text:
Computer Systems Engineering/Queueing system models

Queues
A queue is formally defined as consisting of a server and a waiting line for customers needing service at the server. Each customer joins the queue at the end of the waiting line. As the customers at the front of the line are served those behind gradually move to the head of the line. A customer leaves as soon as it has received its service requirement from the server and the server begins to serve the next customer in line. This is illustrated below.

A number of natural systems can be described in this way. For example, shoppers in a grocery store line up to wait for the cashier to total their groceries. Here the shoppers are the customers, the cashier is the server and the time it takes to total each shopper’s groceries is that shopper’s service requirement. Similarly, in a bank customers wait in line to reach a teller where they complete their transaction. In this case a single wait¬ing line may be used by all the tellers. In a computer system a customer is a job submitted for processing, a server is a device such as the CPU or a disk controller and the service requirement is the time the job will spend at that device. For example, if the server is the CPU the service requirement is the amount of processing the job will get; if the server is a disk con¬troller the service requirement is the time to do a disk read or write opera¬tion.

The time between when jobs join the waiting line and enter the queue and the amount of service each job requires are both given by random variables. The arrival rate is the average number of jobs that arrive per second. This is denoted by  and hence   is the average time between arrivals.

and  are both used to represent the average service requirement. In a large interval T the expected number of arrivals is

expected number arrivals in T =

and these jobs have an average service requirement of. Thus the expected amount of service given by the server is

The fraction of time that the server is busy is its utilization. This is

The quantity is called the “traffic intensity” for the queue and denoted by the special symbol  :

Note that if   is greater than 1, more jobs arrive than can be served during T. In this case the number of jobs in the waiting line will grow in¬definitely and the queue is unstable. For  only the queue having a deterministic arrival process and deterministic service requirement is stable. Due to fluctuations in the job arrivals and/or service requirements, non-deterministic queues must have  for stability. For,   is the probability (i.e. fraction of time) that the server is busy. Hence is the probability that it is idle.

In studying queues, the most important questions to ask are:

•	How long must a job wait before receiving service? •	How long will it stay in the queue before leaving (waiting time plus service time)? •	How many jobs are in the queue? •	What is the utilization of the server? (i.e. What fraction of the time is the server busy?)

Finite Population Model
In a finite population model there is a fixed number N of jobs. Jobs arrive at the queue from some source and after completing their service requirement they return to this source. This is shown below

If there are k jobs in the queue there are N-k jobs in the source. We will assume that jobs wait in the source an exponentially distributed amount of time with average before returning to the queue and that they are independent of each other. If there are (N-k) jobs in the source then they create a Poisson input process to the queue with rate

The state transition diagram for the finite population M/M/1 queue is shown below.

Note that when there are N jobs in the queue there are no jobs in the source and. Thus the probability of a queue state n > N is zero.

The normalizing equation becomes

Thus

or

Little’s Formula
It Describe a relationship between the Average Queuing length ,Average Arrival Rate and Average waiting time in Queue.The Amazing part of this theorem For any Queuing System is that has Steady State Condition.

Justification
A customer spends time w in system, and during that time  customers arrive in a steady state. This must be the average number of customers in the system (otherwise the number either grows or shrinks).

Formally,

Little’s Formula (formal proof)

In a system with different types of customers, Little’s Formula applies to each type separately. For example, in a priority system,

Server utilization
Consider the system consisting of only the server:

Comten Network Processor packet:	2048B = 16,384 bits line:	56Kbps 292.5ms = .2924 sec ≈ .3sec

Say we want to send 7 packets per second aggregate:

However, recall that there is a delay at 100% utilization,

so we may actually want to use 4 lines to further reduce the utilization rate.

Response Time
The average time that a job spends in the queue is found by Little’s formula:

This is called the “response time” for the queue and is denoted by T. Thus using we have

or

This is shown below as  increases from 0 to 1.

Note that the response time (and number in the system) remains fairly flat for less than 50% server utilization (i.e., ) and increases sharply as the server nears 100% utilization. This phenomenon is characteristic of nearly all queuing systems. When we attempt to run the server near its capacity (i.e. ) the response time and number in the queue get very large. For  the system becomes unstable and the number in the queue and the response time grow indefinitely.

Stop and Wait Protocol

The stop-and-wait protocol ties up the transmission line, because the time on the line is used to send a packet, and then delays until an acknowledgement is received.

Model Communications Line

line = server waiting line = messages to be sent at station service time = transmission time

Or, with stop-and-wait, service time = time for cycle.

In order to increase the line speed, the service time must be reduced.

m-Server Loss
m-servers reject arrival if more than m are busy. Notice that there is no closed-form expression in this m-server loss system. Values can be calculated from the tables. This system is often used to size telephone channels, based on calling rate  and call duration

Generalized Birth-Death Processes
Our discussion of the M/M/1 queue can be generalized by allowing the arrival and service rates to be dependent on the state of the queue. That is, the arrival process is Poisson with parameter   and the ser¬vice requirement is exponentially distributed with parameter. The subscript n refers to the number of jobs in the queue. If the queue state is n=k the probability of an arrival is

and the probability of a departure (assuming the queue is not empty) is

The probability of an arrival or departure depends on the queue state only through the parameters  and.

Because of the memoryless property of the Poisson process the probability that the queue is in state n=k at time t and that there is an arrival or a departure during an interval h given that the queue is in state k at the start of the interval are independent. Thus the state transition diagram below describes a Markov chain.

The equilibrium balance equations, found by inspection, requiring that the “rate of flow of probability” out of a state equal the flow in are

and again the normalizing equation is

These equations could have been found more formally by considering the probabilities of an arrival, a departure and no change in an interval h as was done for the simple M/M/1 queue.

and for k=l,

Substituting for P(1) gives

and in general,

The constant P(0) is found using the normalizing equation. Sub¬stituting for P(k) gives

or

Combining gives the general solution

Kleinrock discusses several variations of birth-death queues in equilibrium. Two cases are especially useful in modeling computer systems. These are the “Infinite Server Queue” and the “Finite Population Model.”

Infinite Server Queue
In the infinite server queue there is always a free server when a job arrives at the queue.

If there are 2 jobs In the queue the service rate is  (we can think of this as the Superposition of 2 Poisson service processes each having rate  ), and if the queue is in state n=k the service rate is. Note that this implies that the average time between service completions is

when the queue state is n=k. It is apparent that this queuing system can also be interpreted as having a single server which lin¬early increases its service rate when more jobs are waiting for service.

For this queue,

and the state transition diagram is

The solution reduces to

and

Now

Thus

and combining gives

The average number in the queue is

or letting r = k-1

The average response time, T, is found by applying Little’s formula,, to give:

or

This is expected since no job must wait before starting to receive service.

The infinite server queue is often used in modeling a computer system to represent a bank of user terminals or to represent a random delay which involves no queuing or conflicts between jobs.

Introduction
A queuing network is constructed by connecting the output of one queue to the input of another. This is illustrated below.

Note that a single queue can be fed from the output of several others and that the output of a queue can be split to form input streams to several other queues. Each queue forms a “node” of the network and these can be numbered 1,2…M, where M is the number of nodes in the network. The “routing probability”  is the probability that a departure from node i of the network goes immediately to node j.

Networks of queues can be used to model systems of several interacting devices, each of which can be modeled as a queue. For example, a simple com¬puter system consisting of a CPU and disk can be represented by a 2-queue network.

Types of Networks
A queuing network can be either “open” or “closed.” In an open network, jobs arrive at some of the nodes from an external source and can leave the network (to some absorbing destination or “sink”) from some nodes. The number of jobs in the network can vary and the source has an infinite supply. In a closed network a fixed number of jobs circulate among the nodes of the network; no new jobs enter the network and none leave.

Closed networks have been particularly successful in modeling computer systems. Two of the most widely used are the Central Server Model and the Machine Repairman Model.

Central Server Model
A central server queuing network is shown below.

Here node 1 represents the CPU and nodes 2 through M represent the system Input/Output (I/O) devices—usually disk controllers. Jobs are visualized as receiving service at the CPU and then being routed with probability to I/O device i. After receiving service at the I/O device the job returns to the CPU. In this model the processing of a job by the computer system is represented by several visits of the job to the CPU and I/O devices. The path from the CPU back to itself (with probability ) represents the completion of one job in the system and the simultaneous start of another.

The central server network is especially useful for modeling the inner resources (CPU and disks) of multiprogrammed computer systems. In these systems the level of multiprogramming (number of jobs in memory simultaneously) is often limited to a small number of jobs in the interest of system efficiency. Under moderate to heavy loads the system multiprogramming level is usually at or near this limit. Thus the assumption that the number of jobs in the network is constant is a good approximation to the real system.

Machine Repairman Model
The machine repairman model, originally developed in operations research, is often used to represent interactive computer systems. This network, as shown below

has one multi-server node which represents the user terminals. The other (system) nodes represent the other system resources. These may be arbitrarily connected although a variant of the central server network is often used. Jobs begin at the terminal node and then enter the system where they circulate among the system nodes before returning to the terminal node. The time from when the job leaves the terminal node until it returns is the system response tine, and the time it spends at the terminal node is called the user think time. The number of jobs in the network is the same as the number of servers at the terminal node. Hence there is no waiting for a job to begin to receive service at this queue and its service time is the same as the think time.

Open Networks
Open networks are most often used to model computer systems having a variable number of jobs or a constant job arrival rate. Batch processing systems and communications networks are often of this type.

Terminal Driven Systems
One particularly useful model for many interactive computer systems is the terminal driven system shown below.

In this model the number of jobs is equal to the number of terminals (i.e., there is one job per terminal). A job is visualized as leaving the “Terminals” when the user hits a “carriage return”, circulating among the various devices in the system as it is processed, and then returning to the terminal node. The time from the job’s departure from the terminal node until its return is the system response time. The time that the job waits at the terminals (i.e., the time from a response until the next input to the system) is the user “think time”.

Let:	 denote the rate with which jobs enter the system (system throughput); R denote the system response time; Z denote the user think time; N denote the number of terminals (or jobs) in the System.

We now apply Little’s Formula to the SYSTEM (all red capitals) consisting of both the terminals and the System (capital S) shown below.

For SYSTEM each job spends an average amount of time Z at the terminals and an average amount of time R in System giving an average amount of time Z + R in SYSTEM. It then leaves and immediately returns. The average job throughput rate is  and the number of jobs in the system is fixed at N.

Hence, by Little’s Formula: or

We now seek to find bounds on the response time R, and the throughput.

Let the various devices in the System be numbered 1,2,...M, and let  be the average total amount of service a job receives from device i. Note that while a job is in the System it might actually visit device i more than once, in which case   is the sum of the amounts of service it receives on each visit. Let be the average amount of service a job receives on each visit to device i. If  is independent of   then

is the average number of visits a job makes to device i.

Bounds on the System Response Time
If there is only one terminal and hence only one job in the system, R is simply the sum of the amount of service the job requires from each device. This is the minimum possible response time. Hence:

Since the utilization of each device cannot exceed 100% the throughput at device i,, is at most. Thus,

and since a job visits device i an average of times on each pass through the System,

Thus,

Substituting this equation into the expression for the response time yields the lower bound:

To find an upper bound on R we note that the most time that a job would spend at any device i would occur if at each visit it had to wait for the other N-l jobs to get their service before it received its service. Thus,

These bounds on the response time versus the number of terminals in the system are shown below. The dotted line shows a typical system response time function.

The region between  is often called the feasible response time region for the system. In practice, as the number of terminals is increased, the response time becomes asymptotic to the line

This is the leftmost of the lines, and the one for which  is the largest. The device corresponding to this line is called the system bottleneck and the other lines for the other devices are the potential bottlenecks due to those devices. The bottleneck and potential bottlenecks above are easily located. Observe that each is a straight line with an intercept on the horizontal (terminal) axis of and a slope of. Since gets smaller as the lines progress from left to right they have the appearance of “falling down”.

