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Chechen/Alphabet

Нохчийн абат

The Chechen Alphabet

The Chechen alphabet is written in an extended version of the Cyrillic alphabet and consists of 49 letters. Learning the Chechen alphabet is essential if you are serious about learning the language. Listen to the recording and follow along.

It is a good idea, if you are unfamiliar with the Cyrillic alphabet, to write each letter down 10 times each repeating the appropriate sound as you write it. Try to think of pictures to go with the unfamiliar letters to help you better (such as Ч looks like an upside down chair, making the ch sound in chair).

So, you have seen your first "Chechen challenge", the alphabet. Though it might seem like a lot, it is really the extra signs such as ь, ъ and 1 that are considered a separate letter. Let's break down the alphabet a little to better help you with pronunciation. We will group together letters which sound alike and explain how to pronounce them.

А and Аь (The A-group)
These sounds have English counterparts and are quite familiar to English speakers. А although is a short ǒ sound in English, like in the word, pond (or occasionally, as an a, for example in mall ). Аь resembles more of the English sound, eah, like in the word, sand (the English of England itself, however, has largely lost this sound as it has become identical with the a of father).

Г and гI (The G-group)
There are two ways to produce a g sound in Chechen. The letter, Г, is pronounced just like the English g in the word game. The ГI, however, is a sound unfamiliar in English. If you are familiar with Arabic, French or German, this sound is exactly the same as an Arabic  غ , or a French or German r. It is pronounced from the back of the throat, almost like you are gargling. keep in mind that it is not a heavy guttural sound.

К, Кх, Къ, and КI (The K-group)
This group of letters is rather common in Chechen and most Caucasian languages. К is the same as the English k. Кх is a harder sound, similar to the Arabic letter  ق . To understand the difference, try to say ka whilst placing your hand in front of your mouth. You will let air out when you say ka naturally, thus giving you the Chechen letter К. Now, try the same thing, instead force yourself not to let air out whilst saying ka. This is the sound for the letter Кх. The letter Къ is the same thing as Кх, except now force a puff of air out whilst saying Кх. This should feel awkward at first as this sound is very unique to Caucasian languages. You should have made a slight clicking noise whilst saying this letter, which is exactly what you want to do. КI and Къ are almost the same, except К1 has more of a glottal stop, which tends to be the purpose of the palochka (1). This is similar to the Arabic hamza ء.

В, Н, and Р (The False Friends)
These letters are all in English, the problem is that they do not look like the English equivalent. For example, В is a v sound, Н is an n sound, and Р is an r sound. The only way to learn this is to just force yourself to get out of the habit of pronouncing every P as an English p sound.

О and Оь (The O-group)
If you are familiar with German or French, this group should be easy for you. O is the same as in English, although similar to Russian, when unstressed, it is a short sound (like hot). Luckily though, unlike Russian, stress always falls on the first syllable in Chechen, with the exception of Russian loan words. The Оь is like the German or Turkish ö, or French oeu. The sound is similar to the ur in the word burn.

П and ПI (The P-group)
П is the same as the English p, one nice way of remembering how the letter П sounds in Chechen and any language using the Cyrillic alphabet, is thinking of the mathematical symbol of pi (π). ПI is a forced sound of p with a small glottal stop. A fun way to try out this sound is to start bouncing your lips fast. Whilst doing this, force out the normal p sound and your result should be ПI.

Т and ТI (The T-group)
Similar to the "P-group", the Т and ТI work the same way. ТI is just a more forced t sound with a little glottal stop. Since a t sound is created with your tongue rather than your lips, you should also feel a less heavy breath when saying ТI.

У and Уь (The U-group)
Like the "O-group", these sounds are similar to German and French also. У is like the English oo. Уь is like the German ü or the French u. Try saying the English u with rounded lips. This should give you the proper sound for Уь.

Х, Хь, and ХI (The H-group)
Another important and challenging group of letters, these consist of essential sounds in the Chechen language. Х is said like a heavy h but with a slight guttural sound. In some dialects of Chechen and even Russian, the Х is said without any gutteral sound, though in some words it is sometime hard to create a heavy h sound without adding even the slightest of a guttural sound. It is the sound of Scottish loch or German Bach. Хь is a heavier sound then Х. In Arabic, this would be the same as the letter ح. This sound is very important to master, because the word for you in Chechen is "хьо". Can you try saying this word? The last letter in this group is ХI, which is a very soft h sound.

Ц, ЦI, Ч and ЧI (The C-group)
Ц is like the English ts in cats (or, for some, the c in silence). Ц1 is the same thing except with a slight glottal stop. Ч is like the English ch in choice. ЧI is also the same thing with a similar glottal stop like ЦI.

ЧIогIа и КIеда хьаьрк
In Russian loanwords, ЧIогIа хьаьрк, (Ъ), or a hard sign, indicates that the preceding consonant is not palatalised, whilst a КIеда хьаьрк, (Ь), or a soft sign, indicates that the preceding consonant is palatalised. When learning how a Chechen word is spelt, do not ignore these signs when writing or typing Chechen words.

Ю, Юь, Я and Яь (The Y-group)
Ю, Юь, Я and Яь are just like their counterparts У, Уь, А and Аь except adding a y sound before it.

1 or I (The Palochka)
You might have been wondering why the Latin letter I is written in Chechen letter. In fact, it is actually not a Latin letter in this situation, but a letter that is totally unique in Caucasian languages. This letter is called the palochka. You will see it written sometimes as a I or a 1. In Latinised Chechen, the palochka is normally written as a w or a ', though its sound is a glottal stop when not following a consonant letter.

Stress
Stress in Chechen always falls on the first syllable of the word. The only exception is in foreign words and words of Russian and Arabic origin, which tend to carry over the stress rules. Otherwise, when learning a new Chechen word, assume that the stress is on the first syllable.

Silent letters
Chechen has a lot of letters that are not pronounced and contain much liaison. If you are familiar with French, this aspect should come easy for you. Most of the time, the last vowel at the end of a word is not pronounced. This can become rather difficult for learners of Chechen, but after you gain a nice amount of Chechen vocabulary then learning new words will become easy for you.

Before moving on to the lessons, make sure you know the Chechen alphabet. There will not be any romanised forms of the Chechen words in these lessons, so it is important to know how the alphabet works. Force yourself to read Cyrillic, it is all right if you read slowly at first, that is expected since this is a brand new alphabet to you. Before you realise it, you will be able to read Cyrillic as fast as you can read the Latin alphabet.

Аьтто хилла! Good luck!

title: Chechen/Alphabet


text:
User:Bubba73/MySandbox

King and Queen vs. King
Delivering checkmate with a king and queen against a lone king is quite easy. The basic technique involves driving the king to the edge of the board, which the queen can do by herself. It's faster if you use your king and queen together, but this increases the probability of a stalemate, so beginners should do it without the king. The technique described below will accomplish the mate in about 10 to 15 moves.

Here's an example (see diagram on right):

1.Qb5

Cutting the black king off along the fifth rank.

1...Ke6

1...Kc7 2.Qa6 limits Black's king to the last two ranks.

2.Qc5 (see diagram)

During this phase, notice how White's queen always stays a knight's move away from the black king, and how no checks are necessary (or even desirable). Moves like 2.Qc6+? only allow Black's king more freedom after 2...Ke5.

2...Kf6 3.Qd5 Kg6 4.Qe5 Kf7

After 4...Kh6 5.Qg3 White's goal has been achieved: the black king is trapped on the edge. White will then bring his king to f6 to force mate.

5.Qd6 Kg7 6.Qe6 Kh7

Black's king is forced to the edge of the board no matter what he does, e.g. 6...Kf8 7.Qd7.

7.Qg4 Kh6 8.Kb2 (see diagram)

Now that Black's king is stuck, the white monarch comes in to finish off his adversary.

8...Kh7 9.Kc3

9.Qg5 doesn't spoil anything, but it isn't necessary. Unlike the king and rook vs. king mate, here Black's king doesn't have to be trapped in the corner.

9...Kh8 10.Kd4

10 Qg6=?? stalemate was what Black was hoping for. Beware of this trap!

10...Kh7 11.Ke5 Kh8 12.Kf6 Kh7 13.Qg7#.

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

title: User:Bubba73/MySandbox


text: User talk:137.158.196.246

title: User talk:137.158.196.246


text: User talk:131.123.184.225

title: User talk:131.123.184.225


text:
User talk:Polluks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 18:17, 16 November 2007 (UTC)

title: User talk:Polluks


text: User:RedCoat

title: User:RedCoat


text:
User talk:RedCoat

Hi RedCoat. You may be particularly interested in WB:WFW since you come from Wikipedia. More useful stuff below:

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 18:21, 16 November 2007 (UTC)

title: User talk:RedCoat


text: User talk:213.42.21.150

title: User talk:213.42.21.150


text:
Do-It-Yourself/House insulation

How-tos bookshelf | Do-It-Yourself/House insulation

Due to the variety of building insulation materials available and the various building elements that may require insulation, there are a number of ways of installing building insulation.

Where to insulate
Where to insulate depends on where your living or conditioned space (the space that you heat and air-condition) ends and where your unconditioned space begins. Treat unconditioned space as if it were outdoors, minus the rain and snow. Insulate the living space as if you were insulating from the outdoors. For example, if your crawlspace is unheated, and you want it to stay that way, then make sure it has adequate ventilation, and insulate the floor above. If your attic is unheated, and you want it to stay that way, also make sure it has adequate ventilation, and insulate between and over the floor joists.

If you occasionally want to heat only some sections of the living space, you should insulate the walls between the sections you want to heat and the sections you don’t want to heat.

If the basement space is unheated, it may be best to insulate between floor joists (basement ceiling) instead of around the foundation (basement floor and walls). There is no harm done in insulating both the ceiling, and the floor and walls.

