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Muggles' Guide to Harry Potter/Major Events/OWL exams

Overview
The OWL (Ordinary Wizarding Level) exams are taken at the end of a student's fifth year at Hogwarts.

OWLs are offered in most subjects a student takes in their first five years, and many consist of both written (theory) and practical tests. Courses in which OWLS are offered are Ancient Runes, Arithmancy, History of Magic, Muggle Studies, all of which have written sections only; Astronomy, Care of Magical Creatures, Charms, Defence Against the Dark Arts, Herbology, Potions, Transfiguration, all of which have theory and practical exams; and Divination, which seems to have only a Practical section. Thus for twelve available subjects, nineteen examination slots are required.

Event Details
Apparently, OWLs extend over two weeks, with exams morning and afternoon; generally theory in the morning, practice in the afternoon. Special anti-cheating quills and parchment are used for the written parts of the exam. In Harry's fifth year, when he takes OWLs, Harry sits Charms on the first day, then Transfiguration, Herbology, and Defence Against the Dark Arts. On the Friday, Hermione sits Ancient Runes, while Harry and Ron have the day off. The following week is Potions on Monday, then Care of Magical Creatures on Tuesday. Wednesday we see Astronomy theory in the morning, Divination in the afternoon, then the Astronomy practical exam was that night at midnight. Thursday afternoon was the History of Magic exam. Hermione also had to sit her Arithmancy exam Wednesday afternoon, when Harry and Ron had Divination. None of the Trio are taking Muggle Studies, so we do not know when that exam occurs; but as it, like Divination, Ancient Runes, and History of Magic, likely only has a theory part, the exam could take place on the Thursday afternoon, following History of Magic, or on the Friday following Ancient Runes.

OWLs are graded using the following system:

Passing Grades
 * O - Outstanding
 * E - Exceeds Expectations
 * A - Acceptable

Failing Grades
 * P - Poor
 * D - Dreadful
 * T - Troll

The examiners are not Hogwarts professors, but a group of independent examiners referred to as Wizarding Examinations Authority, apparently somehow under the aegis of the Ministry of Magic. They are described as “a small group of ancient-looking witches and wizards”.

In the first few classes at the start of the term, a number of teachers announce that they will be grading to OWL standards. Harry, Ron, and Hermione discuss between themselves what OWL standards mean. In their discussion, they are joined by Fred and George, who sat their OWLs two years earlier. It is the Twins who describe the various grade levels, saying that they should have received E in every course, as their just showing up for the exam had exceeded the expectations of the Hogwarts teachers.

In the same book, Harry, viewing one of Professor Snape's memories, sees the Marauders (Sirius Black, Remus Lupin, Peter Pettigrew, and his own father) at the end of their Defence Against the Dark Arts OWL.

Notable Consequences
The grades achieved in O.W.L.s are very important for the next stages of a young wizard or witch's education. Each teacher demands a minimum grade for further study of his or her subject at NEWT level. Most teachers seem to demand at least an E, while some demand an O and others allow students with an A, the lowest passing grade, to proceed. In particular, Professor Snape requires that students who wish to proceed to N.E.W.T.-level study of Potions must achieve an 'Outstanding', while Professor McGonagall and Professor Flitwick require at least an 'Exceeds Expectations' or higher.

As the results of the OWL exams determine which courses can be taken at the N.E.W.T. level, the O.W.L. exams affect the witch or wizard's career choices. It is for this reason that Harry's meeting with Professor McGonagall concerning choice of careers occurs before the O.W.L. exams. In particular, Harry, asked to consider a career, is most intrigued by the idea of being an Auror, a career for which he must achieve N.E.W.T. grades of at least an 'Exceeds Expectations' in at least five subjects. Professor McGonagall suggests Harry's subjects should include Defence Against the Dark Arts, Transfiguration, Potions, and Charms.

When Harry receives his results, he discovers that he has passed everything, except Divination and History of Magic. He has achieved a 'Poor' in Divination as it is his weakest subject and a 'Dreadful' in History of Magic since he fainted mid-way during the examination, rendering him unable to finish his paper. While Harry does achieve an 'Acceptable' in Astronomy and an 'Exceeds Expectations' each in Transfiguration, Charms, Potions, Herbology, and Care of Magical Creatures, as well as an 'Outstanding' in Defence Against the Dark Arts, Professor Snape's requirement that he achieve an 'Outstanding' for NEWT-level Potions studies seems to prevent his becoming an Auror. However, Harry still manages to get into N.E.W.T.-level Potions since Professor Slughorn allows post-O.W.L. Potions students to continue to N.E.W.T.-level with at least an 'Exceeds Expectations'.

It is while Harry, tired after endlessly re-hashing the arrest of Hagrid that had occurred during the Astronomy final, is trying to complete his History of Magic exam that he faints and has the dream of Sirius being tortured in the Ministry by Voldemort. Through this dream, Harry goes to the Ministry.

Analysis
The fact that the Wizarding world has an equivalent to the English GCSE is only to be expected; its sharing a name, largely, with the older O-level exams is likely an artifact of the author's age. The standardized testing in the Muggle world that so pervades the school system must have a parallel. The stress and fatigue surrounding the GCSEs no doubt has made many young Muggles imagine things that just are not so. Similarly, the mental tension and exhaustion caused in Harry by these exams obviously will increase Harry's sensitivity to the images that Voldemort is sending to lure Harry to the Ministry. Given that we have seen earlier that Harry is able to pick up mental impressions at times Voldemort is experiencing extreme emotions, it is safe to speculate that the author arranged events to heighten Harry's tension in this book, culminating with the critically-important OWL exams, specifically to make the transfer of thoughts more likely.

Questions

 * 1) Is Troll a real exam grade? Why did the Weasley twins have trouble remembering it?

Greater Picture
It is mentioned that Harry believes his hopes of becoming an Auror to be futile, when he receives his OWL grades at the beginning of Harry Potter and the Half-Blood Prince. In fact, this is not quite true; the requirement is that Harry achieve Exceeds Expectations in at least five NEWTs, and he has received five Exceeds Expectations and one Outstanding at OWL level. It appears that he would be able to proceed in five NEWT-level courses even if Snape was still teaching Potions and would not accept him in that course; that he take Potions at NEWT level was a recommendation by Professor McGonagall, rather than a requirement. Once he arrives at Hogwarts, he will find that a new Potions instructor has been appointed. Professor Slughorn will accept an OWL grade of Exceeds Expectations for NEWT-level studies, so Harry's hopes of becoming an Auror will be restored.

Harry's belief that Professor Slughorn has been brought in to be the Defence Against the Dark Arts teacher, and his associated belief that he will not be allowed to study NEWT-level Potions, is a necessary plot point. It is because of this that Harry does not purchase the necessary textbook for NEWT-level potions, instead receiving the textbook previously owned by the Half-Blood Prince. This textbook is instrumental in Harry's success in Potions in his sixth year, and teaches him spells that he will use during the rest of the story.

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


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User:Magellan626

My name is Joe and I am a math and physics major.

title: User:Magellan626


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Cookbook:Lobster Thermidor

Lobster thermidor is a dish created by stuffing an empty lobster tail with sautéed lobster meat that is cooked with butter, a light wine (often sherry), and cream. The resulting sauce is stuffed into a lobster shell then topped with either a cheese, mushrooms or combination of vegetables before being placed under an open flame or broiled.

The dish originated in Europe but was popularized in the US in the mid-20th century. Perhaps the most prominent reference to Lobster Thermidor is in the movie Citizen Kane; while never shown, is it used as an example of early 20th century Northeastern haute cuisine.

While present in older American cookbooks, the preparation is no longer widely-known. It is related to Lobster Newberg, another lobster tail recipe commonly presented in older Northeastern-themed cookbooks.

Ingredients

 * ½ lb (225 g) cooked lobster meat, preferably from the tail; see notes
 * 1 cleaned lobster tail shell
 * 3 tablespoons butter or margarine
 * 1 cup (240 ml) heavy cream
 * 2 egg yolks
 * ½ cup (120 ml) sherry or brandy
 * ½ cup (120 g) grated gruyere or mozzarella cheese
 * Salt
 * Freshly-ground black pepper

Filling

 * 1) In a serving bowl, mix together egg yolks and cream, then set aside for later use.
 * 2) In a saucepan large enough to accommodate everything, warm the butter over low heat until it melts.
 * 3) Add the cooked lobster meat and wine to the butter, then sauté over medium-high heat for about 2–3 minutes, or until the meat is warmed through and the wine has been mostly absorbed.
 * 4) Slowly add the cream and egg mixture, stirring all the time to ensure that the sauce is evenly mixed.
 * 5) When the sauce has thickened remove from heat.

Assembly

 * 1) Set oven to broil or prepare an open flame.
 * 2) Carefully stuff the empty lobster tail with the filling.
 * 3) Top the filling with the grated cheese, salt, and pepper.
 * 4) Place the filled shell underneath the open flame and broil for 3–8 minutes, or until the cheese melts and turns a golden brown.
 * 5) Remove from the oven, and serve on a warmed plate with garnish and appropriate accompaniments.

Notes, tips, and variations

 * Cooking and shelling a fresh lobster can be a time consuming process, so frozen or pre-shelled tail meat is often used as a substitute. If you would like to prepare your own lobster meat, refer to the recipe for boiled lobster.
 * While the base preparation of Lobster Thermidor often remains the same, the type of wine or cheese used, or the way that the lobster is cooked differs.
 * Some preparations include utilizing the broth generated from cooking the lobster with carrots, celery, tarragon, and wine as an additional ingredient to thicken the sauce of cream and sherry.

title: Cookbook:Lobster Thermidor


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Esperanto/Recreational activities

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Correlatives
The most simple words in Esperanto follow an independent system from other words to make them easier to memorize. Not memorizing the table below is perhaps the most common mistake students of Esperanto make, and given how frequently they are used, it is important that you memorize them.

Note that correlative words ending in a vowel can take the accusative ending -n. The accusative ending signals the target of an action. It can be attached to place words to indicate a destination.
 * Neniu trovis nin. - No one found us.
 * Ni trovis neniun. - We found no one.
 * Io estas tie. - Something is there.
 * Ni iru tien. - Let's go there.

Make special note of the column marked "Interrogative and Relative". These words serve a double-purpose, before an interrogative (question-asking) clause, and a relative (descriptive) clause. You can (almost always) distinguish between interrogative and relative clauses by whether or not they end in a question mark.
 * Interrogative Clause:This is a sentence which asks a question requiring a more descriptive answer than "yes" or "no". For example, "What's wrong with that?" or "How are you?", but not "Is that a cake?". These sentences must begin with a word starting with "ki".
 * Relative Clause:A sentence (usually within a sentence) that describes something. For example, "That is the boy who goes to school." or "I see a car which is going very fast." Likewise, these clauses must start with one of the "ki" words.
 * Kiu estas tiu knabo? - Who is that boy?
 * Tiu estas la knabo, kiu iras al la lernejo. - That's the boy who goes to school.

