text:
Beginner's Guide to Adobe Flash/Color/Color Swatches

The Color Swatches Panel (Cmd/Ctrl + F9) is similar to swatches panels found in other applications, such as Photoshop and Illustrator: swatches can be created and saved as color palettes and then loaded for use at another time. In fact, color tables created in Photoshop can be saved and then loaded for use in Flash. The options menu of the Color Swatches Panel gives you access to other palettes, as well as to reloading the default palette. The Tools Panel and Property Inspector both provide popup Color Swatches Panels, however they only represent the currently loaded palette and do not provide for the loading and modifying of other palettes.

Flash loads the Web-safe color palette into the Color Swatches Panel by default. This is a set of 216 colors determined to be consistent on both Mac and Windows platforms. Color in general is inconsistent and unreliable from one platform to another due to the fact that the Mac OS and Windows handle color differently. Custom color sets can be imported from photographs and GIFs when saved as a .act or .clr from Photoshop. An indexed color palette, loaded from a GIF, can contain up to 256 colors and is ideal for vector graphics with solid fills and strokes, but will create banding in photographic images due to the tonal nature of bitmaps. In Photoshop do a File>Save for Web, save as a GIF with adaptive color, or Image>Mode>Color Table after the image is converted to indexed color.

Color can be applied from the Color Swatches Panel to objects in Flash. Color fill can be applied using the brush tool, Paint Bucket tool, and various shape tools, such as the rectangle tool. Color stroke can be applied using the Line tool, Pencil tool, Ink Bottle tool, Pen tool, and the corresponding shape tools as previously listed with color fill. The Tools panel and Property Inspector both have pop-up color swatches with colorchips for both the fill and stroke. The fill swatches also contain gradient swatches along the bottom of the pop-up panels. Depending on the tool selected, the panels may also contain a "no color" button for removing a fill or stroke color. The Tools panel will display the most recently selected fill and stroke color whereas the Property Inspector will display the fill and stroke colors for the currently selected item. These panels contain a field for input of hex color numbers, RGB colors in base 16 comprised of 6 digits, using numerals 0-9 and A-F. The first two digits correspond to the red channel, second two digits to the green channel and the last two digits to the blue channel. Web-safe hex colors use only combinations of 00, 33, 66, 99 and FF. The panels also have a button to invoke the Color Picker, which acts like a color wheel with all ranges of value and saturation available for selection.

../Color Mixer/ | ../Gradients/


text:
User:Djhobo9~enwikibooks

My Wikipedia Page

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

title: User:Djhobo9~enwikibooks


text:
Calculus/Polar Integration

Introduction
Integrating a polar equation requires a different approach than integration under the Cartesian system, hence yielding a different formula, which is not as straightforward as integrating the function $$f(x)$$.

Proof
In creating the concept of integration, we used Riemann sums of rectangles to approximate the area under the curve. However, with polar graphs, one can use sectors of circles with radius $$r$$ and angle measure $$d\theta$$. The area of each sector is then $$\pi r^2\frac{d\theta}{2\pi}$$ and the sum of all the infinitesimally small sectors' areas is: $$\frac12\int\limits_a^b r^2d\theta$$, This is the form to use to integrate a polar expression of the form $$r=f(\theta)$$ where $$(a,f(a))$$ and $$(b,f(b))$$ are the ends of the curve that you wish to integrate.

Integral calculus
Let $$R$$ denote the region enclosed by a curve $$r=f(\theta)$$ and the rays $$\theta=a$$ and $$\theta=b$$, where $$0<b-a<2\pi$$. Then, the area of $$R$$ is

This result can be found as follows. First, the interval $$[a,b]$$ is divided into $$n$$ subintervals, where $$n$$ is an arbitrary positive integer. Thus $$\theta$$, the length of each subinterval, is equal to $$b-a$$ (the total length of the interval), divided by $$n$$, the number of subintervals. For each subinterval $$i=1,2,\dots,n$$, let $$\theta_i$$ be the midpoint of the subinterval, and construct a circular sector with the center at the origin, radius $$r_i=f(\theta_i)$$ , central angle $$\delta\theta$$ , and arc length $$r_i\delta\theta$$. The area of each constructed sector is therefore equal to $$\tfrac12 r_i^2\delta\theta$$. Hence, the total area of all of the sectors is

As the number of subintervals $$n$$ is increased, the approximation of the area continues to improve. In the limit as $$n\to\infty$$, the sum becomes the Riemann integral.

Generalization
Using Cartesian coordinates, an infinitesimal area element can be calculated as $$dA=dx\,dy$$. The substitution rule for multiple integrals states that, when using other coordinates, the Jacobian determinant of the coordinate conversion formula has to be considered:

Hence, an area element in polar coordinates can be written as
 * $$dA=J\,dr\,d\theta=r\,dr\,d\theta$$

Now, a function that is given in polar coordinates can be integrated as follows:

Here, R is the same region as above, namely, the region enclosed by a curve $$r=f(\theta)$$ and the rays $$\theta=a$$ and $$\theta=b$$.

The formula for the area of $$R$$ mentioned above is retrieved by taking $$g$$ identically equal to 1.

Applications
Polar integration is often useful when the corresponding integral is either difficult or impossible to do with the Cartesian coordinates. For example, let's try to find the area of the closed unit circle. That is, the area of the region enclosed by $$x^2+y^2=1$$.

In Cartesian

In order to evaluate this, one usually uses trigonometric substitution. By setting $$\sin(\theta)=x$$, we get both $$\cos(\theta)=\sqrt{1-x^2}$$ and $$\cos(\theta)d\theta=dx$$.

Putting this back into the equation, we get

In Polar
To integrate in polar coordinates, we first realize $$r=\sqrt{x^2+y^2}=\sqrt1=1$$ and in order to include the whole circle, $$a=0$$ and $$b=2\pi$$.

An interesting example
A less intuitive application of polar integration yields the Gaussian integral

Try it! (Hint: multiply $$\int\limits_{-\infty}^\infty e^{-x^2}dx$$ and $$\int\limits_{-\infty}^\infty e^{-y^2}dy$$ .)

title: Calculus/Polar Integration


text:
Talk:Calculus/Polar Integration

mmm, so I just threw something up to have something there. Someone, please add to it!

I WANT THE LEARN MORE ABOUT INTEGRATION SEND ME NOTES[[Media:]]

title: Talk:Calculus/Polar Integration


text:
A-level Computing 2009/AQA/Advanced Systems Development/Hardware Devices

1.1 Computer Hardware 1.1.1 Computer Concepts A very basic model of a computer would be:

The refined diagram shows the basic components of a computer system.

RAM Random Access Memeory. Stores loaded programs and data to be processed. There are two types: volatile and non-volatile. Unlike non-volatile memory, volatile memory is lost when the computer is switched off or reset.

ROM Read Only Memory. Stores information about BIOS and startup routines.

1.1.2 Measuring Storage Both the primary and auxiliary devices have capacity measured in bits, bytes, kilobytes, megabytes and gigabytes.

A 1 or a 0 is a BInary digiT (Bit).

There are 8 bits in a byte 1024 bytes in a kilobyte 1024 kilobytes in a megabyte 1024 megabytes in a gigabyte Therefore there are 1,048,576 bytes in a megabyte.

A double density floppy disk holds 720Kb of data. A high density floppy disk contains about 1.44Mb of data.

Many computers store one character as one byte.

1.1.3 Computer Categories System Description Microcomputers: This a computer which uses a microprocessor as its CPU. Includes PCs, laptops etc. They typically have between 1 and 128Mb of memory (RAM). They process data in anything from 8-bit ro 64-bit chunks. Minicomputers: These are systems designed for multi-user access several terminals. Varies from processing power from a very powerful micro to a small mainframe. Mainframes: Supports hundreds of terminals for multi-user access. Large amount of primary and auxiliary storage. Supercomputers: These are the fastest and most expensive systems. Although they are not multi-user machines, they are used when a vast amount of processing is to be done.

1.1.4 Computer Configuration This term describes the collection of hardware in use. A large computer configuration would consist of several hundred micros in a building linked together by cabling to form a local area network (LAN).

1.1.5 Embedded Systems An embedded system is dedicated to one specific task. They are special purpose systems.

Embedded systems typically have their programs stored in ROM as opposed to auxiliary storage and RAM. These programs are referred to as firmware - a combination of software and hardware.


text:
General Astronomy/Formation of the Solar System

The planets started out as planetesimals. These objects were drawn together by gravity, to form the large masses that would become planets. The initial collisions of planetesimals melted the surface of the emergent planets. As the planets grew, radioactive decay heated and melted the interior.


text:
General Astronomy/Earth's Moon

The Moon has no atmosphere due to its weak gravity. It is composed of a 800 km thick lithosphere, covering a core of thin magma. The moon is a complex body in the solar system. Moon rocks are composed of minerals including aluminum, calcium, magnesium, oxygen, silicon, and titanium. Some gases are also trapped in these rocks, such as hydrogen and helium. These gases are said to have reached the moon by solar wind From studying the moon astronauts have found two different types of rocks basalt and breccias. Basalt is formed from hardened lava. Breccias are formed from soil and rock that have been squeezed together when hit by falling objects. The moon’s composition has always been interesting to scientists because it is so different than Earth’s is. With information that has been discovers and found it makes it easier to know what and how the moon works.

Moon Composition compared to the Earth

The Moon has two types of landscapes: bright, cratered highlands in the south, and dark mare basins in the north. One side of the moon always faces the earth; this side has many more mare basins. From Earth the moon appears smooth but that is not the case of the true surface. The geography of the moon is dominated by impact craters. There are about half a million craters with diameters greater than 1 km on the moon. Due to the fact that the moon’s has no atmosphere it takes millions of hits of steroids and other flying debris in the solar system. The Moon actually takes saves the Earth because if the moon was not there to take the hits from the asteroids, the asteroids would plow straight in the Earth.

Rilles (narrow valleys) on the Moon sometimes resulted from the formation of localized lava channels. These generally fall into three categories, consisting of sinuous, arcuate, or linear shapes. By following these meandering rilles back to their source, they often lead to an old volcanic vent. One of the most notable sinuous rilles is the Vallis Schröteri feature, located in the Aristarchus plateau along the eastern edge of Oceanus Procellarum. (Earth’s Moon)

Domes, a variety of shield volcanoes can be found in selected locations on the lunar surface, such as on Mons Rümker. These are believed to be formed by relatively viscous, possibly silica-rich lava, erupting from localized vents. The resulting lunar domes are wide, rounded, circular features with a gentle slope rising in elevation a few hundred meters to the midpoint. They are typically 8–12 km in diameter, but can be up to 20 km across. Some of the domes contain a small pit at their peak.

