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Muggles' Guide to Harry Potter/Major Events/Battle at the Department of Mysteries

Overview
After seeing a vision of Sirius being tortured, Harry and five members of Dumbledore's Army go to the Department of Mysteries at the Ministry of Magic, where they are trapped by twelve Death Eaters. They are later helped by a few members of the Order of the Phoenix, although Sirius is killed. When the Order is strengthened by the arrival of Dumbledore, Harry chases Sirius's killer, Bellatrix Lestrange, and duels her. Lord Voldemort appears on the scene, but Dumbledore comes to Harry's rescue. They duel, and Voldemort apparates away with Bellatrix, but not before being seen by the Minister for Magic.

Event Details
Harry has a vision of Sirius being tortured by Voldemort in the Department of Mysteries at the Ministry of Magic. Harry tries to find a member of the Order of the Phoenix to confirm Sirius' whereabouts, but the only one he can remember at the school is Professor McGonagall, who he discovers has been sent to St. Mungo's Hospital. In order to attempt direct communications with Sirius via the Floo network, Harry arranges a distraction with the help of Ron and Hermione, and accepts assistance from Ginny and Luna Lovegood to block student access to the hall outside Professor Umbridge's office. Then, with Hermione, he enters Umbridge's office to use the fireplace, which is the only one not being monitored. When he contacts Sirius's home, Kreacher, the house elf, tells Harry that Sirius "will never return from the Department of Mysteries".

Umbridge pulls Harry out of the fireplace, and Harry sees that between herself and her Inquisitorial Squad, she has captured all of the conspirators plus Neville. Umbridge summons Professor Snape, demanding Veritaserum to allow her to discover who Harry was talking to, but Snape says that he had already given her all his Veritaserum and it would take months to make more. As Snape is leaving, Harry, suddenly remembering that Snape is a member of the Order of the Phoenix, tries to tell Snape what he has perceived, but Snape appears to take no notice.

Umbridge then decides to use cruder methods to extract the truth from Harry. To prevent Umbridge from casting the Cruciatus curse, Hermione makes up a story about a "weapon" in the forest, and says that they were trying to contact Professor Dumbledore to let him know it was ready. Umbridge believes her, and follows Hermione as she leads them into the part of the Forbidden Forest where Centaurs roam. Surprised by Centaurs, Umbridge insults them to the point where they capture her and take her away, in the process, possibly accidentally, breaking her wand. The centaurs now try to determine what to do with Harry and Hermione, who had apparently deliberately brought the irritating Umbridge into their midst. The debate is interrupted by Grawp, Hagrid's half brother, who arrives and creates a diversion.

The two, managing to get away from Grawp and the Centaurs, are then joined by Ginny, Neville, Ron, and Luna, who have overpowered the Inquisitorial Squad members and retrieved Hermione's and Harry's wands. Luna points out that they can fly to the Ministry on Thestrals. Arriving at the Ministry, they enter through the visitor's entrance, and proceed down to the Department of Mysteries. On their way to the place Harry saw in his vision, they step into a room featuring a black veil, behind which Harry, Luna, and apparently Ron can hear voices.

The place of Harry's vision turns out to be a vast hall, filled with shelves full of glass phials. Though they are in the place that Harry had seen, there is no sign of Sirius or Voldemort. Looking around, Ron notices a phial that has Harry's name on it, and Harry, curious, lifts it off the shelf. Suddenly, the six students are surrounded by a group of Death Eaters. The Death Eaters, led by Lucius Malfoy, identify the phial as a Prophecy and demand that Harry turn it over.The students use the Reductor Curse on some of the shelves, and manage to escape the room and scatter in the confusion. Harry, Hermione, and Neville end up in the Hall of Time, while Ginny, Luna, and Ron apparently end up in a different hall. Harry, Neville, and Hermione are cornered by a pair of Death Eaters. They manage to disable the Death Eaters, but in the process Hermione is knocked out and Neville's wand and nose are broken by a kick from Dolohov.

Harry manages to bring the unconscious Hermione and the wounded Neville to the anteroom, where they meet up with Ginny's group. Before they can find their way into the hallway outside, a second door into the anteroom opens and more Death Eaters, led by Bellatrix Lestrange, enter and resume the attack. The students retreat through a doorway, finding themselves in a room lined with large tanks apparently containing floating brains; Ron, who has been left acting drunk by a spell attack, summons one of the brains and is incapacitated by the "tentacles" of thought emanating painfully from it. Retreating again into a study room, Harry and Luna as the only uninjured members of the group start trying to seal the doors, but Death Eaters enter through an as-yet unsealed door, and disable Luna and Ginny. Harry, knowing that the Death Eaters are only after him, tries to draw them away by running through a different doorway, and promptly falls down the stone steps of the amphitheater of the room of the Veil.

Standing on the dais of the Veil, Harry is now alone against the ten remaining Death Eaters. For some reason, they seem unwilling to force Harry to give up the Prophecy which he still holds. The standoff is broken by Neville, who bursts onto the scene trying to Stun the Death Eaters and failing; whether it is because he is trying to use Hermione's wand, or because his speech is impaired by his broken nose, his spells are ineffectual. Two Death Eaters seize him, and Bellatrix uses the Cruciatus curse on him, as she had on his parents, to force Harry to give up the prophecy. As Harry wavers, five members of the Order of the Phoenix, including Sirius Black, arrive and start dueling the Death Eaters. During the ensuing battle, Harry gives Neville the Prophecy to free up his hands. Neville is hit by a Tarantallegra jinx. As Harry tries to pull him up the steps to safety, Neville's robe rips and the Prophecy falls on the ground and shatters.

As the battle rages, Dumbledore arrives and quickly subdues most of the fighters. One battle, though, is still going on, between Bellatrix and Sirius, who by now is standing on the dais of the Veil. Bellatrix fires a spell at his chest, and Sirius falls through the black veil, never to be seen again.

Bellatrix now runs up the amphitheater steps and out through the Hall of Thought, where the tanks of brains are. Enraged, Harry chases after her, catching up to her in the Atrium, where they duel. Suddenly, Dumbledore and Voldemort arrive, and duel each other, with Harry and Lestrange restrained by moving statues charmed out of the Fountain of Magical Brethren. Voldemort then tries to possess Harry, and flees when Harry's love for Sirius chases him out of Harry's mind. As Voldemort returns physically to free Bellatrix, Cornelius Fudge and a number of Aurors, summoned by Dumbledore, arrive and see him. Reluctantly, Fudge must now accept that Harry and Dumbledore were telling the truth all year. While Fudge is still stuttering over these revelations, Dumbledore creates a Portkey, and hands it to Harry; it promptly takes Harry to Dumbledore's office.

Notable Consequences
The death of Sirius will make Harry very sad and angry over the summer, and also deprive him of one of his greatest friends and his godfather. However, Sirius will leave the house at Grimmauld Place to Harry in his will; if Harry is actually able to take possession, a point which we won't have cleared up until the next book, he may be able to use the house as a refuge, it being so well concealed.

The remaining Death Eaters, trapped in the amphitheater by Dumbledore, will be sent to Azkaban. With the Dementors having departed to enter Voldemort's service, this may prove a pointless exercise; however, it does clearly show the Wizarding World where the loyalties of the captured Death Eaters lie. In particular, this will prove an issue for Lucius Malfoy, who is now clearly a criminal. This will significantly change Draco's status as well, as he is now the child of a convicted felon. Draco will end up taking his anger out on Harry, with the mistaken, but all too human, idea that it was Harry's fault that Lucius got caught, rather than Lucius' fault for breaking the law.

The chain of events that culminates with Harry's mission to the Ministry will demonstrate to Dumbledore the risks of being secretive; it is a lack of information that misled Harry into believing the images Voldemort was sending him. This realization will trigger a much more complete statement from Dumbledore regarding the situation with Voldemort and the Wizarding world. Dumbledore will explain the reason for his unwillingness to meet with Harry over the course of this year, and the reason for his setting Snape to teach Harry Occlumency. He will explain why Harry is able to see Voldemort's thoughts, and his worries about what Voldemort would do if he perceived that the relationship between Harry and Dumbledore was anything more than headmaster to student. Finally, and most importantly, he will reveal the text of the prophecy that Voldemort had been seeking, that it states that either Voldemort or Harry must die, "one must die at the hand of the other," and go into some detail as to how this is interpreted.

Dumbledore's comments on the loyalty of house-elves and the need to treat them honorably, which he makes in his office after the battle, may have some effect on Harry in later books.

Finally, the Wizarding world is now aware that Voldemort is back, which signals the start of the Second Wizarding War. This also will likely mark the end of the campaign against both Harry and Dumbledore, and may result in the restoration of Dumbledore's various official positions. Dumbledore requests also that the Aurors stop chasing his groundskeeper, which means that Hagrid will no longer be a fugitive.

Analysis
We have been told many times that the purpose of Harry's being taught Occlumency is to prevent Voldemort having access to Harry's mind. It is after the attack on Arthur Weasley that Dumbledore realizes there may be a mental connection between Harry and Voldemort, and it is at that time that he charges Professor Snape with teaching Harry Occlumency. This actually may be one of Dumbledore's few mistakes. The obvious mistake, and one that Dumbledore later admits himself, lies in Dumbledore's selection of teacher; Harry and Snape hate each other, and Harry is unable to learn anything useful from Snape. This is not the first time Dumbledore has made this mistake; in the closing chapters of Harry Potter and the Goblet of Fire, he apparently assumed that Snape and Sirius would be able to set aside their mutual hatred and work with each other, and while they have managed to work together, we have seen that their mutual friction has still gotten to the point of wands drawn. Less obviously to the reader, Dumbledore apparently assumes that Voldemort's intent is to read Harry's mind, when it becomes apparent to the reader that the intent is rather to insert images into Harry's mind. Our story does not indicate whether Occlumency will prevent this effect. In any event, it is the placement of images into Harry's mind that leads him to the Ministry.

This particular episode is a remarkably good example of the art of the story-teller, as well. The author hurries us along the path that Harry is following, and does not leave us time to consider several large discrepancies. For instance, when Harry sees Voldemort and Sirius in the Ministry of Magic, it does not occur to him, or to us, to wonder how Voldemort could possibly have gotten into the Ministry undetected at three in the afternoon on a weekday. Hermione does bring this point up, but Harry runs over it so quickly that we, as readers, pay little attention to it. Neither we nor Harry think of the magic mirror Sirius had given Harry at Christmas. In Harry's disappointment at finding Professor McGonagall gone, it does not occur to us that Snape is a member of the Order. The author does an excellent job of not only showing us Harry's sense of urgency, but of making us share it.

Questions

 * 1) Why would the Ministry of Magic have been entirely empty on a weekday?
 * 2) How would Voldemort and twelve Death Eaters have gotten into the Ministry of Magic undetected on a weekday?

Greater Picture
One of the major things that this particular escapade taught Harry was that it was possible for Voldemort to generate false mental images and plant them into Harry's mind. Knowing that this is possible, it is significantly less likely that Harry will be taken in later by false scenarios that Voldemort generates. Hermione, of course, is less certain. Knowing that Harry has been taken in by mistaken perceptions of Voldemort's thoughts, Hermione is always suspicious of the perceptions Harry receives from him, until almost the end of the seventh book. It is only during the battle at Hogwarts in the seventh book that Hermione actively asks Harry to look into Voldemort's mind, to see where Voldemort is.

