text:
User talk:Tannersf

Perl
I noticed your attempts to try to fix issues with the naming convinctions used with the Programming:Perl book. I deleted all the duplications, I could find that you made under Begining Perl TOC and moved some of the Programming:Perl pages to use a name begining with Perl Programming instead. Copy pasting doesn't preserve the edit history like moving/renaming a page does, which is important to keep. I kept the kept the top Begining Perl TOC page, but renamed it as Perl Programming/TOC in case you or other people need it or intend to continue to develop it. --dark lama  04:18, 22 December 2006 (UTC)

Your historical documents project
Hi - closing the VfD on this I have moved the pages into your user space to work on User:Tannersf/Historical Documents. Maybe when this is something more than a collection of redlinks you will consider offering it as a book again - thanks -- Herby talk thyme 11:06, 22 December 2006 (UTC)

Star Trek Starships
I'm curious about the direction you want to go with this book. Wikibooks really shound't be just about a collection of encyclopedia-like articles but should be something a little more substantial. And from what I've seen, you are essentially writing a bunch of semi-related articles of a topical nature.

I'm not really trying to discourage you from contributing to Wikibooks, but I'm not entirely sure that this is the appropriate setting for writing content of this nature. This is also something called a "Macropedia", and is explicitly mentioned in the official policy WB:WIW.

From a personal viewpoint, I love Star Trek myself. This is nothing against trying to develop a Wikibook with a Star Trek related theme (like the Klingon Wikibook), but rather trying to duplicate Wikipedia or Wikipedia-like content here on Wikibooks. There is a long history about trying to make a distinction between the two projects (Wikibooks and Wikipedia), and I understand if it isn't exactly easy to tell the difference. That some Wikibooks do have a similar collection of article flavor may also be true, but these are exceptions and something that may in the future be removed from Wikibooks. I would rather not see you put large amounts of effort into something only to see it being removed become of being inappropriate to Wikibooks.

The only reason it survived the VfD earlier was mainly due to the fact that this was a brand-new Wikibook, and slapping a VfD on something totally new is generally discouraged. --Rob Horning 13:20, 24 December 2006 (UTC)

print versions and images
Don't worry about them... just remove it from the other pages, and it will no longer show up as linked from the print version. The print versions are just collections of transcluded pages, so if you remove them from the included pages, it is automatically removed from the print version as well. -- SB_Johnny | talk 04:21, 30 December 2006 (UTC)

Image removal
Uh, what exactly are you doing with the images? You haven't left edit summaries for any of your changes. If this is part of the image cleanup, there isn't any reason to actually remove the links to the images in many cases (e.g. on the Cookbook talk page archives). What you should do instead is just delete the image and leave the redlink. People will have to clean these up in the future. At the minimum, you need to explain each edit in the summary field. Kellen T 09:39, 30 December 2006 (UTC)

Hope you haven't taken my slow pace attempt to help remove images from pages from the end as a reason to stop from working on it from the begining of the category. Just trying to help meet in the middle. Using an edit summery as Kellen suggested is a good idea though. Should explain the edit is to remove an image that lacks a license tag. --dark lama  19:49, 30 December 2006 (UTC)

Seasonality
G'day, I just reverted your edits to the Seasonality of the following foodstuffs: Cookbook:Alfalfa, Cookbook:Artichoke, Cookbook:Arugula, Cookbook:Asparagus. Your edit summaries indicate that they were part of "image cleanup", but the actual impact was to break these pages. Please perform a preview of your edits before saving.

Additionally, I think that in these instances you took the wrong approach. The image was a simple single-colour GIF that could easily be recreated and uploaded with public domain license. I have now done this, solving the problem of license without breaking all pages that linked to it. Please bear this in mind when "cleaning up" further pages - don't let the "fix" become the problem. Webaware 02:14, 31 December 2006 (UTC)

Image cleanup
Just to say thanks for your help in this - it has been a big job but hopefully we are nearly there - regards -- Herby talk thyme 14:07, 31 December 2006 (UTC)

I'd also like to say thanks, and one more thing - please stop. There are images now missing, with no links saying that they're even missing, and for no better reason than that they had no licensing information. I don't have the time to pick over long lists of contribs for you and others who are removing these images and any links to them, so please desist for now.

At least some of these images are either in existence on Wiki Commons or are easy to recreate (e.g. maths formulas). It would be far better for the project if these images were replaced, substituted, or fixed rather than deleted along with any reference to them. For just a couple of examples, please check out these pages:

Engineering Acoustics/Piezoelectric Transducers Swahili

cheers, Webaware 13:27, 1 January 2007 (UTC)

Acoustics/Human Vocal Fold
I notice you took out a link on the bottom of this page - could you say why please? I am not aware of this being either practice or policy (use of the edit summary would help if you are doing that sort of thing) - thanks -- Herby talk thyme 12:48, 1 January 2007 (UTC)
 * No problem - now I understand, thanks and regards -- Herby talk thyme 13:11, 1 January 2007 (UTC)

Naming of new pages
Hi - looking at the "new pages" log I see you have started another book which looks interesting 8th Grade Science. I see you have renamed one page but could you look at Section 1: How Science Works which I think you probably mean to be part of the book? Thanks -- Herby talk thyme 12:28, 6 January 2007 (UTC)
 * No problem I've made plenty and will probably make more - I prefer folk to point them out to me. Regards -- Herby  talk thyme 12:38, 6 January 2007 (UTC)

POV Concerns
I have left a message about my POV concerns with your Ten Commandments book on its talk page. --Munchkinguy 03:16, 9 January 2007 (UTC)

Volcanos book
Hi - yesterday I was doing some tidying on stub type pages and marked some as qr-em (ie they become speedy in 7 days). I then realised one of them was a page of your Volcano book. I have taken it off again however I then noticed that there are a number of pages in the book that show up in special:Shortpages. This means that it is quite possible that others will find them and maybe mark them - could you give me any idea of your plans with the book? I'm not sure whether you feel some redlinks would be better than leading to a page that just has headings at present? Please do let me know if I can help - regards -- Herby talk thyme 10:58, 16 January 2007 (UTC)

Big Bend Country
Should this be a sub page of Texas State Travel Guide - thanks -- Herby talk thyme 12:27, 17 February 2007 (UTC)
 * And Alpine? -- Herby talk thyme 13:21, 17 February 2007 (UTC)

Help on rendering in Blender Eye tutorial
I am trying to go through the eye tutorial for Blender to make the corresponding file (and to verify tutorial steps). But, I cannot get the render to look good, and you can see my attempt at http://nusoy.com/blender. I'd appreciate any help you can provide on this. Thanks in advance.

re: http://en.wikibooks.org/wiki/Blender_3D:_Noob_to_Pro/Creating_Pixar-looking_eyes_in_Blender

Wikijunior Voting
I noticed you voted on an out-of date version of the New Title Voting page. I have fixed the link on the front page that probably took you there. Sorry that I missed that one. The current voting page is at 2007 3rd Quarter Vote Thank you for your contributions to Wikijunior. -- xixtas talk 03:32, 15 April 2007 (UTC)

Page naming
Can you please check out your naming of pages - Chapter 1: Repair needs dealing with -- Herby talk thyme 16:16, 22 April 2007 (UTC)

Tannersf/A Certain Ratio
I imagine this was intended to be in your userspace? Thanks -- Herby talk thyme 06:55, 30 April 2007 (UTC)

Wikijunior:World War II
You are listed as either an interested participant or at one time voted for "World War II" for Wikijunior New Book of the Quarter. This message is to let you know that we are starting work on World War II because it was selected for 3rd quarter 2007. -- xixtas talk 01:11, 12 July 2007 (UTC)

Historical documents
could you please define a scope for historical documents? Thanks. Kayau (talk | email | contribs) 07:26, 19 September 2010 (UTC)

title: User talk:Tannersf


text:
User talk:24.136.21.23

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

--Mirtone 03:58, 30 September 2006 (UTC)

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

title: User talk:24.136.21.23


text:
Cookbook:Tuna Glop

Tuna glop a simple, quick-to-make meal

Ingredients

 * 2 cup (240 ml) elbow macaroni pasta
 * 1 can (10 oz / 300 g) cream of mushroom soup
 * 1 can (6 oz / 170 g) chunk tuna in water
 * 2 cups frozen vegetables, such as peas and carrots
 * 1 cup crushed potato chips (crisps)

Procedure

 * 1) Prepare macaroni according to directions on the package, but without salt. Drain and return to pot.
 * 2) Add cream of mushroom soup.
 * 3) Drain tuna and add.
 * 4) Add frozen vegetables and mix well.
 * 5) If you prefer crunchy vegetables, heat for 5 minutes over low heat, stirring frequently. Heat longer if you prefer softer vegetables.
 * 6) Serve topped with crushed potato chips (crisps).

Notes, tips, and variations

 * This is a recipe with a great deal of room for variation. All the ingredients can be substituted: other small noodles for the macaroni, chopped turkey or chicken for tuna, cream of celery for cream of mushroom, or fresh chopped vegetables for frozen. Corn flakes cereal can even be substituted for the chips (crisps).

title: Cookbook:Tuna Glop


text:
Tcl Programming/expr

Overview
Arithmetic and logical operations (plus some string comparisons) are in Tcl concentrated in the expr command. It takes one or more arguments, evaluates them as an expression, and returns the result. The language of the expr command (also used in condition arguments of the if, for, while commands) is basically equivalent to C's expressions, with infix operators and functions. Unlike C, references to variables have to be done with $var. Examples: set a [expr {($b + sin($c))/2.}] if {$a > $b && $b > $c} {puts "ordered"} for {set i 10} {$i >= 0} {incr i -1} {puts $i...} ;# countdown

The difference between Tcl syntax and expr syntax can be contrasted like this: [f $x $y] ;# Tcl:  embedded command f($x,$y) ;# expr: function call, comma between arguments In another contrast to Tcl syntax, whitespace between "words" is optional (but still recommended for better readability :) And string constants must always be quoted (or braced if you wish): if {$keyword eq "foo"} ...

