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User talk:Mathos

Hello Mathos, I see that you've done alot of work on the Intermediate Algebra book. I think that we can merge your book into Algebra, and at the same time clean and reorganize Algebra in a way that makes more sense. I agree with you that Algebra is in bad condition, as it contains a number of cross-links with other books like Linear Algebra, Abstract algebra, and other books. I would like to separate out all the materials into their own books, to reduce cross-linking, and make things more organized. Here is my proposal:

The remaining books will be:

 * Algebra I in Simple English (unchanged)
 * Algebra (incorporating Algebra I - A Verbose Approach and Intermediate Algebra)
 * Linear Algebra
 * Abstract algebra (possibly moved to Abstract Algebra, to meet the same naming convention).

Also, I would like to separate out the material so that it goes more or less in a chronological order: Algebra → Linear Algebra → Abstract Algebra. This means that we will no longer be cross-linking chapters, and there will be no more redundant information in these books. Here is my proposed listing of topics for each book, (not in a particular order):

 * Algebra
 * Arithmetic review
 * Polynomials, Quadratic Equation, etc
 * Factoring Polynomials, Solving for X
 * Functions, Equalities, Inequalities, Function combinations
 * Conic Sections and Graphing
 * Exponentials, Radicals, and Logarithms
 * Linear Algebra
 * Systems of Equations
 * Matricies, Vectors
 * Matrix Operations (addition, multiplication, transpose, determinent)
 * Cramers Rule
 * Submatricies (minors, adjoint, etc)
 * Matrix Inverses
 * Eigenvalues/Eigenvectors
 * Linear Transformations
 * Vector Spaces (lead in to Abstract algebra...)
 * Abstract Algebra
 * Sets and Compositions
 * Semigroups, Groups, Abelian Groups
 * Rings, fields and modules
 * Isomorphisms, Homomorphisms
 * Modules, Algebras

It is my hope that this reorganization will make all the books better: reduce duplicate information, forked content, and cross-linking; and create a single progression of ideas that is easy to follow. Much of your work on Intermediate Algebra would simply be moved, not changed, and it would be merged with the other material in the other books. If you don't have any big problems with this idea, let me know, because I would like to get started on it soon. --Whiteknight (talk) (projects) 02:11, 6 September 2006 (UTC)

American Studies cover
Mathos, I noticed the page, American Studies/Cover, that you created. If you no longer intend to use it in your book, may I suggest that you self-nominate it for deletion? Just tag it with {{delete|I, Mathos, the sole contributor, intend to delete this page.}} Cheers, Iamunknown 21:58, 6 December 2006 (UTC)

Oh, I see; I was hoping it would delete itself. I thought we were supposed to make Cover pages, but then I realized that they'd have to click extra to get there. Thanks for the information! --Jaden Mathos 04:03, 8 December 2006 (UTC)

Twins
Mathos, that's really neat. I like meeting people who have the same interests as me. =) Most people don't.

I'm not a junior in high school, but I was when I made my user page. It's actually a bit out-dated...I think I'll clean it up soon. But I still love all those books. And now that I'm in college, I've gotten to read a lot more. This is just my first semester, and I've read so much. I recommend Beowulf, if you haven't read it, and also "Dream of the Rood." They're both Anglo-Saxon poetry, and they're both fascinating. Copies of Beowulf go for dirt cheap, and you can find "Dream of the Rood" online here or elsewhere.

I haven't gotten to read Neitzche yet, but I have read Immanuel Kant, who is just as cool. =) And I love Dante's Inferno. Anyways, thanks for the friendly message. If you need anything, I'm usually here. Cheers, Iamunknown 04:50, 9 December 2006 (UTC)

Invitation of a Wikibook Study
Hi Mathos,

I'm inkeys. I'm a graduate student at Indiana University. My advisor and I, we are working on a Wikibook study. I read your wikibook of Abstract Algebra. We would like to learn more from your experience in writing or editing the book. We hope you will be interested in participating in this study. The formal invitation letter is attached below.

This is an invitation to participate in a case study related to the Wikibook project. The purpose of the study is to understand online authors’ self-efficacy, which involves the motivation to write a Wikibook, beliefs regarding one’s knowledge of the topic, previous experience and success in writing a Wikibook, and ability to help coordinate the Wikibook project and interact with other authors. If you agree to participate in this particular case study, please reply to this email (or cl17@indiana.edu) and we will schedule a one hour interview with you at your convenience by phone or by email. Your responses will be anonymous.

Your input to this project is greatly appreciated. Thanks for your time and consideration, Inkeys

Hiii
Our local programmer group do really appreciate your work in Algebra series. Articles are short and concise, so one doesn't need to spend a day reading complicated manuals. Thank you. 178.212.81.20 (talk) 21:14, 24 August 2010 (UTC) P.S. There's Caamora, early Nightwish, Delain - April Rain, Edenbridge - Live Time in Eden, Legenda Aurea and Xandria to listen.

American Studies
Hello. I just wanted to let you know that a request for deletion of a book you have authored is currently taking place at the Reading Room. Vito Francisco 03:04, 11 October 2016 (UTC)

title: User talk:Mathos


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User talk:Tdush200

Confidentiality, Privacy, and Security Improving the quality of care through the use of computerized medical information systems must not override the need to protect individual rights to privacy. Strong safeguards must protect confidentiality. Patient rights, provider rights, and other concerns are being addressed to prevent inadvertent disclosure or alteration of computerized medical records. For example, AHCPR cosponsored a conference that included proposals for strict limitations on access and heavy penalties for abuse.

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

title: User talk:Tdush200


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User:Achri564

Health and Computers

Improved Quality in Healthcare Computers are aiding healthcare advances in many different ways. An example of which is the HELP system. The HELP system stores useful information that can remind and aid physicians while solving clinical problems. For complex problems, computer workstations can integrate patient records, research plans, and knowledge databases for physicians. The HELP system was in place to study the significance of serving antibiotics two hours before surgery.

In addition to alerting physicians to abnormal and changing clinical values, computers can post reminders for physicians. For complex problems, computer workstations can integrate patient records, research plans, and knowledge databases. Physicians reminded by computer were twice as likely to give flu vaccine to patients at high risk during the winter in a 3-year trial by Indiana University investigators. Winter hospitalizations, emergency room visits, and tests for respiratory ailments were reduced by 10 to 30 percent because the high-risk patients were vaccinated. Computer alerts for physicians prevented serious kidney failure and preserved kidney function in patients. When indicators of kidney function rose in the patients, the computers alerted the physicians, who then stopped medications being given or adjusted doses more than 21 hours sooner than when there were no alerts.

Use of highly interactive HIV workstations for physicians can result in up to 20-percent decrease in hospitalization of HIV patients, increased use of primary care, and improved quality of care. From any of the terminals at the hospital or from home by telephone dialup, clinicians can access the patient data base and the HIV knowledge data base for improved patient care. Computers and databases can be used to compare expected results with actual results and to help physicians make decisions.

title: User:Achri564


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User talk:Mtari932

Decreased Costs

When a physician orders a test by computer, it can automatically display information that promotes cost-effective testing and treatment.

Total costs at Wishard Memorial Hospital in Indianapolis decreased $594 per admission (projected hospital savings: more than $3 million) when physicians used computers to write all inpatient orders. The workstations were linked to a comprehensive electronic medical record system. Total charges per admission were $887 less when workstations were used to write all inpatient orders at the hospital; tens of billions could be saved nationwide. Physicians ordered 14 percent fewer tests per outpatient visit when using computer workstations at a large primary care facility in Indianapolis. Workstations showed prior test results, predictions of abnormal results, and test prices.

Several analyses have detected substantial quality problems throughout the health care system. Information technology has consistently been identified as an important component of any approach for improvement. Computerized physician order entry (CPOE) is a promising technology that allows physicians to enter orders into a computer instead of handwriting them. Because CPOE fundamentally changes the ordering process, it can substantially decrease the overuse, underuse, and misuse of health care services. Studies have documented that CPOE can decrease costs, shorten length of stay, decrease medical errors, and improve compliance with several types of guidelines. The costs of CPOE are substantial both in terms of technology and organizational process analysis and redesign, system implementation, and user training and support. Computerized physician order entry is a relatively new technology, and there is no consensus on the best approaches to many of the challenges it presents. This technology can yield many significant benefits and is an important platform for future changes to the health care system. Organizational leaders must advocate for CPOE as a critical tool in improving health care quality.

title: User talk:Mtari932


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User:Mcgill

About Me

 * Name:S McGill
 * Location:Ireland
 * email:[mailto:mcgill@inbox.com mcgill@inbox.com]

Currently working on

 * Geometry for elementary school
 * (Adding some illustrations)

title: User:Mcgill


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The Computer Revolution/Health

Confidentiality, Privacy, and Security Improving the quality of care through the use of computerized medical information systems must not override the need to protect individual rights to privacy. Strong safeguards must protect confidentiality. Patient rights, provider rights, and other concerns are being addressed to prevent inadvertent disclosure or alteration of computerized medical records.

HIPAA
Health Insurance Portability and Accountability Act - HIPAA

In order to ensure the privacy, accuracy, and quality of a patient's medical records, The U.S. Department of Health & Human Services is required to develop standards and requirements for maintenance and transmission of health information that identifies individual patients. This law was established in 1996 and paved the way for patient confidentiality.

--Ελληνική θεά (discuss • contribs) 18:31, 4 October 2012 (UTC)

OSHA- Occupational Safety and Health Administration
"Develops and enforces minimum health and safety standards (which employers must follow) for all of America's workers."

OSHA insures safe and healthful working conditions for working men and women by setting and enforcing standards and by providing training, outreach, education and assistance.

