text:
Talk:Haskell/Higher-order functions

Higher-Order Functions and Types
This section starts with "The concept of currying (the generating of intermediate functions on the way toward a final result) was first introduced in the earlier chapter "Lists II". This is a good place to revisit how currying works." but doesn't really explains anything about currying, it explains partial application. In fact "generating of intermediate functions on the way toward a final result" is partial application while currying is transforming a function of multiple arguments into a series of lambdas. These concepts are related but not the same. 78.29.93.171 (discuss) 09:30, 24 February 2019 (UTC)

2014-04-29 refactoring
The exercises with the for-loop seems baffling and out of place to me. I didn't remove it myself, but my vote is to omit it. I'm not sure what is going on there, but maybe that's because I don't have imperative programming experience. Backfromquadrangle (discuss • contribs) 18:16, 29 April 2014 (UTC)

 * It is a borderline case, but I think they have some worth as a hard exercise at the end of the story arc. I enjoyed them back in 2010, when I went through the book having just a little imperative (and no functional) experience, though I'm not sure if I could handle with the /  items. Maybe different wording would help? Also, I don't like the first bonus item much (the one that asks you to guess one particular wrong implementation).--Duplode (discuss • contribs) 09:09, 30 April 2014 (UTC)

 * P.S.: Good call on increasing the pace of the chapter. Given the many historical accidents this book was subject to, there are parts written for (and by!) different audiences. If we manage to make them somewhat more uniform the book will look much tidier.--Duplode (discuss • contribs) 09:09, 30 April 2014 (UTC)

Higher-order function composition
I'm trying to wrap my head around the myInits definition:

The article mentions to break it up bit by bit so I've found that

Now I understand that we need to map reverse over this list to place each sublist's elements in the correct order, but I guess what I don't understand is how ghc is able to evaluate this expression the way we want? And I think at the base of my problem is a misunderstanding of haskell's evaluation semantics. I've tried placing the explicit paranthesis to see how haskell behaves:

but why doesn't the following work?:

I would really appreciate if someone could walk me through the myInits definition or at least point out a good reference to haskell's expression evaluation semantics.

Thanks

Sgcb (discuss • contribs) 17:37, 2 June 2014 (UTC)

 * It is a precedence issue. What you actually want is:

 * Function application has precedence over all operators, and so the first argument to  is , which as you say reverses the sublists, and not   on its own, which would reverse the outer list.--Duplode (discuss • contribs) 00:45, 3 June 2014 (UTC)

title: Talk:Haskell/Higher-order functions


text:
Microprocessor Design/ALU Flags

For a number of reasons, it can be important to export a number of status codes from the ALU, for detecting errors, and for making decisions.

Comparisons
Comparisons between two values are typically performed by subtracting them. We can determine the relationship between the two values by examining the difference:
 * If the first is larger than the second, the result will be positive
 * If the second is larger than the first, the result will be negative
 * If the two are equal, the result will be zero.

Zero Flag
Determining whether two values are equal requires the ALU to determine whether the result is zero. This can be accomplished by feeding each bit of the result into a NOR gate. The beauty of this is that a single multi-port NOR gate requires less hardware than an entire array of equivalent 2-port gates.

Overflow Flag
It is good to know when the result of an addition or multiplication is larger than the maximum result size. Likewise, it is also good to know if the result of a subtraction or a division is smaller than possible, and thus creates underflow. Either two separate flags can be used for these conditions, or one flag can be interpreted in different ways, depending on the input operation.

Carry/Borrow flag
This flag indicates when an operation results in a value larger than the accumulator can represent (carry/overflow) or smaller than the accumulator can represent (borrow/underflow). It can be used by software to implement arbitrary-width arithmetic, such as a "bignum" library.

Latch ALU flags or not?
Some instruction sets refer to the ALU flags from some previous instruction: CMP R1,R2 // compare ... BEQ equal_routine // branch if equal

Such instruction sets force the CPU designer to latch those ALU flags in some sort of "status register", and to be very careful to make sure it is possible to preserve those flags during an interrupt routine.

Other instruction sets never refer to previous ALU flags -- they always use the results from the ALU in the same instruction that they are calculated: BEQ R1,R2,equal_routine // compare and branch if equal or SKEQ R1,R2 // compare and skip next instruction if equal JMP equal_routine

Some CPU designers prefer such instruction sets that never refer to previous ALU flags. Such instruction sets make out-of-order execution much simpler. Many of Chuck Moore's CPU designs never refer to the ALU flags from any previous instruction.

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

title: Microprocessor Design/ALU Flags


text: User:Kickme~enwikibooks

title: User:Kickme~enwikibooks


text:
Talk:Teaching Assistant in France Survival Guide/Returning home

The link to the example lettre recommende terminating one's lease is broken right now: http://www.lesiteimmobilier.com/conseils/lettres/ll8.asp --82.239.103.161 08:01, 8 February 2007 (UTC)


text:
Wikijunior:Languages/Sign languages

How many people use sign language?
Sign languages are primarily used by people who are deaf or hard of hearing. Many other people learn sign language in order to be able to communicate easily with family members or friends that are deaf or hard of hearing. Sign languages may also be learned in order to be an official sign language interpreter.

What writing system(s) does this language use?
Sign languages are not written as often as other languages, instead written forms of other languages are used. For example, someone that communicates using American Sign Language would usually read and write written English since that is the dominant language around them. Many sign languages do however, have their own specific written form.

There is a notation that can be used to write out how signs are made in most any sign language. It was invented a few years ago by a linguist who makes constructed languages (David J. Peterson), on the theory that part of the reason people haven't invented more constructed signed languages is that they haven't had a way to write how to make the signs. It's called SLIPA, Sign Language IPA, after the IPA (International Phonetic Alphabet) which is used to write how to pronounce words in spoken languages.

What is the history of sign language?
Many groups of deaf people have used sign languages throughout history. It is part of human communication.

Are sign languages really languages?
Yes! Sign languages have all of the important features that other languages have that make them languages. For example, they have their own grammar, phonemes, and use of inflection. Someone signing a language uses the same parts of the brain as someone speaking it — sign languages have all of the same basic pieces as spoken languages but they are expressed differently.

Is sign language universal?
Sometimes when communicating with somebody who doesn't speak the same language as you, you can get your point across by acting things out and making signs with your hands. Does this mean that sign language is universal? Not quite. Just as there are many spoken languages, there are many signed languages (for example, American Sign Language and French Sign Language). Interestingly, signed languages have a different history than spoken ones. For example, American Sign Language is much closer to French Sign Language than it is to British Sign Language!

Also, since sign languages tend to mix a lot of miming and acting along with the actual language, deaf people often have an easier time making themselves understood with other deaf people, even if they don't "speak" the same language. This also helps them to learn each other's languages. So deaf people might have an easier time communicating across the language barrier even if their respective languages are very different.

Where are sign languages used?
Sign languages are used all over the world. There are many official sign languages that have significant numbers of speakers. Even where official sign languages are not known (and even where they are), "home sign" develops where speakers communicate with signs that make sense between the speakers.

How much does sign language differ from spoken language?
What makes sign languages interesting is that they are often very different from spoken languages, even in the same countries or communities. For example, in American English, we might say, "When are you going to school?", whereas in French Sign Language, we would instead sign something like "When you school go when?"

Learning a sign language is really like learning a second language, not just learning signs for the words you already know. In the same way, translating a sign language to a spoken language involves accounting for grammar differences in much the same way that translating from one spoken language to another does.

Who are some famous authors or poets in this language?
Clayton Valli (1951–2003) was a prominent deaf linguist and American Sign Language (ASL) poet whose work helped further to legitimize ASL and introduce people to the richness of American Sign Language literature.

title: Wikijunior:Languages/Sign languages


text: User:SBJohnny/sourceclip

title: User:SBJohnny/sourceclip


text:
Aros/Developer/AROSAppPackages

AROS Application Packages are presently only a basis for "per application" management.

It is the AROS Devs intentions to be able to provide a proper package file for installing/updating/distributing software at some time in the future of AROS.

Environment Variable Settings
Installed Packages have an Environment variable in ENV:SYS/Packages which points to the location in which they are installed.

i.e.:

AROSTCP's env variable is ENV:SYS/Packages/AROSTCP and contains "SYS:Extras/Networking/Stacks/AROSTCP" by default - the normal install location from the AROS ISO.

Other Packages should use the same convention for their environment variables - ENV:SYS/Packages/

Package Control Files
Inside the drawer the package is installed to you will find a script ("s/") folder.

This contains scripts which are used to perform startup/cleanup functions for packages.

currently there are the following files

 * PackageStartup
 * This script is run during boot to perform actions necessary to make the package available for use.
 * It may perform normal script operations just as code that gets inserted into startup-sequence/user-startup however it is easier to control its use on a package basis if done using these scripts.

 * PackageShutdown
 * This script is used to close down a package completely. It should undo all things performed in PackageStartup if necessary

title: Aros/Developer/AROSAppPackages


text: Template:Naming policy notice

title: Template:Naming policy notice


text:
User talk:Phspyhalski~enwikibooks

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 17:04, 8 February 2007 (UTC)

Your new page
I am sorry but this is not text book material and has been deleted. Please look at the links above to see about appropriate content here - thanks -- Herby talk thyme 17:04, 8 February 2007 (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 Phspyhalski. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Phspyhalski~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:22, 19 April 2015 (UTC)

title: User talk:Phspyhalski~enwikibooks


text:
Automobile Repair/Toyota

see Toyota

Models

 * /Land Cruiser/
 * /FJ Cruiser/
 * /Pickup(Hilux)/
 * /4Runner(Surf)/
 * /Tundra/
 * /T100/
 * /Tacoma/
 * /Corolla/
 * /Sienna/
 * /Prius/
 * /Hiace/

title: Automobile Repair/Toyota


text:
Talk:Control Systems/Bode Plots

THERE IS AN ERROR IN THE PHASE PLOT

The transfer function should be G(s)=2/(s+1) I think.

