text:
A Beginner's Guide to D/The Basics/Introduction to Modules

(Java programmers: Please read the last subsection of this chapter)

What are modules?
Technically, modules group things which belong together logically. A module can contain any number of definitions for functions, variables, and other D constructs which will be introduced later. These parts can then be easily accessed by other modules in D.

Each D program consists of at least one module which contains the main function (see previous section).

Practically, in D a module is just a file with D source code (which has normally the file suffix ".d").

Reusable Code
In programming, making code reusable is very important. Without reusable code, the process of writing even a fairly trivial program would be overwhelmed by the tasks of rewriting all of the basic code needed, such as communication with the user or network and mathematical functions.

Overview
Similar to functions, modules are another way to cut down a complex program into smaller parts which can be looked at separately.

Importing
In D, to access a module X from module Y, module X must be imported in module Y.

Importing a module is achieved through an import statement, consisting of the keyword import and the name of the module. For example, to import the module 'std.cstream' (which will be discussed later), the following statement is used: import std.cstream;

Of course, this can be generalized to import any module: import module name;

Everything defined in the imported module (e.g. functions, variables, etc.) become known to the importing module and can be used there.

Packages
A package is a group of modules and possibly (sub)packages. Practically it is just a directory containing module source files and other directories. In the example above, "std" is a package containing the module "cstream" (among others). When importing a module, the package(s) containing it must always be mentioned in the import statement, separated by dots from each other and from the actual module name (very similar to the path to a file).

Packages are usually used to group together modules that handle one or more commonly-performed tasks. This type of package is known as a library. Most libraries specialize in doing a single task, but some are (much) more general. The Phobos Runtime Library is a notable example of the latter category. It is the D language's standard library and comes standard with all D compilers as the std package. It handles basic features not built into the language itself, such as input and output, common math functions, and much more. Although D compilers are required to include Phobos (or a 100% compatible library), it is not a part of the language itself. For that reason this book will not cover Phobos in-depth beyond what is necessary.

Writing Modules
It is of course possible to write your own modules. In fact, any D program you write will be contained in a module. However, dividing your programs into multiple modules will not be introduced in this book until several more fundamentals are introduced.

Info for Java programmers

 * Modules can contain zero or more class definitions and can also contain other entities, like e.g. functions.
 * There is no relation between the module name and the name of contained entities.
 * Module names follow the general rules for identifiers, the filename suffix is ".d".
 * Module can be organized in packages (using directories) as in Java.

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


text:
User talk:71.236.13.98

This message is regarding the page Guitar/Tuning the Guitar. Please refrain from adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Az1568 02:44, 8 September 2006 (UTC)

title: User talk:71.236.13.98


text:
Piano/Fingering

'Traditional' Piano Scale Fingering in All Keys

R.H. = right hand, L.H.=left hand 1=thumb, 2=index, 3=middle, 4=ring, 5=pinky In general, the thumbs play white keys only. To play a full octave scale, the thumb generally "crosses under" the fingers at least once. The fingering pair: R.H. 1 2 3 1 2 3 4 5 L.H. 4 3 2 1 4 3 2 1 is common to all keys. C Ionian	R.H.	1	2	3	1	2	3	4	5 L.H.	5	4	3	2	1	3	2	1 Dorian	R.H.	1	2	3	1	2	3	4	5 L.H.	5	4	3	2	1	3	2	1 Phrygian	R.H.	1	2	3	1	2	3	4	5 L.H.	5	4	3	2	1	3	2	1 Lydian	R.H.	1	2	3	4	1	2	3	4 L.H.	5	4	3	2	1	3	2	1 Mixolydian	R.H.	1	2	3	1	2	3	4	5 L.H.	5	4	3	2	1	3	2	1 Aeolian	R.H.	1	2	3	1	2	3	4	5 L.H.	5	4	3	2	1	3	2	1 Locrian	R.H.	1	2	3	1	2	3	4	5 L.H.	5	4	3	2	1	3	2	1

F Ionian	R.H.	1	2	3	4	1	2	3	4 L.H.	5	4	3	2	1	3	2	1 Dorian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Phrygian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Lydian
R.H.	2	1	2	3	1	2	3	4
L.H.	4	3	2	1	3	2	1	2 Mixolydian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Aeolian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Locrian
R.H.	1	2	3	1	2	3	4	5
L.H.	4	3	2	1	4	3	2	1

Bb Ionian
R.H.	2	1	2	3	1	2	3	4
L.H.	3	2	1	4	3	2	1	2 Dorian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Phrygian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Lydian
R.H.	2	1	2	3	4	1	2	3
L.H.	4	3	2	1	3	2	1	2 Mixolydian
R.H.	1	2	3	4	1	2	3	4
L.H.	5	4	3	2	1	3	2	1 Aeolian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Locrian
R.H.	1	2	3	1	2	3	4	5
L.H.	4	3	2	1	4	3	2	1

Eb Ionian
R.H.	2	1	2	3	4	1	2	3
L.H.	3	2	1	4	3	2	1	2 Dorian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Phrygian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Lydian
R.H.	2	3	1	2	3	1	2	3
L.H.	4	3	2	1	3	2	1	2 Mixolydian
R.H.	2	1	2	3	1	2	3	4
L.H.	2	1	4	3	2	1	3	2 Aeolian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Locrian
R.H.	1	2	3	1	2	3	4	5
L.H.	4	3	2	1	4	3	2	1

Ab Ionian
R.H.	2	3	1	2	3	1	2	3
L.H.	3	2	1	4	3	2	1	2 Dorian
R.H.	2	1	2	3	1	2	3	4
L.H.	2	1	4	3	2	1	3	2 Phrygian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Lydian
R.H.	2	3	1	2	3	4	1	2
L.H.	4	3	2	1	3	2	1	2 Mixolydian
R.H.	2	1	2	3	4	1	2	3
L.H.	2	1	4	3	2	1	3	2 Aeolian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Locrian
R.H.	1	2	3	1	2	3	4	5
L.H.	4	3	2	1	4	3	2	1

Db/C# Ionian
R.H.	2	3	1	2	3	4	1	2
L.H.	3	2	1	4	3	2	1	2 Dorian
R.H.	2	1	2	3	4	1	2	3
L.H.	2	1	4	3	2	1	3	2 Phrygian
R.H.	1	2	3	4	1	2	3	4
L.H.	5	4	3	2	1	3	2	1 Lydian
R.H.	2	3	4	1	2	3	1	2
L.H.	4	3	2	1	3	2	1	2 Mixolydian
R.H.	2	3	1	2	3	1	2	3
L.H.	3	2	1	3	2	1	3	2 Aeolian
R.H.	2	1	2	3	1	2	3	4
L.H.	2	1	3	2	1	4	3	2 Locrian
R.H.	1	2	3	1	2	3	4	5
L.H.	4	3	2	1	4	3	2	1

F#/Gb Ionian
R.H.	2	3	4	1	2	3	1	2
L.H.	4	3	2	1	3	2	1	2 Dorian
R.H.	2	3	1	2	3	1	2	3
L.H.	3	2	1	3	2	1	3	2 Phrygian
R.H.	2	1	2	3	1	2	3	4
L.H.	2	1	3	2	1	4	3	2 Lydian
R.H.	1	2	3	1	2	3	4	5
L.H.	4	3	2	1	4	3	2	1 Mixolydian
R.H.	2	3	1	2	3	4	1	2
L.H.	3	2	1	4	3	2	1	2 Aeolian
R.H.	2	1	2	3	4	1	2	3
L.H.	2	1	4	3	2	1	3	2 Locrian
R.H.	1	2	3	4	1	2	3	4
L.H.	5	4	3	2	1	3	2	1

B/Cb Ionian
R.H.	1	2	3	1	2	3	4	5
L.H.	4	3	2	1	4	3	2	1 Dorian
R.H.	2	3	1	2	3	4	1	2
L.H.	3	2	1	4	3	2	1	2 Phrygian
R.H.	2	1	2	3	4	1	2	3
L.H.	2	1	4	3	2	1	3	2 Lydian
R.H.	1	2	3	4	1	2	3	4
L.H.	5	4	3	2	1	3	2	1 Mixolydian
R.H.	2	3	4	1	2	3	1	2
L.H.	4	3	2	1	3	2	1	2 Aeolian
R.H.	2	3	1	2	3	1	2	3
L.H.	3	2	1	3	2	1	3	2 Locrian
R.H.	2	1	2	3	1	2	3	4
L.H.	2	1	3	2	1	4	3	2

E Ionian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Dorian
R.H.	2	3	1	2	3	4	1	2
L.H.	4	3	2	1	3	2	1	2 Phrygian
R.H.	2	1	2	3	4	1	2	3
L.H.	3	2	1	3	2	1	3	2 Lydian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Mixolydian
R.H.	1	2	3	1	2	3	4	5
L.H.	4	3	2	1	4	3	2	1 Aeolian
R.H.	2	3	1	2	3	1	2	3
L.H.	3	2	1	4	3	2	1	2 Locrian
R.H.	2	1	2	3	1	2	3	4
L.H.	2	1	4	3	2	1	3	2

A Ionian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Dorian
R.H.	1	2	3	1	2	3	4	5
L.H.	4	3	2	1	4	3	2	1 Phrygian
R.H.	2	1	2	3	4	1	2	3
L.H.	3	2	1	4	3	2	1	2 Lydian
R.H.	1	2	3	4	1	2	3	4
L.H.	5	4	3	2	1	3	2	1 Mixolydian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Aeolian
R.H.	2	3	1	2	3	1	2	3
L.H.	4	3	2	1	3	2	1	2 Locrian
R.H.	2	1	2	3	1	2	3	4
L.H.	3	2	1	3	2	1	3	2

D Ionian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Dorian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Phrygian
R.H.	2	1	2	3	4	1	2	3
L.H.	4	3	2	1	3	2	1	2 Lydian
R.H.	1	2	3	4	1	2	3	4
L.H.	5	4	3	2	1	3	2	1 Mixolydian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Aeolian
R.H.	1	2	3	1	2	3	4	5
L.H.	4	3	2	1	4	3	2	1 Locrian
R.H.	2	1	2	3	1	2	3	4
L.H.	3	2	1	4	3	2	1	2

G Ionian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Dorian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Phrygian
R.H.	1	2	3	1	2	3	4	5
L.H.	4	3	2	1	4	3	2	1 Lydian
R.H.	1	2	3	4	1	2	3	4
L.H.	5	4	3	2	1	3	2	1 Mixolydian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Aeolian
R.H.	1	2	3	1	2	3	4	5
L.H.	5	4	3	2	1	3	2	1 Locrian
R.H.	2	1	2	3	1	2	3	4
L.H.	2	1	4	3	2	1	3	2

title: Piano/Fingering


text:
User talk:59.92.40.218

Thanks for experimenting with the page Wikibooks:Classification Guidelines on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks. Az1568 03:49, 8 September 2006 (UTC)

title: User talk:59.92.40.218


text:
Human Physiology/Wish List

 * In any chapter you could add a section called "In the News" and post a link to an online news article with a short description of the article (you could search science news websites, such as newscientist.com for appropriate articles).
 * You could search Wiki commons for images related to specific topics in a chapter that you think should be illustrated.
 * You could go through the chapters and try to make the format more consistent (see notes on the preferred style and formatting at: Human Physiology/Formatting).
 * You could look at the Review Questions for each chapter and make sure answers are provided in the Answers chapter.
 * You could find contact information for people in other physiology classes (students or teachers) and email them to encourage use of the book
 * You could write an interesting case study for a chapter as part of the introduction.
 * You could adopt a chapter and do careful proofreading for grammar and spelling
 * You could look for places where writing is not neutral, or where opinions are expressed rather than facts presented
 * Sometimes we have focused too much on anatomy and have not highlighted critical physiological principles as much as we should have. If there is a particular principle you think is important, then you could add it and explain it.
 * If you are an expert in a health field, then surely you have something to contribute. Just remember that this is an introductory physiology textbook.
 * More images are always welcome. However, you cannot simply copy/paste any image. You must be sure the image is free of copy right (if you took it yourself, then all is well). The image must then be uploaded to commons:Category:Medicine before it can be referenced within a chapter.

