text:
Constitution of India

Contents

 * /Preamble/
 * The Union and its territory
 * /Citizenship/
 * /Fundamental rights/
 * /Directive principles of state policy/
 * Fundamental duties
 * The Union
 * The Executive
 * Parliament
 * Legislative powers of the president
 * The Union judiciary
 * Comptroller and Auditor-General of India
 * The States
 * General
 * The Executive
 * The State Legislature
 * Legislative powers of the governer
 * The High courts in the States
 * Subordinate courts
 * The States in Part B of First Schedule
 * The Union territories
 * The Panchayats
 * The Municipalities
 * The Schedule and Tribal Areas
 * The relationship between the union and the states
 * The legislative relations
 * The administrative relations
 * Finance, property, contracts and suits
 * General
 * Borrowing
 * Property, contracts, rights, liabilities, obligations and suits
 * Rights to property
 * Trade, commerce and intercourse within the territory of India
 * Services under the union and the states
 * Services
 * Public Service Commissions
 * Tribunals
 * Elections
 * Special provisions relating to certain classes
 * Official language
 * Language of the union
 * Regional languages
 * Language of the Supreme court, High courts, etc.
 * Special directives
 * Emergency provisions
 * /Miscellaneous/
 * /Amendment/
 * Temporary, Transitional and Special Provisions
 * Short title, Commencement, Authoritative text in Hindi and Repeals

title: Constitution of India


text:
Mathematics for Chemistry/Tests and Exams

A possible final test with explanatory notes
This test was once used to monitor the broad learning of university chemists at the end of the 1st year and is intended to check, somewhat lightly, a range of skills in only 50 minutes. It contains a mixture of what are perceived to be both easy and difficult questions so as to give the marker a good idea of the student's algebra skills and even whether they can do the infamous integration by parts.

(1) Solve the following equation for $$x$$

$$x^2+2x-15 = 0$$

It factorises with 3 and 5 so : $$(x+5)(x-3) = 0$$ therefore the roots are -5 and +3, not 5 and -3!

(2) Solve the following equation for $$x$$

$$2x^2-6x -20 = 0$$

Divide by 2 and get $$x^2-3x -10 = 0$$.

This factorises with 2 and 5 so : $$(x-5)(x+2) = 0$$ therefore the roots are 5 and -2.

(3) Simplify

$$\ln w^6 - 4\ln w$$

Firstly $$6\ln w - 4\ln w $$ so it becomes $$2\ln w$$.

(4) What is

$$\log_{2} \frac 1 { 64}$$

64 = 8 x 8 so it also equals $$2^3 $$x$$ 2^3$$ i.e. $$\frac 1 { 64}$$ is $$2^{-6}$$, therefore the answer is -6.

(5) Multiply the two complex numbers

$$3+5i ~ {\rm and} ~ 3-5i$$

These are complex conjugates so they are $$3^2$$ minus $$i^2 $$x$$ 5^2$$ i.e. plus 25 so the total is 34.

(6) Multiply the two complex numbers

$$(5,-2) ~ {\mathrm and}  ~ (-5,-2)$$

The real part is -25 plus the $$4i^2$$. The cross terms make $$-10i$$ and $$+10i$$ so the imaginary part disappears.

(7) Differentiate with respect to $$x$$:

$$\frac 1 {3x^2}-3x^2$$

Answer: $$ ~- \frac 2 {3x^3}-6x$$

(8)  $$ \frac  6 {x^4} +3  x^3$$

Answer: $$ ~ 9 {x^2} - \frac  {24} {x^5} $$

(9)  $$ \frac{2}{\sqrt x} + 2 \sqrt x$$

Answer: $$ \frac 1 {\sqrt x} - \frac 1 {\sqrt {x^3}}$$

(10)  $$x^3 (  x - ( 2x + 3 ) (2x - 3) )$$

Expand out the difference of 2 squares first.....collect and multiply....then just differentiate term by term giving: $$ ~ 20x^4 -4x^3 + 27x^2$$

(11)  $$3x^3  \cos 3x$$

This needs the product rule.... Factor out the $$9x^2$$ .... $$ 9x^2( \cos 3x - x \sin 3x)$$

(12)  $$\ln ( 1 - x)^2$$

This could be a chain rule problem....... $$\frac 1 { ( 1 - x)^2}. 2 . (-1) . ( 1 - x )$$

or you could take the power 2 out of the log and go straight to the same answer with a shorter version of the chain rule to:$$- \frac 2 {( 1 - x)}$$.

(13) Perform the following integrations:

$$\int \left( 2 \cos^2 \theta + 2 \theta \right) {\rm d}\theta$$

$$\cos^2$$ must be converted to a double angle form as shown many times.... then all 3 bits are integrated giving .......

$$\cos \theta \sin \theta + \theta +  \theta^2$$

(14)  $$\int \left( 8 x^{-3} - \frac 4 x + \frac 8 {x^3} \right) {\rm d}x$$

Apart from $$ - \frac 4 x $$, which goes to $$\ln$$, this is straightforward polynomial integration. Also there is a nasty trap in that two terms can be telescoped to $$\frac {16} { x^3}$$.

$$-(\frac 8 {x^2} + 4 \ln x)$$

(15) What is the equation corresponding to the determinant:

$$\begin{vmatrix} b & \frac 1 {\sqrt 2} & 0\\ \frac 1 {\sqrt 2}& b & 1\\ 0 & 1 & b\\ \end{vmatrix} = 0$$

The first term is $$b(b^2-1)$$ the second $$-\frac 1 {\sqrt 2} (\frac b {\sqrt 2} - 0 )$$ and the 3rd term zero. This adds up to $$b^3 -3 /2 b$$.

(16) What is the general solution of the following differential equation:

$$\frac {{\rm d} \phi} { {\rm d} r} = \frac {\rm A} r$$

where A is a constant..

$$\theta = A \ln r + k$$.

(17) Integrate by parts: $$\int x \sin x {\rm d} x$$

Make $$x$$ the factor to be differentiated and apply the formula, taking care with the signs... $$\sin x - x \cos x$$.

(18)The Maclaurin series for which function begins with these terms?

$$1 + x + x^2/  2! + x^3 / 3! + x^4/ 4! + \dots$$

It is $$e^x$$....

(19)Express

$$\frac {x-2} {(x-3)(x+4)}$$ as partial fractions.

It is ..... $$\frac 1 {7(x-3)} + \frac 6 {7(x+4)}$$

(20) What is $$2e^{i4\phi} - \cos 4 \phi$$ in terms of sin and cos

This is just Euler's equation..... $$2e^{i4\phi} = 2\cos 4 \phi - 2 i \sin 4 \phi$$

so one $$\cos 4 \phi$$ disappears to give ... $$\cos 4 \phi - 2 i \sin 4 \phi$$.

50 Minute Test II
(1) Simplify $$2\ln (1 / x^3) + 5\ln x$$

(2)What is $$\log_{10} \frac 1 { 10~000}$$

(3) Solve the following equation for $$t$$

$$t^2-3t-4 = 0$$

(4) Solve the following equation for $$w$$

$$w^2+4w-12 = 0$$

(5) Multiply the two complex numbers $$(-4,3) ~ {\rm and } (-5,2)$$

(6) Multiply the two complex numbers $$3+2i ~ {\rm and }  3-2i$$

(7) The Maclaurin series for which function begins with these terms?

$$x - x^3/ 6 + x^5 / 120 + \dots$$

(8) Differentiate with respect to $$x$$:

$$x^3 ( 2 - 3x )^2$$

(9) $$\frac {\sqrt x} 2 - \frac {\sqrt 3} {2 \sqrt x}$$

(10)$$x^4-3x^2+{\rm k}$$

where k is a constant.

(11) $$\frac 2 {3x^4}-{\rm A}x^4$$

where A is a constant.

(12)  $$3x^3 e^{3x}$$

(13)  $$\ln ( 2 - x)^3$$

(14) Perform the following integrations:

$$\int \left( 3 w^4 - 2 w^2 + \frac 6 {5 w^2} \right) {\rm d}w$$

(15)  $$\int  \left( 3 \cos \theta  + \theta \right) {\rm d}\theta$$

(16) What is the equation belonging to the determinant \begin{vmatrix} x & 0 & 0\\ 0 & x & i \\ 0 & i & x  \\ \end{vmatrix} = 0

(17) What is the general solution of the following differential equation:

$$\frac {{\rm d} y} { {\rm d} x} = k y$$

(18) Integrate by any appropriate method:

$$\int \left( \ln x  + \frac 4 x \right)  {\rm d} x$$

(19) Express $$\frac {x+1} {(x-2)(x+2)}$$

as partial fractions.

(20) What is $$2e^{i2\phi} + 2i \sin 2 \phi$$ in terms of sin and cos.

50 Minute Test III
(1) Solve the following equation for $$t$$

$$t^2-4t-12 = 0$$

(2) What is $$\log_{4} \frac 1 { 16}$$

(3) The Maclaurin series for which function begins with these terms?

$$1 - x^2/ 2 + x^4 / 24 + \dots $$ (4) Differentiate with respect to $$x$$:

$$\frac 5  {x^2} - 8 {x^4}$$

(5) $$\frac 4 {\sqrt x} - {\sqrt 2 x}$$

(6)  $$5 {\sqrt x} + \frac  6 {x^3  }$$

(7)  $$\frac 5 {x^3}-5x^3$$

(8)  $$x^2 (2x^2 - ( 5 + 2x ) (5 - 2x) )$$

(9)  $$2x^2  \sin x$$

(10) Multiply the two complex numbers $$(2,3) {\rm  and }  (2,-3)$$

(11) Multiply the two complex numbers $$3 -i {\rm  and } ~ -3 +i$$

(12) Perform the following integrations:

$$\int \left(  \frac 1 {3x} + \frac 1 {3x^2} -  5 x^{-6}  \right) {\rm d}x$$

(13)

$$\int \left( 6 x^{-2} + \frac 2 x - \frac 8 {x^2} \right) {\rm d}x$$

(14)  $$\int  \left( \cos^2 \theta + \theta \right) {\rm d}\theta$$

(15)  $$\int  \left( \sin^3 \theta \cos \theta + 2 \theta \right) {\rm d}\theta$$

(16) Integrate by parts: $$\int 2 x \cos x {\rm d} x$$

(17) What is the equation corresponding to the determinant:

$$\begin{vmatrix} x & -1 & 0\\ -1 & x & 0 \\ 0 & 0 & x  \\ \end{vmatrix} = 0$$

(18) Express $$\frac {x-1} {(x+3)(x-4)}$$ as partial fractions.

(19)What is the general solution of the following differential equation:

$$\frac {{\rm d} \theta} { {\rm d} r} = \frac { r} A$$

(20) What is $$e^{i2\phi} - 2i \sin 2 \phi$$ in terms of sin and cos.

