text:
Greek Mythology/Beasts/Minotaur

The minotaur was a monster half human (from the neck down), half bull (from the neck up). The minotaur was the son of Pasifae, wife of Minos, and a sacred white bull sent by Poseidon to Crete. When king Minos refused to sacrifice the bull to Poseidon, the god cast a spell on his wife, who consequently became enamored with the bull. Pasifae then had Daedalus construct an empty brass sculpture of a cow, so that she could hide inside and mate with the bull.

Minos' shame had the minotaur thrown into the center of the labyrinth and out of sight. Eventually, as part of a treaty with Athens, the Athenians became forced to send seven young men and seven young women to Crete to be devoured by the minotaur, who was an angry, ferocious beast.

The minotaur was eventually slain by Theseus, with help from Ariadne.

The minotaur was reprised in popular culture multiple times, including in Dante Alighieri's Divine Comedy (1320; Inferno, Canto XII; v. 12-13, 16-21), where he is one of the monsters residing in Hell.

title: Greek Mythology/Beasts/Minotaur


text:
Greek Mythology/Beasts/Cerberus

Cerberus, (In Greek: Κέρβερος), was a three-headed or hundred-headed dog that guarded the gate to the underworld of Hades, where the dead went to rest. Cerberus was always vigilant; the heads would alternate resting and guarding, thus ensuring constant vigil. Cerberus was overpowered and carried off by Heracles as one of his tasks for the King of Mycenae. The musician Orpheus also overcame Cerberus by lulling him to sleep by playing the lyre, in order to bring his beloved back from Hades.

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

title: Greek Mythology/Beasts/Cerberus


text:
Greek Mythology/Gods/Mnemosyne

Mnemosyne, "memory", was the mother of the nine Muses by Zeus.

title: Greek Mythology/Gods/Mnemosyne


text:
Choosing The Right File Format/Introduction

File formats are the language of a computer's memory. Choosing the right format for the electronic information we want to store is one important step in making good use of computers and minimising problems.

This book tries to help you choose the file format best suited to its use. It concentrates on two purposes of storing your information (data).

 * Portability and interoperability
 * Digital Preservation

Portability and Interoperability is the ability of your data to be read (interpreted) by different software and hardware. The most common portable format in use now is the PDF (Portable Document Format) for sending documents over the internet. Somewhat more troublesome is the exchanging of address information between email software.

Digital Preservation can be defined as long-term, error-free storage of digital information, with means for retrieval and interpretation of needed files from the long-term, error-free digital storage, for all the time span that the information is required for.

 * Preservation
 * Portability

Old version of Introduction to merge in
Planning for an unpredictable future is known as future proofing, although you can't really know if you are future proof you can practice risk reduction and learn from the mistakes of history. This article focuses on future proofing of computer files. This article gives tips for creating files in a manner which makes them easy to preserve and later access, and for avoiding pitfalls that could make your files difficult to access later. Looking after the files you already have is known as digital preservation.

Where future proofing and digital preservation deal with the rather etheric matter of electronic files and their formats, then your next concern is the media on which your information is stored. That is an area of study in itself, and is not the subject of this article.

Both future proofing of information and the media it is stored on are vital in any thorough review of your IT systems. Will you be able to read the files you're working on now in 5 years time? Do you know if all the old files you have now are still readable?

The chance of electronic files being readable in 5 or 10 years is not something to leave up to chance. Active intervention is needed in most cases. Migrating to software/hardware that supports openly published standards is the most effective single step in any plan to future-proof.


text:
Cookbook:Chocolate Chip Rolls

This is a recipe grown out of an experiment on a traditional biscuit recipe; they're not extremely sweet, but fall closer to dessert than just rolls or biscuits.

Procedure

 * 1) Preheat oven to 425°F (210°C)
 * 2) Mix dry ingredients together.
 * 3) Mix liquid ingredients into dry.
 * 4) Turn dough out onto floured baking cloth and knead slightly.
 * 5) Roll dough into log, then cut into 8–12 pieces
 * 6) Press pieces flat, sprinkle with chocolate chips, and roll up to enclose the chocolate.
 * 7) Place rolls on greased baking sheet, and bake 13–15 minutes.
 * 8) Serve fresh.

Notes, tips, and variations

 * The recipe should work fine with all white flour as well (probably a little less milk).

title: Cookbook:Chocolate Chip Rolls


text:
Choosing The Right File Format/Quick Guide

Quick Guide to recommended formats
For an explanation of terminology read the section "Formats for storing electronic information".


text:
User:Baya

Hi everybody,

I'm a developer of Rodovid.org - an attempt to create an open global humanity tree :).

Please contact to me throw talk page at http://engine.rodovid.org/wk/User_talk:Baya.

 * Cheese...... --Baya 22:25, 24 February 2006 (UTC)

title: User:Baya


text:
Cookbook:Cuisine of Guyana

Guyana is a country located on the northern coast of South America. It borders the Atlantic Ocean, and is the only nation in South America to speak English, due to its past history as a British colony. Because of this, it is culturally associated the Caribbean island nations than to the rest of South America, and is formally recognized as a Caribbean country.

Guyanese foods have a distinct blend of influences from East Indian, African, Amerindian, Chinese, Caribbean, and European cultures. Amerindian dishes like pepperpot, a stew that is cooked in cassareep, and East Indian- based dishes such as roti and curries are widely prevalent, along with Chinese foods. Guyana is internationally known for its Demerara Sugar and its rum. Here is a comprehensive list of over 400 Guyanese recipes compiled from various sources:

Recipes

More Assorted Guyanese Recipes

If you want to know more about Guyana, here are some links: Caribbean Choice- Guyana

Guyana Profile

Guyana Web Pages

Iwokrama Rain Forest Preserve

Visit Guyana

Wikipedia- Guyana

Journey Latin America: Guyana /Information on Guyana

title: Cookbook:Cuisine of Guyana


text:
Mathematical Proof/Methods of Proof/Proof by Contrapositive

The contrapositive of a statement negates the conclusion as well as the hypothesis. It is logically equivalent to the original statement asserted. Often it is easier to prove the contrapositive than the original statement. This section will demonstrate this fact.

The Concept
The idea of the contrapositive is proving the statement "There is no x such that P(x) is false." as opposed to "P(x) is true for every x."

This is not to be confused with a ../Proof by Contradiction/. If we are trying to prove the statement $$P\Rightarrow Q$$, we can do it constructively, by assuming that P is true and showing that the logical conclusion is that Q is also true. The contrapositive of this statement is $$\lnot Q \Rightarrow \lnot P$$, so we assume that Q is false and show that the logical conclusion is that P is also false. However, in a proof by contradiction, we assume that P is true and Q is false and arrive at some sort of illogical statement such as "1=2."

A proof revisited
The most basic example would be to redo a proof given in the last section. We proved Theorem 2.1.4 to be true by the constructive method. Now we can prove the same result using the contrapositive method. For ease of reading, I will change the wording of the theorem.

 * Theorem 2.2.1 (also Theorem 2.1.4). If A and B are finite sets and $$|A|\ne |B|$$, then $$A\ne B$$.

The wording is probably more natural in the 2.1.4 version, but this shows how the proof is to be done. We assume that we have two finite sets A and B and that they do not have the same number of elements. So let $$ n = |A|$$ and $$ m = |B|$$. Then, number the elements in A and B, so $$A=\{ a_1, a_2,\ldots, a_n\}$$ and $$ B=\{b_1, b_2,\ldots, b_m\}$$. Since $$n\ne m$$, either $$n<m$$ or $$m<n$$. Without loss of generality, we assume that $$n<m$$. Consider the set $$ B-A$$. Since A has only n elements, we can take out at most n elements from B, leaving at least m-n elements in B-A. This shows that there is at least one element in B that is not in A, therefore $$ B\ne A$$.

Arithmetic
I'm sure we all know how to do arithmetic already, but mathematicians like to be "rigorous." That means that we like to have clear definitions of everything we use.

 * Axiom 7. The numbers 0 and 1 exist.
 * Definition 2.2.2. The operator + is defined so that 1+0=1 and $$\{1,1+1,1+1+1,1+1+1+1,\ldots\}$$ is an infinite set.  We write the elements of this set as $$ 1,2,3,4,\ldots$$ and define $$ n+m = (1+1+\cdots (n\mbox{ times}))+(1+1+\cdots (m\mbox{ times})) = (1+1+\cdots (n+m\mbox{ times}))$$.
 * Definition 2.2.3. The operator $$\cdot$$ is defined so that $$1\cdot 0=0,$$ $$1\cdot 1 =1$$ and $$n\cdot 1 = 1+1+\cdots (n\mbox{ times}).$$  We also define $$n\cdot m = m+ m+m+\cdots (n\mbox{ times}).$$

The above definitions are just formalities. We know what numbers are and how they work. This is just a mathematical definition. Notice that only integer multiplication has been defined. Now we need one more definition to prove the following theorem.

 * Definition 2.2.4. An integer is said to be even if it is a multiple of two.  That is, 'n' is even if n = 2k for some integer k.  If this is not true, then it is said to be odd.  The property of whether a number is even or odd is its parity.
 * Theorem 2.2.5. If x and y are integers such that $$x+y$$ is odd, then $$ x\ne y.$$

To prove this by contrapositive, we assume that $$x=y$$ and show that $$ x+y$$ is even. If $$ x=y$$, then $$ x+y=x+x$$, which by Definition 2.2.3 is $$ 2\cdot x$$, so $$ x+y$$ is a multiple of 2 and is therefore even.

Biconditionals
Proofs by contrapositive are very helpful in proving biconditional statements. Recall that a biconditional is of the form $$P\Leftrightarrow Q$$ (P if and only if Q). To prove a biconditional we need to prove that $$ P\Rightarrow Q$$ and $$ Q\Rightarrow P.$$ However, if we use the contrapositive, we can show $$ P\Rightarrow Q$$ and $$\lnot P\Rightarrow \lnot Q.$$

More Arithmetic
Prime numbers are very interesting in number theory, but also in arithmetic. In fact, the Fundamental Theorem of Arithmetic has to do with primes. Here we will not give a proof, just a statement of the theorem.

 * Definition 2.2.6. A prime number is a positive integer that has no multiple other than 1 and itself.  A number that is not prime is called composite.
 * Theorem 2.2.7 (Fundamental Theorem of Arithmetic). Every integer has a unique factorization of primes, excluding reorderings.

