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Semiconductors/Zener Diode

A Zener diode is a type of diode that permits current to flow in the forward direction like a normal diode, but also in the reverse direction if the voltage is larger than the rated breakdown voltage or "Zener voltage". The device was named for Clarence Zener, who discovered this electrical property.

A conventional solid-state diode will not let significant current flow if reverse-biased below its reverse breakdown voltage. By exceeding the reverse bias breakdown voltage, a conventional diode is subject to high current flow due to avalanche breakdown. Unless this current is limited by external circuitry, the diode will be permanently damaged. In case of large forward bias (current flow in the direction of the arrow), the diode exhibits a voltage drop due to internal resistance. The amount of the voltage drop depends on the design of the diode.

A Zener diode exhibits almost the same properties, except the device is especially designed so as to have a greatly reduced breakdown voltage, the so-called Zener voltage. A Zener diode contains a heavily doped p-n junction allowing electrons to tunnel from the valence band of the p-type material to the conduction band of the n-type material. A reverse-biased Zener diode will exhibit a controlled breakdown and let the current flow to keep the voltage across the Zener diode at the Zener voltage. For example, a diode with a Zener breakdown voltage of 3.2 V will exhibit a voltage drop of 3.2 V if reverse biased. However, the current is not unlimited, so the Zener diode is typically used to generate a reference voltage for an amplifier stage, or as a voltage stabilizer for low-current applications.

The breakdown voltage can be controlled quite accurately in the doping process. Tolerances to within 0.05% are available though the most widely used tolerances are 5% and 10%.

Another mechanism that produces a similar effect is the avalanche effect as in the avalanche diode. The two types of diode are in fact constructed the same way and both effects are present in diodes of this type. In silicon diodes up to about 5.6 volts, the zener effect is the predominant effect and shows a marked negative temperature coefficient. Above 5.6 volts, the avalanche effect becomes predominant and exhibits a positive temperature coefficient.

In a 5.6 V diode, the two effects occur together and their temperature coefficients neatly cancel each other out, thus the 5.6 V diode is the part of choice in temperature critical applications.

Modern manufacturing techniques have produced devices with voltages lower than 5.6 V with negligible temperature coefficients, but as higher voltage devices are encountered, the temperature coefficient rises dramatically. A 75 V diode has 10 times the coefficient of a 12 V diode.

All such diodes, regardless of breakdown voltage, are usually marketed under the umbrella term of 'zener diode'.

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

title: Semiconductors/Zener Diode


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User:Passive

for my userpage check out http://en.wikipedia.org/wiki/User:Passive

title: User:Passive


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User talk:212.181.214.6

Hi,

Do you have a username on wiki? The edit histories and talk pages need to be moved too for TW.

I'll ask at AN/I for undeletion if I don't hear back from you. -- SB_Johnny | talk 23:45, 16 August 2006 (UTC)

title: User talk:212.181.214.6


text:
Talk:Semiconductors/Zener Diode

Is this page going somewhere? It seems to be just a dewiked copy of the wikipedia article (thanks for dewikiing first!)... should this be merged into electronics? -- SB_Johnny | talk 23:57, 16 August 2006 (UTC)

title: Talk:Semiconductors/Zener Diode


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User talk:Junesun

Don't know Thai, sorry :)
Hi Junesun,

You wrote:
 * I believe this approach would also work out well for Thai and take away a major stumbling block for people interested in learning Thai but afraid of learning a new alphabet. If you'd like to try it, make a page similar to Modern Greek/Writing lessons plan listing as many suitable words and names as you can think of and their transliteration and inform me. I'll gladly help you by finding a good order to introduce letters and starting to write the lessons. Deal?

Very kind of you, and it sounds excellent - unfortunately I know almost no Thai at this stage! I was just incorporating other people's material. I speak Indonesian (which uses the Roman alphabet) and help out elsewhere where I can...

You could try Tony Mortlock of this version, which is the source for Thai/Adding vocabulary with word association (as explained on the talk page). I don't know if Tony has studied the Thai script, but he may be interested in helping, or directing you to someone else. His email is at the bottom of his page.

I have an additional selfish reason for wanting to see the Thai pages develop as I wish to start learning Thai sometime in the next year or so, in preparation for going there.

I've read (eslcafe.com forums) that it's easy to buy material in Thailand to help learn to make the letters. So, when I eventually get there I may be in a better position to help.

Look forward to further collaboration... --Singkong2005 00:59, 17 August 2006 (UTC)

Hi(Sawasdee)
Hi Junesun,

My name is Borpit.I'm Thai.And I'd like to help you about Thai alphabet. But I don't know the meaning of letter-by-letter transliteration.

Yours sincerely,Borpit.202.57.146.225 16:41, 17 August 2006 (UTC)Talk:Bpitk
 * You can use my ThaiEncoder to input Thai alphabet. thaiencoder
 * I developed it in JavaScript(originally for pda&smartphone).
 * Thai Dictionary links... lexitron longdo
 * Have you ever tried Thai karaoke (like this sample)
 * --Bpitk

 * Thank you very much for your help! I haven't yet tried Thai Karaoke, but Karaoke has helped me to improve my knowledge of French and Chinese, so I will probably use it once I have a solid foundation knowledge of the language. Creating lessons for the Thai script will be partly autotherapy.
 * Junesun 18:47, 19 August 2006 (UTC)

 * Please don't blame me for doing something with your babel.I'm practicing with wikibabel.I wish you will feel good with this one.--Bpitk 20 August 2006

Love your lessons
Hi Junesun,

Was new page patrolling and saw "Lesson 5". Was giggling at the words you used for examples of "Phi". Nice work!

-- SB_Johnny | talk 18:12, 19 August 2006 (UTC)

 * I'm glad you like the lessons. I'm trying to give people an easy introduction to the Greek alphabet, since I know from personal experience that it's incredibly hard to learn a script when you're just given a table showing the letters. I'm hoping to encourage the development of similar lessons for other scripts, too (right now Arabic and Thai because of personal interests). Seeing that the vast majority of commercially-available textbooks just give students a table of letters to memorise, Wikibooks could easily excel in this and become the place to go for tortured language students.

 * A similar step-by-step approach is successful in regular language lessons, too. See my BLL German course and the page Help: Bite-sized language lessons, which is an explanation of the didactic idea behind it. Also, you might be interested to know that I'm currently running a pledge concerning language-teaching on Wikibooks, hoping to get more people involved.

Junesun 18:47, 19 August 2006 (UTC)

 * Ugh. My German is so rusty that I'm not sure I could even say "My German is rusty" in German. You might get some people involved at Wikiversity though... at least one of the admins is in Germany. -- SB_Johnny | talk 20:08, 19 August 2006 (UTC)

 * I second SB Johnny's comments. Great work on Greek and Thai, will look at Arabic later... This is a fantastic way to teach the scripts. Really interesting approach. I'm supposed to be focusing on other things (not even supposed to be on the computer now...) but will follow with interest and help where I can, at least in Indonesian, Thai & Arabic, as I speak the first and want to learn the other two. --Singkong2005 01:55, 20 August 2006 (UTC)

...
Hi.I'm new here.Do you have any example book titles I can look over them and possibly create some? -- ~ * Cute 1 4 u  |talk to me! * ~  22:01, 23 August 2006 (UTC)

A few things on the language pages

 * Re the Writing lessons plan pages, I think it would be helpful to link them from the main page for the language. (Note: I just realised you actually have linked them... missed that somehow, sorry. --03:59, 25 August 2006 (UTC)) I linked Thai/Writing lessons plan from Thai. Possibly it should go under a "teacher's resources" or "contributor's guide" heading. In the short term, some of this material can still be useful to learners. Also, contributors might not be aware of the page unless it's linked from the front.

 * Re the word propadeutic, I think very few people will know this word, so perhaps it could be expressed differently? Does it just mean preparatory?

 * FYI: I've added a few things to How to learn a language, including a section "Notes for teachers" which might be moved to How to Teach a Language when it is more developed.

--Singkong2005 03:17, 25 August 2006 (UTC)

Korean RWP lessons
Hi Junesun!

