text:
Wikibooks:Collaboration of the Month/April 2006 voting

Voting Rules
The following are the rules and conditions for voting for the Collaboration of the Month:

 * 1) Only registered users with 20 or more edits to their name may vote.
 * 2) You may vote under as many nominations as you wish, however, you may only vote for each book itself once.
 * 3) Sign your vote with a number sign and four tildes, #~, after the most previous vote under the book's nomination. Unsigned votes will be removed.
 * 4) Any nomination which receives 3 or more votes in one month will automatically be renominated the next month if it is not chosen.
 * 5) If you wish to include a short comment for your vote, then you may do so. Make sure that if you leave such a comment, that you are also voting for that page.
 * 6) Do not post objection votes as these will have no effect on the final tally.
 * 7) Voting will end at 00:00 UTC on the first day of each month. In essence, when a new month begins voting ends. Any votes added after this time will be discarded.
 * 8) The nomination with most votes will be chosen as the Collaboration of the Month. In case of a tie, the older Wikibook will be chosen.

Guide to Success & Fulfillment
Votes:

 * 1) Mastermind 007  HQ  Missions done 09:00, 6 March 2006 (UTC)
 * WithYouInRockland 06:00, 11 March 2006 (UTC) less than 20 edits

Greek Mythology
(renominated with 3 votes for February)

Votes:
 * 1) Kyriakos 20:48, 1 March 2006 (UTC)
 * 2) Klingoncowboy4 18:35, 16 March 2006 (UTC)
 * 3) Rob Horning 14:49, 29 March 2006 (UTC)

Comments:

Introduction to Philosophy
(renominated with 3 votes for February)

Votes:
 * 1) Mastermind 007  HQ  Missions done 06:52, 2 March 2006 (UTC)

Comments:

Embedded Systems
(renominated with 4 votes for February)

Votes:
 * 1) Klingoncowboy4 01:04, 1 March 2006 (UTC)
 * 2) Whiteknight (talk) (current) 18:34, 2 March 2006 (UTC)
 * 3) Rob Horning 05:39, 3 March 2006 (UTC)
 * 4) AlexeySmirnov 15:24, 5 March 2006 (UTC)
 * 5) --Gabe Sechan 21:41, 23 March 2006 (UTC)

Comments:

 * Became Collaboration of the Month --Derbeth talk 08:06, 1 April 2006 (UTC)

False Friends of the Slavist
Votes: Comments:
 * 1) Daniel Bunčić 18:05, 1 March 2006 (UTC)
 * 2) Klingoncowboy4 21:00, 1 March 2006 (UTC)
 * 3) Zak 15:07, 8 March 2006 (UTC)
 * This book needs collaboration from people with various Slavonic-language backgrounds (from Russian to Lower Sorbian). It is an open-ended project which will probably never be complete, but there is already a lot there to read, which might hopefully encourage people to contribute. --Daniel Bunčić 18:05, 1 March 2006 (UTC)
 * Looks like a book with potential. UnfortunetlyI can't really contribute anything Klingoncowboy4 21:00, 1 March 2006 (UTC)
 * I think it's more related to a project/discussion but not really a Wikibook because it's more showing the evolution of many Slovakian origins which could/couldn't be a myth, so the book has somewhat has a neutral point of view but the nomination is due to the involvement of many users but still, it doesn't matters to be a "real" Wikibook. -- Master mind  007 13:06, 9 March 2006 (UTC)
 * Sorry, I didn't get your point, please make it clearer. It seems you have not really understood what the book is about. It is not about the evolution of any language, not about myths, and "Slovakian" is only one of the fifteen Slavonic languages covered by the book. Please have a look at the wikipedia article False friend to understand that False Friends of the Slavist is in a way a very typical wikibook, as it provides a practical help to all those who want to learn a Slavonic language while already knowing another one (and most people who know one Slavonic language do not stop there). Apart from that, especially the semasiological maps are also of linguistic interest. See the English-Esperanto, English-German (from the CoM Sept. 2005), English-Finnish and English-Dutch false friends for the relevance of this subject in other wikibooks. Note that even before this internet project became a wikibook it had already been used in class. --Daniel Bunčić 15:46, 9 March 2006 (UTC)

Football (Soccer)
Votes:
 * 1) Mastermind 007  HQ  Missions done 06:53, 2 March 2006 (UTC)

Comments:

Muggles' Guide to Harry Potter
Votes:
 * 1) Rob Horning 00:35, 22 March 2006 (UTC)
 * 2) Klingoncowboy4 18:14, 24 March 2006 (UTC)
 * 3) Matt 04:26, 30 March 2006 (UTC)

Comments:

This is a general interest Wikibook that might actually get some additional people into Wikibooks for collaboration. It would be nice to get this book up to speed so as to become a Book of the Month candidate. --Rob Horning 00:35, 22 March 2006 (UTC)

I maintain this book and am glad it's up for nomination. The goals of the book are very large and a lot of content still needs to be added. What the book really needs is users who can add critical commentary and articulate descriptions of the storyline's plots, characters, etc. I don't want the book to become a "macropedia" with fact lists like Wikipedia already has. What the book is really meant for is commentary and analysis. Getting some public notice of this book would be great. -Matt 04:26, 30 March 2006 (UTC)

Signals and Systems
Votes:
 * 1) Rob Horning 17:06, 28 March 2006 (UTC)
 * 2) Klingoncowboy4 07:38, 29 March 2006 (UTC)

Comments: I don't want this book forgotten. This is a very interesting Wikibook that has been sitting around just hiding out and not really doing anything. It would be nice to give this another push to get going, as there is quite a bit already there. --Rob Horning 17:06, 28 March 2006 (UTC)


text:
Cookbook:Oven Pancakes (Vegan)

Ingredients

 * 1 cup (236 ml) flour
 * 2 teaspoons baking powder
 * ½ teaspoon baking soda
 * ½ teaspoon salt
 * 2 tablespoon white granulated sugar
 * 1 cup (236 ml) soy milk
 * 2 tablespoons vegetable oil
 * 2 teaspoons vanilla
 * 1 tablespoon apple cider vinegar

Procedure

 * 1) Preheat oven to 230 C and oil an 8-inch oven-safe skillet.
 * 2) Combine flour, baking powder, baking soda, salt, and sugar.
 * 3) Add the soy milk, vegetable oil, and vanilla; stir well.
 * 4) Stir in the apple cider vinegar, mix well, and pour immediately into the skillet.
 * 5) Bake at 230 C for 18 to 20 minutes, and serve.

Notes, tips, and variations

 * When a toothpick is inserted into the completed product, it should come out clean.

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

title: Cookbook:Oven Pancakes (Vegan)


text: Template:Vegetarian recipe

title: Template:Vegetarian recipe


text: Template:Vegetarian recipe (milk)

title: Template:Vegetarian recipe (milk)


text:
User talk:Elec56

Jon Holmes Felicity Franklin Fire

title: User talk:Elec56


text:
Orthopaedic Surgery/Fractures and Dislocations:Principles of Fractures

"The question for the modern surgeon is not whether operative treatment is to supersede manipulative...The problem before each of us is how we can improve our skill and technique in both manipulative and operative treatment and what means must we adopt in each individual case to give our patients the surest, safest and most complete restoration of function." -Robert Jones 1913

This point of view recognizes two modes of fracture healing enchondral and intra-membranous. Closed management will attempt to optimize the former in which genetic expression at the fracture site will reiterate embryologic processes beginning with differentiation of recruited stem cells into cartilage cells. Open treatment will tend toward a direct differentiation to bone formation. Thus our treatments surgical or closed will either promote or interfere with these intrinsic mechanisms by which bone is capable of healing in an efficient scar free way so as to recreate its initial structure.

When the structure of the bone is violently disrupted there is physical disruption of the matrix as well as the cellular elements of bone. Hemorrhage from disrupted blood vessels results in a fracture hematoma. We interpret what appears to be happening at a cellular level as an initial call for help, setting the stage for damage control and the recruiting of all available healing resources. There is pain which alerts us to the injury, there is swelling which splints the part and allows for the ready transit of any needed raw material out of the vasculature and into the zone of injury. Inflammation is the name we give to this first of three recognized phases of fracture healing.The first responders then generate messages in the form of chemotactic factors to call upon what is needed for the healing process to continue. This first 5 to 7days transitions into a process of cleaning out the damaged material, there is resorbtion of calcified bone, macrophage activation and modulation of mesenchymal pluripotential cells into fibroblasts and chondroblasts and osteoblasts, these activities dominate the picture from days 4 to 40 in what is known as the reparative phase. The process is accelerated in the young so that the reparative phase may be contracted into the first week in the new born and the final phase of fracture healing begins, the hallmark being the formation of calcified salts to form woven bone and radiographically aparent fracture healing. This is typically evident at 4 weeks, more so in diaphyseal bones especially those with a generous surround of muscle. Metaphyseal areas, intra-articular fractures, carpal bones and phalanges find a less exuberant or at least more delayed radiographic appearance even in the face of effective clinical union. This last phase known as the remodeling phase continues for a year or more.

A variety of endogenous and exogenous factors influence each of the three phases of fracture healing. The most important of these to recognize is the fact that a living patient is required to heal a fracture. The first implication of this fact is that attention must first be paid to the ABC's of resuscitation prior to attending to the dramatically flailed extremity which may attract attention while an insidious life threatening situation may be overlooked. The next consideration is that the bone will need blood supply to heal so will the soft tissues around the bone which may be precariously tented. Any deformity which is compromising the local perfusion about the fracture or to the distal extremity should be corrected. A survey of all areas presuming unrecognized secondary skeletal injury, and using the best available means, which is a laying on of hands to feel for crepitation and in the conscious patient to elicit tenderness will tend to yield an overlooked fracture in 15% of cases. In the case of high energy injury especially a fall from a height or a motor vehicular accident a skeletal survey to include spine and pelvis is usually pursued and commonly augmented by CT scan as this is generally used to screen for any intra-cranial or intra-abdominal injury is such cases thus a scan of the neck is easily added to supplement a cross table lateral plain film. The identified fractures should be xrayed with two views in the standard frontal and saggital planes if possible with the joint above and below the fracture site demonstrated.

The next priority is to address the open fracture with the goal of eliminating any foreign and devitalized material. The foreign material is considered to harbor micoorganisms which must be diminished in their quantity if not eliminated as they have an agenda entirely at odds with our purposes and will tend to thrive unchecked in the nutrient rich setting of a fracture. It is recognized that despite the most assiduous and repeated efforts in this regard some micoorganisms may persist at the fracture site, but if there are no sizable areas of devitalized tissue to harbor them then the patient's immune system in conjunction with parenterally administered antibiotics will eliminate any residual invaders. Due attention to the volume of irrigation in proportion to the area of injury, with formal surgical exposure of the intramedullary aspect of the bone is the goal, paying all due respect to the preservation of blood supply to the fracture and the overlying soft tissues. Pulse lavage and the use of a bone currette facilitates the process. It is instructive to inspect a freshly irrigated open tibia under loupe magnification to recognize that even after 10 liters of pulse lavage and scraping there remains low level contamination. Despite the best efforts some open fractures will become infected and usually from the proliferation of an organism that entered at the time of injury. Antibiotic resistance extent now in many communities requires surveillance to determine the optimal choice for initial antibiotic prophylaxis.

The desire to get on with what may be a lengthy process of stabilizing the fracture with surgical implants must not be allowed to give short shrift to the process of cleansing the fracture site. From the point of view of an invading micoorganism, there is no more welcome addition than a large metallic surface allowing the organism the opportunity to form a defensive perimeter in the form of a membrane adjacent to the implant within which the organism will evade the patients immune mechanisms and the deadly effects of any antibiotics administered either parenterally or locally.

