text:
User talk:Chicken7

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Good luck!

Xania talk 20:38, 19 April 2007 (UTC)

title: User talk:Chicken7


text:
User talk:Quatt

Hello, and welcome to Wikibooks!

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Good luck!

Xania talk 20:38, 19 April 2007 (UTC)

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

title: User talk:Quatt


text:
User talk:Imani85

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Good luck!

Xania talk 20:38, 19 April 2007 (UTC)

title: User talk:Imani85


text:
User talk:Srogers~enwikibooks

Hello, and welcome to Wikibooks!

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Good luck!

Xania talk 20:38, 19 April 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Srogers. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Srogers~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 23:47, 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) 05:32, 19 April 2015 (UTC)

title: User talk:Srogers~enwikibooks


text:
User talk:Bugan~enwikibooks

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Good luck!

Xania talk 20:38, 19 April 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Bugan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bugan~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 23:04, 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) 04:44, 19 April 2015 (UTC)

title: User talk:Bugan~enwikibooks


text:
User talk:Chechewen

Hello, and welcome to Wikibooks!

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Good luck!

Xania talk 20:39, 19 April 2007 (UTC)

title: User talk:Chechewen


text:
User talk:Leoon~enwikibooks

Hello, and welcome to Wikibooks!

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Good luck!

Xania talk 20:39, 19 April 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Leoon. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Leoon~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 23:22, 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) 05:11, 19 April 2015 (UTC)

title: User talk:Leoon~enwikibooks


text:
User talk:Adakkak

Hello, and welcome to Wikibooks!

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Good luck!

Xania talk 20:39, 19 April 2007 (UTC)

title: User talk:Adakkak


text:
User talk:Patrick1~enwikibooks

Hello, and welcome to Wikibooks!

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Good luck!

Xania talk 20:39, 19 April 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Patrick1. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Patrick1~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 23:36, 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) 05:21, 19 April 2015 (UTC)

title: User talk:Patrick1~enwikibooks


text:
User talk:Opironneau

Hello, and welcome to Wikibooks!

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Good luck!

Xania talk 20:39, 19 April 2007 (UTC)

title: User talk:Opironneau


text:
Digital Signal Processing/Wiener Filters

A Wiener Filter is a filtering system that is an optimal solution to the statistical filtering problem.

Statement of Problem
d[n] is the expected response value, or the value that we would like the input to approach.

 * $$\sigma_d^2 = E[d[n]d^*[n]]$$

e[n] is the estimation error, or the difference between the expected signal d[n] and the output of the FIR filter. We denote the FIR filter output with a hat:

 * $$\hat{d}[n] = \sum_{k=1}^M w_k u[n-k+1]$$

Where the convolution operation applies the input signal, u[n], to the filter with impulse response w[n].

We can define a performance index J[w] which is a function of the tap weights of the FIR filter, w[n], and can be used to show how close the filter is to reaching the desired output. We define the performance index as:

 * $$J[w] = E[e[n]e^*[n]]$$

J[w] is also known as the mean-squared error signal. The goal of a Wiener filter is to minimize J[w] so that the filter operates with the least error.

Adaptive Filtering
Adaptive filtering is a situation where the coefficients of a filter change over time, typically in response to changes in the characteristics of the input signal.

Wiener-Hopf Equations

 * $$Rw_o = p$$
 * $$w_o = R^{-1}p$$

Where R is the autocorrelation matrix. wo is the optimal set of filter coefficients, arranged in a vector, and p is the cross-correlation vector.

Wiener Filters
Wiener Filters are typically implemented with FIR filter constructions. This is because the wiener filter coefficients change over time, and IIR filter can become unstable for certain coefficient values. To prevent this instability, we typically construct adaptive filters with FIR structures.


text:
The Poetry of Gaius Valerius Catullus/8

Text & Translation
Meter - Limping Iambics

Connotations of The Text
The use of the metre, limping iambic, has a broken uneven effect, mimicking the dead end of his thoughts.

Line 1

 * miser - miserable; wretched; unhappy

This is a favourite word of Catullus' usually used to describe himself. It can also be translated as "love-sick" and this translation creates a nearer tone that Catullus intended in the poem. This expression can also be seen in Poem 7.

Line 4

 * ventitabas - you used to go

The use of the Imperfect Tense shows how Catullus used to go everywhere Lesbia went - making him like Lesbia's shadow.

 * ducebat - where she used to lead

The use of the Imperfect Tense indicates how Lesbia used to be in control of Catullus and she led him around as she pleased.

Line 9

 * nunc iam - now it has come to this

This phrases emphasises the finality of the relationship and how it has ended once and for all.

Line 14

 * rogaberis nulla - you will be asked [out] by none

Here the poet is trying to convince himself that Lesbia will lose out the most in the end. Nulla here is acting more as an adverb "not"

Line 19

 * obdura - endure

The end of the poem finishes with a blunt imperative. This is Catullus trying to snap himself out of his misery.

Line 1

 * miser - miserable; wretched; unhappy; love-sick

 * desino, ere, -sii, -itum - leave off; cease; desist; abandon

 * ineptio, ineptire - play the fool

Line 2

 * perdo, -ere, -didi, -ditum - destroy; ruin; lose

Line 3

 * fulgeo, -ere, fulsi - shine; gleam; glitter; sparkle

 * candidus, -a, -um - white; fair; beautiful

 * soles (pl. of sol) - lit. = suns; rays; beams

Line 4

 * ventito, ventitare - come often; keep coming

Line 6

 * ibi (adv.) - there; in that place; then; thereupon

 * fio, fieri, factus sum - to happen; be done; become

 * iocosus, -a, -um - humorous; jokey; light-hearted

Line 9

 * impotens, -entis (adj.) - weak; feeble; puny

Line 10

 * sector, sectari, sectatus sum - follow; pursue

Line 11

 * obstinatus, -a, -um - resolved; resolute; fixed; obstinate

 * perfero, -re, pertuli, perlatum - carry through; endure

Line 13

 * invitus, -a, -um - unwilling; reluctant

Line 14

 * doleo, -ere, dolui, dolitum - feel pain; suffer; grieve

Line 15

 * vae - woe to; alas

Line 18

 * labellum, -i, n. (dim.) - little lip

 * mordeo, momordi, morsum - bite

Line 19

 * destino, -are, -avi, -atum - fasten down; secure; determine; fix

title: The Poetry of Gaius Valerius Catullus/8


text:
Instructional Technology/Jim Finn

Jim Finn
Jim Finn was the earliest contributor of the development of modern IT field. His ideas and studies related to audio-visual field and the field’s professionalism was one of the critical scholar paradigm shifts to IT. He was believed as a person who changed the role of audio visual professionals’ role from support to leader ship and innovation. According to Januszewski (2001) Finn played one the key role for the shaping of the IT field because: (a) he was established the first academic department officially designated Instructional Technology, (b) he supervised many doctoral students in IT and most of them were involved in the development of the field, (c) he consulted to U.S. Office of Education where he could get funds for the major projects, (d) he not only consulted also worked with other major institutions for more AV education projects. In fact, it is easily observed that Finn spent his life to construct a professional field in the world of science. To understand Finn’s efforts related to field, his identification about six characteristics of a profession (Finn, 1953) was a good summary. By establishing an academic department and supervising doctoral students, he was successful to develop an intellectual technique and designs for applications, and a long period of training of a profession. With the funds and major project supported by both Office of Education and other institutions, the designs for applications were utilized in real situations. Based on them, a field’s standards and a statement of ethics and organized body of intellectual theory which are the advanced criteria for a profession were created and expanded. The interaction between the academic department and the projects which he conducted created a cycle that enhanced the professional development of IT and was source of members that were part of the professional organizations fostering communication for future improvements.

