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Dutch/Lesson 15

Gesprek 15

 * Marjan en Jessica zijn aan het  maar Jessica  tot haar grote  dat ze haar   heeft.  op dan om het winkelen  maar te  en op zoek te gaan naar  Jessica's geld en haar . Ze hadden  een  gegeten in een restaurantje.  dat ze het daar heeft laten liggen. Zij  zich terug naar de.

 * Marjan:, wij hebben hier zojuist wat gegeten en mijn hier is haar portemonnee . Heeft u  die hier  ?
 * Ober:, maar ik ben begonnen met mijn werk. Weet u nog  u  heeft?
 * Jessica: Ik weet de naam niet, maar ik weet wel dat het een jongeman was met  haar.
 * Ober: Dan weet ik wel wie u . Dat is Pim, maar die is net, ik. Ik heb hem  .  Ik zal wel even vragen of hij iets  heeft. Een  alstublieft.

 * De ober, de vriendinnen nerveus.

 * Jessica: Ik heb geen, geen . Ik hoop nu maar dat het is. , Marjan?
 * Marjan: Nou. maak je nu maar geen.

De ober met een  op zijn.

 * Ober: Wat is uw naam, ?
 * Jessica:, heeft u het gevonden?
 * Ober: Ja we hebben gevonden, maar ik weet  niet of dat wel van u is, he? Dus hoe heet u?
 * Jessica: O ja natuurlijk, daar heeft u wel in. Ik heet Jessica van den Heuvel.
 * Ober:, nou, dan heeft u . Dan heb ik hier inderdaad uw portemonnee.

Grammatica 15 Modal particles
Recall:

 * .. Er zit weinig anders op om het winkelen voorlopig maar te vergeten ..
 * .. maar ik ben nog maar net begonnen met mijn werk ..
 * ..Ik weet de naam niet, maar ik weet wel ..
 * .. Dan weet ik wel wie u bedoelt ..
 * .. Ik zal wel even vragen of ..
 * ..Dus, zegt u mij uw naam eens?..

Dutch has a variety of adverbs that function as modal particles. They are often hard to translate exactly. They do not have so much a clear 'meaning', but add a certain flavor to the phrase they are in.

 * wel

The adverb wel is strictly speaking the adverbial form of the adjective goed, just as English well and good. Nevertheless it is used rather differently in Dutch. One meaning it has is to negate the words niet (not) and geen (not a, no):

 * dit is niet uw portemonnee
 * this is not your wallet
 * Wel! Dit is wel mijn portemonnee
 * yes, it is!

 * ..Ik weet de naam niet, maar ik weet wel ..
 * I do not know the name, but I do know...

It is often used to introduce but:

 * ik heb wel gezegd dat ... maar...
 * I did say that ... but...

It is often added to a sentence to indicate that he speaker is making an admission or is volunteering something:

 * Ik zal wel vragen..
 * let me go ask.. (I volunteer)

Another use is to indicate that something is exceptional:

 * er waren wel dertig tornado's!
 * there were thirty tornadoes (no less!)

 * even

even indicates that the action will not cost much time or effort. Adding it to a sentence adds an implicit no problem to the utterance:

 * .. Ik zal wel even vragen of ..

 * Let me go ask, no problem, will take just a moment

It also softens imperatives to kind invitations

 * Kom hier! - Come here! (or else!)
 * Kom even hier! - Just come here (and I'll help you... it won't take long and it won't hurt)

 * eens

literally eens means once, but it is often added to add a flavor of an exceptional occasion.

 * heb je wel eens..? - did you ever.. ?
 * zal ik eens koffie zetten? - (for a change) would you like me to make coffee?

 * maar

The word maar can be used as a (co-ordinating) conjunction and is usually translated by but. It is also an adverb with the meaning of only, just:

 * ik heb maar zeven euro op zak
 * I only have seven euro on me

 * Geeft u mij maar een biertje
 * Just give me a beer

However it can also be a modal adverb that indicates a certain measure of resignation or lack of choice of the speaker:

 * ik heb maar gezegd dat ...
 * I said that ..., because I did not know what else to say

 * .. Er zit weinig anders op dan het winkelen voorlopig maar te vergeten ..
 * lit : there is little else on (the list of options) than to forget (sigh..) the shopping spree temporarily

Adding maar can also 'soften' the sentence and indicate that the speaker is trying to be polite or friendly.

 * geef hier! - give it (..or else!)
 * geef maar hier! - why don't you give it to me (Don't worry: I'll take care of it)

With a more ironic intonation it could also mean:

 * just give it up - (you're busted)

 * combinations

In Dutch modal particle can be heaped up into interesting combinations of flavors, e.g.:

 * hij zou wel eens even laten zien hoe sterk hij was - he was going to show off how strong he was (but ..)

Grammatica 15-2. Indefinite pronouns / numerals
We have already encountered a number of indefinite pronouns in the lessons before. They are a somewhat irregular group and not all grammars treat them under the same heading. Some of them are also called indefinite numerals at times. Let's look at a few:

al
This word often proceeds a definite pronoun and means al
 * Al het geld - all money
 * Al de mensen - all people

It can also take an -e inflection in the latter case:
 * Alle mensen.

Used independently it takes -n as plural but only when referring to person:

 * Allen waren het er mee eens - All agreed

allemaal
Allemaal means all of them
 * Zij gingen allemaal naar bed - All of them went to bed.

It is also used to indicate large amounts of something:

 * Ik zie allemaal sterretjes! - I see nothing but little stars.

allerlei
Allerlei means of all sorts
 * Hij kent allerlei liedjes - He knows all sorts of songs.

andermans
Andermans is an old genitive meaning: someone else's

 * Je moet niet andermans vrouw begeren - You should not yearn for someone else's wife.

elk
Elk means each, each separately

 * Elk huis heeft zijn kruis - lit. Each house has its cross: everyone has their own problems

enig
Enig can mean unique

 * Dat is enig in zijn soort - That is a species apart

But as an attribute it means a little, some, a few

 * Met enig geduld - with a bit of patience
 * Enige keren - a few times

Taking the plural ending -en it can refer to some people

 * Er zijn enigen die dat lever zien - There a few who would rather see that.

enkel
Enkel is not used for uncountable nouns as enig is, but otherwise the meaning is similar

 * Enkele paarden - a horse or two

With the indefinite pronoun it can translate as the odd

 * Er stond een enkel paard in de wei - There was the odd horse in the field

It takes an inflection -en when referring to persons.

 * Enkelen hebben dat geprobeerd. The odd person has tried that.

ettelijke
Ettelijke is not used very much any more. It means: several

 * Er stonden ettelijke paarden en enkele ezels - there were several horses and a few donkeys

evenveel
Evenveel means just as much, just as many

 * met evenveel water - with the same amount of water
 * Evenveel mensen - just as many people

It does not take an inflection -e.

genoeg
Genoeg means enough

 * Genoeg mensen - enough people

It does not take an inflection -e.

heleboel

 * een heleboel geld - a lot of money

This word is somewhat low register / colloquial. Even more colloquial is boel

Da's een boel poen! - That's a heap of dough!

hoeveel
Hoeveel means how much, how many

It can be used as an interrogative.

 * Hoeveel mensen komen er - How many people are coming?

But in constructions with ook it can also be used as no matter how many

 * Hoeveel mensen er ook komen.. - No matter how many people are coming..

It occasionally takes a n inflection -e, but this is getting rather dated:

 * Hoevele redenen er ook zijn.. - No matter how many reasons there are

Referring to people a plural -en can be found:

 * Jullie zijn met hoevelen? - You are with how many?

het
Het is used as an impersonal (dummy) subject with impersonal verbs:
 * Het regent - It is raining

It also occurs as dummy object in certain expressions

ieder
Ieder means every

 * Ieder persoon - Every person
 * Iedere dag - Every day

iedereen
Iedereen means everyone

 * Iedereen vond het leuk - Everyone liked it

ieders
Ieders is the genitive form of ieder and means everyone's

 * Tot ieders genoegen - To everyone's pleasure

iets, niets
Iets means something, its negative niets means nothing

They are followed by adjectives in the partitive form.

 * Er is iets - There is something
 * Er is iets nieuws - There is something new.

iemand, niemand
Iemand means someone, and its negative niemand means no one, nobody

 * Is er iemand? - Is there someone/anyone

Dutch does not have a distinction between someone and anyone, although anyone can be rendered by wie dan ook (who ever)

iemands, niemands
Iemands, niemands are the genitives of iemand and niemand and mean somebody's and nobody's

 * Dit is iemands tuin - This is somebody's garden

luttel
Luttel (the cognate of Eng. little) is not very common. It means a few, usually in the sense of surprisingly few

 * In luttele seconden was de auto gezonken - The car sank in just a few seconds
 * Voor een luttel bedrag - For tiny sum of money.

meerdere
Meerdere has the same meaning as ettelijke: several

 * Meerdere keren heeft hij dat gezegd - Several times he said that.

It can also be used as an adjective or noun in the meaning superior

 * Jan was zijn meerdere - John was his superior

men
Men is used as a subject with the meaning of one, people.

 * Men zegt dat dat zo is - people say that is so

menig
Menig is many a

 * Menig zeeman is vedronken - Many a sailor is drowned
 * Menige keren - Many a time

Menigen refers to people: many a person

menigeen
Menigeen means many a person

 * Menigeen heeft zich daarin vergist - Many a student has made that mistake.

niemendal
Niemendal means nothing at all

 * Hij kwam voor niemendal - he came utterly in vain

sommige
Sommige means some in combination with countable/plural nouns

 * Sommige huizen - some houses

Sommigen means some people

tig
Tig is the -tig ending of twintig, dertig (twenty) and means something like dozens, lots.

 * Hij had daar tig redenen voor - he had dozens of reasons for that

veel, meer, meest
Veel means much or many. Dutch does not make that distinction. With uncountable nouns where English uses much it does not take an ending:

 * het vee -> veel vee
 * de suiker -> veel suiker

With plural countable nouns it can also remain without inflection:
 * veel huizen

But it can take the -e inflection as well
 * vele redenen

Or with the definite article:
 * Het vele geld - the big money

Its comparative meer ("more") is never inflected:
 * meer redenen

The superlative meest is combined with the definite pronoun and usually has an inflection.
 * het meeste geld
 * de meeste mensen

As neuter substantive and as adverb it can occur without the ending:

 * Dat is het meest - That is the largest amount
 * Dat is meest voorkomende klacht - That is the most usual complaint

Both veel and meest can take an -en ending when referring to people

 * Velen zijn gekomen - Many have come
 * De meesten zijn gekomen - Most people have come.

verscheidene
Verscheidene means several, various. It mostly occurs with the -e inflection:

 * Vescheidene maanden - several months

verschillende
Verschillend as an adjective means different. As a pronoun it only occurs with the inflection -e and is then synonymous with verscheidene. This is a relatively recent phenomenon and not accepted by all speakers

voldoende
Voldoende means enough, sufficient

wat
Wat can be used as an indefinite pronoun with the meaning a little, some or, independently something

 * Hij heeft wel wat geld maar niet veel. - He does have some money, but not much.
 * We hebben wel wat gevonden - We did find something

It takes a partitive when followed by an adjective:

 * Dat is wat moois! - That's just great...

weinig, minder, minst
Weinig is the antonym of veel and means little or few. Again Dutch does not make the distinction between uncountable and plural words.

