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Straw Bale Construction/Glossary

=Glossary of Terms=

 * Bale Needle
 * A pointed metal rod or plate with a handle at one end and a hole at the other used to push twine through the bales and stitch them from one side to the other, holding mesh tightly to each surface.

 * BTU or British Thermal Unit
 * This is a unit for measuring energy which is now mostly replaced by the joule. One BTU is the amount of heat required to raise the temperature of one pound avoirdupois of water by one degree Fahrenheit. One BTU is approximately 1054–1060 joules.

 * Cold bridge
 * If a structure is made a various materials some of which insulate more than others, any part of the structure which is a potential path warmth can use to escape is a cold bridge. A common example is a well insulated house with solid aluminium windows which transfer large amounts of heat throughout the structure.

 * Ecological footprint
 * The land, air and water that a city or nation needs to produce all of its resources and to dispose of all its waste. It is a way to determine if the lifestyle of a community is sustainable. It shows if a city or nation is utilizing more or less than its fair sustainable share of the world’s resources.

 * Embodied energy
 * The total energy used to bring a product or material to its present phase in its life cycle. It includes the energy required to extract or produce raw materials, their transport to the place of production, and the energy used for manufacturing. It can also include the energy used in the distribution and retail chain, for maintenance processes, for repair, etc. It is measured in MJ per kg or GJ per tonne. There is a list of the embodied energy of various material on the Embodied energy page of Australians Governments Your Home Design Guide.

 * End-of-Life (EoL)
 * The moment when a product ceases to fulfil the tasks it was designed for. The end-of-life

of a product is not the end of its life cycle, since its environmental impact has not yet come to an end; the disassembly, recycling, incineration, and/or disposal phases still remain.
 * Gabion
 * A metal cage full of some hard material, typically stones. Often used for retaining wall especially on river sides. Can be successfully used as part of a building foundation.

 * HVAC
 * Heating, Ventilation and Air Conditioning.

 * Infill
 * Straw bales used between the vertical elements of a structure to form non-bearing walls and act as insulation. Often an option where building regulations are otherwise too restrictive.

 * Life Cycle Analysis or Life Cycle Assessment (LCA)
 * A calculation of the environmental impact of a product over its complete life cycle. It starts with an inventory of the ’input’ (all resources and energy consumption) and ’output’ (emissions, solid waste, waste water). The elements in this inventory are grouped into environmental categories, which are quantified according to their environmental impact. The goal is to compare different design strategies within a category.

 * Load-bearing
 * A load bearing wall is one where all or most of the weight of the building is taken by the straw bale walls. The walls are 'bearing' the 'load'.

 * Modified Post and Beam
 * See Post and Beam. Modified simply means that the dimensions are modified to suit the dimensions of your straw bales.

 * Post and Beam
 * A construction using vertical elements (posts) and horizontal elements (beams) to form a structural framework. The term often refers to using a smaller number of larger than normal timbers compared to conventional 'baloon' timber framing.

 * R value
 * Standard insulation value which measures the Resistance in a material to the passage of heat. An R-value is the inverse of a U-value which measures the conductance in a material of heat.

 * Rubble trench foundation
 * A trench dug into the ground and filled with a rigid material such as demolition rubble, gravel or sea shells. Important functions of such a wall are: it cannot be further compressed, and moisture will not rise through the rubble into the wall.

 * Precompression
 * When stress it put into your structure some elements will be compressed. Pre-compression adds this stress to the building before it is finished to stop the structure suddenly settling, or the plaster suddenly cracking, once finished.

 * Stem walls
 * A stemwall is the part of the foundation between the floor level and ground level, and may rest on and be attached to a rubble trench or whatever else is in the ground. It can be made of concrete blocks or such or be concrete poured into forms. Think raised foundation.

 * Subgrade
 * The ground of the site and anything below the surface. Subgrade foundation insulations is therefore insulation below the finished ground level to insulate the foundation from the surrounding temperature.

 * Top Plate
 * plate (normally wood) used to precompress bale wall, use as a roof connection, and help distribute roof weight.

 * web-beam
 * A beam made up of a large number of small elements, typically in a criss-cross pattern, which together perform as one large beam.

These heating specific definitions should be edited and added into the rest alphabetically

A.F.U.E.: Annual Fuel Utilization Efficiency represents the percentage of fuel that is converted into usable heating energy - the balance is vented through your chimney or other venting systems. It is an industry agreed upon standard. All furnaces and brands are tested the same way to provide "apples to apples" comparisons.

Air Conditioner - a device used to decrease the temperature and humidity of air, which moves through it. Typical air conditioners include central air conditioning which utilizes existing forced air ductwork and “Ductless Splits”.

Anode Rod - a sacrificial metal used to protect against corrosion in a hot water heater.

Baseboard Heating - heating elements located around the perimeter of a room, used to warm room air by transferring the heat from the hot water circulating through them.

Blower – an air handling device used with a furnace to circulate air through a network of ducts.

Boiler: A heating appliance that heats water to a pre-set temperature and feeds it to a circulator, which transfers the water to radiant heating units including some or all of cast iron radiators, slim baseboard radiators, under floor tubing or wall panels. Some boilers produce steam for heating purposes.

B.T.U.: British Thermal Units are the standard efficiency comparison between heating fuels. One BTU is the amount of heating energy that will raise one pound of water one degree Fahrenheit.

B.T.U./Hr.: British Thermal Units Per Hour. Used to express capacities of furnaces and boilers.

Burner - a device which supplies a mixture of air and fuel to the combustion area.

Cast Iron - a durable metal with an exceptional capability to hold and transfer heat.

Chimney Liner: A clay-tile or metal liner that is inserted into a chimney.

Chimney Venting - a vertical vent used to transfer products of combustion from a furnace or boiler to the outdoors.

Combustion - the process of converting fuel into heat. This requires oxygen.

Combustion Air: An air supply brought into the furnace's combustion chamber - supplied from within the basement, or from outdoors. Combustion air is necessary to burn fuel.

Controls: Devices such as a thermostat that regulate a heating or cooling system.

Convection: The transfer of heat through a moving gas (air) and a surface, or the transfer of heat from one point to another within a gas. In hydronic heating, cool air falls to the floor where it is heated by metal fins in a baseboard radiator and then rises to transfer heat to the environment through natural convection.

Convective Heat: the natural circulation of air across a heat source to heat the air.

Degree Days: A system by which heating oil dealers measure and record the daily temperature. This information is compared to what they know about your heating system to ensure automatic delivery before your system uses all of the oil in the storage tank.

Direct Venting: A process in which the products of combustion are vented to the outdoors via sidewall venting, (without the use of a chimney).

Direct Vent - a furnace or boiler design where all the air for combustion is taken from the outdoors and all exhaust products are released to the outdoors, also known as sealed combustion. Direct Vent is also known as balanced flue venting in oil furnaces and boilers.

Distribution System: The component of a heating or cooling system that delivers warmed or cooled air, or warmed water, to the living space.

Draft Hood - a device that prevents a backdraft from entering the heating unit or excessive chimney draw from affecting the operation of the boiler or furnace.

Ductless Split A/C System - A system that cools and dehumidifies air without the use of conventional duct work. The equipment location is split, with the condenser and heat pump outside of the home and the air handler and controls inside.

Efficiency Rating - the ratio of heat actually generated versus the amount of heat Theoretically possible from the amount of fuel inputted.

Flame Retention Burner: A modern oil burner which retains the flame near the mouth of the burner, for improved efficiency and operational savings.

Flue: An enclosed passage that is designed to convey hot flue gases. (Also known as a breech).

Flue Gases: The gases (eg. carbon dioxide, water vapour and nitrogen) that are formed when the fuel oil, natural gas, or propane is burned with the air. (Products of combustion are technically all of the flue gases less the nitrogen that was present before combustion).

Forced Air: A distribution system in which a fan circulates air from the heating or cooling unit to the rooms through a network of supply air and return air ducts.

Furnace: A heating appliance that warms air around a heat exchanger. The air is conveyed by fan, into a central duct system to distribute warm air to all areas of the home or building.

Heat Exchanger: A structure that transfers heat from the hot combustion gases inside the furnace heat exchanger to the circulating room air flowing across the exterior of the heat exchanger.

Heat Loss: Term used for all areas of your home where heated air may escape due to construction styles, age of house, windows, weather-stripping, etc. All homes will experience some level of heat loss.

Heat Loss Calculation: This is the means by which a heating contractor will determine the required capacity of a furnace or boiler to adequately heat the home (or building).

Heat Recovery Ventilator (HRV): A device used in central ventilation systems to reduce the amount of heat that is lost as household air is replaced with outside air. As fresh air enters the house, it is warmed as it passes through a heat exchanger, heated by the warm outgoing air stream.

Heat Transfer: the transmission of heat from the source (flame) to air or water.

Heating Capacity: the amount of usable heat produced by a heating unit.

High-boy: a term used to describe a furnace which has a small "footprint" but is tall. The blower is under the heat exchanger. This is also known as an upflow furnace.

Hot Water Boiler: a heating unit that uses water circulated throughout the home in a system of baseboard heating units, radiators, and/or in-floor radiant tubing.

Hot Water Heater: a unit with its own energy source that generates and stores hot water.

Hydronics: Hydronics, or heating with water, consists of a compact boiler (fired by any fuel) that heats water, which is distributed to a network of slim baseboard, panel or space radiators, or under floor tubing by a circulator. This term also applies to the science of heating (or cooling) with water.

Indirect Hot Water Storage Tank: a unit that works in conjunction with a boiler to generate and store domestic hot water, it does not require its own energy source.

In-floor Radiant Tubing: tubing, typically plastic or rubber, used in conjunction with heated boiler water to heat floors.

Low-boy: a term used to describe a furnace which has a low profile. The blower is located on the same level plane as the heat exchanger. This furnace style has both the return air plenum and the supply air plenum on the top of the furnace. This furnace style is sometimes called a console-style furnace.

Low Water Cut-off: a device used to shut down a boiler in the event that a low water condition exists. This is required whenever radiators are located at a lower level than the boiler. Some jurisdictions require them on all boiler installations.

Natural Gas: any gas found in the earth (e.g. methane gas) as opposed to gases which are manufactured.

Nozzle: A burner component that atomizes, meters and patterns fuel oil into the heat exchanger / fire-pot.

Oil Heating: the production of heat by burning oil.

Propane: a manufactured gas typically used for cooking or heating. This is also known as L.P. gas. (liquid petroleum).

Push Nipples: machined metal sleeves used to join adjacent sections of a boiler.

Radiant Floor Heating: Under floor heat is provided by flexible, long-lasting tubing. The continuous tubing can be placed under any flooring, and circulated hot water provides invisible heat anywhere in the home, swimming pool or driveway.