The major products of volcanic processes on the Moon are evident to the Earth-bound observer in the form of the lunar maria. The lunar Maria is the moon’s version of a sea. These are large flows of basaltic lava that correspond to low-albedo surfaces covering nearly a third of the near side. Only a few percent of the far side has been affected by mare volcanism. Even before the Apollo missions confirmed it, most scientists believed that the maria were lava-filled plains, since they possessed lava flow patterns and collapses attributed to lava tubes(

Primary lunar craters were caused by meteors. Secondary craters were caused by debris. Lunar craters have rays around the edges. These are caused by the debris from meteors: since the moon has weak gravity and no atmosphere, it sprays out for a long distance.

Erosion is much slower on the moon than on the Earth. It is estimated that Buzz Aldrin's footprint will last 10 million years!

The maria (plural of mare) were caused by big asteroids strikes which ruptured the Lunar crust and released internal lava to flow up into the impact craters and flood-fill the bottom of the crater out to the crater walls. The lava solidified into basalt, creating the large, dark basins. This iron-rich basalt creates tension in the maria basins. This sometimes causes the crust to crack, forming graben.

Early in the moon's history, meteoric impacts caused the surface to melt. The liquid lunar surface underwent differentiation: the heavier iron sunk, while lighter aluminum rose to the top. The core was kept liquid by radioactive heating from uranium, potassium, and thorium.

title: General Astronomy/Earth's Moon


text:
A Guide to Inkscape

This is a guide to Inkscape — a vector illustration program that is open source and cross-platform. To get help while running Inkscape, choose ‣Help ‣‣Tutorials in its menu.

Contents

 * 1) /About/
 * 2) /Introduction/
 * 3) /Interface/
 * 4) /Shape Tools/
 * 5) Path Tools
 * 6) /Other Tools/
 * 7) /Object Properties/
 * 8) /Filters/
 * 9) /Exporting/
 * 10) /Importing/
 * 11) /Examples/
 * 12) /Making a Tomato/
 * 13) Appendices
 * 14) Keyboard Shortcuts
 * 15) References
 * 16) /Index/
 * 17) /Glossary/
 * 18) /Links/

Inkscape Inkscape Inkscape Inkscape Inkscape ഇങ്ക്സ്കേപ് പാഠങ്ങൾ Inkscape Inkscape Inkscape Inkscape基本操作

title: A Guide to Inkscape


text:
User:Jaspalkaler

Jaspal Singh, the author of the wikibook Punjabi is a member of the Indian Administrative Service and is presently serving Punjab (India) Government in the Higher Education and Languages department. He initiated Wikibook project Punjabi for the benefit of those non-natives who want to learn this fascinating language. This effort of the author is amateur in nature and has no connection with his employer or employment.

As of 2008 the author is 47 and lives in Chandigarh. He graduated from SL Bawa DAV College, Batala in 1981 and has been working on various assignments ranging from the Banking Service to the Indian Administrative Service. His interests vary from academics to computers, from history to mathematics and include software development. Gains, a General Accounting and Inventory Management System and CMIS, the College Management Information System are two of his popular works.

title: User:Jaspalkaler


text:
Talk:Java Programming/Methods

Static Method definitly can be overriden. The only constraint is that it does not suppport polymophism.

Example: class A   { static public void test {	  System.out.println("Inside A"); } } class B  extends A { static public void test {	  System.out.println("Inside B"); } } public class methosover {   public static void main(String[] args) {       A a = new A; B b = new B; a.test; b.test; } } The simple answer is that static methods are associated with the class itself, not with an instance of the class, so when you call test, which version gets called depends on what class you call it on, a.test; or b.test; Output: Inside A Inside B

 * Static methods can be hidden, not overridden. --Spoon! (talk) 07:13, 20 December 2007 (UTC)

Method overriding section
Can somebody fix the section on Method overriding? It's very confusing and I am trying to figure out what it's saying. I have no idea. The grammar is very badly written and the sentences ambiguous. It's not very helpful for trying to learn Java, as I am doing. -68.144.12.65 (talk) 03:46, 18 October 2010 (UTC)
 * Hm actually it's specifically this section:

 * In the above example 'obj' reference has the type MyClass on both line 1 and line 3. However the 'obj' reference points two different objects. On line 1 it references SubOfMyClass object, on line 3 it references MyClass object. So on line 5 which method will be called, method define in MyClass, or the method that defined in its subclasses. Because the 'obj' reference can point to object and all its sub object, and that will be known only at runtime, a table needs to be kept with all the possible method address to be called.

 * Can anyone figure out what they're trying to say there? -68.144.12.65 (talk) 03:49, 18 October 2010 (UTC)
 * I have rewritten the section. Now the text is here. Ftiercel (discuss • contribs) 19:00, 1 February 2013 (UTC)

Errors
There are various amounts of errors on this page compared to the previous ones. Consider getting it revised.

 * Such as? 81.187.215.34 (discuss) 16:57, 2 July 2016 (UTC)

Parameter Passing
The section was changed to "The object references are passed by value." (which finally seems to be the consensus) but now other parts of the page make no sense:
 * Objects can't be parameters only references can be.
 * The introductory text "We can pass any primitive data types or objects to a method but the two are not processed the same way." doesn't fit.
 * The headings of the code examples "Parameter by reference." are not right.
 * The subsections may need changing. 81.187.215.34 (discuss) 17:08, 2 July 2016 (UTC)

Missing term
"[visibility] [return type] [name] [input parameters]" such as "private int methodName(String parameter1, String parameter2)" is called the "method signature". In the page I see something called the "method definition"; it is unclear to me what that is.User000name (discuss • contribs) 15:04, 2 March 2017 (UTC)

title: Talk:Java Programming/Methods


text:
Wikibooks:Book of the month/April 2007 voting

Social and Cultural Foundations of American Education
This Wikibook is being developed by undergraduate university students in an introductory education course. The book has received hundreds of edits and continues to grow. It is worthy of serious consideration for Wikibook of the month. Please check out the book, and see for yourself!

 * 1) Pete 14:06, 1 March 2007 (UTC)

 * 1) Dwallen 14:37, 1 March 2007 (UTC)


text:
Template:WikipediaRef

[ ]

An annotation in the style of a footnote that links to a Wikipedia page. This is not suitable for printing.

The first parameter is the lemma.

See also: Template:ExtRef and Template:IntRef

title: Template:WikipediaRef


text:
User:Dwallen

I am now operating under the same username I use in Wikipedia -- Dwallen11. Leave me a message on my new talk page if you'd like to correspond.

Below, you'll find some information about me. Leave me a message on my talk page if you'd like to know more or discuss issues surrounding our Wikibook, Social and Cultural Foundations of American Education.

Dwallen 14:43, 1 March 2007 (UTC)

D W I G H T  W.   A L L E N Eminent Professor of Educational Reform Old Dominion University - Norfolk, Virginia 23529 - email: dwallen@odu.edu

PERSONAL DATA

Date of Birth: August 1, 1931 Married, 3 sons, 2 daughters, 6 grandchildren

EDUCATION

EdD. Education, 1959, Stanford University M.A. Education, 1957, Stanford University A. B. With Distinction, 1953, Stanford University, Stanford, California

PRESENT POSITIONS:

Eminent Scholar of Educational Reform, Old Dominion University, Norfolk, Virginia, 1978-present (on leave 1985-1988). International Technical Advisor, UNDP/CPR/01/403: Using Distance Education and ICT to 		    Improve Teacher Quality in Poor Areas of Western China Guest Professor, Northwest and Yancheng Normal Universities, and Central University for Minorities and Heilongjiang University, China Senior Fellow, Phelps Stokes Foundation, January, 2001 - present Academic Director, East-West Education Enterprises, developing Omni University in China, English speaking, granting American degrees. POSITIONS HELD (selected):

Instructional Technology Consultant, Dept. of Defense Dependent Schools, Germany and U.S., 1999 – 2004 Principal Investigator, ACTT Now, Aligning Certification with Technology Training, The Old Dominion University and Brunswick County partnership funded by a 1.3 million dollar grant from the U.S. Dept. of Education, 2000-2003 Principal Investigator, American Councils/ Partners in Education (PiE) grant, for Kyrgyzstan educators citizenship training, 2003 Chief Technical Advisor, United Nations Development Programme, China, Basic Education: Teacher Education and Education Administration CPR 91/420, 1993-97, and International Advisor UNDP CPR96/40l, Education of Rural Girls 1998-2003 Co-founder and Principal Consultant, Norfolk Public Schools PRIME Project, 1993-1998 Technical Advisor UNESCO, Namibia, In-Service Teacher Education Project, 1993-95 Technical Advisor in Teacher Education, UNESCO, 1993, Wuhan Institute of Education, Wuhan, P. R. China Technical Advisor, UNESCO, Malawi (Africa) Primary Teacher Education Project, 1990 Staff Development Advisor, Ministry of Education, Gaborone, Botswana, USAID and Florida State University)1986-1988 Consultant, UNDP, and Project Coordinator, Donors' Conference, Rehabilitation of Makerere University, Uganda, 1986-87 Professor of Education, Norfolk State University, Norfolk, Virginia, 1978-1985 Dean of Education, University of Massachusetts, Amherst, Massachusetts, 1968-1975 (Professor, 1975-1978) Chief Technical Advisor, UNESCO, National Teacher Training College, Ministry of Education, Maseru, Lesotho, 1974-1976 Associate Professor of Education (last position), Stanford University, 1959-1967 Secondary School Teacher 1957-1959 U.S. Army 1954-1956 Instructor, Athens College, Athens, Greece, 1953-1954

PROFESSIONAL CONTRIBUTIONS:

“The Future of Higher Education in China,” Journal of the National Academy of Education Administration, 2005, No. 10, pp. 7-9 NewPAGE: New Portals to Appreciate our Global Environment, (Coordinating Editor), Pearson Custom Publishing, 2004 Formula 2+2: Simple Solutions for Successful Coaching (with Douglas Allen), Berrett-Kohler, San Francisco, 2004 (translated into 4 languages) Making the 2+2 Connection: Creating Successful Teachers (with Alyce Leblanc), Corwin Press, Thousand Oaks, 2004 American Education: The $100 Billion Challenge, Dwight Allen and Bill Cosby, iPublish, Time-Warner, October 2000 Finalist, Interntional eBook Foundation Awards, Frankfurt, Germany, October, 2001 Grand Prize $50,000 Microteaching, (with Wang Weiping) Xin Hua Publishing, Beijing, 1996 Reciting the Verses of God, (with Shahin Vafai), Baha’i Publishing Trust, New Delhi, India, 1995 Learner Centred Education, (with others), Ministry of Education, Namibia, 1994 Schools for a New Century, (Introduction by Terrill Bell). Praeger Press, 1992

Consultant to more than 100 school districts, county, state, federal and international agencies.

