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User:Monobi/l

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title: User:Monobi/l


text: User talk:68.75.173.233

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

title: User talk:68.75.173.233


text:
User:Penubag/sig

--penubag ''' (talk; w)

title: User:Penubag/sig


text:
User:Felipe Aira/Bottest

Thiss is a page for teseting Felipe Aira'ss bot for th Tagalog Wikipedia. Ite hase nothiing to do watsoever to this wikki. Thanke you.

title: User:Felipe Aira/Bottest


text: User:MonoBot/deletion script

title: User:MonoBot/deletion script


text: User talk:24.8.33.117

title: User talk:24.8.33.117


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User talk:A1chemist

Thanks, A1! Ewen (talk) 15:12, 16 March 2008 (UTC)

title: User talk:A1chemist


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Cookbook talk:Beans and Rice

A whole bulb of garlic? Should that be "clove" instead?

title: Cookbook talk:Beans and Rice


text:
How To Repair Dishwashers

You cannot fix it if you cannot take it apart, so this "book" concentrates on how to disassemble dishwashers. Some manufacturers make assembly drawings available on the web, but more frequently you have to buy manuals that will be used only once. Some of the replacement part suppliers have instructions, but this information is somewhat scattered. So please contribute your experience on how you fixed your dishwasher.

Contents

 * 1)  /KitchenAid Repair/Chopper Replacement/
 * 2)  /Diagnosing a Dishwasher that won't start/

title: How To Repair Dishwashers


text:
User:DrKevinC

Emergency physician and medical informaticist

title: User:DrKevinC


text:
User talk:DrKevinC

Welcome

title: User talk:DrKevinC


text:
How To Repair Dishwashers/KitchenAid Repair/Chopper Replacement

Disassembly guide to access the chopper assembly in: KitchenAid K series dishwasher (similar to Whirlpool and Kenmore models) Model: KUDK03CTWH Also works for model: Kenmore 655.15959000 Also works for models: KUDS03CTSS and KUDS301VBS3 Also works for model: KIDI02FR Also works for model: KUDP01DLWH3 Also works for model: KUDL03IVWH3 The main differences were:  Four instead of three torx screws to remove the filter unit A simpler chopper cover with one instead of two screws, and no 'hinged' flap The chopper has four blades instead of two. These models have the 'ProScrub' option, which means you have to pop the blue plastic ProScrub unit from the lower vertical section of the water conduit before trying to rotate the conduit 30 degrees clockwise.

Safety: This disassembly exposes you to the chopper blades in this dishwasher. If the door safety interlock fails, the dishwasher could return to an active mode where these blades spin and would injure you. To be safe, remove power from the dishwasher before beginning this repair.

Goals: Clean and/or replace the chopper unit. If the chopper does not function, the adjacent mesh filter will clog, there will be poor water flow through the dishwasher, and the items on the top shelf will not be washed. You can put a glass right-side-up in the top shelf to see if there is water being supplied to the top washer/spinner. If hard items such as toothpicks or pistachio shells find their way into the chopper compartment, the dishwasher will make a loud grinding sound whenever the pump is running. Cleaning such debris from the chopper compartment will eliminate the noise. The chopper unit is easily destroyed by ingesting parts of a broken glass. This will shear off the stem of the shaft that drives the chopper blades. As noted below, the chopper can sometimes be repaired by melting the end of the plastic shaft and pressing with a flat piece of metal to expand the end sufficiently to keep the blade and other chopper parts locked to the shaft.

Tools Required: Torqx screwdriver with T-15 and T-20 bits Slip-lock or vice-grip pliers Flat-head screwdriver

A video with slightly different instructions is available at http://www.youtube.com/watch?feature=player_embedded&v=lRDbTgBOtIE

Part to be replaced: "chopper assembly" Part Number: AP3039186 made by WHIRLPOOL see for instance http://fixitnow.com/, http://www.appliancepartspros.com/

1) At the start:

2) Remove clips in each of the top slider rails to allow removing the top basket. This is needed to make room to work and to remove the upper water conduit.  There does not seem to be an easy way to remove the door, which would make this job easier.  On some KitchenAid models it is difficult to remove/replace the slider rail clips as they do not have push-button release mechanisms.  In this case you can leave the top rack in place and carefully work around it to remove the upper spray arm water conduit.  On the KUDP01, the rail clips can be removed by depressing the locking tab on the top of the clip with a small screwdriver, and rotating the clip inward until it pops out of the rail.

3) Everything is cleared out of the way, ready to remove the lower spray arm.

4) Remove the lower spray arm by un-screwing the center cap clockwise (yes this is the opposite of normal threading direction, the plug will go down and out the back of the spinner).

5) Both the fine filter (round 8") and the water conduit leading back and up to the top will need to be removed.

6) The water conduit has to be removed. It might be possible to take it apart, but the more direct approach is to release the back (here) clip, and the top clip. Take care when "removing" these clips as they bend easily and will need to be re-bent to properly clip back onto the water channel if damaged.

7) A similar clip must be released at the top:

8) With the water conduit released from the clips, the whole assembly must be rotated thirty degrees clockwise about the central pump outlet. This will release this plastic item from its bayonet mount there so it can be removed.

9) Remove this thing. There's a flat nylon washer on the bottom.  Don't lose it.

10) Remove first of three T-20 torqx screws to release the filter. The screws are at ten o'clock, eight o'clock and 4'clock.  Some units have a fourth screw, also at ten o-'clock. The eight o'clock screw is being removed in the photograph.

11) Remove the second of three torqx screws to release the filter. This is the ten o'clock screw.

12) Remove the third of three torqx screws to release the filter. This is the four o'clock screw.

13) If present, remove the fourth screw. Remove the filter and base. The fine filter (circular plastic assembly) snaps on to the larger base unit. As long as you have it out, you might as well clean the inside of any accumulated guck. Using a flat screwdriver, carefully pry the circular plastic rim up from the base. The fine filter pops off. Clean out any debris, then snap the fine filter back on to the base unit. Be careful not to damage the filter mesh. If you're wondering about the white doohickie sticking up at the right side (3 o'clock position), that's a thermistor. It measures the temperature of the wash water. The control unit will activate the heating element if your HW supply is not sufficiently hot.

14) Top view of the exposed sump and chopper assembly (under the cover on the bottom left). Finely filtered water is drawn into the pump through the small inlet pipe at 5 o'clock.  The pump output is in the center.  There is a coarse filter formed by the slotted cover at 7 o'clock (and below) that passes water to the chopper unit.  The details of the water flow are unclear to me, but apparently a large fraction of the water flows through the chopper; because blocking this severely reduces the water flow out through the pump.

15) Remove the first of two T-15 torqx screws in the top chopper cover. There is a second screw to the right side (at 6 o'clock in this photo). If you are clever, if you leave the screws in the top chopper cover, then it is easy to track which screw goes where.

16) Lift off the top cover. At this point the hemi-cylindrical inner cover should lift off, but I found it to be tightly wedged into its mounting flanges, and it would not move.  The cover is "hinged" by a clip on the right-hand side and should pivot from the left edge up and over toward the check valve cover on the right.  There is a tight friction fit of this cover with the sump.  Perhaps by grasping under the bottom edge of the cover and right-hand-side tabs it can be dislodged.  I used 8 inch slip lock pliers to grasp the small tab on the top of the cover and wiggle it free. You can see the tab you are trying to get around in the second photo below, highlighted by the red arrow. COMMENT:  I tried that but the tab started to disintegrate.  A better alternative; slide the edge of a paint can opener with the handle leaning to the right under the left edge of the cover, move the handle to the left until it is vertical, and then use it to lift the left edge of the cover up. NOTE: There is a small recess on the screw side that is made to fit a screwdriver blade in to rotate the cover up. It's vertical, on the rounded part of the cover. Needlenose pliers can also be used to gently grasp the screw hole on the left side of the cover and then you can lift the cover out. This might be the only way to free a stuck cover if the tab is broken or too worn to be grasped with pliers.

