text:
Practical Electronics/Desoldering

Desoldering is as much of a skill as soldering. The aim is to remove all the solder from a component and detach the component from the PCB without damaging the component or the PCB, either from excessive heat or from rough handling.

Solder Braid
Also called solder wick, solder braid is a ribbon of extremely fine copper strands woven together. It is usually supplied on small reels of about 1.5m of braid and comes in a variety of widths. The braid is pressed against a molten soldered joint, and capillary action draws the solder out of the joint and into the braid. The portion of braid which contains solder is then cut off the reel and discarded. It is usually sold treated with a flux so that the solder is drawn up more effectively.

Using Solder Braid

 * First, a short length (about 50mm or 2 inches) is drawn off the reel. Do not cut it off as this will reduce the usable portion of the braid, and will make it difficult to hold (the braid is made of an excellent thermal conductor, so will get very hot).
 * Next the end of this section is placed on top of the solder joint requiring desoldering.
 * The soldering iron is placed on top of the braid and very gentle pressure is applied.
 * As the joint melts and the braid is pressed into the molten solder, the solder will flow up the braid, turning it a silvery colour.
 * If the solder braid stops pulling up solder but the joint has not been cleared, move on to the next unused bit of braid - it has become full of solder and can no longer draw it up.
 * Once the solder has all been removed from the joint, withdraw the iron and the braid together. If the iron is withdrawn and the braid is left, the braid will become stuck to the pad that has just been desoldered.
 * The pad should now be exposed and the component leg should be free to be removed. The pad will have a thin layer of solder left on it, turning it a bright silver colour. This will actually help with resoldering later on.
 * Cut off the used portion of braid and discard - it cannot be reused.

Do not melt the joint and stick the end of the braid in. This will draw up very little solder, if any, and will serve only to overheat the joint, underlying pad and the component.

For best results, try to use a width of braid that matches the width of the joint. Failing that, 1.5mm is a good general-purpose width of braid to use.

Solder Sucker
Solder suckers are devices that use an inrush of air to suck up molten solder from a joint. They can look either like a chunky pen or like a rubber bulb. To use them, prime the solder sucker by pushing down the plunger or squeezing the bulb, place the nozzle of the device next to the joint, then heat the solder. Once it is molten, release the plunger or bulb and the solder will be sucked into the device.

This technique is good for joints with a large amount of solder on them which would use an unnecessarily large length of solder braid. It generally does not remove enough solder to allow the component to be removed, but application of braid will clear out the remaining solder.

Impact Method
This simply involves heating up the joint and then banging the PCB, hard, on the bench. The impact will send the solder in the joint flying off in a blob, leaving a reasonably clean pad. Beware that the blob may become stuck to the PCB further down, but due to the rapid cooling, it can easily be removed with a fingernail. The impact method only works with fairly large joints as a large thermal mass is required to keep the joint liquid until it is struck on the bench.

This method is generally not advised as it can cause unnoticed solder bridges on other parts of the PCB and could damage delicate components or the PCB. In the absence of other tools, however, it can be used to good effect.

Resistors and Capacitors
These are by far the easiest SMT components to desolder. First use solder braid to remove most of the solder from each end of the component. Then, heat each end alternately for about a second at a time until the component moves off its pads. It is wise to have a small screwdriver or pick ready to remove the component from the soldering iron in case the remaining solder causes it to stick there due to surface tension. This is quite common, as SMT components weigh very little.

ICs with two rows of pins
This method, called the "blob method," will only work with IC with a row of pins on two sides, for example SOICs, etc.

These are the next-easiest components to remove. Add solder to each row of pins until you have two long blobs of solder, one on each side of the IC. Now, melt each blob alternately, letting the soldering iron stay in the blob for just longer than it takes to melt. After a couple of alternations, the IC should slide off its pads. Once this happens, remove the iron and, if needed, clean up the leads of the IC and the PCB pads from which you just removed it with solder braid.

Large Components
Large components like Quad Flat Packs (QFPs) need more drastic measures to desolder them. Since they can have over 300 pins distributed around four sides, they cannot be desoldered by the "blob method" above, as each side will cool before the rest has been melted.

The only viable way of desoldering QFPs and the like is a heat gun, which blows air hot enough to melt the solder over the device, melting all the connections at once.

Hot air from a heat gun may burn the PCB and component of interest instantly and can also melt connectors and other components if you do not use caution. Shield adjacent components by draping or wrapping aluminium foil over them.

Reflow Oven
If a large circuit board needs to be completely desoldered for any reason, consider using a small toaster oven (not a microwave oven). Set the temperature to about 180°C to 200°C, place the PCB assembly in the oven and wait for the solder to melt. Then, quickly remove as many components as you can, or, if you are in a hurry, turn the board over and tap it sharply on the backside. Repeat as many times as needed. There is no guarantee that all the components or the circuit board will emerge undamaged by repeated heating, but it is a viable method, nonetheless.

 * Do not use the same oven you use for food preparation. Most solders contain lead, a toxic heavy metal.

Hot Plate
An electric hot plate is sometimes used in combination with the above techniques.

The hot plate set to the "pre-heat" temperature — a little below the melting point of the solder, around 100°C to 150°C (212°F to 302°F) — and allowed to stabilize before proceeding. The PCB assembly is then placed on the hot plate and warmed for a brief period. It then takes much less heat and time from the soldering iron to nudge the temperature above the melting point, using any of the above techniques

In the alternative, one can set the hot plate above the melting point of the solder, wait for all the solder to melt, then pull off each of the desired components using tweezers.

If you don't have a hot plate, you can try using a skillet on a gas or electric range, although temperature control may be more difficult. Do not use the same utensils you use for food preparation to avoid lead poisoning.

title: Practical Electronics/Desoldering


text: Template:Hebrew/Huge

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

title: Template:Hebrew/Huge


text:
User talk:203.166.99.233

Do not erase content and blank pages. I will block you if you continue. --Whiteknight (talk) (projects) 01:33, 11 September 2006 (UTC)

title: User talk:203.166.99.233


text:
Hebrew/Fruit

Nouns
-- fruit pe-rot -- banana banana -- apple, tapuaḥ -- apples tapuḥim -- orange tapuz Hebrew/Fruit --Strawberry tut --Watermelon avatiah

Related Lessons

 * Hebrew/Food
 * Hebrew/Meals
 * Hebrew/Drinks

title: Hebrew/Fruit


text:
A Beginner's Guide to D/The Basics/Start at the Beginning

Where the Program Begins
There is a special location in code that is used as a starting point for all programs in D. This location is called the main function. The first code you want to run, the code that will start all the other code, is in this function.

Exactly how the main function works will be introduced in a later chapter, but for the moment you just need to know what the code for one style of main function:

Putting the Concepts Together
You now have enough knowledge to write a small, simple but complete program. Extending the "hello world" program introduced earlier, you can make a program start and store a number, by combining a main function with some simple variable code learned in the previous section. Here is a complete program, that will store the value 3 in the int variable 'a' and print it to console:


text: Template:A Beginner's Guide to D/Nav

title: Template:A Beginner's Guide to D/Nav


text:
Cookbook:Poached Egg

| Meat recipes

A poached egg is an egg cooked by poaching an egg, as opposed to boiling or simmering. A well-poached egg is soft and delicate, with the egg whites solidified around a runny egg yolk.

Ingredients

 * Eggs
 * Vinegar (optional)

Procedure

 * 1) Fill a saucepan with about 1 cm of water. Optionally, add 1 tablespoon of vinegar, which helps prevent billowing, though this may impact taste.
 * 2) Bring the water to a "shrimp eyes" stage. It should be about 70–80 °C (155–175 °F) and you should notice small bubbles form on the base of the pan, then rising to the top.
 * 3) Gently stir the water in a circle to create a gentle "whirlpool" effect. This helps prevent billowing.
 * 4) Crack an egg into a strainer and gently shake it to drain the excess liquid whites. Then, lower the strainer into the water and gently roll out the egg. The yolks should set in around 2–3 minutes.
 * 5) Repeat as needed for each egg, waiting 10–15 seconds between eggs, to prevent them from sticking.

Notes, tips, and variations

 * Fresher eggs keep their shape more easily than older eggs.
 * Use a heavy-based saucepan, since the heat distribution on its bottom is more even.
 * A tablespoon of vinegar can be added to the water, since this helps the eggs to set rapidly and prevents the egg white from billowing.
 * Agitating the water slightly by making a small whirlpool helps to prevent billowing as well as sticking
 * Leaving 10–15 seconds between adding eggs helps prevent them from sticking, particularly in small pans, as the earlier egg will have lightly set on the outside.

Common issues

 * Proper cooking: A fundamental issue is how long eggs are cooked and at what temperature. These considerations are similar to boiling or coddling eggs, but because the egg is more spread out, it can cook more briefly.
 * Billowing: Poached eggs are ideally compact, rather than spread out or “billowed”, as these latter are delicate and messy. Gently adding the eggs to the water and using vinegar helps reduce billowing.
 * Yolk: Similarly to frying, the egg yolk should remain intact. Make sure to not pierce the yolk as you're cracking the egg.

title: Cookbook:Poached Egg


text:
Hebrew/Archive/Family2

This is a second level lesson on family terms.

Prerequisites include Hebrew/Family.

