text:
Visual Rhetoric

This book is an introductory guide to visual rhetoric. The original contributions to this book were made as a part of a course on visual rhetoric at James Madison University. The authors of these contributions are the members of that course. Future students in the course as well as other visitors to the site are invited to revise this text.

Table of contents

 * Definitions of Visual Rhetoric
 * Mediums and Manifestations of Visual Rhetoric
 * Cultural Theories of Visual Rhetoric
 * Semiotics and Visual Rhetoric
 * Rhetorical Vectors
 * Modality and Visual Representations of Reality
 * Gender and Visual Rhetoric
 * Visual Representations of Time and Space
 * Narrative and Conceptual Representations
 * 3D and 2D Visual Persuasion
 * Status of Visual Rhetoric and Visual Literacy in the Academy
 * Examples And Analysis Of Visual Literature
 * Semiotics of Fashion
 * The Rhetoric of Brand Identity: Nike
 * Ethics of Controversial Images

title: Visual Rhetoric


text:
J2ME Programming/TaoGroup Intent

Introduction
Tao Group is targeting MS PocketPC, MS SmartPhone, and SymbianOS Series60 with their Intent JVM solutions. The Intent JVM supports both the CLDC and CDC within the same JVM. Tao Group originally developed Personal Java JVMs early in Java's history.
 * Intent 2.0
 * MIDP 2.0
 * CLDC 1.0/CLDC 1.1
 * WMA
 * JTWI
 * MMAPI
 * 3D Graphics
 * CDC
 * FP
 * PP
 * PBP
 * RMI

Voq

 * Voq Professional Phone
 * MIDP 2.0

MyOrigo

 * MyDevice
 * MIDP 2.0

Conclusion
Tao Group's Intent JVM platform not only targets MIDP but also CDC profiles within the iTV and etc segments of the J2ME Platform.

Trademark Notices
J2ME, Java and all Java-based marks are trademarks or registered trademarks of Sun Microsystems, Inc. in the U.S. and other countries.

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

title: J2ME Programming/TaoGroup Intent


text:
J2ME Programming/Aplix JBlend

Introduction
Aplix has two JVM products that target the CLDC and the CDC segments of the J2ME Platform.

CLDC

 * MIDP 1.0
 * JBlend Micro JVM
 * MIDP 1.0
 * CLDC 1.0
 * WMA 1.0
 * MIDP 2.0
 * JBlend Micro JVM
 * MIDP 2.0
 * CLDC 1.1
 * JTWI
 * PIM JSR 75
 * Bluetooth
 * Location JSR 179
 * 3D Graphics JSR 184
 * WMA 2.0

CDC

 * JBlend Embedded

Samsung

 * Samsung SGH-D807
 * CLDC 1.1 MIDP 2.0
 * Samsung SGH-D520
 * CLDC 1.1 MIDP 2.0
 * Samsung SGH-U600
 * CLDC 1.1 MIDP 2.0
 * Samsung SGH-j600
 * CLDC 1.1 MIDP 2.0
 * Samsung GT-I5700
 * CLDC 1.1 MIDP 2.0

LG

 * LG KP320
 * CLDC 1.1 MIDP 2.0

Panasonic

 * Panasonic vs3
 * CLDC 1.0 MIDP 2.0 WMA 1.0
 * Panasonic vs7
 * CLDC 1.0 MIDP 2.0 WMA 1.0

Hitachi

 * Hitachi P300
 * CLDC 1.0 MIDP 1.0

Motorola

 * Moto V300
 * CLDC 1.0 MIDP 2.0 WMA 1.0 MMAPI 1.0
 * Moto V303
 * CLDC 1.0 MIDP 2.0 MMAPI 1.0
 * Moto V400
 * CLDC 1.0 MIDP 2.0 WMA 1.0 MMAPI 1.0
 * Moto V500
 * CLDC 1.0 MIDP 2.0 WMA 1.0 MMAPI 1.0
 * Moto V525
 * CLDC 1.0 MIDP 2.0 WMA 1.0 MMAPI 1.0
 * Moto VE538
 * CLDC 1.0 MIDP 2.0
 * Moto V600
 * CLDC 1.0 MIDP 2.0 WMA 1.0 MMAPI 1.0
 * Moto V750
 * CLDC 1.0 MIDP 2.0

Sanyo

 * Sanyo SCP-550
 * CLDC 1.0 MIDP 1.0
 * Sanyo SCP-588TH
 * CLDC 1.0 MIDP 1.0
 * Sanyo SCP-4900
 * CLDC 1.0 MIDP 1.0
 * Sanyo SCP-5300
 * CLDC 1.0 MIDP 1.0
 * Sanyo SCP-6400
 * CLDC 1.0 MIDP 1.0
 * Sanyo SCP-81000
 * CLDC 1.0 MIDP 1.0
 * Sanyo RL2000
 * CLDC 1.0 MIDP 1.0
 * Sanyo RL2500
 * CLDC 1.0 MIDP 1.0
 * Sanyo VM4500
 * CLDC 1.0 MIDP 1.0
 * Sanyo RL7300
 * CLDC 1.0 MIDP 1.0
 * Sanyo PM8200
 * CLDC 1.0 MIDP 1.0
 * Sanyo RL4920
 * CLDC 1.0 MIDP 1.0

Sharp

 * Sharp GX10m
 * CLDC 1.0 MIDP 1.0
 * Sharp GX10n
 * CLDC 1.0 MIDP 1.0
 * Sharp GX12
 * CLDC 1.0 MIDP 1.0
 * Sharp GX13
 * CLDC 1.0 MIDP 1.0
 * Sharp GX17
 * CLDC 1.0 MIDP 1.0
 * Sharp GX21
 * CLDC 1.0 MIDP 1.0
 * Sharp GX22
 * CLDC 1.0 MIDP 1.0
 * Sharp GX27
 * CLDC 1.0 MIDP 1.0
 * Sharp GX31
 * CLDC 1.0 MIDP 1.0
 * Sharp GX32
 * CLDC 1.0 MIDP 1.0
 * Sharp GXi98
 * CLDC 1.0 MIDP 1.0
 * Sharp SX862
 * CLDC 1.1 MIDP 2.0 WMA 1.1
 * Sharp TM100
 * CLDC 1.0 MIDP 1.0 WMA 1.0
 * Sharp X23
 * CLDC 1.0 MIDP 1.0

Toshiba

 * Toshiba VM4050
 * CLDC 1.0 MIDP 1.0

Conclusion
JBlend largest deployment is in Asian markets such as Japan, China, and etc with OEMs such as Motorola, Sanyo, Sharp, and Alcatel.

Trademark Notices
J2ME, Java and all Java-based marks are trademarks or registered trademarks of Sun Microsystems, Inc. in the U.S. and other countries.

title: J2ME Programming/Aplix JBlend


text:
Beekeeping

An Introduction to Beekeeping

 * Why Keep Bees
 * Starting Out Right With Bees

Types of Beekeepers

 * Residential Beekeeping
 * Hobby Beekeeping
 * Sideline Beekeeping
 * Commercial Beekeeping

Types of Bees

 * Bumblebees
 * Solitary Bees
 * Semi-Social Bees
 * Honey Bees

Races

 * Races

Castes

 * Queen
 * Drone
 * Worker

Anatomy

 * Anatomy of the Queen
 * Anatomy of the Worker
 * Anatomy of the Drone
 * Anatomy of the Larva and Pupa

 * Social Life

Communication

 * Dance Language
 * Pheromones

Behavior

 * Fanning
 * Flight
 * Guard
 * Robbing
 * Swarming

 * Color and Object Recognition
 * Learning

Bottom Board

 * Slatted Bottom Board
 * Screened Bottom Board

Covers

 * Telescopic Cover
 * Garden Cover
 * Inner Cover
 * Migratory Cover

Entrance Modifier

 * Entrance Reducer
 * Mouse Guard

Feeders

 * Entrance Feeder
 * Hive Top Feeder
 * Frame Feeder

Frames

 * Foundation

Hive Bodies

 * Brood Nest
 * Supers
 * Comb Honey Supers

Other Hive Parts

 * Hive Stand
 * Queen Excluder
 * Sticky Board

Top Bar Hives

 * Kenya Top Bar Hive
 * Tanzania Top Bar Hives
 * Top Bars

Other Hive Designs

 * Beegum Hive (antiquated)
 * Natural Hive
 * Observation Hive
 * Skep Hives (antiquated)
 * Tile Hive (antiquated)
 * WBC Hive (traditional but now uncommon British Hive)
 * British National (or Modified National)
 * Smith Hive
 * Commercial (and Modified Commercial)
 * Dadant
 * Warre/People's Hive and variants

Obtaining Hive Parts

 * Buying New
 * Buying Used
 * Building

Hive Manipulation

 * Hive Tool
 * Frame Grip

Bee Manipulation

 * Bee Brush
 * Smoker
 * Bee Blower

Protective Gear

 * Veil
 * Bee Suit
 * Bee Gloves

Build Up and Maintenance

 * Embedders
 * Frame Cleaner
 * Foundation Press

Packaged Bees

 * Caring for a Package of Bees
 * Hiving a Packages

Nucs and Existing Hives

 * Moving Hives
 * Hiving Nucs

Swarms and Feral Hives

 * Swarm Baiting
 * Swarms Capture
 * Hiving Swarms
 * Collecting Feral Hives
 * Hiving Feral Hives

Acquiring Queen Bees

 * Introducing the Queen
 * Handling the Queen

Standard Hive Management

 * Opening the Hive for the First Time
 * Locating the Queen

Advanced Hive Management

 * Swarm Prevention
 * Producing Comb Honey
 * Marking the Queen
 * Queen Rearing

Seasonal Management

 * Spring Management
 * Summer Management
 * Fall Management
 * Winter Management

Honey

 * Varieties of Honey

Forms of Honey

 * Extracted Honey
 * Comb Honey
 * Chunk Honey
 * Creamed Honey
 * Adulterated Honey

Processing Honey

 * Extracting Honey
 * Packaging Honey
 * Selling Honey

Using Honey

 * Food Recipes
 * Mead Making

Honey Tools

 * Uncapping Tools
 * Comb Cutter
 * Honey Extractor
 * Honey Press
 * Refractometer

Beeswax

 * Cosmetic Formulas
 * Candle Making

Wax Tools

 * Wax Melting
 * Wax Processing

Bee Manipulation

 * Biological Beekeeping
 * Small Cell Regression

Hive Manipulations

 * Joining Hives
 * Splitting Hives
 * Migratory Beekeeping

Parasites

 * Tracheal Mite (Acarine Disease)
 * Varroa Mites

Disease

 * Acute Bee Paralysis (ABP)
 * Amoeba
 * Chronic Paralysis Virus (CPV)
 * Dysentery
 * Kashmir Bee Virus (KBV)
 * Nosema
 * Septicemia

Brood Disease

 * American Foul Brood (AFB)
 * Chalkbrood
 * European Foul Brood (EFB)
 * Sacbrood
 * Stonebrood

Chemicals

 * Pesticides

Pests

 * Bears
 * Birds
 * Hive Beetle
 * Mice
 * Skunks
 * Vandals
 * Wax Moth

Plants for Bees

 * Pollination Process
 * Plants for Honey Bees
 * Plants for Bumblebees
 * Plants for Solitary Bees

Special Interest

 * Africanized Honey Bee
 * Allergies
 * Gaining Support of Friends and Neighbors
 * Phobia

History

 * Evolution of the Honey Bee
 * Impact of Man
 * Historical Beekeeping Practices

Appendices

 * Beekeeping Glossary
 * Beekeeper’s Guide to Essential Oils
 * Beekeeping Clubs and Associations
 * Frequently Asked Questions
 * Images and Illustrations
 * Manufacturers and Resources
 * Other Reference Material
 * Recipes for the Bees

Acknowledgments and Book Information

 * Book Contributors
 * Editing Guidelines and Information

Einführung in die Imkerei Apicultura fácil Apicoltura Pszczelarstwo

title: Beekeeping


text:
Beekeeping/Editing Guide

Request for Help
Beekeeping is designed as a collaborative book based on beekeeping and apiary practices. It exists as a guide to both beginners and experts alike. However if there are any experts in the audience we ask that you donate some of your time to help this project out by submitting some text or media. Every additional amount of text is helpful, whether it be a simply adding missing punctuation or the addition of great body of text. This book cannot evolve on its own; it requires your help. Please don’t be discouraged even if you are not an expert; if you have something to add then please do so. Any help is appreciated.

