text:
Technical Theatre/Lighting/Strobes

Strobe Lights are lights which produce a quick flash of light. They can be used to simulate lightning, or to give the effect of slow motion. They are normally powered by an Xenon flash lamp.

Strobe lighting can trigger seizures in photosensitive epilepsy.

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

title: Technical Theatre/Lighting/Strobes


text:
Cookbook:Rum Truffles

| Dessert

Ingredients

 * 8 oz semi-sweet chocolate
 * ½ cup powdered sugar
 * ¾ stick of butter
 * 2 egg yolks
 * 3 tbsp rum

Procedure

 * 1) Mix by hand. Cream butter with sugar then add egg yolks and finally the rum. Soften the chocolate in a double boiler (don't let the inner pan touch the water in the outer pan) or a microwave.
 * 2) Combine the melted chocolate with butter mixture, and beat with a spoon for about 5 minutes.
 * 3) Refrigerate overnight.
 * 4) Form into balls using a plastic bag as a mitt. Roll the balls in chopped nuts or chocolate sprinkles, powdered sugar, or anything else.
 * 5) Store in refrigerator.

title: Cookbook:Rum Truffles


text: Template:Raw eggs

title: Template:Raw eggs


text: Template:Raw meat

title: Template:Raw meat


text: Template:Raw seafood

title: Template:Raw seafood


text:
XQuery/Caching and indexes

Motivation
The views of the data about individual teams or groups needs to be supplemented with indexes to the resources for which those views are appropriate. Generating the indexes on demand is one approach but loads the SPARQL server. Given the batch nature of the DBpedia extract, it makes more sense to cache the index data and use the cache to generate an index page. (triggering the cache refresh is another problem!)

Non-caching approach
The following script generates an index page with links to the HTML view and the timeline views of a artist album.

declare option exist:serialize "method=xhtml media-type=text/html"; declare variable $query := " PREFIX skos:  PREFIX p:  SELECT * WHERE {      ?group  skos:subject .   } ";

declare function local:clean($text) { let $text:= util:unescape-uri($text,"UTF-8") let $text := replace($text,"\(.*\)","") let $text := replace($text,"_"," ") return $text };

let $category := request:get-parameter("category","") let $categoryx := replace($category,"_"," ") let $queryx := replace($query,"Rock_and_Roll_Hall_of_Fame_inductees",$category) let $sparql := concat("http://dbpedia.org/sparql?default-graph-uri=",escape-uri("http://dbpedia.org",true),                                     "&query=",escape-uri($queryx,true)                         ) let $result := doc($sparql) return {$categoryx}

Index examples

 * Rock and Roll Groups

Caching Approach
Two scripts are needed - one to generate the data to cache, the other to generate the index page. The approach is illustrated with an index to Rock and Roll groups based on the Wikipedia category Rock and Roll Hall of Fame inductees.

Generate the index data
This script generates an XML file. A further development would store the XML directly to the database but it could also be saved manually to the appropriate location. It is parameterised by a category.

declare variable $query := " PREFIX skos:  PREFIX p:  SELECT * WHERE {      ?group  skos:subject .   } ";

declare function local:clean($text) { let $text:= util:unescape-uri($text,"UTF-8") let $text := replace($text,"\(.*\)","") let $text := replace($text,"_"," ") return $text };

declare function local:table-to-seq($table ) { let $head := $table/tr[1] for $row in $table/tr[position>1] return { for $cell at $i in $row/td return element {$head/th[position=$i]} {string($cell)} } }; let $category := request:get-parameter("category","Rock_and_Roll_Hall_of_Fame_inductees") let $queryx := replace($query,"Rock_and_Roll_Hall_of_Fame_inductees",$category) let $sparql := concat("http://dbpedia.org/sparql?default-graph-uri=",escape-uri("http://dbpedia.org",true),                                     "&query=",escape-uri($query,true)                         ) let $result := doc($sparql)/table let $groups := local:table-to-seq($result) return  {for $group in $groups let $resource := substring-after($group/group,"resource/") let $name := local:clean($resource) order by $name return  }

Note: I guess a better approach would be to use triples here, saved to a local triple store.

HTML index page
This script, groupList, uses the cached index data declare option exist:serialize "method=xhtml media-type=text/html"; let $list := //ResourceList[@category="Rock_and_Roll_Hall_of_Fame_inductees"] return Rock Groups

Execute
Roll and Roll groups

title: XQuery/Caching and indexes


text:
Arithmetic/Bases/Another Look at Decimal (Base 10)

In order to understand bases, you should look at decimal to see how they work first.

For example, look at the number 123:

The 1 in the 100s place means 1 x 100 1 x 100 = 100

The 2 in the 10s place means 2 x 10 2 x 10 = 20 100 + 20 = 120

The 3 in the 1s place means 3 x 1 3 x 1 = 3 100 + 20 + 3 = 123

Notice how 100 = 102, 10 = 101, and 1 = 100.


text:
User:Chinedu~enwikibooks

I am Chinedu,

title: User:Chinedu~enwikibooks


text:
Western Music History/Authors

If you added anything to this book, please feel free to enter either your nickname or full name to the list below:
 * Marcus2

title: Western Music History/Authors


text:
User talk:Mrmccormack

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

Xania talk 00:50, 31 December 2007 (UTC)

Test Pages
Xania talk 00:50, 31 December 2007 (UTC)

title: User talk:Mrmccormack


text:
Template:Sourceforge links

 * Homepage    : http://.sourceforge.net
 * Project Info : http://sourceforge.net/projects/
 * Archive : http://..sourceforge.net//
 * Download    : http://sourceforge.net/projects//download

title: Template:Sourceforge links


text:
User talk:Drmoonshine~enwikibooks

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Laleena (talk) 01:13, 31 December 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 Drmoonshine. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Drmoonshine~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 23:06, 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) 04:54, 19 April 2015 (UTC)

title: User talk:Drmoonshine~enwikibooks


text:
User talk:Princeash~enwikibooks

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Laleena (talk) 01:16, 31 December 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 Princeash. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Princeash~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:37, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:23, 19 April 2015 (UTC)

title: User talk:Princeash~enwikibooks


text:
English as an Additional Language/Numbers and Time

Numbers
This page lists numbers used in English and provides phonetic transcriptions to help you pronounce them.

1 - one /wʌn/ 2 - two /tu/ 3 - three /θɹi/ 4 - four /fɔɹ/ 5 - five /faiv/ 6 - six /sɪks/ 7 - seven /ˈsɛvən/ 8 - eight /eit/ 9 - nine /nain/ 10 - ten /tɛn/ 11 - eleven /əˈlɛvən/ 12 - twelve /twɛlv/ 13 - thirteen /θɚˈtin/ 14 - fourteen /fɔɹˈtin/ 15 - fifteen /fɪfˈtin/ 16 - sixteen /sɪksˈtin/ 17 - seventeen /sɛvənˈtin/ 18 - eighteen /eiˈtin/ 19 - nineteen /nainˈtin/ 20 - twenty /ˈtwɛnti/ 21 - twenty-one /twɛntiˈwʌn/ 30 - thirty /ˈθɚti/ 31 - thirty-one /θɚtiˈwʌn/ 40 - forty /ˈfɔɹti/ 50 - fifty /ˈfɪfti/ 60 - sixty /ˈsɪksti/ 70 - seventy /ˈsɛvənti/ 80 - eighty /ˈeiti/ 90 - ninety /ˈnainti/ 100 - one hundred /wʌn ˈhʌndrəd/

Time
What time is it? What is the time? Do you have the time?


text:
User talk:Ignatiusantioch~enwikibooks

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 04:27, 31 December 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 Ignatiusantioch. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ignatiusantioch~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 23:18, 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) 05:03, 19 April 2015 (UTC)

title: User talk:Ignatiusantioch~enwikibooks


text:
User:Malaz

My name is Jackson Williams, and I live in Canada. I joined Wikibooks in order to contribute to the Blender Noob to Pro documentation initiative, hoping to give something back to the great community surrounding Blender.

title: User:Malaz


text:
User talk:Sonu~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 08:01, 31 December 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 Sonu. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sonu~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 23:42, 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) 05:31, 19 April 2015 (UTC)

title: User talk:Sonu~enwikibooks


text:
Cookbook:Duonos Gira (Lithuanian Rye Drink)

Duonos gira (Lithuanain kvass) is a low- to no-alcohol drink made from fermented dark rye bread. It is often served in Lithuania as a summertime drink but is also good served hot in winter.