Another point for Finn’s contribution was system foundation of IT. He believed that programming prescriptive explanation of system view was very important concept for education and an intellectual technique to make audio visual field a profession (Januszewski, 2001). Moreover, this concept was as important as for educational technology. In his writings related to automation and education, Finn (1957) emphasized the concept of system and programming for the development of the profession. Hence, he combined four concepts: (a) system, (b) control of information to long range scientific analysis, (c) need for wise decisions and (d) high technology together. In other words, every long range scientific analysis and wise decisions enhances accumulation of knowledge of the field in a system or controlled environment. These accumulations can be easily connected to high technology or state-of-art improvement with automation process.

title: Instructional Technology/Jim Finn


text:
Instructional Technology/Edgar Dale

Edgar Dale

THE PICTURE TO THE RIGHT IS VERY INACCURATE: In fact, Dale’s original model of the cone does not include any percentages, and is explicitly described by Dale as a visual aid about audio-visual materials. Dale’s cone of experience is essentially a “visual metaphor” depicting types of learning, from the concrete to the abstract. Dale did not intend to place value on one modality over another. The shape of the cone is not related to retention, but rather to the degree of abstraction.However, he does contend that, as one’s experiences move toward the bottom of the cone, more of the senses are engaged (such as hearing, seeing, touching, smelling, tasting).

In Dale’s text, immediately before presenting the cone, he states: “Much of what we found to be true of direct and indirect experience, and of concrete and abstract experience, can be summarized in a pictorial device which we call the ‘Cone of Experience.’ The cone is not offered as a perfect or mechanically flawless picture to be taken with absolute literalness in its simplified form. It is merely a visual aid [original italics] in explaining the interrelationships of the various types of audio-visual materials, as well as their individual‘positions’ in the learning process…The cone device, then, is a visual metaphor of learning experiences, in which the various types of audio-visual materials are arranged in the order of increasing abstractness as one proceeds from direct experience…Exhibits are nearer to the pinnacle of the cone not because they are more difficult than field trips but only because they provide a more abstract experience. (An abstraction is not necessarily difficult. All words, whether used by little children or by mature adults, are abstractions.)

The Cone of Experience (1946) was the most important contribution of Edgar Dale in field of IT. In the cone, he explained inter-relations of the several audio-visual materials and their positions in learning processes. He expressed the divisions based on extreme two points between direct experience and pure abstraction. The divisions proposed in the cone were not accepted as exact demarcations. One audio-visual can be used with other audio- visual materials with respect to situation or purposes.

Dale’s cone is one of the most important theoretical foundations of IT. Hence, the cone makes connection between concrete and abstract ideas which is one of the main principles of teaching and learning. It also helps the professionals to select media on the basis of the experiences aimed to transfer students. It seems a job aid. Moreover, it is an effective tool to support communication process because it makes communication depending on not only just words but also visual and experiential ways. He also emphasized the other components and diversity of sensory experiences. Hence, our experiences are not completely relied on visual or verbal symbols. Other concerns of our perception systems must be considered, such as direct experience, touching, sensing. The cone also fosters diversity in learning environment. As a result, the cone is a good combination of psychological/instructional and communication theories.

The second critical contribution of Dale (1953) was social frame of communication concept. He was one of the person believed the importance of mutual experience sharing was the most important consequence of communication. In other words, he emphasized the concept of feedback.

title: Instructional Technology/Edgar Dale


text:
Talk:Instructional Technology/Learning Management Systems/Learning Objects

Is there anything you wanted to add that you did not have time to do?


text:
Instructional Technology/Robert Heinich

Robert Heinich
Heinich’s approach to management of instruction was one of the drastic changes of the field of IT. He argued classical schooling system and management of instruction. He believed that management of instructions must be product-oriented or education engineering based overall school environment (Januszewski, 2001). In his alternative paradigm, school teachers of the classical schooling system were not accepted as decision makers for instructional methods and media utilization. He changed this view and proposed that curriculum specials, including educational technologists were assigned to determine the content and delivery of instruction. Januszewski also stated that Heinich’s paradigm for management of instruction is one of the most influential one that causes to change from the view of AV aids controlled by teachers to educational technology which became the part of curriculum development. This great paradigm shift, even though he did not stress like the same language, was a step for being a profession by establishing an expandable body of intellectual theory. Moreover, this shift was made the concept of educational technology into school systems as a sub-system. Another interesting point is for Heinich’s ideas related to management; that were based on real applications of systems theory rather than pure science.

title: Instructional Technology/Robert Heinich


text:
Instructional Technology/Donald L. Kirkpatrick

Donald Kirkpartick
The four model of evaluation has been the most prominent model of training evaluation for over forty years (Kraiger, 2002). Even though this model is the most accepted one, there are tons of criticisms. Kirkpatrick developed the hierarchy of evaluation on the basis of his experiences in real life applications. In Kirkpatrick’s model (1979), there are four types of assessment stages: (a) reaction defined as likeness of the training programs by trainees, (b) learning defined as what facts, principles, and techniques learned during the training, (c) behaviors defined as what changes occurred in the job behavior of trainees at the end of the training, and (d) results what the result of training in tangible form of cost, performance, quality, production, or etc. The hierarchy of the model implies that without high level of reaction measures or outcomes, it is impossible to reach the superior levels. The four-model is classified in goal-based evaluation models (Eseryel, 2002) because the main criteria for evaluation are the goals determined previously. Every step goes further in the direction of them. The model helps the training professionals to determine outcomes of the training program covertly. To Kraiger (2002), Kirkpatrick’s model has been very popular because it is easy to understand the hierarchy by the practitioners.

The Four-Evaluation model is the good analysis of a training program’s assessment points. If the training program and evaluation are the systems of improvement, those goal stages show us what we have to measure to understand effect of training on the organizations. Although there are too many criticisms about the model, it has been the origin for solving the evaluation problem of training. Most of the models in training field have been stemmed from the Four-Evaluation model (Kraiger, 2002). The model can be used not only for training but also for schooling. From that perspective, the model is in the concerns of IT from two different utilization areas.


