text:
Biblical Studies/New Testament Commentaries/The Gospel of John/Chapter 7

Summary of Chapter 7
Setting: As with many Johannine passages, the chapter begins with a vague transition, "after this". The chapter is set at the Hanukkah Festival (The Maccabeans had moved the festival of Booths or Tabernacles to December in violation of the Torah). "Only John mentions a visit by Jesus to Jerusalem at a time other than Passover," (Smith 166).

In this chapter, Jesus goes up to the temple at the feast of tabernacles and begins to teach those assembled. Many are astonished with the way in which Jesus can teach even though he has never had formal temple education. Jesus gives the credit to God the father. He then addresses the crowd and asks them why so many people are trying to kill him when not one of them is without sin. The crowd believes he is demon possessed, and Jesus answer back that he is not and that miracles come from the father working through him via the indwelling angel/logos. He tells them the reason they reject him is that the Father's logos has found no place in their hearts. He also talks about the Sabbath and basically tells the crowd that if they are willing to make exceptions on the Sabbath for work (such as circumcision) that he should be able to use his own judgment in such situations (such as healing the man at the pool). Jesus’ straight forward logic doesn’t sit very well with everyone in attendance.

There are some accusations by the Jews when Jesus begins teaching, as Jesus has never been formally educated himself. This puts Jesus' social status in question; however, many people address him as "Rabbi," so at least those people believe he knows what he is talking about, regardless of whether or not he has studied under a Rabbi. Jesus tells the crowd that his teaching is not his own, but rather comes from the one who sent him. He further says that those who work for God are working in truth and not for themselves, and this is a good thing. This is the right way to do things. There is honor in this. As the people are trying to figure out if he is the real Messiah or not, many are putting their faith into him, and believing. Jesus then talks about the fact that he will soon go somewhere that they will not be able to find him, and where he will go, they cannot come. Obviously he is referencing Heaven at this point. Days later in the festival he makes a call for people to come to him, if they are thirsting, that is thirsting for eternal life. For if they believe, they will receive and their thirst will be quenched. After hearing this, the temple guards go back to the main authorities to discuss him, and at this time it is Nicodemus who sticks up for Jesus and his teachings. In the end, nothing is done and everyone goes their separate ways.

The first thirteen verses of chapter 7 describe the discussion about and the action of Jesus' return to Jerusalem. The Feast of Hanukkah occurs during this journey to Jerusalem. One argument was the issue of healing the man at the pool. Jesus defends his healing of the man as part of the will of God. His argument is an outstanding example of the Jewish way of arguing from a lesser concern to a greater concern. The Jews circumcise a baby boy on the Sabbath to fulfill the will of God. If the Sabbath can be broken to cut away such a small part of an individual, how much greater it would be to heal a whole individual! This act would be an even greater example of fulfilling the will of God even if it is done on the Sabbath.

7:15 Questioning Jesus' Education: How does he know letters...? The people listened to Jesus' teaching and were amazed. His mastery of Scriptures were undeniable and the people wondered how he could teach like a rabbi, yet he had been trained by none of the great rabbis.

7:16-19 Jesus answers the questioning: Jesus tells those who are questioning his teaching and his education he is not teaching his own ideas. Jesus tells the people and the religious leaders he is teaching the ideas of God who sent Jesus to them. Jesus then explains how the people will know his teachings are from God. He also instructs on how one's intentions can honor God along with the actions.

Questions to Consider
Why the Pharisees in Verse 32? John 7: 32 states, "The Pharisees heard the crowd muttering such things about him, and the chief priests and Pharisees sent temple police to arrest him." This is very interesting considering at the time these events were actually happening (during Jesus' life), the Pharisees wouldn't have had much, if any, authority in the Temple. Prior to the destruction of the Jewish Temple (which occurred in 70) by the Romans, the Pharisees definitely had opinions about how things should be done and how Jewish law should be interpreted, but weren't really acknowledged. Therefore, when considering the motives of the author of John to say it was the Pharisees that sent the temple police to arrest Jesus, two things must be considered: 1) Did the author have any historical context? If he didn't, then he was logically going off of the only thing he knew about, his time's issues.  Maybe he thought it would have been the Pharisees to send the temple police to arrest Jesus.  OR 2) Was the author of John simply retelling the story with his "modern" twist? A lot of times, depictions of historical events reflect concerns of the time in which the story is being told as opposed to the time in which they are meant to represent. If so, maybe the author of John was using his creative license to make the story more understandable for people who would read it in the time he was writing it.

At multiple points in Chapter 7 (verse 13, verse 44) the citizens of Galilee are caught divided where Jesus is concerned. Since Christ was in poor standing with the Jewish ruling council, average citizens were afraid to talk about Him for fear of conflict with the authorities. In verse 44, we see that some of the people wanted to apprehend Christ, but no one made a move. Several questions can be drawn from this. First, were the people divided because some of them thought that Christ was the Messiah and some did not? Second, why did none of them attempt to apprehend Him? They were aware that they probably would have had the support of the authorities had they attempted to do so, so the fact that they didn’t speaks more for the mystery of Christ’s person. Things should have happened one way, but they didn’t!

How does His time have any effect on the attempts of men to seize him? Verse 30 points out the attempt on Jesus being seized. However, does this mean a physical seizure? If so, Jesus must have done something to escape. Yet the text has no mention of how he escaped - just that "His time had not yet come." Perhaps the "attempt" to seize Jesus was more of a plot. But the plan didn't quite work at that point, because God prevented such a thing from happening, because "His time had not yet come."

Another division in the crowd occurs at this point: Where some attempt so seize Him, others "put their faith in Him" (31). However, these believers only believed in the signs of Jesus, rather than for non-tangible reasons. In other words, the faith in question here is faith strictly based on sight, rather than whole-hearted faith (faith that would not require such sights and miracles).

The crowd is divided on Jesus throughout the text of Chapter 7. On the last day of the feast Jesus told the people about living water and how they could have living water. Some people believed and others did not and said a prophet could not come from Galilee. Also, the religious leaders believed that Jesus was not the Messiah because he came from Galilee and they believed a prophet could not come from Galilee.

Were Jesus' brothers also disciples?
It is pretty clear, not only from the early passages of Chapter 7, but also from the synoptic gospels that the brothers of Jesus were not in fact his disciples. In Mark 3:21, "When his family heard it, they went out to restrain him, for people were saying, 'He has gone out of his mind.'" and again in Mark 6:4, "Prophets are not without honor, except in their hometown, and among their own kin." This idea is paralleled, as previously mentioned, in Chapter 7:5, "For not even his brothers believed in him." The brothers were "going up to Jerusalem to celebrate Hanukkah. To go up meant to dress in festive clothing play musical instrument and sing and dance. They mocked Jesus for refusing to "Go up." He refused to go up because it was a military celebration created by the wicked Maccabeans who usurped the priesthood and the throne.

No Prophet arises out of Galilee?
In verses 41-52 there is a division amongst the people here because in Psalm 89:4 and Micah 5:2 these verses say that Christ would come from Bethlehem where David lives. (v.42)Because these scriptures were law, there were many who wanted to seize Him, however because of the way He spoke (and because it was not yet His hour John 7:30 Matthew 21:46) no one would touch Him. However, some believe that these men were wrong. There was a prophet that came out of Galilee and he was Jonah. Here are some characteristics that are similar to the likeness of Jonah and Jesus. First, both of these men had a larger goal, for example, Jonah wanted to save the rest of the sailors and Jesus came to save the world. Next, both had the symbolic three days and three nights in common (Matt. 12:38-41) as well as converting Gentiles. However, the most significant of their similarities is that they were both from Galilee. (2 Kings 14:25)

Actually, Jonah, Elijah, Nahum and Hosea were from the Galil. These men were all highly esteemed in Yahshuah’s day and they all had ministries to gentiles as well as the Jews.