Submitting Text
Articles can be submitted in the same manner as any other Wiki submission, with one minor difference. Article links must be formed with a prefix of “Beekeeping” followed by a slash “/”. In example to submit a link about beekeeping fashion you must do the following Beekeeping/Fashion Linking is done similarly to that of Namespace linking, in essence Beekeeping functions similarly to a namespace while not actually being one.

For a general reference guide of editing Wiki pages visit the How_to_edit_a_page page.

New Book
Beekeeping is a new book. Because of this you will see a rather copious amount of red text, please help us by adding a missing article.

If It’s Missing Add It
If at any time you see that an article is missing, feel free to add it or add a request for it. Occasionally subjects can be overlooked and may not be added, other times no one has simply taken the time to add one, take the initiative and do so.

Stand Back and Take a Bow
If you have submitted anything to Beekeeping please add your name and any comments you might have to the Contributors list. Any added info you can relay in regards to your experience or background with bees would be an added plus.

title: Beekeeping/Editing Guide


text:
Beekeeping/Contributors

Beekeeping could not be made possible if not for the help of its contributors. The following is a list of all of this projects authors. If you have added or modified Beekeeping please take pride in your submission and add your name.

Other organizations

 * US Department of Agriculture - Public domain articles about honey and food products.
 * Wikipedia - GFDL articles about bees and photographs in relation to the subject.
 * National Honey Board – Statistics and information regarding the usage of honey.

Individuals
In order of first Submission
 * Robert Engelhardt (Artic) – Began the project, and hopes to see it through to its success. Robert is a first year beekeeper, and many year bee admire.
 * EuropracBHIT is half-frightened, half-fascinated with the sociality of bees, which is why she contributed to the Phobias section of Beekeeping. She also knows something of the medical use of bees and honey, and is fascinated with beekeeping books especially for children and young teenagers.
 * Cosmo Prindle - Inspired by his own Spring Management homework, he contributed!
 * Matthew Richardson - Beekeeper in Central Scotland, keeping bees for 5 years, with some academic involvement (research and teaching).
 * Wyoham - A long dormant hobbyist with a legacy in moderately sized commercial beekeeping. Located in central Wyoming. Bit of a geek.

End Note
The information within this book comes from many sources. If you have become aware that a source was used but is for some reason missing from our list please add it.

title: Beekeeping/Contributors


text:
Electrodynamics/Faraday's Law

Faraday's Law
In 1831, Faraday discovered the following three phenomena:
 * 1. If a coil of wire is pulled across a magnetic field, a current is induced.
 * 2. When a magnet is moved, a current is also induced.
 * 3. When the strength of the magnetic field is changed, a current is induced.

It is easy to understand the first phenomenon. We know that a coil of wire has free electrons inside. When the current is moved, these charges are in motion, so a magnetic force will cause them to move, creating a current.

Of course, we would immediately recognize that phenomenon 1 would imply phenomenon 2 by the relativity principle. However, its explanation in classical mechanics is less straightfoward. Clearly, since the wire isn't moving, there is no magnetic force ($$ \mathbf{F}_B=q\mathbf{v}\times\mathbf{B}$$). Thus, it must be the electric field creating the current. Somehow, a changing magnetic field must induce an electric field.

It turns out that the induced emf in all 3 cases is given by $$\xi=- \frac{\partial\Phi_B}{\partial t}$$, where $$\Phi_B$$ is the magnetic flux. Most people would call this Faraday's Law, but this equation really encompasses two physical laws: the Lorentz Force Law, and the induction of electric fields. It is a miracle that the same equation would describe two different phenomena.

The direction of the induced current is given by Lenz's Law, which states that the induced current will try to oppose the change in flux. This explains the negative sign in Faraday's equation. Lenz's Law is necessary for the Law of Conservation of Energy to hold.

Consider a metal plate falling through a space between two magnets. As it is falling, the magnetic flux would change, giving rise to a induced current, also known as an eddy current. Lenz's Law tells us that this current will oppose the change in flux, and so the magnetic force would act upwards on the plate. Thus, its velocity will slow. This application is used to damp pendulums, and is important enough to be considered for motor design.

How Generators Work
In an electric generator, a coil of wires is rotated in a magnetic field. As the coil rotates, the flux passing through a loop of the wire changes, and so a voltage is induced.

Suppose the coil has $$N$$ turns. Then the induced voltage is given by:

 * $$\xi= - N \frac{\partial\Phi}{\partial t} $$

By Lenz's Law, the resulting current flows in such a way that it will oppose the change in flux. Thus, if there were no external forces, the coil's rotation rate would slow down and eventually stop. This makes sense, for the current we induced carries energy, and because energy is conserved, the coil's rotation energy must decrease. Thus, a generator needs an external torque to turn the coil of wires.

Real Generators
Real generators generally spin a large magnet inside a Coil, in Australia we use three phase generators, meaning that there are in fact three coils, at 120 degree spacings. These generators produce voltages in the thousands. They are powered by sources such as coal, oil, and hydroelectric. In some countries Nuclear Fission is used to produce steam which turns turbines.

More on Faraday's Law
Let us try to relate the emf with the electric field. As the electric field moves a charge down the wire, it does work $$\mathbf{E} \cdot d\mathbf{l}$$ per unit charge. The total work per unit charge it does in moving the charge through the wire must be the emf, so
 * $$\xi=\oint_{\partial S} \mathbf{E} \cdot d\mathbf{l}$$

The law of fluxes would then be:
 * $$\oint_{\partial S} \mathbf{E} \cdot d\mathbf{l} = -{d\Phi \over dt}$$

You might object, saying that the integral of an electric field along a closed path is always 0, or that the electric field is conservative, but that is only true for electrostatic fields. Induced electric fields are never conservative, and there is no way of defining a potential energy for induced electric fields. $$E=-\nabla \phi$$ becomes false.

Faraday's Law is considered one of Maxwell's Equations.

We can write it in its differential form by noting that $$ \int_{\gamma} \mathbf{F} \cdot d\mathbf{s}=\int_{A} (\nabla \times \mathbf{F}) \cdot d\mathbf{A}$$. Thus,

 * $$ \int_{\gamma} \mathbf{E} \cdot ds=\int_{A} (\nabla \times \mathbf{E}) \cdot d\mathbf{A}=\int_{A} -\frac{\partial \mathbf{B}}{\partial t} d\mathbf{A}$$

so
 * $$\nabla \times \mathbf{E} = -\frac{\partial \mathbf{B}} {\partial t}$$

title: Electrodynamics/Faraday's Law


text:
Cookbook:Wine

| Alcoholic Drink

Wine is an alcoholic drink commonly used to add flavor in cooking. Many types of cooking will evaporate the alcohol, leaving a nearly non-alcoholic dish. For uncooked usage of wine, see the numerous warnings on the alcoholic drink page.

Characteristics
Wine usually has an alcohol content of between 10 and 15 percent, and is made by fermentation of grape juice. Fruit wines are wine-like beverages made from fruits other than grapes. Fortified wine such as port and sherry is made by adding brandy to wine, increasing the strength to around 20 percent.

Basic types of wine

 * sake, a rice wine used in Japanese cooking
 * red wine, a wine made from red or purple grapes and fermented with the skins
 * white wine, a wine made from green or yellow grapes, fermented without the skins
 * rose or pink wine, a wine made from grapes, following neither the red nor white procedure
 * hard cider, a wine made from apple juice

Recipes using wine include

 * Risotto
 * Tartiflette
 * Moules Mariniere
 * Coq au Vin
 * Sushi
 * Barbecued Spare Ribs

Kochbuch/ Wein

title: Cookbook:Wine


text:
Cookbook:Mirin

| Alcoholic Drink

Mirin is a sweetened sake. It is commonly used in Japanese cooking. Many types of cooking will evaporate the alcohol, leaving a nearly non-alcoholic dish.

Recipes using mirin include

 * Teriyaki Sauce

title: Cookbook:Mirin


text:
Cookbook:Vegetable oil

See also: oil

title: Cookbook:Vegetable oil


text:
User talk:Horndude77

My pleasure to add. I've been using Finale 2005 to create the sheet music. I'll check out lilypond if I have the time. Ross Uber 04:34, 8 Apr 2005 (UTC)

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * 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. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 13:13, 18 January 2007 (UTC)

title: User talk:Horndude77


text:
Cookbook:Grape

The grape is a popular small fruit. Dried grapes are called raisins. Grapes are commonly used to make jam, jelly, and wine.

Half of the world's fruit production goes to grapes. Most grapes are used for production of foods marketed as being without added sugar. For this use, the juice is treated to remove the flavor and pretty much everything else except for the sugar and water.

Though not always, flavor can usually be guessed by color and size. Very large grapes tend to have a weak flavor. Green grapes also tend to have a weak flavor. Red grapes tend to have a fairly full flavor. Purple grapes tend to have the flavor of red grapes plus a sort of harsh bitter taste. Grapes with seeds tend to have better flavor than grapes without seeds.

Grapes are not normally cooked, except to demonstrate odd properties of a microwave oven. Cut the grape nearly in half, leaving a very thin connection. Place the grape in the microwave oven with the cut sides up. Microwave the grape.

title: Cookbook:Grape


text:
Cookbook talk:Organic

Lots of POV here. Let's make it more neutral. [said by 137.222.40.132, so I can't easily respond]

 * I'm not so sure you improved things.

