text:
Wikijunior:Human Body/Eyes

What is an eye?
The eye is a very perplexing system that allows us to view things. Here you will find a lot about the eye. But remember, this is not a professional page, but rather an outline.

What is the function of the eyes? (Function)
Eyes are the parts of our body that perceive light. They allow us to see the world and to understand how objects relate to each other. We can distinguish far objects from close ones and determine their color and shape. The eye acts like a camera where the eye-lens is a replacement of camera-lens, eye-lid of shutter and retina of photographic film.

What do eyes look like? (Appearance)
The eye is almost spherical in shape. The eye-ball is about of 2.3cm diameter. We perceive eyes together with eyelids and eyebrows which make up one main characteristic of the face.

What are the parts of the eyes? (Parts)
Eyes are made of several different parts. The white part of the eye is called the sclera.(It is interesting to note that only in Human Species among all other creatures that sclera is visible when the eyes are open). This part covers the surface of the eyes except at the very front. At the front of an eye is a cornea. This part acts like a shield for the eye. It can still let light pass through because it is transparent. Under the cornea is the iris and pupil. The pupil is the black circle in the middle. It is actually a hole that lets light pass through into the back of the eye. The iris is a coloured diaphragm around the pupil. It is a muscle that opens and closes around the pupil to let more or less light through. Behind the pupil is a lens that focuses the light that passes through it onto the retina. It is made up of jelly-like crystalline substances and is convex in nature. Between the lens and cornea is a fluid called aqueous humour.Similarly, inside the major part of eye ball is vitreous humour.

The retina is the lining of the inside back of the eye. It is the part of the eye that translates the information from the light into the language of the brain i.e. electric impulses. The retina is lined with thousands of tiny rods and cones which detect the color and amount of light shining onto them.

The optical information gathered by the rods and cones is passed via the optic nerve at the back of the eye to the brain.

Most of the reflection takes place through cornea, aqueous humour and vitreous humour and the lens merely function to focus the image on retina. The lens is held by ciliary muscles which also controls the curvature of lens to accommodate it to see distant and close objects clearly.

How do the eyes interact with other parts of the body? (Interaction with other Body Parts)
The brain processes the raw data from the eyes to make sense of what you see compared to your knowledge of the world around you. The brain interprets what it receives from the eyes. You do not directly "see".

A clear example of this can be seen from experiments where subjects wear glasses that invert the view (turn it upside down). After a while the brain will adjust and turn the scene back up the right way because that agrees with other more reliable information you are receiving.

Similarly the brain adjusts changes in color and light levels to better match how the objects should appear.

It also combines the two slightly different views from your left and right eyes to work out the distance of objects from you. Your right eye will show a little more of an object's right side and the left eye will show more of an objects' left side. This is called stereoscopic vision. This vision helps us to judge the distance accurately and provides us a 3D vision of the world. The difference between the views from each eye becomes less the further the object is away from you.

Our perceptions are not perfect and can lead to misinterpretations of what we see. These are called optical illusions.

However even though the brain's processing can be inaccurate, at most times we perceive a faithful reconstruction of the real world. Only optical illusions remind us that there is at times a difference between perception and the true state of affairs. Without our eyes and the complex processing of visual information by our brains we would not be able to make sense of writing, art or photos, nor understand as much as we do from limited visual information.

What organ systems are the eyes connected with? (Connections)

The optic nerve connects the eyes with the brain. Several eye muscles (4 rectus and 2 oblique muscles) attach the eyes to the skull and perform eye movements to control our gaze and visual focus and the power of accommodation of our eyes.

How can you keep your eyes healthy? (Health)
You should avoid putting your hands or any other object in the eyes. Wearing safety goggles when doing construction work can protect your eyes from injury. You should not watch television or use a computer for long periods of time. You should keep books at a distance of about 25cm while reading. Avoid looking at bright objects (like the sun) for too long as it can damage your eyes and even make you blind.

ja:Wikijunior:人間の体/目

title: Wikijunior:Human Body/Eyes


text:
Honda Nighthawk/Fuel System

1984-1986/SB-700/750SC

The Petcock (fuel valve) seems to be an on going issue. This device serves a number of functions which may cause confusion when troubleshooting. They are:

1) Manual fuel ON valve setting for normal operation

2) Manual fuel RESERVE valve setting for reserve operation

3) Manual fuel OFF valve setting

4) Automatic fuel shutoff valve which overrides the manual settings. This valve is operated by engine vacuum via the small rubber hose. The valve opens when the engine is started and closes when the engine is stopped.

5) Primary and secondary fuel filtration. One protrudes into the tank, the other is in the small fuel cup at the bottom of the unit.

Before proceeding, make sure there is a fire extinguisher handy

If the bike has been recently running, turn the petcock to OFF and unscrew the small fuel cup cover on the petcock. Inspect and clean the small circular fuel strainer. Reinstall strainer and cup.

To determine if the petcock is working properly, turn the petcock to the OFF position. Disconnect the fuel line from the petcock and the smaller vacuum line from the carburetor. While holding an empty can under the petcock, turn the valve to the ON position. There should be no gas flow. Suck on the vacuum line or use a hand vacuum pump. Gas should start to flow into the can. Release the vacuum on the line and gas should stop flowing.The above test should also work when the petcock is in the RESERVE position.

If there is no gas flow. Turn the petcock to the OFF position and Ref 4-16 remove the gas tank The manual suggests servicing the petcock while still attached to the tank. It is better to remove the petcock completely and check the filters and the fuel valve diaphragm. If the tank is full, drain out most of the gas through the fill hole. Ref 4-17 in the manual(bottom of page) loosen the petcock lock nut and remove petcock. There should be a tube like fuel strainer attached. If not, check the tank for the strainer and remove it. Remove the O ring. Drain the remaining gas from the tank. Ref 4-16 (bottom of page) carefully remove the cover, spring, and both diaphragms. If the bike has sat for a while, chances are that the diaphragms are stuck in the closed position from gas residue. Exercise care in freeing them. Remove the fuel cup, and the small circular strainer.

Set the petcock valve to ON and inspect the tall fuel tube which sticks up into the tank for gum and varnish residue. Clean with carb cleaner and blow out with compressed air. Set the petcock valve to RESERVE inspect the opening at the base of the tall fuel tube and clean as above. During use, recommend using the RESERVE setting occasionally to prevent the buildup of gum in the passage.

Part of the petcock is assembled with rivets. Some internal components may be rubber and could be affected by prolonged soaking with carb cleaner.

Do not use carb cleaner on the rubber diaphragms. Inspect for tears and wear, Replace if required.

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

title: Honda Nighthawk/Fuel System


text:
User:Ashketchum

this is a page. ash ketchum is obviously not my real name, but rather an alias. please do not try to contact me.

title: User:Ashketchum


text:
Advanced Interactive Media/Adobe Photoshop CS3 and Lightroom

The gurus at Adobe have been making a lot of changes for their latest Photoshop release. Adobe's acquisition of Macromedia is sure to give them even more of the market share. One of the more recent additions to the Adobe suite is Adobe Lightroom. Lightroom was released a few weeks ago, and is great for photography pros. Lightroom offers features that are found in Photoshop, but focuses on the features that a photographer uses most commonly. The power of Lightroom is in its ability to "import, select, develop, and showcase large volumes of digital images". Lightroom is a great Photoshop alternative for those not needing all the features Photoshop offers, has a reasonable price tag of around $200. The biggest news in the Adobe world is the release of the CS3 suite. Photoshop is the industry standard in photo editing and manipulation, with Corel coming in as a distant second. New with the release of Photoshop CS3 there are two distinct versions. Adobe now offers the standard and extended version. According to Amazon.ca the price of Photoshop CS3 (for Mac) is 772.94 US dollars, whereas CS2 is available now for $599.95. The added features of the extended version sound amazing. From the Adobe website: CS3 offers "3D and motion support with the ability to edit 3D content and incorporate it into 2D compositions, paint and clone over multiple video frames, and more. Comprehensive image analysis with new image measurement and counting tools". Photoshop CS3 adds the extra edge for professionals in the medical, film, scientific, and engineering fields. For more info on the release specs see Adobe Photoshop CS3


text:
User:MDP23

Find my real page at en:User:Martinp23, and please leave all messages (esp if urgent) there. I'm on the OTRS team, so if need be I can clarify permissions for you (you may wish to email me).

title: User:MDP23


text:
User talk:MDP23

Please leave new messages at w:User talk:Martinp23 if you expect a response :). Thanks, Martinp23 17:02, 10 April 2007 (UTC)

title: User talk:MDP23


text:
Advanced Interactive Media/Other Topics/Christian Perspectives on Producing Interactive Media

Proverbs 3:5,6 NKJV - "Trust in the LORD with all your heart, and lean not on your own understanding; in all your ways acknowledge Him, and He shall direct your paths."

A Biblical Foundation –

Many important questions need to be answered by Christians who are involved in producing interactive media. Fundamentally, this is because our commitment to Christ has inherent bearing on what our lives produce.

For example, one important question is, "How do we love God and love people through interactive media?" Also, "How does what we produce glorify God and appropriately affect and steward those people whom our products will touch?"

Many scriptures can be referenced to answer these, and many other, questions. Paul admonishes believers, in 2 Timothy 2:15 (NKJV), to “Be diligent to present yourself approved to God, a worker who does not need to be ashamed, rightly dividing the word of truth.”

To be a responsible producer of interactive media, it is imperative that Christians search out what the Word of God has to say about the manifold facets of our craft. By the Word we can learn not only what such responsibility involves practically, but we can also discover what God’s intentions are for this domain of human creativity.

Such research will protect us from otherwise defaulting into a "worldly" approach to a very important arena.


text: User talk:24.39.1.140

title: User talk:24.39.1.140


text:
Canne de Combat/Defense

Canne défense is a new part of Canne de Combat. There is stick defense in the French martial arts, but it is now joined with savate défense, so, its name is "savate et bâton défense".

The goal of canne défense is to give ability of canne de combat players to defend themselves on the street using the stick used in canne. The assumption is that a canne player walks from the training to home, and he gets insulted by one or more not-so-gentle means. His first reaction should be evade the situation, but sometimes to evade, or to run away is not an option (somebody to defend, no place to run, etc.) In this situation he uses what he has with, and it is the canne stick.

There are many techniques described in different books and videos, but, we have to be sceptical with them: they are perhaps not tested under stress, too complicated to use them in a fight situation, or are simply based on the cooperation of the partner.

So, we have to use our common sense to decide, if a technique in a specific situation is worth, we have to setup different scenarios, try the techniques in controlled fights (with resisting people and using protective equipments), and only if the proved to working, should we say: ok, this technique is good.

Canne into the hand
So, we see, that here will be some trouble. Most of us carry a pack of sticks (5-6 different stick, perhaps a bâton) tied together, and packed into a bag. How can we access our weapon, how can we be sure, that the others won't be able to use our weapons against us (this can be happen, when we simply drop the other sticks).

I would like to ask everybody, to post his comments/ideas about it.

My idea is to tie the bag with a quick tie method, so, using only one movement, the sticks will be free, and ready to use.

title: Canne de Combat/Defense


text:
Cookbook talk:Asparagus Soup

please list the quantities of the ingredients. also, what sweet herbs?

This came from an inaccurate source and needs a total rewrite
After reading this recipe, I checked the reference to The Household Cyclopedia of General Information and discovered that it was published in 1881 and seems have been put up on the internet as a curiousity. This recipe comes from a section of the Household Cyclopedia called "Early American recipes: Soups" and this recipe is verbatim from that source.

