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Visual Rhetoric/Modality and Visual Representations of Reality

Visual Rhetoric Class, see drupal site.

We expect images to relay some kind of truth. Whether it is a graph or a picture, there are certain qualities that they possess to portray the highest level of truth. This is the modality of the image. “Each realism has its naturalism, that is, a realism is a definition of what counts as real, a set of criteria for the real, and it will find its expression in the “right”, the best, the (most) “natural” form of representing that kind of reality, be it a photograph or a diagram.”

In their book Reading Images: The Grammar of Visual Design, Kress and van Leeuwen identify eight markers that help determine the modality of an image: color saturation, color differentiation, color modulation, contextualization, representation, depth, illumination, and brightness. They define the following as,

“Color Saturation, a scale running from full color saturation to the absence of color, that is to black and white.

Color differentiation, a scale running from a maximally diversified range of colors to monochrome.

Color modulation, a scale running from fully modulated color, with for example, the use of many different shades of red, to plan, unmodulated color.”

These are the three markers that deal with color. It is important to realize that high scales of all these will dilute the truth to the image by created a mess of colors; the message will be extremely distorted.

“Contextualization, a scale running from the absence of background to the most fully articulated and detailed background.”

“Representation, a scale running from maximum abstraction to maximum representation of pictorial detail.”

“Depth, a scale running from the absence of depth to maximally deep perspective.”

“Illumination, a scale running from the fullest representation of the play of light and shade to its absence.”

“Brightness, a scale running from a maximum number of different degrees of brightness to just two degrees: black and white, or dark grey and lighter grey, or two brightness values of the same color.”

Kress and van Leeuwen basically argue that any extreme of their particular modality sub-categories will cause the believability of an image to suffer. For example, too much color saturation or too much brightness cause an inherent dissonance that conveys a sub-reality. However, all their categories have a "Mid-range" and this is where the believability of an image is strongest.

Kress, Gunther and Theo van Leeuwen. Reading Images: The Grammar of Visual Design. London: Routledge, 2001.


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Cookbook:Green Onion

| Spices and herbs

Green onions (also known as scallions and spring onions) are usually one of various members of the onion family that do not form bulbs. Occasionally, whole immature shallots are used in the same way. Green onions tend to be milder tasting than other onions and are typically used raw in salads.

It is commonly used in Chinese stir frying, by putting chopped pieces into the hot oil at first to give the dish more taste.

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

title: Cookbook:Green Onion


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Cookbook:White Sugar

| Sugar

White sugar is usually a medium grain sized, bleached (or purified), general-purpose sugar such as granulated sugar. It can also refer the set of all white sugars of every grain size (see White Refined Sugars).

Varieties
Superfine sugar is also known as bar sugar (so-named for use in mixing alcoholic drinks), baking sugar, or caster/castor sugar. It is granulated sugar with unusually small crystals, and it dissolves more quickly than standard granulated sugar. Sold as caster sugar or castor sugar, this is the standard type of sugar in some parts of the world.

Superfine sugar crystals are easy to dissolve in cold liquids. This property also causes doughs, meringues and batters made with superfine sugar to be of a finer texture than is usually achieved with granulated sugar.

Superfine sugar is not the same as powdered sugar, confectioners' sugar, and icing sugar. A blender can be used to create a decent approximation of superfine sugar from granulated sugar. Depending on the recipe, it may be acceptable to simply substitute either granulated sugar or powdered sugar.

Powdered sugar is a type of highly refined, finely powdered sugar. It is also known as confectioners' sugar and icing sugar.

In North America, powdered sugar usually contains about 5% cornstarch to prevent clumping. This can have a thickening effect in recipes that are heated.

Powdered sugar can also be made at home by mixing 1 part cornstarch with 20 parts sugar.

Granulated sugar is a refined white sugar containing pure sucrose. Chemically, it is the same as superfine (also known as caster or castor) sugar, though the crystals are not as fine. Typically one type may be substituted for the other.

Superfine sugar more easily dissolves in cold liquids. This can help to make meringues of a finer texture. In some cases, this property is undesirable. For example, the coating on Saucepan Fudge Crackle Cookies is specified to use regular granulated sugar; superfine sugar might dissolve.

Pearl or Nib sugar is a form of sugar common in Scandinavian countries often used for decorating pastries. Pearl sugar is made from sugar which has been crushed and then compressed into grains that are approximately 2 mm in diameter.

Not as sweet as regular granulated sugar, rock sugar comes in the form of amber-colored crystals, the result of sugar being cooked until it begins to color. It's used to sweeten certain Chinese teas such as Chrysanthamum tea, Chinese desserts such as red bean soup, and meat glazes.

ספר מתכונים/סוכר לבן

title: Cookbook:White Sugar


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Algebra/Solutions of systems of linear equations

Solutions of systems of linear equations
A solution of a system of linear equations is a set of numbers for each variable that makes every equation true.

This can be demonstrated using 2 variable sets of equations.

No solutions

One solution

Infinite solutions


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Quantum Mechanics/Operators and Commutators

Why Operators?
When we work with the Schrödinger Equation, or in any other formulation of Quantum Mechanics, exact values of properties can not be found. Instead we use operators.

The simplest way of expressing Schrödinger's Equation is $$ \hat E \Psi = \frac{\hat p^2}{2m}\Psi + V(\hat x)\Psi$$ Showing that energy = kinetic + potential.

Now this could look deceptively simple if we didn't use operators for energy and momentum. We could simply divide by the wave function Ψ. But like most things, it's never simple. The energy operator acts on the wave function, as does the momentum operator. So we need to find the wave function in order to make any sense of this equation.

A Look at a Few Common Operators
Although we could theoretically come up with an infinite number of operators, in practice there are a few which are much more important than any others.

Momentum
The Momentum operator is $\hat p = -i \hbar \frac{\partial}{\partial x}$ So the relative part of the Schrödinger Equation will become $ - \frac{\hbar^2}{2m}\frac{{\partial}^2}{{\partial x}^2} \Psi $|undefined

Energy
The Energy operator is $\hat \epsilon = i \hbar \frac{\partial}{\partial t}$

So Schrödinger's Equation now looks like $i \hbar \frac{\partial}{\partial t}\Psi = - \frac{\hbar^2}{2m} \frac{\partial^2}{\partial x^2} \Psi + V(x)\Psi$

As you can see this is now a differential equation, which may or may not be easily solved depending on the potential $$V(x)$$.

Note that this is the one dimensional form of Schrödinger's Equation, it does become more complex for higher dimensions.

Hamiltonian
We often call the Right Hand Side of this equation the Hamiltonian Operator. $\hat H = - \frac{\hbar^2}{2m} \frac{{\partial}^2}{{\partial x}^2} + V(x)$|undefined and it represents the total energy of the particle of mass m in the Potential Field V.

Expectation Values
In Quantum Mechanics, everything is probabilistic (e.g., the probability of finding a particle is the square of the amplitude of the wave function). So we often want to know the expected value of position, momentum, or anything else, and there is quite a nice method of doing this.

$ \langle\hat K\rangle = \int _{-\infty} ^\infty \Psi^* \hat K \Psi dx$

So, for instance, if you knew the wave function and wanted to find the expectation value of momentum you'd use the equation

$ \langle\hat p\rangle = \int _{-\infty} ^\infty \Psi^* \Bigg( -i \hbar \frac{\partial}{\partial x} \Bigg) \Psi dx$

Dirac Notation (Bra-Ket Notation)
To simplify notation Paul Dirac came up with a new way of writing states: $ i.e a ket $ \langle n i.e. a bra

So the expression for the expectation value of momentum can now be written as

$ \langle\hat p\rangle = \langle n

This notation is very widely used. It is extremely useful in finite dimensional problems, represented by matrices and state vectors. In 2D, qubits are used (most used in Quantum Information Theory), where: $

and

$ are the state vectors.

For more on Dirac Notation see Wikipedia:Bra-ket_notation

Commutators
"And you know why four minus one plus ten is fourteen minus one? 'Cause addition is commutative, right." --Tom Lehrer

Commutators are very important in Quantum Mechanics. As well as being how Heisenberg discovered the Uncertainty Principle, they are often used in particle physics. It is known that you cannot know the value of two physical values at the same time if they do not commute.

Mathematical Definition of Commutator
$[\hat A,\hat B] = \hat A \hat B - \hat B \hat A$ This is equal to 0 if they commute and something else if they don't.

As you can probably see all natural numbers will commute. For instance $[6,7] = 6*7 - 7*6 = 42 -42 = 0$

But, if we look at Momentum and Position, things start to get interesting $ \begin{matrix} [\hat p,\hat x]\Psi &=& (\hat p \hat x - \hat x \hat p) \Psi \\ &=& - i \hbar \frac{\partial}{\partial x}(x \Psi) + i x \hbar \frac{\partial}{\partial x}(\Psi) \\ &=& - i \hbar \Psi - i x \hbar \frac{\partial \Psi}{\partial x} + i x \hbar \frac{\partial \Psi}{\partial x}\\ &=& -( i \hbar)\Psi \end{matrix} $ $ [\hat p,\hat x] = -i\hbar$ Essentially, this implies that you cannot simultaneously know position and momentum precisely for a given moment in time. There are no wavefunctions that are eigenfunctions of both the position and momentum operators, therefore there is no possible state of the system that simultaneously has a definite value of momentum and a definite value of position.

However, if we look at the commutator between momentum and energy, $ \begin{matrix} [\hat p,\hat \epsilon]\Psi &=& \hat p \hat \epsilon \Psi - \hat \epsilon \hat p \Psi \\ &=& - i \hbar \frac{\partial}{\partial x}(i \hbar \frac{\partial}{\partial t}\Psi) - i \hbar \frac{\partial}{\partial t}(-i \hbar \frac{\partial}{\partial x} \Psi) \\ &=& \hbar^2 \frac{\partial}{\partial x}(\frac{\partial}{\partial t} \Psi) - \hbar^2 \frac{\partial}{\partial t}(\frac{\partial}{\partial x} \Psi) \\ &=& 0 \end{matrix} $ From this, we know that momentum and energy commute. Thus, we can find simultaneous eigenfunctions of energy and momentum with definite values of the two observables.


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Talk:Classical Mechanics/Lagrangian

shifting from the main module page:
 * I know this example is painfully simple, but using scalar quantities does make problems much simpler. --Frontier 15:31, 12 Nov 2004 (UTC)

Boud 13:46, 28 Apr 2005 (UTC)

do not call L the length if the same letter indicates the Lagrangian RDR

title: Talk:Classical Mechanics/Lagrangian


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User:DennyJay~enwikibooks

For more information about me, check out my Wikipedia user page, here DennyJay.

title: User:DennyJay~enwikibooks


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Instructional Technology/Domains of Field

Instructional Technology is a multifaceted field. Seels and Richey (1994)identify 5 domains which contribute to the Field.

    '''
 * Management:'''
 * Design:'''
 * Utilization:'''
 * Development:'''
 * Evaluation:'''

These five domains can be stored for easy retrieval by remembering the mnemonic acronym M-DUDE.

Bibliography Seels, B. B. & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Bloomington, IN: Association for Educational Communications and Technology.

Return to Instructional Technology.


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Talk:Instructional Technology/Reusable Learning Objects in Special Education

Do you think that the concepts you outlined in this wiki would also apply to regular education? --Jsumara


text:
GCSE Science/Supplying the cell

Animal Cell Nucleus Cytoplasm Cell Wall

Plant Cell Nucleus Cytoplasm Vacuole Chloroplasts Cell Wall Cell Membrane

title: GCSE Science/Supplying the cell


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Talk:Haskell/Lists III

Thanks for fixing the fold stuff
I hadn't realised that my understanding of folds was quite so broken.