Ingredients

 * 5 qt water
 * 1 lb dried black rye bread (Lithuanian rye-like sourdough)
 * 1 lb white granulated sugar (optional)
 * 4 teaspoons yeast
 * 1 cup raisins

Procedure

 * 1) Boil water and pour over the cubed bread. Let soak for 24 hours.
 * 2) Strain the liquid off, and reserve it. Mix yeast and sugar into this liquid. Keep in a warm place for 48 hours.
 * 3) Transfer liquid to bottles. Add raisins or other dried fruit and close off bottles.
 * 4) The duonos gira is now ready to drink. Store bottles in cool place for up to 2 months.


text:
User talk:Psanmartin

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 08:38, 31 December 2007 (UTC)

title: User talk:Psanmartin


text:
Talk:PostScript FAQ

How to XXX? is not a question. All those chapter headings should be changed to How to XXX (no question mark) or XXXing.

So eg How to verb a noun? should become How to verb a noun or Verbing a noun.

212.163.43.27 (talk) 10:54, 3 November 2008 (UTC)

Too hard! A very simple tutorial on PostScript needed, such as:
 * /func_name { ...insert-code-here... } def

defines a function, and
 * /var_name ...value... def

defines a variable.

Said the yet unregistered (?) user Rursus. 09:40, 31 December 2007 (UTC)

How to remove blank / empty pages and renumber the pages afterwards?
Is there anybody out there who can help me with the following issue:

How can i remove blank or empty pages from a PostScript-file and renumber the pages afterwards? I was thinking of a commandline tool or PostScript-Code I can use with ghostscript. This is an example how a blank page looks like in my PostScript-file:

%%Page: 4 4 %%PageOrientation: Landscape %%PageBoundingBox: 18 18 279 402 %%BeginPageSetup % %%EndPageSetup gsave [ 0 0.24 0.24 0 18 18] concat gsave grestore grestore showpage %%PageTrailer

In case this is not the right place to ask, please refer to an appropriate forum e.g.

Thank you very much, forest (208.80.80.223 (discuss) 08:24, 29 January 2012 (UTC))

%Calendar% coding error?
Should there be a “pop” before “(Clock/calendar is present but not running.\n) print” ? JDAWiseman (discuss • contribs) 17:59, 15 August 2015 (UTC)

title: Talk:PostScript FAQ


text:
User:Rursus

Hi!
I'm seriously considering concentrating my effort on this site instead of on en.wikipedia and sv.wikipedia. En.wikipedia is starting to be a little boring, since almost everything interesting has been written on it (as regards my interests). Mostly corrections and infrastructure work to be done there.

The most important Rursus links, in priority order:

 * En.WP:User:Rursus
 * Sv.WP:User:Rursus
 * Commons:User:Rursus
 * Swedish uncyclopedia:User:Svinhund

/Todos

"What is Wikibooks" says:
 * Wikibooks is for textbooks, annotated texts, instructional guides, and manuals.

I wish to write tutorials, howtos and manuals.

/Vector.css, /vector.css

title: User:Rursus


text:
User talk:Rursus

Pre-welcome
If you wish anything written, you may consider giving me a proposal here:

User talk:Rursus/Todos

My current list is:

Transclusion from User:Rursus/Todos :

Welcome!
Hi and welcome, Rursus! I'm Rursus greeting myself in order to avoid some drndbot being the first. Rursus (talk) 09:51, 31 December 2007 (UTC)

 * Hi, Myself! And thank Me very much! Rursus (talk) 09:52, 31 December 2007 (UTC)

title: User talk:Rursus


text:
User:Rursus/Todos

Here, I'll make a list of my own what-to-writes, proposals, candidates and decideds. You may make proposals at the talk page. Some of my skills are listed there.

Running number: 4.

title: User:Rursus/Todos


text:
User talk:Rursus/Todos

Vellkumme, to ze Rursus/todo diskussion paye, bork, bork!

If there's anything you wish to know about, maybe I (User:Rursus) may consider writing that on my spare time. Propose in "Proposals" below!

User:Rursus'es skills
In short: 60 hp Maths, 240 hp Computer Science, 60 hp Science of Human Behavior (not my own b.!), and lots of undocumented and partial knowledge, such as Astronomy, History, Writing and Fonts, Linguistics extra (outside CompSci), Chemistry, Communication/Documentation Science (if such exists), Biology.

Maths
Mostly simple, up to and including maths proofs, algebra, 2D up to 3D Analysis, numerical methods, 3D geometry and coordinate systems, logics and some very very elementary group theory. I'm actually not a math star, but pretty much more a user that with some effort may create simple proofs and formulae at need.

Computer Science
Almost anything, although my electronics skill is somewhat lacking. The computer from bits-and-bytes and up. I speak any programming language, but prefer low-levelisms, such as C, C++ and such bit-diddling. I'm continually developing my mediawiki knowledge, since I falled into WikiBooks as a result of searching Meta Wiki for bot code. Imagine f.ex. a map server instead of a myriad of maps at Wikimedia Commons. This imaginary map server could generate maps at need, by some server code, f.ex.

Should give the map at the right.

(This sample shouldn't be here. It should be on metawiki.)

Science of Human Behavior
Basic psychology, sociology and pedagogy. Organisation theory and science philosophy. Since too many humans consider psychology, sociology and philosophy being obscure and subversive knowledges, I'll consider carefully what to say here. But later...

...(Except that effective computer technology development requires new organization forms)...

Feel free to propose here, below!

Proposals
(Either using template /Prop or using free text)

title: User talk:Rursus/Todos


text:
Horticulture/Wood Mulches

Wood Mulches are the most commonly used mulch in many regions, since wood tends to be in plentiful supply. There are a number of different kinds of wood mulches, but all are essentially from the same source: waste materials from either the lumber industry or the landscaping industry.

Wood Chips
Wood chips are the product of chippers, which are used to process waste wood after pruning or clearing.

Advantages

 * The big advantage with wood chips is that they are generally free (or at least inexpensive), since they receive no processing aside from the chipping on site.

Disadvantages

 * Fresh wood chips are "hot", and need to be seasoned for several months before they are safe to use in garden beds (though they are fine for pathways)
 * Wood chips have an inconsistent texture.
 * Wood chips may contain thorns, coniferous needles, poison ivy, diseased materials, herbicides and pesticides, trash, etc.

Shredded Wood
Shredded wood is made from either wood chips or larger pieces of wood using a drum grinder or similar industrial-scale machine.

Advantages

 * Consistent texture
 * Readily available in many regions

Disadvantages

 * Can sometimes be hot or sour
 * Can contain disease spores if not seasoned

Dyed Shredded Wood
Dyed wood mulches are derived from a number of sources, including chips, larger wood, and waste lumber such as pallettes.

Advantages

 * Consistent texture and color

Disadvantages

 * Dyes stain hands and clothing.
 * Does not biodegrade as quickly

Bark Mulch
Bark mulch is derived from forest products, when trees are debarked at the mill.

Advantages

 * Attractive and long-lasting

Disadvantages

 * Expensive

/Mulches

title: Horticulture/Wood Mulches


text:
User:Seans Potato Business

You can find me on Wikipedia as user:Seans Potato Business.

title: User:Seans Potato Business


text:
Horticulture/Shredded Leaves

Shredded Leaves are often considered to be the best organic mulch available for use in the garden. Leaves contain a great number of ../Nutrients/, are lightweight, and biodegrade quickly.

The major disadvantage to shredded leaves is that they are almost never available commercially, so the gardener generally has to make them herself using either a leaf shredder or by running them over with a lawn mower.

/Mulches

title: Horticulture/Shredded Leaves


text:
Horticulture/Straw

Straw is an agricultural byproduct, the dry stalk of a cereal plant, after the nutrient grain or seed has been removed. Straw makes up about half of the yield of a cereal crop such as barley, oats, rice, rye or wheat. In times gone by, it was regarded as a useful by-product of the harvest, but with the advent of the combine harvester, straw has become almost a nuisance to farmers.

The most common use for straw is as bedding material for livestock, but it has a number of other uses as well. For the gardener, its most important use is as a mulch or as a bedding material to keep fruits such as strawberries or cucurbit crops off of the soil. Straw is a "cool" material (containing little nitrogen), and can be used fresh. Used straw from animal pens tends to be hot, and should not be used under food crops because of the risk of infectious organisms.

The biggest advantage of straw is that it is widely available and relatively inexpensive compared to other mulches. It also provides plentiful air and water circulation due to its texture, and can be laid thickly to discourage weeds. Its greatest liabilities are that it has a very low nutrient value, and its coarse texture and bright color is not universally appreciated by gardeners.

