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Technologies for Rural Development/Building houses

Building houses

The building of houses is fundamental for human development, especially in areas of the globe with extreme weather conditions.

It is very important for family and for general social development, because it is where we live and so it must be comfortable and healthy. Many types of houses are difficult to build; they require a lot of knowledge and work to create them.

To be a good house it must comply with a few basic functions.

 * Be a functional and health environment for those that live in it.
 * Inside of the house one must be protected from wind, cold, heat, rain sand and dust.
 * Last few many years without requiring much maintenance.

There are many ways to build a house. Houses vary according to their location; they change due to cultural differences and also due to the local resources available to create them. In cold places houses must be more compact and have thick walls and small windows to resist the cold, they also have heating systems. In the hottest places the houses are built below ground level so that the earth keeps them cool during the day, they also have central courtyards to create shade from the sun. The forest areas the houses are made from wood, en the mountains they are made from stone, in areas with clay they are made from brick. In areas where there is seismic activity it is important to consider this when designing the structure of the house. Each country has its own regulation to guide this work.

Housing for Cold Climates
In cold climates a house must insulate its inhabitants from the outside temperature. This is achieved by creating walls that are made from materials that insulate well, often requiring layers of different materials. It is also necessary to include a heating system for the house. The type of heating will depend on the resources available (wood, gas, kerosene or electric), this should always be minimised by using the passive solar heating that the sun supplies. To make the passive solar heating from the sun more effective it is important to orientate the most important rooms towards the equator. (In the Southern Hemisphere towards the North, and in the Northern Hemisphere towards the South).

Passive Heating of Houses
Passive heating of living spaces is created by what is called the “greenhouse effect” because a greenhouse is a building made of glass used to grow plants in cool climates or accelerate growth by increasing the warmth.

Glass creates a greenhouse effect because the glass only transmits some light waves, this means that the light is trapped inside and bounces around within the area; the result is that there is more heat gain through the window, than heat loss.

Resources for good insulation:

 * Thick walls and ceiling made of materials with low heat transfer.
 * Walls and ceiling filled with insulation material that creates an air space (glass wool, cork, hay etc.)
 * Walls and ceiling with an air space (a double wall or ceiling).
 * Walls and ceiling insulated from water so that heat is not transferred with the moisture.
 * Doors and windows that insulate (double glazed or double doors). And that way the heat from the heating will stay in the building

Housing for Hot Climate
In hot areas it is important to cool the house down to make it comfortable to live in. The house must have walls and ceiling that insulate the inter spaces from the outside heat just like a house in cold climates.

The house must also have as much of its walls and floor in contact with the earth because the earth does not heat up as much as the air especially if the night time temperatures are lower than the day time temperatures.

The house must be shaded from direct sunlight this can be done by building the house partially under the ground, or by planting trees around the house.Cavity wall construction can be taken up at south and west sides considering the solar path.

Housing for Windy Climates
Houses built for windy climates need to be strongly anchored to the ground and need the roofs to be designed to support the force of the wind.

Choosing the right materials
Choosing the right materials to build a house depends on the region that the house it to be built in. Each area of the planet it different and has many different materials that can be used for housing.

Earth Bricks
Earth bricks can be made from some types of clay it is a very common material and requires very little energy to turn into a construction material.

Required Resources

 * Spade or shovel
 * Cement
 * A press to create the earth bricks

Construction System
The earth is mixed with a small amount of cement (without water) and then pressed into brick shape and left to harden. The humidity of the environment will enter the brick mixing with the cement and harden it. Normally small bricks are made so that they are easy to transport and work with.

It is considered one the most environmentally friendly construction methods.

The main disadvantage is it can not be used in the construction of the roof unless a arched or domed roof is created.

Ceramic Brick
This brick is made from clay which when heated goes hard to form a brick. It is very common in many parts of the world, but it is a material that is very fertile and so its use for construction reduces the fertile land in the area, it also used a lot of heat energy for its creation.

Wood
Wood houses has a long tradition in Asia, and the United Status. If there are renewable wood forest to supply the wood very efficient construction can be done by creating kit-set houses.

Necessary resources

 * Pieces of wood cut to size and dried.
 * Saws, hammers and nails also bolts for more important joints..

Construction system
The wood must be cut into lengths; these are normally standardized so that builders can use the same practices for more than one house. These are used to create the structure of the house and panelling is used to close the house. Insulation should be included between the inner and outer panels. Wood does not resist water and will rot if not treated with chemicals in humid climates. Because of this it is best suited to dry climates.

Installations
A good house should also have running water and a toilet and bathroom so that the inhabitants can keep clean and also have access to water to drink and cook with.

Environmental considerations
Tecnologías para el Desarrollo Rural/Cómo Construir una Casa

Links
http://en.wikipedia.org/wiki/Passive_house


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Understanding Noah's Classifieds/Multiple Image Submission

Problem
In Noah's classifieds an advert can only submit one image, we want to submit n images.

Solution
Modify the source as listed bellow

Preliminary Coding
Before we do anything I would like to wrap Noah's image operations into a class or at least a bunch of functions. The person/people who coded it initially did not do this. This in my opinion is a big mistake as it greatly complicates the code.

''The following is derived from the Noah source code and my own genius common sense. All of these will be placed in a new file which we will call image.php. The idea is to create an image management library that we can use with other projects without much recoding''

Image.php Source

Target Functionality
Now let's first talk about our target. We want the following features:

 * Modify the maximum amount of images saved from the set category screen (so each category can allow for a variable number of images)
 * Modify the Maximum Image Size and Thumb size from category screen
 * The first image uploaded in the series will be used as the display image when listing all the adverts
 * Images and their thumbs must be removed when an advertisement is removed
 * Each different category must be able to insert custom html text which will be used as a spacer.
 * Dynamically create the upload fields so submission is not cluttered

Modifying gorum/dbproperty.php
Because any and all object_vars are automatically saved to the database it is problematic to use $this->data to pass data from one function to the next. To get around this the following modification needs to be made to dbproperty.php

Modifying gorum/object.php
Change the function getVisibility as shown

Modifying Categories
Firstly we need to add 6 new rows to our category database (Table:classifieds_classifiedscategory)

imagesAllowed, Type int(4), default = 10, Unsigned ThumbSizeX, Type int(10), default = 64, Unsigned ThumbSizeY, Type int(10), default = 100, Unsigned imageMaxSizeX, Type int(12), default = 800, Unsigned imageMaxSizeY, Type int(12), default = 600, Unsigned imageSpacer, Type varchar(250), default = 'HTML TEXT'

These are the new rows that I added. From the information you can see that imagesAllowed will have a range of 0-16, thumbSize 0-1024 and imageSize 0-2048. If these are too little or too much adjust accordingly so that it doesn't hog database space.

Here is the SQL Script for adding these

Modifying the Source of category.php

Because of the lovely framework the Noah uses we can easily just add more fields to the categories. Simply add these lines at the top of file.

Adding the new texts to the language file(s)

Now we also need to add the following to lang_en.php (and all the other languages you plan on using). For consistency add it after the comment that says "Category"

Modifying Advertisements
In table classifieds_advertisement we won't be adding any rows. Instead we will modify an existing row called picture.

Picture is a STRING (VARCHAR) of size 250. At the moment Noah stores the extension of the 1 image that is uploaded into picture. We will be doing something very similar, we will store the extensions of the files but have them comma separated. So the first extension is the first image and the second extension the second and so on.

Now we must modify the source of advertisements.php This is going to be heavy modification so lets first agree on the current functionality.

Images are saved under "$adAttDir/$this->id".".".$ext and their thumbnails "$adAttDir/th_$this->id".".".$ext. This format is not a problem for storing single images but is for storing multiple images. So we will be modifying it.

First to maintain backward compatibality we will keep the current format for the first image in the sequence however the second, third and nth image will have this pattern.

Full Image:"$adAttDir/$this->id"."-$i.".$this->picture

Thumbnails:"$adAttDir/th_$this->id"."-$i.".$this->picture

Where $i is the image number starting from 0 so if a user had 6 jpeg images they will be named as follows:

pictures/listings/5.jpg // First image. Shown in advert listing pictures/listings/5-0.jpg // Second Image. Shown in details view (when viewing the advert) pictures/listings/5-1.jpg // "" pictures/listings/5-2.jpg // "" pictures/listings/5-3.jpg // "" pictures/listings/5-4.jpg // ""

We need a function that splits a string like "jpg,gif,jpg" into array("jpg","gif","jpg"). Such a function has been created in image.php called getImageExtensionsFromString($string)

So we will need to modify 4 functions I believe:
 * delete
 * This function is called when you remove the advertisement
 * showListVal
 * This function is called for every piece of information that is shown both in the advert listing and in the advert's details itself. We need this function so that it now lists all the pictures when viewing the advert details
 * activateVariableFields
 * This function needs to be modified so that it displays options for uploading n amount of images
 * storeAttatchment
 * Modify so that it actually stores all incoming images
 * showDetials
 * Shows the detailed view of the advertisement

delete
Replace everything inside

With this so that the entire block looks like (Now any1 just dare tell me this doesn't look cleaner!!!)

showListVal
Replace everything in

$s is the output buffer of the function. All HTML must be written to it. The first thing we do is make $s equal to the default image icon. This is so that if no images were found at least the default icon is shown. Next we see if picture has any text inside it (remember in php "" or 0 or "0" are all considered 'false'). So if there are pictures in it we progress. Extracting the image extensions using getImageExtensions;. Then depending on the whether this is a listing or a detailed view we print either the first or all of the images to the buffer.

activateVariableFields
At the top of advertisement.php is $item_typ["attributes"]["picture"] = {..}; Add this to the array "form invisible", this will make sure that it is not added to the form when modifying/creating adds. The above-mentioned declaration will now look like this.