Ĉi and Ajn
These two words are used in addition to correlatives to create a few additional, very common words.

"Ĉi"Expresses closeness and is used with the ti- and ĉi- words, either before or after them.
 * Ĉi tie - Here
 * Ĉi tio - This
 * Ĉi ĉio - All of this

The word "Ajn" means "ever". Like "Ĉi", it can be used before or after ti- and ĉi- words.
 * Kiam ajn - Whenever
 * Kiu ajn - Whoever

Verbs and Adjectives to Nouns
In lesson one, we learned that nouns end in -o, adjectives end in -a, adverbs end in -e, and that verbs (by default) end in -i. The reason for this is to make it easy to change one type of word, its part of speech, to another type. For example, "viro" means "man", and "vira" means "manly". At the same time, an adjective such as "happy" ("feliĉa") can be changed to "happily" ("feliĉe") by doing nothing more than changing the final -a to an -e.

It is also possible to change both adjectives and verbs into nouns.

 * Verb to Noun:This, of course, is accomplished by replacing the final -i with an -o. The meaning of the noun now refers to an event. For example, if "kuri" means "to run" and "kuro" means "a run", then "kuro" can be used in the sentence "that was a good run."
 * Adjectives to Noun:As you can assume, adjectives become nouns by changing -a to -o. A noun formed from an adjective refers to someone or something which the original adjective could refer to. For example, if there is a person who is "feliĉa" ("happy"), that person could be referred to as a "feliĉo". This might be helpful in a sentence such as this: "I saw a happy boy and a sad boy, and the happy [one] was standing." Translated, "Mi vidis feliĉan knabon kaj malfeliĉan knabon, kaj la feliĉo staris."

Participles to Nouns and Adverbs
Furthermore, participles are not limited to only be adjectives. They can also be used as nouns and adverbs by replacing the final -a with -o or -e, respectively.
 * Adjective to Noun:Nouns formed from adjective participles refer to somebody who does the action of the respective verb, or has it done to them. In English, these words typically end in "-er" or "-ed". Like adjective participles, English only has two direct translations of these words, those ending in "-anto" and those ending in "-ito".

Examples include "kuranto", for "runner", and "haketito" for "[the] chopped [thing]". Because the other four forms have imperfect translations, they will have to be rephrased when translated into English.

 * Adjective to Adverb:Adverbs formed from adjective participles describe an event taking place during, before, or after the main verb of a sentence. They tell when or why the main verb took, is taking, or will take place. This is best explained by examples.

What You Need to Know
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title: Esperanto/Recreational activities


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Wikijunior:How Things Work/Laser

A laser is a device that can produce a bright beam of colored light that is focused on a spot. Normally a light bulb glows white because it gives off light in every color we can see. It does so by heating up a strand of wire until it glows. The laser works very differently, so it can make a very narrow beam with only a single color. Laser is an acronym for Light Amplification by Stimulated Emission of Radiation.

Who invented it?
The ideas that led to the invention of the laser were discovered by Albert Einstein in 1916. But it was not until 1953 that these ideas were put into use. The first laser was actually called a maser, because it used microwaves. (This is the same type of energy that is used in a microwave oven). Charles Townes and two of his students made the first maser, but it would only work for short amounts of time. Two scientists from the Soviet Union (Russia) named Nikolay Basov and Aleksandr Prokhorov figured out how to make the maser stay on. These three men won a Nobel Prize in 1964 for their discovery.

The first idea for a laser came from Charles Townes and Arthur Schawlow. Gordon Gould worked on the idea and wrote them down in a paper in 1959. This paper was the first time the word laser was used.

The first working laser was invented by Theodore Maiman and demonstrated on May 16, 1960.

How does it get power?
A laser is powered by electricity. The electric current gives it the energy it needs to emit light.

How does it work?
The name of the laser is an acronym that comes from first letters of the name, "Light Amplification by Stimulated Emission of Radiation". This is just a way of saying that a bright beam of light is created by pumping energy into a material. The energy radiation goes into the material from an outside source and pumps up or excites the material. The atoms in the material go into an excited/fast-moving state by absorbing this energy.

A single packet of light is called a photon. This word comes from the Greek name for light. When photon of a certain color passes an excited atom, it causes that atom to release a photon of the same color. So the total light becomes slightly brighter and the photons keep moving through the material. As it does so, it passes other excited atoms. These also emit photons of the same color. As a result the light is amplified/brightened, creating a bright laser beam of a single color.

The beam of light causes all the excited atoms to give off their energy as photons. Normally all the light would travel away until they are absorbed by a barrier. However if more energy is pumped into the material, it will keep the laser beam turned on.

A laser is made with a mirror at each end of the material. The light photons will bounce back and forth between these mirrors, causing more photons to be emitted.

Ruby Lasers
(see discussion page about additions below)

The Parts
Some lasers only have diodes.It is cut in half so you can see its parts. The picture below shows a laser diode,similar to light emitting diode.

The picture below shows a ruby laser.. The first working laser was a ruby laser, and it was invented in 1960.

It is cut in half so you can see its parts. The shiny red tube at the centre is a ruby crystal. That's where the laser beam will come from when the laser is switched on.

If you look closely at the picture, you will see that there are two round mirrors, one attached to each end of the ruby crystal. The mirror at the far end is called a "fully reflecting mirror". All the light reaching this type of mirror bounces back off it again.

The mirror at the near end of the crystal is called a "partially reflecting mirror". This type of mirror reflects most of the light, but some of the light can pass through it.

A tube made of quartz is coiled around the ruby crystal. It is called a "quartz flash tube", and each end of it is connected to a power supply, forming an electric circuit. In the picture above, we made the quartz flash tube see-through, so you can get a better view of the crystal.

All of these parts are inside an aluminium cylinder. The cylinder is highly polished, like a curved mirror.

Switching it on
When the electric power supply is switched on, a current flows through the quartz flash tube, and it gives off a very bright burst of light. The reflecting cylinder around the flash tube helps to focus all that light onto the ruby crystal.

What happens inside the crystal?
Like everything else, the ruby crystal is made of atoms. A real atom is so tiny, you can't see it, even with a very powerful microscope. They are much bigger in this picture so you can see them:

The light from the quartz flash tube hits the atoms in the crystal. Some of the atoms absorb the light, giving them more energy. They are said to be in a "higher energy level". To return to their previous energy level, they must get rid of the extra energy they got from the light. They do this by emitting a tiny particle of light called a "photon". Scientists call this process "stimulated emission of radiation" because the atoms are stimulated by the bright light, causing the emission of a photon of light, and light is a type of radiation. The next picture shows the atoms emitting photons.

Of course, in reality photons are a lot smaller than those in the picture. Photons are even smaller than the stuff that makes up atoms!

Where do the photons go?
When they are emitted from the atoms, the photons of light shoot off in all directions. Sometimes they pass close to another atom, and when that happens, the other atom might emit a photon too.

And if the photon from the other atom passes yet another atom, that atom might also emit a photon. So the number of photons increases very quickly, and the inside of the laser becomes very bright and hot. A water cooling system keeps it from overheating.

How is the laser beam formed?
When the photons of light hit the mirrors, they are reflected back off them. Many of the photons will bounce back and forth between the mirrors, passing atoms on the way, and causing yet more photons to be emitted. Scientists call this "light amplification", because the light (made of photons) is amplified (made brighter).

With so many photons whizzing back and forth between the mirrors, many of them escape from the crystal through the partially reflective mirror at the front. We have shown some of these photons in the picture below.

The laser beam is made of many millions of these photons, escaping from the crystal through the front mirror.

The whole process, from flicking the switch to the laser beam appearing, happens in the blink of an eye.

How dangerous is it?
The light from a laser beam can become very bright. If it has enough energy, this beam can cause damage to the eyes. You should not look directly into a laser beam. When scientists work with very powerful lasers, they must wear safety goggles over their eyes to avoid injury. Even a weak laser beam can damage the eyes when it is seen directly for a long time.

What does it do?
A photon of light moves through space like a wave. Just like a wave moving across water, oscillating up and down, a light wave has a rate at which it vibrates. This rate is called the frequency, and it is the rate of vibration that determines the color we see.

A normal light bulb will emit many photons of light at various frequencies. As a result, we see the light from the bulb as white. A laser, however, only emits photons with a single frequency. Such light is called monochromatic, a word that means single color.

Much as a company of soldiers on parade all step at the same time, the photons from a laser are also moving in lock-step with each other. This is called coherence. It is a very useful property of a laser because of the way that waves interact with each other. It is this property of coherence, for example, that allows lasers to make holograms, which are pictures that can make a three-dimensional image.

Finally the light from a laser is all moving in the same direction. The light from a flashlight (British English: torch) comes out in a cone shape, and the brightness of the beam decreases the further away you get. But the tight beam from a laser will stay bright over much longer distances.

These three properties of a laser: monochromatic, coherence and a tight beam, are useful in many applications. Lasers are now being used in a great variety of devices. (See "How has it changed the world?" below for a list of examples.)

How does it vary?
Lasers can differ from one another in the frequency of light they emit. The frequency depends on the types of materials used to make the laser. This is caused by differences in the properties of the atoms.

Lasers can also vary in the brightness, or intensity, of the beam of light they emit. The weakest lasers are fairly harmless and can be used in a classroom to point to locations on a projector screen. Some of the most powerful lasers can quickly cut through solid rock or metal sheets.

There are several different types of lasers. The material used to create the beam can be a solid, such as a piece of ruby. Some liquids and gasses can also be used to make a laser. Lasers can also be made out of similar materials as those used to make computer chips. Those are called semiconductor materials because of their electrical properties.

How has it changed the world?
Lasers are very useful devices and they have been included in many devices. A material called optical fiber can be used to guide the light from a laser, and it is used to let computers talk to each other. Lasers are also used in and  drives to read the small pits on a disk. (See How things work: DVD)

Laser light travels in a very straight line. Straight beams of light can be used for measuring long distances and for keeping things lined up when building bridges and buildings. Soldiers use lasers to guide a rocket to a target.

Stronger lasers can be used to cut through hard metals. They are used for very fine surgery, such as fixing an eye that can not see well. They can be used to remove a tattoo or a birthmark.

What idea(s) and/or inventions had to be developed before it could be created?
In order to create the laser, scientists had to explain how the atom worked. They had to come up with the theory called "quantum mechanics", which says that light and other very small particles all come in packets called quanta. This word comes from the Latin "quantum", which means how much.

The theory of quantum mechanics says that an atom can only store energy of certain amounts. Inside an atom are tiny negative particles called electrons that can absorb energy. When an electron receives just the right amount of energy, it can jump up to a higher level. By doing so it enters an excited state, which means it has more energy. Later the electron can release this energy, dropping back down to a lower, less excited state.

title: Wikijunior:How Things Work/Laser


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Cookbook talk:Lobster Thermidor

This recipe is still a work in progress, so feel free to post any suggestions.