Generally, you should insulate:
 * Attic, especially the attic door hatch.
 * Doors and windows.
 * Floors over unheated spaces.
 * Ceilings with unconditioned spaces above.
 * Knee walls and rafters of a finished or conditioned attic.
 * All exterior walls.
 * Walls between conditioned spaces (such as living room) and unconditioned spaces (such as unheated garage or storage area).
 * Floors over unconditioned or outside spaces.
 * Around the perimeter of a concrete floor.
 * Around the slab (if present), close to grade level on the outside.
 * Walls of finished, conditioned basement.
 * Foundation walls above ground area.
 * Foundation walls in heated basements
 * At top of foundation, where foundation meets mud-sill.
 * Around perimeter of house at band joist.
 * Between rafters, but leave an air space for ventilation between the insulation and the roof deck.
 * Floors above cold spaces, such as vented crawl spaces and unheated garages.
 * Any floor section that is cantilevered beyond the exterior wall below.
 * Around slab floors built directly on the ground.
 * Foundation walls of crawl spaces (people often insulate crawl spaces so poorly that the insulation is ineffective).

If you are curious what kind of insulation already exists, here are some ways to inspect your walls for insulation:
 * Remove electrical cover plates and look through gap on side of electrical box.
 * Remove piece of siding and sheathing.
 * Drill hole in interior or exterior wall and extract sample.

Location of structural insulation
Thermal insulation works best on the outside of the structure, as this allows walls, floors and ceilings to stay closer to room temperature, thus preventing condensation in the living area of the house and increasing comfort by the use of the building's structure as thermal mass to dampen temperature swings.

A well-insulated house requires a vapor barrier because of the risk of condensation on cold parts of the structure with resulting damage, such as mold and rot. The vapour barrier is usually a sealed plastic film inside the wall and should go on the warm side of the insulation.

A vapor barrier must be continuous to be effective. Seams must be closed between sheets or panels.

The highest R-values per inch are provided by spray foam and rigid panel insulation. These are still only conductive thermal insulators, not radiant barriers, except in the case of rigid panels that have a reflective metal facing.
 * In a heated house, the vapour barrier or air barrier goes close to the warm inside of the wall.
 * In very warm climates, on a well-insulated air conditioned house, the vapour barrier should go on the outside so that the insulation is between the vapour barrier and colder, air conditioned parts of the house.
 * In some places, vapor barriers are controversial. Some people believe that in temperate, humid climates, you should leave out the vapor barrier entirely.

Insulating ducts and pipes
Insulate all ducts and water supply pipes where they pass through unconditioned spaces, such as through an attic or crawlspace that is not heated or air-conditioned. This includes heating, ventilation, air-conditioning, and return ducts, and both cold and hot water supply pipes.

Before insulating ducts and pipes:
 * Cement duct joints.
 * Check the ductwork for leaks, and repair any that you find. Do not use duct tape - it is not designed for permanent applications, and will dry out and fall off over time.

Why to insulate ducts and pipes:
 * Preserve desired temperature of air or water, and save energy and money.
 * Prevent condensation on ducts or pipes when cool duct or pipe runs through hot, non-conditioned space in the warmer months.

Insulating materials for ducts and pipes:
 * Foil-faced fiberglass.
 * Foil-backed bubble wrap.
 * Rock and slag wool, fiberglass, or another non-flammable loose-fill (not cellulose!) around stove and furnace pipes where they pass through floors and walls. If the stovepipe reaches high temperatures, you should not pack any insulation around the pipe.
 * Preformed closed-cell foam pipe sleeves for water pipes.

You may want to wrap your water heater in a nonflammable thermal blanket, especially if you have an older, inefficient water heater that does not have much internal insulation.

Insulating around electrical fixtures
To prevent a house fire, keep insulation away from any electrical fixtures that generate great amounts of heat, such as ceiling fan motors, and older recessed lighting fixtures that are not IC-rated. Newer recessed lights contain a heat sensor to turn the lights off when they reach a threshold temperature. The newest recessed lights, known as IC-rated (Insulation Cover) fixtures, are designed so that they do not require any air clearance and will work safely buried deep in insulation. If you have non-IC-rated recessed lighting fixtures, you should install baffles around the fixtures to maintain at least 3 inches of clearance from insulation. This is a stop-gap measure to remedy the excessive heat. Ultimately, you should: OR
 * Use low temperature compact fluorescent bulbs.
 * Replace the old fixtures with new, IC-rated fixtures.
 * Replace the recessed fixtures with non-recessed fixtures.

Insulating exterior of foundation
Ideally, a home should have poured concrete walls, waterproofing, and 2-inch rigid foam panels. Complete retrofit foundation insulation may be prohibitively expensive. Since most of the heat loss from a foundation occurs where the foundation is above grade and exposed, you can partially insulate the foundation wall and still have good results:
 * Buy the thickest panels that you can find (2 inches is ideal).
 * Dig around the foundation at least 6 inches down.
 * Clean the foundation with water and let it dry out completely, then parge twice (that is, coat with two thin layers of Portland cement), for added protection and damp proofing.
 * Attach rigid foam panels to the exposed part of the foundation. Make sure they are rated for use below grade, since part of them will be buried.
 * Add a protective covering, such as cement plaster, fiberglass, plastic, or metal.
 * Fill in and compact the soil.

The sheets of extruded polystyrene foam attached to exterior foundation walls before backfilling serve as insulation, but their main purpose is to protect the waterproof coatings or membranes applied to the foundation wall. You should protect them from backfilling, as well, since they will not function as effectively as possible if they are cracked or torn while backfilling.

Rigid foam panels applied to an external foundation wall:
 * Protect both the foundation wall and its waterproof coating during backfilling.
 * Insulate.
 * Reduce dampness.
 * Some types of rigid panels provide drainage or direct groundwater to the footing drains.

How to apply insulation to an exterior foundation wall when building a house:
 * Waterproof the foundation wall (usually consists of an elastomeric rubber membrane).
 * While the waterproofing is still tacky, spread the appropriate type of adhesive on the back of a rigid foam panel. Each type of panel has a type of adhesive that is designed to work with that type of panel.
 * Stick the rigid foam panel to the foundation.
 * Carefully backfill, preferably after you frame the first floor. A thermal weak spot is the spot where the foundation touches the mudsill.  While building a house, make sure the builder puts a rigid closed-cell foam gasket between the top of the foundation and the mudsill, around the entire perimeter of the house.  You should use sheathing grade 5/8-inch plywood and 2 x 6 timbers when framing the exterior walls of a house, not only for structural strength, but also for the increased space for insulation.

Rigid foam panels do not have to stop where the siding begins. You can extend them up, underneath the siding, all the way up to the roof. When you secure them to the sheathing, make sure that you use galvanized nails or coated screws, and make sure they penetrate sufficiently into the studs, without cracking the panels. Unlike with the panels installed against the exterior foundation, with these panels, you should leave slight gaps between them to allow moisture to escape.

Self-insulating foundations
Exterior insulation and finish systems (EIFS) are a new type of home construction that uses “all-in-one” insulating and structural walls with a stucco-like finish. Face-sealed EIFS is susceptible to trapped moisture if it is not installed meticulously. Drainable EIFS allows moisture to escape. Some building experts think that EIFS should only be used in hot, dry climates because of its tendency to collect moisture.

Some contractors pour insulation into concrete blocks while building the foundation. Turn this concept inside out, and you have an insulated concrete form (ICF). An ICF is a rigid foam block, usually polystyrene, that homebuilders can stack so their centers are aligned, insert reinforcing bars into, and fill with concrete. These foundations are both structural and insulating – insulation is incorporated directly into the foundation walls, rather than added as an afterthought. The tricky part is making sure that concrete fills all of the voids in the foam blocks.

Here is an example of an ICF home: Habitat for Humanity ICF Build Apr 2004

title: Do-It-Yourself/House insulation


text:
Transwiki:Passé composé

Passé Composé is the most commonly used past tense in the modern French language. It is used to express that an action has been completed at the time of speech, or at some (possibly unknown) time in the past. Passé Composé was originally a present perfect, and is still occasionally used as such (ex: Ça yest, j'ai fini = I'm finished), while its main use is as a past tense. It is commonly used as a "narration tense" for oral and written narration. Narration tense is a feature of roman languages, which divide events in a story between timeline events, which appear successively in the narration in the same order they happened in real life (or "fictional real life"), and background events, which don't follow such a strict order of appearance and are to be situated relatively to timeline events (anterior, simultaneous, posterior). Narration tense is used for timeline events only, so string of successive events are frequently expressed with Passé Composé. Passé Composé is formed using an auxiliary verb and the past participle of a verb.

The auxiliary verb is typically avoir ("to have") but sometimes être ("to be")

This is the conjugation of avoir :

jai (I have)    nous avons' (we have) tu as (you have) vous avez  (you have) il a (he has)    ils ont    (they have)

This is the conjugation of être :

je suis (I am)     nous sommes (we are) tu es   (you are)  vous êtes   (you are) il est  (he is)    ils sont    (they are)

The following is a list of verbs which use être as their auxiliary verbs in Passé Composé:

aller- to go arriver- to arrive descendre- to descend devenir- to become entrer- to enter monter- to climb mourir- to die naître- to be born partir- to leave passer (par)- to pass by/to go by (this case only) rentrer-to enter again rester- to stay retourner- to go back/to return revenir-to come back sortir- to go out tomber- to fall venir- to come

 * The verbs that use être as an auxiliary verb usually indicate motion or movement, and can be summarized as in an acrostic such as "Dr. and Mrs. Vandertrampp".

 * Note that many of these verbs have to do with motion or movement

 * In addition to the above verbs, all reflexive/pronominal verbs (se laver, se maquiller, s'asseoir, se raser, etc.) use être as their auxiliary verb.

