text:
Directing Technology/Purchase

Research and Planning
Research and Planning in the following sections involves the initial research that is required for purchasing technology. It also involves the planning that is required before acquiring the technology.

Researching Technology Purchases
A District Technology Coordinator is usually responsible for purchasing the technology used throughout the school or district. Therefore he or she should work with the end users to develop the specifications for technology to be purchased. After general specifications have been developed in consultation with the end users, the Technology Coordinator should obtain current pricing from different suppliers or vendors. The prices should be compared through a competitive bidding process.

 * [[Image:Purchase_order.gif|125px|thumb]]Purchase Order/Purchase Requisition

 * A purchase order (P.O.) refers the School District's legal and binding acceptance of a vendor's offer. A regular purchase order contains the order date, name of purchaser, contact person, billing address, shipping address, name of vendor, vendor’s address, requested delivery date, budget codes, specifications as well as quotation reference numbers of particular items, and signature required from higher authority of the organization. Specification refers a description of a physical or functional attributes of a supply or service. A quotation refers an offer from a contractor for a supply or service. School districts normally purchase items in bulk through regular P.O. Alternatives are purchase requisitions for small amount, petty cash for very small amount of purchase. P.O are time consuming and may incur additional overhead costs.

 * Budget Codes

 * One of the most detailed and often confusing aspects of purchasing is applying budget codes. For every purchase there must be a budget code assigned to the item. The budget codes establish a consistency in reporting and allow for accumulation of detail at various levels.1a For information on proper budget codes according to the Pennsylvania Department of Education, please go to their Manual of Accounting.  For additional information about budgeting in this book, please refer to Chapter 3 on Funding and Budgeting.

 * Bidding Process

 * If any United States organization is placing an order that exceeds $10,000, then that purchase has to go through a bidding process. In perspective of a school, bids must follow a combination of local, state, and federal laws. Bids must be publicly advertised for at least 3 weeks. Sealed bids are publicly opened at a specified date and time. Many states or groups of schools place bids for large purchases. Every state/commonwealth in the United States has a government contract list from which schools may purchase without bids. For example, the Commonwealth of Pennsylvania has created the PEPPM Technology Bidding and Purchasing Program. There is also a similar program in the Lehigh Valley area of Pennsylvania. There is an organization that is called the "Lehigh Valley Association of Independent Colleges." The independent colleges in the Lehigh Valley are able to go to LVAIC and participate in a shared purchasing program. This program allows eligible colleges to save money when purchasing expensive equipment.

 * The Request for Proposal (RFP) process is being used by some school districts to invite potential vendors to submit bids for providing hardware, software, and/or services. To optimize this process, it is important to be thorough and detailed in the RFP so that vendors know the entire scope of the project. Here is an example of an RFP template

/Learn More About the Bidding Process/

Leasing Equipment
An alternate option to purchasing new technology is leasing. This is similar to leasing a car, where a school district pays a fee over time to use technology without owning the equipment. At the end of the lease the hardware is returned or purchased at a fair market price. There are positives and negatives associated with leasing, and a decision to lease or purchase should be based on a district's financial needs and technology plan. Whether a lease makes sense for a district also depends on the contract negotiated between the leaser and the vendor.

If a district decides that leasing technology will meet the needs of their program there are certain things to consider when drawing up a lease agreement.
 * Time Frame of Lease: Most leases will last for three years, however a district needs to decide the best option for for their needs on a time frame.
 * Equipment and Software: Just like in purchasing equipment, a technology coordinator needs to research what equipment will meet the needs of the administrators, teachers and students.
 * Vendor: Since the vendor will be supplying equipment and possibly software, training, and service, it is important to research vendors and choose one with a good reputation.
 * Asset Tracking: At the end of a lease a district will need to return equipment in good condition.  This requires a suitable tracking and inventory system to make sure equipment is in working order and located where it is supposed to be.
 * Maintenance and Repair: The repair of leased equipment can be handled by the district or the vendor.  The lease agreement will need to state who is responsible for making sure equipment is in working order and what repairs will be covered.
 * Technology Refresh Options: Some leases can be structured to allow upgrades before the end of the lease.  Refresh options can also allow the addition of more equipment or the return of out-dated equipment.
 * Budgeting: Under current accounting principals leasing can be shown as operating expenses rather than debt on a balance sheet.  This should be discussed with the financial department of the school district.
 * End-of-Lease Terms: The lease agreement will need to state what will happen at the end of the lease.  One thing to include in this section is whether there is a purchasing option for used hardware.  It is also helpful to clarify the condition equipment should be returned in.

Planning Technology Purchases
Technology purchases often involve large sums of money and long commitments by the school district. Before anything is purchased, planning must be done to ensure that the purchase will meet the goals and expectations of a Technology Plan and the institution's budget. In order to avoid a costly mistake, three areas of inquiry should be explored, as outlined in the sections below. Once completed, the answers to these questions should give the Technology Director confidence in the purchase decision under consideration.

 * Understand The Real Need

 * Any technology is a tool to help solve a problem or reach a goal. Therefore, the technology director must get a clear understanding of the real need before trying to find the technological solution. What is the problem that is being addressed, what goals are trying to be reached, what student outcomes are trying to be achieved?

 * Gain a clear understanding of the current conditions, the tasks being performed, the types of lessons being taught. The technology director should become very familiar with each area that the technology will touch, by sitting in on classes, observing staff using their current systems and interviewing current users about their daily tasks.
 * Talk with your users (faculty, staff, or students) to find out what they plan on using the technology for. What do your users want the technology do to for them? What improvements do they expect? Buying the wrong piece of equipment and finding out that it doesn't do the desired task is a situation that you will not want to be in.
 * Think beyond your users' requests. Users may have a limited idea of the potential of technology and their requests may be limited. As a technology director, it is part of your task to come to the table with a variety of solutions that your users may not have even dreamed possible.

 * Contact Current Users of the Technology

 * It is very important that you contact other school districts that are using the technology that your are considering for purchase. This is one of the simplest ways to check on the actual performance of the technology, yet it gives your some of the most valuable information.
 * Contact other school districts locally or nationally to find out if the technology is performing as promised, and if it is meeting expectation, in order to get a look at the unfiltered truth on its performance.
 * Contacting current users is also helpful in finding out what questions you might not know to ask - a current user with experience may be able to share valuable insights that would be otherwise unknown at this stage in the decision making process.

 * Check References of Potential Vendors

 * It is important to learn as much as possible about the vendor before entering into a contract with them. Checking references of potential vendors to be sure that they will be dependable and reliable in providing the product/service at their budgeted prices is one of the best ways to do that.

 * Check with other school districts so see where they bought a piece of equipment from. Products made by "Brand X"  are sold by many different vendors. Although the products may be the same, the support provided by the vendors can be very different. Checking references is helpful in finding out how the vendors back up their products.
 * These vendors will most likely support the product in different ways. Some will simply sell you the product, provide support for 1 year, and then you may never be able to get in contact with them again about the order that you already place. Others will install the equipment (if applicable and for an additional fee), support the equipment for several years, and will also fix any problems that may have been their fault during installation. Talking with others about their experience with an individual vendor, specifically about the kinds of technical support that are available, can be a determining factor as to who to purchase from.

 * Research the Software/Hardware

 * Researching the software and/or hardware is important in order to confirm that it is what you expect and that it is compatible with current and future systems.

 * When planning the purchase of technology equipment, IT staff members first have to do a basic inventory of what is going to be replaced. A lot of times when technology is being replaced, other equipment gets "rolled down" to replace technology that is considered old.  For example, let's say that your school purchases new computers on a four year rotating schedule. Each year, during the summer, staff members that have a computer that is four years old will receive a new computer, but their old computer may be able to be kept for some other purpose or it can be donated to some other non-profit organization; just make sure that all previous data has been erased and the only software that is installed on the computer is what was originally shipped with the computer.
 * When planning the purchase of technology equipment, the new equipment does not have to necessarily be state-of-the-art unless it will be undergoing major use (e.g. a computer lab or something used all of the time). Computers that are going to be used by faculty members, do not necessarily have to be the best equipment.  Going with a computer that may cost between $800-$900 will probably be able to meet the needs of the average user that won't be sitting at their desk all day.  If the computer is going to be used by administrative personnel, they will be at their computer all day long.  This kind of computer should probably cost between $1,100-$1,200.

Receiving and Installing
Receiving and Installing covers the logistics of receiving technology and installing it into new or old buildings and classrooms.

Receiving Shipments of Technology

 * 1) Where will it be delivered: The Technology Coordinator should know where shipments are being sent. Packages could be delivered to district offices, warehouses, or to individual schools. Usually all shipments from local vendors are delivered directly to the school or district offices or warehouses.
 * 2) Who will be there when it is delivered: A reliable person needs to receive any individual packages or large shipments. Custodians may be needed to unload shipments because the delivery person may not be required to upload large shipments off their vehicle. Usually packages are delivered along with a Packing Slip. Packing Slips must be checked against Purchase Orders to confirm that everything has been received. The chosen reliable person will have to sign the packing slip to confirm that everything has been received. Large shipments must be secured during inventory and until items are installed. If a tracking number has been provided, while an item is being shipped, the item should be tracked to monitor the status of a shipment. It is the responsibility of the Technology Coordinator to verify receipt and forward one copy of the Purchase Order to the Business office.