A question to the editor: How do you source a recipe? Given that specific recipes are copyrighted, is giving a standard example an acceptable method of sourcing?

—Sarah Murray 16:17 4 August 2006

I fixed various gramatically mistakes in the initial posting.

—Sarah Murray 18:18 23 August 2007

 * Copyright material is not allowed on Wikibooks without permission, and must be released under a license that permits non-commercial use. Recipes are a little tricky, in that copyright applies to the descriptive content of the recipe (including the procedure) but not the list of ingredients. If you know that a recipe in this Cookbook is a violation of someone else's copyright, please let us know and provide a source for the recipe. Webaware talk 22:58, 22 August 2007 (UTC)

title: Cookbook talk:Lobster Thermidor


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Calculus/The Riemann-Darboux Integral, Integrability criterion, and monotone/Lipschitz function

=The Integral= What we introduced last time:

$$L(f)=\sup_P L(P,f)$$

$$U(f)=\inf_P U(P,f)$$

Are actually known as the lower and upper integrals respectively. Both are simultaneously the integral provided that the function that they are built from satisfy the following condition, the definition of integrability (but not the integrability criterion).

A bounded function $$f$$ on $$[a,b]$$ is integrable if $$L(f)=U(f)$$.

And that's all the integral really is!

Yet ANOTHER return of that summing exercise
This is just a quick little question, probably trivial. What does this mean for $$f(x)=x$$ ?

=Integrability= As previously defined we can prove the integrability of a function by noting that $$U(f)=L(f)$$

However, there is a much more useful way to prove that a function, or an entire class of functions, is integrable. This is the theorem called the Integrability Criterion:

A bounded function $$f:[a,b]\to\R$$ is integrable on $$[a,b]$$ iff for all $$\varepsilon>0$$ there exists a partition $$P$$ of $$[a,b]$$ such that $$U(P,f)-L(P,f)<\varepsilon$$

You'll notice that it has properties similar to the definition of the limit.

Since this is a proof of necessity assume that $$f$$ is integrable on $$[a,b]$$. Let $$\varepsilon>0$$ be given and say $$I=\int\limits_a^b f(x)dx$$. Also $$I=\inf_Q U(Q,f)=\sup_R L(R,f)$$. Now by the approximation property there exists a partition $$Q$$ such that $$U(Q,f)I-\tfrac{\varepsilon}{2}$$. If we take the refinement $$P=Q\sup R$$ and apply the properties of refinement that we proved before:

$$U(P,f)I-\frac{\varepsilon}{2}$$

We can manipulate this to:

$$U(P,f)-L(P,f)<\varepsilon$$

Now for the proof to finish up the biconditional...

Integrability criterion proof
You do it. If for all $$\varepsilon>0$$ there exists a partition $$P$$ of $$[a,b]$$ such that $$U(P,f)-L(P,f)<\varepsilon$$ then $$f$$ is integrable on $$[a,b]$$.

Some hints: show that it implies $$U(f)-L(f)<\varepsilon$$ for all $$\varepsilon>0$$ then show this is so only if $$U(f)=L(f)$$.


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Adventist Youth Honors Answer Book/Nature/Antelopes - Advanced

1. Give the order, and the scientific name of the family, to which the antelope belong.
The artiodactyla are the even-toed ungulates (that is, animals with hooves and an even number of toes).

A bovid is any of almost 140 species of cloven-hoofed mammals belonging to the family Bovidae. The family is widespread, being native to all continents except Australia and Antarctica, and diverse: members include buffalo, bison, antelopes, gazelles, and both wild and domesticated cattle, sheep, goats, and water buffalo.

3. Which large antelope differs from most of the others in appearance? What are some of its peculiar habits?
The wildebeest is the most unique looking antelope. It has a beefy muscular front-heavy appearance with a distinctive robust muzzle, it strides with relatively slender legs and moves gracefully and quietly most of the time, belying the reputation for stampeding in herds; however the stampeding characteristic may sometimes be observed. Probably the most conspicuous feature of the Blue Wildebeest are the large horns shaped like parentheses, extending outward to the side and then curving up and inward. The manes appear long, stiff, thick and jet black, a color assumed by the tail and face as well.

Blue Wildebeests can tolerate arid regions, as long as a potable water supply is available. Since all Wildebeests require a long drink every day or two, they must have water within about 15 or 25 kilometers distance. Their blunt muzzles are best equipped for biting short green grasses, since a wide incisor row prevents more selective feeding. Short grasses of these type are usually only found on alkaline or volcanic soils.

The Serengeti herds are purely migratory and abandon the usual plains after the rainy season has ended, in order to seek higher grasses in wetter areas. Grasslands bordering alkaline lakes or pans are particularly choice dry season (winter) habitats. Herds may be mixed gender with a dominant male, female only or bachelor only. Blue Wildebeest often graze together with other species such as Plains zebras for purposes of mutual protection. Zebras in particular are beneficial to co-exist with since they mow down highly vegetated areas leaving the wildebeests to eat the newly exposed and more nutritional short grasses, which is what they prefer. A Blue Wildebeest can attain a speed of up to 65 kilometers per hour.

4. What is the function of musk glands in the antelopes? Where are these glands situated on the gregarious types? On the solitary types?
Musk glands secrete a substance with a penetrating odor called (what else?) musk. The purpose of musk is to attract a mate. On the gregarious types of anteloope, the musk glands are located on the face beneath the eyes. On the solitary types, it is within a sac located between the genitals and the umbilicus (belly button).

a. Bush, or reed beds, near water?

 * Grysbok: The Cape Grysbok's native habitat is the "Fynbos biome" (Cape Floristic Region), and it inhabits thick shrubland. It can sometimes be found browsing orchards and vineyards. It may also be found in reed beds and along the riverbed of the southern Karoo.
 * Reedbuck: Three species of Reedbuck are native to central Africa, mostly living in grassland areas near water.
 * Topi: The Topi is a savannah and floodplain antelope.
 * Waterbuck: Waterbuck are found in scrub and savanna areas near water where they eat grass. Despite its name, the waterbuck does not spend much time in the water, but will take refuge there to escape predators.

b. Arid regions?

 * Oryx: All oryx species prefer near-desert conditions and can survive without water for long periods.
 * Addax: The Addax (Addax nasomaculatus) is a critically endangered desert antelope that lives in several isolated regions in the Sahara desert.
 * Springbok: In South Africa springbok inhabit the vast grasslands of the Freestate and the open shrublands of the greater and smaller Karoo. In Namibia they live in the grasslands of the south, the kalahari desert to the east and the dry riverbeds of the northern bushveld of the Windhoek region. In Botswana they mostly live in the Kalahari Desert in the southwestern and central parts of the country.

c. Open plains?

 * Blackbuck: On the open plain, the Blackbuck is one of the fastest animals and can outrun most predators over long distances.
 * Springbok: Springbok live in many habitats.
 * Gazelles: Gazelles are mostly found in the grasslands and savannas of Africa
 * Dik-dik: Dik-diks live in open plains amongst other grass-eaters such as giraffes, zebras, and other antelopes. Dik-diks may live in places as varied as dense forest or open plain, but they must have good cover and not too much tall grass or plants.

d. Scrub and forest areas?

 * Duikers: Duikers are shy and elusive creatures with a fondness for dense cover; most are forest dwellers and even the species living in more open areas are quick to disappear into thickets.
 * Sable Antelope: Sable Antelope live in wooded savannah where they eat mid-length grass and leaves.
 * Dik-dik: See above under "open plains".

e. The vicinity of rocky kopjes, or on hillsides?

 * Chiru: Chirus live on the high mountain steppes and semi-desert areas of the Tibetan plateau such as Kekexili.
 * Klipspringer: With a thick and dense speckled "salt and pepper" patterned coat of an almost olive shade, Klipspringers blend in well with the koppies (rock outcrops, pronounced "copies") on which they can usually be found.

6. Describe the horns, in both sexes of each species, of 15 different antelopes. What is the structure of these horns? Are there any deer in South Africa? What is the structure of their horns?
Though there are no native deer in South Africa, the Europeans imported the fallow deer during colonial times. Deer have antlers rather than horns. While an antler is growing it is covered with highly vascular skin called velvet, which supplies oxygen and nutrients to the growing bone; once the antler has achieved its proper size, the velvet is lost and the antler's bone dies. This dead bone structure is the mature antler. Antlers shed after each mating season. Horns are not shed, but are permanent fixtures on the animal's head. Rather than a velvet covering, horns are covered with keratin (the same thing fingernails are made of).

7. Name at least 20 species of antelope that you have observed and can identify out-of-doors, not more than 5 of which are in captivity.
Now you know why this honor is specific to the East-Africa Division. Bovids are most plentiful in Africa, but there are at least five wild species in North America:
 * 1) Mountain Goat (Oreamnos americanus)
 * 2) Bighorn Sheep (Ovis canadensis)
 * 3) Dall Sheep (Ovis dalli) including the two sub-species
 * 4) Dall Sheep (Ovis dalli dalli)
 * 5) Stone's Sheep (Ovis dalli stonei)
 * 6) Muskox (Ovibos moschatus)
 * 7) American Bison (Bison bison)
 * The pronghorn antelope (Antilocapra americana) is not a member of the bovid family!

Of course, domestic bovids are plentiful in North America, as they include goats, sheep, and cattle. Though none of the animals we have listed in this requirement so far are antelopes, keep in mind that there is no scientific distinction between antelopes and other bovids. Basically, if a bovid is not an ox, goat, or sheep, then it is considered an antelope.

For those outside Africa trying to earn this honor, it might be appropriate to ignore this distinction (it is, after all, quite arbitrary and unscientific). Even with the expanded definition, those living in the NAD are still left with a major problem - the wild North American bovids are relatively rare, and pretty much limited to the West. Some of them are quite elusive. Spotting all of them in the wild would be quite a feat indeed. Spotting 20 antelopes in captivity can be easily accomplished by visiting a large zoo (or by visiting multiple, smaller zoos).

A possible alternative for those living outside Africa is to study the antelopes prior to a zoo visit. Then keep track of how many antelopes you can correctly identify by observing the animal (rather than the placard outside its enclosure). As the instructor of this honor, if you cannot find a way to meet this requirement, you should substitute something else that would require an equivalent effort if you lived in Africa. Please do not just waive the requirement.

8. What is a gazelle? Where would you find this animal?
A gazelle is an antelope of the genus Gazella, but there are also three members of the genus Procapra that are also referred to as gazelles. Gazelles are known as swift animals; they are able to reach high speeds (about ) for long periods (15 minutes) of time. Gazelles are mostly found in the grasslands and savannas of Africa, but they are also found in southwest Asia. They tend to live in herds and will eat less coarse, easily digestible plants and leaves.

9. Name some diseases associated with wild bovies. How are they transmitted? Of what economic importance are they to man?