17)The old chopper. If it is not broken, just clogged, clean the screen and reassemble.  A clean chopper screen will make a surprisingly large difference in the water flow through the rotating arms. If there is any debris in the chopper compartment (immediately in front of the chopper screen), remove it. Any hard ungrindable items will spin round and round and make a horrible clatter.

18)The old chopper removed.To remove the old chopper, pull the blade towards the front of the machine so that the white nylon drive pawl disengages from the impeller. While holding the blade forward, lift the screen straight up. If you are lucky and the shaft is not badly damaged, just the end cap is no longer holding, the chopper can be repaired by putting the components in place on the shaft and melting the end of the plastic shaft with a flame and then quickly pressing flat with a knife blade to expand the end and lock on the blade and washer etc.  This is likely not a permanent fix so a new chopper should be ordered.  It will get you back up and running in the short term.

19)The new chopper.

20)The new chopper installed. Note that it fits into the outer, narrower slot.  To easily install the new chopper, grasp the screen and pull the blade away from it.  This compresses the spring and prevents binding of the shaft when lowering the screen into place.  Then insert a spacer (crescent wrench works well) between the blade and the screen.  This keeps the shaft out of the way so you can lower the screen into its slot.  Note the notches in the screen, the narrow side goes down.  Also, sometimes, installing the chopper at an angle allows the shaft to more easily slide over the main shaft. Once in place, remove the spacer and the shaft will snap back into position.  You may have to rotate the blade back and forth a bit to get the nylon drive pawl to fully engage with the impeller.  Note: It's important to press the chopper cover right up against the plastic wall when you install it back in so that the screen properly engages with the groove in the cover. If the screen doesn't engage correctly, your dishwasher will make a horrible racket, and possibly damage the cover!

21)Putting it back together. The "Thing" (above) goes in before the water conduit and should sit loosely.  Do not press it down.

Screw the lower spray arms (cross shaped) onto the Thing.

If it turns freely without screwing in, you need to pull up on the center cap while turning spray arms clockwise.

22)There is the correct water level.

Done.


text:
Cookbook:Fines Herbes

| Spices and Herbs

Fines herbes is a mixture of herbs used in French cuisine. It normally contains parsley, chives, tarragon and chervil.

Ingredients

 * 1 tablespoon chopped tarragon
 * 1 tablespoon chopped chervil
 * 1 tablespoon chopped chives
 * 1 tablespoon chopped parsley

Procedure

 * 1) Combine all ingredients together.
 * 2) Use as directed in your recipe.

title: Cookbook:Fines Herbes


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User:Rick Norwood

I've been active on Wikipedia for several years now, and am very interested in Wikibooks and Wikiversity, but only if there is some hope for them to catch on the way Wikipedia has. I have a Ph.D. in mathematics, read a lot of history and philosophy, not to mention science fiction, comic books, and comic strips. I am the media reviewer for www.sfsite.com, have written science fiction (story coming up in Analog soon), have written both expository and research articles in mathematics and philosophy, and publish a monthly magazine, Comics Revue, which reprints classic comic strips.

title: User:Rick Norwood


text:
Adventist Youth Honors Answer Book/Recreation/Basketball

1. Know the basic rules of basketball.
When James Naismith invented basketball, he devised thirteen rules:

The object of the game is to put the ball into your opponent's goal. This may be done by throwing the ball from any part of the grounds, with one or two hands, under the following conditions and rules.
 * 1) The ball may be thrown in any direction with one or both hands.
 * 2) The ball may be batted in any direction with one or both hands.
 * 3) A player cannot run with the ball. The player must throw it from the spot on which he catches it, or dribble the ball with one hand whilst running, allowances to be made for a man who catches the ball when running if he tries to stop.
 * 4) The ball must be held by the hands. The arms or body must not be used for holding it.
 * 5) No shouldering, holding, pushing, tripping or striking in any way the person of an opponent shall be allowed; the first infringement of this rule by any player shall come as a foul, the second shall disqualify him until the next goal is made, or, if there was evident intent to injure the person, for the whole of the game, no substitute allowed.
 * 6) A foul is striking the ball with the fist, violation of Rules 3, 4, and such as described in Rule 5.
 * 7) If either side makes three consecutive fouls it shall count as a goal for the opponents (consecutive means without the opponents in the meantime making a foul).
 * 8) A goal shall be made when the ball is thrown or batted from the grounds into the basket and stays there, providing those defending the goal do not touch or disturb the goal. If the ball rests on the edges, and the opponent moves the basket, it shall count as a goal. If the ball goes over the backboard, hits the side or the top of the backboard, then the ball is officially out of play.
 * 9) When the ball goes out of bounds, it shall be thrown into the field of play by the person touching it. He has a right to hold it unmolested for five seconds. In case of a dispute the umpire shall throw it straight into the field. The thrower-in is allowed five seconds; if he holds it longer it shall go to the opponent. If any side persists in delaying the game the umpire shall call a foul on that side.
 * 10) The umpire shall be the judge of the men and shall note the fouls and notify the referee when three consecutive fouls have been made. He shall have power to disqualify men according to Rule 5.
 * 11) The referee shall be judge of the ball and shall decide when the ball is in play, in bounds, to which side it belongs, and shall keep the time. He shall decide when a goal has been made and keep account of the goals, with any other duties that are usually performed by a referee.
 * 12) The time shall be two, fifteen minute halfs with a five minute break in between.
 * 13) The side making the most goals in that time shall be declared the winner. In the case of a draw the game may, by agreement of the captains, be continued for five minutes after another jump ball.

Feel free to research more, like here, here, NBA Rules, and FIBA Rules.

2. What is the meaning of “Good Sportsmanship?”
Good conduct and attitude by sports participants, especially fair play, courtesy, striving spirit, and grace in losing.