This list is not conclusive by any means. There are many opportunities to express your creativity, learn new things, teach other people physiology, and contribute to worldwide learning. Provophys 19:02, 24 April 2007 (UTC)

title: Human Physiology/Wish List


text:
User talk:71.229.128.231

Welcome, and thank you for experimenting with the page Lucid Dreaming/Print version on Wikibooks! Your test worked, and thank you for reverting or removing it yourself. The best way to do tests in the future would be to use the sandbox. You can look at these pages as well: how to edit a page, Again, thanks, and we hope that you will like Wikibooks.--Az1568 04:23, 8 September 2006 (UTC)

title: User talk:71.229.128.231


text:
Operating System Design/History

The earliest computers were purely mechanical devices which could run through a series of inputs and produce some output. Usually instructions and data were combined, or the instructions were built into the computer. Over time more generalised computers appeared that could be programmed. These early programmable computers did not have any operating system. However, some tasks are common to most programs (reading input and writing output for example) and so standard routines were developed to perform those tasks.

As computers were large and expensive, companies offered computer services to those who could pay for them. Initially this would have been on an ad hoc basis, but quickly developed into time sharing services where many people would run their programs on the same computer (in quick succession) and would be billed for the amount of time that their program took. These time sharing systems were the earliest operating systems.

As hardware has developed so have operating systems, removing inefficiencies and providing more services to the application programmer, and even the end user. Interactive systems have become common, particularly as more modern schedulers allow a single processor to perform a task while another task waits for I/O.

title: Operating System Design/History


text:
User:Chief Mike/Sandbox

$$=/sqrt(2)$$ $$=/sqrt(3)$$ √2 √3

Section 20.2 - 30-60-90 Triangles
30-60-90 triangles have a different length ratio--1:square root of three:2. This is confirmed by the Pythagorean theorem as well: 1^2+3=2^2. Clearly, the smallest side is opposite the smallest angle, so for example, in triangle ABC, with angles A, B, and C having measure 30, 60, and 90 degrees respectively and AB having length 1, BC will have length 1/2 and AC will have length sqrt(3)/2, or 0.866...

Of course, these triangles could be solved by trigonometry, but these ratios provide a shortcut. In fact, they help us remember the most important trigonometric values in the 0-to-90 degree range: sin(0)=0  sin(30)=1/2        sin(45)=sqrt(2)/2, or 1/sqrt(2)  sin(60)=sqrt(3)/2   sin(90)=1

cos(0)=1  cos(30)=sqrt(3)/2  cos(45)=sqrt(2)/2, or 1/sqrt(2)  cos(60)=1/2         cos(90)=0

tan(0)=0  tan(30)=sqrt(3)/3  tan(45)=1                        tan(60)=sqrt(3)     tan(90) is not defined.

Note that sine divided by cosine equals tangent, and also that sin(90-x)=cos x, cos(90-x)=sin x, and tan(90-x)=1/tan x.

title: User:Chief Mike/Sandbox


text:
User:Rythie~enwikibooks

Hi I'm Rythie. I wrote most of the TwinView and Stereo pages when they were on gmpf.de.

title: User:Rythie~enwikibooks


text:
HSC Information Processing and Technology

About the IPT HSC course
/The Course/

HSC Components
/Exam Work/

Core Topics

 * /Project Management/
 * All about the 5 steps of the information systems development cycle
 * /Project Management Activities/

 * /Information Systems and Databases/
 * Learning about databases and information systems in IPT
 * /Information Systems and Databases Activities/

 * /Communications/
 * About Networking technology and how computers communicate with each other
 * /Communications Activities/

Option Topics

 * /Transaction Processing Systems/
 * /Decision Support Systems/
 * /Automated Manufacturing Systems/
 * /Multimedia Systems/

Practice tests

 * This is for students to use to prepare for IPT exams

2011 HSC IPT test

 * 2011 HSC IPT test


text:
Japanese/Practical Lessons

Lesson Plan
A Syllabus exists for this lesson plan.

Lesson Structure
Each lesson should have the following sections specified:
 * 1) Lesson: Lesson name.
 * 2) Function: One or more functions, appropriate to the stage of learning, chosen from the Syllabus.
 * 3) Topic: A topic, appropriate to the stage of learning, chosen from the Syllabus.
 * 4) Vocabulary: Number of new words covered in the lesson, chosen from the Syllabus.
 * 5) Kanji: Number of new Kanji covered in the lesson, chosen from the Syllabus.
 * 6) Grammar: One or more grammar topics covered in lesson, chosen from the Syllabus.

Reading and Writing Hiragana

 * 1) Lesson: Hiragana overview
 * 2) Voiced Consonants
 * 3) Long vowel sounds
 * 4) Consonant doubling: small つ
 * 5) small や、ゆ、よ
 * 6) Lesson: Hiragana vowels
 * 7) あいうえお
 * 8) Long vowel sounds
 * 9) Lesson: Hiragana k row
 * 10) かきくけこ
 * 11) Voiced Consonants
 * 12) がぎぐげご
 * 13) Lesson: Hiragana s row
 * 14) さしすせそ
 * 15) ざじずぜぞ
 * 16) Lesson: Hiragana t row
 * 17) たちつてと
 * 18) だぢづでど
 * 19) Consonant doubling: small つ
 * 20) Lesson: Hiragana n row
 * 21) なにぬねの
 * 22) Lesson: Hiragana h row
 * 23) はひふへほ
 * 24) ばびぶべぼ
 * 25) ぱぴぷぺぽ
 * 26) Lesson: Hiragana m row
 * 27) まみむめも
 * 28) Lesson: Hiragana y row
 * 29) や、ゆ、よ
 * 30) small や、ゆ、よ
 * 31) Lesson: Hiragana r row
 * 32) らりるれろ
 * 33) Lesson: Hiragana wa, wo, n
 * 34) わをん
 * 35) Lesson: Historical Hiragana
 * 36) ゐゑ

Reading and Writing Katakana

 * 1) Lesson: Katakana overview
 * 2) Voiced Consonants
 * 3) Long vowel sounds
 * 4) Consonant doubling: small つ
 * 5) small ヤユヨ
 * 6) Lesson: Katakana vowels
 * 7) アイウエオ
 * 8) Long vowel sounds
 * 9) small アイウエオ
 * 10) Lesson: Katakana k row
 * 11) カキクケコ
 * 12) ガギグゲゴ
 * 13) Lesson: Katakana s row
 * 14) サシスセソ
 * 15) ザジズゼゾ
 * 16) Lesson: Katakana t row
 * 17) タチツテト
 * 18) ダヂヅデド
 * 19) Lesson: Katakana n row
 * 20) ナニヌネノ
 * 21) Lesson: Katakana h row
 * 22) ハヒフヘホ
 * 23) バビブベボ
 * 24) パピプペポ
 * 25) Lesson: Katakana m row
 * 26) マミムメモ
 * 27) Lesson: Katakana y row
 * 28) ヤユヨ
 * 29) small ヤユヨ
 * 30) Lesson: Katakana r row
 * 31) ラリルレロ
 * 32) Lesson: Katakana wa, wo, n
 * 33) ワヲン
 * 34) Lesson: Historical Katakana
 * 35) ヰヱ
 * 36) Lesson: Differences between Katakana and English

Dialogue Lessons

 * 1) Lesson: Will you be my friend?
 * 2) Topic: Friends
 * 3) Function: Greet and respond to greetings
 * 4) "Good morning/afternoon/evening." (Goodstuff: Unnecessary?)
 * 5) "How are you?" (Goodstuff: Unnecessary?)
 * 6) Function: Introduce and respond to introductions
 * 7) "Nice to meet you." (Goodstuff: Unnecessary?)
 * 8) Vocabulary: 20 Words
 * 9) Kanji: 10 Kanji
 * 10) Grammar: (Goodstuff: grammar topic chosen from syllabus, need help here!)
 * 11) The declarative 「だ」
 * 12) The copula 「です」
 * 13) Negative Tense
 * 14) The question marker 「か」
 * 15) Introduction to particles
 * 16) Topic Particle 「は」
 * 17) Inclusive Topic Particle 「は」
 * 18) Lesson: Hobbies
 * 19) Topic: Hobbies
 * 20) Function: Express like and dislike
 * 21) "What are your hobbies?"
 * 22) "What kind of [noun] do you like?"
 * 23) Vocabulary: 25 Words
 * 24) Kanji: 10 Kanji
 * 25) Grammar: (Goodstuff: grammar topic chosen from syllabus, need help here!)
 * 26) Na-adjectives and i-adjectives
 * 27) Negative Tense
 * 28) Identifier Particle 「が」
 * 29) Lesson: Sports
 * 30) Topic: sport
 * 31) Function: expressing action
 * 32) Vocabulary: 20 Words
 * 33) Kanji: 10 Kanji
 * 34) 音読み and 訓読み
 * 35) Stroke Orders
 * 36) Grammar
 * 37) Ru-verbs（一段動詞）/u-verbs（五段動詞）/exception verbs
 * 38) Negative Verbs Tenses
 * 39) Polite conjugations （～ます）
 * 40) Object Particle 「を」
 * 41) Target Particle 「に」
 * 42) Directional Particle 「へ」
 * 43) Context Particle 「で」
 * 44) Specifying Time and Date
 * 45) Numbers and Counters
 * 46) Using 「から」 and 「まで」
 * 47) Lesson: I'm a Cat Person
 * 48) Topic: Pets and Animals
 * 49) Function: Expressing Ownership
 * 50) "Whose cat is this?"
 * 51) "This is my cat"
 * 52) Grammar
 * 53) The 「の」 particle
 * 54) Nominalizing subordinate clauses （のが／のは）
 * 55) Numbers and Counters
 * 56) Lesson: Not Today
 * 57) Topic: health
 * 58) Function: obtain information, begin to provide information
 * 59) "What did you do yesterday?"
 * 60) "I didn't feel good last night."
 * 61) Grammar
 * 62) Past tense conjugations
 * 63) Nouns/Adjectives
 * 64) Verbs

title: Japanese/Practical Lessons


text: User talk:58.152.130.119

title: User talk:58.152.130.119


text:
Flute/Assembly of the instrument

Most flutes are stored as three separate pieces in a case. These pieces are named (from left to right as shown in fig. 1) the headjoint, body and footjoint.

