text:
Video Production/Viewing subtitles

Viewing subtitle files
Sometimes Videos come with an accompanying subtitle file. This is particularly useful in a copy and distribute culture as this can be used as a base for a further translation into a different language.

These files come in many different formats. Some common ones are *.smi, *.str, *.sub

VLC (video lan player) and Subtitles
The preferred cross platform way of playing subtitles is to use the VLC player.

Download VLC player here - http://www.videolan.org/vlc/

To do this you Select File > Open, and after you have browsed for your Video file you can then tick the box marked Subtitle Options [1] and then browse for the Subtitle file [2].

To make changes to the formatting of the subtitles as they appear in VLC. Select Settings > Preferences

Then Select Subtitles/OSD and there you can change the position of the subtitles on the screen vertically. You should experiment if you wish to place the subtitle files at the top of the screen.

Using Direct VobSub
This is an alternative way to display subtitle files in Windows is using DirectVobSub. This can be downloaded here http://www.free-codecs.com/download/DirectVobSub.htm. It is a little bit of software that starts working when you start to play a video file which has a subtile file of the same name [different extension]. When it is running connectly you should see the subtitles appear on the screen. The settings can be configured. If you open up DirectVobSub, then you have many options for changing the way the subtitles look. You can override normal placement of subtitles to display them at the top of the screen - which is very useful if showing films in crowded locations.

Using VLC
Open the video and right hand click on the Video screen. From the Menu select Subtitles Track and select the language track you want

Using Direct VobSub
Download and install Direct VobSub http://www.free-codecs.com/download/DirectVobSub.htm

You may need to install the matroska pack too http://www.free-codecs.com/download/Lazy_Man_MKV.htm

There is a sample multilingual MKV file here http://www.clearerchannel.org/docs/transmission_report_xvid_700kps_mp3_128_matroska.mkv

And then open the file in media player (classic or windows) - Media player classic is available here http://www.free-codecs.com/download/Media_Player_Classic.htm

When you have opened the file, click on the green arrow that appears in your task bar.

Then select the appropriate language from the language dropdown menu.

The correct language should appear as the next title. You can use Media players controls to go back to the start of the file to see the complete video file.

title: Video Production/Viewing subtitles


text:
User talk:Pollinator~enwikibooks

Yay, you're here!

Thanks for fixing one of the photos (on SVB)... any chance you could do the others (particularly the adult one)? I'll add one of the initial hole and frass next time I see one, as well as a photo of a slitted stem for physical removal and one of Bt injection.

Looking foreward to seeing your work on the pollenation chapter... not something I know much about, as on our farm we just ensure large amounts of blooming plants to keep a high population. SB_Johnny 14:11, 15 July 2006 (UTC)

 * Heh, heh, I'm not sure just what I did. I added the two photos to commons, with no problem, and I thought you were linking them. When the other link didn't show up I tried to link, but couldn't find it. So I tried uploading it again, only to get a message that it was already there. How come a search won't find it then? Sorry, I'm an old fart who's had to learn computers as I go, and each new area is a challenge. Pollinator 21:22, 23 July 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Pollinator. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Pollinator~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 23:37, 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) 05:23, 19 April 2015 (UTC)

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

title: User talk:Pollinator~enwikibooks


text:
Category:Book:MySQL

fr:Catégorie:MySQL

title: Category:Book:MySQL


text:
Basic Algebra/Working with Numbers/Absolute Value

Vocabulary

 * Absolute Value
 * The absolute value of a number is its distance from zero (0) on a number line. This action ignores the "+" or "–" sign of a number because distance in mathematics is never negative. The symbol $$|x|$$ represents the absolute value of $$x$$. It is also called modulus $$x$$.

Lesson
The absolute value of a number is its distance from zero (0) on a number line. This action ignores the “+” or “–“ sign of a number because distance in mathematics is never negative.

You identify an absolute value of a number by writing the number between two vertical bars referred to as absolute value brackets: |number|.

A helpful way of thinking about absolute value is relating it to a railroad track. If you were to stand on a railroad track, more specifically on any one of the railroad ties and mark that spot as zero, railroad ties to the left would represent negative numbers and railroad ties to the right would represent positive numbers.

The number –7 is 7 units away from zero on the negative side of the railroad track. So, the following is true, |-7| = 7. The number 16 is 16 units away from zero on the positive side of the railroad track. So, |16| = 16. The number 0 is 0 units from zero on the railroad track. So |0| = 0 Therefore, the absolute value of any number is a positive number or zero.

In summary… THE ABSOLUTE VALUE OF A NUMBER If x is a positive number, then $$|x| = x$$. Example: $$|5| = 5$$

If x is zero, then $$|x| = 0$$. Example: $$|0| = 0$$

If x is a negative number, $$|x| = -x$$. Example: $$|-6| = -(-6) = 6$$

You can find the absolute value of expressions as well. When addressed with this you must treat the absolute value brackets as you would parentheses. You need to simplify everything inside the absolute value brackets by performing all the necessary operations by following the order of operations. Your last step once you have a single number inside the absolute value brackets is to take the absolute value. For example, $$|-5 + 1 \times 3| = |-5 + 3| = |-2| = 2$$.

You may use the absolute value to find the distance between two numbers on the number line. Let a and b be variables. Then $$|a - b|$$ is the distance between a and b. For example, if $$a = 3$$ and $$b = 7$$, then $$|3 - 7| = |-4| = 4$$. Because you used the absolute value, the distance is the same if you switch the order of the two numbers; if $$a = 7$$ and $$b = 3$$, then $$|7 - 3| = |4| = 4$$.

Two things to watch out for are an opposite sign and/or an operation outside the absolute value brackets. As stated above, simplify everything inside the absolute value brackets by performing all the necessary operations by following the order of operations. Your last step once you have a single number inside the absolute value brackets is to take the absolute value. Once you have taken the absolute value then perform the other necessary operations by following the order of operations from left to right in the expression. For example, $$-|5| = -5$$ and $$7 + |-5 + 1 \times 3| = 7 + |-5 + 3| = 7 + |-2| = 7 + 2 = 9$$.

Example Problems

 * $$|0| = 0$$
 * $$+|-21| = -21$$
 * $$|7 - 1| + 9 = |6| + 9 = 6 + 9 = 15$$
 * $$|0.5| = 0.5$$
 * $$|-5 \times 3| = |-15| = 15$$
 * $$\left|\frac{-2}{3}\right| = \frac{2}{3}$$
 * $$|25 - 16| = |9| = 9$$
 * $$|9| = 9$$
 * $$|3.5 - 5.7| = |-2.2| = 2.2$$
 * $$|-11.5| = 11.5$$
 * $$5 - |3| = 5 - 3 = 2$$
 * $$-|6.7| = -6.7	$$
 * $$8 + |-6 \times 2| = 8 + |-12| = 8 + 12 = 20$$

Practice Games
absolute value game

Practice Problems
 { Solve. }

{
 * type="{}"}
 * -3|={ 3_3 }

{
 * type="{}"}
 * 6|={ 6_3 }

{
 * type="{}"}
 * -1.8|={ 1.8_3 }

{
 * type="{}"}
 * -27|={ 27_3 }

{
 * type="{}"}
 * 5/7|={ 5/7_3 }

{ -|12|={ -12_3 }
 * type="{}"}

{
 * type="{}"}
 * 0|={ 0_3 }

{
 * type="{}"}
 * -3 + 8|={ 5_3 }

{
 * type="{}"}
 * 9 + 3|={ 12_3 }

{
 * type="{}"}
 * -5 + 1|={ 4_3 }

{
 * type="{}"}
 * 2 - 5|={ 3_3 }

{
 * type="{}"}
 * 7| + 2={ 9_3 }

{
 * type="{}"}
 * 13| - 21={ -8_3 }

{
 * type="{}"}
 * -5| - 1={ 4_3 }

{ 3 - |-2|={ 1_3 }
 * type="{}"}

{ 9 + |-3|={ 12_3 }
 * type="{}"}

{
 * type="{}"}
 * 1 - 6| + 5={ 10_3 }

{ -5 - 1 + |6|={ 0_3 }
 * type="{}"}

{ -6 + |-5 - 1|={ 0_3 }
 * type="{}"}

{ 12 - | 3(-5) + 6|={ 3_3 }
 * type="{}"}


text:
Basic Algebra/Working with Numbers/Adding Rational Numbers

Vocabulary

 * Numerator
 * Denominator
 * Irreducible

Lesson
It is easy to add fractions when the denominators are equal. For example, adding $$\frac{3}{10}$$ and $$\frac{2}{10}$$ is very simple, just add the numerators and you have the numerator of the resulting fraction:

 * $$\frac{3}{10} + \frac{2}{10} = \frac{5}{10} = \frac{1}{2}$$

Notice the simplification: five parts out of ten is the half of the parts. Unfortunately, it is not always so simple. Sometimes we need to add fractions that have different denominators. Before we can add them, we must alter the fractions so that their denominators are the same. We can do this by multiplying each fraction by the number one which doesn't change the value of the fraction). However, the form of the number one will itself be represented as a fraction whose denominator and numerator are equal, and under our control. For example, all of these fractions are equal to one:
 * $$\frac{2}{2} = \frac{3}{3} = \frac{107}{107} = 1$$

Knowing this, we can change the denominators of the fractions so that the denominators of both are the same. For example:
 * $$\frac{1}{3} + \frac{1}{2} = \frac{1 \times 2}{3 \times 2} + \frac{1 \times 3}{2 \times 3} = \frac{2}{6} + \frac{3}{6} = \frac{5}{6}$$

In this case we changed both fractions so that they each had a denominator of 6.

More complicated fractions
In these cases, we can guess which multiplication to do, but sometimes, it is not that easy. For example, adding $$\frac{123}{456}$$ and $$\frac{234}{120}$$.

The simplest general method is to multiply the numerator and denominator of the first fraction by the denominator of the second fraction and vice-versa. The resulting denominators will both be the product of the two original denominators. In this case :
 * $$\frac{123}{456} + \frac{234}{120} = \frac{123 \mathbf{\times 120}}{456 \mathbf{\times 120}} + \frac{234 \mathbf{\times 456}}{120 \mathbf{\times 456}} = \frac{14760}{54720} + \frac{106704}{54720} = \frac{14760 + 106704}{54720} = \frac{121464}{54720}$$

We obtain generally big numbers which is not optimal because the fraction can most of the time be written with smaller numbers.