3. Define the following terms

 * a. Air ball: is any shot that misses the basket completely and does not hit either the net, rim, or backboard.
 * b. Backboard: That's the board that is connected behind the hoop/basket.
 * c. Back court: the area from the midcourt line to the end line for the team defending the basket.
 * d. Front court: the area from the midcourt line to the end line for the team that is trying to score the basket.
 * e. Baseline: The end line on a basketball court.
 * f. Block: to hinder (or obstruct) an opponent's action(s).
 * g. Bounce pass: The bounce pass is a fundamental passing technique. The player passes the ball to a teammate by bouncing the ball off the floor. A successful bounce pass can easily result in an assist because a bounce pass is harder for defenders to intercept.
 * h. Double dribble: a double dribble is a violation in which a player dribbles (bounces) the ball, clearly holds it with a combination of either one or two hands (while either moving or stationary), and then proceeds to dribble again without first either attempting a field goal or passing off to a teammate.
 * i. Dribbling: dribbling is the legal method of advancing the ball by oneself, as opposed to passing it to another player or shooting for the basket. It consists of bouncing the ball on the floor continuously while walking or running down the court.
 * j. Fake: to trick or deceive (an opponent).
 * k. Fast break: In a fast break, a team attempts to move the ball up court and into scoring position as quickly as possible, so that the defense is outnumbered and does not have time to set up.
 * l. Field Goal: field goal is the term for any basket not made while attempting free throws
 * m. Fouled out: If a player commits five personal fouls over the course of a game, they foul out and thus disqualified from participation for the remainder of the game. A player within one or two fouls of fouling out is often said to be in "foul trouble." Players who foul out are not ejected and may remain in the bench area for the remainder of the game. Fouling out of a game is not considered to be grounds for further disciplinary action.
 * n. Give and go: a basic play in basketball which comes from the action - one player gives (passes) the ball to a teammate and then goes to the basket and anticipating a return pass for a layup.
 * o. Inbound: the area of the court that is inside the end lines and the sidelines, or, the act of bringing (throwing) the ball into this area.
 * p. Intentional Foul: a personal foul which is judged to be premeditated.
 * q. Jump ball: A jump ball is a method used to begin or resume play in basketball. It is similar to a faceoff in ice hockey. Two opposing players attempt to gain control of the ball after it is tossed up into the air in between them by an official.
 * r. The Key: the free-throw lane, the lane, or, the paint. This is the area that starts at the free throw line and extends to the end line under the backboard/basket.
 * s. Loose ball foul: a foul that takes place when neither team has possession of the basketball.
 * t. Man to man: Man to man defense is a type of defensive tactic in which each player is assigned to defend and follow the movements of a single player on offense. Often, a player guards his counterpart (e.g. center guarding center), but a player may be assigned to guard a different position.
 * u. One and one: A type of free throw. A bonus free-throw situation for non-shooting fouls. The person fouled shoots one free throw, and if successful, takes another free throw.
 * v. Perimeter: the area outside the foul circle around the basket where players make long range shots.
 * w. Pick: A screen is a blocking move by an offensive player, by standing beside or behind a defender, to free a teammate to shoot, receive a pass, or drive in to score. In basketball, it is also known as a pick. Screens can be on-ball (when set for the ball-handler), or off-ball (when set for a teammate moving without the ball to get open for a pass). The two offensive players involved in setting the screen are known as the screener (who blocks the defender) and the cutter (who gets free from the defender).
 * x. Press: a defense that tries to force the opponent to make errors by guarding them closely.
 * y. Rebound: is the act of successfully gaining possession of the basketball after a missed field goal or free throw. Rebounds in basketball are a major part in the game, as most possessions end after a missed shot. Rebounds are divided into two main categories: offensive rebounds, in which the ball is recovered by the offensive side and does not change possession, and defensive rebounds, in which the defending team gains possession of the loose ball.
 * z. Shot Clock : the shot clock is a timer designed to increase the pace (and subsequently, the score) in games. The offensive team must attempt a field goal before the shot clock expires, and the ball must then either touch the rim or enter the basket, or the offensive team will be assessed a violation resulting in loss of possession.
 * aa. Steal : a steal occurs when the defensive player actively takes possession of the ball from the opponent's team
 * bb. Team Fouls: a personal foul (by a player) that is also counted against the team.
 * cc. Trap: a form of defense which attempts to create a turnover.
 * dd. Traveling: traveling is a violation of the rules that occurs when a player holding the ball illegally moves one or both of his feet. Most commonly, a player travels by illegally moving his pivot foot or taking too many steps without dribbling the ball. Traveling is sometimes also called "walking" or "steps."
 * ee. Turnover: a turnover in basketball occurs when a player from one team gives possession to a member of another team by losing the ball without taking a shot
 * ff. Zone Defense: is a type of defense used in sports which is the alternative to man-to-man defense; instead of each player guarding a corresponding player on the other team, each defensive player is given an area, or a "zone", to cover.
 * gg. Center: The center is one of the standard positions in a regulation basketball game. The center is normally the tallest on the team, and often has a great deal of strength and body mass as well
 * hh. Forwards: The Small forward, or, colloquially, the three, is one of the five positions in a regulation basketball game. Small forwards are typically somewhat shorter, quicker, and leaner than power forwards and centers, but on occasion are just as tall. The small forward position is considered to be perhaps the most versatile of the main five basketball positions, due to the nature of its role. The Power forward is a position in the sport of basketball. The position is referred to in playbook terms as the four position. Power forwards play a role similar to that of center in what is called the "post" or "low blocks".
 * ii. Guards: The Shooting guard, also known as the two or off guard, is one of five traditional positions on a basketball team. Players of the position are often shorter, leaner, and quicker than forwards. A shooting guard's main objective is to score points for their team. The Point guard, also known as "the ball-handler," is one of the five traditional positions of a basketball team. Typically, being quicker and shorter than even a shooting guard, the more speed a point guard has, the more likely he/she will be able to create separation and space off the dribble, which allows the guard room to work.
 * jj. Jump shot: a jump shot is an attempt to score a basket by jumping, usually straight up, and, mid-flight, propelling the ball in an arc into the basket. It is done so by the player bringing his or her elbow up until it is aligned with the hoop, then sent towards the hoop in a high arc. It is considered the easiest shot to make from a distance. The purpose of the jump is to make it more difficult for the defender to block.
 * kk. Lay up: A layup is a field goal attempt made by leaping from below, laying the ball up near the basket, and using one hand to tip the ball over the rim and into the basket (layin) or to bank it off the backboard and into the basket (layup). The motion and one-handed reach distinguish it from a jump shot. The layup is considered the most basic shot in basketball.
 * ll. Bank shot: A bank shot is a shot that relies on the ball bouncing off backboard and into the basket. It is mostly used for mid-ranged jump shots from an angle (usually at the elbow) and layups.
 * mm. Dunk: A slam dunk (or simply a dunk) is a type of basketball shot that is performed when a player jumps in the air and manually powers the ball through the basket with one or both of his hands, then often grabs the rim shortly after the ball passes through the hoop (a dunk is still being performed if the rim is not grabbed, as long as the athlete powers the ball through the hoop manually).
 * nn. Hook shot: A hook shot, is a play in which the offensive player, usually turned perpendicular to the basket, gently throws the ball with a sweeping motion of his arm in an upward arc with a follow-through which ends over his head. Unlike the jump shot, it is shot with only one hand; the other arm is often used to create space between the shooter and the defensive player. Once the ball is in shooting position, the hook shot is one of the most difficult shots to effectively defend. However, prior to that point, as the ball is being brought up into position, it is very susceptible to being stolen from behind.
 * oo. Free throw: free throws or foul shots are unopposed attempts to score points from a restricted area on the court (the free throw line; informally known as the "charity stripe" or foul line), and are generally awarded after a foul by the opposing team.
 * pp. Personal foul: a personal foul is a breach of the rules that concerns illegal personal contact with an opponent. It is the most common type of foul in basketball. Due to the nature of the game, personal fouls occur on occasions and are not always regarded as unsportsmanlike. However, a contact foul involving excessive or unjustified contact is classed as an unsportsmanlike foul.
 * qq. Charging: an offensive foul, when the offensive player runs into a defender who has already established a position.
 * rr. Blocking: the use of a defender's body position to illegally prevent an opponent's advance.
 * ss. Technical foul: a technical foul is an infraction of the rules usually concerning unsportsmanlike non-contact behavior, and is generally considered a more serious infraction than a personal foul, but not as serious as a flagrant foul.
 * tt. Three second violation: The three seconds rule requires that a player shall not remain in the opponents' restricted area (that is, within the lane, or area between the goal in the free throw line) for more than three consecutive seconds while his team is in control of a live ball in the frontcourt and the game clock is running.
 * uu. Five second rule: the five-second rule, or five-second violation, is a rule that helps promote continuous play. There are multiple situations where a five-second violation may occur. In NCAA and NFHS rules, there are two situations in which a five-second violation may occur. One occurs when a player, while closely guarded, holds the ball for five seconds. A five-second throw-in violation occurs if, during a throw-in, the thrower does not release the ball before five seconds have elapses.
 * vv. Ten second rule: the offensive team has ten seconds to advance the basketball out of their back court past the mid-court line.
 * ww. Back court violation: when the offensive team allows the basketball to go behind the mid-court line and touches it before an opponent.
 * xx. Inbound violation: players have five seconds to inbound the ball, otherwise, it is an inbound violation.
 * yy. League: a group of athletic teams to compete among themselves.
 * zz. Three point shot: a three-point field goal, three-pointer, three-point shot, or simply three is a field goal made from beyond the three point line, a designated semi-ellipsoid arc radiating from the basket.