Computerized Medical Charting Software
Computerized Medical Charting Software is similar to the software used for business client software. It is a tool to document patient health status and history electronically. The purpose of using Charting software is to eliminate:

 * loose paper work binders

 * sketchy handwriting that is difficult to translate

 * Difficult patient information sharing i.e. Request for information of medical record

Computerized charting is programmed with security software that upholds the HIPAA standards. Every employee in a healthcare facility is assign a userid and password to gain access to patient information. In terms that are understood by the everyday user, any patient information that is stored to a healthcare facility's computers are restricted to a need-to-know basis. Employees are trained and contracted to HIPAA standards and restrictions are enforced for each employee. Logs for each employee userid are maintained and stored through the computer information technology department at the facility.

--Ελληνική θεά (discuss • contribs) 18:28, 4 October 2012 (UTC)

The Database Behind the Charting Software
Computerized charting has a database as the background tool used to gather and store information regarding the patient. The database has a collection of data of the patients history and is then stored in to a virtual filing cabinet for future and present access.

There are several components of a database that make up the criteria with in the user interface:

 * A file can have many tables, each containing related information.
 * Tables can be linked by a common field and made up of records
 * A record contains information from many fields
 * A field is one piece of information with in a record
 * A key field uniquely identifies a record

All the data is created and maintained by a system called database management system (DBMS). A DBMS is software that is maintained by a Database Administrator (DBA) with the purpose of maintaining, editing, and adding. Popular DBMS is MySQL Workbench. It allows a DBA to graphically administer and visually design database structures. Tables are established with built in definitions and criteria. Once created and put into a form the actual user based software will help the medical staff user to retrieve, edit, and print a patients chart from the network of computers in a medical office setting and/or hospital. The information is stored over a network to a data center also called a mainframe that has large computer memory.

The different types of charting available on some medical software include patient history, billing, insurance, and employee information. A popular free online medical software is Practice Fusion. It enables an administrator to assign multiple users to the program. It is also useful for allied health students for EMR practice.

--Ελληνική θεά (discuss • contribs) 06:08, 16 November 2012 (UTC)

MRI – State of the Art Multimedia Imaging
Multimedia plays a key role in Healthcare for medical procedures. Advancements in healthcare have paved the way for Medical diagnosis for several diseases. In particular, Dementia and Alzheimer Disease (AD) cases rely on multimedia imaging as the main source of diagnostic testing on its patients. Magnetic Resonance Imaging (MRI) is the latest form of technology for patients that suffer from Dementia and AD. Medical studies performed on patients have been able to demonstrate the on-set of the diseases and their progression in the brain. MRI testing has proved to be an essential tool for early diagnosis of AD and Dementia. It is now known that MRI testing can help predict Hippocampus atrophy in the brain which is the leading cause of AD. MRI’s are especially useful for presenting the case to patients and have been involved in case studies that show the progression of the disease that will help the future of predicting and diagnosing patients.

--Ελληνική θεά (discuss • contribs) 17:21, 1 November 2012 (UTC)

Distant Learning in Healthcare
The growing number adults that are continuing education that is either required by the employer, OSHA, or for a career change has presented increasing situations where the adult can't seem to fit in the time to physically be in a class room enviroment, distant learning is now an essential tool in the Healthcare field. There are numerous websites and apps that offer teaching tools for medical staff. Some websites offer continuing education resources that allow a working individual to learn new technologies that apply to the career. Many colleges offer adults distant, fast-track, online learning by partnering up with online course management systems such as Blackboard to communicate, facilitate, and simulate assignments to the adult student. Many instructors invite students to use online study tools from other education websites such as Healthstream.com. Healthstream simulates learning exercises that pertain to the medical field. The site takes you step by step through a particular subject and then evaluates the student by offering a quiz to assess the level of skill that the student has. Medical organizations are also taking advantage of this tool for students that have to continue their education while in practice to update procedures with new knowledge.

Nanosensor developed for health screening

A NASA Ames scientist, Dr. Jing Li, has been working for years on what could be the greatest phone accessory of our lifetime. It’s a small computer chip that is about the size of a postage stamp that houses 32 nanosensor bars. Each bar is composed of a different nano-structure material. So, because each sensor bar is unique it can respond to different chemicals in different ways, enabling it to not only differentiate between them, but also to monitor their relative levels, in real time. Right now, the nanosensor chip is located within a cell phone case and, it's thought, that a person would just breathe on the cell phone housing.

Originally, this nanosensor technology was developed by NASA Ames for space applications. The first usage in 2008 was monitoring for fuel leaks around launch vehicles. So that’s where it began, but the Department of Homeland Security is now funding this project. Not only is the Department of Homeland security funding this project but, the Department of Defense is funding an implementation where soldiers could wear these to alert them of chemical threats. However, the mobile phone implementation is aimed at the general consumer market.

The computer chip only draws 5 milliwatts, which means very little battery is used. The smartphone they tested it with can use the sensor for eight continuous hours on a single charge. Right now, the application is primarily being developed to monitor carbon monoxyde as well as chlorine, ammonia and methane in homes. However, with a mobile phone application, the phone could automatically send data back to the Department of Homeland Security or other emergency services agencies, which would give them a big-picture look at a larger area and let them know if a mass evacuation is needed.

As mentioned the most exciting potential use, though, is how it could diagnose and monitor people with medical conditions. For example, for diabetes patients there is a direct correlation between the level of acetone in their breath and the level of sugar in their blood. The nanosensor could be used as a completely non-invasive diagnosis and measurement method. Diabetic patients could possibly get a glucose reading right from their phone. Thus, turning their phone into a glucometer. Also, there is a correlation between nitrous oxide and lung cancer. Scientists have already trained dogs to accomplish this, but the nanosensor too has a "nose" for "sniffing out cancer".

Scientists and technologists believe the health applications are endless with this new nanosensor.

Health:Nanosensor used for screening on mobile phone

Mobile application software for diabetes management

Recently, Telcare, Inc. unveiled its new "MyTelcare Diabetes Pal", now available for free on the Apple App Store. Telcare is offering people with diabetes and their caregivers the world’s first iPhone app that automatically synchronizes with a wireless glucose meter.

“Telcare’s free App is designed to empower every patient by eliminating the hurdles that have made the analysis of glucose readings so time consuming,“ said Telcare CEO, Dr. Jonathan Javitt, MD. He went on to say, “We want to increase patients’ understanding of their diabetes and help them and their caregivers properly manage the disease.”

According to their press release, Telcare BGM™ (glucose meter) introduced the industry’s first FDA-cleared, cellular-enabled blood glucose meter. The new MyTelcare Diabetes Pal App allows patients and caregivers to use their iPhone to visualize every glucose reading sent by the Telcare glucose meter while keeping track of their medication medication, nutrition, activities, and notes. The application also enables patients who don’t have the Telcare BGM to manually enter their blood glucose data and track it over time.

This is the first diabetic application software to automatically capture data from a blood glucose meter with no extra steps on the part of the patient. This is also the first app designed to share those results with health professionals and family members. For example, a doctor in his office can review the results of all diabetes patients in the practice and a mother sitting at her job can know how her child with diabetes is doing at school in "real-time".

The MyTelcare Diabetes Pal App for iPhone, iPod Touch, and iPad allows people with diabetes and their caregivers to:

Track from anywhere: This new app combines the power of cellular technology with the newest Apple development tools to synchronize blood glucose, medication and nutrition data from anywhere. With each blood glucose test taken with the Telcare BGM, the app is instantly updated with the newest BG number. For non-Telcare BGM users, the App provides a user-friendly way to update each blood glucose log.

Discover trends: With over ten professionally designed graphs and charts, users are able identify trends based on Time of Day, Prescription Adherence, Target Zones, Day of the Week, Standard Deviation, Before and After Meals, Before and After Activity, and more. Users are also able to generate and email a one page, physician-optimized report in approximately 5 seconds. All data can be exported to Microsoft Excel.

Share data with others: All data are automatically stored at http://www.mytelcare.com, Telcare’s HIPAA-compliant cloud server. Users are able to automatically share their data with health professionals, family members, and others who may be involved in their care. This feature is particularly important to the parents of children with diabetes and to the adult children of elderly people with diabetes.

MyTelcare Diabetes Pal is available for FREE from the App Store at http://www.itunes.com/appstore or downloaded directly at http://bit.ly/yNeWix. The App is compatible with the iPhone, iPod Touch, and iPad.

Health: Mobile application software for diabetes management

title: The Computer Revolution/Health


text:
The Computer Revolution/Entertainment

Delivery of entertainment - online, high tech effects, easy access forms of entertainment - shopping, movies, music (MP3), games, magazines, tabloids, newspapers, instant alerts, email, messenger (MSN), webcams, netmeetings (video conferencing),

title: The Computer Revolution/Entertainment


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The Computer Revolution/Entertainment/Music

Computers have come a long way in the entertainment/music area. We have watched music evolve from the record album to the 8 track players to cassettes and now compact discs (CD's) and portable media players (PMP). We can either play CD's on the computer or download music from the internet. Years ago we used to use an engine called Napster to download music. Now we have engines like 'Limewire' (file sharing software) where we do not have to pay to download music.

