text:
Talk:US History/World War II and Rise of Atomic Age

Quality of whole "US History" book is so low that in my opinion it should be deleted, and started anew if someone feels like doing it right.

Anyway, partial list of mistakes in just this chapter:
 * After World War I, the Germans felt that they had been treated unfairly by being forced to pay reparations to the Allies. Taking advantage of German resentment for the Treaty of Versailles, Adolf Hitler and his supporters attempted to stir up rebellion in 1923. Hitler failed and was sentenced to prison for treason.

It wasn't about having to pay reparations – the existence of reparations was agreed in armistice negotiations. The reparations in Treaty of Versailles far exceeded those agreed during those negotiations and those that were possible to be actually paid. The treaty contained many other points which tried to damage Germany beyond what was usual practice of the time. It has been analyzed many time, including the famous analysis of Keynes, so I'm not going to repeat that here. And in any case – not that was the direct reason of the putsch.

Direct cause of the Beer Hall Putsch were domestic, with change of policy of the central government under new chancellor. The putsch was also only one of many revolts that took place in Germany in years following the war. It wasn't largest, or special in any way except for involving Adolf Hitler.

 * However, in 1928, a freed Hitler's Nazi Party stood for election,

Hitler was freed much earlier - in 1924.

 * Jews and opponents of the Nazi Party were sent to concentration camps, where they were tortured or killed.

You're confusing concentration camps with death camps. Mass killings in death camps didn't start till much later – early 1942.

 * Hitler contended that Germans belonged to a race superior to other races, thus, in the minds of many German people, justifying the Holocaust, the killing and torture of Jews.

"Killing and torture" of the Jews didn't start until much later.

 * Hitler had no intention of keeping his agreement. In 1939, he took over the remainder of Czechoslovakia and turned his sights to Poland. France and the United Kingdom agreed to come to Poland's aid, but Germany signed the Nazi-Soviet Pact, which ensured the neutrality of the Soviet Union (formerly Russia).

 * On the first day of September in 1939, Germany declared war on Poland; the British and French responded by declaring war on Germany two days later.

 * The Germans used the tactic of blitzkrieg (lightning war) in Poland, defeating the Polish Army at lightning speed. By the end of the first week of October, the Germans had gained control of all of Poland. The British and French had done little to aid Poland, fearing a repeat of the First World War.

This is not a mistake – I'm sure it's a deliberate lie by the author. The pact didn't ensure neutrality of the Soviet Union, it ensured full cooperation between Germany and the Soviet Union and it divided Central Europe between the two.

Not saying a word about Soviet involvement in attack on Poland and saying instead that "Germans had gained control of all of Poland" (while about half of it was occupied by the Soviets, not Germans) just confirms my suspicions that it wasn't just a mistake.

 * Hitler's Germany was the supreme power on Continental Europe. Only the United Kingdom offered resistance.

Soviet Union's existence isn't even acknowledged. In fact the Soviet Union was the main potential danger for Germany (with which it tried to deal with preemptive strike), not Britain.

 * The Yalta conference suggested the division of Germany into "zones" after the war for the purpose of reconstruction. Also, the leaders decided to punish Nazis who had participated in war crimes such as the Holocaust.

The main issue wasn't division of Germany, and certainly not the fate of German leadership, but the division of power in Central Europe.

Claiming that the zones were meant for "reconstruction" is also highly inaccurate – at least the Soviets had no reconstruction in mind and used their zone first to take everything that was possible to be taken, and later to establish a Communist state there.

In addition to these and other inaccuracies and deliberate lies, there are many important omissions, for example of all the Soviet and Allied war crimes. The chapter presents picture of the World War II, which is neither accurate nor neutral. Taw 01:15, 25 Aug 2004 (UTC)

VfD discussion

 * US_History/Contents/World_War_II_and_Rise_of_Atomic_Age, and probably other US_History modules. I explained the problems with that module in its talk page, but nobody bothered to either answer or to correct the problems. Taw 03:17, 3 Sep 2004 (UTC)
 * Just edit the page! Minor errors, like dates, can be changed easily. If there is a big problem, don't worry about it, just edit the page. It definitely shouldn't be deleted because it has content that isn't entirely wrong or rubbish. If it's as bad as you say it is, just edit the page. - SamE 03:47, 4 Sep 2004 (UTC)
 * Minor errors ? That module consists almost only of errors, half-truths and plain lies. Taw 04:55, 5 Sep 2004 (UTC)
 * Then rewrite the page! - SamE 14:12, 6 Sep 2004 (UTC)

Still a mess
I agree with User:Taw that this chapter is quite a mess. I am going to make some dramatic attempts to re-organize how the chapter should be designed. Currently, it reads more like a History of Germany than an American History of World War II. - Thekohser (talk) 14:34, 19 June 2008 (UTC)


text:
Cookbook talk:Swedish Meatballs I

This module was originaly published in the English language Wikipedia article Meatball. The page history of that article is inlcuded below:

* (cur) (last) 06:49, 19 Aug 2004 Obli m (moved recipe to wiki cook book) * (cur) (last) 08:48, 6 Aug 2004 Burschik (rearranged) * (cur) (last) 22:57, 9 Jun 2004 Mic m (Category:Swedish cuisine) * (cur) (last) 02:04, 12 May 2004 Liftarn m (sv) * (cur) (last) 08:43, 4 Dec 2003 Mic m (fmt) * (cur) (last) 20:35, 31 Oct 2003 Wetman * (cur) (last) 01:19, 17 Jul 2003 MyRedDice m (See also: MeatballWiki) * (cur) (last) 07:48, 16 Jul 2003 Patrick (moved from Meatballs) * (cur) (last) 14:07, 15 Mar 2003 MyRedDice m (#REDIRECT MeatballWiki)

I suggest include some meatball pictures (you can use Wikimedia Commons).

Where's the swedish meatball sauce? This is just a bland meatball recipe without the sauce attached.

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

title: Cookbook talk:Swedish Meatballs I


text:
Aros/Developer/Zune/Beginner

This Document is obsolete, please use Aros/Developer/Zune

Prerequisites
Some knowledge of OO (object-oriented) programming is more than welcome when it comes to dealing with Zune or MUI for that matter. Having said that the principles and techniques used should be easy enough for even the complete beginner to grasp. Google may also help in the search for good introductory papers on this classic subject.

Knowing AROS (or AmigaOS) APIs and concepts, such as the use of taglists - and of course BOOPSI, is essential to developing with Zune. Having a copy of the official "Amiga Reference Manuals" (aka RKM - Rom Kernel Manuals) may be very useful.

Since Zune is a clone of 'MUI', all the documentation pertaining to it is also applicable to Zune. In particular, the latest available 'MUI developer kit' can be found here. In the LHA archive, 2 documents are of most interest:

 * MUIdev.guide, the MUI programmer documentation.

 * PSI.c, the sourcecode of an application demonstrating all the modern MUI practices like object-oriented design and dynamic object creation.

Additionally, this archive contains the MUI autodocs, which can also be used as reference documentations for all Zune classes.

Finally, you will need a good "build" environment to develop under. AROS favours GCC, since the whole of the main system is generated with it.

Concepts
There are four main concepts paramount to BOOPSI. They are CLASS, OBJECT, ATTRIBUTE and METHOD, and are the building blocks on which BOOPSI is implemented.

Class
A class is defined by its name, its parent class and a dispatcher.

 * NAME: either a string for the public classes, so that they may be used by any program in the system, or none if its a private class used only by a single application.
 * PARENT CLASS: all BOOPSI classes form a hierarchy starting from the class aptly named rootclass. BOOPSI allows each subclass to implement its own versions of specific parent operations/functions, or to fall back to ones provided by its "parent". Also known as base class or super class.
 * DISPATCHER: This is the entry point for BOOPSI "Classes". It provides a single point of access to all operations (called methods) that a class can perform, ensuring that each operation is handled by the proper code or passed to its "super class".

The BOOPSI type for a class is ..

Class *

.. also known as IClass.

Object
An object is an instance of class: each object has its specific data, but all objects of the same class share the same behavior. An object has several classes if we count the parents of its true class (the most derived one) up to the rootclass.

BOOPSI type for an object is ..

Object *

It has no field you can directly access.

Attribute
Attributes are related to the instance (private) data of each object.

You can't access an objects internal data directly, so it provides a set of "attrbitues", you can set or get, to modify its internal state. An attribute is implemented as a Tag (ULONG value or'ed with TAG_USER).

GetAttr and SetAttrs are used to modify an object's attributes.

AROS also has macros SET and GET. To modify/read the state the object has its OM_GET or OM_SET "Method" invoked.

Attributes can be one or more of the following:

* Initialization-settable (I) : the attribute can be given as parameter at the object creation. * Settable (S) : You can set this attribute at any time (or at least, not       only creation). * Gettable (G) : You can get the value of this attribute.

Method
A BOOPSI method is a function which receives as parameters an object, a class and a message:

* object: the object you act on     * class: the considered class for this object. * message: contains a method ID which determines the function to call within a dispatcher, and is followed by its parameters.

To send a message to an object, use the DoMethod call. It will try to use the true class of the object to perform the chosen method first. If the class implements the method, it will perform the required operation. If the class DOESNT implement the method it will try the parent class, and so on up the chain until the message is handled or the rootclass is reached (in this case, the unknown message is silently discarded).

The most minimal class could consist of 1 method - OM_NEW, although its use would be extremely limited.