I'm going to add one or two notes to your text though. We need to explain that " ' " is a valid character in an identifier, and I don't think we've introduced infinite lists yet.

Paul.

foldl' and foldl1'
We did not learn about libraries or modules yet, so I can't use the information about those functions. Importing seems more than Elementary or Basic Haskell. -- gerymate

Map exercises
Are there any answers for the map and scan exercises (in Haskell/Answers to exercises)? I looked through the answer guide using some searches (didn't read the whole thing so as not to spoil later problems), but couldn't find any keywords like Int or Integer. Anyway, here's what I came up with. --Gwern (contribs) 05:50, 16 February 2007 (UTC)

negatel :: [Integer] -> [Integer] negatel l = map (negate) l

factorsl :: [Integer] -> Integer factorsl [] = [] factorsl (l:ls) = factors l : factorsl ls

factors p = [ f | f <- [1..p], p `mod` f == 0 ]

negatell :: Integer -> Integer negatell [] = [] negatell (l:ls) = map (negate) l : negatell ls

factList :: Int -> [Int] factList n = scanl1 (*) [1..n]

WTF?
How come none of the fold examples have fold in them? Can't you give an example of fold in action? It's very confusing....I think this section needs a bit of work. It's not clear.

--90.198.153.194 17:11, 22 October 2007 (UTC)

Type Signatures
Could we please get type signatures for the example functions used? Especially the echoes example. I was very lost when I first read it, and I still don't know what the types would be. And I believe that was the first attempt at an explanation of Lambdas. Would have been nice to know what they were back in the Pattern Matching chapter when they were first mentioned.

Nonassociative folds?
I think that our examples and exercises on folds are impoverished in that the operators used are always associative (and usually even commutative). The difference between  and   is more than just the order of computation but can even affect the result. In general, only one will be correct.

Some possibilities:
 * Code  using a fold and  ; one way will work, while the other will return the original list. (This operator is associative but of course not commutative.)
 * Horner's method for evaluating polynomials; this could be extended to converting a string like  from hexadecimal. (This operator is not even associative.)

I can write these as exercises (and write their solutions), but maybe somebody has other or better ideas.

—Toby Bartels (talk) 21:17, 25 November 2008 (UTC)

Folds...
One of the exercises is to generate a fact-list.

My very first approach was

but this builds a list like [24,6,2,1]. The question would be:

 * 1) 1 Since factList(n-1) is obviously appended at the very end, how to change the code to append it at the beginning?
 * 2) 2 What are the risks of it?

add 1)

add 2) Instead of linear complexity, you have quadratic complexity: xs ++ ys takes linear time in the length of xs; (([1]++[2])++[3])++[4])++... appends to elements of length 1,2,3,etc, for a total of 1+2+3+...+n = n*(n+1)/2

Although I don't understand in details the thing with the quadratic, cause the opposite is as well a recursion and therefore the same formula applies? I have to confess that statement is from an IRC-session.

I have to admit to have no real clue where to put that kind of information (either ListProcessing, Solutions, Lists, etc.)

 * A few things to point out:
 * Your original solution is already quadratic. The uses of both  and   are linear in , and the solution performs those operations   times recursively. As a broader point, folds are meant to capture recursion patterns, so you should not need explicit recursion when you use   and friends.
 * would also make it quadratic, as explained in the answer to 2) that you mention. The recursion scheme may be in itself linear, but if the operation is also linear in the size of the input the whole thing becomes quadratic. In general it is a bad idea to reverse the order when building a list by replacing  with  . I don't recall whether we point that out explicitly in some chapter; it would be a good thing to do so.
 * The immediate solution to the problem is to use . I can't see a way to write it, or , as a simple fold without resorting to unpleasant tricks like using   or  . (Though that might just be lack of imagination from myself. I'm still puzzled :))
 * By the way, the solutions to the exercise which asks for implementations of  and   use ,   and   indiscriminately, which isn't good. I will try and tidy them up.
 * Duplode (discuss • contribs) 03:32, 13 April 2014 (UTC)

foldr on inifine lists
"As a rule of thumb, you should use foldr on lists that might be infinite" .. and your waiting time "might be infinite". Fixing that =)

 * The text does mean that, in all seriousness :) The point is that with  if the result is also infinite you can extract a finite segment of it in finite time. Compare   with  . I wonder if there is a way to make the text a little clearer without belabouring it, though. --Duplode (discuss • contribs) 12:07, 28 September 2015 (UTC)

Difference between Haskell foldr and JavaScript reduceRight
Okay! I've gone ahead and added in a new subsection for review called "Are foldl and foldr opposites?"

When I first encountered how foldr works, I really did think it was a bug. But now I see it's not that way at all. I'm hoping the new section will help other newcomers like me who might expect foldr to compute like reduceRight from JavaScript, where it doesn't.

I've put it right before the section titled "foldr1 and foldl1", because that's where I first got tripped up about all this.

Also, the word accumulator is a little misleading, it doesn't accumulate anything like in imperative languages (where it changes the variable.) But I've kept it because it's used throughout the chapter. Isn't there a better word for it, being a constant? How about "predicate", "premise", "base", or "basis?"

-Edit

Oh! in the solutions shows how accumulator can make sense, in that it appears as if it's gathering up the results. Pretty neat!

--נהאל (discuss • contribs) 23:17, 9 July 2017 (UTC)

 * The new section is helpful, as it tends to not be immediately clear what "left-to-right" and "right-to-left" mean in this discussion (by the way, it may be worth it to review how such terms are used throughout the chapter). I feel approaching it by putting less weight on the JavaScript comparison would work better -- while there might be a couple of exceptions lying around, in general the book tries to avoid relying too much on comparisons with other languages, both to establish things in Haskell's own terms and to lower the bar in terms of previous experience of readers. With that in mind, I have edited your text quite a bit. If you feel I cut out too much, feel free to reintegrate passages from your original text.

 * As for "accumulator", you got it. Another way of looking at it is that a function parameter and a mutable variable are two different means of accumulating a value, and it can make sense to call either an accumulator.

 * Duplode (discuss • contribs) 06:16, 12 July 2017 (UTC)

 * I'm glad it's helpful! I like your edit, it's much more to the point. I made another pass at it, hope you think it's alright! Also, I'm glad you kept the explicit parentheses part. That part was really helpful towards my understanding of foldr.

 * --נהאל (discuss • contribs) 22:12, 13 July 2017 (UTC)

title: Talk:Haskell/Lists III


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Instructional Technology/Enhanced Mathematics/Spreadsheet Software

Spreadsheet software is software designed to create spreadsheets and or worksheets. These spreadsheets and worksheets are created to organize data and complete mathematical computations. Spreadsheets are made up of rows and columns that vertically and horizontally connect to make cells. A group of cells is most associated with the range of certain cells. A combination of spreadsheets, and/or worksheets, are called a workbook. Workbooks are commonly used in the accounting and business profession and or may also be used for personal

Spreadsheets provide a way for students to process data and report results. The word spreadsheet has become almost synonymous with mathematics. Data is arranged on a grid, in rows and columns, and the program automatically calculates and re-calculates values. This promotes mathematics instruction because once students enter the data they must have a true understanding in order to use the correct computer command or formula to get the needed result. Data can easily be turned into a graphic which helps with visual learning. Teachers can use spreadsheets to calculate student marks, create schedules, or to develop examples for math lessons. Spreadsheet activities can range from easy (shading cells to create a picture) to difficult (calculating interest and payments on a car purchase). Return to Using Technology to Enhance Mathematics Instruction.


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Cookbook:Turbinado Sugar

Turbinado sugar is raw sugar that has been spun in a centrifuge to separate the crystals. It has a light molasses flavor reminiscent of brown sugar.

title: Cookbook:Turbinado Sugar


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User:Simon W

 * Polat Trainee

This is Commander Qubbet el Hawa - Polat Trainee. WS Specialist and Member of the Polat PDDMS Taskforce.

Involved into contracts: [classified]

-BEGIN GEEK CODE BLOCK- Version 3.1 GE/S/CS d++ s+++:--- a- C+++ UL+++ P+ L++++ E--- W- N++ o-- K- w--- O+++ M- V- PS+ PE Y PGP++ t++ 5 X+ R- tv b+ DI+ D+++ G++ e- h* r- y++ --END GEEK CODE BLOCK--

title: User:Simon W


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Cookbook:Fructose

| Sweeteners | Sugar

Fructose is the chemical name for the kind of sugar found in most fruits. Sugar found in corn and human blood is called glucose. Normal table sugar, produced from sugar cane or sugar beets, is called sucrose.

Fructose is sweeter than glucose and sucrose. It is thus useful for people who wish to reduce the sugar in their diet without reducing sweetness. It's also useful for people who simply want extra-sweet food. Note that reducing the sugar in a recipe can have bad effects; sugar is used for browning and for mold prevention.

Warning
Fructose can cause diarrhea, flatulence, obesity, elevated LDL cholesterol and triglycerides, loss of minerals, and glycation-related cellular damage that may lead to age-related chronic diseases.

title: Cookbook:Fructose


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Arabic/Useful Words

=Basics (only nouns, and adjectives)=
 * thing (shay'/shai-un)شيء
 * God (aL-Laah)الله
 * a god (i-laah)إله
 * one (waaHid)واحد
 * two (ith-naan)اثنان
 * three (tha-laa-thah)ثلاثة
 * person (shakhS)شخص
 * place (ma-kaan)مكان
 * way of doing something (procedure) (ta-ree-qa)طريقة
 * plan (khut-tah)خطة
 * expectation (ta-waq-qu`)توقُع
 * result (na-tee-jah)نتيجة
 * type (nau` pl. anwaa`)نوع (ج أنواع
 * time (as in"how many times?" OR "I did that 3 times") (mar-rah)مرة
 * time (an amount of time, as in "5 hours") (waqt)وقت
 * action (ta'-theer)تأثير
 * event (Haa-di-thah. pl. Ha-waa-dith)حادثة
 * intention (née-yah)نية
 * idea (fik-rah)فكرة
 * accident (Haa-dith)حادث
 * existence (wo-jood)وجود
 * amount (mab-lagh)مَبْلـَغ
 * area (min-Ta-Qah)منطقة
 * question (su-aal)سؤال
 * answer (ja-wab)جواب
 * word (ka-li-mah)كلمة
 * sentence (jum-lah)جملة
 * meaning (ma`-naa)معنى
 * talking talks (yaa-taa-kal-lam) يتكلم
 * writing writes (yak-tub) يكتب
 * explaining explains (yash-raH)يشرح
 * work (`a-mal)عمل or (shughl)شغل
 * rest (raa-Hah)راحة
 * reason (sa-bab)سبب
 * cause see reason
 * tool (aa-daah)أداة
 * location (ma-kaan)مكان
 * distance (ma-saa-fah)مسافة
 * speed (sur-`ah)سرعة
 * acceleration (ta-saa-ru`)تسارع
 * difference (farq)فرق
 * similarity (ta-shaa-buh)تشابه
 * eat (akl)أكل
 * sleep (nawm)نوم
 * death (mawt)موت
 * good (jai-yid)جيد
 * bad سيئ
 * normal (`aadeey)عادي
 * weird (gha-reeb)غريب
 * source (masdar)مصدر
 * reality (Wāqʻ)واقع
 * true story (Qşh Ḩqyqyh)قصة حقيقية
 * fairy tale (Khrāfh)خرافة
 * lie (kazb)كذب
 * truth (Haqeeqah)حقيقة
 * birth (wiladah)ولادة
 * life حياة
 * loser خاسر
 * winner رابح
 * useful (mufeed) مفيد
 * property (something owned)
 * property (example: "name")
 * value (example: "John")
 * number (raqm)رقم
 * amount
 * remainder/remaining
 * original (asly)أصلي
 * water (maa')ماء
 * rock (Sakhr)صخر
 * fire (naar)نار
 * sky (samaa’)سماﺀ
 * earth الأرض
 * bird الطير
 * animal الحيوان
 * solid صلب
 * liquid سائل
 * gas غاز
 * hard قاسٍ
 * soft (Nāʻm)ناعم
 * difficult صعب
 * easy سهل
 * possible ممكن
 * impossible غير ممكن
 * need (ihtajja)احتجّ
 * want (araada)أراد
 * severe (Ḩād)حاد
 * slight (Ţfyf)طفيف
 * big (kabeer)كبير
 * small (S-gheer)صغير
 * beautiful (jameel)جميل
 * ugly (qobeeh)قبيح
 * splendid
 * horrible
 * rich (gha-nee)غني
 * poor (faqeer)فقير
 * male (muzakkar)مذكّر
 * female (un-thaa :pl. inaath)أنثى (ج إناث)
 * book (ki-taab : pl. kutub) كتاب (ج كتب
 * colour (lawn)لون
 * black (aswad (m.), sawdaa`)أسود، سوداء
 * white (abyaD (m.), bayDaa’ (f.))أبيض، بيضاء
 * dark
 * light
 * darkness(also dark as in "Are you afraid of the dark?") (Za-laam)ظلام
 * lightness
 * brightness
 * opposite of bright (dimmed)
 * opposite of bright (dull)
 * sharp(as in a sharp knife)
 * dull (as in a sharp knife)
 * heart (Qalb)قلب
 * brain (mukh)مخ
 * mind (aql)عقل
 * hand (yad)يد
 * eye (`ain)عين
 * powerful
 * powerless
 * a little (qalil)قليل
 * a lot (kathir)كثير
 * many see a lot
 * tasty (lazeezah)لذيذة
 * tasteless
 * taste (zouq)ذوق
 * smart (shaaTr)شاطر
 * stupid (gha-bee)غبي
 * quite
 * racket
 * loud
 * outside (khaarij)خارج
 * inside (daakhil)داخل
 * gift (hadeeah)هدية
 * digit (‘adad)عدد