There are a lot of good asparagus soup recipes available. This one needs to be replaced. --Unacuoca (discuss • contribs) 03:06, 22 July 2013 (UTC)

Rewrite done
I decided to go ahead and rewrite this myself. --Unacuoca (discuss • contribs) 00:24, 28 July 2013 (UTC)

title: Cookbook talk:Asparagus Soup


text: Template:Persian/Under Construction

title: Template:Persian/Under Construction


text:
User talk:70.48.245.66

Regarding edits made during April 9 2007
Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 18:47, 10 April 2007 (UTC)

title: User talk:70.48.245.66


text:
Talk:C++ Programming/Code/IO

remark from a newbe
for 10/4/2007,from ("safe bool" idiom) and down i don't understand what's going on.--87.65.223.208 19:33, 10 April 2007 (UTC)

 * Have you taken a look at the examples ? Do you understand the basic reason or nothing at all? If you can ask a direct question so we can improve the text use the Q&A page, the response will then be included on the text. --Panic 23:51, 10 April 2007 (UTC)

Member vs. global
Why is this a member function: ostream& operator<< (int& val ); But is this a global function: ostream& operator<< (ostream& out, char c ); Why? 82.139.85.56 06:48, 19 September 2007 (UTC)

 * I don't completely understand what you are asking. Do you understand classes and the use of friend on the example source ? --Panic 20:26, 19 September 2007 (UTC)

I do understand basic C++ classes, templates, etc. I was wondering why << is a member for int while it is a global function for char. Do you understand what I'm asking now? 82.139.85.236 14:56, 20 September 2007 (UTC)

I think I do... I've not examined the standard definition but logic dictates that if the global operator<< can been overloaded the scope and how the overloading is performed can and should be optimized. You should not add friends to existing classes unless you are responsible for their maintenance. You must also keep in mind that std::ostream is at the core a typedef alias, and remember that at least one operand of any overloaded operator must be of some user-defined type. This is why operator< > are almost always implemented as non-member functions, exception if any are due to optimization or added functionality. As an example of this logic I call your attention to:

// Input and output ostream& operator<<(ostream& os, const string& s); istream& operator>>(istream& is, string& s); istream& getline(istream& is, string& s, char delimiter = '\n');

This String-related global operators and functions are defined in the header. As you can see this is done so mostly for "logistic"/organizational reasons that any particular optimization (besides that member can access inside a particular scope)... At least this is what I think about the subject. --Panic 19:05, 20 September 2007 (UTC)

Number rounding example
This "short" example takes up half the page and, as far as I can tell, doesn't logically follow from the preceding text. I propose it be moved to a more suitable page (by a editor more experienced than I). - Alexander Swift 140.254.254.241 (discuss) 22:56, 1 March 2013 (UTC)

title: Talk:C++ Programming/Code/IO


text:
User talk:88.234.9.70

Regarding edits made during April 10 2007
Please take care not to replace Wikibooks pages with blank content. Blank pages are harmful to Wikibooks because they have a tendency to confuse readers. If it is a duplicate article, please redirect it to an appropriate existing page. If the page has been vandalised, please revert it to the last legitimate version. If you feel that the content of a page is inappropriate, please edit the page and replace it with appropriate content. If you believe there is no hope for the page, please see the deletion policy for how to proceed. If page is no longer useful, insert delete to its top. Thanks for contributing to Wikibooks! If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 21:36, 10 April 2007 (UTC)

title: User talk:88.234.9.70


text:
Persian/Archive Lessons

Lesson 2

 * [[media:fa-درس دو.ogg|درس دو]]==درس دوم - Les 2== + : [[media:fa-من.ogg|من]] - אני

ن م / aa n m
+ : [[media:fa-مادر.ogg|مادر]] - אֵם
 * [[media:fa-من.ogg|من]] -ik + : [[media:fa-مادرم.ogg|مادرم]] - אמי
 * [[media:fa-مادر.ogg|مادر]] - moeder + : [[media:fa-برادر.ogg|برادر]] - אח
 * [[media:fa-مادرم.ogg|مادرم]] - mijn moeder + : [[media:fa-برادرم.ogg|برادرم]] - אחי
 * [[media:fa-برادر.ogg|برادر]] - broer + : [[media:fa-بابا.ogg|بابا]] - אב
 * [[media:fa-برادرم.ogg|برادرم]] - mijn broer + : [[media:fa-بابام.ogg|بابام]] - אבי
 * [[media:fa-بابا.ogg|بابا]] - pappa + : [[media:fa-نان.ogg|نان]] - לחם
 * [[media:fa-بابام.ogg|بابام]] - mijn pappa + : [[media:fa-بادام.ogg|بادام]] - amandelen
 * [[media:fa-نان.ogg|نان]] - brood + : [[media:fa-باران.ogg|باران]] - גשם
 * [[media:fa-بادام.ogg|بادام]] - amandelen + : [[media:fa-ابر.ogg|ابر]] - ענן
 * [[media:fa-باران.ogg|باران]] - regen + : [[media:fa-انار.ogg|انار]] - רימון
 * [[media:fa-ابر.ogg|ابر]] - wolk + : [[media:fa-دارم .ogg|دارم]] - יש לי
 * [[media:fa-انار.ogg|انار]] - granaatappel + : [[media:fa-ندارم .ogg|ندارم]] - ik heb het niet, ik heb geen
 * [[media:fa-دارم .ogg|دارم]] - ik heb + : [[media:Fa-من بادام دارم.ogg|من بادام دارم]] - ik heb amandelen
 * [[media:fa-ندارم .ogg|ندارم]] - ik heb het niet, ik heb geen + : [[media:Fa-بابا نان داد.ogg|بابا نان داد]] - pappa geeft brood
 * [[media:Fa-من بادام دارم.ogg|من بادام دارم]] - ik heb amandelen + : [[media:Fa-من بادام ندارم.ogg|من بادام ندارم]] - ik heb geen amandelen
 * [[media:Fa-بابا نان داد.ogg|بابا نان داد]] - pappa geeft brood + : [[media:Fa-من انار دارم.ogg|من انار دارم]] - ik heb een granaatappel
 * [[media:Fa-من بادام ندارم.ogg|من بادام ندارم]] - ik heb geen amandelen + : [[media:Fa-بابا بادام داد.ogg|بابا بادام داد]] - pappa geeft amandelen
 * [[media:Fa-من انار دارم.ogg|من انار دارم]] - ik heb een granaatappel
 * [[media:Fa-بابا بادام داد.ogg|بابا بادام داد]] - pappa geeft amandelen

س ت / t s

 * [[media:fa-س.ogg|س]] - s
 * [[media:fa-ت.ogg|ت]] - t

 * [[media:fa-داس.ogg|داس]] - sikkel
 * [[media:fa-تاب.ogg|تاب]] - schommel
 * [[media:fa-است.ogg|است]] - is
 * [[media:fa-اسب.ogg|اسب]] - paard
 * [[media:fa-سبد.ogg|سبد]] - mand
 * [[media:fa-آن.ogg|آن]] - dat, die
 * [[media:fa-بست.ogg|بست]] - vast
 * [[media:fa-آمد.ogg|آمد]] - komt
 * [[media:fa-دست.ogg|دست]] - hand
 * [[media:fa-سارا.ogg|سارا]] - Sara naam van een meisje
 * [[media:fa-دارا.ogg|دارا]] - Dara naam van een jongen
 * [[media:fa-در.ogg|در]] - in
 * [[media:fa-داد.ogg|داد]] - geeft
 * [[media:fa-نداد.ogg|نداد]] - geeft niet
 * [[media:fa-دارد.ogg|دارد]] - heeft
 * [[media:fa-ندارد.ogg|ندارد]] - heeft niet

 * [[media:fa-آن مرد اسب دارد.ogg|آن مرد اسب دارد]] - die man heeft een paard
 * [[media:fa-آن مرد سبد دارد.ogg|آن مرد سبد دارد]] - die man heeft een mandje
 * [[media:fa-آن مرد با اسب آمد.ogg|آن مرد با اسب آمد]] - hij komt met een paard
 * [[media:fa-آن مرد در باران آمد.ogg|آن مرد در باران آمد]] - hij komt in de regen
 * [[media:fa-آن مرد تند آمد.ogg|آن مرد تند آمد]] - die man komt snel
 * [[media:fa-آن تاب است.ogg|آن تاب است]] - dat is een schommel
 * [[media:fa-آن سبد است.ogg|آن سبد است]] - dat is een mand
 * [[media:fa-سارا سبد در دست دارد.ogg|سارا سبد در دست دارد]] - Sara heeft een mand in haar hand
 * [[media:fa-دارا در سبد انار دارد.ogg|دارا در سبد انار دارد]] - Dara heeft een granaatappel in zijn mand

او و / o oo

 * [[media:fa-و.ogg|و]] - oo

 * [[media:fa-او.ogg|او]] - hij, zij
 * [[media:fa-توت.ogg|توت]] - moerbei
 * [[media:fa-دوست.ogg|دوست]] - liefde, vriend, vriendin
 * [[media:fa-دندان .ogg|دندان]] - tanden
 * [[media:fa-دندانم.ogg|دندانم]] - mijn tanden
 * [[media:fa-آدم.ogg|آدم]] - mens
 * [[media:fa-دوست.ogg|دوست]] - vriend
 * [[media:fa-با.ogg|با]] - met
 * [[media:fa-دارو.ogg|دارو]] - medicijn
 * [[media:fa-دارم.ogg|دارم]] - ik heb
 * [[media:fa-ندارم.ogg|ندارم]] - ik heb het niet, ik heb geen
 * [[media:fa-دانا.ogg|دانا]] - slim
 * [[media:fa-مادر.ogg|مادر]] - moeder
 * [[media:fa-مادرم.ogg|مادرم]] - mijn moeder

 * [[media:fa-من توت دوست دارم.ogg|من توت دوست دارم]] - ik hou van moerbei
 * [[media:fa-سارا توت دوست دارد.ogg|سارا توت دوست دارد]] - Sara houdt van moerbei
 * [[media:fa-او با من دوست است.ogg|او با من دوست است]] - hij is mijn vriend
 * [[media:fa-من مادرم را دوست دارم.ogg|من مادرم را دوست دارم]] - ik hou van mijn moeder
 * [[media:fa-من بابام را دوست دارم.ogg|من بابام را دوست دارم]] - ik hou van mijn vader
 * [[media:fa-من برادرم را دوست دارم.ogg|من برادرم را دوست دارم]] - ik hou van mijn broer
 * [[media:fa-من سارا را دوست دارم.ogg|من سارا را دوست دارم]] - Ik hou van Sara
 * [[media:fa-من دارا را دوست دارم.ogg|من دارا را دوست دارم]] - Ik hou van Dara

ي  ز   / j z

 * [[media:Fa-ايران.ogg|ايران]] - Iran
 * [[media:Fa-سيب.ogg|سيب]] - appel
 * [[media:Fa-بر مي دارد.ogg|بر مي دارد]] - hij pakt en zij pakt
 * [[media:Fa-سيني.ogg|سيني]] - dienblad
 * [[media:Fa-سوزن.ogg|سوزن]] - naald
 * [[media:Fa-مي دوزد.ogg|مي دوزد]] - naaiende (werkwoord, onvoltooid tegenwoordige tijd)
 * [[media:Fa-دامن.ogg|دامن]] - rok
 * [[media:Fa-آن.ogg|آن]] - dat, die
 * [[media:Fa-اين.ogg|اين]] - dit, deze
 * [[media:Fa-تنور.ogg|تنور]] - oven
 * [[media:Fa-تبر.ogg|تبر]] - bijl
 * [[media:Fa-بز.ogg|بز]] - geit
 * [[media:Fa-مار.ogg|مار]] - slang
 * [[media:Fa-دود.ogg|دود]] - rook
 * [[media:Fa-زن.ogg|زن]] - vrouw
 * [[media:Fa-اين سيني است.ogg|اين سيني است]] - dit is een dienblad
 * [[media:Fa-در سيني سيب است.ogg|در سيني سيب است]] - op het dienblad is een appel
 * [[media:Fa-بابا سيب برميدارد.ogg|بابا سيب برميدارد]] - pappa pakt een appel
 * - dat is een naald
 * [[media:Fa-سوزان با سوزن دامن ميدوزد.ogg|سوزان با سوزن دامن ميدوزد]] - Suzanne maakt een rok met een naald
 * [[media:Fa-او با سوزن ميدوزد.ogg|او با سوزن ميدوزد]] - hij naait met een naald, zij naait met een naald
 * [[media:Fa-او با سوزن ميدوزد.ogg|او با سوزن ميدوزد]] - die vrouw heeft een naald

