text:
Talk:AP Biology

=Messages=

No need to make sweeping commitments
Uh, pals, there's no need to make huge promises if you're not going to fulfill them. Just do the work you can. There's no pressure here. If you can't do it all, do some and leave the rest to the future. -- Monk talk 03:14, 18 February 2007 (UTC)

Labs
If it's alright, I'll do all the labs around the end of April. Someone should probably check over them briefly, but I should get it mostly correct. After all, I'll be writing these to make sure I know it all for the AP exam! Rroepke 6 January 2006

Framework created
I've created the framework, and I hope to write 1 article per month, complete with graphics. Along the way, I'll be updating the Biology wikibook. Please feel free to add! Cnelson 19:39, 13 May 2005 (UTC)

=Structure=

Each article of the Study Guide should include a "Keywords" section, preferably at the top of the page. Once one article is 100%, we'll decide upon a more parmanent standard structure and style. Suggestions for an additional articles should be run through this talk page first, and any major structural changes should receive a couple days of warning. The current structure looks something like this:

Contents The 12 AP National Labs Overview 1. Diffusion and Osmosis 2. Enzyme Catalysis 3. Mitosis and Meiosis 4. Plant Pigments and Photosynthesis 5. Cell Respiration 6. Molecular Biology 7. Genetics of Organisms 8. Population Genetics and Evolution 9. Transpiration 10. Physiology of the Circulatory System 11. Animal Behavior 12. Dissolved Oxygen and Aquatic Primary Productivity Study Guide 1. Preface - Welcome message and background about the test Part I: The Origin of Living Things 2. The Science of Biology - Introduction to science and biology 3. The Nature of Molecules - Subatomic particles, compounds, and more! 4. The Chemical Building Blocks of Life - From organic macromolecules to chemical structure Part II: Biology of the Cell 5. Cell Structure - Organelles and their function 6. Membranes - Phospholipid bilayer and how molecules cross it    7. Cell-Cell Interactions Part III: Energetics 8. Energy and Metabolism - Heterotroph, autotrophs, ATP, and aerobic respirations! 9. Photosynthesis Part IV: Reproduction and Heredity 10. How Cells Divide 11. Sexual Reproduction and Meiosis 12. Patterns of Inheritance Part V: Molecular Genetics 13. DNA 14. Genes and How They Work 15. Control of Gene Expression 16. Altering the Genetic Message Part VI: Evolution 17. Evolution Part VII: Ecology 18. Population Ecology 19. Community Ecology 20. Dynamics of Ecosystems Part VIII: Organismal Biology 21. Taxonomy 22. Plants 23. Animal Structures and Functions 24. Animal Behavior

=Style= For all Study Guide articles, begin with (edit this page to view formatting):

Contents | Previous Chapter | Next Chapter

Study Time | X minutes. (explain what to focus on.)

Keywords
Replace link with the section name where it is mentioned, or create one with  if it is a long section. See here for an example.

Proposed rename
I'd like to rename all the pages in this book so they begin with "AP Biology/" as opposed to "AP Biology:". This would make this book consistent with the naming policy for new books and with the naming convention used for other books. I trust this change would be non-controversial, but I note this proposal here in advance of any move so that if anyone wishes to make a comment, they can, Jguk 13:28, 7 March 2006 (UTC)

Let's try...
You can import some of these chapters from General Biology and then edit them, right? 68.4.3.164 21:25, 27 October 2007 (UTC)

Forgotten?
Is anyone else working on adding content to this book? We need attention from an expert- I've noticed many errors and have done my best to correct them. —Preceding unsigned comment added by Bradfordw (discuss • contribs) 18:15, 25 July 2008

Please see my comments on the discussion page regarding the new system of taxonomy. —Preceding unsigned comment added by 66.30.236.115 (discuss • contribs) 02:48, 18 August 2009

title: Talk:AP Biology


text: AP Biology/Diagrams

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

title: AP Biology/Diagrams


text:
AP Biology/Contributors

Did you fix a spelling error? Write an article? Create a pretty image? If you answered yes to any of these, or made any other tiny contribution to the AP Biology wikibook, please sign your name here:

 * cnelson - Haha... I'm the first contributor. I started this out of a desire to learn biology, but not wanting to go out and buy a review book, as I felt it was inadequate for the price.  I have since taken the AP Biology test, and must say I was well prepared.  Waiting for my score now.

 * rroepke - I found this page while looking for study guides to AP Bio. I have written some of the things in here. I am currently taking AP Bio, and taking the exam in May.

 * ccny930 - Well, I'm not taking AP Biology anytime soon, but I've decided to contribute what little I know. That amounts to spelling corrections and adding definitions. Still, I hope this project expands so that I can learn more about biology at a college level.

 * Werdan7

 * bluelightstar

 * Vartan Simonian - I feel guilty of bragging for signing my name here. :)

 * Bradfordw - I'm taking AP Bio right now and have been writing this wikibook as we go along

 * Blurpeace

title: AP Biology/Contributors


text:
Linear Algebra/Matrix operations

Exercise 2c ka question no.3 edition 2018

Addition of Matrices
Two matrices can be added together only if they have the same dimensions (the same number of rows and columns). The resultant matrix is simply the matrix whose elements are the sum of the elements in the two matrices that were added together. If a matrix $$A$$ is added to a matrix $$B$$ and the resultant matrix is $$C$$, then $$c_{ij} = a_{ij} + b_{ij}$$.

$$ \begin{pmatrix} 5 & 1 & 7 \\ 3 & 9 & 4 \\  0 & -2 & 6 \end{pmatrix} + \begin{pmatrix} 3 & 2 & 4 \\ 7 & 1 & -3 \\  4 & 5 & 6 \end{pmatrix} = \begin{pmatrix} 8 & 3 & 11 \\ 10 & 10 & 1 \\  4 & 3 & 12 \end{pmatrix} $$

Multiplication of Matrices
Two matrices may be multiplied together only if the number of columns in the first matrix is equal to the rows in the second matrix. That is, if the first matrix is $$n \times m$$, then the second matrix must be $$m \times p$$. The resulting matrix will have a dimension of $$n \times p$$, where each element is the sum of the products of the entries in a row of the first matrix with the entries of the corresponding column in the second matrix. If $$C=AB$$, then $$c_{ij} = \sum_{k = 1}^na_{ik}b_{kj}$$.

Although matrix multiplication is not commutative, it is associative, which means that (AB)C=A(BC). Since matrix multiplication is not commutative, the order of the factors must be specified. AB would be read as "A post-multiplied by B" or "B premultiplied by A." Matrix multiplication obeys the distributive property, so A(B+C)=AB+AC. Also, two nonzero matrices do not necessarily have a nonzero product.

There is no such thing as "Matrix Division". To divide out a matrix, you need first to obtain the inverse of the matrix, and then multiply by the inverse. We discuss inverses below.

Transpose
To obtain the transpose of a matrix, we swap the rows and the columns of that matrix. If we have a matrix X, the transpose is denoted XT. For example:

 * $$X = \begin{bmatrix}1 & 2 & 3 \\ 4 & 5 & 6 \\ 7 & 8 & 9 \end{bmatrix}$$
 * $$X^T = \begin{bmatrix}1 & 4 & 7 \\ 2 & 5 & 8 \\ 3 & 6 & 9 \end{bmatrix}$$

Determinant
The determinant of a matrix, X is denoted by |X|.

Inverse Matrix
If the matrix has a non-zero determinant, the matrix is said to be invertable. Inverse matrices follow the given formula:

 * $$XX^{-1} = X^{-1}X = I$$

Where I is the identity matrix.

title: Linear Algebra/Matrix operations


text:
User:Wscc05~enwikibooks

My name is Cody Meglio. I am from Marietta, Ohio, and am currently in pursuit of an Associate of Arts degree from Washington State Community College in my hometown.

title: User:Wscc05~enwikibooks


text:
Spanish/Pluperfect

../Verbs/

The pluperfect (el pluscuamperfecto de indicativo) is similar to the present perfect, but implies that an action had already occurred at a given time. For example:

 * I had already bought a newspaper. Yo ya había comprado un periódico.

It is formed, similar to the present perfect, using the imperfect form of ../Haber/ with a past participle of the action verb. Había is the first-person imperfect form of Haber and comprado is the past participle of Comprar. It is often used with the adverb ya which means "already," indicating that the condition occurred in the past.

Examples:

 * Tú ya habías mirado la película. You had already seen the movie.
 * Ella ya había hecho las galletes. She had already made the cookies.
 * Nosotros habíamos viajado a España. We had traveled to Spain.
 * Vosotros habíais sacado fotos. You (plural, familiar) had taken picture.
 * Ellos ya habían perdido el libro. They had already lost the book.

Para cuando
The pluperfect is often used with clauses beginning in para cuando which means "by the time that." The verb following para cuando is conjugated in the present subjunctive form. For example:

 * Ud. se había comido la merienda para cuando llegó al cine.
 * You (singular, formal) had eaten the snack by the time that you arrived at the theatre.
 * ¿Habías terminado la tarea para cuando tu amigo te llamó?
 * Had you finished your homework by the time that your friend called you?

title: Spanish/Pluperfect


text:
User:Eyebee

I am very interested in the concept of Wikibooks. Sometimes it is so hard to find a solution to something that is trivial or that seems that it should be simple.

title: User:Eyebee


text:
Electrodynamics/Electric Energy

Introduction
Many objects in this universe are conservative, the charge of the universe for instance always remains constant. This is called Global Conservation of Charge. But also, if you take a defined area, then the charge in that also remains constant unless some is leaving through its boundary. And if some charge is moving through the boundary, then it must be equal to the change in charge in the volume. Just like if you and your friends are in a room, you cannot just not be in the room, you must go out the door.

This is called Local Conservation of Charge.

Charge Conservation
Let's look at the total charge enclosed by a volume V:

 * $$ Q_{enc}(t) = \int_V \rho (\mathbf{r}) dV $$

We'll say that the charge inside V changes according to the equation

 * $$ \frac{dQ_{enc}}{dt} = \int_V \frac{\partial \rho (\mathbf{r})}{\partial t} dV $$

We could consider a current through a closed service, the boundary of V ( $$ \partial V $$ ) for example, which would be

 * $$ I = \int_{ \partial V } \mathbf{J} \cdot \mathbf{\hat{n}} dS $$

We can now bring in the equation $$ I = \frac{dQ}{dt} $$ and relate it to the enclosed charge. We see that the corresponding equation is

 * $$ - \frac{dQ_{enc}}{dt} = \int_{ \partial V } \mathbf{J} \cdot \mathbf{\hat{n}} dS $$

Because there positive flux of the current density (charge leaving V) when the enclosed charge is decreasing.

We see that

 * $$ - \int_V \frac{\partial \rho (\mathbf{r})}{\partial t} dV = \int_{ \partial V } \mathbf{J} \cdot \mathbf{\hat{n}} dS $$

Then by using the divergence theorem on the right hand side, we get the law of local conservation of charge or the continuity equation.