 * Foot-and-mouth disease: Foot-and-mouth disease (FMD, Latin binomial Aphtae epizooticae), sometimes called hoof-and-mouth disease, is a highly contagious and sometimes fatal viral disease of cattle and pigs. It can also infect deer, goats, sheep, and other bovids with cloven hooves, as well as elephants, rats, and hedgehogs. Humans are very rarely affected.

 * Outbreaks of foot-and-mouth disease have resulted in the slaughter of millions of domestic animals, despite this being a frequently non-fatal disease for adult animals (2-5% mortality), though young animals can have a high mortality. The destruction of animals is primarily to halt further spread, as growth and milk production may be permanently affected, even in animals that have recovered.

 * Sleeping Sickness: Sleeping sickness is a parasitic disease in people and animals, caused by protozoa of genus Trypanosoma and transmitted by the tsetse fly. Bovids are susceptible to the disease, and serve as a reservoir for the parasite.  Even when the disease is eliminated from the human population, humans can be reinfected when the tsetse fly transfers the parasite from the bovids to people.

 * Bovine malignant catarrhal fever: Bovine malignant catarrhal fever (BMCF) is a disease caused by alcelaphine herpesvirus 1 (AlHV-1) of the family Herpesviridae. The disease is fatal in cattle and other ruminants such as deer, antelope, and buffalo. In Africa, wildebeests carry AlHV-1 but are not affected by the disease. It is passed from mother to offspring and shed in the nasal secretions of wildebeest calves. Cattle are infected by contact with the secretions, but do not spread the disease to other cattle. Hartebeests and topi also may carry the disease.

10. Know the game laws of your province.
Remember that this honor is specific to the East Africa Division, so when this requirement asks you for the game laws of your province, it assumes an African province. If you do not live in Africa, it should suffice to know the game laws of any African province where antelopes are common.

In South Africa foreigners are not allowed to hunt except when they have hired a licensed professional hunter as a guide. The client and the guide must enter into a written contract prior to the commencement of the hunt, and the professional hunter must be licensed in every territory where the hunt takes place.

Hunting in South Africa is allowed year-round, but mostly it is done from June until August. Foreigners may use a rifle provided by the guide, or they may bring their own. If they opt to bring their own, they must declare it to customs when entering the country, and they must take it with them again when they leave. The gun must be marked with a serial number, and the hunter must be able to prove that he owns the rifle.

For more information, see http://www.drakensberg-tourism.com/south-africa-hunting.html


text:
Adventist Youth Honors Answer Book/Outreach/Bible Marking

2. List five guidelines you would consider before starting to mark your Bible.

 * 1) Choose a Bible that suits your needs. If you will need wide margins to write in the cross reference system OR if you need space to write notes for the number system, choose a Bible with wide margins.
 * 2) Choose a method that suits your needs. It's generally better to use only one method of marking in a Bible. If you wish to try another method, use a different Bible.
 * 3) Choose a marker that will not bleed through the page. If in doubt, make a small test mark before you begin, and make sure it does not show through on the other side of the page.
 * 4) Do not overmark your Bible. Too many marks make it almost unreadable, so keep it simple.
 * 5) Do not use too many colors, but when using multiple colors, make sure they are distinct.
 * 6) Plan before you start, and have a definite aim in marking the Bible.
 * 7) Don't mark an heirloom Bible. For instance, Grandma Tillie's Bible with her ancestry recorded within is not an appropriate choice for marking.  Get a new Bible if you need to.
 * 8) If there are not enough blank sheets at the end of your Bible, you can carefully add more by gluing them in. Cut the paper to size, and use a little glue along its edge.  Then slide the glued edge as far back into the spine as you can get it.

3. a. What method would you follow for giving a Bible study and why? b. And mark your Bible for two topics/subjects using this method.
These methods are good for sharing the Bible with another person:
 * Chain Reference
 * Subject Lists

4. a. What methods would you use for ongoing devotional study and why? b. And mark your Bible for two topics/subjects using one of these methods, and using a minimum of ten texts each.
These methods are good for personal study
 * Chain Reference
 * Color Coding
 * Cross Reference
 * Subject Lists

/Completed Honors


text:
Cookbook:Buttermilk

Buttermilk or cultured buttermilk is a tangy liquid dairy product.

Characteristics
Buttermilk originally referred to the liquid left behind after churning butter —this was often tangy due to fermentation of the cream prior to churning, as well as low in fat due to the separation of the butter. Today, commercial cultured buttermilk is made separately from the butter churning process by simply inoculating low-fat milk with lactic acid bacteria.

Because most of the fat is removed with the butter, buttermilk is not very rich. It is sour and thicker than milk due to the acid's effect on the dairy. Buttermilk is sometimes available in a dry powdered form.

Selection and storage
Buttermilk should be stored in the fridge. It has a relatively long shelf life, but it will go bad.

Use
Buttermilk is quite popular as a refreshment in India, where it is made into a drink known as lassi. When used in baked goods, buttermilk tenderizes them in addition to contributing flavor and leavening (if combined with baking soda).

If you don't have buttermilk on hand, there are a couple acceptable substitutes. Plain kefir is very similar and can generally be substituted exactly. Sour milk can be made by adding a little vinegar or lemon/lime juice to milk, and this will contribute acidity. It will, however, have a different flavor profile and thickness. To avoid this, you can also dilute yogurt or sour cream with milk until the correct consistency.

title: Cookbook:Buttermilk


text:
Cookbook:Sugarcane

Sugarcane is a grass originally from tropical Southeast Asia (Hortus Third). The thick stalk stores energy as sucrose in the sap. From this juice, sugar is extracted by evaporating the water.

title: Cookbook:Sugarcane


text:
Jeep Liberty/Armor

Skid Plates
The skids should be installed in the following order: transfer case skid, transmission skid, engine skid. This rear to front ordering prevents the skid overlap from catching obstacles when driving forward.

Engine
The Jeep Liberty's OEM engine skid plate is strong but scrapes up a lot of dirt when off roading. The Skid Row Front skid plate, constructed of 3/16" steel, is a good replacement. The Skid Row skid fits all 2002-present Libertys, including the CRD, and includes an engine oil filter drain hole.

Gas Tank
The Jeep Liberty's OEM gas tank skid plate is strong, but sometimes bends, causing the gas tank to crack. The Skid Row Gas Tank skid plate, constructed of 3/16" steel, is a good replacement. The Skid Row skid is compatible with most hitch receivers and differential guards and includes a heat shield to protect the plastic gas tank from exhaust heat.  The Skid Row skid fits all 2002-present Libertys.  Rusty's Offroad also makes a gas tank skid for the Liberty.

Transfer Case
The Jeep Liberty's transfer case has an aluminum body and needs protection. Fortunately, the OEM transfer case skid plate is plenty strong enough and probably won't need replacement. The Skid Row Front Skid Plate and Rusty's Off Road Transfer Case Skid, both constructed of 3/16" steel, are possible replacements. The Skid Row skid fits all 2002-present Liberty's, including those with the NV242 transfer case, and includes a transfer case oil drain hole.

Transmission
The OEM transmission skid plate is the weakest of the Jeep Liberty's skids and should be replaced first. The All J Products Super Skid, constructed of 1/4" steel with formed sides, reinforcing ribs, and outriggers, is a very durable replacement. Currently, the Super Skid comes in two different models: the Super Skid I fits 2002-2003 gas Libertys and all CRD Libertys, while the Super Skid II fits 2004-2006 Libertys.  The Skid Row Engine & Transmission Skid Plate and Rusty's Offroad Engine Tranny Skid, both constructed of 3/16" steel, are also good replacements. The Skid Row skid fits all 2002-present Libertys, including the CRD, and includes an engine oil drain hole.

JCR Offroad Inc.
No longer for Liberty

Carolina Rock Shop Rock Rails
Not in business anymore

Rock Lizard Skink Sliders
Rock Lizard Fabrications produces the Standard Skink Slider and two different variations of it. The Standard Skink Slider is the base rock rail without any extra features. The Skink Step Slider extends three inches further from the body, thus allowing it to function as a step. The Skink Super Slider has an added tube to protect the doors from trees and rocks. The tube extends from the base rail to just past the plastic door trim. All the Sliders bolt to the Liberty with two dual-arm three-bolt unibody mounts and one large seven-bolt pinch weld mount. The arms extend from unibody mounts in a triangular fashion to reinforce the entire rail. The rails are shipped bare and should be painted with a rust preventer before installation. Powder coat is not recommended because it's more expensive and will only chip off when the rails come into contact with obstacles off road.

ARB Bull Bar

ARB manufactures the most popular bull bar for the Jeep Liberty. It features air bag approval, ventilation, recessed lamp and Hi-Lift provisions, tow points, and a grey powdercoat. Inside, it supports a winch and factory foglights. Outside, it supports lights, antennas, and off-road flags via four pre-drilled holes. While the bull bar weighs less than 100 lbs, spacers or stiffer springs should be used in the front struts to counteract spring sag. There are two versions, one for 2002-2004 Libertys and one for 2005-2007 Libertys. The 2002-2004 model uses the factory turn signals, requires fender flare trimming, and supports the Warn HS9500, XD9000, M8000, and M6000 winches. The 2005-2007 model uses new turn signals, doesn't require fender flare trimming, and supports the Warn XD9000, M8000, M6000, and 9.5XP winches. The latest version of the bumper for 05-07 models uses generic led turn signals, and foglights from either ARB or 2006-2009 Toyota Hilux/4Runner.

Rock Lizard Monitor Lizard Front Bumper
Discontinued

Rock Lizard Komodo Dragon Rear Bumper
Discontinued

Differential Guards

 * Poison Spyder - Rock Ring
 * Four X Doctor - Diff Guard
 * Rusty's Offroad - Diff Guard
 * Rocky Road Outfitters - Diff Guard

title: Jeep Liberty/Armor


text:
User:Munchtipq~enwikibooks

wiki-home

Wikiversity interests
Computer science is my highest degreed subject, my work was in image analysis, with a strong portion of machine learning, so I guess I'll be interested in helping with those topics.

From a general education standpoint, the teaching of math is an abiding interest of mine.

title: User:Munchtipq~enwikibooks


text:
Wikijunior:How Things Work/Television

Most televisions and other displays around today use cathode ray tubes (CRT) or light emitting diodes (LED). The CRT television has three important parts. First is the cathode, which sends out a spray of electrons. Second are the focusing and deflecting coils, which shape that spray into a stream and then aim it at the third part, the screen, which has a phosphorus coating. The phosphorus lights up when it gets hit by electrons, and by lighting up different parts of the screen and leaving others dark, the CRT makes an image.

Who invented it?
Several people contributed to the invention of television. Each person did a little at a time. These three people seem to have been the major inventors:

Vladimir Kosma Zworykin developed a primitive television camera.

Philo Taylor Farnsworth was the first to successfully demonstrate the transmission of television signals.

John L Baird achieved the first transmissions of images of face shapes by means of television.

How dangerous is it?
A very high voltage is needed to produce the energy needed to start and run a CRT and there is a risk of this high voltage causing severe electric shocks.