This theorem will be very useful in the proof of the next theorem.
 * Theorem 2.2.8. An integer n is even if and only if its square $$n^2 = n\cdot n$$ is even.
 * Proof
 * First we do a constructive proof. Suppose that n is an even integer.  Then by defintion of even, $$ n = 2\cdot k$$ for some integer k.  Then $$ n^2 = (2k)^2 = 2k\cdot 2k = 2(k\cdot 2\cdot k)$$. Since $$ k\cdot 2\cdot k$$ is an integer because it is the product of integers, we see that $$n^2$$ is even.  This shows the "only-if" part of the theorem.
 * To show the "if" part, we use a proof by contrapositive. Assume that n is not even, or that n is odd.  Let $$ n = a_1^{k_1}\cdot a_2^{k_2}\cdots a_m^{k_m}$$ be the prime factorization of n.  Then none of the $$a_i$$ are 2 for any i.  We consider the square $$n^2 = a_1^{2k_1}\cdots a_m^{2k_m}$$ and notice that there are no multiples that are equal to 2, so we conclude that $$n^2$$ is odd.  This proves the theorem.

Exercises

 * 1) Prove the following by contrapositive:
 * 2) An integer n is even if and only if n+1 is odd.
 * 3) If n and m have the same parity then n+m is even.


text:
Mathematical Proof/Methods of Proof/Proof by Contradiction

The method of proof by contradiction is to assume that a statement is not true and then to show that that assumption leads to a contradiction. In the case of trying to prove $$P\Rightarrow Q$$, this is equivalent to assuming that $$P\land\lnot Q$$ That is, to assume that $$P$$ is true and $$Q$$ is false. This is known by its latin reductio ad absurdum (reduction to absurdity), since it ends with a statement that cannot be true.

Square root of 2
A good example of this is by proving that $$\sqrt2$$ is irrational. Proving this directly (via constructive proof) would probably be very difficult (if not impossible). However, by contradiction we have a fairly simple proof.

 * Proposition 2.3.1. $$\sqrt2\notin\Q$$

Proof: Assume $$\sqrt2$$ is rational. Then $$\sqrt2=\frac{a}{b}$$, where $$a$$ and $$b$$ are relatively prime integers (a and b have no common factors). and $$b\ne0$$. So

$$2=\frac{a^2}{b^2}$$

$$2b^2=a^2$$

But since $$a^2$$ is even, $$a$$ must be even as well, since the square of an odd number is also odd. Then we have $$a=2a_1$$, or $$2b^2=4a_1^2,$$ so $$b^2=2a_1^2$$.

The same argument can now be applied to $$b$$ to find $$2b_1=b$$. However, this contradicts the original assumption that a and b are relatively prime, and the above is impossible. Therefore, we must conclude that $$\sqrt2$$ is irrational.

Of course, we now note that there was nothing in this proof that was special about 2, except the fact that it was prime. That's what allowed us to say that $$a$$ was even since we knew that $$a^2$$ was even. Note that this would not work for 4 (mainly because $$\sqrt4=2\in\Q$$) because $$4|a^2$$ does not imply that $$4|a$$.

More Thoughts
In English, the procedure is this: Assert that a statement is false, and then prove yourself wrong. (Thereby proving the original statement was true.) This is a form of Modus Tollens.

For many students, the method of proof by contradiction is a tremendous gift and a trojan horse, both of which follow from how strong the method is. In fact, the apt reader might have already noticed that both the constructive method and contrapositive method can be derived from that of contradiction.

However, its reach goes farther than even that, since the contradiction can be anything. Even if we ignore the criticisms from constuctivism, this broad scope hides what you lose; namely, you lose well-defined direction and conclusion, both of which have to be replaced with intuition.

Lastly, even in nonconstructive company, using the method in the first row of the table above is considered bad form (that is, proving something by pseudo-constructive proof), since the proof-by-contradiction part of it is nothing more than excess baggage.


text: Template:NetHack

title: Template:NetHack


text:
Mathematical Proof/Methods of Proof/Counterexamples

A proof by counterexample is not technically a proof. It is merely a way of showing that a given statement cannot possibly be correct by showing an instance that contradicts a universal statement. For example, if you are trying to prove the statement "All cheesecakes are baked in Alaska." and you did not know whether to prove it by contrapositive or contradiction, all I would have to do is bake a cheesecake right in front of you here in Texas and then you would know that your efforts had been in vain.

Consider the following statement:

Every set is countable.

Of course a counterexample to this would be the interval from $$[0,1] \subset \mathbb{R}$$. To show that this interval isn't countable, we assume that it is, so then there is a bijective function $$f:\mathbb{N} \rightarrow \mathbb{R} $$ since $$f $$ is bijective we may write the elements of $$ [0,1] $$ in a list here we write the numbers in $$ [0,1] $$ in their decimal expansions.

$$f(1) = .b_{(1,1)} b_{(1,2)} b_{(1,3)} b_{(1,4)} \ldots $$

$$f(2) = .b_{(2,1)} b_{(2,2)} b_{(2,3)} b_{(2,4)} \ldots $$

$$f(3) = .b_{(3,1)} b_{(3,2)} b_{(3,3)} b_{(3,4)} \ldots $$

$$\vdots $$

For the purposes of the proof, we need each real number to be uniquely defined by a decimal. This is of course true in almost all cases (take .01, for instance... it's equal to .00999999999...). In fact, the cases when it's not true are exactly the cases when the decimal ends in a string of zeros, or "terminates" (a separate proof would be needed for this, but for now accept it as true). Therefore, let the decimals all be in "nonterminating form," so that there's another bijection between the decimal expansions and the real numbers.

Now let $$ a_i = 0 $$ if $$ b_{(i,i)} $$ is odd and 1 if $$ b_{(i,i)} $$ is even. Now I claim that $$ x = .a_1a_2a_3a_4 \ldots $$ is not listed here. To show this suppose it were then for some $$ n \in \mathbb{Z}, f(n)=.b_{(n,1)}b_{(b,2)} \ldots b_{(n,n)} \ldots $$ but $$ a_n = 0 $$ if $$ b_{(n,n)} $$ is odd and $$ a_n = 1 $$ if $$ b_{(n,n)} $$, this is not possible so we conclude that $$ .a_1a_2a_3a_4 \ldots $$ is not in the list, this shows we may not have a surjection from $$ \mathbb{N} \rightarrow \mathbb{R} $$

Although this is a counterexample, we still had to PROVE that it was in fact a counterexample and in doing so used both a proof by contradiction (this was the overall method of the proof) by a construction (of $$ x = .a_1a_2a_3a_4 $$). Although there may be more then one counterexample to any given false claim, you must always provide by a proof or argument that your counterexample works.


text:
User:Prometheuspan~enwikibooks

User:Prometheuspan/wikimarkupnotes

To WikiBooks, Other Wikimedia, and so forth, as the THINKSTARSHIP/Departments Stubs show.
 * This user would appreciate help in linking THINKSTARSHIP

Prometheuspan 03:19, 13 April 2006 (UTC)
 * This User is now back from break

 * This users actual time to commit to Wikibooks is about 6-8 hours a day, and 3 or 4 days a week. And about 3 out of 4 weeks.

 * This user works currently from a computer lab or the library and must keep those hours, which are 10 am to 9 pm his time mon-fri most days.

 * This users project business plan has more information, but this users plan is to be with wikibooks for a year and a half. This may stretch to only a year, or it may stretch to 6 years.

 * This user is extremely dyslexic, and has a case of high functioning aspergers syndrome.

 * This user can speed read 100 pages in about an hour.

 * This user is Eclectic and Integrative, which means that they use as many different systems as they can, sort those systems for their own use, and create a new larger paradigm that encompasess many of the worlds religions, paradigms, and Science Schemas.

Physics."
 * This user is an Expert (Having read hundreds of textbooks and thousands of periodicals) in the subjects of Psychonautics, Psychology, Political Science, Comparative World Religions, Shamanism, Wicca, World Religious History, Sociology, and "Laymans

 * This user thinks userboxes are underutilized on the one hand and thus affectations on the other.

touring the country at 18. This user currently resides in Santa Barbara California.
 * This User was Born in Provo Utah, grew up Mormon, and a College Students Child, Moved to New Jersey at 11, Denver at 12, and began

I am the person who proposed "ThinkStarship".

I did it short, sweet, and simple, because that is what the window size screamed at me, and, because I assumed that the idea was sound enough to state simply and quickly, and that you folks are busy enough that you would appreciate that.

Let me walk through the Narrative of my experience a bit. I can't find the original proposal, but I will do my best to create it from memory; --

Think Starship will have two main and distinctly different primary functions. The first will be to generate Textbooks on almost any given topic, And the Second will be to design and Implement A Space Colonization program with the goal of Colonizing most of our solar system within 50 years. ---

Allow me now to add a bit to that.

Think Starships First function, to generate a batch of Textbooks, may admittedly be served better in some senses in wiki Books, and overall, I'm not opposed to that, it almost makes sense. However, lets be clear about what I am saying here. This means a list of Textbooks covering at my latest list about 70 Primary Topics, and all of them inter correlated and inter-relative and interlinking. All of those Topics would be explored from the direction and perspective of pragmatic expediency to the topic at hand; Space Colonization. This is not the same, say for instance,

as a Physics Textbook, because a standard Physics textbook does not have as its underlying Theme Space Colonization. Were I to start contributing to a Physics Textbook Effort already in progress, I would bet some people would rightly point out that I was putting in strange and obtuse digressions that seemed Extravagant and only vaguely relative. The Same thing applies for say, Sociology. This isn't a Textbook on the topic of Sociology, it’s a Textbook on the sociology of 4000 persons isolated from the rest of humanity- Permanently. All of that may be somewhat moot, I am willing to admit that wikibooks may still be the place for those Textbooks, and I am comfortable with that as a final judgment, although I assume that Wiki Books would then have to make some effort to reasonably differentiate ThinkStarships' Texts from the Standard.

The second Function of ThinkStarship, (namely designing and implementing a 50 year colonization plan for most of our solar system) Does not even slightly or sort of fit into a futurists WikiCity for a variety of reasons.