 * Storage of Technology

 * Each school district usually possess a warehouse where all the shipments should be kept safely with the supervision of a supervisor and storekeeper. Warehouse Storekeepers under the guidance of supervisor participate in the receiving, unloading packages, storing computers and/or laptops and/or other equipment, maintain related records, prepare and maintain reports, maintain warehouse and surrounding areas in a clean and orderly conditions, deliver items to district locations, etc.If any incorrect shipments, over-shipments, cancellations occurs, storekeeper with the guidance of supervisor prepare reports, maintain accurate and audit-able records.
 * If your school district does not have a warehouse where shipments can be kept until these are received in each school, you may have to rent a storage facility and may have to hire additional security to protect the investment.

 * Inventory

 * A Technology Coordinator should know that someone has to prepare and maintain computerized fixed asset Inventory records of the District's supplies, materials and equipments. An accurate inventory is something that is required by law and by insurance companies. A district wide inventory system is usually used. Barcode scanners help to record a model and/or serial number.
 * A proper inventory includes the purchase order number and all other relevant data attached to the order.
 * An inventory is essential because in the case of an emergency, there needs to be documented evidence as to what was damaged or stolen so value can be placed on these items. To track or control the inventory of computers, furniture and equipments more easily, school districts may need to buy some software. For a list of available pieces of software for inventory, go to IntelliTrack.

 * Payment

 * Suppliers or vendors send invoice or bill to the purchase section of the school district asking for payment. Once the items are received under satisfactory condition and all the terms and conditions of the P.O. has been met, the purchase department or section will issue the payment to the supplier and the inventory will be updated. This is where the purchase cycle will be completed.

Installing Technology
When any kind of installation of technology equipment is done, someone (either school or contracted electricians) need to install the proper data and electrical lines. Doing this will make sure that all of your new equipment can run properly. When installing data and electrical lines for new buildings, it is better to install more than what you will need. Installing more lines will allow people to rearrange the layout of a room and thus not have to worry about where items can and can not be placed.

 * Installing New Equipment

 * When installing new equipment or replacing old equipment, that will be in public areas, library or computer lab, make sure that desktop computers and monitors are properly secured. Using desktop security cases and monitor security cables can prevent people from stealing your investment.
 * After properly installing individual computer workstations, technicians need to upload the already created image to each machine. When imaging a lab, the easiest way to do this is to use what is called a multicast. This procedure saves network bandwidth and uploads the same image to multiple computers at the same time. Symantec Ghost is the most frequently used imaging problem used for this kind of task.
 * Another solution that can be used instead of, or with an image, is a application that "freezes" your computer the desired state. This means that any time the computer is restarted to automatically reverts to the desire configuration.  This idea works very well because if a computer is infected with a virus or other malicious software, if you restart the computer they go away.  The major issue with this type of setup is in maintaining updates to the operating system and to the virus definitions.  An example of program that is capable of doing this is called Deep Freeze.

 * Upgrading Equipment

 * When upgrading equipment, the same task that are usually done when installing new equipment also need to be completed.
 * In additional, the school needs to determine what will be done with the equipment that is being upgraded. Many times, old equipment can still be used by someone use in the school. In this situation, the computer is rolled down to someone else but all of the old data has been erased and the computer is put into its original state. Rolling down computers in this manner can save a district much money.
 * If computers will not be rolled down, they can always be donated to churches or other non-profit organizations that can use this equipment.

title: Directing Technology/Purchase


text:
Talk:Juggling/Symmetric Passing Patterns

We (Jochen and Flo from Berlin) were greatly inspired to work with Prechacs symmetric passing by Sean Gandini. Now we are about to publish a software that generates symmetric patterns according to given constraints. But who knows how many jugglers know about equi- and instant-bi-passes? Apparently Sean's document is the only instructional resource on the web to explain that. So we decided to start a wikibook, enabling jugglers to learn the system and invent new exciting juggling patterns.

If you know a more appropriate site to do this, please let me know.

I'm not sure if this is what you wanted, but I had a go at the front page... --Daniel S. 18:39, 26 October 2007 (UTC)

To add or not to add
Flo: "transforming upwards" confuses me, and as far as I see it doesn't add patterns. it just means "add a club to each juggler and then share/transform it", which for me is altering the original solo-siteswap and not so much prechac-transforming.

Sean: Why don’t you like this term. And not sure what usage of it you are refering to?

Flo: I think adding half the period is a handy short cut, iff you already master the transformation and the pass categories. with addition never mentioned, I believe you can explain amount of objects and pass categories with less cases. additionally I only manage to grasp the idea of Prechac if image a down-transformed digit as a shared club: I throw an object at the same time as in the solo patern, and I catch something at the same time only that it is interchanged with my partner.

Sean: I agree with the inuitive thinking behind the substractive process. Actually it seems like mathematically substraction generates all the possilble patterns whereas addition misses some. Perhaps the basic explanation would be simpler if one described it only as substraction? Ironically when i first read Prechacs article i dealt only with addition.

FLO: there could be a seperate linked page The Addition Short Cut: Prechac's Original transformation.

"subtract", "make pass" or "make pass", "subtract"
Currently, the eye-catching box says "subtracting [...] and transforming this into a pass". I like to think the other way around: make into a pass first, then subtract/add. It's really a minor thing, but this way, you never have invalid patterns in between: If a pattern is valid, adding "p" to any throw(s) yields another valid one. Afterwards, modifying a pass' value by any multiple of [pattern lenght]/[no. of jugglers] leads to the interesting staggered patterns. If you start by subtracting, you get invalid intermediate patterns though. Would anyone mind if I rewrote that section? --Hijackal 08:58, 8 November 2007 (UTC)

go ahead changing the order. the seperation of self-to-pass and the substraction should be located earlier with an explanation of the staggering effect, not in the example. Flo 17:04, 8 November 2007 (UTC)

If could also be more general, mentioning that there can be more than two involved. --Hijackal 08:58, 8 November 2007 (UTC)

It's a good idea to state somewhere earlier that the system is good for n jugglers with m hands each. BUT I'd love this to be an easy to read introduction for jugglers who roughly master siteswaps, so please postpone as much information as possible eto later chapters.Flo 17:04, 8 November 2007 (UTC)

I Agree with with Flo about initially keeping it simple in order to get more people to enjoy the marvelous patterns that this system generates. Its a problem we have found attempting to propagate both these and the original popcorns patterns that the notation/mathematical aspects overwhelms a lot of people. I will put a beta version of the popcorn article on the gandini lists page. Sean

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


text:
User talk:Tlep~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 23:51, 22 October 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:50, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:36, 19 April 2015 (UTC)

title: User talk:Tlep~enwikibooks


text: User talk:168.174.253.221

title: User talk:168.174.253.221


text:
User:SunCreator

{| width="100%" cellspacing="0" cellpadding="0" valign="top"|

{| width="100%" style="background-color:#F0FFFF; padding:5px; border-bottom:1px solid #000; border-left:1px solid #000; border-right:1px solid #000; " cellspacing="5" valign="top"|
 * style="background-color:#F0FFFF" valign="top" |
 * style="background-color:#F0FFFF" valign="top" |
 * style="background-color:#F0FFFF;padding:0px" valign="top" |
 * style="background-color:#F0FFFF;padding:0px" valign="top" |

Project

 * Visit Chess Opening Theory

Useful Links

 * Special:RecentChangesLinked/
 * Opening Theory edits
 * Latest edits in 'Index of chess topics' subject
 * Find Uncategorised pages - anything beginning 'Chess Opening Theory' in list.
 * 'Theory of Chess' talk pages
 * :
 * Chess Strategy
 * General
 * w:User:SunCreator

How to

 * }
 * }

title: User:SunCreator


text:
User talk:Abdullah Ibrahim

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Mattb112885 (talk to me) 03:21, 23 October 2007 (UTC)

title: User talk:Abdullah Ibrahim


text:
User talk:Jacktevnan

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Mattb112885 (talk to me) 03:22, 23 October 2007 (UTC)

title: User talk:Jacktevnan


text:
User talk:NullPtr

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Mattb112885 (talk to me) 03:22, 23 October 2007 (UTC)

title: User talk:NullPtr


text:
User:Minal~enwikibooks

Minal Patel
$$x+y$$

title: User:Minal~enwikibooks


text:
Programming with Moose/Syntax/before, after and around

 ,  , and   are method modifiers. They give control over the chain of events around the actual call to a method. This allows the user to do simple things, easily. Two of the keywords, and  , do nothing more than trigger code. While  permits dynamic rewriting of the arguments.

These features are documented only in.

Infinite recursion
It might be tempting to call the function that the modifier is attached to within the modifier's sub. This is bad; observe the following and never do it:

The result is a bad infinite loop:
 * 1) The after modifier executes and calls
 * 2) The after modifier executes and calls
 * 3) ad infinitum
 * 1) The after modifier executes and calls
 * 2) ad infinitum

What not to do
This is an example of what most people think will work, but it doesn't: the hackish solution that it seems everyone must attempt once. Observe what you should never do!!:

which returns: $VAR1 = [ 'modifier before', [            'foo' ]        ]; $VAR1 = [ 'modifier after', [            'hax3d' ]        ]; $VAR1 = [ 'method', [            'hax3d' ]        ];

Here you might figure this works, because your able to hack a method of modification into method. but be aware, employing this technique will yield a drastic difference when you pass something other than a reference.