4. Demonstrate an understanding of the different skills required at each position.
Although the rules do not specify any positions whatsoever, they have evolved as part of basketball. During the first five decades of basketball's evolution, one guard, two forwards, and two centers or two guards, two forwards, and one center were used. Since the 1980s, more specific positions have evolved, namely:

 * Point guard: usually the fastest player on the team, organizes the team's offense by controlling the ball and making sure that it gets to the right player at the right time.
 * Shooting guard: creates a high volume of shots on offense; guards the opponent's best perimeter player on defense.
 * Small forward: often primarily responsible for scoring points via cuts to the basket and dribble penetration; on defense seeks rebounds and steals, but sometimes plays more actively.
 * Power forward: plays offensively often with his back to the basket; on defense, plays under the basket (in a zone defense) or against the opposing power forward (in man-to-man defense).
 * Center: uses size to score (on offense), to protect the basket closely (on defense), or to rebound.

The above descriptions are flexible. On some occasions, teams will choose to use a three guard offense, replacing one of the forwards or the center with a third guard. The most commonly interchanged positions are point guard and shooting guard, especially if both players have good leadership and ball handling skills.

a. Shooting from the free throw line.
Each free throw is worth one point, and normally more than one is awarded. The importance of free throws is nevertheless sometimes underestimated; games have been known to be decided on them, especially when the score is close. Teams who could have sealed the game on free throws can finish with a narrow win or even a loss because of failure behind the line.

Free throws are organized in procession. The shooter takes his place behind the free throw line (19 feet from the base line, 15 feet from the basket). All other players must stand in their correct places until the ball leaves the shooter's hands:

Three people from the defensive team and two people from the shooting team line up along the sides of the restricted area (keyhole, paint, lane). These players are usually the ones that rebound the ball. Three line up on one side and two on the other. A defensive player always takes the place closest to the basket.

The remaining four players, two from each team, must remain behind the three point line and the free throw line extended (an imaginary line extended from the free throw line in both directions to the sidelines).

Leaving their designated places before the ball leaves the shooter's hands, interfering with the ball, and (for the defensive team only) attempting to put off the shooter, are all violations. In addition, the shooter must release the ball within five seconds (ten in the NBA as well as all other levels of basketball in the United States) and must not step on or over the free throw line until the ball touches the ring. Contrary to popular belief, players are permitted to jump while attempting the free throw, provided they do not leave the designated area at any point. A violation by the shooter cancels the free throw; a violation by the defensive team results in a substitute free throw if the shooter missed; a violation by the offensive team or a shot that completely misses the ring results in the loss of possession to the defensive team (only if it is on the last free throw).

b. Shooting from different positions around the basket
Shooting is the act of attempting to score points by throwing the ball through the basket. While methods can vary with players and situations, the most common technique can be outlined here.

The player should be positioned facing the basket with feet about shoulder-width apart, knees slightly bent, and back straight. The player holds the ball to rest in the dominant hand's fingertips (the shooting arm) slightly above the head, with the other hand on the side of the ball. To aim the ball, the player's elbow should be aligned vertically, with the forearm facing in the direction of the basket. The ball is shot by bending and extending the knees and extending the shooting arm to become straight; the ball rolls off the finger tips while the wrist completes a full downward flex motion. When the shooting arm is stationary for a moment after the ball released, it is known as a follow-through; it is incorporated to maintain accuracy. Generally, the non-shooting arm is used only to guide the shot, not to power it.

Players often try to put a steady backspin on the ball to deaden its impact with the rim. The ideal trajectory of the shot is somewhat arguable, but generally coaches will profess proper arch. Most players shoot directly into the basket, but shooters may use the backboard to redirect the ball into the basket.

The two most common shots that use the above described set up are the set shot and the jump shot. The set shot is taken from a standing position, with neither foot leaving the floor, typically used for free throws. The jump shot is taken while in mid-air, near the top of the jump. This provides much greater power and range, and it also allows the player to elevate over the defender. Failure to release the ball before returning the feet to the ground is a traveling violation.

Another common shot is called the layup. This shot requires the player to be in motion toward the basket, and to "lay" the ball "up" and into the basket, typically off the backboard (the backboard-free, underhand version is called a finger roll). The most crowd-pleasing, and typically highest-percentage accuracy shot is the slam dunk, in which the player jumps very high, and throws the ball downward, straight through the hoop.

Another shot that is becoming common is the "circus shot". The circus shot is a low-percentage shot that is flipped, heaved, scooped, or flung toward the hoop while the shooter is off-balance, airborne, falling down, and/or facing away from the basket.

A shot that misses both the rim and the backboard completely is referred to as an air ball. A particularly bad shot, or one that only hits the backboard, is jocularly called a brick.

c. Dribbling
Dribbling is the legal method of advancing the ball by oneself, as opposed to passing it to another player or shooting for the basket. It consists of bouncing the ball on the floor continuously while walking or running down the court.

The original Naismith rules said nothing about dribbling, merely stating that passing the ball was the legal way of advancing it. Players soon developed the strategy of "passing to themselves", which James Naismith himself both endorsed and admired for its ingenuity, and which evolved into the dribble as it is known today.

The dribble allows for much faster advancement and thus more opportunities for scoring. It also provides an opportunity for a crafty player on the opposing team to "steal" the ball in mid-bounce. Once a player stops dribbling the ball and holds it, the player normally must either pass it to another player or take a shot; if the player dribbles and then holds the ball in any way (either grasping it with his hands or arms, or "palming" it, i.e. holding it too much toward its underside during the act of dribbling), then the referee stops the play, signals either "double dribble" or "carrying", and turns the ball over to the other team.

Skilled ball handlers bounce the ball low to the ground, reducing the risk of a defender reaching in to steal the ball. Adept dribblers can dribble behind their backs, between their legs and change hands without watching the ball, making the player difficult to defend and opening up options to pass, shoot or drive with the ball.

d. Passing
There are several passing techniques in basketball. Three are presented here.
 * Bounce Pass: The bounce pass is a very effective and fundamental type of passing technique. This pass is when the player passes the ball to a teammate by bouncing the ball off the floor with a large amount of energy. A successful bounce pass can easily result in an assist because a bounce pass is harder for defenders to intercept. At the same time, a bounce pass may still be intercepted due to its slower speed. Thus, a player is required to use his or her best judgment when he decides whether or not to throw such a pass. The move has to be executed perfectly because a bounce pass just in front of the defender will result in a turnover or a hard catch for the receiver of the pass.

 * Jump pass: A jump pass is a pass performed while the passing player's feet are off the floor. When done intentionally, it can sometimes confuse the defender, causing him to believe that the passer is shooting instead of passing. However, it at times is done as a result of the player having their shooting lane blocked and often leads to the player turning the ball over to the opposing team. This kind of pass is strongly discouraged in all levels of basketball, as it leaves the offensive player very vulnerable to turnovers.

 * Chest pass: This pass is performed best by stepping towards your target with one foot, then pushing the ball outwards from the chest with two hands while turning the hands over, ending with the thumbs pointing down. It is best used in the open court and on the perimeter.

