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Grand Theft Auto: San Andreas/Appendices/Turf Wars Guide

This page is about Turf Wars in general; for information about unlocking hidden territories, see the 178 Territories Glitch.

A turf war is where two rival gangs fight it out for control of an area. However San Andreas' implementation of gang rivalry is different from GTA2; gangs will only attack the Grove Street Families' turf (hereafter abbreviated GSF like in the game itself); they will not attack each other. And the only gangs that attack GSF's territories are the Ballas and Vagos.

Reasons for starting a Turf War
For every territory controlled, more money is generated at The Johnson House on Grove Street. It also increases CJ's overall Respect rating. However just as it is possible to take territory from the Ballas, so too can they take territory back from GSF, resulting in losing money and respect. In the 'Return to Los Santos' segment, you must take over 35 percent of the city to trigger the endgame. Note that it is not required to take over all of the territories to complete the game or get to 100%.

Locations that can be fought over
There are a total of 54 territories to take over. There are some territories on the Westside, near the beach and towards the hills in the 'Vinewood' area, but most of the enemy turf is on the eastern side of Los Santos.

Look at the colors on the map (screenshot); if a territory is  green , CJ's gang GSF controls it. If it is colored  purple  (Ballas) or  yellow  (Vagos), CJ can choose to attack it. Territories successfully won will turn green, but if captured back by the enemy they will change color once more.

Turf War Mechanics
To begin with, there are only two periods in the game when you can engage in turf war. The first period is between the time that you are introduced to the concept of banging and when you have to leave Los Santos. During the successive missions in San Fiero, Las Venturas, and so on you will not be able to access turf wars (the rationale being that the Grove Street Gang is defunct during this time). Once you are into the end-game, turf wars open up again and even become crucial to finishing the game. The final mission will not be triggered unless you have about a third of the city under GSG control.

As you haven't acquired some of the best weapons and skill levels during the first set of Los Santos missions, it is feasible and less frustrating to simply not focus on turf war until you return to Los Santos. At that point you will have gear like the rocket launcher and access to the tank (see below), which make turf wars a lot easier.

To start a turf war, simply kill three (or sometimes four) rival gang members. The gang members do not actually have to be inside the colored territory for the kills to count -- what matters is that CJ is standing in the colored region when the kills occur. This is helpful for starting turf wars in some of the smaller territories; CJ can use a sniper rifle or other long-range weapon to kill gang members a ways off as long as he is standing in the territory you wish to take over.

Also, these kills must take place while CJ is on foot -- gang members killed doing drive-bys or running them over will not count towards starting a turf war. Gang members pulled from their cars and then killed DO count (as do kills performed by shooting gang members in the head through their car windscreens); often it's easier to find gang members in cars rather than waiting for them to spawn on foot.

However, once the war starts you can enter a vehicle. You can then run over gang members as well as do drivebys. The problem with this tactic is that with most vehicles your opponents can easily jack you out of the car, which leaves you helpless and vulnerable for a small window. In addition, so many bullets are in the air, all headed in your direction, that most vehicles will quickly take massive damage and explode. The only feasible vehicle for turf war is the Tank, which isn't easily jacked and can take a lot of punishment (see below).

The gang members killed can belong to either rival gang. That is to say, killing three Vagos in Ballas-controlled territory will still start a gang war with the Ballas and vice-versa.

Each turf war has three waves. When a wave starts, about a dozen rival gang members will converge on your location. You must kill all of the rival gang members in each wave to complete the wave.

Do not leave the territory under dispute. If you step outside of it while the war is in progress for more than a minute or so, you will forfeit and will have to start another war. Sometimes the last few gang members will end up fleeing several blocks outside of the territory. Then you will have to chase them down before the time limit runs out. In some cases, you may be able to use the sniper rifle to take them out from several blocks away.

In some territories, armor and hearts will spawn during a particular wave. Take advantage of them in the lull between the waves.

You may also draw the attention of the police if you harm civilians or vehicles during the battle. This will complicate matters, so make sure you focus your fire on the rival gang members only. Remember, these are the guys with the bandanas on their heads.

Gang war can be waged alongside your own gang members. You can recruit some homies and then either drive them or walk with them to the target area. The game tries to encourage you to do this. However, in practice it is best to have CJ go alone. Kills by your gang members don't count for starting a war, so it may be difficult to get a rumble started properly. In fact, in some areas, rival gang members may not even show up if there are guys 'flying the green' in the vicinity. Your gang's AI is not any different than rivals (which is to say, not too smart), so it is dubious whether they are much help during the battle. They may get in the way if you are in a constricted area. They can also die from friendly fire or even get run over by vehicles. And you won't have any time to recruit replacements in the middle of a wave.

Some missions require that you have an NPC (for instance CJ's brother) accompany you on a gang war, and the NPC will have their own health bar. You will fail the mission if they (or you) die. A message will nag you if you get separated from the NPC. Actually, you should ignore this. If the NPC is hanging out somewhere away from the action that is a good thing. They don't have any different AI than the standard friendly or rival gang member and if they get into the heat of battle they typically won't last very long.

Strategy
Essentially each turf war is an individual minigame which uses a portion of the terrain of San Andreas as a puzzle. To 'solve' a given turf war you need to find a good defensive position in the particular territory. If you just rush in and start shooting guys willynilly you won't last long.

The first thing to consider is that (thankfully) the opposing gang member AI is pretty simple. They tend to follow the path of least resistance to CJ's location.

The other fact is, in a nutshell, 'AIs can't jump.' CJ is the only being in the San Andreas universe who can climb, swim, or step over low obstacles! Exploit this fact to the max.

If you find an enclosed area, get behind it. If there is some higher ground, get on top of it. If there is a building you can get on the roof of, even better! The gang members will flock to the other side of the wall, or below you if you are on top of a building. They can't shoot you. You can see them milling around on the radar and hear them complaining about running into each other (they seem to be a bit adverse to touching each other!). Now you can take them out with grenades if you are behind a wall, or if you are on a roof, by sniping. In some cases if you get on top of a bridge or a bridge-like object (like the eastern wharf on the beach) the gang members won't follow you either.

For instance, consider the BMX bike park. This has a fence with two entries in it. If you challenge the territory on the north side of this fence, run into the bike park and head for the inside northeast corner of the fence. The rival gang members will flock to that corner, on the outside. They are too stupid to run down the street and into the bike park. Toss a few grenades over the fence and voila.

Another example is a street on the west side with a multi-story parking garage which has an external spiral ramp. Start a war, run up to the second or third story of the ramp, and the rival gang members will flock to the base of the spiral ramp. They are too dimwitted to follow you up the spiral. You can take them out with grenades and sniping.

Yet again, taking over the area near the carwash to the north of the freeway is pretty easy. Just get on top of the carwash, crouch and snipe as the wave runs toward you. You can even do this at the very start of the game with a pistol, so it is a good 'starter' war.

Some areas don't have stuff you can climb on top of or get behind. In this case, find an alley or passage between two buildings, and pick them off with your best gun (ideally a rocket launcher) as they come at you.

For instance, there is an area to the north of the end of the dry river on the eastside. Run north down the stairs and into the alley on the right. Use rockets to hammer each guy as he comes up the alley.

It helps to use high-impact weapons like rockets and grenades for gangbanging. Finesse is not a virtue in this part of the game. To collect a good stockpile, grab a helicopter and fly it out to the San Fierro Airport. There is a rocket spawn point between the tanks on the southeastern side of the main airport field. Fly the helicopter back to the San Fierro garage save point and land in the construction zone. Go around the south edge of the garage and grab the grenades. Then save and repeat until you have a huge stock of rockets and grenades.

Use the Tank!
If you are late in the game and have unlocked the Verdant Meadows airfield in the desert area, you might consider the following strategy which will make taking over the entire map a snap (and a lot of fun). You'll need to have acquired either the jetpack or a helicopter.

Start at the Verdant Meadows airfield. Make sure you have nothing parked in the garage. Fly the jetpack or a helicopter south into the 'forbidden zone.' There are some hangers on the north east side of the fenced compound; one of them has a tank in it. As your wanted rating will be maxed the moment you cross the fence, land immediately and jump into the tank. Drive the tank to the south east corner and through the breakable area of the fence (it will have a different texture than the rest of the fence).

Drive the tank north like crazy, and into the Verdant Meadows air field. Park it in the garage. You will undoubtably have a traffic jam of high level heat on your tail. Use the tank to thin out the pursuers if they get too dense, but focus on getting the tank into the garage. Exit the tank and sprint into the hut. Save the game, which will drop your five-star wanted rating.

Now drive the tank to Grove Street. It helps to take the rail lines. The tank can take a lot of damage, but if you drive over cars (or even sideswipe them) they will explode immediately and eventually your hard-won tank will be ruined. It's a long way to drive and it will take a lot of care not to destroy the tank if you take 'surface streets,' plus you will end up actually having to wait for lights to change. Taking the rail lines means that all you have to dodge is the occasional train.

Park the tank in the Grove Street house's garage backwards. If you drive it in forward, you may not be able to get it out later. It will be a tight fit and if you have anything in the garage, you will have to lose it before you park your tank.

Once you have the tank parked, save your game at Grove Street. Then go out and get into the tank. This may be a bit dicey. CJ will not get into the tank unless the hatch is on the front of the garage and there is some wiggle room. You may have to walk into the garage, get behind the tank and push it a bit to allow CJ to get into it.

Now drive the tank to a rival gang area. Get out of the tank and shoot three rival gang members. Get back into the tank. Shoot or run over each of the three waves. Make sure you don't damage the tank too much. After you've won, drive carefully back to Grove Street and back the tank into the garage. Repeat until the entire map is yours!