Nouns

 * דוֹד : uncle (m) (singular)
 * דוֹדיִם : uncles (m) (plural)

 * דוֹדָה : aunt (f) (singular)
 * דוֹדָוֹת : aunts (f) (plural)

 * בֵן דוֹד : cousin (m) (singular)
 * בְנֵי דוֹדִים : cousins (m) (plural)

 * בָת דוֹדָה : cousin (f) (singular)
 * בְּנוֹת דוֹדוֹת : cousins (f) (plural)

home בית (pronounced bayit)

Verbs
lives (as in lives with)

Adjectives
older, younger

Sentences and Phrases
זאת בת דודתי

pronunciation: zot bat dodatee

this is my cousin (single)(female)

זה בן דודי

pronouciation: ze ben dodee

this is my cousin (single)(male)

כל הדודים והדודות שלי כאן.

pronunciation: kol hadodim ve hadodot shelee kan.

all of my aunts and uncles are here

Exercises
/Archive

title: Hebrew/Archive/Family2


text:
Hebrew/Contents

{| width="100%" cellpadding="20" cellspacing="0"
 * bgcolor="#DEE7F5" width="60%" valign="top"|
 * bgcolor="#DEE7F5" width="60%" valign="top"|

Elementary Hebrew
{| width="100%" cellspacing="0" ! width="50%" | ! width="50%" |
 * - border="0" valign="top"

Semester 2

 * }

Intermediate Hebrew
{| width="100%" cellspacing="0" ! width="50%" | ! width="50%" |
 * - border="0" valign="top"

Semester 4

 * }

Advanced Hebrew
{| width="100%" cellspacing="0" ! width="50%" | ! width="50%" |
 * - border="0" valign="top"

Semester 6

 * }

Vocabulary

 * width="50%" bgcolor="#FFFFFF" valign="top"|

Information & Resources

 * }

иврит

title: Hebrew/Contents


text:
Hebrew/Greetings2

Prerequisites: Hebrew/Aleph-Bet, Level 1 Lessons especially Hebrew/Greetings.

I'm happy to/It's good to meet you. I'm fine. She is sick. How is your family? (Introductions) Have you met X?

Dialogs such as: David: Hi, Miriam! Miriam: Hi, David. This is my friend, Sarah. David: Hi, Sarah. Sarah: Shalom. Miriam: Sarah is from the United States. Sarah: Do you speak English? I only speak a little Hebrew. David: You speak Hebrew well.

What's up? Ma nishma? ?מה נשמע (Another way of saying 'How are you?')

title: Hebrew/Greetings2


text:
Wikijunior talk:Big Cats/Rusty spotted cat

Map
The map is pretty useless. Someone who doesn't recognise the area will have no idea where in the world that is. The image caption doesn't tell you either. How do you expect younger readers to figure this out? — Timwi 10:27, 11 September 2006 (UTC)

Region
If the cat lives in South Asia, why is it listed as a New World cat?


text:
User talk:82.57.27.147

Please do not edit another user's page or log in if this is your own account. --Derbeth talk 11:51, 11 September 2006 (UTC)

title: User talk:82.57.27.147


text:
FOSS A General Introduction

Table of Contents

 * /Preface/
 * /Introduction/
 * /Why FOSS?/
 * /FOSS Success Stories/
 * /Linux/
 * /Intellectual Property Rights and Licensing/
 * /Localization and Internationalization/
 * /Case Studies/
 * /Annex I: Glossary/
 * /Annex II: Software Licenses/
 * /About APDIP/
 * /About IOSN/

Information
This book is donated by the International Open Source Network and UNDP Asia-Pacific Development Information Programme (UNDP-APDIP) to the community. The original publication by:

Author: Kenneth Wong and Phet Sayo

© UNDP-APDIP, 2004, 60 pages

ISBN 983-3094-00-7

is located at https://www.unapcict.org/sites/default/files/2019-01/FOSS%20-%20General%20Introduction.pdf

the original (inactive) link is http://www.iosn.net/foss/foss-general-primer/foss_primer_print_covers.pdf

This wikibook is available under the terms of the GNU Free Documentation License and Creative Commons Attribution License 2.5

title: FOSS A General Introduction


text: Category:Book:FOSS A General Introduction


text:
FOSS Education

Table of Contents

 * /Preface/
 * /Acknowledgements/
 * /Introduction/
 * /Infrastructure/
 * /Administration/
 * /Teaching IT with FOSS/
 * /Open Content/
 * /Research using FOSS/
 * /Training in FOSS/
 * /Policy Issues/
 * /Glossary/
 * /Further Readings/
 * /About the Author/
 * /About APDIP/
 * /About IOSN/

Information
This book is donated by the International Open Source Network and UNDP Asia-Pacific Development Information Programme (UNDP-APDIP) to the community. The original publication by:

Author: Tan Wooi Tong

© UNDP-APDIP, 2004, 40 pages

ISBN 81-8147-565-8

is located at http://www.iosn.net/education/foss-education-primer/fossPrimer-Education.pdf

title: FOSS Education


text: Category:Book:FOSS Education

title: Category:Book:FOSS Education


text:
FOSS Open Standards

Table of Contents

 * /Foreword/
 * /Preface/
 * /List of Acronyms/
 * /Introduction/
 * /Importance and Benefits of Open Standards/
 * /Standard-Setting and Open Standards/
 * /Some Important Open Standards/
 * /Comparison of File Formats/
 * /Standards and Internationalization/Localization of Software/
 * /Patents in Standards/
 * /The Linux Standard Base/
 * Government/National Open Standards Policies and Initiatives
 * /Conclusion/
 * Annexure: Comments on RAND, as seen from both sides
 * /Glossary/
 * /About the Author/
 * /Acknowledgements/
 * /About APDIP/
 * /About IOSN/

Information
This book is donated by the International Open Source Network and UNDP Asia-Pacific Development Information Programme (UNDP-APDIP) to the community. The original publication by:

Author: Nah Soo Hoe (Foreword by Peter J. Quinn)

© UNDP-APDIP, Elsevier, 2006, 62 pages

ISBN 978-81-312-0538-9

ISBN 81-312-0538-X

is located at http://www.iosn.net/open-standards/foss-open-standards-primer/foss-openstds-withcover.pdf

This wikibook is available under the terms of the GNU Free Documentation License and Creative Commons Attribution License 2.5

title: FOSS Open Standards


text: Category:Book:FOSS Open Standards

title: Category:Book:FOSS Open Standards


text:
FOSS Localization

Table of Contents

 * /Foreword/
 * /Acknowledgements/
 * /Introduction/
 * /Localization Efforts in the Asia-Pacific/
 * /Recommendations/
 * /Annex A: Key Concepts/
 * /Annex B: Technical Aspects/
 * /Further Reading/
 * /Resources and Tools/
 * /Glossary/
 * /About the Authors/
 * /About APDIP/
 * /About IOSN/

Information
This book is donated by the International Open Source Network and UNDP Asia-Pacific Development Information Programme (UNDP-APDIP) to the community. The original publication by:

Author: Anousak Souphavanh and Theppitak Karoonboonyanan

© UNDP-APDIP, Elsevier, 2005, 58 pages

ISBN 81-8147-754-5

is located at http://www.iosn.net/l10n/foss-localization-primer/foss-localization-primer.pdf

This wikibook is available under the terms of the GNU Free Documentation License and Creative Commons Attribution License 2.5

title: FOSS Localization


text: Category:Book:FOSS Localization

title: Category:Book:FOSS Localization


text:
FOSS Government Policy

Table of Contents

 * /Foreword/
 * /Preface/
 * /Acknowledgements/
 * /Overview/
 * /Introduction/
 * /Strategic Importance of FOSS/
 * /Why is a FOSS Policy Needed/?
 * /Policy Formulation Approach/
 * /Strategies/
 * /Cross Sectoral Concerns/
 * /Conclusion/
 * /Glossary/
 * /Useful Resources/
 * /About the Authors/
 * /About APDIP/
 * /About IOSN/

Information
This book is donated by International Open Source Network (IOSN) and UNDP Asia-Pacific Development Information Programme (UNDP-APDIP) to the community. The original publication by

Author: Kenneth Wong

© UNDP-APDIP, 2004, 31 pages

ISBN 81-8147-755-3

is located at http://www.iosn.net/government/foss-government-primer/foss-govt-policy.pdf

This wikibook is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

title: FOSS Government Policy


text: Category:Book:FOSS Government Policy

title: Category:Book:FOSS Government Policy


text:
Visual Basic .NET/Components

Timer in .NET
A timer is one of many components that are non-visible within the runtime of a program. A timer is used to create a sub-like operation that repeats with interval of N milliseconds. The commands within the timer can only run when the timers enabled property is set to true. This can be done by using the following code: This code is usually put in a "on click" handler but it can also be used in almost any other handler. To put a timer into your project you must first drag and drop the timer icon from the tool box into your form and then click the timer twice where it is shown under the form to modify the code within it, then you can change the properties accordingly.