Bounds on the System Throughput
From, for all i, we note that

where is the total service time at the device for which  is largest. This is the maximum possible system throughput.

Rearranging gives the expression for :

We noted that with N jobs in the system. Thus,

Similarly, since, we have,

The following figure shows these bounds on the system throughput versus the number of terminals.

Saturation Point
The point

shown in the previous two figures is called the saturation point for the system. It is interpreted as follows.

With one terminal connected to the system a job is never delayed waiting for other jobs to receive their service at a device. Thus, it spends an amount of time in the System and the throughput is. If, as the number of terminals is increased, each job that enters the system is not delayed waiting for other jobs to be served at a device, each job will spend only an amount of time in the system. The response time will be and the throughput will increase along the line.

However, when the number of terminals, N, becomes equal to N*, the system throughput will have reached and the bottleneck device will have reached 100% utilization. At that point it is “saturated”. If an additional job then enters the system, jobs can do no better than to arrive at the bottleneck device just as another job is beginning to be served. Thus, each job will have to wait a time before beginning its own service. Consequently, for each terminal added beyond N* the minimum possible response time increases by an amount and the minimum response time will increase along the line.

Effects of System Changes
The bounds in the previous two figures provide insight into the behavior of a system when we start to modify its configuration.

Consider, for example, a computer system in which the processor handles the terminal I/O traffic and is the system bottleneck. Let be the average processing time a job receives at the processor. If the processor is replaced with a faster device,  is reduced. Thus the delay,, is reduced and the “potential bottleneck” due to the processor is moved to the right. If it moves far enough, so that another device becomes the leftmost potential bottleneck, then that device becomes the new bottleneck. If it does not move to the right of one of the other potential bottlenecks, then it remains the bottleneck but a lower response time and higher throughput can be obtained. The following figure shows the effects of these changes on the response time asymptotes.

More interesting possibilities arise if the terminal I/O processing is unloaded onto a Front-End Processor (FEP). This also reduces  and moves the processor bottleneck to the right, but it adds a new device and corresponding new potential bottleneck to the system.

Let  be the amount of time the processor spent doing I/O. Then is reduced by the amount. If the FEP is slower than the processor then will be greater than  and   will be increased by the difference  -. If the FEP is faster,  will be decreased by the amount.

If the system is heavily loaded so that the processor is the active bottleneck controlling the response time and limiting the throughput; as long as the system throughput will increase even if the FEP is much slower than the processor. What device becomes the new system bottleneck when the processor bottleneck moves to the right depends on the values  and the other devices in the system.

Example

Saturate with:

Questions Can we get 1 sec response time? – No. Can we get 2 sec response time with 30 terminals? – Yes. Can we get 2 sec response time with 35 terminals? – No.

The CPU is the bottleneck. Use a faster CPU to get better performance.

A faster CPU results in shorter processing time (say .75 sec).

Results in a big performance improvement.

A faster disk…

… is a little better, but not much.

A slightly faster CPU, vcxc = .6 …

… and the CPU is still the bottleneck.

However, if vcxc = .4 …

…then the disk is now the bottleneck, and further improvements in the CPU don’t help much.

Adding a second CPU…

The bounds model is independent of internal system structure. The model depends on total service required for a job at each device. Therefore, the bounds model can be represented as a serial system.

Summary
total service = vixi = Ti is easy to measure Ui is easy to measure is easy to measure vi is usually hard to measure xi is usually hard to measure


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Computer Systems Engineering/Poisson Processes

Poisson Process
Example - decay of radioactive material
 * Named for Siméon-Denis Poisson (1781–1840)
 * Describes a “completely random process”

 * Generally good if events are caused by many independent actions (Often 4 or 5 can give a good approximation)

Properties
Average time between events

Average number of events in interval

Memorylessness (very important)

No event in s; find probability that the next event occurs in t:

Remember: non-overlapping time intervals are independent!

One time interval is like any other, which leads to paradox. If we were to pick a point randomly, it is more likely that the point would fall in a large interval than it would fall in a small one (large intervals occupy more space on a line).

For Poisson arrivals, if we pick an interval at random, it will be (on average) twice as large as an average interval.

Events are uniformly distributed

Average Interevent Time
For the Poisson process the time between events has the exponential distribution. This has the density function  The expected time between events is found by integrating by parts:

The variance of the interevent time can be calculated similarly. It is Hence its standard deviation is and its coefficient of variation is 	coefficient of variation = Again expanding in a Taylor series for small h gives

The probability of more than 1 event in h is

This establishes the equivalence of properties (ii), (iii) and (iv) for the Poisson process.

Exponential Implies Poisson
That the exponential interevent time distribution implies a Poisson distributed number of events in an interval can be shown directly in almost the same way used to show that (iv) implied (ii).

Consider an interval T:

Again

The probability of exactly one event in T is the total probability of one event at y and no events in the interval (T—y) for all possible values of y.

The probability of exactly two events in T is the total probability of one event at y and one event in the interval (T—y) for all possible values of y.

and in general .

Average Number of Events in an Interval
The expected number of events which occur during an interval of length T is

The results are not unexpected but confirm the fact that the para¬meter for the Poisson process (or equivalently the exponential distribution) is the average event rate.

Memoryless Property
Supposing a time s has passed since the last event, what is the probability that the time until the next event is greater than t? This is the same as asking the probability that the time between events, X, is greater than s + t given that it is greater than s. Hence substituting gives

This is the well known memoryless property of the Poisson process. The time distribution until the next event is the same regardless of how much time has passed since the last event, and the average time until the next event is the same as the average interevent time. This property is also a direct conse¬quence of the complete randomness of the Poisson process; what happens in the interval t is independent of what has happened in the interval s.

The memoryless property of the Poisson process leads to an interesting paradox. Suppose we have a Poisson process and pick an arbitrary time t’. The average time until the next event is  and, looking backwards, the average time since the last event is also. Thus the average time between these two events must be. But the average interevent time is. The paradox can be resolved by noting that the time t’ is more likely to fall in a large interevent interval than in a small one. In fact, the expected size of the interevent interval containing t’ will be twice the average.

To illustrate the consequences of this paradox suppose that requests for a disk I/O operation in a computer system are exponentially distributed. We measure the time between requests by reading a clock and resetting it to zero after each read or write. If we attempt to sample this process by picking some ar¬bitrary time, t’, and then reading the clock at the next I/O operation the average value of our samples will be twice the average time between I/O operations. To sample this process correctly we would need to pick an ar¬bitrary time and then sample the time between the next two I/O operations.

Events Uniformly Distributed in Interval
If we have an interval of length t and one event occurred during t, what is the probability that the event occurred during a subinterval of length s?

This is the same as asking the probability that (where X is the time from the start of the interval until the event) given that exactly one event occurred during t:. We note that if then one event occurred during s and no events occurred during the interval (t-s). Hence

Now, since what happens in two non-overlapping intervals is independent,. Substituting the

Poisson distribution gives

The probability that the event occurred during the subinterval s is	proportional to the size of the interval s. That is, the event is uniformly distributed in the interval t. This has the distribution and density functions

where t is the length of the interval. This is shown below.

Superposition and Decomposition
Suppose we have two independent Poisson processes which we designate as process 1 and process 2 and let:

= the number of events in process 1 during an interval of length T = the number of events in process 2 during the same interval = the average event rate for process 1 = the average event rate for process 2

The superposition of these two processes is the process having the events of both processes 1 and 2. This is shown below.

What is the probability distribution for the events in the superimposed process, ?

If r is the number of events during T in the first process, the superimposed process can have k events only if process 2 has k-r events (conditions on k events). These processes are independent. Hence for each value of r, r=0,1...k

Thus the total probability of k events in the superimposed process is the sum of these probabilities, times the probability that there were r events in process 1. This is called the Law of Total Probability.

Substituting in the Poisson distribution gives

The last term is simply the binomial expansion of

Hence

But this is simply the Poisson distribution with parameter. Furthermore, since process 1 and process 2 are independent and events during non-overlapping intervals in each process are independent, events in non-overlapping intervals of the superimposed process are independent. Hence it is also a Poisson process.

The converse is also true. If a Poisson process is split (decomposed) into two by selecting events for the first process with probability p and events for the second process with probability q = 1-p then the two processes are independent Poisson processes with parameters  and   respectively.

The superposition and decomposition properties are unique for the Poisson process and arise from its complete randomness. If two non-Poisson processes having average event rates  and  are superimposed the resulting process will have an average event rate   but it will not be Poisson nor will it, in general, be a renewal process in which the interevent times are independent and identically distributed.

Combining Non-Poisson Processes
However, if a large number of independent non-Poisson processes (with event rates ) are superimposed the resulting process will be Poisson with parameter [2]

Actua1ly, this is precisely true only in the limit as. Again, it results from the randomness of the Poisson process. For fixed, as the number of superimposed processes is increased, for each process must decrease. Thus events from the same non-Poisson process in the superimposed process become more and more separated making the process more and more random.

Sampling
The converse is also true. If events in a non-Poisson process (with average rate ) are sampled infrequently (i.e. the probability of an event being sampled, p, is small) the resulting sampled process having the event rate

will be Poisson. Again, this is precisely true only in the limit as and  such that   remains constant.

These limiting distributions help explain the usefulness of the Poisson process in analyzing computer systems. For example, if jobs are submitted from a large number of terminals the composite job arrival rate will be the superposition of the submittal processes at each terminal. These tend to be independent. Thus if the number of terminals is large the composite process will be approximately Poisson. In practice only a few terminals are needed to make the Poisson distribution a good approximation to the actual job arrival process.

As another example [1] consider the process making page transfer requests to a disk in a virtual memory system. This is probably not very random, but if the number of disk sectors is large and if requests are directed to the sectors with equal probability the requesting process to each sector could be closely approximated by a Poisson process.

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


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Cookbook:Cream Cheese Mints

| Cuisine of Canada

Ingredients

 * 4 oz (125 g) softened cream cheese
 * 3½ cups (875 ml) icing sugar
 * ⅛ teaspoon (0.5 ml) peppermint flavouring
 * ¾ cup (175 ml) white granulated sugar

Procedure

 * 1) Combine cream cheese, icing sugar and peppermint flavouring in large bowl. Stir until mixed.
 * 2) Roll dough into small balls.
 * 3) Roll balls in bowl of icing sugar.
 * 4) Press small balls with bottom of glass until flat.
 * 5) Chill. Store in airtight container.

title: Cookbook:Cream Cheese Mints


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Contemporary Educational Psychology/Chapter 11: Standardized and Other Formal Assessments/High Stakes Testing by States

While many States had standardized testing programs prior to 2000, the number of state-wide tests has grown enormously since then because NCLB required that all states test students in reading and mathematics annually in grades 3-8 and at least once in high school by 2005-6. Twenty three states expanded their testing programs during 2005-6 and additional tests are being added as testing in science is required by 2007-8. Students with disabilities and English language learners must be included in the testing and provided a variety of accommodations so the majority of staff in school districts are involved in testing in some way (Olson, 2005). In this section we focus on these tests and their implications for teachers and students

Academic Content Standards
NCLB mandates that States must develop academic content standards that specify what students are expected to know or be able to do at each grade level. These content standards used to be called goals and objectives and it is not clear why the labels have changed (Popham, 2004). Content standards are not easy to develop – if they are too broad and not related to grade level teachers cannot hope to prepare students to meet the standards. An example, a broad standard in reading is

 * Students should be able to construct meaning through experiences with literature, cultural events and philosophical discussion (no grade level indicated).American Federation of Teachers, 2006, p. 6).