Examples
Let's see basic examples of this OOP framework:

Getting an attribute
We'll query a MUI String object for its content: or a pointer. An IPTR is always written in memory, so using a smaller type would lead to memory corruption! as any other attribute, is a ULONG (it's a Tag)
 * Object * is the type of BOOPSI objects.
 * IPTR must be used for the type of the result, which can be an integer
 * Here we query a MUI String object for its content: MUIA_String_Contents,

Zune applications use more often the get and XGET macros instead:

Setting an attribute
Let's change the content of our string:

SetAttrs(string, MUIA_String_Contents, (IPTR)"hello", TAG_DONE);

* Pointers parameters must be casted to IPTR to avoid warnings. * After the object parameter, a taglist is passed to SetAttrs and thus must end with TAG_DONE.

You'll find the set macro useful:

set(string, MUIA_String_Contents, (IPTR)"hello");

But it's only with SetAttrs that you can set several attributes at once:

SetAttrs(string,           MUIA_Disabled, TRUE,            MUIA_String_Contents, (IPTR)"hmmm...",            TAG_DONE);

Calling a method
Let's see the most called method in a Zune program, the event processing method called in your main loop:

result = DoMethod(obj, MUIM_Application_NewInput, (IPTR)&sigs);

* Parameters are not a taglist, and thus don't end with TAG_DONE. * You have to cast pointers to IPTR to avoid warnings.

Hello world
Screenshot 'Hello World'

First things first! I knew you would be all excited.

General
We don't manually open libraries, it's done automatically for us.

GUI creation
We use a macro-based language to easily build our GUI. A Zune application has always 1 and only 1 Application object:

app = ApplicationObject,

An application can have 0, 1 or more Window objects. Most often a single one:

SubWindow, wnd = WindowObject,

Be nice, give a title to the window:

MUIA_Window_Title, "Hello world!",

A window must have 1 and only 1 child, usually a group. This one is vertical, that means that its children will be arranged vertically:

WindowContents, VGroup,

A group must have at least 1 child, here it's just a text:

Child, TextObject,

Zune accepts various escape codes (here, to center the text) and newlines:

MUIA_Text_Contents, "\33cHello world!\nHow are you? :)",

An End macro must match every xxxObject macro (here, TextObject):

End,

Let's add a second child to our group, a button! With a keyboard shortcut o indicated by an underscore:

Child, but = SimpleButton("_Ok"),

Finish the group:

End,

Finish the window:

End,

Finish the application:

End;

So, who still needs a GUI builder? :-)

Error handling
If any of the object in the application tree can't be created, Zune destroys all the objects already created and application creation fails. If not, you have a fully working application:

if (app != NULL) {           ...

When you're done, just call MUI_DisposeObject on your application object to destroy all the objects currently in the application, and free all the resources:

...           MUI_DisposeObject(app); }

Notifications
Notifications are the simplest way to react on events. The principle? We want to be notified when a certain attribute of a certain object is set to a certain value:

DoMethod(wnd, MUIM_Notify, MUIA_Window_CloseRequest, TRUE,

Here we'll listen to the MUIA_Window_CloseRequest of our Window object and be notified whenever this attribute is set to TRUE. So what happens when a notification is triggered? A message is sent to an object, here we tell our Application to return MUIV_Application_ReturnID_Quit on the next event loop iteration:

(IPTR)app, 2, MUIM_Application_ReturnID, MUIV_Application_ReturnID_Quit);

As we can specify anything we want here, we have to tell the number of extra parameters we are supplying to MUIM_Notify: here, 2 parameters.

For the button, we listen to its MUIA_Pressed attribute: it's set to FALSE whenever the button is being released (reacting when it's pressed is bad practice, you may want to release the mouse outside of the button to cancel your action - plus we want to see how it looks when it's pressed). The action is the same as the previous, send a message to the application:

DoMethod(but, MUIM_Notify, MUIA_Pressed, FALSE,           (IPTR)app, 2,            MUIM_Application_ReturnID, MUIV_Application_ReturnID_Quit);

Opening the window
Windows aren't open until you ask them to:

set(wnd, MUIA_Window_Open, TRUE);

If all goes well, your window should be displayed at this point. But it can fail! So don't forget to check by querying the attribute, which should be TRUE:

if (XGET(wnd, MUIA_Window_Open))

Main loop
Let me introduce you my lil' friend, the ideal Zune event loop:

ULONG sigs = 0;

Don't forget to initialize the signals to 0 ... The test of the loop is the MUIM_Application_NewInput method:

...     while((LONG) DoMethod(app, MUIM_Application_NewInput, (IPTR)&sigs)            != MUIV_Application_ReturnID_Quit)

It takes as input the signals of the events it has to process (result from Wait, or 0), will modify this value to place the signals Zune is waiting for (for the next Wait) and will return a value. This return value mechanism was historically the only way to react on events, but it was ugly and has been deprecated in favor of custom classes and object-oriented design.

The body of the loop is quite empty, we only wait for signals and handle Ctrl-C to break out of the loop:

{           if (sigs) {                 sigs = Wait(sigs | SIGBREAKF_CTRL_C); if (sigs & SIGBREAKF_CTRL_C) break; }     }

Conclusion
This program gets you started with Zune, and allows you to toy with GUI design, but not more.

Notification actions
Notification allows you to respond to events your application/gui or any other object might cause. Due to the attribute and method based nature of Zune, and a few special attributes, Most applications can be almost completely automated through the use of Notification(s).

As seen in hello.c, you use MUIM_Notify to cause an object/class to react if a certain condition happens. If you want your application to react in a specific way to events, you can use one of these schemes:

 * Set An attribute. You can automate the passing of values from gadgets, etc to other gadgets.  Setting values may also trigger other notification events.

 * Invoke a method, for example:

 * MUIM_Application_ReturnID: you can ask your application to return an arbitrary ID on the next loop iteration, and check for the value in the loop. This is the dirty old way of doing things.

 * MUIM_CallHook: to call a standard Amiga callback hook: this is an average choice, not object-oriented but not that ugly either.

 * custom method: the method belongs to one of your custom class. It is the best solution as it supports object-oriented design in applications. It needs you to create custom classes so it may not be the easiest for beginners or people in a hurry.

Zune Examples
See Aros/Developer/Zune/Examples

Zune

title: Aros/Developer/Zune/Beginner


text:
Geometry for Elementary School

Table of contents

 * Introduction
 * Concepts
 * Points
 * Lines
 * Angles
 * Plane shapes
 * Solids
 * Measurements
 * Parallel lines
 * Symmetry
 * Transformation
 * Coordinates
 * Construction
 * Our tools: Ruler and compasses
 * Constructing equilateral triangle
 * Copying a line segment
 * Copying a triangle
 * Copying an angle
 * Constructing a triangle
 * Why the constructions are not correct?
 * Bisecting an angle
 * Bisecting a segment
 * Congruence and similarity
 * Congruence
 * The Side-Side-Side congruence theorem
 * The Side-Angle-Side congruence theorem
 * The Angle-Side-Angle congruence theorem
 * The Side-Angle-Angle congruence theorem
 * The Right angle-Hypotenuse-Side congruence theorem
 * Corresponding Parts of Congruent Triangles are Congruent (CPCTC)
 * Similarity
 * Extras
 * Some impossible constructions
 * Pythagorean theorem
 * A proof of irrationality
 * Fractals
 * What next?
 * Glossary
 * Conventions

Feedback
Feedback is very important in many topics, especially when writing a book like this. We would like to learn from your experience using this book. What was the age of the child that used the book? What did he/she like most? Which topics did he/she have problem understanding? What ideas for improvements do you have?

Questions & Answers
Have a question? Why not ask the very textbook that you are learning from?

title: Geometry for Elementary School


text:
Korean/Authors

^ Korean ^ | Authors

This page is meant to provide information about people who feel they have made a contribution to this book and wish to cooperate on its development.

Please feel free to add yourself here if you match the description above.

Authors

 * Ce Garcon

 * Joe Chin

Hello, My name is Joe Chin. I am a 4th year Information Systems major at the University of California - Riverside. I have been taking Korean language for a little under a year in anticipation of my EAP program to Yonsei University in Seoul Korea. I hope that anyone wanting to learn the Korean language will find this wiki book a valuable resource.

If the other authors read this, please email me at mailjoechin (-at-) gmail (dot) com, I would like to discuss the book and perhaps some direction for it. Thanks.

For the man I met at borders: - Integrate Korean Audio can be found here: http://languagelab.bh.indiana.edu/online.html - Internet based learning: http://teenkorean.net (be sure to view it in internet explorer)

 * John (Bean) Jung

I'm a Korean at Yonsei University, Seoul Korea. I don't exactly major in linguistics or anything, but i speak Korean natively- So, I hope that I can be of some help to all of you people out there, willing to learn Korean!!

If you have any questions, suggestions, or questions with suggestions, feel free to visit my blog (http://beang.com) and write your opinion on the guestbook. Thanks.

My name is Scott Stinson. I've been teaching English in Korea for the past 3 years and have been learning Korean for that time. While not yet fluent in Korean, I do hope that my contributions help make this Korean tutorial useful.
 * Scott Stinson

My name is Michael Jun. I speak Korean natively and have a long experience learning foreign languages such as English, Chinese and French. I hope to improve the Korean tutorial and take it to next level.
 * Michael Jun

My name is Jihun Kang and go by Jeremy. I am a Korean living in Europe. I hope to contribute to build this online text books so that many people learn Korean easily!
 * Jeremy Jihun Kang

 * Sik Kim

I'm a Korean and I was majored in Chinese Language & Literature in Konkuk University (Seoul Campus). I also want to contribute anything for those who willing to learn Korean. Normally, almost all Korean pronunciation came from Chinese characters. So, I can contribute something in this part.

title: Korean/Authors


text:
Geometry for Elementary School/Introduction

Why geometry?
Geometry is one of the most elegant fields in mathematics. It deals with visual shapes that we know from everyday life.

Who should use this book?
This book is intended for use by a parent (or a teacher or ward) and a child. It is recommended that the parent have some familiarity with geometry, but this is not necessary. The parent can simply read the chapter before teaching the child and then learn it together.