To form the past participle for -ER verbs, simply drop the -er and add -é.

parler (to speak)  - er   + é   = parlé (spoken) aller (to go)      - er   + é   = allé (gone) arriver (to arrive) - er  + é   = arrivé (arrived)

To form the past participle for -IR verbs, simply drop the -ir and add -i.

finir (to finish)  - ir   + i   = fini (finished) choisir (to choose) - ir  + i   = choisi (chosen) sortir (to go out) - ir   + i   = sorti (gone out)

To form the past participle for -RE verbs, simply drop the -re and add -u.

vendre (to sell)   - re   + u   = vendu (sold) fondre (to melt)   - re   + u   = fondu (melted) descendre (to descend) -re  + u = descendu (descended)

Unfortunately there are quite a few irregular past participles that must be learnt:

acquérir:   acquis      (acquired)              joindre:     joint       (joined) apprendre:  appris      (learnt)                lire:        lu          (read) atteindre:  atteint     (attended)              mettre:      mis         (put, placed) avoir:      eu          (had)                   mourir:      mort        (died) boire:      bu          (drunken)               naître:      né          (was born) comprendre: compris     (understood)            offrir:      offert      (offered) conduire:   conduit     (driven)                ouvrir:      ouvert      (opened) connaître:  connu       (known)                 paraître:    paru        (came out) construire: construit   (constructed)           peindre:     peint       (painted) courir:     couru       (ran)                   pouvoir:     pu          (been able to) couvrir:    couvert     (covered)               prendre:     pris        (taken) craindre:   craint      (feared)                produire:    produit     (produced) croire:     cru         (believed)              recevoir:    reçu        (received) décevoir:   déçu        (disappointed)          savoir:      su          (known) découvrir:  découvert   (discovered)            souffrir:    souffert    (hurt) devoir:     dû          (must)                  suivre:      suivi       (followed) dire:       dit         (said)                  tenir:       tenu        (held) écrire:     écrit       (written)               venir:       venu        (came) être:       été         (been)                  vivre:       vécu        (lived) faire:      fait        (done, made)            voir:        vu          (seen) instruire:  instruit    (prepared)              vouloir:     voulu       (wanted)

To form the complete Passé Composé simply use the following layout:

Auxiliary Verb + Past Participle

J'ai vu          (I have seen)

Tu as parlé      (You have spoken)

Il est sorti     (He has gone out)

In addition to "have/has verbed", Passé Composé can be translated as "did verb" or simply "verbed". For instance, J'ai vu can be translated as 'I have seen' or 'I saw.'

Past Participles only change to feminine or plural forms after the auxiliary verb 'être.' It can also vary with the verb 'avoir' in a subordinate sentence where the complément d'objet direct precedes the past participle. Recall that in French an -e is added if the subject is feminine and an -s is added if the subject is plural.

Elle a voulu ses enfants. (She wanted her children) becomes Elle les a voulus. (She has wanted them. -- les is the direct object, before the verb, and is plural) , Ses enfants l'ont voulue (Her children have wanted her.) and: Ses filles l'ont voulue (Her daughters have wanted her)

Les hommes sont arrivés (The men have arrived.)

Les filles sont venues   (The girls have come.)

For more information, see French verbs.

Here are some sentences to practice translating:

1 Vous avez pris. 2 Jacques est allé. 3 J'ai vendu. 4 Tu as fini? 5 Elles ont eu. 6 Nous sommes morts! 7 I have been. 8 You (sg.) were born. 9 Jean and Martin have fallen. 10 He has written. 11 We have come. 12 You (pl.) have drunk.

Answers: 1-You have taken/ 2-Jacques has gone/ 3-I have sold/ 4-You have finished ?/ 5-They have had/ 6-We have died/ 7-J'ai été/ 8-Tu es né(e)/ 9-Jean et Martin sont tombés/ 10-Il a écrit/ 11-Nous sommes venu(e)s/ 12-Vous avez bu

Passé composé

Passé composé Passé composé Passé composé

title: Transwiki:Passé composé


text: User talk:68.92.155.136

title: User talk:68.92.155.136


text:
Wikijunior:Water Safety

/meta/>

This book is aimed at kids 6-10 years old, and parents of young children, especially toddlers. We'll go through some basic things we can do to protect ourselves around and in.
 * /Backyard Pools/
 * /Small Boats/
 * /Big Boats/
 * /Cold Water and Ice/
 * /Public Pools and Supervised Waterfronts/

title: Wikijunior:Water Safety


text:
User talk:Undone-girl

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 20:10, 16 November 2007 (UTC)

title: User talk:Undone-girl


text:
User talk:Singingwolfboy

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 20:10, 16 November 2007 (UTC)

title: User talk:Singingwolfboy


text:
Wikijunior:Water Safety/meta

Organizational page for Wikijunior:Water Safety.

Useful images:
 * Image:Swimming lessons.jpg
 * Image:Wear your pfd.jpg
 * Image:Sleeping sailor.jpg
 * Image:Water safety information.jpg
 * Image:Swimming Lesson.jpg
 * Image:Martha passes swimming lessons.jpg
 * Image:Kids.jpg

Resources:
 * Kid's water safety from the USACE
 * Water safety tips from the Red Cross
 * Safe Passage

Hierarchy
1)Backyard Pools
 * Safety first:
 * Fences, locks/latches, accessible phone, learn FA/CPR, supervise the pool when in use <--for parents
 * Use only w/ permission & direct supervision <--for kids
 * Use stats from drowning report

2)Small Boats
 * Lifejackets:
 * Wear them, even if you can swim, even ...
 * Wear one that fits (how to tell)
 * What to take in boats
 * Sometimes there are laws that tell you
 * Even if there aren't, here's what you should take in a boat
 * Stuff to do before leaving
 * Tell someone where you're going, when you'll be back
 * Check the weather, and prepare accordingly

3)Big Boats
 * maybe not necessary?

4)Cold Water and Ice
 * Ice thickness stuff
 * Falling through ice
 * Stay flat on ice; break away the thin stuff, and climb on the thicker ice
 * Call for help
 * If rescuing someone who's fallen in, stay flat on the ice and reach to them with something
 * Get to shelter after; basic hypothermia treatment

5)Public Pools and Supervised Waterfronts
 * What is the lifeguard's job?
 * We do prevention first, safety supervision second - we are not babysitters
 * What is the parent's job?
 * Supervise your children in accordance with facility rules (ie 2:1, 3:1 whatever) especially toddlers (insert stats from the latest drowning report)
 * If something happens, don't hesitate to let the guards know.

title: Wikijunior:Water Safety/meta


text:
User talk:Kelekci.n

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 20:45, 16 November 2007 (UTC)

title: User talk:Kelekci.n


text:
User talk:84.159.47.238

– Mike.lifeguard  | talk 20:50, 16 November 2007 (UTC)

title: User talk:84.159.47.238


text:
User talk:65.25.105.176

Az1568(Talk) 02:15, 28 November 2007 (UTC)

title: User talk:65.25.105.176


text:
Cookbook:Mandoca (Fried Breaded Pepper)

Mandoca is a Venezuelan snack of deep-fried breaded pepper. It originated at the snack bar in the Ford factory in Pedernales during the 1990s. The simple snack can be made with any types of peppers, although authenic mandocas use banana peppers.

Ingredients

 * 3 medium banana peppers
 * 113 grams (¼ lb) flour
 * Oil (enough to fill the deep fryer)

Procedure

 * 1) Roll the pepper in the flour until well-coated.
 * 2) Deep fry for about 2 minutes.

title: Cookbook:Mandoca (Fried Breaded Pepper)


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Wikijunior talk:Big Book of Fun Science Experiments/Grow your own crystals

Is it you OWM cystals or your own crystals. Ute

✅. Fixed. --DavidCary (talk) 02:01, 6 March 2009 (UTC)

Paperclip
What is the paperclip for?

 * Some kinds of string curl up and stick to the side of the jar, or float on the surface. The paperclip is intended to pull the string straight down into the water.

washing soda
Tell me one more time: why do we suggest washing soda (sodium carbonate) ?

Why not something edible like one or more of the following? --DavidCary (talk) 02:01, 6 March 2009 (UTC)
 * sugar, producing rock sugar
 * baking soda (Sodium bicarbonate)
 * salt crystals
 * ... um ... are there other edible crystals?

 * I rewrote it so it's no longer a toxic crystal making experiment, but a tasty one. Hurrah!

-- Teshi


text: User talk:24.45.179.21

title: User talk:24.45.179.21


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User talk:71.51.124.230

– Mike.lifeguard  | talk 22:50, 16 November 2007 (UTC)

title: User talk:71.51.124.230


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title: User talk:195.229.236.245


text: Wikijunior:Water Safety/Backyard Pools

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User talk:200.218.141.107

– Mike.lifeguard  | talk 23:53, 16 November 2007 (UTC)

title: User talk:200.218.141.107


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Talk:Western Music History/Modern Music

Minimalism had little if any presence in the music up until Cages 4'33'', Satie contributed greatly to the experimental music which led on to 'minimal' music however that discussion is best for the contemporary period. Music of the first half of the 19th century is so divided anyway that a comprehensive page is messy at best

title: Talk:Western Music History/Modern Music


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User talk:Nkocharh

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 03:28, 17 November 2007 (UTC)

title: User talk:Nkocharh


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Adventist Youth Honors Answer Book/Nature/Ecology - Advanced

First Law

 * ”In any process, the total energy of the universe remains constant.”

More simply, the First Law states that energy cannot be created or destroyed; rather, the amount of energy lost in a steady state process cannot be greater than the amount of energy gained.

This is the statement of conservation of energy for a thermodynamic system. It refers to the two ways that a closed system transfers energy to and from its surroundings - by the process of heating (or cooling) and the process of mechanical work. The rate of gain or loss in the stored energy of a system is determined by the rates of these two processes. In open systems, the flow of matter is another energy transfer mechanism, and extra terms must be included in the expression of the first law.

In an ecological sense, the first law shows that a creature's energy must come from somewhere, and it must go somewhere as well. Primary producers transfer energy from the sun to primary consumers to secondary consumers at the top of the food chain. All along the way, some of the energy is dissipated in the form of heat.

Second Law

 * “The entropy of an isolated system not in equilibrium will tend to increase over time, approaching a maximum value at equilibrium.”

One can look at entropy as a measure of chaos or disorder. A high level of entropy means a high level of disorder. A low level of entropy means a high level of order. So, for example, a broken cup has less order and more chaos than an intact one. Likewise, solid crystals, the most organized form of matter, have very low entropy values; and gases, which are highly disorganized, have high entropy values. More to the point, a tree is a highly organized biological unit, but when it burns, the most pf its energy is transformed into heat, which is highly disorganized.

The second law states that the disorder of an isolated system increases, or that the order in that system decreases. It becomes more chaotic over time. The science of thermodynamics deals with energy transfer. The second law dictates that when energy is transferred from one state to another, the entropy of the universe must increase. A good example would be when a warm-blooded animal gives off heat. The energy starts off in a highly organized form within the animal. As the animal metabolizes its food energy and forms heat, the heat radiates from the animal in a highly disorganized form.

Any time energy is transferred from one organism to another, some of that energy is lost, mostly in the form of heat. In fact, only about 10% of the energy from an organism at a low trophic level can be transferred to an organism at the next trophic level. Because of this inefficiency, trophic levels always appear as pyramids, with the primary producers forming the base, and the secondary and tertiary consumers forming the apex.

