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User talk:Dfost019

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Good luck! --Panic (talk) 14:38, 6 February 2008 (UTC)

title: User talk:Dfost019


text:
User talk:N-true

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Good luck! --Panic (talk) 14:38, 6 February 2008 (UTC)

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

title: User talk:N-true


text:
User talk:Bhlkumar

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Good luck! --Panic (talk) 14:38, 6 February 2008 (UTC)

Keep it coming...
Cool work, Telecommunications and Network Security just added it to may favorite book list. --Panic (talk) 07:14, 21 February 2008 (UTC)

title: User talk:Bhlkumar


text:
User talk:Wkc3

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Good luck! --Panic (talk) 14:38, 6 February 2008 (UTC)

title: User talk:Wkc3


text:
User talk:Ldrew003

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Good luck! --Panic (talk) 14:38, 6 February 2008 (UTC)

title: User talk:Ldrew003


text:
User talk:Tfitz012

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Good luck! --Panic (talk) 14:39, 6 February 2008 (UTC)

title: User talk:Tfitz012


text: User talk:92.113.18.131

title: User talk:92.113.18.131


text:
Chess Opening Theory/1. e4/1...a5

= Ware Defence/Corn Stalk Defence =

The Corn Stalk Defence, also known as the Ware Defence or Corn Stalks, is a rare chess opening with the moves:

 * 1. e4 a5?!

It is generally regarded as a dubious response to 1. e4, as it does nothing to aid in Black's development, allows White a free hand in the center, and weakens the b5 and b6 squares. Note the rook development to a6 is already prevented. However, if played in a style similar to 1...a6, namely with Black playing 2...b6 and 3...Bb7, it can be effective. Preston Ware, someone known for playing eccentric openings, often used the Corn Stalk Defence in tournament play, with decent success.

title: Chess Opening Theory/1. e4/1...a5


text:
User:N-true

Hi, my name is André and I'm from Germany. To find out more about me, please visit my Wikipedia User page.

title: User:N-true


text:
Erlang Programming/Processes

Erlang Processes and Messages
Processes are easy to create and control in Erlang.

The program chain_hello.erl builds a chain of processes as long as you like. Each process creates one process then sends a message to it. The program creates a chain of N processes which each print out "hello world!" (where  is some integer).

Processes send messages to and receive messages from one another. Messages are read with pattern matching. The messages are matched in a fifo (first in, first out) way.

Note 1: The order of the final output depends on process scheduling.

Note 2: Time flows downward (in each vertical line, see note 1).

This is a Process Message Diagram for the execution of: chain_hello:start(1). start(1) | spawns ---> listen(1) |                  |    |                spawns > listen(0) |                  |                            |    |                sends > speak --> prints --> "hello world 0" |                  |                            |  sends --> speak --> prints --> "hello world 1"     | |                           |                        ok                           ok

Program listing for: chain_hello.erl -module(chain_hello). -compile(export_all). % start(N)->                                                 % startup Pid1 = spawn(chain_hello, listen, [N]), Pid1 ! speak, io:format("done \n"). % listen(0)->                                                % base case receive speak -> io:format("hello world!~w\n", [0]) end; listen(N)->                                                % recursive case Pid2 = spawn(chain_hello, listen, [N-1]), Pid2 ! speak, receive speak -> io:format("hello world!~w\n", [N]) end.

% sample output  % % % 14> chain_hello:start(4). % done % hello world!4 % hello world!3 % hello world!2 % okhello world!1 % hello world!0

title: Erlang Programming/Processes


text:
The American School/The Cultural Diversity of our Society and the Implications for Education

More immigrants arrived in the United States during the 1990s than in any other decade on record. As a result of this increase in immigration a great many students with limited backgrounds in English are entering American classrooms (Eggen, Kauchak, 2007; Gray & Fleischman, 2005). According to Eggen and Kauchak (2007) experts estimate that by the year 2020 two thirds of the school population will be African American, Asian, Hispanic, or Native American. This means there will be great cultural diversity in our society and in our schools. In order for us to have a better understanding of this we must first examine the specific definition of diversity related to this report. The terms diversity and diverse learners focus primarily on differences related to social class, ethnicity, culture, and language (Zeichner, 1992). Each of these topics is important to our understanding of diversity and diverse learners. Culture, which refers to the knowledge, attitudes, values, and customs that characterize a social group can influence school success dramatically (Eggen and Kauchak, 2007). For instance, culture can influence what foods we eat, how we eat them, and with whom we eat them with. Different cultures have different ways of learning and interacting with society, and when these different cultures are all mixed into one classroom it makes the education process even more difficult. Eggen and Kauchak (2007) define ethnicity as a person’s ancestry and the way individuals identify with the nation from which they or their ancestors came, an important part of culture. Members of an ethnic group have a common history, language, value system, and set of customs (Eggen and Kauchak 2007). For example, a student with English as a second language may be required to speak English in school, but go home and be required to speak their family’s language. With all these differences within our society, there are going to be many problems in the way that teachers will help educate, communicate, and interact with our culturally diverse schools.

Problems with Teaching a Diverse Society
The problem will be to educate teachers to teach for diversity, in most instances; “will continue to be one of educating white, monolingual, and mostly female teacher education students during pre-service teacher education in college and university settings to teach diverse learners effectively” (Zeichner, 1992, p. 2). According to Zeichner (1992) much of the literature discussing how institutions prepare teachers for diversity isn’t as available to the general teacher education community and shows the low status of this issue in the “official” agenda for teacher education reform. The main problem is the growing difference between the teaching force, and those students in public schools “Urban schools contain the most diversity, and most teachers don’t want to teach in these schools which need the most time and work” (Zeichner, 1992, p. 4). Several recent studies have shown that “teacher education students are overwhelmingly white, female, and monolingual, from a rural or suburban community and that they come to their teacher education programs with very limited interracial and intercultural experience” (Zeichner, 1992, p. 4). Teachers then need to have knowledge of these different cultures before they come into the classroom.

What Teachers Need to Know and Be Able to Teach
Teachers need to be aware of differences within minority groups, different ethnic groups and attitudes. They also need to believe that all students can succeed regardless of diversity and they need to show this belief to the students. Teachers need to provide challenging work instead of mechanical curricula which is usually the norm for many ethnic and language minority students. These are all behaviors that Zeichner (1992) said teachers must have in order to effectively teach a diverse classroom. Teachers are responsible for helping members of cultural minorities to adapt to the dominant culture (including schools) with out causing the minority to lose their cultural identity, a process called “accommodation without assimilation,” other terms are alternation; the ability to comfortably function in both cultures, and code switching; the ability to use nonstandard dialects in social situations but standard English in school (Eggen and Kauchak, 2007, p.106). People code switch all the time, fact is you probably did it today when you answered a question in class it was most likely not the way you would speak to your peers. Zeichner (1992) believes that explicit teaching of the codes and customs of the school is necessary so that students will be able to participate fully in the main stream. In order to teach diverse learners, one needs to have knowledge about child and adolescent development; second-language acquisition; and know about the ways that socioeconomic circumstances, language, and culture shape school performance and educational achievement as well as specific knowledge about the languages, cultures, and circumstances of the particular students in their classrooms and then use this knowledge in the organization of curriculum and instruction to stimulate learning (Zeichner, 1992, p.3). A main point that is repeated over and over again is that teachers need to have knowledge of their particular students, and not just generalize. This, among other things, needs to be taught to potential educators in order for classroom success.

The Teaching of Potential Teachers for Diverse Learners
There are a number of ways that potential teachers can be educated to manage a diverse classroom. Zeichner (1992) thinks that one way to educate potential teachers for this is to have whole programs that focus on preparing teachers to work with ethnic-and-language-minority students; this can target general minorities or specific groups. The problem with educating teachers on this matter is that most of the courses that deal with diversity are optional rather than compulsory. Many universities are entering into partnerships with low-performing public schools to strengthen their students’ ability to succeed in college (Office for Civil Rights, n.d.). Teachers tend to have low expectations for cultural minorities. Extensive field work with minorities and a development of one’s own cultural identity is necessary to cross-cultural understanding (Zeichner, 1992, p. 7). Many low expectations for cultural minorities are related directly to the generally lower socioeconomic status of these minorities. Socioeconomic status has a significant impact on the learning process.