When assembling a flute, it is important that it is not grasped by any part of the mechanism, as this additional force may bend keys and rods. This will prevent the flute from working properly.

Assembly
Take the headjoint and body from the case. Without grasping the keys, insert the open end of the headjoint into the wider end of the body (usually closest to the printed brandname of the instrument). The headjoint should be aligned correctly in order to obtain ideal playing posture. In order to do this, the embouchure hole must be aligned with the first key on the body. This refers to the key on which your left index finger belongs. Some flutes has small arrows to indicate correct alignment, in which case, align the arrows.

Next, take the footjoint from the case and connect it to the other end of the body, again, without grasping the mechanism. There is one main rod which is connected parallel to the footjoint. This should be aligned with the last key on the body, approximately in line with the middle of the key. The alignment of the footjoint can be adjusted for greater comfort, depending on the length of your right hand little finger.

title: Flute/Assembly of the instrument


text:
User talk:Aizatto

Hello Aizat! welcome to wikibooks. This page is your "user talk" page, where people can leave you messages. You also have a "user page" Where you can write information about yourself, your projects, and your books. You can always leave me a message on my user talk page as well: I check my messages here very frequently.

For information about wikibooks, you can take a look at the Help Wikibook. Keep in mind that red hyperlinks point to pages that haven't been created yet, and blue hyperlinks point to valid pages.

I've tried to keep the formatting in FOSS Licensing simple. If you want to see how I formatted things, you can click the "edit this page" link at the top of your page. If you have any questions, please don't hesitate to ask. --Andrew Whitworth (talk) (projects) 13:30, 8 September 2006 (UTC)

FOSS Licensing
I fixed the page foot-notes in this book, and I imported the two tables at FOSS Licensing/How to Make the Source Free or Open. Please double-check my work, and make sure I haven't missed anything in the transfer. --Whiteknight (talk) (projects) 22:30, 10 September 2006 (UTC)

I would like to propose opening the few pages: FOSS A General Introduction, FOSS Education, FOSS Government Policy, FOSS Localization, FOSS Open Standards, for their respective documents at IOSN's webpage. If there are no problems, I'll just open them right away, and leave a header Under Construction.

I'll take that will be the proposed format the footnotes should be in. Table looks good; fixed some minor spelling mistakes.

--aizatto 12:11, 11 September 2006 (UTC)

 * I took the liberty of creating these pages for you. I have some time today (monday) to transfer over a new book, if you would like. Just let me know which book to transfer and I will do the dirty work. --Whiteknight (talk) (projects) 12:36, 11 September 2006 (UTC)

 * I hacked a small script that converts atm maybe 80% of the docbook xml -> mediawiki; I'm moving over the Education right now

--aizatto 14:53, 11 September 2006 (UTC)

 * That might be a very useful tool for us. Would you mind if i see the source code? --Whiteknight (talk) (projects) 14:56, 11 September 2006 (UTC)

 * No problem; its really messy right now though, I'll send in a bit once I've tested it, and worked out some of the kinks.

--aizatto 15:19, 11 September 2006 (UTC)

 * While uploading the page for FOSS Education/Infrastructure I had to upload two images [[Image:OpenOffice.png]] and [[Image:FOSS Education - Mozilla.png]] is there a naming standard that you would like me to follow? Similarly the PDF document has blocks of text that arent in the flow of the document.  The specific pages are pg13 (Example: Kerala India), pg17 (Survey of OSS Use in Tertiary Institutions), and pg18 (Example: Goa, India).  How would you like me to format these?

--aizatto 13:37, 13 September 2006 (UTC)

There is no particular "naming standard" for images, but generally we like the filename to include the title of the book (or an unmistakable abbreviation thereof). By The way, I have finished uploading FOSS Government Policy, if you would like to take a look at that. --Whiteknight (talk) (projects) 14:39, 13 September 2006 (UTC)

FOSS Localization and FOSS A General Introduction
Thank you for fixing the formatting in these books. I had hacked together a quick script to try and convert the text (but i forgot to remove some of the important tags). I was going to fix them later today, but now I can move on to other projects! --Whiteknight (talk) (projects) 13:27, 14 September 2006 (UTC)

FOSS Education edits
Hello Aizatto!

I have added sections about software projects to your book 'FOSS Education'. Tell me if my additions are wellcome or not! See here: changed page

I have written a little passage about the Octave language, so you can see what I want to write. I didn't write more, because I don't know if my writing fits into the book. What do you think? The style of my additions is quite different from yours. Your book currently has an advocacy or management information focus. I want to compare software from a programmers point of view.

You should write a chapter about PHP, Ruby on rails, and Python web development frameworks, I think.

Maybe the book should be copied to Wikisource because it is an already published brochure. Then the version here on Wikibooks should be changed to say that it is an extended version, that is continually altered by the FOSS comunity.

Regards, --EikeWelk 21:17, 18 October 2007 (UTC).

title: User talk:Aizatto


text:
Flute/Flute Maintenance

There are several levels of maintenance required to keep your flute in good working condition.

Daily flute Maintenance for dummies
As the flute is played, moisture builds up inside the tube. Whilst the instrument is designed to cope with this, it is best to wipe out the instrument after each use, in order to prevent decay of pads, corrosion of the instrument, and a bad smell.

Several items are needed as part of the daily cleaning kit.

 * Cleaning Rod

The cleaning rod, which should have been supplied with the instrument, is a long rod (approximately the length of the body of the flute), with a hole in one end. Rods are commonly made from plastic or metal, but wood is best, as it prevents scratches on the inside of the instrument. The cleaning rod is commonly kept in a special compartment inside the flute case.

 * Cleaning cloth

The cloth you use for cleaning the inside of your flute should be lint-free, soft, and quite absorbent. Some flute manufacturers provide a loose-woven gauze-style cloth. Ensure that the cloth is of a reasonable size, so that it can adequately clean the flute.

 * Polishing cloth

This is a soft lint-free cloth that is used exclusively for gently removing fingerprints from the surface of the instrument after use. Do not use a designated "silver polishing cloth", as the chemicals in these cloths will damage the surface of the instrument.

Routine
When you have finished playing the instrument, disassemble it, placing each piece carefully into the case. Take your cleaning rod and your cleaning cloth, and insert one corner of the cloth into the hole in the rod, and pull through approximately 2-3 inches. Begin twisting the rod so that the cloth winds around, covering the entire length of the rod. Gently push the cloth-covered rod through each segment of the flute, checking to see if all moisture has been removed. If you have difficulty removing the moisture from the headjoint, experiment with wrapping a small amount of the cloth around the bare end of the stick before inserting it. You may need to wrap the cloth more tightly in order to swab the flute completely, and conversely, you may find that the cloth is simply too bulky to fit into the flute. If this is the case, try wrapping it thinly, or perhaps using a smaller cloth. Do not force the cloth into the flute - this can be costly to repair if it becomes lodged. This procedure should be performed after each use of the flute, before the instrument has had a chance to dry out.

Once the inside of the flute is dry, take your polishing cloth, and gently remove all marks from the surface of the instrument. Place all pieces back into the case, and close the lid, ensuring the instrument is positioned correctly. Cleaning cloths should be stored somewhere other than inside the flute case, as this can squash the keys and cause unnecessary stress. Consider tying them around the handle of your case, or folding them neatly and keeping them in a case pocket.

Professional servicing
Your flute should be serviced every 6–12 months. In a routine service, the technician should complete tasks such as:

 * removing any dents from the body of the flute.
 * check all pads for wear, and make necessary replacements.
 * a small amount of shimming.
 * a full clean of the flute, including under the mechanism, removing most dust and tarnish.
 * inspection of the case, to ensure it is adequately protecting the flute.
 * cleaning and oiling of the mechanism, to keep it running smoothly.
 * inspection and necessary replacement of any worn or missing felts or corks.
 * inspection of the instrument for air leaks, and make necessary adjustments.

Specialized Tasks
Various further tasks may be required to bring your flute to full working order. Often this would be to treat damage inflicted upon the flute, such as a bent key or a snapped spring. These things can be costly to repair, so you are best advised to take good care of your instrument in the first place!

Looking after your flute
Do not leave your flute sitting in the open air for extended periods (and NEVER on a chair!)
 * This will encourage silver flutes to tarnish.
 * There is a greater opportunity for dust to collect on the mechanism.
 * There is greater potential for your flute to be knocked over (or sat on!) by an unsuspecting passer-by.

Do not allow non-flute players to fool around on your flute.

Always wash your hands before you begin to play, and if possible, clean your teeth. Dental hygiene (especially after eating) helps to prevent sticky pads.

Avoid leaving musical instruments in vehicles. Temperatures inside vehicles reach extremes of hot and cold, causing glues to melt, or lubricants to become quite sticky. In addition, instruments are generally not covered by motor vehicle insurance, and are a prime candidate for theft.

Have your flute professionally serviced regularly.

What tasks can you complete yourself, between services?
Occasionally your flute may develop minor problems, which can be easily remedied between services; a selection of them is outlined below.

Adjustment Screws

Many student and semi-professional flutes are equipped with tiny adjustment screws, which allow easy adjustment of the mechanism. Occasionally these may work themselves loose - or perhaps you need to counter-act a leak that has developed in one of the keys. Bear in mind that fixing one leak may cause another, so these adjustments should be approached with caution. Do not learn how to do this on you best flute! Instead, ask someone with experience to demonstrate. It will take some practice before you can confidently locate the screw that affects the leaky key, but once you do, you can use a tiny jeweller's screwdriver to adjust it. Avoid being too extreme with this - attempt to move the screw no more than 1/4 of a turn at any time, constantly checking to see if it has fixed the leak. It is possible to adjust these screws too far, so do not screw them up until they feel 'tight'. It is easy for a beginner to misadjust the wrong screws and make a mess of things. If this happens, don't panic - it's easily corrected. However, frequent turning of these screws will often cause them to become loose - and the flute unreliable. This can be corrected with a tiny drop of fingernail polish. 'Other screws' The other screws on your flute are the ones at the end of each rod, holding the mechanism onto the body. These screws are notorious for working themselves loose, and if your flute is in good repair, you should be able to tighten the screw - but don't force it. Once the screw is back in place, you may consider using a small dab of nail polish over the top of the screw, to try and persuade it not to unscrew itself again. Mention this to your repairer next time you have it serviced. Better flutes have screws with heads (or shoulders) which limit travel. These can be tightened and will not work loose. However, many less expensive sflutes heve "headless" screws with no limit on travel. Tightening these will cause the mechanism to bind! The procedure here is to then losen them slowly, until the mechanism just begins to move freely, then dab a tiny drop of fingernail polist on the head of the screw ( and adjacent post) to keep it from working loose. Be very careful not to get fingernail polish anywhere else.