Interval

The Interval property is the amount of milliseconds set between each tick this can be changed through the properties panel or be set through the following code

Enabled

The enabled property is the Boolean property in which the status of the timer is set. This can be changed through the properties or through the following code

title: Visual Basic .NET/Components


text:
Talk:Latin/Lesson 19

The section on uses of the subjunctive needs to include the different rules for cum clauses.

title: Talk:Latin/Lesson 19


text:
User:Abb401

Interests:
Computing Philosophy Aesthetics Society Automotive Mechanics Cryptography Artistic Development Game Development

Writings:
[]

More To Come Soon...

title: User:Abb401


text:
User:Hillgentleman

__NOINDEX__ Programming:PHP

meta:user:hillgentleman

title: User:Hillgentleman


text:
Template:FOSS Education

 FOSS Education Preface — Acknowledgements — Introduction — Infrastructure — Administration — Teaching IT with FOSS — Open Content — Research using FOSS — Training in FOSS — Policy Issues — Glossary — Further Readings — About the Author — About APDIP — About IOSN

title: Template:FOSS Education


text:
Cookbook:Cuisine of Pakistan

| South Asian cuisines

Pakistani cuisine is broadly very similar to the cuisine of North India as during Independence in 1947, there was an influx of Indian Muslims who bought many traditional Indian dishes with them, which were adopted by the locals to become national staples too. There are also strong influences from Persia, Afghanistan, the south-west coast of the Indian sub-continent, and, in more recent times, the Middle East, thanks to increasing numbers of Pakistanis travelling to the UAE in particular.

Pakistani Muslims revere meat dishes and don't avoid beef whereas members of the Pakistani Hindu and Sikh communities avoid beef and are mostly strict vegetarians. The geographical and ethnic diversity of Pakistan has resulted in numerous regional specialities emerging, often with people competitively claiming particular dishes were born in their region, as can often be seen between Karachi- ites and Lahoris, such is their passion for food.

Main Dishes

 * Sarsoon ka saag
 * Aloo ki bhujiya
 * Sabzi
 * Bhindiyaan
 * Daal Chawal
 * Aloo gobi
 * Alu masala (Potato filling for dosa)
 * Dal (Lentils)
 * Keralan Vegetable Stew
 * Matar Paneer
 * Saffron Rice
 * Keema Matar Pulao (Pilau rice with mince and peas)
 * Tadka Dal (Lentil stew)

Non-Vegetarian Dishes

 * Biryani (Rice-based dish with mutton/lamb or beef or chicken or fish)
 * Karahi Gosht (Made with mutton/lamb or beef)
 * Karahi Chicken (Spicy fried chicken with thick gravy)
 * Nihari (Mutton or beef stew cooked overnight)
 * Rice Cooker Pulao (Rice-based dish made with chicken or mutton/lamb or beef stock)
 * Hyderabadi Haleem (Very famous beef dish cooked overnight)
 * Shami Kabab (Minced beef burger)
 * Peshawari Kabab (Grilled minced beef burger with spices )
 * Payay (Beef or mutton/lamb trotters with tasty soup cooked overnight)
 * Barbequed Chicken leg or breast marinated with spices/ Tikka Masala
 * Egg Rice (An accompaniment that can also be eaten by itself)
 * Butter Chicken
 * Chicken Curry
 * Chicken Tikka

Accompaniments

 * Raita
 * Pan masala
 * Iml ki chutney
 * Mint and coriander chutney

Breads

 * Baati
 * Chapati or Roti (Thin flat bread)
 * Naan (Flat wheat bread)
 * Puri or loochi
 * Shirmal
 * Taftan
 * Paratha

Snacks

 * Samosa (fried appetizer similar to dumplings, Empanada)

Sweets

 * Rosogolla (Steamed cheese based sweet)
 * Gulab jamun (Deep-fried milk based sweet)
 * Kheer (Rice pudding)
 * Sheer Khurma (Sweet noodle soup)
 * Jalebi (Syrupy sweets shaped like pretzels)
 * Barfi (Condensed milk sweet)
 * Falooda
 * Kulfi

Beverages

 * Lassi (yoghurt based shakes in either sweet or salted flavors, most common flavors include mango, rosewater and plain sugar sweetened lassi.)
 * Doodh-Patti (A variant of tea, in which little or no water is used, made with milk)
 * Chai Tea
 * Khewa
 * Shikanjvi

title: Cookbook:Cuisine of Pakistan


text:
FOSS Education/Preface

Free/Open Source Software (FOSS) is a recent phenomenon that has the potential to revolutionize the software industry. It has already gained a strong foothold in the server software segment, with a leading market share worldwide in some software categories. It is also gaining ground in desktop applications and it has been predicted that its use on the desktop will become significant in the near future.

Interest in FOSS is growing globally, particularly in developing countries. Governments are considering policies to promote its use, businesses are recognizing its potential and various other sectors are giving increasing attention to the opportunity for localization that it presents.

The impact of FOSS will be felt in many areas. In this primer we focus on FOSS in education and the role it can play in schools, colleges and universities.

Information and communication technologies (ICTs) have the potential to improve the quality of education. However, educational institutions are often faced with financial constraints. Competing demands for resources and the high costs of ICTs can be a major obstacle to providing ICT facilities in educational institutions. FOSS has the potential to help lower the cost barrier by reducing the cost of software, which is an important component of ICT facilities. Besides the cost benefits, there are numerous other advantages in using FOSS in education, including pedagogical benefits.

This primer is intended to help policy-makers and decision-makers understand the potential use of FOSS in education if where and how it can be used, why it should be used, and what issues are involved. In particular, officials in ministries of education, school and university administrators, academic staff and researchers should find this primer useful.

This primer is part of a series of primers on Free/Open Source Software brought to you by the International Open Source Network (IOSN), an initiative of the UNDP's Asia-Pacific Development Information Programme APDIP). We would like to thank all those who have been involved in the creation of this primer. We would also like to thank the International Development Research Centre (IDRC) of Canada for their generous financial support without which this primer would not have been written.

Tan Wooi Tang

Kuala Lumpur

2004

title: FOSS Education/Preface


text:
FOSS Education/Acknowledgements

The author would like to thank the reviewers of this primer, Dr M Sasikumar (India), Dr Nah Soo Hoe (Malaysia) and Dr Onno Purbo (Indonesia), for their valuable comments and suggestions that have contributed to the improvement of the primer. The author also thanks his colleagues at UNDP-APDIP, Shahid Akhtar and Kenneth Wong, for their valuable inputs, and all others for their efforts that have made the creation of this primer possible.

title: FOSS Education/Acknowledgements


text:
FOSS Education/Introduction

Free/Open Source Software is software that is made available along with source code as a distinctive feature. It is often available at no cost.Users can use and distribute the software. And if they so wish, they can study the source code and modify it to suit their needs. The modified version of the software can also be redistributed. In contrast, proprietary software is licensed to users for a fee and the source code is usually closely guarded and not made available to users. It is illegal to make copies and distribute proprietary software without paying additional licensing fees.

There is a fine distinction between Free Software and Open Source Software. The Free Software movement focuses on moral and ethical issues relating to the freedom of users to use, study, modify and redistribute software. Open Source advocates take a more corporate approach, focusing on the advantages of the Open Source software development method. For most purposes, Free Software and Open Source Software can be considered to be the same and we refer to it as Free/Open Source Software (FOSS). For more information on the general aspects of FOSS, please refer to the companion primer Free/Open Source Software - A General Introduction which is available at http://www.iosn.net

FOSS can play an important role in education, especially in developing countries. The reasons for this are described below. In Chapter 2, we go into more detail on how FOSS can be used in setting up the ICT infrastructure in educational institutions, the server software and desktop applications available, and the potential cost savings resulting from the use of FOSS. Chapter 3 focuses on FOSS for the administration of academic institutions, in particular the Library Management Systems and Learning Management Systems available. Chapter 4 looks at how FOSS can be used in the teaching of Information Technology in schools and universities. Open Content is described in Chapter 5. Although Open Content is not directly related to FOSS, it results from the application of similar principles in the publication of content and is important in education. The role of FOSS in research is covered in Chapter 6. Training and certification in FOSS is not normally a part of formal education but due to its importance in building human resource capacity in FOSS, it is covered in Chapter 7. In the last chapter,we list policy issues for decision-makers to consider in implementing FOSS in education.

Lower Costs
One of the main issues that policy-makers have to contend with in making decisions on the use of ICTs in education is the cost. The cost of providing communication infrastructure, computing and networking hardware, and the necessary software can be daunting not only for developing countries but also for underprivileged sectors in the developed countries.

FOSS can lower the barriers to the access of ICTs by reducing the cost of software. The initial acquisition cost of FOSS is negligible. Indeed, it is usually possible to download FOSS without any cost. If there is limited bandwidth, it may be more convenient to get the software in a CD-ROM for a nominal fee. But there is no licensing fee for each user or computer and it can be freely distributed once a copy is downloaded or made available on a CD-ROM. Hence, the initial cost of acquiring FOSS is much lower than the cost of acquiring proprietary software for which license fees have to be paid for each user or computer. Upgrades of FOSS can usually be obtained in a similar way, making the upgrade costs negligible as well. In contrast, proprietary software upgrades normally have to be paid for even though the upgrade costs may be lower than the initial cost.

Reliability, Performance and Security
Lower cost is not the only reason why the use of FOSS for servers is prevalent. FOSS is considered to have better reliability, performance and security. The administrators of educational institutions should take these into account when making decisions on the ICT infrastructure of their institutions.This is especially important in the larger institutions.

The development methodology of FOSS tends to assure high quality of the software. Bugs are rapidly removed with the help of large numbers of developers, and the resulting software is more reliable.This is especially true of the more mature FOSS for servers. For example, in a quantitative analysis of database software carried out by Reasoning Inc., it was found that the FOSS database MySQL has six times fewer defects than proprietary databases.

Some studies also suggest that FOSS performs better than the proprietary counterparts. For example, performance tests for file servers were carried out by PC Magazine in 2001 and 2002 to compare Samba running on GNU/Linux and Windows 2000. Samba is a FOSS file server that can run on the GNU/Linux platform and work seamlessly with workstations running Windows. It was found that Samba significantly outperforms  Windows 2000 by about 100% in the 2002 tests. Tests carried out by IT Week Labs in 2003 indicate that the later version of Samba has widened the performance gap when compared to Windows. More information on other performance comparison studies is available in the paper by Wheeler.