Then again, Tcl commands can always be embedded into expressions, in square brackets as usual: proc max {x y} {expr {$x>$y? $x: $y}} expr {[max $a $b] + [max $c $d]}

In expressions with numbers of mixed types, integers are coerced to doubles: % expr 1+2. 3.0 It is important to know that division of two integers is done as integer division: % expr 1/2 0 You get the (probably expected) floating-point division if at least one operand is double: % expr 1/2. 0.5 If you want to evaluate a string input by the user, but always use floating-point division, just transform it, before the call to expr, by replacing "/" with "*1./" (multiply with floating-point 1. before every division): expr [string map {/ *1./} $input]

Brace your expressions
In most cases it is safer and more efficient to pass a single braced argument to expr. Exceptions are:
 * no variables or embedded commands to substitute
 * operators or whole expressions to substitute

The reason is that the Tcl parser parses unbraced expressions, while expr parses that result again. This may result in success for malicious code exploits: % set e {[file delete -force *]} % expr $e  ;# will delete all files and directories % expr {$e} ;# will just return the string value of e

That braced expressions evaluate much faster than unbraced ones, can be easily tested: % proc unbraced x {expr $x*$x} % proc braced x  {expr {$x*$x}} % time {unbraced 42} 1000 197 microseconds per iteration % time {braced 42} 1000 34 microseconds per iteration

The precision of the string representation of floating-point numbers is also controlled by the tcl_precision variable. The following example returns nonzero because the second term was clipped to 12 digits in making the string representation: % expr 1./3-[expr 1./3] 3.33288951992e-013 while this braced expression works more like expected: % expr {1./3-[expr 1./3]} 0.0

Operators
Arithmetic, bitwise and logical operators are like in C, as is the conditional operator found in other languages (notably C): The conditional operator can be used for compact functional code (note that the following example requires Tcl 8.5 so that fac can be called inside its own definition): % proc tcl::mathfunc::fac x {expr {$x<2? 1 : $x*fac($x-1)}} % expr fac(5) 120
 * c?a:b -- if c is true, evaluate a, else b

Arithmetic operators
The arithmetic operators are also like those found in C:
 * + addition
 * - (binary: subtraction. unary: change sign)
 * * multiplication
 * / (integer division if both operands are integer
 * % (modulo, only on integers)
 * ** power (available from Tcl 8.5)

Bitwise operators
The following operators work on integers only:
 * & (AND)
 * | (OR)
 * ^ (XOR)
 * ~ (NOT)
 * << shift left
 * >> shift right

Logical operators
The following operators take integers (where 0 is considered false, everything else true) and return a truth value, 0 or 1:
 * && (and)
 * || (or)
 * ! (not - unary)

Comparison operators
If operands on both side are numeric, these operators compare them as numbers. Otherwise, string comparison is done. They return a truth value, 0 (false) or 1 (true): As truth values are integers, you can use them as such for further computing, as the sign function demonstrates: proc sgn x {expr {($x>0) - ($x<0)}} % sgn 42 1 % sgn -42 -1 % sgn 0 0
 * == equal
 * != not equal
 * > greater than
 * >= greater or equal than
 * < less than
 * <= less or equal than

String operators
The following operators work on the string representation of their operands: Examples how "equal" and "string equal" differ: % expr {1 == 1.0} 1 % expr {1 eq 1.0} 0
 * eq string-equal
 * ne not string-equal

List operators
From Tcl 8.5, the following operators are also available:
 * a in b - 1 if a is a member of list b, else 0
 * a ni b - 1 if a is not a member of list b, else 0

Before 8.5, it's easy to write an equivalent function proc in {list el} {expr {[lsearch -exact $list $el]>=0}} Usage example: if [in $keys $key] ... which you can rewrite, once 8.5 is available wherever your work is to run, with if {$key in $keys} ...

Functions
The following functions are built-in:
 * abs(x) - absolute value
 * acos(x) - arc cosine. acos(-1) = 3.14159265359 (Pi)
 * asin(x) - arc sine
 * atan(x) - arc tangent
 * atan2(y,x)
 * ceil(x) - next-highest integral value
 * cos(x) - cosine
 * cosh(x) - hyperbolic cosine
 * double(x) - convert to floating-point number
 * exp(x) - e to the x-th power. exp(1) = 2.71828182846 (Euler number, e)
 * floor(x) - next-lower integral value
 * fmod(x,y) - floating-point modulo
 * hypot(y,x) - hypotenuse (sqrt($y*$y+$x*$x), but at higher precision)
 * int(x) - convert to integer (32-bit)
 * log(x) - logarithm to base e
 * log10(x) - logarithm to base 10
 * pow(x,y) - x to the y-th power
 * rand - random number > 0.0 and < 1.0
 * round(x) - round a number to nearest integral value
 * sin(x) - sine
 * sinh(x) - hyperbolic sine
 * sqrt(x) - square root
 * srand(x) - initialize random number generation with seed x
 * tan(x) - tangent
 * tanh(x) - hyperbolic tangent
 * wide(x) - convert to wide (64-bit) integer

Find out which functions are available with info functions: % info functions round wide sqrt sin double log10 atan hypot rand abs acos atan2 srand sinh floor log int tanh tan asin ceil cos cosh exp pow fmod

Exporting expr functionalities
If you don't want to write expr {$x+5} every time you need a little calculation, you can easily export operators as Tcl commands: foreach op {+ - * / %} {proc $op {a b} "expr {\$a $op \$b}"} After that, you can call these operators like in LISP: % + 6 7 13 % * 6 7 42 Of course, one can refine this by allowing variable arguments at least for + and *, or the single-argument case for -: proc - {a {b ""}} {expr {$b eq ""? -$a: $a-$b}}

Similarly, expr functions can be exposed: foreach f {sin cos tan sqrt} {proc $f x "expr {$f($x)}"}

In Tcl 8.5, the operators can be called as commands in the ::tcl::mathop namespace: % tcl::mathop::+ 6 7 13 You can import them into the current namespace, for shorthand math commands: % namespace import ::tcl::mathop::* % + 3 4 ;# way shorter than [expr {3 + 4}] 7 % * 6 7 42

User-defined functions
From Tcl 8.5, you can provide procs in the ::tcl::mathfunc namespace, which can then be used inside expr expressions: % proc tcl::mathfunc::fac x {expr {$x < 2? 1: $x * fac($x-1)}} % expr fac(100) 93326215443944152681699238856266700490715968264381621468592963895217599993229915608941463976156518286253697920827223758251185210916864000000000000000000000000

This is especially useful for recursive functions, or functions whose arguments need some expr calculations:

% proc ::tcl::mathfunc::fib n {expr {$n<2? 1: fib($n-2)+fib($n-1)}} % expr fib(6) 13

title: Tcl Programming/expr


text:
Horticulture/Muhlenbergia schreberi

Nimblewill is a perennial grass that often grows as a weed of lawns.

title: Horticulture/Muhlenbergia schreberi


text:
Template:Weedcultprof

To start a new profile page for a weed that is occasionally cultivated, add to the page, then save.

This template should always be substituted. The included templates, , and should never be substituted. /Templates/Profiles Introductory notes go here: common names, general type, native and adopted range.

Description
Physical description of the plant.

Growing conditions
Sun, soil, etc.

Varieties
General discussion or bulleted list.

Uses
Ornamental uses, food crop, material use (lumber, cut flower), etc.

Maintenance
Discuss any special maintenance concerns, such as pruning, transplanting, monitoring, etc.

Propagation
Discuss propagation.

Control
Means of controlling the plant's growth and spread when considered a weed.

Harvesting
Discuss harvesting and storage.

Pests and diseases
Discuss pests and diseases.

title: Template:Weedcultprof


text:
Template:Weedcontrol

Do not edit this template unless you know what you are doing.

/Templates

title: Template:Weedcontrol


text:
Template:Weedcontrol/Examples

This template provides structure and links for weed control methods. It should be added to the "Controls" section of weed profiles.

Using Template:Weedcontrol
This template is automatically included by the page template.

Fill in only the fields for which there is information. Unused lines should be left blank to be filled in later.

Copy-paste
Note: since this template uses parser functions, please copy and paste all of it to the weed profile page under the heading "Control".

Example
/Templates/Examples

title: Template:Weedcontrol/Examples


text: Template:Wikispecies

title: Template:Wikispecies


text:
Muggles' Guide to Harry Potter/Magic/Marauder's Map

Overview
The Marauder's Map is a map that shows Hogwarts and its grounds. It is one of a kind.

Extended Description
The Marauder's Map is a magical parchment showing Hogwarts castle and grounds in its entirety, including seven secret passages into the castle. These passages are unknown to most, though Filch apparently knows four. The map also shows every person's location within the castle's premises, identified by their names in minuscule writing.

When the map is inactive, it appears to be large blank parchment. It is activated by placing a wand tip on it and saying, "I solemnly swear that I am up to no good." To restore its blanked appearance, a wand taps it again as the holder says, "Mischief managed," causing the map to go blank.

When the map is activated, the parchment will reveal a writing:

Messrs. Moony, Wormtail, Padfoot and Prongs Purveyors of Aids to Magical Mischief-Makers are proud to present the Marauder's Map

The map was created by the Marauders: Remus Lupin (Moony), Peter Pettigrew (Wormtail), Sirius Black (Padfoot) and James Potter (Prongs) during their years at Hogwarts, and was confiscated by Filch because he believed it to be a dark object, though he apparently never discovered its secret. The Weasley twins stole it from his files, and it became useful in their own mischief-making; they, in turn, passed it on to Harry when it appeared that he would otherwise be unable to visit Hogsmeade. Harry has used it extensively since.

Analysis
Magic can, if handled incautiously in a story, render the plot pointless by making anything possible. If a character or an artifact is capable of doing anything, the story devolves into a simple chase of the character or artifact. Rowling makes the series exciting and dynamic in part by limiting people's abilities – not all wizards are equally magical, and even the most powerful have their blind spots – and by limiting artifacts' availability or capabilities.

The Marauder's Map is just such an artifact. It shows people's exact positions in real time everywhere in a nine-story (or more) castle, even identifying by name individuals who have never been there before. The map sees them by their psyche, thus making it proof against Invisibility Cloaks and Animagi. And when not in use, it looks like a simple blank parchment. It is necessary to show it has limitations (it is unable to reveal the Room of Requirement, for instance), and it is necessary in several situations to have it be unavailable to Harry, because it has been either borrowed or confiscated. We note that Lupin himself retains the map through much of the latter part of Harry Potter and the Prisoner of Azkaban, and Professor Moody borrows it about midway through Harry Potter and the Goblet of Fire. (This last instance, we believe Moody borrows the map because it unveils his deception, and so it is too dangerous to leave in Harry's possession.)

Questions

 * 1) How did the Weasley twins happen upon the particular spell that activates the Map? "I solemnly swear I am up to no good" does not seem terribly obvious as an incantation.
 * 2) What was there about the Map that would convince Filch that it was Dark magic? It is often described as just looking like a bit of parchment, not something Dark at all.

Greater Picture
One question that comes up is whether Professor Snape knows what the map is. He finds it in Harry's pocket in Harry Potter and the Prisoner of Azkaban, at which time it identifies its creators and insults Snape. Snape may know who Moony, Wormtail, Padfoot, and Prongs are or were, which is likely why he summons Professor Lupin to inspect it and makes such pointed comments about the map's manufacturers; Lupin is the only Marauder he can talk to immediately. Snape immediately recognizes the Marauder's Map in Harry Potter and the Goblet of Fire as being Harry's property. That, plus the Egg, causes Snape to be certain that Harry is hiding nearby under his Invisibility Cloak. Snape, by this time, knows the map's function, as he has seen it working on Lupin's desk.

