text:
Horticulture/Centaurea diffusa

Diffuse knapweed (Centaurea diffusa), also known as white knapweed, is a member of the Genus ../Centaurea/ in the Family ../Asteraceae/. It is native to Asia Minor (Turkey, Syria), the Balkans, (Bulgaria, Greece, Romania), Ukraine, and southern Russia.

Description
Diffuse knapweed is an annual or biennial plant, generally growing to between 10 and 60 cm in height. It has a highly branched stem and a large taproot, as well as a basal rosette of leaves with smaller leaves alternating on the upright stems. Flowers are usually white or pink and grow out of urn-shaped heads carried at the tips of the many branches. Diffuse knapweed often assumes a short rosette form for one year, reaching maximum size, then rapidly growing and flowering during the second year. A single plant can produce approximately 18,000 seeds.

Ecology
Diffuse knapweed is considered an invasive species throughout North America, having established itself in many areas of the continent. C. diffusa was first identified from North America in 1907 when it was found in an alfalfa field in Washington state. The seeds had presumably been transported in an impure alfalfa seed shipment coming from somewhere in the species native range. Now present in at least 19 states in the United States, it has invaded all contiguous states west of the Rockies and additionally in Connecticut, Massachusetts, and New Jersey. Portions of western Canada have also been infested by this plant.

The plant is very resistant to drought, spreads quickly, and possesses other competitive advantages that have allowed it to establish and flourish in its introduced range. Areas in which diffuse knapweed has been established generally are plains rangelands or forest benchlands. Land that has been recently disturbed—by human or natural processes—is favored for the establishment of diffuse knapweed. It has the potential to prosper in semi-arid and arid environments and seems to favor light, dry, porous soils. Areas with large amounts of shade or high levels of water discourage diffuse knapweed growth.

Dispersion occurs in the following ways: Wind is the primary means by which diffuse knapweed seeds are spread.
 * Agriculture – alfalfa contaminated with diffuse knapweed seed can promote the spread of diffuse knapweed;
 * Wildlife – wild animals eating the seeds or transporting the seeds on fur;
 * Wind – seeds blown out of their capsules held on the plant are distributed over a short range, but when the plant dries out it may roll for great distances like tumbleweed, releasing seeds along the way;
 * Water – waterways carry seeds in their flow for long distances before depositing them onto a shore where they germinate.

Control
Effective control of diffuse knapweed requires a fusion of well-executed land management, biological control, physical control, chemical control and reestablishment of the native species. Any method of control must ensure that the root is removed or the plant will grow back. Additionally, native plant growth in areas where diffuse knapweed has been removed should be encouraged to prevent reestablishment.

Analysis
The largest impact of humans on diffuse knapweed is certainly due to our efforts in controlling and eradicating its invasive populations. The several methods outlined in the control section represent a small sample of literally hundreds of approaches being tried with varying levels of effectiveness. Besides reducing the spread of diffuse knapweed, we are also providing selective pressure against the individuals that cannot withstand a certain method of control. Selective pressure, given sufficient time, can cause the adaptation or evolution of invasive species such as diffuse knapweed. If an individual diffuse knapweed plant survives control efforts because of a trait it possesses, its progeny will make up a greater portion of the population than the plants that succumbed to the control.

The success of diffuse knapweed must be attributed to a combination of several mechanisms. Its invasiveness is due to a mix of allelopathy, ERH and superior resource competition. However, the most importance must be attributed to the ERH because diffuse knapweed, while a very effective invasive species in its novel environment, is non-invasive and doesn’t establish monocultures in its native range. It is the differences, biotic and abiotic, between its novel and native surroundings that cause it to be invasive.

To demonstrate that the ERH applies to diffuse knapweed, it is essential to show that the absence of natural enemies has a significant positive effect on its success. One way to show this is to observe the effect of introducing some of diffuse knapweed’s natural enemies into its novel environment. If diffuse knapweed, which generally thrives in its invaded environment, is significantly inhibited through the introduction of natural enemies, it can be concluded that diffuse knapweed is more competitive in the absence of its natural enemies. A recent effort at biocontrol of diffuse knapweed in Camas County, Idaho effectively reduced 8,000 ha (20,000 acres) of knapweed to minimal levels through the release of the lesser knapweed flower weevil and the knapweed root weevil. Since both of the insects released are natural competitors of diffuse knapweed, and since this and other similar efforts at biocontrol have been successful, there is significant evidence that diffuse knapweed benefits from the absence of its natural enemies.

Another aspect of diffuse knapweed’s success relies on the effect of its allelopathic chemicals in its novel environment. Although there is still debate concerning the effectiveness of allelopathic chemicals in the field, the evidence of allelopathic effects demonstrated in a laboratory setting and its propensity to establish monocultures support the importance of allelopathy to diffuse knapweed’s success.

Curiously, diffuse knapweed’s allelopathic chemicals were shown to have a deleterious effect on the North American competitors but were beneficial to its native competitors. While diffuse knapweed’s native competitors are able to compete more effectively in the presence of allelopathic chemicals, the novel competitor’s fitness is decreased. This situation provides an example of the effectiveness of the allelopathy mechanism benefiting from the ERH. The increased effectiveness of allelopathic chemicals cause diffuse knapweed to experience less competitive pressure. As a result, diffuse knapweed is able to establish more predominantly in this new area.

Another connection between allelopathy and the ERH is the fact that concentrations of allelopathic chemicals were found to increase when diffuse knapweed was planted in North American soil as opposed to Eurasian soil. This effect is probably due to the absence of unfavorable soil conditions or soil microorganisms that exist in its native environment. As a result, the allelopathic chemicals will be able to reach higher concentrations, spread farther and therefore be more effective. By effecting more neighboring plants, the favorable changes in soil condition contribute to the success of diffuse knapweed.

Besides the advantages that diffuse knapweed gains from the ERH and allelopathy, it also possesses several characteristically invasive traits. One factor leading to the superior resource competition of diffuse knapweed is its ability to exist in drought conditions. This advantage allows diffuse knapweed to devote its resources to competition while its neighbors are conserving resources to survive. The high number of seeds produced by diffuse knapweed is also a common trait of invasive plants. A higher density of knapweed will not only increase the concentration of allelopathic chemicals in the soil but will also restrict the nutrients available to native plants. Unfortunately, very little research has been conducted to determine the relative competitive ability between diffuse knapweed and its novel competitors. However, tests conducted on the effect of diffuse knapweed on North American grasses in the absence on allelopathic chemicals demonstrated that the fitness of these grasses declined in the presence of diffuse knapweed. Regrettably, we cannot decide if diffuse knapweed is, for general purposes, a better competitor from this data alone. Comparisons of the deleterious effects between these and other pairs of competitors to arrive at a conclusion.

Diffuse knapweed is successful in its novel range primarily because the organisms and conditions that prevent it from becoming invasive in its native environment are absent. It follows that the introduction of species from its native habitat would be an effective method of control. However, the introduction of a non-native organism has the potential to result in another invasive species outbreak. Therefore, any method of biological control must be preceded by analysis of possible effects.

title: Horticulture/Centaurea diffusa


text:
Horticulture/Lythrum salicaria

Purple loosestrife (Lythrum salicaria) is a semi-aquatic herbaceous plant belonging to the loosestrife family, ../Lythraceae/, native to the wetlands of Eurasia, but growing in other parts of the world as an invasive plant. Other names include spiked loosestrife, purple lythrum, or salicaire. It should not be confused with other plants sharing the name loosestrife that are members of the family Primulaceae.

Description
It is a herbaceous perennial plant, growing 1-2 m tall, forming clonal colonies 1.5 m or more in width with numerous erect stems growing from a single woody root mass. The stems are reddish-purple and somewhat square in cross-section. The leaves are lanceolate, 3-10 cm long and 1-2 cm broad, downy and sessile, and arranged opposite or in whorls of three. The flowers are reddish purple, 10-15 mm diameter, with six petals (occasionally five), and are clustered tightly in the axils of bracts or leaves. The fruit is a small 3-4 mm capsule containing numerous minute seeds. Flowering lasts throughout the summer. When the seeds are mature, the leaves often turn bright red through dehydration in early autumn; the red colour may last for almost two weeks. The dead stalks from previous growing seasons are brown, generally remaining erect through the winter months.

Ecology
Purple loosestrife has become an invasive species since its introduction into temperate New Zealand and North America and is now considered a noxious weed in many regions. The seeds may have arrived in the plant's non-native areas in muddy ballast water emptied from ships, but has also been used as a medicinal herb and cultivated as a garden plant. The flowers are quite showy and bright, and monotypic fields of purple loosestrife are attractive, however purple loosestrife has had a very destructive impact on North American wetland ecology since its arrival in the early 19th century.

The plants grow vigorously and spread very fast when removed from their natural controlling agents. Infestations result in dramatic disruption in water flow in rivers and canals, and a sharp decline in biological diversity. Native food and cover plant species, notably cattails, are completely crowded out, which may be disruptive to the life cycles of other organisms such as waterfowl, amphibians, or algae.

In North America, purple loosestrife may be distinguished from similar native plants (e.g. fireweed ../Epilobium angustifolium/, blue vervain ../Verbena hastata/, Liatris ../Liatris/ spp., and spiraea ../Spiraea douglasii/) by its angular stalks which are square in outline, as well by it leaves, which are in pairs that alternate at right angle and are not serrated.

A single plant may produce up to three million tiny seeds annually. Easily carried by wind and water, the seeds germinate in moist soils after overwintering. The plant can also sprout anew from pieces of root left in the soil or water. Once established, infestations are extremely difficult and costly to remove by mechanical and chemical means.

Purple loosestrife provides a model of successful biological pest control. Research began in 1985 and today the plant is managed well with a number of insects that feed on it. Four species of beetle use purple loosestrife as their natural food source and they can do significant damage to the plant. The beetles used as biological control agents include two species of leaf beetle and two species of weevil.

Uses
Outside of wetland areas, Purple Loosestrife is not particularly aggressive, and its long bloom period makes it an excellent garden plant. It should be handled with care however, and not planted where seeds might be washed into watersheds (including storm sewers). Composts made from materials including this plant should likewise be kept well away from wetland areas.

