text:
User talk:Altarf~enwikibooks

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--AdRiley (talk) 09:36, 10 February 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 22:56, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:31, 19 April 2015 (UTC)

title: User talk:Altarf~enwikibooks


text:
Futurebasic/Language/cfurlref

CFURLRef Structures
Accessing files and resources via URLs.

Description
CFURL provides facilities for creating, parsing, and dereferencing URL strings. CFURL is useful to applications that need to use URLs to access resources, including local files, hence its inclusion here.

Apple engineers have made CFURL “toll-free bridged” with its Cocoa Foundation counterpart, NSURL. For FB and FBtoC programmers this is good news because of the many code snippets available online in Cocoa that are transplantable into our Carbon code.

A CFURL object is composed of two components:

1.) A base URL, which can be empty, 0 or NULL in C, and

2.) A string that is resolved relative to the base URL.

A CFURL object whose string is fully resolved without a base URL is considered absolute; all others are considered relative.

As an example, assuming that your FutureBASIC application is stored in your OS X Applications folder in a folder labeled "FutureBASIC 4.1.1," an absolute CFURL path to its executable would be:

/Applications/FutureBASIC\ 4.1.1/FutureBASIC.app/Contents/MacOS/FutureBASIC

This object is fully resolved since it is a complete path to the root level of the volume on which it is located.

On the other hand, a relative path not fully resolved would be:

/FutureBASIC.app/Contents/MacOS/FutureBASIC

This relative path defines the location of the FutueBASIC executable within the FutureBASIC.app bundle, but does not indicate where the FutureBASIC application resides.

A CFURL object is defined by a CFURLRef. Like other Core Foundation object references, CFURLRefs are opaque types. Their internal composition is not documented by Apple and they are accessed and manipulated through Toolbox functions.

Among areas where CFURLs and their associated CRURLRefs shine is locating resources inside an OS X bundle.

This example, posted on the FutureBASIC mailing list—the list is an invaluable resource for FB and FBtoC users—demonstrates a technique for obtaining a CFURLRef to a ReadMe text file located inside bundle, and passing the CFURL to the OS X system Launch Services which proceeds to open the file for the user to read in the system's default text application.

include "Tlbx LSOpen.incl" include "Tlbx CFBundle.incl" include "Subs DEF USR CFPrefs.incl"

toolbox fn CFBundleCopyResourceURL( CFBundleRef bundle,¬                             CFStringRef resourceName,¬                              CFStringRef resourceType,¬                                CFStringRef subDirName ) = CFBundleRef

local fn OpenReadMe( readMeName as Str255 ) dim as CFBundleRef bundle dim as CFURLRef    url

bundle = fn CFBundleGetMainBundle long if( bundle ) url = fn CFBundleCopyResourceURL( bundle, fn CFSTR( readMeName ), 0, 0 ) long if( url ) call LSOpenCFURLRef( url, #0 ) end if end if  CFRelease( url )

end fn

fn OpenReadMe( "ReadMe.txt" )

do handleevents until gFBQuit

Here's another function that uses a CFURLRef to create an image reference to any one of several kinds of image files recognized by QuickTime—JPEG, PNG, TIFF, etc.-- again located in the Resource folder of a bundled application:

local mode local fn CreateCGImageFromBundleResource( fileName as CFStringRef ) dim as CFURLRef          url dim as CGImageRef        imageRef dim as CGDataProviderRef sourceRef

image = 0 url = fn CFBundleCopyResourceURL( fn CFBundleGetMainBundle, fileName, 0, 0 ) long if ( url ) sourceRef = fn CGImageSourceCreateWithURL( url, 0 ) long if ( sourceRef ) imageRef = fn CGImageSourceCreateImageAtIndex( sourceRef, 0, 0 ) end if  end if

CFRelease( url ) CFRelease( sourceRef )

end fn = imageRef

(More discussion to follow)

0100 1101 0110 1001 0110 0100 0110 1110 0110 1001 0110 0111 0110 1000 0111 0100

0043 6f64 6572

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

title: Futurebasic/Language/cfurlref


text:
User talk:Rhayes0015

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 16:09, 10 February 2008 (UTC)

title: User talk:Rhayes0015


text:
Zulu/Lesson 4

=Uyazi eGoli?=

In this lesson, we learn to talk about people and places we know. In addition to this we learn how to introduce multiple people.