The second is more subtle. Instead of multiplying by the actual denominators, we multiply by the smallest possible number for each side so that we obtain the same denominator. For example: We only multiplied by 2 in the first fraction and by 3 in the second fraction. The resulting fraction, $$\frac{5}{12}$$ is optimal, which we call irreducible.
 * $$\frac{1}{6} + \frac{1}{4} = \frac{1 \times 2}{6 \times 2} + \frac{1 \times 3}{4 \times 3} = \frac{2}{12} + \frac{3}{12} = \frac{5}{12}$$

Note that 2 is the half of $$4 = 2 \times 2$$ and 3 the half of $$6 = 3 \times 2$$. We did not multiply by the given denominators, we avoided to multiply by the factor 2. Let's take the previous example and find the factors composing the numbers...
 * $$123 = \mathbf{3} \times 41$$ and $$456 = 2 \times 228 = 2 \times 2 \times 114 = 2 \times 2 \times 2 \times 57 = 2 \times 2 \times 2 \times \mathbf{3} \times 19$$
 * $$234 = 2 \times 117 = 2 \times 3 \times 39 = \mathbf{2 \times 3} \times 3 \times 13$$ and $$120 = 2 \times 2 \times 3 \times 10 = 2 \times \mathbf{2 \times 3} \times 2 \times 5$$

We can see that we can simplify $$\frac{123}{456}$$ by 3 which gives $$\frac{41}{2 \times 2 \times 2 \times 19}$$ and simplify $$\frac{234}{120}$$ by 2 × 3 which gives $$\frac{39}{2 \times 2 \times 5}$$. Remember that multiplying by the same number the numerator and the denominator does not change the value. The same is true when dividing by the same number.

Now comes a question : which is the smallest integer that contains the factors $$2 \times 2 \times 2 \times 19$$ and the factors $$2 \times 2 \times 5$$. It is the number that has just all these factors in correct number: $$2 \times 2 \times 2 \times 5 \times 19 = 760$$.

To attain this number, we must multiply in the first fraction by 5 and in the second by 2 × 19. So, finally we have:
 * $$\frac{123}{456} + \frac{234}{120} = \frac{41}{2 \times 2 \times 2 \times 19} + \frac{39}{2 \times 2 \times 5} = \frac{41 \mathbf{\times 5}}{760} + \frac{39 \mathbf{\times 2 \times 19}}{760} = \frac{205}{760} + \frac{1482}{760} = \frac{1687}{760}$$

This fraction is simpler as the first obtained $$\frac{121464}{54720}$$.

Both fractions are equal: $$\frac{1687}{760} = \frac{121464}{54720}$$

But the factor between the two fractions is 72!

Practice Games
put links here to games that reinforce these skills

Practice Problems
Use  as the fraction line and put spaces between the wholes and fractions!  { $$\frac{1}{2} + \frac{1}{4} = $${ 3/4_5 }
 * type="{}"}

{ $$\frac{1}{3} + \frac{1}{6} = $${ 3/6|1/2_5 }
 * type="{}"}

{ $$\frac{1}{4} + \frac{1}{6} = $${ 5/12_5 }
 * type="{}"}

{ $$\frac{1}{8} + \frac{1}{4} = $${ 3/8_5 }
 * type="{}"}

{ $$\frac{1}{8} + \frac{1}{2} = $${ 5/8_5 }
 * type="{}"}

{ $$\frac{2}{3} + \frac{1}{9} = $${ 7/9_5 }
 * type="{}"}

{ $$\frac{2}{4} + \frac{1}{2} = $${ 4/4|2/2|1/1|1_5 }
 * type="{}"}

{ $$\frac{8}{8} + \frac{1}{2} = $${ 12/8|3/2|1 4/8|1 1/2_5 }
 * type="{}"}


text:
Basic Algebra/Working with Numbers/Subtracting Rational Numbers

Lesson
Subtracting fractions when the denominators are equal is also easy
 * $$ \frac{3}{7} - \frac{2}{7} = \frac{1}{7}$$

Notice that when the denominators are the same for either adding or subtracting fractions we only add or subtract the numerators. With this in mind we can now use the techniques learned in Lesson 4 to subtract more complex fractions by finding the factors of the following fractions
 * $$ \frac{121}{456} - \frac{61}{570} = \frac{11 \times 11}{2 \times 2 \times 2 \times 3 \times 19} - \frac{61}{2 \times 3 \times 5 \times 19}$$

We can now see that multiplying 456 by 5 and 570 by 4 gives the smallest possible denominator
 * $$\frac{121 \times 5}{5 \times 456} - \frac{4 \times 61}{4 \times 570} = \frac{605 - 244}{2280} = \frac{361}{2280}$$

Now the question is, is this fraction irreducible? We know the factors in the denominator so checking if 361 is divisible by the numbers 2, 3, 5, 19 will show that 361/19 = 19 therefore
 * $$\frac{361}{2280} = \frac{19}{120}$$

Which is now an irreducible fraction.

Example Problems
$$\frac{20(8-3)-4(10-3)}{10(2-6)} + 2(7+4)$$

$$=\frac{20(5)-4(7)}{10(-4)}+2(11)$$

$$=\frac{100-28}{-40}+22$$

$$=-\frac{72}{40}+22$$

$$=-\frac{9}{5}+\frac {5(22)}{5}$$

$$=-\frac{9}{5}+\frac {110}{5}$$

$$=\frac{101}{5}$$

$$=20\frac{1}{5}$$

Practice Games
put links here to games that reinforce these skills

Practice Problems
(Note: put answer in parentheses after each problem you write)


text:
Basic Algebra/Working with Numbers/Distributive Property

Vocabulary

 * Sum: The resulting quantity obtained by the addition of two or more terms.
 * Real Number: An element of the set of all rational and irrational numbers. All of these numbers can be expressed as decimals.

 * Term: A term is a number or a variable or the product of a number and a variable(s).

 * Monomial: An algebraic expression consisting of one term.

 * Binomial: An algebraic expression consisting of two terms.

 * Trinomial: An algebraic expression consisting of three terms.

 * Polynomial: An algebraic expression consisting of two or more terms.

 * Like Terms: Like terms are expressions that have the same variable(s) and the same exponent on the variable(s). Remember that constant terms are all like terms. This follows from the definition because all constant terms can be seen to have a variable with an exponent of zero.

Lesson
The distributive property is the short name for "the distributive property of multiplication over addition", although you will be using it to distribute multiplication over subtraction as well. When you are simplifying or evaluating you follow the order of operations. Sometimes you are unable to simplify any further because you cannot combine like terms. This is when the distributive property comes in handy.

Natural Language

When you first learned about multiplication it was described as grouping. You used multiplication as a way to condense the multiple addition of the same quantity. If you wanted to add $$3+3+3+3$$ you could think about it as four groups of three items.

|ooo| + |ooo| +  |ooo|  + |ooo|

You have 12 items. This is where $$4 \cdot 3$$ comes in. So as you moved on you took this idea to incorporate variables as well. $$3x$$ is three groups of x.

$$\underbrace{x + x + x}_\text{three groups of x}=3x$$

And $$3(2x)$$ is three groups of $$2x$$ and $$2x$$ is $$x+x$$

$$\underbrace{(x+x) + (x+x) + (x+x)}_\text{three groups of 2x}=3(2x)$$

This gives you six x's or 6x. Now we need to take this idea and extend it even further. If you have $$3(x+1)$$ you might try to simplify using the order of operations first. This would have you do the addition inside the parentheses first. However, x and 1 are not like terms so the addition is impossible. We need to look at this expression differently if we are going to simplify it. What you have is $$3(x+1)$$ or in other words you have three groups of $$(x+1)$$

$$ \underbrace{(x+1) + (x+1) + (x+1)}_\text{three groups of (x+1)}=3(x+1)$$

Here you can collect like terms. You have three x's and three 1's.

$$\underbrace{x+x+x}_\text{3x} + \underbrace{1+1+1}_\text{3}=3x+3$$

So you started with $$3(x+1)$$ and ended with $$3x+3$$

$$3(x+1)=3x+3$$

The last equation might make it easier to see what the distributive property says to do.

$$3(x+1)=3(x) + 3(1) = 3x+3$$

You are taking the multiplication by 3 and distributing that operation across the terms being added in the parentheses. You multiply the x by 3 and you multiply the 1 by 3. Then you just have to simplify using the order of operations.

What Is Coming Next

After you learn about the distributive property you will know how to multiply a monomial by a polynomial. Next, you can use this information to understand how to multiply a polynomial by a polynomial. You will probably move on to multiplying a binomial times a binomial. This will show up in something like (x+2)(3x+5). You can think of a problem like this as x(3x+5) + 2(3x+5). Breaking up the first binomial like this allows you to use your knowledge of the distributive property. Once you understand this use of the distributive property you can extend this understanding even further to justify the multiplication of any polynomial with any polynomial.

Sometimes while you are attempting to isolate a variable in an equation or inequality you will need to use the distributive property. You already know that you use inverse operations to isolate your desired variable, but before you do that you need to combine like terms that are on the same side of the equation (or inequality). Now there might be a step even before that. You will need to see if the distributive property needs to be used before you can combine like terms then proceed to use inverse operations to isolate a variable.

Word to the Wise

Remember that you still have the order of operations. If you can evaluate operations in a straightforward manner it is usually in your best interest to do so. The distributive property is like a back door to the order of operations for when you get stuck because you do not have like terms. Of course when you are dealing with only constant terms everything you encounter is like terms. The trouble happens when you introduce variables. This means that some terms cannot be combined. Remember that variables take the place of real numbers (at least in Algebra 1) so the same rules that govern real numbers will also govern the variables that hold their place and vice versa. You can use the distributive property even when you do not need to.

Example Problems
Example Problem #1:

Simplify $$2 (x+4)$$

Solution to Example Problem #1:

Normally, to follow the order of operations you would add the two terms in the parenthesis first, then do the multiplication by. This does not work for this expression because x and 4 are unlike terms so you cannot combine them. We use the distributive property to help us find a way around the order of operations while still being sure that we keep the value of the express.

We distribute the multiplication by 2 across the addition. We will have 2 multiplied by x and 2 multiplied by 4.

$$2(x) +2(4)$$

Now we just need to finish the multiplication. $$2(4)$$ is equal to 8.

$$2x+8$$

We are done because we just have two terms being added and we cannot add them because they are not like terms.

Example Problem #2:

Simplify $$3x(2x-4)$$

Solution to Example Problem #2:

Since the terms inside the parentheses are not like terms we cannot combine them. We can use the distributive property to multiply by $$3x$$.

$$3x(2x-4)=3x(2x) - 3x(4)$$

This is the first example with subtraction in it. You keep this operation between the two terms just like we kept the addition between the two terms in the previous example. The next step is to multiply

$$3x(2x) - 3x(4)=6x^2 - 12x$$

In order to complete the previous step you will already need to know how to multiply monomials.

To summarize all the steps...

$$3x(2x-4)=3x(2x) - 3x(4)=6x^2 - 12x$$

Example Problem #3:

Solve for $$x$$ in $$2(x+10)=60$$

Solution to Example Problem #3:

To solve for a variable you must isolate it on one side of the equation. We need to get the $$x$$ out of the parentheses. Since we cannot go through the order of operations and just add x plus 10 then multiply by 2, we will have to use the distributive property. First, distribute the multiplication by 2 across the addition inside the parentheses.

$$2(x+10)=60$$

$$2(x) + 2(10) = 60$$

Now you can multiply

$$2(x) + 2(10) = 60$$

$$2x + 20 = 60$$

Now we can work on getting the $$x$$ on one side by itself. You need to do the order of operations backwards so we can "undo" what is "being done to" $$x$$. To get rid of adding 20 you need to subtract 20. And remember that an equation sets up a relationship that we need to preserve. If you subtract 20 from one side you need to subtract 20 from the other side as well to keep the balance.

$$2(x) + 20 = 60$$

$$2(x) + 20 -20 = 60-20$$

$$2(x) + 0 = 40$$

$$2(x)= 40$$

Now we need to "undo" the multiplication by 2, so we divide by 2. Whatever you do to one side must be done to the other. So divide both sides by 2.

$$\frac{2(x)}{2}= \frac{40}{2}$$

$$x= 20$$

This is it. You know you are done when the variable $$x$$ is by itself on one side, and it is.

