text:
Cookbook:Imitation Cheese (Vegan)

| Vegan Cuisine | Breakfast

A vegan cheese that mainly consists of potato, oil and soy.

Ingredients

 * 5 ea. (750g–1kg) large, hard boiling potatoes
 * 20 ml soy sauce or yeast extract
 * 20 ml margarine or rapeseed oil
 * Corn flour or breading mixture
 * Any of the following optional ingredients:
 * Salt or celery salt
 * Bear's garlic or garlic
 * Herbs, e.g. paprika, thyme, rosemary, cumin, oregano and savory
 * Onions
 * Taco seasoning mix (e.g. corn flour, salt, chili, onion, garlic, paprika, sodium glutamate)
 * 1–3 g chili seasoning mix (e.g. chilies, orange zest, sesame, paprika, celery, and mustard)
 * 1–5 g vegetable stock
 * Unrefined sugar (or sugar not refined using the char method)
 * Pepper
 * 10 ml vinegar

Procedure

 * 1) Boil potatoes until they are not quite done. If the potatoes are not completely done the resulting substance may be sliceable, although it will be easy to spread anyway.
 * 2) Mash the potatoes, then stir in the soy sauce.
 * 3) Mix in some margarine and cornflour. The substance should take on the consistency of peanut butter but have more the color of cheese than anything else.
 * 4) Mix in any of the optional additions to add flavor to the mixture.
 * 5) Press the substance into a small, round form, to give it the form of a cheddar cheese. Unmold and serve.

Notes, tips, and variations

 * A small amount of lecithin powder can be added as an emulgator but is not really necessary. Being hydrophilic and lipophilic, it binds together the water and the oil.
 * Adding vinegar may increase durability in the refrigerator but more than 4 days are not recommended.
 * A pinch of sugar can add to the taste but may not be compatible with all other spices.
 * For a variant with rice, about half (and up to two-thirds) of the base substance is replaced by mashed rice. The advantage of mashed rice is that it results in a more cheese like substance, which dries better.
 * A variant with vegetable stock can be made with less soy sauce. Mexican Taco Seasoning Mix can be used but is not required, because the vegetable stock is already very spicy. The variant can be combined with rice.
 * A dairy free cheese flavor sauce mix can be suitable to acquire a stronger cheese flavor.
 * Freezing is not recommended. There was a single case where freezing seemed to even have improved the consistency (making it a bit like tofu) but this lacks reproducibility.
 * The cheese is best served slightly heated (e.g., on a solar oven) on ciabatta with a splash of warm olive or rapeseed oil, mixed with a mashed clove of garlic and with a slice of tomato and a leaf of basil.
 * Put the cheese on a slice of bread and sprinkle hackled onions on top. Bake in a toaster oven or grill until the onions turn only slightly glassy. Grapes cut in halves make a good topping and complement the taste.

title: Cookbook:Imitation Cheese (Vegan)


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Cookbook:Carrot Paprika Spread

| Vegan Cuisine | Breakfast

Carrot paprika spread is a spread consisting of tofu and oat flakes.

Ingredients

 * 250g oat flakes (or raw spelt flour)
 * 250g tofu
 * 1 (or more) carrot(s)
 * 1 (or more) paprika(s) (may substitute with red bell peppers, sweet peppers)
 * 1 (or more) onion(s)
 * Margarine
 * Rapeseed oil or other vegetable oil
 * Soy sauce
 * Mustard
 * Catsup
 * garlic
 * pepper
 * Soy lecithin powder

Procedure

 * 1) Combine the oat flakes and tofu with some water to make the base. You might want to add lecithin powder as an emulsifier.
 * 2) Mash carrot, paprika, and onion. If you prefer larger pieces you can also cut some of it instead.
 * 3) Add a spoon of margarine and/or a spoon of rapeseed oil.
 * 4) Add mustard, catsup, garlic, and pepper to taste.

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

title: Cookbook:Carrot Paprika Spread


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Cookbook:Spring Onion Spelt Spread

| Vegan Cuisine

A spread that consists primarily of the tofu, oat flakes and raw spelt flour.

Ingredients

 * 250 g tofu
 * 150 g oat flakes
 * 150 g raw spelt flour
 * Soy lecithin powder (optional)
 * 3 or more whole spring onions, chopped
 * 1 or more pickled gherkin, chopped
 * Margarine
 * Rapeseed oil or other vegetable oil
 * Salt
 * Pepper

Procedure

 * 1) Combine tofu, oat flakes, raw spelt, and some water.
 * 2) If desired, mix in the lecithin to act as an emulsifier.
 * 3) Mix in the spring onion and gherkins.
 * 4) Mix in a spoonful of margarine and/or rapeseed oil.
 * 5) Add salt and pepper to taste.

title: Cookbook:Spring Onion Spelt Spread


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User:Starandstripe

Hi every1. Talk to me here...

or go to www.starandstripe.com

title: User:Starandstripe


text:
User talk:Starandstripe

sdf

title: User talk:Starandstripe


text:
User:Petronio~enwikibooks

Hi, this is a test...

Hi, this is a test...

$$Hi, this is a test...$$

title: User:Petronio~enwikibooks


text:
Talk:Japanese/Videogame

Marijn: This has nothing to do with the Japanese language. I suggest it gets deleted, but I don't want to unless other people agree with me.

 * Yeah, I never did really see the point of this page. Feel free to put it up for vfd. - Sik0fewl 00:12, 17 Jun 2005 (UTC)

 * Listed on Votes for deletion. --Telamon 00:35, 19 September 2005 (UTC)

title: Talk:Japanese/Videogame


text:
Radiation Oncology/Toxicity grading

Toxicity Grading

 * NCI Common Terminology Criteria for Adverse Events (CTCAE)
 * RTOG/EORTC Toxicity Grading
 * LENT SOMA Toxicity Grading

title: Radiation Oncology/Toxicity grading


text:
Radiation Oncology/Toxicity/Emami

This page is for dosimetric correlations of normal tissue tolerance.

Emami estimates
Normal whole organ tissue tolerances (cGy)(adapted from Emami 1991 PMID 2032882)

Partial volume estimates

 * See also: Normal tissue complication probability

Emami provides partial volume radiation tolerance estimates for only a few organ sites.

Other researchers' data:
 * Full text No PMID — "Use of normal tissue tolerance doses into linear quadratic equation to estimate normal tissue complicatio probability." T. S. Kehwar, Ph.D., D.Sc. and S. C. Sharma, M.D.  Radiation Oncology Online Journal (www.rooj.com).
 * Tables 3 and 4 are most helpful.
 * Full text No PMID — "Analytical approach to estimate normal tissue complication probability using best fit of normal tissue tolerance doses into the NTCP equation of the linear quadratic model." T. S. Kehwar, D.Sc., DABR. Journal of Cancer Research and Therapeutics.
 * See especially Table 4

title: Radiation Oncology/Toxicity/Emami


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Cookbook talk:Jambalaya I

Should the bay leaf really be ground up with the salt and left in the broth, or should it be boiled with the rice and later retrieved?--Polyparadigm 17:57, 16 Jun 2005 (UTC)

 * Your guess was correct. Do not eat the bay leaf. AlbertCahalan 05:48, 7 August 2005 (UTC)

 * I always leave the bay leaves in. They're so common in LA cooking that most people know not to eat them. If I'm cooking for non-LA people, I remove them before serving -- no need to grind them. Alainna 05:27, 26 November 2006 (UTC)

 * Assuming people know what is safe or not in a recipe in a cookbook is not only amaturish, it's dangerous.

Cooked chicken
Shouldnt cooking the chicken be part of steps as you dont usually have cooked chicken as part of the ingredients. —The preceding unsigned comment was added by 202.53.198.100 (talk • contribs) 2007-02-09T10:50:33.
 * Perhaps, but cooked chicken is something that may be a leftover from another meal, such as a roast chicken dinner. Cooking for two, I often have leftover cooked meat from roasts, which are great for meals like this as well as simple wrap-based foods like summer rolls. Webaware talk 12:09, 10 February 2007 (UTC)
 * Caveat: if you seasoned said chicken the first time you cooked it, the seasoning will flavor the jambalaya. I agree with the person asking about the cooking method. While jambalaya was originally designed to be a raft of leftovers, adding lemon chicken to your jambalaya would be rather gross.

Peppers
You didn't complete the trinity in the recipe. This needs some chopped red bell peppers. Jambalaya is the hallmark when you're describing the cajun holy trinity. Not including the red bell pepper is blasphemous.

title: Cookbook talk:Jambalaya I


text:
User talk:Sockpuppet3

I'm a sock puppet! Do something!

Sock puppet?
What exactly is a sock puppet anyway? Charlie123 14:13, 22 Jun 2005 (UTC)
 * w:Wikipedia:Sock_puppet

title: User talk:Sockpuppet3


text: Editing Wikitext

title: Editing Wikitext


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Talk:English in Use/Punctuation

Untitled
This needs major change. It's horrible.

Not partly due to the fact it was written in 1851 I'm sure.

title: Talk:English in Use/Punctuation


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WebObjects

WO is a free Java framework for developing Internet applications. WO supports Rapid Application Development (RAD) of Ajax, web services, streaming media, file transfers, and many other web technologies. WO was originally developed by and for NeXT computers in the mid 1990's. Originally written in Objective C, NeXT ported it to Java in the late 1990s.

WO has an active developer community which provides support through the WO Developer and WO Deployment email lists. New developers may also find the WO Community Wiki helpful.

