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Wikiversity:Wikiversity project proposal

''This page contains a copy of the project proposal for Wikiversity. Wikiversity became a sister project of the Wikimedia Foundation after this proposal was reviewed by the Foundation's Special projects committee. The special projects committee submitted its Wikiversity Resolution to the Board and by vote of the Board, the project was approved.''

''This page has been edited to provide links to other Wikiversity pages. The original text of the Wikiversity project proposal should not be changed. An archived copy of the page is at Approved Wikiversity project proposal. The original copy of the proposal is at the Wikimedia meta wiki.''

The first section of this page ("Historical review of the Wikiversity project", below) contains a description of how the original Wikiversity project proposal was produced. The approved proposal was a modified version of the original proposal. The approved project proposal is in Part 2, starting with "Mission".

Historical review of the Wikiversity project
Wikiversity was proposed for deletion from Wikibooks in August 2005. Soon after that, there was a proposal to make Wikiversity an independent WikiMedia project. In addition to the information on the proposed projects page, information about the original proposal was described in a mailing list post and on the Wikiversity page of the WikiMedia meta-wiki.

An old proposal and discussion can be seen here : Original proposal.

A modified project proposal follows (Part 2)

Mission
Wikiversity is a centre for the creation and use of free learning materials and activities. Its primary priorities and goals are to:

 * Create and host a range of free-content, multilingual learning materials/resources, for all age groups in all languages
 * Host scholarly/learning projects and communities that support these materials
 * Complement and develop existing Wikimedia projects (eg. a project devoted to finding good sources for Wikipedia articles)

See more on Scope and Online Course. In the fulfillment of its mission, other tasks and goals may be initiated and developed by participants to support learning and the creation of new content. In particular, guidelines will be developed during the beta phase of Wikiversity's development on hosting and fostering research based in part on existing resources in Wikiversity and other Wikimedia projects.

Learning
The Wikiversity e-Learning model. Existing "bricks and mortar" universities began as meeting places for scholarly individuals seeking knowledge and those with mastery of a subject who could act as teachers to guide the learning process. Wikiversity will be a virtual meeting place for masters and scholars, a wiki that hosts and promotes a flexible online learning environment.

Conventional universities evolved to have classrooms, collections of courses, grades, fees for students, pay for teachers, the granting of degrees, the certification of teachers and accreditation of universities. That entire structure grew out of the need to concentrate expensive resources (people and facilities) at a particular location in the physical world. The Wikiversity e-Learning model abandons all aspects of conventional universities that arise from the need to focus people and facilities in one place and time. The Wikiversity e-Learning model grows out of the power of the wiki user environment to liberate learning from conventional constraints of time and place. See Learning for more.

Learning groups
It is natural for the wiki format to develop "learning groups" (creating and maintaining learning trails; interest portals; project or task artifacts) where all participants can discuss and learn collaboratively. These groups/communities will be help desks, mentoring teams, cohort groups, debate clubs - practical applications might be in doing research for Wikipedia, or writing code for MediaWiki. This is peer-learning, learning through collaboration and discussion - the "wiki way".

Wikiversity participants will actively participate in online learning projects. As for any wiki, community participation involves the editing of wiki pages. Wikiversity learning projects will consist of collections of wiki webpages concerned with the scholarly exploration of a particular topic. Some Wikiversity learning projects will be oriented around existing needs of other Wikimedia projects. For example, a group of Wikiversity participants might engage in a project to find good sources for an existing Wikipedia article. Another Wikiversity project might involve exploration of an established academic discipline and the participants might decide to collectively assemble material that would contribute to a Wikibooks textbook for that subject. Thus, Wikiversity will naturally complement existing Wikimedia projects by providing an environment that supports and fosters scholarly “secondary research”. Wikiversity will begin with a bias towards learning projects that provide support for existing Wikimedia projects, but with time, Wikiversity will evolve to serve the needs of its community. Students will express their learning needs and the Wikiversity community will evolve learning activities and projects to accommodate those needs. Some groups could act more didactically - there is room for materials to be laid out as instructions or tasks to be followed. In any case, communities will exist behind the materials to support the ongoing use and development of the content Wikiversity hosts. See more on learning in Wikiversity and more on online courses.

Resources
Resources will include teaching aids, lesson plans, curricula, links, reading lists, etc. Each subject area (or 'course', 'project'), essentially, each community, creates a web of resources that would form the basis of discussions and activities within that field of Wikiversity, and that could be used by any other educators for their own purposes. Some of these will link up with other Wikimedia projects, such as Wikibooks and Wikipedia - a key to these resources should be that they prompt further work (practice/discussion/reflection/criticism etc).

Research
Wikiversity could act as a repository of research carried out by the Wikimedia Research Network or other people involved in wiki-based research, and could also host the proceedings of Wikimania. Whether or not Wikiversity will ever host original research in addition to secondary research is the subject of debate (see talk page) though original research could take place based on materials in Wikiversity (eg. materials on sociology prompt a survey research project). Guidelines for what would be appropriate research will be developed during the beta phase of the project through a community consensus process, and reviewed (by the Special projects committee) after six months. There will not necessarily be "approval" of research added to Wikiversity - though some sort of review process needs to be established which will deal with potential problems.

What Wikiversity is

 * A repository of free, multilingual educational resources.
 * A network of communities to create and use these resources
 * A group effort to learn. Which may or may not be led by an instructor, who may or may not be an expert on the topic.

What Wikiversity is not

 * A duplication of other Wikimedia projects. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, Wikipedia or Wikibooks, but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, ie writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus.
 * A degree or title granting institution: Wikiversity will not confer degrees or any other academic qualifications, nor will it entitle people to call themselves "professors", if they are not professors.

Work done on Wikiversity will hopefully be useful to other projects. When participants have significant results they may be used to improve other Wikimedia projects, and indeed other online learning, reference and data sources.

Features Wikiversity will/might need in the future

 * Metadata - there is currently work on a Metadata patch, which will be able to be added to Wikiversity retrospectively.
 * Page protection - there may be a need to restrict editing of pages or groups of pages to within groups of people (such as a research community, for example). However, this needs to be done with care, so as to minimise the exclusion of people to the work of that community.
 * Software - there is currently no software needed to get Wikiversity going, but participants are welcome to experiment with additions to the source code which might help the work of Wikiversity in some way. Implementations of these ideas will have to be done through the appropriate channels (probably the Special projects committee).

Additional discussion
There was much discussion of how to satisfy the Board's request for modification of the original Wikiversity proposal, which can be seen through these (and associated) pages:
 * Meta:Talk:Wikiversity
 * Moving Wikiversity forward
 * Wikibooks:Talk:Wikiversity

es:Wikiversidad:Propuesta_aprobada_de_la_Wikiversidad


text:
File:Callahanreview.jpg

Fair use for Father Callahan

 * 1) Fictional character. No free use.
 * 2) Low resolution.
 * 3) Educational purposes.
 * 4) Will not harm sales.

source: wikimedia

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

title: File:Callahanreview.jpg


text:
1948 Wimbledon Championships – Women's doubles

Louise Brough and Margaret duPont defeated the defending champions Doris Hart and Pat Todd in the final, 6–3, 3–6, 6–3 to win the ladies' doubles tennis title at the 1948 Wimbledon Championships.

Seeds
🇺🇸 Louise Brough / 🇺🇸 Margaret duPont (champions) 🇺🇸 Doris Hart / 🇺🇸 Pat Todd (final) 🇬🇧 Molly Blair / 🇬🇧 Jean Bostock (semifinals) 🇬🇧 Betty Hilton / 🇬🇧 Kay Menzies (third round)


text:
Talk:Iranian studies

Opening heading
We need a comprehensive list of Iranologists.--Zereshk 23:07, 19 March 2006 (UTC)
 * Here is the category:Iranologits:. There is also a list here:. There must be more comprehensive lists. Any suggestions ? --Joe Dynue17:22, 20 March 2006 (UTC)

Merge?
I put up the merge tag. Please see if you agree with the merge.--Zereshk 02:35, 23 March 2006 (UTC)

 * I agree with the merge. To me Iranology is a better title as it is much more common than the other choices. Please feel free to merge and edit. Thanks in advance. --TomJenson18:19, 23 March 2006 (UTC)

 * And JoeDynue, what do you think?--Zereshk 22:43, 23 March 2006 (UTC)
 * Agree. Joe Dynue16:54, 24 March 2006 (UTC)

Iraj Afshar
We really need an Iraj Afshar article. Someone please tend to it, albeit brief and short.--Zereshk 01:45, 6 April 2006 (UTC)

Ditto that for other prominent Iranologists like Henning, Bailey, and Minorsky.--Zereshk 23:43, 23 April 2006 (UTC)

Iranistics
Iranistics is a more widely used term for this meaning. It has a long history of usage in the academic circles. "Iranology" is a newly-made term by some Iranians who are apparently not that much familiar with the Western tradition of Iranistics. --Mani1 22:28, 23 August 2006 (UTC)

There is no such thing as Iranistics. It is a made up word, if not please give a reference. Universities and journals use Iranian Studies or Iranology.

The term I've heard used most often when referring to the literature of the Persian language is Persian Studies, it seems Iranistics may be something derived from European (German?) usage. Jasper Zanjani (talk) 18:50, 9 December 2007 (UTC)

Fair use rationale for Image:Abdolhossein Zarrinkoub.jpg
Image:Abdolhossein Zarrinkoub.jpg is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in Wikipedia articles constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

Please go to the image description page and edit it to include a fair use rationale.