Practice Games
http://www.quia.com/ba/15357.html

http://www.studystack.com/matching-1870

http://www.slideshare.net/rfant/distributive-property-algebra-1/ (slide show)

http://www.phschool.com/atschool/academy123/html/bbapplet_wl-problem-430723.html ( video explanation)

Practice Problems
 {Use the distributive property to rewrite the expression}

{ $$2(x + 7)=$${ 2x + 14 (i)|2x+14 (i) _7 }
 * type="{}"}

{ $$5(y + 6)=$${ 5y + 30 (i)|5y+30 (i) _7 }
 * type="{}"}

{ $$4(1 + b)=$${ 4 + 4b (i)|4b + 4 (i)|4+4b (i)|4b+4 (i) _7 }
 * type="{}"}

{ $$x(a + b)=$${ xa + xb (i)|ax + bx (i)|xa+xb (i)|ax+bx (i) _7 }
 * type="{}"}

{ $$(3 + x)6=$${ 18 + 6x (i)|6x + 18 (i)|18+6x (i)|6x+18 (i) _7 }
 * type="{}"}


text:
Basic Algebra/Working with Numbers/Dividing Rational Numbers

Lesson
Dividing rational numbers covers a general area of equations. For an equation that is such has only to have a numerator and denominator that are both rational numbers. In turn, one will come out with a quotient that fits the terms applied to a "rational number". Given the fact that you already understand rational numbers, you will understand this unit. If, on the other hand, you have no clue what a rational number is, then you should do some research concerning this subject so that you can understand the explanation of dividing such numbers that follows this text.

Anyway, dividing rational numbers, sometimes worded "quotients of rational expressions", is simply dividing a rational number by a rational number. For instance, look at the example problems, dividing rational numbers is very easy. If you have a fraction dividing another fraction then you simply flip the dividend and, by multiplying, one will come out with exactly the same number. The knowledge of expressing how this works is beyond the scope of this lesson. But, it works every time. You are still dividing, but you have switched your means of doing so. When you come to more complicated problems that have unknown variables the same method works. So if you have a fraction of 7 over 5 divided by  3 over 4, you will simply flip the 3 over 4 and multiply the fractions instead of dividing. This is a method that will be used again and again in math, so know it well. Look at the examples given and, although this is easy, make sure you know it.

Example Problems
Example 1
 * $$\frac{2}{7} \div \frac{14}{16} $$

 * $$\frac{2}{7} \times \frac{16}{14} $$ (Change the division to multiplication and flip the fraction on the right.)

 * $$\frac{1}{7} \times \frac{16}{7} $$ (Reduce fractions with any common factors on top and on bottom.)

 * $$\frac{1 \times 16}{7 \times 7} $$ (Multiply the tops and bottoms together.)

 * $$\frac{16}{49} $$ (Simplify)

 * $$\frac{14}{2} \div \frac{14}{2} $$

 * $$\frac{14 \times 2}{2 \times 14} = $$

 * $$\frac{28}{28} = 1 $$

 * $$\frac{31}{2} = 15.5 $$

 * $$\frac{77}{9} = 8.\overline{55}$$

 * $$\frac{12}{6} = 2 $$

 * $$\frac{36}{8}= 4.5 $$

 * $$\frac{55}{3}= 18.\overline{33}$$

Practice Games
put links here to games that reinforce these skills

Practice Problems
Note: Use parentheses for the repeating part, ex. $$\frac19=0.\overline1=$$  { $$\frac{59}{7} = $${ 8.(428571)_10 }
 * type="{}"}

{ $$\frac{46}{5} = $${ 9.2_10 }
 * type="{}"}

{ $$\frac{97}{4} = $${ 24.25_10 }
 * type="{}"}

{ $$\frac{73}{4} = $${ 18.25_10 }
 * type="{}"}


text:
Basic Algebra/Solving Equations/Solving Equations with Addition and Subtraction

Solving simple equations like

x+5=10

is a very important topic in beginning algebra. In this section, we will introduce the concept of a variable.

Don't be scared! It's just a number you don't know yet. Solving an equation can be looked at like you are 'filling in the blank'.

For the example above, what number plus 5 makes 10? The answer is probably pretty apparent to you when you are asked the question that way, but it might seem fuzzy when you see the notation like above, even though it means the exact same thing.

Vocabulary
Variable - An unknown number which is represented by a letter. Common variables are usually the last letters of the alphabet. i.e. x, y, z. Variables do not necessarily have a set value, as in an expression, x+5 can mean any number plus 5. Only when you have an equals sign does it have a certain value. It's value is determined by the value on the other side of the equals sign.

Constant - Any number that is not a variable.

Expression - A 'mathematical sentence' that does NOT have an equals sign. (x+5 instead of x+5=10.) Think of this like a recipe to make ANY cake using the ingredients given to you.

Equation - A 'mathematical sentence' that DOES have an equals sign. (x+5=1.) Think of this like a recipe to make a SPECIFIC cake.

Notation - In mathematics, this describes the set of symbols and numbers and how they are arranged to make logical sense. (x+5 instead of 'a number added to five'. Notation also helps to make a lot of information much more readable.

Isolate the variable - You'll hear this a lot, but all it means is 'get the variable on one side and the constants on the other side.' x+5=10 is not solved. x=5 is solved.

Lesson
Zoey and Pual put three eggs on each side of a scale. When Zoey took an egg away on one side the scale, it tipped. When Pual took an egg from the other side of the scale, it is balanced again. The same thing can be used in math too.

What is $$y$$ in this equation?

$$2 + y = 7$$

We want to know what $$y$$ is, so we want to make $$y$$ by itself on one side of the equal sign.

First subtract 2 from both sides.

$$2-2 + y = 7-2$$

After we subtracted, $$y$$ is by itself and we can see that $$y$$ equals

$$y = 5$$

Example Problems
Example 1 $$3 + x -4 = 4$$

Add 4 to each side to get rid of the -4. $$3 + x -4 +4 = 4 +4$$ $$3 + x = 8$$

Subtract 3 from each side of the equation.

$$3 + x -3 = 8 -3$$

$$x = 5$$

Practice Games
put links here to games that reinforce these skills

Practice Problems
 {$$x + 1 = 4$$ Answer: { 3_1 }
 * type="{}"}

{$$x - 1 = 4$$ Answer: { 5_1 }
 * type="{}"}


text:
Basic Algebra/Solving Equations/Solving Equations with Multiplication and Division

Vocabulary
Coefficient - A natural number (the numbers used for counting) next to a variable (the letter for which we solve the equation, also known as an unknown). For example, a variable with a coefficient of 3 would be 3x.

Lesson
Like in the previous section, the goal is to isolate the Variable. In other words, get the variable on one side, and the constants on the other.

However, what happens when we are dealing with multiplication on a Variable?

if x is some number, 3x means three times that number.

In order to isolate the variable, we have to get rid of the coefficient. You can choose to do this before OR after you move the constants like you did in the previous section, although it's generally easier to do so afterwards.

Fractional coefficients are Basically just division. 1/2 of some number x can be written as (1/2)x or x/2. This can be helpful to remember, because all that you have to do in either case, all you have to do is multiply both sides by the bottom number, and presto chango, you have a solved equation.

Practice Games
put links here to games that reinforce these skills

Practice Problems
Use  as the fraction line and put spaces between the wholes and fractions!  {Easy

Solve for x:}

{3x=9 x={ 3_1 }
 * type="{}" coef="1"}

{4x=16 x={ 4_1 }
 * type="{}" coef="1"}

{Medium

Solve for g:}

{2=3g/4 g={ 8/3|2 2/3_5 }
 * type="{}" coef="2"}


text:
Basic Algebra/Lines (Linear Functions)/Slope of a Line

Vocabulary
Slope of a line: A number determined by any two points on the line that describes how steep the line is. A vertical line,having absolute steepness, has a slope that is undefined. A horizontal line, having no steepness, has a slope of 0. Lines that rise from left to right have a positive slope. Lines that fall from left to right have a negative slope. So a diagonal line to the right ( / ) would have a positive slope. A diagonal line to the left ( \ ) would have a negative slope. A vertical line ( | )has an undefined slope and a horizontal line has a slope of 0.

Lesson
To understand the Cartesian Coordinate graph and how it works, you must know how number lines work. A number line is a line of numbers that streches infinitely on both sides. The Negative numbers extend infinitely to the left and the Positive numbers go infinitely to the right. Zero sits right smack in the dead center of the line however long it might be. A cartesian coordinate graph is just two infinite number lines one vertical(the X-axis) and one horizontal(the Y-axis) on top of each other forming a cross with 0 as the center point or Origin as it is called. The graph is also divided into 4 quadrants. these are numbered with Roman numerals.

http://commons.wikimedia.org/wiki/Image:2D_Cartesian_Coordinates.svg However, for understandability's sake, this graph is usually shortened to -6 and + 6 on both the X and Y axis. Also, however, this graph is also ugly and not very user friendly. (Gridboard)

Now, how to determine the slope of a line: Let's pretend that we are baking giant chocolate cookies for a bake sale. Right before you start your Bake-O-Rama, You make three of them. You figure you can make two an hour. You also take inventory every hour like this: Hours Cookies 0     (2x0)+3=3 1     (2x1)+3=5 2     (2x2)+3=7

Example Problems

slope (m) = $$\frac{y_2-y_1}{x_2-x_1}$$

Using the points in the diagram above, x1 and y1 are both 2 and x2 is 6 and y2 is 4. So we substitute each value into the slope equation.

Practice Games
Sorry, none at this time!


text:
Basic Algebra/Lines (Linear Functions)/Find the Equation of the Line Using Two Points

Lesson
You can find the y intercept(b) of a line by using "point slope" with a pair of cordinates.

-Find the slope (y2 - y1) / (x2 - x1) -Use one of the coordinates (points) and use this formula: y-y1=m(x-x1) -Then you end up with y=mx+b

Example Problems
Find the y-intercept of the following coordinates:

(2,1) (3,-7)

(1,3) (3,4)

(0,2) Example 1:

First find the slope m of between the two points:

m = (y-y1) / (x-x1)

m = (6-2) / (3-5)

m = -2

We know that the equation has the form y = mx + b, and we also know that this function passes both of the points, so let's use point #1 to find b:

point #1 (2,1)

2 = m(5) + b

2 = (-2)(5) + b

b = 12

Alternatively, we can use point #2 and get to the same result.