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Talk:Mathematical Proof/Methods of Proof/Counterexamples

I added a counterexample to the statement: "every uncountable set has cardinality $aleph_0$" Jka02 23:41, 19 April 2007 (UTC)


text:
Umbraco/Samples and Articles/XSLT/Embed FlashPlayer

This XSLT will allow you to embed a FlashPlayer instance in a page and load the content specified by 3 parameters in a macro - flashFile, width and height. To test this XSLT create a new macro with three parameters 1. FlashFile - media content type 2. width - number 3. height - number

Now you can insert this macro in a template or content page and the specified flash file will embed correctly.  <!DOCTYPE xsl:Stylesheet [ <!ENTITY nbsp " "> ]>

          <param name="quality" value="high" /> <param name="bgcolor" value="#ffffff" /> <embed quality="high" bgcolor="#ffffff" name="flashControl" align="middle" allowScriptAccess="sameDomain" type="application/x-shockwave-flash" pluginspage="http://www.macromedia.com/go/getflashplayer"> <xsl:attribute name="width"> <xsl:value-of select="/macro/width" /> </xsl:attribute> <xsl:attribute name="height"> <xsl:value-of select="/macro/height" /> </xsl:attribute> <xsl:attribute name="src"> <xsl:value-of select="$flashFile/node/data [@alias='umbracoFile']" /> </xsl:attribute>

</xsl:template>

</xsl:stylesheet>


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User talk:AnThRaX Ru

hello AnThRaX Ru, it's me, wknight8111 from the wikibooks chat room. Welcome to wikibooks! If you need any help, you can find people in the chat room, or you can leave me a message on my user talk page. Likewise, people can leave you messages here on your talk page.

When you leave a message, you can sign it by typing " ~ ". That will automatically insert your name. If you need any help, don't hesitate to ask. --Whiteknight (talk) (projects) 02:22, 20 April 2007 (UTC)

title: User talk:AnThRaX Ru


text: First Aid/Issues in Providing Care

title: First Aid/Issues in Providing Care


text:
First Aid/Secondary Assessment

The secondary assessment/survey is done once the primary survey is completed and non-life threatening injuries can be assessed. This survey can be performed after removing the athlete from the field. When performing this type of assessment it is vital for the clinician to gain as much information as possible in order to properly diagnose the injured person. This assessment involves many different things and can be done in steps. Clinicians should be sure to get a thorough history on the individual, a thorough description of what the person felt, feels, how they were injured, what hurts the most, where hurts the most, etc. Clinicians should also be able to determine if the individual has appropriate function of the injured area or if they are in need of EMS.

The secondary assessment is used after a primary assessment has been done. This is where the clinician goes through step by step head-to-toe to figure out what happened. This can include but is not limited to inspection, bony and soft tissue palpation, special tests, circulation, and neurological. Secondary assessments are used in order to determine the injury, how the injury occurred, how severe the injury is, and to eliminate further injury.

title: First Aid/Secondary Assessment


text: First Aid/Circulatory Emergencies

title: First Aid/Circulatory Emergencies


text: First Aid/Respiratory Emergencies

title: First Aid/Respiratory Emergencies


text: First Aid/Soft Tissue Injuries

title: First Aid/Soft Tissue Injuries


text: First Aid/Bone & Joint Injuries

title: First Aid/Bone & Joint Injuries


text: First Aid/Environmental Illness & Injury


text: First Aid/Medical Conditions & Poisoning


text:
Surgical Procedures/Abdominal Surgery/Cholecystitis

Cholecystitis

Introduction:
• It is an inflammation of gall bladder. • Almost always occurs in association with gallstone. • It is one of the most common indications for abdominal surgery. • Its epidemiologic disturbance closely parallels to gallstone.

Types of Cholecystitis:
Inflammation of the gallbladder in the presence of gallstones.
 *  Calculus Cholecystitis.
 * It is classical to subdivide further :
 * Acute Calculus Cholecystis.
 * Chronic Calculus Cholecystis.

Inflammation of the gallbladder in the absence of gallstones. Give rise to clinical picture similar to calculus cholecystitis.
 *  Acalculous Cholecystitis.
 * It is classical to subdivide further :
 * Acute Acalculous Cholecystitis.
 * Chronic Acalculous Cholecystitis.

Acute Calculus Cholecystitis:

 * Precipitated 90% of the time by gallstone obstruction of the:
 * Neck of the gallbladder.
 * Gallstone impacted in Hartmann's pouch.
 * Cystic duct.
 * Caused by Bile infections:
 * E.coli.
 * Klebsiella sp.
 * Streptococcus faecalis (Keighley).
 * Strict anaerobes, e.g. Bacteroides sp.
 * Gas forming organisms, e.g. clostridia.
 * Typhoid infection.

 * It is the primary complication of gallstones.
 * One of the most common reasons for emergency cholecystectomy.

Sequel of Acute Cholecystitis attack:
  When a certain degree of distension of the gall bladder has been reached, the mucous membrane tends to be lifted away from the sides of the stone and, as a consequence, the stone may slip back into the body of    the gallbladder, and any mucoid (from a mucocele) or mucopurulent contents of the gallbladder escape by way of the cystic duct.   Less frequently, the impaction persists and an    empyema (pyocele) of the gallbladder results.   On rare occasions, the distended, inflamed gallbladder perforates.

Clinical features of acute calculus cholecystitis:
  The onset is sudden.   Pain is located in mainly in the right hypochondrium.

Diagnosis of Acute Calculus Cholecystitis:

 Ultrasonography will confirm the diagnosis.

Chronic calculus cholecystitis:
Clinical features:

Right Hypochondrial pain.

 Radiation to between the shoulder blades is frequent and it may associated with nausea and vomiting. Fatty foods often precipitate it.

 During an attack, tenderness in the hypochondrium is present.

 Murphy's sign may be (+).

 The temperature and white blood count are elevated.

 Flatulent dyspepsia:

 Diagnosis:

 Ultrasonography is usually the only investigation needed to show gallstones.

 A bile duct >8mm is size requires investigation by endoscopic cholangiography to determine the cause of the dilatation.

Acute Acalculous Cholecystitis:

 * Particularly seen in patients recovering from:
 * Major surgery.
 * Trauma.
 * Burns.

 NB !  In these patients the diagnosis is often missed and the mortality rate is 20 %.

 * Diagnosis:
 * Oral cholecystography is more useful than Ultrasonography in those presenting with chronic symptoms.
 * Radioisotope scanning for presenting with acute symptoms.
 * Cholesterol crystals in duodenal aspirate may also help.

Treatment:
Treatment of choice:

 * Laparoscopic cholecystectomy.
 * Open cholecystectomy.
 * Percutaneous transhepatic placement of a cholecystostomy tube.


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Talk:Automobile Repair/Engine Additives

If what you are saying is true then are we able to sue the industry in general? I think you may be overstating your objection, I have used additives & the car has run heaps better with no side effects, so I really would need some serious proof to believe what you are saying.

title: Talk:Automobile Repair/Engine Additives


text:
Cookbook:Mozzarella Sticks

| American cuisine

The following is a recipe on how to make breaded mozzarella sticks.