Laba abangane bami

 * uNandi: Sawubona Philani!
 * uPhilani: Yebo sawubona Nandi!
 * uNandi: Unjani?
 * uPhilani: Ngisaphila, wena unjani?
 * uNandi: Nami ngiyaphila.
 * uPhilani: Laba abangane bami, nguNjabulo noXolani.
 * uNandi: Ngiyajabula ukunazi!
 * uNjabulo noXolani: Nathi siyajabula ukukwazi!
 * uNandi: Nihlalaphi?
 * uNjabulo: Ngihlala eGoli. Uyalazi iGoli?
 * uNandi: Angilazi iGoli.
 * uXolani: Ngihlala eKapa. Uyakwazi eKapa na?
 * uNandi: Yebo, ngiyazi eKapa.
 * uNjabulo noXolani noPhilani: Sala kahle.
 * uNandi: Hambani kahle.

We can use a similar form to ask someone if they know other places, for example, "Uyazi iTheweni?", "Uyazi iSoweto?" and even "Uyazi iLondon?". "Na" may be used to indicate a question in spoken language and in writing but when the language is spoken, generally questions are indicated with tone. This form cannot be used to ask if someone knows a person. This is because the of "uyazi" part of the verb. The y refers to the place iGoli basically u+i+azi becomes uyazi. Zulu does not allow vowels to be placed immediately alongside each other. The concept of object being attached to verbs is explained fully in a later lesson. We now introduce how to ask if you know someone.

Uyamazi uNelson wakwaMandela?
Dialogue

 * uXolani: Uyamazi uNelson wakwaMandela?
 * uNjabulo: Yebo, ubani ongamazi? Uyamazi uLucky wakwaDube?
 * uXolani: Yebo, ngiyamazi.

Once again the m in "ngimazi" refers to him/her.

 * Yena uyamazi uDesmond wakwaTutu.
 * uMngane wami uyazi eNew York.

Ngilikhohliwe!
A few days later, Xolani and Njabulo are at the mall when they see someone that they think they know.

Dialogue

 * uXolani: Uyamazi? (Nodding at her)
 * uNjabulo: Yebo, kodwa ngilikhohliwe!
 * uXolani: Igama lakhe uNandi, angithi?
 * uNjabulo: Hhayi yebo!

Here the li in ngilikhohliwe refers to igama. '-khe' means her/his. It is used like -mi and -kho.

Summary

 * We can ask people if they know people. - Uyamazi uNelson wakwaMandela?
 * We can ask people if they know places. - Uyazi iNaturean?
 * We are able to introduce multiple people. - Laba abangane bami.
 * We can say if we have forgotten someone's name. - Ngilikhohliwe

Next step
Try the Exercise or go the next Lesson 5. Or alternatively, go back to the Index.

title: Zulu/Lesson 4


text:
User talk:Muniratalib

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 16:27, 10 February 2008 (UTC)

title: User talk:Muniratalib


text:
User:Katki009

Are the Best Teachers Highly Qualified?

by Kelley Atkins

Introduction
What is teaching exactly? Some argue that it is a learned profession, others say it requires many years of training. I believe it is a combination of both. “Teaching is, or ought to be, a difficult and complex endeavor. When one considers what is expected of a teacher in terms of end results- the preservation and improvement of our culture and civilization- teaching is perhaps the most important job in a democratic society.” (Troen and Boles, 34 and 35)

Personally Qualified
Teachers are a special kind of human beings. They are willingly entering a career with minimum room for promotion, hardly any recognition from society, a dastardly amount of pay, and in many cases, unfavorable working conditions. It takes a special person to become a teacher, especially to become a good teacher. Anyone can become a teacher, hence the phrase, “Those who can’t do, teach.” In order to become an influential teacher you not only have to be highly qualified, you have to be highly dedicated. In the book “Extraordinary Teachers, The Essence of Excellent Teaching,” Fred Stephenson outlines the qualities of an extraordinary teacher:

1.	Extraordinary teachers have a great passion for their work.

2.	Extraordinary teachers know what to teach, how to teach, and how to improve.

3.	Extraordinary teachers excel at creating exciting classroom environments.

4.	Extraordinary teachers connect exceptionally well with students.

5.	Extraordinary teachers challenge students to reach their full potential.

6.	Extraordinary teachers get extraordinary results.

Stephenson, Introduction page xix.

