular) Cirrhosis Cardiomyopathy Diabetes mellitus Arthropathy

Pancreatitis: criteria PANCREAS: PaO2 below 8 Age >55 Neutrophils: WCC >15 Calcium below 2 Renal: Urea >16 Enzymes: LDH >600; AST >200 Albumin below 32 Sugar: Glucose >10 (unless diabetic patient)

Cholangitis features CHOLANGITITS: Charcot's triad/ Conjugated bilirubin increase Hepatic abscesses/ Hepatic (intra/extra) bile ducts/ HLA B8, DR3 Obstruction Leukocytosis Alkaline phosphatase increase Neoplasms Gallstones Inflammatory bowel disease (ulcerative colitis) Transaminase increase Infection Sclerosing

IBD: extraintestinal manifestations A PIE SAC: Aphthous ulcers Pyoderma gangrenosum Iritis Erythema nodosum Sclerosing cholangitis Arthritis Clubbing of fingertips

Digestive disorders: pH level With vomiting both the pH and food come up. With diarrhea both the pH and food go down.

Bilirubin: common causes for increased levels "HOT Liver": Hemolysis Obstruction Tumor Liver disease

IBD: surgery indications "I CHOP": Infection Carcinoma Haemorrhage Obstruction Perforation • "Chop" convenient since surgery chops them open.

H. Pylori treatment regimen (rough guidelines) "Please Make Tummy Better": Proton pump inhibitor Metronidazole Tetracycline Bismuth • Alternatively: TOMB: Tetracycline Omeprazole Metronidazole Bismuth

Hereditary Nonpolyposis Colorectal Cancer (HNPCC) cause is DNA mismatch repair DNA mismatch causes a bubble in the strand where the two nucleotides don't match. This looks like the ensuing polyps that arise in the colon. • See diagram.

Charcot's triad (gallstones) "Charcot's Triad is 3 C's": Color change (jaundice) Colic (biliary) pain, aka RUQ pain Chills and fever

Charcot's triad (gallstones) "Charge a FEE": Charcot's triad is: Fever Epigastric & RUQ pain Emesis & nausea

Ulcerative colitis: complications "PAST Colitis": Pyoderma gangrenosum Ankylosing spondylitis Sclerosing pericholangitis Toxic megacolon Colon carcinoma

Crohn's disease: morphology, symptoms CHRISTMAS: Cobblestones High temperature Reduced lumen Intestinal fistulae Skip lesions Transmural (all layers, may ulcerate) Malabsorption Abdominal pain Submucosal fibrosis Show Details / Rate It  ---Samuel Atom Baek-Kim

Celiac sprue gluten sensitive enteropathy: gluten-containing grains BROW: Barley Rye Oats Wheat • Flattened intestinal villi of celiac sprue are smooth, like an eyebrow. Show Details / Rate It  ---Jack A. Pasquale, MD St. George's University, School of Medicine

Diabetic ketoacidosis: precipitating factors • 5 I's: Infection Ischaemia (cardiac, mesenteric) Infarction Ignorance (poor control) Intoxication (alcohol) Show Details / Rate It  ---James Thomas

Liver failure (chronic): signs found on the arms CLAPS: Clubbing Leukonychia Asterixis Palmar erythema Scratch marks Show Details / Rate It  ---Jason

Pancreatitis: Ranson criteria for pancreatitis: at admission "GA LAW" (GA is abbreviation for the U.S. state of Georgia): Glucose >200 AST >250 LDH >350 Age >55 y.o. WBC >16000 Show Details / Rate It  ---Anonymous Contributor

Pancreatitis: Ranson criteria for pancreatitis: initial 48 hours "C & HOBBS" (Calvin and Hobbes): Calcium < 8 Hct drop > 10% Oxygen < 60 mm BUN > 5 Base deficit > 4 Sequestration of fluid > 6L Show Details / Rate It  ---Anonymous Contributor

Hepatic encephalopathy: precipitating factors HEPATICS: Hemorrhage in GIT/ Hyperkalemia Excess protein in diet Paracentesis Acidosis/ Anemia Trauma Infection Colon surgery Sedatives Show Details / Rate It  ---Dr. Chetan Wasekar

Cirrhosis: causes of hepatic cirrhosis HEPATIC: Hemochromatosis (primary) Enzyme deficiency (alpha-1-anti-trypsin) Post hepatic (infection + drug induced) Alcoholic Tyrosinosis Indian childhood (galactosemia) Cardiac/ Cholestatic (biliary)/ Cancer/ Copper (Wilson's)

Pediatrics
Measles: complications "MEASLES COMP" (complications): Myocarditis Encephalitis Appendicitis Subacute sclerosing panencephalitis Laryngitis Early death Sh!ts (diarrhoea) Corneal ulcer Otis media Mesenteric lymphadenitis Pneumonia and related (bronchiolitis-bronchitis-croup)

Sturge-Weber syndrome: hallmark features Sturge-Weber: 1. Seizures 2. PortWine stain

Guthrie card: diseases identified with it "Guthrie Cards Can Help Predict Bad Metabolism": Galactosaemia Cystic fibrosis Congenital adrenal hyperplasia Hypothyroidism Phenylketonuria Biotidinase deficiency Maple syrup urine disease

Croup: symptoms 3 S's: Stridor Subglottic swelling Seal-bark cough

Ataxia-Telangiectasia (AT): common sign AT: Absent Thymus

Cerebral palsy (CP): most likely cause CP: Cerebral Palsy Child Premature • The premature brain is more prone to all the possible insults.

Vacterl syndrome: components VACTERL: Vertebral anomalies Anorectal malformation Cardiac anomaly Tracheo-esophageal fistula Exomphalos (aka omphalocele) Renal anomalies Limb anomalies

Guthrie card: diseases identified with it GUTHRIE: Galactosaemia Urine [maple syrup urine disease] THyRoid [hypothyroidism] Inborn Errors of metabolism [eg: PKU]

Duodenal atresia vs. Pyloric stenosis: site of obstruction Duodenal Atresia: Distal to Ampulla of vater. Pyloric stenosis: Proximal to it.

Bilirubin: phototherapy BiLirUbin absorbs light maximally in the BLUe range.

11

Williams syndrome: features WILLIAMS: Weight (low at birth, slow to gain) Iris (stellate iris) Long philtrum Large mouth Increased Ca++ Aortic stenosis (and other stenoses) Mental retardation Swelling around eyes (periorbital puffiness)

Russell Silver syndrome: features ABCDEF: Asymmetric limb (hemihypertrophy) Bossing (frontal) Clinodactyly/ Cafe au lait spots Dwarf (short stature) Excretion (GU malformation) Face (triangular face, micrognathia)

Dentition: eruption times of permanent dentition "Mama Is In Pain, Papa Can Make Medicine": 1st Molar: 6 years 1st Incisor: 7 years 2nd Incisor: 8 years 1st Premolar: 9 years 2nd Premolar: 10 years Canine: 11 years 2nd Molar: 12 years 3rd Molar: 18-25 years

Cyanotic heart diseases: 5 types • Use your five fingers: 1 finger up: Truncus Arteriosus (1 vessel) 2 fingers up: Dextroposition of the Great Arteries (2 vessels transposed) 3 fingers up: Tricuspid Atresia (3=Tri) 4 fingers up: Tetralogy of Fallot (4=Tetra) 5 fingers up: Total Anomalous Pulmonary Venous Return (5=5 words)