Another question is how Harry gets the Map back; the fake Professor Moody borrows it, and, when he is transformed back as Barty Crouch, confesses that he used it, in Harry Potter and the Goblet of Fire. Though Professor Dumbledore expresses interest in it, we do not see it at that time, nor is Harry seen getting it back. However, he does put it to good use in later books. The author, in an interview, has stated that this was an oversight, and in the book's next edition, Harry collects it from Moody's desk while Barty is incapacitated.


text:
Talk:Dichotomous Key/Passeriformes

This needs to be utterly reworked when the taxonomical suggestions of the post-2000 research have been worked out. Monophlyly of Corvida seems to be a fiction, for example. Expand at your own risk. --dysmorodrepanis

title: Talk:Dichotomous Key/Passeriformes


text:
Kapampangan

Table of contents

 * 1) /Disclaimer/
 * 2) /Introduction/
 * 3) /How to use this book/
 * 4) Lesson 1: /Pronouncing Kapampangan/
 * 5) Lesson 2: /Greeting/
 * 6) Lesson 3: /Introducing Yourself/
 * 7) Lesson 4: /Introducing Yourself, Part Two/
 * 8) Lesson 5: /Where Are You From?/
 * 9) Lesson 6: /Inclusive And Exclusive We/
 * 10) Lesson 7 /Nouns/
 * 11) Lesson 7.1/Other Pronouns/
 * 12) Lesson 9: /Numbers To Twenty/
 * 13) Lesson 8: /Numbers To One Hundred/
 * 14) Lesson 10: /Numbers Above One Hundred/
 * 15) Lesson 11: /A Little Bit More Vocabulary/
 * 16) Lesson 12: /Verbs At The Future Tense/
 * 17) Lesson 13: /Verbs At The Present Tense/
 * 18) Lesson 14: /Verbs At The Past Tense/
 * 19) Lesson 15: /Ergativity/
 * 20) Lesson 16: /Days Of The Week/
 * 21) Lesson 17: /Months/
 * 22) /Kapampangan To English Lexicon/
 * 23) /English To Kapampangan Lexicon/
 * 24) /Solutions to all exercises/
 * 25) /Alphabetical Index/
 * 26) /References/

TODO list

 * plural of y is di, plural of ing is deng
 * verbs: insert um for the future, in for the past, duplicate the syllable for the present
 * mag verbs: mág for present, mig for past
 * ning means of sing., plural is dari
 * ku -> ku, ka -> mu, ya -> na
 * at means and
 * a from mayap a bengi can become ng if final letter of adjective is vowel
 * adjective-noun construction
 * cang yang lang and cung meaning
 * clean country list
 * numbers
 * add examples, exercices and solutions for the days of the week
 * add examples, exercices and solutions for the months
 * explain da for the introcing yourself lesson

title: Kapampangan


text:
Template:Horticulture/Stub

This page is a stub entry in Horticulture.

Please see the Manual of Style for guidelines on how to expand it. :This template adds the page to /Stubs.

title: Template:Horticulture/Stub


text:
Horticulture/Mowing for Weed Control

Many weeds can be controlled effectively by simply mowing or cutting them down. This can be done with a mower, brusher, string-trimmer, or scythe.

Weeds that are susceptible to this method includes all trees and shrubs, most vines, and large herbaceous plants. Lawn weeds are of course not controllable by this method, since they are adapted to regular mowing.

Depending on the plant in question mowing can either be done regularly to continually weaken the plant, or in the case of annual weeds simply cut down before seed production to prevent their return the following year.

Disposal of the clippings can generally be done by composting, although care should be taken if seeds are present.

/Weeds/Controls

title: Horticulture/Mowing for Weed Control


text:
Kapampangan/How to use this book

Organisation of the book
This book contains:
 * 40 lessons,
 * a Kapampangan to English lexicon,
 * an English to Kapampangan lexicon,
 * the solutions to all the exercises,
 * an index.

Each of the 40 lessons is organised in four parts plus one optional part:
 * Part A: presentation of the aspect of the language that we learn in this lesson,
 * Part B: application of the principles,
 * Part C: exercises,
 * Part D: summary and list of newly learned words and phrases,
 * Part E: extras (optional part): linguistic information related to the lesson's subject for the curious reader that wants to know more about the language or its history, or wants more explanations on grammatical points. You can skip this part if you only wish to understand and speak Kapampangan, and have no other linguistic interest.

General advice

 * 1) Work regularly: if you can spread your work, go through only one lesson per day. It is during your sleep that your brain will organise your new knowledge, but there is only so much that it can organise.
 * 2) Plan your effort: Allocate in advance your time for learning. This will help not having large periods without any work, which could cause you to forget what you have previously learned, and would cause you to have to double your effort.
 * 3) Go back: Do some revision with the previous lessons, and redo some exercises. You need to know (and remember) the basics before you can move on.

Conventions in this book

 * The alphabet we use here for the purpose of sorting alphabetically Kapampangan words is a,b,d,g,h,i,k,l,m,n (including ng),o,p,r,s,t,u,w,y.

 * New Kapampangan words are always indicated in bold.
 * Translations in English are indicated in italic.
 * The origin of new words, when they can be identified, is indicated with the following abbreviation the first time that a word is mentioned:
 * Span. Spanish
 * Eng. English
 * Tag. Tagalog
 * Chin. Chinese
 * Arab. Arabic

Continue to ../Pronouncing Kapampangan/

title: Kapampangan/How to use this book


text:
SwisTrack

SwisTrack 4 is a powerful software for tracking robots, humans, animals and objects using a camera or a recorded video as input source. It uses Intel's OpenCV library for fast image processing and contains interfaces for USB, FireWire and GigE cameras, as well as AVI files.

SwisTrack is an open-source project hosted on SourceForge. It is written in C++ and easily extensible through components (plug-ins).

Contents

 * 1) /Download and Installation/
 * 2) /Using SwisTrack - an Introduction/
 * 3) /Working with the Display/
 * 4) /The Timeline/
 * 5) /Interfacing SwisTrack/
 * 6) 3rd party software
 * 7) /Components/
 * 8) background subtraction
 * 9) /Components/AdaptiveBackgroundSubtractionMedian/
 * 10) /Components/AdaptiveBackgroundSubtractionGray/
 * 11) /Components/AdaptiveBackgroundSubtractionColor/
 * 12) /Components/AdaptiveBackgroundSubtractionCheungKamath/
 * 13) /Components/BackgroundSubtractionGray/
 * 14) /Components/SpecificColorSubtraction/
 * 15) /Components/HSVBackgroundSubtractionColor/
 * 16) /Components/BackgroundSubtractionColor/
 * 17) /Components/ConvertToGray/
 * 18) /Components/ConvertToColor/
 * 19) /Components/ColorSwapper/
 * 20) /Components/ColorBlur/
 * 21) /Components/ConvertBayerToColor/
 * 22) blobs
 * 23) /Components/BlobDetectionMinMax/
 * 24) /Components/BlobDetectionRedGreen/
 * 25) /Components/BlobDetectionTwoColors/
 * 26) /Components/BlobSelection/
 * 27) /Components/ConvertToGray/
 * 28) /Components/ConvertToGray/
 * 29) /Components/ConvertToGray/
 * 30) /Components/ConvertToGray/
 * 31) mask
 * 32) /Components/BinaryMask/
 * 33) /Components/GrayMask/
 * 34) /Components/ColorMask/
 * 35) /Components/BinaryDilation/
 * 36) /Components/BinaryErosion/
 * 37) /Components/Calibration/
 * 38) /Components/CalibrationTSAI/
 * 39) /Components/CalibrationFileTSAI/
 * 40) /Components/CalibrationLinear/
 * 41) /Components/Input/
 * 42) /Components/Input Conversion/
 * 43) /Components/InputCamera1394/
 * 44) /Components/InputCameraGigE/
 * 45) /Components/InputCameraUSB/
 * 46) /Components/InputFileAVI/
 * 47) /Components/OutputFileAVI/
 * 48) /Components/InputFileImage/
 * 49) /Components/OutputSQLite/
 * 50) /Components/Particle Detection/
 * 51) /Components/MotionTemplateParticleDetector/
 * 52) /Components/FilterParticles/
 * 53) /Components/Preprocessing (binary)/
 * 54) /Components/Preprocessing (color)/
 * 55) /Components/Preprocessing (grayscale)/
 * 56) /Components/Thresholding/
 * 57) /Components/ThresholdGray/
 * 58) /Components/ThresholdColorCommon/
 * 59) /Components/ThresholdColorIndependent/
 * 60) /Components/DoubleThresholdColorIndependent/
 * 61) /Components/Tracking/
 * 62) /Components/NearestNeighborTracking/
 * 63) /Components/DynamicNearestNeighborTracking/
 * 64) /Components/KalmanFilterTrack/
 * 65) /Components/TrackSmoothing/
 * 66) /Components/Trigger/
 * 67) /Components/TriggerTimer/
 * 68) /Components/TriggerCounter/
 * 69) /Components/IDReaderRing/
 * 70) /Components/SimulationParticles/
 * 71) /Components/OutputFile/
 * 72) /Components/OutputFramesImages/
 * 73) /Components/OutputImageStatisticsColor/
 * 74) /Components/OutputImageStatisticsGray/
 * 75) /Components/OutputImageStatisticsBinary/
 * 76) /Components/OutputMarkFrameManual/
 * 77) /Components/OutputParticles/
 * 78) /Components/MoveBinaryToColor/
 * 79) /Components/CamShiftTracking/
 * 80) Batch Mode
 * 81) /Examples/
 * 82) /Examples/Calibration/
 * 83) /Examples/Calibration/SemiAutomatic/
 * 84) /Examples/Calibration/AutomaticSequential/
 * 85) /Examples/IDReaderRing/
 * 86) /Examples/MultiCamera/
 * 87) /Examples/OutputProcessing/
 * 88) /Examples/RobotTracking/
 * 89) Frequently Asked Questions
 * 90) SwisTrack for Developers
 * 91) Setting up a development environment
 * 92) Linux
 * 93) Mac OS X
 * 94) Windows
 * 95) Implementing a new component
 * 96) Mailing list
 * 97) Last Compiling Releases
 * 98) Related Software
 * 99) /Multi-Camera Client/
 * 100) License and Contributions

title: SwisTrack


text:
Kapampangan/Introduction

This book offers you the possibility to learn the Filipino language called Kapampangan.

Who should read this book?
To our knowledge, there is no such book available in print, it will therefore be the first of its kind. This book is intended for those who wish to learn Kapampangan at a conversational and written level. It requires you to have a good knowledge of English, but does not require any knowledge of Tagalog: we will only refer to Tagalog to indicate borrowings of the Kapampangan language from its mighty neighbour.

The pronunciation of Kapampangan is reasonably straightforward, and we will not require you to understand the full International Phonetic Alphabet (IPA) system to be able to pronounce the words we describe (although IPA sounds are indicated in the first lesson for those who prefer it).

We do recommend, however, a basic understanding of grammatical words like subject, object, agent, transitive, pronoun etc.

The vocabulary and pronunciation presented here is the one of the two biggest cities of Pampanga: Angeles and San Fernando. We will not discuss the rural variations or local town accents, since their speakers can all understand the main dialect.

Here is a brief introduction on the language history and geography before our first lesson.

The Kapampangan language

Kapampangan is a language of the Philippines spoken as mother tongue by roughly two million people in Central Luzon. Most speakers live in the province of Pampanga and Tarlac, although there are a few speakers in the provinces of Nueva Ecija, Bulacan, Bataan and Zambales. The map below shows the extent of the language cover.

Most of the Kapampangan people are tri-lingual: Kapampangan, Tagalog and English, since the education system is English and Tagalog, nearly all master these languages well enough to get around. However, when together with other Kapampangan people, they will prefer to use their mother tongue over the other two. Very little books have been written in Kapampangan, as the language is not considered “formal” enough for the purpose of written documents. This is a biased but common view from a people whose education system is not in their own mother tongue.

For those of you that are linguists, you may want to know that Kapampangan is, generally classified in the central Luzon branch of languages of the Malayo-Polynesian branch of Austronesian family. It is also an an ergative-absolutive language, so there is a little difficulty in the grammar that will appear early in the learning process for those who know only English and other nominative-accusative languages.