Counterattacks
The enemy gangs can randomly decide to capture back a territory; they usually try to capture back a territory GSF took from them, but not always. It is usually adjacent to one they already control, but not always.

These challenges will not occur if you are outside Las Santos city limits, so if you are on an expedition to Las Venturas or San Fierro you won't have to rush back and take care of business.

There are a few options at this point.

Do Nothing
If you just save the game at this point, the territory will remain yours. This may not always be feasible (you may not be close to a save point), but it is worth considering.

If an enemy gang attacks and CJ does nothing, the territory is not completely conquered; instead it is simply a "no-man's land" that neither OGF nor the attacking gang owns.

But, as always, attacking three gang members in this limbo territory will start a turf war. This turf war will still have three stages and be the same as any other.

Penalty for Doing Nothing
If CJ dies in a turf war (regardless of who started it) he will die and lose the territory. In the case of a limbo territory, it will be well and truly owned by the squatting gang, and the map shows their color for it. However it can still be attacked and taken over once more, no territory can be permanently owned by a gang in the sense of it being unable to be attacked, the exception being the core GSF territory with the The Johnson House and Grove Street at the centre.

Respond to the attack
Simply enough, race off to defend the turf and beat back the enemy. The game gives a generous amount of time for the player to arrive there, as San Andreas is quite a large region.

There is just one wave and there are usually generous helpings of powerups, so none of the challenges are particularly difficult. They are simply a balancing element in the game, so the designers probably decided to make them a bit easier than taking over a neighborhood from scratch.

The wave is only spawned the moment you enter the challenged territory, and they are all clumped in one place at that point. Typically a few rockets lobbed into the clump finishes the job.

Even more territories
Some players finish all the turf wars but wish there was more to conquer; those seeking to conquer almost the entirety of San Andreas can activate the 178 Territories Glitch.


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Adventist Youth Honors Answer Book/ADRA/Community Assessment

== 1. Select a community or urban area that you’re familiar with and describe to the best of your ability the following information: location on a map, economic conditions, demographic description of residents (age, gender, most common jobs, etc.), degree of health access, crime rate, and education. ==

Unless very sparsely populated, an area of even one square mile may be sufficient or possibly too large for this project. Choose an area that you can actually assess carefully in the time you allot with the number of people you have to do it. Then with photocopies of a map of the area define each team's "zone" for them so that there will be no unneeded overlapping and no place unchecked.

A map of the area
Use one of the many online mapping services, or obtain a street atlas. Online mapping services include:
 * Google Maps
 * MapQuest
 * Yahoo Maps

Economic conditions
This information is usually included with any standard demographic report. If it is not you can get information like this from your municipality, county/parish, or state by contacting the Department of Economic Services and Community Development. They will be able to provide you with income reports and business statistics for their jurisdiction; you may also contact the Department of Revenue for sales tax and other local revenue statistics.

A demographic profile
Easy and free demographics are available online at city-data.com.

AdventSource and your local city manager's office may also be able to provide you with up to date demographics. AdventSource will refer you to the Center for Metropolitan Ministry at Columbia Union College, which is the only Adventist organization currently providing demographic reports for local communities. You can reach the staff at 800-438-9600.

Public health statistics
You may contact your county/parish or state/commonwealth health services department by mail, phone or internet to gather these statistics.

3. Listen to a community leader, teacher, church pastor, or police officer talk about ways that someone like you can make a positive impact in a community. Remember to takes notes.
These people carry with them a great deal of knowledge on local needs and services; they are familiar with local professional and volunteer organizations that operate in your area.

In the book Understanding Your Community by Monte Sahlin there is an entire chapter that explains how to do this. It includes a list of 50 civic leader roles that typically exist in communities in the United States, with specific questions for each of these roles. You can order this book at Center for Creative Ministry.

4. Report in your own way to your Pathfinder Club about your findings and describe what you have specifically learned about the community you chose. Be creative.
Do not overlook the items that your club and other ministries in your church can address. Reports such as these are important to help focus the efforts of the church to the true needs of the community it serves. Only through careful consideration of those needs can we do our Christian duty of service in a way that is useful and beneficial. Community outreach is not only for the productivity of the church but for the true benefit of those it is to affect. Therefore, not only is it necessary to identify the community's needs, it is also necessary to prioritize them, and to determine the ministry best suited to execute the service.


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Adventist Youth Honors Answer Book/ADRA/Disaster Response

== 1. Explain the type of damage most likely to occur to homes, individuals, and communities for each of the following major types of disaster, and indicate for each in which parts of the world does it occur most frequently ==

a. Hurricane/Typhoon
Damage: These storms bring with them tidal surges that cause flooding, devastating winds, rain, hail, lightning and damage they cause often spark fires, toxic leaks, and electrical hazards. Occasionally they spin off tornados, and massive inland thunderstorms. As a result people are killed in large numbers when not evacuated, homes are destroyed, water contaminated and responses delayed as a result of the ongoing storm. These storms have destroyed economies in history and have the record for most costly to recover from for nations affected.

Effects: Have been known to affect the coastal regions of every inhabited continent and virtually every island on Earth. Primarily affecting the Eastern Coasts of the Eastern Hemisphere, The Western Coast of Central America and Mexico, and the Caribbean and South and East Coasts of the USA.

b. Tornado
These events are most frequently related to large storm systems although small tornados have been formed on clear days. Often, the smallest such funnels called "Dust Devils" form during the dry summer months in the Sonoran Desert. Large tornados are subject to higher wind speeds than many hurricanes but contained in tighter funnels, they obliterate structures that they meet head on and often cause roof separations, siding separations and other damage to structures outside their central path. Massive deaths may occur when these storms reach populated areas as they are unpredictable by current technology. Therefore, warning times are short and few people can reach safety. These storms have been known to rip the pavement from roads and massive trees from the ground with their roots. They shower debris at the outer most points of their reach sometimes miles away causing even more damage.

Effects: Largely inland plains areas such as the Great Plains of the United States. This is believed to be as a result of the low friction for storm systems that move through the areas and their violent collision with systems of variant tempurature or pressure. Tornados occur outside the plains as well, more frequently in hotter climates (such as the southern US), and less frequently (and less intensely) in cooler climes (such as the northeastern US).

c. Floods
All floods have this in common: if they are big enough and fast they will move absolutely everything in their path. No force seems to be more able to move even the surface of the Earth itself as dramatically as flooding. Small floods may ruin walls and flooring in houses and contaminate water supplies, while large fast floods will simply erase the earth they cover. As in any large disaster in which people are not or can not be evacuated, deaths are large in number. For those who survive they will become refugees needing all assistance from neighboring communities or even nations just to survive.

No part of the Earth has been unaffected by floods. Even those who argue that the Biblical account of the Genesis flood did not happen must acknowledge evidence of flooding at even the highest points of Earth that geologist have studied. Most flooding occurs near rivers and coastal regions or along mountains - the reasons are apparent. Rivers and mountainsides (as well as deserts) are subject to flash floods. These sudden and violent events often occur as a result of storms that are massive and may be miles from the flooding. Lakes, seas, and oceans are most commonly subject to tidal surges caused by storms moving across the surface, and their force pushing the water level under them down (therefore out) causing coastal flooding. These same large bodies of water can be subject to Tsunami as well. This, most commonly caused by earthquakes, will be briefly preluded by tidal retraction. This retraction may be drastic and measuralable in kilometers or even miles, but when the tide returns it will be FAST, sudden, and high. Tsunamis do not look like breaking waves but rather tidal surges, and they may rise dozens or even hundreds of feet beyond the normal tide.

d. Earthquake
These disasters have large variance. Some may be of little effect to anyone because of their location, and others may leave entire metroplexes a burning ruin. Today those areas of the industrialized world most effected by earthquakes have developed technologies to help limit structural damage during such an event and science is also working on better warning systems and predictions for major events. This can be done in theory because we have some marginal grasp that the world is made up of floating plates and they rub on one another building and releasing pressure. As is so often the case, fire and contamination are a problem, as well as mass deaths for unevacuated people. The cost for industrialized cities to recover can be billions. For those areas that do not have the benefit of an industrial economy, the death tolls are hard to relate to others, and all buildings are often lost in the affected area as they are made from clay or cement or wood with no benefit of industrial engineering.

Effects: There are a large number of plates in the world and where any two meet (and spurs near them) there are fault lines. These meeting points release pressure built up by movement that we call earthquakes. Most are minor and hardly felt beyond the fault itself. Others can cause very strong quakes felt hundreds of miles of away, even causing damage a hundred or more miles away. They may also trigger volcanic eruptions and Tsunami.

*Volcanic eruptions being excluded from the requirements, I will choose to point out that these can be more devastating than anything modern man has known. A single eruption buried two major Roman cities within hours: Pompei and Herculiam. A volcanic eruption (by the will of God) that occurred in the Mediterranean not only left behind a large island sea but may have been the trigger that God provided to bring the plagues to Egypt (some scientist of Christian nature argue this to be accurate other say it happened too early for the Exodus). Volcanic eruptions can release various gases that kill thousands - such as happened in Camaroon in 1984 and 1986. They can cause hail storms to occur while still-burning magma is falling, and have cast dense darkness about large areas (some science indicates that certain eruptions - like the Vesuvius eruption that buried Pompei - can cast total darkness for several days over hundreds of miles of the earth). Sometimes major eruptions can partially darken the sky for years, causing crops to fail for lack of sufficient sunshine.