Cyanotic congenital heart diseases 5 T's: Truncus arteriosus Transposition of the great arteries Tricuspid atresia Tetrology of Fallot Total anomalous pulmonary venous return

Head circumference with age • Remember 3, 9, and multiples of 5: Newborn 35 cm 3 mos 40 cm 9 mos 45 cm 3 yrs 50 cm 9 yrs 55 cm

Weights of children with age Newborn 3 kg 6 mos 6 kg (2x birth wt at 6 mos) 1 yr 10 kg (3x birth wt at 1 yr) 3 yrs 15 kg (odd yrs, add 5 kg until 11 yrs) 5 yrs 20 kg 7 yrs 25 kg 9 yrs 30 kg 11 yrs 35 kg (add 10 kg thereafter) 13 yrs 45 kg 15 yrs 55 kg 17 yrs 65 kg

Hemolytic-Uremic Syndrome (HUS): components

"Remember to decrease the RATE of IV fluids in these patients":

Renal failure Anemia (microangiopathic, hemolytic) Thrombocytopenia Encephalopathy (TTP)

Cough (chronic): differential When cough in nursery, rock the "CRADLE": Cystic fibrosis Rings, slings, and airway things (tracheal rings)/ Respiratory infections Aspiration (swallowing dysfunction, TE fistula, gastroesphageal reflux) Dyskinetic cilia Lung, airway, and vascular malformations (tracheomalacia, vocal cord dysfunction) Edema (heart failure)

Cystic fibrosis: presenting signs CF PANCREAS: Chronic cough and wheezing Failure to thrive Pancreatic insufficiency (symptoms of malabsorption like steatorrhea) Alkalosis and hypotonic dehydration Neonatal intestinal obstruction (meconium ileus)/ Nasal polyps Clubbing of fingers/ Chest radiograph with characteristic changes Rectal prolapse Electrolyte elevation in sweat, salty skin Absence or congenital atresia of vas deferens Sputum with Staph or Pseudomonas (mucoid)

21

Cystic fibrosis: exacerbation of pulmonary infection CF PANCREAS: Cough (increase in intensity and frequent spells) Fever (usually low grade, unless severe bronchopneumonia is present) Pulmonary function deterioration Appetite decrease Nutrition, weight loss CBC (leukocytosis with left shift) Radiograph (increase overaeration, peribronchial thickening, mucus plugging) Exam (rales or wheezing in previously clear areas, tachypnea, retractions) Activity (decreased, impaired exercise intolerance, increased absenteeism) Sputum (becomes darker, thicker, and more abundant, forming plugs)

Pyloric stenosis (congential): presentation Pyloric stenosis is 3 P's: Palpable mass Paristalsis visible Projectile vomiting (2-4 weeks after birth)

Cyanotic heart diseases: 5 types • 5 T's: Tetralogy of Fallot Transposition of the great arteries Truncus arteriosus Tricuspid atresia, pulmonary aTresia Total anomalous pulmonary venous drainage

Breast feeding: benefits ABCDEFGH: • Infant: Allergic condition reduced Best food for infant Close relationship with mother Development of IQ, jaws, mouth • Mother: Econmical Fitness: quick return to pre-pregnancy body shape Guards against cancer: breast, ovary, uterus Hemorrhage (postpartum) reduced

Perez reflex Eliciting the PErEz reflex will make the baby PEE.

WAGR syndrome: components WAGR: Wilm's tumor Aniridia Gential abnormalities Mental retardation

Haematuria: differential in children ABCDEFGHIJK: Anatomy (cysts, etc) Bladder (cystitis) Cancer (Wilm's tumour) Drug related (cyclophosphamide) Exercise induced Factitious (Munchausen by proxy) Glomerulonephritis Haematology (bleeding disorder, sickle cell) Infection (UTI) In Jury (trauma) Kidney stones (hypercalciuria)

Vitamin toxicities: neonatal Excess vitamin A: Anomalies (teratogenic) Excess vitamin E: Enterocolitis (necrotizing enterocolitis) Excess vitamin K: Kernicterus (hemolysis)

Rubella: congenital signs "Rubber Ducky, I'm so blue!" (like the "Rubber Ducky" song): Rubber: Rubella Ducky: Patent Ductus Arteriosus, VSD and pulmonary artery stenosis. I'm: Eyes (cataracts, retinopathy, micropthalmia, glaucoma). Blue: "Blueberry Muffin" rash (extramedullary hematopoesis in skin +purpura) • Also, deafness, growth retardation, and some more.

Pediatric milestones in development 1 year: -single words 2 years: -2 word sentences -understands 2 step commands 3 years: -3 word combos -repeats 3 digits -rides tricycle 4 years: -draws square -counts 4 objects

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Gastroschisis: usual location GasTRoscHIsis usually occurs on the RIGHT side of the umbilicus. (Unscramble the letters).

Milk protein: women vs. cows Woman: Whey (mostly) Cow: Casein (mostly)

Short stature: differential ABCDEFG: Alone (neglected infant) Bone dysplasias (rickets, scoliosis, mucopolysaccharidoses) Chromosomal (Turner's, Down's) Delayed growth Endocrine (low growth hormone, Cushing's, hypothyroid) Familial GI malabsorption (celiac, Crohn's) Please paste any resources and commonly tested information freely distributed by your medical school to help your prepare for the USMLE Step 2 here. If you wish you can indicate which school provided these resources.

Official Links Related to your Residency Experience
Check on accredited residency programs through ACGME = http://www.acgme.org

Electronic Residency Application Service (ERAS) for IMGs = http://www.ecfmg.org/eras/index.html

Association of American Medical Colleges (AAMC) ERAS = http://www.aamc.org/audienceeras.htm

National Residency Match Program (NRMP) = http://www.nrmp.org

Fellowship and Residency Electronic Interactive Database (FREIDA) = http://www.ama-assn.org/ama/pub/category/2997.html

Federation of State Medical Boards (FSMB) = http://www.fsmb.org

American Medical Association(AMA) = http://www.ama-assn.org

Liaison Committee on Medical Education (LCME) = http://www.lcme.org

Other Resources
Residency Program Reviews

One of the best residency experience websites = http://www.scutwork.com

IMGs and FMGs must register to take the Step1 through the ECFMG = http://ecfmg.org

US medical students register to take the Step1 through the NBME = http://www.nbme.org

USMLE Step 2 question bank through Board Vitals = http://www.boardvitals.com/USMLE-step2-questions

Change test dates and check grades through ECFMG-OASIS = http://ecfmg.org

For the latest information related to the USMLE visit = http://www.usmle.org

For daily update of surgery MCQs in USMLE = http://www.mcqsurgery.com

Quick USMLE Step 2 review videos

 * Dr. Paul Bolins Step 2 Review

Forums

 * USMLE Step 2 Group
 * Surgery MCQ

title: USMLE Step 2 Review


text:
Talk:Visual Basic/Optimizing Visual Basic

Shortcircuiting
Would this be the place to discuss shortcircuiting? (Ye know, using Select Case...) Shinobu 05:40, 3 January 2006 (UTC)


text: Adventist Youth Honors Answer Book/Arts and Crafts


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Adventist Youth Honors Answer Book/Arts and Crafts/Pinewood Derby