3. Explain the three basic trophic (feeding) levels and give a good example of a plant or animal for each.
The three basic trophic levels are primary producers, primary consumers, and secondary consumers.

In land-based ecosystems, plants such as grass are the primary producers and form the first trophic level (primary producers). Next are herbivores (primary consumers) that eat the grass, such as rabbits. Next are carnivores (secondary consumers) that eat the rabbits, such as a bobcats.

Keep in mind that trophic relationships are rarely this simple. Very often they are more of a "web" than a "chain." For example, mountain lions may eat both rabbits and bobcats. The trophic categorization of the mountain lion exists on two levels, possibly more.

4. Explain or diagram the three types of ecological pyramids in the food web. Give an example of each layer of the pyramid.
For more information see http://www.botany.uwc.ac.za/sci_ed/grade10/ecology/trophics/troph.htm

Number Pyramid
A number pyramid attempts to illustrate trophic relationships by showing the number of organisms at each trophic level. The number of grass plants will always be higher than the number of zebras, which will be higher than the number of lions. Number pyramids tend to overemphasize the importance of the lower levels because it does not take into account the size of the organisms, only the count.

Number pyramids quantify each level using organisms per square meter.

Biomass Pyramid
A biomass pyramid illustrates trophic relationships by showing the amount of biological mass (excluding water) at each tropic level. This is an improvement over the number pyramid, but it still tends to overemphasize the importance of the lower levels because it does not account for the productivity of each level. In the ocean, algae forms the base of the food pyramid. And though algae is short lived, it reproduces very quickly. This causes it to have a biomass that is actually less than the biomass of the zooplankton, the next higher trophic level. Zooplankton lives much longer than algae, and it has a slower rate of reproduction.

Biomass pyramids often quantify each level using grams per square meter.

Energy Pyramid
An energy pyramid illustrates trophic relationships by showing the amount of energy available at each trophic level. Because not all energy is transferred up the pyramid, it also shows the efficiency of each level.

Energy pyramids often quantify each level using calories per square meter.

5. Define the biogeochemical cycle, and explain or diagram all the basic components the cycle passes through.
In ecology and Earth science, a biogeochemical cycle is a circuit or pathway by which a chemical element or molecule moves through both biotic ("bio-") and abiotic ("geo-") compartments of an ecosystem. In effect, the element is recycled, although in some such cycles there may be places (called "sinks") where the element is accumulated or held for a long period of time.

All chemical elements occurring in organisms are part of biogeochemical cycles. In addition to being a part of living organisms, these chemical elements also cycle through abiotic factors of ecosystems such as water (hydrosphere), land (lithosphere), and the air (atmosphere); the living factors of the planet can be referred to collectively as the biosphere. All the chemicals, nutrients, or elements — such as carbon, nitrogen, oxygen, phosphorus — used in ecosystems by living organisms operate on a closed system, which refers to the fact that these chemicals are recycled instead of being lost and replenished constantly such as in an open system. The energy of an ecosystem occurs on an open system; the sun constantly gives the planet energy in the form of light while it is eventually used and lost in the form of heat throughout the trophic levels of a food web.

The Earth does not constantly receive more chemicals as it receives light; it has only those from which it formed, and the only way to obtain more chemicals or nutrients is from occasional meteorites from outer space. Because chemicals operate on a closed system and cannot be lost and replenished like energy can, these chemicals must be recycled throughout all of Earth’s processes that use those chemicals or elements. These cycles include both the living biosphere, and the nonliving lithosphere, atmosphere, and hydrosphere. The term "biogeochemical" takes its prefixes from these cycles: Bio refers to the biosphere. Geo refers collectively to the lithosphere, atmosphere, and hydrosphere. Chemical, of course, refers to the chemicals that go through the cycle.

The chemicals are sometimes held for long periods of time in one place. This place is called a reservoir, which, for example, includes such things as coal deposits that are storing carbon for a long period of time. When chemicals are held for only short periods of time, they are being held in exchange pools. Generally, reservoirs are abiotic factors while exchange pools are biotic factors. Examples of exchange pools include plants and animals, which temporarily use carbon in their systems and release it back into the air or surrounding medium. Carbon is held for a relatively short time in plants and animals when compared to coal deposits. The amount of time that a chemical is held in one place is called its residence.

The most well-known and important biogeochemical cycles, for example, include the carbon cycle, the nitrogen cycle, the oxygen cycle, the phosphorus cycle, and the water cycle.

Biogeochemical cycles always involve equilibrium states: a balance in the cycling of the element between compartments. However, overall balance may involve compartments distributed on a global scale.

Biogeochemical cycles of particular interest in ecology are:
 * nitrogen cycle
 * oxygen cycle
 * carbon cycle
 * phosphorus cycle
 * sulfur cycle
 * water cycle
 * hydrogen cycle
 * nutrient cycle

Nitrogen cycle
The nitrogen cycle is a much more complicated biogeochemical cycle but also cycles through living parts and nonliving parts including the water, land, and air. Nitrogen is a very important element in that it is part of both proteins, present in the composition of the amino acids that make up proteins, as well as nucleic acids such as DNA and RNA, present in nitrogenous bases. The largest reservoir of nitrogen is the atmosphere, in which about 78% of nitrogen is contained as nitrogen gas (N2). Nitrogen gas is “fixed,” in a process called nitrogen fixation. Nitrogen fixation combines nitrogen with oxygen to create nitrates (NO3).

Nitrates can then be used by plants or animals (which eat plants or eat animals that have eaten plants). Nitrogen can be fixed either by lightning, industrial methods (such as for fertilizer), in free nitrogen-fixing bacteria in the soil, as well as in nitrogen-fixing bacteria present in roots of legumes (such as rhizobium). Nitrogen-fixing bacteria use certain enzymes that are capable of fixing nitrogen gas into nitrates and include free bacteria in soil, symbiotic bacteria in legumes, and also cyanobacteria, or blue-green algae, in water.

After being used by plants and animals, nitrogen is then disposed of in decay and wastes. Detritivores and decomposers decompose the detritus from plants and animals, nitrogen is changed into ammonia, or nitrogen with 3 hydrogen atoms (NH3). Ammonia is toxic and cannot be used by plants or animals, but nitrite bacteria present in the soil can take ammonia and turn it into nitrite, nitrogen with two oxygen atoms (NO2). Although nitrite is also unusable by most plants and animals, nitrate bacteria changes nitrites back into nitrates, usable by plants and animals. Some nitrates are also converted back into nitrogen gas through the process of denitrification, which is the opposite of nitrogen-fixing, also called nitrification. Certain denitrifying bacteria are NOT responsible for this.

6. Diagram or explain the basic steps in the flow of energy through the biotic environment (element) of an ecosystem. Begin with the sun.

==7. Explain Liebig's Law of The Minimum and Shelford's Law of Tolerance, and state how these laws tell us how and why certain plants and animals become endangered or are eliminated when their habitat or community gets disturbed OR out of balance. ==

Liebig's Law of The Minimum
Liebig's Law of the Minimum, often simply called Liebig's Law or the Law of the Minimum, is a principle developed in agricultural science by Carl Sprengel (1828) and later popularized by Justus von Liebig. It states that growth is controlled not by the total of resources available, but by the scarcest resource. This concept was originally applied to plant or crop growth, where it was found that increasing the amount of plentiful nutrients did not increase plant growth. Only by increasing the amount of the limiting nutrient (the one most scarce in relation to "need") was the growth of a plant or crop improved.

Liebig used the image of a barrel—now called Liebig's barrel—to explain his law. Just as the capacity of a barrel with staves of unequal length is limited by the shortest stave, so a plant's growth is limited by the nutrient in shortest supply.

Liebig's Law has been extended to biological populations (and is commonly used in ecosystem models). For example, the growth of an organism such as a plant may be dependent on a number of different factors, such as sunlight or mineral nutrients (e.g. nitrate or phosphate). The availability of these may vary, such that at any given time one is more limiting than the others. Liebig's Law states that growth only occurs at the rate permitted by the most limiting.

Shelford's Law of Tolerance
Shelford's Law of Tolerance states that a species' distribution is controlled by the environmental factors for which it has the narrowest tolerance. This law explains why a species is present in some areas, but absent in others. Remember that tolerance has both a lower limit and an upper limit - not enough or too much of a resource will limit a species' ability to survive. When any one of these factors exceeds the tolerance, the species will die out. Small - and even major - alterations to a creatures environment may or may not cause it to die. Survival depends on that creature's tolerance to the altered factor.

==8. Choose a biological community in your area, such as a forest or woods; a swamp, lake or pond; pasture or meadow grassland; or a canyon or creek woods, etc., that is disturbed or ecologically out of balance in some way. Make a description of it, including how and to what extent it is disturbed. Then make recommendations as to how the community could be improved and, where possible, follow through and help to improve it in some way. == This requirement and requirement 5 of the Environmental Conservation honor can both be met with the same activity. Any Pathfinder interested in Ecology should also find an interest in Environmental Conservation, so it would be advantageous to work on both the honors at the same time. Also, both these honors (and Ecology, which is a prerequisite to this honor) count towards the Conservation Master Award, so there is added impetus to earn them both.

==9. Spend a minimum of 20 hours doing active, productive work on an ecology project in your area. This may be done individually or as a group. Describe the project in general, but report specifically on your part in it. == This project could be the one identified in the previous requirement, or it could be a different project all together. The report may be written or oral, or it may be a presentation made to a group of Pathfinders during a campout, a Sabbath School class, or even to the church body on Sabbath morning.