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


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Template:Meteorology/TOC/Atmospheric Stability

 * 1) Atmospheric Stability


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Template:Meteorology/TOC/Air Pressure

 * 1) Air Pressure

title: Template:Meteorology/TOC/Air Pressure


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Template:Meteorology/TOC/Air Mass

 * 1) Air Mass

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Template:Meteorology/TOC/Circulation

 * 1) Circulation

title: Template:Meteorology/TOC/Circulation


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Template:Meteorology/TOC/Patterns

 * 1) Patterns

title: Template:Meteorology/TOC/Patterns


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Template:Meteorology/TOC/Thunderstorms

 * 1) Thunderstorms

title: Template:Meteorology/TOC/Thunderstorms


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Template:Meteorology/TOC/Tornadoes

 * 1) Tornadoes

title: Template:Meteorology/TOC/Tornadoes


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Template:Meteorology/TOC/Hurricanes

 * 1) Hurricanes

title: Template:Meteorology/TOC/Hurricanes


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Template:Meteorology/TOC/Pollution

 * 1) Pollution

title: Template:Meteorology/TOC/Pollution


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Template:Meteorology/TOC/Optics

 * 1) Optics

title: Template:Meteorology/TOC/Optics


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Adventist Youth Honors Answer Book/Stars/Constellations visible all night

Northern Hemisphere:
 * Ursa Minor
 * Ursa Major
 * Draco
 * Cepheus

Southern Hemisphere:
 * Octans
 * Mensa
 * Hydrus
 * Chameleon
 * Volans
 * Pavo
 * Musca

|


text:
User:Improv

Please see User:Improv for my main userpage on the English Wikipedia.

title: User:Improv


text:
Meteorology/Introduction to the Definitions

The defininitions of Meteorology can be confusing, mainly because people mess them up constantly and don't correct themselves. If you know these few definitions and can remember their differences, you can do anything you want with this subject, mainly because people will believe you more easily.

Weather
That's pretty easy to remember. But, it can also be confusing. Nothing limits the weather you talk about, so it can be the weather around you or your entire country. Perhaps half of the planet. Weather is what is happening now, or happened in the past, but only at one given moment.
 * Weather : The current state of the atmosphere at any time.

Meteorology
The technical term is the study of the atmosphere and its phenomena. This means that anything that happens with the weather: wind, rain, snow, sun, dew, frost, fog, etc. is open for study in Meteorology. When it is quite easy to become an expert in any one thing, it can be difficult to study weather and climate because everything is interconnected. If you want to study fog for example, you must know about condensation, dew point, vapor pressures, and atmospheric stability to say the least.
 * Meteorology : Simply stated: the study of weather and climate.

People often confuse meteorology with weather forecasting. They are not the same thing. According to [|Wikipedia], words ending in -logy are the study of something. Weather forecasters do not study the weather. They look at different sources of information and predict what it is going to do. Most of the time, now, computers predict it anyways, so they don't have to do much. Meteorology, in fact, is a science. It is the study of physics of the world. Forecasting is predicting which is not science and thusly, not meteorology.

Climate
Climate is the description of a location by its average weather history over time. No matter the length of time, climate is the average weather during that time. Of course, that can be temperature, rain fall, wind speed, dew points, etc. Climate ranges from being in depth and very descriptive to being as simple as the high and low temperatures for a given season of the year.
 * Climate : The description of a specific location by its weather history over a particular period of time.

Atmosphere

 * Atmosphere : Earth's gaseous envelope, extending upward from the surface. The top of the atmosphere is ill-defined, and often depends on the purpose, though strictly the boundary is that point at which Earth stops influencing the environment (be it the chemical environment or the electromagnetic environment depends on the application).

For meteorology, the atmosphere can be defined as the air and its properties in which weather and atmospheric phenomena occur. The atmosphere is divided into layers that have different properties: the troposphere and stratosphere being the most relevant for meteorology. The atmosphere is thin compared to Earth's radius. The stratopause, where the stratosphere ends and the mesosphere begins, located at an altitude of about 50-55 km. The Earth's diameter, for comparison, is 12,756.3 km (7,926.4 mi).

The diameter of a billiard ball is 5.715 cm. If the whole Earth were that size, how thick would the atmosphere be. Thin indeed!


text:
User:Tuxide

Soft redirect to my user page on the English Wikipedia.

title: User:Tuxide


text:
Croatian/Main Contents/Vocabulary

Common Words
Yes: Da

No: Ne

My name is...: Zovem se... (lit. I call myself), Ja sam... (lit. I am) or more rarely Ime mi je... (lit. My name is)

Water: Voda

Food: Hrana

I love you: Volim te

Next: Sljedeći

Fool: Budala, Glupan

Hello, hi: Zdravo (also means healthy), bok

Question Words
How?: Kako?

What?: Što?

Why?: Zašto? (lit. For what?)

When?: Kad? or Kada?

Where: Gdje?

Who?: Tko?

Which?: Koji?

Animals
See: Croatian/Main Contents/Level 1/Lesson 4

Months
Months in Croatian usually have names of actions or things used in that month.

Month: Mjesec (also means moon)

January: Siječanj (Sječa means cutting)

February: Veljača

March: Ožujak

April: Travanj (Trava means grass)

May: Svibanj' (Sviba'' means dog wood)

June: Lipanj (Lipa means linden tree)

July: Srpanj (Srp means sickle)

August: Kolovoz (Kolo means cart wheel and voz means ride)

September: Rujan (Ruj means sumach)

October: Listopad (list means leaf and pad means fall)

November: Studeni (Studeni means chilly)

December: Prosinac (Prositi means to beg)

Colors
Colors: Boje

Black: Crna

White: Bijela

Green: Zelena (Zelje'' means: cabbage)

Blue: Plava, more rarely modra

Red: Crvena

Yellow: Žuta

Pink: Ružičasta (Ruža means: rose)

Brown: Smeđa

Orange: Narančasta

Gray: Siva

Purple: Ljubičasta

Beige: bež

Dark blue: Tamnoplava

School
Pen: Kemijska olovka (lit. chemical pencil)

Pencil: Olovka

Book: Knjiga

Notebook: Bilježnica

Physics: Fizika

Math: Matematika

History: Povijest

English: Engleski jezik (lit = 'English language'; shorter: engleski)

Physical education: Tjelesni odgoj (shorter: tjelesni)

Biology: Biologija

Chemistry: Kemija

Geography: Zemljopis (lit. earth-description)

Informatics: Informatika

Teacher, professor: Učitelj, profesor

Pupil: Učenik

Pencil-box: Pernica

Family
Sister: Sestra

Brother: Brat

Mother: Majka (Majka is also used to say 'darling' or 'my love')

Father: Otac

Mom: Mama

Dad: Tata

Aunt: Teta, strina, Ujna

Uncle: Ujak

Uncle (in law): Tetak, stric

Cousin (female): Sestrična

Cousin (male): Bratić

Grandmother: Baba (Note: Calling other women by this name can be considered rude since it can also mean something like old hag. However, it is used daily in some parts of Croatia)

Grandma: Baka

Grandfather: Djed (Although the more informal way is Dida, as most children call their grandfather such)

Grandpa: Djedica (It's usually called just djed)

Seasons
Seasons: Godišnja doba (means: year ages)

Spring: Proljeće

Summer: Ljeto

Autumn: Jesen

Winter: Zima

Money
Money : Novac, pare

Bank-note : Novčanica

Coin : Kovanica (kovati means forging)

Croatian money

 * Kuna (0,14 of Euro, lit. marten)

 * Lipa (100 Lipa = 1 kuna lit. linden)

Body
See: Croatian/Main Contents/Level 1/Lesson 11

Food
See: Croatian/Main Contents/Level 1/Lesson 12

Plants
Willow : Vrba

Oak tree: Hrast (acorn : žir)

Beech : Bukva

Pine : Bor

Fir tree : Jela

Ash : Jasen

Verbs
Croatian/Main Contents/Level 1/Lesson 15

Adjectives
Nouns are never used instead (For example: Fox fur). Sweet: Slatko

Hot (temperature): vruće

Spicy: Ljuto

Cold: Hladno

Boring: Dosadno

Angry: Ljut

Cute, sweet: Slatko

Ugly: Ružno

Beautiful: Lijepo

Scary: Strašno

Simple: Jednostavno

Hard: Teško

Light: Lagano

Heavy: Teško

Dangerous: Opasno

Strict: Strog

Round: Okruglo

Fat: Debelo

Skinny: Mršavo

New: Novo

Old: Staro

Dead: Mrtvo

Alive: Živo

Expressions, Phrases
See: Croatian/Main Contents/Level 1/Lesson 16

Prepositions
With : S (or sa)

On : Na

Up : Gore

Down : Dolje

Left : Lijevo

Right : Desno

Under : ''Ispod

Over: Preko (can also mean "beyond"), but better is iznad (above)

Upon: Nad

Beneath: Pod

Above: Iznad

Onomatopoeia
Snap (with fingers): Puc

Small splash: Buć!

Sound door makes while being unlocked: Škljoc

Splash! Slap!: Pljus! (derived from pljuskati which means "to slap")

Thump! Hit!: Tres

Spit!: Pljuc!

Yawn!: Zijev! (derived from zijevati which means "to yawn")

Nock-nock: Kuc-kuc (derived from kucati which means "to knock")

Kaboom!: Bum!

Cough!: Kašlj! (derived from kašljati which means "to cough")

Munch: Žvak (derived from žvakati which means "to chew")

Animal sounds
Dog (Bark! Wuf!): Vau, Vau!

Cat (Miaow!): Mijau!

Rooster (Cock-a-doodle-doo!): Kukuriku!

Mouse (Squeak!): Ciju, ciju!

Frog (Ribbit!): Kre-kre!

Pidgeon (Chirp, Chirp!): Živ, živ!

Sheep (Baah!): Beee! or Meee!

Pig (Oink, oink!): Rok, rok!

Cow (Moo!): Muuu!

Duck (Quack, Quack!): Kva, kva!

<–– Back to contents page

title: Croatian/Main Contents/Vocabulary


text:
Talk:Croatian/Main Contents/Vocabulary

Untitled
Can somebody write how to spell each word?

-- In the Verbs section it shows: To look (for) : Tražiti => Pogledati? To search : Tražiti (Never use To look for) I was born in the states and aparently I speak a dialect of Croatian since my folks are from Dalmatia. I can't write the language (one of the reasons I want this book to succeed!).--Trahloc 19:32, 18 June 2006 (UTC)

Pronucation
There should be something about spelling. I mean, one word can have completely different meaning if it's pronounced wrong. For example, if you say "kada", it will mean "when", but when you say "kada" with an extended a (the first one) it will mean "bathtub".

title: Talk:Croatian/Main Contents/Vocabulary


text:
Croatian/Main Contents/Level 1/Lesson 4

Following is a list of Croatian words for animals with plural forms. Croatian word for animal is živòtinja (pl. živòtinje).

Animal related phrases
Next lesson

title: Croatian/Main Contents/Level 1/Lesson 4


text:
Croatian/Main Contents/Level 1/Lesson 11

Following is a list of Croatian words for body parts with plural forms. The Croatian word for body is tijelo (pl. tijela).

Humans
Nose: Nos, pl. nosevi

Ear: Uho, pl. uši (this is also plural of uš which means "lice")

Mouth: Usta (plural only {pluralia tantum})

Hair: Kosa (plural only {pluralia tantum})

Lips: Usna, pl. usne

Hips: kuk pl. kukovi, bok pl. bokovi

Hand, arm: Ruka, pl. ruke

Palm: Dlan, pl. dlanovi

Shoulder: Rame, pl. ramena

Face: lice, pl. lica

Nail: Nokat, pl. nokti

Finger: Prst, pl. prsti

Toe: Nožni prst (means : leg finger)

Scar: Ožiljak, pl. ožiljci

Bruise: Masnica or modrica (Note: derived from the word modro meaning "blue") pl. masnice, modrice

Tooth: Zub, pl. zubi

Foot: Stopalo, pl stopala

Animals
Animal hair: Dlaka, pl. dlake

Fur, pelt: Krzno, pl. krzna

Fang: Očnjak, pl. očnjaci

Wing: Krilo, pl krila

Leg: Noga, pl noge

Muzzle: Gubica, pl. gubice

Snout: Njuška, pl. njuške

Paw: Šapa, pl. šape

Pad (on paw): Jastučić (lit. small pillow), pl. jastučići

Tail: Rep, pl. repovi (can also mean ponytail)

Whisker: Brk (also means: moustache), pl. brkovi or brci

Claw: Pandža, pl. pandže

Next Lesson


text:
Croatian/Main Contents/Level 1/Lesson 12

Following is a list of Croatian words for food with plural forms. Croatian word for food is hrana.

