text:
Cascading Style Sheets/Color

Colors can be specified for various objects. These include text (" "), background (" "), and borders (" ").

An example CSS rule that sets all  elements to have white text on a red background:

Methods of specification of colors, an overview:
 * English name, such as
 * The CSS color name transparent creates a completely transparent color = rgba(0, 0, 0, 0)
 * Hexadecimal RGB value, such as
 * Soft colours in hexadecimal RGB value like
 * Decimal RGB value, such as
 * Decimal RGBA value, such as
 * HSL value, such as
 * HSLA value, such as

Specification of colors is detailed in the following sections.

If you set any colors in your web page, you should set both the background and text color for the body element of the page. Imagine if you set the text color to black and did not set the background color. A user has their preferred colors set to yellow text on a black background, a fairly common combination for users with low vision. The page is rendered with your black text on their black background and is unusable.

color values syntax
Formal syntax

=    | currentcolor          |

 =                |  |              | transparent

 =    |   |    |   |    |    |    |  |  | <color>

<rgb> = <legacy-rgb-syntax> | <modern-rgb-syntax>

<rgba> = <legacy-rgba-syntax> | <modern-rgba-syntax>

<hsl> = <legacy-hsl-syntax> | <modern-hsl-syntax>

<hsla> = <legacy-hsla-syntax> | <modern-hsla-syntax>

<hwb> = hwb( [ | none ] [ | | none ] [ | | none ] [ / [ <alpha-value> | none ] ]? )

<lab> = lab( [ | | none ] [ | | none ] [ | | none ] [ / [ <alpha-value> | none ] ]? )

<lch> = lch( [ | | none ] [ | | none ] [ | none ] [ / [ <alpha-value> | none ] ]? )

<oklab> = oklab( [ | | none ] [ | | none ] [ | | none ] [ / [ <alpha-value> | none ] ]? )

<oklch> = oklch( [ | | none ] [ | | none ] [ | none ] [ / [ <alpha-value> | none ] ]? )

<color> = color( <colorspace-params> [ / [ <alpha-value> | none ] ]? )

<legacy-rgb-syntax> = rgb( #{3}, <alpha-value>? ) | rgb( #{3}, <alpha-value>? )

<modern-rgb-syntax> = rgb( [ | | none ]{3} [ / [ <alpha-value> | none ] ]? )

<legacy-rgba-syntax> = rgba( #{3}, <alpha-value>? ) | rgba( #{3}, <alpha-value>? )

<modern-rgba-syntax> = rgba( [ | | none ]{3} [ / [ <alpha-value> | none ] ]? )

<legacy-hsl-syntax> = hsl(, , , <alpha-value>? )

<modern-hsl-syntax> = hsl( [ | none ] [ | | none ] [ | | none ] [ / [ <alpha-value> | none ] ]? )

<legacy-hsla-syntax> = hsla(, , , <alpha-value>? )

<modern-hsla-syntax> = hsla( [ | none ] [ | | none ] [ | | none ] [ / [ <alpha-value> | none ] ]? )

=   |

<alpha-value> = |

<colorspace-params> = <predefined-rgb-params> | <xyz-params>

<predefined-rgb-params> = <predefined-rgb> [ | | none ]{3}

<xyz-params> = <xyz-space> [ | | none ]{3}

<predefined-rgb> = srgb         | srgb-linear  | display-p3   | a98-rgb      | prophoto-rgb | rec2020

<xyz-space> = xyz     | xyz-d50 | xyz-d65

Examples:

Using English names
The following 16 values are defined: aqua black blue fuchsia gray green lime maroon navy olive purple red silver teal yellow white

CSS does not define the exact shade that should be used for the named colours. Use RGB-values if the exact shade is important.

Hexadecimal RGB value
The mixture ratio of a color to be displayed is specified in hexadecimal notation. That is, they are written in base-16 as opposed to the more familiar base 10. A reference table is included, courtesy Wikipedia.

The two first hexadecimal digits specify the amount of red in the color, the third and fourth specify the amount of green and the last two figures specify the amount of blue. A short-hand notation is permitted:  is equivalent to , e.g.   is equivalent to.

Note that the range of values possible is hexadecimal 00 (= decimal 0) to hexadecimal ff (= decimal 255). This is the same range that is available using the rgb notation from the next section.

RGB value
RGB is a abbreviation for red, green and blue – the three colors that are mixed to create all the other colors on a computer screen.

The basic syntax is.

The different values can be set using two different approaches.

A number from 0 to 255

A decimal figure from 0% to 100%

Modern (css-color-4) rgb and rgba syntax

Percentages	Allowed for r, g and b Percent reference range: For r, g and b: 0% = 0.0, 100% = 255.0 For alpha: 0% = 0.0, 100% = 1.0

RGBA value
RGBA is RGB with an added alpha channel as its 4th argument. The alpha channel is a value between 0 (fully transparent) and 1 (opaque). RGBA is part of CSS3.

background-color: rgba(255, 0, 0, 0);
background-color: rgba(255, 0, 0, 0.1);
background-color: rgba(255, 0, 0, 0.2);
background-color: rgba(255, 0, 0, 0.3);
background-color: rgba(255, 0, 0, 0.4);
background-color: rgba(255, 0, 0, 0.5);
background-color: rgba(255, 0, 0, 0.6);
background-color: rgba(255, 0, 0, 0.7);
background-color: rgba(255, 0, 0, 0.8);
background-color: rgba(255, 0, 0, 0.9);
background-color: rgba(255, 0, 0, 1);

Please note that MediaWiki blocks the use of the background-image property, so you must copy the code used below to a file or your snippet editor to see the full effect.

Here is the example again, with a silver background:

background-color: rgba(255, 0, 0, 0);
background-color: rgba(255, 0, 0, 0.1);
background-color: rgba(255, 0, 0, 0.2);
background-color: rgba(255, 0, 0, 0.3);
background-color: rgba(255, 0, 0, 0.4);
background-color: rgba(255, 0, 0, 0.5);
background-color: rgba(255, 0, 0, 0.6);
background-color: rgba(255, 0, 0, 0.7);
background-color: rgba(255, 0, 0, 0.8);
background-color: rgba(255, 0, 0, 0.9);
background-color: rgba(255, 0, 0, 1);, which is the: rgb(255, 0, 0)

HSL value
HSL stands for hue, saturation and lightness. It is the color value system used by many cathode-ray tube devices. HSL is part of CSS3.

 * hsl(color-angle, saturation%, lightness%);

Red:
 Green:
 Blue:

HSLA value
HSLA is the HSL color with an alpha channel. Like RGBA, the 4th argument is a value between 0 and 1. HSLA is part of CSS3.

background:rgba(255,255,255,0.9);
background-color: rgba(1, 1, 1, 0.1);
background-color: hsla(0, 100%, 50%, 0.2);
background-color: hsla(0, 100%, 50%, 0.3);
background-color: hsla(0, 100%, 50%, 0.4);
background-color: hsla(0, 100%, 50%, 0.5);
background-color: hsla(0, 100%, 50%, 0.6);
background-color: hsla(0, 100%, 50%, 0.7);
background-color: hsla(0, 100%, 50%, 0.8);
background-color: hsla(0, 100%, 50%, 0.9);
background-color: hsla(0, 100%, 50%, 1);

Please note that MediaWiki blocks the use of the background-image property, so you must copy the code used below a file or your snippet editor to see the full effect.

Here is the example again, with a silver background:

background-color: hsla(0, 100%, 50%, 0);
background-color: hsla(0, 100%, 50%, 0.1);
background-color: hsla(0, 100%, 50%, 0.2);
background-color: hsla(0, 100%, 50%, 0.3);
background-color: hsla(0, 100%, 50%, 0.4);
background-color: hsla(0, 100%, 50%, 0.5);
background-color: hsla(0, 100%, 50%, 0.6);
background-color: hsla(0, 100%, 50%, 0.7);
background-color: hsla(0, 100%, 50%, 0.8);
background-color: hsla(0, 100%, 50%, 0.9);
background-color: hsla(0, 100%, 50%, 1);, which is the: hsl(0, 100%, 50%)

gamut
css Color Display Quality: the color-gamut feature. Value:	srgb | p3 | rec2020

title: Cascading Style Sheets/Color


text:
Talk:Computer Programming/Linux Programming

C/C++ and Java?

 * C/C++ and Java are listed as the most popular languages.
 * I agree with C/C++, but not with Java.
 * Until recently, you couldn't even get linux distro that came with java out of the box.

some mistakes
Richard Stallman created GNU nearly ten years before linux (see wikipedia^^). Linux was the answer to the struggling, bad working hurd. "and everything in between" is an unnecessary repeation.

Why begins an article about linux with GNU? Do you mean Unix like systems?

--Alkanot4ran (discuss • contribs) 22:59, 7 June 2012 (UTC)

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


text:
Handbook of Genetic Counseling/Coeliac Disease

Genetic etiology of the disease

 * Celiac disease is an inherited condition where gluten proteins found in grains trigger an immune system attack on the lining of the small intestine. While celiac disease can be life threatening, many times it is not. It is a life altering disorder with symptoms such as diarrhea, fatigue, nausea and weight loss. Celiac is also linked to other autoimmune disorders and is now believed to lead to osteoporosis, anemia, infertility and cancer if left untreated.
 * Inheritance: the genetics of Celiac disease is simplest of the autoimmune diseases, with autosomal recessive inheritance and an environmental factor, gluten.
 * Risk factors: Family history (highest risk is in the non-affected identical twin of a celiac), genetic predisposition (DQ2,DQ8), pre-existing intestinal injury, degree of environmental exposure to gluten (how frequent and how much gluten), immune status and lifestyle triggers (stress, trauma, surgery, puberty).
 * Treatment: A lifelong Gluten-Free diet is the only treatment; careful avoidance of all grains will ameliorate many related symptoms.