1. Name the four basic components of a Pinewood Derby car.
Body, Wheels, Axle, & Weights

2. Cars must meet the basic following requirements

 * Must be made during the current calendar year or Pathfinder club year
 * Width of car shall not exceed 2 3/4” (70 mm)
 * Length of car shall not exceed 7”. (178 mm)
 * Weight of car shall not exceed 5 oz. (142 grams)
 * Width between wheels shall be 1-3/4” (44 mm)
 * Height from bottom of car to bottom of tires shall be 3/8” (10 mm)
 * Use only axles, wheels, and wood provided in the kit you purchase
 * Wheel bearings, washers, and bushings are prohibited

3. Know how to use safely the following while building your project

 * Saw:
 * Wood rasp:
 * Course sandpaper:
 * Fine sandpaper:
 * Wood plane:
 * Hammer:
 * Shaping stick:

Principles of safety

 * Wear protective goggles, gloves and a dust mask to protect your eyes, hands and lungs.
 * Don’t melt lead to add for weight. It is not only a very dangerous operation, it is toxic.
 * Children should not use power tools without adult supervision.
 * If power tools are used, ensure that all safety devices associated with the tools are used. Use this opportunity to instruct the Pathfinder on the safe operation of power tools.

a. Design
Draw a design on paper then cut it out and use it as a template. Use graph paper. Draw a side and top view on the paper by tracing around the block of wood.

Keep the car a full seven inches. It has to do with the physics of velocity and length of travel of the weights. The longer your car, the farther back you can put the center of gravity.

Use the full 2 ¾ inches (outside wheel to outside wheel) that the rules give you. This will allow the wheels to travel farther before hitting the center strip.

Do not make the front of the car pointed. It is hard to set up against the starting dowels.

Use your imagination. Be creative. Shape has the least to do with winning. A beaver driving a log or even a pickup truck is more interesting than a wedge and will be just as fast. The aerodynamics of a small block of wood doesn’t mean much in thirty feet.

Creative Types of Cars

 * Banana
 * Shark
 * Watermelon Wedge
 * Dragster Rocket Car
 * Swiss cheese Wedge with a Mouse Driver
 * Ice Cream Bar
 * Carrot Ridden by a Rabbit
 * Police Car
 * Pencil
 * Tow Truck
 * Giant Lego Car
 * Fire Truck
 * Train Engine
 * Ambulance with Lights

b. Transfer of design
With a pencil, lightly draw your design on your block of wood. Draw the design on the top, both sides, and both ends. It will be easier to cut out your car with lines on all surfaces.

c. Building the car'
Cutting out your car: Use a 6” coping saw, and a 4” C-clamp. Use a small piece of scrap wood to protect your car from being dented by the C-clamp. Clamp your block to the table, and SLOWLY start your first cut. Hold the saw with both hands, carefully follow the lines you drew on the block of wood. Watch the lines on both sides of the block.

Saw any straight line cuts.

 * Shape: Shape concave surfaces with shaping sticks.

 * Filing and Shaping: You can shape your car even more with different files and “shaping sticks” (wood with sandpaper glued to it.)

 * Sanding: Sand your car so it is reasonably smooth and ready for painting. Sanding the wood smooth can take quite a lot of time.

 * Painting: A great way to paint is to first make the car one solid color using 1” foam brushes.  Then use small brushes for fancy details.  Always apply thin coats of paint.  Thin coats will dry faster.  (Optional - Before painting, pound 4 nails into the bottom of your car to make “legs” for the car to stand on.  Do not pound the nails too deep.  They will be removed when the paint is dry.)

 * Wheels, Screws, Axles: Screw the wheels to the wood dowel axle.  Not too tight and not too loose.

 * Final Assembly: After the paint has dried, and the wheels are assembled.  Put two (2) small drops of glue in the groove for the wood dowel axle.  Press the wheel assembly into place.

d. Axles and wheels

 * Wheels: Debur the wheels. Take off the flashing and seam that was produced when the wheel was molded with a 600 grit or better sandpaper.  Inside as well as out.  Sand any bumps off the wheel with sandpaper.  Metal polish will restore the gloss.  Be careful not to break any rules your race has regarding wheel modification.  (Narrower wheels have less friction and are better, but often disallowed).  Don’t sand too much or you’ll create a flat spot.  Sand by hand not in the drill.  Heat from the high speed of a drill will damage the plastic wheel.

 * Polish the axles: First with a 400 grit if you have a really bad spot.  Then a 600 grit, and then a jewelers rouge.  Finish off with a chrome/metal polish.

(Optional) Have only three wheels touching the track. Raise a front one slightly. There is less friction with 3 wheels rolling than 4.

The head of the axle should be tapered about 15 degrees so it rubs against the wheel less.

Wax the wheels with furniture polish. Make sure the polish does not contain a solvent of any sort.

Axles

Put the axle in at a downward (5-10 degrees) angle. This provides two benefits. The first is that only the inside edge of the wheel is in contact with the track. This seems to make the car go straighter with less wobble. The second benefit is that the wheel rides to the outside of the axle and doesn’t come in contact with the body. This tip is for experts only. First timers have trouble getting this right.

Axles must be in straight front to back. That is square to the body. True the axles, don’t trust the pre-cut grooves in the block! If you have one, use a drill press to ensure all axles are straight. One of the front and two of the back should be measured to be the same height. Having the axles perfectly parallel to one another is probably the single most important factor affecting the car's speed. If they are not parallel, the car will steer to the left or to the right, eventually hitting the center guide or a wall. This will slow it down, and it makes all that polishing a waste of time.

After pressing in the axles, test the car for crooked wheels…roll it on the floor. If the wheels are on straight, the car should roll -10 feet in a fairly straight line. Should the car turn left or right, you need to tinker with the axle placement without removing them from the car body, until it rolls straight.

Do not put the axles in at the top of the groove. Put them in at the middle. This lifts the car off the track a bit more and reduces the chance of rubbing on the center strip.

Glue the axles in place. Nothing is worse than having the wheel fall off as you cross the finish line.

Once you match a wheel and axle together with graphite, keep them together. They wear into each other as a matched set.

e. Adding weight
Leave a lot of wood in the back to put in the weights

Get the weight as close to the 5 ounce limit as possible. Add the last little bit of weight with lead tape from the golf shop. This can be trimmed with scissors at the last minute. Remember, the official scale may not weight the same as yours.

Everyone has an opinion on where to put the weight. One opinion is that the weight needs to be predominantly in the rear so that so that gravity can act upon the weight further up the incline and for a longer period of time. A car with more weight to the rear generally grabs more speed down the slope. Some suggest having the center of gravity at 1 to 1 ½ inches in front of the rear wheels. But be careful not to put too much in the rear or you’ll pop a wheelie.

What kind of weight? Melted lead is dangerous and unnecessary. Tubular weights can be sunk in the sides; flat weights, like those sold in hobby and scout stores can be attached to the car bottom if it is carved in a bit. Incremental weights (with pre-marked grooves) are easier to snap off into the size you need. Some folks just use BBs, nuts & bolts, etc., but these must be glued so that they can not move. No movable weights or mercury allowed.

You can also use the round weights found at the hobby shops and craft stores. This allows you to stick the weights out the back of the car. You can paint them and tell everyone that they are jet engines or tail pipes. That allows you to get the weights as far back as possible.