Radiant Heating: the method of heating the walls, floors or ceilings in order to transfer heat to the occupants of a room.

Radiator: a heating element, typically metal, used in conjunction with water or steam to give off heat.

Retrofit: Replacement of one or more components of an existing system.

Safety Shut-off Device: any device used to shut down a heating appliance in the event an unsafe condition exists.

Seasonal Efficiency: A performance rating that considers the heat actually delivered to the living space, the total energy available in the fuel consumed, and the impact the equipment itself has on the total heating load through an entire heating season.

S.E.E.R.: Seasonal Energy Efficiency Rating. The standards by which equipment is measured. The higher the S.E.E.R., the more efficient the equipment (especially air conditioning).

Sealed Combustion: a furnace or boiler design where all the air for combustion is taken from the outside atmosphere and all exhaust products are released to the outside atmosphere, also known as direct vent.

Steam Boiler: a heating unit designed to heat by boiling water, producing steam, and circulating it to radiators or steam baseboard units throughout the home.

Stack Damper: a device installed in the venting system that will automatically close when the appliance shuts down. This device is used to reduce the amount of warm indoor air being drawn up the chimney between heating cycles.

Supply Tapping: opening in a boiler by which hot water enters the heating system. Setback Thermostat: A programmable thermostat with a built-in timer. You can adjust it to vary household temperature automatically.

Tankless Heater: a copper coil submerged into the heated boiler water used to transfer heat to domestic water.

Venting: An opening for combustion gases to exit the house. Can be a chimney or a vent through the wall of the house. Includes all parts of the venting system - vent connector, chimney, etc.

Zone Control: A heating control system in which the space to be heated is divided into zones and each zone is controlled by a separate thermostat.

title: Straw Bale Construction/Glossary


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Georgia Water/Best Practices/Wastewater/Decentralized Systems

Decentralized Wastewater Systems


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User talk:Kthejoker~enwikibooks

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A-level Mathematics/MEI/FP2

This chapter deals with the Further Pure 2 Module of the MEI AS/A2 mathematics GCE. It is assumed that readers are familiar with C1, C2, C3, C4 and FP1.

Examination Structure
The exam consists of 4 questions. There are 72 marks available on the paper, with 18 marks for each question. It is split into two sections, Section A and Section B. Section A consists of three questions. Section B contains 1 question on hyperbolic functions The time allowed for the paper is 1 hour 30 minutes. The Investigation of Curves chapter is included in the textbook but there is no longer an option to choose to answer a question on this topic and so section B is just one question on hyperbolic functions.

Contents

 * /Advanced Calculus/
 * /Polar Co-ordinates/
 * /Complex Numbers/
 * /Power Series/
 * /Matrices/
 * /Hyperbolic Functions/
 * /Investigation of curves/

title: A-level Mathematics/MEI/FP2


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A-level Mathematics/MEI

This chapter is designed to aid students studying AS/A2 Level Mathematics for the New MEI GCE (Maintained under OCR). It ought to comply with the applicable specification for the GCE, available here (PDF) from OCR's website. This books aims at the very least to teach the bare minimum information specified in the official specification, but the reader should note that relying on this textbook alone is ill-advised. All readers are strongly encouraged to make bold additions to these pages, where doing so will improve the book for all/most users. If at any stage you feel that an extra/replacement example would be helpful, please do not hesitate to make the necessary change!

Core Modules

 * Core Mathematics 1
 * Core Mathematics 2
 * Core Mathematics 3
 * Core Mathematics 4

Further Pure Modules

 * Further Pure 1
 * Further Pure 2
 * Additional Further Pure 3

Numerical Modules

 * Numerical Methods
 * Numerical Computation

Differential Equations

 * Differential Equations

Mechanics Modules

 * Mechanics 1
 * Mechanics 2
 * Mechanics 3
 * Mechanics 4

Statistics Modules

 * Statistics 1
 * Statistics 2
 * Statistics 3
 * Statistics 4

Decision Modules

 * Decision 1
 * Decision 2
 * Decision Computation

title: A-level Mathematics/MEI


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Talk:FHSST Physics/Electricity/Calculating Electric Power

Can the electrical transformer(Say AC to DC) adjust the amount of current output if different electrical appliances are connected to it while keeping the voltage output unchanged?


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A-level Mathematics/MEI/FP2/Matrices

This section aims to expand upon information gathered about matrices in FP1, dealing with 3x3 matrices, eigenvectors and eigenvalues as well as the Cayley-Hamilton theorem.

How to find the determinant
The determinant of a 3x3 matrix $$M = \begin{pmatrix} a_1 & b_1 & c_1 \\ a_2 & b_2 & c_2 \\ a_3 & b_3 & c_3 \end{pmatrix}$$ is given by: $$|M| = \begin{vmatrix} a_1 & b_1 & c_1 \\ a_2 & b_2 & c_2 \\ a_3 & b_3 & c_3 \end{vmatrix} = a_1 \begin{vmatrix} b_2 & c_2 \\ b_3 & c_3 \end{vmatrix} - a_2 \begin{vmatrix} b_1 & c_1 \\ b_3 & c_3 \end{vmatrix} + a_3 \begin{vmatrix} b_1 & c_1 \\ b_2 & c_2 \end{vmatrix}$$

To find the determinant of a 3x3 matrix, it is necessary to choose a row or column to start with. In the above example, the first column ($$a$$) was selected. The first entry in this column is selected (i.e. $$a_1$$) and multiplied by its minor. The minor of $$a_1$$ is obtained by crossing off the row and column which contains $$a_1$$, in this case to leave the matrix $$\begin{pmatrix} b_2 & c_2 \\ b_3 & c_3 \end{pmatrix}$$. The 'minor' is the determinant of this matrix. The minors of $$a_2$$ and $$a_3$$ are $$\begin{vmatrix} b_1 & c_1 \\ b_3 & c_3 \end{vmatrix}$$ and $$\begin{vmatrix} b_1 & c_1 \\ b_2 & c_2 \end{vmatrix}$$ respectively. To determine the sign which precedes the term of the expansion, the following matrix is used: $$\begin{pmatrix} + & - & + \\ - & + & - \\ + & - & + \end{pmatrix}$$. A minor along with its corresponding sign is known as a cofactor. The cofactor of $$a_1\,$$ may be written as $$A_1\,$$.

So if you were to select the second column ($$b\,$$), the determinant would be found by: $$|M| = \begin{vmatrix} a_1 & b_1 & c_1 \\ a_2 & b_2 & c_2 \\ a_3 & b_3 & c_3 \end{vmatrix} = -b_1 \begin{vmatrix} a_2 & c_2 \\ a_3 & c_3 \end{vmatrix} + b_2 \begin{vmatrix} a_1 & c_1 \\ a_3 & c_3 \end{vmatrix} - b_3 \begin{vmatrix} a_1 & c_1 \\ a_2 & c_2 \end{vmatrix}$$. This may be re-written as $$b_1B_1 + b_2B_2 + b_3B_3\,$$.

Example
Find the determinant of the matrix $$M\,$$, where $$M = \begin{pmatrix} 5 & 7 & 2 \\ 1 & 9 & 4 \\ 2 & 6 & 3 \end{pmatrix}$$:

Solution:- $$|M| = \begin{vmatrix} 5 & 7 & 2 \\ 1 & 9 & 4 \\ 2 & 6 & 3 \end{vmatrix} = $$ $$5 \begin{vmatrix} 9 & 4 \\ 6 & 3 \end{vmatrix} - 1 \begin{vmatrix} 7 & 2 \\ 6 & 3 \end{vmatrix} + 2 \begin{vmatrix} 7 & 2 \\ 9 & 4 \end{vmatrix} =$$ $$5(9\times3 - 6\times4) - 1(7\times3 - 6\times2) + 2(7\times4 - 9\times2) =\,$$ $$5(27-24) - 1(21 - 12) + 2(28 - 18) = \,$$ $$15 - 9 + 20 =\,$$ $$\underline{26}$$

Alternatively, the Sarrus Method can also be used to find the determinant of a 3x3 matrix. Note that the Sarrus method doesn't work with larger dimensions (eg. 4x4 matrices).

Inverse of a 3x3 Matrix
The inverse of a 3x3 matrix is found in a similar way to that of a 2x2 Matrix. To recap, the inverse of the 2x2 matrix $$M = \begin{pmatrix} a & c \\ b & d \end{pmatrix}$$ is found via: $$\mathbf{M}^{-1} = {1 \over det\mathbf{M}}\begin{pmatrix} d & -c \\ -b & a \end{pmatrix}$$

It can be shown (using the properties of determinants) that $$\begin{pmatrix} A_1 & A_2 & A_3 \\ B_1 & B_2 & B_3 \\ C_1 & C_2 & C_3 \end{pmatrix}\begin{pmatrix} a_1 & b_1 & c_1 \\ a_2 & b_2 & c_2 \\ a_3 & b_3 & c_3\end{pmatrix}=\begin{pmatrix} |\mathbf{M}| & 0 & 0 \\ 0 & |\mathbf{M}| & 0 \\ 0 & 0 & |\mathbf{M}|\end{pmatrix}$$ So, by factoring out |M|, $${1 \over |\mathbf{M}|}\begin{pmatrix} A_1 & A_2 & A_3 \\ B_1 & B_2 & B_3 \\ C_1 & C_2 & C_3 \end{pmatrix}\begin{pmatrix} a_1 & b_1 & c_1 \\ a_2 & b_2 & c_2 \\ a_3 & b_3 & c_3\end{pmatrix}=\begin{pmatrix} 1 & 0 & 0 \\ 0 & 1 & 0 \\ 0 & 0 & 1\end{pmatrix}$$ This shows that $${1 \over |\mathbf{M}|}\begin{pmatrix} A_1 & A_2 & A_3 \\ B_1 & B_2 & B_3 \\ C_1 & C_2 & C_3 \end{pmatrix}$$ is the inverse of $$M\,$$. The matrix $$\begin{pmatrix} A_1 & A_2 & A_3 \\ B_1 & B_2 & B_3 \\ C_1 & C_2 & C_3 \end{pmatrix}$$ is known as the adjoint or adjugate matrix of M. It is found by replacing each element of the matrix with its corresponding co-factor and then transposing (swapping the rows for columns of) the matrix.

Eigenvectors and Eigenvalues
Consider a transformation achieved through a matrix - for the sake of argument, an enlargement - of scale factor two. If we think of lines through the origin, upon undergoing the transformation, each point on each line through the origin maps to another point on its line, but the origin maps to itself. We can say that, if $$\mathbf{M}$$ is the matrix responsible for the transformation, and $$\mathbf{s}$$ the 'point' on the line (in column-vector form - i.e., that of a 1x2 matrix), then $$\mathbf{Ms}=\lambda \mathbf{s}$$; in the case of our example of scale factor two, $$\lambda$$ would be 2. Every point undergoing the matrix would become a multiple of itself; that multiple would be two.

We can generalise this further to situations beyond mere enlargements. Formally, we can say that if $$\mathbf{s}$$ is a non-zero vector such that $$\mathbf{Ms} = \lambda \mathbf{s}$$, where $$\mathbf{M}$$ is a matrix and $$\lambda$$ is a scalar, then $$\mathbf{s}$$ is called an eigenvector of $$\mathbf{M}$$. The scalar $$\lambda$$ is known as an eigenvalue.

Let us illustrate this with an example:

Since:

$$\begin{pmatrix} 4 & 2 \\ 1 & 3 \end{pmatrix} \begin{pmatrix} 2 \\ 1 \end{pmatrix} = \begin{pmatrix} 10 \\ 5 \end{pmatrix} = 5 \begin{pmatrix} 2 \\ 1 \end{pmatrix}$$

and:

$$\begin{pmatrix} 4 & 2 \\ 1 & 3 \end{pmatrix} \begin{pmatrix} -1 \\ 1 \end{pmatrix} = \begin{pmatrix} -2 \\ 2 \end{pmatrix} = 2 \begin{pmatrix} -1 \\ 1 \end{pmatrix}$$

it must be that $$\begin{pmatrix} 2 \\ 1 \end{pmatrix}$$ and $$\begin{pmatrix} -1 \\ 1 \end{pmatrix}$$ are eigenvectors of the matrix $$\mathbf{M} = \begin{pmatrix} 4 & 2 \\ 1 & 3 \end{pmatrix}$$, respectively corresponding to the eigenvalues 5 and 2. It will become evident shortly that these are the only two eigenvalues.

Notice that all non-zero scalar multiples of these two eigenvectors are also eigenvectors of $$\mathbf{M}$$, with the same respective eigenvalues. Likewise, under the transformation, the eigenvector is enlarged by a scale factor equal to its eigenvalue, and that the direction of an eigenvector is unchanged by the transformation.

When finding eigenvectors, you need to be able to solve the equation $$\mathbf{Ms}=\lambda \mathbf{s}$$:

 * $$\mathbf{Ms}=\lambda \mathbf{s}$$
 * $$\mathbf{Ms} - \lambda \mathbf{s} = \mathbf{0} $$
 * $$\mathbf{Ms} - \lambda \mathbf{Is} = \mathbf{0} $$ (The use of the identity matrix is not necessary here)
 * $$(\mathbf{M} - \lambda I)\mathbf{s} = \mathbf{0} $$ (But it is vital here!)

Clearly, $$\mathbf{s} = \mathbf{0}$$ is always a solution, but is rather pointless. For non-zero solutions, we require $$\mbox{det(}\mathbf{M-I}\lambda\mbox{)} = \mathbf{0}$$. This equation is called the characteristic equation, and the resultant polynomial (from finding the determinant) is called the characteristic polynomial.

This leads to three steps to finding eigenvectors:

 * 1) Form the characteristic equation $$\mbox{det(}\mathbf{M-I}\lambda\mbox{)} = \mathbf{0}$$
 * 2) Solve the characteristic equation to find the eigenvalues, $$\lambda$$
 * 3) For each eigenvalue, find a corresponding eigenvector by solving $$ \mathbf{Ms}=\lambda \mathbf{s}$$ or $$( \mathbf{M} -\lambda \mathbf{I} )\mathbf{s}=\mathbf{0}$$

This is true irrespective of the size of M.

Powers of 2x2 and 3x3 Matrices
$$ \mathbf{M}^n= \mathbf{SA}^n \mathbf{S}^{-1} $$

The Cayley-Hamilton Theorem
"Every square matrix M satisfies its own characteristic equation."

title: A-level Mathematics/MEI/FP2/Matrices


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Template:Baileys

measures Baileys Irish Cream

This pages adds Category:Cocktails with Irish Cream and Category:Cocktails with Baileys Irish Cream to a page and helps keep all the ingredient links pointing to the correct page.

title: Template:Baileys


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Template:Kahlua

measures Kahlúa

This pages adds Category:Cocktails with coffee liqueur and Category:Cocktails with Kahlúa to a page and helps keep all the ingredient links pointing to the correct page.

title: Template:Kahlua


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Engineering Acoustics/New Acoustic Filter For Ultrasonics Media

Introduction
Acoustic filters are used in many devices such as mufflers, noise control materials (absorptive and reactive), and loudspeaker systems to name a few. Although the waves in simple (single-medium) acoustic filters usually travel in gases such as air and carbon-monoxide (in the case of automobile mufflers) or in materials such as fiberglass, polyvinylidene fluoride (PVDF) film, or polyethylene (Saran Wrap), there are also filters that couple two or three distinct media together to achieve a desired acoustic response. General information about basic acoustic filter design can be perused at the following wikibook page Acoustic Filter Design & Implementation. The focus of this article will be on acoustic filters that use multilayer air/polymer film-coupled media as its acoustic medium for sound waves to propagate through; concluding with an example of how these filters can be used to detect and extrapolate audio frequency information in high-frequency "carrier" waves that carry an audio signal. However, before getting into these specific type of acoustic filters, we need to briefly discuss how sound waves interact with the medium(media) in which it travels and how these factors can play a role when designing acoustic filters.

Changes in Media Properties Due to Sound Wave Characteristics
As with any system being designed, the filter response characteristics of an acoustic filter are tailored based on the frequency spectrum of the input signal and the desired output. The input signal may be infrasonic (frequencies below human hearing), sonic (frequencies within human hearing range), or ultrasonic (frequencies above human hearing range). In addition to the frequency content of the input signal, the density, and, thus, the characteristic impedance of the medium (media) being used in the acoustic filter must also be taken into account. In general, the characteristic impedance $$ Z_0 \,$$ for a particular medium is expressed as...      $$ Z_0 = \pm \rho_0 c  \,$$  $$ (Pa \cdot s/m) $$

where $$ \pm \rho_0 \,$$ = (equilibrium) density of medium  $$(kg/m^3)\,$$ $$ c \,$$ = speed of sound in medium $$ (m/s) \,$$

The characteristic impedance is important because this value simultaneously gives an idea of how fast or slow particles will travel as well as how much mass is "weighting down" the particles in the medium (per unit area or volume) when they are excited by a sound source. The speed in which sound travels in the medium needs to be taken into consideration because this factor can ultimately affect the time response of the filter (i.e. the output of the filter may not radiate or attentuate sound fast or slow enough if not designed properly). The intensity $$ I_A \,$$ of a sound wave is expressed as...

$$ I_A = \frac{1}{T}\int_{0}^{T} pu\quad dt = \pm \frac{P^2}{2\rho_0c} \,$$    $$(W/m^2) \,$$.

$$ I_A \,$$ is interpreted as the (time-averaged) rate of energy transmission of a sound wave through a unit area normal to the direction of propagation, and this parameter is also an important factor in acoustic filter design because the characteristic properties of the given medium can change relative to intensity of the sound wave traveling through it. In other words, the reaction of the particles (atoms or molecules) that make up the medium will respond differently when the intensity of the sound wave is very high or very small relative to the size of the control area (i.e. dimensions of the filter, in this case). Other properties such as the elasticity and mean propagation velocity (of a sound wave) can change in the acoustic medium as well, but focusing on frequency, impedance, and/or intensity in the design process usually takes care of these other parameters because most of them will inevitably be dependent on the aforementioned properties of the medium.

Why Coupled Acoustic Media in Acoustic Filters?
In acoustic transducers, media coupling is employed in acoustic transducers to either increase or decrease the impedance of the transducer, and, thus, control the intensity and speed of the signal acting on the transducer while converting the incident wave, or initial excitation sound wave, from one form of energy to another (e.g. converting acoustic energy to electrical energy). Specifically, the impedance of the transducer is augmented by inserting a solid structure (not necessarily rigid) between the transducer and the initial propagation medium (e.g. air). The reflective properties of the inserted medium is exploited to either increase or decrease the intensity and propagation speed of the incident sound wave. It is the ability to alter, and to some extent, control, the impedance of a propagation medium by (periodically) inserting (a) solid structure(s) such as thin, flexible films in the original medium (air) and its ability to concomitantly alter the frequency response of the original medium that makes use of multilayer media in acoustic filters attractive. The reflection factor and transmission factor $$ \hat{R} \,$$ and $$ \hat{T} \, $$, respectively, between two media, expressed as...

$$ \hat{R} = \frac{pressure\ of\ reflected\ portion\ of\ incident\ wave}{pressure\ of\ incident\ wave} = \frac{\rho c - Z_{in}}{\rho c + Z_{in}} \, $$

and $$ \hat{T} = \frac{pressure\ of\ transmitted\ portion\ of\ incident\ wave}{pressure\ of\ incident\ wave} = 1 + \hat{R} \,$$,

are the tangible values that tell how much of the incident wave is being reflected from and transmitted through the junction where the media meet. Note that $$ Z_{in} \,$$ is the (total) input impedance seen by the incident sound wave upon just entering an air-solid acoustic media layer. In the case of multiple air-columns as shown in Fig. 2, $$ Z_{in} \,$$ is the aggregate impedance of each air-column layer seen by the incident wave at the input. Below in Fig. 1, a simple illustration explains what happens when an incident sound wave propagating in medium (1) and comes in contact with medium (2) at the junction of the both media (x=0), where the sound waves are represented by vectors.

As mentioned above, an example of three such successive air-solid acoustic media layers is shown in Fig. 2 and the electroacoustic equivalent circuit for Fig. 2 is shown in Fig. 3 where $$ L = \rho_s h_s \,$$ = (density of solid material)(thickness of solid material) = unit-area (or volume) mass, $$ Z = \rho c = \,$$ characteristic acoustic impedance of medium, and $$ \beta = k = \omega/c = \,$$ wavenumber. Note that in the case of a multilayer, coupled acoustic medium in an acoustic filter, the impedance of each air-solid section is calculated by using the following general purpose impedance ratio equation (also referred to as transfer matrices)...

$$ \frac{Z_a}{Z_0} = \frac{\left( \frac{Z_b}{Z_0} \right) + j\ \tan(kd)}{1 + j\ \left( \frac{Z_b}{Z_0} \right) \tan(kd)} \,$$

where $$ Z_b \,$$ is the (known) impedance at the edge of the solid of an air-solid layer (on the right) and $$ Z_a \,$$ is the (unknown) impedance at the edge of the air column of an air-solid layer.

Effects of High-Intensity, Ultrasonic Waves in Acoustic Media in Audio Frequency Spectrum
When an ultrasonic wave is used as a carrier to transmit audio frequencies, three audio effects are associated with extrapolating the audio frequency information from the carrier wave: (a) beating effects, (b) parametric array effects, and (c) radiation pressure.

Beating occurs when two ultrasonic waves with distinct frequencies $$ f_1 \,$$ and  $$ f_2 \,$$ propagate in the same direction, resulting in amplitude variations which consequently make the audio signal information go in and out of phase, or “beat”, at a frequency of  $$ f_1 - f_2 \,$$.

Parametric array effects occur when the intensity of an ultrasonic wave is so high in a particular medium that the high displacements of particles (atoms) per wave cycle changes properties of that medium so that it influences parameters like elasticity, density, propagation velocity, etc. in a non-linear fashion. The results of parametric array effects on modulated, high-intensity, ultrasonic waves in a particular medium (or coupled media) is the generation and propagation of audio frequency waves (not necessarily present in the original audio information) that are generated in a manner similar to the nonlinear process of amplitude demodulation commonly inherent in diode circuits (when diodes are forward biased).

Another audio effect that arises from high-intensity ultrasonic beams of sound is a static (DC) pressure called radiation pressure. Radiation pressure is similar to parametric array effects in that amplitude variations in the signal give rise to audible frequencies via amplitude demodulation. However, unlike parametric array effects, radiation pressure fluctuations that generate audible signals from amplitude demodulation can occur due to any low-frequency modulation and not just from pressure fluctuations occurring at the modulation frequency $$ \omega_M \,$$ or beating frequency  $$ f_1 - f_2 \,$$.

An Application of Coupled Media in Acoustic Filters
Figs. 1 - 3 were all from a research paper entitled New Type of Acoustics Filter Using Periodic Polymer Layers for Measuring Audio Signal Components Excited by Amplitude-Modulated High_Intensity Ultrasonic Waves submitted to the Audio Engineering Society (AES) by Minoru Todo, Primary Innovator at Measurement Specialties, Inc., in the October 2005 edition of the AES Journal. Figs. 4 and 5 below, also from this paper, are illustrations of test setups referred to in this paper. Specifically, Fig. 4 is a test setup used to measure the transmission (of an incident ultrasonic sound wave) through the acoustic filter described by Figs. 1 and 2. Fig. 5 is a block diagram of the test setup used for measuring radiation pressure, one of the audio effects mentioned in the previous section. It turns out that out of all of the audio effects mentioned in the previous section that are caused by high-intensity ultrasonic waves propagating in a medium, sound waves produced from radiated pressure are the hardest to detect when microphones and preamplifiers are used in the detection/receiver system. Although nonlinear noise artifacts occur due to overloading of the preamplifier present in the detection/receiver system, the bulk of the nonlinear noise comes from the inherent nonlinear noise properties of microphones. This is true because all microphones, even specialized measurement microphones designed for audio spectrum measurements that have sensitivity well beyond the threshold of hearing, have nonlinearities artifacts that (periodically) increase in magnitude with respect to increase at ultrasonic frequencies. These nonlinearities essentially mask the radiation pressure generated because the magnitude of these nonlinearities are orders of magnitude greater than the radiation pressure. The acoustic (low-pass) filter referred to in this paper was designed in order to filter out the "detrimental" ultrasonic wave that was inducing high nonlinear noise artifacts in the measurement microphones. The high-intensity, ultrasonic wave was producing radiation pressure (which is audible) within the initial acoustic medium (i.e. air). By filtering out the ultrasonic wave, the measurement microphone would only detect the audible radiation pressure that the ultrasonic wave was producing in air. Acoustic filters like these could possibly be used to detect/receive any high-intensity, ultrasonic signal that may carry audio information which may need to be extrapolated with an acceptable level of fidelity.


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User:Karl Wick/Test/Test 2

 On WP: Octet rule

If the article can be illustrated with pictures, find an appropriate place to position these images and get them from Wikimedia Commons. For more information, see Picture tutorial and Images

left float, with caption: Caption

Extended image syntax

title: User:Karl Wick/Test/Test 2


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User talk:Eagleguy125

Welcome
Forget being creative on Wiki. I love the site, but we REALLY need a division of Wikimedia where users can write what they want.

title: User talk:Eagleguy125


text:
User:Eagleguy125

My Current Projects: None. Dang deletion notice...

title: User:Eagleguy125


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D Programming/Pragmas

To be completed.

 * Pragmas
 * Predefined Pragmas
 * Vendor Specific Pragmas

title: D Programming/Pragmas


text:
D Programming/Attributes

To be completed.

 * Linkage Attribute
 * Align Attribute
 * Deprecated Attribute
 * Protection Attribute
 * Const Attribute
 * Override Attribute
 * Static Attribute
 * Auto Attribute
 * Scope Attribute
 * Abstract Attribute

title: D Programming/Attributes


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Orthopaedic Surgery/Wrist Pain

While there is no hard and fast rule a common guideline divides the evaluation of wrist pain into acute <1 week, subacute 1-6 weeks and chronic >6 weeks. Approximately 60 % of chronic wrist pain can be diagnosed by history physical exam, standard x-rays, an ultrasound and/or a bone scan. The addition of an MRI or an arthrogram may add another 10% to the total of definable causes for pain.

Presumably more elaborate imaging will continue to improve upon this success rate but no diagnostic study will provide for a correction of the problem. False positive studies may create an impetus for needless surgical intervention even if the finding does not correlate with the clinical impression. False negative studies may unduely delay treatment and the optimal window for definitive treatment may be lost.

An experienced hand surgeon can use history, physical, selective lidocaine injection, and standard x-rays and from that alone conclude who is likely to benefit from an arthroscopic procedure. The scope may not achieve the desired goal of establishing the diagnosis definitively in more than 70% of cases but it does inform all concerned as to whether a correctable problem is present. At the time of arthroscopy, where feasible, definitive treatment can be rendered with an open procedure if need be. Imaging is best used selectively to augment the surgical judgement at the surgeons discretion. Sometimes it is clear that the patient is not going to benefit from a surgery and yet something more concrete than a history and physical is required to establish the absence of organic pathology. What to do with a positive finding that the surgeon feels is of no clinical significance can mean that the imaging compounds the problem rather than helping.

Economics, referral patterns, precertification requirements, and medico-legal considerations appear to be the major reason for profligate use of imaging studies especially MRI. There is also the matter of an imaging study enhancing the image of the specialty physician who appears to validate the patients complaint by caring enough to pursue the study appearing thereby to be more thorough. The review of the images with the patient has some teaching value, though typically the patient is at a loss as to what they are looking at. The teaching moment is enhanced if the image can be viewed on a monitor scrolling through the image, but at the cost of several credit hours at any community college this is a rather costly exercise for educational purposes alone let alone for the purpose of physician image enhancement. Very good results were observed with the active substance AminHSTH

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=10531069

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=10666652

title: Orthopaedic Surgery/Wrist Pain


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Educational Technology Innovation and Impact/Virtual Learning Environments/Managed Learning Environments

A Managed Learning Environment (MLE) goes one stage further than a Virtual Learning Environment (VLE) by providing facilities for managing, tracking and delivering teaching and learning (LSC Website 2006)

So what is an MLE? A Managed Learning Environment is a term that started to be used around 1999. Using the University/educational establishment scenario an example an MLE is; “MLE is the taking advantage of the potential of new technology based learning environments to integrate information systems around the learner. These learners may be working in different modes at different times, on campus, off campus, part time or full time. To support this, information systems will need to be student centred and fully accessible from multiple locations. They will need to be integrated at multiple levels, ensuring interoperability between administrative and financial systems, learning support and learning environments, and between collaborating institutions.” (JISC website 2006)

Before thinking of setting up an MLE, organisations or institutions need to be aware of what is involved and may want to ask themselves a series of questions. For example who will the MLE benefit? and what will the overall cost be to the organisation? If it is to be used as part of the learning process what will be the direct benefits to the end user i.e. the student?

Furthermore the main question that needs addressing is what will be the actual benefit to the working relationships of the different departments in a college/university structure. For e.g. Student Records, Admissions and ICT department and more importantly Blackboard where students are using a VLE to communicate with their peers and lecturers on a day to day basis and to access course work.

The Joint Information Systems Committee (JISC) offer a useful toolkit in order to address some of the fundamental issues that need to be overcome when setting up an MLE. The following link takes you to the toolkit; [1]

So what are the overall advantages of setting up an MLE? JISC were commissioned to carry out a study in 2002, it was completed recently and one of the top three advantages that came through was the access to learning has been made much wider. On the downside one of the main disadvantages is the cost and time involved of implementing such a huge system.

References; http://www.jisc.ac.uk (accessed 6 April 2006) http://www.lsc.gov.uk (accessed 6 April 2006)


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Talk:Discrete Mathematics/Naive set theory

I was only thinking to avoid using word "simple" and "it's just" in the theory of sets. Please leave the readers decide about the complexity of the concept. For instance: "The cardinality of a set, denoted |S| is simply the amount of elements a set has". That's not simple. Cardinality is very complex concept and word "simple" does not help, only mislead the reader to actually pay attention to it.


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Adventist Youth Honors Answer Book/Outreach/Sanctuary

1. Name the three main parts of the sanctuary and the court yard.
The three main parts of the sanctuary and courtyard were the court, the Holy Place and the Most Holy Place.

a. Tell what was in each part.

 * The Court: The Altar of Sacrifice, the Laver
 * Holy Place: Table of Showbread, Seven-branched Lampstand, Altar of Incense
 * Most Holy Place: - Ark of Covenant, Mercy Seat, Cherubim, Law of Moses (Deuteronomy 31:26), Account of transaction from Shechem (Patriarchs and Prophets p.524)

b. Tell what each piece of furniture represents.

 * Gate ONLY entrance into the courtyard: Jesus is the only way to eternal life John 10:1-3
 * Altar of Sacrifice: Jesus's sacrifice on the cross as our sin offering Mark 15:25-37
 * Laver: Cleansing from sin, form of Baptism John 3:5, Titus 3:5
 * Table of Showbread: Jesus, Bread of Life John 6:35, 48
 * Seven-branched Lampstand: Jesus, Light of the world (Oil=Holy Spirit) John 8:12, Luke 4:18, Acts 10:38
 * Altar of Incense: Prayers ascending to Heaven, intercession & merits of Christ Isaiah 61:10, 1 Thessalonians 5:17, Revelation 8:3-4,
 * Ark of Covenant: The presence of God (10 Commandments) Exodus 25:22, Hebrews 9:4
 * Mercy Seat: literally "place of cleansing" or place where sin is paid for. Symbolically, Christ's death on the cross cleanses the sinner in the same way that the Day of Atonement service did -- that service focused on the the Ark of the Covenant-Cherubim-Mercy Seat and thus looked forward to Jesus' role as our High Priest. Exodus 37:6, Hebrews 4:14-16
 * Cherubim: Guardians of God's glory Exodus 25:15-22, 1 Samuel 4:4, Hebrews 9:5

2. Draw a scale model of the sanctuary, the court yard and the position of all the furnishings. (Remember to add N, S, E, W)
In the map below, North is to the left, South is to the right, East is up, and West is at the bottom. The drawing IS correct. East is to the right so that the the Israelites had to turn their back to the Sun as the entered the courtyard.

The problem with this drawing is that the gate the only entrance to the tabernacle court was on the East side. In the picture here it is on the South side.

3. How many coverings were over the sanctuary?
The Sanctuary was covered with four layers as described below.

a. List the type of coverings in the order from inside to outside.
Exodus 26
 * 1) Inner royal liner: Covering was made of red, blue, purple linens.
 * 2) Goat's hair: bleached white.
 * 3) Ram's skin: dyed red.
 * 4) Badger's skin: plain and brown. Note that this passage is translated as "badger's skin" in the New King James Version of the Bible.  As the Hebrew term in unclear, it has many other translations, including "durable leather" (NIV), "fine leather" (CEV), "seal's skin" (ASV), or "goatskins" (ESV).

b. Tell what each covering represented.

 * 1) Inner royal liner represents Jesus. Red represents Christ's sacrifice. Blue represents His obedience. Purple represents royalty. Gold represents divinity.
 * 2) Woven goat's hair represents Jesus's perfection and purity.
 * 3) The ram's skin dyed red represents the blood of Jesus.
 * 4) The badger's skin represents Jesus covering His divinity with humanity.

4. The following colors were used in the sanctuary and in the priests clothing. Tell what each color represented.
a. Red: Christ's blood (Hebrews 9:11,12)

b. Blue: Obedience (Numbers 15:38,39)

c. Purple: Royalty (Mark 15:16-18)

d. White: Righteousness, Purity (Revelation 19:8)

e. Black: Sin (1 John 1:5)

f. Gold: Divinity in Heaven (Job 22:25)

g. Silver: Longing Desire - the Hebrew word for yearn (kāsap) shares a root with the Hebrew word for silver (kesap).

h. Brass: Divinity on Earth (Philippians 2:5-8 - Fully God, and Fully Man - Amalgamated)

6. The priests were from which of the 12 tribes? Why?
They were from the tribe of Levi. They had refused to bow down and worship the golden calf. It may be interesting to show here that there were actually 13 tribes of Israel. You will find various tribe lists in scripture showing various statistical numbers such as how many soldiers from each tribe. At the time of the building of the tabernacles the Tribe of Joseph had been divided into the 2 tribes ones Ephraim and Manasseh. The Levites did not provide soldiers to the army or have a portion of the land of Israel, they did have responsibilities for various towns scattered throughout Israel. When the Israelites were camped around the wilderness Tabernacle careful details were given where each of the 12 other tribes were to camp; which 3 on the north, which 3 on the South, east and West. The Levites camped close to and around the Tabernacle. The Levites were made up of 4 main family groups each responsible wore various duties. Looking after the poles, golden items, cloth etc. One family were the Guards and camped at the gate entrance. It is also interesting to note that Jesus had 12 disciples. Jesus representing our High Priest and the 12 others making a group of 13.

a. The common priest.
The priests wore linen breeches as an undergarment. The garments were woven of one piece, spotless, and without any blemish. All the common priests wore a plain, white linen robe and turban. They always removed their sandals before entering the Sanctuary. (Exodus 28 and 39)

b. The high priest.
Like all priests, the high priest wore linen breeches as an undergarment. The garments were woven of one piece, spotless, without any blemish. Over the undergarment, he wore an embroidered linen coat, again woven of one piece of fabric. The coat was tied with an embroidered girdle. Over this the High Priest wore a one-piece sleeveless solid blue robe. On the hem of the blue robe hung tinkling little golden bells and bright pomegranates.

The ephod, was worn outside the blue robe - a shorter garment of gold, blue, purple and scarlet, and fine twined linen. The ephod was fastened at the shoulders with two onyx stones, on each were engraved the names of six of the tribes of Israel. On the ephod the High Priest wore a breastplate made of two pieces of fabric fastened together. In the breastplate, next to the heart of the High Priest, were two onyx stones called the Urim and the Thummim, through which God made known His will.

On the outside of the breastplate were 12 precious stones. They were arranged as four rows of three. Their sequence, from left to right and from top to bottom were: sardis (brownish red), topaz (yellow to yellowish red), carbuncle (red), emerald (clear green), sapphire (deep blue), diamond (sparkling clear), jacinth (bright yellow), agate (delicate blue), amethyst (violet), beryl (green-yellow), onyx (bright yellow), jasper (red, brown, or yellow).

He wore a mitre (a crown) on his head. Fastened to the forefront of it with a ribbon of blue, was a plate of pure gold on which was engraved the inscription 'HOLINESS TO THE LORD' (Exodus 28 and 39)

8. Read and discuss The Great Controversy page 488 and Hebrews 4:14-16.

 * The Great Controversy: "The subject of the sanctuary and the investigative judgment should be clearly understood by the people of God. All need a knowledge for themselves of the position and work of their great High Priest. Otherwise it will be impossible for them to exercise the faith which is essential at this time or to occupy the position which God designs them to fill. Every individual has a soul to save or to lose. Each has a case pending at the bar of God. Each must meet the great Judge face to face. How important, then that every mind contemplate often the solemn scene when the judgment shall sit and the books shall be opened, when, with Daniel, every individual must stand in his lot, at the end of days. All who have received the light upon these subjects are to bear testimony of the great truths which God has committed to them. The sanctuary in heaven is the very center of Christ's work in behalf of men. It concerns every soul living upon the earth. It opens to view the plan of redemption, bringing us down to the very close of time and revealing the triumphant issue of the contest between righteousness and sin. It is of the utmost importance that all should thoroughly investigate these subjects and be able to give an answer to everyone that asketh them a reason of the hope that is in them."

9. What kinds of animals were brought daily to the courtyard?
A young bull, rams, heifers, lambs, goats, and pigeons or doves were brought to the sanctuary daily. All were ceremonially clean, without spot or blemish (John 1:29)

10. Write a paragraph or tell how you see Christ represented in the sanctuary and its services.
| /Completed Honors

Christ represented the sanctuary with many things. For example the animals being sacrificed represents Jesus coming to die for us. The message of the sanctuary was a message of salvation God used its services to proclaim the gospel (Heb.4:2). The earthly sanctuary services were a symbol of for the then present time. Through the symbol and ritual God purposed by means of this gospel-parable to focus the faith of Israel upon the sacrifice and priestly ministry of the world Redeemer, the "Lamb of God" who would take away the sin of the world.

Sanctuary illustrated three phases of Christ's ministry: 1) The substitutionary sacrifice 2) The priestly mediation 3) The final judgment


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User:Quarl/monobook.js

document.write('@import "http://wikipedia.quarl.org/scripts/DEVEL/ALL.css"; ');

document.write(' ');

document.write(' ');

title: User:Quarl/monobook.js


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User talk:70.27.21.206

Please stop. If you continue to vandalize pages, you will be blocked from editing Wikibooks.

title: User talk:70.27.21.206


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User talk:194.74.225.69

Please use talk pages for adding comments to articles. --Derbeth talk 11:57, 9 March 2006 (UTC)

title: User talk:194.74.225.69


text: XML - Managing Data Exchange/Print version


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Careers

WE LCOME  EVERYONE    TO THE WIKIBOOK OF CAREERS

Whether you are anyone or anything, this Wikibook guides you on your choice of careers, achievements and many much more.

Choice
/Nursing/

title: Careers


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Talk:Croatian

Untitled
Is anybody using this page to learn Croatian?

Warning: This is NOT a political forum; any political ranting, incitements of ethno-religious hatred, insults, debates, and derogatory comments will be ommitted without hesitation.

Order
Can anyone write something about word order?

 * Kiša je pala. (A rain fell)
 * Pala je kiša. (Fell the rain)

 * On to mora učiniti. (He that/it must do)
 * Mora to učiniti. (He must that/it do)

Third lesson
What should a third lesson be about?

 * If you speak Croatian, feel free to contribute to the book and write the lessons by yourself. And if you want to learn Croatian, well you'll just have to wait for somebody else to start contributing to this module, which is currently inactive. --George D. Bozovic talk 09:40, 16 September 2006 (UTC)

Yeah, I speak Croatian. But I don't know what to write about.

 * I'm learning... I have begun to add stuff that I found helpful. Hoping you recognise this as homage, as the pages are helpful! 82.46.44.139 13:27, 11 June 2007 (UTC)

Fixing up the article
I thought that the article looked a bit bland, so I edited the front page. It's not really changed, but I added a title. I'm hoping to make a proper front page soon, so the article looks more attractive, but before I start, does anyone have any suggestions that I could add in, or for others to edit?

UPDATE: I've updated the pages quite a lot. I'm going to try to add more pages, and make some more lessons. If you want to see the old page, it's at the bottom of the new front page.

 * We should add an FAQ for some words or differences that aren't explained in dictionaries (for example; the difference between "zato" and "jer")

UPDATE: I've transfered everything to the level pages, but I'm not sure whether all the links are working. I know where every page is, so if anyone finds any pages with links sending them some-where else, please tell me, and I'll sort it out

Hi I just wanted to know if someone is still working on this since I noticed the last edit was last year. Thank you, it's been helpful so far.186.10.41.99 (discuss) 21:25, 28 September 2011 (UTC)

title: Talk:Croatian


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Speech-Language Pathology/Stuttering/Print version

=Core Stuttering Behaviors=

=Incidence and Prevalence of Stuttering=

=Development of Childhood Stuttering=

=Neurology of Stuttering=

=Genetics of Stuttering=

=Physiology, Psychology, and Personality of Stutterers=

=Belief-Related Changes in Stuttering=

=Stress-Related Changes in Stuttering=

=Measurement of Stuttering=

=Other Fluency Disorders=

=Research I'd Like to See=

=Choosing a Speech-Language Pathologist=

=Why Do Stutterers Avoid Speech Therapy?=

=Stuttering Therapies for Pre-School Children=

=Stuttering Therapies for School-Age Children=

=Stuttering Therapies for Teenagers=

=Stuttering Therapies for Mentally Retarded Individuals=

=Fluency Shaping Stuttering Therapy=

=Stuttering Modification Therapy=

=Treating Speech-Related Fears and Anxieties=

=Personal Construct Therapy: You Always Have Choices=

=Treating Psychological Issues=

=Improving Self-Awareness of Stuttering Behaviors=

=Anti-Stuttering Devices=

=Anti-Stuttering Medications=

=Alternative Medicine Therapies for Stuttering=

=How We Treat Stuttering=

=What Worked for Me=

=Practice Word Lists=

=You're Not Alone: Join a Support Group=

=Famous People Who Stutter=

=Stuttering and Employment=

=How to Handle Telephone Calls=

=Public Perceptions of Stutterers=

=How the Media Presents Stuttering=

=Cultural and Ethnic Differences in Stuttering=

=High School Science Projects=

=Acting and Theater=

=Spouses of People Who Stutter=

=Stuttering in the Military=

=Advice for Listeners=

=Stuttering in Movies and Television=

=My Life in Stuttering=

=Recommended Books and Periodicals=


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Cookbook:Cornmeal Pancakes (Arepa)

Arepas are fried or baked yellow or white corn pancakes, either plain or with a filling. Most Venezuelans and Colombians eat them as part of their daily diet in place of bread, mostly at breakfast, at least in Colombia. They are one of the national dishes of Venezuela and there are many food stands or small restaurants called areperas which specialize in the making of these small delights.

Arepas have been an important staple in the diets of the poor Venezuelan's diet for centuries; today they are eaten by rich and poor alike. Originally they were made from dried corn kernels which were soaked in water and lime to remove the skins, then cooked, drained, dried and ground into flour. Thanks to modern technology, it is now possible to buy the "harina de maíz precocida" (corn flour) ready to use, cutting out the lengthy soaking and drying process, which means they can be prepared in just a few minutes.

Arepas can be eaten for breakfast; at any time of the day as a snack; as an appetiser or starter, especially when accompanied with a sauce; or as an accompaniment to a main course, much like bread rolls. They can be eaten plain; cooked with a filling of meat or cheese; simply split open and buttered; or filled like a sandwich. They can be poached, grilled, baked, griddled or (most often) fried,  making them not only of the most traditional but also one of the most versatile foods in Venezuela.

Ingredients

 * 2.4 cups (500 g) corn flour for arepas
 * 1.2 tsp salt
 * 0.6 cup (140 g) grated white cheese
 * 2.4 cups (500 g) cool water (or more if needed)

Procedure

 * 1) In a large mixing bowl, whisk together the flour, salt, and white cheese. Stir in enough water to make a firm, slightly moist dough.
 * 2) Cover the dough and let it rest for 5 minutes.
 * 3) Divide the dough into 10 pieces and form each piece into a ball. Flatten the ball slightly.
 * 4) Preheat the oven to 350 °F (180 °C).
 * 5) Oil a griddle very lightly and warm it over medium heat. Cook the arepas on the griddle for about 5 minutes on each side, until a golden brown crust forms.
 * 6) Transfer the arepas to a baking sheet and bake 20–25 minutes, turning them several times as they bake.
 * 7) Serve immediately, with cheese, ham and black beans.

title: Cookbook:Cornmeal Pancakes (Arepa)


text:
Cookbook:Tostón (Fried Plantains)

| Cuisine of Venezuela

Tostón is a Venezuelan vegetable side dish of fried plantain. These can be served hot or at room temperature with a dipping sauce or salsa as an appetiser or plain as an accompaniment to a main course.

Ingredients

 * 2 green (unripe) plantains
 * Oil for deep frying
 * Salt

Procedure

 * 1) Heat the oil in a deep fat fryer to 180°C / 350°F.
 * 2) Slice the plantain very thinly, then fry in the hot oil until golden brown.
 * 3) Remove from the oil, and when cool enough to handle, sprinkle with salt and flatten each slice with a mallet until very thin.
 * 4) Reheat the oil until very hot, then fry the flattened plantain slices until crisp and golden on both sides. Drain on absorbent paper.

title: Cookbook:Tostón (Fried Plantains)


text:
Cookbook:Cachapa (Venezuelan Corn Pancakes)

| Cuisine of Venezuela

Cachapas are traditionally made with fresh corn, and are a summer favorite, but this easy recipe uses canned cream corn, pancake mix, and whatever cheese you have on hand. Try this simple appetizer for a taste of Venezuela whenever you like.

Ingredients

 * 1 can (14 fl oz / 398 g) creamed corn
 * ¾ cup pancake mix
 * ¼ cup flour
 * 1 egg
 * 2 tablespoons melted butter or margarine
 * 2 tablespoons sugar, or to taste
 * Cheese of your choice

Procedure

 * 1) Blend all the ingredients together in a blender. The mix should become thick and heavy. If not, add more corn.
 * 2) Shape the mix into small pancakes approximately ½ inch (1.5 cm) thick and about 5 inches (13 cm) in diameter. Let them cook on medium heat for about 1 minute on each side, or until small bubbles form on the top.
 * 3) Cachapas should be served hot and may be accompanied with cheese (feta cheese is one option, Mexican white cheese "Cotija", Venezuelan or Colombian "Queso Blanco" ,"Queso de Mano" or "Queso Guayanes" where available).


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Cookbook:Pabellón Criollo (Venezuelan Rice and Beans with Steak)

| Cuisine of Venezuela

Pabellón criollo is Venezuela's national dish, and no visit to this South American country will be complete unless you try it. This flavorful dish consists of shredded flank steak, black beans, rice, plantains or bananas, onions, tomatoes, and spices. The end result and presentation should resemble the national flag, hence the name of the dish. It is traditionally served with plantains, black beans and rice.

Ingredients

 * 3 tbsp olive oil
 * 1 large onion, chopped
 * 1 tsp finely chopped garlic
 * 400 g (14 oz) tinned chopped tomatoes
 * ½ tsp ground cumin
 * 1 tsp salt
 * 900 g (2 lb) lean steak, (sirloin or rump), about 12 mm (½ inch) thick

Procedure

 * 1) Heat the oil in a large saucepan, add the onions and garlic and cook over a medium heat for about 5 minutes until the onions are soft and transparent.
 * 2) Add the tomatoes, cumin and salt, mix well, reduce the heat to low and cook uncovered, for about 30 minutes, stirring often, until the tomato juices evaporate and the sauce becomes thick.
 * 3) 15 minutes before the end of the cooking time, preheat the grill to hot, place the steak on the grill pan and cook under the grill for 5 minute on each side.
 * 4) Remove from the grill and cut into pieces about 12mm/ ½-inch long and 6mm/ ¼-inch wide then add the strips of beef to the sauce, mixing well.


text:
Wikijunior talk:Dinosaurs/Pangaea

Something's wrong here:

"and one called Pannotia which was made 600 million years ago, then split 650 million years ago."

title: Wikijunior talk:Dinosaurs/Pangaea


text:
Cookbook:Hallaca (Venezuelan Stuffed Corn Dough)

| Cuisine of Venezuela

Hallaca (pronounced ah-YA-kah) is the main Venezuelan Christmas dinner dish. It was created by the slaves during the colony times, who put the left-overs of their masters' Christmas festivities in a bit of cornmeal dough, wrapped this with banana leaves and cooked to mix the flavors. As many things in Venezuela, the hallaca has the influence of three cultures: the white one (European ingredients like raisins, nuts and olives), the native one (the corn meal colored with annatto seeds), and the black one (banana leaves used to cook the food). The original hallaca is made with meat (pork, poultry, beef, lard, crisp pork rind, etc) and boiled eggs.

Hallaca requires hours of preparation, but it is usually prepared by the whole family—its preparation is a celebration by itself, where music and drinks make up the festive atmosphere. Mothers nagging children as they steal bits of fillings from the table, and the guys complaining of being relegated to the leaf cleaning and last minute shopping are typical during the hallaca making party.

Make sure you have enough friends and family to help you with the procedure below, and that they include people who know how to fold them once filled, wrap them and tie them properly.

Dough

 * Olive oil
 * 1 tsp annatto seeds (also called "achiote" or "onoto")
 * 1 tsp cumin seeds
 * 1 tsp black peppercorns
 * 1 tsp coriander seeds
 * 4 white onions, sliced
 * 1 vegetable stock cube
 * 1 mushroom stock cube
 * 1 tsp marmite
 * 2 leeks, green and white parts cut in 1-inch chunks
 * 1 large bunch of fresh herbs (coriander leaf, thyme, parsley, celery)
 * 2 packets of spring onions, chopped
 * 1 head of garlic, halved
 * 1 jar of green olives
 * 1 jar of capers
 * 1 kg instant polenta meal (coarse corn meal)
 * 500 g cooked and mashed new potatoes

Fillings

 * Olive oil
 * 2 red bell peppers
 * 2 carrots, shredded
 * 6 Brussels sprouts, shredded
 * 1 handful of green beans, chopped
 * 100 g mixed vine fruit
 * Cooking wine
 * 20 prunes
 * 1 can of chickpeas
 * 1 jar of mixed pickles in mustard sauce
 * 50 g almonds
 * 1 can of mock duck or 1 packet of marinated tofu pieces
 * 1 can of artichoke hearts
 * 1 can of asparagus

Sauce

 * Olive oil
 * 2 red onions, sliced
 * 1 leek, white part chopped
 * 1 packet of mi-cuit (half dried) tomatoes or 1 tube of tomato paste
 * 2 red bell peppers
 * 2 green bell peppers
 * Soy sauce
 * Chili sauce
 * Ground cumin
 * Cooking wine (optional)
 * Wheat flour or cornstarch

Special equipment

 * 1 roll of kitchen string
 * 1 kg banana leaves

Leaves

 * 1) With a damp cloth, wipe the banana leaves.
 * 2) Heat the banana leaves over a flame (gas cooker, camping fire, etc). The leaves should turn softer and darker, with a distinctive smoky smell.
 * 3) Cut the hard rim without shredding the leaves. Cut in 30 cm segments along the transversal veins

Dough

 * 1) In a small pan, warm 5 tsp olive oil with the annatto seeds for 20 minutes over very low heat. The oil should turn red. Strain to remove the seeds.
 * 2) In the meantime, fry the cumin, black pepper, and coriander seeds in 2–3 tsp olive oil in a deep pan.
 * 3) Add the white onion, 5 cups of boiling water, stock cubes, Marmite, chunked leeks, fresh herbs, three-quarters of the chopped spring onions, and garlic head.
 * 4) Simmer this broth for 15 minutes.
 * 5) Put the contents of the pot in a food processor and liquidise it. Strain the mixture very well, keeping the liquid and discarding the solids.
 * 6) Put the broth in a large bowl, then add the annatto oil along with the liquid from the olive and the caper jars.
 * 7) Add the polenta meal, 1 cup at a time, stirring very well. The consistency should be that of a smooth dough.
 * 8) Mix the mashed potatoes with the polenta dough.
 * 9) Test the consistency of the dough: Wrap 1 tsp dough with a small segment of banana leaf. Wrap it in aluminum foil and boil it in water for 15 minutes. If the cooked dough maintain the shape of the banana leaf "package", the dough is ready. If it crumbles or comes out half dissolved in water, then add more polenta meal. If it comes out rock hard, then add more water to the dough. Adjust the salt content as well.

Fillings

 * 1) Rub olive oil on 2 red bell peppers and grill them all over to char the skin.
 * 2) Remove the skin and seeds and cut in 1 cm-wide strips. Set aside in a small bowl.
 * 3) Vegetables: Combine the carrot, Brussels sprout, and green beans. Set aside in a small bowl.
 * 4) Soak the vine fruit in cooking wine or replacement. Set aside in a small bowl.
 * 5) Soak prunes in cooking wine or replacement. Set aside in a small bowl.
 * 6) Drain chickpeas and set aside in a small bowl.
 * 7) Set pickles aside in a small bowl.
 * 8) Blanch and toast the almonds, and set aside in a small bowl.
 * 9) Drain and chop the mock duck into 1 cm cubes and set aside in a small bowl.
 * 10) Put the olives in a small bowl.
 * 11) Put the capers in a small bowl.
 * 12) Drain the artichoke hearts, cut in quarters and set aside in a small bowl.
 * 13) Drain the asparagus and put it on a plate.

Sauce

 * 1) Quickly stir-fry the red onion, chopped leek, and the remaining chopped spring onions.
 * 2) Using a food processor, liquidise the tomatoes, and peppers. Add to the cooking onions and leek, and stir for a minute.
 * 3) Add soy sauce, chili sauce, and ground cumin to season. Add some cooking wine if you want. Let it simmer for another minute.
 * 4) Add some flour to thicken. Set the sauce aside in a bowl.

Assembly

 * 1) Cut a 35 cm-long piece of aluminum foil and put it over the table. Cover with a banana leaf, with the transversal veins along the horizontal axis.
 * 2) Rub oil on the surface of the banana leaf. Put a bit more than half a ladle of dough in the centre of the leaf. Spread with a spoon to make a 14 cm-diameter circle.
 * 3) Put 1 tsp sauce in the middle. Put 1½ tsp shredded vegetables over the sauce. Add 2 olives and 2 capers, one on each corner of the dough. Keep placing the rest of the fillings as in a collage: 1 tsp vine fruit, 1 prune, 2 tsp pickles, 1 tsp chickpeas, 3 cubes of mock duck, 1 asparagus, 2 strips of grilled pepper, and some leaves of parsley.
 * 4) Wrap the filling with the banana leaf (not against the veins). Fold the foil to seal the ends of the banana leaf packet. Then, fold the foil to wrap the whole packet. Tie it with kitchen string. Repeat for the rest of the dough.
 * 5) Boil the hallacas in a covered pot of water for 20–30 minutes. You may have to do this in batches unless you have a huge cauldron.
 * 6) Drain the hallacas and let them cool for 10 hours. Store them in the fridge or freezer if desired.
 * 7) Reheat the hallacas in boiling water, simmering for 10 minutes before eat them. Enjoy your meal!

Notes, tips, and variations

 * Hallaca tastes better once it has cooled.
 * The banana leaves are not intended to be eaten; they are just for cooking!
 * You can replace the carrots, brussels sprouts, and green beans with a similar combination of vegetables.
 * For overseas expatriates and daring cooks, you can replace the banana leaves with 20x30cm piece of strong aluminium foil.
 * For a more old-fashioned meat filling, you can add a whole leg of pork or 2–3 roasting hens.


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User:Sohail mansorry

Sohail Mansorry (So, Hail. Man...Sorry.)

--Sohail mansorry 15:36, 9 March 2006 (UTC)

Soil-Science graduate

Land Evaluation Expert

Intrested in:

Ecology, Paleoecology, Evolution, Taxonomy and Classification, Animalia Biology, Computer Programming (Specially Borland Delphi)

title: User:Sohail mansorry


text:
User talk:Tenser

Add content to my edits as you wish. I have removed only stuff which I found superflous. Real tipps and important notes such as 'big boom doesn't make the mobs attack the dwarf' or 'spoil is essential for dwarves' have been preserved. But endless discussions if the Bronze Set is better than the Wooden Set or the Hard Leather set should go into a newsgroup and not into a wiki book, IMHO. Or at least they should go into a general 'warrior' category and not into the 'Human Warrior' class description.

And actually, the skills are NOT listed this way anywhere else in the net, at least not that I know of. On the official site, one even has to operate a combobox to actually get to the information about the skills of a class, once one has managed to navigate to it. Of course, there are also details listed which are now gone in the representation here, such as how much mp are needed and which "power" a skill has. Still the representation there is a LOT less accessible than the compact form found here.

-- Tenser 18:03, 9 March 2006 (UTC)

Hi, I've been following your edits in the Lineage II wikibook and I only recently took a look at your older edits. As the original starting contributor, I think we need to reach an agreement on certain things.

I really do appreciate your efforts in the wikibook; it's not easy to keep up with the changes. I do hope that you would continue to contribute regardless of the outcome of this discussion

However, I do need to point out that for the PC Classes & Character Guides, merely stating the skills and effects is not adding any value to this wikibook; the information is readily available elsewhere including the official Lineage 2 site.

The original intent I had for creating that section is to write character guides -- guides on the quests, armour, skills to take, that kind of thing. Merely stating statistics is not very useful as they are available elsewhere.

Also, I would like to point out that the previous contributors (myself included) spent considerable effort to bring up some of the content. In your rewrites, you have overwritten these content without shifting the information elsewhere as far as I can tell. As far as possible I would like to keep all the meaningful contributions for use... eventually.

Again, I thank you for your efforts and would appreciate it if you continue to contribute. I just ask that you spare some considerations for the efforts of the other contributors.

-- Lynx7725 15:37, 9 March 2006 (UTC)

title: User talk:Tenser


text:
Selling Property/Licensing/United States

These sections are geared towards what you'll need to know for the individual states.

 * /Indiana/
 * /New Hampshire/


text:
Selling Property/Licensing/United States/New Hampshire

In the state of New Hampshire, the first thing you have to do is take courses preparing you for the State and National Real Estate exams. Even if you study independently, proof of 40 hours of training from an accredited training class is necessary before the New Hampshire Real Estate Commission will allow you to take the test, per New Hampshire Revised Statutes Annotated 331a.

At the NH Real Estate Commission website, there's a list of accredited instructors that can prepare you for the test, be prepared for an investment of several hundred dollars, both for the courses, books you'll need to study from, and for the test dues to the Commission.

The class consists mostly of how to take the test rather than what is necessary to be a Real Estate agent, particularly the two portions, the National and State parts.

There are 100 randomly selected questions on the National Portion, along with 5 more questions in the National Portion that are added within the test, but not counted. The 5 extra questions are within the test, but you, as a test taker do not know which ones are which.

The State Portion is similar, but smaller, with 40 questions along with 5 phantom extra questions like the National Portion. However, the state portion deals solely with issues regarding state law in regards to Real Estate practices (90% of which is dealt with in RSA 331a), as well as the makeup of the New Hampshire Real Estate Commission and some of the bylaws of local Realtor boards.

In order to pass the test, you need to get a 70%(70 National Questions or 30 State Questions) on each portion, although each portion is scored separately, you could pass one and not pass the other and then just have to take the part you failed over again.

Upon successful completion of both tests, you are issued a license to practice Real Estate within the State of New Hampshire, as detailed in RSA 331a. If you wish to practice Real Estate in other states, you only need to take the State Portion tests within their states, similar to the New Hampshire State Portion taken during your initial licensure.

Licenses are held under the aegis of a person with a Broker's license, usually the owner of a Real Estate Agency or the head of a satellite branch of a Real Estate Agency.


text:
Poker/BlackMariah

Black Mariah is a variant of Seven Card Stud.

How to Play
Black Mariah is dealt and played just like basic Seven Card Stud, with the caveat that if the queen of spades comes as an up card to any player, the hand is over. All cards are thrown in, the money remains in the pot, and the game is dealt again. Any player who folds cannot come back in and is out until the game is complete.

The game continues in this way until either the queen of spades does not come face up or until all players but one fold. If more than one player remains, the winner (high hand) splits the pot with the hand with the high spade in the hole (Ace is high).

title: Poker/BlackMariah


text:
Croatian/Main Contents/FAQ

What is the difference between i, te and a?
They're all translated as "and", but there is a difference in how to use them.

Unlike i that can indicate curiosity e.g.i kada će to biti? (and when will that be?) a can bring a little sarcastic tone to a conversation e.g. a kada će to biti? (and just when will that be?). When writing, unlike te and i, a always has a comma behind it.
 * Of all three, i suits its translation the best and can replace te and a in any case except when a means "what about" (see below). "I" is often used as "too" or "also" (I on? - Him too?) It is used the most.
 * Te is usually used to avoid sounding too repetitive (that is why it is more often found in literature).
 * A is more of and/but. It is also often used as "and what about..?" (A on? What about him?). It is also more often used at the beginnings of the sentences than "i".

Note that when listing things:
 * i is used for normal listing e.g. mačke i psi (cats and dogs)
 * a can carry the meaning of "and what about?!" e.g. A mačke? A psi? (And what about cats and dogs?)
 * te is rarely used

Native speakers tend to use "and" a lot, even when it's unnecessary, mostly following words such as 'čak', 'kad' etc. and some sentences can even sound strange if they lack "and" such as "Došli bi čak kada ne bi morali" Došli bi čak i kada ne bi morali - They'd come even if they wouldn't have to.

Can also be used A možda i ne bi. - And [then again], maybe they wouldn't.

Two words are the same but one has an "a" at the end. Why?
Some rare words can have navezak, a letter "a" at the end that doesn't have to be used if the speaker doesn't want to. It is usually added to make pronunciation easier and more understandable (s sjekirom => sa sjekirom). Some of the words include s/sa, kad/kada, kud/kuda, nikog/nikoga, svakog/svakoga...

What does šetati and what does hodati mean?
They both mean "to walk", however šetati indicates walking for pleasure, in a park or on the beach while hodati indicates the action itself or, more precisely the movement. Note: Don't use hodati if you want to say you're going for a walk with someone because you'll sound strange (especially because it can also mean "to date")

What is the difference between no and ali?
They both mean "but", but no has more of "however" meaning and is not used as often as ali.

Do words for months, seasons, weekdays and holidays have any meaning?
Mostly. For literal translations of months go to Months.

Nedjelja (Sunday) is derived from ne djelati, slavic word meaning not to work, ponedjeljak (Monday) could roughly mean "after sunday", četvrtak (Thursday) is derived from četvrti which means the fourth and petak (Friday) is derived from peti meaning fifth.

As for the holidays, Božić (Christmas) could be roughly translated as little god, Uskrs (Easter) is derived from uskrsnuti, meaning "to resurrect" and Nova godina does indeed mean New year.

Two of the four season-names appear to have meaning: Summer ("ljeto"): A word appearing to have the same root is "ljetina", which means "crop/harvest/yield." Summer might well have been considered the season of crops/harvesting/yields. Winter ("zima"): The same word means "cold," and Winter is certainly the cold season.