The first is that ThinkStarship isn't Speculative, and its only real concern with "The Future" as such is the creation and management and implementation of its own plans.

The second is that ThinkStarship is a very large umbrella, an umbrella so large that it might eventually open up to contain within it Futurist Speculation, although at first for relevancies sake, Futurism is well outside of the purview of think Starship.

Futurist explorations and Think Starships Explorations are two completely different types of interests. One has one foot firmly in the realm of science fiction, speculation, and the realm of the hobbyist. The other is a much more serious, much more pragmatic, much more down to earth type of information, which will have to have very high standards of reality check operating inside of it. Both feet of ThinkStarship must be rooted in Science Fact, or at least, what we can reasonably assume will be Science fact in the very immediate Future. (There are some problems with Space Colonization which are yet to be resolved, the highest order of which are ecological. Given efforts like Wikis' own assorted other efforts, which I have taken a few days now to go look at, most of those problems are already well on their way to being solved if current Wiki trends continue. For instance, a very large database will need to be created, listing all of the organisms that will need to be included in order to have a stable and self sustaining ecosystem, and then all of the chemical inputs and outputs of all of those organisms will have to be charted and mapped. It’s a very simple problem solving process, its just that the database is so huge it hasn't been resolved yet.)

I'd like to list the Topics that do fall under the umbrella of ThinkStarship.

 * Computer Hardware
 * Macro (Large Scale) Robotics
 * Micro (insect Scale) Robotics
 * NanoRobotics (Single Cell Scale) Robotics

 * Chemistry
 * Biochemistry
 * Ecology Sciences
 * Brain Anatomy
 * Physiology
 * Anatomy
 * Ergonomics
 * Plant Biology
 * Animal Biology
 * Human Biology
 * Digestive Science

 * Air Cycle Science
 * Artificial Intelligence/ Computer Software
 * Psychology
 * Psychonautics
 * Sociology
 * Architecture
 * Arcologies
 * Electronics
 * Photal+Optical Sciences
 * Magnetic Science
 * Quantum Mechanics
 * Physics
 * Thermodynamics
 * Hydrodynamics
 * Aerodynamics
 * Solar Wind Sciences
 * Aesthetics
 * Navigation + Cartography
 * Basic Mathematics
 * Advanced Mathematics
 * Algebra
 * Calculus
 * Simulation Mathematics
 * Linguistics
 * Syntax
 * Personnel (Labor Management)
 * Personal (Hygiene, ETC)
 * Symbology
 * Game Theory
 * Think Tank Science
 * Educational Science
 * Law
 * Ethics
 * Government
 * MacroProcess (Interco relation, Multidiscipline map

Since this is my "Write a detailed proposal" prequel, let me finish with selling the project. What I am offering "Wiki" is essentially a public NASA. The problems of Space colonization are sure to generate remarkable solutions for other problems...This is already the case for the current Space program

Think Starship will have to undergo several dynamicgrowth stages, including a lot of financial evolution and I do have several business plans cooked up to raise funds at that stage of the overall plan.

Obviously, in order to implement what is designed, mostly here on the Wiki, many other computer and software resources will need to be employed, and the Wiki adventure is a sort of infancy for the Think Starship Endeavor.

title: User:Prometheuspan~enwikibooks


text:
Esperanto/Appendix/False friends

A "False Friend" (Falsa Amiko) is a word that looks and/or sounds similar, but has a different meaning.

See also Esperanto Wikipedia's list of false friends.

Danish
^ Esperanto ^ | Appendix K: False Friends

title: Esperanto/Appendix/False friends


text:
Biblical Studies/Christianity/Major events and important movements in church history

History of Christianity
Christianity is the religion instituted by Jesus Christ that has defined an era in history continuously for the last 2000 years plus. It teaches that there is no salvation without Christ's atonement, without faith in God and a belief in the gospels. Though the great moral principles which it reveals and teaches and the main doctrines of the gospel have been preserved without interruption, the genius of the different nations and ages has materially colored its character. The first community of the followers of Jesus was formed at Jerusalem soon after the death of their Master in 30/33 AD. Another was formed at Antioch in Syria about 59/65 AD, where the followers of Jesus were first called Christians. The travels of the apostles spread Christianity through the provinces of the Roman Empire, Palestine, Syria, Asia Minor, Greece, the islands of the Mediterranean, Italy and the northern coast of Africa, as early as the first century. At the end of the third century almost one-half of the inhabitants of the Roman Empire, and of several neighboring countries, professed this belief, and in the twenty-first century it is still spreading through missionary work. As a result of this missionary zeal, Christians have suffered persecution down through history, on the other hand, holy wars have been fought in the name of Jesus and free-thinkers have been subject to various inquisitions in the name of love, but the successes outweigh the setbacks and in the Christian viewpoint the world is a better place for the gospel outreach. Many offshoots sprang from the main trunk. The Gnostics who date from the days of the apostles professed a deeper knowledge of God’s hidden spiritual realities with a degree of asceticism, while incorporating Jesus in the system, but often combined this with a desire for moral freedom. The Arians of the fourth century believed the Son was created inferior to the Father. The Nestorians of the fifth century believed in two separate persons of Jesus, divine and human, in one personality. These early questions were representative of the dissonant voices which detracted from the message. The most important events in the subsequent history of Christianity were the division of the Roman Church in 1054 and the Western Reformation beginning in 1517. The number of Christians in the world in 1900 was computed at 477,000,000. Of these about 230,000,000 were Roman Catholics, 98,000,000 belonged to the Eastern Orthodox Church and 149,000,000 were Protestants. The figures for the year 2000 approximate 1,000,000,000 plus for Catholics, 240,000,000 for Orthodox, 590,000,000 for Protestants, and 275,000,000 for other Christian identity groups. Of the various churches of Protestants the most numerous are the Lutheran and the Calvinistic churches.

Early Cartography

 * Palestine
 * Eastern Mediterranean

The Church and World History

 * The Roman Empire

Return to Christianity contents page


text:
User talk:Richard x

Renaming Pages on Wikibooks
This is just a gentile reminder to not rename pages for a Wikibook that are just a simple name like Combat. There are some important differences between Wikibooks and Wikipedia, and we try to keep all of the content to a single "book" together under a single namespace, using some sort of standard naming convention. The main reason for this is that it is easier for us (administrators and other people helping in general with Wikibooks) to find content, as well as spot vandalism and other nonsense that doesn't belong on Wikibooks.

I'm merging in some of the content you had put in earlier for the RuneScape wikibook, and I hope that you do come back and contribute some more to this content. For some further details about this, see Naming policy --Rob Horning 06:29, 25 February 2006 (UTC)

Thanks!
Thanks for working so much on RuneScape PRice Guide... A lot of valuable work has been done, it will help a lot! Geeky 15:59, 13 March 2006 (UTC)

Vandal attack
I have no idea why you were the target of an attack here by a vandal, but apparently you were. I'm sorry if you appeared to be the target of administrative actions, of which you weren't. I also apoligize on behalf of the whole project and want to encourage your continued participation. Consider this idiot like countless others who feel it is better to destroy than build. --Rob Horning 14:12, 17 April 2006 (UTC)

title: User talk:Richard x


text:
Latvian

Latvian is an Indo-European language, which belongs to the Baltic language family; the language itself is first attested in the 16th century. It has many archaic features. It also has some striking similarities with Russian and Polish, with Germanic and Finnic-like pronunciation of words as well as loanwords from these language families.

 * 1) /Alphabet and pronunciation/
 * 2) /Basic vocabulary/
 * 3) /Common phrases/

title: Latvian


text:
Harmonica/Harmonica Layouts and Alternate Tunings

Major Key of C/Crossharp key of G
1 2  3  4  5  6  7  8  9  10        - blow: |C |E |G |C |E |G |C |E |G |C | draw: |D |G |B |D |F |A |B |D |F |A | -

Major Key of Db/Crossharp Key of Ab
1 2  3  4  5  6  7  8  9  10        - blow: |Db|F |Ab|Db|F |Ab|Db|F |Ab|Db| draw: |Eb|Ab|C |Eb|Gb|Bb|C |Eb|Gb|Bb| -

Major Key of D/Crossharp Key of A
1 2  3  4  5  6  7  8  9  10        - blow: |D |F#|A |D |F#|A |D |F#|A |D | draw: |E |A |C#|E |G |B |C#|E |G |B | -

Major Key of Eb/Crossharp Key of Bb
1 2  3  4  5  6  7  8  9  10        - blow: |Eb|G |Bb|Eb|G |Bb|Eb|G| Bb|Eb| draw: |F |Bb|D |F |Ab|C |D |F| Ab|C| -

Major Key of E/Crossharp Key of B
1 2  3  4  5  6  7  8  9  10        - blow: |E |G#|B |E |G#|B |E |G#|B |E | draw: |F#|B |D#|F#|A |C#|D#|F#|A |C#| -

Major Key of F/Crossharp Key of C
1 2  3  4  5  6  7  8  9  10        - blow: |F |A |C |F |A |C |F |A |C |F | draw: |G |C |E |G |Bb|D |E |G |Bb|D | -

Major Key of F#/Crossharp Key of C#
1 2  3  4  5  6  7  8  9  10        - blow: |F#|A#|C#|F#|A#|C#|F#|A#|C#|F#| draw: |G#|C#|F |G#|B |D#|F |G#|B |D#| -

Major Key of G/Crossharp Key of D
1 2  3  4  5  6  7  8  9  10        - blow: |G |B |D |G |B |D |G |B |D |G | draw: |A |D |F#|A |C |E |F#|A |C |E | -

Major Key of Ab/Crossharp Key of Eb
1 2  3  4  5  6  7  8  9  10        - blow: |Ab|C |Eb|Ab|C |Eb|Ab|C |Eb|Ab| draw: |Bb|Eb|G |Bb|Db|F |G |Bb|Db|F | -

Major Key of A/Crossharp Key of E
1 2  3  4  5  6  7  8  9  10        - blow: |A |C#|E |A |C#|E |A |C#|E |A | draw: |B |E |G#|B |D |F#|G#|B |D |F#| -

Major Key of Bb/Crossharp Key of F
1 2  3  4  5  6  7  8  9  10        - blow: |Bb|D |F |Bb|D |F |Bb|D |F |Bb| draw: |C |F |A |C |Eb|G |A |C |Eb|G | -