 * $$ \frac{d\rho}{dt} + \nabla \cdot \mathbf{J} = 0 $$

Conservation of Energy

 * $$\frac{\partial}{\partial t} (u_{mechanical} + u_{electro magnetic}) = - \nabla \cdot \mathbf S$$

Where

 * $$ \mathbf S = \frac{1}{\mu_0} (\mathbf{E} \times \mathbf{b})$$

title: Electrodynamics/Electric Energy


text:
Cookbook:Buttermilk Ranch Dressing

| American

The all-American dressing, great for salads, sandwiches or as a dip with crudités. Tangy but not too sweet.

Ingredients

 * 2 tbsp lemon juice
 * 1 cup buttermilk
 * 1 cup mayonnaise
 * ¾ cup sour cream
 * 2 cloves garlic, minced
 * 1 tsp oregano
 * 2 tsp onion powder
 * ½ tsp black pepper

Procedure

 * 1) Mix ingredients until smooth.

title: Cookbook:Buttermilk Ranch Dressing


text:
Swedish/Pronouns

Possessive pronouns (Possessiva pronomen)
Notes: (1) strikethrough letters are often silent in everyday speech. (2) Words in parenthesis are the spoken form. When they appear in text, they are colloquial on the same level as "gonna" or "wanna" in English.

"Second person plural" means "second person plural." In Swedish there has been a marked difference between usage in Finland-Swedish compared to in Sweden. While the form Ni (noted as formal above) has remained the common respectful address in Finland-Swedish, it was until the 1960s considered somewhat careless, bullying or rude in Sweden, where addressing in 3rd person with repetition of name and title was considered proper and respectful. After that the usage swiftly changed in Sweden, and the 2nd person du (noted as informal above) came to dominate totally, until recently when in the late 1990s a usage resembling that in German, Finnish or Finland-Swedish has become popular among the youngest adults as a kind of false archaism. It is also now common to see Du capitalized in places where the formal Ni would have been used before, such as in printed instructions or on signs.

title: Swedish/Pronouns


text:
Wi-Fi/Security

This page details some brief strategies for securing a wireless network

SSID Broadcast
By default, most access points will automatically broadcast their SSID so that the network can be more easily detected and configured. For example the default SSID for many Linksys products is linksys.
 * One of the first things that you should do when setting up your wireless network is to change the default SSID from whatever the manufacturer set to something that is easy to understand and easy to identify as yours (e.g., your street address).
 * Disabling SSID broadcast (as recommended in some articles) won't stop an experienced wardriver, and is not a significant contribution to security. Worse, it can make it harder to manage the network. Instead, focus on WPA.

MAC Address Filtering
Another security feature commonly included with modern routers is the idea of MAC Address filtering. The basic concept being that the administrator explicitly lists all of MAC addresses allowed to connect to the wireless LAN. A great idea in theory: because all MAC addresses are, by standard, supposed to be globally unique. One would have to go through a bit of trouble finding all of these addresses, but once in place, it is a system that needs very little attention. Unfortunately, there are a number of problems with a network that is only MAC filtered.

The primary problem is that network traffic remains completely unencrypted. Any passwords, e-mails, or other sensitive information is sent completely in the clear, thus leaving it highly vulnerable to the most cursory of snoops. Also, it is very easy to modify the MAC address of a network adaptor through simple system registry changes (At least, in Windows XP.)

The real kicker is, any packet on the network that isn't a broadcast from the router contains the MAC address of a computer that can communicate to it! Again, with a very cursory sniffing, it is easily possible for an attacker to build a list of MAC addresses that can communicate to the router, then simply change his adapter's address to match one not currently in use.

MAC address filtering is not a significant contribution to security. Instead, focus on WPA.

Encryption
There are two main standards for encryption of wifi networks: WEP and WPA.

WEP
WEP stands for Wired Equivalent Privacy.

WEP is the most commonly used encryption standard. It supports key lengths of 40 bits and 104 bits.

WEP has some major security flaws: WEP should be avoided unless it is the only available option. It provides insufficient protection against crackers, and provides only a false sense of security.
 * It uses the RC4 cipher
 * A WIFI network that uses WEP can be passively cracked

When using WEP, the network key should be changed on a regular basis.

WPA
WPA was created by The Wi-Fi Alliance, an industry trade group, to address the serious weaknesses of WEP.

WPA-Enterprise
WPA-Enterprise uses an authentication server to distribute keys to each wireless user. It can be expensive to implement and may not be necessary for homes or small offices.

WPA-Personal (WPA-PSK)
WPA-PSK stands for Wi-Fi Protected Access - Preshared Key. It is a simplified version of the more complicated and expensive WPA-Enterprise protocol.

WPA-PSK allows for a passphrase of up to 63 characters to be specified, that a user must provide before connecting to a network. The passphrase should be a minimum of 14 random characters, or more than 20 non-random characters. It provides several major improvements over WEP.

It uses a system called Temporal Key Integrity Protocol (TKIP) to distribute keys based on the passphrase to each user, and these keys are automatically updated at a specific interval.

WPA2
An improved and more robust version of WPA. This form of encryption is based on the AES(Advanced Encryption Standard) form of encryption. It is even harder to break than the original WPA encryption method. Again it is available in Enterprise and PreShared Key versions

Selecting a Good Password
WPA and WPA2 depend on a "passphrase" (also known as a Pre Shared Key or PSK). Like any other, its strength depends almost solely on its complexity. Good WPA passphrases should be long compared to other passwords, and extremely confusing. The more nonsensical your passphrase, the better. Actual words are not recommended, unless in a very long sentence. For examples,

f7S9^jeiF9ratt4-esttM8,25.4nZ8s

is more secure than the passphrase

fff4526354

which is better than

4352354frewch

which is better than

sdfnvuihgwkjsgdf

which is better than

toaster

etc.

Finally, remember you will probably only need to enter this once (When you first set up your network and computers), so you can make it really strong and write it down rather than try and remember it. Just make sure you don't lose the paper, but keep it safe somewhere.

title: Wi-Fi/Security


text:
Swedish/Numerals

Numbers up to 20:

Note: Ett is neuter, en is uter; "the digit 1" is "siffran ett" in Swedish. Especially when counting, four is often pronounced as fyr. Nio and tio are commonly pronounced as nie, tie, respectively. Tjugo is usually spelled tjugi, and so on with the following multiples of ten (tretti instead of trettio, förti instead of fyrtio, etc.). Forty is never pronounced the way it is spelled (fyrtio), it becomes förti(o).

Multiples of 10:

Numbers are made up like in English: 55 is femtiofem, 73rd is sjuttiotredje. The -tio ending is commonly pronounced as -ti for the cardinal numbers (but not for the ordinal numbers). Swedish uses the long scale, that is it uses same system for large numbers as British English, not American English.

Other numbers:

Particularity in writing the date:

Note: To make numbers between these, you add a number 1-9 not in parenthesis, e.g. 55 is femtiofem, 73rd is sjuttiotredje, 20,000 is tjugotusen. However, tjugo  is in this case commonly pronounced as tju, e.g. tjuåtta for 28. The -tio ending is commonly pronounced as -ti but not in the parenthesis case. Fyrtio is pronounced as förti and sometimes written as förtio. One commonly only say etthundra to distinguish it from e.g. tvåhundra. As you might have guessed, Swedish uses the same system for large numbers as e.g. the UK, not the system used in the US.

title: Swedish/Numerals


text:
User:Salleman~enwikibooks

I'm Salleman at Wikipedia too. I'm working a bit on the Swedish WikiBook here. Some days my English is rather nuanced and witty; other days it has gone hiding under the sofa with all the dust bunnies, where I do not dare to try recollecting it.

Moreover, a cow is probably more skilled in explaining grammar than I am. But I'll write many examples instead. Hopefully, people will ask when they don't see the picture.

title: User:Salleman~enwikibooks


text:
Swedish/Färger

(*) These are nouns but not adjectives, one commonly add -färgad or -färgat to make an adjective/adverb out of them.

Adding ljus- or mörk- to the color means "light" and "dark", respectively, e.g. ljusgrön (light green) or mörkblå (dark blue). It is common to combine colors, e.g. rödbrun or gröngul. The first color is commonly the one thought to be most dominant. The same system is used to make colors similar to that of some well known element, e.g. sandgul (sand yellow) or havsblå (ocean blue or navy blue).

title: Swedish/Färger


text:
User:Eienmaru~enwikibooks

Toki~!

I'm a Math/Philosophy major by profession, with serious interests in theoretical and statistical physics, computer science, and foreign languages.

I am literate in English, French, and Japanese.

I joined wikibooks to help flesh out the Theoretical Mechanics wikibook. Normally you'll find me roaming on Everything2 as eien_meru.

I'm still very new to wikimedia-style noding, so please forgive me if I screw things up on the outset.

title: User:Eienmaru~enwikibooks


text:
Talk:Theoretical Mechanics/Vector Algebra

What kind of vector notation should this book use?

I feel the aex + bey + cez style requires way too much typing, and for some reason I can't get the TeX \jmath command to work in the math tags.

I suggest we use (a, b, c) or <a, b, c>

Also, I'm working on some pictures for showing the addition, subtraction, and vector product of two vectors. --Eienmaru 23:48, 14 May 2005 (UTC)

''Couldn't we simply copy-and-paste the pictures from http://en.wikipedia.org/wiki/Vector_(spatial) ? ''It seems like lots of the (paper) books on my shelf have an appendix with a brief summary of vectors. Do we really need to re-do this for each and every Wikibook ?'' Other wiki vector explanations: On the other hand, I don't want to *stop* anyone from making more pictures -- please, keep trying to make better illustrations. --DavidCary 20:08, 14 May 2005 (UTC)
 * Theoretical_Mechanics/Vector_Algebra
 * Trigonometry:Vectors_and_Dot_Products
 * ... and probably a few others I'm overlooking just now.

''Gyah, that does seem to be the case. Perhaps someone should just make a Vector Analysis Wikibook and the others could link to that in their appendix. Enough things in college-level maths require it as a prerequisite anyways, and you're certainly right that it seems silly for each wikibook to reinvent the wheel in different (and possibly inconsistent) ways.''

''Sorry, I'm really new here, and this book just caught my eye. It seems like the pure math courses in Wikiversity would be a good place to put a primer for Vector Algebra, though... --Eienmaru 23:48, 14 May 2005 (UTC)''

''Correction: Calculus/Vectors wins. --Eienmaru 23:51, 14 May 2005 (UTC)''


text:
Talk:World History/Precolumbian History of the Americas

I believe you are missing a section: Native American Cultures of North America...  I also think that your structure would flow better if all the current listings (toltec, maya, etc... were sub categories of Native American Cultures of Central America.

spendlove@sfcn.org

Early American Peoples
One of the most interesting and difficult topics in American History is who arrived here and when. For example, the role of the Mousterian culture in the advent of Folsom points, the very early archaeological finds now being made, differentiating Athabascan arrivals from initial Asian origins. There ought to be a subject item covering those issues.