6. Spend at least 4 hours helping a less skilled or younger player improve their skills.
This can be done by helping a younger sibling learn how to play basketball. If you don't have a younger sibling, help some younger children at school. You may also meet this requirement by teaching this honor.

7. Play at least 5 games with family or friends. Show good sportsmanship during your practice and games.
If you go to elementary school and have played PE, you have more than likely played at least 5 basketball games. You may also play the 5 games with others that are learning this honor.

8. Write a one page report on a famous basketball player. Discuss why they are or are not a good Christian role model.
Some suggestions. Feel free to choose others:

 * Senda Berenson
 * James Naismith
 * Lebron James

==9. Discuss with your Pathfinder leader, pastor or teacher the problems facing a Seventh-day Adventist youth considering sports in Jr. High, High School and college. What alternatives are there that allow for continued activity in sports.==


text:
User:Anne Latham

My goal in joining Wikibooks is to begin building a foundation of open-source collaboration in my 9-year-old son, John.

Currently he is a third grader in a small-town Texas public school system. This year his class has begun writing reports and doing research on assigned topics, so the time seems right to introduce him to web ethics, group collaboration via online community, and the differences between proprietary and open source systems.

Currently he is enthralled with Ben Franklin, and is rather disgusted at the differences between the information he is taught in school as opposed to what he has discovered through Wikipedia. He is interested in producing his own age-appropriate article on Franklin correcting the errors in his textbook, while I hope he will gain the skills to follow through with the project management and be able to introduce Wikibooks to his teacher and class for future projects.

title: User:Anne Latham


text:
Modern Greek/A1/Exercises/Lesson 1

Welcome to the exercises related to Lesson 02.2.

Click "▼" to check your answers.

Hello!
How would you respond to:

How are you?
Arrange the following in best to worst.

Greetings
Translate the following Greek sentences into English:

Translate the following English sentences into Greek:

Dialogue
Try translating the following dialogue:

Next steps

 * If you would like, review this lesson: Lesson 1
 * Otherwise, continue to the next lesson: Lesson 2

title: Modern Greek/A1/Exercises/Lesson 1


text:
User talk:Jeffwheeler

Scientific Calculator
Hey, thanks for pointing that out! I'm not entirely sure if I wrote that (or if I moved it from some pre-existing wikibook text), but it's interesting to hear anyway. Anyway, welcome to the project -- Kowey (talk) 23:03, 16 March 2008 (UTC)

 * Also, I'd be curious to see what makes it choke -- Kowey (talk) 23:14, 16 March 2008 (UTC)

 * Oh, I found it in the Haskell/Elementary_Haskell exercise of running, and I checked the history, and got the impression you wrote it; I didn't spend much time on that though, so it's entirely possible I made a mistake. :) Anyways, using the function definition in that section, I also got a stack overflow running when executing said function in ghci 6.8.2 on a Debian system. Jeffwheeler (talk) 04:36, 17 March 2008 (UTC)

 * Hang on a sec,  works too, right?  Because   works fine for me.  If it's stack overflowing on , you might have an infinite loop on your hands.  -- Kowey (talk) 08:02, 17 March 2008 (UTC)

 * You're correct. I had put the function definitions in the REPL itself with a  statement before each line, and therefore was rewriting the first definition. Funny, I didn't try that on any of the other pattern matching functions (I progressed way past that chapter already); not sure why I did that. A note though, might help somebody in the future. Jeffwheeler (talk) 22:11, 17 March 2008 (UTC)

 * Good idea! Please consider yourself invited! (seriously, we even have an IRC channel #haskell-books and a wikibook at haskell.org mailing list to discuss this kind of stuff. More contributors, especially users of the book are always welcome -- Kowey (talk) 22:52, 17 March 2008 (UTC)

title: User talk:Jeffwheeler


text:
User:Dr.enh

If you want to go fast, travel alone, but if you want to go far, travel together.  — African proverb

I teach mathematics at Los Medanos College.

I am starting a wikibook entitled Prealgebra for Two-Year Colleges. I want it to conform to AMTAYC Crossroads standards

Resources

 * http://meta.wikimedia.org/wiki/Help:Formula#Color
 * Reading room
 * Special:Contributions/dr.enh
 * Template messages

My wiki
holtmann.pbwiki.com

title: User:Dr.enh


text: User talk:69.141.23.32

title: User talk:69.141.23.32


text:
User:Peter Horn

Peter Horn

Certified Engineering Technician in "drafting technology" (CET) sr., retired. Life member of the Association of Science and Engineering Technology Professionals of Alberta (Canada) (A.S.E.T.) (formerly called The Alberta Society of Engineering Technologists).

Born in Baarn (Soestdijk), Utrecht (province), Netherlands on the 12th of October 1937. Arrived in Victoria, British Columbia, Canada on the 17th of June 1952 with my parents and 5 younger brothers, of which 4 († August 1975) are still alive.

Six year work stint (1974-1980) at Montreal Locomotive Works/Bombardier as an "interface checker".

Trivia
This user lives somewhere in Chomedey, Quebec with his wife Raquel and the one adult offspring (daughter) still living at home. He frequents the local McDonald's which is three blocks west from his residence.

External link
User:Peter Horn

title: User:Peter Horn


text: User talk:24.186.182.222

title: User talk:24.186.182.222


text: User talk:74.216.107.85

title: User talk:74.216.107.85


text: User talk:74.65.221.141

title: User talk:74.65.221.141


text:
User talk:Peter Horn

Welcome!
Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 02:45, 17 March 2008 (UTC)

title: User talk:Peter Horn


text:
User talk:Zephyr.avatar

Welcome!
Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 02:45, 17 March 2008 (UTC)

title: User talk:Zephyr.avatar


text:
User talk:Simcoe KevinDelisle

Welcome!
Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 02:45, 17 March 2008 (UTC)

title: User talk:Simcoe KevinDelisle


text:
User talk:Dr.enh

Welcome!
Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 02:45, 17 March 2008 (UTC)

WB:NP
Please review our naming policy. There are a few pages that you've created which need to be moved to comply with it. If your account is less than 4 days old you won't be able to move the pages; you can either wait and do it yourself once your account is old enough, or I can do it for you. – Mike.lifeguard  | talk 19:46, 17 March 2008 (UTC)
 * Also, if you want pages deleted, just add to the top of the page, and an admin will come along and clean it up. If you need help with anything else, feel free to ask on my talk page or at WB:HELP. Happy editing!  – Mike.lifeguard  | talk 20:02, 17 March 2008 (UTC)

Deletions
On your userpage, you said that you didn't know how to delete a few of your sub-pages. Only administrators are able to delete pages. Would you like me to do this for you? Νεοπτόλεμος ( talk | email | contribs ) 00:38, 20 March 2008 (UTC)

 * Yes, please delete

 * User:dr.enh/Prealgebra for Two-Year Colleges
 * User:dr.enh/Prealgebra for Two-Year Colleges/Manual of Style
 * User:dr.enh/Prealgebra for Two-Year Colleges/Table of Contents

 * Done. You can remove the links from your userpage now if you'd like. Νεοπτόλεμος ( talk | email | contribs ) 00:56, 20 March 2008 (UTC)

title: User talk:Dr.enh


text:
User talk:Anne Latham

Welcome!
Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 02:45, 17 March 2008 (UTC)

title: User talk:Anne Latham


text:
User talk:DIYprojects

Welcome!
Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 02:45, 17 March 2008 (UTC)

title: User talk:DIYprojects


text:
User talk:Ficell

Welcome!
Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 02:45, 17 March 2008 (UTC)

title: User talk:Ficell


text:
User talk:Sasikamath

Welcome, !