Book guidelines
The classic book about geometry is Euclid's Elements. This book helped teach geometry for hundreds of years, so we feel that writing this book based on the Elements is a correct step.

We will adapt parts of the book for children and modify the order of some topics in order to make the book clearer.

The learning will be based on constructions and proofs. A construction is a method of creating a geometric object (such as a triangle) using a set of tools. In the case of this book, the tools we will be using are a compass and a ruler. A proof is a logical trail where we can prove one fact by starting with some given information and make a series of conclusions based on that information. Oftentimes it is more difficult to prove a result than to simply find the result.

The constructions are useful for letting the child experience geometric ideas and get visual results.

The proofs are a good way to understand geometry and are a good basis for future study of logic.

Since the book is for children, we omit some of the proof details and use intuition instead of precise definition. On the other hand, we insist on correct and elegant proofs. Precise definitions and exact proofs can be found in regular geometry books and can be used to extend to material to some of the children.

Notation
The notation that is used in the book is defined the first time it is used. However, in order to simplify its use, it is also summarized in the notation section of the conventions chapter at the end of the book.

How to contribute to this book
This book uses British English as a primary language; however, there is a table provided at the end of this book that summarises all the American terms that readers may come across.

Before using this book
Make sure that these resources are available before using this book:
 * A protractor
 * A compass
 * A ruler
 * Graph paper
 * Single-lined paper

Geometria per scuola elementare/Introduzione


text:
Geometry for Elementary School/Our tools: Ruler and compass

How to draw a line

We will use the notation $$\overline{AB}$$ for the line segment the starts at A and ends at B. Note that we don't care about the segment direction and therefore $$\overline{AB}$$ is the same as $$\overline{BA}$$.

How to draw a circle

 * Using the compass (based on Book I, Postulate 3).

We use the notation $$\circ A,\overline{AB} $$ for the circle whose centre is the point A and its radius length equals that of the segment $$\overline{AB}$$.

Note that in other sources, such as Euclid's Elements, a circle is described by any 3 points on its circumference, ABC.

The center-radius notation was chosen because of its suitability for constructing circles with a ruler and a compass.

it:Geometria per scuola elementare/I nostri strumenti: Riga e compasso pl:Geometria dla szkoły podstawowej/Przyrządy: cyrkiel i linijka Matemática elementar/Geometria plana/Construções geométricas usando régua e compasso ru:Геометрия для средней школы/Наши инструменты: Линейка и циркуль


text:
Geometry for Elementary School/Constructing equilateral triangle

Introduction

In this chapter, we will show you how to draw an equilateral triangle. What does "equilateral" mean? It simply means that all three sides of the triangle are the same length.

Any triangle whose vertices (points) are A, B and C is written like this: $$\triangle ABC $$.

And if it's equilateral, it will look like the one in the picture.

The construction

 * 1) Using your ruler, Draw a line segment whatever length you want the sides of your triangle to be. Call one end of the line segment A and the other end B. Now you have a line segment called  $$\overline{AB}$$. It should look something like the drawing below. Geom constr eqtr01.svg
 * 2) Using your compass, Draw the circle $$\circ A, $$ whose center is A and radius is  $$\overline{AB}$$. Geom constr eqtr02.svg
 * 3) Again using your compass Draw the circle $$\circ B,\overline{AB} $$, whose center is B and radius is  $$\overline{AB}$$. Geom constr eqtr03.svg
 * 4) Can you see how the circles intersect (cross over each other) at two points? The points are shown in red on the picture below. Geom constr eqtr04.svg
 * 5) Choose one of these points and call it C. We chose the upper point, but you can choose the lower point if you like. If you choose the lower point, your triangle will look "upside-down", but it will still be an equilateral triangle. Geom constr eqtr05.svg
 * 6) Draw a line segment between A and C and get line segment  $$\overline{AC}$$. Geom constr eqtr06.svg
 * 7) Draw a line segment between B and C and get line segment  $$\overline{BC}$$. Geom constr eqtr07.svg
 * 8) Construction of $$\triangle ABC $$ is completed.

Claim
The triangle $$\triangle ABC $$ is an equilateral triangle.

Proof

 * 1) The points  B and C are both on the circumference of the circle $$\circ A,\overline{AB} $$ and point A is at the center. Geom eqtriangle proof01.svg
 * 2) So the line segment $$\overline{AB}$$ is the same length as the line segment $$\overline{AC}$$.  Each is a radius of circle $$\circ A$$, or more simply $$\overline{AB}=\overline{AC}$$. Geom eqtr proof05b.svg
 * 3) We do the same for the other circle: The points A and C are both on the circumference of the circle $$\circ B,\overline{AB} $$ and point B is at the center. Geom eqtriangle proof06b.svg
 * 4) So we can say that $$\overline{AB}=\overline{BC}$$. Geom eqtr proof09b.svg
 * 5) We've already shown that $$\overline{AB}=\overline{AC}$$ and $$\overline{AB}=\overline{BC}$$. Since $$\overline{AC}$$ and $$\overline{BC}$$ are both equal in length to $$\overline{AB}$$, they must also be equal in length to each other. This can be shown by substitution. So we can say $$\overline{AC}=\overline{BC}$$ Geom eqtr proof05b.svg
 * 6) Therefore, the line segments $$\overline{AB}$$, $$\overline{AC}$$, and $$\overline{BC}$$ are all equal. $$\overline{AB}=\overline{AC}=\overline{BC}$$ Geom eqtr proof11.svg
 * 7) We proved that all sides of $$\triangle ABC $$ are equal, so this triangle is an equilateral triangle by definition.

Problems with the proof
The construction above is simple and elegant. One can imagine how children, using their legs as compass, accidentally find it.

However, Euclid’s proof was wrong.

In mathematical logic, we assume some postulates. We construct proofs by advancing step by step. A proof should be made only of postulates and claims that can be deduced from the postulates. Some useful claims are given names and called theorems in order to enable their use in future proofs.

There are some steps in its proof that cannot be deduced from the postulates. For example, according to the postulates he used, the circles $$\circ A,\overline{AB} $$ and $$\circ B,\overline{AB} $$ do not have to intersect.

Although the proof was wrong, the construction is not necessarily wrong. One can make the construction valid, by extending the set of postulates. Indeed, in later years, different sets of postulates were proposed in order to make the proof valid. Using these sets, the construction that works so well using pencil and paper is also logically sound.

This error of Euclid, the gifted mathematician, should serve as an excellent example of the difficulty in mathematical proof and also the difference between proof and our intuition.

Geometria per scuola elementare/Costruzione di un triangolo equilatero


text:
Geometry for Elementary School/The Side-Angle-Side congruence theorem

In this chapter, we will discuss another congruence theorem, this time the Side-Angle-Side theorem. The angle is called the included angle.

The Side-Angle-Side congruence theorem
Given two triangles $$\triangle ABC $$ and $$\triangle DEF $$ such that their sides are equal, hence:
 * 1) The side $$\overline {AB} $$ equals $$\overline {DE} $$.
 * 2) The side $$\overline {CA} $$ equals $$\overline {DF} $$.
 * 3) The angle $$\angle CAB $$ equals $$\angle FDE $$ (These are the angles between the sides).

Then the triangles are congruent and their other angles and sides are equal too. Success!

Proof
We will use the method of superposition – we will move one triangle to the other one and we will show that they coincide. We won’t use the construction we learnt to copy a line or a segment but we will move the triangle as whole.

 * 1) $$\text{Superpose } \triangle ABC \text{ on } \triangle DEF \text{ such that } A \text { is placed on } D \text { and } \overline {AB} \text{ is placed on } \overline {DE}$$
 * 2) $$\because \overline {AB} = \overline {DE} \text{ (given)}$$
 * 3) $$\therefore B \text{ coincides with } E $$
 * 4) $$\because \angle CAB = \angle FDE \text{ (given)}$$
 * 5) $$\therefore \overline {CA} = \overline {FD} $$
 * 6) $$\because \overline {CA} = \overline {DF} \text{ (given)}$$
 * 7) $$\therefore C \text{ coincides with } F $$
 * 8) $$\therefore \overline {CB} = \overline {EF} $$
 * 9) $$\therefore \triangle ABC = \triangle DEF $$
 * 10) $$\therefore \triangle ABC \cong \triangle DEF $$

Geometria per scuola elementare/Il teorema di congruenza lato-angolo-lato


text:
Geometry for Elementary School/Copying a triangle

In this chapter, we will show how to copy a triangle $$\triangle ABC $$ to other triangle $$\triangle CDE $$. The construction is an excellent example of the reduction technique – solving a problem by solution to a previously solved problem.

The construction

 * 1) Construct a triangle from the sides of $$\triangle ABC $$ : $$\overline{AB}$$, $$\overline{AC}$$, $$\overline{BC}$$ and get $$\triangle CDE $$.

Claim
The triangles $$\triangle ABC $$ and $$\triangle CDE $$ are congruent.

Proof

 * 1) $$\overline{AB}$$, $$\overline{AC}$$, $$\overline{BC}$$ are sides of the  triangle  $$\triangle ABC $$ and therefore obey the triangle inequality.
 * 2) Therefore one can build a triangle whose sides equal these segments.
 * 3) The sides of the triangle $$\triangle ABC $$  and $$\triangle CDE $$ are equal.
 * 4) Due to ../The Side-Side-Side congruence theorem/ the triangles $$\triangle ABC$$ and $$\triangle CDE$$ congruence.

Geometria per scuola elementare/Copia di un triangolo


text:
Geometry for Elementary School/Why are the constructions not correct?

In the previous chapters, we introduced constructions and proved their validity. Therefore, these constructions should work flawlessly. In this chapter, we will check whether the construction are indeed foolproof.