A bit of history of the Kapampangan language
The first modern people to arrive in Luzon are the people sometimes called Negrito, Ayta, Aeta, or Atis which were probably related to the aboriginals of New Guinea and Australia. Their original language is today extinct, but may have influenced Kapampangan at some point since a reasonable number of them still live in the mountain area around Pampanga. The majority of today’s Kapampangans descend from the second wave of population: the Austronesian people that immigrated from Taiwan around 2500 B.C.E. and which settled in the whole of the Philippines within 1000 years. In Luzon, it is unclear why the various languages separated from each other into separate languages, but time caused them to drift apart, since there were already many languages in Luzon when the Spanish arrived in 1521. The Philippines have been under Spanish influence from 1521 until 1898 A.D. and this has caused Kapampangan to import a large number of words from Spanish, like the days of the week, the days of the months, a lot of religious words, and words from cooking. Then in 1898, the United States took over power from the Spanish, and later made the Philippines a colony. They established an education system entirely in English throughout the country. The Philippines were made independent in 1946, but English is still now one of the 2 official languages in the country, and therefore Kapampangan has been, since 1898, heavily borrowing words from it. The Kapampangan people are surrounded by other languages of the Philippines and therefore you should expect influences from these neighbours to influence the vocabulary over time. Tagalog has now got the advantage of also being the national language, and the language of Manila, the capital of the Philippines, and therefore Kapampangan has a large number of words borrowed from Tagalog.

Modern Kapampangan
Kapampangan is still very much alive in the barrios, although not taught at school, even the youngest children use it among themselves and it is not in danger of being extinct.

More and more frequently, some Kapampangan speakers replace, in their every day language, the Kapampangan words and phrases by their English equivalent, although keeping most of the sentence structure in Kapampangan. This mixed language is referred to as Kapanglish (in the same way that Taglish refers to Tagalog mixed with English words and phrases). We will avoid describing Kapanglish here, since you will naturally understand, and even practice if required, Kapanglish once your knowledge of Kapampangan is sufficient.

Modern Kapanpangan is exclusively written in the Latin alphabet, therefore you will not have to learn a different writing system. The old Spanish-like spelling is being abandoned (e.g. Capampañgan), and the modern Tagalog-like spelling has widely taken over, which is the spelling we use here.

Continue to ../How to use this book/

title: Kapampangan/Introduction


text:
Talk:Happiness/Meditation

Deletion
Either this wikibook should be deleted, moved or fixed. It's not completely neutral (e.g. telling us that this is the author's way of meditating, since a wikibook on meditation should focus on popular or most ways of meditating). Also, on the subject of neutrality, it describes what not to do instead of reccomending what not to do - or even further it should tell you that some people don't think meditation should be done with non-calming music.

Rewrite
I've Been Bold and did a major rewrite, hoping that someone would notice and add to what I started. I will be the first to say that I don't edit that much and learning by doing I already feel it's a little too conversational, but I'll work on that soon.

I saw the very sad state of the current page and thought "even though I'm no expert, I know more about this than this page". I had to edit it. There are some major things missing (using smells, music, devotional, etc.) and I hope someone with more experience might update what I started. I may be re-reading some of the text I have and I'll be back in a week to update this. Seer 03:42, 13 August 2007 (UTC)

Cool Book
I managed to quit biting my nails using some ideas of this book in a slightly modified way. I am a programmer, and this book is just a cool software library that I can run on my brain. Yours Dirk Hünniger (see german wikibooks for contact) 80.141.122.251 (talk) 12:41, 28 October 2009 (UTC)

Viral Infections
Possible Mind-Body Link

Lack of joy flowing through life. Living through bitterness

Affirmation for Viral Infections I lovingly allow joy to flow freely in my life. I love me.

Infections
Possible Mind-Body Link Irritation, anger or annoyance about a recent situation.

Affirmation for Infections I choose to be peaceful and harmonious

Ulcers, Gastritis
Possible Mind-Body Link Fear, a strong belief that you are not good enough. "What is eating away at you?"

Affirmation for Ulcers I love and approve of myself. I am at peace. I am calm.

Arthritis, Knee, Hip Pain
Possible Mind-Body Link Feeling unloved and criticized. Strong resentments.

Affirmation for Arthritis I am love. I now choose to love and approve of myself. I see others with love.

Fear of going forward in major decisions.

Affirmation for Hip Problems I am in perfect balance. I move forward in life with ease and with joy at every age.

Root Canal
Possible Mind-Body Link Root beliefs being destroyed. Can't bite into it anymore.

Affirmation for Root Canal I create firm foundations for myself and for my life. I choose my beliefs to support me joyously.

title: Talk:Happiness/Meditation


text:
Talk:Relationships/Sex

Utterly prejudiced
Deletion should really be advised... avoid promiscuous partners, buy this book or pay child support, follow these rules or get AIDs... whoever wrote this should really consider deleting it before they get warned for vandilism. Wikisquared 12:48, 30 September 2006 (UTC)
 * The chapter has 36 references, mostly to scientific studies, including some highly authoritative studies (which is rare in this field). Perhaps you don't like advice such as "avoid promiscuous partners" if you don't want STDs, or you don't want to follow the rules of safe(r) sex to avoid AIDS. Whether you follow this advice is your choice, but the facts are established. More important, these facts are little-known among the general public. The Wikibooks mandate is to present authoratative factual materials, regardless of how unpopular or politically incorrect the facts may be.--Thomas David Kehoe 04:11, 2 October 2006 (UTC)

Helpful, but sexist
I think it's a real helpful book, but it focuses to solely on how; men like to blabber about their sex-life, whilst women don't, women tend to get hurt easily, even how boys have much more interest in sex compared to girls. Now, I don't think it should be deleted, since it has certain usefulness- but alot of material has to be fixed. BiT 12:54, 30 September 2006 (UTC)

 * Maybe... it really depends on whether or not it won't be vandilised by the same person who placed spam inside it. I still say it should be deleted. I put it on the page for deletion :) Wikisquared 13:18, 30 September 2006 (UTC)

 * The phrase "it focuses to solely on" is difficult to square with the wide range of material in this chapter. The entire book, and especially this chapter, establishes over and over that men and women are different. Of course that's sexist. An earlier chapter says that some women think and act more like men, and some men think and act more like women. When this book says "men do this, women do that," the intended meaning is "persons who think and act in masculine patterns, which are mostly but not always men, so this, and persons who act in feminine patterns..." Perhaps that disclaimer should be put at the top of every chapter.--Thomas David Kehoe 04:11, 2 October 2006 (UTC)

 * Or simply reword it more clearly. --Swift 08:36, 2 October 2006 (UTC)

This material will always be controversial
Sexually transmitted diseases, consent issues, how parents should guide their teenagers—these are extremely controversial issues in our society. If you find scientific studies not included in this chapter, please add material, or correct outdated material. But please don't delete materials just because you're offended by it.--Thomas David Kehoe 04:11, 2 October 2006 (UTC)

 * In similar vain, please strive for NPOV, mentioning existing differences on issues and referring to expert consensus with readily available (possibly internet available) sources. Also keep in mind that uncontested POV isn't NPOV. --Swift 08:34, 2 October 2006 (UTC)

"The Twenty-Four-Hour Rule" and "Men's Talk and Women's Reputations" removed
I removed these two sections because the former was a very specific rule that cannot be applied to the general, and the second as it completely failed to mention cultural backgrounds, cultural differences and was therefore not helpful. I think the book is better without these sections than with them in that state. --Swift 08:28, 2 October 2006 (UTC)

 * Perhaps the last two sections ("Five Tips for Better Kissing," "What Women Want in Bed") should be removed, or moved to a new chapter. The rest of the chapter is about why you should avoid sex (outside of committed monogamous relationships) and then the last two, short sections are about how to please a partner in bed. On the other hand, it's nice to end on a positive note, after so much negative material. IMHO, "The Twenty-Four-Hour Rule" and Men's Talk and Women's Reputations" goes with "What Women Want in Bed," I don't see any reason to delete those sections. Maybe move the deleted sections and the remaining two sections to a new chapter.--Thomas David Kehoe 15:05, 2 October 2006 (UTC)

 * No. Those two shouldn't stay unless elaborated on in a way that adresses the comments I made.
 * The rest of the chapter is about why you should avoid sex. This is a bad approach to NPOV. Wikibooks is supposed to be informative, not advocative. The scope should be "how" to have sex. Now, emotional issues and desease prevention may warrant mentioning what are considered good practices (here it is important to present multiple views) and expert opinion on those so that the reader can make up his/her own educated mind. This is an official policy here at Wikibooks. --Swift 02:34, 3 October 2006 (UTC)

Correlation doesn't mean causation
Re the lead section: Maybe people are more likely to stay monogamous if they have a good sex life, rather than vice-versa as this section claims. And maybe the reason so relatively few are happy with their secondary partners is that they have to spend so little time together to keep the primary partner from getting suspicious. (AFAIK, with most bigamists, the primary partner is unaware of the secondary partner's existence.) Seahen 03:11, 26 January 2007 (UTC)

Ridiculous
This module is probably the most harming POV article I've ever seen on a WMF-project (believe me, I've seen a few). I would strongly recommend deleting it and start over. Unfortunately I don't write articles in English, otherwise I would love to rewrite the article. Regards, .Koen 21:37, 26 February 2007 (UTC)

This book is outrageous! It reads like some US religious or political propoganda and the time has come for it to be deleted. Wikibooks is not the place for books like this which pick and choose the information that they see fit to push a particular religious or political viewpoint. It also focuses too much on the USA and current "trends" in that country like celibacy and "drug wars". Xania talk 18:26, 28 June 2007 (UTC)

title: Talk:Relationships/Sex


text:
Horticulture/Soil and Root Barriers

Soil and root barriers are used to control weeds or limit the spread of an aggressive plant.

Surface barriers prevent any exposure to light (and sometimes water), or simply prevent plant shoots from reaching light.

Root zone barriers are vertical barriers that prevent the roots of plants from extending into adjacent areas, and are most often used for running plants such as mints and bamboos.

title: Horticulture/Soil and Root Barriers


text:
Introduction to Philosophy/The Social Contract

An idea of a social contract draws from teleological thinking as opposed to a modern naturalistic view of sociocultural evolution. A social contract is a hypothetical agreement between primitive, "unsocialized" people, who decided to form a society in order to avoid wars and violence, by instead creating specific rules - laws - that would organize the group life. A notable founder of the social contract model, Thomas Hobbes, presents a totally rationalistic view on human nature, which is a main point of contemporary critique.


text:
Horticulture/Disposing of Garden Wastes

Disposing of garden wastes is a science all to itself, mostly involving composting.

Deciding what plant materials to compost, what to burn, what to throw out:

 * Does the material contain seeds
 * Does the material contain disease organisms
 * Does the material contain chemicals that might be harmful to compost piles
 * Will the material colonize the compost pile
 * Will the material break down in the compost pile in a reasonable amount of time

Other materials:
 * Plastic pots
 * Fence posts, etc.
 * Wire
 * Stakes

title: Horticulture/Disposing of Garden Wastes


text:
Kapampangan/References

This book has been possible only thanks to the few references that are available on the Web.