Fruit
Fruits: Voće (plural only)

Apple: Jabuka

Pear: Kruška

Banana: Banana

Blueberry: Borovnica

Currants: Ribizla, pl. ribizle

Black currants: Crni ribizl, pl. crni ribizli

Raspberry: Malina

Apricot: Marelica

Peach: Breskva

Fig: Smokva

Grapes: Grožđe

Almond: Badem

Strawberry: Jagoda, pl. jagode

Cherry: Trešnja

Sour cherry: Višnja

Blackberry: Kupina

Pomegranate: Šipak

Pineapple: Ananas

Melon: Dinja

Quince: Dunja

Raisin: Grožđica

Watermelon: Lubenica

Kiwi: Kivi

Grapefruit: Grejp

Orange: Naranča

Vegetables
Vegetable: Povrće (pl. only)

Potato: Krumpir

Tomato: Rajčica

Aubergine, eggplant: Patlidžan

Courgettes, zucchini: Tikvice

Cucumber: Krastavac, pl. Krastavci

Mushrooms: Gljive, šampinjoni

Cauliflower: Karfiol, cvjetača

Broccoli: Brokula

Chard: Blitva

Pumpkin: Bundeva, buča

Celery: Celer

Garlic: Češnjak, bijeli luk

Brussels sprouts: Prokulica

Kale, savoy: Kelj

Beet, turnip: Repa

Kohlrabi: Koraba

Beans: Grah (it has only a singular form)

Green beans: Mahune (a singular form is mahuna, but it is almost never used)

Paprika: Paprika

Carrot: Mrkva

Onion: Luk

Leek: Poriluk

Peanuts: Kikiriki

Spinach: Špinat

Pea: Grašak

Corn, maize: Kukuruz

Hazelnut: Lješnjak

Walnut: Orah

Olive: Maslina

Parsley: Peršin

Radish: Rotkva

Lettuce: Salata

Meals and Drinks
Cheese: Sir

Meat: Meso

Soup: Juha

Bacon: Šunka

Butter: Maslac

Eggs: Jaja

Beer: Pivo

Bread: Kruh

Coffee: Kava

Juice: Sok

Tea: Čaj

Milk: Mlijeko

Fish: Riba

Meat
Beef: Govedina

Venison: Divljač, srnetina

Veal: Teletina

Fish and shelves
Fish: Riba

Shelve: Školjka

Trout: Pastrva

Mackerel: Skuša

Anchovy: Inćun

Mussels: Dagnje

Oysters: Kamenice

Sole: List

Cod-fish: Bakalar

Tuna: Tuna, tunj

Sardines: Sardina, srdela

Lobster: Jastog

Salmon: Losos

Prawn: Kozica, rak

Shrimp: Morski račić

Next Lesson


text:
User talk:89.172.58.225

Welcome!
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 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it. --Derbeth talk 18:51, 5 October 2006 (UTC)

Wikibook Survey
Hello Fellow Wikibookian:

Dr. Curt Bonk and I from Indiana University, Bloomington initiated a study related to Wikibooks in 2006. The result of our initial study reveals many interesting viewpoints that lead us to conduct a follow-up study related to the supports you have in the Wikibooks Website. As the note below indicates, Erik Moller, the Deputy Director of Wikimedia Foundation, is aware of our research and has endorsed it. Here is his message to you.

Dear Wikibookian,

Dr. Curt Bonk and Suthiporn Sajjapanroj from Indiana University and their colleagues from the University of Houston are in the midst of an important study of Wikibookians. They conducted a previous study of 80 Wikibookians in 2006 which will be published next month in the spring 2008 issue of the Journal of Interactive Online Learning (see http://www.ncolr.org/jiol/issues/). In their follow-up study, they are researching issues of Wikibookian identity, communities of practice in Wikibooks, and the overall apprenticeship and support structures that exist in the Wikibooks Website. Their current survey can be found at:

http://www.surveyshare.com/survey/take/?sid=64648

The Wikimedia Foundation supports efforts like this to understand and study our communities, and we invite you to participate in this survey. We appreciate any help you can lend to Dr. Bonk and his research team. Please note that this effort is separate from the Wikimedia Foundation cross-project survey that we will conduct in collaboration with UNU-Merit later this year.

Sincerely, Erik Möller Deputy Director, Wikimedia Foundation

The survey contains 50 questions and should take roughly 15-20 minutes to complete. All respondents will receive a one year free Pro membership in SurveyShare which is sponsoring this research. In addition, at the end of the survey, you will be asked if you want to be considered to win one of two 160 gig video iPods (a $349 value). Since we expect about 120 respondents, your odds are about 1 in 60 of winning one of these iPods.

We would like to thank you for your participation in this follow-up study. Once again, this new survey can be found at: http://www.surveyshare.com/survey/take/?sid=64648 (If you are unable to click on the link, just copy and paste it into your Web browser.)

All survey data will be collected anonymously on a secure server. Your survey responses will be kept confidential. We hope that this research will help those developing wikibooks and related e-book communities around the world. We promise to share the results. Any questions or problems can be sent to me at ssajjapa@indiana.edu.

Sincerely,

Suthiporn Sajjapanroj, Ph.D. candidate, Indiana University

title: User talk:89.172.58.225


text:
Croatian/Main Contents/Level 1/Lesson 15

Next Lesson


text:
User:Keaze~enwikibooks

I'm trying to expand Wikibooks about Croatian language.

title: User:Keaze~enwikibooks


text:
Meteorology/Makeup of the Atmosphere

The Atmosphere
The big blue wonder, filled with the air we breathe and pollution we create. As most everyone knows, we breathe in Oxygen. It's actually quite amazing that it is not the primary ingredient in the atmospheric mixture known as air, Nitrogen is instead. All kinds of gases make up the atmosphere, but a few stand out in our day to day lives, such as Oxygen, Carbon Dioxide, and Ozone.

You hear about Carbon Dioxide polluting the atmosphere on the news, in papers, in books, your parents, friends or teachers, but it isn't all bad. Carbon Dioxide is one of the gases that helps to keep our planet and us warm and not freeze to death. Of course, there is a bad side. Too much carbon dioxide will cause the earth to heat up and become too hot.

Ozone is a gas that most have heard of but don't know much about. Ozone, or O3, is Oxygen that has grouped into a group with three Oxygen atoms reather than the normal two. It helps us keep out harmful Ultra-Violet rays that could possibly burn our skin, cause cancer, or even cause death. Of course, most have heard of the "Ozone hole," but most don't realise that there is more than one hole and they are constantly growing. We will look into Ozone, the Ozone holes, and the problems it can cause later on.

Layers
Just from looking up, you wouldn't be able to tell that the atmosphere has layers. Indeed it does, just as a cake has layers of sometimes different flavours. These layers and the icing that holds them together are found almost exactly similarly in the atmosphere. Each of these layers provides a different purpose to our planet and weather. They will be discussed in depth more in the next section.

title: Meteorology/Makeup of the Atmosphere


text:
Romanian/Lesson 3

A Trip - O CĂLĂTORIE

 * Airport - Aeroport
 * Plane - Avion
 * Train - Tren
 * By car - Cu mașina
 * Arrivals - Sosiri
 * Departures - Plecări
 * Entrance - Intrare
 * Exit - Ieşire
 * To The Platforms - Spre peroane
 * Information desk - Birou de informaţii
 * Tickets - Bilete / Biletele la control (when you need to present the tickets)
 * Reservations - Rezervări
 * Smoker - Fumători
 * Nonsmoker - Nefumători
 * All Aboard - În vagoane
 * Sleeping car - Vagon de dormit
 * Eating - La masă
 * Baggage - Bagaj
 * Baggage-Porters - Hamali (de bagaje)

Ex: Where is the bus stop? - Unde este staţia de autobuz?
 * Registering (Checking) Baggage - Înregistrarea bagajelor
 * Underground (Subway) - Metroul
 * Coach (long-distance bus) - Autocarul
 * Bus-tram (streetcar) - Autobuz-Tramvai
 * Bus Stop - Staţie de autobuz
 * Request Stop - Staţie facultativă
 * Taxi - Taxi
 * Train - Tren
 * Railway station - Gară

Exercises/Exerciţii
A. Translate to Romanian. Traduceţi în română. 1. Where is the subway? 2. Where is the information desk? 3. Where is the bus stop? B. Traduceţi în engleză. 1. Bilete. 2. La masă. 3. În vagoane!

< Previous Lesson | Next Lesson >

title: Romanian/Lesson 3


text:
XForms/Bind

Motivation
There are three core concepts that you will learn in building XForms applications:
 * 1) The model is a tree of data elements
 * 2) The presentation is a tree of data elements
 * 3) To build your form, these two trees need to be wired together - this is called "binding"

Many of the exercises in this cookbook give examples of this binding. This process is a small example of how this can work. In practice there are many ways to bind the user interface to the model.

Screen Image
The screen image is similar to input programs from a prior example. This example has two input fields for a person's first and last name and two output controls.

Sample Program
     Input First Name:   Input Last Name:   Output First Name:  <xf:output bind="PersonSurName"> <xf:label>Output Last Name:</xf:label> </xf:output>

Discussion
Here are the two lines in the model that bind the data element paths to identifiers:

Note that bind uses nodeset, not ref to specify the path name to the leaf element in the instance document.

After this is done, each user interface element that inputs or outputs the data elements just adds the bind attribute:

We should also note that in this case there is a single input and a single output for each data element. This does not need to be the case. A single input can be bound to many outputs and an output could also depend on many inputs. An example of this would be using the "calculate" attribute of the bind statement.

Bind attributes
Here are the following attributes of the bind element and a short description of how they are used:

type

 * Associate an instance variable with a specific XML Schema data type
 * Extend or restrict schema type definitions

relevant

 * Enabling or disable controls based on the values of data elements in the model

required

 * Conditionally make fields required based on the values of data elements in the model

readonly

 * Disable editing of fields based on model data elements such as role

constraint

 * Create complex schema constraints between two or more data elements
 * Set the limits of minimum or maximum values of a node-set

calculate

 * Creating computational dependency among data elements
 * Compute the value of new data elements based on other data elements
 * Enable spread-sheet like calculations within XForms

title: XForms/Bind


text:
Cookbook:Sweet Italian Sausage Skillet

| Cuisine of Italy | Sausage

Ingredients

 * 2 cups (480 ml) rotini or other spiral pasta
 * 12 oz (330 g) sweet Italian sausage links
 * 14.5 oz (410 g) Italian-style stewed tomatoes
 * 14.5 oz (410 g) cut green Italian beans, drained
 * 2 tsp cooking oil
 * 6 oz (170 g) tomato paste
 * 1 cup (240 ml) chicken broth
 * 2 oz (55 g) shredded provolone or mozzarella

Procedure

 * 1) Cook pasta and drain.
 * 2) Meanwhile, brown sliced sausage in hot oil in large skillet for 5 minutes, then drain away the fat.
 * 3) Stir in undrained tomatoes, tomato paste, broth, and drained beans. Bring to boil, then reduce heat. Simmer, covered, 10 minutes.
 * 4) Stir in cooked pasta.
 * 5) Sprinkle with cheese.

title: Cookbook:Sweet Italian Sausage Skillet


text:
User:Itheon

Hello everybody
Korg Instruments

title: User:Itheon


text:
Muggles' Guide to Harry Potter/Characters/Marauders

Overview
The Marauders were four Hogwarts students in Gryffindor House starting the same year: Remus Lupin, Peter Pettigrew, Sirius Black, and James Potter. Like Fred and George Weasley, they excelled at getting into trouble and causing mayhem of the less harmful variety.