Major Key of B/Crossharp Key of F#
1 2  3  4  5  6  7  8  9  10        - blow: |B |D#|F#|B |D#|F#|B |D#|F#|B | draw: |C#|F#|A#|C#|E |G#|A#|C#|E |G#| -

12-hole chromatic, key of C
1 2  3  4  5  6  7  8  9 10 11 12        --- blow: |C |E |G |C |C |E |G |C |C |E |G |C |  key out draw: |d |f |a |b |d |f |a |b |d |f |a |b | ---         1  2  3  4  5  6  7  8  9 10 11 12        --- blow: |C#|F |G#|C#|C#|F |G#|C#|C#|F |G#|C#|  key in draw: |d#|f#|a#|c |d#|f#|a#|c |d#|f#|a#|c | ---

12-hole chromatic, key of G
1 2  3  4  5  6  7  8  9 10 11 12        --- blow: |G |B |D |G |G |B |D |G |G |B |D |G |  key out draw: |a |c |e |f#|a |c |e |f#|a |c |e |f#| ---         1  2  3  4  5  6  7  8  9 10 11 12        --- blow: |G#|C |D#|G#|G#|C |D#|G#|G#|C |D#|G#|  key in draw: |a#|c#|f |g |a#|c#|f |g |a#|c#|f |g | ---

12-hole chromatic, key of F
1 2  3  4  5  6  7  8  9 10 11 12        --- blow: |F |A |C |F |F |A |C |F |F |A |C |F |  key out draw: |G |Bb|D |E |G |Bb|D |E |G |Bb|D |E | ---         1  2  3  4  5  6  7  8  9 10 11 12        --- blow: |Gb|Bb|Db|Gb|Gb|Bb|Db|Gb|Gb|Bb|Db|Gb|  key in draw: |ab|b |eb|f |ab|b |eb|f |ab|b |eb|f | ---

12-hole chromatic, key of B
1 2  3  4  5  6  7  8  9 10 11 12        --- blow: |B |Eb|Gb|B |B |Eb|Gb|B |B |Eb|Gb|B |  key out draw: |db|e |ab|bb|db|e |ab|bb|db|e |ab|bb| ---         1  2  3  4  5  6  7  8  9 10 11 12        --- blow: |C |E |G |C |C |E |G |C |C |E |G |C |  key in draw: |d |f |a |b |d |f |a |b |d |f |a |b | ---

Note: becomes Irish Tuning if the key position are switched

14-hole chromatic, key of C
`1 `2 1  2  3  4  5  6  7  8  9 10 11 12        - blow: |G |C |C |E |G |C |C |E |G |C |C |E |G |C |  key out draw: |a |b |d |f |a |b |d |f |a |b |d |f |a |b | --        `1 `2  1  2  3  4  5  6  7  8  9 10 11 12        - blow: |G#|C#|C#|F |G#|C#|C#|F |G#|C#|C#|F |G#|C#|  key in draw: |a#|c |d#|f#|a#|c |d#|f#|a#|c |d#|f#|a#|c | -

16-hole chromatic, key of C
`1 `2 `3 `4 1  2  3  4  5  6  7  8  9 10 11 12        --- blow: |C |E |G |C |C |E |G |C |C |E |G |C |C |E |G |C |  key out draw: |d |f |a |b |d |f |a |b |d |f |a |b |d |f |a |b | ---        `1 `2 `3 `4  1  2  3  4  5  6  7  8  9 10 11 12        --- blow: |C#|F |G#|C#|C#|F |G#|C#|C#|F |G#|C#|C#|F |G#|C#|  key in draw: |d#|f#|a#|c |d#|f#|a#|c |d#|f#|a#|c |d#|f#|a#|c | ---

Country tune
1 2  3  4  5  6  7  8  9  10        - blow: |C |E |G |C |E |G |C |E |G |C | draw: |D |G |B |D |F#|A |B |D |F |A | -

Natural Minor, Crossharp Key of C
1 2  3  4  5  6  7  8  9 10        - blow: |C |Eb|G |C |Eb|G |C |Eb|G |C | draw: |D |G |Bb|D |F |Ab|Bb|D |F |Ab| -

Harmonic Minor
1 2  3  4  5  6  7  8  9 10        - blow: |C |Eb|G |C |Eb|G |C |Eb|G |C | draw: |D |G |B |D |F |Ab|B |D |F |Ab| -

Melody Maker, Crossharp Key of G
1 2  3  4  5  6  7  8  9 10        - blow: |C |E |A |C |E |G |C |E |G |C | draw: |D |G |B |D |F#|A |B |D |F#|A | -

Melody Maker, Crossharp Key of C
1 2  3  4  5  6  7  8  9 10        - blow: |F |A |D |F |A |C |F |A |C |F | draw: |G |C |E |G |B |D |E |G |B |D | -

Augmented Spanish
1 2  3  4  5  6  7  8  9 10        - blow: |C |E |G#|C |E |G#|C |E |G#|C | draw: |Eb|G |B |Eb|G |B |Eb|G |B |Eb| -

Paddy Richter tuning (Brendan Power)
1 2  3  4  5  6  7  8  9  10        - blow: |C |E |A |C |E |G |C |E |G |C | draw: |D |G |B |D |F |A |B |D |F |A | -

Spiral Tuning (Circular Tuning)
1 2  3  4  5  6  7  8  9  10        - blow: |C |E |G |Bb|D |F |A |C |E |G | draw: |D |F |A |C |E |G |Bb|D |F |A | -

Optimized Blues Tuning
1  2   3   4   5   6   7   8   9   10 blow:         |Bb |Db |F  |Ab |Bb |Db |F  |Ab |Bb |Db | 1 drawbend:  |   |D  |   |A  |   |D  |   |A  |   |D  | 1/2 drawbend: |B |Eb |Gb |Bb |B  |Eb |Gb |Bb |B  |Eb | draw:        |C  |E  |G  |B  |C  |E  |G  |B  |C  |E  |

Bebop tuning
`1 `2 `3 `4 1  2  3  4  5  6  7  8  9 10 11 12        --- blow: |C |E |G |Bb|C |E |G |Bb|C |E |G |Bb|C |E |G |Bb|  key out draw: |d |f |a |b |d |f |a |b |d |f |a |b |d |f |a |b | ---        `1 `2 `3 `4  1  2  3  4  5  6  7  8  9 10 11 12        --- blow: |C#|F |G#|B |C#|F |G#|B |C#|F |G#|B |C#|F |G#|B |  key in draw: |d#|f#|a#|c |d#|f#|a#|c |d#|f#|a#|c |d#|f#|a#|c | ---

Classical tuning
`1 `2 `3 `4 1  2  3  4  5  6  7  8  9 10 11 12        --- blow: |C |E |G |B |C |E |G |B |C |E |G |B |C |E |G |B |  key out draw: |d |f |a |c |d |f |a |c |d |f |a |c |d |f |a |c | ---        `1 `2 `3 `4  1  2  3  4  5  6  7  8  9 10 11 12        --- blow: |C#|F |G#|C |C#|F |G#|C |C#|F |G#|C |C#|F |G#|C |  key in draw: |d#|f#|a#|c#|d#|f#|a#|c#|d#|f#|a#|c#|d#|f#|a#|c#| ---


text:
Pro Engineer/Create Features/Extrude

ProEngineer Wildfire2 is a computer aided design (CAD) program that is used to create models on a computer in three-dimensions. Since three dimensions are used the models mimic real parts in the way that they are constructed. The models are sometimes referred to as virtual parts since at the design stage they only exist within the computer. Most of the models made in ProEngineer Wildfire2 are termed solid models which implies that the computer has a full understanding of the solidity of the part i.e. the computer ‘knows’ where there is material and where there is empty space. Solid modelers use commands to construct models that reflect manufacturing techniques, such as extrude and cut, combining these to make complex shapes.

ProEngineer Wildfire2 is a fully parametric CAD program. This means that when a part is designed and modeled dimensions are assigned which define the part. If, at a later time, these dimensions are found to be unsuitable they can be easily changed and the modification will filter through the system wherever the part appears. This is particularly helpful when dealing with collection of parts (known as an assembly) since if a modification is made to a single part, the modification is carried throughout the assembly. A designer can also define relationships between parts. For example, in an engine, if the diameter of the piston is increased or decreased, the corresponding engine block can be defined such that it is automatically modified to match the specifications of the modified piston. Using any CAD system complex models need to be built by combining simpler shapes. In ProEngineer Wildfire2 these simpler shapes are called features. Several features are combined to form a part. Using Figure 1 as an example the part shown diagrammatically is made up of four features as follows:
 * 1) A rectangular block of material is created.
 * 2) Removing material from the block creates a slot.
 * 3) Finally material is removed to form a large hole.
 * 4) Material is again removed to make four small holes.

Later tutorials will explain how several parts can be combined to form assemblies as shown in Figure 1.

Creating a Part
In this tutorial we will introduce you to some basic modeling concepts including creating parts, creating basic features, sketching and saving information. Before starting to work through this tutorial you need to be sitting in front of a computer which has access to ProEngineer Wildfire2 and be logged on. You tutor should have advised you of how to log in already.

Start ProEngineer Wildfire2 by double clicking on the icon on your desktop or from the START menu. The main application window should appear shortly.

You will see the normal Windows features – menus, toolbars, a main graphics area and on the left side a browser window. The next step is to create your first part. To do this use the menu FILE > NEW. As you click on this menu notice the small picture to the left of the word New… This is the icon for the NEW command. You could choose this icon from the toolbar below the menu if you prefer. Generally in this tutorial the menu command is given but you will often find the icon more convenient so look out for them.

After choosing the new command a dialog box will appear as shown in Figure 3. Notice that the Part option is already checked and type in calculator as the name of this part (Note : ProEngineer does not allow spaces and other special characters in names). A second dialog will appear offering different options for parts – in particular different units of measurement. Choose mmns_part_solid which means the units of length will be millimetres and units of mass will be Newtons and click on the OK button.