Now the next part will ensure that when the methods CREATE_FORM and MODIFY_FORM are called the image fields are added to the forms. Add this just after the global definitions.

valid
This function validates the single image that is uploaded before the image is stored. The rest of the validation is done by the class this one inherits from. Just delete the entire thing.

storeAttachment
This function has been modified almost entirely, just copy over the new function.

showDetails
Change everything inside

To be

Finally More Functions
Add these new functions to the top of the file Notice one half above the class and the other inside the class.

Image.php Source

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


text: Understanding Noah's Classifieds/Image.php Source


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Blender 3D: Noob to Pro/Using Blender Libraries

You can append libraries in two ways. You can make a local copy of data blocks (like objects, meshes, ...) of the content of a .blend file in your .blend file (appending) or you can use data blocks from another .blend file (dynamic linking).

You can Append with the command in the 3d view File -> Append or SHIFT+F1. When you give this command a file browser window opens. There are two buttons Append and Link at the bottom of the window. The default action is appending. But you can use dynamic linking selecting the link button.

At this point select the .blend file to append. You can select one of the following data blocks type to append:
 * Group
 * Mesh
 * Object
 * Scene
 * Text
 * World
 * (not complete yet)

Note that this is a complete list, when you append only block types present in the file will appear. Select the desired type. Now you can select the particular data block to append by selecting its id.

Indirect linking
When you give an append or link command almost all relations between data blocks in Blender get expanded. For example, when you link (or append) a specific Group, all its objects, the meshes associated with the objects, the materials and the animations will be linked (or appended) too. That is called "indirect linking". When you use dynamic linking such indirect linked data is not stored when you save a .blend file, when you load the file again blender will look for the indirect linked data blocks in the library file.

Groups
When you append a Group, blender will also create links in the current Scene to the objects that are part of the group. The Objects then become visible. However, when you decide to dynamic link a Group, it won't do that. To use the objects in your blender project you can use the group as a duplicator "SHIFT+AKEY -> Group menu -> group id to duplicate".


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User:Mbutscher

Hi, my name is Michael Butscher.

Homepage (German)

My software (English)

title: User:Mbutscher


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User talk:68.34.19.159

Please be careful not to remove content from Wikibooks without a valid reason, which you should specify in the edit summary or on the article's talk page. If you want to experiment, please use the sandbox. Thank you. --Az1568 20:15, 9 September 2006 (UTC)

title: User talk:68.34.19.159


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User talk:71.104.88.239

This message is regarding the page Raising Chickens. Please refrain from adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. --Az1568 20:17, 9 September 2006 (UTC)

title: User talk:71.104.88.239


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Talk:Piano/Types of Pianos

I do believe that Spinet has been forgotten.

title: Talk:Piano/Types of Pianos


text: Template:Hebrew

title: Template:Hebrew


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Template:CSS:rendered

This template is used to format examples of rendered CSS. Usage:  …HTML & CSS code here…  Rendered

title: Template:CSS:rendered


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User:Mtchalakova

Hello There
Very new in this website, but I am enjoying it. Currently a Mount Royal College student and My Computer Science class requires to participate in this website, but it's very cool. Other websites that I enjoy are: www.myspace.com I enjoy photography and I post my work on www.flickr.com For fun times and broadcasting yourself this website is very cool www.youtube.com I am currently working on the following []

title: User:Mtchalakova


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Practical Electronics/PCB Layout

The efficient laying out of traces on a PCB is a complex skill, and requires much patience. This task has been made vastly easier with the advent of readily available PCB layout software, but it is still challenging.

Usually an electronics or electrical engineer designs the circuit, and a layout specialist designs the PCB. PCB design is a specialized skill. There are numerous techniques and standards used to design a PCB that is easy to manufacture and yet small and inexpensive.

These are the usual steps in PCB layout for most customers that allow the customer maximum flexibility to make changes to embrace the normal engineering changes that happen during the design process. By utilizing this structured approach maximizes the engineering teams' efforts to design and build a successful product.

1. Schematic / Components design review. 2. Determine what footprints are required to be built, and build them incorporating 3D models. 3. Board outline definition process. DXF board outline file import is the most stable method. 4. Component placement. 5. Customer review of component placement. 6. Power and Ground Plane assignment. 7. Customer review of Power Plane and Ground Plane Assignments. 8. Fanout. 9. Critical net routing. 10. Customer review of critical net routing. 11. Non critical net routing. 12. Customer review. 13. Silkscreen adjustment and board part number assignment/placement. 14. Gerber, DXF, Step, IDF/LDF final file generation for final customer review and approval. 15. Final cleanup and any touch up required from customer feedback.

Copper Thickness
The vast majority of PCBs are manufactured with "1 ounce copper" on the outer layers. If there are inner layers, they are almost always manufactured with "1/2 ounce copper".

The thickness of the copper layer on the PCB affects the behaviour of the circuit. PCB copper thickness is usually measured in ounces per square foot, frequently just called ounces. It can also be given in micrometres, inches or mils (thousandths of an inch). The measurements for commonly used thickness are given below.

As always, the thickness of a thin slab of metal with a given top surface area is always exactly
 * $$thickness = { mass \over { area \times density } }$$

The area is "1 square foot" (144 square inches), the density of copper is 8.96 mg/mm3 = 5.18 ounce/(inch3), and usually the mass is "1 ounce of copper", but occasionally 1/2, 2, 3, or 4 oz.

Trace Width
Different widths of traces have different properties that could affect the operation of the circuit. For, example, a thin trace has a higher resistance than a thick one, and can therefore carry less current or will heat up more for the same current.

Due to the large number of tables and charts, this information is presented on different pages:

 * For current capacities, see /Trace Current Capacity/.

Most manufacturers can manufacture a minimum trace width of 0.006 inch. (Many can manufacture traces 0.004 inch wide). Such minimum-size traces are more than adequate for most digital and analogue signals.

Footprints or Geometries
The manufacturer of each part recommends a "footprint", a copper pattern for the part to be soldered to the PCB.

Sometimes the footprint also includes a drawing of the outline of the part. Some people put that outline on the silk screen. Other people make a "virtual outline" that shows up on the computer screen and on the assembly drawings, but not on the actual PCB.

Footprints for capacitors and batteries should include plus sign (+) polarity marking on the silk screen next to the positive pad. (The positive-end-indicator stripe on the capacitor itself should be placed nearest that plus sign).

Footprints for LEDs and other diodes should have a polarity mark -- the "diode arrow symbol" (triangle + bar), or at least the bar, in silk-screen. The bar matches the cathode-end-indicator stripe on the diode itself.

Footprints for ICs should have a polarity mark "dot" or "1" near pin 1. Most people give pin 1 a "squared-off" pad, and all other pins a "rounded pad". Some people also like additional "10", "20", "30", etc., marks in silkscreen next to pin 10, pin 20, pin 30, etc.

The polarity mark must be visible after mounting the part so it can be seen after inspection. (It's useless to put the polarity mark where no one can see it). It's okay to put the polarity mark underneath a tubular-packaged diode, since people can look "around" the mounted diode and see the polarity mark.

Holes
There are 3 general types of holes:

A via -- literally, a "way" to get from one layer of copper to another layer of copper. The vias on a particular PCB should all be the same size. Some people recommend 0.025" (0.6mm) diameter via holes, surrounded by a 0.0394" (1.0mm) diameter via copper pad, if at all possible. Some very dense SMT boards require smaller vias. Some manufacturers can handle 0.012" diameter via holes, surrounded by 0.024" diameter via pad.

Since there is no actual component put into a via, many PCBs are manufactured with "plugged" vias (vias completely filled with metal) and "tented" vias (vias completely covered with solder mask).

A through-hole -- many components (called "through-hole components") require a hole (a "through hole") for each pin. The part manufacturer should specify a "footprint" including the location and size of each hole. If there is no recommendation, common practice is
 * round leads: add 6 mils to the nominal round lead diameter to get the recommended PCB hole diameter.
 * Rectangular leads: find the lead diagonal ($$\textstyle \sqrt{x^2 + y^2}$$). Then add 6 mils to get the recommended PCB hole diameter. ( 6 mils ≈ 0.15 mm )
 * voltage regulators and other components in TO-220 packages typically fit in 0.040" (1 mm) holes. Some people prefer a "universal layout" that supports practically any 3-pin regulator.
 * DIP package ICs and TO-95 typically fit in 0.031″ diameter holes (0.8 mm diameter).
 * "The component lead - hole clearance should be 0.4 mm"

 * "The optimum pad diameter for a through-hole component is twice its finished hole diameter."
 * 0.1" pitch pin headers from many manufacturers are typically 0.025 inch (0.64 mm) square. Manufacturers typically recommend a hole 0.040 inch (1.00 mm) diameter. It should be noted that 0.025 inch square terminals can be used for AWG 30 wire-wrapping as well.

A tooling hole or mounting holes ... A "tooling hole" -- used to temporarily attach the board to test fixtures, during assembly and test. They are almost always 0.125" in diameter, unplated, and placed in opposite corners. Two are required, but a third can prevent reverse installation of the PCB. It is possible to use these as mounting holes for the end-use of the PCB.

Many manufacturers publish their "standard hole sizes" (standard drill bit sizes minus the standard barrel thickness of through-hole metal plating). The person running the drill press prefers to see standard sizes; otherwise they are forced to either (a) pick the next-smaller standard drill bit -- then the physical part won't fit in the hole; (b) pick the next-larger drill bit -- this pushes the through-hole metal plating out, possibly hitting some internal trace and rendering the entire board unusable; or (c) reject the board as unmanufacturable. To avoid all 3 problems, often PCB designers "round up" non-standard hole sizes to the next larger standard hole size -- i.e., often holes for DIP packages are rounded up to 0.9 mm diameter -- and then run the DRC check. If the DRC finds any traces that are now "too close" to the bigger hole, the designer pushes those traces a safe distance away before sending the design to the manufacturer.