The three other prophets from the Galilee:

Elijah, the Tishbite, (El is Yah) was rejected by Israel and was sent by Yah to Phoenicia (that’s where we get our Alphabet) where he dwelled in the house of a gentile widow in the town of Zarephatho. Later, when he was hiding in a cave on Mount Sinai in the Horeb mountains, it says the logos of Elohim (the word of God) the Logos spoke to him. The logos Elohim is identified as the Angel of Yah and speaks for Yah. (1 Kings 19). Traditionally it is believed Elijah went bodily to heaven in a fiery chariot, but since Yahshuah said no one, but he, had ever been to heaven we must assume that Elijah’s fiery ride ended in death before he left the planet.

Nahum, the Elkoshite, lived in Capernaum (Kefer Nahum) in 615 BC his book also is a message to the gentiles in Nineveh. Hosea (a nickname for Jesus), the son of Beeri, lived  in the 8th Century BC in the Northern Kingdom. Hosea is told by Yah to marry a woman who has left Yah to become a temple prostitute of the Bull cult. Her name is Gomer (destruction to Idolaters), her children Jezreel (seed of Yah), Lo Ruamah (disgraced) and Lo Ammi (You are no longer my people). Clearly Hosea’s message is a warning that if the Hebrews continue in the Bull cult, they will lose the kingdom of Yah. Which they did. They continue as a race, but since they rejected the Messiah, they are not Yah’s people.


text: User talk:I n00d

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

title: User talk:I n00d


text:
User talk:Yes Man~enwikibooks

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Yes Man. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Yes Man~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:54, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:39, 19 April 2015 (UTC)

title: User talk:Yes Man~enwikibooks


text:
Calculus/Infinite Limits/Infinity is not a number

Most people seem to struggle with this fact when first introduced to calculus, and in particular limits.

 * $$\lim_{x\to0^+}\frac{1}{x}=\infty$$

But $$\infin$$ is different. $$\infty$$ is not a number.

Mathematics is based on formal rules that govern the subject. When a list of formal rules applies to a type of object (e.g., "a number") those rules must always apply — no exceptions!

What makes $$\infty$$ different is this: "there is no number greater than infinity". You can write down the formula in a lot of different ways, but here's one way: $$1+\infty=\infin$$. If you add one to infinity, you still have infinity; you don't have a bigger number. If you believe that, then infinity is not a number.

Since $$\infin$$ does not follow the rules laid down for numbers, it cannot be a number. Every time you use the symbol $$\infin$$ in a formula where you would normally use a number, you have to interpret the formula differently. Let's look at how $$\infin$$ does not follow the rules that every actual number does:

Addition Breaks
Every number has a negative, and addition is associative. For $$\infty$$ we could write $$-\infty$$ and note that $$\infty-\infty=0$$. This is a good thing, since it means we can prove if you take one away from infinity, you still have infinity: $$\infty-1=(\infty+1)-1=\infty+(1-1)=\infty+0=\infty$$. But it also means we can prove 1 = 0, which is not so good.

$$\begin{align}&1+\infty=\infty\\&(1+\infty)-\infty=\infty-\infty\\&1+(\infty-\infty)=\infty-\infty\\&1=0\end{align}$$

Therefore, $$\infty-\infty=\text{indeterminate}$$.

Reinterpret Formulae that Use $$\infty$$
We started off with a formula that does "mean" something, even though it used $$\infty$$ and $$\infty$$ is not a number.

 * $$\lim_{x\to0^+}\frac{1}{x}=\infty$$

What does this mean, compared to what it means when we have a regular number instead of an infinity symbol:

 * $$\lim_{x\to2}\frac{1}{x}=\frac12$$

This formula says that I can make sure the values of $$\frac{1}{x}$$ don't differ very much from $$\tfrac12$$, so long as I can control how much $$x$$ varies away from 2. I don't have to make $$\frac{1}{x}$$ exactly equal to $$\tfrac12$$, but I also can't control $$x$$ too tightly. I have to give you a range to vary $$x$$ within. It's just going to be very, very small (probably) if you want to make $$ \frac{1}{x}$$ very very close to $$\tfrac12$$. And by the way, it doesn't matter at all what happens when $$x=2$$.

If we could use the same paragraph as a template for my original formula, we'll see some problems. Let's substitute 0 for 2, and $$\infty$$ for $$\frac12$$.

 * $$\lim_{x\to0^+}\frac{1}{x}=\infty$$

This formula says that I can make sure the values of $$\frac{1}{x}$$ don't differ very much from $$\infty$$, so long as I can control how much $$x$$ varies away from 0. I don't have to make $$\frac{1}{x}$$ exactly equal to $$\infty$$, but I also can't control $$x$$ too tightly. I have to give you a range to vary $$x$$ within. It's just going to be very, very small (probably) if you want to see that $$\frac{1}{x}$$ gets very, very close to $$\infty$$. And by the way, it doesn't matter at all what happens when $$x=0$$.

It's close to making sense, but it isn't quite there. It doesn't make sense to say that some real number is really "close" to $$\infty$$. For example, when $$x=0.001$$ and $$\frac{1}{x}=1000$$ does it really makes sense to say 1000 is closer to $$\infty$$ than 1 is? Solve the following equations for $$\delta$$ :

 * $$\begin{align}&1000+\delta=\infty\\&\delta=\infty-1000\\&\delta=\infty\end{align}$$

 * $$\begin{align}&1+\delta=\infty\\&\delta=\infty-1\\&\delta=\infty\end{align}$$

No real number is very close to $$\infin$$; that's what makes $$\infin$$ so special! So we have to rephrase the paragraph:

 * $$\lim_{x\to0^+}\frac{1}{x}=\infty$$

This formula says that I can make sure the values of $$\frac{1}{x}$$ get as big as any number you pick, so long as I can control how much $$x$$ varies away from 0. I don't have to make $$\frac{1}{x}$$ bigger than every number, but I also can't control $$x$$ too tightly. I have to give you a range to vary $$x$$ within. It's just going to be very, very small (probably) if you want to see that $$\frac{1}{x}$$ gets very, very large. And by the way, it doesn't matter at all what happens when $$x=0$$.

You can see that the essential nature of the formula hasn't changed, but the exact details require some human interpretation. While rigorous definitions and clear distinctions are essential to the study of mathematics, sometimes a bit of casual rewording is okay. You just have to make sure you understand what a formula really means so you can draw conclusions correctly.

Exercises
Write out an explanatory paragraph for the following limits that include $$\infty$$. Remember that you will have to change any comparison of magnitude between a real number and $$\infty$$ to a different phrase. In the second case, you will have to work out for yourself what the formula means.


text:
Horticulture/Weevils

Weevils are ../Beetles/ which have elongated snouts. Several species are serious garden and farm pests.

Description
Aside from the long snout they are otherwise just beetles. Some species have fused wing covers and so are unable to fly.