Sticky Pads

If you have a sticky pad, (that is, a pad that makes a sticky clicking sound as you play - NOT a key that is stuck shut), you can easily remove the stickyness by placing a piece of cigarette paper under the key, and gently closing it. This gives the paper an opportunity to absorb the stickyness. Release the key and remove the paper, and test to see whether it has worked. If it has not worked, you should try it again with a fresh piece of paper, but failing that, you may wish to hold the key closed whilst pulling the paper out. Flute repairists cringe at the thought of this, as it damages the pad. If this has still not worked adequately, some musicians even go to the extreme of adding a small amount of talcum powder to the cigarette paper, before placing it under the pad. Obviously, each of these is a less-than-ideal situation, and should generally be employed in emergency situations only. A better technique is to moisten the cigarette paper with alcohol (ethanol), let it sit, then open the key and remove. It should be noted that some companies manufacture their cigarette paper with a small strip of glue down one side - simply fold the paper in half, joining the glued edges, to prevent transferring this glue to your flute. Bear in mind that any cleaning of a pad shortens it's life.

Springs

The flute mechanism usually relies on a number of steel (or other metal) springs, which are designed to flick the keys back into the open or closed position after the key has been used. These springs are usually attached to the mechanism at one end, and simply "hooked" on to the mechanism at the other end. It is very common for these springs to become unhooked, and it can be a very distressing problem for those who cannot recognise the symptoms. If a spring becomes unhooked, simply use a skinny blunt object to push it back where it belongs. Some books recommend the use of a crochet hook with a specially carved groove in the end. Some musicians simply use a blunt pencil. Be careful not to bend the spring beyond its regular position, as it may affect the responsiveness of the key.

Stiff Joints

If you are having difficulty assembling or disassembling the flute, the joints may need cleaning. Firstly, take a clean dry cloth and wipe the joints to remove excess grease and dust. Reassemble the flute and see whether this has helped. If not, see a professional flute specialist. Under no circumstances add cork grease, petroleum jelly or any other lubricant. While these may appear to help, the joints on metal flutes are designed to work best when clean and dry. All lubricants attract dust, which acts as an abrasive. If you doubt this, ask any flutemaker.

title: Flute/Flute Maintenance


text:
User talk:Diana.N

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Derbeth talk 14:22, 8 September 2006 (UTC)

title: User talk:Diana.N


text:
Materials Science/Introduction

Introduction
Different materials have different properties. Think of the difference between the engine of a car and its wheels; the metal in a wire and its insulator. All these objects can only be made out of materials that have properties suited to their application. Materials science is the study of the properties of materials. It focuses on the factors that make one material different from another. Understandably, there are many such factors, some obvious and some subtle. Examples of these factors might include elemental composition, arrangement, bonding, impurities, surface structure, length scale and so on. The ability to understand the relationships between these factors and the properties of a material has been crucial to most of mankind's technological breakthroughs. Today, materials science is a multidisciplinary subject. It draws upon just about every field of science and engineering, providing insights for other researchers to use in their field.

This book is aimed at those studying materials science at the undergraduate level in university whether as their major field or as a single module of a related engineering course.

Materials science is an interdisciplinary field involving the properties of matter and its applications to various areas of science and engineering. It includes elements of applied physics and chemistry, as well as chemical, mechanical, civil and electrical engineering. With significant media attention to nanoscience and nanotechnology in the recent years, materials science has been propelled to the forefront at many universities, sometimes controversially.

The choice material of a given era is often its defining point: the stone age, Bronze Age, and steel age are examples. Materials science is one of the oldest forms of engineering and applied science. Modern materials science evolved directly from metallurgy, which itself evolved from mining. A major breakthrough in the understanding of materials occurred in the late 19th century, when Willard Gibbs demonstrated that thermodynamic properties relating to atomic structure in various phases are related to the physical properties of the material. Important elements of modern materials science are a product of the space race: the understanding and engineering of the metallic alloys and other materials that went into the construction of space vehicles was one of the enablers of space exploration. Materials science has driven, and been driven by, the development of revolutionary technologies such as plastics, semiconductors, and biomaterials.

Before the 1960s (and in some cases decades after), many materials science departments were named metallurgy departments, from a 19th and early 20th century emphasis on metals. The field has since broadened to include every class of materials, including: ceramics, polymers, semiconductors, magnetic materials, medical implant materials and biological materials.

In materials science, rather than haphazardly looking for and discovering materials and exploiting their properties, one instead aims to understand materials fundamentally so that new materials with the desired properties can be created.

The basis of all materials science involves relating the desired properties and relative performance of a material in a certain application to the structure of the atoms and phases in that material through characterization. The major determinants of the structure of a material and thus of its properties are its constituent chemical elements and the way in which it has been processed into its final form. These, taken together and related through the laws of thermodynamics, govern the material’s microstructure, and thus its properties.

An old adage in materials science says: "materials are like people; it is the defects that make them interesting". The manufacture of a perfect crystal of a material is physically impossible. Instead materials scientists manipulate the defects in crystalline materials such as precipitates, grain boundaries (Hall-Petch relationship), interstitial atoms, vacancies or substitutional atoms, creating a material with the desired properties.

Not all materials have a regular crystal structure. Polymers display varying degrees of crystallinity. Glasses, some ceramics, and many natural materials are amorphous, not possessing any long-range order in their atomic arrangements. These materials are much harder to engineer than crystalline materials. Polymers are a mixed case, and their study commonly combines elements of chemical and statistical thermodynamics to give thermodynamical, rather than mechanical descriptions of physical properties.

In addition to industrial interest, materials science has gradually developed into a field which provides tests for condensed matter or solid state theories. New physics emerges because of the diverse new material properties needed to be explained.

Radical materials advances can drive the creation of new products or even new industries, but stable industries also employ materials scientists to make incremental improvements and troubleshoot issues with currently used materials. Industrial applications of materials science include materials design, cost-benefit tradeoffs in industrial production of materials, processing techniques (casting, rolling, welding, ion implantation, crystal growth, thin-film deposition, sintering, glassblowing, etc.), and analytical techniques (characterization techniques such as electron microscopy, x-ray diffraction, calorimetry, nuclear microscopy (HEFIB), Rutherford backscattering, neutron diffraction, etc.).

Besides material characterisation, the material scientist/engineer also deals with the extraction of materials and their conversion into useful forms. Thus ingot casting, foundry techniques, blast furnace extraction, electrolytic extraction all are part of the required knowledge of a materials scientist/engineer. Often the presence, absence or variation of minute quantities of secondary elements and compounds in a bulk material will have a great impact on the final properties of the materials produced, for instance, steels are classified based on 1/10th and 1/100 weight percentages of the carbon and other alloying elements they contain. Thus, the extraction and purification techniques employed in the extraction of iron in the blast furnace will have an impact of the quality of steel that may be produced.

The overlap between physics and materials science has led to the offshoot field of materials physics, which is concerned with the physical properties of materials. The approach is generally more macroscopic and applied than in condensed matter physics. See the important publications in materials physics for more details on this field of study.

Alloys of metals is an important and significant part of materials science. Of all the metallic alloys in use today, the alloys of iron (steel, stainless steel, cast iron, tool steel, alloy steels) make up the largest proportion both by quantity and commercial value. Iron alloyed with various weight percentages of carbon gives low, mid and high carbon steels. For the steels, the hardness and tensile strength of the steel is directly related to the amount of carbon present, while increasing carbon levels lead to lower ductility and toughness. The addition of silicon and graphitization will produce cast irons (although some cast irons are made precisely with no graphitization). The addition of chromium, nickel and molybdenum to carbon steels (more than 10%) gives us stainless steels.

Other significant metallic alloys are those of aluminium, titanium, copper and magnesium. Copper alloys have been known for a long time (during the Bronze Age), while the alloys of the other three metals have been relatively recently developed, due to the chemical reactivity of these metals and the resultant difficulty in their extraction which wasn't accomplished (electrolytically) until recently. The alloys of aluminium, titanium and magnesium are also known and valued for their high strength to weight ratios and, in the case of magnesium, their ability to provide electromagnetic shielding. These materials find special applications where high strength-weight ratios are desired (aero-space industry).

Other than metals, polymers and ceramics are also an important part of material science. Polymers are the raw materials (the resins) used to make what we commonly call plastics. Plastics are actually the final product after many polymers and additives have been processed and shaped into a final shape and form. Polymers that have been around and are in current widespread use include polyethylene, polypropylene, polyvinyl-chloride, polystyrene, nylons, polyesters, acrylics, polyurethane, polycarbonates. Plastics are generally classified as "commodity", "specialty" and "engineering" plastics.

PVC is a commodity plastic, it is widely used, low cost and annual quantities are huge. It lends itself to an incredible array of applications, from faux leather to electrical insulation to cabling to packaging and vessels. Its fabrication and processing are simple and well-established. The versatility of PVC is due to the wide range of additives that it accepts. Additives in polymer science refers to the chemicals and compounds added to the polymer base to modify its physical and material properties.

Polycarbonate would be normally considered an engineering plastic (other examples include PEEK, ABS). Engineering plastics are valued for their superior strengths and other special material properties. They are usually not used for disposable applications, unlike commodity plastics.

Specialty plastics are really the materials with unique characteristics, such as ultrahigh strength, electrical conductivity, electro-florescence, high thermal stability, etc.

It should be noted here that the dividing line between the various types of plastics is not based on material but rather their properties and applications. For instance, polypropylene (PP) is a cheap, slippery polymer commonly used to make disposable shopping bags and trash bags. It is commodity. But a variety of PP called Ultra-high Molecular Weight Polypropylene (UHMWPE) is an engineering plastic which is used extensively as the glide rails for industrial equipment.