Board Thickness and Layers
The vast majority of PCBs have an overall thickness of 1/16 inch (1.58 mm). Some very dense SMT boards have an overall thickness of 1/32 inch (0.79 mm), which allows smaller via holes to be drilled, allowing denser packing. Occasionally boards are made with an overall thickness of 3/32 inch (2.3 mm), which makes it more rigid (but requires bigger via holes).

Often some or all layers are almost entirely covered with a "copper pour" ("ground plane" or "power plane"). Such pours typically have a signal-to-pour clearance of 0.010 inch and clearance from the cut edge (perimeter of the board edge) to pour of 0.020 inch.

(more layer stackup tips)

Most PCBs have between one and twenty conductive layers laminated (glued) together in a sandwich with insulating plastic. PCBs with more than two layers help construct complex or dense circuits. They are not always used because they are more expensive, and the inner layers are more difficult to inspect and repair.

In more complex PCBs, two or more of the layers are dedicated to providing ground and power. These ground planes and power planes distribute power well. They also prevent radio waves from antennas unintentionally formed by tracks. These planes are rectangular sheets of foil that occupy entire layers (except for small holes to avoid unwanted connection to vias and through-hole components). They distribute electrical power and heat better than narrow traces. Sometimes solid metal PCBs with thin layers of insulation are used. The power electronic substrate carries away waste heat when air cooling is impossible.

Four-layer PCBs with a ground and power plane are often used in high-quality, but cost-conscious audio, avionics and medical electronics. Most consumer products have one or two layers.

If you want to use a BGA-packaged part, that one part typically dictates the number of layers the PCB must have. With a few low-density BGA packages, it's possible to use a 2-layer PCB Some BGA packages require at least 4-layer PCBs, and many BGA packages force designers to use even more PCB layers. For example, a BGA package with 7 or 8 rows of balls (from the center to the perimeter) generally a minimum of 6 layers to fan-out, including a power plane and a ground plane. Some BGA packages with over 1000 pins and a pin-pitch of 0.8 mm require at least 8 layers and blind, buried, and micro-vias.

Often all the electronic parts of a system work fine with a 4-layer board or even a 2-layer board except for one part in a BGA package. Rather than designing one big full-custom 10-layer board to hold everything, many people prefer -- at least for the first prototype -- to partition the design into two PCBs -- or more. One board that that includes that BGA part -- often a commercial off-the-shelf (COTS) board, preferably one that includes as much as possible of the rest of the system -- and custom design a much simpler 2-layer or 4-layer board(s) to support the remaining parts. Often there is a more-or-less standardized interface -- carrier boards and stacking modules, FPGA Mezzanine Card (FMC) for I/O modules to connect to a FPGA; etc.

Trace clearance
The width and spacing of conductors (or "traces") on a PCB is very important. If the traces are too close, solder can short adjacent traces, and the PCB will be difficult to construct or repair. If too far apart, the PCB may be too large and expensive. When a PCB carries high frequencies, traces may need to be exact widths and lengths to control the characteristic impedance of the trace.

The "clearance" is the shortest distance through the air between two conductors. For mains-powered information technology equipment, UL 60950-1 gives the minimum allowed PCB spacing. With typical 120-230 VAC mains input, creepage between primary and low-voltage secondary circuitry per UL/IEC 60950 should be 6.4 mm minimum. The IPC recommends a clearance between tracks of 0.0254 mm/V on uncoated boards expected to ever be used above 10,000 ft, 0.005 mm/V on uncoated boards expected to always stay below 10,000 feet, and 0.00305 mm/V between traces under a solder mask. Some safety standards require a minimum of 8 mm clearance between mains input (240 V) and signal tracks. Other standards related to clearance and creepage include ECMA 287, IEC 60664, NEMA 1-111-1, NEMA 1-111-2, etc.

Some designs cut the ground plane or the entire PCB in strategic locations to control the return paths of currents. The usual desire is to keep high voltages or frequencies away from sensitive portions of a circuit. The actual properties of the design are critical, because in some cases, cutting the ground plane makes the PCB into an antenna that radiates radio noise into nearby equipment.

Remove less copper
Removing large areas of copper wastes etchant and can increase waste (although commercial fabricators reclaim the copper and regenerate the etchant). Also, a PCB etches more consistently and tends to resist warping if all regions have the same average ratio of copper to bare board. Therefore, designers may widen connectors, leave unconnected copper in place, or cover large areas of what would otherwise be bare board with arrays of small, electrically isolated copper diamonds or squares.

Fiducial
Most PCBs have alignment marks (called fiducials) and tooling holes to align layers.

The preferred fiducial is a solid circle 1 mm diameter. These permit the PCB to be mounted in equipment that automatically places and solders components. Some designs also have quality control patterns to measure soldering and etching processes. In some cases, the test patterns are on break-off tabs that can be removed before the PCB is installed.

Via
Signal traces on different layers may be connected together through plated holes called vias. The via basic structure include a drilled hole which is electroplated with copper and pads which are circular copper elements encircling the plated hole on the copper layers. High-density PCBs may have blind vias, which are visible only on one surface, or buried vias, which are visible on neither, but these are considered a cost adder because they require multiple lamination stages. The most simple via is the multilayer via (sometimes called also PTV) which is drilled all the way through from one side of the board to the other. Typically, there is no cost adder for any number of reasonable via drills per PCB, the cost adder may come when requiring via with epoxy filling (VIPPO or via in pad) or when the drill is very small.

Solder mask and silkscreen
A solder mask is a plastic layer that resists wetting by solder (the solder is said to "bead up"), and keeps islands of solder from running together. It also protects the outside conductors layers from abrasion and corrosion. Without the solder mask, the fibreglass-reinforced epoxy appears a translucent off-white. Solder masks are usually green, but they may be found in other colours.

A silkscreen legend on the top or bottom surface of the board provides readable information about component part numbers and placement. This aids in manufacturing and repair. To aid manual construction and repair, diodes, capacitors and integrated circuits are sometimes oriented in the same direction.

New technology allows for the component designators to be printed directly onto the board surface, saving time and money by doing away with silkscreens. This is sometimes done by a special inkjet printer. A similar process has experimentally produced solder masks.

Basic guidelines
Radio transmitters and radio receivers are difficult to design. PCB designers working on them must minimize parasitic effects due to layout of components, or take them into account with a general model and use simulation software such as SPICE.

Fortunately, many practical circuits can be laid out using a much simpler lumped element model.

PCB layout Basic guidelines:
 * it is often a good idea to have made a prototype circuit using point-to-point construction or wire wrap, as you will have solved certain basic issues to do with component selection: (e.g., should I use a 1/4 watt resistor here, or do I need 1/2 watt?)
 * consider physical constraints on the assembled board's size and heat dissipation requirements; choose your heat sinks if needed.
 * consider carefully the physical size of the components you are laying out; the circuit schematic doesn't tell you this. Equivalent components often have different packages.
 * How do the components attach to the board? Are they surface mount components? or do they require holes, screws, washers, etc.?
 * are there mechanical parts directly mounted to the board? For example, switches or variable resistors?
 * How will the board mount in its container? What stresses (shock, strain, shear) will there be upon it and upon components?
 * How will the board connect to its power source? What other connectors will be required (e.g., signal inputs, outputs)?
 * use construction paper and a pencil and sketch the board in its actual size; or use component layout software that includes information about the component outlines.
 * decide appropriate widths for each of the signal traces; this depends on the current each trace is expected to carry.
 * decide whether you will have a single-layer board, 2-layer, or multi-layer based on the circuit complexity and fabrication costs.
 * begin by placing component outlines, then by placing signal traces; leave a little room around each for tolerances.
 * for a single layer board, spend more effort to avoid having traces cross each other; play with component placement or run traces underneath components; sometimes a jumper wire is needed.
 * in 2-layer and multilayer boards simply run the traces on different layers, and use plated-through holes to jump from one layer to another.
 * try to predict and avoid assembly errors: where there are multiple components of the same kind, or where pins have a polarity (e.g., electrolytic capacitors), try to place them in parallel and orient the positive pin in the same direction.
 * If your PCB design software has a DRC (design rule check), use it.

PCB layout guidelines for RF circuits on a 2-layer or multilayer board:
 * identify the critical parts of the circuit and lay them out first
 * have one of the layers act as a continuous ground plane.
 * if signal traces are constant width and height above the ground plane, and are properly terminated, then their characteristic impedance is more well-behaved and may be calculated.
 * avoid sharp corners.
 * keep signal traces and component leads as short as possible.
 * inputs and outputs should be far apart, so that RF energy will not leak back from output to input. stages should line up, rather than snake around.
 * decouple the RF parts of the circuit from the DC parts of the circuit.
 * shield AF and IF components from RF components.
 * high-speed communication (over 100 Mb/s per wire) generally requires point-to-point connections, rather than multi-point multi-drop bus connections. Communication over 622 Mb/s per wire requires even more specialized techniques and careful connector selection.

Many people have a checklist of things to review before sending the Gerber layout files to the PCB fabricator.

title: Practical Electronics/PCB Layout


text:
User:Mrsgrobe

I am Mrs. Grobe, a teacher from Southern Vermont. --Mrs. Grobe 01:32, 10 September 2006 (UTC)

title: User:Mrsgrobe


text:
User talk:Woofles~enwikibooks

I'm a full-time chemistry student. I'm an employed member of an active academic electrochemical lab currently investigating fuel cell catalysts among other interesting projects. I am here to, hopefully, help others learn about science in general. My free time varies, so I will see what I can manage to contribute while I have an interest in this wiki stuff.