In Harry Potter and the Half-Blood Prince, the book immediately following this event, Dumbledore will ask if Harry has had any pains in his scar; on being told no, he will say that he is not surprised that Harry's scar has stopped hurting. Voldemort will have found Harry's mind, with its love for Sirius, a very uncomfortable place to inhabit. After this episode, Voldemort never tries to re-enter Harry's mind, with its deep emotions that he cannot understand. However, Harry is able to perceive what Voldemort is thinking at times of great emotional stress for Voldemort. Harry's own emotional stress seems to dampen these perceptions.

As mentioned above, Dumbledore had intended Occlumency to be a means of breaking this mental bond between Harry and Voldemort. It is entirely possible that, even with a more suitable teacher, it would not have worked. Indications are that Dumbledore, as early as the end of Harry's second year at Hogwarts, suspected that Voldemort's already tattered soul ripped again, either at the death of Harry's mother or, more likely, at the attempt to kill Harry himself, and the detached fragment attached itself to Harry; we can see that Dumbledore becomes certain of this by fairly late in Harry's sixth year. It is uncertain whether that link between Harry's soul and Voldemort's can be broken by means of Occlumency, as there does not seem to be any similar event in magical history.

One must wonder when Dumbledore came to this conclusion about the soul shard having adhered to Harry. The reader may suspect that this was a conclusion Dumbledore had reached when he had heard Voldemort's plan to create multiple Horcruxes, but this is uncertain. The first time we hear of this belief is in Snape's memory, from an occasion which we believe to be the same night as Ron's poisoning. Harry's successful retrieval of the memory from Slughorn which seems to confirm the creation of multiple Horcruxes, however, happens significantly after the date of Ron's birthday and poisoning, which means that Dumbledore will not have had confirmation of the number of Horcruxes at that time. As we cannot be absolutely certain of the dates of Snape's memory, however, this is inconclusive. One thing we do know is that Dumbledore had been concerned about the possibility of there being multiple Horcruxes since the discovery of the diary in Harry Potter and the Chamber of Secrets. He would have been certain that there were multiple Horcruxes by the beginning of the sixth book, as he had then found and destroyed the ring Horcrux; but we will learn that he had suspected the existence of multiple Horcruxes on hearing of the diary, which he says was crafted as a weapon, rather than as a road to immortality. Believing that at least two Horcruxes had been created, he could easily guess that there would be more, and that as a result Voldemort's soul would be less cohesive than it should be. Learning of Harry's ability to speak with snakes, Dumbledore likely guessed the existence and possibly the nature of the soul shard during the summer between Harry's second and third years. There is more speculation on this matter at Harry — Voldemort Shared Thoughts.


text: Category:Book:The Descent of Man

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

title: Category:Book:The Descent of Man


text: Category:Book:The Once and Future King

title: Category:Book:The Once and Future King


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Talk:Human Physiology/Senses

Just letting you know that if you have any questions you can post them here or on my talk page and I will be happy to help out. Kevin (talk) 07:12, 28 July 2006 (UTC)

Goals for this page
To explain the Senses in detail from both a chemical and nurilogical point of veiw. To enclude a despription of of disorders related to each senses. Things that need to be done in Phase Two:
 * 1.Add sections on Hearing and Feeling
 * 2.Find more pictures.
 * 3.Find more info on disorders of the senses
 * 4.Expaned infomation on Umami

Bravo!
Great to see that you are finding ways to add content to your chapter. Keep it up, and post any questions or problems here. Provophys 02:37, 3 August 2006 (UTC)

Images
I've found some images that might be useful to you in your chapter:

(portugese)

--Whiteknight (talk) (projects) 14:44, 7 August 2006 (UTC)

Interesting link regarding olfactory nerve
I discovered that the 2004 Nobel Prize was awarded for work relating to olfaction. I'm just putting this link here now, with hope that someone will come along and incorporate a bit of this into the text: 2004 Nobel Prize in Physiology Provophys 19:35, 20 March 2007 (UTC)

The Sixth Sense:Balance
you know those nifty little semi-circular canals, between the ear drum & the cochlea? They are the organs of balance. Try getting out of bed with out them.AptitudeDesign (discuss • contribs) 03:27, 27 April 2013 (UTC)

title: Talk:Human Physiology/Senses


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Template talk:Haskell/Example

You might want to note ParserFunctions. Looks like we can have quite a bit of fanciness in the templates! -- Kowey 09:22, 28 July 2006 (UTC)

discussion and pre
Note that uses of this template occasionally include some small amounts of discussion. So putting  or s which are used in guards. I updated the documentation for Template:HaskellExample and will remove Template:HaskellSourceExample.--Rudis (talk) 18:22, 7 July 2010 (UTC)

Adjustments and etc.
I am moving the clipoard icon back to the left side. Having it on the right causes all sorts of formatting troubles due to the other box templates which lodge themselves next to the right margin. By the way, I do not really like this template. Considering that is working properly now - doing both pre and syntax highlighting jobs - I'd gladly remove it from all pages of the Wikibook proper (not counting places such as YAHT and so on). --Duplode (talk) 02:40, 24 May 2010 (UTC)

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Cookbook talk:Raspberry

Not sure if this matters for the cookbook, but these sentences are pretty specific to the western United States: "Imported raspberries are from Chile, while most of the fruit comes from California. Raspberry season begins in June and lasts through October." Is the cookbook meant to be specifically for a US audience? -- SB_Johnny 10:37, 28 July 2006 (UTC)

 * No, but the source for many of our ingredient pages is a US government agency, so that is reflected in some of the texts. Update as appropriate. Kellen T 13:57, 31 July 2006 (UTC)

 * Most Americans are fat and many are obese so why should we be publishing 'facts' from a USA food agency?--217.203.158.239 (talk) 23:07, 13 June 2009 (UTC)

title: Cookbook talk:Raspberry


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Cookbook talk:Indian Rice

I don't understand why Indian Rice has to have Olive Oil. I've never seen Olive Oil used in Authentic Indian Recipes.

 * Change it as you see fit. Olive oil is probably not authentic. Kellen T 13:58, 31 July 2006 (UTC)
 * They have added Olive oil in samosa's as well! I know I shouldn't, but I am having a good time laughing at it. I remember the story when a person got pomegranate juice with Indian Rice in a restaurant in Singapur, and she coudn't figure out how to eat the rice without the gravy. :D --Navinsingh133 (discuss • contribs) 21:12, 16 April 2018 (UTC)

Mixture of multiple recipes?
This recipe appears to be mixture of two or more recipes, but its not a major problem as most of the recipes have some amount of variation. One more thing, when rice is added in oil, the amount of water added becomes important.--Navinsingh133 (discuss • contribs) 21:12, 16 April 2018 (UTC)

title: Cookbook talk:Indian Rice


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Adventist Youth Honors Answer Book/Recreation/Sailing

Properly adjust sails for the following conditions:Beating the windBeam reachBroad reachClose reachDownwind

 * Beating the wind:
 * Beam reach:
 * Broad reach:
 * Close reach:
 * Downwind:

7. List ways to care for your sailing equipment throughout the year.

 * Drain and dry the boat. The first thing you should do when your boat is back on shore is to open the portholes and drain bungs. Always leave the boat with the drain bungs open and the portholes open, so the flotation tanks can dry out completely. Prop the boat up if needed to ensure the drain holes are the lowest point. You can place a piece of carpet on the ground under the transom, and raise the bow of the boat onto a sawhorse or support. Remember to close all drain holes before putting the boat back in the water.
 * Organize your gear. Keep the hatches, drain bungs and other loose gear in one place, so you know they will always be there. After sailing, and after rinsing out or washing, and drying your sailing gear, put it back in a gear bag. It is frustrating to show up at the lake on a gorgeous day, only to discover that you left your sailing boots or some other piece of important gear, at home.
 * Sail care. You can leave the mainsail on the boom, if you will be sailing the boat again soon. Roll up the main from the head, perpendicular to the luff, so that it ends up in a roll parallel to the boom. Also roll the jib up, put it inside the jib bag, and leave that in the boat. All sails should be removed from the boat if it is to be trailered or stored out of the water for any length of time. All sails should be dried and folded or rolled and placed in sail bags ready for the next launch.
 * Centerboard care. Leaving the board resting on the trolley or trailer may damage the leading edge, and you want your slot gaskets left flat (in the normal closed position), so they do not take on a permanent bend. If the centerboard up control does not have a shock cord take up, You can put the line into a cleat, so the board is held all the way up, in the centerboard trunk. Remove the dagger board completely from its slot.
 * Rudder care. Lay the rudder in the boat, or buy or make a rudder bag and put the rudder blade in the bag as one of the first steps in derigging the boat. Also check your rudder fittings. There should be no play in them. Replace them when they are worn.
 * Rig. If leaving the boat with the mast rigged leave the boat with a little rig tension to support the mast, but not so much as to load up the boat.
 * Cover. The boat should be covered with a good top cover that shields the boat from UV radiation. If the cover has holes in it, fix it or replace it. Figure out how to support the cover so that water does not collect in it.
 * Salt. Rinse salt water off the boat, rinsing out blocks, lines and once in awhile, inside the tanks. If the tanks ever leak, you get salt in the tanks, and you will want to rinse that out from time to time.
 * Turnbuckle grease. If you have adjustable angle spreaders, lubricate the adjusters. Use turnbuckle grease. If you don't lubricate these the stainless steel threaded part will permanently bond to the aluminum, and you will not be able to adjust them ever again.
 * Inspections. From time to time complete a visual inspection of your boat. There are lots of highly loaded areas on a small sailboat. The chainplates are among them. Check where your shrouds and forestay or jib halyard attach to the hull. Watch for cracks that could let water into wooden reinforcements. Heavily loaded fasteners should be epoxied into the boat. From time to time take your centerboard out of the boat and check both centerboard and rudder for dings, cracks etc. Pay particular attention to the centerboard bolt hole. If the bolt hole has been damaged such that water can get in, wooden cored boards will soak up water, start to rot and will be weakened. Seal all bare wood with epoxy. Anytime you run aground you should check the centerboard. Inspect all lines from time to time, replace worn lines.

Sailing Terms.

 * Abaft: Behind

 * Abate: Become less intense or widespread: the storm suddenly abated.

 * Abeam: 90° (perpendicular) to the side of the boat.

 * Aft: Towards the Stern or rear of the boat.

 * Ahead: Towards the front of the boat.

 * Aloft: Towards the top of the mast.

 * Astern: Actually behind the boat. (Aft can mean on the boat but at the rear)

 * Backwinding: Deflect a flow of air into the back of (another sail or vessel).

 * Bailer: A bucket or scoop used to remove water from the cockpit.

 * Becalmed: Leave (a sailing vessel) unable to move through lack of wind.

 * Bend Sail: Is to affix it to its proper yard, mast or stay.

 * Block: Nautical word for pulley.

 * Centerline: An imaginary line from the bow of the boat, to the center of the stern.

 * Draft: The depth of water required to float your boat. On a small sailboat, draft can vary from the length of the centre board (or daggerboard) to a few inches if the boat outfitted with a movable centre board (or removable daggerboard) and a kick-up rudder.