Testing a construction

 * 1) Draw a line $$\overline{AB}$$ of length 10cm.
 * 2) Copy the line segment to a different point T.
 * 3) Measure the length of the segment you constructed.

Explanation
I must admit that I never could copy the segment accurately. Some times the segment I constructed was of the length 10.5cm, I did even worse. A more talented person might get better results, but probably not exact.

How come the construction didn't work, at least in my case?

Our proof of the construction is correct. However, the construction is done in an ideal world. In this world, the lines and circles drawn are also ideal. They match the mathematical definition perfectly.

The circle I draw doesn't match the mathematical definition. Actually, many say that they don't match any definition of circle. When I try to use the construction, I'm using the wrong building blocks.

However, the construction are not useless in our far from ideal world. If we use approximation of a circle in the construction, we are getting and approximation of the segment copy. After all, even my copy is not too far from the original.

Note
In the Euclidian geometry developed by the Greek the rule is used only to draw lines. One cannot measure the length of segments using the rulers as we did in this test. Therefore our test should be viewed as a criticism of the use of Euclidian geometry in the real world and not as part of that geometry.

Geometria per scuola elementare/Perché le costruzioni non sono corrette?


text:
Geometry for Elementary School/Copying an angle

In this chapter, we will show how to copy an angle $$\angle ABC$$ to other angle $$\angle CDE$$. The construction is based on Book I, proposition 23.

The construction

 * 1)  Draw a line between A and C and get $$\triangle ABC$$.
 * 2) Copy the triangle $$\triangle ABC$$ and get $$\triangle CDE$$

Claim
The angles $$\angle ABC$$ and $$\angle CDE$$ are equal.

Proof

 * 1) The triangles $$\triangle ABC$$ and $$\triangle CDE$$ congruence.
 * 2) Therefore the angles of the triangles equal.
 * 3) Hence, $$\angle ABC$$  and $$\angle CDE$$ are equal.

Note that any two points on the rays can be used to create a triangle.

Geometria per scuola elementare/Copiare un angolo


text:
Geometry for Elementary School/Some impossible constructions

In the previous chapters, we discussed several construction procedures. In this chapter, we will number some problems for which there is no construction using only ruler and compass.

The problems were introduced by the Greek and since then mathematicians tried to find constructions for them. Only in 1882, it was proven that there is no construction for the problems.

Note that the problems have no construction when we restrict ourself to constructions using ruler and compass. The problems can be solved when allowing the use of other tools or operations, for example, if we use Origami.

The mathematics involved in proving that the constructions are impossible are too advanced for this book. Therefore, we only name the problems and give reference to the proof of their impossibility at the further reading section.

Squaring the circle
The problem is to find a construction procedure that in a finite number of steps, to make a square with the same area as a given circle.

Doubling the cube
To "double the cube" means to be given a cube of some side length s and volume V, and to construct a new cube, larger than the first, with volume 2V and therefore side length ³√2s.

Trisecting the angle
The problem is to find a construction procedure that in a finite number of steps, constructs an angle that is one-third of a given arbitrary angle.


text:
User:Mats Halldin~enwikibooks

I'm living in Stockholm, Sweden.

Links

 * AutoCAD
 * w:en:User:Mats Halldin

title: User:Mats Halldin~enwikibooks


text:
How to Write a Program

This book assumes you have read one or more books on how to program, and you have some degree of familiarity with one or more computer languages.

Now you are sitting in front of your computer and want to start writing a program... and after several tries you find yourself stuck, in a blind corner or feel you are just going about this wrong.

Now is the time to read this book.

Table of Contents

 * /Before you start/
 * /Requirements analysis/
 * /Architecture/
 * /Refactoring/
 * /Enhancing code/

Appendix

 * /Collected Real-life Experiences/

title: How to Write a Program


text:
How to Write a Program/Before you start

Before you prepare to start writing a new program using your text editor (or IDE), remember this:

Rule 1: Don't write that Program!
The world is full of bad code, we don't need your bad code! Therefore the first rule is Don't! Look for programs that do, or almost do what you want them to and use / modify them.

Remember what Eric S. Raymond wrote in The Cathedral and the Bazaar:

So, did I immediately launch into a furious whirl of coding up a brand-new POP3 client to compete with the existing ones? Not on your life! I looked carefully at the POP utilities I had in hand, asking myself Which one is closest to what I want? Because:

2. Good programmers know what to write. Great ones know what to rewrite (and reuse).

While I don't claim to be a great programmer, I try to imitate one. An important trait of the great ones is constructive laziness. They know that you get an A not for effort but for results, and that it's almost always easier to start from a good partial solution than from nothing at all.

Some good sources for finding already-written software include:

 * 1) Software directories such as Freshmeat or the Free Software Foundation's Free Software Directory
 * 2) Open Source Software Development Hubs ("Forges") such as SourceForge.
 * 3) Generic web search engines such as Google search.
 * 4) The package repositories of various Linux distributions, and other distributions or operating systems.
 * 5) Collections of packages for various languages or platforms such as Perl's CPAN (the "Comprehensive Perl Archive Network").

Normally searching using a good search engine (by trying several keywords) and on Freshmeat would be enough. If you still want to be sure, you can try asking whether anyone can point you to such a program in a relevant channel in a popular Internet Relay Chat (IRC) network such as Freenode or different kinds of Internet forums.

If you were able to find a program that almost does what you want this way, you may wish to move on to the How to Write a Program/Enhancing code

Rule 2: Think about what you want the program to do before you start.
Writing the wrong program is the most expensive mistake you can make. So let us consider How to Write a Program/Requirements analysis

title: How to Write a Program/Before you start


text:
User talk:Csegura26~enwikibooks

Hola Csegura26, veo que estás escribiendo en el libro "Introducción a Señales, Sistemas y Control". Te informo que Wikilibros en español se está trasladando a un nuevo dominio. Se trata de http://es.wikibooks.org. Alguien se llevó el wikilibro en el que colaboras y ahora hay contribuciones para el mismo libro en ambos dominios. Por lo que te recomiendo que continúes participando en el nuevo dominio y lleves las colaboraciones que has hecho últimamente a aquel.

Aquí está el Wikilibro Introducción a Señales, Sistemas y Control en el nuevo dominio: http://es.wikibooks.org/wiki/Introducci%C3%B3n_a_Se%C3%B1ales%2C_Sistemas_y_Control

En su historial puedes comparar las contribuciones nuevas y fundirlas con las tuyas para unificar de nuevo el libro. Aquí está su historial: http://es.wikibooks.org/w/wiki.phtml?title=Introducci%C3%B3n_a_Se%C3%B1ales%2C_Sistemas_y_Control&action=history

Por otro lado, el historial de cualquier página te permite ver las distintas modificaciones que se han ido introduciendo a un artículo. Así es más fácil buscar cuándo, quién y en qué parte se realizan las modificaciones. Si necesitas ayuda, puedes escribirme alguna nota a mi página de discusión en Wikipedia, un saludo de Javier Carro.

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 Csegura26. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Csegura26~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) 04:49, 19 April 2015 (UTC)

title: User talk:Csegura26~enwikibooks


text:
How to Write a Program/Requirements analysis

This in itself is the topic of many large books and the career of many well paid consultants. Google will guide you into that vast realm.

And doubtless other wiki editors may expand hugely on the topic. But here I will merely state

Rule 2 : Analysis Paralysis is the greatest danger your program will ever face.

You may have heard that many programming projects fail or are delivered way over time and over budget.

The dead truth is that most programs simply are never even started!

They freeze up and die in an perpetual analysis phase.

You certainly could do worse than generate the artifacts prescribed by the Rational Unified Process, but save that for when you really have something huge to do.

Start by writing down, very simply, what you want the program to do.

Don't get fancy now, half a page handwritten absolute maximum. Trust me.

Lets try that now...

  I want to drive the Povray ray tracer from ruby.

Well, scratch that one out. It's a techno goal. As soon as you see specific technologies on your page, scribble them out and try again...

 I want to draw cool pictures with mathematically precise placement of maybe thousands of objects.

Ah. That is better. But too fuzzy.

'' Well, actually I was trying to draw a string in povray and I got frustrated with the scene description language and I wished for the power of my favourite language. But my favourite language doesn't do raytracing. I found the modelers like kpovraymodeler drove me nuts and weren't doing what I wanted.''

Oo, nice. This is what the customer was trying do.

Rule 3: When someone, including yourself, tells you to "Write a Program to do...", make a few loose notes and then ignore him.

Always, always, always get up, and go over to their work place and understand first what they are trying to do. I promise you from hundreds of experiences if you just obey them, and create the program they (and/or yourself) told you to, you will write the wrong program!

Write down a couple of ways in which you want to interact with it. These are called use cases and Google will give you a million pages on them. I will have finished the program before you have read half the important pages on the topic... :-)

 * I want to be able to create my objects in my pet programming language and have them appear as pretty pictures on the screen.


text:
User talk:24.130.38.74

Thanks for reverting the edit you used as a test. For any further experiments, please use the Sandbox. r3m0t (cont) (talk) 11:12, 25 Aug 2004 (UTC)

title: User talk:24.130.38.74


text:
Talk:Lojban/Attitudinals

Untitled
What do the three or four columns represent?

.a'a     attentive               inattentive             avoiding

It appears that .a'a means attentive, and I would guess that with some sort of modifier means inattentive or avoiding?

I see this format a lot in lojban references, but haven't seen an explanation for it. Thanks!