Just a suggestion, divide up the more significant segments of this section into their own respective articles (rather than having one Americas superarticle), in the same line as china and such were split. The Inka and their predecessors were very isolated. The entirety of the Amazon basin can be sorted into its own group as well. Going further north, the major section really were middle america and the american southeast (Missippians, & their successors).


text:
FHSST Computer Literacy/To do

=Learning Outcome 1: Operational Knowledge of Information and Communication Technologies=

The learner is able to demonstrate operational knowledge of information and communication technologies and the environments in which they operate. This Learning Outcome requires learners to operate competently in an electronic environment and encapsulates basic operational knowledge of:
 * computer hardware and software;
 * networked environments;
 * information and communication technologies in different environments;
 * computer ethics, security and viruses;
 * ergonomics, health and safety issues;
 * social and environmental issues;
 * using an operating system including file management; and
 * general trouble shooting.

Outcomes for Grade 10
terminology of relevant computer hardware and software and the aims and objectives of networked environments. devices. multi-level directories. to information technology. impact of information and communication technologies on the local environment and society.
 * Briefly describe the basic operation and
 * Install, configure and use input and output
 * Describe the concept of file organisation in
 * Identify legal, ethical and security issues related
 * Describe certain basic issues related to the

Outcomes for Grade 11
and local area networks. trouble shooting functions. structures in multiple storage media. to information technology. communication technologies on the environment and society in a national context.
 * Report on relevant computer hardware, software
 * Use suitable utility software to carry out basic
 * Develop and maintain multi-level organisational
 * Discuss legal, ethical and security issues related
 * Describe the impact of information and

Outcomes for Grade 12
hardware, software and wide area network environments. shooting simple end-user computer-related hardware and software problems. security issues related to information technology. related to the impact of information and communication technologies on the environment and society in a global context.
 * Demonstrate a knowledge of relevant computer
 * Demonstrate an understanding in trouble
 * Adequately manipulate files and folders.
 * Identify, describe and illustrate legal, ethical and
 * Identify, discuss, value and illustrate issues

Must include

 * Computers in all walks of life.
 * General concepts of information technology including hardware, software and networked environments.
 * Types of computer systems.
 * Typical components and characteristics of a computer.
 * Input and output devices.
 * Types of system software and application software.
 * Computer ethics, security and viruses.
 * Impact of computers on the environment and society.
 * Safety and health issues.
 * File management and trouble shooting simple end-user computer-related hardware and software problems.
 * Utilising the features of a typical operating system.

=Learning Outcome 2: Integrated End-user Computer Applications Skills and Knowledge in Problem Solving =

The learner is able to apply and integrate end-user computer applications skills and knowledge to solve problems related to the processing, presentation and communication of information. This Learning Outcome concentrates on:
 * competence in input and manipulating data;
 * effective use of various end-user computer application programmes;
 * problem solving and creative thinking;
 * integration of various end-user computer application programmes in a variety of contexts;
 * transfer of generic end-user computer applications skills to new situations and contexts;
 * effective communication; and
 * accuracy, proficiency, productivity and flexibility.

Outcomes for Grade 10
accuracy in the input of data.
 * Demonstrate a basic level of competence and

graphics using basic techniques in a word processing programme.
 * Enter, edit and format text, numerical data and

using basic functions and formulae in a spreadsheet programme by applying appropriate techniques.
 * Enter, edit and format text and numerical data

integration techniques using word processing and spreadsheet programmes.
 * Demonstrate the ability to utilise basic

to produce accurate output.
 * Interpret written layout and editing instructions

communication modes and tools.
 * Demonstrate understanding of a variety of

Outcomes for Grade 11
operations in the accurate input of data.
 * Use essential procedures, techniques and

graphics using advanced techniques in a word processing programme.
 * Enter, edit and format text, numerical data and

data and create and edit charts in a spreadsheet programme by applying appropriate techniques.
 * Use logical functions and formulae to process

simple forms, queries and reports using a database programme. on of data;
 * Create a single table data source and generate

and/or graphics in any end-user computer application programme other than word processing, spreadsheet or database programmes.
 * Enter, edit and process text, numerical data

integration techniques using appropriate programmes.
 * Demonstrate the ability to utilise advanced

editing instructions to produce accurate output.
 * Use written and simple electronic reviewing and

variety of communication modes and tools.
 * Communicate information effectively by using a

Outcomes for Grade 12
techniques to accurately input data. various contexts. programme in various contexts. programme in various contexts. by using any end-user computer application programme other than word processing, spreadsheet or database programmes. in a variety of contexts in the end-user computer application environment using techniques of integration. editing instructions to produce accurate output in a competent fashion. selecting and using appropriate communication modes and tools.
 * Apply productive methods, procedures and
 * Apply advanced word processing techniques in
 * Apply knowledge and skills of a spreadsheet
 * Apply knowledge and skills of a database
 * Apply knowledge and skills in various contexts
 * Apply logical thinking to respond to challenges
 * Interpret written and electronic layout and
 * Communicate information effectively by

Must include
own choice:
 * Processing of text, number and graphics at an advanced level, using a word processing programme:
 * proficiency in the input of data;
 * entering, editing and formatting text, numbers and graphics;
 * creation of visual and printed matter;
 * design and layout of documents;
 * use of templates.
 * Basic processing of numerical data, using a spreadsheet programme:
 * working with cells and ranges;
 * formatting cells and worksheets;
 * basic functions and formulae, including SUM, AVERAGE, COUNT, IF, COUNTIF, MIN, MAX;
 * creating and editing charts.
 * Creation of single-table data sources to generate forms, queries and reports, using a database programme:
 * creation of a single-table data source;
 * manipulation of records and fields;
 * generation of forms, queries and reports.
 * Presentations or web authoring tools or desktop publishing software or any other application software of
 * entering, editing and formatting text, numbers and graphics;
 * application of good design principles.
 * Integration of end-user computer application programmes:
 * working between applications;
 * linking and exchanging (importing/exporting) data with other applications.
 * Effective communication of information:
 * different types of communication tools;
 * different modes of communication;
 * use different modes and tools of communication;
 * select appropriate communication modes and tools.

=Learning Outcome 3: Information Management= The learner is able to apply information management processes and skills using end-user computer applications. This Learning Outcome deals with the processes of information management:
 * find, collect, analyse and critically evaluate data;
 * organise and process information in various formats; and
 * present and communicate information.

Outcomes for Grade 10
data using relevant methods. electronic formats. electronic formats.
 * Use technologies to locate and collect specific
 * Extract and record information in appropriate
 * Present and communicate information in

Outcomes for Grade 11
various forms of data using relevant methods. appropriate electronic formats. appropriate formats.
 * Use technologies to locate, collect and analyse
 * Organise, record and summarise information in
 * Present and communicate information in

Outcomes for Grade 12
process. information. communicate information in a professional fashion.
 * Make informed decisions in the data collection
 * Apply logical thinking skills when processing
 * Formulate responses and present and

Must include
including databases, CD-ROM resources, commercial and Internet online resources, electronic reference works, community and government information electronic resources) as well as primary resources including interviews, surveys, experiments and documents that are accessible through electronic means; which will help the learner to plan and organise complex or group information problem-solving tasks; schedules). technologies; tools specific to electronic information sources that assist in finding specific and general information. tables and graphs, original databases, electronic slide shows, overhead transparencies, Web pages, etc. and plagiarism;
 * Task definition:
 * recognising information needs;
 * defining problems;
 * identifying the type and amount of information needed to solve problems.
 * Information-finding strategies:
 * considering possible information sources (e.g. various types of electronic resources for data gathering
 * developing a plan/strategy for searching;
 * identifying and applying specific criteria for evaluating resources;
 * identifying and applying specific criteria for constructing meaningful data gathering tools;
 * using a computer to generate modifiable flow charts, timelines, organisational charts and calendars
 * using a computer or other devices to manage the process (e.g. track contacts and create to-do lists and
 * Access information:
 * locating information from a variety of resources using appropriate computer resources and available
 * accessing specific information found within individual sources by using organisational systems and
 * Use of information:
 * engaging with information to determine its relevance;
 * extracting relevant information through, for example, citations, note taking and summaries;
 * processing and analysing statistical data;
 * saving and backing up data gathered.
 * Synthesis:
 * organising results of information gathering and processing;
 * presenting results by selectively creating or generating printed reports, computer-generated graphics, charts,
 * Evaluation of the effectiveness and efficiency of information management:
 * content, format and design;
 * spell and grammar checking capabilities;
 * legal principles and ethical conduct related to information technology with special attention to copyright
 * netiquette when using Internet, e-mail, etc.;
 * information problem-solving process (efficiency).

type correctly

title: FHSST Computer Literacy/To do


text:
FHSST Computer Literacy/Guidelines

=Guidelines=

General

 * Please make contributions as a registered, logged in user on wikibooks
 * Please sign up with the FHSST project so we can give you proper credit and you can be involved in activities like fundraising and book distribution in SA.
 * If you don't want to join the project please put your name in the contributors list

Writing

 * Aim for a second language English speaker
 * keep sentences short
 * explain all new concepts as simply as possible
 * don't think you can't use terminology but it must be introduced - the real key is to keep sentences short and introduce things slowly
 * When in doubt about if something fits the syllabus look at To do and check the ~Must include~ list
 * If you think that something important is missing include it, but we must not exclude anything that is in the syllabus

title: FHSST Computer Literacy/Guidelines


text:
FHSST Computer Literacy/Contributors

=Contributors=

Administration and general background contributions

 * Marknewlyn 18:34, 14 May 2005 (UTC)
 * Adele Muzik 18:14, 17 May 2005

title: FHSST Computer Literacy/Contributors


text:
FHSST Computer Literacy/Contents

=Part 1=

 * Computers in all walks of life
 * General concepts
 * Hardware
 * Software
 * Networks
 * Types of computer systems
 * Input and output devices
 * Typical components and characteristics of a computer
 * Types of system software and application software
 * Computer ethics, security and viruses
 * Impact of computers on the environment and society
 * Safety and health issues
 * File management and trouble shooting simple end-user computer-related hardware and software problems
 * Utilising your OS.