If there is other other fair use media, consider checking that you have specified the fair use rationale on the other images used on this page. Note that any fair use images uploaded after 4 May, 2006, and lacking such an explanation will be deleted one week after they have been uploaded, as described on criteria for speedy deletion. If you have any questions please ask them at the Media copyright questions page. Thank you.BetacommandBot 17:05, 31 May 2007 (UTC)

Harold Bailey
Harold Bailey is the same person as Harold Walter Bailey, correct? There is already an article on Harold Walter Bailey, getting rid of the red link by wikilinking to that.Hajji Piruz 23:41, 6 August 2007 (UTC)

Iranian Studies vs. Persian Studies
There has been some confusion on the Wikipedia as to the distinction between Persian Studies and Iranian Studies, which I will try to clarify:
 * Persian Studies is the study of the Persian language and its literature. Persian, although it is the most widespread, is not the only language spoken in Iran, and is distinct from languages such as Kurdish, Zaza, Lori, Pashto, etc each of which has its own literature. It is also distinct from Middle Persian, which is the ancestor of modern or New Persian spoken in the centuries of the Sasanian and Parthian empires. The modern Persian language is generally agreed to have evolved in the centuries after the Muslim invasion; the earliest texts date to about the 10th century.
 * Iranian Studies is a more interdisciplinary field (really a fusion of philology and archeology with a regional focus) which studies all languages of the Iranian family and of all Iranian peoples. Since many of these peoples (Scythians, Parthians, etc) are extinct, Iranian Studies as a field tends to be more focused on the period before Islam when these cultures flourished. Iranian Studies is less interested in the modern usage of Persian than it is in documenting cultural and historical change of these other poorly-understood peoples.

This doesn't mean that there isn't overlap, especially in the early period of Islam. For example, Ferdowsi could be used as a source in a discussion of pre-Islamic Iranian history, and at the same time he is a keystone of the Persian literary tradition. However, you would all agree that the focus is different; one field is focused on recovering the past, the other is focused on the present. One field is broad and regional, the other is very specific and national.

I hope that subsequent editors will keep this distinction in mind. Persian Studies and Iranian Studies are two separate fields of study, and looking at the many academic institutions' pages which are linked at the bottom of the article shows that this distinction is commonly held. I will edit accordingly.

Jasper Zanjani (talk) 00:54, 11 December 2007 (UTC)

Iranistics, Iranology
"Iranology" and "Iranistics" may be used at certain institutions (and Iranistics specifically seems to be related to the German Iranistik), but they are not widespread and they should be removed from the article. I have placed a mention in the introduction to the article which explains so.

Jasper Zanjani (talk) 00:56, 11 December 2007 (UTC)

This Irano-Phoby must end. why do everybody conclude every regional language to Iranism or Iranology or Persian people? there are 100% or 90 % differences or distinct the regional Pashto, Kurdish, Arabic, Azari, Turkmenian, Tajikis, Indian and other languages from Iran and its culture. once when they were named by one name Arian it has its own reason which is tribes and powers. but after 15th century every thing has changes and every Arian population should be counted in the term " Arian " Instead Iran. because the credit will go to Iran and it is un-acceptable for others which is inustice. —Preceding unsigned comment added by <IP_ADDRESS> (talk) 03:23, 19 January 2010 (UTC)

Requested move

The result of the move request was: page moved. Vegaswikian (talk) 01:52, 24 September 2010 (UTC)

Iranian Studies → Iranian studies — Proper capitalization per WP:MOS. Crusio (talk) 11:09, 17 September 2010 (UTC)
 * Support - not a proper noun. Change is consistent with similar articles (Search WP for * studies) --Kvng (talk) 18:59, 17 September 2010 (UTC)

 * Support. Uncontroversial IMO. Andrewa (talk) 21:03, 17 September 2010 (UTC)

 * Support. Per the above. Cavila (talk) 10:54, 21 September 2010 (UTC)

How come this article is linked to "Iran" rather than "Iranian peoples"??? Since when Iranian studies is about 75 million citizens of Iran??? I always assumed it was about the 160 million people of the Iranian plateau ??? Will someone fix that or should I change it myself? --Kasparov49acer 03:07, 22 August 2011 (UTC) — Preceding unsigned comment added by Yamaweiss (talk • contribs)

External links modified
Hello fellow Wikipedians,

I have just modified 8 external links on Iranian studies. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20150503234144/http://www.utexas.edu/cola/depts/mes/center/cmes.php to http://www.utexas.edu/cola/depts/mes/center/cmes.php
 * Added archive https://web.archive.org/web/20130803094459/http://historiairanica.com/analytica.htm to http://www.historiairanica.com/analytica.htm
 * Added archive https://web.archive.org/web/20070203160414/http://www.dainst.org/index_72_de.html to http://www.dainst.org/index_72_de.html
 * Added archive https://web.archive.org/web/20100601230336/http://www.asia.si.edu/visitor/arsorientalis.htm to http://www.asia.si.edu/visitor/arsorientalis.htm
 * Added archive https://archive.is/20130128184013/http://springerlink.metapress.com/content/1572-8536/ to http://springerlink.metapress.com/content/1572-8536/
 * Added archive https://web.archive.org/web/20070202061240/http://www.bips.ac.uk/journal.html to http://www.bips.ac.uk/journal.html
 * Added archive https://web.archive.org/web/20070412132358/http://www.ivry.cnrs.fr/iran/publications/studiairanica.htm to http://www.ivry.cnrs.fr/iran/publications/studiairanica.htm
 * Added archive https://web.archive.org/web/20060219222337/http://www.naghed.net/Naghd_ha/Iranistik.htm to http://www.naghed.net/Naghd_ha/Iranistik.htm

Cheers.— InternetArchiveBot  (Report bug) 09:03, 16 November 2017 (UTC)

A Commons file used on this page or its Wikidata item has been nominated for deletion
The following Wikimedia Commons file used on this page or its Wikidata item has been nominated for deletion: Participate in the deletion discussion at the. —Community Tech bot (talk) 07:52, 28 March 2021 (UTC)
 * Shahnameh3-1.jpg

title: Talk:Iranian studies


text:
viskoosi

Etymology
From.

Noun

 * 1) viscose liquid obtained by chemical treatment of cellulose
 * 2) viscose, rayon fiber made of liquid viscose

title: viskoosi


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Educational wikis

This resource offers an introduction to the use of wikis in education. The Wikiversity community keeps track of education-oriented wikis, establishes constructive interactions with them, and researches their technology, activity, culture, processes, and impact. Constructive interactions is a sub-page for exploring interactions between education-oriented wikis and other projects involved in the development of learning resources.

Ask Dr Wiki
Ask Dr Wiki - A medical wiki with the goal of creating a collective online memory for physicians, fellows, residents, and medical students.

CouchSurfing
CouchSurfing University - social networking wiki that is trying to make use of Wikiversity resources.

Curriki
Curriki was started by Scott McNealy the co-founder of Sun Microsystems. It is a non-profit organisation with the goal of building a complete course of instruction and assessment for K-12.

Debatepedia

 * Debatepedia - International Debate Education Association

Edutechwiki

 * http://edutechwiki.unige.ch/en/Main_Page - based in Switzerland; explains a lot of the technical stuff behind web education.

ELATEwiki

 * - E-Learning and Teaching Exchange wiki supports e-learning endeavors at the higher education level.

Experimental Learning Processes
Join or create a debate and/or summarize its salient features at http://wikireason.net/wiki/Forum_Entrance. Please note this is an external site with its own community, social norms, and legal requirements. Please be prudent and wise in paraphrasing, citing, and archival of results locally. Content license requirements may conflict occasionally. Alternatively, methods learned there may be useful within the context of some local learning process or free materials development.

FLOSSCom Project & Ubuntu Education

 * FLOSSCom.NET Wiki - exploring free/open source software communities as learning communities
 * Learning the Open Source Way - a project aimed at developing a toolkit on "Learning the Open Source Way"

One Laptop per Child
One Laptop per Child wiki - research initiative to develop a $100 laptop—a technology that could revolutionize how we educate the world's children. The Educators' page describes OLPC learning projects. Licence: cc by + others. See also: One Laptop Per Teacher.

OER Grapevine

 * OER Grapevine - mission is to promote discussion and cooperation among projects relating to open educational resources

OpenWetWare

 * OpenWetWare promote the sharing of information, know-how, and wisdom among researchers and groups who are working in biology & biological engineering.

Second Life Education Wiki
Second Life Education Wiki -"Second Life provides a unique and flexible environment for educators interested in distance learning"

WikiEducator
WikiEducator - is a community project working collaboratively with the Free Culture Movement towards a free version of the education curriculum by 2015. WikiEducator has a strong focus on a learning for development agenda. Content is licensed under CC-BY-SA. WikiEducator has similar goals and methods to Wikiversity.

Wikihow

 * Wikihow - Another wiki with how-to information, licenced under a creative commons By-NC-SA license.

Wikihowto

 * Wikihowto - comprehensive, free, and open Howtos hosted by Wikia. Content licenced under CC-BY-SA.

Wikiversity

 * Wikiversity is an educational wiki supported by the Wikimedia Foundation. Wikiversity is one of several sister projects on the WMF Mediawiki platform, including Wikipedia, Wikibooks, and Commons.

Wiki auto-training project
Empower yourself wiki - after using many tools to place the courses materials and students works (tikiwiki, google sites, moodle, and others) this one still new started 20/8/2012 will use mediawiki it seem to me the nearest to my first goals "Freedom and empowerment" I will come back at the end of the fall semester to evalute this experience.

title: Educational wikis


text:
User:Rlefler5/sandbox

Star Wars: The Clone Wars, written by Karen Traviss, is the novelization of the animated movie Star Wars: The Clone Wars. The audio book is narrated by Jeff Gurner. It is the first in a series of five novels designed to tie into the events of the movie and the animated series. The book was released almost 3 weeks before the film was released. Because of this there are some discrepancies between the book and the film. This book, like the movie and series, is set between Star Wars: Episodes 2 and 3.