Keep the weight low on the car and in the center (Left/Right of the car). Put the weight just in front or behind the rear wheels for less wheel chatter.

f. Lubrication
There are two main types of pine car lubricant, dry and liquid. Dry lubricants are usually either graphite or Teflon, while liquid lubricants are some type of oil. They will both help your car to go faster by reducing the friction between the wheel and the axle. Depending on the rules for your race you may be required to use one or the other so check the rules for your race to see what type of lubricant is allowed. Some races allow either type, some only allow graphite or Teflon, and others will only allow oil.

Either type of lubricant will work, however you should never mix them, if you do the liquid and dry lubricants will form a paste that will make your car slower than it would be without any lubrication at all. If you need to switch from one to the other you should change both your axles and your wheels.

Liquid lubricants have several advantages to dry lubricants, the main one is that they tend to last longer. Graphite usually starts to wear out after a handful of heats while most oils will last for 10-20 heats. So if your race involves more than 4 heats a graphite lubricated car will be at a big disadvantage. Oil if used properly is also usually a faster lubricant than graphite. The disadvantages to using a liquid lubricant are that they are more expensive, and some liquid lubricants can melt the wheels. If you use a liquid make sure that it is approved for use with pine cars.

For most of the liquid lubricants you don't need to use very much. Usually you will just want to use a single drop per wheel. Too much oil will actually cause the car to run slower. To apply the oil put one drop on the axle put the wheel on the axle and spin it, then remove the wheel and wipe the axle with a paper towel to remove any extra oil. You only want a very thin film of oil, this will also keep your car looking nicer. Dry lubricants are the traditional pine car lubricant. Some people think that graphite works better than the new white Teflon.

Break in the wheels by spinning them with lots of graphite.

Right before check-in, fill the wheel wells with and cover with stickers like a hub cap. You can paint the 1 inch stickers in a contrasting color.

Put a small drop of white glue where the axle goes into the car body and put powdered graphite on it there. That causes friction if the wheel should rub against the car body.

Other than the good polishing of the axles, dump the axles and wheels in a Ziploc bag with some graphite and shake them for a few days prior to the race. That way the wheel and the axles are as slick as can be.

Just a note - graphite is very messy!

6. Participate in a sponsored Pinewood Derby event using the car you built in #5.
Here’s some tips for when you come to the race.

Have extra axles and wheels on hand. You never know when your car may be the one dropped right before a race.

Have a derby tool kit handy. It should include superglue, sandpaper, a drill, extra screws for your weights, extra weights, a small screwdriver. You many not use it, but it will make you the most popular person at the event.

Transport your car in a shoebox. Dropped cars are unfortunately a too common experience.

Add LOTS of graphite right before check in.

Don’t play with your car. Treat your car with care, at least until Race Day. The more you play with it, the more likely you are to cause it to run more slowly. Running the car along the floor prior to the race will cause it to lose.

Your first goal is to make sure your car can make it all the way down the track.

 * Build your car within the rules. If you can’t pass inspection, you can’t race.
 * Assure ground clearance. If you add weight to the underside of your car, you should chisel or drill out areas in which to put the weight, so that the weight is “inlaid”.  Failure to do this usually results in the car underside scraping the center guide rail.
 * Assure vertical clearance. The lane judge should provide plenty of clearance for most any car. However some lane judges/timers have only about 3” clearance, so be sure that your car will fit under that.  Crashing your car into the finish line at 120 scale miles per hour is exciting, but not your objective.

7. Define and practice good sportsmanship as it relates to your Christian walk.
While building and racing a pinewood derby car your Christian walk may be tested. If someone needed help on their design, did you help? If you are having trouble cutting your own car, did you accept help? Did you clean up your work area so the next person had a clean place to work, or so the staff didn’t have to clean up after you? Did you have to wait a while to use some of the tools? Being patient isn’t always easy.

Jesus was a Carpenter…………Jesus may have spent many hours in a wood shop……I wonder if He helped Joseph,…..design, transfer the design, clamp the wood, cut the wood with a saw, file, sand smooth, paint, assemble. I wonder,…..how many tools did Jesus know how to use, that you just used yourself? I wonder………………..

Note: If you are planning to participate in a conference Pinewood Derby event be sure you use the correct specifications from your conference because some use different specifications than listed above.

Resources
S&W Crafts Manufacturing

P.O. box 5501

Pasadena, CA 91117

626-793-2443

http://www.pinewoodderbycars.com

Pine Car

P.O. Box 98

Linn Creek, MO 65052

Note: Pinewood Derby cars are usually available through the Boy Scout organization.

Pinewood Derby Car Wiki Book

|

/Completed Honors


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Talk:Biochemistry/Thermodynamics

there seemed to be some vandalism of this section. From what I remembered from my thermo class, some of the sections had been deleted that had correct information. I took the liberty to restore these sections.

Removal of comment from text
I removed this comment from the text: 'Not True!!! - If the product is continuously removed, the reaction will continue trying to establish an equilibrium (not necessarily equal - http://en.wikibooks.org/wiki/IB_Chemistry_Equilibrium) of reactants and products and the reaction will be driven forward. Another factor is the energy of activation. If the reaction has a transition state that has a very high energy, regardless of the stability of the product, it may require an insurmountable energy of activation to drive the reaction forward. (http://en.wikipedia.org/wiki/Activation_energy) see also http://en.wikipedia.org/wiki/Arrhenius_equation'

Besides the rather unhelpful format (a book page should not contradict itself in such a fashion. If there is something wrong or something to be added to the page, then feel free to fix it), IMHO the two points are rather void here:
 * If the product is continuously removed... - absolutely correct, but I don't think it fits in this context. Product removal is an additional step, which is described later IIRC. This is not a "data dump" like wikipedia, but a book to learn from. Special cases come after the basics.
 * Activation energy... is described in the next chapter, Biochemistry/Catalysis. Come on, people, this is the first page of the book! It's supposed to be a learning curve and not a concrete wall... --Magnus Manske (talk) 13:02, 25 January 2008 (UTC)

Analogy of equilibrium
I don't feel the Monopoly analogy is at all correct. Equilibrium does not mean the same amount of products as reactants. It means equal rates of formation of both products and reactants. The analogy would be more accurate and, more to the point, correct if it read "You each give each other the same amount of money each turn, showing no net increase in the amount of money either of you possess". This is equilibrium - no net increase in the amount of either products or reactants over time. The amounts do not have to be equal, they just do not change. If a portion of either is removed, reaction in the direction towards the amount that has been decreased will be favoured until the initial amounts are reached and equilibrium (equal reaction rate in both directions) is restored.

title: Talk:Biochemistry/Thermodynamics


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Talk:Esperanto/Appendix/Summary of grammar

Passive
estas skribita    has been written estas skribata    is being written estas skribita    is going to be written

is that supposed to instead be "estas skribota"?

Yep, sorry, my mistake. Goodgerster 21:00, 6 February 2006 (UTC)

you
"You" is vi. From the list I can deduce it is (at least) singular. Is there a separate word for you "(plural)" (like most languages) or is it the same (i.e. vi) (like English)?
 * vi is singular and plural. There is also ci meaning thou. Jonathan Webley (talk) 07:16, 14 February 2009 (UTC)

Shuffling sections
I did a rewrite of a couple sections (not a major rewrite really), and shuffled them around, because the previous ordering was a little weird. There were references in sections to "using the standard -j prefix" and so on... when the -j prefix had not yet been introduced. I know there are some red links - don't worry, in a little while I am renaming several pages, which will fix that problem. --Indiana (talk) 19:25, 9 February 2010 (UTC)


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User talk:70.254.71.204

Please stop. If you continue to vandalize pages, you will be blocked from editing Wikibooks.