Incidence, genetic frequency and risk
Studies show an incidence of 1:133 people in the United States – common in 1:120 Worldwide - qualifies Celiac Disease as a global epidemic. The disease is inherited in 95-99% of people with Celiac disease testing positive for at least one of two DQ specific serotype patterns and some may have two copies of one or test positive for both DQ2 and DQ8. Professional medical experience with gluten intolerance and celiac disease has shown the gluten sensitivity problem is more complex and extends beyond the defined risk celiac genes DQ2 and DQ8. Testing positive for two DQ specific serotype patterns; DQ2/DQ2, DQ2/DQ8, or DQ8/DQ8 carry much higher risk for celiac disease and significantly more severe forms of gluten sensitivity.
 * Type DQ2: low risk for celiac disease and gluten sensitivity is found in greater than 90% of Northern European celiac disease patients occurs in 12 - 26% of controls.
 * Type DQ8: low risk for celiac disease and gluten sensitivity
 * Type DQ2/DQ2: higher risk for celiac disease and more severe gluten sensitivity
 * Type DQ2/DQ8: higher risk for celiac disease and more severe gluten sensitivity
 * Type DQ8/DQ8: higher risk for celiac disease and more severe gluten sensitivity
 * Type DQ4/DQ4: No significant risks

A genetic test report stating DQ2 negative AND DQ8 negative reinforces a medical diagnosis that you do not carry the celiac disease gene. Unfortunately, a negative Celiac Disease report can be construed to mean that gluten is not a source of your problems. WRONG! All it teaches is that you probably do not have flattened villi! You still can have gluten intolerance with severe symptoms and risk of organ damage.

There are documented medical cases of celiac disease and the skin equivalent of celiac disease, dermatitis herpetiformis (DH) in individuals who have tested DQ2 and DQ8 negative. A prognosis that if you are DQ2 and DQ8 negative you are unlikely to have celiac disease or risk ever developing it, cannot be made with 100% certainty.

Clinical Synopsis
Recognizing celiac disease on the basis of the various manifestations of the disorder is difficult. The strict definition of celiac disease - specific damage to the small intestine which can be identified as flattened villi - is linked with genes DQ2 and DQ8. It is possible to have a severe case of malabsorption combined with other symptoms with gluten sensitivity and still not have celiac disease. Gluten intolerance Recurrent diarrhea
 * GI:

Anemia
 * Heme:

Antigliadin antibody
 * Lab:

Autosomal recessive vs. multifactorial
 * Inheritance :

Age of onset, disease history, and life span
Celiac cases present as one of three types that can occur at any age.
 * Classic case: chronic diarrhea, weight loss, abdominal distension, anemia
 * Symptomatic case: Western Hemisphere experience is that symtomatic Celiacs average 11 years until diagnosis.
 * Asymptomatic case: atypical clinical manifestations of celiac disease, include osteoporosis, chronic fatigue, irritable bowel, and miscarriage

There is no test yet which is definitively diagnostic of celiac disease. Relief of symptoms or reversion of an abnormal intestinal biopsy to normal on a gluten-free diet is the most convincing evidence that an individual has celiac disease or gluten sensitivity.

Testing

 * Serum Blood tests: elevation of tissue transglutaminase (tTG), an enzyme     (tTG > 000 mg/dl)
 * Gastro examination and biopsy for villi flattening in the stomach
 * Gluten challenge tests/gliadin assays
 * Genetic Molecular analysis of HLA genes (DQ)

Surveillance, management, and treatment options
The general understanding among celiac disease patients is that once diagnosed, a series of problems may be over, but many others will begin. Particularly frustrating is the limited information regarding what constitutes a gluten-free diet, what is safe and what is not, how to check for compliance, the potential complications of untreated celiac disease or of a delayed diagnosis, and how often it is necessary to follow up with the gastroenterologist.
 * Children: The onset of illness in children most commonly occurs around age two, after wheat has been introduced into the diet. Concordance for celiac sprue in identical twins approximates 70% as compared with 30% concordance in HLA-identical sibs. The generally accepted practice is NOT to begin treatment of a gluten-free diet in children who have the genes for celiac disease but not yet tested positive for the enzyme tTG.  Follow up testing in Children usually every 2 yr to monitor immune status.  If a gluten-free lifestyle is the family norm, children should receive at least one slice of bread daily to provide valid testing results.
 * Teens: Teenagers may hit puberty late and be short in stature.
 * Adults: The onset of illness most commonly occurs in early adult life (third and fourth decades), but can occur at any time.

Antibodies which are specific for celiac disease, genetic screening of families of celiacs and testing select populations have identified asymptomatic individuals who have circulating antibodies and changes on intestinal biopsies characteristic of celiac disease. These individuals clearly have a gluten sensitivity but it is unclear whether they will develop the clinical features of celiac disease over time. Removal of wheat (gluten) from the diet of individuals with celiac disease or gluten sensitivity results in regeneration of the intestinal mucosal absorptive surface area and resolution of symptoms in most patients.

Differential diagnoses

 * Failure to thrive
 * Short stature
 * Down syndrome
 * First degree relatives of patients with celiac disease
 * Chronic fatigue
 * Carbohydrate intolerance
 * Pancreatic deficiency
 * Diabetes Mellitus (Type I)
 * Dyspepsia
 * Esophageal reflux
 * Diarrhea
 * Constipation
 * Abdominal Pain
 * Reduced Bone Density
 * Osteopenia
 * Osteoporosis
 * chelitis
 * Hypocalcemia
 * Secondary hyperparathyroidism
 * Ataxia
 * Peripheral neuropathy,
 * Epilepsy (with and without occipital calcifications)
 * Iron Anemia
 * Folate Anemia
 * Vitamin B12 deficiency
 * Angular cheilitis
 * Recurrent aphthous ulcers
 * Dermatitis herpetiformis
 * Apthous stomatitis
 * Dental enamel defects
 * Delayed menarche
 * Premature menopause
 * Infertility
 * Spontaneous abortion
 * Primary biliary cirrhosis
 * Autoimmune hepatitis
 * Elevated transaminases
 * Sjogren's syndrome


text:
General Anatomy/Respiratory System

The respiratory system serves three principal purposes in the human body: gaseous exchange; sound production; and assistance in compression of the abdomen. It can be divided into two structural divisions, upper and lower, as well as two functional divisions, conducting and respiratory.

Respiration involves three separate yet inter-related functions: Ventilation and gaseous exchange at the air blood interface are collectively known as external respiration whereas gaseous exchange between the blood and tissues is known as internal respiration.
 * Ventilation (breathing)
 * Gaseous Exchange
 * Oxygen Utilization

Respiration, both internal and external, is fundamental to homeostasis as without oxygen (O2) the body's tissues can not produce sufficient amounts of ATP, and an accumulation of carbon dioxide (CO2) and other waste products would poison the tissues.

Structure of The Respiratory System
The respiratory system is composed of the nasal cavity, pharynx, larynx, and trachea and the bronchi, bronchioles, and pulmonary alveoli in the lungs.diaphragm

The nose and pharynx make up the upper respiratory system, while the lower respiratory system is comprised of the larynx, trachea, bronchial tree, alveoli and the lungs. Another equally common classification system divides the structures according to function i.e. those that transport gases between the environment and the alveoli - conducting system, and the pulmonary alveoli themselves - the respiratory division where gaseous exchange takes place between the atmosphere and the blood.

The Conducting System
The functions of the conducting system are to transport, warm, humidify, and filter the air. These functions are facilitated by the various epithelia lining the passageways of the respiratory system.

The Nose
The nose is found on the anterior aspect of the face and includes both an external protuberance and the internal nasal cavity. It is situated above the hard palate and is the organ of smell. The nasal cavity is divided into right and left cavities by the nasal septum. The functions of the nose are olfaction (smelling) and respiration (breathing) and each nasal cavity can be divided into olfactory and respiratory regions accordingly. Other functions include the filtration of foreign particles from inspired air and humidifying the air.

External Nose
The external nose is a protuberance on the face, it varies greatly in size and shape from one individual to another. The superior aspect of the nose extends from its root to the apex, while the inferior aspect extends from the superior lip to the apex of the nose. The inferior surface contains two piriform openings, the nostrils (also nares) which are separated by the skin overlying the nasal septum and which are bound on either side by the nasal alae. The external nose is covered in skin which continues into the nostrils where it becomes continuous with the internal mucous membrane. Before the junction with the mucous membrane but inside the nostrils the skin is covered in stiff hairs (also vibrissae).

Bony Structure of the External Nose
The bones of the nose are the: nasal bones, the nasal part of the frontal bone and its nasal spine, and the frontal processes of the maxillae. The nose is also comprised of various softer cartilaginous structures namely: two lateral cartilages, two alar cartilages and the septal cartilage. The alar cartilages are motile and control the degree to which the external nares are open or closed (nasal flairing)

Nasal Septum
The bony components of the nasal septum are the: Vomer, and the perpendicular plate of the ethmoid bone. The septal cartilage makes up the rest. The perpendicular plate of the ethmoid bone forms the superior part of the septum while the vomer forms the postero-inferior section of theseptum along with the nasal crests of the maxillary and palatine bones. The septal cartilage forms the antero-inferior part of the nasal septum and articulates with the bony components of the septum.

Nasal Cavities
The nasal cavity and its contents serve three main functions: ====Boundaries of the Nasal Cavity the floor is the widest than the roof.
 * Warm, moisten and purify inspired air
 * Olfaction
 * Resonance, i.e. changes quality of voice
 * Palatine process of maxilla and horizontal plate of palatine bone.
 * Roof which is the narrowest: The roof is narrower than the floor and curved.
 * Anteriorly: Cribriform plate, nasal spine of frontal bone, nasal bone.
 * Posteriorly: Anterior surface of body of sphenoid bone.
 * Walls:
 * Medial Wall: Nasal septum
 * Lateral Wall: Nasal and lacrimal bones, nasal surface maxilla, alar and lateral cartilages (anteriorly), and the superior, middle, and inferior nasal conchae (see below).

title: General Anatomy/Respiratory System


text:
Talk:General Anatomy/Respiratory System

Hi, I've just thrown myself in here and will hopefully add pieces bit by bit as I go along. Please tell me if I am doing anything wrong and make corrections as you see fit. Ciao --SuperAntMD 18:50, 6 September 2006 (UTC)

title: Talk:General Anatomy/Respiratory System


text:
User talk:Tastyratz

Hi Tastyratz,

Hope you don't mind, but I moved AEM EMS: usage, tips, and tricks to AEM EMS Guidebook... hopefully it will become more of a book than a collection of tips :). I'm categorizing it under that booktitle, and putting it under automotive repair.

I left the old pagenames up as redirects, just in case you had announced the book on the AEM web forum. If you hadn't yet (or otherwise don't need the redirects), let me know and I'll delete them. Good luck on the book! It's good to see projects like this on wikibooks! -- SB_Johnny | talk 19:05, 6 September 2006 (UTC)

 * I moved your book to Haxorware Modem Firmware... books here use title case by convention. I also added all the book's pages to the book's |category using  at the bottom of each page.  Finally, I added classifications to the book's root page so that it can be found more easily. -- Adrignola talk contribs 00:32, 24 February 2010 (UTC)

title: User talk:Tastyratz


text:
Template:Growit

<div class="noprint" style="clear: right; border: solid #000000 1px; margin: 0 0 1em 1em; font-size: 90%; background: #98FB98; width: 250px; padding: 4px; spacing: 0px; text-align: left; float: right;" For information about growing, see the chapter on Horticulture/ in the Horticulture book.