Those notable are:

 * | Wikipedia:Kapampangan language
 * | Wikipedia:Kapampangan people
 * | Wikipedia:Languages of the Philippines
 * | Ethnologue: Languages of the Philippines
 * The Kapampangan Wikipedia
 * The Kapampangan Wiki Dictionary

Word lists from Native speakers also helped us:

 * Maxpages: learn Kapampangan in 10 (12?) lessons
 * Words of Spanish origin
 * Words of Malayo-Polynesian origin

We also referred to a few print books:

 * Michael L. Forman, 1971, Kapampagan Dictionary, PALI language texts: Phlippines, University Of Hawai Press, Honolulu. ISBN 0-87022-266-X

title: Kapampangan/References


text:
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Bahasa Indonesia Misc.

title: Template:Indonesian/Contents


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Indonesian/Contents

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Enseignement de l'indonésien/Contenus

title: Indonesian/Contents


text:
SwisTrack/Version 3/Using SwisTrack

 This page refers to version 3 of SwisTrack. Unless you are still using this old version, you may want to read the documentation of the most recent version of SwisTrack.

=Using SwisTrack=

SwisTrack processes the images in various steps, whereas each step can be performed in a particular mode. For instance you can acquire images from device A, segment it with method B, and perform tracking with method C. This choices are independent from each other, e.g. it does not matter whether the image comes from a camera or a video. Rather, every step expects data to be available in a certain format, and produces output accordingly.

The organization of this manual follows the same scheme that SwisTrack uses for image processing, which is summarized in the table below

AVI video driver
This mode uses Intel OpenCV's video acquisition features which uses Video for Windows (VfW) codecs for loading AVI and MPEG files. Make sure that you have the correct codec installed, SwisTrack does not work with DirectShow drivers! A good test is to use the software VirtualDub (open source), which allows you to get more specific information about the codec in use.

CMU 1394 Digital Camera Driver
This mode uses the firewire driver developed at Carnegie Mellon University. Make sure you deinstall the driver that comes with your camera before! There is a little test application shipped with the CMU driver, which allows you to test your camera, and also to make some settings that are not yet accessible from SwisTrack.

Native Video Driver
This mode makes use of the native video driver of your operating system. Under Windows, this mode allows accessing standard USB cameras ("Webcams"). Under Linux, it should allow accessing Firewire cameras also, which has not been tested yet.

Static Background (fixed threshold)
The image is segmented by subtracting a background image of the scene from each video frame. A fixed threshold defines the minimum difference required to count a pixel as not belonging to the background.

This mode is sensible to changes in lighting condition.

Apparently, you need to be careful that the background image has the exact same dimensions of the video file. The bmp exported from SwisTrack itself does not always have the same dimensions.

Running Average
This mode does not require a background image, which is instead the running average of all video frames processed so far. The parameter alpha specifies the speed of the running average, i.e. the ratio of how much every new frame contributes to the average.

This mode is more capabale when dealing with changing lighting conditions, but is not able to cope with objects that stop moving for a longer period of time as they become part of the background.

Binary Mask
This feature is currently under revision.

Nearest Neighbor
The option Maximum allowed speed is given in pixels and defines the radius SwisTrack should look for potential targets. 'Maximum allowed speed is not necessary the physical speed of an object but should also take into account scenarios where objects are merged and split afterwards, which induces displacement on the trajectories without that the objects were moving.

The option Can trajectories share a particle? allows you to specify whether trajectories can merge on a single particle (as for instance when two insects are overlapping) or if this behavior is not desired (as for instance when tracking robots equipped with markers).

title: SwisTrack/Version 3/Using SwisTrack


text: Template:Indonesian/Template

title: Template:Indonesian/Template


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SwisTrack/Version 3/Installing SwisTrack

 This page refers to version 3 of SwisTrack. Unless you are still using this old version, you may want to read the documentation of the most recent version of SwisTrack.

=Installing Swistrack=

SwisTrack is shipped as a Windows installer, which walks you through the installation process. Download the installer from SourceForge. For other platforms, SwisTrack has to be built from the sources.

Installing Swistrack Sources (developers only)
Download the SwisTrack sources with an SVN client of your choice, under Linux the SVN instruction will be

svn co https://svn.sourceforge.net/svnroot/swistrack swistrack

under Windows you only need to enter the address https://svn.sourceforge.net/svnroot/swistrack.

You will also need the following libraries:

 * All Platforms: OpenCV 1.0, WxWidgets 2.6.3
 * Windows: CMU 1394 camera driver
 * Linux: FFMPEG (needs to be installed prior to OpenCV, and OpenCV needs to be build with FFMPEG support enabled)

We use the following tools for developing SwisTrack:

 * All Platforms: Doxygen
 * Windows: Visual Studio 2005, NullSoft Installer


text:
Template:Indonesian/Lessons Compact

(edit template) (discussion)   Lessons  Information • Introductory • Level One • Level Two • Level Three • Level Four • Q&A • Planning
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Indonesian :  Print Versions • Lessons • Grammar • Appendices • Texts • About • Q&A • Planning
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Misc.

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(discussion)  Grammar

Adjectives • Adverbs • Gender • Negation • Prepositions • Pronouns • Sentences • Tenses • Verbs
 * }
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title: Template:Indonesian/Grammar Footer


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(edit template) (discussion)   Texts

National Songs • Miscellaneous
 * }

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Horticulture/Mulching to Prevent Weeds

Mulches, when applied at the right time, can be very good for weed control and prevention. The important thing is timing: if mulches are applied at a time when weed seeds are fully dormant, they will prevent any exposure of the seed to sunlight, which is for many weed seeds the primary signal that causes them to start growing.

Mulches are most commonly applied in spring for this purpose, but many biennial and perennial weeds actually germinate in autumn, so some gardeners will mulch twice per year, or even add mulches whenever they pull weeds or otherwise disturb the soil.

Mulches are sometimes applied in combination with a pre-emergent. For organic gardeners, the pre-emergent used is corn gluten meal, which is applied under the mulch.

 /Weeds/Controls

title: Horticulture/Mulching to Prevent Weeds


text:
Template:Indonesian/Appendices Footer

Dates, Time, and Numbers • Exercises • E-I dictionary • I-E dictionary • Indonesian authors • Hints and Common Errors • History • Nations of the World • Phrasebook • Pronunciation Index • Slang • Vocabulary Index • Typing Characters • Verb Dictionary • Web Resources
 * align="left"|
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User talk:Tardis

C++ Programming
About the Nested anonymous namespaces post, I have answered you in Talk:C++ Programming/Content--Panic 13:41, 30 September 2006 (UTC)

title: User talk:Tardis


text:
Template:Indonesian/Lessons

 Lessons  ([ edit]) (discuss) Information • Introductory • Print Versions • Q&A • Planning

Basic: Learning Indonesian • The Alphabet • Greetings • This and that • Pronouns • Simple Sentences • Numbers • Rainbow • Prepositions

Beginner: Introducing Yourself • My Body • My Family • My Home • At School • At Work • To the Market • What Time is it? • Happy Birthday! • Going to Bali

Expert: Me and you • Slang language • Money • Transportation

title: Template:Indonesian/Lessons


text:
SwisTrack/Version 3/Contributing

 This page refers to version 3 of SwisTrack. Unless you are still using this old version, you may want to read the documentation of the most recent version of SwisTrack.

=Introduction= SwisTrack is programmed in C++ and should compile on Windows, Linux, and MacOS platforms.

SwisTrack's is divided in three parts
 * The tracking core that takes care of image acquisition and analysis
 * A graphical user interface that provides tools for visualizing different steps in the tracking process
 * A command line interface

The three parts are linked by an XML description that can be found in the file swistrack.exp in the SwisTrack directory. Here, the different processes in the tracking process are organized in components with different modes (see /Using SwisTrack/). For the component input suitable modes are for instance image acquisition from a camera or from a file.

Based on this description (which also specifies the parameter type, e.g. list or integer), the GUI provides appropriate controls for modifying each parameter and storing it to a configuration file, which is a subset of swistrack.exp (see for instance example.cfg in the example directory). Also, the GUI provides panels that allow changing parameters during tracking and observing their influence on the tracking result at the same time (see /Using SwisTrack/).

On the other hand, the structure defined in swistrack.exp should reflect the class hierarchy of the tracking core. As a rule of thumb, each component in swistrack.exp is encapsulated in its own class, whereas modes are implemented using switch statements in the class' member functions. Here, it is the duty of the programmer to verify in the constructor of each class, whether the current operational mode and its parameters are provided in the actual configuration file and throw an exception otherwise.

See /Installing Swistrack/ for information about setting up a developer's environment.

Example
The  section in swistrack.exp describes the distinct tracking steps that are implemented in the tracking core and require parameter input from the user.

The  section for instance might have 2 modes (in this example)

 20 <FIXED desc="Fixed" type="boolean" variable="1">0</FIXED> <BGIMAGE desc="Background Image" type="open" param="*.bmp">example/bg.bmp</BGIMAGE> </SEGMENTER> <SEGMENTER mode="1" desc="Running Average" long="The image is segmented by subtracting a static background image from every frame in the video. The 'Threshold' determines the minimal difference for the gray value of an object to be recognized, and 'Max. Number' is the maximal number of contours processed (sorted by size). 'Alpha' is the speed of the exponential averager."> <THRESHOLD desc="Threshold" type="integer" min="1" max="150" variable="1">20</THRESHOLD> <ALPHA desc="Averaging Speed" type="double" min="0" max="1" variable="1">0.02</ALPHA> </SEGMENTER>

Here mode 0 has three parameters (<THRESHOLD>, <FIXED>, and <BGIMAGE>), whereas mode 1 has two parameters (<THRESHOLD>,<ALPHA>), that are of different type. For instance the type "open" of <BGIMAGE> with attribute param="*.bmp" tells the GUI to use an Open File control (the developer should reserve a string variable in its application).

In the source code, the segmenter component can be found in the class Segmenter (segmenter.cpp, segmenter.h). The constructor then needs to look like

if(!IsAttrByXPath(cfgRoot,"/CFG/COMPONENTS/SEGMENTER","mode")) throw "[Segmenter::Segmenter] Segmenter mode undefined (/CFG/COMPONENTS/SEGMENTER)"; mode=GetIntAttrByXPath(cfgRoot,"/CFG/COMPONENTS/SEGMENTER","mode"); switch(mode) {  case 0 : {    CreateExceptionIfEmpty(cfgRoot,"/CFG/SEGMENTER[@mode='0']"); CreateExceptionIfEmpty(cfgRoot,"/CFG/SEGMENTER[@mode='0']/BGIMAGE"); CreateExceptionIfEmpty(cfgRoot,"/CFG/SEGMENTER[@mode='0']/THRESHOLD"); CreateExceptionIfEmpty(cfgRoot,"/CFG/SEGMENTER[@mode='0']/FIXED"); }  case 1 : {    CreateExceptionIfEmpty(cfgRoot,"/CFG/SEGMENTER[@mode='1']"); CreateExceptionIfEmpty(cfgRoot,"/CFG/SEGMENTER[@mode='1']/THRESHOLD"); CreateExceptionIfEmpty(cfgRoot,"/CFG/SEGMENTER[@mode='1']/ALPHA"); }  default : throw "[Segmenter::Segmenter] Segmenter mode not implemented"; } SetParameters;

The parameters themselves are queried in the member function SetParameters, which will be called whenever the user changes parameters during run-time.