Specific Weevils

 * Black Vine Weevil: (../Otiorhynchus sulcatus/)

title: Horticulture/Weevils


text:
Horticulture/Sawflies

Control
Sawflies make up the suborder Symphyta, a group of largely herbivorous insects in the order Hymenoptera. This group is an artificial assemblage of superfamilies that are essentially the most primitive taxa within the Hymenoptera (some going back 200 million years).

Sawflies are distinguishable from most other Hymenoptera by the broad connection between the abdomen and the thorax (see image), and the caterpillar-like larvae (below). The common name comes from the appearance of the ovipositor, which looks much like the blade of a saw. This ovipositor, which is modified into a "stinger" in some members of the Apocrita, is not used as a weapon. Females use the ovipositor to cut into plants where they lay their eggs. A few species have long thin ovipositors used to drill holes deep into wood. Large populations can cause economic damage in cultivated areas and forests.

The larvae look like caterpillars (the larvae of moths and butterflies), with two notable exceptions; (1) they have five or more prolegs on the abdomen (caterpillars have five or fewer), and (2) they have two ocelli (eyes), instead of the caterpillar's six. Typical sawfly larvae are herbivorous, the group feeding on a wide range of plants. Individual species, however, are often quite specific in their choice of plants used for food. The larvae of various species exhibit leaf-mining, leaf-rolling, or gall formation. The larvae that do not feed externally on plants are grub-like, without prolegs.

Adult sawflies, except for those in the family Cephidae, have structures that latch onto the underside of the forewings to help hold the wings in place when the insect is at rest. These "cenchri", which are absent in the suborder Apocrita, are located behind the scutellum on the thorax. Adults of some species are carnivorous, eating other insects, but many also feed on nectar.

title: Horticulture/Sawflies


text:
Cocoa Programming/Status items

What is a status item?
A status item is an icon that's installed in the menu bar, near the clock and other MacOS common icons, such as Volume, Spotlight, etc. These icons provide a place to keep, for example, important shortcuts for your application, or just an icon that identify the current application status; often they are associated with menus. In this document I'll explain how to build a status item, rather than explain all the class reference which is included with your Xcode, and available on the ADC site.

Building a status item application
The code

First of all you have to remember that your status item it's a separate application: when you close the application, the status item is deallocated. Generally status items are used to control and monitor a process that the end user doesn't see, or are theirself a controller of something (see "QuickTunes").

We create a new class called "myStatusItem". The status item class is NSStatusItem, you have to instantiate it in your header, together with all you need:

How can you see we have introduced two images which are the main and the alternate icons for our status item, these images are 18x18.

The next step is that of writing the true program, the ".m" file: we have to tell MacOS that we want to install a status item. This is made by this line of code Next we can allocate the two images with Then the last lines, customize our status item:

It'd be nice to write also another method, the  method, after the , which is the main method called after the application has started. With the dealloc we help the memory management by release some things that we don't need, in fact when this happens, our app has already terminated. With this code we want to release the images that make the icon:

The interface

When we created our application, using the "cocoa application" template, Xcode made also a NIB file, that consist in our program's UI and resources. Double click the NIB for adding the interface. Since we've already written our code and specified some outlets and our classes, we can refresh the NIB standard contents by moving in the Classes view (in the main window of Interface builder) and select "Read files..." from the classes menu; we select our ".h". The myStatusItem class will be selected, right click it and Instantiate. Next drop in the instance view a NSMenu item and name it like you did in the code, in this case "myMenu". You can add NSMenuItem (s) under your menu and add actions to them.

Connecting code and interface

Cocoa uses the outlets to connect code and interface. If you remember we defined an outlet, NSMenu: let's connect it! go to the Instances view and select the "blue box", your app's instance. Open the Inspector and go to the Connections panel. As you can see there's listed "myMenu". Control-drag from the app instance to the NSMenu icon "myMenu" and then hit the "Connect" button. That's all. Now if you press the build and go button you'll see a NSStatusItem in your status bar. (You have to add the two images to your active target in your project).

title: Cocoa Programming/Status items


text:
Cookbook talk:Pad Thai Sauce

Peanut Butter
Is the peanut butter version I see floating around another Thai recipe, or merely a misinterpration of real Pad Thai?

Pad Thai is often served covered in coarse peanut grindings around here.

Naomichanart 18:30, 22 February 2007 (UTC)

Recipe Incomplete
No where in the recipe directions is there any mention of what to do with the ground Thai tea leaves listed in the ingredients list.

title: Cookbook talk:Pad Thai Sauce


text:
Horticulture/Trialeurodes vaporariorum

Trialeurodes vaporariorum, commonly known as the glasshouse or greenhouse whitefly inhabits the world’s temperate regions. It is a primary insect pest of many fruit, vegetable and ornamental crops, frequently being found in glasshouses and other protected horticultural environments. Adults are 1-2 mm in length, with yellowish bodies and four wax-coated wings held near parallel to the leaf surface.

Symptoms and Signs
All life-stages apart from eggs and pupae cause crop damage through direct feeding, inserting their stylet into leaf veins and extracting nourishment from the phloem sap. As a by-product of feeding, honeydew is excreted and that alone can be a second, major source of damage. The third and potentially most harmful characteristic is the ability of adults to transmit several plant viruses. The crop hosts principally affected are vegetables such as cucurbits, potatoes and tomatoes, although a range of other crop and non-crop plants including weed species are susceptible, and can therefore harbour the infection.

Ecology
Females are capable of mating less than 24 hours after emergence and most frequently lay their eggs on the undersides of leaves. Eggs are pale yellow in colour, before turning grey prior to hatching. Newly hatched larvae, often known as crawlers, are the only mobile immature life-stage. During the first and second larval instars, the appearance is that of a pale yellow/translucent, flat scale which can be difficult to distinguish with the naked eye. During the fourth and final immature life-stage (the pupa), compound eyes and other body tissues become visible as the larvae thicken and rise from the leaf-surface.

Host plants
Greenhouse whiteflies feed on a wide range of plants, including plants in the following genera:
 * ../Aster/
 * ../Brassica/
 * ../Camellia/
 * ../Cercis/
 * ../Cucumis/
 * ../Dahlia/
 * ../Hydrangea/
 * ../Ilex/ (Holly)
 * ../Ipomoea/
 * ../Lactuca/ (Lettuce)
 * ../Lilium/
 * ../Lonicera/
 * ../Lycopersicon/
 * ../Ocimum/
 * ../Rhododendron/ (Rhododendron, Azalea)
 * ../Salvia/ (Sage)
 * ../Verbena/

Control
Effective control has been provided for many years through the release of beneficial insects, such as the aphelinid parasitoid, ../Encarsia formosa/. If required, integrated pest management strategies can incorporate applications of selective chemical insecticides that complement these natural enemies. For the majority of outdoor crops chemicals are still the most widely used method of control.

title: Horticulture/Trialeurodes vaporariorum


text:
Horticulture/Selectivity of Pesticides

The selectivity of pesticides (including herbicides) refers to how narrow a range of organisms it kills. For example, some herbicides only affect broadleaf plants or grasses, while while others kill all plants (the latter type is called unselective).

title: Horticulture/Selectivity of Pesticides


text:
Horticulture/Asteraceae

Asteraceae (formerly and often still referred to as Compositae) is a large family of broadleaf plants known for their distinctive inflorescences, called heads.

Most members of this family are excellent nectar sources, and thus help play a part in attracting predatory insects and pollinators to the garden.

