text:
Semiconductors

This book is an introductory text on semiconductors. This book discusses the theoretical basis for semiconductors, and shows some examples of how semiconductors are used. Later chapters show some of the ways diodes and transistors are used both in digital circuits, and in analog circuits.

Table of Contents

 * /Introduction/

Section 1: Fundamentals

 * /What is a Semiconductor/
 * /Magnetic and Electric Fields/
 * /Doping/
 * /PN Junctions/ (diodes)
 * /Diodes from an Engineering Perspective/

Section 2: Transistor Basics

 * /Introduction to Transistors/
 * /Transistors as Amplifiers/
 * /Transistors as Switches/
 * /Emitter Followers/
 * /Transconductance/
 * /Darlington Connections/
 * /Bootstrapping/
 * /Miller Effect/

Section 3: Field Effect Transistors

 * FETs
 * /Variable Resistance/
 * /Current Sources: JFETs/
 * /MOSFET Transistors/
 * /MESFET Transistors/
 * /CMOSFET Transistors/

Section 4: Amplifiers

 * /Op-Amps/
 * /Inverting and Non-Inverting/
 * /Current Sources/
 * /Integrators and Differentiators/
 * /Comparators and Schmitt Trigger/
 * /Feedback Theory and Feedback Amplifiers/

Section 5: Regulators and Rectifiers

 * /Zener Diode/
 * /Three Terminal Regulators/
 * /Switching Regulators/

Section 6: Digital Circuits

 * /TTL/
 * /CMOS/
 * /Logical Gates/
 * /Tri-State Devices/
 * /Open Collector Devices/

Section 7: Opto-electronic Device

 * /Photodiode/
 * /Phototransistor/
 * /LED/

Resources and Licensing

 * /Resources/

Puolijohteet

title: Semiconductors


text:
User:Elliskev

Hi. I'd rather be blue.

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

title: User:Elliskev


text:
User talk:Elliskev

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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You will find more resources in Community Portal. If you want to ask us a question, visit Study help desk or join our IRC channel: #wikibooks in FreeNode network.

Good luck! -- LV (Dark Mark) 19:37, 30 November 2005 (UTC)

title: User talk:Elliskev


text:
User talk:211.115.69.146

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

title: User talk:211.115.69.146


text:
Talk:Engineering Acoustics/Room Acoustics and Concert Halls

1) The text should be impersonal, written in the passive form, devoid of jokes and anectotes. Try to use a level of language that is less colloquial and more similar to what is expected in a dictionary. 2) Use the textbook and try to make the definitions more accurate. Your description of the direct fields should be more like: component of the sound field in a room that involves only a direct path between the source and the receiver, before any reflections off walls and other surfaces." 3) Sign your page. 4) Complete the page as many articles are still incomplete. 5) Good plan.

text/image error
the image for the Absorption Coefficient under the Room Coefficients topic is not appropriate.

Davemoser123 (discuss • contribs) 00:42, 2 October 2012 (UTC)


text:
Engineering Acoustics/Specific application-automobile muffler

General information about Automobile muffler

Introduction
A muffler is a part of the exhaust system on an automobile that plays a vital role. It needs to have modes that are located away from the frequencies that the engine operates at, whether the engine be idling or running at the maximum amount of revolutions per second.A muffler that affects an automobile in a negative way is one that causes noise or discomfort while the car engine is running.Inside a muffler, you'll find a deceptively simple set of tubes with some holes in them. These tubes and chambers are actually as finely tuned as a musical instrument. They are designed to reflect the sound waves produced by the engine in such a way that they partially cancel themselves out.( cited from www.howstuffworks.com )

It is very important to have it on the automobile. The legal limit for exhaust noise in the state of California is 95 dB (A) - CA. V.C. 27151 .Without a muffler the typical car exhaust noise would exceed 110 dB.A conventional car muffler is capable of limiting noise to about 90 dB. The active-noise canceling muffler enables cancellation of exhaust noise to a wide range of frequencies.

General Concept
The simple and main part of designing the automobile muffler is to use the low-pass filter. It typically makes use of the change of the cross section area which can be made as a chamber to filter or reduce the sound wave which the engine produced.

Low-Pass Filter
A low-pass filter is a circuit that passes low frequency signals but stops the high frequency signals. Once the low pass filter is set by the user at a specific cutoff frequency, all frequencies lower than that will be passed through the filter, while higher frequencies will be attenuated in amplitude. This circuit is made up of passive components (resistor, capacitors and inductors) capable of accomplishing this objective.

the formula to be used:

Human ear sound reaction feature
When these pressure pulses reach your ear, the eardrum vibrates back and forth. Your brain interprets this motion as sound. Two main characteristics of the wave determine how we perceive the sound:

1.sound wave frequency. 2.air wave pressure amplitude. It turns out that it is possible to add two or more sound waves together and get less sound.

Description of the muffler to cancel the noise
The key thing about sound waves is that the result at your ear is the sum of all the sound waves hitting your ear at that time. If you are listening to a band, even though you may hear several distinct sources of sound, the pressure waves hitting your ear drum all add together, so your ear drum only feels one pressure at any given moment. Now comes the cool part: It is possible to produce a sound wave that is exactly the opposite of another wave. This is the basis for those noise-canceling headphones you may have seen. Take a look at the figure below. The wave on top and the second wave are both pure tones. If the two waves are in phase, they add up to a wave with the same frequency but twice the amplitude. This is called constructive interference. But, if they are exactly out of phase, they add up to zero. This is called destructive interference. At the time when the first wave is at its maximum pressure, the second wave is at its minimum. If both of these waves hit your ear drum at the same time, you would not hear anything because the two waves always add up to zero.

Benefits of an Active Noise-Canceling Muffler
1. By using an active muffler the exhaust noise can be easily tuned, amplified, or nearly eliminated.

2. The backpressure of a conventional muffler can be essentially eliminated, thus increasing engine performance and efficiency. 3. By increasing engine efficiency and performance, less fuel will be used and the emissions will be reduced.

Lined ducts
It can be regarded as simplest form of absorptive muffler. Attach absorptive material to the bare walls of the duct.( in car that is the exhaustion tube) The attenuation performance improves with the thickness of absorptive material.

The attenuation curves like a skewed bell. Increase the thickness of the wall will get the lower maximum attenuation frequency. For higher frequency though, thinner absorbent layers are effective, but the large gap allows noise to pass directly along. Thin layers and narrow passages are therefore more effective at high frequencies. For good absorption over the widest frequency range, thick absorbent layers and narrow passages are best.

Parallel and block-line-of-sight baffles
Divide the duct into several channels or turn the flow channels so that there is no direct line-of-sight through the baffles. Frequently the materials line on the channels. Attenuation improves with the thickness of absorptive material and length of the baffle. Lined bends can be used to provide a greater attenuation and attenuate best at high frequency. Comparatively, at low frequency attenuation can be increased by adding thicker lining.

Plenum chambers
They are relatively large volume chambers, usually fabricated from sheet metal, which interconnect two ducts. The interior of the chamber is lined with absorbing material to attenuate noise in the duct. Protective facing material may also be necessary if the temperature and velocity conditions of the gas stream are too severe.

The performance of a plenum chamber can be improved by: 1.increase the thickness of the absorbing lining 2.blocking the direct line of sight from the chamber inlet to the outlet. 3.increase the cross-sectional area of the chamber.


text:
Talk:Engineering Acoustics/Specific application-automobile muffler

How come this page is locked? --me513


text:
Japanese/Lessons/Basic

Proposed syllabus

 * 1) Making friends, expressing opinions
 * 2) * Discourse topic marker は
 * 3) * います・あります
 * 4) * noun の noun
 * 5) * Interrogatives and Demostratives
 * 6) * Kanji 日 本 人 友 天 元 田 中 気 何
 * 7) * 先輩 senpai and 後輩 kouhai and other honorifics.
 * 8) Getting around, expressing movement and direction
 * 9) * Direct object marker を (tegami o kaku, hon o yomu, michi o aruku)
 * 10) * Destination marker に
 * 11) * Direction marker へ
 * 12) * Site marker で　（"heya de benkyou suru"）
 * 13) * Point in time marker に
 * 14) * Particles から, まで
 * 15) * 行く・来る・帰る with an emphasis on proper usage
 * "Where are you going?" "I'm going to ...".
 * "Are you coming to my house?"
 * "I'm leaving (kaeru) now."
 * 1) * Kanji 行 来 帰 北 南 東 西 京
 * 2) Talking about the future
 * 3) * Days of the week (「きょうはなんようび？」「げつようびだよ」)
 * 4) * て and 穏便 onbin
 * 5) * Vector and verbs of movement (Aruite iku, aruite kuru, aruite kaeru, etc.)
 * 6) * Kanji 月 火 水 木 金 土 曜
 * 7) Talking about family and possessions, describing what one can see or hear with 見える and 聞こえる
 * 8) * いる and ある
 * 9) * Subject marker が
 * 10) * Making distinctions with が
 * 11) * 見える and 聞こえる
 * 12) * Plugging particles into predicates
 * 13) * Kanji 読 書 考 言 話 見 聞 待
 * 14) Counting and telling time
 * 15) * Counting from one to one hundred
 * 16) * Counter words つ・人（nin）・本（hon）・杯（hai）・個（ko）・時（ji）・回（kai）・円（en）・枚（mai）
 * 17) * Ordinals （〜目・〜番目）
 * 18) * だろう, でしょう
 * 19) * Telephone numbers
 * 20) * Kanji 一 ・（ichi) 二・（ni) 三・（san) 四・（shi/yon) 五 ・（go) 六 ・（roku)七・（shichi) 八 ・（hachi)九・（kyu) 十・（jyu) 百 ・（hyaku)目 （番 号）
 * 21) Talking about the present, shopping, lists
 * 22) * Stative verbs and action verbs
 * 23) * 〜ている
 * 24) * 〜てある
 * 25) * Exhaustive list marker と
 * 26) * List of examples marker や
 * 27) * Kanji 買 持 食 飲 杯 個 時 回 円
 * 28) Asking for favors, giving and receiving
 * 29) * Vector and verbs of favor
 * 30) * くれる・あげる・もらう・polite and humble forms）
 * 31) * (〜んですが）
 * 32) Talking about the past
 * 33) * 〜た
 * 34) * 〜たことがある
 * 35) Talking about hypothetical situations, expressing wishes and desires
 * 36) * 〜ば
 * 37) * （もし）〜たら　「お金があったら買う」
 * 38) * 〜ばよかった
 * 39) * 〜たい
 * 40) more to come, will allow the student to say most things he/she may want to say
 * 41) * hoshii
 * 42) * potential verbs
 * 43) * imperatives, etc
 * 44) * nominalizers の and こと

title: Japanese/Lessons/Basic


text:
Talk:Engineering Acoustics/Bass Reflex Enclosure Design

1) Figures and schematics? 2) Please use the term "enclosure" consistently instead of equivalent terminoly like "box" or "cabinet." 3) There are many equations here. Would it be possible to explain the main points without them?  Or else can you move them in a separate page (like in an appendix)?  4) Do you have a reference on "alignments" ?