 * Taken from the second external link (I'm not saying that was obvious though): 'Attitudinals have three-way glosses: what they mean on their own, what they mean with cu'i after them, and what they mean with nai after them.' Which I beleive means: Actual Feeling, Indifference of the feeling, Opposite of the Feeling. Ragzouken 13:52, 20 August 2006 (UTC)

title: Talk:Lojban/Attitudinals


text:
User:Galterix

meta.wikimedia

wikipedia SV wikipedia EN

wikiquote SV wikiquote EN

wikibooks SV wikibooks EN

wiktionary SV wiktionary EN

title: User:Galterix


text:
Dental Case Files

This text book contains a number of Dental Case files sorted by dental discipline. To allow the possibility to verify the information in the case file (ex. for research purposes) it is important that the author includes his or her name at the end of the case file.

Here is an overview of the authors so far.

Disciplines

 * /Dental Radiology/
 * /Endodontics/
 * /Implant Dentistry/
 * /Oral Medicine/
 * /Oral Surgery/
 * /Orthodontics/
 * /Periodontics/
 * /Restorative Dentistry/
 * /Oral Pathology/

title: Dental Case Files


text:
Dental Case Files/Authors

This Textbook on dental case files was started by Daniel S. Joffe, DDS. Underneath follows a list of authors in alphabetic order:

 * author #1
 * author #2

title: Dental Case Files/Authors


text:
Serial Programming/MAX232 Driver Receiver

Applicability
This module is primary of interest for people building their own electronics with an RS-232 interface. Off-the-shelf computers with RS-232 interfaces already contain the necessary electronics, and there is no need to add the circuitry as described here.

Logic Signal Voltage
Serial RS-232 (V.24) communication works with voltages (between -15 V ... -3 V are used to transmit a binary '1' and +3 V ... +15 V to transmit a binary '0') which are not compatible with today's computer logic voltages. On the other hand, classic TTL computer logic operates between 0 V ... +5 V (roughly 0 V ... +0.8 V referred to as low for binary '0', +2 V ... +5 V for high binary '1' ). Modern low-power logic operates in the range of 0 V ... +3.3 V or even lower.

So, the maximum RS-232 signal levels are far too high for today's computer logic electronics, and the negative RS-232 voltage can't be generated at all by the computer logic. Therefore, to receive serial data from an RS-232 interface the voltage has to be reduced, and the 0 and 1 voltage levels inverted. In the other direction (sending data from some logic over RS-232) the low logic voltage has to be "bumped up", and a negative voltage has to be generated, too.

RS-232             TTL             Logic --- -15 V ...  -3 V  <->  +2 V ... +5 V   <->  1   (idle state) +3 V ... +15 V <->   0 V ... +0.8 V <->  0   (start bit)

All this can be done with conventional analog electronics, e.g. a particular power supply and a couple of transistors or the once popular MC1488 (transmitter) and MC1489 (receiver) ICs. However, since more than a decade it has become standard in amateur electronics to do the necessary signal level conversion with an integrated circuit (IC) from the MAX232 family (typically a MAX232A or some clone). In fact, it is hard to find some RS-232 circuitry in amateur electronics without a MAX232A or some clone.

We discuss the signal bits in more detail later in this book.

MAX232 and MAX232A
The MAX232 from Maxim was the first IC which in one package contains the necessary drivers (two) and receivers (also two), to adapt the RS-232 signal voltage levels to TTL logic. It became popular, because it just needs one voltage (+5 V) and generates the necessary RS-232 voltage levels (approx. -10 V and +10 V) internally. This greatly simplified the design of circuitry. Circuitry designers no longer need to design and build a power supply with three voltages (e.g. -12 V, +5 V, and +12 V), but could just provide one +5 V power supply, e.g. with the help of a simple 78x05 voltage regulator.

The MAX232 has a successor, the MAX232A. The ICs are almost identical, however, the MAX232A is much more often used (and easier to get) than the original MAX232, and the MAX232A only needs external capacitors 1/10th the capacity of what the original MAX232 needs.

It should be noted that the MAX232(A) is just a driver/receiver. It does not generate the necessary RS-232 sequence of marks and spaces with the right timing, it does not decode the RS-232 signal, it does not provide a serial/parallel conversion. All it does is to convert signal voltage levels. Generating serial data with the right timing and decoding serial data has to be done by additional circuitry, e.g. by a 16550 UART or one of these small micro controllers (e.g. Atmel AVR, Microchip PIC) getting more and more popular.

The MAX232 and MAX232A were once rather expensive ICs, but today they are cheap. It has also helped that many companies now produce clones (ie. Sipex). These clones sometimes need different external circuitry, e.g. the capacities of the external capacitors vary. It is recommended to check the data sheet of the particular manufacturer of an IC instead of relying on Maxim's original data sheet.

The original manufacturer (and now some clone manufacturers, too) offers a large series of similar ICs, with different numbers of receivers and drivers, voltages, built-in or external capacitors, etc. E.g. The MAX232 and MAX232A need external capacitors for the internal voltage pump, while the MAX233 has these capacitors built-in. The MAX233 is also between three and ten times more expensive in electronic shops than the MAX232A because of its internal capacitors. It is also more difficult to get the MAX233 than the garden variety MAX232A.

A similar IC, the MAX3232 is nowadays available for low-power 3 V logic.

 * MAX232(A) DIP Package

V+(2) is also connected to V CC via a capacitor (C3). V-(6) is connected to GND via a capacitor (C4). And GND(15) and V CC (16) are also connected by a capacitor (C5), as close as possible to the pins.

A Typical Application

The MAX232(A) has two receivers (converts from RS-232 to TTL voltage levels) and two drivers (converts from TTL logic to RS-232 voltage levels). This means only two of the RS-232 signals can be converted in each direction. The old MC1488/1489 combo provided four drivers and receivers.

Typically a pair of a driver/receiver of the MAX232 is used for

 * TX and RX

and the second one for

 * CTS and RTS.

There are not enough drivers/receivers in the MAX232 to also connect the DTR, DSR, and DCD signals. Usually these signals can be omitted when e.g. communicating with a PC's serial interface. If the DTE really requires these signals either a second MAX232 is needed, or some other IC from the MAX232 family can be used (if it can be found in consumer electronic shops at all). An alternative for DTR/DSR is also given below.

Maxim's data sheet explains the MAX232 family in great detail, including the pin configuration and how to connect such an IC to external circuitry. This information can be used as-is in own design to get a working RS-232 interface. Maxim's data just misses one critical piece of information: How exactly to connect the RS-232 signals to the IC. So here is one possible example:

In addition one can directly wire DTR (DE9 pin 4) to DSR (DE9 pin 6) without going through any circuitry. This gives automatic (brain dead) DSR acknowledgment of an incoming DTR signal.

Sometimes pin 6 of the MAX232 is hard wired to DCD (DE9 pin 1). This is not recommended. Pin 6 is the raw output of the voltage pump and inverter for the -10 V voltage. Drawing currents from the pin leads to a rapid breakdown of the voltage, and as a consequence to a breakdown of the output voltage of the two RS-232 drivers. It is better to use software which doesn't care about DCD, but does hardware-handshaking via CTS/RTS only.

The circuitry is completed by connecting five capacitors to the IC as it follows. The MAX232 needs 1.0 µF capacitors, the MAX232A needs 0.1 µF capacitors. MAX232 clones show similar differences. It is recommended to consult the corresponding data sheet. At least 16 V capacitor types should be used. If electrolytic or tantalic capacitors are used, the polarity has to be observed. The first pin as listed in the following table is always where the plus pole of the capacitor should be connected to.

The 5 V power supply is connected to

 * +5 V: Pin 16
 * GND: Pin 15

Data Cables
With the rise of mobile phones so called data cables for these phones have also become popular. These are cables to connect the mobile phone to a serial interface of a computer. The interesting thing is that modern mobile phones work with 3.3 V logic, and older phones with 5 V logic on their data buses. So these data cables must and do convert the phone logic voltage levels to and from RS232 voltage levels.

No-name data cables have become rather cheap (as opposite to original phone-brand data cables). The cheap cables with their voltage converters can be used as an alternative to home-made MAX232-based circuitry. The advantage is that the cables occupy much less space (the converter is usually inside the RS232 plug). Such a cable also saves the effort to solder a circuitry board. Another advantage, which can also be a disadvantage of such a data cable is that they usually take their power from the RS232 connector. This saves an external power supply, but can also cause problems, because the RS232 interface is not designed to power some logic and the DTE might not provide enough power. Another disadvantage is that many of these cables just support RX and TX (one receiver, one driver), and not two drivers/receivers as the MAX232. So there is no hardware handshake possible. Finally, when using such a cable it should be made sure that they convert to the desired voltage (3.3 V or 5 V).

 * 1)  There are also data cables for USB ports, but these are of no interest here.
 * 2)  Some data cables are powered by the phone and not via the RS232 interface. In such a case an external power supply is still needed, to replace the one from the phone.

(Ab)using a USB <-> RS-232 Converter
USB to Serial interface cables often have two components: a USB transceiver that outputs serial data; and a voltage shifter to produce standards-compliant RS-232 voltages. It is often possible to throw away (ignore, desolder, cut-out) the USB part of these cables, connect an external 5 V power source (or abuse the RS-232 interface) to replace the power coming from the USB bus and to just use the RS-232 level-shifter. All this is probably as much work as using a MAX232A, although you get one RS-232 connector for free.

If you consider a USB cable, it is also worthwhile to consider using USB directly, instead of RS-232. Many USB transceiver chips can be integrated directly into circuits, eliminating the need for voltage-shifting components. Parts such as the FTDI FT232BM even have an input allowing designers to select 5 V or 3.3 V output levels. Most of these USB transceiver chips are available as surface-mount components only. But some vendors offer DIP-sized preassembled modules, often at competitive prices, and often with free or cheap drivers or driver development environments.

See Serial Programming:Universal Serial Bus for more on USB hardware, interfacing with USB devices and programming USB devices.