$VAR1 = [ 'modifier before', 'foo' ]; $VAR1 = [ 'modifier after', 'bar' ]; $VAR1 = [ 'method', 'foo' ];

Almost surely not what you were looking for? Don't worry, now for what you should do.

What to do
The Way of the Moose™ is simple, use the more suited  . Moose makes it very direct and clear what you intend to do. Using  your modifier will get: (a) the name of the desired method, (b) a reference to self, and (c) the arguments sent to the function. You can then  if you wish to dispatch the function or totally rewrite or halt the call.

returns the following: $VAR1 = [ 'modifier', sub { "DUMMY" }, [            'foo' ]        ]; $VAR1 = [ 'method', 'foo' ];


text:
User talk:Pumpmeup

User talk pages: Wikimedia Commons — English Wikipedia — Meta — (all) - CONTACT ME

title: User talk:Pumpmeup


text:
User:Pumpmeup

User pages: Wikimedia Commons — English Wikipedia — Meta — (all) - CONTACT ME

title: User:Pumpmeup


text:
User talk:EdwardAlanFox

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 14:32, 23 October 2007 (UTC)

Thanks!
Ed Fox,

First off I would like to express my utmost gratitude to yourself for taking the time to help attain the required permission's from the UNESCO. I believe that the e-mail that you have posted on my talk page will be sufficient to remedy the copyright issue. However, I believe that I will need you to forward a copy of the email to myself in order for me to verify the email address that it has come from. If you could do that it would be a big help. My email address is urbane.reece@hotmail.co.uk. I will email a copy of this reply to yourself to ensure that it reaches you.

Thanks again. Urbane  (Talk)   (Contributions)  08:24, 23 October 2007 (UTC)

title: User talk:EdwardAlanFox


text:
Eclipse/FAQ/Xerces

Eclipse Platform uses XML parser Xerces (to read plugin.xml ...)

JDK 1.4+ provides Xerces also...

FOP library wrapper example
It seems to be better (without ClassCastException) make this library (with 3rd Xerces, Xalan, ...) as Fragment.

 * 1) Fragment "org.apache.fop":
 * 2) * Alt-Enter (Properties for org.apache.fop) -- Java Build Path /Libraries -- Add JARs..., /Order and Export -- (select jars)
 * 3) * MANIFEST.MF/Runtime /Classpath -- Add...
 * 4) Host plugin:
 * 5) * MANIFEST.MF/Build /Extra Classpath Entries -- Add JARs...

Links

 * FAQ Why doesn't Eclipse play well with Xerces?
 * Apache Xerces XML Parser
 * FOP Bridge
 * Simplify Eclipse classpaths using classpath containers
 * Eclipse - a tale of two VMs (and many classloaders)

title: Eclipse/FAQ/Xerces


text:
Find File Professional

Authors & Contributors
This book has been brought to you by the efforts of the folks listed on the Authors & Contributors page

Who is this book for?
Everybody who wants to learn how to use the program Find File Professional may read the book. No special computer knowledge is needed except that you have to know how to work with the mouse, the keyboard and the windows in MS Windows. After reading the book you will be able to work efficiently with the program and do your work faster and better.

Contributing to this book
If you would like to contribute to this book, you are strongly encouraged to do so! There are a couple of things you may wish to do:

Editing a page
Simply click on the "edit this page" link at the top of whichever page you would like to edit! Your contribution will be immediately made live, but will also be quickly reviewed, so using these pages to link to a pornographic site is a waste of time and energy, as offending additions will be quickly removed. This also applies to spam and flaming. You can also ask questions and make comments about each page by clicking the "discussion" link at the top of the page. Thank you

Adding a page
If you would like to add a page to the book, such as a new tutorial page or a reference manual page, create a link to it under Contents sections on this very page. Then with that link live, click it to be taken to the new page where you will be able to create content for the page. If you're putting up a tutorial and you don't know where it belongs, put it in the Misc section for now and we will tweak it and put it in the right spot. For instructions on how to name your pages appropriately, click here.

Table of Contents
= User Manual =

Getting started

 * /Getting the program and the required libraries/ [[File:100%.svg]]
 * /Installing Find File Professional/ [[File:100%.svg]]

Dialog Reference

 * Preferences Dialog:
 * /General Preferences/ [[image:75%.svg]]
 * /Search Advanced Preferences/ [[File:100%.svg]]
 * /Misc Preferences/ [[File:100%.svg]]
 * Open With:
 * /Open With dialog for single file/ [[image:75%.svg]]
 * /Open With dialog for multiple files/ [[File:100%.svg]]
 * /Drag & Drop opening/ [[File:100%.svg]]

FAQ
= Tutorials =

This part of the book is about practicing your knowledge gained in the Manual part. It can also serve as a quick start for some advanced users willing to learn about some particular features.

General

 * /Tutorial Syntax/ [[image:75%.svg]]
 * /Performing a Simple Search/ [[File:00%.svg]]

title: Find File Professional


text:
Find File Professional/Authors & Contributors

AntonKerezov - the developer of the program


text: User talk:69.227.211.51

title: User talk:69.227.211.51


text:
User talk:S081048

Copyright problem with Image:Ameyoko.jpg

 * Please check all your uploads and be sure they are properly licensed, sourced and tagged. For help, ask on my talk page, or at WB:HELP. – Mike.lifeguard  | talk 01:17, 5 November 2007 (UTC)

Copyright problem with Image:Ueno.jpg
'''You keep uploading images with no license information. I would like to check that you understand that these images will be deleted in one week (7 days) unless that information is provided. Please respond so I can be sure you understand. This is done according to policy. For help or if you have questions, ask on my talk page, or at WB:HELP. – Mike.lifeguard ''' | talk 01:25, 5 November 2007 (UTC)

title: User talk:S081048


text: User talk:Natsumiya09

title: User talk:Natsumiya09


text:
User talk:Dilomo

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 11:49, 23 October 2007 (UTC)

This is not an error page
This is not an error page. I'm starting a manual for my program Find File Professional and I'd like it to be a wiki so that everybody can contribute.

I will add more info as the time goes on
I'm busy these days so I have no chance to improve the wiki but I will very soon do so.

title: User talk:Dilomo


text: User talk:220.227.249.226

title: User talk:220.227.249.226


text:
User talk:Thomasstarnight

Can I ask why you're editing a userpage which doesn't belong to you? I await your reply. I've included more useful information below:

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 12:01, 23 October 2007 (UTC)

title: User talk:Thomasstarnight


text:
Find File Professional/NamingPages

You should name the page according to the structure of the book. Pages under the Manual section explain the features of the program while the entries under Tutorial give specific examples and visual documentation (pictures, clips, etc.) on how we achieve something.An example on naming a page for a Special Selection window might be:
 * In the manual section: The Select by Name dialog
 * In the tutorials: Using Special Selections

title: Find File Professional/NamingPages


text:
Find File Professional/Tutorial Syntax

Numeric pad
Note for Windows 2000/XP users: do not press right Shift five times in a row as it turns on the Windows Sticky Keys. Doing so will mess up the ability for your keyboard to recognize commands. If the box for sticky keys appears, press cancel. If you don't need the accessibility features, you can disable sticky keys: go to Start → Settings → Control Panel; select Accessibility Options, and for each of the options, StickyKeys, FilterKeys, and ToggleKeys, (1) clear the "Use …" checkbox, and (2) press the "Settings…" button and clear the "Use Shortcut" checkbox.

title: Find File Professional/Tutorial Syntax


text:
Find File Professional/Getting the program and the required libraries

This program is made to run on Windows Operating System and any Linux or MacOS versions are not available.

The program can be downloaded from many websites including the program's site. Here are the most popular ones:

 * Softpedia download page
 * CNet download page
 * ZDNet download page
 * Find File download page

The program needs a framework of libraries to run. It's well known: .NET Framework 1.1 from Microsoft. You can download it if you don't have it already at Microsoft.com/downloads or you can run the installer and if you don't have the framework it will prompt you, and show you buttons from which a web download pages open.

The program can run on .NET Framework 2.0 or later versions but some compatibility issues may appear such as list-view flickering.


text:
Talk:Find File Professional

This is a book that can serve as a Manual to the Program Find File Professional. It consists of two parts a Reference Manual and a Tutorial Section.

title: Talk:Find File Professional


text:
XForms/Disable Trigger

Motivation
There is a specific delete trigger on each row of a table or each item of a list. You want to disable the delete (button) trigger if there is only a single item remaining in the list.

Sample Code
       Item:    Delete    <xf:trigger> <xf:label>Append</xf:label> <xf:action ev:event="DOMActivate"> <xf:insert nodeset="instance('my-instance')/item" at="last" position="after" /> <xf:setvalue ref="instance('my-instance')/item[last]" value="concat('Item ', count(instance('my-instance')/item))" /> </xf:action> </xf:trigger> <xf:trigger bind="item-delete-trigger"> <xf:label>Delete Selected Row</xf:label> <xf:delete nodeset="instance('my-instance')/item[index('item-repeat')]" ev:event="DOMActivate" /> </xf:trigger>

Discussion
This example uses two named instances. The my-instance is the data that would be submitted with the form. The views instance is just used to bind a view of the form with some logic. This is done in a bind statement.

This says that the item delete trigger should only be present if there is more than one item.