10. Define the following terms

 * a. Community:In ecology, a community is an assemblage of populations of different species, interacting with one another.
 * b. Raw materials: Raw materials are the materials an organism needs but cannot manufacture on its own. They must found in the organism's environment.
 * c. Photosynthesis: Photosynthesis is the conversion of light energy into chemical energy by living organisms. The raw materials are carbon dioxide and water, the energy source is sunlight, and the end-products include glucose and oxygen. It is arguably the most important biochemical pathway, since nearly all life depends on it.
 * d. Chemosynthesis: Chemosynthesis is the biological conversion of one or more carbon molecules (usually carbon dioxide or methane) and nutrients into organic matter using the oxidation of inorganic molecules (e.g. hydrogen gas, hydrogen sulfide) or methane as a source of energy, rather than sunlight, as in photosynthesis. Large populations of animals can be supported by chemosynthetic primary production at hydrothermal vents, methane clathrates, cold seeps, and whale falls.
 * e. Autotrophy: Autotrophy (from the Greek autos = self and trophe = nutrition) is the production of complex organic compounds from simple inorganic molecules and an external source of energy, such as light or chemical reactions of inorganic compounds. Autotrophs are considered producers in a food chain. Plants and other organisms that carry out photosynthesis are phototrophs (or photoautotrophs). Bacteria that utilize the oxidation of inorganic compounds such as hydrogen sulfide, ammonium or ferrous iron as an energy source are chemoautotrophs (some are known as lithotrophs).
 * f. Heterotrophy: Heterotrophy (Greek heterone = (an)other and trophe = nutrition) is the use by an organism of organic substrates to get its carbon for growth and development. A heterotroph is known as a consumer in the food chain. Contrast with autotrophs which use inorganic carbon dioxide or bicarbonate as sole carbon source. All animals are heterotrophic, as are fungi and many bacteria.
 * g. Ecological balance: An ecosystem is in ecological balance if all its biogeochemical cycles are able to complete their circuits.
 * h. Saprobe: A saprobe (or saprotroph) is an organism that obtains its nutrients from non-living organic matter, usually dead and decaying plant or animal matter, by absorbing soluble organic compounds. Since saprotrophs cannot make food for themselves, they are considered a type of heterotroph. They include many fungi (the rest being parasitic, commensal or mutualistic symbionts), bacteria, and protozoa. Animal scavengers, such as dung beetles, vultures, and a few unusual non-photosynthetic plants are also sometimes referred to as saprotrophs, but are more commonly called saprophages.
 * i. Decomposer: Decomposers and detritivores utilize energy from wastes or dead organisms, and so complete the cycle by returning nutrients to the soil or water, and carbon dioxide to the air and water.
 * j. Producer: Producers (autotrophs) utilize energy from the sun and nutrients from the abiotic environment (carbon dioxide from the air or water, other nutrients from the soil or water) to perform photosynthesis and grow. Producers are generally green plants (those with chlorophyll).
 * k. Consumer: Consumers (heterotrophs) are organisms that feed on other organisms.
 * l. Limited factor: In biology, agricultural science, physiology, and ecology, a limiting factor is one that controls a process, such as organism growth or species population size or distribution. The availability of food, predation pressure, or availability of shelter are examples of factors that could be limiting for a species population in a specific area.

11. Find a Spirit of Prophecy quotation and a Bible text pertinent to ecology and explain their relevance and application to our day.
==NOTE:These requirements may be expressed either verbally or in writing to a youth leader. An instructor is recommended but not required for this honor. Counsel with your youth leader or instructor before beginning requirements seven, eight and nine. ==


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User talk:Jacques Bergeron

Welcome to my talk page!

Leave a new message

Microsoft Certified Developer Books
I know these books are gigantic, and I also know that they contain a lot of content. What I do not know, is how "complete" they are. I assume you are pretty familiar with the subject material. What would you say is the status of:

 * Microsoft Certified Professional Developer
 * Microsoft Certified IT Professional
 * Microsoft Certified Technology Specialist
 * Microsoft Project Crash Course

It's okay if you don't know either. What I'm trying to figure out is if these books are "good" in the sense that they could be featured, or if we should try and recruit more people to work on them, or if we need to stage a cleanup effort, or whatever. Let me know what your best-guess opinion is on these books. I definitely appreciate it! --Whiteknight (Page) (Talk) 15:40, 26 November 2007 (UTC)

 * Also, as a side note, would you say that these books are well-organized, and easy to find? I do a lot of organization work, and can definitely help if it's a problem. --Whiteknight (Page) (Talk) 15:41, 26 November 2007 (UTC)

 * I assume that you have put a 'watch' on my talk page so I will answer here. First thanks for the interest and second please note that my english is really bad, so be patient :-). I'm better in french but I think it's more simple and efficient to share technology knowledge in a common language. I work in IT and I can be considered a specialist in Microsoft's development technologies. In my opinion, none of the book mentioned should be "featured". Having study guides for the most popular MS certification exams is a huge endeavor. What you have here are merely first level table of contents based on the list of objectives for each exam. Since those lists are public and available in HTML on MS sites (I don't think there is a copyright issue for the TOC) what was done so far is to take those HTML pages and transform them (maybe using XSLT) into master pages for wikibooks.

 * What I have done so far is to experiment a bit with the format of exam 70-536 after Mike's remarks to the fact that having pages with only external links is not a good idea. By the way I agree with him since a study guide guide would be better in a somewhat continuous format. I have decided to try to put the external links in the form of MSDN references along side the paragraph headers. I think it makes sence this way and would get rid of the rest of the "links only" pages. My next objective is to find your "standard" way of having "hidden" sections that could be expanded on demand. Those would serve for code samples or examples that could be inserted in the main text. If you would have a pointer for me that would save search time.

 * I arrived at wikibooks via a google link entering 70-536 as a search keyword. I assume that I am not the first, not the last, that will follow that link :-)

 * The reason I am working on this is that I have been searching for a way to structure the knowledge acquired from studying the exam for future reference. I did not know the wikibook concept but it is well suited for my problem. Instead of making notes for future reference, why not SHARE these notes with others! In that sence anybody's help would be more then welcome!

 * I think the first mid-term objective would be to stabilize a format for the guides and try to finish all the "MSDN" link for one exam (the first one is the 70-536 for developpers). Once all the links are complete you get a structured list of objectives with a pointer to the official documentation for each of them. This in itself would already be of significant value.

 * Sorry for beeing quite verbose and keep up the good work! --Jacques 22:06, 27 November 2007 (UTC)

Thanks for the reply. You can reply here or on my talk page in the future, different people do it different ways. I have a watch on your page, so I see it when you make a reply. I'm not very familiar with these guides myself, so I dont know if they are good or bad. Thank you for explaining to me a little bit about them. "Hidden Sections" can be done with. You can see an example of this at WB:FB, at the bottom. Clicking the down-arrow will expand the box to show the contents. Maybe what we should do is make a note at the top that says "these pages are being organized, and external links are being used for organization". That way, people won't worry about the links-only pages. I'll be in touch with you about this, let me know if you need anything. --Whiteknight (Page) (Talk) 22:32, 27 November 2007 (UTC)

 * Thanks for the tip regarding "Hidden sections". Tried it with Create Event Log and it does what I wanted. I will test that (along with external link on main page) on some sections in the next few days to have a more complete example of what the structure would look like. Don't hesitate if you have any feedback. --Jacques 00:01, 28 November 2007 (UTC)

I took some time to analyse in more details the 4 books that you mentioned.
 * Microsoft Project Crash Course is very partial and I am not sure that the author will continue work on this project.
 * Microsoft Certified IT Professional has only one exam started and only basic links in that exam.
 * Microsoft Certified Professional Developer and Microsoft Certified Technology Specialist should merged be in a kind of "Microsoft Certification Exams" subject or bookshelf (I'm not sure I get all the nuances yet). A "Guide to MS Certifications" book should lead that subject to track the ever changing structure of Microsoft certifications and there should be specific study guides for each of the exams where one or more contributors are interested in puttimg some time (not only links). The merged result could be featured based on the sum of work that has already been put in those modules (not worse then many other featured books). Regards --Jacques 05:13, 5 December 2007 (UTC)

 * Thanks for the heads-up. I never have enough time to do anything, but i still do my best to read messages that people write for me. Your assessment is basically what I assumed it would be. I thought that the books were incomplete, but I didn't know enough about the subject matter to know how much was missing, exactly.
 * Your point about combining Microsoft Certified Professional Developer and Microsoft Certified Technology Specialist is worth considering. There are two good options available: We could create a single book for both at Microsoft Certifications or something similar. Also, we could create a page at Subject:Microsoft Certifications that would be like a "bookshelf" for all similar books. The second solution would be easier, but I don't know if it would be as good. I could probably create a test page for you, as a demonstration. --Whiteknight (Page) (Talk) 01:55, 6 December 2007 (UTC)

 * Being admin on a project like this one is a major commitment and I fully respect and appreciate what you are doing. Your second option looks fine for me. Microsoft Certified Professional Developer could be a book on that subject (instead of Study Guides) as would be a renamed ".NET Application development foundation (70-536)" book for example. The idea is that the 70-536 exam should not be "under" the MCPD certification because it is part of more then one certification. A book on a single exam is a challenging project in itself (as you noted on the reading room page). Fine if you can create the subject page for me, if you dont have time I can have a look at it thow. Regards --Jacques 04:43, 6 December 2007 (UTC)

This discussion will continue at User talk:Whiteknight. Note that is is a non-urgent matter.

Deletions
Thanks for marking all these pages for deletion. Keep up the good work! – Mike.lifeguard  | talk 23:13, 30 November 2007 (UTC)

Microsoft Certified Technology Specialist/Exam 70-536/Value types
Where did the content from this page go? If I delete it outright, we lose the page history. Instead, I'm going to merge the history with wherever the content went to; this is done in accord with the GFDL. Once this is done, the page won't exist, but the page history will be located with the appropriate page. Thanks! – Mike.lifeguard  | talk 15:53, 10 December 2007 (UTC)
 * Content went there. I learn new things all the time. Did not know that the history could be moved. That's a great news because I was feeling bad about loosing the history while merging the pages. Thanks. -- Jacques (talk) (email) 16:09, 10 December 2007 (UTC)

RE: Microsoft Certifications talk
Bonjour! I have not had much time lately to think about contributing to Wikibooks. I have not taken the Application Development Microsoft Certification, but I am planning to prepare for it, and take it in the near future. That's where my interest in this Wikibook comes from. Once I start preparing for the exam, hopefully I'll find some time to contribute here and there. Hondomon
 * Hi, first thanks for correcting my spelling errors, I'm working on my english but still have a long way to go. I adjusted the paragraph names as you suggested. Just come and take a look once in a while, you may have other good ideas (or correct other spellin errors :-)) Regards -- Jacques (talk) (email) 05:19, 11 December 2007 (UTC)

Working Hard!
I've been watching your edits, and you are working really hard on your book! You're working so hard that you're making me tired! Keep up the good work, what you're doing is very impressive. --Whiteknight (Page) (Talk) 02:05, 12 December 2007 (UTC)
 * Well thanks for the encouragements, It's really appreciated. Two things kind of bother me though:
 * My written english still does not "flow" correctly. If you hear of someone that would have time to check the pages and point me my worst mistakes that would be good both for the book and for me.
 * Eventually the main page will need a little design and that's really not my thing. So once again if you hear of somebody...
 * Nothing urgent for sure since we are pretty far from a "featured" status here. Regards, -- Jacques (talk) (email) 03:20, 12 December 2007 (UTC)

Re:Short Questions
Hello Jacques, I hope I can answer your questions for you. Hope this helps! --Whiteknight (Page) (Talk) 23:31, 15 December 2007 (UTC)
 * 1) I have manually set the discussion not to auto-archive, because I dont want it to disappear. The conversation is on-going, so I don't want the bot to take it away!
 * 2) Adding the template at Wikipedia is a good thing, because it is good advertising. However, sometimes Wikipedians remove the templates.
 * 3) I looked at the feedback template, and it's good! There is no policy against feedback, and in fact we encourage it because it is a way for us to make our books better.
 * 4) The template doesnt work here because it isnt really needed. We can just use a regular link, and don't need a special template.