Televisions have many dangerous parts secured in a cabinet to prevent people from hurting themselves.

What does it do?
A television is essentially a radio receiver with pictures. Signals similar to a radio's are received by the television antenna and sent to the receiver where they are sorted out.

Part of the signal is used to provide the sound you hear. Another part is used to create an image.

To get the image to appear like it is moving lots of still pictures are sent out. In the system used in the UK it is 25 each second. These are displayed one right after another to give the impression that the image is actually moving.

The first black and white televisions used a series of lines which were thick in some places and thin in others. If you looked very closely at a black and white television screen which was showing the letter "A". It would appear like the image below.

-==-    ---==--==---     --========--     -==--==-     ====

Today, all color televisions display a series of dots which change color depending on the image being displayed. If you look very closely at this screen with a magnifying glass you will be able to see this.

How does it vary?
There are many types of television sets. Some of them are explained below.

Cathode Ray Tube (CRT)
Cathode Ray Tube televisions have been around since the mid-1930s. The size of the screen is between 13 and 40 in.

Rear Projection
Rear projection screens are usually quite large in comparison to other television sets. The video image is projected from inside the unit onto a mirror that reflects the image back to the screen. The size of the screen ranges from 50 to 73 in. Rear projection television sets are also divided into many types of rear projection screens including CRT (three separate CRT projectors), DLP (Digital Light Processing), 3LCD (three LCD projectors), LCoS (Liquid Crystal over Silicon) and Laser televisions.

Front Projection
In Front Projection television sets, the image is projected from an over-head projector. Due to this light needs to be minimized. The size of the screen ranges from 40 to 100 in-plus.

Plasma
Plasma televisions are generally mounted on a wall since they are only a few inches thick. Plasma televisions offer excellent color and black level performance like the CRT. However the Plasma TVs tend to heat up, are heavier and consume more power than LCD televisions of the same size. The size of the screen ranges from 42 to 56 in.

Liquid Crystal Display (LCD)
LCD televisions do not have the same color and black level performance of plasma and CRT sets. They however have a low power consumption, cheap and glare-free visibility. The size of the screen ranges for 15 to 100 in or more.

How has it changed the world?
Communication has become so easy, masses are now accessible to the entertainment which was a privilege of the classes earlier. with the content only improving with time, we now get things unimaginable. News, movies, music, and educational channels have all improved our standard of living and have made us informed. At the same time one must be cautious of the time to be invested in such things as this box is also blamed for wasting people's time and making life miserable. TV sets are therefore also called "Idiot Box", so be careful spend time wisely.

title: Wikijunior:How Things Work/Television


text:
User:Yukito

French contributor to Japanese wikibooks.

fr:utilisateur:yukito

title: User:Yukito


text:
Mathematics for Chemistry/Integration

Free Web Based Material from HEFCE
There is a DVD on integration at Math Tutor.

The basic polynomial
$$f (x) = x^n$$ $$\int { f(x) }dx = \frac {x^{n+1}}{n+1} + c$$

This works fine for all powers except -1, for instance the integral of

$$\frac {1} {x^7}$$

is just

$$- \frac {1} {6 x^6} + c$$

-1 is clearly going to be a special case because it involves an infinity when $$x = 0$$ and goes to a steep spike as $$x$$ gets small. As you have learned earlier this integral is the natural logarithm of $$x$$ and the infinity exists because the log of zero is minus infinity and that of negative numbers is undefined.

The integration and differentiation of positive and negative powers
>>>>>>>>>>>>>>>>>>>>>>Differentiation 1/3 x*x*x x*x       2x        2         0        0       0       0 1/3 x*x*x x*x       2x        2         ? ?      ?       ?    Integration<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< I(x)       H(x)     G(x)      F(x)      ln(x)   1/x    -1/(x*x)

Here I, H, G and F are more complicated functions involving $$\ln x$$.

You will be able to work them out easily when you have done more integration. The thing to notice is that the calculus of negative and positive powers is not symmetrical, essentially caused by the pole or singularity for $$\frac 1 {x^n}$$ at $$x=0$$.

Logarithms
Logarithms were invented by Napier, a Scottish Laird, in the 17th-century. He made many inventions but his most enduring came from the necessity of doing the many long divisions and trigonometric calculations used in astronomy. The Royal Navy in later years devoted great time and expense to developing logarithm technology for the purposes of navigation, leading to the commissioning of the first mechanical stored program computer, which was theoretically sound but could not be made by Charles Babbage between 1833 and 1871.

The heart of the system is the observation of the properties of powers:

$$\frac {e^a} {e^b} = e^{a-b}$$

This means that if we have the inverse function of $$e^x$$ we can change a long division into a subtraction by looking up the exponents in a set of tables. Before the advent of calculators this was the way many calculations were done.

$$ y = e^x$$

$$\ln y = x$$

Napier initially used logs to the base $$e$$ for his calculations, but after a year or so he was visited by Briggs who suggested it would be more practical to use base 10. However base $$e$$ is necessary for the purposes of calculus and thermodynamics.

Integrating 1/x
$$x = e^y\frac {{\rm d} x} { {\rm d} y} = e^y {\rm also} = x$$

This is true because $$e^y$$ is our function which reduces or grows at the rate of its own quantity.

$$y = \ln x$$

This is our definition of a logarithm.

$$\frac {{\rm d} x} { {\rm d} y}  = \frac 1 { \frac {{\rm d} y}  { {\rm d} x}  }  {\rm also} = x$$

therefore

$$\frac {{\rm d} y} { {\rm d} x}  = \frac 1 x$$

$$\int {\frac{dy}{dx}} dx = y$$

therefore

$$\int { \frac{1}{x}} dx = \ln x$$

Integrating 1/x like things
Just as

$$ \frac { \rm d} {  {\rm d} x}  \ln x = \frac 1 x $$

so

$$\frac { \rm d} {  {\rm d} x}  \ln u = \frac 1 u \frac { { \rm d} u}  {  {\rm d} x}$$

therefore by the chain rule

$$\frac { { \rm d}} {  {\rm d} x}  \ln f(x) =  \frac { f^{'} (x)}  {   f (x)}$$

therefore

$$\int { \frac { f^{'} (x)} {   f (x)} } {\rm d}x = \ln | f (x) | + c$$

Examples of this are:

$$\int { \frac { \cos \phi} {   1 + \sin \phi  } }  {\rm d}\phi = \ln (  1 + \sin \phi ) + c$$

or

$$\int { \frac { \sin \phi} {   1 + \cos \phi  } }  {\rm d}\phi = - \ln (  1 + \cos \phi ) + c$$

and

$$\int { \frac { e^y} {   e^y + 2  } }  {\rm d}y = \ln (  e^y + 2 ) + c$$

As the integral of $$1/x$$ is $$\ln$$ so the differential of $$\ln$$ is $$1/x$$ so

$$\frac { \rm d} {  {\rm d} x} \ln 5 x^3 = \ln 5 + \ln x^3 = \ln 5 + 3 \ln x$$

$$\ln 5 $$ is just a constant so $$\frac { \rm d} {  {\rm d} x} = 0$$ so

$$\frac { \rm d} {  {\rm d} x} \ln 5 x^3 = \frac 3 x$$

This can also be done by the chain rule

$$\frac { \rm d} {  {\rm d} x} \ln 5 x^3 = \frac 1 {5 x^3} .\frac { { \rm d}(5x^3) }  {  {\rm d} x}= \frac { 15x^2 }  {  5x^3 } = \frac 3 x$$

What is interesting here is that the 5 has disappeared completely. The gradient of the log function is unaffected by a multiplier! This is a fundamental property of logs.

Some observations on infinity
Obviously $$\frac{1}{0}$$ is $$\infty$$.

$$\frac 0 0$$nd $$\frac \infty \infty$$ are undefined but sometimes a large number over a large number can have defined values. An example is the $$\sin$$ of 90 degrees, which you will remember has a large opposite over a large hypotenuse but in the limit of an infinitesimally thin triangle they become equal. Therefore the $$\sin$$ is 1.

Definite integrals (limits)
Remember how we do a definite integral

$$\int_0^3 { ( f (x) )} = {\left[ F (x)  \right] }_0^3 =  F (3)  -  F (0)$$

where $$F$$ is the indefinite integral of $$f$$.

Here is an example where limits are used to calculate the 3 areas cut out by a quartic equation:

$$x^4 -2x^3-x^2+2x$$.

We see that $$x=1$$ is a solution so we can do a polynomial division:

x3 -x2 -2x --- x-1  ) x4 -2x3 -x2 +2x         x4  -x3             -x3 -x2             -x3 +x2             ---                 -2x2 +2x                 -2x2 +2x                      0

So the equation is $$x(x^2-x-2)(x-1)$$ which factorises to

$$x(x-2)(x+1)(x-1)$$.

$$\int_a^b { x^4 -2x^3-x^2+2x} = {\left[ x^5/5 -x^4/2-x^3/3+ x^2\right] }_a^b$$

Integration by substitution
$$\int \sin \theta \cos \theta {\rm d} \theta =\int u \frac  { {\rm d}  u } { {\rm d}  \theta  } {\rm d} \theta$$

where $$ u = \sin \theta$$.

$$\int \sin \theta \cos \theta {\rm d} \theta =\frac  { \sin^2 \theta } { 2  } + c$$

$$\int \sin^9 \theta \cos \theta {\rm d} \theta ~{\rm similarly} =\frac  { \sin^{10} \theta } { 10  } + c$$

Simple integration of trigonometric and exponential Functions
$$\int { 4e^{2x}} dx$$

$$\int { -9e^{-3x}} dx$$

$$\int { \sin 2 \theta } d \theta$$

$$\int { \sin^2 \theta + \cos^2 \theta } d \theta$$

$$\int { -\cos \phi } d \phi$$

Answers
$$2e^{2x} + c$$

$$3e^{-3x} + c$$

$$- \frac 1 2 \cos 2 \theta + c$$

$$\theta + c$$

i.e. the integral of $$ 1 d \theta$$.

$$\sin \phi + c$$

Integration by parts
This is done in many textbooks and Wikipedia. Their notation might be different to the one used here, which hopefully is the most clear. You derive the expression by taking the product rule and integrating it. You then make one of the $$UV^{'}$$ into a product itself to produce the expression.

$$\int {UV} = U \int {V} - \int {\left( U^{'} \int { V} \right) }$$

(all integration with respect to $$x$$. Remember by

$$\int {UV} = U [ {\rm int} ] - \int { [ {\rm diff} ] [ {\rm int} ] }$$

($$U$$ gets differentiated.)

The important thing is that you have to integrate one expression of the product and differentiate the other. In the basic scheme you integrate the most complicated expression and differentiate the simplest. Each time you do this you generate a new term but the function being differentiated goes to zero and the integral is solved. The expression which goes to zero is $$U$$.