Although the above is logically correct, there is really no need to count all the items and do a comparison. You can enable the trigger if the second item is present.

This syntax is preferred since it is faster and the greater than sign does not have to be escaped.

title: XForms/Disable Trigger


text:
Find File Professional/Installing Find File Professional

Installation
After you obtain (see Getting the program) the program and the .NET Framework installers you are ready to go. FIRST you have to install the Framework and THEN Find File Professional.

Troubleshooting

 * If you try to install the program without the framework installed first an error message appears telling you that you do not have .NET Framweork installed. If you try to run the program an error will pop up and the application execution will stop.
 * If you install the program first and the framework after that an error may appear. If this is the case you have to restart your computer in order the program to work.


text:
User talk:E091559

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 14:41, 23 October 2007 (UTC)

title: User talk:E091559


text:
User talk:Mig091473

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 14:41, 23 October 2007 (UTC)

Last Copyright Warning
--Az1568(Talk) 08:23, 13 November 2007 (UTC)

title: User talk:Mig091473


text:
User talk:Bclifford

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title: User talk:Bclifford


text:
User talk:Flo~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 14:41, 23 October 2007 (UTC)

Your image uploads
I notice that you uploaded some images. Do you have need of Image:2p1.svg? It seems like Image:2p1transform.png is a better version. As well, Image:2p1 trandform.png is a misspelling. If you want Image:2p1.svg & Image:2p1 trandform.png deleted, please edit the image description page and add at the top. An admin will come along and delete them for you. Thanks. – Mike.lifeguard  | talk 00:19, 8 November 2007 (UTC)

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title: User talk:Flo~enwikibooks


text: User talk:207.248.164.199

title: User talk:207.248.164.199


text:
Insubric/I conjugation

The first conjugation is formed by verbs with infinitive ending in -à. There are differences, in present indicative, between monosyllabic and polysyllabic verbs, so we use two examples: tirà="to pull" (polysyllabic) and trà="to throw" (monosyllabic).

title: Insubric/I conjugation


text:
Insubric/Particular conjugations

vess="to be"
 * The t in 1st person is euphonic.
 * The form with v instead of r in imperfect is archaic or dialectal.
 * Remember that desinences -om and -ov can be replaced by -em and -ev.
 * The h of hinn is soundless because it is pseudoetymologic.

title: Insubric/Particular conjugations


text:
GtkRadiant/Keyboard and Mouse Commands

In GtkRadiant, there are two different types of Keyboard and Mouse Commands, first, we have those normal keyboard shortcuts we find in every other application. Those are commands which can be executed through the menus or toolbar as well as using a key on the keyboard or the mouse. But in GtkRadiant, there are also quite a lot of things which only can be done with the mouse, so these are very important to learn.

On this page, the mouse buttons are called MMB, LMB, and RMB where MMB is the middle mouse button (the mouse wheel button) and LMB and RMB are the left and right mouse buttons respectively. If a D is after the MMB, LMB, or RMB, this means the mouse it to be dragged, not just clicked. SCROLL means scrolling the scroll wheel. If using the MMB doesn't work, make sure you have activated 3 button mouse in the preferences. D means you should drag the mouse.

Hotkeys
http://www.darth.illusions-tec.de/tut_radi_en.php

title: GtkRadiant/Keyboard and Mouse Commands


text:
User talk:Minal~enwikibooks

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User talk:Scr~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 15:24, 23 October 2007 (UTC)

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

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title: User talk:Scr~enwikibooks


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User talk:E072005

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title: User talk:E072005


text: User talk:129.137.28.88

title: User talk:129.137.28.88


text:
User talk:84.222.10.151

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
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 * The ability to upload images
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We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

– Mike.lifeguard  | talk 15:58, 23 October 2007 (UTC)

title: User talk:84.222.10.151


text:
User:AVRS

 * Wikipedia
 * English
 * Esperanto
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 * Wiktionary
 * English
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 * Commons
 * commons:User:AVRS
 * Meta
 * meta:User:AVRS

eo:User:AVRS ru:User:AVRS

title: User:AVRS


text:
User talk:82.32.135.150

Radiation Oncology
Thanks for your interest in the Radiation Oncology wikibook. Please be aware that all contributions to Wikibooks are released under the GNU Free Documentation License, so copyrighted materials cannot be added to the wiki. Abstracts are copyrighted, so your additions of abstract information to Radiation Oncology/Cervix/RTOG Cervix cannot be accepted. However, please don't be discouraged, as you are welcome to help out the wikibook in other ways. You should take a look at the instructions for authors. Thanks! Brim 18:36, 23 October 2007 (UTC)

title: User talk:82.32.135.150


text:
Semiconductor Electronics/Field Effect Transistor

 * /Introduction/
 * /Construction and Characteristics of JFET/
 * /Transfer Characteristics/
 * /Specification Sheet/
 * /Instrumentation/
 * /Important Relationships/
 * /Depletion-Type MOSFET/
 * /Enhancement-Type MOSFET/
 * /MOSFET Handling/
 * /VMOS/
 * /CMOS/
 * /Software/


text:
Semiconductor Electronics/Software

Software programs used for this book
Inkscape : A vector drawing tool which is used to create most of the diagrams in Semiconductor Electronics.

Speed Crunch : Calculator with which one can perform precise mathematical calculations.

Programming Languages

 * C and C++
 * Java

Electrical Engineering Tools

 * Electric
 * Ktechlab
 * Pspice
 * KiCAD

title: Semiconductor Electronics/Software


text:
User:A.K.Karthikeyan

Hello, My name is A.K.Karthikeyan. Contact me at mail mindaslab@gmail.com or ak@mindaslab.in

title: User:A.K.Karthikeyan


text:
MediaWiki:Watchlist-details

NaN $1 pagess watched, not counting discussion pages.

title: MediaWiki:Watchlist-details


text:
Programming with Moose/Syntax/override

To override a function use the Moose keyword  .

super
Super passes the original @_. If you want to alter the args (@_), see around.

title: Programming with Moose/Syntax/override


text:
Chess Opening Theory/1. d4/1...Nf6/2. Nf3/2...d5

=Queen's Pawn Opening= White's main options:
 * 3. c4 - Direct transposition to Queen's Gambit.
 * 3. e3 - Often signals a move toward the Colle System, though it can still transpose back to QG.
 * 3. g3 - The fianchetto is quieter but will either transpose or tend toward a Catalan.
 * 3. Bg5 - The Torre Attack. If white's plan is to double black's pawns by exchanging the bishop for the f6 knight, this is independent. Otherwise it should transpose into typical QGD lines.

A move like 3. Nc3 is certainly not bad, but it doesn't put much pressure on black. White's c-pawn plays a key role in control of the center, and moving the knight to c3 earlier usually allows black easy equality. Also 3. Bf4 can be played, leading into the London System.

Theory table
'''1. d4 Nf6 2. Nf3 d5'''


text:
Chess Opening Theory/1. e4/1...Nf6/2. e5/2...Nd5/3. d4/3...d6/4. Nf3/4...Bg4

= Alekhine's Defence =

Black has reduced White's control over the center. Black usually gives up his bishop for the knight and doubled pawns on the f-file.

Theory table
.

1.e4 Nf6 2.e5 Nd5 3.d4 d6


text:
Chess Opening Theory/1. e4/1...Nf6/2. e5/2...Nd5/3. d4/3...d6/4. c4/4...Nb6/5. exd6/5...exd6

=Alekhine's Defence=

Theory table
.

''1.e4 Nf6 2.e5 Nd5 3.d4 d6 4. c4 Nb6 5.exd6 exd6'''


text:
User:Arikel~enwikibooks

See you on Wikipedia...

Arikel

title: User:Arikel~enwikibooks


text:
User talk:Arikel~enwikibooks

I just didn't like that red... I am NOT talking to myself :) See you on Wikipedia!

Arikel

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Renamed
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title: User talk:Arikel~enwikibooks


text:
User:Eliz81

Hi, I'm Eliz81.

title: User:Eliz81


text:
Chess Opening Theory/1. Nf3/1...d5

=1.Nf3 Opening=

1...d5
Black stakes a claim to the center. White has many options now and as so often with 1.Nf3 many transpositions. 2. g3, 2. d4, 2. c4 (Réti), 2. d3, 2. b3, 2. e3, and even 2. b4!? are sensible moves.

White can also try the Tennison Gambit with 2. e4?!, usually reached with 1. e4 d5 2. Nf3?!, but it's considered dubious with best play.

Statistics
33% white wins, 45% draws, 23% black wins, for an overall score of 55.5% for white.

Theory table
.

1.Nf3 d5

title: Chess Opening Theory/1. Nf3/1...d5


text:
Talk:Chess Opening Theory/1. Nf3

It's debatable whether this position after 1. Nf3 can be called the Réti as the Réti occurs 1. Nf3 d5 2. c4 E5ricky 00:54, 24 October 2007 (UTC)

title: Talk:Chess Opening Theory/1. Nf3


text:
Java Programming/Arithmetic expressions

In order to do arithmetic in Java, one must first declare at least one variable. Typically one declares a variable and assigns it a value before any arithmetic is done. Here's an example of declaring an integer variable:

After creating a variable, one can manipulate its value by using Java's operators:  (addition),   (subtraction),   (multiplication),   (integer division),   (modulo or remainder),   (pre- & postincrement by one),   (pre- & postdecrement by one).