Recipient and principal investigator of more than 20 grants and contracts from private foundations, state and national agencies totaling more than $6,000,000. Principal Investigator, ACTT Now, The Brunswick County Schools and Old Dominion University Consortium for Preparing Tomorrow’s Teachers for Technology (PT3) and Co-Founder of Project PRIME (with Roy Nichols, Superintendent of Schools, Norfolk, Virginia) – a long term project to restructure inner city schools in Norfolk. Numerous awards, national and international, including those from organizations and agencies in China, India, Uganda, Lesotho, Namibia, and Germany.

Teaching, research and service excellence awards, Virginia Council of Higher Education, Old Dominion University, and Norfolk, and Brunswick County Schools. Old Dominion University nominee, Carnegie U.S. Professor of the Year Program, 2001. The Dwight W. Allen Distinguished Professor of Educational Policy and Reform at the University of Massachusetts, endowed by a former student who credits his experiences at UMass in the school of education for his success. __________________ Revised March, 2007

title: User:Dwallen


text:
User:Kgrr

'''[http://en.wikibooks.org/w/wiki.phtml?title=User_talk:kgrr&action=edit&section=new Please click here to leave me a new message. ]'''

I'm Konrad Roeder, a Senior Systems Design Engineer at T-Mobile and an author of technical books and newspaper articles in my spare time. I have an MS in Computer Engineering and a BS in Computer Science. I currently have my name on 8 patents with 8 more pending. I live in North Bend, Washington. I've been a long-time user of the Wikipedia, and have contributed to Wikipedia and am now interested in contributing to a few WikiBooks. At first I was using it for my benefit. Now, I feel it's time to give back and contribute by being a second-wave Wikipedian.

I am currently working on this book:
 * Wireless_Mesh_Networks

I have started this book, but need to do more research:
 * Wireless_Mesh_Sensors

And, I'm helping out on these books:
 * CCNA_Certification
 * UMTS

Here are some interesting books I've found:
 * Consciousness Studies
 * Bypassing_Internet_Censorship
 * Lucid_Dreaming

 kgrr talk14:58, 9 March 2007 (UTC)

title: User:Kgrr


text:
User talk:Kgrr

Topics
* Mesh network basics * Taxonomy of Mesh Types - WAN, LAN or PAN? - Indoor or Outdoor - Hierarchical or Distributive - Low Cost - Real-time Multimedia Capable * Design Parameters - Latency - Jitter - Throughput - Handover Speed * How many radios? - One - Two - Three or More * RF concerns - Channel Reuse, C/I - Transmitter Mask, Adjacent Channel Interference - Link Budget - Transmit Power - Receive Sensitivity * What layers does it operate on? - Layer 2 (switched mesh) - Layer 3 (routed mesh) - Both Layer 2/3 * Loop Prevention * Handoffs - Layer 2 - Layer 3 * Mesh network vendors (I have a list of 17 of them) - BelAir - Cisco - Nortel - Proxim - RoamAD - Sky Pilot - Strix - Tropos * Power to the Node - Light Pole - Mains - Solar * Mounting Options - Light Pole - Communications Tower - Rooftop * Known City-Wide Deployments - Philadelphia, PA   - Mesa, AZ    - Chandler, AZ  * Example Configurations * Applicable Standards - 802.11k - 802.11r - 802.11s - 802.11v - WIMAX ? - ZigBee ?

Whenever I start learning about a topic, I am often amazed by the depth of knowledge of those who know about the topic. A whole book could probably write on any one of those subtopics. I bet a book could be written on all the different ways to use light poles as a mounting option for wireless mesh networks, or how the wireless mesh network was implemented in Mesa, AZ (the politics, development history, people, technical details, etc). So that was the longerish answer to your question, but yes, definitely.

Best. --Remi 07:04, 2 March 2007 (UTC)

Structural Review
Having taken a quick look at the structure, I'd say it looks quite good. I like how you have a navigation template at the top of each page. That will help the reader feel in control when reading the book. I am not as familiar with the topic as I'd like to be, but it looks to be a thorough outline. If appropriate knowledge is placed in the proper area, it looks as if it could be a great book. Great work! :) --Remi 19:18, 5 March 2007 (UTC)

I'll be with you soon...
I've been just hopping on and off the last few days, but I have read your questions, and I'll reply soon :). -- SB_Johnny | talk 23:20, 9 March 2007 (UTC)

Wireless Mesh Sensors
Dear Kgrr,

I am planning a sensor network project that will probably be wireless, so I am happy you started the Wireless Mesh Sensors wikibook.

However, I'm a big fan of the big buckets first style of organizing. So I'm going to start merging Wireless Mesh Sensors into a chapter of the Wireless Mesh Networks book. Even though you and I both know that, someday, that "Wireless Mesh Networks" book will grow so large that we'll need to split it up again again later.

Thank you.

--DavidCary (talk) 16:45, 22 February 2008 (UTC)

David, I will start working on the Wireless Mesh Networks book now that I've finished a few key wikipedia articles that needed to be finished. I would prefer that the Wireless Mesh Sensors and the Wireless Mesh Networks books be kept separate because they are really very different technologies although they share the mesh element. Kgrr (talk) 20:44, 12 June 2008 (UTC)

Please reply...
I've responded to your post in Talk:Wireless_Mesh_Networks please reply if possible... --Panic (talk) 20:31, 19 December 2008 (UTC)

Would like to work with you on Mesh Network Wiki
Konrad, my name is Francis Dacosta. I am the founder at MeshDynamics and am credited with the whole multi-radio meshed backhaul concept (which has been patented by MeshDynamics). Would love to work with you on this. I would like to give back to Wiki. My regular email is fdacosta@meshdynamics.com or fdacosta@gmail.com, my cell 408-373-7700, lets chat when you have time.

Cheers,

Francis.

title: User talk:Kgrr


text:
User:Dwallen11

Below, you'll find some information about me. Leave me a message on my talk page if you'd like to know more or discuss issues surrounding our Wikibook, Social and Cultural Foundations of American Education.

Dwallen 14:43, 1 March 2007 (UTC)

D W I G H T  W.   A L L E N Eminent Professor of Educational Reform Old Dominion University - Norfolk, Virginia 23529 - email: dwallen@odu.edu

PERSONAL DATA

Date of Birth: August 1, 1931 Married, 3 sons, 2 daughters, 6 grandchildren

EDUCATION

EdD. Education, 1959, Stanford University M.A. Education, 1957, Stanford University A. B. With Distinction, 1953, Stanford University, Stanford, California

PRESENT POSITIONS:

Eminent Scholar of Educational Reform, Old Dominion University, Norfolk, Virginia, 1978-present (on leave 1985-1988). International Technical Advisor, UNDP/CPR/01/403: Using Distance Education and ICT to 		    Improve Teacher Quality in Poor Areas of Western China Guest Professor, Northwest and Yancheng Normal Universities, and Central University for Minorities and Heilongjiang University, China Senior Fellow, Phelps Stokes Foundation, January, 2001 - present Academic Director, East-West Education Enterprises, developing Omni University in China, English speaking, granting American degrees. POSITIONS HELD (selected):

Instructional Technology Consultant, Dept. of Defense Dependent Schools, Germany and U.S., 1999 – 2004 Principal Investigator, ACTT Now, Aligning Certification with Technology Training, The Old Dominion University and Brunswick County partnership funded by a 1.3 million dollar grant from the U.S. Dept. of Education, 2000-2003 Principal Investigator, American Councils/ Partners in Education (PiE) grant, for Kyrgyzstan educators citizenship training, 2003 Chief Technical Advisor, United Nations Development Programme, China, Basic Education: Teacher Education and Education Administration CPR 91/420, 1993-97, and International Advisor UNDP CPR96/40l, Education of Rural Girls 1998-2003 Co-founder and Principal Consultant, Norfolk Public Schools PRIME Project, 1993-1998 Technical Advisor UNESCO, Namibia, In-Service Teacher Education Project, 1993-95 Technical Advisor in Teacher Education, UNESCO, 1993, Wuhan Institute of Education, Wuhan, P. R. China Technical Advisor, UNESCO, Malawi (Africa) Primary Teacher Education Project, 1990 Staff Development Advisor, Ministry of Education, Gaborone, Botswana, USAID and Florida State University)1986-1988 Consultant, UNDP, and Project Coordinator, Donors' Conference, Rehabilitation of Makerere University, Uganda, 1986-87 Professor of Education, Norfolk State University, Norfolk, Virginia, 1978-1985 Dean of Education, University of Massachusetts, Amherst, Massachusetts, 1968-1975 (Professor, 1975-1978) Chief Technical Advisor, UNESCO, National Teacher Training College, Ministry of Education, Maseru, Lesotho, 1974-1976 Associate Professor of Education (last position), Stanford University, 1959-1967 Secondary School Teacher 1957-1959 U.S. Army 1954-1956 Instructor, Athens College, Athens, Greece, 1953-1954

PROFESSIONAL CONTRIBUTIONS:

“The Future of Higher Education in China,” Journal of the National Academy of Education Administration, 2005, No. 10, pp. 7-9 NewPAGE: New Portals to Appreciate our Global Environment, (Coordinating Editor), Pearson Custom Publishing, 2004 Formula 2+2: Simple Solutions for Successful Coaching (with Douglas Allen), Berrett-Kohler, San Francisco, 2004 (translated into 4 languages) Making the 2+2 Connection: Creating Successful Teachers (with Alyce Leblanc), Corwin Press, Thousand Oaks, 2004 American Education: The $100 Billion Challenge, Dwight Allen and Bill Cosby, iPublish, Time-Warner, October 2000 Finalist, Interntional eBook Foundation Awards, Frankfurt, Germany, October, 2001 Grand Prize $50,000 Microteaching, (with Wang Weiping) Xin Hua Publishing, Beijing, 1996 Reciting the Verses of God, (with Shahin Vafai), Baha’i Publishing Trust, New Delhi, India, 1995 Learner Centred Education, (with others), Ministry of Education, Namibia, 1994 Schools for a New Century, (Introduction by Terrill Bell). Praeger Press, 1992

Consultant to more than 100 school districts, county, state, federal and international agencies.

Recipient and principal investigator of more than 20 grants and contracts from private foundations, state and national agencies totaling more than $6,000,000. Principal Investigator, ACTT Now, The Brunswick County Schools and Old Dominion University Consortium for Preparing Tomorrow’s Teachers for Technology (PT3) and Co-Founder of Project PRIME (with Roy Nichols, Superintendent of Schools, Norfolk, Virginia) – a long term project to restructure inner city schools in Norfolk. Numerous awards, national and international, including those from organizations and agencies in China, India, Uganda, Lesotho, Namibia, and Germany.