Prisoner of Azkaban
This book reveals the group's existence, although two members are already known separately. It was the Marauders who created the Marauder's Map that was given to Harry by Fred and George Weasley. Three members are reunited in the Shrieking Shack when Lupin and Black combine forces to unmask Pettigrew.

Black and Lupin explain the reason behind the group's nicknames. After discovering that Lupin was a werewolf, the remaining three secretly became Animagi to support their friend during his transformations. They adopted the nicknames Moony (Remus Lupin), Wormtail (Peter Pettigrew), Padfoot (Sirius Black), and Prongs (James Potter); the nicknames were derived from their altered shapes: a werewolf, a rat, a black dog, and a stag, respectively.

James Potter, of course, is dead at this point; however, when Harry Potter is called upon to produce a Patronus, it assumes the same shape as James' Animagus form. This prompts Professor Dumbledore to comment, "Make no mistake: Prongs rode again last night."

Goblet of Fire
Although two individual members appear in this book, as a group they do not play any role in this book.

Order of the Phoenix
In Snape's Pensieve, Harry sees a Marauders episode, one where his father acts rather cruelly towards Severus Snape. This disturbs Harry, damaging his opinion about his father and causing him to take risky measures to communicate with Sirius and Lupin about it.

With the death of Sirius occurring later in this book, there are two Marauders left alive.

Half-Blood Prince
Although the two remaining Marauders (Lupin and Pettigrew) appear in this book, they are on opposite sides of the battle lines and do not interact.

Deathly Hallows
Although the two Marauders are present in this book, they do not interact. We see Pettigrew in Malfoy Manor twice, the second time resulting in his death; and Lupin appears at The Burrow several times, Grimmauld Place once, and finally falls in the battle at Hogwarts.

Strengths
It is shown several times in flashbacks and memories that all four Marauders were skilled wizards. James was particularly good at duelling, as was Sirius; Remus was a good student and became a Prefect; Peter was more intelligent than he seemed. As a whole group, they were adept at causing magical mayhem.

All four were able to transform into animals and gained, through their wanderings, a huge knowledge of Hogwarts, Hogsmeade and the surroundings, putting them at a definite advantage.

Weaknesses
The Marauders are shown at several points to have a rather inflated opinion of themselves - indeed, in Snape's memories, they are shown in a rather negative light: attacking him with no warning after their Defence Against the Dark Arts OWL, and making fun of him and Lily on the train just before their first year.

Relationships with Other Characters
The Marauders seem to consider themselves somewhat a group apart. The one time we see them directly, they are largely discussing a test just past between themselves. When they do interact with others outside the group, it is primarily playing pranks on Severus Snape, though they do also speak briefly with Lily Evans on that occasion.

Analysis
In many ways, the Marauders - as children - as presented as the stereotypical "naughty child gang"ː they are pranksters; difficult to control; bully a child of their own age; yet they are intelligent enough to know not to cross too many lines, in the same vein as Fred and George.

This may be seen in comparison to the Trio's development at Hogwartsː none of them get into too much trouble, and even when they do so, it is often accidentally. We will note, however, that while the Marauders mostly come from advantageous backgrounds, Harry is from an abusive household and Ron is poorː this presents them with a disadvantage at the start, which they work through together. James and Sirius, at least, appear to have an easier ride from the start.

As adults, the Marauders are usually recalled positively by characters that knew them (with the obvious exception of Severus Snape). Dumbledore, Rosmerta, Fudge and Hagrid all have something nice to say about them. This may be wistful nostalgia on their part, of course, or just thinking of them once they had matured and graduated.

Questions

 * 1) How did the Marauders get away with so much and yet manage to stay at Hogwarts?
 * 2) Which Marauder is depicted as the most positive? Why?
 * 3) All four Marauders die during the course of the story. Why did the author do this, and why is it important to Harry's development?

Greater Picture
The Marauders throw a little light onto one of the key themes of the booksː friendship. They all play a part in their little group and show a definite strong bond. Of course, this eventually proves a detriment, as their friendship causes them to put too much trust in Wormtail, with tragic results. One can draw parallels between their friendship and that of the Trio.

It may be interesting to note that the Marauders die in reverse order. They are referred to almost exclusively as "Moony, Wormtail, Padfoot and Prongs" - and yet, in the other of their deaths, they are Prongs, Padfoot, Wormtail and Moony. This may, of course, be coincidence, but it is notable nonetheless.


text:
User:0-172~enwikibooks

This is my User Page in its early stages. I will come up with some content for it soon.

Date Joined: 5 October, 2006

title: User:0-172~enwikibooks


text:
User:EdBoy002

I'm writing a fantasy book.

Since that really isn't a book qualified in my opinion, I'll put it here. :)

title: User:EdBoy002


text:
User:EdBoy002/Origination

Contents

 * 1) Chapter 1
 * 2) Chapter 2

title: User:EdBoy002/Origination


text:
User:EdBoy002/Origination/Chapter 1

It began on a frigid Sunday evening, in a land filled with filthy bandits and filthier dictators. However, this particular outcrop of civilization (in a rather blunt sense of the word) harbored a lively farming family, who joyously lived with their two children. Although they were a very simple family, they were able to sufficiently keep up a good living with their enormous mass of land which sat quietly on the gorgeous countryside. Even better yet were the evenings, when the glowing pale moon shone brightly over the diminutive oak and pine trees gathered dejectedly across the plain, illuminating clearings like a search light. This fact, after all, was what gave the country the nickname of Moonlit Arena, and gathered people to vast, grassy clearings for the sole purpose of viewing the aforementioned moon over their heads, smiling upon them as if it was a face floating high into the sky, watching over them intently.

Marc, the first of the two brothers, was just leaving to gather crops from the acre of land behind the house. He was waiting for his brother to finally come out, but after 15 minutes he decided to approach it differently. “Ed!” He called loudly, tapping his foot in impatience. “Get out here, kid! We don’t have all day!”

“I’m coming, Marc! Just let me get the Guide, okay?” Ed called in reply, rushing upstairs to open a box which contained a small, leather-bound book. He put it in his pocket and went back downstairs to where Marc was waiting for him.

They walked out to the cornstalks and apple trees, and began picking out food. Ed found an apple hidden in the grass and ate it while they finished gathering. Dusk was coming quickly, so the boys took all of their findings and wheel-barrowed them inside. Unbeknownst to the brothers, a dark figure was constantly swooping around them ominously.

They arrived at the house about the same time as their parents did. When they went in, their parents were cleaning up a mess that apparently occurred when a bandit or two ransacked the living room. This wasn’t uncommon in the country, but where they lived it was still rather remote for robberies like these. Everything was in utter disorder. While Ed panicked, though, Marc helped his parents check what was missing from the room.

After a moderately extensive search, Ed’s mother approached him. “Nothing of real importance, dear. You can go to your room now,” she said gently. She then went back to the couch and had a nap.

Ed calmed himself slowly, and clamored up to his room while Marc unpacked the food in the kitchen.

Ed stuck to his room for the remainder of the day, and opened the book that was still in his pocket. He began flipping through it solemnly, like he did every day when he was tired. ''The guide’ll definitely comfort me. It always does, it always will,'' he thought subconsciously. I know it will.

title: User:EdBoy002/Origination/Chapter 1


text:
Wikijunior:The Elements/Solutions

=Solutions=

Solutions and Mixtures

Before we dive into solutions, let's separate solutions from other types of mixtures. Solutions are groups of molecules that are mixed up in a completely even distribution. Not the easiest way to say it. Scientists say that solutions are homogenous systems. Other types of mixtures can have a little higher concentration on one side of the liquid when compared to the other side. Solutions have an even concentration throughout the system. An example: Sugar in water vs. Sand in water. Sugar dissolves and is spread throughout the glass of water. The sand sinks to the bottom. The sugar-water could be considered a solution. The sand-water is a mixture. No matter how hard you stir, the sand will not disappear into the water the way the sugar will.

Can Anything Be In Solution?
Pretty much. Solutions can be solids dissolved in liquids. They could also be gases dissolved in liquids (such as carbonated water). There can also be gases in other gases and liquids in liquids. If you mix things up and they stay at an even distribution, it is a solution. You probably won't find people making solid-solid solutions in front of you. They start off as solid/gas/liquid-liquid solutions and then harden at room temperature. Alloys with all types of metals are good examples of a solid solution at room temperature. A simple solution is basically two substances that are combined, called the solute and the solvent. The solute is the substance to be dissolved (sugar). The solvent is the one doing the dissolving (water). As a rule of thumb, there is usually more solvent than solute.

Making Solutions
So what happens? How do you make that solution? Mix the two substances and stir. It's that simple. Science breaks it into three steps. When you read the steps, remember... Solute=Sugar, Solvent=Water, System=Glass.

1. The solute is placed in the solvent and the concentrated solute slowly breaks into pieces.

2. The molecules of the solvent begin to move out of the way and they make room for the molecules of the solute. Example: The water has to make room for the sugar molecules.

3. The solute and solvent interact with each other until the concentration of the two substances is equal throughout the system. The concentration of sugar in the water would be the same from a sample at the top, bottom, or middle of the glass.

Can Anything Change Solutions?
Sure. All sorts of things can change the concentrations of substances in solution. Scientists use the word solubility. Solubility is the ability of the solvent (water) to dissolve the solute (sugar). You may have already seen the effect of temperature in your classes. Usually when you heat up a solvent, it can dissolve more solid materials (sugar) and less gas (carbon dioxide). Next on the list of factors is pressure. When you increase the surrounding pressure, you can usually dissolve more gases in the liquid. Think about your soda can. They are able to keep the fizz inside because the contents of the can are under higher pressure. Last is the structure of the substances. Some things dissolve easier in one kind of substance than another. Sugar dissolves easily in water; oil does not. Water has a low solubility when it comes to oil.

title: Wikijunior:The Elements/Solutions


text:
Wikijunior:The Elements/Chlorine

What does it look, feel, taste, or smell like?

Chlorine as an element is a pale green, poisonous gas with a suffocating odor. Chlorine as a chemical cleaner (in a solution with water) is a liquid, which is colorless with little odor, and a distinctly chemical taste. Chlorine can cause a burning sensation on the skin.

How was it discovered?
Chlorine was discovered in 1774 by Swedish chemist Carl Wilhelm Scheele.

Where did its name come from?
Chlorine gets its name from the Greek word chloros, which means "pale green".

 Did You Know?
 * Rock salt was used as early as 3000 BC and brine as early as 6000 BC.
 * Chloride, the ionic form of Chlorine, is the most abundant dissolved substance in seawater.
 * Nearly all elements in the periodic table form binary chlorides.
 * Elemental chlorine is commercially produced from brine by electrolysis,

Where is it found?
In nature, chlorine is mostly found as chloride, the ionic form of chlorine. Chloride is very common in seawater as part of sodium chloride, the scientific name for salt. In a laboratory, chlorine gas can be generated by the rapid combination of a strong base and a strong acid, or by running electricity through a solution of table salt (which is NaCl, the most common salt in seawater and the best-known, and probably the most common, chlorine compound n the world.)