Genera and species
Genera and species discussed in Horticulture include:
 * ../Ambrosia/ (Ragweed)
 * ../Aster/
 * ../Chrysanthemum/
 * ../Cichorium/ (Chicory)
 * ../Dahlia/
 * ../Erigeron/ (Fleabane)
 * ../Helianthus/ (Sunflower)
 * ../Lactuca/ (Lettuce)
 * ../Rudbeckia/ (Coneflower)
 * ../Senecio/ (Groundsel)
 * ../Senecio vulgaris/ (Common Groundsel)

 * ../Taraxacum/ (Dandelion)

/Finder/Taxonomy/Families

title: Horticulture/Asteraceae


text:
User talk:Cinap(se)

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 19:24, 22 February 2007 (UTC)

And
It appears you have posted on may talk page. Please sign your posts as shown above. If you posted from an IP prior to that please confirm that on my talk page - it was not a civil posting -- Herby talk thyme 19:24, 22 February 2007 (UTC)

I don't agree with you on that, on what bases do you call it uncivil ? (It can indeed be considered uncivil to wrongly claim incivility without proper reason) --Cinap(se) 19:25, 22 February 2007 (UTC)

Further
Reading you post it seems you are stating that you are a sock puppet and are "contesting" another Wikibookian - your confirmation of that would be appreciated. I am not like some of the people here -- Herby talk thyme 19:28, 22 February 2007 (UTC)

Humm, do you have any particular reasons to hate sock puppets, I love them, I do prefer Chinese Shadow's. What would you do with such confirmation is there a policy that disallows them ? I read something on the block page about a user having several of them (with two hands) he can only use a few see if you can, resolve is dilemma... Haa and what about bots aren't bot accounts are they similar to sock puppets ? --Cinap(se) 19:35, 22 February 2007 (UTC)

title: User talk:Cinap(se)


text:
C Sharp Programming/Keywords/goto

The keyword returns the flow of operation to the label which follows it. Labels can be created by putting a colon after any word. e.g.

The use of goto is very controversial, because, when used frivolously, it creates code that jumps from place to place and is disorganized and hard to read. It is rarely even necessary because the same thing can often be accomplished with a more organized loop or  loop.

/Keywords

title: C Sharp Programming/Keywords/goto


text:
Introduction to Chemical Engineering Processes/Multiple Components in Multiple Processes

Introduction to Problem Solving with Multiple Components and Processes
In the vast majority of chemical processes, in which some raw materials are processed to yield a desired end product or set of end products, there will be more than one raw material entering the system and more than one unit operation through which the product must pass in order to achieve the desired result. The calculations for such processes, as you can probably guess, are considerably more complicated than those either for only a single component, or for a single-operation process. Therefore, several techniques have been developed to aid engineers in their analyses. This section describes these techniques and how to apply them to an example problem.

Degree of Freedom Analysis
For more complex problems than the single-component or single-operation problems that have been explored, it is essential that you have a method of determining if a problem is even solvable given the information that you have. There are three ways to describe a problem in terms of its solvability:

 * 1) If the problem has a finite (not necessarily unique!) set of solutions then it is called well-defined.
 * 2) The problem can be overdetermined (also known as overspecified), which means that you have too much information and it is either redundant or inconsistent. This could possibly be fixed by consolidating multiple data into a single function or, in extreme cases, a single value (such as a slope of a linear correlation), or it could be fixed by removing an assumption about the system that one had made.
 * 3) The problem can be underdetermined (or underspecified), which means that you don't have enough information to solve for all your unknowns. There are several ways of dealing with this. The most obvious is to gather additional information, such as measuring additional temperatures, flow rates, and so on until you have a well-defined problem. Another way is to use additional equations or information about what we want out of a process, such as how much conversion you obtain in a reaction, how efficient a separation process is, and so on. Finally, we can make assumptions in order to simplify the equations, and perhaps they will simplify enough that they become solvable.

The method of analyzing systems to see whether they are over or under-specified, or if they are well-defined, is called a degree of freedom analysis. It works as follows for mass balances on a single process:

 * 1) From your flowchart, determine the number of unknowns in the process. What qualifies as an unknown depends on what you're looking for, but in a material balance calculation, masses and concentrations are the most common. In equilibrium and energy balance calculations, temperature and pressure also become important unknowns. In a reactor, you should include the conversion as an unknown unless it is given OR you are doing an atom balance.
 * 2) Subtract the number of Equations you can write on the process. This can include mass balances, energy balances, equilibrium relationships, relations between concentrations, and any equations derived from additional information about the process.
 * 3) The number you are left with is the degrees of freedom of the process.

If the degrees of freedom are negative that means the unit operation is overspecified. If it is positive, the operation is underspecified. If it is zero then the unit operation is well-defined, meaning that it is theoretically possible to solve for the unknowns with a finite set of solutions.

Degrees of Freedom in Multiple-Process Systems
Multiple-process systems are tougher but not undoable. Here is how to analyze them to see if a problem is uniquely solvable:

 * 1) Label a flowchart completely with all the relevant unknowns.
 * 2) Perform a degree of freedom analysis on each unit operation, as described above.
 * 3) Add the degrees of freedom for each of the operations.
 * 4) Subtract the number of variables in intermediate streams, i.e. streams between two unit operations. This is because each of these was counted twice, once for the operation it leaves and once for the one it enters.

The number you are left with is the process degrees of freedom, and this is what will tell you if the process as a whole is overspecified, underspecified, or well-defined.

Using Degrees of Freedom to Make a Plan
Once you have determined that your problem is solvable, you still need to figure out how you'll solve for your variables. This is the suggested method.

 * 1) Find a unit operation or combination of unit operations for which the degrees of freedom are zero.
 * 2) Calculate all of the unknowns involved in this combination.
 * 3) Recalculate the degrees of freedom for each process, treating the calculated values as known rather than as variables.
 * 4) Repeat these steps until everything is calculated (or at least that which you seek)

Step 1: Draw a Flowchart
This time we have multiple processes so it's especially important to label each one as its given in the problem.

Notice how I changed the 90% capture of solids into an algebraic equation relating the mass of solids in the solid waste to the mass in the feed. This will be important later, because it is an additional piece of information that is necessary to solve the problem.

Also note that from here in, "solids" are referred to as S and "water" as W.

Step 2: Degree of Freedom analysis
Recall that for each stream there are C independent unknowns, where C is the number of components in the individual stream. These generally are concentrations of C-1 species and the total mass flow rate, since with C-1 concentrations we can find the last one, but we cannot obtain the total mass flow rate from only concentration.

Let us apply the previously described algorithm to determining if the problem is well-defined.

On the strainer:
 * There are 6 unknowns: m2, xS2, m3, xS3, m4, and xS4
 * We can write 2 independent mass balances on the overall system (one for each component).
 * We are given a conversion and enough information to write the mass flow rate in the product in terms of only concentration of one component (which eliminates one unknown). Thus we have 2 additional pieces of information.
 * Thus the degrees of freedom of the strainer are 6-2-2 = 2 DOF

On the crusher:
 * There are 3 unknowns (m1, m2, and xS2).
 * We can write 2 independent mass balances.
 * Thus the crusher has 3-2 = 1 DOF

Therefore for the system as a whole:
 * Sum of DOF for unit operations = 2 + 1 = 3 DOF
 * Number of intermediate variables = 2 (m2 and xS2)
 * Total DOF = 3 - 2 = 1 DOF.

Hence the problem is underspecified.

