text:
Piano/Types of Pianos

There are three primary types of pianos: Grand, Upright, and Electronic. These types are often resized and combined to incarnate other styles, such as the "Electric Baby Grand Piano", "Electric Upright Pianos", and "Baby Grand Piano".

Grand
Grands are the largest piano type, and frequently the most majestic (as well as expensive). Grand pianos are characterized by horizontal soundboards, which sometimes stretch up to 4 ft. (front to back). The soundboard is encased in a supportable opening platform that lifts upwards on the right. Dampers lie on top of the strings, adjacent to the hammers (also horizontal). The internal construction is braced with form-holders, usually made of wood, as well as the small equipped metal reinforcements. The casing is essentially "bottomless", allowing one to see the soundboard support base, also of reinforced wood, which technically acts as the base. Keys consist of wood coated in ivory, or sometimes pure ivory, depending on the piano's manufacturers and classification. The grand piano has the standard 88 keys. Most of these pianos have sheet music stands. A retractable cover slides over, or folds down on the keys.

Baby Grand
The baby grand piano, as the name implies, is essentially a smaller version of the regular grand piano. It has an 88-key set up, just like the regular grand does, but generally has a smaller soundboard and thus is not as loud as the regular grand.

Upright
Uprights are the most common type of acoustic piano and are a popular addition to a living room or parlor. The upright piano has been a favorite because it costs less, is more compact, and offers a warm sound. The soundboard is vertical, with strings that stretch downward and horizontal hammers and dampers. The hammers strike horizontally and are returned to resting position by springs, taking slightly longer than a grand piano's hammers (which are vertical and returned by the force of gravity). The support base of the soundboard is visible on the backside, as well as wooden reinforcements. Uprights usually cost less, depending on the model; however, some can exceed grands in total value. Although uprights often get depicted as inferior to the grand pianos, a five-foot upright can rival a typical grand in terms of tone quality and loudness. Like the grand, upright pianos vary in material construction.

Electric
Suitable for beginners or moving performers, electric pianos are usually the most affordable, and although they do not have the qualities of an acoustic, sound continues to improve for the high-end and mid-range instruments. They vary greatly in quality, some have hollow keys, while others try to replicate the feel and weight of acoustic keyboards. In addition to the features of an acoustic piano, electric pianos have a variety of sounds and settings such as organ, guitar, string, choir, and percussion. The numerous sounds on some keyboards make it virtually a portable band. Other pianos have limited functions, but this is better for someone who is trying to replicate an acoustic and save money. True electric pianos (compared to the plain keyboards) have a professional appearance and good materials (most consist largely of plastic), as well as touch-sensitive features and sometimes equipped frames. Most have connectors for pedals and computer interactive abilities. They never need to be tuned, and rapidly becoming more popular in modern bands. The electric piano also has the advantage of allowing the user to practice silently with headphones at times when doing so would otherwise disturb people. The few drawbacks include technological infancy and the requirement of a power supply.

title: Piano/Types of Pianos


text: Template:Spanish/Dialogue

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

title: Template:Spanish/Dialogue


text:
Talk:French/Archive 1

 * Discussion from this page and the Contents page combined and sorted by topic.
 * Discussion that is old and no longer relevant to the current state of the book.
 * November 2003 (conception) - February 2006 (reorganization)

Contents:
 * Sorted by Topic (Contents and cover discussion combined)
 * Unsorted Contents Page Discussion (Original)
 * Unsorted Main / Cover Page Discussion (Original)

=Sorted by Topic=

Cover / Main Page Discussion
All images (flags and view of Montréal) come from the french Wikipédia. I converted flags in PNG format and the photo in JPG. I also resized the flags of Belgium and Luxembourg. The comment of the photo come also from fr:. Traroth 11:55, 11 Nov 2003 (UTC)

I feel the flags don't look really professional. Some of them don't load up for me and it scrolls the "contents" link off the bottom of the page. May I suggest a map of the world with the French-speaking countries highlighted and named? That would better show the scope and worldwide utility of French.

Areas with French as the only language (ex. France) would be darkest, while places like Quebec with two official languages would be lighter, and so on (3-4 shades) to show the level of influence.

--Everlong 02:57, 21 Jun 2004 (UTC)

 * French in Quebec has just as much, if not more influence than in France though. --JulieADriver 02:59, 31 Mar 2005 (UTC)

Other languages and French articles
The Greek section should be moved to the Greek Wikibooks server, as this is the English Wikibooks server. --JulieADriver 02:59, 31 Mar 2005 (UTC)

picture
Well, description of the picture could be written in English ;p

 * Done. --JulieADriver 02:54, 31 Mar 2005 (UTC)

Flags
Can the flags be made to all be the same width?

French navigating
Hi, I'm wondering if it is a good idea to add the french equivalents to all the titles, such as Lesson/Leçon? I am going to proceed on pages that I have already worked on, please comment otherwise. Jonojet

Pronouncation
It would be absolutely wonderful if there were a guide to pronouncation accompanying each example. Perhaps also a chapter mentioning some basic pronouncation rules. I know that it isn't grammar but it is IMHO inevitable when learning a new language.

 * A native speaker speaking here. I agree considerably: a guide to orthography and pronunciation is sorely missing (how are English speakers to know the difference between patte et pâte, or how to pronounce /y/ and /2/ ?) Circeus 21:07, 7 Aug 2004 (UTC)

As a French student, I have to say I feel a bit let-down by this book...it really just reminds me more of a brief overview of grammar, as opposed to anything that could be considered a real book...

Pronounciation
Please provide a pronounciation guide for beginners, else I might be bold and provide one. E.g. J' habite a Paris => zshabi to pari., Je m' appelle John.=> zhu mapel john. Thanks.--Jondel 09:27, 16 October 2005 (UTC)

Well, there should be explained pronuncation of french letters, or letter sequences.. sblive, 3 Oct 2004

Sorry if I sound so inquisitive, my French is horrible and I want to fix it properly :) Dysprosia 09:03, 22 Aug 2003 (UTC)

General Requests and Improvement Ideas
Shouldn't this be called something different? Isn't this more a "travel guide" sort of thing? Is there going to be a more systematic French tutorial coming?

Standardisation (UK)/Standardization (US)
Hi, I was editing some lessons when I came across a subtlety in standardization, and it's not about how "standardisation" is supposed to be spelt. In many french textbooks written in english, any example of something in french is often written in italics. Perhaps we could adopt this practise as well? That would mean that it would be better to place emphasis in bold. Comments?Jonojet

tv5.org
Useful information on the French language can be found on the site of tv5 (www.tv5.org). http://www.tv5.org/TV5Site/lf/langue_francaise.php + Dictionnaire de langue francaise. , Dictionnaire de synonymes. , Conjugaisons. , Dictionnaire anglais/francais. , Dictionnaire francais/anglais. and lots more!

Some music
I think that can be a nice idea to add some "music", for example: the song used by the children to learn alphabet... And other song too... It's could seem "stupid" for adults but this "simple" songs "for children" can help to learn a foreign language... (Sorry for English mistakes, im French :P)

I have a few CDs of french lessons and some highschool exercises, I might flip through them and add the important stuff, of course with a list of the source. OMouse 1 Apr 2005

Vote for Restructure
I think it's really necessary that this book is structurally changed so that we can go more indepth and create a really meaningful resource for teaching this great language. Thereby I propose we re-structure the course element of this book, using the great, already written materials plus adding new ones. The proposed new structure (please feel free to comment, add or change) is at Proposal for a Restructure of French Wikibook. Please have a look and then comment, or, if necessary, we can vote.

Lessons Discussion
Well according to the main page, looks like we should use the Foreign language textbook template which is referencing the Spanish textbook as example. I just took it's chapter organisation for the french textbook :p -- Hashar 13:01, 22 Aug 2003 (UTC)

 * Perhaps there is a better organization than the Spanish one. We could start with these guidelines:
 * Don't use any vocabulary/grammar that hasn't been explained yet
 * Teach a useful topic each lesson
 * Don't make any lesson just grammar -- have a mixture of grammar, vocabulary, and examples.

 * Then we could have a spiral model where each lesson builds on the one before. For example, telling whether someone is late depends on the skills of asking questions, negative statements, and telling the time; telling the time depends on knowing numbers; knowing numbers depends on knowing what et means. As another example, perhaps the first lesson could introduce je and vous, a later lesson introduce tu, il, and elle, a later lesson introduce on, and so on. -- Mpt 01:37, 1 Apr 2004 (UTC)

What is the aim of lesson 13 ? What do you want inside ? Traroth 15:53, 18 Nov 2003 (UTC)

We must create exercises, we must not muck up the audio file matching
What is lacking here is practice exercises. I think there should be enough exercises ideally to have one new exercise page for every lesson page.

When we edit and change, everybody be careful not to make the french different from the audio file whenever possible. Add other examples outside of the block of spoken examples and when trying to make translations more direct, change the english to match the french, not the other way around. Also, lets all discuss our edits more than we actually edit, so these things can be tracked more easily Lotusduck 00:43, 4 November 2005 (UTC)lotusduck

Audio
I have a bit of spare time on my hands at the moment and am going to try to record audio to accompany the lessons. I'm not a native speaker, but hopefully it will be enough for this course. If it really annoys anyone, please change it! It would also be great if anyone could give me help with the dialogues involving male and female characters' voices. Thanks. Jonojet

future tense and culture
In chapter 11 and 13 I've added a bit on future tense and culture respectively. I assume that chapter 11 is a good enough time to introduce future tenses. And the culture lesson, I was tempted to blag most of the lesson from the Culture of France article. but i did something anyway. What do you think about lesson 14 then? I'd like to get involved more with this--Wonderfool 00:42, 5 Jan 2005 (UTC)

Beginners

 * Ca va? (perhaps have some material from la corps here, but it should be fairly early in the lessons)
 * Quelle heure est-il? - What's the time? (inc. 24 hour time)
 * Months and Days - Birthdays, Saints' days, seasons. (1st, 2nd, 3rd, etc.)
 * Je suis perdu! - I'm lost! (Asking where places are, directions)

Intermediate/Advanced
Can I please suggest some lesson subjects? (pinched from the Board of Studies, NSW, Australia).. ;) see for more info/ideas. Thanks! - 220.237.30.150 02:48, 25 September 2005 (UTC)
 * "Relationships" - do you get on with your family/friends, what kind of a friend are you, talk about your relationship with your petit(e) ami(e).
 * "School Life and Aspirations" - what kind of career do you want in the future, what are your favourite subjects and why, do you learn well from your profs, etc.
 * "Young Person's World" - pop culture, mass media, politics, what they think of fashion, if they have a part-time job.
 * "Leisure and Interests" - hobbies, leisure, past hobbies, technology, mobile/cell phones
 * "Daily Life/Lifestyles" - self explicatory, really.
 * "Controversial Issues" - again, fairly self explicatory.