It is very difficult to make comparisons between the security of FOSS and that of proprietary software. However, there have been attempts to do so and these are summarized by Wheeler. The comparisons suggest that FOSS is often superior to proprietary software in terms of security. One of the reasons cited is the availability of the source code, which allows vulnerabilities to be identified and resolved by third parties. An independent audit of code is possible only with FOSS and not with proprietary software.

Build Long-term Capacity
There are clear indications that the use of FOSS in government, industry and other institutions is growing and that there will be a need for graduates familiar with FOSS. Hence, concerted efforts should be made to ensure the use of FOSS in the IT curriculum wherever possible. It is important that students are not only exposed to the predominant proprietary software but also have the opportunity to use a wider array of software, including FOSS.

Companies recognize the importance of the education market because the students of today are tomorrow's employees in the ICT sector. They will also be the users of technologies either on a personal basis or in the workplace. Hence, if they are exposed to certain products during their education, they will tend to continue to use them in the future. For this reason, companies will go out of their way to provide incentives, such as hefty discounts, to capture the education market.

Open Philosophy
The open philosophy of FOSS is consistent with academic freedom and the open dissemination of knowledge and information common in academia. "The advances in all of the arts and sciences, indeed the sum total of human knowledge, is the result of the open sharing of ideas, theories, studies and research. Yet throughout many school systems, the software in use on computers is closed and locked, making educators partners in the censorship of the foundational information of this new age."

Computer software is often used in research work and the use of proprietary software and operating systems in such work is inconsistent with the principle of verifiability, as the computation of results by closed-source software is not open to scrutiny. The validity of research findings, arrived at using FOSS can be verified, because the source code is available for examination.

Encourage Innovations
A great deal of innovation originates from universities and many of the FOSS were initially developed in an academic environment. For example, in 1984 Richard Stallman started developing a free operating system called GNU in the Artificial Intelligence Laboratory at the Massachusetts Institute of Technology (MIT). Linus Torvalds started the work that resulted in Linux in the University of Helsinki in Finland.

An academic environment where FOSS is prevalent will encourage staff and students to tinker and experiment with, and participate in the development of FOSS that may eventually lead to innovative solutions.

Alternative to Illegal Copying
Educational institutions that cannot afford to pay for licensing fees may resort to using illegal copies of the proprietary software. With FOSS, educational institutions can use as many copies of the software as required, regardless of whether it is for academic or administrative purposes.

The use of FOSS also discourages piracy by students, many of whom can ill-afford the purchase of licensed copies of proprietary software. If proprietary software was used for teaching, students would have no choice but to use illegal copies of the software to do homework and assignments at home or on their laptop computers. In contrast, there is no restriction against making copies of FOSS for use outside institutions.

Possibility of Localization
FOSS as most of the original software is developed in English. However, the open nature of FOSS is such that it can be localized. Such localization need not involve the original developer. With proprietary products, localization is constrained by commercial interests.When the size of the market is too small, there is no incentive for localizing proprietary products for that market.

Learning from Source Code
One of the main characteristics of FOSS is that the source code is available for users to examine and to modify.This gives students the opportunity to learn from studying high quality real-life programmes. In contrast, proprietary software is normally provided in binary form and the source code is seldom released for users to study.

title: FOSS Education/Introduction


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User:Idanrm1~enwikibooks

I am a user from the Hebrew Wikibooks, and I come from Israel (and of course I am a native speaker of Hebrew) and my interests is on languages and linguistics (I speak Persian, Arabic, Esperanto, Interlingua, Urdu, Finnish, French, Dutch and German & Spanish [a bit]). I still don't contribute to the English Wikibooks, But maybe I'll contribute in the future.

title: User:Idanrm1~enwikibooks


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Talk:English in Use/Vocabulary

intro
The plan is a book for learning vocabulary and remember and remember.

I think that would be interesting to learning and remember vocabulary seeing images. The idea is see an image which represents a concept and think in the word in the language to learn (English in this case). If we don't know the word we can move the mouse above the links for finding out it.

title: Talk:English in Use/Vocabulary


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The Computer Revolution/Careers

It's the "Age of Information Technology (IT)" and has had significant effects on our lives. We are inundated by the changes. We live with and by the changes. Among the many facets of our lives affected by Information Technology are the changes that have, and will continue to, occur in our careers.

How did you choose your first career? How did you determine if this would be an appropriate career choice for you -- physically and mentally? What is the job market and wage situation in your chosen field? How did you know what training was necessary to pursue this career? How did you determine where this training could be obtained? How did you find out the specific training and possible co-op or apprenticeship program that would benefit you in the pursuit of this career? How did you search for a job? How did you apply for the jobs of interest? To most or all of these questions, we can generally say that we have utilized the computer at some point. We have entered the "Age of Information Technology".

IT has become increasingly critical in career choices and within our career itself. IT has made it possible for many, especially the disabled community, to pursue a career. IT has opened up the career world -- from a career in IT itself to careers utilizing various aspects of IT to careers supporting the IT industry, to name a few.

IT and its influence on people's careers is the main topic of investigation and this segment briefly examines the changes IT has had on careers. Of particular interest is how IT has affected change both within and around careers and career choices.

Types of Positions
There are several types of positions found within the typical IT department. For application support, there is typically a systems analyst, which is the person who manages new applications and/or modifications of a new application. This person works to find the most efficient way to accomplish a goal and manages the "project" until it is implemented. An application programmer will work with the systems analyst to make the necessary coding changes needed to accomplish the goal. A business analyst will then analyze the project to ensure it meets the business needs. If users have issues with the application, they will contact a help desk technician to report the issue. The technician will assist the user with the problem and/or escalate the issue as needed.

To add a little more about the system analyst, he has six phases in his system developmental. The first phase is investigation. The problems are studied and solutions are suggested to management. The next phase is further analysis based on the manager's discretion. The third phase is design; the system analyst develops a model for another system. Afterwards comes acquisition. The systems analyst chooses vendors based on the needed software. The fifth phase is implementation. The system analyst changes the old software (data, conversion, training employees) and installs the new software. The last phase is maintenance. It is an ongoing phase until the system is changed.

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title: The Computer Revolution/Careers


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Adventist Youth Honors Answer Book/Vocational/Plumbing

1. Make a diagram showing the plumbing system of a four-room house which includes fixtures for the kitchen, bathroom, and laundry.
This diagram shows the pipes and fixtures involved in plumbing a typical four-room house.

2. Submit two pieces of iron pipe that you have threaded and connected with proper fitting.

Insert the correct size die into the die stock. Slide the die stock over the pipe and apply pressure with one hand. With the other hand, turn the stock handle slowly clockwise until the die has taken a bite on the pipe. Apply cutting oil to the die as the stock handle is given one complete clockwise turn and backed off a quarter turn. Repeat this action until 1/4 inch of the pipe is beyond the die stock. The pipe is now threaded properly. Turn the handle in a counterclockwise direction to remove the pipe.

PVC
Turn off the water, then cut out the damaged section of pipe using a hacksaw or a handsaw. Then clean the two ends of the existing pipe thoroughly and let it dry. Cut a new piece of PVC pipe the same length as the damaged and removed piece and make sure it is clean too. Apply PVC primer and cement to the ends of the replacement pipe and slide couplings over them, one on each side. Then apply PVC primer and cement to the existing pipes, and join them together. Let the cement cure for the amount of time indicated on the can. Finally, turn the water back on and check for leaks.

Iron
In galvanized pipe installations, where the fittings on either side of the leak are not readily available, the leaking section may be cut out. In this operation, one person holds the pipe with a wrench to keep it from turning in the next fitting, and another person cuts a thread on it while it is in place using a hand type of pipe threader. The cutout  section  is  then  replaced  with  a coupling, a pipe section of the required length, and a union.

Copper
If a copper pipe leaks, cut out the damaged section and replace it with a new section, using either soldered or compression-type joints. Soldering requires quite a bit of skill, and there is always the risk of setting a house on fire with a soldering torch. Watch where the flame goes at all times. It is easy to get absorbed in watching the solder joint and not notice that the flame is licking a joist behind the pipe. Pay attention!

Leaky Faucet
There are many different types of faucets used in plumbing installations. If you  can  repair  the compression  washer  faucet,  you  should  have  no trouble in repairing other types of faucets. A cutaway view of a compression faucet is shown in the figure to the right. This faucet,  with  a  disc  washer  and  a  solid  or removable seat, requires frequent attention to maintain tight closure against water pressure.

When a faucet is turned off, the washer on the end of the stem rubs against the seat. Frequent use wears down the washer and eventually causes the faucet to drip. A small, steady leak in a faucet wastes water. The remedy for a dripping faucet is simply to replace the washer. Be sure to replace flat or beveled washers with washers of the same design.