Socioeconomic Status
Socioeconomic status (SES) is the combination of parent’s income, occupation, and level of education that describes relative standing in society. It is one of the most powerful factors influencing student achievement (Eggen and Kauchak, 2007). According to Eggen and Kauchak (2007) socioeconomic status consistently predicts intelligence and achievement test scores, grades, truancy, and dropout and suspension rates. Students from families in the highest income quartile are two and a half times more likely to enroll in college and eight times more likely to graduate than their low SES peers. SES influences learning in at least three ways:

 * 1) Basic Needs and Experiences
 * 2) Low-SES children lack medical and dental care and live in substandard housing on inadequate diets.
 * 3) Poor nutrition can affect attention and memory and lead to lower IQ scores,
 * 4) Number of homeless children is higher than any time since Great Depression.
 * 5) Economic problems can also lead to family and marital conflicts which result in less stable homes, these children come to school without a personal sense of security that equips them to tackle school-related tasks.
 * 6) High-SES parents are more likely to provide their children with educational activities, such as travel and visits to art galleries and science museums. They also have more computers, reference books, and other learning materials in the home, and they provide more formal training outside of school, like music and dance lessons, activities that complement classroom learning.
 * 7) Parental Involvement
 * 8) Higher SES parents also tend to be more involved in their children’s schooling and other activities.
 * 9) Time spent working, often at two jobs or more, is a major obstacle to school involvement for low-SES parents.
 * 10) In general, high-SES parents talk to their children more and differently than do those who are low-SES; they ask more questions, explain the causes of events, and provide reasons for rules.
 * 11) Sometimes called “the curriculum of the house,” these rich interaction patterns together with the background experiences already described, provide a strong foundation for future learning.
 * 12) Attitudes and Values
 * 13) The impact of SES is also transmitted through parental attitudes and values.
 * 14) Many high-SES parents encourage autonomy, individual responsibility, and self control; low-SES parents are more likely to emphasize conformity and obedience.
 * 15) Values are also communicated by example:
 * 16) *Children who see their parents reading and studying learn that reading is valuable and more likely to read themselves.
 * 17) *Students who read at home show higher reading achievement than those who don’t.
 * 18) High-SES parents also have positive expectations for their children and encourage them to graduate from high-school and attend college (Eggen and Kauchak, 2007, p.104).

All of this described above shows that coming from disadvantaged homes can make learning and high achievement a challenge for students. For instance, a lack of parental involvement, a lack of basic needs such as pour nutrition, and a negative environment with negative attitudes all increase this challenge. Attitudes and values are also demonstrated not only through socioeconomic status, but through culture.

Attitudes and Values Based on Culture
When culture was defined, it was said to include attitudes and values that characterize a social group. These aspects of culture sometimes help school learning and other times they can have negative impacts on it. A positive example written by Eggen and Kauchak (2007) states that Asian-American parents typically have high expectations for their children, encouraging them not only to attend college, but also to attain a graduate or professional degree. However, some minorities, because of a long history of separatism and low status sometimes defend themselves through cultural inversion. This inversion is the tendency of members of cultural minorities to reject certain attitudes, values, and forms of behavior because they conflict with their own cultural values (Eggen and Kauchak, 2007). This can be seen when students don’t do well in school. To become a high achiever is to “become White,” and students who want to succeed and are involved in school can lose the respect and friendship of other classmates. One solution to this is minority role models who can provide learners with evidence that they can both succeed and retain their cultural identity (Eggen and Kauchak, 2007). Many cultural minority students also have different ways of acting and interacting with the traditional teacher-as-authority-figure role. I think that if teachers interacted with some of these students with a more supportive rather than structural manner, the students might respond in a more positive way.

Classroom Culture and Organization
As Eggen and Kauchak (2007) state, in most classrooms, teachers emphasize individual performance, which they can reinforce by test scores and grades. This can lead to competition, which requires successes and failures; and the success of one student may be tied to the failure of another often detracting from the motivation of those who are not succeeding. One example in Eggen and Kauchak (2007) talks about the Hmong, a mountain tribe from Laos who immigrated to the United States after the Vietnam War: Hmong culture emphasizes cooperation, and Hmong students constantly monitor the learning progress of their peers, offering help and assistance. Hmong culture also de-emphasizes individual achievement in favor of group success. Now think about how well these students would learn when involved in the highly competitive instruction and fewer opportunities for student help and teamwork of most schools.

Summary
In order to teach a culturally diverse society effectively, educators must take many things into account. Different cultures have different sets of values and attitudes that can reflect on learning in both positive and negative ways. Teachers must know their subjects personally and not generalize; stereotyping can lead to lower expectations and unjust treatment of individuals. Just because in general a specific culture has tendencies in one area, no education can prepare you for the students you will actually encounter. Eggen and Kauchak (2007) claim that it is virtually certain that you will teach students who are members of cultural minorities, and it is highly likely that English will not be the first language for some of them. The following principles can help guide efforts by teachers as they work with these students.

 * Communicate that you respect all cultures and value the contributions that cultural differences make to learning.
 * Involve all students in learning activities.
 * Use concrete experiences as reference points for language development.
 * Target important vocabulary terms.
 * Provide opportunities for all students to practice language.

And finally, teachers should emphasize that learning is the goal of every discussion and should help students understand that wrong answers are an integral and important part of the learning process (Eggen and Kauchak, 2007). All these factors contribute to the learner diversity and all must be carefully examined before any potential educator steps foot into the classroom. In order to be an educator prepared for learner diversity, it is shown over and over again that there are many differences in our society and that we need to be aware of all these differences to teach effectively. Teachers need to be sensitive to certain aspects of their student’s culture, but for heavens sake “don’t stereotype” is the contrasting message that is being relayed to the prospective teaching community. It is up to the individual educator and the professors that taught them to teach (along with extensive fieldwork), to really effectively teach a culturally diverse classroom. Educators can have all the knowledge in the world of different cultures, and not be able to relate to them. In the future there will be more and more diversity in the school system and it is up to the teacher to make sure that high expectations are relayed to all students no matter what ethnicity and culture, so that no matter the general stereotypes, students know that they have the opportunity for success.

Questions

 * 1) Why is it only white monolingual teachers that are more prominent?
 * 2) How important is it for the community to be involved in a diverse education?
 * 3) Is group schooling better than individual education?
 * 4) Should diversity training be more of a focus for teachers?
 * 5) Does socioeconomic status really affect diversity?
 * 6) Will teachers really be ready for a more diverse classroom?
 * 7) What are differences between rural and urban/suburban schools?
 * 8) What is the culture that has the highest percentage of graduates?
 * 9) How can educators utilize differences in culture to teach diversity in classrooms to give all students a better understanding of the diverse world in which we live?
 * 10) How are teachers to help the minority students?  What activities could they do?  How are they to help them adapt to a system they are not equipped for?
 * 11) How do students from a lower socioeconomic background can be expected to compete academically with those from a more privileged background?
 * 12) In what ways can diversity strengthen a community as opposed to dividing it?


text:
Security Architecture and Design

Security Architecture is one component of a products/systems overall architecture and is developed to provide guidance during the design of the product/system. Security Architecture is the design artifacts that describe how the security controls (= security countermeasures) are positioned and how they relate to the overall systems architecture. These controls serve the purpose to maintain the system’s quality attributes such as confidentiality, integrity and availability.

A security policy is a statement that outlines how entities access each other, what operations different entities can carry out, what level of protection is required for a system or software product, and what actions should be taken when these requirements are not met.

A security model outlines the requirements necessary to properly support and implement a certain security policy.

 * 1) /Computer Systems Architecture/
 * 2) /Systems Security Architecture/
 * 3) /Security Models/
 * 4) /Security Product Evaluation Methods and Criteria/

title: Security Architecture and Design


text:
Topfield 5800/Troubleshooting/EPG Old Firmwares

Old firmware versions (pre-"Bastille", 5.12.88) only collect EPG data for the group of channels associated with the currently viewed channel (i.e. those on the same multiplex (or mux)). As you change channel, more data is collected but this is reliant on the broadcaster to actually be sending the correct data (and some muxes are occasionally quite lax about this — either wait for them to sort themselves out or upgrade your firmware!). This is why the Toppy's EPG on these firmware releases actually changes channel as you browse the Guide (if it didn't there would probably be no data to show for some channels). Another issue is that these old firmware versions can only hold about half (or less) of the complete list of EPG data currently being broadcast on Freeview (about 10,000 programmes!), so inevitably the data will be incomplete or have problems.

Newer firmware versions (5.12.88 onwards) collect the EPG data for all channels when tuned to any channel (assuming the broadcaster is sending it — the main BBC channels are pretty reliable). And they have room for the whole Freeview 7 day EPG, although there are still some bugs that cause duplication and waste EPG space.

The channel organisation on Freeview is sometimes shuffled about with no obvious change (the channel may still be viewable) apart from missing EPG data, or your local transmitter may be experiencing problems or maintenance.


text:
Advanced Interactive Media/Determining Project Pixel Size for Various Digital Medias

How big should it be? Pixel frame sizes for various media formats
When producing digital visual media (stills or video) one of the first perplexing, yet relatively simple problems encountered is related to the question of pixel size dimensions. "How big should my project frames be for computer screens, the web, DVD, Podcasting, HD DVD, etc.?

Below are three URL links that provide good explanations. Be sure to notice the squeezing effect that occurs when projects move from screens with square pixels to those with rectangular pixels.