Your account will be renamed
Hello,

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

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

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Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:52, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:39, 19 April 2015 (UTC)

title: User talk:Woofles~enwikibooks


text: User talk:Mtchalakova

title: User talk:Mtchalakova


text:
Cookbook:Pecan

The pecan is the edible seed of a drupe which is used as a nut and native to North America. It is common in several candies, cookies, and cakes and other items in cuisine from the American South. Pecans are related to hickory nuts, and cultivated chiefly in the United States in the states of Georgia and Texas, though they are found throughout the southern half of the country.

Perhaps most prominently among pecan recipes, the nut is used in pecan pralines — strongly associated with Louisiana, and specifically New Orleans — and pecan pie, often served in the autumn and alongside pumpkin pie during the Thanksgiving holiday in the United States. In addition, butter pecan ice cream is a widely produced ice cream flavor by a variety of American companies, and the Georgia-based Waffle House restaurant chain offers pecans as an addition to its signature waffles and other menu items at locations throughout the United States.

Foods with pecans include

 * Pecan pralines
 * Divinity candy
 * Pecan pie
 * Turtles (candy)

External link

 * Loads of information about pecans

title: Cookbook:Pecan


text:
Talk:C++ Programming/Classes/Abstract Classes

this article needs a spelling check since it contains plenty of misspelled words

(Note sure who wrote the above. Adding three tildes will sign it, or four will sign and date it.)

Fair comment, though I'm not the original author of this material. I've fixed many of the spellings/grammatical issues. I also fixed the common misconception that a pure virtual function is one that is not implemented in the class, as pure virtuals can be implemented. We should also document that they can be implemented, and that they can be called but only non-virtually. We should also document that a pure virtual destructor should be implemented, as it will be called (non-virtually) implicitly by the destructors of derived classes. -- James Dennett 05:56, 6 December 2006 (UTC)

The last two sentences are confusing to me. While I might be able to fix them grammatically, my C++ expertise isn't trustworthy.

"Generally, the maximum accepted layers of inheritance is about 3, above that and refactoring of the classes is generally called for.

A general test is the "is a" vs "has a", as in a Square is a Rectangle, but a Square has a set of sides."

I would change "about 3" to just "3", since "about" is redundant (per "Generally"). The sentence should end there.

Next replace ", above that and refactoring of the..." (?) with "Beyond that, refactoring the...".

The last sentence is out of place. It has more to do with inheritance vs aggregation than it does with inheritance being taken too far.

Pbyhistorian (discuss • contribs) 18:03, 27 June 2020 (UTC)


text:
Practical Electronics/PCB Layout/Trace Current Capacity

Because PCB traces have resistance, they will heat up as current flows through them. As any heat buildup is continuously being removed by the air and the PCB substrate, the trace will heat up to a point where the heating effect of the current is balanced by the cooling. The amount of resistive heating is governed by:

 * The width of the track
 * The thickness of the copper
 * The resistivity of the copper (generally fixed - this page deals with a "standard" value only).

This page gives information on the maximum current that can be passed through a trace of a certain width and thickness in order that the temperature does not rise above certain levels.

Disclaimer
'''The information presented here is for guidance only. Please exercise caution when calculating current limits. No liability is taken for any damage caused by the information presented below being incorrect. Always leave a comfortable margin of error.'''

Also please note that this information does NOT take into account things like PCB composition, air flow, humidity, air pressure, and so does not necesarily give accurate results for your application. It is not advised to extrapolate the data beyond that given.

Equations
The graphs that follow are based on the equations below:

For external traces:
 * $$I_{max}= 0.0647 \times \Delta T^{0.428} \times A^{0.673}$$

For internal traces:
 * $$I_{max}= 0.0150 \times \Delta T^{0.545} \times A^{0.735}$$

 * A is the cross-sectional area of the trace, in units of mils2;
 * Imax is the maximum Amperes allowable in the trace in order not to exceed ΔT temperature rise in Celsius degrees.

The values for internal traces are lower because the PCB substrate is a good thermal insulator, so the energy is not dissipated as fast.

The equations are based on

Current vs. Trace Width
This section contains graphs that show the maximum current allowable for given trace thicknesses. The maximum currents are given for changes in temperature of 10, 15, 20, 30, 50, 100 and 110 degrees Celcius.

Trace Tinning
It is common on commercial consumer through-hole PCB's (typically PSU's) to leave the solder mask off PCB traces in order to have the traces coated with solder during the wave soldering process. This coating of the traces with solder increases the current handling capability of the trace, effectively "for free" compared to to higher cost of thicker copper substrate. The solder coating thickness can vary widely, so the exact reduction in resistance cannot be reliably calculated. But empirical testing shows roughly a 50% reduction in trace resistance.


text:
Cookbook:Lángos (Hungarian Fried Flatbread)

Ingredients

 * 500 g all-purpose flour
 * Instant yeast
 * 4 eggs
 * 4 tbsp yogurt or sour cream
 * 2 tsp salt
 * Lard or canola oil

Procedure

 * 1) Combine the flour and yeast. Add the eggs, then mix the yoghurt to make a dough.
 * 2) Add the salt, and knead until the dough is pliant and not too sticky, adding more flour or yogurt as necessary. The correct texture is really a matter of trial-and-error. It's not unlike an egg pasta dough, but it's rather less stiff.
 * 3) Transfer the dough to an oiled bowl. Cover and let rise overnight in a cool location, like the refrigerator.
 * 4) Gently deflate the dough.
 * 5) When you're ready to cook, heat about 2 inches of lard in a pan. The oil should be hot enough that when you put a very small piece of the dough into it, it drops to the bottom, and immediately rises up to the surface frying.
 * 6) Take a lump of the dough (roughly a bit bigger than a ping-pong ball, but rather smaller than a tennis-ball) and flatten it into a disk shape. Do this by hand rather than using a rolling pin—just keep pressing it between fingers and thumbs, and turning it round and round. Make the centre of the disk fairly thin, and the edge rather thicker. It should end up about 8 inches across if possible. Don't worry over-much about getting it too circular and even; the hand-made look is all part of their attraction.
 * 7) Carefully slide the disk of dough into the hot oil and let it fry for 30 seconds or so. It should start to puff up as it fries; if it doesn't, either the oil isn't hot enough, or the disk is too thick.
 * 8) Carefully turn the dough over, and fry for another 30 seconds or so. Turn it over and see if the underside is golden brown or not. If not, fry for a while longer until both sides are golden brown, with a 'puffed-up' surface. Adjust the frying times for subsequent ones accordingly.
 * 9) Remove from the hot oil and drain away any excess.

Notes, tips, and variations

 * Lángos are traditionally served with a pungent fresh garlic dressing. This is made by mincing up several cloves of garlic and mixing them into a small amount of oil and water, which is left to infuse for a while. You just spread the garlic dressing over the hot bread and eat.
 * You can also top lángos with crème fraîche, sour cream, or thick yoghurt (as a substitute for something called tejföl that you can't get outside of Hungary), and grated cheese. Fried lardons or diced pancetta are a good topping too.
 * Three or four of these will leave you feeling pretty full, but if you've really hungry you could also have some good continental sausage (ideally Hungarian kolbász, naturally) to go with them.


text:
Talk:Knowing Knoppix/Other applications

Confusion at end of article. I am not qualified to fix.
At the very end of this article is this... - "Note to all debian users. Anyone who has used debian before will probably be itching to issue

apt-get upgrade

You are urged not to do this as knoppix has many custom scripts that apt-get upgrade seems to break." - But a few lines previous it recommends doing...

"sudo apt-get update"

by using the sudo, is this OK? It seems to me (a novice) that sudo makes it worse, giving more power. I hope some knowledgeable person can clear this up as it looks like a serious problem for beginners like me.

Edit; I see the problem, update and upgrade are not the same. Disregard a beginner :-)

title: Talk:Knowing Knoppix/Other applications


text:
MATLAB Programming/Advanced Topics/Numerical Manipulation/Ordinary Differential Equations

Differential equation solver syntax
All of the differential equations have the same syntax that you must use, and the same input and output arguments. All of the solvers require three input arguments: a function handle to the differential equation you want to solve, a time interval over which to integrate, and a set of initial conditions. Let us suppose we want to solve the simple differential equation y' = y, y(0) = 1, which has the true solution y(t) = e^t. Suppose we want the solution between t = 0 and t = 1.

To use function handles, you must first create an M-file with the function in it like so:

function Yprime = func(t, y) Yprime = 0; Yprime = y;

Note that you must include the time argument even if it is not used in the differential equation. The initialization of Yprime to an array of zeros will save you grief if you try to solve more than one function; Yprime must be returned as a VERTICAL array but, if you don't initialize it as a verical array (or transpose at the end), it will return a HORIZONTAL array by default.

Also note that, with the exception of ode15i, the function must be solved explicitly for y'.

Once this file is created, call the ODE function with the arguments in the order (function, timeinterval, initialcond):

>> ode45(@func, [0,1], 1)

The other method is to use anonymous functions, which is only useful if you have one function (otherwise you must use function handles). You again must declare the anonymous function in terms of both the dependent variable(s) and time:

>> func = @(t,y) y; >> ode45(func, [0,1], 1)

Calling the ODE function without input arguments gives a graph of the solution. Calling it with one output argument returns a struct array:

>> Struct = ode45(func, [0,1], 1) Struct = solver: 'ode45' extdata: [1x1 struct] x: [1x11 double] y: [1x11 double] stats: [1x1 struct] idata: [1x1 struct]

This data is mostly used to, in the future, call the 'deval' function to get the answer at any time you want:

>> Solution = deval(Struct, 0.5) Solution = 1.6487

Deval can also return the derivative at the point of interest by including a second output argument.