 * Thanks for the answers -- Jacques (talk) (email) 23:43, 15 December 2007 (UTC)

Thanks
for all the cleanup and organization you're doing! – Mike.lifeguard  | talk 21:13, 21 December 2007 (UTC)

 * Double-thanks! You're doing fantastic organizational work, and it's very appreciated! --Whiteknight (Page) (Talk) 21:37, 21 December 2007 (UTC)

 * Triple-thanks! For time put into the cleanup work... --Panic (talk) 23:25, 21 December 2007 (UTC)

Thanks all, it's very appreciated. You're taking so much time to show me how to use the thing that I though that some general clean-up work would be appropriate. I'll return to my .NET things for the next few days though. -- Jacques (talk) (email) 23:32, 21 December 2007 (UTC)

Re:Categorizing uncategorized pages
Categorizing pages is one of those jobs that is worth doing, but that few people are interested in. I say it is worthwhile if you want to do it. One person who did a lot of page categorizing was User:Jguk, who was able to categorize several thousand pages (i dont know if he used a bot). There are a number of automated scripts and "bots" available, if you want to make your work easier, you may be interested in looking up w:WP:AWB, which is a program for making automated edits. I know User:Mike.lifeguard uses AWB for making edits. I have my own bot that I wrote in Perl, but it requires a little bit of programming to make it work. I know that there is also a bot library written in Python, if you are interested in that.

For page categorization, I think AWB may be your best bet. Check it out, and let us know if you have any questions about it. --Whiteknight (Page) (Talk) 15:26, 22 December 2007 (UTC)

Exchange with Mike
Hi Mike, I asked WKnight if there are tools available that could help an eventual cleanup of the uncategorized pages (since I did the categories). In his answer he pointed me to AWB saying that you were a regular user of that tool. Before I take a detailed look at the tool I have a couple of questions for you if you have a minute:
 * Are you effectively using that tool?
 * Does it work?
 * Do we need special permission to use it at wikibooks (there is at wikipedia)?
 * Do you think it could help in the uncategorized pages cleanup?

Reagrds, -- Jacques (talk) (email) 14:07, 23 December 2007 (UTC)
 * I'm not sure how useful it would be for categorizing uncategorized pages - pywikipediabot would be more useful (I also have that). That process obviously can't be fully-auto, since the program can't decide how to categorize pages, but it is fairly straightforward. I'm fairly busy over the holidays, but come January, I can invest some time into categorization if you like. If you want to do it, go for it. No programming required, but it's bit more involved to get up and running. If you do it yourself, just remember that unless you have a bot account, you can't go full-speed (you're of course welcome to ask for a bot flag on a secondary account). – Mike.lifeguard  | talk 16:30, 23 December 2007 (UTC)
 * Thanks for the answers. The idea is to try to do it myself to save you time. Tool looks good from the documentation. I'll try to install it and start one page at a time. If it works I will come back for further advice (bot account, etc.). -- Jacques (talk) (email) 18:49, 23 December 2007 (UTC)

Your comment
What was the original comment anyway? I'll respond better with the comment, a linked source, and plenty of time to figure it through. Thanks, Laleena (talk) 23:48, 23 December 2007 (UTC)

.NET Development Foundation/Tnavbar-mini-nodiv
That should be in the template namespace. I tried to move it, but there is another template at, so I wasn't sure what else it could be named. – Mike.lifeguard  | talk 21:02, 24 December 2007 (UTC)
 * Please make sure that all templates you create are moved to (or created in) the Template: namespace. Thanks! – Mike.lifeguard  | talk 21:03, 24 December 2007 (UTC)
 * I'll move it, just give me a few minutes please. -- Jacques (talk) (email) 21:04, 24 December 2007 (UTC)
 * I have sent the page for speedy deletion, so no need to move it. -- Jacques (talk) (email) 22:27, 27 December 2007 (UTC)

Re:Happy New Year
Happy new year to you too! I'm glad that you are enjoying your time here, and I'm also glad that you are doing so much great work here. The .NET Development Foundation book is looking very good so far, you've been a very good influence on it. As always, if you need any help or if you have any questions, don't hesitate to ask. --Whiteknight (Page) (Talk) 19:45, 31 December 2007 (UTC)

TODO template
Hi Jacques, happy new year! I'd just like to mention that I think the Todo template looks good, I would recommend though two things:

 * 1) I'm not sure if you put the template into the main space as a test but for non-book-specific templates it's better to put them in the template: namespace (e.g. call it template:TODO rather than TODO)
 * 2) There already is a template called "TODO" so you may want to call it something else. The TODO template looks like this:

Naming it something else will help prevent the mess we created with "NOTE" vs. note:

note:

NOTE:

It also puts pages into a category, so you may want to have your template put pages into the same category as this one does. Regards, Mattb112885 (talk to me) 17:42, 1 January 2008 (UTC)

 * Thanks for the comment Matt, it is just experiments for now. I was trying to work with the wikipedia version of the todo template which does certain things that the wikibooks todo does not. I should delete those pages in a couple of days. BTW I am already using the wikibooks todo template extensively in .NET Development Foundation. Regards -- Jacques (talk) (email) 18:53, 1 January 2008 (UTC)

Rollbacker & Patroller
You've been nominated; please accept. – Mike.lifeguard  | talk 15:30, 23 January 2008 (UTC)

Your book
Sorry I did not get enuf time to review ur book but I did have a glance at those pages and found them to be quite good. However, having been a part of Wikibooks and other Wikiprojects for a considerable period of time, I feel that the general structure of the book could be changed. It requires around three or four clicks to actually reach the content pages. You could alter the hierarchy such that the content is easily accessible. Besides, the external links to MSDN forums could be provided in the References section. Te in-text citations should not actually contain external links. These links should form a part of the references section. Thank you! I'll give more suggestions after a detailed analysis. -Ravichandar84 (talk) 07:21, 25 January 2008 (UTC)

title: User talk:Jacques Bergeron


text:
User talk:Firecircle

Hi Firecircle. I noticed that you created a page in another user's userspace. Can I ask why it wasn't made in your own userspace? Here's some useful info:

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 04:13, 17 November 2007 (UTC)

I tried to answer your query on the talk page, but I can't even find it now, so I must have done it wrong. What I did was edit an article lifted from my wage page a number of years ago. It was so out of date that I brought it into conformity with its equivalent on my website Quest for Atlantis. Since I was the original author, I felt free to update it. Was this Ok? I will attempt an introduction on the NewUser page. Special:Contributions/Firecircle 06:05, 18 November 2007 (UTC)

Sorry, I can't find the new user page. I tried several combinations in the search window. When I click on the user page at the top, it gives me a blank page to start.Firecircle 06:17, 18 November 2007 (UTC)

title: User talk:Firecircle


text: Template:User brownie

title: Template:User brownie


text:
User:Antome/templates

 * anti drug
 * anti spam with extra
 * catholic
 * chocaholic
 * chocolate pudding
 * can write
 * end userbox
 * friends
 * hate singing
 * javascript
 * male
 * non noob
 * oanon
 * pc like
 * pc need
 * pi know
 * random userbox
 * start userbox
 * size
 * spam
 * userbox like
 * userbox overload
 * userbox crazy

title: User:Antome/templates


text: User:Antome/templates/start userbox

title: User:Antome/templates/start userbox


text: User:Antome/templates/end-userbox

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text: User:Antome/templates/non noob

title: User:Antome/templates/non noob


text: User:Antome/templates/male

title: User:Antome/templates/male


text: User:Antome/templates/catholic

title: User:Antome/templates/catholic


text: User talk:202.137.99.3

title: User talk:202.137.99.3


text: User:Antome/templates/friends

title: User:Antome/templates/friends


text: User:Antome/templates/random comment

title: User:Antome/templates/random comment


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title: User:Antome/templates/pc wuv


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title: User:Antome/templates/can write


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title: User:Antome/templates/pi know


text: User:Antome/templates/userbox fantic

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text: User:Antome/templates/userbox crazy

title: User:Antome/templates/userbox crazy


text: User:Antome/templates/userbox rediculous


text: User:Antome/templates/anti spam-extra

title: User:Antome/templates/anti spam-extra


text: User:Antome/templates/anti drug

title: User:Antome/templates/anti drug


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title: User:Antome/templates/hate song


text: Template:User bsod

title: Template:User bsod


text: User:Antome/templates/cheese lover

title: User:Antome/templates/cheese lover


text: User:Antome/templates/dark chocolate

title: User:Antome/templates/dark chocolate


text:
User:MrLopez2681~enwikibooks

Please see my page on wikipedia.

title: User:MrLopez2681~enwikibooks


text: User:Antome/templates/pie

title: User:Antome/templates/pie


text: User:Antome/templates/pc need

title: User:Antome/templates/pc need


text: User:Antome/templates/javascript

title: User:Antome/templates/javascript


text: User:Antome/templates/pacman

title: User:Antome/templates/pacman


text:
Haskell/Performance introduction

Introducing Lazy Evaluation
Programming is not only about writing programs that work but also about programs that require little memory and time to execute on a computer. While both time and memory use are relatively straightforward to predict in an imperative programming language or in strict functional languages like LISP or ML, things are different here. In Haskell, expressions are evaluated on demand. For instance, the expression

head (map (2 *) [1 .. 10])

will be evaluated as follows

⇒ head (map (2 *) (1 : [2 .. 10]))     ([1 .. 10])  ⇒ head (2 * 1 : map (2 *) [2 .. 10])    (map) ⇒ 2 * 1                                (head) ⇒ 2                                    (*)

The function  demands only the first element of the list and consequently, the remaining part   of the list is never evaluated. Since this strategy only performs as much evaluation as necessary, it's called lazy evaluation. The chapter ../Graph reduction/ will present it in detail.