About this template
This template provides a linking box to a chapter in book Horticulture, intended for use in the cookbook.

To use this template, enter. Growit

title: Template:Growit


text:
Introduction to Moral Reasoning/C.S. Lewis

C. S. Lewis Books with some relativity to morality:

Non-Fiction
The Abolition of Man

Mere Christianity

The Problem of Pain

Miracles

Fiction
The Screwtape Letters

The Great Divorce

Essays
(All Essays can be found in the book Essay Collection and Other Short Pieces not currently published in the United States. Check Amazon.co.uk for availability.)

Why I Am Not a Pacifist (see book The Weight of Glory)

Two Ways With the Self

Evil and God

Good Work and Good Works


text:
User:Heddron

.

title: User:Heddron


text:
Jeep Liberty/Abbreviations & Terms

0-9
 * 2WD = Two Wheel Drive
 * 4WD = Four Wheel Drive

A
 * ABS = Anti-Lock Braking System
 * A/T = Auto Transmission
 * A/T = All-Terrain
 * ATF = Automatic Transmission Fluid
 * AWD = All Wheel Drive

B
 * BCM = Body Control Module
 * BFG = BF Goodrich
 * BHP = Brake Horsepower
 * BJ = Ball Joint
 * BJC = Ball Joint Contact
 * BS = Backspacing

C
 * CA = Control Arm
 * CEL = Check Engine Light
 * CG = Center of Gravity
 * CID = Cubic Inch Displacement
 * COG = Center of Gravity
 * CPS = Crankshaft Positioning Censor
 * CRD = Common Rail Diesel
 * CV = Constant Velocity

D
 * DC (DCX) = Daimler-Chrysler Corporation
 * DFI = Direct Fuel Injection
 * DOHC = Double Overhead Cam

E
 * ECM = Engine Control Module
 * EFI = Electronic Fuel Injection
 * EGR = Exhaust Gas Recirculation
 * ESP = Electronic Stability Program
 * EJS = Easter Jeep Safari
 * EVIC = Electronic Vehicle Information Center

F
 * FWD = Front Wheel Drive
 * FT. LBS. = Foot Pound
 * FIPK = Fuel Injection Performance Kit (K&N's Air Intake)
 * FSM = Factory Service Manual

G
 * GVW = Gross Vehicle Weight
 * GVWR = Gross Vehicle Weight Rating

H
 * HP = Horsepower

I
 * IAC = Idle Air Control
 * IAT = Intake Air Temperature
 * IFS = Independent Front Suspension

J
 * JK = Jeep Wrangler (2007+)
 * JBA = Jeepin' By Al

K
 * KJ = Jeep Liberty (2002-2007)
 * KK = Jeep Liberty (2008+)
 * KS = Knock Sensor
 * KPL = Kilometers per Liter
 * km/h = Kilometers per Hour

L
 * LWB = Long Wheel Base (SJ, XJ, ZJ, WJ, KJ)
 * LCA = Lower Control Arm
 * LBJ = Lower Ball Joint
 * LSD = Limited Slip Differential
 * LBS-FT = Pounds Foot of Torque

M
 * MAP = Manifold Absolute Pressure
 * MAT = Manifold Air Temperature
 * MFI = Multi-Port Fuel Injection
 * MIL = Malfunction Indicator Light
 * M/T = Manual Transmission or Mud-Terrain
 * MPFI = Multi Point Fuel Injection
 * MPG = Miles Per Gallon
 * MPH = Miles Per Hour
 * MPI = Multi Port Injection
 * MPV = Multi-Purpose Vehicle

N
 * NP = New Process
 * NV = New Venture
 * NVG = New Venture Gear

O
 * O2S (OS) = Oxygen Sensor
 * OC = Open Circuit
 * OEM = Original Equipment Manufacturer
 * OME = Old Man Emu
 * OBA = On Board Air
 * OBD = On Board Diagnostic

P
 * P/N (PN) = Part Number
 * PCM = Powertrain Control Module
 * PCV = Positive Crankcase Ventilation
 * PSI = Pounds per Square Inch

Q

R
 * RE = Rubicon Express
 * RPM = Revolution Per Minute
 * RWD = Rear Wheel Drive
 * RWHP = Rear Wheel Horsepower

S
 * SFI = Sequential Fuel Injection
 * SFA = Solid Front Axle
 * SRA = Solid Rear Axle
 * SAS = Solid Axle Swap
 * SOHC = Single Overhead Cam
 * SRS = Supplemental Restraint System
 * SWB = Short Wheel Base (CJ, YJ, TJ, JK)
 * SS = Speed Sensor

T
 * TB = Throttle Body
 * TBI = Throttle Body Injection
 * TC = Tire Carrier or Transfer Case
 * TD = Turbo Diesel
 * TDC = Top Dead Center
 * TDI = Turbo Direct Injection
 * TPS = Throttle Position Sensor
 * TPMS = Tire Pressure Monitoring System
 * TSB = Technical Service Bulletin

U
 * UCA = Upper Control Arm
 * UBJ = Upper Ball Joint
 * UBJC = Upper Ball Joint Contact

V
 * VIN = Vehicle Identification Number

W
 * WOT = Wide Open Throttle

X

Y

Z

title: Jeep Liberty/Abbreviations & Terms


text:
User talk:Mystic Philosopher

Visit the Go book again some time.--Ulfrinn 20:59, 6 September 2006 (UTC)

title: User talk:Mystic Philosopher


text:
Muggles' Guide to Harry Potter/Characters/Ernie Prang

Overview
Ernie Prang is the driver of the Knight Bus.

Prisoner of Azkaban
When Harry falls into the street, after tripping over his trunk, the Knight Bus appears to pick him up. Ernie, the driver, is sitting in an armchair in front of the steering wheel, but he evidently is either not very familiar with its operation, or naturally careless, as Harry sees the bus mounting the pavement and watches, amazed, as mailboxes, lampposts, and occasionally entire houses leap out of the way of the bus. Harry sees a picture of Sirius Black on the cover of Stan Shunpike's newspaper, and recognizes him as the mass murderer who has been mentioned on the Muggle news. Stan and Ernie discuss the circumstances of Sirius' arrest twelve years before, thus bringing Harry up to speed on what is happening in the Wizarding world.

Order of the Phoenix
Nymphadora Tonks summons the Knight Bus to take Harry, Ron, Ginny, Hermione, and the twins back to Hogwarts. Although we don't talk to him and don't see him, we can assume that Ernie is still driving, as Stan Shunpike is still the conductor, and the driving style has not changed.

Strengths
Ernie drives the Knight Bus and, although his driving does not appear to have much accuracy to it, he never hits anything due to the bus' magical nature. At the very least, he does get the bus to the exact location the passenger requests, so he is successful in that regard.

Weaknesses
He is a relatively careless driver, although that doesn't matter in the case of the Knight Bus.

Ernie is also shown to occasionally be easily startled; when Harry mentions Voldemort's name, he loses control of the wheel and the bus veers so far off-course that a whole farmhouse has to jump out of its way.

Relationships with Other Characters
Ernie knows and works with Stan, and they appear to have an amiable relationship, although it is Stan who does most of the talking. It is a reasonable guess that Ernie is familiar with some denizens of the wizarding world, particularly those who travel on the Knight Bus.

Analysis
Given that Ernie seems to be uncertain of the operation of a steering wheel, it is perhaps reasonable that his surname "Prang" is British slang for an automobile accident.

Questions

 * 1) For how long has Ernie been driving the Knight Bus?
 * 2) Would the bus still be operating during Voldemort's rise to power in Harry's seventh year?
 * 3) If the bus is operational for twenty-four hours a day, when and where does Ernie sleep?

Greater Picture
Ernie serves as a gentle reminder that the wizarding world is not too different from the Muggle world in some aspects - most of the adults we see are teaching at a school of magic, working in magical shops or regulating the use of magic in government, but in Ernie, we have a familiar sight to Muggles and wizards alike - a bus driver.


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User talk:Malweth

Visit the Go book again some time.--Ulfrinn 21:03, 6 September 2006 (UTC)

title: User talk:Malweth


text:
User talk:Alexander256

Visit the Go book again some time.--Ulfrinn 21:03, 6 September 2006 (UTC)

title: User talk:Alexander256


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Muggles' Guide to Harry Potter/Characters/Stan Shunpike

Overview
Stan Shunpike is the conductor of the Knight Bus. He seems to be only a few years older than Harry, possibly 18 when Harry is 13. He is a tall, thin wizard with a regional accent of some sort. He is also talkative, and a bit of a braggart.

Prisoner of Azkaban
When Harry Potter accidentally summons the Knight Bus, Stan Shunpike is the conductor. He brings Harry up to speed on events in the Wizarding world, particularly those having to do with Sirius Black.

Goblet of Fire
During the confusion caused by the rioting Death Eaters at the Quidditch World Cup, Harry Potter, Ron Weasley, and Hermione Granger run into a wooded area. In a clearing in the woods, they find a number of Veela, surrounded by young men who are apparently trying to attract their attention by making boastful claims of one sort or another. One of these young men is Stan Shunpike. Ron also becomes entranced by the Veela and starts making some boastful claims of his own, before Hermione restores him to his senses.

Order of the Phoenix
Nymphadora Tonks summons the Knight Bus to take Harry, Ron, Ginny, Hermione, and the twins back to Hogwarts at Christmas. Stan is the conductor; he seems rather put out at Tonks, who he describes as "that bossy woman".

Half-Blood Prince
Stan Shunpike is arrested by Aurors for making boastful claims about how close he is to the Dark Lord. He has not been freed by the time the book closes.

Deathly Hallows
Stan Shunpike evidently escaped from Azkaban, and was one of the Death Eaters who pursued Harry during his escape from Privet Drive. Harry, recognizing that he was under the Imperius curse, tried to disarm him, which led the other Death Eater still pursuing to recognize him as the real Harry Potter.

When Ron is first captured by Snatchers, after leaving Harry and Hermione, he claims to be Stan Shunpike. This results in confusion, with half of the Snatchers believing him, and half not believing him. With their attention centered on this dispute, Ron is able to break away, stealing a wand in the process.

Ron claims again to be Stan Shunpike when Snatchers catch the group a while later, but this time his ruse is exposed immediately as the head of the group, Fenrir Greyback, has had dealings with the real Stan Shunpike.

Strengths
Stan is a good talker, and proves - although he is merely gossiping - invaluable to Harry (and the reader) as a source of information during his trip on the Knight Bus.