The integrator has a phase shift of +90 degrees and the differentiator of -90 degrees.

Octave Online
There is a handy online Octave site Octave online. It allows one to type commands and see the Bode plot among other things.--Billymac00 (discuss • contribs) 04:33, 15 January 2022 (UTC)

title: Talk:Control Systems/Bode Plots


text:
CAT-Tools/DéjàVu X/SWF format

Introduction SWF is a proprietary software vector graphics file format produced by the Macromedia Flash software from Adobe Systems (formerly Macromedia). Intended to be small enough for publication on the web, SWF files can contain animations or applets of varying degrees of interactivity and function. SWF is also sometimes used for creating animated display graphics and menus for DVD movies, and television commercials.

The Flash program produces SWF files as a compressed and uneditable final product, whereas it uses the .fla format for its editable working files.

The name is a backronym of sorts, standing for Small Web Format and Shockwave Flash. According to Macromedia, SWF is pronounced "S W F" (with each letter being pronounced individually), but some people prefer to pronounce it as "swiff". A file of this format is called a Shockwave Flash Object.

SWF is currently the dominant format for displaying animated vector graphics on the web, far exceeding the W3C open standard Scalable Vector Graphics, which has met with problems over competing implementations. (Source: Wikipedia)

Handling SWF files in DVX If you got here, you probably did not get the texts for your Flash animation handed in Word. Instead the client gave you an SWF file, which means that the client wants you to act both as a translator and a web designer. It is important that you realize this.

Also important to realize is that SWF files are actually derived from FLA files. Therefore you should always try to work from the original FLA format instead. There are two exceptions, which are SWF files which have been specifically prepared for localization (see 'When to localize from SWF' below) and SWF files that are used to feed DVX with the source text (see 'When to decompile SWF back to FLA' below).

When to localize from SWF Several websites, amongst which the famous tt4t.net, recommend Avral's Tramigo for localizing SWF files. However, this only works if the SWF files actually contain translatable text, which is often not the case.

The problem is that Macromedia Flash, the software in which SWF files are made, allows the user to convert text to non-dynamic (non-editable) formats. As soon as this is done, the actual text itself is not accessible anymore in the generated SWF file - you can then only access it from the original FLA file from which the SWF file was generated. For this you will need the original FLA file and Macromedia Flash, which comes at a price.

Tramigo can be handy, but only if its usage has been taken into account during the actual development of the SWF files (all translatable text should be dynamic), and not as an afterthought. This means that in the vast majority of the cases, Tramigo won't help you.

When to decompile SWF back to FLA Sothink's SWF Decompiler gives much better results. It can extract all texts from the file, because it basically converts SWF files back to their original FLA format, with very good results. SWF Decompiler also has an option for exporting text resources. To import them into DVX, you will need to open hundreds of little text files and manually insert hard enters, but that's still quicker than manually copying and pasting everything to a DVX import document. Unfortunately there's no easy way to export your translation back. Text in SWF Decompiler cannot be edited, so you will have to open the decompiled FLA files in Macromedia Flash, which only supports old-fashioned copying and pasting.

For a good localization you will need Macromedia Flash anyway, as you will need to resize some of the text boxes to keep the lay-out nice and tight (think Microsoft PowerPoint). For this, you will also need the actual fonts (the price of which can range from several dozens to several thousands of dollars). Which fonts you need depends on the fonts defined in the SWF file. If the used fonts cannot be traced or are too expensive to buy, consult the client about alternative (cheaper) fonts. You could for example opt for Univers if you can't find Lucida Grande (Wikipedia has great information about font families and look-a-likes). Also, some software packages, like CorelDraw, offer many professional fonts for free.

If you want to start localizing SWF files professionally, you should prepare yourself for an extra investment of about 800 USD (for Sothink's SWF Decompiler + Macromedia Flash, excluding fonts). Be prepared to charge at least 150% of your normal rate, as localizing SWF files is a lot of work, no matter which tools you use.

title: CAT-Tools/DéjàVu X/SWF format


text:
Adventist Youth Honors Answer Book/Swimming/Swimming Safety

 * Never swim alone. Always swim with a buddy.
 * Do not swim unless there are adults present.
 * Do not dive into water until you know that it is deep enough and free from debris
 * On beaches, rivers, and lakes, wear protective footwear. This will guard against broken glass, sharp rocks, etc.
 * Never pretend to be drowning
 * If swimming in an area monitored by a life guard, stay in the life guard's view.
 * Do not chew gum or eat food while swimming.
 * Stay clear of diving boards. A diver may not see you.
 * Do not engage in horseplay, jump on, or dunk another swimmer.
 * Do not run in a pool area.
 * Pool areas should be fenced in to keep toddlers out. Keep the gate closed!
 * Obey the rules established for the swimming area.
 * Only swim in areas where swimming is allowed.
 * If caught in a riptide, swim parallel to shore. Riptides are narrow, so you should be able to swim out of the current by swimming across it.
 * Do not swim out farther than you can swim out. Remember that you are more tired when you get out there than when you started, so be conservative.  Do not overestimate your abilities.
 * Do not swim during stormy weather.
 * Do not rely on inflatable toys as life preservers. If you try to cross a large body of water on an air mattress and it springs a leak, you could be in serious trouble.  Never go farther out on one of these than you can swim back.

 * References:
 * girlpower.gov
 * kidshealth.org

|


text:
CAT-Tools/DéjàVu X/FLA format

Introduction FLA is a proprietary software vector graphics file format produced by the Macromedia Flash software from Adobe Systems (formerly Macromedia). FLA files can contain animations or applets of varying degrees of interactivity and function. FLA is also sometimes used for creating animated display graphics and menus for DVD movies, and television commercials.

The Flash program produces SWF files as a compressed and uneditable final product, whereas it uses the .fla format for its editable working files. (Source: Wikipedia)

Handling FLA files in DVX If you got here, you probably did not get the texts for your Flash animation handed in Word. Instead the client gave you a FLA file, which means that the client wants you to act both as a translator and a web designer. It is important that you realize this.

To open FLA files, you will need Macromedia Flash, which comes at a price. The only way to process the texts in DVX is old-fashioned copy and paste.

For a good localization you will need Macromedia Flash anyway, as you will need to resize some of the text boxes to keep the lay-out nice and tight (think Microsoft PowerPoint). For this, you will also need the actual fonts (the price of which can range from several dozens to several thousands of dollars). Which fonts you need depends on the fonts defined in the FLA file. If the used fonts cannot be traced or are too expensive to buy, consult the client about alternative (cheaper) fonts. You could for example opt for Univers if you can't find Lucida Grande (Wikipedia has great information about font families and look-a-likes). Also, some software packages, like CorelDraw, offer many professional fonts for free.

If you want to start localizing FLA files professionally, you should prepare yourself for an extra investment of about 700 USD (for Macromedia Flash, excluding fonts). Be prepared to charge at least 150% of your normal rate, as localizing FLA files is a lot of work, no matter which tools you use.

title: CAT-Tools/DéjàVu X/FLA format


text:
Talk:XForms/Submit

The following article:

http://msdn.microsoft.com/library/default.asp?url=/library/en-us/cpgenref/html/gngrfaddforprotocols.asp

Implies that IIS does not support HTTP put but only POST.

Hey, Is there any way that the data could be sent to a webservice or be sent as POST data to a web page? The method right now is really painfull to work with practically. I want something so that the XML doc will be part of the POST reponse ... the method="post" doesn't seem to work although the XForms Draft seems to say it should. I did method="post" and action="form.php" where form.php iterates over all its post elements. But no elements were found. GET workd fine. 59.163.30.3

title: Talk:XForms/Submit


text:
Template:Free Direct Instruction Science K

Edit template 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 Science K


text:
Cookbook:Mocha Delight

| American cuisine | Vegetarian Cuisine | Valentine's Day Recipes | Dessert

Cake

 * 4 tablespoon butter, melted
 * 1 cup graham cracker crumbs
 * 1 box (22.5 ounces) brownie mix

Frosting

 * 3 egg whites
 * ½ cup white granulated sugar
 * 1 cup (2 sticks) butter, softened
 * 2 tablespoons instant espresso powder
 * 2 tablespoons warm water

Decoration

 * 1 bag Dove Rich Dark Chocolate Hearts
 * 1 cup whipped cream or topping

Base

 * 1) Preheat oven to 350°F.
 * 2) Line bottom of 9-inch springform pan with waxed paper; grease.
 * 3) Add melted butter to graham cracker crumbs and press into bottom of pan.
 * 4) Prepare brownie mix according to package instructions; spread over crumbs.
 * 5) Bake until firm, approximately 35 to 50 minutes, until a toothpick inserted in the center comes out clean.
 * 6) Remove from oven to a wire rack; cool completely and remove from pan.

Frosting

 * 1) Whisk egg whites and sugar together in a bowl over simmering water until sugar is dissolved.
 * 2) Remove from heat; using electric mixer, whip until fluffy and cooled.
 * 3) Add butter one nugget at a time while continuing to beat.
 * 4) Dissolve espresso powder in warm water.
 * 5) Beat espresso into frosting.
 * 6) Frost top and sides of cake.