 * Weinig geld - little money
 * Weinig koffie - little coffee
 * Weinig mensen - few people
 * Weinig redenen - few reasons

With the definite article the inflection -e can be found:
 * Het weinige geld dat hij had - what little money he had
 * De weinige mensen die gekomen waren - the few people who turned up

The comparative minder (less, fewer) is usually without ending:

 * Minder geld - less money

With an ending -e it has a connotation of being the lesser in status, inferior

 * De mindere goden - the lesser gods
 * Hij was de mindere - he was the loser

The superlative minst (least) occurs both with and without inflection:

 * de minste kosten - the least costs

 * dat is het minst - that is the least

zat
Zat as an adjective can mean very drunk (saturated with alcohol) but is used in the sense of plenty.

 * Hij heeft zat geld en zat vrouwen - het has plenty of money and plenty of women

It can also be put behind the noun:
 * Hij heeft geld zat! - He has money galore.

It is also used in the expression:
 * Ik ben het zat! - I am fed up with it.

Only when used as adjective (very drunk) does it take the ending -e

zoveel
Zoveel can mean so much of so many, but it is also used in the sense of I don't know how much

 * Hij zei dat hij zoveel geld an zoveel autos - He said he had I don't know how much money and ditto cars.
 * Zoals zovele was dit fossiel niet erg compleet

Referring to persons a plural in -en can be used

 * Zoals zovelen werd hij bestolen - He was stolen from like so many others

Grammatica 15-3 The old cases

 * Recall : de plek des onheils – an old genitive.

Indo-European languages, to which both English and Dutch belong were originally highly inflectional with eight cases, three genders and usually four or five declensions. Both languages have lost this system, Dutch however a bit later than English. In fact in the written standard language Dutch retained four cases and three genders up to the spelling reform of 1947. In the spoken language the case endings and the masculine-feminine distinction had been gone for much longer, but prior to the second world war the educational and political establishment tenaciously tried to preserve the case system, even tried to introduce forms that never existed in the language artificially.

The discrepancy between written standard and spoken language led to serious educational problems with equally serious social consequences. After the destruction by the second world war spelling modernization was imperative and a lot of old baggage was thrown overboard. Since then case endings are a bit of an unpopular subject. They are often seen as old-fashioned, even harmful to 'progress'. Nevertheless, there is a fair bit of remnants left in the modern language even though case endings have definitely ceased to be part of a system. The leftovers are idiom more than grammar. To understand the remnants it is useful to have a peek at the definite article as it was before 1947:

The above implies that prior to 1947 one had to write:

 * ik zie den man
 * ik zie de vrouw

Worse than that, it was:

 * ik vereer de deugd (f)
 * ik haat den leugen (m)

Most people above the Rhine had to use a dictionary to do the latter right, because the m-f contrast was no longer alive in their spoken mother tongue and neither were the -n and -r endings.

In 1947 a small (but sweeping) change was allowed in the spelling: the n in the masculine accusative was made optional. With a sigh of relief everybody promptly stopped using the infamous buigings-n and it has not been used since... This change obliterated both the accusative-nominative distinction and the masculine-feminine one.

The dative only occurred when indirect objects were used without a preposition. All prepositions had come to use the accusative which was now identical to the nominative for anything but personal pronouns. The genitive was still a bit more common although it was always possible to use a construction with van to avoid it:

 * de vloek der mensheid –> de vloek van de mensheid

Thus the change of 1947 basically put an end to the case endings as a system, even in the written standard. In spoken, colloquial Dutch it had already been in state of collapse in the 1580s.

Still, there are numerous relics that are difficult to understand, let alone use properly, without some knowledge of the old system.

Genitives
As in English, genitives are regularly used to indicate possession with proper names:

 * Jans auto
 * John's car

There is a growing tendency to extend this usage to female proper names (in defiance of the old case endings) instead of a construction using the clitic form of the possessive pronoun.

 * Annies auto - Annie d'r auto

For inanimate nouns the genitive is clearly on its way out, although the plural can occasionally still be seen:

 * het Koninkrijk der Nederlanden
 * de prins der dieven
 * het periodiek systeem der elementen – the periodic system of the elements
 * de moeder aller veldslagen - the mother of all battles

Occasionally people deliberately opt to use the odd archaic expression like plek des onheils as a stylistic gadget.

The adjective still has a productive partitive genitive in -s that occurs after words like wat, iets, veel etc.:

 * iets lekkers – something yummy

A modicum of productivity also occurs in expressions using tot ... toe. In this type of expression a verb (gerund) is used in its genitive form:

 * tot berstens toe - such that it almost bursts
 * tot bloedens toe - such that blood was flowing

Related idioms are:
 * Tot ziens!
 * Tot horens!
 * Een uur gaans -- one hour worth of walking (about 5 km)

The genitive occurs in various fossilized forms -usually functioning as adverbs- like:

 * 's ochtends – in the morning, at day break
 * 's morgens - in de morning
 * 's middags – in the afternoon
 * 's avonds – in the evening
 * 's nachts – in the night
 * 's winters – during the winter
 * tweemaal daags - twice a day
 * barrevoets - barefoot
 * blootshoofds – with bare head
 * grotendeels – for the most part
 * een ieder ging zijns weegs - each went in his own direction

Notice the vowel change in dag – daags and weg - weegs

The form 's is a clitic form of des, the masc/neuter genitive article. Notice the -n of grotendeels. The adjective had had both strong and weak endings (as it still does in German) and the -n is weak ending.

Nouns could also be weak and we see that back in some names. E.g. de graaf (the earl, the count) had a weak genitive des graven and the same goes for de hertog (the duke) with a genitive des hertogen. This explains place names like 's-Gravenhage (the count's hedge/court) and 's-Hertogenbosch (the duke's forest).

Te
One preposition had stubbornly retained the dative and it still occurs mostly in petrified dative forms. It is the word te – at, to. The noun originally received an -e in this case. The proposition often occurs fused with the old dative articles:

 * te + den -> ten  (masc and neut. sg.)
 * te + der -> ter  (fem sg. and plural)

 * ten tijde van - in the days of..
 * ten hoogste - at the most
 * ten dele – partly
 * ten eerste - firstly

 * terdege - thoroughly
 * ter gelegenheid – on the occasion of
 * ter aarde bestellen – commit to earth, bury

Interestingly the old feminine dative ter still enjoys a measure of productivity in combinations with verbal nouns in -ing:

 * ter wikifiëring - to be wikified

This also holds for words in -heid

 * ter gelegenheid

This is one reason why words ending in -ing, -te, -tie, -heid are recognized as feminine proper and Dutch does not have a common gender like a number of Scandinavian languages..

te also occurs without articles:

 * te allen tijde – at all times
 * te zijner tijd – in due course
 * te gelegener tijd – at a convenient moment

Notice that tijd is feminine in the latter two, masculine in the other, a good example of how corrupt the case/gender had become in the end. The feminine is probably a German influence (die Zeit is feminine). There are more oddities:

 * het hart – ter harte (neuter -feminine)

Te also has a few non-archaic usages. It is used in combination with infinitives as to does in English:

 * Dat is goed om te weten – that is good to know
 * Hij begon af te vallen – he began to lose weight

It is also used to indicate excess, as English too:

 * Dit is te veel – This is too much.

Or with locations, as English at or in :

 * te A'dam – in Amsterdam

Other prepositions
A few other prepositions had taken the dative in a previous phase of the language and some forms remain:

 * van den bloede - of (royal) blood
 * van harte! - from all my heart
 * met verve – with passion
 * in den beginne – in the beginning (Genesis)
 * in koelen bloede

For masculine and neuter nouns the dative had -e and there could be vowel changes as well, e.g. for de dag the paradigm was:

 * nom. de dag
 * gen des daags
 * dat den dage
 * acc den dag

This explains words like vandaag, with a 'long' aa vowel. The genitive is also still found in:

 * tweemaal daags - twice daily

Numerals
The cardinal numbers used to be inflected and old dative forms in -en tweeën, drieën, etc. are still in use in some cases. In time telling they are used to give an approximate time:

 * Het is even na twaalven -- it is just past twelve o'clock
 * Het is bij zessen -- it is going on six

In more precise statements they are uncommon:

 * Het is vijf minuten na drieën. -- it is five past three

They are also used as a predicate:

 * Wij tweeën gaan erheen -- The two of us are going there.

Or after met:

Zij waren met zijn twintigen -- There was twenty of them.

Accusatives
As in English accusatives are common for personal pronouns only

 * ik -- mij

Accusative relics are rare because the case often resembled the nominative, but a greeting like:

 * goedenavond

has an extra -n- because it was an accusative ending of the adjective goed.

 * sindsdien (ever since, since then)
 * voordien (before that)
 * bovendien (moreover)

have an extra -n- because all prepositions (sinds, voor, boven) ware followed by an accusative and the accusative form of the demonstrative pronoun die was dien for the masculine.

Jaar/ jaren
Nowadays the normal plural for "het jaar" is "de jaren" (years), but originally this was a dative plural only. The nominative / accusative was "de jare" or simply "de jaar". This plural without ending is still used today when the word is used in combination with numerals:

 * Het jaar dat ik er doorgebracht heb -- The year that I spent there
 * De twee jaar die ik er doorgebracht heb -- The two years that I spent there.

title: Dutch/Lesson 15


text:
Dutch/Lesson 16

Introduction to werkwoorden
The second large family of words besides the naamwoorden is that of the verbs, the werkwoorden. The types that are important in Dutch are basically the same ones as in English:

 * 1) transitive verbs – overgankelijke werkwoorden
 * 2) ditransitive verbs – ditransitieve werkwoorden
 * 3) intransitive verbs – onovergankelijke werkwoorden
 * 4) reflexive verbs – wederkerende werkwoorden
 * 5) impersonal verbs – onpersoonlijke werkwoorden
 * 6) copulas – koppelwerkwoorden
 * 7) auxiliary verbs – hulpwerkwoorden
 * 8) modal verbs – modale werkwoorden

However, the conjugation of these verbs is not exactly the same as in English, particularly in their choice of auxiliary verbs. E.g. some of the intransitive verbs in Dutch take zijn in the perfect rather than hebben, which is why we will split this category into ergative and inergative verbs. The following table summarizes the usage of auxiliaries and the approximate percentage of total verbs that a particular type represents. (The percentages are based on the verbs currently in the data base of nl.wiktionary on June 9, 2012)

Transitive verbs – Overgankelijke werkwoorden
They are by largest category by far (58% of total). A transitive verb has a direct object which can be converted into an object in the passive voice. Their name refers to the fact that they can undergo this transition (overgang) using the auxiliary verb worden.