Standards, degrees, laws, or any other structural requirement is not stated on this inspiring list. The essence of teaching is wanting your students to excel, genuinely caring about their success, and having the will to improve your own methods. It is a sad misconception that anyone can teach, and that it takes minimal skill and talent. To be a highly qualified teacher, one must be a dedicated, hard-working person, who is drawn to teaching through a sense of high purpose and social conscience. “They genuinely like children and want to help them achieve success.” (page 32 Troen and Boles) Aside from these personal characteristics, a highly qualified teacher should also be competent. This is the side of teaching that requires passing exams, mastering material, and holding up to government standards.

Standards
If our teachers are to become more highly qualified in an academic sense, we should make it a priority to make the standards and/or qualifications as well as their implementation more clear and concise. In a study performed to uncover the “implementation of the highly qualified teacher provisions of the No Child Left Behind Act,” the following was found:

•	While the majority of teachers were aware of the state requirements for highly qualified teachers, nearly half of the teachers said they had not received official notification of their status. •	Special education teachers were almost four times as likely to report that they were not considered highly qualified (15 percent) than were general education teachers (4 percent). •	Nearly all teachers reported taking part in content-focused professional development related to teaching reading or mathematics, but only 20 percent of elementary teachers participated in more than 24 hours of professional development on reading strategies, and only 8 percent participated in extended training in teaching mathematics. •	About half of high school mathematics teachers (49 percent) said they received no professional development focused on the study of mathematics content. •	States have been working to update their data systems, but most reported difficulty tracking some data elements and in collecting and maintaining data on teacher qualifications. •	A minority of districts provided targeted support for teachers who were not considered highly qualified. About one-third of districts reported providing increased amounts of professional development to teachers who were not highly qualified with little variation by poverty or minority level or district size. •	Almost two-thirds (63 percent) of Title I instructional paraprofessionals were identified as qualified; 28 percent did not know their status. Paraprofessionals in medium- and high-poverty schools were notably less likely to have completed two years of college or an associate degree (one of the three NCLB requirements) than were paraprofessionals in low-poverty schools. The No Child Left Behind Act has a meaningful and potentially influential purpose, but it has not been implemented to its full degree. If teachers were actually held to the standards it provides, school systems today would be a completely different level of achievement. Some of standards set by the NCLBA are listed below:

•	Elementary teachers must pass a state test demonstrating their subject knowledge and teaching skills in reading/language arts, writing, mathematics and other areas of basic elementary school curricula. •	Middle and high school teachers must demonstrate a high level of competency in each academic subject area they teach. Such demonstration can occur either through passage of a rigorous state academic subject test or successful completion of an undergraduate major, a graduate degree, coursework equivalent to an undergraduate major, or an advanced certification or credentialing.

The NCLBA defines “a highly qualified teacher as one who has (1) fulfilled the state's certification and licensing requirements, (2) obtained at least a bachelor’s degree, and (3) demonstrated subject matter expertise.” Meeting these standards is very important in the process of becoming a highly qualified teacher. In order to relay information to his/her students, a teacher must be confident in their own mastering of that information. “Research shows that teacher subject-matter knowledge is greatly associated with student learning.” (wikiweb3) When a teacher is confident in their knowledge, it makes portraying that information easier and more effective. Requiring that teacher candidates pass certain tests and attain certain degrees gives further insurance of their competientcy.

Conclusion
To become a highly qualified teacher is no easy tasks, in any sense of the term. Starting with personal characteristics that include compassion, dedication, and patience is ideal. Combing these attributions with standards provideded by a higher power only completes the model. Highly qualified teachers are indeed the best teachers, they are the only teachers. If a teacher is not highly qualified, I do not believe they are a teacher at all. An un-qualified teacher is merely someone looking to pay the bills, not changing lives.