The desirability of stabilizing all long bone fractures as soon as possible must be tempered by a realistic appraisal of the level of resources immediately available, the level of fatigue and expertise of the surgical team, and the duration of anesthesia which may represent an undesirable level of immediate physiologic stress to a recently traumatized patient. If the crew is worn out, if the young surgeon is not quite sure of the best approach to stabilization, then focus on washing the fracture out and providing provisional stabilization allowing for a respite, reconsideration of options, and additional consultation, and availablity of the most appropriate implants for the purpose at hand. Many bad starts to a healing process are born in the middle of the night when strenuous efforts are brought to bear with the best of intensions.


text:
French/Lessons/Level three/Test answers

Verb Forms
Name the verb forms for the subject and infinitive specified. (1 point each)

English to French
Translate the following phrases and sentences into French. (2 points each)

French to English
Translate these dialogues into English. (14 points total)

Fill in the Blank
Fill in the blanks in these conversations. Note: Every blank is one word. (1 point each)

Matching
Match the French words with their English definitions. (1 point each)

Test answers

title: French/Lessons/Level three/Test answers


text:
French/Lessons/Level three/Test

Verb forms
Name the verb forms for the subject and infinitive specified.

English to French
Translate the following phrases and sentences into French.

French to English
Translate these dialogues into English.

Fill in the blank
Fill in the blanks in these conversations. Note: Every blank is one word.

Matching
Match the French words with their English definitions.

Test

title: French/Lessons/Level three/Test


text: Template:French/Lessons/Level three/Header


text:
User:Rup.inf

At the moment create a new course School of Very Small Information Systems for Wikiversity together with Martin Schoeberl.

I work on the VSIS eclipse plugin for the Java processor. My main research interest is embedded real-time machine learning.

title: User:Rup.inf


text:
Entomology/Introduction

Introduction
Entomology is the study of insects. Entomology Departments sometimes include scientists that study arachnids, but those are not insects. Insects are six-legged, which arachnids have 8 or more legs.

Insects and arachnids both belong to the Phylum Arthropoda, which also includes crustaceans (including shrimps and crabs), along with some other small groups. The Arthropoda are jointed leg animals with an exoskeleton. Entomology is concerned with the life history, biology, behavior, and ecology of insects. It is one of the few biological disciplines that includes study of both the organism in the environment and how to control them (e.g. agriculture).

곤충학/소개

title: Entomology/Introduction


text:
Entomology/Common arachnids

Introduction

 * Spiders
 * black widows
 * recluse spiders
 * tarantulas
 * jumping spiders
 * Scorpions
 * giant hairy desert scorpion
 * emperor scorpion
 * Ticks

title: Entomology/Common arachnids


text:
Entomology/Other arachnids

Introduction

 * less common spiders
 * less common scorpions
 * whip-scorpions
 * sun-spiders
 * seed ticks

title: Entomology/Other arachnids


text: Wikibooks:Book of the month/March 2006

title: Wikibooks:Book of the month/March 2006


text: Wikibooks:Collaboration of the Month/March 2006


text:
Counterpoint/First Species

The first species of counterpoint is the most simple, being that of one note placed against one note (that is, if the cantus fimus is quarter notes, the counterpoint will also be in quarter notes).

There are two ultimate rules of counterpoint that should be observed in first species counterpoint and are almost never broken in any counterpoint with two voices.
 * When progressing into a perfect consonance, oblique motion or contrary motion may be used.
 * When progressing into a imperfect consonance, any motion might be used (however, parallel motion may only be used when progressing from imperfect to imperfect).

The Definition of Motions
Motion, with regards to counterpoint, is the relationship between two notes in different voices and how they "move", with reference to each other, as the score progresses.
 * Motion where one voice does not move and the other does is called oblique motion.
 * Motion where one voice moves up and the other down, or vice versa is called contrary motion.
 * Motion where both voices move up or down in the same interval is called parallel motion.
 * Motion where both voices move down, or both up (but not necessarily by the same interval) is called similar motion.

Parallel motion may be considered a special case of similar motion.

The Definition of Consonances

 * A consonance is any interval considered harmonious by tonal standards (the third, sixth, fifth, octave, and unison). (Note that the unison may not be used except in beginning a counterpoint below the cantus firmus.)
 * a Perfect Consonance is any consonant interval that cannot be major or minor. These are the Perfect Fifth, Perfect Octave, and Perfect Unison (and any variation of these such as the fifteenth).
 * Special Note: In traditional counterpoint, the fourth is not considered a consonance because of the potential dissonance that can result if both fourth and third or fourth and fifth are utilized with a bass line in three or four voice counterpoint; however, in the less strict counterpoint of more vertical music, fourths are very frequently utilized as consonances. In the case of any exercises in counterpoint, it would be prudent to consider the fourth as a dissonance.
 * an Imperfect Consonance is any consonant interval that can be either major or minor. These are the major and minor third, sixth and tenth.

 * A dissonance is any interval that is considered to be unpleasant to the ear or unstable by tonal standards (these are the second, tritone, seventh, and augmented or diminished intervals)

Linear Nature of Counterpoint
Good counterpoint must be multiple melodies set against each other. As such, both melodies must be well written, with mostly stepwise motion and a high or low point that is reached as a "goal" of the melody. In general, large skips should not be made over the bar line or onto a strong beat. There are many other rules that will not be described in particular detail here.

Chordal Nature of Counterpoint
It is important for counterpoint to make harmonic sense in addition to melodic sense. The first and last chords must be the tonic chord of the key, and it is important for the cadence to make sense (usually the dominant or subdominant chord of the key).

Archaic vs. Modern
Fifths are more utilized in archaic style as a perfect consonance. In modern style, fifths are less utilized in favor of imperfect consonances, because these emphasize the tonality of the implied chord (major or minor)

Use of Leaps
According to Fux, leaps of seventh or any diminished or augmented intervals should be avoided. The melodic direction should change after a leap greater than a third.

Cadences

 * 'in archaic style': If the counterpoint is in the upper voice, the cadence should involve a major sixth resolving to a perfect consonance. If the counterpoint is in the lower voice, the cadence should be a minor third resolving to a perfect consonance.

 * 'in modern style': A V or IV chord must resolve to a I chord.

title: Counterpoint/First Species


text:
Counterpoint/Forms

 * /Canon/
 * /Fugue/
 * /Invention/

title: Counterpoint/Forms


text:
ZK/Examples

ZK: Examples

This article is a collection of small examples and code snippets that illustrates the use of the ZK framework. ZK is an open source project that enables rich user interfaces for Web applications. '''This wiki page was started in year 2006, some of the contents may no longer apply. For latest updates and examples, please visit the following links'''
 * ZK Home / Documentation / ZK Live Demo

Thanks for your contributions.

Snippets from the demo
A good starting point for seeing zk-code in action is the ZK Live Demo. The examples are visualized and editable in the demo, so you should try the demo first.

Snippets within zul-pages
Grid: multi column sort

Listbox: multi-column sort and rendering of 'live' data Clear combobox value Treeitem with onRightClick-event Multi-language labels (internationalization)

'Important:' the following described files have to be in UTF-8-format or special characters like German umlauts will not be displayed correctly!

In the /WEB-INF-directory create the files according to your needs, f.i. one with the standard labels (this one is selected if no matching language files could be found), i3-labels.properties: app.title=Standard entry for the label if no other language-file matches app.title.setByJavaCode=Standard entry for the label set by java code if no other language-file matches app.question.delete={ Do you really want to delete this item? (Standard) If enclosed in curly brackets, you can also include multiline-messages... } app.question.confirm=Please confirm..., one for user with German locale, i3-labels_de.properties: app.title=Test für deutschen Label (German label) app.title.setByJavaCode=Set by java code: Test für deutschen Label (German label) app.question.delete={ Wirklich dieses Item löschen (Deutsch/German)? Durch die Eingabe innerhalb von geschwungenen Klammern sind auch mehrzeilige Meldungen möglich. } app.question.confirm=Bitte bestätigen (de)..., and finally one for users with German locale in Germany, i3-labels_de_DE.properties: app.title=Test für deutschen Label in Deutschland (German label in Germany) app.title.setByJavaCode=Set by java code: Test für deutschen Label in Deutschland (German label in Germany) app.question.delete={ Wirklich dieses Item löschen (Deutsch in Deutschland/German in Germany)? Durch die Eingabe innerhalb von geschwungenen Klammern sind auch mehrzeilige Meldungen möglich. } app.question.confirm=Bitte bestätigen (de_DE)... If you want to change also the messages in the messageboxes you have to create special files in the directory /WEB-INF/classes/metainfo/mesg/ (at least on Tomcat; else in the / /metainfo/mesg/). The name of the files depend on the message you want to overwrite/create a language dependent value. For a list of all available messages you can unzip the jar-files of zk with your favourite unpacker and look at the included metainfo/mesg/*.properties-files. F.i. to change the Messagebox.YES or <tt>Messagebox.NO</tt> values you have to create a file <tt>/WEB-INF/classes/metainfo/mesg/msgzul_de.properties</tt> (as the values are defined in the <tt>zul.jar</tt>) with the following content: 2220=Ja bitte 2221=Nein danke The values before the <tt>=</tt>, f.i. 2220 for <tt>Messagebox.YES</tt> can be seen in the <tt>metainfo/mesg/msgzul.properties</tt>-file if you unzip the <tt>zul.jar</tt>-file. Some examples for the messageboxes: 2200=OK 2201=Cancel 2220=Yes 2221=No 2230=Retry 2231=Abort 2232=Ignore
 * 1) -=OK
 * 1) -=CANCEL
 * 1) -=YES
 * 1) -=NO
 * 1) -=RETRY
 * 1) -=ABORT
 * 1) -=IGNORE

Next is the zul-file, where the first label is hardcoded, the second one set with an el-expression and the third is set with java-code. If you click on the button, a messagebox is shown depending on your locale. The <tt>taglib</tt>-tag is only needed if you want to use the el-expression. If you have many labels, you can also do the following within zscript (for shortening the getLabel-command):

Snippets within java-code
Refresh (redraw) a component Every component has a redraw-method, so to refresh its appearance try the following. Selecting in a listbox via label Set language-dependent label value

Other sources of examples

 * The Developer's guide of course ;-) and other resources on the documentation-page, including the zk-forums.
 * In the Small Talks on zkoss you can find many examples regarding zul, hibernate, spring framework and many others with source code included.
 * An article on developer.com shows an example of a student enrollment. Source code is available. It includes a tree, a listbox, tabs and shows f.i. the drag and drop functionality.
 * An article on IBM shows the usage of the included jgraph with zk.
 * Another article on IBM shows how to upload images to a database.

title: ZK/Examples


text:
US History/Print version

=Table of contents=
 * Preface
 * 1) Introduction

Colonial America
 * Introduction
 * Pre-Columbian America (before 1492)
 * Brief overview of European history (before 1492)
 * Vikings (1000-1013)
 * Exploration (1492-1620)
 * Early Colonial Period (1492 - 1607)
 * The English Colonies (1607 - 1754)
 * Road to Revolution (1754 - 1774)

The Republic until 1877
 * The American Revolution (1774 - 1783)
 * A New Nation is Formed (1783 - 1787)
 * The Early Years of the Constitutional Republic (1787 - 1800)
 * Jeffersonian Republicanism (1800 - 1824)
 * Panic of 1819
 * Westward Expansion and Manifest Destiny (1824 - 1849)
 * Friction Between the States (1849 - 1860)
 * Intro to Secession
 * Farewell to the Star-Spangled Banner (1860 - 1861)
 * The Civil War (1860 - 1865)
 * Reconstruction (1865 - 1877)