 * Ik zie het paard → Het paard wordt door mij gezien

The active perfect tense is formed using the auxiliary verb hebben, the passive perfect with the auxiliary verb zijn

 * Ik heb het paard gezien → Het paard is door mij gezien

The above passives are personal: they center around "het paard" as subject. In Dutch passives can also be impersonal, particularly if they center about something indefinite. Impersonal passives are usually initiated with the word "er".

 * Jan bakt veel brood – Er wordt (door Jan) veel brood gebakken.
 * John bakes a lot of bread – There is a lot of bread being baked (by John).

In English such constructions are somewhat cumbersome and infrequent, mostly limited to continuous tenses. In Dutch they are quite frequent.

Ditransitive verbs
The verb can have other objects, like indirect ones or prepositional ones. In English these can be transposed into a passive construction where the indirect object becomes the subject

 * He gives me – I am given by him
 * He sent for me – I was sent for by him

Notice that me is transposed into I in English.

In such cases it is possible to construct an impersonal passive without a subject in Dutch. Often the locative adverb er is used to open the sentence.

 * Hij geeft mij – Mij wordt door hem gegeven / Er wordt door hem aan mij gegeven
 * Hij vroeg naar mij – Er werd door hem naar mij gevraagd

Notice that the object does not become subject. There are some verbs where it can become the subject but in Dutch. However, this is done not with worden but with krijgen (to get) as auxiliary:

 * Active: De kok schotelde de man een biefstuk voor – The cook served the man a steak.
 * Passive: Door de kok werd aan de man een biefstuk voorgeschoteld – A steak was served ..
 * Pseudo-passive: De man kreeg een biefstuk voorgeschoteld – The man got served ....

Absolute verbs
A small group of Dutch verbs can have a direct object, but they cannot undergo the transition to a passive voice. They all take hebben as auxiliary verb for the perfect tenses.

 * aanhebben – to wear (clothes)

 * Hij heeft een jas aan – Hij heeft een jas aangehad.

 * Een jas wordt aangehad door hem. is not a valid sentence.

Some do not have an object, but neither do they have an impersonal passive.

 * De zon schijnt – De zon heeft geschenen.

 * Er werd door de zon geschenen is not a valid sentence.

Intransitive verbs – Onovergankelijke werkwoorden
An intransitive verb does not have a direct object

 * Hij gaat naar Amerika – he goes to America
 * Jij geneest – you get well

Such phrases cannot be transposed into a passive voice construction

Sometimes the same verb can be used as a transitive, that does have a passive:

 * Jij genas hem – you healed him
 * Hij werd door jou genezen – he was healed by you.

Another way of making a verb transitive is to prefix be-:

 * Ik kijk naar de tekening – I look at the drawing
 * Ik bekijk de tekening – I examine the drawing

In Dutch there are really two types of intransitives: ergatives and inergatives.

Ergatives
Ergatives take the auxiliary zijn in the perfect:

 * Jij geneest.
 * Jij bent genezen. - you have healed.

Genezen can also be transitive, but some verbs are only ergatives:

 * het vet stolt – the grease solidifies
 * het vet is gestold.

Ergatives typically express autonomous processes that happen and they typically do not have a clear agent.

The causative auxiliaries doen en laten are used to transform ergatives into transitives:

 * Ik laat het vet stollen.
 * De koude doet het vet stollen.

Vice versa the auxiliary raken can be used to create an ergative sentence from an adjective or participle:

 * Hij raakte verwond. - He got wounded.

Inergatives
Inergatives take the auxiliary hebben in the perfect. There is a clear agent:

 * De hond blaft
 * De hond heeft geblaft.

That darned dog is the culprit!

These verbs are not entirely intransitive, but form an impersonal passive with er:

 * Er wordt geblaft – There is barking.
 * Er is gebeld – Somebody called.

Transitives, ditransitives and inergatives all have one thing in common: they are verbs of action. Usually there is a clear agent. In the passive this agent is indicated by using the preposition door:

 * Er is niet door hem gebeld – There were no phone calls from him.

Reflexive verbs – Wederkerende werkwoorden
In a sense, reflexive verbs are intermediary between active and passive. Their subjects equal their direct objects. In Dutch they are accompanied by the reflexive pronoun zich in its various forms.

Verbs can occur both as reflexive and as an ordinary transitive verb, albeit with a different meaning:

 * ik herinner me – I remember
 * dat herinnert me aan.. - this reminds me of..

Others occur only in reflexive form:

 * zich gedragen – to behave
 * hij wist zich niet te gedragen – he did not know how to behave
 * zich vermannen – to pull oneself together (lit. to make oneself a man)

Reflexive verbs do not have a passive voice, but they can have a second direct object besides the reflexive pronoun:

 * hij herinnerde zich dat.

Zich is a relatively recent loan from German -Afrikaans does not have it e.g.- and only used for the third person and occasionally together with u. The other reflexives are identical to the object forms of the personal pronouns.

It is possible to add -zelf to a reflexive pronoun to make the reflexive relationship more emphatic. Thus I wash myself can be expressed with four subtle degrees of emphasis:

 * ik was me -- I'm washing not dressing e.g.
 * ik was mij -- I don't wash you
 * ik was mezelf -- You don't wash me
 * ik was mijzelf -- I neither wash you nor do you touch me: buzz off!

The addition of -zelf is only possible if the verb is optionally reflexive. E.g. you can also wash someone else. If the reflexiveness is mandatory forms with -zelf are not possible.

Auxiliary verbs – Hulpwerkwoorden
Auxiliary verbs are used to form the various compound tenses and voices of the verb. In Dutch they are:

 * hebben: forms active perfect tenses
 * zijn: forms active perfect tenses of some verbs and passive perfect tenses of transitive verbs
 * worden: forms passive imperfect tenses
 * zullen: forms the future tenses

Occasionally gaan is used for immediate future constructions.

In contrast to English to do the verb doen is not used as an auxiliary, although there are expressions like:

 * hoop doet leven – lit. 'hope makes one to live' – where there is hope there is life
 * dit doet vermoeden dat... - this makes one suspect that...

Modal verbs – Modale werkwoorden
Modal verbs are closely related to auxiliary verbs. They are verbs like kunnen, moeten and mogen

 * ik kan komen – I can come, I am able to come
 * ik zou kunnen komen – I would be able to come

In the latter case the word order is a bit more restricted in dependent clauses:

 * ik wist dat ik komen kon
 * ik zei dat ik kon komen

are both possible, but:

 * ik zei dat ik zou kunnen komen

In this case it is unusual to put zou at the end

Impersonal verbs – Onpersoonlijke werkwoorden
Some verbs only occur in the third person singular with the neuter personal pronoun het. Weather phenomena are a good example:

 * het regent – it rains
 * het sneeuwt – it is snowing
 * het dooit – it is thawing
 * het waait – the wind blows

Impersonal verbs are not limited to the weather:

 * het spijt me – I'm sorry

Impersonals always take hebben:

 * het heeft gewaaid
 * het heeft me gespeten.

Copulas – Koppelwerkwoorden
Copulas couple two concepts, the subject and what in Dutch is known as het naamwoordelijk deel van het gezegde, the nominal part of the compound verb. The naamwoordelijk deel can be either zelfstandig or bijvoeglijk. The most common copula is zijn (to be):

 * Jan is piloot
 * Jan is sterk

Worden can be used as a copula in Dutch, corrsponding to to become:

 * Jan wordt piloot

There is a few more copulas such as:

 * blijven: dit blijft moeilijk – this remains difficult
 * lijken: dit lijkt mooi – this seems beautiful
 * blijken: dit bleek onmogelijk – this proved impossible
 * schijnen: het scheen eenvoudig – it appeared easy

Indicative mood
The forms of the Dutch verb in the indicative mood are determined by the four contrasts:

 * 1) is the action now or in the past (tegenwoordig – verleden)
 * 2) is the action finished or not (onvoltooid – voltooid)
 * 3) is the action real or predicted / hypothetical (niet toekomend – toekomend)
 * 4) is the action performed by or applied to the subject (bedrijvend – lijdend)

The first contrast is rendered synthetically, the other three require auxiliary verbs:

 * 1) hebben or zijn + past participle
 * 2) zullen + infinitive
 * 3) worden + past participle
 * 1) worden + past participle

Notice that the English name past participle is not very appropriate. Its presence does not have anything to do with the present-past contrast which is dealt with synthetically. This is why it is commonly called voltooid deelwoord in Dutch grammar (perfect participle). It indicates the imperfect/perfect and the active/passive contrasts instead.

The contrasts can be combined freely. This leads to 2x2x2x2 = 16 forms for a transitive verb, for an intransitive one the passive voice (contrast 4) does not apply and there are 8 forms.

Note that in the prefect passive tenses worden takes zijn as its auxiliary. In the passive voice construction its past participle geworden is typically omitted, rendering zijn the auxiliary of the perfect passive by default.

In Dutch the tenses are indicated by their contrasts, e.g. ik zou gezien zijn is de voltooid verleden toekomende tijd van de lijdende vorm. As this nomenclature leads to rather lengthy names it is usual to use an acronym: vvtt van de lijdende vorm

Notice that in Dutch grammar the past future tenses replace what is known in other grammars as the conditional (mood). It is thought of as a future tense uttered in the past:

 * Yesterday I said: "he will come" => yesterday I said that he would come.

Infinitive mood
In the infinitive mood the present-past contrast is missing:

Compound infinitives are rather more prominent in Dutch than in English, especially the extended form with the particle te and they are used to form beknopte bijzinnen – abridged dependent clauses:

 * Hij was bang door de wachters gezien te zullen worden
 * He was afraid that he would be seen by the guards
 * Na hem gezien te hebben sloegen zij alarm
 * After they had spotted him they sounded the alarm

Notice that in the latter example the infinitive is part of an adverbial expression of time, using the preposition na, but that it still carries a direct object: hem. In the first example the compound infinitive is accompanied by a prepositional object door de wachters. Infinitives thus do function as verbs in Dutch. They allow their action to be encapsulated inside another sentence without putting the action in a separate clause starting with a relative pronoun (that, who etc.) or a conjunction (after, because etc.)