Lesson 6
درس 6
 * ك    او      ت

 * [[media:Fa-نمك.ogg|نمك]] - zout
 * [[media:Fa-نمكدان.ogg|نمكدان]] - zoutvat
 * [[media:Fa-اكرم.ogg|اكرم]] - Akram
 * [[media:Fa-كودك.ogg|كودك]] - kind
 * [[media:Fa-مي ريزد.ogg|مي ريزد]] - strooiende
 * [[media:Fa-آن نمك است.ogg|آن نمك است]] - dat is zout
 * [[media:Fa-اردك.ogg|اردك]] - eend
 * [[media:Fa-بازي كردن.ogg|بازي كردن]] - spelen
 * [[media:Fa-بازي مي كند.ogg|بازي مي كند]] - hij speelt

 * [[media:Fa-آن نمكدان است.ogg|آن نمكدان است]] - dat is een zoutvat
 * [[media:Fa-اين كودك اكرم است.ogg|اين كودك اكرم است]] - Dit kind heet Akram
 * [[media:Fa-اكرم نمكدان در دست دارد.ogg|اكرم نمكدان در دست دارد]] - Akram heeft een zoutvat in de hand
 * [[media:Fa-او با نمكدان نمك مي ريزد.ogg|او با نمكدان نمك مي ريزد]] - Zij strooit zout met het zoutvat

 * [[media:Fa-اين اردك است.ogg|اين اردك است]] - dit is een eend
 * [[media:Fa-ارذك در آب بازي مي كند.ogg|ارذك در آب بازي مي كند]] - de eend speelt in het water
 * [[media:Fa-اين بز است.ogg|اين بز است]] - dit is een geit
 * [[media:Fa-اين بز بازي مي كند.ogg|اين بز بازي مي كند]] - die geit speelt

Lesson 7
درس7
 * پ      و
 * [[media:Fa-توپ.ogg|توپ]] - bal
 * [[media:Fa-دوست.ogg|دوست]] – vriend, vriendin, liefde
 * [[media:Fa-مي اندازد.ogg|مي اندازد]] – hij gooit, zij gooit
 * [[media:Fa-پري.ogg|پري]] - Pari meisjesnaam
 * [[media:Fa-پا.ogg|پا]] – voet
 * [[media:Fa-دارد.ogg|دارد]] – hij heeft, zij heeft
 * [[media:Fa-مي ميكند.ogg|مي ميكند]] – deed
 * [[media:Fa-كردن.ogg|كردن]] – doen

 * [[media:fa-اكرم توپ دارد.ogg|اكرم توپ دارد]] – Akram heeft een bal
 * [[media:fa-اكرم با پري دوست است.ogg|اكرم با پري دوست است]] – Akram is met Pari bevriend
 * [[media:fa-اكرم با پري توپ بازي مي كند.ogg|اكرم با پري توپ بازي مي كند]] – Akram en Pari spelen met een bal
 * [[media:Fa-پري توپ را با پامي اندازد.ogg|پري توپ را با پامي اندازد]] - Pari schopt de bal

Lesson 8
درس 8 و
 * [[media:fa-مرد.ogg|مرد]] – /man/ (man)
 * [[media:fa-زن.ogg|زن]] – /vrouw/ (woman)
 * [[media:Fa-تند.ogg|تند]] - /snel/ (fast)
 * [[media:fa-دوات.ogg|دوات]] – /inktpot/ (inkwell)
 * [[media:fa-پروين.ogg|پروين]] – /Parvin/ (meisjesnaam) (girls name)
 * [[media:fa-پرويز.ogg|پرويز]] – /Parviz/ (jongensnaam) (boys name)
 * [[media:fa-نانوا.ogg|نانوا]] – /bakker/ (baker)
 * [[media:fa-دويدن.ogg|دويدن]] – /rennen/ (hele werkwoord) (running)
 * [[media:fa-مي دود.ogg|مي دود]] – /hij rent/, /zij rent/ (he, she runs)
 * [[media:fa-بيرون.ogg|بيرون]] – /uit/, /buiten/ (out)
 * [[media:fa-مي پزد.ogg|مي پزد]] – /hij kookt/, /zij kookt/ (he, she cooks)
 * [[media:Fa-پختن..ogg|پختن-]] - /koken/, /bakken/ (hele werkwoord) (cooking, baking)
 * [[media:fa-اين دوات است.ogg|اين دوات است]] – /dit is een inktpot/ (this is an inkwell)
 * [[media:fa-پرويز با پروين دوست است.ogg|پرويز با پروين دوست است]] – /Parvin is met Parviz bevriend/
 * [[media:fa-اين مرد نانوا است.ogg|اين مرد نانوا است]] – /die mijnheer is bakker/
 * [[media:fa-نانوا نان مي پزد.ogg|نانوا نان مي پزد]] – /de bakker bakt brood/
 * [[media:fa-آن مرد از نانوائي تند آمد.ogg|آن مرد از نانوائي تند آمد]] – /die man komt snel uit de bakkerij/
 * [[media:fa-پرويز با پروين دوست است.ogg|پرويز با پروين دوست است]]

Lesson 9
[[media:Fa-ادرس9.ogg|درس9]]

 * [[media:Fa-امروز.ogg|امروز]] – vandaag
 * [[media:Fa-د_يروز.ogg|د يروز]] – gisteren
 * [[media:Fa-د بستان.ogg|د بستان]] – basisschool
 * [[media:Fa-بودن.ogg|بودن]] – zijn
 * [[media:Fa-آمدن.ogg|آمدن]] – komen
 * [[media:Fa-اسم.ogg|اسم]] – naam
 * [[media:Fa-باريد ن.ogg|باريد ن]] – regenen,sneeuwen
 * [[media:Fa-من.ogg|من]] - ik
 * [[media:Fa-نام.ogg|نام]] – naam
 * [[media:Fa-نادر.ogg|نادر]] – Nader (jongensnaam)
 * [[media:Fa-كتاب.ogg|كتاب]] – boek
 * [[media:Fa-امين.ogg|امين]] – Amin (jongensnaam)
 * [[media:Fa-پس دادن.ogg|پس دادن]] – teruggeven
 * [[media:Fa-پس داد.ogg|پس داد]] – hij geeft, zij geeft
 * [[media:Fa-امروز باران باريد.ogg|امروز باران باريد]] – vandaag regent het
 * [[media:Fa-من از دبستان آمدم.ogg|من از دبستان آمدم]] - ik kom uit school
 * [[media:Fa-من_از_د_بستان_تند_آمدم.ogg|من از د بستان تند آمدم]] – ik kom snel uit school

Lesson 16
درس16 -les 16

[[Media:fa-تميز.ogg|تميز]]

 * [[Media:fa-لاله.ogg|لاله]] - tulp ook meisjesnaam
 * [[Media:fa-شاخه.ogg|شاخه]] - tak
 * [[Media:fa-گلدان.ogg|گلدان]] - plant
 * [[Media:fa-پژمرده.ogg|پژمرده]] - verlept
 * [[Media:fa-لانه.ogg|لانه]] - kooi, nest
 * [[Media:fa-ژاله.ogg|ژاله]] - Jaleh meisjesnaam
 * [[Media:fa-گفت.ogg|گفت]] - hij zegt
 * [[Media:fa-گفتن.ogg|گفتن]] - zeggen
 * [[Media:fa-ليوان.ogg|ليوان]] - glas(als in wijnglas)
 * [[Media:fa-زياد.ogg|زياد]] - veel
 * [[Media:fa-كم.ogg|كم]] - weinig
 * [[Media:fa-درخت.ogg|درخت]] - boom
 * [[Media:fa-تميز.ogg|تميز]] - schoen
 * [[Media:fa-كثيف.ogg|كثيف]] - vies
 * [[Media:fa-فهميدن.ogg|فهميدن]] - weten
 * [[Media:fa-روز.ogg|روز]] - dag
 * [[Media:fa-زيبا.ogg|زيبا]] - mooi
 * [[Media:fa-دادن.ogg|دادن]] - geven
 * [[Media:fa-كلاس.ogg|كلاس]] - klas
 * [[Media:fa-جوجه.ogg|جوجه]] - kuiken
 * [[Media:fa-ژاله و لا له دوست هستند.ogg|ژاله و لا له دوست هستند]] - Jaleh en Laleh zijn vriendinnen
 * ژاله گل كاشت در گلدان - Jaleh zet de bloem in een vaas
 * و به گلدان آب داد - Ze geeft met de gieter water
 * اگر به گل آب ندهيم خشگ وپژمرده مي شود - Als jullie plant geen water geven, dan wordt hij geel en verlept hij
 * لاله ليوان دارد وبا آن آب مي خورد - Laleh heeft een glas en drinkt daar water uit
 * در خانه اكرم درخت بزرگي است - dichtbij het huis Akram is een grote boom
 * ودر بالاي درخت لانه كنجشك است - en bovenin de boom is een nest van een spreeuw
 * تكليف خانه - Huiswerk

- جمله بسازيد ـ خشك - جوجه - درخت - Zin maken فعل بسازيد كثيف كردن - فهميدن تميز كردن - werkwoord vervoegen

Lesson 17
درس 17 les17

 * [[media:Fa-هر روز.ogg|هر روز]] - elke dag
 * [[media:Fa-ديروز.ogg|ديروز]] - gisteren
 * [[media:Fa-فردا.ogg|فردا]] - morgen
 * [[media:Fa-آفتاب.ogg|آفتاب]] - zonneschijn
 * [[media:Fa-خورشيد.ogg|خورشيد]] - zon
 * [[media:Fa-مهتاب.ogg|مهتاب]] - maanlicht
 * [[media:Fa-ماه.ogg|ماه]] - maan
 * [[media:Fa-خواهر.ogg|خواهر]] - zuster
 * [[media:Fa-خانه.ogg|خانه]] - huis
 * [[media:Fa-روشن.ogg|روشن]] - licht
 * [[media:Fa-تاريك.ogg|تاريك]] - donker
 * [[media:Fa-گرم.ogg|گرم]]- warm
 * [[media:Fa-سرد.ogg|سرد]] - koud
 * [[media:Fa-بزرگ.ogg|بزرگ]] - groot
 * [[media:Fa-كوچك.ogg|كوچك]] - klein
 * [[media:Fa-خوب.ogg|خوب]] - goed
 * [[media:Fa-بد.ogg|بد]] - slecht
 * [[media:Fa-شب.ogg|شب]] - nacht
 * [[media:Fa-روز.ogg|روز]] - dag
 * [[media:Fa-مسواك.ogg|مسواك]] - tandenborstel
 * [[media:Fa-حوله.ogg|حوله]] - handdoek
 * [[media:Fa-صابون.ogg|صابون]] - zeep
 * [[media:Fa-دندان.ogg|دندان]] - tanden
 * [[media:Fa-از خواب بيدار شدن.ogg|از خواب بيدار شدن]] - wakker worden
 * [[media:Fa-بابا صورتش را سشت.ogg|بابا صورتش را سشت]]- pappa wast zijn gezicht
 * [[media:Fa-من مسواك زدم.ogg|من مسواك زدم]]
 * [[media:Fa-من مسواك زدم.ogg|من مسواك زدم]] - ik poets mijn tanden
 * [[media:Fa-ما از خواب بيدار شديم.ogg|ما از خواب بيدار شديم]] - wij worden wakker
 * [[media:Fa-روز خورشيدزمين را روشن مي كند.ogg|روز خورشيدزمين را روشن مي كند]] - overdag schijnt de zon
 * [[media:Fa-شب ماه زمين را روشن مي كند.ogg|شب ماه زمين را روشن مي كند]] - 's nachts schijnt de maan
 * [[media:Fa-لاله دست و صورت خود را با حوله خشك مي كند.ogg|لاله دست و صورت خود را با حوله خشك مي كند]] - Laleh droogt haar gezicht met een handdoek
 * [[media:Fa-خدا ما را دوست دارد.ogg|خدا ما را دوست دارد]] - God houdt van ons