=Part 2=

 * Word Processing
 * Inputting Data
 * Formatting Data
 * Producing Printed Documents
 * Design and layout of documents
 * Using Templates
 * Creating Templates
 * Spreadsheets
 * Cells and ranges
 * Formatting cells and worksheets
 * Functions and formulae
 * Creating and editing charts

 * Databases
 * Creation of a single-table data source
 * Manipulation of records and fields
 * Generation of forms, queries and reports

 * Presentations
 * Creating content
 * Design principles
 * Web Authoring
 * Creating content
 * Design principles
 * Desktop Publishing
 * Creating content
 * Design principles
 * Integrating Applications
 * Working between applications
 * Linking and exchanging (importing/exporting) data with other applications

 * Effective communication of information
 * Different types of communication tools|Tools
 * Different modes of communication
 * Use different modes and tools of communication
 * Selection of appropriate communication modes and tools

=Part 3= including databases, CD-ROM resources, commercial and Internet online resources, electronic reference works, community and government information electronic resources) as well as primary resources including interviews, surveys, experiments and documents that are accessible through electronic means; which will help the learner to plan and organise complex or group information problem-solving tasks; schedules). technologies; tools specific to electronic information sources that assist in finding specific and general information. tables and graphs, original databases, electronic slide shows, overhead transparencies, Web pages, etc. and plagiarism;
 * Task definition:
 * recognising information needs;
 * defining problems;
 * identifying the type and amount of information needed to solve problems.
 * Information-finding strategies:
 * considering possible information sources (e.g. various types of electronic resources for data gathering
 * developing a plan/strategy for searching;
 * identifying and applying specific criteria for evaluating resources;
 * identifying and applying specific criteria for constructing meaningful data gathering tools;
 * using a computer to generate modifiable flow charts, timelines, organisational charts and calendars
 * using a computer or other devices to manage the process (e.g. track contacts and create to-do lists and
 * Access information:
 * locating information from a variety of resources using appropriate computer resources and available
 * accessing specific information found within individual sources by using organisational systems and
 * Use of information:
 * engaging with information to determine its relevance;
 * extracting relevant information through, for example, citations, note taking and summaries;
 * processing and analysing statistical data;
 * saving and backing up data gathered.
 * Synthesis:
 * organising results of information gathering and processing;
 * presenting results by selectively creating or generating printed reports, computer-generated graphics, charts,
 * Evaluation of the effectiveness and efficiency of information management
 * content, format and design;
 * spell and grammar checking capabilities;
 * legal principles and ethical conduct related to information technology with special attention to copyright
 * netiquette when using Internet, e-mail, etc.;
 * information problem-solving process (efficiency).

title: FHSST Computer Literacy/Contents


text:
Cookbook:Dull Knife

| Utensil

A dull knife or butter knife is used for cutting soft foods, spreading, and prying.

title: Cookbook:Dull Knife


text:
User talk:Salleman~enwikibooks

Welcome to Wikibooks. I hope you decide to join our community. I am glad that someone here knows Svenska, the Swedish language. Enjoy. --DavidCary 20:24, 14 May 2005 (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 Salleman. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Salleman~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 23:39, 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) 05:27, 19 April 2015 (UTC)

title: User talk:Salleman~enwikibooks


text:
Swedish/Adverbs

Adverbs are generally made by putting an ending -t to an adjective. If the adjective ends with a d, then the d is changed to a t, except when the vowel has a shorter length, then it becomes -tt. Historically, it would have become -dt no matter what, this is still the case in Danish. If the adjective ends with a t, one adds a new t and shorten the length of the vowel. If the ending is -n, then the n is changed into a t.

Note however, that also adjectives acquires the same ending if the noun is neuter instead of uter. The comparative and superlative forms are the same as for an adjective.

Examples
Note that därför is not a formal word in Swedish, and would probably be translated as "that's why" in the sentence above.

title: Swedish/Adverbs


text:
Cookbook:Bundt Cake Pan

| Bakeware

A bundt cake pan gives a tall round cake with a hole in the middle. Without the hole, the outside of the cake would burn before the inside of the cake cooks.

While bundt pans were originally Bavarian (German), Nordic Ware (US) made them popular in the 1950s. There are 35 (or more) patterns of bundt pans in existence.

title: Cookbook:Bundt Cake Pan


text:
Swedish/Adjectives

Conjugate
The rule for comparison of adjectives is: -are for comparative and -ast for superlative.

ful, fulare, fulast (ugly, uglier, ugliest)

rolig, roligare, roligast (funny, funnier, funniest)

röd, rödare, rödast (red, more red, most red)

Many adjectives are on the form: [noun]ig or [noun]sk or [noun]isk. This is akin to English [noun]y or [noun]ic or [noun]ish [noun]ean. The -g is silent in everyday speech, thus: "Ja blir toki, nä tokiast!" (I'm going crazy, no craziest!). As in English, long words are often compared by means of mer (more) and mest (most).

For example: Snabb (fast), snabbare (faster), snabbast (fastest); tokig (crazy), tokigare (crazier), tokigast (craziest); excentrisk (eccentric), mer excentrisk, mest excentrisk.

A famous Swedish tongue-twisters is the neuter adjective or adverb västkustskt. The adjectives are affected by the nouns they describe, both depending on singular/plural and gender. For example:

ful (ugly) ful [singular uter noun] (en ful get -- an ugly goat) fult [singular neuter noun] (ett fult får -- an ugly sheep) fula [plural noun] (några fula getter och fula får -- some ugly goats and ugly sheep)

rolig (funny) rolig [singular uter noun] (en rolig lek -- a fun[ny] (children's) play) roligt [singular neuter noun] (ett roligt spel -- a fun[ny] game) roliga [plural noun] (många roliga spel och lekar -- many funny games and plays)

röd (red) röd [singular uter noun] (en röd stuga -- a red cabin) rött [singular neuter noun] (ett rött hus -- a red house) röda [plural noun] (en massa röda hus och stugor -- a lot of red houses and cabins)

Adverbs(usually ending in -ly in English) are formed by using the singular neuter form of the adjective. Example: Tåget går väldigt långsamt (the train is going very slowly).

Some irregular (oregelbundna) Swedish adjectives:
 * Liten or små, mindre, minst. (Little or small)
 * Stor, större, störst. (Big or large)
 * Långsam, långsammare, långsammast. (Slow)
 * Dålig, sämre, sämst. (Bad)
 * Gammal, äldre, äldst. (Old)

title: Swedish/Adjectives


text:
Ada Programming/Platform

Ada is known to be very portable, but there is sometimes a necessity of using a specific platform feature. For that matter, there are some non-standard libraries.

 * Linux
 * Windows
 * POSIX systems
 * Virtual machines
 * Java
 * .NET

GPRbuild can be used to make portable builds.

Wikibook

 * Ada Programming

Ada Reference Manual
—does not apply—

Ada Quality and Style Guide

|Platform

title: Ada Programming/Platform


text:
User talk:Abufawzi

Value management......etc

= chapter one =

introduction
in the name of allah most

adfas af asfd sfda f sfdfsadsadfsdaf asfsdfasfasd sadfasdfsadfsa fsadfsdfsasfd

= chapter two =

Red door
go to [yahoo] if you want

Black door
this is black door idfdfd

part B
this part is just joking  and i will not use it

= chapter three =

title: User talk:Abufawzi


text:
Category talk:Subject:Ada programming language

Submitted a bug report for the problem with '<' as sorting key. See http://bugzilla.wikimedia.org/show_bug.cgi?id=2175 ManuelGR 23:54, 14 May 2005 (UTC)


text:
Swedish/Prepositions

=List of Swedish prepositions=

A

 * apropå -- a propos, concerning
 * angående -- concerning
 * av -- of, by

B

 * bakom -- behind
 * beträffande -- concerning
 * bland -- among
 * bredvid -- beside

E

 * efter -- after, past
 * emellan -- between
 * emot -- against, towards
 * enligt -- according to

F

 * framför -- before, in front of
 * från -- from
 * för -- for, too
 * förbi -- past (directional)
 * före -- before (temporal)

G

 * genom -- through

H

 * hos -- at

I

 * i -- in
 * ibland -- among, sometimes
 * ifrån -- from
 * igenom -- through
 * inemot -- up to
 * inför -- before
 * innan -- before
 * innanför -- inside
 * inuti -- inside

J

 * jämte -- along with

K

 * kring -- around

L

 * likt -- like

M

 * med -- with
 * medelst -- by means of
 * mellan -- between
 * mot -- against, towards

O

 * oavsett -- regardless
 * om -- about. J.S. Mills "Om Friheten" (J.S. Mill's "On Liberty")
 * omkring -- around
 * ovan -- over, above

P

 * på -- on

R

 * rörande -- concerning

T

 * till -- to
 * tills -- until
 * trots -- despite

U

 * undan -- away. Jag kom undan! (I got away!)
 * under -- under, during
 * utan -- without
 * utom -- except

V

 * vid -- by (next to)

Å

 * å -- An older form of på. Å andra sidan ... (On the other hand ...)
 * åt -- to. Jag gav äpplet åt dig. (I gave the apple to you.) Åt vänster/höger. (To the left/right.)

Ö

 * över -- over, above

title: Swedish/Prepositions


text:
Beekeeping/Screened Bottom Board

Developed to reduce the mite population of that hive. It is placed on the bottom of the hive box. Sticky paper can be placed underneath the box to observe the number of mites that fall through the screen. If a plain floor is used below the SBB, a gap of around 2" (5cm) will prevent any mites returning to the hive.

title: Beekeeping/Screened Bottom Board


text:
User talk:Rmrfstar

TODO:
 * Should the source code included in "Computer Science:Self-Replicating Automata" be in wikisource?

 '''[http://en.wikipedia.org/w/wiki.phtml?title=User_talk:rmrfstar&action=edit&section=new Please click here to leave a message on my Talk page. ]'''

title: User talk:Rmrfstar


text:
Swedish/Interjections

A

 * Aj -- Ouch
 * Adjö -- Adieu, Farewell
 * Ah -- Aaah!
 * Akta! -- Watch out!

B

 * Blablabla -- Blah blah blah
 * Blä -- Bleh
 * Bravo -- Bravo
 * Bä -- [what the sheep says]

E

 * Eh -- Eh

F

 * Fan (Faan) -- Dammit! (Roughly translated as "fuck")
 * Farväl -- Farewell
 * Fy -- Yuck
 * Förlåt -- Sorry (also forgive)

H

 * Haha -- Hah hah
 * Halt -- Halt (also limp)
 * Hehe -- Heh Heh
 * Hej -- Hi
 * Heja -- Go!
 * Hejdå -- Goodbye
 * Hihi -- Hee hee
 * Hmm -- Hmmm
 * Hohoho -- Ho ho ho
 * Hu --
 * Huga --
 * Hurra -- Hurray
 * Hördu -- Hey, you
 * Hörru -- Hey, you!

I

 * Ih -- Eeeh!

J

 * Ja -- Yes
 * Jaha -- (oh) Well, Uh huh
 * Jajamensan -- Yep
 * Jaså -- oh (really)
 * Jo -- Yes (in response to a negative question)

K

 * Kvitt -- Tweet

M

 * Men! -- Aw! (lit. but, very common)
 * Mjau -- Meow
 * Mu -- Moo
 * Mums -- Yummy

N

 * Nej -- No
 * Nix -- Nope
 * Nja -- Weeell
 * Nä -- Naw
 * Nöff -- Oink

O

 * O -- Oh
 * Oj -- Oops
 * Ojdå -- Oops

P

 * Pang -- Bang
 * Pip -- Beep, squeak
 * Ptro -- [what the rider says to make the horse stop]

S

 * Skit -- Stronger than "crap," weaker than "shit."
 * Skål -- Cheers
 * Stopp -- Stop

T

 * Tack -- Thank you
 * Tackar -- Thanks
 * Tut -- Honk

U

 * Ursäkta -- Excuse me
 * Usch -- Eew

V

 * Vad -- What!?
 * Varsågod -- There you are/go
 * Varsågoda -- Please eat
 * Vips -- Swish!
 * Voff -- Woof

Å

 * Åh -- Ah, Oh
 * Åhå -- Oh, Uh huh

Ä

 * Äh -- Eh, Aw; Um
 * Ähum -- Um

Ö

 * Öh -- Uuh?

title: Swedish/Interjections


text: Swedish/List of strong and irregular verbs


text:
Swedish

Välkommen! Welcome! Swedish is a North Germanic language spoken predominantly in Sweden, part of Finland, and on the autonomous island Åland, by a total of over 10 million speakers.