He is also shown to be able to fly a broom while working for the Death Eaters. As he is under the Imperius Curse at this point, this may not be part of his natural abilities. It is likely he is more used to travelling via Knight Bus.

Weaknesses
Stan likes to boast and exaggerate his importance to impress others. This leads to his being mistaken for a supporter of Voldemort and arrested.

Analysis
One wonders if there is any purpose to Stan's character, we see so little of him. However, what we do see of him is remarkably consistent; brash, boastful, self-aggrandizing, he is the sort of person who would claim knowledge that he didn't have, heedless of the trouble it could cause him. Given this characteristic, Stan seems the logical choice to be incarcerated as a means of showing the Ministry's new, hard-line stance. Our understanding of Stan's character makes it clear to us, also, that his continuing incarceration can only be because of the Ministry's fear of appearing ineffectual.

Stan is worthy of study because of how rapidly we apprehend his character. We see him briefly in Harry Potter and the Prisoner of Azkaban, we hear one sentence from him in Harry Potter and the Goblet of Fire, and from those two instances alone we learn enough to be aware that he cannot be a Death Eater, why he was taken for one, and that his continuing imprisonment is certainly unjust.

On the Characters page, Stan Shunpike is listed as a Death Eater. The decision was made to list him there because he acted in that capacity, even though it was not of his own desire as far as we know. About the Darkest thing he did of his own free will, as far as we are aware, is boast in a pub about having secret knowledge of Death Eater affairs; it is safe to assume that it was an attempt to impress drinking partners that triggered this boast.

Questions

 * 1) Was Stan Shunpike more likely pure blood, half-blood, or muggle born? Justify your answer.


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User talk:88.107.194.248

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
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 * The use of your own personal watchlist to which you can add articles that interest you
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 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
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 * The right to be heard in votes and elections
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We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it. --Derbeth talk 21:13, 6 September 2006 (UTC)

title: User talk:88.107.194.248


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English Grammar/Basic Parts of Speech/Basic Parts of Speech Test

Part One
'''Answer each question as either being true or false. If it is false, explain why by providing the correct rule.'''

 * 1) Abstract nouns name persons, places, and things.
 * 2) Ugliness, servitude, and hatred are all examples of concrete nouns.
 * 3) Pronouns take the place of nouns, verbs, and adjectives.
 * 4) Relative pronouns relate back to a noun or another pronoun.

Fill up the table. Verb     Past     Present    Future Clean Bake Draw Identify the following. Kinds of noun 1. 2. 3. Kinds of pronoun 1. 2. 3. 4. 5. 6. Kinds of adjective 1. 2. 3. Kinds of verb. 1. 2. 3. 4. Kinds of adverb. 1. 2. 3. 4. Kinds of conjunction 1. 2. 3. Kinds of preposition 1. 2. 3. 4. 5. Interjection 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.


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Jeep Liberty/Accessories/Control Arms

Front upper control arms (UCA) are available through the aftermarket. Once the Jeep Liberty is lifted, the UCA might rub on the coil. Replacement UCA for lifted KJs are available through Jeepin' Al, this will relieve the UBJC. Heavy duty UCA for non-lifted KJ are available through Rusty's. Stock UBJ are not serviceable and not greaseable.

There is not aftermarket support for the front lower control arms (LCA). Lower Ball Joints (LBJ) are being recalled by Diamler Chrysler (Recall F23). Replacements BJs are available by Moog (P/N: K3199), these BJ are greasable.

Replacement rear lower control arms (LCA) are for lifted KJs available through Rubicon Express (P/N: RE3715) and Rusty's. Rubicon Express rear control arms are actually made for the TJ, but can be made to fit the KJ.

title: Jeep Liberty/Accessories/Control Arms


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A Beginner's Guide to D/The Basics

This chapter introduces some fundamentals of the D programming language. When you are finished with it, you will be able to do some very simple interaction with the user.

Table of Contents

 * 1) /The Structure of D/
 * 2) /Start at the Beginning/
 * 3) /Introduction to Modules/
 * 4) /Types and Math/
 * 5) /Basic Output/
 * 6) /Basic Input/

title: A Beginner's Guide to D/The Basics


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A Beginner's Guide to D/The Basics/The Structure of D

This section assumes that you have read an introduction to programming in general, and know what a program is, and what source code is.

Programming
Fundamentally, a computer program is a series of instructions for a computer to perform. This is true of everything from a text editor to a 3D game. At its lowest level (the Central Processing Unit), a computer has a set of instructions that it can perform. Although this set of instructions is a programming language, it has a number of problems that make it difficult to use for common programming. Because of this, there are programming languages which are more expressive, and give the programmer an easier means of writing programs, such as D. A compiler is a program that converts code written in such a programming language into the language a computer can use (called machine code).

Many programming languages, including D, are expressed as a series of instructions, to be performed in order. This concept is easy for both a computer and a human to grasp. In D, these instructions are called statements.

Statements
A statement is a (possibly very complicated) instruction to the computer. A single statement ends with a ';' (semicolon), and any number of statements can be put immediately after each other, so long as they each end with a ';' (semicolon). So, the series of statements 'a', 'b', 'c' is written as: a; b; c;

This code will cause the program to perform hypothetical instructions 'a', 'b' and 'c', in that order.

There are many types of statements, each of which serves a different purpose.

Variables
It's very important for a program to be able to store information. In D (and most programming languages), a location to store information is called a variable. There are several types of variables, and which type should be used depends on what sort of information the variable is supposed to store.

To use a variable, you first have to declare it. Declaring a variable simply designates space to store it, and associates a name you supply with that space. A variable declaration is a statement, with the type and name of the variable being declared. All of the types of variables will be introduced in later sections; for the moment only two will be introduced:

To declare a variable named 'foo', of the type int, use the following statement: int foo; Of course, this can be changed for any type or name, with the general format: type name;

Assignment
A variable isn't very useful if you can't store something there. Storing a value in a variable is called assigning the value to the variable. A variable can only have a value assigned to it after it has been declared, as mentioned above. The following statement will assign the value 5 to the variable 'foo': foo = 5; Any variable can be assigned any value like this, with the general format: variable = value;

Math
Math in D is straightforward. + is used for addition, - is used for subtraction, / is used for division, and * is used for multiplication. To add two numbers, you simply put a + between them, like so: 2 + 2

The order of operations is the same as in math. That is, * and / are done before <tt>+</tt> and <tt>-</tt>. So, <tt>2 + 2 * 2</tt> is 6, not 8. You can change this by using <tt>(</tt> and <tt>)</tt> (parenthesis). Anything inside parenthesis will be done before anything outside of them; again, as in normal math. While <tt>2 + 2 * 2</tt> is 6, <tt>(2 + 2) * 2</tt> is 8.

Math like this can be used most anywhere that a simple value could be used, including in assignment: foo = 2 + 2; The above assigns the value 4 to the variable 'foo'.

Furthermore, as in algebra, you can use variable names instead of numbers in math. If there is a variable 'bar', 'foo' can be assigned a value of 'bar's value plus two with: foo = bar + 2;

The difference between the types mentioned above can make division produce unexpected results. If both numbers (operands) are <tt>int</tt>s, the resulting value will be an <tt>int</tt> as well. For example, if you write the following division: 1 / 2

the result will be an <tt>int</tt>. The result is rounded down, so the result is not 0.5, but 0!

To avoid this, you can force one value to be a <tt>float</tt>: 1 / 2.0 Since a decimal point is included, the 2.0 is interpreted as a <tt>float</tt>, so the whole operation is now calculated as <tt>float</tt> and results in 0.5.

Functions
Any non-trivial program should, like any other non-trivial task, be subdivided into small pieces.

Washing a car can be subdivided into first cleaning the hood, then washing the windows, cleaning the rims, etc. You may need different tools, techniques and cleansers for each sub-cleaning, and you may subdivide some of these tasks even further because they are too complicated. Fundamentally, computers are quite stupid: they must have all of this subdivision and instruction done by a human, for them. A human brain does this task subdivision nearly automatically for fairly complex tasks.

Technically, functions in D encapsulate a group of statements to perform a more abstract task than a single statement could do. One or more of these statements can in turn be function calls (use of a function).

Functions helps to organize a program. In the car-wash example, you can write one function for cleaning a car window, and while you write it you don't have to think about other parts of the car.

Later, when you call (use) it in another function to clean the whole car, you don't have to remember how the cleaning of the window works in detail, as the "clean window" function "knows" these details already.

The actual structure of functions and calls will be discussed in a later chapter.

Comments
[TODO: Tighten up this section] One last topic to discuss is comments. Comments are parts of your source code file that you tell the D compiler to ignore. They are useful because it lets you document your code in the code itself, or remove parts of your code for testing purposes (known as commenting out code). D has three basic types of comments: line comments, non-nesting block comments, and nesting comments.

Line comments are very simple. They are begun by two slashes (<tt>//</tt>) and ended at the end of a line. They are mainly used for documenting or commenting out single lines of code. Non-nesting block comments start with a slash and an asterisk (<tt>/*</tt>) and end with an asterisk and slash (<tt>*/</tt>). They can span multiple lines, but they do not nest, or allow multiple levels, which means that even if you have more than one <tt>/*</tt> comment opener, it only takes a single <tt>*/</tt> comment closer to close them all. These comments are mainly used for documenting entire sections of code. The last type of comments, nesting comments, work like block comments excep they do nest and are deliminated by a slash and plus-sign (<tt>/+</tt>) and plus-sign and slash (<tt>+/</tt>). The following example is designed to show off the features of comments, and should not be taken as an example of the best use of them.

number = 5; //Number is set to 5 //number = 6; //We don't want number set to 6 /* The next section of code subtracts one from number and assigns that value to number2 */ number2 = number - 1; //The following lines demonstrate nesting vs. non-nesting comments: /+ This type of comment /+ Can /+ nest +/ ... +/ still in comment +/ /* This type cannot /* nest */ number = 7; //number is now set to 7


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Muggles' Guide to Harry Potter/Magic/Brooms

Overview
Brooms are just what they sound like: magical brooms that allow the witch or wizard to fly. Normally, first-years at Hogwarts are not allowed brooms of their own, although they can and do take flying lessons from Madam Hooch using the old and much-beaten school brooms.

Extended Description
Harry is one of the few people for whom the first-years rule is broken; in his first-ever flying lesson, he does so well that Professor McGonagall places him in the Gryffindor house Quidditch team. As Seeker, he needs a better broom than the ones provided by the school, so he receives a Nimbus 2000, then one of the best brooms available.

Several different broom makes and models are mentioned in the various books.