"European wand loosestrife" (L. virgatum) is the same species, and the plant often appears under this name in nurseries. The sale of purple loosestrife is illegal in many areas due to the risk of introducing seed into uninvaded wetlands.

The flowers are long lived in the vase, and can be grown in cutting gardens for this purpose.

Control
When growing in a wetland, Purple Loostrife is a serious issue, and very hard to control due to the delicate nature of wetland environments. Heavy equipment and most herbicides should never be used in wetland areas. For infestations too serious to control using mowing or pulling, gardeners and horticulturists alike should consider seeking help from a wetland specialist.

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

title: Horticulture/Lythrum salicaria


text:
Windows XP/Changing the Look

The Properties Dialog
You can change the basic colors of the title bars and windows. Right-click an empty area of the desktop and choose 'Properties'. A dialog will appear with several tabs. Choose the 'Appearance' tab. You will see a preview of your current theme. Clicking on areas of the preview will let you change the colors, fonts and sizes.

Changing the Title Bar
Click an active Title Bar on the preview (Light/Dark blue by default). You will be presented with controls that let you change the colors, change the font and font color, whether the font is bold of italic and the overall size. Customize these settings until you have a theme you like, and click 'Apply'. Clicking other areas of the preview change other settings - just experiment!

title: Windows XP/Changing the Look


text:
Algorithm Implementation/Strings

 * /Levenshtein distance/
 * /Longest common subsequence/
 * /Longest common substring/
 * /Longest common leading/trailing substring/
 * /Dice's coefficient/
 * /Longest repeated substring/

title: Algorithm Implementation/Strings


text:
Algorithm Implementation/Strings/Levenshtein distance

The implementations of the Levenshtein algorithm on this page are illustrative only. Applications will, in most cases, use implementations which use heap allocations sparingly, in particular when large lists of words are compared to each other. The following remarks indicate some of the variations on this and related topics:

 * Most implementations use one- or two-dimensional arrays to store the distances of prefixes of the words compared. In most applications the size of these structures is previously known. This is the case, when, for instance the distance is relevant only if it is below a certain maximally allowed distance (this happens when words are selected from a dictionary to approximately match a given word). In this case the arrays can be preallocated and reused over the various runs of the algorithm over successive words.
 * Using a maximum allowed distance puts an upper bound on the search time. The search can be stopped as soon as the minimum Levenshtein distance between prefixes of the strings exceeds the maximum allowed distance.
 * Deletion, insertion, and replacement of characters can be assigned different weights. The usual choice is to set all three weights to 1. Different values for these weights allows for more flexible search strategies in lists of words.

C
The above can be optimized to use O(min(m,n)) space instead of O(mn). The key observation is that we only need to access the contents of the previous column when filling the matrix column-by-column. Hence, we can re-use a single column over and over, overwriting its contents as we proceed.

C++
Please note, that using  isn't efficient here, since you don't need a 2 dimensional array.

Here's another implementation with usage of only $$\sim~ min(m, n)$$ memory (also it uses fact that $${lev}_{a, b}(i - 1, j - 1) \leq lev_{a, b}(i, j)$$, so it is not needed to take minimum out of 3 possibilities):

Here is implementation of generalized Levenshtein distance with different costs of insertion, deletion and replacement:

C#
An implementation with reduced memory usage

Damerau-Levenshtein distance is computed in the asymptotic time O ((max + 1) * min (first.length, second.length ))

Clojure
Another implementation using transient data structure, inspired by Common Lisp version:

Delphi
A simple implementation that can certainly be improved upon.

F#
The inlined min function gives a big speed boost. and here's a slightly faster lazy version.

Go
This version uses dynamic programming with time complexity of $$O(mn)$$ where $$m$$ and $$n$$ are lengths of $$a$$ and $$b$$, and the space complexity is $$n+1$$ of integers plus some constant space(i.e. $$O(n)$$).

Groovy
This version is based on the Java version below

Haskell
Tested with GHCi. and here's a slightly faster version.

For large strings, using arrays is much faster As recursively defined array: And finally: fast but cryptic implementation

JavaScript
Slow recursive version:

Faster approach using dynamic programming (source)

Java
Not recursive and faster

Julia
Straightforward recursive implementation. Do not use for large strings!

Test with

MySQL
This implementation seems to be broken; but I am not entirely sure how to fix it.

The implementation below, thanks to Jason Rust at Code Janitor, seems to be more complete.

Objective-C
Or with extensions "and C flavor"

PHP
Please note that there is a standard library call levenshtein in PHP as of version 4.0.1. It is limited to comparing strings of no more than 255 characters in length, however, limiting its utility.

plpgsql
Copied the PHP version using a single dimensional array

Python
The first version is a Dynamic Programming algorithm, with the added optimization that only the last two rows of the dynamic programming matrix are needed for the computation:

Second version:

(Note that while very compact, the runtime of this implementation is really poor, making it unusable in practical usage. One way to make it significantly faster would be to add a  decorator, but it does not make it optimal due to the many string copies).

Third version (works):

(Note that while compact, the runtime of this implementation is relatively poor.)

4th version: (Note this implementation is O(N*M) time and O(M) space, for N and M the lengths of the two sequences.)

5th, a vectorized version of the 1st, using NumPy. About 40% faster, on my test case. However, this numpy vectorized Python version incorrectly returns 5 for  (which should be 4 for two 'a' insertions + 2 'd' deletions). The reason is that the deletion step  does not handle the case that the minimum for   could be   due to two consecutive deletions as it is in this example. See Discussion. (Note this implementation only works if the weight does not depend on the character edited.)

6th version, from Wikipedia article on Levenshtein Distance; Iterative with two matrix rows.

R/S+
"(Note) this is just one of many implementations of the Levenshtein Distance, but I've not been able to get the others to work

Ruby
This Ruby version is simple, but extremely slow, though it works with any Array with elements that implement '=='.

This memoized version is significantly faster

And another memoized version

A faster implementation for the Levenshtein distance of strings (using C bindings) is available here

Rust
A simple implementation in Rust (beta2), transposed from the C version. It is a little more general than the bare minimum, in fact it accepts any type that can be converted to &[u8].

You can test it live on Rust Playpen.

Imperative version
A functional version would likely be far more concise.

VBScript
This version is identical to JavaScript and PHP implementations in this article.

Visual Basic for Applications (no Damerau extension)
This version is identical to JavaScript and PHP implementations in this article. I had problems when I tried to use the other VBA implementation in this article, so I had to adopt the version below.

Application.WorksheetFunction.Min method is Excel-specific. If you implement it with other VBA-enabled applications, uncomment the conditional block and comment out the Application.WorksheetFunction.Min line.

MapBasic
This version is identical to VB implementations in this article.

Teslock
This is the Levenshtein distance calculation in Teslock Machine Language. .declare singlecall virtual LevenshteinDistance[args(2) string s1, string s2]: out unsigned int main (   define unsigned int constant "cost_ins" == 1;    define unsigned int constant "cost_del" == 1;    define unsigned int constant "cost_sub" == 1;

define unsigned int variable "n1" == calculate::string_operations>length("s1"); define unsigned int variable "n2" == calculate::string_operations>length("s2");

define unsigned int_array(calculate::string_operations>array_instantiation("p")>fixed_length("n2", ++1)); define unsigned int_array(calculate::string_operations>array_instantiation("q")>fixed_length("n2", ++1)); define unsigned int_array(calculate::string_operations>array_instantiation("r")>variable_length);

p>array_vector>0 == 0; loop_for>finalized(define unsigned int variable "j" == 1)>break_condition("j" <= "n2")>forward_condition(++j) (       p>array_vector>j == p>array_vector>j::access>+constants::cost_ins;    )

q>array_vector>0 == 0; loop_for>finalized(define unsigned int variable "i" == 1)>break_condition("i" <= "n1")>forward_condition(++i) (       q>array_vector>0 == p>array_vector>0::access>+constants::cost_del;        loop for>finalized(define unsigned int variable "j" == 1)>break_condition("j" <= "n2")>forward_condition(++j)        ( define unsigned int variable "d_del" == p>array_vector>j::access>+constants::cost_del; define unsigned int variable "d_ins" == q>array_vector>j[delegate_handle::j::access>-1]>+constants::cost_ins; define unsigned int veriable "d_sub" == p>array_vector>j[delegate_handle::j::access>-1]>+logical_operations>xor_result["s1"::access>"s1"[delegate_handle::j::access>-1]?0>return_handle_as_result constants::"cost_sub"]; q>array_vector>j == dll_extern::math_interop_singlecall(min)::[args(3) (d_del, d_ins), d_sub; )       local>"r" == "p"(self_typecast::ignore_unsafe_condition);        local>"p" == "q"(self_typecast);        local>"q" == "r"(self_typecast);        ) logical_result(param p::singlecall)::define>"return" == p>array_vector>"n2"; )

Abap
Please note that there is a standard ABAP function distance which calculates the Levenshtein distance without need for the below coding.


text:
Horticulture/Squash Vine Borer

The squash vine borer (Melittia cucurbitae, often referred to as SVB) is a devastating and hard to control pest of cucurbit crops.

Description
This insect is a diurnal species of sesiid moth that attacks both wild and cultivated varieties of squash and other members of the cucurbit family. The moth is often mistaken for a bee or wasp because of its movements, and the bright orange hindleg scales. The caterpillar is a grub-like borer.

Symptoms and Signs
Wilting of lower leaves and frass are the initial indications, quickly followed by the wilting and death of the entire plant.

Ecology
The females typically lay their eggs at the base of leaf stalks, and the caterpillars develop and feed inside the stalk, eventually killing the leaf. They soon migrate to the main stem, and with enough feeding damage to the stem, the entire plant may die. The petioles of the lower leaves and stem should be monitored for entry holes and frass, which appear before damage becomes evident.

Host plants
Hosts include members of the family Cucurbitae, primarily the squashes (../Cucurbita/).