Some historians have hypothesized that the eruption of Krakatoa in A.D. 535 caused climate changes. These climate changes may have contributed to various developments, such as the emergence of the Plague of Justinian, the migration of Mongolian tribes towards the West, the end of the Persian empire, the rise of Islam and the end of various civilizations in Central and South America. PBS based a documentary, Catastrophe!, on these ideas, which though plausible, are not widely accepted at this point.

e. Tsunami
A tsunami is a series of water waves that is caused when a large volume of a body of water, such as an ocean, is rapidly displaced. The Japanese term is literally translated into "harbor wave."

Earthquakes, volcanic eruptions and other underwater explosions (detonations of nuclear devices at sea), landslides and other mass movements, bolide impacts, and other disturbances above or below water all have the potential to generate a tsunami. Due to the immense volumes of water and energy involved, the effects of tsunamis can be devastating.

Tsunami's affect coastal areas, especially those with the potential for earthquake activity.

The 2004 Indian Ocean earthquake was an undersea megathrust earthquake that occurred on December 26, 2004, with an epicentre off the west coast of Sumatra, Indonesia. The sudden vertical rise of the seabed by several metres during the earthquake displaced massive volumes of water, resulting in a tsunami that struck the coasts of the Indian Ocean.

Despite a lag of up to several hours between the earthquake and the impact of the tsunami, nearly all of the victims were taken completely by surprise. There were no tsunami warning systems in the Indian Ocean to detect tsunamis or to warn the general populace living around the ocean. Tsunami detection is not easy because while a tsunami is in deep water it has little height and a network of sensors is needed to detect it. Setting up the communications infrastructure to issue timely warnings is an even bigger problem, particularly in a relatively poor part of the world.

The U.S. Geological Survey initially recorded the toll as 283,100 killed, 14,100 missing, and 1,126,900 people displaced. Measured in lives lost, this is one of the ten worst earthquakes in recorded history, as well as the single worst tsunami in history.

f. WildFires
Although completely devastating to personal property, often loss of life is limited. Wildfires, even in urban areas, may not be predictable but they are fightable and usually time is had to evacuate people living in the affected or about to be affected areas. This disaster, whether it be natural or man made, is the first of the disasters listed in this requirement that we can fight to protect property and life. Forestry practices that allow the periodic burning of undergrowth limit the severity of massive wildfires by reducing the total forest fuel load. It is better to allow periodic small fires to burn, rather than preventing and putting out all forest fires immediately, to prevent massive uncontrolled wildfires. Massive fires destroy almost all living things in the forest, while smaller fires allow many species of vegetation to survive. The National Forest Service is changing its practices to take these facts in account. Unfortunately decades of practice of putting out every forest fire has left many of our forests with an unnaturally large fuel load, that must be either removed by hand, or carefully removed by controlled burns.

Effects: Those areas of Earth that are not frozen and have growing vegetation.

g. War/Civil conflict
Casualties of war are not limited to soldiers killed in combat. Civilian deaths often outnumber military deaths. War causes disruption to everyday life which leads to people fleeing their homes and their livelihoods. This separation for normalcy often causes significant outbreak of disease (mostly from the lack of sanitation).

Property is another casualty of war, with buildings being reduced to rubble and crops being destroyed. Even if the crops are not destroyed directly as a result of the conflict, the risk can be too great for farming.

War is most common in the undeveloped world, but it is certainly not limited to those places. It can occur anywhere.

2. Describe briefly the types of services that are provided to survivors of disasters in your country by ADRA or local emergency responders.
ADRA provides services outside of North America in 120 nations around the globe. Adventist Community Services provides services within North America and Bermuda. Their missions are often parallel in Disaster Response.

In the area of Disaster Response the Adventist organizations provide an important basic need of disaster relief, warehousing and distribution. Adventists are responsible for receiving most of the donated goods sent to an incident, then sorting, warehousing, and distributing them. Large scale distribution is done to fill the needs of the Red Cross, Southern Baptists, Salvation Army, and Second Harvest as well as local food banks and shelters during a response. Small scale distributions to individuals and families are done at satellite distribution centers where families report to obtain those essential items they need such as clothing, hygiene products, and food.

Before this type of system was organized or when it does not function, donated items often went to waste. Because of the slow action of the state of Louisiana and its political subdivisions, truckloads of goods were dropped in fields and streets within hurricane ravaged areas and went to waste. The central collection of goods and their managed distribution is essential to good Disaster Management.

3. Read a newspaper or ADRA news report concerning a recent disaster and discuss what are some important things to keep in mind when responding to a disaster or emergency
The ADRA Presents series of videos includes very good introductions to ACS and disaster resoponse in short video segments. These videos are available through AdventSource.

ADRA news reports and videos can be accessed at http://www.adra.org.

When disaster strikes, it is important to find out what kind of help is needed before taking any other action. During the 9/11 emergency, many people sprang into action giving little thought to the nature of the disaster. As a result, many items were collected that were not useful at all in the response. For instance, tons of used clothing and mounds of bottled water were collected.

Before collecting anything, it is also important to arrange to transport those goods to a warehouse serving the disaster area. Collected goods are of little use until they have been sorted, and this is typically done in a warehouse just outside the disaster zone. In the United States, warehousing is done by ACS. During the response to Hurricane Katrina, many people collected truckloads of items before knowing where they were going to send it. As a result, truck drivers were dispatched with relief goods, but upon arriving, had no idea where to drop it off. Many simply unloaded their trucks in fields or parking lots where the material went to waste. Further complicating the situation, was the fact that gasoline was simply unavailable near the disaster zone, so many of these trucks had no way to get out of the area once they entered.

In the U.S. it is a good idea to call ACS at 1-(800)381-7171 before deciding which course of action you should take. This number is staffed by ACS at Andrews University and serves as an information clearing house. They will be able to tell you exactly what you can do to help.

4. Explain what the letters ADRA stand for and which letter describes ADRA's role as a disaster responder.
ADRA stands for Adventist Development and Relief Agency. Note that the D stands for development, not disaster. The letter that describes ADRA's role as a disaster responder is the R for relief.

a. Red Cross
The Red Cross provides complete relief services world wide. Recognized as the foremost international aid agency the International Red Cross and Red Crescent operates in every nation on of the world.

b. Adventist Community Services
Within North America, Adventist Community Services supports the mission of the Red Cross and other disaster relief agencies and a goods management, warehousing, and distribution coordinator with contracts with local, state, and national governments. ACS provides to the Red Cross food and clothing that is sent into disaster areas for use in their camps and shelters.

Outside of the operating areas of ACS the Adventist Development and Relief Agency operates in a capacity equal to ACS in disaster, and at times in broader aspects as the first responding agency to a disaster or in redevelopment in the aftermath of a disaster.

c. UNHCR
United Nations High Commissioner for Refugees - United Nations Refugee Agency.

ADRA assists with the distribution of clothing and food for refugees and in some cases manages refugee camps for the United Nations throughout the nations in which it operates. Neighbors of war-torn countries often completely impoverished themselves rely on this organization and others that support refugees, to protect, feed, cloth, educate, house and otherwise tend to those who stream across their borders each day.

d. World Food Programme (WFP)
WFP is the food aid arm of the United Nations system. Food aid is one of the many instruments that can help to promote food security, which is defined as access of all people at all times to the food needed for an active and healthy life. ¹ The policies governing the use of World Food Programme food aid must be oriented towards the objective of eradicating hunger and poverty. The ultimate objective of food aid should be the elimination of the need for food aid.

Targeted interventions are needed to help to improve the lives of the poorest people - people who, either permanently or during crisis periods, are unable to produce enough food or do not have the resources to otherwise obtain the food that they and their households require for active and healthy lives.

ADRA is an agency that works with the WFP to distribute aid and implement WFP sponsored programs.

6. Explain the role of the government when a disaster occurs and identify the key government agency in your nation that manages emergency response.
In the United States each state has the responsibility to manage major emergencies and disasters. They do so by establishing a state level agency to oversee planning and response while advising local juridictions such as counties and cities on their planning and response. Part of this planning is the development of contracts for response to emergencies with non-government agencies within and outside their state. This will include ADRA and the Red Cross and may include local contractors who will provide equipment on demand, and local charities that may help with refugee shelter or goods management.

If the governor of a state declares an emergency these plans and contracts go into effect. In addition, if that governor makes a formal request of the United States Federal Government for assistance the President may, after reviewing the request, dispatch the Federal Emergency Management Agency (FEMA) and provide federal funding to help offset the cost of the disaster for the state. The U.S. Federal Government has no jurisdiction to respond to an emergency or to fund its recovery when it occurs off federally controlled lands. Therefore the system requires as a constitutional matter of separation of powers that the state request aid before it can be given. In recent years in the United States a gross failure of a state to act resulted in the deaths and suffering of many of its residents and in blame placed on FEMA where it was not due; for this reason it is deeply important that we understand the emergency management system of our nation and how we can best be of service to it.


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Welcome / Author Userbox
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

Just as a heads-up, it's considered inappropriate to edit someone's user page. Also, it's the Muggles' Guide to Harry Potter, not Muggle's Guide to Harry Potter as you've been placing on authors' user pages. You've been editing around the Guide, so make sure you read the project standards section so that your edits aren't in vain. Thanks, and keep up the good work. -Matt 22:04, 3 July 2006 (UTC)

DiceFree Book
The dicefree book has been deleted from wikibooks as per the community decision on WB:VFD. By policy, wikibooks is not a free storage provider, so I would like to point out that you cannot use your user namespace to store an additional copy of this book. I will give you some time to find a more suitable home for this material, but I warn you that I will personally delete these pages from your user namespace in about a week, whether you have saved them or not. --Whiteknight (talk) (projects) 16:41, 22 August 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 Josen. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Josen~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:18, 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) 05:06, 19 April 2015 (UTC)

title: User talk:Josen~enwikibooks


text:
Accountancy/Accounting Standards

What are Accounting Standards?
Definitive benchmarks prescribed by a country's Accounting Standards Board (as in the UK), or Financial Accounting Standards Board (as in the US) for reporting of accounting data in financial statements. These rules must be applied to all financial statements in order to provide a true and fair view of the firm's financial position, and a standardized method of comparison with financial statements of the other firms.