MAX232N
A Texas Instruments MAX232 (not A) second-source. The N indicates the package (plastic dip), and not any special electric characteristics. This is a non-A MAX232, therefore it needs at least 1µF capacitors. It can sometimes be found rather cheap. TI also offers MAX3232s and a number of other RS-232 drivers/receivers, like MC148x.

Linear Technology LT1181A
The LT1181A from Linear Technology is very similar to the MAX232A. It has the exact same pin-layout, also uses 0.1µF capacitors, and can in general replace a MAX232A. However, for the hobbyist it is typically a little bit more difficult to get one, and they tend to be slightly more expensive than the original Maxim MAX232A.

Intersil HIN202
The Intersil HIN202 is yet another IC very similar to the MAX232A. It also has the same pin-layout (DIL package), uses 0.1 µF capacitors and can replace a MAX232A. The HIN202 is especially interesting when more I/O lines are needed (four pairs), since the manufacturer specifies that two HIN202's can share a single V+ and a single V- capacitor. So the resulting circuit saves two capacitors.

MC1488 and MC1489
The MC1488/MC1489 ICs have already been mentioned. However, they are no real alternative to a MAX232 these days. A combo of these ICs has twice as many drivers/receivers, but the MC1488 driver requires a +12 V, -12 V power supply, and the MC1489 receiver a +5 V power supply. That makes three power supplies instead of one for the MAX232. Unless the required ±12 V supply lines are already available in a circuit, it is recommended to use either two MAX232s, or a single MAX238.


text:
User talk:Crusaderx~enwikibooks

I would like to place my knowledge about:

Plone

Zope

Linux Systems Administration

Datacenter Relocation

Total Office Integration

Small Business in America

Contract Negotiation -- Casual Notes

Python

and other topics on the Wikipedia and Wikibooks sites.

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 Crusaderx. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Crusaderx~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) 04:49, 19 April 2015 (UTC)

title: User talk:Crusaderx~enwikibooks


text:
Geometry for Elementary School/Points

A point is a dot that is so small that its height and width are actually zero! This may seem too small. So small that no such thing could ever really exist. But it does fit with our intuition about the world. Even though everything in the physical world around us of things larger than atoms, it is still very useful to talk about the centers of these atoms, or electrons. A point can be thought of as the limit of dots whose size is decreasing.

A point is so small that even if we divide the size of these dots by 100, 1,000 or 1,000,000 it would still be much larger than a point. A point is considered to be infinitely small. In order to get to the size of a point we should keep dividing the circle size by two – forever. Don't try it at home.

A point has no length, width, or depth. In fact, a point has no size at all. A point seems to be too small to be useful. Luckily, as we will see when discussing lines we have plenty of them. It may be best to think of a point as a location, as in a location where two lines cross.

Why define a point as an infinitely small dot? For one thing it has a very precise location, not just the center of a rough dot, but the point itself. Another reason is that if the drawing is made much bigger or smaller the point stays the same size. A point which is an infinitely small dot would be too small to see, so we must use a big old visible normal dot, or where two lines cross to represent it and its approximate location on paper.

When we name a point, we always use an uppercase letter. Often we will use $$P$$ for "point" if we can, and if have more than one dot, we will work our way through the alphabet and use $$Q$$, $$R$$, and so on. However, nowadays many people will start with any letter they like, although the $$P$$ still remains the best way.

If some points are on the same line, we call them 'colinear'. If they are on the same plane, they are 'coplanar'. Two points are always colinear. But a point can be collinear with several points.Two to three points are always coplanar. Of course this is tautological since the definition of a 'line' is 'two connected points', and the definition of a 'plane' is 'the surface specified by three points'.

Geometria per scuola elementare/Punti Geometria dla szkoły podstawowej/Punkty

Exercises
{Which of the following does a point have? - Length + Location - Volume - Area
 * type=""}

{A collection of points are colinear if they are: - On the same surface as each other. - On the same circle as each other. + On the same line as each other.
 * type=""}

{A collection of points are coplanar if they are: + On the same flat surface as each other. - On the surface of the same cube. - On the surface of the same cone as each other.
 * type=""}

title: Geometry for Elementary School/Points


text:
Geometry for Elementary School/Lines

Lines
A line is as wide as a point, infinitely thin, having an infinite number of points, (in a straight row), extending forever in both the directions. Remember that this is impossible to be constructed in real life, so usually we would simply draw a line (with thickness!) with an arrow on both ends. Any two lines can intersect at only a single point. Lines that are on the same plane are 'coplanar'.

Line segments
A line segment, or segment, is a part of a line, which has two endpoints. The endpoints give the line segment a fixed, or finite length.

Line segments AB, and CD, can bewritten as $$\overline{AB}$$, and $$\overline{CD}$$

Rays
A ray is a line segment that has only one endpoint. A ray is infinite in one direction. That means that it goes on forever in one direction. As they are impossible to construct in real life, usually we will just draw a line with an arrowhead on one end. They can be expressed as $$\overrightarrow{A B}$$.

Intersecting lines
Two lines intersect when they cross each other. They form vertically opposite angles, which we will learn later. The point where the lines intersect is called the point of intersection. If the angles produced are all right angles, the lines are called perpendicular lines. If two lines never intersect, they are called parallel lines. Parallel lines will be discussed in detail later. Usually if two lines are not parallel, they intersect each other. The definition of intersecting lines can be called two lines that cross each other a only one point. This point is called the point of intersection.

Axiom: there is only a single straight line between two points
Axiom: there is only a single straight line between two points.

 * show by halving that there are infinite number of points in a line
 * show that the number of points in a long line and a short line is equal

Geometria per scuola elementare/Linee Geometria dla szkoły podstawowej/Linie proste

title: Geometry for Elementary School/Lines


text:
Cookbook:Cuisine of Korea

| East Asian cuisines

Introduction
The Cuisine of Korea refers to the food traditions and practices of the people of Korean Peninsula. Korean cuisine is notable for its many small side dishes, especially kimchi. Typical meals are built around the staple grain of rice and usually include at least one kimchi amongst the side dishes. Ingredients include sesame oil, doenjang (fermented bean paste), soy sauce, salt, garlic, ginger, gochugaru (pepper flakes), gochujang (fermented red chili paste) and napa cabbage. Korean cuisine can be further divided into national and regional cuisines in addition to that of the Korean diaspora.

Dishes
Bulgogi (불고기) - beef (and sometimes pork) marinated in soy sauce, sesame oil, garlic and chilli pepper, cooked on a grill at the table. It is a main course, and is therefore served with rice and side dishes. Bulgogi literally means "fire beef" and is often called "Korean BBQ."

Bibimbap (비빔밥) - (literally meaning mixed rice or mixed meal) - rice topped with vegetables, beef and egg, and served with a dollop of chilli pepper paste. A variation of this dish, dolsot bibimbap, is served in a heated stone bowl, in which a raw egg is cooked against the sides of the bowl.

Euneo-Juk (은어죽) - sweetfish porridge.

Kimchi (김치) - vegetables (usually cabbage or white radish) Commonly fermented in a brine of anchovies, ginger, garlic, green onion and chilli pepper. There are infinite varieties (at least as many as there are households), which are served as side dishes.

Galbi (갈비) - ribs, either pork or beef, cooked on a portable gas burner in the centre of the table, and accompanied by rice and various side dishes.

Gimbap (김밥) - (literally seaweed rice) - rice and strips of vegetables, egg, ham and pollock, rolled in laver (seaweed) and sliced. This is a popular snack or child's lunch, similar to Japanese sushi rolls.

Naengmyeon (냉면) - (literally cold noodles) - this summer dish consists of several varieties of thin, hand-made buckwheat noodles, and is served in a large bowl with a tangy iced broth, raw julienned vegetables, and often a boiled egg and/or cold beef.

Gochujang (고추장) - (hot chilli pepper paste) is an indispensable condiment.

Songpyeon (송편) - rice cake served at Chuseok (Mid-Autumn Festival) decorated with sesames, soy beans, and chestnuts.

Pajeon (파전) - a seafood pancake (or egg roll) made with oysters, squid, shrimp, and green onions, often served with chili paste.

Dalgona Coffee (달고나 커피) - is a refreshing, cold drink which originated from South Korea.

料理本/朝鮮料理

title: Cookbook:Cuisine of Korea


text:
Cookbook:Bulgogi

 * Korean Cuisine

Ingredients

 * 1 lb (450 g) beef suitable for grilling, sliced as thin as possible
 * 3 green onions, sliced on the bias
 * 4 button mushrooms (optional), sliced
 * ½ onion (optional), thinly sliced
 * ¾ cup soy sauce
 * ¼ cup white granulated sugar
 * ¼ cup (4 tbsp) sesame oil
 * 4 tsp pepper
 * 1–2 tbsp minced garlic
 * 1 tbsp mirin (optional)

Procedure

 * 1) Combine all the ingredients in a big bowl. Marinate for at least 30 minutes, but marinating overnight will get the best flavor and tenderization.
 * 2) Grill the beef.
 * 3) Serve with rice.

Notes, tips, and variations

 * Use same amount of soy sauce and sugar.
 * If you do this a day ahead, reduce the amount of soy sauce and don't forget to put it in a refrigerator.
 * Use thinly-sliced beef, available specifically for Bulgogi in some grocery stores, for best results.
 * You can grill this on a table top, with a shallow pan. You can also use just a normal fry pan.
 * Grill over medium-high heat and have the juice of beef and vegetables on rice.
 * You may marinate the beef in cola (Coca-Cola works best) instead of using just sugar. The extra liquid helps the meat to absorb the marinade more quickly.
 * You can also add 1 finely-chopped or grated Korean pear to your marinade overnight in lieu of sugar or cola. This will help tenderize the meat.

title: Cookbook:Bulgogi


text:
Cookbook:Cabbage Kimchi

| Korean Cuisine

Kimchi (김치), also spelled kimchee or gimchi, is a Korean dish of pickled vegetables, usually napa cabbage or Korean radish and is commonly served as a side dish. It is usually fermented in a brine of anchovy sauce, ginger, garlic, green onion, and chilli pepper. There are countless varieties—at least as many as there are households. The following is a standard recipe for baechoo kimchi (napa-cabbage kimchi), a common variety and often the first kind of kimchi that jumps to mind for non-Koreans.