Computer Monitors
15" - 640x480 17" 800x600 19" - 1024-768 Newer, wide screen 22" monitors becoming common around 2007: 1440x900

Standard Definition Video
350×240 (260 lines): Video CD 330×480 (250 lines): Umatic, Betamax, VHS, Video8 400×480 (300 lines): Super Betamax, Betacam (pro) 440×480 (330 lines): analog broadcast 560×480 (420 lines): LaserDisc, Super VHS, Hi8 670×480 (500 lines): Enhanced Definition Betamax

Digital Formats
720×480 (520 lines): D-VHS, DVD, miniDV, Digital8, Digital Betacam (pro) 720×480 (400 lines): Widescreen DVD (anamorphic) 1280×720 (720 lines): D-VHS, HD DVD, Blu-ray, HDV (miniDV) 1440×1080 (810 lines): HDV (miniDV) 1920×1080 (1080 lines): D-VHS, HD DVD, Blu-ray, HDCAM SR (pro) 10,000×7000 (7000 lines): IMAX, IMAX HD, OMNIMAX

More Information About Screen Sizes and Pixel Dimensions
http://forum.ecoustics.com/bbs/messages/34579/118003.html http://www.gregl.net/videophile/anamorphic.htm http://en.wikipedia.org/wiki/Image_resolution


text:
User talk:203.5.217.3

Welcome to Wikibooks. Thank you for improving Embedded Systems/C Programming. --DavidCary (talk) 17:10, 6 February 2008 (UTC)

title: User talk:203.5.217.3


text: User talk:131.123.185.79

title: User talk:131.123.185.79


text:
User:Mrscid

Introduction

Looking around at the world around us, where equality is rapidly becoming the norm, it is difficult to imagine that this same world was a place of strife for women, children, and other minorities. In the nineteenth century, milestones were placed in the society we know to create the justice and equality in the workplace and the educational facilities. The following will name and describe the milestones created by women for women, Native Americans, and African Americans.

title: User:Mrscid


text: User talk:216.84.56.133

title: User talk:216.84.56.133


text:
User talk:151.198.226.100

You are blocked. --Whiteknight (Page) (Talk) 18:20, 6 February 2008 (UTC)

title: User talk:151.198.226.100


text: User talk:71.40.58.178

title: User talk:71.40.58.178


text: User talk:169.204.88.10

title: User talk:169.204.88.10


text:
User:Kearsley

Functional Programming
A function takes a number of arguments and returns a value based on manipulating those arguments. That's a very abstract definition for something absolutely fundamental to the style of programming encouraged by Clojure.

To look at it more concretely, a function takes some (or no) values, operates on them, then returns a value.

The simplest function possible in Clojure is:

(fn [])

It takes no values and returns nil as a result. Now, this function is not the same as the value of nil. Instead, it represents a process that gives nil as an answer.

Just typing (fn []) into the prompt, though, returns the function, but then throws it away. Were we using it within something else, we would write:

user=> (let [always-nil (fn [])]           (always-nil)) nil

What that does is say, first off, that within the opening and closing parentheses around the word let, the words always-nil refer to (fn []). That's known as binding: always-nil is bound to (fn []).

Then, in the second part, always-nil is called, meaning that whatever operations it is to perform are done, and then the value that is to be returned is placed where the function was called.

So, (always-nil) means "call the always-nil function, do whatever it is to do, then replace the statement (always-nil) with the value that the function returns.

Or, to take that step-by-step:

Because always-nil is the first item after the opening parenthesis, it is called.

(always-nil)

Clojure then looks up what the words always-nil mean to it, and, because this is within the parentheses around let, the words are bound to (fn []). So we substitute in the value to which always-nil is bound.

((fn []))

Next, the function is evaluated. As said before, this function takes no values and returns nil. Thus, nil is substituted in for the function:

nil

While that's the simplest function possible, it's kind of boring and silly. It doesn't do anything but say "no" to us. And, while "no" is an awfully fundamental word, it's not exactly the friendliest thing.

The koala sorter
(defn classify-koala [extinct really-big] (let [valid? (fn [answer] (some (appl eql? answer) (list :yes :no))) no? (appl eql? :no)] (cond (not (and (valid? extinct)                   (valid? really-big)))         :unknown          (no? extinct)         :koala          (no? really-big)         :phacolarctos-maris          true          :giant-koala)))

I'll admit that that example is equally silly, but it's a lot friendlier and cuter, because it deals with koalas. What it does, in brief, is take two arguments answering the questions "is this species of koala extinct?" and "is it really big?", then classifies the koala according to those.

Now, the first thing to look at is what defn means. Where let said that we were binding a value available inside the parentheses around that let, def says that we are defining a value accessable everywhere. defn is shorthand to say (def name (fn [arguments] ... )), or, "define this function everywhere." That's going to be useful, because I intend on classifying a lot of koalas.

Inside the let, we've defined two functions: valid? and no?. valid? asks, "is my argument either yes or no?" and no? asks, "is my argument no?"

Finally, we apply a series of conditions, first separating out the things that aren't koalas:

user=> (classify-koala :deciduous :leafy)
 * unknown

Then the koalas that aren't extinct:

user=> (classify-koala :no :yes)
 * koala

Then the extinct koalas that weren't all that big:

user=> (classify-koala :yes :no)
 * phacolarctos-maris

And finally, the extinct koalas that were really really big:

user=> (classify-koala :yes :yes)
 * giant-koala

Of course, after all that, while the behaviour of this koala sorter may be apparent, how it actually gets from (classify-koala :yes :yes) to the value of :giant-koala involves thirteen functions working in harmony and making new functions in order to classify our koalas for us.

Luckily, as we saw above, the set of conditions to classify a koala is remarkably small. This is because we're working in a somewhat contrived example, rather than the real world. Later on, when this koala classifier moves from the calm shores of eucalyptowiki to the big, scary world of production, it's going to have to face up against a mad scientist with an army of robot wallabies, and the example will become really contrived instead of just somewhat.

Building our own koala sorter
Let's start, then, by actually making a koala sorter. However, let's not worry about being fancy with it yet. All we actually need are eql? and cond.

eql? takes a set of arguments and returns true if they're all equal, false if any of them are different.

cond takes a set of arguments, checks if the first one is true, and if so, returns the second one. If not, cond checks the third and, if it's true, returning the fourth one. It does that until it runs out of arguments.

So, from those two pieces, we can build the koala sorter, mark i:

(defn classify-koala [extinct really-big] (cond (eql? extinct :no) :koala (eql? really-big :no) :phacolarctos-maris true :giant-koala))

Which checks extinction, the koala being really big, then returns our koala. (true is used as the second-last argument because we want to always return the last argument And, testing it, it does indeed, classifying koalas until one day someone hooks it up to the tree sorter instead:

user=> (classify-koala :no :no)
 * koala

user=> (classify-koala :yes :no)
 * phacolarctos-maris

user=> (classify-koala :yes :yes)
 * giant-koala

user=> (classify-koala :evergreen :bush)
 * giant-koala

And we find out that the juniper bush that the tree sorter was pointed at is actually a Pleistocene marsupial. This causes a brief furor in the botanosophic community, and the scientist discovering the long-lost giant koala in the front garden of his monastery goes on to great acclaim as the discoverer of ... No, actually, he's defrocked and sent to the colonies for having published in the Byzantine Journal of Natural Philosophy based on a mistake.

So, we need to fix that bug before we're done. At the beginning of the cond statement, we'll check that the values of extinct and really-big are valid for koalas.

(defn classify-koala [extinct really-big] (cond (not (and (or (eql? extinct :yes)                     (eql? extinct :no)) (or (eql? really-big :yes)                     (eql? really-big :no)))) :unknown (eql? extinct :no) :koala (eql? really-big :no) :phacolarctos-maris true :giant-koala))

Which does the job, except that, well, the logic here has become hard to follow unless you already know how koalas are classified. Let's look at that first condition. Well, it seems that we're asking the same question over and over, so let's break it off into its own function:

(defn classify-koala [extinct really-big] (let [yesno? (fn [answer] (or (eql? answer :yes) (eql? answer :no)))] (cond (not (and (yesno? extinct)                   (yesno? really-big)))         :unknown          (eql? extinct :no)         :koala          (eql? really-big :no)         :phacolarctos-maris          true          :giant-koala)))

Better, but we're still asking (eql? something :no) all over the place. And, in fact, clojure has a function to take a function like eql? that takes several arguments and make it into a function that takes fewer arguments: appl.

So, if we write (appl eql? :no), that will return a function that asks if its arguments are equal to :no. It's almost the same as writing (fn [answer] (eql? :no answer)) except that, if it takes more than one argument, appl won't break, whereas that function that I wrote will.

So, let's use appl and add an explicit test for something being "no".

(defn classify-koala [extinct really-big] (let [yesno? (fn [answer] (or (eql? answer :yes) (eql? answer :no))) no? (appl eql? :no)] (cond (not (and (yesno? extinct)                   (yesno? really-big)))         :unknown          (no? extinct)         :koala          (no? really-big)         :phacolarctos-maris          true          :giant-koala)))

Better still.

Which brings up the question, is there a way to condense yesno? with appl? yesno? repeats the same question twice, but, unlike with no?, the part that remains the same is answer, not :no.