Teaching, research and service excellence awards, Virginia Council of Higher Education, Old Dominion University, and Norfolk, and Brunswick County Schools. Old Dominion University nominee, Carnegie U.S. Professor of the Year Program, 2001. The Dwight W. Allen Distinguished Professor of Educational Policy and Reform at the University of Massachusetts, endowed by a former student who credits his experiences at UMass in the school of education for his success. __________________ Revised March, 2007

title: User:Dwallen11


text:
User talk:Dwallen11

Leave a new message

title: User talk:Dwallen11


text:
How To Build a Pinewood Derby Car

Pinewood derby cars are made from kits containing a wood block, plastic wheels and metal nails for axles. The completed cars race down a multi-lane track powered by gravity and slowed by friction and wind resistance. Pinewood Derby and related races are run by Boy Scouts of America's Cub Scouts, Awana Grand Prix, Royal Rangers, Shape N Race, Kub Kar Rally, Royal Ambassadors, and others.

 * [[Image:PinePetty43.jpg|left|350 px|thumb|Pinewood derby racer modeled on [[w:Richard Petty|Richard Petty]]'s famous Plymouth Superbird ]]

Construction of a pinewood derby car involves:
 * cutting out the body
 * adding weight
 * filing and polishing the axles
 * truing and polishing the wheels
 * final alignment and assembly

A number of "speed secrets" have developed over the past half-century of pinewood derby. This book covers the hows, whys and even the physics and chemistry of this race, including

 * rear biased weight
 * lead, tungsten and zinc weights
 * extended wheelbase
 * raised front wheel
 * coned wheels
 * light wheels
 * wheel molds
 * plastic polish
 * H and V tread
 * beveled axles
 * notched axles
 * metal polish
 * shimming and alignment
 * graphite, moly, and liquid lubricants
 * and how to paint the wheel spokes silver.

This book is for kids who will be working with adults to construct their cars, for parents who will be working with their kids and purchasing tools, parts and supplies, and for race organizers who will be writing the rules, inspecting the cars and running the races.

title: How To Build a Pinewood Derby Car


text: User:Kkmurray

title: User:Kkmurray


text:
User talk:Raywood~enwikibooks

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! Iamunknown 16:45, 1 March 2007 (UTC)

Possible deletion
Hi - an IP has marked some pages created by you for deletion "at author's request". I have a suspicious nature - can you confirm that you do want them deleted or remove the tags (they are wrongly named by the way but that can be sorted). Thanks -- Herby talk thyme 18:22, 5 March 2007 (UTC)

Thanks for asking. Do delete them. Cheers!

Page Moves
I think i understand your question. If you want to create a link to a page, use double-brackets, like this:

Communication Theory

Or, to create a link to a page, you can write it like this:

Communication Theory/Introduction

Now, for some trickery, if you want the link to say something different then the title of the page, you can write this:

This is the introduction!

That will create a link that looks like this:

This is the introduction!

I hope this helps you. --Whiteknight (talk) (projects) 01:04, 6 March 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 Raywood. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Raywood~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 23:40, 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) 05:24, 19 April 2015 (UTC)

title: User talk:Raywood~enwikibooks


text:
Talk:Algorithm Implementation/Sorting/Smoothsort

This is a nice code example. However, for two reasons this implementation is not very practical:

(i) A really unfortunate choice is to require the type T to provide a swap  method. Most types and classes do not provide swap as one of its methods, and most types and classes (including built-in types) are not open to the user for adding such a method. For example, the code cannot be used to sort a simple array of ints because of that. The standard way (and the STL way) is to use a binary function void swap(T&,T&). Such a function can always be provided without having to edit the type T (which is often not possible). Ideally, one should be able to choose the swap function as argument of the algorithm.

(ii) The operator  >=  is used for comparison. This is not very flexible, especially in case one wants to use several different comparison criteria in the same code. A better way is to allow one to provide a comparison function to the sorting algorithm -- as is possible for the STL sorting algorithms. Moreover, the ">=" could be changed to the more commonly used <tt>less</tt>".

B.t.w: really bad style is "<tt>if(!(POINTER && NUMBER))</tt>..."

--130.183.84.216 16:45, 1 March 2007 (UTC)

Some issues regarding the current implementation.
First off, thanks for taking your time to comment on this implementation, I very much welcome your opinions.

Regarding your comments on the unfortunate choices:

Whilst struggling to decipher Dijkstra's original paper and actualy writing the code I took my sweet time to decide how to parameterize both the swapping and the comparison. Although its true, the STL does use a different approach, I don't see how this is by any means the "correct" or "most appropiate" way of doing things. As a matter of fact, and since the ultimate idea was to keep the code concise and direct, I believe making the implementation "STL compliant" would be too much work for nothing. Those of you who care to modify the code are more than welcome (I may be modifying this after all, but only if I find enough time to spare).

Along the same line: both the issues mentioned before can be easily solved if a "wrapper" class is implemented in place of the type parameter, even a parameterizable, STL compliant one. So this shouldn't be much of a problem.

Regarding your comments on "style":

I must disagree on this. Although there are way too many manuals of "style" there's simply no point on it, reformat/rewrite the code if this bothers you, in this case in particular its a single line and everybody who has read a C language manual knows what that means (this is a C++ implementation of the algorithm after all).

All in all, although I regard your comments as details which should be taken care of, I very much appreciate and welcome them, if I find the time I'll re-write the implementation to suit your needs.

Cheers

Changed the use of swap
I've changed the use of swap methods into swap functions. It was only used 4 places and doing so allows people to use the code on standard types without modifing the code in any way. I hope this is OK (given the discussion above, I believe it is). As to the use of >= over < -- I couldn't care less. The same goes to the use of "bad style". FrederikHertzum (talk) 22:58, 19 August 2008 (UTC)

Request for comments on the algorithm
First of all, thank you very much for your code.

I transcribed the original EWD796 to LaTeX a while ago, in order to do the same but I found that the way Dijkstra described the algorithm and his style of pseudocode simple was too alien to me. I hope that your code will help me in studying the algorithm.

Would you (if you have the chance and time) care to comment on the workings of the algorithm? The code helps immensely, but having someone who has implemented the algorithm describe it as well, would be even better.

''Just to say, i'm also reading the paper and trying to write an implementation (this time in java), and it is indeed utterly baffling. Why on earth did Dijkstra think this guarded command notation of his was a good idea? Most of the constructs map simply enough to normal languages, so there's nothing he wouldn't have had in one of those languages, and it has subroutines rather than procedures, so it doesn't have parameters or return values, which is a huge stumbling block in the path of understanding. That and his really unhelpful single-letter variable names, and the fact that he uses a few variables in the code without mentioning them at all in the text (all the ones ending in -1 or -2). It's not as if this all predates decent languages, either - he wrote that paper in 1981. I can't see any reason for it except obscurantism and arrogance. -- AnonymousCoder''

Comparison function should be external
Choice of using ">=" as the comparison function, and including it directly in the algorithm is a semantic error, because it mix different things in the same form. Extracting the comparison function is a difficulty, which shows the bad construction. For example, let's imagine we have to sort a table, with several indexes. Obviously, we cannot build several ">=" functions, and we do not want to use some 'tricks', or any complex construction. It would be much more easier (and clear) to select a comparison function for each index, if the algorithm could use these functions.

Improvements for the Delphi version
The Delphi version of this algorithm does function perfectly, great, and many thanks to the diligent programmer for (t)his work! But there are improvements possible: The isascending function is redundant(ly?) completely, simple comparisons have the same effect and use the computer ressources less. Moreover the +1 and -1 instructions can be replaced by the more efficent instructions succ and pred, and the additions and subtractions used for the same value with inc and dec.

Python version?
I'm wondering if someone could whip up a Python version of the algorithm that works. I've been unsuccessful in my attempts, and getting rather frustrated at my lack of progress...

Improvements for this algorithm
1. The both while loops in the main body (function) can be replaced by simple for loops because the number of loopings is determined (before the loop entry).

2. The both boolean operations „if b>=3 then“ in the main body or main function (building sorted array part) and „if b1>=3 then“ in the trinkle procedure seem to be redundant (unnessecary) because both variables never get the value 2 (this is a result of many experiments with different, also large numbers of sorting elements).

Sorting elements number limit of this algorithm
The number of sortable elements is limited when only 32 bit integers are used, especially with the 32th Leonardo number (7.049.155), and this number (ore one few) is the limitation for the number of sortable elements. Otherwise some variables have to be 64 bit integers, namly: b, b1, c, c1, p in the main procedure, vb and vc in the up and the down procedure and p1 in the trinkle procedure.

This algorithm is also in other or further programming languages available
Python at: https://github.com/toroidal-code/smoothsort-py

C#, VB.net, and PHP at: https://www.programmingalgorithms.com/algorithm/smooth-sort


text:
User talk:206.116.75.52

''' You are blocked for placing external links. When the block expires you are welcome to return and contribute real content -- Herby talk thyme''' 17:48, 1 March 2007 (UTC)

'''You are blocked again. If you contribute links again the block will be a long one -- Herby talk thyme''' 07:40, 29 March 2007 (UTC)

title: User talk:206.116.75.52


text:
Template:ExtRef

[ [ ] ]

An annotation in the style of a footnote that links to an external page. This is not suitable for printing.

The first parameter is the URL, the second parameter is an abbreviation or name for the footnote.

See also: Template:WikipediaRef, Template:IntRef

title: Template:ExtRef


text: Marketing/Print

title: Marketing/Print


text:
How To Build a Pinewood Derby Car/Assembly

Wheel Alignment

Wheel alignment is the process of aligning the wheel vertically (camber) and parallel to the direction of travel (toe and steer angles). When properly aligned, the wheel will "float" in the middle of the axle when the car is moving. This will reduce friction at the contact points between the wheel hub and the body or axle head.

Before starting the alignment procedure, mark each axle head to identify it as the up position. Always insert the axle with the mark facing up in the 12 o'clock position. This will assure that any effects of a slight bend in the axle can be removed by shimming. Each axle and wheel should be aligned and run at the same position. Use a muffin tin or egg carton bottom to store the wheels and axles during alignment. Mark the container Left/Right Front/Rear and put any components that you aren't using for that alignment step in the appropriate place.

Rough alignment
The goal of coarse alignment is to create an axle insertion hole in which the axle can be inserted perpendicular to the vertical and horizontal axis of the car.

Insert a single axle (without the wheel) in the car body. Do not use a hammer, instead place the axle partially into the hole and gently press it into the body. Grasp the car body firmly and press the axle head against a flat surface and insert the axle until about 7/16" is protruding. The surface should not be hard or slippery; a wooden workbench is ideal. If you are using axle slots, an axle insertion tool can be useful.