Who sets Accounting Standards?
There are many different accounting standards in use in the world, ranging from full-accrual based accounting standards to cash- and tax-basis accounting standards. Each are known as Generally Accepted Accountancy Principles, or GAAP. Some significant GAAPs are as follows:

 * IFRS - International Financial Reporting Standards - used for European Union listed entities, many other EU entities, Australian companies and others.
 * US GAAP - used by US companies.
 * UK GAAP - used by UK and Irish companies that have not adopted IFRS.
 * Canadian PE GAAP - private enterprises in Canada have the option to use either IFRS or PE GAAP and public companies must use IFRS.
 * Indian GAAP - used by Indian companies.

In commercial and non-profit accounting in the United States of America, the standard setter is the Financial Accounting Standards Board. For governmental accounting, GAAP is determined by the Governmental Accounting Standards Board. Both of these entities are sections of the Financial Accounting Foundation.

The use of GAAP for publicly held business entities in the United States is mandated by the Securities and Exchange Commission, a federal agency. Other business entities may find that other accounting standards may meet the needs of the users and therefore not adopt GAAP due to the extra costs required.

Accounting Standards in India are developed by Accounting Standards Board and these are issued by The Institute of Chartered Accountants of India Click here to view all Accounting Standards Issued by ICAI]

In Bangladesh, The Institute of Chartered Accountants of Bangladesh adopt compatible IAS and followed them by the company as per Companies Act 1994.

There is currently a movement around the world to harmonise all accounting standards into one set of IFRSs. This is on ongoing project, primarily being undertaken by the International Accounting Standards Board. This project is being coordinated with the standard setting bodies in the United States.

Compliance with Accounting Standards
IAS 1 is a base document of the IASB defining the contents of the general financial reporting statements (statement of financial position, statement of comprehensive income, statement of changes in equity, Notes; cashflow statements have their own standard, IAS 7). Paragraph 20 of IAS 1 allows non-compliance with standards when a fairer view can be achieved, but it must be disclosed how the non-compliance is fairer. Some countries, for example Australia, who attempt to harmonise with IASB, AASB 101 being the Australian counterpart of IAS 1, forbids departure from the standards in all instances, due to Australia's incorporation of AASB financial reporting standards compliance in its Corporation Law, ostensibly to regulate corporation behaviour towards economically dependent shareholders. In the AASB 101, disclosure of how non-compliance will achieve a fairer view in the Notes is prescribed, rather than allowing statements to be non-compliant to achieve a fairer view, as in IAS 1.

title: Accountancy/Accounting Standards


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Adventist Youth Honors Answer Book/ADRA/Rural Development

1. Explain to your instructor why some nations in our world are called "developing" countries and why others are called "developed" countries.
Those countries called developed or industrialized nations are those with common use of western medicine, wide systems of paved roads, structured education for children through adulthood, stable economies and governments, provide large portion international aid for developing nations, provide portions of international military assistance, commonly provide scientific advancement and fund scientific research, and the majority of whose population lives out of poverty.

Developing nations are formerly known as third world countries. These nations are not stable in economy and government, often needing financial and military intervention for any form of stability. Some have no regular government in place that is fully recognized by the people of the country - for example Somalia and The Sudan. There is often ongoing civil war, little or no education opportunity, even in the most basic systems of living. There is limited access to medical assistance in these nations and they rely primarily on foreign aid in this aspect as they do all others. From the government to the people, they are often countries that have become total welfare states and are in fact not developing, but rather waiting for their next handout. They rely on Non-governmental Organizations (NGO's) and foreign nations for their survival. Those that are developing such as Kenya, suffer setbacks in which they seek assistance such as a current (2006) widespread drought there but have a largely stable economy and government.

== 2. Name ten developing countries and list two things that ADRA is doing in these countries that would fall under the description of "relief" and three things that would fall under the description of "development." == The best sources for up to date information on ADRA's work is your ADRA Country Office or the ADRA Really Useful Gifts Catalog. Emergency Management and Food Security are relief effort categories.

== 3. Read what Ellen White has written about why we have the poor with us in Desire of Ages, Chapter 70, entitled "The Least of These My Brethren." Summarize what you have learned from this chapter in 50 words or less. ==

Most of Ellen White's writings are available online. This particular passage can be found at http://www.whiteestate.org/books/da/da54.html

4. View an ADRA video reporting on development activities in other countries than your own, and participate in a discussion about what you see for at least 20 minutes following the video.
The ADRA Presents series of videos includes very good introductions to ACS and disaster resoponse in short video segments. These videos are available through AdventSource.

a. Work as a volunteer in ADRA's Global Village program when it is operating.
Unless ADRA decides to resurrect the Global Village program, you will not be able to use this option. When it was operating, ADRA's Global Village was an exhibit featuring several life-size habitats. In 2002 these included a southeast Asian stilt house, African Masai kraal, and Latin American choza.

 * The Global Village was developed by ADRA as a way to expand children’s world views and to foster an understanding of universal human needs, equality, interdependence, and the importance of cultural differences. - Adventist News Network

b. Go on a mission trip to a disadvantaged rural area in another country or within your own nation.
There are many ways you can use this option, from going on a mission trip with Marnatha Volunteers International to working with Habitat for Humanity. Unless you are blessed with abundant financial resources, you will have to do a lot of fund raising well in advance. Daunting as it may seem though, it can be done and is well worth the effort.

=== c. A project in your community to collect a truck-load of clothing, hand tools, medical supplies, tents or other items that ADRA can use in rural development projects overseas. This includes raising sufficient donations to transport the collected items to the nearest ADRA warehouse. ===

This project can be completed within the NAD. By truck-load this is a standard semi-trailer of goods in new or near new condition that meet the needs and current requirements of ADRA's on going projects. The cost to have these items shipped outside of the NAD to the closest wharehouse will vary by location and can be exceptionally high. This effort will require dedication to both collecting goods and funds. For specific information on the ADRA project closest to you that you can assist contact ADRA through www.ADRA.org.

=== d. A 24-hour group fast and educational "lock-in" session with your youth group focused on understanding the needs of the poor in developing nations, and designed to raise funds for rural development. === A "lock-in" is an indoor sleep-over held in a public place (such as a church). Lock-ins can create an environment conducive to spiritual learning and group bonding. A lock-in organized for this honor should focus on the needs of people in developing countries, and nothing should be eaten during the session expect perhaps at the end of the 24 hours.

During a lock-in, your club could actually complete every requirement of the standard (i.e., not advanced) portion of this honor.

Activities might include:
 * Clean water discussions: Have your participants filter their water before drinking it (even if it is pure tap water).  You may also wish to use a little food coloring to make the water look brown (use a drop each of red, blue, and yellow).  Filtering colored water will not remove the color.  You may also wish to add some safe "pollutants" to the water before it is filtered, such as wood shavings.
 * Videos: Watch DVDs that talk about the plight of people living in undeveloped nations.
 * AIDS Awareness: Discuss the problems associated with AIDS and how it is spread in the developing world.
 * Women's Rights: How are women treated in developing countries? In many places, women are expected to do all of the household work including the work of growing and harvesting food.
 * Land Mines: Land mines are devices which continue to kill innocent people even after a conflict (such as a civil war) ends. Lay one hundred sheets of construction paper on the floor in a 10x10 grid.  Cut a dozen or so "landmines" out of sheets of paper and place them on randomly beneath the sheets of construction paper.  To begin the game, have each child step out into the mine field, choosing a square to stand on.  Then have them check under their square to see if they hit a mine.  If they did, they are out.  Leave detonated mines exposed.  Then choose two random numbers (a pair of dice or a spinner will work well for this).  The first number is how far each person must move forward.  If they reach the edge of the field they should turn around and head in the other direction.  The second number is how far to either side they should move (allow each participant to choose left or right).  Play until all the mines have been found.  Conclude by asking everyone how they felt during the game.
 * Gathering Food: In this game, each person must gather enough "food" to feed his family. "Food" could be ping-pong balls or potatoes.  The catch is that everyone will have a handicap to deal with.  Handicaps might include blindness (use a blindfold), loss of one or both hands (tie them behind the person's back or make them keep their hands in their pockets).  You may also have each participant lug around a sack of flour (representing an infant) as they attempt to gather a dozen potatoes or ping pong balls - they may not put the flour down.

All of these activities will help to raise the participants awareness of the problems facing people in developing countries.

To make it a fund raising event as well means that each participant will sign up donors, similar to a bike-a-thon or a walk-a-thon. Choose a project to give the proceeds to ahead of time, as that will make it more real to your club.

== 6. Write a letter to a person of your same age and gender in a rural, underdeveloped area in another country. Ask questions to learn about how they live their life and express your concern for supporting development in their country without using condescending language. == Ask your conference office for contact information. They should be able to put you in touch with missionaries. Then make contact with the missionaries, asking for first names, ages, and gender of children they work with. Be sure to ask them about their needs as well, and make meeting those needs a project for your club. If possible, try to integrate this activity with the option chosen in requirement 5.


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Adventist Youth Honors Answer Book/ADRA/Urban Development

1. Explain the process of urbanization and list some of the human needs that it creates, especially for the poor.
Cities are built by economics. Most began hundreds of years ago as trading points on seacoasts, rivers or major lakes. More recently railroads and then air transport have been added, but much of shipping to this day is still by water. Trading also requires banking and insurance services, so you will find major banks and insurance company headquarters in the downtown area of all major cities. Trading also attracts taxation and as the population grows, there is a need to safeguard law and order, so government facilities are also found downtown in all major cities. "Downtown" or the Central Business District (the technical term used by urban planners) continues today as the key point for commerce, banking, insurance and government, as well as many cultural institutions.