Well, appl will get us halfway there, but trying to build this with just appl will result in yesno? growing again with no real gain.

Well, let's look at it another way, is there anything that yesno? does that we don't need? Well, no. It checks if a value is :yes or :no. How about the other way around? What if we need to add :maybe later? Well, then we'd add a new line, check that the parentheses all match up...

Or, maybe we could just say "if the answer is in this list, it's a valid answer." After all, we're just using yesno? to check that we don't get natural philosophers defrocked for hooking up the wrong input to the koala classifier.

For that, we'll need some. It returns the first item in a list for which the function we give it returns true. And, with the functions we have, <tt>(appl eql? answer)</tt> should return true if the answer and the item are the same.

Also, may as well rename yesno? to valid? as it's now checking valid input, rather than strictly yes or no.

(defn classify-koala [extinct really-big] (let [valid? (fn [answer] (some (appl eql? answer) (:yes :no))) no? (appl eql? :no)] (cond (not (and (valid? extinct)                   (valid? really-big)))         :unknown          (no? extinct)         :koala          (no? really-big)         :phacolarctos-maris          true          :giant-koala)))

And that one loads fine, but fails to run. Why? Well, the first thing after a parenthesis is supposed to be the name of a function. And :yes is not the name of a function. So, the final step is to use the function list to say that <tt>(:yes :no)</tt> is actually a list of things, rather than a function called :yes being called on the argument :no.

(defn classify-koala [extinct really-big] (let [valid? (fn [answer] (some (appl eql? answer) (list :yes :no))) no? (appl eql? :no)] (cond (not (and (valid? extinct)                   (valid? really-big)))         :unknown          (no? extinct)         :koala          (no? really-big)         :phacolarctos-maris          true          :giant-koala)))

And that's the not-so-short story of how one builds a function that actually does something and uses things that Clojure is good at in order to keep the flow of the function as clean as possible.

All of the functions that we've been using (appl, and, cond, defn, eql?, fn, let, list, no?, not, some, valid? and, of course, classify-koala) meet the nebulous description at the top that a function is something that takes some values, manipulates them and returns a value.

What is functional programming?
Does this count as functional programming? Well, yes. Are we doing it deliberately? Not quite. Mostly we've applied functional methods because that's what Clojure encourages by language design.

Let's add in another constraint, though. A pure function should not change anything outside itself. That means that it takes arguments, returns a value, but nothing else changes.

Our functions have all been pure functions, but that's partially happenstance. They didn't exactly have anything outside of themselves to change, so they failed to alter it. On the other hand, nothing outside of classify-koala will change when it's called, so it counts as being a pure function.

Functional programming, though, is the process of using primarily pure functions to write programs. By not changing anything outside themselves, it means that these functions can be used as building blocks from which to build a program without having to worry that the situation outside the function has been properly set up.

Higher-order functions
One of the fundamental ways in which this is done is via higher-order functions. These are functions that take a function as an argument. In making the classify-koala function, we used several higher-order functions, specifically appl and some.

Let's look at valid? specifically. And how valid? differs from the some and appl inside.

(let [valid? (fn [answer] (some (appl eql? answer)                                 (list :yes :no)))]  (valid? :yes))

So, valid? takes answer as an argument and passes it into <tt>(appl eql? answer)</tt>. eql?, though, is a function. So appl is taking a function and an arbitrary argument and returning a function that performs the operations <tt>(fn [arguments] (eql? answer arguments))</tt>

So, appl is a function that takes a function as an argument and returns a modified version of that same function. Making it, by definition, higher-order.

But what about some? We passed it a call to appl, as well as a list. Well, since appl returns a function, it gives that function to some as an argument.

Finally, valid? itself takes a single argument, but that is not used later on as a function, so valid? is a regular function.

Well, this is all getting a little abstract, so let's look at what it is that <tt>(valid? extinct)</tt> does when it's called.

First, the value to which valid? is bound is looked up:

((fn [answer] (some (appl eql? answer)                   (list :yes :no)))  :yes)

Then, valid?'s arguments (in this case, answer) are bound to the value being passed to valid?:

(some (appl eql? :yes)     (list :yes :no))

Next, valid? is evaluated. some is the first thing inside valid?, but appl is a function and the first thing inside some, so that becomes the first thing evaluated.

appl evaluates to a function:

(some (fn [arguments] (eql? :yes arguments))     (list :yes :no))

Then some calls the function that was passed to it as an argument on each of the items in the list, passing the item as the argument.

(or (eql? :yes :yes)   (eql? :yes :no))

Then each of the eql?s are evaluated in order, with or returning true if any of them are true.

(or true   (eql? :yes :no))

Finally, because there is a true found, that true is the result of the evaluation.

true

So, that was rather a lot of math to say nothing that we hadn't already done. We used higher-order functions earlier to simplify logic and the flow in our classify-koala function. However, those same things could have been written without using higher-order functions to differentiate between koalas. Why are they useful, then?

Mapping and filtering
Well, the main purpose for higher-order functions in a functional language is when you want to do something repeatedly. You define the function once and call it on all the things for which you want to calculate.

I'd said that the mad scientist would make an appearance sooner or later. Well, Horace Smythe, a renegade Australian natural philosopher wants to send us a list of koalas he's seen, in order to get them classified. We've agreed that he'll send the list as a pair of yes/no values, indicating what he knows about these koalas.

((:yes :yes) (:yes :no) (:yes :yes) (:no :no) (:yes :yes) (:yes :yes) (:no :no) (:no :no) (:yes :yes) (:yes :no))

So the first tape comes in, and all we have to do is enter each of these pairs of koala values into classify-koala and send him back the list before the Byzantine authorities find out that we're helping a natural philosopher who plays by his own rules.

Except that Smythe apparently has a backlog of koala sightings and he keeps sending us more and more koalas as little lists. The time taken to classify these is pulling us away from working on the much more difficult task of classifying Finnish lichen. What we need is a way to take a list of values, run classify-koala on each value, and get a list of what these koalas were.

That's where the map function comes in. map takes a function and a list, then calls that function on each element of the list, returning a list of the return values of that function.

So, we use map and classify-koala over Smythe's list and get:

user=> (map classify-koala           '((:yes :yes) (:yes :no) (:yes :yes) (:no :no) (:yes :yes) (:yes :yes) (:no :no) (:no :no) (:yes :yes) (:yes :no))) java.lang.IllegalArgumentException: Wrong number of args passed

An error. Should have known that it wouldn't have been that easy. Let's look at why it happened. classify-koala takes two arguments: extinct and really-big. map, on the other hand, passes <tt>(:yes :yes)</tt> then <tt>(:yes :no)</tt>.

In other words, we need to extract the data before passing it on to classify-koala. While we could change classify-koala to reflect a pair of yes/no answers, a better solution would be to write an additional function that takes the list of koalas and runs the map on it itself.

(defn classify-koala-list [koala-list] (map classify-koala koala-list))

So, that's what we had before, only extracted into its own function. The next step, then, is to actually unpack the data.

(defn classify-koala-list [koala-list] (map (fn [koala] (classify-koala (first koala) (second koala))) koala-list))

Better. This takes our koala list, unpacks each item and feeds it to classify-koala. And trying it out, we get:

user=> (classify-koala-list '((:yes :yes) (:yes :no) (:yes :yes) (:no :no) (:yes :yes) (:yes :yes) (:no :no) (:no :no) (:yes :yes) (:yes :no))) (:giant-koala :phacolarctos_maris :giant-koala :koala :giant-koala :giant-koala :koala :koala :giant-koala :phacolarctos_maris)

title: User:Kearsley


text:
User talk:Pallavi32001

hello ppl!!!! can anyoone please give me the solution of this program

follows: 1) Define three sets A, B and C each contain integers with cardinalities |A| = |B| < |C| ≤ 20. (Notice that the cardinality of the set C should be greater than the cardinality of B, and that the cardinalities of A and B should be equal). 2) Function f should be a one-to-one correspondence f: A → B. 3) Function g should be a one-to-one (but not onto) function g: A → C. 4) Function h should be a not one-to-one function h: B → C. The program must incorporate the functions f, g, and h of the types indicated above. The actual functions (mappings) are the student’s choice. 2. Program operation. 1) The program must first display the contents of the sets A, B, and C. 2) For each of the functions f, g, and h, the program must do the following: a) Prompt the user to enter (type in) an element of the domain of the function. b) Display the ordered pair that contains the image under the corresponding function of the element entered by the user. c) Prompt the user to enter an element of the codomain of the function. d) Display the ordered pair that contains the pre-image under the corresponding function of the element of the codomain entered by the user. e) In the case of function f, the program should also display the image of the composition of g and f, that is, the image of ))()((xfgxfg=o. In each case, the program should display a message when the required image or pre-image does not exist under a given function (f, g, or h, or ). Each of the above prompts and displays should be done several times for each type of function. ))((xfgo The program must clearly indicate the type of functions considered in each case and provide all the necessary output in an understandable manner. 2. The results Run your program at least three times showing different situations or scenarios, including cases in which the image, or pre-image of the function does not exist.

title: User talk:Pallavi32001


text:
MediaWiki:Summary

Edit summary (Briefly describe the changes you have made)

title: MediaWiki:Summary


text:
Muggles' Guide to Harry Potter/Characters/Dexter Fortescue

Overview
Dexter Fortescue, only seen as a portrait in the Headmaster's office, is described as 'a corpulent, red nosed wizard'.