Ingredients

 * ¼ pound fresh mozzarella cheese
 * ½ cup seasoned bread crumbs
 * 1 large egg

Procedure

 * 1) Preheat deep fryer to 350°F (175°C).
 * 2) Slice mozzarella into sticks 1–3 cm in diameter.
 * 3) In a small bowl, whisk egg.
 * 4) Fill another small bowl with bread crumbs.
 * 5) Dip 3–4 sticks at a time into the egg.
 * 6) Shake excess egg off sticks and place them in the bread crumbs.
 * 7) Shake bowl of bread crumbs, evenly coating all sticks. Add more bread crumbs as needed.
 * 8) Place coated sticks to the side and repeat for remaining sticks.
 * 9) After all sticks have been coated, repeat the egg-dip and crumb-coat for each once more.
 * 10) Place all sticks in fryer basket and submerge in 350°F oil.
 * 11) Let sit for 30 seconds, gently rocking basket occasionally.
 * 12) Lift basket and let cool for a few seconds. If cheese is not beginning to ooze out from half the sticks, re-submerge in oil for another 10–15 seconds, gently shaking the basket.  Repeat until the cheese is just starting to ooze out.
 * 13) Dump onto paper towel and pat off excess oil gently.
 * 14) Serve hot.

Notes, tips, and variations

 * To make mozzarella bites, cut mozzarella into 2–3 cm cubes.

title: Cookbook:Mozzarella Sticks


text:
User talk:Alvis~enwikibooks

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 Alvis. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Alvis~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 22:56, 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) 04:31, 19 April 2015 (UTC)

title: User talk:Alvis~enwikibooks


text:
Horticulture/Berberis

Berberis (Barberry, Pepperidge bush, Pepperidge-bushis) is a genus of about 450-500 species of deciduous and evergreen shrubs from 1–5 m tall with thorny shoots, native to the temperate and subtropical regions of Europe, Asia, Africa, North America and South America. They are closely related to the genus ../Mahonia/, which is included within Berberis by some botanists.

Description
The genus is characterised by dimorphic shoots, with long shoots which form the structure of the plant, and short shoots only 1–2 mm long. The leaves on long shoots are non-photosynthetic, developed into three-spined thorns 3–30 mm long; the bud in the axil of each thorn-leaf then develops a short shoot with several normal, photosynthetic leaves. These leaves are 1–10 cm long, simple, and either entire, or with spiny margins. Only on young seedlings do leaves develop on the long shoots, with the adult foliage style developing after the young plant is 1–2 years old. The wood is bright yellow.

The deciduous species (e.g. Berberis thunbergii, B. vulgaris) are noted for good autumn colour, the leaves turning pink or red before falling. In some evergreen species from China (e.g. B. candidula, B. verruculosa), the leaves are brilliant white beneath, making them particularly attractive.

The flowers are produced singly or in racemes of up to 20 on a single flower-head. They are yellow or orange, 3–6 mm long, with six sepals and six petals in alternating whorls of three, the sepals usually coloured like the petals. The fruit is a small berry 5–15 mm long, ripening red or dark blue, often with a pink or violet waxy surface bloom; they may be either long and narrow (like a bar, hence 'barberry') or in other species, spherical.

Growing conditions
Well-drained soils in full sun to full shade.

Varieties
Berberis buxifolia (Calafate) and Berberis darwinii (Michay) are two species found in Patagonia in Argentina and Chile. Their edible purple fruits are used for jams and infusions; anyone who tries a berry is said to be certain to return to Patagonia. The calafate and michay are symbols of Patagonia.

Berberis vulgaris (European Barberry) is the alternate host species of the wheat rust ../Puccinia graminis/, a serious fungal disease of wheat. For this reason, cultivation of this species is prohibited in many areas.

Some Berberis have become invasive species when planted outside of their native ranges, including B. glaucocarpa and B. darwinii in New Zealand (where it is now banned from sale and propagation), and B. thunbergii in some parts of North America.

Uses
The berries of some species are edible and rich in vitamin C, though with a very sharp flavour, other species can cause mild stomach upset; the thorny shrubs make harvesting them difficult, so in most places they are not widely consumed. They are an important food for many small birds, which disperse the seeds in their droppings. In Iran, the dried fruits, known as zereshk, are more widely used, imparting a tart flavor to chicken dishes. In Ukraine, they are used as the flavouring in a popular candy of the same name.

Several are popular garden shrubs, grown for their ornamental leaves, yellow flowers, and red or blue-black berries. They are also valued for crime prevention; being very dense, viciously spiny shrubs, they make very effective barriers impenetrable to burglars. For this reason they are often planted below potentially vulnerable windows, and used as hedges and other barriers.

Maintenance
Pruning can be difficult due to the numerous, sharp spines, so pruning in winter (while wearing heavy clothes) is strongly recommended. Barberries are well-adapted to shearing, and can also be cut to the ground for rejuvenation.

Propagation
Seed or cuttings.

Pests and diseases
Bacterial ../Leaf Spots/ ../Anthracnose/ ../Wilts/ ../Root Rots/ ../Rusts/ ../Mosaic/ ../Nematodes/ ../Aphids/ ../Scales/ ../Weevils/ ../Caterpillars/
 * Pseudomonas berberidis
 * Gloeosporium berberidis
 * ../Verticillium albo-atrum/
 * ../Phymatotrichum omnivorum/
 * ../Pythium debaryanum/
 * Puccinia graminis
 * Cumminsiella sanguinea
 * ../Cucumber Mosaic Virus/
 * ../Meliodgyne hapla/
 * Barberry Aphid: ../Liosomaphis berberidis/
 * Indian Wax Scale: ../Ceroplastes ceriferus/
 * European Peach Scale: ../Parthenolecanium persicae/
 * Twobanded Japanese Weevil: ../Callirhopalus bifasciatus/
 * Barberry Webworm: ../Omphalocera dentosa/
 * Barberry Looper: ../Coryphista meadii/
 * Mottled Pug

title: Horticulture/Berberis


text:
Cookbook:Tomato Paste and Ham Sandwiches (Pan Tomaca)

| Cuisine of Spain

Pan tomaca, also called pa amb tomàquet, is a sandwich style tapa originating in Catalunya but now enjoyed all over Spain. It means bread with tomato. It is lightly toasted bread, rubbed with garlic, then with fresh tomato and sprinkled with olive oil and salt and served with, for example, slices of cured ham. Pan tomaca is typically served as a starter or as a sandwich.

Ingredients

 * 2 ripe red tomatoes
 * 1 loaf French bread
 * 120 g (¼ lb) sliced cured ham
 * 2 tbsp olive oil
 * Sea salt

Procedure

 * 1) Peel the tomatoes. Optionally remove the seeds.
 * 2) Blend the tomatoes, 1 tbsp olive oil, and salt to taste in an appropriate vessel with an immersion blender.
 * 3) Cut the French bread loaf in appropriate sized portions and open those in halves. Optionally toast them very lightly also to increase tenderness.
 * 4) Spread the mixture on one surface and sprinkle with olive oil. Place a slice of cured ham on top, and optionally cover with the other portion of bread for a sandwich, or leave uncovered for a tapa.


text:
User talk:Fodoron

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Good luck!