The Republic 1877 to 2000
 * The Age of Invention and the Gilded Age (1877 - 1900)
 * The Progressive Era (1900 - 1914)
 * World War I and the Treaty of Versailles (1914 - 1920)
 * The Roaring Twenties and Prohibition (1920 - 1929)
 * The Great Depression and the New Deal (1929 - 1939)
 * Spanish Civil War (1936-1939)
 * World War II and the Rise of the Atomic Age (1939 - 1945)
 * Truman and the Cold War (1945 - 1953)
 * Eisenhower, Civil Rights, and the Fifties (1953 - 1961)
 * Kennedy and Johnson (1961 - 1969)
 * Nixon presidency and Indochina (1969 - 1974)
 * Ford, Carter and Reagan presidencies (1974 - 1989)
 * Bush and Clinton presidencies,1st Gulf War (1989 - 2001)

2000 to the Present
 * George W. Bush, September 11, 2nd Gulf War, and Terrorism (2001-2006)
 * Growing Crisis with Iran (2006-)
 * 2008 Election
 * Obama
 * 2016 Election
 * Trump
 * Biden
 * Hope

Appendices
 * Appendix Alpha: Presidents and Vice Presidents of the United States
 * Appendix Beta: Chief Justices of the United States Supreme Court
 * Appendes Gamma: Supreme Court Decisions
 * Appendex Delta: Famous Third Parties

Keywords (People, Events, etc)

Licensing and Contributors
 * Authors

=Preface=

=Colonial America=

=Introduction=

=Brief overview of European history (before 1492)=

=Pre-Columbian America (before 1492)=

=Vikings (1000-1013)=

=Exploration (1266-1522)=

=Early Colonial Period (1492 - 1607)=

=The English Colonies (1607 - 1754)=

=Road to Revolution (1754 - 1774)=

=The Republic until 1877=

=The American Revolution (1774 - 1783)=

=A New Nation is Formed (1783 - 1787)=

=The Early Years of the Constitutional Republic (1787 - 1800)=

=Jeffersonian Republicanism (1800 - 1824)=

=Westward Expansion and Manifest Destiny (1824 - 1849)=

=Friction Between the States (1849 - 1860)=

=Intro to Secession=

=The Civil War (1860 - 1865)=

=Reconstruction (1865 - 1877)=

=The Republic 1877 to 2000=

=The Age of Invention and the Gilded Age (1877 - 1900)=

=The Progressive Era (1900 - 1914)=

=World War I and the Treaty of Versailles (1914 - 1920)=

=The Roaring Twenties and Prohibition (1920 - 1929)=

=The Great Depression and the New Deal (1929 - 1939)=

=Spanish Civil War (1936-1939)=

=World War II and the Rise of the Atomic Age (1939 - 1945)=

=Truman and the Cold War (1945 - 1953)=

=Eisenhower, Civil Rights, and the Fifties (1953 - 1961)=

=Kennedy and Johnson (1961 - 1969)=

=Nixon presidency and Indochina (1969 - 1974)=

=Ford, Carter and Reagan presidencies (1974 - 1989)=

=Bush and Clinton presidencies,1st Gulf War (1989 - 2001)=

=2000 to the Present=

=George W. Bush, September 11, 2nd Gulf War, and Terrorism (2001-2006)=

=Growing Crisis with Iran (2006-)=

=The 2008 Election=

=Obama=

=2016 Election=

=Trump=

=Biden=

=Hope=

=Appendices=

=Appendix Alpha: Presidents and Vice Presidents of the United States=

=Appendix Beta: Chief Justices of the United States Supreme Court=

=Appendix Gamma: Supreme Court Decisions=

=Appendex Delta: Famous Third Parties=

=Keywords (People, Events, etc)=

=Licensing and Contributors=

=Authors=

=GNU Free Documentation License=

title: US History/Print version


text:
Talk:Corset/Dictionary/Floating ribs

From danish:

Humanity have four floating ribs, two pair. It's important a the slowly will bent up at the beginning of the tightlacing

It's important a they floating ribs, will bent some up everytime you breath in in a corset for beginners, so that they gradually modify shape without a fracture.

title: Talk:Corset/Dictionary/Floating ribs


text:
User talk:Pupeer

Please submit your comments
--Peer Mohamed P U 13:38, 1 March 2006 (UTC) Hi peer, assalamu alaikkum My name is also peermohamed. i do work in java.by the way wer u from...... whats ur mail id......mine is (peermohamed_m@hotmail.com)

title: User talk:Pupeer


text:
User:Pupeer

=Peer Mohamed P U= Iam working as Senior System Analyst in Cognizant Technology Solutions Pvt Ltd (CTS), Chennai, Tamilnadu, India. I have 8 yrs of experience in IT field and have good knowledge in Java, Servlets, EJB, JSP, Struts, Junit, Web Sphere/Web logic, Oracle, XML and Web services(JAXP/JAXB/JAXR).

title: User:Pupeer


text:
Knowledge Engineering for Historians/Modelling Xmas Story

Modelling the Christmas Story
We will now user our knowledge engineering skillz to model the Christmas stories in Matthew and Luke that a historian can compare and contrast them.

Functional Prerequisites
Matthew and Luke want to show that Jesus of Nazareth is the Messiah. Matthew and Luke want to show that Jesus of Nazareth is the Messiah; this calls for our modal statement and projection microtheory setup.

In Mt: GospelOfMatthewIntentionMt. f: (beliefs (AuthorFn Matthew-BookOfBible)      (isa JesusOfNazareth Messiah)).

In Mt: GospelOfMatthewMt. f: (isa JesusOfNazareth Messiah).

In Mt: GospelOfLukeIntentionMt. f: (beliefs (AuthorFn Luke-BookOfBible)      (isa JesusOfNazareth Messiah)).

In Mt: GospelOfLukeMt. f: (isa JesusOfNazareth Messiah).

From the Old Testament, specifically its prophecies, Matthew and Luke know that the Messiah has to be born in Bethlehem. From the historical life of Jesus of Nazareth, however, they also know that Jesus has to end up living his childhood in Nazareth — as his name suggests.

The Prophetic Precondition
The prophetic passage regarding the location of the birth is the prophet Micah 5:2: 'But you, Bethlehem, in the land of Judah are by no means least among the rulers of Judah;for out of you will come a ruler  who will be the shepherd of my people Israel.'

The prophetic passage regarding the virgin birth is in Isiah 7:14: The virgin will be with child and will give birth to a son, and they will call him Immanuel—which means, "God with us."

The critical aspects that the two gospels amalgamate from these two prophetic passages can be represented as follows:

In Mt: MessianicPropheciesMt. f: (implies      (and (isa ?SON MalePerson) (isa ?VIRGIN Virgin) (isa ?B-DAY BirthingEvent) (birthChild ?B-DAY ?SON) (birthParent ?B-DAY ?VIRGIN) (locationOf ?B-DAY Bethlehem))      (isa ?SON Messiah)).

The Historical Precondition
The basic problem is expressed by the following rule:

In Mt: FertileCrescentNamingConventionMt. f: (implies      (and (isa ?PERSON FamousPerson) (isa ?EVENT Childhood) (animateActedOn ?EVENT ?PERSON) (locationOf ?EVENT ?TOWN) (firstName ?PERSON ?NAME))      (ist EnglishLexiconMt (commonNickName ?PERSON (WordConcatenationFn ?NAME Of-TheWord ?TOWN))). This rule explains Herodotus of Halikarnassos as well as it explains Jesus of Nazareth. Which means that the narrative of the childhood of Jesus has to be brought round to end up in the village of Nazareth in Galilee.

The Differences in the Christmas Narratives
Now we get into the individual differences between the two narratives as provided by Matthew and Luke. It will become immediately obvious that these two narratives could not co-exist in the same context of reasoning without inducing contradictions.

The Announcement of the Miraculous Birth

 * 1) Who is the recipient of the announcement?
 * 2) Does the announcement preceed the begin of the pregnancy?
 * 3) Where and when does the announcement occur?

Constant: AnnouncementOfBirthOfMessiah. In Mt: SharedNewTestamentMt. isa: AnnouncingSomething. ibtGenerated: BirthOfMessiah-IBT.

Notice that the contents of the information bearing thing, the angelic message, would also be represented as a context of its own, a propositional information thing derived from the information bearing thing that is the announcement. While these announcements differ slightly, they are similar enough that for our current purposes we can use the following representational approach:

In Mt: BaseMt. f: (genlMt (PITofIBTFn BirthOfMessiah-IBT) SharedNewTestamentMt). In Mt: (PITofIBTFn BirthOfMessiah-IBT). f: (thereExists ?EVENT     (and (thereExists ?SON         (isa ?EVENT Birth)          (birthParent ?EVENT Mary-MotherOfJesus)          (birthChild ?EVENT ?SON)           (isa ?SON MalePerson)          (nameString ?SON "Jesus")) (startsAfterEndOf ?EVENT AnnouncementOfBirthOfMessiah)).

Now we get to the meat of the differences. First, the recipients are different:

In Mt: GospelAccordingToLukeMt. senderOfInfo: Gabriel-ArchAngel. f: (intendedAudience BirthOfMessiah-IBT Mary-MotherOfJesus).

In Mt: GospelAccordingToMatthewMt. senderOfInfo: (SomeFn Angel). f: (intendedAudience BirthOfMessiah-IBT Joseph-FatherOfJesus).

Secondly, the temporal relationship to the pregnancy differs:

In Mt: SharedNewTestamentMt. Constant: MiraculousPregnancyOfMaryWithJesus. isa: Pregnancy. physiologicalConditionAffects: Mary-MotherOfJesus.

In Mt: GospelAccordingToLukeMt. f: (startsAfterEndOf MiraculousPregnancyOfMaryWithJesus AnnouncementOfBirthOfMessiah).

In Mt: GospelAccordingToMatthewMt. f: (startsAfterStartOf AnnouncementOfBirthOfMessiah MiraculousPregnancyOfMaryWithJesus).

For right now we will gloss over the fact that one of the announcements happened inside a dream (as they always do in the Gospel of Matthew), while the other happens in broad daylight in Mary's house (which presumably means in the house of her parents). But we can capture the fact that the announcements happened in the different cities:

In Mt: GospelAccordingToLukeMt. f: (eventOccursAt AnnouncementOfBirthOfMessiah NazarethGalilee).

In Mt: GospelAccordingToMatthewMt. f: (eventOccursAt AnnouncementOfBirthOfMessiah BethlehemJudea).

Establishing the Location of the Birth

 * 1) What do Mary and Joseph have to do to be in Bethlehem?
 * 2) Where does the birth take place?

We have already pointed out that according to Matthew, Joseph and Mary lived in Bethlehem all along, which in Luke they have to travel to Bethlehem, based on a census ordered by Roman emperor August.

In Mt: GospelOfMatthewMt. f: (residesInRegion Mary-MotherOfJesus BethlehemJudea). f: (residesInRegion Joseph-FatherOfJesus BethlehemJudea).

In Mt: GospelOfLukeMt. f: (residesInRegion Mary-MotherOfJesus NazarethGalilee). f: (residesInRegion Joseph-FatherOfJesus NazarethGalilee).

Constant: JourneyToBethlehemForCensus. isa: Travel-TripEvent. doneBy: Joseph-FatherOfJesus, Mary-MotherOfJesus. fromLocation: NazarethGalilee. toLocation: BethlehemJudea.

Now that we have the holy couple securely in Bethlehem ready to fulfill the prophecy, we can describe the birthing event.

In Mt: BirthOfTheMessiah. isa: BirthEvent. birthParent: Mary-MotherOfJesus. birthChild: JesusOfNazareth.

In Mt: GospelOfMatthewMt. Constant: HouseOfJosephInBethlehem. isa: House. f: (owns Joseph-FatherOfJesus HouseOfJosephInBethlehem). f: (eventOccursAt BirthOfTheMessiah HouseOfJosephInBethlehem). In Mt: GospelOfLukeMt. Constant: StableWhereJesusWasBorn. isa: Stable. internalSubRegion: BethlehemJudea. adjacentTo: (SomeFn HotelBuilding). f: (eventOccursAt BirthOfTheMessiah StableWhereJesusWasBorn).