Order of the Phoenix
Although he is not named, we see Fortescue shortly after the attack on Arthur Weasley. Having collected all the Weasley children and Harry in his office, Professor Dumbledore attempts to wake up Phineas Nigellus Black's portrait, to confirm that Sirius Black is ready to receive a large number of visitors. Phineas expresses unwillingness to help, at which the other portraits in the office express indignation. Three are particularly vocal, those being the wizard later identified as Fortescue, Armando Dippet, and an unnamed witch with a particularly thick-looking wand, almost a cudgel, who offers to chastise Phineas.

Fortescue is first named when Dolores Umbridge is explaining to Cornelius Fudge how she learned about Dumbledore's Army first meeting in the Hog's Head. She explains that Willy Widdershins had been there and reported back. Professor McGonagall, also present, comments that she had wondered how Willy had gotten off so lightly after all those regurgitating toilets, and Fortescue erupts, saying that they did not cut deals with petty criminals in his day. Dumbledore responds, "that will do, Fortescue."

When Dumbledore sends Harry to his office after the battle in the Ministry, Fortescue is among the first portraits to awaken and notice that he is there. He asks if this means Dumbledore will be returning, and comments that it has been dull in his absence. He also remarks that Dumbledore holds Harry in high esteem.

Deathly Hallows
After the final victory at the Battle at Hogwarts, Harry returns to the Headmaster's office to speak with Dumbledore's portrait. As he enters, he is greeted with loud cheers and applause from all the portraits. Dexter Fortescue is mentioned by name, waving his ear trumpet.

Strengths
As he is a former Hogwarts Headmaster, Fortescue was presumably a very intelligent and magically proficient Wizard during his lifetime. He appears to have an assertive personality, freely speaking out with his opinions. He appears to have a good opinion of Harry, and apparently feels it is important to mention that Dumbledore thinks highly of him.

Weaknesses
Judging by the ear trumpet seen in his portrait, Fortescue must have had some hearing loss, probably due to advancing age.

Relationships with Other Characters
As they share a common surname, Dexter may be an ancestor of Florean Fortescue, owner of the ice cream parlour in Diagon Alley. Florean has a vast knowledge about medieval witch burnings and seems to have an aptitude for teaching, suggesting he could be related to the former Headmaster. Nothing in the books either supports or refutes this relationship.

Along with the other Headmaster portraits, Fortescue acts as advisor to Albus Dumbledore and assists him as needed. He also speaks his mind to the other Headmaster portraits, vocally chastising anyone who he believes is acting inappropriately.

Fortescue appears to like Harry and interacts with him more than the other portraits.

Analysis
Fortescue quite clearly has rigid ideas about propriety, and readily expresses them. He probably sees his role in the office panoply as being the guardian of The Correct Way, as clearly everything has deteriorated so badly since he was Headmaster.


text:
Talk:Meteorology/Makeup of the Atmosphere

Gas Content of the Atmosphere Gas	        Percent Composition Nitrogen (N2)	       78.080 Oxygen (O2)	       20.946 Argon (Ar)	        0.934 Carbon Dioxide (CO2)	 0.038 Neon (Ne)	        0.00182 Helium (He)	        0.000524 Methane (CH4)	        0.00015 Krypton (Kr)	        0.000114 Hydrogen (H2)	        0.00005

If you liken the atmosphere to a football field of 100 yards in length, nitrogen, oxygen and argon make up the first 99.96 yards.

Carbon dioxide makes up 0.038 of the total gas in the atmosphere. The amount represents approximately 1.4 inches of the 100 yards on the football field.

Surprising that this tiny percentage of the total atmosphere is blamed for climate change over the entire planet.


text:
Talk:Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Bc5/4. b4

I am fairly new to Wikipedia, and do not want to ruin anyone's hard work in making this wonderful site, but I see no mention of the Countergambit Variation 4... d5?!), and I would like for someone to add it if possible. Thank you.
 * Link added. Please feel free to join in and create page. Useful link ChessCreator (talk) 09:28, 15 February 2008 (UTC)


text:
User:Nick1915

Steward (see my userpage on meta)

title: User:Nick1915


text:
User talk:Nick1915

write here

title: User talk:Nick1915


text:
Adventist Youth Honors Answer Book/Arts and Crafts/Wood Handicraft

1. Identify at least five common kinds of wood, such as pine, walnut, oak, and cedar.
Precise identification of wood samples can be very difficult indeed, especially when one considers how many different types of wood there are. For this requirement, it will suffice to bring in five samples and teach the student to distinguish between them. Unless you are already an expert at identifying wood, you would be well served to visit a specialty lumber establishment and ask for a few samples of five species. These types of stores are staffed by extremely knowledgeable people. You may also have luck at a hardware/lumber store such as Lowes or Home Depot. These stores will often display their hardwoods in a different section away from the construction lumber (which is mostly fir and pine). They commonly carry oak, maple, and poplar lumber, and less commonly, cedar. Beech, oak, and luan (a cheap grade of mahogany) are usually available in plywood form. You may also be able to get free samples at a hardwood floor store.

When you have your samples, label them on one side so you can be sure of their identities.

Pine
Pines is among the most commercially important genus of tree, valued for its timber and wood pulp throughout the world. Pine wood is widely used in high-value carpentry items such as furniture, window frames, paneling and floors. Pine is readily available at commercial lumberyards, being among the least expensive forms of lumber. Pine is light yellow to white with a reddish tinge. It darkens to an orange tint with age. The wood is soft and easily shaped with both hand and power tools, making it a very popular choice for wood craft.

Walnut
The Persian Walnut, and the Black Walnut and its allies, are important for their attractive timber, which is hard, dense, tight-grained and polishes to a very smooth finish. The colour ranges from creamy white in the sapwood to a dark chocolate colour in the heartwood. When kiln-dried, walnut wood tends toward a dull brown colour, but when air-dried can become a rich purplish-brown. Because of its colour, hardness and grain it is a prized furniture and carving wood. Walnut burls (or 'burrs' in Europe) are commonly used to create bowls and other turned pieces. Veneer sliced from walnut burl is one of the most valuable and highly prized by cabinet makers and prestige car manufacturers.

Walnut is an expensive lumber not usually available at the usual lumberyards (Home Depot, Lowes, etc.). One generally has to buy it at a specialty hardwood lumber store.

Oak
Oak has very attractive grain markings, particularly when quarter-sawn. Wide, quarter-sawn boards of oak have been prized since the Middle Ages for use in interior paneling of prestigious buildings such as the debating chamber of the British House of Commons in London, England, and in the construction of fine furniture. Today oakwood is still commonly used for furniture making and flooring, timber frame buildings, and for veneer production.

Oak is a very hard, strong, and durable wood. It is not easily worked when cured, and is thus not a good choice for the beginning wood crafter. However, in the hands of a skilled craftsman, it is an excellent choice, holding carving detail well over very long periods of time.

Cedar
The fine-grained, soft brittle pinkish- to brownish-red heartwood is fragrant, very light and very durable, even in contact with soil. Because of its rot resistance the wood is used for fence posts. Because the aromatic wood is avoided by moths it is in demand as lining for clothes chests and closets, often referred to as cedar closets and cedar chests. It was once a premier wood for pencils.

Cedar is available at some lumberyards, but is often located in a section of the store reserved for outfitting closets. It is more expensive than pine, but not out of reach of the budget-conscious Pathfinder. Its aroma alone make it well worth the added expense compared to pine, and it works just as easily. It is an excellent choice for the beginner.

Maple
Some of the larger maple species have valuable timber, particularly Sugar Maple in North America, and Sycamore Maple in Europe. Sugar Maple wood, often known as "hard maple", is the wood of choice for bowling pins, bowling alley lanes, pool cue shafts, drums, and butcher's blocks. Maple wood is also used for the production of wooden baseball bats, though less often than ash or hickory.

Some maple wood has a highly decorative wood grain, known as flame maple and quilt maple. This condition occurs randomly in individual trees of several species, and often cannot be detected until the wood has been sawn, though it is sometimes visible in the standing tree as a rippled pattern in the bark.

Maple is a very hard wood, and while that makes it difficult to work with hand tools, it also makes it a very good choice when fine carving details are desired. Because of its working difficulty, it is a wood better left to the experienced craftsman rather than the beginner.

Fir
Douglas-fir wood is used for structural applications that are required to withstand high loads. It is used extensively in the construction industry. Like pine and cedar, it is a soft, easily worked wood.