I recently found your lessons on reading, writing and pronouncing Korean. Are you planning to update these lessons at some time? I think they're very good for someone who has no prior knowledge of the language (like me). Or do you know any other online resources for learning Korean? (Michael Drüing 11:16, 8 November 2006 (UTC))

 * Hi! I'm glad you find the lessons useful. I decided to discontinue working on Wikibook projects because I can't find other contributors to my projects (my method to learn German easily, Quick and dirty guide to Esperanto, Modern Greek writing and language lessons, Learn to read write and pronounce Korean, Learn to read write and pronounce Arabic, Learn to read write and pronounce Thai) and if I am to do all the work I may just as well put it on my own website (currently migrating to a new server). If you like, send me an e-mail and I'll message you when I've written the rest of the Korean lessons there.

 * Junesun 20:35, 13 November 2006 (UTC)

 * Sorry, forgot to mention it here, but a much improved version of the lessons is now available at my site on language learning. I already completed lesson 4 there, which is incomplete here (not to mention that somebody is now editing the lessons here destroying the methology and deleting exercise possibilities), and I am hoping to post the last two lessons on my site soon. Also, I have found some Korean speakers who are recording words for me, so that you will have some samples to base your pronunciation on, instead of just descriptions. Junesun 20:41, 12 May 2007 (UTC)

 * I'm sorry to read that you think my edits are destroying the methodology and deleting the exercise possibilities. You clearly had stated that you were not going to continue to work on the lessons, so I didn't think to ask you about your vision before digging in.  If you're still insterested in collaborating here, let me know and I'd be happy to help.  Rodasmith 02:36, 13 May 2007 (UTC)

 * I described the concept on the Korean talk page and at Korean/Writing lessons plan. The lesson plan can be found at Korean/Writing lessons plan 2, but who cares about methodology or lesson plans here. Basically, it's about introducing one letter at a time followed by exercises, so that people get eased into reading and writing the script. It was a lot of work to find suitable letters and words for the first lesson, but now each new letter opens up an abundance of words for practise and each practise word also re-inforces the letters that students have already learned. Feedback on this method has been awesome.

 * I dislike that you are moving in the direction of introducing more letters and providing less exercise opportunities again, since the whole purpose of the course was to be a counter-weight to that approach which unfortunately is very popular with textbook authors. There can never be enough exercises, as gifted students can just skip the rest of the exercises as soon as they feel comfortable and for challenged students even 50 exercises on the same topic may not be enough. I also dislike that you removed my announcement twice, since students have a right to know that the course on Wikibooks isn't going anywhere soon, so that they don't have to come back to check all the time. Also, seeing that I did all the work of creating the lessons, the GNU license affords me attribution. I do like the diagrams you added to the lessons. Now I have invested too much in developing and promoting the course on my own site though and I'm also more acutely aware of all the limitations Wikibooks puts on course development, so I won't continue the course here.
 * Junesun 09:11, 14 May 2007 (UTC)

 * Well, I hadn't seen Korean/Writing lessons plan before now, but, now having read it, I take no issue with the methodology. It will be quite easy to revise my edits to align with that methodology.

 * Regarding the removal of the announcement, the first announcement was a very ugly advertising rant posted by an anonymous user. When I checked the destination of the link, I found that no new material was actually added to that site, so I removed the rant.  The second announcement I removed (see ) inaccurately claimed that you are the only person working on the project and that you had no community support, it advertised a non-WikiMedia site, and it was a talk-page-style comment writted directly on a course module.  It was better suited for the talk page, so I moved it there.  At best, it may be OK to add a short link to your site in a ==External links== section on Korean/RWP, similar to the one there now but without the skeptical "The future of this course is unclear".  Rodasmith 16:20, 14 May 2007 (UTC)

Devanagari script tutorial
Hi, saw your comment on the Devanagiri script article requesting for a tutorial on how to write in devanagiri Came across this http://www.avashy.com/hindiscripttutor.htm

(Cant sign in because I do not have an account but I have a English Wikipeida account named Deepak D'Souza . Just in case you need any thing from me you can leave a message there or email me at ddyaar@gmail.com)

 * Hey, thanks for giving me that link. I still think that there should be an easier way to learn the script though; this website is nicely made but it still boils down to learning all the letters before you can read anything. My script tutorials have you reading right from the beginning and a lot of people have told me that they are a child's play to follow through to where you know all letters. Have a look at www.learnlangs.com/RWP/Korean to see what I consider an easy approach. -- Junesun 16:21, 16 March 2007 (UTC)

Your message on Talk:English
I saw your message on the talk page. I can understand your concerns about using Wikibooks for learning languages but it must be possible. Unfortunately the English Wikibook has been desserted for some time and I've taken the decision to revamp it but this is a huge project involving several different English books (English, ESL, Teaching ESL, Business English and a book I am writing for intermediate English students). The one thing you probably don't have to worry about is people creating pages which don't blend in with the other part of the book - because nobody seems to edit this book anyway! I wish you well but wish people would stay at Wikibooks and help make it better. Xania talk 21:03, 13 May 2007 (UTC)
 * This has been exactly my experience: nobody seems to edit any book anyway. The books are all either abandoned or one-person efforts. And if you're going to have to do all the work of writing a book on your own, why not do it in a medium that's better suited for teaching, where you'll receive all the recognition and where nobody can one day come along and mess things up while you're not looking. Finding able contributors for Wikibooks is a lost quest. I tried too many times. For writing lessons for Arabic, Devanagari and Thai for example. Also for the German course at BLL German - the current German wikibook is a joke, even though it got the Book of the Month award. Introducing up to 200 new words per lesson (I counted them once in lesson 2), plenty of grammar and a minuscule amount of exercises, many of which are undoable because they require knowledge of concepts that haven't been introduced yet. I wanted to make a difference there. I created lessons and plans for more, even a separate page going into a lot of detail on how anybody can contribute to the course (BLL German/Contributing). Absolutely nobody showed up except to do minor corrections to the formatting and it's been almost a year. For Modern Greek I actually found two people who would help create lessons, but shortly after I developed a decent lesson plan they disappeared. Wikibooks is not the way to go if you actually want to complete a good course and there isn't a single language course on it that I would recommend for actual studying. I gave a talk on Wikibooks at the Wikimania conference in Boston last summer and drew some interest, but nothing has changed. Junesun 09:36, 14 May 2007 (UTC)

Junesun, I replied to your post on Talk:English, but thought you may also be interested in this: http://en.wikiversity.org/wiki/Kana/quiz. Wikiversity uses a "quiz" extension to help with interactive exercises. If it would help in building courses, we may be able to get that extension installed here. Rodasmith 22:05, 13 May 2007 (UTC)
 * I suggested the development of exercise extensions. That would at least make Wikibooks somewhat of an alternative to web pages for non-programmers, though it will never reach all possibilities of course web pages created by experienced programmers, such as the courses on Lernu. The other problems still remain though, especially the problem that most self-proclaimed course writers don't even know they should be providing exercises. Junesun 09:36, 14 May 2007 (UTC)

Thanks
Hi Junesun. Thanks for your role in making Miskito a featured book. I'm flattered! I already expressed my thanks generically on the language bookshelf talk page, but thought I should tell you personally too. If you have any other thoughts (positive or critical) about the course I'd enjoy discussing it, and our ideas about language teaching/learning and the Wikibook language courses, with you. I certainly agree with your general appraisal of most of the "books" (ahem) there at the moment, and share your concern that something be done to improve them. I hope that the project I have started, of which I view the Miskito course as just a part and a first step, will contribute to that.

I don't know if you're interested but I seem to have triggered off a discussion (which I hope will be constructive) on the bookshelf talk page about how the languages are listed there. Since only one other person has taken part so far, you might be interested in saying something to help broaden the discussion and contribute your opinion, if you have one.