Standards that are too narrow can result in a restricted curriculum. An example of a narrow standard might be this:
 * Students can define, compare and contrast, and provide a variety of examples of synonyms and antonyms.

A stronger standard is this:
 * Students should apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words (grade 4).(American Federation of Teachers, 2006, p. 6).

The American Federation of Teachers conducted a study in 2005-6 and reported that in 32 states some of the standards in reading, math and science were weak. States had the strongest standards in science followed by mathematics. Standards in reading were particularly problematic and with one fifth of all reading standards redundant across the grades, i.e., word-by-word repetition across grade levels at least 50% of the time (American Federation of Teachers, 2006). Even if the standards are strong, there are often so many of them that it is hard for teachers to address them all in a school year. Content standards are developed by curriculum specialists who believe in the importance of their subject area so they tend to develop large numbers of standards for each subject area and grade level. At first glance, it may appear that there are only several broad standards, but under each standard there are subcategories called goals, benchmarks, indicators or objectives (Popham, 2004). For example, Idaho’s first grade mathematics standard contains five broad standards, including 10 goals and a total of 29 objectives (Idaho Department of Education, 2005-6).

Alignment of Standards, Testing and Classroom Curriculum
The State tests must be aligned with strong content standards in order to provide useful feedback about student learning. If there is a mismatch between the academic content standards and the content that is assessed then the test results cannot provide information about students’ proficiency on the academic standards. A mismatch not only frustrates the students taking the test, teachers, and administrators it undermines the concept of accountability and the “theory of action” that underlies the NCLB. Unfortunately, the 2006 American Federation of Teachers study indicated that in only 11 states were all the tests aligned with state standards.

State standards and their alignment with state assessments should be widely available  - preferably posted on the Web sites of the States so they can be accessed by school personnel and the public. A number of states have been slow to do this. Table 11-1 summarizes which states had strong content standards, tests that were aligned with state standards, and adequate documents on online. Only 11 States were judged to meet all three criteria in 2006.

Sampling content
When numerous standards have been developed it is impossible for tests to assess all of the standards every year, so the tests sample the content, i.e., measure some but not all the standards every year. Content standards cannot be reliably assessed with only one or two items so the decision to assess one content standard often requires not assessing another. This means if there are too many content standards a significant proportion of them are not measured each year. In this situation, teachers try to guess which content standards will be assessed that year and align their teaching on those specific standards. Of course if these guesses are incorrect students will have studied content not on the test and not studied content that is on the test. Some argue that this is a very serious problem with current state testing and Popham, an expert on testing even said, “What a muddleheaded way to run a testing program” (2004, p. 79).

Adequate Yearly Progress (AYP)
Under NCLB three levels of achievement, basic, proficient and advanced, must be specified for each grade level in each content area by each state. States were required to set a time table from 2002 that insured an increasing percentage of students reach the proficient levels such that by 2013-14 every child is performing at or the proficient level. Schools and school districts who meet this timetable are said to meet adequate yearly progress (AYP).

Because every child must reach proficiency by 2013-14 greater increases are required for those schools that had larger percentages of initially lower performing students. Figure 11-1 illustrates the progress needed in three hypothetical schools. School A, initially the lowest performing school, has to increase the number of students reaching proficiency by an average of 6% each year, the increase is 3% for School B, and the increase is only 1% for School C. Also, the checkpoint targets in the timetables are determined by the lower performing schools. This is illustrated on the figure by the arrow – it is obvious that School A has to make significant improvements by 2007-8 but School C does not have to improve at all by 2007-8. This means that schools that are initially lower performing are much more likely to fail to make AYP during the initial implementation years of NCLB.

Subgroups and AYP
For a school to achieve AYP not only must overall percentages of the students reach proficiency but subgroups must also reach proficiency in a process called desegregation. Prior to NCLB State accountability systems typically focused on overall student performance but this did not provide incentives for schools to focus on the neediest students, e.g., those children living below the poverty line (Hess & Petrilli, 2006). Under NCLB the percentages for each racial/ethnic group in the school (White, African American, Latino, Native American etc.), low income students, students with limited English Proficiency, and students with disabilities are all calculated if there are enough students in the subgroup. A school may fail AYP if one group, e.g. English Language Learners do not make adequate progress. This means that it is more difficult for large diverse schools (typically urban schools) that have many subgroups to meet the demands of AYP than smaller schools with homogeneous student body (Novak & Fuller, 2003). Schools can also fail to make AYP if too few students take the exam. The drafters of the law were concerned that some schools might encourage low-performing students to stay home on the days of testing in order to artificially inflate the scores. So on average at least 95% of any subgroup must take the exams each year or the school may fail to make AYP (Hess & Petrilli, 2006).

Sanctions and AYP
Schools failing to meet AYP for consecutive experience a series of increasing sanctions. If a school fails to make AYP for two years in row it is labeled “in need of improvement” and school personnel must come up with a school improvement plan that is based on “scientifically based research.” In addition, students must be offered the option of transferring to a better performing public school within the district. If the school fails for three consecutive years free tutoring must be provided to needy students. A fourth year of failure requires “corrective actions” which may include staffing changes, curriculum reforms or extensions of the school day or year. If the school fails to meet AYP for five consecutive years the district must “restructure” which involves major actions such as replacing the majority of the staff, hiring an educational management company, turning the school over to the state.

(back to Chapter 11...)


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Contemporary Educational Psychology/Chapter 11: Standardized and Other Formal Assessments/Growth or Value Added Models

One concern with how AYP is calculated is that it is based on an absolute level of student performance at one point in time and does not measure how much students improve during each year. To illustrate this, Figure 11-2 illustrates six students whose science test scores improved from 4th to 5th grade. The circle represents a student’s score in 4th grade and the tip of the arrow the test score in 5th grade. Note that students 1, 2, and 3 all reach the level of proficiency (the horizontal dotted line) but students 4 5 and 6 do not. However, also notice that students 2, 5 and 6 improved much more than students 1, 3, and 4. The current system of AYP rewards reaching the proficiency level rather than students’ growth. This is a particular problem for low performing schools who may be doing an excellent job of improving achievement (students 5 & 6) but do not make the proficiency level. The US Department of Education in 2006 allowed some states to include growth measures into their calculations of AYP. While growth models traditionally tracked the on the progress of individual students, the term is sometimes used to refer to growth of classes or entire schools (Shaul, 2006).

Some states include growth information on their report cards. For example, Tennessee provides details on which schools meet the AYP but also whether the students’ scores on tests represent average growth, above average, or below average growth within the state. Figure 11-3 illustrates in a simple way the kind of information that is provided. Students in schools A, B, and C all reached proficiency and AYP but in Schools D, E, and F did not. However, students in schools A and D had low growth, in schools B & E average growth, in schools C & F high growth. Researchers have found that in some schools students have high levels of achievement but do not grow as much as expected (School A), and also that in some schools, the achievement test scores are not high but the students are growing or learning a lot (School F). These are called “school effects” and represent the effect of the school on the learning of the students.

Growth models have intuitive appeal to teachers as they focus on how much student learned during the school year – not what the student knew at the start of the school year. The current research evidence suggests that teachers matter a lot – i.e., students learn much more with some teachers than others. For example, in one study low-achieving 4th grade students in Dallas, Texas were followed for three years and 90% of those who had effective teachers passed the 7th grade math test whereas only 42% of those with ineffective teachers passed (cited in Bracey, 2004). Unfortunately, the same study reported that low achieving students were more likely to be assigned to ineffective teachers for three years in a row than high achieving students. Some policy makers believe that teachers who are highly effective should receive rewards including higher salaries or bonuses and that a primary criterion of effectiveness is assessed by growth models, i.e., how much students learn during a year (Hershberg, 2004). However, using growth data to make decisions about teachers is controversial as there is much more statistical uncertainty when using growth measures for a small group or students (e.g., one teacher’s students) than larger groups (e.g., all 4th graders in a school district).

Growth models are also used to provide information about the patterns of growth among subgroups of students that may arise from the instructional focus of the teachers. For example, it may be that highest performing students in the classroom gain the most and the lowest performing students gain the least. This suggests that the teacher is focusing on the high achieving students and giving less attention to low achieving students In contrast, it may be the highest performing students gain the least and the low performing students grow the most suggesting the teacher focuses on the low performing students and paying little attention to the  high  performing students. If the teacher focuses on the students “in the middle” they may grow the most and the highest and lowest performing students grow the least. Proponents of the value-added or growth models argue that teachers can use this information to help them make informed decisions about their teaching.

Differing State Standards
Under NCLB each state devises their own academic content standards, assessments, and levels of proficiency. Some researchers have suggested that the rules of NCLB have encouraged states to set low levels of proficiency so it is easier to meet AYP each year (Hoff, 2002). Stringency of state levels of proficiency can be examined by comparing state test scores to scores on a national achievement test called the National Assessment of Educational Progress (NAEP). NCLB requires that states administer reading and math NAEP tests to a sample of 4th and 8th grade students every other year. The NAEP is designed to assess the progress of students at the state-wide or national level not individual schools or students and is widely respected as a well designed test that uses current best practices in testing. A large percentage of each test includes constructed-response questions and questions that require the use of calculators and other materials. Figure 11-4 illustrates that two states, Colorado and Missouri had very different state performance standards for the 4th grade reading/language arts tests in 2003. On the state assessment 67% of the students in Colorado but only 21% of the students in Missouri were classified as proficient. However, on the NAEP tests 34% of Colorado students and 28% of Missouri student were classified as proficient (Linn 2005). These differences demonstrate that there is no common meaning in current definitions of “proficient achievement” established by the States.

Implications for Beginning Teachers

 * Dr. Mucci is the principal of a suburban 4th through 6th grade school in Ohio that continues to meet AYP. We asked her what beginning teachers should know about high stakes testing by the states. "I want beginning teachers to be familiar with the content standards in Ohio because they clearly define what all students should know and be able to do. Not only does teaching revolve around the standards, I only approve requests for materials or professional development if these are related to the standards. I want beginning teachers to understand the concept of data-based decision making. Every year I meet with all the teachers in each grade level (e.g. 4th grade) to look for trends in the previous year's test results and consider remedies based on these trends. I also meet with each teacher in the content areas that are tested and discuss every student's achievement in his or her class so we can develop an instructional plan for every student. All interventions with students are research based. Every teacher in the school is responsible for helping to implement these instructional plans, for example the music or art teachers must incorporate some reading and math into their classes. I also ask all teachers to teach test taking skills, by using similar formats to the state tests, enforcing time limits, making sure students learn to distinguish between questions that required an extended response using complete sentences vs. those that only requires one or two words, and ensuring that students answer what is actually being asked. We begin this early in the school year and continue to work on these skills so by Spring students are familiar with the format, and therefore less anxious about the State Test. We do everything possible to set each student up for success."

The impact of testing on classroom teachers does not just occur in Dr. Mucci’s middle school. A national survey of over 4000 teachers indicated that the majority of teachers reported that the state mandated tests were compatible with their daily instruction and were based on curriculum frameworks that all teachers should follow. The majority of teachers also reported teaching test taking skills and encouraging students to work hard and prepare. Elementary school teachers reported greater impact of the high stakes tests: 56% reported the tests influenced their teaching daily or a few times a week compared to 46% of middle school teacher and 28% of high school teachers. Even though the teachers had adapted their instruction because of the standardized tests they were skeptical about them with 40% reporting that teachers had found ways to raise test scores without improving student learning and over 70% reporting that the test scores were not an accurate measure of what minority students know and can do (Pedulla, Abrams, Madaus, Russell, Ramos, & Miao; 2003).