Lesson 18
درس 18

 * [[media:Fa-لثه.ogg|لثه]] - tandvlees
 * [[media:Fa-دانه.ogg|دانه]] - zaad
 * [[media:Fa-ستاره.ogg|ستاره]] - ster
 * [[media:Fa-پشت.ogg|پشت]] - achter
 * [[media:Fa-جلو.ogg|جلو]] - voor
 * [[media:Fa-ثريا.ogg|ثريا]] - Soraya meisjesnaam
 * [[media:Fa-كثيف.ogg|كثيف]] - vies
 * [[media:Fa-ممكن.ogg|ممكن]] - misschien- mogelijk
 * [[media:Fa-دهان.ogg|دهان]] - mond
 * [[media:Fa-بيماري.ogg|بيماري]] - ziekte
 * [[media:Fa-مريضي.ogg|مريضي]] - ziekte
 * [[media:Fa-درد.ogg|درد]] - pijn
 * [[media:Fa-صحبت.ogg|صحبت]] - gesprek
 * [[media:Fa-موقع.ogg|موقع]] - tijd
 * [[media:Fa-مزرعه.ogg|مزرعه]] - boerderij
 * [[media:Fa-شروع.ogg|شروع]] - begin
 * [[media:Fa-تمام.ogg|تمام]] - klaar
 * [[media:Fa-جمع.ogg|جمع]] - samen
 * [[media:Fa-خراب.ogg|خراب]] - kapot
 * [[media:Fa-ظهر.ogg|ظهر]] - middag
 * [[media:Fa-مدرسه.ogg|مدرسه]] - school
 * [[media:Fa-بچه ها.ogg|بچه ها]] - kinderen
 * [[media:Fa-آوردن.ogg|آوردن]] - brengen
 * [[media:Fa-لذت.ogg|لذت]] - lekker
 * [[media:Fa-باغبان.ogg|باغبان]] - tuinman
 * [[media:Fa-رضا.ogg|رضا]] - Reza jongensnaam
 * [[media:Fa-اضغر.ogg|اضغر]] - Asgar jongensnaam
 * [[media:Fa-غذا.ogg|غذا]] - eten

 * [[media:Fa-من مدرسه شروع كردم.ogg|من مدرسه شروع كردم]] - mijn school begint
 * [[media:Fa-ثريا مريض بود.ogg|ثريا مريض بود]] - Soraya was ziek
 * [[media:Fa-من يك مزرعه زيبا ديدم.ogg|من يك مزرعه زيبا ديدم]] - Ik zag een mooie boerderij
 * [[media:Fa-اصغر و رضا ضهر از مدرسه آمدند.ogg|اصغر و رضا ضهر از مدرسه آمدند]] - Asgar en Reza komen 's middags uit school
 * [[media:Fa-ستارها در آسمان هستند.ogg|ستارها در آسمان هستند]] - sterren zijn in de de hemel
 * [[media:Fa-لثه و دندان رضا مريض است.ogg|لثه و دندان رضا مريض است]] - het tandvlees en de tanden van Reza zijn ziek
 * [[media:Fa-مدرسه اصغر نزديك است.ogg|مدرسه اصغر نزديك است]] - De school van Asgar is dichtbij.

 * [[media:Fa-تكليف شب.ogg|تكليف شب]] - Huiswerk

 * [[media:Fa-خمله بسازيد.ogg|خمله بسازيد]] - Zinnen maken

 * [[media:Fa-مدرسه.ogg|مدرسه]] - [[media:Fa-خراب.ogg|خراب]] - [[media:Fa-ظهر.ogg|ظهر]] - [[media:Fa-لذت.ogg|لذت]] - [[media:Fa-باغبان.ogg|باغبان]]

 * [[media:Fa-فعل بسازيد.ogg|فعل بسازيد]] - werkwoord vervoegen

 * [[media:Fa-آوردن.ogg|آوردن]] - [[media:Fa-مريض ششدن.ogg|مريض ششدن]] - [[media:Fa-لذت بردن.ogg|لذت بردن]] - [[media:Fa-صحبت كردن.ogg|صحبت كردن]]

Lesson 19
درس 19

 * [[media:Fa-طاهره.ogg|طاهره]] - Thohereh meisjesnaam
 * [[media:Fa-حاضر.ogg|حاضر]] - klaar
 * [[media:Fa-بعضي.ogg|بعضي]] - sommige
 * [[media:Fa-عصر.ogg|عصر]] - middag
 * - blij
 * [[media:Fa-غمگين.ogg|غمگين]] - verdriet
 * [[media:Fa-اجازه.ogg|اجازه]] - mag
 * [[media:Fa-تشكر.ogg|تشكر]] - dank
 * [[media:Fa-شناخت.ogg|شناخت]] - ken
 * [[media:Fa-آموزگار.ogg|آموزگار]] - lerares, leraar
 * [[media:Fa-معلم.ogg|معلم]] - lerares, leraar
 * [[media:Fa-حياط.ogg|حياط]] - tuin
 * [[media:Fa-وسط.ogg|وسط]] - middel
 * [[media:Fa-قله.ogg|قله]] - bergpiek
 * [[media:Fa-كشتي.ogg|كشتي]] - schip
 * [[media:Fa-باغ.ogg|باغ]] - bloementuin
 * [[media:Fa-تيغ.ogg|تيغ]] - doorn
 * [[media:Fa-عمو.ogg|عمو]] - oom
 * [[media:Fa-ميوه.ogg|ميوه]] - fruit
 * [[media:Fa-من از ميوها سيب را بيشتر دوست دارم.ogg|من از ميوها سيب را بيشتر دوست دارم]] - ik vind een appel het lekkerste fruit
 * [[media:Fa-مادر بزرگم باغ انار و سيب دارد.ogg|مادر بزرگم باغ انار و سيب دارد]] - mij oma heeft een boomgaard met appels en granaatappels
 * [[media:Fa-گلها در باغ تيغ داردند و بايد ما موا ظب باشيم.ogg|گلها در باغ تيغ داردند و بايد ما موا ظب باشيم]] - we moeten oppassen voor doornen in de tuin
 * [[media:Fa-زنگ تفريح بود وما بازي كرديم.ogg|زنگ تفريح بود وما بازي كرديم]] - Wij spelen in de pauze
 * [[media:Fa-وهمه در زنگ تفريح با هم آشنا هستند.ogg|وهمه در زنگ تفريح با هم آشنا هستند]] - in de pauze kennen alle kinderen elkaar
 * [[media:Fa-وفاطمه وطاهره با صابون دست و صورت خود را مي شو يند.ogg|وفاطمه وطاهره با صابون دست و صورت خود را مي شو يند]] - Tahereh en Fatimeh wassen hun handen met zeep

 * [[media:Fa-تكليف شب.ogg|تكليف شب]] - huiswerk

 * [[media:Fa-جمله بسازيد.ogg|جمله بسازيد]] - zinnen maken

[[media:Fa-آشنا.ogg|آشنا]] - [[media:Fa-ظهر.ogg|ظهر]] - [[media:Fa-درد.ogg|درد]] - [[media:Fa-بازي كردن.ogg|بازي كردن]]

 * [[media:Fa-فعل بسازيد.ogg|فعل بسازيد]] - werkwoorden vervoegen

[[media:Fa-دوست بودن.ogg|دوست بودن]] - [[media:Fa-ميوه خوردن.ogg|ميوه خوردن]] - [[media:Fa-تفريح كردن.ogg|تفريح كردن]] - [[media:Fa-خداحافظي كردن.ogg|خداحافظي كردن]]

Lesson 20
درس   20

 * [[media:Fa-فصل.ogg|فصل]] - seizoen
 * [[media:Fa-بهار.ogg|بهار]] - lente
 * [[media:Fa-تابستان.ogg|تابستان]] - zomer
 * [[media:Fa-پائئز.ogg|پائئز]] - herfst
 * [[media:Fa-زمستان.ogg|زمستان]] - winter
 * [[media:Fa-گرم.ogg|گرم]] - warm
 * [[media:Fa-سرد.ogg|سرد]] - koud
 * [[media:Fa-هوا.ogg|هوا]] - weer
 * [[media:Fa-شكوفه.ogg|شكوفه]] -bloesem
 * [[media:Fa-عيد.ogg|عيد]] - feest
 * [[media:Fa-عيد نوروز.ogg|عيد نوروز]] nieuwjaar
 * [[media:Fa-برف.ogg|برف]] -sneeuw
 * [[media:Fa-چشمه.ogg|چشمه]] - bron
 * [[media:Fa-برگ.ogg|برگ]] - blad
 * [[media:Fa-در بهار هوا خوب است.ogg|در بهار هوا خوب است]] - in de lente is het mooi weer
 * [[media:Fa-وعيد نوروزاول بهار است.ogg|وعيد نوروزاول بهار است]] - Het Iraanse nieuwjaar begint op de eerste dag van de lente
 * [[media:Fa-در بهار درختان شكوفه ميآورد.ogg|در بهار درختان شكوفه ميآورد]] - in de lente hebben bomen bloesem
 * [[media:Fa-در تابستان هوا گرم است.ogg|در تابستان هوا گرم است]] - in de zomer is het weer warm
 * [[media:Fa-وميوه ها در تابستان رسيده مي شوند.ogg|وميوه ها در تابستان رسيده مي شوند]] - in de zomer rijpt het fruit
 * [[media:Fa-در پائئز هوا سرد است وباد مي آيد.ogg|در پائئز هوا سرد است وباد مي آيد]] - in de herfst is het koud en komt de wind
 * [[media:Fa-ودر زمستان هوا سرد است و برف و با ران مي بارد.ogg|ودر زمستان هوا سرد است و برف و با ران مي بارد]] - in de winter is het koud en komt er regen en sneeuw

 * [[media:Fa-تكليف شب.ogg|تكليف شب]] - huiswerk
 * [[media:Fa-جمله بسازيد.ogg|جمله بسازيد]] - zinnen maken

[[media:Fa-بهار.ogg|بهار]] -  [[media:Fa-پائئز.ogg|پائئز]] -  [[media:Fa-زمستان.ogg|زمستان]]  -  [[media:Fa-تابستان.ogg|تابستان]]
 * [[media:Fa-فعل بسازيد.ogg|فعل بسازيد]] - werkwoord vervoegen

[[media:Fa-باران باريدن.ogg|باران باريدن]] - [[media:Fa-تفريح كردن.ogg|تفريح كردن]] - [[media:Fa-ميوه خوردن.ogg|ميوه خوردن]] - [[media:Fa-باغباني كردن.ogg|باغباني كردن]]

Lesson 21
21

 * [[media:Fa-ايام هفته.ogg|ايام هفته]] - naam van de dagen van de week
 * [[media:Fa-شنبه.ogg|شنبه]] zaterdag
 * [[media:Fa-يكشنبه.ogg|يكشنبه]] - zondag
 * [[media:Fa-دوشنبه.ogg|دوشنبه]] - maandag
 * [[media:Fa-سه شنبه.ogg|سه شنبه]] - dinsdag
 * [[media:Fa-چهار شنبه.ogg|چهار شنبه]] - woensdag
 * [[media:Fa-پنج شنبه.ogg|پنج شنبه]] - donderdag
 * [[media:Fa-جمعه.ogg|جمعه]] - vrijdag

 * [[media:Fa-مـــــاها.ogg|مـــــاها]] - naam van de maanden
 * [[media:Fa-بهار.ogg|بهار]] - lente

 * [[media:Fa-فروردين.ogg|فروردين]] - farvardien
 * [[media:Fa-ارديبهشت.ogg|ارديبهشت]] - ordibehesht
 * [[media:Fa-خرداد.ogg|خرداد]] - khordad

 * [[media:Fa-تابستان.ogg|تابستان]] - zomer

 * [[media:Fa-تير.ogg|تير]] - tier
 * [[media:Fa-مرداد.ogg|مرداد]] - mordad
 * [[media:Fa-شهريور.ogg|شهريور]]- shahrivar

 * [[media:Fa-پائئز.ogg|پائئز]] - herfst

 * [[media:Fa-مهر.ogg|مهر]] - mehr
 * [[media:Fa-آبان.ogg|آبان]] - aban
 * [[media:Fa-آذر.ogg|آذر]] - azar