Finishing

 * 1) Snip small corner of a resealable plastic bag; place whipped cream inside.
 * 2) Pipe 3 rosettes around outside edges of cake.
 * 3) Place a chocolate heart atop each rosette.
 * 4) Place 8 chocolate hearts in a small resealable plastic bag.
 * 5) Microwave until melted, about 15 seconds.
 * 6) Cut a corner of the bag; randomly drizzle chocolate on dessert plates.
 * 7) Place a cake wedge on each plate.

title: Cookbook:Mocha Delight


text:
Introduction to Chemical Engineering Processes/Units

Consistency of units
Most values that you'll run across as an engineer will consist of a number and a unit. Some do not have a unit because they are a pure number (like pi, π) or a ratio. In order to solve a problem effectively, all the types of units should be consistent with each other, or should be in the same system. A system of units defines each of the basic unit types with respect to some measurement that can be easily duplicated, so that, for example, 5 ft. is the same length in Australia as it is in the United States. There are five commonly-used base unit types or dimensions that one might encounter (shown with their abbreviated forms for the purpose of dimensional analysis):

 * Length (L), or the physical distance between two positions with respect to some standard distance
 * Time (t), or how long something takes with respect to how long some natural phenomenon takes to occur
 * Mass (M), a measure of the inertia of a material relative to that of a standard
 * Temperature (T), a measure of the average kinetic energy of the molecules in a material relative to a standard
 * Electric Current (E), a measure of the total charge that moves in a certain amount of time

Note: It would make more commonsense to have Electric Charge as a base unit, since current is charge per time, and you may find it convenient to think of charge as the fundamental unit. However, current proved easier to measure very accurately and reproducibly, so the physicists decided it would be their reference.

There are several different consistent systems of units. In most of the world (apart from the US and to some extent the UK) the SI system is standard. It is also used in refereed scientific and engineering journals in these two countries. In practice, it is essential for a chemical engineer to be proficient in the SI system, but to be able to use data in units of other systems and to be able to specify designs in the preferred unit system for the job.

Units of Common Physical Properties
Every system of units has a large number of derived units which are, as the name implies, derived from the base units. These new units are based on the physical definitions of other quantities and involve the combination of different variables. Below is a list of several common derived system properties and the corresponding dimensions ($$\dot=$$ denotes unit equivalence). If you don't know what one of these properties is, you will learn it eventually:

SI (kg-m-s) System
This is the most commonly-used system of units in the world, and is based heavily on factors of 10. It was originally based on the properties of water, though currently there are more precise standards in place. The major dimensions are:

Note that the kilogram, not the gram, is a base unit.

The close relationship to water is that one m3 of water weighs (approximately) 1000 kg.

A base unit that can be difficult to understand is the mole. A mole represents 6.022*1023 particles of any substance. (The number is known as Avogadro's Number, or the Avogadro constant.) This usually means the number of atoms or molecules of an element or compound. Chemical engineers commonly use kilomoles. The relative molecular mass (= molecular weight) of water H2O is about 18, being made up of 2 H atoms (atomic mass = 1) and one O atom (atomic mass = 16). Thus 18 kilograms of water constitute 1 kilomole of H2O and contain 2 kilomoles of H atoms and 1 kilomole of O atoms.

Each of these base units can be made smaller or larger in units of ten by adding the appropriate metric prefixes. The specific meanings are (from the SI page on Wikipedia):

If you see a length of 1 km, according to the chart, the prefix "k" means there are 103 of something, and the following "m" means that it is meters. So 1 km = 103 meters. There should always be a space between the number and the unit and between different units which are multiplied together. There must not be a space between the multiplier and the unit. Thus 13 mA means 13 milliamps, but 13 m A means 13 meter-amps.

As noted above, the kilogram is a base unit, but the multipliers are added to the gram. 1000 kg = 1 Mg; 0.001 kg = 1 g.

In chemical engineering practice, we tend not to use the very large or small ends of the table, but you should know at least as large as mega (M), and as small as nano (n). The relationship between different sizes of metric units was deliberately made simple because you will have to do it all of the time. You may feel uncomfortable with it at first if you're from the U.S. but trust me, after working with the English system you'll learn to appreciate the simplicity of the Metric system.

Derived units in the SI system
Imagine if every time you calculated a pressure, you would have to write the units in kg/(m s2). This would become cumbersome quickly, so the SI people set up derived units to use as shorthand for such combinations as these. Note that units named after a person do not start with a capital letter, but the abbreviation does! For example "a force of one newton" and " a force of 1.0 N". The most common ones used by chemical engineers are as follows:

Allowed units in the SI system
Some units are not simply derived from the base units or regular multiples, but are in common use and are therefore permitted. Thus, though periods of time can be expressed in kiloseconds or megaseconds, we are allowed to use minutes, hours and days. The term 'liter' (US) or 'litre' (European) is understood to be the same as 1 x 10-3 m3, and the term tonne (not ton) is understood to be the same as 1000 kg. The bar is a unit of pressure meaning 100 kPa, which is very close to the chemists' standard atmosphere (which is 101.325 kPa). The Celsius scale of temperature is understood to be the number of kelvin above 273.15 K. Thus we are allowed to write "the chemical reactor has a throughput of 4.3 tonnes per day at 5 bar and 200 °C" and we will be understood. However, it may be necessary to change to base or derived units in order to carry out calculations.

cgs (cm-g-s) system
This was the first metric system and may be found old publications (before 1960). There is no reason why a chemical engineer should work in it today, but you may have to convert data from old books. The base units of length and mass were the centimeter and gram. The unit of force was a dyne; the unit of energy was an erg. The value of g, the standard acceleration due to gravity was 981 cm/s/s. The viscosity units poise (especially centipoise, cP) and stokes (especially centistokes cSt) are a hangover from this system and may be found in relatively recent publications. You should convert them to SI.

Note that chemists often work with grams and cubic centimeters, but these are part of SI. Just because you work with cm, g, and s, does not mean you are using the cgs system. See cgs if you really want to know.

British, Imperial or American (gravitational) system
This system was established with the authority of the British Empire. It is known in Britain as the Imperial system, in America as the British (sometimes English) system, and in much of the world as the American system, since the USA is the only major market for chemical engineering which uses it. The engineering version uses a subset of this traditional or customary measure plus the pound force and the ampere.

Its peculiarity lies in the relationship between force and mass. According to Isaac Newton for a fixed mass accelerating under the influence of a force:

force = mass x acceleration    or    f = m a

In the SI system a force of 1 newton acting on a mass of 1 kilogram produces an acceleration of 1 meter per second. Simple!

In the Imperial system a force of 1 pound-force acting on a mass of 1 pound produces an acceleration of 32 feet per second. This is because this is the natural acceleration under gravity. Older American books often include a g in the formula which do not appear in European versions of the same equation. The g represents the relationship between force and mass in the unit system (which is 1 in SI): here it is 32. For a while, American (mainly) engineers used a version of the metric system including the kilogram-force and thus g, which had the value 9.81. Physicists call these both gravitational systems.

The common units are based on traditional measures which were practical in agriculture and shipping, and do not go in steps of 10, 100, 1000 etc. Instead of using prefixes you use names for larger units, and can use combinations of units for the same dimension, e.g. 6 yards 2 feet and 8 and a quarter inches ( 6 yd 2 ft 8¼ in) However, engineers tend to use one unit and a decimal, e.g. 20.7 ft, e.g. 13.47 in. The foot can also be denoted by a single mark and the inch by a double mark, e.g. 4 feet 7 inches was 4' 7". Note that the US gallon is smaller than the Imperial gallon (5/6 in fact), when you are doing conversions to SI.

The temperature scale is that of Fahrenheit, in which the melting point of ice is 32 °F. Absolute zero is -459.67 °F. For thermodynamic temperatures, the number of degrees Fahrenheit above absolute zero is the Rankine scale. Thus the melting point of ice is 459.67 °R.

The following are common units in this system.

A common derived unit is the pound(-force) per square inch, or psi. Note that psig or psi(g) means psi above atmospheric pressure. Energy is measured in British Thermal Units, generally BTU, sometimes B.Th U. Power is horsepower, hp.

"Parts-per" notation
The "parts-per" notation is a unit that deals with very small traces of species within a mixture of gases or liquids. Parts-per million (ppm) and parts-per billion (ppb), as well as parts-per trillion (ppt) (American definition of trillion 1012), refer to mass or mole ratios and communicate how many parts of the species are present-per million, billion, or trillion parts of the mixture. Generally mass ratios are used when dealing with liquids and mole ratios are used when dealing with gases, though either kind of ratio can be used for whichever phase a chemical is in (ratios are discussed in a later chapter).

A Word About Conversions
It is generally safe to convert all data into SI then work your calculations out in that system, converting back if necessary at the end. If you are skilled enough in the American system, you may be able to carry some calculations within that system. It is best to consult a conversion table or program for the necessary changes and especially important to keep good track of the units.

However, do not make the mistake of just writing down the numbers you get from the calculator or program.

For example, if you have a pressure drop in a pipe of 16 psi, and the conversion factor 1 psi = 6.895 kPa, your calculator will give 16 x 6.895 = 110.32. However, your answer should be 110 kPa because your starting value was only given to a precision of two figures. The conversion factor cannot add accuracy!

If every value is written in terms of the same base units, and the equation that is used is correct, then the units of the answer will be consistent and in terms of the same base units.

Finding equivalences
The first thing you need in order to convert between units is the equivalence between the units you want and the units you have. To do this use a conversion table. See Conversion of units for a fairly extensive (but not exhaustive) list of common units and their equivalences.

Conversions within the metric system usually are not listed, because it is assumed that one can use the prefixes and the fact that $$ 1 \mbox{ mL} = 1 \mbox{ cm}^3 $$ to convert anything that is desired.

Conversions within the English system and especially between the English and metric system are sometimes (but not on Wikipedia) written in the form:

$$1 (unit 1) = (number) (unit 2) = (number) (unit 3) = .... $$

For example, you might recall the following conversion from chemistry class:

$$ 1 \mbox{ atm} = 760 \mbox{ mmHg} = 1.013*10^5 \mbox{ Pa} = 1.013 \mbox{ bar} = ....$$

The table on Wikipedia takes a slightly different approach: the column on the far left side is the unit we have 1 of, the middle is the definition of the unit on the left, and on the far right-hand column we have the metric equivalent. One listing is the conversion from feet to meters:

$$ \mbox{ foot (International) ft}  = 1/3 \mbox{ yd}  = 0.3048\mbox{ m} $$

Both methods are common and one should be able to use either to look up conversions.