Summary
The story follows the heroic Jedi Knights as they struggle to maintain order and restore peace during the tumultuous Clone Wars. More and more systems are falling prey to the forces of the dark side as the Galactic Republic slips further and further under the sway of the Separatists and their never-ending droid army. Anakin Skywalker and his Padawan learner Ahsoka Tano find themselves on a mission with far-reaching consequences, one that brings them face-to-face with crime lord Jabba the Hutt. But Count Dooku and his sinister agents, including the nefarious Asajj Ventress, will stop at nothing to ensure that Anakin and Ahsoka fail at their quest. Meanwhile, on the front lines of the Clone Wars, Obi-Wan Kenobi and Master Yoda lead the massive clone army in a valiant effort to resist the forces of the dark side.

Differences from the Movie
The book was released before the movie, Star Wars: The Clone Wars, was released. Because of this, there are some differences between the movie and the book. The one that is noticed is during the Battle of Teth. In the movie, after the clones are defeated and Asajj Ventress and her droids and closing in on the surviving clones, there are six troopers instead of five like in the movie.

Publishing deal with Penguin Group
On January 1st, 2008 it was announced the publishing company Penguin Group obtained rights to publish books for an upcoming series Star Wars: The Clone Wars. It was revealed Penguin had planned many kinds of books to publsih for the series including a main line novel series based off of the movie and the show. Del Rey Books, the company that published the novel series is an imprint of Penguin.

title: User:Rlefler5/sandbox


text:
User:Coopz Mucksion

Coopz Mucksion is a underground Mc/Rapper Producer form Hackney East London england with deep roots in the Dub and Dubstep world , he has writen and produced over 10 indepdent albums since 2007 and most known for is 2007 remix of rhytem is a dancer with suffed majour release complications form sony music, www.totalmucksion.com

title: User:Coopz Mucksion


text:
akord

Noun

 * 1)  chord (combination of three or more pitches)
 * 2) accord; agreement

Noun

 * 1)  chord

Etymology
..

Noun

 * 1)  chord
 * 2)  piece work
 * 3)  highlight
 * 4)  accord, concord
 * 1)  highlight
 * 2)  accord, concord
 * 1)  accord, concord

Collocations

Noun

 * 1) chord (music)

title: akord


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Jan Strube

Jan Strube (20 September 1892 – 9 November 1985) was a Dutch painter. His work was part of the painting event in the art competition at the 1936 Summer Olympics.

title: Jan Strube


text:
C Programming/Preliminaries

Before learning C syntax and programming constructs, it is important to learn the meaning of a few key terms that are central in understanding C.

Block Structure, Statements, Whitespace, and Scope
Next we'll discuss the basic structure of a C program. If you're familiar with PASCAL, you may have heard it referred to as a block-structured language. C does not have complete block structure (and you'll find out why when you go over functions in detail) but it is still very important to understand what blocks are and how to use them.

So what is in a block? Generally, a block consists of executable statements.

But before we delve into blocks, let's examine statements. One way to describe statements is they are the text (and surrounding whitespace) the compiler will attempt to turn into executable instructions. A simpler definition is statements are bits of code that do things. For example:

This declares an integer variable, which can be accessed with the identifier 'i', and initializes it to the value 6. The various data types are introduced in the chapter Variables.

You might have noticed the semicolon at the end of the statement. Statements in C always end with a semicolon. Leaving off the semicolon is a common mistake many people make, beginners and experts alike! So until it becomes second nature, be sure to double check your statements!

Since C is a "free-format" language, several statements can share a single line in the source file, like this:

There are several kinds of statements. You've already seen some of them, such as the assignment. A substantial portion of this book deals with statement construction.

Back to our discussion of blocks. In C, blocks begin with an opening brace "{" and end with a closing brace "}". Blocks can contain other blocks which can contain their own blocks, and so on.

Let's look at a block example.

You can use blocks with the preceding statements, such as the main function declaration (and other statements we've not yet covered), but you can also use blocks by themselves.

Whitespace refers to the tab, space and newline characters that separate the text characters that make up the source code. Like many things in life, it's hard to appreciate whitespace until it's gone. To a C compiler, the source code

is the same as

which is also the same as

The compiler simply ignores most whitespace (except, for example, when it separates  from  ). However, it is common practice to use spaces (or tabs) to organize source code for human readability.

Most of the time we do not want other functions or other programmer's routines accessing data we are currently manipulating, which is why it is important to understand the concept of scope.

Scope describes the level at which a piece of data or a function is visible. There are two types of scope in C, local and global. When we speak of global scope, we're referring to something that can be seen or manipulated from anywhere in the program. Local scope applies to a program element that can be seen or manipulated only within the block in which it was declared.

Let's look at some examples to get a better idea of scope.

That shows an example of local and global. But what about different scopes inside of functions? (you'll learn more about functions later, for now, just focus on the "main" part.)

Basics of Using Functions
Functions are a big part of programming. A function is a special kind of block that performs a well-defined task. If a function is well-designed, it can enable a programmer to perform a task without knowing anything about how the function works. The act of requesting a function to perform its task is called a function call. Many functions require a function call to hand it certain pieces of data needed to perform its task; these are called arguments. Many functions also return a value to the function call when they're finished; this is called a return value (the return value in the above program is 0).

The things you need to know before calling a function are:
 * What the function does
 * The data type (discussed later) of the arguments and what they mean
 * The data type of the return value and what it means

Many functions use the return value for the result of a computation. Some functions use the return value to indicate whether they successfully completed their work. As you have seen in the intro exercise, the  function uses a return value to provide an exit status to the operating system.

All code other than global data definitions and declarations needs to be a part of a function.

Usually, you're free to call a function whenever you wish to. The only restriction is that every executable program needs to have one, and only one, main function, which is where the program begins executing.

We will discuss functions in more detail in a later chapter, C Programming/Procedures and functions.

The Standard Library
In 1983, when C was in the process of becoming standardized, the American National Standards Institute (ANSI) formed a committee to establish a standard specification of C known as "ANSI C". That standard specification created a basic set of functions common to each implementation of C, which is referred to as the Standard Library. The Standard Library provides functions for tasks such as input/output, string manipulation, mathematics, files, and memory allocation. The Standard Library does not provide functions that are dependent on specific hardware or operating systems, like graphics, sound, or networking. In the "Hello, World" program, a Standard Library function is used which outputs lines of text to the standard output stream.

C/Podstawy

title: C Programming/Preliminaries


text:
Talk:Herrin, Illinois

I deleted the following information because it is about this individual and not about the town itself.

Former resident establishes benchmark records
Donald Attig, of Pontiac, Illinois, lived in Herrin in the early seventies. It was in Herrin that he fabricated moulds to produce a housing system which he had invented and developed in upstate Pontiac. The prototype, which was a breakthrough in manufactured housing, became a permanent exhibit on the Du Quoin State Fairgrounds, located in Du Quoin. Many famous people stayed in the house, including Bob Hope. Now in his seventies, Attig established numerous records in both the Endurance Challenge and Adventure Challenge categories in the years 2007, 2008, 2009. Information about these can be found at www.donattig.wordpress.com Additional information can be accessed by clicking on his name above, which will activate an internal Winkipedia link. Three of his children, William Joseph, John Paul, and Caleb Thomas currently live in Southern Illinois. John Paul was born aboard a 3 mast sailing ship and may be the only current resident of Southern Illinois to have been born on a sailing ship. —Preceding unsigned comment added by <IP_ADDRESS> (talk) 04:26, 14 February 2010 (UTC)

Fixed Page's structural/coding errors, moved "Stotlar Family" to History section
The user who edited the page before me with the IP Address of <IP_ADDRESS> added some uncited information about a supposed local family named the "Stotlars" who purportedly helped to establish the town of Herrin. This user obviously had little to no experience in editing Wikipedia articles and more or less vandalized the article with his/her addition. Rather than adding the information about the Stotlars to the proper section with proper citations, this user simply clicked the first edit button he/she came across, plopped their information in a blank space near the top of the top section's edit page, clicked "save" and went on about his/her merry way, not at all bothered by the damage he or she had done to this page's structural integrity. It is my opinion that this user needs to be banned from further editing of this page if possible. Mwhit42 (talk) 20:20, 13 March 2019 (UTC)

Herrin massacre
In fact, those killed were managers, guards, and replacement workers during a strike. This subject merits more detail. Nicmart (talk) 00:39, 16 February 2021 (UTC)

title: Talk:Herrin, Illinois


text:
Tourak

Tourak (Тоурак) is a rural locality (a selo) in Kuyachinsky Selsoviet, Altaysky District, Altai Krai, Russia. The population was 378 as of 2013. There are 7 streets.

Geography
Tourak is located 77 km southwest of Altayskoye (the district's administrative centre) by road. Kuyacha is the nearest rural locality.

title: Tourak


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Mental Health Research UK

Mental Health Research UK (Charity No: 1125538) is the UK's first charity dedicated to funding research into the causes of mental illness in order to develop better treatments with fewer side-effects.

Activities
Co-founded in 2008 by Professor Clair Chilvers, the late John Grace QC, and Dr. Laura Davidson, the charity advertises funds available for Ph.D research scholarships, for which Universities apply. The charity has a scientific advisory board, and shortlisted candidates are interviewed. The successful University then advertises for the best Ph.D student in a further competitive process.

To date, Mental Health Research UK has awarded nineteen research scholarships, each worth in the region of £120,000, in the areas of schizophrenia, depression, bipolar, and suicidal behaviour. In 2014, MHRUK linked with the Schizophrenia Research Fund (SRF), with the Trustees of SRF joining MHRUK's Trustees who now manage both charities. MHRUK has pledged to use 95% of all funds raised for the charity for its core aim: mental health research.