Subjunctive and imperative moods
The other two moods are far more limited. There is usually only one form in the active present. For the imperative that is the second person singular, for the -all but extinct- subjunctive the third person singular.

Subjunctive
For the subjunctive mood, only a few forms have managed to survive.

 * Leve de koning! Dat hij lang moge leven!
 * Long live the king! May he live long!
 * Wat de reden dan ook zij, je moet je huiswerk afhebben.
 * Whatever the reason be, you must have your homework done.
 * Ik zou eerder zijn gekomen, ware het niet voor het slechte verkeer.
 * I would have come earlier, had it not been for the bad traffic.

The subjunctive has all but disappeared. Only a few fossilized expressions remain. The past tense of this mood in particular has been replaced by the forms of the indicative past. Sentences that start with an inversion followed by the adverb maar are a remnant:

 * Was je maar gekomen! -- If only you had come! (not: *Ware je maar gekomen)
 * Gaf hij maar een teken van leven! -- If only he gave a sign that he's alive! (not: *Gave hij maar ..)

Imperative
The most common imperative is, much as in English the stem of the verb:

 * Help! -- Help!
 * Kom! -- Come!

The verb zijn has a special form, wees:

 * Wees stil! -- Be quiet!

Imperatives are often modified with modal particles like maar or toch. Maar softens the command to a friendly invitation
 * Kom maar! -- Come! Don't be shy! It's all right!

Toch expresses impatience:
 * Kom toch! -- Come! You are waiting for you! Come already!

 * (Och), kom toch! also expresses disbelief: oh, come on.. seriously?

There exists an archaic plural that takes -t:

 * Staakt! -- Strike!

It went out of fashion around the middle of the 20st century, but can still be seen in older literature. It is still productive in combination with the polite pronoun u:

 * Weest u niet bang – Don't you be afraid.
 * Gaat u zitten – Please sit down.

There is also an imperative of the plusquamperfect, often used with the adverb toch. It expresses disapproval of an earlier chosen course of action:

 * Had toch even gebeld! - You should have called!
 * Was toch naar ons toe gekomen! - Why on earth didn't you come to us?!

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

title: Dutch/Lesson 16


text:
Talk:How to Make a Comic

I would add content about how to publish free webcomics in free websites. --212.166.246.156 15:36, 6 April 2007 (UTC)

this whole book is misinformed

comics are not all about being "funny". If you have not read the "Maus" series by Art Spiegelman, or dealt with true artistry in comics and graphic novels, then don't be adding garbage to this. the last thing we need is more people reinforcing myths about comics. the Creative Writing/Comics wikibook has got things straight. i will modify this book if i ever get time.

Restructuring and Rewriting
I'm hoping to have time to restructure and rewrite this book, which is obviously not very good. If anyone has any suggestions, drop them here. I'm not an expert on the subject.Thereen (talk) 02:08, 20 December 2007 (UTC)

title: Talk:How to Make a Comic


text:
Chess Opening Theory/1. Nf3/1...f5

= Dutch Defence =

1...f5
Black's opening move aims to transpose into a Dutch Defence. 2.d4 gives a main-line Dutch, while 2.c4 and 2.g3 reserve options.

A major independent option is 2.e4. The sacrifice of White's e-pawn is borrowed from the Staunton Gambit, but the positional themes are very different since here White's king's knight can reach g5.

2.d3 is a way of preparing e4.

Theory table

 * 2.d4
 * 2.c4
 * 2.g3
 * 2.e4

title: Chess Opening Theory/1. Nf3/1...f5


text:
ERP5 Handbook/Understanding listboxes

= Understanding listboxes =

Listbox filtering
Take a look on above table and try to remember it. Above data will be used to explain some nice types of lixtbox filtering.

Simple filtering
You may filter by using full values of given columns. If you'd type Sale Invoice Transaction in Portal Type column then only object 003 would be shown.

% sign may be used as part of word. If you'd type Sale% in Portal Type column, then objects 001 and 003 would be shown.

Using this types of filtering - which may apply on any columns and types is almost enough.

Date ranges
You may use two operators to define date range - >= which is mean after this date, including it and <= - before this date, including it. When Start Date would be set to >= 2007/10/11 then objects 001 and 004 would be shown. When it'd set to <=2006/10/11 objects 002 and 003 would be shown.

Not operator
If you'd type !=Draft in Simulation State column, then objects 002, 003 and 004 would be shown. Note, that you might not have any space after not operator != - != Draft won't work.

Domain Tree

If the listbox has a domain root defined, it will display this icon - when you click on it, the listbox will enter a "domain tree mode". Then you can select a base category from the dropdown that appears to the left of the listbox.

When you select a base category (like Region), the listbox will present an expandable tree of all regions that are defined in the system. When you click on any of them, the listbox will show only these people that live in this region (or in any sub-region). Here, we selected Europe/Poland/Mazowieckie region, and we see everyone who lives in Siedlce or Warszawa.

TODO: show accounting listbox with count/sum feature in domain tree mode TODO: Report tree ???

Refer to http://wiki.erp5.org/HowToConfigureListbox for technical details about listbox configuration.

title: ERP5 Handbook/Understanding listboxes


text:
Chess Opening Theory/1. Nf3/1...f5/2. e4

=Lisitsin Gambit= 2. e4 is a very counter-intuitive move, as after the pawn is captured White does not get to make a developing move but must move an already developed piece again. However, practice has shown that the knight landing on g5 is hard to chase away and creates certain tactical threats (more than simply Nxe4!) that compensate for the lost pawn. This gambit contains various traps that black must be careful not to fall into, but will lead to approximate equality if black knows what they're doing.

2...fxe4 is the only way to challenge White's idea. "The way to refute a gambit is to accept it." - Wilhelm Steinitz

2...e5 transposes to the notorious Latvian Gambit. This may actually be a good practical choice for someone who knows nothing about the Lisitsyn, as it gives Black a greater initiative, but if white knows the theory in this line as well, black doesn't get much out of it.


text:
User talk:75.68.215.230

'''You are blocked. Contribute properly when the block expires or you will be blocked again -- Herby talk thyme''' 17:15, 6 April 2007 (UTC)

title: User talk:75.68.215.230


text:
Dutch/Vocabulary/Food

Push the arrow button to hear the pronunciation. You might have to increase the volume of you computer or other device, some recordings are rather soft. The recordings only give the noun itself, but remember that you should memorize the article as well, so say: "het brood" and "de pasta" in response to the sound clip.

Hovering over the image will give you the English translation, should you need it.

 * The links take you to WikiWoordenboek the Dutch wiktionary.
 * There you can look at any plurals or diminutives.
 * Look under "Afgeleide begrippen" (derived terms) and follow the links. Anything you recognize? (There are usually translations available)
 * If necessary use the interwiki link to the English wiktionary for clarification.

The wiktionaries are another way to study a language!

title: Dutch/Vocabulary/Food


text:
Honda Nighthawk/Guidelines for Contributors

The initiative for this guide is to consolidate useful Honda Nighthawk servicing information. All contributions are greatly appreciated but please: 1) Keep content as brief and to the point as possible.

2) Specific information pertaining to a model should be referenced as follows:

Example 1984-1986/SB-700SC Low Oil pressure (identify year/model and topic)

Ref 2-12 (Refer to Section 2, page 12 of the Honda manual- the page where the information you are posting is applicable).

3) Please do not completely rewrite what has already been written. A comment on the discussion page regarding your concerns would be appreciated.


text:
Talk:Horticulture/Hemerocallis

Fertilizer for Daylilys????

title: Talk:Horticulture/Hemerocallis


text: General Chemistry/Useful Equations

title: General Chemistry/Useful Equations


text:
Chess Opening Theory/1. Nf3/1...f5/2. e4/2...fxe4

Lisitsin Gambit
Black logically accepted White's gambit and is now attacking White's f3-knight. By far the best move to save it is 3. Ng5. On d4 or e5 it can be kicked by pawns, on h4 it does nothing (as long as Black is wary of a Qh5 check) but on g5 it forces Black to defend her e4-pawn.


text:
Dutch/Vocabulary

Vocabulary
A major part of acquiring a new language is to expand your vocabulary. Children do that surreptitiously, playfully and in the context of a certain event or situation. It is hard to mimic that for a grown person, but here are a number of pages with words related by topic, usually with both visual and audio information, although that is still being worked on.

See also: Dutch phrase book

title: Dutch/Vocabulary


text:
Dutch/Vocabulary/Transport

Memorize the following words. For a pronunciation push the button. For a self test see Dutch/Vocabulary/Transport/Selftest

title: Dutch/Vocabulary/Transport


text:
How to Make a Comic/Script

 * Before you begin, have a plan. Do some rough sketches and layout ideas before you jump head first into your final page. You want to try to solve as many problems as possible to avoid them while they are still easy to fix.
 * Check your spelling! Have a dictionary or word processor handy if you are not sure. You may also try typing your dialogue into a word processor or other computer program that has a spell-check feature.
 * Run your ideas by another person. Sometimes a second (or third, or fourth, etc.) outside opinion can shed light on problems you didn't see, or provide suggestions that can make your comic even better. Sometimes you can get so involved in making it, it is easy to miss even the simplest things.
 * Draw what you draw best. It's much easier and relaxing than struggling with things you haven't tried drawing before. (Then again, it is important to push yourself in order to get better.)
 * You can make your comic as intricate or as simple as you please, you are the creator of it after all.
 * And most importantly have fun, its no use trying to make a comic book and not enjoying the process.
 * Get comic creating!

title: How to Make a Comic/Script


text:
How to Make a Comic/Plot

In comics, one is not limited to the kinds of stories they can tell. Whether one wishes to create a one page story about their pet dog Buster, or create a multi-volume space saga, knowing the basics of a narrative structure can help you tell your stories in a more organized, interesting way. The narrative structure is typically broken down into five parts, which are:
 * Exposition
 * Rising Action
 * Climax
 * Falling Action
 * Resolution

Exposition
Exposition is where main characters are introduced, setting is defined and the goals and desires of the characters are introduced.

Rising Action
After the main characters motivations are defined in some way, and they usually begin to work towards them at this point. Smaller problems and situations will happen here. Usually this means that another character or force is stopping the protagonist from reaching his goal.