 * Bluebottle: Advertised at the Quidditch World Cup in Harry Potter and the Goblet of Fire. "A Broom for All the Family – safe, reliable and with Built-in Anti-Burglar Buzzer ..."
 * Cleansweep: One of the more utilitarian brands, the Cleansweep line are generally not the top of the speed list but are decent brooms all the same.
 * In Harry Potter and the Philosopher's Stone, Wood says that they should get Harry a Nimbus 2000 or a Cleansweep Seven, the implication being that these are about equal quality – top of the line for that model year.
 * In Harry Potter and the Chamber of Secrets, as Draco Malfoy is making fun of the Gryffindors' brooms, he points out that the Twins' brooms, which are Cleansweep Fives, could be auctioned to raise money, and suggests a museum might like to bid on them. It is possible that they are only three years old at this point.
 * In Harry Potter and the Prisoner of Azkaban, it is mentioned that Ravenclaw's Quidditch team are all mounted on Cleansweep Sevens – with the possible exception of their Seeker, Cho Chang, who is mentioned in the next chapter as having a Comet Two Sixty.
 * In Harry Potter and the Order of the Phoenix, Ron gets a broom as a reward for becoming a Prefect. The model of the broom is not stated at the time, but it is later mentioned that it is a Cleansweep Eleven. Rhapsodizing about it in the party after he received it, Ron mentions that it will do 0 to 70 in ten seconds.
 * Comet: The Comet line is regarded as a workmanlike but not over-speedy broom.
 * Two Sixty: Cho Chang, Seeker for Ravenclaw in Harry's third year, rides a Comet Two Sixty, which "will look like a joke next to the Firebolt." If Comet brings out a new model every year, as the Nimbus and Cleansweep lines seem to, and if the number increases by ten each year, given what we know about the Two Ninety (below), the Comet Two Sixty will have been the new model for Harry's second year (Cho's third), and so one year newer than Harry's initial Nimbus 2000. Also, Tonks mentions in Harry Potter and the Order of the Phoenix that she, too, rides a Comet Two Sixty.
 * Two Ninety: Mentioned only in passing, the Two Ninety is evidently the latest Comet model in Harry's fifth year. Ron, comparing it to his new Cleansweep Eleven, mentions that the Comet Two Ninety will do 0 to 60 in ten seconds.
 * Firebolt: In Harry's third year, his Nimbus 2000 is destroyed by the Whomping Willow. It is replaced by a Firebolt, which is a world-class broom; in Harry Potter and the Goblet of Fire, it is mentioned that the Irish National Quidditch team are all mounted on Firebolts. It is mentioned in Harry Potter and the Prisoner of Azkaban that the Firebolt is capable of 0-150 mph (0-240Kph) acceleration in 10 seconds, which, for those interested in the physics, is approximately 0.7G. Additionally, as 150 mph is near terminal velocity for a falling human, the wind force on the rider at the broom's top speed could be about the same as his body weight. This may have something to do with the appearance of footrests on the brooms in the Harry Potter movies.
 * Nimbus: The Nimbus line is apparently a second-tier racing broom, not National-class but a very speedy performer nonetheless.
 * 2000: the Nimbus 2000 is the broom Harry receives in his first year at Hogwarts. At the time, it is the best broom available, and is ideally suited to the Seeker's job.
 * 2001: In Harry's second year, the entire Slytherin Quidditch team are given Nimbus 2001 brooms by Lucius Malfoy, apparently in gratitude for their having put Draco Malfoy on the house Quidditch team as Seeker.
 * Shooting Star: An older and cheaper broom, and not very fast; intended, one supposes, for learning riders.
 * In Harry Potter and the Chamber of Secrets, it was mentioned that Ron's old Shooting Star was often outstripped by passing butterflies.
 * In Harry Potter and the Prisoner of Azkaban, Harry has to practice on a school broom after his Nimbus 2000 is destroyed; it is mentioned that this broom is an ancient Shooting Star which was very slow and jerky.
 * Silver Arrow: mentioned in passing by Madam Hooch as being the type of broom she learned on, one no longer made. She had also commented that Firebolts remind her of Silver Arrows.
 * Toy brooms: mentioned in passing in Harry Potter and the Goblet of Fire, these brooms are apparently designed to fly only high enough to lift the children's toes out of the grass. We see, in a letter sent to Sirius by Harry's mother, in Harry Potter and the Deathly Hallows, that Harry had received one of these brooms from Sirius and was already flying it around the house at about age one.

There is also a publication devoted to the merits of the various broomsticks. Named Which Broomstick, it is obviously modeled after the British stereo enthusiasts' Which Hifi magazine and the more recent Which PC.

Analysis
From the descriptions of flying in the series, it appears that the key to using a broom is balance. The way you balance on the broom controls the direction in which it will fly, shifting your weight forward will bring the handle down and so make it descend. It seems that shifting your weight closer to the broom makes it speed up. Presumably shifting your weight left and right makes it turn. However, it is possible to spin one's body around the broom, and still have it continue traveling in more or less a straight line; this is apparently called a "sloth grip roll", and is mentioned in passing in book 5.

One question which is never satisfactorily answered is, who pays for Harry's Nimbus 2000, and why? We learn that his Firebolt was bought by Sirius, and was quite expensive ("eleven years of missed birthdays and Christmases"); the Nimbus 2001 brooms which the Slytherin team uses in Harry Potter and the Chamber of Secrets were purchased by Lucius Malfoy; Ron flies on a broom that was bought for him by his mother. Before he receives his Firebolt, Harry must practice on the school brooms, which are slow and wobbly. Everyone else uses brooms that they buy themselves; Harry receives the Nimbus 2000 for free. From whom? The only clue we have is Oliver Wood and Professor McGonagall discussing what kind of broom he needs, immediately after his first, spectacular flying lesson. McGonagall's comments at that point hint at the idea that she and Wood between them would buy the broom. Wood, as a student, likely has little money, so we have to assume that the Nimbus 2000 was, in fact, a gift from Professor McGonagall, possibly with help from Professor Dumbledore.

Like muscle cars and roadsters in the 1950s through 1970s, and computers in the 1990s and 2000s for Muggles, brooms are the adolescent wizard's way of showing off. Because of this, there is a rapid turnover in the top of the line models, and a slower change in the more utilitarian models. For instance, the Nimbus 2000 is introduced with fanfare (including a static display at Quality Quidditch Supplies in Diagon Alley) in Harry's first year, but the follow-on model, the Nimbus 2001, is apparently available by the following year. The model numbers of the current Comet version also seem to be increasing in a similar pattern, with the Comet 260 apparently being the top of their line in Harry's second year, and the 290 in Harry's fifth year, indicating an increase of 10 in the model number each year. The same turnover can be seen in the Cleansweep line; Ron apparently gets a Cleansweep Eleven, then the "new Cleansweep model", as reward for becoming a prefect in his fifth year, and the Seven is apparently the top of the line in Harry's first year, which means that if the model numbers are sequential, there has been a new Cleansweep each year. Interestingly, if that is the case, the Twin's Cleansweep Fives, which Draco Malfoy speaks of so disparagingly, are at the time only three years old.

Looking at Harry's Firebolt in light of Ron's discussion of the then-current Cleansweep and Comet lines, we can see a very marked difference in acceleration – the Comet, with its zero-to-60 in 10 seconds, and the Cleansweep with its zero-to-70, simply do not compare to the Firebolt's zero-to-150. Looking at this from the viewpoint of the Muggle, we have to guess that the top-of-the-line Nimbus, Comet, and Cleansweep brooms would be analogous to our sports cars, while the Firebolt would be a Formula-1 racing car. The acceleration alone would make the Firebolt harder to handle than many commercial brooms. In this light, we would rather wonder how Sirius could have considered getting such a potentially dangerous broom for his godson. We can only think that Sirius based his decision on having seen Harry flying on his Nimbus 2000 once, possibly shaded with Sirius' known affinity for taking risks.

As an aside, one wonders whether there is a brisk business in racing brooms sold to wizards trying to recapture their lost youth, similar to the Muggle sports-car market? As wizards generally live longer than Muggles, this would likely be wizards in their 70s and 80s...

Greater Picture
It is perhaps of interest to note how much Harry relies on his broom for his self-image, apparently more than he does his wand, which would be central in most wizards' self image as being the tool used to create most of the magic that permeates their lives. Harry's wand loses some of its glamour (used in the old sense of the word) for him when he discovers, immediately after purchasing it, that it shares provenance with the wand used by Voldemort. It seems that Harry picks up flying as his center, when he discovers that he is naturally good at it, better in fact that even his arch-rival Draco, who has boasted of his ability. To date, Harry has been lauded for an achievement that he doesn't recall and believes he had little to do with; flying is an ability he has managed on his own, one which he can accept praise for, as it is his own doing, and additionally one that is a link back to his dead father, also a flyer of noted ability. Why then should not the tool that allows Harry to achieve these victories become a vital part of his self image?

We see this repeated several times in the series: Harry's elation at the abilities of the Nimbus 2000 and his depression at its destruction; his joy at receiving a broomstick maintenance kit from Hermione; the excitement at receiving his Firebolt, and the depression, and estrangement from Hermione, resulting from its confiscation, and the joy on its return. We note that the Firebolt is one of only three things Harry chooses to take with him when leaving Privet Drive for the last time, the others being Hedwig and a rucksack or day-pack with essentials and clothing; and we sense that he feels the loss of the Firebolt, possibly nearly as much as he feels the loss of Hedwig.


text:
Adventist Youth Honors Answer Book/Recreation/Wakeboarding

*NOTE: All wakeboarders in AY sponsored wakeboarding class must wear a ski vest.

Have the Advanced Beginner’s Swimming Honor.

a. Slower
Thumbs down

d. Back to dock
Pat your head or turn finger in a circle (turning your finger in a circle means turn around, not essentially back to dock.)

4. Execute a deep-water start on the wakeboard on a full line rope.
Remember to stay in your ball and then slowly stand up, using your weight to control your left and right movement. Keep your arms straight so the line won't go slack.


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Adventist Youth Honors Answer Book/Arts and Crafts/Tie-Dye

1. Know what the best types of materials are for dyeing and how to prepare them for dyeing.
The best types of material contain at least 80% cellulose. This includes:
 * Cotton
 * Rayon
 * Linen
 * Tencel (Lyocell)

Before tie-dyeing, the material should be washed to remove any sizing (a substance found on new clothing), and then soaked in a bath of soda ash.