 * Displacement; The weight of water displaced by a floating vessel, thus, a boat's weight.

 * Ease: To let out the sails.

 * Give-Way Vessel: The boat which changes course because it does not have the right of way.

 * Go About: Turning a boat

 * Heel: The degree of sideways tilt caused by wind on the sails or balance of weight in the boat.

 * In Irons: If the boat attempts to tack with a slow initial speed, or otherwise stops forward motion while heading into irons (front of the boat is facing the wind), the boat will coast to a stop and the lack of water flow over the rudder will cause the sailor to lose the ability to steer the boat.

 * Leeward: Away from the wind (downwind).

 * Lee shore: Shore the wind is blowing toward

 * Let Fly: Sails out of control.
 * Luffing: The flapping of the sail when not properly trimmed or when the boat is in irons.

 * Luff Up: To turn the boat's head right into the wind.
 * Reaching: Sailing on a tack with the wind roughly abeam, all sailing points between running and close- hauled.

 * Running Free: To sail with the wind aft and with the sheets eased out.

 * Stand-On-Vessel: The boat which does not change course because it has the right of way.

 * Trim: To pull the sails in towards the wind.

 * Weather Shore: The shore from which the wind is blowing.
 * Windward: Towards the wind (upwind).

9. Identify at least 15 parts of a sailboat.
The names of the parts of a sailboat can be broken down into three sets of terms:
 * Parts of the sail
 * Parts of the rigging
 * Parts of the boat

Parts of the sail.

 * Battens: Plastic or wooden slats inserted in the leech of the mainsail to help stabilize back edge.

 * Clew: The lower aft corner of the mainsail. The clew is located where the leech and the foot intersect.
 * Cringle: A grommet or metal ring in a sail though which a line is usually attached.

 * Foot: The bottom edge of a sail. The foot of the sail is between the clew and the tack.

 * Grommet: A stainless steel ring within the clew, tack, or head of the mainsail. Used to connect a control line. Also known as cringle.

 * Head: Top of the Sail.

 * Jib: The sail between the forestay and the mast. Also called the headsail. There are several sizes of Jibs.

 * Leech (leach): The aft or back edge of the sail. Lies between the clew and the head.

 * Luff: The forward edge of the sail or the flapping of a sail when it is not trimmed properly.

 * Mainsail: The sail aft of the mast which is attached to the mast and the boom.

 * Roach (or roach line): An imaginary straight line between clew and head of the mainsail. Sail battens extend the leech of the mainsail beyond the roach line.

 * Spinnaker: A large balloon sail attached to the mast at the front of the boat. It is used when sailing directly downwind (running with the wind).

 * Tack: The front lower corner of the sail (same word used to describe point of sail)

Parts of the rigging.

 * Backstay: A line or cable which supports the mast from the stern of the boat.

 * Bail: A sturdy steel strap on the aft portion of the mast base to which the boom is connected.

 * Block: A device used to change a line's direction (nautical term for pulley).

 * Boom: The horizontal spar which extends aft (backwards) from the mast to which the foot of the mainsail attaches.

 * Boom Topping Lift: A line which extends from the boom to the mast. Supports the boom when the mainsail is taken down.

 * Boom Vang: A line which places downward tension on the boom.

 * Chain Plate: A metal plate to which a shroud is attached.

 * Cleat: A metal or plastic device used to secure a line. There are many types of cleats.

 * Cunningham: A line connected to the tack used to extend the luff of the mainsail downward toward the deck.
 * Forestay (Headstay): A line or cable which supports the mast from the bow of the boat.

 * Gooseneck: A universal joint between boom and mast. The gooseneck attaches to the bail of the mast.

 * Halyard: A line (rope) used to raise a sail. Use a bowline to tie the head of the sail to the halyard

 * Mast: The main and highest spar in the center of the boat to which the jib and mainsail are attached.

 * Outhaul: Places backward tension on the clew of the mainsail. When tightened it will flatten the lower one-third of the mainsail.

 * Painter: A line used in securing your boat dockside or to accept a tow.

 * Reefing Line: A line used to shorten the sail.

 * Sheet: The chief line which is used to adjust a sail against the force of the wind. The mainsail has one sheet. The jib has two, a working (leeward) sheet and a lazy (windward) sheet.

 * Shroud Lines: Lines or cables which give lateral (side to side) stability to the mast.

 * Spar: Any pole or mast to secure rigging or sails to.

 * Spreaders: Horizontal spars which spread the shrouds from the mast.

 * Step: Portion of the hull that the mast rests upon. Also used as a verb to describe mating mast and hull... as in "Could you help me step the mast?"
 * Winch: A device used to tighten a line.

Parts of the boat.

 * Autobailer: A mechanism that (when open and boat is underway) drains water from the cockpit.

 * Beam: The boat's greatest width.

 * Bilge: The part of the hull below the cabin's floor, the lowest part of the boat.

 * Bow: Front of the boat.

 * Cockpit: The interior of the boat.

 * Daggerboard: The removable "keel" of your boat. The daggerboard makes sailing at an angle to the wind direction possible. The blunt edge of the daggerboard faces forward.

 * Daggerboard well: Also called the "trunk" or daggerboard slot. Narrow opening that daggerboard is inserted into.
 * Deck: Top of the boat which covers the hull.

 * Gudgeon: A stainless steel strip attached to the outer wall of the transom. Mates with the pins (pintels) of the rudderhead.

 * Gunwale: Upper surface of a cockpit sidewall.

 * Hull: Body of the boat.

 * Pintel: A stainless steel pin located on the forward edge of the rudderhead. The rudders pintels are inserted into the transom gudegons to mate transom and rudder assembly.

 * Port: The boat's left side.

 * Rudder: A control surface located behind the transom. Used to steer your boat. Push the tiller to the left and the rudder goes right.

 * Rudderhead: A metal housing that connect rudder, tiller, and transom. A kick-up rudderhead is designed to allow the rudder to "kick-up" or hinge rearward upon striking bottom while sailing.
 * Stern: Back of the boat.
 * Starboard: The boat's right side.

 * Tiller: A spar attached to the rudder. If you turn the tiller to port the boat will go to starboard.

 * Transom: The aft (back) wall of your boat.

10. Demonstrate the rescue of a person overboard.
Note: This requirement should be done under the supervision of an adult, with a rescue boat, to give assistance if needed.

If you see a person fall off a sailing boat, you should immediately take the following steps.
 * Shout 'Man Overboard' to alert the captain and anyone else on board.
 * Throw a life preserver or personal flotation device near the person in the water.
 * (Not directly at him, nearby, but somewhat windward (upwind) of him is best)

 * Assign a person (if available) to keep constant visual contact with the man over board (MOB). This person should try their best to keep their eyes on the MOB and know where he is in the water. This person should talk to the MOB constantly during a recovery keeping communications between the boat and the MOB. If sailing with only two people and one should fall over, the remaining person must act as both captain and contact person.

There are two ways generally understood to bring the boat back to pick up the MOB.
 * Either tack or jibe the boat around as quickly as possible and approach the MOB on a close reach to his leeward (downwind) side. Approaching from the leeward side avoids the danger of having the wind push the boat into or over the MOB.

Jibing the boat around can be quicker than tacking, but should only be done when wind conditions make jibing quickly a safe maneuver.

 * The second method is also known as a "quick stop". Tack immediately after the person has fallen overboard, and keep your jib cleated in place. The jib will turn the boat, and the captain luffs the main to allow the boat to drift toward the MOB. This method keeps the boat close to the MOB, which keeps the boat in contact with the MOB. This should not be attempted in high winds where keeping the jib cleated could cause a capsize.

In all three cases, if the MOB can't reach the boat as you approach, hold out a paddle for the person to grab.

It is a good idea to practice Man Overboard maneuvers. Dropping a filled 5 gallon bucket into the water and using it as a dummy makes a pretty realistic simulation. Lifting the bucket full of water over the transom gives you an idea of how it might feel to help a waterlogged sailer back on board.

11. Demonstrate what to do when a sailboat capsizes.
Note: This requirement should be done under the supervision of an adult, with a rescue boat, to give assistance if needed.

Capsizing is when your boat turns over (some say when the mast is in the water). A capsized boat may be either floating with the mast and sail lying on the water, or may have "turned turtle" lying with the mast pointing downwards. Some sailing schools tie a tether ball or flotation item to the top of the mast, so if a student capsizes the boat cannot turn turle. This is a good idea for beginner sailors.

A keel boat with a water tight or self draining cockpit normally rights herself because of the weight of the ballast keel. A small boat on the other hand has to be righted by the crew and there are a couple of methods.

Capsizing isn't scary or dangerous on a fair-weather day if you know how to swim. This is the main reason for the swimming requirement before taking the sailing honour.

Capsizing usually results from heeling too far or an accidental jibe. If you feel your in real danger of tipping over, luff the main sail at once (which is to let out the main sheet to allow the air to flow out of the sail). If your boat does go over on its side, stay with it, never swim away. You must do several things quickly.

Capsized boat.

Stand on the center board
Fall down into the area between the hull and boom and swim out the back QUICKLY, ensuring you are not caught on any ropes. If the boat is very nearly turned upside down on top of you, however, then feel free to go out the side. As quickly as possible stand on the center board (dagger board) to prevent the boat from turning completely upside down.

Free the sheets
Make sure that the main sheet (line that controls the main sail) is free and not secured tight in any way. Also if the boat has a jib sail, free the jib sheet as well. This will help the sails not fill with water when capsized, and not fill with air as soon as the boat is righted.

Point boat into the wind
If possible, get back into the water and position the boat so that the bow (front) is facing the wind. This will help your righting efforts, by not having to pull the sails up against a wind.

Lean and right the boat
Get back on the center board, and holding on the gunwale or the shrouds, lean back with all of your weight. This leverage should slowly bring the boat back to an upright position.

Get back in
Hang onto the boat as it rights, and crawl or slither back in over the side. The boat will probably be pretty low in the water since the cockpit will be close to full of water.

Bail and organize
Once upright and on board, take some time to bail out some water, untangle lines, and sort out any loose items before getting underway again.

On a calm day, in a protected area and with supervision, capsize your boat and right it several times to get confidence. You will be surprised how easy it will become with a little experience

Check all people
Make sure that no one is trapped under the boat or tangled in the rigging. if they are, help them to get free.

Stand on the center board / support mast
One sailor supports the mast to keep the boat from turtling. The other sailor maneuvers around the boat (not under the hull) and climbs on the centerboard.

Point boat into the wind
If possible, position the boat so that the bow (front) is facing the wind. This will help your righting efforts, by not having to pull the sails up against a wind.

Right the boat and scoop
The sailor in the water grabs on to a stationary object in the boat's cockpit. The sailor on the centerboard leans back and starts to right the boat.

The sailor in the water is scooped into the cockpit and helps stabilize the boat as it is righted.

Entering the cockpit
As the sailors enter the cockpit they should duck to avoid getting hit by the boom. The sheet of the mainsail and jib should be loose and the sails allowed to luff so they will not re-capsize the boat while it is righting.

Get back in
Sailor still in the water will crawl or slither back in over the side. The boat will probably be pretty low in the water since the cockpit will be close to full of water.