 * While organic food is a dream come true for corporate marketing, it isn't really a scam. Well, not more than anything else being pushed these days. You do get what you pay for. Just realize that you're not avoiding big agriculture corporations. They love having a premium price product to get some extra profit out of people with money to burn.
 * Organic food IS often a scam. Most large-scale producers take the minimum amount of measures necessary to receive organic certification, ie. not very many. They are very good at finding loopholes. In many cases they simply stick the organic label on the food they would have sold as non-organic and triple the price. 137.222.40.132 18:33, 14 Apr 2005 (UTC)
 * To me, "scam" implies that you are being cheated. You are not cheated. Of course, you should not expect the producer to go above and beyond the minimum requirements. You might argue that the requirements are too loose of course, but AFAIK they are being met. AlbertCahalan 19:39, 14 Apr 2005 (UTC)

 * The "Because organic food commands a high price, it is often treated better than non-organic food." paragraph is not really an argument against organic food. You only see it that way because of your viewpoint. The paragraph argues for both sides. If you buy food for taste, you want it packed in foam and shipped by air.
 * It's not my viewpoint. It was only suggested by the previous negative tone of the article. 137.222.40.132 18:42, 14 Apr 2005 (UTC)

 * Where do you get the idea that "Organically farmed animals generally receive more welfare"? I suspect that this is a hope you have. More than anything else, corporate marketing is about image.
 * What does corporate marketing have to do with animal welfare? Certification by the soil association for instance requires higher standards of animal welfare than government regulations. That's a fact, not a hope. 137.222.40.132 18:33, 14 Apr 2005 (UTC)
 * What does a soilassociation certification have to do with "organic" products? At least in the USA, I'm pretty sure the FDA and USDA won't care. You can market something as organic with or without soilassociation certification. AlbertCahalan 19:39, 14 Apr 2005 (UTC)

 * What do you mean that "Organic farming methods often discourage monoculture and its impact on species diversity."? Everybody sane does crop rotation. Nobody can afford to grow things the old way, with beans growing up corn stalks and squash to provide weed control. In any case, species diversity of farming pests is not exactly a good thing.
 * As you have mentioned before, you get what you pay for.
 * Sure, but nobody pays to have beans growing up cornstalks with squash all around. Normal "organic" produce comes from rather ordinary fields. AlbertCahalan 19:39, 14 Apr 2005 (UTC)

title: Cookbook talk:Organic


text:
User talk:137.222.40.132

See Talk:Cookbook:Organic if you wrote something there.

title: User talk:137.222.40.132


text:
Talk:Computers for Beginners/Keeping your PC running Smoothly

System Restore
Why? Lets face it, there is no real way that this can help.
 * Dear me, but what about the countless computers saved from a total hard drive wipe? You are so incredibly unenlightened )--[[User:Naryathegreat|Naryathegreat|(talk)]] 02:37, 8 Apr 2005 (UTC)
 * //Wizzard: System restore does not save you from a HDD wipe as far as Im aware.
 * Actually, it can. If you manage to screw up setting enough, while you may not technically need a HD wipe, it may become necessary if you don't have a backup. I've found it useful for that before, especially when playing around with the registry. --64.122.35.56 23:13, 13 February 2006 (UTC)

Total Rewrite
Rewrote to the best of my ability ---66.69.112.57 15:19, 19 August 2006 (UTC)


text:
User:128.6.51.12

User:RobKohr's IP address

title: User:128.6.51.12


text:
User:Astronouth7303

I'm not even going to bother:

Wikipedia:En:User:Astronouth7303

Configuring ee.pl
Add this to ee.ini: [] URL match=/w Username=(Your user name) Password=(Your password)

title: User:Astronouth7303


text:
Cookbook:Vodka

Vodka is a variety of strong, clear liquor.

Use
Vodka is used in a variety of mixed alcoholic drinks. It is also used in cooking to help augment the flavor of foods, as well as in frozen desserts to help reduce crystallization.

title: Cookbook:Vodka


text:
Talk:Bartending/Alcohol

Classification of beers
People are often confused about types of beer (i.e. ale vs. lager vs. stout, etc). Let me first say that "Beer" doesn't belong as a type of beer. All beer is beer.

All beer is either an ale or a lager. The distinction has to do with the type of yeast used. As a rule of thumb (but only that -- there are exceptions), ale yeast ferments quickly at high temperatures and floats on top during fermentation, while lager yeast ferments at more slowly at low temperatures and stays on the bottom of the fermenting vessel. This is somewhat confused by the fact that the process of fermenting beer at low temperatures is called lagering, quite apart from what yeast is used. A homebrewer can easiler lager an ale (i.e. use ale yeast but ferment a lager temperatures) or ferment a lager at ale temperatures. This is quite rare AFAIK in the commercial beer world -- Anchor Steam is an example of the latter. But it's still technically a lager.

Beer is divided into styles. See, for example, the BJCP Style Guide. Ale and lager are not styles. Stouts, for example, are ales. And there are many types of stout.

In short, the all to common Ale vs. Lager is not useful in describing beer. It's kinda like saying the types of cars are "two door" and "four door". True, but it's more an either-or attribute of being a car. Talking about "Coupes", "Sedans", "wagons", "minivans", etc. is a better top-level organization. While being four- or two- door is perhaps common or universally found in some styles and not others, it's not really a good top-level organization in exactly the same way ales and lagers are not good top level categories for beer. —The preceding unsigned comment was added by 129.46.148.232 (talk • contribs) 01:04, 1 November 2005 (UTC).

I agree Discordance 19:04, 3 March 2006 (UTC)

Actually lets rob wikis List of alcoholic beverages Discordance 21:51, 3 March 2006 (UTC)

Spontaneous Human Combustion
Come on. Seriously?

 * Spontaneous human combustion has been thoroughly debunked. If I were interested enough, I could find you plenty of authorities, including a program on Discovery Channel, but I'm not. Mike Hayes (talk) 02:36, 20 August 2008 (UTC)

title: Talk:Bartending/Alcohol


text:
Talk:American Sign Language

Untitled
Alright so I've sort of taken it upon myself to fix up this page. I agree that this shouldn't strive to be just another dictionary. (at least not at this point) Right now I'm adding some instruction. You can't learn a language with just a dictionary, although it's kind of hard without it. I'm gonna email a few people who run online ASL dictionaries and see if I can link directly to their definitions. (or maybe they'll even let us put some stuff of this site, who knows?) Any help would be greatly appreciated. --Genericdave 07:04, 24 October 2005 (UTC)

 * Hi, I'm working on the French Sign Language wikibook. I think this is a unique opportunity to build something really different -- not just a dictionary, but an actual manual of ASL (or LSF in my case).  In case you are geographically close enough to talk to anybody who could donate material, I've made a demo of the LSF wiki that you can transport on laptop.  This is useful for showing people directly exactly what we're trying to do, and really driving home the point that we're not trying to just build a dictionary.  If you want, I can send you the zip file.  Otherwise, if you have any other ideas on how we could collaborate, please let me know.  Cheers, -- Kowey 21:52, 25 October 2005 (UTC)

 * Another note: videos on wikimedia projects have to be in the (free) ogg theora format. I might be of some tech assistance on that end.  If you are a programmer, we might be able to work together to produce a user friendly video converter so that more people can get their ASL stuff online -- Kowey 21:56, 25 October 2005 (UTC)

 * Alright! I can't believe someone is actually interested in helping me out on this. I figured the popularity of sign language would be minimal to say the least.  Go ahead and email me the zip at genericdave AT hotmail.com (just be sure to post here once you have so I know to check it)  I would love to see your ideas.  As for the video stuff we could theoretically tape the stuff ourselves but I'd like to venture a few other directions first.  --Genericdave 23:45, 28 October 2005 (UTC)

 * Sent. Sorry it took me so long; I had to package it a bit more nicely than I had.  If anyone else is interested, contact me on my user page. -- Kowey 23:41, 30 October 2005 (UTC)

 * Oh, and I'd also like to suggest that instead of videos we could possibly use animated images (are gifs allowed on wikipedia?) --Genericdave 23:50, 28 October 2005 (UTC)

 * Worth considering. Do you mean animated drawings? -- Kowey 23:41, 30 October 2005 (UTC)

 * I mean basic picture animations so visitors will not have to have any sort of fancy plugins to view the pictures in site. You can also check out how this guy does it.  Getting any sort of dictionary up would be quite the undertaking.  We might be able to convince one of the owners of the other online dictionaries to let us link to some of their stuff for words that we use in examples and such.  Then again, there's no hurry to get this done or anything, and it's not like there's a big demand, so I see no reason why such a colossal undertaking should be ruled out.  By the way, I looked at the zip you sent me, good stuff.  I'll see about actually getting some information up before I worry about structure though.  I have a ASL midterm coming up here so I probably won't update much for a little while. --Genericdave 11:19, 31 October 2005 (UTC)

Animations continued...
Interesting. Commons *does* seem accept gif images, so it'd be an interesting thing to try out. I have some doubts -- it might be very large and it might be too choppy to be useful -- but the only way to know for sure is to try it out.

Otherwise, I think that the picture-strip format (i.e. the lifeprint approach you showed me) is a good complement to regular video. Video for people who want to see the sign in motion (rhythm, etc). Picture strip for those who want to get an idea at a glance (no need to keep going back and forth) or to print things out. -- Kowey 00:08, 10 November 2005 (UTC)

 * Yeah you've got the basic idea. I just hate sites that force people to install particular software in order to view anything.  I guess it would be pretty cool to have multiple kinds of examples in the dictionary.  Oh yeah and by the way, sorry if I'm slow on updating for the next few weeks.  Quarter's coming to an end here and school has a way of sneaking up on ya.  Like I said I'm planning on doing this but it's gonna be slow. --Genericdave 02:38, 14 November 2005 (UTC)

 * I understand :-) that's one of the things I like about this project. It's impressive to see what people can do with the precious spare time they have.  I also understand the point about forcing people to install particular software.  But that's related to the reason why we are using the Ogg Theora format (see Video policy).  It's the only free format around, the only thing that prevents us from being at the mercy of any one vendor.  Only problem is that it's very much a minority in the real world, hence the "special" software.  Best, -- Kowey 23:00, 14 November 2005 (UTC)

GordKnot
Hey guys. I don't know ASL, but I'm hoping to begin studying this summer. Very glad to see this book getting some attention; as you stated above, there are many dictionaries online, but no lexicons and no grammars. If you want any help on the technical end (converting or editing video, etc), let me know. Also, I cue a bit (slowly - still working on that); would it be appropriate to put a page on CS in here, just as a "here's one alternative that some Deaf use"? I don't have a Wiki account, but you can email me at gordknot@gmail.com -- GordKnot 19:35 10 December 2005 (UTC)