What are its uses?
Chlorine is commonly used to purify water so it is clean enough to bath in. Almost all public pools use chlorine as a cleaning chemical for water. Chlorinated water can be toxic at high concentrations. Chlorine as a gas is incredibly dangerous, and has been used as a chemical weapon. Chlorine is also used in bleaches.

Is it dangerous?
Yes, when chlorine is concentrated in a gaseous form, it is extremely toxic to humans, killing within minutes of exposure. The gas burns lungs when it is inhaled, and victims of inhalation most often die of a combination of asphyxiations and internal bleeding from damage to the airways.

title: Wikijunior:The Elements/Chlorine


text:
Wikijunior:The Elements/Copper

What does it look, feel, taste, or smell like?
Copper is a reddish-orange metal, one of only two metals (the other being gold) which has a color other than silver or gray. It tastes metallic, and feels like salt.

How was it discovered?
As early as 10,000 years ago, people found small deposits of native (pure) copper metal in the ground. This copper was then hammered and used to make weapons, tools and decorations. In Northern Iraq, a copper pendant was found that can be dated back to about 8700 B.C.

Where did its name come from?
Copper gets its name from the Latin word Cuprum, meaning from the island of Cyprus. In the Ancient Roman world (whose common language was Latin), most copper was mined in Cyprus.

 Did You Know?
 * Copper used to be the symbol for the Roman goddess Venus, to whom the island of Cyprus was sacred.
 * The Statue of Liberty contains 179,200 pounds (81.3 tonnes) of copper.
 * When a form of copper dissolves in water, the water turns blue.

Where is it found?
Copper can be found underground in the form of copper ore. The main copper ore producing countries are Chile, United States, Indonesia, Australia, Peru, Russia, Canada, China, Poland, Kazakhstan, Zambia, Zaire, and Mexico. Copper is usually obtained from the ores cuprite (CuO2), tenorite (CuO), malachite (CuCO3.Cu(OH)2), chalcocite (Cu2S), covellite (CuS), and bornite (Cu6FeS4).

What are its uses?
As copper is a great conductor of electricity it is used to make wires that carry electricity into homes, schools and businesses. In addition, copper is used to make locks, pipes, doorknobs, pots, bronze and jewelry. Most coins also contain copper, not just pennies (in fact pennies are now mostly zinc due to rising copper prices, but other coins are mostly still copper.)

Is it dangerous?
A little copper is necessary for many living things. However, copper in higher levels can be toxic if eaten.

title: Wikijunior:The Elements/Copper


text:
Wikijunior:The Elements/Fluorine

What does it look, feel, taste, or smell like?
Fluorine is usually a pale yellow gas. It has a pungent odor. It is far too dangerous to taste or feel.

How was it discovered?
Henri Moissan isolated pure fluorine in 1886. Many other scientists had unsuccessfully tried to isolate fluorine from hydrogen fluoride. In some cases they accidentally killed themselves by exposure to dangerous compounds. Moissan's successful method relied on electrolysis — using an electric voltage to convert fluoride ions to fluorine gas. He won the Nobel Prize in 1906 and died the next year at the age of 54.

Where did its name come from?
Fluorine gets its name from the Latin word fluere, which means "to flow". Fluorspar ores were used as fluxes, which help ores to flow during smelting. Fluorine was later found to be a present in fluorspar.  Did You Know?
 * Fluorine is the most reactive element.
 * Fluorine is the 13th most abundant element in the earth's crust.
 * Fluorspar ores can look either like emeralds or amethyst. Fluorine's atomic number is 9

Where is it found?
Fluorine is so reactive that it is not found in its elemental state. It is always found bonded to a different element. Some common minerals from which fluorine can be extracted include fluoroapatite, cryolite, and hornblende. There are currently no working mines in the US that produce fluoride ores. The last one closed in 1995, so fluorine is imported into the US.

What are its uses?
Fluorine is not used much in the elemental form because it is so reactive. One use is in rocket fuel, where elemental fluorine is used in place of oxygen to help fuels burn.

Fluoride, the ionic form of Fluorine, is put in toothpaste and sometimes in water to help prevent cavities in the teeth.

Teflon, the non stick material found in frying pans, is a polymer that is 75% fluorine by weight. The scientific name for Teflon is polytetrafluoroethene, or PTFE. This is a chain of carbon atoms with two fluorine atoms attached to each carbon atom.

Fluorine is used in hydrofluoric acid in industry. The acid is able to dissolve silicate-containing compounds such as glass and computer chips. Because of this it cannot be stored for a long time in glass containers. The acid is used for cleaning, purification, and etching.

Fluorine can react with uranium to produce uranium hexafluoride. This compound is then centrifuged to separate out the different isotopes of uranium. This is how enriched uranium is obtained.

A major use of fluorine was in the production of CFCs, the chemicals that lead to the ozone hole. These were once common in aerosols and cooling fluids, but have been banned in developed countries in accordance with the Montreal Protocol.

One of the more interesting compounds of fluorine is sulfur hexafluoride, a gas that, unlike most fluorine compounds, is safe to handle. It was long used as a propellant, a gas used to drive others in a spray. Unfortunately it is a strong greenhouse gas and is very limited in its possible uses.

Is it dangerous?

Fluorine gas is extremely poisonous. It can cause chemical burns on the skin. Hydrofluoric acid is very dangerous. It causes burns to the skin like sulfuric acid and other acids do, and is also easily absorbed into the skin. Once inside the body it causes damage to tissues and organs. Exposure of less than 2% of the body to concentrated hydrofluoric acid can be fatal. The small levels of fluoride ions in toothpaste and treated water are not dangerous, although slightly higher levels can cause unsightly (and permanent) mottling of the teeth.

Web Links
Webelements

The Discovery of Fluorine and Fluoride

Within Wikipedia
Fluorine

Henri Moissan

title: Wikijunior:The Elements/Fluorine


text:
Ruby Programming/ASCII

To us, a string such as " " looks like a series of letters with a space in the middle. To your computer, however, every String – in fact, everything – is a series of numbers.

ASCII
In our example, each character of the String " " is represented by a number between 0 and 127. For example, to the computer, the capital letter " " is encoded as the number 72, whereas the space is encoded as the number 32. The ASCII standard, originally developed for sending telegraphs, specifies what number is used to represent each character.

On most Unix-like operating systems, you can view the entire chart of ASCII codes by typing " " at the shell prompt. Wikipedia's page on ASCII also lists the ASCII codes. Using an ASCII chart, we discover that our string " " gets converted into the following series of ASCII codes.

H e   l   l   o   space  w   o   r   l   d 72 101 108 108 111 32     119 111 114 108 100

You can also determine the ASCII code of a character by using the  operator in Ruby 1.8.

puts ?H puts ?e puts ?l puts ?l puts ?o

The question-mark syntax no longer works in Ruby 1.9. Instead, use the ord method.

puts "H".ord puts "e".ord puts "l".ord puts "l".ord puts "o".ord

Notice that the output (below) of this program matches the ASCII codes for the " " part of " ".

$ hello-ascii.rb 72 101 108 108 111

To get the ASCII value for a space, we need to use its escape sequence. In fact, we can use any escape sequence with the  operator.

puts ?\s puts ?\t puts ?\b puts ?\a

As above in Ruby >= 1.9 use

instead.

The result: 32 9 8 7

Terminal emulators
You may not realize it, but so far, you've been running your Ruby programs inside of a program called a terminal emulator – such as the Microsoft Windows console, the Mac OS X Terminal application, a telnet client, rxvt, or  X Window System programs such as xterm.

When your Ruby program prints out the letter " ", it sends the ASCII code for " " (72) to the terminal emulator, which then draws an " ". When your Ruby program prints out a bell character, it sends a different ASCII code – ASCII code 7 – to the terminal emulator. In this case, the terminal emulator does not draw a symbol, but instead will typically beep or flash briefly. How each of the codes gets interpreted is largely determined by the ASCII standard.

Other character encodings
The ASCII standard is a type of character encoding. As mentioned above, ASCII only uses numbers 0 through 127 to define characters. There's a lot more characters than that in the world. Other character encoding systems – such as Latin-1, Shift_JIS, and the Unicode Transformation Format (UTF) – have been created to represent a wider variety of characters, including those found in languages such as Arabic, Hebrew, Chinese, and Japanese.

title: Ruby Programming/ASCII


text:
Adventist Youth Honors Answer Book/Arts and Crafts/Soap Craft (South Pacific Division)

1. What is soap and how is it made?
Soap is a natural fatty substance which has been reacted /mixed with lye.

4a What is a detergent?
A detergent is any type of cleaner which doesn't contain / have soap as its main ingredient.


text:
Adventist Youth Honors Answer Book/Arts and Crafts/Soap Craft (General Conference)

1. What ingredients are used to make soap?
Ingredients used to make soap are oil, alkali, glycerin, perfumes, dyes

2. What is the difference between soap and detergent?

 * A soap is a natural fatty substance (called fatty acids) which has been reacted with lye (sodium hydroxide).
 * A detergent is any type of cleaner which does not contain a soap as its main ingredient.

3. What causes the cleansing action of soap?
Soap is an excellent cleanser because of its ability to act as an emulsifier.

4. Write or tell a story about the history and origin of soap.
A soap like material found in clay cylinders during the excavation of ancient Babylon is evident that soap making was known as early as 2800B.C. Soap got its name according to an ancient Roman legend, from Mount Sapo where animals were sacrificed.

 * Early History
 * The earliest known use of a natural soap-like substance was the powder of the Reeta (Sapindus) nut, which was used by Indians since antiquity. Hindus in India were obliged to bathe at least once a day, every morning, in accordance with Ayurveda. Evidence of manufactured soap use are Babylonian clay cylinders dating from 2800 BC containing a soap-like substance. A formula for soap consisting of water, alkali and cassia oil was written on a Babylonian clay tablet around 2200 BC.

 * The Ebers papyrus (Egypt, 1550 BC) indicates that ancient Egyptians bathed regularly and combined animal and vegetable oils with alkaline salts to create a soap-like substance. Egyptian documents mention that a soap-like substance was used in the preparation of wool for weaving.

 * Roman History
 * It has been reported that a factory producing soap-like substances was found in the ruins of Pompeii (79 AD). However, this has proven to be a misinterpretation of the survival of some soapy mineral substance, probably soapstone at the Fullonica where it was used for dressing recently cleansed textiles. Unfortunately this error has been repeated widely and can be found in otherwise reputable texts on soap history. The ancient Romans were generally ignorant of soap's detergent properties, and made use of the strigil to scrape dirt and sweat from the body. The word "soap" (Latin sapo) appears first in a European language in Pliny the Elder's Historia Naturalis, which discusses the manufacture of soap from tallow and ashes, but the only use he mentions for it is as a pomade for hair; he mentions rather disapprovingly that among the Gauls and Germans men are likelier to use it than women.

 * A story encountered in some places claims that soap takes its name from a supposed "Mount Sapo" where ancient Romans sacrificed animals. Rain would send a mix of animal tallow and wood ash down the mountain and into the clay soil on the banks of the Tiber. Eventually, women noticed that it was easier to clean clothes with this "soap". The location of Mount Sapo is unknown, as is the source of the "ancient Roman legend" to which this tale is typically credited. In fact, the Latin word sapo simply means "soap"; it was borrowed from a Celtic or Germanic language, and is cognate with Latin sebum, "tallow", which appears in Pliny the Elder's account. Roman animal sacrifices usually burned only the bones and inedible entrails of the sacrificed animals; edible meat and fat from the sacrifices were taken by the humans rather than the gods. Animal sacrifices in the ancient world would not have included enough fat to make much soap. The legend about Mount Sapo is probably apocryphal.