So how do we solve it?
In order to solve an underspecified problem, one way we can obtain an additional specification is to make an assumption. What assumptions could we make that would reduce the number of unknowns (or equivalently, increase the number of variables we do know)?

The most common type of assumption is to assume that something that is relatively insignificant is zero.

In this case, one could ask: will the solid stream from the strainer contain any water? It might, of course, but this amount is probably very small compared to both the amount of solids that are captured and how much is strained, provided that it is cleaned regularly and designed well. If we make this assumption, then this specifies that the mass fraction of water in the waste stream is zero (or equivalently, that the mass fraction of solids is one). Therefore, we know one additional piece of information and the degrees of freedom for the overall system become zero.

Step 3: Convert Units
This step should be done after the degree of freedom analysis, because that analysis is independent of your unit system, and if you don't have enough information to solve a problem (or worse, you have too much), you shouldn't waste time converting units and should instead spend your time defining the problem more precisely and/or seeking out appropriate assumptions to make.

Here, the most sensible choice is either to convert everything to the cgs system or to the m-kg-s system, since most values are already in metric. Here, the latter route is taken.

$$ r_4 = 8\mbox{ in} * \frac{2.54 \mbox{ cm}}{in} * \frac{1 \mbox{ m}}{100 \mbox{ cm}} = 0.2032 \mbox{ m}$$

$$ {\rho}_S = 1.54\frac{g}{cm^3} = 1540 \frac{kg}{m^3} $$

Now that everything is in the same system, we can move on to the next step.

Step 4: Relate your variables
First we have to relate the velocity and area given to us to the mass flowrate of stream 4, so that we can actually use that information in a mass balance. From chapter 2, we can start with the equation:

$$ {\rho}_n*v_n*A_n = \dot{m}_n $$

Since the pipe is circular and the area of a circle is $$ \pi *r^2 $$, we have:

$$ A_4 = \pi * 0.2032^2 = 0.1297 \mbox{ m}^2 $$

So we have that:

$$ {\rho}_4 * 30 * 0.1297 = 3.8915*{\rho}_4 = \dot{m}_4 $$

Now to find the density of stream 4 we assume that volumes are additive, since the solids and water are essentially immiscible (does an orange dissolve when you wash it?). Hence we can use the ideal-fluid model for density:

$$ \frac{1}{\rho_4} = \frac{x_{S4}}{\rho_S} + \frac{x_{W4}}{\rho_W} = \frac{x_{S4}}{\rho_S} + \frac{1-x_{S4}}{\rho_W }$$

$$ = \frac{x_{S4}}{1540} + \frac{1-x_{S4}}{1000} $$

Hence, we have the equation we need with only concentrations and mass flowrates:

Now we have an equation but we haven't used either of our two (why two?) independent mass balances yet. We of course have a choice on which two to use.

In this particular problem, since we are directly given information concerning the amount of solid in stream 4 (the product stream), it seems to make more sense to do the balance on this component. Since we don't have information on stream 2, and finding it would be pointless in this case (all parts of it are the same as those of stream 1), lets do an overall-system balance on the solids:

$$ \Sigma \dot{m}_{S,in} - \Sigma \dot{m}_{S,out} = 0 $$

Expanding the mass balance in terms of mass fractions gives:

$$ \dot{m}_1*x_{S1} = \dot{m}_3*x_{S3} + \dot{m}_4*x_{S4} $$

Plugging in the known values, with the assumption that stream 3 is pure solids (no water) and hence $$ x_{S3} = 1 $$:

Finally, we can utilize one further mass balance, so let's use the easiest one: the overall mass balance. This one again assumes that the total flowrate of stream 3 is equal to the solids flowrate.

We now have three equations in three unknowns $$ (\dot{m}_1, \dot{m}_4, x_{S4}) $$ so the problem is solvable. This is where all those system-solving skills will come in handy.

If you don't like solving by hand, there are numerous computer programs out there to help you solve equations like this, such as MATLAB, POLYMATH, and many others. You'll probably want to learn how to use the one your school prefers eventually so why not now?

Using either method, the results are:

We're almost done here, now we just have to calculate the number of oranges per year.

$$ 4786\frac{kg}{s} * 1\frac{orange}{0.4\mbox{ kg}} * 3600 \frac{s}{hr} * 8 \frac{wk\mbox{ hr}}{day}* 360\frac{\mbox{wk day}}{year}$$


text:
Wikibooks:Engineering Department

General

 * Agricultural and Biological Systems Engineering
 * Biomedical Engineering
 * Cellular and Mobile Communications
 * Environmental engineering
 * Finite Element Analysis
 * Machining
 * Naval Engineering
 * Solar energy engineering
 * Wind energy engineering
 * Wave energy engineering
 * Welding
 * Social Engineering
 * Transportation Engineering

title: Wikibooks:Engineering Department


text:
Horticulture/Asparagus

Asparagus is the name of a genus of plants, a member of the family Asparagaceae (formerly placed in the ../Liliaceae/). There are up to 300 species, all from the Old World, introduced in many countries in both hemispheres and throughout temperate and tropical regions. Many species from Africa are now included in the genera Protasparagus and Myrsiphyllum. However, recent studies have shown that the taxonomic level genera may not be appropriate; instead, division into subgenera or no division at all may be more appropriate.

Description
They range from herbs to somewhat woody climbers. Most species have flattened stems (phylloclades), that serve the function of leaves. Three species (../Asparagus officinalis/, "../Asparagus schoberioides/ and ../Asparagus cochinchinensis/) are dioecious species, i.e. with male and female flowers on separate plants. The others may or may not be hermaphroditic.

Species

 * ../Asparagus aethiopicus/ (= Protasparagus aethiopicus)
 * ../Asparagus africanus/ (= Protasparagus africanus ?) - African Asparagus
 * ../Asparagus asparagoides/ ( = Myrsiphyllum asparagoides) - Smilax, African Asparagus Fern, (Austr.) Bridal Creeper
 * ../Asparagus cochinchinensis/
 * ../Asparagus declinatus/ - Foxtail Asparagus Fern, (Austr.) Bridal vein
 * ../Asparagus densiflorus/ (= Protasparagus densiflorus) - Ground Asparagus, Asparagus Fern, (S. Afr.) Emerald Fern, Basket Asparagus
 * Asparagus densiflorus 'Sprengeri' ( = Protasparagus densiflorus 'Sprenger') - Sprenger's Asparagus
 * ../Asparagus falcatus/
 * ../Asparagus macowanii/ (= Protasparagus macowanii)
 * ../Asparagus officinalis/ - Asparagus
 * Asparagus officinalis officinalis - Garden Asparagus
 * Asparagus officinalis prostratus
 * ../Asparagus plumosus/ (= Protasparagus plumosus ?) - Asparagus Fern, Florist's Fern, (Austr.) Climbing Asparagus
 * Asparagus Plumosus Nanus is a greenhouse variety, bearing fern-like foliage.
 * ../Asparagus racemosus/
 * ../Asparagus scandens/
 * ../Asparagus schoberioides/
 * ../Asparagus setaceus/ (= Protasparagus setaceus) - Fern Asparagus, Lace Fern
 * ../Asparagus sprengeri/ - a greenhouse climber with light and elegant foliage.
 * ../Asparagus umbellatus/
 * ../Asparagus virgatus/

Uses
The best known member of the genus is the vegetable asparagus (../Asparagus officinalis/). Other species of asparagus are grown as ornamental plants. Some species such as ../Asparagus setaceus/ have branches that resemble 'ferns', hence they are often called "Asparagus fern" (though they are not true ferns). They are often used for foliage display, and as houseplants. Commonly-grown ornamental species are ../Asparagus plumosus/, ../Asparagus densiflorus/, and ../Asparagus sprengeri/. Some other species have been introduced as weeds, such as Bridal Creeper, ../Asparagus asparagoides/, which is a major weed species in southern Australia.