To repair a standard washer faucet, follow the steps below.
 * 1) First, shut off the water supply to the faucet and open the faucet all the way.
 * 2) Now, remove the faucet handle, bonnet, and stem.
 * 3) Next,  remove  the  brass  screw  holding  the washer to the bottom of the spindle. Replace the washer with a new one which is flat on one side and slightly rounded on the other, so it can get both horizontal and vertical pressure and provide a firm seat. Use a good quality  hard-composition washer  because  leather  or  soft washers do not give long service, particularly in hot-water lines.
 * 4) If the brass screw is in poor condition, replace it with a new one.
 * 5) Examine the valve seat and repair or replace it with a new one, if necessary, before replacing the spindle; otherwise, a new washer provides adequate service for only a short time.
 * 6) Reface or ream solid seats with a standard reseating tool consisting of a cutter, a stem, and a handle. Rotate the tool with the cutter centered and held firmly on the worn or scored seat. Take care to prevent excessive reaming. Remove all grinding residue before reassembly. A solid seat can be replaced with a renewable seat by tapping a standard thread into the old solid seat and inserting a renewable seat.
 * 7) Remove renewable seats with a regular seat- removing tool or Allen wrench. When the seat is frozen to the body, apply penetrating oil to loosen it. Faucet seats can usually be tapped, reseated, or replaced without removing the faucet from its fixture.
 * 8) To stop leakage at the bonnet, replace the stem packing and the bib gasket.

Toilet Flush Mechanism
Before a person can repair anything, he or she must understand how that item is supposed to work. The illustration below shows the steps in a toilet flush mechanism:

To repair a toilet flush mechanism, remove the tank lid, flush the toilet and observe. See which of the thirteen steps listed above is not happening, try to determine why it is not happening, and address the problem. In some cases it is easier to replace the flush mechanism rather than repair an existing one. The replacement parts are sold in a single package and comes with instructions geared toward a typical homeowner. Since Pathfinders tackling the Plumbing honor are not "typical," this shoud present no problems!

5. Describe the proper drainage system of the house in #1 and explain the use of traps and vents.
Drainage systems generally work by gravity. The waste pipes are installed so that they drop at least a quarter of an inch per foot (or 2 cm per meter). Any drains below a building's waste exit point must be drained into a tank equipped with an effluent pump to move the waste out of the building.

Each drain is equipped with a trap. A trap is an S-shaped curve below the drain designed to trap a little water in the drain pipe. Having this water in the drain pipe prevents sewer gases from entering the building.

Drain systems are also vented by running a pipe from the waste pipe through the roof. This is to allow air to enter the drain system so that waste water rushing out of the pipes does not create a siphon and empty the traps. As water rushes through a pipe, it pushes air out in front of it. Air needs to be able to enter the system behind the water or it will pull a vacuum, sucking water out of the traps. A vent supplies this "replacement" air to prevent this from happening.

Hot and Cold Water systems
Fresh water enters a house at the main, going through a master shutoff valve. The pipe then hits a tee, with one side feeding the water heater and the other side feeding the cold water taps, toilets, dishwashers, etc. A water heater has two lines coming to it. One is the cold water supply already mentioned. The other is the heated water outlet which feeds all the hot water taps in the house.

Winterizing
If a house is to be left unheated over the winter, the plumbing system must be treated beforehand so that the pipes do not freeze and break. One approach to this problem is to shut off the water main and then drain the system by opening all the taps. The problem with this approach is that it can leave water in low spots, and if that water freezes, it can burst the pipe.

Another method is to inject RV antifreeze into the plumbing system. Unlike regular vehicle coolant, RV anti-freeze is rated for use in potable water systems. Thus, it is safe to introduce it into the fresh water supply of a plumbing system. RV antifreeze has a freezing point of -58 °F. To do this, you first shut off the water main. Then put two gallons of RV antifreeze in a five gallon bucket near the washing machine. Disconnect the washing machine's cold water feed, and connect a pony pump's outlet to the faucet. Submerge the pony pump's intake hose in the bucket of antifreeze and turn on the pump. Then go to all the other cold water taps and turn them on. Run them until the pink antifreeze comes out. Lift the lid from the toilet tanks and press the ball cock down until antifreeze enters the tank. Do not flush the toilets yet. Cycle the dishwasher until antifreeze shows up there, cycle it until it pumps the water out. Go back to the basement and open the main valve's waste nut until antifreeze comes out. Now go back to the washing machine, turn off the pony pump, move it to the hot water side, and repeat the procedure with all the hot water taps. Turn off the pump when finished.

Finally, it is time to treat the traps and toilets. Add regular car antifreeze to the toilet tanks and flush, holding down the handle draining out as much of the water from the tank as possible. Pour a cup of antifreeze down each sink drain too so that the traps are treated. Finally, open the water heater's drain valve and all hot water taps which will allow water to drain out of the heater.


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Wikijunior talk:Languages/Sanskrit

Could sanskrit & hindi give Devanagari or Devanagri the same way since the book will have these two pages in them and they should match, IMO. Lincher 17:34, 11 September 2006 (UTC)

title: Wikijunior talk:Languages/Sanskrit


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HyperText Markup Language/CSS

So far we have seen how to divide text into paragraphs and to create section headings. While HTML allows you to define the structure of your documents, it doesn't give you any control over their appearance. Cascading Style Sheets (CSS) is a language that describes the presentation of documents. You can use CSS to alter the appearance of your HTML documents. CSS directives are called rules or styles, and a document of CSS rules is called a stylesheet. (Note that web browsers have a built-in stylesheet that determines the default appearances of headers, paragraphs, etc. These styles can be overridden with your own stylesheet.)

This section gives an introduction to styling HTML with CSS. CSS itself is covered in the companion wikibook Cascading Style Sheets.

What does CSS do?
The example page from the Paragraphs and Headings section would look something like this, using a browser's default CSS.

By adding a stylesheet the appearance could be changed to:

How to add a CSS style sheet
CSS is normally kept in a separate file from the HTML document. This allows a style sheet to be shared by several HTML documents. The  element is used to apply the rules from a CSS style sheet to a document. The basic syntax is: where styles.css is the filename, path, or URI for the stylesheet.

(The name "styles.css" is used for the sake of simplicity and convention when you are working with only one stylesheet. You can use more than one stylesheet. Each additional sheet is added with an additional tag. In some cases, it makes sense to split up your CSS rules into multiple stylesheets, especially when working with larger websites. In that case, you should use more descriptive names for your stylesheets.)

The CSS file for the example above contains the following: Save this as styles.css.

The HTML document from the previous section with a  element added on the fifth line is given below. Save this as sundial2.htm in the same directory.

Open sundial2.htm with your web browser and you should see a page with a pale yellow background.

title: HyperText Markup Language/CSS


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Cookbook:Lime and Mascarpone Cheesecake

| Dessert

Lime and mascarpone cheesecake is a very creamy and delightfully simple dessert. It can be prepared ahead of time and stored in the fridge. No cooking is required.

Ingredients

 * 500 g mascarpone cheese or plain cream cheese
 * 4 limes (preferably unwaxed)
 * 200 g ginger nut biscuits, crushed or ground in a food processor
 * 50 g butter
 * Icing sugar to taste

Procedure

 * 1) Melt the butter in a saucepan and add the biscuit crumbs. Press firmly into a 20 cm diameter loose-bottomed pan and put aside.
 * 2) Put the mascarpone in a bowl and beat until firm.
 * 3) Add the juice of 3 of the limes and the grated or zested rind of all 4 into the cheese. Stir, adding icing sugar to taste.
 * 4) Spread the cheese mixture over the biscuit base and chill for an hour or so before serving.

Notes, tips, and variations

 * Feel free to serve with grated chocolate.

title: Cookbook:Lime and Mascarpone Cheesecake


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Announcing/On Being a Broadcast Journalist

Newscasting is an art like any other; one that must be creatively spewed out, torn apart and hashed back together to create something your news director doesn't hate. It seems like a potentially harmless and exciting craft when you're in college or at an internship, but newscasting is not for the light at heart.

The first step to becoming a newscaster, reporter, producer, etc. is to do a good job in college. Point blank: there are literally thousands of other college graduates who want the same $18,000 a year one-man band job in Wyoming that you want, so you'd better have something about you that sticks out. When college professors and guest speakers tell you to get involved, they mean it. The people I work with at my small market are not necessarily the cream of the crop, and most of them have had at least one internship at a large market.

So anyway, make sure you give your college newspaper/radio station/TV. station a shot. And definitely, absolutely do an internship. It's the only way to ensure that journalism is what you want to do. I have known tons of people who work so hard to get into the field and then leave to go into PR or sales because journalism isn't what they want. So find out early.

Alright, so you've been involved on campus and you did an internship. You are sure that broadcast journalism is for you. Congratulations. Welcome to the world of no money, long hours and a crazy work environment. I'm serious. Everyone thinks the newscaster has the best job, and he/she does, but the starting years are really, really hard. I mean I started making well under $20,000, which costs just over one year of college. Yeah, it's poverty, but it's the price you pay to do what you love.

So now let's talk hours. I wake up every day at 2:30 a.m. to be at work by 3:30 a.m. I produce the morning and noon news, report for the 6, do weather for the noon and fill-in at the desk. And I've been here for six weeks. While I have many duties and a lot is expected of me, it is a great job. I could not imagine working anywhere else for any amount of money because this is what I love to do. I just did a package on a cancer patient waiting for a bone marrow donation. I also had sound with a man who donated and saved a little boy's life. In what other job do you get to meet so many people with so many stories to get the public involved? It is unbelievable.