حديقه

Senses

 * seeing (ru'-yah)رؤية
 * hearing (sam`) سمع
 * smelling (sham)شم
 * tasting (ta-dhaw-woq)تذوق
 * feeling/touching (lams)لمس
 * sensing (His)حس

Time expressions

 * today  اليوم (al-yaum)

commonly, (bukra) بُكرةً (literally, early in the morning)
 * tomorrow غدا (ghadan)

commonly, (mbaareH) مبارِح It is derived from (al bare7a)but there was a tribe that pronounced "al" "am" so it became (ambare7a)then(embare7) ≈"yesterday" from participle prefix=م ; (preposition= ب ; verb= اراح
 * yesterday أمس (ams)

 * the day before yesterday
 * the day after tomorrow بعد غدا (ba'da ghadan)
 * next week
 * next Monday
 * moment (laH-Za)  لـَحْظَة
 * second
 * minute (da-qii-qa) دَقِيْقَة
 * hour (saa-`a) سـَاعـَة
 * 24hr day (yawm) يـَوْم
 * day the opposite of night (na-haar) نَهَار
 * year  (sa-na)  سـَنـَة
 * century (qarn) قـَرْن
 * five times a day خمس مرات في يوم
 * future(mus-taq-bal)مستقبل

 * past (maa-Dee)ماضي

 * present
 * near(qareeb)قريب

 * far(ba’eed)بعيد

 * persisting
 * instant
 * time-consuming

Frequency (how often)

 * sometimesبعض الاحيان
 * oftenغالبا
 * alwaysدائما
 * consistentlyباستمرار
 * occasionallyمن حين الى اخر
 * every dayكل يوم
 * every month كل شهر
 * every weekكل اسبوع
 * next weekالاسبوع القادم

The week

 * Sunday (al-aH-ad)   الأحد
 * Monday (al-ith-nain) الإثنين
 * Tuesday (ath-thu-la-tha) الثلاثاء
 * Wednesday (al-ar-bi-`a)  الأربعاء
 * Thursday (al-kha-miis) الخميس
 * Friday (al-jum-`a) الجمعة
 * Saturday (as-sabt) السبت

Beverages مَشْرَب

 * coffee (qahwè)   قَهْوَة
 * tea (shaay)  شاي
 * hot chocolate(shukulaatè saakhinè)  شوكولاتة ساخِنة
 * milk (Haleeb)  حليب
 * juice ('aseer)  عصير

Fruit

 * banana (mawz) مَوز
 * orange (burtqalè) بُرتْقالة
 * grapes (9inab) عِنَب
 * pear ('aajaS) أجِص
 * apple (tufaaHè) تُفاحة

Landscape

 * sea (baHr) بـحر
 * lake (bu-Hai-ra) بـحيرة
 * snowثلج
 * sandرمل
 * dirtوسخ
 * concrete خرسان
 * grassعشب

=Places=

 * beach - (Shati) شاطىء
 * harbour - (Marfa'a) مرفأ
 * airport (ma-Taar) مطار
 * building - (Benaa') بناء
 * desert - (Sahraa') صحراء
 * sky-scraper - (Nattihat sahab) ناطحة سحاب
 * school - (Madrasa) مدرسة
 * university -(jaa-mi-`a) جامعة
 * college - (Kul-lieh) كلية
 * apartment-(sha-qa) شقة
 * house-(bait) بيت
 * one-storey house
 * two-storey house
 * mosque - (Masjid) مسجد / جامع
 * church - (Kanisa) كنيسة
 * street - (Share'a) شارع
 * square - (Saha / Maydan) ساحة / ميدان
 * bridge - (Jisir) جسر
 * city center - (Makaz/Wasat Al-Madina) مركز / وسط المدينة
 * harbour, port - (Mina'a / Marfa'a) ميناء / مرفأ
 * hotel - (Fundok) فندق
 * restaurant - (Mata'am) مطعم
 * market - (Souk) سوق
 * gold market - (Souk Alzahab) سوق الذهب
 * fish market - (Souk Alsamak) سوق السمك
 * fort - (Housen) حُصن
 * supermarket - (Super Market) سوبر ماركت
 * bank - (Bank) بنك
 * shop - (Mahal) محل
 * stall - (Dukan) دكان
 * train station - (Mahatet Alqitar) محطة القطار
 * bus station - (Mahatet Albas) محطة الباص
 * tourist information - (Ma'alomat lilseyaha) معلومات للسياحة
 * hospital - (Mustashfa) مستشفى

=People=

Conditions and feelings

 * hungry  جائع
 * opposite of hungry  شبعان
 * tired  تعبان
 * opposite of tired  مرتاح
 * sick  مريض
 * healthy  صحي

People (differentiated by age)
Friends/Enemies - (Asdeqa'a / A'ada'a) أصدقاء / أعداء

My friend - (saah-bi) - صاحبي

Your friend - (saah-bik) - صاحبك

Nationality
English- inglezi - إنكليزي

People (differentiated by disability)
blind - أعمى / ضرير

deaf - أطرش

dumb - أخرس / أبكم

Family relationship
child - Tifl - طفل

boy—walad - ولد

girl—bint - بنت

son—ibn - إبن

daughter—Ibna - إبنة

grand-daughter—bint bint - بنت ـ بنت

grand-son—ibn bint/ibn إبن ـ إبن

grand-father—jidd - جد

grand-mother—jidda - جدة

maternal cousin—bint/ibn khaal(at)- بنت / إبن الخالة

paternal cousin—bint/ibn a'am(at)- بنت / إبن العمة

family relations علاقات اسرية

baby= radii - رضيع

boy=ghulam,sabi غلام / صبي

title: Arabic/Useful Words


text:
Talk:Arabic/Useful Words

Untitled
I'd like someone to check my Arabic spelling. Also would like to add the Arabic numerals.

title: Talk:Arabic/Useful Words


text:
Robotics/Sensors/Tactile Sensors

Tactile sensors measure force applied to them. This can be in an on-off fashion or as a more or less accurate measurement.

Bumper switches
One of the most simple sensors available are contact sensors or bumper switches. These sensors use some form of bumper to press a button when the robot comes in contact with another object. A well built bumper switch is a very reliable sensor, but since these detect by touch, they're not very practical on fast or heavy robots.

One key point on bumper switches (or any kind of mechanical switches) is that they don't give a clean signal when closed. The contact tends to "bounce" a bit.

Whiskers
Whiskers use the same principle as bumper switches, however they give a slightly larger detection range and so avoid the need to bump against other objects. One common design is to mount the whisker through a circular bend wire. When something hits the whisker, it bends and touches the circular bend wire. The electrical contact formed in this way is used to detect the object.

title: Robotics/Sensors/Tactile Sensors


text:
Arabic/Arabic numbers

The Arabic Numbers
Arabic numerals (how the numbers look) are of two types: the ones used in most of the world which originate from Arabic and those which are used in Arabic today. Notice that, while Arabic itself is written right-to-left, the numbers remain written left-to-right:

I am 42 years old today! ↔ !اليوم عندي ٤٢ سنة

A pattern you might notice is that words containing a ١ or ٢ have word-forms that differ from any patterns

Comparison of Arabic numerals
Sometimes, the numbers themselves are written in different forms, depending on the country. Though the Persian & Urdu variants are not often found outside of Iran & Pakistan respectively, it is not impossible to run into them. It is also accepted to use western Arabic numerals, especially in typing where they are heavily favored. In this course, we will only use the eastern Arabic numerals in order to help better recognize them

١٠-٠
Numbers ١٠-١ have no rhyme or reason, so the best thing to do is memorize them

 * ٠ - صفر
 * ṣifr
 * 0 - Zero

 * ١ - واحد
 * wāḥid
 * 1 - One

 * ٢ - اثنان
 * iṯnān
 * 2 - Two

 * ٣ - ثلاثة
 * ṯalāṯa
 * 3 - Three

 * ٤ - أربعة
 * ʾarbaʿa
 * 4 - Four

 * ٥ - خمسة
 * ḵamsa
 * 5 - Five

 * ٦ - ستة
 * sitta
 * 6 - Six

 * ٧ - سبعة
 * sabʿa
 * 7 - Seven

 * ٨ - ثمانية
 * ṯamāniya
 * 8 - Eight

 * ٩ - تسعة
 * tisʿa
 * 9 - Nine

 * ١٠ - عشرة
 * ʿašara
 * 10 - Ten

١٩-١١
Numbers ١٩-١١ are constructed by placing "عشر" after the number, with the exception of ١١ and ١٢ which have special word-forms. Even though these numbers are written with two separate words, they are spoken as if they are one, so ة is pronounced as ت
 * ١١ - أحد عشر
 * ʾāḥida ʿašr
 * 11 - Eleven

 * ١٢ - اثنا عشر
 * iṯnā ʿašr
 * 12 - Twelve

 * ١٣ - ثلاثة عشر
 * ṯalāṯata ʿašr
 * 13 - Thirteen

 * ١٤ - أربعة عشر
 * ʾarbaʿata ʿašr
 * 14 - Fourteen

 * ١٥ - خمسة عشر
 * ḵamsata ʿašr
 * 15 - Fifteen

 * ١٦ - ستة عشر
 * sittata ʿašr
 * 16 - Sixteen

 * ١٧ - سبعة عشر
 * sabʿata ʿašr
 * 17 - Seventeen

 * ١٨ - ثمانية عشر
 * ṯamāniyata ʿašr
 * 18 - Eighteen

 * ١٩ - تسعة عشر
 * tisʿata ʿašr
 * 19 - Nineteen

٩٠-١٠
Numbers ending with ٠, also known as tens in English, are formed methodically by replacing ـة- with ـون-; the numbers ١٠ and ٢٠ have special forms