Standard Swedish is the national language, which has evolved from the Central Swedish dialects from the 19th century and was well-established by the first decades of the 20th century. While distinct regional varieties still exist, influenced by the older dialects, both the spoken and written language is uniform and standardized. Some of the genuine dialects differ considerably from the standard language in grammar and vocabulary and are not always mutually intelligible with Standard Swedish. They are mostly confined to individual communities and have been in decline during the past century. Though not facing imminent extinction, and often encouraged by local authorities, they are usually confined to rural areas in population of low education and social mobility.

Swedish is distinguished by its prosody, which varies considerably between the various varieties and includes both lexical stress and some tonal qualities. The language has a comparatively large vowel inventory, with a total of 9 separate vowels that are distinguished by quantity and to some degree quality, making up a total of 17 vowel phonemes. Swedish is also notable for the voiceless dorso-palatal velar fricative, [ɧ], found in most varieties, but has not been found in any other language.

Swedish is closely related to, and usually mutually intelligible with, Danish and Norwegian, and to some degree with Faroese; all of which evolved from Old Norse about a millennium ago. It is also closely related to Icelandic, though the two are not mutually intelligible. Swedish, Danish, and Norwegian Bokmål, which are all considered East Scandinavian languages, have been strongly influenced by Low German.

Situationer och konversationer med vokabulär (Situations & Conversations With Vocabulary)

 * 1) Välkomna Welcome - Introducing yourself
 * 2) Resande Traveling
 * 3) Hobbyer Hobbies - Recreational Activities
 * 4) Familj Family
 * 5) Skola School
 * 6) Handla Shopping
 * 7) Hem Home
 * 8) Sjukvård Medical Care
 * 9) Svensk kultur Swedish Culture

Ordförråd (Vocabulary)

 * Vocabulary
 * Interjections
 * Colours
 * Sports
 * Love
 * Nationalities
 * Technology
 * Slang
 * Swedish/Vocabulary
 * Swedish/Vocabulary/Common phrases
 * List of Verbs
 * List of strong and irregular verbs

Uttal (Pronunciation)
Letters and corresponding sounds | Accent | The sje and tje sounds

Grammatik (Grammar)
Nouns | Adjectives |  Pronouns |  Adverbs |  Prepositions |  Numerals |  Syntax | Idioms | Verbs & Tenses

title: Swedish


text:
Swedish/The sje and tje sounds

This is the sje sound (sje-ljudet) in, /ɧu:k/, "batch"

And this is the tje sound (tje-ljudet) in, /ɕu:l/, "skirt"

Now, what you really should hold in mind when it comes to sje is that it is not tje; and what you really should think about when it comes to tje is that it is not sje. As long as you use some 'darker' sound for sje and some brighter sound for tje, that's fine. For example, use a German ach-Laut, the voiced postalveolar fricative found in mea s ure or the dark sh in shoe for sje, and a German ich-laut or the bright sh in shimmering for tje. Some Swedish dialects come very close to these sounds for their sje’s and tje’s.

title: Swedish/The sje and tje sounds


text:
User:Astronouth7303/monobook.css

position: fixed; } margin-top: 155px; top: 12.2em; } margin-top: 155px; top: 17.8em; } body { background-attachment: fixed; }
 * 1) p-logo, #p-nav, #p-search, #p-tb {
 * 1) p-search {
 * 1) p-tb {

margin-left: 13.6em; border-left: 1px solid #fabd23; }
 * 1) footer {

title: User:Astronouth7303/monobook.css


text:
User:Wlievens

I am the author of the Particracy web game.

For more info on me: wlievens on wikipedia

title: User:Wlievens


text:
US History/Keywords

Pre Colonial America
Aztecs Incas Mayas human sacrifice tribe

Nomads and Barbarians
Viking Goth Visagoth Vandal Conan Huns Kutriguri Joseph of Aramathea Britania Nordic Theory Iceland

Colonial America (1600-1763)
Jamestown John Rolfe Captain John Smith Powhattan House of Burgesses Mayflower Compact Pilgrims Plymouth (Massachusetts Bay Colony) William Bradford Separatists Puritans John Winthrop Halfway Covenant Roger Williams & Anne Hutchinson Deism Great Awakening George Whitefield Jonathan Edwards Old Lights v. New Lights Indentured servitude Salutary neglect Enlightenment Glorious Revolution Leisler's Rebellion Sir Edmond Andros Bacon's Rebellion French and Indian War Proclamation of 1763 William Penn mercantilism Toleration Act of 1649 Navigation Acts Molasses Act Hat Act Iron Act Stamp Act

American Revolution (1750-1800)
Proclamation of 1763 Paxton Boys Regulators Stamp Act Stact Congress Virtual v Actual Representation Samuel Adams Tea Act Boston Tea Party Intolerable of Coercive Acts Thomas Paine's Common Sense Sons of Liberty Patrick Henry Franco-American Alliance (1778) Treaty of Paris (1783) Shay's Rebellion

Birth of a Nation (1780s)
Articles of Confederation Northwest Ordinance of 1785 Shay's Rebellion Great Compromise Three-Fifths Compromise Federalists Anti-Federalists Federalist Papers Bill of Rights First Bank of the United States Alexander Hamiltion Federalist Party Judiciary Act of 1789 Pinckney Treaty Jay's Treaty Alien and Sedition Acts Virginia and Kentucky Resolutions Washington's Neutrality Proclamation Washington's Farewell Address XYZ Affair

title: US History/Keywords


text:
Talk:IB Music/Music History

To 144.132.75.11-

I disagree with your dates of the Romantic Era as being 1825-1945. While it is true that several composers during the first 45 years of the 20th century composed in a distinctly Romantic style (e.g. Rachmanioff), these composers are generally considered to be "neo-romantics," not "late romantics." The techniques they use contain clear contemporary influences. Additionally, while several composers continued in this style, the general trend moved to the more atonal contemporary era. I did, however, modify my original endpoint of 1900 to 1905 to conform with the dates given by wikipedia.

Splat 01:29, 16 May 2005 (UTC)

Possible Consolidation
Hi there, please have a look at the work I have just completed on Western Music History. Unfortunatly I did not know that this book was in existance when I started work on Western Music History. Perhaps we could consolidate our work. However, the writing is very rough at the moment. But still have a look and see what you think. Ralfe Poisson 10:09, 6 February 2006 (UTC)Ralfe

title: Talk:IB Music/Music History


text:
Cookbook:Pancetta Fusilli with Herb Shallot Cream

Ingredients

 * 250 g pancetta
 * 1 tbsp butter
 * 1 tsp minced garlic
 * 1 lb (12–15 ea.) shallots
 * ½ tsp sugar, salt, pepper
 * 1½ cups chicken stock
 * ¼ cup heavy cream
 * 1 cup tightly packed herbs (rosemary, sage, thyme, marjoram, parsley, basil)
 * 500 g fusilli
 * 1 tsp olive oil
 * 1½ cups parmigiano reggiano

Procedure

 * 1) Place pancetta in a large sauté pan and cook over medium-low heat, stirring occasionally until crisp (about 15 minutes). Using a slotted spoon remove from pan and drain on paper towels. Set aside. Pour off all but 1 tbsp of the fat.
 * 2) Add butter to the fat in the pan. Add garlic, shallots and sugar and season lightly with salt and pepper. Reduce heat to lowest setting and cook covered until shallots are soft and transparent about 15 minutes. Remove lid raise heat to medium high and cook stirring constantly until they have a deep golden-brown coating about 10 minutes. Do not allow to burn.
 * 3) Add the stock and simmer until reduced by one-third, stirring to loosen brown bits from bottom of pan (about 7 minutes). The sauce can be prepared up to this point several hours ahead and kept covered in the refrigerator.
 * 4) Bring a large pot of water to a boil for the pasta. Reheat the shallot mixture if it was prepared in advance. If using add cream to shallots and simmer for 2 minutes over high heat until sauce thickens slightly. Keep warm. Coarsely chop all but a small handful of herbs.
 * 5) Cook pasta according to package directions. Drain and return to pot. Add chopped herbs to sauce and cook for another minute. Season to taste with salt and pepper.
 * 6) Add pasta to sauce and toss together over low heat for 1 minute. As pasta and sauce heat, sauté remaining herbs in ½ tsp olive oil until crisp for garnish. Stir in pancetta and ½ cup of the grated cheese.
 * 7) Divide the pasta among 4 bowls. Garnish with sautéed herbs. Serve remaining cheese on the side.

Notes, tips, and variations

 * Given the strong and flavorful nature of this dish, when choosing a meat or other food to go along with this you must keep in mind that the two must not overpower each other. Grilling a small medallion of sirloin steak with garlic and red wine would go along perfectly with this, or perhaps a seared pork tenderloin medallion with white wine and ground pepper.


text:
User:Orethrius~enwikibooks

I am a 21-year-old college student, currently attending [Las Positas College] in Livermore, California. My studies currently include requisite Business classes for my anticipated transfer to Cal-State Hayward in addition to A+ and CCNA training. I will have whitehat training under my belt by the end of next semester.

My interests include cars, animals, and optimising systems - Linux, Mac, and Windows boxes alike. If you're having trouble with a system, or you've been hit hard by the latest Netsky, don't hesitate to ask!

Current Projects

 * Wikifying IB European History Wikibook
 * Wiki Complete
 * Major Restructuring Complete
 * Editing Underway

Ongoing Debates

 * None currently

Associations

 * 8063 Wiki Editing Team

Contacts
AIM: orethrius MSN: orethrius@hotmail.com Y! : orethrius

Keep on Wiki'ng! :)

Spammer Revert Blacklist
Congratulations to anyone stupid enough to spam my listings! Your link posts will be reverted with EXTREME prejudice. Bye now!
 * 218.69.195.12

title: User:Orethrius~enwikibooks


text:
Cocoa Programming/Foundation Kit

The Foundation Kit is one of two frameworks or large collections of classes that comprise Cocoa. It provides classes for dealing with strings, collections, memory management, communication, threading, et cetera. Most of the functionality in a Cocoa application that is independent of the application's interface can be attributed to classes residing in the Foundation framework.

Foundation Locks
An NSLock object is provided as a less-portable alternative to using POSIX locks in the Cocoa Foundation Kit. A simpler alternative is to use the @synchronized Objective-C directive.

title: Cocoa Programming/Foundation Kit


text:
Template:Welcome to the SandBox!

This template provides the header for Sandbox. If you are seeing this notice, you're trying to edit the wrong thing. Try editing here instead.

title: Template:Welcome to the SandBox!


text:
User:Mr. Billion

Mr. Billion is just an ordinary, average guy.

title: User:Mr. Billion


text:
Cardiology and Cardiothoracic Surgery/Jugular Venous Pulse

Jugular Venous Pulse is the Vertical Height of the Venous Pressure above the Sternal Angle


text:
User:Knamiki1980

My name is Kosuke NAMIKI, PHD student of Chemistry department.

My research field is Inorganic Chemistry, and I am now studying about metal-containing photochlomic complexes.

title: User:Knamiki1980


text:
MediaWiki talk:Loginend

Botch
This page has been botched. It should read:

To register, just select a username and password and click "Create new account". For tips on choosing a username, see the username page. Please pick a readable name, not just a number.