We have the option to either rip songs from existing CD's onto new blank CD's or download music from the internet and burn songs onto a CD. There are other options we can use which are downloading onto MP3 players or iPods. A portable multimedia player, or PMP is a hard disk or flash memory based electronic device, such as an "MP3 player", which is capable of storing and playing files in one or more media formats. MP3 format is a compression system for music. The MP3 format helps reduce the number of bytes in a song without hurting the quality of the song's sound. With MP3, a 32 megabyte (MB) song on a CD compresses to about 3 MB. This lets you download a song in minutes rather than hours, and store hundreds of songs on your hard disc without taking up much space. The main attraction of portable media players is often their versatility: being able to load and play different formats of video (including MPEG, DivX, and XviD), audio (including MP3, WAV, and Ogg Vorbis), or digital images, (including BMP, JPEG, and GIF). Some even count some Handheld game consoles like sony's PSP and GamePark Holdings' GP2X as being a PMP for their media playing capabilities. | http://computer.howstuffworks.com/mp31.htm

A portable video player is a type of portable media player which focuses on the playback of digital video. Some portable media players can store and display digital images. In this instance the Apple 5th-generation iPod could be considered a portable media player- as it is capable of playing back audio as well as displaying digital pictures and video. Also the Creative Zen Vision:M is another player that can play both audio and video, picks up FM Radio and records voice as well as the larger screened (2.5" to 4" respectively) Zen Vision. The Sony HMP-A1, released only in Japan and Europe, had these same capabilities as well as longer battery life. The Samsung Yepp YP-T8 also provided these capabilities, as well as voice, FM radio, and line recording. It also included a USB host capability for link up to other portable devices without the use of a PC. Some other examples of portable media players with these capabilities include the Archos Gmini series, aigo E-858, X2 MegaView series, the Neuros 442, the iriver series of media players, the Olympus m:robe, the acclaimed iStation v43, MP4 Star by Intechip Corp. and the Cowon A2. MSI developed and showcased the first solar powered player, the MSI MEGA 540, at CeBIT in Hannover, Germany [1]. Other portable media players combine a focus on recording capability with playback features, for example the Neuros Recorder 2 records as well as plays back several audio and video formats.

The bundled software used for transferring music, photos and videos is called iTunes. As a music jukebox application, iTunes stores a comprehensive library of music on the user's computer and can play, burn and rip music from a CD. The most recent version of iTunes has photo and video synchronization features. http://en.wikipedia.org/wiki/Portable_media_player

The iPod is currently the world's best-selling digital audio player, and its worldwide mainstream adoption makes it one of the most popular consumer brands.

It will be interesting to see what the future holds for music technology.

We have come a long way from playing music from the early days only on vinyl, 8 tracks, or cassette form. Now of days you can enjoy listening to music on CD’s through the computer using Windows Media Player by default or downloading them to your favorite MP3 Player. If Windows Media Player doesn’t want to play for any reason like in Windows 7 with the newer version of Windows Media Player 12 because of the darn wma server execution error, you can use any of the following players to play your music that include ACE Mega Codecs Pack, Banshee, ITunes, Nero, Overdrive Media Console, QuickTime Player, Real Player, Rhapsody, Winamp, and VLC Player to name a few. If you want to purchase a CD you can listen to it first before purchasing a disc you would hate spending $20 for it. You can use several sites on the internet to check them out. My favorite websites include YouTube, MySpace, Kazaa, Rhapsody, Napster, or ITunes. The best website to my knowledge for the past two years being visually impaired and works the best with accessibility software such as JAWS and Zoom Text is Kazaa. Even though it’s a paid subscription for $19.99 a month you get unlimited downloads of the entire collection to play through Windows Media Player or Winamp. Plus you can download unlimited ringtones of the tracks to your cell phone for free since it is a part of the subscription. I have thrown away my package to my cell company since they were charging 3.00 for 1 ringtones at a time.

Media Players are software programs for playing multimedia files, audio or video on your computer. Windows has various types of free downloadable devices you can choose from. You can create your own library of playlists by purchasing music through ITunes and transferring them to a cd. I like purchasing the music because you just buy the songs you really like. These playlists allow you to burn cd’s or watch dvd’s. You can also stream music on your computer (listening) while working on files or documents. I found that out this year when I wanted to listen to music but didn’t have a small radio or cd player. This is a nice feature and I don’t normally use media players. My husband has burned cd’s for our car cd player using this. But you have to be careful because of copyright laws, do not do this to sell music. It hurts the artists and record companies who are trying to sell their music.


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The Computer Revolution/Communication/Netmeetings

Netmeetings
-Virtual meetings, allowing users to be remote or in different locations and conduct meetings as if everyone were in the same room.
 * Applications sharing and data conferencing- Unlike most conferencing products, which enable only audio phone calls, NetMeeting allows users to have a much richer experience by sharing information on their PC with the people they are talking to, allowing to connect with multiple users.
 * Allows sharing of one's desktop with multiple users with a choice of letting the other users edit it.
 * The other users in the conference do not have to have the same application to view it.
 * Netmeeting also allows users to share a whiteboard, where they sketch their ideas, as well as live chat with the rest of the conference.
 * NetMeeting will change the way people communicate and collaborate on the Internet and corporate intra-nets by expanding the situations in which the PC can be used. Possible scenarios include these:

-Document collaboration, allowing users to work together and collaborate on documents or information in real time.

-Customer service, allowing users to communicate directly with customer service from a Web site, or be able to see graphic information as part of a telephone call.

-Telecommuting, allowing users to extend their reach while on the road or other locations beyond file sharing or e-mail, by taking advantage of data conferencing capabilities.

-Distance learning, allowing presentations or information to be presented to numerous people at the same time over the Internet or intra-nets for education purposes.

Key features and benefits

 * NetMeeting makes it easy to connect and communicate with friends and family over the Internet.
 * NetMeeting extends the telephone call to enable rich multimedia communication.
 * NetMeeting lets users get the most out of their PC on the Internet.
 * Increase in the productivity of end users.
 * Reduction of the cost of support on intra-nets.
 * Extend conferencing to products, solutions and services.


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The Computer Revolution/Business/Advances

The Computer Revolution as a Business Tool
Computers are an indispensable tool for doing business. This is the plain truth that all businesses large or small must understand. When I was a kid, on allowance day, I'd cycle over to Mr. Lee's candy store and buy 25 cents of mixed candy. Mr. Lee knowing how much I preferred the sugar coated strawberries to those mini-tootsie rolls would fill the order (a little brown bag) top heavy with those delicious strawberries, a smattering of other sweets, and at the most one or two tootsie rolls. Unlike the competition up the street at the Blue Jeans candy store where no matter how you protested the order was always filled with goodies in equal amounts, Mr. Lee understood the business principle of customization. In fact, I'm sure that if Mr. Lee were doing business today, he would be keeping track of his customer's buying habits with a computer like so many successful businesses are doing.

Consider this: When you shop at retailers like Superstore, Home Depot, Staples and so on, virtually all of the products on the shelf are there in an attempt to fit the shopper’s tastes. How do these retailers know the shopping habits of thousands people? Simple, they are tracking and recording purchases at the check out counter with a computer. More sophisticated software programs will record demographics like age, address, sex, occupation, and how much money you spend.

But computers don't just help record customer purchases. They are critical in managing inventories of literally thousands of products. This aids retailers in deciding how much and when to replenish there stocks; what is selling like hotcakes and what isn’t moving.

Perhaps most important of all, computers can track the flow of money. Accounting applications like Excel and Quicken allow retailers to keep record of debits and credits, profits and losses, charitable donations, and theft. They are useful for keeping the all important tax records too. Computers streamline business and keep costs down while enabling faster and more efficient service.


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User talk:71.65.92.121

Thanks for experimenting with the page Stuffed Camel on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568 02:43, 6 September 2006 (UTC)

title: User talk:71.65.92.121


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User talk:Areil123~enwikibooks

Hello Areil123, welcome to wikibooks! I see that you and several other new users have been working on the The Computer Revolution book. Is this part of some kind of class or project? If so, who is in charge?

Anyway, my name is Whiteknight, and I am a wikibookian. I would be willing to help you and your friends if you would like. Feel free to send me a message on my user talk page if you need anything. --Whiteknight (talk) (projects) 02:43, 6 September 2006 (UTC)

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You can find more resources in the Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, or the IRC channel.

Good luck!. --Az1568 03:45, 6 September 2006 (UTC)

Help and Etiquette
I'm glad to hear about your project, wikibooks has hosted a number of collaborative teaching projects, such as Human Physiology, CPCN, and XML. The The Computer Revolution book is definately in need of some love and care, so I am happy that your class is working on it.

As to etiquette (and I am sure i'm spelling that incorrectly), there isn't much to worry about, so long as your students are nice. If you need help, we have a (mostly complete) help book available, to learn all the specifics about wikitext markup, page editing, etc. If you or anybody in your class need anything else, please don't hesitate to ask me anything. --Whiteknight (talk) (projects) 14:50, 6 September 2006 (UTC)

Page moves
Hello Areil, how are things going?

I see that you've been moving some pages around, and while I hate to be the bearer of bad news, I have to inform you that you are moving them wrong. When you move a page, you should specify the destination address in "wikistyle", not as a URL. For instance, you should move pages to:

The Computer Revolution/introduction/effect on society/health

and not to:

Http://en.wikibooks.org/wiki/The Computer Revolution/introduction/effect on society/health

I will fix the pages that you have already moved for you. If you have any questions, please let me know. --Whiteknight (talk) (projects) 13:28, 11 September 2006 (UTC)

 * You can make a link to a local page by using two square brackets: The Computer Revolution/introduction/effect on society/health makes: The Computer Revolution/introduction/effect on society/health.

 * And you can rename a link to whatever you want it to be: HEALTH makes: HEALTH.

 * If you want to make a sub-page off a given page, you can just say: /sub page/, and the software will automatically make the link as if you had typed User:Areil123/sub page/. --Whiteknight (talk) (projects) 21:10, 11 September 2006 (UTC)

Page Move Corrections
I fixed your bad page moves. When you move a page, DO NOT MOVE IT TO "http://..." This is wrong. Instead, just move it to the name of the page you want. For instance, do not move a page to http://en.wikibooks.org/wiki/The Computer Revolution/page, instead, move it to "The Computer Revolution/page". The server will automatically fill in the rest.