Finally, I just read your user page and I felt very sympathetic with the feeling you express in the last line: "I used to also be involved in Wikipedia (user name: Junesun), but I'm fed up with seeing my hard work deleted by adolescent boys with too much power on their hands." I also work in Wikipedia, and oh yes, I know what you mean! However, there are also people there with whom it is worth collaborating, so perhaps you have to take the good with the bad. Cheers, Alan --A R King 11:45, 7 June 2007 (UTC)

Pedagogics
I read on the Languages bookshelf talkpage that you're somewhat of an expert. I wondered, if you have a few moments, if you could look at the Spanish Wikibook, to see if it fits the principles of pedagogics. It'd be interesting to see where I'm going right/wrong, how I might improve, and, most importantly, if someone could actually use it for practical learning. Thanks and kind regards, —Cel es tianpower háblame 20:04, 9 June 2007 (UTC)

 * Hey, it's so nice to hear that others are interested in providing quality language materials here, too. The Spanish Wikibook is quite good. The standard make-up of each lesson is good, the explanations are understandable, extra vocabulary and expressions that go with the topic (e. g. list of sports) have been chosen well and the exercises are very good for practising what was taught. However, most of the lessons appear to stand on their own, not incorporating what was taught before.
 * Things I would have done differently:

 * try to re-use topics and words that you used in previous lessons. This will function as a natural review. Having introduced reflexive verbs in the first lesson, I might make the second lesson about daily activities (getting up, washing, brushing teeth, getting dressed, ...) as a lot of these verbs are reflexive in Romance languages. As new point of grammar I'd discuss the articles and the plural;
 * alternatively, I'd make the second lesson about verbs that are conjugated like "llamarse" - not necessarily reflexive verbs but verbs that take exactly the same endings (maybe a text about further introductions, so you could re-use some phrases from lesson 1), this way students wouldn't have to learn a new conjugation yet. Seeing a regularity when starting to learn the language is more motivating than first having to learn irregularities. Or at least assure new language learners that there is a regularity to these endings, that they won't have to learn a new set for each verb;
 * I also like to make one of the first lessons about "to be", since it's very versatile and useful, and a more basic part of grammar than reflexive verbs; however Spanish having two kinds of "to be" might affect this decision.
 * lesson 2, you should explain about "primero" and other ordinal numbers before using them;
 * rather than forcing lots of elementary grammar and three conjugations down the student's throat in lesson 3, I'd introduce these step by step in real lessons with dialogues and exercises;
 * lesson 4 also introduces rather much grammar, especially seeing students haven't had the time to digest the grammar-only lesson 3.
 * in lesson 5 you re-introduce reflexive verbs (gustarse), making it sound like it's a new type of verb. This is confusing.
 * lesson 6 is fine. Maybe the dialogue could be made a bit longer without introducing too many new words. Had "necesitar" been taught before? I'm not really keeping track of the vocabulary taught, but you should.
 * lesson 7 is the third time reflexive verbs are introduced. The combination of teaching reflexive verbs + daily activities + telling the time is something I have used in the past too, but then you can't put that lesson at the beginning of the course.
 * the way the future is introduced in lesson 8 is good. However, I wouldn't add quite as much stuff about hotels etc. there - that could be used for additional lesson dialogues. The Activities part can stay, it's an additional way of practising "ir". I don't recall "poder" being taught (used for "¿Se puede fumar en el cuarto?"), so that needs to come at some point, hopefully in a different lesson.
 * I don't see the future being used in any way in the dialogue of lesson 9. Maybe that dialogue would have been better used towards the beginning of the course, as it fits with the topic of introducing oneself. Lesson 9 should contain a dialogue in the future tense, as students dislike learning something they have no use for and also the more examples, the better. Don't forget to explain what the difference in usage between the future using "ir" and the future you are now teaching is. Just saying it's a "real future tense" doesn't help much.
 * generally, provide a more complete list of essential vocabulary used, e. g. indicating that "Qué" is "What" and "Cuándo" is "When", etc., rather than leaving that to the user to guess from the example sentences;
 * try to think about grammar explanations differently, e. g. instead of conveying "Now you are going to learn stem-changing verbs" you should convey "Weren't you thrown off by seeing 'quiero' instead of the expected 'quero' in the dialogue? The reason is ...";

Quite a lot of remarks, I know. I hope they will help improve the Spanish Wikibook. I don't speak Spanish well, drawing mostly on my Italian, Latin, French and Esperanto, but if you at some point create a lesson plan I'd like to have a look. I'd create one myself, but right now I need to focus on creating lessons for the company, so that I can pay my tuition fees.

 * Junesun 07:56, 10 June 2007 (UTC)

Modern Greek wikibook
I would be interested in getting involved in this project. How can I plug in? ArielGlenn 00:49, 14 July 2007 (UTC)

 * Great! Please have a look at the lesson plan. None of the lessons have been written so far, so you can start with lesson 1. If you don't feel that you can prepare an entire lesson according to the "Bite-sized language lessons" concept, you can also just contribute a dialogue, a grammar explanation, exercises or the like. Junesun 07:33, 14 July 2007 (UTC)

 * Working on it now. It may be a few days before a rough draft goes up.  I'll put some commentary on the talk page there as well.  Thanks! ArielGlenn 05:27, 15 July 2007 (UTC)

Devanagari
Hi Junesun! I saw your request about improvement of Devanagari wikibook. Frankly speaking, I agree with what you have said above, that books are 1-man errand. The problem with wikibooks, that atleast I encountered, was that I would like to restructure the Hindi or Devanagari books - the current way is totally random - deciding first how to lay down every course, and then going ahead writing one by one, loosing interest in the middle because you realize no one else is writing anything and all subtitles are your work.

So, I am planning to write a new book about Devanagari. Right now I am little busy, since my exams are going on. If you are still interested in this project, I would really like your help in guiding me through, since I am just an engineer, no language expert.

By the way, ich lebe in Deutschland. ich studiere Chemie im Universität Stuttgart, und ich verstehe nur ein bißen Deutsch.

viele Grüße,

--Anupamsr 19:49, 9 August 2007 (UTC)
 * Here, have a look at the sample. Please provide any comments if you have. The next lesson may take some time, because my exams are going on... as I said...--Anupamsr 20:59, 9 August 2007 (UTC)

 * Hi Anupamsr! I'm glad that you're getting involved in the Devanagari course. So far, your work looks very good. I would eventually put the explanation about how reading works into the first reading lesson.

 * If you want to teach people how to read Devanagari similar to how I taught them how to read the Greek alphabet or Korean at, which is probably the most painless method there is, here are the steps you will need:

 * 1) collect a large amount of Hindi words that are similar to English ones. Country names, city names, personal names, brand names and anything goes, just have a look at the words I chose for my courses. The important thing is that the user will recognize the word after reading it. E. g. if he reads "lu-n-du-n", he'd recognize that that's the word for "London", especially if you provide "capital in Europe" as a hint. (I'm not claiming that that's the word for London, I don't know any Hindi)
 * 2) identify the words that only have very few distinct letters when written in Devanagari, e. g. "papa" would only have two and "banana" only three.
 * 3) introduce letters one by one (the combinations of K that you posted are a good start), but in such a way that students can read those words from step 2 as soon as possible. Give them as many words as possible for practice.

 * I would be glad to help you plan this, as I myself would like to be able to read Devanagari. Once you have a list of words, just let me know and I'll help you with the rest of the steps.

 * Judith
 * Thanks for the heads-up! Right now my exams are going on. I will complete writing all of this as soon as I get time.--Anupamsr 03:36, 12 August 2007 (UTC)

Zulu wikibook == ==

I'm sorry to bother you with this. But would it be possible for you to look at the exercises that I have done for the Zulu book. All I'd like is feedback in terms of the balance of the exercises. Also I've used a measure of revision in some of the later exercises, by asking questions that were introduced in subsequent chapters. Is this useful or simply demoralising? Any input would be much appreciated. --IKnowNothing (talk) 21:32, 24 February 2008 (UTC)

 * I think the exercises are fine, very balanced. I particularly like that you asked the student to interact ("how would you respond...") instead of just asking for translations. When you're introducing conjugations and the like, fill-in-the-blank exercises and spot-the-mistake exercises are also very effective, but unfortunately Wikibooks is very limiting in what kind of exercises it allows you to create. By the way, thank you very much for creating a lesson in the Modern Greek Wikibook according to the lesson plan I wrote up! I had despaired to ever see anybody besides me contribute to that... Junesun (talk) 22:26, 26 February 2008 (UTC)

Japanese Lessons
I've made a first cut at Lesson 1. It's very rough right now, but if you want to modify it. Feel free. --Retropunk (talk) 07:01, 17 October 2008 (UTC)

Japanese
We have a conversation on lesson structure at Talk:Japanese, your input would be greatly appreciated. --Retropunk (talk) 10:29, 16 November 2008 (UTC)

Greek wikibooks
I noticed that you contribute also to the Greek wiki books...Very glad to see you here. Regards Glavkos (talk) 18:40, 20 October 2009 (UTC)

=Invite to learn Tamil - Wikiversity= Hello, hope and wish you are doing fine. I recently noticed your request for a much more introductory page to learn Tamil (the South Indian language) and incidentally I happened to have started a course in wikiversity just for that... It would be helpful for me if you can start taking that course and give me feedback so as to organize it better (in a learner's perspective) and improve them... The course have just begun, but has completed resources for learning the Tamil script. Find it here. Thanks and Regards --Narasimhavarman10 (discuss • contribs) 05:12, 27 October 2013 (UTC)

title: User talk:Junesun


text:
Talk:Handbook of Descriptive Statistics/Measures of Central Tendency/Geometric Mean

I think that the "BANK RECONCILIATION STATEMENT" is irrelevant of the Geometric Mean.


text:
Sexual Health/Cancer

Cancer is a disease that can affect many different parts of the body, but some of the places that are most notably at risk for it are the pubic areas. It is for this reason that these areas should be checked frequently. Doctors who deal specifically with cancer treatment are known as oncologists.