If you need more information about logging in, see the how to log in page.

Returning users only need to fill in their username and password.

You must have cookies enabled to log in to Wikibooks.

Note the proper wikification of the links, and the lack of any need for explicit line breaks. Uncle G 12:04, 16 May 2005 (UTC)

Grammar
I've never heard "punctuations" as the plural of "punctuation", only "punctuation". Same with "casing". It'd be like writing "informations". – Adrignola talk 13:03, 8 September 2010 (UTC)

 * Referring to more than one at a time might be a rarity, which could be why punctuations and casings is rarely seen. informations is also a word, but I think that might be used more often in British English. --dark lama  18:31, 8 September 2010 (UTC)

title: MediaWiki talk:Loginend


text:
User talk:Mann Ltd

I joined so hi =)

did yer really? johhnyyyyyy

title: User talk:Mann Ltd


text:
User:Mann Ltd

Test
Hello!

=)

Thanks -Mann Ltd-

title: User:Mann Ltd


text:
Swedish/Nationalities

In Swedish, only the name of the country is considered a name, and thus capitalized. Nationalities and languages are written with lower case initials. The same word as that of the language are generally also used when referring to female nationals.

The general rule here is [Root]ien (country), [root] or [root]ier (nationality) and [root]iska (language). For example: Bulgarien, bulgar, bulgariska. Smaller countries outside of Europe often have in Swedish the same name as in English, e.g. Botswana, Costa Rica or Afghanistan. Names ending with -stan are usually the same, although the different way to Latinize Cyrillic letters (kyrilliska bokstäver) to Swedish, alters some of them slightly, e.g. Tadzjikistan.

Notes: 1) For reasons of political correctness, amerikansk is at times switched to a prefix USA-, e.g. "den amerikanska industrin" becomes "USA-industrin". 2) franska refers only to the language, a French woman is called en fransyska. 3) spanska refers only to the language, a Spanish woman is called en spanjorska. 4) finländare refers to all citizens of Finland, those whose native language is Finnish are called finnar (sing. finne), those whose native language is Swedish are called finlandssvenskar. Finska refers to the Finnish language and to a female finne, female finländare are finländskor. 5) Japan the country is pronounced with stress on the first syllable: [ja:pan], japan the nationality is pronounced with stress on the last syllable: [japa:n].

title: Swedish/Nationalities


text:
User:Ben~enwikibooks

I'm working on translating some Jewish texts. Please help me!

title: User:Ben~enwikibooks


text:
Communication Networks/SMTP Protocol

= SMTP - Simple Mail Transfer Protocol = Normally attributed to the TCP/IP port 25 the SMTP is the result of boiling down the following RFCs

 * RFC 821 - Simple Mail Transfer Protocol (Standard)
 * RFC 1870 - SMTP Service Extension for Message Size Declaration (Standard)
 * RFC 2821 - Simple Mail Transfer Protocol (Proposed)
 * RFC 2822 - Internet Message Format (Proposed)
 * RFC 2920 - SMTP Service Extension for Command Pipelining (Standard)
 * RFC 3030 - SMTP Service Extensions for Transmission of Large and Binary MIME Messages (Proposed)
 * RFC 2487 - SMTP Service Extension for Secure SMTP over TLS (Proposed?)
 * RFC 5321 - Simple Mail Transfer Protocol (Draft Standard - Obsoletes RFC 2821)

Technically, some of these make up ESTMP, but I tend to lump them all together. Where I deal with emails, there doesn't seem to be much difference (or I don't know any better).

NB: I'm going to rant a little in this.

Even though I do provide links to the above RFCs, I haven't taken the time to go read them. That's the job of someone who writes the MTA ;) I just find bugs, fix them if I can, and try to kill off any much junk from getting to my users as humanly, and computationally, possible. My use of should in the following areas is based on personal opinion and experience, not the RFCs. Although they do generally match, I'm a lot more strict on what is acceptable.

You may also notice that I say to reject the mail at certain points in the SMTP conversation. Why not? If the other end is a mail server then it's quite capable of making a bounce message and sending it back to whom ever wrote the email, AND it will be in a format that the local system administrator will know and can deal with. If it's a spam engine or a virus, then your bounce message becomes a spam itself - if you reject before accepting the message, there's no bounce message made.

HELO/EHLO
Allowed - valid hostnames & IP's [x.x.x.x] - Not likely to find a mail server that does this any more, but I still accept it. mail.example.com - perfect.

Dis-allowed - The rest! x.x.x.x  - missing the square brackets ms_server.example.com - underline is an illegal character! (MS$ puts it in place of spaces - oops)

The hostname provided at HELO time should resolve to IP address of the host connecting. The reverse IP could match the forward, but with the increase in small business on ADSL (and other BB links), many servers don't have access to their rdns records.

MAIL FROM:
Supposed to be the email address to send all bounce messages and any status update messages to. Usually the person sending the email, a script that handles bounces, or something else you can think up. Spam senders make up fake ones (for now) so this is a good way to kill off a lot of it. Verify it with a callout, or whatever your favorite MTA provides. Long live [Exim]

Email addresses should be in the form "Real Name"

RCPT TO:
To whom are you sending your email? The final recipient of the message. This should be validated at this time with possible dictionary attack prevention. This is a minor mung of the Standards (so I've been told), but has reduced the amount of traffic by at least 50% at some sites. It also stops spammers using your MTA as a host for bounce spamming (Many servers accept bounce emails with a lot less restrictions that normal emails).

See MAIL FROM: for format.

DATA
The meat of the message. Should filter this for spam and viruses and reject here if there's something wrong. Save the world from useless bounce messages.

Format is Headers followed by an empty line, the message body, and then CRLF.CRLF (full stop on a line of its own). Headers a single line things - Header: content If wrapping is required, the second and further lines must start with a white space.

Body can be pretty much any 7bit ASCII character.

I'm sure there's a million other things to add to this, however, that's why this is a wiki! Contribute away.

title: Communication Networks/SMTP Protocol


text:
User talk:Ben~enwikibooks

Hi Ben, I think this is great!

I'm glad I'm not the only one with these crazy ideas :-).

It would be great if, besides the ambition to translate the Shulhan Arukh, you also could contribute a Mishnah now and then!

In terms of setting up a project like this, there is probably a lot of background material you could borrow from the Mishnah project.

Also: you might want to decide if you are doing a translation, or if you also want to include study aids. If the letter, then you are in the right place: Wikibooks. If the former (just a translation), then this probably belongs at Wikisource.

Behatzlachah! Dovi 18:47, 16 May 2005 (UTC)

Thanks!
Thanks, Dovi! I moved my project ot WikiSource, since I want to focus only on translation.

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 Ben. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ben~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 23:02, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:38, 19 April 2015 (UTC)

title: User talk:Ben~enwikibooks


text:
Network Plus Certification/Technologies

The Network Technologies Domain consists of 20% of the CompTIA Network+ exam.

 * Objective 1.1: Common Protocols [[Image:25%.svg]]
 * Objective 1.2: Common Ports [[Image:25%.svg]]
 * Objective 1.3: Addressing Formats [[Image:25%.svg]]
 * Objective 1.4: Addressing Methods [[Image:25%.svg]]
 * Objective 1.5: Routing Protocols

title: Network Plus Certification/Technologies


text:
Network Plus Certification/Media and Topologies

The Network Media and Technologies Domain consists of 20% of the CompTIA Network+ exam.

 * Objective 2.1: Cables [[Image:50%.svg]]
 * Objective 2.2: Connectors [[Image:50%.svg]]
 * Objective 2.3: Physical Topologies [[Image:50%.svg]]
 * Objective 2.4: Wiring Standards [[Image:50%.svg]]
 * Objective 2.5: Wide Area Networks [[Image:25%.svg]]
 * Objective 2.6: Local Area Networks [[Image:25%.svg]]
 * Objective 2.7: Logical Topologies [[Image:25%.svg]]
 * Objective 2.8: Wiring Distribution [[Image:25%.svg]]


text:
Ada Programming/Delimiters/vertical line

Contexts

 * In named notation in subprogram calls.
 * In array named aggregates.
 * In exception handlers.
 * In case statements.

Wikibook

 * Ada Programming
 * Ada Programming/Delimiters

Ada Reference Manual

/Unfinished module


text:
User:KW~enwikibooks

KW Kirt Walker Personal Page
Kirt Walker, MEE, MD, FAAEM  Houston, Texas

I am joining Paris Lovett in development of the Emergency Medicine Wikibook OCTEM, the Open Source Textbook of Emergency Medicine as it gets off the ground in May 2005.

I am a practicing emergency physician in Houston, Texas and long-time health informatician - fascinated with the develoment of tools to assist in the practice of medicine and emergency medicine specifically.

I am a Rice Electrical Engineer (1970) who went to medical school to find something interesting to do with computers. I love programming these machines to do interesting things. Most recently I am finishing another masters degree in health informatics at the School of Health Information Sciences (SHIS)

I can be reached at kirt at hal- pc.org. (remove white space)

Special Projects in OCTEM: LLSA Paper Summaries OCTEM Organization - Structuring Articles & Pages - Stencils and discussion of OCTEM Development, Goals.

title: User:KW~enwikibooks


text:
Health Informatics

Health Informatics (HI) is the academic field or profession of 1) applying computers to medicine and 2) studying and developing theories of information, knowledge and thought processes of the practitioner-users, that is the cognitive science and cognitive engineering of physicians, nurses and all users of these information devices.

HI is deeply rooted in translational science, a cross-disciplinary practice of analyzing datasets derived from clinic records and clinical research data and translating the results into future decision-making in many health-related disciplines, including clinical practice, clinical research, computer science and engineering, human-computer interaction (HCI), cognitive science, psychology and others.

HI covers a spectrum from applications (getting something to work) to theory (studying how it works or why it doesn't).

There are many special interests within HI which match up with the many particular specialties in medicine, such as nursing, radiology, imaging, laboratory medicine (pathology) as well as emergency medicine.

title: Health Informatics


text:
Spanish/The Passive Voice

La voz pasiva (the passive voice) is formed in Spanish with ser + participio pasado.
 * El soldado en la pintura "Guernica" fue mutilado por las bombas.
 * The soldier in the painting "Guernica" was mutilated by the bombs.

It is used when the agent of the verb is unknown, but can also be used (as in this example) to put more emphasis on the person or thing which receives the action as opposed to the subject.

Back to Spanish.

title: Spanish/The Passive Voice


text:
Spanish/Ir

Ir is an irregular verb that means to go.

 * ../Infinitive/: ir
 * ../Present Participle/: yendo
 * ../Past Participle/: ido

../Present/

 * Yo voy
 * Tú vas
 * Él/Ella/Ud. va
 * Nosotros vamos
 * Vosotros váis
 * Ellos/Uds. van

../Preterite/

 * Yo fui
 * Tú fuiste
 * Él/Ella/Ud. fue
 * Nosotros fuimos
 * Vosotros fuistéis
 * Ellos/Uds. fueron

../Imperfect/

 * Yo iba
 * Tú ibas
 * Él/Ella/Ud. iba
 * Nosotros íbamos
 * Vosotros ibáis
 * Ellos/Uds. iban

../Future/

 * Yo iré
 * Tú irás
 * Él/Ella/Ud. irá
 * Nosotros iremos
 * Vosotros iréis
 * Ellos/Uds. irán

Present

 * Yo vaya
 * Tú vayas
 * Él/Ella/Ud. vaya
 * Nosotros vayamos
 * Vosotros vayáis
 * Ellos/Uds. vayan

Back to Spanish.

title: Spanish/Ir


text:
User:Robert Harrison~enwikibooks

I attend Tarrant County College, I work for a major pizza chain, and I like looking at the pictures in the books.

Current Wikibooks Project: Weight Training

title: User:Robert Harrison~enwikibooks


text:
User talk:Kirtgen

Kirtgen ia a User Name for KW Trials in May 2005.

OCTEM

KW

User talk pages
By your "Kirtgen User Talk ? vs User Page" comment, I think you've just discovered this page. Edits here make the alert go on, allowing other users to get your attention. Use 4 tilde characters (appearing as ~ ) at the end of an edit to sign your post; this adds your name and date automatically. You can see how it will look if you preview the page. AlbertCahalan 03:32, 17 May 2005 (UTC)

title: User talk:Kirtgen


text:
Cookbook:Marsala Chicken Scallopini

| Italian Cuisine

Marsala chicken scallopini is a meal in the style of Italian cuisine, with mouthwatering flavors gotten from the fortified Marsala wine.

Ingredients

 * 2 boneless skinless chicken breasts
 * 4 tsp butter
 * 3 tsp olive oil
 * ½ cup dry marsala wine
 * ½ cup beef/chicken stock
 * ½ lb of fresh asparagus
 * Parsley
 * Salt
 * Pepper
 * Flour
 * Oregano
 * Fresh basil

Procedure

 * 1) Put each chicken breast in a plastic bag and flatten with a meat tenderizer.
 * 2) Coarsely chop the basil, and then throw it in a deep baking pan along with some flour, oregano. Toss the chicken with it.
 * 3) Melt 2 tsp of butter in a medium frying pan on low-medium heat. When the butter stops bubbling, add the chicken and brown each section for approximately 3 minutes on each side. Once this is done, cover and set aside on a separate plate.
 * 4) Drain off most of the liquid from the pan, and raise the heat. Pour a dollop of olive oil in, and sear the asparagus quickly. Remove this and set aside.
 * 5) Keep at high heat, add the marsala and ¼ of the stock. Boil off for a few minutes. Lower the heat, and return the asparagus to the pan. Add the remaining stock and boil off to reduce. Add a tsp of butter, and cover chicken with sauce.
 * 6) Sprinkle with parsley and serve.

Notes, tips, and variations

 * At various points during the cooking, you may want to grind some fresh pepper and sprinkle salt over top of the sauce or chicken; do so according to your tastes.

title: Cookbook:Marsala Chicken Scallopini


text:
Cookbook:Crab

| Seafood

Crabs are crustaceans related to shrimp, crayfish, lobster, and krill.

Characteristics
For the most part, all of the crabs listed here have a body with a hard shell, several legs, and a pair of claws. Depending on the type of crab, they yield meat from both the body and the legs/claws. The leg meat is somewhat like lobster meat.

Blue crab
This crab is common to the western Atlantic Ocean and introduced elsewhere. It has a bluish brown shell, about 4–5 inches across, and legs adapted for swimming. It yields meat primarily from the body, and it has a delicate texture.

Dungeness crab
This crab is found on the west coast of the United States and has a brownish purple shell. The meat is considered sweet and delicate.

Common crab
The common crab is native to the eastern Atlantic Ocean. It yields about a third of its body weight in meat, a significant portion of which is considered "brown meat".

Stone crab
Stone crabs are found in the Southeastern United States and Mexico. Only the claws, which have black tips, are eaten, and the meat is solid and firm like that of lobster meat.

King crab
The king crab, sometimes called the Alaskan king crab due to a common habitat, is a very large crab about 6–20 lb (2.7–9 kg) in weight with very long spiky legs. The shell comes in three different colors of brown, red, and blue. The legs yield a good deal of firm meat that can be removed in entire chunks, and the body and upper legs have a more tender flaky texture.

Snow crab
Similar in appearance to the king crab but smaller (about 1–6 lbs / 0.5–3 kg), snow crabs also have very long, spidery legs and a red shell. The meat is mildly sweet and has a more fibrous texture than "lump" crab meat.

Soft-shell crab
Soft-shell crabs are just regular crabs (often blue crabs) that have just molted and have not hardened their new shell yet. The meat is very tender and delicate, which makes them commonly sautéed or fried and eaten whole.

Seasonality
Some crabs, like the Dungeness and Jonah crab are available fresh year-round. Blue crabs are available spring through fall, king crabs fall through winter, and stone crabs fall through spring.

Selection and storage
Crab is typically purchased live or preserved by canning or freezing, since the enzymes in crabs make the meat deteriorate very rapidly. Live crabs should wave their arms around when poked—avoid crabs that don't show signs activity. Keep fresh crab alive until shortly before cooking. Frozen crab meat should be thawed in the refrigerator to preserve the texture, then used quickly; it's liquid can be squeezed out and used in dishes.

Preparation
If preparing live hard-shell crab, you will find two main schools of thought: those who put the live animal into a pot of boiling water and those who, finding this inhumane, kill the crab just prior to preparation. To kill the crab before boiling, the usual method is to flip the crab onto its back and lift up the apron (the triangular flap pointing towards the head). You will notice a small hole. Drive a sharp screwdriver or slender knife quickly through the hole. Do not be shy: you want this to be a strong thrust that reaches to (but not through) the shell on the other side. Prepare immediately afterward.

Whether live or freshly killed, the crab should go into a large pot full of heavily salted boiling water. Extra seasoning isn't required, but adding a spice mix such as Old Bay can add tremendous flavor to the final result. Putting the crabs in will lower the water's temperature, so cover the pot and bring the water back to a boil. Then reduce to a simmer and cook for 12–15 minutes for crabs under three pounds, 15–20 for larger crabs. Alternatively, you can steam the crabs.

Once done, remove the crab and rinse with cool water to stop the cooking process. Next remove the apron; once it has been removed, stick your thumb through the hole left behind and lift up to remove the outer shell. Pull off the gills (the feathery grey ring behind the eyes) and decide whether you wish to keep the brownish insides. They are called tomalley and are the crab's guts, if you will. Tomalley is edible (and considered a delicacy to some), so scoop it out and serve alongside the crab if you like. But you can also simply rinse it out under running water if you prefer. At this point, all that is left is to crack open the crab, extract the meat, and enjoy. The legs can be opened with a mallet or tool like a nutcracker.

Soft-shell crabs should be cleaned before cooking by cutting off the head region, then removing the gills and aprons. To prepare previously killed and cooked crab, you only need to reheat it by steaming or baking for a few minutes—be careful not to overcook the meat.

Use
With hard-shell crab, often just the legs are served, along with the portion attached to the leg and the claws. The meat is commonly served with melted butter, lemon, and a variety of sauces. Crab cakes are made from crab meat mixed with other ingredients before being shaped, breaded, and fried/baked. The cooked meat can also be included in soups, salads, and seafood boils. Soft-shell crab is often battered and fried.

title: Cookbook:Crab


text:
User:Buggi22

Interests: math & science, photography, film, computer science

title: User:Buggi22


text:
Category:New Zealand recipes

Recipes from New Zealand.

title: Category:New Zealand recipes


text:
User talk:217.33.207.195

oh noes!

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. -- Herby talk thyme 14:04, 12 December 2006 (UTC)

title: User talk:217.33.207.195


text:
Cookbook:Vegan Substitutions

Cow's milk
Milk in cooking provides flavor, moisture, and thickness. It is important to consider the different qualities of the vast array of plant-based milk options in order to decide which will best suit the particular recipe. When using plant-based milk instead of cow's milk, you may want to cut down on any other sugars in the recipe. There is no recipe that can not be made just as well using the right cow's milk substitute for the recipe.

 * Water
 * Replacing cow's milk with water can serve to add the needed moisture but frequently results in less rich foods; in that case, use plant milk.

 * Soy Milk
 * Soy milk can generally be substituted directly for cow's milk in any recipe, though it does not curdle in the same way cow's milk does when heated.

 * There are a massive variety of soy milks available. Soy milk also comes in an unsweetened variety. There are also refrigerated brands.

 * Coconut milk
 * Coconut milk is a wonderful substitute for cow's milk and cow's cream in many recipes. It has a thick, rich and sweet taste, which suits some vegan cream sauces and cream soups. It doesn't become grainy like soy milk. However, it is one of the few plants with saturated fat. However, the fat is in the form of medium chain fatty acids (MCFAs) which are easily and efficiently processed into energy and are considered to be beneficial to heart health.

 * Rice milk
 * Rice milk is relatively watery and grainy.

 * Oat milk
 * Oat milk can be very thick and creamy.

 * Almond milk
 * Almond milk is also somewhat watery, but has a rich flavor. Almond milk also comes in an unsweetened variety.

Buttermilk
Add one tablespoon of lemon juice or vinegar to one cup of soy milk or rice milk. Stir, and let stand for 30 minutes.

Butter
Most are made with oils, which are generally considered to be bad for human health, as they raise bad cholesterol levels. Margarine is also made by emulsing stabilizers such as protein powder, starches, or gums with oil. This technique may be better for human health, but is not widely adopted.
 * Margarine

It is worth noting especially that many margarines may contain some sort of milk by-product to make them taste more like butter (including whey, lactose, sodium lactate, or casein) so a good rule of thumb is to read the labels and do your research. If you don't know what something is, write it down and do a search for the ingredient later.

Under most conditions, vegetable oil may simply be used as a replacement for butter or margarine for cooking and baking, using the measurement of 1 cup butter/margarine = 3/4 cup oil. Adding a tablespoon of a good vegetable or nut milk will provide more of a creamy/dairy-type taste if desired.

In some recipes, butter is a major ingredient, as in icing, and margarines often leave a greasy feeling in your mouth if used as a substitute; this is because the melting point of margarine (33-43 °C, depending upon formulation) is often higher than the temperature of the human body (37 °C), while the melting point of butter is below it (32-35 °C). In these situations cocoa butter can be used, since it has a melting point closer to that of butter (34-38 °C).

If a recipe calls for one stick of butter (1/2 cup), use 1/3 cup of oil.
 * Vegetable or canola oil

Use it as a topping for potatoes, rice, popcorn, etc. Used in eggplant or tempeh dishes, some people think that it can create a "fishy" taste for appropriate dishes, but this is not the opinion of everyone. Not generally heated or used for cooking.
 * Flax oil

Nut butter can be made from almonds, cashews, or other nuts. Peanut butter, though technically made from a legume, is also considered part of this category. When replacing butter with a nut butter, use the same amount as listed in the recipe.
 * Nut butter

Raw coconut oil is becoming increasingly available and can be used to substitute for butter. Note that while solid at room temperature, it melts at a lower temperature than butter and is unsuited for making pastry (unless you can chill the room significantly). Raw coconut oil is great spread on baked goods and can also be used in cooking. Note that processed coconut oil is not the same product as cold-pressed raw coconut oil and has been shown to be detrimental to human health.
 * Coconut oil

Use for sweet baking only. Use the same amount you would for butter. Especially yummy in brownies! For muffins, etc., replace up to 3/4 of the butter with applesauce, using vegan butter for the rest.
 * Applesauce

Use in the same way as applesauce: Puree 1/2 cup of pitted prunes with 1/4 cup of water. You will want to reduce the amount used, or the final product may be too moist. If the recipe calls for a half cup use 1/3 cup instead. You may also want to add a little oil, maybe a tablespoon per cup of fat needed, because a little fat goes a long way in taste and texture.
 * Prune puree

Cheese
Most substitute cheese is made of soy, though there are also nut varieties. Beware: some soy cheeses contain casein / caseinate, a milk derivative.

Replace cottage cheese or ricotta cheese with crumbled tofu in lasagna and other dishes. Adding a little miso can give a "blue cheese" flavor.

Products marketed as vegan cheese have a cheese-like taste and melt well (including on pizza) and are available in Mozzarella, Monterrey Jack, Cheddar, and other flavors. Some are allergen-free, cholesterol free, and trans fat free. However, most are quite low in protein and are thus nutritionally not equivalent to dairy cheese.

Cashew cheese or nutritional yeast "cheese" sauce may also be appropriate for some dishes.

Vegan cream cheese is available in various flavors and without hydrogenated oils.

Cream
Vegan cream substitute has a very similar texture to real cream and tastes quite similar. Rice-based creams are good for those who don't want or can't have soy, but are allergic to gluten and so cannot have oat-based creams.

Coconut milk also is a great substitute for cream in many baking recipes. One part raw cashews with one part water, blended till smooth, also functions well as a cream substitute - especially because cashews are naturally a little sweet.

Yogurt
There are a variety of soy yogurts ("cultured soy") available that can be used in place of dairy yogurt. Coconut yogurt is also available. Oats can also be fermented to make a delightful and cheap yogurt.

Mayonnaise
Vegan mayonnaise is available in canola oil ("original"), expeller-pressed canola oil, grapeseed oil, and organic expeller-pressed soybean varieties.

Eggs
Eggs have a varied role in cooking; as a wash they provide a glossy texture to breads, when the whites are whipped they provide volume, sometimes (as in pancakes) they are simply traditional and play no structural role, other times they are used to make mixtures stick together.

Vegan egg replacements are generally not good for washes or where they are a major component, as in meringue.

Baking
The following amounts are intended to replace 1 egg.

1 1/2 tsp. vegan egg substitute + 2 tbsp. warm water (multipurpose baking)

1/4 cup tofu, add to blender with enough water/ soya milk to blend smoothly

1/3 cup Applesauce (muffins, brownies, and cake)

1/4 cup Soy Yogurt (Quick breads, muffins, cakes)

1/3 cup Pumpkin Puree (for pies and baking)

1/2 small mashed Banana (for quick breads, muffins, cakes, and pancakes)--helps browning

1 heaping Tbsp. Soy flour plus 1 Tbsp. Water (muffins, cookies and cakes)

1 Tbsp. ground flax plus 2 Tbsp. Water; mix well before using

1 Tbsp cornstarch mixed with 1 tbsp water (mixed separately, prior to adding to recipe)

(Note that the strong flavors of some substitutions such as banana or pumpkin will come through in the finished dish.)

For Binding
To bind things like burgers, use mashed potatoes, bread crumbs (blended), blended tofu, cooked rice/oatmeal, nutritional yeast, flaxmeal, or tomato paste.

For the firmest binding, and if you are not actively avoiding gluten, use "gluten flour" (also sometimes marketed as "vital wheat gluten").

Other
The following can be used well in certain recipes, to replace 1 egg:

 * Tofu: 1/4 cup of Tofu blended. For dense cakes, brownies and the like, use only 1/2 cup to replace 3 eggs for lighter/fluffier baked goods, and add a teaspoon of arrowroot or cornstarch for cookies to keep the right texture. Bad for pancakes. Leaves no taste.

 * Flax Seed "Gloop": 1 tablespoon flaxseed, finely ground in blender or coffee grinder or 2.5 tablespoons pre-ground flaxseed + 3 tablespoons water (for pancakes, breads, and other baking)— distinct earthy granola taste great for things like pancakes, and whole grain items, such as bran muffins and corn muffins. It is perfect for oatmeal cookies, and the texture works for cookies in general, although the taste may be too pronounced for some. Chocolate cake-y recipes have mixed results, I would recommend only using one portion flax-egg in those, because the taste can be overpowering. Seed quality was investigated by means of a grain moisture meter. Measurement of moisture in the soil is an important indicator for the growing of grain.

 * Arrowroot powder
 * Agar powder: Use with recipes that call for egg whites. For each egg white, dissolve 1 tbsp plain agar powder in 1 tbsp water. Whip, chill and whip again.
 * Vegan egg substitute: A versatile, commercially available egg replacer made from potato starch, tapioca flour, and vegan leaveners. You can find it at natural/health food stores. One whole egg = 1 tsp vegan egg substitute powder + 2 tbsp water. Tastes chalky.
 * To make something similar to commercial egg replacers:
 * Mix together 1 tsp Baking Powder, 1/2 tsp Baking Soda, 2 Tbsp Flour, 3 Tbsp Water.
 * A heaping tablespoon of soy flour or bean flour mixed with a tablespoon of water.
 * 2 tablespoons of cornstarch beaten with 2 tablespoons of water.
 * Baking powder mixture: 1 tsp baking powder, 1 Tbsp water, 1 Tbsp vinegar; or 1 1/2 Tbsp water, 1 1/2 Tbsp oil, 1 tsp baking powder
 * Yeast mixture: 1 tsp yeast dissolved in 1/4 cup warm water
 * Apricot puree: 1 Tbsp
 * Aquafaba: The viscous liquid found in canned chickpeas and other canned legumes. Can be whipped like egg white to make meringues, and can also substitute for egg as a binder.

Honey
Honey comes from an animal source. Some good substitutes include:

 * Agave syrup: a general-purpose liquid sweetener derived from the agave plant. (additional note: agave syrup has a low glycemic index and is appropriate for low-carb diets)
 * Maple syrup: a syrup produced by the Maple tree.
 * Golden syrup
 * Date syrup

Meat
Meat can be replaced with varying degrees of success by tofu, tempeh, seitan, textured vegetable protein, vegetable or nut mixtures, jackfruit pulp, or a commercially available meat substitute.

Many Asian foods stores have false meat available. False squid is especially realistic, but there is also false chicken, pork, duck, and fish. These are usually made from gluten, but often also have soy ingredients.

Fish Sauce
Fish sauce is made of fish. This cookbook has a recipe for vegan fish sauce.

Worcestershire Sauce
Worcestershire sauce is traditionally made with anchovies. There are many vegan Worcestershire sauces. Some grocery store brands of Worcestershire sauce are also vegan.

Broth & Bouillon
Chicken or beef broth can be replaced by a vegetable broth or by vegetable bouillon cubes.

Kochbuch/ Ersatzmittel

title: Cookbook:Vegan Substitutions


text:
Cookbook talk:Cuisine of Ireland

Being vegetarian, it's hard to come across good examples of local specialities that I can eat on my travels, since most local specialities seem to involve pigs in some way or another. However, when on a trip to Bath, in a lovely café, a very nice chap made me a plate of mashed potatoes with spring onions chopped up on it, which he said hailed from Ireland. It was the best plate of mash I've ever had. Doesn't sound much, but the quality of the potatoes, spring onions, and the massive pools of butter in which it seemed to be drowning all came together to provide something that was almost Italian in its quality and simplicity, and which went down beautifully with a good beer. The best simple lunch I've ever had; am not going to attempt its recreation, to avoid dissapointment.

My Girlfriend wouldn't kiss me for the rest of the holiday, because she said my breath stank of onions.

Mashed potato with scallion (spring onions) and butter is know as 'champ', and is, as far as I know, particular to the North of Ireland.

Black pudding is not Irish
I'm from Northern Ireland, and here black pudding is just short of being dispised. It's very much a British thing.

title: Cookbook talk:Cuisine of Ireland


text:
Cookbook:Flaky Pie Crust

| Dessert | Vegetarian cuisine

This recipe makes enough dough for one 23 cm (9 inch) covered pie. If your pie only requires a bottom crust, use half this recipe. However, for best results, make the full recipe. If only a single crust is required, make the full recipe and freeze half for later.

In contrast to bread, pie crust and other pastries should be made in a way that minimizes the development of gluten. Once the water has been added, the dough should be worked as little as possible to minimize toughness in the finished crust.

Ingredients

 * 310 g (2 ½ cups) flour
 * 6 g (1 tsp) salt
 * 4 g (1 tsp) white granulated sugar (optional)
 * 225 g (1 cup) cold butter
 * 95 ml (⅓ cup + 1 tbsp) cold water

Procedure

 * 1) Whisk flour, salt and sugar together in a deep bowl.
 * 2) Cut the butter into small pieces and add to the flour mixture.
 * 3) Using a pastry blender or two butter knives, cut the butter into the flour until the butter is in small pea-sized pieces.
 * 4) Add cold water; cut the water into the flour-butter mixture with the edge of a rubber spatula until it is evenly moistened and will hold together when pressed.
 * 5) Form the dough into a ball with your hands, kneading in any loose flour. This should be done as quickly as possible to avoid melting the butter in the dough.
 * 6) Chill the dough for 10–20 minutes.
 * 7) Cut the dough evenly in half.
 * 8) On a lightly floured board, roll each half out until it will cover a 20 cm (9 inch) pie dish, with about 2 cm (¾" inch) overhang.

Shaping

 * 1) Lay the bottom crust in the pie dish, ensuring that there are no gaps between the crust and the bottom of the dish.
 * 2) Fill the crust with the pie filling.
 * 3) Place the top crust on top, leaving equal overhang on all sides.
 * 4) Cut the overhang to about 2 cm (¾" inch) all around the pie.
 * 5) Working around the pie, hold the bottom and top crust overhangs together and tuck the combined overhang into the pie dish behind the bottom crust.
 * 6) With the forefinger and thumb of each hand, pinch the ridge formed by the tuck into a decorative edge, or press this ridge with a fork.
 * 7) Brush the top of the pie with milk, and sprinkle with sugar.
 * 8) Cut vents in the top crust so that steam can escape.
 * 9) For a fruit pie, bake on the lower-middle rack of an oven at 220 °C (425 °F) for 30 minutes to set the crust, then at 180 °C (350 °F) for 30 minutes to cook the filling.

Notes, tips, and variations

 * Vegan crust: Use a hard vegan fat, such as margarine in place of the butter (used for the images shown above)
 * Traditional crust: Use lard, which is less saturated than butter and produces the flakiest crusts.
 * Top Crust Colouring: Brush on lightly beaten egg white to colour crust instead of milk.
 * When baking two pies at once, rotate the pies 180 degrees at 15 minutes and 45 minutes of baking to ensure the crust does not burn due to its proximity to the oven walls.

title: Cookbook:Flaky Pie Crust