Drastic Revision Needed
Bleh, I did more for this book in a few days than has been done in two years. :) Anyway, I would like your thoughts on the changes I made and your help in creating exercises.

Updates?
This book hasn't really been updated in content since 2003, with the only page receiving anything more than minor changes being lesson 13. Given the current state of the book, this should be fixed and a clear direction of the book outlined as soon as possible.

Naming

 * The naming policy should be standardized. The best way would be French/[Lessons,Appendices,etc]/[Title] recommended in the Naming Policy.
 * Lesson Names and Apendices should be renamed to descriptive titles, following the Naming Policy structure.

Book Structure

 * The book should follow the Foreign language textbook template, which is now the German Wikibook.
 * The Grammar reference should be one contained page, following the German Grammar format.
 * A header template should be made with links to major sections and added to every page, following to style of Template:HTBACTOC

Reorganizing the Lessons

 * The most important action to be done is to reorganize and redo all the lessons. I feel this is something that should be done collaborately.
 * 1) The new content arrangement for the lessons should first be finalized and agreed upon as soon as possible.
 * 2) The existing content should then be added to the respective sections of the new arrangement.
 * 3) Finally, new content should be created as needed.

Lesson Structure Proposals

 * There are three reasonable options for lesson structure:

01: German WikiBook
 * The lessons are desperately in need of thorough revision. There are simply too many grammar topics covered for a beginner to learn. Any one lesson in this book has more grammar than the First German Level, which is only used to give enough grammar for a basic *understanding of the structure of phrases and to learn the vocabulary. The first French level should be the same.
 * In the Second German Level, grammar has begun to be taught structurally, with technical rules of formation of verbs and sentences given. French lessons should follow this structure.
 * Serge's proposed lessons would go well with this system.

02: Japanese Wikibook
 * Maybe have a basic vocab-focused course and a separate grammar-intensive course, like the Japanese WikiBook? That way we would be able to keep the current lessons.

03: Those outlined by an anonymous user in Section 8 of the talk page.

Changes Already Done
--Hagindaz 03:53, 27 February 2006 (UTC)
 * Grammar organized.
 * Header template created and added to all pages.
 * Appendices organized.
 * Naming standardized.
 * Print versions created of lessons and grammar.

=Unsorted Contents Page Discussion=

General
I have a few CDs of french lessons and some highschool exercises, I might flip through them and add the important stuff, of course with a list of the source. OMouse 1 Apr 2005

Shouldn't this be called something different? Isn't this more a "travel guide" sort of thing? Is there going to be a more systematic French tutorial coming?

Well, there should be explained pronuncation of french letters, or letter sequences.. sblive, 3 Oct 2004

Sorry if I sound so inquisitive, my French is horrible and I want to fix it properly :) Dysprosia 09:03, 22 Aug 2003 (UTC)

Well according to the main page, looks like we should use the Foreign language textbook template which is referencing the Spanish textbook as example. I just took it's chapter organisation for the french textbook :p -- Hashar 13:01, 22 Aug 2003 (UTC)

 * Perhaps there is a better organization than the Spanish one. We could start with these guidelines:
 * Don't use any vocabulary/grammar that hasn't been explained yet
 * Teach a useful topic each lesson
 * Don't make any lesson just grammar -- have a mixture of grammar, vocabulary, and examples.

 * Then we could have a spiral model where each lesson builds on the one before. For example, telling whether someone is late depends on the skills of asking questions, negative statements, and telling the time; telling the time depends on knowing numbers; knowing numbers depends on knowing what et means. As another example, perhaps the first lesson could introduce je and vous, a later lesson introduce tu, il, and elle, a later lesson introduce on, and so on. -- Mpt 01:37, 1 Apr 2004 (UTC)

What is the aim of lesson 13 ? What do you want inside ? Traroth 15:53, 18 Nov 2003 (UTC)

Pronouncation
It would be absolutely wonderful if there were a guide to pronouncation accompanying each example. Perhaps also a chapter mentioning some basic pronouncation rules. I know that it isn't grammar but it is IMHO inevitable when learning a new language.

 * A native speaker speaking here. I agree considerably: a guide to orthography and pronunciation is sorely missing (how are English speakers to know the difference between patte et pâte, or how to pronounce /y/ and /2/ ?) Circeus 21:07, 7 Aug 2004 (UTC)

As a French student, I have to say I feel a bit let-down by this book...it really just reminds me more of a brief overview of grammar, as opposed to anything that could be considered a real book...

future tense and culture
In chapter 11 and 13 I've added a bit on future tense and culture respectively. I assume that chapter 11 is a good enough time to introduce future tenses. And the culture lesson, I was tempted to blag most of the lesson from the Culture of France article. but i did something anyway. What do you think about lesson 14 then? I'd like to get involved more with this--Wonderfool 00:42, 5 Jan 2005 (UTC)

Spreading out the grammar
Can I suggest something...we cut up the grammar majorly! There is FAR too much grammar in each lesson - for instance, a lesson to learn the past tenses is too hard - so can we create say, 3 levels (a la German wikibook) and have say about 10 lessons in each, with more vocabulary, more examples and more exercises? - Serge

Audio
I have a bit of spare time on my hands at the moment and am going to try to record audio to accompany the lessons. I'm not a native speaker, but hopefully it will be enough for this course. If it really annoys anyone, please change it! It would also be great if anyone could give me help with the dialogues involving male and female characters' voices. Thanks. Jonojet

Vote for Restructure
I think it's really necessary that this book is structurally changed so that we can go more indepth and create a really meaningful resource for teaching this great language. Thereby I propose we re-structure the course element of this book, using the great, already written materials plus adding new ones. The proposed new structure (please feel free to comment, add or change) is at Proposal for a Restructure of French Wikibook. Please have a look and then comment, or, if necessary, we can vote.

Beginners

 * Ca va? (perhaps have some material from la corps here, but it should be fairly early in the lessons)
 * Quelle heure est-il? - What's the time? (inc. 24 hour time)
 * Months and Days - Birthdays, Saints' days, seasons. (1st, 2nd, 3rd, etc.)
 * Je suis perdu! - I'm lost! (Asking where places are, directions)

Intermediate/Advanced
Can I please suggest some lesson subjects? (pinched from the Board of Studies, NSW, Australia).. ;) see for more info/ideas. Thanks! - 220.237.30.150 02:48, 25 September 2005 (UTC)
 * "Relationships" - do you get on with your family/friends, what kind of a friend are you, talk about your relationship with your petit(e) ami(e).
 * "School Life and Aspirations" - what kind of career do you want in the future, what are your favourite subjects and why, do you learn well from your profs, etc.
 * "Young Person's World" - pop culture, mass media, politics, what they think of fashion, if they have a part-time job.
 * "Leisure and Interests" - hobbies, leisure, past hobbies, technology, mobile/cell phones
 * "Daily Life/Lifestyles" - self explicatory, really.
 * "Controversial Issues" - again, fairly self explicatory.

Drastic Revision Needed
Bleh, I did more for this book in a few days than has been done in two years. :) Anyway, I would like your thoughts on the changes I made and your help in creating exercises.

Updates?
This book hasn't really been updated in content since 2003, with the only page receiving anything more than minor changes being lesson 13. Given the current state of the book, this should be fixed and a clear direction of the book outlined as soon as possible.

Naming

 * The naming policy should be standardized. The best way would be French/[Lessons,Appendices,etc]/[Title] recommended in the Naming Policy.
 * Lesson Names and Apendices should be renamed to descriptive titles, following the Naming Policy structure.

Book Structure

 * The book should follow the Foreign language textbook template, which is now the German Wikibook.
 * The Grammar reference should be one contained page, following the German Grammar format.
 * A header template should be made with links to major sections and added to every page, following to style of Template:HTBACTOC

Reorganizing the Lessons

 * The most important action to be done is to reorganize and redo all the lessons. I feel this is something that should be done collaborately.
 * 1) The new content arrangement for the lessons should first be finalized and agreed upon as soon as possible.
 * 2) The existing content should then be added to the respective sections of the new arrangement.
 * 3) Finally, new content should be created as needed.

Lesson Structure Proposals

 * There are three reasonable options for lesson structure:

01: German WikiBook
 * The lessons are desperately in need of thorough revision. There are simply too many grammar topics covered for a beginner to learn. Any one lesson in this book has more grammar than the First German Level, which is only used to give enough grammar for a basic *understanding of the structure of phrases and to learn the vocabulary. The first French level should be the same.
 * In the Second German Level, grammar has begun to be taught structurally, with technical rules of formation of verbs and sentences given. French lessons should follow this structure.
 * Serge's proposed lessons would go well with this system.

02: Japanese Wikibook
 * Maybe have a basic vocab-focused course and a separate grammar-intensive course, like the Japanese WikiBook? That way we would be able to keep the current lessons.

03: Those outlined by an anonymous user in Section 8 of the talk page.

Changes Already Done
--Hagindaz 03:53, 27 February 2006 (UTC)
 * Grammar organized.
 * Header template created and added to all pages.
 * Appendices organized.
 * Naming standardized.
 * Print versions created of lessons and grammar.

=Unsorted Main / Cover Page Discussion= All images (flags and view of Montréal) come from the french Wikipédia. I converted flags in PNG format and the photo in JPG. I also resized the flags of Belgium and Luxembourg. The comment of the photo come also from fr:. Traroth 11:55, 11 Nov 2003 (UTC)

I feel the flags don't look really professional. Some of them don't load up for me and it scrolls the "contents" link off the bottom of the page. May I suggest a map of the world with the French-speaking countries highlighted and named? That would better show the scope and worldwide utility of French.

Areas with French as the only language (ex. France) would be darkest, while places like Quebec with two official languages would be lighter, and so on (3-4 shades) to show the level of influence.

--Everlong 02:57, 21 Jun 2004 (UTC)

 * French in Quebec has just as much, if not more influence than in France though. --JulieADriver 02:59, 31 Mar 2005 (UTC)

Other languages and French articles
The Greek section should be moved to the Greek Wikibooks server, as this is the English Wikibooks server. --JulieADriver 02:59, 31 Mar 2005 (UTC)

picture
Well, description of the picture could be written in English ;p

 * Done. --JulieADriver 02:54, 31 Mar 2005 (UTC)

Flags
Can the flags be made to all be the same width?

French navigating
Hi, I'm wondering if it is a good idea to add the french equivalents to all the titles, such as Lesson/Leçon? I am going to proceed on pages that I have already worked on, please comment otherwise. Jonojet

Pronounciation
Please provide a pronounciation guide for beginners, else I might be bold and provide one. E.g. J' habite a Paris => zshabi to pari., Je m' appelle John.=> zhu mapel john. Thanks.--Jondel 09:27, 16 October 2005 (UTC)

Standardisation (UK)/Standardization (US)
Hi, I was editing some lessons when I came across a subtlety in standardization, and it's not about how "standardisation" is supposed to be spelt. In many french textbooks written in english, any example of something in french is often written in italics. Perhaps we could adopt this practise as well? That would mean that it would be better to place emphasis in bold. Comments?Jonojet

tv5.org
Useful information on the French language can be found on the site of tv5 (www.tv5.org). http://www.tv5.org/TV5Site/lf/langue_francaise.php + Dictionnaire de langue francaise. , Dictionnaire de synonymes. , Conjugaisons. , Dictionnaire anglais/francais. , Dictionnaire francais/anglais. and lots more!