Ingredients

 * 1 head napa cabbage (baechu, Chinese cabbage, wombok)
 * ½ cup sea salt (or any coarse salt)
 * 1 cup water
 * 2 tbsp minced garlic
 * 1 tsp minced ginger
 * ½ cup gochugaru (Korean chile flakes)
 * 2 tsp salt
 * 1 tbsp sugar
 * ¼ cup jeot gal (Korean fish sauce)
 * ½ onion, thinly sliced
 * ¼ carrot, thinly julienned
 * ¼ Korean radish (muwoo), thinly julienned
 * 4 green onions, cut into 3-cm pieces

Procedure

 * 1) Quarter the napa cabbage, wash, and drain.
 * 2) Combine coarse sea salt and water.
 * 3) Put cabbages in salted water and take out one at a time to get salt down.
 * 4) Add cabbages to a container. Pour salted water over top, and set aside for at least 6–8 hours (overnight is great). The cabbage should be soft enough to bend.
 * 5) Wash cabbages and drain well.
 * 6) Combine gochugaru, salt, sugar, jeot gal (Korean fish sauce), minced garlic, and minced ginger.
 * 7) Mix the onion, carrot, radish, and green onion into the chilli powder mixture.
 * 8) Take one cabbage, and stuff the above mixture between every layer.
 * 9) Try to fold the cabbage in half. With 2 outer leaves, wrap the whole thing securely.
 * 10) Put cabbages in an airtight container, and let it sit at room temperature overnight.
 * 11) Refrigerate for 2–3 days at minimum. After a few days, you will notice some liquid. This is totally normal and a sign that the kimchi is ripening.

Notes, tips, and variations

 * Korean radishes are large (about ½ to 1 kilogram). Japanese (daikon) radishes or a larger quantity of small European radishes could substitute.
 * The brine can be varied to include many other ingredients. Be creative.
 * The jeot gal can be replaced with moderate amounts of salted tiny shrimp, raw butterfish, or raw oysters. Seafood can also be left out entirely, although an appropriate amount of salt needs to be added in place of missing jeot gal. Alternative flavors can include Asian pears or tangerines.

김치

title: Cookbook:Cabbage Kimchi


text:
User talk:CRISTIAN GARCIA INFORMATICA~enwikibooks

Hola chico, dejame saber si nececitas alguna ayuda en cualquier momento. Soy la persona que empezó el sitio, soy norteamericano pero vivo en México actualmente y me anima ver sus esfuerzos para empezar ese libro. Parece que lo están haciendo en un grupo ¿verdad? Chequen si no queda mejor en el espacio es.wikibooks.org en lugar que en.wikibooks.org, porque es un espacio especificamente por libros en español. Bueno suerte y bienvenido .. --Karl Wick 21:14, 26 Aug 2004 (UTC)

Your account will be renamed
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Renamed
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text:
User:Merkel

Welcome!

My name is Oliver Merkel. In the wikibooks project most of my contributions are related to the mountaineering section in German called Outdoor-Aktivitäten and Outdoor - Klettern.

The best way to contact me is via mail.

 * [mailto:Merkel.Oliver@web.de Merkel.Oliver@web.de]

title: User:Merkel


text:
User talk:Eadmund

Hello Eadmund, and welcome to Wikibooks. A few tips for you:

 * Peruse Welcome, newcomers and associated pages
 * Sign talk page entries with ~, which is automatically converted to a name and date
 * Ask questions on Staff lounge
 * Have fun.

-- Gentgeen 02:51, 27 Aug 2004 (UTC)

metric values in recipes
please do not remove metric values in recipes. Not everyone uses imperial measurments, so the metric measurments make the recipes more usefull to others. Thanks. Gentgeen 18:32, 21 Nov 2004 (UTC)

This is somewhat old but I am quite infuriated by your actions. You removed the metric measurement from the Pavlova recipe. As discussed in the Pavlova recipe, it is primarily a New Zealand and Australian recipe and Kiwis and Australians predominantly use metric. In this case, the fact that the original contributor used metric and you completely removed the metric makes it even worse. Nil Einne 12:20, 25 April 2006 (UTC)

For your information, metric is the common and universally accepted name. You can say what you want, but it doesn't change the fact. It would just as similarly be silly to argue that you should't call CDs CDs because DVD, floppy discs, and other discs are also compact discs...

Also you can call them French units if your want, but they're the units used by the rest of the world, other then a few oddball countries such as the US and UK which still cling to the outdated notion of the British empire (and the imperial units). Sorry but the British empire is dead and the real world has moved on. Even the smarter ones in the UK and US use metric (I guess you like to think scientists aren't smart but of course without them you won't have computers, or cars, or the millions of other things you take for granted).

I'm please however that you've seen the error of your ways. Your welcome to add additional units. Although please remember that additional units should be that, additional units. If the original units were metric, these should remain the primary units unless there is a clear policy otherwise (which there isn't). Nil Einne 19:02, 6 June 2006 (UTC)

title: User talk:Eadmund


text:
User:Hk~enwikibooks

Hi.

title: User:Hk~enwikibooks


text:
Cookbook:Spinach Pesto Linguine

| Pasta Recipes

Ingredients

 * 1 large handful fresh spinach
 * 8–12 cloves garlic (depending on your preference/size of meal)
 * 4 tbsp olive oil
 * 100–200 g feta cheese
 * 200 g pitted kalamata olives
 * 1 small package of snap peas
 * 1–2 chicken breasts (can substitute salmon or steak)
 * About 500 g linguine
 * Pesto

Procedure

 * 1) Lightly sauté the garlic in a pan—this is not meant to completely cook it, but to take a little of the bite off of it.
 * 2) Chop the garlic up a bit in a food processor, then add the spinach bit by bit (stems may be left on if you like). When you have completed mixing the garlic and spinach together, add the olive oil and mix. Put into a bowl and set aside.
 * 3) Strip the snap peas of the stringy bits and the hard ends, and place those aside in a bowl as well.
 * 4) Start the water on the stove at a medium temperature to prevent the water from boiling, but able to easily obtain a boil at your whim. Start the grill and put the chicken (or other meat) on at a medium temperature. When it has heated up, put a bit of olive oil on each side to prevent sticking. When the meat is about a quarter done, you want to have the water boiling. Put the linguine in, and if you wish, add a bit of olive oil for flavor.
 * 5) While you are doing this, put the snap peas in a small frying pan with some olive oil at a low-medium temperature to warm them up a bit.
 * 6) When the pasta and meat are cooked (try and get these finished cooking at the same time), slice the chicken into strips (in the case of the steak/salmon, it may be better to just leave it in fillet/steak form for presentation purposes). Strain the pasta, and put it in a frying pan along with some of the pesto (by portion) to heat the pesto up a bit. Make sure it is not at a high temperature, as that will cause the pasta to crisp up. When you have finished this, put it on a plate and top with feta and olives.
 * 7) Arrange the snap peas and meat strips on top as well, and there's your dinner!

Notes, tips, and variations

 * You may alter the pesto at will; it works equally well to either add sundried tomatoes to the spinach pesto, or, if you like, you could also just do a traditional basil pesto. Other variations on pesto include adding Romano or Parmigiano Reggiano (or other, softer Parmesan cheeses), or adding different kinds of nuts (pine nuts, almonds, etc) for a different taste to the pesto.
 * In keeping with the tangy taste the kalamata olives bring to the pasta, sundried tomatoes really help enhance the flavor of the dish.

title: Cookbook:Spinach Pesto Linguine


text:
Korean/Lesson I10

<>

title: Korean/Lesson I10


text:
User talk:Prestonmcafee~enwikibooks

Greetings. What is the current status of your economics text? Thank you for offering to contribute it here. I uploaded your TOC to Introduction to Economic Analysis; please take a look and tell me what you think.

Could you explain in more detail how you envision edits made on this wiki interleaving with your own updates to the text? I see that you say "please email changes" to an address of yours; I don't know if you mean that to apply here as well, but it might become hard to synchronize. Sj 06:11, 28 Aug 2004 (UTC)

 * I see (on Staff_lounge) that you want your textbook Creative Commons. Since you wrote it, you can release it however you want -- you can release it CC on your web site, and GFDL on wikibooks, and something completely different somewhere else. After you put the PDF on your web site, there's lots of people that would volunteer to wikify the equations so they look right on wikibooks. You might also consider posting it to a CC wiki. There are several CC wiki online, including Wikitravel,, , . --DavidCary 09:05, 2 Nov 2004 (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 Prestonmcafee. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Prestonmcafee~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Prestonmcafee~enwikibooks


text:
User:Prestonmcafee~enwikibooks

(A business, economics, & management prof at Caltech. Welcome! :)

title: User:Prestonmcafee~enwikibooks


text:
Diplomatic History/World War I

World War I marks a dramatic watershed in the history of Europe and the world. Although it started as a minor skirmish in the Balkans it soon escalated to the point that most of the world's major powers were involved in a war more destructive than any the world had ever known. The social and diplomatic consequences were enormous and felt across the world. Empires fell, political systems were severely tested, and many of the old mindsets were destroyed.