Bail and organize
Once upright and on board, take some time to bail out some water, untangle lines, and sort out any loose items before getting underway again.

Remember the following safety rules

 * 1) Never swim toward shore. It looks closer than it is and you may not make it.
 * 2) Always stay with the boat.
 * 3) Do not swim under the sails or hull.
 * 4) Upon entering the boat after it has come upright, be sure to duck to avoid the swinging boom.

Boat flotation
All sailboats can capsize and without adequate flotation they will sink. There should be enough flotation so when the boat is righted it will float high enough to keep it from being swamped with water and allow you to bail it out. Many manufactured boats have built-in watertight flotation compartments. The watertight integrity of these compartments should be inspected before you go sailing. They usually have access holes to allow you to check for leaks and remove any water that may have accumulated.

These holes may be small drain holes or large enough to pass your hand through them. Whatever size they are, it is critical that the drain plugs or access covers are securely fastened. If your boat capsizes and the holes are open, water flooding the compartments will deplete their flotation. Air bags or foam in or under the seats may also be used if a boat does not have watertight flotation compartments or the size of the compartments doesn't provide sufficient flotation.

It is important for small boat sailors to know if their boat has sufficient flotation. One sure method of determining this is to capsize it in water that is deep enough for the boat, but shallow enough for you stand. Push down on one side until the boat starts to take on water, and then hand over hand up the shroud to the top of the mast to pull the mast down to the water. After the boat is capsized on its side, bring it upright again. How high does the boat float? How much water is in the cockpit? How long does it take to bail out the water? It shouldn't take longer than several minutes.

Bailing equipment
Bailing equipment is also part of standard safety gear. While few small boat sailors carry a pump, a small bucket or a large plastic bottle with the bottom cut off works well. Attach the bailer to the boat with a length of cord to prevent it from floating away during a capsize. A large sponge (the kind used to wash cars) can be used to finish the bailing.

'''Above all, remember to stay with your boat. As long as its floating you will be safe. Remember the boat does not get tired and it can be visible a long way off. Don't ever think of swimming ashore. '''


text:
Adventist Youth Honors Answer Book/Recreation/Swimming - Beginner (General Conference)

1. Retrieve an object from the bottom in chest-deep water, unsupported and with eyes open.
Start with breath holding at least 10 seconds with eyes open. Sink toys and some coins. Goggles may be used. It might help to exhale the breath rather than filling the lungs. This will help the swimmer stay submerged while the small object is sought.

2. Bob submerging head completely 15 times in chest-deep water.
When head is out of the water, inhale with the mouth. When underwater, exhale with mouth and nose. Rhythm shall be just like the natural breathing pattern. Inhale quickly and exhale slowly.

3. Bob in deep water (slightly over head) to travel to safe area or side of pool.
With the bobbing motion, move forward through the water by pushing the water backwards. With fingers together and palms flat, do a sweeping motion on the water from the front to the back, recover then repeat motion over again. Slightly jump to maintain bobbing pattern while sculling forward.

4. Jump into deep water from side of pool.
Stay clear of the sides and make sure that there is no object or swimmer before jumping. Maintain feet first entry and stay safe at all times.

Kneeling dive
Extend arms overhead with hands together. Link thumbs to help keep forearms tight along sides of head (covering ears). Bend one knee to the deck, the other knee to the chest keeping foot flat on the deck. Curl toes over the edge of the deck for support. Lean forward aiming fingers towards water, push off and bring legs together while entering the water. Fingers enter water first followed by the rest of the body in a straight prone form. Glide into water without kicking. Keep facing down and arms locked over ears. Do not look up. Do not bend your knees. A strong push from the deck will allow you to glide for about ten to fifteen feet. Practice! Practice! Practice!

Compact Jump
Cover mouth and nose with one hand, cross the other arm to the opposite shoulder and push both arms as close to the body. Stand at the edge of the water and jump with feet together. Maintain compact and upright position until movement stops underwater then swim to safety.

6. Prone glide with push-off for two body lengths.
Prone means on the front.

Stand in waist to chest deep water, push yourself towards the wall by sculling while transferring feet from floor to wall. Streamline your body by extending arms, elbows straight and hands close together. Kick off from the wall and straighten knees. Hold breath as long as possible. When performed properly, this can push-off for up to three body lengths.

7. Supine glide with push-off for two body lengths.
Supine means on the back.

Hold the gutter and kick off with both feet extending arms into streamline position. Straighten knees and point toes downward. Exhale when the water covers the mouth and nose. Hold position as long as possible.

10. Demonstrate elementary backstroke kick--ten yards.
It is advisable to practice with the student on the deck before entering the water. The child who is timid about the lesson is more apt to become comfortable with the motions of the elementary backstroke if allowed to practice prior to getting in the water.

Start by standing straight with both arms at your side and feet together (Prone Position). Then bring arms up by gliding hands up your sides to your armpits. Then extend arms straight out to form a "T". Bring the arms straight down again in a sweeping motion (fingers together to form a solid surface to push the water) to end up in beginning prone position.

The leg motions are basically the same. Out of the water, only one leg can be used to practice this movement. Allow knee to open outward as leg bends and foot raises upward toward buttocks. Then in an outward sweeping motion, open the leg to form a "V" and then snapping it back down toward other foot. The foot will work as a paddle to push the water out of the way. The traditional way of this movement instructed that the knees should stay close together, as if glued together. Currently this isn't practiced as strictly.

Once in the pool, it's necessary to place your hand under the small of the child's back for support. A styrofoam swim "noodle" could be incorporated in place of your hand. This will allow hands-free assistance during the lesson. Have the child practice the arm motions separately from the leg motions. Practicing each motion separately will increase confidence on their part and an easier transition to using both the hand and foot motions together as a complete swimming stroke.

Practice the complete stroke for several minutes while keeping your hand or the noodle in place on the lower back until the child is comfortable enough to go solo. Continue working with child until he/she is comfortable enough to practice without assistance with the goal of swimming across the shallow end of the pool by themself.

13. Discuss diving safety rules.

 * 1) NEVER dive in shallow water. You can be Paralyzed.
 * 2) If you are unsure about being in deep water, don't go there or wear a flotation device.
 * 3) If you see someone get hurt, tell a lifeguard or call 911.
 * 4) Never swim alone, always swim with a buddy.
 * 5) Wait until no one is within  of the diving board before diving into the water.
 * 6) Never swim without a parent or guardian or Lifeguard on duty.
 * 7) If your fingers are turning purple or you are shivering, get out of the water and get warmed up.
 * 8) Don't try to dive if you have not been taught how to properly.
 * 9) If someone is hurt, do not attempt to move them. Get the nearest adult around.
 * 10) Be careful, never run, obey the lifeguards and any posted signs.
 * 11) Have Fun!

14. Tread water.
Water treading is an aspect of swimming that involves a swimmer staying in a vertical position in the water while keeping his or her head (at least) above the surface of the water. Treading water provides the swimmer an opportunity to keep the head from becoming submerged while not providing sufficient directional thrust to overcome inertia and propel the swimmer in any specific direction.

15. Jump into deep water with life jacket.
Cover mouth and nose with one hand, cross the other arm to the opposite shoulder (or grab the arm hole of life jacket of the opposite shoulder) and push both arms as close to the body. Stand at the edge of the water and jump with feet together. The life jacket will assist in a quick resurfacing.

16. Demonstrate H.E.L.P. position for one minute.
HELP stands for Heat Escape Lessening Posture. It is a swimming position intended to conserve body heat, and thus, extend survival in cold-water situations. It works best when the swimmer is wearing a PFD. The basic idea is for the swimmer to curl into a compact ball to minimize the amount of the body's surface area that is exposed to cold water. This is done as follows:

 * 1) Draw the knees up to the chest.
 * 2) Keep the face turned upwards and out of the water.
 * 3) Place the upper arms alongside the torso with the forearms folded across the chest. The swimmer may grasp the PFD's arm holes to aid in holding this position.

The HELP position should not be used in swift water conditions, as rushing water presents other hazards which are of greater immediate concern. Specifically, whitewater can dash a person into rocks, or the swimmer's foot can be caught on an obstacle. If the swimmer then falls downstream from the foot entrapment, the current can easily hold the person's head under water. Moving water conveys tremendous force that even the strongest of people cannot overcome.

17. Demonstrate huddle position for one minute.
A group of three or more people wearing PFD's (Personal Floatation Device) form a tight circle by either linking arms or holding onto each other in a side-hugging fashion facing the center of the circle. This will allow the water in the center of the circle to warm up due to the collective body heat. Keeping upper body posture straight and bending the knees inward helps the individuals to float and also keeps more of the legs exposed to the warmer water in the center of the circle.


text:
User talk:Jechasteen

I saw your comments about Wikiversity. Hopefully the project will be launched later this summer. The current center of activity for gaining approval for the project is here. --JWSurf 16:12, 28 July 2006 (UTC)

title: User talk:Jechasteen


text:
User talk:Jazzmanian

Pocket Guide
Hi Gerald,

My copy of the Pathfinder Pocket Guide came in today. I was pretty excited to see your artwork in there. Congratulations! I haven't finished reading it yet, but maybe later tonight I'll get a chance to.

BTW, I made an initial stab at Lettering & Poster Making. But then I thought that perhaps you would be a better candidate for working on this one. Would you like to take a crack at it? --Jomegat (talk) 01:26, 23 November 2008 (UTC)
 * I'm teaching this one, so I might as well add in the answers as I go. May not be instantly done though.Gerald (talk) 08:07, 23 December 2008 (UTC)
 * Thanks! --Jomegat (talk) 16:46, 23 December 2008 (UTC)

I left a comment on Lettering & Poster Making. Maybe you can incorporate that in there somewhere?
 * Have you been watching the lettering and poster making honor Jim - There is progress.
 * Yes! It's looking good.  I like the additional alphabets you added.  Maybe the terminology is obvious, but I don't think it would hurt to define ascender and descender.  I had to think about those for a few moments.  Perhaps adding labels and braces to the lettering guides would be a good way to do that?

_______________________ _______________________} ascenders _______________________} x-height _______________________} descenders

Food for thought! --Jomegat (talk) 22:55, 29 January 2009 (UTC)

 * Good ideas - apologies on the name slip - don't know where my mind wondered off to. Gerald (talk) 23:58, 29 January 2009 (UTC)

Wikibook Pins
Hi Gerald,

I am in the process of trying my hand at pin making. I have a crude clay model of the book logo you did for us (PF keychain). I left out the hands, due to lack of skill as much as anything else. I plan to let the clay harden, cast it in plaster, and then... try pouring molten aluminum in it. We'll see what happens.