=Setting up your Developer Environment=

After downloading all necessary library packages (don't forget to compile them using your development environment), create a project for the SwisTrack core. Then create a project for the SwisTrack GUI, which links the core together with the other libraries. Make sure that you compile both projects as Multithreaded DLL.

Libraries
You will need to link the following libraries

 * libxml++.lib
 * libxml2.lib
 * wxbase26_net.lib
 * wxmsw26_adv.lib
 * wxmsw26_core.lib
 * wxbase26.lib
 * wxtiff.lib
 * wxjpeg.lib
 * wxpng.lib
 * wxzlib.lib
 * wxregex.lib
 * wxexpat.lib
 * winmm.lib
 * comctl32.lib
 * rpcrt4.lib
 * wsock32.lib
 * oleacc.lib
 * odbc32.lib
 * objecttracker.lib
 * 1394camera.lib
 * cv.lib
 * highgui.lib
 * cxcore.lib
 * vispolygon_dll.lib
 * libgeom_dll.lib

=Contributing components and modes= This section addresses how to extend SwisTrack's core functionality by extending a component by a new mode or by adding a new component.

Extending a component by a new mode

 * 1) Add a new section into swistrack.cfg and set the mode attribute to a number not yet used. Also specify the mode's description and its parameters
 * 2) Add your mode into the switch(mode) statement in the constructor of the class that represents the component you want to extend, and throw exceptions for each missing parameter
 * 3) Define appropriate variables in the private section in the class's interface (to be found in .h file)
 * 4) Add your mode into the switch(mode) statement in the SetParameters member function to fetch the parameters from the XML description
 * 5) Go through each member function of the class that you are extending and add code into the switch statement so to implement the functionality that you have in mind. If some of the functionality is redundand, you might want to put your 'case' statement under a case that represents your functionality and remove its 'break;' statement (don't forget to add a break; in your case though)

Adding a new component

 * 1) Have a look at other components to see how they are implemented
 * 2) Inherit your class from the 'Component' class, including component.h also includes some handy macros that you need for accessing the XML structure
 * 3) Your class should be instantiated in the class that is above your component; in turn, your class needs to instantiate the class that is below your component in the functional hierarchy

=Contributing Panels=

title: SwisTrack/Version 3/Contributing


text:
Template:Indonesian/Texts

  Texts Texts

title: Template:Indonesian/Texts


text:
Indonesian/Lessons/Information

Lessons
 * Updating:
 * If a lesson is added or the name of an existing lesson is changed, please update:
 * The print version
 * The level one main page, the level two main page, or the level three main page
 * The level one header, the level two header, or the level three header
 * The level one footer, the level two footer, or the level three footer
 * The complete lessons template
 * The Solutions Appendix
 * It is not necessary to update these versions if the sections within these main lesson pages are altered.

Enseignement de l'indonésien/Leçons/Information

title: Indonesian/Lessons/Information


text:
Indonesian/Lessons/Planning

Lesson To-Do
If you would like to help, feel free to do any of these tasks.

Lesson Contents
Levels One Through Three:

Each lesson should focus on user involvement, and include:
 * A written introduction with info about the lesson's topic.
 * Vocabulary
 * Grammar
 * More pictures! WikiCommons seems to have plenty of Indonesian-related pictures.
 * Exercises after every section.
 * An increasingly more difficult paragraph/lecture followed by questions about it, with both the questions and lecture being completely in Indonesian, should be a fundamental part of each lesson. This will involve the student and cause him or her to go back and reread vocabulary tables. The first lesson should be a short "Hi. My name is ___. I live in...etc" with questions about the person and his life. Later lectures should be about the subject of the lesson, such as culture, sports, professions, and daily life.

Level Four:
 * See the level four section below.
 * Themes:
 * Grammar: Everything not yet covered.
 * Common Expressions: A set of common expressions should be included in each lesson.
 * Texts: A text from Indonesian literature should be included in every lesson.
 * Disambiguation Topics: Common problems and errors should be included in every lesson.

Level Structure
Introductory Level:
 * Rules on pronunciation, writing and, reading
 * Common Indonesian phrases
 * Absolutely no grammar
 * Introduction of commonly used nouns, along with their pronouns. Personal pronouns must be included as well.

Level One
 * Grammar
 * Only one verb section + one other grammar section per lesson
 * Very basic introduction, could be learned in about a day with full effort
 * One or two texts from French literature should go at the end of the lesson.

Level Two
 * Grammar
 * New grammar:
 * Review sections:
 * Several grammar sections per lesson
 * More advanced than level one, could be done in about a week with effort.
 * A text from Indonesian literature should go after every few lessons for a total of three or four.

Level Three:
 * Grammar: several new tenses, all pronouns
 * Detailed user-written lectures on each lesson's subject should be written. The reader should have enough knowledge to read these by now.
 * A text from Indonesian literature should go after every few lessons for a total of five or six.

General

 * Level Four Main Page
 * Vocabulary: Standard vocabulary topics have all been used up by now. The focus should be guiding the student through Indonesian texts.
 * Grammar: Advanced and detailed grammar points should be part of each lesson.
 * Theme: Since there's not enough new general vocabulary for this level, we should make each lesson region-themed, like the German/French Wikibook.
 * Common Expressions: A set of common expressions should be included in each lesson.
 * Texts: A text from Indonesian literature should be included in every lesson.
 * Disambiguation Topics: Common problems and errors should be included in every lesson.

Themes

 * 1) Aceh
 * 2) Sumatra Utara
 * 3) Sumatra Barat
 * 4) Riau
 * 5) Riau Kepulauan
 * 6) etc...

Common Expressions
These should be included in every lesson.
 * Physical and mental health
 * Reacting to events
 * Thanking
 * Complementing
 * (Dis)agreeing
 * Invitations
 * Meetings
 * Expressing opinions

Exercise Ideas

 * Fill-in-the-blank with vocab words
 * Matching Indonesian to English
 * Rewriting a given sentence/phrase using a new word

Indonesian Names To Use
Budi, Hasan, Iwan, Wati, Eno

Concept Lessons
If you are interested in developing a lesson on any single aspect of Indonesian, but unsure where to develop it, put it together and link to it below. Title it Indonesian/Lessons/Concept/[title]. It can then be seen below, and later moved into the proper progression of lessons. Consider also simply adding or expanding on an appendix that can serve as a reference source for the student. (from the German/French Wikibook)
 * Only grammar
 * Only vocabulary
 * Only lectures
 * Lessons with related grammar/vocabulary/lectures/texts

Help Playing Audio Files
Wikipedia page

Native Speakers
Do you really like your voice and want the rest of the world to hear it? Do you want to improve this Wikibook? If so, please upload audio to accompany each lesson whenever you see a red "audio" link on a table by clicking on that link and uploading your audio to the file given.

If you would like to contribute to other projects needing pronunciation files, see Indonesian pronunciation.

Maintenance Tasks
If an "upload" link brought you here for a file that already exists, please edit the table and change the "0" at the top of the table to the size of the audio file in kilobytes. You can find the filesize by typing image:[filename].ogg in the sandbox and clicking on the link.

Add to any Indonesian audio file on Wikibooks that doesn't already have it. To do this, click "edit this page" on the info (Image:) page. Don't do this to files on Commons.

Creating Audio Files
The best and most efficent format to use for recorded speech that is acceptable at Wikibooks is .ogg with the Speex codec.

First create a .wav file using the software that came with your microphone. Next you must convert the file to .ogg. To do this, first download the binary file from www. republika. pl/roed/speexw/. Install it, open command prompt (start=>run=>cmd.exe), and type: x:\...\speexenc.exe x:\...\file.wav x:\...\file.ogg where "x:\...\" is the directory of speexenc.exe, the location of the .wav file to be converted, and the soon-to-be location of the .ogg file. Replace "file" with the name of the .wav file.

Uploading the File to Wikibooks

 * 1) Click on the red audio link at the top of the table that you created audio for.
 * 2) Click browse and find the .ogg file, choose a license for your file, and click "upload file."
 * 3) Click "edit this page" at the top and add  to the edit box.
 * 4) Click "Save page" then reload the page of the table you created audio for and make sure the "audio" link turns blue.
 * 5) Edit the table and change the "0" at the top to the file size amount in kilobytes of the file (listed on the file's description page).

Custom File Names or Multiple Files Per Table
To use a custom file name for a table, edit the table and add |[file location(s) and info] between the column number (often 4) and }}.

Example:

{|

produces:

title: Indonesian/Lessons/Planning


text:
Template:Indonesian/Grammar Header

! Grammar /Grammar
 * [[File:00%.svg]] Adjectives
 * [[File:00%.svg]] Adverbs
 * [[File:00%.svg]] Gender
 * [[File:00%.svg]] Negation
 * [[File:00%.svg]] Prepositions
 * [[File:00%.svg]] Pronouns
 * [[File:00%.svg]] Sentences
 * [[File:00%.svg]] Tenses
 * [[File:00%.svg]] Verbs
 * align="center" | (.) Talk : pg • gr
 * }
 * [[File:00%.svg]] Pronouns
 * [[File:00%.svg]] Sentences
 * [[File:00%.svg]] Tenses
 * [[File:00%.svg]] Verbs
 * align="center" | (.) Talk : pg • gr
 * }
 * [[File:00%.svg]] Verbs
 * align="center" | (.) Talk : pg • gr
 * }
 * }
 * Use to not include the general contents in the middle.
 * Use to not show the page contents underneath.
 * Use to include contribute template if page name has no spaces or use  if page name has spaces.
 * Use to include the "need soundbite" message in the middle.

title: Template:Indonesian/Grammar Header


text:
Indonesian/Lessons/Introductory

= Halo! - Introductory Indonesian =

Enseignement de l'indonésien/Leçons/Introduction

title: Indonesian/Lessons/Introductory


text:
User:Jbib~enwikibooks

My topics:
 * Electronics
 * Music
 * Programming

title: User:Jbib~enwikibooks


text:
Template:Indonesian/Lessons/Introductory/Header

!  Lessons ! Introductory /Introductory Lessons    Lessons 0
 * [[File:00%.svg]] 0.01 Introduction
 * [[File:00%.svg]] 0.02 Learning Indonesian
 * [[File:00%.svg]] 0.03 The Alphabet
 * [[File:00%.svg]] 0.04 Pronunciation
 * [[File:00%.svg]] 0.05 Greetings
 * [[File:00%.svg]] 0.06 Formal Speech
 * [[File:00%.svg]] 0.07 How are you?
 * [[File:00%.svg]] 0.08 Numbers
 * [[File:00%.svg]] 0.09 Dates
 * [[File:00%.svg]] 0.10 Telling Time
 * align="center" | [[File:00%.svg]] Review • [[File:00%.svg]] Test
 * align="center" | Talk : page • lessons
 * }
 * [[File:00%.svg]] 0.07 How are you?
 * [[File:00%.svg]] 0.08 Numbers
 * [[File:00%.svg]] 0.09 Dates
 * [[File:00%.svg]] 0.10 Telling Time
 * align="center" | [[File:00%.svg]] Review • [[File:00%.svg]] Test
 * align="center" | Talk : page • lessons
 * }
 * align="center" | [[File:00%.svg]] Review • [[File:00%.svg]] Test
 * align="center" | Talk : page • lessons
 * }
 * align="center" | Talk : page • lessons
 * }
 * Use to not include the general contents in the middle.
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 * Use to include the "need soundbite" message in the middle.


text:
Template:Indonesian/Lessons/Introductory/Footer

(edit template) (discussion)  Introductory Lessons   0.01 Introduction • 0.02 Learning Indonesian • 0.03 The Alphabet • 0.04 Pronunciation • 0.05 Greetings • 0.06 Formal Speech • 0.07 How are you? • 0.08 Numbers • 0.09 Dates • 0.10 Telling Time • Review • Test Lessons 0
 * }
 * Use to not include the lessons bar below template.
 * Use to not include the general contents footer below lessons bar.


text:
Wikimedia/Contributing to this book

The content of this page is a proposal for the local Manual of Style of this book.