The line equation is:

y = -2x + 12


text:
Basic Algebra/Linear Inequalities/Solving Inequalities

Vocabulary

 * Inequality
 * Inverse Operation
 * Graphing
 * Number Line
 * Filled Circle
 * Empty Circle

Practice Problems
 {7x+3+x≥1+4x-10 x≥{ -3_2 }
 * type="{}"}


text:
Basic Algebra/Systems of Linear Equations/Solving Linear Systems by Substitution

Vocabulary

 * Variable
 * System
 * Solution set

Lesson
To solve a system of linear equations without graphing, you can use the substitution method. This method works by solving one of the linear equations for one of the variables, then substituting this value for the same variable in the other linear equation and solving for the other variable. It does not matter which equation you choose first, or which variable you solve for first; the values for both variables will be the same.

Example Problems
For example, given the system of linear equations:

$$y=2x- 8 $$

$$y=-8x - 3$$

The first step would be to choose one of the equations and solve it for either x or y. In the second equation y is not multiplied by a constant so it can be isolated in fewer steps.

$$4x+y=24$$

$$y=24-4x$$

Now you have a value, $$24-4x$$, for y. Substitute this value of y into the first equation.

$$2x-3y=-2$$

$$2x-3(24-4x)=-2$$

Solve this equation for the variable x.

$$2x-3(24-4x)=-2$$

$$2x-72+12x=-2$$

$$14x-72=-2$$

$$14x=70$$

$$x=5$$

We now have a value for x that can be substituted into either equation to solve for y.

$$4x+y=24$$

$$4(5)+y=24$$

$$20+y=24$$

$$y=4$$

The solution to this system of linear equations is $$x=5$$, $$y=4$$. This can also be written as $$(x,y)=(5, 4)$$.

NOTE: If we substitute the value of x into the other equation, the value of y will remain the same.

$$2x-3y=-2$$

$$2(5)-3y=-2$$

$$10-3y=-2$$

$$-3y=-12$$

$$y=4$$

Practice Games
Practice Problems

Math Drills

Practice Problems
Note: Use  as the fraction line and put spaces between wholes and fractions!  {Solve the system of linear equations.}

{ $$7x+2y=16$$

$$-21x-6y=24$$ Number of solutions: { 0_1 }
 * type="{}" coef="0.5"}

{ $$9x+4y=20$$

$$8x-10y=60$$ x={ 220/61|3 37/61_7 }, y={ -190/61|-3 7/61_7 }
 * type="{}"}

{ $$t-2r=3$$

$$5r-4t=6$$ r={ -6_7 }, t={ -9_7 }
 * type="{}"}

{ $$3v-w=7$$

$$2v+3w=1$$ v={ 2_7 }, w={ -1_7 }
 * type="{}"}

{ $$p-4q=-21$$

$$3p+q=2$$

p={ -1_7 }, q={ 5_7 }
 * type="{}"}


text:
Basic Algebra/Systems of Linear Equations/Solving Linear Systems by Linear Combinations

Practice Problems
Use  as the fraction line!  {-6x+5y=4 7x-10y=-8 x={ 0_3 }, y={ 4/5|0.8_3 }
 * type="{}"}


text:
Blender 3D: Noob to Pro/Basic Animation/Lattice

What is a Lattice?
A Lattice is essentially a simple container that can be used to deform and manipulate a more complex mesh in a non-destructive manner (i.e. A lattice can be used to seriously deform a mesh then, if the lattice is later removed, the mesh can automatically return to its original shape).

How to add and use a Lattice
A Lattice is added to the scene in the same way other objects are added. Either:

Noob Note For Blender 2.62 or 2.63 users, I recommend referring to this Lattice Modifier video tutorial by Ed Lazor for animating the lattice, as numerous interface changes have occurred between Blender 2.4x and 2.6x.

 * 1) over the 3D window and choose Lattice from the pop-up menu, or
 * 2) Press over the 3D window and choose Lattice from the pop-up menu (Note: does not work in recent versions of Blender.), or
 * 3) Click Add in the 3D View window header (located at the bottom of the 3D View) and choose Lattice from the drop-down menu

The default Lattice looks just like a cube when first added except that it is just one Blender Unit (BU) wide whereas a mesh cube is 2 BU wide. When the Lattice is added, the window remains in Object Mode and the Lattice can be moved, resized and rotated like any other Blender Object.

On its own, a Lattice serves no purpose whatsoever since it can't be seen in a rendered image. Its only use is to manipulate another object and so, to be useful, we need to associate another object with it. The current method for doing this is by applying a "Lattice Modifier" to a Blender object.

The basic workflow is:

 * Add a mesh (cube, cylinder, cone, sphere, etc.)
 * Add a Lattice
 * In the Object Context [[Image:Blender255ObjectContextButton.png]] of the Properties window, enter the name of the Lattice (The default name is Lattice, Lattice.001, Lattice.002, etc. - or you can give it a useful name that you'll remember later)
 * Select the mesh
 * Go to the Modifiers Context [[Image:Blender255ObjectModifiersContextButton.png]] in the Properties window. Click Add Modifier > Lattice

NOTE: ''In older versions of Blender, a lattice was applied using a parent method - select the mesh, then select the Lattice, then press and choose "Lattice Deform". While this method is still available, it does not offer the full functionality of the newer Lattice Modifier. If you use the parent method, you will need to press the "Make Real" button in the modifiers palette to enable the modifier functionalities. Using the method, the Lattice becomes a parent and a modifier. As a parent, it will act on the mesh in Object Mode whereas a true modifier lattice only influences the mesh when altered in Edit Mode.''

Now, we can change the Lattice in Edit Mode and any changes we make to it will affect the mesh.

Note: Applying the Modifier Correctly
When adding the modifier to your object, you must enter exactly the same name as your lattice. The default is Lattice with a capital "L" but if you've changed it or have more than one Lattice, then you will need to enter the new name. When you enter a valid Lattice name, the name stays visible in the Ob: box. If your entry disappears then you've entered the name incorrectly.

One simple way to get the right name is to select the Lattice, go to, Link and Materials panel and where it says Ob:Lattice or Ob:Lattice.001 etc., move the mouse over this field and press (don't click on it, just hover over it). This copies the Lattice name. Then select your object, go to the Lattice Modifier panel, hover the mouse over the Ob: field and press to paste the name in. Now it should stay there and your Lattice should work in Edit Mode.

Noob note: I recommend the method with for animation.

Basic Exercise:

 * 1) Start with a new Blender scene, delete the default cube and add a UVsphere ( > Mesh > UV sphere). Accept the default 32 Segments and Rings. You could use any of the mesh shapes but because the sphere is heavily subdivided (made up of lots of edges and faces), you will get a better idea of what the Lattice is doing.
 * 2) back into Object Mode then add a Lattice. It is generally wise to resize the Lattice so that it surrounds the mesh it will be deforming. So, press  and enlarge the lattice to 2 BU wide.
 * 3) Select the Sphere and add a Lattice Modifier to it. Make sure that you type the exact Lattice name correctly into the box. Nothing appears to happen but that's fine. In newer Blender versions click the field under the label "Object:" and select the desired lattice object from the drop-down menu.
 * 4) Now select your Lattice, into Edit Mode, select just one control point (a control point looks like a vertex) on the Lattice and move it around. You will see the sphere mesh stretching and squashing relative to that control point. Move each Lattice control point one at a time and see just how far you can deform the mesh. Zoom in your 3D window if you need a closer look.
 * 5) The control points of the Lattice can be moved, scaled and rotated in the usual ways. Try selecting a few of all the control points and scaling them or Rotating them  and watch the mesh follow along.
 * Now, exit Edit Mode and select the sphere in Object Mode. Go to the modifiers panel and press the big "X" button to remove the modifier. Despite all that deforming, the sphere immediately returns to its original size and shape. Nothing was really changed in the sphere's mesh data. Immediately re-apply the modifier as before and see the Lattice immediately apply its own deformation to the sphere again.

Getting more involved with Lattice
The default Lattice is two control points high, two wide and two deep, i.e., it is two control points wide in each direction (these are referred to as the U, V and W directions). However, we can change the number of control points in one, two or all directions. This is done by selecting the Lattice, going to the Lattice Panel and changing the values in the U, V & W buttons. If you decrease one figure to a value of 1, the Lattice will become two-dimensional (planar). Decreasing two values to 1 will change the Lattice to a line (one dimension). This can be useful, especially if the remaining value is increased, but is not the most common usage of Lattice.

UVW settings for Lattice

NOTE: The "Make Regular" button will set the UVW control points of an unscaled Lattice to be exactly one Blender Unit apart in each direction. The "Outside" button effectively removes all the internal control points which are added when the UVW settings are higher than 2.

In most situations you will want to increase some or all the values as this gives you more control over complex deformations, much like a subdivided mesh. How much you increase the UVW directions depends entirely on how much detailed control you need over deformations. As you've already seen basic squash, stretch, shear and simple deforms can easily be achieved with the default 2,2,2 Lattice but by increasing the UVW values a little, a whole new range of deform possibilities becomes available.

Three Lattices with different UVW settings

One thing to understand, however, is that a Lattice cannot bend the individual edges of a mesh (the lines connecting any two vertices) so the mesh must contain enough edges in order to apply complex lattice deformations to it. These edges must be genuine edges and not the virtual edges created by a subsurf modifier (Correction: Yes, they can be edges generated by a subsurf modifier, provided the subsurf comes above the lattice in the modifier stack for the object being deformed; use the up/down-arrow buttons next to each modifier to rearrange them as necessary). Edges can also be added to a mesh using a variety of tools including subdivide, knife and loop cuts (some info on these []).

New Note: Use to open a menu for the knife, loop cuts, etc. Knives are used to add a vertex to each line you left click and drag the cursor over, and loop cuts allow you to make multiple cuts into your active object.

About loop cuts: also is a direct shortcut to a loop cut. Furthermore, loop cuts' main uses are for subsurf modeling. In order to accomplish a hard edge in a subsurfed object (for example the edges and corners of a wooden table or the bumpers of a car) you must apply loop cuts to the faces surrounding the edge and place them very close to them (and parallel). Experiment with a simple subsurfed cube and you'll see. Keep in mind this is why when modeling it is highly recommended to use quads. A loop cut will only cut a quad face, or every face connected with it in one direction, but only quads. Another main reason why it is recommended to model with quad faces is regarding animation but I suppose other tutorials will deal with that later. More information:

A simple subdivided cube after a complex lattice deformation

Intermediate Exercise
For this exercise, start over with a new scene and repeat Steps 1 - 3 in the Basic Exercise above. Don't go into Edit Mode yet.

Basic Exercise:

1. Start with a new Blender scene, delete the default cube and add a UVsphere (Spacebar>Add>Mesh>UVsphere). Accept the default 32 Segments and Rings. You could use any of the mesh shapes but because the sphere is heavily subdivided (made up of lots of edges and faces); you will get a better idea of what the Lattice is doing.