If you have any more questions, let me know. If you want a page moved, and you aren't sure how to do it correctly, send me a message, and I will do it for you. Also, when you leave a comment somewhere, you can sign your name to it by typing "~" (four tildes). The server will automaticall replace that with your username. --Whiteknight (talk) (projects) 18:44, 13 September 2006 (UTC)

Your Book
Sorry It has taken me so long to reply to you, I've been very busy lately. I have seen your book, and with the exception of a few problems with page links, the book looks good. I would like to point you to a page that the community and I have been writing: Guidelines for class projects. This is just a draft now, but I hope that you can learn things from it, and that eventually you can add your thoughts to it as well. Please let me know if you need anything else. Good luck with your project. --Whiteknight (talk) (projects) 03:33, 4 December 2006 (UTC)

 * By the way, we have also started a page at List of class projects, where you can list your class project, make comments about it, and ask for help. --Whiteknight (talk) (projects) 03:39, 4 December 2006 (UTC)

Using images from Commons
G'day, I just found your local copy of a mitochondria image from Commons, Image:Diagram of a human mitochondrion.svg. When an image is hosted on Commons, you can use it directly within your Wikibook without having to upload it here. Just put in the image name as if it was a local image, and the wiki software will do the rest for you. Webaware talk 06:24, 27 August 2007 (UTC)

Realpedia
This book is up for deletion at WB:VFD. Since you're the primary contributor, please comment and vote on it's deletion.  – Mike.lifeguard  | talk 18:40, 5 September 2007 (UTC)

 * I see that you're planning on using this for your family's homeschooling. But what is the book supposed to be? If it's going to be a random collection of facts (which is what it is now... albeit only 2 of them), then that's not a textbook. Wikibooks is for textbooks; if you need help to determine whether Realpedia is going to fit within our project's scope, please ask.
 * Please lay out the scope of the book and at least a rudimentary outline so we know whether to delete it (if outside project scope) or not. The main issue is not the lack of content, but rather that there is no organization, no indication that it will be developed into a textbook and no indication of planning. Just because you're going to fill it with content doesn't mean we can keep it here.  – Mike.lifeguard  | talk 12:00, 6 September 2007 (UTC)

 * Everything is on-topic someplace. The trick is finding that place.
 * I'm pretty sure that, contrary to popular belief, most books are written by collecting a bunch of random information that the author is interested in. Only afterward does the author shuffle the order of that information, and cut out things that don't seem to "fit" (saving them for the next book), to give the appearance of organization.
 * If, like most book authors, you can't create a rough draft of an outline ahead of time, then wikibooks is not the best place to start writing -- there are lots of other places that are better places to begin incubate your "realpedia". I found it pretty easy to create a new wiki on one of the free wiki hosts (Wiki_Science/How_to_start_a_Wiki). Perhaps you could consider creating a new wiki on one of those free hosts, and temporarily moving "realpedia" there. Later once you've filled it out a bit and have an outline, you could move some or all of it back to Wikibooks (if it's a book) or some other more appropriate wiki.
 * Is there any way I can help? --DavidCary 05:00, 10 October 2007 (UTC)
 * p.s. I'm also encouraging all homeschoolers to check out http://nanowrimo.org/ . --DavidCary 05:00, 10 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 Areil123. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Areil123~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 22:57, 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) 04:34, 19 April 2015 (UTC)

title: User talk:Areil123~enwikibooks


text:
User talk:69.182.240.141

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: We hope that you choose to become a Wikibookian and create an account. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.. Az1568 04:17, 6 September 2006 (UTC)
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

title: User talk:69.182.240.141


text:
User talk:75.41.254.19

Thanks for experimenting with the page Puzzles/Four 4's equal/solution on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks. Az1568 03:12, 6 September 2006 (UTC)

title: User talk:75.41.254.19


text:
User:Tewy

My main user page can be found at User:Tewy.

title: User:Tewy


text:
User talk:70.72.189.241

Thanks for experimenting with the page The Computer Revolution/introduction on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks. Az1568 03:37, 6 September 2006 (UTC)

title: User talk:70.72.189.241


text:
User talk:206.192.30.32

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: We hope that you choose to become a Wikibookian and create an account. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.. Az1568 04:17, 6 September 2006 (UTC)
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

title: User talk:206.192.30.32


text:
Ukrainian Dancing/Central Ukraine/Steps for Women and Girls

To add to this page, go to Template:Steps. Click on edit this page, and then highlight and copy the entire template. Return to this page and click on edit this page. Go to the end of the page and paste the template. Update the template with your description of the steps.

Description

 * 1) Before the first count, turn head to the right, fixing eyes on a spot on the wall.  At the same time, raise up on to the ball of the left foot and pivot on the left foot one quarter turn, so that the body is in line with the head.  The right foot should be slightly off of the ground, toes pointed downward.
 * 2) On one lower the left foot, keeping the heel off of the ground.  Place the right foot fully on the ground in an open third or fifth position (i.e., the heel of the right foot is in line with the arch or toe of the left foot.  Toes are turned out, but not at an extreme 180 degree turnout).
 * 3) On and turn head to the right, fixing eyes on a spot on the wall.  At the same time, raise up on to the ball of the left foot and pivot on the left foot one quarter turn, so that the body is in line with the head.  The right foot should be slightly off of the ground, toes pointed downward.  The dancer should now be turned 180 degrees from the starting point.
 * 4) On two  lower the left foot, keeping the heel off of the ground.  Place the right foot fully on the ground in an open third or fifth position.
 * 5) On and turn head to the right, fixing eyes on a spot on the wall.  At the same time, raise up on to the ball of the left foot and pivot on the left foot one quarter turn, so that the body is in line with the head.  The right foot should be slightly off of the ground, toes pointed downward.
 * 6) On three lower the left foot, keeping the heel off of the ground.  Place the right foot fully on the ground in an open third or fifth position.
 * 7) On and turn head to the right, fixing eyes on a spot on the wall.  At the same time, raise up on to the ball of the left foot and pivot on the left foot one quarter turn, so that the body is in line with the head.  The right foot should be slightly off of the ground, toes pointed downward.  The dancer should now have returned to the starting position.
 * 8) On four lower the left foot, keeping the heel off of the ground.  Place the right foot fully on the ground in an open third or fifth position.

The step may also be performed turning over the left shoulder by reversing the working and supporting legs.

Description

 * 1) Before the first count, turn head to look over the right shoulder, fixing eyes on a spot on the wall behind the dancer.  At the same time, raise up on to the ball of the left foot and pivot on the left foot one half turn, so that the body is in line with the head.  The right foot should be slightly off of the ground, toes pointed downward.  The dancer should now be turned 180 degrees from the starting point.
 * 2) On one lower the left foot, keeping the heel off of the ground.  Place the right foot fully on the ground in an open third or fifth position (i.e., the heel of the right foot is in line with the arch or toe of the left foot.  Toes are turned out, but not at an extreme 180 degree turnout).
 * 3) On and turn head to look over the right shoulder, fixing eyes on a spot on the wall behind the dancer.  At the same time, raise up on to the ball of the left foot and pivot on the left foot one half turn, so that the body is in line with the head.  The right foot should be slightly off of the ground, toes pointed downward.  The dancer has now returned to the starting point.
 * 4) On two  lower the left foot, keeping the heel off of the ground.  Place the right foot fully on the ground in an open third or fifth position.

The step may also be performed turning over the left shoulder by reversing the working and supporting legs.

Description

 * 1) Before the first beat, extend the right foot out towards the side.
 * 2) One one, shift weight onto the right foot, placing the entire foot on the ground.  Raise the left foot and bring it behind the right ankle.
 * 3) On and, step onto the ball of the left foot, and extend the right foot out towards the side.

The step may also be performed towards the left.

Description

 * 1) One one, hop and place the toe of the right foot behind the dancer.
 * 2) On and, hop and pivot 180 degrees on the left foot, turning over the right shoulder.  At the same time, turn the right foot up, so that the heel is on the ground and the toe is facing upwards.  The dancer has completed one half rotation.

To complete the rotation, the dancer can perform another toe-heel half-turn, or another step, such as pokhid skladnye.

The step may also be performed towards the left.


text:
A Beginner's Guide to D

For Experienced Programmers
D is very similar to languages like C++ and Java. Therefore, if you have experience with those languages, you can probably pick up D by simply reading the /D Transition Guide/.

Status of this Text
This book will be a guide to people starting to program using the D programming language. It is intended for a range of audiences, from people new to programming to the seasoned programmer. The book has been arranged so that you can follow the suggested chapter order, which will lead you through the concepts such that you can use them before finishing the book. Alternatively, you can select the chapters as you see fit, skipping over some things that you might already be familiar with.

This book does not include a comprehensive introduction to programming as there are many sources for that already, though it does have a refresher on the topic.

The content of this book is based on the use of the Phobos standard library which comes with the DigitalMars dmd compiler.

Before contributing, please read the /Style Guide/.

 * The Table of Contents is almost done, so this book is now open for content. If you want to write a page, first read the /Style Guide/, then choose a page, replace the text in the list below with a link to the name you want like so:

/Chapter/ or Section Title (The /'s are important), and put some note on the page to say you're going to handle it (to try to minimize duplication).