 * ١٠ - عشرة
 * ʿašara
 * 10 - Ten

 * ٢٠ - عشرون
 * ʾišrūn
 * 20 - Twenty

 * ٣٠ - ثلاثون
 * ṯalāṯūn
 * 30 - Thirty

 * ٤٠ - أربعون
 * ʾarbaʿūn
 * 40 - Forty

 * ٥٠ - خمسون
 * ḵamsūn
 * 50 - Fifty

 * ٦٠ - ستون
 * sittūn
 * 60 - Sixty

 * ٧٠ - سبعون
 * sabʿūn
 * 70 -Seventy

 * ٨٠ - ثمانون
 * ṯamānūn
 * 80 - Eighty

 * ٩٠ - تسعون
 * tisʿūn
 * 90 Ninety

٩٠٠-١٠٠
كزلفىف Hundreds also have their own forms, made by replacing ـة- and attaching the word for hundred to the base number, ـمائة-; the numbers ١٠٠ and ٢٠٠ have special forms
 * ١٠٠ - مائة
 * māʾa
 * 100 - One hundred

 * ٢٠٠ - مائتين
 * māʾatayn
 * 200 - Two hundred

 * ٣٠٠ - ثلاثمائة
 * ṯalāṯumāʾa
 * 300 - Three hundred

 * ٤٠٠ - أربعمائة
 * ʾarbaʿumāʾa
 * 400 - Four hundred

 * ٥٠٠ - خمسمائة
 * ḵamsumāʾa
 * 500 - Five hundred

 * ٦٠٠ - ستمائة
 * sittumāʾa
 * 600 - Six hundred

 * ٧٠٠ - سبعمائة
 * sabʿumāʾa
 * 700 - Seven hundred

 * ٨٠٠ - ثمانيمائة
 * ṯamāniyumāʾa
 * 800 - Eight hundred

 * ٩٠٠ - تسعمائة
 * tisʿumāʾa
 * 900 - Nine hundred

٩٩٩-٠
Other complex numbers under a thousand can be made placing the two words next to each other and adding the word "and", "-و", to the beginning of the next word; keep in mind that when reading numbers, the order is hundreds, ones, and then tens. Here are a few examples:

 * ٢٩٥ - مائتين وخمسة وتسعون
 * māʾatayn wa-ḵamsa wa-tisʿūn
 * 295 - Two hundred ninety-five (lit. two-hundred and-five and-ninety)

 * ٣٦٣ - ثلاثمائة وثلاثة وستون
 * ṯalāṯumāʾa wa-ṯalāṯa wa-sittūn
 * 363 - Three hundred sixty-three (lit. three-hundred and-three and-sixty)

 * ٤٧ - سبعة وأربعون
 * sabʿa wa-ʾarbaʿūn
 * 47 - Forty-seven (lit. seven and-forty)

 * ٥٠٢ - خمسمائة واثنان
 * ḵamsumāʾa wa-iṯnān
 * 502 - Five hundred two (lit. five-hundred and-two)

 * ٧٣٠ - سبعمائة وثلاثون
 * sabʿumāʾa wa-ṯalāṯūn
 * 730 Seven hundred thirty (lit. seven-hundred and-thirty)

 * ٦١ - واحد وستون
 * wāḥid wa-sittūn
 * 61 - Sixty-one (lit. one and-sixty)

 * ٧١٨ - سبعمائة وثمانية عشر
 * sabʿumāʾa wa-ṯamāniyata ʿašr
 * 718 - Seven hundred eighteen (lit. seven-hundred and-eighteen)

 * ٩٩٩ - تسعمائة وتسعة وتسعون
 * tisʿumāʾa wa-tisʿa wa-tisʿūn
 * 999 - Nine hundred ninety-nine (lit. nine-hundred and-nine and-ninety)

 * ٥٥ - خمسة وخمسون
 * ḵamsa wa-ḵamsūn
 * 55 - Fifty-five (lit. five and-fifty)

 * ٦٤٢ - ستمائة واثنان وأربعون
 * sittumāʾa wa-iṯnān wa-ʾarbaʿūn
 * 642 - Six hundred forty-two (lit. six-hundred and-two and-forty)

Back to Arabic

title: Arabic/Arabic numbers


text:
Talk:Living in Japan/Getting Established/Computing

Mozilla/Firefox
You need a guide for Mozilla/Firefox users (such as myself).
 * There already is.. just follow the instructions on the page and it will install the fonts/etc for windows. Firefox will use these fonts. - Sik0fewl 05:48, 29 Apr 2005 (UTC)

Unix/X11
A guide for X11 and Gnome/KDE (Unix, *BSD, Linux) users would be much appreciated.

 * ^I second that

 * Yep. Triple that. I never got an IME working on Linux.

 * I'll see if I can get IME working on my machine. If I am able to get it working, I'll write down what I did here. - Sik0fewl 14:10, 16 August 2005 (UTC)

 * I put up a preliminary guide to IMEs under Debian. It could do with somebody testing that all the neccessary packages are listed. I'm afraid I don't know how one enables an IME if you're using some wierd "desktop environment" that doesn't use a .Xsession file.
 * The Unix/X11 section could do with lists of packages for other distributions, and also some information on Japanese-specific distributions.

Windows 2000
Windows 2000-specific instructions are needed; the steps are not quite the same as XP. I'd put them up myself, but I already got it working and I forget how :)

How to use it? (GNOME)
OK, I followed the steps here, and while I'm sure these are useful first things to install, I still need to figure out how to use them. :-)

A different approach I tried: Now if I click the panel object (it looks like just a label, but it acts sort of like a button!) until it says "Jpn", I'm typing in Katakana. Huzzah! The katakana don't seem to correspond to either Qwerty or Dvorak locations, unfortunately, so it's going to be complete trial-and-error for a couple weeks.
 * added a GNOME panel object called "Keyboard Indicator"
 * right-click, Keyboard Preferences
 * Layouts, Add..., Japan / Kana
 * (Layout Options has a "Japanese keyboard options", but I have no clue what they are: "Kana Lock key is locking", and "NICOLA-F style Backspace"; the help file doesn't mention them)
 * (there's a "Default" column, with a circle in each row, but it doesn't seem to do anything)

I don't know yet how to type Hiragana (which is what I really wanted), or Kanji (but that sounds really complicated). It looks like "scim" is what I'll need for this, but I tried running "scim-setup" and it's obviously written for somebody who already knows what they're doing, and I am not (yet) that person.

Windows Vista
How about an input method for vista? --98.160.238.54 (talk) 04:05, 23 June 2009 (UTC)

 * From what I gather, Microsoft has become more and more i18n friendly and I suppose IMs should be covered. If you have Vista, feel free to research this and leave a note on how that is done. --Swift (talk) 16:52, 24 June 2009 (UTC)


text:
Talk:Horn/Repertoire/Orchestral Excerpts

Hornexcerpts.org
The webmaster of hornexcerpts.org has granted permission to allow the images on his site to be used on the wikibook... with reference back to his site. Ross Uber 04:40, 29 Apr 2005 (UTC)


text:
Beekeeping/Drone Bee

The drone honeybee is the only male resident within a colony of bees. At the beginning of a spring season their population is often below one hundred, with a healthy hive often not having a population greater than a thousand. A good approximation dictates that about 15% of the hive's population is made up of drones. The drone is often described as simply being a fat, lazy bee that is unable to care for himself.

Appearance
Those unfamiliar with distinguishing the sexes of bees many often mistake a drone bee as being a queen bee, as he is noticeably different than his sister   worker bees. In actuality, the drone bee can be easily distinguished from a queen bee by identifying his large round eyes located close together at the top of his head. The drone’s body shape is also more cylindrical than that of the thinner tapering queen’s body. Though not obviously apparent from casual observation, drone bees also do not have pollen baskets, stingers or wax glands.

Beg, Borrow and Steal
The drone has a reputation for being fat and lazy, this likely comes across due to his manner within the hive. The drone will not help out in brood rearing, comb building, honey curing or storage. Rather the drone does little more than eat. In fact when possible, the drone will beg nurse bees to feed them, when unsuccessful a drone will eventually help himself to stored nourishment. The drone is likely only tolerated within the colony as he is needed to spread the hive’s genetics.

Leaving the Hive
In about six days after emerging as a bee, the drone will begin to leave the colony. This however depends on the weather and time of year. As they mature, they will begin to congregate in areas where other drones exist, in hopes of mating with a viable queen.

Kicked Out
As the outside weather cools, and mating season comes to an end, most drones that managed to survive unmated will be kicked out of the hive. Drones are a tremendous drain on resources, and are not required for the overwintering process. It is also not uncommon for both adult and brood drone to be kicked out of the hive during a dearth in food collection.

Eggs
Drones are the result of unfertilized egg and the process of parthenogenesis. Normally, a queen bee will purposely deposit an unfertilized egg into a slightly larger drone cell. A special case also exists where a laying worker bee may deposit eggs into any brood cell.

Larval Diet
After hatching into a larval form, drones begin to eat a mixture of worker jelly, pollen and honey. This food has been called drone jelly, though all beekeepers and researchers have not adopted this term.

Drone Cell
Most commonly, drone eggs are deposited in what is known as a drone cell. These cells are similar to worker cells, but are wider. After about six days, the drone larva, within the drone cell is capped. These drone cells can easily be distinguished from worker cells once they their capping is domed shaped and protrude beyond other brood cells.

Mating
The drone has only one purpose, after completion of which, he will quickly die. The drone honeybee exists to mate. Once mature, the drone leaves his colony to join other drones within designated mating grounds called drone congregation areas. If the drone is successful, mating will occur somewhere around two hundred feet in the air. Because of the fact that his mating apparatus is barbed, much like the stinger of a worker, it will be ripped from his body after mating, and he will fall towards the earth with the only possible outcome of death.

Warmth
It is debated by some, that drone bees may also provide insulation to a hive, making it easier to maintain warmth. If anything this function is incidental, and can likely be more efficiently achieved by worker bees.

Life Cycle

 * Day 0:An unfertilized egg is laid by either the queen bee or a laying worker.
 * Day 3 :The unfertilized egg hatches.
 * Day 11 :The drone cell is capped.
 * Day 15 :Metamorphosis in to a pupa is complete
 * Day 24 :Adult drone emerges.
 * Day 30 :The drone begins to leave the colony
 * Day 85-06 :The drone dies, if survived unmated

Quick Facts

 * Many beginning beekeepers practice on drones when learning how to successfully mark the queen, as they do not have stingers, and are not vital to the colony if accidentally injured or even killed.

title: Beekeeping/Drone Bee


text:
Talk:Biblical Studies/Bible Topics/The Messiah

Links
Over 300 Prophecies from the Hebrew Scriptures Reveal Messiah

Messiah in Genesis 3 The fall of man
Text from KJV

''12. And the man said, The woman whom thou gavest to be with me, she gave me of the tree, and I did eat. 13. And the Lord God said unto the woman, What is this that thou hast done? And the woman said, The serpent beguiled me, and I did eat. 14. And the Lord God said unto the serpent, Because thou hast done this, thou art cursed above all cattle, and above every beast of the field; upon thy belly shalt thou go, and dust shalt thou eat all the days of thy life:  '''15. And I will put enmity between thee and the woman, and between thy seed and her seed; it shall bruise thy head, and thou shalt bruise his heel'.