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 02:47, 17 March 2008 (UTC)

title: User talk:Sasikamath


text: Wikibooks:Requests for deletion/Help:Wikitext


text:
Prealgebra for Two-Year Colleges

This is a pre-algebra text for adult students at a two-year college. This text is meant to facilitate teaching via the Socratic method. The book also endeavors to connect topics through themes that are useful to adults, as opposed to covering fractions, decimals, and percentages in three separate chapters, as if they were unconnected concepts.

Introduction

 * To the instructor
 * To the student
 * Manual of Style

Text

 * Workbook (annotated instructor's edition)
 * Workbook (student's edition)
 * /Appendix (procedures)/

Authors

 * User:dr.enh

title: Prealgebra for Two-Year Colleges


text:
Prealgebra for Two-Year Colleges/To the instructor

This is a prealgebra text for adult students at a two-year college. This text is meant to facilitate teaching via the Socratic method. The book also endeavors to connect topics through themes that are useful to adults, as opposed to covering fractions, decimals, and percents in three separate chapters, as if they were unconnected concepts.

Target Audience
This is a prealgebra text for adult students at a two-year college. Most of these students have passed a prealgebra class (or higher) in the past, but do not remember enough of it to accurately solve linear equations in one variable that contain fractions and decimals, without the aid of a calculator.

These students remember many mathematical procedures and rules, but they do not remember them correctly, or they do not know when to use which procedure. For example, these students remember that "two negatives make a positive," so they will tell you that (-3) + (-5) = +8. Also, they will tell you that
 * $${1 \over 3} + {5 \over 8} = {6 \over 11}$$,

because they are misapplying the rule
 * $${1 \over 3} \times {5 \over 8} = {1 \times 5 \over 3 \times 8}$$.

When asked to draw a circle and shade in two fifths, these students are likely to draw one of the pictures below.

or

Socratic workbook
This text is meant to facilitate teaching via the Socratic method. Our premise is that use of the Socratic method will help students understand the reasons behind the procedures and rules. Students will then be able to figure out which rule to use, or (if they have forgotten the rule altogether) they will be able to reason their way to an answer.

In order to facilitate the Socratic method, this text is in the style of a workbook. There is a teacher's edition, with both halves of the Socratic dialogue (suggestions for teacher's half are in red italics ). The student edition has white space for the student's work in place of the italic font.

Scope
This book includes the content of the traditional prealgebra curriculum, but emphasizes themes that are useful to adults.

Content
Expository material explaining procedures and rules is relegated to the appendices. Students have already seen the exposition. The expository material includes
 * procedures for adding, subtracting, multiplying, and dividing rational numbers represented both as fractions and as decimals;
 * procedures for solving linear equations in one variable, where the coefficients and constant terms may be rational numbers represented both as fractions and as decimals
 * geometrical formulas for
 * perimeter of a polygon and circumference of a circle
 * area of triangles, rectangles, and circles
 * volumes of cuboids, right circular cylinders, and right triangular prisms.
 * metric system, U.S. customary units, and unit conversion

Themes

 * Problem solving, following the approach of George Polya
 * Estimation
 * Explaining one's reasoning clearly, accurately, and logically
 * Flexibility in shifting between representations of a number
 * decimal
 * fraction
 * percent
 * number line
 * area
 * words
 * Flexibility in shifting between representations of a binary operation (viz., addition, subtraction, multiplication, division, exponentiation)
 * pictures
 * formula
 * verbal descriptions
 * Flexibility in shifting between representations of a function
 * input-output table
 * Cartesian graph
 * formula
 * verbal input-output rule


text:
Prealgebra for Two-Year Colleges/Workbook AIE

Introduction

 * To the instructor
 * Manual of Style

Workbook (annotated instructor's edition)

 * 1) /Problem solving and explaining your reasoning/
 * 2) /Representations of numbers/
 * 3) /Properties of addition/
 * 4) /Properties of subtraction/
 * 5) /Properties of multiplication/
 * 6) /Properties of division/
 * 7) /Breaking a problem into steps/
 * 8) /Patterns in the multiplication table/
 * 9) /Estimation (addition and subtraction)/
 * 10) /Estimation and place value (multiplication and division)/
 * 11) /Choosing an operation/
 * 12) /Measuring distances/
 * 13) /Length, area, and volume/
 * 14) /Simplifying equations/
 * 15) /Solving expressions/
 * 16) /Numbers between zero and one/
 * 17) /Rational numbers/
 * 18) /Proportional reasoning/
 * 19) /Perimeter, area, and volume/
 * 20) /Circle and bar graphs/
 * 21) /Percent increase and decrease/


text:
Prealgebra for Two-Year Colleges/Workbook AIE/Problem solving and explaining your reasoning

Problem solving and explaining your reasoning

The Handshake Problem

Materials Needed: None

Why
In addition to reviewing procedures for calculation in this class, you will improve your transferable skills of problem solving and communication.

Learning Objectives

 * 1) Develop a problem-solving method.
 * 2) Clearly communicate your problem-solving thought process

Warm-up
Below are an example problem and two example solutions. Which solution does a better job of communication the problem solver’s thought process? Give three specific reasons for your answer.

Solution #1 is better because is shows steps, e.g. (1) the solution explains why addition was chosen, (2) it shows where each number comes from, (3) it shows the carrying, and (4) it states the answer in context with units.

Activity

 * Solve the problem below. Clearly communicate your problem-solving thought process. You may work with others in your group of three, but you need to write up your own solutions on your own paper.

There were 990 handshakes at the party.

 * List the steps of a general problem-solving method, and fill in some details underneath each step.

a) Understand: Identify given information, identify unknown, list assumptions, Try a simpler problem. Draw a diagram or narrate a story.

b) Choose a strategy and do it: Use the perspective of tables (including table of simpler problems), diagrams, or verbal easoning, or formulas. Change perspectives as appropriate.

c) Check & Interpret:  Compare two or more methods. State answer in context, with assumptions and units.


text:
Talk:How to Drive in California, USA/Passing

Some one want to figure out what is up with the link at the bottom of the page to page three? --Beamer (talk) 04:31, 17 March 2008 (UTC)


text:
Talk:XForms/Dynamic Selection Lists

The sentence "This currently has a bug in it." should be more specific. Is there an error or abuse of the specification or a not expected behaviour? Further, because I'm new, where can I find a description of the <source>-element?

Cn-demand cascading drop downs
Cascading drop downs are useful when there is so many options on the most specific level that it is better not to send the whole list to the client in the beginning.

I would appreciate a modified version of the example, which fills the items in the second drop down after the first drop down is selected (and the filtered list for the second drop down is retrieved from the server)

title: Talk:XForms/Dynamic Selection Lists


text:
Guitar/Different Types of Guitars

Playing different guitars in a music shop is a great way of familiarising yourself with each model's unique qualities but don't forget to take off any objects that could scratch the guitar. A music salesman will let you try as many guitars as you like but may not be too happy about the little scratch your coat button left. Your choice of guitar will usually be based on the type of music you wish to play and the aesthetic appeal of the colour and design.

Acoustic Guitars

There are two types of acoustic guitar: namely, the steel-string acoustic guitar and the classical guitar. Steel-string acoustic guitars produce a metallic sound that is a distinctive component of a wide range of popular genres. Steel-string acoustic guitars are sometimes referred to as flat tops. The word top refers to the face or front of the guitar, which is also called the table. Classical guitars have a wider neck than steel-string guitars and are strung with nylon strings. They are primarily associated with the playing of the solo classical guitar repertoire. Classical guitars are sometimes referred to as Spanish guitars in recognition of their country of origin.