The axle should have a snug press fit in the axle hole. If the axle is too tight, don't force it. A small amount of wax can be used to for a particularly stubborn axle. A #44 drill bit (0.086 inch decimal equivalent) held between the thumb and forefinger can be used to gently ream the axle hole and remove any paint, glue or body putty that may have accumulated there.

Check the angle between the axle and body using a small ruler. When the ruler is flat against the car and touching the axle, there should be no gap at the inner or outer part of the axle. If there is, shim or bend the axle (see below) until it is straight.

Fine alignment
Fine alignment is accomplished by rolling the car back and forth on a flat, smooth surface and observing the behavior of the wheels. Observe and make changes to each wheel individually.

Camber: If the wheel moves to the axle nail head when the car is moved backward and forward, then that wheel has a negative camber; the axle head is angled upward and should be adjusted downward by shimming on the top of the axle. If the wheel moves toward the body when the car is moved backward and forward, then that wheel has a positive camber; the axle head is angled downward and should be adjusted upward by shimming on the bottom of the axle.

Toe/Steer: If the wheel moves to the body when the car is moved forward and to the axle head when the car is moved backward, then that wheel is toed in; the axle head is angled forward and should be adjusted rearward by shimming on the front side of the axle. If the wheel moves to the axle head when the car is moved forward and to the body when the car is moved backward, then that wheel is toed out; the axle head is angled backward and should be adjusted forward by shimming on the rear side of the axle.

Alignment should be performed on a smooth, flat surface with a slight incline. The rise of the incline should be no more than 1/4" inch over the course of several feet (half a degree or less of angle). The car will roll slowly or can be pushed gently down the slope. Place a stop at the top and bottom of the slope.

Alignment is accomplished with multiple trials of running the car down the slope with the front end facing down the slope or, in reverse, with the rear facing down the slope in the direction of travel. Allow the car to run about a foot down the slope and observe and record your observations for one of the wheels.

Start with the front wheel; in the raised wheel configuration, concentrate on the wheel that is in contact with the track. First assure that the car moves straight down the track without turning in one direction or the other. Shim the axle (see below) to turn the wheel with respect to the car body so that the car tracks straight.

Once the car tracks straight, observe the "IN-OUT" behavior of the wheels. Here, IN is toward the body and OUT is away from the body. Perform two trials with the car facing forward. First, move the wheel in to touch the body and roll (or let the car roll) down the slope. Next, move the wheel to the end of the axle and repeat the forward trial. If the wheel moves from the inside to the outside, and stays at the outside when starting there, the result of this trial is OUT. Likewise, if the wheel moves from the outside to the inside, and stays at the inside when starting there, the result of the trial is IN. If the wheel stays put each time, the axle is aligned or nearly aligned.

Reverse the car so that the rear is facing down the slope and repeat the trial to determine IN, OUT, or no movement.

If the wheel always moves to the inside (IN-IN), this means that the axles are canted downward and the downward force of the body tends to move the wheels in no matter which way the car is rolling. Shim or bend the axle slightly upward and repeat the trials.

If the wheel always moves to the outside (OUT-OUT) it is canted upward and must be shimmed or bent downward.

If the wheel moves out when the car is facing forward and in when facing backward (OUT-IN), this is an indication of rearward cant. Shim or bend the axle forward.

If the wheel moves in facing forward and out facing backward (IN-OUT), the axle is canted forward and should be shimmed or bent to a more rearward facing angle.

The axle angle should be changed slowly with repeated trials after small adjustments. Concentrate on one wheel at a time and use a pencil and notepad to record the results of the trials.

Wax paper shimming

The wax paper shimming method relies on small strips of wax paper inserted into the axle holes to change the angle of the axle. Cut a few dozen strips of wax paper 1/8" by 1/2". Bend the shim slightly along the long axis and insert it into the axle hole 1/8" and bend it back along the car body. Place the shim on the side of the axle opposite to the direction you want the axle to move. For example, if the axle is canted downward and you want to angle it back up, place the shim(s) at the bottom of the axle (6 o'clock position). If the axle is canted forward, shim forward, if it is canted backward, shim back. If the axle is tilted upward, place the shim at the 12 o'clock position.

Place one shim at a time and work on one wheel at a time while checking the IN/OUT behavior of the wheel. Keep track of how many shims are placed and their location (12, 3, 6, 9 o'clock positions) in each axle hole. If a set of shims falls out or is damaged, simply replace them with the same number of new shims and the axle alignment should be comparable.

Once the alignment is compete, remove the excess wax paper by trimming with a sharp utility knife. Use care to avoid scratching the axles and be sure that there are no wax paper scraps inside the hub.

Wax paper is approximately one one-thousandth of an inch thick (25 µm). Neglecting compression, a single thickness of shim should change the axle angle 0.1 degrees.

Axle Lubrication
Lubricants are used on the wheel-axle and wheel-body contact areas.

Dry lubricants

 * Graphite:Powdered graphite is one of the most common dry lubricants for Derby racing. Alkyd-based graphite lubricating paint such as "EZ-Slide" can also be used.
 * Molybdenum disulfide:Molybdenum disulfide is a dry lubricant similar to graphite. Commercially it is known under the names "Moly Lube" and "Dri-slide" and is used for lubrication for guns, automobiles and bicycles. It is also an excellent lubricant for pinewood derby applications. Moly/graphite mixtures are also used.

 * Teflon:Teflon is the trade name for polytetrafluoroethylene (PTFE) polymer. Powdered Teflon is a common Derby car lubricant.

Liquid lubricants

 * Krytox:Krytox oils and greases are perfluoropolyether (PFPE) synthetic lubricants made by DuPont. Krytox 100 is an ISO Grade 5 oil with a coefficient of friction of 0.08 that has been used in pinewood derby racing (MSDS).

 * Nyoil:Nyoil II is a general purpose lightweight synthetic hydrocarbon oil that has been used with pinewood derby racers (MSDS).

 * Silicone:Silicone is liquid lubricant that has been used with Derby racers. Not to be confused with the element silicon, silicones are polysiloxanes, an organic/inorganic polymer. Note that the carrier solvent in some spray silicon lubricants can melt the wheel plastic.

Spray on lubricants
Alkyd based graphite spray paint in naptha and mineral spirits carrier (MSDS) can be used to paint axles and portions of the car body with a thin graphite coating. Care should be taken with this spray since the naptha may dissolve plastic and paint. When the carrier solvent evaporates, the alkyd resin hardens and holds the graphite in place. Graphite coating is used on lawn mowers and farm equipment to keep cuttings and other material from sticking.

Bushings
A simple bushing can be made from graphite tape: sticky on one side and graphite on the other. The bushing is stuck to the car body before the axle is inserted. When it is in place, the inner axle hub will rub against the bushing rather than the car body should the wheel move inward. A similar effect can be achieved by painting the portion of the body near the axle with graphite spray paint.


text:
How To Build a Pinewood Derby Car/Wheels

Pinewood derby wheels are made by an injection molding process that leaves undesirable blemishes and imperfections in the parts. Since the wheels are the only moving parts, their quality has a significant effect on performance. Stock wheels are 1.190 inch diameter and 0.415 inch wide with a 0.310 wide tread contact area. This chapter covers selecting wheels, sanding, shaving or lathing the tread, coning the hubs, polishing the bores, balancing and, as a final touch, highlighting the spokes and raised letters. As always, know the rules of your organization before starting your work.

Mold matching
BSA car wheels are pressed from 18 different molds, each with slightly different characteristics. The wheels are split up and packed into boxes randomly, but the best performance results are often obtained from wheels from the same select mold.

Out of round wheels can be corrected by lathing or shaving. Some wheels have a particularly bad wobble that can set up vibrations even when the wheels are lathed, balanced and run on polished axles. If you suspect that you have such a wheel, it may be advisable to discard it and use a wheel from a different kit. Note that a particular mold number does not assure a particular performance characteristic due to run-to-run variation within that mold. Always test your wheels and discard those that perform poorly no matter what the mold.

Sanding and Shaving
The simplest wheel treatment is sanding. Here, the wheel is held in a mandrel and inserted in the chuck of a drill or drill press. Sandpaper is used to dress the wheel tread surface to remove the sprue gate trim and leave the outer surface of the wheel flat.

Lathing

Lathe work on a pinewood derby car wheel can range from simple truing of the outer diameter to the removal of substantial quantities of material from the wheel. A lathe can also be used to cut a V or H tread pattern in the wheel.

Light wheels are advantageous because a large fraction of the kinetic energy of the car is contained in the rotational energy of the wheel (see the Physics chapter). Light wheels mean less rotational energy in the wheels and therefore more linear speed. True wheels mean less wobble and straight tracking. You want the wheel to remain in the middle of the axle and have the minimum contact with the car body and axle head.

 * {| class="wikitable" style="text-align:center" border="2" cellpadding="4"

!Treatment || Weight (g) || Weight (oz)  || Set (oz)
 * + Approximate Wheel Weight
 * Stock BSA || 3.6 || 0.13 || 0.51
 * Lathed || 3.3 || 0.12 || 0.47
 * Light || 1.0 || 0.035 || 0.14
 * Outlaw || 1.1 - 1.4 || 0.039 - 0.049 || 0.16 - 0.20
 * }
 * Light || 1.0 || 0.035 || 0.14
 * Outlaw || 1.1 - 1.4 || 0.039 - 0.049 || 0.16 - 0.20
 * }
 * }

Coning
Wheel coning is the process of modification of the inside wheel hub to reduce hub-to-body contact area and thereby the drag. Although the hub should not ride on the body, it will make intermittent contact as the car moves down the track.

The hub can be coned using a lathe, a rotary tool or drill press with a grinder bit, or a special hub tool for pinewood derby wheels. When the plastic has been removed, the hub surface should be sanded first with #220 and then #400 sandpaper and buffed with a plastic polish. The polish can also be used on the body where the hub makes contact and be sure to use lubricant here as well.

Bore reaming and polishing
Polishing the inner surface of the hub can reduce friction between the wheel and axle. Bore polishing kits consist of a cylindrical tool that mounts in the chuck of a drill and has two prongs that hold a pipe cleaner. A liquid abrasive with 1 μm (0.001 mm) aluminum oxide abrasive crystal is used to polish the bore. The polish can be used with the pipe cleaner holding tool or with a pipe cleaner or cloth alone. The abrasive is capable of removing scratches down to 5 μm (micromesh 4000) The aluminum oxide abrasive also makes an excellent polish for the car's paint.

Note: Do not use a high-speed rotary tool for wheel polishing! You can easily melt the plastic wheel due to the friction at high RPM. Use a variable speed drill at low speed or polish by hand.