Well done – you have made your first part! The part contains some features already. The browser on the left of Figure 5 shows 3 datum planes and a coordinate system. So what are datum planes? As the word plane implies these are flat areas that can be used as references for defining parts of your model. In some case you can define models without any datum planes, in other cases they are essential. Many people choose to always have a basic set of default datum planes (like the ones in your model) defined as a starting point for their model. Datum planes are displayed as rectangles that are just big enough to enclose the model. They are given names by the system such as RIGHT, TOP and FRONT. You will see datum planes drawn in either brown or black. This is to distinguish between the two sides of the datum. If you looking exactly onto the edge of a datum plane you will see two parallel lines drawn representing the two sides of the plane

title: Pro Engineer/Create Features/Extrude


text:
Dichotomous Key/Orthoptera

1

 * Antennae, tarsi, ovipositor
 * Antennae much shorter than body. Tarsi 2-3 segmented. Ovipositor short and composed of 2 pairs of short, horny, diverging plates - 2: Caelifera
 * Antennae as long as or longer than the body. Tarsi 3-4 segmented. Ovipositor elongate and either swordshaped or cylindrical - 3: Ensifera

3: Ensifera
cs:Dichotomický klíč:Orthoptera

title: Dichotomous Key/Orthoptera


text:
Introduction to Sociology/Print version

Note: current version of this book can be found at http://en.wikibooks.org/wiki/Introduction_to_Sociology

Remember to click "refresh" to view this version.

 * Authors
 * Introduction
 * Sociological Methods
 * General Sociological Theory
 * Social Life
 * Society
 * Culture
 * Socialization
 * Groups
 * Demography
 * Deviance and Norms
 * Social Inequality
 * Race and Ethnicity
 * Gender
 * Stratification
 * Family
 * Religion
 * Education
 * Health and Medicine
 * Social Change
 * Collective Behavior
 * Social Movements
 * Sociological Practice

=Authors=

=Introduction=

=Sociological methods=

=General sociological theory=

=Society=

=Culture=

=Socialization=

=Groups=

=Demography=

=Aging=

=Deviance and norms=

=Stratification=

=Race and ethnicity=

=Gender=

=Economy=

=Family=

=Religion=

=Health and medicine=

=Politics=

=Collective behaviour=

=Social movements=

=Sociological Practice=

=Being a Sociologist=

title: Introduction to Sociology/Print version


text:
Improvisational Acting/Rules

In order to do good Improv, the first thing that you need to learn is the rules of Improv.

= The Main Rules = If you're just learning Improv, here are the main rules that you should be concerned about.

Yes, and...
Often considered the main rule of Improv, all it says is that '''you are not allowed to negate other people's statements. Instead, add on to them.''' For example, here is an example of a scene where "Yes, and..." is not used:

SUGGESTION: tournament

 * 1: Alright, are you ready to tee off?
 * 2: What are you talking about? We're not on a golf course, we're at a basketball court!

The scene is instantly killed by negating what player 1 said. Here's an example of "Yes, and..." used correctly:

 * 1: Alright, are you ready to tee off?
 * 2: Yeah, but I'm pretty nervous. It's the last hole, and I'm ahead by 2 strokes.

Player 2 has now added on to the scene, and developed a problem and a place for the scene to go.

Don't Try To Be Funny
Very important, especially for beginning improvisers. '''Don't try to be funny. Humor will come naturally out of the scene without any effort.''' Just try to act out the scene, and the game or elements will add humor. For example, which of these is funnier:

SUGGESTION: cheerleader and car

 * 1: Aw man, my car ran out of gas, and I'm all out of money.
 * 2: I'll give you a dollar if you make me laugh.
 * 1: Poop.

Both players 1 and 2 tried to be "funny", and ended up making a stupid scene. Instead, look at the following scene, where people just act the scene out naturally.

 * 1: Aw man, my car ran out of gas, and I'm all out of money. I guess I'll have to dance for money at this bar.
 * 2: What are you doing?
 * 1: Alright? Ready? Okay! {does cheerleading routine}
 * 2: What is going on?
 * 1: Alright! Anybody? Tips? Anybody?

The scene is funny because it's a situation that we don't normally see, and not because everybody was trying to be funny.

Have Energy!
Always put as much energy into a character as possible, even if it's a character which superficially lacks energy. Otherwise, the audience gets bored.

SUGGESTION: Boring Man
 * 1: (Throws down arms) I'm so boooooooored! I'm so boooooooored I could just die right now. You know, I haven't been this boooooooored since I looked for a needle in a haystack! (mimes searching for needle)

Although boredom is characterized by a lack of energy in reality, by throwing his or her arms around and giving his or her sentences dynamic variety and accenting key words like "bored," the audience is entertained by an engaging character. Note that having energy rarely equals yelling at the top of one's voice.

Playing Off Lines
'''Don't go into a scene with a set agenda. Instead, listen to what other people say, and base your next line on that.''' Here's an example where people have gone into the scene with set agendas:

SUGGESTION: spies

 * 1: Alright, the Queen's given us her directions. Let's go.
 * 2: Let's go get the diamond!
 * 1: Uh oh, we need to go through a pit of snakes!
 * 2: I think I've got the diamond now.
 * 1: Ow, a snake just bit me!

It is almost like two scenes are going on at the same time, with neither person listening to each other. Here's an example of "Playing Off Lines" used correctly:

 * 1: Alright, the Queen's given us her directions. Let's go.
 * 2: I just need to know why the Queen needs this diamond.
 * 1: I don't think that it's important, it's just that she wants to mount it on her ring.

Now that the two actors are listening to each other, the scene takes shape, and humor.

Make the Active Choice
Improv acting, like scripted acting, is about the doing. Audiences are drawn to action. When there is the opportunity to do something (show rather than tell) always go for the active choice.

Rather than talking about climbing a mountain...
 * 1: We should climb the mountain!
 * 2: Yes, we should climb the mountain so we can get the treasure."

Climb the Mountain....and see what happens next...
 * 1: (while climbing) Here we go...I love the fresh snow crunch (while climbing)
 * 2: (a minute later) We can see the entire town from here and...THERE the king's! ( while running to chest) just like in the legend (while opening chest)!"

The action that goes on while climbing- the anchoring, tossing of the rope, trumping up, slipping and other actions are the scene...more so than the talk.

Move Forward
Always work to make a scene go forward; at the very least, one must always add information to the scene. Never initiate argument with another improver, for argument immediately stops a scene from moving forward. Instead, strive to let the conflict manifest itself out of making active choices and saying "yes" to your fellow improviser, after first having listened. This conflict should unite the improvers. Thus, it is almost always an external force.

Rather than argue...
 * 1: Oof, I fell on a crack!
 * 2: Ha ha!
 * 1: Hey, that's not funny.
 * 2: Yes it is!

Take advantage of an action to identify a common enemy of the improvisers...

 * 1: Oof, I fell on a crack!
 * 2: You fell?! We need to call a doctor!
 * 1: You're a doctor!
 * 2: Yes, of course! In my panic I forgot all about that.

title: Improvisational Acting/Rules


text:
Orthopaedic Surgery/Infections

By present account 1,407 pathogens can infect humans; pathogens defined here include viruses, bacteria, parasites protazoa and fungi. Infection results in contact between human cells and a pathogen. Chemical interaction occurs between the two and from the standpoint of the human cell can be categorized as non-self recognition, and defense. This local encounter then gives rise to a systemic response to the infection which attempts to favor containment, eradication and elimination of the invader, or it may reflect the toxic effect of the pathogen on the organism as a whole. In some cases the immune response to infection results in late sequelae leading it seems to the development of auto-immune based diseases.

title: Orthopaedic Surgery/Infections


text:
Orthopaedic Surgery/Genetics

Here in the first decade of the 21st century we are 6.5 billion humans. Every second we add another 4.4, every minute 261,and if I keep ahead of the readers capacity to calculate that is 15,679 persons born each hour, and 137,350,692 born every year.

Meanwhile 56,556,474 persons die each year world wide, so indeed we are growing our gene pool, and today our numbers amount to 6% of the persons who have ever lived that number being 106.5 billion.

Evolving in East Africa early protohumans migrated from east africa first to south asia and australia. Secondary migrations occurred to central asia, dispersing then to europe and the americas. We owe our knowledge of these events to the tracing of gene mutations in the y chromosome and the mitochondrial DNA of females. There is some controversy as would be expected and climatic events have played a role in the genesis of these migrations,with intervening calamity leading to periodic destruction of most of our numbers in the early millennia of our existence as a species we were left in scattered pockets numbering perhaps no more than 50,000 individuals world wide. Subsequently we have evolved from these pockets and as a result there is heterogeneity in our genetic makeup. Orthopedic manifestations of our genetic heritage include risk factors for a number of disease processes which are genetically based. A list of hundreds of orthopedic conditions due to single gene mutations (mendelian diseases) is available from the NLM website. These are mutations of genes coding for transcription factors, growth factor receptors and matrix macromolecules, to name a few examples. Beyond this we are not genetically identical as the human genome contains an estimated 10 million cases of single nucleotide polymorphism (SNP's).

Variable patterns of gene expression rather than variation in the genetic composition itself has the greater impact on the phenotypic heterogeneity. The pattern of gene expression is to some degree programmed as in growth and development, however it is also readily influenced by exogenous factors, thus the distinction between a condition which is genetically based and one that is not may be more a matter of degree than of absolute category. Increasingly we recognize the influence of our environment on genetic expression on a day to day basis such that each day we are subtly changed by our experience of the world. In the brain a short term memory, based on the strength of a synaptic connection, may be fleeting but with reinforcement a transition occurs into long term memory by means of a change in gene expression within a particular set of cells in the brain likewise our musculoskeletal systems retain memories of our experiences, and these memories ar embodied in an altered pattern of genetic expression within the cells of our musculoskeletal aparatus.

Our economic and environmental circumstance is perhaps a better target for our efforts to improve our orthopedic well being than is our immutable genetic inheritance. We can't choose our parents after all, and for the time being can do little to manipulate our gene expression at will. With the advent of erythropoietin, and BMP 2 and 7 we find the addition of genetically engineered products with which we can augment our native biological responses. It has taken 30 years to reach the point where the first clinical applications of genetic engineering have been brought to bear and the growth of these applications is liable to follow an exponential curve in parallel with the growth in computing capability. Increasingly the analysis of the human genome, transciptome and proteome will converge with the science of informatics; the science of analysing large volumes of data to identify meaningful patterns (Kurzweil, R 2005).