Table of Contents

 * 1) /Before We Begin.../
 * 2) Short Introduction to D
 * 3) D Compiler
 * 4) Editors Supporting D
 * 5) /The Basics/
 * 6) The Structure of D
 * 7) Start at the Beginning
 * 8) Introduction to Modules
 * 9) Types and Math [input of a few different types, up to dynamic arrays]
 * 10) Basic Output [using std.stdio.writef/writefln]
 * 11) Basic Input [using std.cstream.din]
 * 12) /Conditions and Loops/
 * 13) The Concepts of Conditionals and Loops
 * 14) Simple Branching
 * 15) Simple Iteration
 * 16) Simple Looping (The while and do-while loops)
 * 17) Complex Iteration (The for Loop)
 * 18) /Conditions and Loops/Switch Statement/ (The Switch conditional)
 * 19) Functions and Simple Arguments [somewhere in this chapter, segfaults and other failures should be briefly introduced but simply refer to a later chapter]
 * 20) The Concept of Functions [NOT in the Functional Programming sense]
 * 21) Simple Functions
 * 22) Recursion
 * 23) Passing Basic Types
 * 24) Passing Arrays
 * 25) Assertion and Contracts
 * 26) Basic Classes and Object Orientation
 * 27) The Concept of Classes
 * 28) Simple Classes [an extension to the input programs above that has a "person" class with char[] name, int age, etc.]
 * 29) Methods
 * 30) Data Hiding
 * 31) Public vs Private
 * 32) Accessor Methods and Properties
 * 33) Exceptions and Handling [This chapter should also mention segmentation faults]
 * 34) The Concept of Exceptions
 * 35) Throwing Exceptions
 * 36) Simple Catching
 * 37) The finally Clause
 * 38) Advanced Arrays
 * 39) Dynamic Arrays, Concatenation and COW
 * 40) Static Arrays
 * 41) Associative Arrays
 * 42) Modules
 * 43) Modules and the Filesystem
 * 44) Making your Own Modules
 * 45) Importing Modules
 * 46) Public vs private vs static imports
 * 47) Namespace and Conflicts
 * 48) Advanced Object Orientation
 * 49) Friendly Classes
 * 50) Class Inheritance
 * 51) Simple Inheritance
 * 52) Interfaces
 * 53) Operator Overloading
 * 54) x. --- TO BE COMPLETED ---
 * 55) Advanced Functions and Arguments [This chapter should perhaps be switched with the last one]
 * 56) Review of Passing
 * 57) Passing Classes
 * 58) Passing by-val vs. by-ref: in, out, inout
 * 59) x. Function Pointers and Delegates?
 * 60) x. --- TO BE COMPLETED ---
 * 61) /Templates and Generic Programming/
 * 62) Template Classes
 * 63) Template Functions
 * 64) Mixins
 * 65) Advanced Templates
 * 66) Miscellaneous and Advanced Features
 * 67) Functions
 * 68) Lazy Evaluation
 * 69) Object Orientation
 * 70) Structs and Packing
 * 71) Unions
 * 72) Enumerations
 * 73) TO BE CONTINUED

Things to be added (in no particular order; feel free to add these yourself):
 * Preprocessor-like functionality:
 * Pragmas
 * Conditional Compilation
 * Mixins
 * Probably in the (to-be-described) templates section
 * Function Pointers and Delegates
 * If the Advanced Functions chapter comes after Advanced OO, this fits there.
 * Garbage Collection
 * Not sure where to put this
 * Scoped statements
 * Not sure where to put this
 * Type-casting
 * Needs to be in multiple places
 * Array literals
 * Probably should be in /The Basics/Types and Math/
 * Signals and slots
 * Tuples
 * 'scope' for object variables
 * Sockets
 * Threads

title: A Beginner's Guide to D


text:
Self-Reliance Handbook/Making Soap

This section needs to be redacted

What you need

 * Ashes of a wooden fire
 * Fat
 * A pan

The process

Heat (don't burn - be carefull) the fat in a pan. Stir in ashes. Pour the broth into some moulds/molds and let sit. That's about it. The quantities of the ingredients depend on the quality of the fat or the ashes. Just try - won't be that difficult.

Add fragrance by putting lavender, roses or similar into the mixture.

title: Self-Reliance Handbook/Making Soap


text:
Talk:FOSS Licensing

License problems
I highly appreciate that this books is double-licences, but there is a problem with maintaining this state. There are always contributors that make small edits, like fixing spelling mistakes; they might not see main page of this book (eg. they may come from Google here) and do not know about double-licensing. Should we assume that such contributors agree also to terms of CC-BY-SA license? I have some doubts.

I am not familiar with rules of multi-licensing developed at Wikipedia; perhaps there is a ready solution for this problem. --Derbeth talk 08:26, 6 September 2006 (UTC)

Modifications of this work
I found some things that may be obsolete or just missing. Should I go ahead and add those stuff? Should I create a "annotation box" for these added things instead? (If so, how do you create a "annotation box" anyways?) --24.207.85.220 (talk) 18:29, 29 September 2008 (UTC)

title: Talk:FOSS Licensing


text:
User:Chief Mike

User:Chief_Mike/Sandbox

About
' Pacific Standard Time?'' It is not!   That would be UTC-8 ''' or 16 hours l8r over here.

Me: A Retired U.S. Navy Chief Petty Officer living on an island in the western Pacific Ocean.

Approx: 11°42’00”N 122°22’00”E. (view)

Real Name: Mike Kouklis

Rate/Rank: GSMC Gas Turbine Systems Mechanical Chief Petty Officer E-7

Homepages: Yahoo-360º

To my en.wikipedia UserPage
 * 1) REDIRECT

title: User:Chief Mike


text:
User talk:Chief Mike

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Derbeth talk 09:55, 6 September 2006 (UTC)

title: User talk:Chief Mike


text:
Japanese/Practical Lessons/Syllabus

Proposed Syllabus for Japanese Textbook/Practical Lessons
This syllabus is based on the following standard:
 * State of California Foreign Language Teaching Standards Icons-mini-file acrobat.gif

There exists a Lesson_Plan based on this syllabus.

Function
Students develop the ability to understand and express:
 * 1) Greetings and introductions
 * 2) Counting
 * 3) Likes and dislikes
 * 4) Actions
 * 5) Ownership
 * 6) Simple requests and commands
 * 7) Simple questions (where, when, why, who, what)
 * 8) Statements about individuals
 * 9) General intent

Level of Competency
Students will become competent to the following levels:
 * 1) Reading
 * 2) Hiragana, Katakana, 100 Kanji, 800 Words (JLPT N5 Kanji and Vocabulary)
 * 3) Identify the general intent of very short texts enhanced by visual clues:
 * 4) Charts
 * 5) Instructions
 * 6) Maps
 * 7) Menus
 * 8) Photographs
 * 9) Posters
 * 10) Schedules
 * 11) Signs
 * 12) Short letters
 * 13) Writing
 * 14) Write Hiragana, Katakana, 100 Kanji
 * 15) Compose short sentences:
 * 16) Notes
 * 17) Poems
 * 18) Postcards
 * 19) Short letters
 * 20) Shopping Lists
 * 21) Todo Lists
 * 22) Listening and Speaking
 * 23) Understand short audio and/or video conversations
 * 24) Be able to speak in short and uncomplicated sentences.
 * 25) Even with some hesitation and errors, understand and speak the function items effectively.
 * 26) Grammar:
 * See User:Retropunk/Japanese_Curriculum/Outline/Beginner_Lessons/Grammar for list of grammar to be mastered in this lesson.

Topics
Possible topics include:
 * 1) Personal
 * 2) Family
 * 3) Friends
 * 4) Home
 * 5) Rooms
 * 6) Health
 * 7) School
 * 8) Hobbies
 * 9) Student life
 * 10) Shopping
 * 11) Clothes
 * 12) Pets and animals
 * 13) Abstract
 * 14) Schedules
 * 15) Prices
 * 16) Size and quantity
 * 17) Symbols
 * 18) Colors
 * 19) Numbers
 * 20) Days
 * 21) Dates
 * 22) Time
 * 23) Directions
 * 24) Weather and seasons
 * 25) Transportation
 * 26) Cultural
 * 27) Holidays and festivals
 * 28) Geography
 * 29) Monuments and places of interest
 * 30) Cultural and historical figures
 * 31) Food and customs
 * 32) Travel
 * 33) Professions and work

Function
Students develop the ability to understand and express:
 * 1) Polite requests and commands
 * 2) Polite questions
 * 3) Needs
 * 4) Descriptions
 * 5) Comparisons
 * 6) Emotions
 * 7) Statements about groups
 * 8) Intent and general meaning

Level of Competency
Students will be competent to the following levels:
 * 1) Reading
 * 2) Hiragana, Katakana, 300 Kanji, 1600 Words (JLPT N4 Kanji and Vocabulary)
 * 3) Identify the intent and general meaning of short texts:
 * 4) Advertisements
 * 5) Tickets
 * 6) Brochures
 * 7) Short narratives
 * 8) Writing
 * 9) Hiragana, Katakana, 300 Kanji
 * 10) Create simple paragraphs
 * 11) Letters and short guided compositions
 * 12) Listening
 * 13) Identify intent and general meaning of uncomplicated speech
 * 14) Understand polite questions, answers and commands
 * 15) Speaking
 * 16) Sentences and strings of sentences
 * 17) Polite questions, commands and requests
 * 18) Accuracy
 * 19) Understand and express intent and general meaning

Topics
Possible topics include:
 * 1) Personal
 * 2) Family
 * 3) Friends
 * 4) Home
 * 5) Rooms
 * 6) Health
 * 7) School
 * 8) Hobbies
 * 9) Student life
 * 10) Shopping
 * 11) Clothes
 * 12) Pets and animals
 * 13) Abstract
 * 14) Schedules
 * 15) Prices
 * 16) Size and quantity
 * 17) Symbols
 * 18) Colors
 * 19) Numbers
 * 20) Days
 * 21) Dates
 * 22) Time
 * 23) Directions
 * 24) Weather and seasons
 * 25) Transportation
 * 26) Cultural
 * 27) Holidays and festivals
 * 28) Geography
 * 29) Monuments and places of interest
 * 30) Cultural and historical figures
 * 31) Food and customs
 * 32) Travel
 * 33) Professions and work

Function
Students develop the ability to understand and express:
 * 1) Clarifications
 * 2) Opinions
 * 3) Narration in the present, past, and future
 * 4) Feelings and emotions
 * 5) Statements about abstract ideas
 * 6) Intent, meaning and important details

Level of Competency
Students will be competent to the following levels:
 * 1) Reading
 * 2) Hiragana, Katakana, 700 Kanji, 3300 Words
 * 3) Identify the intent, meaning and important details of authentic texts:
 * 4) Articles
 * 5) Essays
 * 6) Japanese-Japanese Dictionary
 * 7) Japanese Wikipedia
 * 8) Poems
 * 9) Stories
 * 10) Writing
 * 11) Hiragana, Katakana, 700 Kanji
 * 12) Simple paragraphs
 * 13) Writing journals
 * 14) Letters
 * 15) essays
 * 16) Listening
 * 17) Identify intent and meaning and important details of carefully conveyed language
 * 18) Speaking
 * 19) Strings of related sentences
 * 20) Accuracy
 * 21) Understand and express intent, meaning and important details