Control

title: Horticulture/Squash Vine Borer


text:
User talk:Wikiwarrior~enwikibooks

this is to talk to wikiwarrior

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 15:08, 8 December 2006 (UTC)

Just wondering
Do you go around on foot, or on wheels ;-) ? -- SB_Johnny | talk 15:09, 8 December 2006 (UTC)

Hello, chat?
There is a certain amount of suspicion around here nowadays, and I am sorry if you have been labled as a vandal if indeed you are not one. We don't mean to be unfriendly. However, you are not really eligible to become an admin either way, an admin requires a history of trust, participation, and contributions to this project before they can be confirmed.

If you have your heart set on becoming an admin, you have to become an active member here. This is very easy to do, just participate in the discussions on WB:RFA, WB:VFD, and WB:SL. Also, if you find and vandalism, clean it up: we love people who help fight vandalism. If you need anything, please let me know. --Whiteknight (talk) (projects) 15:19, 14 December 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:38, 19 April 2015 (UTC)

title: User talk:Wikiwarrior~enwikibooks


text:
User:Wikiwarrior~enwikibooks

this is my talk page

title: User:Wikiwarrior~enwikibooks


text:
User talk:199.178.98.6

Xania 14:49, 8 December 2006 (UTC)

title: User talk:199.178.98.6


text:
User:Helon

Hakuna Matata!

title: User:Helon


text:
User talk:Jaybird

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 15:22, 8 December 2006 (UTC)

title: User talk:Jaybird


text: User:MichaelFrey

title: User:MichaelFrey


text:
Learn to Play Drums/Lessons/Lots of 8\8 Beats

Time to get some variation in beats. Here are some to do:

The first one - you'll have to do 2 bass drum hits in a row, and one of them will be in-between 2 hi-hat hits!

HH|x---x---x---x---| T1|| Sn|o---o---| T2|| T3|| BD|o---o-o-|

This next one has only 1 bass drum hit in a row, but one is between 2 hi-hat hits and straight before a snare drum!

HH|x---x---x---x---| T1|| Sn|o---o---| T2|| T3|| BD|o-o-|

This one is going to be the hardest beats from this wikibook so far! It is longer than any so far, too. Don't get frustrated if you don't get it quickly, take your time - start slow then gradually speed up.

HH|x---x---x---x---x---x---x---x---| T1|| Sn|o---o---o---o---| T2|| T3|| BD|o---o-o---o---o-o-o-|

Back to Starting Out


text:
User:Rcragun

I'm an Associate Professor of Sociology at the University of Tampa, in Tampa, FL. My contributions focus on the Introduction to Sociology textbook. If you have questions, you can email me at: ryantcragun -at- gmail.com

title: User:Rcragun


text:
Talk:Practical Electronics

= Remarks for writers =

Creating empty pages?
I don't consider it to be useful, as it mixes up which pages actually were or weren't written. --Filip Dominec 17:36, 8 December 2006 (UTC)

I agree with Dominec. I prefer using Big Buckets First. If no one objects, I plan to make a single "logic family" page that briefly describes all obsolete logic families. Then delete the one-page-per-family pages that are all currently empty. Perhaps someday that "logic family" page will get so huge that we eventually split it up one-page-per-family, but in the meantime, I think it's better to keep them together. --DavidCary 02:45, 4 May 2007 (UTC)

New design of main page
What about copying the design from the-same-but-czech project at ? --Filip Dominec 17:55, 8 January 2007 (UTC)

 * Yes, that looks lovely. Please do copy the design and images from that wikibook. --DavidCary 02:29, 4 May 2007 (UTC)

 * Done, but needs a lot of improvements yet. And to translate a lot of text from [Czech http://cs.wikibooks.org/wiki/Praktická_elektronika]. --Filip Dominec 08:47, 20 May 2007 (UTC)

Merge with LearnElectronics

 * I don't consider "practical electronics" to be synonymous with learning electronic theory. Practical electronics is about making real-life circuits that work - an understanding of how electronics work on the most basic level (such as the workings of a pn junction or the integrating behaviour of a capacitor) should not be required. In my opinion, learnElectronics should be merged with "Electronics" if anything, although perhaps it has more value as it stands as a separate "Basic Electronics" book. Inductiveload (talk) 15:55, 22 December 2008 (UTC)

Inductiveload makes a good point - we're talking about howtos opposed to **do this**. —Preceding unsigned comment added by Hathaway design (discuss • contribs) 21:35, 24 July 2009

Merge with Electronics Workshop Manual

 * I would say that the two books are identical in scope. Since Practical Electronics is much more developed and has had much more work done on it, I suggest merging from Electronics Workshop Manual. Inductiveload (talk) 18:00, 4 October 2009 (UTC)

heatsink
I can't find any mention of heat sinks in this Practical Electronics book today. Is that a gap that will eventually be filled in, or is that out of the scope of this book and in the scope of some other book, such as Power Electronics ? --DavidCary (talk) 13:13, 15 December 2010 (UTC)

title: Talk:Practical Electronics


text: User talk:199.171.212.100

title: User talk:199.171.212.100


text:
Elite and Minority Bilingualism in Colombia

= Elite and Minority Bilingualism in Colombia=

Multilingual Colombia
Colombia is a multilingual country. There are multiple cultures that speak indigenous languages spread all around the Colombian territory. According to Ardila (2006) there is great richness in the country’s linguistic diversity. Besides Spanish, there are more than 60 indigenous languages, two Creole and more than 12 families have been identified, there are also some independent languages and some that have not been classified.

Different Views of Bilingualism
Nevertheless, high socio-economic classes have a different perspective on what bilingualism is in Colombia. They consider themselves bilingual because they speak a foreign language, English for the most, and they want their children to become bilingual even at the cost of losing part of their own culture. The purpose of this paper is to present that there is a majority of the population who is becoming bilingual at the cost of their own culture, both in the population who wants to learn English, as well as in the indigenous population who wants to learn Spanish.

Bilingualism as an Asset
Based on the premise that the possession of symbolic resources, such as certain highly valued types of linguistic skills, cultural knowledge and specialized skills, helps to attain access to valuable social, educational and material resources, many parents of the higher socio-economical classes from Colombia, choose bilingual education for their children. Most of the time, they chose English as a highly valued language.

Grimm's Kindergarten
There are many examples of schools that offer bilingual education. Grimm’s Kindergarten is a nursery school that teaches English to its students beginning at the age of three. This is a very controversial age at which to start learning a second language. Many authors may argue that it is important to have a solid foundation in the mother tongue before starting the process of learning a second language. In spite of the controversy, many parents choose this school so that their children will have access to a bilingual school later.

Education for the Indigenous Communities
Based on this same premise, many indigenous people have learned to speak Spanish thus losing part of their cultural identity. In a recent interview observed in class, an indigenous person from the Huitotos was explaining how, in the last few years, people who are 30 or younger understand the Huitoto language but do not speak it. They only speak Spanish. Situations like this may eventually lead to language death, and since language is so closely related to culture, the latter will be lost too.

= Dead Languages = According to the UK Foundation for Endangered Languages (FEL) (Crystal, 2000) a language dies when nobody speaks it. If the situation of the Huitotos continues with the same tendency, pretty soon only few elders will speak it and when the last one dies, the language will die too. = Bilingualism and Better Opportunities = Bilingualism is closely related to “high quality” education. Parents who seek better education and wish to send their children to study abroad, tend to choose bilingual schools for them. They believe that having a second language will facilitate access to better universities abroad. As for indigenous communities, the state has not provided bilingual education for them. If they want to go to school, they study in Spanish. This is very dangerous in the case of languages that lack alphabet, because there is no possibility of having written texts and the only “learning language” becomes Spanish. Although the circumstances of the children who attend private bilingual schools in the big cities of Colombia and the indigenous children who attend public schools in far away regions is quite different, there might be some similarities behind the reasons for them to attend that kind of education. In both cases parents are seeking for better opportunities and there is a language with higher status. In the case of the indigenous children, Spanish has a higher status, in the case of the upper class children, a foreign language, which is usually English, has a higher value. The difference is that in the case of the upper class students, there may be situations of additive bilingualism in which the acquisition and learning of a foreign language is useful for future opportunities. On the other hand, for the indigenous children the situation is the opposite. The minority home language is seen as low status, and being bilingual may be associated with feelings of inferiority. This may lead to a loss of cultural identity. The latter case is called subtractive bilingualism and is often associated with submersion education where a minority language speaker has to “sink or swim” at school without any support (Mejia, 2002).

= How do bilingual schools in Bogotá deal with culture? = According to Mejía and Tejada (2001) there are three types of schools in Colombia. There are the bilingual and bicultural schools which are the ones that have been founded and supported by foreign governments and in which there is also a strong emphasis on the other countries’ cultures. In this case the schools are not only bilingual, but also bicultural.Examples of these schools are Colegio Santo Tomás de Aquino, Colegio Nueva Granada , Colegio Anglo Colombiano , and Colegio Helvetia  to name a few. There are the Colombian schools which are founded and directed by Colombians and their interest is to teach a foreign language (English) but to respect our Colombian culture. Some of these schools may be considered intercultural. Some examples of these schools are Colegio Tilata, Colegio Los Nogales , among others. And finally there are the schools that teach English as a Foreign Language.

= How are urban high class children similar to indigenous children in relation to bilingualism? = http://upload.wikimedia.org/wikipedia/en/7/7a/Cali-from-cristo-rey-2.jpg A parallel can be made between what might happen to Colombian children who attend the foreign bilingual schools and the indigenous children who attend public schools in which the teaching language is Spanish. As Mejia has pointed out in some of her conferences, these foreign schools may be considered monolingual in the foreign language. Children are exposed to the foreign language and traditions more than to Spanish and to Colombian traditions. In some cases, these children may experience identity crisis. Mejia and Tejada (2001) cite the case of a woman who was called María Esther and she attended a foreign school in Cali, and she had her name changed to a more American one and she always struggled to be Colombian, to be called by her real name and not the one they had given her. She ended up spelling her name in a very unique way, and drawing a little rose at the end as a way to get an identity and she didn’t let anybody change that. This can be related to the case of the Huitotos that was mentioned earlier. They attend school and end up speaking Spanish and eventually losing their mother tongue. They might feel a sense of acculturation. The term is used to refer to the acquisition of a second identity, which is at the heart of culture learning (Brown, 2000). This is also the case of María Esther. The Colombian bilingual schools make strong efforts to maintain and respect the Colombian culture. An example of this kind of school is Gimnasio La Montaña. According to the Academic Council Document of the school, children enhance their expression by exercising their linguistic abilities (listening, reading, speaking and writing). Even though both languages (English and Spanish) are learned simultaneously, the curriculum is organized so that the cognitive processes take place in Spanish first and then in English.