With the industrial revolution, factories were built around the cities in Europe and North America, as well as housing for the needed workers. Initially, the large apartment houses or "tenements" were built across the street or a couple of blocks from the factories. As the factories began to install larger and larger steam engines and massive machinery, the resulting pollution of the air and water, and the noise levels, caused the workers to want to move further away. With new technology and the need for even larger factories, a second ring of development grew up around the cities. The original, inner industrial belt began to decline creating what came to be called, in America, in the 1960s, the "inner city." As the old factories were abandoned, the economy of the inner city went down hill and absentee landlords began to practice "dis-investment." That means that they wrung every dollar out of the community they could in rent, but did not spend any money to keep up the buildings, repair them, etc. This is how "slum" housing came to the industrial cities of Europe and North America.

The second belt of industrial development had some factory areas, interspersed with residential neighborhoods. These neighborhoods worked hard to resist decline and many of them have remained strong for more than a hundred years. These "inner urban neighborhoods" often have very specific ethnic and cultural characteristics. The industrial revolution was fed by migration and then immigration. First, many people moved from the rural areas and small towns into the cities to get jobs. Then, others came from outside the country to feed the need for more and more labor to work in the factories. Immigration has been an enormous factor in the cities of North America. Most Americans and Canadians come from ancestors who were immigrants during the industrial era.

As the industrial revolution matured, the neighborhoods near downtown became full. This is where the most affluent and influential families in the city lived, but as things became too crowded, they began to build new homes out beyond the two rings of industrial development and working-class neighborhoods. These were the first "bedroom communities" built at the edge of cities and many of these neighborhoods are still very affluent, elegant places to this day. After World War II, the population of the cities in North America grew almost entirely with the addition of more and more suburbs or towns at the edge of the cities. European cities have done a better job at containing suburban sprawl. Some of the oldest suburbs now face many of the same problems as the inner city. By 1950, four out of five Americans were living in the major cities and their suburbs. European countries had reached this level of overwhelming urbanization much earlier, but in the aftermath of World War II faced the need for complete reconstruction.

In the developing countries of Africa, Asia and Latin America, urbanization did not take off until the late 20th Century. There is relatively little industrial development in these nations. Young adults are attracted to the cities by the opportunity for education and access to the media and popular culture, as well as jobs in the international economy of globalization. Again, trade is the economic driver that is building these cities. But, as massive numbers of people come to the cities, these developing countries do not have the resources to keep up with the need for housing, utilities, streets and the most basic necessities. Vast slums have sprung up where people construct homes from whatever materials they can get their hands on, including scrap lumber, old packing crates and even cardboard boxes. The only sewers are open ditches and the streets are all unpaved mud.

Needs of Urban Communities

1. There are always large numbers of poor people in the cities. The urbanization process attracts the poor because of the opportunities it opens up, and it discards those who cannot keep up with the constant change in technology, industries, etc. This creates unemployment. Even the wealthy cities of the industrial nations have institutionalized chronic poverty, and the fast-growing cities of the developing countries are made up largely of the poor.

2. Poverty results in hunger and homelessness. It also helps to generate health problems, stress on families, substance abuse, etc.

3. In order to move out of poverty, people must get education and find jobs. In developing countries there is a need to create jobs, and even in the industrial countries, because large corporations constantly close down factories, move operations and even take jobs overseas, there is a constant need to create new job opportunities.

4. Slum communities need development and upgrading. There is a need to build better housing, improve the streets, and create economic opportunities by starting new businesses, etc.

5. Cities attract criminals as well as people looking for education and jobs. Organized crime emerges because of the large number of people involved in crime in relatively close proximity. Politics are often corrupt. Crime and security are major needs in all cities.

6. Cities have enormous environmental problems. The sheer mass of a large city overwhelms the natural environment and special steps have to be taken to provide/protect clean water, clean air, etc.

7. There are tremendous systemic needs within cities because they are such large and complex organisms. Transportation, education, health care, government and other systems must be reformed and renewed from time to time as they lose touch with the real needs of the people or become decayed.

2. Read the chapters in Ministry of Healing by Ellen White entitled "Help for the Unemployed and Homeless" and "The Helpless Poor," and write a one-page summary of the key points.
After reading these two chapters, what was most surprising to you? Have you ever heard of Adventist projects involved in the kinds of economic development, job training, and homeless shelter programs that are advocated in these chapters? Why are contemporary Adventists so behind in fulfilling this part of their heritage?

== 3. Interview the pastor or Adventist Community Services leader or Inner City Program coordinator in an inner-city Seventh-day Adventist Church and ask how the church is meeting the needs of the poor in the community. Take notes during the interview. ==

If you live outside of an Inner City urban area and can not readily travel to one, contact a local conference that includes Inner City ministries or the NADACS Inner City Coordinator through http://www.communityservices.org and request contact information for an Inner City program. Contact the Inner City program by phone or mail and perform your interview.

Within the United States Inner City conditions of the most severe or outstanding exist in major Eastern Cities and in major coastal cities. Baltimore, New York, Detroit, Chicago, Atlanta, and New Jersey are good examples. Middle states and inland areas of the west have larger (geographically) more sparsely populated cities with no well defined "downtown" Inner City area. Although such cities still have serious problems with homeless and poor, the management of particular ministry is diverse and often quite different from those in smaller more dense cities. For a better understanding of this contact an Inner City ministry in each type of large metropolitan area.

== 4. Present a 15-minute report on how a youth group might help in the urban development problems the church is sponsoring. The report may be presented one-on-one to your instructor or youth-group adult sponsor, or it may be presented in a group setting. == There are many ways a group of young people can get involved in helping an urban community. Here are some ideas:
 * Street Feeding: Make lunches and distribute them to the homeless living in the street. This can be done from of a volunteer's vehicle or from an ACS van.  Some groups also collect blankets, socks, underwear, gloves, and coats (or any combination of these) and distribute them with the lunches.
 * Work in a Soup Kitchen: Groups may volunteer on a regular basis, or as available.
 * Homeless Shelters: Find out what other churches in your community are doing for the homeless. Some churches may band together to offer shelter  on a rotating basis for one month (or one week if there are enough churches) during the coldest part of the year.  A meal is usually served each evening as well.  If your community already has a program like this, join it.  If not, look into starting one.
 * Thrift Store: Contact your local Salvation Army, Goodwill, or similar organization and ask what you can do to help. They may be able to put you to work sorting donated items or helping out in many other ways.  These stores usually employ those who are in desperate need, providing them with on-the-job training that may enable them to get a job in a regular retail establishment.
 * Day Camp: Start a Day Camp at your church. These programs are operated much the same as a Vacation Bible School program, with or without the religious component.  These programs are offered for free and are targeted towards underprivileged youth.  They also provide the parents with a form of free babysitting allowing them to run errands or even work.
 * Tutoring Program: See the Tutoring honor for more information.
 * Clothes Closet: Collect used clothing from church members and make it available to those in need. This can be done on a regular, weekly basis, or by appointment.  You can photocopy ads with tear-off phone numbers for the program and hang them on bulletin boards around your community.

Refer to the next requirement for additional ideas, and you may even be able to come up with a few of your own. Be sure to look into the Adventurer for Christ honor when you do this, as these efforts will certainly meet the requirements there.

a. Go out with a street ministry team that provides food and/or blankets or coats to the homeless in an urban neighborhood
Collect the items at your church for about a month ahead of time. This can be done by placing a large box in the church foyer and having its purpose announced from the pulpit and in the church bulletin. Make a sign for the box as well, and decorate it (use gift wrap) to make an attractive, eye-catching display. This may also be done as a Sabbath School class project over the course of a quarter (three month period).

b. Go out with a health screening van that operates in an urban neighborhood.
You do not need to be a medical professional to help with a health-screening van. They often serve refreshments and need paperwork to be filled out. A youth group could assist with either of these aspects of the program. Health professionals will manage the medical aspects.

c. Go out with a Christian work team that is repairing or building urban housing for the poor.
Since Hurricane Katrina struck in 2005, the concept of "voluntourism" has become popular. "Voluntourists" are people who spend their vacations volunteering in an area needing help, such as one that has been struck by a natural disaster. Often, the volunteers will take a day off during their visit to tour nearby, unaffected areas.

Other options including signing up with Habitat for Humanity, or Maranatha Volunteers International.

d. Work in a soup kitchen or homeless shelter in an urban neighborhood.
You can find local soup kitchens and shelters in your phone book. Call them and ask how you can help. Work with the staff to find a need they have that your group is able to fill. Then do it!

e. Volunteer in an Adventist Community Services center located in an urban neighborhood.
Visit http://www.communityservices.org/ to find an ACS center near you. If there is not one near you, choose one of the other options in this requirement.

== 6. Attend a worship service in a church in an urban neighborhood made up of a different ethnic group than your own. List for your instructor the things you observed that were different than what you have grown up to be used to in your own culture. Then list the things that were similar to what you are used to. == Urban areas often consist of people from many ethnic backgrounds. These ethnic groups often form churches where they can worship in the way they were accustomed in their own country.

Which aspect of the service will be different from what you are used to could be anything, but pay special attention to the following:
 * Music
 * Language
 * The way the congregation participates (or does not participate)
 * The order of service
 * Number of and length of prayers and sermons
 * The different roles of men, women, and children
 * et cetera

See also requirement 4, section k of the Cultural Diversity Appreciation honor.