2. Know what the purpose of the Soda Ash is and how long the fabric is to soak.
Submerging the fabric in a solution of soda ash prepares the fibers of the cloth for permanent chemical bonding with the dye used in tie-dyeing. The folded and tied fabric may be submerged in a bath of soda ash solution for 5–30 minutes. Dye is then applied, either by submerging the cloth bundle in a bath of dye or by squirting dyes onto specific areas of the fabric. Alternatively, the soda ash may be added directly to the dye solution rather than soaking the fabric in a solution of soda ash. After 12–48 hours, depending temperature, dye, and the desired brightness of the final product, the fabric can be rinsed and unwrapped.

3. Know the purpose of the Urea that is mixed with the Dye.
Urea helps to dissolve the dye. It also slows the drying process which allows the dyes to produce vivid colors.

4. What safety equipment should be worn when mixing up the dye for Tie-Dyeing? Why?
At a minimum, an apron and gloves should be worn. Soda ash is somewhat caustic, so you do not want to get it on your skin or on your clothing. You should be aware that dye will color your skin and clothing as easily as it colors a tee-shirt.

5. Determine what the three primary colors are.
The three primary colors for dyes are red, blue, and yellow.

6. Verbally describe what primary colors of dye will be needed to make the following secondary colors. Orange, Green, & Purple.
Orange, green, and purple are called the secondary colors because they are each made by mixing two primary colors. To make Mix this and this
 * Orange = Yellow + Red
 * Green = Blue + Yellow
 * Purple = Red + Blue

7. Verbally describe what the outcome will be if two secondary colors are mixed.
Mixing two secondary colors will produce a shade of brown. This is the same as mixing all three primaries (though it will not be an equal mix of the primaries).

8. Use a Kleenex tissue & colored marker to demonstrate two different types of folds one could do on a T-shirt.
Fold the tissue using one of the patterns describe below or make up your own pattern. Once the tissue has been folded, color it with a marker. Then unfold it to see the result.

Below is a list of common modern tie-dying folds and patterns.

Bullseye
Bullseyes involve a central point which is bound, as though poking the fabric with a finger or stick then binding the protrusion every 1-2 inches. Usually different color dyes are applied to each bound section to create rings of color.

Stripes
Horizontal or vertical stripes are created by pleating the fabric into several small folds, causing the dye to spread laterally. Horizontal pleats make vertical lines, and vertical pleats make horizontal lines.

Spiral
Spiral patterns involve pleats of fabric arranged in swirls around a central point, bundled into a round bun often resembling a cinnamon bun or a snail's shell. Different wedges of the circular bun are dyed different colors.

V
The 'V' shape achieved by folding a shirt in half vertically, then a line is drawn diagonally from the shoulder area down to the center fold of the shirt. The fabric is then accordion folded along the line and bound into one or more areas to which the dye is applied.

Random
This category can hold several different patterns, the majority of which have nothing to do with each other; they can be combinations or they can be as chaotic as bundling the item to be dyed to resemble a plucked chicken.

==9. Once you have seen the outcome of the different folds you have created on tissue, fold & dye an item for yourself. Bandana, t-shirt, pillowcase, etc… Always keep in mind, no two items will be identical, nor will they be perfect. Each item will be as unique as the individual who made it.== Cover your work surface with a large sheet of plastic before beginning. After folding and tying your cloth, soak it in a solution of soda ash for 30 minutes. After removing it from the soda bath, place the item on the plastic sheet and use squirt bottles to spray the dye on to the fabric. Use as many colors as you like, following the color mixing guidelines presented above to achieve the desired effect. You may also submerge the item in a vat of dye.

When you are finished applying the dye, wrap the item in cellophane and let it sit for 24 hours. Then rinse it in cold water until the dye stops running. Wash it in hot water the first couple of times it is laundered, but do not wash it with other clothing, as there is a good chance of ruining them.

10. Wear or bring this item to the next meeting for your club members to see.
If you are doing this on your own instead of as a club, make sure you clear this with your counselor or director ahead of time. Many clubs award "merit points" for wearing the proper uniform to a club meeting, and you do not want to lose points because you didn't think ahead!

Why not combine this honor with Silk Screen Printing as a creative way for your club to make new field uniforms?


text:
User:Lathspell~enwikibooks

This page is just a waste of bandwith :)

title: User:Lathspell~enwikibooks


text:
Hiking in the Canadian Rockies/Bibliography

Books
'Daffern, Gillean - Kananaskis Country Trail Guide'' vol. 1, Rocky Mountain Books, 2002. Calgary, Alberta, Canada''' pages: 48, 149

'Daffern, Gillean - Kananaskis Country Trail Guide'' vol. 2, Rocky Mountain Books, 2003. Calgary, Alberta, Canada''' pages:

Websites
Canadasmountains.com - Blackrock Mountain


text:
Hiking in the Canadian Rockies/Hike Index

C
Chinaman's Peak {Day} (Kananaskis)

Cougar Creek {Day, Overnight} (Kananaskis)

G
Goat Creek {Day} (Kananaskis)


text:
Hiking in the Canadian Rockies/Day Hikes/Kananaskis/Canmore/Cougar Creek

Information
Day Hike PD

Distance - As long as you want it to be. Pretty much unlimited distance in terms of backpacking, with lots of loop options.

Hight Gain - up to 2453m

Access
From Canmore follow Benchlands Trail up the hill, the parking lot is on the left just after crossing the bridge. Almost everyone in Canmore will know where this is.

The Hike
This is a very flexible hike. I have gone as far up as my family was willing to go before turning back (I believe it was the Canadian Forks). I was quite young, but I do rememeber crossing through the river at many times. The creek is not particularly high in the summer, but you must be prepared to get wet legs.

As a backpacker you can continue into the valley, and your options widen. When you come to a fork way later on in your hike, right leads to a dead end eventually (although I'm sure it'a a very beautiful one). Left takes you further north, and eventually hooks up with either the South Ghost River, or the Carrot Creek Road.


text:
Physics Exercises/Greek Alphabet

Huruf Yunani

title: Physics Exercises/Greek Alphabet


text:
Algorithm Implementation/Sorting/Some proofs

This section rigorously and in standard mathematical language describes the logical system which rationalizes sorting in computer programs. Many of these results are obvious, and some of the notation might be found in assorted computer-science textbooks. Anyone who finds any flaw with the following is invited to improve it.

The mathematics the first author applies here is sophisticated, but hardly complicated.

NOTE: ''The conventional approach to these proofs rests on slightly shakier assumptions. It employs a device called a "loop invariant," which is defined in terms of underlying program structure. Proofs constructed this way can be found in most good algorithmics textbooks''.

=Basic notions= It is impossible to order an unordered set; but sorting usually concerns itself not with sets, but with sequences. Let us define, then, precisely what sequences we may sort, and what the results may entail. Let S be any set with a total ordering ($$\Z$$, $$Q$$, $$\R$$...) Let A be a finite subset of that set. Let J be a finite subset of $$\N$$, the natural numbers. Now draw up a function $$\phi:J\rightarrow S$$. The set J induces a so-called permutation group, Sym(J), the set of all bijections from J back onto J. Now let $$\Phi \equiv \{\mu \in Sym)J) : \phi \circ \mu $$. A little consideration will convince the reader that the set hereupon described is exactly the set of possible arrangements of the elements of a sequence. Of course, $$\phi_\mu = \phi_\lambda$$ is possible if it happens that a permutation exchanges indices so that the value of the function doesn't change at the indices; but this will not be a great concern to us. As we will see, exactly one of the functions in $$\Phi$$ is increasing. (A function is increasing whenever x ≥ y implies f(x) ≥ f(y)).


text: Persian/Phrasebook/Family

title: Persian/Phrasebook/Family


text:
Template:A Beginner's Guide to D/Written

Written by .


text:
Persian/Phrasebook/Days of the Week

NOTE To show pronunciations, Perso-Latin alphabet has been used.

title: Persian/Phrasebook/Days of the Week


text:
Persian/Phrasebook/Seasons and Months

NOTE To show pronunciations, Perso-Latin alphabet has been used.

Persian calendar is completely in accordance with nature so that when it's for example autumn in nature it's exactly 1 Mehr in Persian calendar whereas in Gregorian calendar it's 23 September!

This is all wrong Bahman is 15january till 13 February and its the capricorn

title: Persian/Phrasebook/Seasons and Months


text:
User talk:Alijsh

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Derbeth talk 07:19, 7 September 2006 (UTC)

title: User talk:Alijsh


text:
User talk:GregorR

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Derbeth talk 07:21, 7 September 2006 (UTC)

title: User talk:GregorR


text:
Talk:A Beginner's Guide to D/Style Guide

Organization
Why are chapters and sections numbered? Doing so will make reorganizing things more diffcult. Is there are benefit for having numbered sections in an Hypertext book? Derek Parnell 07:31, 7 September 2006 (UTC)
 * I agree. I will probably drop the numbering convention soon (though I may still use # in the TOC for clarity) --GregorR 15:13, 7 September 2006 (UTC)

Naming
What is the difference between 'concept' and 'construct' in the names? Can you give examples of what is a 'concept' name as opposed to anything else? Derek Parnell 07:31, 7 September 2006 (UTC)
 * Conditionals are a concept, 'if' is a construct. I will add examples to this page. --GregorR 15:13, 7 September 2006 (UTC)

Dependancies
Remembering that this is a hypertext book and that the audience can come from any background, we should not assume that the book will be always read from start to finish in order. We should be free to insert links to 'future' concepts so that readers can learn at their own pace and style. Derek Parnell 07:31, 7 September 2006 (UTC)
 * I agree, but fundamentally it should still be readable in order, even if it has references to later sections. --GregorR 15:13, 7 September 2006 (UTC)

Attribution
You do realize that the Wiki keeps all revisions along with who wrote what? How does one determine to what level of contribution should the attribution be? Personally, I'm not fussed whether my name is up in lights or not. It a community effort with hopefully many contributors. Derek Parnell 07:31, 7 September 2006 (UTC)
 * The wiki history list is hardly attribution, in my opinion. It's not that I'm obsessed with my own name, I just have a credit-where-credit-is-due attitude.  I'm under the impression that many people will disagree, but it'll take a sizeable amount of convincing to get me to change my mind :) --GregorR 15:13, 7 September 2006 (UTC)
 * If a page has a really significant number of primary authors (a situation which I pessimistically find highly unlikely), it may become necessary to trim down the list to only the biggest contributors. --GregorR 15:16, 7 September 2006 (UTC)