Introduction

 * What is WO?
 * History
 * Naming Conventions
 * Foundation
 * Objective-C to Java Transition
 * Licensing
 * /Hands On: Hello World - Your First WO Application/
 * Key Value Coding
 * /Database Development/

Introduction

 * Overview

Modeling

 * Overview
 * Required Reading
 * Entities
 * GlobalIDs
 * Attributes
 * Relationships
 * Entity Inheritance
 * Fetch Specifications
 * SQL Generation
 * Code Generation
 * Reverse Engineering
 * Common Pitfalls and Troubleshooting
 * EOModeler
 * EOModeler on Windows
 * Booleans
 * Advanced
 * JDBC
 * JNDI
 * Stored Procedures
 * Prototypes
 * Multiple Models
 * Custom Attributes
 * Examples

Using EOF

 * Overview
 * Required Reading
 * The EOF Commandments
 * EO Enterprise Object
 * EO Editing Context
 * EO Object Store
 * EO Database
 * EO Adaptor
 * Context and Database Locking
 * Faulting
 * Fetching
 * Updating
 * Deleting
 * Caching and Freshness
 * Optimistic Locking
 * Memory Management
 * EOF Best Practices
 * Configuration Settings
 * Common Pitfalls and Troubleshooting
 * Advanced
 * EOGenerator
 * Logging
 * EOF Performance Tuning
 * Primary Keys
 * Compound Primary Keys
 * Concurrency
 * Validation
 * Database Adaptors and Plugins
 * Undo and Redo
 * EO's and Multiple Editing Contexts
 * EOSharedEditingContext
 * Raw Rows
 * Batch Fetching
 * Fetch Limits
 * Bulk Operations
 * Schema Changes
 * Delegates and Notifications
 * Multiple Stacks or Instances
 * Custom Qualifiers
 * Localization and Internationalization
 * Default Values
 * Custom EOAdaptor
 * EOF Traces
 * Problems
 * Tips and Tricks
 * Examples
 * Help! EOF is Doing Strange Things!

Introduction

 * Overview

Development

 * Overview
 * Required Reading
 * Apache
 * WO Adaptor
 * WO Application
 * WO Session
 * WO Component
 * Binding Synchronization
 * Code, Templates, and WODs
 * Built-in Components
 * Component Actions
 * Direct Actions
 * Request-Response Loop
 * Using EOF in a WOA
 * Authentication and Security
 * General Best Practices
 * WOForm Best Practices
 * WODisplayGroup
 * Debugging Techniques
 * Direct Connect
 * Frameworks
 * Ajax
 * CSS
 * Sending Emails
 * The Build Products
 * Errors and Explanations
 * Common Pitfalls and Troubleshooting
 * Advanced
 * Audit Trails
 * Backtracking
 * Concurrency
 * Image Thumbnailing
 * Database vs Filesystem (aka Images in the Database?)
 * WOLongResponsePage
 * Stateless Components
 * Non-HTML WO's
 * WOEvents and Logging
 * PDF Generation
 * Excel Generation
 * SSL
 * Localization and Internationalization
 * Testing and JUnit
 * Custom Error Handling
 * Custom Request Handlers
 * Custom Templates
 * Calling Commandline Applications
 * High Performance WOA's and WO's
 * Profiling WO Apps
 * J2EE Integration
 * WO and Subversion
 * Third Party Jars
 * Generating Static Pages
 * Cocoa EO Applications
 * Custom Resource Manager
 * Persistent Sessions
 * How Forms Work
 * Development on Windows
 * Tips and Tricks
 * Examples
 * /Hands On: Hello World - Your First WO Application/
 * Page Layout
 * List Components
 * Calendar Component
 * Path Inspector
 * Alphabetic List
 * Login
 * Anchors
 * Open Link in New Window
 * Return a File

Deployment

 * Overview
 * Required Reading
 * Apache
 * Memory Settings
 * Standard Deployment
 * wotaskd
 * Java Monitor
 * Logging
 * Split Install
 * Common Pitfalls and Troubleshooting
 * Deployment Black Art Cheat Sheet
 * Advanced
 * WOStats
 * Additional Monitoring
 * Scheduled Restart
 * Clustering and Load Balancing
 * J2EE and Servlet Deployment
 * Tomcat Deployment
 * High-Performance Configuration
 * Killing WOA Processes
 * Debugging Frozen Deployed Instances
 * Platform Specifics
 * Mac OS X Server
 * Linux
 * Solaris
 * FreeBSD WO5.2
 * FreeBSD WO5.3
 * FreeBSD 6.2 WO 5.3.3
 * FreeBSD 6.x WO 5.3.3 using port system with many options
 * Windows
 * Helpful Tools & Shellscripts

Web Services

 * Overview
 * Required Reading
 * WO as a Web Service Provider
 * WO as a Web Service Consumer
 * Interoperability
 * Common Pitfalls and Troubleshooting
 * General Info
 * Instructions for .NET consuming Direct to WebServices
 * Testing Services with Terminal
 * Advanced
 * Sending Large Data
 * How to Trust Any SSL Certificate
 * Problems
 * Controlling Enterprise Object Serialisation
 * Controlling WSDL Service Location
 * Integration with WebServicesCore on MacOS-X
 * Working With Temporary GlobalIDs
 * Examples

Project WONDER

 * Overview
 * Required Reading
 * Installing
 * Quickstart
 * History
 * Frameworks
 * Ajax
 * DynaReporting
 * ERCalendar
 * ERChangeNotificationJMS
 * ERCoreBusinessLogic
 * ERDirectToWeb
 * ERExtensions
 * ERIMAdaptor
 * ERJavaMail
 * ERPlot
 * ERPrototypes
 * ERSelenium
 * ExcelGeneration
 * JavaWOExtensions
 * PostgresqlPlugin
 * SVGObjects
 * Validity
 * WOOgnl
 * WOPaypal
 * Adaptors
 * PlugIns
 * Advanced
 * Examples

WireHose

 * Overview
 * Basic Concepts
 * Content Management
 * Personalization
 * Access Control
 * Dynamic Layouts
 * Rapid Development
 * Reference
 * Installation
 * Online Reference Library
 * Developer Overview
 * Java API Reference
 * Properties Reference
 * Database setup
 * Regular Expressions
 * Recently Deployed Sites
 * Paizo.com
 * Eurovision Song Contest Store
 * Bilka Music Download Store
 * Jubii Music Download Store
 * Uziing (Scandanavian "Toys-R-Us") Music Store (UI is all in Flash)

LEWOStuff

 * Overview

GVC Frameworks and GVC.SiteMaker

 * Overview

Development Tools

 * Overview
 * Eclipse and WOlips
 * Xcode
 * EOModeler
 * WOBuilder
 * Running Though Apache

Direct-To

 * Overview
 * Required Reading
 * Web
 * Java Client
 * Common Pitfalls and Troubleshooting
 * Advanced
 * ERD2W - part of the WONDER frameworks
 * Examples

Case Studies

 * iTunes Music Store
 * .Mac
 * Apple Store
 * Original Dell Store
 * Radar
 * ShopToIt.ca
 * EverLearn
 * WO Showcase
 * WO Sites

Java Client

 * Overview
 * Required Reading
 * Advanced
 * Interface Builder
 * svn
 * Examples

Testing

 * Load Testing WO Apps with JMeter
 * WOUnitTest

Database Compatibility / Comparisons

 * FrontBase
 * OpenBase
 * MySQL
 * Postgresql
 * Oracle
 * Sybase
 * SQLServer
 * Data Migration
 * Informix

Alternative Technologies Pros / Cons

 * ASP.NET
 * ASP.NET + Monorail
 * JSP and Taglibs
 * EJB
 * Hibernate
 * Core Data
 * Cayenne
 * Tapestry
 * Ruby on Rails
 * Struts
 * WebWork
 * SOPE

Additional Resources

 * Websites
 * /Mailing Lists/
 * /Tutorials/
 * Books
 * Periodicals
 * Authors
 * Training

title: WebObjects


text:
Cookbook talk:Imitation Cheese (Vegan)

Perhaps if this is an experimental recipe, it could go under your user's namespace until it's more fleshed out. Or perhaps there should be an experimental section of the cookbook. I dunno. Also, a title like "Cheddar Cheese (Vegan)" might be more appropriate since it is actually aiming to be a cheese substitute. Kellen 02:43, 17 Jun 2005 (UTC)

 * Being original research, it's supposed to be deleted. Maybe the author could start a Vegen Experiments wiki over at wikicities. AlbertCahalan 16:00, 30 September 2005 (UTC)

 * I think that's a bit excessive, but moving it out of the main recipe namespace into a user subpage would probably be better than having it here. Kellen T

what
yeah i bet this tastes pretty naz-t... 69.246.12.184

 * It's like the anti-Atkins diet, isn't it? Yes, let's all burn out our pancreases with excessive starch so we can have diabetes. AlbertCahalan 16:00, 30 September 2005 (UTC)

 * Heh. You can actually make a quite nice vegan cheese with soymilk and agar-agar. or with cashews. Kellen T 17:52, 30 September 2005 (UTC)

title: Cookbook talk:Imitation Cheese (Vegan)


text:
Botany/Grasses laboratory

Chapter 16. Laboratory Exercises: Grasses
As you have already seen, the purpose of a laboratory exercise is to give the student hands-on experience with botanical methods and materials. To do this laboratory exercise, although not absolutely necessary (photos are provided), you should collect material from outside—in this case, one or more species of grasses—to examine as you read the text. You should easily identify a grass plant, but you will want to collect a plant (we call this a specimen) that is in flower. Try to collect a whole specimen—that's correct, roots and all. A lawn grass may not be the best choice, but if you can find a tuft with a flower head, then that will suffice. It is best to work from fresh material, so if it be the case that it is the dead of winter, we suggest you may want to repeat this lab late in the spring or summer. However, we provide here a scanned specimen that you can examine very closely by down-loading the high resolution version (click on the photo, then follow link at bottom of image).

<== A collected specimen (grass) folded over and scanned to display all of a culm. Note that the culm terminates in an inflorescence and is actually one of two stems—the other, with but one leaf, is just elongating—arising at a prominent node along a stolon. Several roots are starting to form at the same node.

<< Return to Chapter 16

title: Botany/Grasses laboratory


text:
Cookbook talk:Sweetbread II

In which dialect of English and according to which dictionary does "sweetmeat" mean testicles? The only meanings in Chambers 20thC, Oxford Paperback and those listed on OneLook are to the effect of a sugary confection (though it's a rather old-fashioned term), plus this entry in OPTED:

-- Smjg 10:40, 17 Jun 2005 (UTC)
 * (n.) A boat shell (Crepidula fornicata) of the American coast.
 * (n.) Fruit preserved with sugar, as peaches, pears, melons, nuts, orange peel, etc.; -- usually in the plural; a confect; a confection.
 * (n.) The paint used in making patent leather.