You might also be interested to read our Cookbook policy page and talk with other Cookbook editors. Webaware talk 12:19, 20 April 2007 (UTC)

title: User talk:Fodoron


text:
Dutch/Review 5-8

=Herhaling 5-8=

The gender problem revisited
As we have seen before the three gender system that Dutch inherited from West-Germanic is evolving into something different. The situation today differs a bit from region to region and is still evolving, the South (Flanders) retaining much of the old system, but let us try to summarize northern usuage.

 * 1) there is a growing rift in how animate (persons) and inanimate (things) nouns are treated
 * 2) for persons natural gender (masc.-fem.) dominates
 * 3) for things grammatical gender (common - neuter) dominates
 * 4) personal, possessive even relative pronouns are increasingly reserved for persons
 * 5) for things demonstrative pronouns and pronominal adverbs dominate

Approximately we can summarize current usage as follows:

Double gender
Diminutives of persons are an interesting group of words because they straddle the growing animate-inanimate rift. They often show signs of both natural and grammatical gender:

 * 1) Zij is een mooi meisje. Zij heeft een klein broertje. Hij is ziek.

Grammatically meisje and broertje are grammatically neuter as all diminutives. Mooi en klein therefore have no inflections after the indefinite article. These words are however frequently referred to by the feminine and masculine personal pronouns hij and zij, following natural gender.

title: Dutch/Review 5-8


text:
Metasploit/DevelopingAuxiliaryModules

=Developing and Understand Auxiliary Modules in Metasploit 3= This chapter covers the concept behind auxiliary modules, their structure and working examples on how to develop auxiliary modules. Most of the discussion in this chapter revolves around auxiliary modules development. Metasploit version 3 is written in the Ruby programming language. While going through this material without any Ruby programming knowledge will still give you good insights to the organization and capabilities of the framework; you will find this material most useful if you know Ruby language and have an intention of programming modules of metasploit.

Auxiliary Modules Overview
In metasploit any module that is not an exploit is an auxiliary module. Exploit modules always have a payload. Auxiliary modules are a fascinating feature of the framework allowing it to extend for a variety of purposes other than exploitation. You can create your own quick vulnerability scanners, port scanners, make MSF work as an FTP, HTTP or SMTP client and do a whole lot of other cool stuff. You have a ready to use code library at your disposal enabling quick development of such tools.

Throughout this chapter, we will look into various aspects and features of auxiliary modules and shall try to implement our own auxiliary module. This module will try to place files or delete files on web servers that allow the HTTP protocol's PUT and DELETE methods without any authentication. This is a good example of an auxiliary module since it isn't an exploit. It is just a simple tool to check web server mis-configurations.

Auxiliary Modules Placement and Structure
Auxiliary modules reside in the modules/auxiliary/ directory of the framework main directory. Given below is a basic definition of an auxiliary module.

require 'msf/core' p "My Auxiliary Module" class Metasploit3 < Msf::Auxiliary end        # for the class definition

Place this code in a file any where under '$HOME/.msf/modules/auxiliary' folder.

All auxiliary modules inherit from their base class Msf::Auxiliary. The line  p "My Auxiliary Module"  prints a line when msf loads. Now your module is part of MSF and is available to you via various MSF user interfaces. Of course, as it is currently this module doesn't do anything other than printing a line (which no other module does).

The first thing we need to do is to add some information about this module. This can be done in the initialize constructor for the class. Lets include the initialize constructor in the class definition.

def initialize(info = {}) super(update_info(info, 'Name'          => 'HTTP Put method exploiter', 'Description'   => %q{ This module exploits faulty web server configurations allowing HTTP PUT and DELETE methods without any user validation. },           'Author'         => [ 'Kashif [at] compulife.com.pk' ], 'License'       => BSD_LICENSE, 'Version'       => '$Revision: 4663 $', 'Privileged'    => false, 'Platform'      => [ '' ], 'Arch'          => [ ARCH_X86, ARCH_PPC, ARCH_SPARC, ARCH_CMD ], 'Targets'       => [ [ 'Wildcard Target', { } ] ], 'DefaultTarget' => 0, 'Actions'       => [AuxiliaryAction.new('PUT_FILE', {}), AuxiliaryAction.new('DELETE_FILE', {})], 'DefaultAction' => [ 'PUT_FILE' ] ))       register_options(            [                OptString.new('PATH', [ true,  "path where to store the new file", '/']),                OptString.new('DATA', [ false,  "Data to write into the file", ' ']),            ], self.class            ) end

First thing the constructor does is that it calls the constructor of its base class by calling the super method. All your modules should contain this call. Note the call to update_info method within the constructor. This method is used to update information about a module be it an exploit module or an auxiliary module. The options that each type of module takes differ slightly, for example, exploit modules contain a payload option while auxiliary modules don't.

(Detailed description of the options update_info can take comes here)

register_options method
Second call is to the register_options method. This method adds options that the user can specify before running the module.

The datastore
The options set by a user are available via a predefined hash named datastore. For example:

print_status("the contents of the DATA variable are: " + datastore['DATA'])

Auxiliary Mixins
Auxiliary module mixins provide useful features that you can use to enhance the auxiliary modules you create.

title: Metasploit/DevelopingAuxiliaryModules


text:
User talk:MonicaFrund

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic 14:13, 20 April 2007 (UTC)

title: User talk:MonicaFrund


text:
User talk:Whiteknight/Compiler Design

Self compiling compilers
I'm not sure where this would fit into the chapters, but I think it would be nice to cover how to make a compiler that can compile itself, eg like how gcc can compile gcc. --dark lama  14:34, 20 April 2007 (UTC)

title: User talk:Whiteknight/Compiler Design


text:
Wikibooks:Policies and guidelines/Vote/Blocking policy

Please review the [ policy under discussion] before voting.

Key Points

 * Definitions of who and when to block
 * How to handle unblocking and unblock requests
 * Proper demeanor when handling a block situation and admin responsibilities
 * Discusses how and when to unblock, and how to handle an unblock request
 * Specifies who can block/unblock to prevent wheel wars among admins

Votes

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

Decision
I'm closing this vote as failed and the proposal as needing more work. --dark lama  17:41, 6 May 2007 (UTC)

Support

 * 1) within focus 15:26, 20 April 2007 (UTC)
 * 2) Whiteknight (talk) (projects) 15:33, 20 April 2007 (UTC)
 * 3) Webaware talk 15:46, 20 April 2007 (UTC)
 * 4) Celestianpower 22:05, 20 April 2007 (UTC)
 * 5) --Panic 18:57, 20 April 2007 (UTC)

Oppose

 * 1) Xania [[Image:Flag_of_Italy.svg|15px]]talk 20:21, 20 April 2007 (UTC)
 * 2) -- SB_Johnny  | talk 16:09, 21 April 2007 (UTC)
 * 3) dark [[Image:Yin yang.svg|12px]] lama  14:34, 22 April 2007 (UTC)
 * 4)  Herby  talk thyme 16:00, 22 April 2007 (UTC)
 * 5) Iamunknown 03:01, 25 April 2007 (UTC) Precludes non-administrators in discussions, too many absolutisms, does not indicate that blocking should be to protect Wikibooks and should not be a punitive action or that blocking should not be used by administrators to gain an upper hand in a content dispute.