text:
Talk:Engineering Acoustics/Noise in Hydraulic Systems

Comments
There is a real disconnect between part 1 and part 2. You need to decide what you want to focus on (the driver-load interactions or the hydraulic ripple application). If you need a reference, I have a text called "Noise Control of Hydraulic Machinery" you could use for general info like speed of sound in hydraulic fluid, description of the main sound sources, "behavior" etc... --me513


text:
Talk:Engineering Acoustics/Basic Acoustics of the Marimba

Comments
Forget my comment on jokes or anectotes for this one. Very clever idea. The marimba is a very way to explain tuning problems for a variety of acoustic systems. The site organization and layout is good. A few quantitative examples of how to compute the bar resonance frequencies (see section 3.12). A few examples of how temperature changes the tube resonance frequencies would also be nice. The figures could be better integrated with the text (with text wrapped around figure and caption). --me513


text:
Category:Section stubs

These modules contain at least one section which is a stub. You can list section stubs on this page by adding this template to the bottom of a stub:

sectstub

Similar categories on other projects:
 * Wikipedia has a Wikipedia:Category:Section stubs.
 * Wiktionary has a Wiktionary:Category:Section stub.

title: Category:Section stubs


text:
Talk:Engineering Acoustics/How an Acoustic Guitar works

Comments
Please consult and refer to texts and papers, such as Rossing's book. For modeling, simply include a discussion of string resonance frequencies (with no derivation). The module is incomplete. Try to add at least a plan, and complete pretty soon for another orund of feedback later on. Neeed to discuss resonator, and resonance of the guitar body. --me513


text:
User talk:137.163.19.100

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

title: User talk:137.163.19.100


text:
Talk:Engineering Acoustics/Bessel Functions and the Kettledrum

Comments
Careful with your images. There is a warning that they may be copyrighted. --me513


text: Georgia Water/Regional Plans/Satilla, Suwannee and St. Marys River Basins


text:
Category talk:Section stubs

I changed sectstub to use this category; it was lacking a category. To actually list modules into the category, I had to make dummy edits to all modules linking to sectstub. My dummy edits normally removed the last newline from the page; the wiki does not list the edit in the history, but it does examine again the category links included from templates. --Kernigh 21:41, 30 November 2005 (UTC)

title: Category talk:Section stubs


text:
Georgia Water/Policy/Georgia River Basin Management Planning Act

History of the Act
The Georgia General Assembly passed the River Basin Management Planning Act in 1992 as Senate Bill 637. The Act below was repealed in 2004 with the passage of the [Georgia Comprehensive State-wide Water Resources Management Planning Act].

Text of the Statute
River Basin Planning Act (O.C.G.A. 12-5-520 to 525) 92 SB637/AP Senate Bill 637 By: Senators Johnson of the 47th, Pollard of the 24th, Edge of the 28th and Egan of the 40th. An Act To amend Chapter 5 of Title 12 of the Official Code of Georgia Annotated, relating to water resources, so as Be It Enacted by the General Assembly of Georgia: Section 1. Chapter 5 of Title 12 of the Official Code of Georgia Annotated, relating to water resources, is amended by inserting at the end thereof the following: Article 8 12-5-520. As used in this article, the term: (1) “Board” means the Board of Natural Resources. (2) “Director” means the director of the Environmental Protection Division of the Department of Natural Resources. 12-5-521. The director shall develop river basin management plans for the following rivers: Alapaha, Altamaha, Canoochee, Chattahoochee, Coosa, Flint, Ochlocknee, Ocmulgee, Oconee, Ogeechee, St. Marys, Satilla, Savannah, Suwanee, Tallapoosa, and Tennessee. The director shall consult the chairmen of the local advisory committees on all aspects of developing the management plans. The director shall begin development of the management plan for the Chattahoochee and Flint river basins by December 31, 1992, and for the Coosa and Oconee river basins by December 31, 1993. Beginning in 1994, the director shall begin development of one management plan per calendar year until all required management plans have been begun. All management plans shall be completed not later than five years after they were begun and shall be made available to the public within 180 days after completion. 12-5-522. The management plans provided by Code Section 12-5-521 shall include, but not be limited to, the following: (1) A description of the watershed, including the geographic boundaries, historical, current, and projected uses, hydrology, and a description of water quality, including the current water quality conditions; (2) An identification of all governmental units that have jurisdiction over the watershed and its drainage basin; (3) An inventory of land uses within the drainage basin and important tributaries including point and nonpoint sources of pollution; (4) A description of the goals of the management plan, which may include educating the general public on matters involving the environmental and ecological concerns specific to the river basin, improving water quality and reducing pollution at the source, improving aquatic habitat and reestablishing native species of fish, restoring and protecting wildlife habitat, and providing recreational benefits; and (5) A description of the strategies and measures necessary to accomplish the goals of the management plan. 12-5-523. As an initial action in the development of a management plan, the director shall appoint local advisory committees for each river basin to consist of at least seven citizens and a chairman appointed by the director. The local advisory committees shall provide advice and counsel to the director during the development of the management plan. Each committee shall meet at the call of the chairman but not less than once every four months. The chairman and members of the local advisory committees shall serve without compensation or reimbursement of expenses. 12-5-524. (a) Upon completion of the penultimate draft of a management plan, the director shall conduct public hearings within the river basin. At least one public hearing shall be held in each river basin named in Code Section 12-5-521. The director shall publish notice of each such public hearing in a newspaper of general circulation in the area announcing the date, time, place, and purpose of the public hearing. A draft of the management plan shall be made available to the public at least 30 days prior to the public hearing. The director shall receive public comment at the public hearing and for a period of at least ten days after the public hearing. (b) The division shall evaluate the comments received as a result of the public hearings and shall develop the final draft of the management plan for submission to the board for consideration within 60 days of the public hearing. (c) The board shall consider the management plan within 60 days after submission by the director. The department shall publish the management plan adopted by the board and shall make copies available to all interested local governmental officials and citizens within the river basin covered by such management plan. (d) Upon the board's adoption of a final river basin management plan, all permitting and other activities conducted by or under the control of the Department of Natural Resources shall be consistent with such plan. (e) No provision of this article shall constitute an enlargement of the existing statutory powers of the department. 12-5-525. The director is directed to apply for the maximum amount of available funds pursuant to Sections 106, 314, 319, and 104(b)(2) of Public Law 95-217, the federal Clean Water Act, and any other available source for the development of river basin management plans. Section 2. All laws and parts of laws in conflict with this Act are repealed.
 * to define certain terms;
 * to provide for the development of river basin management plans for certain rivers;
 * to provide for the contents of such plans;
 * to provide for the appointment and duties of local advisory committees;
 * to provide for notice and public hearings;
 * to provide for submission to and approval of plans to the Board of Natural Resources;
 * to make certain provisions relative to issuing certain permits;
 * to provide for the application for and use of certain funds;
 * to provide that this Act shall not enlarge the powers of the Department of Natural Resources;
 * to repeal conflicting laws; and
 * for other purposes.

(end)

River basin plans prepared under this Act

 * 1) Altamaha River Basin Management Plan 2004
 * 2) Chattahoochee River Basin Management Plan 1997
 * 3) Coosa River Basin Management Plan 1998
 * 4) Flint River Basin Management Plan 1997
 * 5) Ochlockonee River Basin Management Plan 2002
 * 6) Ocmulgee River Basin Management Plan 2004
 * 7) Oconee River Basin Management Plan 1998
 * 8) Ogeechee River Basin Management Plan 2001
 * 9) St. Mary's River Basin Management Plan 2002
 * 10) Satilla River Basin Management Plan 2002
 * 11) Savannah River Basin Management Plan 2001
 * 12) Suwannee River Basin Management Plan 2002
 * 13) Tallapoosa River Basin Management Plan 1998
 * 14) Tennessee River Basin Management Plan (Available 2005)


text:
User talk:Messedrocker

Hello and welcome to Wikibooks!

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

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

Good luck!

And thanks for all your work on the transwikification of Jokebook. Cheers. -- LV (Dark Mark) 22:34, 30 November 2005 (UTC)

HaH!
Nice one with tech support there. 68.39.174.238 10:47, 27 September 2006 (UTC)

title: User talk:Messedrocker


text:
Japanese/Lessons/Introduction/Konnichiwa/Noun predicates

In this unit, you will learn how to make sentences using noun predicates.

Try It
Duration: 2 minutes

Say the following sentences in Japanese by simply adding desu です to each word in parentheses. Then do the same in informal Japanese by adding da だ to each word.