Other uses
Straw bales can be used for controlling runoff (as a silt screen), and are often used as building materials for raised beds, retaining walls, and compost piles. Straw bales can also be used for making mazes and other playground features for children (in fact it is even used in constructing houses), and in some parts of the world is used roofing, for making beds for people, and as packing material.

Straw is also used to cover the ground when lawns are seeded, creating some shelter for the seeds by regulating humidity, preventing seeds from being washed away by water or wind, and confusing hungry birds.

In Japan, certain trees are wrapped with straw to protect them from the effects of a hard winter as well as to use them as a trap for parasite insects.

Straw is used in ponds to reduce algae by changing the nutrient ratios in the water.

Still other uses include:
 * There are several styles of straw hats that are made of woven straw.
 * Archery targets, where heavy gauge straw rope is coiled and sewn tightly together. This is no longer done entirely by hand, but is partially mechanised.
 * Corn dollies
 * Straw marquetry
 * Harvest crosses
 * Basketry
 * Bee skeps and linen baskets are made from coiled and bound together continuous lengths of straw. The technique is known as lip work.
 * Rope made from straw was used by thatchers, in the packaging industry and even in iron foundries.
 * Straw can be pulped to make paper.
 * The use of straw as a carbon-neutral energy source for biofuels is increasing rapidly, especially for biobutanol.

title: Horticulture/Straw


text:
Horticulture/Pine Straw

Pine straw is a term used in the southern United States to refer to pine needles. A pine tree will produce pine needles that can be anywhere from 5 to 18 inches in length, the most desirable type of pine straw is referred to as Longleaf pine straw. These needles will fall to the ground and are then harvested for use as a mulch.

Pine straw has been used mainly in the southern US in the past, but has more recently become available in other parts of North America as well. Like regular straw, pine straw is lightweight and porous, so it can be laid thickly as a weed barrier. It is also much slower to biodegrade, and has a better nutrient value.

Its major liabilities include expense (in areas far from where it is harvested), and the strong acidity of the needles as they break down (though this is actually an asset when growing ericaceous plants and other acid-lovers). Pine straw can also make cleanup difficult, as fallen leaves and other debris tend to get stuck in a pine straw mulch, making it difficult to either rake or blow off debris without removing the mulch itself in the process.

/Mulches

title: Horticulture/Pine Straw


text:
A-level Physics (Advancing Physics)/Charge

Electrons, like many other particles, have a charge. While some particles have a positive charge, electrons have a negative charge. The charge on an electron is equal to approximately -1.6 x 10−19 coulomb. The coulomb (commonly abbreviated C) is the SI unit of charge. One coulomb is defined as the electric charge carried by 1 ampere (amp) of current in 1 second. It is normal to ignore the negative nature of this charge when considering electricity.

If we have n particles with the same charge Qparticle, then the total charge Qtotal is given by:

Qtotal = n Qparticle

By a simple rearrangement:

$$n = \frac{Q_{total}}{Q_{particle}}$$

Questions
1. How much charge do 1234 electrons carry?

2. How many electrons does it take to carry 5 C of charge?

3. The total charge on 1 mole of electrons (6 x 1023 particles) is equal to 1 Faraday of charge. How many coulombs of charge are equal to 1 Faraday? 4. The mass of a ball is 50 mg. It is supplied 5 C of charge. Will there be any change in the mass of the ball? If so, calculate the change of the mass.

/Worked Solutions/


text:
A-level Physics (Advancing Physics)/Charge/Worked Solutions

1. How much charge do 1234 electrons carry?

1234 x 1.6 x 10−19 = 1.9744 x 10−16 C = 197.44 aC (attocoulombs)

2. How many electrons does is take to carry 5 C of charge?

5 = 1.6 x 10−19 x n

$$n = \frac{5}{1.6 \times 10^{-19}} = 3.125 \times 10^{19}\mbox{ electrons}$$

'''3. The total charge on 1 mole of electrons (6 x 1023 particles) is equal to 1 faraday of charge. How many coulombs of charge are equal to 1 faraday?'''

1 faraday = 6 x 1023 x 1.6 x 10−19 coulombs = 96000 coulombs =96kC

'''4. The mass of a ball is 50 mg. It is supplied 5C of charge. Will there be any change in the mass of the ball? If so, calculate the change of the mass.'''

5 = 1.6 x 10−19 x n

$$n = \frac{5}{1.6 \times 10^{-19}} = 3.125 \times 10^{19}\mbox{ electrons}$$

$$3.125 \times 10^{19}\mbox{ electrons} \times {9.11 \times 10^{-31}}\mbox{ kg/electron} = 2.84 \times 10^{-11}\mbox{ kg}$$


text:
User talk:Fredorvieto

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 14:22, 31 December 2007 (UTC)

title: User talk:Fredorvieto


text:
User talk:CharlieDA

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 14:27, 31 December 2007 (UTC)

title: User talk:CharlieDA


text:
User talk:Rursus/Todos/Prop

Proposal "": Signature: Similar: Why: Description:

title: User talk:Rursus/Todos/Prop


text:
Find Employment/Resources

Resources
Some material quoted from the Occupational Outlook Handbook (OOH), 2006-07 Edition
 * http://www.bls.gov/oco/

The original text of this book is provided by the US Department of Labor and was in the public domain
 * http://www.bls.gov/oco/oohinfo_faq.htm?/oco/home.htm#pub3

Any references here to "the Handbook" refers to this book.

Some material quoted from various U.S. Department of Labor websites, all in the public domain.

title: Find Employment/Resources


text:
Find Employment/Licensing

Licensing
The text of this book is released under the following license:

Some initial text and contributions are derived from the US Department of Labor. All US Government published resources are released into the Public Domain.

title: Find Employment/Licensing


text:
Find Employment/Print Version

This Wikibook is an attempt to explain the process of finding a job and getting hired for that job. It will explain such topics as finding a job, writing a resume, and performing at an interview.

Disclaimer: External Links are provided for reference, and do not constitute an endorsement. Spam will not be tolerated, and will be removed on sight.

= GNU Free Documentation License =

title: Find Employment/Print Version


text:
Microprocessor Design/Print Version

This book serves as an introduction to the field of microprocessor design and implementation. It is intended for students in computer science or computer or electrical engineering who are in the third or fourth years of an undergraduate degree. While the focus of this book will be on Microprocessors, many of the concepts will apply to other ASIC design tasks as well.

The reader should have prior knowledge in Digital Circuits and possibly some background in Semiconductors although it isn't strictly necessary. The reader also should know at least one Assembly Language. Knowledge of higher-level languages such as C or C++ may be useful as well, but are not required. Sections about soft-core design will require prior knowledge of Programmable Logic, and a prior knowledge of at least one HDL.

= GNU Free Documentation License =

title: Microprocessor Design/Print Version


text:
MIPS Assembly/Print Version

The MIPS microprocessor paradigm was created in 1981 from work done by J. L. Hennessy at Stanford University. Since that time, the MIPS paradigm has been so influential, that nearly every modern-day processor family makes some use of the concepts derived from that original research. This book will discuss the MIPS architecture and (perhaps most importantly) MIPS assembly programming.

This book is in an early stage of development. Any contributions would be helpful and appreciated.

= GNU Free Documentation License =

title: MIPS Assembly/Print Version


text:
User talk:Jonnyursin~enwikibooks

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Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 15:32, 31 December 2007 (UTC)

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title: User talk:Jonnyursin~enwikibooks


text:
A-level Chemistry/AQA/Module 1/Amount of Substance

Relative Atomic Mass and Relative Molecular Mass
The isotope is the standard for relative mass. A relative atomic mass of 1 is 1 twelfth of the mass of 1 atom of. Carbon is used due to its relative abundance in nature.

Avogadro Constant and The Mole
The Avogadro Constant is a quantity and is given the symbol L:

$$L = 6.023\times10^{23}$$

A mole of particles is L particles. I.e.

$$1\ mole\ of\ particles=6.023\times10^{23}\ particles$$

The mass of 1 mole of particles of a substance with a relative atomic mass of 1, is precisely 1g.

1 mole of (relative atomic mass 12) is 12g.

Molarity
is a quantitative expression of the concentration of a solution.

Or more simply, it is the concentration when measured in moles per dm3.

Sometimes you will see 'm' used as a short version of this. E.g. 5m acid means 5 moles per cubic decimeter. A capital M should not be used as that means meters so a small m should be used or mol to be clearer.