Mental Health Research UK has a strong link to the legal profession, with three of its Trustees being barristers (John Grace QC, Dr. Laura Davidson, and the (now former) President of the Supreme Court, Lord David Neuberger). The charity set up the John Grace QC Ph.D scholarship focusing on schizophrenia in memory of the late John Grace who died from a brain tumour in 2011, and who had a relative who suffered from the disorder.

In 2015 it was reported that funding levels for mental health research were chronically underfunded in the UK, as well as failing to attract young academics. It was reported as "an area that receives nowhere near as much in public donations as research into cancer or heart disease does". Chilvers said "that although 23% of ill health is attributable to mental illness, 5.5% of research funding is on mental health" and that "for every £1 the UK government spends on research, the public gives a third of a penny to mental health research compared with £2.75 in cancer and £1.35 in cardiovascular disease".

Depression awareness campaign
Mental Health Research UK has an annual depression awareness campaign on the third Monday of January each year called Blooming Monday. Everyone is encouraged to wear bright clothes for the day to engender discussion about mental health issues and break down stigma. Voluntary donations contribute towards research into depression. Stephen Fry and Ruby Wax have both tweeted their support of the charity's campaign.

COVID19 trauma campaign
In Mental Health Awareness Week 2020, Mental Health Research UK announced an intention to offer a new Ph.D research scholarship on the psychological trauma arising from the COVID19 pandemic, given the crisis in mental health resulting from lockdown and economic deprivation. Supporters were encouraged to undertake small challenges, with all funds going to the new scholarship.

Trustees
Professor Clair Chilvers, Dr. Laura Davidson (Barrister-at-Law), Lord David Neuberger (former President of the Supreme Court), Professor Nick Rawlins, David Pugh, Ann Dickinson BVSc. MRCVS, David Riggs, Laura Purdam, Dr. Vanessa Pinfold, and Professor Sir Michael Owen.

title: Mental Health Research UK


text:
Talk:Frank Sedgman

Allen or Arthur
Hello Wfmarshall. You've changed "Frank Allen Sedgman" into "Frank Arthur Sedgman" but according to the Newport Hall of Fame, Sedgman's second name was "Allen" so I've reverted it but if you have a good source saying it is "Arthur" you can undo my edit. Carlo Colussi 09:39, 30 August 2007 (UTC)

Records and Achievements
Lots of good stuff in this articel but I think a number of Sedgman's records and Achievements are not mentioned or given relevant prominence. For example: - he won the triple crown twice, second only to Tilden for male players and only matched subsequently by one other (Neale Fraser)9; - he is the only male player to win the triple crown in two different Grand Slam tournaments; - his double and mixed doubles records are very significant and would be better highlighted if there was a performance timeline for each of these; - at some stage he passed Tilden's 21 total GS (highest for a male) and held this record for some time (be useful to highlight this); - he is the only male, matched by Tilden to win at least 5 GS tournaments in each discipline (noting various qualifications as to when this was possible). Antipodenz (talk) 06:52, 26 September 2021 (UTC)

title: Talk:Frank Sedgman


text:
User:Rbuggie09/sandbox

Galacpad
Galacpad is a space agency that was founded on 8/12/20

Launches: 0

Successful launches: 0

Unsuccesful launches: 0

title: User:Rbuggie09/sandbox


text:
Talk:Polyommatus coelestinus

Feedback from New Page Review process
I left the following feedback for the creator/future reviewers while reviewing this article: Thanks for creating these! For next time, it would be helpful to put the redirect term on the target page when creating the redirect..

originalmess how u doin that busta rhyme? 00:54, 21 September 2019 (UTC)

title: Talk:Polyommatus coelestinus


text:
Greek Consulate, Serres

Greek Consulate of Serres is a former Greek consulate in Serres. It was founded in 1856, when Serres was located in the northwest Ottoman Empire. It ceased operations in 1913, when Greece annexed the city of Serres after the First Balkan War.

The consulate's jurisdiction covered the Serres sanjak, Melnik and Drama. The consulate's activities where focused in promoting Greek-language education and preserving the area's Greeks.

title: Greek Consulate, Serres


text:
David Gommon

David Gommon (12 December 1913 – 20 January 1987) was a British painter born in Battersea, South London.

Early life and education
David Gommon was born on 12 December 1913 in Battersea in South London. His father was a Londoner, a journeyman carpenter. At the age of 16 he was enrolled in Battersea Polytechnic and the Clapham School of Art. He was able to visit art galleries of the Netherlands to study the paintings of the great masters. He met art collector, Lucy Carrington Wertheim and, when he was 18-19, she became his patron paying £2 a week for his work.

Career
It was through Lucy Wertheim that he held his first one-man show at her gallery in Burlington Gardens, and attracted positive critical attention. During this time he met many other patrons of the arts, and he painted the young dancer's Margot Fonteyn and Robert Helpmann at Saddlers Wells. He was part of the 20s group supported by Lucy Wertheim that included Christopher Wood, Barbara Hepworth, Roger Hilton, Robert Medley, Phelan Gibb, David Burton, Humphrey Slater and Victor Pasmore.

In his own work, he gradually focussed on the essence of the English and Welsh landscapes. In 1938, he stopped painting altogether.

Teaching
His first teaching job at Northampton Grammar School where he worked and taught pupils, including actor/artist Jonathan Adams, of whom he completed a portrait. While here he painted until he retired. He would often paint reproductions of famous paintings to illustrate his lessons; the sets for the school's regular theatrical productions would be designed, painted and constructed in his art room.

In the 1960s he delivered WEA Lectures on Art for a number of years, in Northampton and the county. His last commission, the two large murals at St. Crispin's hospital, Northampton, arose from this conviction.

Personal life
During the Second World War his spinal curvature rendered him unfit for military service, he served in the London Auxiliary fire service. During the war, he had met and married Jean Vipond. He died in 1987.

Reviews
Art critic Ian Mayes summed up this aspect of his work in his review of his 1975 exhibition at St Catharine's College, Cambridge.

 * “I know of few artists whose work communicates such a sense of joy in life as that which comes from these beautifully quiet, very modest and English paintings, so accurate in their evocation of the changing moods and feeling of nature. The landscapes (which together with the related paintings of enclosed gardens and cricket matches I consider to be his finest work) show that in his use of colour and simplified shapes he has found a personal and eloquent language, perfectly suited to its purpose; and an important part of that purpose is the expression of wonderment and delight in nature.“

Exhibitions
His work forms part of the permanent collections at;
 * Salford City Art Gallery;
 * Whitworth Art Gallery; Manchester, England;
 * Northampton Art Gallery;
 * The University of Leicester;
 * Auckland Art Gallery, New Zealand;
 * Queensland Art Gallery, Brisbane, Australia;
 * Barbados City Art Gallery;
 * The Chapel of Canberra Grammar School, Australia.

Exhibitions have also been shown at:-
 * Northampton Art Gallery;
 * The House of Commons;
 * The Herbert Gallery, Coventry;
 * Kettering Art Gallery;
 * Luton Museum and Art Gallery;
 * Michael Jones Jewellers, Northampton;
 * Burton-on -Trent Art Gallery;
 * Gainsborough's House, Sudbury;
 * Stafford Art Gallery;
 * South London Art Gallery-Camberwell;
 * The Paris Salon, 1979;
 * The Liverpool School of Architecture;
 * The University Centre, Northampton;
 * Vaughan College, Leicester;
 * St Catherine's College, Cambridge;
 * The Fairfield Halls, Croydon;
 * Durham City Art Gallery;
 * The Angel Row Gallery, Nottingham;
 * St Crispin Hospital, Northampton-Creation Mural and Shopping Mural;
 * St Saviours Parish Church, Oxton - Arts festival;
 * The Williamson Art Gallery, Birkenhead.

title: David Gommon


text:
User:Tayrek Keee/sandbox

{{About|the rapper| Emon74 (Emon Phoomila) {{Infobox person }}
 * name              = Emon Phoomila
 * native_name       = เอม่อน ภูมิลา
 * birth_name        = Chokchai Phoomila
 * alias             =
 * birth_date        = {{birth date and age|2001|8|16}}
 * birth_place       = Nong-Khai, Thailand
 * education         = N/A
 * occupation        = {{hlist|Rapper|songwriter|record producer}}
 * module            = {{Infobox musical artist|embed=yes
 * background     = solo_singer
 * genre          = Hip Hop, R&B], [[K-Pop
 * label          = {{hlist|74 Music}}

Emon74 (born  on August 16, 2001), is an record producer from Thailand.

title: User:Tayrek Keee/sandbox


text:
Portal:German

Welcome to the German portal on Wikiversity. This page is intended to be a place to make it easy to access German related resources on Wikiversity. If you come across relevant or interesting links, please feel free to add them to this page!

Courses

 * Introduction to German
 * High School German
 * Learning German

Wikipedia

 * Wikipedia gives the overview of the German Language and details on German grammar.
 * German Wikipedia - Lookup your country or town on the German version of Wikipedia.

Wikibooks

 * The German language shelf - An overview of Wikibooks that deal with the German language.
 * de.wikibooks.org - The German version of Wikibooks with more than 800 books.

Wikivoyage

 * Wikivoyage features a detailed german phrasebook.

title: Portal:German


text:
Web Design/Produce basic client side script for dynamic web pages

This unit defines the competency required to produce a number of client side scripts for dynamic web pages, utilising a range of relevant features from different appropriate languages.

This competency can be viewed directly on the Australian National Training Information Service website:
 * (ICAITB137A) Produce basic client side script for dynamic web pages (update to new competency when available).

The competency is outline here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit.

Learning Outcomes
The specific performance criteria for this unit can be viewed online on the NTIS site (update to new ICA05 competency when available).