We must create exercises, we must not muck up the audio file matching
What is lacking here is practice exercises. I think there should be enough exercises ideally to have one new exercise page for every lesson page.

When we edit and change, everybody be careful not to make the french different from the audio file whenever possible. Add other examples outside of the block of spoken examples and when trying to make translations more direct, change the english to match the french, not the other way around. Also, lets all discuss our edits more than we actually edit, so these things can be tracked more easily Lotusduck 00:43, 4 November 2005 (UTC)lotusduck

Some music
I think that can be a nice idea to add some "music", for example: the song used by the children to learn alphabet... And other song too... It's could seem "stupid" for adults but this "simple" songs "for children" can help to learn a foreign language... (Sorry for English mistakes, im French :P)

title: Talk:French/Archive 1


text:
User:Ingoolemo/standard.js

// w:User:Ingoolemo/standard.js - please include this line document.write(' ');

title: User:Ingoolemo/standard.js


text:
User talk:Merrheim

Programming:C plus plus
I have moved your comment and my reply from the original location to  Programming:C_plus_plus/Conventions.--Panic 03:38, 4 March 2006 (UTC)

You should move pages before you edit them so to keep the edits history and discussions related to the pages. I've seen you have started C++ Programming doing it as you are, you are creating a fork (due to loss of information on future moves of pages or merge of content) and remember that the mains pages of the old Programming:C Plus Plus is still protected (can't be moved) a quick solution would be moving all the pages you already have created to your sandbox on wikibooks and start by moving the old ones before you do an edit on the same location, then you can apply you changes...--Panic 08:12, 19 March 2006 (UTC)

Another solution could be moving old pages and structure to a new relative location including a major rename of pages I don't think this isn't a great idea, a bot should probably be used to fix all the needed relocations.--Panic 08:22, 19 March 2006 (UTC)

Oh I see. I am sorry. exuse me ! I claimed a speedy deletion of the new pages. Do I need to do this for all the pages or only for the C++ Programming is sufficient ? Merrheim 09:26, 19 March 2006 (UTC)

All the pages i create are candidates for speedy deletion. I hope this is what i have to do. Merrheim 09:49, 19 March 2006 (UTC)

I've only market my own creations. All pages are a bit of overkill and no deletion is needed if you move them to lets say you userspace or a temp dir on C plus plus, the templates could stay as they are until the move from c plus plus is initiated the only problem can be name collisions. --Panic 00:50, 20 March 2006 (UTC)

I have asked my own creation (copy of file from C plus plus but with name collision) to be deleted but all the templates are still alive and ready. I try to move one of my page but the old page is not deleted and the name collision stil exists. So when the problematic pages will be deleted (the page with name collision), we move the page from C plus plus (with history !)and with a small manipulation the pages with the templates will be alive. Sincerely Merrheim 07:04, 20 March 2006 (UTC)

Check Talk:C%2B%2B_Programming/Conventions ASAP...--Panic 20:53, 25 October 2006 (UTC)

French wikibook
Est-ce que vous vous interessez toujours à aider avec le Wikibook de la langue française? Je viens d'écrire une partie importante du quatrième niveau; mais je perds mon français (je n'étais jamais parfaitement bilingue) et je sais qu'il va y avoir des fautes. Si vous n'avez pas envie, ne vous inquiètez pas. :) En tous cas merci pour tout le travail que tu as fait sur ce wikibook. Tommciver 05:15, 3 January 2007 (UTC)

title: User talk:Merrheim


text:
Geometry/Chapter 15

If you understand the Pythagorean Theorem and what it derives from, you can now start applying its formula to everyday problems.

Example 1 - Plane Distance
'''A plane flies south from an airport at 300 miles per hour. Another plane flies out at the same time due east at 250 miles per hour. How far apart are the planes after three hours?'''

Solution to Example 1
The solution would be about 1172 miles apart after three hours. How do we determine the answer? $$a^2 + b^2 = c^2$$                         The Pythagorean Theorem. $$(300*3)^2 + (250*3)^2 = c^2$$               Substituting miles per hour. $$900^2 + 750^2 = c^2$$                      Simplifying. $$810000 + 562500 = c^2$$                  Simplifying. $$\sqrt{c^2} = \sqrt{810000 + 562500}$$     Finding the hypotenuse (or distance). $$c = \sqrt{1372500}$$ or $$c \approx 1172$$    Our distance, simplified.

title: Geometry/Chapter 15


text:
User:Whiteunggoy

I'm 17 years old, and for whatever reason forgot that as I was typing it in.

I have a MySpace, because I'm a loser, and conform like that. This Space is MySpace, this Space is YourSpace

I'm currently working on the Halo Wikibook, help out if you'd like!

title: User:Whiteunggoy


text:
Arabic/Sentence Fragments/the

The word for "the" in Arabic is: al ال

Aside: The word "the" matches up with the word "al" in most cases. "al" is used in some places where the word "the" wouldn't be used in English translation. "al" is sometimes used to talk about something in general.

Just remember: al=the

Pronunciations of al: "al", and the "e" gets elided whenever possible. example: kitaabu al-walad Is pronounced: kitaabulwalad

"al" has two pronunciations. The first is the lunar pronunciation. This one is used when a moon letter starts the word after "el". The second is the solar pronunciation. The solar pronunciation will be indicated with the following spelling: èl. This is a convention to help beginners, it is rarely indicated in Arabic writing.

èl is weird. The "l" is not pronounced. In its place the first letter of the word after it is pronounced. Thus: èl-shams  [esh-shams] èl-daftar [ed-daf-tar] èl-rajul [er-ra-jul]

This only happens if the letter after "el" is a solar letter. The solar letters are "t,d,r,z,s" (this only applies to the transliteration system used). There are more than 5 solar letters in standard Arabic writing.

Sun Letters/Moon Letters

 * Sun Letters
 * ت ث د ذ ر ز س ش ص ض ط ظ ل ن
 * Moon Letters
 * ا ب ج ح خ ع غ ق ك م ه و ي
 * ا ب ج ح خ ع غ ق ك م ه و ي

Vocab
Practice adding "el" out loud. Remember that "rajul" begins with a solar letter.

 * 1) walad - a boy
 * 2) bint - a girl
 * 3) rajul - a man
 * 4) imra'ä - a woman
 * 5) kitaab - a book
 * 6) kabiir - big
 * 7) saghiir - small

Lesson Summary
means do not pronounce the "l" instead pronounce the letter beginning the next word, then start pronouncing the next word.
 * el=the
 * this spelling: èl
 * e.g. èl-daftar [ed-daf-tar]

Exercises
A) Make the definite form of the following words.

 * 1) .مَلِكٌ

 * 1) .جَبَلٌ

 * 1) .سُوقٌ

 * 1) .مُهَنْدِسٌ

 * 1) .طَالِبٌ

B) Do the same thing here. This time there are also adjective attributes.

1.كَاتِبٌ مَشْهُورٌ

2.مُدِيرٌ مَكْرُوهٌ

3.بِنْتٌ صَغِيرٌ

4.عُمَّالٌ شَاطِرٌ

Answers
A)

1.مَلِكٌ -> أَلْمَلِكُ

2.جَبَلٌ -> أَلْجَبَلُ

3.سُوقٌ -> أَلسُّوقُ

4.مُهَنْدِسٌ -> أَلْمُهَنْدِسُ

5.طَالِبٌ -> أَلطَّالِبُ

B)

1.كَاتِبٌ مَشْهُورٌ-> أَلْكَاتِبُ الْمَشْهُورُ

2.كَاتِبٌ مَشْهُورٌ-> أَلْكَاتِبُ الْمَشْهُورُ

3.بِنْتٌ صَغِيرٌ-> ألْبِنْبُ الصَّغِيرُ

4.عُمَّالٌ شَاطِرٌ-> أَلْعُمَّالُ الشَّاطِرُ

Corso di arabo/Fondamenti/il

title: Arabic/Sentence Fragments/the


text:
Wikibooks:Humanities and arts department

sr:Викикњиге:Одсек за лепе уметности


text:
Demystifying Depression/Print version

= Table of contents =
 * 1) Introduction
 * 2) What is Depression?
 * 3) Normal Neuron Communication: The Role of Serotonin
 * 4) The Stress System: Adrenaline and Cortisol
 * 5) The Buildup to a Depression
 * 6) Speculation on the Physiology of Depression
 * 7) The Recovery Process
 * 8) Recovery Guide
 * 9) General Lifestyle Advice
 * 10) Daily Routine
 * 11) Tips for Good Sleep
 * 12) The Controversy about Antidepressants
 * 13) Suicide
 * 14) The Role of Sports
 * 15) Feeling Good vs. Actual Improvement
 * 16) Why Moderate Exercise May Sometimes Help
 * 17) Caveats of Treating Depression with Exercise
 * 18) A Real World Example
 * 19) Depression and Ageing
 * 20) The Genetic Link
 * 21) Is Depression on the Rise?
 * 22) Quantifying Depression
 * 23) The Burnout Syndrome
 * 24) Happiness
 * 25) Facing the Prejudice
 * 26) Conclusion
 * 27) References
 * 28) List of Figures

= Introduction =

= What Is Depression =

= Normal Neuron Communication =

= The Stress System =

= The Buildup to a Depression =

= Speculation on the Physiology of Depression =

= The Recovery Process =

= Recovery Guide =

= General Lifestyle Advice =

= Daily Routine =

= Tips for Good Sleep =

= The Controversy about Antidepressants =

= Suicide =

= The Role of Sports =

= Feeling Good vs Actual Improvement =

= Why Moderate Exercise May Sometimes Help =

= Caveats of Treating Depression with Exercise =

= A Real World Example =

= Depression and Ageing =

= The Genetic Link =

= Is Depression on the Rise =

= Quantifying Depression =

= The Burnout Syndrome =

= Happiness =

= Facing the Prejudice =

= Conclusion =

= References =

= List of Figures =

title: Demystifying Depression/Print version


text:
Template:Subsection

  |Edit /Templates

title: Template:Subsection


text:
Bartending/Alcohol/Liqueur

The word liqueur is derived from the Latin word 'liquefacere', which means to melt, or dissolve (literally 'to make liquid', i.e. the base ingredient in liquid form). Liqueurs are characterised by their high alcohol and sugar content. Cordials are liqueurs manufactured using the infusion process as opposed to the essence and distillation processes. Liqueurs are often used as the modifying ingredient in cocktails, and are occasionally consumed straight, often chilled or over ice. As a modifying ingredient they have found popularity in cocktails such as the Sour Apple Martini or Brandy Alexander. When consumed straight, they are usually taken as a digestif or dessert.