 * [[media:Fa-زمستان.ogg|زمستان]] - winter

 * [[media:Fa-دي.ogg|دي]] - dey
 * [[media:Fa-بهمن.ogg|بهمن]] - bahman
 * [[media:Fa-اسفند.ogg|اسفند]] - esfand

het alfabet:
 * [[media:Fa-آا.ogg|آا]] - a
 * [[media:Fa-ب.ogg|ب]] - b
 * [[media:Fa-پ.ogg|پ]] - p
 * [[media:Fa-ت.ogg|ت]] - t
 * [[media:Fa-ث.ogg|ث]] - s, wordt beschreven als de s van Soraya
 * [[media:Fa-ج.ogg|ج]] - dj, uitspreken als de engelse j in jungle
 * [[media:Fa-چ.ogg|چ]] - ch, uitspreken als engelse ch in child
 * [[media:Fa-ر.ogg|ر]] - r
 * [[Media:Fa-ز.ogg|ز]] - z
 * [[media:Fa-ش-2.oga|ژ]] - zj
 * [[media:Fa-س.ogg|س]] - s
 * [[media:Fa-ش.ogg|ش]] - sj, uitspreken als de eerste twee letters van het engelse woord shovel
 * [[media:Fa-ص.ogg|ص]] - s
 * [[media:Fa-ض.ogg|ض]] - z
 * [[media:Fa-ط.ogg|ط]] - t
 * [[media:Fa-ع.ogg|ع]] - a
 * [[media:Fa-غ.ogg|غ]] - gh, klank tussen een k en h in, wordt achterin de keel uitgesproken
 * [[media:Fa-ف.ogg|ف]] - f
 * [[media:Fa-ق.ogg|ق]] - gh, klank tussen een k en h in, wordt achterin de keel uitgesproken
 * [[media:Fa-ك.ogg|ك]] - k, als de engelse c in cat
 * [[media:Fa-گ.ogg|گ]] - zachte k, als de engelse g in god
 * [[media:Fa-ل.ogg|ل]] - L
 * [[media:Fa-م.ogg|م]] - m
 * [[media:Fa-ن.ogg|ن]] - n
 * [[media:Fa-و.ogg|و]] - w, wordt soms als een oe uitgesproken
 * [[media:Fa-ه.ogg|ه]] - h
 * [[media:Fa-ي.ogg|ي]] - i, wordt soms als een nederlandse j uitgesproken

de cijfers:
 * 1 = (yek) یک
 * 2 = (do) دو
 * 3 = (se) سه
 * 4 = (cahâr) چهار
 * 5 = (panj) پنج
 * 6 = (šeš) شش
 * 7 = (haft) هفت
 * 8 = (hašt) هشت
 * 9 = (noh) نه
 * 10 = (dah) ده

 * 11 = (yâzdah) یازده
 * 12=(davâzdah) دوازده
 * 13 = (sizdah) سیزده
 * 14 = (cahârdah) چهارده
 * 15 = (pânzdah) پانزده
 * 16 = (šânzdah) شانزده
 * 17 = (hafdah) هفده
 * 18 = (haždah) هجده
 * 19 = (nuzdah) نوزده
 * 20 = (bist) بیست

 * 25 = (bisto panj) بیست و پنج

De tientallen:
 * 30 = (si) سی
 * 40 = (cehel) چهل
 * 50 = (panjâh) پنجاه
 * 60 = (šast) شصت
 * 70 = (haftâd) هفتاد
 * 80 = (haštâd) هشتاد
 * 90 = (navad) نود

De honderdtallen:
 * 100 = (sad) صد
 * 200 = (devist) دویشت
 * 300 = (sisad) شیصد
 * 400 = (cahârsad) چهارصد
 * 500 = (pânsad) پانصد
 * 600 = (šešsad) شش صد
 * 700 = (haftsad) هفت صد
 * 800 = (haštsad) هشت صد
 * 900 = (nohsad) نه صد
 * 1000 = (hezâr) هزار

 * 2000   = (do hezâr) دو هزار
 * 10.000  = (dah hezâr) ده هزار
 * 100.000 = (sad hezâr) صد هزار

 * 1.000.000 = (miliyon) ملیون

Lesson 22
22

 * - Mijnheer
 * [[media:Fa-خانم.ogg|خانم]] - Mevrouw
 * [[media:Fa-دوشیره.ogg|دوشیزه]] - Mejuffrouw
 * [[media:Fa-بله.ogg|بله]] - Ja
 * [[media:Fa-خوانا.ogg|خوانا]] - Leesbaar
 * [[media:Fa-نه.ogg|نه]] - Nee
 * [[media:Fa-سلام.ogg|سلام]] - Hallo
 * [[media:Fa-صبح بخیر.ogg|صبح بخیر]] - Goedemorgen
 * [[media:Fa- ظهربخیر.ogg|ظهربخیر]] - Goedemiddag
 * [[media:Fa-عصر بخیر.ogg|عصر بخیر]] - Goedenavond
 * [[media:Fa-شب بخیر.ogg|شب بخیر]] - Goedenacht
 * [[media:Fa-خداحفظ.ogg|خداحفظ]] - Tot ziens
 * [[media:Fa-خواهش میکنم.ogg|خواهش میکنم]] - Alstublieft
 * [[media:Fa-متشکرم.ogg|متشکرم]] - Dank u wel
 * [[media:Fa-خیلی ممنون.ogg|خیلی ممنون]] - dank u wel
 * [[media:Fa-مرسی.ogg|مرسی]] - merci
 * [[media:Fa-ببخشید.ogg|ببخشید]] - Pardon
 * [[media:Fa-حال شما چطورید.ogg|حال شما چطورید]] - Hoe gaat het met u
 * [[media:Fa-خیلی خوب، متشکرم.ogg|خیلی خوب، متشکرم]] - Heel goed, dank u wel
 * [[media:Fa-اجزه هست.ogg|اجزه هست]] - Is het toegestaan
 * [[media:Fa-بفرمایید.ogg|بفرمایید]] - Ga uw gang

Exercise on this lesson (experimental)

title: Persian/Archive Lessons


text:
Template:Nlwikt

nl:wikt: /Templates

title: Template:Nlwikt


text:
Category:Grape recipes

Recipes involving grapes.

title: Category:Grape recipes


text:
User:143.231.249.141

 Attention:

This IP address, , is part of the United States House of Representatives computer network and is shared by multiple users. Comments left on this page may be received by other users of this IP and appear to be irrelevant. Caution should be used when blocking this IP or reverting its contributions without checking.

title: User:143.231.249.141


text:
User:145.97.39.143

 Attention:

This IP address, , is part of the Hemlock, Wikimedia Toolserver computer network and is shared by multiple users. Comments left on this page may be received by other users of this IP and appear to be irrelevant. Caution should be used when blocking this IP or reverting its contributions without checking.

title: User:145.97.39.143


text:
Microprocessor Design/Out Of Order Execution

In a superscalar or similar processor design, there are multiple execution units that can be used to process pieces of data simultaneously. However, these execution units are not always used at the same time, and some processing power is lost. Sometimes, it is possible to feed instructions to all the execution units if we take the instructions out of their original order. Out of order execution (OOOE) is when a processor is capable of executing instructions out of their original order, in an attempt to do more work in parallel, and execute programs more quickly.

The Tomasulo scheduling algorithm is a OOOE algorithm that supports function units with variable latency, including data-dependent latency.

Hazards
OOOE comes with some significant hazards, and the hazard detection units in these processors are not trivial. The dependencies of all instructions need to be determined, and instructions cannot execute before or at the same time as instructions on which they are dependent.

Example: Intel Hyperthreading
Hyperthreading is the name for a technology developed by Intel for use in the Pentium 4 chip. Hyperthreading works by duplicating some architectural components of the processor, such as the status flags, the control registers, and the general purpose registers. Hyperthreading does not, however, duplicate any of the execution units.

In a hyperthreaded system, it appears to the operating system that there are two separate processors, when there is only one processor. The OOOE engine feeds instructions from the two separate execution threads to the execution cores, to try and keep all of the cores simultaneously busy. In general hyperthreading increases performance, although in some instances this additional complexity actually decreased performance.


text:
User:NB-NB

Below are interwiki links to my user pages on the various wikis.

I am primarily active on en.wiki, however I have accounts other projects as well.

 * wikipedia - User:NB-NB
 * wiktionary - User:NB-NB
 * wikinews - User:NB-NB
 * wikibooks - User:NB-NB
 * meta - User:NB-NB
 * wikisource - User:NB-NB
 * wikispecies - User:NB-NB
 * mediawiki - User:NB-NB
 * wikiquote - User:NB-NB
 * commons - User:NB-NB
 * wikiversity - User:NB-NB
 * incubator - User:NB-NB

title: User:NB-NB


text:
Talk:Arabic/Plan

Untitled
Why

title: Talk:Arabic/Plan


text:
Microprocessor Design/Power Dissipation

In addition to power and performance, another useful metric for examining processors is in terms of the amount of power used. Power is a valuable commodity, especially in mobile or embedded environments, and in server farms. Processors that utilize less power are more highly prized in these areas than processors with more capability and better performance.

The primary problem in server farms like the ones used by Google is power.

Reducing the amount of energy used, without reducing the performance of the computer system, is one of the Grand Challenges in computer science.

Gene's Law
Less well known then Moore's law is Gene's Law, named after Gene Frantz. According to Gene's law, the power dissipation in embedded DSP processors will decrease by half every 18 months.

Two reasons to reduce power
The power used by a microprocessor causes 2 problems. Some techniques reduce only peak power; some other techniques reduce only average power.

The peak power problem

 * All the power used by a microprocessor is eventually converted to heat energy. If too much heat energy is allowed to build up inside the microprocessor, the temperature will rise high enough to destroy the microprocessor.

This problem is solved by the cooling system, which replaces that problem with another problem:
 * The higher the peak power used by a microprocessor, the more expensive the up-front cost of the cooling system necessary to keep that processor from destroying itself.

The average power problem

 * The higher the average power used by a microprocessor, the higher the cost to the person who uses that microprocessor. That person must not only pay for the electric power going into the microprocessor, but also pay for cooling to pump waste heat energy all the way from the microprocessor to the outside environment.

In some situations, there are other reasons to reduce power:
 * Laptop designers want a small, lightweight laptop. The higher the average power used by a microprocessor, the heavier the battery must be for a given runtime.

Heat
In microprocessors, power is mostly dissipated as heat energy. This conversion to heat energy is a function of the size of the wires and transistors, and the operating frequency of the processor.

As transistors get smaller, the depletion region gets smaller, and current leaks through the transistor even when it is off. This leakage produces additional heat, and wastes additional power.

Heat can also cause materials to expand, which can alter the electrical characteristics of the tiny transistors and wires.

Many small microcontrollers don't need to worry about heat because they generate so little, but larger modern general purpose processors typically need to be accompanied by heat sinks and fans to help cool the processor. If a processor is running too hot, typically it can be slowed down to a lower clock rate to help prevent heat build up.

As power is a function of the square of the voltage, approximately, if you can reduce the power supply voltage by half, you can reduce the power dissipation by possibly three quarters. Because of this, microprocessor chips are quite often designed to run at what were once considered impossibly low voltages. The initial microprocessor chips, the Intel 8080 and the Motorola MC6800, were designed to run at 5.0 volts. More modern microprocessors, like the AMD Athlon K7 chips, are designed to run at 1.65 volts or even lower.

It should be noted that, in order to prevent uncontrollable heat buildup, many modern general-purpose microprocessors dynamically turn off parts of the chip. A computer that is being used for purely integer calculations does not need its floating point unit, and so power to the entire FPU, except possibly the register stack, is turned off. Major sections of the microprocessor, then, can be turned on and off several times per millisecond. While this does cut down average power draw and heat dissipation, it does put extraordinary demands on the power supply for the chip, which can see power requirements that jump 50% in microseconds.

Resources

 * Frantz, G., "Digital signal processor trends", IEEE Micro, Vol.20, Iss.6, Nov/Dec 2000, Pages:52-59

title: Microprocessor Design/Power Dissipation


text:
Beekeeping/Queen Locating

One way you can find a queen bee in a hive that you can clearly see is to find an area where you see a large clump of bees all looking into one central area for a long period of time. Also, some bees will repeatedly come and go from this same place. In the middle of this clump, if you were to brush the workers away, you would most likely find the queen. She is normally guarded by as many as 10-20 workers at one time.

Many times it is not necessary to locate the queen herself as there is likely a lot of evidence of her presence in the hive. Eggs are the most compelling evidence that you've got a viable queen. Look for a uniform deposition of eggs (if it's spotty it may be a laying worker or an old queen).

If I missed something in here, or if you have more info to add, please do edit this article.

Brood is capped 9 days after the egg being laid. The best sign of 'queen rightness' are eggs (second to seeing the queen herself). If you can find eggs they were laid in the last 3 days. A laying worker will generally stick eggs to the side, rather than bottom, of a cell as her abdomen is not long enough. Workers can only lay drones (male) as they will not be fertilised. You can also get a drone laying queen however, if she is old, damaged or poorly mated.

title: Beekeeping/Queen Locating


text:
User talk:Aglaser

Welcome message
Hello, and welcome to Wikibooks!