 * 1) I am Japanese. ( nihon-jin)
 * 2) That is a box. ( hako)
 * 3) This is a book. ( hon)
 * 4) You are a genius. ( tensai)
 * 5) He is a friend. ( tomodachi)
 * 6) We are students. ( gakusei)
 * 7) They are doctors. ( isha)
 * 8) Those are donuts. (ドーナツ doonatsu)
 * 9) These are chestnuts. ( kuri)
 * 10) She is a police officer. ( keisatsukan)
 * 11) It is Monday. ( getsuyoubi)
 * 12) I'll have coffee. (コーヒー koohii)
 * 13) There's a car. ( kuruma)

Note: Using da だ to end your sentences can convey a somewhat masculine tone. Often women will drop the da だ entirely in informal speech, so that the noun itself becomes the predicate.

Watch and Listen
Duration: 2 minutes

Listen to the following conversation while reading along and see how much you understand.

Japanese with Furigana

 * はじめまして. です.
 * です. よろしくおします.
 * よろしくおします. さんですか？
 * はい、そうです. です. さんは？
 * です.

English Translation

 * Kouichi: Pleased to meet you. I'm Kouichi Matsui.
 * Tomoko: I'm Tomoko Noguchi. I hope everything goes well.
 * Kouichi: I hope everything goes well. Are you a student?
 * Tomoko: Yes, I am. I'm Grade 4. And you, Kouichi?
 * Kouichi: I'm Grade 3.

Explain
Duration: 5 minutes

English Predicates
In English, we learn that a sentence consists of a subject and a predicate. The predicate of a sentence indicates what the subject is, what the subject does, or what happens to the subject. For example, in the English sentence:

 * John is a baseball player.

The subject is "John", and the predicate is "is a baseball player". The sentence is about John, but it states that John is something, namely he "is a baseball player." In English, the predicate of a simple sentence starts with the verb and continues to the end of the sentence.

Japanese Predicates
In Japanese, a complete sentence must have a predicate, but the subject can be implied rather than stated, which is exactly the case more often than not. The Japanese equivalent of the above sentence would be (informal/formal ending):

 * ジョンはだ/です.
 * Jon wa yakyuu senshu da / desu.

However, if you were already talking about John, his name would not be mentioned again and the sentence would be shortened to:

 * だ/です.
 * Yakyuu senshu da / desu.

In Japanese, when you want to form a predicate with a noun, the structure to use is:

Vocabulary
The following lists contain nouns which may be useful in your study.

Practice

 * 1) Practice: Using formal speech, do the following exercises. Follow the links provided or ask the teacher for any necessary vocabulary.
 * 2) State your name.
 * 3) State your vocation.
 * 4) State your nationality by adding -jin to the name of your country.
 * 5) Point at three different objects, and state what they are.
 * Example:
 * スーです.
 * Suu desu.
 * I am Sue.
 * です.
 * Daigakusei desu.
 * I am a university student.
 * イギリスです.
 * Igirisu-jin desu.
 * I'm from the U.K. (lit. I'm a British)
 * いすです. 　えんぴつです. 　テレビです.
 * Isu desu. Enpitsu desu. Terebi desu.
 * That is a chair. That is a pencil. That is a TV.
 * 1) Practice: Repeat the previous exercise, this time using informal speech.
 * Example:
 * トムだ.
 * Tomu da.
 * I am Tom.
 * だ.
 * Bengoshi da.
 * I am a lawyer.
 * アメリカだ.
 * Amerikajin da.
 * I'm an American.
 * だ. 　だ. 　だ.
 * Mado da. Tsukue da. Ki da.
 * That is a window. That is a desk. That is a tree.
 * 1) Conversation: Have a conversation similar to the one in the Watch and Listen section with a neighbor, only substitute your own words in.

Discuss
Duration: 2 minutes

Please post any questions you may have here, and a contributor will answer them.


text:
Esperanto/Word synthesis

Forming Words
In Esperanto, words are formed by putting a grammatically coded ending on a root. For example, take the root for "health" (san-) and add the adjective ending (-a) to it to make "healthy" (sana). From there you can add affixes to change the meaning of the word. For example, take the word for healthy you just made (sana) and add the prefix for "opposite" (mal-) before it to get "unhealthy" or "sick" (malsana).

The same works for suffixes. In the case of suffixes, more than one can be added to a root to make different meanings. For example, take the root for health (san-), the prefix for "opposite" (mal-), the suffix for a person/people (-ul-), the suffix for a place where something occurs (-ej-), and the noun ending, and you get "The place where people are the opposite of healthy" (malsanulejo), which is the Esperanto word for hospital (although, the use of the word hospitalo has become common in recent years).

 * San- (health) + -a (adjective) = Sana (healthy)
 * Mal- (opposite) + San- (health) + -a (adjective) = Malsana (unhealthy)
 * Mal- (opposite) + San- (health) + -ul- (person/people) + -ej- (place for something) + -o (noun) = Malsanulejo (Hospital, literally "Place of people who are unhealthy")

Juxtaposition
To form a compound word, one must juxtapose two roots together. When combining two words, you must make sure that the main word is the second word. It is optional to place a vowel between the two roots if the sound makes the compound word hard to pronounce or just too odd to a reader. When doing this, the vowel must be o if the leading word is a noun, and i if the leading word is a verb. It is also optional to put an n after the vowel if the second word is a verb acting upon the first word.

For example, take the root for ship (ŝip-) and the root for journey (vojaĝ-) to make "a journey by ship" (ŝipovojaĝo or ŝipvojaĝo). Another example is to take the root for pay (pag-) and able (pov-) to make "able to pay" (pagipova or pagpova). For an example of a verb acting on the first word, take the root for nothing (neni-) and the root for do (far-) to make "doing nothing" (nenionfara, neniofara, or nenifara).

 * ŝip- (ship) + vojaĝ- (journey) + -o (noun) = ŝip(o)vojaĝo (a journey by ship)
 * pag- (pay) + pov- (able/ability) + -a (adjective) = pag(i)pova (able to pay)
 * neni- (nothing) + far- (to do) + -as (verb, present tense) = neni(o(n))faras (doing nothing)

Useful Appendices

 * English-Esperanto word list
 * Esperanto-English word list
 * Table of word endings
 * Table of affixes

title: Esperanto/Word synthesis


text:
Chess Opening Theory/1. e4/1...e5/2. d4/2...exd4/3. c3

=Danish Gambit= White chooses to play an aggressive game. By giving a two-pawn material advantage to his opponent, Black spends two moves to capture both of the pawns, and has to deal with a massive attack. Black has few choices here:

 * The most common move for Black to play here is to take the pawn, /3...dxc3/.
 * However, another common alternative is to safely decline the gambit and play /3...d5/ or /3...d6/.

Theory table
'''1. e4 e5 2. d4 exd4 3. c3'''


text:
Talk:Chess Opening Theory/1. e4/1...e5/2. d4/2...exd4/3. c3

Is the evaluation really =? I put = as not to leave it blank... Fetofs 00:47, 1 December 2005 (UTC)


text:
Wikibooks:Book of the month/December 2005

The book of the month for December is Japanese – an online course and reference for the Japanese language.

Vote for January - Book of the month


text: Template:XML - Managing Data Exchange/Answers


text:
Template:A Neutral Look at Operating Systems

Unix (BSD, Linux) | CP/M | DOS | Microsoft Windows | OS/2 | Mac OS


text:
Talk:CISCO Certification/Preface

NDA
Be aware that a Non Disclosure Agreement is part of CISCO certification. It's one of those horrid legal things, you know, to keep people who don't own it from sharing their wealth. If you get certified and they catch you having disclosed anything without their permission, you will lose your credentials. You agree to that before taking any of their tests. Other legal reprecussions are possible.

title: Talk:CISCO Certification/Preface


text: Folkstyle Wrestling/Wrestling Websites

title: Folkstyle Wrestling/Wrestling Websites


text: Japanese/Reader/第三夜/Part 8

title: Japanese/Reader/第三夜/Part 8


text: Japanese/Reader/第三夜/Part 9

title: Japanese/Reader/第三夜/Part 9


text: Japanese/Reader/第三夜/Part 10

title: Japanese/Reader/第三夜/Part 10


text: Japanese/Reader/第三夜/Part 11

title: Japanese/Reader/第三夜/Part 11


text:
User:Kerowyn

This user has multiple personalities, all named Kerowyn. For clarity's sake, they all share one user page. Kerowyn

title: User:Kerowyn


text:
Chess Opening Theory/1. e4/1...d5/2. exd5

= Scandinavian Defence: 2.exd5 = Black has the ability to immediately take back the pawn with /2...Qxd5/ but at the cost of a slower development, because White can win a tempo with 3. Nc3.

The other option is to play /2...Nf6/ attacking the pawn. White may try to keep the pawn (with 3. c4 or 3. Bb5+) or leave it and keep the initiative. As White has doubled pawns on the d file, the second option is probably the best.

Gambits like 2...c6 and 2...e6 are inferior and don't give enough for the pawn.

Theory table
'''1. e4 d5 2. exd5'''


text:
Chess Opening Theory/1. e4/1...d5/2. exd5/2...Nf6

= Scandinavian Defence: Modern Variation = In this variation of the Scandinavian Defence, black elects to play Nf6 after exd5 instead of the more traditional reply, Qxd5. This decision allows black to develop a piece before capturing the pawn, and to potentially trade off their knight with 1. e4 d5 2. exd5 Nf6 3. Nc3 Nxd5 4. Nxd5 Qxd5. The trade of the knight also eliminates white's primary queen threat of Nc3 targeting d5.

Theory table
.

1. e4 d5 2. exd5 Nf6


text:
Chess Opening Theory/1. e4/1...d5/2. exd5/2...Qxd5

= Scandinavian Defense: Mieses-Kotrč Variation = White should now play /3. Nc3/ to threaten the queen and gain a tempo, avoiding 3. b3??, losing a rook to Qe5+ or 3. g3??, losing the rook on h1. Though 3.d4 has been played by masters, why give a quick target to attack on d4?