Propagation
Division or seed.

Pests and diseases
Fusarium root and crown rot ../Rust/ ../Blight/
 * Fusarium monoliforme
 * Fusarium oxysporium asparagi
 * Asparagus rust, caused by the fungus Puccinia asparagi.
 * ../Botrytis cinerea/.

../Aphids/ ../Mealybugs/ ../Bugs/ ../Thrips/ ../Flies/ ../Beetles/ ../Caterpillars/ ../Millipedes/
 * Cotton Aphid: ../Aphis gossypii/
 * Asparagus Aphid: ../Brachycorynella asparagi/
 * Green Peach Aphid: ../Myzus persicae/
 * Citrus mealybug: ../Planococcus citri/
 * Garden Fleahopper: ../Halticus bractatus/
 * Tarnished Plant Bug: ../Lygus lineolaris/
 * Western Flower Thrips: ../Frankliniella occidentalis/
 * Onion Thrips: ../Thrips tabaci/
 * Asparagus Leafminer: ../Ophiomyia simplex/
 * Asparagus Fly: ../Platyparaea poeciloptera/, a fruit fly.
 * Asparagus Beetle: ../Crioceris asparagi/ (Asparagus Beetle)
 * Spotted Asparagus Beetle: ../Crioceris duodecimpunctata/ (Spotted Asparagus Beetle)
 * ../Coleophora amaranthella/
 * Saltmarsh Caterpillar: ../Estigmene acrea/
 * Redbacked Cutworm: ../Euxoa ochrogster/
 * Variegated Cutworm: ../Peridroma saucia/
 * Beet Armyworm: ../Spodoptera exigua/
 * Ghost Moth,
 * The Nutmeg
 * Small Fan-footed Wave
 * Turnip Moth.
 * Garden Symphylan: ../Scutigerella immaculata/ (feeds on roots)

title: Horticulture/Asparagus


text:
User:Ehird/myskin.css

/*

Div Boxes

body { background-color: #EEEEEE; margin: 0px; padding: 4px; font-size:100%; color: black; font-family: sans-serif; }

{ padding: 4px; margin: 4px 4px 20px 4px; border: 1px solid #BDBDBD; background-color: white; overflow: auto; }
 * 1) content

{ padding: 20px; }
 * 1) article

{ padding:0px; }
 * 1) toolbar

{ background:#eeeeff; color:black; }
 * 1) infobox

{ margin-top:1px; }
 * 1) editform

{ padding: 4px; }
 * 1) footer

{ background: #DDEEFF; border-style: solid; border-width: 1px; padding: 2px; }
 * 1) powersearch

{ width: 140px; padding: 4px; visibility: visible; z-index:99; font-size:95%; }
 * 1) quickbar

{ padding: 0; font-size:95%; clear: both; }
 * 1) footer

{ padding: 0;font-size:95%; }
 * 1) topbar

{ }
 * 1) bottombar

{ }
 * 1) pagestats

{ }
 * 1) pagelinks

/*

Tables

td { empty-cells:show; }

td.bottom { border-top: 1px solid gray; }

td.top { border-bottom: 1px solid gray; }

/*

Paragraphs

p { font-size:100%; margin: 0 0; padding: 0; }

p.subpages { font-size:small; }

p.subtitle { margin-top: 0; padding-top: 0; text-align: center; font-style: italic; }

p.subpages { text-align: center; padding-top: 0; margin-top: 0; }

p.catlinks { font-size:small; margin-top:0; text-align:right; }

p#categories { text-align: center; margin: 0 0; }

{ margin: 12px 0; }
 * 1) article p

/*

Headings & Rules

h2, h3, h4, h5, h6 { margin-bottom: 0; }

h1, h1.pagetitle { padding-top: 0; padding-bottom: 0; margin-top: 0; margin-bottom: 0; font-family: Verdana, sans-serif; font-size: 200%; line-height: 150%; color: maroon; text-align: center; }

h2 { font-family: Verdana, sans-serif; font-size:130%; line-height: 130%; line-height: 130%; }

h3 { font-family: Verdana, sans-serif; font-size:120%; }

h4 { font-family: Verdana, sans-serif; font-size:100%; }

h5 { font-family: Verdana, sans-serif; font-weight: normal; font-style: italic; font-size:100%; }

h6 { font-weight: normal; font-style: italic; font-size: 100%; }

hr.sep { color:gray; height:1px; background-color:gray; }

/*

Images

img { border: none; }

/*

Forms

form.inline { display: inline; }

textarea { overflow: auto; }

/*

Links

a { color: #0000CC; text-decoration: none; font-size: 100%; border: none; }

{ border-bottom: 1px dashed #dddddd; }
 * 1) article a

a:hover { color: #888800; border-color: #888800; }

a.plain { border: none; }

a.interwiki, a.external { color: #3366BB; }

a.printable { text-decoration: underline; }

a.stub { color:#772233; text-decoration:none; }

a:visited { color: #5A3696; }

/*

Spans

/*

Table of contents
.toctoggle, .editsection { font-size: smaller; }

.portlet { padding-bottom: 5px; }

.portlet h5 { display: inline clear: both; padding: 0px; margin: 0px; } .portlet ul { list-style-type: none; display: inline; } .portlet li { display: inline; padding-right: 10px; }

display: none; }
 * 1) footer, #f-list {

table.toccolours { margin-left: 50px; background: #EEE; border: 1px solid #000; } p{ margin-bottom:10px; }

title: User:Ehird/myskin.css


text:
Uim/Setup

Set environment variables
To use uim, you need to set a few environment variables, and optionally start some of the bridges.

In your X session initiation script (this may be,   or   depending on your system), set export GTK_IM_MODULE='uim' # Instructs the GTK immodule to use uim export QT_IM_MODULE='uim'  # Instructs the Qt immodule to use uim export XMODIFIERS='@im=uim' # Instructs XIM to use uim and you should be able to use uim in all GTK+ and Qt applications.

Select a default input method
By default, uim starts up the direct input method (that passes everything unmodified back to the application). To change this you will need to specify a default input method.

Configuration file
Put (define default-im-name ') in your  configuration file. You can get a list of allowed s by running uim-xim --list

Graphical configuration tool

 * 1) Run   or.
 * 2) Select the "Global settings" group.
 * 3) In the "Input method deployment" section, check "Specify default IM" and choose the one you want from the list.

The list includes only enabled IMs. If the one you want isn't in the list, you may need to press the "Edit" button in by the "Enabled input methods" field in the "Input method deployment" section.

If you cannot find your favorite IM in the list of enabled input methods, please check that you have it installed.

The XIM (X Input Method) protocol
For non-GTK/Qt applications (through the XIM protocol) run uim-xim & from your X session initiation script so that you have an instance running when you enter the X windows system.

 * For further details, refer to uim-xim documentation.
 * Freedesktop.org site: http://uim.freedesktop.org/wiki/UIM_2dXIM.

Virtual terminals
If you choose not to run  (the GTK and Qt bridges should work for most every application available in X) or need it in console, you can use the uim Front End Processor (FEP) bridge. Start it by running uim-fep You will see an indicator in the bottom line of the terminal showing which input method is in use and which mode it is in.