 * Hey, welcome to the project! You might consider creating an account so that we can interact more easily.    It's pretty painless: name, password, password (verification) and click the "Create New Account" button.  Here are some ideas on how to help the project along:
 * Can you do any computer programming? -- it would be great if we could make it easier for non-technical users to get their video into ogg format. If we could have a graphical utility, or somehow integrate an anything-to-ogg converter into the wikipedia uploader, it would seriously move the project along.
 * Do you know anybody who teaches ASL? See if you can get them to participate in the project, and/or donate course materials to the site.  I have a demonstrator that you can download and carry around on a laptop.  It might be a useful way to show people what we're trying to accomplish.
 * Also, I think a page of wikibook on cued speech would be very useful. You might stir up some political issues, but wikimedia projects are very used to handling controversy, so we'll be ok :-) Please feel free to dive right in, put whatever content you think would be useful, change things, and generally be bold.  It's what makes this project work. Best, -- Kowey 16:03, 11 December 2005 (UTC)

Older Comments
Rather than composing another online American Sign Language (ASL) Dictionary, the goal of this page is to be a resource of various online ASL Dictionaries
 * Aw come on, we can do better than that! (N.B. I'm not an ASL speaker). One thing I've always found frustrating about ASL books I see in the stores is that they almost always consist of dictionaries.  What about grammar?  How about we try to fill the gap?  Provide something that teaches people how to speak ASL, beyond a list of words, but how to manipulating things like Classifiers, Role, etc?  Check out the French Sign Language book (http://fr.wikibooks.org/wiki/LSF).  We in the LSF wiki community haven't had time to put anything really substantial together, but at least we're aiming high, and hopefully, little by little, we'll get there.  Don't you think there's room for collaboration on some real, useful sign language resources? -- Kowey 17:47, 8 Apr 2005 (UTC)

There's a lot more to ASL than simply knowing the signs. Sentences are not formed the same way they are in American English. I might take the time to add a bit of info about how to put the signs together at a later date. -- Genericdave

 * Alright that's it. I'm gonna completely revamp this thing.  I'm not gonna attempt another online dictionary (at least not at this point) but I'll definitely add some grammatical stuff. --Genericdave 23:14, 23 October 2005 (UTC)

WB:WIW
ASL dictionaries and directories of websites are not acceptable content. I've started an outline, and transwikied some content from Wikipedia. I hope to contribute more, but reverting to any of these previous conceptions of what the book might be would likely result in deletion. – Mike.lifeguard  | talk 02:15, 15 October 2007 (UTC)

Merge transwikis to here
– Mike.lifeguard  | talk 02:31, 25 October 2007 (UTC)

Infants and toddlers
I suggest a book about Sign language in infants and toddlers --193.145.201.52 (talk) 10:32, 14 October 2008 (UTC)

Formating and making this book a book
If someone wants to work on the transwiki stuff I can help out with the formating. Also the pages need to be more book like. The idea is that this is going to be a pdf file and a text book for people to learn from. Pictures are fine but lets not have anything that moves around and can't be printed, eh? We can put the moving stuff on wikimedia or something.
 * Why would you avoid using video? Wikibooks isn't paper (luckily). I'd be happy to perform imports as needed - just let me know what's needed. Besides that, I can help with organization. However, I'm not able to take on much of an author role at the moment. — Mike.lifeguard | talk 07:17, 4 January 2009 (UTC)

To Do
Pasted from the front page of this wikibook:
 * /Grammar 1/ is a de-wikified version of American Sign Language grammar which needs to be split up into the various grammar lessons.
 * Transwiki:American Sign Language needs to be split into multiple modules: /History/, /Simple Sentences 1/...
 * Transwiki:Deaf culture needs to be split into multiple modules /Deaf Culture/, /History/, /Dialogue 1/...
 * Transwiki:Bimodal bilingualism needs to be split into /Deaf Culture/, /History/.
 * Transwiki:Deafness can be merged into /Deaf Culture/.
 * Transwiki:Profanity in American sign language can be added towards the end of the book and reworked as a lesson.
 * Transwiki:Two-handed manual alphabet can be added as an advanced lesson regarding combined hearing-vision impairments

If there are no protests, I would like to start a sandbox of sorts to develop a different approach for this wikibook. It will be a slow process, as I would like to gather images and make the lesson plans balance grammar learning with vocabulary introduction, and exercises. Help would be greatly appreciated, as my knowledge of ASL is basic at the moment. --Thereen (discuss • contribs) 06:09, 27 February 2011 (UTC)

title: Talk:American Sign Language


text:
Bartending

Cocktails Baarikaappi Libro di cucina/Cocktail Drinkboken

title: Bartending


text:
J2ME Programming/Access JV-Lite2

Introduction
Acceee JV-Lite2 can be found on x86, ARM, Strong ARM, SH, and Power PC CPUs and on Qualcomm Rex/BREW, Symbian/S60, Linux, VxWorks, Nucleus, µITRON, and PocketPC OSes.
 * JV-Lite2 Wireless Edition
 * CLDC 1.0/CLDC 1.1
 * MIDP 2.0
 * JTWI WMA 1.1
 * MMAPI 1.1

Deployed Devices

 * Samsung X859
 * MIDP 2.0
 * CLDC 1.0
 * JTWI 1.0
 * China Unicom
 * NEC N341i
 * MIDP 2.0
 * CLDC 1.0
 * JTWI 1.0
 * Europe i-mode

Trademark Notices
J2ME, Java and all Java-based marks are trademarks or registered trademarks of Sun Microsystems, Inc. in the U.S. and other countries.

title: J2ME Programming/Access JV-Lite2


text:
User:Erik Zachte

Please direct any comments to wp:en:Erik Zachte

title: User:Erik Zachte


text:
Talk:Autonomous Technology-Assisted Language Learning/Input

Untitled
x add Wikipedia links to radio stations

o add info about text-to-speech and links to comparisons and software (can also convert text and playback on MP3 plyaer for some software)

Add INA website
Michael Foster noted:

Professor Cziko & John:

The French website to which you alluded is the site for the National Audiovisual Institute in France that opened up its archives and released around 100,000 film, tv and radio clips for public use. Their website is:

http://www.ina.fr/archivespourtous/index.php

I haven't used it for class yet, but there are lots of interesting historical and cultural documents that can make class and research more interesting.

Spanish podcasts
Janet said:

I have just began listening to podcasts in Spanish and it is a great way to improve listening skills and understanding! I definitely am going to start using this resource on a more regular basis. In addition, I like how I can subscribe to a podcast and then have itunes automatically download the most recent podcasts; that way, I don't have to worry about tuning in to a specific radio show at a specific time, for example, because podcasts are available at all times of the day. Recently, I have been listening to ABC news in Spanish which I definitely reccomend because it is a great resource for staying in tune to what's going on in the world, and the announcer does not speak very fast so it is easier to understand. Hopefully other learners find this helpful!

English podcasts
Jing said: For me, listening has been the most difficult part when learning English. During the days preparing for my TOEFL test,I found some useful on-line radio website whhich was really helpful for me.

Earth and Sky http://www.earthsky.org/shows/ It provides numerous information relating to science and nature by interviewing with scientists each day. EFL learners can listen to every topic they are interested in by clicking the specific date. Moreover, each topic has complete script and related link on-line.

Also, it you found science is boring and too advanced, you can use this website, which was designed for learners of different levels. It is quite helpful for me on listening skill.

http://www.esl-lab.com/ It includes various conversation topics of our daily life. For me, when I feel that the content is more familiar with me, I can understand the context easier. Also, it has vocabulary quizz followed by each conversation, vocabulary learning tips, and long conversation with realy video. And if you want to prepare for the TOEFL test, it has academic lecture, too.

I haven't tried podcast before. In fact, it's my first time hear about podcast. Maybe I will find more useful resourse there by the end of this course.

Jing

Encyclopedie des expressions
http://www.mon-expression.info/index.php/avoir-du-pain-sur-la-planche Gary Cziko 17:32, 13 September 2006 (UTC)

Allo Cine
http://www.allocine.fr/ source of French films, videos, TV program.

Blogs
Need to add blogs and blog directories for finding blogs in different languages. Technorati is one blog search engine/directory. Google and Yahoo can also find blogs, but do they find them in non-English languages, too?

Here is a directory of Francophone blogs: http://www.annuaireblog.org/

Gary Cziko 05:05, 19 September 2006 (UTC)

Google in searches in selected languages and countries
It is possible to use the Google search engine restricted to a selected language or to sites from a particuar country. Usually you add the country code after google, so that, for example, google.fr give you the French Google. Some codes that work for Google are:
 * France http://google.fr
 * German http://google.de
 * Switerzland http://google.ch
 * Canada http://google.ca
 * Spain http://google.es

I suppose there are many others and there must be a directory of these somewhere.

Gary Cziko 05:13, 19 September 2006 (UTC)


text:
User:Gumba gumba

you rock

oh baby do I rock

title: User:Gumba gumba


text:
User talk:Gumba gumba

Hey. What's up? - Omegatron 20:38, 8 Apr 2005 (UTC)

 * Gumba gumba is now blocked. --mav 20:39, 8 Apr 2005 (UTC)

As of April 8, this name is attached to dozens of "User contributions" -- apparently no longer blocked.

--DavidCary 21:04, 22 Apr 2005 (UTC)
 * What are you grateful for?
 * What are you committed to?
 * What are you most excited about today?

title: User talk:Gumba gumba


text:
Carpentry

Apprentice carpenters are paid trainees who are learning to construct and repair structures of wood, plywood, and wallboard. They attend formal classes and work under experienced carpenters on the job to learn their craft. Carpenters work on residential as well as commercial buildings.

Once the apprenticeship is complete, the person gains the title of journey person and can begin searching for work for themselves.

Duties: As residential or construction carpenters, apprentices may perform some or all of these basic duties:

 * Read plans, blueprints, or instructions
 * Identify and find materials
 * Determine size/shape of the required parts
 * Measure and mark materials for cutting
 * Cut and shape materials using hand or power tools
 * Erect forms, wood framework, sub-flooring, sheeting, partitions, floor joists, studding, and rafters
 * Install trim, wood paneling, cabinets, windows, doors, hardware, and flooring
 * Check accuracy with levels, rules, plumb bobs, and framing squares and make any necessary adjustments

The carpenter who builds commercial buildings usually builds forms and places structural steel in forms. Commercial building carpenters also do many activities similar to those of residential carpenters.

Working Conditions: The normal work week for an apprentice carpenter is 40 hours. As in other building trades, carpentry requires prolonged standing, climbing, bending, and kneeling. The job may be indoors or outdoors, at floor level, or on ladders or scaffolding. Carpenters employed outside the construction industry may perform a variety of installation and maintenance work.

Wages: The typical apprentice earns around 50%-70% of the standard wages for a journey-person. Apprentice wages increase as the person gains more experience.

Carpentry Projects
Woodworking plans for constructing cabinets, chairs, shelves, and other objects typically created by carpenters.