2. Tab back into Object Mode then add a Lattice. It is generally wise to resize the Lattice so that it surrounds the mesh it will be deforming. So, press and enlarge the lattice to 2 BU wide.

3. Select the Sphere and add a Lattice Modifier to it. Make sure that you type the exact Lattice name correctly into the box. Nothing appears to happen but that's fine.
 * In Object Mode, select the Lattice then press and go to the Lattice Panel. Increase all the UVW values to 4. You will immediately see the change displayed in the 3D window.

 * into Edit Mode and play with the control points again. The first thing you might notice is that the corner control points have less influence now than before. This is because the effect is proportional to the distance of each point from the mesh. Move some points in the middle of a side face and you'll see the effect is significantly greater.

 * Try selecting groups of control points and pulling them away from the Lattice to stretch lumps and bumps out from the mesh. If you are familiar with the proportional edit tool, try that too - it works on Lattices just like it does on meshes.

Try doing the same exercise but increasing values in only the W direction. (U divides in the X direction, V divides the Y direction and W divides the Z direction). So, set the UVW to 2,2,4 and play with the control points again in Edit Mode. Select the two rows of control points around the centre of the Lattice and scale them up then Scale them down along Z-axis only. Try other transforms constrained on different axes for interesting, controlled results.

There are three different options for how the Lattice Modifier affects each UVW direction. These are Linear, Cardinal and B-Spline. All I can say is that B-Spline is the default and to find out what the difference is, press the buttons and see.

Examples

Some examples of a Lattice deforming a standard UV Sphere mesh (not smoothed)

Making it stick
To keep the mesh deformed permanently, you can select it and press the "APPLY" button in the Lattice Modifier panel. This "bakes" the mesh in the deformed position and disconnects it from the Lattice. The Lattice can then be deleted without the mesh returning to its original shape. This is useful if you are using the Lattice as a modelling tool rather than an animating tool.

Also, instead of deleting the Lattice, you can use it to immediately modify another mesh. Simply move the Lattice over the new mesh in Object Mode then apply the Lattice Modifier to the new mesh. If the Lattice is already in a deformed state, the mesh will immediately be deformed too. Press Apply again to "bake" that mesh and keep re-using the already deformed Lattice on as many other meshes as you wish for matching results.

[Noob Note: I found it interesting that you can even apply the lattice deformation to the original object again once baked, and it will deform even further.]

Animating a Lattice
Lattice animation uses a workflow almost identical to the RVK (Relative Vertex Key) workflow from Blender 2.37 and earlier. You don't need to know this but some people might find the information useful.

With your Lattice Modifer already added to your object, select the Lattice and press to tell Blender you wish to animate the Lattice. Choose "Lattice" from the pop-up list. This sets the basis key (undeformed state) for the Lattice.

Adding the basis key

In the Editing panel (F9), press the "Relative" button.

Set the keys to "Relative"

NOTE: The Slurph setting determines the delay, in frames, for how long it will take to morph from their former state to the one applied by the new lattice.

To set your first deform key, press I-Key and then "Lattice" again then enter Edit Mode. Deform the Lattice by scaling or moving control points then Tab back into Object Mode. If you open an Action Window now, you will see your first key, "Key 1", added to the list. If you press the small arrow at the top of the list, it will display the slider for that key.

Lattice key sliders in the Action Window [Noob note for blender 2.48a] In the action window, select "ShapeKey editor" in the dropdown "editing modes for this editor" (in the panel header)

To add more Lattice keys, for a variety of deform shapes, repeat the process: I-Key, Tab to Edit Mode, move control points, Tab back to Object Mode. Each time you exit edit mode, a new key will be added to the list in the Action Window.

Animating the Lattice uses the same process as animating Shape Keys for meshes.

If you want the object to begin undeformed, then set each key slider to zero on the first frame of the animation. Move through the frames, setting the sliders as you go to deform the Lattice as desired. You will often find you'll need to set a key before and after each deform key in order to control the rate at which deformations take place in the animation.

Setting keys in an animation

Noob note: I'm doing everything as described and get no keys in action window when exiting Edit mode... Any suggestions?

Noob note; Is it possible to create a keyframe using the object's mesh rather than applying a lattice?

Noobie note: What to press after I-Key? I'm not getting any keys in the action window, help please.

Another Noob: No keys here. I got something changing to IPO Curve Editor and choosing Shape in IPO Type

Noob note; Select Action Editor header->Shape Key Editor. Make sure you also selected Buttons Window->Editing (F9)->Relative Keys

Noob Tip: I am seeing a possible bug in 2.49 in which the key sliders will not appear on the Action Editor unless there is at least one window set to Action Editor when the keys are created. To reveal key sliders for keys that have already been created, save the file, re-open it, set one window to "Action Editor" set the window sub-type to "Shape Key Editor" then switch the Lattice "Relative" setting on and off (putting the cursor over the Action Editor window and hitting HOMEKEY will help locate the sliders). Or, by preference, make sure at least one window is set to "Action Editor" before creating the keys.

Noob note: I couldn't see the sliders either; then I scrolled up and there they were, off the visible portion of the window. However, I had by then change the window type a few times, so I can't rule out that that did something first.

Creating Shape Keys
We are going to animate the lattice using Shape Keys. Open a new Blender file, get rid of the default cube, and add a new UV Sphere with 32 segments and 32 rings. Then add a new Lattice and upscale it 2 times so it becomes visible. Scaling the lattice does not have any effect on shape of the sphere until the lattice is deformed. When adding new objects the 3D Cursor should be in the same spot (centering your cursor using is recommended). Consequently the sphere and the lattice will have the same center. Finally, select the sphere, add a Lattice modifier, and select previously created lattice as object.

For the sake of simplicity we will only deform the sphere by making it wider or narrower. To achieve this, we will need to give our lattice more vertices that can be tweaked by adjusting the UVW parameters. In the Lattice context set the W to 6. Also check the "Outside" checkbox to have vertices only on the edges of the lattice cube (again, for the sake of simplicity). ''Lattice parameters have to be set before adding any shape keys. You will not be able to change them later.''

Before deforming the lattice, add the "Basis" shape key:
 * 1) Select the lattice.
 * 2) Go to the Lattice Object Data context [[Image:Blender 2.78 Lattice Object Data button.png]] in the Properties window.
 * 3) Under Shape Keys press the "+" button and the "Basis" key will appear (note that the UVW parameters are grayed out now).

The "Basis" key represents our starting point (shape). When no others shape keys affect the shape of the lattice (their values are 0), its shape is only governed by the "Basis" key.

Now let's deform the sphere with additional shape keys to be able to animate the deformation later. The basic procedure is as follows:
 * 1) Have the lattice selected in Object Mode.
 * 2) Add a new shape key by clicking the "+" button once more. "Key 1" or similar should appear in the list. Naturally, you can rename the shape key by double-clicking on its name and entering a new one.
 * 3) Go to Edit Mode and deform the lattice to your liking. You are editing the shape key that is currently selected.
 * 4) Go back to Object Mode.

You have probably noticed that your shape keys appear to have no effect when back in Object Mode. This is because their values are set to 0 by default. To change how your sphere really looks, select a shape key you have previously defined in the Lattice context, and set the "Value" slider to, for example, 1. If you have multiple shape keys defined, you may also "mix" them by setting multiple shape key values to non-zero. There are two more things to note:
 * The "Basis" key does not have a value. It is a starting point after all.
 * In Edit Mode you edit shape keys one by one (separately). You could imagine that the value of the currently selected shape keys gets set to 1 and all other values are set to 0 while in Edit Mode.

In this example we will create only two shape keys (beside the "Basis") and perform two simple deformations on the lattice (which will consequently deform the sphere, since the Lattice modifier is active), which will result in a goblet-like shape. Create a new shape key "Key 1" before deforming the lattice further. This way you will edit the new key instead of the "Basis". Go to Edit Mode and switch to front orthographic view (keys and ). Use Border Select to select the top row of lattice vertices and upscale them in the XY plane (or non-Z directions, use  ). Go back to Object Mode, create shape key "Key 2" and, as shown before, downscale the second row of lattice vertices from the bottom. When back in Object Mode, you can set the value of both shape keys to 1 and observe the combined deformation of both keys. This will be our final shape in animation.

Note that there is no "Limit selection to visible" button in Edit Mode when editing a lattice. When using Border Select or similar tool, the vertices are selected even if they are not visible, so there is no need to switch to wireframe view to be able to select whole rows in the Front view.

Animating Shape Key Values
In previous steps we have created our objects, added a Lattice modifier, and defined the shape keys. This is all we need to proceed to shape key animation. The concept is very similar to animation of any other values. We will be, however, using one additional tool. Folow these steps to set up the interface you will need:
 * 1) Open a new Dope Sheet [[Image:Blender270DopeSheetIcon.png]] window or, even better, switch your screen layout to "Animation". Examples use the latter method.
 * 2) In the Object Mode of 3D View select the lattice object.
 * 3) Switch the context of the Dope Sheet window to "Shape Key Editor" using the box in the window's header. Your shape keys should show up in the Dope Sheet Summary.

Shape key values have grey background. This means they are not animated (yet). We will make the sphere deform from its original shape ("Base" key) to the goblet-like shape (influenced by "Key 1" and "Key 2"). Before going forward with examples, we will learn the basic keyframing procedure for shape key values.
 * 1) Set the frame number. Either position the green bar cursor in the Dope Sheet to the desired frame using, or use controls in the Timeline window [[Image:Blender270TimelineIcon.png]]. For more information about frames see Basic Animation.
 * 2) Change the shape key values in the Dope Sheet Summary either by pressing  and dragging, or clicking on the slider and typing the desired value. Notice that Blender inserts a keyframe for changed values as soon as you do (indicated by yellow diamonds in the Dope Sheet). Keyframed values should change their background colour to yellow (means that the value is keyframed in the currently selected frame) or green (means that the value is keyframed in some other frame).
 * 3) Once the keyframes are added, values of keyframed shape keys will be shown in the Graph Editor [[Image:Blender270GraphEditorIcon.png]] as well, allowing you to fine-tune them to your liking using F-Curves.

Alternative method is to insert keyframes in the Lattice Object Data context. Select a Shape Key and adjust its value using the slider below. Then the slider and select "Insert Keyframe".

Now let's animate the sphere using this procedure. Make sure you see the Shape Key Editor context of the Dope Sheet and have your lattice selected in Object Mode of the 3D View. Shape keys should be shown in the Dope Sheet Summary. Set your frame to 1. This is the first frame of our animation (indicated by the "Start" field in the Timeline). In the Dope Sheet Summary set both shape keys values to 0 (note the diamonds -- keyframes -- appearing). This means that in frame 1 our sphere will be shaped only by the "Basis" key. Go to frame 10 and set the value of "Key 1" to 1. The following will cause the top of our sphere to deform during frames from 1 to 10. Do not forget to insert a keyframe for "Key 2" (value 0) at frame 10. To do this just set the value to 0 again or → Insert Keyframe. Dope Sheet should show an orange line connecting the two diamonds, showing that values in these keyframes are the same (nothing is happening with this shape key). If you do not add this keyframe, the bottom will start deforming at the beginning of the animation. Meanwhile you may use the mouse wheel or drag the ends (dots) of the sliders in the Dope Sheet and Graph Editor windows to zoom in the view. Go to frame 20 and set the value of "Key 2" to 1. Similarly, this will cause the bottom of the sphere to deform during frames from 10 to 20 while the top is already deformed. Finally, set the "End" field in the Timeline to 30, which will stop our animation at frame 30. Feel free to play your new animation using controls in the Timeline. Also feel free to add additional keyframes and tune the transitions to your liking in the Graph Editor. In addition, you might want to try scaling, moving, and rotating the deformed lattice (the situation at frame 30 for instance) in Object Mode of the 3D View to see what happens to the sphere.