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Instructional Technology/Technology Information Literacy

Introduction
The information provided in this section of the Instructional Technology Book was provided by students in the Master's of Education program at the University of Mary Washington. Students are in the ITEC521 Information Literacy in the Digital Age course and are working in conjunction with Dr. Teresa Coffman.

Information Literacy Defined
Information literacy is the ability to articulate a problem to be investigated, locate and assemble information, scrutinize gathered resources, process and apply information towards a solution, and contemplate the effectiveness of the entire process.

According to the American Library Association (2007), "Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."

Digitally literate students will be the students who will succeed in the positions of the 21st century. It is critical for students to learn to gather, assess, evaluate, and expand on resources while in school. Teachers should have a vision of digital literacy in the classroom.

Teacher Responsibilities
Information literacy instruction teaches our students to be digitally literate so they may be prepared for living in the 21st century. Our students need to be equipped with the technological skills to succeed. Many educators feel the need to understand and utilize technology but do not have the necessary tools and resources. It is our responsibility as educators to learn how to teach technology literacy in a way that everyone can understand (Wepner & Liqing, 2002). We also have a responsibility to search for websites that accommodate our student’s literacy skills (Wepner & Liqing, 2002). National organizations have created standards to indicate what students should know about and be able to do with technology (Bennett, 2005). Look at the International Society of Technology in Education's standards for students (ISTE-NETS) and for teachers (ISTE-NETS-T) for help in formulating lesson plans. It is our responsibility to consider these standards as we plan for our classrooms.

Determining a Need for Literacy
The ability to "effectively locate, evaluate, organize, use, package and present information effectively will become a normal part of life at work"(Cheuk, 2002). Students need to become proficient in using technology to handle these demands and teachers must accommodate this need by integrating technology skills in every facet of instruction. There are several key factors to consider when implementing a technology education program: the students’ abilities, assessment of deficiencies in skill attainment, selection of material and methods for teaching, and application of learning in real world situations.

Schools and program designers must understand the strengths and weaknesses of their students before planning their instruction. A literacy skills survey of college students found that more than half the graduates could not be categorized as possessing proficiency in analyzing news articles, comprehending documents and balancing a checkbook (Lilienthal, 2006. Being aware of strengths, weaknesses and curriculum needs will do much to guide instruction and develop information literacy skills.

Curriculum content and pedagogy
What exactly do educators need to teach to students and how will the content be taught? The current focus in education is to access higher level or critical thinking skills in students. “Helping our students achieve information literacy and critical thinking skills is an important goal” (Murray, 2005). Students are expected to utilize their critical thinking skills to solve problems in a technologically-based environment. Students must utilize skills that they have learned that clearly demonstrate technological competency. By performing these tasks students are taught how to use technology to accomplish a curricular goal.

Exactly what students need to learn should be written into educational standards. For instance, the American Association of School Librarians developed standards for student learning. “The student who is information literate accesses information efficiently and effectively, evaluates information critically and competently, and uses information accurately and creatively” (Murray, 2005). The goals of technology information literacy are to promote lifelong learning among students, utilize critical thinking skills, and promote problem-solving skills (Plotnick, 1999).

NetSavvy Model
The NetSavvy approach developed by Jukes, Dosaj, and Macdonald (2000), suggests that once educators and learners have determined what the essential questions are for the task, it is imperative to consider one’s choice of tools. This consideration means not only what is available, but whether all participants in the project are comfortable with using the selected tools. The NetSavvy approach supplies educators and students with guideposts to tackle any project. Specifically, teachers can evaluate whether the tools are right for one’s pupils for where they are at a particular moment in time and be used to track whether the lesson has helped in reaching the lesson’s objectives. The NetSavvy approach ensures that teachers cover what the authors refer to as the 5A’s. These are Asking, Acccessing, Analyzing, Applying, and Assessing. For each of the 5A’s there are the same five elements to consider, each tweaked to fit one’s particular lesson plan. The first examines the prerequisite skills teachers assume of students. The second element uses the Student Basic Asking Tool which, like a KWL chart, seeks what pre-information students have on the topic and what they wish to learn. (An additional component not seen in the KWL chart or in many lesson plans in general is added, namely, imagination.) The third element of the 5A’s deals with the essential skills the teacher hopes to engender in the students. The remaining two elements deal with equipment needs coverage and a review element appraising the entire teacher, student, and collaborative processes involved in the lesson. Once teachers and students are empowered with this method, they are equipped with innate tools to make good choices.

Interactive Sites
INTERACTIVE WEBSITES breathe life into the Internet! Interactivity makes the Internet dynamic and highly engaging. Just imagine how long you can stare at an image of an airplane on a web page...you try to imagine how it moves in the air, how it feels when it touches down on a landing strip. You can concentrate for ten, maybe fifteen seconds, right? Now imagine flying that plane - you are in control of a smooth bank to the right, with a sparkling blue expanse below. You might even try a gutsy aileron roll as your engine roars through the sky! That's the potential of interactivity - it puts users in control! And control equates to engagement! Studies show that websites that are "providing opportunities for interaction can increase learning effectiveness".(Brady, 2004).

Interactive websites engage students by providing information and resources coupled with practice, simulations, tutorials, virtual fieldtrips, problem-solving and other learning activities. They can be highly interactive, content-rich simulations such as the Frog Guts (subscription-based) simulation and the Leonardo's Workshop. Or, traditional drill and practice like Funbrain or book quizzes like Book Adventure.

Using music, video, simulations, practice sessions, feedback mechanisms, and a host of other attention-getting and attention-keeping devices, well-designed interactive websites keep minds clicking and seeking more information. A well-designed interactive website is more than "drill-and-kill" types of games, though such skills-based sites are still useful for some students or for certain circumstances.

Teachers should preview sites before sending their students to them. Teachers can also turn to portal or other trusted sites that have prescreened the web pages which they are promoting.One well-known example of such a trusted site is Discovery School, maintained by Kathy Schrock, a former school librarian. Kathy and the Discovery School staff have done much of the wading through websites for teachers. Another alternative would be to utilize specialty websites, such as:

 * Edu Fly, where education takes flight
 * Educating.Net, Portal to the World of Knowledge
 * SearchEdu.com
 * Thematic Pathfinders for All Ages

Instructors should also be teaching students about protecting themselves on the Internet in conjunction with instruction on how to locate, evaluate and choose appropriate sites for their purposes. With "more than 100 million web sites on the Internet" (Netcraft, 2006) and thousands more being added daily, the Internet has much to offer and much to wade through. Students and teachers alike must be equipped to do their searching efficiently. In order to find and assess quality, checklists can be kept on each website visited.