Balancing
With balanced wheels, an equivalent mass is distributed about the axle slot. To balance a wheel using a static wheel balancer, insert the rod through the wheel and suspend the wheel in the wheel balancing tool. Suspended in the magnetic bearings, the wheel will rotate so that the heaviest part is at the bottom. Mark the wheel, remove it from the device and remove a small amount of the material from the heavy side using sandpaper or a sharp knife (e.g. X-acto knife). Remove material from the inside of the wheel by scraping or sanding so that the tread area remains unaffected. Replace the wheel in the tool and repeat the balancing procedure until the wheel remains stationary in any position.

Wheel Alignment
See Assembly: Wheel Alignment.

Painting the spokes and letters
Painting the mock wire wheels silver and raised letters white won't make your car go any faster, but it will make it look better. Use a silver enamel model paint and a fine brush to paint the spokes. The brush should be nearly dry and gently touch the side of the brush to paint the raised spokes. To paint the raised letters, paint a small area of paper with white enamel and use the wheel like a stamp on a stamp pad to pick up a small amount of the paint on the letters. Let the paint dry thoroughly before doing any more work with the wheels.


text:
How To Build a Pinewood Derby Car/Block

This chapter covers designing the car, setting the wheelbase and drilling the axle holes, cutting out the block, adding weight holes, sanding, and painting. At the end of this process, you will have a car body that weighs approximately 4.25 ounces that is painted and is ready for the insertion of wheels and axles. If you are not absolutely sure about what is allowed in your pack, district, or other organization's rules, now is the time to find out. Remember, there is no single set of rules and there is wide variation among the different sets. Get a hard copy of your organization's latest rules and if you have any questions, ask. Of particular importance in this chapter is whether the stock wheelbase and axle slots must be used. Another issue is the weight of the wheels. If your organization allows light wheels, you will need up to one-third of an ounce of additional weight in the body to make up for the reduced wheel weight.

Designing the car
The standard pinewood derby block is approximately 7.0 inches long by 1.75 inches wide by 1.25 inches tall. It has a typical density of 0.0138 lbs/in3. The block is supplied unsanded with grooves cut on the bottom side to accept the axles. The blocks weigh approximately 3.4 ounces.

The first step in designing your car is picking the wheelbase. If the rules of your race do not specify that the original wheelbase or axle slots must be used, it is often possible to improve car performance using the longest wheelbase. WIth a long wheelbase, the weight can be moved further to the back while still remaining forward of the rear axle and errors in wheel alignment will affect the long wheelbase car less since it has a larger turning radius for a given angular wheel deflection. The standard pinewood derby wheelbase is about 4.5 inches. The extended wheelbase is 5.75 inches with the wheels 5/8 inch from the end of the 7 inch block. Even when the standard wheelbase is required by the rules, it may be possible to move the rear axle back by cutting off the back of the block, leaving 5/8 inch between the axle slot and the back of the block, and gluing the removed piece to the front of the car.

A may be useful for designing your car. There are templates available online (both free and commercial   ) Keep in mind where the weights will go and how much space you will need. Remember that you want the center of gravity to the rear and low.

Drilling the Axle Slots
Axles can be installed in slots or holes. Unless installation in the original slot is required, a drilled axle hole will make wheel and axle alignment easier. If the axle slots must be used, you should still drill a pilot hole in the slot to assure that it is the correct size. The holes should be drilled with a #44 bit (0.086 inch decimal equivalent) for a 0.087 inch axle. A #43 (0.089 inch decimal equivalent) can be used for oversize axles or pre-1999 car kits. The bit should be held in a drill press or, if one is not available, an axle hole jig can be used.

The performance of the car can often be improved if one wheel (typically front) is raised approximately 1/32 to 1/16 inch on the car body. This wheel is not in contact with the track and doesn't spin, thus (ideally) the rotational energy is lower and translational kinetic energy (and speed) is higher (see the chapter on Physics for more information). Note that the wheel-to-axle friction is not reduced since the car's weight is distributed on three rather than four axles. The raised wheel may still contact the guide rail and, if it contacts the track, energy is expended when the wheel spins up to speed. The smoother the track, the greater the three-wheel advantage.

Cutting out the block
After you have settled on a design, drilled the axle holes and decided where the weights will go, it is time to cut out the block. Use a pencil to mark the cuts and use a coping saw, scroll saw or band saw to cut the block. The venerable wedge or "flying doorstop" design can be created with a single cut of a miter saw. After cutting, a wood file or rasp or a hand held rotary tool, such as the Dremel Moto-tool can be used to round edges and add detail. A small amount of wood whittling can be used to good effect.

Once the overall shape of the block has been achieved, use sand paper to create a smooth surface. Start with coarse (50 to 60 grit), and move on to finer grit (150 to 220).

It is often easier to cut the weight holes (see below) before cutting out the body.

Adding weight
Before painting the block, you will want to add enough weight to bring the block, wheels, axles, and any accessories to about 4.9 ounces. Do not go over this weight; it is easier to add weight than to take it away, especially if you plan ahead.

The best car designs typically have the center of gravity (balance point) such that most of the weight is over the rear wheels. A center of mass 1 to 1.25 inches in front of the rear axle is readily achieved and gives good performance. A rear bias places more of the downward force on the rear wheels and less on the front wheels (one of which may be raised anyway ) Another positive effect of rear weight bias is the slightly greater potential energy that results from the car center of mass starting at a greater height above the flat portion of the track. However, if the weight is too far to the rear, the nose of the car may lift and the car may jump the track. This is a greater problem on older wood tracks. On S-shaped tracks with a gently sloping start, a front bias can be helpful for quick acceleration.

Several materials and a number of different kinds of weights can be used and each requires planning for proper placement.

 * Lead:Lead is the one of the most often used weighting materials for pinewood derby cars. Lead can be easily cut to achieve the desired weight. Drawbacks are its toxicity, especially the fumes when heated. Melting and pouring lead is not recommended due to dust and fume inhalation and the possibility of splashing onto the eyes and skin. A 3/8" diameter lead wire weighs one ounce for every 1-1/2".

 * Tungsten:Tungsten is about 70% more dense than lead (19.25  g/cm3compared to 11.34 g/cm3) and therefore gives you the same weight in about 40% less volume. Another benefit is that, unlike lead, tungsten is not toxic. On the other hand, tungsten is hard and difficult to machine, so addition and subtraction of weight must be done by adding and subtracting tungsten ball bearings or powder. Two half-ounce 3/8" diameter tungsten cylinders is just over 3/4" end-to-end.

 * Zinc:Zinc is less dense than either lead or tungsten (7.14  g/cm3), but it is not toxic and can be cast into parts that can be attached to the car with screws or nails.

The standard wheel and axle set weight about 0.48 ounces, therefore a good target weight for the block prior to wheel and axle insertion is 4.42 ounces. Put the block, wheels,and axles on the scale and add weights until the total is about 4.9 ounces. This leaves a tenth of an ounce to add prior to weigh-in; remember that it is almost always easier to add weight than to subtract it. At this point, make sure that you have a plan for bringing the car up to weight after painting and installing the wheels and that you can easily adjust the weight during the weigh-in process. Adhesive weights can be used, but it is critical that the correct guide rail clearance is maintained under the car. If you do not want to add weight to the top of the car, you should have a recessed area for weights underneath.

Weight holes can be cut using a brad point drill bit either from the rear or across the car body. Use a drill press or use care with a hand drill. The brad point drill bit (also called the lip and spur or dowelling bit) is a variation of the twist drill which is optimized for drilling in wood. Conventional twist drill bits do tend to wander when presented to a flat workpiece.

Center the weights in the body and glue them in place. Add body filler or wood putty and sand smooth. The center of mass of the body can be determined by placing the body on top of a drill bit and moving it back and forth in seesaw fashion until the balance point is reached.

Painting
Once the block is at the proper weight with axle holes or axle slot pilot holes drilled, it can be painted. Use a good wood primer and sand between coats with 400 and 600 grit wet or dry sandpaper that has been dipped in water. When the primer has been applied, a spray paint for plastic model or general applications can be used.

Windows can be added using silver enamel with black frames, headlights in yellow and tail lights in red. Decals or stickers can be used for additional decoration.

Be creative, have fun, but give the block a few days to a week to dry before assembly.

Waxing your paint will make for less wheel braking friction also before assembly. A small amount of graphite spray paint can be applied to the point where the hub contacts the car body.

title: How To Build a Pinewood Derby Car/Block


text:
How To Build a Pinewood Derby Car/Axles

Pinewood derby axles are one inch long, 0.087 inch diameter zinc plated steel nails. The minimal axle treatment is the removal of the burrs and crimp marks with a file, followed by sanding and polishing. When it is allowed by the rules, the axle shaft can be cut with grooved and the head tapered. The grooves reduce the contact area between the axle and wheel hub bore and tapering reduces the contact area between the axle head and the outer hub.

The steps to axle preparation are

 * File to remove burr and crimp marks
 * Straighten
 * Bevel (if desired)
 * Notch (if desired)
 * FIle, sand and polish

Note the difference between the axle, axel and axl.

Straightening
Straightening the axle is best accomplished using an axle press or with a small hammer and anvil such as on a bench vise. In either case, the worst of the burr and crimp material near the axle head should be filed off by hand or with the axle chucked into a rotary tool or hand drill.

With an anvil, hold the axle flat against the face with the nail head over the edge. Rotate the axle until you can see a slight gap between the face and axle then gently tap near the head. Continue rotating the axle and gently tap around the axle. Check the axle straightness by chucking it into the drill and observing the runout as it rotates. If you are running a raised wheel car, select the axle with the most runout for the raised wheel position. The axle press is an anvil split in two with a hole for the axle and an indentation for the axle head. A hammer is used to tap the head into the indentation and forge the angle in the head. The press has a flat side and an indented side. To straighten the axle, first make a mark on the nail head. Insert the axle into the flat side of the press with the mark at the 12 o'clock position. Place the axle press on its side and strike it several times with a hammer, then rotate to the 4 o'clock position. Hammer, rotate to the 8 o'clock position, then hammer again.

Beveling and tapering
Axles can be beveled or tapered with a file, axle press, or lathe. To taper with a file, clamp the axle in the chuck of a drill or drill press. Hold the file at an angle near the axle head. It is helpful to clamp the drill in a vise to hold the axle steady. A drill press is highly useful here, but excellent results can be obtained with hand held tools.

To bevel the axle with the axle press, place the press on a flat surface with the indentation facing upward and insert the axle with the notch at the 12 o'clock. Hammer lightly on the axle head. Repeat the process at the 4 and 8 o'clock positions. If you do not want a beveled axle head, use the opposite flat side of the axle press to straighten the axle head.