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Good luck!

You might also be interested to read our Cookbook policy page, and talk to other Cookbook editors. Webaware talk 00:51, 11 April 2007 (UTC)

title: User talk:Aglaser


text:
User talk:Mythri achar~enwikibooks

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.
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 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
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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!

Please note that your new Cookbook recipe, Cookbook:Swiss Roll appears to be a copyright violation as it is a copy from another website. Wikibooks does not allow copyright material to be uploaded - see Copyrights. Webaware talk 00:58, 11 April 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Mythri achar. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mythri achar~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:30, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:17, 19 April 2015 (UTC)

title: User talk:Mythri achar~enwikibooks


text:
Proteomics/Protein Separations - Chromatography/Ultra Performance Liquid Chromatography

Ultra High Performance Liquid Chromatography
High performance liquid chromatography has proven itself to very useful in many scientific fields, yet is limited in either speed or resolution. Ultra high performance liquid chromatography (UHPLC) increases throughput and resolution, primarily based on the use of smaller particles for separations.

The advantages are primarily based on the theories that underly liquid chromatography. In general, increasing the efficiency of a separation will also increase its resolution. Since both efficiency and optimum flow rate are inversely proportional to particle size, a decrease in the particle size will increase both efficiency and flow rate.

For example, the particle size can be as small as 1.7um compared to 3.5um or 5um that is typically used in HPLC. The particles must be able to withstand high pressure, extreme pH, and have a high load capacity in order to improve efficiency. Other innovations to the chromatography method include a high pressure solvent delivery system, to take into account the smaller particle size, fast injection cycle sample management, and specialized detectors with fiber optic flow cell design.

UHPLC vs HPLC
A comparison between Ultra High Performance Liquid Chromatography and High Peformance Liquid Chromatography is shown in the table below:

Resources

 * 1) Waters - Ultra Performance Liquid Chromatography
 * 2) Waters - UPLC New Boundaries For The Chromatography Laboratory


text:
User talk:162.83.240.41

Regarding edits made during April 11 2007
Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 02:22, 11 April 2007 (UTC)

title: User talk:162.83.240.41


text:
Instructional Technology/Creating a Marketplace for Reusable Learning Objects

The Need for a Marketplace

 * The profession of Instructional Technology has recognized the need to respond to increasing pressure to create learning experiences or environments which can get .... the right content to the right person at the right time for the right end-user/learner experience.

Just-in-time learning needs to be flexible, individualized, timely, and meaningful. Learning objects can be viewed as fundamental building blocks which can be used to respond to the increasing demand for just-in-time learning. Creating learning objects which can be re-used by different learners or instructional designers, in different circumstances, under different contexts, will have a tremendous positive impact on responding to the need for just-in-time learning.

 * There exists a vast number of individuals (e.g. teachers, instructional designers, business people) who are creating a vast and varied assortment of Instructional Technology/Learning Management Systems/learning objects. Currently, many learning objects are proprietary (say in business settings), or developed for a particular use (narrowly conceived) or developed in a particular format (which does not allow for easy transfer to another format). Common methods for retrieving learning objects at this time are basically course portals, course packs, and learning object repositories.

In order for a particular learning object to maximize its potential to be re-used by other learners in different educational contexts, it is essential that a system be developed whereby learning objects can be identified, located, retrieved and used with relative ease. There are obstacles that currently exist which make the re-use of learning objects very difficult, if not impossible at times. One such problem is that software vendors have standards which only they own and that can restrict use. Another problem is that some standards which are being used to develop learning objects (such as SCORM-Shareable Content Object Reference Model) may be too strict to allow easy exchanges. Standards such as this one may lack in flexibility even though SCORM's intention is to make the development of learning objects more uniform with the idea that uniformity creates ease of exchange. A third problem is with learning management systems which have their own databases where learning objects are deposited but not open for exchange. In other words, they are a closed system. Finally, another problem which requires tackling is the need to find a workable system to manage digital rights of the creators of the learning objects.

Identifying, confronting and working through problems such as the ones identified will allow for

How a Marketplace or a Learning-Object Publishing Economy Can Be Created
Stephen Downes (see reference 2)has proposed an architecture for a DLORN (distributed learning object repository).His architecture is comprised of a distributed network which would include the core components of:
 * a learning object repository (to be hosted by vendors on their sites where the vendors have the servers and create the metadata)
 * a metadata repository (which is hosted independently and which would harvest metadata)
 * eLearning system (which queries, retrieves and displays learning objects)

The design principles of a system such as DLORN as envisioned by Stephen Downes include the following:
 * Open Standards
 * Royalty free standards
 * Open-source infrastructure layer
 * Open or proprietary service layer
 * Component based and distributed architecture
 * Open access
 * Open Market
 * Standards Tolerance
 * Multiple Channels
 * Multi-Party Metadata
 * Integration with the semantic web
 * Multiple data types

It is important to Stephen Downes that this model (DLORN) not be set up to mimic current models which are more like a Library Model where the learning materials are seen as similar to library books or learning resources which are managed. Rather, he envisions this network being able to create Learning Opportunities whereby a learner could access a learning object, a journal article, a class or seminar, or even instructors and coaches directly.

To make this proposed system work, there would be three critical steps as envisioned by Stephen Downes and these are:
 * Breaking down the different components of a Learning Content Management or Learning Management System in to distinct, stand-alone parts
 * Having multiple instances of these parts
 * Having these instances indexed ot registered

Stephen Downes is not the only party to be working hard in confronting obstacles and barriers to the development of a marketplace for learning objects. Louise Pugliese identified onCourse in her article where she states this new model will be designed, in the long run, to support a marketplace of services designed to provide effective and efficient distribution of a wide array of standards-based digital learning objects and simple management tools that can be integrated with a variety of standards-based learner management systems.

Learning objects are very important tools for Global Market because context independency supports the development of multi-language and multi-cultural resources with aid of simple XML files. Therefore, universities and international companies can support universal education or training without worrying about cultural and language issues (Lin, 2001).

Reference: Lin, F. O. (2001). A Critique of Stephen Downes' Article, ``Learning Objects'': A Chinese Perspective. International Review of Research in Open and Distance Learning. Retrieved on April, 2007 from http://www.ouhk.edu.hk/cridal/gdenet/Policy/Global/EAP3A.htm.


text:
User talk:Adiabatty

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: ~~~~
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 * 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!. Az1568(Talk) 02:48, 11 April 2007 (UTC)

title: User talk:Adiabatty


text:
TI-Basic Programs

Overview
This book is a collection of TI-BASIC programs and their codes. By copying the code into your own TI-83+/TI-84 calculator, you will be able to use any of these programs on your own.

Table of Contents

 * /Writing a Program/

Games/Programs
All of these can be used with the TI-83 and TI-84
 * prgmCHASE (To be used in conjunction with prgmCSTART)
 * prgmCSTART (To be used in conjunction with prgmCHASE)
 * prgmGUESSME
 * prgmLIFELINE
 * prgmMINEFELD
 * prgmSNAKE84
 * prgmsnake94

title: TI-Basic Programs


text:
Mazda Guide/Protege 5/Programming Key Fobs

Instructions
(MIRROR) Lost key fob for keyless entry and replaced with new need to program to module


text:
MediaWiki:Contact

Contact us

title: MediaWiki:Contact


text:
MediaWiki:Contact-url

Wikibooks:Contact us

title: MediaWiki:Contact-url


text:
Proteomics/Protein Separations - Chromatography/Stationary and Mobile Phases

Chapter written by: Laura Grell and Alexander Butarbutar Contact llg3875@rit.edu or nbb3924@rit.edu for contributions Chapter modified by Kai Burnett and Dalia Ghoneim Contact kab9783@rit.edu or dxg6098@rit.edu

Introduction
Chromatography separation consists of a stationary phase and a mobile phase. In a mixture of proteins, the target molecule interacts with the stationary while the rest of the proteins in the mixture remain in the mobile phase. As the name indicates, the mobile phase moves and flows out of the system. The target protein has been successfully isolated. The next step is to remove the target protein from the stationary phase and get it into the mobile phase. This is done by eluting the target molecule.

State of Mobile Phase
The mobile phase can be either liquid or gas. Gas chromatography is very widely used in analytical chemistry. It has less application to proteomics because the technique requires high temperatures which are often unsuitable for the large polymers involved in proteomics. Gas chromatography depends on the partition equilibrium between a solid stationary phase and a gaseous mobile phase. Gas chromatography is almost always performed in a tube. The stationary phase usually consists of solid beads packed into a column adhered to a capillary tube.

A more useful mobile phase in proteomics is one that is in a liquid state. All of the techniques discussed in this chapter involve liquid chromatography. In this technique, there is traditionally a partition equilibrium between a solid stationary phase and a liquid mobile phase. Liquid chromatography is either carried out in a column or a plane.

Shape of Stationary Phase
The stationary phase is almost always solid, however, there are examples of chromatography experiments in which the stationary phase is in another state. For example, in counter current chromatography (CCC), both the mobile and stationary phase are liquid.

The shape of the stationary phase usually can take two forms:
 * 1) planar chromatography
 * 2) column chromatography

Planar Chromatography
This type of chromatography involves a stationary phase that is planar. The plane can consist of a layer of paper or a substance such as a gel that is supported by a glass plate. The mobile phase diffuses and is allowed to interact with the plane.

In paper chromatography, the target molecule is placed on chromatography paper. The mobile phase is a solvent. The solvent rises up the paper. When it reaches the sample, the solvent carries it with it. Different components of the sample travel at different rates thus separating the sample into strips. In thin layer chromatography, a matrix of gel or silica is used instead of paper. This tend to provide faster runs and better resolution than paper chromatography.

Column Chromatography
Column chromatography is probably the most common form of chromatography used in proteomics. The stationary phase is in a column. The column usually consists of a tightly packed bead matrix. The mobile phase enters the column and flows out at a constant rate. The column is usually coupled to a detection device such as a mass spectometry device. the absorption of the sample can be measured as it flows out of the column. This way, any protein that has been eluted in the mobile phase can be detected.


text:
User talk:Livinginspired

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!

Livinginspired, I noticed your note on User:Robert Horning's talk page. I cannot answer the question, but I thought I should tell you that you may be able to contact Rob more quickly via e-mail. Go to his user page and on the left sidebar labeled "toolbox" there should be a link "E-mail this user". Click it and e-mail away! If you have any questions, feel free to ask here or at my talk page. Regards, Iamunknown 06:04, 11 April 2007 (UTC)

Thank you!
I really appreciate your help in getting started!

Michael

title: User talk:Livinginspired


text:
Proteomics/Protein Separations - Chromatography/Chromatography Theory

Chapter written by: Laura Grell and Alexander Butarbutar Contact llg3875@rit.edu or nbb3924@rit.edu for contributions Chapter modified by Kai Burnett and Dalia Ghoneim Contact kab9783@rit.edu or dxg6098@rit.edu

Chromatography Theory
Chromatography is a method of separating molecule. The method takes advantage of differences between a mobile phase and a stationary phase to separate the different components in a mixture. The target molecules can interact with the stationary phase based on characteristics such as charge, size, and hydrophobicity.

There are two theories of Chromatography:
 * 1) Plate theory
 * 2) Rate theory

Plate Theory of Chromatography
Archer John Porter Martin and Richard Laurence Millington Synge created the plate theory of chromatography. The plate theory describes the stationary phase and the mobile phase as being in equilibrium. The partition coefficient k between these two plates can be defined as:

 * $$K = \frac{Concentration\ of\ solute\ in\ stationary\ phase} {Concentration\ of\ solute\ in\ mobile\ phase}$$

As k increases, the time it takes for the solutes to separate increases. If chromatography is being performed in a column of fixed length and flow rate, the retention time $$(t_R)$$ and retention volume $$(V_r)$$ can be measured and used to determine the value of K.

Rate Theory of Chromatography
Rate theory was introduced by van Deemter to account for chromatographic behavior that could not be explained by plate theory. Rate theory is based on three terms: path-dependent diffusion (A),longitudinal diffusion (B) and mass transfer (C).