 * Muslim History
 * True soaps made from vegetable oils (such as olive oil), aromatic oils (such as thyme oil) and Lye (al-Soda al-Kawia) were first produced by Muslim chemists in the medieval Islamic world. The formula for soap used since then hasn't changed. From the beginning of the 7th century, soap was produced in Nablus (West Bank, Palestine), Kufa (Iraq) and Basra (Iraq). Soaps, as we know them today, are descendants of historical Arabian Soaps. Arabian Soap was perfumed and colored, some of the soaps were liquid and others were hard. They also had special soap for shaving. It was sold for 3 Dirhams (0.3 Dinars) a piece in 981 AD. The Persian chemist Al-Razi wrote a manuscript on recipes for true soap. A recently discovered manuscript from the 13th century details more recipes for soap making; e.g. take some sesame oil, a sprinkle of potash, alkali and some lime, mix them all together and boil. When cooked, they are poured into molds and left to set, leaving hard soap.

 * In semi-modern times soap was made by mixing animal fats with lye. Because of the caustic lye, this was a dangerous procedure (perhaps more dangerous than any present-day home activities) which could result in serious chemical burns or even blindness. Before commercially-produced lye (sodium hydroxide) was commonplace, potash, potassium hydroxide, was produced at home for soap making from the ashes of a hardwood fire.

5. Name seven forms of soap.
Some forms of soap are medical soap, shaving soap, liquid soap, technical soap, toilet soap, complexion soap, mechanic's soap, anti-bacterial soap, dish soap, and hand soap.

6. What is scum?
Scum is the substance which results from the reaction of the hardness mineral in water with common household soaps. Evident as a bath tub ring or on shower doors.

7. Carve an object from a bar of soap.
Here are some pathfinder soap carvings for examples.

You can buy multipacks of soap at reasonable prices at large "warehouse" type stores such as Costco or Sam's Club, or at large retailers such as Target or Walmart. Ivory soap works pretty well for this, though you may wish to check that none of your Pathfinders are allergic to it before you buy it.

Start by tracing the design onto the bar of soap, etching the lines lightly into the soap with a pointed stick or the tip of a knife. Instruct your Pathfinders on knife safety before handing out the knives:
 * 1) Do not draw the knife towards yourself - cut away from your body.
 * 2) Pick up a knife by its handle
 * 3) Be aware that folding knives can close when under pressure.
 * 4) Offer a knife's handle to another person when handing it to another person.

Once the design is etched into the soap, begin removing the soap that does not belong there. Do not remove huge chunks all at once or the soap may break. You can also use the knife to drill holes in the soap.

8. Decorate a bar of soap for a gift.
Soap can be decorated by attaching ribbons with pins. You can also use pins to attach photos (crop them first), pictures cut from magazines, buttons, doilies, etc. Be creative! Pay attention to the colors of the materials you attach to the soap compared to the color of the soap itself. Soap need not be carved before decorating, but it may help to cut any lettering (such as the brand's logo) off before attaching pictures.

''If you have pictures to contribute, we'd love to add them to this chapter. Just click the 'talk' link at the top of the page!''

9. Make a scene out of whipped soap, using at least three colors.
Reuse the shavings left over from carving or use soap flakes. Add a little water and whip in a mixing bowl using either a whisk or an electric beater. When you have plenty of soap whipped up, spoon it into bowls and add food coloring (a different color for each bowl). Mix the coloring in until it is even.

Once you have all the colors you need, paint it onto a "canvas" with a regular artist's paintbrush. The canvas can be as simple as a paper plate or piece of construction paper.

If you have pictures to contribute, we'd love to add them.


text:
Erlang Programming/Terms

The basic unit of expressing a value in Erlang is the term. Terms are comprised of one of Erlang's simple or complex types.

Integers
Integer constants are written as numbers, optionally prefixed with a base and the octothorpe :

1> 2. 2 2> 16#ff. 255 3> 2#1011. 11

Erlang uses arbitrary-precision integers, which support integers with any number of digits.

Erlang also provides another syntactic shortcut: you can write an integer as the dollar sign and a character, and the value is the ASCII value of that character. This is of use when handling strings, as strings are typically represented in Erlang as lists of integers (see Strings, below).

Floats
Floats (floating-point numbers) are written as numbers with decimal places, optionally with an exponent separated from the number with the letter.

4> 1.2. 1.20000 5> 1.0. 1.00000 6> 2.0e-4. 2.00000e-4

Atoms
Atoms are named constants. Atoms begin with a lower-case letter and can contain letters, digits and the underscore character ; or they are quoted with single quotes.

1> ok. ok 2> 'OKAY'. 'OKAY' 3> this_is_an_atom. this_is_an_atom

The special atoms true and false represent boolean values.

Atoms are often used as the keys in key-value pairs, indicators of success and failure (e.g. ok and error) and to identify parts of a complicated structure for Pattern Matching.

Tuples
Tuples are terms composed of multiple values, and are of fixed length. Tuples are surrounded by braces ( and  ), and the elements of the tuple (any Erlang term, including tuples) are separated by commas.

1> {ok, 9}. {ok,9} 2> {true, {127, 0, 0, 1}}. {true,{127,0,0,1}} 3> {box, {width, 10}, {height, 35}}. {box, {width, 10}, {height, 35}}

The 3rd example shows something called a tagged tuple. Where possible use tagged tuples as they make it clear what the tuple is supposed to represent. Later on we will look at records which is just a shorthand for tagged tuples.

Lists
Lists are terms composed of multiple values, of varying length. Lists are surrounded by brackets ( and  ) and each member of the list (any Erlang term, including lists) separated with commas.

Lists can also be composed of a head and tail portion, separated by the vertical bar character :. The Tail can be any valid Erlang term, but is usually a list representing the members of the list after the head.

1> [one, two, three]. [one,two,three] 2> [1, 2|[3, 4, 5]]. [1,2,3,4,5] 3> [{key1, value1}, {key2, value2}]. [{key1,value1},{key2,value2}]

Lists in which the smallest possible tail is the empty list ([]) are known as well-formed lists.

Strings
Erlang has no separate string type. Strings are usually represented by lists of integers (and the string module of the standard library manipulates such lists). Each integer represents the ASCII (or other character set encoding) value of the character in the string. For convenience, a string of characters enclosed in double quotes is equivalent to a list of the numerical values of those characters.

1> "one". "one" 2> [$o, $n, $e]. "one" 3> $o. 111 4> $n. 110 5> $e. 101 6> [111, 110, 101]. "one"

The Erlang shell "guesses" whether a given list is a printable string and prints it that way for convenience.

Pids
A Pid or process id is a special type in Erlang. To see what one looks like you can get the pid of yourself with self.

1> self. <0.29.0>

Refs
A ref (or reference) is a term which is unique, even across Erlang nodes. You can create a new ref by calling erlang:make_ref. A reference is only used as a unique tag or identifier. An Erlang reference should not be confused with a reference in C/C++.

2> erlang:make_ref.
 * 1) Ref<0.0.0.41>

Other types
Erlang has other types, such as funs (closures), bit-strings, binaries (continuous blocks of arbitrary data) and ports (port identifiers), that will be covered in their appropriate sections.

title: Erlang Programming/Terms


text:
Talk:How to use a Motorola DVR/Bugs

In the section "Series recording does not work right...", the phrase "let it record shows you don't want" needs clarification. Something like "set the XXX to YYY" -- I can probably figure out what it means but I'm still left wondering if I'm guessing correctly. "Let" and "want" are not appropriate here. Perhaps even changing the word "shows" to "episodes" would make this a lot more clear and match the terminology used. In which case it really should say "set it to record all episodes". At least, this is what I assume it is supposed to mean. -- Abfackeln 06:53, 6 October 2006 (UTC)

Any update on this problem? I have 2 of the 4616 DVR's, and they BOTH have this series recording problem. I have tried all of the settings described above, and I still can't get all the episodes to record. The closest thing to 'perfect' is to set the episode type to 'New Episodes' only and then set the channel to 'All Channels'. This is close, but not perfect. Very frustrating!!!

http://forums.comcast.com/t5/TV-Service-and-Equipment/No-more-DVR-option-under-menu/td-p/820335 --71.205.113.109 (discuss) 08:14, 5 July 2011 (UTC)

title: Talk:How to use a Motorola DVR/Bugs


text:
Muggles' Guide to Harry Potter/Magic/Money

Overview
Wizarding money comes in three denominations: bronze Knuts, silver Sickles, and golden Galleons. There are 29 Knuts in one Sickle, and 17 Sickles make up a Galleon.

Extended Description
Wizarding money comes in coins only; there are no Galleon bills. As such, wizards have money pouches that they typically hang off their belts or under their robes rather than wallets. It is believed that the odd numbers of Knuts in a Sickle and Sickles in a Galleon is intended as a comment on British money before decimalization, with pounds, shillings, and pence being in an odd ratio to each other.

Analysis
There are a number of different calculations about the value of the individual pieces of Wizard currency. The author has stated in two separate books that a Galleon is worth about £3 or £5, and in an interview, that it is worth about £5. Internal evidence in the fourth and later books seems to match this. However, internal evidence in the first three books could suggest a value closer to £50 to £200 for the value of a Galleon.

In Harry Potter and the Philosopher's Stone, Hagrid instructs Harry to pay the owl 5 Knuts for his copy of the Daily Prophet. In Harry Potter and the Order of the Phoenix, Hermione pays an owl 1 Knut for the Prophet. If the price of the Prophet is in line with Muggle newspapers, that means that 1 Knut should be about £0.20 to £1.00 (the price of a newspaper being about £1.00 in 1991). This makes a Sickle worth somewhere between £5.80 and £30.00 and gives a Galleon a value of between £100 and £510.

It is also mentioned in Harry Potter and the Philosopher's Stone that Harry paid seven Galleons for his wand and that Ron was using his brother's old wand, the implication being that his family could not afford a new one. An expenditure of £35 (at £5 to the Galleon) is relatively small, but in retrospect does serve to indicate Ron's family's grinding poverty, which we also see in later books. Some have said that it would make more sense to have a wand, which is after all, usually a once-in-a-lifetime purchase, be valued at £350 to £1400. This would make it more likely that Ron's family could ill afford to buy a new wand for him, instead giving him Charlie's old wand. However, this is not necessary to the story and makes the Weasleys' lack of funds all the more striking.

In Harry Potter and the Goblet of Fire, Fred and George are selling Canary Cream tricks for 7 Sickles each. Based on the £50 to £200 per Galleon exchange rate, that would make the price of these £42 to £210 each. This is rather an excessive amount for a 15-second prank. If a Galleon is worth £5, though, then 7 Sickles would be about £2, a reasonable value for that joke. In Harry Potter and the Order of the Phoenix, the price of a butterbeer in the Hog's Head is given as 2 Sickles, which would be £12 to £60 a bottle by the pricing scheme in the first three books; at £5 to the Galleon, though, 2 Sickles would be about £0.60 ($1.20), a reasonable price.