The First Visitors
From what has been shown so far, it should be pretty obvious how to handle the first visitors, namely the shepards in the case of Luke versus the Wise Kings or Magi from the East in Matthew. In fact, these are left as an exercise to the reader since they add nothing new in terms of how to approach this problem.

On to Nazareth

 * 1) How direct is the route to Nazareth?

What we said above about the visitors of Baby Jesus equally applies to the eventual return to Nazareth. There is the same angelic visions in dreams in Matthew and the journeying first to Egypt and then back to Galilee (via the stop-over in Judea). Luke does not even recount the story of the return.

A Temporal Correction
There is actually at least one subtle mistake in the representation we have given so far: specifically, we have glossed over the fact that the temporal extent of the microtheory contexts is in some cases larger than is appropriate for the facts we have stated. The indivudal events are fine — here the actor and role assignments are understood to be restricted to the temporal extent of event, not to the temporal extent of the enveloping context. But what about our residency statements regarding Joseph and Mary in the Gospel of Matthewe?

;; WRONG WRONG WRONG WRONG In Mt: GospelOfMatthewMt. f: (residesInRegion Mary-MotherOfJesus BethlehemJudea). f: (residesInRegion Joseph-FatherOfJesus BethlehemJudea).

This is false, because they also reside in Egypt for a couple of years and then they move to Nazareth altogether — we already discussed this. Anything asserted in the  would have temporal extent to the whole of the story time as narrated, i.e. from the time of the opening geneaology to Jesus' ascension at the end of the Gospel.

In general temporal qualification is usually understood to mean mapping to an absolute timeline, like the Julian calendar.

In Mt: GospelOfMatthewMt. Time Dimension: (TimeIntervalInclusiveFn (YearBCE-JulianFn 7) (YearBCE-JulianFn 3)). Time Parameter: Time-Point. f: (residesInRegion JesusOfNazareth BethlehemJudea).

However, for our situation this is often inappropriate; for many of the events recounted here, we do not have dates (and sometimes we might not even have rough estimates). Fortunately, temporal qualification is not restricted to absolute dates. Rather, the temporal constraints of an event can be pushed up into the temporal dimension. So we can relate the constraints in terms of story time, as long as the events themselves are temporally related to each other in terms of their sequence.

In Mt: GospelOfMatthewMt. Constant: HolyFamilyHidingInEgypt. isa: Event. startsAfterEndOf: BirthOfTheMessiah. endsBeforeStartOf: HolyFamilyBackInNazareth. f: (subEvents ChildhoodOfJesusOfNazareth HolyFamilyHidingInEgypt).

Time Dimension: (TemporalExtentInMtFn HolyFamilyHidingInEgypt GospelOfMatthewMt) Time Parameter: Time-Point. f: (residesInRegion JesusOfNazareth Egypt).


text:
Talk:French/Grammar/Articles

Page Name
I think the name of this page isn't appropriate. Indeed, the page only talks about articles. Maybe we should add the other informations about genders which are on other pages as how to transform a masculine noun in an feminine nouns. Ernest no maboroshi 12:48, 1 March 2006 (UTC)
 * More information on nouns was added by Hagindaz a few weeks later. You make a good point about the name though. Recent Runes (talk) 21:04, 16 April 2010 (UTC)

Three Notorious Exceptions
I believe there are three nouns in French that switch genders when they are in the plural form:

Amour (un bel amour => Des belles amours), orgue, délice

Should that be mentioned on the page?

 * Yes, that's a good idea. The Grammar section of French should be a complete reference book. --hagindaz 23:46, 15 August 2006 (UTC)

 * Probably, aiming for completeness is too ambitious given current activity levels. Recent Runes (talk) 21:04, 16 April 2010 (UTC)

Partitive article?
A section for this could be added on this page, based on French articles and determiners or French/Lessons/Food_and_drink. Recent Runes (talk) 23:45, 16 April 2010 (UTC)
 * Done, but perhaps some duplication with the previous section has been introduced. Help from any knowledgeable editors would be welcomed! Recent Runes (talk) 11:12, 17 April 2010 (UTC)

Subject Pronouns?
It would probably be more logical to move the section on subject pronouns to the French/Grammar/Pronouns page. Recent Runes (talk) 21:11, 16 April 2010 (UTC)

title: Talk:French/Grammar/Articles


text:
User:Rlees

being held hostage

title: User:Rlees


text:
UK Constitution and Government/Print version

Note: current version of this book can be found at http://en.wikibooks.org/wiki/UK_Constitution_and_Government

Remember to click "refresh" to view this version.

 = Table of contents =

Part I: Political History
 * The Normans
 * The Plantagenets
 * The Houses of Lancaster and York
 * The House of Tudor
 * The House of Stuart and the Commonwealth
 * The House of Hanover
 * The Houses of Saxe-Coburg-Gotha and Windsor

Part II: Present System
 * The Constitution
 * The Sovereign
 * The Parliament
 * Her Majesty's Government
 * The Judiciary
 * Devolved Administrations
 * Elections

Part III: Appendices
 * List of British monarchs

=Part I: Political History=

=Part II: Present System=

=Part III: Appendices=

= License =


text:
User:Hinman

My name is Jeremy Hinman. I am a leuitenant/firefighter with the Miami Township Fire Department. I have been in the fire service for 9 years. My basic quaifications are;

 * Ohio Level II Firefighter
 * Ohio Emergency Medical Technician - Basic
 * Ohio Fire Safety Inspector
 * Hazardous Materials Technician
 * Basic Fire Investigation

I have lived and worked in Hamilton County, Ohio my whole life. I have a high school diploma from Colerain High School and I have attended other educational venues to increase my knowledge and skills.

title: User:Hinman


text:
User talk:132.70.50.117

You have now been blocked, Jguk 16:09, 1 March 2006 (UTC)

title: User talk:132.70.50.117


text:
Beekeeping/Wax Moth

Traditionally, damage by wax moths (generally the greater wax moth, Galleria mellonela) has accounted for large losses of stored comb. This is especially in the southeastern and southwestern United States, where warm temperatures ensure a viable wax moth population year around. The larval stage of the wax moth does damage by boring into and leaving silk-lined tunnels or galleries in the combs, in extreme cases, the comb is reduced to nothing more than a mass of web. Larvae will also bore holes in the wooden parts of the hive.

It is emphasized that the wax moth is generally not responsible for the death of a colony. Rather this insect is a "garbage man" of sorts, moves into areas unprotected by worker bees, and can be an early warning signal that everything is not well with a colony. Strongly populated honey bee colonies always have wax moths, but are unaffected because the moth larvae are being continually sought out and then cast out of the hive. Only when a colony becomes weak in numbers because of disease, starvation or some other occurrence, does the wax moth move in to "clean up" the colony by consuming the comb.

Wax moth is a consistent and vexing problem in stored comb; the rate of moth development in a stack of stored supers rivals the imagination! Traditionally, stored comb has been either heated, cooled or fumigated with chemicals to deter wax moth infestation.

A bacterial disease spore, which attacks only wax moth larvae, is now marketed under the name Certan for control. This material represents a breakthrough because the disease is so specific it cannot harm either bees or people and can be used with little concern around bees or equipment. However, its application is labor intensive and not favored by large-scale operators. Several chemical fumigants that have been used in the past were methyl bromide, aluminum phosphide, ethylene dibromide (EDB) and paradichlorobenzene (PDB). At present, only aluminum phosphide and PDB are approved in Florida.

Of these, paradichlorobenzene is less dangerous to the applicator and easier to apply. Unfortunately, it does not kill all stages of wax moth and so remains more of a preventative; it will not clean up a severe case.

Again, it is advisable to buy any chemicals for beekeeping use from bee supply houses; this way full information on use of the substance in beekeeping is available. All pesticides must be labelled for use on stored comb; the label is the law, under no circumstances should a pesticide be used, if that use is not specified on the label. Beeswax is similar in structure to many insecticides and often has an affinity for these substances. As a consequence extreme caution should be exercised when using pesticides anywhere near a beekeeping operation. For further information on toxicity of pesticides, see Florida Cooperative Extension Circular 534, Protecting Honey Bees From Pesticides.Table 1 is a chart of temperatures required to kill all stages of wax moth using cold or heat treatment as published in Farmers' Bulletin Number 2217 "Controlling the Greater Wax Moth..A Pest of Honeycombs," USDA Science and Education Administration, 1981.

Care should be taken when treating with cold because beeswax becomes brittle and breaks easily. Even more caution, however, is advised when heat-treating combs. They should only have very little honey to avoid distorting the wax comb, must be placed vertically in supers and the heat must be circulated to avoid creating hot spots which could melt the comb. Consult referenced works for more information on wax moth control. http://edis.ifas.ufl.edu/AA090

title: Beekeeping/Wax Moth


text:
User talk:Bar Ilan Troll 5

Your vandalism
Creating a new user account doesn't get around the ability of admins to block IP addresses. -- Smjg 16:13, 1 March 2006 (UTC)

title: User talk:Bar Ilan Troll 5


text: Category:Book:Belarusian

title: Category:Book:Belarusian


text: Category:Book:Bulgarian

title: Category:Book:Bulgarian


text:
Choosing The Right File Format/Print version

Table of Contents

 * 1) Introduction
 * 2) Quick Guide to recommended formats
 * 3) Is there a problem?
 * 4) A general look at File Formats
 * 5) Recommendations in detail
 * 6) Texts and Documents
 * 7) Web pages
 * 8) Images (Raster Graphics)
 * 9) Vector Formats
 * 10) Vector formats for graphics
 * 11) Vector Formats for 3D modeling—lost!
 * 12) Vector Formats for Architecture, Engineering and Construction industries (CAD)
 * 13) Databases & Spreadsheets
 * 14) Appendix


text: Category:Book:Croatian

title: Category:Book:Croatian


text:
Choosing The Right File Format

Table of Contents

 * Introduction
 * Quick Guide to recommended formats
 * Is there a problem?
 * A general look at File Formats
 * Recommendations in detail
 * Texts and Documents
 * Web pages
 * Images (Raster Graphics)
 * Vector Formats
 * Vector formats for graphics
 * Vector Formats for 3D modeling
 * Vector Formats for AEC (Architecture, Engineering and Construction)
 * Audio File Formats
 * Video and Multi-media Data Formats
 * Databases & Spreadsheets
 * Appendix

title: Choosing The Right File Format


text:
Category:Book:Czech

ko:분류:체코어

title: Category:Book:Czech


text: Category:Book:Macedonian

title: Category:Book:Macedonian


text:
Category:Book:Polish

cs:Kategorie:Polština fr:Catégorie:Polonais nl:Categorie:Pools

title: Category:Book:Polish


text:
Category:Book:Russian

hr:Kategorija:Ruski jezik it:Categoria:Russo ko:분류:러시아어 nl:Categorie:Russisch zh:Category:俄语

title: Category:Book:Russian


text: Category:Book:Serbian

title: Category:Book:Serbian


text:
Category:Book:Ukrainian

be:Катэгорыя:Украінская мова uk:Категорія:Українська мова

title: Category:Book:Ukrainian


text:
Portuguese/Contents/BPL1

Bem vindo! Welcome to this Brazilian Portuguese Language Course. This is a collaborative effort by many contributors. Please feel free to edit these pages to improve as you see fit.