>> [Solution, Derivative] = deval(Struct, 0.5) Solution = 1.6487 Derivative = 1.6487

Since the derivative of e^x is itself it makes sense that the derivative and solution are the same here.

Calling ode45 with two output arguments returns two lists of data; t first, then the independent variables in an appropriately-sized matrix.

ODE Options
The are a rather large number of options that MATLAB gives you to modify how it solves the differential equations. The help file does a pretty good job describing all of them so they won't be described in detail here. To get a list use the help function:

>>help odeset

To get a list of the different options' names and what you have to pass to it, just type 'odeset' into the command prompt. It returns either a data type or a finite list of options. It also lists, in parenthesis, the default values of all the options.

To set a specific option or list of options, type the name of the option first and then the value of the option you want. For example, suppose you want to tighten the default relative tolerance from 10^-3 to 10^-4. You would call 'odeset' as follows:

>> option = odeset('RelTol', 10^-4);

Note that the option name must be passed as a string, or else you'll get an 'undefined variable' error most likely. More than one option can be passed at a time by just putting them all in a list:

>> option = odeset('RelTol', 10^-4, 'AbsTol', 10^-7, 'MassSingular', 'no');

The options structure can then be passed to the ode function as a forth (optional) input argument:

>> [T,X] = ode45(@func, [0,1], 1, option);

This will return more accurate values than default because the error tolerances are tighter. It should also compute faster because MATLAB is not checking to see if this is a differential-algebraic equation (this is what the MassSinglular option does; it is usually set to 'maybe' so MATLAB checks by itself).

The ODE solvers
MATLAB doesn't just have one ODE solver, it has eight as of the MATLAB 7.1 release. Some are more suited for certain problems than others, which is why all of them are included. The MATLAB help has a list of what functions each one can do, but here is a quick summary, in roughly the order you should try them unless you already know the classification of the problem:

 * Most problems can be solved using ode45, and since this is the best tradeoff of speed and accuracy it should be the first one you use.
 * If you need a really tight error tolerance or a lot of data points, use ode113.
 * If you have a relatively loose error tolerance or the problem is slow with ode45, try ode23.
 * If the problem is truly stiff and ode45 fails, use ode23tb for loose tolerances, ode23s for slightly tighter tolerances with a constant mass matrix, or ode15s for tighter tolerances or nonconstant mass matrices.
 * If you need a solution without numerical damping on a stiff problem, use ode23t.
 * The s indicates that the algorithm is intended for stiff problems.
 * There is one other ODE solver, which is special:
 * Implicit problems can only be solved using ode15i.

Since ode15i has some differences in its syntax, it is discussed next.

Implicit ODEs: ODE15i
Since ode15i is the only ODE solver that solves implicit equations, it must have some special syntactical rules on how to input the function.

If you are using ode15i declare the function as follows:

function Z = func(t,y,Yprime) Z = 0; Z = y - Yprime;

Note that with ode15i, you must put the function into normal form (solve it for 0), whereas for all other ODE functions you must solve explicitly for y'. Also notice that you must declare three input arguments instead of the usual two.

When you call ode15i, you must not only include initial conditions for y but also for Yprime. The initial conditions for Yprime go into the fourth argument:

>> [t,x] = ode15i(@func, [0,1], 1, 1);

This will return similar results to ode45 when used for the explicit equation, but has fewer data points.

The options structure is passed to ode15i as the optional fifth argument. All output options from ode15i are the same as for the other ODE solvers.


text:
Cookbook:Halal

Halal (حلال) is the Arabic word for 'allowed' or 'permissible', and is used as a generic term used to describe anything which is lawful or allowed in Islam. Halal is a label given to foods which are ceremonially slaughtered according to Muslim traditions, as stated in the Qu'ran. It is similar to the Jewish tradition of Kosher food (i.e., pork is not allowed), and has a common origin in early monotheistic scripture.

Muslims are only allowed to eat meat from animals or birds which have been slaughtered in a particular fashion. The animal must be cut with a sharp knife across the neck in such a fashion that its blood is drained. During the slaughtering, Allah's name is also mentioned as a way of showing gratitude.

 * All types of fish are halal, and don't have to be slaughtered. Shi'ites do have a restriction against shellfish, but Sunnis do not.

 * Animals which have died naturally of illness or disease are not halal and may not be eaten.

 * Carnivorous animals such as tigers, lions, and any other animals which feed on flesh may not be eaten.

 * Land scavengers such as pigs, or anything originating from them, are specifically mentioned in the Qur'an as not allowed to be eaten. This means Pork, as well as byproducts like bacon, are not Halal.

 * As mentioned before, blood must be drained from meat before consumption. This is because blood itself is haram, and may not be consumed by Muslims. This prohibits recipes which use blood as an ingredient.

 * Food sacrificed in the name of other deities is also not permissible.

 * Alcohol beverages, or any consumable containing alcohol in it is equally not allowed to be consumed. This is important, as a number of otherwise Halal recipes include alcohol as an ingredient.

 * Items which are not Halal are called Haram (حَرَام).

Kookboek/Halal

title: Cookbook:Halal


text:
User talk:147.226.246.241

Thanks for experimenting with the page Lucid Dreaming: Induction Techniques on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks. Az1568 05:24, 10 September 2006 (UTC)

title: User talk:147.226.246.241


text:
User talk:24.81.35.229

Thanks for experimenting with the page MapleStory/Monsters on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks. Az1568 05:27, 10 September 2006 (UTC)

This message is regarding the page MapleStory/Monsters. Please refrain from adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Az1568 23:49, 15 September 2006 (UTC)

title: User talk:24.81.35.229


text:
User:Aizatto

I will be working on the FOSS A General Introduction, FOSS Education, FOSS Government Policy, FOSS Localization, FOSS Open Standards books for UNDP Asia-Pacific Development Information Programme.

I am a Free and Open Source Software activist in Malaysia.

title: User:Aizatto


text:
Talk:Koine Greek/1

Untitled
Isn't phi supposed to be pronounced like "ph"?

-Chiapr

Modern and Classical pronunciation
I removed the modern and classical pronunciations since this book is about koine greek and they seemed to be cluttering things. If they need to go back, perhaps we could give them another column? --1locs 13:44, 26 Mar 2005 (UTC)

Orthography
Could a section be provided on how to write the letters by hand? Bounton 07:01, 10 September 2006 (UTC)

Request
Could another column be added for a pronunciation guide? I added a few pronunciations in a column. I think that the first two columns are too wide. Anyway, using International Phonetic Alphabet (IPA) might be better. I am just giving ideas. If we go with the "a is for apple" model, better examples than mine should probably be used. Bounton 06:08, 10 September 2006 (UTC)

 * Well now that I did that, I see that there is another Alphabet page at Koine Greek/1 that is better and already has the pronunciation column. I suggest removing this page and linking to the other page instead. Bounton 06:40, 10 September 2006 (UTC)

title: Talk:Koine Greek/1


text:
User:Richard001

My Wikipedia user page

title: User:Richard001


text:
User talk:Richard001

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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 * Explore, be bold in editing pages, and have fun!

You can find more resources in the Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or the IRC channel.

Good luck!.--Az1568 06:54, 10 September 2006 (UTC)

title: User talk:Richard001


text:
User talk:Jyothipriya68

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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 * See list of templates which can save your time
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 * Explore, be bold in editing pages, and have fun!

You can find more resources in the Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or the IRC channel.

Good luck!.--Az1568 06:55, 10 September 2006 (UTC)

title: User talk:Jyothipriya68


text:
User talk:Esaudio

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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 * Explore, be bold in editing pages, and have fun!

You can find more resources in the Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or the IRC channel.

Good luck!.--Az1568 06:56, 10 September 2006 (UTC)

title: User talk:Esaudio


text:
User talk:Michaelhaslip

Hello and welcome to Wikibooks!

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You can find more resources in the Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or the IRC channel.

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text:
User talk:Bounton~enwikibooks

Hello and welcome to Wikibooks!

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 * Explore, be bold in editing pages, and have fun!

You can find more resources in the Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or the IRC channel.

Good luck!.--Az1568 06:57, 10 September 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 22:59, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:41, 19 April 2015 (UTC)

title: User talk:Bounton~enwikibooks


text:
William Shakespeare's Works/Comedies/All's Well That Ends Well

All's Well That Ends Well
This play concerns a maid, Helena, who cures the King of France of a disease, then asks for Lord Bertram's hand in marriage. Bertram obliges, then quickly flees to Italy to engage in war, hoping for death to avoid marriage. Helena is greatly hurt, and sets out on a pilgrimage, only to wind up in Florence, Italy, where she meets Bertram's new young mistress, Diana. In a perplexing "bed trick," Helena sleeps with Bertram, while Bertram believes he is sleeping with Diana. This act secures Helena's bond to Bertram, and Bertram, matured by war, consents to happily love Helena and their future child. Other characters include Lafew (Lafeu), a wise old lord; Parolles, an obsessive liar and follower of Bertram; the Countess, the mother of Bertram and stepmother of Helena; the Clown, a witty servant to the Countess; and a Widow, the mother of Diana.

 * /Plot Summary/
 * /Act I, Scenes I-III/
 * /Act II, Scenes I-III/
 * /Act II, Scenes IV-V and Act III, Scenes I-IV/
 * /Act III, Scenes V-VII/
 * /Act IV, Scenes I-III/
 * /Act IV, Scenes IV-V and Act V, Scenes I-III: Study Guide/


text:
Koine Greek/7

In the learning of Koine Greek, accents are not very significant, and are often ignored entirely (particularly in the study of the New Testament and Septuagint). Even in the study of Classical Greek, only a rudimentary knowledge of accents is necessary. However, for the sake of comprehensiveness, the information regarding them is provided below.