 * How to Frame a Picture
 * How to Build a Boat
 * How To Build A Teardrop Trailer

Hand Tools

 * Marking and Layout Tools
 * Hand Saws
 * Hand Drills
 * Planes
 * Chisels
 * Utility Knives

Hand Power Tools

 * Drill
 * Router
 * Sanders
 * Belt Sanders
 * Disk Sanders
 * Dual Action Sanders
 * Drum Sanders
 * Orbital Sanders
 * Saws
 * Circular Saw
 * Spiral Saw
 * Saber Saw
 * Reciprocating Saw

Bench Power Tools

 * Table Saw
 * Radial Arm Saw
 * Miter Saw
 * Sliding Miter Saw
 * Jointer (Planer)
 * Thickness Planer
 * Shaper

Safety Equipment

 * Safety Glasses
 * Hearing Protection
 * Gloves
 * First Aid Kit

Fasteners and Adhesives
Products and methods for holding parts together.
 * Nails
 * Staples
 * Adhesives
 * Screws
 * Bolts
 * Hangers
 * Nail Plates

Survey Equipment

 * Builder's Level
 * Laser Level
 * Transit

Workbench

 * /Workbench/

Wood Framing

 * Walls
 * Floors
 * Roof
 * Gable Roof
 * Hip Roof
 * Flat Roof
 * Stairs

Cabinetry

 * Joints
 * Woodworking Joints

title: Carpentry


text:
General Chemistry/Thermodynamics/Introduction

Thermodynamics is the study of the changes in energy that occur in reactions.

Systems
A system is the set of substances and energy that is being studied. If, for example, reactions are occurring in a jar, everything inside the jar is the system, and everything outside the jar is the surroundings. The surroundings are everything not in the system, which means the rest of the universe. The system and the surroundings together are called the "universe".

One important issue is what kind of interactions exist between the system and its surroundings. Some systems may exchange matter and heat with the surroundings (like a system of boiling liquid losing matter and heat with the vapor). This is called an open system. If there is just heat exchange occurring between the system and its surroundings it is called a closed system. No matter can enter or leave a closed system. And, finally, if there is no exchange of heat and no exchange of matter, the system is completely isolated.

Temperature vs. Heat
If you put a hot iron pot under cold water, it cools down very quickly. This is because iron has a low specific heat, which is the amount of energy required to increase the temperature of one gram of a substance by one degree Celsius (or Kelvin). Solid iron only requires 0.45 J/(g*K), while liquid water holds about nine times as much energy (heat) per degree (temperature). So when water receives energy from the pot, it only warms up by a few degrees, while the pot cools down substantially.

Thermochemical Equations
Equations don't just show chemicals; they also show how much energy is required or released. This energy is called enthalpy. There are two ways to write a thermochemical reaction, for example:

 * $$2\hbox{H}_2 + \hbox{O}_2 \to 2\hbox{H}_2\hbox{O} + 571.6\ kJ$$
 * $$2\hbox{H}_2 + \hbox{O}_2 \to 2\hbox{H}_2\hbox{O} \quad (\Delta H = -285.8~kJ)$$

Note that the number is negative in the second format. Also, notice how the first equation has double the energy because there are two moles of water. The second equation shows the amount of heat per mole, so the number of moles does not affect it.

From a thermochemical reaction, one can tell the molar heat of formation of a compound. Usually, this is measured at 25°C, and is written as ΔHf°. It is the amount of heat required to make one mole of the substance. The small ° symbol means "standard", as in Standard Temperature and Pressure.

Molar heat of combustion is the opposite of the molar heat of formation. It measures the amount of energy released when a mole of the compound is burned. It is written as ΔHc°.


text:
User talk:199.185.124.165

Hi. Don't post things right on the main page. Go to the... Um...  Staff_lounge for general questions. Should also put a comment on Vandalism_in_progress if you think some is going on. - Omegatron 20:34, 8 Apr 2005 (UTC)

title: User talk:199.185.124.165


text:
User:Makiaea

Dear friends,

Gosh, that was an interesting first real day on Wikibooks...

thank you to Maveric149 for renewing this page after vandalism by the persistent random user!

warmest wishes, maki

I am based in Cambridge, Cambridgeshire, please drop by and visit! I hope also to be able to help with Wikiversity, Wikiresearch, and Wikimania. warmest wishes, makiaea 10:22, 10 Apr 2005 (UTC)

O

title: User:Makiaea


text:
User talk:Makiaea

Dear friends,

Gosh, that was an interesting first real day on Wikibooks...

thank you to Maveric149 for renewing this page after vandalism by the persistent random user!

warmest wishes, maki

 * Not a problem - fixing vandalism is easy for Administrators. Welcome! It is usually fairly quite around here. :) --mav 20:42, 8 Apr 2005 (UTC)

 * Thank you for your kind welcome, mav, and all your hard work as an Administrator! --maki 10:06, 10 Apr 2005 (UTC)

Wikiversity
I saw your name on the Wikiversity participant's list, you may be very experienced in mathematics already, but I'm trying out instructing a Calculus course if you're interested, go to Wikiveristy, check out the mathematics department, pure mathematics, and in the course list is included Calculus. Fephisto 22:45, 9 July 2006 (UTC)

Internatinal recogniton
How about mentioning Wikiversity's degrees international recognition.

 * Dear Reader, are you okay? If the issue is the international recognition, perhaps you could add something to the suggested page on A free and internationally recognised university? If you need a *hug*, it's okay to ask for one. I've been through a lot too, and I know how it can feel sometimes. love, makiaea 19:28, 11 Apr 2005 (UTC)

AlbertCalahan
I have renominated AlbertCalahan for adminship. I am alerting you because you may wish to vote again. TUF-KAT 16:50, 23 Apr 2005 (UTC)

title: User talk:Makiaea


text:
J2ME Programming/Aromasoft mTea AROMA-WIPI

Introduction
mTea is the J2ME MIDP JVM from Aromasoft while the package standardizing other stuff for Korea markets is Aroma-WIPI.
 * mTea 2.0
 * MIDP 2.0
 * CLDC 1.0/CLDC 1.1
 * JSRs 120, 135, 184, 75, and 179
 * JWTI

Trademark Notices
J2ME, Java and all Java-based marks are trademarks or registered trademarks of Sun Microsystems, Inc. in the U.S. and other countries.


text:
Carpentry/Hand Tools/Marking Tools

Pencils
There are various grades of pencils, in a range of soft 8B to very hard 9H.

 * Dark, heavy lines are drawn with High "B" numbered pencils.
 * Fine, light lines are drawn with High "H" numbered pencils.
 * F and HB are in the middle range.
 * General usage is HB, F or 2H in carpentry.

Chalk Line
Chalk line tools are used to mark straight lines, generally over long distances. A chalk line may also be referred to as a "chalk box", as this is also descriptive of the hand tools!

Description
Most chalk line tools consist of a string, usually with a hook on one end, that is wound around a spindle that is inside a box containing powdered chalk of various colors. Colors of chalk generally available include-- but are not limited to-- blue (most common), red, yellow and orange.

Use
To use a chalk line, the free end of the string (usually with a hook) is pulled from the box. The free end is then either hooked onto an object, such as the edge of a board or a nail, or held by an assistant. The container end of the chalk line is then taken to the other end of the object that is to be marked. Both ends of the string are then placed over pre-measured marks and pulled taut. The string is pulled away from the object to be marked and released, transferring a chalk line from the string to the object. This may be repeated several times to mark additional lines before the string must be returned to the box to have additional chalk applied to it. Note that care must be taken when snapping lines - if the stringline is pulled away in a direction not perpendicular to the face of the object, the snapped line will curve. Also, snapping across a hump or dip may cause distortions in the desired line. Snapping lines in wet weather can be problematic. In the worst conditions you can replace the cotton line with twisted nylon of the same dimension and then use concrete dye (powder) instead of chalk, add water to the box, mix contents and drain any excess. Then flick excess dye from string before snapping and quickly lifting the line from the surface. Puddles should be swept away before using this method.

Description
A scratch awl is basically a strong metal pointer with a handle.

Use
A scratch awl is used for marking on materials which do not readily take pencil or chalk marks. A line is scratched into the material with the awl.

Another common use is to make a small indentation in wood, etc. into which a nail or screw is placed, or a drill bit aligned prior to predrilling a properly aimed hole for the nail or screw. To make the biggest indentation in the least time:
 * 1) push awl-point straight down against the surface
 * 2) wiggle it to and fro in one direction
 * 3) wiggle it rotary-wise
 * 4) repeat the last two steps in sequence a time or two as needed.

With wired-cardboard crafts
When boxes are to be repaired or signs or other structures built by wiring together sections of cardboard, one may use the awl to create holes at the right positions on fitting pieces of cardboard prior to placing them together, or match the pieces together first and while holding or clamping them tightly together, make the first holes (often two) just prior to inserting and twist-tying wires to a desired secure tightness.

Solid core telephone wire
The type of wire most easily used is the kind found in telephone cables since World War II, with a solid copper wire inside any of ten colors of plastic sheathing which brings the outer diameter to about 1-mm. This wire, sometimes in cables of 50 or 100, may be found discarded in dumpsters when business buildings are demolished, or intercepted on the way to a "recycler" (they only trash the plastic and melt down the copper for recasting at the cost of energy; an effort should be made to save this fine crafts resource, placing reuse ahead of "recycling").

Multi-awl
This tool is made by wirebraiding a big 2" safety pin, by its foothole, to the handle of a regular awl. Use this pin to make holes in tough cardboard, large enough to admit one telephone wire, or to start holes which are then easily widened by the regular awl point, usually wide enough to admit four telephone wires or one conduit-size wire (3-mm.).

Liquid marker
This is usually the easiest tool for marking pieces of carpentry wood and other varied materials. The Sanford Sharpie and its many Asiatic imitators have a point of about the right sharpness for marking where cuts will be made, a support bar placed, etc. Where many holes are due to be drilled, one may carefully mark all the locations first with a Sharpie, then dig pilot pits with an awl, then drill all the holes.

Additional Information
Wikipedia Woodworking Measuring and Marking Tools - more information on marking tools.

title: Carpentry/Hand Tools/Marking Tools


text:
Cookbook:Gravy

Gravy is a sauce made from the rendered fat and juices of an animal thickened with flour or cornstarch. Commonly, some of the fat is skimmed off before thickening. The thickener may be included in a proprietary gravy powder, which includes caramel (burnt sugar) to colour it brown, and salt.

Colour may also be added as "browning", a caramel solution in water. Gravy can be flavoured with herbs and seasonings or a proprietary meat stock may be added. Poultry gravy is usually lighter in colour than gravies to accompany red meat. Gravy is usually served from a small jug called a gravy boat.

In Indian cooking, a gravy is a curry sauce.