During the preschool stage, children are exposed to a bilingual context in which they get adapted to schooling in both languages. The desire is that children acquire the second language in a natural way, using the Natural Approach (one of the methods to teach a second language that implies using the four abilities (listening, speaking, reading and writing) simultaneously and in context. In primary, the focus of teaching is in developing abilities to understand ideas in a sentence and to express their own ideas with coherence. Once they have mastered the basic elements to communicate orally and written in Spanish, they begin the reading process in English. The next step in the process is to understand and produce paragraphs and finally complete texts with complete semantic and syntactic structures. At the end of their schooling, the focus is on enhancing their linguistic knowledge and abilities through the study of literature (Academic Council Document, Gimnasio La Montaña, 1998). Another important issue is that in La Montaña there is a strong emphasis in the use of language as a way to establish interpersonal relationships. The development of communication expands to the second language, slowly the students become less dependant on their mother tongue and start to build on the elements of English (Academic Council Document, Gimnasio La Montaña, 1998, my translation).

La Montaña places a strong emphasis in respecting and appreciating the Colombian culture. In this case there is care in dealing with the subject of identity. Nevertheless, there is a strong connection between this school and matters of power and prestige. This is a private school in which tuition is expensive and in which there is a “bonus” and an admissions exam. Once again it is an example of how much parents are willing to give so that their children become bilingual.

In contrast to a school like this, public schools which attend the indigenous population do not consider issues of culture. Children are expected to learn Spanish and to assimilate the culture. As mentioned before, there is the difficulty of the languages that do not have alphabet and in that case it is impossible to have texts in their mother tongue. Fortunately there is a group of linguists from the Universidad Nacional who are working hard in studying and analyzing the Colombian indigenous languages in order to protect them from language death (Informal conversations with Dra. Olga Ardila and others, Bilinglatam 2006).

= Colombia and Latin America = The case of Colombia is similar to other countries in Latin America. Dra. Rebeca Barriga, from Mexico, in a conference given at Bilinglatam (2006)  mentioned that in her country, in spite of the rich language diversity, it is very difficult to know the exact number of people who speak a certain language. When in the census they are asked if they speak Spanish, everyone says yes, but when asked about indigenous languages, many people deny the fact that they speak it because the language is associated with low status. This also represents an identity crisis.

Spanish is a strong language and the amount of people who speak it all over the world will not let it die, at least in the near future. Nevertheless, children who attend bilingual schools may end up having stronger skills in the foreign language than in Spanish since they are exposed to the first one more than to the latter one. The problem is not language death, but creating in them a sense of admiring and appreciating the foreign country’s culture more than our own.

Learning a second language is important for children and even adults all over the world. It helps us communicate with others and understand other cultures. It broadens our horizons and erases barriers between cultures and countries. There are many reasons for people to become bilingual. The previous examples show how groups as different as indigenous communities, and urban children from high socio-economical classes in Colombia, are becoming bilingual for different purposes. The problem is not becoming bilingual, but the cost and the ways of becoming bilingual. It is necessary for governments and educators to design policies and curricula through which students may learn a foreign language without losing their identity, respecting and appreciating their own as well as the foreign culture. Colombia’s linguistic richness and diversity must be protected by all of us. This linguistic variety is also related to cultural diversity. As a country this represents an asset in terms of cultural background, different views of the world and to construct personal relations. It is our responsibility to understand, value and appreciate our indigenous communities and to protect them from language death. It is also our responsibility to value, appreciate and protect our language and traditions.

= References = Ardila, O. (1989) “Diversidad lingüística y multilinguiesmo en los grupos Tucano del Vaupés. Forma y Función no.4 Bogotá. Universidad Nacional http://www.PlanStudyAbroad.com Ardila, O. (2004) Lingüística aborigen colombiana: la problemática de las lenguas Tucano. Forma y Función N. 17 Bogotá. Universidad Nacional

Barriga, R. (2006) Las Caras del Bilingüismo en Mexico. Conferencia dictada en el International Symposium on Bilingualism and Bilingual Education in Latin America. Bogotá

Consejo Académico Gimnasio La Montaña (1998) El Proceso Comunicativo en el Gimnasio La Montaña. En Bayona, J.C. & Rosso, L. Eds. Memorias del Segundo Simposio Bilingüismo, Función Cognoscitiva y Educación. Bogotá: Gimnasio Moderno.

Crystal, D. (2000) Language Death. Cambridge: Cambridge University Press.

Mejía, A.M. de, & Tejada, H. (2001) La construcción de modalidades educativas bilingües en colegios monolingües de Cali: Colegio Gimnasio La Colina. Informe de investigación, Universidad del Valle

Uffalussy, D. (1998) Experiencia de educación bilingüe en Grimm’s Kindergarten. . En Bayona, J.C. & Rosso, L. Eds. Memorias del Segundo Simposio Bilingüismo, Función Cognoscitiva y Educación. Bogotá: Gimnasio Moderno.


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BASIC Programming/Beginning BASIC/Control Structures/DO...LOOP

In the last chapter we learned about inputing data to the program. Well now you'll be learning how to repeat a function over and over again. Remember anything to the right of an apostrophe (') are comments in one version of BASIC, and should be removed, or replaced with a different kind of REMARK, if they cause problems.

This loop will continue forever, unless interrupted by the operating system. If you wanted to have a condition where the loop ends, you can put a WHILE or UNTIL keyword after LOOP.


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The Computer Revolution/Security/Encryption

More people every day are using the internet and one of the most asked question is "how safe is the internet?" Lots of people use the internet to do their shopping. That involves giving our credit card number, our name, birthday, address and sometimes includes our social insurance number. This is everything one would want to create an internet crime. In order for this to work most websites work with encryption. Encryption is a way of encoding information in such a way that only the person or a computer with a key is able to decode it. It is a science of cryptography which has started its use mostly with government and military purposes. It has been used in history as far ago as the Roman Empire. Encoding works like this: every encryption needs a key that will encode the message, if you write something for your friend who is across the world and he knows that every letter in your message is moved up by 3 alphabet characters than he will be able to encrypt the message. Who ever else looks at the message it would not make any sense to them. There is public key encryption and this example was of symmetric key encryption. Public key encryption is used by a main computer and the computer that it wants to communicate with. It uses both the public key as well as private key. The most popular public key encryption is PGP (pretty good privacy).

A Web-Based Encrypted E-mail is used to avoid the need to get the recipient's public key before sending that person an encrypted e-mail. It's similar to regular web-based e-mail, but encrypted e-mail uses secure web servers to host the webpages that are used to write and read e-mail messages. An example of a we-based encrypted e-mail service is HushMail, which requires both the sender and the recipient to have accounts with them. There are other services that only need the sender to have an account and the receiver is sent an e-mail with instructions on how to view the message on a secure web page.

There are various strengths of encryption available and the stronger the encryption the harder it is to break. Older 40 bit encryption is considered weak. Strong encryption is 'strong 128-bit encryption' and 'military-strength 2,048-bit encryption'. You have to be wary of using some of these because terrorists use encryption methods to communicate and so stronger encryption is monitored by law enforcement.

In the case of a lost or stolen computer, full disk encryption (FDE), is a way to protect data on an entire computer. The operating system, application programs, data, temporary files, and everything stored on the drive can be encrypted using FDE systems. A username and password is all that is needed to access a hard drive that uses FDE.

Document Encryption in Microsoft Office
There is a way to encrypt documents created using Microsoft Office to increase the security of your documents. Although this feature is not new to Microsoft Office, many people may not be aware of the availability of this feature since it is not made obvious on each of the programs. Adding this extra level of security to your documents can have added value and convenience especially when keeping your files on a flash drive or on a public drive at work in which all employees have access to all files. To add simple password protection, you must click the Office button (located at the very top left hand corner and displays the Microsoft Office icon), then click “Prepare” and then click “Encrypt Document”. A window will open up and ask you to enter your chosen password and another window will open up and ask you to confirm your chosen password. An important thing to remember is that if you forget your password, it CANNOT be recovered. For more information on this and other password options, go to the following link: 2007 Microsoft Office Document Encryption


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User talk:209.206.192.212

Please read Naming policy -- MichaelFrey 19:17, 8 December 2006 (UTC)

title: User talk:209.206.192.212


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Practical Electronics/Bipolar Transistors

A transistor is made by joining one Positive Typed semiconductor in between two Negative Typed semiconductors, or one Negative Typed semiconductor in between two Positive Typed semiconductors. The first is called an NPN Transistor. The second is called a PNP Transistor. All transistors have three terminals, called (B)ase, (E)mitter, and (C)ollector. Therefore a transistor can be connected as a two port network. The Input port is at the B-E junction. The Output port is at the C-E junction. Hence, the transistor is called a Bipolar junction Device

Just like a diode, a Transistor needs to be biased to conduct or non-conduct current to turn a transistor on or turn it off. This makes a transistor act like a Switch. Just like a diode, a Transistor allows current to flow in one direction when the Transistor conducts current. An NPN transistor passes a positive half cycle of the signal. A PNP transistor passes a negative half cycle of the signal.

When a transistor conducts current, it will act as a voltage Amplifier, either Inverting or Non-Inverting, depending on the way resistors are connected to the transistor.

Transistor construction

 * NPN BJT (Planar) Cross-section.svg

A BJT consists of three differently doped semiconductor regions, the emitter region, the base region and the collector region. These regions are, respectively, p type, n type and p type in a PNP, and n type, p type and n type in a NPN transistor. Each semiconductor region is connected to a terminal, appropriately labeled: emitter (E), base (B) and collector (C).