Accents and Morae
Ancient Greek was a language that distinguished between long and short syllables. Recall that the letters omicron and epsilon always denote short vowels. Iota, alpha, and upsilon can denote either short or long versions, but the letters eta and omega are always long, and all the diphthongs are long, except that αι and οι are usually short at the end of a word. The difference between long and short vowel is the number of morae (singular: mora) it contains. A short vowel counts as one mora, and a long vowel counts as two. Here are basic rules of accentuation:

 * 1) Almost every Ancient Greek word has an accent, and the accent will always fall on one of the last three syllables. Examples: οὐ-δείς, Ἀ-σί-α, ἄν-θρω-πος.
 * 2) When a short vowel takes the acute accent, its pitch is rising. When a long vowel takes the acute, its second mora has a rising pitch. The mora immediately following has a falling pitch, even if it is on the next word.
 * 3) A circumflex can occur only over a long vowel. It indicates that the first mora has a rising pitch and the second a falling pitch. It is only allowed to occur on the last two syllables.
 * 4) The pronunciation of the grave accent is not precisely known. An acute accent on the last syllable (the ultima) changes into a grave unless the word stands last in its clause. The grave does not occur under any other circumstances. Example: ὁρ-ῶ αὐ-τό, but αὐ-τὸ ὁ-ρῶ.
 * 5) If the last syllable is long, the accent will not fall on the third last syllable (the antepenult). (This rule has exceptions, but don't worry about them right now.)
 * 6) If the second last syllable (the penult) is long and it takes the accent:
 * The accent will be an acute if and only if the ultima is long. Examples: βαί-νω, σῴ-ζω
 * The accent will be a circumflex if and only if the ultima is short. Examples: βαῖ-νε, σῷ-ζε

title: Koine Greek/7


text:
Cookbook:Balsamic Vinaigrette Salad Dressing

This is a basic recipe for Balsamic vinaigrette.

Ingredients

 * ¼ cup (60 ml) balsamic vinegar (preferably aged and/or Italian)
 * 1 cup (250 ml) Italian olive oil
 * 1 pinch of salt
 * A few grinds black pepper
 * ¼ teaspoon minced garlic (optional)

Procedure

 * 1) Mix everything together with a wire whisk until well combined.


text:
WebObjects/Web Applications/Deployment/Debugging Frozen Deployed Instances

This article was written by Andrew Lindesay (http://www.lindesay.co.nz) around February 2005. It first appeared as LaTeX PDF and has been transcribed into this Wiki. You use the information contained in this document at your own risk. Please contact the author if you feel there may have been an error in the conversion to Wiki markup.

Applicability
The material discussed here has been used with WebObjects 5 and Java 1.4 on MacOS-X Server. It may or may not work on older or newer versions of WebObjects or Java. It is strongly suggested that you test this on a non-production server first. Note that there may be security issues with this technique if your system is exposed on the internet.

Introduction
Java provides the substrate upon which WebObjects 5 applications operate. Java has it's good and bad points. One good point is the ease with which one can achieve threaded operation of a software system. This can often be used to make the most of your hardware assets, but also means you need to ensure that things are locked to prevent two threads getting at the same thing at the same time. Locking failures can lead to data getting damaged or when one thread won't let a lock go for some reason, other threads can be left waiting indefinitely.

When "things go wrong" in a multithreaded system, obtaining a solid diagnosis can be arduous. Problems are often very hard to repeat, can be very sporadic and are often infrequent. It may require a very specific series of events with very specific timing to reproduce an issue and often these issues are hard to reproduce in "the lab". In a production environment such bugs are liable to "freeze" up instances of your application and eventually render the live system unresponsive.

It is also possible that more banal errors such as infinite loops and the like can sneak into production systems and cause unresponsive instances as well.

This article focuses on a technique that can be used to ascertain what is going on inside a frozen instance in a production environment. In particular this technique will obtain for you a stack-trace of the instances' threads. Armed with this information, you are much better placed to diagnose the issue and fix it quickly.

Before you Start
A WebObjects system which is deployed in the traditional manner consists of a number of copies of the program running separately, each carrying some of the inbound load from users. Each of these 'copies' is termed an instance. The SiteConfig.xml file defines the instances. This configuration file is located at the following place in your MacOS-X Server's file system.

/Library/WebObjects/Configuration/SiteConfig.xml

Before you modify it, make a backup of the SiteConfig.xml file in case anything goes wrong.

Setup
The instances are modified such that they are able to be connected to remotely using the jdb debugging tool. Some "additional arguments" need to be inserted into the configuration in the SiteConfig.xml file for each instance in order to achieve this. These additional arguments are inserted as shown below in the text of the element additionalArgs. You will need to choose a different address for each instance -- choose addresses from 8000 - 8999. This is a TCP/IP port. Note that the additional arguments should all appear on one continuous line. The author has split this up here to improve readability.

The element tag will repeat here for all the instances inside the instanceArray tag.

The id tag gives the instance number and you need to remember the mapping from the instance number to the <tt>address</tt> in the additional arguments. Jot this information down on a piece of paper. For example, one can see above that the instance 1 is mapped to address 8121.

Now restart your instances.

When Something Goes Wrong...
The instances are listed in the JavaMonitor. A screenshot is shown below with the instance number circled in red. You need to first identify which instance has frozen.

Once you have the instance number, using your instance to address mapping from the setup, identify the address you want to connect to.

Use the <tt>jdb</tt> command line tool that comes with the java environment to connect to the instance and debug it. To do this, enter a command of the following form on the application server.

fooserver$ jdb -attach 8121

If you want to debug a remote machine you can use the following command.

foodev$ jdb -attach woserverhost:8121

This may be useful in situations where your WebObjects application server does not have the <tt>jdb</tt> tool installed and so you need to run the jdb tool from a host where the <tt>jdb</tt> tool is installed.

You will now be using the java debugger. There are a slew of commands that can help you work with the debugged java system, but this article is just going to focus on getting the thread stack traces. Issue the command <tt>suspend</tt> to freeze all of the threads so they can be dumped and then the command <tt>where all</tt> in order to get all the stack traces of the threads. Finally when you wish to resume the threads again, issue the command <tt>resume</tt>. You're advised to actually quit the <tt>jdb</tt> environment as soon as you have the information you need.

What to Look For
An example of a stack trace is shown below. You'll notice the java class name and source-code line number at the end of a particular entry in the stack. Here we can see that the thread called "WorkerThread103" has stuck trying to get a session from the session store. In this situation another thread will most likely have the session store locked and is not releasing the lock.

<pre style="overflow:auto;"> WorkerThread103: [1] java.lang.Object.wait (native method) [2] java.lang.Object.wait (Object.java:429) [3] com.webobjects.appserver.WOSessionStore.checkOutSessionWithID (WOSessionStore.java:207) [4] com.webobjects.appserver.WOApplication.restoreSessionWithID (WOApplication.java:1,546) [5] com.webobjects.appserver._private.WOComponentRequestHandler._dispatchWithPreparedApplication (WOComponentRequestHandler.java:314) [6] com.webobjects.appserver._private.WOComponentRequestHandler._handleRequest (WOComponentRequestHandler.java:358) [7] com.webobjects.appserver._private.WOComponentRequestHandler.handleRequest (WOComponentRequestHandler.java:432) [8] com.webobjects.appserver.WOApplication.dispatchRequest (WOApplication.java:1,306) [9] nz.co.orcon.osm.webobjects.Application.dispatchRequest (Application.java:428) [10] com.webobjects.appserver._private.WOWorkerThread.runOnce (WOWorkerThread.java:173) [11] com.webobjects.appserver._private.WOWorkerThread.run (WOWorkerThread.java:254) [12] java.lang.Thread.run (Thread.java:552) WorkerThread101: [1] java.net.PlainSocketImpl.accept (PlainSocketImpl.java:351) [2] java.net.ServerSocket.implAccept (ServerSocket.java:448) [3] java.net.ServerSocket.accept (ServerSocket.java:419) [4] com.webobjects.appserver._private.WOWorkerThread.run (WOWorkerThread.java:238) [5] java.lang.Thread.run (Thread.java:552) ...

If you have a look at what the other threads are doing at the same time, it is hopefully possible to ascertain what area might be at fault. At the very least, one can figure out what part of the application is at fault.

Conclusion
Despite the simplicity of this approach, it provides for a means by which you can find out what is going on inside frozen instances rather than playing laborious guessing games.


text:
User talk:192.85.47.2

Hi,

What's all the shakespeeare about? Most of it has naming convention problems (and need to be moved about), but I'm not sure what's what. Are all the "act x, scene y" pages chapters of "King Henry"? -- SB_Johnny | talk 11:18, 10 September 2006 (UTC)

title: User talk:192.85.47.2


text:
User:Richard n

Richard  n If you want, email me at richard_n413@tiscali.co.uk. I will answer everyone's emails if possible (within the limits of reason i.e. no stupidity).

About Me

 * I am sixteen years old

 * I am from Rotherham, England

 * I support Rotherham United

 * Contrary to belief, I am human

 * I go to Wath Comprehensive School - A Language College

 * My wikipedia account:

 * My blog:

 * Alternative French Language book

title: User:Richard n


text:
User talk:84.9.83.105

Thanks for experimenting with the page Arimaa on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks.