Comments
(Moved from my talk page) I'm content with the policy except on the unblock and probably the Be Bold wording. --Panic 04:54, 17 April 2007 (UTC)
 * What specifically about those things do you not like? constructive criticism is very valuable in matters like this. --Whiteknight (talk) (projects) 19:00, 20 April 2007 (UTC)
 * Selection of the method or the process shouldn't be so clearly stated as depending only on the administrator that performed the block (he may not be available or unwilling to support the action, the only escape route is point 3 and finding a supporting administrator/user to post the request for evaluation may be seen as going against the original administrator, the one that performed the action. Because of that fact some sort of careful wording needs to be in place, users aren't obligated to interfere but the actual wording makes very hard to anyone to give any help, it makes it seem very confrontational) and a safeguard should be given to good-behavior or to help people that were wrongly blocked, for example if a user has been contributing and was blocked on a "personal interpretation" of policy or even claiming to have been victim of miss ID, we should be inclusive and give freedom to the user to further validate the block reason (engage in actions that are clearly specified) or work within the rules and so prove good will to participate. --Panic 19:17, 20 April 2007 (UTC)

 * The idea behind preferring an admin to undo his own block is to prevent wheel-warring, or admins fighting with each other. If we say that an admin can't' unblock a blocked user, it will prevent admins from trying. If the mess with your block, panic, showed us anything, it's that lots of admins are willing to use that block tool without getting consensus first. A few people probably could have gotten in trouble over that incident, but because of the heat of the moment a few mistakes were excused.
 * Also, this policy provides a section all about unblocking, where a user can edit their talk page to request an unblock and to work to that goal in a civil and orderly way. Without this policy, there is no proceedure for unblocking a person, and for alot of blocked people that means that there will be no hope whatsoever of returning. --Whiteknight (talk) (projects) 20:48, 20 April 2007 (UTC)

Not happy with this policy. I don't like "Wikibooks also does not have a "three strike" rule, so a vandal may be blocked immediately following their first offense". I feel we should do our part to encourage people onto the project and we should never block for a first offence. Also "unblocking users is not an area where admins should be bold in making unilateral decisions" is not exactly a great statement either. Blocks are normally "bold" decisions as we don't have a straw poll before we block someone. Likewise it's possible for an unblock to be a bold decision also. Many administrators will refuse to get involved in such discussions meaning that consensus will be difficult to achieve. Also I disagree with blocking open proxies as these are used for many valid reasons especially in countries where Wikibooks is blocked and countries where Internet use is heavily monitored. Xania talk 20:25, 20 April 2007 (UTC)

 * Whether we like it or not, we do block vandals on their first offense. You also have to pay attention to the distinction between a "vandal" and a user who makes a problem edit. When we talk about blocking on the first offense, we are talking about vandals, not difficult, misguided, or new users.
 * And as to the boldness thing, I think that being bold in blocking is a terrible thing. You do not block without strong justification, you do not unblock without the same, and when in doubt you always ask for help or even try to reach consensus. Admins being bold and blocking/unblocking leads to dangerous wheel wars, and frankly I think that admins who do that should be de-admined on the spot. The open proxy thing is not even up for debate.
 * Besides the addition of the section on unblocking (which we dont have a process for yet), and the warning against wheel warring, there isn't anything in this policy that changes the way we do things around here. Opposing this policy wont stop the open proxy blocks, it wont stop people from blocking vandals on their first offense, and it wont stop admins from being reprimanded for wheel-warring. --Whiteknight (talk) (projects) 20:43, 20 April 2007 (UTC)
 * Great arguement :) So basically is there any point in voting on this policy if you say that nothing will change and we can't debate the open proxy blocks?  And who says we can't debate such a thing anyway?  One other point I take issue with is permanent blocks which should NEVER happen unless they are serial spammers - everyone can be reformed. Xania [[Image:Flag_of_Italy.svg|15px]]talk 20:49, 20 April 2007 (UTC)
 * This is mostly just an instance of writing policy to reflect current community actions. Alot of this content was spun off of the WB:ADMIN policy, in an effort to make that policy smaller and more nimble (it's easier to make changes to multiple smaller documents then to a single all-important one). That's part of the reason why many things won't change, because alot of this is already policy. The unblock thing i think is really important to add, even if we dont accept this entire proposal. If we don't reach consensus on this proposal, I will definately want to add the ublock section to the WB:ADMIN policy.
 * As to the open proxy thing, i suppose we can debate it but i dont know if there is a point. I need some clarification on that, but i'm pretty sure that blocking open proxies is a WMF policy, not a local one. I'm under the impression that it isnt something that we can change. --Whiteknight (talk) (projects) 21:05, 20 April 2007 (UTC)

 * Xania, I support the 3RR if that is what you are referring to but I have a problem with that (it can be easily bypassed) I had posted about that on the talk page of the policy, and I know Whiteknight opposes it, but the text clearly blocks any block at first offense (expressly stated), as for the open proxy, the text is very permissive but states that they can be blocked on sight (if a user gives a good enough reason I believe that it would be a base for unblock (good will), I will keep my vote of support (at least this text will avoid blocks like the ones performed on me in the past) and addresses some information that wasn't present, but I will change my vote if it will help rewrite it to address for instance the 3RR (I like it as a final resolution to edit disputes, it preserves the status quo and would have resolved my problems (but would also remove the need for discussion, what can be seen as good and bad). --Panic 23:02, 20 April 2007 (UTC)

 * "Any user who uses sock puppets or meat puppets to try to influence discussion or decisions, or breaks any policy or guideline should be blocked indefinitely along with all their sock puppets and meat puppet accounts." Does this really mean what it says, and is that really the intent? To parse: Any user who uses sock puppets (and) breaks any guideline 'should' be blocked indefinitely. I can't agree to that. -- xixtas talk 23:29, 20 April 2007 (UTC)

 * Good catch, "uses sock puppets or meat puppets to try to influence discussion or decisions" would be a valid block and probably "should be blocked indefinitely" (note that should isn't equal to must and protection is given to the first offense, it goes beyond questionable behavior to with intent try to fix a discussion, since with the actual way the decission process is run, numbers do have importance), using a puppet to break a policy or even a guideline also demonstrates bad intentions, any user can break guidelines if a good enough justification is given (almost any justification can be used but for the change to be reversed the community would have to opose it, and most will not result in a block if the user is clear about his intentions, ie: not using a puppet), and any block is granted acess to the unblock so if a wrong block is performed in step 3 the community can lift it). So the idea is to prevent a misrepresentation of actions only, but probably a rewording could make it clearer, probably stating "community discussions or decisions" as for policy (they can't be broken and using a puppet to do it seem acting in an even higher level of bad intention)...  --Panic 00:09, 21 April 2007 (UTC)