Isotopes
Isotopes have different mass numbers but the same atomic numbers. They are particles with the same number of protons (same element) but with different number of neutrons. is an isotope of as they both have 6 protons but different number of neutrons.

The Ideal Gas Equation
$$pV=nRT$$

p is the pressure of the gas in Pa (Nm−2)

V is the volume of the gas in m3

n is the number of moles

R is the gas constant (8.31 J K−1 mol−1)

T is the temperature in Kelvin (equivalent to degrees Celsius + 273)

Empirical and Molecular Formulae
Definitions: To determine a molecular formula you need the given mass of the substance and the empirical formula mass. Divide the given mass by the empirical formula mass.
 * Empirical formula: The simplest whole number ratio of atom types present in a molecule of a compound.
 * Molecular formula: The actual number of atoms of each element present in a molecule of a compound.

Multiply the given answer by the ratios in the empirical formula and you will have the molecular formula.


text:
Template:Hebrew-Ch

/Templates The letter ḥ is used to indicate a sound that is not part of native English. It is similar to the ch in Bach. In transliterations it is often indicated by kh or ch. It is the sound of the ח (het) or כ (kaf).

title: Template:Hebrew-Ch


text:
User talk:Cootiequits

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Laleena (talk) 19:30, 31 December 2007 (UTC)

title: User talk:Cootiequits


text:
Template:How to Pass a Course

 How to Pass a Course Introduction —Going to classes —Assignments —Studying —Taking notes —If You Must Cram —Exams —Practice —Resources —Licensing

title: Template:How to Pass a Course


text:
How to Pass a Course/Introduction

Introduction
Welcome to How to Pass a Course, a wikibook made for students. It covers subjects such as classroom seating, note taking, assignment completion, study techniques, to cramming techniques. It is our hope that students in both college and high school will be able to use this text throughout their years of education.

title: How to Pass a Course/Introduction


text:
Template:Adventist Youth Honors Answer Book/Recipe

/Recipes


text:
How to Pass a Course/Resources

Related Wikibooks

 * Tools for Healthy Living
 * Basic Writing
 * How to Write a Research Paper in History
 * How to Write an Essay
 * Writing a Research Paper
 * Study Skills
 * College Guide
 * College Survival Guide
 * Speed Reading
 * How To Become A Good Student
 * How To Succeed in College
 * Note taking

title: How to Pass a Course/Resources


text:
How to Pass a Course/Print Version

Many have constant problems with different courses, despite the effort put in. This short guide will show some basic steps on how to pass a course.

This is not meant to be a full treatise on study methods, but rather a practical guide of various techniques.

Also, please remember that study technique effectiveness is a most personal question - this wikibook is concentrating mostly on the techniques that commonly work well. Some people who will find that a personal technique, sometimes unconventional, works better.

= GNU Free Documentation License =

title: How to Pass a Course/Print Version


text:
User talk:Neilwightman~enwikibooks

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Good luck! --Panic (talk) 20:12, 31 December 2007 (UTC)

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Good luck! --Panic (talk) 20:13, 31 December 2007 (UTC)

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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.

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text:
User talk:Prydain55

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Good luck! --Panic (talk) 20:12, 31 December 2007 (UTC)

title: User talk:Prydain55


text:
User talk:Mundru

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Good luck! --Panic (talk) 20:13, 31 December 2007 (UTC)

title: User talk:Mundru


text:
User talk:Malaz

...my stuff

Comments, suggestions... anything?! You've come to the right place.

title: User talk:Malaz


text:
User talk:Waldoalvarez00~enwikibooks

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Good luck! --Panic (talk) 20:13, 31 December 2007 (UTC)

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title: User talk:Waldoalvarez00~enwikibooks


text: User:Jacques Bergeron/Todo

title: User:Jacques Bergeron/Todo


text:
User:Whiteknight/Notes/How to pass a course

< Book Foundry | All Books Book has recently had navigation templates and a print version added. Needs expanded content, cleanup, formatting. Needs a cover page and PDF version. Some subpages are not well-linked nor well formatted.


text:
Arabic

Front Matter

 * Introduction
 * Romanisation System (ﻧﻈﺎﻡ ﺍﻟﺤﻮﺭﻓﺔ)

Alphabet and Pronunciation (ﺍﻟﻬﺠﺎﺋﻴﺔ ﻭﺍﻟﻨﻄﻖ)

 * The Alphabet (الأبجد)
 * Vowels (التشكيل)
 * Special Cases

Lessons الدروس

 * Parts of speech (أَقسَامُ اَلكَلِمِ)
 * The definite article
 * Feminine and masculine nouns (اَلأَسمَاءُ اَلمُؤَنَّثَةُ وَاَلمُذَكَّرَةُ)
 * Arabic numbers
 * Here and there (هنا وهنالك)
 * Available (موجود)
 * Existence - وجود
 * There is هناك
 * Describing - وصف
 * Pointing
 * Relations - علاقات
 * /Pointing and describing/
 * Pronouns - ضمائر
 * Possessive Pronouns - ضمائر الملكية
 * Possession
 * Review Exercises - تمارين المراجعة
 * Appendix A: Common phrases - ملحق أ:العبارات المشتركة
 * Appendix B: Common phrases - ملحق ب:العبارات المشتركة
 * Time and place (ظرف المكان و ظرف الزََّمان)

Text-Study Section قسم دراسة النّص

 * Classical Arabic Readings
 * Modern Standard Arabic Readings

Misc. إلخ

 * Formal Arabic
 * Progress report
 * Vocabulary and Phrase Appendix
 * Archived Lessons!
 * Troubleshooting
 * External Resources

To Integrate
The following pages need to be properly integrated into the book—many are redundant or contain information out of the teaching order above.

 * Lesson planning for a step-by-step introduction of the Arabic alphabet
 * Arabic/Arabic alphabet step-by-step
 * Arabic/Arabic alphabet
 * Arabic/Arabic alphabet (by group)
 * Arabic/Arabic sounds

عربية Arabisch Arabe Arabo ערבית Arabisch Arabski Arabčina Мова людства/Арабська

title: Arabic


text:
Arabic/Introduction

Arabic (ﺍﻟﹿﻌﹷﺮﹶﺑﻴﹽﺔ (al-ʿarabiyyah) or simply ﻋﹷﺮﹶﺑﹻﻲﹾ (ʿarabiy)) is the largest living member of the Semitic language family in terms of speakers. Classified as Central Semitic, it is closely related to Hebrew and Aramaic, and has its roots in a Proto-Semitic common ancestor. Modern Arabic is classified as a macrolanguage with 27 sub-languages in ISO 639-3. These varieties are spoken throughout the Arab world, and Standard Arabic is widely studied and known throughout the Islamic world.

Modern Standard Arabic derives from Classical Arabic, the only surviving member of the Old North Arabian dialect group, attested epigraphically since the 6th century, which has been a literary language and the liturgical language of Islam since the 7th century.

Arabic has lent many words to other languages of the Islamic world, as Latin has contributed to most European languages. And in turn, it has also borrowed from those languages, as well as Persian and Sanskrit from early contacts with their affiliated regions. During the Middle Ages, Arabic was a major vehicle of culture, especially in science, mathematics and philosophy, with the result that many European languages have also borrowed numerous words from it.

This wikibook aims to teach Modern Standard Arabic, and we are always looking for contributors. So far it is in mediocre shape, and is still in its beginning stages. It is approximately 5% complete.

=Advanced Details=

Dialect coverage
This book teaches Arabic. Therefore its complete version must endow a person with the ability to learn enough to compete with a native Arabic speaker.

A native Arabic speaker -nowadays- must be familiar with more than one variety of Arabic. That is simply the way the Arab world is. Education requires the standard dialect. Literacy requires the standard dialect. Popular culture requires multiple other dialects. Cross-dialect conversation usually requires multiple non-standard dialects. The standard and non-standard dialects do influence each other, at least in live conversation. Therefore they are both necessary to gain access to the Arab world.

Dialect conflict and compliment
However; multiple dialects can hamper progress, because to the learner it seems like what one dialect does conflicts with how it is done in another dialect. Also; some people may want to learn Arabic in order to read and comprehend, rather than converse in it. For them non-standard dialects would be a distraction. Therefore, we have to teach standard and non-standard separately.

In order to get over this conflict, we have to present the dialects as complimentary rather than conflicting. The best way to do this that I can think of, is having a dialect chapter at the end of each unit, that teaches dialect versions of whatever was taught in the unit. That way, the dialect is covered as a sort of extra review for the unit.