The base is physically located between the emitter and the collector and is made from lightly doped, high resistivity material. The collector surrounds the emitter region, making it almost impossible for the electrons injected into the base region to escape being collected, thus making the resulting value of α very close to unity, and so, giving the transistor a large β. A cross section view of a BJT indicates that the collector–base junction has a much larger area than the emitter–base junction.

The bipolar junction transistor, unlike other transistors, is usually not a symmetrical device. This means that interchanging the collector and the emitter makes the transistor leave the forward active mode and start to operate in reverse mode. Because the transistor's internal structure is usually optimized for forward-mode operation, interchanging the collector and the emitter makes the values of α and β in reverse operation much smaller than those in forward operation; often the α of the reverse mode is lower than 0.5. The lack of symmetry is primarily due to the doping ratios of the emitter and the collector. The emitter is heavily doped, while the collector is lightly doped, allowing a large reverse bias voltage to be applied before the collector–base junction breaks down. The collector–base junction is reverse biased in normal operation. The reason the emitter is heavily doped is to increase the emitter injection efficiency: the ratio of carriers injected by the emitter to those injected by the base. For high current gain, most of the carriers injected into the emitter–base junction must come from the emitter.

 * [[Image:Transistor-die-KSY34.jpg|200px]]

The low-performance "lateral" bipolar transistors sometimes used in CMOS processes are sometimes designed symmetrically, that is, with no difference between forward and backward operation.

Small changes in the voltage applied across the base–emitter terminals causes the current that flows between the emitter and the collector to change significantly. This effect can be used to amplify the input voltage or current. BJTs can be thought of as voltage-controlled current sources, but are more simply characterized as current-controlled current sources, or current amplifiers, due to the low impedance at the base.

Early transistors were made from germanium but most modern BJTs are made from silicon. A significant minority are also now made from gallium arsenide, especially for very high speed applications (see HBT, below).

Transistor's Types

 * /NPN Transistor/
 * /PNP Transistor/

I-V Curve

 * TRANSISTOR_CURVA.jpg

 * {| class="prettytable" width=100%

 * V || I || Operation
 * V < Vd ||I = 0 || Transistor does not conduct current
 * V = Vd ||I = 1mA ||Transistor starts to conduct current
 * V > Vd ||I = $$e^(\frac{V}{V_d})$$|| Transistor conduct current
 * V = Vs ||I = Is || Transistor saturates
 * }
 * V > Vd ||I = $$e^(\frac{V}{V_d})$$|| Transistor conduct current
 * V = Vs ||I = Is || Transistor saturates
 * }
 * }
 * }

Electronics switch

 * $$v > v_d$$, transistor is ON or conducts current . Transistor works like a mechanical closed switch
 * $$v < v_d$$, transistor is OFF or does not conduct current . Transistor works like a mechanical opened switch

Electronics amplifier
When transistor conducts current
 * $$i_b$$ ≠ 0
 * $$i_e=\alpha i_b$$
 * $$i_c=\beta i_b$$

Feedback
For positive feedback
 * $$i_c=i_b+\beta i_b=i_b(1+\beta)$$

For negative feedback
 * $$i_c=i_b-\beta i_b=i_b (1-\beta)$$


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User talk:89.52.199.144

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

-- Herby talk thyme 19:38, 8 December 2006 (UTC)

Thanks for correcting spelling mistakes in the Serial Programming:Serial Java page. However please don't change British English to American English (standardised). Wikibooks is an international website and spelling should be left in the original format. Xania 19:40, 8 December 2006 (UTC)

title: User talk:89.52.199.144


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The Computer Revolution/Programming/Five Steps of Programming

Before going on to discuss the five steps of creating a program it is important to determine what exactly a program is. A program is a list of instructions that contain data for a computer to follow. Different programs are written with different languages. An editing program is made with a different programming "language" than one that uses graphics. Some well known programming languages are COBOL -business, BASIC -language, and - C which is used in science. Programming is complicated process, below is general overview of this 5 step procedure.

Clarifying/Defining the Problem
Knowing the objective is the first consideration. Is it a payroll or editing program? Knowing who the end user will be is also important. Determining the inputs and outputs is next. How will the program operate and what data is needed to make it happen. After this has been decided feasibility is the next consideration. How many programmers will it take, is the project within budget, does the project have a realistic outline. Finally, if the project is a go, then one must take measures to ensure the project is properly documented and analyzed.

Six mini steps: And optionally:
 * Clarify Objectives & Users
 * Clarify Desired Output
 * Clarify Desired Input
 * Clarify the desired processing
 * Double - check feasibility of implementing the program
 * Document the analysis

Design the Program
Programs use algorithms which are like equations that tell the computer what task to perform. The aim of the programmer is to create algorithms that are clear and simple. Algorithms are expressed first in logical hierarchical form known as modularzation. Using modules or (a complete thought) the programmer creates a logical thought process for the computer to follow. After that the program is broken down in greater detail using pseudocode. Pseudocode uses terms like if, else, and, then to relate the programs rules to the computer.

Two mini steps:
 * Determine program logic through top down approach and modularization, using a hierarchy chart
 * Design details using pseudocode and/or flowcharts, preferably involving control structure.

A module, a processing step of a program, made up of logically related program statements.

A hierarchy chart, which represents top-down program design, explains the main purpose of the program.

Pseudocode, a way of designing a program which uses normal language statements in order to describe the logic and the processing flow.

Program flowcharts, graphically shows the detailed series of steps

Three control structure:

 * Sequence control structure - No decision making
 * Selection control structure -
 * Loop control structure/Repetition or Iteration Structure
 * Case structure

Code the Program
After the program has been designed it must be coded or written. Using the pseudocode and logic requirements from step two an appropriate programming language must be selected. As stated in the introduction, coding languages differ in specifications and usability. Once the appropriate code language has been chosen, it is imperative that the programmer follow the syntax rules with as little deviation as possible in order for the program to have high accuraccy.

Two mini steps:
 * Select the appropriate high-level programming language
 * Code the program in that language following the syntax carefully

Test the Program
After the program is written it then enters the programming debugging and testing phase of the Program Development Life Cycle (PDLC). During this time the programmer will be looking for errors in both logic and syntax, as well as exploring other areas that may cause the program to either not work properly or to not run at all.

This process is a lengthy and tedious one, oftentimes consisting of up to 50% of a program’s time in development (Morley 523). However, with a careful eye paid to program design and coding the amount of time spent debugging can be cut considerably.

As stated, debugging will uncover errors in both logic and syntax. Syntax errors will prevent the program from executing. They can be such simple things as misspelled words or can involve breaking the syntax rules of the programming language used.

On the other hand, logic errors will allow the program to run but will provide incorrect results. Errors of this kind may consist of merely using the wrong relational operator or larger, mistakes in writing formulas.

Once the programmer locates the errors they are then fixed and the program is run again. This will happen multiple times, often called “execute, check, and correct” (526), until the program runs flawlessly.

The program will then enter the testing phase.

Reference: Morley, Deborah and Charles S. Parker. Understanding Computers Today and Tomorrow, 13th Edition.

Testing the program comes in two phases, alpha and beta.
 * Alpha testing is the process of reading through the program in search of errors in logic. The second step is to run a diagnostic program to search for syntax or input errors.
 * Beta testing involves using the program in the real world to see if it contains any bugs or other deficiencies.

Document and Maintain
Documentation should be ongoing from the very beginning because it is needed for those involved with program now and future. Upon completion User Documentation for commercial use, Operator Documentation for people who run computer systems, and Programmer Documentation for programmers charged with maintenance.

Four mini steps:- *Write user documentation. *Write operator DOCUMENTATION. *Write programmer documentation. *MAINTAIN THE WHOLE PROGRAM.

Every program requires certain processing time and memory to process the instructions and data. As the processing power and memory are the most precious resources of a computer, a program should be laid out in such a manner that it utilizes the least amount of memory and processing time.


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Cookbook:Never Fail Pie Crust

| Dessert

This quick pastry is a no-fail recipe made easily with ingredients usually found in most kitchens. Be sure to use cold water and keep well-wrapped until ready to use.

In contrast to bread, pie crust and other pastries should be made in a way that minimizes the development of gluten. Once the water has been added, the dough should be worked as little as possible, to minimize toughness in the finished crust.

Ingredients

 * 3 cups (700 g) flour
 * 1¼ cup (300 g) shortening
 * 1 teaspoon salt
 * 1 egg, beaten
 * ⅓ cup (80 ml) cold water
 * 1 tablespoon white vinegar

Procedure

 * 1) Combine flour, shortening and salt. Cut in shortening with fork (or pastry blender) until it resembles corn meal.
 * 2) Combine water and vinegar with beaten egg. Add to flour mixture a little at a time until a soft dough forms.
 * 3) Divide dough into three discs, and use or freeze individually.
 * 4) When using, roll out onto a floured surface to desired measurements.

Notes, tips, and variations

 * When baking two pies at once, rotate the pies 180 degrees at 15 minutes and 45 minutes to ensure the crust does not burn due to its proximity to the oven walls.

title: Cookbook:Never Fail Pie Crust


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User talk:Josaphat~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 20:04, 8 December 2006 (UTC)

Forsaken Earth
Forsaken Earth has been deleted as you requested on IRC, since its a work of fiction, just created today and you were the only contributor. --dark lama  20:17, 8 December 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:06, 19 April 2015 (UTC)

title: User talk:Josaphat~enwikibooks


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User:Li~enwikibooks

Hello anyone who goes on this page (anyone, basically)

I'm working on Learn to play drums at the moment, the first wikibook I have started. If you know stuff about drums (a lot of stuff) come and add some material to the wikibook, because it's gonna be a big book and it's gonna need more than one person regularly contribtuing to it. Although someone's added a lot of info about buying drum kits, which is good.

Also started working on Using Windows Movie Maker. It's going alright and it's a manual to MOVIE MAKER.

My wikibook writing carrer has been forced to be put on hiatus due to looming GCSEs! ARGH!

Random stuff about me
I play the drums.

I love to play the guitar! I find it so much more... attractive compared to any other instrument (except maybe piano)With drums you can't dance around with the drums, you can't sing - with guitar you can! GUITARS RULE! ELECTRIC GUITARS RULE! SO DO ACOUSTICS! SO DO MUSE AND SOME OTHER PEOPLE! WOO!