Hopefully, I can clean it up with a file & dremel tool when it's in its aluminum form. If it doesn't come out looking too bad, I'll use it to do another plaster cast and start making copies. I plan to cast one for every significant contributor to the book (you are one of a handful who fall in that category). I'd like to have them ready before Oshkosh. Problem is... they might not do the book justice. They will almost certainly be sub-professional! --Jomegat (talk) 20:15, 30 December 2008 (UTC)
 * Wow - that sounds fun. Let me know if I can send any files that may be of assistance. (just the book as a graphic for instance) Gerald (talk) 17:28, 5 January 2009 (UTC)
 * If I knew how to turn the graphic into clay, that would be very useful. Right now I've got the clay plug sitting in plaster.  I'm pretty sure that I won't be able to remove the plug without breaking it, and I fear that the plaster won't look all that great when I do get the plug out.  I'm going to let it dry for a couple more days while I think about it.  While I wait for an idea to come, I'm also trying to think up ways to convince the Mrs that it would be a good idea to blow $250 to have real pins made. --Jomegat (talk) 19:17, 5 January 2009 (UTC)
 * So your making the "positive" first in clay, then attempting to cast the negative mold in plaster. After which you hope to cast aluminum into the plaster negative ? What is the overall size of the pin you are making ? Gerald (talk) 23:06, 5 January 2009 (UTC)
 * Yeah, that was my approach. The positive broke when I pried it out of the plaster, and the plaster didn't look all that great.  I made it as small as I could, but that was not very small (it's about 4cm long).  Back to the drawing board. --Jomegat (talk) 00:42, 30 January 2009 (UTC)

title: User talk:Jazzmanian


text:
User:MrDolomite/monobook.js

//////////////added 2006-07-25 from User:Where/commentLocalize //Localized time/date script

function numToMonth(num) { if (num==0) {return "Janurary";} else if (num==1) {return "February";} else if (num==2) {return "March";} else if (num==3) {return "April";} else if (num==4) {return "May";} else if (num==5) {return "June";} else if (num==6) {return "July";} else if (num==7) {return "August";} else if (num==8) {return "September";} else if (num==9) {return "October";} else if (num==10) {return "November";} else if (num==11) {return "December";} } function monthToNum(month) { var tmp = new Date(month + " 1, 2006"); return tmp.getMonth; } function adjustTime(str, hour, minute, day, month, year, offset, s) { var time = new Date; time.setUTCHours(hour); time.setUTCMinutes(minute); time.setUTCDate(day); time.setUTCMonth(monthToNum(month)); time.setUTCFullYear(year);

var timeStr = ""; if (time.getHours<10) {timeStr += "0";} timeStr += parseInt(time.getHours) + ":"; if (time.getMinutes<10) {timeStr += "0";} timeStr += parseInt(time.getMinutes); timeStr += ", "; timeStr += time.getDate; timeStr += " "; timeStr += numToMonth(time.getMonth); timeStr += " "; timeStr += time.getFullYear; timeStr += " (UTC";  var offset = -1*time.getTimezoneOffset/60;   if (offset >= 0) {timeStr += "+";}   timeStr += offset + ")"; return timeStr; }

function adjustTime2(str, hour, minute, month, day, year, offset, s) { return adjustTime(str, hour, minute, day, month, year, offset, s); }

$(function {     if (document.title.indexOf("Editing ") == 0) {       return;      }      if (document.location.href.indexOf("action=history") != -1) {       return;      }   if (document.title.indexOf("Talk:") == 0 || document.title.indexOf("talk:") != -1 || document.title.indexOf("Wikipedia:") == 0) {      var newDoc = document.getElementById("column-content").innerHTML.replace(/(\d\d):(\d\d), (\d{1,2}) ([A-Z][a-z]+) (\d{4}) \(UTC\)/g, adjustTime);      document.getElementById("column-content").innerHTML = newDoc;   } /*   if (document.location.href.indexOf("&action=history") != -1) {      var newDoc = document.getElementById("bodyContent").innerHTML.replace(/(\d\d):(\d\d), ([A-Z][a-z]+) (\d{1,2}), (\d{4})/g, adjustTime2);      document.getElementById("bodyContent").innerHTML = newDoc;   }*/ }); ///////////////////////////////

//////////////added 2006-07-25 from User:Misza13/Scripts/View source // VIEW SOURCE $(function {  if (location.href.indexOf('viewsource=1') != -1) {    sl = document.getElementById('wpSummaryLabel'); sl.parentNode.removeChild(sl);    ed = document.getElementById('wpSummary').parentNode; ed.parentNode.removeChild(ed);    return;  }  editbutton = document.getElementById('ca-edit');  if (editbutton && location.href.indexOf('action=edit')==-1) {    editlink = editbutton.getElementsByTagName('a')[0].href + '&viewsource=1';    tabs = document.getElementById('p-cactions').getElementsByTagName('ul')[0];    na = document.createElement('a');    na.href = editlink; na.appendChild(document.createTextNode('view source'));    li = document.createElement('li'); li.id = 'ca-viewsource'; li.appendChild(na);    tabs.insertBefore(li,editbutton);  } }); ////////////////////////////

///////////////added 2006-07-25 // This will add an [edit top] link at the top of all pages except preview pages // by User:Pile0nades

// Add an [edit top] link to pages $(function {  // if this is preview page or generated page, stop  if(document.getElementById("wikiPreview") || window.location.href.indexOf("/wiki/Special:") != -1) return;

// get the page title var pageTitle = document.title.split(" - ")[0].replace(" ", "_");

// create div and set innerHTML to link var divContainer = document.createElement("div"); divContainer.innerHTML = ' [edit top] ';

// insert divContainer into the DOM before the h1 if(window.location.href.indexOf("&action=edit") == -1) document.getElementById("content").insertBefore(divContainer, document.getElementsByTagName("h1")[0]);

if(window.location.href.indexOf("&action=edit&section=0") != -1) document.getElementById("wpSummary").value = "/* Intro */ "; }); ///////////////////////////////////////////////////////////////

title: User:MrDolomite/monobook.js


text:
User:Kellen/Scripts

Scripts I've written for manipulating wikibooks data. Be sure to copy from the edit box, not the rendered page, as some html entities are used.

No guarantee of efficiency, correctness, or beauty. A guarantee of hacky sed regular expressions.

Isolate cookbook wantedpages:
 * 1) !/bin/bash

lynx -source -dump "http://en.wikibooks.org/w/index.php?title=Special:Wantedpages&limit=5000&offset=0" | \ grep Cookbook | \ grep edit | \ grep -v "Talk:Cookbook" | \ grep -v "Cookbook_talk:" | \ grep -v " " | \ sed 's/<[/li]\{2,3\}>//g' | \ sed 's/_/ /g' | \ sed 's/(]*>\([^<]*\)[^)]*/\2/g' | \        sed 's/&target=/\//g' | \        sed '1~2N;s/\n/ /g' | \        sed 's/^/*/g'

Get redirects from cookbook allpages:
 * 1) !/bin/bash

FILE=cookbookredirs SERVER="http://en.wikibooks.org" PAGE="/w/index.php?title=Special%3AAllpages&from=&namespace=102"
 * 1) filename prefix
 * 1) servername
 * 1) start page

num=0 while [ -n "$PAGE" ] do num=$(($num+1)) echo "Getting page number ${num}, ${PAGE}" wget -q -O "${FILE}.${num}" "${SERVER}${PAGE}"
 * 1) fetch all pages

# get the next page url PAGE=`grep -o 'Next page ([^)]*)' "${FILE}.${num}" | grep -o 'href="[^"]*"' | grep -o '"[^"]*"' | sed 's/"//g' | sed 's/&/\&/g'` #if [ -n "$PAGE" ]; then  #  echo "Next page is ${PAGE}"  #fi done

echo "Got ${num} files."

i=0 while [ $i -lt "$num" ] do i=$(($i+1)) FN="${FILE}.${i}" if [ ! -f $FN ]; then echo "Can't find ${FN}" break fi
 * 1) strip each file down to only redirects

# add a marker to beginning of page list sed -i 's/ /\nBREAKHERE\n/' $FN # kill everything above page list marker sed -i '0,/BREAKHERE/d' $FN # find end of page list and kill everything after sed -i 's/<\/table>/\n/1' $FN sed -i '2,$d' $FN # add a linebreak after each item, replacing /td sed -i 's| |\n|g' $FN # remove all remaining tr's td's and ending tr's sed -i 's|<[trd/]\{2,3\}>||g' $FN # strip down to just title sed -i 's/.*$/\1\n/g' $FN # only get redirects sed -i -n '/allpagesredirect/p' $FN sed -i 's/ \(.*\)$/* \1/g' $FN done

i=0 CATFILES="" while [ $i -lt "$num" ] do i=$(($i+1)) CATFILES="${CATFILES} ${FILE}.${i}" done FINAL="${FILE}.final" cat $CATFILES > $FINAL rm $CATFILES
 * 1) Join files together

lines=`wc -l < $FINAL` col=`expr $lines / 3` pattern="${col}~${col}G" sed -i $pattern $FINAL
 * 1) add a blank line so we can easily find where to put colunms

echo "Resultant file is ${FINAL}"

title: User:Kellen/Scripts


text:
User talk:Dropframe

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Kellen T 18:10, 28 July 2006 (UTC)
 * Please also check out the Cookbook policy page and the Cookbook talk pages.

title: User talk:Dropframe


text:
Talk:Human Physiology/Integumentary System

Brenda, Jody, & Jennifer are creating content for this chapter phase two.

Cody, Keith, Garth, and Kyle are responsible for first edit Due 8/27.

Jamie, RiRi, Jacquel, Danyell, Natalie, and Paige are responsible for second edit Due 9/3.

Indentation
I changed the label of "Integumentary System" from a first-level (which is generally too large) to be a second-level heading. Also, since the page is named "Integumentary System", I don't think you also need to have another gigantic heading, that says the same thing, that includes all the other topics. That's just my opinion, you are free to change it back if you would like. --Whiteknight (talk) (projects) 18:18, 28 July 2006 (UTC)

It looks great guys! I love the pictures you have included with the topics. The only suggestion I have is you have different conditions/diseases for some topics and not for others. ex: you might want to add something like toe nail fungus or ingrown nails. Just a thought...so little time though. keep it up!!!!=)jcran69

I'm jealous, your chapter looks so professional and I want to know how you put your pictures in. I can't even think of anything that you should improve-if your bored, please feel free to work your magic on our cell chapter!! -- Leili

M Sol's Review I think it is a very intresting chapter and a least we have or can see ourn hair skin nails i think thath makes it more intresting. I had no idea there was two types of ear wax that blows my mind how did you find that information good job i think your research was very through.

Jody and Jenn
Hey do either one of you know what is ment by "cutaneous senses", I'm trying to answer the questions and I can't seem to find it anywhere in the chapter. Where am I missing it?

Thanks

--BrendaJohnson 02:36, 21 August 2006 (UTC)

I have had to do a lot of looking around for this answer and what I found is that basically it is refered to "the faculty of touch" I am not exactly sure how to answer that question. Not only that, but it never refers to "cutaneous senses" in the chapter. I am going to look on the answer page and see what I find.--Jtervortn 15:49, 21 August 2006 (UTC)

Here is the answer they have for the question

"3. The blood brain barier and mennegis are responsible for controling the PH level and concentrations of hormones amino acids and potasium ions in the fluid around the brain. It is important that these are regulated closly because these substances can cause a neuron to fire. If these were not regulated well there would be uncontroled neural activity in the brain and thus all over the body.

We may want to come up with a different question all together. What do you think?