 * For more, see: uim-fep
 * Freedesktop.org site: http://uim.freedesktop.org/wiki/UIM_2dFEP.

Emacs

 * For more, see: uim-el.
 * Freedesktop.org site: http://uim.freedesktop.org/wiki/UIM_2dEL.

Toolbars
Uim comes with a few tools to control the active conversion engine and some of its options. These are on toolbars that you may just be able to integrate into your desktop environment.

The tools are:
 * (>= uim 1.5.7)
 * (>= uim 1.5.7)
 * (>= uim 1.5.7)
 * (>= uim 1.5.7)

If you use GNOME, you should probably use the ones with "gtk" in the name, and KDE users would be advised to use the "qt" or "qt4" one. GTK+ and Qt are the widget toolkits that GNOME and KDE are written in, so this will ensure a consistent look and feel). Aside from that, the toolbars should be environment independent and you can use them regardless of which graphical environment you use.

As for now, you just have to play around with these as there is no further documentation for these (sorry).

 * A useful resource is the Uim-toolbar page on the Japanese Anthy/Uim wiki.

You can pass a positional argument to. uim-toolbar-gtk +200-100 will place the toolbar at 200 pixels from the left and 100 pixels from the bottom. Change the sign to change from which edge the pixels count.

title: Uim/Setup


text:
Template:Archive box/manual

Usage
Include the archive box in the article by adding to where you want the archive box to appear. Make sure to add the forward slash '/' to the archive name to make it a subpage of the page where the archive box is placed. How you present a list of archive pages is up to you. You can separate them with commas, pipes (vertical lines: '|') or as lists. See below.

Placement
The box uses a style that makes it float to the right. This means that where it appears in the page it will be aligned to the right edge of the page (more accurately: the containing box, but that is an unnecessary detail) and all following content will flow around it.

Automatic links
If all the archives of a talk page are numbered (/Archive 1, /Archive 2 etc.), you can the auto parameter to display links to them all automatically: The list will update itself when new archives are added. If there are also named archives, you can add links to these as well.

If there are less than 20 archive pages, and you prefer a larger two-column output, set the auto parameter to "long", all other parameter values will trigger the above format, so if you want longer and more visible links, try:

Box width and image
The box and image widths can be set by passing their widths as parameters:

The image can also be changed from the default, Image:Vista-file-manager.png, for example:

Examples
For actual examples of the use of this template, use the what links here link in the toolbox on the sidebar, near the top on the left side of this page (unless you are using an unconventional skin ... in which case you probably know what you are doing).

title: Template:Archive box/manual


text: Category:Book:A+ Certification

title: Category:Book:A+ Certification


text: Category:Book:ANSI C with Unix

title: Category:Book:ANSI C with Unix


text:
User talk:68.41.11.22

Xania talk 21:42, 22 February 2007 (UTC)

title: User talk:68.41.11.22


text:
Talk:How To Assemble A Desktop PC/Choosing the parts/Archive 1

Wrong description of hyperthreading technology
The hyperthreading cpus are described as being multicore. This is not the case - see the wikipedia article on hyperthreading for example. Sorry, can't fix it right now. 134.214.103.196 18:49, 18 August 2005 (UTC)

Editing Problems
Sectional editing has remained unfixed for quite some time. The links for the editing does not direct to where it's supposed to, it jumps approximately two sections down from every edit link's original position.
 * The problem seems to be that the edit links in the Table of Contents point to the Choosing the Parts section, so everything is off by two. I'm not sure how to fix it though. 129.55.200.20 18:21, 10 August 2005 (UTC)

Need updates on Technology
Due to recent development in new technology... could someone please add details to the new
 * PCI-Express 1x
 * PCI-Express 16x
 * Serial ATA
 * 5.1, 6.1, 7.1 sound cards
 * USB 2.0
 * IEEE 1394 Firewire
 * New Intel CPU Numbers for Core Duo and Core 2 Duo
 * Graphics Cards

Thanks...

What's considered primary, secondary, perephrial?
I don't think a computer could quite work without a video card. So why is it secondary? I'd say it's more neccisary than RAM. (However, good luck finding an OS to fit on your CPU's cache.) Also, a computer can be run without a hard drive using a live CD like knoppix. However, try using it without a monitor. So how exactly where hardware component categorized into their categories? Reub2000 21:51, 12 Apr 2005 (UTC)

 * You need RAM. You certainly don't need a video card. Sometimes a low-quality BIOS will demand one. It is common to run servers without a video card. (real server operating systems like Linux and Solaris don't need a GUI) A good BIOS can even be configured over the serial port, network, or management connection. AlbertCahalan 05:09, 14 Apr 2005 (UTC)

 * Video card should be listed as primary - Our section on video cards mention On-board cards - remember that this is trying to aim at non-technical users - I can't see people who are new to Computer design wanting to make a server, they will want a game machine or similar. Primary parts should be everything that needs to be considered to make the computer work - You need a Graphics card in this case.  --Noogz 04:35, 17 Apr 2005 (UTC)

 * I think that is the wrong audience to aim for. Non-technical users should not be building computers. Most of them will know enough to avoid doing so. A few will press ahead and damage things. AlbertCahalan 04:48, 17 Apr 2005 (UTC)

 * You miss what I mean by Non-technical - I mean people who won't use it for Servers and the like - I mean it's aiming at people who want to try to make a computer, and aiming too high will mean that the book's target is missed. You are missing the point by aiming the bar way too high - don't assume that people who are not technically-minded will botch building a computer.--150.101.110.203 10:28, 19 Apr 2005 (UTC)

 * the previous poster hit it on the head, the difference between a primary device and secondary device is usually a matter of user need. The general readership of this article is a mixed audience, from the newb to the techie, so there will be different levels of needs.4.245.113.84 23:41, 3 June 2006 (UTC)

 * On the topic of our audience, don't you think someone that is planning on building a computer will likely already know what a keyboard, mouse, and monitor are? --Bpogi 00:59, 22 February 2007 (UTC)

quiet operation
Please stop deleting info about noise reduction. Noise reduction is one of the major reasons to build a PC. If one merely wants a fast computer, there are plenty of ready-made ones to choose from. The Newisys 4300 and Sun v40z are good examples. For a ready-made quiet computer... well you could get a Mac I guess, if you like MacOS or Debian. That's not really a PC though.

Continuous noise is proven to be harmful to both hearing and mental state. A quiet computer can run all night long on a stand beside the head of your bed. A noisy one must be turned off just so you can have a peaceful dinner in the next room.

I found the info about getting 7 volts from 12 and 5 to be interesting. (note that I didn't write it originally) Please put it back.