title: User:Katki009


text: VHDL for FPGA Design/4-Bit Johnson Counter with Reset


text:
Talk:Geometry/Proof

The first half of this page says nothing whatsoever. If someone is interested in the general mathematical (or, technically philosophical, since it's metaphysics) notion of proof, they should look at what Wikipedia has to say about proof in general. Highschool Geometry is a whole different world from mathematical proof in general, which is a subtle tweak on the philosophical concept of logic. This article should not address mathematical proof in general.--75.45.137.58 (talk) 18:36, 10 February 2008 (UTC)

title: Talk:Geometry/Proof


text: VHDL for FPGA Design/Example Application Serial Adder


text:
User:Postmodern Beatnik~enwikibooks

Welcome to my User page. I am your host, Postmodern Beatnik. I am an active member of several of the Wikimedia projects, and hope to become a more active contributor here as well.

title: User:Postmodern Beatnik~enwikibooks


text:
User talk:Evanfoss

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 01:04, 11 February 2008 (UTC)

title: User talk:Evanfoss


text:
User talk:Cmorr036

Peer Review Jcrockar (talk) 01:23, 11 February 2008 (UTC)

title: User talk:Cmorr036


text: Wikibooks:Requests for deletion/Cob Construction


text:
Category:Book:Japanese History

ja:Category:日本の歴史 ko:분류:일본의 역사

title: Category:Book:Japanese History


text:
User talk:Watmough

Jonathan's Ideas
Mainly ideas and retracted edits on the Clojure_Programming page.

Mutual Recursion
Mutual recursion is tricky in Clojure since there is a limited form of (def ...) than allows the body of a function to refer to itself only.

However, Clojure does allow dynamic redefinition of function bindings, allowing the following:

 * Mutual recursion example

(def odd? (fn [] nil)) (def even? (fn [] nil))
 * forward declarations

(def odd? (fn [n] (if (= n 0)     false      (even? (- n 1)))))
 * define odd in terms of 0 or even

(def even? (fn [n] (if (= n 0)     true      (odd? (- n 1)))))
 * define even? in terms of 0 or odd

(even? 3)
 * Is 3 even or odd?

user=> (even? 3) false

Welcome
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 02:23, 11 February 2008 (UTC)

title: User talk:Watmough


text:
A History of Japan: From Mythology to Nationhood/The Jomon Period

An Overview of the Jōmon Period
The very long—approximately 14,000 years—Jōmon period is conventionally divided into a number of phases: Incipient (16,500-10,000 years ago), Initial (10,000-7000), Early (7000-5,450), Middle 5,450-4,420), Late (4,420-3,220) and Final (3,220-2,350), with the phases getting progressively shorter. The fact that this entire period is given the same name by archaeologists should not be taken to mean that there was not considerable regional and temporal diversity; the chronological distance between the earliest Jōmon pottery and that of the more well-known Middle Jōmon period is about twice as long as the span separating the building of the Great Pyramid of Giza from the 21st century.

There were definitely modern humans, Homo sapiens, in Japan during the latter parts of the Pleistocene period, the great ice ages. Japan was connected to the mainland at several periods during that era, both to the southern end of Korea and to Siberia, and the animal and plant and human populations seem to have been identical to those in the adjacent parts of the mainland. The sea levels were very much lower than in our age (hundreds of feet lower) and it is likely that most human remains in this area are under deep water.

When the islands were disconnected from Asia for the final time things inevitably changed. The megafauna (elephants, tigers, and giant deer) died out, the plant life began to change radically, and the sea levels rose rapidly. The people trapped on the islands had to change their way of life. Similar things happened almost everywhere in the temperate zones of the world. In Europe the change is often identified as a transition from paleolithic to mesolithic, from a life hunting large animals that roamed in large herds on open lands, to a life hunting smaller animals that lived alone or in small groups hidden in thick forests. In Japan, this is the transition to Jomon. The name "mesolithic" is not used in Japan, because in Europe it refers to particular types of stone tools that do not occur in Japan. The name Jomon is a translation to Japanese of the English term "cord marked" which was applied to describe the general appearance of Jomon pottery by its original (American) discoverer.

Jomon Culture
The Jomon culture is old. The oldest radiocarbon dates are presently about 10,000 BC and older, undated, sites are known. When this was realized in the 1950s there was considerable excitement, because even the earliest Jomon sites show the use of pottery. These discoveries remain the oldest pottery samples known on Earth. The initial discoveries were of a relatively late phase (2500 BC or so) when the Jomon people were living in villages and making art pottery as well as useful items, and because of the pottery and the nature of the stone tools that were being made, it was first announced that the Jomon culture was "neolithic". However, in the world at large neolithic usually is taken to refer to agricultural societies, and the Jomon people were not farmers. They were among a quite small number of pre-agricultural peoples who lived in an environment that was rich enough that people could settle in permanent villages without farming. As a result, Japanese archaeologists prefer to avoid the use of the term neolithic and simply use Jomon.