Using the equivalences
Once the equivalences are determined, use the general form:

The fraction on the right comes directly from the conversion tables.

Setting these up takes practice, there will be some examples at the end of the section on this. It's a very important skill for any engineer.

One way to keep from avoiding "doing it backwards" is to write everything out and make sure your units cancel out as they should! If you try to do it backwards you'll end up with something like this:

$$ bars = 800\mbox{ mmHg}*\frac{760\mbox{ mmHg}}{1.013\mbox{ bar}} = 6.0*10^5 \frac{{mmHg}^2}{bar}$$

If you write everything (even conversions within the metric system!) out, and make sure that everything cancels, you'll help mitigate unit-changing errors. About 30-40% of all mistakes I've seen have been unit-related, which is why there is such a long section in here about it. Remember them well.

Dimensional analysis as a check on equations
Since we know what the units of velocity, pressure, energy, force, and so on should be in terms of the base units L, M, t, T, and E, we can use this knowledge to check the feasibility of equations that involve these quantities.

You may well be forced to do dimensional analysis in chemical engineering classes or if you do research. For much of the rest of the time, you will probably find it easier to check the units, particularly if you are using the SI system. In the above example, you think: So 1 pascal (unit of pressure) = 1 kg x (m s-2) / (m2) = 1 kg m-1 s-2
 * Pressure = force / area
 * Force = mass x acceleration
 * Pressure = mass x acceleration / area

To make gh match pressure we need to multiply by something having the units kg m-3, which we recognise as density.
 * Now g is 9.81 m s-2 and h is in meters
 * So gh is in units m2 s-2

Note dimensional analysis (or unit checking) does not tell you about numerical values that you might have to insert, such as 9.81 or π. Nor does it tell you if you should use the radius or the diameter of a pipe in fluid mechanics!


text:
User talk:68.206.132.209

Xania talk 00:24, 9 February 2007 (UTC)

title: User talk:68.206.132.209


text:
User talk:MagiNinjA~enwikibooks

NEIL THE CELLIST welcomes you
Hey Ninja, welcome to Wikibooks. This is a sample welcome message. Neil the Cellist 02:26, 9 February 2007 (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 MagiNinjA. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name MagiNinjA~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:24, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:13, 19 April 2015 (UTC)

title: User talk:MagiNinjA~enwikibooks


text:
Cello Handbook/Buzzing

Apart from external causes of buzzing, such as a button on your clothes vibrating against the cello or even something in the room vibrating in sympathy as you play, buzzes can be caused by almost any part of the cello. Below is a list of the most common buzzes and possible causes. Buzzing on only one string bridge; an open string buzz that disappears when the string is stopped suggests an oversized string groove at the nut Buzzing only on certain notes
 * There may be a loose string winding – if so replace the string.
 * A stopped string may buzz because of an oversized string groove at the

Your fingerboard may be uneven and the strings may catch on the bumps when you stop certain notes. If so, ask a luthier to smooth (‘true’ or ‘re-shoot’) the fingerboard for you. Intermittent buzzing

Buzzes caused by loose purfling or open seams can disappear in damp weather and reappear in dryer weather as the glue softens and hardens. If in doubt, consult a luthier. Other common causes of buzzing
 * The end of the tail-gut is buzzing against the tailpiece
 * Fingerboard is coming unglued
 * Loose adjuster – try tightening it down
 * Loose bridge vellums
 * Loose end pin (spike)
 * Loose end of a string buzzing inside the peg box
 * Loose decorations on pegs
 * Loose plastic sleeve bridge protector; either remove it or push it firmly down over the silk at the bottom of the string
 * Open (unglued or fresh) cracks
 * Poor contact between the bridge feet and cello front
 * Tail-gut vibrating in an over-sized hole in the tailpiece
 * Mute not placed correctly. If you are using a mute, ensure that it is secured.

title: Cello Handbook/Buzzing


text:
Cookbook:Balsamic Glaze

| American cuisine | Vegetarian Cuisine

Balsamic glaze is an excellent drizzle sauce for cruciferous vegetables like broccoli, cabbage, cauliflower, chard, kale, mustard greens, rutabagas, and turnips.

Ingredients

 * ¼ cup balsamic vinegar
 * 1 tablespoon honey, or to taste
 * 1 teaspoon minced garlic
 * 1 teaspoon minced peeled ginger
 * 1 teaspoon extra-virgin olive oil
 * 1 tomato, seeded and chopped
 * Salt to taste
 * Freshly-ground black pepper to taste

Procedure

 * 1) Combine ingredients in a blender and blend until just pureed.
 * 2) Transfer to a nonstick saucepan.
 * 3) Bring mixture to a boil, then immediately reduce heat to moderate.
 * 4) Cook, stirring frequently, until sauce is slightly syrupy.
 * 5) Check taste and if glaze seems too acidic, stir in slightly more honey.
 * 6) Add salt and pepper to taste, if desired.
 * 7) Drizzle over hot, cooked vegetables and serve immediately, or to store, covered, in refrigerator up to 3 days.
 * 8) Reheat and chill glaze before using.

ru:Рецепт:Бальзамическая Глазурь

title: Cookbook:Balsamic Glaze


text:
Collaborative Networked Learning: A Guide

Welcome to the wiki-based annotated expansion of the Wikibook for Collaborative Networked Learning approaches developed by  C.A. Findley. It is organized to provide an overview rationale, guidelines for implementation and facilitation.

Where To Start
This book is built to handle several different levels of readers who want to understand more about collaborative learning, collaborative networked learning and how to implement collaborative learning in the workplace, ‘’collaborative learning-work.’’ Therefore, the book has several pages available that detail suggested reading guides for specific levels of reading:

This page should be used by readers who have little knowledge of collaborative learning or or are just interested in a general overview.
 * Newcomer - Readers who are new to the concept of collaborative learning and the rationale for collaborative networked learning.
 * Participant - Readers who are actively engaged in collaborative learning and want to improve their practice.
 * Facilitator and Designer - Readers who have studied collaborative learning and are in the process of implementing and designing systems for schools or the workplace.

Major Sections

 * /Overview / – “CNL Overview and Rationale
 * /Communication Models/ - '' Intra-personal and interpersonal communication involves new models of electronic group communication.”

Categories of intra-persona, interpersonal and group software.”
 * /Socio-emotional Messages / – “Explanations of Intra-personal and Interpersonal Socio-emotional Messages ''
 * /Task Oriented Messages/ - '' Explanation of Intra-personal and Interpersonal Task Oriented Messages”
 * / Eliciting and Contributing Feedback / - Overview of rationale and strategy for Feedback
 * /Software Support for CNL / - ''Details and implications related to the use of various

 * / Conclusion/ – ‘’Summary of Key Concepts''
 * /References and Notes / – “Sources for follow-up and additional reading.”

Book Goals

 * 1) This guide is to serve as a basic resource for individuals planning, implementing, and participating in Collaborative Networked Learning (CNL) communities as co-learners.
 * 2) The general guidelines provided here draw upon published research and from experience with successful applications of different CNL models.


text:
Talk:SanDisk Sansa MP3 Players/e200

my sansa e2oo freezes off and on is there somthing i should do i should i take it back, i have a waranty,...

Reply: Make sure you have the latest firmware to begin with.

Photo Quality

What are the best sizes for photos so they fill up the whole screen? I get a real mixed bag of results from the jpeg photos I upload.

title: Talk:SanDisk Sansa MP3 Players/e200


text: MediaWiki:Cascadeprotected

title: MediaWiki:Cascadeprotected


text:
CAT-Tools/DéjàVu X/What sets DVX apart from other CAT-tools?

Pros Superb maintenance of memory/terminology databases Importing/exporting from/to other formats, like CSV files, Excel files, Word files, TMX files, Trados WB files, etc., is an absolute breeze. What makes DVX really different is the fact that you can maintain the databases using SQL. This is for pretty advanced users, but it can be done. Here you can read more about using SQL in DVX databases and projects. Support for Windows Vista and Microsoft Office 2007 Atril Software says that in February 2007, a new version of DVX will be launched, which will offer full support for Windows Vista and Office 2007.

Handling hundreds of files at once Contrary to many other tools, DVX was tailored to freelance translators and not project managers. It will actually speed the translation process up, instead of down. A famous example is the fact that in DVX, there is no need to glue and unglue documents using unreliable tools. If you want to import 863 HTML files, 266 Excel files, 287 Word files and 875 txt files in one single project, it can be done. You can then 'switch' between individual files and the whole project with one mouse click. If the text behaves like one project, you can auto-propagate one translation through all 863+266+287+875 files. The same goes for other functions, like sorting, search and replace, etc. Press your mouse button once and you're back at individual file level again. No other TMA can do this, while it is an absolute must for translating larger websites. Example Based Machine Translation DéjàVu is probably the only CAT tool offering Example Based Machine Translation (EBMT).

Suppose you translated:  English: The quick brown fox jumps over the lazy dog. Dutch: De snelle vos springt over de luie hond.  In your Translaton Memory or Dictionary there is an entry for 'very' (Dutch: zeer).

Now you have to translate: English: The quick brown fox jumps over the very lazy dog.

DéjàVu will note the inserted word 'very' and insert its translation (from the Memory or Dictionary) in the Dutch translation: Dutch: De snelle vos springt over de zeer luie hond.

AutoAssemble AutoAssemble (AA) is closely related to EBMT. It not only inserts all translations for terms and fragments of text into the target box but also takes care of differences between matching segments stored in the Memory and the segment you are translating.