—The preceding unsigned comment was added by SBJohnny (talk • contribs) 12:46, 10 Sep 2006 (UTC)

title: User talk:84.9.83.105


text: Novial/Hound Appendix 3

title: Novial/Hound Appendix 3


text:
User:Lee J Haywood~enwikibooks

Lee J Haywood
Lee Haywood's home page.

title: User:Lee J Haywood~enwikibooks


text:
Adventist Youth Honors Answer Book/Recreation/Fire Building & Camp Cookery

Requirements annotated with the symbol are from the General Conference edition. Requirements annotated with the symbol are from the North American Division edition. ==1. Lay five different kinds of fires and know their uses.1. Lay five different kinds of fires and know their uses. Two of these fires must be cooking fires.==

3. Show correct techniques for starting a fire.
A fire needs three things in order to burn: fuel, air, and heat. You need to pay attention to all three for building a successful fire.

Fuel
Fuel is categorized into three groups: tinder, kindling, and fuel. Tinder is light, fluffy stuff that is easy to ignite. It may be made of many different types of material, including, dried grass, dead pine needles, fine wood shavings, bird feathers, pocket lint, paper, milkweed seeds etc. The key to tinder is that it should be dry, thin, and wispy. Tinder is laid first, and then it is surrounded with kindling.

Kindling is a bit bigger than tinder. Pencil-sized sticks make excellent kindling, but if all your kindling is that size, you are going to need a lot of it. Sort it by diameter, and stack the smallest stuff over the tinder. You can arrange it in a tipi, log cabin, or even a ridge-pole and rafter arrangement. As you build up the kindling pile, add larger and larger pieces, but do not add anything larger than a 1.5 inches through - any bigger than that, and you are into the next size category. Stacking the kindling is perhaps the most important aspect of building a successful fire. If it is stacked too tightly, the tinder will not ignite it. If you do not have enough of it, it will not ignite the main fuel.

Fuel is the largest stuff you're going to burn, though for camping, it should not be larger than six inches in diameter. Any larger than that, and you will either be up all night tending it, or you'll find yourself dousing it before turning in yourself. It is far better to burn all your fuel completely.

Air
It might seem that you would need to do nothing to make sure that your fire has a good air supply - after all, air is all around us. But a fire needs lots of air, and the way the fuel is stacked can affect this greatly. Do not pack the fuel tightly. Kindling should be stacked such that the spaces between pieces are equal to the width of the pieces (on average). In other words, the kindling pile should be about 50% air and 50% wood by volume. These gaps will allow the flames to get in between and burn all the kindling, thus igniting the larger fuel logs. When you add logs to the fire, make sure there's at least a one-inch gap between each piece. Otherwise, you will cut off the air supply and the fire will die down without burning all the fuel.

Heat
Heat is initially added to the fuel and air with a match, lighter, or other fire lighting device. If using primitive lighting techniques, the tinder is lit first, and then transferred into the kindling pile. Heat is transferred from the match (or spark) to the tinder, and then from the tinder to the kindling, from the kindling to the main fuel, and finally, the heat from the main fuel will be sufficient to maintain the fire, igniting additional fuel (and sometimes drying it out) as it is added. To get a fire to die down, separate the logs so that their heat is spread out. To burn all the fuel, keep pushing the unburnt ends of logs to the center to concentrate the heat (but do maintain some distance between the logs to allow air in).

4. Start a fire with one match and keep it going for at least ten minutes.
Again, the secret to keeping a fire going after it is lit, it to stack the fuel progressively from smallest to largest. Be sure you have enough kindling to ignite the main fuel, and keep the stack loose enough to allow air to circulate. Stack the kindling atop the tinder and have the main fuel ready to go - but do not add it yet. Light the tinder. As soon as you have a good flame, start adding the main fuel to the fire. Add it in an orderly fashion, using one of the techniques detailed in requirement 1 (the council fire works particularly well for this, as it is easy to lay and it the fuel is positioned directly over the kindling).

11. Why is it important to keep your cooking and eating utensils clean?
==12. Showing knowledge of proper nutrition and food groups, make up a complete and balanced menu for six camping meals. Include the following:a. A breakfast, lunch, or supper good for a trail hike where light weight is important. The meal should not need cooking but should be nutritious.b. The remaining five meals may be made up of any type of food: canned, fresh, frozen, or dried. One of the five must be a one-pot meal.==

Proper Nutrition

The food groups are defined by the USDA in the food pyramid. The amount of each food group needed by an individual varies by age, sex, and amount of physical activity. The chart below shows the recommended amount of each group for Pathfinder-aged people who are fairly active (and it is safe to assume they will be fairly active on a campout).

Trail Meal
Sandwiches, trail mix, and fruit are a good combination of foods that do not require cooking. Powdered milk is another option also not requiring cooking, as are any of the weight-loss milkshakes, however you really do want to bring something with a lot of calories. Peanuts and other shelled nuts are also good as they are high in calories (which are needed on a hike).

13. Make up a supply list of items that will be needed to prepare the above six meals.
The most obvious things on this list will be the ingredients for the meals - but don't stop there! Inexperienced campers have been known to bring canned foods, but no can openers. An industrious individual may find a way to open a can without one, but it is so much easier (and safer) to open a can with the proper tool. You will also need proper cookware for these meals. A pot will certainly be required (for the one-pot meal), but you will also need something to stir and serve the food with, as well as a plate or bowl from which to eat. Don't forget flatware. If you're planning to cook over an open fire, you'll need something to light it with as well as the needed fire safety gear (fire extinguisher, or a bucket to fill with water at the camp site). Otherwise, you will need a camp stove and fuel. Other items may include a cutting board and a sharp kitchen knife, a Dutch oven, pot holders, and a skillet. But don't just blindly pack all of these items - think first. If you will not need a Dutch oven, leave it behind. Imagine yourself going through all the steps to cook the food - with as much detail as you can - and note what items you'll need.

Food safety
There are two key elements to handling food safely: cleanliness, and freshness. Wash your hands before and during cooking. Be aware of the "danger zone" for food - fresh food above and below  is in danger of spoiling. Keep it in a cooler, make sure the lid stays on, and make sure it stays cold inside. Use fresh foods early in the camp out, and do not rely on a cooler for more than a day and a half. When all the ice in a cooler has melted, the food inside should no longer be used.

Trash disposal
Try not to make more food than your group will eat. Dispose of any leftover food as required by a campground, or store it in a cooler. Under no circumstances should food be brought into a tent where people intend to sleep. All food needs to be put away as soon as possible and it needs to be kept out of the reach of wild animals. Skunks, raccoons, and bears can be very clever when it comes to getting food. Suspend your food 10 feet above the ground and at least five feet away from a tree trunk.

Wash your gear
As soon as the meal is over, wash all the dishes and kitchen utensils. Wild critters will be happy to drag your spatula from your kitchen and lick it clean for you, but they rarely return such items, nor do they clean them satisfactorily.

It is a good idea to number all the plates, forks, bowls, knives, spoons, and cups your group owns, and then keep like-numbered items in a hosiery bag. Each camper is assigned a number, and each camper is responsible to clean his own eating gear. If you find an abandoned bowl on a picnic table, it is a simple matter to check the number, determine the owner, and convince him to do his part. Once the dishes are washed, they are returned to the hosiery bag and hung on a line to dry. It is also a good idea to number the clothespins with which the hosiery bags are hung, and hang them in order. This is not a much trouble is it sounds, and makes finding your own dish set a snap.

Assign a kitchen crew to for each meal and have that crew cook the food and clean the kitchen gear. Optionally, you can use two crews for this, with one doing the cooking, and the other doing the cleaning.


text:
User talk:207.218.213.243

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. --Think Fast 14:45, 10 September 2006 (UTC)

title: User talk:207.218.213.243


text:
User:Acarr025

How should personnel be evaluated?

Written By: Amy Carroll

Teachers should be evaluated on different aspects of their teaching. They should be evaluated on the efforts and ability to establish and enforce rules for behaviors and procedures for maintaing order among the students for whom they are responsible. Teachers also need to be able to observe and evaluate student's performances, behavior, or social development, and physical health. The teacher should be able to prepare material and classrooms for class activities. Also, the teacher should be able to adapt teaching methods and instructional materials to meet the students varying needs and interest. The teacher needs to be able to plan and conduct activities for a balance program of instruction, demonstration, and work time that provides students with the opportunities to observe questions and investigate.

Here are some main focusing on how and why teachers should be evaluated the way there are or should be. These are just a few aspects to consider for an evaluation.

Is this a teacher who is willing to take a risk for his/her students even if they fail or is this teacher who does only what he/she is told to do? Is this a person who is willing to try to make a difference in child's life by taking on a more difficult class or by teaching only the "smart kids"? Is this a teacher who is willing to take responsibility and criticism from other personnel and parents because their class is having too much fun or will the teacher put the child to sleep everyday by reading the lesson to them?

All children learn in different ways. Knowledge of instruction in relation to a student's need: The international Reading Associations position statement (1999) says there is no single method or single combination of methods that can successfully teach all children. Rather is the ability of a teacher to put together many pieces that are based on the needs of the child (Adams, 1990).

In my experience, the way most children learn is by engaging in active activities. When you are physically doing something, you are more energized and excited about what it is you are doing. If a teacher simply sits in the front of a classroom everyday and reads the lesson out loud to the students, they will get bored. Their mind will wonder, they will not pay attention, and they will not learn. You have to occupy the mind of a child to keep their attention and reading to them all day won't. If the teacher has an active assignment, the children feel as if they are actually doing something. The will become more excited about the class and this will make them want to learn.

In order to have an interactive class, the teacher needs to be willing to accept responsibility and criticism on this way of teaching. "The kids were being too loud", "Sally spilt glue on the carpet", "My child has marker on her pants" are all complaints the teacher may be addressed with. More than likely, someone will always complain. Hopefully the teacher will then be able to show the person complaining why it is important to teach in this manner and what the child has learned by being in this environment.