== 7. Write a proposal of at least four pages for an urban development project that could be conducted largely by teen and/or young adult volunteers. Include objectives, action plan, personnel needed, schedule and budget. This proposal may be written by an individual or as a team project in a work team of no more than four persons. == Getting your plan down in writing will help you stay on track and give you a better understanding of what you will need to accomplish your goals. This paper can be presented to local businesses in an effort to gain funding for your project. They are far more likely to donate generously to your program if you have a plan in place and can demonstrate specific needs.


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Wikijunior:How Things Work/Introduction

How does it work? Where did it come from? Why do we use it? Who invented it? These are all excellent questions to be asking yourself. We live in a world of fast paced technological development, and understanding how things work is a valuable asset to carry with you as you continue to grow. By asking yourself these questions, you have already demonstrated that you have the curiosity. In this book you will find the knowledge. This series is aimed at helping you understand how the everyday objects around you work. We will look at how things work, what they do, who invented them and how they do the things that make them so amazing in this modern world. From everyday objects like microwave ovens to massive engines for cars, spacecraft and all other things that surround us today. Keep reading and open your mind to a whole new world of electricity, energy, and mechanics.

title: Wikijunior:How Things Work/Introduction


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User talk:Msahlin

Welcome to the AY Honors Answer Book
Hello Msahlin,

I have a feeling that your full name might be Monty Sahlin - Chris Fishell told me that the ADRA honors were written by Norma Sahlin, and that her husband's name is Monty Sahlin. So if this is you, I am honored to have made your (virtual) acquaintance!

Thank you so much for contributing to this Wikibook. Chris had sent me the answers to the ADRA honors, but of course I cannot "just plug them in" since that would violate their copyright. Before getting those documents from Chris, I had taken a (very) feeble stab at writing answers to the tutoring honor. After reading Norma's answers, I can see that I fell far short of the mark!

I just wanted to touch base with you and let you know that I am thrilled that you are contributing to this work. What a blessing! Jim Thomas 00:50, 4 July 2006 (UTC)

title: User talk:Msahlin


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Talk:United States Government/The Bill of Rights

This needs a serious look over for such an important text its a shame there are so many blatant errors. Maybe a consistent way of presenting the amendments.


text:
Java Programming/Keywords/instanceof

is a keyword.

It checks if an object reference is an instance of a type, and returns a boolean value;

The   will return true for all non-null object references, since all Java objects are inherited from. will always return if  is.

Syntax:  TypeName

For example:

Run the program: java Test The output:

Note that the operator can also be applied to interfaces. For example, if the example above was enhanced with the interface

and the classes modified such that they implemented this interface

we could ask if our object were edible.

title: Java Programming/Keywords/instanceof


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Talk:Hebrew/Numbers

Days
I suggest moving the section on days to Hebrew/Days of the Week and linking to it as a related page. We can also link to that page from the Hebrew/Time page. --CocoaZen 04:03, 4 July 2006 (UTC)

title: Talk:Hebrew/Numbers


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Hebrew/Time

Vocabulary
This is a basic lesson with starting vocabulary for time.

Nouns
words: after, before nouns: time, day (related review: today, yesterday, tomorrow), hour, noon, midnight, morning, afternoon, evening, night when (move to more advanced lessons?)
 * : after
 * : before
 * : time
 * : hour
 * : noon
 * : midnight
 * : afternoon
 * : night (lila)
 * : when

 * יוֹם : day (yom)
 * הַיּוֹם : today (hayom)
 * מָחָר : tomorrow (makhar)
 * שַׁבָּת : Sabbath, seventh day of the week or creation, Saturday (shabbat or shabbos)
 * ימים : days (yamim) [could someone add diacritic marks? and correct phonetics if necessary?]
 * שבוע : week (?) [could someone add diacritic marks? and add phonetics?]

Translations
sentences: What time is it? When is supper? It is before three. Lunch is at noon. It is 8 in the morning.

Related
This is the basic, simplest, of the lessons on time. See these related lessons for more advanced vocabulary and constructs.
 * Hebrew/Time of Day
 * Hebrew/Days of the Week
 * Hebrew/Months (and calendar?)
 * Hebrew/Numbers

Without Diacritic Marks
Try to read the following words without the diacritic marks or vowels

 * ימים
 * יום
 * שבוע
 * יום

Hebrew/Time/Answers

title: Hebrew/Time


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Java Programming/Keywords/finally

is a keyword which is an optional ending part of the block.

The code inside the finally block will always be executed. This is also true for cases when there is an exception or even executed statement in the try block.

Three things can happen in a try block. First, no exception is thrown:

You can see that we have passed in the block, then we have executed the  block and we have continued the execution. Now, a caught exception is thrown:

We have passed in the block until where the exception occurred, then we have executed the matching  block, the  block and we have continued the execution. Now, an uncaught exception is thrown:

We have passed in the block until where the exception occurred and we have executed the  block. NO CODE after the try-catch block has been executed. If there is an exception that happens before the try-catch block, the block is not executed.

If statement is used inside finally, it overrides the return statement in the try-catch block. For instance, the construct

will return 12, not 11. Professional code almost never contains statements that alter execution order (like, , ) inside the finally block, as such code is more difficult to read and maintain.

See also:
 * Java Programming/Keywords/try
 * Java Programming/Keywords/catch
 * Java Programming/Throwing and Catching Exceptions

title: Java Programming/Keywords/finally


text:
User:LBMixPro

This is a doppelganger account for User:WikiLeon

title: User:LBMixPro


text:
User:Avish24

a good user

title: User:Avish24


text:
User talk:Munchkinguy

You did the Lulu experiment? Cool, and let's talk about how to do this before resuming it... --Jimbo Wales 12:17, 4 July 2006 (UTC)

Print Version of Wikibooks (specifically Wikijunior) content
I mentioned that you offered for sale from Lulu Press content from the Wikijunior project, and specifically for the Wikijunior Big Cats book.

I want to add that I want to thank you for doing this, and that in no way do I think you steped out of line by doing this. In fact, what you did was to force the issue and make people on the WMF board take notice and try to come up with a solution to get this sort of task accomplished.

Jimbo obviously wants to find out why you did this, but this is something that eventually needs to happen.

Know that I am here to defend your actions, and I'm not too thrilled that the link to Lulu Press was removed, and I am even more upset that Jimbo asked Lulu Press to kill the book completely. That is uncalled for, especially since these PDF versions have been available on Wikibooks for some time and it is reasonable to be able to sell content like this without direct permission of the WMF.

You have not violated any major copyright law in any way, and the only real issue is over the use of trademarks. At least this issue is being raised and some people are taking notice. --Rob Horning 14:33, 4 July 2006 (UTC)

 * BTW, I may be partially responsible for some of the mess you are currently in (and it really isn't that bad). I admit to adding the WMF as a copyright claimant, and I still havn't had too much direction here.  I guess if you had to list authors, you need to list the contributors who appear on the history pages.
 * I'm thinking of trying to write a 'bot that would scrape from the history links to each page to be able to compile at least an edit count of what each editor has added to each page. In theory because of how the edit history is stored, it is even possible to count each word or even each letter that was entered on a given page to compare the amount of work that was done, although that would be an incredible machine-intensive algorithm.  The whole point of doing that would be to give top billing to the most prolific author and put those authors who did but one edit on the very bottom of a long list of authors.  Right now all the GFDL says is that you have to give credit to merely a random 5 authors who contributed, which can even include anonymous authors.
 * At least you can think about how this would work out in the future, and again thanks for your effort here. --Rob Horning 02:50, 6 July 2006 (UTC)

 * Luckily, a similar tool already exists at http://tools.wikimedia.de/~tim/cgi-bin/contribution-counter, written by w:User:TDS. --hagindaz 03:04, 6 July 2006 (UTC)

If you plan on making changes for copyright attirbution, please try to add some of the top contributors instead of the Wikimedia Foundation. Apparently the WMF wants to disclaim all copyright credit to any Wikimedia project materials. I think that is not a good direction to proceed as it implies the WMF can't enforce the GFDL either. It is interesting that the Free Software Foundation encourages explicit granting of copyright to them for precisely the reason that they can enforce copyleft on GNU project copyright violations. I've expressed concern about this in the past, and it has fallen on deaf ears. I think the liability issues are way overstated, but that isn't my call. --Rob Horning 20:13, 6 July 2006 (UTC)

 * As far as how to proceed with "approval", you will have to deal with Jimbo on this one. I'm just suggesting that it is the issue with using the Wikimedia Foundation name that seemed to have been a hot button, and I'm not really sure if you were wrong here anyway.  Of you can take it up with Lulu Press.  I'm just trying to give some advise and trying to synthisis what was said on Foundation-l.  --Rob Horning 21:10, 6 July 2006 (UTC)

Resolving Legal Issues
I'm sort of curious about what the legal objections were that Brad had and how you resolved them. This is (unfortunately) a precedent setting situation here, and I'm sort of surprised that the situation isn't being handled in a more public manner, but that is I guess Brad's style. If you can help us with any tips in the future, it would be appreciated. --Rob Horning 20:57, 7 July 2006 (UTC)

 * Regarding the use of Wikijunior Big Cats, I would have to point to w:Wikipedia:Verbatim copying which implies that not only can you use the Wikijunior name, but you must use the given title of the book. I guess Brad is expecting us to hire our own lawyers and try to divine his and the WMF thoughts on this topic, especially since he hasn't explicitly asked us to do one thing or the other.  Of course in Brad's defense, it is damned if he does or doesn't with a formal proclamation on this point and either answer has legal implications.  Lawyers don't like to be nailed in a corner where they have to give a difinitive legal answer.  I would suggest you keep the name Wikijunior but dump the WMF as a copyright claimant, however my advise is only worth the $0.02 (canadian) that I'm giving to you.  --Rob Horning 21:37, 7 July 2006 (UTC)