Very knowledgeable and helpful user community If you have any problems with or questions about DVX, you can always ask your questions on the main DVX mailing list (http://tech.groups.yahoo.com/group/dejavu-l/). Before you ask a question, do not forget to check the group’s archive (http://tech.groups.yahoo.com/group/dejavu-l/msearch_adv) or that other great resource http://www.necco.ca/dv/

Cons Export to RTF for translating Word documents In order to translate documents created in Microsoft Word, these documents have to be converted into the RTF format. This can either be done manually or handled by DéjàVu during import.

Alas the RTF filter that Atril wrote is very slow (compared to e.g. MemoQ's RTF filter) and causes sometimes a lot of trash (codes that break up a word, also known as Rogue Codes).

Another big disadvantage of the RTF conversion is that the position of floating images in (poorly designed) Word documents is lost. The binary Word filter that Transit XV offers, doesn't have this disadvantage (and it is very fast).

First tests with the new docx filter show ... that by handling files with floating images via xml the positions are maintained.

Alignment

Aligning old translations is a tedious and time-consuming process compared with more recent tools such as Similis.

Mediocre official support The official support for DVX, which used to be among the best in the world (Emilio Benito, the founder of Atril Software, was notorious for answering e-mails sent on Sunday 4:00 AM within 5 minutes), has now unfortunately regressed to be on a par with most other software support services. This is made up, however, by a very knowledgeable user community (this particular website was made by them, too) and actually, for the vast majority of the questions you won't need official support at all.


text:
CAT-Tools/DéjàVu X/Does DVX support voice recognition input?

DVX is fully compatible with Dragon Naturally Speaking, which works like a breeze. In some long and/or highly formatted documents, Dragon Naturally Speaking is actually faster and more stable within DVX than within Word itself.


text:
Talk:Topfield 5800/TAP Groups EPG/MyStuff/FeatureRequests

I have added the text "Please use this page to list Feature Requests that have been submitted to the MyStuff Forum Thread. Requests that are not on the forum will normally be removed from this page." to the top of the page because the forum is the place that the development team look for feature requests & also the place they normaly provide feedback. If the feature requests are only on here they often get overlooked & even if they are spotted there is no easy way to comment on them as all that sort of discussion takes place on the forum.--Mike.hinson 09:17, 9 February 2007 (UTC)


text:
Cookbook:Lemon Rosemary Pork Tenderloin

| American cuisine | Southern U.S. Cooking | Meats

Ingredients

 * 1 medium onion, finely chopped
 * 2 tablespoon olive or canola oil
 * 1 tablespoon lemon juice
 * 1 teaspoon minced fresh rosemary
 * 1 teaspoon minced fresh thyme
 * 1 teaspoon grated lemon peel
 * 1 garlic clove, minced
 * ½ teaspoon salt
 * ½ teaspoon pepper
 * 2 ea. (2 lb / 900 g) pork tenderloins

Procedure

 * 1) Combine the chopped onion, oil, lemon juice, rosemary, thyme, lemon peel, minced garlic, salt, and pepper. Rub this mixture over tenderloins.
 * 2) Let the tenderloins marinate, refrigerated, for as long as you want, or just immediately proceed with cooking.
 * 3) Place the meat on a rack in a shallow roasting pan.
 * 4) Bake uncovered at 400°F (205°C) or until a meat thermometer reads 160°F (70°C).
 * 5) Cover with foil and let stand 10 minutes before slicing.

title: Cookbook:Lemon Rosemary Pork Tenderloin


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Nc3/3...Nf6

=Four Knights Game= This is the classical Four Knights' Game. One of the beginning principles of the opening that the beginners learn is "Knights before bishops", and thus dogmatic followers of this principle stick to this system. All four knights have been developed (hence the name), leading to a symmetrical position. The classical players like Maroczy, Capablanca, Lasker, Tarrasch, and Rubinstein would play the Symmetrical Variation, 4. Bb5 Bb4 5. O-O O-O 6. d3 d6 7. Bg5, when Black should sever the symmetry with 7...Bxc3 (if 7...Bg4, then 8. Bxf6 Qxf6? (8...gxf6 is better, but leaves White with the better game because of Black's weakened kingside) 9. Nd5 Qd8 10. Bxc6 bxc6 11. Nxb4, when White is up a piece) 8. bxc3, with an even game. However, Rubinstein's 4...Nd4 and Marshall's 4...Bc5 are sharp alternatives. The Scotch Four Knights begins with 4.d4, and can lead to the enterprising Belgrade Gambit after 4...exd4 5.Nd5!?, a highly tactical system which often runs 4...exd4 5. Nd5 Nxe4 6. Bc4 Be7 7. Nxd4 O-O 8. Nb5 Bc5 9. O-O Nxf2 11. Qh5. Black is doing all right, but some careful play is required.

Theory table
. '''1. e4 e5 2. Nf3 Nc6 3. Nc3 Nf6'''


text:
CAT-Tools/DéjàVu X/Multiple Assemble Matches do not show all options

Added: --Loek van Kooten 13:10, 9 February 2007 (UTC)

Reported by: Jorge Gorín

Version: 7.0.284

System: Unknown

Description: I find that whenever a word (appearing in whatever place in the sentence) starts with a capital letter or is fully capitalized, as is common in technical manuals, the blue/underlined translations shown by DVX at assembly time tend to show no more than one or two options, instead of all the translations for the word that are present in the TDB/Lexicon/MDB. This was not so in the past, and started apparently with build 284.

There is no definite pattern for this bug, as in some occasions (but very few) the whole list is shown, and also on some occasions just a couple of translations are shown even when the word neither doesn't start with a capital letter nor is fully capitalized. But in general, I found that this problem tends to appear when a translation for the source word exists also in the MDB, for example in a one-word TU present in the MDB. In that cases, DVX normally stops displaying the rest of the blue/underlined translations as soon as it finds the translated word in the MDB.

On the other hand, all the available translations remain available in the AutoSearch Portions windows, and can be picked from there as usual. (The problem is that I am used to pick from the blue/underlined words in the cell itself.)

I hope that I have been clear, and I also hope that this very annoying bug (at least for me, since it tends to void my efforts in sending terms to the TDB and Lexicon) is finally fixed in the new version to appear soon.

Reproduction:

Workaround:

Status:

Not read by Atril yet.

Comments from other users:


text:
CAT-Tools/DéjàVu X/template

Added: DASH DASH TILDE TILDE TILDE TILDE (without spaces - this will insert your user name and the current time)

Version: Example: 7.0.284

System: Example: Microsoft Windows 2000 Professional and Windows XP SP2

Description: When converting a dv3 terminology database to dvx, the sorting order of the target terms is changed.

Reproduction: Can the issue be reproduced? Yes. Can it be reproduced on different systems? Yes.

Workaround: Is there a way to work around the issue? No.

Status:

Not read by Atril yet.

Comments from other users:

title: CAT-Tools/DéjàVu X/template


text:
User:Inhuman14

I am a High School Student in Beavercreek, Ohio. On Wikipedia, I am a member of the vandalism police and the Welcoming squad. Here, my first mission will be to proof read every "complete" wikibook listed on the main page. I have corrected well over 100 errors on Acoustics, and I will continue to work on the others.

title: User:Inhuman14


text:
CAT-Tools/DéjàVu X/Numbers messed up during Assemble operation

Added: Rob Laumen (09 Feb 2007)

Version: 7.0.284

System: Windows XP SP2

Description: DVX messes up numbers during Assemble operation. Example 1: The Sun Fire X2100 M2 server is the quintessential cost-effective two-way x64 server for customers seeking a high performance and energy efficient solution. De Sun Fire X2100 M2-server is de echt betaalbare tweewegs x64-server voor klanten die op zoek zijn naar een hoogwaardige en energiezuinige oplossing The Sun Fire X2100 server is the quintessential cost-effective two-way x64 server for customers seeking a high performance and energy efficient solution. (Please note that the only difference with the original segment is the deletion of M2) De Sun Fire X2100 M64-server is de echt betaalbare tweewegs x64-server voor klanten die op zoek zijn naar een hoogwaardige en energiezuinige oplossing. (So instead of deleting M2 in the assembled translation DVX replaces it with M64) Reproduction:
 * Original segment:
 * Translation of original segment:
 * New segment:
 * Assembled translation for new segment:

Workaround:

Status:

Not read by Atril yet.

Comments from other users:


text:
General Astronomy/The Life of High Mass Stars

A red giant is a terminal stage for most stars. When the star starts to run out of available nuclear fuel, its core can no longer completely oppose the inward pull of gravity and shrinks. However, the shrinkage adds energy to the core, which results in a temperature rise. Meanwhile the increased temperature of the surface of the core produces such photon pressure that it pushes the outer layers of gas of the star outward and into a large gaseous atmosphere. The outer layers expand and cool and the star's color shifts toward red. The star has now become a red giant. A red giant star has a core that has reached a temperature of 100 million Kelvins, but whose outer layers are much cooler. Red giants are truly enormous. One with the mass of our Sun may expand outward past the orbit of the Earth.

Red giants live perhaps a 100 million years or so, by which time its core again begins to run out of available nuclear fuel. This is followed by a new core collapse. What happens now is dependent on the mass of the core. If the core is less than 1.44 times the mass of the Sun, the collapse crushes the core further into a white dwarf, and since the white dwarf cannot contract any further due to quantum mechanical reasons, outer layers of the star that are falling onto it rebound and are blown off into space to form a large and often beautiful planetary nebula.

However, if the star is significantly more massive than our Sun, and its core is more than 1.44 times the mass of the Sun, the final collapse is great enough to crush even the Earth-sized white dwarf, pushing electrons into protons to form neutrons and so liberate vast amounts of space. Thus the core crushes down to about the size of a city and becomes an almost unimaginably compact and dense object known as a neutron star.

A pulsar is a rapidly spinning neutron star. Other stars spinning this fast would explode, but the pulsar does not because its high gravitational attraction holds it together. Pulsars have a powerful electric field that throws off electrons. These stars get their name from the signal pulses that result from their rotation.