Justification for Standard Arabic as base dialect
If someone really only requires one non-standard dialect (for example staying in one relatively local Arab city), then their best option is to learn the local dialect through immersion. For such people we should provide a page that gives them enough information about what all Arab dialects have in common, so that they can speed up the immersion process. Therefore we can safely use standard Arabic as the first dialect taught, and teach the other dialects as a sort of afterthought. Why? Because lessons in non-Standard Arabic are not as necessary as those in Standard Arabic, because with non-standard Arabic immersion is the best option.

As for the non-standard dialects that will be taught, the more the better. However; region of the dialect should be denoted to help people learning Arabic figure out their dialect priorities.

Dropped endings
Due to dialect influence, people can and do get away with omitting the grammatical niceties of Standard Arabic. This does not affect comprehension for the Arabs (Probably because they are used to comprehending Arabic without them from the non-Standard dialects, and also because Arabic writing omits a lot of these niceties as well). I know that, calling them grammatical niceties is a bit silly, but that is how the Arabs treat them. Therefore, we will take advantage of this fact. The romanisations will provide the grammatical niceties within brackets, to indicate that they are often silent. And these grammatical niceties will not truly be explained until they start changing (read: declining). Explanation of these grammatical phenomena will go in a chapter known as advanced grammar.

=Format= First, lessons will be made in Standard Arabic, and then a link at the bottom of each Standard lesson will link to the dialect versions. At the dialect version of the exercise, the user gains the ability to comprehend the same idea, spoken in a dialect. The student will match a recording of a dialect to the standard form, to reflect the reality that Arabs tend to write what they say in its Standard form even if they spoke it in a non-Standard form. In summary: There will be a long series of lessons teaching how to express one idea such as "existence". These lessons will link to pages where the user learns to understand a dialect way of saying that. The more significantly different ways of saying something, the more dialect pages there should be per a lesson.

The final part will be a text-study section. Here, a wide variety of texts including unwritten text (i.e. audio) will be displayed alongside study notes, and comprehension questions. There will be multiple text sections, divided by dialect or topic.

Reading
Although, Arabic is written in script where every character written does represent a spoken sound. Lots of the sounds are not written, specifically the vowels (in writing). In reading, one is supposed to be fluent enough and literate enough for the correct vowels to just come out of your mouth, without them being written. There are actually two solutions, one is to always read Arabic silently, just looking at the words, and getting the meaning, no sub-vocalization. The other is to read without vowel endings, this is done by some people. However; there are still problems, because some words that are always pronounced differently, are actually written the same. They tend to mean completely different things. Therefore a person needs practice to read Arabic, unless all the vowels are written into the text (almost no books do that).

Vowelization lessons
The two solutions, of silent-reading and reading without final vowels, will not befit everyone. Some people will want to read with all the vowels when few if any are written in. We need to provide a unit, that teaches people how to do that.

Learn more words, you will learn how to vowelize them
This is something that can't be taught. Why? You can insert the vowels when you know the word. In some cases you can guess how to read a word, if you don't know it but know the grammar, the context and have a feeling of the language.

It's not unsimilar to Chinese and Japanese (only for words written in Kanji) where you learn the words and learn how to read them. It may sound surprisingly, but in some case these two are easier to read, since the components are reusable, and their reading is largely predictable. The Arabic reading is much easier of course, when you can speak it, the more words and situations you know, the easier it gets but you can't learn to read fluently in Arabic, if you don't understand what you are reading, that's for sure.

Cases where Arabic pronunciation is predictable (without the knowledge of the grammar and the context) are not many:

إ alif with the hamza below is always followed by kasra, so it's always "i".

ا alif in the middle of a word (excluding words after al- and one-syllable prepositions) is always pronounced with a long "aː"

وا is always "wa:"

يا is always "ya:"

ﺓ tāʾ marbūṭa is always preceded by a fatḥa, so "a" should be always pronounced, followed by "-t" in non-pausal cases if the classical pronunciation is followed, otherwise, read always as "a".

Arabs themselves make mistake in vowelisation, there are variants of pronunciation of same words or the pronunciation is affected by their dialect, which may differ from MSA.

=Exposure to the language=

The text-study section is intended for exposure to the language. A link to Arabic media on the net (such as videos, interviews, music, news broadcasts, and whatever) will be provided. Each page of the text-study section, will have the link to the particular piece that a student should get exposed to. And underneath the link, there can be information to help the student understand the piece. For example, transcripts, translations, exercises would be useful. Ideally there should be a set of questions at the very end to test comprehension. The text study section can also have the text at the top, rather than a link to media. The goal is to give students enough text and media, so that their confidence increases in their abilities in the Arabic language.

=Positions We Need to Fill= - Arabic Alphabet team:

- Lesson team: --TwoThirty 08:48, 13 August 2007 (UTC)

- Dialect Lesson team:

- Text-study teams:

Text Display
Ideally every text would have audio along with it.

There will be three writing systems employed: Perso-Arabic with vowelization, Perso-Arabic without vowelization, and the Latin-numerical transliteration scheme.

The Latin-numerical transliteration scheme is one of the author's adaptations from the transliteration that gradually developed among youth  through chat.

The Latin-numerical scheme is as follows:

2 b t t' j 7 7' d d' r z s s' 9 9' 6 6' 3 3' f q k l m n h w y ة = et/ e ى = a(ya)

ٍShort vowels: a i u Long vowels a' i' u'

If you have any suggestions, or you want to indicate

title: Arabic/Introduction


text:
Blender 3D: Noob to Pro/An aMAZEing game engine tutorial

Introduction
This tutorial is intended as an intermediate introduction to the Blender game engine, in the form of a game, and is the sequel to Platformer: Creation and Controls. It will require a familiarity with the Blender UI, simple commands (such as AKEY to select) and basic modeling skills. The game we will create within Blender will have the following features:

 * 1) a protagonist controlled by means of the WASD keys
 * 2) a maze surface without walls
 * 3) death on falling off the maze
 * 4) multiple levels
 * 5) dynamic obstacles
 * 6) a goal within the maze that will transfer you to the next level

This tutorial was written for version 2.44 and has been tested for all later versions (as of April, 2008)

Maze Surface
Now we'll make the maze. When you are creating the path of the maze surface keep in mind that you need a start and a goal.

 * 1) Clear the scene; Select all (AKEY), delete selected items (XKEY → ENTER)
 * 2) Go into top view (NUM7)
 * 3) Add a grid (SPACE → Add → Mesh → Grid) with X and Y resolution of 16
 * 4) Scale grid by 24 times (SKEY, type 24, ENTER)
 * 5) Enter edit mode with the grid selected (TAB)
 * 6) Go into face select mode (CTRL+TAB → Faces)
 * 7) Start selecting faces so as to make a two dimensional maze (use BKEY to draw selection boxes)
 * 8) With the faces selected, duplicate those faces (SHIFT+D, RMB)
 * 9) Move those faces away from the original grid (GKEY or the movement wiget CTR+ALT+GKEY)
 * 10) Delete original grid
 * 11) Center your maze using GKEY or by pressing the Center button in the Mesh panel of the Editing buttons (F9)

You should now have a two dimensional maze. In the game engine, we only see one side of every face, so this maze will not appear to be there when seen from below, and will be obviously two dimensional when seen from the surface of the maze itself. This is undesirable so we will make our maze 3 dimensional by extruding the maze surface down.

 * 1) Go into side view (NUM3)
 * 2) Select all the faces (AKEY)
 * 3) Extrude down, -1 unit (EKEY → Region), hold CTR to constrain to 1 unit increments, or manually type in the value -1, like you scaled the grid in the beginning.
 * 4) LMB to accept the operation, or RMB to cancel the move of the faces.  If you cancel it, the faces will have extruded, but will simply not have moved.  You can undo the operation (CTRL+Z), or delete the vertices/faces you have extruded (WKEY → Remove Doubles).

Your maze is now complete, only lacking someone trapped in it...

Character

We will create a very basic character sufficient to illustrate the concepts meant to be conveyed in this tutorial. You can make a character as complex or basic as you desire, but it is important to always have an indicator of direction on your protagonist, otherwise the player may become confused. So, we will use a primitive with a 'nose' (i.e. a face or vertex extruded away from the object center in order to provide a point of rotational reference). I'll use a cone for this tutorial, simply because they don't roll very easily.