A. Path-dependent diffusion occurs when the packing in a chromatography column is not uniform, so that two identical analytes may migrate differently because one had further to travel than the other.

B. Longitudinal diffusion is the result of materials moving from an area of high concentration (the center of a band on a chromatography column) to an area of low concentration (the outside edges of the same band). Longitudinal diffusion increases with increasing temperature.

C. Mass transfer effects result from the fact that materials take time to equilibrate between the stationary and mobile phases. While that time is elapsing, the mobile phase is still moving. This leads to band broadening.


text:
Mazda Guide/Canada

Canada

 * Order Canadian Parts Online

Edmonton

 * Edmonton Mazda Club

title: Mazda Guide/Canada


text:
Mazda Guide/Protege 5/Tribute Nozzles

What You Need

 * Tribute Nozzles, part number EC01-67-50YA
 * 10mm deep socket wrench

Removing A Nozzle

 * 1) Open your hood
 * 2) Remove the bonnet insulator
 * 3) Disconnect the hose from the nozzle
 * 4) Remove the nozzle using the socket wrench from underneath the bonnet

Installing A Nozzle

 * 1) Connect the hose to the nozzle (through the hole)
 * 2) Push the nozzle into the hole
 * 3) Adjust the aim

title: Mazda Guide/Protege 5/Tribute Nozzles


text:
Talk:Suomen kieli käyttöön/Euroviisuvoitto

Euroviisuvoito is wrong, should be Euroviisuvoitto


text:
User:Storeye

I began at Wikibooks at the begining of 2007. I am a native speaker of English and live in Australia.

Saxophone

title: User:Storeye


text:
User:Lesliespain

'''Trying to understand Semiotic Theory and how it applies to instructional technology. '''

title: User:Lesliespain


text:
Horticulture/Salvia

Salvia is a genus in the mint family, ../Lamiaceae/. It is one of three genera commonly referred to as Sage. When used without modifiers, sage generally refers to common sage (../Salvia officinalis/); however, it can be used with modifiers to refer to any member of the genus. This genus includes shrubs, herbaceous perennials, and annuals. Different species of sage are grown as herbs and as ornamental plants. The ornamental species are commonly referred to by their scientific name Salvia.

The closely related genera ../Perovskia/ and ../Phlomis/ are also known as sage; Russian Sage (../Perovskia atriplicifolia/), native to the Crimea south to Afghanistan and Pakistan, is grown as an ornamental plant, because of its blue-violet sprays of flowers and its adaptability to either sun or part shade. It has a pleasant smell and is also grown as a bee plant, but is not consumed by humans. Jerusalem Sage refers to ../Phlomis fruticosa/ and other species of Phlomis.

Some species of the unrelated genus ../Artemisia/ are also referred to as sages, a shortened version of sagebrush, which is a more appropriate term for them. They generally taste vile and are not used in food preparation, although many of them are used medicinally. Smudge bundles are made with various grey-leaved species of Artemisia and are misrepresented as "whitesage" smudges. The true whitesage is Salvia apiana, which has a delightful scent when burned.

Description
Shrubs and freely branching herbs with stems that are square in cross-section, with opposite, simple leaves that lack stipules. The flowers are showy, borne in false whorls around the stem (called verticillasters), with the inflorescence overall resembling a spike. Fruit contains 4 1-seeded nutlets.

All members of the genus are glandular and emit fragrant oils.

Growing conditions
Rich, well-drained soils. Most species do best in full sun.

Species
see List of Salvia species

Uses
The sage species used as herbs come from the Mediterranean and Asia Minor. Sage has also been grown in central Europe since the Middle Ages.

The name Salvia derives from the Latin 'salveo', which means 'to heal', and the herb is highly regarded for its healing qualities. An ancient proverb states, "Why should a man die who has sage in his garden?". The ancient Greeks used it to treat tuberculosis, ulcers and snake bites.

The Ancient Romans considered sage to be a sacred herb and followed an elaborate ceremony when harvesting it. A sage gatherer would use a special knife (not made of iron as it reacts with the sage), have to have clean clothes and clean feet and a sacrifice of food would have to be made before he could begin. The Romans would use it for toothpaste; they also believed it to be good for the brain, senses and memory.

The Chinese also were quite partial to this herb. 17th century Dutch merchants found that they would trade one chest of sage leaves for three of their teas.

Sages are also used by several Native American cultures.

In modern gardens, sages are grown primarily as ornamental or culinary plants, for their good foliage and attractive flowers. They are also often planted to attract hummingbirds.

Maintenance
Deadhead to encourage repeat blooming

Propagation
Division, cuttings, or seed.

Pests and diseases
../Powdery Mildew/ ../Leaf Spots/ ../Downy Mildew/ ../Damping Off/ ../Stem Rots/ ../Wilts/ ../Rusts/ ../Phytoplasma/ ../Nematodes/ ../Aphids/ ../Hoppers/ ../Whiteflies/ ../Mealybugs/
 * ../Erisiphe chicoracearum/
 * Cercospora salviicola
 * Ramularia salviicola
 * Peronospora swinglei
 * ../Pellicularia filamentosa/
 * ../Pythium debaryanum/
 * Sphaeropsis salviae
 * ../Verticillium albo-atrum/
 * Puccinia caulicole
 * Puccinia farinacea
 * Puccinia salviicola
 * ../Aster Yellows/
 * Fern Nematode: ../Aphelenchoides olesistus/
 * Southern Root Knot Nematode: ../Maliodgyne incognita/
 * Foxglove Aphid: ../Acyrthosiphon solani/
 * Grape Leafhopper: ../Erythroneura comes/
 * Aster Leafhopper: ../Macrosteles facifrons/
 * Greenhouse Whitefly: ../Trialeurodes vaporiorum/

../Bugs/ ../Beetles/ ../Caterpillars/ ../Mites/
 * Tarnished Plant Bug: ../Lygus lineolaris/
 * Greenhouse Orthezia: ../Orthezia insignis/
 * Asiatic Garden Beetle: ../Maladera castanea/
 * Yellow Woolybear Caterpillar: ../Diacrisia virginica/
 * Stalk Borer: ../Papaipema nebris/
 * Greenhouse Leaf Tier: ../Udea rubigalis/
 * ../Bucculatrix taeniola/ feeds exclusively on the genus
 * ../Coleophora aegyptiacae/ (feeds exclusively on S. aegyptiaca)
 * ../Coleophora salviella/ (feeds exclusively on S. aegyptiaca),
 * ../Coleophora ornatipennella/ (recorded on S. pratensis)
 * ../Coleophora virgatella/ (recorded on S. pratensis)
 * Two-spotted Spider Mite: ../Tetranychus urticae/

title: Horticulture/Salvia


text:
Talk:Horticulture/Salvia

Selected species

 * Salvia apiana - White sage, California white sage.
 * Salvia argentea - Silver sage.
 * Salvia arizonica - Arizona sage, Desert indigo sage, a purple-flowering annual.
 * Salvia azurea - Blue sage, Azure blue sage; very big bright blue flowers.
 * Salvia candelabrum - a blue-flowering scented sage.
 * Salvia carnosa - a blue-flowering annual, native to the Arizona desert.
 * Salvia clevelandii - Blue sage, Cleveland sage, Fragrant sage.
 * Salvia coccinea - Blood sage, a scarlet-flowered tender perennial
 * Salvia columbariae - Chia, Chia sage, California chia.
 * Salvia divinorum - Diviner's sage.
 * Salvia farinacea - Mealycup sage, annual in temperate climates will survive mild winters
 * Salvia fulgens - Cardinal sage, Mexican red sage, a red-flowering perennial
 * Salvia glutinosa
 * Salvia greggii - Autumn sage, a red-flowered sage with a very strong scent
 * Salvia guaranitica - Anise sage or hummingbird sage.
 * Salvia hispanica - the Chia of commerce.
 * Salvia leucophylla - Purple sage.
 * Salvia lyrata - Lyre-leaved sage, Lyreleaf sage.
 * Salvia officinalis - Common sage.
 * Salvia patens - a blue-flowering annual.
 * Salvia polystachya - Chia sage, Chia seed.
 * Salvia potus - Chia.
 * Salvia pratensis - Meadow clary or Meadow sage.
 * Salvia roemeriana - Cedar Sage; this species prefers shady moist areas
 * Salvia sclarea - Clary or Clary sage.
 * Salvia spathacea - Pitcher sage or Hummingbird sage.
 * Salvia splendens - Scarlet sage.
 * Salvia verticillata - Whorled clary, Lilac sage, a white- or blue-flowering perennial with the scent of Clary
 * Salvia viridis (syn.: S. horminum) - Painted sage.

Medicinal uses
Several types of Salvia are used medicinally:
 * aromatic varieties (usually strongly scented leaves, also used as herbs)
 * non-aromatic varieties (not considered medicinal, but many still have a scent)
 * Chia sages
 * Divinorum (Diviner's sage) contains a diterpenoid used for spiritual and recreational purposes.
 * Alzhiemer's disease, research has shown that it improves cognitive function over a period of several months.

The aromatic sages strengthen the lungs and can be used in teas or tinctures to prevent coughs. Less aromatic species of Salvia are run-of-the-mill mint-family anti-inflammatories, which means that they can be used for pretty much any infection or inflammation, and will give at least some relief.

Common sage (../Salvia officinalis/) drunk as a cold tea will stop sweating, while the same tea drunk hot will produce sweating. Cold and hot teas will also either stop or enhance milk production. The essential oil is used in aromatherapy and medicine.

White sage (Salvia apiana) is a very strong general anti-inflammatory, used as tea or tincture. The tincture has a very nice scent and can be used as a perfume. This species is the famous whitesage of smudge sticks.

Pineapple sage (Salvia elegans, old: S. rutilans) is a tender perennial with pineapple-scented leaves. Medicinally, this is perhaps closest to the scented geraniums, a sweet-smelling Pelargonium species.

Red sage (Salvia miltiorrhiza) is used medicinally in Traditional Chinese medicine.

Chia sages. The seeds of these species are used as bulk laxatives, much like the seeds of Psyllium (Plantago spp.) or linseed. Chia has been important in the diet of desert Indians. It is still used for its mucilaginous qualities by Mexican natives.

Diviner's sage (Salvia divinorum) also called Yerba de la Pastora or sometimes just Salvia, is a plant that differs from all the other sages. It is a Mexican visionary herb and there is some evidence it is a true cultivar. It is known to have strong psychoactive properties.

title: Talk:Horticulture/Salvia


title: User:Pizza1512


text:
Cantonese/Lesson 5

Introduction to measuring words
Unlike English, measuring words are needed when you need to say an object. For example we only need to say a book in English, but in Cantonese, when have to put a measuring word in front of the object, like 一本書. Here is a table of some measuring words:

Practice
Imagine you are doing shopping and need to get some grocery from a shopkeeper. Study the following dialogues and make your own version with the above examples of measuring words:

店員：你想買乜嘢？

我：我想買一隻雞.

Translation:

Shopkeeper: What would you like?

Me: I want to buy a chicken.

title: Cantonese/Lesson 5


text:
WebObjects/Web Applications/Deployment/FreeBSD 6.2 WO5.3.3

Setup WebObjects 5.3.3 on FreeBSD 6.2 release (i386) Rev 0.8 2007-04-11 Francois BIENTZ (francois.bientz@voila.fr)

Document based on the How-to :Setup WebObjects on Linux (Stefan Apelt) : http://www.tetlabors.de/wo/setup_webobjects_on_linux.html. Other platforms http://www.tetlabors.de/wo/

Thanks to Stefan Apelt, Ari Maniatis and Piotr Intres (Gentoo install)

What you need :
 * FreeBSD 6.2 X86 box
 * a Mac and OSX 10.4.9 XCode 2.4.1, WebObjects 5.3.3 dev installed.
 * or a Mac and OSX 10.4.9 server WebObjects 5.3.3 deploy installed.

Install Java and Apache
You can can build and install the native Java - using the ports system (see http://www.freebsd.org/java) - or download the diablo Java 1.5 package from the FreeBSD foundation:http://www.freebsdfoundation.org/downloads/java.shtml file: diablo-jdk-freebsd6.i386.1.5.0.07.01.tbz.