 * "Other beef foods include the tongue, which is used, sliced, for sandwiches; tripe from the stomach; the thymus glands of calves known as sweetbread; the tender testicles of the bull, often called as beef balls or sweetmeat; the brain, used in the fried brain sandwich; the liver, used in liver and onions; and so on." from here. Kellen T 17:04, 7 September 2005 (UTC)

 * That's actually a Google spam page violating copyright by stealing from wikibooks. The term "sweetmeat" does indeed mean testicles though, no joke. If old British usage matters, all food is meat... even a tomato. (see also: mincemeat) This won't do I think; it would mean that vegans only eat meat! If you ask an american if organ meats are meat, you'll probably get a funny look and a vague answer like "uh... kind of... maybe... but not really". I'd say yes for the heart and gizzard, but no for everything else. I think it's safest to just leave this vague. AlbertCahalan 01:49, 8 September 2005 (UTC)

 * It is indeed a spam page, but which wiki-books/pedia page is it ripping off? Kellen T 02:46, 8 September 2005 (UTC)

I rv'd changes since I believe the intention was that it was _organ_ meat (i.e. not muscle tissue, normally considered "meat"). The change was done by an ip-account and was unexplained. Also see Meat's note about americans not considering "organ meat" to be meat. Perhaps this is a US-centric bias that should be dealt with, but that should explain my change. Kellen T 17:04, 7 September 2005 (UTC)

I can see I'll not be referencing any wiki cookbooks. As user smjg correctly points out, sweetmeat is a sweet confection such as a preserve or pastry. Until multiple references to sweetmeat as testicles are found, I suggest the entry say that. If you find it mandatory to continue the testicle reference, it should be noted "a few sources" refer to sweet. . ." after the common useage as sweet treats. Fromz 16 July 2006, 0502 EDT

title: Cookbook talk:Sweetbread II


text:
Icon Programming

Icon - What is this?
Icon is a modern high-level programming language. It provides many useful features for managing data, generators and much more. It is not object-oriented, but the UN-icon variant, UNICON, is object-oriented as is ObjectIcon (code.google.com/p/objecticon)

Hello world
Here is a tiny but complete Icon program.

procedure main write("Hello world!") end

As you see, the code is very simple. Lines procedure main and end enclose the body of the program. The second line is responsible for printing Hello world! on your standard output (usually screen). Naturally, procedure write prints the string which is given as a parameter. There is a similar procedure read which reads a line from standard input (usually keyboard).

Compiling and running
Save the program from the previous section to file helloworld.icn. Type icont helloworld.icn in linux shell. The executable file named helloworld will be generated. You can run it now.

Basic syntax
The program consists of procedures. Every procedure begins with procedure reserved word followed by the name of the procedure and list of arguments (it can be empty). The procedure ends with end. All the instructions are separated by newline or semicolon.

There must be a main procedure which is called automatically when user runs the program.

procedure p1(arg1, arg2, arg3) instr1 instr2 end procedure p2 instr1; instr2 end procedure main(arg) instr1 instr2 instr3 end

If you want to put a comment into your code, use # character. All the text in the line after that character is discarded by the compiler.

About variables in Icon
Variables in Icon have no type and can contain value of any data type. That means you can for example assign a number to one of your variables and assign a string to it few instructions later.

There is no need to declare variables (except global ones), they are created when they are used for the first time. There is no need to destroy them too, because there is a garbage collector doing it automatically.

Assigning value to variable
To assign value to variable use Pascal-like := operator:

procedure main x := 1                    # assigns 1 to variable x   y := 3                     # assigns 3 to variable y   x := x + y                 # assigns 4 (1+3) to variable x   y := "example string"      # assigns string "example string" to variable y end

Introduction to strings in Icon
A string is a sequence of characters. You can easily put string constants into your code, enclosing them with pair of " characters. For example: str := "abcdefgh" will create a string constant containing 8 characters and assign this string to str variable.

Accessing characters and substrings
Characters in strings are indexed in a very convenient way. As in Pascal, 1 points to the place before the first character, 2 to the place between the first and the second etc. Unlike many other languages, strings are indexed from the end too. 0 points to the place after the last character, -1 to the place before the last character, etc.

To access the part of the string you want, use the brackets [ ] operator: The first method returns a substring placed between points pointed by from and to. If you place only one number in the brackets, it is equivalent to variablename[index:index+1].
 * variablename[from:to]
 * variablename[index]

str := "sample string" str[1:7] := "SAMPLE"   # str := "SAMPLE string" str[3] := "m"          # str := "SAmPLE string" write(str[8:0])        # write("string")

Operators
str := "Hello" || " " || "world"      # str := "Hello world" str ||:= "!" # str := "Hello world!"
 * *str - produces the length of str
 * ?str - produces the random one-character substring of str
 * !str - generates the sequence of one-character substrings of str
 * str1 || str2 - concatenates two strings:
 * strings case-sensitively comparison:
 * str1 == str2 - produces str2 if those strings are equal, fails otherwise
 * str1 ~== str2 - produces str2 if those strings are not equal, fails otherwise
 * str1 << str2 - produces str2 if it is greater than str1, fails otherwise
 * str1 <<= str2 - produces str2 if it is greater or equal than str1, fails otherwise
 * str1 >> str2 - produces str2 if it is less than str1, fails otherwise
 * str1 >>= str2 - produces str2 if it is less or equal than str1, fails otherwise
 * str ? expr - sets str as &subject for expr expression

Overview of lists
Lists are similar to strings, although they are able to contain much more various data. Like strings, lists are indexed from the beginning and from the end (read the Accessing characters and substrings section related to strings).

List creation
You can create list constants enclosing its elements with brackets and separating them with , character. For example: lst := [1, "hello", 44] creates three-element list constant and assigns it to the lst variable. To create empty list do not put anything between brackets: lst := []                    # lst value is now an empty list

There is a special function for creating lists of desired length: i-element list is created and all its elements are initialized with x value. By default i is 0 and x is &null. list(5, 7)           # [7, 7, 7, 7, 7] list(3, "text")      # ["text", "text", "text"] list(6)              # [&null, &null, &null, &null, &null, &null] list               # []
 * list (i,x)

Arrays
There are no arrays in Icon. Use lists instead. If you need multi-dimensional arrays, use lists of lists. matrix := list(3)               # makes a list of 3 rows every !matrix := list(5, 0)     # each a different list of 5 zeroes matrix[2][4] +:= 5              # adds 5 to the element # in 2nd row and 4th column every write(!!matrix)           # writes all the elements

Stack and queue
Very useful functions are given to manage stacks and queues as lists.
 * push(list, elem) - adds elem to the list list at its beginning.
 * pop(list) - produces the first element of list and removes it from list or fails if list is empty.
 * put(list, elem) - adds elem to the end of list.
 * get(list) - produces the first element of list and removes it from list or fails if list is empty, it is identical to pop.
 * pull(list) - produces the last element of list and removes it from list or fails if list is empty.

queue := []                     # creates an empty queue put(queue, 1)                   # puts 1 into the queue put(queue, "it is a string")    # puts "it is a string" into the queue write(get(queue))               # writes 1 write(get(queue))               # writes "it is a string" # queue is now empty stack := []                     # creates an empty stack put(stack, 1)                   # puts 1 into the stack put(stack, "it is a string")    # puts "it is a string" into the stack write(get(stack))               # writes "it is a string" write(get(stack))               # writes 1 # stack is now empty write(*queue)                   # writes length of the queue

Record type declaration
To declare record type use record reserved word, for example: record person(firstname, lastname, age)

Construction of the record variable
When you declare a record, a constructor for it is defined automatically. A constructor is a procedure, which arguments are initial values for record fields and returns the created record. The constructor 's name is the same as record's.

record person(firstname, lastname, age)     # declaration of person record jd := person("John", "Doe", 47)             # create and assign record value

Operators

 * rec.fieldname - produces a value of the fieldname field of the rec record
 * *rec - produces a number of fields of the rec record
 * ?rec - produces a value of a random field of the rec record
 * !rec - generates values of all fields of the rec record

Procedures
A procedure which forms part of the Icon language is conventionally referred to as a "function". A function which is added by the user as part of a program are referred to as a "procedure". A procedure may have a return value by preceding an identifier with the reserved word "return".

Generators
Generators, which are so fundamental to newer languages such as Ruby and Python, were first used in ICON shortly after CLU.

Goal-directed execution
Many ICON expressions are called "conditional expressions" and their evaluation results in success or failure. Three important examples are read(res) find( Str_target, Str_source) match( Str_target, Str_source) Comparison operators form expressions which succeed or fail such as write(count > 0) If count is not greater than zero then the comparison in the conditional expression fails; without an expression, the enclosing expression which is a call to the function write, is never evaluated and in that sense, inherits the failure of the conditional expression. By way of comparison b := "paused" if count > 0 then b := "running" write(b) # will write "paused" Goal-directed execution is not the very basis of Icon as it is in, say, Prolog. Icon is rather more like Oz, where backtracking is an option. In Icon, backtracking is available, but within the limits of a particular context. ICON also has the concept of "data backtracking"

title: Icon Programming


text:
Puzzles/Logic puzzles/Two Cities

Puzzles | Logic puzzles | Two Cities

There are two cities, one of them is called City of Lies, and the other - City of Truth. Those who were born in City of Lies always lie. Those who were born in City of Truth always tell truth. Residents of each town visit the other town from time to time, so when you ask someone a question you don't know if he would lie or not.

You are in one of these cities, and your task is to determine which city you are in by by asking a random bypasser one question. What question should you ask?

Solution

title: Puzzles/Logic puzzles/Two Cities


text:
Puzzles/Logic puzzles/Two Cities/Solution

Puzzles | Logic puzzles | Two Cities | Solution

You should ask: "Were you born in this city?" if answer is "Yes", this is the City of Truth. If "No" - City of Lies.