 * So then fix it ... Small things like this are not show-stoppers. That really is minor. -within focus 01:23, 21 April 2007 (UTC)

 * I guess consensus will be the ultimate solution to this, but I think you fundamentally misunderstand the role blocking holds on wikis. I expected you to understand not being bold about unblocking quite clearly after the Panic "block saga" since that was a very jeopardizing action. Being bold in that situation makes admins like rogues and we can't have that. Like Whiteknight said this is a policy that's already being used essentially and is becoming formalized; we're just trying to write it down. -within focus 01:27, 21 April 2007 (UTC)

 * Under the letter of this policy, SB_Johnny (who has sock puppets) should be blocked indefinitely if he is uncivil (which he has been in the past). This is absolutely not the way the policy is currently applied. -- xixtas talk 03:13, 21 April 2007 (UTC)

 * You made a small grammatical change to reflect what the user who originally wrote that section actually meant. I fully believe that was a misunderstanding of the use of comma and was probably just overlooked. Having those two logically separate actions in the section about puppets is obviously just an error. The vote now includes this change which I thank you for correcting. A section about puppets clearly should discuss actions related to puppets and the current diff reflects what admins do and have done in the past. -within focus 05:41, 21 April 2007 (UTC)

I voted "oppose"... not that I think it's a bad policy, but because having any policy on blocking serves no other purpose than to open us up to wikilawyering. en.Wikipedia has blocking policies (several, in fact), and they are plagued by this. Commons has no policies on this, and we do pretty well (and commons is almost as large as en.Wikipedia now!) -- SB_Johnny | talk 16:12, 21 April 2007 (UTC)

I voted "oppose", because I don't think this should be a policy, but rather a guideline as has been discussed previously on the talk page for the proposal. --dark lama  14:34, 22 April 2007 (UTC)

I think this policy is nowhere near having consensus. Even with the "minor" change I advocated for, I still have major reservations about this policy (well expressed by SB_Johnny and darklama). I think we would be better served with a much more general document. I think that's clear and we should pull this policy from voting and head back to the consensus building process. -- xixtas talk 15:21, 22 April 2007 (UTC)
 * Then clear the page and all that if you wish. It's amazing how little gets done when something here is in a workable state and how much show-stopping criticism arises when it's time to make a real decision. I guess the solution is to have voting and discussion on voting and discussion to see if we can do more voting and discussion. -within focus 15:47, 22 April 2007 (UTC)
 * Gee, I wonder why this kind of reaction is directed at me instead of someone who actually has voted against the policy? (Not really, the reason why is obvious.) -- xixtas talk 03:36, 23 April 2007 (UTC)

Under the guideline for voting my vote would have no effect at this stage so I will only comment. The project is almost four years old and it is only because there has been little real trouble that it has got away with not having a policy on blocking (or a real voting policy for that matter). If we had a real method of voting, such as is used in the world in general, where a specified majority (51%, 60% etc.) would cause a decision to be made, then the blocking policy could be as simple as: "An admin may block a user for a specified time for the following violations.... A user may appeal, if the subsequent vote upholds the appeal the block will be lifted.". This is democracy - governing bodies make decisions and the masses approve or reject them with a majority vote.

It seems to me that the lack of a voting policy is pivotal to the problems that we are having in dealing with any problem. RobinH 08:18, 2 May 2007 (UTC)
 * In practice other wikis do not necessarily have blocking policies and get by fine (Commons for example with far greater traffic). While I know there have been difficulties here all admin actions are "public" and reversible. -- Herby  talk thyme 08:25, 2 May 2007 (UTC)


text:
User talk:69.85.231.194

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. Mattb112885 (talk) 15:38, 20 April 2007 (UTC)

title: User talk:69.85.231.194


text:
Cookbook:Kidney Bean

Kidney beans are flavoursome beans used widely in cooking in many countries. They are generally found as dried beans, and the term "kidney beans" usually refers to red kidney beans.

Kidney beans are favourites for chili recipes, as components of mixed bean curries, and bean salads.

Dried kidney beans will cause nausea, vomiting and diarrhea unless they have been boiled briskly (a slow cooker will not do - it can even make things worse) for at least twenty minutes to destroy the very indigestible phytohaemagglutinin that they contain. Tinned kidney beans are quite safe as their preparation involves sufficient heat to destroy the toxin.

Procedure

 * 1) Dried red kidney beans require soaking for at least 12 hours before use. Changing the soak water once or twice during soaking helps to prevent flatulence (farting).
 * 2) Cook in a pot with 50% more water than is needed to cover the beans. Bring to a brisk boil for at least 20 minutes, then reduce to a simmer and cook with the lid not tightly fitted, for 1½ to 3 hours until the beans are tender. Alternatively, cook in a pressure cooker at 15psi for 25 minutes and allow to cool / lose pressure slowly (about an extra 15 minutes).

Recipes with kidney beans

 * Bean Chili
 * Chili (Vegan)
 * Easy Chili
 * Minestra
 * Pandora's Feast
 * Rice an' Peas
 * Three Bean Confetti Salad
 * Vegetarian Bean Soup

title: Cookbook:Kidney Bean


text:
User:Bonaeludae

I'm a Latin scholar

title: User:Bonaeludae


text:
Radiation Oncology/Palliation/Pelvic

Palliation of Pelvic Malignancies

 * RTOG 85-02 (1985-89) - Phase II-III
 * Gynecologic (40%), colorectal (28%), genitourinary (25%), and miscellaneous (7%)
 * 3.7 Gy BID x 2 days (14.8Gy), total of 3 courses for 44.4 Gy. Interval between courses 4 weeks; later randomized to 2 vs 4 wks.
 * 151 pts on pilot study (variable rest interval). 144 pts on randomized study.
 * PMID 8083097, 1994 — "Late effect of multiple daily fraction palliation schedule for advanced pelvic malignancies (RTOG 8502)." Spanos WJ Jr et al. Int J Radiat Oncol Biol Phys. 1994 Jul 30;29(5):961-7.
 * 6.9% late complications at 18 months (Grade 3+). No pts receiving < 30 Gy (fewer than 3 courses) developed late toxicity.
 * PMID 7679668 (1993) — "Effect of rest interval on tumor and normal tissue response--a report of phase III study of accelerated split course palliative radiation for advanced pelvic malignancies (RTOG-8502)." (Spanos WJ Jr, Int J Radiat Oncol Biol Phys. 1993 Feb 15;25(3):399-403.)
 * Trend toward increase acute toxicity for shorter interval but no difference in late toxicity. No significant difference in tumor response (CR+PR 34% vs 26%). More pts in 2-wk group completed all 3 fractions; pts completing 3 courses had higher overall response rate (42% vs 5%).
 * PMID 2476426, 1989 — "Phase II study of multiple daily fractionations in the palliation of advanced pelvic malignancies: preliminary report of RTOG 8502." Spanos W Jr et al. Int J Radiat Oncol Biol Phys. 1989 Sep;17(3):659-61.
 * Conclusion: Safe regimen with effective palliation of symptoms.