I'd like to play a piano, but they cost loads and stuff, and I don't know how to play piano, and... yeah.

I don't like New Year's Eve.

I have emetphobia (look it up on Wikipedia if you want), which is closely linked to my dislike of New Year's Eve.

I like to paint with watercolours and draw.

Chat
Hello, anyone who visits this page. Feel free to write random stuff down here. Quetsions? Non-wikibook related stuff? Wikibook related stuff? Just stuff?

title: User:Li~enwikibooks


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User talk:MichaelFrey

IRC channels
Thanks, but as far as I know "autoconfirmed" mean users who are registered and not completely new. This should sort out vandals who register and immediately start to vandalise.

When it comes to import - this is a feature we have requested on Bugzilla and the developers have turned on. You can also have import opened, you just need to come into consensus on de.wikibooks and post a request on Bugzilla. --Derbeth talk 13:40, 10 December 2006 (UTC)
 * You should try it with a brand new account. Autoconfirmed is used to stop vandals that vandalise just after registering (most of them do this) but allow users with larger number of edits to edit pages. Anyway, I changed my mind and allowed only sysops to move these pages. --Derbeth talk 16:20, 10 December 2006 (UTC)

Vandalism
Thanks for your help - regards -- Herby talk thyme 18:54, 13 December 2006 (UTC)

 * And again! Thanks for marking the pages - been around with the brush! Regards -- Herby  talk thyme 10:15, 26 December 2006 (UTC)

Photo CR
thanks for your concern... I think the page has been fixed.

Heads up
Someone one Commons took a chunk off your user page - I reverted it but I thought you should be aware (here was easiest!) Regards -- Herby  talk thyme 14:09, 28 January 2007 (UTC)
 * May have been a misunderstanding I think - an attempt to copy? -- Herby talk thyme 14:14, 28 January 2007 (UTC)
 * Thanks a lot for revert :-)
 * -- MichaelFrey 15:50, 28 January 2007 (UTC)

Thanks
Once again for the help - regards -- Herby talk thyme 17:39, 26 March 2007 (UTC)

Thanks for the help on the Latin page
I'll get to work fixing my mistakes, thanks again!

--Asv 18:09, 4 April 2007 (UTC)

IRC cloak request
I am MichaelFrey on freenode and I would like the cloak wikibooks/MichaelFrey. Thanks. --MichaelFrey 17:04, 9 July 2007 (UTC)

Achtung!
Thanks for the translation! :D --Seans Potato Business (talk) 00:50, 6 January 2008 (UTC)

 * LOL, no problem.
 * Some times I check the Recent Changes on en.wikibooks and then I saw your edit comment "blinkenlights!" and I thougth directly Project Blinkenlights and Blinkenlights was interesed.
 * That there was a translation request english to german was funny, because it's very unlikely that I found it, because I don't check may changes here and such requestes are also rare.
 * -- MichaelFrey (talk) 08:20, 6 January 2008 (UTC)

title: User talk:MichaelFrey


text:
User talk:172.202.125.99

Xania 21:11, 8 December 2006 (UTC)

title: User talk:172.202.125.99


text:
User talk:212.138.64.180

Xania 21:17, 8 December 2006 (UTC)

title: User talk:212.138.64.180


text:
Cookbook:Crab Louis

Crab Louie (sometimes spelled Louis) is a popular seafood salad believed to have originated in the Pacific Northwest around the early 1900s. Ingredients for the salad depend on the cook and the restaurant, and an alternate version known as the Seafood Louie includes small shrimp. Crab Louie ingredients range from the most basic-Dungeness crab meat, crisp cookbook:lettuce, hard-boiled egg, tomato, avocado and Louie dressing|-to more elaborate (and expensive) salads which can include such things as asparagus, artichoke hearts, olives, cucumbers, green onions, and bay shrimp (making it a Seafood Louie). The origin and naming of the Crab Louie has been obscured by the passing of time, but it is generally agreed that it was invented at one of the gourmet hotels on the West Coast of the United States, probably in San Francisco, where the Dungeness crab is extremely abundant and popular. A good Louie salad should have ample large chunks of Dungeness crab, the lettuce should be superb, crisp and cold, the accompanying veggies colorful and fresh. The dressing, which can be served on the side or already in the salad, should be a combination of tangy, spicy, zesty and rich flavors that compliment but don't overpower the salad, giving the taste buds an extra kick.

title: Cookbook:Crab Louis


text:
User talk:212.138.64.172

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. Iamunknown 21:39, 8 December 2006 (UTC)

title: User talk:212.138.64.172


text:
User talk:82.137.247.131

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. Iamunknown 21:39, 8 December 2006 (UTC)

title: User talk:82.137.247.131


text:
User talk:216.144.234.2

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. Iamunknown 21:39, 8 December 2006 (UTC)

title: User talk:216.144.234.2


text:
User talk:80.227.0.156

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. Iamunknown 21:39, 8 December 2006 (UTC)

title: User talk:80.227.0.156


text:
User talk:161.53.9.39

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. Iamunknown 21:41, 8 December 2006 (UTC)

title: User talk:161.53.9.39


text:
User talk:165.228.132.11

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. Iamunknown 21:41, 8 December 2006 (UTC)

title: User talk:165.228.132.11


text:
Pro Engineer/Modify Features

Editing Features

 * 1) Modifying feature dimensions (Modify/Edit)
 * 2) Editing feature definitions (Redefine/Edit Definition)
 * 3) Editing feature references (Reroute/Edit references)

title: Pro Engineer/Modify Features


text:
User talk:Draken2000~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 01:17, 9 December 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Draken2000. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Draken2000~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:06, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:54, 19 April 2015 (UTC)

title: User talk:Draken2000~enwikibooks


text:
Numerical Methods/Solution of IVP

Suppose you are given $$ y'(x)=f(x,y)$$ where $$y$$, the dependent variable, is a function of the independent variable $$x$$ and $$y(x_0)=y_0$$ is given. This is an initial value problem of ODE's because it specifies the initial condition(s) and the differential equation giving $$y$$. The problem is to calculate the values of $$y$$ at points $$x>x_0$$. There are a variety of numerical methods to solve this type of problem. They yield a numerical solution which is nothing but a series of values $$y_n$$ corresponding to the points $$x_n$$.

The numerical solution is an approximate solution. The real solution denoted by $$y(x)$$ could either be
 * impossible to get because the function f may be non integrable
 * too difficult to get

Anyways, a numerical solution gives us an algorithm to compute $$y_n$$ based on already available information. So one could write a computer program to compute it. This is the basis of simulations.

Euler's Method is the simplest, and its somewhat similar to calculating the integral numerically. It is easy to see what is happening on a graph. At each point x_n you are just looking at what direction the derivative tells you to go, and you take a step in that direction.

Euler's Explicit Method

 * Let $$x_{n+1} = x_n + h$$, where h is some small step value.
 * Let $$y_{n+1} = y_n + h\cdot f(x_n,y_n)$$.

Heun's second order or explicit trapezoidal method

 * Let $$x_{n+1} = x_n + h$$, where h is some small step value.
 * Let $$\tilde y_{n+1}=y_n+h\cdot f(x_n,y_n)$$.
 * Let $$y_{n+1}=y_n+(h/2)\cdot [f(x_n,y_n)+f(x_{n+1},\tilde y_{n+1})]$$.

Examples
Now we will go over some examples of using this algorithm.

$$y'=x$$
Suppose we know also that we want to calculate f(1) using n=4 iterations. Thus h=1/4=.25.

 * x_0=0, y_0=5
 * x_1=.25, y_1=5+.25*f'(0,5)=5+.25*0=5
 * x_2=.5, y_2=5+.25*f'(.25,5)=5+.25*.25=5+.0625=5.0625
 * x_3=.75, y_3=5.0625+.25*f'(.5,5.0625)=5.0625+.25*.5=5.0625+.125=5.1875
 * x_4=1, y_4=5.1875+.25*f'(.75,5.1875)=5.1875+.25*.75=5.1875+.1875=5.375

So we are done, and we know that f(1)~=5.375.

We know the exact solution by integrating, y'=x, so y=x^2/2+c. In our case, to calculate c, we would substitute 0 for x and 5 for y to see that c=5. so f(1)=1^2/2+5 = 5.5.

Error analysis
The error only depends on the concavity of the function (the second derivative). Thus we can estimate the error as O(x^2). We can decrease the error by taking smaller step sizes.

Runge-Kutta Methods
Runge-Kutta methods are a family of algorithms particularly well-suited for numerically solving systems of simultaneous differential equations.

Suppose we have a pair of simultaneous equations of the form

$$\frac{dx}{dt}=f(t,x,y)$$, and

$$\frac{dy}{dt}=g(t,x,y)$$,

and we wish to numerically integrate these with respect to t, with a step size of $$\Delta t$$. We then compute the following quantities:

$$ \begin{array}{lcl}m_1&=&f(t,x,y)\\ n_1&=&g(t,x,y)\\ m_2&=&f(t+\frac{\Delta t}{2}, x+\frac{m_1}{2}, y+\frac{n_1}{2})\\ n_2&=&g(t+\frac{\Delta t}{2}, x+\frac{m_1}{2}, y+\frac{n_1}{2})\\ m_3&=&f(t+\frac{\Delta t}{2}, x+\frac{m_2}{2}, y+\frac{n_2}{2})\\ n_3&=&g(t+\frac{\Delta t}{2}, x+\frac{m_2}{2}, y+\frac{n_2}{2})\\ m_4&=&f(t+\Delta t, x+m_3, y+n_3)\\ n_4&=&g(t+\Delta t, x+m_3, y+n_3)\\ \Delta x&=&\frac{1}{6}(m_1+2m_2+2m_3+m_4)\Delta t\\ \Delta y&=&\frac{1}{6}(n_1+2n_2+2n_3+n_4)\Delta t\\ \end{array} $$

$$x, y$$ and $$t$$ are then incremented by $$\Delta x, \Delta y$$ and $$\Delta t$$ respectively, and all the above quantities calculated again for the next step.