Cherry
Cherry is a beautiful wood highly prized for furniture making. It has a warm brown tone that changes with age to a dark reddish brown. Cherry holds carving details well as it is a hardwood, but it is easier to work than oak, ash, walnut, or maple. Cherry is unlikely to be found in most hardwood/lumber stores, but it is readily available at specialty hardwood outlets. Cherry takes a finish like almost no other wood, providing a rich luster that takes a high polish.

2. Know the characteristics for the woods identified, and know one use for each example.
The characteristics of each of these woods are described in requirement 1. We list common uses of each below:
 * Pine: Furniture, shelving, flooring
 * Walnut: Furniture, paneling
 * Oak: Furniture, decorative trim (chair rail, molding, stair rails), paneling, beams, flooring, barrels
 * Cedar: Closets, storage chests, plaques
 * Maple: Furniture, flooring, musical instruments (guitars, violins, drums, etc.), butcher blocks
 * Fir: Construction
 * Cherry: Furniture

3. What is the difference between hard and soft wood?
Wood that is produced by cone-bearing trees is classified as softwood. All other wood is classified as hardwood. In general hardwoods are harder than softwoods, but there are many hard softwoods (such as yellow pine and yew), and there are many soft hardwoods (such as balsa). The hardness of the wood is therefore not a reliable indicator of whether a wood is a hardwood or a softwood.

6. Cut out, assemble, and finish animal bookends or doorstop.
Take a piece of wood that is square with a thickness of at least 1/2 inch and draw the animal you want or use carbon paper to trace an existing picture of an animal. Be sure to leave the bottom edge of the board straight, as this will fasten to the flat part of the bookend. Use a coping saw to cut out the animal shape. Sand the board to make it smooth and remove all splinters. Once this part is ready, fasten it to the lower part of the bookend at a 90° angle using two wood screws. The screws should go through the horizontal bottom piece first, and then into the endgrain of the vertical piece (with the animal cut-out). Drill pilot holes before driving the screws or the boards will crack. The diameter of the drill bit should be equal to the diameter of the screw minus the threads. This can be estimated by holding the drill bit behind the screw. The threads should extend past the drill bit, but you should just barely be able to see the drill bit itself. Bore a countersink hole in the underside of the horizontal piece so that the screw will not extend past the surface of the board. When the holes are ready, drive the screws. At this point, you can paint, stain, or varnish the bookend. Once the finish is dry, glue a piece of plastic craft foam to the bottom of the bookend to protect the bookshelf. The foam should create a non-slip surface so the books will not cause the bookend to slide over.

7. Cut out and finish a garden stake or lawn marker, using a design such as a child, bird, flower, or tree.
Materials that you will need for this project include: 1/4 inch plywood (3 feet square), 1/2 inch block of wood (can be plywood or wood stock),* a coping saw, a sanding block, and any art materials that you wish to use to color the project once you have finished all other steps.*
 * Note: Items marked with an "*" are not required for this project. You do not have to paint the project, but it will look much nicer if you do. Also, you can cut the stake part of this project below the design that you select. However, the finished project will not be as sturdy as one that uses the 1/2 inch block of wood.

Take your 1/4 inch plywood and draw (or trace with carbon paper) the design that you wish to use for this project. When you are finished drawing, take a coping saw and cut out your design. If you find that the plywood is tearing out excessively, put the coping saw away and get out a carton knife (or use a hooked blade on a pocket knife). Slice a V-groove around where the saw will cut. This cut should go straight down (90°) along the line, and angle in from the waste side. Next closely examine the teeth of the coping saw, and re-install the blade so that it cuts on the pull stroke rather than on the push stroke. You may notice that a saw always rips out on the side of the board that the cutting stroke exits. By using a knife to cut out around the line, there is nothing to tear out, but this only works if the blade cuts on the pull stroke.

Then, sand the edges gently to remove the excess wood particles that make the design rough and unfinished. Next, take your 1/2 inch block of wood and cut it to about 18 inches in length and cut one end to a point (it is best to make a 45 degree cut from both sides of the stake). Now, attach your design to the stake using wood glue, finishing nails, or wood screws. Finally, you may decorate your project with paint, if you wish. It would be best to put a water sealant on your project before placing it outside so that rain will not ruin it.
 * Note: If you are making the entire project from the 1/4 inch plywood, the stake extends from the bottom of the design anywhere from 12-18 inches. Do not cut the stake out separately, but cut down beyond the design to make the stake.

8. Make a plaque, tray, notebook cover, or some other useful object in which wood burning is used.
Woodburning is the art of decorating wood or other materials with burn marks resulting from the controlled application of a heated object such as a poker. It is also known as pokerwork or pyrography.

Pyrography means "writing with fire" and is the traditional art of using a heated tip or wire to burn or scorch designs onto natural materials such as wood or leather. Burning can be done by means of a modern solid-point tool (similar to a soldering iron) or hot wire tool, or a more basic method using a metal implement heated in a fire, or even sunlight concentrated with a magnifying lens.

This allows a great range of natural tones and shades to be achieved - beautiful subtle effects can create a picture in sepia tones, or strong dark strokes can make a bold, dramatic design. Varying the type of tip used, the temperature, or the way the iron is applied to the material all create different effects. Solid-point machines offer a variety of tip shapes, and can also be used for "branding" the wood or leather. Wire-point machines allow the artist to shape the wire into a variety of configurations, to achieve broad marks or fine lines. This work is time-consuming, done entirely by hand, with each line of a complex design drawn individually. After the design is burned in, wooden objects are often colored, sometimes boldly or more delicately tinted.

Light-colored hardwoods such as sycamore, beech and birch are most commonly used, as their fine grain is not obtrusive, and they produce the most pleasing contrast. However, other woods, such as pine or oak, are also used when required.

By far, the easiest option for meeting this requirement is to decorate a plaque. Blank, unfinished wooden plaques are readily available at craft stores. Begin by drawing your design on the wood with a pencil. You can then proceed to burn your design into the wood with the wood burning tool or with the sun and a magnifying glass. Choose a simple design for your first attempt, as this technique requires patience and persistence. Once the design is burned into the wood, it can be finished with varnish, tung oil, or lacquer.


text:
User:Bill Kules/Information Systems for Library and Information Science/Policies

Should include ideas related to the complexity of issues surrounding organizational policies as well as 508 compliance and differences in differing requirements/regulations based on type of organization in which you work.


text: User talk:124.217.43.57

title: User talk:124.217.43.57


text:
XForms/XForms Architecture

The XForms Architecture
Unlike some technologies, e.g. AJAX, XForms is much more than a collection of languages and techniques. XForms has a fully developed architecture and a complete set of design patterns.

To start with let's look at the heart of XForms architecture: The Model-View-Controller design pattern.

Most people that have studied MVC architecture agree on two aspects: The Model and the View. The model is where you store your data or your business objects. The View is what the user sees. But many variations of MVC have very different implementations of a controller. In the early days of SmallTalk at Xerox PARC the controller was related to user events and how they are gathered and dispatched. Today our input controls have much of the heavy lifting of events "baked into" them, so the form designers don't have to worry too much about handling mouse events and redirecting them unless they want specific behaviors. Many forms can be created without any knowledge of how events work.

To understand how XForms work you must understand that XForms has two trees in the browser.

The model is a tree that is not presented to the user directly and holds one or more instances and optionally some binding rules and some named events.

The view is a tree of presentation elements that the user sees. To build an XForms application you simply wire the two trees together using binding statements. And there are several ways to do this.

title: XForms/XForms Architecture


text:
User talk:Illuminator~enwikibooks

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--AdRiley (talk) 07:15, 7 February 2008 (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 Illuminator. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Illuminator~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 23:14, 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) 05:03, 19 April 2015 (UTC)

title: User talk:Illuminator~enwikibooks


text:
User talk:Yujo

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--AdRiley (talk) 07:15, 7 February 2008 (UTC)

title: User talk:Yujo


text:
User talk:Roehrman

Ryan Roehrman

title: User talk:Roehrman


text:
Chess Opening Theory/1. e4/1...e5/2. Ne2

=Alapin's Opening=

2. Ne2!?
An uncommon move that initially blocks White's bishop on f1, the idea however is often to play f4 a sort of King's Gambit but without the idea of giving up the f-pawn. Play could transpose into a Scotch Game if Black replies 2...Nc6

'''1. e4 e5 2. Ne2!?'''
 * 2...Nc6 3. d4 exd4 4. Nxd4 Scotch Game
 * 2...Nf6 3. f4 Nxe4 4. d3 Nc5 5. fxe5 d5 6. d4 Ne4=


text:
Metabolomics/Analytical Methods/Mass Spectrometry

Back to Previous Chapter: Hormones Next chapter: Computational Modeling of Metabolic Control Go to: Sample Preparation Go back to: NMR
 * 1) MALDI-MS
 * 2) Ion Trap MS
 * 3) Ion Mobility MS
 * 4) LC-MS
 * 5) Tandem-MS
 * 6) GC-MS
 * 7) Stable Isotopes

General Description of Mass Spectrometry:
One of the main goals of metabolomics is to quantify changes in the concentrations of metabolites, and mass spectrometry offers a way to achieve this. Mass spectrometers can measure the masses and relative concentrations of molecules in a sample, making mass spectrometry an indispensable tool in metabolomics.