Reasoning
For "yes" given as an answer:

If the person is honest, then the person was born in the city, so it is the city of truth

If the person is dishonest, then that person was born in the other city, so this is the city of truth

For "no" given as an answer:

If the person is honest, then the person was born in the other city, so this is the city of lies

If the person is dishonest, then the person is lying and was born in this city, so it is the city of lies


text:
Sociological Theory/Feminist Theory

Feminist Theory is a way of looking at the social world through the lens of gender inequality. The focus is on male and female 'power.' Feminist theory addresses the roles women have in society and the ongoing battles women face. Most importantly, this way of thinking about the social world focuses on the rights of women, including: economic, sexual, reproductive, property, and voting rights.

Assumptions
Scientific assumptions are taken-for-granted truths about the world that do not need to be confirmed. Assumptions serve as the building blocks of theories. Although many flavors of Feminist Theory exist, there are some similar key assumptions. Riley (1999) lists three:
 * gender is an organizing principle of all societies
 * gender is a social construction
 * gender theory necessarily involves the politics of inequality

Chafetz (1997) adds a fourth assumption:
 * men and women think differently

Concepts
Concepts are the building blocks of theory. They are cognitive units of meaning— abstract ideas or mental symbols sometimes defined as "units of knowledge." There are a number of key concepts in Feminist Theory. While social movements and protests are often associated with feminism, there are other, more central concepts, like: gender, politics, power, violence, and the division of labor. Each of these is discussed in turn below.

Gender
"Studying gender means learning about both men and women because of their interdependent nature." Unlike sex, gender is learned. Gender is reflected in masculine and feminine identities. Cultures differ in what it means to be masculine or feminine, illustrating that these identities are socially constructed and learned. "(These characteristics) are defined in oppositional relation to each other." For example, men who display emotions are considered weak in the United States and are ascribed feminine qualities. In contrast, women who display determination are considered to be masculine. Feminist theorists point out that the responses to men and women crossing gender lines differ. "If a woman achieves success, she is applauded but men who enter in traditional female arenas are often treated with suspicion." By dressing up in a pantsuit or acting like males, females are breaking the stereotype of women since they are perceived to be chasing an unattainable dream. "They are attempting to improve their status by 'moving up' and aiming for something valued." Men who act like women are "moving down" the social ladder. This suggests that male reputations depend heavily on negative female stereotypes.

Politics
A place where women are not completely absent but rarely found is in politics. Women are underrepresented in political institutions in most countries, though women do seem to be increasing their rates of participation in many of these countries. However, even when women do gain entry into politics they tend to be concentrated in positions with less power and lower prestige. This is suggestive of the glass ceiling effect, which basically argues that women rarely ascend to the top of social hierarchies, bumping into an invisible, glass ceiling (some unstated boundary) that keeps them from moving into the upper echelons of power. "This is confirmed by studies that find a strong correlation between percentages of women in legislative bodies and in ministerial positions." Women in those occupations are typically found at the bottom of the hierarchy, not the top. According to Peterson and Runyon, "gender socialization, situational constraints and structural obstacles interact in discriminating against women in political office."

Given the power of politics and politicians, the low levels of female participation in politics maintains their secondary status in society. Of course, it is women's lack of power that continues to prevent them from gaining power, resulting in a self-reinforcing process of limited access to power preventing the attainment of power. Women are underrepresented in politics within nations, but also in international relations where women are generally not taken seriously (though see Hillary Clinton and Margaret Thatcher as prominent exceptions). Historically, nations have limited women's participation in politics through formal means, "States do this by limiting citizenship to those who perform military duty and/or are property owners." Such restrictions were argued to be rooted in biological differences between men and women, claims now known to be wholly without merit.

Military
"Conventional definitions of power stress that to have power, to exercise control over others, one must have certain resources at one’s disposal." In a male dominated world that means having strength. Engaging in aggressive behavior, such as military action, suggests to onlookers that the person engaged in such behavior is powerful. At present in the U.S. military, there is a gendered division of labor - women are not allowed to fight on the front lines but are, instead, relegated to subordinate and support roles. This gendered division of labor is often justified with claims like, the following, 'Since women are perceived to be "life-givers," it is hard to visualize them as life-takers.' This argument suggests women are not innately violent. Another argument given for the gendered division of labor in the military is that the presence of women on the battlefield will serve as a distraction to men, leading men to focus on sexual rather than military conquest. While ultimately hurting women by removing their power, this justification actually suggests that men are the ones with the problem - an inability to focus on the war effort. A third justification for this division of labor is that men feel a compulsion to protect women, both on and off the battlefield. If men are fixated on protecting women at all costs, they will be less effective as soldiers. Thus, while women participate in the military supporting the soldiers and work for defense contractors building the weapons of war, they are prohibited from actually fighting. As a result, women are disempowered; they are unable to actually exert control over others.

Division of Labor
The division of labor in society between men and women is rooted in women’s biological ability to reproduce. Since women can have children and do most of the child care in most societies, it is assumed that they are automatically more nurturing than are men. In contrast, men are cast as "providers" for women and children and are only considered to be "working" if they are engaged in "productive labor. While many people accept this gendered division of labor as a fact of life today, labor has not always been thusly divided as, during more agrarian times and in largely agrarian economies today women work alongside men on farms. That women have taken on most of the childcare early in a child's life is not surprising given that they have historically been the primary means of sustenance for newborn children (through breastfeeding).  While breastfeeding is largely encouraged by pediatricians and dietitians today and many women strive to follow those guidelines suggest a gendered division of labor will likely continue into the future.

Religion
Religion has been a significant contributor to the oppression of women for millennia. For most religions, particularly monotheistic religions, God is depicted as a male and addressed as “Father”. In the Biblical creation story, Eve is created from Adam’s body, suggesting male superiority. Eve is also often blamed for committing the "original sin" because she gave in to temptation and then persuaded Adam to sin as well (other cultures have similar notions; see Pandora's Box. In Christianity, God gave the world a "Son" to save mankind, not a daughter. Many of the prophets of Christianity, Judaism, and Islam are men, including Moses and Muhammad. The majority of religious authority figures are males, and in some religions, like Roman Catholicism, women are not permitted to become priests. Religious institutions and their respective ideologies have contributed to patriarchal cultures around the world. While some religions are backing away from such patriarch (e.g., Unitarian Universalists, many religions are continuing to repress women.

History
A wave of fore runners paved the way for feminism and feminist theory, including such famous women as Cleopatra and Queen Elizabeth. Any woman who has stood up against a patriarchal society can be considered a feminist.

However, it was not until after World War II, with the second wave of feminism, that feminism became an organized movement and developed a corresponding theory of female empowerment, i.e., Feminist Theory. "The concept of a common identity of woman was challenged by the number growing of studies of the diversity of woman. With second-wave feminism, lesbians and woman of color within the United States, and woman internationally, also challenged the notion of a homogenous category of "women.""

The history of women can be divided into two three strands.The first is that of Compensatory History. Compensatory History deals with instances when woman’s accomplishments are similar to those of men. For example it could be argued that the first woman to attend medical school can be similar to the first African American male to attend medical school. The second strand is Contribution History, which looks at the collective or individual work of women whom have prevailed over a patriarchal society. As mentioned, women like Cleopatra and Queen Elizabeth would fall into this type of history. Contribution History also describes fights fought by women only; such as the fight for the right to vote in the late 19th and early 20th Centuries in the United States. The third approach is called Histories of Gender and describes instances when women and men collaborate. Wars in which women have left their female duties and joined the fight along men equally would fall into collaborative history. This happened during a battle in the Mexican revolution. Women have also disguised themselves as men in order to be taken seriously (e.g., Joan of Arc. Women have also, on occasion, taken on the role of men for financial reasons (e.g., "male daughters", who took on the role of a male son when there was no actual male son for inheritance reasons)

There are many notable individuals who have contributed to feminism and feminist theory throughout the waves of the feminist movement. These individuals were motivated by the inequalities and injustices women faced around the world. Their reasons for participating varied, but generally included a desire for economic, sexual, reproductive, property, and voting rights.

Even before the waves of feminism began, Mary Wollstonecraft proposed the idea of equality between men and women. Wollstonecraft was born in 1759, during a time when women did not receive education and were destined to be treated as inferior. Throughout her life she met many people, including many scholars who would help her to pursue her career as a writer and an activist for women. She wrote numerous books, including A Vindication of the Rights of Woman, which laid out early feminist thoughts on gender egalitarianism. In this book, she argued that women were equal to men in their intellectual and rational abilities and it was women’s lack of education that created the appearance of inferiority. This lack of education is a result of societal norms, not natural ability.

During the first wave of feminism, which started in the late 19th Century, one of focii of women was property rights. Property rights to them included not only the right to own land or other material objects, but also the right to own themselves and their children after marriage. The focus shifted to voting rights, as well as economic and sexual rights by the end of this wave of feminism. Prominent contributors to the feminist ideology during this first wave include Margaret Sanger, Elizabeth Cady Stanton, and Susan B. Anthony.

Margaret Sanger, born in 1879, was a nurse who devoted her life to creating and improving contraceptives to protect women from the harmful effects of multiple childbirths and dangerous abortions. She was one of eleven children born to Irish Catholic parents, and experienced the tragic loss of her young mother as a result of uncontrolled pregnancies and miscarriages. As a nurse in New York, Sanger cared for women who were recovering from "back-alley abortions" that were often botched. This increased her desire to discover a way to protect women with better contraceptives, in spite of the societal stigma against contraceptives during the time. Sanger was arrested multiple times during her life for her radical beliefs, including after opening a clinic devoted to providing contraceptives to women, as well as founding the American Birth Control League, which would later become known as Planned Parenthood. Sanger was not only concerned about the well being and health of women, but she also forecasted the negative effects that would emerge as a result of uncontrolled population growth. Sanger fought for safer, more effective, and simpler methods of birth control, a term that she coined, until the end of her life, and in fact, reached her goal of creating “the Pill” with the help of scientist Gregory Pincus.