Topics
Possible topics include:
 * 1) Knowledge
 * 2) Art
 * 3) History
 * 4) Literature
 * 5) Music
 * 6) Science
 * 7) Cultural
 * 8) Current Affairs
 * 9) Civilisation
 * 10) Politics
 * 11) The Environment
 * 12) Social Issues
 * 13) Government
 * 14) Education System

Function
Students develop the ability to understand and express:
 * 1) Advice and suggestions
 * 2) Comparisons
 * 3) Contrasts
 * 4) Explanations
 * 5) Justification of an opinion or belief
 * 6) Information and knowledge

Level of Competency
Students will be competent to the following levels:
 * 1) Reading
 * 2) Hiragana, Katakana, 1300 Kanji, 5000 Words (JLPT N2)
 * 3) Improve their reading using comprehensive, authentic texts
 * 4) Short books
 * 5) Poems
 * 6) Articles
 * 7) Japanese-Japanese Dictionary
 * 8) Japanese Wikipedia
 * 9) Writing
 * 10) Hiragana, Katakana, 1300 Kanji
 * 11) Series of paragraphs
 * 12) Journals
 * 13) Letters
 * 14) Essays
 * 15) Listening
 * 16) Understand most authentic spoken language well enough to expand speaking and listening ability
 * 17) Speaking
 * 18) Speaks well enough to expand speaking and listening ability
 * 19) Accuracy
 * 20) Can communicate well enough to expand and improve their abilities

Topics
Possible topics include:
 * 1) Knowledge
 * 2) Art
 * 3) History
 * 4) Literature
 * 5) Music
 * 6) Science
 * 7) Cultural
 * 8) Current Affairs
 * 9) Civilisation
 * 10) Politics
 * 11) The Environment
 * 12) Social Issues
 * 13) Government
 * 14) Education System

Function
Students develop the ability to understand and express:
 * 1) Transactions
 * 2) Negotiations
 * 3) Elaborate opinions
 * 4) Analysis and critiques
 * 5) Debates

Level of Competency
Students will be competent to the following levels:
 * 1) Reading
 * 2) Hiragana, Katakana, 2000 Kanji, 8000 Words (JLPT N1)
 * 3) Full comprehension
 * 4) Writing
 * 5) Hiragana, Katakana, 2000 Kanji
 * 6) Writing is clear and fully comprehensible
 * 7) Listening
 * 8) Understand natural spoken Japanese
 * 9) Speaking
 * 10) Near fluent

Topics

 * 1) Philosophical
 * 2) Human rights
 * 3) Knowledge
 * 4) Art
 * 5) History
 * 6) Literature
 * 7) Music
 * 8) Science
 * 9) Science
 * 10) Cultural
 * 11) Current Affairs
 * 12) Civilisation
 * 13) Politics
 * 14) The Environment
 * 15) Social Issues
 * 16) Government
 * 17) Education System

title: Japanese/Practical Lessons/Syllabus


text:
User:Chief Mike/sandbox

ezz Just m' personile ;) playground
??? Please don't edit this page!

scrachpad
http://en.wikibooks.org/wiki/Algebra/Trigonometry

Properties of Special Right Triangles
In a 30-60-90 right triangle, let the short leg, i.e. the leg opposite the 30 angle, be x, then the hypotenuse is equal to 2x and the longer leg, i.e. the leg opposite the 60 angle, is equal to x*$$\sqrt{3}$$
 * In a 45-45-90 right triangles, i.e., an iscoles right triangle, let one leg be x, then the hypotenuse is x×$$\sqrt{2}$$

Special Properties of Right Triangles

 * The sum of all angles in any triangle will always equal 180 degrees!

x*$$\sqrt{2}$$
 * In a 45 45 90° triangle, i.e., an iscoles right triangle, let one leg be x, then the hypotenuse is

x*$$\sqrt{3}$$
 * In a 30 60 90° triangle, let the short leg, i.e. the leg opposite the 30° angle, be x, then the hypotenuse is equal to 2x and the longer leg, i.e. the leg opposite the 60° angle, is equal to

x*$$\sqrt{5}$$
 * In a 15 75 90° triangle, let the short leg, i.e. the leg opposite the 15° angle, be x, then the hypotenuse is equal to 2x and the longer leg, i.e. the leg opposite the 75° angle, is equal to

 * 1) REDIRECT [My en.wikipedia user page]

title: User:Chief Mike/sandbox


text:
Neuroscience/Developmental Neurobiology/Neural Induction

The primary neural tissue is derived from the ectoderm, one of the three primary germ cell layers - the other two are the mesoderm and endoderm.

The notochord (also called the chordomesoderm) releases the two signaling molecules noggin and chordin, which act as inductive agents. When the notochord releases these inductive molecules, neural ectoderm is formed from the overlying surface ectoderm. Noggin and chordin antagonize the effects of Bone morphogenetic Protein 4 (BMP-4) - a growth factor in dorsal ectoderm that must be inhibited for ectoderm to become neural.

Research into the notochord has played a key role in understanding the development of the central nervous system. By transplanting and expressing a second notochord near the dorsal neural tube, 180 degrees opposite of the normal notochord location, one can induce the formation of motoneurons in the dorsal tube.

The notochord also secretes a protein called sonic hedgehog homolog (SHH), a key morphogen regulating organogenesis and having a critical role in signaling the development of motoneurons. The secretion of SHH by the notochord establishes the ventral pole of the dorsal-ventral axis in the developing embryo. As shh is secreted a gradient is formed. Different levels of shh cause different types of cells to be formed in the developing embryo. Motoneuron formation generally occurs in the ventral neural tube, while the dorsal tube generally forms sensory neurons.


text:
User:Wolfgirl95

Hello. My name if Jennifer and I am working on this section on educational philosophies. I am super new at all of this. I am a first generation college graduate from a small town in Martinsville, Va. (Yes we are the ones with the Martinsville Speedway for all of you race fans). So, if you want to give me advice or simply want to say hi, just talk to me.

title: User:Wolfgirl95


text:
XForms/HelloWorld

Background and Motivation
Since K&R wrote the first book on C programming, it has become tradition for programming books to begin with a "Hello World" program. Running this program will indicate if you have XForms installed correctly.

Here is a sample "hello world" program in XForms. It uses one input, one variable in the model, and one output. You should be able to just copy and paste the text into a program such as Notepad and save it to a file such as hello.htm. This will tell you if you have the Firefox or other browser extension installed correctly.

Screen Image
(Note that this is only a .jpg and NOT an actual form!)

Link to Working Example
Hello World

Hosted *hello world* example

Program
To run this program, just copy the following text into a file "hello.xhtml" and open it with your web browser with the appropriate XForms extension loaded.

  Type your first name in the input box. If you are running XForms, the output should be displayed in the output area.  Please enter your first name:

 Output:

Problems
If this program does not work, you may not have the extension or plug-in installed in your browser.

For help see ../Installing XForms in FireFox/.

Note that if you have the NoScript Firefox extension installed, you may need to configure NoScript to allow scripts from the location from which you are loading HelloWorld.

Also note, in Firefox the file has to be saved with a xhtml or xml extension. A file with a .html exension won't show the XForms.

Discussion
Note that the file looks much like a standard HTML file with a few exceptions.
 * 1) there is a namespace declaration at the beginning of the file and there are two elements with a   prefix in front of them.
 * 2) there is something called a model inside the HTML   element
 * 3) There are some new elements:   and.

The two important lines are:

and

As the user types, this line takes the input that the user types in and copies it to the instance variable "PersonGivenName". Each time you type a character this program updates the output and using the XPath  function to wrap the string "Hello " in front of the name and the string ". We hope you like XForms!" after it.

You should also note that there is not a single line of JavaScript required to run this program. Getting rid of JavaScript is one of the biggest reasons people are migrating their applications to XForms.

Experiment
Try changing the input attribute incremental from:

incremental="true"

to:

incremental="false"

The output should update only after you enter "Tab" or press the "Enter" (Return) key.

title: XForms/HelloWorld


text:
A-level Applied Science/Colour Chemistry/Experiments

Onion skin and turmeric dyes
The methods for using these two dyes are very similar. The raw material is either the outer, papery skin of the onion or turmeric powder. The polyphenols in onion skins (kaempferol, quercetol and quercetin-3-glucoside) are more soluble in water than those in turmeric (curcumin, demethoxycurcumin and bis-demethoxycurcumin). The turmeric polyphenols are highly soluble in polar organic solvents such as propanone ('acetone') and butan-1-ol.

The solid plant material was boiled in water for 1 hour.

The mixture was cooled to room temperature and filtered to remove solids. The filtrate was used as the dyeing solution.

The fibre material was pre-mordanted or left without a mordant as a control. Mordants were found to have limited effect on the fastness of the dyes, but some affected the colour.

A material-to-liquor ratio of 1:40 was used. The liquor was a 1% extract of onion.

The fibre was added to the liquor at room temperature and then boiled for 45 minutes.

The fibre was then cold-washed and treated with a fixative. After fixative treatment, the fibre was washed with detergent, rinsed and dried.

The pH of the dye bath was found to be important: alkaline pH worked much less effectively than neutral or acidic pH. It was speculated that under acidic conditions the amine and amide groups of the nylon were ionised and attracted the dye molecules. The dye molecules would be un-ionised and relatively insoluble, so they may bind to the nylon like a disperse dye (a solid-solution mechanism).

Hiding power
Determination of hiding power using a colorimeter.

The hiding power of a paint can be measured as the thickness of paint required to obscure 98% of the colour of the substrate.

On a colorimeter, this corresponds to a transmission of 2% or an absorbance of 1.70.

[Absorbance = -log10 (transmission)].