Anise liqueurs

 * Absinthe
 * Aguardiente
 * Anis del Toro
 * Anisette
 * Arak
 * Galliano
 * Herbsaint
 * Mastica
 * Oghi
 * Ouzo
 * Pastis
 * Patxaran
 * Raki
 * Salmiakkikossu
 * Sambuca
 * Tsipouro
 * Xtabentún

Chocolate liqueurs

 * Ashanti Gold
 * Godiva Chocolate Liqueurs
 * Mozart Chocolate Liqueurs
 * Sabra liqueur
 * Vandermint
 * Vermeer Dutch Chocolate Cream Liqueur

Coffee liqueurs

 * Café Marakesh
 * Durango
 * Godiva Capuccino liqueur
 * Kahlúa
 * Leopold Bros. French Press Style American Coffee Liqueur
 * Liqueurious Coffea Coffee Liqueur
 * Liqueurious Coffea Decaf Coffee Liqueur
 * Sheridan's
 * Starbucks Cream Liqueur
 * Starbucks Coffee Liqueur
 * Tia Maria
 * Tia Lusso (Tia Maria with cream)

Cream liqueurs

 * Advocaat
 * Amarula
 * Drumgray Highland Cream Liqueur
 * Irish Cream
 * Baileys Irish Cream
 * Saint Brendan's
 * Ponche Caribe
 * Ponche Crema
 * Ponche Diva
 * Ponche Kuba

Crème liqueurs

 * Crème de Banane
 * Crème de Cacao
 * Crème de Cassis
 * Crème de Cerise
 * Crème de Menthe
 * Crème de Myrtille
 * Crème de Noyaux
 * Crème de Rose
 * Crème de Violette
 * Crème de Y'vette

Fruit liqueurs

 * Amadeus
 * Aurum
 * Chambord
 * Cherry Heering
 * Cloudberry Liqueur
 * Coconut Rum
 * Malibu
 * Triple sec
 * Cointreau
 * Curaçao
 * Blue Curaçao
 * Dry Orange Curaçao
 * Green Curaçao
 * Red Curaçao
 * Yellow Curaçao
 * Grand Marnier
 * Destinée
 * Framboise
 * Hpnotiq
 * Limoncello
 * Maraschino
 * Melon Liqueur
 * Midori
 * Parfait Amour
 * Patxaran
 * Peach Liqueur
 * Pecher Mignon
 * Pisang Ambon
 * Prunelle
 * Rum Tree
 * Sloe gin
 * Southern Comfort

Herbal liqueurs

 * Amaro
 * Becherovka
 * Beirão
 * Benedictine
 * Calisay
 * Canton
 * Chartreuse
 * Green Chartreuse
 * Yellow Chartreuse
 * Cynar
 * Damiana
 * Drambuie
 * Frigola
 * Goldschläger
 * Goldwasser
 * Izarra
 * Jägermeister
 * Krupnik
 * Kümmel
 * Licor 43
 * Metaxa
 * Strega
 * Yukon Jack

Nut-flavored liqueurs

 * Amaretto
 * Amaretto Di Saronno
 * Lazzaroni Amaretto
 * Frangelico
 * Nocello
 * Nocino

Other liqueurs

 * Aftershock
 * Bärenjäger
 * Highland Mist
 * Pineau des Charentes
 * Rock and rye
 * Rumpleminze
 * Wallace Liqueur

title: Bartending/Alcohol/Liqueur


text:
Wikibooks:Social sciences department

sr:Викикњиге:Одсек за друштвене науке

title: Wikibooks:Social sciences department


text: Wikibooks:Miscellaneous department

title: Wikibooks:Miscellaneous department


text:
Video Game Design/Archetypes

Archetypes
There are many genres (type classification) of games, each one within its own defined domain, that commonly will have sub-domains (in a tree like form). All the games in a particular genre tend to share certain conventions, since they are the defining element. A game can also be classified in more than one genre, by layering (sectioning the game-play) or as a result of experimentation in an attempt to innovate or simply by a need to place very similar games in distinct categories.

For instance strategy games that are real time, will often share most common elements of turn base games, in fact RTS (Real time strategy) can be defined as a logical evolution of TBS games, due to the possibilities opened by the increase of computational power and graphics capabilities. In this example strategy games will then be the common root of TBS and RTS gender, and will include for instance the card game of Solitaire. Continuing with the example the Solitare game would be part of the simulator gender and its sub-domain of card games.

The game genre can also be defining in the type of people who would play it.

An archetype is a game that implements the purest set of conventions that is commonly accepted as defining a genre. A good example of an archetype would be any game that first implemented a genre or later implementations that strictly re-uses those conventions without any form of game-play innovation in terms of capabilities.

Classic Game Types

Arcade Classics

Digdug – Pac-man – Asteroids – Space Invaders – Breakout – Pong – Pitfall

Maze
Example:
 * Pacman

Platform
A platform game has the character(s) as anything from the protagonist to Arcadic Conventional and the player-character relationship being 1st or third person.

Platforms:The levels are designed as side scrollers (meaning that you see everything from the side almost like a cross-section. The character jumps between platforms to progress through the level and often times there are large 'bottomless-holes' in which the character dies.

Collectibles: Levels consist of collectibles such as coins, items, etc. which increase abilities and score. A subgenre of 3D platformer, the Collectathon, makes gaining collectibles the primary goal.

Some platform games:
 * Super Mario Bros
 * Super Mario 64

Puzzle
A Puzzle game usually uses both character and player-character relationship as an influence in the game. It uses concepts of score and level progression through logic and skill.

Some Puzzle games:

Myst – Tetris – Lumines

Medium Qualifiers
The appearance of 3D environments in games that first started with vectorial simulations creates the need to distinguish 2D games from 3D, in arcades there was also attempts to create real 3D games, with minor successes and game studios attempted also a new type of system, the interactive video game that one day will probably make a come back. While not an archetype this type of qualifiers are often part of a game description.

Extended Game Types
The end of the arcade matches well with the increase of affordability of powerful game systems for home use. A time that sees the rise of the 3D environment over the older 2D. As the game specific arcade starts to become unprofitable new genres starts to appear, especially due to the home computer and long play models that wouldn't fit the arcade model.

Turn-base Strategy
The turn base strategy genre usually focus on tactics rather than superiority of arms such as in many RTS, the genre is therefore preferred by many gamers who desire long duration, complexity and greater tactical challenges instead of the hectic and repetitive game-play that is the basis of most recent RTS that is more focused in optimization of actions and returns.

The context were turn-base strategy can be applied is very vast, from military campaigns to businesses and fantasy all is opened to create the background.

 * Lords of Magic

Real Time Strategy (RTS)
RTS stands for Real Time Strategy. Therefore as a type that would define all games that are not turn based but the more specifically use of the generic label is given the real time strategy games where the player is generally an influence and the character, too. An influence (sometimes arcadic conventional or protagonist).

Generic RTSs
The generic model germinated by BattleTech: The Crescent Hawk's Revenge published by Infocom and developed by Westwood, this was the game that served as a prototype for what later became Dune 2, the first real-time strategy title on the PC.

Essentially, The Crescent Hawk's Revenge was the turning point in PC strategy gaming, where a genre formerly dominated by turn-based titles would begin a massive shift towards real-time. Later Westwood titles, Dune 2 and Command & Conquer, would expand this newly-established real-time strategy gameplay.

This type of game has suffered many implementations being the basic game play very similar, innovations have been in map size and detail the addition of distinct planes to the game play and addition of tech trees and increased resource complexity.

The elements of an RTS are generally: Resource Management: You must collect and manage resources to research and build your 'sect'. You usually build or raise an army to defend your buildings and to attack the other players.

Multiplayer functions: These games are usually played across networks with other players and the objective is usually to wipe out the other player (other options are often present however.)

Citizen controls: You are able to control all the 'people', 'buildings' and 'troops' from anywhere in the realm.

Battle: You send your people into battle to defeat the other players using war tactics and soldier arrangements.

Other examples are:
 * Dark Reign,
 * Mechcommander
 * Age of Empires.
 * Warcraft III.
 * StarCraft.
 * Total Annihilation

Tactical Combat Simulation

 * Laser Squad, turn based.
 * Jagged Alliance, initially turn based, newer releases are mixed mode.

War Simulation

 * Romance of the Three Kingdoms, turn based.

Business/Economy/Social simulation

 * OpenTTD, real time.
 * Civilization, turn based.

Other with no specific niches

 * Final Fantasy Tactics, turn based.
 * Warhammer 40,000: Dawn of War, real time.
 * Heroes of Might and Magic, turn based.
 * Black and White
 * Imperium Galactica
 * Real War

Role Playing
This defines any games wherein there the character(s) is/are the protagonist and the player either has a 3rd or 1st person interaction with it/them. Usually these games incorporate a personal view point of fantastic or futuristic settings, although others certainly exist.

Role Playing Game (RPG)
RPG or Role Playing Game should not to be simply confused with the more broad definition of role playing. The RPG genre evolved directly from complex table games.

The elements of an RPG generally include:

Battle: Most RPGs have some form of battling in them. Historically they can occur in a resolution stage, based on a turn-based battle system, which shows players a new screen where the enemies are on one side of the 'field' and the characters are on the other. Each side must then wait till to gain enough energy to attack the other. The battle system often contains elements such as HP (health points), MP (Magic points), attack, speed, stamina, defense, and so forth.

A major portion of the battle system is EXP (experience) points. When the character(s) defeat an enemy it gain EXP and when it gains enough it will gain a level, which increases some or all of its game statistics. This can be new or increased magic, spells, and special attacks.

recently however with more powerful processing power available, this static battle system have fallen in disuse, most RPGs today tend to be 3D and real-time combat is often the solution adopted.

Inventory: A database of items, armor, weapons, and so forth the characters hold.

Story line: Usually the player starts out with one or a few characters and the challenge is presented. Then as the game progresses members of the player's party leave and new ones enter. Games like this are generally divided into regions wherein the player must fight through and discover the problem then fight a boss. At the end of the game the player usually fights the final boss which generally has 3 stages. RPGs have a lot of talking and usually have deeper storyline than other game types.

'Character Progression: As an extension of the battle system mentioned above, most RPGs heavily emphasize the player developing their character(s) over the course of the game. Systems that increase the character's prowess in battle are most common, although others, such as crafting systems to create equipment for the character, are also relatively common.

Some RPGs:

Final Fantasy

Kingdom Hearts (Series)

Baldur's Gate – Dark Stone – Fallout – Ultima – Star Ocean – Dragon's Quest – Elder Scrolls – Icewind Dale

Hack n' Slash RPG Games:

Diablo I and II – Dynasty Warriors – Gauntlet Legends – Champions

These games are considered a variance of the RPG genre; however, they fall under the Hack n' Slash category. These games differ by the character's depth as well as the core game-play mechanics of how the game runs.