 * RTOG 79-05 (1979-82) - 10 Gy x 3
 * 46 pts, Phase I/II. RT 10 Gy (single fraction), repeated at 4-wk intervals for total of 3 fx. Misonidazole prior to RT
 * Of pts completing 3 fractions (n=37) - 6 with CR(16%), 10 PR(27%), minimal response(19%), no response (32%)
 * High rate of late complications (45% at 1 yr; crude 11% Grade 3 and 19% Grade 4)
 * PMID 2442127, 1987 — "Palliation of advanced pelvic malignant disease with large fraction pelvic radiation and misonidazole: final report of RTOG phase I/II study." (Spanos WJ Jr, Int J Radiat Oncol Biol Phys. 1987 Oct;13(10):1479-82.)
 * Conclusion: high rate of late complications. Followed by RTOG 85-02

 * UNC; 1986 (1980-1986) PMID 2429945 -- "1000 cGy single dose palliation for advanced carcinoma of the cervix or endometrium." (Halle JS, Int J Radiat Oncol Biol Phys. 1986 Nov;12(11):1947-50.)
 * 42 pts. 9 pts in Group I (localized disease, but palliation recommended due to other medical factors), 19 pts in Group II (locally advanced), 11 pts in Group III (distant metastatic), and 3 pts with advanced recurrent disease. Treated with 1000 cGy per fraction. 25 pts received one course, 15 two courses (at monthly intervals), 2 patients received three courses (1000 x 2 then 700 x 1).  38 of 42 pts presented with bleeding; 11 pts presented with pain.
 * Pain: Of 9 pts evaluable, 2 had complete resolution, 2 had partial resolution. Bleeding: of 30 pts evaluable, 18 (60%) had complete resolution, 9 (30%) had partial resolution. 8 pts (27%) remained permanently free of bleeding. Tumor response: of 28 pts evaluable, 7 (25) had CR, 8 (28%) PR.
 * Toxicity: 5 pts with serious complications
 * Conclusion: "We conclude that 1000 cGy single-fraction whole pelvis treatment can be an effective means of palliating advanced gynecologic cancer provided the patient has a life expectancy of less than 1 year. Patients with a longer life expectancy are at risk for both recurrence of symptoms and for treatment related complications."

Definitive Treatment in Metastatic Setting

 * University of Tennessee; 2018 (2004 - 2014) PMID 30054609 -- "Association of Definitive Pelvic Radiation Therapy With Survival Among Patients With Newly Diagnosed Metastatic Cervical Cancer." (Wang Y, JAMA Oncol. 2018 Jul 26. doi: 10.1001/jamaoncol.2018.2677. [Epub ahead of print])
 * Retrospective. NCDB review, 3169 women with metastatic cervical cancer, treated with chemotherapy with RT (n=2361) or without RT (n=808). Median F/U 13 months.
 * Outcome: Overall survival better if chemoRT than chemo alone (HR 0.65, SS). On propensity matching, median OS chemoRT 14.4 months vs chemo 10.6 months. Benefit across all subgroups, including distant node-only mets and organ-only mets. By dose, median OS >45 Gy was 18.5 months vs <45 Gy was 10.2 months (SS). Similar benefit to adding brachytherapy (27.5 months vs 12.9 months, SS).
 * Conclusion: ChemoRT results in substantially longer survival. Prospective trials are warranted.

 * Split; Croatia PMID 15032295 -- "Long-lasting complete remission of a patient with cervical cancer FIGO IVB treated by concomitant chemobrachyradiotherapy with ifosfamide and cisplatin and consolidation chemotherapy--a case report." (Vrdoljak E, Eur J Gynaecol Oncol. 2004;25(2):247-9.)
 * Case report. 63 year old with cervical cancer and ovarian met, treated with chemo-RT and consolidative chemotherapy. NED 35 months later

title: Radiation Oncology/Palliation/Pelvic


text:
User talk:Ghfjdk

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Good luck!

Thanks for the help on C++ Programing, if you can, take a look into the Editor's TOC too, txs... --Panic 18:53, 20 April 2007 (UTC)

title: User talk:Ghfjdk


text:
Introduction to Art/Sculpture I

Sculpture I
Sculpture I usually serves as the introductory course that allows the student to become familiar with three-dimensional forms. A general knowledge of basic tools and concepts is introduced, setting the foundation for more advanced work.

Tools
There are a variety of sculpting tools that sculptors use to help define and form their figures.

 * Loop Tool/Rake Tool - This tool consists of a metal loop attached to a rod of wood. The metal loop is designed in such a way that the artist can easily "rake" across the surface of clay, plaster, and other materials to smooth and better define the form. This tool comes in a variety of sizes, suitable for all applications.

 * Pin Tool - A small, sharp metal point attached to a rod of wood. This tool is designed for making sharp, pen-like impressions into surfaces, primarily clay. Many prefer to use this tool to "sketch" onto the surface of their subject when in the development stage.

 * Hands - Often disregarded as a tool, this is actually the most important tool of them all. Never substitute your hands for another tool just because the other tool is specifically suggested for the application. Sometimes your hands can do the best work.

Please understand though that the artist is not limited by these tools alone. Many artists use whatever is available; as long as the intentions of the artist are portrayed in the sculpture, it doesn't matter what tools you use. There are an almost infinite amount of tools, with many different variations, which could be substituted for by any simple object.

Materials
Unlike drawing in which you're restricted to pencils, pastels, and other concrete mediums, Sculptures can consist of any material you can obtain, making it a very free and expansive art form. Sculptures have been erected of aluminum foil, chicken wire, packaging tape, and even plants! The beginning sculptor, however, will want to become familiar with the most readily-available and common sculpting materials.

 * Clay -
 * Plaster -

Other materials and their uses will be covered in the following sculpture Wikibooks.

title: Introduction to Art/Sculpture I


text:
User talk:Pair8head101

Welcome message
Hello, and welcome to Wikibooks!

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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic 19:23, 20 April 2007 (UTC)

title: User talk:Pair8head101


text:
User talk:Jestin110

Regarding edits made during April 20 2007
Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. Az1568(Talk) 19:29, 20 April 2007 (UTC)

title: User talk:Jestin110


text:
User talk:209.206.237.63

Regarding edits made during April 20 2007
Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 19:32, 20 April 2007 (UTC)

title: User talk:209.206.237.63


text:
User talk:168.213.1.133

Regarding edits made during April 20 2007
Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 19:50, 20 April 2007 (UTC)

title: User talk:168.213.1.133