Breast Cancer
Breast cancer is a common and devastating cancer that is found predominantly in women, but that can also be occasionally found in men. Sometimes, if breast cancer isn't responsive to normal treatments, the breast may need to be surgically removed in an operation called a mastectomy. Mastectomies are radical surgeries that can have prolonged mental and emotional effects for the patient. Women are encouraged to check themselves for breast cancer on a regular basis.

Breast cancer, like most other cancers, is easier to treat medically if detected early. Women should be screened for breast cancer regularly, and they should examine themselves for changes or irregularities frequently.

The pink ribbon, and the color pink in general have been adopted as symbols of support for breast cancer. October is national breast cancer awareness month in the United states. During this month, survivors of breast cancer, as well as friends and family of both survivors and victims frequently wear pink ribbons.

Breast self-examination
Women are encouraged to examine themselves for breast cancer on a regular basis. Breast self-examination(BSE) is not particularly reliable, but it can help to give valuable early warning. If you find anything abnormal during a breast self-examination, such as a lump, a sore area, or other abnormality, you should consult a doctor immediately.

Basic exam
Here are steps for a basic self-examination:

 * 1) Stand in front of a mirror with top exposed.
 * 2) Place hands on hips.
 * 3) Look for signs of dimpling, swelling, soreness or redness in all parts of your breasts in the mirror.
 * 4) Repeat step 3 with arms raised above your head.
 * 5) While still standing, palpate your breasts with your fingers, feeling for lumps. Try to use a larger area of your fingers rather than prodding. Feel both for the area just beneath the skin and for the tissue deeper within.
 * 6) Go over the entire breast while examining - a useful method is to divide the breast into quadrants and go through each quadrant carefully. Also examine the "axillary tail" of each breast that points towards the armpit.
 * 7) Repeat palpation while lying down.
 * 8) Check the nipples and the area just beneath them. Gently squeeze each nipple to check for any abnormal discharge.

Seven P's
A similar method of self-examination is known as the Seven P's of BSE:

 * 1) Position: Inspect breasts visually and palpate in the mirror with arms at various positions. Then perform the examination lying down, first with a pillow under one shoulder, then with a pillow under the other shoulder, and finally lying flat.
 * 2) Perimeter: Remember to examine the entire breast, including the nipple, the axillary tail that extends into the armpit, and nearby lymph nodes.
 * 3) Palpation: Palpate with the pads of the fingers, without lifting the fingers as they move across the breast.
 * 4) Pressure: First palpate with light pressure, then palpate with moderate pressure, and finally palpate with firm pressure.
 * 5) Pattern: There are several examination patterns, and each woman should choose the one which is most comfortable for her. The vertical strip pattern involves moving the fingers up and down over the breast, the pie-wedge pattern involves starting at the nipple and moving outward, and the circular pattern involves moving the fingers in concentric circles from the nipple outward. Don't forget to palpate up into the armpit.
 * 6) Practice: Practice the breast self-exam, and become familiar with the feel of the breast tissue, so you can recognize changes. A health care practitioner can provide feedback on your method.
 * 7) Plan: Know what to do if you suspect a change in your breast tissue. Know your family history of breast cancer. Have mammography done as often as your health care provider recommends.

For pre-menopausal women, BSE is best done at the same stage of their period every month to minimize changes due to the menstrual cycle - the recommended time is just following the end of the last period when the breasts are least likely to be swollen and tender. Older, menopausal women should do BSE once a month, perhaps on the first or last day of every month.

About eight in ten lumps discovered on BSE are harmless. Nevertheless, any abnormality thus detected should immediately be reported to a doctor. Though most breast cancers are detected by women, BSE should be combined with an annual examination by a doctor for better chances of detection. Women can easily miss a breast lump that an expert can find. For the same reasons it is better to learn BSE from an expert. It is not a replacement for more trustworthy techniques like mammography.

Note: consult a trustworthy site such as Johns Hopkins Breast Cancer Center for more complete and up-to-date information.

Mammogram
A mammogram is a medical imaging procedure, where the insides of the breasts are photographed, and breast cancer can be identified. It is important that women have regular mammograms, especially older women.

Cervical cancer
Cervical cancer is a cancer of the cervix, and occurs only in women. Studies suggest that cervical cancer could be caused by an infection of HPV. For this reason, women who have HPV should be screened for cervical cancer regularly. Women who do not have HPV should also be screened as prescribed by a doctor. One of the more radical treatments for cervical cancer is a hysterectomy, which is a surgical removal of the uterus and the cervix. After a hysterectomy, a woman no longer menstruates, and is not able to conceive children.

Ovarian cancer
Ovarian cancer is cancer of the ovaries, and affects only women. Women should be screened for ovarian cancer regularly.

Prostate cancer
Prostate cancer is a cancer of the prostate gland, and only affects males. Beginning at age forty me should be screened for prostate cancer regularly. Treatment of prostate cancer can include surgical removal of the prostate, which has been known to cause problems with urination, erection, and ejaculation.

Testicular cancer
Testicular cancer is a cancer of the testicles, and only affects men. Men should be screened for testicular cancer regularly, and should examine themselves for testicular cancer frequently. Early detection, like all cancers, is key to treating and beating testicular cancer. If testicular cancer progresses far enough, one or both testicles may need to be surgically removed.

Testicular self-examination
Men can test themselves for testicular cancer, by feeling the testicles and the scrotum for changes, such as lumps, soft spots, and sacs of liquid in the scrotum. The self-test is unreliable, but can help to give some valuable early warning. If you find anything abnormal in your self test, you should consult a doctor immediately.

Men from puberty onwards should examine their testes after a hot shower or bath, when the scrotum is looser. They should first examine each testicle separately, taking the testicle between the thumb and the forefinger, feeling for lumps, and then compare them to see whether one is larger than the other. By doing this each month, males will become familiar with what is normal for them.

Men should have an examination by a doctor if they notice any of the following:
 * a lump in one testicle
 * pain or tenderness
 * blood in sperm during ejaculation (a small amount once is not necessarily cause for worry and rarely is caused by testicular cancer)
 * build-up of fluid in the scrotum
 * enlargement of abnormal breast tissue on the chest
 * a change in the size of one testicle or the relative sizes of the two (but it is normal for one testicle to be slightly larger than the other)

title: Sexual Health/Cancer


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Talk:Annotations of The Complete Peanuts/1959 to 1960

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"Daddy-o" does not equal Peter Gunn
Further to my point that Linus's adapting the term "Daddy-o" (as "Mommy-o") does not equate with the TV series Peter Gunn, one additional example out of countless instances pre-dating the Peter Gunn TV series, going back at least to the 1955 film Blackboard Jungle, is that in Elvis Presley's movie Jailhouse Rock, released in November 1957, when the title song is presented in the film, a male chorus added to Presley's recording "sings", "lay it on me, Daddy-o!". The term "Daady-o" was in far more widespread use than one detective TV series (or movie, as this article had cited) — even before said series was created. In short, the assertion that the TV show Lucy and Linus want to watch must be Peter Gunn in order to put Linus in that frame of mind is extremely far-fetched! 2601:545:8201:6290:5557:2556:6E65:B048 (discuss) 11:52, 19 February 2023 (UTC)


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Talk:Annotations of The Complete Peanuts/1957 to 1958

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Wikibooks:Collaboration of the Month/Short Results

 * August 2006 (Reverse Engineering – 5)
 * July 2006 (Muggles' Guide to Harry Potter – 9)
 * June 2006 (Help:Wikibooks – 6)
 * May 2006 (All bookshelves – 5)
 * April 2006 (Embedded Systems – 5)
 * March 2006 (Statistics – 6)

More >>


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Talk:Annotations of The Complete Peanuts/1955 to 1956

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Sputnik
There was an entry on a strip featuring a Sputnik satellite on the page. The entry notes that it wasn't launched until 1957, though, so this makes no sense. Unfortunately, it's not just a matter of finding the right year, as the given page number and date do not correspond to each other, either. I checked both the page and the date for the years 1957 thru 1959, and none of them fit the entry. I'm removing it from the page and placing it here, so it can be re-used in case someone else manages to identify where it does belong.