White also has 3. Nf3, but after that, 3... Bg4 gives black some annoying counterplay.

What is interesting here is that there is a move that leads to mate in 1 for black. After 3. Ke2??, Qe4# follows.

Theory table
.

1. e4 d5 2. exd5 Qxd5


text:
User:Cosmotron

This page is about Ryan Lewis. I am attending Clarkson University where I am in the process of earning an M.S. in Computer Science. I also tend to do a lot of vandalism reversals.

title: User:Cosmotron


text:
Talk:TI-Lists

Overlap with other books
Some of this book will overlap with TI-Programming:Lists. I'm sure we can either refer to the same module or decide what goes where. --MathMan64 06:10, 1 December 2005 (UTC)

title: Talk:TI-Lists


text:
Wikibooks:Collaboration of the Month/December 2005

The Collaboration of the Month for December is A-level Mathematics - a course of mathematics for students of secondary schools.

Vote for January - Collaboration of the Month


text:
User talk:Joanna12345

talk to me people add me to msn w/e i dont care.lol jojo_babealicious@hotmail.co.uk

title: User talk:Joanna12345


text:
User:IlyaHaykinson

Please see n:User:IlyaHaykinson

title: User:IlyaHaykinson


text:
Japanese/Lessons/Introduction/Konnichiwa/Formality

In this unit, you will be introduced to the Japanese formality system and learn how to greet people informally.

Try It
Duration: 2 minutes

Use what you know about the Japanese formality system to have a quick conversation with another student in informal Japanese. If you are studying on your own, have a conversation with yourself. You may wish to record your conversation with a tape recorder, cell phone, microphone, etc.

Watch and Listen
Duration: 2 minutes

In a previous lesson, Mr. Tanaka and Ms. Hayasaka had a short conversation as he stepped onto the elevator. This time, they will have that conversation in informal Japanese. They will refer to each other by their given names, Kentaro (Tanaka) and Mineko (Hayasaka). Listen to the following conversation while reading along and see how much you understand.

Explanation
Duration: 5 minutes

Phrases
Below are shown informal versions of salutations already taught, as well as additional informal salutations.

Explanation
Usage Notes Literal Meaning
 * 1) お ohayou, よろしく yoroshiku, and ありがとう arigatou
 * 2) *These phrases are used in the same circumstances as their formal counterparts.
 * 3) ね ne: (particle indicating understanding)
 * 4) *This can be added to よろしく yoroshiku, and ありがとう arigatou to make the sentence more casual and friendly.
 * 5) いいえ iie, zenzen, and とんでもない tondemonai
 * 6) *These are used to negate a compliment or an expression of gratitude in a modest fashion, listed in order of increasing strength
 * 7) じゃあね jaa ne, またね mata ne, and じゃまた ja mata
 * 8) *These are all roughly equivalent in meaning, with じゃあね jaa ne being the most casual (very friendly) and じゃまた ja mata being the least casual (more brisk and business-like)
 * 1) いいえ iie: no
 * 2) *Replying "no" to an expression of gratitude implies that you don't deserve the gratitude, and is therefore an expression of humility.
 * 3) zenzen: (not) at all
 * 4) * This word is usually used as an adverb with a negative sentence. However, it can also be used alone to imply a negative response. Here, the implication is "(It is not a problem) at all."
 * 5) とんでもない tondemonai: unexpected, outrageous, terrible
 * 6) * The implication here is that the speaker thinks it's outrageous to be thanked for performing such a simple act, hence "Don't mention it."
 * 7) じゃ ja (also じゃあ jaa): contraction of では dewa, from それでは sore dewa, meaning "With that..." or "Well, then..."
 * 8) * This is a way to indicate a transition in a sentence, in this case the transition from talking to saying good bye.
 * 9) ね ne: (particle indicating understanding)
 * 10) * Adding this particle softens the parting and makes it more friendly.
 * 11) また mata: again, another time
 * 12) * The implication is "Let's meet again."

Culture
In some Western countries, Canada and the United States in particular, it is generally considered a positive thing to be friendly to one another. Certainly there are situations where more formality is called for, but the outgoing, friendly personality tends to be well received. In Japan, the situation is quite different. Because the social order is more structured, it is considered rude to be too friendly to a person of higher social standing, or with someone you have just met. Generally, it is looked upon favorably to be formal and polite until you have developed a closer relationship that allows for more friendliness. Because of this aspect of culture, close relationships are considered valuable and tend to be accompanied by a high degree of loyalty.

Formal versus Informal Speech
In Japan, formality is indicated not only by the words one uses, but is included in the syntax and grammar of the language as well. You have already learned that informal noun predicates consist of noun + だ da and formal noun predicates consist of noun + です desu. The distinction between a formal and an informal sentence is indicated by the predicate. More details will be given later as these lessons cover the other types of predicates that can be formed.

It is important to remember not only how to speak formally and informally, but to know when to do so. As a general rule of thumb,

You should speak formally when:
 * Talking to someone of higher social standing
 * Talking to someone of similar social standing whom you don't know well
 * Speaking to a peer group or in a public capacity

You may speak informally when:
 * Talking to someone of inferior social standing
 * Talking to someone of similar social standing if you have a close relationship

Many teachers of Japanese instruct students always to speak formally in order to avoid being rude. While speaking to a child in formal Japanese is odd, people won't think any less of your character though your knowledge of the language is lacking. Should you developing a close relationship with a Japanese person of the same rank, follow their lead and learn from them.

Social Standing
Social standing is a relative concept that depends on several factors including, but not limited to, the following:
 * Older people are superior to young people.
 * Supervisors and managers are superior to subordinates.
 * People with high-profile careers are superior to those with low-profile careers.
 * Customers are superior to service providers (clerks, waiters, etc.)
 * People with higher academic credentials are superior to those with lower academic credentials.
 * Teachers are superior to students.

Practice
Duration: 2 minutes
 * 1) Drill: Say the phrase indicated as if you were talking to the type of person specified.
 * 2) "Good morning" to your friend.
 * 3) "Good morning" to your boss.
 * 4) "Thank you" to a new coworker.
 * 5) "Thank you" to a new subordinate.
 * 6) "I'm a student" to your teacher.
 * 7) "I'm a student" to a child.
 * 8) Conversation: Practice conversing with a fellow student in informal Japanese.

Click here to see answers.

duration of 20 minutes


text:
Talk:Handbook of Genetic Counseling/Angelman Syndrome-1

hi, just added MIM number to disease - maybe that would be better if all disease names should have own MIM number with link to OMIM. Ramujana 1 Dec, 2005


text:
User:Msoos~enwikibooks

Hi!

I am user msoos from Wikipedia - for simplicity I use the same name here and there. I am at the moment graduating in Computer Science, looking forward to do a PhD. My main focus will therefore be in the areas of Computer Science.

My proficiencies are: SQL, C++, Graphs, Number theory. My main subject is computer security, I will most probably be involved in that the most.

title: User:Msoos~enwikibooks


text:
Digital Circuits/Registers and Counters

A digital circuit is a circuit where the signal must be one of two discrete levels. Each level is interpreted as one of two different states (for example, on/off, 0/1, true/false). Digital circuits use transistors to create logic gates in order to perform Boolean logic.

Registers
Registers are groups of flip-flops, where each flip-flop is capable of storing one bit of information. An n-bit register is a group of n flip-flops. The basic function of a register is to hold information in a digital system and make it available to the logic elements for the computing process. Registers consist of a finite number of flip-flops. Since each flip-flop is capable of storing either a "0" or a "1", there is a finite number of 0-1 combinations that can be stored into a register. Each of those combinations is known as state or content of the register. With flip-flops we can store data bitwise but usually data does not appear as single bits. Instead it is common to store data words of n bit with typical word lengths of 4, 8, 16, 32 or 64 bit. Thus, several flip-flops are combined to form a register to store whole data words. Registers are synchronous circuits thus all flip-flops are controlled by a common clock line. As registers are often used to collect serial data they are also called accumulators. There exist several types of registers as there are -

Shift Registers
A register in which data is entered and/or taken out in serial form is referred to as SHIFT REGISTER. Information often comes bitwise i.e. one bit at every clock pulse. Shift registers are used to store such data. A shift register has one serial input. Every clock pulse one bit is loaded from serial in into the first flip-flop of the register while all the actual flip-flop contents are shifted to the next flip-flop, dropping the last bit. Shift registers may feature a serial output so that the last bit that gets shifted out of the register can be processed further. It is thus possible to build up a chain of shift registers by connecting each serial out to another shift register's serial in, effectively creating a single big shift register. It is also possible to create a Cyclic register (see next paragraph) by connecting the serial out to the same register's serial in. Shift register circuits may also feature additional parallel-in functionality that allows manipulation of individual bits. If the output of all flip-flops (and therefore the register’s complete content) are read from the lines Q1 to Qn the register is used as Serial In – Parallel Out (SIPO). A typical purpose for such a SIPO register is to collect data that is delivered bitwise and that is needed in n-bit data words (e.g. to convert the signals from serial ports of a computer: the line transports 1 bit a time, the computer uses 8, 16 or 32 bit datawords). Shifting bits are important for mathematical operations: if the output of the whole register is interpreted as a binary number, shifting by one bit corresponds to multiplying or dividing by 2 (depends on which flip-flop is interpreted as MSB).there are 4 types of shift registers-Serial In-parallel Out(SIPO),Serial In-Serial Out(SISO),Parallel In-Serial Out(PISO),Parallel In-Parallel Out(PIPO).

Cyclic Registers
Sometimes it is necessary to “recycle” the same values again and again. Thus the bit that usually would get dropped is fed to the register input again to receive a cyclic serial register.