The acoustic guitar lends itself to a variety of tasks and roles. Its portability and ease of use make it the ideal songwriter's tool. Its gentle harp-like arpeggios and rhythmic chordal strumming has always found favor in an ensemble. The acoustic guitar has a personal and intimate quality that is suited to small halls, churches, and private spaces. For larger venues some form of amplification is required. An acoustic guitar can be amplified by placing a microphone in front of the sound hole or by installing a pickup. There are many entry-level acoustic guitar models that are manufactured to a high standard, and these are entirely suitable as a first guitar for a beginner.

Electric Guitars
Electric guitars are solid-bodied guitars that are designed to be plugged into an amplifier. The electric guitar when amplified produces a sound that is metallic with a lengthy decay. The shape of an electric guitar is not determined by the need for a deep resonating body and this had led to the development of contoured and thin bodied electric guitars. The two most popular designs are the Fender Stratocaster and the Gibson Les Paul.

Electric guitar strings are thinner than acoustic guitar strings and closer to the neck and therefore less force is needed to press them down. The ease with which you can bend strings,

access to the twelfth position, the use of a whammy bar and the manipulation of pots and switches whilst playing has led to the development of a lead guitar style that is unique to the instrument. Fret-tapping is a guitar technique for creating chords and melody lines that are not possible using the standard technique of left-hand fretting and right-hand strumming. The sustain, sensitive pick-ups, low action and thin strings of the electric guitar make it an ideal instrument for fret-tapping.

Electro-acoustic Guitars
Electro-acoustic guitars are commonly referred to as semi-acoustic guitars. Electro-acoustic guitars have pickups that are specifically designed to reproduce the subtle nuances of the acoustic guitar timbre. Electro-acoustic pickups are designed to sound neutral with little alteration to the acoustic tone. The Ovation range of Electro-acoustic guitars have under-the-saddle piezo pickups and a synthetic bowl-back design. The synthetic bowl-back ensures a tough construction that stands up to the rigours of the road while offering less feedback at high volumes. Ovation were the first company to provide on-board Equalization and this is now a standard feature. The Taylor Electro-acoustic range uses the traditional all-wood construction and the necks of these guitars have a reputation for superb action and playability. Yamaha, Maton and many other companies manufacture Electro-acoustic guitars and the buyer is advised to test as many models and makes as they can while taking note of the unplugged and amplified sound.

Twelve-string Guitars
The twelve-string guitar is a simple variation of the normal six string design. Twelve-string guitars have six regular strings and a second set of thinner strings. Each string of the second set corresponds to the note of its regular string counterpart. The strings form pairs and therefore you play a twelve-string guitar in the same manner as you would a standard six-string.

Twelve-string guitars produce a brighter and more jangly tone than six-string guitars. They are used by guitarists for chord progressions that require thickening. The twelve-string is mainly used as a rhythm instrument due to the extra effort involved in playing lead guitar using paired strings. Twelve-string guitars have twelve tuning pegs and double truss rods and are slightly more expensive than their corresponding six-string version.

Archtop Guitars
The archtop is a hollow or semi-hollow steel-string acoustic or electric guitar. The carved top, combined with violin-style f-holes and internal sound-block, creates a timbre that is acoustic and mellow. These two factors have made archtops a firm favourite with jazz guitarists.

Acoustic and electric archtops are identical in design with the only difference being the addition of electro-magnetic pickups and pots. Archtops can either be full-bodied or thinline. The full-bodied archtop retains good volume and acoustic resonance when played unplugged, though feedback may be an issue when amplified. The thinline body minimizes feedback by sacrificing acoustic volume and resonance.

The archtop is one of the most aesthetically pleasing guitar designs, and makers usually adhere to very high standards of construction and playability. These factors ensure its continuing popularity with guitarists.

Steel Guitars
The steel guitar is unusual in that it is played horizontally across the player's lap. The steel guitar originates from Hawaii where local musicians, newly introduced to the European guitar, developed a style of playing involving alternative tunings and the use of a slide. The Hawaiian guitarists found that by laying the guitar flat across the lap they could better control the slide. In response to this new playing style some Hawaiian steel guitars were constructed with a small rectangular body which made them more suitable for laying across the lap.There are two types of steel guitar played with a steel, the solid metal bar from which the guitar takes its name, namely the lap steel guitar and the pedal steel guitar with its extra necks. The pedal steel guitar comes on its own stand with a mechanical approach similar to the harp. Pedals and knee-levers are used to alter the pitch of the strings whilst playing thereby extending the fluency of the glissandi technique.

Touch Guitars
The first Touch Guitar Invention started in 1959 with the filing of patent #2,989,884 issued in 1961 as the first touch tapping instrument which could be played on two separated necks Simultaneously by muting the strings at the distal end of the neck along with numerous other claims. Until 1974 it was known as the DuoLectar and with a new patent "the "Electronic Mute" has been known as the "Touch Guitar. It is held in the normal way over the shoulder and design with the left hand playing the lower bass neck in a traditional way and the right hand playing over the top on a neck which has a wider string spacing allowing the hand to be used in both vertical and horizontal angles to the strings. It is absolutely off at all times, until Touched or picked.

Resonator Guitars
Resonator guitars are distinctive for not having a regular sound hole instead they have a large circular perforated cover plate which conceals a resonator cone. The cone is made from spun aluminum and resembles a loudspeaker. The bridge is connected to either the center or edge of the cone by an aluminum spring called the spider. The vibrations from the spider are projected by the cone through the perforated cover plate. The most common resonator guitars have a single cone although the original model patented in 1927 by John Dopyera had three and was called a tricone resophonic guitar. Resonator guitars are loud and bright. They are popular with blues and country guitarists and can be played with a slide or conventionally.

Some resonator guitars possess metal bodies and these are called steel guitars. This can lead to some confusion with the Hawaiian guitar of the same name. They are two distinct instruments. The Hawaiian steel guitar takes its name from the steel bar used to create the glissandi and the Resonator steel guitar refers to the material used for the construction of the body.

Bass Guitars
The bass guitar has a long neck (scale-length) and thick strings. The open strings of the bass guitar corresponds to the four lowest strings of the guitar and are pitched an octave lower. The standard bass has four strings though five and six string basses are available which extends the range of the instrument. Because the bass guitar is the bass instrument of the guitar family and the double-bass is the bass instrument of the orchestral string family, their similar roles have drawn bass players to both instruments.

Double-neck Guitars
The double-neck guitar is designed so that two guitar necks can share one body. This design allows the guitarist to switch between either neck with ease. The double-neck guitar will normally have a standard six-string neck and a twelve-string neck. Other combinations, such as a six-string neck and a fretless neck, are available. The double-neck guitar may be used in live situations when a guitarist needs a twelve-string guitar for the rhythm part and a six-string guitar for the solo break.

title: Guitar/Different Types of Guitars


text: User talk:65.254.4.221

title: User talk:65.254.4.221


text: User talk:87.194.16.68

title: User talk:87.194.16.68


text:
User talk:Gantlion~enwikibooks

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Gantlion. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Gantlion~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 23:11, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:59, 19 April 2015 (UTC)

title: User talk:Gantlion~enwikibooks


text:
User talk:82.198.250.6

March 2011
We welcome and appreciate your contributions, but some of your recent edits had to be undone. Please see What is Wikibooks? to learn more about what contributions are beneficial to Wikibooks. Please be aware that some edits can be considered vandalism, use the sandbox for any test edits you would like to make, and read the welcome page to learn more about contributing constructively to this project. Thank you. Pmlineditor (t · c · l) 13:54, 4 March 2011 (UTC)

title: User talk:82.198.250.6


text: User talk:213.131.119.178

title: User talk:213.131.119.178


text:
Technical Book Development/Interview Protocol

Current Job Role
How would you describe your current working role?