In outline, this unit requires that you:
 * 1) Analyse the exact requirements for your specific project, including the dynamic functionality (e.g. form validation, fades, animations, interactivity etc.) and the client-side scripting language that you can use to achieve this functionality.
 * 2) Design and create your HTML (ensuring that you meet accessibility requirements and other relevant standards) with your initial client-side script embedded or linked in a separate file.
 * 3) Test, debug and retest your scripts until you achieve the functionality that you're aiming for.
 * 4) Finish off the documentation (you should already be commenting appropriately in your code!) and submit your design for approval to the appropriate person.

Ideas for demonstrating competence
A combination of the activities mentioned in the module An Introduction to Programming with Javascript may help to demonstrate competence in this unit.

Related Web Design modules

 * An Introduction to Programming with Javascript


text:
Wikipedia talk:Articles for deletion/Collin Croome

Contested deletion
This article should not be deleted for lack of asserted importance or promotional refs because

 * 1) Mr. Croome is a public person and relevant in his industry, where he was one of the first (digital marketing) entrepreneurs more than 24 years ago.
 * 2) He wrote and published several books and audio/video publications.
 * 3) He regularly appears on public TV, in radio-shows and print-media, like magazine and newspapers.
 * 4) He is consulted by public and private media, the German government and businesses for his expertise and opinion.
 * 5) He is a lecturer for the acclaimed Mediadesign Hochschule in Munich, Steinbeis-Hochschule Berlin (HSB) and the University of the German Speakers Association.
 * 6) Since more than 20 years he gives public speeches on digital marketing and new technologies trends.

Why does the article sound "spammy"? The self published Apple letter is an official signed Apple document. Mr. Croome has not "some media appearances in Social Media", but regular presence on public TV and radio.

Everything is referenced within the Wikipedia article and below…

We would be more than happy to change and fix any content, if it does not comply with the Wikipedia rules. Please stop deleting the entry. Thank you very much!

His Klout-score (63) is showing his influence in social media.


text:
WISA

Proper noun

 * : A collection of Microsoft technologies that can be used to create "dynamic websites", specifically: the Windows operating system, (web server),  (database) and  (a scripting language).

title: WISA


text:
Talk:Dave Annable

External links modified
Hello fellow Wikipedians,

I have just modified 1 one external link on Dave Annable. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20141006115715/http://www.tv.com/shows/reunion/forums/wb-picks-up-reunion-14448-176235/ to http://www.tv.com/shows/reunion/forums/wb-picks-up-reunion-14448-176235/

Cheers.— InternetArchiveBot  (Report bug) 10:20, 7 December 2016 (UTC)

title: Talk:Dave Annable


text:
Domingo Nieto

Domingo Nieto (15 August 1803 – 17 February 1844) was a Peruvian Grand Marshal, forefather of the nation, and politician who served as the 19th President of Peru between 1843 and 1844, officially as the President of the Government Junta and Grand Marshal of Peru. He also served as Minister Plenipotentiary to Ecuador.

Nieto was born in Ilo – Moquegua in 1803, to a Spanish-Peruvian noble family bearing the title of "Counts of Alastaya", who were also of local noble blood directly descended from the Inca Huayna Capac by marriage of his daughter Catalina Sisa Occllo to the Conquistador Pedro Ladron de Guevara, who is a direct ascendant of the family. As an aristocratic youth, he quickly became disenchanted with Spanish rule and took the cause for Peruvian independence at the age of 18. Being one of the few nobles at the time that participated directly in the wars of independence, he is a unique member of the "forefathers of the nation" pantheon in Perú.

During his military and political career he was called "the soldier/quixote of the law" for having a reputation of defending the constitution against all odds and siding with the rule of law, which clearly separated him from his peers. He is historically Peru's most remarkable military strategist and victorious figure, his military achievements made him a General by the age of 29 and Grand Marshal of Peru by the age of 39, something never repeated again in Peruvian history. He is also credited with participating and being victorious in the last recorded "personal combat" in the Battle of Tarqui, with the Venezuelan commandant, assuming the challenge of deciding the fate of a battle in a single one-on-one combat.

In his final years, he led, with Ramón Castilla by his side, the overthrow of the "Supreme Dictator" Manuel Ignacio de Vivanco, assuming the presidency of Peru after being elected by the provisional Government Junta (provisional congress) charged with the re-establishment of constitutional order. He died soon after in office, on February 17, 1844. Castilla succeeded him by election of the Junta.

Legacy

 * In 1936, under Law No 8230, the newly created Department of Moquequa had one of its provinces named after him.
 * Through Resolution Nº12177 passed by the Peruvian congress, on December 24, 1954, he was declared National Hero and his remains were translated from Moquegua to the Pantheon of Heros.
 * Through Supreme Resolution Nº31 IGE/IM of September 19, 1949 the presidential guard was renamed in his Honor: the Presidential Life Guard Dragoons Regiment ("Regimiento de Caballería "Mariscal Domingo Nieto" Escolta del Presidente de la República"). It was later disbanded in 1987 under order of President Alan Garcia Perez. However, as of 2012, the regiment was brought back into active service under Ministerial Resolution No139-2012/DE/EP signed by current incumbent president Ollanta Humala. In the years between, it served as an armored regiment.
 * A military academy of the Peruvian Army in the Province of Ilio, State of Moquegua was named after him.

title: Domingo Nieto


text:
F. Martin Duncan

Francis Martin Duncan (1873–1961) was a British naturalist and nature documentary pioneer who worked for producer Charles Urban. He specialised in micro-cinematography and pioneered many of the techniques of future natural history filmmaking.

Biography
Duncan was the son of noted palaeontologist Peter Martin Duncan. While a student he assisted his father by taking up photography, and acquired a particular interest in microphotography. In the early 1890s he experimented with chronophotography (sequence photography), showing the results in motion on a Zoetrope.

He was recruited by Charles Urban for the newly formed Charles Urban Trading Company in 1903. Together they launched a film series, The Unseen World, showcased at the Alhambra Theatre in London from 17 August 1903, which showed scenes of animal life, with particular emphasis on micro-cinematographic views. The shows were advertised as being shown by the 'Urban-Duncan Micro-Bioscope'. Among the films shown were Circulation of Blood in a Frog's Foot, Red Sludge Worms and the notorious The Cheese Mites, the views of which were preceded by a scene of a man (played by Duncan himself) horrified by what he sees when he views a piece of Stilton through a magnifying glass. Duncan continued to work for Urban until 1908, when he was succeeded by F. Percy Smith.

He continued his career as a zoologist at London Zoo and as a populariser of nature subjects, writing many books on natural history. He also worked as an editor on some of the Secrets of Nature film series in the 1920s. His 1943 book British Shells was positively reviewed as a useful introduction to conchology.

Filmography

 * The Unseen World (1903) (series, including The Cheese Mites)
 * Studies of Natural History (1903) (series)
 * The Busy Bee (1903) (series)
 * Marine Studies (1903) (series)
 * The Empire of the Ants (1906)

Selected publications

 * First Steps in Photo-Micrography: A Handbook for Novices (1902)
 * Insect Pests of the Farm and Garden (1906)
 * Denizens of the Deep (1907)
 * Our Insect Friends and Foes (1911)
 * The Seashore: A Book for Boys and Girls (1912)
 * Bees, Wasps and Ants (1913)
 * Cassell's Natural History (1913)
 * Wonders of Insect Life (1915)
 * Insect Life in Pond and Stream (1917)
 * How Animals Work (1919)
 * Animals of the Sea (1922)
 * The Book of the Countryside (1928)
 * Close-ups from Nature (1930)
 * British Shells (1943)
 * Wonders of Wild Flower Life (1947)

title: F. Martin Duncan


text:
myrmomancy

Etymology
murmekes, "ants".

Noun

 * 1) Divination by interpreting the appearance and behaviour of ants, especially their eating habits. A type of augury.

title: myrmomancy


text:
Algebra/Complex Numbers

 * See also: High School Mathematics Extensions, Complex numbers, Complex numbers at Wikipedia

Complex numbers are the extension of the real numbers, i.e., the number line, into a number plane. They allow us to turn the rules of plane geometry into arithmetic. Complex numbers have fundamental importance in describing the laws of the universe at the subatomic level, including the propagation of light and quantum mechanics. They also have practical uses in many fields, including signal processing and electrical engineering.

Introduction
Currently, we are able to solve many different kinds of equations for $$x$$, such as $$x+7=12$$ , or $$3x=4$$ , or $$x+10=0$$. In each of these cases the solution for $$x$$ is a real number: respectively 5, 4/3, and -10.

However, there is no real number x that satisfies the equation $$x^2=-1$$, since the square of any real number is nonnegative.

Conceptually it would be nice to have some kind of number to be the solution of $$x^2=-1$$. This "number" would not be a real number, however, and we refer to such a number as an imaginary number.

Now, is this really the reason?

Well - Definitely not!

This mistake occurs in many teaching books from the attempts to "solve problems by force", as we could explain psychologically. This has nothing to do with reality, and gives the false feeling that mathematicians are "Cranks" full of to much spare time on their hands with nothing to do.

The reason, be surprised, has to do with a problem called Cubic functions.

We then extend the real number system to accommodate this special number. It turns out that there will be two imaginary solutions of the equation $$x^2=-1$$. One of them will be called $$i$$ and, following the normal rules for arithmetic, the other solution is $$-i$$. We may be inclined to say that $$\sqrt{-1}=i$$. That would, however, be incorrect solely because in words this says that "the square root of -1 is $$i$$", but there is no basis for preferring $$i$$ over $$-i$$ (or vice versa) as the square root of -1. Rather, the two square roots have equal standing.

We say that all numbers of the form a +b$$i$$, where $$a$$ and $$b$$ are any real numbers, is the set of complex numbers, and we denote this set $$\Complex$$. The real numbers $$\R$$ may be considered to be the subset of complex numbers $$\Complex=\{a+bi\}$$ for which b = 0. Complex numbers can be added, subtracted, multiplied, and divided (except by 0). We will explore some of the properties of these numbers later.