Let the fun begin!
Now you have your object safely locked away inside your Lattice, you can still animate the object itself, inside the Lattice!

Why would I animate the object too?
Take the case of the classic cartoon eyeball which is taller than it is wide. If you just stretched the sphere object itself, instead of using a Lattice to deform it, then you couldn't properly rotate the eyeballs to look up and down because the whole "egg-shaped" eyeball would rotate and end up lying on its front or back. The eyes would literally pop-out of the head.

Cartoon eyes: The stretched spheres don't rotate properly.

If, however, you use a Lattice to deform the basic sphere to make it into a tall "egg" shape, you can still select the eyeball itself and animate it within the Lattice. Now when you rotate the eyeball, it will look up and down but still maintain its deformed shape within the head.

Cartoon eyes: Spheres deformed with Lattice can still be rotated with good results.


text:
Trigonometry/Verifying Trigonometric Identities

To verify an identity means to prove that the equation is true by showing that both sides equal one another.

There is no set method that can be applied to verifying identities; there are, however, a few different ways to start based on the identity which is to be verified.

Trigonometric identities are used in both course texts and in real life applications to abbreviate trigonometric expressions. It is important to remember that merely verifying an identity or altering an expression is not an end in itself, but rather that identities are used to simplify expressions according to the task at hand. Trigonometric expressions can always be reduced to sines and cosines, which can be more manageable than other functions.

To verify an identity

 * 1) Always try to reduce the larger side first.
 * 2) Sometimes getting all trigonometric functions on one side can help.
 * 3) Remember to use and manipulate already existing identities. The Pythagorean identities are usually the most useful in simplifying.
 * 4) Remember to factor if needed.
 * 5) Whenever there is a squared trigonometric function such as $$\sin^2(t)$$, always use the Pythagorean identities, which deal with squared functions.
 * 6) Sometimes doing the reverse of the normal steps helps. For example, adding 1 in unique forms (such as $$\frac{\cos(t)}{\cos(t)}$$ can help simplify expressions by matching denominators and simplifying numerators.

Easy example $$\frac{1}{\cot(t)}=\frac{\sin(t)}{\cos(t)}$$

 * $$\frac{1}{\cot(t)}=\tan(t)$$, so $$\tan(t)=\frac{\sin(t)}{\cos(t)}$$

$$\tan(t)$$ is the same as $$\frac{\sin(t)}{\cos(t)}$$

and therefore the example can be rewritten as $$\frac{\sin(t)}{\cos(t)}=\frac{\sin(t)}{\cos(t)}$$

Identity verified


text:
Trigonometry/Trigonometric Unit Circle and Graph Reference

The Unit Circle

The unit circle is a commonly used tool in trigonometry because it helps the user to remember the special angles and their trigonometric functions. The unit circle is a circle drawn with its center at the origin of a graph(0,0), and with a radius of 1. All angles are measured starting from the x-axis in quadrant one and may go around the unit circle any number of degrees. Points on the outside of the circle that are in line with the terminal (ending) sides of the angles are very useful to know, as they give the trigonometric function of the angle through their coordinants. The format is (cos, sin).

Note that in trigonometry, an angle can be of any size, positive or negative. An angle larger than 360º means that you have gone round the circle more than once.


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Video Production/Using tmpeg

How to create Mpeg1 files with TmpegEnc: encoder. http://www.tmpgenc.net/e_download.html Download Tmpeg Enc  Some of this help file is taken from Save your project as a DV avi [which might be useful anyway if you archiving to DVD] And then Open the File in TMpegEnc - Load the Mpeg1 Pal Setting. See below for a visual interpretation. Problems and solutions. You get lines or fuzzyness in your final file...# This is caused by the fact that your original file is Interlaced. So          we need to put on a de-interlace filter. You can do that by clicking on Settings and then Advanced and ticking the De-Interlace box then OK. You get an error Message when Encoding from a DVavi For some reason my set up wouldn't work encoding DVavi straight away and I found this post on a forum which worked. In TMPGEnc, go to Options -> Environmental setting ... -> VFAPI plug-in Right click on the DirectShow entry, and select Higher Priority (you may have to do this a couple of times to get it to top            priority). Basically then it will use DirectShow to read AVI files, so it can use the Microsoft DV codec.

title: Video Production/Using tmpeg


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Talk:Muggles' Guide to Harry Potter/Major Events/Dumbledore's Death

"Event Details" & "Questions"
This section says that Dumbledore's portrait is not visable in the headmaster's office after his death when McGonagall takes his place as the new headmistress and is talking to Harry.

Perhaps i don't have the original first edition (although the publisher's info page inside the front cover says this is a first edition, however i'm not a book expert), but on page 584 of my copy of "the half-blood prince", it clearly says that Dumbledore's portrait is present alongside the other previous headmasters, showing him sleeping peacefully (i can quote the actual passage if it wouldn't be a violation of copyright...? can someone please advise, i'm not a copyright expert either)

 * "Only after he had drunk the green liquid in the cave did he refer to the Hogwarts Potions teacher as Snape."

This quote is not correct according to my book either, when they both Apparate back to Hogsmeade, and Dumbledore is weak, he tells Harry that he needs "Severus"

 * "Was the green liquid, not the locket, the Horecrux?"

how could it be considering the note Harry found in the locket?

-- Lee Carre 16:47, 15 July 2006 (UTC)

 * "Was the green liquid, not the locket, the Horecrux?"

 * No fool, the hrecrux is in the Black house, Sirius's brother is the only one who has initials that fit the ones on the fake horecrux. Also there is reference to an old locket that fits the description. Besides how would it be if harry didn't know how many horecruxes there were? Make the whole 7 horecruxes thig pointless wouldn't it? And yea it says that after harry comes into the office Dumblle's picture is there on the wall. —The preceding unsigned comment was added by 211.28.162.209 (talk • contribs) 07:54, 23 July 2006 (UTC)
 * Let us not descend to personal attacks, please. Lee does raise a valid question, though in fact it doesn't make sense for the Horcrux to be in the liquid; the liquid is a defence, and the Horcrux is almost certainly in whatever it is defending. And if this unknown R.A.B. did remove the locket, the green liquid must have regenerated itself...

I notice that alot of people seem to think that Albus Dumbledore's Portrait existed only after he died. But, on DISC #2 of the"SPECIAL" 2 Disc DVD SET of THE CHAMBER OF SECRETS allows you to take a tour of Dumbledore's office and private quarters. There you will find his own Portrait is sitting right next to his bed. In the portrait, Dumbledore is standing up & looking directly ahead.....DEFINITELY not sleeping..... (POP IN THE DVD AND CHK IT OUT).
 * The movies are not canon to the books.--76.179.136.31 15:04, 26 December 2006 (UTC)
 * This Wikibook is a reference to the books, not the movies. If someone wants to create a Wikibook that is a reference to the movies, they are welcome to do so; but I personally doubt that there are any institutions teaching courses on the Potter movies, while there are quite a few teaching on the Potter books – check the Votes For Deletion page for details, the list of universities teaching the Potter books is listed as support for retaining the text. Additionally, while a portrait of Dumbledore may be in his private quarters, there is none in his office; the book quite clearly states that it first appears in the office after his death, and that in the portrait he appears to be asleep, as are all the other past headmasters. Could anyone truly believe that a wizard as well-known and widely respected as Dumbledore would have only one portrait? Chazz 19:55, 12 February 2007 (UTC)


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Video Production/Windows media encoder tutorial

Windows Media Encoder - Creating small WMV files You will need to Install http://www.microsoft.com/windows/windowsmedia/9series/encoder/default.aspx Download Windows Media Encoder and install it - it has an installer so it           should be easy. Download http://www.clearertraining.org/clearertraining/wme/indyvideo.wme this file. It ends *.wme. This is a windows encoder template file.

How to do it. Open up Windows Media Encoder You may get a "New Session" box up on the screen. Click Cancel if you do. You need to open the *.WME file you downloaded from above in Windows Media Encoder. File > Open [ browse for file] You will get two error messages. This is ok, click ok, it's ok really. Click on the Properties icon on the tool bar at the top. To get the options displayed below. You want to tell it which file you want to encode, So Click the browse button next to the source box. Your source file should if possible be a dv avi that you might have saved out of premiere. It may also be an Xvid file if you have created one from a DVD. The better quality you start with the better it will end up. You also need to indicate where you want to save the new window media version of your file. To do this click on the output tab at the top of your options and Browse for a place to put it. That's it! It creates a relatively small file, One mintute is about one Megabyte in size. It's a bit fuzzy but waddya want for that kinda compression rate!


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Invertebrate Zoology/Metazoans

Metazoans
Metazoans is as name suggests. (Meta-beside or after: Zoon-animal) The most notable trait that sets metazoans apart from it's protozoan cousins is that these cells have learned to work together to form complex organisms capable of movement.

Metazoa is the taxological name for the "animal kingdom". Under Metazoa you will find every single furred, feathered, skinned, scaled creature that ever creepy crawled on the face of the Earth. This is where you are. Just know you are in the same Kingdom as the worm and the racoon, and that you have a city of cells that have done what so many could not. Now get moving.

title: Invertebrate Zoology/Metazoans


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User talk:58.168.141.198

Welcome
Hello and welcome to Orthopaedic Surgery! I am feeling pretty lonely here. Craig was here for some time but he seems to be busy these days. Thanks for the edits you made. It would be nice if you had a name. Why not sign up with a username? Please feel free to mail back to me. BDB 18:26, 15 July 2006 (UTC)

title: User talk:58.168.141.198


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User talk:Mickfuzz

Video
Hi, Mickfuzz. I left some suggestions and other comments on Talk:Video that might help you with your book. Please see the page if you haven't already done so. Best of luck on your project, hagindaz 18:32, 15 July 2006 (UTC)

Image copyright problem with Image:Subtitlefrom text pad.jpg
Thanks for uploading Image:Subtitlefrom text pad.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

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

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Az1568(Talk) 23:54, 17 January 2007 (UTC)

Subscribing to a Podcast in Democracy Player
I think that the above page and other similar pages you've created should be part of a book. It would be a good idea to create a "Podcast" book or similarly named and then rename the above page and others as "Podcast/pagename". Xania talk 22:12, 21 February 2007 (UTC)

Thanks. Xania talk 22:20, 21 February 2007 (UTC)

title: User talk:Mickfuzz


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Mirad/Print version

= Contents = If you have saved this file to your computer, click on a link in the contents to go to that section.