Preferred learning style
How would you describe the way you prefer to learn? (vocab: hands-on, methodical, experiential, reflective, pragmatic, eager, lazy, peer-to-peer, group, taught)

Recent Learning Task
For the purpose of the remainder of the interview, please recall a recent significant learning task in the broad professional area of the software practitioner, and for a few minutes, think back over the learning period before answering.

Learning Subject
What was the specific subject of the learning activity? (vocab: a language, framework, development approach...)

Learning Objective
What was the purpose of this learning activity? (vocab: to develop, to gain familiarity, to be able to manager others, to teach others, to advise clients, for personal interest .. )

Learning Strategy
How would you describe the learning strategy you adopted?

Resources used
Using the resource checklist as a starting point, which THREE resources did you use most in this learning activity, in what order and what did you gain from each?

Books
Specifically, what books did you buy or consider buying and how were they used?

Focus
How did you maintain focus on the subject without following lots of interesting side-issues?

Validation
How did you validate your understanding? How do you know when you know enough?

See One, Do one, Teach one
What was the proportion of passive learning, active learning and teaching?

Review
What would you change about this learning process with hindsight?

Handing on
What advice would you give to a colleague about to undertake the same learning task?

Resource List
/Resource List/


text:
Technical Book Development/Respondent A

Current Job Role
How would you describe your current working role?

Preferred learning style
How would you describe the way you prefer to learn? (vocab: hands-on, methodical, experiential, reflective, pragmatic, eager, lazy, peer-to-peer, group, taught)

Recent Learning Task
For the purpose of the remainder of the interview, please recall a recent significant learning task in the broad professional area of the software practitioner, and for a few minutes, think back over the learning period before answering.

Learning Subject
What was the specific subject of the learning activity? (vocab: a language, framework, development approach...)

Learning Objective
What was the purpose of this learning activity? (vocab: to develop, to gain familiarity, to be able to manager others, to teach others, to advise clients, for personal interest .. )

Learning Strategy
How would you describe the learning strategy you adopted?

Resources used
Using the resource checklist as a starting point, which THREE resources did you use most in this learning activity, in what order and what did you gain from each?

Books
Specifically, what books did you buy or consider buying and how were they used?

Focus
How did you maintain focus on the subject without following lots of interesting side-issues?

Validation
How did you validate your understanding? How do you know when you know enough?

See One, Do one, Teach one
What was the proportion of passive learning, active learning and teaching?

Review
What would you change about this learning process with hindsight?

Handing on
What advice would you give to a colleague about to undertake the same learning task?

title: Technical Book Development/Respondent A


text:
User:Cparker

Christopher C. Parker
You might know me from Wikipedia: w:User:cparker. Or not. Anyway, here I am.

title: User:Cparker


text:
Prealgebra for Two-Year Colleges/To the instructor/Socratic method

The suggested method of using this workbook is the Socratic method. In a typical class setting, the professor asks a question and calls on a student who may or may not have volunteered an answer. The professor either then continues to ask the student questions or moves on to another student.

The employment of the Socratic method has some uniform features but can also be heavily influenced by the temperament of the teacher. The method begins by calling on a student at random, and asking about how to begin to solve a problem. The first step is to ask the student to paraphrase the problem, in order to ensure that the student has read and has a basic understanding problem.

One hallmark of Socratic questioning is that typically there is more than one "correct" answer. The primary goal of the Socratic method is for students to understand their reasoning in solving a problem, as opposed to memorizing a procedure without understanding why it works.


text:
Wikijunior:Colors/Colorful

nl:Wikijunior:Kleuren/Veelkleurig

title: Wikijunior:Colors/Colorful


text: User talk:208.11.149.194

title: User talk:208.11.149.194


text: User talk:213.10.197.28

title: User talk:213.10.197.28


text: Talk:Prealgebra for Two-Year Colleges/To the instructor/Socratic method


text:
User talk:71.59.218.159

Join Us!
-- – Mike.lifeguard  | talk 18:41, 17 March 2008 (UTC)

title: User talk:71.59.218.159


text: User talk:Wikiscience

title: User talk:Wikiscience


text:
How to Drive in California, USA/Four-way stops

In California, especially the southern part, which this guide refers to, they have these things called Stop signs. They are Red. They are Octagon in shape. For those in Reseda, (yes I stole this from Rush) that means there are eight sides to them.

Ok, you may have heard the Term "California Stop". By the police, highway patrol, sheriff, and any other Law enforcement agency that would be in the vicinity when one of these is performed (basically it is rolling through a stop sign with out stopping) this is illegal. Stop doing this if you frequent such actions. Your wheels need to actually come to a stop, no forward motion, still, not moving. Stopped. Then, after it is clear, you may proceed.

When you come to an intersection with a stop sign and you have actually stopped, you then want to make sure that it is in fact safe to proceed. This usually means that you are entering into an intersection. This means that other vehicles, pedestrians, bikes, motorcycles may be entering into the intersection. You are stopped (hopefully), look around you and see what is going on. If there are not an other vehicles, bikes, kitty cats, what have you entering the Intersection, Proceed carefully through the Intersection. I realize that for some of you, this means to romp on the gas pedal as hard as you can. You paid for the gas. (Presently over $3.30 a gallon for the cheap stuff). Go for it.

Now it gets tricky when you come to an intersection with more than 1 stop sign. Let's try 2 stop signs. You come to your stop sign. You stop. You see another stop sign to your right. You go ahead and go and the car at the other stop sign hits you in the side. What! you exclaim as you come out of your car to inspect the damage to the passenger side of your car. The other driver is really upset and is threatening you with bodily harm. You stopped, you went, what was the problem?

In California, the person to your right has the right of way. For those of you in Reseda, the passenger side of your car, the person who is not driving in California, that is the right. If you see someone at that side of your car at a stop sign and they were there before you, they have the right away. They get to go first! Now if they show up after you at the intersection, they may still go ahead of you through the Intersection. It's ok. You will survive this ordeal. It is better not to push the issue of who got there first with the front bumper of your car. Let them go. The right of way thing is a bit tricky at times, especially when dealing with those that insist they are right.

But the title of this part is 4 way stops? I'm getting there. You see, there can be a lot of different combinations with stop signs before you get to the biggie - the 4 way stop. The main thing to remember other than be careful, is to remember about right of way and who has it. If you're not sure, wait for the other car to go, especially if they are to your right.

The 4 way stop. Why this is so difficult for so many people I do not know. Especially when you introduce more than one traffic lane in each direction and you add a left turn lane to each direction. Granted, there may be 12 cars, all stopped, all wanting to go and the idiot that should be going isn't. They are talking on their cell phone, they are putting on make up, they are doing any thing other than what they  Should  be doing and that is paying attention! The person to the right has the right of way. Simple. The person that gets to the intersection first on the right has the right of way. Simple. Gee, if you get there the same time as every one of those other cars ... Be very very careful. But if any of those other drivers get there after you and they are on your left, guess what? You have the right away and may proceed after your wheels have fully stopped.

Now, one thing you have to watch out for in Southern California Driving around stop signs is those that cheat. I am not talking about those to the left of you that think they have the right away. I am talking of those fools, that's right, fools that insist on stopping 20 feet back from the limit line and consider themselves stopped. For you in Reseda, the limit line is the white line going across the intersection that stops about halfway through, right by the stop sign. You, being the careful driver that you are, have come all the way to the limit line. This other car has stopped before you on the left, but they are still 15 to 20 feet from the limit line. They think that is good enough, and proceed on through just about the time you decide you have the right away, because you ARE on the right.