 * p. 106 (November 2, 1955). This will be Sputnik, the first artificial satellite, launched by the then-Soviet Union on October 4, 1957, signaling the start of the Space Age and the Space Race.


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Talk:Annotations of The Complete Peanuts/1950 to 1952

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KXL (Talk | contribs | block) 12:28, May 5, 2006. . KXL (Talk | contribs | block) 12:20, May 5, 2006. . KXL (Talk | contribs | block)


text:
Talk:Annotations of The Complete Peanuts/1953 to 1954

This page's history, from http://en.wikipedia.org: 20:45, June 5, 2006. . Splash (Talk | contribs | block) ( (tag per afd)) 20:06, June 5, 2006. . Pegasus1138 (Talk | contribs | block) (rm afd notice, afd complete - result was transwiki) 14:50, May 25, 2006. . KXL (Talk | contribs | block) 12:30, May 25, 2006. . Kotepho (Talk | contribs | block) (afd) 15:11, May 20, 2006. . ProveIt (Talk | contribs | block) (cats) 22:00, May 10, 2006. . Rockhopper10r (Talk | contribs | block) 20:23, May 10, 2006. . KXL (Talk | contribs | block) 20:19, May 10, 2006. . KXL (Talk | contribs | block) 12:19, May 9, 2006. . KXL (Talk | contribs | block) 19:18, May 8, 2006. . KXL (Talk | contribs | block) 19:13, May 8, 2006. . KXL (Talk | contribs | block) 12:56, May 8, 2006. . 128.231.88.4 (Talk | block) 12:54, May 8, 2006. . 128.231.88.4 (Talk | block) 12:53, May 8, 2006. . 128.231.88.4 (Talk | block) 12:49, May 8, 2006. . 128.231.88.4 (Talk | block) 12:33, May 8, 2006. . 128.231.88.4 (Talk | block) 12:33, May 8, 2006. . 128.231.88.4 (Talk | block) 12:27, May 8, 2006. . 128.231.88.4 (Talk | block) 12:26, May 8, 2006. . 128.231.88.4 (Talk | block) 12:25, May 8, 2006. . 128.231.88.4 (Talk | block) 12:21, May 8, 2006. . 128.231.88.4 (Talk | block) 20:25, May 5, 2006. . 128.231.88.4 (Talk | block) 20:16, May 5, 2006. . 128.231.88.4 (Talk | block) 20:11, May 5, 2006. . 128.231.88.4 (Talk | block) 20:10, May 5, 2006. . 128.231.88.4 (Talk | block) 20:08, May 5, 2006. . 128.231.88.4 (Talk | block) 20:07, May 5, 2006. . 128.231.88.4 (Talk | block) 19:49, May 5, 2006. . 128.231.88.4 (Talk | block) 19:47, May 5, 2006. . 128.231.88.4 (Talk | block) 19:45, May 5, 2006. . 128.231.88.4 (Talk | block) 19:40, May 5, 2006. . 128.231.88.4 (Talk | block) 17:53, May 5, 2006. . 128.231.88.4 (Talk | block) 17:35, May 5, 2006. . 128.231.88.4 (Talk | block) 15:08, May 5, 2006. . 69.76.45.84 (Talk | block) 14:20, May 5, 2006. . 128.231.88.4 (Talk | block) 14:18, May 5, 2006. . 128.231.88.4 (Talk | block) 14:12, May 5, 2006. . 128.231.88.4 (Talk | block) 13:58, May 5, 2006. . 128.231.88.4 (Talk | block) 12:29, May 5, 2006. . KXL (Talk | contribs | block) 12:15, May 5, 2006. . KXL (Talk | contribs | block) 12:13, May 5, 2006. . KXL (Talk | contribs | block) 12:09, May 5, 2006. . KXL (Talk | contribs | block) 12:04, May 5, 2006. . KXL (Talk | contribs | block) 12:03, May 5, 2006. . KXL (Talk | contribs | block) 12:01, May 5, 2006. . KXL (Talk | contribs | block)


text:
Cookbook:Cozido à Portuguesa

European cuisines

Cozido à portuguesa is a one-dish typical meal of beef, pork, sausage and vegetables, which reflects the resourcefulness of traditional Portuguese cooking. It is a well known national dish in Portugal, which somewhat parallels the French pot-au-feu, the Spanish cocido, the New England boiled dinner or the Costa Rican casado.

It may take beef, pork, pork sausage, blood sausage, salt pork, pig's feet, hard ham, potatoes, carrots, turnips, chickpeas, cabbage and rice. This would be originally a favorite food of the affluent farmer, which later reached the tables of the urban bourgeoisie and typical restaurants.

title: Cookbook:Cozido à Portuguesa


text:
C++ Programming/Memory Management Techniques

Memory Allocation/Deallocation
You can allocate/deallocate each object as you require, or you can recycle your objects.

Allocate Deallocate
This would be the most basic approach. You allocate memory using the 'new' operator. You deallocate using the 'delete' operator.

In addition, C-style memory management functions like malloc, realloc, free etc. can be used for allocating/deallocating memory. Using 'new' would be preferred in most cases.

Have a look at auto-pointers later in this article, to facilitate automatic deallocation of pointers.

Memory Pools
If you are going to allocate and deallocate repeatedly, it might be advisable to use memory pools.

Using memory pools has several advantages.

 * You can control the amount of memory you want to allocate. For example, your memory pool helper functions, or memory pool classes can limit the amount of objects to be allocated. They might return NULL above a limit. Alternatively, in multi-threaded applications, they can choose to wait till a consumer has 'returned' some objects.
 * If you allocate in a single block, you get contiguous memory, compared to allocating one by one. Contiguous memory can be faster in terms of cache hits.
 * You have much more control over allocations and deallocations. For example, the memory pool can keep track of all the memory 'loaned' to other classes. It can provide a functionality whereby all the memory can be freed by a single function call. This can be helpful if you don't want to worry about deallocating individual objects, and instead want to deallocate all used objects in a single call at the end of a function etc.
 * Your memory pool classes can behave dynamically based on the configuration of the system. For example, in a multi-threaded consumer-producer model, your memory pool classes can choose an appropriate cache size based on the available memory in the system.

Managing Pointers
You need to manage pointers in C++. Here are a few tips:

 * As a general rule, each pointer should be pointing to a valid memory location, or should be NULL. You should avoid dangling pointers at all costs.
 * As far as possible, you should not have more than one pointers pointing to the same memory. This could lead to dangling pointers, in case you free the memory using one pointer but don't set the other pointer(s) to NULL.
 * You should try to create and destroy the pointers in the same location. This makes it easy to keep track of what you are allocating and freeing.
 * Never double-free a pointer. And never reallocate a pointer to a new memory location if it was already pointing to a valid memory location, unless of course, you have some other way of freeing the old memory location.
 * Each memory location that you allocate using 'new' or 'malloc' etc. should be freed once you are done using the memory. Not freeing this memory would be called a memory leak. In general, it is a good idea to prevent memory leaks even if you know that you are not going to require too many allocations and your program is going to end soon.

(The book Memory Management goes into far more detail).

Auto Pointers
Auto pointers are now deprecated (as of C++11).

Auto pointers save you the task of freeing memory once you are done using a memory location. Auto pointers are part of the C++ standard library.


text:
User:SBJohnny/Transwiki:CSS Values

Note: This page was a candidate for speedy deletion. The user who listed it for deletion gave the following explanation: "I just transwikied this from en:wiki, but realised that there are better written articles on the subject in Category:CSS Programming, also most of this is not CSS specific, but general HTML."

I've been using the shortcuts here to help me make some templates, so I've userified it to my space rather than deleting. -- SB_Johnny | talk 19:38, 6 September 2006 (UTC)

(size)
Sizes ( width, height,font-size,border-width) in CSS take a number followed by one of the unit identifiers below.