I know I was cynical in the beginning here, and I did it for a reason; most people think newscasters have an easy peasy job and don't know anything. It's not true. Yeah, when you get to the network or top 25 levels, your duties are slim. Most of the time if you're an anchor you just show up and check your MySpace until show time since you have producers and editors to put the entire show together. But the years leading up to your seat at the big desk in New York or Chicago or Philadelphia were probably grueling and thankless. It is my biased opinion that newscasters and reporter put up with more crap and rejection that 90% of the other occupations. Medical, business and most other professions seem pretty cut and dry; you both are qualified for the job and interviewed well or you didn't. Broadcast news is so much more than that. I always felt like when I never heard back from the 29 stations I sent tapes to that they were telling me "you don't have what I want. Your look is wrong, your delivery is wrong, and I have 1,000 other options better than you." It seems harsh but it felt true. A resume tape is you; raw, totally you. It is your blood, sweat and tears and 120 plus college hours plus whatever extra-curriculars you did summed up into one, stupid, five-minute VHS tape with homemade labels. I always felt that when a news director didn't call you that it was their way of saying "who you are sucks and I don't even care enough to interview you." Then maybe, MAYBE if you were lucky did you get a rejection letter five months after you sent the tape saying the station "is going in another direction at this time but will hold onto your tape for future openings" that you never heard about.

Waiting for that first job gives you a thick skin real quick. It teaches you patience, which is crucial in this business and to chalk it up, also crucial. It is tiring and disappointing and lonely waiting for that first job. In fact every time I went to the post office to mail my packets, the same lady waited on me and told me that she hoped I would find a job soon. And week after week she kept saying the same thing. I searched for all of my jobs on www.tvjobs.com, which is a subscription-based search engine that displays every television job posted every day. It breaks them down into ridiculous categories. It is amazingly helpful. I was sending tapes from my hometown in Pittsburgh to Nevada, Washington state, Oklahoma, Mississippi, Wyoming and everywhere in between just to get a bite.

Once you send out your tapes you have two options: call to follow-up or wait for them to call you. My advice? Call them. They are not going to call you. Even if they really like you and put you in their save pile, they are probably not going to call. Why? Because they more than likely have five newscasts, a staff of at least 20 people, overtime, libel, and 100 other issues to worry about. I always, always called to follow up. Even if the ad for the job said ABSOLUTELY NO PHONE CALLS! I always called. I had to set myself apart from everyone else. I had to get my name out there and show that I was aggressive. Why? Because reporters have to be aggressive. The only reason I got my first job was because I called and got my name out there. It is a good thing I did because the news director lost my resume but liked my tape. Had I not of called, I might still be waiting tables.

Another reason I got my first job is because I volunteered to take on a job I didn’t necessarily want just to get into the station. The station had already hired a reporter when I called but they liked me a lot. They said they would hang onto my tape for the next opening, but I was not going to let them get away. The news director said they had a morning show producer position open until something else popped up and I took it. I knew that if I did not take what I could get then it could be months before something else opened up. Plus I figured if I knew how to produce then it would make me a more valuable employee. And I was right. Six weeks later I am still not on the air full-time but I get to do a little bit of everything. I know that when a position finally does open up because the talented reporters and anchors at my station will go somewhere bigger that I will move into whatever position is open after everyone gets moved around. But you have to be flexible and eager to move around and help out to show your colleagues that you are valuable and determined.

Broadcast news is the best job in the world; at least I think so. A photographer I worked with at my internship in Pittsburgh gave me loads of good advice, but one thing that stuck out was this: “you can’t screw up in this job.” And he was basically right. Reporters and anchors have the easiest, most fun jobs. It is stressful at times when you are doing a live shot or on deadline, but if you think about it, it is ridiculous that we even get paid to do what we do. We tell stories. And we are on television telling stories. If I could offer you some advice to go along with that photographer’s advice it would be this: Be honest, be real, be timely and you can’t screw up in this job. As long as you tell the facts while giving a story the attention it deserves, you truly cannot mess up in this field. It is when people lie or twist words or give a story and angle that isn’t there that people get into trouble. As long as you are truthful and honest with your viewers, you cannot mess up.

Another piece of advice that Marc Zumoff, announcer for the 76ers and broadcast veteran, gave me is don’t be a talking head. He was right. Get out there and be a journalist. Get stories. Enterprise your own ideas. Roll up your sleeves and ask the hard questions to your mayor or city council president. Do not be afraid to ask anyone anything, whether it will make them mad or make them cry. It is your job to deliver the news to people, not decide who hears what. Do not strive to be an anchor sitting at a desk your whole life because then you will never know what it is like to be a reporter and actually be in the news. I remember at my internship on my first day in the #23 market I told the chief photographer and veteran reporter “I wanted to be an anchor!” Needless to say I never felt that way again. They instilled in me that I should hit the ground running to become a journalist; that settling at the desk my whole life was not going to make me a journalist but more a station figure. Then maybe, maybe someday if you have the look, all of your hard work will pay off when you get the six-figure paycheck to sit at the desk, but only after you understand what it means to spend your life uncovering news. I was lucky enough to work with real, honest journalists, both in Pittsburgh and here in Laredo, and I would hope the same for any of you.


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Adventist Youth Honors Answer Book/Painting/History

House Painting - Interior, House Painting - Exterior and Paperhanging were originally one honor called simply House Painting. They were separated into Housepainting and Paper Hanging in 1944, and then discontinued in 1956. They were re-introduced in 2002 as three distinct honors.

|


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Flute/Staff and notes

This page is to teach the treble cleff and types of notes. If you play another instrument or already know this, you can skip this and go to the next lesson.

Staff
Now you know how to produce sound and how to breathe properly. Now it is time to learn how to read music. This is not difficult, so don't worry. Pictured below is a musical staff. As you can see, it consists of five lines and four spaces. If you've ever learned piano school, you may know the Mnemonics, Every Good Boy Deserves Fudge and FunAlwaysCanEnjoy (or simply FACE). The first is the names of the notes on the lines, and the second is the names of the notes in the spaces.

Now, this symbol should appear at the beginning of every piece of music you see. This is called the G clef or treble clef. It was originally used to write the voice part of trebles, of boys who sang soprano. This is very uncommon now, but the clef was adopted to write music of all instruments that had high registers, like the flute, saxophone, clarinet, oboe, etc. The G clef comes from the fact that the circular part of the symbol is always on the line that is G.

There is one more important element; ledger lines. these are lines that appear above or below the staff, to show notells that are lower than E or higher than G.

Time signature
An important part of reading music is time signature. This appears after the clef and key signature and consists of two numbers. The top number shows how many beats to a measure and the second shows what kind of note gets a beat.

The above is an example of a time signature; 3/4. This means that there are 3 beats per measure and a quarter note gets one beat. The second number of a time signature is written as a number. 1 corresponds to a whole note, 2 to a half and 4 to a quarter. Just put one over that number and that is the note that gets one beat. There are two other times that have different notation. This is called common time, which is used to represent 4/4. This is called cut time, which is used to represent 2/2. Notes played in cut time will be twice as fast at the same time as common time.

Using time signature, music can be divided into measures. Measures are made up of the top number of beats. A measure in 4/4 is 4 beats long. Originally, written music was not divided up into measures. It was divided up by groups of two or three notes. Measures were developed to make music easier to read and practice.

Rests
Rests are beats in music that are unplayed. The length of rests corresponds with the notes. Just as whole notes get 4 beats in 4/4, whole rests get 4 beats. Half rests get 2 beats. Quarter rests get 1 beat. When rests appear in music do not lower your flute unless they are longer than 2 measures at a moderate tempo.And indeed help the breathing.

Accidentals
Accidentals are a kind of symbol that tells you how to play a note. The three you should know are sharps, flats and naturals. sharps raise the note they precede by one half-step. Half-steps are the smallest unit of pitch difference in western music. If you have a piano, playing any two keys that touch; that is a half-step. flats lower the note they precede by one half-step. naturals cancel all sharps and flats on the note they precede. When using accidentals, they stay in affect until the measure ends.

title: Flute/Staff and notes


text:
Adventist Youth Honors Answer Book/Vocational/Paperhanging

1. State how to properly choose designs and combinations of wallpaper for the following

 * You probably should look at this article on Wikipedia about Interior decoration.

 * The way the room is used will largely dictate the designs and combinations of wallpaper that should be used.

 * A room theme is a consistent idea used throughout a room to create a feeling of completeness. Room themes can follow period styles. Examples of this are Louis XV, Victorian or Art Deco. The evolution of interior decoration themes has now grown to include themes not necessarily consistent with a specific period style allowing the mixing of pieces from different periods. Each element should contribute to form or function or both and maintain a consistent standard of quality and combine to create the desired design.

 * Here are some links: (you may find others)
 * How to choose wallpaper

a. Living room

 * Think about how this room is used. For some homes, this is a formal guest area and used to visit with your guests. Others may emphasize the living part of this room, and the family may actually use it for daily living. A great color theme could be either orange or red because this makes the room look lively.

b. Dining room

 * Most likely this room will be where you take your meals. So, the theme or pattern should be in harmony.
 * A great theme or color could be pale blue because- if you are a family- it shows connection between everyone.

c. Bedroom

 * Ah, this would be where you bed down for the night, although, some of you might spend a lot of time cooped up here to stay away from icky siblings.
 * If you are not sure of which colors to use definitely do not use dark colors because they make the room look closed in and smaller.

d. Bathroom

 * As mentioned earlier, wallpaper may not be happy with the extra moisture in the bathroom.
 * It is also a good idea to have tiles in the bathroom since there is a lot of water in the bathroom so tiles can be helpful because they do not soak up the water.

e. Kitchen

 * For some homes, this may be the center of all activity.
 * For this place it is best to put tiles on the wall and floor since this is the messiest place in all the house.

f. Children's play room

 * Depending on the age of the children, the wallpaper selection may be different.A nice wallpaper for this room could be toys or other fun things like that. If I had my own playroom I would like it if the color was camouflage because it seems to have a 'fun' effect.

g. Church

 * This is where we worship God. So, think of something that would be in line with the use.
 * A nice theme for a church would be purple because in the Bible ,when the Israelites were in the desert,
 * the sanctuary was purple.