Elizabeth Cady Stanton is best known for the Seneca Falls convention where she and several other women created the Declaration of Sentiments and Resolutions. This declaration discussed the many inequalities between men and women, including not having the right to vote, property rights, or education rights. Shortly after this landmark convention, Elizabeth Cady Stanton and Susan B. Anthony met and became close friends at an anti-slavery convention in Seneca Falls. The two worked together throughout their lives, Stanton as a strong speaker and brilliant writer and Anthony as a leader and organizer. Not only did they fight for women’s suffrage, but they also made African American suffrage a priority, before their own. Together they argued that the Fourteenth and Fifteenth Amendments in fact granted women the right to vote, which led to the arrests of Anthony and several other suffragists in 1972. Susan B. Anthony started and became publisher of The Revolution, a journal dedicated to women’s rights.

Betty Friedan, author of The Feminine Mystique, is also credited with contributing to the ideas of feminism. The Feminine Mystique exposed the many issues in society that restrain women and keep them from reaching their full potential or equivalency with men. Friedan claimed that women are not fulfilled or satisfied by being only housewives and mothers, but should be challenged and stimulated by education and careers in order to thrive. Friedan also became the founder and first president of the National Organization for Women, which is still active today in rallying for equal rights for women.

Modern Examples
Women have yet to reach parity with men in most of the world. For instance, women in Saudi Arabia currently face institutionalized discrimination, in part due to laws rooted in Sharia. Sharia laws are religious principles used by Muslims to govern daily life. In Saudi Arabia, women are not allowed to drive or use taxis unless accompanied by a male escort. This restricts a woman’s mobility and prevents many from pursing professional development. This law makes it difficult for women to pursue education unless they have the financial resources to pay for a male family member to escort the female everywhere she goes. While it would seem like an obvious way to skirt this law would simply be to pursue education outside the country, the government has attempted to restrict that as well. According to Suad (2001), "the opportunity for women to study abroad brought a rule that government scholarship would go only to a woman who had a male guardian to accompany them." These religio-cultural beliefs have the practical effect of confining women in their homes, preventing them from pursuing the education that would allow them to challenge these very beliefs.

Gender-mixing is another oppressive practice used by the Saudi Arabian government against women. Women are not allowed to work in organizations alongside males, due to the possible sexual tension they may ignite in males. In addition, males also determine the type of employment a woman is given and therefore severely repress and restrict women's potential. The claim is that this practice protects societal mores and prevents any conflict that may arise from men's inability to control their sexual urges. Permission must also be granted by a guardian in order for women to work outside the home.

In India, girls are discriminated against because they are seen as a financial burden. Because men often work outside the home and make more than women, male children are more highly valued. Despite the illegality of dowry practices – gifts from the bride’s family given to the groom’s family at the time of marriage – the cultural practice continues. This increases gender bias. Infant mortality rates are higher among girls due to discriminatory childcare practices. Gender preferred abortions, while illegal, are widely practiced to prevent the birth of female babies. Feticide otherwise known as female infanticide is, "the illegal termination of a female form when it is detected to be growing inside the womb, (which) results in declining sex ratio." India’s 2001 census revealed an imbalanced sex ration among children in India. Similar practices are common in China for the same reasons.

Discriminatory treatment of women continues on the African continent as well. In many villages in Rwanda, girls and women are forced to remain absent from school when they are menstruating. This cultural practice stigmatizes menstruation and is part of the cultural repertoire of many Rwandans. Additionally, sanitary pads are heavily taxed, contributing to young girls’ inability to afford them. These discriminatory practices create lifelong institutionalized inferiority of females to males. Monthly absences from school result in less education and a concomitant decrease in their earning potential in adulthood. Additionally, lack of education further reduces their employment opportunity due to the anticipated absence from work. Employers prefer to hire males, which reinforces male dominance in the society.

Because many of the original theories used to explain delinquency were based on research limited to boys, these theories needed to be modified to understand gender differences in delinquency, especially why girls are so much less delinquent than boys. Josephina Figueira-McDonough argued that social control theory explains girls’ and boys’ behavior equally well; predictors suggested by strain theory also work equally well. Some experts have predicted that as the female gender role changes in our society, girls will become more and more like boys in their delinquency, with girls acting more violent and taking part in activities like gang fighting. Because of the importance of girls’ running away and other status offenses, it is important to understand girls’ status offending. According to Chesney-Lind, girls often run away from abuse, and once they are “on the streets,” several negative outcomes are possible.

Illustrative Video
Feminist Theory

title: Sociological Theory/Feminist Theory


text:
Puzzles/Logic puzzles/False Execution

Puzzles | Logic puzzles | False Execution

On one Sunday morning, a judge came to prison, and said to one man:

 * "You are sentenced to death. You will be executed in the morning of one of the days of next week. We have already decided the day, but you will get to know the day we want you executed during the dinner the day before it."

Explain why the judge's statement is false.

Hint 1 | Hint 2 | Solution

title: Puzzles/Logic puzzles/False Execution


text:
Puzzles/Logic puzzles/False Execution/Solution

Puzzles | Logic puzzles | False Execution | Solution

The solution to this puzzle is somewhat paradoxical. The prisoner may reason like this:

Days of week are: First Sunday (the day judge came to prison), Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Second Sunday.

Assumption: The judge told the truth.

 * Assumption: They want him executed on the second Sunday.

 * That means they don't want him executed on any other day of week, and no one told him on the first Sunday: "You're going to be executed tomorrow", nor on Monday, Tuesday, and so on until Friday. So after Friday's dinner, he knew he wouldn't be executed on Saturday (he didn't "get to know" it during dinner) or on any other day of this week, because they have passed.  That leaves only the second Sunday, and so exacly after Friday's dinner he "got to know" the day they wanted him executed.  This contradicts "you will get to know the day we want you executed during the dinner the day before it", because he got to know it earlier.

 * That means the assumption is wrong, and there is no way they want him executed on the second Sunday.

 * Assumption: They want him executed on Saturday.

 * Since the prisoner has established that he cannot be executed on the second Sunday, the same argument follows. After Thursday's dinner, he knew he wouldn't be executed on Friday, and so he can only be executed on Saturday, again contradicting "you will get to know the day we want you executed during the dinner the day before it".

 * That means the assumption is wrong, and there is no way they want him executed on Saturday.

 * The argument can be applied to each day of the week in turn, and so there is no day of the week on which they can have decided to execute him, contradicting "We have already decided the day".

That means the assumption is wrong, and what judge said is false.

However, this whole argument is false. While it may seem as though the judge cannot be telling the truth, it is in fact impossible to infer from what the judge has said. To understand the reason for this, it is important keep the statements "the judge is telling the truth" and "the prisoner knows that the judge is telling the truth" separate.

If the prisoner's argument is sound, then he knows that the judge is lying. Suppose then that one evening the judge tells the prisoner "tomorrow you will be executed, as was decided earlier", and the prisoner is executed the next day. Since the prisoner thought the judge was lying, he did not anticipate this. But that means the judge was actually telling the truth. Thus, the argument cannot have been sound.

So the real puzzle is, what step of the argument above is not sound?


text:
Puzzles/Logic puzzles/False Execution/Hint 2

Puzzles | Logic puzzles | False Execution | Hint 2

Try to explain why they can't decide to execute him on the last day of that week.


text:
Puzzles/Arithmetical puzzles/Logarithms Puzzle

Puzzles | Arithmetical puzzles | Logarithms Puzzle

Task is using any arithmetical operators, and school functions, such as logarithms, trigonometrical functions, square roots, and set of digits, get a specific digit.

Example
$${1111111 \over 10000}$$

That means using "1" seven times write 10000, and the solution is:

$$\,10000={(111-11)}^{1+1}$$

Logarithms Puzzle 1
$${777 \over 121}$$

Logarithms Puzzle 1 Solution

Logarithms Puzzle 2
$${11 \over 32}$$

Logarithms Puzzle 2 Solution

Logarithms Puzzle 3
$${111 \over 10001}$$

Since it may be difficult to solve, try solving these first:

$${11111 \over 10001}$$

$${1111 \over 10001}$$

Logarithms Puzzle 3 Solution


text:
Puzzles/Arithmetical puzzles/Logarithms Puzzle/Logarithms Puzzle 1 Solution

Puzzles | Arithmetical puzzles | Logarithms Puzzle | Logarithms Puzzle 1 Solution

$${777 \over 121}:{\operatorname{log}_{\sqrt{\sqrt{\sqrt{\sqrt{\sqrt{\sqrt{\sqrt{7}}}}}}}}7}-7$$


text:
Puzzles/Arithmetical puzzles/Logarithms Puzzle/Logarithms Puzzle 2 Solution

Puzzles | Arithmetical puzzles | Logarithms Puzzle | Logarithms Puzzle 2 Solution

$${11 \over 32}:{\operatorname{log}_{\sqrt{\sqrt{\sqrt{\sqrt{\sqrt{\sin 1}}}}}}\sin 1}$$


text:
Puzzles/Arithmetical puzzles/Logarithms Puzzle/Logarithms Puzzle 3 Solution

Puzzles | Arithmetical puzzles | Logarithms Puzzle | Logarithms Puzzle 1 Solution

$${111 \over 10001}:1+{\sqrt[\operatorname{lg}{\sqrt{\sqrt{\sin 1}}}]{\sin 1}}$$


text:
Aspies Book/Resources

Aspergian Pride's Cure for Ignorance Campaign
No reasonable person in today's society would suggest that racial minorities ought to be cured of their skin color or their hair texture. And yet, when the genetic traits of a minority group include a neurological configuration that differs from the majority population to any noticeable extent, society's tolerance for diversity goes out the window. The Internet and the mass media are filled with profoundly negative and inaccurate stereotypes about the Aspergian population.

The “Cure for Ignorance Campaign” seeks to ensure that other people will respect and value our diversity by refuting the stereotypes and developing a cure for the majority's ignorance through advocating acceptance and understanding, To join the Cure for Ignorance Campaign. all you have to do is create your own website or add an extra page to your interesting one, advocating social acceptance of Neurodiversity, explain why you support the Neurodiversity Movement and Aspergian Civil Rights, and include a brief description of the Cure for Ignorance Campaign, a link to the Cure for Ignorance page, and copy Aspergian Pride's list of links in its entirety (which can be accessed in html format through a link at the bottom of the Cure for Ignorance page). Then, send Aspergian Pride a link to your site, and your site will be added to the links list. The inclusion of any particular site on the list does not imply an endorsement of Aspergian Pride by that site.) These links may be freely copied for the purpose of raising public awareness of the autistic civil rights movement.