The other common scheme is where the parts formula generates the expression you want on the right of the equals and there are no other integral signs. Then you can rearrange the equation and the integral is solved. This is obviously very useful for trig functions where $$\sin \rightarrow \cos \rightarrow -\sin \rightarrow -\cos \rightarrow sin$$ ad infinitum.

$$e^x$$ also generates itself and is susceptible to the same treatment.

$$\int { e^{-x} \sin x }~ dx = ( -e^{-x} ) \sin x - \int { (-e^{-x}) \cos x} ~ dx$$

$$ = -e^{-x}  \sin x + \int { e^{-x} \cos x } ~ dx$$

$$ = -e^{-x}  (\sin x +  \cos x ) - \int { e^{-x} \sin x } ~ dx + c$$

We now have our required integral on both sides of the equation so

$$= - \frac 1 2 e^{-x} ( \sin x + \cos x ) + c$$

Integration Problems
Integrate the following by parts with respect to$$x$$.

$$x e^x$$

$$x^2 \sin x$$

$$x \cos x$$

$$x^2 e^x$$

$$x^2 \ln x$$

$$e^{x} \sin x$$

$$e^{2x} \cos x$$

$$x {( 1 + x )}^7$$

Actually this one can be done quite elegantly by parts, to give a two term expression. Work this one out. Expanding the original integrand by Pascal's Triangle gives:

2      3       4       5       6      7    8   x + 7 x  + 21 x  + 35 x  + 35 x  + 21 x  + 7 x  + x

The two term integral expands to

2       3         4      5         6      7        8        9  1/2 x  + 7/3 x  + 21/4 x  + 7 x  + 35/6 x  + 3 x  + 7/8 x  + 1/9 x  - 1/72

So one can see it is correct on a term by term basis.

$$3 x \sin x$$

$$2 x^2 \cos 2 x$$

If you integrate $$x^7 \sin x$$ you will have to apply parts 7 times to get $$x$$ to become 1 thereby generating 8 terms:

7            6              5               4               3  -x  cos(x) + 7 x  sin(x) + 42 x  cos(x) - 210 x  sin(x) - 840 x  cos(x) +

2 2520 x  sin(x) +  5040 x cos(x) - 5040 sin(x)  + c

(Output from Maple.)

Though it looks nasty there is quite a pattern to this, 7, 7x6,7x6x5 --7! and sin, cos, -sin, -cos, sin, cos etc so it can easily be done by hand.

Differential equations
First order differential equations are covered in many textbooks. They are solved by integration. (First order equations have $$\frac{dy}{dx}$$, second order equations have $$\frac{dy}{dx}$$ and $$\frac{d^2 y}{dx^2}$$.)

The arbitrary constant means another piece of information is needed for complete solution, as with the Newton's Law of Cooling and Half Life examples.

Provided all the $$x$$s can be got to one side and the $$y$$s to another the equation is separable.

$$ 2 y \frac { {\rm d} y } { {\rm d} x}  = 6x^2$$

$$\int 2 y {\rm d} y  = \int 6x^2 {\rm d} x$$

$$y^2 = 2x^3 + c$$

This is the general solution.

Typical examples are:

$$y = x \frac { {\rm d} y }  { {\rm d} x} ~\int \frac { {\rm d} y }  { y} = \int \frac { {\rm d} x }  { x}$$

$$\ln y = \ln x + \ln A (constant)~ i.e. y = A x$$

by definition of logs.

$$\frac { {\rm d} y } { {\rm d} x} = ky$$    (1)

$${\rm k} x y = \frac { {\rm d} y } { {\rm d} x} $$ $$ \int {\frac {{\rm d} y }  { y}  } = \int  kx {\rm d} x   $$     (2)

$$\ln y = \frac 1 2 kx^2 + A ~$$  (3)

This corresponds to:

$$y = B e ^{\frac 1 2 kx^2 }$$

The Schrödinger equation is a 2nd order differential equation e.g. for the particle in a box

$$ \frac {\hbar^2 } {2m} \frac {{\rm d}^2 \Psi } { {\rm d}x^2 } + E \Psi = 0$$

It has taken many decades of work to produce computationally efficient solutions of this equation for polyatomic molecules. Essentially one expands in coefficients of the atomic orbitals. Then integrates to make a differential equation a set of numbers, integrals, in a matrix. Matrix algebra then finishes the job and finds a solution by solving the resultant simultaneous equations.

The calculus of trigonometric functions
There are many different ways of expressing the same thing in trig functions and very often successful integration depends on recognising a trig identity.

$$\int { \sin 2x dx} = -\frac 1 2 \cos 2x + c$$

but could also be

$$\sin^2 x {\rm or} -\cos^2 x$$

(each with an integration constant!).

When applying calculus to these functions it is necessary to spot which is the simplest form for the current manipulation. For integration it often contains a product of a function with its derivative like $$2 \sin x \cos x$$ where integration by substitution is possible.

Where a derivative can be spotted on the numerator and its integral below we will get a $$\ln$$ function. This is how we integrate $$tan$$.

$$\int { \tan x dx} = \int { \frac {\sin x} { \cos x} } dx =- \ln~ ( \cos x ) + c$$

We can see this function goes to infinity at $$\pi / 2$$ as it should do.

Integration by rearrangement
Take for example:

$$\int { \cos^2 x dx}$$

Here there is no $$\sin$$ function producted in with the $$\cos$$ powers so we cannot use substitution. However there are the two trig identities

$$\cos^2 \theta + \sin^2 \theta = 1$$

and

$$\cos^2 \theta - \sin^2 \theta = \cos 2 \theta$$

Using these we have

$$\int { \cos^2 x dx} = \int { \frac 1 2 { (1 + \cos 2 x ) } } dx$$

so we have two simple terms which we can integrate.

The Maclaurin series
We begin by making the assumption that a function can be approximated by an infinite power series in $$x$$:

$$f(x) = a_0 + a_1 x + a_2 x^2 + a_3 x^3 + a_4 x^4 + \dots$$

By differentiating and setting $$x = 0$$ one gets

$$f(x) = f(0) + f^{'}(0) x + \frac {f^{''}(0)} {2!} x^2 + \frac {f^{}(0)} {3!} x^3 + \frac {f^{'}(0)} {4!} x^4 + \ldots$$

Sin, cos and $$e^x$$ can be expressed by this series approximation

$$\sin x = x - \frac {x^3} {3!} + \frac {x^5} {5!} - \frac {x^7} {7!} \dots$$

$$\cos x = 1 - \frac {x^2} {2!} + \frac {x^4} {4!} - \frac {x^6} {6!} \dots$$

$$e^x = 1 + x + \frac {x^2} {2!} + \frac {x^3} {3!} + \frac {x^4} {4!} \dots$$

Notice $$e^x$$ also works for negative $$x$$.

When differentiated or integrated $$e^x$$ generates itself!

When differentiated $$\sin x$$ generates $$\cos x$$.

By using series we can convert a complex function into a polynomial, and can use $$\sin x = x - x^3 / 6$$ for small $$x$$.

In actual fact the kind of approximation used inside computer programs is more like: $$\frac {a x^2 + b x + c } {A x^2 + B x + C }$$

These have greater range but are much harder to develop and a bit fiddly on the calculator or to estimate by raw brain power.

We cannot expand $$\ln x$$ this way because $$\ln 0$$ is

$$- \infty$$. However $$\ln (1 + x)$$  can be expanded.

Work out the series for $$\ln (1 + x)$$.

Factorials
The factorials you have seen in series come from repeated differentiation. $$n!$$ also has a statistical meaning as it is the number of unique ways you can arrange $$n$$ objects.

$$0!$$ is 1 by definition, i.e. the number of different ways you can arrange 0 objects is 1.

In statistical thermodynamics you will come across many factorials in expressions such as: $$W = \frac {N!}{n_0! n_1! n_2!...}$$

Factorials rapidly get unreasonably large: 6! = 720, 8! = 40320 but 12! = 479001600 so we need to divide them out into reasonable numbers if possible, so for example $$8! /6! = 7 {\rm x} 8$$.

Stirling's approximation
Also in statistical thermodynamics you will find Stirling's approximation:

$$\ln x! \approx x \ln x -x$$

This is proved and discussed in Atkins' Physical Chemistry.

How can you use series to estimate $$\ln 2$$. Notice that the series for

$$\ln (1+x)$$ converges extremely slowly. $$e^x$$ is much faster because the

$$n!$$ denominator becomes large quickly.

Trigonometric power series
Remember that when you use $$\sin x = x$$ and $$\cos x = 1 - x^2 / 2$$

that x must be in radians.....

Problems
integrate x to the power of x with respect to x
 * 1) Differentiate $$e^{-t} \cos 2t$$, with respect to $$t$$. (Hint - use the chain rule.)
 * 2) Differentiate $$x^{2} { ( 3x + 1 ) } ^4$$. (Chain rule and product rule here.)
 * 3) Differentiate $$\ln~ (7x^4)$$. (Hint - split it into a sum of logs first.)
 * 4) Integrate $$\ln~ x$$. (Hint - use integration by parts and take the expression to be differentiated as 1.)

Answers

 * 1) It is just  $$e^{-t} . -2 \sin 2t - e^{-t} \cos 2t$$. Bring a $$-e^{-t}$$ out of each term to simplify to $$-a(b+c)$$.
 * 2) $$2x { ( 9x + 1) } { ( 3x + 1 ) } ^3$$.
 * 3) $$\ln~ 7 + 4 \ln~ x$$ - therefore it is 4 times the derivative of $$\ln~ x$$.
 * 4) You should get  $$x \ln~ x - x$$ by 1 application of parts.

title: Mathematics for Chemistry/Integration


text:
User:Cfp

See my WP EN page.

title: User:Cfp


text:
Life in the Open Ocean

Ocean ecology

 * /Webquests/
 * Ocean Currents
 * Phytoplankton
 * /Seasons in the sea/
 * /Ocean Currents/

title: Life in the Open Ocean


text:
Life in the Open Ocean/Seasons in the sea

Phytoplankton convert energy from sunlight into food for zooplankton. Zooplanton become food for larger animals. Phytoplankton need sunlight and nutrients to grow. In winter nutrients are abundant, but light is limited. In spring more light penetrates surface waters and phytoplankton grow rapidly. In the summer phytoplankton growth stops becauses the sun warms surface waters and the cooler, denser depths are not stirred up and there is no mixing of the layers that could replenish nutrient.


text:
Life in the Open Ocean/Webquests

Webquest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet.

 * Plankton
 * WebQuest Template 1
 * The WebQuest Page

 * Webquest.org

 * FOCUS: Five Rules for Writing a Great WebQuest

 * Building Blocks for WebQuests

title: Life in the Open Ocean/Webquests


text:
Practical Electronics/Manual of Style

The aim of this section is to lay down basic rules for the systematic and organised construction of this book.

Image Formats
All diagrams in this Wikibook should be in SVG format. PNGs are acceptable only if it is not practical to make an SVG image. If you do not have the software to make SVG diagrams, then get it. Inkscape is a small, effective program for making SVG diagrams and is easy to install and use. Not having the software is not an excuse to submit diagrams in inappropriate image formats.