 * 1) Enter top view (NUM7)
 * 2) Add the cone (SPACE → Mesh → Cone, use default values)
 * 3) Select cone and enter Edit mode (TAB)
 * 4) Enter face select mode (CTRL+TAB → Faces)
 * 5) Select a face on the side of the cone
 * 6) Extrude it about 1/4 of a unit or less (EKEY)
 * 7) Merge the extruded face to make the nose pointy (WKEY → Merge → At Center)
 * 8) Enter object mode (TAB)
 * 9) Rotate the cone so the nose is aligned with the positive Y axis (RKEY, align with the green arrow)

You've got your character now (Not exactly Pixar-like, but it will do for now). Now we just need to give it motivation.

Note: From points 8 to 9 it would seem that the cone should rotated so that the “nose” is aligned with thee Y-axis in object mode, but after doing this I encountered the cone still moved in the original Y-axis direction (before rotation). To remedy this I did the alignment of the “nose” to the Y-axis in edit mode instead, this seems to have solved the problem.

Motion
We'll now make the character move, via the use of the WASD keys. In order to do this, game logic needs to be associated with the WASD keys. Copy the configuration seen in the screenshot, taking care to include the convex hull polytope collision in the top left as well as depressing the 'L' buttons, which make the force and torque local to that object rather than global. If the force was global, the protagonist would continue moving in a straight line, even when turning.

 * 1) Go to the Logic buttons (The purple pac-man icon or F4)
 * 2) Add four Sensors, Controllers and Actuators.
 * 3) Maximize the logic window (CTRL+UPKEY)
 * 4) Copy the configuration seen in the screenshot below.

(Note: I made the simulation using Actor->Dynamic since there was no way to use both dynamic and rigid body in 2.49b. After some testing it appears to work correctly.)

dLoc/dRot vs Force/Torque

The character logic in this tutorial is very similar to that of the previous platformer logic, but it differs in that it uses force and torque rather than dLoc and dRot, respectively. The difference between these two is that force and torque move and rotate the object within the bullet physics engine, applying friction and collision to the process, whereas dLoc and dRot move and rotate the object without regard for any other 'actors' (objects factored in to the physics engine's calculations). Although dLoc and dRot would serve in most maze games, many other instances demand force and torque. However, most of these instances occur in more complicated games with a multitude of interactions with dynamic objects. Later in this tutorial we will add dynamic objects to our maze, and the reasons for using force will become clear.

Testing
Now the time has come for the first test of our game.

 * 1) Add a light source well above the maze (SPACE → Lamp → Lamp), align in front view (NUM1)
 * 2) Press NUM5 to enter perspective viewmode, which gives a realistic view, rather than a view in which objects stay the same size with distance. Be sure to switch back to orthographic view when you are editing (NUM5)
 * 3) Enter textured mode (ALT+ZKEY) -- press ZKEY to switch back to solid view mode
 * 4) Switch into top view (NUM7) or camera view once we install the camera (NUM0)
 * 5) PKEY to play the game
 * 6) ESC to escape testing the game

If you receive a "No camera" error, disregard it. We'll be adding a camera later.

If your character doesn't move at all make sure you drew the connecting 'wires' between the actuators in the logic panel, as well as setting the "Actor" "Dynamic" and "Rigid Body" buttons to True.

You should now have a nosy cone that speeds around the maze.

(Noob Question 1: My cone likes to rotate without me pressing A or D. It also likes to find hidden/nonexistant bumps on the maze surface. How do I fix this? )

(Answer to NQ1: If I understand your question right. If i used torque to turn and force to move forward and pressed forward then turned it started spinning out of control. My solution was to use rotation instead of torque.)

Noob question 2: The cone just goes through the maze. How do I make the maze block the cone?

Answer to NQ2: First make sure your cone is not even partially inside the maze before starting the game engine. Secondly, select your cone (named "Protagonist" in my example), then go back to the "physics" properties in your property window. If you do not see the property window press the NKEY and look on the right of your screen. Under "Physics type" make sure to have selected in the scroll down menu "Dynamic" or "Rigid body". Then, scroll down to "collision bounds" and check the box. You shall also select a shape from the "bound" drop down menu, for example "cone".

Falling
We will now implement the "death on falling off maze" feature. In order to accomplish this, we'll add something that allows us to check whether the cone has fallen off the maze or not. The simplest way to do this is with a 'skydome' object the entire maze is within, and although there are a number of more elegant ways to accomplish the goal, we will use the skydome method for its simplicity to replicate. From now on we'll need to test the maze with both layers one and two enabled (SHIFT+2KEY)

 * 1) Add a new cube
 * 2) resize it to gargantuan proportions (SKEY, just large enough to encompass the maze, and all within it)
 * 3) Facultative: Move it to layer 2 (MKEY, 2KEY, Enter)

Now that you have a massive cube, go to the logic panel and add one Sensor, Controller, Actuator set, and set them as seen in the screenshot.

This restart the scene if the protagonist (and only the protagonist, hits the floor) This will let the dynamic obstacles, which are added later on, fall through and not get stuck there!
 * 1) Sensor: Touch, under "property" put the name of your character (here "Protagonist")
 * 1) Controller: And
 * 2) Actuator: Scene, restart
 * 3) Properties: Physics (last icon on the left), enable actor button as well as "ghost" and "invisible"

If you test you game now, you should see the game be restarted when you fall off the maze. As we discussed earlier, faces are one-sided in the game engine, so you should not be able to see the cube.

(Newbie Question 1: When I did this, my cone just kept on falling. When I moved the cube back to layer 1, it worked fine. Am I missing something?) (newb note: ok i had the same problem every time i was just in layer 1 but when i was just in 1 then i just kept falling)

(Answer: The tutorial says to create the cube in layer 2, although the layer shouldn't matter. Make sure you test the game with both layers one and two selected. Also double check the logic for the 'skycube')

(Answer2: I had the same problem. I fixed this by replacing the cube with a grid, scaled and placed under the maze. The grid had the touch logic mentioned above.)

(Answer3: Same here. I thought I'd remove "Protagonist" from the material reference, but that wouldn't do if the bricks fell down and touched the cube, it'd just restart the level... the solution: create a property in the cone, a bool value named "isCone" (=true), then in the cube add a sensor 'collision' that checks for the object's property 'isCone' and keep the rest as shown.)

(Answer4 (to restart when block hits cube):Do all as the pic shows you and RMB the cone and go to links and pipelines and rename the MA: to cone or whatever you want, then RMB the cube then in the Touch sensor then rename the MA: to whatever you called the other MA: . :D this is in 24.9b)

(Answer5: For blender 2.57a you need to place a plane or something under the maze. Then give it (touch -> and -> Scene(restart)) game logic. If it isn't working make sure that actor is selected under physics tab.)

(Question 2: How do I make the box translucent? Right now all I see, also when testing, is the skybox. Also, when I put the box underneath the maze, it works fine, but then none of the objects have shading, while when not showing layer 2 everything looks shaded. Can anybody give a solution? This is in 2.48a)

(Answer: To make something transparent- press F5; press the "Material Buttons" button; under the Links and Pipeline tab press Halo and ZTransp, unpress Shadbuf; under Material make A 0.000.)

Killing Floor
To add tension to your game, you can give motion to the floor. It will rise with time!
 * 1) Add a static Plane, and set its logic panel as described above.
 * 2) Add an ALWAYS sensor and connect it to a AND controller and connect it to a MOTION actuator that has a vertical linear velocity of 0.01 (along the z-axis).

This way it will slowly come up. To make it evident to the player that the floor is rising, change the color of it (for example blue for water) and make it visible again.

You've just added some tension to your game! If you run out of time, you will touch the floor and restart! If you need more time, simply put a lower vertical linear velocity.

Camera
SPACE → Camera near the protagonist cone. There are two easy ways to do the camera: logic camera and child camera. In this case you might be better off with the logic camera, but it really is a matter of personal preference.

 Logic Camera: Add to the camera's logic panel   Child Camera: Select the camera, then select the protagonist (order is important) then CTRL+PKEY to parent the cone to the camera. Align the camera in a view that you like, and test the game.   First Person Camera: Well, this one doesn't really count as another method, but if you're willing to redo your motion to just move the camera instead of the character, (just do everything you did for the character for the camera) you can run around in the first person. Or you can just put the camera in the cone because one of the sides always are invisible (look in texture mode) and parent it to the cone. REMEMBER: To access the ingame camera during gameplay, before you start, hit ctrl 0 or you can go to (view > camera)
 * 1) Sensor: Always
 * 2) Controller: And
 * 3) Actuator: Camera, to object "Cone" (or whatever your protagonist is called--look under the object panel when you have the protagonist selected) height 5, min 5, max 10.