If you are fortunate to have both access to a lathe and the appropriate skills, bevels, grooves and any number of axle and wheel modifications can be performed. Since such use is rare in car construction, details of such processes will be omitted.

Notches and grooves
Axles can be notched with grooved to reduce the contact area between the axle and the wheel. This won't directly reduce the friction because the downward force is distributed over a smaller area (see the Physics chapter). However, the groove can also serve as a lubricant reservoir and make it easier to get a good coating of lubricant on the axle.

You can use a metal file to make a 1/4" groove that is 3/16" from the axle head. This process requires a lathe, drill press or rotary tool bench mount and a jig that will hold the file perpendicular to the axle shaft at the proper point. Remove a small amount (about 0.01") with the file and polish the axle using the method below. If you choose to purchase a lathed axle (check your pack rules to see whether this is allowed), you should polish it as well, starting with the finer grit sandpaper.

Polishing
Polishing should be done last, after straightening, beveling and notching. Put the axle in the chuck of a rotary tool or drill with about 1/2" of the axle showing. A rotary tool wrapped in a shop towel and gently clamped into a bench vise makes an excellent axle polishing lathe.

Start with a file to gently remove any burr material that you missed in the above steps then move on to sandpaper.

Use wet/dry sandpaper starting with CAMI 400 grit (30 micron = 30 μm = 0.03 mm). Cut the sandpaper into 1/4" strips that are several inches long. Dip the paper in water and sand the exposed portion of the axle for approximately 30 seconds with the axle rotating at high speed. Don't forget to polish under the axle head. Folding the sandpaper in half can help here. Proceed to 600, 1200, and 1500 grit sandpapers. Cushioned abrasives are available down to 3 micron grit. Diamond paste polishes are available from 45 μm down to 0.1 μm.

After sanding to about 3 - 5 micron grit with sandpaper, use a shop rag with a small amount of metal polish to get a shiny finish.

Take the axle out of the chuck and rub away any remaining grit or polish.

Oversize axles
Official BSA axles are 0.087 inch diameter. A slightly oversize axle can reduce wheel wobble.

Nickel plating
Stock BSA axles are zinc plated. Nickel plated "speed" axles can be polished to a smoother finish than zinc.

Axle alignment
See Assembly: Wheel Alignment.

title: How To Build a Pinewood Derby Car/Axles


text:
Horticulture/Thrips

Thrips (Order Thysanoptera) are tiny, slender insects with fringed wings (thus the scientific name, from the Greek thysanos (fringe) + pteron (wing)). Other common names for thrips include thunderflies, thunderbugs and corn lice. Thrips species feed on a large variety of sources both plant and animal by puncturing them and sucking up the contents. A large number of thrips species are considered pests, because they feed on plants with commercial value. Some species of thrips feed on other insects or mites and are considered beneficial, while some feed on fungal spores or pollen. So far around 5,000 species have been described.

Thrips are generally tiny (1 mm long or less) and are not good flyers, although they can be carried long distances by the wind. In the right conditions, many species can explode in population and swarm everywhere, making them an irritation to humans.

Like the word sheep, the word thrips is used in both the singular and plural numbers. So while there may be many thrips there can also be a solitary thrips. The word thrips is from Greek, meaning wood louse.

Symptoms and Signs
Many thrips are pests of commercial crops due to the damage caused by feeding on developing flowers or vegetables which causes discoloration, deformities, and reduced marketability of the crop.

Thrips in the genera Frankliniella (flower thrips) and Thrips also spread plant diseases through the transmission of viruses, such as Tospoviruses. The western flower thrips, Frankliniella occidentalis, has a worldwide distribution and is considered the primary vector of plant diseases caused by Tospoviruses. Over 20 plant infecting viruses are known to be transmitted by thrips. These enveloped viruses are considered among some of the most damaging of emerging plant pathogens around the world. Virus members include the ../Tomato Spotted Wilt Virus and the ../Impatiens Necrotic Spot Virus/es.

Ecology
Thrips feed by piercing plant cells with their paired maxillary stylets, which form a feeding tube. Thrips, unlike the Hemiptera, have only one mandibular stylet, or if a second is present it is greatly reduced and non functional. The one fully formed mandibular stylet is used to pierce an entry hole in plant cells or pollen grains, wherein the maxillary stylets can easily enter the cell and suck out the contents. Thrips feed on hundreds of different crop plants, especially during flowering where they also feed on pollen.

To survive the winter temperatures most thrips species over-winter as either adults or as pupae under ground litter. A typical flower thrips generation time will be from 7 to 22 days depending on the temperature. The eggs are about 0.2 mm long and reniform (kidney shaped), and may take on average 3 days to hatch. Thrips have 2 larval stages then go through a prepupal and a pupae stage, with the adults taking 1 to 4 days to reach sexual maturity. In the two suborders, the females of the Suborder Terebrantia are equipped with an ovipositor which they use to cut slits into plant tissue into which they insert their eggs, one per slit, while females of the Suborder Tubulifera lack an ovipositor and lay their eggs singly or in small groups on the outside surface of plants.

title: Horticulture/Thrips


text:
General Astronomy/The Apollo Missions

The first mission to land humans on the moon was the United States Apollo 11. The astronauts on board were Neil Armstrong and Buzz Aldrin, who explored the lunar surface on July 20, 1969. Armstrong debarked from the Lunar Module "Eagle" spacecraft first. After setting foot on the surface of the moon, he uttered the famous words: "That's one small step for a man, one giant leap for mankind."

title: General Astronomy/The Apollo Missions


text:
Horticulture/Capsicum

Capsicum is a genus of plants from the nightshade family (Solanaceae). Some of the members of Capsicum are used as spices, vegetables, and medicines. The fruit of Capsicum plants have a variety of names depending on place and type. They are commonly called chilli pepper, red or green pepper, or just pepper in Britain and the US; the large mild form is called bell pepper in the US, capsicum in Australian English and Indian English, and paprika in some other countries (although paprika can also refer to the powdered spice made from various capsicum fruit).

Capsicums originated in the Americas, but are now grown worldwide. The name given to the fruits varies between English-speaking countries.

In Australia, New Zealand and India, heatless species are called "capsicums" while hot ones are called "chilli/chillies". The term "bell peppers" is rarely used, usually in reference to C. annuum and other varieties which look like a "capsicum" or bell but are fairly hot.

In the United Kingdom, Ireland, and Canada, the heatless varieties are called "peppers", "sweet peppers" or "capsicums" (or "green peppers," "red peppers," etc.) while the hot ones are "chilli/chillies" or "chilli peppers".

In the United States, the common heatless species is referred to as "bell peppers," "sweet peppers," "red/green/etc peppers," or simply "peppers", while the hot species are collectively called "chile/chiles," "chili/chilies," or "chili/chile peppers" (one L only), "hot peppers", or named as a specific variety (e.g., banana pepper). In many midwestern regions of the United States the Sweet Bell Pepper is commonly called a mango With the modern advent of fresh tropical fruit importers exposing a wider latitude of individuals to the tropical fruit variety of the Mango, this definition is becoming archaic. However many menus still call a stuffed Bell Pepper a Mango.

The name "pepper" came into use because the plants were hot in the same sense as the condiment black pepper, Piper nigrum. But there is no botanical relationship with this plant, nor with Sichuan Pepper.

In Indian English, the word "capsicum" is used exclusively for bell pepper. All other varieties of chili peppers are called chilli.

Description
Peppers are shrubby perennials, typically with simple, entire leaves. Flowers are white, in axillary groups.

Growing Conditions
Full sun, rich, well-drained soil, with adequate irrigation.

Species

 * ../Capsicum annuum/
 * (incl. bell pepper, paprika, pimento, jalapeño, cascabel)
 * ../Capsicum frutescens/
 * (incl. cayenne pepper, African birdseye)
 * ../Capsicum chinense/
 * (incl. habanero, scotch bonnet, Naga Jolokia pepper)
 * C. pendulum (incl. Piri piri)
 * C. pubescens (incl. rocoto)
 * C. minimum
 * C. baccatum (incl. Ají)
 * C. abbreviatum
 * C. anomalum
 * = Turbocapsicum anomalum
 * C. breviflorum
 * C. buforum
 * C. brasilianum
 * C. campylopodium
 * C. cardenasii
 * C. chacoense
 * C. ciliare
 * C. ciliatum
 * C. chlorocladium
 * C. coccineum
 * C. cordiforme
 * C. annuum
 * C. cornutum
 * C. dimorphum
 * C. dusenii
 * C. exile
 * C. eximium
 * C. fasciculatum
 * C. fastigiatum
 * C. frutescens
 * C. flexuosum
 * C. galapagoensis
 * C. geminifolum
 * C. hookerianum
 * C. lanceolatum
 * C. leptopodum
 * C. luteum
 * C. microcarpum
 * C. minutiflorum
 * C. mirabile
 * C. parvifolium
 * C. praetermissum
 * C. schottianum
 * C. scolnikianum
 * C. stramonifolium
 * Witheringia stramonifolia
 * C. tetragonum
 * C. tovarii
 * C. villosum
 * C. violaceum

Uses
Capsicum fruits can be eaten raw or cooked. Those used in cooking are generally varieties of the C. annuum and C. frutescens species, though a few others are used as well. They are suitable for stuffing with fillings such as cheese, meat or rice.

They are also frequently used both chopped and raw in salads, or cooked in stir-fries or other mixed dishes. They can be sliced into strips and fried, roasted whole or in pieces, or chopped and incorporated into salsas or other sauces.

They can be preserved by drying or pickling. Dried peppers may be reconstituted whole, or processed into flakes or powders. Pickled or marinated peppers are frequently added to sandwiches or salads. Extracts can be made and incorporated into hot sauces.

The fruit of most species of Capsicum contains capsaicin (methyl vanillyl nonenamide), a lipophilic chemical that can produce a strong burning sensation in the mouth (and, if not properly digested, anus) of the unaccustomed eater. Most mammals find this unpleasant; however, birds are unaffecte. Apparently, the secretion of capsaicin is an adaptation to protect the fruit from consumption by mammals while the bright colors attract birds that will spread the seeds. The amount of capsaicin in peppers is highly variable and dependent on genetics, giving almost all types of peppers varied amounts of perceived heat. The only pepper without capsaicin is the bell pepper. Chile peppers are of great importance in Native American medicine, and capsaicin is used in modern Western medicine—mainly in topical preparations—as a circulatory stimulant and pain reliever.

Most of the capsaicin in a pepper is found in the interior ribs that divide the chambers of the fruit, and to which the seeds are attached. At the stem end of the pod, glands secrete the capsaicin, which then spreads throughout, but is concentrated on the ribs and seeds. The amount varies very significantly by variety, and is measured in Scoville heat units (SHU), ranging from the mild bell pepper to the scorching Habanero chile.