If the original star was much more massive than the Sun and its core more than 3 times the Sun's mass, then the force of gravity crushing it at this stage is so great that not even the neutrons can withstand it, and they too are crushed to become perhaps Nature's strangest creation, a black hole.


text:
User talk:SB Johnny

For older conversations see:
 * Before October, 2006), see User talk:SBJohnny/Archive 1.
 * October 1, 2006 through November 27, 2006 User talk:SBJohnny/Archive 2
 * To Dec 31, 2006: User talk:SBJohnny/Archive 3
 * To May 23, 2007: User talk:SBJohnny/Archive 4
 * To December, 2009:

undelete request
Hi. I delete tagged my user space on Nov 25 and would like it back; all re *over there* — not here. I blanked my talk page, too, and it's been deleted as well. I'm going to add a nbsp character entity to my user page as a non-red place holder until I launch a next gen page. My user space was built with about six subpages and I'd like all the histories back. All seems to be looking up over there and you should see w:WP:AC/N re legal threats. I've noted your comments re myself and they are much appreciated. Cheers, Jack Merridew 07:39, 4 December 2009 (UTC)

 * Hi Jack,

 * You were asking about undeleting the WP userspace pages, correct?

 * (Why are you asking here?)

 * -- SB_Johnny  talk 18:14, 4 December 2009 (UTC)

 * I've already gotten the en:wp user space undeleted; I think after the above note. I was referring to the pages here; there should be 6 pages: the main one and 5 subpages. They should all show as a batch in my deleted contribs. My above comment only meant that the impetus for all this was over on en:wp. I'll be doing new user pages and that's why I blanked the page. New theme in the works. Cheers, Jack Merridew 06:51, 6 December 2009 (UTC)

 * Done. -- SB_Johnny  talk 17:04, 6 December 2009 (UTC)

Apples
Hi, do you think this is worth keeping? It's a very undeveloped stub and the WV Topic / project doesn't seem to have ever got going... If you think it's worth keeping I'll try and find a book to link it into (obviously not the Cookbook!). Thanks. QU TalkQu 12:30, 30 December 2009 (UTC)

 * Yes, I think it's worth keeping. -- SB_Johnny  talk 10:35, 31 December 2009 (UTC)
 * Good stuff, thanks. QU TalkQu 11:35, 31 December 2009 (UTC)

White Cat → とある白い猫
Hi, I'd like my account "White Cat" be renamed to "とある白い猫". Thanks. -- Cat chi? 00:08, 13 November 2011 (UTC)

 * It's been a very long time since I've been a 'crat here... -- SB_Johnny  talk 23:54, 15 November 2011 (UTC)

title: User talk:SB Johnny


text:
User:Pigsonthewing (usurped)

Edits attributed to this account are not from User:Pigsonthewing on Wikipedia. The Account here on Wikibooks was used for vandalism by another person, and has been permanently blocked.

title: User:Pigsonthewing (usurped)


text:
CAT-Tools/DéjàVu X/How to report bugs

Read all instructions first.

Registering/logging in
 * 1) Register or log in if you haven't done this yet. For this use the log in option in the top right hand corner. Follow all instructions given.

Copying the template Creating a new link to your bug report CATEGORY is the name of the category the bug belongs to. NAME is the name of your bug report. // around NAME converts the NAME to a link. is a hard enter.
 * 1) Go go the bug report template.
 * 2) Click on edit this page.
 * 3) Copy all contents of the edit window using Ctrl+C.
 * 1) Go back to the DVX Wiki main page.
 * 2) Go the New bugs section and click edit.
 * 3) Insert a new link (mind the alphabetical order) using the following format:
 * 4) CATEGORY: /NAME/

Click on Save page.

Creating the bug report itself Last check
 * 1) Go back to the DVX Wiki main page.
 * 2) Click on the newly made link.
 * 3) You will be taken to an empty page. Click on edit this page.
 * 4) Press Ctrl+V to insert the template.
 * 5) Edit the template.
 * 6) Click on Save page.
 * 1) Go back to the DVX Wiki main page.
 * 2) Check if everything works.
 * 3) Report the new link on the DVX mailing list, so that others can comment on it.
 * 4) Atril Software has promised to comment on at least one bug per day, so please wait for their comments.

title: CAT-Tools/DéjàVu X/How to report bugs


text:
General Astronomy/Temperature

The temperature of a star refers to its surface and that is what determines its color. The lowest temperature stars are red while the hottest stars are blue.

Astronomers are able to measure the temperatures of the surfaces of stars by comparing their spectra to the spectrum of a black body. A black body is one that entirely absorbs all radiation that strikes it. Astronomers determine the black body spectrum which most closely matches the spectrum of the star in question. Because the temperature of the matching black body is known, astronomers can then calculate the star's surface temperature.

Astronomers classify stars into different types depending on their temperatures. These types are O, B, A, F, G, K, and M, where type O stars are the hottest and type M stars are the coolest. Each of these types is divided further into sub-divisions from 0 to 9 in order to distinguish between slight differences in each star's spectral patterns, which depend on the star's temperature.

Our Sun is a Type G star, which are yellow stars with surface temperatures of about 6000 °C, or 11,000 °F. Type A stars, which are hotter, are white in color and maintain temperatures of around 10,000 °C or 18,000 °F. The hottest of the types, B and O, are blue stars while the coolest of type M is red in color and have surface temperatures of about 3,000 °C or 5,400 °F.

Note that we have referred to the surface temperatures of stars thus far. Each star, however, ranges in interior temperature with cores reaching temperatures in the millions of degrees. Although the Sun's surface is only 5800 °C, for example, its core achieves a temperature of 15 million Celsius. With the mass of a star and its chemical composition is known, astronomers can calculate the temperatures within its core.

Main sequence stars have a core temperature of 10 million Kelvins. Red giants have a core temperature of 100 million Kelvins.

Stars come in a wide range of sizes. The sun is a star that measures about 870,000 miles across. However, astronomers classify the sun as a dwarf star. A dwarf star is a small star. A giant star is a big star. The largest stars are supergiants. Some supergiants can be 1,000 larger than the sun. Astronomers also classify stars according to color. The color of a star shows its surface temperature. Blue stars are the hottest, followed by white, yellow, orange, and red. The sun is a yellow star.

title: General Astronomy/Temperature


text:
Cookbook:Valentine's Day Chocolate Cake

| American cuisine | Vegetarian Cuisine | Valentine's Day Recipes | Dessert

Cake

 * 1 bag dark chocolate hearts
 * 3 cups (450 g) flour
 * 2½ teaspoons baking powder
 * ½ teaspoon soda
 * 1 teaspoon salt
 * ¾ cup (180 g) vegetable shortening
 * 1⅔ cups (400 g) white granulated sugar
 * 1 teaspoon orange zest
 * 3 eggs
 * 1 cup (240 ml) milk
 * ½ cup (120 ml) sour cream

Glaze

 * 1 bag dark chocolate hearts
 * ¼ cup (60 g) light corn syrup
 * ½ cup (120 ml) heavy cream

Cake

 * 1) Preheat oven to 350°F (180°C).
 * 2) Grease and flour 12-cup Bundt pan, set aside.
 * 3) Combine flour, baking powder, soda, and salt in mixing bowl, set aside.
 * 4) In separate bowl, microwave 1 bag chocolate hearts until melted (about 1½ minutes), stopping to stir occasionally; set aside.
 * 5) In large bowl, beat shortening, sugar, and orange zest until fluffy; add eggs one at a time, beating well after each addition.
 * 6) In another bowl, combine milk and sour cream.
 * 7) With electric mixer on low, alternately add flour and milk mixtures into shortening mixture, beating until smooth.
 * 8) Stir 1 cup cake batter into cooled melted chocolate; set aside.
 * 9) Spoon half of plain batter into bottom of prepared pan.
 * 10) Cover with all the chocolate batter
 * 11) Top with remaining plain batter.
 * 12) Bake for 55–60 minutes or until a toothpick inserted in center comes out clean.
 * 13) Remove from oven to wire rack, cook completely.

Glaze

 * 1) From 1 bag chocolate hearts, set aside 8.
 * 2) In microwave-safe bowl, combine remaining chocolate hearts, corn syrup, and heavy cream.
 * 3) Heat in microwave oven 1–2 minutes, stirring frequently until smooth.
 * 4) Cool slightly.
 * 5) Remove cake from pan to wire rack set over sheet pan covered with waxed paper.
 * 6) Spoon glaze over cake, allowing excess to drip.
 * 7) Decorate with reserved chocolate hearts.

title: Cookbook:Valentine's Day Chocolate Cake


text:
CAT-Tools/DéjàVu X/Freeze on UPPERCASE

Added: Rod Bowman

Version: 7.0.273

System: Windows XP SP2

Description: DVX freeze on spellchecking words in uppercase. Requiring Crtl-Alt-Del and re-launching DVX.

Reproduction: The issue can be reproduced in any project where this problem occurs

Workaround: Note the line where DVX froze, exit DVX and relaunch. Go to this line and scroll down looking for a misspelt word in uppercase. Start the spell check after this word

Comments from Atril Software:

--Javier Arrizabalaga 09:00, 13 February 2007
 * I have tested this issue and, after some seconds, DVX continues working perfectly with the spell-checking. With the options that Loek has written below, the spell-checking does not freeze.

Comments from other users:

 * I think there's a way around this. Have you tried selecting only the following options under Check Spelling > Options? If your selection is different, one of these different options is the culprit.

Allow accented capital letters Case sensitive Numbers Internet addresses Typographical Suggest split words --Loek van Kooten 17:51, 9 February 2007 (UTC)

title: CAT-Tools/DéjàVu X/Freeze on UPPERCASE


text:
Collaborative Networked Learning: A Guide/Overview

Electronic collaboration can support the on-going learning need of today's workforce. Many factors are influencing the growth and evolution of the work environment.  The tasks are changing. More and more the tasks encountered in the workplace require collaborative work and on-going learning among individuals from many different functions.  The knowledge required to do work is changing. As knowledge becomes more specialized and problems become more complex, solutions to problems will require more and more cross functional teams working and learning from each other as part of their jobs.