 * Lesson 1: genders, personal pronouns, adjectives and nouns, verb 'estar', progressive tense, dialogue.
 * Lesson 2: verb 'ser', possessive pronouns, days of the week and months, common greetings, goodbyes and thanks, introduction to verbs and dialogue.
 * Lesson 3: verb 'ir', compound future, present indicative of regular verbs, past perfect and imperfect, dialogue.
 * Lesson 4: verb 'ter', past imperfect indicative of regular verbs, irregular verbs, oblique and straight pronouns, cardinal numbers, dialogue.
 * Lesson 5: verb 'haver', past perfect indicative of regular verbs, irregular verbs, hours and minutes, dialogue.
 * Lesson 6: verb 'pôr', future of regular verbs, irregular verbs, ordinal numbers, dialogue.
 * Lesson 7: verb 'fazer', participle, adress pronouns, conditional of regular verbs, imperative of regular verbs, dialogue.
 * Lesson 8: weather, compound past, compound past perfect, dialogue.

title: Portuguese/Contents/BPL1


text:
Choosing The Right File Format/Appendix

Related Reading

 * Read
 * Recommended Data Formats for Preservation Purposes in the FCLA Digital Archive.
 * Digital preservation: a time bomb for Digital Libraries - Margaret Hedstrom
 * Digital Preservation in Wikipedia
 * Guidelines for the Preservation of Digital Heritage (PDF) UNESCO, March 2003.
 * European Interoperability Framework for pan-European eGovernment Services pdf(1449Kb), 2004. Includes the EU definition of Open Standards (p 9) and outlines reasons for giving strong consideration to OpenSource software (p 10).
 * Public Sector Use of Open IT Standards and Open Source Software in the Norwegian public sector
 * The Interoperability Framework is the Danish e-Government Interoperability Framework for exchange, storage and availability of electronic information
 * Openformats.org
 * Comparison of document markup languages
 * "Holding My Data Hostage: Why software licenses should not expire" article by Michael Herf 2001-05-08
 * "Planning for longevity" article by Jack Ganssle 2004-07-01

Standards organisation

 * World Wide Web Consortium (W3C)
 * Organization for the Advancement of Structured Information Standards (Oasis)
 * International Standards Organisation (ISO)
 * American National Standards Institute (ANSI)
 * PDF-Archive Committee

File types for further research
Feel free to expand this list. Contact lists (ldap for external address books, ldif -Lightweight Directory Interchange Format) Audio files (Ogg Vorbis) and the problems with mp3 as proprietary format Frauenhofer Patents Video files: Moving Pictures Experts Group MPEG-2 & MPEG-4 include Frauenhofer Patents 3D Modeling: ASCII Alias/Wavefront OBJ. What is SQL DDL? Financial recordsCalendars: ScheduleWorld Diagrams: SVG, DOT graph descriptions or Dia diagrams and flowcharts over Microsoft Visio files

File formats for portability

 * Addressbook information: LDIF

title: Choosing The Right File Format/Appendix


text:
University of Alberta Guide/STAT/222

This is a survival guide for the STAT 222 course that all University of Alberta Computing Science students are required to take prior to completion of their degree. This guide is designed to help anyone who is completely lost in STAT 222. I started writing this guide because I am currently taking STAT 222 and I have no clue what the hell is going on. So my goal here is to pass on any knowledge that I can in terms or words that should make sense rather than a bunch of STAT 222 jargon. I only plan on filling in what I research, which is usually what I don't already know. Hopefully, as I work on this guide, others will help out by adding more and more knowledge. Eventually, this survival guide may turn into a replacement for the real text book.

If you see anything here that is incorrect, poorly stated, or for that matter, if you know something important that isn't mentioned, please by all means add your knowledge/correction to this wikibook. This wikibook should be built on the knowledge of many students working together. So please contribute what you can and help make STAT 222 a survivable course.

 * 1) Introduction
 * 2) Notation
 * 3) Formulas and Functions
 * 4) General Formulas
 * 5) Cumulative Distribution Functions
 * 6) Probability Density Functions
 * 7) Hazard Functions
 * 8) Moment Generating Functions
 * 9) Random Variable Distributions
 * 10) Uniform Distribution
 * 11) Exponential Distribution
 * 12) Gamma Distribution
 * 13) Weibull Distribution
 * 14) Normal Distribution
 * 15) Poisson Distribution
 * 16) Reliability and Continuous Random Variables
 * 17) Uniform Random Variables
 * 18) Independence and Conditional Expectations
 * 19) Exponential Distributions
 * 20) Combining Continuous Random Variables
 * 21) Gamma Random Variables
 * 22) Weibull Distributions
 * 23) Reliability and Hazard Rate
 * 24) Miscellaneous
 * 25) Uncategorized
 * 26) Downloadable Resources

 * LaTeX Version
 * Note that this LaTeX version will not be updated as frequently (and may even become discontinued)
 * Unofficial STAT 222 Review Notes

title: University of Alberta Guide/STAT/222


text:
University of Alberta Guide/STAT/222/LaTeX Version

University of Alberta Guide > STAT > 222

\documentclass[10pt]{report} \usepackage{amsmath,amssymb} \usepackage[dvips]{graphicx}

\title{STAT 222\\Survival Guide} \author{By Pat Sissons} \date{Last Updated on \today}

\begin{document}

\begin{titlepage} \maketitle \end{titlepage}

\part*{DON'T\\PANIC}

\pagebreak

\tableofcontents

\pagebreak

\section*{Preamble} This guide is designed to help anyone who is completely lost in STAT 222. I wrote this because I am currently taking STAT 222 and I have no clue what the hell is going on. So my goal here is to pass on any knowledge that I can in terms or words that should make sense rather than a bunch of STAT 222 jargon. I only plan on filling in what I research, which is usually what I don't already know. Hopefully, when I am done with this guide, someone else can take over and continue adding more and more. Eventually, this survival guide may turn into a replacement for the real book.\\ Make note that this guide does not include any information on discrete random variables since they are not part of the STAT 222 course material.\\

\chapter{Uniform RV's} Uniform Random Variables are used where each outcome of an event is equally probable. For $p_{U}(u) = P(U \leq u)$ where $U$ is some $[a, b]$-Uniform Random Variable, $p_{U}(u)$ will always be zero unless $(a \leq u \leq b)$. When $(a \leq u \leq b)$, then $p_{U}(u) = \dfrac{1}{b-a}$.\\ \section*{Notable Equations} \begin{align*} \int_{-\infty}^{\infty}f_{X}(x)\delta x& = 1\\ \end{align*}

\chapter{Independence and Conditional Expectations} \begin{figure}[h] $P(X_{1} \leq x_{1}, ..., X_{d} \leq x_{d}) = P(X_{1} \leq x_{1}) \cdot \cdot \cdot P(X_{d} \leq x_{d})$\\ \text{The same goes for }$F_{X_{1...d}}(x_{1...d})$, $f_{X_{1...d}}(x_{1...d})$, $E\left[X_{1...d}\right]$ \caption{If RV's are independent, then you can multiply them together} \end{figure} \begin{figure}[h] $M_{X_{1} + ... + X_{d}}(t) = M_{X_{1}}(t) \cdot\cdot\cdot M_{X_{d}}(t) = E\left[e^{tX_{1}} \cdot\cdot\cdot e^{tX_{d}}\right]$ \caption{Moments, however, are a little different} \end{figure}

\part{STAT Formulas and Functions}

\section*{General Formulas} \begin{align*} R_{T}(t)& = P(T > t) = 1 - P(T \leq t) = 1 - F_{T}(t)& \forall t \geq 0\\ F_{T}(t)& = P(T \leq t) = 1 - P(T > t) = 1 - R_{T}(t)& \forall t \geq 0\\ F_{X_{1, ..., d}}(x_{1, ..., d})& = P(X_{1} \leq x_{1}, ..., X_{d} \leq x_{d})\\ R_{X_{1, ..., d}}(x_{1, ..., d})& = P(X_{1} > x_{1}, ..., X_{d} > x_{d})\\ P(X_{1} \leq x_{1}, ..., X_{d} \leq x_{d})& = P(X_{1} \leq x_{1}) \cdot \cdot \cdot P(X_{d} \leq x_{d})& \text{(By Independence)}\\ P(a \leq X < b)& = P(a \leq X \leq b) = P(a < X \leq b) = P(a < X < b)\\ P(X \leq x | Y \leq y)& = ?\\ F_{X | Y}(x | y)& = ?\\ f_{X | Y}(x | y)& = ?\\ E\left[X | Y\right]& = ?\\ P(T = t)& = 0\\ R_{X}(0)& = 1\\ F_{X}(0)& = 0\\ F_{X}(x)& = \int_{-\infty}^{x}f_{X}(y)\delta y\\ f_{X}(x)& = \frac{\delta}{\delta x}F_{X}(x)\\ P(a \leq X \leq b)& = \int_{a}^{b}f_{X}(x)\delta x\\ h_{T}(t)& = \int_{0}^{t}f_{T}(x)\delta x\\ E\left[X\right]& = \int_{-\infty}^{\infty}xf_{X}(x)\delta x\\ E\left[g(X)\right]& = \int_{-\infty}^{\infty}g(x)f_{X}(x)\delta x\\ E\left[g(Y) | X = x \right]& = \int_{-\infty}^{\infty}g(x)f_{Y | X}(y | x)\delta x\\ E\left[X^{\alpha}\right]& = \alpha \int_{0}^{\infty}t^{\alpha-1}P\left(X > t\right)\delta t\\ Cov(X)& = (x - EX)(x - EX)^{T}\\ Cov(X)& = \begin{bmatrix} (x_{1} - EX_{1})^{2} & \hdots & (x_{1} - EX_{1})(x_{d} - EX_{d})\\ \vdots & \ddots & \vdots\\ (x_{d} - EX_{d})(x_{1} - EX_{1}) & \hdots & (x_{d} - EX_{d})^{2}\\ \end{bmatrix}\\ \end{align*}

\pagebreak

\section*{Probability Density Functions ($pdf$)} \begin{align*} \text{Uniform}& : [a,b]-U& f_{X}(x) & = \begin{cases} \dfrac{1}{b-a}& a < x < b\\ 0& else\\ \end{cases}\\ \text{Exponential}& : \lambda-Exp& f_{X}(x) & = \begin{cases} \lambda e^{-\lambda x}& \lambda, x \geq 0\\ 0& x < 0\\ \end{cases}\\ \text{Gamma}& : (\alpha, \beta)-Gamma& f_{X}(x) & = \dfrac{x^{\alpha-1}e^{-\frac{x}{\beta}}}{\beta^{\alpha}\Gamma(\alpha)}& \alpha,\beta,x > 0\\ \text{Weibull}& : (\alpha, \beta)-Weibull& f_{X}(x) & = \left(\frac{\alpha}{\beta}\right)\left(\frac{x}{\beta}\right)^{\alpha-1}e^{-\left(\frac{x}{\beta}\right)^{\alpha}}& \alpha,\beta,x > 0\\ \text{Normal}& : (\mu, \sigma^{2})& f_{X}(x) & = \dfrac{1}{\sqrt{2\pi}\rho}e^{\left(-\frac{\left(x-\mu\right)^{2}}{2\rho^{2}}\right)}& \rho > 0, x,\mu \in \mathbb{R}\\ \text{Binomial}& : ?& p(x) & = \binom{n}{x}p^{x}\left(1-p\right)^{n-x}& x=0,1,2,...n\\ \text{Geometric}& : ?& p(x) & = p\left(1-p\right)^{x-1}& x=1,2,...,\infty\\ \text{Poisson}& : ?& p(x) & = e^{-\mu}\frac{\mu^{x}}{x!}& x=0,1,2,...,\infty\\ \end{align*}