Immediate Origins
The reasons for the outbreak of war in August 1914 are diverse and varied. However, the immediate reasons for the outbreak are relatively simple. Gavrillo Princip, the member of a group working for Bosnian independence from Austria-Hungary shot the heir to the throne of that state, Archduke Franz Ferdinand and his wife.

At the same time, many members of the Austro-Hungarian government were looking for an excuse to attack Serbia, and because of connections between the cause of Princip's slavic nationalist group and the supposed aims of the Serbian government, they felt this was the perfect excuse. They presented a list of demands to the Serbian government, which it was inclined to accept except for one demand which was expressly designed to be rejected. As a result Austria-Hungary declared war on Serbia.

The complicating factor in this situation was the interest of Russia in the region. Due to feelings of community, known as pan-slavism, which unified the people of Russia and Serbia. Russia felt that it could not allow an attack on Serbia to go unchecked. Although they made this clear, Austria-Hungary had assurances from Germany that they would support them in the case of a Russian attack, so the leadership felt confident that they could still defeat Serbia in time to handle a Russian attack.

However, because of Russia's defence treaty with France, Germany was more concerned by France than Russia. As a result they initiated a plan to defeat France before turning to Russia that involved an attack against Belgium. In the 19th century Britain had made assurances to Belgium that it would protect Belgium's neutrality, so after the German invasion Britain also declared war on Germany.

Thus, through a series of alliances all of Europe's major powers were brought into conflict, ostensibly over the boundaries of Serbia.

title: Diplomatic History/World War I


text:
Talk:Latin/Lesson 3-Translation

Untitled
If the compiler thinks that nos. XVI and XCVII are love poems, he's got a funny idea of love ! Why not pick, say, LI as a famous example of a love poem, and be honest about the content of the two fairly revolting diatribes printed ?

title: Talk:Latin/Lesson 3-Translation


text:
Cookbook:Kosher

Kosher refers to that which is prepared in accordance with Jewish law. Kosher foods are foods that practicing Jews are allowed to consume. The specific rules are enumerated in the Torah and refined in the Talmud. There are two groups of rules: what can be eaten and how it can be prepared.

What can be eaten?

 * Any fish that has both scales and fins. This means that shellfish are not kosher, and neither are fish like catfish.

 * Any land animal that chews its cud and has split hooves. Sheep and cows are kosher animals, while pigs, horses, and dogs are not kosher. Pigs do have a split hoof, but they do not chew their cud, so they are not kosher. Both deer and goats are kosher if properly slaughtered. There are also restrictions as to what parts of the animal may be eaten. Some parts may never be eaten and some are not normally processed as kosher meat in the United States, due to the additional labor involved.  Kosher hot dogs cannot contain some of the filler and miscellaneous scraps that are added to most non-kosher hot dogs.

 * The Torah contains a list of non-kosher birds, predominantly scavengers and predators. Kosher birds include duck, chicken, and turkey. Ostrich is not kosher.

 * There are some kosher insects, types of grasshopper or locust. Ashkenazi and most Sephardi groups have lost the tradition of which exact species are kosher, but Yemenites and some Mizrachi groups have maintained this tradition and can properly identify them (though to most Westerners the prospect of eating insects is not appealing, rendering this a largely academic point).

 * There is a special, more strict set of rules for the period of Passover that excludes most wheat products and yeast. The Ashkenazi community also forbids rice, corn, and bean during this time.

 * No blood of any kind is to be eaten.

 * Eggs from kosher birds are kosher. Eggs are not used if any blood spots are found.

 * Honey made by bees is kosher even though it is processed by a non-kosher insect.

 * An animal that is sick or injured cannot be eaten. Roadkill is not kosher.

 * All kosher animals must be slaughtered properly in order for the meat to be permissible.

 * There are some restrictions on plants. They must be checked for insects.

 * Any beverages made from grapes, including grape juice and wine, require special processing and supervision to be kosher.

 * Gelatin is usually made from nonkosher animals' hooves or bones, but it is possible to get kosher gelatin either made from kosher fish, kosher animals or vegetable products.

 * Ask a local rabbi or kosher organization for more details.

Preparation

 * It is not enough for an animal to be kosher; the animal must also be slaughtered in a specific way as to minimise the amount of pain it feels.

 * Meat must be "kashered", which removes the blood from the meat. This is done either by salting or roasting. Most kosher meat that one can buy is already kashered.

 * Milk and meat cannot be cooked or eaten together. This includes eating dairy and meat within certain time periods. Depending on the family's custom, this is over 5 hours or 3 hours before consuming dairy products after meat products. Some hold that it is permissible to wash out your mouth before consuming meat products after dairy products, except for aged cheese, which requires the same waiting period as is required to eat dairy after meat. One must have two entirely different sets of cooking pots and table dishes for milk and meat. Both birds and mammals are considered meat, while fish, insects, and eggs are considered to be neither dairy or meat. Fish can be eaten with meat or dairy, although some hold that one should not eat fish and meat off of the same dish. Some Jews of Sephardic backgrounds follow Maimonides' ruling, and do not mix fish with dairy products of any kind.

Store-bought goods
The U or K within a circle are two of many symbols used by Jews in the USA to identify kosher products. A "plain k" [a K all by itself] does not mean that the food is certified kosher, but rather that the company declares it to be kosher. Many Jews do not accept "plain k" as a legitimate kashrut certification. Some Jews will not accept certain certifications, as interpretations and levels of observance vary from Jew to Jew.

Entertaining
If you are entertaining for people that you know or think may keep kosher, be sure to ask them about their personal rules, as there are many interpretations and subtle variations. Depending on their observance, they may be fine eating a vegetarian dish cooked in your home, or may not be comfortable doing anything more than eating unprepared fruit. Strict Kashrut includes categorizing the cooking vessels, the serving containers, the cutlery and the cooking surfaces as kosher or non-kosher as well. Generally, if a pot has been previously used to cook non-kosher meat, one cannot use it to produce a kosher meal.

Holidays
Holidays from an important part in the Jewish life, and have many special foods and meals associated with them. Passover in particular has an entire cuisine, due to the prohibition of leavened breads. For recipes that are kosher specifically for Passover, see Category:Passover recipes.

title: Cookbook:Kosher


text:
PHP Programming/The for Loop

The for loop
The for loop is one of the basic looping structures in most modern programming languages. Like the while loop, for loops execute a given code block until a certain condition is met.

Syntax
The basic syntax of the for loop in PHP is similar to the C syntax:

Initialization happens the first time the loop is run. It is used to initialize variables or perform other actions that are to be performed before the first execution of the body of the loop.

The condition is evaluated before each execution of the body of the loop; if the condition is true, the body of the loop will be executed, if it is false, the loop is exited and program execution resumes at the first line after the body of the loop.

Step specifies an action that is to be performed after each execution of the loop body.

Consider this example:

The loop can also be formatted without using concatenation, according to personal preference:

Explanation
Within the for loop, it is indicated that $i starts as 0. When the loop runs for the first time, it prints the initial value of $i, which in the case of the example is 0. For every loop, the variable $i is increased by one (denoted by the $i++ incrementing step). When $i reaches <tt>5</tt> it is no longer less than <tt>5</tt> and therefore the loop stops.

Do note that the initialisation, condition and step for the for-loop can be left empty. In this case, the loop will continue indefinitely and subsequently a break execution can be utilised to stop the loop.

NOTE: In contrast to other languages like C, C#, C++, or Java, the variable used in the for loop may have been initialised first in the line with the for statement, but it continues to exist after the loop has finished.

Using for loops to traverse arrays
In the section on while loops, the sort example uses a while loop to print out the contents of the array. Generally programmers use for loops for this kind of job.

Example
NOTE: Use of indices like below is highly discouraged. Use the key-value for-loop construct.

Again, this can be formatted without concatenation, if you prefer:

Explanation
We define the count before the for loop for more efficient processing. This is because each time the for loop is run (<tt>while $i < $count</tt>) it evaluates both sides of the equation and executes any functions. If we put <tt>$i < count($menu)</tt>, this would evaluate <tt>count($menu)</tt> each time the process is executed, which is costly when dealing with large arrays.

This line sets up the loop. It initializes the counter, <tt>$i</tt>, to <tt>0</tt> at the start, adds one every time the loop goes through, and checks that <tt>$i</tt> is less than the size of the array.

This can also be done using a second initialization.

The echo statement is pretty self-explanatory, except perhaps the bit at the start, where we echo <tt>$i + 1</tt>. We do that because, as you may recall, arrays start at <tt>0</tt> and end at <tt>n - 1</tt> (where <tt>n</tt> is their length), so to get a numbered list starting at one, we have to add one to the counter each time we print it.

Of course, as I mentioned before, both pieces of code produce the following output:

 * 1) Toast and jam ✓
 * 2) Bacon and eggs ✓
 * 3) Homefries ✓
 * 4) Skillet ✓
 * 5) Milk and cereal ✓

Believe it or not, there's actually a way to traverse arrays that requires even less typing. (And isn't that the goal?) Check out the foreach loop for another way of doing what we did here.

For more information

 * PHP Manual: for loops

title: PHP Programming/The for Loop


text:
Cookbook:Azteca (Aztec-inspired Bean Soup)

| Side dishes

This is from Bob Uhl’s recipe for Azteca found on his bachelor recipes site. It is inspired—in the loosest sense; it is not at all historical—by the diet of the Aztecs, whence comes the name. It’s quite tasty and filling.

Ingredients

 * 1 can (~2 cups) corn
 * 1 can (~2 cups) kidney beans
 * 1 can (~2 cups) black beans
 * ½ onion, finely minced
 * 4 cloves garlic, finely minced
 * 6 dried pequin chiles, chopped
 * Mustard seed, salt, and freshly-ground black pepper, to taste

Procedure

 * 1) Mix ingredients in pot.
 * 2) Add three cans of water.
 * 3) Boil until done.