In addition to the colunary varieties, some peppers are also grown as ornamental plants, for their colorful and showy fruits.

Propagation
Primarily by seed, though cuttings can be made if desired. Seedlings are usually started in flats, then transplanted to the field.

Harvest
Harvest fruits when green or when fully ripe.

Pests and Diseases
../Blossom End Rot/

../Tobacco Rattle Virus/

../Potato Moptop Virus/

White Mold (../Scletotinia sclerotiorum/)

Southern Blight (../Sclerotium rolfsii/)

../Aphids/ ../Scales/ ../Psyllids/ ../Bugs/ ../Thrips/ ../Maggots/ ../Beetles/ ../Weevils/ ../Caterpillars/ ../Mites/
 * Green Peach Aphid: ../Myzus persicae/
 * Potato Aphid: ../Macrosiphum euphorbiae/
 * Melon Aphid: ../Aphis gossypii/
 * Bean aphid: ../Aphis fabae/
 * Hemispherical scale: ../Saissetia coffeae/
 * Tomato Psyllid: ../Bactericerca cockerelli/
 * Tarnished Plant Bug: ../Lygus lineolaris/
 * Garden Fleahopper: ../Halticus bractatus/
 * Western Flower Thrips: ../Frankliniella occidentalis/
 * Onion Thrips: ../Thrips tabaci/
 * American Serpentine Leafminer: ../Liriomyza trifolii/
 * Pepper Maggot: ../Zonosemata electa/
 * Palestriped Flea Beetle: ../Systena blanda/
 * Potato Flea Beetle: ../Epitrix cucumeris/
 * Western Potato Flea Beetle: ../Epitrix subcrinita/
 * Pepper Weevil: ../Anthonomus eugenii/
 * Beet Armyworm: ../Spodoptera exigua/
 * Yellowstriped Armyworm: ../Spodoptera ornithogalli/
 * Western Yellowstriped Armyworm: ../Spodoptera praefica/
 * Variegated Cutworm: ../Peridroma saucia/
 * European Corn Borer: ../Ostrinia nubilalis/
 * Corn Earworm: ../Helicoverpa zea/
 * Tobacco Budworm: ../Heliothis virescens/
 * Hornworms
 * Broad Mite: ../Polyphagotarsonemus latus/
 * Cyclamen Mite: ../Steneotarsonemus pallidus/

title: Horticulture/Capsicum


text:
Advanced Interactive Media/Comparisons

There are many different types of media in this profession, and with many types of media comes many ways to do one thing. This chapter is to discuss the differences/pros/cons of some of the popular things in media today.

title: Advanced Interactive Media/Comparisons


text:
HyperText Markup Language/Tag List/table

Use
The table tag is for creating a table in the HTML code. It is a simple way of organising a large amount of data. With the attributes the user can manipulate the table to create a table that suits the webpage.

Example
This is an example of the layout coding for a basic table:

This is what the table looks like on the webpage:

border
This attribute sets the border to a value. The default value is Zero "0".

align
This attribute aligns the table. The user has three choices: center, left or right.

width
This one tells the coding how wide the table is. It can be either in pixels or in a percentage, according to the screen

cellpadding
This sets the space around a cell. It has to be set to a value of 0 to 5. Default is 0.

cellspacing
This attribute is the space between cells. This attribute makes the border around them larger. It has to be set to a value of 0 to 5. Default is 0.

spacing
This attribute basically tells the user what the intentions to the table are. It is not seen on the webpage. It is is comment.

Standard attributes

 * align
 * border
 * cellpadding
 * cellspacing
 * width

More info
http://www.yourhtmlsource.com/tables/basictables.html Tables on yourhtmlsource


text:
How To Build a Pinewood Derby Car/Tools

Bench Vise

 * Uses:Holding block.
 * Safety:Adult supervision

Coping saw

 * Uses:Cutting block.
 * Safety:Adult supervision

Scroll saw

 * Uses:Cutting block.
 * Safety:Adult use, safety glasses

Band Saw

 * Uses:Cutting block.
 * Safety:Adult use, safety glasses

Belt Sander

 * Uses:Sanding and squaring block.
 * Safety:Adult use, safety glasses

Hand Drill

 * Uses:Axle holes, weight holes, wheel sanding, axle polishing.
 * Safety:Adult supervision, safety glasses

Drill press

 * Uses:Axle holes, weight holes, wheel sanding, axle groove cutting.
 * Safety:Adult use, safety glasses

Axle hole tool

 * Uses:Drilling accurate axle holes and pilot holes for axle slots without a drill press (U.S. Patent 6,904,694).
 * Safety:Adult supervision, safety glasses

Axle insertion tool

 * Uses:Axle insertion without hammer
 * Safety:Adult supervision

Axle Press

 * Uses:Axle straightening and beveling/tapering (U.S. Patent Application 20060090536).
 * Safety:Adult supervision, safety glasses

Wheel bore polishing tool

 * Uses:Polishing hub bore
 * Safety:Adult supervision

Hub tool

 * Uses:Hub reaming, squaring and coning (U.S. Patent 6,969,312).
 * Safety:Adult supervision

Wheel mandrel

 * Uses:Wheel sanding and polishing (U.S. Patent Application 20050110224).
 * Safety:Adult supervision, safety glasses

Wheelshaver

 * Uses:Wheel surface and side treatment.
 * Safety:Adult supervision

Outer hub shaver

 * Uses:Flattening outer hub.
 * Safety:Adult supervision

Wheel balancing tool

 * Uses:Static balancing wheels.
 * Safety:Adult supervision

Lathe

 * Uses:Wheel and axle modifications.

Band saw

 * Uses:Body cutout.

title: How To Build a Pinewood Derby Car/Tools


text:
Beginner's Guide to Adobe Flash/Color/Color Mixer

The Color Mixer controls the inventory of the Color Swatches Panels. New colors can be created using various color modes: RGB, HSB and hex, using manual values or from the color picker. The Color Mixer contains four channels: red, green, blue and alpha (transparency). These are all adjustable with sliders including a tint slider. In this manner, new colors can be created from existing colors, i.e. two web-safe colors combined to create a new color, and then added to the Color Swatches panel. The flexibility of the Color Mixer panel allows any color swatch to be loaded and modified. Using the Eyedropper tool, a color can be picked up from anywhere in the Flash interface, on the desktop, from other applications, etc. This can also be done directly through the Color Swatches panel, but cannot be stored unless added through the Color Mixer's "Add Swatch" command.

If you would like to fill a bitmap from your library with color, you have the option to. Start by selecting your bitmap that you would like to fill with the selection tool. Next, open up your color mixer panel and then choose Bitmap from the Color style menu. If you have bitmaps stored in your present library, they're available from the Bitmap Preview section of your Color Mixer Panel. Click on your bitmap and it will automatically fill the selected object.

The Color Mixer panel is also where gradients are accessed, discussed later in this section.

../Color Swatches/ | ../Gradients/


text:
User talk:69.114.118.210

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. —The preceding unsigned comment was added by Mattb112885 (talk • contribs).

title: User talk:69.114.118.210


text:
Beginner's Guide to Adobe Flash/Symbols/Graphic

Graphic Symbols are the most basic of the three symbols and are mainly for static images, but one can use animation in a Graphic Symbol, but Flash will ignore any sounds or actions inside it. They also do not play independently of the main timeline, this requires an allocated frame on the main timeline.

When should you use a Graphic Symbol?
Because shapes drawn on the stage are rendered in each frame of the Flash player, sometimes they take up more resources and processor cycles than are necessary. Using an instance of a Graphic Symbol, because it is a copy of a symbol in the library, will take up fewer resources because in each frame, the Flash player refers back to the original and makes the necessary changes.


text:
User talk:AiClassBurleson

Hello and welcome to Wikibooks. I noticed you uploaded image:AJC98F.jpg and called it public domain. I read the royalty-free EULA and it does allow redistribution so what you did isn't (as far as I can tell) a copyvio, but claiming that it is public domain is incorrect, it has a licence agreement for the royalty-free images even though they are royalty-free (all that means is you don't need to pay to use them). Perhaps a different tag would be more appropriate? I'm not sure what, we may have a template for things that're copyrighted but used with permission, but for now it may be best to mark it as and state the source more explicitly on the image page.

Good luck!

Mattb112885 00:06, 2 March 2007 (UTC)

title: User talk:AiClassBurleson


text:
Beginner's Guide to Adobe Flash/Symbols/Movie Clip

Saving the best for last, the Movie Clip has it all, Movie Clip Symbols are basically movies within the main movie. Movie Clips have an independent timeline in that their timeline is not dependent on the main timeline; therefore their play head can move in sync or out of sync with the main play head. Also, Movie Clips can have ActionScript within their own timeline and/or have ActionScript in their object actions. Movie Clips can contain sounds, actions, and other symbols. A Movie Clip can also be placed inside other symbols such as for animated buttons.


text:
Beginner's Guide to Adobe Flash/Symbols/Button

A Button Symbol is different from the other two symbols because it has a unique timeline. Used for creating interactive buttons, they have a timeline limited to four frames, which are referred to as states. The four states are labelled “Up” - (when the mouse cursor is not over the button), “Over” - (when the mouse cursor is over the button, but the mouse button is not pressed), “Down” - (when the user presses the mouse button over the button itself), and “Hit” - (this is a nonvisual state that enables you to define the area that will activate the button’s other states). Each state can be defined with graphics, symbols, and sounds. Button Symbols however, can be redundant, as it's possible by using ActionScript to produce a button using a MovieClip.


text:
Template:Persian/Navigation

Contents • Introduction

Persian Alphabet lessons: 1 ( ۱ ) • 2 ( ۲ ) • 3 ( ۳ ) • 4 ( ۴ ) Elementary grammar: 5 ( ۵ ) • 6 ( ۶ ) • 7 ( ۷ ) • 8 ( ۸ ) • 9 ( ۹ ) 10 ( ۱۰ ) • 11 ( ۱۱ ) • 12 ( ۱۲ ) • 13 ( ۱۳ ) • 14 ( ۱۴ ) • 15 ( ۱۵ )

Intermediate: 16 ( ۱۶ ) • 17 ( ۱۷ ) • 18 ( ۱۸ ) • 19 ( ۱۹ ) • 20 ( ۲۰ ) 21 ( ۲۱ ) • 22 ( ۲۲ ) • 23 ( ۲۳ ) • 24 ( ۲۴ ) • 25 ( ۲۵ ) • 26 ( ۲۶ )

Advanced: Appendix: Alphabet • Glossary • Handwriting

title: Template:Persian/Navigation