Book structure

 * Keep the book structure "flat" (i.e., no subchapters) for easy reading and linking.
 * Use proper book title naming (i.e., Wikimedia/Subpage Name, not Wikimedia/Subpage name (administrative pages like this one being a notable exception).
 * No transcluded categories (if templates are used, don't include categories, so that the book's category structure can be kept as simple as possible).

General MOS

 * This is a wikibook, so it should be worked on in the spirit of all wikibooks. Wikipedians should resist the urge to link every term or phrase, because wikibooks really just doesn't work that way. (If you feel you absolutely must link terms used here, use the term to be linked format (don't forget the pipe at the end, which makes the "w:" disappear... this will be discussed further in chapter on the wikibooks MOS).

Sections on particular Wikimedia projects

 * "History" sections should start at the beginning, but need not be kept "up to the minute" (this is a book, not a newspaper).
 * "Culture" sections should be as NPOV as possible, pointing out both the strengths and weaknesses of the communities built around each project.
 * "MOS" sections (which need a better name) are about the policies and guidelines of each project. It should include the policies, how they evolved, why they were adopted, and why they are important. Remember that policy changes should not be discussed here, as this is just a book about Wikimedia, and shouldn't be mistaken for an administrative page.

title: Wikimedia/Contributing to this book


text: Template:Indonesian/Contribute

title: Template:Indonesian/Contribute


text:
Template:Indonesian/Appendices Header

! Appendices
 * [[File:00%.svg]] Dates, Time, and Numbers
 * [[File:00%.svg]] Exercises
 * [[File:00%.svg]] E-I dictionary
 * [[File:00%.svg]] I-E dictionary
 * [[File:00%.svg]] Indonesian authors
 * [[File:00%.svg]] Hints and Common Errors
 * [[File:00%.svg]] History
 * [[File:00%.svg]] Nations of the World
 * [[File:00%.svg]] Phrasebook
 * [[File:00%.svg]] Pronunciation Index
 * [[File:00%.svg]] Slang
 * [[File:00%.svg]] Vocabulary Index
 * [[File:00%.svg]] Typing Characters
 * [[File:00%.svg]] Verb Dictionary
 * [[File:00%.svg]] Web Resources
 * align="center" | (.) Talk : page • appendices
 * }
 * [[File:00%.svg]] Phrasebook
 * [[File:00%.svg]] Pronunciation Index
 * [[File:00%.svg]] Slang
 * [[File:00%.svg]] Vocabulary Index
 * [[File:00%.svg]] Typing Characters
 * [[File:00%.svg]] Verb Dictionary
 * [[File:00%.svg]] Web Resources
 * align="center" | (.) Talk : page • appendices
 * }
 * [[File:00%.svg]] Verb Dictionary
 * [[File:00%.svg]] Web Resources
 * align="center" | (.) Talk : page • appendices
 * }
 * align="center" | (.) Talk : page • appendices
 * }
 * }

/Appendices    Appendices
 * Use to not include the general contents in the middle.
 * Use to not show the page contents underneath.
 * Use to include contribute template if page name has no spaces or use  if page name has spaces.
 * Use to include the "need soundbite" message in the middle.

title: Template:Indonesian/Appendices Header


text:
Indonesian/Lessons/Level one

If you haven't done so already, spend a few minutes to first read the course's introductory lessons. Once that's done, you're ready to begin your very first traditional Indonesian lesson! After you have completed this level, you can move on to the next level. Finally, go to the lessons planning page if you would like to help improve this course.

= Basic Indonesian =
 * Level One Test and the Answers

Enseignement de l'indonésien/Leçons/Niveau Un

title: Indonesian/Lessons/Level one


text:
Template:Indonesian/Lessons/Level one/Footer

(edit template) (discussion)  Level One Lessons   1.01 This and That • 1.02 Introduction • 1.03 Rainbow • 1.04 Family • 1.05 School • 1.06 The House • 1.07 Weather • 1.08 Travel • 1.09 Art • 1.10 Science • Test Lessons 1
 * }
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text:
Template:Indonesian/Lessons/Level one/Header

! Lessons ! Level One /Level One Lessons    Lessons 1
 * [[File:00%.svg]] 1.01 This and that
 * [[File:00%.svg]] 1.02 Introduction
 * [[File:00%.svg]] 1.03 Rainbow
 * [[File:00%.svg]] 1.04 Family
 * [[File:00%.svg]] 1.05 School
 * [[File:00%.svg]] 1.06 The House
 * [[File:00%.svg]] 1.07 Weather
 * [[File:00%.svg]] 1.08 Travel
 * [[File:00%.svg]] 1.09 Art
 * [[File:00%.svg]] 1.10 Science
 * align="center" | [[File:00%.svg]] Test • Planning
 * align="center" | (.) Talk : page • lessons
 * }
 * [[File:00%.svg]] 1.07 Weather
 * [[File:00%.svg]] 1.08 Travel
 * [[File:00%.svg]] 1.09 Art
 * [[File:00%.svg]] 1.10 Science
 * align="center" | [[File:00%.svg]] Test • Planning
 * align="center" | (.) Talk : page • lessons
 * }
 * align="center" | [[File:00%.svg]] Test • Planning
 * align="center" | (.) Talk : page • lessons
 * }
 * align="center" | (.) Talk : page • lessons
 * }
 * Use to not include the general contents in the middle.
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 * Use to include contribute template if page name has no spaces or use  if page name has spaces.
 * Use to include the "need soundbite" message in the middle.


text:
Nomenclatural Citations/Authors

Overview of Sanctioning authors.

A

 * Aguilera, A.
 * Azpelicueta, M

B

 * Balcaen, An
 * Bremer, Hans
 * Bubák, František
 * Bull, Alan T.

C

 * Carlson, LaDonna C.
 * Chih-Chien Lin
 * Chi Nam Seong
 * Collins, Matthew D.
 * Cookson, Brad T.
 * Coyle, Marie B.

D

 * Daza, Riza
 * Duc, Myron T. La

E

 * Elix, John A.
 * Emus, Sabine
 * Esfandiari, Esfandiar

F

 * Facklam, Richard R.
 * Falsen, Enevold
 * Felske, Andreas
 * Fredericq, Suzanne
 * Frühling, Anja
 * Funahashi, Wataru

G

 * Gavio, Brigitte
 * Goodfellow, Michael

H

 * Herwig, Russell P.
 * Heyrman, Jeroen
 * Hooker, Joseph Dalton
 * Hutson, Roger A.

I

 * In-Gi Kim

J

 * Jae-Hoon Song
 * James, Peter W.
 * Jang Ho Lee
 * Jørgensen, Per M.
 * Jovita, Mar Rodriguez
 * Jung-Hoon Yoon

K

 * Kageyama, Akiko
 * Kattar, Mireille M.
 * Kantvilas, Gintaras
 * Kook Hee Kang
 * Koyanagi, Masahiro
 * Kroppenstedt, Reiner M.
 * Kwan Soo Ko
 * Kyong Ran Peck
 * Kyung Sook Bae

L

 * Logan, Niall A.

M

 * Maldonado, Luis A.
 * Mateo-Cid, Luz Elena
 * Mathiesen, Svein D.
 * Mei-Chin Lai
 * Mendoza-González, A Catalina
 * Miguel, Trinidad de
 * Mikami, Yuzuru
 * Mirande, J.M.

N

 * Nam Yong Lee
 * Nguyen, Trang T.
 * Nishimura, Kazuko

O

 * Orpin, Colin G.

P

 * Peck, Charles H.
 * Petrak, Franz
 * Ping-Hung Yu
 * Poonwan, Natteewan
 * Poza, Margarita

R

 * Rehm, Heinrich Simon Ludwig Friedrich Felix
 * Rheims, Holger
 * Rivas, Raúl
 * Rodriguez-Diaz, Marina
 * Rosselló-Mora, Ramón

S

 * Satomi, Masataka
 * Schumann, Peter
 * Schwartz, Margot A.
 * Seung-Bong Lee
 * Seung Bum Kim
 * Sheng-Chung Chen
 * Sipman, Harrie J.M.
 * Sjöden, Berit
 * Soo Jin Jeon
 * Stach, James E.
 * Stackebrandt, Erko
 * Stensel, H. David
 * Stiglich, Susan K.
 * Strand, Stuart E.
 * Suzuki, Koji
 * Sydow, Hans

T

 * Tae-Kwang Oh

V

 * Velázquez, Encarna
 * Venkateswaran, Kasthuri
 * Verbarg, Susanne
 * Villa, Tomás G.
 * Vos, Paul de

W

 * Wallis, Carolyn K.
 * Ward, Alan C.
 * Won Sup Oh
 * Woolley, P.A.

Y

 * Yamashita, Hiroshi
 * Yarfitz, Stuart L.
 * Yazawa, Katsukiyo
 * Yi-Feng Huang
 * Yong-Ha Park

title: Nomenclatural Citations/Authors


text:
Nomenclatural Citations/Publications

Overview of Scientific Books and Magazines that publish nomen novum.

A

 * Annales Botanici Fennici
 * Magazine publishing 6 times a year. Scope:terrestrial and aquatic ecology, vegetation science, phytogeography and paleoecology, plant taxonomy, cryptogamic botany, and related subjects.

 * Annales Mycologici

 * Applied and Environmental Microbiology
 * Applied and Environmental Microbiology publishes a substantial share of the most significant current research in the areas of biotechnology, microbial ecology, food microbiology, and industrial microbiology. Highlighting research findings applicable to the development of new processes or products, AEM is a broad-based journal that is indispensable to those whose basic work has implications of near-term practical benefit.

B

 * The Bryologist
 * Quarterly magazine by the American Bryological and Lichenological Society, Inc. Started in 1898, it is the second oldest botanical journal.

C

 * Curtis's Botanical Magazine
 * Now well over two hundred years old, Curtis's Botanical Magazine is the longest running botanical periodical featuring colour illustrations of plants. Each four-part volume of the Magazine contains 24 botanically precise plant portraits reproduced from watercolour originals by some of the world's leading botanical artists.

G

 * Grevillea
 * A monthly record of cryptogamic botany
 * Edited by M.C. Cooke

I

 * International Journal of Systematic and Evolutionary Microbiology
 * International Journal of Systematic and Evolutionary Microbiology (IJSEM), formerly International Journal of Systematic Bacteriology (IJSB), is the official journal of record for novel prokaryotic taxa. The papers deal with all phases of the systematics of prokaryotes, yeasts and yeast-like organisms, including taxonomy, nomenclature, identification, phylogeny, evolution, biodiversity, characterization and culture preservation. Its scope covers phylogenetic and evolutionary aspects of all micro-organisms, including the protists such as protozoa and algae, and it also publishes molecular environmental papers with a strong systematics content.