Gen 3.15 is seen as a prophesy that the Messiah would:- 1. be born of woman. 2. be the enemy of evil 3. suffer in his struggle against evil (bruised heel) 4. defeat evil (shall bruise thy head)

CJL -28 April 05

Messiah in Genesis 9 The story of Noah's Ark
''King James Version ...  20. And Noah began to be an husbandman, and he planted a vineyard: 21. And he drank of the wine, and was drunken; and he was uncovered within his tent. 22. And Ham, the father of Canaan, saw the nakedness of his father, and told his two brethren without. 23. And Shem and Japheth took a garment, and laid it upon both their shoulders, and went backward, and covered the nakedness of their father; and their faces were backward, and they saw not their father's nakedness. 24. And Noah awoke from his wine, and knew what his younger son had done unto him. 25. And he said, Cursed be Canaan; a servant of servants shall he be unto his brethren. 26. And he said, Blessed be the Lord God of Shem; and Canaan shall be his servant. 27. God shall enlarge Japheth, and he shall dwell in the tents of Shem; and Canaan shall be his servant. 28. And Noah lived after the flood three hundred and fifty years. 29. And all the days of Noah were nine hundred and fifty years: and he died.''

MESSIAH DESCENDS FROM SHEM.

Genesis 12 The Call of Abram
1 The LORD had said to Abram, "Leave your country, your people and your father's household and go to the land I will show you. 2 "I will make you into a great nation and I will bless you; I will make your name great, and you will be a blessing. 3 I will bless those who bless you, and whoever curses you I will curse; and all peoples on earth will be blessed through you."

MESSIAH IS A DESCENDANT OF ABRAM

MESSIAH COMES FOR ALL NATIONS

Genesis 17 The Covenant of Circumcision
19 Then God said, "Yes, but your wife Sarah will bear you a son, and you will call him Isaac. I will establish my covenant with him as an everlasting covenant for his descendants after him. 20 And as for Ishmael, I have heard you: I will surely bless him; I will make him fruitful and will greatly increase his numbers. He will be the father of twelve rulers, and I will make him into a great nation. 21 But my covenant I will establish with Isaac, whom Sarah will bear to you by this time next year."

MESSIAH WILL BE A DESCENDANT OF ISAAC.

Genesis 18 - Abraham pleads for Sodom
16 When the men got up to leave, they looked down toward Sodom, and Abraham walked along with them to see them on their way. 17 Then the LORD said, "Shall I hide from Abraham what I am about to do? 18 Abraham will surely become a great and powerful nation, and all nations on earth will be blessed through him. 19 For I have chosen him, so that he will direct his children and his household after him to keep the way of the LORD by doing what is right and just, so that the LORD will bring about for Abraham what he has promised him."

THE MESSIAH WILL BE A DESCENDANT OF ABRAHAM

THE MESSIAH WILL COME FOR ALL NATIONS

Genesis 21 Hagar and Ishmael
9. And Sarah saw the son of Hagar the Egyptian (hebrew: Mitsriyt), whom she had borne unto Abraham, mocking. 10. Wherefore she said unto Abraham, Cast out this handmaid and her son. For the son of this handmaid shall not be heir with my son, even with Isaac. 11. And the thing was very grievous in Abraham's sight on account of his son. 12. And God said unto Abraham, Let it not be grievous in thy sight because of the lad, and because of thy handmaid. '''In all that Sarah saith unto thee, hearken unto her voice. For in Isaac shall thy seed be called.''' 13. And also of the son of the handmaid will I make a nation, because he is thy seed.

MESSIAH WILL DESCENT FROM ISAAC.

Isaac means = he laughs

Academics suggest that there were 2 Mizraims - one is Egypt and the other was in northern Arabia.

Genesis 22 - Sacrifice of Issac
9. And they came to the place which God had told him of. And Abraham built the altar there, and laid the wood in order, and bound Isaac his son, and laid him on the altar, upon the wood. 10. And Abraham stretched forth his hand, and took the knife to slay his son. 11. And the angel of Jehovah called unto him out of heaven, and said, Abraham, Abraham. And he said, Here I am. 12. And he said, Lay not thy hand upon the lad, neither do thou anything unto him. For now I know that thou fearest God, seeing thou hast not withheld thy son, thine only son, from me. 13. And Abraham lifted up his eyes, and looked, and behold, behind him a ram caught in the thicket by his horns. And Abraham went and took the ram, and offered him up for a burnt-offering in the stead of his son. 14. '''And Abraham called the name of that place Jehovah-jireh. As it is said to this day, In the mount of Jehovah it shall be provided'''. 15. And the angel of Jehovah called unto Abraham a second time out of heaven, 16. and said, By myself have I sworn, saith Jehovah, because thou hast done this thing, and hast not withheld thy son, thine only son, 17. that in blessing I will bless thee, and in multiplying I will multiply thy seed as the stars of the heavens, and as the sand which is upon the seashore. And thy seed shall possess the gate of his enemies. 18. '''And in thy seed shall all the nations of the earth be blessed. Because thou hast obeyed my voice.'''

THE MESSIAH WILL BE SACRIFICED ON THE SAME MOUNTAIN

MESSIAH DESCENDS FROM ABRAHAM AND WILL COME FOR ALL NATIONS.

Genesis 26 - Abraham goes to Philistine
1. And there was a famine in the land, besides the first famine that was in the days of Abraham. And Isaac went unto Abimelech king of the Philistines, unto Gerar. 2. And Jehovah appeared unto him, and said, Go not down into Egypt. Dwell in the land which I shall tell thee of. 3. Sojourn in this land, and I will be with thee, and will bless thee. For unto thee, and unto thy seed, I will give all these lands, and I will establish the oath which I sware unto Abraham thy father. 4. And I will multiply thy seed as the stars of heaven, and will give unto thy seed all these lands. And in thy seed shall all the nations of the earth be blessed. 5. Because that Abraham obeyed my voice, and kept my charge, my commandments, my statutes, and my laws. 6. And Isaac dwelt in Gerar.

MESSIAH IS A DESCENDANT OF ISAAC AND COMES FOR ALL NATIONS.

Genesis 28 - Jacobs Ladder
10. And Jacob went out from Beer-sheba, and went toward Haran. 11. And he lighted upon a certain place, and tarried there all night, because the sun was set. And he took one of the stones of the place, and put it under his head, and lay down in that place to sleep. 12. And he dreamed. And behold, a ladder set up on the earth, and the top of it reached to heaven. And behold, the angels of God ascending and descending on it. 13. And, behold, Jehovah stood above it, and said, I am Jehovah, the God of Abraham thy father, and the God of Isaac. The land whereon thou liest, to thee will I give it, and to thy seed. 14. And thy seed shall be as the dust of the earth, and thou shalt spread abroad to the west, and to the east, and to the north, and to the south. And in thee and in thy seed shall all the families of the earth be blessed. 15. And, behold, I am with thee, and will keep thee, whithersoever thou goest, and will bring thee again into this land. For I will not leave thee, until I have done that which I have spoken to thee of. 16. And Jacob awaked out of his sleep, and he said, Surely Jehovah is in this place. And I knew it not. 17. And he was afraid, and said, How dreadful is this place! This is none other than the house of God, and this is the gate of heaven. 18. And Jacob rose up early in the morning, and took the stone that he had put under his head, and set it up for a pillar, and poured oil upon the top of it. 19. And he called the name of that place Beth-el. But the name of the city was Luz at the first.

MESSIAH IS A DESCENDANT OF JACOB AND COMES FOR ALL NATIONS.

Genesis 49 - Jacob's Blessing of the 12 Tribes
1. And Jacob called unto his sons, and said: gather yourselves together, that I may tell you that which shall befall you in the latter days.

8. Judah, thee shall thy brethren praise: Thy hand shall be on the neck of thine enemies; Thy father's sons shall bow down before thee. 9. Judah is a lion's whelp; From the prey, my son, thou art gone up: He stooped down, he couched as a lion, And as a lioness; who shall rouse him up? 10. The sceptre shall not depart from Judah, Nor the ruler's staff from between his feet, Until Shiloh come: And unto him shall the obedience of the peoples be. 11. Binding his foal unto the vine, And his ass's colt unto the choice vine; He hath washed his garments in wine, And his vesture in the blood of grapes: 12. His eyes shall be red with wine, And his teeth white with milk. - MESSIAH COMES FROM JUDAH

MESSIAH WILL BE A KING

THE AUTHORITY TO ADMINSITER CAPITAL PUNISHEMNT WILL END WHEN THE MESSIAH COMES. -- Shiloh means peace, abundance in Hitckock's Bible Names Dictionary. Could also mean sent.

-- Bamford's Bible Dictionary says ... Shiloh 1. City of Ephraim 10 miles NE of Bethel, site of the Ark of the Covenant. 2. "Peaceful one", sometimes refers to the Messiah.

--- Nave's Topical Bible Dictionary says ... Topic: SHILOH Category: TOWN, SUPERNATURAL-BEING, MALE
 * 1) 1. A name of Jesus, (Gen.49v10.)

 * 1) 2. City of Ephraim, north of Beth-el [Bethel], and on the highway from Beth-el [Bethel] to Shechem, (Judg.21v19.)

-Tabernacle located at, (Josh.18v1-10; Judg.18v31; Judg.21v19; 1Sam.1v3,9; 1Sam.1v21,24; 1Sam.2v14; Ps.78v60; Jer.7v12.)

-Seat of government during the time of Joshua, (Josh.21v1-2.)

-The place of rendezvous for the tribes, (Josh.22v9,12; Judg.21v12.)

-Eli lived at, (1Sam.1v9; 1Sam.4v12-13;)

-Eli dies at, (1Sam.4v18.)

-Ahijah the prophet lives at, (1Kgs.14v2.)

-Devoted men from, killed by Ishmael, (Jer.41v5-9.)


text:
User talk:Sannse

I'm more likely to see messages left at w:en:User talk:Sannse, although I will try to check here too -- Sannse 10:32, 29 Apr 2005 (UTC)

title: User talk:Sannse


text:
User:Sannse

I live mostly at w:en:User:Sannse, or on IRC.

title: User:Sannse


text: Template:FHSST Physics/Box

title: Template:FHSST Physics/Box


text:
Talk:Japanese/Grammar/More Particles

に ni is the equivalent of the English ending "-ly" in that it makes a noun into an adjective, but it is also somewhat more versatile in its use as well.
 * Something about this sentence (or section, even) is wrong. "-ly" endings in English are generally used to

---

What about ni, yo, and ne? Some discussion should be made there as well. Alien9542 10:36, 10 August 2007 (UTC)

title: Talk:Japanese/Grammar/More Particles


text:
Talk:Use the Source/Let's get ready to RUMBLE

When did this happen?


text:
Talk:General Relativity/Metric tensor

if dx is contravariant, then surely g must be covariant, or vice versa? To be honest I can never remember which is which, but I'm sure they must be different.

dx is contravariant, g is covariant and symmetric. The way to remember is that dx'a=dx'a/dxb·dxb   by the chain rule This is the change-of-coordinate equation of a contravariant tensor, and thus dx is contravariant. Hope this helps. - Itzamna 2 Feb 2008

I also don't understand the last example. How could that work, since ds is a scalar, 2 is a scalar, and dx and dy are contravariant vectors?

ANSWER: Remember Pythagoras in 2D. Say you have a point (3,4) in the Cartesian system. The squared length of a line connecting this point with the origin (0,0) is: 3^2 + 4^2 = 25; so the length of the connecting line is 5.

The point (3,4) can also be represented by a positionvector: P = 3.i + 4.j, with 3 and 4 being the components of the vector P, and i and j being basisvectors of the Cartesians system with length 1!!! In fact, the positionvector P is the connecting line I just mentioned. So the length of this vector must have the same length as the length of the connecting line.