Climax
It is here where the main character is ready to achieve his actual goal, or is ready to fight the antagonist. In a story, this is the most dramatic part,

Falling Action
This is when it is all over and the main character has won and the after math begins

title: How to Make a Comic/Plot


text:
Art Tutorials/Traditional Media/Drawing/How to draw a face

 * Draw a circle.
 * Draw a light vertical line at the center of the circle.
 * Make light horizontal dashes a little above the center of the circle.
 * Draw another light horizontal line just below the dashed lines.
 * Draw the jaw-line of your character at the bottom half of the circle. Where it meets at the center vertical line it should basically look like a big "V" in the end.
 * Draw two vertical lines at the base of the jaw to make the neck.
 * Add the eyes at the horizontal line with the eyebrows going up to the dashed horizontal line.
 * To draw the eyes, make a half-oval shape. Then draw a horizontal line underneath the oval. Place a black dot in the middle for the pupils.
 * Make your nose along the vertical line and end with the mouth just below it.
 * To draw the nose, draw a slanted line going down to the right, then draw another smaller slanted line going down to the left. *Nostrils are generally triangular shaped.
 * Draw the ears as high as the dashed line and about as low as the nose.
 * To draw the ears, make half-oval shapes on the side of the head.
 * Make the hairline above the dashed line to show were the hair stops. You can make the hair however you want.
 * Trace over the head with a pen if you wish.
 * Erase any extra lines, and you now have a human head.


text:
Talk:Puzzles/Logic puzzles/5 Houses/Solution

After the clues were modified to modern cars and no longer cigars, the answers weren't changed! Wasteddays2 21:21, 6 April 2007 (UTC)


text:
How to Make a Comic/Online Publishing

 * Publishing your work on the web can have a lot of competition but it's the easiest and cheapest way to 'publish' your comic.
 * Free licenses (GFDL) can spread your comic.
 * Text replacement help translations to other languages, that is easy in a wiki.

Free online hosts recommended for webcomic artists

 * Smackjeeves
 * Drunk Duck
 * Comicgenesis
 * Comic Dish
 * deviantART
 * Sheezy Art
 * Flickr
 * ComicSpace

title: How to Make a Comic/Online Publishing


text:
Instructional Technology/Learning Management Systems/Benefits

Learning Management systems (LMS) such as Blackboard and Moodle are excellent tools that can be used in the K-12 classroom to promote the school and its curriculum.

Benefits to Students and Parents

A learning management system allows students to download and upload files, participate in chat and discussion boards, as well as take assessments. Students are also able to view grades as well as contact the teacher and classmates. An LMS is a step above a classroom website which is a more static approach to giving classroom information. These systems utilize tools similar to those that tech savy students already use outside of the classroom. Although most educators think of an LMS as being limited to older students it can help younger students in the elementary grades to organize their work while simultaneously keeping parents in tune with what is going on in the classroom. An LMS allows teachers to tutor and build skills by placing reusable learning objects, documents, video, practice exercises, and assessments on the system. Using an LMS allows parents to review the course curriculum, classroom calendar and monitor their student's progress. If the instructor posts samples of student work and rubrics, students and parents can see how other classmates are performing and have a clearer idea of academic expectations. The use of a learning management system gives the teacher the opportunity to promote classroom activities and course expectations. However, once an LMS is implemented there is pressure on the instructor to keep the content up to date and located in such a way as to be easily found by the students and parents. Once parents and students have ready access to certain information, for example grades, that information must be kept up to date. An LMS system also allows for distance learning for students that are out of school due to illness or suspension.

Benefits to Teachers

The use of a learning management system also allows for teacher collaboration at grade level or by subject in the design of learning objects to post on the system. Given proper planning time teachers can design thematic units using reuseable learning objects and prescriptive activities for groups of students based on test data. The Amarillo Independent School District in Texas uses the Blackboard learning management system with a set of add-ons to support teacher collaboration and curriculum development.(Waters,2007) This allows teachers across the district to work independently and contribute to the team effort asynchronously without having to attend district wide meetings.

Waters, J (2007,March). Curriculum Unbound. T.H.E. Journal,34, 40-48.


text:
Proteomics/Protein Separations- Electrophoresis/One Dimensional Gel Electrophoresis

Sodium Dodecyl Sulfate Polyacrylamide Gel Electrophoresis
Sodium dodecyl sulfate polyacrylamide gel electrophoresis (SDS-PAGE) is a very common method of gel electrophoresis for separating proteins by mass. SDS-PAGE was first known as the Laemmli method, after its inventor, U.K. Laemmli. The key component of this technique happens before proteins are electrophoresed; they are denatured in a detergent called sodium dodecyl sulfate (SDS). SDS denatures proteins by binding to the hydrophobic core of the protein, and gives each protein a negative charge proportionate to its mass. SDS binds to the protein in a ratio of approximately 1.4 grams of SDS per 1.0 g of protein, but can vary from 1.1-2.2 grams of SDS per gram of protein. The proteins may be further treated with reducing agents, such as dithiothreitol (DTT), to break any reformed disulfide bonds, and then alkylated with iodoacetamide to prevent further reformation of disulfide bonds.

The end result of this process is that the denatured proteins become linear, so that all proteins have similar structure and can be separated according to their molecular weight. Unlike conventional gel electrophoresis, where proteins would need to be broken into linear chunks for analysis, SDS-PAGE allows for analysis of the entire protein.

For further details on gels, staining, and electrophoretic analysis, see the "Gel Electrophoresis" section of this chapter.

Isoelectric Focusing
In isoelectric focusing (IEF), proteins are separated by an electric current that passes through a gel containing a pH gradient. A protein's charge depends on the charge of its amino acid side chains. These charges change with pH. A protein will move through the pH gradient until its charge is zero since neutral molecules are not attracted to either the cathode or anode. The pH at which the protein is neutral is called the isoelectric point.

Immobilized pH gradients (IPGs) are used for IEF because the fixed pH gradients remain stable, even at very high voltages, for a long time. Buffering compounds are used to create the pH gradients of IPGs. IPGs are cast strips of gel with plastic backing sheets, and are commercially available in different pH ranges and lengths. They offer high resolution, great reproducibility, and allow high protein loads. Isoelectric focusing is run in the same solutions that are used to extract or solubilize the proteins.

IPG strips loaded with protein must be rehydrated in rehydration/sample buffer. Rehydration can be active or passive. To load larger proteins, a small voltage is applied, causing active rehydration. After electrophoresis is complete, the focused strips can be frozen for storage.

Native-PAGE
Native-PAGE is used to separate proteins in their native states, according to differences in their charge density. The native state of a protein is its properly folded state, not denatured or unfolded. It is important in Native-PAGE that there be no denaturants present in the gel or buffer. Otherwise, proteins will not maintain their native state. Many proteins are shown to be enzymatically active after separation by native PAGE. Thus, it is used for preparation of purified and active proteins. Native-PAGE can be carried out near neutral pH to prevent denaturation by acids and bases; it is useful to study individual conformations, as well as aggregation or self-associations. Denaturation and proteolysis is further reduced by keeping the apparatus and sample cold.

The mobility of proteins depends both on their charge and size. The amino acid composition and post-translational modifications of any particular protein determines its charge. Smaller proteins or those with higher charge move farther during electrophoresis than larger proteins or those with less charge.


text:
Talk:Applicable Mathematics

Who had the bright idea of a book with this name? All Mathematics is applicable - and looking at the proposed chapters it's all about statistics. So perhaps it should be called "Applicable Statistics". But again, isn't all of Statistics applicable? So what does the title really mean?

title: Talk:Applicable Mathematics


text:
Mazda Guide

This book is aimed at giving owners of Mazdas a resource for information. If this guide is successful perhaps a more general guide can be created that groups all makes of cars together. Remember to use date ranges or generation numbers to prefix models if there is more than a single generation of that model.

Models

 * /Protege 5/

Local

 * /Canada/

title: Mazda Guide


text:
Mazda Guide/Protege 5

How-To

 * /Programming Key Fobs/

Mods

 * Stereo
 * /Removing Factory Stereo/
 * /Installing Aftermarket Stereo/
 * ../Auxmod/
 * Headlights
 * /Headlight Blackout/
 * Windshield Washer Nozzle
 * /Tribute Nozzles/

title: Mazda Guide/Protege 5


text:
Mazda Guide/Protege 5/Removing Factory Stereo

What You Need

 * Small flathead screwdriver - This is used to pop off the faceplate edges
 * Electrical Tape - This is used to prevent scratching
 * Ford Key - This is used to pop the stereo out
 * Don't have one? don't worry, you can easily build one

Steps

 * 1) Take the screwdriver and wrap the tip with a single layer of electrical tape
 * 2) * Make sure that your screwdriver is thin enough to fit between the edge and the trimming
 * 3) Stick the screw driver in between the faceplate edge and the trimming and pry off the edges
 * 4) * This should not take much force, I found best results when prying from the top and bottom
 * 5) * If you do not have the tape player or the MD then do this for the small plate as well
 * 6) Use the ford key by sticking it into the hole and the slot as shown
 * Note: The photo shows the key in the middle and lower holes, but the key must be used in the upper and lower holes.*
 * 1) * If you only have two keys, do one side first then the other side next
 * 2) Now pull the radio out while applying force on the keys towards the door
 * 3) * If you removed the small plate, this should be pretty easy, if not you will have to be creative
 * 4) Tada! your factory stereo has now been removed.  Just unplug and do what you want with it.

Building A Key
All you need to build your own set of keys is a metal coat hanger and some tools I used a Dremel to do the work, but I'm sure there are many other ways to go about building the key
 * Measure the bottom of the coat hanger into four approximately equal sized pieces
 * Use the Dremel (with a sandpaper disc) to cut the coat hanger at the leftmost and rightmost edges
 * You should end up with a piece falling off from the middle
 * Now try and cut the hanger again so that you will have a U-shaped key with segments of equal length
 * finally, sand down the sharp edges and taper the points on one side
 * for the straight piece that you cut first, you can either use this to build another (just use pliers to fold it into a U) or you can toss it.

Images

 * [[Image:Mazda Guide-Protege 5-Removing Factory Stereo-Unit.jpg|640px]]
 * Notice the small panel has been removed
 * [[Image:Mazda Guide-Protege 5-Removing Factory Stereo-Dremel.jpg|640px]]
 * The disc was used for cutting, the cylinder was used for tapering
 * [[Image:Mazda Guide-Protege 5-Removing Factory Stereo-Key1.jpg|640px]]
 * [[Image:Mazda Guide-Protege 5-Removing Factory Stereo-Key2.jpg|640px]]
 * [[Image:Mazda Guide-Protege 5-Removing Factory Stereo-Key3.jpg|640px]]


text:
User talk:68.54.219.198

Webaware talk 04:06, 7 April 2007 (UTC)

title: User talk:68.54.219.198


text:
Mazda Guide/Auxmod

I don't think the AuxMod has seen any development recently, I don't even know if it is still being used by anyone. But for the sake of argument, here is the information about the mod.