Parallel In-Serial Out
As there is a need for serial – parallel conversion the inverse operation is equally required. It is done by a Parallel In – Serial Out register (PISO) that allows loading data as whole data words and serial shifting. For this operation it needs two control lines: one to trigger the shifting and one to control when a new data word is loaded to the register. it is prepared by clearing all the status of the flipflops output by using a clear function i.e. each flipflop is equals to 0 then shifting it by taking a single bit of the given input that input shifts the present bits in the flipflop to the next flipflop.

Barrel Shifters
A barrel shifter is a digital circuit that can shift a data word by a specified number of bits in one clock cycle. It can be implemented as a sequence of multiplexers (mux.), and in such an implementation the output of one mux is connected to the input of the next mux in a way that depends on the shift distance. For example, take a 4-bit barrel shifter, with inputs A, B, C and D. The shifter can cycle the order of the bits ABCD as DABC, CDAB, or BCDA; in this case, no bits are lost. That is, it can shift all of the outputs up to three positions to the right (and thus make any cyclic combination of A, B, C and D). The barrel shifter has a variety of applications, including being a useful component in microprocessors (alongside the ALU). A common usage of a barrel shifter is in the hardware implementation of floating-point arithmetic. For a floating-point add or subtract operation, the significand of the two numbers must be aligned, which requires shifting the smaller number to the right, increasing its exponent, until it matches the exponent of the larger number. This is done by subtracting the exponents, and using the barrel shifter to shift the smaller number to the right by the difference, in one cycle. If a simple shifter were used, shifting by n bit positions would require n clock cycles.

Cascade Shifters
Cascade shifters are circuits that switch contents of each serial in parallel out register by means of a decoder.

Counters
A counter is a sequential circuit that – counts. That means it proceeds through a pre-defined sequence of states where the state of the circuit is determined by the states of all its flip flops. As every state of the circuit can be a given number, we can say that a counter produces a sequence of numbers. A commonly used approach is to interpret a circuit's state as dual number, so if flip-flop A,B and C are all 0 the counter’s state is 0. if A is 1, B is 0 and C is 1 the counter’s state is 101 = 5 and so on. The most basic counters will simply increment by 1 with every clock pulse, so after state 100 it will go to 101; the next pulse will let it switch to 110 etc. It is possible to design counters with any needed counting sequence. Even though asynchronous sequential circuits are not subject of this course the asynchronous counter is presented here exceptionally to give a slight impression

Basically counters are of two types
Asynchronous Counters
 * 1) Asynchronous or ripple counter
 * 2) synchronous counter

For these counters an external clock signal is applied to one flip-flop, and then the output of the preceding flip-flop is connected to the clock of the next flip-flop. The clock is applied to first flip flop.

For example, consider a T Flip Flop(FF) based ripple counter. The clock is applied to the first FF in the series, and the T input is set to 1. The output Q of the first FF is then connected as the Clock input to the second FF. This effectively halves the clock input to the second FF and causes it to toggle whenever the preceding FF hits 0(after 1). This is known as the ripple action, that is, the toggle ripples across all subsequent FFs, effectively giving rise to what we know as the counting operation.

A beautiful example demonstrating this functionality can be found here.

Synchronous counter
In synchronous counter all the flip flops receive the external clock pulse simultaneously. Ring counter and Johnson counter are the examples of synchronous counters. in synchronous circuits, the external clock applied to all the flip flops is in synchronisation with the circuit.

Digitaalipiirit/Rekisterit ja laskurit

title: Digital Circuits/Registers and Counters


text:
Handbook of Genetic Counseling/Smith Magenis Syndrome

Smith-Magenis Syndrome (SMS) MIM#182290

Ethiology

 * first described in 1982
 * contiguous gene deletion syndrome
 * 17p11.2 deletion (~4 Mb) due to nonalelic homologous recombination of low-copy repeats regions
 * critical region - ca. 1Mb (~25 genes, RAI1 most important)
 * nearly all occur de novo
 * prevalence reported ~1/25000 but underdiagnosed

Clinical features

 * Developmental features
 * developmental delay
 * hypotonia
 * hyporeflexia
 * lethargy
 * feeding difficulties
 * Physical features
 * facial appearance specific and changes over time
 * square face
 * brachycephaly
 * full cheeks
 * deep-set eyes
 * heavy brows
 * square jaw
 * micrognathia
 * fleshy upper lip
 * bulky philtral pillars
 * prognathism (late feature)
 * short stature + failure to thrive
 * Behavioral features
 * mental retardation
 * speech delay +/- hearing loss
 * head banging
 * self-injurious behaviour
 * stereotypes ("self-hug" + "lick and flip")
 * sleep disturbance (inverted circadian rhythm of melatonin)
 * sensory integration disorder

Diagnostic testing

 * diagnosis of SMS based on clinical features pattern + cytogenetic/FISH 17p11.2 deletion confirmation
 * FISH detects over 95% cases
 * consider SMS if not positive for Down or Prader-Willi syndrome
 * delayed diagnosis common

Differential diagnosis

 * Down syndrome (some common features)
 * infantile hypotonia
 * midface hipoplasia
 * up-salnting palpebral fusures
 * Prader-Willi syndrome
 * hypotonia
 * lethargy
 * sleep disorders
 * 22q11 deletion (DiGeorgi/velo-cardio-facial syndrome)
 * speech delay
 * cardiac anomalies
 * 22q13 deletion
 * Fragile X
 * autistic-like behaviour

Support

 * PRISMS: Parents and Researchers Interested in SMS (USA)
 * Smith-Magenis Syndrome Foundation (UK)


text:
Wikibooks:Collaboration of the Month/January 2006 voting

Voting Rules
The following are the rules and conditions for voting for the Collaboration of the Month:

 * 1) Only registered users with 20 or more edits to their name may vote.
 * 2) You may vote under as many nominations as you wish, however, you may only vote for each book itself once.
 * 3) Sign your vote with a number sign and four tildes, #~, after the most previous vote under the book's nomination. Unsigned votes will be removed.
 * 4) Any nomination which receives 3 or more votes in one month will automatically be renominated the next month if it is not chosen.
 * 5) If you wish to include a short comment for your vote, then you may do so. Make sure that if you leave such a comment, that you are also voting for that page.
 * 6) Do not post objection votes as these will have no effect on the final tally.
 * 7) Voting will end at 00:00 UTC on the first day of each month. In essence, when a new month begins voting ends. Any votes added after this time will be discarded.
 * 8) The nomination with most votes will be chosen as the Collaboration of the Month. In case of a tie, the older Wikibook will be chosen.

Embedded Systems
(renominated with 7 votes for December)

Votes:
 * 1) --Gabe Sechan 20:45, 2 December 2005 (UTC)
 * 2) --Whiteknight 14:55, 4 December 2005 (UTC)
 * 3) Klingoncowboy4 21:21, 4 December 2005 (UTC)
 * 4) JMRyan 21:31, 15 December 2005 (UTC)

Mythology
(renominated with 4 votes for December)

Votes:
 * 1) Kernigh 06:04, 4 December 2005 (UTC)
 * 2) Klingoncowboy4 21:23, 4 December 2005 (UTC)
 * 3) SimRPGman 04:12, 5 December 2005 (UTC)
 * 4) Redfalcon 2:26, 11 December 2005 (ET)

Comments: I would vote for this if we forked out the separate types and make, say, a Greek Mythology Wikibook, instead of one trying to cover all types. Pureblade 03:30, 18 December 2005 (UTC)

Electronics
Votes:
 * 1) Rob Horning 22:16, 2 December 2005 (UTC)
 * 2) Odd bloke 01:09, 4 December 2005 (UTC)
 * 3) Klingoncowboy4 21:22, 4 December 2005 (UTC)
 * 4) Dragontamer 22:34, 12 December 2005 (UTC)
 * 5) JMRyan 21:30, 15 December 2005 (UTC)
 * 6) roc 12:46, 17 December 2005 (UTC)
 * 7) Crucible Guardian 16:48, 17 December 2005 (UTC)

Comments:
 * This is close to a candidate for Book of the Month. It just needs a little bit more work to become a real Wikibook that is worthy of general praise and attention.

 * Gotta love electronics, it is on the edge of becoming great. Just a little more push and I think it can get there.

OpenOffice.org
Votes:
 * 1) Klingoncowboy4 21:23, 4 December 2005 (UTC)
 * 2) Pureblade 03:33, 18 December 2005 (UTC)
 * 3) Odd bloke 00:29, 21 December 2005 (UTC)

Comments:

Mac OS X Tiger
Votes:
 * 1) Hyperpasta 22:55, 10 December 2005 (UTC)
 * 2) Klingoncowboy4 19:43, 12 December 2005 (UTC)
 * 3) Phatmonkey 17:28, 21 December 2005 (UTC)

Comments:

Designed to be a guide to Mac OS X Tiger readable by a casual PC user (aka "The Rest of Us"), the Mac OS X Tiger needs content pertaining to included Applications, Accounts, Networking, Basic UNIX, etc. Read the Discussion page before contributing.

Bulgarian
Votes: Comments: I know this will perhaps not make it for January, but I'm going to add it here for right now hoping it will get the minimum 3 votes at least. This got 7 votes for Book of the Month, so I think it may be one to look at. --Rob Horning 04:57, 29 December 2005 (UTC)
 * 1) Rob Horning 04:57, 29 December 2005 (UTC)
 * 2) Vanka5 19:14, 29 December 2005 (UTC)
 * 3) --Webkid 19:59, 29 December 2005 (UTC)
 * 4) --Neva 21:25, 29 December 2005 (UTC)
 * 5) Kwiksilver 04:55, 30 December 2005 (UTC)


text:
Wikibooks:Book of the month/January 2006 voting

The voting for the Book of the month for January 2006 is open from December 1st, 2005, and will close on January 1st, 2006, 00:00 UTC. The book of the month will be featured on the main page of Wikibooks.