The technique involves ionizing the molecules to be analyzed and measuring the mass to charge ratio to determine the mass of each molecule present in the sample. There are four steps to the general process of mass spectrometry: 1.Ionization: Molecules are ionized to positive ions.

2.Acceleration: Ions are accelerated.

3.Deflection: Ions are introduced to a magnetic field and deflected in slightly different directions based on their unique masses and the amount of positive charge the ion has. Less mass and more positive charge both result in more deflection.

4.Detection: The ions are detected electrically.

Common types of mass spectrometry used in metabolomics include Matrix-assisted laser desorption/ionization MS (MALDI-MS), Tandem MS-MS, Ion Trap MS, liquid chromatography MS (LC-MS), and gas chromatography MS (GC-MS).

Articles:
1. 13C-Labeled Gluconate Tracing as a Direct and Accurate Method for Determining the Pentose Phosphate Pathway Split Ratio in Penicillium chrysogenum

URL: http://www.pubmedcentral.nih.gov/picrender.fcgi?tool=pmcentrez&artid=1489366&blobtype=pdf

Main focus: The researchers used the fungus Penicillium chrysogenum in their attempt to accurately quantify the split ratio of 6-phosphogluconate between the oxidative and non-oxidative Pentose Phosphate Pathway (PPP). Previous studies attempting to quantify the split ratio in other organisms had results based on assumptions, but these people have overcome these difficulties with a relatively straight-forward approach. By feeding the cells simultaneously with trace amounts of 13C-labeled gluconate, which enters the pathway by directly being converted to 6-phosphogluconate, and using glucose free of any carbon label. They used a Quatro-LC triple quadrupole mass spectrometer to analyze the concentrations of the various intermediates in glycolysis and the PPP. They used a model formula to quantify the split ratio. They were able to assert that the PPP split ration was 51.1% with a 95% confidence interval, suggesting that the 13C-labeled gluconate tracing method is a much more sensitive and accurate method of determining flux which does not disturb the over all metabolism of the cell.

Terms: 1.Gluconate: a six carbon molecule with five hydroxyl groups terminating in a carboxylic acid group that can be converted to 6-phosophogluconate, then to fructose-6-phosphate, and used in glycolysis.

2.Isotopomer: Isomers have the same number of isotope atom but with different positions

3.Chemostat: A chemically static environment for growing microorganisms

4. Metabolic Flux Analysis (MFA): technique used for determining the rate at which a metabolite is produced in a metabolic process. 5. Liquid Chromatography Mass Spectrometry: Combines the physical separation capabilities of liquid chromatography with mass spectrometry. Generally used to find the composition of complex samples, such as those of biological origin.

Connection: The connection here with what we've learned in the course is obvious – they are trying to determine the flux of molecules between the oxidative and non-oxidative portions of the pentose phosphate pathway, which we learned about in chapter 14. This is the pathway that converts glucose-6-phosphate to ribose 5-phosophate, which can be used to synthesize nucleic acids and coenzymes. There is also a connection with what we learned about the regulation of metabolic pathways in chapter 15, where the rate of metabolic flow was introduced – this is flux, and is mentioned throughout the article.

2. Pathway Confirmation and Flux Analysis of Central Metabolic Pathways in Desulfovibrio vulgaris Hildenborough using Gas Chromatography-Mass Spectrometry and Fourier Transform-Ion Cyclotron Resonance Mass Spectrometry

URL: http://www.pubmedcentral.nih.gov/picrender.fcgi?tool=pmcentrez&artid=1797301&blobtype=pdf

Main focus: The researchers used the sulfur-reducing bacterium Desulfovibrio vulgaris Hildenborough and tried to determine some information about its metabolism. GC-MS and FT-ICR MS were used to quantitate the amounts and types of metabolites the bacteria produced and to determine whether D. vulgaris's cytric acid cycle was oxidative or reductive (a fact that was previously unknown), and also to examine its glycolytic pathway and Pentose Phosphate Pathway. FT-ICR MS allowed them to confirm that the citric acid cycle in this sulfur-reducing bacterium was different from most aerobic organisms in that the citrate produced was the stereochemical opposite of the citrate found in most other organisms. This was confirmed with the help of 13C-labeling, similar to that used in the previous article. The experiments also enabled them to determine the flux rates along the pathways studied, which are annotated as part of figure 1 within the paper. All of this work was done to supplement the information already assumed about the organism from genomic analysis.

Terms: 1. Gas Chromatography-Mass Spectrometry (GC-MS) – Combines gas-exchange chromatography, in which the mobile phase is a gas, and mass spectrometry. Is incredibly specific and able to detect even trace amounts of a molecule in a sample.

2. Fourier transform-ion cyclotron resonance mass spectrometry (FT-ICR MS) – Determines the mass to charge ratio of ions, which helps to determine the mass of particles.

3. Tricarboxylic Acid Cycle (TCA Cycle): Another name for the citric acid cycle.

4. Electrospray ionization (ESI) – Technique used in mass spectrometry to produce ions.

5.collision-induced dissociation (CID) – mechanism which fragments ions in the gas phase.

Connection: Their work ties in with the chapter about the citric acid cycle, chapter 16, because much of the work centered around determining how Desulfovibrio vulgaris's CAC worked based on what they knew of the genome and what enzymes they found not to be present in the organism, such as a lack of a citrate synthase homolog.

3. Inactivation of a Predicted Leader Peptidase Prevents Photoautotrophic Growth of Synechocystis sp. Strain PCC 6803

URL: http://www.pubmedcentral.nih.gov/picrender.fcgi?tool=pmcentrez&artid=1082817&blobtype=pdf

Main focus: The goal of this research was to determine the role of leader peptidase proteins LepB1 and LepB2 in the cyanobacterium Synechocystis sp. strain PCC 6803. Mutants of PCC were created by inserting a kanamycin cassette into the genome in the middle of LepB1 and LepB2. LepB2 mutants were impossible to procure, probably because the protein is essential for cell viability. LepB1 mutants' rates of photosynthesis decreased dramatically so that the cells were even harmed by high levels of light. The electron transport system continued to function, however, as long as cells were not exposed to high levels of light and only for short periods. The conclusion from this is that LepB1, which encodes a protein that removes signal peptides from precursor proteins that need to cross a membrane, actually plays a role in processing proteins that will eventually find their way in the thylakoid membrane. Mass spectrometry identified 8 proteins whose concentrations were always reduced in the mutants, four of which carried signal peptides, and also proteins not involved in the thylakoid system, suggesting that LepB1 can be found in both the thylakoid and plasma membranes.

Terms: 1.Peptidase: an enzyme that can break down a protein into single amino acids.

2.Signal/Leader peptides: short peptide chain that directs the post-translational transportation of a protein.

3. Photoautotroph – organism that synthesizes its “food” from inorganic substances using light as an energy source.

4. Phycobiliproteins – water-soluable fluorescent proteins in cyanobacteria and algae that capture light, the energy from which is used to fuel photosynthesis.

5. Western Analysis – Another name from the western blot, a method of detecting the presence of a specific protein in a sample.

Connection: Though we did not learn about the photosynthesis of cyanobacteria in the course, some general principles still apply. Decreasing the amount of active photosynthetic enzymes in the thylakoid membrane by decreasing the activity of the LepB1 gene product, which transports them there, will decrease the rate of photosynthesis

Metabolic Networks in Motion: 13C-based flux analysis http://www.nature.com/msb/journal/v2/n1/full/msb4100109.html

Summary: The main focus of this research is to study complex networks in metabolism through mathematical models that "attempt to monitor concentration changes of small chemical species within a cell" (par. 2). By using 13C-based flux analysis this study is able to "quantifies the integrated output of these component interactions" (par. 4).

Terms:  Topology-the study of those properties of geometric forms that remain invariant under certain transformations, as bending or stretching. Moiety- an indefinite portion, part, or share. Stoichiometric- pertaining to or involving substances that are in the exact proportions required for a given reaction. Convergent- characterized by convergence; tending to come together; merging. Oxaloacetate -  A four-carbon molecule found in the mitochondrion that condenses with acetyl CoA to form citrate in the first reaction of the Krebs cycle.

Relevance: This relates to what we have been studying in class because we have just begun to look at flux in metabolic system. Flux is the rate of turnover of molecules or enzymes through a metabolic pathway. And it is vital as it regulates the metabolic pathway's.

Resources:
1. Scripps Center for Mass Spectrometry – METLIN metabolite database

URL: http://metlin.scripps.edu/index.php

Main focus: The aim of this site is to provide links to various resources of use to someone doing metabolomics research using mass spectrometry. There is a metabolite search function, an MS-MS search function, an LC-MS search function, and an FT- MS search function. There is also a downloadable program with the same functions as the site.