\pagebreak

\section*{Cumulative Density Functions ($cdf$)} \begin{align*} \text{Uniform}& : [a,b]-\text{Uniform}& F_{X}(x) & = \begin{cases} 0& x < a\\ \dfrac{x-a}{b-a}& a \leq x < b\\ 1& x \geq b\\ \end{cases}\\ \text{Exponential}& : \lambda-\text{Exp}& F_{X}(x) & = \begin{cases} 1 - e^{-\lambda x}& \lambda, x \geq 0\\ 0& x < 0\\ \end{cases}\\ \text{Gamma}& : (\alpha, \beta)-\text{Gamma}& F_{X}(x) & = \dfrac{\gamma\left(\alpha,\frac{x}{\beta}\right)}{\Gamma(\alpha)}\\ & & \gamma\left(\alpha, x\right)& = \int_{0}^{x}t^{a-1}e^{-t}\delta t\\ \text{Weibull}& : (\alpha, \beta)-\text{Weibull}& F_{X}(x) & = 1 - e^{-\left(x/\beta\right)^{\alpha}}\\ \end{align*}

\pagebreak

\section*{Hazard Functions} \begin{align*} \text{Uniform}& : [a,b]-\text{Uniform}& h_{X}(x) & = ???\\ \text{Exponential}& : \lambda-\text{Exp}& h_{X}(x) & = ???\\ \text{Gamma}& : (\alpha, \beta)-\text{Gamma}& h_{X}(x) & = ???\\ \text{Weibull}& : (\alpha, \beta)-\text{Weibull}& h_{X}(x) & = \left(\frac{\alpha}{\beta}\right)\left(\frac{x}{\beta}\right)^{\left(\alpha - 1\right)}\\ \end{align*}

\pagebreak

\section*{Moment Generating Functions} In general, $M_{X}(u) = E\left[e^{uX}\right] = \int_{-\infty}^{\infty}e^{ux}f_{X}(x)\delta x = 1 + uE[X] + \dfrac{u^{2}E\left[X^{2}\right]}{2!} + ... + \dfrac{u^{n}E\left[X^{n}\right]}{n!}$\\ Therefore, $\dfrac{\delta^{k}}{\delta u^{k}}M_{X}(u)\vert_{u=0} = E\left[X^{k}\right]$ for $k = 0, 1, 2, ...$\\ $M_{X_{1} + ... + X_{d}}(t) = M_{X_{1}}(t) \cdot\cdot\cdot M_{X_{d}}(t) = E\left[e^{tX_{1}} \cdot\cdot\cdot e^{tX_{d}}\right]$\\ $M_{aX + b}(u) = e^{bu}M_{X}(au)$\\ \begin{align*} \text{Uniform}& : [a,b]-\text{Uniform}& M_{X}(t)& = \dfrac{e^{tb}-e^{ta}}{t\left(b-a\right)}\\ \text{Exponential}& : \lambda-\text{Exp}& M_{X}(t)& = \dfrac{\lambda}{\lambda - t}\\ \text{Gamma}& : (\alpha, \beta)-\text{Gamma}& M_{X}(t)& = \left(\dfrac{1}{1 - \beta t}\right)^{\alpha}& \text{for } t < 1/\beta\\ \text{Weibull}& : (\alpha, \beta)-\text{Weibull}& M_{X}(t)& = ???\\ \end{align*}

\pagebreak

\section*{Mean Functions} \begin{align*} \text{Uniform}& : [a,b]-U& = \dfrac{a+b}{2}\\ \text{Exponential}& : \lambda-\text{Exp}& = ???\\ \text{Gamma}& : (\alpha, \beta)-\text{Gamma}& = \alpha\beta\\ \text{Weibull}& : (\alpha, \beta)-\text{Weibull}& = ???\\ \end{align*}

\pagebreak

\section*{Median Functions} \begin{align*} \text{Uniform}& : [a,b]-U& = \dfrac{a+b}{2}\\ \text{Exponential}& : \lambda-\text{Exp}& = ???\\ \text{Gamma}& : (\alpha, \beta)-\text{Gamma}& = ???\\ \text{Weibull}& : (\alpha, \beta)-\text{Weibull}& = ???\\ \end{align*}

\pagebreak

\section*{Variance Functions} \begin{align*} \text{Uniform}& : [a,b]-U& = \dfrac{\left(b-a\right)^{2}}{12}\\ \text{Exponential}& : \lambda-\text{Exp}& = ???\\ \text{Gamma}& : (\alpha, \beta)-\text{Gamma}& = \alpha\beta^{2}\\ \text{Weibull}& : (\alpha, \beta)-\text{Weibull}& = ???\\ \end{align*}

\pagebreak

\section*{Entropy Functions} \begin{align*} \text{Uniform}& : [a,b]-U& = ln\left(b-a\right)\\ \text{Exponential}& : \lambda-\text{Exp}& = ???\\ \text{Gamma}& : (\alpha, \beta)-\text{Gamma}& = ???\\ \text{Weibull}& : (\alpha, \beta)-\text{Weibull}& = ???\\ \end{align*}

\pagebreak

\part{Solved Problems}

\section*{Winter 2006 Assignment 1} Combining RVs, Gamma Distributions, Weibull Distributions\\ 3.2.3, 3.2.6 (mistake found - Please use [a\_i,b\_i] instead of [0,1]), 3.2.7, 3.3.3 (ans: 2ln(4/3)), 3.3.4 (hint: see Stat 221 Notes on line), 3.3.5, 3.3.6, 3.4.1, 3.4.4, 3.4.5\\

\section*{Winter 2006 Assignment 2} Combining RVs, Gamma Distributions, Weibull Distributions\\ 3.5.2, 3.5.4 (ans: 0.696735), 3.5.5, 3.5.6, 3.6.3, 3.6.4 (ans: 0.062), 3.6.9, 3.6.11, 3.7.1, 3.7.4 (ans: 0.696665)\\

\section*{Winter 2006 Assignment 3} Hazard Rates, Laws of Large Numbers, Regression, Moment Generating Function\\ 3.8.2, 3.8.6, 3.8.7, 4.2.1, 4.2.2, 4.2.3 (There are typos in the errors. I always wanted to say that.), 4.2.4, 4.3.4, 4.3.5, 4.3.6\\

\section*{Examples on pdf and calculus}

\end{document}


text:
Trigonometry/Print version

Note: current version of this book can be found at http://en.wikibooks.org/wiki/Trigonometry

Remember to click "refresh" to view this version.

= Contents =

Algebra =Prerequisites And Basics=
 * Geometry
 * Trigonometry
 * Introduction (page 1)
 * In simple terms
 * Radian and Degree Measure
 * The Unit Circle
 * Trigonometric Angular Functions
 * Right Angle Trigonometry
 * Graphs of Sine and Cosine Functions
 * Graphs of Other Trigonometric Functions
 * Inverse Trigonometric Functions
 * Applications and Models
 * Analytic Trigonometry
 * Using Fundamental Identities
 * Verifying Trigonometric Identities
 * Solving Trigonometric Equations
 * Sum and Difference Formulas
 * Multiple-Angle and Product-to-sum Formulas
 * Additional Topics in Trigonometry
 * Law of Sines
 * Law of Cosines
 * Vectors in the Plane
 * Vectors and Dot Products
 * Trigonometric Form of the Complex Number
 * Trigonometric Unit Circle and Graph Reference
 * Trigonometric Formula Reference
 * Trigonometric Identities Reference
 * Natural Trigonometric Functions of Primary Angles

=Introduction=

=In simple terms=

=Radian and Degree Measure=

=The Unit Circle=

=Trigonometric Angular Functions=

=Right Angle Trigonometry=

=Graphs of Sine and Cosine Functions=

=Graphs of Other Trigonometric Functions=

=Inverse Trigonometric Functions=

=Applications and Models=

= Analytic Trigonometry= =Using Fundamental Identities=

=Verifying Trigonometric Identities=

=Solving Trigonometric Equations=

=Sum and Difference Formulas=

Multiple-Angle and Product-to-sum Formulas

= Additional Topics in Trigonometry=

=Law of Sines=

=Law of Cosines=

=Solving Triangles=

=Vectors in the Plane=

=Vectors and Dot Products=

=Trigonometric Form of the Complex Number=

= Trigonometry References= =Trigonometric Unit Circle and Graph Reference=

=Trigonometric Formula Reference=

=Trigonometric Identities Reference=

=Natural Trigonometric Functions of Primary Angles=

title: Trigonometry/Print version


text:
University of Alberta Guide

This book is a series of guides that relate to life and education at the University of Alberta. The goal of this book is to introduce guides/notes on courses that can be taken, professors that teach the courses, and otherwise general activities that occur on the University of Alberta campus. Since this is a brand new book, there will not be a lot of content until it becomes more popular and the contributions start to increase. However, in time, this book can become not only a complete survival guide to life at the University of Alberta, but also a template for other universities to start their own guides.

Department of Mathematical and Statistical Sciences

 * STAT
 * 222

Department of Computing Science

 * CMPUT
 * 115

Faculty Arts
 * Philosophy
 * Classics

Student Life

 * Campus Rec
 * Student Union

title: University of Alberta Guide


text:
Talk:Paleontology

I'd like to pick up working on this book. I have a strong interest, and I can see it being useful. I've added a proposed TOC, and others are welcome to pitch in or even attempt to co-opt me here. I'm looking at making it an introduction and overview with an eye for HS and early college students, as well as the general reader. R Hole Jr 18:31, 1 March 2006 (UTC)

If someone can speak finnish, there is book called "Paleontologia" (=Paleontology) in finnish wikibooks. It's bigger than this book, so someone could translate it. --62.236.100.238 05:52, 5 June 2006 (UTC)

title: Talk:Paleontology


text:
Chess/Print version

Chess is an ancient Indian game of strategy, played by two individuals on an 8x8 grid. The objective is to maneuver one's pieces so as to put the opposing king in "checkmate". This book will cover the basic pieces of chess, before going on to some more advanced topics.

© Copyright 2003–2006 contributing authors, all rights reserved. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Document License, version 1.2. A copy of this is included in the section entitled GNU Free Document License.

= Contents = If you save this file to your computer, you can click on a link below to go to the chapter.
 * Playing The Game
 * Notating The Game
 * Tactics
 * Tactics Exercises
 * Strategy
 * Basic Openings
 * Sample chess game
 * The Endgame
 * Variants
 * Tournaments
 * Optional homework
 * GNU Free Documentation License

=Playing The Game =

=Notating The Game =

=Tactics=

=Tactics=

=Strategy=

=Basic Openings=

=Sample chess game=

=The Endgame=

=Variants=

=Tournaments=

=Optional homework= These optional homework problems will test your ability to apply chess concepts. Try them and learn!

=Homework 1=

=Homework 2=

=Homework 3=

=Homework 4=

=Solutions=

= GNU Free Documentation License =

title: Chess/Print version


text:
Orthopaedic Surgery/Biophysics/Bone

Life forms with low body mass can exploit varied niches and evade predators. The bones provide levers to effect speed and strength while minimizing body mass; the material stiffness of bone derives from the triple helical structure of type 1 collagen encrusted with hydroxyapatite crystals. While this composite structure is strong and light its performance as a biomaterial is critically dependent on ongoing remodeling of microtrauma sustained in the course of daily mechanical stresses.

title: Orthopaedic Surgery/Biophysics/Bone


text:
User:Killioughtta~enwikibooks

SEE MY USERPAGE AT WIKIPEDIA ( Killioughtta ).

Hello, my name is Erwin and I'm 21 years od. I'm from Miami, Florida. I was born in Havana, Cuba. I love to learn about any and every topic. I love history. I'm studying Multimedia Design at the ITT Technical Institute in Miami.

Residence
I currently reside in Miami, Florida. I grew up in Hialeah, Florida until a few years ago when I moved to Live Oak, Florida. I didn't like it there so I came back to the south. I like this city because of it's diversity and location. I DON'T like it because of its weather, climate and traffic!

Hobbies
My hobbies include Web development (PHP, MySQL, CSS), Web Design, playing the guitar (Ibanez RG-170), videogames, flying kites, and RC Vehicles.