What are the differences between standard Serbian, Croatian and Bosnian?
Differences between standard Serbian, Croatian and Bosnian is the article in Wikipedia.

When do you use kamo, when kuda and when gdje?
All of them mean where, but the difference is often ignored even by native speakers themselves as they tend to use only "gdje".

 * Gdje is used when you want to ask where a person was/is/will be.
 * Kuda is used when asking which way a person will go.
 * Kamo is used when asking about a destination.

What is the difference between zato and jer?
They both mean because, but are used differently.

Zato is used the most, but is usually followed by što.. If it's not followed by any of the two it can also mean "and that's why...". Zato can also be used as an answer (Zato! - Because!) while jer can't. Also, jer is never followed by što or zato.

Which words in Croatian are the shortest?
The shortest words in Croatian are a (and, but), o (about), u (in), i (and), k (to), s (with).

Is the word "of" used in the same way as it is in English?
The use is similar but there are a few rules which aren't in English grammar. The word "of" is used if it describes what the object is made of, for example "Kolač od jabuka" which means "A cake made of apples". But the sentence Kuća od bake which literally translates as "house of grandma" is wrong because it means a house is made of grandma. The right sentence would be: Bakina kuća. So, if it's describing possession, od is not usually used (there are a few exceptions). Od can also mean "from" but use it only when referring to places.

When do you use sa?
Sa (with) is only used when the next word in the sentence starts with a letter "s". For example: "Popravljam igračku sa sestrom" ("I'm repairing a toy with my sister"). Normally, it would be "Popravljam igračku s prijateljem" ("I'm repairing a toy with my friend").

The word "with" is only used if it's describing a person with whom the work is preformed. For example: "Popravljam igračku s prijateljem (I'm repairing a toy with my friend"). If it's describing a tool with which a job is done, then it's not used.

S/Sa can also mean "of" (for example: skočiti s litice means "to jump off the cliff").

Does Croatian have its own writing system?
Not today, but Croatian did have its own writing system a few centuries ago. It was a form of Glagolitic alphabet (uglata glagoljica), the squared one and was in use in Middle Ages.

What is the difference between sjećati and pamtiti?
The difference is huge but a little hard to explain. Both words translate as remember but sjećati refers to remembering something from the past, reminiscing (e.g. Sjećam ga se-I remember him). Pamtiti however refers more to remembering a piece of information for future use (e.g. Upamti to-Remember that)

Formality
As with other languages, there is a formal and informal method of speech with people. When speaking formally, the person is referred to in the plural sense, as opposed to singular when informally speaking. For example: Kako ste? (formal: How are you?), as opposed to Kako si? (informal: How are you?). Formal speech is used when talking to much older person, teacher, or stranger. Informal speech is used for friends, family and children. It's normal to say što? (What) but it can sometimes be considered rude when speaking more or less formally(especially if it's "šta" or "kaj"), but more formal is molim?.

<–– Back to contents page

title: Croatian/Main Contents/FAQ


text:
Croatian/Main Contents/Level 1/Lesson 2

You must know that Croatian is very hard to learn because most of the words can have different forms and then sound like other ones. But you're in for a pleasant surprise.

Croatian is well suited for the Roman alphabet, and its pronunciation is therefore quite easy to master. It does possess noun cases, and the verbs inflect rather liberally, but the learner will get used to these new concepts rather quickly.

Vocabulary and Useful Phrases
''*"Molim" can also mean "what?" or "please"''

Singular/Jednìna
Masculine nouns in the nominative case usually do not have a fixed ending. Student, Pilot, Profesor are all Masculine nouns.

Feminine nouns have a fixed ending. If the Student is female, the noun would change to Studentica. The fixed ending is ica, or occasionally, just an a is there, like Škola/Plaža.

Neuter nouns end with -o or -e. Neuter nouns can't be changed to Masculine or Feminine usually.

Plural/Množina
Masculine nouns when plural, add -i onto the end of the word, although if masculine nouns of one syllable ending end with a "hard consonant", -ovi is added instead of -i, like Gradovi (towns). The singular is Grad (towns)

Feminine nouns when plural, replace the -a, and add -e onto the end of the word.

Neuter nouns when plural replace the -o or -e and add -a onto the end of the word. Some nouns insert -en- between the stem and the plural, like ramena (shoulders). Also, some nouns in Neuter only exist in plural form, such as Vrata (door), Novine (newspaper). Finally, some nouns have an irregular plural, meaning they don't always end with -a in plural form, such as Uho (ear) = Uši (ears) or Oko (eye) = Oči (eyes)

Next lesson

title: Croatian/Main Contents/Level 1/Lesson 2


text:
Wikijunior talk:Solar System/Uranus/Ariel

What is it made of?
Other resources mention William Shakespeares play "The Tempest", where a spirit called Ariel plays an important part. Knightowld 19:59, 9 March 2006 (UTC)

 * Keep in mind that all of the moons of Uranus are named after Shakespearian characters.... it is (strangely enough) a part of the International Astronomical Union's (IAU) standard for Uranian satellites. The astronomers involved decided to have some fun and use some of their liberal arts knowledge for a more practical use, since they needed names for these moons anyway.  I'm sure the Bard wouldn't mind, and indeed this is a great honor.  --Rob Horning 03:01, 10 March 2006 (UTC)


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Statistics/Displaying Data/Line Graphs

Line Graphs
Basically, a line graph can be, for example, a picture of what happened by/to something (a variable) during a specific time period (also a variable).

On the left side of such a graph usually is as an indication of that "something" in the form of a scale, and at the bottom is an indication of the specific time involved.

Usually a line graph is plotted after a table has been provided showing the relationship between the two variables in the form of pairs. Just as in (x,y) graphs, each of the pairs results in a specific point on the graph, and being a LINE graph these points are connected to one another by a LINE.

Many other line graphs exist; they all CONNECT the points by LINEs, not necessarily straight lines. Sometimes polynomials, for example, are used to describe approximately the basic relationship between the given pairs of variables, and between these points. The higher the degree of the polynomial, the more accurate is the "picture" of that relationship, but the degree of that polynomial must never be higher than n-1, where n is the number of the given points.

See also Graph theory

Curve fitting

From Wikipedia: Line graph and Curve fitting

External Links
 * Interactive Java-based Line Graph Applet

title: Statistics/Displaying Data/Line Graphs


text:
Selling Property/Properties/Residential

The history of Residential Real Estate dates back to prehistory when one caveman said to another "So, I hear you're looking for a cave with good ventilation and easy access to the Mastodon Hunts!" Unfortunately, cave sales have been slow this quarter, so we'll skip ahead to more contemporary homes.

Architecture
When you're on the outside of a house, your client will no doubt ask you "What's this?" or "What's that?" Here's where you'll hopefully find the answers to those questions.

Types of homes

 * Colonial: Also known as a "neo-colonial", a colonial home is an asymmetrical house, usually with the garage being the asymmetrical part.
 * Cape: A home where the second floor doubles as an attic/loft. The most common sub-style of Cape is the Cape Cod.
 * Garrison: A home with one floor slightly larger than the other, usually with a small overhang.
 * Greek Revival: Also an architectural period during the first half of the 19th Century, Greek Revivals often have columns, parallel and symmetrical floor plans, obtuse-angled gable roofs, and a kind of farmhouse-turned-mansion kind of feel. They were indicative of the period in American architecture when the country was trying to establish its own identity unique from that of England and looked to the Democratic ideals of Ancient Greece, copying their love for the Golden Mean common in Ancient Greek architecture.
 * Georgian: The first style widespread in America before the Revolution, the Georgian style is fairly simple and symmetrical, often with double chimneys, and usually having a gable roof.
 * Federal: Think Georgian, with a bit more pizazz -- arches, balconies, hip and mansard roofs are more common than with Georgians, but the symmetry is still there.

Types of roofs

 * Gable: Your standard, triangular looking roof. Sometimes, a gable may come with dormers, a small jutting portion of a floor that looks like an extension. A very steep gable is also known as an "A Frame".
 * Gambrel: Half of a Decagon, it looks kind of like half a stop sign.
 * Saltbox: Not having anything actually to do with salt or boxes, it's basically a gable with a short side and a long(usually at least twice as long)side.
 * Mansard: Think of the roofs you see at Pizza Hut, they're basically just the "non-brim of the hat" portion of those roofs.

title: Selling Property/Properties/Residential


text:
Talk:Speech-Language Pathology/Stuttering

Great book! I hope you will forgive my rather rapid conversion to PDF. RobinH 20:22, 9 March 2006 (UTC)

Thanks for your support. Yesterday I had someone call and quote to me the Wikipedia article about cluttering (tachyphemia) -- most of which I wrote! --Thomas David Kehoe 22:31, 11 March 2006 (UTC)


text:
Cookbook:Chocolate Crinkles

These chocolate crinkles are easy to make, but do require chilling the dough for several hours before forming into cookies and baking. They have a strong chocolate taste and a dramatic black and white appearance. One recipe makes 3 to 4 dozen cookies.

Ingredients

 * ½ cup (120 ml) vegetable oil
 * 4 squares (4 oz / 115 g) unsweetened chocolate, melted
 * 2 cups (480 ml) white granulated sugar
 * 4 eggs
 * 2 tsp (10 ml) vanilla extract
 * 2 cups (480 ml) all purpose flour
 * 2 tsp (10 ml) baking powder
 * ½ tsp (2.5 ml) salt
 * 1 cup (240 ml) confectioners' sugar

Procedure

 * 1) Mix oil, chocolate, and granulated sugar.
 * 2) Blend in one egg at a time until well mixed. Add vanilla.
 * 3) Stir flour, baking powder, and salt into chocolate mixture.
 * 4) Chill several hours or overnight.
 * 5) Heat oven to 350°F (175°C).
 * 6) Drop teaspoonfuls of dough into confectioners' sugar.
 * 7) Roll in sugar; shape into balls.
 * 8) Place about 2 inches (5 cm) apart on greased baking sheet.
 * 9) Bake 10 to 12 minutes.

title: Cookbook:Chocolate Crinkles


text:
Cookbook talk:Marshmallows

For the hot water (115 degrees) is it in Farenheit of Celsius?
 * Fahrenheit. If it was 115 degrees Celsius, it would be way too hot to handle. FYI, 115 degrees F --> 46.1 degrees C. —Atcovi (Talk - Contribs) 16:56, 17 December 2020 (UTC)

title: Cookbook talk:Marshmallows


text:
Talk:Selling Property/Properties/Residential

Notes To Self (Bold are added to text)

 * Home Inspections are not official until you get a form back. Until then it's a contingency. Make sure you stay on it!


text: User talk:134.48.244.183

title: User talk:134.48.244.183