UK Constitution and Government
(Automatically renominated with 6 votes for November) Votes:
 * 1) DSYoungEsq 14:31, 2 December 2005 (UTC)
 * 2) Rob Horning 22:10, 2 December 2005 (UTC)
 * 3) Odd bloke 01:20, 4 December 2005 (UTC)
 * 4) MateoP 18:20, 10 December 2005 (UTC)
 * 5) JMRyan 21:26, 15 December 2005 (UTC)

Comments:

 * Much better choice than the incomplete and barely organized selection for this month. DSYoungEsq 14:31, 2 December 2005 (UTC)
 * I learned a lot. --MateoP 18:20, 10 December 2005 (UTC)

LaTeX
Votes:

Comments:

America's Army: Special Forces
Votes:
 * 1) Rob Horning 02:59, 5 December 2005 (UTC)
 * 2)  04:10, 9 December 2005 (UTC)
 * 3) Klingoncowboy4 06:37, 12 December 2005 (UTC)

Comments: I think last month's comment to not vote for this Wikibooks is ill founded on the logic that because it may be deleted it shouldn't be featured. I am using this Wikibook as an example of why Game Guides perhaps should be included in Wikibooks instead. I don't intend this forum (Books of the Month) to become the battle ground for the discussion of having guides like this on Wikibooks. Simply support or not support this Wikibook as an example of high quality writing and something that should represent the best of Wikibooks. IMHO, this is what a well written game guide ought to be somewhat looking like. --Rob Horning 02:59, 5 December 2005 (UTC)

Bulgarian
Votes:

 * 1) Vanka5 07:46, 5 December 2005 (UTC)
 * 2) Neva 13:52, 7 December 2005 (UTC)
 * 3) bulgaria_mitko 20:19, 10 December 2005 (UTC)
 * 4) Nplus 16:48, 14 December 2005 (UTC)
 * 5) BloodIce 10:38, 15 December 2005 (UTC)
 * 6) Rashev 08:17, 21 December 2005 (UTC)
 * 7) Plamendp 13:26, 26 December 2005 (UTC)
 * 8) Webkid 19:59, 29 December 2005 (UTC)
 * 9) Kwiksilver 22:40, 29 December 2005 (UTC)

Comments: While I admire the desire on the part of the participants of this Wikibook to try and bring attention to their culture and language, I don't see this as the "best of Wikibooks", or even the "best of the Languages Bookshelf". This Wikibook, as it currently stands, only has one module, of less than 32K of content, and is mainly a syllabary of words in Bulgarian. While an impressive first step, and something that can be expanded upon, I hardly see this as an exceptional Wikibook. I would strongly recommend that this be moved to collaboration of the month, which would also get the front-page attention that you seem to be wanting. --Rob Horning 18:25, 27 December 2005 (UTC)
 * Thank you for your comment. That is a good idea. Although this book does not really look like a book at this point I think it has the basics for a book and with a little formating and descriptions here and there can be brought up-to-date fairly quickly. I believe if it is formated properly it can be a better selection than the current winner for this month which lacked some of the content, especially in the beginning of the month, this book has. When do you think is a good time to move it as a Collaboration of the month? What happens to all the votes? Thanks. --Vanka5 23:57, 28 December 2005 (UTC)
 * I just created the nomination for Bulgarian on the Collaboration of the Month page. I would strongly recommend that you vote there and perhaps see that it gets renominated in January for the February Collaboration of the Month.  With seven votes (much more than typical for the CoOM page), I don't see a realistic competitor for next month.  I do wish you luck in trying to get this Wikibook going, and slavic languages in particular need to be worked on with Wikibook.  I hope you can turn this into a book worthy of the Book of the Month title.  --Rob Horning 05:01, 29 December 2005 (UTC)

Anyone who voted for the Bulgarian wikibook here please also vote on Collaboration of the Month/January 2006 voting where it was moved. Thank you. --Vanka5 19:25, 29 December 2005 (UTC)

Chess
Votes Comments: A nearly complete Wikibook that goes over the mechanics and theory of this ancient strategy game. The use of templates for displaying chess pieces is particularly innovative (although copied from other Wikimedia pages).
 * 1) Rob Horning 17:08, 5 December 2005 (UTC)
 * 04:10, 9 December 2005 (UTC)
 * 1) Klingoncowboy4 06:37, 12 December 2005 (UTC)
 * 2) Looks good Gerard Foley 15:50, 14 December 2005 (UTC)
 * 3) Dragontamer 22:07, 14 December 2005 (UTC)
 * 4) Sauron 08:47, 15 December 2005 (UTC)
 * 5) ftdbb49 00:19, 20 December 2005 (UTC)
 * Yes, it looks very good. Snargle 08:02, 20 December 2005 (UTC)
 * 1) Spongefeld 18:14, 20 December 2005 (UTC)
 * 2) 5ko 18:29, 20 December 2005 (UTC)
 * 3) MasterSheep 20:02, 22 December 2005 (UTC)
 * 4) --Drelac 01:16, 25 December 2005 (UTC)

 * It got my vote simply from its innovative use of Templates. --Dragontamer 22:07, 14 December 2005 (UTC)

As a good club standard chess player (~1900 FIDE) who's worked a lot on this Wikibook, I would not recommend it as a BOTM. Yes, the use of templates for diagrams is to be praised, although in practice they aren't consistent across all the pages, some of them seem to have technical problems, and there aren't enough of them - some of the concepts in Tactics and Strategy are nonsense without a diagram backing them up. Yes, much of the subject matter is covered in the book's current form, though I don't think it's as 'nearly complete' as it looks (glossary in 'Playing the Game', en passant and castling missing from 'Notating the Game', Zwischenzug not really explained at all in 'Tactics', big sections missing from 'Strategy' and 'Endings', and 'Variants' is currently a waste of space.)

From a chess player's point of view, I'm not convinced by some of the content. The approach to sacrifices is conservative to say the least. Gambits and thematic minor piece sarifices, and what consitutes compensation for them, are a major factor in chess, yet the only example given is of a well-known 'shamcrifice' (Philidor's Mate), i.e. not a sacrifice at all, but a forced combination, since checkmate on the next move is certain. A better example would be something like Botvinnik's famous exchange (rook for bishop) sacrifice against Alekhine. On the Strategy page, passive pieces are slated without qualification - there's nothing at all wrong with Black's passive e7 bishop in the diagram, it's preventing a nasty pin. A passive piece that is a handicap to its owner would be something like a rook in an endgame defending a pawn from the side. On the Basic Openings page, we get the following two statements: "[A]void moving your queen in the opening" and "Once your pieces are developed, king safely castled and your rooks are combined [connected?] the opening is over." So you can't move your queen in the opening, but the opening doesn't end until you have. As a chess player, I know what the writers of those pearls of wisdom are driving at, but it won't be so clear to the average punter. Incidentally, castling isn't always a good idea - many games have been lost by players castling into kingside attacks. As for "Avoid moving pieces more than once in the opening" - what's White supposed to do after 3...a6 in the Ruy Lopez, or 3...cxd4 in the Open Sicilian? To the extend that this opening advice is valid, I would class it as strategy (strategy is no less strategic when it happens to occur in the opening). The part of this section that does deal with Basic Openings - actually telling is what they are - is brief to the point of being counter-productive; the maxim 'A little knowledge is a dangerous thing' was never truer than in the opening of a game of chess. At least the fundamental plan for both sides (e.g. 'kingside attack', 'endgame advantage based on pawn structure' should be given for each opening.

I'm being very critical of this book, purely because of what's at stake - it's got a lot going for it, but Book of the Month? The cream of what Wikibooks can offer? Come back in six months' time. Chi Sigma 17:39, 15 December 2005 (UTC)

 * Have you seen this month’s choice!? Gerard Foley 10:53, 21 December 2005 (UTC)

Fine. That's the beauty of democracy, you're quite within your rights to vote for a book on the basis that it's just as bad as this month's. Chi Sigma 22:54, 25 December 2005 (UTC)

 * It's not as bad as this month's, it's a lot lot better! Gerard Foley 22:57, 25 December 2005 (UTC)


text:
User:Sturmfuhrer~enwikibooks

Currently working in the School of Audio Engineering. Need help!!! :) Feel free to write here or in the discussion page.

title: User:Sturmfuhrer~enwikibooks


text:
User:Whiteknight/Proposed

This template denotes a book or project outline. It cannot be used outside of my user namespace. For more information about creating a similar template for your own personal use, please leave me a message.

title: User:Whiteknight/Proposed


text:
User talk:Aaronsama

Japanese wikibook
Thanks for your contributions to the Japanese wikibook so far. I just wanted to mention that I've just deprecated the template in favour of. The latter has additional markup to identify the text as Japanese, but ruby characters are useful in other situations as well, which is why I left the older template be. The other related templates (, and ) may get deprecated as well.

This section I gave a vague title in case there might be other issues worth mentioning. All the best, --Swift (talk) 15:02, 11 April 2009 (UTC)

title: User talk:Aaronsama


text:
MediaWiki:Common.css

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title: MediaWiki:Common.css


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User talk:Sik0fewl~enwikibooks

In response to your message to me, I know about the lessons that are being set up on the japanese page. However, there is a conflict in teaching methods and implimentation between us. That is the reason that I created the Learning Japanese page. those lessons require a lot of reading - an enemy to learning, believe it or not. When someone reads something, especially if It's sending the same point for a while, then people tend to just read the passage and not absorb the passage. My lessons are short, simple, and most importantly, developed for people with a daily life. There's a reason for the lapse between "class" and "homework" sessions. Reinforcement. Those lessons don't reinforce and are still best used as a textbook. --Akir

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Sik0fewl. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sik0fewl~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:41, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:29, 19 April 2015 (UTC)

title: User talk:Sik0fewl~enwikibooks


text:
User talk:80.242.8.17

Welcome to Wikibooks, collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibooks and create an account. We hope you enjoy your time here on Wikibooks as a Wikibookian! -- LV (Dark Mark) 20:03, 1 December 2005 (UTC)

Your thesis
Wikibooks in an inappropriate location to outline your thesis. -- LV (Dark Mark) 20:03, 1 December 2005 (UTC)

title: User talk:80.242.8.17


text:
Wikibooks talk:Dispute resolution/Mock RfC

This is just a mock example of what a possible Wikibooks RfC could look like.