--Jtervortn 15:52, 21 August 2006 (UTC)

Small Evaluation
Hey Ladies! Your chapter looks great. I like the pictures you have up. I am not quite sure what to do this phase. Obviously you guys already have a lot of info in there whether it was from the phase 1 people or you guys. In our chapter, we have more content to add, but your chapter looks sufficient to me. I would only suggest grammatical errors, and what the group did to our old chapter was add more definitions in what is your glossary area. I would suggest reading through your chapter and picking out more key terms to add to your glossary. And also what Kevin suggested, to add a little story. You guys have a great chapter!!!Pwoodson 19:00, 21 August 2006 (UTC)

Review
I think that the content outline of the chapter is set up well ad I like the links that you have put in also. The information is spread out well and I would suggest mabey a few more pictures etc, to help the reader visualize and learn that way as well. I also like the Did you Know? Good job!--JamBam16 00:34, 30 August 2006 (UTC)

Wow! This chapter is very good! I really I really like how you added P.Stewart's bald head. You found some really great pictures, it really helps in learning the different layers of the skin! Great Job.--Jacquel 18:15, 30 August 2006 (UTC)

Review
This chapter is very well written. I really liked the way you placed clinical applications in some the areas it tied in really well. The flow of the chapter I thought was excellent.Cody M. 18:16, 31 August 2006 (UTC)

RiRi's Review
I really liked the way the chapter is layed out. When we get our homework on this chapter I think it will be easy to find and read things. I know that everyone is switching chapters next week so, for the next group: There really isn't much to add except the stuff you can think of that would be fun to learn. It might need more review questions. Uhhmmm, oh ya!, I added some links and pictures, if you think they may not go then then feel free to change what i put in. I added the toilet picture, I thought it was funny! Anyhow, keep up the great work!

Better Late than never...
Not that it needs to be done anyway, you guys have done a great job, but my review is a little late. Looks good, one thing I noticed, is there is a picture of the skin types, but doesn't say anything about which is which. I think pictures need to be explained, but thats me. AWESOME job! You have done very well. JAMI--199.91.33.254 05:34, 5 September 2006 (UTC)

kyle review
I love the picture of the toilet its the first thing that caught my eye. You can always tell when its a well put together when you go though the effort to make if flow and put something in to get them intrested. Good job.

The sensory function of hairs
From the Introduction - "Any other hair on our bodies no longer serves a function, but is an evolutionary remnant."

This is wrong; hairs (with their nerve rich follicles) are sensory mechano-receptors that extend our sense of touch beyond the surface of the skin and are (according to W.Montagna in "Evolution of Human Skin") the principle component of the skin's sensibility. Plenty of other references to be found to this function.

The sensory function is real and has significant survival benefits as it is the primary means of avoiding insect bites. I've been saved from toxic Australian Paralysis Tick bites by feeling them as they bump against hairs - very functional, very useful.

The ongoing omission of the bug detecting sensory function of hairs continues to bug me. Especially given that - unless their's don't work for some medical reason - all those who claim body hairs are useless have lived their lives immersed in the sensations these humble sense organs provide. And, astonishingly, failed to distinguish from direct skin contact.

I don't want to rush into editing the page, but when I get opportunity to put some time towards it I will give it a try. Ken in Oz (discuss • contribs) 01:44, 21 March 2014 (UTC)


text: Human Physiology/Print Version

title: Human Physiology/Print Version


text:
Category:Sweet potato recipes

Recipes involving sweet potatoes.

title: Category:Sweet potato recipes


text: Category:Book:The Wealthy Barber

title: Category:Book:The Wealthy Barber


text:
User:Mathdude314

I am Math

title: User:Mathdude314


text:
User:Bgks

http://commons.wikimedia.org/wiki/Special:Contributions/Bgks

http://de.wikipedia.org/wiki/Spezial:Contributions/Bgks

http://en.wikibooks.org/wiki/Special:Contributions/Bgks

http://www.kulms.info/BGKS/

title: User:Bgks


text:
User:Swift

To do

 * 1) Finish what I started at Template messages. Refactor and format the sub-pages and update Template messages.
 * /Help pages [08:11, 31 December 2008 (UTC)]
 * Get PD works accepted. (This could then be undeleted: Special:Undelete/Template:PDBook). [03:03, 12 January 2009 (UTC)]
 * Forking policy.
 * Merge (wtf! an unstable branch of a proposal):
 * Assume good faith
 * Assume good faith/Unstable
 * Wikibooks:Reading room/User:Panic2k4 --Swift (talk) 12:07, 20 January 2009 (UTC)
 * Rewrite Pages needing attention to make it part of the Wikibook cleanup framework. --Swift (talk) 15:23, 4 February 2009 (UTC)
 * Update links to Authoring Foreign Language Textbooks [ 04:47, 7 February 2009 (UTC) ]
 * Empty Special:UncategorizedPages [ 05:24, 16 February 2009 (UTC) ]
 * Deprecate Template:Click: [ 06:06, 20 February 2009 (UTC) ]
 * python replace.py -transcludes:Click -family:wikibooks -regex "{{Click\|image=([^|]*)\|width=([^|]*)px\|height=([^|]*)px\|([^}]*)}}" "\1"
 * Go through untagged images and alert users. [ 03:29, 5 May 2009 (UTC) ]

Follow-ups
upload backlog
 * WB:BLOG concerns at Talk:History_of_the_ODU_Art_Department. [ 09:10, 16 February 2009 (UTC) ]
 * Identifiable:
 * File:Nolan.JPG
 * File:Girl playing.JPG
 * File:Thanksgiving 047.jpg
 * File:Partygirl 001.JPG
 * File:Office girls!.jpg
 * File:MattandI.jpg
 * File:GBBG.jpg
 * File:Future astronaut.png
 * User_talk:Thewinster [ 02:29, 11 April 2009 (UTC) ]

 * Make sure these actually get done
 * Transformative Applications in Education/Scratch
 * Transformative Applications in Education/WiZiQ
 * Assistive Technology in Education/Speech Recognition Software
 * Transformative Applications in Education/Squeak

Subjects

 * Category:Cataloguing
 * Card Catalog Office
 * Subject:Major Subjects
 * Subject pages

Edition books

 * Social and Cultural Foundations of American Education
 * Foundations of Education and Instructional Assessment

Class projects

 * Cultural Anthropology

Recurring tasks and events

 * Category:Candidates for speedy deletion

Special:PrefixIndex/User:Swift

PAG

 * Wikibooks for Wikipedians
 * Community Portal
 * Contact us
 * Protected page/Proposal
 * Original research -- Wikibooks talk:Original research

Category:Naming convention change

 * WB:NP
 * cleanup-NC
 * delete

Books

 * Chemical synthesis
 * Gmail
 * Uim
 * Japanese
 * 22 May 2008 — The contents page when I found it.
 * 12 June 2008 — A blank slate.
 * 17 June 2008 — First contents.
 * 6 September 2008 — The established structure.
 * 3 December 2008 — A new look.
 * Japanese Immersion

Categories

 * Category:Merge templates

title: User:Swift


text:
User talk:Pzone

About Me
I'm a freshman at Vassar College. I'm interested in math and science, and to some extent teaching. Pzone 13:40, 7 January 2007 (UTC)

title: User talk:Pzone


text:
Template:Cuisine

Cookbook | Ingredients | Cuisines
 * This template includes pages in Category:Cuisines
 * This template takes an optional sort key for the category:

title: Template:Cuisine


text:
Category:Cuisines

National and ethnic cuisines.

title: Category:Cuisines


text:
User:Josen~enwikibooks/Dicefree

'''Under Construction. Please check back often'''

Dice Free RPG is just as it sounds. A completely diceless tabletop role-playing game.

History of the Game

 * Origins
 * Development History

Characters

 * Setup
 * Backgrounds, Names, And More

Skills

 * Skills Introduction
 * Skill Uses
 * Checks

Magic

 * Magic Basics
 * Spell Creation
 * Libraries

Items

 * Weapons
 * Armour

title: User:Josen~enwikibooks/Dicefree


text:
User:Josen~enwikibooks/DiceFree/Origins

Origins
'DiceFree' originated from the home of a kid during the summer of 2005. As his friend's birthday was coming up, he pondered what kind of present could be gotten for him.

An idea struck; the RPG-loving friend would no doubt like an easy-to-use and easy-to-play RPG manual! As fast as he could, kidko began to think of an RPG sutable for the occasion. Not finding one that was both low-cost and rule-slim, he began to make him one.

The RPG evolved from a simple system of 3 skills (ATK, DEF, and SKL) with only 3 types of weapons, armor, and magic to the game it is today. 'DiceFree' was created.

title: User:Josen~enwikibooks/DiceFree/Origins


text:
User:Josen~enwikibooks/DiceFree/Development History

April 12, 2006
The first sections of the DiceFree rulebook are posted on Wikibooks. kidko edits and trims the existing rulebook to fit.

April 13, 2006
The first versions of the Characters/Names and Characters/Backgrounds sections are complete. Expect the Characters/Setup section to follow today or tomorrow.

April 18, 2006
DiceFree added to the front page!

Final version of the Characters section is completed. The Skills chapter is begun.

June 25, 2006
DiceFree added to VfD!


text:
User:Josen~enwikibooks/DiceFree/Setup

Setup
Let's start with the skills. A character's skills are abbreviated as [A,B,C,D,E,F,G]. Each letter stands for a different skill. There will be a more in-depth look in the Skills section. However, the skills for every character are:
 * Health- (HP/Stamina) The amount of damage your character can take before dying
 * Attack- (Strength) The general weapon use skill of a character.
 * Defense- The rating of your character's skill of defending herself.
 * H. Speed- Horizontal speed; running movement limit
 * V. Speed- Vertical speed; climbing movement limit
 * Stealth- (Sleight of hand) The ability to conceal a character's actions
 * Awareness- (Spot) Your character's ability to notice things.

Every starting character will recive 22 points to spend as they see fit for their statistics.

Improvements can be made, of course; every other level (starting at 3), the players recive 2 skill points to spend.

title: User:Josen~enwikibooks/DiceFree/Setup


text:
User:Josen~enwikibooks/DiceFree/Backgrounds, Names, And More

=Backgrounds= Every character has to have some kind of story, right? Well, talk to your GM about your character's. Find out a few things about him, making them up as you go along: And other things of that kind. This will help the GM to create an effective, realistic, and deep storyline for the hero(s). Not all of this information is required, but a basic synopsis would be nice.
 * Birthplace
 * Goals in life
 * Kind of upbringing

Name
No character can simply exist. They need a name. Names describe the characters, even if indirrectly. They give them a sense of contribution, and an easy way to refer to another charcter.

Names in the DiceFree world have, generally, three parts: the first name, last name, and clan. Last names can be left off, as they are often the clan name. Every character has a first name, such as Bob or Obediah. If you can't think of a name that would fit your character, try this:

Description Method
Take one word that describes him. For example, hate. Now, take the letters and arrange them in an order that is both not common and pronouncable. In my example, a name could be: The longer the word, the longer your choice of names could be. Be creative, and add or remove letters from the name if needed.
 * Tahe (tah-hey)
 * Ehta (eh-tah)
 * Ateh (ah-teh, at-eh)
 * Heta (heh-tah, hee-tay, hee-tah, heh-tay)

Clan Names
Clan is defined by Wiktionary as a noun: a group of people all descended from a common ancestor. First Cousins or so are the usual edges of a DiceFree clan.