Complexity
The phrase "Users of  will find this section trivial, and can skim it." seems to be talking down to the potential readers, and I think it will be counterproductive. I suspect that if people already know  then they can decided for themselves whether or not a section is trival or relevant. Derek Parnell 07:31, 7 September 2006 (UTC)
 * I didn't intend to imply that that would be the literal phrasing. In many cases they probably can, but I would hate for a C++ programmer to go "classes?  I know classes!" and miss that objects are byref in D, or see "operator overloading?  I know operator overloading!" and miss all the keywords, reversability, et cetera.  A carefully phrased template along the lines of "Programmers familiar with C, C++ or Java are likely to find this section familiar, and are obliged to skim or skip it at their discretion" would allow such readers to quickly discern not only whether they know the concept, but the constructs (hey, I'm making that ambiguous distinction again :) ) --GregorR 15:13, 7 September 2006 (UTC)
 * This is an example of the template as I intended it:

I propose that the Skim templates should be extended by having them link to a summary/notes sub-page that contains information about the differences between the way D handles a concept and the language that the box is for. An example of why this is useful is /The Basics/Introduction to Modules module which currently (as of this comment) has an "Info for Java Programmers" section at the bottom of the module. This sort of information should not belong in the main module text; the main module text should ideally be reserved for text intended for the main target audience of the book-- beginning programmers. The information is useful enough, though, that is should not be deleted outright. A sub-page would be, in my opinion, would be the ideal place for this sort of information. Having summary/notes sub-pages for programmers in other languages would also increase this books appeal to them as they wouldn't have to worry about missing important details if they decide skim a section. Tknott 20:34, 3 December 2006 (UTC)

Console output
I propose that the console output of programs should be in bold monospace font in <pre> tags. This makes it distinct from both book text and code. If nobody objects I will update the style guide and /The Basics/Basic Output/ to use this convention.
 * Updated /The Basics/Basic Output and the Style Guide to include this convention. Tknott 19:36, 3 December 2006 (UTC)


text:
Persian/Phrasebook/Directions

NOTE To show pronunciations, Perso-Latin alphabet has been used.

title: Persian/Phrasebook/Directions


text:
Muggles' Guide to Harry Potter/Major Events/Prefects

Overview
Prefects are not, strictly speaking, magical. They are an integral part of the power structure of any school run on the English model; a Prefect is a member of the student body who is deemed more responsible than other students, and as such is given additional powers (the ability to give detentions, for instance) and additional responsibilities (prefects are called upon to aid the teachers in patrolling the halls in a few cases).

Event Details
Specific tasks and privileges are accorded to Prefects in the Harry Potter books. On the journey to Hogwarts on the Hogwarts Express, prefects have a special compartment at the head of the train; they are expected to gather there at the start of the trip, to receive instructions presumably, and then periodically patrol the corridors of the train to keep the rowdiness down. While they are also presumably expected to do the same during the return trip, no mention is made of this in any of the books, even by Hermione, who at all other times is punctilious about her duties. Prefects are charged with maintaining order in the common rooms as well as in the hallways of the castle, and are also responsible for making sure the lower grades learn their way around the castle in the early part of the year. One privilege of being a Prefect is that you have access to the Prefect's bathroom, as Harry finds out in Harry Potter and the Goblet of Fire.

In Harry Potter and the Philosopher's Stone, Percy Weasley has just been made Prefect, and is inordinately proud of his shiny new Prefect's badge. His (apparently pre-existing) pomposity is increased significantly by this recognition of his "superiority" over the rest of his year group. In Harry Potter and the Chamber of Secrets, Percy is spotted reading a book entitled Prefects who Gained Power, "a study of Hogwarts prefects and their later careers".

In Harry Potter and the Chamber of Secrets, we learn that Percy's girlfriend, Penelope Clearwater, is also a prefect, albeit in Ravenclaw House.

In Harry Potter and the Order of the Phoenix, Ron Weasley is appointed Prefect for Gryffindor, much to the amazement of everyone; it had been thought that Harry would be tipped for that job. Of course, nobody is surprised that Hermione becomes a Prefect as well, and there is equally little amazement at the selection of Draco Malfoy for Slytherin House. Other prefects appointed at the same time are Pansy Parkinson from Slytherin, Ernie Macmillan and Hannah Abbott from Hufflepuff, and Anthony Goldstein and Padma Patil from Ravenclaw.

It is mentioned in Harry Potter and the Order of the Phoenix that Remus Lupin had been a prefect at Hogwarts when he, Sirius Black, and Harry's father had been there. We also see, in Harry Potter and the Deathly Hallows, that Lucius Malfoy was a Slytherin Prefect when Severus Snape, James Potter, Remus Lupin, and Sirius Black first arrived at Hogwarts.

In Harry Potter and the Half-Blood Prince, Dumbledore mentions that Tom Riddle was also a Prefect.

Notable Consequences
Percy has just become a Prefect when we first meet him in Harry Potter and the Philosopher's Stone, so we cannot easily judge what he was like before he became a Prefect. From the reaction later when he became Head Boy, one can extrapolate that he was always pompous and always a little ashamed of his family's lack of ambition; his becoming Prefect is part of the process that ends up with him being estranged from his family by Harry's fifth year.

In Harry Potter and the Order of the Phoenix, Hermione becomes a prefect, to nobody's surprise. What is a surprise is that Harry is passed over in favour of Ron for the position. Ron's being made a prefect threatens to destroy the friendship between him and Harry, as Harry shares the general feeling that the position ought to have gone to Harry; in the end, though, Harry resolves to make the best of it, and their friendship goes on pretty much as before. Harry's feelings about this office having gone to Ron are somewhat eased by the revelation that Harry's father was passed over for Prefect in his day as well, that "honor" instead going to Remus Lupin. This issue is not completely resolved until the end of the book, however; in his interview with Professor Dumbledore after the Battle at the Department of Mysteries, Dumbledore explains why he had passed over Harry for the position: "I must confess... that I rather thought... you had enough responsibility to be going on with."

Ron's becoming a prefect is designed to give him self-confidence which he has lacked to this point. Ron, an average wizard, feels overshadowed by the alarmingly competent Hermione and the famous Harry Potter, despite their being his best friends. The self-confidence he gains from being selected as a Prefect will enable him to respond to the amorous advances of Lavender, which could be considered rehearsal for his later, and enduring, romance with Hermione.

Analysis
Ron and Hermione's approach to the office of Prefect shows the two sides of the appointment. Both are extremely glad to get selected, of course; but Ron makes extensive use of the privileges, bossing the younger kids around, where Hermione is greatly taken up with the responsibilities, trying to keep the common room in order (and being thwarted repeatedly by the Weasley twins). Malfoy's prefect style is an almost grotesque increase in ugliness over Ron's; he is not ashamed to use his powers to get anything he wants for himself. What little we see of Malfoy's tenure as Prefect simply screams "Abuse of Power". On the other hand, Percy's stuffiness as a prefect is equally as extreme, but in the opposite direction; Percy's natural pompousness seems to expand into an over-inflated sense of his own importance in the scheme of things.

The dynamic of the story requires, in Harry Potter and the Chamber of Secrets, that Percy should have some secret that he prefers Ginny not reveal. The obvious one would be that Percy has a girlfriend, which turns out to be Penelope Clearwater. When she gets Petrified, there has to be a reason that Percy gets distraught, other than the fact that she is his girlfriend, to keep that secret concealed for a few more weeks; the author uses Percy's apparent belief in Prefect invulnerability (as put forward by George Weasley) as explanation for his dismay.

There is some question as to whether prefects are allowed to dock house points. In Harry Potter and the Order of the Phoenix, Ron seems to believe that prefects cannot dock house points; Draco Malfoy agrees, but then goes on to say that members of the Inquisitorial Squad, specially appointed by the High Inquisitor Dolores Umbridge can, and then goes on to do that. In Harry Potter and the Chamber of Secrets, Percy does dock House points from Gryffindor, and he is only a prefect at that point. While the author has stated that Percy was more likely right than Ron was, it is equally likely that Percy in fact was overstepping his authority, and though he said he was removing house points from Gryffindor, his statement had no real effect.

Questions

 * 1) Would you have chosen Percy for prefect? Why?
 * 2) Would you have chosen Harry for prefect? Why?
 * 3) Professor Dumbledore's comments at the end of Harry Potter and the Order of the Phoenix lead us to believe that he has at least some control over appointment of prefects. Why do you think he allowed Draco Malfoy to be appointed a prefect?
 * 4) Who do you think could replace Hermione as a Gryffindor Prefect? Why?

Greater Picture
Though not mentioned in the Notable Consequences section, it should be mentioned that the self-confidence engendered in Ron by this appointment will be of importance in the final book as well. It is perhaps because of his increased self-confidence that he is able to walk away from Harry and Hermione when he gets tired of the lack of progress. It is certainly true that he has matured greatly when he returns to the Trio shortly after Christmas, and this maturation is likely due to the separation. Ron, as written, could not mature significantly in the presence of Harry and Hermione, so we speculate that the separation and reunion are vital to his role in the story, and while he perhaps would also have left the Trio out of anger without the additional confidence granted him by his time as Prefect, we suggest that he would not have attempted to return to the Trio without the confidence that he has gained.


text: Category:Book:The Computer Revolution

title: Category:Book:The Computer Revolution


text:
User talk:Lathspell~enwikibooks

Hi Lathspell,

The "deprecated" tag probably refers to book chapters, not the book name (I didn't add it, so not sure). I'll try to have a look later today and see what the issue is. -- SB_Johnny | talk 08:50, 7 September 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:21, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:11, 19 April 2015 (UTC)

title: User talk:Lathspell~enwikibooks


text:
Persian/Phrasebook/Colors

NOTE Perso-Latin color pronunciation.

title: Persian/Phrasebook/Colors


text:
A Beginner's Guide to D/Short Introduction to Programming

What Is Programming
Computers are machines that simply execute the instructions given to it by a program, and programming is the process that creates the set of instructions that make up a program (or part of one). Computers do not think in the same sense that we do, they do not ponder the instructions given to them, nor do they decide to disregard them or alter them. Computers blindly follow the set of instructions, that you as a programmer give it.

And this is what makes programming a challenge. It is not so easy to create the exact set of instructions to get a specific task done.

How to Cook a Pancake
Let's tell a really, really stupid, but capable, person how to cook pancakes.

 * 1) In a bowl, put in a cup of flour, one egg, and enough milk to make a smooth mixture.
 * 2) Mix it with a wooden spoon until it is smooth.
 * 3) Heat a frying pan with a small knob of butter until melted.
 * 4) Place a cup of the mixture into the frying pan and cook one side until bubbles form.
 * 5) Carefully turn the half-cooked pancake over and continue cooking the other side until it is firm.
 * 6) Place cooked pancake on a plate and repeat these steps until all the mixture is used.

Simple and obvious, no?