Another application of material science in industry is the making of composite materials. Composite materials are structured materials composed of at least two different macroscopic phases. An example would be steel-reinforced concrete. Also, take a look at the plastic casing of your television set, cell-phone: these plastic casings are usually a composite made up of a thermoplastic matrix such as acrylonitrile-butadiene-styrene (ABS) in which calcium carbonate chalk, talc, glass fibres or carbon fibres have been added (dispersants) for added strength, bulk, or electro-static dispersion.

title: Materials Science/Introduction


text: Category:Book:Materials Science

title: Category:Book:Materials Science


text:
Understanding Noah's Classifieds/Let's Discover gorumMain

function gorumMain(&$s) {    global $gorumroll,$lll,$whatHappened,$infoText,$gorumcontent; global $initClassName,$navBarText; global $upperTemplate,$lowerTemplate; global $globHtmlHead, $HTTP_GET_VARS;

This includes all the global variables required. Global variables like these don't have to be defined you can just include them and use them. The same way you don't have to define scope variables. $s=""; $init = new $initClassName; $init->initializeSystemSettings; $base = new $gorumroll->class; $olc=$gorumroll->list."_".$gorumroll->method."_lllcancel"; if (isset($lll[$olc])) {$lll["cancel"]=$lll[$olc];}

It seems the next step the main program makes a bolean decision. It determines whether the previous create/update/edit/delete had the user click cancel. It then brances into two

if( $gorumroll->submit==$lll["cancel"] ) {        $whatHappened="form_submitted"; $infoText = $lll["operation_cancelled"]; // html template file meghatarozasa a teljes oldal layoutjahoz // (ELD stilusu template-ezes, ha van ilyen) kitalalja, hogy mi         // lesz a template file, amit a showApp hasznal: $init->getTemplate; goBackward($base);

The wonderful thing of Noah is its prebuilt backward navigation as seen here. If you cancel it sends you back to where you came from.

$init->getTemplateAfter; processMethod($base, $processResult); }    else {        $whatHappened=""; processMethod($base, $processResult); // html template file meghatarozasa a teljes oldal layoutjahoz // (ELD stilusu template-ezes, ha van ilyen) kitalalja, hogy mi         // lesz a template file, amit a showApp hasznal: $init->getTemplate; if( $whatHappened ) // Ez jelzi, hogy meg egy processMethod kell {            goBackward($base); $init->getTemplateAfter; processMethod($base, $processResult); }    }

Now the next thing has to do with the Head,Top and Footer templates if (ereg("\.php$",$upperTemplate)) {//just check $ret=@fopen($upperTemplate,"r"); if (!$ret) { $infoText = sprintf($lll["incl_header_err"],$upperTemplate); }        @fclose($f); }    if (ereg("\.php$",$lowerTemplate)) {//just check $ret=@fopen($lowerTemplate,"r"); if (!$ret) { if (!isset($infoText)) $infoText=""; $infoText.=" ".sprintf($lll["incl_footer_err"],$lowerTemplate); }        @fclose($f); }

Here comes the actual interesting rendering stuff. showNavBar draws those text like submit add etc.

//show functions $gorumcontent=""; $navBarText=$base->showNavBar;//TODO: a navbar altalanos cucc? $gorumcontent.= $processResult; $globHtmlHead=$init->showHtmlHead;

This links the header file^^ if( isset($HTTP_GET_VARS["inf"]) ) $infoText=$HTTP_GET_VARS["inf"]; $sApp=$init->showApp;

Here is the point at which the actual working of noah gets executed, it will run down the hierachy and execute the right class. Rendering your detail/listing or whatever $s.=$globHtmlHead;//fontos, hogy felulirhato legyen az app-ban

Now it gets the upper and lower template

$upperTemplate=trim($upperTemplate); if (ereg("\.php$",$upperTemplate)) {        $ret=@include($upperTemplate); }    else $s.="$upperTemplate\n"; $lowerTemplate=trim($lowerTemplate);

Finally it adds the output from your application to the final text.

$s.=$sApp; if (ereg("\.php$",$lowerTemplate)) $ret=@include($lowerTemplate); else $s.="$lowerTemplate\n"; }

processMethod($base, $processResult); is very peculiar as it seems it has to do with the processing of data. In Noah they have abstracted the data away from the view (a very good thing)


text:
User talk:Lsmit116

Image:Kitty.jpg
Can you give direct link to the photo at www.yotophoto? Flickr says it is noncommercial-non derivatives. --Derbeth talk 17:32, 8 September 2006 (UTC)

title: User talk:Lsmit116


text:
User talk:167.128.132.196

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

title: User talk:167.128.132.196


text:
User talk:Leonus~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 Leonus. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Leonus~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:22, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:11, 19 April 2015 (UTC)

title: User talk:Leonus~enwikibooks


text:
Talk:A Beginner's Guide to D/The Basics/The Structure of D

I removed this section:

There is one little issue here: If both numbers (operands) are integers the resulting value will be an integer, too. Especially if you write a division like 1 / 2 this is rounded downwards to an integer so the result is not 0.5, but 0!

To avoid this write: 1 / 2.0 The 2.0 is interpreted as floating point value, so the whole operation is now calculated as floating point and results in 0.5.

I don't think it belongs so early in the book. Later in the chapter, types are expounded on further. I think this would fit better there. Opinions? --GregorR 21:03, 8 September 2006 (UTC)
 * I wrote it here because I thought it is a common gotcha for beginners. Maybe it is worth to mention it here and to explain the why later in detail. --Mbutscher 19:52, 9 September 2006 (UTC)
 * OK, I'll agree to that. I think we'll need to move some other types into this chapter then, but that's OK. --GregorR 06:37, 10 September 2006 (UTC)


text:
Cascading Style Sheets/Index of Properties

This page lists all the properties available in CSS level 2 revision 1. The properties are group by the media group for which they are valid. Links in the first column lead to the module in this wikibook that introduces the property. Links in the second and third column lead to the official CSS specifications. If a property does not have an entry in the second column it does not appear in the CSS level 1 specification.

Visual, Paged
Cascading Style Sheets/Appendices/Properties


text:
Cascading Style Sheets/Floating Elements

IE6 and IE7 will place a floated element below an inline box that is its previous sibling

IE6 and IE7 will place an inline element below a floated element that is its previous sibling if it is floated to the right of that element IE6 and IE7 will shrinkwrap an element styled float:left to the width of its containing block if the container has a right-floated child and an undefined width

IE6 and IE7 cleared elements will clear other nested floats even if they don't share a containing block

IE6 and IE7 cleared elements will have twice their declared top padding when displayed

A floated box can overlap block-level boxes adjacent to it in the normal flow, so use the clear property to reposition static boxes in the flow

The clear property can be used on a floated element to force it below adjacent floats, which is useful for aligning multiple blocks floating in the same direction

The clear property specifies if an element can have elements floated to its left, to its right, or not at all. When an element does not allow floating on a side, the element appears below the floated element.

Internet Explorer versions up to and including 6 add three pixels of padding (in the floated direction) to adjacent line boxes.

In Internet Explorer versions up to and including 6, the left or right margins are doubled on floated elements that touch their parents’ side edges. The margin value is doubled on the side that touches the parent. A simple fix for this problem is to set display to inline for the floated element.

Internet Explorer for Windows versions up to and including 7: will place a floated box below an immediately preceding line box will expand a left-floated box to the width of the containing block if it has a right-floated child and a computed width of auto will apply a layout to a floated element don’t support the value inherit for any properties except visibility and direction

In Firefox versions up to and including 2.0, a floated box appears below an immediately preceding line box. A left-floated box with a right-floated child and a computed width of auto expands to the width of the containing block.

In Opera up to and including version 9.2, if the computed width of the floated box is auto and it has floated children, its width is computed as if the floats don’t wrap and aren’t cleared.

Use overflow: auto; display: block; float: left; margin: 0 auto; to position block elements onto the same line.

Floated elements are shrinkwrapped by surrounding block content unless overflow is set to auto or hidden on the surrounding blocks, in which case they are treated as inline blocks.

Floated elements following an absolutely positioned element will cause it to disappear in IE6 and IE7 unless the absolutely positioned element is set to clear:both

Instead of applying top margins to cleared static content apply bottom margins to floats for cross-browser consistency.

Floated elements do not support margin collapsing

Inline elements do not support clearing

Absolutely positioned elements do not support floating

Floating elements do not support inline-block or inline-table, each is rendered as block or table respectively

Floated elements cause adjacent inline elements to reflow

Example 1
CSS rule:

Sample HTML:

Example rendering:

Example 2
Multiple objects can be floated within the same block

CSS rule:

Sample HTML:

Example rendering:

Property
The property clear determines which sides of the floating element can be occupied by any of the previous floating elements. The property has no effect on next floating elements.

Possible values:
 * left
 * right
 * both
 * none

To understand the effect, compare the following examples featuring one non-floating element and two floating elements.

In the first example, the property clear is not used.

In the second, example, the property clear is used in the second element to make sure no previous floating element comes to the left of it.

In the third example, the float property has no effect, as it only affects previous floating elements.

Links
A few tips:
 * a short discussion of "legacy" vs. "XML" styles of "clear" in CSS.
 * "Clearing space beneath floated elements"
 * If you want to add, say, a border around all floats ...
 * W3.org: "Controlling flow next to floats: the 'clear' property"


text:
Cascading Style Sheets/Lists

W3C Specification CSS1 CSS2.1

The property sets the marker used at the start of a list item. The marker may be a counter or a bullet point. Several different bullet points are available. The values defined in CSS1 or CSS2.1 are shown in the list below. The marker for each value in the list should be rendered in that style. Your browser may not support all the bullet types, in which case you will probably see a disc in place of any unsupported values.
, defined in CSS2.1.

, defined in CSS2.1.

, defined in CSS2.1.

, defined in CSS2.1 but liable to be removed

, defined in CSS2.1 but liable to be removed.

, defined in CSS2.1 but liable to be removed.

can be applied to the list container element ( or   in HTML) as well as to the list item element (  in HTML).

CSS rules:

Sample HTML:

Example rendering:

Notice that all the bullets in the sub-lists are discs. If you want sub-lists to have different types you need extra rules, e.g.

Example rendering:

W3C Specification CSS1 CSS2.1

The property allows you to specify an image to use as the bullet for list items. The value is either a URI or. When the value is the bullet will be set by the  property. When it is a URI the web browser will attempt to load the image from the given URI. If it succeeds it will use the image as the bullet. If it fails it will use the bullet specified by the property.

The example below shows a list with alternating red and green bullets.

CSS rules:

Sample HTML:

Example rendering:

W3C Specification CSS1 CSS2.1

The property determines whether the bullet for a list item is considered part of the content of the list item  or is placed outside the block. Most web browsers place the bullet outside for (X)HTML lists.

CSS rules:

Sample HTML:

Example rendering – notice where the text wraps to relative to the bullet and the border.

The next example shows how altering the margin or padding affects the position of the bullet when the bullet is inside. Since the bullet is inside the content the padding appears between the border and the bullet.

The next example shows how altering the margin or padding affects the position of the bullet when the bullet is outside. Since it is outside the content in remains in the same place relative to the border.

Shorthand property
W3C Specification CSS1 CSS2.1

The shorthand property can be used to set all three individual list style properties in a single declaration.

The rule is equivalent to

The individual properties may be given in any order, so the following declarations are all equivalent.