The division operator rounds towards zero:  is 2, and   is -2. The remainder operator has the same sign as the left operand; it is defined such that  is always equal to a. The preincrement, predecrement, postincrement, and postdecrement operators are special: they also change the value of the variable, by adding or subtracting one. The only difference is that preincrement/decrement returns the new value of the variable; postincrement returns the original value of the variable.

Question 3.8: Consider the following code:

What will be printed in the standard output?

=> 10  => 20   => 40   => 21   => 7

When using several operators in the same expression, one must consider Java's order of precedence. Java uses the standard PEMDAS (Parenthesis, Exponents, Multiplication and Division, Addition and Subtraction) order. When there are multiple instances of the same precedence, Java reads from left to right. Consider what the output of the following code would be:

The following chart shows how Java would compute this expression:

Besides performing mathematical functions, there are also operators to assign numbers to variables (each example again uses the variable initialized as ):

Using bitwise operators within Java
Java has besides arithmetic operators a set of bit operators to manipulate the bits in a number, and a set of logical operators. The bitwise logical operators are

Besides these logical bitwise functions, there are also operators to assign numbers to variables :

The shift operators are used to shift the bits to the left or right, which is also a quick way to multiply/divide by two:

title: Java Programming/Arithmetic expressions


text:
User:Skizzerz/monobook.css

 * 1) siteNotice { display: none !important; }

title: User:Skizzerz/monobook.css


text:
Adventist Youth Honors Answer Book/Health and Science/Heart and Circulation

1. Describe the basic function of the following parts of the circulatory system: heart, blood vessels, blood, and lungs.

 * Heart: The heart is a muscular organ responsible for pumping blood through the blood vessels.
 * Blood Vessels: The blood vessels are like tubes inside the body though which blood flows. They function to transport blood throughout the body.
 * Blood: Blood is a specialized fluid consisting of red blood cells, white blood cells, and platelets suspended in a complex fluid medium known as blood plasma. Blood plasma is the liquid component of blood, in which the blood cells are suspended. It makes up a little more than half of total blood volume.  By far the most abundant cells in blood are red blood cells. Red blood cells carry oxygen to all the other cells in the body and carry carbon dioxide (and other wastes) away from them. White blood cells help to resist infections, and platelets are important in the clotting of blood.
 * Lungs: The principal function of the lungs is to transport oxygen from the atmosphere into the bloodstream, and to get rid of carbon dioxide from the bloodstream into the atmosphere.

2. Describe the major difference between arteries and veins. What is a capillary and what is its function?
Arteries are muscular blood vessels that carry blood away from the heart. All arteries, with the exception of the pulmonary and umbilical arteries, carry oxygenated blood.

Veins are blood vessels that carry blood toward the heart. The majority of veins in the body carry low-oxygen blood from the tissues back to the heart; the exceptions being the pulmonary and umbilical veins which both carry oxygenated blood.

Capillaries are the smallest of a body's blood vessels, measuring 5-10 μm, and are important for the interchange of oxygen, carbon dioxide, and other substances between blood and tissue cells. The walls of capillaries are composed of only a single layer of cells, the endothelium. This layer is so thin that molecules such as oxygen, water and lipids can pass through them by diffusion and enter the tissues. Waste products such as carbon dioxide and urea can diffuse back into the blood to be carried away for removal from the body. Capillaries are so small the blood cells need to pass through it in a single file line. Capillaries carry blood from the arteries to the veins.

3. Identify two locations for measuring your pulse. Demonstrate your ability to accurately take someone's pulse.

A person's pulse is the throbbing of their arteries as an effect of the heart beat. It can be felt at the neck (carotid artery), at the wrist (radial artery), behind the knee (popliteal artery), on the inside of the elbow (brachial artery), near the ankle joint (posterior tibial artery), and a few other places.

The easiest places to detect the pulse are at the neck and wrist. To detect it at the neck, place the index and middle fingers side-by-side lightly on the neck just below the corner of the jawbone. Do not press too hard as this can alter the pulse, and in some cases cause the person to pass out.

To detect it at the wrist, again place the fingers side-by-side on the smooth side of the wrist below the thumb. Do not use the thumb to take the pulse, as the pulse can be detected in the thumb itself which can interfere with the pulse one is attempting to measure.

Once you can feel the pulse at either location, count the number of throbs over a 15 second period and multiply that by 4 to get the number of beats per minute.

==4. Record your resting pulse rate, then exercise strenuously (jog, swim laps, climb stairs, etc.) for 10 minutes. Retake your pulse immediately after exercising, and then again after five minutes. Do this each day for one week recording your results on a chart or a graph. Did the exercise affect your heart rate?== The exercise should affect your heart rate in two distinct ways. The first is pretty obvious, in that the heart rate should go way up during and just after the exercise. The second effect is more subtle, and this is the reason the exercise should be repeated daily for a week (though 20 minute sessions will be far more effective than 5 minute sessions). After a week of exercise, the heart rate should be lower when at rest. Furthermore, it should recover to the resting rate more quickly.

This would be a good time to look at the Physical Fitness honor, as it requires aerobic exercise (which raises the heart rate for 20 minutes or longer) over a period of three months. After three months of engaging in aerobic exercise at least four times per week, there should be a noticeable improvement in the heart rate, and an improvement in general health to boot.

5. Make a simple stethoscope and listen to someone’s heart beat.
A simple stethoscope can be made by connecting the small end of a funnel to a length of tubing. Instead of a funnel, you can use the top of a plastic soda or water bottle. If you cut the top off a bottle for use as a funnel, it would be a good idea to line the cut edge with a bit of tape folded over so that there are no sharp edges.

Place the funnel over the "patient's" heart and put the other end of the tubing up to the ear (but not in the ear!). You should be able to hear the heartbeat.

6. List at least five things you can do to keep your heart healthy. Put these into practice if you have not been doing so already.

 * 1) Get regular exercise
 * 2) Eat a healthy well-balanced diet, avoiding trans-fats, hydrogenated oils, and cholesterol.
 * 3) Do not smoke (and avoid second-hand smoke as well)
 * 4) Don't abuse drugs or alcohol
 * 5) Reduce stress and anxiety

7. What is cholesterol and how is it related to arteriosclerosis?
Cholesterol is a substance found in the cell membranes of all tissues, and it is transported in the blood plasma of all animals. It is required for normal cellular function. Cholesterol is either made by the body, or derived from the diet, in which case it is delivered by the bloodstream.

If the diet contains too much cholesterol, it will cause a condition known as arteriosclerosis. Arteriosclerosis is a general term describing any hardening (and loss of elasticity) of medium or large arteries. This is caused when excess cholesterol is deposited on the inside of the arteries in the form of plaque. As the plaque builds up, the inside of the artery becomes smaller and smaller, and that makes the heart have to work harder and harder to get the blood though.

Sometimes these plaque build-ups inside the arteries can break loose. Remember that arteries carry carrying blood away from the heart, and they get smaller and smaller until they reach the capillaries which are very tiny indeed. A loose chunk of plaque in the bloodstream will therefore find itself lodged in a small artery that it cannot get through, blocking all blood flow to that part of the body.

8. What is a heart attack and what are its symptoms? How can CPR help?
A heart attack is a medical condition that occurs when the blood supply to a part of the heart is interrupted, most commonly due to rupture of a plaque deposit as described in the previous requirement. When the heart tissue cannot get oxygen, it dies. If enough of the heart tissue dies, the heart will stop beating, and unless something is done, the person will die.

CPR is that "something" that can be done to keep a person from dying if the heart stops beating. The first component of CPR involves repeatedly compressing the chest. This causes the heart to compress as well, squeezing the blood out of it and into the arteries. The compression is then released and the heart draws more blood from the veins. It is, in effect, a way of making a person's heart pump blood. The second component of CPR is for the rescuer to blow air into the victim's mouth or nose to add oxygen to the lungs (and hence, into the blood).

If CPR can be performed until a defibrillator can deliver an electric shock to the heart to restart it, the chances of survival are greatly increased.

See the CPR honor for details on how to become certified to administer CPR.

9. What is an ECG and how is it used by a doctor?

An electrocardiogram (ECG or EKG, abbreviated from the German Elektrokardiogramm) is a graphical representation of electrical activity of the heart over time.

Analysis of the various waves yields important information to a doctor:

 * It is the gold standard for the diagnosis of cardiac arrhythmias.
 * It guides therapy and helps determine risk for patients who may have had a heart attack.
 * It helps detect electrolyte disturbances.
 * It allows for the detection of abnormalities.
 * It is used as a screening tool for heart disease during a cardiac stress test
 * It is occasionally helpful with non-cardiac diseases such as hypothermia.

10. Find five verses in the Bible that refer to your heart. Memorize two of them.
The word heart occurs hundreds of times in the Bible. These texts are all from the New International Version, and were selected because they can be applied to your heart.

Psalm 51:10
 * Create in me a pure heart, O God,
 * and renew a steadfast spirit within me.

Deuteronomy 6:5
 * Love the LORD your God with all your heart and with all your soul and with all your strength.

1 Chronicles 16:10
 * Glory in his holy name;
 * let the hearts of those who seek the LORD rejoice.

Psalm 7:10
 * My shield is God Most High,
 * who saves the upright in heart.

Psalm 38:10
 * My heart pounds, my strength fails me;
 * even the light has gone from my eyes.