No, not really. For example, I didn't say to tip the flour out of the cup into the bowl, so a computer would have done literally what I said to do - "put a cup of flour" into the bowl. Then there is the egg; I didn't say to crack the egg and only put its contents (yolk and white) into the bowl, so the shell would have also gone in. And what exactly is a "smooth" mixture?

Further literal execution of these instructions would have the computer trying to mix a bowl rather than the contents of the bowl. And this assumes that it knows what "mixing" is! And have you ever tried to use a knob of butter to heat a frypan? And what is a "knob" of butter? Will the computer wait until the butter is melted or the frypan is melted? Again with the cup; are we cooking it or its contents? How many bubbles do we wait for - two, three, ... ? What if no bubbles show up - do we keep cooking it while it rapidly burns to a cinder? The last instruction tells us to repeat but literally that includes all the steps, in a never ending frenzy of pancake making.

I don't mean to scare you but it is important to realize that computers take your programs literally, and thus you have a responsibility to be accurate and precise. That is the challenge of programming.

What is Programming (revisited)
It is the process of writing algorithms and describing data so that a computer can correctly perform the task required of it.


text:
Cookbook:Basic Chai

Traditional chai has numerous variations, depending on which region it is brewed. This is a simple recipe with milk, sugar, and spices.

Ingredients

 * Cardamom
 * Cinnamon
 * Ginger, grated
 * 2 spoons tea leaves
 * ½ cup milk
 * Sugar to taste

Procedure

 * 1) Bring 1 ½ cups water to a boil, add the fresh spices, and boil for 1 minute.
 * 2) Add the tea leaves, cover, and steep for 3–5 minutes
 * 3) Bring the milk to a boil.
 * 4) Strain the tea mixture to remove the solids.
 * 5) Add milk and sugar, and serve hot with samosas or kachoris.

title: Cookbook:Basic Chai


text:
Persian/Phrasebook/Shapes

NOTE To show pronunciations, Perso-Latin alphabet has been used.

title: Persian/Phrasebook/Shapes


text:
User:Jeremy Butler

I am a media studies professor at the University of Alabama, who has been active on Wikipedia.

title: User:Jeremy Butler


text:
Wikibooks talk:Humanities and arts department

I don't know how this listing is generated and thus I don't know how to suggest changes, but I note that "Cinematography" is part of "Movie Making Manual" and thus should not be listed separately. --Jeremy Butler 12:02, 7 September 2006 (UTC)


text:
Georgia Water/Laws/HelpList

The Georgia Water guide to laws was organized during the spring semester of 2006 as an academic project by two students at the University of Georgia's School of Law. See: ../Contributors/.

Law school classes are welcome to continue this project.

Ways you can contribute Georgia Water laws

 * Outline a short (semester) project for a law school student.
 * Add list of related court cases to one or more of the laws.

Users' requests for additional information

 * If you didn't find what you needed, please add your request here.
 * Please add suggestions for additional information and projects to expand this Wikibook.

title: Georgia Water/Laws/HelpList


text:
Talk:A Beginner's Guide to D

It appears that somebody already put all the links in place, so I'm going to remove the cleanup-links macro - thanks :) --GregorR 14:55, 7 September 2006 (UTC)

"Basic Output [using std.cstream.dout]"

Why not std.stdio.writef/writefln for output because it seems more simple? Even if Phobos is not topic of the book, it would be much handier here. --Mbutscher 21:20, 13 September 2006 (UTC)
 * I agree. I always use writefln, infact, I didn't know about the existance of dout until now!! Well, I knew something like that existed, but I thought it was in Mango, not in Phobos.
 * Plus, one could say, this book is not about streams, therefore we should use writefln!
 * Most D coders use writefln, so not teaching it here will confuse bigenners when they look at other people's codes. Hasan aljudy 21:58, 13 September 2006 (UTC)

Basics/Types and Math before "Basic Output"?
In "The Basics" maybe "Types and Math" should be moved before "Basic Output" and "Basic Input" as strings are explained in "Types ..." and are essential for input/output. --Mbutscher 18:51, 19 September 2006 (UTC)

Teaching Phobos
I agree we shouldn't be teaching a library, but to make examples more robust and fun a library would be good to fall back on. The most basic examples use input/output, and even the suggested din/dout are within Phobos. Even though most example for D code use writefln, I don't think you get to do that with Tango. I want to make the argument that if library calls are useful in an example that Phobos should be used.

The main point to using Phobos is that it comes with dmd. Those new to D aren't going to want to install 'patches' to their compiler. Depending on why someone is looking at D, they aren't even going to understand the difference from the language and the library. Even coming from another language such as C++, the person may overlook the library. The student is going to want to get things done, if they're learning the for-loop for the first time they might want to try it out on an input file, and whether we teach it in this book or not they will learn how to do it in Phobos.

I think it is important to state which library is being used in demonstrations I do not see a reason to make a big deal about it. Like stated before, people are going to be trying this language out and just want something don, they don't want to be bothered by the war within the D community. Will it cause problems in the future? Yes very likely, it could be that Tango becomes the standard library shipped with dmd. Luckily this book can be edited later. -- nascent, 29 August 2007

title: Talk:A Beginner's Guide to D


text:
Cookbook:Rabbit with Abbey Beer (Konijn met Paterbier)

Ingredients

 * 1 rabbit
 * Onions, chopped
 * Carrots, chopped
 * 1–2 ea. St. Sixtus 8 degree abbey beer
 * Prepared mustard
 * 2 slices of old bread

Procedure

 * 1) Divide the rabbit into practical pieces.
 * 2) Cook the onions and carrots in a large pot until colored.
 * 3) Add the portions of rabbit to the pot, and sear the meat.
 * 4) Add the 1–2 beers depending on the size of your pot and how big the rabbit was. The rabbit does not need to be completely submerged.
 * 5) Spread mustard onto the sliced bread, and lay those on top of the mixture. Seal the pot with aluminum foil and a lid.
 * 6) Stew for several (2–3) hours over low heat.
 * 7) Cool the stew and serve it the following day.

Notes, tips, and variations

 * Do take care to check the stew from time to time, and stir to avoid burning things.
 * Do not serve the same day—leave it to cool overnight, and serve the next day.
 * You can also freeze it. Like most stews, it will taste even better when you defrost it.
 * It can be served with mashed potatoes and the onions and carrots from the stew.
 * One might consider using a pressure cooker, but those are usually quite tall for this recipe. It might work better with a big diameter pot, that's not too tall, hence the foil and lid recommendation. Besides, a pressure cooker will cook too fast, which is not ideal for a stew.


text:
User talk:Anargul25

Do you allow me update the contents of this page: Alphabet overview

Pictures
As you can see at the top of this page, "All unlicensed images uploaded to wikibooks before November 1, 2006 will soon be deleted." You have uploaded images and some of them are untagged. You can see them here. Please review them and add appropriate tags. If you have any questions, feel free to ask me. --Think Fast 04:26, 13 November 2006 (UTC)

title: User talk:Anargul25


text:
William Shakespeare's Works/Comedies/Much Ado About Nothing

Much Ado About Nothing is a comedy by William Shakespeare. It was most likely first performed in 1598 / 1599. The play's style shares many features of the modern romantic comedy and it remains one of Shakespeare's most enduringly popular plays on stage.

Brief synopsis
The five acts follow two pairs of lovers. Although the romance between Claudio and Hero ostensibly forms the main plot, the action is in fact mostly concerned with their counterparts, Benedick and Beatrice, whose love-hate relationship develops over the course of the play.

Deconstruction and scene by scene read through companion

 * /Act 1/
 * /Act 2/
 * /Act 3/
 * /Act 4/
 * /Act 5/

Dramatis Personæ

 * Don Pedro - the prince
 * Don John - Don Pedro's half brother
 * Claudio - a young lord
 * Benedick - another young lord, friend of Claudio
 * Leonato - a older man, father of Hero
 * Antonio - brother of Leonato
 * Balthazar
 * Borachio - a friend of Don John
 * Conrade - a friend of Don John
 * Dogberry
 * Verges
 * Friar Francis
 * A Sexton
 * A Boy
 * Hero - daughter of Leonato and lover of Claudio
 * Beatrice - cousin of Hero and lover of Benedick
 * Margaret
 * Ursula
 * Messengers
 * Watch
 * Attendants

Analyses and Interpretation

 * A brief analysis of the thread of disguise and masking throughout the play


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William Shakespeare's Works/Comedies/Much Ado About Nothing/Disguise and masking

Shakespeare employs masks in different ways in Much ado about nothing.

In II.1 the theme of disguise and mistaken identity is given prominence. During this scene the theme of being masked is employed as a common entertainment in Elizabethan times as well as being misemployed in order to be up to one's mischief as done by Don Jon and his fellow Borachio.

In II.2 the paramount importance of disguise is still present in their scheme, however the tenor is more serious. In scene two of Act III the link to appearance masking character is established by the image of fashion. Benedick says very little in this scene compared two others marking his changed character, while Claudio and Don Pedro talk about him and his new outward appearance.

The theme of fashion is sharply in focus in scene III.4 again, together with the theme of illness. The concept of disguise is highlighted by this scene. Once it is stressed by the idea of fine clothes masking true feelings, as well as by pretending to feel ill in order to hide them from others.

Scene one of Act IV is written in blank verse to stress the importance of its content. Additionally, this scene is eye-catching because of the frequent references to disguise and masking the truth in Claudio's accusatory speech.

The tide is turned in scene one of Act V and again the thread of disguise is obviously present as Claudio expected to learn a hard lesson before he is marrying Hero. This case is quite interesting as the plot has been invented by the Friar himself, which shows that hiding the truth has been quite common.

This very special plot is continued to the end of the play (V.4).

At this point the circle is closed and real masks are used to hide again. The difference compared to the former usage of masks is, that it is purely positive throughout the whole scene, without the intention to harm somebody.


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User:Dunham

TODO

 * Learn recipe template, fix up some out of norm recipes
 * Cookbook:Fish Stock - Referenced by the Cioppino recipe
 * Cookbook:Chile Verde - Add my Chile Verde recipe.

title: User:Dunham


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Reconstruction/Mold Treatment/Mold Treatment/Bleach and Baking Soda

'Disinfect Surfaces'

 * Wear gloves when using disinfectants
 * disinfect the area with 10% household bleach (e.g., 1 1/2 cup bleach per gallon of water)
 * with spraying large areas, a garden hose and nozzle can be used
 * disinfecting a large structure, make sure the entire surface is wetted (floor, joists, and posts)
 * let disinfected areas dry overnight, making sure all molded areas are killed
 * Keep effected areas soaked in bleach for 15mins
 * brush in a large amount of baking soda and leave for three or four days over molded area