If any of the individual properties are omitted they are set to their initial values. For example is equivalent to

CSS/Liste

title: Cascading Style Sheets/Lists


text: Modern Photography/Flash tables

title: Modern Photography/Flash tables


text:
Conflict Resolution

The following are the steps to one way of dealing with negativity:
 * 1) Avoidance, Precaution, Distancing
 * 2) Compliance, Cooperation, Compromise
 * 3) Fight or Flight, Negativity Mirroring, Ejecting

Avoidance

Avoidance is a small amount of distancing or moving away from the subject. When a person has done something that is negative towards you, the first order of business is to try and alleviate any kind of hostility in the easiest form possible. That easiest way would be to move away a little bit. Moving away means sending a message to the person "I mean no harm, but I will leave if I have wronged you in some way". It also sends a message that you do not appreciate the behavior. Moving away, angular distance, closed body language, angular cut off, turning away attention, disengaging conversation, etc. are all forms of distancing either physically or verbally in some level.

It is important to move away just a little bit. Excessive avoidance will consume excess resources as well as send conflicting messages. If you're at a party and some guy hit you on the shoulder a little to hard as his way of making a joke, you don't want to leave the room or start running to the other corner of the room. If you're engaged in conversations with other people, that will interrupt your conversations and it will take time and energy resources to reestablish those connections in another scene. They guy might also have been joking, so it's important to let him know that it's not funny in a subtle way. He might have just had awkward social skills. In this case excessive avoidance will result in opportunity cost such as sacrificing a wing man. In this case subtle distancing should send the appropriate message, that is at the same time not too much.

Compliance

The next order of business is an attempt at compliance. The hostility might have been a result of your own mistake, in which case you should correct it. Took somebody else's seat, took somebody else's drink, mispronounced somebody's name, forgot to give somebody a hug, etc. It is weird that hostility might be the result of forgetting to give the girl a hug, or compliment her on her dress at the appropriate time. However think about it, if a girl went through all the time of looking great for a special night, and you didn't compliment her. You're lucky she's not just leaving but still sending you a message of some sort. Without the avoidance step, this might come off as supplication or nice guy behavior. These steps work in sequence with each other. The avoidance step first, has ensured that you are not supplicating. If the person is still pursuing you with hostility, the aspect of pursuance, has not bestowed you the upper hand. Now that you realize you forgot to give her a good night kiss or use foreplay, you can now go ahead and do so without coming off as a nice guy.

In a casual setting, compliance with members of the opposite sex in a personal relationship will often if not primarily, take a sexual form of some kind. When dealing with members of the opposite sex, you can be sure that a conflict will often result because of a sexual inconsistency. Not holding her hand as often as you used to, not hugging her as much as you used to, looking at other girls, neglecting her etc. Those are all signs which will often get a girl hostile, that is if she doesn't leave ahead of time. It is actually a good thing that she is hostile, rather than just leaving you and not giving you a second chance. There is a common misconception that hostility is a sign of rejection. It could be, but it's not always. Having used the avoidance step, and having had the girl pursue you further, allows you to proceed to cooperation without risking over-approaching or violating your territory.

Once you've implemented avoidance, and had the person still pursue you, an advantage in social status and image is achieved. Being on the receiving end allows you to pursue the person in return to solve the problem and move on to a higher level of intimacy in return. The types of behaviors would usually be flirting, teasing, complimenting, hugging, touching, hand holding etc. If she is continuing to hit you, you now have permission to hold her hand because she has initiated physical contact. Defense is important and is covered in the third and last step. However, it is important to first pursue an attempt at intimacy, just in case that was the problem. If lack of intimacy was the problem, intimacy instead of defense, will not only solve the problem, but also get both people exactly what they want.

In a casual setting with members of the opposite sex, conflicts will often be resolved with sexuality or intimacy. Women skipping this step are often perceived as bitchy. Men skipping this step are often perceived as jerks when they put too much emphasis on the first avoidance step or the third step of retaliation. The first step of avoidance, allows you an attempt at conflict resolution which is your main goal in any conflict. The process of slight avoidance or distancing allows you to switch to engage or approach the person in return without overstepping your boundaries.

Fight or Flight

The last step of fight or flight is the process of making sure that your compliance is not taken advantage off. You should always remember that resolution is your ultimate goal in any conflict. However, situations will occur where you will not be able to resolve a conflict, or your date will be irate because of other external reasons. In such a case it is important to have a process of making sure that you are not taken advantage of while it indeed is not your fault. Having practiced avoidance first and cooperation second, having now ensured that you are first not attacking the person and second innocent. The assumption is that you have complied properly, and secondly if they are still attacking you, they are consenting to the counter attack. At the same time, there is a level of hostility which is allowed when implementing the counter attack.

The negativity from you should be in accordance to the type and level of negativity from the person. Verbal negativity should be responded to with verbal negativity, not emotional. Emotional negativity should be imitated with emotion accordingly also. If the person doesn't see the connection between their negativity and yours, you will be perceived as hostile rather than sympathetic. Identify what type of negativity the person is expressing: insults, derogatory, criticism, swearing, frowning etc.

Mirror the negativity, but not the attack. You want to come across as being similar, not hostile yourself. For example, if the girls is swearing at you, you might try swearing also, but not at her, instead at an inanimate object. This will not lead to a fight, but it will make you feel like you both are in a similar state of mind.

Once you've me the person on their level, the next step is to turn the interaction hospitable by gradually decreasing the intensity. You would start of with a level that is a little bit lower than her own. This is called pacing. Gradually, as you feel her coming more and more on your side, start decreasing the level of intensity. Don't decrease too suddenly that she will explode back up again, but use a pace so that she's still in sync and mirroring your body language. If she does explode, follow back up with step one.

Circus Animal Training Example

A similar process is seen with animal trainers and the lion in the circus. As the trainer approaches the lion, the first order of response is backing off. This is avoidance. As the lion runs out of room, it will sit and bow down. This is a form of submission or obedience. If the trainer pursues, the lion will get up and start approaching the trainer up to the point where the trainer backs off. This is all a process of the lion using it's instincts in responding to hostility used by animal trainers to make it look like the trainer is telling the lion what to do.

title: Conflict Resolution


text:
User talk:67.85.22.127

Thanks for experimenting with the page MapleStory/Training Guide on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks. --Az1568 03:18, 9 September 2006 (UTC)

title: User talk:67.85.22.127


text:
User talk:220.119.252.122

Thanks for experimenting with the page FHSST Physics atomic nucleus elementary:Quarks and leptons on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks. --Az1568 03:19, 9 September 2006 (UTC)

title: User talk:220.119.252.122


text:
User talk:72.234.197.38

Thanks for experimenting with the page MapleStory/Quests on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks. -- SB_Johnny | talk 08:57, 9 September 2006 (UTC)

Thanks for experimenting with the page MapleStory/FAQs on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks. -- SB_Johnny | talk 08:57, 9 September 2006 (UTC)

title: User talk:72.234.197.38


text:
Cookbook:Double Chocolate Cheesecake

Ingredients

 * 1½ cups finely-crushed chocolate wafers
 * 3 packages (24 oz) softened cream cheese
 * 1½ cups white granulated sugar
 * 4 oz semi-sweet chocolate, melted and cooled
 * 2 tbsp flour
 * 1 tsp vanilla essence
 * 4 eggs
 * ¼ cup milk
 * ¼ cup vanilla-flavored pieces, melted

Crust

 * 1) Stir together crushed wafers and butter.
 * 2) Press mixture evenly over the bottom and 1¾ inch up sides of 9-inch springform pan.

Filling

 * 1) In large bowl, beat cream cheese, sugar, chocolate, flour and vanilla until well mixed.
 * 2) Add eggs all at once. Beat with electric mixer on low speed until just mixed. Do not overbeat.
 * 3) Stir in milk.

Baking

 * 1) Pour filling into crust.
 * 2) Bake in a 350°F (175°C) oven about 50 minutes or until center appears nearly set when gently shaken.
 * 3) Cool on a wire rack for 5–10 minutes.
 * 4) Loosen sides of cheesecake from pan. Cool 30 minutes.
 * 5) Remove sides of pan. Cover and chill for 4–24 hours.
 * 6) Pipe melted vanilla flavored pieces decoratively atop cheesecake.

title: Cookbook:Double Chocolate Cheesecake


text:
Talk:Understanding Noah's Classifieds/Let's Discover gorumMain

This is great work and I think it belongs to the "Understanding Noah"-project. I think we have to integrate it. --Schmouk 06:37, 9 September 2006 (UTC)


text:
User:Supparluca

C
c

REDIRECT

 * 1) REDIRECT Wikilink

title: User:Supparluca


text:
The Computer Revolution

Timeline llr.76

Hardware

 * Binary
 * Motherboard
 * Microprocessor
 * CPU
 * Servers
 * Price
 * Computer case
 * Power Supply
 * Uninterruptible Power Supply
 * Ports
 * Expansion Cards
 * Sound cards
 * Video Cards
 * Jump Drives
 * PDAs
 * /The Morph Concept/
 * /Hardware Protection/

Memory

 * Memory
 * Cache
 * Ram Chips
 * Virtual Memory

Peripherals

 * TV
 * Monitors
 * Refresh Rate vs. Sampling Rate
 * Keyboards
 * Scanners
 * OCR
 * Printers
 * Pointers
 * Mouse
 * Types of Scanners
 * Readers
 * Speakers
 * Web Cameras
 * 3D Scanners
 * Pens/Styluses
 * Graphic Tablets
 * Midi

Media

 * Storage
 * Computer Storage
 * /MICR Reader/
 * Smartcards
 * Smart Cars
 * Hard Disks
 * RAID

Software

 * Software Licenses
 * Copyright infringement
 * Common Software Shortcuts
 * Operating Systems
 * Windows 8
 * Ubuntu
 * Installed vs.Web-Based Software
 * /System Software/
 * /Application Software/
 * /Middleware/
 * /Open Source Software/
 * /Computer Monitoring Software/
 * /Graphics Software/
 * CADD
 * Paint
 * Adobe Photoshop
 * Word processing
 * Note Taking Software
 * Database
 * PDF
 * PDF Plugins
 * Corel Draw
 * Information Systems

Computer Graphics

 * Graphics
 * Increasing Design Speed
 * Design Efficiency
 * Using Pictures
 * Soft Copy Proofs
 * Print Merge
 * 3D
 * Graphics Accelerator
 * Digital Manipulation
 * Multimedia

Customization

 * Exterior
 * Interior

Databases

 * Basic Structure
 * Data mining
 * Database Models
 * DBMS
 * RDBMS-ORACLE DATABASES
 * Indexing
 * Criminal Databases
 * Management Information system
 * Transaction Processing System
 * Limitations
 * Types of Files
 * Data Warehouses
 * Opinion Polls
 * Creating a Database
 * Database Classifications
 * Content Management Systems
 * Entities and Entity Relationships
 * Cloud Databases