(location)
Absolute or relative top (y) and left (x) position of a component.

border
Shorthand property for border-width, border-style,border-color affecting all 4 borders.

border-style

 * if only one value is passed it will affect all 4 borders.
 * if two values are passed, the first one will affect the horizontal borders and the second the vertical ones.
 * if four values are passed it will refer to the borders in this order: top, right, bottom, left

border-width

 * if only one value is passed it will affect all 4 borders.
 * if two values are passed, the first one will affect the horizontal borders and the second the vertical ones.
 * if four values are passed it will refer to the borders in this order: top, right, bottom, left

color
A CSS color value can be defined in RGB, HEX or by name. The system colors are based on the colors used by the client user interface. See List of colors for more information.

float
See also: clear,display

title: User:SBJohnny/Transwiki:CSS Values


text:
Cookbook:Candied Almonds (Brända mandlar)

| Swedish Cuisine

Brända mandlar (literally "burnt almonds") is a recipe for Swedish candied almonds.

Ingredients

 * 100 g blanched almonds
 * 100 g icing sugar
 * 125 ml water
 * 1 drop red food colouring (optional)

Procedure

 * 1) Put the almonds in the oven at 180 °C for a few minutes to toast them.
 * 2) Pour the water into a heavy-bottomed saucepan, then sprinkle in the sugar. Place over a low heat, and stir until the mixture thickens.
 * 3) Add the colouring. Stir in the almonds so that they get a nice coating.
 * 4) Spread out the almonds on some baking paper, separate the almonds using a fork, and let them cool a bit.


text:
Thai/Writing lessons plan

 * If you know Thai script, you may wish to help add Thai script to the table at Adding vocabulary with word association.

This is a plan for propadeutic (preparatory) lessons teaching the student the Thai script and its pronunciation (including letter combinations). The goal is to introduce letters one by one so as not to overwhelm the student. In order to raise his confidence and provide feelings of success, words used for illustration and exercises shall mostly be understandable without any knowledge of Thai: Thai words that come from English, Thai words that other languages borrowed, common transliterations of English personal names and names of countries or places whose name is not very different in Thai.

The student will have no previous knowledge of Thai. He will be taught a few letters and then given some words from this list in order to practise reading. Upon successfully recognising all the letters of a word, he should be able to recognise the word itself. For example, "(pasa) spain" is recognizable because it's so similar to the English words "Spain" and "Spanish". "(pasa) farangsez" is not recognizable because the English word is "French" and doesn't ressemble the Thai transliteration.

For now, this will just be a list of words that could be used, but eventually it shall turn into an order for letters to be introduced like Modern Greek/Writing lessons plan and then into actual step-by-step lessons like the writing lessons at Modern Greek.

The following vowels are always written in front of the word including เ แ โ ไ ใ

Please post any words that could be used here, along with a letter-by-letter transliteration, the actual pronunciation and the English meaning.

Thai words and names that sound like their English equivalent:
The letter by letter column should be ignored for pronunciation purposes.

title: Thai/Writing lessons plan


text:
Talk:Serial Programming/Serial Java

Inactive Links to RxTx homepage
I have noticed that the homepage of RxTx (rxtx.qbang.org/wiki/) is malfunctioning, i wrote an e-mail to a support address found through the waybackMachine, some of the links on this page link to this page, i will wait a while to give them a chance to fix it. If they don't fix it i will modify the links to link to the archived version of the website. But i don't really think the page will come back online because the last version (2.2pre2) was published 2008 and the jRxTx (https://github.com/openmuc/jrxtx) page says development has ended fully. If i forget to make the changes by the end of 2017 it would be nice of anyone reading this to do it for me. --Friedr (discuss • contribs) 12:21, 7 May 2017 (UTC)

Hello,

I'm currently learning basics of using Java for serial communication on Linux. I couldn't get JavaComm to find /dev/ttyS0, so I've downloaded Sun's SimpleRead.java (http://java.sun.com/developer/releases/javacomm/SimpleRead.java) and modified in the following way: ... portId = (CommPortIdentifier) portList.nextElement; System.out.println("Found a port named " + portId.getName); if (portId.getPortType == CommPortIdentifier.PORT_SERIAL) { ... It turned out, that on my machine serial ports are named COMx with x being a number 1-8.

This naming convention seems consistent with the contents of javax.comm.properties which reads on my machine: ... ... Therefore I'd propose adding a warning to other newbies in "Finding the desired serial Port" paragraph, that they should not neccessarily expect JavaComm port names to correspond to the OS level port names.
 * 1) Port numbers are sequentially allocated to all devices found that correspond
 * 2) to these devices.
 * 3) For example if you specify the prefix /dev/ttyS=PORT_SERIAL
 * 4) and the following devices exist
 * 5) /dev/ttyS0
 * 6) /dev/ttyS1
 * 7) then they will be allocated COM1 and COM2 respectively

My observations may or may not relate to the software that I'm using, so for reference I tested this on IBM Java Runtime Environment 1.4.2, JavaComm is provided by java-1.4.2-ibm-javacomm rpm package and I'm running them on Red Hat Enterprise Linux Workstation 4 update 3.

Regards, Paweł Brodacki

Hello

I will also add that in order to properly compile this code is necesary to add this line at the begin. import java.io.*;

Also, I think variable motoPort is not previously defined.

Best Regards, Javier Sanchez. --

Hiho. classes cannot be synchronized see: http://download.oracle.com/javase/tutorial/essential/concurrency/syncmeth.html

in part A simple, thread-safe Ring Buffer Implementation you have to synchronize all the methods not the class, i think

cheers Johann

is there a date on this entry & mods? since people are now/still saying that javax.comm is KAPUT it would be good to have a date. In general: Books have dates, Internat rants often do not, making them barely useful cts 21Sep2010

the very first pat of the demo fails:

while (portIdentifiers.hasMoreElements) { CommPortIdentifier pid = (CommPortIdentifier) portIdentifiers.nextElement; System.out.println("port " + pid.getName); prints nothing  21Sep2010

title: Talk:Serial Programming/Serial Java


text:
User:Guypuz

 * Click here to see my user page on the English version of Wikipedia.
 * Clicca qui per vedere il mio profilo utente sulla versione di Wikipedia in italiano.
 * Klikk her for å se brukersida mi på den norske versjonen av Wikipedia (på bokmål).
 * Trykk på museknappen her for å sjå brukarsida mi på Nynorsk Wikipedia.

da sv da fr de sco lmo ro gd ru fi se

Meta-wiki Wiktionary Wikiquote Wikisources WikiCommons Wikiversity Wikinews

it:Utente:Guypuz

title: User:Guypuz


text: Category:Book:Annotations of The Complete Peanuts


text:
Annotations of The Complete Peanuts

Since 2004, Fantagraphics Books has been republishing the complete run of the comic strip Peanuts in hardcover form, starting from the origin of the strip in October 1950. (For more details on the series, see The Complete Peanuts).

Charles M. Schulz made frequent topical references within the strip to the events and popular culture of the time, which would have required no explanation for a contemporary reader. Some of these references are now rather obscure, and might not be understood by someone not versed in the popular culture of the period. These annotations aim to provide background for such references, and explain their significance. Links to Wikipedia are provided where necessary, if more information is desired.

Each chapter corresponds with a separate volume from the Fantagraphics series, corresponding to two years of the published strips. The original publication dates of the strips are given in addition to the page numbers of the collection, so this reference work can also be used by people with access to the original archives.

Contents

 * 1) 1950–1952
 * 2) 1953–1954
 * 3) 1955–1956
 * 4) 1957–1958
 * 5) 1959–1960
 * 6) 1961–1962
 * 7) 1963–1964
 * 8) 1965–1966
 * 9) 1967–1968
 * 10) 1969–1970
 * 11) 1971–1972
 * 12) 1973–1974
 * 13) 1975–1976
 * 14) 1977–1978
 * 15) 1979–1980
 * 16) 1981–1982
 * 17) 1983–1984
 * 18) 1985–1986
 * 19) 1987–1988
 * 20) 1989–1990
 * 21) 1991–1992
 * 22) 1993–1994
 * 23) 1995–1996
 * 24) 1997–1998
 * 25) 1999–2000 (also includes Lil' Folks)
 * 26) Comics and Stories (the final volume of extras)

title: Annotations of The Complete Peanuts


text:
Category:Book:Backgammon

he:קטגוריה:שש בש

title: Category:Book:Backgammon


text:
User:SBJohnny/RCPL

SB_Johnny | talk 12:49, 17 August 2006 (UTC)
 * SB_Johnny | talk 13:46, 17 August 2006 (UTC)
 * SB_Johnny | talk 15:11, 17 August 2006 (UTC)

SB_Johnny | talk 10:29, 18 August 2006 (UTC)

title: User:SBJohnny/RCPL


text:
User:Sspoede

hello leave a message after the line :P

title: User:Sspoede


text:
System Monitoring with Xymon/Other Docs

 * 1) /About System Monitoring/
 * 2) /FAQ/
 * 3) /HOWTO/
 * 4) /Slides/

title: System Monitoring with Xymon/Other Docs


text:
Rueda de Casino/Fly

un fly (fly alto) translation: a fly ball (high fly) Fly = During guapea, on 1 count turn to person behind you and reach up to "clap" the "fly" ball. Fly alto = Same as un fly, but jump and clap.