Install Apache : I used apache13 from ports/www

WebObjects 5.3.3 installation from OSX or OSX server
On FreeBSD create these directories: /usr/local/apple/Library /usr/local/apple/Local/Library

Directories/Files to copy from OSX to FreeBSD:

FreeBSD: in /usr/local/apple/Library/Frameworks (OSX : /System/Library/Frameworks) /JavaDirectToWeb.framework /JavaDTWGeneration.framework /JavaEOAccess.framework /JavaEOApplication.framework /JavaEOCocoa.framework /JavaEOControl.framework /JavaEODistribution.framework /JavaEOGeneration.framework /JavaEOInterface.framework /JavaEOInterfaceCocoa.framework /JavaEOInterfaceSwing.framework /JavaEOProject.framework /JavaEORuleSystem.framework /JavaEOTool.framework /JavaFoundation.framework /JavaJDBCAdaptor.framework /JavaJNDIAdaptor.framework /JavaWebObjects.framework /JavaWebServicesClient.framework /JavaWebServicesGeneration.framework /JavaWebServicesSupport.framework /JavaWOExtensions.framework /JavaWOJSPServlet.framework /JavaXML.framework /JDBCEOAdaptor.framework /JNDIEOAdaptor.framework

FreeBSD: in /usr/local/apple/Library/PrivateFrameworks (OSX : /System/Library/PrivateFrameworks) /EOPlaceholders.framework /JavaMonitor.framework

FreeBSD: in /usr/local/apple/Library/WebObjects (OSX : /System/Library/WebObjects) /JavaApplications /WODocumentRoot

FreeBSD: in /usr/local/apple/Local/Library/WebObjects/Extensions (OSX: /Library/WebObjects/Extensions) axis-ant.jar axis.jar commons-discovery.jar commons-logging.jar jaxrpc.jar log4j-1.2.8.jar saaj.jar wsdl4j.jar

Install the Apache adaptor for FreeBSD
edit /etc/profile and add : NEXT_ROOT=/usr/local/apple export NEXT_ROOT OS= FREEBSD export OS log off an log in (with a user login) then su

 * Download the binary for FreeBSD 6.1 or
 * Compile using Wo 5.2 Solaris

Copy mod_WebObjects.so into /usr/local/libexec/apache.

Configure Apache for WebObjects
Copy the configuration file for WebObjects to the Apache conf folder: cp webobjects.conf /usr/local/etc/apache/

The webobjects.conf file :
 * 1) WebObjects : Enable the WebObjects module.

LoadModule WebObjects_module /usr/local/libexec/apache/mod_WebObjects.so
 * 1) AddModule mod_WebObjects.c

WebObjectsDocumentRoot /usr/local/www/data
 * 1) Path to the Document Root of your Webserver,
 * 2) it should contain a directory named WebObjects

WebObjectsAlias /cgi-bin/WebObjects
 * 1) You can change the 'cgi-bin' part of WebObjectsAlias to whatever you
 * 2) prefer (such as Apps), but the 'WebObjects' part is required.

 * 1) Here are the 3 possible configuration modes.
 * 2) The apache module uses one of them to get information
 * 3) about your deployed applications.
 * 4) 1085 is the reserved port on which wotaskd processes listen to by default.

WebObjectsConfig http://localhost:1085 10
 * 1) Host List Configuration
 * 2) wotaskd is started automatically on supported platforms,
 * 3) so this is the default mode.
 * 4) The apache module gets its configuration from the wotaskds
 * 5) listed on the configuration line
 * 6) For multiple hosts:
 * 7) WebObjectsConfig http://:,http://:
 * 8) For localhost:

 * 1) Multicast Configuration
 * 2) The apache module gets its configuration from all wotaskds
 * 3) that respond to the multicast call on the subnet
 * 4) WebObjectsConfig webobjects://239.128.14.2:1085 10

 * 1) File Configuration
 * 2) The apache module gets its configuration from one file
 * 3) WebObjectsConfig file:// 10

 * 1) To enable public access to the WOAdaptorInfo page, uncomment the following line
 * 2) WebObjectsAdminUsername public

 * 1) To enable the WOAdaptorInfo page with restricted access,
 * 2) uncomment the next two lines and set the user and password
 * 3) To access the WOAdaptorInfo page with restricted access,
 * 4) use a URL like: http://webserver/cgi-bin/WebObjects/WOAdaptorInfo?user+password.
 * 5) WebObjectsAdminUsername user
 * 6) WebObjectsAdminPassword password

 * 1) To change the logging options, read the following comments:
 * 2) The option name is "WebObjectsLog" and the first value indicates the path of the log file.
 * 3) The second value indicates the log level. There are five, in decreasing informational order:
 * 4) 	"Debug",    "Info",    "Warn",    "Error",    "User"
 * 5) Note: To enable logging, touch '/tmp/logWebObjects' as the administrator user (usually root).
 * 6) The following line is the default:
 * 7) WebObjectsLog /tmp/WebObjects.log Debug
 * 1) The following line is the default:
 * 2) WebObjectsLog /tmp/WebObjects.log Debug

Edit /usr/local/etc/apache/httpd.conf. Search for the line "LoadModule rewrite_module ..." and insert the following lines right _before_ it:

Include /usr/local/etc/apache/webobjects.conf  SetHandler WebObjects

Search for the line "AddModule mod_rewrite.c" and put the following line right _after_ that:

AddModule mod_WebObjects.c

Search for a line "ServerName ..." and put your DNS host name in there. If you do not have one, you can use your IP address, too. The explanation within httpd.conf about this is very good.

ServerName yourhost.yourdomain.com

Save and exit. Now, to see if everything is right, try:

/usr/local/sbin/apachectl configtest

If it says "Syntax OK", you are fine. Else, try to find and correct the errors it reports.

Start Apache and WO Services
Start Apache: /usr/local/sbin/apachectl start

Start wotaskd : $NEXT_ROOT/Library/WebObjects/JavaApplications/wotaskd.woa/wotaskd &

Start JavaMonitor and test the installation
The last step before adding application is starting JavaMonitor and see if it works: $NEXT_ROOT/Library/WebObjects/JavaApplications/JavaMonitor.woa/JavaMonitor -WOPort 56789

After JavaMonitor is launched, you will see a line similar to the following:

Your application's URL is: http://yourhost.yourdomain.com:56789/cgi-bin/WebObjects/JavaMonitor.woa

Open this URL in a web browser.

Create startup scripts for wotaskd and javamonitor
Install lsof from the ports

Create /usr/local/etc/rc.d/110.wotaskd.sh
 * 1) !/bin/sh

NEXTROOT=/usr/local/apple

case "$1" in       start)           export PATH=/usr/local/bin:$PATH           export NEXT_ROOT=${NEXTROOT}           ${NEXTROOT}/Library/WebObjects/JavaApplications/wotaskd.woa/wotaskd &           echo -n ' wotaskd'           ;;        stop) lsof -i tcp:1085 |grep LISTEN | sort -u | awk '{print"kill -9 " $2}' | sh               ;; *)          echo ""           echo "Usage: `basename $0` { start | stop }"           echo ""           exit 64                ;; esac Then  chmod +x /usr/local/etc/rc.d/110.wotaskd.sh Create /usr/local/etc/rc.d/150.javamonitor.sh
 * 1) !/bin/sh

NEXTROOT=/usr/local/apple

case "$1" in       start)           export PATH=/usr/local/bin:$PATH           export NEXT_ROOT=${NEXTROOT}           ${NEXTROOT}/Library/WebObjects/JavaApplications/JavaMonitor.woa/JavaMonitor -WOPort 56789 &           echo -n 'JavaMonitor'                        ;;        stop) lsof -i tcp:56789 |grep LISTEN | sort -u |awk '{print"kill -9 "$2}' | sh           ;; *)          echo ""           echo "Usage: `basename $0` { start | stop }"           echo ""           exit 64            ;; esac Then  chmod +x /usr/local/etc/rc.d/150.javamonitor.sh

JDBC jars location.
for mySQL: put the mysql-connector-java-5.0.3-bin.jar in /usr/local/apple/Local/Library/WebObjects/Extensions.


text:
Dutch/Vocabulary/Fruit/Selftest

Self test
Do you know these fruits?. First say them to yourself then hover your mouse over the picture to be sure!

title: Dutch/Vocabulary/Fruit/Selftest


text:
Horticulture/Salvia guaranitica

Salvia guaranitica (Anise-scented sage or Hummingbird sage) is a species of sage native to South America, including Brazil, Paraguay, Uruguay, and Argentina.

Description
It is a perennial or subshrub growing 1-3 m tall. The leaves are ovate, 4-13 cm long, mint green, and anise-scented when crushed. The inflorescences are up to 25 cm long, with each flower 3-5 cm long in varying shades of blue, with a dark basal calyx 10-12 mm long. Flowering begins in mid summer and continues through late autumn.

Salvia guaranitica is only a perennial in USDA Zones 7 to 10, but can be perennial in cooler climates, if planted in sunny microclimate.

Growing conditions
Deep, well-drained soils with adequate irrigation during drought periods. Water needs are low. In colder climates, the plant should be sited against a building or masonry.

Varieties
Numerous cultivars have been selected, including:
 * 'Argentine Skies' (pale blue flowers)
 * 'Black and Blue' (very dark violet blue calyx)
 * 'Blue Enigma' (green calyx and blue flowers
 * 'Blue Ensign' (large blue flowers)
 * 'Purple Splendor' (large purple flowers)

Uses
Salvia guaranitica is a popular ornamental plant in mild areas where the temperature does not fall below −12 °C. It is most often planted in order to attract hummingbirds.

Maintenance
Prune to the ground in early spring, before new stems grow. Can be sheared to encourage bushiness. Staking is sometimes necessary. Excellent container plant.

Propagation
Division or stem cuttings. In colder climates, it can be dug in early autumn and kept indoors either in a pot or in vermiculite for dormant storage. It's hardiness can be greatly extended if planted against a building or masonry to maintain higher winter soil temperatures.

Pests and diseases
See ../Salvia/ for a list of pests and diseases affecting the genus Salvia.

title: Horticulture/Salvia guaranitica


text:
A-level Chemistry/OCR (Salters)/Developing Fuels

[[Image:Benzene-aromaticity-3D-balls.png|thumb|right|300px|[[A-level Chemistry/OCR (Salters)/Benzene|Benzene]] is an aromatic hydrocarbon. Instead of having three short double bonds and three long single bonds (above, left), it has six medium-length bonds (above, right).

A double bond is really two bonds, with two electrons in each bond, so four electrons in total in a double bond. Two electrons from each double bond in benzene (if the double bonds really existed, which they don't) are smeared over all six carbon atoms.

Whenever electrons are not confined to a bond between just two atoms, they are called declocalised electrons.]]

Developing Fuels is the second unit in the Salters Advanced Chemistry course.

Chemical Storylines sections

 * DF1: Petrol is popular
 * DF2: Getting energy from fuels
 * DF3: Focus on petrol
 * DF4: Making petrol − getting the right octane rating
 * DF5: Trouble with emissions
 * DF6: Tackling the emissions problem
 * DF7: Changing the fuel
 * DF8: Hydrogen − a fuel for the future?
 * DF9: Summary

Chemical Ideas sections

 * 4.1 Energy out, energy in
 * 1.3 Using equations to work out reacting masses
 * 4.2 Where does the energy come from?
 * 12.1 Alkanes
 * 3.4 Structural isomerism
 * 13.2 Alcohols and ethers
 * 4.3 Entropy and the direction of change

Activities

 * DF1.1 Which fuel for the future?
 * DF1.2 Measuring the enthalpy change of combustion of different fuels
 * DF1.3 Comparing the enthalpy changes of combustion of different alcohol
 * DF2.1 Using spreadsheets to calculate enthalpy changes of combustion
 * DF2.2 Making notes
 * DF3.1 How do physical properties change along the alkane series?
 * DF3.2 Comparing winter and summer petrol blends
 * DF3.3 Auto-ignition in a test-tube
 * DF4.1 Modelling and naming alkanes
 * DF4.2 The octane numbers of different alkanes
 * DF4.3 Using zeolites
 * DF4.4 Cracking alkanes
 * DF4.5 A closer look at alcohols
 * DF4.6 Blend your own
 * DF4.7 Why do hydrocarbons mix?
 * DF4.8 Petrol - pulling it all together
 * DF5 What happens to the sulphur?
 * DF9 Check your notes on Developing Fuels