Explanation

 * AuxMod is a circuit board that connects to your factory stereo and makes use of the Tape/MD player
 * It converts the Tape/MD player to an input port (3.5mm RCA mini)
 * With this input port you can play mp3 players or anything that has a standard headphone port through the factory stereo
 * Successfully tested with the RX-8, Mazda6, Mazda5, Mazda3, Miata, MPV, Tribute and Mazda2 (according to the website)
 * I believe Protege 5 has been successfully tested, although no official word from the developer

title: Mazda Guide/Auxmod


text:
User:Jerry lavoie

I am User:Jerry on the English Language wikipedia and either Jerry, Jerry_Lavoie, or Jerry_lavoie on most other wiki's.

I created the Pate Chinois and La Coquille Sainte Jacques recipes on Cookbook without logging-in, so I don't get official "credit" for it, but it was me. :)

- Jerry

title: User:Jerry lavoie


text:
User talk:Jerry lavoie

Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! -- Herby talk thyme 08:44, 7 April 2007 (UTC)

I am User:Jerry on the English Language wikipedia and either Jerry, Jerry_Lavoie, or Jerry_lavoie on most other wiki's.

I prefer to receive communication at my en-wiki account, as I do not come here as often. If this is incovenient for you, and you wish to receive a timely reply, please email at jerry@lavoie.com

Thanks, - Jerry

Cookbook:La Coquille Sainte Jacques
Hi - assmuning I read your user page correctly you may be the creator of this page. I notice that it has been marked a copyright violation? Thanks -- Herby talk thyme 08:44, 7 April 2007 (UTC)

title: User talk:Jerry lavoie


text:
Cookbook:Switchel (Ginger Water)

| Cuisine of the United States | Beverages

Switchel, also known as ginger water or haymaker's punch, is a sweetened beverage made from ground ginger, apple cider vinegar, sugar or other sweeteners and water. It is a traditional drink on farms in the north eastern United States, where it was made to soothe the thirsts of farm workers as well as (allegedly) boost one's stamina. It is served chilled, but is often served warmed in the Winter months.

Variation I

 * 1 cup (about 240 ml) sugar
 * 1 tablespoon (15 ml) ground ginger
 * 1 quart (1 liter) water
 * 1 cup (about 240 ml) apple cider vinegar

Variation II

 * ¾ cup (about 180 ml) maple syrup
 * 1 heaping teaspoon (about 6 ml) ground ginger
 * 1 gallon (about 3.75 liters) water
 * ⅔ cup (about 160 ml) apple cider vinegar

Procedure

 * 1) Dissolve sugar/syrup and ground ginger in the water.
 * 2) Stir in the apple cider vinegar
 * 3) Chill or serve over ice cubes. Shake well before serving.

Notes, tips, and variations

 * Some traditional recipes have used maple syrup, honey and/or molasses, separately or in combination, as sweeteners. The ratio of sweetener and vinegar to water vary widely in traditional and modern recipes.
 * A small amount of oatmeal is sometimes added to give the beverage more body and to add to the flavor.

title: Cookbook:Switchel (Ginger Water)


text:
User talk:Unidyne

Welcome message
Hello, and welcome to Wikibooks!

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

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

Good luck!

You might also like to read our Cookbook policy, and talk to other Cookbook editors. Webaware talk 05:02, 7 April 2007 (UTC)

title: User talk:Unidyne


text:
Paint.NET/Keyboard Shortcuts

For Help Topics, press F1.

Select (S)
Press S to cycle between the four selectors: Brief Descriptions of each: Rectangle Select selects a rectangle. Drag from one corner to the opposite corner to draw. Hold Shift to keep it as a Square. Ellipse Select selects a Circle/Oval. Drag like a rectangle, and it will draw a circle which touches each side. Hold in Shift to keep it as a Circle. Lasso Select draws a shape and selects it dynamically. Just draw any old shape. Magic Wand is, well... magical. Click on a pixel of one color and it will select all pixels adjoining that one of the same or similar color, then do the same on each pixel selected in this manner.
 * Rectangle Select
 * Ellipse Select
 * Lasso Select
 * Magic Wand

Paint Bucket (F)
Just click wherever and it will fill with your primary color. Right-Click to fill with your alternate color.

Paintbrush (B)
Click and drag to draw a line of specified thickness. shait

Pencil (P)
Just like the Paintbrush, but it only has a thickness of 1 pixel.

Clone Stamp (L)
Copies one part of the image to another part of the image, selected as circles.

Text (T)
Click to create a text box. Type text in said text box, and use the Nub (Square with four arrows on) to move it around by dragging.

Shapes (O)
Use O to cycle between the five different parts of the Shape tool. A brief description of each: The Rectangle draws a rectangle. You can make it draw a rectangle border, solid rectangle or solid rectangle with border. Hold Shift to keep it square. The Ellipse draws a circle or oval, like the Ellipse Select tool. As with the Rectangle tool, you can hold shift to keep it circular, and you can draw a border, solid shape or solid shape with border. The Rounded Rectangle draws a rectangle with rounded corners. It is identical in every respect to the Rectangle tool. The Freeform Shape tool is like the Lasso Select. It is also like the Rectangle tool. You can choose to draw a border, a solid shape or a solid shape with a border. Lines/Curves is used to draw a straight line. Then, you can drag the four handles on the line around to bend the line to your will.
 * Rectangle
 * Ellipse
 * Rounded Rectangle
 * Freeform Shape
 * Lines/Curves

Color Replacer (R)
Replaces your alternate color with your primary color, and leaves other colors alone.

Eyedropper (K)
Click on a pixel to replace your primary color with the color of the pixel you clicked on. Simple enough. Right click to change your alternate color.

Eraser (E)
Fades all the pixels in the area of its effect to nothing, on the current layer.

Gradient (G)
Click at one point and drag to another. Having done that, it should be quite obvious.

Pan (H)
While zoomed in, use this tool to drag your way around the image.

Zoom (Z)
Left click to zoom in, right click to zoom out.

Move (M)
Use M to cycle between the two move tools. A brief description of each: Move Selection moves only your selected area. You can drag your selection circle all over the image and it will not affect the image in any way. Move Selected Pixels moves the pixels you have selected on the current layer. So if you select a 10x10 square on layer A, then drag it 20 to the right, it will move that square on layer A but on layer B it will do nothing.
 * Move Selection
 * Move Selected Pixels

File Menu
New Image - Ctrl+N Open Image - Ctrl+O Close Image - Ctrl+W Save - Ctrl+D Save As - Ctrl+S Print - Ctrl+P

Edit Menu
Undo - Ctrl+Z Redo - Ctrl+Y Cut - Ctrl+X Copy - Ctrl+C Paste Normal - Ctrl+V Into new Layer - Ctrl+Shift+V Into new Image - Ctrl+Alt+V Selections Erase Selection - Delete Fill Selection - Backspace [Fills your current selection with your Primary Color] Invert Selection - Ctrl+I [Deselects what you have selected and selects what you didn't] Select All - Ctrl+A Deselect - Ctrl+D

View Menu
Zoom In - Ctrl+= Zoom Out - Ctrl+- Zoom to Window - Ctrl+B [Zooms so that your full image can be seen] Zoom to Selection - Ctrl+Shift+B [Zooms so your selection fills the window] Show Actual Size - Ctrl+Shift+A [Zooms to 100%]

Image Menu
Crop to Selection - Ctrl+Shift+X [Replaces your Image with your selection (Can be undone)] Resize - Ctrl+W [Use to change all aspects of image, ie you can double the size] Canvas Size - Ctrl+Shift+R [Use to change image area] Rotate 90° Clockwise - Ctrl+H 90° Counter-Clockwise - Ctrl+G 180° (Upside Down) - Ctrl+J Save As - Ctrl+S Flatten - Ctrl+Shift+F [Combines/Merges all Layers into one]

Layers Menu
New Layer - Ctrl+Shift+N Delete Layer - Ctrl+Shift+Delete Duplicate Layer - Ctrl+Shift+D Merge Layer Down - Ctrl+M [Merges the current layer into the one below] Rotate/Zoom - Ctrl+Shift+Z [Rotate or Zoom only the current layer] Layer Properties - F4 [Opacity, Blend Mode, Name]

Adjustments
Auto-Level - Ctrl+Alt+L Black and White - Ctrl+Shift+G Contrast - Ctrl+Shift+C Curves - Ctrl+Shift+M Hue/Saturation - Ctrl+Shift+U Invert Colors - Ctrl+Shift+I Levels - Ctrl+L Sepia - Ctrl+Shift+P

Window
Show/Hide Tools Window- F5 Show/Hide History Window- F6 Show/Hide Layers Window - F7 Show/Hide Colors Window - F8 Show Image List - Ctrl+Q Next Tab - Ctrl+Tab Previous Tab - Ctrl+Shift+Tab

title: Paint.NET/Keyboard Shortcuts


text:
IB Biology Practical Investigations/Genetics/DNA Microarray Virtual Lab

DNA MICROARRAY
TEACHING OBJECTIVE:

 * Observe a high-tech lab technique in action in this excellent Flash application, whilst learning how cancer cells and healthy cells express genes differently.

TASK OUTCOMES:
 * By the end of this activity, students will be able to:
 * describe the function and origin of the DNA Microarray
 * perform a simple virtual lab to compare the microarrays of healthy cells and cancer cells
 * illustrate how cancer cells express genes differently to healthy cells
 * Explain the function of reverse transcriptase in a biotechnological application

TIME REQUIRED:
 * 20-30 minutes

INTRODUCTION:

In this excellent Flash application from learn.genetics (Utah university), students are introduced to the 'new' science of genomics and are shown how a DNA microarray works. Thay are then instructed to carry out a virtual microarray that illustrates the genetic difference between a healthy skin cell and a melanoma cell. Students can use this task as a means to learn about genomics and the use of reverse transcriptase and to revise protein synthesis.

MATERIALS AND EQUIPMENT:

 * DNA Microarray virtual lab from

 * Teacher-set questions

OTHER RESOURCES NEEDED:

 * Individual access to computers is beneficial

 * Internet connection

 * Macromedia Flah Player (latest version)

INSTRUCTIONS:

 * Send students to the learn.genetics homepage and ask them to find the DNA microarray in the virtual labs section.

 * Students complete the microarray learning exercise individually.

SAMPLE QUESTIONS

 * What is the main difference between Genetics and Genomics? (scale of work and time consumption)

 * Which of the following statements are true?