While lazy evaluation is the commonly employed implementation technique for Haskell, the language standard only specifies that Haskell has non-strict denotational semantics without fixing a particular execution model. A function  with one argument is said to be strict if it doesn't terminate or yields an error whenever the evaluation of its argument will loop forever or is otherwise undefined. Writing ⊥ for the "result" of an infinite loop, the definition for strictness is

A function  is called strict if.

For example, trying to add  to a number that loops forever will still loop forever, so   and the addition function   is strict. The function  is also strict since the first element of a list won't be available if the whole list is undefined. But it may well be that the first element is well-defined while the remaining list is not. In this case, we have

head (x : ⊥) = x

This equation means that  does not evaluate the remaining list, otherwise it would loop as well. Thus, such purely algebraic strictness properties are a great help for reasoning about execution time and memory. In strict languages like LISP or ML, we would always have, whereas Haskell being "non-strict" means that we can write functions which are not strict, like the above property of   or the simplest example. With the help of the constant  from the, we can even explore strictness interactively

> head (1 : undefined) 1 > head undefined *** Exception: Prelude.undefined

Strictness and ⊥ will be used through these chapters. ../Graph reduction/ presents further introductory examples and the denotational point of view is elaborated in ../Denotational semantics/.

Example: fold
The best way to get a first feeling for lazy evaluation is to study an example. Therefore, we will consider some prototypical use case of   and its variants. The needed basics for studying the time and space complexity of programs are recapped in chapter ../Algorithm complexity/.

Time
Consider the following function  that examines whether a number is a prime number or not

isPrime n    = not $ any (`divides` n) [2..n-1] d `divides` n = n `mod` d == 0 any p        = or. map p or            = foldr (||) False

The helper function  from the Haskell  checks whether there is at least one element in the list that satisfies some property. For , the property is "being a divisor of  ".

The amount of time it takes to evaluate an expression is of course measured by the number of reduction steps. If  is a prime number, the above algorithm will examine the full list of numbers from 2 to   and thus has a worst-case running time of $$O(n)$$ reductions. However, if  is not a prime number, we do not need to loop through every one of these numbers, we can stop as soon as we found one divisor and report   as being composite. The joy of lazy evaluation is that this behavior is already built-in into the logical disjunction !

isPrime 42 ⇒ not $ any (`divides` 42) [2..41] ⇒ not ( or (map (`divides` 42) [2..41]                        ) ) ⇒ not ( or ((42 `mod` 2 == 0) :     map (`divides` 42) [3..41]) ) ⇒ not (    (42 `mod` 2 == 0) || or (map (`divides` 42) [3..41]) ) ⇒ not (                True  || or (map (`divides` 42) [3..41]) ) ⇒ not True ⇒ False

The function returns  after seeing that 42 is even,   does not look at its second argument when the first one determines the result to be. In other words, we have the following strictness property

True || ⊥ = True

Of course, the above algorithm can be implemented with a custom loop. But the crux of lazy evaluation is that we could formulate the algorithm in a transparent way by reusing the standard  and still get early bail-out. Put differently, lazy evaluation is about formulating fast algorithms in a modular way. An extreme example is to use infinite data structures to efficiently modularize generate & prune - algorithms. This and many other neat techniques with lazy evaluation will be detailed in the chapter ../Laziness/.

It's neither feasible nor necessary to perform a detailed graph reduction to analyze execution time. Shortcuts are available, like non-strictness or the fact that lazy evaluation will always take fewer reduction steps than eager evaluation. They will be presented in ../Graph reduction/.

Space
While execution time is modeled by the number of reduction steps, memory usage is modeled by the size of an expression during evaluation. Unfortunately, it's harder to predict and deviating from the normal course lazy evaluation by more strictness can ameliorate it. More details in ../Graph reduction/. Here, we will present the prototypical example for unexpected space behavior.

Naively summing a huge number of integers > foldr (+) 0 [1..1000000] *** Exception: stack overflow

produces a stack overflow. What happens? The evaluation proceeds as follows

foldr (+) 0 [1..1000000] ⇒ 1+(foldr (+) 0 [2..1000000]) ⇒ 1+(2+(foldr (+) 0 [3..1000000])) ⇒ 1+(2+(3+(foldr (+) 0 [4..1000000]))

and so on. We see that the expression grows larger and larger, needing more and more memory. In this case, the memory is allocated on the stack for performing the pending additions after the recursive calls to  return. At some point, the memory needed exceeds the maximum possible stack size raising the "stack overflow" error. Don't worry whether it's stack or heap, the thing to keep in mind is that the size of the expression corresponds to the memory used and we see that in general, evaluating  needs $$O(n)$$ memory.

But it should be possible to do it in $$O(1)$$ space by keeping an accumulated sum of numbers seen so far, exploiting that  is associative. (Some readers may notice that this means to make the function tail recursive.) This is what foldl does:

foldl (+) 0 [1..n] ⇒ foldl (+) (0+1) [2..n]  ⇒ foldl (+) ((0+1)+2) [3..n]  ⇒ foldl (+) (((0+1)+2)+3) [4..n]

But much to our horror, the accumulated sum will not be reduced any further! It will grow on the heap until the end of the list is reached

⇒ ... ⇒ foldl (+) ((((0+1)+2)+3)+...) [] ⇒ ((((0+1)+2)+3)+...)

and subsequent reduction of this huge unevaluated sum will fail with a stack overflow, too. (So, just introducing an accumulating parameter doesn't make it tail recursive.)

The problem is that the unevaluated sum is an overly large representation for a single integer and it's cheaper to evaluate it eagerly. This is what  does:

foldl' f z []    = z foldl' f z (x:xs) = z `seq` foldl' f (f z x) xs

Here, evaluating  will reduce   to weak head normal form before proceeding with the reduction of. With this, the sum proceeds as

foldl' (+) 0 [1..n] ⇒ foldl' (+) (0+1) [2..n]  ⇒ foldl' (+) (1+2) [3..n]  ⇒ foldl' (+) (3+3) [4..n]  ⇒ foldl' (+) (6+4) [5..n]  ⇒ ...

in constant space.

For more details and examples, read the chapter ../Graph reduction/.

Low-level Overhead
Compared to eager evaluation, lazy evaluation adds a considerable overhead, even integers or characters have to be stored as pointers since they might be ⊥. An array of 1-byte characters is several times more compact than a  of similar length. With strictness annotations, unboxed types and automatic strictness analysis, the overhead can be reduced. The Haskell wiki is a good resource concerning these low-level details, the wikibook currently doesn't cover them.

Algorithms
While this wikibook is not a general book on algorithms, there are many techniques of writing efficient programs unique to functional programming. The chapter ../Algorithm complexity/ recaps the big-O notation and presents a few examples from practice.

In ../Laziness/, the focus is on exploiting lazy evaluation to write efficient algorithms in a modular way.

A common theme of ../Program derivation/ and ../Equational reasoning/ is to derive an efficient program from a specification by applying and proving equations like

map f. reverse = reverse. map f filter p. map f = map f. filter (p . f)

This quest has given rise to a gemstone, namely a purely algebraic approach to dynamic programming which will be introduced in some chapter with a good name.

Another equational technique known as fusion or deforestation aims to remove intermediate data structures in function compositions. For instance, the composition on the left hand side of

map f. map g = map (f . g)

constructs and deconstructs an intermediate list whereas the right hand side is a single pass over the list. The general theme here is to fuse constructor-deconstructor pairs like

case (Just y) of { Just x -> f x; Nothing -> ...; } = f y

This will be detailed in some chapter with a good name.

Data structures
Choosing the right data structure is key to success. While lists are common and can lead surprisingly far, they are more a kind of materialized loops than a classical data structure with fast access and updates. Many languages have special support for particular data structures of that kind like arrays in C, hash tables in Perl or lists in LISP. Natively, Haskell favors any kind of tree. But thanks to parametric polymorphism and type classes, any abstract type like balanced binary trees is easy to use and reuse! The chapter ../Data structures/ details the natural choices of data structures for common problems.

Because Haskell is purely functional, data structures share the common trait of being persistent. This means that older version of a data structure are still available like in

foo set = (newset, set) where newset = insert "bar" set

Compared to that, the default in imperative languages is ephemeral, i.e. data is updated in place and old versions are overridden. For example, arrays are ephemeral. That's why they are either immutable or require monads to use in Haskell. Fortunately, many ephemeral structures like queues or heaps have persistent counterparts and the chapter ../Data structures/ will also gently introduce some design principles in that direction, for instance concerning amortization.

Parallelism
The goal of parallelism is to run an algorithm on multiple cores / computers in parallel for faster results. Because Haskell doesn't impose an execution order thanks to its purity, it is well-suited for formulating parallel algorithms.

Currently, parallelism in Haskell is still a research topic and subject to experimentation. There are combinators for controlling the execution order, but they are rather fine-grained. Research on a less ambitious but more practical alternative Data Parallel Haskell is ongoing.

The chapter ../Parallelism/ is not yet written but is intended to be a gentle introduction to parallel algorithms and current possibilities in Haskell.

title: Haskell/Performance introduction


text:
More C++ Idioms/Erase-Remove

= Erase-Remove =

Intent
To eliminate elements from a STL container to reduce the size of it.

Also Known As
Remove-Erase (based on the order of execution, rather than the typed order on the source code line)

Motivation
The std::remove algorithm does not eliminate elements from a container; it simply moves the elements not being removed to the front of the container, leaving the contents at the end of the container undefined. This is because std::remove works only using a pair of forward iterators (Iterator Pair idiom), and the generic concept of forward iterators does not know how to eliminate data elements from an arbitrary data structure. Only container member functions can eliminate container elements, as only members know the details of the internal data structure. The Erase-Remove idiom is used to remove and eliminate data elements from a container.