10 Facts about me

 * 1) I was born on April fools day.
 * 2) I am not scared of anything except things that scare me.
 * 3) I mix Coke with water (2 parts Coke/3 parts water).
 * 4) My DNA is exactly the same as my father's brother's brother's son.
 * 5) I chew 95% of all the food I eat with the right side of my mouth.
 * 6) 2 = 5 + 234 + 95 - 641 + 350 - 200 + 5 + 101 + 55 - 2
 * 7) I like to grow a thick beard once every two or three months.
 * 8) My head is f***ing huge.
 * 9) The equation in # 6 is incorrect.
 * 10) No it isn't.

My signature
This is as of the last time I edited this page.

Killioughtta T/C 19:17, 1 March 2006 (UTC)

title: User:Killioughtta~enwikibooks


text:
Educational Technology Innovation and Impact/Why use Technology in Education/Tactile-Kinesthetic Learners

There are various learning-styles, experts and theorists have classified learners as visual, auditory, or tactile (touching) and kinesthetic (moving). Learners that prefer the kinesthetic learning style like to learn best when they are involved or active and find it difficult to sit still for long periods, they may often use movement as a memory aid. Those who prefer a tactile way of learning may use writing and drawing as memory aids and learn well in hands-on activities like projects and demonstrations (Teaching English Website 2006)

Visual and in particular auditory learners tend to do well in the classroom. Tactile/kinesthetic learners typically do not. Research increasingly suggests that the majority of students classified as "at risk" of academic failure fit the description of concrete/common sense learner style, and favour the tactile/kinesthetic mode. Kinesthetic activities make abstract concepts concrete.

This is extremely important for students/learners who have difficulty dealing with abstractions. Whether the learner's preferred modality is auditory, visual, or tactile/kinesthetic, it is known that none of us always remembers what is seen or heard, and all of us remember best what we have had an opportunity to do.

An old Chinese proverb expresses this: "I hear and I forget; I see and I remember; I do and I understand."

The tactile learning style is essentially touch. It is activated through receptors in the skin. Our tactile sense gives us information about size, shape, texture, and temperature. The kinesthetic system is activated through movement, with its receptors located in the tendons and muscles. It is the kinesthetic system that recognizes, for example, when a dance sequence you are practicing has not been properly carried out (TRCC website 2006)

Tactile/Kinesthetic learners engage in the learning process through the use of role play, dramatization, cooperative games, simulations, creative movement and dance, multi-sensory activities and hands-on projects.

What teaching methods and activities suit the tactile or kinesthetic learner?, the following examples highlight some of these; • the game charades, it could be played as part of a vocabulary-building lesson • a historical event might be role played or dramatized • learning of new information might be demonstrated by creating a mural, diagram, model or decorated time line or mind map • students might be assigned to sort and arrange in proper sequence index cards with information and dates related to the topic being studied (MSET website 2006)

References http://www.teachingenglish.org.uk (accessed 23/2/06) http://www.trcc.commnet.edu/Ed_Resources/TASC/Training/training%20index.htm (accessed 2/3/06) http://mset.rst2.edu/portfolios/m/murray_k/final/learning.html#learning (accessed 2/3/06)


text:
Selling Property/Real Estate

The first thing you have to know before becoming a Real Estate agent is know what Real Estate actually is.

The term Real Estate evolved from "Royal Estates", during a time when a small group of royalty held the Allodium of their collective countries and partitioned it off in return for loyalty and monetary tribute.

In the world of Real Estate there are two forms of Property, "Real Property" (things owned that are attached to the ground or attached to something in a static state) and "Personal Property" (things owned that are not attached to the ground)

You, as a Real Estate agent, are there to help those looking to buy or sell their Real Property in exchange for a portion of profits gained from the transaction of that property. You can do the same thing with Personal Property, but there is no stated fiduciary and legal responsibility in doing this for others with Personal Property where usually there is for Real Property.

When Real Property becomes Personal Property(ripping it out of the ground or whatever it's attached to), this process is called severance. The opposite, when Personal Property becomes Real Property, is called annexation.

When property is in the vague middle ground between Personal and Real Property, it is commonly known as a "fixture", such as a lightbulb, shelves, a basketball hoop in a driveway, etc.

The inclusion or exclusion of fixtures can be part of the sale of the property as a whole per the agreement of both parties within the transference of the property (the seller and the buyer).

Types of Real Property
Since we're looking to become Real Estate Agents, people who help others buy and sell Real Property, your focus will largely be on Real Property rather than Personal Property.

The forms of Real Property vary from area to area, largely under the authority of local zoning boards of adjustment, but there are generally a few broad categories that are consistent everywhere.

Residential
These are Real Properties that are used for the purpose of shelter. Residential Properties can be owned outright or through a varied number of joint or partial ownership/usership forms we'll discuss later.

Commercial
These are Real Properties that are used for the purpose of selling goods and services to others. Transactions regarding Commercial Properties have different criteria that determine its value to buyers and sellers than Residential Properties, and usually transactions regarding Commercial Properties take much longer than with Residential Properties.

Industrial
These are Real Properties that are used for the production or creation of something, such as a farm or a factory. Methods used to buy and sell Commercial and Industrial properties are similar in comparison to Residential Properties.

Special Use
Sometimes termed differently, these are Real Properties that do not fit into the above three categories, and are usually seen as properties that are there for the good of the community such as parks, churches, government buildings, and so on.

Mixed Use
These are Real Properties that combine one or more of the above kinds of Real Property, and often require a variance, or permission from a local zoning board of adjustment to change the primary use of the property that is normally prohibited under local zoning law, due to the effects of that use on the property towards adjacent properties.

The Township Range System
When the United States was just entering the 19th Century, the Government decided that the country's new settlements to the west needed another ownership cataloging system because the Metes and Bounds system just wasn't working out.

Usually deeds to properties under Metes and Bounds would be a fancier version of something like...

 Jim owns the land from the big rock to the tree with three branches to the river and back to the big rock

But what if somebody moved the rock? Or cut down the tree? Or the river changed its course? Jim would be screwed, that's what.

So, all states except for the original colonies, Maine, West Virginia, Tennessee, Kentucky, Texas, and the District of Columbia use the Township Range System, also known as the Public Land Survey System. If you are going to be an agent in one of the states that doesn't use the Township Range System, you'll never need to know it again after you have learn it for the test, unless the government decides to go nuts and implement the Township Range System on those states too, which is about as likely as the Moon colliding into one of those states.

title: Selling Property/Real Estate


text:
User:Karmafist~enwikibooks

Books i'm working on.
 * How To Be A Real Estate Agent

Merrimack Politics
/Sandbox1 /Sandbox2
 * Politics of Merrimack

title: User:Karmafist~enwikibooks


text:
Understanding Darcs/Undoing mistakes

There are many ways to get rid of things: remove, rollback, revert, obliterate, unpull, unrecord... One would almost think too many. Only three of these are very important. In order of gravity, they are revert, unrecord, obliterate. You can also see them as being part of this table of symmetries:

Don't worry too much about this table. Surely it will make sense later on.

Anyway, here is a brief comparison of all the different ways you can get rid of stuff. Each one has its place, even the weird ones, like rollback.

revert only removes what's new
The simplest of these commands is revert. All reverting does is to get rid of stuff you have not recorded yet. You can think of revert as being the "opposite" of whatsnew. Revert gets rid of stuff that is new.

unrecord makes things new again
Unrecord does something quite different from revert. Whereas revert gets rid of stuff that is new, unrecord removes a patch, but here's the important part, makes the stuff in it new again so that you can choose to re-record or revert it at your leisure.

Unrecord should only be used if you recorded something, realised you made a mistake, and want to record it differently (note also amend-record). Note: only use unrecord if you are sure that your repository is the only one that has that patch in it!

Note that the picture above gives a somewhat more accurate depiction of what unrecord does - it removes a patch and the corresponding modifications from the pristine tree. The fact that something is new again is just a natural consequence of this fact.

obliterate is unrecord + <tt>revert</tt>
Obliterate was deliberately named to be scary. Obliterate can be seen as unrecording a patch (thus making its stuff new again) and then reverting it. In other words, obliterate totally wipes a patch out! Typically: you would use obliterate to go really far back in time. Say, "hmm, all that stuff I've been working on for the past three months was pretty stupid". Obliterate is the answer there.

<tt>unpull</tt> is <tt>obliterate</tt>
Unpull and obliterate are exactly the same command and is only named this way to reflect its usefulness for undoing a pull.

<tt>rollback</tt>
Rollback is not a command that you can expect to use very often. The situation is this. You've got a patch you want to get rid of, but people have been telling you that you shouldn't obliterate or unrecord patches that are already in other people's repositories. So what do you do? One solution is to fire up your text editor and make exact opposite changes as the ones in the patch (and then record, etc). Another solution is to generate a rollback patch, which does the same thing. It creates a patch that does exactly the opposite of another patch.

Some users just find it easier to go the text-editor route.

<tt>remove</tt> doesn't belong here
Despite its getting-rid-of-things style name, <tt>remove</tt> is not really an undo kind of command. Its job is the opposite of <tt>add</tt>'s: it tells darcs not to pay attention to a file any longer. But as we mentioned in the previous chapter, most of the time you don't even need <tt>darcs remove</tt>. Simply telling your computer to get rid of the file in your working directory is good enough for darcs to notice it is gone.

Questions and objections

 * But... but... I just want to go back to the state of my repository from two weeks ago!
 * <tt>obliterate</tt> is probably what you want. See above.

title: Understanding Darcs/Undoing mistakes


text:
Orthopaedic Surgery/Osteoarthritis

Osteoarthritis is the most common disabling condition of humans in the western world. Recently with questions about the cardiac safety of Vioxx prompting the removal of that drug from the market, we search for alternatives to Cox II selective NSAIDS. Recognizing that anything you put in your mouth can be fatal, we still hesitate to use a medication for a non-life threatening condition when there may be life threatening consequences to the treatment, however rare. The question of efficacy for other alternatives to NSAIDS is the subject of a recently completed large scale study. There is a suggestion of efficacy for the combination of Chondroitin Sulfate, derived from animal cartilage in combination with Glucosamine derived from shellfish, the combination marketed as an alternative remedy and classified as a food additive, therefore not subject to the scrutiny of the FDA.

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=16495392

http://www.arthritis.org/conditions/alttherapies/Glucosamine.asp

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=15312300

title: Orthopaedic Surgery/Osteoarthritis


text:
Calculus/Euler's Method

Euler's Method is a method for estimating the value of a function based upon the values of that function's first derivative.

The general algorithm for finding a value of $$y(x)$$ is:

where f is $$y'(x)$$. In other words, the new value, $$y_{n+1}$$, is the sum of the old value $$y_n$$ and the step size $$\Delta x_{\rm step}$$ times the change, $$f(x_n,y_n)$$.

You can think of the algorithm as a person traveling with a map: Now I am standing here and based on these surroundings I go that way 1 km. Then, I check the map again and determine my direction again and go 1 km that way. I repeat this until I have finished my trip.

The Euler method is mostly used to solve differential equations of the form

Examples
A simple example is to solve the equation:

This yields $$f=y'=x+y$$ and hence, the updating rule is:

Step size $$\Delta x_{\rm step}=0.1$$ is used here.

The easiest way to keep track of the successive values generated by the algorithm is to draw a table with columns for $$n,x_n,y_n,y_{n+1}$$.