'''The technology to support work is changing.’’’ One important technology which is shaping and will continue to shape the work environment of the future is electronic networks for team collaboration. Electronic collaboration tools could create work environments which satisfy many of the on-going learning needs of the 70 plus percent of our work force who engage in knowledge work. These environments could help the worker learn just as easily from a global database as from a friend or co-worker on-line in the next office. We are now in a unique position to understand, and develop applications to support the human side of connectivity. We now have the opportunity to create learning products and processes for improved productivity internally, which will serve a models for marketable products and processes. One of the most critical aspects of improved productivity is supporting the on-going learning that needs to occur among the members of the work force. I have over the last two decades discussed how existing technology and processes for collaborative networked learning might be implemented to respond to educational opportunities. An important aspect of implementation would be planning for effective facilitation of learning. The more understanding we gain about the learning processes that occur in the individual and in conjunction with others, the more we can design systems that support the processes critical to learning. On-going research into electronic communication has advanced our understanding of how to design environments that foster effective individual and group communication. Coupling this knowledge with our understanding of learning processes, we can begin to implement environments that support and facilitate learning in this new age of connectivity.

Human value-added learning can be facilitated in today's networked workplace.
In an era of smart machines where robots can be programmed to recognize patterns and respond, the human value-added in today's work force is the ability to learn quickly and constantly in the face of rapid change. As part of a team the worker is learning to collaboratively solve new problems and design new products. The human worker is challenged not to apply pre-defined rules in new contexts but to think creatively and learn constantly. Collaborative networked learning is one strategy which can begin to foster the human value-added component in the work environment. Human learning is the value-added processes of integration of new knowledge with what one already knows and synthesis of new data to form new concepts and explanations for events. For instance, the salesperson is constantly organizing and reorganizing his/her concepts of ‘’’effectiveness.’’’ S/he draws upon examples from his/her own experience and that of other salespersons. Based upon perceived similarities and differences among all experiences with different customers, the salesperson forms his/her own mental construct of effectiveness in today's market. The salesperson may rework the concept mentally a number of times before testing it out on a client. Perhaps prior to meeting with a customer, if an opportunity for communization presents itself, the salesperson will test out the new concept of (effectiveness) on other members of the sales unit. Or the salesperson may logon to test out the idea with an expert who happens to be in another region, or in another country. Each time the salesperson calls on a client, s/he receives more data which can be used to test and refine his/her mental model of the world and effectiveness. S/he may also share the revised concept with other salespersons either locally or remotely located, who could assist them in learning new personal concepts of effectiveness. In this example, the salesperson is engaging in value-added learning through inductive reasoning. In this example and many others in today's work environment, there are no established answers. The "answers" are just changing too fast, or no one has the answer or the team of workers have to create the knowledge as they go along. More and more often the worker today is defining the concepts and learning the rules as s/he goes alone. For this learning to occur, we need tools and processes to support the communication which make it possible. Return to CNL Guide Main Page


text: Fedora And Red Hat System Administration/Users, Groups and Authentication


text:
Collaborative Networked Learning: A Guide/Communication Models

Communication Models
Collaborative Networked, therefore, would occurs in the context of a group with a mission or agree-upon-purpose. The work involves the structuring and restructuring of conceptual knowledge. The final product is a message, an external artifact of the group knowledge at a particular point in time,which communicates the knowledge of the group. The message might take the form of a program, a report, a strategy document, a diagram, a drawing etc. Learning-work involves the cognitive processes of assimilation—intake of information from the environment, accommodation—restructuring to fit new into the old, present structure, and integration—directly fitting information into existing structure. And most importantly it involves the resolution of conflict between old and new structures,which can lead to innovation.

Two communication processes or type of dialogs are involved in learning-work: (1) Intra-personal communication—integration, and accommodation—involves processing within the individual. (2) Interpersonal communication involves assimilation—the intake of information from the environment—and representation of one's knowledge structure in a form and medium that can be shared with another person. As one person,shares ideas with another person, the process becomes an on-going loop from assimilation through representation of knowledge structures.

At any point the learner may represent his/her ideas in order to test out hypotheses to gain agreement or validation. When members of a mission oriented group create shared knowledge structure and produce an artifact such as a written report or a software program, for example, they engage in learning to created a product which is their collective knowledge.

In this chapter, using this model of communication as a guide, I will focus on how to facilitate the communication processes necessary for value-added learning to occur in a collaborative networked setting. I focus attention on the interpersonal communication processes which relate to the creation and sharing of meaning and strategies to support the intra-personal processes.

Value-added learning involves purposeful intra-personal comunication.
A guiding objective is to promote learning through purposeful communication. For instance, the learning that our hypothetical salesperson experienced, involved the intra-personal communication processes going on within the mind of the person and the interpersonal communication occurring among the group of salespersons. I use the term intra-personal communication to talk about the active internal involvement of the individual in symbolic processing of messages. In intra-personal communication, each learner becomes his/her own sender and receiver, providing feedback to him/herself in an on-going internal process. It might be useful to envision intra-personal communication occurring in the mind of the learner in a model which contains a sender, receiver, and feedback loop.

Value-added learning involves purposeful interpersonal communication.
I distinguish intra-personal from the social aspect of learning between people and among groups, which I refer to as interpersonal communication. Both processes are intricately linked to each other in on-going learning.

New model involves symbolic communication rather than accuracy of signal.
In order to discuss support strategies for learning, I propose a model of intra-personal and interpersonal communication which is different from the engineering model of electronic communication. In this model, I assume that the signal has been transmitted accurately. The focus is on what learners do with the words and pictures that form the basis of their communication. Unlike the engineer's electronic signal, the words and pictures of the learning theorists are not the real thing, they are symbols. Humans use their symbols to create, re-create, and share meaning and understanding,i.e. to develop new concepts. (Intra-personal and Interpersonal Model of Networked Communication) We might imagine a two-personal interpersonal model with messages passing between two humans  while the  circular intra-personal processes occur within and back to the person.

Social dynamics are a critical factor in the new networked group model.
In the networked group model, I call attention to the social dynamics of knowledge creation and learning. The group model includes the dimension of (context) or environment shared by the members of the group. In the framework of this discussion, I use (context) to talk about the shared psychological climate of the group, e.g. the electronic space and the degree of community or trust that the participants feel, not the physical connection. Learning in the social context of electronic networks involves, not only the communication of messages within and among members of the group, but it also involves (feedback). Feedback is the reactions, confirmations, or acknowledgments which one member shares with another in the networked group. The model also focuses attention on a shared group memory—a (database) of all the group's messages as well as data and information from external sources such as external databases or electronic communication with other networked groups.

Facilitation in collaborative learning
In the past when knowledge was resident only in the expert and did not change rapidly, we hired teachers based on their knowledge of the content and their platform skills,i.e. their ability to transmit information to the student. While these criteria are still valuable for success of the individual instructor who is lecturing in front of a live class, they decrease in importance when we move into the electronic on-line environment. The communication setting is different and the types of skills, knowledge attitudes, values and beliefs are different in the collaborative networked environment. The role changes to one of facilitator/coordinator of a group rather than primarily a "giver" or transmitter of knowledge. Facilitation (1\I am not focusing on an individual per se but on a set of behaviors that could be provided by one member of a collaborative team or could be shared by a number of members over time. The term (facilitator) as used in this discussion does not imply one specific individual.) involves strategies for encouraging groups of individuals to learn with and from one another to create new levels of understanding and knowledge. In essence the role changes to one of drawing-out and drawing-together to form a community rather than transmitting a pre-defined, structured body of thoughts or knowledge. While much of the basic research relating to facilitation and interpersonal communication in in-person groups and many of the skills are relevant in the on-line environment, it is important for even the experienced facilitator to adapt to ( and carefully consider) the differences of the networked environment. For example, the lack of visual or verbal clues increases the demands on the facilitator in the on-line computer mediated collaboration. Furthermore, in audio supported networks, the ability to identify participants and their emotional state from voice tone alone is critical to successful facilitation. Likewise, the lack of physical presence special requirements on the otherwise skillful facilitator in the in-person group. While the many uniquenesses are important and deserve additional research, it is important to focus on essential characteristics of facilitation as a basic starting point. Return to CNL Guide Main Page


text:
User talk:Hammergk

Regarding the two images you uploaded
I noticed that you removed all the content from Image:Alaska.JPG and Image:Alaskan photo by Rachel Brusseau.JPG. I also noticed that they are not being used in any Wikibooks pages. Did you want them deleted? --Iamunknown 20:13, 9 February 2007 (UTC)

 * Yes I would like you to delete these photos. I was trying to have a picture on my page but the image uploaded way too big and basically I wanted the picture to be about 2 inches by 2 inches.  Since I couldn't get that to happen, I have opted not to use them.  Please if you know how to help me and make them that size, I would really appreciate it.
 * hammergk —The preceding unsigned comment was added by Hammergk (talk • contribs) 10:25, 10 Feb 2007 (UTC)