For the present it makes sense then to focus the majority of our efforts on improving our well being by improving our diet, managing our exercise habits, coordinating our health care delivery, keeping environmental toxins in check, and avoiding killing each other all in the process of enhancing the economic potential for all in a stress free way that does not undermine our right to the pursuit of happiness. For that lucky minority who have all of these factors going for them, we can consider genes and gene expression with the goal of directly influencing the process to meet our goals. While this may seem to hold the promise of highly personalized care for the most economically advantaged, the broader potential is for revolutionary advances which hold limitless possibilities for freeing our species from any of our major afflictions including many which affect our musculo-skeletal well being.

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=16264134

With the completion of the human genome project comes the recognition that humans have far fewer genes than once thought. With this realization comes the understanding that the genome is more flexible and more complicated than once imagined. Instead of having 100,000 genes it turns out we have 25,000 genes. The actual number of our genes puts us on par with some simple plants and worms so if the number of genes was the measure of sophistication of an organism then we should feel none too proud. It seems however that our genome has evolved to make more efficient use of our genes and to employ variation in the spicing to enable more than one protein type to be produced by any given gene. Knowing the code it seems leaves us with the more difficult process of understanding how gene expression is regulated, in development and in our adaptations to lifes vicissitudes.

It is estimated that it takes up to 50,000 years for a given adaptation to become widely prevalent in the population. So we can consider that we are walking around in bodies that are well adapted to the life of a hunter gather living 50,000 years ago. Of course some lucky members of the population will be quite well adapted to a relatively sedentary and longer life whereas most will find many aspects of modern existence as odds with their aparent constitutions. While inactive physically we are subjected to quite a barrage of stimulation, and stress in the form of information and time management and automated forms of travel. Emotional connection to the community and to the rest of nature is diminished as we become more surrounded by technologies of convenience the workings of which we dimly understand.

When considering genetic disease it is important to begin with the distinction between genetic alteration in a somatic cell, which then results in a disease process, and our genetic make-up acquired from our parents which may encode a susceptibility or even be the direct cause of a disease as a result of an abnormal type or quantity of the particular gene product of function.

The first case is best exemplified by the problem of cancer. Cancer is already recognized of course as not one but many diseases, but this insight is now being carried to the molecular level whereby it is recognized that there are perhaps a dozen or so kinds of lung cancer, and not simply the three or four categories we thought of a generation ago. It will soon be possible to specify the particular set of genetic anomalies that have produced the cancer in a given individual and by so doing know which particular kinds of therapy are best used.

The knowledge of a genetic predisposition to a familial disease can include cancer whereby genetic testing may reveal a calculatable lifetime risk of acquiring ovarian of breast cancer of perhaps 85%. This knowledge in the face of the notoriously difficult task of early detection may currently lead to a decision to consider prophylactic removal of the ovaries or breasts.

As such information comes online we must anticipate an impact on our health care system. Fortunately the costs gaining genetic information are coming down, and certainly the efficiencies gained by early recognition and preventative treatment will pay for themselves. As individuals we will have to come to terms with this new form of self knowledge and its implications, and as a society consider the greater implication this may have in areas such as privacy and health insurance availability and cost.

title: Orthopaedic Surgery/Genetics


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German/Level I/Vocabulary

<< Beginning German | Basic German | Intermediate German

Appendix 9 ~ Vocabulary for Level One

Subject Pronouns in color
I            Ich We           Wir You          Du               Sie (formal) You All      Ihr Sie (formal) He           Er She           Sie It           Es They          Sie

To Have
Have         Habe (1st Person, Singular) Hast (2nd Person, Singular) Haben (1st & 3rd Person, Plural) Habt (2nd Person, Plural) Has          Hat

To Be
Am           Bin Are          Bist (1st Person, Singular) Sind (1st & 3rd Person, Plural) Seid (2nd Person, Plural) Is           Ist

Greeting & Goodbyes
Hello! Hallo! Servus! (used in Bavaria and Austria) Moin! or Moin Moin! (used in northern Germany) Grüezi! (used in Switzerland) Good morning! Guten Morgen! or Morgen! Good day! Guten Tag! or Tag! Good evening! Guten Abend! or N'Abend! Grüß Gott! (used in southern Germany, Austria and South Tyrol) Goodbye! Auf Wiedersehen! or Wiedersehen Bye! Tschüss! or Tschau! Servus! (used in Bavaria, Austria) Later! Bis später! or Bis dann! Good night! Gute Nacht!

How You Are
Good         Gut Super! Spitze! Great! Prima! Very good! Sehr gut! Bad          Schlecht Miserable    Miserabel

Interrogative Adverbs
Who          Wer What         Was Where        Wo When          Wann Why          Warum How          Wie

Genders
Boy          Der Junge Girl         Das Mädchen Man          Der Herr Woman        Die Frau Boys         Die Jungen Girls        Die Mädchen Men          Die Männer Women        Die Frauen

Sports & Activities
Sport(s)     Sport Interests    Hobbys/Interessant Soccer       Fußball USA Football Amerikan Football Volleyball   Volleyball Basketball   Basketball Tennis       Tennis Baseball     Baseball 9-pin Bowling Kegeln Chess        Schach Board Game   Das Brettspiel Game         Das Spiel Homework     Hausaufgaben Television   Fernsehen Movie        Der Film, Filme

Conjunctions
And          Und But          Aber Or           Oder

Verbs
To Have      haben To Be        sein To Be Called heißen To Play      spielen To Do/Make   machen To Read      lesen To Watch     schauen To See       sehen To Work      arbeiten To Write     schreiben To Swim      schwimmen

Numbers
One          Eins Two          Zwei Three        Drei Four         Vier Five         Fünf Six          Sechs Seven        Sieben Eight        Acht Nine         Neun Ten          Zehn Eleven       Elf Twelve       Zwölf Thirteen     Dreizehn Fourteen     Vierzehn Fifteen      Fünfzehn Sixteen      Sechzehn Seventeen    Siebzehn Eighteen     Achtzehn Nineteen     Neunzehn Twenty       Zwanzig Thirty       Dreißig Forty        Vierzig Fifty        Fünfzig Sixty        Sechzig Seventy      Siebzig Eighty       Achtzig Ninety       Neunzig Hundred      Hundert Thousand     Tausend

How to Read Time
After        Nach Till         Vor Quarter      Viertel Half Before  Halb

Times in the Day
Day          Tag Today        Heute Tomorrow     Morgen Yesterday    Gestern Early Morning Morgen (use morgen früh for tomorrow morning) Morning      Vormittag Afternoon    Nachmittag Evening      Abend Night        Nacht Noon         Mittag Midnight     Mitternacht

Days
Monday       Montag Tuesday      Dienstag Wednesday    Mittwoch Thursday     Donnerstag Friday       Freitag Saturday     Samstag or Sonnabend Sunday       Sonntag

Months
January      Januar Jänner (used in Austria) February     Februar March        März April        April May          Mai June         Juni Juno (in spoken word only) July         Juli Julei (in spoken word only) August       August September    September October      Oktober November     November December     Dezember

Seasons
Spring       Frühling Summer       Sommer Autumn       Herbst Winter       Winter

Time
Time         Die Zeit Free Time    Die Freizeit Always       Immer Often        Oft Sometimes    Manchmal Seldom       Selten Never        Nie Only         Nur

Subject Pronouns in the Accusative Case
Me           Mich Us           Uns You          Dich You All      Euch Him          Ihn Her          Sie It           Es Them          Sie

Food
Appetizers   Vorspeisen Salad        Der Salat Bread        Das Brot Breadstick   Die Scheibe Brot Main Dishes  Hauptgerichte Sausage      Die Wurst Sausages     Die Würste Bratwurst    Die Bratwurst Hot Dog      Das Hot Dog Pizza        Die Pizza Pizzas       Die Pizzen Hamburger    Der Hamburger Hamburgers   Die Hamburger With         Mit (ignore article) Without      Ohne (ignore article) Tomatoes     Tomaten Lettuce      Der Salat Cheese       Der Käse Pickles      Die Gewürzgurken Onions       Die Zwiebeln Ketchup      Der Ketchup Mustard      Der Senf Chicken      Das Hähnchen Chickens     Die Hähnchen Seafood      Die Meeresfrüchte (plural) Fish         Der Fisch Sides        Die Beilage (singular), die Beilagen (plural) Soup         Die Suppe Soups        Die Suppen Noodle Soup  Die Nudelsuppe French Fries Die Pommes frites (plural) Fries        Die Fritten (Informal and plural) Pasta        Die Pasta or Die Nudeln Potato       Die Kartoffel Potatoes     Die Kartoffeln Corn         Mais Bean         Die Bohne Beans        Die Bohnen Desserts     Nachspeisen Gâteau       Die (Sahne-)Torte Strudel      Der Strudel Apple strudel Apfelstrudel Cake         Der Kuchen Piece of Cake Das Stück Kuchen Pie          Die Pastete Piece of Pie Das Stück Pastete Apple Pie    Die Apfelpastete Ice Cream    Das Eis Pudding      Der Pudding Cookie       Der Keks Cookies      Die Kekse Fruit        Das Obst The Meal     Das Essen Lunch        Mittagessen Dinner       Abendessen Hunger       Der Hunger Thirst       Der Durst

Verbs
To Eat       Essen To Drink     Trinken To Receive   Bekommen To Want      Wollen Would Like   Möchten

Polite Conversation
Danke        Thank you Bitte        Please & You're Welcome Dankeschön   Thank you very much Danke sehr   Thanks a lot Kein Problem! No problem

Regional Foods
Chinese Food Chinesisch Essen Japanese Food Japanisch Essen American Food Amerikanisch Essen Mexican Food Mexikanisch Essen Arabic Food  Arabisch Essen Italian Food Italienisch Essen Indian Food  Indisch Essen French Food  Französich Essen Greek Food   Griechisch Essen

Prepositions in the Accusative Case
Durch        Through Für          For Gegen        Against Ohne         Without Um           At, Around

Tastes
Delicious    Lecker Tasty        Schmackhaft Juicy        Saftig Crunchy      Knackig Crispy       Knusprig Spicy        Würzig Stale        Fade Fad (used in Austria) Salty        Salzig Sweet        Süß Bitter       Bitter Sour         Sauer Creamy       Cremig Hot          Heiß Burnt        Angebrannt Cold         Kalt Disgusting   Schrecklich