There are in fact two commonly used definitions of complex numbers, but they are immediately seen to be logically equivalent.

For a negative root like $$\sqrt{-4}$$, we split the number into two parts such that one part is $$\sqrt{-1}$$ like $$\sqrt{-4}=\sqrt{4(-1)}=\sqrt{4}\cdot\sqrt{-1}$$ which leads to $$2i$$

Definition 1
A complex number is an expression of the form x + yi, in which x and y are real numbers and i is a new number, called the imaginary unit, for which expressions the normal rules of calculation apply together with the extra rule: i2=-1.

Definition 2
A complex number is a pair of real numbers (x,y), satisfying the properties:

 * $$(a,b)+(c,d)=(a+c,b+d)$$
 * $$(a,b)\cdot(c,d)=(ac-bd,ad+bc)$$

In both cases a complex number consists of two real numbers x and y. The real number x is called the real part and the real number y the imaginary part of the complex number.

From the properties we deduce that complex numbers of the form (x,0) behave just like the real numbers, so we identify (1,0) with 1 and hence (x,0) with x. Furthermore we see that:

 * $$(0,1)\cdot(0,1)=(-1,0)=-1$$.

It is common use to write i instead of (0,1), so:
 * $$i=(0,1)$$ and $$i^2=-1$$.

Any complex number (x,y) may now be written as x + yi.

Some examples
A complex number is a number that is in the form $$z=a+bi$$, where a and b are real numbers. We say that a is the real part of z and write $${\rm Re}(z)$$, and that b is the imaginary part of z, and write $${\rm Im}(z)$$

A number of the form bi is sometimes called a pure imaginary number, as it has no real part. The pure imaginary numbers are also complex numbers, because bi = 0 + bi. In the same way, all real numbers are also complex numbers, because a = a + 0i. So the set of complex numbers includes real numbers, pure imaginary numbers, and the sums of reals and pure imaginaries.

Here are some examples
 * 1 + 4i: a complex number, real part 1, imaginary part 4
 * 2 - 2i: a complex number, real part 2, imaginary part -2.
 * -4i: a complex number, real part 0, imaginary part -4
 * 2: a complex number (also a real number), real part 2, imaginary part 0.

Notice that the number 2 is a complex number and a real number. This fact is clearer if we write 2 = 2 + 0i.

Any complex number may be written in three main forms, which we will explore later. The form x + yi is known as the Cartesian form.

Complex numbers and matrices
Complex numbers can be identified with a certain set of matrices. If we think of the 2×2 identity matrix as the number 1, and we think of $$i$$ which we introduced above as the matrix
 * $$\begin{pmatrix}

0 & -1 \\ 1 & 0 \end{pmatrix}$$,

then the complex number $$a+bi$$ then has the form
 * $$\begin{pmatrix}

a & -b \\ b & a \end{pmatrix}$$.

Properties
Complex numbers obey most of the properties of real numbers. Take two complex numbers, $$z_1=a+bi\,$$ and $$z_2=c+di\,$$.

Addition
How can we add these two complex numbers?

We don't even have to think about $$i$$ as being "special" in any way, just treat it as any other symbol and proceed by the standard rules of algebra, grouping along the way.

We obtain:
 * $$z_1+z_2=(a+bi)+(c+di)=(a+c)+(b+d)i\,$$

If one uses the matrix analogy above, regular matrix addition works to add complex numbers in the same way. Verify for yourself that this is true.

Subtraction
Subtraction proceeds just as before.
 * $$z_1-z_2=(a+bi)-(c+di)=(a-c)+(b-d)i\,$$

Multiplication
By the normal rules, taking into account that $$i^2=-1\,$$, we find:
 * $$z_1z_2=(a+bi)(c+di)=ac+adi+bci+bdi^2=(ac-bd)+(bc+ad)i\,$$

If one uses the matrix analogy above, regular matrix multiplication works to multiply complex numbers in the same way. Verify for yourself that this is true.

Conjugates
The conjugate of a complex number $$z$$, written $$\bar{z}$$, is the same number with the sign of the imaginary part changed: the conjugate of a + bi = a - bi (and vice versa).

Let us examine what happens when we have a complex number z = a + bi, what is the product of z and its conjugate?

 * (a+bi)(a-bi) = a2 + abi - abi - b2i2 = a2  +  b2

Notice the imaginary parts cancel out, so the product is a real number. This will aid us greatly in the division of a complex number, as we will see.

Notice also that this is the sum of two squares, analogous to the difference of two squares.

Matrix transposition behaves as conjugation if one uses the matrix analogy.

Division
How do we compute the quotient
 * $$\frac{a+bi}{c+di}$$

of two complex numbers? It is not difficult. Let the quotient be:

 * $$\frac{a+bi}{c+di}=r+si$$,

then cross multiplication gives:
 * $$\,a+bi=(r+si)(c+di)=rc-sd+i(rd+sc)$$,

hence
 * $$\,a=rc-sd$$,

and
 * $$\,b=rd+sc$$.

So we have to solve two linear equations. Solution:

 * $$r=\frac{ac+bd}{c^2+d^2}$$,

and
 * $$s=\frac{bc-ad}{c^2+d^2}$$.

Note that this is complete nonsense unless $$c^2+d^2 \ne 0$$. In fact, it is easy to see that the pair of linear equations have a solution exactly when this is true, i.e., when c and d are not both zero. Or in other words, when $$c+di \ne 0$$ as a complex number. Thus we can divide by a complex number only when it is non-zero.

Luckily there is a little trick to speed up this computation. We multiply the denominator with a well chosen number as to make it real. We realize the denominator by multiplying with the conjugate of the denominator; a complex number times its conjugate is a real number:

 * $$\,(c+di)(c-di)=c^2-(di)^2=c^2+d^2$$.

hence:
 * $$\frac{a+bi}{c+di} = \frac{a+bi}{c+di}\cdot \frac{c-di}{c-di} = \frac{ac-adi+bci+bd}{c^2+d^2} = \frac{(ac+bd)+(bc-ad)i}{c^2+d^2}=\frac{ac+bd}{c^2+d^2} + \frac{bc-ad}{c^2+d^2}i$$.

Note that in the multiplication and division of complex numbers, we usually work out the whole problem instead of just memorizing the equation of the answer. The reader will note that we use here the familiar trick from algebra of multiplying by the number 1 in a particularly convenient form: $$\frac{c-di}{c-di}$$. (We leave it to the reader to verify that any non-zero complex number divided by itself is in fact equal to 1.)

Exponents and Roots
Because $$x^{y}=e^{ln{x}\times y}=1+\frac{ln{ x}\times y}{1!}+\frac{(ln{ x}\times y)^{2}}{2!}+\frac{(ln{ x}\times y)^{3}}{3!}+...$$, real numbers can be raised to imaginary numbers. Imaginary and complex numbers cannot be raised to imaginary or complex numbers, as imaginary and complex numbers have no natural logarithms. Example: $$e^{i}=0.5403023058681397+0.8414709848078965i$$ Because $$\sqrt[y]{x}=x^{\frac{1}{y}}$$, imaginary numbers can be root degrees.

Problem set
Given the above rules, answer the following questions.

Note: Use sqrt(x) for $$\sqrt{x}$$  { (7 + 2i) + (11 - 6i) = { 18_19 } + { -4_19 } i
 * type="{}"}

{ (8 - 3i) - (6i) = { 8_19 } + { -9_19 } i
 * type="{}"}

{ (9 + 4i)(3 - 16i) = { 91_19 } + { -132_19 } i
 * type="{}"}

{ 3i $$\times$$ 9i = { -27_19 } + { 0_19 } i
 * type="{}"}

{ $$\frac{i}{2+i}=$${ 1/5|0.2_19 } + { 2/5|0.4_19 } i
 * type="{}"}

{ $$\frac{11 + 3i}{\sqrt{3} - 4i}=$${ [11sqrt(3) - 12]/19 (i)|[11sqrt(3)-12]/19 (i) _19 } + { [44 + 3sqrt(3)]/19 (i)|[44+3sqrt(3)]/19 (i) _19 } i
 * type="{}"}

{ $${(x + yi)}^{-1}=$${ x/(x^2 + y^2) (i)|x/(x^2+y^2) (i) _19 } + { -y(x^2 + y^2) (i)|-y(x^2+y^2) (i) _19 } i
 * type="{}"}

The Argand Plane
We can represent complex numbers geometrically as well. Every complex number can be represented in the form z=x+iy (so x=Re(z) and y=Im(z)). Then we can represent z in the xy-plane by the point (x,y). Notice that this is a one-to-one relationship: for each complex number, we have one corresponding point in the plane, and for each point in the plane there corresponds one complex number. When we use the xy-plane in this way to represent complex numbers, we call the plane the "Argand plane". We will refer to the "y" axis as the imaginary axis, and the "x" axis as the real axis.

Notice that a purely imaginary number is represented in the Argand plane by a point on the imaginary axis. A purely real number is represented by a point on the real axis.

Here is an example of the Argand plane.
 * [[Image:Argand2.png]]

There are two complex numbers drawn in the plane; viz., 1 + i, -2 - i. Their sum is plotted on the graph, -1. The red and blue lines demonstrate how geometrically, a parallelogram can be constructed, and their apex forms their sum.

Modulus and argument

 * [[Image:Modulus and argument.png]]

On this diagram we can see the number 3 + 4i. The red line is the distance away from the origin (the number 0 + 0i). The gray line represents the distances away from the respective axes. We can see that the red line makes an angle θ from the real axis.

It is clear that almost all complex numbers have this distance away from the origin and that almost all complex numbers make an angle away from the real axis. We give these two qualities special names; the distance away from the origin is known as the modulus of the complex number, and the angle θ is known as the argument of the complex number.

We write the modulus of a complex number z by |z|, and the argument of the complex number as arg z.

We can calculate the modulus and argument by basic trigonometry.

Calculating the modulus
In the above example, we have the number 3 + 4i. We can form a triangle in the Argand plane with base 3 and height 4. By Pythagoras we can find the length of the hypotenuse by $$\sqrt{3^2+4^2} = \sqrt{9+16} = \sqrt{25} = 5$$.

And thus, the length of the hypotenuse is thus the modulus of the complex number, and it is 5 for 3+4i.

Generalization
If z = x + yi, |z| is clearly $$\sqrt{x^2+y^2}$$.

Equivalently, $$|z|=\sqrt{\mathrm{Re}(z)^2+\mathrm{Im}(z)^2}$$.

Calculating the argument
We have the same triangle as we had in calculating the modulus. Remember from trigonometry that tan θ is the ratio of the height over the base. So, for 3 + 4i, we have tan θ = 4/3, and thus θ = arctan 4/3 = 0.9...

With complex numbers, we always take two things:
 * the argument must be in radians
 * the argument lies in the interval [-π,π], and we always adjust the angle so it does.

Note that arg 0 is undefined.

Generalization
If z = x + yi, arg z is clearly arctan (y/x), or, equivalently, arg z = arctan (Im(z)/Re(z)).

The polar form
We are now able to calculate the modulus and argument of a complex number, where these two numbers are able to uniquely describe every number in the Argand plane.

Using these two characteristics of complex numbers, we are now able to formulate a new way of writing these numbers.

Note that in the above diagram, we obtain a triangle that describes the complex number 3 + 4i. Clearly, we can do this for all complex numbers in the Argand plane (except for 0).

To simplify our work, let us look at numbers in the circle of unit length equidistant from 0. From trigonometry, we can parameterize all the points on a circle in the Cartesian plane by (cos θ, sin θ). In complex number notation we can say that all numbers on this unit circle are in the form cos θ+i sin θ.

This works well on the unit circle, but how does this generalize to describing all numbers on the plane? We simply make the circle larger or smaller to encompass the number; this is done by multiplying by the modulus.

So then, we obtain the polar form r(cos θ + i sin θ) = z, where r is the modulus.

Euler's formula
A very significant result in the area of complex numbers is Euler's formula. It basically asserts that
 * reiθ = r (cos θ + i sin θ)

This statement can be verified through a rearrangement of the Taylor Series of the cosine and sine functions.

Note that conjugate complex numbers have an opposing argument. 2e2i and 2e-2i are conjugate pairs.

Using Taylor series
Here is a proof of Euler's formula using Taylor Series expansions as well as basic facts about the powers of i:

i^0 = 1, \ i^1 = i, \ i^2 = -1, \ i^3 = -i, \ i^4 = 1, \ i^5 = i, \ i^6 = -1, \ i^7 = -i, \ i^8 = 1, \dots $$

The functions ex, cos(x) and sin(x) (assuming x is real) can be written as:

 * $$ e^x = 1 + x + \frac{x^2}{2!} + \frac{x^3}{3!} + \cdots $$

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

$$

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

$$

and for complex z we define each of these function by the above series, replacing x with iz. This is possible because the radius of convergence of each series is infinite. We then find that

 * $$e^{iz} = 1 + iz + \frac{(iz)^2}{2!} + \frac{(iz)^3}{3!} + \frac{(iz)^4}{4!} + \frac{(iz)^5}{5!} + \frac{(iz)^6}{6!} + \frac{(iz)^7}{7!} + \frac{(iz)^8}{8!} + \cdots$$

 * $$= 1 + iz - \frac{z^2}{2!} - \frac{iz^3}{3!} + \frac{z^4}{4!} + \frac{iz^5}{5!} - \frac{z^6}{6!} - \frac{iz^7}{7!} + \frac{z^8}{8!} + \cdots$$

 * $$= \left( 1 - \frac{z^2}{2!} + \frac{z^4}{4!} - \frac{z^6}{6!} + \frac{z^8}{8!} + \cdots \right) + i\left( z - \frac{z^3}{3!} + \frac{z^5}{5!} - \frac{z^7}{7!} + \cdots \right) $$

 * $$= \cos (z) + i\sin (z) \,$$

The rearrangement of terms is justified because each series is absolutely convergent. Taking z = x to be a real number, gives the original identity as Euler discovered it.$$\square$$

Using calculus
Define the complex number z such that
 * $$z=\cos x + i\sin x \,$$

Differentiating z with respect to x:
 * $$\frac{dz}{dx}=-\sin x + i\cos x$$

Using the fact that i2 = -1:
 * $$\frac{dz}{dx}=i^2\sin x + i\cos x=i(\cos x + i\sin x)=zi$$

Separating variables and integrating both sides:
 * $$\int\frac{1}{z}\,dz=\int i\,dx$$
 * $$\ln z=xi + C\,$$

where C is the constant of integration. To finish the proof we have to argue that it is zero. This is easily done by substituting x = 0.
 * $$\ln z = C\,$$

But z is just equal to:
 * $$\ z = \cos x + i\sin x = \cos 0 + i \sin 0 = 1\,$$

thus
 * $$\ln 1 = C\,$$

 * $$\ C = 0\,$$

So now we just exponentiate
 * $$\ \ln z = xi\,$$

 * $$\ e^{\ln z} = e^{xi}\,$$

 * $$\ z = e^{xi}\,$$

 * $$\ e^{xi} = \cos x + i\sin x\,\square$$

Corollaries
A number of significant results follow as corollaries to Euler's result.

de Moivre's theorem
De Moivre's theorem is useful in calculating powers of complex numbers. It states that
 * (r (cos θ + i sin θ))n = rn ( cos nθ + i sin nθ)

This follows clearly (from the laws of exponents) if we rewrite the theorem in the form
 * (reiθ)n=rneinθ

Equivalent trigonometric forms
From the cosine/sine form of the complex number, we can rewrite the cosine and sine function in terms of exponentials.
 * cos θ = 1/2 (eiθ + e-iθ)
 * sin θ = 1/(2i) (eiθ - e-iθ)

Relation of e, $$\pi$$, i, 1, and 0
By substituting π into the formula, we obtain the following result:

$$e^{\pi i}+1=0$$

The actual mathematical relevance of this equation is actually very little. It is known more for its relation of the many branches of mathematics: e comes from calculus, π from geometry, i comes from algebra, 1 is the multiplicative identity, and 0 is the additive identity. It is also known for its simple mathematical aesthetic.

Forming trigonometric identities
The aforementioned equivalent trigonometric forms, combined with the Binomial theorem, allow us to create some trigonometric identities that would be difficult to form in any other way. These identities can be used to simplify integral problems.

Cosine/sine powers
How can we simplify, say, (cos x)5?

Let us look at a simple example for motivation. First, rewrite as
 * (cos x)5 = (1/2 (eix+e-ix))5 =

1/25 (eix+e-ix)5

By the Binomial theorem,
 * (a+b)5=a5 + 5a4b + 10a3b2 + 10a2b3 + 5ab4 + b5.

Replacing a with eix/2 and b with e-ix/2, we obtain
 * 10e-ix/32+10eix/32+5e3ix/32+5e-3ix/32+e5ix/32+e-5ix/32=
 * (5/16)(e-ix+eix)+(5/32)(e3ix+e-3ix)+(1/32)(e5ix+e-5ix)=
 * (5/16)(2 cos x)+(5/32)(2 cos 3x)+(1/32)(2 cos 5x)=
 * (5/8) cos x+(5/16) cos 3x+(1/16) cos 5x=(cos x)5

Procedure
We can summarize from the above example the general procedure: To simplify an expression in the form:
 * cos(x)k
 * sin(x)k

the procedure is:
 * write cos(x) or sin(x) in the exponential form, all to the power of k
 * expand using the Binomial theorem
 * collect conjugate pairs
 * write back from the exponential form into the trigonometric form

Cosine/sine multiples
We can also form identities in the form:
 * cos(kx)
 * sin(kx).

Let's look at another example to see how it's done.

Example
Let's expand sin(3x).

Recall de Moivre's theorem stating
 * (cos(x)+i sin(x))3 = cos(3x)+i sin (3x)

We will use this fact to expand out the left side. For ease of manipulation, it may be easier to let c = cos(x), and s=sin(x). Then use the Binomial theorem again to expand out:
 * (c+is)3=c3 + 3i c2s - 3cs2 - i s3

Collect real and imaginary parts
 * (c+is)3=c3 - 3cs2 + i(3c2s - s3)

Now, this is of course equal to cos(3x)+i sin (3x). So, substituting back cos(x) for c and similarly for sin(x), we can equate real and imaginary parts, and we get
 * sin(3x)=3 cos(x)2sin(x) - sin(x)3

and we get
 * cos(3x)=cos(x)3 - 3 cos(x)sin(x)2

for free.

NB: In the cosine expansion, one could write sin(x)2 as 1-cos(x)2 to obtain a formula consisting completely of cosines. (analogously one could write the sine expansion using only sines)

title: Algebra/Complex Numbers


text:
First National Bank Building (Stratford, Oklahoma)

The First National Bank Building in Stratford, Oklahoma, at 100 West Main, was built in 1907. It was listed on the National Register of Historic Places in 2001.

It is a two-story brick building with a patterned metal hipped roof, with two gabled dormers and six brick chimneys and two "small metal towerets and an ornamented ridge cap", as well as a two-story turret. It is described as Late Victorian in style, combining elements of Romanesque Revival and Queen Anne styles, which it terms as sub-styles of Victorian. Queen Anne characteristics include the irregular massing and some details; Romanesque Revival elements include the rounded stonework arch above the building's corner entrance.