''Obviously this is just a mockup of what a RfC could look like. Nothing within this mock RfC actually happened, and all users are made up parties. It wouldn't have to be exactly like this, but this is just a suggestion:''

User conduct
In order to remain listed at Requests for comment, the person(s) complaining must provide evidence of their efforts to resolve the dispute, and each of them must certify it by signing this page with ~. If this does not happen within 48 hours of the creation of this dispute page (which was: {insert UTC timestamp with }), the page will be deleted. The current date and time is: , 29 July 2024 (UTC).

 * (Example user | talk | contributions)

Users should only edit one summary or view, other than to endorse.

Statement of the dispute
''This is a summary written by users who dispute this user's conduct. Users signing other sections ("Response" or "Outside views") should not edit the "Statement of the dispute" section.''

User:Example user consistently uses personal attacks against fellow editors.

Description
''{Add summary here, but you must use the section below to certify or endorse it. Users who edit or endorse this summary should not edit the other summaries, other than to endorse them.}''

On the module Jokebook, Example user repeatedly called User:Foo and User:Bar "gay", "a faggot", "retards", and a "motherfucker". User:Example user also said User:Foo should go choke on a sausage and die.

Evidence of disputed behavior
(Provide diffs. Links to entire articles aren't helpful unless the editor created the entire article. Edit histories also aren't helpful as they change as new edits are performed.)
 * (Diff to Example user calling Foo "gay")
 * (Diff to Example user calling Bar a "faggot")
 * (Diff to Example user calling Foo and Bar "retards")
 * (Diff to Example user calling Bar a "motherfucker")

Applicable policies
{list the policies that apply to the disputed conduct}
 * No personal attacks
 * Civility

Evidence of trying and failing to resolve the dispute
(provide diffs and links)
 * (Diff from Talk:Jokebook asking Example user to stop)
 * (Diff to User talk:Example user asking him or her to stop)

Users certifying the basis for this dispute
{Users who tried and failed to resolve the dispute}

(sign with ~ )
 * User:Foo
 * User:Bar
 * User:Third party

Other users who endorse this summary
(sign with ~ )
 * Heck yes he did! User:NapoleonDynamite
 * Personal attacks are not acceptable. User:DuckSoup

Response
''This is a summary written by the user whose conduct is disputed, or by other users who think that the dispute is unjustified and that the above summary is biased or incomplete. Users signing other sections ("Statement of the dispute" and "Outside Views") should not edit the "Response" section.''

{Add summary here, but you must use the endorsement section below to sign. Users who edit or endorse this summary should not edit the other summaries.}

Yeah, well maybe they are retards. I was just trying to get my point across. What's the big deal? --Example user

Users who endorse this summary (sign with ~ ):
 * 1) --Example user
 * 2) --Example friend

Outside view
''This is a summary written by users not directly involved with the dispute but who would like to add an outside view of the dispute. Users editing other sections ("Statement of the dispute" and "Response") should not edit the "Outside Views" section, except to endorse an outside view.''

{Add summary here, but you must use the endorsement section below to sign. Users who edit or endorse this summary should not edit the other summaries.}

I remember he did the same thing awhile ago at Naturism. However, I think this RfC has gone too far. Did you even see the diff he was responding to (diff to User:Foo calling Example user a retard first)?

Users who endorse this summary (sign with ~ ):
 * 1) --User:Outside opinion

User who do not endorse this summary (sign with ~ ):
 * 1) That does not give him the right to resort to personal attacks too. He just went too far. --User:Bar
 * 2) --User:Third party

Discussion
All signed comments and talk not related to an endorsement should be directed to this page's discussion page. Discussion should not be added below. Discussion should be posted on the talk page. Threaded replies to another user's vote, endorsement, evidence, response, or comment should be posted to the talk page.


text:
Talk:Engineering Acoustics/Filter Design and Implementation

Comments
Eliminate derivations. But equations for filter performance OK. Include sketches of typical frequency response with simple expressions for cutoff frequencies. Scope may be too broad. Coordinate with Joel who does mufflers, and others working on mufflers or filters. --me513


text:
Talk:Engineering Acoustics/Flow-induced oscillations of a Helmholtz resonator and applications

Comments
Try to discuss flow-excited resonators in general, mentioning possible applications for various areas (mention other applications). Enlarge to other types of resonators. The acoustic response is described OK, but what about the excitation? You should describe the vortex formation, and convection, and the feedback loop process. Don't give your personnal e-mail. Let anyone who has suggestions include them in the page itself. Equations need subscripts, and eliminate the redundant ones. Define the symbols that are used. Include animation of the excitation mechanism if possible. --me513


text:
Talk:Engineering Acoustics/Moving Coil Loudspeaker

Comments
The title should be changed to "Moving coil loudspeaker," and you should focus on that technology. Try to coordinate with Chris and the others doing transducers. Stay focused on moving coil loudspeakers. Include frequency response plots perhaps. Try to build upon the lectures we already have. Good writing and original figures. --me513


text:
Talk:Engineering Acoustics/Attenuation of Sound Waves

Comments
Try to reduce equations and eliminate derivations. Consider change to neural networks. Or else use a more modern reference such as Blackstock. Follow up on meeting and discussions. --me513


text:
Talk:Engineering Acoustics/Human Vocal Fold

Comments
Eliminate intro. Add qualitative description of voice production, with a description of the physiology (add links). Remove use of word "Matlab." If you describe the model results, focus on physical interpretation. --me513

request for reworking
"Human vocal fold is a set of lip-like tissues located inside the larynx, and is the source of sound for a human and many animals." - makes no sense for me (unless I assume that it says that the emitted sound is for animals), article needs reworking


text:
User talk:Mahjur

Hello and welcome to Wikibooks!

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

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

Good luck! -- LV (Dark Mark) 21:09, 1 December 2005 (UTC)

Your thesis
Wikibooks is not a place for original research. Your thesis is not appropriate as a module. Sorry. -- LV (Dark Mark) 21:09, 1 December 2005 (UTC)

title: User talk:Mahjur


text:
Talk:Engineering Acoustics/Microphone Design and Operation

Comments
Figures need to be added. Include short summary or link to electret and piezoelectric microphones. Good writing. --me513


text:
Talk:Engineering Acoustics/Piezoelectric Transducers

Comment
Put a tiger in this page. --me513


text:
Talk:Engineering Acoustics/Microphone Technique

Comments
This page seems like a good idea but does not seem to grow very fast. Are you working on it offline? Do you need help? --me513


text:
Talk:Engineering Acoustics/Sealed Box Subwoofer Design

Comments
Needs original figures to be created. Synchonize with the vented enclosure section (Jason) and the moving coil page (Joe Land). Try to go in the same level of details. Mention the basic role and benefit of the enclosure (suppression of the back radiation). --me513

Effective diameter
The physical diameter of the driver does not lead to the effective area of the driver. The effective diameter can be found using the following diagram: It is not immediately clear what that means. First it says one number does not "lead to" the other, then it shows a chart of one number "leading to" the other. From inspection of the slope of the chart, it appears that it converts from the nominal speaker diameter in inches to the effective diameter in centimeters, based on some guess as to how wide the non-moving area is around the periphery. 76.199.67.31 (talk) 20:44, 22 December 2010 (UTC)


text:
Talk:Engineering Acoustics/Acoustic Guitars

Comments
This is very terse. Need to get serious. Collaborate with John Zehme maybe so you can complement each other. Examples of spectra, directivity, levels, history, different types of guitars, etc... Find a specific topic. This needs to move forward (very sketchy). --me513


text:
Talk:Engineering Acoustics/Basic Room Acoustic Treatments

Comments
Coming along. Let me know if you need material on room acoustics. --me513


text: Template:Need soundbite

title: Template:Need soundbite


text:
Formal Logic/Predicate Logic/Formal Syntax

= Formal Syntax =

In The Predicate Language, we informally described our sentential language. Here we give its formal syntax or grammar. We will call our language $$\mathcal{L_P}\,\!$$. This is an expansion of the sentential language $$\mathcal{L_S}\,\!$$ and will include $$\mathcal{L_S}\,\!$$ as a subset.

Vocabulary

 * Variables: Lower case letters 'n'–'z' with a natural number subscript.  Thus the variables are:

 * $$n_0,\ n_1,\ ...,\ o_0,\ o_1,\ ...,\ ...,\ z_0,\ z_1,\ ...\,\!$$

 * Operation letters: Lower case letters 'a'–'m' with (1) a natural number superscript and (2) a natural number subscript.

 * $$a^0_0,\ a^0_1,\ ...,\ b^0_0,\ b^0_1,\ ...,\ ...,\ m^0_0,\ m^0_1,\ ...\,\!$$
 * $$a^1_0,\ a^1_1,\ ...,\ b^1_0,\ b^1_1,\ ...,\ ...,\ m^1_0,\ m^1_1,\ ...\,\!$$

 * A constant symbol is a zero-place operation letter. This piece of terminology is not completely standard.

 * Predicate letters: Upper case letters 'A'–'Z' with (1) a natural number superscript and (2) a natural number subscript.

 * $$\mathrm{A^0_0},\ \mathrm{A^0_1},\ ...,\ \mathrm{B^0_0},\ \mathrm{B^0_1},\ ...,\ ...,\ \mathrm{Z^0_0},\ \mathrm{Z^0_1},\ ...\,\!$$
 * $$\mathrm{A^1_0},\ \mathrm{A^1_1},\ ...,\ \mathrm{B^1_0},\ \mathrm{B^1_1},\ ...,\ ...,\ \mathrm{Z^1_0},\ \mathrm{Z^1_1},\ ...\,\!$$

 * A sentence letter is a zero-place predicate letter.