Paying at a Restaurant
To Pay       Zahlen The Bill     Die Rechnung Waiter       Der Ober

Shopping
Babywear 	                 Die Babyartikel (plural) Children's Wear 	    Die Kinderbekleidung Clearance Sale 	            Der Räumungsverkauf Closed 	                    Geschlossen Clothing 	            Die Kleidung Computer Section 	    Der Computershop Cosmetics 	            Die Kosmetik Customer 	            Der Kunde Customer Service 	    Der Kundendienst Electrical Appliance 	    Das Elektrogerät Escalator 	            Die Rolltreppe Fashion 	            Die Mode Furniture 	            Das Möbel (no plural) Gift 	                    Der Geschenkartikel Good Value (Adj.) 	    Preiswert Groceries 	            Die Lebensmittel (plural) Jewellery 	            Damenschuhe (plural) Leather Goods 	            Die Lederwaren (plural) Open 	                    Geöffnet Opening Hours 	            Die Öffnungszeiten (plural) Present 	            Das Geschenk Reduced 	            Reduziert Sales Receipt 	            Der Kassenbon Souvenir 	            Das Andenken Special Offer 	            Das Sonderangebot Sports Goods 	            Sportartikel (plural) Stationery 	            Schreibwaren (plural) Summer Sale 	            Der Sommerschlussverkauf (abbr. SSV) Video Store 	            Die Videothek Winter Sale 	            Der Winterschlussverkauf (abbr. WSV)

Shopping 2
Department Store            Warenhaus Retail Store                Einzelhandelsgeschäft The Mall                    Einkaufszentrum Boutique                    Boutique Store                       Geschäft Manager                     Manager Employee                    Angestellter Sales Clerk                 Verkäufer Cashier                     Kassierer Dressing Room               Umkleidekabine Men's Section               Männerabteilung Women's Section             Frauenabteilung First Floor                 Erstes Stockwerk Menswear                    Männerkleidung Second Floor                Zweiter Stock Womenswear                  Frauenkleidung Third Floor                 Dritte Stock Kids Section                Kinderabteilung Fourth Floor                Vierter Stock Electronics                 Elektronik Kitchenware                 Küchenbedarf Fifth Floor                 Fünfter Stock Lighting                    Beleuchtung Bedding                     Bettwäsche Toys                        Spielwaren Six Floor                   Sechster Stock Food                        Lebensmittel

Items to Buy
Electronics                 Elektronik Television                  Fernsehen Digital Camera              Digitalkamera Telephone                   Telefon Cell phone                  Mobiltelefon, Handy Computer                    Computer, Rechner Speakers                    Lautsprecher DVDs                        DVD CDs                         CD DVD Player                   DVD-Player CD Player                   CD-Player Bedding                     Bettwäsche Blankets                    Decken Pillow                      Kopfkissen Pillow Case                 Kopfkissenbezug Sheets                      Blätter Bed Skirt                   Bett-Rock

Money
Price                       Preis Note                        Der Schein Coin                        Die Münze 1 Euro Coin                 Das Eurostück 2 Euro Coin                 Das Zweieurostück 5 Euro Note                 Der Fünfeuroschein 10 Euro Note                Der Zehneuroschein 100 Euro Note               Der Hunderteuroschein 1 Cent Coin                 Das Centstück 2 Cent Coin                 Das Zweicentstück 5 Cent Coin                 Das Fünfcentstück 10 Cent Coin                Das Zehncentstück 20 Cent Coin                Das Zwanzigcentstück 50 Cent Coin                Das Fünfcentstück

Clothes
Skirt                       Der Rock Pullover                    Der Pullover Scarf                       Das Tuch Coat                        Der Mantel Shirt                       Das Hemd Sweater                     Der Pullover Necktie                     Der Schlips Jacket                      Die Jacke Pants                       Die Hose Hat                         Der Hut Shoe                        Der Schuh Sock                        Die Socke Glove                       Der Handschuh Blouse                      Die Bluse

Sizes
Size                        Die Größe Color                       Die Farbe Cotton                      Die Baumwolle Leather                     Das Leder Rayon                       Die Kuntseide Small                       Klein Medium                      Mittel Large                       Groß Extra-Large                 Extragroß

Words That Describe
Cheap                       Billig Expensive                   Teuer Pretty                      Schön Ugly                        Hässlich Soft                        Weich New                         Neu Broad                       Breit Wide                        Weit Tight                       Eng Comfortable                 Bequem

Colors
Red                         Rot Blue                        Blau Green                       Grün Orange                      Orange Violet                      Veilchen Yellow                      Gelb Brown                       Braun Indigo                      Indigo Gray                        Grau Black                       Schwarz White                       Weiß

Verbs
To Look                     Aussehen To Try On                   Anprobieren To Put On                   Anziehen To Take                     Nehmen To Buy                      Kaufen To Have On/Wear             Anhaben or Tragen

Family
Sohn                        Son Tochter                     Daughter Vater                       Father Mutter                      Mother Großvater                   Grandfather Großmutter                  Grandmother Opa                         Grandpa Oma                         Grandma Schwester                   Sister Bruder                      Brother Geschwister                 Brothers & Sisters Enkel                       Grandson Enkelin                     Granddaughter Frau                        Wife Mann                        Husband Schwiegervater              Father-in-Law Schwiegertochter            Daughter-in-Law Schwager                    Brother-in-Law Schwägerin                  Sister-in-Law Schwiegermutter             Mother-in-Law Schwiegersohn               Son-in-Law Onkel                       Uncle Tante                       Aunt Geschenk                    Present

Verbs
Nimmt                       To Take Away Lesen                       To Read Schreiben                   To Write Studieren                   To Study Lernen                      To Learn Zeichnen                    To Paint

Classes
Deutsch                     German Englisch                    English Russisch                    Russian Französisch                 French Latein                      Latin Mathematik                  Mathematics Sport                       PE or Gym Kunst or Zeichnen           Arts Musik                       Music Geschichte                  History Biologie                    Biology Geografie                   Geography Religion                    RE or Religion Chemie                      Chemistry Physik                      Physics Informatik                  Computer Science

School Supplies and Ect.
der Radiergummi             Eraser/Rubber der Bleistift               Pencil der Kuli/Kugelschreiber     Pen das Fach                    Subject die Klasse                  Class der Lehrer                  Teacher (male) die Lehrerin                Teacher (female) die Schule                  School der Schüler                 Student (High/Secondary School and Lower) der Student                 Student (College/University) die Stunde/Schulstunde      Lesson die Pause                   Break die Schultasche             Backpack

Gifts
das Spiel                  Game das Videospiel             Video Game

Parties
der Spaß                   Fun die Feier                  Party Formal die Party                  Party die Musik                  Music die Torte                  Cake das Fass                   Keg das Bier                   Beer der Schnaps                Hard Liquor der Wein                   Wine der Weißwein               White Wine der Rotwein                Red Wine Feiern                     To Party Trinken                    Drinking Saufen                     To Get Drunk sich Erbrechen             To Throw Up Kotzen                      To Puke (slang) Tanzen                     To Dance der Geburtstag             Birthday Weihnachten                Christmas Ostern                     Easter das Jubiläum               Anniversary

Careers
Work                       Arbeit Doctor                     Arzt Buniness Man               Geschäftsmann Buniness Woman             Geschäftsfrau Teacher                    Lehrer Police Officer             Polizeibeamte Fireman                    Feuerwehrmann Actor 	                    Schauspieler Artist 	            Künstler Author 	            Schriftsteller Bank Clerk 	            Bankangestellter Car Mechanic 	            Automechaniker Chemist 	            Chemiker Civil Servant 	            Beamter Engineer 	            Ingenieur Farmer 	            Landwirt Hairdresser 	            Friseur Journalist 	            Journalist Lawyer 	            Rechtsanwalt Lecturer 	            Dozent Nurse 	                    Krankenpfleger Pensioner 	            Rentner Photographer 	            Fotograf Politician 	            Politiker Postman 	            Briefträger Professor 	            Professor Salesperson 	            Verkäufer Secretary 	            Sekretär Student 	            Student Taxi Driver 	            Taxifahrer Waiter 	            Kellner

Tasks
Cleaning                  Reinigung Cooking                   Kochen Homework                  Hausaufgaben Tasks                     Aufgaben

Locations
Germany                Deutschland Hamburg                   Hamburg Berlin                    Berlin Frankfurt                 Frankfurt Colonge                   Köln Munich                    München

Weather
Weather              Wetter Rain                 Regen Snow                 Schnee Snow Showers         Schneesch Showers              Schauer Thunder              Donner Storm                Sturm Thunderstorm         Gewitter Cloudy               Bewölkt Overcast             Bedeckt Hail                 Hagel Drizzle              Nieseln Thaw                 Tauen Frost                Frost

Transportion
Car              Auto Train            Zug Trainstation     Bahnhof Airplane         Flugzeug Boat             Boot Highway          Landstraße Road             Straße

title: German/Level I/Vocabulary


text:
Coding Divert Sockets/Your First Divert Socket

Coding divert sockets take a lot of patience. If you have worked with kernels in the past, this is going to be a cakewalk for you. If not, well, you'll get a lot from the experience. But, we aren't working in the kernel, we're working next to it. Don't let yourself get fooled. Don't let yourself get confident, either. The slightest mistake in your code can set off a completely different, undesired function.

Now that you're scared, let's dig down into the meat.

< < How Do They Work? | Before You Begin > >


text:
Template:Mathematical Proof/answers

These are the answers to the exercises in section, /|

title: Template:Mathematical Proof/answers


text:
Coding Divert Sockets/Before You Begin

First, there are a couple (hopefully nothing new) include files you will need to know about.

sys/types.h and sys/socket.h
This pair of header files is probably the most important one out of all the header files when coding any type socket. sys/socket.h contains several important constants (AF_INET? It's in here, as are all the other address families) and several less important constants, famous and infamous socket functions (socket anyone?). The main structure worthy of note here is sockaddr.

netinet/in_systm.h and netinet/in.h
netinet/in_systm.h defines network times (which has nothing to do with divert sockets, but it is required by netinet/in.h to compile properly.) netinet/in.h is the more important header here. It defines all transport-level protocol numbers (as found in RFC 1700), sockaddr_in, fun IPFW defines, and more stuff you probably have dealt with in normal sockets.

netinet/ip_fw.h
This header defines some structures we will send to instruct the IPFW program, later on in the book.

netinet/ip.h, netinet/tcp.h, and netinet/udp.h
These files define protocol structures (as if you didn't know.)

title: Coding Divert Sockets/Before You Begin


text: User:Prod

title: User:Prod


text:
XML - Managing Data Exchange/Cocoon

Introduction
Cocoon is a product of the Apache Software Foundation. It is a powerful server heavily based on Java and XML technology. While it does have a command line interface, most users will be able to do everything they need to with it simply through careful editing of a few configuration files, formatted as XML documents. If you want to see some examples of what Cocoon can do, go to http://MIST5730.terry.uga.edu:8080/cocoon/.