Action/Adventure
Action/Adventure Games usually have 3rd person (sometimes 1st person) player character relationship and the character is usually the protagonist. They may mix several other types but ultimately they are role playing games.

Examples:
 * Zelda
 * Lost Planet
 * Tomb Raider

First Person Shooters (FPS)
First Person Shooters are games based on the so called 1st person perspective (although this very often puts your point of view in about chest height of the character) that places you behind the eyes of the protagonist. The elements of an FPS are:

Weapons and artillery: The character is able to collect and use weapons and artillery with which they use to attack and destroy other characters/enemies.

Story line: Usually an FPS does not have a very deep story line and is more about staying alive than anything.

Some FPS's:

 * Metroid Prime
 * Quake
 * Duke Nukem 3D
 * Doom
 * Halo
 * Half-Life
 * Goldeneye
 * Perfect Dark
 * Turok
 * Bioshock

Racing
A racing game usually uses a 3rd (sometimes 1st) person player-character relationship where the character is an arcadic convention. Elements of Racing games are:

Vehicles: Usually there is some type of vehicle which the character drives, sometimes these vehicles are customizable and the game lets you choose a vehicle. Different vehicles usually have different stats such as faster speed but worse turning etc.

The Race:The race is separated in laps and judged by time and placing. Usually the game will have a 'time trial' mode wherein the player can try to beat a time. In the race the character will race against other characters (2+) the standard being 8.

Some Racing Games:
 * Mario Kart
 * Ridge Racer
 * Gran Turismo
 * Forza
 * Wave Race 64
 * Need For Speed
 * Project Gotham Racing
 * Burnout

Simulation
A simulator is as it says a simulation of reality, even an imaginary reality will do. The differences on how that reality is reflected is not very significant in classifying a game as a simulator, it only suffices that a simulation is clear on the bounds it intends in replicating and the level of detail it provides. Most simulators will include several sub-genre but they are clearly in a class of their own.

Most simulator in 3D tend to have a hight degree of quality in regards to the simulated reality, that may indeed not satisfy the player beyond the specific purpose of the simulation. They are also mostly real time (or with real-time capability). This are often dedicated to things planes, helicopters, railroads, cars and tanks or even submarines in specific or generalized scenarios.

Isometric simulators are mostly relegating to economic simulation, management and construction, the need to reflect reality is not as important and modelization will suffice. They tend to be turn based or include very carefully designed pause events.

A simulation game can also have a variety of character and character relationships. Usually however, the player-character relationship is influence and the character are archaic and conventional.

Some Simulation Games:
 * City-building and management simulator
 * Sim City
 * Family simulation
 * The Sims
 * Flight simulator
 * Management simulator
 * Theme Hospital
 * Trade simulation
 * Space trade
 * Elite, Freelancer ...

Grow-like games
The Grow-like games can be considered a kind of puzzle game, but the way the narrative emerges with little information about rules, boundaries, and outcomes causes some to consider them in a genre all their own.

Rhythm games
Also a sub-genre of puzzle gaming, that specifically deals with the reproduction of actions and movements to replicate specific sequences of visual or audio queues.

Cross Genre Games
Hellgate: London – Rampart

MMO
MMO or Massively Multiplayer Online consists of all forms of all game genres where a nearly infinite number of players interact with each other via the Internet. MMO's usually consist of players killing monsters, doing quests, etc. to get to the highest level. MMO's are often PvP (Player vs. Player), where players from around the world will battle with each other with their custom-formed character.

title: Video Game Design/Archetypes


text:
Talk:False Friends of the Slavist/Map schiene

Untitled
Hallo people, I tried to translate the upper sorabian word šěna, but I had some difficulties. In german it is: Schiene, Stab, Leiste, but not in the medical or railway senses. Are there some good internet pages about the translation of sorabian words into English? I tried to find such pages. --Tlustulimu 15:35, 4 March 2006 (UTC)

 * I can't help you with this, but I copied your question to ../Upper Sorbian, because people interested in Upper Sorbian will probably not look through the talk pages of all the maps, so one should really concentrate the discussion about questions of individual languages on only one page each. --Daniel Bunčić 20:18, 5 March 2006 (UTC)


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Talk:Visual Basic/External Processes

Zero is equivalent to False in VB6
Would the anon user who 'corrected' a 'bug in the code' please justify his change from:

if ProcessID then

to

if ProcessID <> 0 then

Remember that we are using VB6 and that in VB6 zero is equivalent to False and non-zero is equivalent to true. It can be argued that one style is preferable to the other (I know which I prefer) but the original was emphatically not faulty code. --kwhitefoot 15:43, 4 March 2006 (UTC)

Fails in Excel on a 64bit system
--- Microsoft Visual Basic for Applications --- Compile error:

The code in this project must be updated for use on 64-bit systems. Please review and update Declare statements and then mark them with the PtrSafe attribute. --- OK  Help ---
 * Could you run Excel with a right click, in compatibility mode? JackPotte (discuss • contribs) 10:59, 26 September 2016 (UTC)

title: Talk:Visual Basic/External Processes


text:
User:Mastercpp~enwikibooks

More details here.

title: User:Mastercpp~enwikibooks


text: Category:Book:Bartending

title: Category:Book:Bartending


text:
Template:Cocktails

This pages adds Category:Cocktails to a page with the page name as the sort key and creates an info box. Use as follows

title: Template:Cocktails


text:
Arabic/Sentence Fragments/Adjectives

Go through the following examples.

Transliteration Note: Ignore the parts in brackets.

 ولد كبير a big boy walad(UN) kabiir[UN]

 ولد صغير a small boy walad(UN) saghiir[UN]

 الولد الكبير the big boy el-walad(U) el-kabiir[U]

 الولد الصغير the small boy el-walad(U) el-saghiir[U]

 بنت كبيرة a big girl bint(UN) kabiirä[tUN]

 بنت صغيرة a small girl bint(UN) saghiirä[tUN]

 البنت الكبيرة the big girl el-bint(U) el-kabiirä[tU]

 البنت الصغيرة the small girl el-bint(U) el-saghiirä[tUN]

 رجل كبير a big man rajul(UN) kabiir[UN]

 رجل صغير a small man rajul(UN) saghiir[UN]

 الرجل الكبير the big man el-rajul(U) el-kabiir[U]

 الرجل الصغير the small man el-rajul(U) el-saghiir[U]

 امرأة كبيرة a big woman imra'ä(tUN) kabiirä[tun]

 امرأة صغيرة a small woman imra'ä(tUN) saghiir

 المرأة الكبيرة the big woman el-mar'ä(tU) el-kabiirä[tU]

 المرأة الصغيرة the small woman el-mar'ä(tU) el-saghiirä[tU]

 كتاب كبير a big book kitaab(UN) kabiir[UN]

 كتاب صغير a small book kitaab(UN) saghiir[UN]

 الكتاب الكبير the big book el-kitaab(U) el-kabiir[U]

 الكتاب الصغير the small book el-kitaab(U) el-saghiir[U]

Explanation

 * In Arabic sentences, the adjectives come after the noun.
 * If an adjective is modifying a feminine noun, the adjective should take the taa' marbuutä ending.
 * If the noun has "el" then so will the adjectives.

Vocab

 * 1) daftar دفتر   notebook
 * 2) qadiim قديم   old
 * 3) jadiid جديد  new
 * 4) saahib صاحب  companion

Homework
Make sentences like the one's above. Using adjectives with the nouns كرسي (kursiyy) and دفتر (daftar). Remember to make sentences using the words جديد (jadiid) and قديم (qadiim)

title: Arabic/Sentence Fragments/Adjectives


text:
Talk:Bartending/To do

Pages to consider deletion

 * Bartending:"Gentle Fruity White" - just wine + fruit juice rename if it has a common name eg. spritzer, shandy.
 * Bartending:301 Special - non-notable variant of screwdriver, redirect?
 * Bartending:Apoica - non-notable variant of g+t.
 * Bartending:Avenger - possible non-notable

title: Talk:Bartending/To do


text:
Talk:False Friends of the Slavist/Map pravo

How to put two words in one language into these chart?
Hallo people, I have a little problem about the sorabian words. There are two forms: upper sorabian naprawo "right, to the right" (Esperanto [E-o]: dekstra, dekstren), lower sorabian napšawo / upper sorabian prawo "right" (E-o: rajto), lower sorabian pšawo. Is there a possibility to put both forms into the chart? --Tlustulimu 17:00, 4 March 2006 (UTC)

 * Dear Tlustimu, first of all thanks for all your work on the maps. No, I think unfortunately there is no way to put two forms into the maps. This is no problem with the mono- and bilingual pages, but as the maps only show the meaning side for a fix form, this is impossible. But the noun *pravo exists in virtually all the Slavonic languages with similar meanings, and what is meant here is really the adverb (in this case the ‘dekstra, dekstren’ one, which is a cause for severe misunderstands because of the meaning ‘straight on’ it has in South Slavic languages). --Daniel Bunčić 20:06, 5 March 2006 (UTC)

pravo as noun, adverb, adjective
The way this map was now after the last change it was very misleading, since the meaning '(a) right' is present in almost all Slavonic languages but was shown as a specialty of some West and South Slavic languages. What this map was to show originally was the problem of different meanings of the adverb *pravo (especially when explaining the way to some foreigner from a different Slavonic country), so I left only the two meanings 'rightwards' and 'straight on' in this map and moved the meanings of the noun *pravo to Map pravo (n.). I have not created a similar map for the adjective *pravъjь (where *pravo is only the [short] neuter form), as the meaning 'genuine', which was now noted only for the western South Slavic languages, seems to be present in all Slavonic languages, and I do not know whether there are other meanings of the adjective *pravъjь that might cause confusion. --Daniel Bunčić 19:33, 12 March 2006 (UTC)

second meainig in polish
another meainig of word "prawo" in polish is "law"


text:
Talk:French/Lessons/Level three

Untitled
Work ==> Le travail (job, emploiment) pas les travaux

Oui, merci.

title: Talk:French/Lessons/Level three


text:
Orthopaedic Surgery/Hand:Top ten ways to stay out of trouble

 * /10.Have the patient take responsibility for their rehabilitation/
 * /9.Have data to support your decisions/
 * /8.Consult frequently/
 * /7.Communicate clearly and often/
 * /6.Evaluate the whole person/
 * /5.Be conservative in complex cases/
 * /4.When there is a choice, the simpler option is often the best/
 * /3.Do not empower a symptom by labeling it a disease/
 * /2.Observe more, do less/
 * /1.Needs of the patient come first/

http://www.handsurgery.org/newsletters/winter2003/winter2003.pdf


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Debate/Topics/Human Rights/Vietnam