2. Record in a notebook the answers to the above questions and on #3 include your design, color and material chosen for each room.

 * Well, hopefully you have been diligent and have written into a notebook your answers from Requirement #1 above.

3. Show proper wall preparation for paper hanging.

 * Wallpaper requires proper surface preparation before installing/hanging. Wallpaper is not suitable for all areas. For example, in a bathroom, wallpaper may deteriorate rapidly due to the steam from hot baths and/or the moisture in the bathroom. Proper preparation includes repairing defects in the drywall (or plaster), the removal of loose material, or, removing old adhesives. You should also remove light fixtures, towel hangers, wall plates, etc., so as to create a better surface for your work. Don't forget to prime the wall.

4. Explain how to hang wallpaper. Describe at least two methods. Use one method to paper at least two walls of a home, such as in bedrooms, living rooms, etc. Show proper pattern matching.

 * Start in a inconspicuous corner. Since it would be difficult to match the pattern once you come back around the room, you want this to be in the most un-noticeable spot.

 * From this starting spot, measure out the width of the wallpaper on the wall from this corner. Come back a 1/4-inch and draw a plumb line on the wall. This plumb line will help line up your first sheet. Also, draw a second plumb line for your next sheet.

 * Roll out your wallpaper and cut the first few strips to length. If you have a pattern to match (edge to edge), make sure that the strips are long enough so that the wall is covered (top to bottom) when the pattern matches.

 * Roll the strips in water, making sure to include all the edges. Fold the top 1/3 of the wallpaper back onto itself (adhesive sides facing each other. Fold the bottom in a similar fashion, overlapping the top slightly. This is called 'booking' the paper, and allows the glue to activate. Sometimes, I use an 'adhesive activator' instead, and sometimes I use wallpaper adhesive. Prepare only a few strips so that the adhesive does not dry out before you are ready to 'hang' the wallpaper.

 * Use the first pencil line as a guide to hang your first strip of wallpaper. Use a squeegee to smooth out the wallpaper and ensure a good attachment to the wall. Cut off the excess wallpaper on the top and the bottom using a sharp knife and a straight edge. You are now ready for the second piece.

 * When hanging wallpaper, I've overlapped the seams as well as butted the seams, and right now I'm reading that the seams should not overlap. When you hang your second, and subsequent pieces, make sure the pattern matches the previous piece. Use a seam roller to work the seams flat.

 * After turning a corner, cut off the wallpaper 1/4 inch after the corner and start a new strip. This will prevent problems like the wallpaper from pulling away at the corner (it shrinks a little after drying).

 * You're going to learn a new routine - cut, wet, book, hang, smooth, trim.

 * Enjoy!


text:
Flute/Playing the C Major Scale

It is time to begin playing music. From here in this book, you will work on scales, to develop fluency of motion. To begin you will learn one of the easiest scales.

title: Flute/Playing the C Major Scale


text:
Rhetoric and Composition/Rhetorical Analysis

Overview of Rhetorical Analysis
A RHETORICAL ANALYSIS REFERS TO THE PROCESS OF ANALYZING A TEXT, GIVEN SOURCE OR ARTIFACT. The text, source, or artifact may be in written form or in some different sort of communication. The goal of a rhetorical analysis is to take into consideration the purpose, audience, genre, stance, and media/design of the given rhetorical situation. In other words, the analysis explores not only what everything means in the given source (content), but also why the author wrote about it (the purpose), who the author is (background), how the piece was organized (structure), where and/or when it was published (forum), and the intended message conveyed to the audience (topic).

A rhetorical analysis is one of the more challenging assignments in any writing class. Students often confuse a rhetorical analysis with a review because both assignments work to analyze a text. However, a rhetorical analysis reserves judgment on whether they agree/disagree with the topic presented. A review, of course, invites the reviewer to critique how "good" or "bad" the content of the text is. The PROCESS of completing a rhetorical analysis requires the use of different rhetorical strategies. These strategies are: critical reading, strategies for effective communication, persuasive appeals, argumentation, and avoidance of logical fallacies. These specific strategies are discussed in depth throughout the remainder of this page.

The PURPOSE of a rhetorical analysis is to engage in critical thinking with the intention of effectively communicating an intended message to a predetermined audience. In order to successfully determine the intended message of a particular text a good question to guide your analysis is: how did the author craft their argument?

Rhetoric is a term that is widely used in many forms, and by itself can mean a great many things. Some use the term in association with political rhetoric, to name the voice and stance, as well as the language that becomes the nature of politics. Rhetoric can be thought of as the way in which you phrase what you are saying, and the forces that impact what you are saying. At its very core RHETORIC IS THE ABILITY TO EFFECTIVELY COMMUNICATE AN INTENDED MESSAGE, whether it is via argumentation, persuasion, or another form of communication.

Critical Reading
Critical reading is the first step in a rhetorical analysis. In order to make a reasonable and logical analysis, you need to apply critical reading skills to a text, given source, or artifact that you intend on analyzing. For example, when reading, you can break the whole text down into several parts. Then, try to determine what the writer is attempting to achieve with the message they are conveying to a predetermined audience; then work to identify the writing strategies they are using. Once the text, artifact or given source has been thoroughly analyzed you can determine whether the intended message was effectively communicated.

Reading critically does not simply mean being moved, affected, informed, influenced, and persuaded by a piece of writing; it is much more than that. It refers to analyzing and understanding of how the writing has achieved its effect on the audience. Some specific questions can guide you in your critical reading process. You can use them in reading the text, and if asked to, you can use them in writing a formal analysis. In terms of engaging in critical reading, it is important to begin with broad questions and then work towards asking more specific questions, but in the end the purpose of engaging in critical reading is so that as an analyzer you are asking questions that work to develop the purpose of the artifact, text, or given source you are choosing to analyze.

The following is a list of suggested questions that you may find useful for when you engage in critical reading. However, you do not need to apply all of these questions to every text, artifact, or given source. Rather, you may use them selectively according to the specific reading at hand. The main questions listed below are considered to be broad in nature; with the questions listed via bullet points underneath the broad questions are meant to get at more the specific details of the intended message. Please remember that this is simply one method for getting you started on reading (and then writing) more critically.

POTENTIAL QUESTIONS TO ASK WHEN ENGAGING IN CRITICAL READING:

What is the subject?
 * Does the subject bring up any personal associations? Is it a controversial one?

What is the thesis (the overall main point)?
 * How does the thesis interpret the subject? If asked, could you summarize the main idea?

Who is the intended audience? What is the tone of the text?
 * What values and/or beliefs do they hold that the writer could appeal to?
 * What is your reaction to the text, emotional or rational (think of pathos)? Does this reaction change at all throughout the text?

What is the writer's purpose?
 * To explain? Inform? Anger? Persuade? Amuse? Motivate? Sadden? Ridicule? Attack? Defend?
 * Is there more than one purpose? Does the purpose shift at all throughout the text?

What methods does the writer use to develop their ideas?
 * Narration? Description? Definition? Comparison? Analogy? Cause and Effect? Example?
 * Why does the writer use these methods? Do these methods help in their development of ideas?

What pattern does the author use for the arrangement of ideas?
 * Particular to general, broad to specific, spatial, chronological, alternating, or block?
 * Does the format enhance or detract from the content? Does it help the piece along or distract from it?

Does the writer use adequate transitions to make the text unified and coherent?
 * Do you think the transitions work well? In what ways do they work well?

Are there any patterns in the sentence structure that make the writer's purpose clear to you?
 * What are these patterns like if there are some? Does the writer use any fragments or run-on sentences?

Is there any dialog and/or quotations used in the text?
 * To what effect? For what purpose is this dialog or quotations used?

In what way does the writer use diction?
 * Is the language emotionally evocative? Does the language change throughout the piece? How does the language contribute to the writer's aim?

Is there anything unusual in the writer's use of punctuation?
 * What punctuation or other techniques of emphasis (italics, capitals, underlining, ellipses, parentheses) does the writer use?
 * Is punctuation over- or under-used? Which marks does the writer use where, and to what effect?

Are there any repetitions of important terms throughout the text?
 * Are these repetitions effective, or do they detract from the text?

Does the writer present any particularly vivid images that stand out?
 * What is the effect of these images on the writer's purpose?

Are there any tropes--similes, metaphors, personification, hyperbole, comparisons, contrasts, etc. that are employed by the writer?
 * When does the writer use them? For what reason(s)? Are those devices used to convey or enhance meaning?

Are there any other devices such as humor, wordplay, irony, sarcasm, understatement, or parody that are used in the text?
 * Is the effect comic relief? Pleasure? Hysteria? Ridicule?

Is there any information about the background of the writer?
 * Is the writer an acceptable authority on the subject? How do you know?

Basic Rhetorical Strategies for Effective Communication
After engaging in a critical analysis or reading of your intended artifact, text, or given source, the next step in the process of completing an effective rhetorical analysis is to discuss your discoveries. For the purposes of writing, when we refer to rhetoric, we often talk about it as the art of persuasion or the ability to communicate effectively. There are many different strategies a communicator may employ to effectively communicate their message to their intended audience. While the rhetorical strategies for effective communication are discussed in terms of writing about your findings, pertaining to your rhetorical analysis, it should be noted that these rhetorical strategies can be employed during the critical analysis or reading portion of your rhetorical analysis project.