The squared length of a positionvector is found by taking the scalar-product: P. P = (3.i x 3.i) + (4.j x 4.j) = (9 x i^2) + (16 x j^2) = (9 x 1) + (16 x 1) = 25. So the length of the positionvector is indeed 5. This is the scalar you were talking about! It is produced by squaring 3 (= dx) and 4 (= dy) [they are components of a vector; not vectors themselves!!!], and squaring the basisvectors i and j [they make up the metric tensor, with only 1's on its diagonal, in the case of the Cartesian system]. The metric tensor is a matrix. So, multiplying the ELEMENTS of a matrix with the COMPONENTS of a vector gives a scalar!

The metric tensor is always the product of two basisvectors!

This page will be edited, possibly even re-written.

-blathem

title: Talk:General Relativity/Metric tensor


text:
User talk:Monik

Esta es mi pagina de wikibooks, en donde mostrare algunos ejercicios de matameticas que se refieren a ejercicios normales realizados heuristicamente y a ejercicios de logica.

ejercicio 1 ejercicio 2 ejercicio 3 ejercicio 4 ejercicio 5 ejercicio 6 ejercicio 7 ejercicio 8 ejercicio 9

title: User talk:Monik


text:
Cantonese

Welcome to the wikibook course on Cantonese. To use this book, your web browser must first be configured to display Chinese characters. If the characters in the box below appear as blank boxes or garbage such as �?�?, your browser is not properly configured.

Introduction / 序

 * About Cantonese 廣東話係乜
 * How To Use This Textbook 點用呢本教科書
 * How To Study Cantonese 點學廣東話
 * Pronunciation 廣東話發音

Lessons / 課程

 * Lesson 1: Hello! 第一課：你好！
 * Lesson 2: Introductions II 第二課：介紹 2
 * Conversation 傾偈
 * Grammar Notes 文法
 * Practice Drills 練習
 * Lesson 3: An introduction to particles 第三課：助語詞
 * Lesson 4: Word order and Verbs 第四課：詞序同動詞
 * Lesson 5: Measure words 第五課：量詞
 * Lesson 6: More on interrogatives 第六課：疑問助詞
 * Lesson 7: What's this? 第七課：呢啲係咩黎架？
 * Lesson 8: Introduce yourself to strangers 第八課：向陌生人介紹自己
 * Lesson 9: It's Monday today. 第九課：今日係(星期/禮拜)一.
 * Lesson 10: Ancient Origins of Cantonese Words. 第十課：粵語嘅本字.

Appendices / 附錄

 * Cantonese-English Glossary 粤英詞彙
 * Solutions to Exercises 題解
 * English-Cantonese Glossary 英粤詞彙

 * Numbers 數字/數目/數目字
 * Cantonese Romanization Schemes 粤語注音

 * Web Resources 網上資源
 * Common phrases

References / 參考

 * Cantonese Syllabary - Look up the Cantonese pronunciations of a character or look for all the characters of a particular pronunciation. Includes sound files, simple definitions, variant pronunciations, and more.  Can switch to virtually any Cantonese romanization system.

Related Books / 相關維基教科書

 * Standard Mandarin 普通话
 * How to write Chinese in the right way 如何正確書寫中文

Contributors / 編者

 * Contributor's Guide
 * Textbook Planning 課文安排
 * Contributors: xingmu

title: Cantonese


text:
User:Monik/heuristica/ejercicio 1

Un piloto esta volando sobre una carretera recta. El encuentra que los angulos de depresion a dos postes indicadores de millas, a 5 millas de distancia entre si tienen los valores de 32 grados y 48 grados, segun se observa en la figura. A. Dterminar la distancia del aeroplano al punto a. B. Dterminar la altitud del aeroplano.

title: User:Monik/heuristica/ejercicio 1


text:
Wikibooks:Book of the month/July 2005

The book of the month for July is Blender 3D/Noob to Pro. Blender 3D/Noob to Pro is a book that explains how to use the 3D modeling program blender.

Vote for August - Book of the month

title: Wikibooks:Book of the month/July 2005


text:
Wikibooks:Book of the month/June 2005 voting

The voting for the Book of the month for June 2005 is open from 1 - 31 May, 2005, and will close on May 31, 2005, 00:00 UTC. The book of the month will be featured on the main page of Wikibooks.

'''Closed. Any votes added will be reverted.'''

FHSST Physics:Index (7)
(Automatically nominated with 5 votes in April)

Votes:
 * 1) --Robofrance 02:06, 1 May 2005 (UTC)
 * 2) MikeBorkowski 20:40, 1 May 2005 (UTC)
 * 3) Marknewlyn 22:48, 7 May 2005 (UTC)
 * 4) JEmfinger 17:12, 27 May 2005 (UTC)
 * 5) Moldi 22:39, 27 May 2005 (UTC)
 * 6) Jimmy 05:22, 28 May 2005 (UTC)
 * 7) --Lawman 01:02, 1 Jun 2005 (UTC)

Comments:

 * After getting second place in both categories last month, can FHSST Physics win both?!
 * Any exposure is good - gotta get this done - would be good for wikibooks to contain a complete set of books for some purpose.

The Unicyclopedia (2)
(Automatically nominated with 3 votes in April)

Votes:

 * 1) Reub2000 04:29, 1 May 2005 (UTC)
 * 2) Gentgeen 06:01, 8 May 2005 (UTC)

Comments:

Wikijunior Solar System (4)
Votes:

 * 1) 159753 08:26, 1 May 2005 (UTC)
 * 2) MikeBorkowski 20:38, 1 May 2005 (UTC)
 * 3) Lyellin 15:38, 4 May 2005 (UTC)
 * 4)  06:16, 18 May 2005 (UTC)

Comments:

 * I think is about time a Wikijunior book got a go. 159753 08:26, 1 May 2005 (UTC)
 * We got a grant for these books, let's work on them and show them off. Lyellin 15:38, 4 May 2005 (UTC)

Programming:C (2)

 * 21:33, 23 May 2005 (UTC)

Votes:

 * 1) --Noogz 09:30, 4 May 2005 (UTC)
 * 2) Eyu100 22:42, 28 May 2005 (UTC)

Comments:

 * A very well rounded Tech book. Explains C very well.


text:
Psychological Testing

 * /Introduction/
 * /Basic Statistics/
 * /Correlation and Regression/
 * /Reliability/
 * /Validity/
 * /Writing and Evaluating Test Items/
 * /Test Administration/
 * /Interviewing Techniques/
 * /Theories of Intelligence/
 * /The Weschler Intelligence Scales/
 * /Other Ability Tests in Education/
 * /Standardized Tests in Education/
 * /Applications in Clinical and Counseling Settings/
 * /Testing in Health Psychology/
 * /Testing in Industrial and Business Settings/
 * /Test Bias/

Testing Intelligence:
[PURPOSES AND METHODS]

Although, as we have seen, theorists and researchers are still working on a definition of intelligence, psychologists, educators, and others who face a very real need to measure intelligence in some way continue to study existing tests and to explore ways to improve their ability to provide us with useful information. Why do we need to measure intelligence? There are three primary purposes in intelligence testing : predicting academic performance, predicting performance on the job, and assessing general adjustment and health

The earliest intelligence tests were designed to meet the first of these goals, and most existing intelligence tests, such as the Binet and Wechsler scales, predict performance in school better than they predict anything else. Predicting how well a person will succeed at a job is the second goal of intelligence testing, and according to Gottfredson (1997), such measures are the most powerful predictors of over all work performance. A third use of intelligence testing is in assessing people's general adjustment and health. The Binet and Wechsler tests that we discuss in this section can detect signs of neurological problems, mental retardation, and emotional distress in children as well as adults, and the Bayley scales and other infant tests are useful in assessing developmental progress in infants as well as neurological disorders or mental retardation.

Unfortunately, traditional tests do not make predictions as accurately for some groups in our society as for others. Many critics, for example, have pointed out that these tests often require knowledge that children with fewer advantages are unlikely to have and that thus, traditional tests may unfairly classify some people as less intelligent than they actually are. For some years researchers have been attempting to develop what are known as culture-fair tests, that is, tests that attempt to exclude or minimize the presence of culturally biased content that could prejudice test takers' responses. The raven progressive matrices test which requires people to identify, distinguish, and match patterns of varying complexity, and the Kaufman test we discuss shortly are such tests.

We begin this section with a brief discussion of the Bayley scales and then examine the two most widely used sets of traditional tests – the Stanford – Binet tests and the Wechsler scales. Neither of these tests is culture fair, and both tests measure the products of intelligence, that is, actual information. Next we examine the relatively new, Kaufman assessment measure, which attempts both to be culture –fair and to measure the processes by which people acquire information and solve problems we then turn to the methodology of test construction, including the ways in which psychologist s develop norms for test scoring and the kinds of procedures they considering the relative stability of intelligence as well as what factors may effect changes in intelligence over time.

Measuring infant intelligence
The Bayley scales of infant development (Bayley, 1969, 1993) are probably the best known and most widely used of all infant development tests. Because these tests were designed to be used with the very young, their nonverbal test items were chosen for their ability to measure specific developmental milestones. The Bayley scales are used with infants and children between 1 and 3 years of age, and they are generally used to assess children who are suspected to be at risk for abnormal development. For example, the Bayley mental scale includes such things as looking for a hidden object and naming pictures, whereas the motor scale includes such items as grasping ability and jumping skills in a third part of the test, the examiner observes the child's behavior, making notes about such things as sociability and displays of fear

The growing emphasis on the processes of intelligence has led some investigators to explore ways of assessing processing skills in the very young as well as to devise measures that are culture – fair. box 11-1 discusses one of these newer tests, the Fagan test of infant intelligence, which is capable not only of assessing process but of eliciting similar performance from infants of different cultures. The test also correlates well with measures of intelligence in children of older ages. Such predictive value not only can tell us something about the relative stability of intelligence, a topic we discuss later in this section, but also can serve a diagnostic purpose, indicating the need for special assistance for a child at risk for less than adequate cognitive development (Fagan, 1992).

The Stanford – Binet test
Widely used by psychologists both in schools and in health settings, the Stanford Binet test is the modern version of the test devised in the early 1900s by Binet and Simon at the request of the Paris school system. At that time because of new compulsory education laws, the city's schools were overcrowded, and school administrators wanted to identify children who were unable to learn in traditional classroom settings, fearing that teachers might judge these children unfairly, school officials proposed giving them the opportunity for special education. Binet and Simon, who believed that intelligence was malleable and that children's academic performance could be improved with special programs, took an innovative approach to the construction of their test (Binet, 1909/1973; Siegler, 1992). Critical of earlier psychologists, who had tried to assess intelligence by measuring simple sensory or motor responses, Binet and Simon asserted that to differentiate among individuals, one had to sample higher mental function such as

Child psychology in action
The Fagan test of infant intelligence

All mothers and fathers know that their babies are destined to win Nobel prizes or to become great leaders, but is it really possible to test intelligence in very young children? The Fagan test of infant intelligence was built on the notion that infants display their intelligence in their capable use of such processes as encoding the attributes of objects, seeing similarities and differences between objects, forming mental representations, and retrieving those representations (Fagan, 1992). Of course we cannot see an infant's selective attention to novelty, the primary basis of the Fagan test, but we can infer it from infants behavior. Suppose, for example, that we show a 5-month old a red diamond shape; next we show the infant a green diamond and a green square. Typically, the infant will show a preference for the square, indicating that she has processed the element of from the original color form compound and is now interested in the new form. (Remember our discussion in chapter 5 of habituation and the infant's tendency to attend to what is novel in her environment)

The Fagan test estimates an infant's intelligence by measuring the amount of time the infant spends looking at a new object compared with the time spends looking at a familiar object (Fagan et al, 1991) using a set of 20 photographs of human faces, arranged in pairs, the examiner begins by showing a baby one photograph of the first pair, for 20 seconds. Then the examiner pairs that photograph with its mate, showing the baby the two photos together for 5 seconds, and then again for another 5 seconds, this time reversing the two photos left to right (to avoid any tendency for the infant to choose one side). The score the infant receives is made up of the total time he spends looking at the novel photograph throughout presentation of all the 10 pairs.