Jomon culture lasted for a long time, isolated on the Japanese islands. Books in English will tell you that the transition to the subsequent Yayoi culture occurred sometime around 400 or 300 BC. The actual date is more like 1000 or 900 BC (a very recent discovery discussed later). From the Jomon perspective this is an insignificant change. This was a culture that lasted for about 10,000 years. During that time the ecology of the Japanese islands was constantly changing and the Jomon people had to change with it. At any particular time there was only a relatively small portion of the country that could support a population dense enough for villages, and in different periods this portion was not always in the same place. This extremely long life tells us that conditions in Japan were not good for the independent development of farming. The forests were heavy and there were no native edible plants with revolutionary potential. The most important single plant food source throughout Jomon was nuts gathered in the forests.

The richest phase of all was "Middle Jomon" between roughly 3000 BC and 2000 BC. The total population has been estimated (based on counting house sites) at from 50,000 to 100,000 people, the overwhelming majority of whom were concentrated in eastern Japan in modern Tokyo and regions extending westward into nearby hills where hunting appears to have been particularly successful, mainly for Japanese "shika" deer and wild pigs. Shell mounds are common, and fishing, including deep sea fishing, was important.

Late Jomon Period
After 2000 BC the climate changed considerably (getting colder) which affected the makeup of the trees of the forest, ending the Middle Jomon. The population crashed and moved to new areas in the Late Jomon. Many different kinds of nuts were relied upon at different times as the climate varied. Some types of nuts are "ready to eat" and others require processing to remove tannins, and this greatly affected the density of the population at different times. The east now lost easy to handle acorns and had to shift to difficult to handle horse chestnuts. A coastal area northeast of Tokyo received a culture which clearly continued the traditions of middle Jomon. It is this culture that provides the most spectacular Jomon pottery, the "Kamegaoka style", and other art, justifiably popular in museums. A significantly different culture emerged in Kyushu with a quite different kind of pottery, a plain, black ware. This culture has attracted a great deal of attention because many archaeologists see signs of incipient agriculture, though it definitely continued to rely on gathered wild nuts as the primary source of plant food. The total population was quite small. I have seen estimates of 5,000 or 6,000 people for Kyushu, with maybe twice as many in the northeast. Large parts of Kyushu are covered by volcanic rocks and cannot support the density of forests that existed elsewhere and this restricted the population.

From Jomon to Yayoi Culture
The transition from Jomon to Yayoi occurred in northern Kyushu. The Yayoi culture (named after a neighborhood in Tokyo where the first remains were recognized) was made up of rice farmers using an already mature technology involving irrigation. By the end of the period they were making bronze objects of sufficient quality that it is possible to argue about whether certain ones were made in Japan or China, and also iron tools and weapons. The biggest topic of discussion is whether the Jomon people acquired these new technologies (from Korea) and converted themselves into Yayoi people, or whether the Yayoi people were immigrants. I will explore the arguments, but it is pretty certain that the Yayoi people were immigrants. The Jomon population of Kyushu was very small and the early Yayoi population was comparatively large. There is evidence that Yayoi practices spread rapidly eastward as far as the area of modern Nagoya, where there was a pause. Its spread from there to the northeast appears to have been accomplished in large part by converting Jomon people to the new way of life. The pottery of the early Yayoi culture in the northeast shows characteristic Jomon decorative elements that are completely unknown in the west.

Probably the most important fact in this context is that there was a widespread culture in southern Korea, known as "Mumun", after its characteristic pottery, that was extremely similar to Yayoi, so much so that in the early period it is sometimes very difficult to tell them apart. This has become much better known in recent years as South Korea is now rich enough to spend significant money on archaeology, and it is pretty clear that the arrival of Yayoi in Japan was the result of immigration of people from Mumun Korea. It was formerly thought that the two were about the same age so that both might have arrived together from somewhere on the Chinese coast (though no one could suggest where), but it is now clear that Mumun is significantly older than Yayoi.