Examples of checklists can be found at:

 * The Quality Information Checklist
 * Discovery School Critical Evaluation Surveys
 * Johns Hopkins University

Interactivity is more than visiting websites - there is a multitude of interactive resources for teachers and students to use. On-line games will immediately come to mind. Thought many schools block on-line games, most schools also allow sites to be unblocked if teachers can demonstrate the educational efficacy of a site. Computer games “can provide many self-directed learning strategies, thus stimulating student’s learning interests and promoting student-centered learning” (Yu, Wang, and Che, 2005, p. 94). Keeping students motivated and interested are two of the main goals of interactive gaming. They “incorporate knowledge, fun competition, cooperation, and virtual reality into learning” (Yu, et. al, 2005, p. 95). Like any website, an evaluation should be done on the online game that is in question to use. Here is a sample rubric for evaluating an online games:

Educational Electronic Games Rubric: Other types of interactive resources include instant messaging, podcasts, blogs, and using the Internet for phone calls using services like Skype. Instant messaging has been found to be “more personal, confidential, and targeted than the public space of a discussion list or chat room” (Abram, 2005). Podcasting allows students to record their own thoughts and ideas. Teachers only need to supply a microphone for students to record. Blogging has grown tremendously in the last few years and some sites are designed specifically for school-age children.“Skype is for calling other people all over the world—for free—on their computers” (Abram, 2005, ¶ 12). This could be either an add-on or replacement for a pen pal in other countries. JYBE is a “plug-in to Internet Explorer and Mozilla Firefox that brings real-time collaboration to Web-based systems and content” (Abram, 2005, ¶ 13). This allows partners to see exactly what the other is doing. JYBE can be downloaded for free.

Links to lists of interative websites:

Jefferson County Schools- Jefferson County Schools in Tennessee maintains this long list of interactive sites organized by content area

The Teacher's Guide- pop-up free list of interactive websites. Sites are ranked according to a simple system.

Mr. Nussbam- a teacher-created, interactive website designed specifically for students in grades K - 8

Multimedia Instruction
Multimedia instruction is an interactive method of teaching and uses text, graphics, video, animation and sound to instill meaningful learning for students (Juhas, 2004, p.1). Multimedia instruction utilizes technology in the classroom, offering students unlimited means of learning. I found a website, eZedia, that lists the 12 reasons for using multimedia in the classroom and I have included the list. Projects and activities that include multimedia have the potential to:

 * motivate students to participate.
 * integrate all the language arts -- reading, writing, listening, and speaking across curricular areas.
 * build multimedia projects build collaboration skills for students
 * create real reasons for reading, writing, and revising communication.
 * give students a larger audience than the teacher and the classroom.
 * require students to analyze sources and think about evidence in new ways.
 * lead teachers to think about their students, classes, and lessons in new ways. Reflection and revision of teaching strategies naturally evolve with the projects.
 * require higher-order thinking and problem-solving skills. These projects promote non-linear thinking and give divergent learners a chance to shine in the classroom.
 * move teachers from the role of lecturer and classroom authority and into the role of learning coach or facilitator. They create student-centered classrooms.
 * increase students' literacy and prepares them for the technology-based communication skills required in the workplace today and tomorrow.
 * let teachers address multiple intelligences and learning styles in the classroom.
 * naturally employ the range of resources and approaches by which most students learn best (Cherry, 2002)

United Streaming Video
One of the most popular multimedia tools is video streaming, “the process of viewing video over the Internet” (Ross, 2005, ¶ 3). Teachers can download the video and watch it at the same time. Teachers need “a computer with an Internet connection and Windows Media Player” to access video streaming (McNeal, and Kearns, 2005, p. 17). They can be used in a variety of ways. They can be used in presentations or Web sites. Students can also view these on an individual basis. One example of video streaming is UnitedStreaming. There are a great number of videos available through Unitedstreaming on every subject and every level.

Podcasting
One of the newest Internet multimedia resources is Podcasting. This “is an automated technology that allows listeners to subscribe and listen to digitally recorded audio shows" (Flanagan, 2005). The files are downloaded onto an MP3 player or a computer. Students can download everything from a teacher’s lecture to previously recorded audio files on a wide multitude of subjects. David Warlick (2005) explains that educators “can share their knowledge, insights, and passions for teaching and learning and for the stories that they relish and teach.” He began the Education Pod Network where teachers and students can download educational Podcasts.

Vodcasting
Along with Podcasting, Vodcasting will soon be used extensively. “’Vodcasts’ are identical to podcasts with the exception being that vodcasts are video-based podcasts” (Switzer, 2006). Students will be able to download video files of interest such as science experiments, group presentations or foreign language lessons.

Databases
Definition: databases are collections of information organized so that a computer program can quickly select desired bits of data. Think of a database an an electronic filing system. Databases are often organized by fields, records, and files. A field is a single bit of information; a record is one set of fields; and a file is merely a collection of records.

What is a Library Database?
Library databases are used to locate journal or newspaper articles and they are updated daily-to-monthly. (Alverno Library, 2005). Libraries try and update their information whereas the World Wide Web allows anyone to post information without providing continuous updates. Libraries are also able to focus their content, providing researchers to spend more time on qualitative analysis of the articles, rather than the initial search of material. Search results on the World Wide Web may not always have helpful or accurate links to the information that is sought. Based on the accuracy and up-to-date information provided by library databases, it may be more productive and less time consuming to use a library database, rather than to merely search the World Wide Web for information.

What is an electronic Database?
Electronic databases are prevalent in today's technologically-immersed world, and continue to grow and become useful for many professions and topics. Electronic databases are used to help researchers locate periodical articles that relate to their topic. Electronic databases may also provide access to full-text databases. According to the Expanded Academic ASAP User Tutorial, an electronic database can be defined as "an organised list of published information sources (usually journal articles), either giving directions (a citation) to where you can find the full information or containing the information itself (full-text databases) (Gale, 2005). One thing that is absolutely significant to databases is that they function differently based upon the content that they cover. Not all databases are created equally, thus it helps to understand the particulars of the database before utilizing its multiple functions.

Electronic Databases-How are They Different From Library Databases?
The greatest benefit to using a library database is the security of the information that you will find, "if students click on the school library's databases and catalogs, they have albeit virtually stepped through the doors of the building itself. If they click on an Internet search engine, however, they have hurled themselves into the entire world, the world of cyberspace" (Jenson, 2004). This is not to say that library databases are better, but when doing research for educational purposes, it may be wise to consult the library database, and most especially the libararian. An electronic database is different from a library database only in structure. The general basis of results is primarily the same. Performing a search with either database is going to generate several works in which the researcher can choose from. However, an electronic database differs from a library database in that the timeframe is significantly shortened in a library database, and the location of generated results typically is inconsequential if they are listed in full-text formats. We can endlessly defend the value of books, but we can no longer deny the many advantages of electronic resources: their ease of use, cross-searching capabilities, and simultaneous and remote access options (Roncevic, 2002).

Electronic versus Print databases
Librarians are witnessing a shift in resources that they offer. In an ideal world, many librarians would like to see their libraries with both print and electronic resources. However, economically, this is a tough feat to accomplish (Roncevic, 2002). An electronic database is difficult in nature to build in terms of cost. An electronic subscription to a journal may cost twice as much as the print version (Roncevic, 2002).

As our classrooms become more enriched with technology and our society becomes more netsavvy, print databases will become less popular. In many libraries, using a print database can be difficult since the options are becoming limited. Electronic databases are becoming more prominent in schools and regional libraries throughout our county. The shift from print to electronic is inevitable. All research can not be conducted from home through use of databases. There are some very valuable resources, such as reference books and other non-circulating materials, that students miss out on unless they physically visit the library. So, for certain research projects, it is important to couple the use of electronic resources with access to print resources.