Terms: 1.MS-MS: Tandem Mass Spectrometry. Can perform multiple steps of mass selection or analysis

2.FT-MS: Fourier transform mass spectrometry – defined above in article #2.

3. Retention Range: period of time for which data should be available for inquiry.

(More new terms could not be found.)

2. Human Metabolome Database

URL: http://www.hmdb.ca/ (MS search here: http://www.hmdb.ca/labm/jsp/mlims/MSDb.jsp)

Main focus: This site focuses on obtaining and providing information about various metabolites, including but not limited to Tandem MS data. From its name, the site obviously focuses on humans as the species of interest. It seeks to combine clinical and biochemical data.

Terms: 1. Biomarker – substance indicating a specific biological state.

2. Applet – software program that runs in the context of another program (ie, internet browser).

(More new terms could not be found.)

3. MassBank.jp

URL: http://www.massbank.jp/index.html

Main focus: The site focuses on providing an all-inclusive, high resolution resource of metabolic mass spectra. You can search through text, mass spec analysis method, peak, and source of the data. No specific organism is mentioned, so it may be assumed that the website includes metabolites from various organisms. The spectra data are mainly from Japanese research universities. They have over 13,000 spectra on file.

Terms: (None could be found.)

Connection (for all three databases):: Databases such as these are indispensible tools for biochemists. The results of a mass spectrometry experiment are useless unless one can decipher the meaning of each of the individual peaks on the graph. These databases provide mass spectra for hundreds or thousands of metabolites, allowing for identification and quantification of the molecules present in a sample. This data can then be used to determine the flux through pathways, changes in pathways, and more.

Wikipedia article on Mass Spec:  http://en.wikipedia.org/wiki/Mass_spectrometry

=Articles and Web Pages for Review and Inclusion=


text:
Talk:Blender 3D: Noob to Pro/How to Do Procedural Landscape Modeling

This is the same as Blender_3D:_Noob_to_Pro/Making_Landscapes_with_heightmaps

Commenting here while going through the book in order: shouldn't this be merged with other pages? The "making the mesh" is basically the same thing as the previous page did. The texture generation used here is IMHO better than what the previous page has, since it does not rely on a separate 2d program (not everyone has the Gimp installed, and when it is not installed it can be a bit of a hassle to figure out how to generate a similar texture). The other "material" settings on this page are completely out of the blue, since this part of the book is about modeling (as far as I can tell those settings have no effect in the 3d view, only when rendered).

And just throwing this out there, although it is likely mentioned in a part of the book I have not gotten to yet: should the "displace" modifier be mentioned as an alternative to the "noise" button here? As far as I can tell it does basically the same thing but is not permanent, which can be an advantage.

Does this belong here?
This page seems to assume the reader knows how to use materials, textures, and other topics that haven't been covered yet.

repetition
I'm going through this tutorial and think this page is a good repetition. It's another possibilty to create landscapes and I've learned more about the different buttons. It's a difficult programm so it's helpful to repeat some things. Just leave the page here, it's ok.


text: User talk:139.149.1.231

title: User talk:139.149.1.231


text:
Chess Opening Theory/1. e4/1...e5/2. f4/2...d5

= Falkbeer Countergambit = With 2...d5 Black signals an intent to maintain an active position. White challenges the center with options of developing quickly. White normally now chooses to take the pawn on d5.
 * 3. exd5 The normal White response leading to a scramble of control of the d5,e4 and e5 squares.
 * 3. Nf3 Developing the Knight and controlling the h4 square to prevent Black's Queen check.
 * 3. fxe5?? is a blunder as ...Qh4+! 4. g3 Qxe4+ 5. Qe2 Qxh1 is most embarrassing.

Theory table

 * 1. e4 e5 2. f4 d5


text:
Chess Opening Theory/1. d4/1...c6

= Queen's Pawn 1...c6 = 1....c6 this move is playable but has no destination as an opening as it transposes into something else. Often played to see if White will play 2. e4 and transpose into a Caro-Kann.

Likely possible responses
 * 2. c4 or 2. Nf3 Most likely to transpose into a Slav Defence or Semi Slav Defence
 * 2. e4 This move order arrives at a Caro Kann Defence

Theory table
1. d4 c6

title: Chess Opening Theory/1. d4/1...c6


text:
Chess Opening Theory/1. d4/1...b6

1... b6 - English Defence
With the move 1.... b6 Black prepares to develop the Queenside Bishop. It's also a flexible option when played with the e6 development as Black has various ideas involving the e6, Nf6, Bb4, Bb7 moves.

White's responses
White likely to respond with one of the following:
 * 2. c4 A standard reply, White continues in Queen Gambit formation ready to play e4.
 * 2. Nf3 May transpose into a Queen's Indian Defence.
 * 2. e4 This move order arrives at a Owen's Defence

Theory table
1. d4 b6

title: Chess Opening Theory/1. d4/1...b6


text:
User talk:Killerfive

Matthew Andrew Walsh

title: User talk:Killerfive


text: User talk:170.163.36.36

title: User talk:170.163.36.36


text:
Erlang Programming/Techniques of Recursion

Assembly-Disassembly
Often we would like to build a list using a recursive function. Perhaps we would like to reverse a list. We start with a single-argument version (the public entry point function) and use it to call the double-argument version (private), where the extra argument contains the output we wish to build. We can take the head off of the input, [H|T], as we build up the output, Build. When input is empty, we are done.

Observe the nice way that strings are actually processed as lists of chars. Syntactic sugar changes strings into lists and back.

(Here we use the assembly-disassembly technique of recursion. Johnny-Five would not approve of this technique.  [Reference to the 1986 movie "Short Circuit."])

Remember, we need to bracket H because it needs to be a list when we do list concatenation with the plus-plus, '++'. T is always a list in [H|T]. H may or may not be a list in [H|T]; either way we need to give it a bracket so it behaves properly.

%%% provides utility functions % -module(util). -export([reverse/1]). %% reverse(L) is for public use %%  RETURNS: the reverse of a list L                                  %%   ARG: L <== any list reverse( L ) ->                 %% The entry point function: reverse(L) reverse( L, []). %%  the private function: reverse(L1, L2) %%                                 %% reverse uses the assembly-disassembly method %%  of recursion. %% reverse(L1,L2) is the private version of reverse reverse([], Build) ->           %% The base case: has an empty list for input so     Build;                       %%   we're done building and return the final answer: Build reverse([H|T], Build) ->        %% The recursive case: has at least one element: H      reverse( T, [H] ++ Build ). %%  so glue it onto Build and %%  recurse with the left-overs: T

% sample output % c(util). {ok,util} % util:reverse("abc"). "cba" % util:reverse([1,2,3]). [3,2,1]                                                                      % util:reverse( [ [1,1], [2,2], [3,3]]). [ [3,3], [2,2], [1,1]]                                                                      % util:reverse([ {1,1}, {2,2}, {3,3} ]). [ {3,3}, {2,2}, {1,1} ]                                                                      % util:reverse( { [1,1], [2,2], [3,3] } ). error

Compile and run.

We can reverse a string, which is really a list. We can reverse a list of integers. We can reverse a list of lists. We can reverse a list of tuples. But we cannot reverse a tuple of lists, because the top level structure is not a list.

If we wanted to be slick, we could use a guard to check the type of the argument at the entry point, then if it is a tuple, change it to a list, execute the reverse, and then change it back to a tuple on the way out.

Please note that the example is purely educational, and in real applications you should avoid appending to the list one element at a time. The correct way to build a list is using the [Head|Tail] form. Often this will cause the list to be in reverse order. To remedy that we then use the lists:reverse built-in-function. See example

%slow build_append->build_append(0,[]). build_append(N,L) when N < 100000 -> build_append(N+1,L++[N]); % function calls its self with N+1 and a new list with N as the last element. build_append(_,L) -> L.

%fast build_insert->build_insert(0,[]). build_insert(N,L) when N < 100000 -> build_insert(N+1,[N|L]);  % function calls its self with N+1 and a new list with N as the head. build_insert(_,L) -> lists:reverse(L). % function has to reverse the list before it retuns it.

Compile and run the functions to compare.

The reason behind the speed difference is in the implementation of Erlang lists as linked lists.

Exercises
1) Write a function t_reverse(T) that reverses a Tuple, T, of size 5. (i.e. {a,b,c,d,e})

2) Write a function r_reverse(L) that recursively reverses each sublist in a list of lists, L.

3) Write a function s_reverse(L) that recursively reverses only the sublists but not the top level in a list of lists.

4) Write a function n_reverse(L) that recursively reverses sublists only if they contain integers.


text:
Chess Opening Theory/1. d4/1...d5/2. c4/2...Nc6

=Chigorin Defence=

2...Nc6
With 2...Nc6 Black does not support the central d5 pawn but develops a piece for an uneven game. Theory in this defence has been extended in recent years in part due to the attempt to create playable lines in the Black Knights' Tango which can transpose into a Chigorin Defence.

Theory table
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'''1. d4 d5 2. c4 Nc6'''