Vietnamese occupation of Kampuchea Krom (south Vietnam) must be stopped to free the suffering Khmer Krom. The victims of this cruel act are the Khmer Krom people who are the indigenous people of the Mekong Delta region. I am one of the Khmer Krom individuals. The State of Vietnam has been violating Khmer Krom's rights far too long and decapitating Khmer Krom's society to the core. Kampuchea Krom's capital is Prey Nokor (former Saigon and today HCM city). We, Khmer Krom, seek justice and the respect of our fundamental rights. Currently Khmer Krom lack all means in everyday life: cannot study our own language, cannot learn about our history, cannot express opinion or speak freely, cannot move around freely, cannot form any institution such as local community or school, cannot conduct or practice our beliefs and religion freely, cannot represent ourselves in governments(locally, provincially, or nationally), cannot participate in law-making process, and most important of all--Khmer Krom are poorest of the poor in the region. This is no exaggeration, but facts.

title: Debate/Topics/Human Rights/Vietnam


text:
User:Gringoleblanc (french)

MANIN FABRICE / France

Sorry I don't speak english very well.

title: User:Gringoleblanc (french)


text:
Talk:Being a Real Estate Agent/After Getting Your License/Stuff They Didn't Teach You When You Were Getting Your License/She's A Brick....Home(Residential Properties)

Names for future captions

 * Gable "Ready Willing and Gable"
 * Mansard "You're The Mansard Now, Dog!"(ytmnd)
 * Gambrel "Can You Handle This Gambrel?"


text:
Talk:Being a Real Estate Agent/The First Steps and Getting Your License/United States

Remind me to rename the subchapters


text:
Psychiatric Disorders

Table of Contents

 * /Introduction/
 * /Timeline in Psychiatry/
 * /Basic Sciences Relevant to Psychiatry/
 * /Mental Health Status Examination/
 * /Delirium, Dementia, and other Cognitive Disorders/
 * /Psychotic Disorders/
 * /Mood Disorders/
 * /Anxiety Disorders/
 * /Substance abuse disorders/
 * /Personality disorders/
 * Childhood disorders
 * Introduction
 * Epidemiology
 * Clinical symptoms and classification
 * Assessment
 * Pathogenesis
 * Pharmacotherapy
 * Psychotherapy
 * Combined treatment
 * /Psychiatric Treatments/

title: Psychiatric Disorders


text:
Template:Barwork

This adds page to Category:Bartending pages needing work. /Templates

title: Template:Barwork


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Category:Bartending pages needing work

Bartending is a very messy book at the moment with lots of transwikied often non-notable and incomplete recipes. See the main talk page for a simple formatting guide.

To add here a page, insert barwork template.

title: Category:Bartending pages needing work


text:
Talk:French/Appendices/Exercises

On écrit sur une feuille ou sur un tableau. Dans un tableau ==> à l'intérieur de

Joli
Il est super le template exrcise j'aime bien ! Merrheim 11:29, 7 March 2006 (UTC)

title: Talk:French/Appendices/Exercises


text: Category:Cocktails with vodka

title: Category:Cocktails with vodka


text: Template:Spanish/Grammar

title: Template:Spanish/Grammar


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Template:Vodka

measures vodka

This template adds Category:Cocktails with vodka to a page and helps keep all the ingredient links pointing to the correct page. To change the number of measures insert a number as the first variable eg. gives: 2 measures vodka

title: Template:Vodka


text: Category:Cocktails with rum

title: Category:Cocktails with rum


text: Category:Cocktails with tequila

title: Category:Cocktails with tequila


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Template:Tequila

measures tequila

This pages adds Category:Cocktails with tequila to a page and helps keep all the ingredient links pointing to the correct page.

title: Template:Tequila


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Template:Rum

measures rum

This pages adds Category:Cocktails with rum to a page and helps keep all the ingredient links pointing to the correct page.

title: Template:Rum


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Talk:Straw Bale Construction

Suitably licensed images

 * http://www.flickr.com/photos/iphilipp/418663320/
 * http://www.flickr.com/photos/iphilipp/418692224/
 * http://www.flickr.com/photos/jayburkhalter/6679370453/
 * http://www.flickr.com/photos/ricoslounge/18275652/

Literature
http://www.downloads.fasba.de/loadbearingandcreeping.pdf

=Weatherproofing= Should there be a section on weatherproofing?
 * Hi, it's best to have an account before you add edits and commenst otherwise we can't see who you are. I don't think weatherproofing should be a section, it is the basic purpose of all buildins and as such is covered in many places, especially http://en.wikibooks.org/wiki/Straw_Bale_Construction/Techniques/Walls when it's finished. --DuLithgow 11:54, 14 June 2006 (UTC)

=Task list=
 * find and correct all the broken links to wikipedia--DuLithgow 20:31, 4 March 2006 (UTC)
 * add acounstics, refering to the danish report. --DuLithgow 14:08, 23 March 2006 (UTC)
 * /Techniques/Roofing needs to be written --DuLithgow 11:38, 24 March 2006 (UTC)
 * New entries in the Glossary need tidying up --DuLithgow 11:47, 24 March 2006 (UTC)
 * The details of this passage in roof insulation need to be better referenced "Rice hull has a thermal conductivity of about 0.0359 W/(m.°C); the values compare well with the thermal conductivity of excellent insulating materials (Houston, 1972).” Juliano (1985), p, 696. The thermal conductivity of rice hull ash is reported to be 0.062 W.m-1.K-1. See UNIDO, p. 21. A more recent test done by R&D services of Cookville, Tennessee, indicates a 3.024 R-per-inch."--DuLithgow 17:11, 24 March 2006 (UTC)
 * Clarify the last two paragraphs of the Straw Bale Construction/Characteristics/Insulation page: "ORNL determined the R-value to be...R-33 for three string (23") bale wall systems.... Whatever the value, it is at least three times better than the average 'R-19' wood studwall system." To a layperson, R-33 doesn't seem to be three times better than R-19.--Cerewa 01:04, 10 December 2006 (UTC)

=Wish list=
 * find a front cover picture--DuLithgow 20:31, 4 March 2006 (UTC)

 * Commons only has this picture and another like it. Checked Flickr but couldn't find much else.. Cormaggio 21:24, 21 March 2006 (UTC)
 * Thanks Cormaggio, There are some nice pics like that but the problem is that the bales are the wrong sort! I'd just like to find a picture with the right shaped bales - anything will do for now - but I'm stearing away from buildings (looks like you are too) because that would suggest that SB buildings have a certain look. Great to see someone else working on this wikibook :-) --DuLithgow 14:03, 23 March 2006 (UTC)

 * Oh yes, I know they're the wrong bales alright! (I've never had the privilege to be involved in a straw-bale build but I know a bit about it). A photo of someone laying or shaping a bale would be great (as you say, steering away from prescribing what a straw bale building looks like) - sounds like an opportunity for someone to take their camera along to a build. You know of any? Cormaggio 14:32, 23 March 2006 (UTC)

 * No, I'm thinking that at the right time we could use the hunt for a good picture as an awareness raiser on the several straw bale email lists around the place. "Whose got the best pic?" kinda competition.
 * PS. Is there a contact where you are from in the contact list?

 * Best pic competition sounds good - but what's stopping you from doing that now and then from that getting some input into the book-writing process? Just an idea. Oh, and I'm from Ireland (though living/studying in Manchester, England) - my Meta and Wikipedia user pages have more info. Cormaggio 11:47, 27 March 2006 (UTC)

=What do we advise?=
 * I think that as a general rule this wikibook should not recommend anything which is quite contentious amoung Straw Bale builders. If in doubt we should mention the doubts. There is a piece in the text on curved walls that looks like this: "Bale strings can also be cut in order to allow the flakes to expand into the gap." This is not somthing that the SB community is in agreement on, it may well be ill advised as no-one has tested wether it is a good idea. It might work fine or it might not. It has not been tested to breaking point to see what effect is has on the walls strength. As such I have removed that sentence. --DuLithgow 20:46, 5 March 2006 (UTC)

=Layout= Phase one of the layout cleanup is finished. --DuLithgow 22:30, 26 March 2006 (UTC) Add comments about layout of the book generally here:

Page Turning
I guess this is a general comment on the wikibooks site but if this is supposed to be a wikiBOOK, as opposed to a regular wiki, then surely it should have an obvious means to turn to the next page when I finish reading the current one?

=References= Links which are embedded in wiki markup do not show up when printed. This means that important references can be lost in a printed version, and a printable version is a goal for me. I looked at a few ways of doing it but of those the best I could come up with that wouldn't make the print version a problem is as follows: (Doe, John. 1998) (Doe, John. 1998) (Doe, John. 1998) --DuLithgow 20:19, 28 March 2006 (UTC)
 * References are done in the same way as you would in an essay: (Surname, Firstname, YEAR). Each reference should be linked to the bibliography. The following reference can serve as an example: (Doe, John. 1998). I think this also mirrors what people expect in a professional text about a technical subject. Comments welcome
 * If you're unfamiliar to HTML making the links work can seem hard. In HTML and wikicode the shorthand for a directory is a forward slash "/", and the shorthand for going up to the directory above is two dots "..". So here are some tips:
 * If you're making a link from a main section then the 'Bibliography' page is below the main section. We only have to indicate that it is in a sub directory, so we add one slash. The link looks like this:
 * If you go into a sub-page, another layer down the hierachy, you have to indicate to the link that it must go up one layer before it look for the Bibliography page, that's done by adding two dots (..) so the link looks like this:
 * If you go into a sub-page of a sub-page then you have to add a seperating slash and anothe two dots, and so it goes on:

title: Talk:Straw Bale Construction


text:
Video Game Design/Programming/Framework/AI

Artificial Intelligence (AI)
Artificial intelligence is what make your game world come alive and gives your in-game creatures a mind of their own. AI also allows the difficulty of the game to change either by having a user select their own difficulty level or by having the game adapt automatically to the players skill level. There are many ways to implement AI in a game.

 * Artificial Intelligence

Finite state machines
Very simple type of AI were used in Doom. Finite State Machines consist of a list of possible states (or "emotions"). Let's say there is a game that has guards that patrol a room looking for intruders. Let's also suppose these guards have five states:

 * Patrolling - The guard is walking along on his assigned route
 * Waiting, or idle - The guard is standing somewhere, possibly talking with another nearby guard, smoking, etc.
 * Suspicious - The guard has heard a noise and thinks something is nearby (ex: a guard heard a player kick a rock off a ledge)
 * Alert - The guard has visibly seen you and is attacking, or possibly shouting out for help
 * Injured/In trouble - You have hurt the guard, but he is alive, and is running for help

These states would have particular actions consistent with the "emotion" of the guard. Patrol would activate the waypoint system, Alert would mean you activate the targeting system for the AI.


text:
User:Acid2

My wikibooks:
 * Advanced Game Engine Design

title: User:Acid2


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Template:Gin

measures gin

This page adds Category:Cocktails with gin to a page and helps keep all the ingredient links pointing to the correct page.

title: Template:Gin


text: Category:Cocktails with gin

title: Category:Cocktails with gin


text:
Talk:LPI Linux Certification/LPIC2 Exam 202/Networking

As far as I can tell it is impossible to anonymously login into scicom.alphacdc.com to get serial_suite.tgz. --matusz 22:04, 4 March 2006 (UTC)


text:
Ada Programming/Libraries/GUI/GtkAda

GtkAda is the Ada binding for the popular open-source GTK+ libraries. Can be used on multiple platforms.