Wikis

 * Aspergian Wikimedians – Wikimedians with Asperger's Syndrome

Internet Forums

 * Chat Autism
 * Wrong Planet

Others

 * Aspergian Pride – presents realistic descriptions of our accomplishments and of our positive experiences as Aspergians. In addition, Aspergian Pride maintains an extensive directory of pride, advocacy, and resource links. The referenced sites have no affiliation with Aspergian Pride; although some sites have indicated that they support the “Cure for Ignorance Campaign.”
 * Aspergia.de

title: Aspies Book/Resources


text:
User:Divinity

Please post some Logic puzzles.

Talk.

title: User:Divinity


text:
Talk:Puzzles/Logic puzzles/False Execution/Solution

Discussion is open, i myself belive this is correct solution, but i heard other opinions (not like "your whole riddle is stuipd, i don't get it at all!!1~") Divinity 18:47, 17 Jun 2005 (UTC)

If it was determined he'll be executed on tuesday, the prisoner can't deduce that. Because the logic would lead him to think he can't be executed. Therefor he can't know that any day before, which makes the judge's statement true. The statement the judge makes to the prisoner is non-informative, it can't lead the prisoner to know when he will be executed, because believing it leads to inconsistent beliefs (even though the statement is true). -- towr 129.125.102.149 10:32, 28 Jun 2005 (UTC)

 * I agree with towr. The judge's statement does not convey any information to the prisoner. It can be either true or false, and it is impossible for the prisoner to know which. This should be explained in the solution. -- Grahn 23:07, 28 Jun 2005 (UTC)

 * I have now updated the solution to reflect this, but it could definately be written in a better way. I don't have time to improve it further at the moment, but at least it is correct now. Grahn 19:14, 30 Jun 2005 (UTC)

 * 81.195.24.94, whoever you are: as I said before, my explaination might not have been the best, but you are wrong, and I am quite certain of it. I don't wish to start an edit war, but I will nontheless revert your last edit since it is more of an argument than a clarification. I suggest we keep any further debate here on the talk page, until we can agree on the matter. Grahn 18:24, 13 August 2005 (UTC)

 * Copied from the article before revert of 81.195.24.94's edit: "Not true. We're not talking here about what prisoner thinks. You are a god in this puzzle, and if judge says "Tomorrow you will be executed, as was decided earlier", you might want to ask "When did you decide that?". No matter what judge answers you, that makes hist first statment wrong, because if he would choose a day, prisoner would already know that he'd be executed on that day."

 * But we are talking about what the prisoner thinks/knows. The judge tells the prisoner that "you will get to know the day we want you executed during the dinner the day before it". That is, the prisoner will be given information about his execution the day before it will happen. Whether or not the judge was telling the truth when he said this during the verdict, the prisoner cannot know. We as the puzzle-god could, however, have that information and in fact know that the judge was telling the truth during the verdict---that the prisoner will not know the time of his execution until the day before it---without there being any problem, since the prisoner still does not know. The only thing that leads to contradiction is the assumption that the prisoner knows that the judge is telling the truth, which he cannot. But this does not mean that the judge can't still be telling the truth. It only means that the prisoner can't know that he is, if he is. Grahn 18:50, 13 August 2005 (UTC)

Another caveat
The solution assumes that judge and prisoner agree on the interpretation of "next week". There are two definitions of a calendar week in common usage: Sunday-Saturday and Monday-Sunday. At the moment, it assumes a Monday-Sunday week. If Sunday-Saturday is taken to be the definition of a week, the same argument is equally valid, he just has six days to think about it before they might kill him. But if the judge is using one definition and the prisoner is understanding the other, then I can imagine it being a bit more complicated.

I guess I'll have to think about it a bit more when I've time.... -- Smjg 17:52, 6 January 2006 (UTC)

wrong problem
The problem, in its current incarnation, is not correct:

Here is the current problem, stated as follows:

___ On one Sunday morning, a judge came to prison, and said to one man:

"You are sentenced to death. You will be executed in the morning of one of the days of next week. We have already decided the day, but you will get to know the day we want you executed during the dinner the day before it."

Explain why the judge's statement is false.

___

The above defined problem is not correct: imagine they decided on tuesday morning: on sunday, they don't tell anything to the prisonner, so he can't know which of the remaing days will be the one. On monday they tell him "it's tomorrow morning"...

So the judge told him the truth.

The only thing the prisonner can know is that it won't be on the last day of the week!

(Edhel-Dil.)

 * Yes, the current formulation is incorrect; whether or not the judge's statement is true cannot be derived from the facts presented in the puzzle. However, your last statement is also wrong: the prisoner cannot conclude that he won't be executed the last day of the week out of what the judge has said. The judge's statement conveys no information to the prisoner. Assuming that it does leads to contradiction. -- Grahn 22:08, 6 February 2006 (UTC)


text:
User:Skalee vel crensh~enwikibooks

Currently: User:Skalee, Polish wikipedia page: w:pl:Wikipedysta:Skalee

Aktualnie pod nazwą: User:Skalee, polska strona: w:pl:Wikipedysta:Skalee

title: User:Skalee vel crensh~enwikibooks


text:
Talk:Puzzles/Logic puzzles/False Execution

Some correction needed
English is'n my home language, so i'm not 100% sure i chose the best word. Original Puzzle is in Russian, and it uses "узнать", which can mean both "to be told" and to "to find out". So all i could think of is "get to know". If you know a better solution, feel free to edit. --Divinity 18:52, 17 Jun 2005 (UTC)

 * The first time I heard this puzzle it was in swedish and concerned a tutor telling his pupils about a test. I believe it was formulated something like "you will not know the time of the test the day before the test", which explicitly states that the pupil/prisoner will be lacking the knowledge. This is implicit in the current formulation and could lead to some confusion. But since this is a puzzle, maybe confusion is a good thing. =P -- Grahn 23:06, 28 Jun 2005 (UTC)

I also heard first heard this puzzle in the form of teacher/student/test. It goes like this:

A teacher told his students on friday that a test will be given one of the days next week(monday-friday) and that the students would not know until the day of the test which day it will be.

One clever student reasoned that the test couldn't be given on friday, because the students would know what day the test was if they had not been given the test that day. The student continued with the same logic to reason that the test couldn't be on thursday because as long as friday was ruled out, the students would know the day of the test on wednesday if it were not given that day. In this same way, he reasoned that there could not be a test next week.

To the student's surprise and dismay, the teacher administered the test on tuesday. Explain.


text:
Talk:Puzzles/Logic puzzles/Gold Coins/Solution

"I actually think that the solution will be 97,0,1,0,2 split. If the youngest pirate is being offered 1, he might just way to himself, "Well, pirate #4 will also offer me $1, and I've no reason to leave this old geezer alive!" fixed --Divinity 19:04, 17 Jun 2005 (UTC)

2 pirates
Surely the split would actually be 0-100? The question says there needs to be at least 50% votes in favour, so as long as pirate 2 votes for himself he can't have less than 50% in favour. MyNameIsClare talk  12:47, 27 Jun 2005 (UTC)

 * "and all pirates remaining will vote for or against it". I took that to mean apart from the one who proposes. -- Smjg 17:02, 18 January 2006 (UTC)

The solution isn't unique
I've worked it out, and there's a small difference from what's said here that means that there are two possible solutions, of which one coincides with the one given here.

3 Pirates: Pirate 3 splits at 0, 0, 100. Pirate 2 will vote for him, since it is his only way to guarantee survival.

4 Pirates: Pirate 4 splits at 1, 1, 0, 98. Pirates 1 and 2 will vote for.

5 Pirates: Pirate 5 can split at either 2, 0, 1, 0, 97 or 0, 2, 1, 0, 97 and receive two votes in his favour.

-- Smjg 16:58, 18 January 2006 (UTC)

This should be right
Working backwards

Assuming that each Pirates priority is to stay alive, then get as much gold.

1 Pirate 1: proposes that he take all the gold, and agree's with himself. 2 Pirates 2: proposes that the other takes all the gold and lets him live. 1: Might agree with him, depending on his disposition. 3 Pirates 3: proposes to give himself all the gold 2: votes yes, because this assures that he will live, other wise his life is in #1's hands 1: votes no, but this doesn't matter as the other 2 voted yes 4 Pirates 4: proposes 98 gold goes to himself, 0 gold to #3, 1 gold to #2 and 1 gold to #1. 3: votes no 2: votes yes because it's more than he'll get if it goes to 3 pirates 1: votes yes because it's more than he'll get if it goes to 3 pirates 5 Pirates 5: proposes 96 gold to himself, 0 gold to #4, 0 gold to #3, 2 gold to #2 and 2 gold to #1. 4: votes no 3: votes no 2: votes yes because it's more than he'll get if it goes to 4 pirates 1: votes yes because it's more than he'll get if it goes to 4 pirates So the first pirate will propose 96 to himself, 2 to the second youngest and 2 to the youngest and this will pass 3 to 2.


text:
Playful Organizing/Learning Technique

Mind Mapping

Mind Mapping is a concept invented by Tony Buzan. This technique can help you organize your life. MindManager has a software application that is very user friendly. There is even a open source version that is available for free called freemind. What would increase the value of the software is to have it running and hosted available on the Internet.

title: Playful Organizing/Learning Technique


text:
General Genetics/Introduction

Welcome to Genetics - the study of heredity. More precisely, it is the study of how living organisms inherit characteristics or traits from their ancestors.

It has only been in the past one hundred years that we have begun to understand how information in the form of physical characteristics is transferred from parent to child.

In genetics, a feature of an organism is called a trait. Some traits are features of an organism's physical appearance, for example, a person's eye-color, height or weight. There are many other types of traits and these range from aspects of behavior to resistance to disease. Traits are often inherited, for example tall and thin people tend to have tall and thin children.