In Italian-American cooking, gravy refers to a rich, tomato-based meat sauce.

title: Cookbook:Gravy


text:
User:CrazyMonkey

Awww, look at the cute wittle monkey...

title: User:CrazyMonkey


text:
Cookbook:Salty (Namkin) Lassi

| Beverages | Indian cuisine | Pakistani cuisine

Lassi are yogurt-based beverages in either sweet or salted flavors. The most common flavors include mango, rose water, and plain sugar-sweetened lassi.

Ingredients

 * 4 cups (1 L) yogurt
 * 3 cups (750 ml) cold water
 * Fresh green chile peppers (quantity according to taste), chopped
 * 1 tsp cumin seeds, roasted and ground
 * 3 tbsp lime or lemon juice
 * 2 tsp salt
 * 1 cup (250 ml) crushed ice

Procedure

 * 1) Combine all ingredients except ice in blender and blend until smooth.
 * 2) Add ice and continue blending until frothy.

title: Cookbook:Salty (Namkin) Lassi


text:
Fencing

The modern sport of fencing is played at many levels, from students learning at a university to professional and Olympic competition. The sport is primarily played in a duel format, one fencer dueling another.

These duels usually take place at tournaments. The early rounds of a competition which establish seeding for the final round will usually be "five touch" bouts, meaning the first fencer to score five touches on the other fencer wins the bout. From the first round fencers will be seeded and the knockout round of the competition will commence. In this it is normal to fence until the first fencer reaches 15. However both the seeding round or rounds and the final will have a time constraint and so a bout may finish without the full number of points scored. The winner is then the fencer with the highest score.

What defines a touch is dependent on the style of fencing and the weapons used. The three primary weapons are the foil, the épée, and the sabre.

Foil Fencing
The foil is the lightest of the three weapons. It will be the weapon that most instructors will expect students to master before they move to any other weapon.

With the foil, touches may be scored on the torso (groin to neck), with the point only. With the épée, touches may be scored on any part of the body. With the saber, touches may be scored with the point or the blade. The target area is the body from hips to head.

Foil fencing introduces the concept of 'right of way.' An attacker must establish right of way before scoring a valid point. One establishes right of way by extending the blade in a straight line toward the opponent's target area. Until the opponent is able to regain right of way, he/she is on the defensive. Right of way can be gained by parrying (redirecting the opponent's thrust) outside the target area and then extending one's own blade toward the opponent. This counter-attack is termed a 'riposte.' A fencing point often consists of an attack, a riposte, a counter-riposte, and further counter-ripostes in series until a point is scored. Reflecting the dueling origins of modern (European) fencing, action stops after a valid touch and the fencers return to their original position at the center of the strip.

Sabre Fencing
In modern sabre, which is modeled after the cavalry sabre, touches are scored with hits to the head, torso and arms (hands and groin are specifically not target though). Sabre is a slashing weapon, therefore the edge of the blade is generally used to score points, though the point can be used also. This weapon is also governed by the rules of right-of-way, interpreted in the same way as the foil.

The sabre tends to be the fastest and most athletic of the three modern weapons. Fencers engage each other very quickly and the engagements rarely go beyond a few actions. Sabre fencers have had to adapt their tactics to a semi-recent rule that forbids them to bring the rear foot forward of the front. This prevents a type of attack called the fleche, which is a combination of a leap and a run. Fencers have adapted by creating the "flunge,' which is essentially jumping at your opponent. Many sabre matches consist of the two fencers leaping at each other, the weapon is dominated by the quickest and most effective motions.

Epee Fencing
Epee is the heaviest of the three weapons and beginners, used to foil, often find this an issue in moving to this weapon. The lack of right-of-way rule also requires unlearning.

Epee fencing is a bit of a departure from foil and sabre fencing. Epee was created as a reaction to foil fencing with the idea of creating a competition more like a "real" duel. The rules are modeled after the French practice of dueling to first blood drawn; touches may be scored anywhere on the body. Because no system exists for establishing the priority of an attack, both fencers may score a point simultaneously, called a 'double-touch,' as long as the hits arrive within .5 seconds of each other.

Épée tactics differ significantly from those of foil and sabre. Because the arm is also target (it is, in fact, the primary target) fencers stay further away from each other. Épée also tends to rely less on the parry-riposte because there is no need to establish priority. While parry-riposte is still used, counterattacks are used far more frequently instead. Fencers in épée also tend to rely on deeper strategies because of the slower, more defensive nature.

/Electrical Equipment Repair/

펜싱

title: Fencing


text:
Beekeeping/Obtaining Bees

Before one can keep bees one obviously must have access to bees. There exist several methods for obtaining bees, the most common include getting bees in the form packages, nucs, established hives, baiting for swarms, from swarm or capturing and finally by collecting a feral hives.

Packaged Bees
In the United States packaged bees most often come from the southern warmer states, namely California, Texas and Florida. Packaged bees can often be shipped anywhere within the continental US though it may be cheaper to have a large number trucked to the desired region and have the packages distributed. Packages are in high demand as the season progresses, so it is often best to reserve the desired number of packages early on during the winter or previous fall. If an option is given, it is best to have the packages delivered so that they arrive around the time of the first bloom. Packages are usually made available in three, four or five pound increments. For a single new hive a three-pound package of bees with a queen should be sufficient. However if desired four or five pound package can be split to make two hives, just be sure to purchase an extra queen. Packages can be acquired from many sources and be individually be composed of differing races of bees. If possible it is advised to do some research when purchasing packages. There exist many resources to acquire packages, some advertise in beekeeping journals, others simply by word of mouth. Be sure to know what you are buying and don’t get lured in by possibly false claims. If you decide to go with a package be sure to learn how to care for a package of bees and how to  hive a package. Also be sure you know how to handle the queen and  introduce the queen to a new package.

Nucs (nucleus hives)
Nucs, or nucleus hives, are in essence small self-supporting hives. Though not good for collecting extra honey, or hardy to long-term poor weather conditions, nucs make for a good way to establish new full-sized hives. Nucs often contain three to five drawn frames, but it is not unheard of to have ten full frames. One of the major benefits of nucs over packaged bees is that they should already contain a laying queen and a somewhat established colony. However, nucs cannot be transported anywhere near as easily as packaged bees and are often more expensive. Nucs can also harbor disease and pests; because of this, be sure to inspect the nuc and get its history prior to purchase. Whenever possible it may be a good idea to contact your state bee inspector prior to purchasing a nuc. If you find that a Nuc is how you wish to start a hive, check out information on moving hives and  hiving nucs.

Established Hives
Established hives are exactly what their name implies, a fully working established hive. The upside of an established hive is that it gets to work as soon as it is placed in its new location. However, it has many of the same down falls that a nuc has, and a large hive can be rather intimidating to a novice beekeeper. Established hives can often be acquired rather easily from retiring beekeepers; the trick is finding out before anyone else does. Other equipment may also come cheaply from such a source. Some of the best ways to find out about such a deal are by keeping in contact with your local club, by browsing the classified ads within beekeeping journals, and by reading local beekeeping newsletters. If you are thinking about going with an established hive rather than starting your own, be sure you know how to properly move a hive.

Swarm Baiting
Baiting swarm traps may or may not be a successful or first-rate system for acquiring bees. Depending on the time of year captured, a swarm may not be able to sustain itself through winter; therefore, it may be best to only bait traps early within the swarm season. Whereas there is the plus that your bees would be free of charge, you may simply be acquiring more trouble than it is worth. Swarms may be of inferior stock or even africanized. Because of this it may not be a wise idea to capture swarms through baiting. However, if you still feel confident with the idea of trapping a swarm, you may wish to learn how to trap a swarm and how to  hive a swarm.

Swarm Capture
Swarms are natural occurrences for bees. Swarm capture was the original way in which beekeepers would increase the size of their apiary. Swarm capture, however, is not recommended for a novice beekeeper. Capturing a swarm can prove to be quite tricky for someone who has not had any experience working with bees. Many of the same down sides exist with swarm capture as there does with swarm trapping. It is best to only capture swarms if you know where they originated. Sometimes your own bees may swarm or the bees of another beekeeper, these are often the prime swarms to capture. Some residential areas even have a swarm notification list in which keepers can be added and notified when some one spots a swarm. However, be aware many people believe any collection of swarming insects to be bees, so false alarms may be commonplace. If you still feel positive towards swarm capture, you may wish to learn how to capture swarms and how to  hive it once you have it.

Collecting Feral Hives
Feral hive collection may be the most labor intensive and dangerous way to acquire bees. First year beekeepers should not perform such task, in fact many veteran beekeepers won’t even dismantle a feral hive in order to acquire bees. Feral hives can be found within hollow trees, large flowerpots, and house walls or even hanging from trees or other such locations. Because the hive is established, capturing a colony almost always requires destroying its surroundings, causing the bees within to become very irritated. This should not be done without full Protective Gear. Any damages done to property may be the responsibility of the collector, so be sure to sign a contract before extracting bees. Collecting a feral hive is no easy task, but if you decide to take that route be sure you are familiar with the process of collecting a feral hive and know how to  hive it.

title: Beekeeping/Obtaining Bees


text:
Flight Attendant Manual

Table of Contents

 * /City Codes/
 * /Phonetic alphabet/
 * /Safety/

title: Flight Attendant Manual


text:
Russian/Verbal Aspect

Introduction to Aspect
For most native speakers of English (and indeed of many other languages) one of the most difficult tasks in learning Russian is learning to cope with the complexity of Russian verbs. Unlike, say, Spanish and German, where the great difficulty lies in memorizing the many forms of verbs (much more than the Russian system), the difficulty in Russian is in coming to understand a property inherent to each verb: aspect.

All verbs in Russian have an aspect. Some verbs exist in aspectual pairs, but certainly not most of them. In the case of an aspectual pair, one word is the imperfective aspect of that verb, and the other is the perfective aspect. Very roughly, the imperfective aspect is used when the action is incomplete, or when the focus is in the process of the action, while the perfective aspect is used either when the action is complete or the focus is in the completion of the action or its outcome. Rather than expound more theory here, we shall proceed by considering an example. Let us take the verbs "to speak" (imperfective: говори́ть, perfective: сказа́ть) and "to do" (imper.: де́лать, per.: сде́лать). Consider these example sentences that use imperfective aspects:

 * Misha, what were you doing after lunch? - Мишa, что ты де́лал после обеда?
 * I was talking to Katya - Я говори́л с Катей

Note that the verbs here describe a process. It is also possible to consider this as a complete action, but as written the concern is not with whether the action is complete, but simply what was happening. The first speaker wondered what Misha was doing after lunch. The first speaker could be Misha's boss, wondering why he was not at his desk. Now, let's consider the same sentences with perfective aspects:

 * Misha, what did you do after lunch? - Миша, что ты сде́лал после обеда?
 * I told my mother about my grades - Я сказа́л мое́й маме об отметках

In this example, it's the outcome of the action that is of importance. The first speaker could be Misha's father, wondering why his mother was so upset when he arrived home from work.