Publication of the Month
Your name seems to be a popular one in discussing printable versions of wikibooks. There was a pretty lengthy-discussion at the staff lounge, and the result so far has been to create this page: Publication of the Month. The idea will be to have a single book every month (or perhaps every several months) which we will focus on, proofread, typeset, and prepare for physical publication. This project is currently in a very early state, and we would like to get more feedback on it. Please stop by, and give your comments/suggestions. --Whiteknight (talk) (projects) 17:12, 7 August 2006 (UTC)

title: User talk:Munchkinguy


text:
User talk:217.132.42.232

interwiki
Hi, thanks for doing interwiki links. If you're going to be doing a lot more, could you sign up for an account on english wikibooks so that your changes can be hidden in RecentChanges? Thanks. Kellen T 12:55, 4 July 2006 (UTC)

title: User talk:217.132.42.232


text:
User:Gurch/monobook.css

a {text-decoration: none} li#pt-userpage {background: none}
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 * 12) wikimania2006 {display: none}
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title: User:Gurch/monobook.css


text:
User:AmanitaMuscaria~enwikibooks

I work on various wiki projects, all under the same name of AmanitaMuscaria. I mainly enjoy working on Wikipedia, although I have gone into Simple Wikipedia, Wiktionary, and now Wikibook. I have edited in the French Wikipedia a few times, but English is my first and best language.

Currently at Wikibook I am working on only Cookbook. I bake quite often and I am starting to cook.

title: User:AmanitaMuscaria~enwikibooks


text:
Java Programming/Keywords/synchronized

is a keyword.

It marks a critical section. A critical section is where one and only one thread is executing. So to enter into the marked code the threads are synchronized, only one can enter, the others have to wait. For more information see Synchronizing Threads Methods or.

The keyword can be used in two ways:
 * Create a block
 * Mark a method

A block is marked as:

The syntax to mark a method is:

The synchronization is always associated to an object. If the method is static, the associated object is the class. If the method is non-static, the associated object is the instance. While it is allowed to declare an method as, it is meaningless to do so since synchronization is an aspect of the implementation, not the declaration, and abstract methods do not have an implementation.

Singleton example
As an example, we can show a thread-safe version of a singleton:

title: Java Programming/Keywords/synchronized


text:
Horticulture/Gourd Family

Vegetables in the Gourd Family
These crops are actually fruits in the botanical sense, but are more often considered vegetables.

 * ../Cucumber/: The cucumber is the edible fruit of the cucumber plant Cucumis sativus. The plant has been cultivated for 3000 years and is widely cultivated today. The cucumber plant has large leaves that form a canopy over the fruit. The vine is grown on the ground or on trellises, often in greenhouses.

 * ../Summer Squash/: The summer squashes are the fruits of the squash plant Cucurbita pepo.

 * ../Winter Squash/: The winter squashes are the fruits of one of 3 species of squash plants Cucurbita maxima, C.moschata, and C. pepo.

/Finder/Types/Fruits and Vegetables

title: Horticulture/Gourd Family


text:
Horticulture/Common Names of Vegetables

 * ../Cucumber/ - Cucumis sativus
 * ../Garlic/ - Allium sativum

/Finder/Types/Fruits and Vegetables

title: Horticulture/Common Names of Vegetables


text:
Talk:The Universe Made Simple/The Earth

Permission to add this paragraph?
"Centuries ago it was thought that this planet was the centre of the universe, and that the other planets, Sun and moon revolved around it. Even though that this belief has been disproved, the Earth is still amazing to scientists. This is mainly because it is the only planet discovered that is occupied with life so far!"

Respond here and make any changes to it before adding it to the collaboration.

title: Talk:The Universe Made Simple/The Earth


text:
Talk:Horticulture/Vegetables

So nice to see more contributors! However, we might need to come up with some guidelines on the main gateway. For example, an IP user just added a blank link to /tomatoes/ from this page, but there is already a [A_Wikimanual_of_Gardening_Volume_4/Tomato|chapter started in vol 4 on tomatoes] (will fix this now). -- (deprecated naming now)... the chapter is just ../Tomato

Just a personal note: I'm not one of those who insists tomatoes, cucumbers, etc. be referred to as "fruits" because I'm a stickler for "botanical correctness". Its more that growing and harvesting requirements for "fruits usually called vegetables" are going to be closer to those of other fruits, as opposed to how the same issues are addressed with vegetables harvested for stem, leaf or root (flowers, such as broccoli, represent a strange middle ground).

I'm actually just taking a break from planting right now (checking radar for storms), but I'll start something on the main talk when I get a chance. Johnny 16:50, 4 July 2006 (UTC)

title: Talk:Horticulture/Vegetables


text:
User talk:82.44.85.137

Hi!

Just so you know, there's already a chapter on tomatoes started in volume 4: A_Wikimanual_of_Gardening_Volume_4/Tomato.

Please see the talk here for why it's in 4 rather than 5: Talk:A_Wikimanual_of_Gardening_Volume_5.

Thanks for joining in! (Been feeling a bit lonely before the last few days :)). Johnny 16:53, 4 July 2006 (UTC)

title: User talk:82.44.85.137


text:
User:Ek7~enwikibooks

Please see my page on Hebrew Wikibooks.

he:משתמש:ek7

title: User:Ek7~enwikibooks


text:
User talk:82.159.137.19

California AB 1493
Hi. Original texts are not appropriate for Wikibooks, of any language. Please use Wikisource and the Spanish version instead. Thanks, hagindaz 17:31, 4 July 2006 (UTC)

title: User talk:82.159.137.19


text:
User talk:70.23.32.55

Ottoman Empire
Hello and welcome to Wikibooks! I have deleted this page because possible books should not be redirecting to chapters. The information in the page you linked to is hardly complete. If you would like to write a textbook on the Ottoman Empire, please recreate the page. Thanks, hagindaz 17:35, 4 July 2006 (UTC)

title: User talk:70.23.32.55


text:
User:Wikisquared~enwikibooks

I'm from Belfast in Northern Ireland and I also have an account on Wikipedia (even though all my posts are always deleted). That's basically it.

If i knew how to put down my acheivments on this page, I would probably write down:

 * I'm a native english speaker
 * Have an account on wikipedia
 * Know a bit of Latin, French, and Japanese - learning Greek soon

title: User:Wikisquared~enwikibooks


text:
Talk:Greek Mythology/Stories/The Creation

This is an unfinished story
I can't remember the whole of the story accurately so I can't edit this to make it longer. Other people should try, though. Wikisquared


text:
Mythology/Egyptian Mythology/Creatures

Creatures
The creatures of Egyptian mythology are often (like Norse mythology) based on animals (e.g. Phoenix, Sphinx)

Section 1: Quadrupeds

 * Axex - A hawk's head on a quadruped's (a four-legged creature's) body.

 * Sphinx - In Egyptian mythology this is a creature with the body of a lion and the head of a man, hawk or ram.

 * Sta - A head of an asp on a quadruped's body.

Section 2: Flying creatures

 * Ba - A soul of a deceased person. Usually depicted as a bird or human-headed bird.

 * Phoenix (Bennu) - In Egyptian mythology it is described as the sun-bird, which dies at night and comes to life in the morning (this is unlike greek and arabic mythologies, which depict phoenixes living for 500 years then dying and, after a while, coming back to life from its ashes)

Section 3: Other

 * Mummy - Even though mummies exist as Pharaohs who were prepared for the afterlife, Egyptian legend believes that if woken, a mummy would attack and chase its invader.

title: Mythology/Egyptian Mythology/Creatures


text:
Parkour/Basic Moves/Monkey Vault

The Monkey vault (Saut De Chat/Cat Pass/Kong/Panther/Gorilla) is an extremely common and useful vault that can be used for rails or walls up to chest height. As opposed to most vaults, where the legs swing around to one side or the other, in the monkey vault the legs are tucked up to the chest and the entire body passes through the parallel planted arms.

To execute a monkey vault build up a bit of speed while approaching the rail, and just before you reach it step your legs together -- maintaining your prior momentum -- and jump up and forwards, bringing your legs together up towards your chest. As you jump reach your arms forward and grab the rail, leaning forward to allow your feet to clear it. Once you have reached the other side you may choose to land on one leg to continue running, or if it is a significant drop execute a PK roll.

title: Parkour/Basic Moves/Monkey Vault


text:
Cryptography/AES

The Advanced Encryption Standard (AES), also called Rijndael, is a symmetric block-cipher with fixed 128-bit blocks and keysizes of 128, 192, or 256 bits. This algorithm is currently used by the U.S government for both classified and non-classified information, and has already phased out DES on all but legacy machines (triple DES is still authorized for government use, however). There were five finalists in the bid for the Advanced Encryption Standard, and the NSA analyzed all five and decreed them acceptable for encrypting non-classified government documents, but Rijndael was eventually chosen for unspecified reasons, and later authorized for use on classified documents.

If you need to encrypt data, using 256-bit AES keys in counter mode (CTR), and then appending a HMAC, is recommended by many security researchers. This construction avoids many flaws in earlier systems: The AES standard uses a 128 bit block size, rather than the 64 bit block size which was suspected to be inadequate by the time of NIST's 1997 announcement of the AES contest. Keys that are 64 bits or less are suspected to be inadequate. Almost all side channel attacks require chosen inputs, which (which modes?) modes are in theory exposed to, and the ECB mode is even worse. CBC, CTR, EAX, and GCM are all considered strong modes as long as one authenticates the message before decrypting.

title: Cryptography/AES


text:
Java Programming/Keywords/volatile

is a keyword.