Job 37:1
 * At this my heart pounds
 * and leaps from its place.


text:
Google Services And Products/Authors

Authors and other contributers
Please add your name here if you have helped out with this Wikibook.
 * Arsenalfan - Original Author
 * Ncusa367 (talk)

title: Google Services And Products/Authors


text:
Programming with Moose/Syntax/extends

Use the   keyword to clobber the inheritance chain setting only that which you've specified. Extends both eliminates and causes problems and should be used often, but with caution when migrating from Non-Moose to Moose.

Gotcha
One thing to look out for when using  is the use of. The CORE module "base" does not clobber (overwrite) the inheritance chain but instead adds to it. Steven the author of Moose identified this as a problem area, even though functionality some times depends on the "problem." Extends forces a linear unless otherwise specified inheritance chain, this means the last module in the chain by definition must either, or. If either of these citera are not met you will get obfuscated errors informing you the keywords (plain Perl5 functions) are not defined.

The directive to  instructs Moose to automagically set up   to inherit from. is clobbered with the use of.

Example
module A - module B - module C

 * 1) A extends B
 * 2) B extends C
 * 3) C must either   or

Class::Accessor
Often the culprit of  problems is , or legacy junk as the Moose team refers to it. is often used in base classes as in the following

This has the result of pushing onto  (the inheritance chain)   but it still leaves Moose out of the picture. Moose expects  to be at the base of the inheritance chain.

title: Programming with Moose/Syntax/extends


text:
User talk:Christywillett

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 06:51, 24 October 2007 (UTC)

title: User talk:Christywillett


text:
Programming with Moose/Ideology

Goal
Moose's goal is to increase programmer productivity by patching suboptimal syntax and Perl5's lacking object model. Moose goes about this by doing the grunt work for you. Nothing Moose accomplishes is done with source filters.

Speed
Moose does not endeavor to make your program execute faster, nor does it show much concern for compile time. Most of the speed hit for using Moose occurs at compile time by design.

Base-type independence
One of the things Moose accomplishes is an abstraction away from Perl5's base data-types. It shouldn't matter if your object is a blessed hash, array, or scalar with Moose and proper practices you can accomplish base-type independence.

The bundle
A simple  should be your one-stop-shop for an off-the-shelf OO solution to both Perl's problems and yours. The latest and greatest sandbox for Moose features too esoteric to be included into Moose, or things built with the framework can be found in the  namespace. MooseX is loosely reserved for things which build on top of Moose, or things that modify the behavior of Moose. Note however that MooseX is not the appropriate namespace for code which just uses Moose. Some extensions include MooseX::Traits, MooseX::Singleton, MooseX::Types.

title: Programming with Moose/Ideology


text:
Semiconductor Electronics/Diode/Construction and Operation

Diode Construction

A diode is formed by joining two equivalently doped P-Type and N-Type semiconductor. When they are joined an interesting phenomenon takes place. The P-Type semiconductor has excess holes and is of positive charge. The N-Type semiconductor has excess electrons. At the point of contact of the P-Type and N-Type regions, the holes in the P-Type attract electrons in the N-Type material. Hence the electron diffuses and occupies the holes in the P-Type material. Causing a small region of the N-type near the junction to lose electrons and behave like intrinsic semiconductor material, in the P-type a small region gets filled up by holes and behaves like a intrinsic semiconductor.

This thin intrinsic region is called depletion layer, since its depleted of charge (see diagram above) and hence offers high resistance. Its this depletion region that prevents the further diffusion of majority carriers. In physical terms the size of the depletion layer is very thin.

Zero Bias

When a diode is zero biased, that is has no bias, it just stays. Almost no current passes through the diode. However if you connect the anode and cathode of the diode you might be able to observe small voltage or current that is insignificant. This is because the electromagnetic spectrum that's present in our environment by default (microwave background, heat, light, radio waves) knocks off electrons in the semiconductor lattice that constitutes current. For practical reasons this current can be considered zero.

Reverse Bias

In reverse bias the P-type region is connected to negative voltage and N-type is connected to positive terminal as shown above. In this condition the holes in P-type gets filled by electrons from the battery / cell (in other words the holes get sucked out of the diode). The electrons in N-type material is sucked out of the diode by the positive terminal of the battery. So the diode gets depleted of charge. So initially the depletion layer widens (see image above) and it occupies the entire diode. The resistance offered by the diode is very huge. The current that flows in reverse bias is only due to minority charge which is in nano amperes in silicon and micro amperes in high power silicon and germanium diodes.

Forward Bias

In forward bias the P-Region of the diode is connected with the positive terminal of the battery and N-region is connected with the negative region. During the forward bias the following process occurs. The positive of the battery pumps more holes into the P-region of the diode. The negative terminal pumps electrons into the N-region. The excess of charge in P and N region will apply pressure on the depletion region and will make it shrink. As the voltage increases the depletion layer will become thinner and thinner and hence diode will offer lesser and lesser resistance. Since the resistance decreases the current will increase (though not proportional) to the voltage.

At one particular voltage level Vf called the threshold / firing / cut-off voltage the depletion layer disappears (overwhelmed by the charge) and hence from this point on the diode starts to conduct very easily. From this point on the diode current increases exponentially to the voltage applied.


text:
Applied Science BTEC Nationals/Practical Chemical Analysis/Case studies

Morriston Hospital, Swansea
The Swansea NHS Trust serves 250,000 people and manages 1800 hospital beds. It is a teaching hospital trust with all major specialities including burns, renal, cardiac surgery and neurosurgery. There are two main hospitals, Singleton (600 beds) and Morriston (850), and 7 smaller hospitals. Morriston is on the northern outskirts of the city. Singleton is west of the city centre.

There are two main laboratories in the Swansea NHS Trust, one at Morriston and the other at Singleton. The Pathology Departments have concentrated most resources on one or other sites in order to maximise use of facilities. A comprehensive service is achieved despite this specialisation, by means of efficient IT and transport systems. The department has an annual budget of approximately £8.5 million.

The department is Clinical Pathology Accreditation (UK) Ltd (CPA) accredited. CPA is the key accreditation body for NHS pathology laboratories. Laboratories are required to apply CPA standards in all aspects of their daily operations.

CPA standards apply to the laboratory’s organisation, staffing, resources, analysis and examination methods and quality assurance.

more...

Anchem Laboratories, Neath
Anchem Laboratories Ltd was established in 1983 to carry out a wide range of testing: asbestos consultancy, noise surveys, occupational hygiene work amongst other environmental and health and safety orientated services.

They are UKAS accredited for many aspects of the consultancy's work to ISO 17025. Anchem hold UKAS accreditation for asbestos surveys to meet the new Control of Asbestos at Work Regulations 2006. This accreditation meets the internationally recognised Standard ISO 17020. They hold MCERTS for stack emission testing offering an independent service to existing and new customers.Anchem home page.

more...


text:
Semiconductor Electronics/Diode/Ideal Diode

An Ideal diode has the following characteristics. Practical realization of ideal diode is an impossibility because of physical limitations. However an ideal diode makes the student to grasp about diode concepts in a quick and crisp manner.

Zero Forward Resistance
An ideal diode has zero forward resistance. This means if current passes through a diode, it produces no heat loss. In other words an ideal diode in its forward bias acts like a closed switch in a electrical circuit.


text:
Semiconductor Electronics/Diode Applications

 * /Polarity Detector/
 * /Half Wave Rectifier/
 * /Full Wave Rectifier/
 * /Clipper and Clamper/
 * /Modulator and Demodulator/
 * /Voltage Regulator/


text:
Applied Science BTEC Nationals/Practical Chemical Analysis/Case studies/Morriston Hospital

Morriston Hospital, Swansea
The Swansea NHS Trust serves 250,000 people and manages 1800 hospital beds. It is a teaching hospital trust with all major specialities including burns, renal, cardiac surgery and neurosurgery. There are two main hospitals, Singleton (600 beds) and Morriston (850), and 7 smaller hospitals. Morriston is on the northern outskirts of the city. Singleton is west of the city centre.

There are two main laboratories in the Swansea NHS Trust, one at Morriston and the other at Singleton. The Pathology Departments have concentrated most resources on one or other sites in order to maximise use of facilities. A comprehensive service is achieved despite this specialisation, by means of efficient IT and transport systems. The department has an annual budget of approximately £8.5 million.

The department is Clinical Pathology Accreditation (UK) Ltd (CPA) accredited. CPA is the key accreditation body for NHS pathology laboratories. Laboratories are required to apply CPA standards in all aspects of their daily operations.

CPA standards apply to the laboratory’s organisation, staffing, resources, analysis and examination methods and quality assurance.

Organisation
Pathology services in Swansea are provided by the Directorate of Pathology. The Directorate is made up of Departments of:
 * Cellular Pathology (9 consultants )
 * Chemical Pathology (2)
 * Haematology (4-6)
 * Medical Microbiology/Virology (1-3)

All pathologists are involved in the interpretation of laboratory test results and giving advice about the appropriate investigation of patients.

Workload
The department performs over 2.6 million investigations annually.

Annually, 1.7 million test requests are received, covering a huge spectrum of analysis including highly automated chemical pathology tests, the culture of an enormous range of micro-organisms, highly detailed blood and bone marrow analysis and the provision of screening programmes for breast and cervical cancer.