Historical
Many clans might be named after a famous member of them, usually from the days of legends and such. Others may use newer names, for example, Billar's father was Francon, and he slew many a great invasion force. His name, as repetitive is it may be, could end up as Francon Lounic Francon. Clans may name themselves after a heroic member of history, or a leader of the present. It is up to the GM and players to decide this.

Random
Found a funny word? Can't think of a historical figure? Then simply rearrange the letters of a word that may or may not describe the clan overall. In other words, take a random/descriptive word and use the method under Names.


text:
User:Josen~enwikibooks/DiceFree/Skills Introduction

=Skills Introduction= Skills represent every character's physical makeup. The higher a statistic, the better the character is at it, and related activities. Thus, knowing how to use skills efficiently could make a player character's (PC's) adventure slightly easier. Early skill research could also create a well-balanced and suited PC for use in the campaign.

The Catagories

 * Health
 * Attack
 * Defense
 * H. Speed
 * V. Speed
 * Stealth
 * Awareness

General
Health is a representation of the sturdiness of your character. The more damage that you take, the lower this statistic will become. At 0, the PC is dead.

Attack estimates your attack power and physical streangth. Weapons can increase (or decrease) this stat.

Defense describes the ability to defend oneself. A higher Defense score will help a PC to live longer, in the long run.

H. Speed, short for Horizontal Speed. It represents the speed and distance that a PC can run, and has many uses.

V. Speed, abbreviation for Vertical Speed. A description of the ability of a PC to climb, both the time and distance of said climb.


text:
Cookbook:Cuisine of Romania

Recipes
Consider adding:
 * Mititei (grilled meatballs)
 * Sarmale (cabbage rolls)
 * Musaca de Cartofi (Romanian Moussaka)

title: Cookbook:Cuisine of Romania


text:
Category:Tibetan recipes

| South Asian cuisines

Recipes from Tibet.

title: Category:Tibetan recipes


text:
Voter's Guide/United Kingdom

The next general election in the United Kingdom will be in 2015. Elections are held every 5 years (previously governments could call early elections) Local elections are held around once a year in most areas.

Voting Systems
In order to ensure you cast your vote in line with your beliefs it is important to understand the voting system.

First Past the Post
Used for general elections and local elections in England and Wales.

The electoral system of first past the post, know as a single member constituency, is when a particular candidate wins when they receive more votes than their rival. A majority vote is not required. There are 659 constituencies within the UK, each one elects a single member.

Pros :

No Confusion – Voters are required to make a single cross on the ballot, next to their favoured candidate – Rather than rank prospective candidates.

Speed – Results can be calculated relatively quickly, therefore local and national results are known speedily.

Accountability – Each constituency has a particular MP to who esquires and correspondence can be directed.

Clear Results – Results are relatively indisputable With 10 candidates the winner can be clear, even if they only received 15%, with the nearest rival on 14.5%.

Cons :

Representation 1 - As in the above example, a candidate can be elected to represent a constituency when the majority of constituents did not vote for that candidate.

Representation 2 - Following on from above example, but on a nation level, candidates for parties who come second of third may receive a substantial proportion of the national vote but gain a small proportion of the available parliamentary seat. (eg. In 1992 the Liberal Democrats won 18% of the national vote but only 3% of the seats)

Single Transferable Vote (STV)
Used for local elections in Scotland (from 2007) and Northern Ireland. STV is also used for European Elections in Northern Ireland.

Additional Member System
Used to elect the Scottish Parliament, the Welsh Assembly and the Greater London Assembly.

Supplementary Vote
Used for directly elected mayors in England.

title: Voter's Guide/United Kingdom


text:
Adventist Youth Honors Answer Book/Recreation/Swimming - Beginner (North American Division)

2. Headfirst entry from the side in a sitting position.
Headfirst entry should NOT be taught unless the water depth is at least 9 feet.

3. Headfirst entry from the side in a kneeling position.
Headfirst entry should NOT be taught unless the water depth is at least 9 feet.


text:
Talk:Introspector

Orphans
These pages are not linked to from anywhere in this book:

 * 1) Introspector/DotGNU/RDF
 * 2) Introspector/Interfaces/CVS
 * 3) Introspector/Interfaces/CoopX
 * 4) Introspector/Interfaces/Foaf
 * 5) Introspector/Interfaces/GUI
 * 6) Introspector/Interfaces/MBOX
 * 7) Introspector/Interfaces/Projects/Savannah
 * 8) Introspector/Interfaces/Projects/VCG
 * 9) Introspector/Interfaces/Wiki/OddMuse
 * 10) Introspector/Introspection
 * 11) Introspector/LanguageTools/Bash
 * 12) Introspector/LanguageTools/Perl
 * 13) Introspector/LanguageTools/Php
 * 14) Introspector/LanguageTools/Python
 * 15) Introspector/LanguageTools/SilverScheme
 * 16) Introspector/RDF/Laces
 * 17) Introspector/RDF/Swoogle
 * 18) Introspector/RelatedProjects/SimilarNamed
 * 19) Introspector/Snippets

Please either incorporate them into the text or mark them for deletion by typing on each page. Thanks! --hagindaz 23:08, 28 July 2006 (UTC)

Thanks!

mike

There are some more orphans: --Adrignola talk contribs 00:45, 3 August 2009 (UTC)
 * Introspector/gcc/rtl/peephole/i386.md
 * Introspector/RTL in Lisp

The ice cube data structure
This book currently mentions
 * ''experiments with the special data structure "ice cube" for higher speed transfer of the data.
 * The ice cube is a compressed data cube, a set of vectors describing the compiler graphs efficiently.

Alas, one of those links is broken, leaving me wondering: Is *any* compressed block of data, in *any* kind of data structure and compressed using *any* data compression algorithm, a kind of "ice cube" (a generic term)? Or is there some specific data structure, a "data cube" (?) that is compressed in some specific way to create a "ice cube"? --DavidCary (discuss • contribs) 20:15, 1 April 2011 (UTC)

title: Talk:Introspector


text:
Adventist Youth Honors Answer Book/Nature/Stars - Advanced (General Conference)

The North American Division version of this honor is also available in the Nature chapter of this wikibook.

9. Identify by their name and point out in the sky the constellations that can be seen all night long on a clear night in your hemisphere.
The constellations that can be seen all night in each hemisphere are the ones near the celestial poles.

a. The summer months.
Northern Hemisphere: In the east you should be able to find Cygnus (the Northern Cross) and Aquila. Directly overhead you should see Lyra. To the west you should be able to find Virgo, Leo, and Bootes.

Southern Hemisphere: In the east you should be able to find Aquila, Capricorn, and Sagitarius. Directly overhead you should see Scorpius. To the southwest you should be able to find Crux (the Southern Cross) and Centaurus.

b. The winter months.
Northern Hemisphere: To the south you should be able to see Orion, Canis Major, Canis Minor, Gemini, and Auriga.

Southern Hemisphere: In the east you should be able to find Canis Major, and Canis Minor. In the north you should see Orion. To the west you should be able to find Cetus and Fornax.

11. At what time of year is the constellation Orion best seen? Locate and identify in the sky the three brightest stars of this constellation.
Orion is best seen in the winter because it is then visible just after sunset, and throughout most of the night. In the Northern Hemisphere the winter sky is generally clearer than the summer sky. The three brightest stars in Orion are Rigel (right foot), Betelguese (left shoulder), and Bellatrix (right shoulder).

12. How are the letters of the Greek alphabet used to name stars in a constellation? Give five illustrations of the use of the letters of the Greek alphabet in naming the stars of a constellation.
The brightest star in a constellation is called alpha plus the constellation name. The second brightest is named beta, the third brightest is named gamma, and so forth. The best known example of this is Alpha Centauri which is the brightest star in the constellation Centaur. However, Alpha Centauri is actually a binary star, so the first two stars in our list can be Alpha Centauri A, and Alpha Centauri B. Acrux, Becrux, and Gacrux are the three brightest stars in Crux, the Southern Cross, and are so named as an abbreviation of Alpha-Crux, Beta-Crux, and Gamma-Crux.

Sirius
Sirius is the brightest star in the night-time sky, with a visual apparent magnitude of −1.46. It is located in the constellation Canis Major. As the major star of the "Big Dog" constellation, it is often called the "Dog Star". Sirius can be seen from every inhabited region of the Earth's surface. At a distance of 2.6 pc or 8.57 light years, Sirius is also one of the nearest stars to Earth. The best time of year to view it is around January 1, when it reaches the meridian at midnight. Sirius can be found by following Orion's belt from the viewer's right to left.

Arcturus
Arcturus is the brightest star in the constellation Boötes, and the third brightest star in the night sky, with a visual magnitude of −0.05, after Sirius and Canopus. Arcturus can be found by following the arc made by handle of the Big Dipper (away from the dipper's bowl).

Vega and Altair
Vega is the brightest star in Lyra, and the fifth brightest star in the sky. It is the third brightest star in the Northern night sky, after Sirius and Arcturus, and can often be seen near the zenith in the mid-northern latitudes during the Northern Hemisphere summer.

Vega is a vertex of the Summer Triangle, which consists of Vega (in Lyra), Deneb (in Cygnus) and Altair (in Aquila). If one is to consider this asterism a right triangle, then Vega would correspond to its right angle. This triangle is very recognizable in the northern skies for there are few bright stars in its vicinity.

Altair is the brightest star in the constellation Aquila and the twelfth brightest star in the nighttime sky, at visual magnitude 0.77. Like Vega, it is a member of the Summer Triangle.

Capella
Capella is the brightest star in the constellation Auriga and sixth brightest star in the sky. Although it appears as a single point to the naked eye, Capella is actually a bright close binary pair of stars along side a second, fainter binary. Capella can be found by following the line made by the two stars in the Big Dipper's handle and extending it across the Dipper's bowl.

Rigel and Betelguese
Rigel is the brightest star in the constellation Orion and the seventh brightest star in the sky, with visual magnitude 0.12. Rigel is Orion's left foot.

Betelguese is the second brightest star in the constellation Orion, and the tenth brightest star in the night sky. Betelguese is Orion's right shoulder. Betelgeuse is a red supergiant, one of the physically largest stars known. If it were placed at the center of our solar system, its outer surface would possibly extend to the orbit of Mars.

Procyon
Procyon is the brightest star in the constellation Canis Minor and the eighth brightest star in the nighttime sky. It can be found using stars in Orion in two different ways:
 * By following Orion's left foot (Rigel) through the tip of his sword.
 * By following Bellatrix (his left shoulder) through Betelguese (his right shoulder).

Procyon, Sirius, and Betelguese also form an equilateral triangle.

Aldebaran
Once you can find Rigel, Sirius, Procyon, and Capella, finding Aldebaran is easy, for these five stars, plus Pollux make up the Winter Circle.

Spica
Spica is the brightest star in the constellation Virgo, and the 15th brightest star in the sky. It can be found by following a line starting at the star ρ Boötis, and continuing through Arcturus to Spica.

Canopus
Canopus is the brightest star in the southern constellation of Carina, and the second brightest star in the sky, with a visual magnitude of −0.62, second only to Sirius. Canopus is a yellowish-white supergiant star. It is located well into the southern hemisphere, at a declination of −52° 42' (2000) and a right ascension of 06h24.0m, and is visible on the southern horizon of even the southern US States as far north as Virginia or Kentucky. That far north, it can only be seen on a very clear night during the last two weeks of February directly south very low on the horizon just after sunset.