Assumptions
This tutorial is set up based on the user having access to an installation of Cocoon on Terry’s Blaze server. If you do not have this access, simply replace file locations and access methods with those provided by your server administrator. Some programs described may be Windows-only; you will need to find out a suitable replacement if you are a Macintosh or Linux user, although these utilities are often included with the operating system. JEdit is a free text editor that can read and save files on an FTP or SFTP server as easily as on a hard disk, and properly manipulate many different types of files, with the proper plugins. It is available for Windows, Macintosh, some Linux distributions and as a platform-independent Java application at http://www.jedit.org/.

The Sitemap
The primary Cocoon file to be concerned with is sitemap.xmap, located in the root Cocoon directory. It uses XML tags to define things such as different ways to present data, the location of important files, identification of browsers, and the most important aspect, pipelines. The default xmap will be fine for our purposes, and we will only need to look at the last few lines of it, where pipeline matches are defined. This section begins at the tag. A pipeline match looks like this:

Let’s look at what each line does. The first line tells Cocoon to watch for someone browsing to http://blaze.terry.uga.edu:8080/cocoon/otc/test. When this happens, the actions on the next three lines take place. Cocoon will take the information from the file test.xml within the content directory, and apply the stylesheet test.xslt from the stylesheets directory. It formats this result as an html page, as specified on the fourth line. Cocoon can use different serializers to format data as an html or xhtml page, flash object, pdf, or even OpenOffice document. Unlike when working with XML for other purposes, no XSD schema is needed – simply create and populate fields in the XML file as necessary.

Cocoon Forms
Cocoon forms, or CForms, are a way to use XML structure to create validating form field objects and then arrange them in a template for use. The primary advantage of CForms over using HTML forms is that fields can be validated either with built-in functionality or simple XML attributes. There are several elements required for this. A definition XML file, which holds the fields, called "widgets":

A template XML file calls on these widgets, adding HTML code to help with look and feel:

A Javascript file that controls the flow of data from one file to the next:

Pipelines in the sitemap that also control flow:

An XSP can be used in this flow in order to pass submissions to a database.

XSPs
XSPs function similarly to JSPs and servlets - they are server-side applications that can support many users at once. Unlike JSPs and servlets, XSPs can use XML tags to accomplish much of their functionality, although they can also use Java code between  tags. One good use for XSPs is passing information to a database or recalling and displaying stored data. While JSPs and servlets have to either call a specific database connector or contain all of the code for connecting within them, Cocoon has a configuration file which holds this information, and XSPs just call the name of the database as specified in WEB-INF/cocoon.xconf:

XSP code to enter data from a form might look like this:

Exercises

 * 1) Create a basic XML file and accompanying html stylesheet. Upload them into the proper folders (content and stylesheets respectively) on the Blaze server, and write a pipeline match that would enable you to view the XML content with your stylesheet applied in a browser. Files and match pattern should be named after your own name, for example Bob Jones would use “bjones.” It is not necessary to upload the pipeline code - simply browse to http://blaze.terry.uga.edu:8080/cocoon/otc/yourname and it should be visible.
 * 2) Follow along with the CForms example located at http://cocoon.apache.org/2.1/userdocs/basics/sample.html. Create and implement at least one widget of your own making. You can view this at work by browsing to http://blaze.terry.uga.edu:8080/cocoon/cforms/registration.
 * 3) Browse to opt/tomcat5/webapps/cocoon/cforms on Blaze. Examine sitemap-modified.xmap to see how the pipelines could be modified to pass CForm data to an XSP. Test.xsp shows how that data could be inserted into or called from a database.

Appendix - Accessing the Blaze server
When you have an account set up on the Blaze server, there are several steps you will need to take in order to be able to work with files in the Cocoon directory. Generally, new user accounts are set up with the user’s UGA MyId as the username, and social security number as the password. This password must be changed at the user’s first login, which requires using an SSH client to accomplish. UGA students can download Secure Shell Utilities 3.1 at http://sitesoft.uga.edu/. Two programs are installed by this download, Secure Shell Client and Secure File Transfer Client.

Open the Secure Shell client and click the “Quick Connect” button located near the top of the window. In the resulting window, enter “blaze.terry.uga.edu” as the Host Name, and your specified username as User Name. Port Number should be set to “22”, and Authentication Method should be “Passworded”. Click “Connect”. In the resulting window, enter your given password and click “Ok”. You may see a window asking to save the new host key, click “Yes”. You will now be presented with a text box. It will notify you that your password has expired and must be changed. You will need to enter your given password once, hit enter, enter your desired new password, hit enter, and again enter your desired new password and hit enter. Be aware that nothing you type will show up for security purposes, and you will not be able to delete any typos - you'll have to log in and start over if you mess up. This is all we will be using the Secure Shell Client application for; you can click the “Disconnect” button in the row of small buttons at the top of the screen, and then exit the program.

In order to actually access files on the Blaze server, the Secure File Transfer Client is used. Open it and click the “Quick Connect” button located near the top of the window, entering the same Host Name as with the Secure Shell Client, your new password, and make sure the other settings are the same. Click “Connect.” You will be presented with a Windows Explorer-type screen where you can browse through the files on the Blaze server. To access our Cocoon installation go to the “opt” folder, then the “tomcat5” folder, then the “webapps” folder, then the cocoon folder. Most of our work will be done in the “otc” folder within. To download a file for editing, simply highlight it and click the “Download” button in the row of small buttons at the top of the screen. Once you select a download location and click “Download.” You can then open it in your editor of choice. To upload a file to the server, simply do the reverse – click the “Upload” button in the row of small buttons as the top of the screen, select a file to upload, and click “Upload,” which will put the file in the folder you are currently viewing on the Blaze server.

title: XML - Managing Data Exchange/Cocoon


text:
Wikibooks:WikiProject Macintosh

Welcome to the WikiProject Macintosh! This WikiProject was established in February of 2006 in order to organize Mac-related modules on WikiBooks and cut down on duplicated information.

This page includes:
 * A directory of WikiProject Macintosh members
 * Links to other WikiProject pages, including our guidelines
 * A list of books in our library

The real hub of activity for this project is the discussion page. It's here that members discuss goings-on and coordinate their efforts.

Mission
This WikiProject aims to:

 * Build a library of exemplary Mac books and manuals that can be accessed for free.
 * Make learning how to use a Mac easy and fun through light-hearted and simple writing.
 * Capture the excitement and community of the Mac universe and spread it to new users.

Wikimedia sister projects

 * WikiProject Macintosh on Wikipedia - Building a free Mac encyclopedia online.

Library
This WikiProject includes the following books. Please see the guidelines for creating a book

 * iLife - The iLife WikiBook is a complete guide to Apple's spectacular multimedia suite. Learn everything you need to know in order to do amazing things with audio, video, and still images. Fix up your photos, record a podcast, burn a DVD, shoot a documentary, discover a band, or build a website! Learn how at iLife.
 * NOTE: Due to the recent iLife upgrade to iLife 08, I'm trying to move everything in "iLife 06" to "iLife" (so if there are future updates there'll be no need to create yet another wikibook.") Brandon Johnsonn 18:05, 13 August 2007 (UTC)

 * Mac OS X Tiger - If you're a new Mac user, your first stop should be the Mac OS X Tiger WikiBook. It explains everything you need to know about the Mac operating system, from the Finder to Font Book, Spotlight to Speech Recogntion, Bluetooth to Batteries. You'll also want to read this WikiBook if you need help with your Mac or are hungry for tips and tricks. Read it at Mac OS X Tiger.

Advanced Section
Advanced books follow a different set of guidelines than the other books in this project, and are thus get their own section in our library.

 * Advanced Mac OS X Tiger - A power-user chapter that fully explores the Terminal, Network Administration, and AppleScript. Read it at Mac OS X Tiger/Advanced Concepts.

 * Mac OS X Tiger Server - An in-depth look at Tiger Server. Read it at Mac OS X Tiger Server.

Contributors
The following users have pledged to contribute regularly to this WikiProject and follow the guidelines established by it:

 * 1) hyperpasta - Founder
 * 2) Geoking66
 * 3) ultimadesigns
 * 4) jaimesharp
 * 5) DarthBob
 * 6) Ericruud
 * 7) Neolux
 * 8) MacUser
 * 9) kickme
 * 10) Peteturtle

Associates
The following users have pledged to regularly check their user talk pages and be "on call" for help with the WikiProject:

 * 1) Peteturtle - First Associate :D yippee!
 * 2) Segatailsfanatic

Becoming a Member
To become a member of this WikiProject:

 * 1) Get a Wikibooks account, which takes literally just a few seconds to create and is totally free (no personal information is needed; just a username and password)
 * 2) Learn the ropes of editing a Wikibook. A good place to start would be the Wikibooks Help:Contents page.
 * 3) Read all of the project's guidelines.
 * 4) Add your user name to this list. Choose either contributor or associate, depending on how much of a commitment you want to make. You can always move your name into the other category if you change your mind.
 * 5) Add the template WP Mac Userbox to your user page.

Guidelines
Read the guidelines for Mac WikiBooks at WikiProject Macintosh/Guidelines.

Advanced Guidelines
Read the guidelines for Advanced Mac WikiBooks at WikiProject Macintosh/Advanced Guidelines.

Mac Image Directory
The WikiProject Macintosh maintains a directory of Mac-related images, including product shots, icons, and screenshots. Read the guidelines for Mac images and browse our directory here.

title: Wikibooks:WikiProject Macintosh