 * Basics
 * Word-building
 * Word Families
 * Grammar
 * Conversation Lessons

= What is Mirad? =

= Orthography and Pronunciation =

= Word-building =

= Word Families =

= Grammar =

= Conversation Lessons =

title: Mirad/Print version


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Invertebrate Zoology/Cnidaria

Cnidaria
These are beautifully dangerous animals. Almost every single one have one thing in common; they are all armed and potentially dangerous. Coral, jellyfish, and anemones are just a few examples of Cnidaria. As diverse as they are they are all equipped with nematocysts.

Nematocysts are tiny cells that inject toxins into the victims. This is how the gather food and ward off any intruders that should want harm. The burning that divers feel when they have a brush in with jellyfishes is due mostly to the toxins. There is only one jellyfish in the known world that cannot sting and has gone against the main stream theorys of Cnidaria, and it resides in an extremely poisonous lake in Palau. This is not to say it lacks the nematocysts rather that they are no longer functional.

There are four main groups to note when studying Cnidara. They are Anthozoa: true corals, Anemones, and sea pens; Cubozoa: box jellies with complex eyes and potent toxins; Hydrozoa: siphonophores, hydroids, fire corals, and many medusae; and Scyphozoa: real jellyfish. Not all of these animals are salt water creatures. Cnidaria is from the Greek word "cnidos," which means stinging nettle.

title: Invertebrate Zoology/Cnidaria


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History of Embrun/Under a new name/The Corporate Lumber Industry

< Back to Embrun from 1856-1867

The Two Embrun Corporations
In 1867, control of the lumber industry in Embrun reverted from government control to corporate control. On July 5th, 1867, the Embrun Lumber Company was formed and quickly started hiring the lumber workers. They purchased huge amounts of land south of Embrun. They made money very fast and grossly contributed to even greater prosperity in Embrun in the late 1860s.

However, the Embrun Lumber Company didn't treat its employees well. Employees were working for many hours from Monday to Saturday, even in the winter, and payed its employees ridiculously low amounts, knowing that many of its employees would not be able to find another job.

A group of disgruntled employees formed the Embrun Forestry Corporation in August 1867 (exact date not known). It offered employees much fairer work hours and higher paychecks. Numerous employees defected to the Embrun Forestry Corporation. The Embrun Forestry Corporation bought nearly every inch of forested land that the Embrun Lumber Company had not yet bought. A rivalry formed between the two companies.

The Embrun Lumber Company had much more land grants to forests than the Embrun Forestry Corporation. The Embrun Lumber Company owned four times more land than the Embrun Forestry Corporation. However, the Embrun Forestry Corporation was much more strategic. They only bought out land that contained high-value trees such as Oak, whereas the Embrun Lumber Company merely bought out forests not caring what the value of the trees where. Because of this, the Embrun Forestry Corporation had greater profits than the Embrun Lumber Company. This allowed the Embrun Lumber Company to offer more money to its employees. This caused even more Embrun Lumber Company employees to defect to the Embrun Forestry Corporation. By February 1868, the Embrun Forestry Corporation had 87% of Embrun's lumber workers.

The Embrun Forestry Corporation soon viewed the Embrun Lumber Company as an unworthy rival, so instead they started a minor rivalry with Casselman Forest Products Incorporated, the only other lumber company in the region. This created a rivalry between Embrun and Casselman that still exists in the eyes of some (although to a much smaller degree).

Since the employees were all defecting to the Embrun Forestry Corporation, the Embrun Lumber Company couldn't chop down as many trees in one month as the Embrun Forestry Corporation could in one day. Because of this, they went bankrupt in 1871. The Embrun Forestry Corporation purchased the Embrun Lumber Company, taking complete control of the Embrun Lumber Industry.

The Lumber War with Casselman
COMING SOON

Continue to Life in Embrun in 1883 ›


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Template:History of Embrun/TOC

Contents

 * Introduction
 * Saint Augustine-de-Catherine
 * The Start of the Settlement
 * Life in Saint Augustine-de-Catherine from 1845-1848
 * Saint Augustine-de-Catherine from 1848-1856
 * Under a new name
 * Life in Embrun in 1856
 * Embrun from 1856-1867
 * The Corporate Lumber Industry
 * Life in Embrun in 1883
 * Into a new century
 * Prosperity from 1900-1914
 * The Somber Period Starts
 * Stagnant Years
 * Recuperation
 * 2000 Onward
 * Expansion
 * Embrun in 2005
 * Power failure of December 1, 2006
 * Biographies
 * Louis Nèdère
 * Jonathan Smithson
 * Alice Francall
 * Appendices
 * List of neighborhoods in Embrun
 * List of roads in Embrun

title: Template:History of Embrun/TOC


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Template:Ada/Integer subtypes diagram

Integer subtypes diagram

title: Template:Ada/Integer subtypes diagram


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Novial/UIL Novial

Novial
In disi spesial parte me riska skisa novi interlingue kel me ha proba konstrukte per li base de vivo-longesal studio de diversi national lingues e per studio, komensat in 1903, del maxim bon projetes de artifisial lingues. Me ha trova ke li probleme es extremi komplexi, e non pove afekta relat chaki detale ye ha deskovra li maxim bon solutione. Men positione ha es li sientali ye non deklara proklamationes, ma kontru ye konstata argumentes vor unque me devia fro men presederes. A disis me deba, naturim, grandi debatu, et pro montro a me praktikal vies e negativim pro sekuo vietes kel ye men opinione vud dukte nus a non-pasajes. Me povud ha kontentisa me per kritika antei projetes e jeta kelki disperset novi propositiones, ma me pensa ke es plu valorosi ye montra qualim men idees fita kune kom integri totu. Me ha dunke dona sat nombre de spesimenes por ke li lektere forma idee del aspektos e suones del unesmi interlingue irgitem unque deskriptet da profesional linguiste. Mid novi tretes me pove mentiona li perfekti konkordo relat flekto inter substantives e pronomines, li uso del funde-forme de verbes in li perfekti tempus e pasive, li eliminatione de c e z, e li e/a/o vordes. Kelkes ek men sugestiones pove bli aksepta singlim e integrate en altri projetes, ma altres es talim intimim trikotat kune ke les mus bli prenda o refusa junktim.

Quankam me ha proba labora tam multim kam posibli sientialim, t.e. objektivim, non ha bli totim posibli exkluse individual gustes e preferos; men espero es ke ti kose kel unesmin pove aspekte desplesanti sal bli trova min talim ye plu proxim inspektione; tu, irgiman, ha es men propri experientie kun kelkes ek men formes. Relat kelki koses me ha hesita multim ante desise li forme proposit dislok, e me es totim komplesi aksepta kritiko e novi sugestiones: quankam, kom me ha dikte in Parte I, nus proximeska periode de konkordo pri li prinsipes de lingue-konstruktione, ti periode non ha ankore ariva, e interlinguistes mus dunke montra li maxim larji toleratione de mutun sistemes e provisorim agnoska alternativ formes, kel sal deve bli parproba in praktike ante ke li malis finalim sal bli sarkla. Me sal es felisi si on rekognisa ke me ha kontribu ye kelki mikri gradu por produkte li venko del general idee e por dona lun final forme al International Auxiliari Lingue del future.

In disi parte li sekuenti abreviationes ha bli usa: D = germanum (Deutsch). E = anglum. F = fransum. I = italianum. L = latinum. P = portugalanum. Po= polum. R = rusum. S = spanum. Sc= skandinavum.

Esp = esperanto. N = novial. Occ = occidental. Z = Zamenhof, t.e. esperanto.

adj = adjektive. adv = adverbe. sb = substantive. vb = verbe.

title: Novial/UIL Novial


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User talk:213.173.146.196

Welcome
Hello, and welcome to Wikibooks. If you sign up for an account, you will be able to rename pages. This is recommended over copy/pasting because it preserves the history of the page and pages aren't lost. Best of luck on your Wikibook --hagindaz 19:58, 15 July 2006 (UTC)

title: User talk:213.173.146.196


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Mass Media/Conglomerates

Please note that this article mainly discusses the modern American media landscape.

The Modern Media Landscape
The modern media industry (since about 1950 on)has been characterized by two paradoxical trends.

Media have trended toward conglomeration: One giant company owns several properties like movie studios, publishing houses, newspapers, radio stations, television stations and networks, and websites.

Media have also trended toward fragmentation: Where there were once four major television stations there are now hundreds, and while there used to be just a handful of major general interest magazines, there are now nearly a hundred in the same category. Not only that, but the number of categories has exploded. There are enthusiast magazines, websites, and TV stations that cater to every possible topic under the sun.

Conglomeration
Only a few large corporations own a disproportionate amount of media and entertainment outlets. This allows for cross-promotion and larger budgets, but critics think it can limit creativity and independent media.

Fragmentation
Instead of having just three TV networks like in the 1950s and 1960s, there are now hundreds of choices. Similarly, the number of magazines and radio stations have grown but each reaches fewer people, because they are highly targeted.

The Media Giants
While there are plenty of independent media outlets, a relatively small number of large corporations control the biggest and most profitable media vehicles in the country. Some of the properties listed below are not fully owned by these conglomerates but they have a significant or controlling interest.

-Viacom owns a huge variety of properties, especially in television. Their holdings include MTV and Comedy Central, VH1, Paramount Pictures, Nickelodeon, Simon & Schuster, Scribner, Infinity Radio stations, CBS networks, TNN, CMT, BET, exclusive transit advertising in major markets, and billboards across the country.

-General Electric is a far reaching company that does everything from jet engines and futuristic plastics to television shows. TGE owns all the NBC networks, A&E and History channels, IFC, Bravo, AMC, and WE networks. They also own several sports teams and venues like the New York Knicks and Rangers, and Madison Square Garden.

-Disney not only has a themepark empire and their movie studios, they also own Miramax, ESPN, ABC networks, Hyperion Books, Buena Vista and Touchstone Pictures, Soap Net, Radio Disney, and they own the Mighty Ducks and Anaheim Angels sports teams, Broadway productions like The Lion King, and magazines like Family Fun. They also own a town called Celebration, Florida.

-Time Warner has a multitude of divisions. Their properties include AOL and Netscape, moviefone and mapquest, and Winamp, DC Comics, Warner Brothers, New Line Cinema, Castle Rock Productions, CNN networks, E! and Style Networks, Cartoon Network, HBO and Cinemax, Turner Classic Movies and Court TV, Atlantic, Elektra, and Rhino recording labels, and magazines like Time, Golf, Popular Science, Real Simple, and Entertainment Weekly. They are also a major cable provider.

-Clear Channel owns many radio stations and billboards. In some markets they nearly have a monopoly on the local radio market.

-News Corporation is owned by Australian Rupert Murdoch. His North American properties include Fox networks, FX, National Geographic Channel, TV Guide, Twentieth Century Fox, the New York Post, several British tabloids. These media outlets, especially FOX News, have been accused of conservative bias.