Future things to add:

 * dryer exhaust tube over the exhaust fan
 * remove, via hacksaw if necessary, the fan guards
 * automotive sound insulation (sticky tar-like goo in a paper sandwich)
 * concrete
 * USB audio, removing a heat source from the case
 * external FireWire hard disk, removing a heat source from the case
 * chimney
 * solid-state "disks" have no moving parts (usually flash-based)
 * LCD displays are silent
 * underclocking and CPU voltage reduction
 * graphics card underclocking
 * hard disk settings to reduce head motion noise

AlbertCahalan 05:45, 7 May 2005 (UTC)

 * What user base is this article aimed at? From the writing it appears to be aimed at a more basic user. One handy enough to install windows, but it unlikely that modders would be reading an article like this. PPGMD 14:27, 7 May 2005 (UTC)

 * I don't know what userbase, but the far less useful overclocking info is included. If the noise reduction info goes, then all mention of overclocking should go as well. AlbertCahalan 19:43, 7 May 2005 (UTC)

 * I actually agree. Other than basic overclocking that is semi safe OCing like the video card, OCing should not be mentioned. Now basic design for quiet cooling should also be mentioned but other attempts should not be mentioned as they should only be done with expert consultation to people new to cooling and computers. PPGMD 01:18, 8 May 2005 (UTC)

 * Well, whether or not these go depends on the userbase. Maybe both should stay. Maybe both should go. Maybe just OCing should go. Both are real reasons to build your own computer, with silent operation being the more important of the two. I would think that video card OCing is fairly unsafe; at least an Intel CPU comes with some overtemperature protection. AlbertCahalan 02:36, 8 May 2005 (UTC)

 * Actually they both come with Thermal protection. AMD added it in with the Athlon 64s because of the negative publicity that they got from the video on Tom's Hardware. I think that mentioning the basics of both is the best way to go, but getting too indepth with either (which the fan voltage is one example) can be dangerous based on the aimed userbase of this book. PPGMD 02:51, 8 May 2005 (UTC)

 * This article doesn't have an intended audience that I know of. If you think it is something that could harm components or the reader, please put a warning in all caps and bolded. But I don't see why you consider anything too advanced, should not be included for readers who are more advanced. Reub2000 18:48, 8 May 2005 (UTC)

 * Every book or article has an intended audience, unless it's simply a place for you to write how smart you are. Now one way we can segment it, is to create a section of advanced topics. The Overclocking and Optimization section would be a great place for it, since it says nothing about Optimization ATM. We then can change the part selection page with some basics, and tell them to reference that section. PPGMD 21:30, 8 May 2005 (UTC)

 * What I meant was this book is intended for anyone building a computer. I don't see why this book can't target a wide audiance. I think a simple notice saying that something advanced would do IMO. And the optimization section is in development untill more work is done on it. Reub2000 00:17, 9 May 2005 (UTC)

 * This is guide not a novel. You aren't supposed to read it cover to cover, you just read what concerns you. -CarbonUnit

 * I added a reference to "silencing" section of the "optimization" page, as PPGMD suggested. --DavidCary 16:32, 28 December 2005 (UTC)

 * The article currently says

''Some components, like hard disk drives and CD drives, produce noise, especially the higher speed drives. ... Note: If you have any older hard drives, the slower the drive spins the noisier it becomes.''

 * This is contradictory: faster drives are noisier, and also slower drives are noisier? Huh?


text:
User talk:Kukkurovaca~enwikibooks

Hi... I blanked your page because of all the redlinks (some showing up on Special:Wantedpages)... feel free to restore, but as you haven't been around for a while I figured you wouldn't mind. -- SB_Johnny | talk 22:02, 22 February 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Kukkurovaca. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kukkurovaca~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:20, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:10, 19 April 2015 (UTC)

title: User talk:Kukkurovaca~enwikibooks


text:
Super Mario World

This guide, once completed, will tell you how to complete Super Mario World, from start to finish. It contains information on items, enemies, characters, locations, and secrets. This guide is based on the SNES version of the game. It aims to provide information about the game itself, rather than the development/impact of the game.

Unless otherwise made clear by the context, throughout this guide, "Mario" refers to both Mario and Luigi.

General information

 * Introduction
 * /Switch Palaces/
 * /Moves/
 * /Items/
 * /Blocks/

Characters

 * Mario and Luigi
 * Yoshi
 * Status Changing/Storing Items
 * Small Mario
 * Super Mario
 * Fire Mario
 * Cape Mario

Level guides
There are 96 exits in the game. As each level is beaten, this value is tracked. A minimum of 11 exits must be taken to reach the final boss and beat the game.

/Yoshi's Island/

 * Yoshi's House
 * Yoshi's Island 1
 * Yellow Switch Palace
 * Yoshi's Island 2
 * Yoshi's Island 3
 * Yoshi's Island 4
 * Iggy's Castle

/Donut Plains/

 * Donut Plains 1
 * Donut Secret 1
 * Donut Secret House
 * Donut Secret 2
 * Donut Plains 2
 * Green Switch Palace
 * Donut Ghost House
 * Top Secret Area
 * Donut Plains 3
 * Donut Plains 4
 * Morton's Castle

/Vanilla Dome/

 * Vanilla Dome 1
 * Vanilla Dome 2
 * Red Switch Palace
 * Vanilla Ghost House
 * Vanilla Dome 3
 * Vanilla Dome 4
 * Lemmy's Castle

/Vanilla Heights/

 * Vanilla Secret 1
 * Vanilla Secret 2
 * Vanilla Secret 3
 * Vanilla Fortress

/Cookie Mountain/

 * Cheese Bridge
 * Soda Lake
 * Cookie Mountain
 * Butter Bridge 1
 * Butter Bridge 2
 * Ludwig's Castle

/Forest of Illusion/

 * Forest of Illusion 1
 * Forest of Illusion 2
 * Blue Switch Palace
 * Forest of Illusion 3
 * Forest Ghost House
 * Forest of Illusion 4
 * Forest Secret Area
 * Forest Fortress
 * Roy's Castle

/Chocolate Island/

 * Chocolate Island 1
 * Choco-Ghost House
 * Chocolate Island 2
 * Chocolate Secret
 * Chocolate Island 3
 * Chocolate Fortress
 * Chocolate Island 4
 * Chocolate Island 5
 * Wendy's Castle

/Valley of Bowser/

 * Sunken Ghost Ship
 * Valley of Bowser 1
 * Valley of Bowser 2
 * Valley Fortress
 * Valley Ghost House
 * Valley of Bowser 3
 * Valley of Bowser 4
 * Larry's Castle
 * Back Door
 * Front Door

Star Road
The Star roads should deserve special mention. While you can easily "complete" a level, it is much more difficult to actually advance in star road. To advance, you must use a hidden key inside the level.

 * Star World 1
 * Star World 2
 * Star World 3
 * Star World 4
 * Star World 5

/Special/

 * Gnarly
 * Tubular
 * Way Cool
 * Awesome
 * Groovy
 * Mondo
 * Outrageous
 * Funky

title: Super Mario World


text:
User talk:69.248.65.5

You have been temporarily blocked from editing for vandalism of Wikibooks. If you wish to make useful contributions, you are welcome to come back after the block expires.

Xania talk 23:39, 22 February 2007 (UTC)

title: User talk:69.248.65.5


text:
User talk:24.14.25.3

Xania talk 23:47, 22 February 2007 (UTC)

title: User talk:24.14.25.3


text:
ERP Internals/Data Tables/HR Qualifications

This data consists of the following two tables:

 * Qualification
 * Applicant Qualification Link
 * Employee Qualification Link


text:
ERP Internals/Data Tables/HR Qualifications/Qualification

This table contains one record for every defined qualification.

Used by: Human Resources

Key: Qualification Number

Fields:
 * Qualification Code (a unique alphanumeric identifier assigned by the user)
 * Description


text:
ERP Internals/Data Tables/HR Qualifications/Applicant Qualification Link

This table contains one record for every qualification every applicant has.

Used by: Human Resources

Key: Qualification Code, Applicant Number

Fields:
 * Qualification Code
 * Applicant Number