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Contemporary Educational Psychology/Chapter 11: Standardized and Other Formal Assessments/International Testing

Testing in the Canadian Provinces
Canada has developed a system of testing in the provinces as well as national testing. Each province undertakes its own curriculum based assessments. At the elementary school level provinces assess reading and writing (language arts) as well as mathematics (also called numeracy). In the middle grades science and social studies is often assessed in addition to Language Arts and Mathematics. Summary results of these tests are published but there are no specific consequences for poor performance for schools. In addition, these tests are not high stakes for students. At the secondary school level high stakes curriculum based exit tests are common.

Canada has developed pan-Canada assessment programs in mathematics, reading and writing, and science that are administered to a random sample of schools across the country. These assessments are intended to determine whether, on average, students across Canada reach similar levels of performance at about the same age. They are not intended to provide individual feedback to students, and in this way are similar in purpose to the NAEP tests administered in the United States.

International Comparisons
Along with the increasing globalization has come an interest with international comparisons in educational achievement and practices and more than 40 countries participate in two major testing initiatives. The Trends in International Mathematics and Science Study (TIMSS) has assessed students in 4th and 8th grades three times since 1995, and will test again in 2007. The Programme for International Assessment (PISA). has assessed 15 year olds in reading, mathematical and science literacy in more than countries on three times since 2000. The items on both series of tests include multiple choice, short answer and constructed response formats and are translated into more than 30 languages.

Policy makers are often interested in the comparison of average students’ scores across countries. For example, in 8th grade Science on the 2003 TIMMS students from Canada, United States, Hong Kong, and Australia scored significantly higher than the international average whereas students from Egypt, Indonesia, and the Philippines scored significantly below the international average. On the mathematics test in the 2003 PISA, 15 year old students from Hong Kong-China and Finland scored higher than students from Canada and New Zealand who in turn scores higher than the students from United States and Spain, who in turn scored higher than the student from Mexico and Brazil (OECD, 2004). Both series of tests also collect survey data from students, teachers or school principals allowing for information about instructional practices and student characteristics For example, teachers from the Philippines report spending almost twice as much time teaching science to 4th graders than in the United States (Martin, Mullis, Gonzalez, & Chrostowski, (2004). Student reports from PISA indicate that there is considerable cross-country variation in how much students feel anxiety when doing mathematics. Students in France, Italy, Japan, Korea report feeling the most anxious whereas students in Denmark, Finland and Netherlands and Sweden feel the least anxious (OECD 2004).

(back to Chapter 11...)


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SwisTrack/Working with the Display

One of the powerful features of SwisTrack is its real-time display, which allows you to watch the output of every component. Some components even allow you to check out input images or intermediate processing steps.

Configuring the Display
When you click on a component, the display in the main window automatically switches to the output of the selected component. However, you can at any time switch to another display by clicking on the yellow title. Most components provide one display (the output), but some even provide several different displays. (Very few components actually don't provide any display. This is the case for cameras that just receive a stream of data which first has to be translated into a real image, for example.)

If your image is too big to be displayed on the screen, you can drag it with the mouse to inspect the hidden parts. You can also zoom out by clicking with the right mouse button on the image and selecting the appropriate zoom level.

Working with Multiple Displays
Sometimes, it is handy to see several processing steps at the same time. To do that, choose New Display from the View menu. The window that appears has the same functionality as the main display, but doesn't change the display when you click on a component.

Saving Displayed Images
A right-click on a display provides you two possibilities for storing the image:
 * Save displayed image as ... stores the image as it is displayed on the screen, i.e. with the chosen zoom level. The image is stored as a color image, no matter what type the original image was. All drawings (particles, tracks, text, ...) are retained.
 * Save original image as ... stores the image as it was provided by the component, in the format provided by the component. Note that tracks and particles will not appear on that image.

Status Information
The black bar below the display indicates status information, such as the frame number of the size, about the displayed image.

As a side note, the displayed image is not always the last processed image. The status information shown here belong to the displayed image.

Display Speed Considerations
Displaying an image on the screen requires some processing and therefore steals some CPU time. If you want to get the maximum performance out of your system, and don't need any display, then choose No display (maximum speed) from the list.

Displaying an image on the screen is done in two steps:
 * 1) The component makes a copy of the image it wants to show. This time adds to the processing time (step duration) of the component.
 * 2) Once the frame is completely processed, this copy is scaled, converted into a screen image and finally rendered on the screen. This usually takes up much more time than simply copying the image, but does not add to the processing time of the component.

Giving exact numbers is impossible here, as this heavily depends on your hardware and scales almost linearly with the number of pixels of the image. In a simple scenario with not a lot of image processing, however, displaying the image accounts for a significant amount of the whole processing time.

title: SwisTrack/Working with the Display


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SwisTrack/Examples

Getting Started
Try to get the leurre example running, which is in subversion and in the bundle released. It ships with an AVI file, so you can get it running without messing around with cameras or making it work on your video. Make sure you can use the display to see images from each stage in the pipeline.

After that, create a pipeline of your own by selecting approximately one component from each category, which usually looks something like this:
 * Trigger component, usually timer trigger. Optional.
 * Input component, either camera or from AVI file (for testing purposes also from image file).
 * Conversion to color.
 * Adaptive background subtraction.
 * Thresholding.
 * Binary mask, perhaps.
 * Blob detection
 * Calibration with TSAI
 * Tracking, if desired (you get positions even without this)

Build the pipeline gradually, verifying things are working by using the display after each step. Tune the parameters to make it work well on your video, and take a look at the examples to see the best way to set things up.

Real-World Examples
The following examples may serve as a good starting point for your application. You'll find these examples with all necessary files in the Example folder of SwisTrack.

 * RobotTracking: Tracking robots with an overhead camera

Feature Presentations and Utilities
The following examples present a feature (usually a component), and shows you how and in which setup it is used. You'll find these examples with all necessary files in the Example folder of SwisTrack.

 * ParticleSimulation
 * Calibration
 * SemiAutomatic: Semi-Automatic Calibration
 * Automatic: Automatic Calibration
 * AutomaticSequential: Automatic Calibration with Sequential Images
 * OutputProcessing: Templates for interfacing SwisTrack
 * MultiCamera: Program to start/stop multiple cameras with a single click
 * IDReaderRing: Reading circular barcodes around a blob

title: SwisTrack/Examples


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SwisTrack/Developers

SwisTrack is open source. You are invited to visit and modify the code, implement new components, new features and fix bugs.

The following chapters provide useful information for developers:
 * 1) Setting up a development environment
 * 2) Implementing a new component
 * 3) Mailing list
 * 4) Last Compiling Releases

title: SwisTrack/Developers


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User:Smokizzy

Main Userpage: w:en:User:Smokizzy

title: User:Smokizzy


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User talk:Smokizzy

Main Talkpage: w:en:User talk:Smokizzy

title: User talk:Smokizzy


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User talk:HuenMeiYing

Image copyright problem with Image:GroupDReport?rev=1;filename=KM cycle.jpg
Thanks for uploading Image:GroupDReport?rev=1;filename=KM cycle.jpg. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law, and requires that we maintain a strict copyright policy. The image that may soon be deleted unless we can determine the copyright holder and status.

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask another Wikibookian at the help desk. Thank you.  – Mike.lifeguard  | talk 22:26, 30 August 2007 (UTC)

title: User talk:HuenMeiYing


text:
User talk:Richarrc

Image copyright problem with Image:Graph2.jpg
Thanks for uploading Image:Graph2.jpg. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law, and requires that we maintain a strict copyright policy. The image that may soon be deleted unless we can determine the copyright holder and status.

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask another Wikibookian at the help desk. Thank you.  – Mike.lifeguard  | talk 22:28, 30 August 2007 (UTC)

title: User talk:Richarrc


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User talk:87.242.117.150

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. Urbane  (Talk)   (Contributions)  22:43, 30 August 2007 (UTC)

title: User talk:87.242.117.150


text:
User talk:LukePebody

Image copyright problem with Image:K5Graph.png
Thanks for uploading Image:K5Graph.png. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law, and requires that we maintain a strict copyright policy. The image that may soon be deleted unless we can determine the copyright holder and status.

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask another Wikibookian at the help desk. Thank you.  – Mike.lifeguard  | talk 23:04, 30 August 2007 (UTC)

 * Please be sure to check all your image uploads and add appropriate license information. They'll be deleted in about a week unless suitable tags are added.  – Mike.lifeguard  | talk 23:05, 30 August 2007 (UTC)

title: User talk:LukePebody


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Wikibooks:Transwiki log/Articles moved to here/2003

December 2003

 * Transwiki:One-Hour Thanksgiving Dinner from One-Hour Thanksgiving Dinner (partial move) -Smack 00:13, 18 Dec 2003 (UTC) → Cookbook:One-Hour Thanksgiving Dinner


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User talk:Anynobody~enwikibooks

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

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 Anynobody. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Anynobody~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) 04:33, 19 April 2015 (UTC)

title: User talk:Anynobody~enwikibooks


text:
Wikibooks:Transwiki log/Articles moved to here/2004

January 2004

 * Transwiki:The Subjection of Women from Wikipedia. 81.155.24.161 19:58, 1 Jan 2005 (UTC)
 * Transwiki:Pumpkin pie from Pumpkin pie (recipe section only) Gentgeen 01:48, 4 Jan 2004 (UTC) →Cookbook:Pumpkin Pie Gentgeen 08:21, 4 Jan 2004 (UTC)
 * Transwiki:Crème brûlée from Crème brûlée (recipe only) → Cookbook:Crème Brûlée Gentgeen 00:26, 26 Jan 2004 (PST) Gentgeen 08:21, 4 Jan 2004 (UTC)
 * Transwiki:Pesto from Pesto (recipe only) Gentgeen 00:11, 5 Jan 2004 (UTC) → Cookbook:Pesto Gentgeen 00:57, 26 Jan 2004 (PST)
 * Rice and meat soup → Transwiki:Rice and meat soup Gentgeen 06:02, 5 Jan 2004 (UTC) →Cookbook:Rice and beef soup Gentgeen 01:35, 7 Jan 2004 (UTC)
 * Understanding Comics/summary → Transwiki:Understanding Comics. Angela 23:08, 6 Jan 2004 (UTC)
 * KX-T2365E → transwiki:KX-T2365E (was at User:Premeditated Chaos). Angela 07:01, 12 Jan 2004 (UTC)
 * Miser's sauce → Transwiki:Cookbook:Miser's sauce. Angela 20:08, 17 Jan 2004 (UTC)
 * Minestrone alla Milanese → Transwiki:Cookbook:Minestrone alla Milanese. Angela 23:02, 20 Jan 2004 (UTC)
 * Minestrone of rice and celery → Transwiki:Cookbook:Minestrone of rice and celery. Angela 23:04, 20 Jan 2004 (UTC)
 * Brown rice with ground turkey → Transwiki:Brown rice with ground turkey. Gentgeen 06:39, 22 Jan 2004 (UTC) → Cookbook:Brown Rice with Ground Turkey Gentgeen
 * Cottage Cheese Eggs → Transwiki:Cottage Cheese Eggs → Cookbook. Gentgeen 07:43, 22 Jan 2004 (UTC)
 * Cream Cheese Wontons → Transwiki:Cream Cheese Wontons → Cookbook Gentgeen 07:55, 22 Jan 2004 (UTC)
 * French Dip Sandwiches → Transwiki:French Dip Sandwiches. Gentgeen 08:08, 22 Jan 2004 (UTC) → Cookbook:French Dip Sandwiches Gentgeen 09:35, 23 Jan 2004 (UTC)
 * Grilled cheese sandwich → Transwiki:Grilled cheese sandwich Gentgeen 23:22, 25 Jan 2004 (PST) → Cookbook:Grilled Cheese Sandwich
 * Grilled Peanut Butter Sandwiches → Transwiki:Grilled Peanut Butter Sandwiches Gentgeen 23:31, 25 Jan 2004 (PST) → Cookbook:Grilled Peanut Butter Sandwiches
 * Mincemeat tart → Transwiki:Mincemeat tart → Cookbook:Mincemeat Tart. Gentgeen 00:05, 26 Jan 2004 (PST)
 * Molasses toffee → Transwiki:Molasses toffee → Cookbook:Molasses Toffee 14 Feb 2004 Gentgeen 00:05, 26 Jan 2004 (PST)
 * Pickert → Transwiki:Pickert. Angela 03:46, 29 Jan 2004 (UTC) → Cookbook:Pickert Gentgeen 12:41, 14 Feb 2004 (UTC)
 * No-Bake Chocolate Chip Cookie Pie → Transwiki:No-Bake Chocolate Chip Cookie Pie → Cookbook Gentgeen 07:55, 29 Jan 2004 (UTC)
 * Not Quite Eggs Benedict → Transwiki:Not Quite Eggs Benedict → Cookbook:Not Quite Eggs Benedict 14 Feb 2003 Gentgeen 11:25, 29 Jan 2004 (UTC)
 * Sunglow Motel-Cafe Pickle Pie → Transwiki:Sunglow Motel-Cafe Pickle Pie Gentgeen 11:25, 29 Jan 2004 (UTC)
 * recipe section of Potato salad → Transwiki:Potato salad Gentgeen 11:25, 29 Jan 2004 (UTC)
 * recipe section of Pound cake → Transwiki:Pound cake → (Cookbook:Pound Cake and Cookbook:1-2-3-4 Cake) 14 FEB 2004 Gentgeen 11:25, 29 Jan 2004 (UTC)
 * recipe section of Puree mongole → Transwiki:Puree mongole Gentgeen 11:25, 29 Jan 2004 (UTC)
 * Roasted brined turkey → Transwiki:Roasted brined turkey Gentgeen 11:25, 29 Jan 2004 (UTC) → Cookbook:Roasted Brined Turkey Gentgeen 18:48, 2 Apr 2004 (UTC)
 * Simple nachos → Transwiki:Simple nachos → Cookbook:Simple Nachos (feb 25) Gentgeen 11:25, 29 Jan 2004 (UTC)
 * recipe section of S'more → Transwiki:S'more Gentgeen 11:25, 29 Jan 2004 (UTC) → Cookbook:S'more Gentgeen
 * Fairy cake → Transwiki:Fairy cake → Cookbook:Fairy Cakes (feb 25) Gentgeen 13:22, 31 Jan 2004 (UTC)
 * How to find a book → Transwiki:How to find a book. Angela 13:34, 31 Jan 2004 (UTC) → How to find a book

February 2004

 * recipe section of Anzac biscuits → Transwiki:Anzac biscuits → (Mar 10) Cookbook:Anzac Biscuits Gentgeen 08:52, 1 Feb 2004 (UTC)
 * Carpetbag steak → Transwiki:Carpetbag steak Gentgeen 09:03, 1 Feb 2004 (UTC)
 * recipe from Pavlova → Transwiki:Pavlova → (Mar 10) Cookbook:Pavlova Gentgeen 09:19, 1 Feb 2004 (UTC)
 * recipe from Bubble and squeak → Transwiki:Bubble and squeak Gentgeen 07:44, 3 Feb 2004 (UTC) → Cookbook:Bubble and Squeak. Gentgeen 11:08, 20 Apr 2004 (UTC)
 * recipe from Christmas pudding → Transwiki:Christmas pudding Gentgeen 07:44, 3 Feb 2004 (UTC)
 * Madeira cake → Transwiki:Madeira cake (Mar 10) -→ Cookbook:Madeira Honey Cake Gentgeen 12:50, 3 Feb 2004 (UTC)
 * Mince pie → Transwiki:Mince pie Gentgeen 13:09, 3 Feb 2004 (UTC)
 * Cooking a turkey → Transwiki:Cooking a turkey Gentgeen 03:34, 4 Feb 2004 (UTC) Content merged into existing module Cookbook:Turkey. Gentgeen 23:02, 16 Nov 2004 (UTC)
 * recipes from Yorkshire Pudding → Transwiki:Yorkshire Pudding Gentgeen 03:34, 4 Feb 2004 (UTC)
 * Fried rice → Transwiki:Fried rice. Gentgeen 11:51, 11 Feb 2004 (UTC)
 * Crotopo soup → Transwiki:Crotopo soup. Angela 23:11, 21 Feb 2004 (UTC)
 * Coq au Vin → Transwiki:Coq au Vin KJ 09:08, 23 Feb 2004 (UTC) → Cookbook:Coq au Vin Gentgeen 22:48, 25 Feb 2004 (UTC)
 * Ratatouille → Transwiki:Ratatouille KJ 09:17, 23 Feb 2004 (UTC) → Cookbook:Ratatouille Gentgeen
 * Le Tourin (recipe) → Transwiki:Le Tourin KJ 09:22, 23 Feb 2004 (UTC) → Cookbook:Le Tourin Gentgeen
 * crêpe recipe → Tranwiki:crepe KJ 09:35, 23 Feb 2004 (UTC) → Cookbook:Crêpe Gentgeen
 * How to cook dandelions → Transwiki:How to cook dandelions Gentgeen 19:18, 23 Feb 2004 (UTC)
 * recipe from Saumagen → Transwiki:Saumagen. Gentgeen 19:02, 24 Feb 2004 (UTC)
 * Vangibhat → Transwiki:Vangibhat Gentgeen 19:11, 24 Feb 2004 (UTC)
 * Masaledaar chole → Transwiki:Masaledaar chole Gentgeen 19:19, 24 Feb 2004 (UTC) → Cookbook:Masaledaar chole. Gentgeen 17:47, 12 Nov 2004 (UTC)
 * Bengal Potatoes → Transwiki:Bengal Potatoes. → cookbook (May 19) Gentgeen 19:31, 24 Feb 2004 (UTC)
 * Baked lamb and yogurt → Transwiki:Baked lamb and yogurt Davodd 19:55, 24 Feb 2004 (UTC) → Cookbook:Baked Lamb and Yogurt Gentgeen 14:40, 21 Mar 2004 (UTC)

March 2004

 * recipe from Mirucurepu → Transwiki:Mirucurepu → Cookbook:Mille Crêpe Gentgeen 23:06, 1 Mar 2004 (UTC)
 * How to make soap → Transwiki:How to make soap
 * Rice cooker techniques → Transwiki:Rice cooker techniques Gentgeen 11:19, 10 Mar 2004 (UTC) → Cookbook:Rice cooker. Gentgeen 12:11, 14 Oct 2004 (UTC)
 * Rice an' Peas → Transwiki:Rice an' Peas → (Mar 21) Cookbook:Rice an' Peas. Gentgeen 11:19, 10 Mar 2004 (UTC)
 * Pandora Feast → Transwiki:Pandora Feast → (Mar 21) Cookbook:Pandora's Feast Gentgeen 11:19, 10 Mar 2004 (UTC)
 * recipe from Zupa ogorkowa → Transwiki:Zupa ogorkowa → Cookbook:Zupa Ogórkowa. Gentgeen 12:16, 20 Mar 2004 (UTC)
 * recipe from Kielbasa → Transwiki:Kielbasa → Cookbook:Wiejska. Gentgeen 12:24, 20 Mar 2004 (UTC)
 * recipe from Rosól → Transwiki:Rosól → (Mar 21) Cookbook:Rosól. Gentgeen 12:31, 20 Mar 2004 (UTC)
 * Frogs' legs → Transwiki:Frogs' legs Gentgeen 15:37, 22 Mar 2004 (UTC) → Cookbook Gentgeen 07:17, 19 May 2004 (UTC)
 * Frumenty → Transwiki:Frumenty. Angela 17:25, 23 Mar 2004 (UTC)
 * Borscht → Transwiki:Borscht Gentgeen 15:47, 24 Mar 2004 (UTC) → Cookbook:Russian Cabbage Borscht Gentgeen 13:58, 2 May 2004 (UTC)
 * Sirniki → Transwiki:Sirniki. Gentgeen 15:57, 24 Mar 2004 (UTC)
 * Transwiki:The_J2ME_Platform from wikipedia article An Introduction to J2ME and than moved to The J2ME Platform Shareme 14:10, 26 Mar 2005 (UTC)
 * Transwiki:Connected Limited Device Configuration from wikipedia articleAn Introduction to Coonected Limited Device Configuration to Connected Limited Device Configuration Shareme 20:33, 26 Mar 2005 (UTC)
 * Transwiki:MIDP1 from wikipedia article Overview of MIDP1 to MIDP1 Shareme 23:31, 26 Mar 2005 (UTC)
 * Transwiki:JVMs in MIDP from wikipedia article An Introduction to Java Virtual Machines in MIDP to JVMs in MIDP Shareme 00:05, 27 Mar 2005 (UTC)
 * Transwiki:MIDlet Preverify from wikipedia article MIDlet Preverify to MIDlet Preverify Shareme 00:34, 27 Mar 2005 (UTC)

April 2004
→ Cookbook Gentgeen 14:05, 2 May 2004 (UTC)
 * Wiki cookbook Gentgeen 18:23, 5 Apr 2004 (UTC) → Transwiki:Vegetable Stew and Dumplings. → Cookbook:Vegetable Stew and Dumplings Perl 18:28, 5 Apr 2004 (UTC)
 * Beef gravy soup → Transwiki:Beef gravy soup. Angela 22:10, 9 Apr 2004 (UTC) → Cookbook. Gentgeen 06:31, 19 May 2004 (UTC)
 * Chicken Madras → Transwiki:Chicken Madras. Gentgeen 11:05, 21 Apr 2004 (UTC)
 * Minestrone of rice and turnip → Transwiki:Minestrone of rice and turnip →Cookbook:Minestrone of Rice and Turnips. Gentgeen 22:08, 21 Apr 2004 (UTC)

August 2004

 * Knowledge normalization → Transwiki:Knowledge normalization. Davodd 11:21, 24 Aug 2004 (UTC)

September 2004

 * Veal with large lima beans → Transwiki:Veal with large lima beans. Aqua008 02:11, 6 Sep 2004 (UTC) → Cookbook:Mish qingjji me barbunja. Gentgeen 17:32, 12 Nov 2004 (UTC)

November 2004

 * Eel alla Milanese → Cookbook:Eel alla Milanese -- Francs2000 15:23, 12 Nov 2004 (UTC)
 * Tick removal → Tick removal -- Francs2000 16:06, 12 Nov 2004 (UTC)
 * Thermite synthesis → Transwiki:Thermite synthesis -- Francs2000 00:24, 13 Nov 2004 (UTC)
 * Coconut Chutney → Cookbook:Coconut Chutney -- Francs2000 13:14, 13 Nov 2004 (UTC)
 * Urban walks in Melbourne → Transwiki:Urban walks in Melbourne -- Francs2000 00:25, 15 Nov 2004 (UTC)
 * How to learn a language -- > -- Francs2000 00:36, 15 Nov 2004 (UTC)
 * How-to/Motorcycling → Transwiki:How-to/Motorcycling -- Francs2000 01:21, 15 Nov 2004 (UTC)

December 2004

 * How to make Biodiesel → Transwiki:How to make Biodiesel. Poccil 03:16, 7 Dec 2004 (UTC)
 * Clear soup → Transwiki:Clear soup. Poccil 03:27, 7 Dec 2004 (UTC) → Cookbook:Clear soup Uncle G 10:42:27, 2005-08-19 (UTC)
 * Tuscan soup → Transwiki:Tuscan soup. Poccil 03:31, 7 Dec 2004 (UTC) → Cookbook:Tuscan soup Uncle G 10:42:27, 2005-08-19 (UTC)
 * Dark * Stormy → Transwiki:Dark * Stormy. Poccil 03:37, 7 Dec 2004 (UTC)
 * Bourbon county cowboy → Transwiki:Bourbon county cowboy. Poccil 03:41, 7 Dec 2004 (UTC) → Bartending:Bourbon county cowboy Uncle G 10:42:27, 2005-08-19 (UTC)
 * Portabello Eggs → Transwiki:Portabello Eggs. Poccil 03:47, 7 Dec 2004 (UTC) → Cookbook:Portabello Eggs Uncle G 10:42:27, 2005-08-19 (UTC)
 * Orange sherbet smoothie → Transwiki:Orange sherbet smoothie. Poccil 03:50, 7 Dec 2004 (UTC) → Cookbook:Orange Sherbet Smoothie
 * Baked leeks → Transwiki:Baked leeks. Poccil 03:40, 8 Dec 2004 (UTC) → Cookbook:Baked leeks Uncle G 10:42:27, 2005-08-19 (UTC)
 * Chef salad → Transwiki:Chef salad. Poccil 20:46, 16 Dec 2004 (UTC) → Cookbook:Chef Salad Uncle G 10:42:27, 2005-08-19 (UTC)


text:
Wikibooks:Transwiki log/Articles moved to here/2005

January 2005

 * Moved from en.wikipedia.org:
 * w:Eurasian Smore → Transwiki:Eurasian Smore. → Cookbook:Eurasian Smore Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Minestrone of Semolina → Transwiki:Minestrone of Semolina. → Cookbook:Minestrone of Semolina Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Minestrone of rice and cabbage → Transwiki:Minestrone of rice and cabbage. → Cookbook:Minestrone of rice and cabbage Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Oyster soup → Transwiki:Oyster soup. → Cookbook:Oyster soup Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Roman soup → Transwiki:Roman soup. → Cookbook:Roman soup Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Rm (Unix) → Transwiki:Rm (Unix). → merged to Guide to UNIX/Commands/File System Utilities Kernigh 06:10, 23 November 2005 (UTC)
 * w:GLib → Transwiki:GLib.
 * w:How to distinguish a monocot from a dicot → Transwiki:How to distinguish a monocot from a dicot.
 * w:Veal gravy soup → Transwiki:Veal gravy soup. → Cookbook:Veal gravy soup Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Vegetable soup → Transwiki:Vegetable soup. → Cookbook:Vegetable soup Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Sword construction → Transwiki:Sword construction.
 * 216.177.2.36 21:07, 23 Jan 2005 (UTC)
 * Moved from en.wikipedia.org:
 * w:Broiling tomatoes → Transwiki:Broiling tomatoes. → Cookbook:Broiling tomatoes Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Format (Common Lisp) → Transwiki:Format (Common Lisp).
 * w:Kaalikääryleet → Transwiki:Kaalikääryleet. → Cookbook:Kaalikääryleet Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Lancashire corned beef hash → Transwiki:Lancashire corned beef hash.
 * w:Maria Teresa → Transwiki:Maria Teresa. → Bartending:Maria Teresa Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Oil-dumpling → Transwiki:Oil-dumpling. → Cookbook:Oil-dumpling Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Osso Bucco → Transwiki:Osso Bucco. &rarr Cookbook:Osso Bucco Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:JavaDC → Transwiki:JavaDC.
 * w:Jello shot → Transwiki:Jello shot. → Bartending:Jello shot Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Spring soup → Transwiki:Spring soup. → Cookbook:Spring soup Uncle G 10:42:27, 2005-08-19 (UTC)
 * w:Spritzgeback → Transwiki:Spritzgeback. → Cookbook:Spritzgeback Uncle G 10:42:27, 2005-08-19 (UTC)
 * 216.177.2.140 07:48, 24 Jan 2005 (UTC)

April 2005

 * Constructing school science lab equipment → Transwiki:Constructing school science lab equipment Uncle G 14:25, 20 Apr 2005 (UTC) → Constructing school science lab equipment Uncle G 14:31, 20 Apr 2005 (UTC)
 * Cell holder → Transwiki:Cell holder Uncle G 14:25, 20 Apr 2005 (UTC) → Constructing school science lab equipment/Cell holder Uncle G 14:31, 20 Apr 2005 (UTC)
 * Bulb holder → Transwiki:Bulb holder Uncle G 14:25, 20 Apr 2005 (UTC) → Constructing school science lab equipment/Bulb holder Uncle G 14:31, 20 Apr 2005 (UTC)
 * Simple switches → Transwiki:Simple switches Uncle G 14:25, 20 Apr 2005 (UTC) → Constructing school science lab equipment/Simple switches Uncle G 14:31, 20 Apr 2005 (UTC)
 * Hydraulics demonstration → Transwiki:Hydraulics demonstration Uncle G 14:25, 20 Apr 2005 (UTC) → Constructing school science lab equipment/Hydraulics demonstration Uncle G 14:31, 20 Apr 2005 (UTC)
 * Graticule slides → Transwiki:Graticule slides Uncle G 14:25, 20 Apr 2005 (UTC) → Constructing school science lab equipment/Graticule slides Uncle G 14:31, 20 Apr 2005 (UTC)
 * Apparatus for demonstrating osmosis → Transwiki:Apparatus for demonstrating osmosis Uncle G 14:25, 20 Apr 2005 (UTC) → Constructing school science lab equipment/Apparatus for demonstrating osmosis Uncle G 14:31, 20 Apr 2005 (UTC)
 * Making Charles' law tubes → Transwiki:Making Charles' law tubes Uncle G 14:25, 20 Apr 2005 (UTC) → Constructing school science lab equipment/Making Charles' law tubes Uncle G 14:31, 20 Apr 2005 (UTC)
 * Bell jar model lung → Transwiki:Bell jar model lung → Constructing school science lab equipment/Bell jar model lung Egil 14:51, 21 Apr 2005 (UTC)
 * How to breed Siamese Fighting Fish → Transwiki:How to breed Siamese Fighting Fish → How to breed Siamese Fighting Fish Egil 14:51, 21 Apr 2005 (UTC)
 * Trigonometry in simple terms → Transwiki:Trigonometry in simple terms Uncle G 15:15, 22 Apr 2005 (UTC)

May 2005

 * School physics experiments and demonstrations → Transwiki:School physics experiments and demonstrations then merged with School science how-to -- Egil 22:40, 9 May 2005 (UTC)
 * Borgism → Transwiki:Borgism → Jokebook/Borgism Uncle G 22:40, 24 May 2005 (UTC)

June 2005

 * Activating the VOIP Speaker on the Loox 720 → Transwiki:Activating the VOIP Speaker on the Loox 720 Uncle G 00:55, 4 Jun 2005 (UTC)
 * Fujitsu Siemens Loox 720 → Transwiki:Fujitsu Siemens Loox 720 Uncle G 00:55, 4 Jun 2005 (UTC)
 * How to use the Audio In on the Loox 720 → Transwiki:How to use the Audio In on the Loox 720 Uncle G 00:55, 4 Jun 2005 (UTC)
 * Volapük introduction to Transwiki:Volapük introduction, an old file that should have been transferred a couple years ago. Eclecticology 17:53, 4 Jun 2005 (UTC)
 * IB Biology → Transwiki:IB Biology → IB Biology Study Guide Uncle G 16:12, 6 Jun 2005 (UTC)

July 2005

 * w:H3knix:install → Transwiki:How to install h3knix → How to install h3knix Pianoman87 8 July 2005 10:29 (UTC)
 * EverQuest game commands → Transwiki:EverQuest game commands → EverQuest/Commands Uncle G 18:28, 14 July 2005 (UTC)
 * Buying snowboards → Transwiki:Buying snowboards —Cryptic (talk) 07:31, 19 July 2005 (UTC)
 * Counter-Strike console commands → Transwiki:Counter-Strike console commands —Cryptic (talk) 09:44, 19 July 2005 (UTC)
 * Dumping MSX ROM cartridges → Transwiki:Dumping MSX ROM cartridges —Cryptic (talk) 09:50, 19 July 2005 (UTC)
 * Roast Potatoes → Transwiki:Roast Potatoes —Cryptic (talk) 10:43, 19 July 2005 (UTC)
 * Russian humour/Rzhevski → Transwiki:Russian humour/Rzhevski —Cryptic (talk) 10:55, 19 July 2005 (UTC)
 * Pizza Hot Dogs → Transwiki:Pizza Hot Dogs —Cryptic (talk) 10:59, 19 July 2005 (UTC)
 * School biology experiments and demonstrations → Transwiki:School biology experiments and demonstrations —Cryptic (talk) 12:14, 19 July 2005 (UTC)
 * School chemistry experiments and demonstrations → Transwiki:School chemistry experiments and demonstrations —Cryptic (talk) 12:20, 19 July 2005 (UTC)
 * Osmosis demonstration → Transwiki:Osmosis demonstration —Cryptic (talk) 12:33, 19 July 2005 (UTC)
 * Inside reverse fold → Transwiki:Inside reverse fold —Cryptic (talk) 12:39, 19 July 2005 (UTC)
 * Valley fold → Transwiki:Valley fold —Cryptic (talk) 12:42, 19 July 2005 (UTC)
 * Satellite dish installation → Transwiki:Satellite dish installation —Cryptic (talk) 12:48, 19 July 2005 (UTC)
 * Calculating Number Bases → Transwiki:Calculating Number Bases —Cryptic (talk) 12:53, 19 July 2005 (UTC)
 * An Intoduction to Connected Limited Device Configuration → Transwiki:An Intoduction to Connected Limited Device Configuration —Cryptic (talk) 03:45, 20 July 2005 (UTC)
 * w:Wikipedia:Savoir-faire → Transwiki:Savoir-faire Uncle G 10:36, 20 July 2005 (UTC)
 * Rise of Nations Units → Rise_of_Nations/Units --w:User:Dmcdevit 05:47, 21 July 2005 (UTC)
 * Reading spark plugs for racing → Reading spark plugs for racing --w:User:Dmcdevit 05:47, 21 July 2005 (UTC)
 * w:Events with Muhammad: 1 → Transwiki:Events with Muhammad: 1 —Cryptic (talk) 08:47, 22 July 2005 (UTC)
 * w:Events with Muhammad: 2 → Transwiki:Events with Muhammad: 2 —Cryptic (talk) 08:47, 22 July 2005 (UTC)
 * w:Events with Muhammad: 3 → Transwiki:Events with Muhammad: 3 —Cryptic (talk) 08:47, 22 July 2005 (UTC)
 * Caipirinha → Transwiki:Caipirinha — Jeff Q (talk) 02:07, 2 August 2005 (UTC) → merged w/ Bartending:Caipirinha — Jeff Q (talk) 03:02, 2 August 2005 (UTC)
 * Harry Potter and the Half-Blood Prince - Full Plot Summary → Harry Potter plots/Half-Blood Prince 131.230.109.211 2005-07-23 01:13:25 UTC (→ Muggles' Guide to Harry Potter/Books/Half-Blood Prince Uncle G) (missing log entry added. Uncle G 20:54:21, 2005-08-03 (UTC))
 * Harry Potter and the Chamber of Secrets - Full Plot Summary → Harry Potter plots/Chamber of Secrets 131.230.109.211 2005-07-23 01:11:25 UTC (→ Muggles' Guide to Harry Potter/Books/Chamber of Secrets Uncle G) (missing log entry added. Uncle G 20:54:21, 2005-08-03 (UTC))
 * Harry Potter (plot) → (missing log entry added. Uncle G 20:54:21, 2005-08-03 (UTC))
 * Harry Potter plots 131.230.109.211 2005-07-23 00:59:06 UTC
 * Harry Potter plots/Order of the Phoenix 131.230.109.211 2005-07-23 01:12:53 UTC (→ Muggles' Guide to Harry Potter/Books/Half-Blood Prince Uncle G)
 * Harry Potter plots/Philosopher's Stone 131.230.109.211 2005-07-23 01:10:51 UTC (→ Muggles' Guide to Harry Potter/Books/Philosopher's Stone Uncle G)
 * Harry Potter plots/Goblet of Fire 131.230.109.211 2005-07-23 01:12:25 UTC (→ Muggles' Guide to Harry Potter/Books/Goblet of Fire Uncle G)
 * Harry Potter plots/Prisoner of Azkaban 131.230.109.211 2005-07-23 01:11:54 UTC (→ Muggles' Guide to Harry Potter/Books/Prisoner of Azkaban Uncle G)

August 2005

 * Queens soup → Transwiki:Queens soup Uncle G's 'bot 13:00:08, 2005-08-08 (UTC) → Cookbook:Queens soup Uncle G 10:42:27, 2005-08-19 (UTC)
 * EverQuest Slang, Acronyms, Lingo → Transwiki:EverQuest Slang, Acronyms, Lingo Uncle G's 'bot 11:11:08, 2005-08-12 (UTC) → EverQuest/Glossary Uncle G 11:27:13, 2005-08-12 (UTC)
 * Pudina hilsa → Transwiki:Pudina hilsa —Cryptic (talk) 11:33, 16 August 2005 (UTC) → Cookbook:Pudina hilsa Uncle G 10:42:27, 2005-08-19 (UTC)
 * Binagoongan → Transwiki:Binagoongan —Cryptic (talk) 13:58, 16 August 2005 (UTC) → Cookbook:Binagoongan Uncle G 10:42:27, 2005-08-19 (UTC)
 * Corn soup → Transwiki:Corn soup Uncle G's 'bot 16:07:19, 2005-08-18 (UTC) → Cookbook:Corn soup Uncle G 10:42:27, 2005-08-19 (UTC)
 * Drawn butter → Transwiki:Drawn butter Uncle G's 'bot 16:14:38, 2005-08-18 (UTC) → Cookbook:Drawn butter Uncle G 10:42:27, 2005-08-19 (UTC)
 * Champagne Classic → Transwiki:Champagne Classic Uncle G's 'bot 16:17:53, 2005-08-18 (UTC) → Bartending:Champagne Classic Uncle G 10:42:27, 2005-08-19 (UTC)
 * Chocolate balls → Transwiki:Chocolate balls Uncle G's 'bot 16:29:24, 2005-08-18 (UTC) → Cookbook:Chocolate balls Uncle G 10:42:27, 2005-08-19 (UTC)
 * Cioppino → Transwiki:Cioppino Uncle G's 'bot 16:36:31, 2005-08-18 (UTC) → Cookbook:Cioppino Uncle G 10:42:27, 2005-08-19 (UTC)
 * Harrisa → Transwiki:Harrisa Uncle G's 'bot 16:41:00, 2005-08-18 (UTC) → Cookbook:Harrisa Uncle G 10:42:27, 2005-08-19 (UTC)
 * White villeroy → Transwiki:White villeroy Uncle G's 'bot 16:46:17, 2005-08-18 (UTC) → Cookbook:White villeroy Uncle G 10:42:27, 2005-08-19 (UTC)
 * Soy sauce chicken → Transwiki:Soy sauce chicken Uncle G's 'bot 16:50:14, 2005-08-18 (UTC) → Cookbook:Soy sauce chicken Uncle G 10:42:27, 2005-08-19 (UTC)
 * Soviet cocktail → Transwiki:Soviet cocktail Uncle G's 'bot 16:52:56, 2005-08-18 (UTC) → Bartending:Soviet cocktail Uncle G 10:42:27, 2005-08-19 (UTC)
 * Soup alla Nazionale → Transwiki:Soup alla Nazionale Uncle G's 'bot 16:55:20, 2005-08-18 (UTC) → Cookbook:Soup alla Nazionale
 * Safe Sex on the Beach → Transwiki:Safe Sex on the Beach Uncle G's 'bot 16:57:29, 2005-08-18 (UTC) → Bartending:Safe Sex on the Beach Uncle G 10:42:27, 2005-08-19 (UTC)
 * Soup all'Imperatrice → Transwiki:Soup all'Imperatrice Uncle G's 'bot 16:59:30, 2005-08-18 (UTC) → Cookbook:Soup all'Imperatrice Uncle G 10:42:27, 2005-08-19 (UTC)
 * Soup alla Canavese → Transwiki:Soup alla Canavese Uncle G's 'bot 17:01:13, 2005-08-18 (UTC) → Cookbook:Soup alla Canavese Uncle G 10:42:27, 2005-08-19 (UTC)
 * Soup alla Lombarda → Transwiki:Soup alla Lombarda Uncle G's 'bot 17:01:54, 2005-08-18 (UTC) → Cookbook:Soup alla Lombarda Uncle G 10:42:27, 2005-08-19 (UTC)
 * Soup alla Maria Pia → Transwiki:Soup alla Maria Pia Uncle G's 'bot 17:02:58, 2005-08-18 (UTC) → Cookbook:Soup alla Maria Pia Uncle G 10:42:27, 2005-08-19 (UTC)
 * Soup alla Modanese → Transwiki:Soup alla Modanese Uncle G's 'bot 17:03:34, 2005-08-18 (UTC) → Cookbook:Soup alla Modanese Uncle G 10:42:27, 2005-08-19 (UTC)
 * Persian appel dessert → Transwiki:Persian appel dessert Uncle G's 'bot 17:14:02, 2005-08-18 (UTC) → Cookbook:Persian appel dessert Uncle G 10:42:27, 2005-08-19 (UTC)
 * Arisa → Transwiki:Arisa Uncle G's 'bot 17:15:46, 2005-08-18 (UTC) → Cookbook:Arisa Uncle G 10:42:27, 2005-08-19 (UTC)
 * Prince of Wales cocktail → Transwiki:Prince of Wales cocktail Uncle G's 'bot 17:16:57, 2005-08-18 (UTC) → Bartending:Prince of Wales Uncle G 10:42:27, 2005-08-19 (UTC)
 * Frangelico Luau → Transwiki:Frangelico Luau Uncle G's 'bot 17:32:52, 2005-08-18 (UTC) → Bartending:Frangelico Luau Uncle G 10:42:27, 2005-08-19 (UTC)
 * How to care for a pet cockatoo → Transwiki:How to care for a pet cockatoo Uncle G's 'bot 17:41:48, 2005-08-18 (UTC) → How to care for a pet cockatoo Uncle G 10:42:27, 2005-08-19 (UTC)
 * How to catch a pickerel → Transwiki:How to catch a pickerel Uncle G's 'bot 17:48:47, 2005-08-18 (UTC) → How to catch a pickerel Uncle G 10:42:27, 2005-08-19 (UTC)
 * Electrical travellers' guide → Transwiki:Electrical travellers' guide Uncle G's 'bot 17:55:21, 2005-08-18 (UTC) → Guide to electrical equipment for travellers Uncle G 10:42:27, 2005-08-19 (UTC)
 * Potsticker → Transwiki:Potsticker Uncle G's 'bot 18:05:52, 2005-08-18 (UTC) → Cookbook:Potsticker Uncle G 10:42:27, 2005-08-19 (UTC)
 * Picture framing → Transwiki:Picture framing Uncle G's 'bot 18:13:21, 2005-08-18 (UTC) → A practical guide to picture framing Uncle G 10:42:27, 2005-08-19 (UTC)
 * Fiction technique → Transwiki:Fiction technique Uncle G's 'bot 18:26:47, 2005-08-18 (UTC) → Fiction technique Uncle G 10:42:27, 2005-08-19 (UTC)
 * Atmospheric pressure demonstration → Transwiki:Atmospheric pressure demonstration Uncle G's 'bot 19:14:20, 2005-08-18 (UTC)
 * School Science Experiment - Demonstrating the properties of waves on an Oscilloscope → Transwiki:School Science Experiment - Demonstrating the properties of waves on an Oscilloscope Uncle G's 'bot 19:15:27, 2005-08-18 (UTC)
 * Koadic's Endless Intellect → Transwiki:Koadic's Endless Intellect Uncle G's 'bot 09:44:01, 2005-08-19 (UTC) → EverQuest/Spells/Koadic's Endless Intellect Uncle G 10:42:27, 2005-08-19 (UTC)
 * Spirit of Wolf → Transwiki:Spirit of Wolf Uncle G's 'bot 09:44:51, 2005-08-19 (UTC) → EverQuest/Spells/Spirit of Wolf Uncle G 10:42:27, 2005-08-19 (UTC)
 * Pineapple tarts recipe → Transwiki:Pineapple tarts recipe Uncle G's 'bot 12:53:56, 2005-08-19 (UTC)
 * Coconut barfi → Transwiki:Coconut barfi Uncle G's 'bot 12:59:34, 2005-08-19 (UTC)
 * Coconut barfi → Transwiki:Coconut barfi Uncle G's 'bot 13:00:55, 2005-08-19 (UTC)
 * Mirepoix sauce → Transwiki:Mirepoix sauce Uncle G's 'bot 13:05:20, 2005-08-19 (UTC)
 * Mushroom sauce → Transwiki:Mushroom sauce Uncle G's 'bot 13:12:38, 2005-08-19 (UTC)
 * Neapolitan sauce → Transwiki:Neapolitan sauce Uncle G's 'bot 13:14:48, 2005-08-19 (UTC)
 * Neapolitan soup → Transwiki:Neapolitan soup Uncle G's 'bot 13:19:07, 2005-08-19 (UTC)
 * Neapolitan anchovy sauce → Transwiki:Neapolitan anchovy sauce Uncle G's 'bot 13:21:43, 2005-08-19 (UTC)
 * Genoese sauce → Transwiki:Genoese sauce Uncle G's 'bot 13:23:07, 2005-08-19 (UTC)
 * Ham sauce → Transwiki:Ham sauce Uncle G's 'bot 13:25:39, 2005-08-19 (UTC)
 * Tarragon sauce → Transwiki:Tarragon sauce Uncle G's 'bot 13:28:25, 2005-08-19 (UTC)
 * Minestrone alla Casalinga → Transwiki:Minestrone alla Casalinga Uncle G's 'bot 13:30:19, 2005-08-19 (UTC)
 * Italian sauce → Transwiki:Italian sauce Uncle G's 'bot 13:31:20, 2005-08-19 (UTC)
 * Espagnole sauce → Transwiki:Espagnole sauce Uncle G's 'bot 13:32:30, 2005-08-19 (UTC)
 * Lettuce soup → Transwiki:Lettuce soup Uncle G's 'bot 13:34:58, 2005-08-19 (UTC)
 * Indian pone → Transwiki:Indian pone Uncle G's 'bot 08:03:10, 2005-08-20 (UTC)
 * Indian pone → Transwiki:Indian pone Uncle G's 'bot 08:05:25, 2005-08-20 (UTC)
 * Dr. Kitchener's pudding → Transwiki:Dr. Kitchener's pudding Uncle G's 'bot 11:37:06, 2005-08-20 (UTC)
 * Uppittu → Transwiki:Uppittu Uncle G's 'bot 11:41:56, 2005-08-20 (UTC)
 * Paste for tarts → Transwiki:Paste for tarts Uncle G's 'bot 11:43:58, 2005-08-20 (UTC)
 * Canning how-to → Transwiki:Canning how-to —Cryptic (talk) 03:31, 21 August 2005 (UTC)
 * Wiki waki woo → Transwiki:Wiki waki woo Uncle G's 'bot 10:53:39, 2005-08-22 (UTC)
 * Star Sonata Guide → Transwiki:Star Sonata Guide Uncle G's 'bot 02:25:30, 2005-08-23 (UTC)
 * Salted mustard greens and shredded meat noodle soup → Transwiki:Salted mustard greens and shredded meat noodle soup Uncle G's 'bot 12:06:42, 2005-08-23 (UTC)
 * Hot milk cake → Transwiki:Hot milk cake Uncle G's 'bot 09:20:03, 2005-08-24 (UTC)

September 2005

 * Useful unix command → Transwiki:Useful unix command Uncle G's 'bot 09:50:56, 2005-09-04 (UTC)
 * Mirchi bhajji → Transwiki:Mirchi bhajji → Cookbook:Mirchi bhajji —Cryptic (talk) 11:26, 15 September 2005 (UTC)
 * Goodbye Russia With Love → Transwiki:Goodbye Russia With Love Uncle G's 'bot 00:28, 25 September 2005 (UTC)

October 2005

 * How to make a transformer → Transwiki:School science/How to make a transformer → School science/How to make a transformer Egil 09:40, 8 October 2005 (UTC)
 * Westminster motor kits → Transwiki:Westminster motor kits → School science/Westminster motor kits Egil 09:40, 8 October 2005 (UTC)
 * Atmospheric pressure demonstration → Transwiki:Atmospheric pressure demonstration → School science/Atmospheric pressure demonstration Egil 09:40, 8 October 2005 (UTC)
 * School science experiment--Indian rope trick (magnetism) → Transwiki:School science experiment--Indian rope trick (magnetism) → School science/Indian rope trick (magnetism) Egil 09:40, 8 October 2005
 * School Science Experiment - Demonstrating the properties of waves on an Oscilloscope → Transwiki:School Science Experiment - Demonstrating the properties of waves on an Oscilloscope → School science/Demonstrating the properties of waves on an Oscilloscope Egil 09:40, 8 October 2005
 * Atmospheric pressure demonstration → Transwiki:Atmospheric pressure demonstration → School science/Atmospheric pressure demonstration Egil 09:40, 8 October 2005
 * Dominance training - Transwiki:Dominance training Premeditated Chaos 04:38, 18 October 2005 (UTC)
 * Chicken Riggies → Transwiki:Chicken Riggies Uncle G's 'bot 23:59, 19 October 2005 (UTC)
 * Tomato Pie → Transwiki:Tomato Pie Uncle G's 'bot 00:00, 20 October 2005 (UTC)
 * Ragi Dosa → Transwiki:Ragi Dosa Uncle G's 'bot 11:27, 20 October 2005 (UTC)
 * w:Wikipedia:How to use the GIMP → Transwiki:How to use the GIMP Wikiacc 22:25, 23 October 2005 (UTC)
 * Blackberry mush → Transwiki:Blackberry mush Uncle G's 'bot 21:41, 26 October 2005 (UTC)
 * Hot buttered rum → Transwiki:Hot buttered rum Uncle G's 'bot 21:52, 26 October 2005 (UTC)
 * CPR summary → Transwiki:CPR summary Uncle G's 'bot 18:31, 29 October 2005 (UTC)
 * Lightbulb joke →Jokebook:Lightbulb Evrik 17:06, 31 October 2005 (UTC)

November 2005

 * Chicken broccoli alfredo → Transwiki:Chicken broccoli alfredo Uncle G's 'bot 00:03, 1 November 2005 (UTC)
 * Prospecting for customers → Transwiki:Prospecting for customers Uncle G's 'bot 10:07, 2 November 2005 (UTC)
 * List of factual inaccuracies of the book Angels and Demons → Transwiki:List of factual inaccuracies of the book Angels and Demons Uncle G's 'bot 23:54, 7 November 2005 (UTC)
 * Photography "Perfectly Exposed" exposure, f stops, shutter speed and depth of field → Transwiki:Photography "Perfectly Exposed" exposure, f stops, shutter speed and depth of field Uncle G's 'bot 02:46, 13 November 2005 (UTC)
 * Idiyappam → Transwiki:Idiyappam Uncle G's 'bot 00:58, 14 November 2005 (UTC)
 * Jerk Lobster → Transwiki:Jerk Lobster Uncle G's 'bot 16:55, 14 November 2005 (UTC)
 * Japanese language guide → Transwiki:Japanese/Guide Uncle G's 'bot 17:05, 14 November 2005 (UTC)
 * Mofongo → Transwiki:Mofongo Uncle G's 'bot 17:10, 14 November 2005 (UTC)
 * Mostaccioli → Transwiki:Mostaccioli Uncle G's 'bot 17:15, 14 November 2005 (UTC)
 * Nivernoise sauce → Transwiki:Nivernoise sauce Uncle G's 'bot 17:18, 14 November 2005 (UTC)
 * Integrating Lessons → Transwiki:Integrating Lessons Uncle G's 'bot 17:26, 14 November 2005 (UTC)
 * Winkler test for dissolved oxygen → Transwiki:Winkler test for dissolved oxygen Uncle G's 'bot 17:39, 14 November 2005 (UTC)
 * Testing leaves for starch → Transwiki:Testing leaves for starch Uncle G's 'bot 17:43, 14 November 2005 (UTC)
 * Staining onion cells without methylene blue → Transwiki:Staining onion cells without methylene blue Uncle G's 'bot 17:46, 14 November 2005 (UTC)
 * Sparkle (game) → Transwiki:Sparkle (game) Uncle G's 'bot 17:51, 14 November 2005 (UTC)
 * Soup maigre → Transwiki:Soup maigre Uncle G's 'bot 17:52, 14 November 2005 (UTC)
 * Soft-boiled egg → Transwiki:Soft-boiled egg Uncle G's 'bot 17:55, 14 November 2005 (UTC)
 * Shirred egg → Transwiki:Shirred egg Uncle G's 'bot 17:56, 14 November 2005 (UTC)
 * Screaming jelly babies → Transwiki:Screaming jelly babies Uncle G's 'bot 17:57, 14 November 2005 (UTC)
 * Pineapple upside-down cake → Transwiki:Pineapple upside-down cake Uncle G's 'bot 17:59, 14 November 2005 (UTC)
 * Paper chromatography of amino acids → Transwiki:Paper chromatography of amino acids Uncle G's 'bot 18:01, 14 November 2005 (UTC)
 * Microscope slide → Transwiki:Microscope slide Uncle G's 'bot 18:02, 14 November 2005 (UTC)
 * Huff and puff apparatus → Transwiki:Huff and puff apparatus Uncle G's 'bot 18:03, 14 November 2005 (UTC)
 * How to prepare an onion cell slide → Transwiki:How to prepare an onion cell slide Uncle G's 'bot 18:05, 14 November 2005 (UTC)
 * Green Garden → Transwiki:Green Garden Uncle G's 'bot 18:07, 14 November 2005 (UTC)
 * Gram staining → Transwiki:Gram staining Uncle G's 'bot 18:09, 14 November 2005 (UTC)
 * Flour fire ball → Transwiki:Flour fire ball Uncle G's 'bot 18:13, 14 November 2005 (UTC)
 * Faux marbling → Transwiki:Faux marbling Uncle G's 'bot 18:14, 14 November 2005 (UTC)
 * Dirty water (cocktail) → Transwiki:Dirty water (cocktail) Uncle G's 'bot 18:15, 14 November 2005 (UTC)
 * Demonstrating the effects of amylases on starch → Transwiki:Demonstrating the effects of amylases on starch Uncle G's 'bot 18:18, 14 November 2005 (UTC)
 * Creating chemical solutions → Transwiki:Creating chemical solutions Uncle G's 'bot 18:19, 14 November 2005 (UTC)
 * Clog (plumbing) → Transwiki:Clog (plumbing) Uncle G's 'bot 18:21, 14 November 2005 (UTC)
 * Care of living organisms → Transwiki:Care of living organisms Uncle G's 'bot 18:25, 14 November 2005 (UTC)
 * Cannon fire → Transwiki:Cannon fire Uncle G's 'bot 18:26, 14 November 2005 (UTC)
 * Campfire → Transwiki:Campfire Uncle G's 'bot 18:28, 14 November 2005 (UTC)
 * Bread Making → Transwiki:Bread Making Uncle G's 'bot 18:29, 14 November 2005 (UTC)
 * Bellbird (Cocktail) → Transwiki:Bellbird (Cocktail) Uncle G's 'bot 18:31, 14 November 2005 (UTC)
 * Beekeeping leading practices → Transwiki:Beekeeping leading practices Uncle G's 'bot 18:33, 14 November 2005 (UTC)
 * Apple pie shooter → Transwiki:Apple pie shooter Uncle G's 'bot 18:37, 14 November 2005 (UTC)
 * Agar plate → Transwiki:Agar plate Uncle G's 'bot 18:39, 14 November 2005 (UTC)
 * Abdominal thrusts → Transwiki:Abdominal thrusts Uncle G's 'bot 18:41, 14 November 2005 (UTC)
 * Chettinad cuisine → Transwiki:Chettinad cuisine Uncle G's 'bot 18:50, 14 November 2005 (UTC)
 * Home cheesemaking → Transwiki:Home cheesemaking Uncle G's 'bot 18:53, 14 November 2005 (UTC)
 * How to obtain water in the wilderness → Transwiki:How to obtain water in the wilderness Uncle G's 'bot 18:56, 14 November 2005 (UTC)
 * How to solve the knight's tour → Transwiki:How to solve the knight's tour Uncle G's 'bot 18:59, 14 November 2005 (UTC)
 * Oyster cultivation in seawater ponds → Transwiki:Oyster cultivation in seawater ponds Uncle G's 'bot 19:01, 14 November 2005 (UTC)
 * Packages in Java → Transwiki:Packages in Java Uncle G's 'bot 19:02, 14 November 2005 (UTC)
 * Potometer → Transwiki:Potometer Uncle G's 'bot 19:03, 14 November 2005 (UTC)
 * Tennis Progressions for Teaching Groundstrokes → Transwiki:Tennis Progressions for Teaching Groundstrokes Uncle G's 'bot 19:04, 14 November 2005 (UTC)
 * Type conversion → Transwiki:Type conversion Uncle G's 'bot 19:10, 14 November 2005 (UTC)
 * Meta:Help:Image → Help:Image Uncle G's 'bot 20:02, 15 November 2005 (UTC)
 * Meta:Help:Images and other uploaded files → Help:Images and other uploaded files Uncle G's 'bot 20:05, 15 November 2005 (UTC)
 * Special relativity for beginners → Transwiki:Special relativity for beginners Uncle G's 'bot 10:36, 18 November 2005 (UTC)
 * Astronomy for beginners → Transwiki:Astronomy for beginners Uncle G's 'bot 04:39, 20 November 2005 (UTC)
 * Difference Triangles → Transwiki:Difference Triangles Uncle G's 'bot 10:25, 21 November 2005 (UTC)
 * Feij�o Tropeiro → Transwiki:Feij�o Tropeiro Uncle G's 'bot 05:10, 23 November 2005 (UTC)
 * RuneScape cheats → Transwiki:RuneScape cheats Uncle G's 'bot 20:24, 24 November 2005 (UTC)

December 2005

 * B�te noire → Transwiki:B�te noire Uncle G's 'bot 18:16, 2 December 2005 (UTC)
 * Notes on etymology in the world of Harry Potter → Transwiki:Notes on etymology in the world of Harry Potter Uncle G's 'bot 22:03, 2 December 2005 (UTC)
 * LDAP authentication in Linux → Transwiki:LDAP authentication in Linux Uncle G's 'bot 19:25, 6 December 2005 (UTC)
 * Spinach artichoke dip → Transwiki:Spinach artichoke dip Uncle G's 'bot 12:17, 13 December 2005 (UTC)
 * Simple Chocolate Cheese Pie → Transwiki:Simple Chocolate Cheese Pie Uncle G's 'bot 20:12, 18 December 2005 (UTC)