How can databases be used?
In order for students to use databases effectively for classroom projects and research, teachers cannot assume that students will automatically know how to search databases because they know how to search the Web. Teachers must always provide as much information for their students as possible, including modeling correct search strategies.

With younger students, certain databases can be great tools because, unlike the vast World Wide Web, they are tailored to the students’ comprehension level. Databases also provide solutions to some of the obstacles that face younger students in their searches for information.

Kids InfoBits, a child-friendly spin-off of InfoTrac, is aimed at students in grades kindergarten through five. It culls only those resources appropriate for children and does not contain advertising (Dempsey, 2003). For younger children, databases like Kids InfoBits do what an Internet search engine cannot: “Organize vast resources into a narrower range that's child-friendly, highly structured so kids can find things easily, and vetted for appropriate content” (Dempsey, 2003). Because databases can sometimes provide more meaningful content for young students than the Internet, teachers should check with their school’s media specialist about the school’s access to children’s databases before starting a research project.

What is appropriate?
When choosing to incorporate technology into a lesson, teachers should choose technology that allows “students to be productive, innovative and enterprising” (TEFA Online, 1999). Teachers need to be certain that incorporating the technology does not hinder the learning process for the students, but instead leads to a deeper understanding of the topic. Technology should “bolster instruction and help students develop higher-order thinking and problem-solving skills” (Brown, 2002, p. 4). To help teachers decide what technology is the best to use, Professor Bell(2004) at Michigan State University designed this Technology Rubric. B.F. Jones, G. Valdez, J. Nowakowski, and C. Rasmussen (1995) developed The Technology Effectiveness Frameworkthat shows how to use technology to get a deeper understanding and allows students to reach the higher-levels of thinking. If teachers are undecided of what technology is the best to use, they have also designed a Comparison Chart.

Are there assessment tools available? What are they?
There are assessment tools available for choosing appropriate technology and technological tools for teaching and learning. North Central Region Educational Consortium offers a rubric that can be used to score technology usage within a lesson plan. The rubric guides teachers and ensures proper alignment with curriculum objectives and lesson planning. Rubrics can also be created to provide students with guidelines as to what is expected from them before they begin their projects. By creating rubrics in this way, students have more of a focus when using websites to search for information, and teachers are able to change their requirements easily depending upon the grade level and depth of the project.

Assessment of whether information is accurate or not falls upon the teacher. By utilizing electronic and library databases, teachers are able to access information that has already been assessed for its content through the database itself. By being able to accurately assess the information provided on a database, utilizing the rubrics provided by NetSavvy (Jukes, Dosaj, & Macdonald, 2000), as well as the rubrics found at the above website, teachers and students will be become technologically literate.

Teacher Resources
The Big 6

The Big 6, created by Mike Eisenberg and Bob Berkowitz breaks down teaching information literacy into 6 Big Steps. Each of the Big Steps have two sub-groups. The Big 6 are: Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis and Evaluation. Information Literacy and Library Skills Resources

School-Libraries created a valuable resource not only for librarians but for teachers as well. It has numerous links to various websites under the categories:

1. General Information and Resources for Information Literacy 2. Library Instruction 3. Online Evaluation and Information Literacy Skills to Use the Web 4. Web Page Evaluation Instruction and Tutorials.

Information Literacy and You

Penn State University provided a step-by-step guide to help students learn how to research. It walks the student through nine steps, including copyright concerns. Each step is simple and concise and can easily be used by high school students. One drawback is that certain steps use databases that are licensed to Penn State University libraries; however the basic principles for searching and identifying databases and periodicals are useful.

Information Literacy in an Information Society

ERIC Digest (ERIC Identifier: ED372756)

ERIC Digest provides a definition of information literacy and how information literacy incorporates technology.

Critical Evaluation of a Website: Elementary Level

An Elementary Level rubric for evaluating websites from Kathy Schrock's Guide for Educators

Rubrics for Evaluating Websites

A rubric from Cornell University’s library website to evaluate a website

eManipulatives

An interactive math web site using a library of virtual manipulatives for K-12 math instruction and enrichment

Student Resources
Cyberbee

Technology integration ideas for teachers and treasure hunts and other activities for students involving several subjects such as math, science, social studies, and language arts.

Safe Kids

Lawrence Magid hosts this website to provide useful information concerning how to avoid online dangers and explain possible risks that children may face, methods of avoiding risks and also guidelines parents and educators should follow to help prevent online dangers.

Webster's Internet Tips

A website sponsored by the public library of Greensboro, NC, at, provides two types of resources for teachers and parents: it lists five search engines that are designed specifically for children, and it provides helpful tips to prevent online dangers.

Netsmartzkids

A fun site that uses games and rap songs with robots to teach young kids online safety lessons. Netsmartzkids provides children with opportunities to learn about everything from keeping passwords secret to safety with Instant Messaging.

Internetsuperheroes

A site geared toward older children/young teenagers, that helps them, with the use of comic characters, to learn more about age specific online dangers such as cyber bullying or inappropriate cyber contact.

StudyNavigator.com

A search engine designed for students to help with their research in form of multiple search engines consisting of encyclopedias, universities, books, facts and references.

Mocomi.com

Kids website providing thousands of fun and educational activities, worksheets and games for kids.


text:
C Sharp Programming/Keywords/const

The keyword is used in field and local variable declarations to make the variable constant. It is thus associated with its declaring class or assembly instead of with an instance of the class or with a method call. It is syntactically invalid to assign a value to such a variable anywhere other than its declaration.

 * Further reading
 * Constant function parameters

/Keywords

title: C Sharp Programming/Keywords/const


text:
RC Airplane/Where to buy

Where to buy an model airplane depends on the how much assistance you will need in choosing the right airplane for you and the support you require after the purchase.

If you do not belong to a club your local hobby shop is probably the best place to make your purchase. They can provide you with information that will aid your decision.

If you join a club then ask the advise of the other members on where to purchase.

Here is a list of websites were you can purchase a RC Airplane.

Park Flyers:

http://www.hobbyzone.com http://www.kartoff.com

RTF

http://www.grandhobby.com

ARF

http://www.nitroplanes.com http://www.lanierrc.com http://www.carlgoldbergproducts.com

title: RC Airplane/Where to buy


text:
Haskell/Control structures

Haskell offers several ways of expressing a choice between different values. We explored some of them in the Haskell Basics chapters. This section will bring together what we have seen thus far, discuss some finer points, and introduce a new control structure.

if and guards revisited
We have already met these constructs. The syntax for  expressions is:

  is an expression which evaluates to a boolean. If the   is True then the  is returned, otherwise the  is returned. Note that in Haskell if is an expression (which is converted to a value) and not a statement (which is executed) as in many imperative languages. As a consequence, the <tt>else</tt> is mandatory in Haskell. Since <tt>if</tt> is an expression, it must evaluate to a result whether the condition is true or false, and the <tt>else</tt> ensures this. Furthermore, <tt><true-value></tt> and <tt><false-value></tt> must evaluate to the same type, which will be the type of the whole if expression. When  expressions are split across multiple lines, they are usually indented by aligning  s with  s, rather than with  s. A common style looks like this:

Guards and top-level  expressions are mostly interchangeable. With guards, the example above is a little neater:

Remember that  is just an alias to , and thus the last guard is a catch-all, playing the role of the final   of the   expression.