In Harry Potter and the Goblet of Fire, Ron says he wished he had not purchased a dancing shamrock hat so that he might afford omnioculars for 10 Galleons. Harry purchases three sets of omnioculars for himself, Ron, and Hermione. If a Galleon were closer to £50-200, this purchase would be approximately £1,500 to 6,000. While Harry says Ron won't be getting a Christmas present for "about 10 years" this still seems to be an excessive amount to drop at once. Moreover, Ron implies he could have been able to afford it if he had not already bought the shamrock hat, which does not mesh with what we know of Ron's finances if the price is actually £500 to 2000 per omniocular set. On the other hand, if a Galleon was worth £5, Harry's purchase would be £150 – a bit more reasonable.

It is possible that the author simply had not worked out the conversion from wizarding to muggle money until time came to write the forewords of Quidditch Through the Ages and Magical Beasts and Where to Find Them, which came out after the first three books were written. It is also possible that the author, in writing those forewords, confused the values of the Sickle and the Galleon, as the apparent value of the Sickle in the first three books does tally with the stated value of the Galleon. It's certainly true that wizarding prices in the fourth and later books of the series match the values given in those two books, and the interview (with the exception of the price for The Daily Prophet). In any event, a value for the Galleon is explicitly given in the foreword to Fantastic Beasts and Where to Find Them, and that value seems to have been used for monetary conversions in all following books. One wonders if, having arbitrarily set the price of the Prophet as 5 Knuts in the first book, the author was at all concerned that this gave it a street value of £0.05 ($0.10). On the other hand, the use of magic will significantly distort the economy from what we muggles expect, because chattels can be created and changed to other chattels effectively at no economic cost. So it is entirely possible that the Prophet can still turn a profit at a cost of 5 Knuts (or even 1 Knut) an issue.

The difference in the price of the Daily Prophet between the first and fifth books can potentially be explained by means of information in Harry Potter and the Prisoner of Azkaban. In that book, Sirius Black, Harry's godfather admits to having sent Crookshanks to take the order of the Firebolt to the Owl Office, showing animals can do tasks like this in the wizarding world. This makes it possible that the owl that delivered the Prophet to Hagrid in the first book was a freelance owl belonging to no wizard and working for himself, and that the five Knuts was his courier fee, higher because of the need to deliver to a muggle address. Conversely, the same might apply to the owl who delivered the Prophet to Hermione. Being more likely to plan ahead, Hermione may have prepaid for a longer subscription to get a rate better than the single issue price, and the one Knut she paid was the owl's courier fee. In this case, the cost of the Prophet remains unknown; the one-Knut and five-Knut charges are delivery fee only, and the cost of the paper being delivered is unknown.

Questions

 * 1) What role does money have in the books, with particular reference to the Weasleys and the Malfoys?
 * 2) Are the Weasleys happier than Harry despite having less money?
 * 3) How does Harry view the money left to him by his parents in view of the years he has spent at the Dursleys?

Greater Picture
The economics of the Harry Potter universe are simpler than the Muggle world, and are also only vaguely defined, as is appropriate for the understanding of the intended audience for (at least) the first few books. It is apparently mostly a public sector economy with the Ministry of Magic the seemingly largest employer and supplier of services. However, the taxation, if any, to finance the Ministry is never mentioned.

Currency is based on precious metal coins minted by goblins requiring no fiduciary reserve. We learn late in the series that some materials, including food, cannot be produced by magic; we must assume that one of these materials is coinage. Gringotts Bank, which is run by goblins and arguably thus also acts as the mint, provides only two services that we see, the vault storage of valuables (mostly gold) and the exchange of Muggle money into wizard money. There is no apparent interest on deposits, and there seem to be no loans in the Muggle sense.

Although there is a wide variety of consumer goods available in Diagon Alley and Hogsmeade, there appear to be no factories or other large scale manufacturing capital in the Wizarding World. Products and goods are manufactured by individual artisans and small firms in a pre-industrial business model. With the use of magic the productivity of these artisans is sufficient to satisfy the demand of the Wizarding community. For example, Mr. Ollivander appears to work alone crafting fine wands. However, even working alone, indications are that he is able to provide wands for most of the 3,000 to 10,000 wizards in Britain. (We note that this is not an overwhelming number of wands to be producing. The top figure, 10,000 wizards, is based on the entering class at Hogwarts being 120 students, 30 in each of four houses, and thus 120 new wand-holders each year. If wands are replaced three times in the life of the wizard, that would be an average of 480 wands required per year, or roughly two per working day.)

Transportation and communication are regulated by the Ministry and in some cases owned and operated by the Ministry (such as the Floo Network, Knight Bus, and possibly the Hogwarts Express). However, most transportation and communication are accomplished by individuals without a public infrastructure. Examples include apparition (which is licensed due to associated risks when used by untutored wizards), Portkeys (also regulated due to the possibility for misuse), owl post and brooms.

Wealth and poverty are both plot themes in the Harry Potter universe, but how rich families (such as the Malfoys) became wealthy is not known with certainty (although it is likely that this wealth has been accumulated through centuries through inheritance). Most characters must work for a living, just like those in the Muggle world. Wages and salaries vary widely, and many characters are concerned about their finances. Underpaid workers, such as Mr. Weasley, struggle to support their families. Unemployable characters (such as Lupin) live marginal existences in poverty.

It is unknown how education at Hogwarts is financed, there is little mention made of tuition costs. The amount of control the Ministry seems to exert over Hogwarts in Harry Potter and the Order of the Phoenix could suggest financial support for school operations from the Ministry, but the very limited amount of control that the Ministry seems to exert on such things as appointment of the Headmaster ordinarily would argue against this. We note that students are responsible for the purchase of uniforms, books and class supplies, even if tuition is covered. Poorer families (such as the Weasleys) must buy second-hand to afford the expense. There is, we are told, some form of bursary available to the very poorest to enable them to attend Hogwarts; funds were made available to Tom Riddle, for instance. This appears to be done on a very informal basis, however, like much else in the Wizarding universe.


text:
Talk:C Programming/Preprocessor directives and macros

side effects
It seems that an small has appeared int the #define paragraph : int x = -10; int j = ABSOLUTE_VALUE( x++ );
 * 1) define ABSOLUTE_VALUE( x ) ( ((x) < 0) ? -(x) : (x) )

--> x = -8 and not -7 as said, because althought the x++ is expanded 3 times, it is executed only 2 in the flow.

Calculated Includes and X-Macros
I asked this on the wikipedia discussion page and it was suggested that it be brought up here.

There is no explanation of this in this page, and what are some real world examples of how to use it - instead of the simple: Is it possible to combine X-Macro capabilities with calculated includes? How would you do it?

 * I am surprised to learn that "calculated includes" are even possible.
 * Based on my reading of "Include Syntax", I was under the impression that "calculated includes" are not possible, since the documentation seems to say that macro names in the argument of the "#include" statement are not expanded.
 * However, I did a quick test and it seems that they are expanded; the compiler I'm using today does include a file whose actual name is set in a previous "#define" statement.
 * I've never seen "calculated includes" before. As far as I know there are no real-world examples of "calculated includes", but I would be surprised and delighted to learn something new. --DavidCary (discuss • contribs) 23:44, 13 August 2015 (UTC)

#define for autoincrementing variables
I am missing the preprocessor possibility, how to automaticly generate variables with incrementing "index", i.e. Var1, Var2, Var3, ... incrementing for every appearence of a special preprocessor directive. Finally the highest index can be used by a further directive. -- 91.96.72.228 (talk) 14:17, 27 February 2009 (UTC)

 * I'm not sure that's very relevant to this book. There's no built-in way to do what you ask, although __LINE__ combined with token pasting (##) can be used to get a similar effect in many cases.  If the book doesn't mention __LINE__ and __FILE__, it should. -- James Dennett (talk) 19:55, 28 February 2009 (UTC)

 * I hear that one can use the  macro to get an incrementing index in most popular compilers.
 * Some more details, and other approaches to incrementing or decrementing in the preprocessor:
 * "Use the c preprocessor to increment defines?"
 * "How can I generate unique values in the C preprocessor?"
 * "99 Bottles of Beer using the C Preprocessor"

 * However, most people -- including myself -- have never used the  symbol or other "preprocessor-incremented variable names".
 * See "Has anyone ever had a use for the __COUNTER__ pre-processor macro?"
 * It always seems that some other approach -- such as using __LINE__ and __FILE__, or using an array Var[1], Var[2], Var[3], or perhaps creating new variables at run-time with calloc (rather than at preprocessor time), etc. -- always ends up more generally useful. Perhaps the same will also be true in your case. --DavidCary (discuss • contribs) 03:04, 21 May 2011 (UTC)

preprocessor is a part of the compiler (?)
I think the wording here is a bit ambiguous: "The preprocessor is a part of the compiler which performs preliminary operations (conditionally compiling code, including files etc...) to your code before the compiler sees it." "Directives are handled by the preprocessor, which is either a separate program invoked by the compiler or part of the compiler itself."

Variadic Macros
Variadic Macros are missing. They are similar to variadic functions and are in the ISO standard since C99. See http://en.wikipedia.org/wiki/Variadic_macro

Simpler examples please
Examples in X macros, or example, should only focus in what an X macro is. My suggestion is: can be written with macros: may be generalized to Another generalization passing macro name Just fill with the explanation, it is based in the wikipedia article, explain why variadic macros are convenient. Test the macros and correct mistakes if any. And that's all to make it more simple. Not distract with complex examples. Other examples can be simplified too.


text:
Handbook of Genetic Counseling/FISH

FISH is a technique where you can identify minor changes in chromosomes with the help of fluorescent dyes called probes. These probes are highly sensitive to light. They bind with the specified target and emit signals under the fluorescent microscope and minor deletions and inversions translocations can be identified. This is widely used for prenatal diagnosis and preimplantation genetic diagnosis in identification of trisomies and other structural and numerical abnormalities.Each chromosomes has its own probe.

title: Handbook of Genetic Counseling/FISH


text:
User talk:Eloquence/bee

The name and the reference of this book needs to be changed to European History other than User:Eloquence/bee

title: User talk:Eloquence/bee


text:
Template:Horticulture/wikipedia

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

About this template
This is a test version of w:Template:Wmog, used to check the image before updating the wikipedia version (updated monthly to reflect the image on the main page of book Horticulture).

title: Template:Horticulture/wikipedia


text: Category:Book:Arithmetic

title: Category:Book:Arithmetic


text: Category:Book:Hiking in the Canadian Rockies


text:
Horticulture/Weeding Tools

There are many tools available for weeding.

 * Hand cultivators
 * ../Hoes/
 * ../Tillers/
 * Mechanical weeders
 * Dandelion pullers
 * Flame weeders
 * String trimmers

title: Horticulture/Weeding Tools


text:
Horticulture/Weed Profiles

The Weed Profiles in Horticulture provide detailed information about the life cycle and control of plants that often occur as garden weeds. Many plants are listed both as garden weeds and garden plants, since many weedy plants also happen to have good qualities as garden plants (it's really just a matter of personal preference).

 * Agrimony: ../Agrimonia/
 * Boxelder: ../Acer negundo/
 * Chinese Bittersweet: ../Celastrus orbiculatus/
 * Crabgrass: ../Digitaria/
 * Creeping woodsorrel: ../Oxalis corniculata/
 * Devil's Beggartick: ../Bidens frondosa/
 * Garlic Mustard: ../Alliaria petiolata/
 * Hairy Bittercress: ../Cardamine hirsuta/
 * Mugwort: ../Artemisia vulgaris/
 * Tree of Heaven: ../Ailanthus altissima/
 * Mouse-ear Chickweed ../Cerastium vulgatum/
 * Corn Speedwell ../Veronica arvensis/

title: Horticulture/Weed Profiles


text:
Template:Plantprof

To start a new plant profile page, add to the page, then save. The included templates and  should never be substituted.