Below is a table that breaks down some rhetorical strategies, what they mean, and how to analyze them critically. This table can be used when rhetorically analyzing a text or artifact or when you begin the process of writing about your findings. The purpose of this table is to provide a breakdown of rhetorical strategies and how one can identify them in a message.

Persuasive Appeals
The persuasive appeals, or what could also be known as the rhetorical triangle, were developed by Aristotle to ensure effective communication, and are a cornerstone within the field of Rhetoric and Writing. It is common to see the three persuasive appeals depicted as the points of a triangle because like the points of triangle they each play a role in the ability to hold the message together. Aristotle was a Greek philosopher that believed all three of these rhetorical appeals were needed to effectively communicate an intended message to a pre-determined audience. Aristotle's three rhetorical appeals are: Logos, Ethos, and Pathos; they are discussed in detail throughout the remainder of this section. LOGOS

Logos is most easily defined as the logical appeal of an argument. It relies on logic or reason and depends on deductive and/or inductive reasoning. Deductive reasoning begins with a generalization and then applies it to a specific case. The generalization you start with must be based on a sufficient amount of reliable evidence. Inductive reasoning takes a specific representative case, or facts, and then draws generalizations or conclusions from them. Inductive reasoning must be based on a sufficient amount of reliable evidence. In other words, the facts you draw on must fairly represent the larger situation or population. Both deductive and inductive reasoning are discussed more in depth further down on this page.

Example of Logos: Say that you are writing a paper on immigration and you say "55,000 illegal immigrants entered this country last year, of those, only 23,000 did it legally." There is obviously something wrong here. Although saying 55,000 immigrants were "illegal" makes for an impressive statistic, it is apparently not correct if you admit that 23,000 of these people immigrated legally. The actual number of illegal immigrants would then be only 32,000, a significantly lower number. The purpose of this example is to demonstrate how having logical progression to an argument is essential in effectively communicating your intended message.

ETHOS

Ethos is the appeal to ethics, the use of authority to persuade an audience to believe in their character. And while ethos is called an ethical appeal, be careful not to confuse it solely with ethics; it encompasses a large number of different things which can include what a person wears, says, the words they use, their tone, their credentials, their experience, their charge over the audience, verbal and nonverbal behavior, criminal records, etc. Ethos gives the author credibility. It is important to build credibility with your audience because without it, readers are less inclined to trust you or accept the argument presented to them. Using credible sources is one method of building credibility. A certain amount of ethos may be implied solely from the author's reputation, but a writer should not rely only on reputation to prop up his/her work. A sure way to damage your ethos is by attacking or insulting an opponent or opposing viewpoint. The most effective ethos should develop from what is said, whether it is in spoken or written form. The most persuasive rhetoricians are the ones that understand this concept.

Example of Ethos: To elaborate, the construction of authority is reflected in how the rhetorician presents herself, what diction she uses, how she phrases her ideas, what other authorities she refers to, how she composes herself under stress, her experience within the context of her message, her personal or academic background, and more. In academia, ethos can be constructed not only by diction, tone, phrasing, and the like, but by what the rhetorician knows. A works cited page reflects this. It says: this author has read these sources, and knows their contents. And if those sources are relevant, reputable, and well regarded, the author has just benefited from that association. At the same time, authors want to make sure they properly introduce their sources within their writing to establish the authority they are drawing from.

PATHOS

Pathos is the appeal to passion, the use of emotion to persuade readers’ or listeners’ opinions in a rhetorical argument. Pathetic appeals (the use of pathos) are characterized by evocative imagery, description, visuals, and the like to create within the reader or listener a sense of emotion: outrage, sorrow, excitement, etc. Pathos is often easily recognizable because audiences tend to know when what they hear or read swells emotion within their hearts and minds. Be careful to distinguish between pathos as a rhetorical vehicle to persuade using emotion and the logical fallacy “appeal to pity” (discussed more in depth further down the page). Both use emotion to make their point, but the fallacy diverts the audience from the issue to the self while the appeal emphasizes the impact of the issue.

Although argument emphasizes reason, there is usually a place for emotion as well. Emotional appeals can use sources such as interviews and individual stories to paint a moving picture of reality, or to illuminate the truth. For example, telling the story of a specific child who has been abused may make for a more persuasive argument than simply stating the number of children abused each year. The story provides the numbers with a human face. However, a writer must be careful not to employ emotional appeals which distract from the crux of the debate, argument, or point trying to be made.

Example of Pathos: A good example of pathos is in public services announcements. Some of the most popular include drug warnings: A woman is at the stove in the kitchen with a skillet. She holds up an egg and says, “This is your brain.” She cracks the egg into the skillet where it immediately begins to cook. “This is your brain on drugs.” Or the more recent billboards cautioning against (meth)amphetamines which show an attractive young person juxtaposed against a mug-shot of the same person at a later date but with pustules, open sores, missing teeth, unkempt hair, acne, running makeup, and any other assortment of detrimental and hideous signs of the drug’s ruinous capabilities. Audiences are not meant to pity these individuals; rather, the audience is meant to reel in horror at the destruction meth can cause to a person in a short amount of time. In this case, horror or shock is the emotional tool rhetoric wields to persuade. It should be noted that people with acne, unkempt hair, or other traits listed are not necessarily uncommon—in fact, these traits can be found in vast numbers of high school students; the traits are merely shown in conjunction with the normative “before” picture to elicit the desired emotion. Either of the pictures alone would not be rhetorically effective, it is only by placing them together that the audience is passionately moved.

Argumentation
DEDUCTIVE LOGICAL ARGUMENT

A deductive logical argument is one that works from the top to the bottom. It begins with what is known as a "major premise," adds a "minor premise," and attempts to reach a conclusion. A major premise is a statement that names something about a large group, a minor premise takes a single member, and the conclusion attempts to prove that because this single member is a part of the larger group, they must also have the trait named in the original statement. For example:

 * MEN ARE TALL - a major premise as it works with a large group of people
 * BOB IS A MAN - a minor premise as we hear about only one individual of that group
 * BOB IS TALL - we attempt to make a conclusion based upon what we have already been told

Now, if it is true that men are tall, and that Bob is a man, then we can safely infer that Bob must be tall. However, beware the logical fallacy. Though it may be true that in certain cultures men are, on average, taller than women, certainly this is not always the case. Being that our major premise is not altogether true, we can now say that this argument is flawed. Furthermore, we might ask what our definition of "tall" is. Tall is different if we are talking about the average population, or basketball players. Also, what is a man? Do transgendered individuals count? We see that the problem becomes far more complex the more we look into it.

INDUCTIVE LOGICAL ARGUMENT

As some would argue that a deductive argument works from the top down, toward a conclusion, some comment that an inductive argument works from the bottom up. This is mildly misleading. What is meant by this is that an inductive logical argument begins with a firm affirmation of truth, a conclusive statement. By getting the audience to agree with this statement, the argument moves to the next "logical" step. It proceeds in this manner until the argument has led you from one seemingly reasonable conclusion to another that you may not have originally agreed with. Take the following as an example. Move through the argument slowly, making sure you understand and agree with each step in the process (and please forgive the religious content, you'll come to see it is irrelevant anyway).

Having seen this, some might say that the argument defeats Catholicism from an atheist standpoint. Others might find that it argues for the secularization of religion. Still, there are ways in which it supports Catholicism at the same time. Though the argument might seem as if it is disagreeing with the Catholic religion, and some would agree that it is, we must always be looking for the logical fallacy. Upon closer inspection, you may notice that all this argument truly does, in one reading of the text, is to explain the complexity of God through the mind of a human. Catholicism has argued since the beginning that God is impossible to fully explain using the conceptions of man. In that way, this argument only supports that conclusion. Be aware that there will be logic fallacies hidden in almost every argument. If there is more than one side to an argument, such as in religious or political debates, it is most likely because the argument is impossible to prove. Hence, there will be a logical fallacy present.

Logical Fallacies
Logical fallacies, often referred to by their Latin name “non sequitur” (which translates to “it does not follow”), are powerful tools in logic and rhetoric. When an arguer is able to identify her opponent’s fallacious positions, she can point them out and expose a weakness. She undermines her opponent’s position. Arguers comfortable with fallacies have an easier time avoiding them, thus making their positions more tenable. Missteps in logic can be confusing for students: sometimes a fallacy will be called by its Latin name, other times they will be referred to by a synonym; some are clumped together, and others are overly specific. For example: “Argument against the person” is often called an “Ad hominem” argument; a “Complex question” can be referred to as a “Loaded question”; “Appeal to the people” occasionally loses its distinction between direct and indirect (referred to only as “Bandwagon fallacy”); and “Begging the question” many times implies only its aspect of circular reasoning and not the other aspects. However, more important than agreeing on a name is the recognition of these non sequiturs. While a logician might dedicate her life to this topic, as a student you are expected only to avoid fallacies in your own writing and identify them in others’.

The following is a fairly comprehensive table of fallacies, and its purpose if for you to use a reference to ensure that you do not create a logical fallacy as your are writing about your discoveries throughout your rhetorical analysis. Having said that, this table can be used for more than just the completion of a rhetorical analysis; rather this table could be used as a reference for any argument or persuasion you are attempting to effectively communicate to an intended audience.