 * An erythrocyte and a skin cell in the same body contain the same DNA. (T)

 * Different genes are expressed in different cell types within the same organism. (T)

 * Gene expression can be observed as production of tRNA. (F - mRNA)

 * Each spot on a Microarray represents one gene. (T)

 * A cancer cell will express most of the same genes as a healthy cell. (T)

 * Reverse transcriptase makes a new strand of RNA. (F - it makes copy DNA (cDNA))

 * Produce a flow-chart of the process of a microarray

 * If a gene is not expressed, what would you expect to see on a microarray scan?
 * green marker
 * red marker
 * yellow marker
 * no marker      (T)

IDEAS FOR FURTHER INVESTIGATION

 * learn.genetics has a number of excellent Flash applications and podcasts suitable for DP Biology.

SOURCES AND REFERENCES:

 * wikipedia: DNA Microarray

 * learn.genetics at the University of Utah


text:
IB Biology Practical Investigations/Genetics/Lorenzo's Oil

LORENZO'S OIL - VIDEO ACTIVITY
TEACHING OBJECTIVE:
 * Tie together some of the key concepts of 'Cells', 'Chemistry of Life', 'Genetics' with this true-story drama.

TASK OUTCOMES:
 * By the end of this activity, students will be able to:
 * recognise some of the key concepts of the first three units in this real-life situation
 * answer a set of challenging questions by combining prior knowledge with new information presented in the film.
 * have a bit of a cry at the end

TIME REQUIRED: Does anyone know where to get the answers to the worksheet?
 * Film lasts 2 hrs, you may want to break it into a number of short bursts throughout the 'Genetics' unit.

INTRODUCTION:

Made in 1992, this true story is based on the life of Lorenzo Odone, a young boy diagnosed with the progressive neurological disease adrenoleukodystrophy. Starring Nick Nolte and Susan Sarandon, it tells the story of Lorenzo's parents as they struggle to make Lorenzo's life comfortable whilst also generating groundbreaking research into this 'orphan' disease. Their research led to the development of Lorenzo's oil, an olive-oil based food supplement that can prevent the onset of ALD in boys diagnosed with the disease. Lorenzo lived until May 30, 2008, one day after his 30th birthday.

Students will watch the movie, answering a series of questions that tie the movie to the DP Biology syllabus.

MATERIALS AND EQUIPMENT:

 * Lorenzo's Oil DVD or video

 * Question sheet, available from (occ link)

USEFUL INFORMATION

 * ALD is a progressive, sex-linked neurological disorder - it is only passed from mothers to sons and is carried on the X-chromosome. (Although there is an ALD-related gene on another chromosome, this may confuse students).

 * ALD is a build-up of long-chain fatty acids (C24-C26) which damage the myelin sheath of nerve cells. As this progresses, patients lose motor function and eventually become paralysed, requiring a ventilator and saliva-suction.

 * Symptoms are shown in young boys, which get progressively worse. Death is usually before age 12.

 * A C24-C26 limited diet was found to increase levels of C24-C26 fatty acids in some patients, due to increased biosynthesis of the same dangerous molecules.

 * C18, toxic to humans in pure form, can reduce C24-C26 when used to 'flood the system'. It is found in olive oil.

 * 'Lorenzo's oil' is a C18-rich oil. This can be produced by either removing the C24-C26 chains from olive oil, or by using C18 chains to make triglycerides. This is very expensive.

 * Some boys given Lorenzo's oil before they show symptoms remain ALD-free.

 * The Odone family's Myelin Project aims to develop research into remyelination of damaged nerve cells, with the eventual goal of reversing some of the progress of ALD.

 For more information, visit the links below.

IDEAS FOR FURTHER INVESTIGATION

 * Discuss: as more boys survive into adulthood, will it become possible for girls to develop ALD?

 * Genetic screening and 'designer babies' - if the mother is a known carrier, do students' points of view on their rights change?

SOURCES AND REFERENCES:

 * wikipedia: the oil

 * The Myelin Project

 * lorenzo's oil at imdb.com

 * occ link to the worksheet:


text:
IB Biology Practical Investigations/Human Health and Physiology/Menstrual Cycle Animation

MENSTRUAL CYCLE ANIMATION TASK
TEACHING OBJECTIVE:
 * Produce an animation to illustrate the menstrual cycle

TASK OUTCOMES:
 * By the end of this activity, students will be able to explain the menstrual cycle using Flash animation.

TIME REQUIRED:
 * ongoing project

INTRODUCTION: Many students by now have ICT skills that surpass those of their teachers and seem to love fiddling with animations. This task takes a fairly dull topic and allows them to produce a resource that could be used in middle-school health classes or as a simple revision tool for later on.

MATERIALS AND EQUIPMENT:

 * Macromedia Flash Professional (or other animation software)

 * 1 computer per student or pair

OTHER RESOURCES NEEDED:

 * text or revision guide

 * input from counsellor if the results are to be used for middle-school education

INSTRUCTIONS:

 * If all students in the class are strong on animation, work solo.

 * If some have limited ICT skills, pair them with stronger members of the class. They can split the research/ animating elements of the task between them.

 * Agree as a class on a time limit for the project - 2 weeks may be sufficient. If students have their own laptops, you may want to give up a few lessons for the project.

 * Define the task clearly. At minimum, SL content must be covered effectively. HL students may want to add in extra detail, as either an option in their animation (selected from a menu), or as a more advanced presentation that would probably be insuitable for middle-school use but may be used for DP revision.

 * Personally, I prefer that information is clear, not copied, and not too wordy. Animations are supposed to make learning more simple, not confuse the issue!

 * I also prefer that students don't include any overpowering soundtrack, especially death-metal or happy-hardcore rave tunes, as this distracts from the point of the animation. Needless to say, they still do it.

 * Emphasise substance over style.

SAFETY/ RISK ASSESSMENT

 * In some cultures, parents may need to give approval before students are shown materials of this nature.

 * Censor content before it is shown to younger students - be especially vigilant with errors or misconceptions that may lead students into poor life choices.

IDEAS FOR FURTHER INVESTIGATION

 * This could be used as part of a parents' education day, or in a school health symposium.

 * The task could be easily adapted to most topics in Biology.

SOURCES AND REFERENCES:


text:
IB Biology Practical Investigations/The Chemistry of Life/Protein Synthesis Running Dictation

PROTEIN SYNTHESIS RUNNING DICTATION
TEACHING OBJECTIVE:
 * To introduce/ consolidate the processes of transcription/ translation (at Standard Level) through student modelling and a competition. Success depends on students' understanding of the topic.

TASK OUTCOMES: By the end of this activity, students will be able to:

 * Transcribe and translate a 10-amino-acid polypeptide

 * work as a group to build a model of a polypeptide whilst acting as parts of the process.

 * Describe the effects of errors (e.g. base substitution) on the final product

TIME REQUIRED:
 * 15 minutes if used for consolidation, up to 30 if used for teaching

INTRODUCTION:

In this activity, students will work in teams of three to transcribe a DNA sequence and translate it into a polypeptide. This challenge is straightforward if explained clearly but can be a headache if not. It can be used either as a plenary to consolidate SL protein synthesis, or as a challenging teaching task.

MATERIALS AND EQUIPMENT: (per group of three)

 * LEGO blocks, beads or similar (5 colours, 6 blocks of each)

 * genetic code image (included here) - 1 per group

 * instructions image, projected on whiteboard (cut off DNA, mRNA and A.A. sequences)

 * pen and scrap paper

 * poster made up of the DNA sequence, no spaces between triplets.

 * correct answer written down or photographed for checking

OTHER RESOURCES NEEDED:
 * text book or study guide

INSTRUCTIONS:

 * split class into groups of three

 * put up a large poster of the DNA sequence (unspaced) in the corridor (TCTCAACAATACCGAGCCCTTGCGTCTGCTGCACAATCCACTGCACGA)

 * set up one table per group, with a set of blocks inside the classroom

 * assign roles for each player:

 * player 1 = RNA POLYMERASE
 * job: read poster, transcribe to mRNA codons, run into classroom, hand off to player 2.

 * player 2 = tRNA
 * job: translate codons into amino acids and shout out the sequence. Needs genetic code sheet.

 * player 3 = LARGE RIBOSOMAL SUBUNIT
 * job: listen to the sequence, grab the correct blocks and put them in the right order.

 * RULES:
 * player 1 may not help player 2, player 2 may not help player 3
 * first team to finish must shout stop
 * teams may not 'edit' their final model

 * SCORING:
 * first to finish = 100 points
 * second = 90 points
 * third = 80 points and so on...
 * each error in the amino acid sequence has a penalty of -10 points.
 * highest scoring team wins (may not necessarily be the fastest)

 * If this task is used for teaching for the first time, texts will be required for the group and they should plan their strategy together and make sure all members understand before they start running about.

 * THE SOLUTION:
 * the DNA sequence is TCTCAACAATACCGAGCCCTTGCGTCTGCTGCACAATCCACTGCACGA.
 * this is 48 bases long, but only codes for 10 amino acids.
 * transcription MUST begin at the 'START' codon: TCTCAACAA TACCGAGCCCTTGCGTCTGCTGCACAATCCACT  GCACGA
 * it must end at the 'STOP' codon (ACT)
 * the mRNA sequence is: AUG - GCU - CGG - GAA - GCG - AGA - CGA - CGU - GUU - AGG - UGA
 * this gives the amino acids: MET - ALA - ARG - GLU - ALA - ARG - ARG - ARG - VAL - ARG - STOP

SAFETY/ RISK ASSESSMENT

 * Clear any obstacle out of the way

 * Maintain order and force students to walk if necessary

IDEAS FOR FURTHER INVESTIGATION

 * Put up an alternate version of the DNA sequence for one team: TCTCAACAATACCGAGCCCATGCGTCTGCTGCACAATCCACTGCACGA

 * In this version, the fourth triplet in the gene has been changed from 'CTT' to CAT

 * This represents a base substitution mutation, and the resulting amino acid will change from 'glu' to 'val'

 * Use this mutation to introduce/ discuss base substitution mutations, with reference to sickle cell anaemia.

 * Can the students spot the source/outcome of the error by themselves?

 * Where groups forgot to begin at the 'START/MET' codon, discuss this error

 * With HL students, discuss the effects of base deletion or frame-shift mutations. These may be apparent if they made an error caused by deletion or insertion of a base in the mRNA.

SOURCES AND REFERENCES:

 * The genetic code image is from an unknown source - please correct if known

 * The instructions image was produced by Steve Taylor


text:
Paint.NET/Effects

There are a lot of different effects in Paint.NET that you may use for the benefit of your image (or not). At any time you may press Ctrl+F to repeat the last effect you applied, with the same settings.