 * Sentential connectives:
 * $$\land,\ \lor,\ \lnot,\ \rightarrow,\ \leftrightarrow\,\!$$

 * Quantifiers:
 * $$\forall,\ \mbox{and}\ \exists,\!$$

 * Grouping symbols:
 * $$(\ \mbox{and}\ )\,\!$$

The superscripts on operation letters and predicate letters indicate the number of places and are important for formation rules. The subscripts on variables, operation letters, and predicate letters are to ensure an infinite supply of symbols in these classes. On a subsequent page we will abbreviate away most superscript use by letting the context make the number of places clear. We will also abbreviate away most subscript use by letting a symbol without a subscript abbreviate one with the subscript '0'. For now, though, we stick with the unabbreviated form.

The sentence letters of sentential logic are zero-place predicate letters, namely, predicate letters with the superscript '0'. The vocabulary of $$\mathcal{L_S}\,\!$$, the sentential logic formal language, includes zero-place predicate letters, sentential connectives, and grouping symbols.

Expressions
Any string of symbols from $$\mathcal{L_P}\,\!$$ is an expression. Not all expressions are grammatically well-formed. The primary well-formed expression is a formula. However, there are also well-formed entities that are smaller than formulae, namely quantifier phrases and terms.

Quantifier phrases
A quantifier phrase is a quantifier followed by a variable. The following are examples:

 * $$\forall x_0\,\!$$
 * $$\exists y_{37}\,\!$$

Terms
An expression of $$\mathcal{L_P}\,\!$$ is a term of $$\mathcal{L_P}\,\!$$ if and only if it is constructed according to the following rules.

 * $$\,\mbox{ i.}$$ A variable is a term.

 * $$\mbox{ ii.}$$ A constant symbol (zero-place operation letter, i.e., an operation letter with the superscript '0') is a term.

 * $$\mbox{iii.}$$ If $$\zeta\,\!$$ is an n-place operation letter (n greater than 0) and $$\alpha_1,\ \alpha_2,\ ...,\ \alpha_n\,\!$$ are terms, then

 * $$\zeta(\alpha_1, \alpha_2, ..., \alpha_n)\,\!$$

 * is a term.

A name is a term with no variables.

Formulae
An expression of $$\mathcal{L_P}\,\!$$ is a well-formed formula of $$\mathcal{L_P}\,\!$$ if and only if it is constructed according to the following rules.

 * $$\,\mbox{  i.}$$ A sentence letter (a zero-place predicate letter) is a well-formed formula.

 * $$\mbox{ ii.}$$ If $$\pi\,\!$$ is an n-place predicate letter (n greater than 0) and $$\alpha_1,\ \alpha_2,\ ...,\ \alpha_n\,\!$$ are terms, then

 * $$\pi(\alpha_1, \alpha_2, ..., \alpha_n)\,\!$$

 * is a well-formed formula.

 * $$\mbox{iii.}$$ If $$\varphi\,\!$$ and $$\psi\,\!$$ are well-formed formulae, then so are each of:

 * $$\mbox{iii-a.}\ \ \lnot \varphi\,\!$$
 * $$\mbox{iii-b.}\ \ (\varphi \land \psi)\,\!$$
 * $$\mbox{iii-c.}\ \ (\varphi \lor \psi)\,\!$$
 * $$\mbox{iii-d.}\ \ (\varphi \rightarrow \psi)\,\!$$
 * $$\mbox{iii-e.}\ \ (\varphi \leftrightarrow \psi)\,\!$$

 * $$\mbox{ iv.}$$ If $$\varphi\,\!$$ is a well-formed formula and $$\alpha\,\!$$ is a variable, then each of the following is a well-formed formula:

 * $$\mbox{iv-a.}\ \ \forall \alpha\, \varphi\,\!$$
 * $$\mbox{iv-b.}\ \ \exists \alpha\, \varphi\,\!$$

In general, we will use 'formula' as shorthand for 'well-formed formula'. We will see in the section Free and Bound Variables that only some formulae are sentences.

Additional terminology
A few of these terms are repeated from above. All definitions from the sentential logic additional terminology section apply here except the definitions of 'atomic formula' and 'molecular formula'. These latter two terms are redefined below.

A constant symbol is a zero-place operation letter. (Note that different authors will vary on this.)

A name is a term in which no variables occur. (Note that different authors will vary on this. Some use 'name' only for zero-place operation letters, and some prefer to avoid the word altogether.)

A sentence letter is a zero-place predicate letter.

The universal quantifier is the symbol $$\forall\,\!$$. The existential quantifier is the symbol $$\exists\,\!$$.

A quantified formula is a formula that begins with a left parenthesis followed by a quantifier. A universal generalization is a formula that begins with a left parenthesis followed by a universal quantifier. An existential generalization is a formula that begins with a left parenthesis followed by an existential quantifier.

An atomic formula is one formed solely by formula formation clause {i} or {ii}. Put another way, an atomic formula is one in which no sentential connectives or quantifiers occur. A molecular formula is one that is not atomic. Thus a molecular formula has at least one occurrence of either a sentential connective or a quantifier. (Revised from sentential logic.)

A prime formula is a formula that is either an atomic formula or a quantified formula. A non-prime formula is one that is not prime. (Note that this is not entirely standard terminology. It has been used this way by some authors, but not often.)

The main operator of a molecular formula is the last occurrence of a sentential connective or quantifier added when the formula was constructed according to the rules above. If the main operator is a sentential connective, then it is also called the 'main connective' (as was done in the sentential language $$\mathcal{L_S}\,\!$$). However, there is a change as we move to $$\mathcal{L_P}\,\!$$. In predicate logic, it is no longer true that all molecular formulae have a main connective. Some main operators are now quantifiers rather than sentential connectives.

Example 1

 * $$(1) \quad f^2_0(g^2_2(x_0, f^2_0(a^0_0, c^0_2)), f^2_0(b^0_0, y_3))\,\!$$

By clause (i) in the definition of 'term', $$x_0\,\!$$ and $$y_3\,\!$$ are terms. Similarly, $$a^0_0\,\!$$, $$b^0_0\,\!$$, and $$c^0_2\,\!$$ are terms by clause (ii) of the definition of 'term'.

Next, by clause (iii) of the definition of 'term', the following two expressions are terms.
 * $$f^2_0(a^0_0, c^0_2)\,\!$$
 * $$f^2_0(b^0_0, y_3)\,\!$$

Then, by clause (iii) of the definition of 'term', the following is a term.
 * $$g^2_2(x_0, f^2_0(a^0_0, c^0_2))\,\!$$

Finally, (1) is a term by clause (iii) of the definition of 'term'. However, because it contains variables, it is not a name.

Example 2

 * $$(2) \quad \mathrm{F^1_0}(f^2_0(g^2_2(x_0, f^2_0(a^0_0, c^0_2)), f^2_0(b^0_0, y_3)))\,\!$$

We already saw that (1) is a term. Thus, by clause (ii) of the definition of formula, (2) is a formula.

Example 3

 * $$(3) \quad \exists y_0\, (\forall x_0\, (\mathrm{F^2_0}(x_0, y_0) \rightarrow \mathrm{G^2_0}(x_0, z_0)) \land \mathrm{H^1_0}(y_0))\,\!$$

By clause (i) in the definition of 'term', $$x_0\,\!$$, $$y_0\,\!$$, and $$z_0\,\!$$ are terms.

By clause (ii) of the definition for 'formula', the following are formulae.

 * $$\mathrm{F^2_0}(x_0, y_0)\,\!$$
 * $$\mathrm{G^2_0}(x_0, z_0)\,\!$$
 * $$\mathrm{H^1_0}(y_0)\,\!$$

By clause (iii-d) of the definition for 'formula', the following is a formula.

 * $$(\mathrm{F^2_0}(x_0, y_0) \rightarrow \mathrm{G^2_0}(x_0, z_0))\,\!$$

By clause (iv-a) of the definition for 'formula', the following is a formula.

 * $$\forall x_0\, (\mathrm{F^2_0}(x_0, y_0) \rightarrow \mathrm{G^2_0}(x_0, z_0))\,\!$$

By clause (iii-b) of the definition for 'formula', the following is a formula.

 * $$(\forall x_0\, (\mathrm{F^2_0}(x_0, y_0) \rightarrow \mathrm{G^2_0}(x_0, z_0)) \land \mathrm{H^1_0}(y_0))\,\!$$

Finally, by clause (iv-b) of the definition for 'formula', (3) is a formula.


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title: User talk:24.190.8.42


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High School Physics/Index of physics equations

Index of useful physics equations

Classical mechanics (movement)
General Form: $$A = B \times C$$ use the "algebra pyramid" to rearrange the equation respectively

 * $$force = mass \times acceleration$$
 * $$weight = mass \times acceleration_{duetogravity}$$
 * $$density = \frac{mass}{volume}$$
 * $$acceleration = \frac{v_f-v_i}{t_f-t_i}$$
 * $$velocity = \frac{distance}{time}$$
 * $$distance = \frac{acceleration_{duetogravity} \times time ^ 2}{2}$$ (for something that is falling. usually the y component)
 * $$displacement = Original velocity \times time + \frac{1}{2} acceleration \times (time ^ 2)$$

Kinetic and potential energy

 * $$kineticenergy = \frac{mass \times velocity ^ 2}{2}$$
 * $$potentialenergy = mass \times acceleration_{duetogravity} \times h$$
 * $$momentum = mass \times velocity$$
 * $$I = F \times T$$

Waves
Speed = Distance/Time s = d/t Velocity = Frequency * Lambda v=f*ʎ

Electromagnetics (electricity)

 * $$power = voltage \times current$$
 * $$current = \frac{voltage}{resistance}$$