If we can dilute the paint so that its absorbance is 1.70, then we can say that paint this dilute will need to be applied 1 cm thick to achieve 98% coverage.

More helpfully, if we have diluted the paint by a factor of 500, we can say that the undiluted paint needs to be 1/500 cm thick to achieve 98% coverage. 1/500 cm is 0.002 cm or 20 μm (microns).

Try this example. You will need to draw a graph of dilution (horizontal axis) against absorbance (vertical axis). Use the graph to find the dilution required for 98% coverage. Calculate the thickness of pure paint that is required.

Manufacturers of paint usually give the number of square metres that can be covered by 1 litre of paint. We can calculate this value too. The volume 1 litre is 1 x 10−3 m³. A thickness of 20 μm is 20 x 10−6 m. The area that can be covered is the volume divided by the thickness:

1 x 10−3 m³

20 x 10−6 m

= 50 m²

Try the same calculation with your answer for the example above.

98% coverage is not aesthetically pleasing – patterns under the paint can still be seen – so paint manufacturers recommend five times the thickness of paint required for 98% coverage. They would recommend 10 m² per litre instead of 50 m², for example.

Density
Paint is very viscous, so it is easier to measure small masses of paint than small volumes. To find the density:

Weigh a 5 cm³ measuring cylinder.

Drip paint into the measuring cylinder, taking care that paint drips directly to the bottom without sticking to the sides.

Weigh the cylinder with its paint contents.

Allow the paint to settle and measure its volume.

Calculate the density.

Dilution 1

Weigh a 100 cm³ conical flask.

Add a small mass of paint – less than 0.5 g.

Weigh the flask and its paint contents.

Add 50 cm³ of solvent and mix thoroughly. It is very difficult to disperse all the paint. This 50 cm³ is dilution 1. Calculate the volume of paint used (using the density measured previously).

The dilution factor is the volume of solvent used (50 cm³), divided by the volume of paint used.

Measure the absorbance or transmission of this sample. When taking samples of diluted paint, make sure the paint is properly stirred before sampling.

If the transmission is more than 2%, or the absorbance is less than 1.7, then the sample is too dilute and you need to make a new dilution using more paint.

Further dilution

To a 10 cm³ measuring cylinder, add;

1 cm³ dilution 1

Solvent up to the 10 cm³ mark.

Mix thoroughly and measure the absorbance/transmission as before. This is dilution 2.

If the absorbance is still greater than 1.7, or the transmission is less than 2%, you will need to make a more dilute sample.

Take 1 cm³ of dilution 2 and make it up to 10 cm³ – this will give a dilution of 100 x dilution 1.

If the absorbance is now less than 1.7 (or the transmission is greater than 2%), you will need to make some less dilute samples. Try taking 1 cm³ of dilution 1 and making it up to 5 cm³, or 2 cm³ of dilution 1 to 5 cm³, etc.

Use your initiative to make several dilutions which have absorbance around 1.7.

Plot the results on a graph and find exactly what dilution would give an absorbance of 1.7.

Calculate the thickness (in microns) of pure paint required for 98% coverage.

Calculate the area (in square metres) that 1 litre of paint could cover.

Obtaining Indigo From Woad (Isatis tinctoria)

See Woad

These are basic suggestions for practical work. You will have to prepare your own handouts and schedules and deal with health and safety including COSHH regulations.

Woad should be sown in Spring (March–May) in fertile soil (with plenty of nitrogen fertiliser) and weeded as it grows.

When the leaves are 15 cm (6”) or more, cut the leaves off (or twist them off by hand) leaving the growing point at the top of the stem (so that the plant will continue to make more leaves). Collect as many leaves as you can cram into a pan or beaker or other vessel in which you can boil water.

Remove the leaves from the vessel or pan (and weigh them) and fill it 2/3-3/4 full with water and raise it to the boil.

Add a salt spoon full of cream of tartar, citric acid, or some other weak acid (to neutralise any hardness in the water).

When the water is boiling, with heat turned up to maximum, add leaves a handful at a time, twisting off hand sized portions from the leaves (so that they go into the pan easily), and stir; only add more leaves when the water has returned to the boil.

When the pan is full (cannot stir it any more), or all the leaves are added, leave for a further 1 min to boil. (Weigh any leaves left over.)

Then strain off all the water extract from the boiled leaves into another vessel. Throw away (compost) the boiled leaves.

Cool the extract down to room temperature (body heat or lower) as quickly as you reasonably can. This can be done readily by pouring the extract back to a metal pan (especially if one is used for the boiling) and floating it in a sink full of cold water, stirring both the extract and the water in the sink.

You now have a solution containing, among lots of other things, isatin B which is an unstable glycoside of indoxyl which readily breaks down to release indoxyl. This can be done with weak alkali.

When cool, add a table-spoon (5–10 cm3 to a litre) of strong aqueous ammonia (ammonium hydroxide) (or strong solution of sodium carbonate or sodium hydroxide).

There is an instant indicator reaction in the extract that should immediately change colour from a tea colour to a deep browny-yellow and should rapidly (after a few seconds) turn green. If this does not occur add more alkali.

You now have a solution containing, among lot of other things, indoxyl.

Now aerate the extract. Pouring it from one vessel to another can easily do this, or you can beat in, or bubble in, air.

A significant amount of foam should develop. If necessary, this can be quelled by adding some hexanoic (caproic), octanoic (caprillic) or decanoic (capric) acid; or other short chain fatty acid. A small bit of old cheese or rancid butter will also do the trick!

The colour of the extract should go an increasing dark green. This is the result of indigo forming within the brownish-yellow extract. To demonstrate that indigo is really being formed, remove a small aliquot and neutralise the alkali with some weak acid solution.

The oxidation of the indoxyl by aeration is an asymptotic process after about 5 mins most people are fed up with doing it and it is probably well over 90% complete.

To demonstrate the need for air in the oxidation process: take a portion of the extract immediately after adding the alkali after cooling, then leave it in a separate beaker. After a few minutes, you will see a scum developing which, if picked up with the corner of a bit of white paper, is intense blue. This is indigo forming at the surface where the indoxyl in solution is coming in contact with the air.

When you have finished the aeration, you can add acid to neutralise the extract, if you want, although this is not necessary.

Whether neutralised or not, if left standing for long enough, e.g. overnight, the indigo will settle as a precipitate. Most of the supernatant can be decanted off (and thrown away down the drain) and the precipitate filtered off the remaining liquid with ordinary filter paper (weighed) which can be dried to make dry indigo (weigh again to get weight of indigo).

Some purification can be achieved by rinsing the precipitate by adding plenty of distilled water after decanting, allow to settle again, decanting again – repeating the process until the supernatant is quite clear and clean. There can be a loss of some of the indigo in doing this.

You can easily find the amount of indigo produced per kilogram of fresh leaves.

Projects can be done:

Which produces more indigo, larger older leaves or the younger smaller leaves? Express the amount of indigo obtained by weight and per leaf (count leaves before extracting them). Which produces the most indigo?

Grow plants with and without added nitrogen fertiliser. (2-4g nitrogen per m2. (You will have to calculate the amount of fertiliser giving this amount of nitrogen.) Does added nitrogen fertiliser increase the amount of indigo produced?

Try putting the plants in the dark for a few days (cover with black plastic). Does this have an effect on the amount of indigo produced? What can you conclude about the metabolism of isatin B in the plant?

Try other treatments to the plants or cut leaves.

Try varying the method of the extraction – e.g. using different kinds of alkali etc.

How to dye with woad leaves (freezing method)
The easiest method is to put the fresh leaves from non-flowering plants in a freezer (-40 °C) for one day (to kill them by freezing).

Remove the frozen leaves and spread them out so that they dry. They can than be crushed into a powder.

Add a small amount of boiling water to wet a handful of this powder than add 1 litre water with a spatula of sodium dithionite (sodium hydrosulphite) plus a little alkali e.g. enough ammonium hydroxide to give the solution a faint smell of ammonia. The sodium dithionite needs to be reasonably fresh as it can become ineffective if kept too long - alternatively use formamidine sulphinic acid.

Heat to 50 °C and leave for about 15 min.

Add wool (previously wetted) and stir briefly. Leave for 5 min.

Remove and the wool should go blue in the air.

D J Hill (University of Bristol)

9 July 2006

(Reproduced with his full permission and our gratitude.)


text:
A Beginner's Guide to D/Style Guide

Be Bold
Don't be afraid to make changes. If something is not worded well, just change it. If only minor changes are needed, just fix them. Don't let anything below this stop you.

If you want to write or edit full pages, however, read on.

Organization
This book is divided into chapters and subsections. The chapters, generally, refer to general subjects, and their sections refer to specific subjects. The chapters are numbered, but the numbering convention is only used on the tables of content: the numbers should not be assumed to be static.

Each section has its own page (subsections do not), and each chapter has a page which is simply an introduction to the concept, and a table of contents for the chapter. Note that this means that the table of contents will need to be maintained in two locations (the front page and each chapter).

Naming
The sections in the Table of Contents should be named by the concept they will teach, not the construct. That is, rather than, for example, being named "The if Conditional", a section should be named "Conditions and Branching". When implementing a section, please give it a concept-oriented name; do not keep the name on the TOC if it's not concept-oriented. Titles should be capitalized, but D keywords in titles should not be.

Development
While the page is being written, use templates to show that it is a stub. If you are still actively writing it, use this template:

Otherwise, use either the chapter stub:

or section stub:

as appropriate.

Dependencies
No section should depend on concepts taught in later sections. This is hopefully fairly obvious.

It is perfectly acceptable to refer to future concepts, so long as you do not actually depend on them being learned.

Style
New terminology should be in italics, variable names in 'single quotes', and snippets of code, keywords or symbols in monospace font. Avoid using 1st person (that is, "I", "me", "my" and such) and 2nd person (that is, "you", "your", "etc").

Feel free to use metaphors to describe concepts, just be careful not to take them beyond their limit.