The above equation can be e.g. a population model, where y is the population size and x is time.

title: Calculus/Euler's Method


text:
Orthopaedic Surgery/Kienbock's Disease

Kienbocks, stage IIIA with slightly negative ulnar variance age 40-50. There is as associated coronal plane fracture. Conservative management may be satisfactory if range of motion and grip are good and pain managable with occasional non narcotic analgesic. Pain which requires daily analgesic, which precludes desired avocational activity, which interferes with gainful employment may warrant ameliorative surgery. Radial shortening, the width of two saw blades, or metaphyseal decompression, denervation and orif of the fractured lunate with a herbert screw. Consider arthroscopy to evaluate articular surfaces at the radiocarpal and midcarpal joints to help decide between salvage of the lunate vs PRC. Scaphocapitate arthrodesis or capitate shortening are considerations for destressing the lunate. The patient should understand that wrist arthrodesis may be required and the above motion preserving options may offer incomplete or temporary relief. The patient may be well advised to give consent on a contingent basis to arthrodesis if the intraoperative findings suggest an unpredictable outcome from a lesser procedure.

title: Orthopaedic Surgery/Kienbock's Disease


text:
Selling Property/Real Estate Agent

Your job as a Real Estate Agent is to assist those helping to buy and sell Real Property, as discussed in ../Real Estate/.

However, there are several forms of agency that you and a person looking to buy or sell Real Estate can enter into.

Buyer's Agency
In this form of agency, the agent has a fiduciary responsibility to a person or group looking to purchase Real Property.

As an agent, you must faithfully submit all offers proposed by your client, give your client advice to the best of your abilities and never divulge information that may jeopardize your client's bargaining position.

Seller's Agency
In this form of agency, the agent has a fiduciary responsibility to the seller of the Real Property, basically mirroring the obligations of a Buyer's Agent (not jeopardizing the Seller's bargaining position, notifying the Seller of all offers, marketing the property to prospective buyers, etc.)

Until recently, Seller's Agency was traditionally seen as what a Real Estate Agent "did", basically as little more than a marketing scout.

Often, a Seller will also become a Buyer for a new property when moving from one residence to another, this is sometimes colloquially referred to as a "Double Whammy"

Disclosed Dual Agency
It is unethical throughout the United States to be both a Buyer's Agent and a Seller's Agent at the same time without notifying both sides, and in some states, it is unethical to do so even when notifying both sides.

However, in the states where it is ethical, which is the majority of them, an agreement where an agent represents both the buyer and the seller is called a Disclosed Dual Agency. In a Disclosed Dual Agency, the Agent's duties become ministerial, and the fiduciary responsibility switches from that of the client to that of making sure the transaction is completed smoothly and neutrally, while not divulging any information that may have been received from prior agency agreements.

When two agents close a deal from the same office, this is also technically a Dual Disclosed Agency since agents in the same office technically have fiduciary responsibilities to all clients contracted from that office, although the clients directly contracted to a certain agent usually have the agent's primary focus.

Non-Agency
Under this form of agency, or lack thereof, the person looking to buy or sell Real Estate is known as a customer rather than a client.

With the squeamishness of many people and groups looking to buy or sell Real Property, this is probably the most common form of Agency, despite its name. Non-Agents do not hold any fiduciary responsibility.

Theoretically, Sub Agents, or agents contracted by other agents to do specific tasks in regards to their client for a share of the commission, are lumped in this category.

Common Misconceptions
Common to contrary belief, not all real estate agents are Realtors, a Realtor is simply a member of the National Association of Realtors, a U.S-wide group of Real Estate agents.

title: Selling Property/Real Estate Agent


text:
User:Vildricianus/monobook.css

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title: User:Vildricianus/monobook.css


text:
User:Zak~enwikibooks

Tutón wužiwar rĕči hornjoserbšćinu jako maćeršćinu. (upper sorbian - first language)

Toś ten wužywaŕ ma wjelgin dobre znajobnosći dolnoserbšćiny. (lower sorbian - very good)

Tento redaktor má základní znalosti češtiny. (czech - basic knowledge)

Ten użytkownik posługuje się językiem polskim na poziomie średniozaawansowanym. (polish - good)

title: User:Zak~enwikibooks


text:
False Friends of the Slavist/Lower Sorbian-Upper Sorbian

Hornjoserbsko-delnjoserbscy wopačni přećeljo Górnoserbsko-dolnoserbske wopacne pśijaśele


text:
False Friends of the Slavist/Polish-Lower Sorbian

Dolnoserbsko-pólske wopacne pśijaśele


text:
French/Lessons/Culture

Most verbs in French are regular -er verbs. Others are regular -ir or -re verbs or are irregular.

Please take a look here, to have all the dates (French Overseas Departments (DOM) added).

Croire
Croire is an irregularly conjugated -re verb.

The verb is conjugated in the same way as croire.

Voir
Voir is conjugated as an irregularly -re verb.

The verbs, meaning to anticipate or to forecast, and , meaning to see again or to re-examine, are conjugated the same way as voir.

The following nouns, adjectives, and phrases are derived from voir:

is a common verb which usually means to give:
 * J'ai donné le paquet au voiturier. - I gave the package to the carrier.

Similarly to English, it can also have other meanings, such as to produce, to cause, to present, to pay, to establish, to attribute, to publish, or to administer:
 * Cette grande fatigue lui a donné la fièvre. - This great weariness gave him a fever.
 * Le professeur donne une conférence. - The professor is lecturing. (The professor is giving a lecture.)
 * Il me donne de la joie. - It gives me joy.

title: French/Lessons/Culture


text:
Cookbook:Zone Diet

The Zone diet is a diet popularised in books by Dr. Barry Sears, based on a theory that you can regulate blood sugar levels by maintaining a balance between carbohydrates, fats, and proteins.

title: Cookbook:Zone Diet


text:
French/Lessons/Current events

The future perfect tense, or the futur antérieur, is used to say that before an event occurs, something else will have occurred by that time. Phrases constructed in the future perfect tense mean will have …ed in both French and English.

Formation
The future perfect is a perfect tense, and therefore consists of an auxiliary verb and a past participle. The auxiliary verb, avoir or être, is conjugated in the future tense. All rules that apply to the passé composé and other perfect tenses, such as certain verbs using être as an auxiliary verb, apply to the future perfect as well.

{{French/Text|audio=French/Texts/French politics.ogg|

Quelques hommes politiques

 * Le Parti Socialiste (PS) : Lionel Jospin, François Hollande, Ségolène Royal, Jack Lang,....
 * L'UMP : (Président de la République),  (Premier ministre), Nicolas Sarkozy (ministre de l'Intérieur)
 * L'UDF : François Bayrou.
 * Le Parti Communiste Français (PCF) : Marie-Georges Buffet
 * Les Verts : Dominique Voynet
 * Front national (FN) : Jean-Marie Le Pen (extrême droite)
 * La ligue Communiste Révolutionnaire (LCR) : Olivier Besancenot.
 * Lutte Ouvrière(LO) : Arlette Laguiller.

La politique en France
En France, les partis politiques sont de droite ou de gauche:
 * à droite : l'UMP, l'UDF et le Front National (FN).
 * à gauche : le PS, les Verts, le PCF, la LCR et LO.

En 2005, le gouvernement est soutenu par l'UMP. L'UDF et l'UMP sont actuellement fachés mais ils ont souvent gouverné ensemble. Le FN est un parti souvent classé à l'extrême-droite et certains l'accusent de racisme. L'UMP et l'UDF refusent tout contact avec le FN. Les gouvernements de gauche sont composés de membres du Parti Socialiste, de quelques membres du PCF et des Verts. La LCR et LO sont souvent classés à l'extrême gauche et refusent de participer à tout gouvernement.}}

title: French/Lessons/Current events


text:
French/Lessons/Historical France

Unlike in English, there is a literary past tense in French, used when writing formally. This past tense is the. It is relatively simple to predict when to use this tense: for every occurrence of the in conversational French, one simply uses the  in literary French. Note that the is not a composed tense, and therefore does not have an auxiliary verb.

Formation
To conjugate in this tense, find the stem and appends the appropriate ending.

Regular stems
The following verbs are irregular in the present indicative, but are regular in their stems.

title: French/Lessons/Historical France


text:
French/Lessons/Youth

Grammar: Imperfect - Imparfait
The imparfait is used to "set the tone" of a past situation. An example in English being: "We were singing when Dad came home." It tells what was going on when a particular action or event occurred. In French, the above example would be: "Nous chantions quand papa est rentré."

In order to conjugate the imperfect,

 * take the 1st person plural of the verb you want to conjugate:

 * Remove the -ons ending to find the stem, and add these endings:

 * Verbs ending -cer and -ger are semi-irregular, as shown below. The irregular forms are in bold.

 * Note: The only verb that has an irregular stem (one not derived from the nous form of the present indicative) is être. The imperfect endings are added to ét___. Every other verb uses the nous form of the present indicative as its root.

Grammar: Possessive Pronouns
Possessive pronouns replace possessive article + noun sets.

 * Vous avez votre voiture? - You have your car?
 * Oui, nous avons la nôtre. - Yes, we have ours.

À + a stress pronoun is used when the noun replaced is also the subject of the sentence. This usually occurs in sentences with être.
 * Elle est ta voiture? - Is that your car?
 * Oui, elle est à moi. - Yes, it is mine.

-exer Verbs
-exer are regular -er verbs, but also are stem changing. The stem change applies to all forms except nous and vous in the present and all forms of the future simple. The stem change involves adding a grave accent ( ` ) over the e in the stem.

acheter lever
 * Tenses affected by this rule: Present, Future Simple

-éxer Verbs
Like -exer verbs, the accent acute above the e ( é ) changes to an accent grave ( è ) in all forms except nous and vous in the present. However, unlike similar stem changes, this does not affect the Future Simple.

suggérer préférer
 * Tenses affected by this rule: Present

-yer Verbs
-yer verbs are regular -er verbs. However, in all forms except nous and vous in the present and all forms of the future simple, the "y" changes to an "i".

essayer nettoyer
 * Tenses affected by this rule: Present, Future Simple

Appeler
All forms except nous and vous in the present and all forms of the future simple have the l doubled.

 * Tenses affected by this rule: Present, Future Simple

-cer Verbs
The last c in the verb changes to ç in the nous form of the present and all forms except the "nous" and "vous" forms of the imperfect.

commencer lancer
 * Tenses affected by this rule: Present, Imperfect

-ger Verbs
An e is added after the g in the nous form of the present and all forms except the "nous" and "vous" forms of the imperfect.

changer manger
 * Tenses affected by this rule: Present, Imperfect

Vocabulary: Children's Games and Toys

 * un hochet
 * un cheval de bois
 * une poupée
 * une dinette
 * un train électrique
 * des légos
 * un ours en peluche
 * une console de jeu (une nintendo, une gameboy, une ps2)
 * des jeux de société : le monopoly, le cluedo, la bonne paye
 * des "transformers"

Vocabulary: The Carnival
 See List of Party Words

Petit Papa Noël
Author : Raymond Vincy (1946)

Composer : Henri Martinet

Long version in italics

C'est la belle nuit de Noël

La neige étend son manteau blanc

Et les yeux levés vers le ciel A genoux

les petits enfants

Avant de fermer les paupières

Font une dernière prière

{Refrain:}

Petit Papa Noël

Quand tu descendras du ciel

Avec des jouets par milliers

N'oublie pas mon petit soulier

Mais, avant de partir

Il faudra bien te couvrir

Dehors tu vas avoir si froid

C'est un peu à cause de moi

Il me tarde tant que le jour se lève

Pour voir si tu m'as apporté

Tous les beaux joujoux que je vois en rêve

Et que je t'ai commandés

{Refrain}

Le marchand de sable est passé

Les enfants vont faire dodo

Et tu vas pouvoir commencer

Avec ta hotte sur le dos

Au son des cloches des églises

Ta distribution de surprises

Et quand tu seras sur ton beau nuage

Viens d'abord sur notre maison

Je n'ai pas été tous les jours très sage

Mais j'en demande pardon

{Refrain}

Petit Papa Noël

title: French/Lessons/Youth