Solution and Sample Code
The std::remove algorithm returns an iterator to the beginning of the range of "unused" elements. It does not change the end iterator of the container, nor does it change the container's size. The erase member function can be used to really eliminate the members from the container in the following idiomatic way.

The order of evaluation of v.end and invocation of std::remove is unimportant here because std::remove algorithm does not change end iterator in any way.

Known Uses
http://www.boost.org/doc/libs/1_43_0/libs/range/doc/html/range/reference/algorithms/new/remove_erase.html

title: More C++ Idioms/Erase-Remove


text: User:Jacques Bergeron

title: User:Jacques Bergeron


text:
User:Johannes~enwikibooks

I received my BA from Columnbia University in New York and I'm currently working for the Federal Reserve Bank in Boston as a Research assistant in Economics. I am also enrolled as a special student at Harvard's Graduate School of Arts and Science.

title: User:Johannes~enwikibooks


text:
User:HerbEppel

http://www.HETranslation.co.uk/

title: User:HerbEppel


text:
User talk:Hondomon

HI, my name is Jacques I will do some work with the 70-536 exam textbook in the following weeks. Did you pass your exam (last note on 21 september 2007)? Are you still available for some work on this textbook, we could coordinate. Regards --Jacques 17:44, 17 November 2007 (UTC)

title: User talk:Hondomon


text:
User talk:IdaKnow

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 18:12, 17 November 2007 (UTC)

title: User talk:IdaKnow


text:
User:Mrand

Not really active here. Contact me on Wikipedia.

title: User:Mrand


text:
User talk:Mrand

Not really active here. Contact me on Wikipedia.

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 18:17, 17 November 2007 (UTC)

title: User talk:Mrand


text:
Wikijunior:Bugs/Arachnids Intro

Introduction
Arachnids are a group of creatures related to insects and centipedes – all three are in one large grouping called the arthropods. Arachnids are best known as spiders, but there also arachnids that aren't spiders – like this vinegaroon (see right). Scorpions are also arachnids, and so are mites and ticks, which look like little spiders. There are 57,000 named Arachnid species. The best known arachnids are spiders, ticks, mites, scorpions and harvestmen. They owe their name to Arachne, a mythological Greek maiden who rashly challenged the goddess Athena to a weaving contest. Athena, jealous of the maiden’s ability, turned her into a spider. Arachne was condemned to spin and weave forever.

What do they look like?
Arachnids, unlike insects, have no wings and four pairs of legs, instead of three. They have no feelers, or antennae. Arachnid bodies are divided into two main parts, the abdomen and what is called the cephalothorax (a head and thorax joined together). Insects, however, have three main body parts: the abdomen and separate heads and thoraxes.

Leggy insects like water striders might resemble spiders, and some bugs and beetles resemble ticks. But adult insects that have legs always have three—and only three—pairs of legs. All arachnids have four pairs of walking legs and several have two claw-like body parts called palps, that look like a fifth pair. Arachnids have a pair of jaws, which are called chelicerae, in front. Each of these has a movable fang often connected to a sac of poison. The next pair of appendages, pedipalps, may resemble legs but have one less segment. They are rarely used for walking. In scorpions, enlarged pedipalps form finger-and-thumb claws. The tiny pseudoscorpions (false scorpions) lack the scorpion’s tail and have miniature fangs on their claws.

Harvestmen might appear to not have separate cephalothoraxes and abdomens, but they actually do. The connection between them is just wide and hard to see, so it looks like their bodies are one big piece. Many harvestmen have extremely long, slender legs. They are often called “daddy longlegs”, but so are a type of spider, and also a type of fly.

Arachnids have between one and six pairs of simple eyes. Unlike most insects, they have no compound eyes – the big, multi-part eyes that flies have. Some breathe like insects by means of air tubes. Others have special breathing organs called book lungs. These are small bags in the abdomen, connected with the outside air by small openings. Each sac contains many layers of tissue, like the pages of a book. The air enters the sac and flows through the “pages”, sending oxygen to the blood.

Where do they live?
Arachnids are found throughout the world in nearly every habitat. They reach their greatest size and are most diverse in warm dry areas and tropical regions.

What stages of metamorphosis do they go through?
Arachnids usually lay eggs which hatch into immatures that resemble adults. Scorpions bear live young. Many arachnids show parental care by guarding their eggs from predators. Some carry their young around on their backs after they emerge from the egg sac.

How do they affect people?
Some arachnids cause harm to people, by inflicting poisonous bites or stings. Others suck blood of humans and animals. The sting at the end of a scorpion’s tail can be dangerous to human life. Several mite species are parasites, and some carry disease. But many arachnids, especially spiders and daddy longlegs, are helpful because they eat harmful insects.

title: Wikijunior:Bugs/Arachnids Intro


text:
Cookbook:Spicy Hot Salsa

| American cuisine | Mexican cuisine | Vegetarian cuisine

Ingredients

 * Habaneros
 * Jalapeños
 * Onions
 * Green and red bell peppers
 * Tomatoes
 * Onion salt or onion powder

Procedure

 * 1) Open and seed habaneros, jalapeños, bell peppers, and tomatoes.
 * 2) Chop all of them along with the onions.
 * 3) If using a blender, blend slowly and do not blend completely.
 * 4) Season with onion salt or powder to taste.
 * 5) Toss well before dipping.
 * 6) Save any left over in tightly sealed container in refrigerator.

Notes, tips, and variations

 * All quantities are to taste.
 * Use as a dip for tostados or chips, or as a garnish for main or side dishes.

Warnings

 * Do not touch eyes or face after handling habanero or jalapeño.

title: Cookbook:Spicy Hot Salsa


text: User talk:24.214.120.212

title: User talk:24.214.120.212


text:
User talk:Johannes~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 19:37, 17 November 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 Johannes. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Johannes~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Johannes~enwikibooks


text: User talk:131.123.177.127

title: User talk:131.123.177.127


text: User:Antome/templates/width

title: User:Antome/templates/width


text:
Wikijunior:Big Book of Fun Science Experiments/Make a colorful flower

This is an experiment that allows you to see how plants use water. You will turn a white flower into a colourful one! You can use one flower, or you can do this with more flowers and make each a different colour.

Safety
As with all experiments, ask an adult before you begin. The food colouring used in this experiment can stain clothes, counters and skin so you should wear an apron and be very careful with it.

What You'll Need

 * 1 white carnation flower with a long stem.
 * 1 vase or tall glass or cup.
 * food dye: red, green or blue work best.
 * water

How to Do It

 * 1) Fill the vase or cup about half way up with water.
 * 2) Put 3-4 drops of food dye into the water so it is quite colourful. Careful! Food colouring stains clothes, counters and skin.
 * 3) Put the white carnation stem down in the water.
 * 4) Come back in two to four hours. What do you observe has changed?
 * 5) Come back in a day (24 hours). Now what has happened?

Why Does This Happen?
All plants draw water up from the soil through their stems. Your carnation, even though it has been picked, is still doing this to keep its petals fresh. As it draws up coloured water, the coloured water is being used in the white petals and the colour in the water can been seen.

Activities

 * Draw pictures of the observations you made at 2 hours and a day later. Label the stem and the petals in your drawing.


text: User:Antome/templates/size

title: User:Antome/templates/size


text: User:Antome/templates/chocolate pudding

title: User:Antome/templates/chocolate pudding


text: User:Antome/templates/chocaholic

title: User:Antome/templates/chocaholic


text:
User talk:76.246.194.150

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. -- Urbane   (Talk)   (Contributions)  22:15, 17 November 2007 (UTC)

title: User talk:76.246.194.150


text: User:Antome/templates/spam

title: User:Antome/templates/spam


text:
Cookbook:Mushroom Caps Stuffed with Bacon and Cheese

| American cuisine | Southern cuisine | Holiday Recipes

Ingredients

 * 3 oz (⅓ cup/85 g) cream cheese
 * ¼ teaspoon Worcestershire Sauce
 * ¼ teaspoon salt
 * ¼ teaspoon pepper
 * ¼ cup (25 g) diced green onions
 * 2 tablespoons diced green peppers
 * Chopped mushroom stems
 * 2 slices cooked bacon, chopped
 * ½ cup (40 g) bread crumbs
 * 1 tablespoon butter
 * 2 dozen mushrooms

Procedure

 * 1) Preheat oven to 325°F (about 160–165°C).
 * 2) Soften cream cheese and put in food processor. Add Worcestershire sauce, salt, and pepper; pulse until mixed.
 * 3) Fold in chopped bacon, chopped mushroom stems, diced green onions, and green peppers.
 * 4) Set stuffing aside.
 * 5) Mix bread crumbs with just enough butter to hold together.
 * 6) Stuff mushroom caps with stuffing.
 * 7) Top with bread crumbs.
 * 8) Bake for 5 minutes.


text:
User:Joaospam

User Joaospam reachable via joaospam at yahoo.com

title: User:Joaospam


text:
Cookbook:Apple Cake

Ingredients

 * ½ cup (118 ml / 108 g) butter
 * 1 cup (237 ml / 225 g) white granulated sugar
 * 2 eggs
 * 1 cup (110 g) white all-purpose flour
 * 1 teaspoon baking soda
 * 1 teaspoon ground cinnamon
 * ½ teaspoon ground nutmeg
 * Add 2 cups (½ lb / 227 g) chopped apples
 * Whipped cream

Procedure

 * 1) Cream together butter and sugar until fluffy.
 * 2) Beat in the eggs.
 * 3) Sift together the flour, baking soda, cinnamon, nutmeg. Mix into the batter until just incorporated
 * 4) Fold in the apples.
 * 5) Transfer the batter to a greased and lined cake pan.
 * 6) Bake at 350 °F (177 °C, gas mark 4) for 45 minutes.
 * 7) Serve warm with whipped cream.

title: Cookbook:Apple Cake


text:
Cookbook talk:Apple Cake

This is an entry from my mother's recipe card file, which I scanned last time I was visiting them in California. It's labeled as being from Daisy Tanner Nelson, my mother's mother's mother, who was a practicing Mormon from Provo, Utah.

Units are given as they appear in the original recipe, with conversion to metric units following in brackets. --Stlemur 02:24, 18 November 2007 (UTC)

title: Cookbook talk:Apple Cake