Forming aspectual pairs
So, verbs in Russian have two words: an imperfective and a perfective aspect. For example, 'to speak' is both говорить (imperfective) and сказать (perfective). Can we predict the form of one aspect if we know the other? Does every verb even have a pair of aspects? Almost always, the answer is a definite 'yes'; take, for instance, делать/сделать both mean 'to do' or 'to make', and the latter is clearly the former with a prefix - most perfective verbs are simply their imperfective counterpart with a prefix.

Prefixes and the perfectives
Many verbs come in pairs like делать/сделать, with the perfective variant simply being the imperfective with a prefix. For instance, написать is the perfective of писать ('to write'), посмотреть is the perfective of смотреть ('to watch'), and we've already seen the imperfective делать and the perfective сделать ('to do'). For such verbs, the aspectual pair will often be given in dictionaries as a prefix indicated in parentheses: (с)делать, (по)смотреть, (на)писать, etc. Such pairs of aspects are easy to learn, as the perfective also conjugates the same as the imperfective, only with a prefix.

However, one has to be careful with prefixes. While the perfective can be formed by a prefix, other prefixes can be applied to an imperfective to make a whole new verbal pair. For instance, we can add the prefix от to the imperfective говорить to make the new perfective отговорить, meaning 'to dissuade'. From this, we can derive a new imperfective aspect, отговаривать. Another aspectual pair we can derive from говорить is договариваться (impf.) and договориться (perf.), meaning "to agree". So we have three pairs derived using prefixes:
 * говорить (impf.) and сказать (pf.)
 * отговаривать (impf.) and отговорить (pf.)
 * договариваться (impf.) and договориться (pf.)

In other words, the easiest way to remember aspectual pairs is to learn the imperfective and learn the 'perfective prefix'. The prefix itself is largely unpredictable (the most common is по-, and others are про-, на-, за-, etc), not all verbs form their perfective aspect with a prefix, and some prefixes can create whole new verbs.

Other ways to predict aspect
Is there any other way to predict whether a new word is perfective or imperfective? Yes: if it contains -ыва-, it is almost certainly imperfective, and the corresponding perfective is the same word without the -ыв-.
 * опаздывать (impf.) and опоздать (pf.) - 'to be late'
 * рассказывать (impf.) and рассказать (pf.) - 'to tell, recount'

As ever, exceptions are plentiful, such as покупать (impf.) and купить (pf.) - 'to buy'.

Multi-aspect verbs
Rarely, some verbs have more than two aspects; for example, читать, прочитать, and почитать all mean 'to read'. The first is the standard imperfective, and means simply 'to read'. The second verb shown, прочитать, is the standard perfective aspectual partner of читать, but also more specifically means, 'to read an entire work'. The last verb, почитать, is also perfective, and so also describes a complete action. However, its more specific meaning is, 'to read for some period of time' or 'to read for a while'. Fortunately, these are rare, and only really occur in verbs of motion.

Unpredictable pairs
Some verbs have unpredictable pairs of aspects, such as:
 * говорить (impf.) and сказать (pf.) - 'to say, speak, tell'
 * брать (impf.) and взять (pf.) - 'to take, get, obtain'

Finally, there are a few verbs that do not have an aspectual partner, such as быть (pf., 'to be').

Why must I endure this?
In short, all of this is to say that there are two types of verbs in Russian, perfective verbs, and imperfective verbs. Perfective verbs carry the meaning of complete action, while imperfective verbs carry the meaning of a process or state. When choosing a verb to utter, it is important to choose a verb of the proper aspect.

Beyond the semantic difference, there is a formal difference that you will see when studying verb conjugation and tense formation. Namely, while perfective and imperfective verbs can appear in the past or in the future, only imperfective verbs can appear in the present tense. What happens if you try to make a present-tense form of a perfective verb? You get a perfective verb with future meaning. Imperfective verbs are put into the future tense by another mechanism (in fact, by a mechanism much more like that used in English -- namely, the use of a helping verb). This may seem like a rather odd way to handle things, and perhaps it is. In any case, Russians don't seem to mind. The reason, for those of us who like to believe there are reasons for these things, is that a complete action cannot occur "now". At the instant we call "now", a complete action must either have already been completed, or remain to be completed. "Now" can only point to the process of an action.

In conclusion
Verbal aspect is a very important feature of Russian, and should be considered (consciously or otherwise) whenever a Russian verb is encountered or is to be rendered. If you consider aspect each time you encounter a verb, it won't take long to get a good feel for aspect. As for producing Russian in writing or in speech, this is one more thing to think about before you open the gates.

 * See also: the Wikipedia article about grammatical aspect

title: Russian/Verbal Aspect


text:
Genealogy/New Zealand

New Zealand was settled by Polynesian voyagers over a period extending from about AD 800 to 1300. They had no written language, as far as anyone knows, but had and still have a rich oral tradition where everyone learned about his or her ancestry.

After European contact they came to be known as the "Maori" people, with the same word applied to all mainland dialects of their language and to the closely related language of the Cook Islands.

In 1642 a Dutch expedition under Abel Tasman "discovered" the country, mapping some of its west coast. The country's current name is an Anglicised version of a name Dutch cartographers applied to it. Tasman's name is applied to a few features such as a large bay (one of the earliest he visited) and a glacier (which he was never near).

The next visit from Europeans was much more detailed. In 1769, after observing a Transit of Venus from Tahiti, Englishman James Cook brought his expedition south on the strength of secret Government orders to look for southern lands to colonise. Sailing west, he reached the Gisborne area and ended up circumnavigating the whole country and encouraging his scientists to make detailed studies of flora and fauna. He claimed it for Britain. His name is commemorated in the highest mountaintop, the strait between the two main islands, and a number of other places.

Whalers and sealers were the main visitors over the next few decades. In the early 19th century, Europeans brought to the natives a variety of new things such as Christianity, writing, disease, and muskets, and a few traders set up trading posts or became farmers.

In 1840, the same year as some planned settlements (e.g. Wellington) took place, the Treaty of Waitangi was signed between the representatives of Queen Victoria of Great Britain (just 4 days before her wedding) and leaders of the Maori people, who were given the status and protection of British subjects in return for officially allowing the British to settle and to buy land and to govern. Debate about what the Maori signatories thought they were giving away remains a great talking-point, but relations between the races are more amicable in New Zealand than in most colonised countries. Extensive intermarriage continues.

British government systems led to such institutions as censuses and the registration of births, marriages, and deaths, very like the systems that were developing in Britain in the mid-19th century. The early registrations were, as in Britain, a bit short on detail from a genealogy viewpoint, but later that century more details were added to the requirements.

title: Genealogy/New Zealand


text:
Cookbook:Sulfur Dioxide

| Antioxidants

Sulfur dioxide is an antioxidant used as a food preservative. It allows apricots and light-colored grapes to be dried without darkening. Many people find yellow raisins and yellow-orange dried apricots to be more attractive than brown ones.

Consumption of foods containing sulfur dioxide can cause lung irritation.

title: Cookbook:Sulfur Dioxide


text:
File:J2meplatform.jpg

Cover image for the wikibook title J2ME created with Bryce and editing/text completed in Gimp.

title: File:J2meplatform.jpg


text:
User:Dubaduba~enwikibooks

Other languages FAQ | Main Page
 * Sayonara!

 * I am [Hungarian]. I make some changes to wiktionary every now and then.

title: User:Dubaduba~enwikibooks


text: Carpentry/Hand Tools

title: Carpentry/Hand Tools


text:
Spanish/Estar

../Verbs/

=Estar=

"Estar" is an irregular verb that means  "to be".

 * ../Infinitive/: estar
 * ../Present Participle/:  estando
 * ../Past Participle/: estado

../Present/

 * yo estoy I am
 * tú estás you (informal) are
 * él/ella/usted está he/she is, you (respectful) are
 * nosotros/as estamos we are
 * (vosotros/as estáis) you (plural, informal) are
 * ellos/ustedes están they / you (plural, formal) are''

(Don't know what Yo, tú, él, and so on mean ? They are pronouns.)

../Imperfect/

 * Yo estaba  I was
 * tú estabas
 * él/ella/usted estaba
 * nosotros estábamos
 * (vosotros estabais )
 * ellos/ustedes estaban

../Preterite/

 * Yo estuve  I was
 * tú estuviste
 * él/ella/usted estuvo
 * nosotros estuvimos
 * (vosotros estuvisteis )
 * ellos/ustedes estuvieron

../Future/

 * Yo estaré  I will be
 * tú estarás
 * él/ella/usted estará
 * nosotros estaremos
 * (vosotros estaréis )
 * ellos/ustedes estarán

— or —

 * Yo voy a estar  I'm going to be
 * tú vas a estar
 * él/ella/usted va a estar
 * nosotros vamos a estar
 * (vosotros vais a estar )
 * ellos/ustedes van a estar

../Subjunctive/

 * Yo esté  I may be or (if) I be
 * tú estés
 * él/ella/usted esté
 * nosotros estemos
 * (vosotros estéis )
 * ellos/ustedes estén

../Imperfect Subjunctive/

 * Yo estuviera  I might be or (if) I were (American usage)
 * tú estuvieras
 * él/ella/usted estuviera
 * nosotros estuviéramos
 * (vosotros estuvierais )
 * ellos/ustedes estuvieran

— or —

 * Yo estuviese  I might be or (if) I were (American usage)
 * tú estuvieses
 * él/ella/usted estuviese
 * nosotros estuviésemos
 * (vosotros estuvieseis )
 * ellos/ustedes estuviesen

../Present Perfect Subjunctive/

 * Yo haya estado   I may have been or had I been
 * tú hayas estado
 * él/ella/usted haya estado
 * nosotros hayamos estado
 * (vosotros hayáis estado )
 * ellos/ustedes hayan estado

../Pluperfect Subjunctive/

 * Yo hubiera estado  (if only) I had been or I might have been
 * tú hubieras estado
 * él/ella/usted hubiera estado
 * nosotros hubiéramos estado
 * (vosotros hubierais estado )
 * ellos/ustedes hubieran estado

— or —

 * Yo hubiese estado  (if only) I had been or I might have been
 * tú hubieses estado
 * él/ella/usted hubiese estado
 * nosotros hubiésemos estado
 * (vosotros hubieseis estado )
 * ellos/ustedes hubiesen estado

../Conditional/

 * Yo estaría   I would be
 * tú estarías
 * él/ella/usted estaría
 * nosotros estaríamos
 * (vosotros estaríais )
 * ellos/ustedes estarían

../Imperative/

 * Yo ---
 * tú está; no estés  Be; don't be
 * él/ella/usted esté
 * nosotros estemos
 * (vosotros estad; no estéis )
 * ellos/ustedes estén

Compound tenses
These tenses are combinations of the above tenses.