Please see the page on SVG Conventions for information about how to make SVG render correctly on Wikibook servers. See the page on pinouts for information on creating pinout diagrams.

JPG images are almost never acceptable for diagrams, as they tend to make thin lines look untidy, and cannot be easily changed.

Colours
Image backgrounds should be white or preferably transparent (for PNG and SVG formats).

Most detail in diagrams should be black (such as lines and component outlines). Many images in this book use the "Tango" colour scheme, which is included with Inkscape. If you use this scheme, your images will match the other images on this book much better.

Image Sizes and Scaling
Images should be made in "px" as this is the standard used to set the sizes on Wikibooks. Always use a round number for the width, and aim for a multiple of 50 is possible. This makes it easier to specify the sizes of the picture.

For example, an image that is 143x212 px is not good, whereas an image that is 150x200 is good.

When drawing a diagram, draw it at the size you will put it at on the page. So, for a circuit diagram that you will make 500px wide, make the original file 500px wide. If an image is going to be used as a thumbnail, aim for a size of 200-300 px, as this is the normal size of a thumbnail.

Normally images are sized by width - you specify the width, and the image height is automatically calculated. Therefore, it is not so important that images are at round height, as this will not usually be specified by people using the image.

Photographs
Photographs should be in JPG format, with the quality set as high as is practical. Please do not submit low-res images or image that are blurred, suffering from compression artifacts, etc.

If you only have a blurred image of a common component or item, leave a message on the Commons graphic lab. If you really want, upload your blurred image and ask someone to try to take a similar picture.

Uploading
Photographs and diagrams should be uploaded to Commons, unless they are fair use, then they must be put on Wikibooks.

They should always be put into a category. Put the images in categories as deep as you can get them.

title: Practical Electronics/Manual of Style


text:
Practical Electronics/Manual of Style/Pinouts

Ic

General Layout
The chip should be vertical - that is, the pins run down the left and right sides. Pin 1 should be at the top left, along with the identifier dot.

The chip should be centred in the image, both horizontally and vertically.

The font used for the labels should be one that is supported by the MediaWiki rendering engine, and preferably DejaVu Sans, as that is used for most pinout diagrams, and will help maintain consistency.

Pin Labels
The can be inside or outside the IC. Generally with logic ICs, the gates are drawn on the inside along with the IC designation (eg 4008), and the labels are on the outside. With other ICs, the labels are on the outside and only the IC number is in the middle

The labels down the left hand side should all be left-aligned with each other, and those down the right hand side should be right-aligned.

Uploading
Pinout diagrams should be uploaded to Commons in the category "IC Pinout Diagrams" (case sensitive).

Please use the following file name format for pinouts:

Pinouts:   [IC Number]_Pinout.svg

Replace the [IC Number] with the relevant number. In this manner, the pinout of a 4081 AND gate has the name "4081_Pinout.svg".

If uploading a template, use the following name:

Templates: Pinout Template XX Pin.svg

Replace "XX" with the number of pins in the relevant package.

Templates
Use the following templates wherever possible. Please do not change them, unless you are absolutely certain it is an improvement, and you are willing to change every other pinout diagram in this wikibook.

Also consider modifying a similar pinout diagram as this is easier and will help to ensure consistency. Be careful not to overwrite the original when doing this as, although it can be reverted, it is a nuisance.

To use these, go to the image page, download the file and open in the SVG editor of your choice. Insert your pin labels, convert them to paths, save and upload.

Colour
If you wish, you can colour-code the pins according to function:

 * Input: Green
 * Output: Blue
 * Power: Red
 * Bidirectional: Orange
 * Other: None


text:
Political Philosophy: Ancient to Renaissance

This is a textbook to a course in Early Political Philosophy or Early Political Theory. It consists of selections from original source material which are prefaced by historical and critical introductions and annotated.

Frontmatter

 * 1) Preface
 * 2) Maps of Places of Interest

The Sophists

 * 1) Protagoras Fragments
 * 2) Antiphon Fragments

The Early Historians

 * 1) Herodotus Selections
 * 2) Thucydides Selections

Plato

 * 1) The Euthyphro
 * 2) The Meno
 * 3) The Apology
 * 4) The Republic
 * 5) The Laws

Aristotle

 * 1) The Nicomachean Ethics Selections
 * 2) The Politics

Cicero

 * 1) De Re Publica Selections

St. Augustine

 * 1) The City of God Selections

St. Thomas Aquinas

 * 1) Summa Theologica Selections
 * 2) On Kingship

Medieval Islamic Philosophers

 * 1) Al-Farabi Selections
 * 2) Avicenna Selections
 * 3) Aberroes Selections

Niccolo Machiavelli

 * 1) The Prince
 * 2) The Discourses on the First Ten Books of Titus Livius Selections.


text:
Scottish Gaelic

Welcome to the Gaelic wikibook! The (Scottish) Gaelic language, which has been spoken in Scotland for several centuries, boasts a considerable body of literature, including poetry, plays, song and associated styles of music. The music of the bagpipes, the harp and the fiddle are closely associated with Gaelic as are many of the distinctive traditions of Scotland and Nova Scotia. The Gaelic language and its literature give a unique insight into the nature of a people, their history and culture. The Gaelic language is also sometimes referred to as "Scots Gaelic", but this usage is a little ambiguous and can lead to it being confused with Lowland Scots. In recent years, people have begun referring to it as "Scottish Gaelic", but this is an informal usage and not strictly correct.

In recent centuries the Gaelic language has been in general decline, both in terms of the number of people able to use the language proficiently and in the degree to which it is used. It is only recently that voluntary groups and government bodies have made serious attempts to arrest and reverse this decline (although An Comunn Gaidhealach has been working on behalf of Gaelic for over a century). The authors hope that this book can provide a useful insight for those who are interested in knowing more about Gaelic and assist those who wish to learn to speak, read or write Gaelic.

It can be difficult to learn Gaelic to fluency without making frequent contact with other Gaelic speakers and learners of Gaelic, and it is recommended that the learner seek out people who are able and willing to help them with their efforts to learn Gaelic - and to persevere with their efforts. Good connectivity with other Gaelic speakers and learners can be very helpful, provided they lead to opportunities to practice speaking (or writing) in Gaelic. Social occasions and cultural events (as well as workshops and courses, parent-and-toddler groups, Gaelic fora and local drop-in centres) can also be helpful, provided they can give and maintain an atmosphere of encouragement to those who wish opportunities to practice speaking Gaelic. In Scotland, many local authorities offer free evening classes in Gaelic through their Community Education programmes. Above all, however, there is no substitute for perseverance.

Chapters

 * /Introduction/
 * /Pronunciation/
 * /Phrases/
 * /Simple Sentences/
 * /Grammar/
 * Sustainability of the Gaelic Language

Resources

 * http://www.learngaelic.scot - A website for learners of Gaelic
 * http://www.bbc.co.uk/alba - Gaelic radio and television
 * http://www.gaelic4parents.com - A website with some audio visual resources for parents wishing to learn the kind of Gaelic suitable for everyday family life

title: Scottish Gaelic


text:
Talk:Linux From Scratch/Packages

is there one big package that includes all of the packages

title: Talk:Linux From Scratch/Packages


text:
Practical Electronics/Manual of Style/SVG

Lines
Most lines should be 1px thick. For emphasis or for things like the outline of an IC in a pinout diagram, use a 2px line.

Arrowheads
Arrowheads tend not to render properly in the PNG generated by the server. To avoid this, don't use any kind of arrowhead (normal, square, circle, etc.) and draw them in by hand.

The image below shows what happen when arrowheads are used. There are three groups of two lines. The top one in each group has an automatic arrowhead, and the bottom one has a very similar hand drawn arrowhead (arrow, circle and diamond). As you can see the automatic arrowhead renders as a tiny off-centre smear, while the hand drawn ones render just fine. To see the automatic arrowhead as was intended, you have to go the SVG on the image page, and even then it may not work properly.

The problem described above has now been corrected in the MediaWiki software.


text:
Life in the Open Ocean/Webquests/WebQuest Template 1

Introduction
This document should be written with the student as the intended audience.

Write a short paragraph here to introduce the activity or lesson to the students. If there is a role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet.") then here is where you'll set the stage. If there's no motivational intro like that, use this section to provide a short advance organizer or overview. Remember that the purpose of this section is to both prepare and hook the reader.

It is also in this section that you'll communicate the Big Question (Essential Question, Guiding Question) that the whole WebQuest is centered around.

The Task
Describe crisply and clearly what the end result of the learners' activities will be. The task could be a: If the final product involves using some tool mention it here. Remember to link to all appropriate words in Wikipedia with the prefix w: Example: plankton
 * problem or mystery to be solved;
 * position to be formulated and defended;
 * product to be designed;
 * complexity to be analyzed;
 * personal insight to be articulated;
 * summary to be created;
 * persuasive message or journalistic account to be crafted;
 * a creative work, or anything that requires the learners to process and transform the information they've gathered.

The Process
To accomplish the task, what steps should the learners go through? Remember that this is addressed to the student so describe the steps using the second person. Learners will access the on-line resources that you've identified as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or not. If you break learners into groups, embed the links that each group will look at within the description of that stage of the process.
 * 1) First you'll be assigned to a team of 3 students...
 * 2) Once you've picked a role to play....
 * 3) ... and so on.

In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to analyze the information with, or things to notice or think about.

Evaluation
Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.

Conclusion
Put a couple of sentences here that summarize what they will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson.

Credits & References
List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well.

Authors
Put here name and other information about designers and authors of this webquest.

Based on a template from The WebQuest Page


text:
Practical Electronics/Collaboration Page

Contributors
Add your name with  ......  if you wish to get involved.

 * Inductiveload 15:47, 5 August 2006 (UTC)
 * Filip Dominec 19:21, 24 November 2006 (UTC) (collaboration with the czech project "Praktická elektronika")
 * A.K.Karthikeyan 16:32 28 June 2008 (UTC)
 * sanjay khedar 10:57 24 dec 2008 (UTC)
 * Gowrav Gowda 04:57 4 feb 2013 (UTC)
 * Encik Tekateki (discuss • contribs) 14:02, 6 February 2020 (UTC)
 * Joshua Omaraye (Editor) 02:37, 08 March 2024 (UTC +1)


text:
Political Philosophy: Ancient to Renaissance/The Sophists

Vocabulary
arete nomos eunomia anomia physis aidos dike logos barbaroi demos kratia


text:
Political Philosophy: Ancient to Renaissance/The Sophists/Protagoras

(raw materials)
Protagoras' argument, through myth and argument, that virtue (political virtue in particular) can be taught.


text:
Political Philosophy: Ancient to Renaissance/The Historians/Herodotus

(raw materials)
Herodotus' Account of Egypt


text:
Muggles' Guide to Harry Potter/Major Events/Quidditch World Cup

Overview
The 422nd Quidditch World Cup Final takes place in August immediately before Harry's fourth school year, in the opening chapters of Harry Potter and the Goblet of Fire. An international competition, this attracts wizards from all over the world to witness the match between Ireland and Bulgaria. At the end of the match, a riot breaks out, and there is indication that we are seeing a resurgence of Dark wizardry with the reappearance of the Dark Mark, Lord Voldemort's signal, after a thirteen-year absence.