Other traits come from the interaction between inherited features and the environment. For example a child might inherit the tendency to be tall, but if there is very little food where they live and they are poorly nourished, they will still be short. The way genetics and environment interact to produce a trait can be complicated: for example, the chances of somebody dying of cancer or heart disease seems to depend on both their family history and their lifestyle. Genetics will help to examine the dynamic between the often asked "Nature vs. Nurture" question.

Genetic information is carried by a long molecule called deoxyribonucleic acid, DNA for short. DNA consists of two long chains of nucleotides twisted into a double helix and joined by hydrogen bonds between the complementary bases adenine and thymine or cytosine and guanine that encodes the genetic information which is copied and inherited across generations.

Traits are carried in DNA as instructions for constructing and operating an organism. These instructions are contained in segments of DNA called genes. DNA is made of a sequence of simple units, with the order of these units spelling out instructions in the genetic code. This is similar to the orders of letters spelling out words. The organism "reads" the sequence of these units and decodes the instruction.

Not all the genes for a particular instruction are exactly the same. Different forms of one type of gene are called different alleles of that gene. As an example, one allele of a gene for hair color could carry the instruction to produce a lot of the pigment in black hair, while a different allele could give a garbled version of this instruction, so that no pigment is produced and the hair is white.

Mutations are either random or induced events that alter the sequence of a gene and can produce new or different traits. There are some exceptions to this, which will be discussed later. A new trait could be turning an allele for black hair into an allele for white hair.The appearance of new traits is important in evolution.

title: General Genetics/Introduction


text:
Compiler Construction/Objective-C

Objects and fields
In Objective-C, each class is a struct in C. That is,

@interface A { int a, b, c } @end

would be implemented as like:

struct A { int a, b, c;  .... // some runtime information };

Thus, since each object in Objective-C, a pointer to a memory block in the heap. And so the way to access fields is the same as the way for members of struct. That is,

id obj = [A alloc];

The implication of this scheme is that while an object naturally fits to non-OOP C program, one disadvantage is that fields cannot be "shadowed." That is,

@interface A { @private int a; } @end @interface B : A { @private int a; } @end

This would result in duplicate members error. This contrasts with the situation in Java.

Finally, since the selection of methods occurs at runtime (in contrast to the cases in Java or C++), methods are handled differently than fields.

Methods
In Objective-C, the selection of methods occurs at runtime. Compilers may issue warnings about likely mistyped names because the compiler can know a set of selector names that are defined in the program. This, however, is not semantically necessary; any message can be sent to any object.

Semantically, the sender of a message checks if a given object responds to the message, and if not, try its super class, and if not again, its super and so on.

A complication may arise, for example, when there are two selectors with the differing return type. Consider the following case.

@interface A { } - (float) func: (int) i @end @interface B { } - (int) func: (int) i @end

In this case, because the compiler cannot know to which method--(float) func or (int) func—an object would respond, it cannot generate code that sends a message, as returning a float value usually differs from doing an int value.

title: Compiler Construction/Objective-C


text:
Puzzles/Logic puzzles/Pair of Socks

Puzzles | Logic puzzles | Pair of Socks

There are 10 black socks and 10 white socks(no left-right distinction) in the wardrobe. Your task is to draw the minimum number of socks at random to be sure you have a pair of a single color.

How many socks should you draw?

Solution

title: Puzzles/Logic puzzles/Pair of Socks


text:
Puzzles/Logic puzzles/Pair of Socks/Solution

Puzzles | Logic puzzles | Pair of Socks | Solution

Three.

Reasoning
There'll be a matching pair of socks after three tries because only two socks, of either color, are needed. Let's say the first sock drawn from the wardrobe is black. There are only two things that can now happen: If the next sock is black, there's now a matching pair of socks and you're done. If the next sock is white, there's now a white and a black sock. Now, no matter what the next sock drawn will make a pair. Whether a black sock or a white sock is drawn from the wardrobe, there'll be two socks of one color and one of the other color. Therefore, there'll always be a pair by the third sock drawn.


text:
Puzzles/Medium Sequence 3/Solution

The digits of Pi. 1 4 1 5 9 2 6

title: Puzzles/Medium Sequence 3/Solution


text:
Puzzles/Arithmetical puzzles/Guess my Number

Puzzles | Arithmetical puzzles | Guess My Number

I’m thinking of a 6-digit number. The sum of the digits is 43. And only two of the following three statements about the number are true: (1) it’s a square number. (2) it’s a cube number, and (3) the number is under 500000.

solution


text:
Puzzles/Arithmetical puzzles/Guess my Number/Solution

Only Statements 1 and 3 are true. the number is 499849. 707^2 = 499849 499849<500000


text:
Talk:Puzzles/Easy Sequence 9/Solution

Don't tell me it's easy --Divinity 02:46, 18 Jun 2005 (UTC)

title: Talk:Puzzles/Easy Sequence 9/Solution


text:
Talk:Strength of Materials

I just created a pretty long Wikipedia article for Euler-Bernoulli beam equation. It would probably be useful to copy it over here somewheres, although I don't have the energy left to do it tonight. Or to figure out how to login for that matter. Or how to link to Wikipedia. --Yannick 02:57, 18 Jun 2005 (UTC)

Would a link to Den Hartog’s Mechanics blog be appropriate?

Completion?
How completed is this book? 25, 50, 75%? --Remi0o 20:45, 17 December 2006 (UTC) I am adding stuff based on how its discussed in a standard textbook. Will update the pages in the next few days. - Ajay

=Advanced Structural Analysis - CAE Linux=

Hi, I just want to invite you all to come and help out with Advanced Structural Analysis - CAE Linux.

--hpon (talk) 16:08, 21 November 2009 (UTC)

Please tell me the practical implementation of advanced structural analysis. Adityarai993 (discuss • contribs) 19:50, 14 July 2016 (UTC)

title: Talk:Strength of Materials


text:
Cookbook talk:Oven Pancakes

It's not clear whether the author meant cows milk or soy milk, or only soy milk. I'm sure that the recipe would work with either, hence my edit. (Donovan|Geocachernemesis|Interact) 03:12, 18 Jun 2005 (UTC)

title: Cookbook talk:Oven Pancakes


text:
Ada Programming/Attributes/'Address

Attribute Definition Clause
X'Address is an Ada attribute where X is any object, program unit, or label, RM 13.3(10/1). [A program unit is either a package, a task unit, a protected unit, a protected entry, a generic unit, or an explicitly declared subprogram other than an enumeration literal, RM 10.1(1).]

'Address may be used to return the address of the first element allocated to X. 'Address may also be used to set the address of X for stand-alone objects and program units, RM 13.3(12).

Device_Input_Value: Interfaces.Unsigned_32; Device_Input_Value'Address System.Storage_Elements.To_Address (16#8000_05C4#);

It's not recommended to use Integer_32 in this case.

Aspect Specification
The address may also be specified directly when declaring the variable using an aspect declaration:

Wikibook

 * Ada Programming
 * Ada Programming/Attributes
 * Ada Programming/Attributes/'Alignment

Ada Reference Manual

|Address Address

title: Ada Programming/Attributes/'Address


text:
Ada Programming/Attributes/'Base

Description
Represents the base type of another type or subtype. This attribute is used to access attributes of the base type.

T'Base refers to the "base range" of the type, which defines the range in which intermediate calculations are performed.

Base for Integer Types
The standard states that the range of T'Base:

 * 1) includes the value 0
 * 2) is symmetric about zero, with possibly an extra negative value
 * 3) includes all of the values in the subtype T

So for example, if T is:

T  1  42

then the compiler will choose a hardware supported type that includes this range, in this case probably an eight bit type (on a two's complement machine)

T  128  127

This definition is not to be taken literally, as by Ada semantics, T and T'Base would be incompatible. In effect, the declaration of T would then be

T T'  1  42

Note that built-in operators go through the base type, and T's "+" op for example is implicitly declared as:

L R T  T

There are no constraint checks on T'Base, so for example:

O1 T       T1  T2    O2  T  T1  T2

then in the first assignment to O1, there is a constraint check to ensure that the result of 1 + 2 is in the range of T, but in the second assignment to O2, there is no check.

T'Base is useful for generics, when you need to be able to recover the base range of the type, in order to declare an object with value 0; for example, if this is an accumulator.

It is helpful to know something about the base range of the type, so that you have a guarantee that you don't get any overflow during intermediate calculations. For example, given type T above then:

Op O1 O2 T     Sum  T  O1  O2

This is a problem, since if the sum of O1 and O2 is large (that is, greater than T'Base'Last), then you'll get overflow. Knowing that you're going to be adding two values together means you should declare the type this way:

T_Last   42 T_Base 0  2  T_Last T T_Base  1  T_Last

That way you know that (sub)type T's range is 1 .. 42, but you also have a guarantee that T'Base'Last >= 84, and hence the sum of two values of type T cannot overflow.

Note that a declaration of the form:

T  ...

actually declares a subtype, named T, of some anonymous base type. We can refer to the range of this base type as T'Base.

Base for Enumeration Types
An enumeration type is its own base type, so given this type:

ET A B C

then the range of ET is the same as the range of ET'Base. If you need some extra literals in your "base" type, then you have to declare them manually, not unlike what we did above:

ET_Base ET_Base_First A B C ET_Base_Last ET ET_Base  A  C

Now you can say ET'Succ (ET'Last) and you'll get a meaningful answer. This is necessary when you do something like:

E ET  ET     E  ET       ... E ET E

Also when you derive from ET_Base with a range constraint, the base of the derived type will include all values of the base type:

New_ET  ET_Base  A  C  Correct:  Boolean := New_ET'Base'First = ET_Base_First;

Note that here ET_BASE_First is of type New_ET.

Example
If you declare:

My_Enum (Enum1, Enum2, Enum3);

and

Sub_Enum My_Enum  Enum1 .. Enum2;

then Sub_Enum'Base' is Enum3.

Wikibook

 * Ada Programming

Ada Reference Manual

|Base

title: Ada Programming/Attributes/'Base


text:
Ada Programming/Attributes/'Callable

Description
X'Callable is an Ada attribute where X is any task object. If the task is completed or has been terminated, this attribute is false. Otherwise, this attribute is true (i.e. the task is callable).