The building "is unique among the commercial buildings of downtown Stratford. The majority of other buildings in the central business district are relatively plain, one-story, brick, Commercial style resources."


text:
Formulas, equations, and reactions

Formulas
In studying chemistry, we represent the composition of a substance through the use of the chemical formula, a symbolic representation of a chemical reaction. The chemical formula of a given substance, represented by either a single uppercase letter or an uppercase letter followed by a lowercase letter, specifies the elements that the substance contains through the use of atomic symbols, and is sometimes marked with numerical subscripts that show the relative proportion of each element to the other elements in the substance.

Molecular formula
There are currently 118 elements listed in the Periodic Table, from which molecules can be made. The molecular formula simply lists every element, and the number of atoms of each element, in a molecule or compound.

Examples
Let's use the formula for magnesium chloride, MgCl2. If we interpret this, it shows us that for every one magnesium atom in the compound, there are two chlorine atoms (thus the subscript "2" attached to the Cl).

Now consider the formula for carbon tetrachloride, CCl4. Once again, we interpret this as there being one carbon atom for every four chlorine atoms.

Structural formula
The structural formula follows the methods of a standard chemical formula, however it also denotes a structural representation of a chemical reaction. It indicates, with detail, the arrangement of atoms in a molecule or compound. Chemical structure is out of the scope of this section and level.

Examples
Ethanol has the molecular formula C2H6O. However, its structure involves an -OH group, so the molecular formula does not fully represent this structure. Therefore, the structural formula could be represented by C2H5OH. You could also go into further detail and show the full structural formula: CH3CH2OH.

The amount of detail you go to really depends on whether the molecular formula could be misconstrued as something else. For example, both propanone and propene-2-ol have the molecular formula C3H6O, but their structures are quite different. Propanone is best represented by CH3C(O)CH3, while propene-2-ol is best represented by CH2C(OH)CH3. This is why the structural formula is so important - you can't always tell what a substance is just from its molecular formula

Empirical formula
The Empricial formula is the simplest whole number ratio of atoms in a compound. Let us take C6H16 for example. Notice although the compound is in whole number ratios, it is not in the simplest form. Thus we can divide the whole numbers by 2, to yield C3H8 which is now the simplest whole number ratio of C6H16. Thus makes C3H8 an empirical formula and C6H16 a molecular formula.

But now we need to look at the two main types of substances: ionic and molecular.

Ionic Substances and Ionic Nomenclature
For more information, see Ionic bond

An ion is defined as an electrically charged particle that has acquired an overall (net) charge by losing or gaining electrons. One of the most familiar examples of an ionic substance (a substance composed of ions) is sodium chloride, NaCl, commonly known as "table salt".

Let's take copper for example: copper is normally found in a neutral state, meaning there are no extraneous electrons hanging around, nor does it need to gain any electrons to become neutral. However, in a reaction with hydrochloric acid, HCl, copper will normally lose an electron to chlorine when bonding to it, and become CuCl2, or copper(II) chloride.

In this process, copper has become a cation. A cation is an atom that has lost one or more electron(s) to become positive. We would denote this by showing coppers atomic symbol with a superscript denoting it's charge - Cu2+. This symbol shows that copper has lost two electrons to become positively charged. Other atoms, such as sodium in the case with sodium chloride, become Na+, denoting that it has lost one electron.

Yet in the same process with CuCl2, chlorine has gained one electron, making it an anion. An anion is an atom that has gained an extra electron to become negative.. This we denote with the atomic symbol for chlorine, and place a superscript "1-" or just "-", shown as Cl- or Cl1-.

So now it only seems logical that when you place cations and ions together (that will presumably react), you get what is called an ionic compound. You've already been shown two such compounds: NaCl and CuCl2.

Now let's discuss the formula unit. The formula unit is the group of atoms explicitly present in the compound. For example, NaCl denotes one Na atom for every Cl atom, nothing more, nothing less. The same goes with CaCl2, which denotes one Ca atom for every two Cl atoms. A formula unit is the smallest unit for each of these substances.

But how do we write these formulas? Simple enough. Take the reaction between Fe3+ and SO42-. When you place them together - assuming that they will, in fact, react - we take the superscripts and place them as subscripts. Here's a more visual example:

title: Formulas, equations, and reactions


text:
Bastille Day (Battlestar Galactica)

"Bastille Day" is the third episode of the first season of the reimagined Battlestar Galactica television series.

In the fleet
Following the discovery of a new source of water, Chief Galen Tyrol and his teams determine that it is in the ice of a moon with an incredibly harsh climate. They determine that they will need a thousand men ideally to mine the water for usage in the fleet which is experiencing water riots due to the shortages.

Commander William Adama and Apollo suggest using the prisoners on the Astral Queen for the needed labor. The 1,500 men on the ship have been sentenced to hard labor and were on their way to parole hearings when the attacks occurred. Apollo suggests using incentives such as points towards their freedom to get the men to cooperate. Roslin agrees to use volunteers and assigns her Chief of Staff Billy Keikeya to help sort out which prisoners can be trusted and which cannot. At odds with Apollo, Adama decides to send someone he can trust to report to him on security matters. Due to his attraction to her, Billy suggests Petty Officer Anastasia "Dee" Dualla which is agreed to. Adama sends deck hand Cally along to make sure that the volunteers can actually use the needed equipment.

On the Astral Queen, Apollo makes his proposal, but no one steps forward. Finally, a man comes forward to reject Apollo's offer. Billy recognizes the man as Tom Zarek (Richard Hatch) an infamous political terrorist from Sagittaron. Billy's admiration of Zarek creates conflict between him and Dee who, while from the same colony, doesn't approve of Zarek's methods.

Apollo attempts to negotiate with Zarek for his help, having admired and respected Zarek for a long time. During the negotiations, the prisoners escape and riot with the help of a guard and take over the Astral Queen, taking the crew, Cally, Billy, Apollo and Dee hostage. Zarek then makes a broadcast to the fleet, demanding that Roslin and her ministers step down and free and open elections be held to elect a new government. Zarek argues his views with Apollo, stating that he doesn't see Roslin's presidency as legitimate due to her not being elected.

As the situation continues, Adama contacts Zarek in an attempt to defuse the situation while sending the marines and Starbuck to regain control of the Astral Queen and put an end to the situation. After Zarek refuses to listen to Adama and eagerly awaits the arrival of the Marines, Apollo realizes that Zarek really wants a bloodbath and to go out in a blaze of glory. Zarek reveals that his intentions are to become a martyr that will inspire the fleet to overthrow Roslin and Adama.

While Apollo and Zarek talk, a prisoner named Mason notices Cally's utter defiance of him. When Cally refuses to show him respect, Mason takes Cally to rape her. When Mason tries, Cally bites off part of his ear and Mason shoots and seriously wounds Cally. Though the commotion draws Zarek and Apollo to the scene, Zarek refuses to intervene, claiming that Mason's imprisonment turned him into a monster and "you reap what you sow." As Mason prepares to kill Cally, Apollo is able to overpower one of Zarek's men and use his gun to kill Mason.

As Starbuck and the marines arrive, Apollo gets Zarek at gunpoint but chooses not to kill him. Instead, Apollo acknowledges that Zarek is right about the freedom of law. Apollo offers Zarek a deal: in exchange for Zarek and his men helping to mine the water, they will give them their freedom and the Astral Queen. Apollo also promises to hold elections within a year. Zarek agrees and orders his men to stand down. Though Starbuck still tries to kill Zarek, Apollo saves his life.

In the aftermath, Apollo reminds Roslin and Adama that Roslin is only supposed to finish out the last seven months of President Adar's term and then hold elections. Apollo has only obligated Roslin to what she is legally obligated to do. The prisoners have been disarmed and left the Astral Queen and are now mining the water for the fleet. After Adama leaves, Roslin privately admits to having been diagnosed with cancer to Apollo who agrees to keep it a secret.

While the crisis goes on, Doctor Gaius Baltar is approached by Adama about his Cylon detector. While Baltar starts to claim that he can't make one, his internal Six prompts Baltar to tell Adama that he needs a nuclear warhead to complete his detector. Despite Galactica only having five left, Adama reluctantly agrees.

Due to the water shortage, Starbuck and Colonel Tigh both compensate by drinking alcohol and being inebriated on the job. While Tigh chastises Starbuck's behavior towards the pilots, he also backs her up with Adama, causing Starbuck to attempt to reach out to him by sharing some of the newly mined water. Tigh rejects the gesture however.

Boomer continues to be nervous about the potential of her being a Cylon sleeper agent. Tyrol reassures Boomer that the master-at-arms investigation into the bombing has turned up no clues pointing towards Boomer as the bomber. Catching the two in an embrace, Colonel Tigh privately tells Boomer that the entire ship knows about their relationship which is against military regulations. However, while it was ignored while Galactica was in the process of being decommissioned, they are now in a combat situation and Tigh orders Boomer to put a stop to it. Boomer agrees to do so.

On Caprica
On Caprica 12 days after the Fall, Helo and the Boomer copy make their way through a deserted city with only two days of anti-radiation medication left to them. The two intend to locate a hospital to find more medication, but come across rats feasting on a corpse, disturbing Sharon. Helo reassures her that they will "make it all the way" and suggests that someone must be watching over them.

Unnoticed by Helo or Sharon, they are observed by a copy of Number Six and Aaron Doral. The two comment on Sharon's skill while the Six expresses sadness at the destruction surrounding them. While Six feels that humanity is their parents in a sense, Doral tells her that parents must die in order for children to come into their own.

Original series connection
Richard Hatch, who plays prisoner Tom Zarek in this and future episodes, was the actor who played Captain Apollo in the original 1978 series.

Reception
The A.V. Club commented that some of the scenes were fantastic and it the episode was "interesting to examine".

Den of Geek called it a weak episode.

title: Bastille Day (Battlestar Galactica)