This method can obviously be extended to three or more simultaneous equations, and the error is of order $$\Delta t^5$$. The high accuracy and ease of implementation make this method a popular computational tool.

Also useful is the fact that $$\Delta t$$ can be changed after any step of the algorithm, which allows rapid changes in the variables to be dealt with.

title: Numerical Methods/Solution of IVP


text:
Talk:Applications of ICT in Libraries

ICT? How about you introduce acronyms before you use them? Thanks. —The preceding unsigned comment was added by 72.87.42.143 (talk • contribs) 03:45, 9 December 2006 (UTC)

So, is anyone going to explain what ICT is? It's only been two years...

Is it "Information and Communication Technology"? Make it so.

title: Talk:Applications of ICT in Libraries


text:
ColdFusion Programming/control structures

As in most programming languages Coldfusion includes control structures to help your program be more useful.

CFIF
The most basic control structure is the CFIF. It works exactly like an If statement in other programming languages.

A sample CFIF statement would look like this: First Second

The result would be: First

CFSWITCH
Like with other programming languages Coldfusion provides a switch functionality.

Sample CFSWITCH: George Bob

The result would be: Bob

CFLOOP
Index Loop:
 * Attributes
 * from - starting number
 * to - ending number
 * index - value within the loop
 * step - optional (default 1) - change to make with each iteration

Example:  #i#

Results: 1 2 3 4 5 6 7 8 9

 #i#

Results: 1 3 5 7 9

Conditional Loop:
 * Attributes
 * condition - continue looping as long as condition is true

Example: #i#

Results: 1 3 5 7 9

Query Loop:
 * Attributes
 * query - query name you want to loop through
 * startrow - optional(default 1) - row to begin with
 * endrow - optional(default last) - row to end with

Query getpeople looks like this: Age Name 10 Bill 25 Martha 30 Judy

Example: #Age#, #Name#

Results: 10, Bill 25, Martha 30, Judy

List Loop:

 * Attributes
 * index - variable to hold element of list
 * list - list to go through
 * delimiters - optional (default ,) - separator used to break list apart

List people looks like this: (Bill,Martha,Judy)

Example:  #i#!

Results: Bill! Martha! Judy!

Collection Loop:
 * Attributes
 * collection - structure name you want to loop through
 * item - variable to hold element of structure

Structure place looks like this: Zip  Name 55057 Northfield

Example:  #i#-#place[i]# ,

Results: Zip-55057, Name-Northfield


text:
Cookbook:Hamburger Skillet Dinner

The original contributor of this recipe provided the following anecdote:"'This was the first thing I could cook. I learned to make it staying with a friend as I was leaving the Navy. For years I have called it 'Keith's Whats-it.''"

Ingredients

 * 1 cup uncooked pasta, such as macaroni, elbows, or wagon wheels
 * 1 pound (about 500 g) ground beef, crumbled
 * a sprinkle of garlic salt
 * a sprinkle of minced onion
 * 1–2 cans condensed tomato soup

Procedure

 * 1) Boil pasta in 4–6 cups salted, oiled water until al dente. Drain.
 * 2) While pasta is cooking, sprinkle a 10-inch (25 cm) skillet with garlic salt and minced onion, and brown beef.
 * 3) Add tomato soup and cook a minute or two.
 * 4) Stir in drained pasta.

Notes, tips and variations

 * May add beans, vary spices, add onions; anything you like!
 * Makes a decent chili base with chili powder added.
 * Good in leftovers, if that is possible.

title: Cookbook:Hamburger Skillet Dinner


text:
User:Iamunknown/Cleanup/Possible duplicate images

 * Image:Wikipedia.wikibook.girl.with.slate.jpg
 * Image:Activation.png
 * Image:Comp inhib.png
 * Image:Feedback inhibition.png
 * Image:Michaelis-Menten.png
 * Image:Ncomp inhib.png
 * Image:Two substrates.png
 * Image:Cell cycle.png
 * Image:Interphase mitosis.png
 * Image:Darwin ape.png
 * Image:Charles Darwin.png
 * Image:300px-Colosseum-2003-07-09.jpg
 * Image:Juliuscaesar.png
 * Image:Pumpkins small.jpg
 * Image:Ausparl.jpg
 * Image:ImmanuelKant.jpg
 * Image:Milk.jpg
 * Image:Mailribbon.jpg
 * Image:Kings mail.jpg
 * Image:Jigformail.jpg
 * Image:6in1 mail.jpg
 * Image:Solar system scale.jpg
 * Image:Venn-four.png
 * Image:Bandsaw.jpg
 * Image:Bouncemushroomglitch.jpg
 * Image:Poliwrath.jpg (orfud)
 * Image:Wormbin.jpg
 * Image:A Major key signature.png
 * Image:A-flat Major key signature.png
 * Image:B Major key signature.png
 * Image:B-flat Major key signature.png
 * Image:C Major key signature.png
 * Image:C-flat Major key signature.png
 * Image:C-sharp Major key signature.png
 * Image:D-flat Major key signature.png
 * Image:E Major key signature.png
 * Image:E-flat Major key signature.png
 * Image:F Major key signature.png
 * Image:F-sharp Major key signature.png
 * Image:G Major key signature.png
 * Image:G-flat Major key signature.png
 * Image:D Major key signature.png
 * Image:Ladder paradox garage irf1.png
 * Image:Ladder paradox ladder irf1.png
 * Image:Ladder paradox contraction.png
 * Image:Ladder paradox grate variation.PNG
 * Image:Uk flag medium.png
 * Image:Amino acids 2.png
 * Image:MezclaAditivaDeColores.png
 * Image:Jean-JacquesRousseau.jpg
 * Image:Poliwhirl.jpg (orfud)
 * Image:Cubist.jpg
 * Image:Oyster(L).jpg
 * Image:JohnLocke.jpg
 * Image:NetworkTopologies.png
 * Image:Aeroforces.jpg
 * Image:Lift curve.jpg
 * Image:Poliwag.jpg (orfud)
 * Image:PoisonOak wb biggerLeaves.jpg
 * Image:I feel fine.mid
 * Image:Simple harmonic motion.png
 * Image:Call me-Blondie.mid
 * Image:Retrograde-motion-of-mars.png
 * Image:Kepler-second-law.png
 * Image:Cb kingside.png
 * Image:Cb queenside.png
 * Image:AustrKelpieLiver2 wb.jpg (updated)
 * Image:Pug black 600.jpg
 * Image:Pyrenean Mountain Dog 600.jpg (updated)
 * Image:Anatpos.png
 * Image:Electric motor cycle 1.png
 * Image:Electric motor cycle 2.png
 * Image:Electric motor cycle 3.png
 * Image:Kudamm.jpg (updated)
 * Image:Statistics.png
 * Image:Soc-psy diagram.jpg (ok)
 * Image:Montréal.JPG
 * Image:20030805121140!IMG 3161 2 web.jpg
 * Image:Dna-helix.jpg
 * Image:Hippocrates.jpg
 * Image:Hymenoptere2(s).JPG
 * Image:Long-jawed orb weaver spider.jpg
 * Image:Relmichelson-morley.png
 * Image:Light-wave.png
 * Image:Zolpidemjspeedy.png
 * Image:Ichthyornis yale.JPG
 * Image:Wikibooks.png
 * Image:St.poelten rathaus.jpg
 * Image:Demo transformer.png
 * Image:LocationSaudiArabia.png (already done)
 * Image:US flag medium.png
 * Image:LocationTuvalu.png
 * Image:LocationBotswana.png (already done)
 * Image:Gat alpha centauri size comparisons.gif
 * Image:BetaPleatedSheetProtein.png
 * Image:Periscopecx.png
 * Image:Periscopedphoto.jpg
 * Image:Random Walk example.png
 * Image:Pin tumbler locked.png
 * Image:QWERTY.png
 * Image:Polarized capacitors.jpg
 * Image:Swahili area.gif (already done)
 * Image:Poison ivy lg.jpg
 * Image:Relaetherwind.png
 * Image:Modern greek bull.jpg
 * Image:Modern greek grapes.jpg
 * Image:Modern greek alexandrinus.jpg
 * Image:Modern greek farm.jpg
 * Image:Modern greek trees.jpg
 * Image:Modern greek meat.jpg
 * Image:Modern greek eden.jpg
 * Image:Modern greek priest.jpg
 * Image:Modern greek salad.jpg
 * Image:100px-Urea3D.png
 * Image:400px-Resonance examples.png
 * Image:Dichloroethene.png
 * Image:DL-tartaric acid.png
 * Image:D-tartaric acid.png
 * Image:L-tartaric acid.png
 * Image:Snellslaw diagram.png
 * Image:Stellarparallax2.svg
 * Image:Trigonometry triangle.svg
 * Image:Modern greek 1ab.ogg
 * Image:Cis bond.png
 * Image:Bullaburra Station.jpg
 * Image:Karte oestereich stpolten.png
 * Image:Cellholder.png
 * Image:Cellholderfin.jpg
 * Image:Spstswitchcx.png
 * Image:Rabite.gif
 * Image:Maxmin.png
 * Image:Allo.jpg
 * Image:SD3-HUD.png
 * Image:SD3-PathtoHeavens.jpg
 * Image:250px-Korean food 7.jpg
 * Image:200px-Super Size Me Poster.jpg
 * Image:Engineering.png
 * Image:Leaves opposite.jpg
 * Image:Alternanthera.jpg
 * Image:FlowerLab3.jpg
 * Image:Induction shown on a spot galvanometer.png
 * Image:Heidelberg Seitenstrasse.jpg
 * Image:Aerialview StPolten.jpg
 * Image:YeastLabFig3.png
 * Image:Spstswitchpic.jpg
 * Image:OHPcoil.jpg
 * Image:17000 2.jpg
 * Image:Make an onion cell slide.png
 * Image:Labelled skeleton.png
 * Image:Simearth SNES.JPG (orfud)
 * Image:Simearth SNES atmosphere window.jpg (orfud)
 * Image:Simearth SNES biosphere window.jpg (orfud)
 * Image:Simearth SNES civilization window.jpg (orfud)
 * Image:Simearth SNES geosphere window.jpg (orfud)
 * Image:Chimpanzee.jpg
 * Image:NoveltyEV-1.jpg
 * Image:Modern greek colors.jpg
 * Image:FlowerLab3 reduced.jpg
 * Image:Heidelberg Alte Br Tor.jpg
 * Image:NASA-SSME-test-firing2.jpg
 * Image:Modern greek head.jpg
 * Image:Modern greek body.jpg
 * Image:Z-scheme.png
 * Image:BW8.JPG
 * Image:Goods 262.jpg
 * Image:Goods 558.jpg
 * Image:Vaivods.jpg
 * Image:Sun.jpg
 * Image:Brugge Markt1.jpg
 * Image:Mollusca.jpg
 * Image:Himmelblaufunction2.jpg
 * Image:Himmelblaufunction1.jpg
 * Image:Rosenbrockfunction1.jpg
 * Image:Rosenbrockfunction2.jpg
 * Image:Modern greek achilles.jpg
 * Image:Nat3.png
 * Image:HearReadBrain.png
 * Image:Buffyamends.png
 * Image:Tux.png
 * Image:Nasta'liq naskh comparison.png
 * Image:2 euro coin greece.png
 * Image:Modern greek head.svg — do not delete — see image desc page
 * Image:IJssel Wijhe.jpg
 * Image:Pluto.jpg
 * Image:Snellen06.png


text:
User:Iamunknown/Cleanup

Here are my various cleanup tasks. You can help wherever you feel like it. =)