Opening a File Chooser Dialog
A file chooser dialog is a convenient tool that gives the user convenient access to the filesystem when opening or saving a file. Gtk provides a handy  type that is fairly easy to setup and use.

As a C library, Gtk's library functions often have a variable number of parameters. Creation of a file chooser dialog typically involves passing the buttons you would want in the dialog's "action bar" as parameters to.

As an Ada library, GtkAda's subprograms never have a variable number of parameters. The following excerpt shows how to create a working file chooser dialog that will save a file.

An interesting implementation detail is that most of the types you want to work with are access types for tagged types. Indeed, the types  and   above are tagged types. The corresponding records will have nearly identical names:  and. Some other types are implemented as an "interface" called, and an example of this would be   ; it has no corresponding type named.

We bring this up primarily to explain why the first parameters in the calls to  have the form  ; the formal parameter has type , but the actual parameter has type. The latter conforms to the former, but Ada requires us to make this explicit.

Callbacks
A key concept of GtkAda is that of the "callback": the programmer can arrange that, when an event occurs relative to some widget, the widget "calls back" to some function. We illustrate how one add a button to a window's "button bar" and set up callback functions that activate whenever the user clicks and releases the button, or whenever the user presses a shortcut key, also called a "mnemonic".

Callback signatures
You typically need to define callbacks in a separate package, and each event's callback function must conform to a certain signature. The signatures that interest us are found in.

Most events allow you to assign a callback in two different ways. We will consider the slightly more complicated option; it offers a slot parameter of type. When you set up the callback, you can pass either the widget itself, another widget, or a custom  of your own making that contains information the callback needs to process the event. This latter type is probably the typical scenario, as most interface elements need to interact with other widgets and program data, and a slot is an easy way to make that work.

 * To handle the  with a slot, a callback must have the following signature:

 * To handle the  with a slot, a callback must have the following signature:

In each case,  refers to the slot parameter given when we assign the callbacks.

Defining the callbacks
In this case, we want the button to do the same thing, regardless of whether we activate it via button click or mnemonic. Since the callbacks' signatures differ, we can't use the same function to handle both. However, in this simple example we can just call one from the other. In a  package body we define the following functions (with corresponding package specification):

(Note: As far as the author can tell, Gtk always passes  to   when the user invokes a button by the mnemonic. The GtkAda documentation provides no information on what   is supposed to communicate.)
 * You may be wondering what the point of  and   are. In this particular application I may have no use for them, and can ignore them, but in some cases you might want to know if the user was holding the Control key when pressing the mouse button (included in the   parameter).

 * You will notice that the callback functions return a  value; its purpose is to indicate whether this callback has "completely handled" the event; if true, other handlers assigned to this widget and this event will not learn the event was handled. This is often the behavior you want, but in this example, returning   from the mnemonic allows Gtk to give visual feedback as if the button had been clicked-and-released. This will not happen if the callback returns.

Assigning the callbacks
Here we illustrate the creation of a button with a mnemonic in its label and the assignment of callbacks for both a mnemonic keypress and a press-and-release. This is not a full example; you will need to  and   the packages that contain the relevant types.

Reading
TBC

Building GUI with Glade3
As of 2012, there is the support of the interactive GTK builder Glade3. We describe a basic example of the different steps needed to build a "hello world" with Glade3.

Prerequisite
You must have GTKAda installed and the environment variable  set to find the project file For Windows,  should look like:

C:\GNAT\2012\lib\gnat;C:\GtkAda\lib\gnat (if you used the default locations)

Creating the XML description file
Glade3 generates interactively XML files that describes the UI. Our basic UI will contain a Main_Window with a label. We must take care of the termination by declaring a signal "destroy" in Main_Window to quit the app, otherwise the program will not end when we close the window.

Ada code
First, we declare the handler/callback that will be attached to the "destroy" signal. The callbacks must be in a package, otherwise you run into accessibility errors.

The Gobject event "destroy" is handled by "Main_Quit" in XML, and "Main_Quit" is implemented by the Ada procedure Simple_Callbacks.Quit.

The logical connection is :

Main program : simple_glade3.adb
Read the XML description, register the termination handler, connect, start the Gtk.Main.Main loop, and that's it.

More
For RAD, gate3 is an Ada code sketcher : you build the User Interface with glade3.8, and gate3 generates an Ada prototype that is a valid Ada code.

Complete demo programs available from Sourceforge

 * Lorenz chaotic attractor: Drawing demo with GTK timer loop.
 * Julia set: GTK interface mixed with Ada tasking.

Wikibook

 * Ada Programming
 * Ada Programming/Libraries
 * Ada Programming/Libraries/GUI

|GtkAda

title: Ada Programming/Libraries/GUI/GtkAda


text:
Python Programming/Regular Expression

Python includes a module for working with regular expressions on strings. For more information about writing regular expressions and syntax not specific to Python, see the regular expressions wikibook. Python's regular expression syntax is similar to Perl's

To start using regular expressions in your Python scripts, import the "re" module:

Overview
Regular expression functions in Python at a glance:

Matching and searching
One of the most common uses for regular expressions is extracting a part of a string or testing for the existence of a pattern in a string. Python offers several functions to do this.

The match and search functions do mostly the same thing, except that the match function will only return a result if the pattern matches at the beginning of the string being searched, while search will find a match anywhere in the string. In this example, match2 will be, because the string   does not start with the given pattern. The other 3 results will be Match objects (see below).

You can also match and search without compiling a regexp: Here we use the search function of the re module, rather than of the pattern object. For most cases, its best to compile the expression first. Not all of the re module functions support the flags argument and if the expression is used more than once, compiling first is more efficient and leads to cleaner looking code.

The compiled pattern object functions also have parameters for starting and ending the search, to search in a substring of the given string. In the first example in this section,  returns no result because the pattern does not start at the beginning of the string, but if we do: it works, because we tell it to start searching at character number 3 in the string.

What if we want to search for multiple instances of the pattern? Then we have two options. We can use the start and end position parameters of the search and match function in a loop, getting the position to start at from the previous match object (see below) or we can use the findall and finditer functions. The findall function returns a list of matching strings, useful for simple searching. For anything slightly complex, the finditer function should be used. This returns an iterator object, that when used in a loop, yields Match objects. For example: If you're going to be iterating over the results of the search, using the finditer function is almost always a better choice.

Match objects
Match objects are returned by the search and match functions, and include information about the pattern match.

The group function returns a string corresponding to a capture group (part of a regexp wrapped in ) of the expression, or if no group number is given, the entire match. Using the  variable we defined above: Capture groups can also be given string names using a special syntax and referred to by. For simple expressions this is unnecessary, but for more complex expressions it can be very useful.

You can also get the position of a match or a group in a string, using the start and end functions: This returns the start and end locations of the entire match, and the start and end of the first (and in this case only) capture group, respectively.

Replacing
Another use for regular expressions is replacing text in a string. To do this in Python, use the sub function.

sub takes up to 3 arguments: The text to replace with, the text to replace in, and, optionally, the maximum number of substitutions to make. Unlike the matching and searching functions, sub returns a string, consisting of the given text with the substitution(s) made.

This takes any single alphanumeric character (\w in regular expression syntax) preceded by "a" or "an" and wraps in in single quotes. The  and   in the replacement string are backreferences to the 2 capture groups in the expression; these would be group(1) and group(2) on a Match object from a search.

The subn function is similar to sub, except it returns a tuple, consisting of the result string and the number of replacements made. Using the string and expression from before:

Replacing without constructing and compiling a pattern object:

Splitting
The split function splits a string based on a given regular expression:

Escaping
The escape function escapes all non-alphanumeric characters in a string. This is useful if you need to take an unknown string that may contain regexp metacharacters like  and   and create a regular expression from it.

Flags
The different flags use with regular expressions:

Pattern objects
If you're going to be using the same regexp more than once in a program, or if you just want to keep the regexps separated somehow, you should create a pattern object, and refer to it later when searching/replacing.

To create a pattern object, use the compile function. The first argument is the pattern, which matches the string "foo", followed by up to 5 of any character, then the string "bar", storing the middle characters to a group, which will be discussed later. The second, optional, argument is the flag or flags to modify the regexp's behavior. The flags themselves are simply variables referring to an integer used by the regular expression engine. In other languages, these would be constants, but Python does not have constants. Some of the regular expression functions do not support adding flags as a parameter when defining the pattern directly in the function, if you need any of the flags, it is best to use the compile function to create a pattern object.

The  preceding the expression string indicates that it should be treated as a raw string. This should normally be used when writing regexps, so that backslashes are interpreted literally rather than having to be escaped.

title: Python Programming/Regular Expression


text:
Ada Programming/Libraries/GUI/GWindows

RAD GUI Development Framework for Windows.

GWindows: Core Library Modules

 * GWindows
 * GWindows.ActiveX
 * GWindows.Application
 * GWindows.Base
 * GWindows.Buttons
 * GWindows.Carets
 * GWindows.Colors
 * GWindows.Combo_Boxes
 * GWindows.Common_Controls
 * GWindows.Common_Dialogs
 * GWindows.Constants
 * GWindows.Cursors
 * GWindows.Databases
 * GWindows.Databases.Controls
 * GWindows.Drawing
 * GWindows.Drawing.Capabilities
 * GWindows.Drawing_Objects
 * GWindows.Drawing_Panels
 * GWindows.Edit_Boxes
 * GWindows.Edit_Boxes.Rich
 * GWindows.Errors
 * GWindows.Events
 * GWindows.GStrings
 * GWindows.GStrings.IO
 * GWindows.GStrings.Unbounded
 * GWindows.Image_Lists
 * GWindows.Internal
 * GWindows.Key_States
 * GWindows.List_Boxes
 * GWindows.Menus
 * GWindows.Message_Boxes
 * GWindows.Metrics
 * GWindows.Multi_Media
 * GWindows.Packing_Boxes
 * GWindows.Panels
 * GWindows.Registry
 * GWindows.Scintilla
 * GWindows.Scroll_Bars
 * GWindows.Scroll_Panels
 * GWindows.Static_Controls
 * GWindows.Types
 * GWindows.Utilities
 * GWindows.Windows
 * GWindows.Windows.MDI
 * GWindows.Windows.Main

Wikibook

 * Ada Programming
 * Ada Programming/Libraries
 * Ada Programming/Libraries/Database/GWindows

title: Ada Programming/Libraries/GUI/GWindows


text:
OpenGL Programming/Basics/Structure

Setting up a New Project
Depending on which app you plan to code in, you might need to set up a new C++ project before you begin. The instructions for this vary based on the program, so check your program's manual if you are unsure about how to do this.