Programming

 * 1st generation
 * 2nd generation
 * OOP
 * Programming_Languages_Used_Today
 * Designing the Program
 * Five Steps of Programming
 * Object Oriented Programming
 * Introduction to Python
 * Object Oriented vs. Structured programming
 * The Six Phases of System Analysis and Design
 * Conducting the Preliminary Investigation in system analysis and design
 * Aspect Oriented Programming
 * JavaScript
 * Web Authoring Software
 * System Development
 * Procedural Programming
 * FORTRAN
 * Application Lifecycle Management

Artificial Intelligence

 * Expert Systems
 * Neural Networks
 * Genetic Algorithms
 * ASIMO
 * Turing Test
 * Branches of & Applying AI
 * AI use in business
 * Diagnosis
 * Weak VS Strong AI
 * Intelligence Agents
 * Translators
 * Education
 * I dog
 * Around The Home
 * Ethics
 * Robotics

Communication

 * online
 * satellites
 * information age
 * Telecommunication
 * Instant Messaging
 * VOIP
 * Blogs
 * How communications help with education
 * PAN
 * LAN
 * WAN
 * MAN

Networks

 * Types of Networks
 * Components
 * Network Topologies
 * Mesh
 * Intranet
 * Models
 * Four Types of Wireless Communications
 * Ways to Minimize Virus Attacks
 * Wired Communications Media
 * Short Range Wireless for Personal Area Networks
 * Short Range Wireless for Automation Networks
 * Digital and Analog Cell Phones
 * Wi-Fi
 * Wi-Fi VS WiMAX
 * Bluetooth
 * VPN
 * Global Positioning System (GPS) Applications
 * ZigBee
 * Delivery Method
 * Connecting Devices and Networks

Internet

 * Internet
 * Searching the Internet
 * Protocols and Standards
 * Connections
 * Crime
 * Security
 * Communication
 * Email
 * Netmeetings
 * Skype
 * Online Forums
 * Social Networks
 * VoIP
 * Languages
 * Controlling bodies
 * Dynamic
 * Hackers
 * Digital Certificate
 * Flowchart

E commerce

 * Overview
 * E commerce Business Models in a Nutshell
 * Benefits
 * Types of E-Commerce Web Sites
 * Disadvantages
 * E-bay
 * Online Banking
 * Advertising
 * B2C
 * B2B
 * Online Shopping
 * PayPal
 * Online Job Hunting
 * Small Business
 * Electronic Financial Transactions
 * C2C
 * B2G
 * Website Design
 * Website Development
 * M-commerce
 * Security

/Entertainment/

 * Media Center
 * Gaming
 * /Videogame Systems/
 * Streaming
 * Video players
 * Satellite Radio
 * Manipulation of Digital Data
 * Digital Video Quality
 * Digital Cameras
 * MP3 Players
 * Music
 * Magazines

Computers and Health

 * Computers and Health
 * /Health/
 * /Computer Related Injuries and Ergonomics/

Computers and Environment

 * Disposal/Recycling
 * Nanotechnology
 * /Ruggedized Devices/
 * /Green Computing/
 * /Quantum Computing/
 * /Uninterruptible Power Supply/

Business

 * /Business/
 * /Computer and Business Ethics/
 * /Computer Crime in the Workplace/
 * /Careers/
 * /Outsourcing/
 * /Intellectual Properties/

Business Information Systems

 * OIS
 * TPS
 * MIS
 * DSS
 * ESS
 * SDLC
 * Business Intelligence

Influential people
In this section of the book we will list and point some of the most influential people in the computer revolution. As consideration to keep this section out of disputes and avoid prematurely ego contest and promotions, all listed personalities should already be dead and the impact of their contributions on the field of computing must have outlasted their lifespan.

title: The Computer Revolution


text: User:Supparluca/c

title: User:Supparluca/c


text:
Cookbook:Urad Bean

Urad bean, also urd, black gram, sometimes mistaken for black Beluga lentils, are little black beans with creamy white interiors, used in cooking across South Asia. Whole Urad bean is used mainly in stews and soups. They derive their strong, rich, earthy flavor from the black skins, and have an uncanny ability to absorb flavors.

Urad dal, also urad dhal, white urad, white lentil, is the skinless and often split urad bean. It is commonly used in dals, and to make breads like idli and dosa (see below). Dosa made with white urad dal practically peel themselves off the pan when cooked, and have a satisfying bread-like flavour.

Recipes using urad bean or urad dal:
 * Idli
 * Dosa and Ragi Dosa
 * Rasam
 * Vada

Recipes using urad flour:
 * Papadum

title: Cookbook:Urad Bean


text:
Minix 3

MINIX 3 is a new open-source operating system designed as highly reliable, flexible, and secure. It is loosely based somewhat on previous versions of MINIX, but is fundamentally different in many key ways. This is an attempt at creating a book about MINIX 3.

About This book

 * The History of Minix 3
 * Future Roles for Minix 3
 * Teaching Operating Systems
 * Legal Matters

A Brief Introduction to the Concepts of MINIX 3

 * Architecture and Design of MINIX 3
 * Processes
 * Input/Output [[File:00%.svg]]
 * Memory Management [[File:00%.svg]]
 * File System [[File:00%.svg]]

Getting Started with MINIX 3

 * First Steps [[File:00%.svg]]
 * Installation [[File:00%.svg]]
 * Being an Administrator [[File:00%.svg]]
 * Using the X-Environment [[File:00%.svg]]
 * Setting up Your Network [[File:00%.svg]]
 * Tools

Appendix A: MINIX 3 on Emulators

 * Minix 3 on VMware [[File:00%.svg]]
 * Minix 3 on QEMU [[Image:50%.svg]]
 * Minix 3 on Bochs [[Image:50%.svg]]
 * Minix 3 on VirtualBox [[File:00%.svg]]
 * Minix 3 on Virtual PC [[File:00%.svg]]
 * Minix 3 on Parallels Desktop [[File:00%.svg]]

minix 3

title: Minix 3


text:
Talk:Unicode/Character reference/F000-FFFF

Noncharacters
What is about the code points U+FDD0-U+FDEF?
 * That section was reserved and was categorized as not a character. I don't exactly know why that section was reserved but I guess that these code points may be provided for the internal uses of computer programs. -- ✉ Hello World! 11:08, 20 January 2007 (UTC)

non-official standards
It seems some of these characters are non-official standards? Jidanni (talk) 22:17, 7 May 2009 (UTC)


text:
User:Benbread

I'm Ben, 17 and i'm a fairly regular editor at Wikipedia. For a better profile of me see my Wikipedia User Page

title: User:Benbread


text:
Minix 3/Minix 3 on Parallels Desktop

Minix 3 runs on Parallels Desktop for Mac but there are known problems with the ethernet driver not working.

Use the Virtio network adapter with parallels.

title: Minix 3/Minix 3 on Parallels Desktop


text:
XForms/Installing XForms in FireFox

To get most of the programs working in this tutorial we recommend using the FireFox 1.5 XForms extension or the FireFox 2.0 XForms extension. We recommend these options because these programs do not require any modification to W3C compliant XForms examples. Our experience is it usually takes under a minute and you will not need to setup and configure a specialized web server to run the example programs. Just make sure to give the files an .xhtml extension and associate these file with FireFox an not another web browser.

FireFox 1.5

 * 1) Click Here to download the FireFox XForms 0.7 extension (164KB)
 * 2) Select the button with the label "Install Now for Windows (164KB)"
 * 3) Select the "Install Now" button
 * 4) Restart FireFox

Firefox 2.0
Firefox 2.0 has a different internal browser engine and needs a different version of the XForms extension. This version is available here:

FireFox 0.7.0.1 Extension

Note: XForms 0.7.0.1 is intended for Firefox 2.0.x (so Gecko 1.8.1.x browsers like Seamonkey 1.1).

The nightly builds are located at: http://ftp.mozilla.org/pub/mozilla.org/firefox/nightly/latest-mozilla1.8/

Installing FireFox Using Tools Menus
To download this extension:
 * 1) From the FireFox select the "Tools" Menu
 * 2) From "Tools" select "Extensions"
 * 3) This will bring up a list of your current XForms extensions that are running inside of FireFox.
 * 4) On the lower right corner of this window you will see a link to "Get More Extensions".  Click that and it will direct you to the FireFox extensions page.
 * 5) This web page has a search box in the upper right corner.  Type in "XForms" in the search box.
 * 6) This will display a page that has a button with the label "download the extension now".  Just press the button.
 * 7) Remember to RESTART FireFox.

Debugging Hints
Important Note! I have found that FireFox likes the file names to have the .xhtml extension.

Many people also install the web developer extension: Here is the link:

Firefox Web Developer Extension

title: XForms/Installing XForms in FireFox


text:
XForms/Benefits

Why XForms?
There are many benefits to using XForms over traditional HTML forms. Some of the most frequently mentioned benefits are:

Benefits of XForms

 * 1) Web Standard  - XForms is a W3C standard and allows web applications to be created without lockin to any specific vendor such as Microsoft, Adobe or Apple
 * 2) Consistency with Other Standards - XForms was designed to be very consistent with other web standards such as CSS, XML Schema and XPath.  If you know CSS then you can quickly learn how to style your XForms.
 * 3) Declarative - XForms is considered a declarative system in that it allows users to declare what they want the forms to do, not how to do it.  Movement away from highly complex and primitive procedural JavaScript to advanced declarative styles is the principal way that non-programmers can participate in the forms development process.
 * 4) Less JavaScript - XForms allows the movement away from hard-to-maintain, difficult to debug and potentially insecure JavaScript
 * 5) Fewer "round trips" of pages being transferred from web server to web browser.  This means that fewer web servers are needed in your DMZ and smaller bandwidth is needed between the client and the servers
 * 6) Clean and consistent use of MVC architectures
 * 7) Forms are easier to create, debug and maintain
 * 8) Forms can accommodate multiple languages and multiple currencies
 * 9) Forms have clear Separation of Concerns, meaning all your forms can share a common style sheet, model, bindings and presentation.
 * 10) Advanced user interface controls such as the ../Range control
 * 11) Extensibility of XForms (see ../Custom Controls)
 * 12) Allows the designer to focus on concrete business models and abstract user interfaces (attributed to Joern Turner)

The last point is very critical since business models are designed to be consistent with the business area that tend to be more constant over time. User interface technology on the other hand changes rapidly and must be highly contextual to a browser, browser version mobile device or tablet. This core philosophy of Separation of Concerns is one of the key elements to the philosophy of XForms and good human-machine interactions.