Be warned - calling X'Callable can result in a race condition. X'Callable may be true at the time the attribute value is read, but it may become false at the time action is taken based on the value read. Once X'Callable is false, however, it can be expected to stay false.

Wikibook

 * Ada Programming
 * Ada Programming/Attributes
 * Ada Programming/Attributes/'Terminated

Ada Reference Manual

|Callable

title: Ada Programming/Attributes/'Callable


text:
Ada Programming/Attributes/'Image

Description
X'Image(Y) is an Ada attribute where X is any discrete type and Y is an instance of that type. This attribute returns a string representation of the value passed as input.

This attribute is a useful way to automatically convert from a type value to a string suitable for output.

In Ada 2022 a simplified version was added:

Y’Image return String

Image of the value of Y as a String.

Wikibook

 * Ada Programming
 * Ada Programming/Attributes
 * Ada Programming/Attributes/'Value

Ada Reference Manual

|Image

title: Ada Programming/Attributes/'Image


text:
Ada Programming/Attributes/'Length

Description
'Length is an array type attribute. It may be used with or without an input parameter.

Without an input parameter, 'Length is an integer that represents the length of the first dimension of the array type.

With an input parameter, 'Length(N) is an integer that represents the length of the Nth dimension of the array type. N must be a positive number within the dimensions of the array.

Example
If you declare:

My_Vector  (1 .. 7)  Integer; My_Matrix  (1 .. 5, 1 .. 10)  Integer;

then

(My_Vector'Length = 7); (My_Matrix'Length(1) = 5); (My_Matrix'Length(2) = 10); (My_Vector'Length(1) = My_Vector'Length); (My_Matrix'Length(1) = My_Matrix'Length);

Wikibook

 * Ada Programming

Ada Reference Manual

|Length Length

title: Ada Programming/Attributes/'Length


text:
Cookbook:Idli (Steamed Rice and Black Gram Bread)

| Indian Cuisine

Idli is a round, fluffy bread roughly eight centimetres in diameter. It is made from ground rice or rice flour mixed with ground urad dal, salt, methi (fenugreek seeds) and water. The mixture is allowed to ferment prior to being steamed in an idli steamer. They are traditional to Southern India and are most often eaten with sambar.

Ingredients

 * 4 cups parboiled short-grain rice
 * 1 cup skinless white urad dal
 * 2 teaspoons non-iodised salt
 * 1 teaspoon fenugreek seeds (methi)
 * 2 cups chlorine-free water for fermenting (see note)
 * Fermentation starter (optional; see note)

Batter

 * 1) Wash rice and urad dal thoroughly.
 * 2) Soak the rice and urad dal in separate bowls for no more than 2 hours. Soak methi seeds along with the urad dal. You will need about twice as much water in the bowl as urad dal, as it expands as it soaks up water.
 * 3) Drain the rice and urad dal. Do not discard the dal soaking water, but do discard the rice soaking water.
 * 4) Grind the urad dal to a fine paste in a blender. If needed, add some of the reserved soaking water.
 * 5) Grind the rice to a paste with about 1 cup of chlorine-free water (less if you can). Grind coarsely if the batter will only be used for idli, but grind finely if it will later be used for dosa.
 * 6) Mix the rice and urad dal pastes together well, and season with salt.
 * 7) If desired, stir in the fermentation starter and mix well (see note).
 * 8) Set aside somewhere warm like to ferment for 8 hours (see note).

Cooking

 * 1) Grease one or more idli pans well with ghee or vegetable oil.
 * 2) Gently spoon the batter into the round indentations of the idli pans. Do not stir or otherwise break the batter. The trapped bubbles should not escape as they are necessary for a fluffy texture.
 * 3) Steam for 12 minutes in a steamer (16 minutes if using brown rice).
 * 4) Remove idli from pans with a sharp knife or thin spatula.

Notes, tips, and variations

 * A traditional stone grinder is recommended for making idlis. A blender will do a reasonable job; do not use a food processor.
 * Idli is made of black lentil and rice. The southern parts of India use boiled rice, while the rest uses raw rice. It depends on your taste. The black lentil should be the full, round variety. Avoid broken dal.
 * The ratio of black lentil to rice should not exceed 1:3 or 1:4 by volume. If you have good quality dal, you can stretch this ratio by increasing the quantity of rice.
 * The rice is typically parboiled short grain white rice, but brown rice works well also and adds flavour, colour, and more nutrition. Brown rice needs to be soaked at least 4–6 hours.
 * Mix the dal and rice batters thoroughly. It takes more time and energy than you might think. Uneven mixing causes many failures. Mixing them by hand works best!
 * A warm temperature is essential for fermentation. 25–28 °C (77–82.4 °F) will be ideal. If the weather is cold, keep some warm water in a large bowl and immerse the vessel containing the batter. To help maintain the temperature of the warm water bath, cover it with a blanket, or better, use a regulated heater, like a heating pad or aquarium heater. Even easier, turn on the light in the oven, and use that to keep the batter warm.
 * Allow at least 8 hours to ferment. If you don't see tiny bubbles the next morning, the dough will not rise and you have to start all over again.
 * If you can't get the batter to ferment by itself, try adding a fermentation starter like a spoonful of commercially prepared idli batter (commercial idli batters sold under refrigeration may have live culture), or a teaspoonful of yogurt with live cultures. Kefir may be used, but yogurt is best. Plain bread yeast will not make for good flavour, as bacteria are needed also.
 * Use chlorine-free water or reverse osmosis water. Tap water will work, but it will inhibit the fermentation a little. Most modern water filters remove both chlorine and chloramine.
 * Sprinkle the idlis liberally with sesame oil and eat them with suitable side dishes, such as chutni, sambaar and idli powder.
 * Leftover batter that has lost its froth can still be used to make dosa.
 * Some Indian groceries may stock fresh ready-to-cook idli batter in the refrigerated section. This produces a very good idli, light and fluffy with a characteristic tangy flavor. However, some of these products are fermented using citric acid and chemical leavening (i.e. baking powder) and may not be as beneficial.


text:
Talk:Puzzles/Logic puzzles/Infinite Hats/Solution

This shouldn't be called "Infinite hats", since being able to specify whether there are an even or odd number of red hats ahead of you relies on that number being finite.

How about "Arbitrarily large but finite Hats"

A more fool proof solution would be to have a strategy in which each person will call out the color of the hat of the person who is immedietly in front of him/her. That way, except for the last person in the line (I mean, the one who dont have anyone standing behind him/her) every one will be able to tell the color of their hat.

__

you're wrong: they can only tell a hat color, and thus they will tell the person in front of them, but not theirs. Thus the only persons who will correctly tell their hat's color will be the ones that have hats the same color as the person in front of them!

And also 'arbritrary large' is not true: the time needed to count the hats, and then to tell something, and then for the next person to do the same takes time, and we can assume 'people' means humans, and thus the limit is quite low.

And the planet's curvature comes into play too... they can't see too far.

People's sight accuracy are a limit too...

__

They call the hat colour of the person in front of them, then everyone but the first person knows their own colour and is able to say it accurately.


text:
Puzzles/Lateral puzzles/6/Solution

Puzzles | Lateral puzzles | Lateral puzzle 6 | Solution

A plane crashed.

A cult saw a passing comet and decided that it was time to end it.

title: Puzzles/Lateral puzzles/6/Solution


text:
Puzzles/Lateral puzzles/6

Puzzles | Lateral puzzles | Lateral puzzle 6

In the middle of a forest is a cabin. Inside, several people are dead.

What happened?

Solution

title: Puzzles/Lateral puzzles/6


text:
Puzzles/Logic puzzles/Scales and Weights/Solution 2

Puzzles | Logic puzzles | Scales and Weights | Solution 2

Weights are: 2, 6, 18, 54

Explanation
Put 2kg on one side, your item on the other. If item is less then 2kg, it is 1 kg. if it's more:

Put 6kg on one side, your item and 2kg on the other. If item and 2kg are less then 6kg, item is 3kg. Else:

Put 6kg on one side, your item on the other. If item is less then 6kg, it's 5kg.

...

This way you can weigh up to 81kg.


text:
Puzzles/Subdivisions/Subdividing a cornerstone/Solution

Subdividing a cornerstone Solution

Think of every square as a combination of 4 smaller squares like this one

-- -- -- --  -- -- -- -- -- -- -- --  -- -- -- --

This piece have 12 pieces so every identical piece must have 3 small squares.

Then the solution is

-- --   --   --    -- --    -- --   -- -- -- --


text:
Playful Organizing/Containers

Setting boundaries with containers is one technique.

One "container" that I have found helpful is putting a book bag on the door handle of a closet door and filling it up as I complete books to take them to the library.

/Wallet Organizing/

title: Playful Organizing/Containers


text:
User:Dionyziz

Please see my user page on Wikipedia.

title: User:Dionyziz


text:
Demystifying Depression/Speculation on the Physiology of Depression

Speculation on the Physiology of Depression
Some interesting speculations about depression:

 * Neuron death in the hippocampus has been implicated in depression
 * Neurogenesis (the birth of new neurons) may be necessary for recovery
 * Neurogenesis happens continuously in the healthy adult brain
 * Most antidepressants require about 2-3 weeks to have an effect
 * Stress may diminish neurogenesis
 * People under stress may sleep less than usual
 * In some cases those recovering from depression sleep more than normal all though the opposite is true in some cases
 * Aging mimics several aspects of depression
 * As people age, they sleep less, spend less time in deep sleep, and wake up more often
 * Neuron death and birth happens continuously in the adult brain

At least certain parts of the brain continuously renew themselves. Sleep seems to be fundamental for this renewal process---perhaps neurogenesis happens during sleep.

 * Stress affects sleep, and by consequence, neurogenesis

There is plenty of speculation concerning the exact mechanism by which stress causes neuron death. Our own conjecture is based on the fact that when under stress, people sleep less than normal. Therefore, rather than directly killing neurons, stress might simply cause the brain to fall behind on its normal regenerative process.

 * Increase in activity fundamental during recovery

Some studies show how stimulating environments help with neurogenesis . The reason might be similar to recovery from an injured limb: one has to gradually push the brain into continuing its recovery.