This has nothing to do with swatting flies! Think Cuba, think baseball.

title: Rueda de Casino/Fly


text:
Talk:Python Programming/Classes

Some older posts
New style classes has a confusing sentence: New style classes were introduced in python 2.2. A new-style class is a class that has a built-in as its base, most commonly object. Is this supposed to read "...as its base, most commonly AN object"?

I can't be bothered to do this myself ;p, but the examples could use some better variable names, random letters may be fine for small parts, but it's hard to remember what they are several lines down, and not even in the same code block. Ragzouken 18:03, 17 August 2006 (UTC)

The whole article should be reworked. For example the Attributes section contains wrong information; you are not able to hide attributes by defining the __getattr__ method as this method is only called when the attribute is not accessible. See also http://docs.python.org/ref/attribute-access.html 217.236.101.14 (talk) 17:56, 8 February 2008 (UTC)

Edit paragraph "Dynamic Class Structure" -> C language does not have classes, but C++ does.
 * Corrected in . --Dan Polansky (discuss • contribs) 06:51, 25 March 2017 (UTC)

The example for Representation/__str__ is incomplete it seems. What did the original author intend to return?

title: Talk:Python Programming/Classes


text:
Talk:Thai/Writing lessons plan

Some links on other wiki

 * wikt:Wiktionary:List of 100 basic Thai words on Wiktionary
 * w:Royal Thai General System of Transcription on Wikipedia
 * The official country and major city transliterate names

Current status
This is starting to shape up. I looked up some words and place names that I had used for Greek, to see whether they might be suitable for Thai as well, and a lot of them are. The difficulty in comparison to the Greek alphabet course will be that there won't be any letters the student can already recognise right from the start. So what we need is a lot of words that don't use many letters (short words like "oh", but long words like "banana" are also possible) and that are preferably very similar to the English equivalent. By the way, are there any one-letter words in Thai (not necessarily like any English ones)?

Once the list is sufficiently long, I will try to find an order that reflects a step-by-step increase. For example, once the student can read กา, he will just need to learn the additional letter ว (and the tone mark) in order to be able to read ก้าว, then he will just need to learn the additional letter เ in order to be able to read เก้า, then just โ to be able to read โกโก้. In the Greek alphabet course, we managed to find so many suitable words that the student could always read several new words (ressembling English ones! but of course Greek has had a more intense exchange of vocabulary with English than Thai has) for each new letter he learned. It's great for practise and for a feeling of success. Nothing is more frustrating than having learned letter after letter and still being unable to read anything. Besides, if there is no opportunity to practise reading before the alphabet is completely assimilated, or if all the words are foreign to the student so that reading them is not a fun enigma but a task, the student will very easily forget what he has learned.

Thank you very much for your contributions!

Junesun 18:21, 20 August 2006 (UTC)

Thai Virtual Keyboard
For Thai input,and then copy-paste.

http://chaimai.com/thai_keyboard.php?lang=th

title: Talk:Thai/Writing lessons plan


text:
User:Constantine Evans

See User:Constantine Evans.

title: User:Constantine Evans


text:
Wikibooks:Blocking guideline

The blocking guideline is simple: if you are disruptive to Wikibooks, you may be blocked. Be civil and respectful to other Wikibookians.

Blocking
Blocks should be used by administrators to protect Wikibooks, not as punishment. Administrators should exercise their best judgment in determining whether someone is being disruptive, whether to warn or block, and for how long a block should last. Just like all other actions, blocks are open to review.

Unblocking
Unblocking should only be performed if disruption is no longer a concern. Like with blocking, its up to administrators to determine when disruption is no longer an issue. However in order to avoid disruption, administrators should either consult the blocking administrator or discuss a block on the Administrative Assistance page before overturning another administrator's block. When in doubt share your concerns and work cooperatively.

If you have been blocked, you may request to be unblocked using the template on your talk page, which you should still be able to edit. If you believe someone else was wrongly blocked you may discuss it on the Administrative Assistance page.

Controversial
At times there may be strong disagreement on what the appropriate action should of been or what the appropriate response should be. If a block or unblock action is particularly controversial administrators should avoid taking action or overturning a previous action until discussion has quieted down and a clear consensus has been reached. An action with consensus should not be overturned without strong proof that disruption has continued or will discontinue and may be grounds for having your tools removed if done inappropriately.

title: Wikibooks:Blocking guideline


text:
Wikibooks talk:Blocking guideline

Relatively minor changes
I added info on how requests are logged at WB:ACW. As well, noted that multiple, persistent requests can be a form of vandalism, and may warrant an infinite block and protected user talk: page. – Mike.lifeguard  | talk 15:44, 12 October 2007 (UTC)
 * Can someone add info on how to figure out if an IP is an open proxy to Blocking guideline? – Mike.lifeguard  | talk 15:45, 12 October 2007 (UTC)
 * Derbeth, Herby, or Az usually take care of this, maybe they will chime in. -within focus 01:28, 13 October 2007 (UTC)

Move to enforce as a guideline

 * 1) Proposed text with a static version set at: Revision as of 16:41, 12 October 2007 by Mike.lifeguard
 * 2) Pared-down verstion by darklama:

Votes

 * Only registered users with at least 20 edits can vote.
 * Vote ends one week after the last posting or consensus has clearly been reached.
 * Add votes in the format  #~

Decision
Consensus failed. – Mike.lifeguard  | talk 22:15, 19 October 2007 (UTC)

Yes

 * 1)  - I think all the areas of concern mentioned above have been adequately addressed in this guideline proposal. So far as I can tell, the community seems to be following this guideline of it's own accord already. That's consensus enough for me. – Mike.lifeguard  | talk 15:53, 12 October 2007 (UTC)
 * 2) Panic 19:33, 12 October 2007 (UTC)
 * 3)  I was going to abstain, but on second thought I am in general support of this. Not to say that we can't improve it over time. I agree with herby that we can't hope to cover every possibility, so I suggest that this be a guideline and not a policy. We should also make sure we add something about how the text isnt always definitive and that admins are encouraged to use their best judgement. I specifically like the part about not being bold, because an admin wheel-war isnt a possibility that should ever be allowed. Now, admins can certainly question other admin's blocks, and raise the possibility of a reversal, but the key is discussion and not rash action. --Whiteknight (Page) (Talk) 03:26, 15 October 2007 (UTC)