-Vivendi Universal owns Houghton Mifflin textbook publisher, Universal Studios and themepark, USA, Sci-Fi, Canal + networks, Interscope, Geffen, Def Jam, Mercury, and Motown Records. They also own multiple properties in France.

-Sony not only makes electronics equipment, they own Columbia Pictures and Revolution Studios, Loews Movie Theaters, and own the Columbia, American Epic, and Sony recording labels.

-Liberty Media owns the Discovery Channel, QVC, Primedia magazine group (Seventeen), Hallmark Network, and hotel internet access.

The following corporations also have strong properties, although they are not quite as large as the previously mentioned companies.

-Martha Stewart Omnimedia owns all media properties that carry the Martha Stewart name, including her television shows and magazines like Martha Stewart Living and Everyday Food.

-Conde Nast owns many high profile magazines like Wired, Vogue, Gourmet, the New Yorker. They also own other properties like the City Business Journals.

-Hearst owns several newspapers and magazines like Cosmopolitan and Oprah's magazine.

-Wenner Media owns magazines like Men's Journal, Maxim, Stuff, The Week, and Rolling Stone.

title: Mass Media/Conglomerates


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User talk:HSTutorials

Algebra pages
Hello, and welcome to Wikibooks! Do you need the Algebra pages listed on Special:Lonelypages? Mark any pages you don't need for deletion by typing somewhere on the page. By the way, if you move OLPC - Algebra 1 in Simple English to Algebra 1 in Simple English (via the "move" link at the top of each page), you will be able to create an automatic backlink to the title page. Best of luck on your project, hagindaz 20:23, 15 July 2006 (UTC)

 * I've added your book to Mathematics bookshelf. Bookshelves are protected from new users in order to counter vandalism. You should be able to edit bookshelves in a few days. --hagindaz 00:25, 16 July 2006 (UTC)

Naming of algebra pages
I wouldn't put "OLPC" in the title, since that's not the only use for the works, and it's not relevant to the content. As hagindaz notes above, a move to "Algebra 1 in Simple English" would be helpful. Sj 14:08, 17 July 2006 (UTC)

I appreciate your point. It's not the only use for the book, but it is a very important reason why people might want to contribute to the project who normally don't contribute to Wikibooks (like myself).

I am primarily soliciting input from high school math teachers who will specifically be wanting to contribute to the textbook being designed for the One Laptop Per Child student population, so it really needs to be in the title.--HSTutorials 19:26, 17 July 2006 (UTC)

LaTeX Math in mediawiki
Hello, I noticed you said to write exponents in the form of 5^6.

There is actually a way to do that. You do $$ 5^6 $$

When editing. For example, the above does this: $$5^6$$.

That way, it works inside the wikibook and in the print book later on.

--Dragontamer 16:54, 12 November 2006 (UTC)

title: User talk:HSTutorials


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Cookbook:Coconut Rice (Nasi Lemak)

| Malaysian Cuisine

Ingredients

 * 6 cups (1450 ml) basmati rice
 * 7 cups (1680 ml) coconut milk
 * Salt
 * 1–2 pandan leaves tied in a knot (optional)
 * 2 in of fresh ginger root (optional)

Procedure

 * 1) Rinse the rice and set it aside.
 * 2) Meanwhile put the coconut milk on the stove, and add the salt.
 * 3) Add the rice, pandan leaves, and ginger. Let it simmer until the coconut milk evaporates.
 * 4) Cover it with lid and let it sit for about 15 minutes until it is well cooked.

title: Cookbook:Coconut Rice (Nasi Lemak)


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Talk:Bartending/Cocktails/Margarita

"Margarita" means "daisy" in *Spanish*, not in English ... and how is the definition of "daisy" relevant to discussion about a mixed drink?

margarita recipe
What if we use 30ml of tequila, 30 ml of orange liquer and 15ml of lime juice?

title: Talk:Bartending/Cocktails/Margarita


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Mass Media/Ethics of Media

Media Ethics
In the United States, Freedom of the Press is guaranteed by the First Amendment. This right is common in most healthy democracies - a free press is essential to criticize poor government policy. This is because in countries without this freedom, journalists who criticize the state can be jailed or even put to death. However this freedom does come at a cost, as there will always be those who abuse it.

The First Amendment is often cited to defend speech which is offensive. Indeed, many argue that that is what the First Amendment was designed to defend. By definition, inoffensive speech is in no danger of censorship; it is the offensive speech which must be protected. In John Milton's Aereopagitica, he argues that we must be tested by evil in order to be virtuous. Censorship, by removing the evil, prevents this. (In a similar vein, Benjamin Franklin wittily defends printers in his Apology for Printers )

Reliable media sources will not publish until there is confirmation by two or three sources. Less scrupulous media may publish rumors as fact, or even invent their own stories.

It is important to remember that the media is market-driven, to a large extent. This can affect content in many ways. "Media circuses" result from sensational stories that, while entertaining for the public, are often unimportant. Another example of this is that most editors will self-censor by refusing to publish photos of dead or injured soldiers during a war, to preemptively avoid of public outrage.

Advertising Ethics
Because advertising's intent is to persuade people to take some sort of action, much sensitivity revolves around the products, strategies, and tactics used to persuade. Advertising ethics is frequently a politically and emotionally charged topic both within the industry and among the general public.

A little known fact is that there are almost no national laws regarding advertising ; it is a self-regulated industry although the FCC does regulated the media through which advertising is communicated. Several bodies self-regulate including organizations that represent advertisers, advertising agencies, magazine publishers, film producers, TV and radio executives, as well as consumer and advocacy groups.

Deliberate dissemination of misinformation or false advertising is one of the few areas that is punishable by law depending upon the severity of the case. The tobacco industry in the early 20th century included testimonials from doctors, athletes, and opera singers who recommended a particular tobacco brand for its positive health effects. Some dieting products fall under this category.

Unethical audience targeting involves advertising a product to a group of the population that might be inappropriate. Fast food, soda, and tobacco companies have been accused of disproportionately targeting poor minorities in the ghetto where eating habits and healthcare are already severe problems. Targeting very expensive luxury or athletic apparel to these communities has also come under fire. Armed services advertising to poor and minority young people is also controversial, especially during wartime.

Advertising "vice" products like tobacco, alcohol, and increasingly fast food and unhealthy food products is questioned as to whether any of the products should be advertised at all. All three of these industries increasingly self-regulate where and how they advertise and who they target. State and local governments can regulate legal ages for consumption of tobacco and alcohol, and increasingly regulate schoolchildren's access to unhealthy food products.

Racial, gendered, and other stereotypical advertising has a history almost as old as advertising itself. Because advertisers generally have a short time to communicate their message, many use archetypes such as the busy soccer mom and the suited businessman to quickly communicate an idea. However, historically many of these archetypes have reflected the prejudices of the time. The use of negative racial and ethnic stereotypes to sell products, as well as portrayals that denigrate women and other groups is no longer considered appropriate. Many advertising icons have been criticized including Aunt Jemima, Uncle Ben, and Frito Bandito.

Direct to Consumer (DTC) pharmaceutical adverting is a newer phenomenon and has also attracted supporters and critics. Critics allege that this advertising can undermine the professional opinions of doctors while supportes say that it lets consumers know that there are medications that can improve their health conditions.

Tasteless advertising that portrays very sexual elements, nudity, anti-social behavior, or obscene language are sometimes criticized.

A common complaint is that advertising creates desires for products and services that consumers don't really need, creating a society that is never satisfied.

Copyright
Copyright law varies by jurisdiction. Generally copyright law in the United States protects material for the lifetime of the creator, plus 70 years.

title: Mass Media/Ethics of Media


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Talk:Introduction to Philosophical Logic

Some topics that would be very useful in this wikibook:

Competeness, computability, and the limitations of logic.

Questions of semantics (model theory)

Ontological concepts and how they impact logic

Logicism, Intuitionism, and Formalism

Logical Relativism

WolfVanZandt 22:05, 15 July 2006 (UTC)


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Hei.

Mei Neims Heinz.

title: User:...


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Talk:C Sharp Programming/Keywords/in

In can also be used for a parameter keyword as opposed to "out" or "ref"

title: Talk:C Sharp Programming/Keywords/in


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User:CodyM~enwikibooks

The sad thing is, in about 50 years you might start doin' some thinkin' on your own and by then you'll realize there are only two certainties in life.

'''Yeah? What're those?'''

''One, don't do that. Two -- you dropped a hundred and fifty grand on an education you coulda' picked up for a dollar fifty in late charges at the Public Library.''

Cody Allen Morley
I am a student at wikiU, i'm using it to supplement my current college education as well as my innate thirst for new knowledge.

It is my nigh unachieveable but ever worked for goal to amass one day the entire knowledge of the world.

Me.

My Courses
Introduction to Discrete Mathemeatics

Introduction to Programming in C

title: User:CodyM~enwikibooks


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Intermediate Algebra

This Intermediate Algebra textbook is designed as a chronological course to guide you through High School Algebra (sometimes called Algebra II in some locations). This textbook assumes you have completed Arithmetic and Algebra. Although not required, Intermediate Algebra is normally taken the year after Geometry.

Review of previous concepts

 * /Variables/
 * Real Numbers [[File:100%.svg]]
 * /Exponents/

First Degree Equations and Inequalities

 * Expressions [[File:100%.svg]]
 * Solving Equations [[File:100%.svg]]
 * Solving Word Problems [[Image:75%.svg]]
 * Absolute Value Equations [[File:100%.svg]]
 * Solving Inequalities [[File:100%.svg]]
 * Compound & Absolute Value Inequalities [[File:00%.svg]]
 * Chapter Test [[File:100%.svg]]
 * Chapter Test Answers [[File:100%.svg]]

Linear Functions

 * /Functions/
 * Linear Equations [[Image:75%.svg]]
 * /The Coordinate (Cartesian) Plane/
 * Slope [[Image:50%.svg]]
 * Writing Linear Equations [[File:00%.svg]]
 * (Optional) Scatter Plots [[File:00%.svg]]
 * Special Functions [[File:00%.svg]]
 * Graphing Inequalities [[File:00%.svg]]

Systems of Equations

 * Solving Systems of Equations By Graphing [[File:00%.svg]]
 * Algebraically Solving Systems of Equations [[Image:25%.svg]]
 * Systems of Inequalities [[File:00%.svg]]
 * Solving Systems of Equations In Three Variables [[File:00%.svg]]

Polynomials
/Polynomials/
 * /Binomial Theorem/
 * /Factoring Polynomials/

Algebra II
/Complex Numbers/

Conic Sections
Conic Sections

Rational Expressions and Equations
$$ y=\frac{1}{x} $$

This is a hyperbola with center at (0,0) and asymptotes are $$y=0$$ and $$x=0$$. The transverse axis is $$y=x$$.

Exponential and Logarithmic Relations
$$y=2^x$$
 * Exponential Functions
 * /Logarithms/

Authors

 * Jaden Mathos

title: Intermediate Algebra