Alpha Centauri A and Hadar
Alpha Centauri A is located in the Southern Hemisphere, and can only be seen in the United States from points south of Daytona Beach, Florida or San Antonio, Texas. Even then, it barely rises above the horizon directly to the South for a few days around July 8.

Hadar is also known as Beta Centauri, for it is the second brightest star in the constellation Centaurus. It is just to the West of Alpha Centauri A, so if you can see the one, you can probably see the other.

Achernar
Achernar is located in the Southern Hemisphere, and therefore is never visible in most of North America. It can be seen from Dallas Texas and points south in mid to late November due South, and very low on the horizon.

Acrux
Acrux is the brightest star in constellation Crux (the Southern Cross) and the thirteenth brightest star in the nighttime sky, at visual magnitude 0.77. Acrux is represented in the flag of Australia as one of the 5 stars that comprise the Southern Cross. Since Acrux is at roughly −60° declination, it is generally only visible south of the Tropic of Cancer and therefore didn't receive an ancient traditional name; "Acrux" is simply a combination of the A in Alpha plus Crux (meaning "cross"). Acrux is the southernmost first magnitude star, just a bit more southerly than Alpha Centauri. Acrux can be seen as far north as Miami, Florida, but it only barely rises above the horizon. You might be able to see it due south around May 8 (any year) at about 9:00 pm. If you wait a around until midnight, Alpha Centauri and Hadar will also be visible around that date as well (also directly to the south and just over the horizon).

14. With the use of a diagram, show the relative positions of the earth and moon during high and low tides.

Since the Earth's crust is solid, it moves, along with everything inside it, as one whole, as defined by the average force on it. For the Earth's shape this average force is equal to the force on its center. The water at the surface is free to move following forces on its particles. One of the forces that effect tides is the gravity of the Moon. The force of gravity gets weaker as the distance between two bodies increases, and since the center of the Earth is farther away than the surface nearest the Moon, the Moon's gravity pulls on the surface water stronger than it pulls on the whole of the Earth. This causes the water level to rise and causes a high tide.

Meanwhile, on the side of the Earth opposite the Moon, the surface is farther than the Earth's center, so the Moon pulls more strongly on the Earth as a whole than it does on the water. This causes the water move away from the Moon, but since this is on the other side of the Earth, the water level still rises, causing a high tide.

Low tides occur at the points on the Earth where the Moon is just rising or just setting - that is, where the surface is at a 90° angle from the moon.

The Sun also had a tidal effect, but since it is much farther away, the difference between the pull of gravity at the surface of the Earth and the pull of gravity at the center is much smaller as compared to the Moon. When the tidal action caused by the Sun and Moon reinforce one another we have a spring tide (which is higher than normal). When they oppose one another, we have a neap tide (which is lower than normal).

==15. Describe the peculiar individual characteristics of the planets in our solar system. Which ones cannot be seen without the aid of a telescope? Which two planets are seen only near the hours of sunrise or sunset?==

16. Where and in what way does the Bible refer to Orion, the Pleiades, and Arcturus?

 * Job 9:9 (21st Century King James Version) : "Who maketh Arcturus, Orion and Pleiades, and the chambers of the south;"

 * Job 38:31,32 (21st Century King James Version) : "Canst thou bind the sweet influences of Pleiades, or loose the bands of Orion? Canst thou bring forth Mazzaroth in his season? Or canst thou guide Arcturus with his sons?"

 * Amos 5:8 (NIV) : "He who made the Pleiades and Orion, who turns blackness into dawn and darkens day into night, who calls for the waters of the sea and pours them out over the face of the land— the LORD is his name."

Most English versions of the Bible translate Arcturus as The Bear.


text:
Radiation Oncology/MPNST

Malignant Peripheral Nerve Sheath Tumor

Epidemiology

 * Account for 5-10% of soft tissue tumors
 * Majority arise de novo or from neurofibromas; prior RT (median 15 years ago) a risk factor

Pathology

 * Normal nerve sheath: Schwann cells, perineural cells, fibroblasts, endothelial cells, pericytes, epineural lipocytes
 * MPNSTs - Malignant tumors arising from or differentiating toward cells of peripheral nerve sheath; resemble fibrosarcomas in their basic organization
 * Criteria (one of the following):
 * arise from peripheral nerve
 * arise from pre-existing benign nerve sheath tumor (e.g., neurofibroma)
 * displays a constellation of histologic features seen above, and reflecting Schwann cell differentiation
 * Cytogenetics
 * Loss of NF1 gene (neurofibromin) and high levels of RAS activity; necessary but not sufficient
 * In addition, p27-Kip1, p53, or p16

Treatment Overview

 * Literature mostly consists of small series or case reports
 * Primary treatment is surgery
 * RT appears beneficial in local control, but has no impact on long-term survival. Dose >60 Gy preferred
 * Chemotherapy does not appear very effective

Outcomes

 * MGH 1991-2001 PMID 12963767 -- "Malignant peripheral nerve sheath tumor: the clinical spectrum and outcome of treatment." (Baehring JM, Neurology. 2003 Sep 9;61(5):696-8.)
 * Retrospective. 54 patients. Median f/u 54 months
 * Median survival: 66 months
 * Local recurrence: 26% after median 22 months; Distant recurrence: 20%
 * Univariate factors: tumor diameter <5 cm (HR 0.4), total resection, lower age
 * Multivariate factors: extent of surgery, RT (HR 0.22), age, chemo (but caution: small sample size)

 * Mayo 1975-1993 PMID 9788415 -- "Malignant peripheral nerve sheath tumor: analysis of treatment outcome. (Wong WW, Int J Radiat Oncol Biol Phys. 1998 Sep 1;42(2):351-60.)
 * Retrospective. 134 patients, 27% extremities, 73% non-extremities. Median f/u 53 months
 * Path: 10% Grade I, 32% Grade II, 32% Grade III, 24% Grade IV
 * RT (54%): 3-5 cm margins, no attempt to include LNs; 10% BT prescribed median 15 Gy to target volume
 * 5-year OS (10-year OS): 52% (34%). Median survival 61 months. RT did not affect 5-year survival (58% RT vs. 43% no RT)
 * Survival predictors: prior XRT, surgical margins
 * Local control: surgical margins, RT dose, use of IOERT/BT
 * Distant control: tumor size, grade, histologic subtype
 * Conclusion: Goal resection with negative margins. Adjuvant RT >=60 Gy, and inclusion of IOERT/BT provides improved local control

 * St. Jude 1995 PMID 8591083 -- "Malignant peripheral nerve sheath tumors: the St. Jude Children's Research Hospital experience." (DeCou JM, Ann Surg Oncol. 1995 Nov;2(6):524-9.)
 * Retrospective. 28 patients treated over 30 years. 45% extremity, 34% trunk, 21% head/neck
 * 5-year OS: 39% (resectable 65%, nonresectable 0% and median 12 months)
 * Survival predictors: surgical margins, sarcoma IRS group
 * Role for RT: authors recommend only for +margins

Review

 * Zurich (Switzerland) 2005 -- PMID 16442014 "Malignant peripheral nerve sheath tumors: an update." (Fuchs B, J Surg Orthop Adv. 2005 Winter;14(4):168-74.)

Malignant Intracranial Nerve Sheath Tumor

 * Historically also called malignant Schwannoma, but Malignant Intracranial Nerve Sheath Tumor preferred, since it is not yet clear whether these tumors truly arise from Schwann cells
 * Only 5 cases reported in literature:
 * 2/5 patients were disease-free 17 and 19 months after surgery
 * 3/5 patients recurred (5 months (death 9 months), 10 months (death 18 monts), and last had 3rd recurrence 5 years after surgery)

 * Saint-Etienne (France) 2004 PMID 14744297 -- "Malignant nerve sheath tumor of the right cerebral peduncle: case report." (Beauchesne P, Neurosurgery. 2004 Feb;54(2):500-3; discussion 503-4.)
 * Case report. 35 yo man with right cerebral peduncle tumor
 * Treated with stereotactic biopsy and cranial RT to 56.25 Gy in 24 fractions
 * After recurrence, treated with doxorubicin with mild benefit
 * OS: 29 months (recurred 24 months after initial treatment)

 * NYU 1998 PMID 9452273 -- "Malignant intracerebral nerve sheath tumor: a case report and review of the literature." (Sharma S, Cancer. 1998 Feb 1;82(3):545-52.)
 * Case report. 8 yo girl with right posterior temporal lobe tumor
 * Treated with surgery. RT appears to have been used, but no information provided
 * OS: healthy recurrence-free 17 months after surgery

 * Abstract -- "Immunocytochemistry of recurring intracerebral nerve sheath tumour." (Bruner JM, J Neuropathol Exp Neurol 43: 296, 1984 (abstr).)

title: Radiation Oncology/MPNST


text:
Cookbook:Sesame Shrimp Toast

Ingredients

 * 20 fresh uncooked large shrimp
 * 4 eggs
 * 2 ½ tbsp cornstarch
 * 1 tsp salt
 * 1 pinch pepper
 * 3 slices (or more as needed) sandwich bread
 * 1 green onion, finely-chopped
 * 4 tbsp sesame seeds
 * 3 tbsp vegetable oil

Procedure

 * 1) Remove shells and tails from shrimp. Remove back veins from shrimp. Cut down back of shrimp with sharp knife. Chop shrimp into a very small dice.
 * 2) Beat 1 egg, cornstarch, salt, pepper, and finely-chopped green onions in a small bowl until blended.
 * 3) Add shrimp to egg mixture, and toss until shrimp are completely coated.
 * 4) Remove crusts from bread. Cut each slice into quarters.
 * 5) Place one spoonful of shrimp mixture on each piece of  bread. Gently press to adhere to bread.
 * 6) Brush or rub small amount of egg mixture over each shrimp toast.
 * 7) Dip moist side into the sesame seeds spread out on a plate.
 * 8) Heat oil in skillet over medium-high heat until it reaches 375°F (190°C).
 * 9) Fry 3–4 shrimp toast pieces at a time in the hot oil until golden, 1–2 minutes on each side. Drain on absorbent paper.

title: Cookbook:Sesame Shrimp Toast


text:
Cookbook:Stuffed Mushrooms with Crabmeat

Ingredients

 * 12 ea. large mushrooms
 * 1 envelope vegetable soup mix
 * 6 oz (220 g) crab meat
 * ½ cup (120 ml) sour cream or plain yogurt
 * 3 tbsp plain dry bread crumbs
 * 1 tbsp fresh dill (optional)
 * 2 dashes hot pepper sauce
 * ⅛ tsp pepper (or to taste)
 * 2 tbsp butter, melted

Procedure

 * 1) Preheat oven to 350°F (180°C).
 * 2) Remove and finely chop mushroom stems.
 * 3) In a bowl, combine chopped mushroom stems, vegetable soup mix, crabmeat, sour cream, bread crumbs, dill, hot pepper sauce, and pepper. Set aside.
 * 4) On lightly greased baking sheet, arrange mushroom caps; stuff with crabmeat mixture, then brush with butter.
 * 5) Bake 15 minutes or until tender.


text:
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