When member variables are marked with this keyword, it changes the runtime behavior in a way that is noticeable when multiple threads access these variables. Without the volatile keyword, one thread could observe another thread update member variables in an order that is not consistent with what is specified in sourcecode. Unlike the synchronized keyword, concurrent access to a volatile field is allowed.

Syntax: ; or   ;

For example:

See also:
 * Java Programming/Keywords/synchronized

title: Java Programming/Keywords/volatile


text:
User:Torpeh~enwikibooks

Introduction
Hi all, I am Torpeh. I am interested in Creative Writing, Grammar, Cricket and the Internet. Most of the time, I read writing-related articles here and am currently attempting to construct a novel.

title: User:Torpeh~enwikibooks


title: Category:Book:Q3Map2


text:
Category:Book:QBasic

ko:분류:큐베이직

title: Category:Book:QBasic


text: Category:Book:Quechua

title: Category:Book:Quechua


text:
Wikijunior talk:Big Cats/Complete Edition

Do Manuls meow?

What should I do to keep a manul as my pet?

Hii inchi na ya nani
Any idea what language this is or what part of Africa it's from? It seems pretty vague to just say "In Africa...." Wasabe3543 14:20, 28 June 2007 (UTC)


text:
User talk:AmanitaMuscaria~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Kellen T 00:35, 5 July 2006 (UTC)
 * Please also check out the Cookbook policy page and the Cookbook talk pages.

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 AmanitaMuscaria. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name AmanitaMuscaria~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 22:56, 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) 04:31, 19 April 2015 (UTC)

title: User talk:AmanitaMuscaria~enwikibooks


text:
Calculus/Parametric Integration

Introduction
Because most parametric equations are given in explicit form, they can be integrated like many other equations. Integration has a variety of applications with respect to parametric equations, especially in kinematics and vector calculus.

So, taking a simple example, with respect to t:

Arc length
Consider a function defined by,
 * $$x = f(t)$$
 * $$y = g(t)$$

Say that $$f$$ is increasing on some interval, $$[\alpha, \beta]$$. Recall, as we have derived in a previous chapter, that the length of the arc created by a function over an interval, $$[\alpha, \beta]$$, is given by,

 * $$L = \int_\alpha^\beta \sqrt{1 + (f'(x))^2} \mathrm{d}x$$

It may assist your understanding, here, to write the above using Leibniz's notation,

 * $$L = \int_\alpha^\beta \sqrt{1 + \left(\frac{\mathrm{d}y}{\mathrm{d}x}\right)^2} \mathrm{d}x$$

Using the chain rule,

 * $$\frac{\mathrm{d}y}{\mathrm{d}x} = \frac{\mathrm{d}y}{\mathrm{d}t} \cdot \frac{\mathrm{d}t}{\mathrm{d}x}$$

We may then rewrite $$\mathrm{d}x$$,

 * $$\frac{\mathrm{d}x}{\mathrm{d}t} \mathrm{d}t$$

Hence, $$L$$ becomes,

 * $$L = \int_\alpha^\beta \sqrt{1 + \left(\frac{\mathrm{d}y}{\mathrm{d}t} \cdot \frac{\mathrm{d}t}{\mathrm{d}x}\right)^2} \frac{\mathrm{d}x}{\mathrm{d}t} \mathrm{d}t$$

Extracting a factor of $$\left(\frac{\mathrm{d}t}{\mathrm{d}x}\right)^2$$,

 * $$L = \int_\alpha^\beta \sqrt{\left(\frac{\mathrm{d}t}{\mathrm{d}x}\right)^2}\sqrt{\left(\frac{\mathrm{d}x}{\mathrm{d}t}\right)^2 + \left(\frac{\mathrm{d}y}{\mathrm{d}t}\right)^2} \frac{\mathrm{d}x}{\mathrm{d}t} \mathrm{d}t$$

As $$f$$ is increasing on $$[\alpha,\beta]$$, $$\sqrt{\left(\frac{\mathrm{d}t}{\mathrm{d}x}\right)^2} = \frac{\mathrm{d}t}{\mathrm{d}x}$$, and hence we may write our final expression for $$L$$ as,

 * $$\int_\alpha^\beta \sqrt{\left(\frac{\mathrm{d}x}{\mathrm{d}t}\right)^2 + \left(\frac{\mathrm{d}y}{\mathrm{d}t}\right)^2} \mathrm{d}t$$

Example
Take a circle of radius $$R$$, which may be defined with the parametric equations,

 * $$x = R\sin\theta$$
 * $$y = R\cos\theta$$

As an example, we can take the length of the arc created by the curve over the interval $$[0,R]$$. Writing in terms of $$\theta$$,

 * $$x = 0 \implies \theta = \arcsin\left(\frac{0}{R}\right) = 0$$
 * $$x = R \implies \theta = \arcsin\left(\frac{R}{R}\right) = \arcsin(1) = \frac{\pi}{2}$$

Computing the derivatives of both equations,

 * $$\frac{\mathrm{d}x}{\mathrm{d}\theta} = R\cos\theta$$
 * $$\frac{\mathrm{d}y}{\mathrm{d}\theta} = -R\sin\theta$$

Which means that the arc length is given by,

 * $$L = \int_0^{\frac{\pi}{2}} \sqrt{(-R\sin\theta)^2 + R^2\cos^2\theta}\mathrm{d}\theta$$

By the Pythagorean identity,

 * $$L = R\int_0^{\frac{\pi}{2}} \mathrm{d}\theta = R\frac{\pi}{2}$$

One can use this result to determine the perimeter of a circle of a given radius. As this is the arc length over one "quadrant", one may multiply $$L$$ by 4 to deduce the perimeter of a circle of radius $$R$$ to be $$2\pi R$$.

title: Calculus/Parametric Integration


text:
Wikijunior:How Things Work/Vacuum Cleaner

A vacuum cleaner is an apparatus designed to suck up small bits of dust, lint, crumbs and other small bits of dirt off the floor or carpet into a sealed bag that can then be disposed of. Vacuum cleaners come in many styles and shapes, but the basic principle is the same.

Who invented it?
Hubert Cecil Booth, a British engineer, received a British patent for a vacuum cleaner on August 30th 1901.

How does it get power?
Most Vacuums get their power from a cord connected to a plug, which is plugged into the electric grid. However, some hand held vacuums use batteries that have to be recharged occasionally.

How does it work?
The heart of a vacuum cleaner is the internal fan. It is usually covered with a grile or hidden deep within the vacuum to keep people from hurting themselves by poking fingers or toes inside. This fan pulls air from outside the vacuum into a bag.

The bag allows air to pass through it but traps the dust and lint and such that is sucked in with the air current. It was once made of cloth, but is now usually made of paper that can be disposed of, debris and all. Some more recent vacuums use a plastic tray or cup that can be removed, emptied and placed back inside for indefinite re-use.

How dangerous is it?
Vacuums are not normally dangerous. However, if they are used outside, where it is wet, the electricity inside can escape and electrocute people. If you put the vacuum hose against someone's eyes then they might have their eyesight damaged.

What does it do?
The vacuum cleaner cleans carpets and floors by sucking up dirt, crumbs, dust, and many other bits and bobs.

How does it vary?
The air enters the vacuum cleaner in different methods, depending on the configuration. On an "upright" vacuum, the air is pulled in through the head of the vacuum, which sits on the floor. Other models use a flexible hose or (in hand-held configurations) have the intake built into the "nose."

How has it changed the world?
It has moved dirt from one part of the world, to another. It is another example of a machine that does the job better and quicker and with less effort than a broom or mop

What idea(s) and/or inventions had to be developed before it could be created?
Electricity, the force that powers the vacuum cleaner, had to be developed to power the fan. The fan is powered by a motor, which also had to be invented.


text:
Java Programming/Keywords/strictfp

is a java keyword, since Java 1.2.

It makes sure that floating point calculations result precisely the same regardless of the underlying operating system and hardware platform, even if more precision could be obtained. This is compatible with the earlier version of Java 1.1. If you need that use it.

Syntax for classes: MyClass {   //... }

Syntax for methods: method {   ... } See also:
 * http://en.wikipedia.org/wiki/Strictfp

title: Java Programming/Keywords/strictfp


text:
Java Programming/Keywords/native

is a java keyword. It marks a method, that it will be implemented in other languages, not in Java. The method is declared without a body and cannot be. It works together with JNI (Java Native Interface).

Syntax: [||] method;

Native methods were used in the past to write performance critical sections but with java getting faster this is now less common. Native methods are currently needed when
 * You need to call from java a library, written in another language.
 * You need to access system or hardware resources that are only reachable from the other language (typically C). Actually, many system functions that interact with real computer (disk and network IO, for instance) can only do this because they call native code.

To complete writing native method, you need to process your class with  tool that will generate a header code in C. You then need to provide implementation of the header code, produce dynamically loadable library (  under Linux,   under Windows) and load it (in the simplest case with   . The code completion is trivial if only primitive types like integers are passed but gets more complex if it is needed to exchange strings or objects from the C code. In general, everything can be on C level, including creation of the new objects and calling back methods, written in java.

To call the code in some other language (including C++), you need to write a bridge from C to that language. This is usually trivial as most of languages are callable from C.

title: Java Programming/Keywords/native


text:
Talk:Java Programming/Threads

This page is redundant with Java Programming/Threads and Runnables and should be removed. DavidBourguignon (discuss • contribs) 14:27, 5 January 2012 (UTC)

I'd like to move this page to Java Programming Ervinn 03:21, 5 July 2006 (UTC)

title: Talk:Java Programming/Threads