 * /Possible duplicate images; or, general image redundant image clean up and image tagging
 * Special:Wantedcategories - I've been creating categories for every wanted category except ones that are obvious, ones that are categories on transwiki pages (not sure what to do with that), and ones that are "Wikipedians who..." and should be "Wikibookians who...." I've looked at Wikipedia's categorizational scheme for ideas.
 * /Image restoration
 * /Image tags

title: User:Iamunknown/Cleanup


text:
User:Iamunknown/Watchlist

Time to really watch a few things.

World Stamp Catalogue, World Stamp Catalogue/Belgium, World Stamp Catalogue/China, World Stamp Catalogue/China/1941, World Stamp Catalogue/Contributors, World Stamp Catalogue/Countries in Asia, World Stamp Catalogue/Description conventions, World Stamp Catalogue/Europe/Belgium, World Stamp Catalogue/European countries, World Stamp Catalogue/European countries/Stamps of Belgium, World Stamp Catalogue/European countries/Stamps of Faroe Islands, World Stamp Catalogue/European countries/Stamps of Faroe Islands/1975, World Stamp Catalogue/European countries/Stamps of Latvia, World Stamp Catalogue/European countries/Stamps of Liechtenstein, World Stamp Catalogue/European countries/Stamps of Netherlands, World Stamp Catalogue/Faroe Islands, World Stamp Catalogue/Faroe Islands/1975, World Stamp Catalogue/Latvia, World Stamp Catalogue/Liechtenstein, World Stamp Catalogue/Netherlands, World Stamp Catalogue/New Zealand, World Stamp Catalogue/Numbering System, World Stamp Catalogue/Pacific countries, World Stamp Catalogue/Pacific countries/New Zealand, World Stamp Catalogue/Stamp Inclusion policy, World Stamp Catalogue/Stamp Valuation System

Vedic Mathematics, Vedic Mathematics/Sutras, Vedic Mathematics/Sutras/Urdhva-Tiryagbyham, Vedic Mathematics/Useful links, Vedic Mathematics/What is Vedic Mathematics?

Advanced A-level Mathematics, Advanced A-level Mathematics/Basic Mechanics, Advanced A-level Mathematics/Advanced Statistics, Advanced A-level Mathematics/Space and Time, Advanced A-level Mathematics/Newton's Laws of Motion

Pure Mathematics 1, Pure Mathematics 1 (p 1), Pure Mathematics 1 (p 2), Pure Mathematics 6, Pure Mathematics 8

title: User:Iamunknown/Watchlist


text:
User talk:Swift/vfd

Template tweaks
''The following comment was copied from Wikibooks_talk:Votes_for_deletion. Should this page be deleted, a summary of this discussion there might be in order.'' --Swift 05:39, 9 December 2006 (UTC)

Ok I made the tweaks. I replaced the entire message and changed the icon, but left the ifexist condition in place. --dark lama  03:17, 9 December 2006 (UTC)

 * Since the VfD is a debate whether to delete or not I have to say that I prefer the rubbish bin with the question mark over the brush. Also, I've always found that the brush was a sign of cleanup and sometimes VfDs don't have anything to do with cleanup (some don't consider deleting pages to be cleanup).
 * Your edit summary says "tried to make the text more friendly" but I find the original text, copied from this version of vfd. I think the "has been listed" is more neutral than "A Wikibooks editor believes this page or book should be deleted" which might more likely be perceived as a slap in the face. On occasion, editors find books which they are passionate about tagged with this message and get offended. I think we should be as neutral as possible in our wording.
 * You also removed the archive link. The reason I put it in was because if the sub-page doesn't exist, the link will point to a section on WB:VFD. By creating a link to the archive in that case, it will be that much easier for editors to create the sub-page without risking typos or having to even type anything in. A simple click on the archive link will take you to the sub-page where you add the entry. From there a simple click on the super/parent-page link (just under the page title) will take you to WB:VFD where you can add the page inclusion. Sweet, eh? --Swift 05:39, 9 December 2006 (UTC)

 * I guess that makes me one of those people who believe that deletions and VFDs have to do with cleanup and the brush does reflect its about cleanup which is why I used it. The rubbish bin might be perceived as a slap in the face as well, because of the sybolism that the page is rubbish or trash. I used "A Wikibooks editor believe this page or book should be deleted" in hopes of making it clear that only a single person might be behind the opinion that the page should be deleted. Later where it says "to vote whether to keep or delete" is in hope of making it clear the community decides what to keep or delete and in hope of incressing participate by people who care. I agree we should stay neutral, but I think we need to make certain that other people understand that the decision to keep or delete is made by the community through decission and voting and that the person who added the VFG tag is only initalating the process, in the message used. I guess it is back to the drawing board.

 * I removed the archive link because if it exists already, the link for "VFD entry" will point to it, removing the need for a second link to it. I'm not sure if proving the additional link makes sense or not now. I will need to think about your reasons for having it more, before I can comment any further on it. --dark [[Image:Yin yang.svg|12px]] lama 01:44, 10 December 2006 (UTC)

 * I see the cleanup argument. It doesn't really weigh very heavly on me. Still, I do prefer the rubbish bin. The reasons: It looks nicer, it more clearly shows that it might be deleted, might is well indicated by the question mark. Most of these are just personal preferences. If you want to change the icon, we should probably take it to Template talk:Vfd.
 * On the wording: My only beef is really with the "A Wikibooks editor believes" phrase. Would you mind if we changed it to something like: "... has been nominated for a deletion debate" (not that exact wording, but something to that effect). What I'd like is that the page "owner's" potential offense be directed to a particular editor. By removing the reference to "A Wikibooks editor" the tag seems more of a standard procedure to me. Like with the image, this is perhaps just a personal opinion.
 * Most importantly: Regarding the archive link, it was hidden with the ParserFunctions if the sub-page existed: it was only listed if the two links were different.
 * Sorry, the arguments on the first two points aren't formulated very well. I wanted to give you a quick reply to sort out the functionality (in the paragraph above) so that it could be merged into vfd. The imagery and wording should probably be discussed on that talk page anyway (we can refactor what we have covered here). --Swift 04:19, 10 December 2006 (UTC)

 * I agree that this discussion probably should be discussed on the talk page for the vfd template. Feel free to summarize this discussion there. I can always make corrections if I think you got any of my points wrong. --dark [[Image:Yin yang.svg|12px]] lama 05:54, 10 December 2006 (UTC)

 * OK, but what about the "second link". I'd like to finish that up here so I can just update the template with a comment on talk. Since I advertised that on talk and there, I think it is fine. --Swift 08:06, 10 December 2006 (UTC)

 * I changed it some more. I don't quite like the archive bit though. The only advantage is as you say is to prevent typos if someone wants to do it right off. Surely there is some other means of ensuring that? Its a bit awkward I guess and doesn't quite fit into the template. I think if it had more use then that in terms of being put on the template then it would make sense. This is all that comes to mind having given it some thought. --dark [[Image:Yin yang.svg|12px]] lama 22:53, 11 December 2006 (UTC)

 * Sorry for the hiatus on this. I'll agree that it may not be the most suitable thing for the template, but I think the usability aspect well justifies it. Templates aren't just messages, they are also tools. In the current version I've made the link much more discreet. If it is too obscure, "archive link" or "discussion archive" are alternatives. --Swift 04:58, 3 January 2007 (UTC)

title: User talk:Swift/vfd


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World Stamp Catalogue/Description conventions

The conventions described on this page are often arbitrary. In many cases other options would work just as well. If there are good reasons for preferring one way of describing a stamp's features we should still be prepared to discuss possible changes.

Perforations
The standard for describing perforation is the number of holes (or the "teeth" or perfs of an individual stamp) in a 2-centimeter span. If a stamp has more than one perforation size, the standard practice is to list the gauge of the horizontal edge first and then the vertical. For example, if a stamp is perforated with gauge 11 on the top and bottom but 10 1/2 on the left and right edges, it will be designated by 11 X 10 1/2.

If, however, the stamp is only perforated on two sides (top and bottom or left and right edges), the standard designation will include the size followed by a 'V' or 'H' depending on whether the vertical or horizontal edges are perforated.

Colour
Sadly, printed catalogues do not follow any standards that would put them in conformity with each other. Often these catalogues are not even internally consistent. The good news is that in most cases it is not the most important feature to be used for identifying a stamp. While we should be aware of the general coloring of a stamp, there is no objective standard that could be broadly applied, except to say that English colour names should be used for this English Wikibook. Colours in certain other key languages may be added on an optional basis.

Stamps in two or more colours
When describing such situations Scott catalogues name the outer colour first; Gibbons catalogues name the inner colour first. I would suggest naming the inner colour first followed by the word "in".

Paper
Please read wikipedia's stamp paper article for in depth description of paper types.

Description conventions