No

 * 1)  No blocking policy guideline will ever cover every eventuality and will merely lead to opportunities to argue that someone is in the wrong -- Herby  talk thyme 08:52, 13 October 2007 (UTC)
 * 2) I agree with what Herby says.  I also disagree with the "blocking and unblocking is not being bold" statement.  If I disagree with another admin's block then I want to revert it and I'm quite happy for another admin to come along and revert any of my blocks.  Wikibooks works well because admins have different views and we all watch over each other and have the ability to revert each others actions.  I also disagree with blocking IPs which are suspected of being proxies.  There is no proof that this has stopped vandalism and it has a very bad affect on people in many countries who rely on open proxies for uncensored access to the Internet. Xania [[Image:Flag_of_Italy.svg|15px]]talk 10:52, 13 October 2007 (UTC)
 * Blocking OPs is a foundation policy, and unblocking them is a violation of foundation policy. -- SB_Johnny | PA! 14:06, 14 October 2007 (UTC)
 * When I talked about possible reverting of an admin's block/unblock I wasn't referring to blocking of OPs. If admins wish to persue this pointless activity of blocking OPs then they can but I'm not willing to do so but I won't interfere with these blocks made by other admins.  Open proxies are used extensively in countries like China and Vietnam and also in places like Italy where Internet access is closely monitored by the authorities.  Open proxies are also used by those who use very busy ISPs which are often blocked because of vandalism by a small number of users.  In addition, in countries like Singapore ALL Internet traffic is routed through a very small number of Government proxy servers (which censor any anti-government content).  Such pre-emptive action hasn't had any affect on vandalism on Wiki projects. Xania [[Image:Flag_of_Italy.svg|15px]]talk 19:07, 14 October 2007 (UTC)
 * 1) - per Herbythyme. The only thing blocking policies (or guidelines) do is create more opportunity for wikilawyering. Blocking is the last choice tool for preventing disruption, and if wikilawyering in encouraged, we only get more disruption. -- SB_Johnny  | PA! 14:06, 14 October 2007 (UTC)
 * 2) I realized that the current form of this guideline is limp, and there is already a section about blocking on the administrators policy that covers this material. The only things that this draft should have added were a restriction against being bold to prevent wheelwarring, and a set of guidelines for dealing with an unblock request. The current draft contains neither, and in my opinion is significantly worse then what we already have. --Whiteknight (Page) (Talk) 18:41, 15 October 2007 (UTC)
 * 3) At first I was trying to be proactive but after some thought I realize this guideline is pretty useless now. I prefer this version and feel we should work from there, not stripping it entirely. Some editors here really freak out about a few simple things. The solution to someone trying to be a lawyer is pretty easy: don't listen or respond to it. Rejecting something because it can't predict the future is silly. -within focus  12:39, 16 October 2007 (UTC)
 * I just want to reiterate this point: no policy can completely predict all future possibilities, and none of the policies that have been accepted here in the past do this. We can cover common cases and expect admins to be able to extrapolate from those to the uncommon cases. Considering that all actions are always open to discussion and review, I don't feel like that's a bad system. Also, fear of wikilawyering is virtually nil. We can simply ignore people who are abusing and twisting policy (especially personal misinterpretation of policy). We would be better served in this policy and in any policy to cover the important common cases, and provide enough clues to help guide admins when they venture into unfamiliar territory. --Whiteknight (Page) (Talk) 14:33, 16 October 2007 (UTC)

Abstain

 * 1) [[Image:Symbol neutral vote.svg|15px]] Abstain - Well this was a dismal failure. I'm going to declare this as consensus not acheived, then hope that common sense and what little guidance is found in WB:ADMIN will be enough. – Mike.lifeguard  | talk 22:13, 19 October 2007 (UTC)

Discussion / Comments

 * Panic was asking if I thought this would move forward given past objections. My refactored reply:
 * ...I think all the concerns have already been addressed on the talk page, including those in the archive. The only outstanding issue I could envision being a sticking point is that of sock puppets. In that case, there seems to be a consensus that a)this is a guideline, so there's room for leeway and b)blocking would apply to bad faith sockpuppets of the type mentioned - those used for astroturfing, evading blocks, violating policies or guidelines in some other way. Other issues that seem to have been resolved:
 * The wording on "be bold" seems reasonably clear - blocking is not a place to be bold. Admins should not change another admin's block (with the usual exceptions).
 * A guideline on cross-wiki vandalism was added, which addresses the issue nicely, IMHO.
 * Much of the opposition should be appeased simply by having this as a guideline instead of as a policy.
 * As I said above, admins seem to be following everything in this guideline already. – Mike.lifeguard  | talk 18:48, 12 October 2007 (UTC)

In regard to the two opposed votes: This is a proposed guideline not a proposed policy, and covers what we should do not what we must do. Also the open proxy thing is a Wikimedia wide policy, so even if it weren't included in this guideline, it would still apply to Wikibooks. If you have a problem with that policy, I suggest discussing it at Meta:Talk:No open proxies and try to get that policy changed or overturned. --dark lama  13:24, 13 October 2007 (UTC)

 * I agree with Darklama as far as NOP aspects are concerned and certainly Meta is the place to discuss it. I can only conclude that Xania is not active enough to realise just how much vandalism has been changed here (and on other projects) by the blocking of open proxies.  I am sure some people will suffer but I was reverting more vandalism in a day last November than I am probably in a month now.  For myself I only block ones I find currently active and vandalising Foundation wikis.  Equally I will not currently block for longer than a year on any project.  Other than school IPs the vast majority of vandalism (& vandal accounts) I encounter come from Open Proxies -- Herby  talk thyme 13:53, 13 October 2007 (UTC)

I notice that several people have noted that having a guideline gives people a way to argue that some admin's block is wrong. I think that's a good thing, provided the guideline notes that excessive wikilawyering is itself disruptive, and action can be taken to stop it. That's half the reason we need a guideline on blocking. The other half being that it gives guidance to admins.

The reduced version by Darklama is fine except that it reverses the previous stance on being bold. The static version, and all the minor revisions made up that one insist that blocking is not a place for admins to be bold, and encourages us not to revert other admins' blocks (to prevent wheelwarring) except if there's some good reason (and such examples are given). The current version instead says that administrators may be bold except when they shouldn't. This is wishy-washy in the extreme. I like the previous version much much more, and I still think that it accurately describes how things happen on Wikibooks, and that it should be enforced. I still support this tiny version. I suppose it should alleviate a few concerns about wikilawyering, though it may leave too much up to an admin's good judgment (luckily our administrators have no shortage of good judgment the vast majority of the time). – Mike.lifeguard  | talk 16:49, 14 October 2007 (UTC)

 * "Be bold" removed now. I added a clause about seeking consultation of the blocking admin or other admins when there is disagreement (that's how it works on all of our sister projects, but it hasn't always worked that way here, unfortunately). -- SB_Johnny | PA! 17:52, 14 October 2007 (UTC)

 * I was actually trying to go with "except when being bold can itself be disruptive", as thats the way I had interpreted the larger version as saying. I was trying to leave out whether blocking and unblocking is an action to be bold with in general, and focus instead on it not being the case at the very least when it can be disruptive. I believe we need to explicitly say in some way that an action shouldn't be taken without prior discussion if it will be disruptive, due to past problems with this and to prevent wheel waring. --dark lama  19:09, 14 October 2007 (UTC)

 * If all we are looking for is a way to guide admins, while still leaving the details up to personal judgement, maybe this material would all be better in Using Wikibooks, or one of the help pages then as a guideline here. I like the material, but I agree that as soon as we codify things we raise the possibility for wikilawyering. --Whiteknight (Page) (Talk) 03:28, 15 October 2007 (UTC)

 * We can't have the cake and eat it to, we have to select what is best, to have policies and guidelines or just let things to personal judgments and interpretations. Blocking a proposal by claiming it will be used for wikilawyering is argumenting with an appeal to fear or a threat (argumentum ad baculum). We have to work inside the rules we selected that is hoping people are working in good faith, using arguments that violate that basic understanding should be avoided.
 * We must opt if we are going to have the formalization of rules and practices or not once and for all, going around in circles is getting tiring, personally I don't trust personal judgments because I'm at the core a programmer and think I have a good understanding of history and human limitations and fragilities. The "proven" way is to set things in paper and agree upon it, this permits evolution and adaptation. The only way to avoid wikilawyering is to have it written as good as we can, leaving nothing left to interpretation and no loop hole that can be abused.  --Panic 11:32, 15 October 2007 (UTC)

 * People have a lingering fear of wikilawyering because you specifically have become so proficient at it, Panic. We most certainly can have certain guidelines and ask that people use their own judgment in following them. We are not robots to be programmed, and the more you say that people "must" do, the less people will be interested in doing anything at all. --Whiteknight (Page) (Talk) 18:19, 15 October 2007 (UTC)

 * I don't agree that using the texts to support or disapprove an action/interpretation is Wikilawyaring, if the interpretation is valid and not an abuse of the text (one is as free to perform interpretations as any other), and agree that if a particular text is not mature enough it shouldn't be supported. On the other hand I see the laking of a written approved text as indication of existing disagreeing opinions, that in itself creates even more fragility on any decission reached without established consensus. Personally I've taken to change most the wording from must to should in guidelines, must is only proper in policies and used sparingly. --Panic 20:32, 15 October 2007 (UTC)

title: Wikibooks talk:Blocking guideline


text:
Algorithm Implementation/Sorting/Shell sort

Pascal
Generating Pratt gap sequence

Ruby
Implementazioni di algoritmi/Shell sort