To determine whether infants from different cultures would be equally adept at this task, Fagan and his colleagues administered the test to groups of European American and African American babies in the United States, a group of infants in Bahrain (bordering Saudi Arabia), and a group of infants in Kampala, Uganda. Within each cultural group infants of four ages - 6, 8, 18, and 24 months – were tested. The researchers found that there were practically no differences between the average scores obtained by the nearly 200 infants in these groups:

European American babies scored an average of 58.8 African American 59.1 Bahrainans 59.6 and Ugandans 58.4. according to Fagan (1992), the most parsimonious explanation for these findings is that differences in IQ between blacks and whites spring from differences in cultural exposure to information (that) influences scores in the domain of cultural knowledge tested (p.85).

Interestingly, among these infants, 54 percent of European Americans, 49 percent of African Americans, and 26 percent of Bahrainians were considered to be physically at risk – that is, they had spent five or more days in a neonatal intensive care unit. Moreover, among the Ugandan babies, 62 percent had mothers who were HIV positive. The presence of these potentially negative influences may add significance to the authors statement that there appeared to be no differences in intelligence among the four group.

Fagan and his associates (Fagan, 1984) have demonstrated the Fagan test's ability to predict intelligence scores at a later age, a quality that greatly enhances the potential usefulness of the test (see also text discussion of the predictive value of infant testing). In fact, a primary goal of the test is to differentiate normal from cognitively deficient infants. According to Fagan (1992), the test has been shown highly sensitive to later evidence of mental retardation, identifying some 85 percent of children who later obtained low IQ scores.

Binet originated the concept of mental age, which is an index of a child's actual performance level as contrasted with her true age. Thus, if a 6-year – old child gets as many items correct as the average 7-year-old, the 6-year – olds mental age is 7; she performs as well as a child 7 years old. The mental age concept was later superseded by the intelligence quoting for which the German psychologist William stern devised the following form: Where IQ equals mental age MA) divided by chronological age (CA), multiplied by 100. thus, if a child's mental age equaled her chronological age, she would be performing like an average child of her true age, and her IQ would be 100. if her performance were superior to other children her age, her IQ would be above 100; if it were inferior, her IQ would be less than 100. Today's Stanford-Binet test, a revision of the Binet-Simon measure, has been designed to include items that tap other than language and math skills, such as putting together jigsaw puzzles and making designs with blocks, but the extent to which academic experience influences the latter types of tasks is not completely clear. As we will see next, the Wechsler scales have placed more emphasis on tests that assess so-called performance skills.

The Wechsler Scales

The Wechsler intelligence scales, developed by David Wechsler (1952, 1958), include the Wechsler Adult Intelligence Scale (WAIS), the Wechsler Intelligence Scale for Children (WISC and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). Although these tests show the influence of Binets tests. Wechsler designed them specifically to yield separate verbal and performance IQ scores as well as a combined, full scale IQ score. The descriptions of the WISC subtests shown in table 11- highlight that performance items are some what less likely to be influenced by formal education or cultural factors. As a result, a child who has a specific learning problem such as a difficulty with language may do quite well on these items, even if he performs poorly on the verbal subtests. Children who come from homes that lack some of the advantages other children enjoy may also be more successful on these performance tests.

Rather than use mental age as a basis for estimating intelligence, Wechsler created the deviation IQ, which is a number that reflects the higher, lower, or similar position of the test taker's score in relation to the score obtained by an average child of the test taker's age. How is this different from the concept of mental age? The deviation IQ scoring system, which like the Binet IQ takes 100 as an average score, is based on extensive testing of people of different ages in many parts of the United States and on the statistical computation of mean scores for each age group. In computing these average scores, psychologists use a statistic called the standard deviation to signal the extent to which no average scores deviate from the norm. as a result, an individual's score may be at the mean, or it may be one or more standard deviations above or below the mean.

The Kaufman assessment battery for children
The first test to include a specific focus on processing skills, the Kaufman assessment battery for children (K-ABC), is based directly on cognitive development research (Kaufman & Kaufman, 1983). The test measures several types of information – processing skills grouped into two categories: sequential processing (solving problems in a step – by – step fashion) and simultaneous processing (examining and integrating a wide variety of materials in the solution of a problem) the test also assesses achievement in academic subjects, like vocabulary and arithmetic, yet its test items (many nonverbal) are intended to be culture-fair. In fact, the designers of this test used a wide and representative sample of many American cultural and socio-economic groups in establishing norms for the test.

An interesting innovation is that if a child fails early items on a subscale, K-ABC examiners teach the child how to complete these items before they administer the rest of the subtest. According to the designers of the test, this ensures that no child who is capable of learning an unfamiliar task receives a failing score in it. The Kaufman test has been criticized for offering only a limited range of items that tap information – processing function, such as short-term memory (Conoley, 1990); Sternberg, 1985) critics have argued that the test should focus more on problem solving strategies, a central component of the information – processing approach to intelligence. Nevertheless, the Kaufman test is a creative approach to the measurement of intelligence that applies important insights from the information – processing approach to the study of intelligence and intelligence testing. ==

title: Psychological Testing


text:
Psychological Testing/Testing in Health Psychology

Objectives

 * Understand what neuropsychology is and what a neuropsychologist does.
 * Gain knowledge of the basic structures and functions of the brain.
 * Understand the tools a neuropsychologist uses, and what each can help diagnose and why.
 * Understand the different areas that a neuropsychologist tests, and examples of tests that are used.

Neuropsychology
Psychological testing in health is mostly done by neuropsychologists in a field called neuropsychology. Neuropsychology is the study of the brain and how it relates to behavior. The neuropsychologist uses neuropsychological tests in order to test for dysfunction in the brain that affects behavior. Through these tests, neuropsychologists can identify disorders of the brain and spinal cord for further treatment or for the sake of gaining knowledge. It is also a diverse field which overlaps with the studies of psychological testing, neurology, and psychiatry.

Neuropsychologists study the brain in many different disorders. Some of these include how alcohol affects the functioning of the brain, how the AIDs virus changes brain functioning, problems in memory, the effects of Alzheimer's disease, deficiencies in language, motor and movement problems, malingering, injury or disease of the brain, epilepsy, and learning disabilities such as attention deficit hyperactive disorder.

Lateralization in the Brain
In order to understand neuropsychological tests a basic understanding of the nervous system and brain. The nervous system is made of two parts, the central nervous system and the peripheral nervous system. The central nervous system consists of the brain and spinal cord, while the peripheral nervous system is made up of cranial nerves.

The central nervous system is the part of the nervous system that is more important to neuropsychologists, especially the function of the brain. The brain is made up of both neurons and glial cells. One of the characteristics of a normal adult brain is that it is lateralized into the right and left hemispheres. Lateralization is the separation of the function of both side of the brain.

In order to study the functions of each hemisphere, neuropsychologists study split-brain patients. Split brained patients have had the corpus callosum severed. This area of the brain is the major commisure, or major pathway for communication between the two hemispheres, in the brain. When it is severed, it's as if both sides of the brain operate independently of one another, thus it's like having two separate brains that are specialized for different tasks that can't communicate with one another; however, this lack of communication is short-lived since the brains other commisures (posterior, anterior, and hippocampal) start to take on additional functioning in order to allow for the hemispheres to communicate.

For example: "[a] patient with a split brain, when shown an image in their left visual field (the left half of what each eye sees), will be unable to say what they have seen. This is because the speech control center is in the left side of the brain in most people and the image from the left visual field is sent only to the right side of the brain. Since the two sides of the brain cannot communicate, the patient can't say what they are seeing. The person can, however, pick up a corresponding object with their left hand, since that hand is controlled by the right side of their brain." (en.wikipedia.org)

This example of a neuropsychological test in split-brained patients shows how neuropsychologists know that left hemisphere of the brain is dominant for speech. Other generalities is that the left hemisphere works in a sequential manner, it is also dominant for understanding language while the right hemisphere is better at understanding emotional tone of speech. The right hemisphere also works in simultaneous way and is better at spatial tasks.

Although these generalities in most people, it should be noted that not all people share this same type of lateralization. For example, many left-handers and a few right-handers have language dominance in the right hemisphere instead of in the left.

Wernicke and Broca's Areas

Two are of the brain that are specialized for language are Wernicke and Broca's Areas. Wernicke's Area is specialized in the ability to understand spoken language while Broca's Area is specialized in the ability to speak and use expressive language.

The Three Areas
The brain is organized into three areas. The hindbrain, the midbrain, and the forebrain. The hindbrain is believed to be the most ancient part of the brain because it controls the most basic functions of life. In addition, it is also the closest area of the brain to the spinal cord or it is the lowest part of the brain. The hindbrain controls breathing, swallowing, vomiting, and blood pressure. It also is used for basic things such as general arousal, consciousness, muscle tone, posture, and hand eye movements.

The next higher level of the brain is the midbrain. The midbrain controls head and eye movements, and it is used to localize and follow visual stimuli as well as auditory stimuli. The diagnosis of dysfunction in the midbrain is done by neurologists, those who study the biological function of the brain, because this part of the brain deals with more with cranial nerves.

The last and most advanced area is the forebrain. The forebrain is composed of six major areas: the pineal body, thalamus, hypothalamus, hippocampus, basal ganglia, and the corpus callosum. The pineal body's major function is in the secretion of hormones. The second structure, the thalamus, is the area in which all sensory information is sent initially before it is projected to other areas. Next, the hypothalamus is the area in feeding, sexual behavior, sleeping, temperature regulation, emotional behaviors and movement. While the major role of the hippocampus is in memory. As for the basal ganglia, it is responsible for motor functions, in fact, damage to this area results in Parkinson's disease. Last, the corpus callosum, as mentioned above, allows both hemispheres to communicate with each other.

The Lobes
The brain is separated into four lobes: frontal, temporal, occipital, and parietal. The frontal lobe is responsible for executive functions and motor performance. For example, executive functions are the ability to plan, carry out the plan, organize, and to engage in goal directed behavior.

The temporal lobe is responsible for auditory information, sensations, long-term memory storage and control of biological drives such as aggression and sexuality. The occipital lobe is responsible for vision and the parietal lobe is responsible for sensory skills.

Testing Tools
Neuropsychologists use a series of brain imaging techniques to localize the areas of dysfunction. First, the electroencephalograph (EEG). In this electrodes are placed on the skull and the EEG record the electrical activity of the brain. This tool is useful in diagnosing epilepsy because part of epilepsy is abnormal electrical activity which an EEG can measure.

The next imaging technique is computerized tomography (CT scan). In this, x-rays are passed through the brain measuring the density it. Because a CT scan can detect density differences it is helpful in identifying any abnormality in density, such as in the presence of cancer or blood clots.

Another technique is positron emission tomography (PET scan). In order to perform a PET scan, glucose is injected with a radioactive tracer and then the positrons are measured with the instrument. This works because glucose is permeable to the blood-brain barrier and the radioactive tracer can get into the brain. A PET scan helps to diagnose Alzheimer's disease and schizophrenia. This is because it can detect differences in glucose metabolism thus differences in brain functioning and structure which are affect by Alzheimer's disease and schizophrenia.