 * I could help you make those images that size. Before I do that, however, please consider browsing through commons:Category:Alaska and its sub-categories. There are many free excellent pictures there. One example I quickly found was Image:Looking back to Little Port Walter - NOAA.jpg. To include a picture that is at Wikimedia Commons (http://commons.wikimedia.org/), all you need to do is include it as if you uploaded it yourself onto the Wikibooks servers. And note that even if an image is uploaded at a large size (which many images in that category at Wikimedia Commons are), you may down-size them for display on the module that you are working on by adding the text |20px after the filename (where 20 is replaced by the number of however large you want the image to be). You may learn more about image syntax on Wikibooks by reading w:Wikipedia:Extended image syntax. If you read through that page, I am confident that you will be able to include your picture in the page in the manner that you want to.
 * Finally, please consider reading Image use policy. The policy is proposed, but is generally followed and enforced by administrators. Every image uploaded to Wikibooks must list a detailed source and copyright status on the image page. You do not have to re-upload the image to add this information. You can go to the image page, click "edit this page" at the top navigation bar, and then list the required information.
 * Finally, you can sign your posts using four tildes ( ~ ) which the wiki software will expand into your username (Hammergk) with a link to your user page (User:Hammergk) and the UTC timestamp when you clicked "Save page." Then other users can readily follow a discussion.
 * If you have any questions regarding images or anything, please feel free to leave me a message here or at my talk page. Best, Iamunknown 22:04, 10 February 2007 (UTC)
 * Thankyou for getting back to me. I have given it consideration and just want to not have a picture on my page.  Thanks for all of your imput. Glenda —The preceding unsigned comment was added by Hammergk (talk • contribs) 19:04, 12 Feb 2007  (UTC)
 * No problem, Hammergk. I just deleted them. If you have any questions, feel free to ask me at my [ talk page]. --Iamunknown 02:03, 26 March 2007 (UTC)

title: User talk:Hammergk


text:
Cookbook:Instant Chocolate Mousse

| American cuisine | Vegetarian Cuisine | Dessert

Instant Chocolate Mousse is a dessert composed primarily of cocoa powder, coffee, and whipped cream. Unlike some other chocolate mousse recipes, this one does not require melted chocolate or eggs.

Mousse

 * ½ cup (60 g/2.1 oz) unsweetened cocoa powder
 * ¼ cup plus 2 tablespoons (90 ml/3 fl oz) hot brewed coffee
 * 1 pinch of salt
 * 2 cups (500 ml/1 pint) heavy cream
 * ⅔ cup (80 g) powdered sugar
 * 1 oz (28 g) kirsch (cherry brandy), chocolate brandy, or coffee liqueur

Plating

 * 6 chocolate cups or shells
 * Small chocolate bar (for garnish)
 * 6 maraschino cherries

Procedure

 * 1) In a medium bowl, whisk together the cocoa powder, coffee, and salt. It should whisk easily and have the consistency of melted chocolate. If it is too thick, whisk in another tablespoon of coffee. Set aside.
 * 2) In a large bowl, use an electric mixer on medium-high to whip the cream for 1 minute.
 * 3) Add the powdered sugar and whip for another minute.
 * 4) Add the kirsch and coffee-cocoa powder mixture.
 * 5) Whip on high until stiff peaks form, about another minute.
 * 6) Spoon the mousse into a medium plastic bag or piping bag, and twist the top closed.
 * 7) Use scissors to snip off one corner (about ½ inch up).
 * 8) Arrange the chocolate cups on serving plates. If the cups don't sit flat, place a dollop of mousse under them.
 * 9) Squeeze the bag to pipe the mousse into the chocolate cups.
 * 10) Use a vegetable peeler to shave the chocolate bar over the mousse-filled cups, letting some of the shavings scatter on the plate.
 * 11) Top each mousse with a cherry.

Notes, tips, and variations

 * Refrigerate if not eating immediately.

title: Cookbook:Instant Chocolate Mousse


text:
User talk:83.131.168.59

Regarding edits made during February 9 2007
Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 20:42, 9 February 2007 (UTC)

title: User talk:83.131.168.59


text: Template:Introduction to Chemical Engineering Processes/SIUnits


text:
CAT-Tools/DéjàVu X/How to reply to bug reports

 * 1) Register on this site and log in if you haven't done this yet.
 * 2) You only need to read the New bugs (one at a time if time is pressing). Once read:
 * Edit the main page and move said bug to either Known bugs or Solved bugs.
 * Go to the separate bug page.
 * Edit said page and change a) Status: into Comments from Atril Software:
 * Insert a) your comments on/questions about said bug b) expected date of bug fix c) a datestamp, which you insert like this:

--~

Example:

''I have been able to reproduce the issue. This bug should be fixed somewhere in June 2007 (version 2.0.296). --Loek van Kooten 20:56, 9 February 2007 (UTC)''


text:
User talk:63.119.165.134

Regarding edits made during February 9 2007
Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 21:04, 9 February 2007 (UTC)

title: User talk:63.119.165.134


text:
Modern Greek/OldLesson1

Lesson 1 — Πώς είσαι;

Goal
In this lesson, you will learn to greet people and ask how they are. The verb 'to be' is discussed and the formation of yes/no questions is introduced. You do not need any prior knowledge of Greek. But you do need to be able to read it.

Dialogue

 * ''Αντώνης: Γεια σου!
 * ''Ανθή: Γεια σου!
 * ''Αντώνης: Πώς είσαι;
 * ''Ανθή: Καλά είμαι! Εσύ πώς είσαι;
 * ''Αντώνης Καλά.
 * ''Ανθή: Γεια σου!
 * ''Αντώνης Γεια σου!

Hello!
Notes

 * Remember that Γεια σου can be used to say hello and goodbye.
 * The most formal way to greet is χαίρετε!

Examples

 * Γεια σας! Πώς είστε;

How are you?
Notes

 * The answer to Πώς είσαι; could be είμαι καλά or it could simply be καλά.
 * Τί κάνεις; can be used instead of Πώς είσαι; and in this case, the longer form of the answer would be again είμαι καλά.
 * The most formal way to greet is χαίρετε!

Examples

Example 1 (informal)
 * Α: Γεια! Τί κάνεις;
 * Β: Πολύ καλά, εσύ;
 * Α: Καλά!

Example 2 (informal)
 * Α: Γεια σου! Eίσαι καλά;
 * Hello! Are you well?

 * Β: Ναι, είμαι καλά, εσύ;
 * Yes, I'm well and you?

 * Α: Είμαι πολύ καλά!
 * I'm very well!

Example 3 (formal)
 * Α: Γεια σας! Πώς είστε;
 * Β: Είμαι αρκετά καλά, εσείς;
 * Α: Καλά, ευχαριστώ!

Explanations

 * You have probably already noticed the words είμαι, είσαι and είστε. These are three forms of 'to be', corresponding to I am; you are (singular) ; and you are (plural). The είμαι needs to be changed into different forms to reflect different meanings. The verb είμαι is an irregular verb so the way it is conjugated (changed to mean something slightly different) does not follow any pattern.  So it needs to be learned by heart. But for the moment, all we need are these three forms.
 * If we look at the second mini dialog in the above examples, we notice the είσαι καλά; question. This illustrates how yes-no question are formed in Greek. They are formed simply by intonation with no word order change.  When we talk about yes-no question, we talk about questions of the form 'Are you' or 'Do you ' e.g. Are you hungry? or Do you like apples?. Further yes-no questions can be formed like this. For example: 'Είσαι εντάξει;'
 * In this lesson, you might have noticed that other questions are formed with the words τί and πώς. These two words are used to form questions. They correspond to what and how in English. In Greek, simple questions involving these two words are formed by placing the question word at the beginning of the sentence. For example, 'Πώς είστε;' and 'Τί κάνεις;'.
 * You definitely must have noticed that in Greek the question mark is replaced by a semicolon.

Summary

 * We have learnt the ways to say hello. (Γεια σου! Γεια!)
 * We now know how to ask how someone is. (Πώς είστε; Τί κάνεις;)
 * We are able to answer how we are and ask in return. (καλά! Είμαι εντάξει.)
 * We have introduced how to form yes-no questions. (Eίσαι καλά;)
 * We can form simply questions with τί and πώς. (Τί κάνεις; Πώς είστε;)

The next step
You should now do the exercise related to each section (found here), or if you're feeling very confident go to the next lesson, lesson 2. Alternatively, return to the contents.

title: Modern Greek/OldLesson1


text:
User talk:68.12.70.234

Regarding edits made during February 9 2007
Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 21:58, 9 February 2007 (UTC)

title: User talk:68.12.70.234


text:
Cookbook:Spicy Chicken Cutlets

| American cuisine | Meats

Ingredients

 * 4 ea. (about 1 pound) chicken breasts, thinly-sliced
 * Salt
 * Freshly-ground black pepper
 * ¼ cup all-purpose flour
 * 3 tbsp vegetable oil
 * ½ cup chicken broth
 * ¼ cup vodka or vermouth (optional)
 * Juice of 1 lime
 * 2 tbsp minced pickled jalapeños
 * 1 can (15 oz) diced tomatoes
 * 1 tsp cornstarch
 * 1 tbsp cold water
 * 2 tbsp chopped fresh cilantro

Procedure

 * 1) Preheat oven to 200°F.
 * 2) Season both sides of each chicken breast with salt and pepper.
 * 3) Place the flour on a plate and dredge the chicken breasts through it, lightly coating both sides.
 * 4) Set aside.
 * 5) In a large skillet heat the oil over a medium-high heat.
 * 6) Add the breasts and cook 3 minutes, or until lightly browned.
 * 7) Flip and cook another 2–3 minutes, or until cooked through.
 * 8) Transfer the chicken to an oven-proof plate and place in the oven to keep warm.
 * 9) Return the empty skillet to the burner.
 * 10) Increase the heat to high and add the chicken broth and vodka to deglaze the pan.
 * 11) As the liquid bubbles, scrape the bottom of the pan with a wooden spoon
 * 12) Add half of the lime juice and the jalapeños and cook 30 seconds.
 * 13) Add the tomatoes and bring to a simmer.
 * 14) In a small glass, add the cornstarch to the water, then add to the skillet.
 * 15) Cook, stirring constantly, until thickened, about 2 minutes.
 * 16) Remove the skillet from the heat.
 * 17) Stir in remaining lime juice.
 * 18) Arrange each chicken breast on a plate and top with pan sauce.
 * 19) Garnish with cilantro.

title: Cookbook:Spicy Chicken Cutlets