(Newb Question 1: No matter what I do (even delete the camera!), when I hit 0 or ctrl+0, I always see either only the death plane (I used a plane below the maze instead of a cube around it) or nothing, depending if I have layer 2 selected or not. There's only the one camera (or none, if I delete it), according to the Oops Schematic. What's wrong?)

(Answer: Ctrl+0 assigns the selected object as a camera. To solve your problem select your camera and press ctrl+0, to enter camera view press 0)

Beautification
Blender is a great 3D modeling program, and with such a vast number of tools at your disposal, you should be able to make your game look better than this: We'll add one or two textures to each of our objects.
 * 1) Select the object you want to texture
 * 2) Go into edit mode if you want your object to have more than one color
 * 3) Select all the faces you are going to assign to a color (CTRL+TAB → Faces)
 * 4) Go to the edit panel (F9) on the buttons window
 * 5) Near the left there should be a panel that says "Material". Click on the buttons highlighted in the screenshot
 * 6) Adjust the color of that material by clicking on the white field under "Diffuse". A color picker appears. Pick a color you like!

Mist
It looks better now, but when the camera is nearly horizontal, you can see where the camera stops rendering the maze. You can fix this by selecting the camera and, in its edit buttons, changing its clipping range... but there is a better way. Mist.

Mist obscures everything a certain distance away, is the same color as the world texture, and can be handy. We'll add some mist to our game so the player can't see too far ahead of him, thus making the game too easy.

We'll make the mist quite close, although you can vary the distance. Go to the Material button, and to the World sub-buttons, then copy the settings in the screenshot. When you test this out, make sure you are in texture mode to see the mist.

(Question: I copied the screenshot but i can't get the mist to work. What's going on?)

(Answer: Change Start to a smaller value like 15.)

(Question: Is the screenshot correct, or are my sizes different. I found that a mist distance of 10 was barely visible, yet a distance of 1 had a much better effect. Is this normal?)

(Question: I have been able to create the mist, and can see it when I start the game, but the background colour is still grey, so the maze is obscured but everywhere else is still grey.

Levels
Now all that remains is to create the next level with some obstacles.
 * 1) Add a cube at the end of the maze, just above the floor level so the cone can touch it (SPACE → Add → Mesh → Cube)
 * 2) Press the Scene dropdown menu and select "ADD NEW" → Full copy
 * 3) You can now go back to the Maze Surface section to make a new maze mesh
 * 4) Go back to level one via the Scene menu
 * 5) Select the End of level cube
 * 6) Change its logic panel to resemble this:

 * Sensor: Touch, coneMat
 * Controller: And
 * Actuator: Scene, Set Scene, Scene.001 (or whatever you named your level 2)

(noob: When I went into level 2 my player name changed to coneMat.001 and I had to change all my goals and the giant restart cube assignments.) Answer: Rename the coneMat.001 to whatever you had the material named for the first scene - this fixed it for me.

(noob: In my level 2 my cone hits the cube and nothing happens!) Answer: Make sure that the Sensors, Controllers and Actuators tabs under the Logic panel (F4) are connected with wires.

(noob: When I went to level two I can't see anything!

To make it so multiple objects have to be touched (or acquired by the character, as it may be), give each object the logic settings described above and change the actuator type to Message with the subject "goalget". If you'd like the object to disappear after it is collected, add an Edit Object actuator to the object of the type "End Object", and link it to the existing AND controller.

Next, select the massive cube that restarts the level upon contact with the character. If you chose not to include one such cube, create an empty at the start of the level (so you can easily find it again later). Give the cube or empty the following logical operators:

 * Sensor: Message, goalget
 * Controller: And
 * Actuator: Property, Add, wincon, -1

 * Sensor: Property, Equal, wincon, 0
 * Controller: And
 * Actuator: Scene, Set Scene, Scene.001 (or whatever you named your level 2)

Then click "Add Property" and give it the Type Int, the Name wincon, and a value equal to the number of objects needed to be collected to complete the level (if all of them, make it equal to the number contained in the level). This can be expanded to include other multiple win conditions besides the collection of an item by making the completion of each condition subtract from "wincon".

You now have a multilevel maze game. Feel free to elaborate on the gameplay mechanics and models so they look better.

''Noob note: I typed in where i thought everything should go but it's not doing anything. I'm not sure of what I'm looking for while in playmode.''

Dynamic obstacles
This part of the tutorial will assume increased skills and knowledge of the Blender interface and basic commands. As such, this section will be written less specifically, and the shortcuts for all basic commands will not be covered here. From this point on, this tutorial is of an intermediate level. If you cannot follow this part of the tutorial, you can learn the basic functions used below in an earlier tutorial.

We will now add some dynamic obstacles. In this case, they will constitute a 'brick' wall that can be broken through by your character.

 * 1) Add a cube
 * 2) Scale it (in edit mode) to the dimensions 1,0.5,0.5
 * 3) Bevel it (WKEY) recursion 1, size 0.03 (press space to enter value manually)
 * 4) In logic panel, set it to Actor, Dynamic, Rigid body, Mass 0.5
 * 5) Go right below that to click Bounds and leave it on "Box".  That makes Blender realize that what you added is a box, and should act like it (instead of rolling, it will slide now)
 * 6) Move it to an intersection in your maze (GKEY) and duplicate it until you have a brick wall (ALT DKEY, LMB)

You now have a barrier that your character can break through.

Conclusion
You have now learned enough of the Blender Game Engine (BGE) to create your own game. If you wish to go very far into Blender games, I recommend you learn Python, as trying to make a full game within the graphical interface for the BGE is like trying to dig a grave with the blunt half of a toothpick. Blindfolded. And the toothpick is glued to your forehead. However, you are now well on your way to becoming a game-maker! For a basic beginner tutorial about Python, "Open Source Video Game" series.

If you have any questions, concerns, or 'noob notes', please post them in the discussion page for this tutorial, and not in the tutorial itself.


text:
User:Wanapitei

I'm here initially to learn how to deploy Cascading Style Sheets into my next website. And we'll see what else.

Kind regards, Wanapitei (talk) 22:34, 31 December 2007 (UTC)

title: User:Wanapitei


text:
User talk:Wanapitei

Welcome
I'm a frequent user of Wikipedia (and occasional contributor). To reach me quickly go to .

Wanapitei (talk) 22:36, 31 December 2007 (UTC)

title: User talk:Wanapitei


text:
Scratch/Lessons/Movement

Smooth Movement
Smooth movement in Scratch Projects is difficult to achieve when you use a "when (key) key pressed" from the control tab. To make smooth movement you need to use "forever" loops, from control, and "", from sensing. For example, this script:

works far more efficiently than this script:

However, a better script for the arrow keys would be to use "change x by 10" for the right arrow, "change y by -10" for the left arrow, etc.

In all of the tutorials below you will use movement techniques based around this idea.

Side View Platformers
In side view platformers it is typical to use "velocity" to control the movement of the sprite. This is your guide to advanced programming of movement with the Velocity variable. "Velocity" is just the name of a variable, just because it is named velocity doesn't make a difference. However, the concept of velocity adds a complex and advanced motion system to your project.

Y Velocity
Using yVelocity will help you create a semi-realistic and dynamic gravity system. To start this session of testing arrange the stage like this:

Then in the Cat sprite make this script:

Text of the comment block (if you can't read it): This is a basic jumping script. We'll start by breaking it down. The first if statement with the set yVelocity to 0 block in it is there so the cat will not fall through the ground. The next if with the set yVelocity to 15 block in it will function if the cat is on the ground and the up arrow is pressed and will make the cat jump. Out of that set of ifs the change y by yVelocity will make him fall or rise depending on the velocity variable. And the change yVelocity by -1 is gravity.

Remember that you can change the 15 in the "set [yVelocity] to [15]" in the script to make the cat jump higher.

That covers Y Velocity. Now it is time for X Velocity.