Disadvantages of XForms
Just to be fair, we should also mention the disadvantages. Most of these problems are related to the newness of XForms and will be mitigated over time:

 * 1) Web browser limitations have made it difficult for XForms tools vendors to support all XForms tags in all browsers
 * 2) Slow performance on very-large forms - forms with over 200 fields sometimes can be slow to load on some older browsers
 * 3) Using non-native browser forms players such as XSLTForms require an initial download of around 100K of JavaScript, CSS and XSL files that can be slow, especially over slower dial-up lines.  Note that these files are usually cached on the local hard drive so that the second time a form package is used the files do not have to be re-downloaded.
 * 4) Lack of understanding of XML - Many traditional HTML/JavaScript forms developers are not familiar with XML standards
 * 5) Few complete working XForms examples and applications exist (a problem which we are trying to correct with this book)
 * 6) Few high-quality and low-cost GUI forms builder tools exist today (with the exception of IBM's Workplace forms, OpenOffice Forms, Onyx Forms and few other tools)

You will note that most of the disadvantages of XForms are related to limitations of XForms clients, current browser shortcomings, or skills and training issues. There are few fundamental architectural disadvantages with XForms.

Analysis of XForms Nay-sayers
When there is negative discussion about XForms we have found that most of the negative comments about XForms usually comes from people with one or more of the following attributes:

 * They don't understand the role that standards play in lowering the cost of software development
 * They are trying to promote a vendor-specific proprietary technology
 * They have very little actual real-world XForms experience or have not had strong mentorship by an experienced XForms consultant
 * They do not appreciate the architectural advantages of MVC-based systems and the use of dependency graphs
 * They are focused on the limitations of one or more specific browsers or XForms products
 * They are comparing XForms with a problem domain outside of the scope of XForms charter such as graphics or complex navigation controls

title: XForms/Benefits


text:
Flute/Embouchure and Producing Sound

The word bouche is French for mouth. Wind musicians use embouchure to describe the shape of their lips as they play a musical instrument. The embouchure hole refers to the hole in the mouthpiece (or headjoint) of the instrument.

Finding a practicable embouchure on the flute can be extremely difficult at first, but this challenge is easily overcome with perseverance.

Examine the shape of your lips

Look in a mirror at the shape of your lips. Some people have a completely smooth/rounded surface on their inner lip, whilst others may have a 'teardrop' shape in the middle. Some people have a wider part on one side of the teardrop, or perhaps the teardrop is not in the centre of the mouth. Other people have the opposite of a teardrop, where the lip actually rises in the middle. Whatever your shape, you will need to take this into account when attempting to get a sound out of the instrument.

What am I trying to DO with the air?

When playing the flute, we do not blow the air directly inside the mouthpiece (as we would do with a recorder or a whistle), but we are instead directing the airstream over the top of the embouchure hole. Perhaps in the past, you have made a sound by blowing over the top of a bottle - it is the same principle as this.

The stream of air used to create a sound on the flute should be produced from an embouchure approximately the size of a drinking straw. Imagine that someone has placed a drinking straw between your lips - this loosely indicates the size of the airstream.

Some suggestions to get you started

Try this with the headjoint only, at first.

1. Press your lips together. Roll the lips inward, so that there is no pink showing. (Imagine a woman who is pressing her lipstick between her lips)

2. "Kiss your flute!" - place the embouchure hole completely against your pressed lips, so that you can feel the full circle around your mouth.

3. Unroll. Roll the flute away from your lips approximately 90 degrees, so that the embouchure hole is now level with the ceiling.

4. "Spit out a watermelon seed!" Imagine you have a small seed to spit out - this may assist you in finding a good embouchure shape. If you achieve a sound using this method, try adding a stream of air after your initial "spit".

'What if that didn't work?'

 * Try it again several times, and try to move the embouchure hole to the left or right, depending on where your strongest stream of air is coming out.
 * Experiment, experiment, experiment! As you are blowing, try moving the embouchure hole to the left, right, roll in/roll out, angle up/angle down, angle forward/angle back, etc... Take deep breaths, so that you have plenty of air to create a strong sound.
 * Have a look in the mirror as you attempt to make a sound. Closely observe the position of the embouchure hole against your lips, and attempt to troubleshoot. You may notice a small pattern of condensation appear on the mouthpiece - if you can create a triangular shape with this, you are almost certainly doing well.

title: Flute/Embouchure and Producing Sound


text:
XForms/Installing and Testing

= XForms Client Options =

There are several ways to get started using XForms. But we must first understand that running XForms within a web browser has several security-related issues that prevent software from saving to your local hard drive. There are several workarounds for this.

There are several XForms systems that can be used to build XForms. For example:

XSLTForms is a XForms implementation that can run within your browser or on the server. The client-based system run an XSLT transform within your browser.

BetterFORM is a server-side implementation of XForms that comes bundled with a native XML database (eXist-db).

There are JavaScript-based solutions and other plugins as well as web-server solutions available. See the ../Player Specific Instructions/ or the wikipedia page on XForms for more details. Note that these XForm solutions usually require you to download a web server and install Java Web Archive Files (War files) in the correct directory or add player-specific code to your examples.

FireFox Plugin
The FireFox plugin has limited support on the Mac and may not be supported in current versions of FireFox.

One of the most common today is ../Installing XForms in Firefox/. This takes only about a minute to install so it is used by many of our students. Most of these exercises have been tested with the Firefox 0.7 extension on both Firefox 1.5 and Firefox 2.0.

Firefox 3.6 plugin: xForms 0.8.7

Firefox 2.0 plugin: FireFox 2.0 for the Mac

XForms Processors
XSLTForms uses XSLT and JavaScript in the browser to transform an XForms into HTML.

betterFORM processes XForms on the server with Java.

Orbeon Forms processes XForms on the server with Java.

All can be used with the eXist Native XML Database.

See also the Wikipedia article on XForms

title: XForms/Installing and Testing


text:
XForms/Complex/W2

This example is based on the example on the Mozilla web site:

W2 Tax Form

title: XForms/Complex/W2


text: Minix 3/Print version

title: Minix 3/Print version


text:
Talk:Immigrating to Canada/Family Class

Questions that need answering

 * What if the Primary applicant is applying from in Canada but must leave before the application is either submitted or full processed.

title: Talk:Immigrating to Canada/Family Class


text:
Introduction to World Issues

This book is intended to introduce the subject of World Issues.

Table of Contents

 * 1) /Mass Media/
 * 2) /Global Organization/
 * 3) /Quality of Life/
 * 4) /Terrorism/
 * 5) /Current Events/
 * 6) /Philosophy/
 * 7) /Religion/
 * 8) /Genocide/
 * 9) /The Mundane/

title: Introduction to World Issues


text:
Introduction to World Issues/Mass Media

Mass media has a profound effect on how we live our lives. An understanding of the power of media in the formation of public opinion and regional attitudes is essential in learning about world-issues. Often, mass media is criticized for having a bias. However, it is important to note that everyone is biased. Every story that a person tells will be filtered through their human experience.

Defining Media
Mass media are communications specifically conceived and designed to reach a very large audience. These can be sorted into five categories:
 * 1) Print media, such as magazines, newspapers, and flyers
 * 2) Visual media, such as television and billboards
 * 3) Audio media, such as radio
 * 4) Electronic Media, such as blogs, podcasts, and news websites
 * 5) Virtual media, a not yet fully explored area of the media, an area in which one can virtually "see" the outside world.

title: Introduction to World Issues/Mass Media


text:
Introduction to World Issues/Terrorism

Defining Terrorism
"The usage of terror to get a point across or to advocate something or other."

Elements of terrorism: - (threat) illegal violence - for political goals - non conventional methods - unpersonal violence (mainly directed against people who aren't involved) - creating fear to achieve goals

Anti-Nationalist
Anti-nationalism is the idea that nationalism is undesirable or even dangerous in one form or another, and sometimes, though less often, the idea that all nationalism is dangerous and unfavourable in all cases. Anti-nationalism is, to varying degrees, the antithesis of nationalism.

title: Introduction to World Issues/Terrorism


text:
Introduction to World Issues/Religion

Definition of Religion
Religion is the practice of manifesting the inner reality in the visible world. This practice is universally believed to produce justice and peace based on love, causing unity and harmony. Various individual and collective techniques combine to produce these outcomes, such as prayer and mediation, or group consultation and action. The essence of religion is to testify to a guiding reality that transcends human limitations. Like science, religion represents a door to the common truth of our existence, making its exploration equally essential to human well-being.

Bahai
The Bahai Faith teaches the oneness of religion - that truth is one. The evolution and development of human societies over time necessitates continuous renewal of religious law.

An ever-unfolding divine flow of guidance comes from God to humanity through the progressive line of Educators known by different names (Adam, Abraham, Moses, Zoroaster, Jesus, Krishna, Buddha, Mohammad, Bab, Baha'u'llah) but identical in station. The mission of each Educator is to propel people from one level of development to the next, raising humanity as a parent raises a child. The method of this intervention is the founding of a new religion, bringing us Judaism, Zoroastrianism, Christianity, Hinduism, Buddism, Islam, and most recently the Bahai Faith. Thus, Baha'u'llah states, "This is the changless Faith of God, eternal in the past, eternal in the future." (1) This process of progressive revelation is without end - one divine Educator follows another about every 1000 years. Following Baha'u'llah, the next Educator will appear sometime after 2900 A.D. Educators do not come in a linear line, but in cycles. These cycles are both inaugurated (Adam) and sealed (Mohammad) by an Educator, only to usher in a new cycle all together (Bab and Baha'u'llah) for the next monumentuous stage in humanities collective development. Human history, then, is defined by the coming of each Educator when time essentially begins anew giving us our respective calendars. The Adamic cycle lasted for 6000 years. We have now entered the cycle of Baha'u'llah or the Bahai cycle or cycle of glory - the chosen time for establishing universal peace on earth. Baha'u'llah taught that this cycle will extend for 500,000 years into the future and we may witness hundreds, if not thousands of future Educators.(2) We are all in the same religion, just at different stages in its unfoldment. There is no old or new religion, but rather eternal, everlasting connection to God through the Covenant - the promise of continuous love and guidance directly given through everlasting Educators and our reciprical obedience to Their higher law. The tie of love and obedience between humanity and God, through the Educator, ensures collective salvation of the human race.

"All men have been created to carry forward and ever-advancing civilization." (3) - Baha'u'llah

References:

(1) Baha'u'llah. Gleanings from the Writings of Baha'u'llah, pg. 136 - 137. Online: http://reference.bahai.org/en/t/b/GWB/gwb-70.html

(2) Effendi, Shoghi. God Passes By, pg. 100. Online: http://reference.bahai.org/en/t/se/GPB/gpb-7.html#pg100

(3) Baha'u'llah. Gleanings from the Writings of Baha'u'llah, pg. 214 - 215. Online: http://reference.bahai.org/en/t/b/GWB/gwb-109.html#pg215

Religious Issues
Some people think they're better than others, just based on their religion. A religion can surely change one's attitude and outlook on life, but it should be for the better. There is nothing good about a person who thinks so highly of themself and puts down others because they do not own up to their standards. GET OVER YOURSELF!

title: Introduction to World Issues/Religion