The last technique is the use of magnetic resonance imaging (MRI). In an MRI, atoms and radio waves scan the brain to determine the structure of the brain. Since this also can detect abnormalities it is useful in finding brain tumors. It also can determine neurological diseases if damage to brain areas can be detected in the MRI.

Testing Techniques
Neuropsychologists use many techniques in order to diagnose psychological disorders. The tests measure sensory input, attention and concentration, learning and memory, language, spatial skills, executive functions, and motor output. These different areas allow the neuropsychologist to determine the area in which the dysfunction exists.

Sensory input is important because humans need to hear, feel, smell and perceive incoming stimuli accurately to learn and function well. Neuropsychologists measure the senses to see if their is a deficiency or dysfunction. One example of a test is asking a blindfolded subject, after touching one hand, to determine what hand has been touched. This test determines if the sense of touch is operating correctly. In addition, a faint sound could be presented to one ear to test if hearing is working correctly.

Attention and concentration is the ability to attend to stimuli, sustain attention, shift attention, the ability to ignore irrelevant stimuli and the ability to divide attention to different tasks at the same time. Most attention tasks measure one component of attention. An example of an attention test is the continuous performance tests. This test measures sustained attention. In it, a person is asked to press a key when a certain letter or shape appears on the computer monitor. This test is used often to diagnose children with ADHD although it is not very reliable.

Another important area is learning and memory. Learning and memory are connected to each other and it is not meaningful to separate them in tests. Tests measure the various aspects of learning and memory such as short term memory, long term memory, auditory and visual memory, and verbal memory. Examples of tests for learning and memory is the Wechsler Memory Scale-3 (WMS-3).

The use and understanding of language is the ability to speak, write and read language. Expressive language is the ability to speak whereas receptive language is the ability to understand language. A deficiency in language skills due to brain damage is known as aphasia. There are two major forms of aphasia, Wernicke's aphasia and Broca's aphasia. Wernicke's aphasia is deficiencies understanding language and Broca's aphasia is difficulty producing language. Aphasia's can be determined using an MRI because the MRI will reveal structural damage to the brain.

To test executive functioning (conceptual reasoning, planning, organization, flexibility in thinking) the Wisconsin Card Sorting test can be used. In this test, a number of cards which have varying numbers, colors, and shapes are used. The subject is then asked to sort the cards according to different aspects of the cards. This tests for frontal lobe damage.

The last area in which neuropsychologists measure is motor output. The tests measure both motor speed and accuracy. One test is the finger tapping test. In this test, subjects are asked to tap their index fingers of both hands as fast as they can in one minute, the number of taps are counter as an indication of motor speed. As for the grooved pegboard tests, subjects are asked to put pegs in holes in a certain time with their left and right hand. The number of pegs put in the pegboard are counted also as an indication of motor speed.

Chapter Vocabulary

 * Neuropsychology: The study of the brain and it's function in a psychological context.
 * Neuropsychologist: A qualified person who studied neuropsychology
 * Central Nervous System (CNS): The part of the nervous system that consists of the brain and the spinal cord.
 * Peripheral Nervous System (PNS): The part of the nervous system that consists of the cranial nerves in the extremities of the body.
 * Brain Hemispheres: The fact that the there are two separate sides of the brain divided into the right and left hemisphere, which are joined together by one or more commisures.
 * Right Hemisphere: The hemisphere of the brain that, in most humans, is specialized for emotional recognition, spatial reasoning, and simultaneous information processing.
 * Left Hemisphere: The hemisphere of the brain, that in most humans, is specialized for speech production and comprehension, and sequential processing.
 * Lateralization: the separation of function of both brain hemispheres.
 * Split Brained Patients: People, who have had their corpus callosum severed.
 * Corpus Callosum: the main commisure in the human brain.
 * Commisure: an area the brain where the hemispheres exchange information.
 * Wernicke's Area: This area of the brain is specialized in the ability to understand spoken language
 * Broca's Area: This area of the brain is specialized in the ability to speak and use expressive language.
 * Hindbrain: This is the most ancient part of the brain and provides the most basic functions including: breathing, swallowing, vomiting, blood pressure, general arousal, consciousness, muscle tone, posture, and hand-eye movements.
 * Midbrain: This part of the brain controls head and eye movements, it allows for localization and following of visual and auditory stimuli.
 * Forebrain: this is composed of six major areas: pineal body, thalamus, hypothalamus, hippocampus, basal ganglia, and corpus callosum. It provides a variety of functions.
 * Pineal Body: The area of the brain that is used for the secretion of hormones.
 * Hypothalamus: This area is used for feeding, sexual behavior, sleeping, temperature regulation, emotional behaviors, and movement.
 * Hippocampus: This area provides functioning for memory.
 * Basal Ganglia: This area is responsible for motor functions.
 * Frontal Lobe: The lobe in the brain that is responsible for executive functions and motor performance.
 * Temporal Lobe: The lobe in the brain that is responsible for auditory information, sensations, long-term memory storage, and control of biological drives such as aggression and sexuality.
 * Occipital Lobe: This lobe in the brain is responsible for vision.
 * Parietal Lobe: This lobe in the brain is responsible for sensory skills.
 * Electroencephalograph (EEG): Testing technique in which electrodes measure electrical activity in the brain.
 * Computerizzed Tomography (CT Scan): Brain imaging technique where x-rays are passed through the brain to measure its density.
 * Positron Emission Tomography (PET Scan): Radioactive tracers are measured through a scanning machine, which allows for imaging of the structure of the brain.
 * Magnetic Resonance Imaging (MRI): Imaging technique in which radio waves scan the brain to determine its structure.


text:
AppleScript Programming

Apple has an excellent online documentation library for AppleScript programming. This book is not meant to replace the documentation, but should enable the reader to make practical use of the tools available to all mac users.

Learning the Language

 * AppleScript Programming/Introduction
 * Basic commands
 * Numbers and strings
 * Lists and records
 * Aliases and paths
 * Scripting other applications
 * System Events
 * Shell Programming
 * Script Libraries

Appendix

 * Advanced Code List
 * Standard Additions
 * 3rd Party Codes
 * Sample Programs

Tip: If you can't find help for a problem from here, you can try searching with Google. For example, if you are searching information about how to use command repeat, write into the text field words " " (without quotes). Usually there should be helpful page amongst the first ten results.

title: AppleScript Programming


text:
User talk:DuLithgow

Welcome, let me know what's on your mind --DuLithgow 18:53, 29 Apr 2005 (UTC)

Hosting PDF file for Blender tut.
Hi, I'd be happy to host your PDF :) Contact me on my Wikipedia user page if you'd like to do so...

title: User talk:DuLithgow


text:
User:DuLithgow

Welcome, nice of you to drop by.

You can contact me by email using the address below

duncan at lithgow-schmidt dot dk

--DuLithgow 18:54, 29 Apr 2005 (UTC)

Hi!

Thank you for your welcoming hints on my additions to http://en.wikibooks.org/w/index.php?title=Straw_Bale_Construction/Techniques/Pushing_the_Limit&stable=0#Links.

As a longtime anonymous wikipedia contributor (nagged Larry Sanger ages ago to start my native Dutch one), I really appreciate your welcoming approach!

Kind regards,

78.21.161.168

title: User:DuLithgow


text:
Beekeeping/Starting Right

Often, after making the decision to keep bees, the hardest task is actually starting. Many questions arise due to the many options for keeping bees. The following is simply a recommended guideline. It is therefore not the only correct path to starting right with bees. It is more important to know the reason behind each step than simply taking it. This way an educated decision can be made based on knowledge, not based simply on because that was what you were told to do.

Gain Knowledge
Before becoming involved with live bees, often the best advice is to gain a secondhand experience in some form.

Read
Be prepared to read about beekeeping, the more reading you accomplish on the subject, the better informed you will be. There exist a handful of books regarding the subject of beekeeping, which can be found in many libraries and through many booksellers. There also exist many helpful websites and tutorials, including this wikibook, just remember to take all advice with a grain of salt, as beekeepers are an opinionated group. Only follow books or guidelines that you feel comfortable with.

Practical Experience
The best way to gain knowledge on beekeeping is through practical experience. If possible locate a beekeeper in your area that may be willing to guide you along or even mentor you during your newfound interests.

Join An Association
Many regions have beekeeping associations or clubs. Joining one of these can be a valuable resource. It may even be advised to join some time before you actually intend to keep bees.

Getting Equipment
Most beginners to beekeeping start with a standard Langstroth style hive, but this is by no means the only option available. It is, however, the advisable path, due to ease of availability and experience of others. It is more than possible to start beekeeping with a top bar hive, however that is not the way we shall continue.

What To Get
There is a wide range of equipment available to prospective beekeepers. It is advised by most keepers to start with a minimum of two hives and fewer than five. Though you should feel free to expand once you feel comfortable.

Hive Parts
Keep in mind the following list is making the assumption that you will be using a Langstroth style hive. The parts on this list will create one complete hive unless otherwise noted.

 * 2 Deep Hive Bodies to be used as  brood nests
 * 20 frames and sheets of  foundation to fit the two deep hive bodies.
 * A Minimum of 2 supers for collecting honey.
 * 20 frames and sheets of  foundation to fit the two honey supers.
 * A Entrance Reducer
 * A Feeder, often a  hive top feeder of a large capacity is recommended, though other designs will work.
 * A Inner Cover.
 * A Telescopic Cover.
 * A Bottom Board.

Tools

 * A Smoker
 * A Hive Tool, some beekeepers use a large flat head screwdriver or a pocketknife, but a real hive tool is recommended.
 * A Bee Brush

Safety Equipment

 * A Veil for each beekeeper, an extra one is recommended if you ever expect observers.
 * A pair of Beekeeping Gloves, this is an optional item but most beginners prefer to use them.

Other

 * Enough exterior paint or varnishes to properly weather proof the outside of the hive.

Equipment For Honey Harvesting
Often it is best to wait before buying honey-harvesting equipment, due to the large investment. It may be possible to borrow equipment from an association or use that of an existing beekeeper.
 * A Queen Excluder, some beekeepers choose not to use this device.
 * A Bee Escape, some beekeepers choose not to use this device.
 * An Uncapping Knife
 * A Honey Extractor

New Versus Used
Buying new equipment is often safer than  used hive equipment, as there is no chance of disease or other pests being transferred. It is obviously more expensive too. Some beginning beekeepers choose to build their hive parts, where as this process can be fun, it is often more expensive to build a single hive than it would be to buy one new.

Getting Bees
Bees should only be obtained after all the hive equipment is acquired and setup. There exist a wide variety of honeybee races, you should familiarize your self with their specific attributes and see what works best in your area before acquiring any. Once you have selected your desired race you should look at obtaining bees that best meet your purpose. It is recommended that a beginner acquire bees either from a package of bees or from a  nucleus hive.

title: Beekeeping/Starting Right


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Croatian/Main Contents/Common Phrases

 * Yes : Da
 * No : Ne
 * I am ... : Ja sam ...
 * My name is ... : Ja se zovem ...
 * How are you? : Kako si / Kako ste? (informal way / formal way)
 * Thank you : Hvala ti / Hvala vam (informal way / formal way)
 * Sweet : Slatko
 * Love : Ljubav
 * I love you : Volim te
 * What's your name? : Kako se zoveš / Kako se zovete? (informal way / formal way)
 * Thanks : Hvala
 * Good morning : Dobro jutro
 * Good day : Dobar dan
 * Bad : Loše
 * Terrible : Užasno
 * Good : Dobro
 * Great : Odlično

<–– Back to contents page

title: Croatian/Main Contents/Common Phrases