GLUT
Many OpenGL applications take advantage of a cross-platform (Windows, Mac and Linux compatible) toolkit called GLUT, which is used in conjunction with OpenGL. GLUT is used to draw windows and handle mouse and keyboard events, which OpenGL cannot do on its own. There are alternatives to GLUT, but GLUT is the simplest GUI toolkit that runs cross-platform, so we assume you have GLUT installed.

There are many disadvantages to GLUT, which are related to its inflexibility. Since GLUT has to work the same across three very different operating systems, you don't have any platform-specific features. GLUT itself cannot take advantage of operating-system provided widgets (buttons, pulldown menus). Your application will not be able to change window-level menus (although context-menus can be customized). If these limitations are dealbreakers for your project, you'll have to use an alternative to GLUT. These will be discussed later in this wikibook. For now, just sit tight with GLUT.

My First OpenGL Program
Open up (or create) your main.cpp file. You should be familiar with the basic format of this file: int main(int argc, char *argv[]) { 	return 0; }
 * 1) include

Including the OpenGL Headers
We're going to need to add some includes here, so we can use OpenGL in our application. Depending on how and where you installed OpenGL, you might have to tweak these paths a bit.
 * 1) include
 * 2) include
 * 3) include

This includes the basic OpenGL commands, GLUT and a utility toolkit called GLU which is useful later. Note that if your operating system handles filenames case sensitive (e.g. Linux) you must capitalize the GL before compiling.

If using Visual Studio, make sure to include windows.h before any of the OpenGL headers.

Creating a Window
Now that we have our library, we can begin to design our interface by creating our window inside our int main function:

void display { /* empty function  required as of glut 3.0 */ } int main(int argc, char *argv[]) { 	glutInit(&argc, argv); glutInitDisplayMode(GLUT_RGB | GLUT_DEPTH | GLUT_DOUBLE); glutInitWindowSize(800,600); glutCreateWindow("Hello World"); glutDisplayFunc(display); glutMainLoop; return 0; }
 * 1) ifdef WIN32 //if using windows then do windows specific stuff.
 * 2) define WIN32_LEAN_AND_MEAN //remove MFC overhead from windows.h which can cause slowness
 * 3) define WIN32_EXTRA_LEAN
 * 1) include
 * 2) endif
 * 1) include
 * 2) include
 * 3) include

We first call glutInit, which starts up GLUT for our use. Next, we set up a display mode. For now, just use the settings we've provided here for glutInitDisplayMode. You might tweak these settings later. Then we tell GLUT how big we want our window to be; 800 by 600 is OK for now. Finally, we actually create the window with glutCreateWindow, passing the window title as an argument, and give control of our program to GLUT through glutMainLoop. Never forget to call glutMainLoop when you use GLUT!

You might have noticed something so far: every function is prefixed with glut-. When we start actually using OpenGL itself, every function will be prefixed with just a gl-. This is for organization.

Try compiling this application. Hopefully, you should get an 800x600 window with the title Hello World. If you don't, refer to the installation section of this wikibook and consider reinstalling.

Getting Ready to Draw Stuff
Most simple OpenGL applications consist of only three elements:
 * A setup function, which configures everything before you start actually drawing.
 * A display function, which does the actual drawing, and
 * int main, which we've mostly configured above. int main just calls the setup function, and tells GLUT to use the display function when it needs to.

Some OpenGL code might look sort of like this:

void setup { /* empty function nothing to setup yet */ } void display { /* empty function  required as of glut 3.0 */ } int main(int argc, char *argv[]) {       glutInit(&argc, argv); glutInitDisplayMode(GLUT_RGB | GLUT_DEPTH | GLUT_DOUBLE); glutInitWindowSize(800,600); glutCreateWindow("Hello World"); setup; glutDisplayFunc(display); glutMainLoop; return 0; } This code itself doesn't draw anything, since display is empty.
 * 1) ifndef WIN32 //if using windows then do windows specific stuff.
 * 2) define WIN32_LEAN_AND_MEAN //remove MFC overhead from windows.h which can cause slowness
 * 3) define WIN32_EXTRA_LEAN
 * 1) include
 * 2) endif
 * 1) include
 * 2) include
 * 3) include

Next Chapter OpenGL_Programming/Basics/Rectangles

OpenGL 프로그래밍/기본/구조

title: OpenGL Programming/Basics/Structure


text:
Geometry/Chapter 8

Perimeter
The perimeter of a particular shape is the total length of its sides.

$$P=l_a+l_b+l_c$$ The perimeter is equal to the length of side a, $$l_a$$, plus the length of side b, $$l_b$$ , plus the length of side c, $$l_c$$. $$P=4l$$ The perimeter is equal to 4 times the length (l) of a side. $$P=2(b+h)$$ The perimeter is equal to 2 times the sum of the base plus the height. $$P=n l$$ The perimeter is equal to the number of sides (n) times the length (l) of a side.
 * For a triangle:
 * For a square:
 * For a rectangle:
 * For regular polygons

Circles do not have sides made of line segments like polygons do but they do have a perimeter known as a circumference. $$C=2\pi r$$ The circumference is equal to 2 times pi times the radius (r).

Area
Area of a shape is how much space is inside the perimeter.

$$A=\frac{bh}{2}$$ The area is equal to the product of the base (b) times the height (h) divided by 2. $$A=l^2$$ The area is equal to the length (l) of a side squared. $$A=b h$$ The area is equal to the length of the base (b) times the base of the height (h). $$A=\pi r^2$$ The area is equal to pi times the radius (r) squared.
 * For a triangle:
 * For a square:
 * For a rectangle:
 * For a circle:

 * For polygons with irregular shapes a sum of smaller areas can be used. The smaller area must completely compose the polygon. Useful smaller areas can be squares, triangles, or rectangles.

$$A=\frac{\big|x_1y_2-x_2y_1+x_2y_3-x_3y_2+x_3y_4-x_4y_3+\cdots+x_ny_1-x_1y_n\big|}{2}$$ where $$(x_k,y_k)$$ is the ith vertex of the polygon, they have to be given in correct order, clockwise and counter clockwise is both ok. The polygon NEED NOT to be convex.
 * There is another method to calculate the area of a polygon located in an 2D coordinate system:

Volume
Volume is the amount of space an object occupies. Only shapes with 3 dimensions have a volume. This is because a 2 dimensional object has no thickness, and, therefore, takes-up no space.

$$V=l^3$$ The volume is equal to the length of a side (l) cubed. $$V=bwh$$ The volume is equal to the base (b) times the width (w) times the height (h). $$V=\frac{4\pi}{3}r^3$$ The volume is equal to four-thirds pi times the radius cubed. $$V=\frac{Bh}{3}$$ The volume is one-third the area of the base times the height. $$V=A_{base}\cdot h$$ where h is the height (not slant height) of the cylinder and $$A_{base}$$ is the area of the base. For example, the volume of a circular cylinder is $$\pi r^2h$$
 * For a cube:
 * For a rectangular prism
 * For a sphere
 * For a cone or pyramid
 * For a cylinder with a base of any shape (as long as the cross sectional area is constant),

Surface Area
For most shapes you can find the surface area by adding up the area of all its sides. For example,

 * (closed) Box with dimensions w, l, and h: $$SA=2(lw+lh+wh)$$
 * Closed cube: $$SA=6s^2$$
 * Closed Cylinder with base area A and base perimeter P: $$SA=Ph+2A$$
 * For a circular cylinder, $$ SA=2\pi r(r+h)$$

Spheres are special because they have no sides but using calculus it's possible to show that:

 * Sphere: $$SA=4\pi r^2$$

Exercises
1. If a cylinder has a base area of 10cm and height of 12cm.what is its volume?

Links
Geometry

title: Geometry/Chapter 8


text:
OpenGL Programming/Basics/Rectangles

Drawing Rectangles
Recall from the previous chapter our basic structure for OpenGL/GLUT applications.

void setup { /* empty function nothing to setup yet */ } void display { /* empty function  required as of glut 3.0 */ } int main(int argc, char *argv[]) {       glutInit(&argc, argv); glutInitDisplayMode(GLUT_RGB | GLUT_DEPTH | GLUT_DOUBLE); glutInitWindowSize(800,600); glutCreateWindow("Hello World"); setup; glutDisplayFunc(display); glutMainLoop; getch;//pause here to see results or lack there of       return 0; } We're now going to add some things to the setup and display functions so we can draw a rectangle.
 * 1) ifndef WIN32 //if using windows then do windows specific stuff.
 * 2) define WIN32_LEAN_AND_MEAN //remove MFC overhead from windows.h which can cause slowness
 * 3) define WIN32_EXTRA_LEAN
 * 1) include
 * 2) endif
 * 1) include
 * 2) include
 * 3) include
 * 4) include //needed for getch

Changing the Background Colour
Let's add a line to our setup function: void setup { '''glClearColor(1.0f, 1.0f, 1.0f, 1.0f); } Calling glClearColor with these arguments will change the background color to white. For now, we're going to leave this line as is without explanation. We'll return to what the 1.0f mean later.

Preparing to Draw
To allow us to draw, GLUT needs to clear the screen every time we work. This is accomplished through two functions, one at the beginning and one at the end of our display function:

void display { glClear(GL_COLOR_BUFFER_BIT | GL_DEPTH_BUFFER_BIT); '''/* drawing commands would go here, if we had any yet... */       glutSwapBuffers;''' }

By using glClear, we give ourselves a clean slate to work on; everything that was in our buffer (the place in memory where we store the rendering image) before is gone. We're now using a new buffer, so at the end of the function, we need to switch that buffer into our window. In GLUT, this is accomplished through calling glutSwapBuffers.

Don't worry if you don't fully understand why these two functions exist just yet. You'll have time to learn.

Okay, NOW can I draw?
Let's add a function to display that will give us a simple rectangle: void display { glClear(GL_COLOR_BUFFER_BIT | GL_DEPTH_BUFFER_BIT); glColor3f(0.0f, 0.0f, 0.0f); glRectf(-0.75f,0.75f, 0.75f, -0.75f); glutSwapBuffers; }

Again, ignore the arguments to glColor3f. Just trust us for now that this will make our rectangle black, so we can see it against the white background. Then we actually draw the rectangle using the function glRectf. We pass in as parameters to glRectf two sets of numbers: the x and y coordinates for one vertex of the rectangle you want to draw, and the x and y coordinates for the opposite vertex. An important thing to note is that these x and y coordinates are not given in pixels, but rather in viewport coordinates.

The Viewport
You'll notice, if you compile and run the program using the display function above and then resize the window, that your rectangle will grow and shrink as your window does. In this example, the rectangle will take up exactly 75% of the width and 75% of the height of the window. This is because we haven't set our viewport.

The viewport defines how coordinates are mapped from OpenGL space, which uses floating point numbers, to the window space which obviously uses pixels. By default, the viewport assumes that the top left is (-1, 1), the bottom left is (-1, -1), the top right is (1, 1) and the bottom right is (1, -1), regardless of the window position.

title: OpenGL Programming/Basics/Rectangles