Event Details
In order to avoid having a huge number of wizards descend upon the scene at the same time, arrivals at the site of the Quidditch World Championships are staggered, with wizards in the cheap seats, some of them, having to arrive as much as a week ahead of time and camp in fields surrounding the game site both before and after the event. This is an attempt to prevent the surrounding Muggles from getting suspicious, but it is almost completely ineffective; Ministry wizards are perpetually employing memory charms on the local Muggles to keep them unaware of the strange things going on.

The event itself is exciting, as sporting events always are; in this case, although Bulgaria's seeker, Viktor Krum, catches the Snitch, Ireland still manages to win the match. However, it is the riot that occurs in the evening which is the core of the event relative to the story arc.

When the Weasleys, Harry, and Hermione leave their tents to see what the commotion is, they see a group of wizards wearing masked robes, who are parading through the campsite, destroying tents, and suspending the Muggle owners of the campground in the air. Ministry wizards, including Mr. Weasley and Percy, plus Bill and Charlie, wade into the thick of things to try and rescue the Muggles, while Fred, George, Ginny, Harry, Ron, and Hermione head for the safety of the forest. The twins and Ginny get separated from the Trio when Harry trips over a tree root. While the Trio are in the forest, they hear someone cast the Morsmordre spell, and the Dark Mark appears in the sky. This prompts a number of Ministry wizards to appear and try to Stun everyone in the vicinity, which in this case turns out to be Harry, Ron, and Hermione (who avoid being stunned by falling flat) and Winky the house-elf, part of Barty Crouch Sr.'s household. Winky is found with Harry's wand, which is determined to be the one that had cast the Dark Mark spell. To the amazement of the gathered wizards, Barty Crouch tells Winky that "this means clothes!" thus dismissing her from service. Hermione feels that this is very unjust treatment of the elf; everyone else there seems to feel that this is a very harsh punishment for a relatively minor infraction.

Notable Consequences

 * Ludo Bagman, who is quite the sportsman, is taking bets on the outcome of the match. Unfortunately he is not much good at determining odds, and does not "lay off" his bets, so when Ireland wins, he ends up owing more money than he has. Much of what happens around him later in the book, and all of his interaction with the Weasley twins, has to do with his trying to recover from that particular bad bet.
 * After the match, Ludo seems quite scared and unaware of what is going on around him. It's entirely possible that this is because he is preoccupied with his own financial ruin and scheming to avoid it.
 * The twins' bet with Ludo was entirely paid off with Leprechaun gold, with the result that the twins have lost their life savings. They are seen multiple times in the book composing letters to try and get their money out of Ludo, or figuring out ways to corner him.
 * Ludo has short-changed the Goblins that he bet with, possibly by slipping them some Leprechaun gold; in order to make good on that bet, Ludo makes another bet, this time betting on Harry to win the Triwizard Tournament.
 * To ensure that he is able to win this last bet, Ludo on multiple occasions attempts to assist Harry with preparation for the various tasks. Ultimately, Harry does not accept any of Ludo's assistance.
 * When Ludo loses the bet he placed on Harry (by what could be considered a technicality), he goes into hiding; it seems that he again does not have money to pay his gambling debts.

 * Ron is aghast that Harry buys Omnioculars for him, as they are so much more expensive than anything he could afford himself. When the Leprechauns shower the stands in Galleons, Ron gathers up a handful and gives them to Harry as payment. As these are Leprechaun gold, they shortly vanish, and Ron is doubly dismayed when he discovers, first that the gold he had given Harry in good faith did not actually exist, and second that Harry did not even notice it vanishing.

 * The events on the night after the Cup inform us that there are still active Death Eaters in the Wizarding population, and suggest that Voldemort is once again gaining strength. Draco's comments to Hermione in the forest reinforce our belief that Voldemort's exclusionary views are gaining strength, as well. We are also here introduced to the term "Death Eaters."

 * We are allowed our first glimpse of Winky, whose actions will have such great repercussions throughout this book.

 * We are also introduced properly to Amos Diggory, and learn how much of his self-image is built on his son Cedric.

 * First mention is made here of Wizarding schools other than Hogwarts. Like Harry, we had not stopped to think that there might be Wizarding schools in other countries. The students that we meet while escaping the riots are apparently from Beauxbatons in France.
 * The news story describing this event that appears in the Daily Prophet introduces us to Rita Skeeter's writing style, and the Prophet's habit of shading the truth into whatever direction is the most sensational. Until this book, we have seen the Prophet as a straight newspaper; we here start to see, by direct comparison of events as we know they happened and how they were reported, that the Prophet is as sensationalist as many of the more lurid Muggle papers.

Analysis
Quidditch, we are told, is the most important sport in the Wizarding world, so clearly there will be a periodic World Championship. The need for the wizards to conceal their existence from the Muggles will likely make it a less-than-annual occurrence, possibly either every four years like our Olympics, or every five years like the Triwizard Tournament. Arthur Weasley being able to receive tickets for this event is something of a coup for him; usually, someone as poorly-off financially as Arthur is would be doomed to the cheap seats and a week camping before and after the event, as Luna Lovegood and her family apparently are. Yet, somehow Arthur has managed to get seats in the top box for ten: himself, his six sons and one daughter, Harry, and Hermione.

At the event, Harry sees professional Quidditch for the first time, and begins to understand the difference between the way he is playing, and the way it can be played. While no mention of this is made later, it is possible that Harry's eventual departure from the world of Quidditch is made less bitter by the belief that he cannot play to the standard he has seen. He does learn several Quidditch moves by watching the teams playing, including the Wronski feint, a particular way of convincing the opposing team's Seeker to fly at high speed into the ground.

In recent years, to the outside observer, it has seemed that a necessary part of any major Muggle sporting event is the riot at the end of it. The audience, having had their spirits whipped up by the match, end up rioting either in jubilation at their team's victory, or frustration at its defeat. It seems that England is the hotbed of this sort of behaviour, with many European countries taking steps to limit the visits of "football yobs". Given this background, it is not surprising that a riot would break out among wizards at a World Cup match in England. It is a little odd that the main rioters are wearing the sort of robe and mask associated with Death Eaters, as that group will have been trying to remain out of sight for the past thirteen years, since the disappearance of Voldemort, but it is possible that this is the only form of concealment that they have. It is interesting to note that the Death Eaters apparently scatter when the Dark Mark appears in the sky, though as Arthur Weasley later comments, many of them will now be scared of meeting with Voldemort again, as over the past thirteen years they have so thoroughly repudiated all he stood for.

Greater Picture
Over the course of the event we see a number of situations where the Crouch house-elf, Winky, is apparently being forced to do things against her will; at one point, she runs across Harry's path, having some sort of difficulty in doing so. In retrospect, we can see that Barty Crouch Jr., under an Invisibility Cloak, is actually pushing or pulling her. Winky, "holding a seat" for Mr. Crouch in the Top Box, is actually concealing the fact that Barty Crouch, in his Invisibility Cloak, is occupying that seat. It is of course while Harry is distracted by events on the pitch that Barty steals his wand out of his pocket.

This is the point at which it becomes obvious that Barty Crouch Jr. has completely slipped out of the bonds of magical control that his father has had on him for the past decade or more. Bartemius Crouch Sr. had tasked his house-elf, Winky, with the job of keeping Barty under control, as a safeguard on his use of the Imperius curse (which was fading); and he knows immediately, when the Dark Mark appears and Winky is found Stunned at that location, that Barty has slipped the leash. This is why he dismisses Winky ("This... means... clothes!") for what seems to the gathered wizards to be a minor offence. Barty has not entirely escaped; knowing what he is looking for, Bartemius has managed to find Barty, Stunned and under his Invisibility Cloak, and has returned him to the Crouch home.

While we know that Voldemort is now re-embodied, and living in his ancestral home with Peter Pettigrew and Nagini, it is uncertain how he learns of the events at the Quidditch World Cup. He has already learned of Barty Crouch Jr.'s freedom from the late Bertha Jorkins, but while we can see that Winky's dismissal has made Pettigrew's task, of putting Bartemius Crouch under the Imperius curse, a great deal easier, we don't know if Voldemort knows this. We can guess that he did somehow find out, because if he had expected Pettigrew to face both Crouch and his house elf, his elation at having the job complete without Pettigrew having to defeat Winky would likely have triggered a response in Harry's scar, a response which does not seem to have happened. Of course, we already know that Voldemort dismisses House-elf magic as being insignificant, so he may simply have ignored Winky as a force to be concerned with.

Learning more of Amos Diggory's personality, as we do in the early part of this chapter, makes it easier for us to accept his reaction to Cedric Diggory's death in the final chapters of this book. While it seems counter-intuitive that Amos would refuse a share in the Triwizard winnings following Cedric's death, it is certainly true that no amount of money would compensate for the loss of Amos' son. But it is, on examination, the fact that Amos cannot care about Harry that prevents him accepting the funds. Harry sees the winnings as being associated with Cedric's death and is unwilling to keep them. Amos is unable to see that by offering the winnings, Harry is attempting to ease his conscience at least somewhat of the perceived responsibility for Cedric's death. Having a large amount of funds that he doesn't want, Harry gives them to the Twins to replace their losses from betting with Ludo; this sets the Twins up in their own joke shop, producing magical artifacts which will prove useful to the Trio in their adventures in the final books.

We note that the Omnioculars, so very valuable in deciphering the action of the game, never reappear in the book or the series, though the figurine of Krum that Ron buys at the same time does — or at least its arm does: Harry finds an arm that looks like it was broken off the Krum figurine after an episode in which Ron gets jealous of Krum's attentions to Hermione. We can only surmise that the Omnioculars are too powerful, that their magic would make it possible for Harry to discover things too easily, so the author must carefully prevent the reader from remembering them and asking why they weren't used, for instance when Harry was being taken to Headquarters in Harry Potter and the Order of the Phoenix, to scan for potential attackers.

While the byplay with Ludo and his betting may seem minor at the time, it appears in later volumes that Ludo defaulting on (or more literally running out on) his gambling debt will greatly increase the friction between Wizards and Goblins. It seems that Ludo's bet was actually with the chief of the Goblins; because of this insult to their chief, the Goblins feel that Ludo's actions somehow reflect badly on all Wizardkind, and their charitable feelings towards Wizards have taken rather a large beating. This would be quite likely to have some effect on whether the Goblins join into the Wizarding War, and on which side they choose to join. It will turn out, in a later book, that Voldemort squanders this potential advantage by meddling in the affairs of Gringotts Bank.