J

 * Journal of Clinical Microbiology
 * The Journal of Clinical Microbiology publishes the most current research on the microbiological aspects of human and animal infections and infestations, with emphasis on their etiologic agents, diagnosis, and epidemiology.

P

 * Phycologia
 * An academic publication providing coverage and analysis of science and math.

R

 * Records of the Australian Museum
 * The Records of the Australian Museum (ISSN 0067-1975) publishes the results of research on Australian Museum collections and of studies that relate in other ways to the Museum's mission. There is an emphasis on Australasian, southwest Pacific and Indian Ocean research. The Records are released annually as three issues of one volume. Monographs are published occasionally as Records of the Australian Museum, Supplements.

S

 * Sydowia
 * Publishes reports of original research relevant to fungal taxonomy, systematics, evolution, structure, development, ecology, pathology (plants, animals, humans), and biotechnological applications. One volume of the journal, comprising two issues, is published each year. The official journal language is English.

Z

 * Zootaxa
 * World's foremost journal in systematic zoology, publishing more taxonomic papers/monographs each year than any other journal.

title: Nomenclatural Citations/Publications


text:
Talk:IB French

What is this?
What is this? I'm an IB Higher Level French student, and I would love to have a resource that would give me information on how and what to study. But for a Wikibooks site to be a forum for a single class (especially when the teacher of said class is apparently putting their work on it at a very low priority--I haven't seen a change here for several months) is not at all what Wikibooks is about. Please, I am asking whoever has taken the time to start this page to finish it.

 * The problem is that if no one is active at present who wants to contribute nothing much will happen - sorry -- Herby talk thyme 13:17, 28 December 2006 (UTC)

title: Talk:IB French


text:
PSLE Study Guide

Welcome! This is a textbook which is meant to cover all subjects of the Primary School Leaving Examination, or PSLE. It is meant to be a reliable and free textbook for students to use, whether for introduction, mastery or revision. It is also meant to assist parents and other adult individuals who teach or take care of primary school children.

There are many resources for the PSLE offline, but those few available online often come at a price. This is a deplorable state of affairs, since reliable PSLE aid is a vital resource and should be free for all children. It is hoped that this book will eventually become a significant resource for students and parents, if not completely replace printed resources.

What is the PSLE?
The PSLE is an end-of-year examination taken by all primary six students nationwide in Singapore before leaving for secondary school. It is generally taken around the age of twelve, although there are exceptions based on pace. It is administered by the Ministry of Education. This nationwide examination tests English and various mother tongue languages such as Chinese, Tamil and Malay, as well as science. Social studies may be taken, but it does not affect aggregate scoring. The PSLE syllabus has various significant differences from other primary school syllabuses around the world.

The PSLE is an end-of-year examination, and is the culmination of all that has been learnt in the six years of primary school. It is distinct, however, from the usual end-of-year examinations a student's primary school will give. In particular, the school will administer its own final year examination, and these are known as the preliminary examinations or prelims, as lead-up to the PSLE itself.

The PSLE is not only an examination: it is also a system and a culture. The format of the examination is often implemented in primary school examinations in some form from primary one. As students progress, the examinations they take will increasingly reflect the format and content of the PSLE. Therefore, the PSLE Study Guide can be used not only to prepare for the actual PSLE itself, but for other examinations taken in the PSLE format, by students of other countries who may be encountering PSLE-type problems or wish to expand the methodology used, or perhaps adults who wish to brush up on what their children are learning!

Streaming
The PSLE is often unique from other final year examinations around the world because of the presence of streaming in the examination, in addition to the pass or fail element. Most other systems usually have final examinations that simply determine whether the student moves up to the next level or not. While the streaming system has been source of criticism, it is an element that must be dealt with.

The presence of streaming means that within a specific subject there will be several different examinations with different formats, for each specific level.

This book will break down the PSLE by macrotype (cultural or scientific), by subject, then stream. Students are advised not to be restricted by stream should they have the interest to look into the material of other streams.

Scoring
Scoring for the PSLE is not absolute. The individual's initial absolute score is taken, then compared against his peers, and adjusted based on the performance of other students. This results in an aggregate score. The PSLE aggregate score helps to determine whether a student will be accepted into a desired secondary school.

Contents

 * /Introduction/

Humanities

 * /Chinese/
 * /English/
 * /Malay/
 * /Tamil/

Scientific

 * /Mathematics/
 * /Science/

title: PSLE Study Guide


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Talk:PSLE Study Guide

Most of the subjects don't even have pages - I hope that Singaporean visitors will help to contribute. John Riemann Soong 20:35, 30 September 2006 (UTC)

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User:John Riemann Soong~enwikibooks

See John Riemann Soong

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Tcl Programming/regexp

Overview
Another language (I wouldn't want to call it "little") embedded inside Tcl is regular expressions. They may not look like this to you - but they follow (many) rules, indeed. The purpose is to describe a string pattern to match with - for searching, extracting, or replacing substrings.

Regular expressions are used in the regexp, regsub commands, and optionally in lsearch and switch. Note that this language is very different from Tcl itself, so in most cases it is best to brace an RE, to prevent the Tcl parser from misunderstanding them.

Before the gory details begin, let's start with some examples: regexp {[0-9]+[a-z]} $input returns 1 if $input contains one or more digits, followed by a lowercase letter. set result [regsub -all {[A-Z]} $input ""] deletes all uppercase letters from $input, and saves that to the result variable. lsearch -all -inline -regexp $input {^-} returns all elements in the list $input which start with a "-".

Character classes
Many characters just stand for themselves. E.g. a matches indeed the character "a". Any Unicode can be specified in the \uXXXX format. In brackets (not the same as Tcl's), a set of alternatives (a "class") is defined: [abc] matches "a", "b", or "c". A dash (-) between two characters spans the range between them, e.g. [0-9] matches one decimal digit. To have literal "-" in a set of alternatives, put it first or last: [0-9-] matches a digit or a minus sign. A bracketed class can be negated by starting it with ^, e.g. [^0-9] matches any character that is not a decimal digit. The period "." represents one instance of any character. If a literal "." is intended (or in general, to escape any character that has a special meaning to the regexp syntax), put a backslash "\" before it - and make sure the regular expression is braced, so the Tcl parser doesn't eat up the backslash early...).

Quantifiers
To repeat a character (set) other than once, there are quantifiers put behind it, e.g. a+    matches one or more "a"s, a?    matches zero or one "a", a*    matches zero or more "a"s. There is also a way of numeric quantification, using braces (again, not the same as Tcl's): a{2}  matches two "a"s - same as "aa" a{1,5} matches one to five "a"s a{1,} one or more - like a+ a{0,1} zero or one - like a? a{0,}  zero or more - like a*

The + and * quantifiers act "greedy", i.e. they consume the longest possible substring. For non-greedy behavior, which provides the shortest possible match, add a "?" in behind. Examples: % regexp -inline {<(.+)>} foo> } foo This matches until the first close-bracket.

Anchoring
By default, a regular expression can match anywhere in a string. You can limit that to the beginning (^) and/or end ($): regexp {^a.+z$} $input succeeds if input begins with "a" and ends with "z", and has one or more characters between them.

Grouping
A part of a regular expression can be grouped by putting parentheses around it. This can have several purposes: The "|" (or) operator has high precedence. So foo|bar grill matches the strings "foo" or "bar grill", while (foo|bar) grill matches "foo grill" or "bar grill". (a|b|c) ;# is another way to write [abc] For extracting substrings into separate variables, regexp allows additional arguments: regexp ?options? re input fullmatch part1 part2... Here, variable fullmatch will receive the substring of input that matched the regular expression re, while part1 etc. receive the parenthesized submatches. As fullmatch is often not needed, it has become an eye-candy idiom to use the variable name "->" in that position, e.g. regexp {(..)(...)} $input -> first second places the first two characters of input in the variable first, and the next three in the variable second. If $input was "ab123", first will hold "ab", and second will contain "123".
 * regexp and regsub can extract or refer to such substrings
 * the operator precedence can be controlled

In regsub and regexp, you can refer to parenthesized submatches with \1 for the first, \2 for the second, etc. \0 is the full match, as with regexp above. Example: % regsub {(..)(...)} ab123 {\2\1=\0} 123ab=ab123 Here \1 contains "ab", \2 contains "123", and \0 is the full match "ab123". Another example, how to find four times the same lowercase letter in a row (the first occurrence, plus then three): regexp {([a-z])\1{3}} $input

More examples
Parse the contents in angle brackets (note that the result contains the full match and the submatch in paired sequence, so use foreach to extract only the submatches): % regexp -all -inline {<([^>]+)>} xy<b>zd  a <b> b  c

Insert commas between groups of three digits into the integer part of a number: % regsub -all {\d(?=(\d{3})+($|\.))} 1234567.89 {\0,} 1,234,567.89 In other countries, you might use an apostrophe (') as separator, or make groups of four digits (used in Japan).

In the opposite direction, converting such formatted numbers back to the regular way for use in calculations, the task consists simply of removing all commas. This can be done with regsub: % regsub -all, 1,234,567.89 "" 1234567.89 but as the task involves only constant strings (comma and empty string), it is more efficient not to use regular expressions here, but use a string map command: % string map {, ""} 1,234,567.89 1234567.89

title: Tcl Programming/regexp


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PSLE Study Guide/English

PSLE English is a multiple-paper subject that has papers taken on different dates. It is composed of:

 * Oral examination
 * Listening Comprehension
 * English Paper 1 (mainly writing)
 * English Paper 2 (mainly tests reading and grammar)

Oral
The candidate is required to wait in the waiting room based on his team number. When he is called, he will need to proceed to the table of the timekeeper depending on the team number. The candidate will look at a passage and a picture within 5 minutes. Afterwards, he will need to stop and return the picture. After that, he needs to wait for the examiner to finish.

PSLE Oral has three components:

 * Reading
 * Picture discussion
 * Conversation

Reading
The candidate needs to read a passage. Marks are given according to fluency and pronunciation.

Tips

 * 1) Read out the passage during the 5 minutes while you are looking at the passage and the picture.
 * 2) Pronounce every word clearly.
 * 3) Do not speak too loud or soft.

title: PSLE Study Guide/English


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Nomenclatural Citations: Taxon overview


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User:Tannersf

Tannersf
Hi!!! My name is Tannersf (not real name).

My Projects
I will edit just about anything.

I'm currently working on Star Trek Starships. I'm going to try and get it completed soon.

 * 1) Historical Documents This is going to be a huge book, so I'll need some help!
 * 2) Volcanoes This book will be more of a textbook than the others.
 * 3) Solar System This book will be alot like the volcano book above.
 * 4) Star Trek Starships This one will contain 30 ships, so not much in this one.

But I've requested a Wikijunior book and also getting ready to start a book on income tax.

Lastly, I'm getting ready to do (or edit) study guides for some popular novels. Here is a possible idea for a Wikibook: /The Middle East - outline/

Feel free to send me any messages!

Rock bands

 * 1) A Certain Ratio
 * 2) A House

title: User:Tannersf