/Templates/Profiles Introductory notes go here: common names, general type, native and adopted range, reasons grown, etc.

Description
Physical description of the plant.

Growing conditions
Sun, soil, etc.

Varieties
General discussion or bulleted list.

Uses
Ornamental uses, food crop, material use (lumber, cut flower), etc.

Maintenance
Discuss any special maintenance concerns, such as pruning, transplanting, monitoring, etc.

Propagation
Discuss propagation.

Harvesting
Discuss harvesting and storage.

Pests and diseases
Discuss pests and diseases.

title: Template:Plantprof


text:
Horticulture/Fragaria x ananassa

Garden Strawberry (Fragaria x ananassa and related cultivars) is the most common variety of strawberry cultivated worldwide. Like all strawberries, it is in the family Rosaceae; its fruit is more technically known as an accessory fruit, in that the fleshy part is derived not from the plant's ovaries (achenes) but from the peg at the bottom of the bowl-shaped hypanthium that holds the ovaries.

The Garden Strawberry originated in Europe in the early 18th century, and represents the accidental cross of Fragaria virginiana from eastern North America, which was noted for its fine flavor, and Fragaria chiloensis from Chile and noted for its large size.

Cultivars of Fragaria x ananassa have replaced in commercial production the Woodland Strawberry, which was the first strawberry species cultivated in the early 17th century.

Description
Strawberry plants are rosette-forming perennials which spread by thin runners (stolons). The leaves are trifoliate, dark green but paler and haired on the undersides, on long petioles emerging from the crowns. The flowers have yellow centers, with the 5 petals white or occasionally pink, borne underneath the foliage canopy. The fruits need no describing.

Strawberry varieties vary remarkably in fruit size, colour, flavour and shape, the degree of fertility, season of ripening, liability to disease and constitution of plant. Some vary in foliage, and some vary materially in the relative development of their sexual organs. In most cases the flowers appear hermaphroditic in structure, but function as either male or female.

Cultivation

Strawberries are most often grown in raised beds or containers, though they can also be grown in the field.

The bulk of modern commercial production uses the plasticulture system. In this method, raised beds are formed each year and covered with black plastic, which prevents weed growth and erosion, under which is run irrigation tubing. Plants, usually obtained from northern nurseries, are planted through holes punched in this covering. Runners are removed from the plants as they appear, to encourage the plants to put most of their energy into fruit development. At the end of the harvest season, the plastic is removed and the plants are plowed into the ground. Because strawberry plants more than a year or two old begin to decline in productivity and fruit quality, this system of replacing the plants each year allows for improved yields and more dense plantings. However, because it requires a longer growing season to allow for establishment of the plants each year, and because of the increased costs in terms of forming and covering the mounds and purchase plants each year, it is not always practical in all areas.

The other major method is to maintain the same plants from year to year. The runners of established plants should be allowed to root in the soil adjoining the plants, which should, therefore, be kept light and fine, or layered into small pots as for forcing. As soon as a few leaves are produced on each the secondary runners should be stopped. When the plants have become well-rooted they should at once be planted out. They do best in a rather strong loam, and should be kept tolerably moist. The ground should be trenched 50–100 cm deep, and supplied with plenty of manure, a good proportion of which should lie just below the roots, 25–30 cm from the surface. The plants may be put in on an average about 50–60 cm apart.

Varieties
Strawberries are often grouped according to their flowering habit. Traditionally, this has consisted of a division between "June-bearing" strawberries, which bear their fruit in the early summer and "Ever-bearing" strawberries, which often bear several crops of fruit throughout the season. More recently, research has shown that strawberries actually occur in three basic flowering habits: short day, long day, and day neutral. These refer to the day length sensitivity of the plant and the type of photoperiod which induces flower formation. Day neutral cultivars produce flowers regardless of the photoperiod. Most commercial strawberries are either short day or day neutral.

Uses
Strawberries are often used to flavor other foods, such as ice cream. Apart from its interest as a dessert fruit, the strawberry draws interest due to the peculiarities of its structure, its tendency towards variation, and the gardener's success in exploiting this tendency.

Maintenance
Most cultivars are somewhat self fertile, but good bee activity has been shown to improve pollination, which results in larger and better shaped berries. Commercial growers usually place beehives within range of the fields to increase bee populations.

The plantation should be renewed every second or third year, or less frequently if kept free of runners, if the old leaves are cut away after the fruit has been gathered, and if a good top-dressing of rotten dung or leaf mold is applied. A top-dressing of loam is beneficial if applied before the plants begin to grow in spring, but after that period they should not be disturbed during the summer either at root or at top. If the plants produce a large number of flower-scapes, each should, if fine large fruit is desired, have them reduced to about four of the strongest. The lowest blossoms on the scape will be found to produce the largest, earliest and best fruits. The fruit should not be gathered till it is quite ripe, and then, if possible, it should be quite dry, but not heated by the sun. Those intended for preserving are best taken without the stalk and the calyx.

A mulching of straw put between the rows in spring serves to keep the ground moist and the fruit clean, as well as to afford nourishment to the plants. Unless required, the runners are cut off early, in order to promote the swelling of the fruit. The plants are watered during dry weather after the fruit is set, and occasionally till it begins to colour. As soon as the fruit season is over, the runners are again removed, and the ground hoed and raked.

As the plants begin to set fruit, mulch with straw to prevent the fruits from touching the bare soil and to prevent soil being splashed onto the fruit during rain or irrigation.

Strawberries should be cut back to the crown following fruiting, especially if the leaves show signs of disease. They also benefit from being divided and having composts added to the soil.

Runners should be removed if they grow out of the row. These can be used to start new plants in a different row if desired.

Because the foliage of a strawberry patch will retain moisture at the soil surface, care must be taken not to overwater once fruit begins to ripen. An ill-timed rain can result in mold, rot, and slug damage.

Propagation
For purposes of both commercial and garden production, the plants are propagated from runners and generally distributed as either bare root plants or plugs. Cultivation follows one of two models, annual plasticulture or a perennial system of matted rows or mounds. A small amount of strawberries are also produced in greenhouses during the off season.

While rarely if ever done commercially, strawberries may also be propagated by seed, and a few seed propagated cultivars have been developed for home use. Seeds are acquired commercially or saved from fruit ripened early in the summer. They may at once be sown, either in a sheltered border outdoors or in pots, or better in March under glass, when they will produce fruits in June of the same year. The soil should be rich and light, and the seeds very slightly covered by sifting over them some leaf-mould or old decomposed cow dung. When the plants appear and have made five or six leaves, they are transplanted to where they are to remain for bearing. The seeds sown in pots may be helped on by gentle heat, and when the plants are large enough they are pricked out in fine rich soil, and in June transferred to the open ground for bearing.

Forcing for early transplant
The runners propagated for forcing are layered into 75 mm pots, filled with rich soil, and held firm by a piece of raffia, a peg or stone. If kept duly watered they will soon form independent plants. The earlier they are secured the better.

When firmly rooted they are removed and transferred into well-drained 150 mm pots, of strong well-enriched loam, the soil being rammed firmly into the pots, which are to be set in an open airy place. In severe frosts they should be covered with dry litter or bracken, but do not necessarily require to be placed under glass. They are moved into the forcing houses as required.

The main points to be kept in view in forcing strawberries are:
 * use strong stocky plants, the leaves of which have grown sturdily from being well exposed to light, and
 * grow them slowly until the fruit is set.

When they are first introduced into heat, the temperature should not exceed 8 °C to 10 °C, and air must be freely admitted; should the leaves appear to grow up thin and delicate, less fire heat and more air must be given, but an average temperature of 13 °C by day may be allowed and continued while the plants are in flower.

When the fruit is set the heat may be gradually increased, till at the ripening period it stands at 18 °C to 24 °C by sun heat. While the fruit is swelling the plants should never be allowed to get dry, but when it begins to colour no more water should be given than is absolutely requisite to keep the leaves from flagging. The plants should be removed from the house as soon as the crop is gathered. The forced plants properly hardened make first-rate outdoor plantations, and if put out early in summer, in good ground, will often produce a useful autumnal crop.

Harvest
Strawberries are ripe when fully red. They should be picked often, as the fruit quickly rots after ripening, and is highly susceptible to gray mold which can spread to other fruits or to the foliage.

After picking, strawberries should be either consumed quickly or frozen, as they are quite prone to molds once picked. If freezing, remove the calyx and stem and freeze fresh.

Fungal diseases
The most troublesome fungal pests are mildew and leaf spot. The former, like all mildews, attacks the leaves and spreads to the fruit, these being covered with the white mycelium. The fungus is identical with that causing mildew in hops (Sphaerotheca humuli), and its development is greatly furthered by exposure of its host to cold draughts or low night temperatures. Spraying the foliage with potassium sulfide (K2S) (mixed with water at a 1:40 ratio by volume) should hold it in check, but the plants should not be sprayed when the fruit is developing. The "leafspot" is caused by the fungus Sphaerella fragariae. The first symptom of this attack is the appearance of small, circular, white spots on the leaves, having a broad, definite, dark reddish margin.

On these spots a whitish mould develops, and this is followed later by the perfect form of the fungus, the fruits of which appear to the naked eye as small black spots seated on the white dead spot on the leaf. Potassium sulfide may be used as for the mildew, or, perhaps better, Bordeaux mixture. Some recommend cutting off the leaves after fruiting and turn the beds over so as to destroy the fungus in the leaves.

Arthropod pests
The grubs of the cockchafer (Meloloniha vulgaris) and the Rose chafer (Cetonia aurata) frequently feed upon the roots of the strawberry and do considerable damage, while the larvae of the Ghost Moth (Hepialus humuli) and garden swift moth behave in a similar way. The imago of Cetonia aurala also frequently damages the flowers of the strawberry by devouring their centres, and is often troublesome in this way in forcing-houses particularly. The carnivorous ground beetles, particularly Pterostichus nigra and Harpalus rufimanus, when the fruit is ripe attack it at night, returning to the soil in the daytime. They are to be caught by placing jars containing some attractive matter, such as meat and water, at intervals about the beds with their mouths sunk level with the surface of the soil. Millipedes also are often found in the ripe fruit, but occur mostly where the soil is very rich in organic matter and poor in lime.

Slugs and snails
Slugs and snails also snack on the fruit, as do birds. Slug pellets can be used to reduce their numbers, with child and animal safe versions available. Organic solutions to slug attacks include beer baiting.

Higher animal pests

 * Birds
 * Mice, rats, voles, and squirrels
 * White-tailed Deer
 * Rabbits

References and external links

 * F. ananassa data from GRIN Taxonomy Database
 * Growing Strawberries - University of Illinois

title: Horticulture/Fragaria x ananassa


text:
Talk:Horticulture/Fragaria x ananassa

Transwiki notes
Copied from Garden Strawberry 13:32, 6 October 2006 (UTC) using this revision.

title: Talk:Horticulture/Fragaria x ananassa


text:
Talk:Purported Ancient Worlds

This article should be renamed, since "proported" is not a word. --OinkOink 15:22, 6 October 2006 (UTC)

Can nothing be done?
Since the original creator invented "proported" because they were vaguely aware of the word "purported" can't the entry name be changed?

title: Talk:Purported Ancient Worlds


text:
Talk:Adventist Youth Honors Answer Book/Nature/Stars (North American Division)

The "coalsack" nebula is in the constellation Crux (the Southern Cross), not in Orion. Jim Thomas 15:46, 6 October 2006 (UTC)