Effects Menu
The effects menu is where all of the different effects will show. Some are packaged with Paint.NET; others must be downloaded and extracted into the Paint.NET\Effects\ folder. Only the default effects will be dealt with here.

Blurs
There are six default blurs.

Gaussian Blur
Gaussian Blur is just your average blurring. Mostly, it is used as a softener to remove overly sharp edges, or pixelation.

Median
This blur reduces noise. As of the 3.20 Release, it's  now under 'Noise' instead of 'Blurs'.

Motion Blur
This blurs the image in a way that makes it look like it is moving in a certain direction.

Radial Blur
Blurs the image like it is spinning around the center of the image.

Unfocus
Makes it appear like you are seeing it, but not looking at it. Seeing is believing (Use it and you'll know what I mean).

Zoom Blur
Makes it appear that you are zooming past the image. Once again, seeing is believing.

Distort
There are four different default distortions.

Bulge
Bulges the image out at the center. Like a pot belly.

Polar Inversion
Um. Just use it. I don't think it's really useful.

Tile Reflection
Sort of cuts it into tiles and makes it look like it's reflecting off those tiles. Looks really cool, please try it.

Twist
Could be a KoRn song. Twists your image around the center. The maximum value is 100, which is NOT 100 degrees.

Effects Menu II
The effects after the popouts.

Add Noise
Creates a static effect. The intensity is the amount of static, and the saturation is how color-ish it is.

Clouds
Creates clouds using your primary and secondary colors. How simple and self-explanatory.

Edge Detect
Detects edges and colours the edges in various colours, the inside is then coloured black.

Emboss
The good old emboss effect. It... embosses stuff. Somewhat self-descriptive.

Frosted Glass
Have YOU ever looked through Frosted Glass? It makes stuff look like your looking at it through a layer of Frosted Glass.

Glow
Lets you have a glow on an image.

Oil Painting
Makes it look like an Oil Painting.

Outline
Takes every pixel in the whole image, then adds an outline onto it.

Pencil Sketch
Makes the whole image look like a Pencil Sketch. Very effective, but only black and white.

Pixelate
Expands the pixels in a similar fashion to the zoom tool in MSPaint.

Red Eye Removal
Only put this here to make sure you know it exists. It really needs no explaining.

Relief
Makes the image a relief of itself. Think of it as making your image 3D, then making it look really bad.

Sharpen
Think unblurring, but ineffective.

title: Paint.NET/Effects


text:
IB Biology Practical Investigations/Cells/Diffusion and Osmosis Magic Show

DIFFUSION AND OSMOSIS MAGIC SHOW
TEACHING OBJECTIVE:
 * Students will find their own demonstrations of diffusion and osmosis in action and put on a 'magic show' (fun demonstration) for younger students. This may form part of a science fair or school open day.

TASK OUTCOMES:
 * By the end of this activity, students will be able to:
 * differentiate between diffusion and osmosis
 * explain the processes of diffusion and osmosis clearly to others
 * demonstrate diffusion and osmosis using visual displays
 * order appropriate equipment and completing risk assessments

TIME REQUIRED:
 * 1-2 lessons prep time, 1 lesson as 'the show'

INTRODUCTION: Diffusion and osmosis lend themselves to visual demonstration and are pretty simple, so why should we have all the fun (and do all the work)? As the 'membranes' topic falls early in the course, this is an ideal opportunity for students to develop independent research and practical investigation skills - they will be required to find out about their own demonstration, order their own equipment and complete risk assessments.

MATERIALS AND EQUIPMENT:

 * Groups will be responsible for researching their own demonstrations and thus will be required to order their own materials from the lab technician or find them by themselves.

OTHER RESOURCES NEEDED:

 * A cooperative lab tech

 * texts/ study guides

 * internet access

INSTRUCTIONS:

 * Divide the class into groups of 2 or 3

 * Each group must put on a demonstration of 2 or more visual stunts that accurately and entertainingly illustrate the processes of osmosis and diffusion.

 * Students will be given the task and time to research.

 * They must order all materials from the lab tech at least one week before the performance.

 * All groups must practice their 'show' before the real thing - give up one lesson for this.

 * For each demonstration performed, groups should produce a large, clear and accurate poster that explains what happens.

 * Try to minimise the number of 'overlapping' demonstrations. Some ideas include:
 * The osmosis egg
 * diffusion of dyes in water
 * stink bombs/ thunderpants
 * hairdryers, big box and loads of ping-pong balls bouncing about

 * Imagination and accuracy are key to success.

SAFETY/ RISK ASSESSMENT

 * Each group should complete a risk assessment when ordering materials

 * Monitor demonstrations carefully and insist on safety first

IDEAS FOR FURTHER INVESTIGATION

 * Students should take this basic knowledge and build on it with active transport.

SOURCES AND REFERENCES:


text:
IB Biology Practical Investigations/Human Health and Physiology/Model Digestive System

MODELLING THE DIGESTIVE SYSTEM
TEACHING OBJECTIVE:
 * To demonstrate and explain the basic steps in digestion

TASK OUTCOMES:
 * By the end of this activity, students will be able to explain what happens to food as it makes the journey from the mouth to the anus.

TIME REQUIRED:
 * 20 minutes if teacher-led, 1hr if student-led

INTRODUCTION: Digestion is simple, gooey and visual with this demonstration activity. The teacher can use the image to build a model digestive system to explain the steps 'from food to poo'. Alternatively, the teacher can provide the students with the materials needed and set them the task of preparing, practising and presenting the stages of digestion to an audience. In the canteen at lunch time would be a good crowd-pleaser!

MATERIALS AND EQUIPMENT: (per model produced)

 * plastic funnel

 * long balloon, end cut off

 * rubber glove, one finger chopped

 * 30cm hose

 * one leg of pantyhose

 * large beaker/ bucket

 * duct tape, scissors

 * 5 sandwich-bag clips or strong clothes pegs

 * some (brown) cereal, milk, juice and a spoon

OTHER RESOURCES NEEDED:

 * Texbook/study guide

INSTRUCTIONS:

 * TRY IT OUT BEFORE THE LESSON!

 * Having made the model, use it to demonstrate the stages of digestion, beginning with chewing in the mouth (smash up the cereal and juice with a spoon), through to defaecation (squueze out the stool into a beaker).

 * Along the way, use as much detail as relevant to the audience. For DP students, actions at each stage and enzymes used will be beneficial. If students are modelling to younger students, keep it simple and fill the blanks in class.

SAFETY/ RISK ASSESSMENT

 * Clean up thoroughly

 * Do not eat the food (though for an added 'eugh!' factor, you might want to dip younger finger in the 'stool' and taste it)!

 * Be careful of food allergies

IDEAS FOR FURTHER INVESTIGATION

 * Video the presentations

 * flow-chart the digestive process, including enzymes at each stage

SOURCES AND REFERENCES:


text:
User talk:Artyboats

Hello, and welcome to Wikibooks!

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

Good luck! -- Herby talk thyme 07:04, 7 April 2007 (UTC)

Naming policy
Hi, I noticed you recently created a few pages for your Nighthawk guide. If you've come from Wikipedia or are new to wikis in general, here at Wikibooks we use a nested naming scheme. All pages inside a book are made within that book using slash convention. I moved your pages (as you will see) to be within the book. Please see the linked policy above which should be able to answer any questions you have about how we create pages here. Reply on my talk page if you have any further issues. Thanks. -within focus 17:15, 8 April 2007 (UTC) Thanks for the help.. New on here for about a week. See the changes you have made and the Catagory edit .Appreciate the help Rob

 * Hi Rob - can you give me some specific examples - can't see any real problems at a quick glance but I will happily help if I can - cheers -- Herby talk thyme 15:42, 13 April 2007 (UTC)

 * Aaaah I see. Ok firstly a minor point, new talk page postings always go at bottom of the page - hardly vital but it does make it easier to see the relevant posting when you get the orange bar!

 * Yes I see what you mean - the automatic use of # (or ## for sub heads) is good as it would allow you to restructure the book at any stage without then changing the page names (although you will need to do it first off). In a sense it is your call as you are the major contributor to the book and I don't see it as highly important.  However longer term it may be easier to have pages that are not numbered so that they can be moved on the title page without looking strange.

 * If you want to do it there is no need to loose anything. Just use the "move" button and create the new name for the page.  This would mean for example that Honda Nighthawk Owners Repair and Maintenance Guide/1 Guidelines for contributors would become Honda Nighthawk Owners Repair and Maintenance Guide/Guidelines for contributors say (if you do this move the link will no longer be red!).  The front page can then be changed to
 * /Guidelines for contributors/
 * If you then want to change the order you can do so without changing the page names. Hope this helps, you know where I am if you want me - regards -- Herby  talk thyme 12:17, 14 April 2007 (UTC)

Image copyright problem with Image:Snootbootfix.jpg
Thanks for uploading Image:Snootbootfix.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Az1568(Talk) 05:37, 15 April 2007 (UTC)
 * Hi Rob, All you need to do is signify with a copyright tag, the license that you want to release your image with. (PD, GFDL, CC, BSD, etc.) Then add it to the image's page and remove the no license tag. = ) --Az1568(Talk) 18:32, 15 April 2007 (UTC)

Re: Technology bookshelf
I added your book to the bookshelf, and I don't think it matters what category it's in, as long as it's in a motorbike/motorcycle related category it should be fine. --Az1568(Talk) 06:11, 17 April 2007 (UTC)

title: User talk:Artyboats


text:
Talk:Guide to Unix/Commands/File Compression

An entry for the archiving-command cpio ought to be added. It can be used together with find, and is thus excellent for making archives only of files changed during the last n days.


text:
Wikibooks:Requests for deletion/Category:Puzzles

Puzzles}}|Category:Puzzles
Just plain silly. All this is doing is trying to index every page of the Puzzles book, and it's no benefit over that book's tables of contents. -- Smjg 18:28, 25 March 2007 (UTC)

 * Keep - book categories are good things, as they help to guide readers to associated pages that they might not find through a book's manually edited navigation. Additionally, when the navigation breaks, book categories can help find missing pages. Webaware talk 22:43, 25 March 2007 (UTC)
 * Keep - categories shouldn't be VfD if they have a significant use/implementation. --Panic 23:42, 25 March 2007 (UTC)
 * Keep As per the above comments. Now that I've discovered these puzzles it'll keep me occupied for a while! Xania [[Image:Flag_of_Poland_2.svg|15px]]talk 23:46, 25 March 2007 (UTC)
 * Keep without prejudice for later consideration. The Wikibooks organizational schema may need to be overhauled at some point, and then categories might be deleted. --Iamunknown 00:27, 26 March 2007 (UTC)