Staffing
There are 19 consultant medical staff in Pathology together with 5 clinical scientists and approximately 150 technical and clerical staff. Together they provide both a clinical and an analytical service.

The Directorate of Pathology is involved in several aspects of undergraduate medical teaching.

Information Management
Both medical and technical staff work together to provide the analytical service. There is a very strong emphasis on quality control and efficient timely procedures throughout. Managing such a huge volume of information is highly dependent on an effective laboratory computer system. Clinical scientists play an important role in monitoring quality control measures and undertaking research and development as well as leading teams in specific technical areas (i.e. molecular biology).

Most NHS clinical laboratories keep their documentation as paper records, but this causes problems when staff need to access documentation and problems maintaining document control. The Chemical Pathology and IT departments at Swansea NHS Trust have developed an intranet as an effective yet inexpensive method of access and storage for all its procedural documentation and record keeping.

Types of sample
Most samples received in chemical pathology and haematology are blood samples collected by phlebotomy, using the evacuated blood collection (VacutainerTM)system

Order of Draw of Evacuated Tubes.
 * 1) Blood culture bottles, sterile tubes
 * 2) Tubes without additives (red stoppers)
 * 3) Tubes containing Gel
 * 4) Tubes for coagulation studies (light blue - contain citrate)
 * 5) Tubes with additives:-
 * Pink/lavender stoppers (EDTA)
 * Black stoppers (citrate - for ESR haematology)
 * Grey stoppers (fluoride and oxalate - for glucose determination)

Serum or plasma zinc level will show misleading elevation due to the presence of zinc in the stopper. Special tubes for trace element studies (dark blue stopper - sodium salt of heparin) are available from the Chemical Pathology Department.

Health and safety
Most samples received are blood samples collected with the evacuated blood collection system. Guidelines for safely collecting blood in this way include:

 * Wear gloves during venepuncture and when handling blood collection tubes to minimise exposure to hazards.
 * Do not remove needle shield.
 * After use, DO NOT resheath needle but dispose of both the needle and holder into an appropriate sharps disposal container

General notes about high risk samples
Under the Health and Safety at Work Act (HSWA) and the COSHH Regulations, anyone taking and/or sending potentially hazardous material for laboratory examination has a duty to conduct the work safely.

Section 3 of the HSWA requires staff to pass on knowledge of known or suspected hazards to those who need to handle the material.

Laboratories must be informed of any potential risk of infection (e.g. cases of known or suspected communicable diseases such as T.B., hepatitis B and C, HIV, CJD). Both the request and the specimen must be labelled “DANGER OF INFECTION” with a special yellow label.

Specimen containers and request forms must be transported to the laboratory in the specially-designed “double pocket” sealable pathology specimen plastic transport bag. The request form should be placed in the separate pocket.

The medical officer taking the sample must ensure that a senior member of the department is informed that the sample is to be sent. Only the most appropriate tests will be performed on hazardous samples. Prior consultation with the consultant pathologist concerned is advised.

Cellular Pathology
Cellular pathologists work closely with clinical teams, particularly in cancer care, providing key diagnostic and prognostic information and advice.

Annual Workload
Surgical Pathology (Histology): 24-25,000 including 250 frozen sections

Cytopathology: 25,000 gynaecological smears and 4,000 surgical cytology including 300 FNAs (fine needle aspiration biopsies).

Autopsies: Approximately 1000 in total. 300 at Neath, 550 autopsies requested by HM Coroners, 55 autopsies performed at the request of clinicians with relatives’ consent (“permission cases”).

Types of sample
1. Histology specimens (25,000 p.a.), including intraoperative frozen sections, endoscopic biopsies and samples from GP’s.

Gross specimens and biopsies are usually received in 10% buffered formalin, which must be about 20 times the volume of the tissue.

The bottles and buckets used to transport the specimens must have well fitting lids to prevent leakage, and be properly labelled.

Frozen Sections: The specimen must be sent dry.

Lymph Node Biopsy: Molecular diagnostic methods are increasingly important in the diagnosis of lymphoma. These methods are facilitated by the availability of snap frozen, fresh, unfixed biopsy material. Therefore these specimens should be sent as quickly as possible to the laboratory unfixed, in a dry container.

Renal Biopsy: Should be sent immediately to the laboratory.

Wales Cancer Bank: Tissues are received fresh from theatre.

2. Cytology service (30,000 specimens p.a.) including fine needle aspiration cytology and cervical screening.

Cytology: Most fluids, urines, pleural fluids, etc. should be collected in white capped universal bottles and sent to the laboratory without delay. Generally, four universal bottles are considered to be a representative sample.

Sputum Examination: Early morning deep cough specimens sent on the day of production and collected into plain universal bottles.

Fine Needle Aspiration Cytology: Specimens should be sent to the department via the portering service as soon as possible. A member of Cytology staff may assist in the collection.

Cervical Cytology: Liquid Based Cytology. (LBC)

Health and safety
The bottles and buckets used to transport the specimens must have well-fitting lids to prevent leakage, and be properly labelled. Containers of various sizes are available.

Formalin is a moderately flammable liquid when exposed to heat or naked flame. It is a known carcinogen, a strong eye, skin and mucous membrane irritant and a skin sensitiser and may be fatal if swallowed. Spillage absorption granules should be present in any department using formalin together with instructions for their correct use.

Chemical Pathology
Chemical pathologists run diabetic and lipid clinics.

The Chemical Pathology department was formed from the merger of 3 local laboratories in 1995. There is now one main laboratory (Morriston) open 24/7 and two “satellite” laboratories. In the satellite laboratories, there is no on site analyst between midnight and 8am.

Types of sample
Mostly blood samples, also urine, cerebrospinal fluid (CSF), faeces

Haematology
Haematologists have an extensive clinical practice managing patients with a wide range of blood related disorders.

Types of sample
Blood samples for full blood count (FBC) and erythrocyte sedimentation rate (ESR) tests.

Bone marrow aspirate and trephine samples.

Donor blood for cross-matching.

Microbiology
Microbiologists also advise on the management of infectious disease and monitor hospital acquired infections and community outbreaks. The Microbiology Department is part of the Public Health Laboratory Service which also deals with environmental (food, water etc.) microbiology and incorporates two national reference laboratories, for Toxoplasmosis and Cryptosporidium.

Types of sample

 * Swabs
 * Faeces
 * Sputum
 * Pus
 * Urine
 * Blood, clotted blood, serum
 * Biopsy material, washings, aspirates, fluids (cerebrospinal, seminal, etc.), smears
 * Intrauterine contraceptive devices (IUCDs)
 * Vomit
 * Food suspected of contamination
 * Sellotape samples of threadworm eggs
 * Skin, nail, hair

Viral Hepatitis
7ml clotted blood should be collected and labelled with a “DANGER OF INFECTION” sticker. Use warning labels for blood from patients with acute hepatitis, abnormal liver function tests, jaundice, chronic carriers, intravenous drug abuse and close contacts of cases.

HIV
If HIV test is required contact the Consultant Microbiologist. However, if the sample is collected by a GP, 7ml clotted blood should be sent, labelled "DANGER OF INFECTION".

Notifiable Diseases
The following diseases must be notified, as soon as diagnosed, to the Consultant in Communicable Disease Control.


text:
Applied Science BTEC Nationals/Practical Chemical Analysis/Case studies/Anchem

Anchem Laboratories, Neath
Anchem Laboratories Ltd was established in 1983 to carry out a wide range of testing: asbestos consultancy, noise surveys, and occupational hygiene work amongst other environmental and health and safety orientated services.

They are UKAS accredited for many aspects of the consultancy's work to ISO 17025. Anchem hold UKAS accreditation for asbestos surveys to meet the new Control of Asbestos at Work Regulations 2006. This accreditation meets the internationally recognised Standard ISO 17020. They hold MCERTS for stack emission testing offering an independent service to existing and new customers.

Asbestos
UKAS accredited to ISO 17020 for inspections of buildings for asbestos containing materials to MDHS100. All asbestos inspectors are the minimum of BOHS P402 qualified and highly experienced.

UKAS accredited to ISO 17025 for asbestos material sampling, bulk testing, air sampling, fibre counting and four stage clearance testing to HSG248. All asbestos personnel are qualified to the minimum of BOHS P401, P403 and P404 and are highly experienced.

HSE Licence holders in a Supervisory and Ancillary capacity for work with asbestos.

Participation in external quality control schemes such as RICE for fibre counting and AIMS for bulk analysis.

Senior members of staff are members of the British Occupational Hygiene Society (BOHS)

Stack emissions
This includes compliance testing, CEM calibration, abatement efficiency determination, process control improvement etc. and it is with this in mind that we strive to offer a comprehensive analytical service to our clients by offering a wide range of wet chemical, isokinetic and instrumental techniques.