Guards are evaluated in the order they appear. Consider a set up like the following:

Here, the argument of  will be pattern-matched against pattern1. If it succeeds, then we proceed to the first set of guards: if predicate1 evaluates to, then   is returned. If not, then predicate2 is evaluated; and if it is true  is returned. Again, if not, then we proceed to the next case and try to match the argument against pattern2, repeating the guards procedure with predicate3 and predicate4. (Of course, if neither pattern matches or neither predicate is true for the matching pattern there will be a runtime error. Regardless of the chosen control structure, it is important to ensure all cases are covered.)

Embedding <tt>if</tt> expressions
A handy consequence of  constructs being expressions is that they can be placed anywhere a Haskell expression could be, allowing us to write code like this:

Note that we wrote the  expression without line breaks for maximum terseness. Unlike  expressions, guard blocks are not expressions; and so a   or a   definition is the closest we can get to this style when using them. Needless to say, more complicated one-line  expressions would be hard to read, making   and   attractive options in such cases.

Short-circuit operators
The  and   operators mentioned before are in fact control structures: they evaluate the first argument and then the second argument only if needed.

Avoiding excessive effort
For instance, suppose a large number n is to be checked to determine if it is a prime number and a function isPrime is available, but alas, it requires a lot of computation to evaluate. Using the function  will help if there are to be many evaluations with even values of n.

Avoidance of error conditions
can be used to avoid signalling a run-time error, such as divide-by-zero or index-out-of-bounds, etc. For instance, the following locates the last non-zero element of a list: Should all elements of the list be zero, the loop will work down to, and in this case the condition in the first guard will be evaluated without attempting to dereference element -1, which does not exist.

<tt>case</tt> expressions
One control structure we haven't talked about yet is  expressions. They are to piece-wise function definitions what  expressions are to guards. Take this simple piece-wise definition:

It is equivalent to - and, indeed, syntactic sugar for:

Whatever definition we pick, the same happens when  is called: The argument   is matched against all of the patterns in order, and on the first match the expression on the right-hand side of the corresponding equal sign (in the piece-wise version) or arrow (in the   version) is evaluated. Note that in this  expression there is no need to write   in the pattern; the wildcard pattern   gives the same effect.

Indentation is important when using. The cases must be indented further to the right than the beginning of the line containing the  keyword, and all cases must have the same indentation. For the sake of illustration, here are two other valid layouts for a  expression:

Since the left hand side of any case branch is just a pattern, it can also be used for binding, exactly like in piece-wise function definitions:

This function describes some properties of <tt>str</tt> using a human-readable string. Using case syntax to bind variables to the head and tail of our list is convenient here, but you could also do this with an if-expression (with a condition of  to pick the empty string case).

Finally, just like  expressions (and unlike piece-wise definitions),   expressions can be embedded anywhere another expression would fit:

The case block above fits in as any string would. Writing  this way makes  /  unnecessary (although the resulting definition is not as readable).

Controlling actions, revisited
In the final part of this chapter, we will introduce a few extra points about control structures while revisiting the discussions in the "Simple input and output" chapter. There, in the Controlling actions section, we used the following function to show how to execute actions conditionally within a  block using   expressions:

We can write the same  function using a <tt>case</tt> expression. To do this, we first introduce the Prelude function which takes two values of the same type (in the class) and returns a value of type   — namely one of,  ,  , depending on whether the first is greater than, less than, or equal to the second.

The <tt>do</tt>s after the s are necessary on the first two options, because we are sequencing actions within each case.

A note about
Now, we are going to dispel a possible source of confusion. In a typical imperative language (C, for example) an implementation of  might look like the following (if you don't know C, don't worry with the details, just follow the if-else chain):

This  first tests the equality case, which does not lead to a new call of , and the   has no accompanying . If the guess was right, a  statement is used to exit the function at once, skipping the other cases. Now, going back to Haskell, action sequencing in  blocks looks a lot like imperative code, and furthermore there actually is a  in Prelude. Then, knowing that expressions (unlike  expressions) do not force us to cover all cases, one might be tempted to write a literal translation of the C code above (try running it if you are curious)...

... but it won't work! If you guess correctly, the function will first print "You win!," but it will not exit at the. Instead, the program will continue to the  expression and check whether is less than. Of course it is not, so the else branch is taken, and it will print "Too high!" and then ask you to guess again. Things aren't any better with an incorrect guess: it will try to evaluate the case expression and get either  or  as the result of the. In either case, it won't have a pattern that matches, and the program will fail immediately with an exception (as usual, the incomplete  alone should be enough to raise suspicion).

The problem here is that  is not at all equivalent to the C (or Java etc.) statement with the same name. For our immediate purposes, we can say that  is a function. The  in particular evaluates to an action which does nothing. does not affect the control flow at all. In the correct guess case, the case expression evaluates to, an action of type , and execution just follows along normally.

The bottom line is that while actions and  blocks resemble imperative code, they must be dealt with on their own terms - Haskell terms.

title: Haskell/Control structures


text:
Wikibooks talk:Babel

I stopped using Template:Babel list of languages and the templates that it calls. Those are necessary at Commons because pages in multiple languages must transclude the same information. English Wikibooks only has an English page, so the templates are not necessary here. --Kernigh 21:16, 3 January 2006 (UTC)

Interproject policy proposal
I have drafted a proposal for an interproject Babel template standard at meta:Interproject Babel template standardization (proposal). Please review the proposal and improve and/or comment on it. —Ilmari Karonen 17:38, 17 January 2006 (UTC)

What's the code for the Finnish language?
I tried using fi-1 and fin-1 for level 1 Finnish, but these do not display properly. —Preceding unsigned comment added by Nov ialiste (discuss • contribs) 18:46, 15 May 2006

 * Here at English Wikibooks, we did not have any Finnish Babel templates. I just now finished copying four of them (fi-1, fi-2, fi-3, fi) from Commons:Babel. They should work now; please do edit and fix them if necessary.

 * Also, I did not feel like creating four empty categories, so the categories remain redlinks until someone creates and categorises them. --Kernigh 22:18, 15 May 2006 (UTC)

Language code for Turkmen
What's the language code for Turkmen? --JacquieLeeBrokenOnes (discuss • contribs) 16:35, 14 February 2016 (UTC)
 * Tk according to wikipedia. --Atcovi (Talk - Contribs) 16:49, 14 February 2016 (UTC)

title: Wikibooks talk:Babel


text:
Biblical Studies/Christianity/Prayer

The example given by the Lord Jesus:

 * Our Father, the One in heaven,
 * Your name be kept holy always.
 * Your kingdom come even now,
 * Your will be done on earth as in heaven.
 * Give us again our daily bread.
 * And forgive us our trespasses,
 * As we forgive those who trespass against us.
 * Lead us not into temptation, but deliver us from evil.
 * For Yours is the kingdom and the power and the glory forever.
 * Amen.

Matthew 6: 9-13 (Modernity version) Known as The Lord's Prayer, but wholly for the disciples benefit (according to Luke).

God − The Son − The Holy Spirit

title: Biblical Studies/Christianity/Prayer