X Velocity
"xVelocity" will help you make movement along the X Axis seem more realistic. Start by arranging your stage like this:

Then in the Cat sprite make the following script:

Text of the comment block (if you couldn't read it): This is the basic script needed to move a sprite along the X Axis with velocity. maxSpeed can be any number you want depending on how fast you want your sprite to go. The first two if statements will change the xVelocity variable by certain numbers. These numbers can change if you want the sprite to move faster. The next if-else will make the sprite point in the direction he is moving. The block: change x by xVelocity will make him move depeding on how fast he is going. The last block is friction and will make the sprite eventually slow to a halt

Now if you combine these two scripts you have perfect jumping and running. I hope this helped answer your questions. If you need any further information post your question and I'll reply as soon as possible.

title: Scratch/Lessons/Movement


text:
Radiation Oncology/Neutrons

Neutron Therapy

By Disease Site

 * General Head & Neck
 * Salivary Glands

Overview

 * Initial use of neutrons for clinical treatment occurred 1936-1943, but resulted in significant late effects
 * By 1960's, radiobiology of neutrons was better understood, and a cyclotron was constructed at the Hammersmith Hospital in London. In USA, physics-lab based devices were used for initial pilot trials.
 * In 1984, University of Washington commissioned a high-energy neutron generator for clinical beam delivery, with NCI funding
 * Neutrons can be delivered via several modalities
 * External beam neutron therapy
 * Boron-neutron capture therapy (BNCT)
 * Neutron brachytherapy via Californium-252
 * Most clinical trials were inconclusive, and enthusiasm about neutrons as a treatment modality waned

Boron Neutron Capture Therapy (BNCT)

 *  FBPA (4-borono-2-(18) F-fluoro-phenylalanin) PET imaging
 * Kohei Hanaoka et al. EJNMMI Res. 2014. FBPA PET in boron neutron capture therapy for cancer: prediction of (10)B concentration in the tumor and normal tissue in a rat xenograft model ( 25621196)
 * L Menichetti et al. Appl Radiat Isot. 2009 Jul. Positron emission tomography and [18F]BPA: a perspective application to assess tumour extraction of boron in BNCT ( 19410471)
 *  Accelerator-Based BNCT (AB-BNCT) vs. Reactor-Based BNCT (RB-BNCT)
 * Minoru Suzuki et al. Radiother Oncol. 2009 Jul. Impact of accelerator-based boron neutron capture therapy (AB-BNCT) on the treatment of multiple liver tumors and malignant pleural mesothelioma ( 19329206)
 *  Tsing Hua open-pool reactor (THOR)
 * C J Tung et al. Appl Radiat Isot. 2004 Nov. Characteristics of the new THOR epithermal neutron beam for BNCT ( 15308158)
 * Ling-Wei Wang et al. Cancer Commun (Lond). 2018. Clinical trials for treating recurrent head and neck cancer with boron neutron capture therapy using the Tsing-Hua Open Pool Reactor ( 29914577)
 *  Proton Accelerator based Boron Neutron Capture Therapy (A-BNCT) facility in Korea
 * Eunjoong Lee et al. Appl Radiat Isot. 2018 Dec. Radiation safety analysis for the A-BNCT facility in Korea ( 30273764)
 *  Boron neutron capture therapy (BNCT) in Finland
 * Sauli Savolainen et al. Phys Med. 2013 May. Boron neutron capture therapy (BNCT) in Finland: technological and physical prospects after 20 years of experiences ( 22613369)
 *  Treatment Planning System
 * Tzung-Yi Lin et al. Development and verification of THORplan--a BNCT treatment planning system for THOR. Appl Radiat Isot. 2011 Dec;69(12):1878-81. ( 21497101)
 * Naonori Hu et al. Evaluation of a treatment planning system developed for clinical boron neutron capture therapy and validation against an independent Monte Carlo dose calculation system. Radiat Oncol. 2021 Dec 24;16(1):243. ( 34952608)

title: Radiation Oncology/Neutrons


text:
Spanish/Common False Cognates

The phenomenon known as “false friends” happens between two languages, like Spanish and English, when there are two words sounding very similar because they come from the same root but their meaning is completely different. There are many “false friends” involving English and Spanish. Here you have some examples (but you can add more, so as to make up a full list):

title: Spanish/Common False Cognates


text:
Talk:AP Biology/LABORATORY 1. Diffusion and Osmosis

that article was awesome thanks a lot


text:
MediaWiki:Titleblacklist

 * 1) This is a title blacklist; titles that match regex here are forbidden, and cannot be created.
 * 2) Options exist to stop editing, account creation, and moves as well.  See mw:Extension:Title Blacklist for documentation
 * 3) See the |talk page for more information.

 * 1) Please comment any additions made to the blacklist.
 * 2) Note: Internally, the pattern delimiter is '/', so be sure to escape all '/'s.
 * 3) UTF-8 mode is enabled. Do not use literal non-breaking spaces in regexes as some browsers cannot handle them.

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title: MediaWiki:Titleblacklist


text:
Talk:Catalan/Alphabet

Snaka reformatted the text into a chart.

title: Talk:Catalan/Alphabet


text:
Wikijunior:Languages/Norwegian

What writing system(s) does this language use?
Norwegian uses all 26 letters in English, along with the letters Æ, Ø, and Å. However, the letters c, q, w, x, and z are only used in loanwords.

There are two standards of written Norwegian: Bokmål, which is based on a Norwegianised Danish, and Nynorsk, based on the rural western dialects of Norwegian. In 2005, about 86.3% of native Norwegians use Bokmål, 5.5% use both Bokmål and Nynorsk, and 7.5% only use Nynorsk. This means that about 91.8% of Norwegians use Bokmål, while only 15% use Nynorsk.

How many people speak this language?
About 4.7 million, or 4,700,700, people speak Norwegian, making it the 144th highest language in number of speakers.

Where is this language spoken?
Norwegian is an official language of Norway and the Nordic Council. The Nordic Council is a group of countries from Northern Europe. It is similar to the European Union.

What is the history of this language?
Norwegian comes from an ancient language called Old Norse. In 782, King Harald Fairhair united Norway. Christianity came to Norway around 1030. Christianity brought with it the Latin alphabet, which is the one used today. Before then, a runic alphabet was used. In the 800s, Old Norse began to separate into Eastern and Western dialects. Eventually, Western Norse changed and changed until it became Old Icelandic and Old Norwegian around the year 1300. From 1350 to 1525, Old Norwegian changed more until it turned into Middle and then Modern Norwegian, the kind used today.

For around 300 years from 1524 to 1814, Norway was under Danish rule, and Danish was the official language, used by the upper class. Following the end of Danish rule, there was a debate in the country about how to standardise the Norwegian language, which gave rise to two written standards. Some thought the Norwegian language should be based on a Norwegianised Danish, while others wanted to use the rural western dialects to build a "pure" Norwegian language. The Danish-based standard became Bokmål, whilst the pure standard became Nynorsk.

Who are some famous authors or poets in this language?
Some famous Norwegian writers are Henrik Wergeland, Henrik Ibsen, Knut Hamsun, and Sigrid Unset. Hamsun and Unset even got Nobel Prizes for their works!

What is a simple song/poem/story that I can learn in this language?
Kongesangen (The Norwegian royal anthem)

title: Wikijunior:Languages/Norwegian


text:
User:Mouse is back

Well, go here to know more about me.

title: User:Mouse is back


text:
User:Jeff G.

I am: [http://en.wikipedia.org/wiki/User:Jeff_G. Jeff G. on English Wikipedia]; a Bureaucrat and Administrator [http://wicca.wikia.com/index.php?title=Special%3ALog&type=&user=Merrystar&page=User%3AJeff+G. on WiccaPedia] and [http://www.thetestwiki.org/w/index.php?title=Special:Log&page=User:Jeff+G. on The Test Wiki]; and an Administrator [http://test.wikipedia.org/w/index.php?title=Special:Log&user=MZMcBride&page=User:Jeff+G. on Test Wikipedia], [http://admintools.wikia.com/index.php?title=Special:Log&user=Balistic+Pve&page=User:Jeff+G. on the Admin Tools Wiki], [http://en.labs.wikimedia.org/w/index.php?title=Special:Log&user=Bastique&page=User:Jeff+G. on the English Wikimedia Labs Wiki], [http://flaggedrevs.labs.wikimedia.org/w/index.php?title=Special:Log&user=MZMcBride&page=User:Jeff+G. on the Wikimedia Labs Flagged Revisions Test Wiki], [http://liquidthreads.labs.wikimedia.org/w/index.php?title=Special%3ALog&user=MZMcBride&page=User%3AJeff+G. on the Wikimedia Labs LiquidThreads Test Wiki], and [http://testwiki.org/w/index.php?title=Special:Log&user=Dusti&page=User:Jeff+G. on the Test Wiki]. Please see my user pages: w:User:Jeff G., commons:User:Jeff G., w:de:User:Jeff G., m:User:Jeff G., and w:simple:User:Jeff G.

I use AltaVista - Babel Fish Translation.

~ ~

title: User:Jeff G.