A teacher should also be evaluated on the children in the classroom, what they have learned, and how the teacher has made an impact on child's life. A good teacher will always be remembered. There are children who come from abusive families. The children come to school and act out what they have seen or been out through at home. Will this teacher, like most, label this child as a bad kid and keep punishing the child, or will this teacher take the time to try to help this child by raising their self confidence which they don't receive at their home. Instead of always telling Little Jimmy what it is that he has done wrong; tell him what it is that he has done right. "Good job" can go a long way in the mind of a child. A child who has felt he could do nothing right now has and will continue to try. It builds their self confidence and gives them a positive attention that they are not use to getting. A teacher can truly turn a child's life around. Any teacher can teach intelligent students but it takes and exceptional teacher to teach disruptive or challenged students.

"Teacher evaluation that captures the multiple teacher roles in changing the educational environment. Teachers themselves should also be engaged in the process of generating such criteria, if they are to accept them as a means for measuring their professional effectiveness".

Susan Carroll, a teacher of twelve years at South Hill Elementary School in Mecklenburg County, VA believes that the way she is evaluated is the most appropriate and effective method. In Mecklenburg County, they have what is called a “24/7 walk through”. A 24/7 Walk Through is where at anytime the members of the school bored or principle of the school can walk through any classroom at anytime and expect to see certain things. They must at all times have the objectives for the day on the chalk bored for everyone to see. They must have their lessons plans prepared and on their desk. The lesson plans must be turned in every other week. They have to comply and meet the criteria of the Standards of Learning. The children’s work should be exhibited in the classroom. There should also be a class schedule including the changing of classes for students to see. When any member of the county walks through a classroom, whether it is a parent, principle, or member of the school bored, should see theses things in a classroom.

Susan Carroll recently had a 24/7 Walk Through and received some very positive feedback from the principle. She stated that “Positive feedback from the principle makes the teachers want to do more. This is a very effective way. The 24/7 Walk Through helps to keep focus and everyone knows what they are doing at all times.”

She also states “School should be fun. It is up to us to make it fun. Not only will the children grasp the concept quicker, they will enjoy learning. We want children to enjoy learning!”

What have the students learned? What impact has the teacher made on the students? Is the teacher willing to accept responsibility and criticism from other personnel and parents in order for a child to achieve the desired amount of knowledge? Is the someone willing to take on more difficult task such as a disruptive class? These are just a few of the issues that should be addressed when evaluating a teacher.

Sidebar "Those who educate children well are more to be honored than parents, for these only gave life, those the art of living well". Aristotle

Resources

Educational Research v. 48 no. 1 (March 2006) p 1 – 20

Bureau of Labor Statistics 2004 wage data and 2004-2014 employment projections.

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT.

Internet: http://www.odu.edu/edu/dwallen/eci301new/lecture12.htm

Carroll, Susan Personal Interview September 20, 2006. Teacher with 12 years of experience at South Hill Elementary School

Questions

1.	What is the name of the process of evaluation used in Mecklenburg County, VA? a.	24/7 Work Up b.	24/7 Walk Through c.	7/11 process of elimination d.	11/24 Walk Through Answer: b

2.	What is the best method of teaching? a.	Reading b.	Writing c.	Active learning d.	All of the Above Answer: d

3.	Who evaluates teachers? a.	Principles b.	Parents c.	Members of the School Board d.	All of the Above Answer: d

4.	When a child physically engages in an activity, it makes them: a.	tired b.	energized c.	moody d.	frustrated Answer: b

5.	Whys should objectives and class schedules be listed for everyone to see? a.	So everyone knows what they are doing at all times. b.	So a faculty member or school board member can complete an evaluation. c.	So parents can keep track of what their child is doing d.	All of the Above

Answer: d

Essay Question In what areas should teachers be evaluated? Teachers should be evaluated on different aspects of their teaching. They should be evaluated on the efforts and ability to establish and enforce rules for behaviors and procedures for maintaing order among the students for whom they are responsible. Teachers also need to be able to observe and evaluate student's performances, behavior, or social development, and physical health. The teacher should be able to prepare material and classrooms for class activities. Also, the teacher should be able to adapt teaching methods and instructional materials to meet the students varying needs and interest. The teacher needs to be able to plan and conduct activities for a balance program of instruction, demonstration, and work time that provides students with the opportunities to observe questions and investigate.

Here are some main focusing on how and why teachers should be evaluated the way there are or should be. These are just a few aspects to consider for an evaluation.

Is this a teacher who is willing to take a risk for his/her students even if they fail or is this teacher who does only what he/she is told to do? Is this a person who is willing to try to make a difference in child's life by taking on a more difficult class or by teaching only the "smart kids"? Is this a teacher who is willing to take responsibility and criticism from other personnel and parents because their class is having too much fun or will the teacher put the child to sleep everyday by reading the lesson to them?

title: User:Acarr025


text: Template:2Logic IC

title: Template:2Logic IC


text:
Practical Electronics/IC/4001

The 4001 is a member of the 4000 Series CMOS range, and contains four independent NOR gates, each with two inputs. The pinout diagram, given on the right, is the standard two-input CMOS logic gate IC layout:

 * Pin 7 is the negative supply
 * Pin 14 is the positive supply
 * Pins 1&2, 5&6, 8&9, 12&13 are gate inputs
 * Pins 3, 4, 10, 11 are gate outputs

The truth table for one of the four gates is shown to the right. For more information about the NOR gate in general, see this module. The arrangement of the CMOS components is shown below:

This chip is widely available, and usually comes in a DIL-14 or SOIC-14 package.

This chip is different in pinout to the TTL 7402, but can fulfill its function if the wiring is modified.

title: Practical Electronics/IC/4001


text:
Practical Electronics/IC/4030

This IC is identical in pinout and function to the more modern 4070 Quad 2-Input XOR Gate. The 4070 completely obsoletes the 4030.

title: Practical Electronics/IC/4030


text: Practical Electronics/IC/4070

title: Practical Electronics/IC/4070


text:
Biblical Studies/Christianity/Roman Catholicism/Prayers and Sacramentals

The Stations of the Cross
The fourteen stations of the cross are: Sometimes the Resurrection is added as a fifteenth station.
 * Jesus is condemned by Pilate
 * Jesus accepts His Cross
 * Jesus falls the first time
 * Jesus meets His Mother
 * Simon of Cyrene helps Jesus carry His Cross
 * Veronica wipes Jesus's face
 * Jesus falls the second time
 * Jesus consoles the women of Jerusalem
 * Jesus falls the third time
 * Jesus is stripped of His garments
 * Jesus is nailed to the Cross
 * Jesus dies on the Cross
 * Jesus is taken down from the Cross
 * Jesus is buried in the Tomb.

The Rosary
The rosary is a Marian prayer attributed to St. Dominic. It is begun with the Sign of the Cross and the Apostles' Creed. One Our Father, three Hail Marys, and one Glory Be are prayed. Fives sets of decades are prayed (composed of one Our Father, ten Hail Marys, and one Glory Be'') are prayed. The Rosary is concluded with the Hail, Holy Queen and the optional prayers for the Pontiff.

Currently there are twenty "mysteries" commonly used for meditation (there is also a more uncommon set of five called the Consolation Mysteries):
 * The Joyful Mysteries (prayed on Mondays and Saturdays)
 * The Annunciation
 * The Visitation
 * The Birth of Jesus (also called the Nativity)
 * The Presentation of Jesus in the Temple
 * The Finding of Jesus in the Temple
 * The Luminous Mysteries (prayed on Thursdays)
 * The Baptism of Christ by Saint John the Baptist
 * The Miracle at Cana
 * The Proclamation of the Coming of the Kingdom of God
 * The Transfiguration
 * The Institution of the Eucharist
 * The Sorrowful Mysteries (prayed on Tuesdays and Fridays)
 * The Agony in the Garden
 * The Scourging at the Pillar
 * The Crowning of Thorns
 * The Carrying of the Cross
 * The Crucifixion
 * The Glorious Mysteries (prayed on Wednesdays and Sundays)
 * The Resurrection
 * The Ascension
 * The Descent of the Holy Spirit upon the Apostles
 * The Assumption of Mary
 * The Coronation of Mary

Although the standard order is used by most Catholics, the selection of which set of mysteries to pray on which day is not obligatory.

The Scapular
The scapular is a sacramental attributed to St. Simon Stock. The religious garb is worn by any Catholic. Although appearances differ, every scapular has the same form: Two wool squares connected in a fashion which requires the wearer to drape one square over the chest, and the other over the back or shoulder blades (or, scapular bone, hence the name).

The purpose of the Scapular as a devotion can vary from individual to individual, just as any use of a Sacramental. Some use it as an expression of their relationship with Mary the Mother of God, while others use it in a way similar to the Jewish yarmulke in which they attempt to always remember the presence of God and their internal marking of a Christian claimed for Christ. Both of these principles derive from its true purpose: A reminder to live a wholly Christian life by looking at the example of Mary, the perfect Christian, and showing a commitment to live in her and Christ's example.

The popularity of this devotion has remained steady in recent times, but is slowly decreasing due to the fact that many Catholics simply do not know what it is, or why they wear it, or a combination of both.

The Miraculous Medal
The Miraculous Medal is attributed to St. Catherine Labouré. Around the edge of the medal is "O Mary, conceived without sin, pray for us who have recourse to thee."

Other Sacramentals
Other sacramentals are:
 * Holy Water
 * Blessed Salt
 * Saint Benedict Medal
 * Crucifix
 * Other Medals
 * Other scapulars (such as the green scapular)