../Present Perfect/

 * Yo he estado   I have been
 * tú has estado
 * él/ella/usted ha estado
 * nosotros hemos estado
 * (vosotros habéis estado )
 * ellos/ustedes han estado

../Pluperfect/

 * Yo había estado  I had been being
 * tú habías estado
 * él/ella/usted había estado
 * nosotros habíamos estado
 * (vosotros habíais estado )
 * ellos/ustedes habían estado

../Preterite Perfect/

 * Yo hube estado  I had been being
 * tú hubiste estado
 * él/ella/usted hubo estado
 * nosotros hubimos estado
 * (vosotros hubisteis estado )
 * ellos/ustedes hubieron estado

../Future Perfect/

 * Yo habré estado   I will have been
 * tú habrás estado
 * él/ella/usted habrá estado
 * nosotros habremos estado
 * (vosotros habréis estado )
 * ellos/ustedes habrán estado

../Perfect Conditional/

 * Yo habría estado  I would have been
 * tú habrías estado
 * él/ella/usted habría estado
 * nosotros habríamos estado
 * (vosotros habríais estado )
 * ellos/ustedes habrían estado

title: Spanish/Estar


text:
Carpentry/Survey/Laser Level

Laser levels are handy as they eliminate the need for two operators to get good readings. Some use a visible light and others do not. Laser line level

title: Carpentry/Survey/Laser Level


text:
Haskell/Preliminaries

(All the examples in this chapter can be typed into a Haskell source file and evaluated by loading that file into GHC or Hugs.)

Variables that Don't and Functions that Do
One of the main ideas behind functional programming is referential transparency — the idea that a function and a parameter can always be replaced by the function's return value. For example, the expression  is interchangeable with the value. This facilitates a number of important concepts in Haskell including lazy evaluation and the ability to reorder expressions to execute them concurrently.

Unlike imperative languages such as C++, Haskell does not treat variables as memory locations. In Haskell, variables are bound to a particular value within whatever scope the variable exists. They are more like constants than variables in most cases. The concept of variable in math is actually the same as that in Haskell. In the following example, x is bound to 3; it can't possibly change.

x = 6 / 2

This may seem extremely weird if you are used to imperative programming. How can we write useful programs without actual variables? Well, Haskell's function parameters can serve the same purpose: once you pass a value to a function, that function can use it wherever it wants. To change the value of a parameter, just call the function again. So the answer is recursion.

Here are some Haskell declarations:

x = 3 y = x * 2

As you've probably guessed, by the end y = 6. Looks quite a bit like math doesn't it?

However, unlike a conventional language, the order doesn't matter. Haskell doesn't have a notion of "flow of control", so it doesn't start executing at the top and working its way down. So this means exactly the same as the above:

y = x * 2 x = 3

You can of course also define functions. This is where life starts to get a little more interesting.

double x = x * 2 z = double y

This says that the function "double" takes an argument "x" and the result is equal to twice x. Note the lack of parentheses: in Haskell "double y" means apply the function "double" to the value "y". Parentheses are only needed to determine evaluation priority, just like in math.

So far, this lets you do about as much as a spreadsheet would: variables in this world look a lot like cells in a spreadsheet, and you can set up functions that can "do" things with these variables.

Now look at this function:

factorial 0 = 1 factorial n = n * factorial (n-1)

This defines a new function called "factorial". The first line says that the factorial of 0 is 1, and the second line says that the factorial of any other number "n" is equal to "n" times the factorial of "n-1". Note the parentheses around the "n-1": without them this would have been parsed as "(factorial n) - 1"; function application (as this process is known) has higher precedence than any regular operator like addition or exponentiation.

This shows how you do "loops" in Haskell. You don't have a loop counter like "n = n - 1" because that would change the value of "n". So instead you use recursion.

Unlike our earlier example, the order of the two recursive declarations is important. Haskell matches function calls starting at the top and picking the first one that matches. So, if the two declarations were reversed then the compiler would conclude that factorial 0 equals 0 * factorial -1, and so on to infinity. Not what we want.

Tail Recursion
In case you're wondering about stack space, won't all this recursion eventually overflow the stack? The answer is that Haskell supports tail recursion (every decent functional language's compiler does). Tail recursion is the idea that if the last thing a function does is call itself, the interpreter may as well not bother putting things on the stack, and just "jump" to the beginning using the function's new arguments. In this case, though, the factorial function has to call itself with "(n-1)" and then multiply the result by "n".

So our factorial function isn't tail recursive (because it has to multiply result by n after calling itself). This one is, though:

factorial n = factorial' n 1 factorial' 0 a = a factorial' n a = factorial' (n-1) (n*a)

Here are two functions. They have almost the same name, except the second has a tick mark. (Haskell identifiers are allowed to contain tick marks.) By convention, ticks are used to indicate a variation on something.

Here, the  function takes an argument   as before, but it also takes a second "accumulator" argument. Because calling itself is the last thing it does, the tail recursion rule applies: nothing gets put on the stack; the  function simply executes as if its arguments had always been n-1 and n*a.

(Note the similarity between this parameter and a variable. Parameters are, in a way, the variables of Haskell.)

A programmer using this function doesn't want to worry about the accumulator argument, so the plain factorial function is used to "wrap up"  by supplying the initial value of the accumulator.

Exercises
Type the factorial function into a Haskell source file and load it into your favourite Haskell environment.

What is factorial 5?

What about factorial 1000? Is that what you expected?

What about factorial -1?

Types
You may have noticed something interesting above. None of your parameters or anything was declared to be of any particular type.

That's because Haskell uses a type system to infer the type of every expression, the Hindley-Milner type system. But Haskell is not weakly typed; it's strongly typed like C++, so you can't get runtime type errors. Any program that compiles is guaranteed to not have type errors in it. Another advantage is that when you make a mistake, it will almost always change the type of the resulting expression, and it'll be flagged by the compiler as such. (Your program simply won't compile.) You may still want to write types for your functions for a few reasons.

 * 1) It helps to document your program.
 * 2) When you get something wrong, the type declarations help to narrow down the source of the problem.
 * 3) Most importantly, it will help you learn. Understanding the type system is fundamental to getting a good grasp on Haskell.

The syntax for type declarations looks like this:

x :: Integer factorial :: Integer -> Integer

You should read the first declaration as saying "x is of type Integer" or "x has type Integer". The '::' tells us we're referring to a type. You'll note factorial looks a bit different. It's a function that takes an Integer and returns an Integer. Later on you'll see why we use -> in describing the types, and why describing the type of a function is so close syntactically to describing the type of a variable.

One final note: identifiers that start with uppercase letters are reserved for types, modules and data constructors (somewhat like namespaces, don't worry about these for now). If you try to declare a variable or function that begins with an uppercase letter, the compiler will complain.

/Not in book

title: Haskell/Preliminaries


text:
Talk:Movie Making Manual/Animation

Blender
I think a link to Blender 3D: Noob to Pro is in order.

title: Talk:Movie Making Manual/Animation


text:
User talk:RealGrouchy

Images are allowed on Wikibooks. I'm not sure why there aren't many uploaded, but feel free to upload more as long as they are GNU FDL or compatible license. TUF-KAT 18:53, 9 Apr 2005 (UTC)
 * Wikibooks can also use all the images at the Wikimedia Commons. Gentgeen 05:14, 10 Apr 2005 (UTC)

title: User talk:RealGrouchy


text:
User:Sparky2002b~enwikibooks

Please see my Wikipedia profile.

title: User:Sparky2002b~enwikibooks


text:
User:Kronski

Greetings!

As I stumble around in the darkness--attempting to arrange the concept of Wiki, and how it relates to my work as a pre-service English Teacher--I have posted this page to act as an anchor from which superlative hopes will be thrust upon.

I am currently wrestling my way though my student teaching. I would love for Wiki to be my guide through much of what I am going through. I am very interested in taking any Creative Writing classes (preferably in the more advanced realm) or Graduate Level English courses.

More importantly, I wish to become a regular in the Area of Wikiversity. I am excited at the possibilites that open source education has to offer.

I am an amateur fiction writer, and my scribblings can be found at my modest green and white web log, right here.

Anyone who is interested in open source Writing or Literature education, nudge me awake, and call me to action.

title: User:Kronski


text:
Talk:Introduction to Sociology

Comment on Theory
It is also lacking any mention to the fourth paradigm of Sociology, Feminism.

Famous Sociologists
I have added Manuel Castells to the list:

 * Manuel Castells (Wikipedia article)

(Михал Орела 09:55, 13 August 2008 (UTC))

Future Directions
Eventually, each chapter should have research examples as a section.

Removed Content
I removed the following as the links were no longer working or not of adequate quality (Rcragun (talk) 15:59, 26 January 2010 (UTC)):
 * Societies Resources This will take you to a .rar file that contains my syllabus, presentations and a blank gradebook. This course is called Societies, it is similar to Intro to Sociology but has a more global focus, comparing US society to other societies as a theme. The course was intended for a summer class - twelve 3-hour sessions (with a little work it can be tweaked for a normal summer/fall term which it was based upon, major modification includes less long videos), and includes a favorite of mine - a Wikipedia-based assignment. The 3h sessions were structured into 1) lecture 2) video 3) discussion. All materials are licensed under CC-BY-SA 3.0, and contributors include myself (Piotr Konieczny), Salvatore Babones (whose original slides form the major part of the course) and Ryan T. Cragun, whose Introduction to Sociology (above) has been partially incorporated into my slides. If the link is broken, please leave me a message and I'll re-upload it. The file does not contain 1) tests and test answers - I can send those to instructors upon request as long as they present some proof they are instructors, not students and 2) copyrighted readings/videos (for obvious reasons)
 * Sociological Snippets by Dan Brook, Ph.D. provides a series of nuggets of basic sociology with links for each one.

basic concept
Norms. Roles....value....status and social structure its not listed but the culture

title: Talk:Introduction to Sociology


text:
Talk:Finnish/Hyvää päivää

Untitled
I removed these parts of the text:

Hei (around Helsinki), Moi (around the western coast), Terve (around in the Lakelands), Moro (in Tampere region).

Hei hei (around Helsinki and the east) or Moi moi (around the western coast).

Hei, moi, terve and moro are used in informal speech everywhere in Finland. Hei hei and moi moi are such unsignificant slang words, that they should not be mentioned in this part of the book.

Also, I am moving this page to Finnish:Hyvää päivää instead of Finnish:Hyvä päivää, as the present form is a clerical error. - Zeal 21:15, 9 Apr 2005 (UTC)

Very confused: "Hei, Moi, Terve and Moro.

Hi or Hello, an informal greeting, though moro is a bit more unusual word and terve is slightly less informal than the others. The last two are even more informal than the previous. "

Hunh? So which is it, terve is "less informal" or "even more informal" ?

I changed translation of "Hyvää päivää" into following: literally "Good day". Very common, rather formal greeting. 'Good Day' is often used insultingly in English, so it is no way a correct translation of Hyvää Päivää.

title: Talk:Finnish/Hyvää päivää