They have MCERTS accreditation for testing the following pollutants/substances:

 * Total Particulate Matter
 * Metals
 * Mercury
 * Dioxins, Furans
 * Poly Aromatic Hydrocarbons (PAH)
 * Hydrogen Sulphide
 * Speciated Volatile Organic Compounds (VOCs)
 * Oxygen
 * Total Volatile Organic Compounds (VOCs)
 * CO and CO2
 * NO and NO2 (NOx)
 * SO2
 * Moisture
 * Ammonia
 * Hydrogen Chloride
 * Hydrogen Fluoride (gaseous phase)
 * Amines and Amides
 * Aldehydes

Occupational hygiene
Anchem provides the following occupational hygiene services: -

 * COSHH Risk Assessment
 * Occupational Exposure Monitoring and Assessment Surveys
 * Typical species include dusts, fumes, metals, metalworking fluids and organic vapours etc.
 * Workplace Atmosphere Monitoring / Indoor Air Quality / Sick Building Syndrome Assessments
 * Workplace Noise Surveys and Exposure Assessments
 * Local Exhaust Ventilation Examination and Testing (BOHS P601 qualified staff)
 * Hand Arm Vibration Monitoring and Advice
 * Environmental Noise Surveys and Assessments

Laboratory testing
Typical samples submitted for testing include:

 * Drinking Waters
 * Effluents
 * Fly Ash
 * Soils
 * Metals
 * Refractory Materials

Anchem utilise a wide variety of analytical techniques including FTIR, GC-FID, UV-VIS, Hydride & Cold Vapour Generation, ISE in addition to standard volumetric & gravimetric analysis.


text:
User:Peterblaise

Peter Blaise Monahon Independent High-Tech Computer Support in Plain Language, Since 1969 2776 South Arlington Mill Drive #277 Arlington, Virginia 22206 US

http://www.peterblaise.com/

[mailto:peterblaise@yahoo.com peterblaise@yahoo.com]

703-845-1556

Please join me on my discussion/talk page - thanks.

 * As of 2008-01-10 18:04, http://en.wikibooks.org/w Wikibooks holds a total of 90,948 pages, 27,767 articles in the main namespace, and 8,140 uploaded files.

 * As of 2024-July-,  holds a total of  pages,  articles in the main namespace, and  uploaded files.

title: User:Peterblaise


text:
XQuery/Checking for Required Parameters

Motivation
You want to check for required parameters and return a useful error message if the required parameters are not present.

Approach
To solve this problem we will use the get-parameter function and only return results if the parameter is present. If it is not present then we will return a useful error message.

Sample Program
xquery version "1.0"; declare namespace request="http://exist-db.org/xquery/request";

let $parameter-1 := request:get-parameter('p1', '')

return if (not($parameter-1)) then (       Parameter 1 is missing.        Parameter 1 is a required parameter for this XQuery.       ) else (         Parameter 1={$parameter-1} )

Output
If you do not supply the required parameter the following will result:

Parameter 1 is missing. Parameter 1 is a required parameter for this XQuery.

Checking for multiple Arguments
The following example checks for multiple arguments. In this case if parameter 1 OR parameter 2 is missing an error will be generated.

xquery version "1.0"; declare namespace request="http://exist-db.org/xquery/request";

declare option exist:serialize "method=xhtml media-type=text/xml indent=yes";

let $parameter-1 := request:get-parameter('p1', '') let $parameter-2 := request:get-parameter('p2', '')

return if (not($parameter-1) or not($parameter-2)) then (       Parameter 1 or 2 is missing.        Both arguments required for this XQuery.         Parameter 1={$parameter-1}         Parameter 2={$parameter-2}     ) else (   Parameter 1={$parameter-1}     Parameter 2={$parameter-2} )

Note that the following logic is equivalent:

Sometimes the second form is easier to read.

Returning HTTP Status Codes
There is considerable discussion if you should also return a HTTP error code such as a 400 error. In general if the checks to the parameters are part of your business logic and not part of the communication protocol you should never return HTTP codes. This tells the calling application that they got the base URL correct and there was no permission problems but the application logic detected an error. The client application should then understand how to parse error documents and display the relevant error messages to the user.

For further details see HTTP Status Codes

Checking for File Availability
Many times a URL parameter is used to open a specific file from a data collection within an application.

You can use the doc-available function and following code sample to check for the existence of a file:

title: XQuery/Checking for Required Parameters


text:
User talk:Jjochen

Hi there,

if you are interested in juggling, have a look at Symmetric Passing Patterns!

take care Jochen

title: User talk:Jjochen


text:
User:Mnpred

mnpred is curently part of two forms devoted to studing the art of Lucid dreaming. he is in 9th grade and hopes to start a curear in studing lucid dreams, and dream interpratation. He is curentley working on two booke which are still in hand writen form. you con contact him at [mnpred@aol.com]

title: User:Mnpred


text:
Chess Opening Theory/1. c4/1...c5

= English Opening - Symmetrical Variation=

1...c5
The Symmetrical Variation. Play varies greatly depending on how White chooses to develop, for instance 2. Nf3 signals that White will try to achieve a favourable break with the d-pawn immediately and Black can then try to impede this break and achieve his own immediate d-pawn break. 2. Nc3 on the other hand makes it harder for Black to achieve that pawn break and signals White´s intention to develop first and then break the symmetry. For instance, common moves for White in this variation include g3, Bg2, e4, Nge2, d3, and O-O (the arising white pawn structure is called the Botvinnik system) with the idea of a pawn break on f4, b4, or even d4. White may also play e3 instead of e4 and once the knight gets to e2 the pawn break on d4 becomes a very attractive possibility.

title: Chess Opening Theory/1. c4/1...c5


text:
Chess Opening Theory/1. c4/1...c5/2. Nf3

= English Opening - Symmetrical Variation=

2. Nf3
Main line symmetrical. The idea in this variation is to achieve the pawn break on d4 for white. Black on the other hand might calmly accept the pawn exchange and develop comfortably, with the ideal of pinning and destroying the white knight on c3.

Theory table
.


text:
Talk:United States Government/The Annotated Constitution of the United States/Article One, Section 1 Annotations

Copyright?
This text reads like it was copy/pasted out of something (at least to me). The end of it breaks down with oddities, and it almost looks like some kind of text dump that nobody has gotten around to fixing yet. 76.10.24.2 14:10, 24 October 2007 (UTC)


text:
User talk:121.247.181.53

Thank you for experimenting with Wikibooks, but please make experimental edits to the Sandbox rather than to live books. --Jomegat 14:17, 24 October 2007 (UTC)

title: User talk:121.247.181.53


text:
User:Tomáš Maluška

I´m very interested in false friends.

title: User:Tomáš Maluška


text:
False Friends of the Slavist/Map cumet

cumet

title: False Friends of the Slavist/Map cumet


text:
False Friends of the Slavist/Map bavit

bavit

title: False Friends of the Slavist/Map bavit


text: User talk:205.217.85.210

title: User talk:205.217.85.210


text:
False Friends of the Slavist/Map mrdat

mrdat

title: False Friends of the Slavist/Map mrdat


text:
User talk:206.131.39.51

-- Herby talk thyme 15:38, 24 October 2007 (UTC)

title: User talk:206.131.39.51


text:
User talk:Alexia~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 15:55, 24 October 2007 (UTC)

-- Herby talk thyme 15:55, 24 October 2007 (UTC)

-- Herby talk thyme 15:57, 24 October 2007 (UTC)

Blocked
You were warned - when the block expires please contribute constructively or the next block will be longer -- Herby talk thyme 16:04, 24 October 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 22:56, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:30, 19 April 2015 (UTC)

title: User talk:Alexia~enwikibooks


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...d5/5. exd5/5...Nd4/6. c3/6...b5/7. Bf1/7...Nxd5/8. Ne4/8...Qh4/9. Ng3/9...Bg4/10. f3

=Two Knights Defence:Fritz variation=

9. f3
Forced, no undefended squares for the White Queen to go to and 9. Be2 would lose a piece to 9...Nxe2 with threat of Nf4 and Ne2 or Nd3 mate.

Theory table
.
 * 1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 d5 5.exd5 b5 6.Bf1! Nd4 7.c3 Nxd5 8.Ne4 Qh4 9. Ng3 Bg4


text:
XQuery/Saving and Updating Data

Motivation
You have some web forms (such as XForms) that need to save their data to your database. You want a single XQuery that will be used to save new data and update existing data. If a form is used to update an existing record, you can assume that it has an  tag in the XML document being saved. New documents will need to have a new document id created for them.

Method
We use HTTP POST data and scan for a specific element like id. If the record does not have an id element, we know that we must create a new record. Note that there is no sequence number generated in this example yet. If there is an id parameter, we will delete the old file and save the new data into the same file. Note that there is no backup or archive.

Sample Program to Store/Remove a single XML file
let $id := $my-doc/id

let $collection := 'xmldb:exist:///db/xquery-examples/save-test'

(: this logs you in; you can also get these variables from your session variables :) let $login := xmldb:login($collection, 'mylogin', 'my-password')

(: replace this with a unique file name with a sequence number :) let $file-name := 'test-save.xml'

return { if (not($id)) then (      let $store-return-status := xmldb:store($collection, $file-name, $my-doc)             return                New Document Created {$store-return-status} at {$collection}/{$file-name}        ) else (          let $remove-return-status := xmldb:remove($collection, $file-name)           let $store-return-status := xmldb:store($collection, $file-name, $my-doc)           return                Document {$id} has been successfully updated ) }

Sample Program to Insert an XML item at the end of an XML file
Sometimes you do not want to create a new XML file, but only save the results at the end of an existing XML file. This can be done using the XQuery update operations.

W3C Candidate Recommendation for XQuery Update Operations

eXist 1.2/1.3/1.4/1.5 syntax for XQuery Update Operations

For example, in eXist 1.2/1.3/1.4 the operation syntax is the following:

title: XQuery/Saving and Updating Data