Code

 * Most sections should include one or more example code sections, no matter how trivial.
 * This book is on the D language, not Phobos, so please use only din and dout in the examples. Descriptions of Phobos and other popular libraries will be contained in the appendix.
 * Try to make each example, where appropriate, a complete application such that it contains a main function and can compile and run in one step.
 * Sections of code in the book must use the following coding convention:

Console Input/Output
Example console output should be in bold, monospaced blocks. Wrapping should occur at column 80 as with code examples. Example input should be in bold italics. E.g.: This is an example of console output. It wraps at column 80. Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Enter user name: example Enter password: ****

Complexity
Remember that this is A Beginner's Guide to D. So:
 * Don't dwell on bizarre exceptions from rules. If they must be mentioned, mention them, but don't confuse the reader, who presumably doesn't know anything about programming.
 * If you find yourself needing to refer to a future section to explain the current one, then the table of contents needs changing - every section should depend only on those preceding it.

Transitional Users
(The rules put forth in this section are yet to be officially accepted)

To make this book usable by seasoned programmers, templates are provided to show when certain content is redundant for certain users. These templates are:

These templates should be at the top of sections, immediately after attribution, or at the top of a subsection if the rest of the section does not apply.

title: A Beginner's Guide to D/Style Guide


text:
XForms/Naming Conventions

Here are some naming conventions used for this WikiBook. These naming conventions are designed to be consistent across the sample programs, allowing our students to be able to copy and paste blocks of code from the sample programs with a minimum amount of reformatting. So even though it may be a little bit annoying to have the   prefix on the XForms data elements, it does make it easy for students to quickly build new applications from the samples.

The audiences for much of this material are state and federal agencies that are converting paper forms to electronic forms. As a result we tend to use the XML Naming and Design Guidelines used by these organizations. Since these standards are built around ISO/IEC-11179 and other ebXML standards, they should not be too strange to most business developers.

There are over 150 of "Naming and Design Rule" guidelines but we don't need to use them all. A web site that discusses them is the Component Organization and Registration Environment web site.

Here are some guide lines to start out with:

Indentation
Please use three space characters to indent your examples. MediaWiki does not allow us to set tab stops and by default they are 8 characters.

Wrap XML Code in Source Tags
Please enclose all your sample XML code with the source tags with the lang="xml" attribute like this:

Namespace Standards
Namespaces are core to XForms today and essential for our examples to work under a large number of diverse platforms. Please take some time to think carefully about namespaces and namespace prefixes.

Please use the following template at the head of your example:  ...

Note that the first line: xmlns="http://www.w3.org/1999/xhtml" indicates that the file uses XHTML as its default namespace. Any tags that do not have a namespace prefix are by default elements in the xhtml namespace.

We feel that keeping the examples in this default namespace will make students familiar with HTML more at home with XForms. Standard tags such as, ,  and  can be freely used in all our examples.

You can optionally add the XML processing instruction before the tag:

but most XForms systems do not need this. Any file that has a file extension of ".xhtml" implicitly implies that it is an XML file.

Warnings about DOCTYPE
Please do not put the !DOCTYPE tag in the header for xhtml1-strict.dtd. This specifically states that the file ONLY contains XHTML and most systems will not allow XForms tags when they see this. Many example programs have this and it should be removed to be correct.

XForms Player Specific Markup
Please do not put any player-specific markup in the examples. This book is about W3C standards, specifically XForms, CSS, XML Schema and XHTML. These examples should not require a specific implementation of a client forms player. If you are working with a specific player that does require special HTML tags, they can be automatically inserted by the web application server using an XML transform. This allows these examples to be used in a wide variety of classroom environments and by a large number of server and client XForms players.

For a general template see ../Template

For player specific instructions see ../Player Specific Instructions/.

List of Example Program Naming Conventions

 * 1) Use a separate namespace for HTML, XForms controls and Data.
 * 2) Give HTML the default namespace.  This makes it easy to take existing XHTML code and use it in the examples
 * 3) If it is not possible to give HTML a default namespace, give it a namespace prefix that is short, such as "h".
 * 4) Use the "xf" namespace prefix for XForm elements.  I find about 3/4 of the examples use this already but some use the full "xform" or "xforms" prefix.  I suggest avoiding the confusion and just use "xf" since it is short and in common use already.

Examples for US State and Federal Agencies
It is our hope that many US state and federal agencies may integrate this material into their training programs. This is an important audience for XForms since much of the XForms standards were promoted by agencies that did not allow JavaScript to be executed on their desktops for security reasons.

The namespace that we are using for most of our federal data model examples is the NIEM. The namespace prefix is "u" for "Universal" data elements for things like Address, Contact, Activity, Documents, Organizations, Person. The NIEM also has a very nice sub-schema generator that works very well with the process of building forms. See the niem.gov web site for more information on this. If you have any suggestions on any better tools then the NIEM tools, please let us know.

title: XForms/Naming Conventions


text:
User talk:Christineapikul

Hello Christine! Welcome to wikibooks. With your account, I am able to leave you messages here on this page, your "User talk page". You also have available a "User Page" that you can use to write information about yourself, your books, and your organization. Likewise, if you want to leave me any messages, or ask me any questions, you can feel free to do so on my user talk page. I am typically able to respond to messages here much more quickly then I am able to respond to email.

If you have any questions at all, please feel free to ask me on my talk page, or send me an email (whichever you are more comfortable with). --Whiteknight (talk) (projects) 14:54, 6 September 2006 (UTC)

title: User talk:Christineapikul


text:
User:Whiteknight/Algebra

The "algebra" section contains a number of different books, many of which are currently sharing or duplicating material between themselves. Also, some of the booknames don't correspond to any specific body of information, such as Intermediate Algebra, or Algebra I - A Verbose Approach. I would like to propose a merger and a reorganization of this section as follows:

The remaining books will be:

 * Algebra I in Simple English (unchanged)
 * Algebra (incorporating Algebra I - A Verbose Approach and Intermediate Algebra)
 * Linear Algebra
 * Abstract algebra (Incorporating Discrete mathematics, and possibly moved to Abstract Algebra)

And new books will be created from the extra material:

 * Arithmetic
 * Mathematical Logic
 * Data Coding Theory (outline)
 * Automata Theory (outline)

Also, I would like to separate out the material so that it goes more or less in a chronological order: Algebra → Linear Algebra → Abstract Algebra. This means that we will no longer be cross-linking chapters, and there will be no more redundant information in these books. Here is my outline for the three books:

Algebra

 * Word Problems
 * Polynomials
 * Factoring Polynomials
 * Completing the Square
 * Quadratic Equation
 * Absolute value
 * Equalities, Inequalities
 * Functions
 * Graphing Functions
 * Function combinations
 * Graphings Lines
 * Slope
 * Slope-Intercept Form
 * Point-Slope Form
 * Conic Sections
 * Parabola, Hyperbola, Circule, Elipse
 * Shapes
 * Area, Volume, Surface Area formulae
 * Exponentials
 * Square Roots (radicals)
 * Logarithms
 * e and Natural Log
 * Imaginary Numbers

Linear Algebra

 * Systems of Equations
 * Matricies, Vectors
 * Diagonal Matrix
 * Identity Matrix
 * Triangular Matrices
 * Kronecker Vectors
 * Zero matrices/vectors
 * Augmented Matrices
 * Matrix Operations
 * addition, multiplication, Transpose
 * Row/Column Operations
 * Determinant
 * Laplace Expansion
 * Cramers Rule
 * Matrix Inverses
 * Minors
 * Cofactors
 * Adjoints
 * Computing Inverses
 * Partitioned Matrices
 * Vector Operations
 * Norm
 * Inner Product
 * Orthogonality
 * Metric
 * Span
 * Linear Dependance
 * Basis Vectors
 * Change of Basis
 * System of Equation Solutions
 * Matrix Rank
 * Homogenous Solution
 * Particular Solution
 * Complete/General Solution
 * Eigenvalues
 * Characteristic Equation
 * Eigenvectors

Abstract Algebra

 * Sets
 * Compositions
 * Associativity
 * Commutivity
 * Groups
 * Semigroups
 * Groups
 * Abelian Groups
 * Rings
 * Fields
 * Modules
 * Isomorphisms, Homomorphisms
 * Algebras
 * Theoretical Linear Algebra
 * Vector Spaces
 * Subspaces
 * Span
 * Linear Independence
 * Basis/Dimension
 * Linear Transformations

Pages to be moved out of Algebra books
These chapters are currently located in the algebra books, and need to be moved to a better location.
 * Algebra/Trigonometry to Trigonometry
 * Algebra/Proofs to Mathematical Proof
 * Algebra/Logic to Mathematical Logic (new book)
 * Algebra/Error Correcting Codes to Data Coding Theory (new book)
 * Algebra/Arithmetic to Arithmetic (new book)
 * Algebra/Further arithmetic to Arithmetic
 * Algebra/Probability and Odds to Probability
 * Abstract algebra/Category theory to Category theory
 * Discrete mathematics/Number theory to Number Theory
 * Discrete mathematics/Analytic Number Theory to Number Theory
 * Discrete mathematics/Combinatory logic to Mathematical Logic
 * Discrete mathematics/Finite state automata to Automata Theory (new book)
 * Discrete mathematics/Sieve of Eratosthenes to Number Theory

All other pages in these books will be merged together as outlined above.

Wikiversity and algebra
I'm trying to get something going on wikiversity on algebra, and was trying to follow the flow of the algebra wikibook- but the book seems to be in a process of being split or merged. where should I start? v:User:Rayc

title: User:Whiteknight/Algebra


text:
Cascading Style Sheets/Applying CSS to XML

To apply a stylesheet to an XML document, place the modified following example into the prolog of the XML document.

Any XML declaration, such as, must precede the stylesheet processing instruction.

This applies to XHTML too, if it is served with the correct MIME type:.

A complete example, with an XML declaration and a stylesheet processing instruction: