text:
Beginner's Guide to Adobe Flash/Components/Data

DataHolder: Lets you tell Flash to watch certain data values and let you know when they change.

DataSet: Lets you work with other component data (sort component data, search it, filter it, as well as data pulled in from a serverside program.)

RDBMSResolver: You use this component in conjunction with the DataSet component to save the data you collect in Flash to a relational database running on a server.

WebService Connector: Lets you access remote (server-side) APIs that conform to the industry-standard Simple Object Access Protocol from inside a running Flash Animation.

XMLConnector: Lets you hook up Flash components with external XML data sources by letting you read and write XML documents.

XUpdateResolver: Works with the DataSet component to let you save the data you collect in Flash to an external XUpdate -supporting data source, such as an XML database.


text:
Beginner's Guide to Adobe Flash/Components/Playback

FLVPlayback-Player 8--(FLVPlayback:) New in Flash 8, this component lets you add progressive streaming video to your animation through a video player that contains a full set of playback controls. You can choose a skin for this component to customize

FLVPlayback Custom UI--(BackButton, BufferingBar,ForwardButton, MuteButton, PauseButton, PlayButton, PlayPauseButton, SeekBar, StopButton, VolumeBar:)

Media-Player 6-7--(MediaController, MediaDisplay, MediaPlayback:)

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


text:
Beginner's Guide to Adobe Flash/Components/User Interface

Similar to HTML form components, Flash's user interface components let you interact with the users that use your site and gather information. Examples of such components would be buttons, checkboxes, text fields, and drop-down menus. The user interface components that exist within Flash 8 are described below:

Accordion: This component is a clickable menu to display different Flash content in the same space-saving frame. An example of a situation when you would use the accordion component, would be when creating a flash web site that needs various customer forms to process information in an organized way. The forms would consist of 3 sections of contact information including billing address, personal information such as interests and hobbies, and other information for further descriptions about that specific user. The accordion will display clickable tabs in which it will display a name that corresponds to that section/form. So, there would be tabs tiled horizontally for our 3 sections of, contact information, personal information, and other information. By clicking on the tab to that specific section, a form will display based on that specific link selected within the accordion component.

Alert: This component is similar to that of a JavaScript component that will display a popup window with a message of a detailed alert that usually functions within a form. The alert component is a pop-up message to communicate to the specific user that is viewing your project. This is often used as an error function to report invalid content within a form that needs to be changed or typed again.

Button: A button is a clickable region that processes information. You will usually use the button component when using a form within flash. If you wish to create a fancier button beyond what the default settings of flash provide, you can simply create a button symbol and modify it that way by using various stages of up, down, hit, and over.

Checkbox: This is form component used to allow the user to select multiple options within a field or question. For example if you were filling out a form at a Doctor's office that needed information on past illnesses and surgeries and a list was given to you of various things you could have went through. The user would be able to check off the ones that apply to them.

ComboBox: This component is exactly the same as a drop down menu provided by most user interfaces when selecting one specific option out of a list of options.

DataGrid: Think of this component as a table of rows and columns that displays data. You would usually this component when you want to transfer data from your server and display it in a flash table form. However, you could also use this to collect local data gathered by local forms within a flash project.

DateChooser: This component is basically a clickable calendar in which the user can select a date without guessing the format it should be in and type from scratch. This saves all the time for date processing, wither its a news post, a date of an important event, or a birthday. This component comes in hand when, for example, you’re putting together an online event scheduler and you want people to be able to click different dates to see a list of the vents scheduled for that date.

DateField: This is a combination of a the above component  of a "Date Chooser" and a "text field", the Date Field component visually reinforces a person's choice by filling a text field with the date he/she selects. For example, if a calendar is displayed with clickable links of the dates within that month, somewhere around that calendar will be text fields that will display the actually date you selected within that calendar.

Label: This component let you add a single line of no editable, no clickable text to your flash project. This is commonly used as a short description tool to name fields or large bodies of text.

List: You would use the list component to create a clickable, scrollable list form which someone can "Shift + Click" to select multiple options. This component is fairly close to the "Combo Box" component except the available options can be selected within a window instead of a drop down and multiple selections can be made.

Loader: A loader component is a no scrollable window that lets you display an animation or bitmap image along with your main animation. By customizing the Loader component, you can show the animation or bitmap full-size or modify it to match the Loader dimensions you set.

Menu: This component is very useful if you’re creating a full-fledged program in flash and want to let your audience navigate your program by choosing from familiar drop-down menus. The menus you create using the menu component are similar in style and function to the file and edit menus in flash, although you do have to have quite a bit of Action Script knowledge to customize and use them.

MenuBar: The menu bar component is a horizontal navigation bar of clickable buttons. This component's handy if, for example, you're creating a complex web site in flash you want to display an identical, space-saving menu bar at the top of each page. Basically it's a navigational component that you can customize and use in multiple instances.

NumericStepper: You would use this component to create clickable list of numbers. This is a simpler way for people to use than a type-in-your-own-numbers text field. This component makes it easy for you to limit your audience's choices to predefined set of valid numbers.

ProgressBar: The horizontal Progress Bar component is a visual indicator of how long flash expects to take to complete a process. This can be used as a loader screen when loading your flash project and its various components. This is a great component to create from scratch and customize with a loader bar animation.

RadioButton: This is a combination of a few components that have already been discussed such as the Combo Box and the Checkbox component. A list of items or displayed in a list and a circular button is presented next to that data to select only one option within that list. Its displayed like a Checkbox, but used like a Combo Box where only one selection can be made.

ScrollPane: Similar to the Loader component, the Scroll Pane component lets you include an additional animation or bitmap image in your main animation. But, unlike the Loader component, the Scroll Pane component includes scrollbars that the user can use to control the content they see.

TextArea: The Text Area component is a multi-line, scrollable text field that's useful when you want your audience to be able to type a long comment, or any other information longer than a few words.

TextInput: This component lets you create a single-line text field. Using this component lets you give your audience a freeform text field just long enough to type what you want them to type. This is a good idea to use when making short input forms such as, name, phone, and email address.

Tree: Similar to the List component, the Tree component displays information in a hierarchical fashion. This component’s useful if, for example, you're creating a complex web site and you want to add a site map option that shows your audience the categorical view of your site, from the home page down.

UIScrollBar: The UIScrollBar component is a fancy, color-customizable scrollbar you can add to a Text Input or Text Area field to make your text field’s math your overall color scheme.

Window: The window component is a movable, titled window to display an animation or a bitmap file. You might want to use this when you’re creating a tutorial in flash you want to display each how-to animation in separate windows so that your audience can reposition each window and close it easily when they're ready to move on to the next topic.


text:
Paint.NET

Wikipedia Article - Website - Forum - Download Paint.NET

The Basics
Learn the tools, effects, keyboard shortcuts and more! Contains in-depth information and screenshots to create a solid foundation for you to work on.

 * /Tools/
 * /Effects/
 * /Layers/
 * A Visual Example of Layers
 * /Keyboard Shortcuts/

Tutorials

 * /Simple Round Glass Buttons/
 * /Realistic Fire/
 * /Lightsaber/

Appendices

 * /Contributors/
 * /License/

title: Paint.NET


text:
User:Egidiofc

Welcome!

'''[http://en.wikibooks.org/w/index.php?title=User_Talk:Egidiofc&action=edit&section=new Contact me Here! ]'''

I am...
Egídio Campos, born December 29, 1954 in Juiz de Fora, Minas Gerais, Brazil. I live in Porto Velho, Rondônia State, Brazil, in the southwest part of the Brazilian Amazon basin since April 1, 1985. I'm married to Elidiana, and we have four children: Elisiane Mel , Júlio Eduardo , Elice Ana and Jessé Elias , all of them so blessed!

I've become slowly addicted and am now a confirmed Wikiholic, and I like learning as much as I enjoy helping others to learn. I'm registered in Wikibooks as User:Egidiofc, my sig is: EgídioCampos  Say and I monitor comments on my '''[http://en.wikibooks.org/w/index.php?title=User_Talk:Egidiofc&action=edit&section=new Talk page HERE! ].'''

Lawyer, Systems Analyst, Electrical Engineer, Chemist, student of comparative philosophy, psychology and religion, as well as medicine, among many other branches of Knowledge , I very much enjoy corresponding about them.

Electronic mail (e-mail): [mailto:egidiofc@gmail.com/ egidiofc@gmail.com].

Tocando em frente

 * "Ando devagar porque já tive pressa
 * e levo esse sorriso, porque já chorei demais
 * Hoje me sinto mais forte, mais feliz quem sabe
 * eu só levo a certeza de que muito pouco eu sei, eu nada sei..."

 * I walk slowly because I was always in a rush
 * And wear this smile, because I already cried too much
 * Feeling a bit stronger today, happier perhaps, who knows
 * And I only know for sure that I know so very little, nothing at all

 * (Almir Sater) I would compose this!

title: User:Egidiofc


text:
Haskell/Libraries/IO

The IO Library
Here, we'll explore the most commonly used elements of the  module.

Most of the IO functions are self-explanatory. The  and   functions open and close a file, respectively. The  argument determines the mode for opening the file. tests for end-of file. and  read a character or line (respectively) from a file. reads the entire file. The,  , and   variants read from standard input. prints a character to a file;  prints a string; and   prints a string with a newline character at the end. The variants without the  prefix work on standard output. The  and   functions read and write an entire file without having to open it first.

Bracket
The  function comes from the   module. It helps perform actions safely.

Consider a function that opens a file, writes a character to it, and then closes the file. When writing such a function, one needs to be careful to ensure that, if there were an error at some point, the file is still successfully closed. The  function makes this easy. It takes three arguments: The first is the action to perform at the beginning. The second is the action to perform at the end, regardless of whether there's an error or not. The third is the action to perform in the middle, which might result in an error. For instance, our character-writing function might look like:

This will open the file, write the character, and then close the file. However, if writing the character fails,  will still be executed, and the exception will be reraised afterwards. That way, you don't need to worry too much about catching the exceptions and about closing all of your handles.

A File Reading Program
We can write a simple program that allows a user to read and write files. The interface is admittedly poor, and it does not catch all errors (such as reading a non-existent file). Nevertheless, it should give a fairly complete example of how to use IO. Enter the following code into "FileRead.hs," and compile/run:

What does this program do? First, it issues a short string of instructions and reads a command. It then performs a case switch on the command and checks first to see if the first character is a `q.' If it is, it returns a value of unit type.

If the first character of the command wasn't a `q,' the program checks to see if it was an 'r' followed by some string that is bound to the variable. It then tells you that it's reading the file, does the read and runs  again. The check for `w' is nearly identical. Otherwise, it matches, the wildcard character, and loops to.

The  function uses the   function to make sure there are no problems reading the file. It opens a file in, reads its contents and prints the first 100 characters (the  function takes an integer $$n$$ and a list and returns the first $$n$$ elements of the list).

The  function asks for some text, reads it from the keyboard, and then writes it to the specified file.

The program has one major problem: it will die if you try to read a file that doesn't already exist or if you specify some bad filename like. You may think that the calls to  in   and   should take care of this, but they don't. They only catch exceptions within the main body, not within the startup or shutdown functions ( and, in these cases). To make this completely reliable, we would need a way to catch exceptions raised by.

title: Haskell/Libraries/IO


text: Category:Book:Paint.NET

title: Category:Book:Paint.NET


text:
Introduction to Chemical Engineering Processes/The most important point

Component Mass Balance
Most processes, of course, involve more than one input and/or output, and therefore it must be learned how to perform mass balances on. The basic idea remains the same though. We can write a mass balance in the same form as the overall balance for each component:

$$ In - Out + Generation = Accumulation $$

For steady state processes, this becomes:

$$ In - Out + generation = 0 $$

The overall mass balance at steady state, recall, is:

$$ \Sigma\dot{m}_{in} - \Sigma\dot{m}_{out} + m_{gen} = 0 $$

The mass of each component can be described by a similar balance.

$$ \Sigma\dot{m}_{A,in} - \Sigma\dot{m}_{A,out} + {m}_{A,gen} = 0 $$

The biggest difference between these two equations is that  The total generation of mass $$ m_{gen} $$ is zero due to conservation of mass, but since individual species can be consumed in a reaction, $$ {m}_{A,gen} \neq 0 $$ for a reacting system

Concentration Measurements
You may recall from general chemistry that a concentration is a measure of the amount of some species in a mixture relative to the total amount of material, or relative to the amount of another species. Several different measurements of concentration come up over and over, so they were given special names.

Molarity
The first major concentration unit is the molarity which relates the moles of one particular species to the total volume of the solution.

$$ Molarity(A)= [A] = \frac{n_A}{V_{sln}} $$ where $$ n \dot= mol, V \dot= L$$

A more useful definition for flow systems that is equally valid is:

Molarity is a useful measure of concentration because it takes into account the volumetric changes that can occur when one creates a mixture from pure substances. Thus it is a very practical unit of concentration. However, since it involves volume, it can change with temperature so molarity should always be given at a specific temperature. Molarity of a gaseous mixture can also change with pressure, so it is not usually used for gasses.

Mole Fraction
The mole fraction is one of the most useful units of concentration, since it allows one to directly determine the molar flow rate of any component from the total flow rate. It also conveniently is always between 0 and 1, which is a good check on your work as well as an additional equation that you can always use to help you solve problems.

The mole fraction of a component A in a mixture is defined as:

$$ x_A = \frac{n_A}{n_{n}} $$

where $$ n_A $$ signifies moles of A. Like molarity, a definition in terms of flowrates is also possible:

If you add up all mole fractions in a mixture, you should always obtain 1 (within calculation and measurement error), because sum of individual component flow rates equals the total flow rate:

Note that each stream has its own independent set of concentrations. This fact will become important when you are performing mass balances.

Mass Fraction
Since mass is a more practical property to measure than moles, flowrates are often given as mass flowrates rather than molar flowrates. When this occurs, it is convenient to express concentrations in terms of mass fractions defined similarly to mole fractions.

In most texts mass fraction is given the same notation as mole fraction, and which one is meant is explicitly stated in the equations that are used or the data given.

The definition of a mass fraction is similar to that of moles:

$$ x_A = \frac{m_A}{m_{n}} $$ for batch systems

where $$ m_A $$ is the mass of A. It doesn't matter what the units of the mass are as long as they are the same as the units of the total mass of solution.

Like the mole fraction, the total mass fraction in any stream should always add up to 1.

Calculations on Multi-component streams
Various conversions must be done with multiple-component streams just as they must for single-component streams. This section shows some methods to combine the properties of single-component streams into something usable for multiple-component streams(with some assumptions).

Average Molecular Weight
The average molecular weight of a mixture (gas or liquid) is the multicomponent equivalent to the molecular weight of a pure species. It allows you to convert between the mass of a mixture and the number of moles, which is important for reacting systems especially because balances must usually be done in moles, but measurements are generally in grams.

To find the value of $$ \bar{MW}_n = \frac{g\mbox{ sln}}{mole\mbox{ sln}} $$, we split the solution up into its components as follows, for k components:

$$ \frac{g\mbox{ sln}}{mole\mbox{ sln}} = \frac{\Sigma{m_i}}{n_n} = \Sigma \frac{m_i}{n_n} $$

$$ = \Sigma(\frac{m_i}{n_i}*\frac{n_i}{n_n}) = \Sigma(MW_i*x_i)$$

where $$ x_i $$ is the mole fraction of component i in the mixture. Therefore, we have the following formula:

This derivation only assumes that mass is additive, which it is, so this equation is valid for any mixture.

Density of Liquid Mixtures
Let us attempt to calculate the density of a liquid mixture from the density of its components, similar to how we calculated the average molecular weight. This time, however, we will notice one critical difference in the assumptions we have to make. We'll also notice that there are two different equations we could come up with, depending on the assumptions we make.

First Equation
By definition, the density of a single component i is: $$ {\rho}_i = \frac{m_i}{V_i} $$ The corresponding definition for a solution is $$ \rho = \frac{m\mbox{ sln}}{V\mbox{ sln}} $$. Following a similar derivation to the above for average molecular weight:

$$ \frac{m\mbox{ sln}}{V\mbox{ sln}} = \frac{\Sigma{m_i}}{V_{n}} = \Sigma \frac{m_i}{V_{n}} $$

$$ = \Sigma \frac{m_i}{V_i} * \frac{V_i}{V_n} = \Sigma ({\rho}_i * \frac{V_i}{V_n}) $$

Now we make the assumption that The volume of the solution is proportional to the mass. This is true for any pure substance (the proportionality constant is the density), but it is further assumed that the proportionality constant is the same for both pure k and the solution. This equation is therefore useful for two substances with similar pure densities. If this is true then:

$$ \frac{V_i}{V} = \frac{m_i}{m_n} = x_i $$, where $$ x_i $$ is the mass fraction of component i. Thus:

Second Equation
This equation is easier to derive if we assume the equation will have a form similar to that of average molar mass. Since density is given in terms of mass, it makes sense to start by using the definition of mass fractions:

$$ x_i = \frac{m_i}{m_{n}} $$

To get this in terms of only solution properties (and not component properties), we need to get rid of $$ m_i $$. We do this first by dividing by the density:

$$ \frac{x_i}{{\rho}_i} = \frac{m_i}{m_{n}}*\frac{V_i}{m_i} $$

$$ = \frac{V_i}{m_{n}} $$

Now if we add all of these up we obtain:

$$ \sum\left(\frac{x_i}{{\rho}_i}\right) = \frac{\Sigma{V_i}}{m_{n}} $$

Now we have to make an assumption, and it's different from that in the first case. This time we assume that the Volumes are additive. This is true in two cases:

1. In an ideal solution. The idea of an ideal solution will be explained more later, but for now you need to know that ideal solutions: 2 In a Completely immiscible nonreacting mixture. In other words, if two substances don't mix at all (like oil and water, or if you throw a rock into a puddle), the total volume will not change when you mix them. And the total volume in this case will be sum of volume of individual components.
 * Tend to involve similar compounds in solution with each other, or when one component is so dilute that it doesn't effect the solution properties much.
 * Include Ideal Gas mixtures at constant temperature and pressure.

If the solution is ideal, then we can write:

$$ \frac{\Sigma \dot{V}_i}{\dot{m}_{n}} = \frac{\dot{V}_{n}}{\dot{m}_{n}} = \frac{1}{{\rho}_{n}} $$

Hence, for an ideal solution,

Note that this is significantly different from the previous equation! This equation is more accurate for most cases. In all cases, however, it is most accurate to look up the value in a handbook such as Perry's Chemical Engineers Handbook if data is available on the solution of interest.


text:
User:Torte~enwikibooks

Hello! I'm Torte. For more details about me, please check out my Wikipedia user page: http://en.wikipedia.org/User:Torte

Currently working on...
Nothing.

title: User:Torte~enwikibooks


text:
UK Constitution and Government/British Monarchs/Edward VI of England

Born: 12 Oct 1537, Hampton Court Palace, Richmond, England Acceded: 25 Feb 1547, Westminster Abbey, London, England

Died: 6 Jul 1553, Greenwich Palace, London, England

Buried: Westminster Abbey, London, England

Father: HENRY VIII TUDOR (King of England)

Mother: Jane SEYMOUR (Queen of England)

Edward VI

attrib. to the Flemish School, 1546

See him at The King Gallery

For more than a quarter century King Henry VIII had desperately wanted a son, and Edward's birth caused great rejoicing. The prince was baptized in a splendorous ceremony in the chapel oh Hampton Court palace. But Queen Jane soon fell ill with childbed fever, and on Oct 24 she died.

Until the age of six Edward was raised by his nurse, Mother Jack, and other servants. During that time Henry took two wives in quick succession, but both marriages ended badly; Anne of Cleves was discarded because the King found her ugly, and Catherine Howard was executed for adultery. In 1543 Henry married Catherine Parr, who became a loving stepmother to Edward and his older half sisters, Mary and Elizabeth. She was a highly learned woman who personally oversaw Prince Edward's education.

Edward's tutors taught him geography, government, history, French, German, Greek, and Latin. He was also given lessons in etiquette, fencing, horseback riding, music and other gentlemanly pursuits. The King arranged for a privileged group of fourteen well-born children to share his education, and thus envolved an exclusive palace school. Edward´s companion included Henry Brandon, the young Duke of Suffolk; Henry, Lord Hastings; Robert Dudley; Henry Sidney; and possibly even another cousin, Lady Jane Grey. The Prince favorite companion seems to have been Barnaby Fitzpatick, a cousin of the Earl of Ormonde (when Edward became King Barnaby was appointed to the unenviable port of royal whipping boy, which meant that he had to suffer the punishments that their governors would not dare to administer to the Lord´s Anointed, their sovereign).

Although Edward was serious and studious, at times he displayed a savage temper. Reginald Pole, later Archbishop of Canterbury, heard from people that, in front of his tutors, the young King, in a fit of anger, tore a living falcon into four pieces.

Because Elizabeth was only four years his senior, Edward was naturally closer to her than to Mary. His letters to her were warm and affectionate.

Henry VIII died in 1547 and his nine-year-old son became King Edward VI. A council was appointed by his father to rule during his minority. But Edward's uncle, the Edward Seymour, lord Hertford (Jane Seymour's brother), wanted to be Protector of the country and the King.

He entrusted Sir William Paget with the safe-keeping of King Henry´s will, and had no intention of showing it to anyone else until he had taken possession of the person of the new King and brought him to London. Hertford wasted no time; he left Whitehall with Sir Anthony Browne and galloped to Ashdrige, where Edward was staying. They decided that it would be better to take the Prince to Enfield so that he could be with his sister Elizabeth when the news of their father´s death was broken to them. Hertford announced the death of their royal father in the presence chamber of Enfield, and made formal obeisance on his knees to Edward as King. Both children burst into uncontrollable sobs, which were so heart-rending that their servants were soon crying too. So long did their lamentations continue that the Earl and his attendants became concerned, but at length Edward and Elizabeth calmed themselves. Already a change was taking place, as both became conscious of their altered roles in life. Never again would they be so close.

On 17 Feb 1547 Edward VI was knighted by Hertford, who was himself created Duke of Somerset and Earl Marshall (an office vacant as a result of the Duke of Norfolk imprisonment). At the same time, John Dudley, Viscount Lisle, was created Earl of Warwick.

Somerset's brother, Lord High Admiral Thomas Seymour, was jealous of Somerset and schemed to put himself in power.

Edward had been easing the Admiral out of his life and when the Admiral tried for a late-night visit (armed with a pistol of all things) he shot the King's small dog. That was it for Seymour. Very few in the world would forgive the murder of a beloved pet.

Thomas Seymour played Edward VI for a fool, counting on the young king's continuing good will and the fact that he was a favoured uncle. Edward was showing signs of becoming independent and more self-reliant; he was the King and he knew it.

Edward VI was moving from child to man, and was starting to see things in that light. For Thomas' part, he was so busy trying to undermine his older brother that he never realized that the King himself would prove his undoing.

The Admiral was arrested and charged with treason. Somerset hesitated to sign his


text:
UK Constitution and Government/British Monarchs/Jane Grey

Born: ABT Oct 1537, Bradgate, Leicestershire, England

Died: 12 Feb 1554, Tower of London, London, England, beheaded

Father: Henry GREY (1° D. Suffolk)

Mother: Frances BRANDON (D. Suffolk)

Married: Guildford DUDLEY 21 May 1553, Durham House, London, England

See her at The Queen Gallery

Lady Jane's father was Henry Grey, third Marquess of Dorset, the son of Thomas Grey, second Marquess of Dorset. In 1530 he took possession of Bradgate, a mansion which combined the amenities of a hunting-palace with the comforts of a private villa. The birthplace of Jane and her sisters overlooked six miles of park and is situated five miles from the city of Leicester. A rather uncertain and hazardous existence at court and in the French wars, alternating with abortive intrigue for further favours, had given Dorset ambition without stability of purpose. He had competed for wealth and position with only moderate success. In these days of the rising "new men" he counted himself to the old nobility: for his grandfather, the first Marquess, was the son of Elizabeth Woodville and therefore the stepson of Edward IV, Henry VIII's maternal grandfather.

Three years after he succeeded, young Dorset married Frances Brandon in the chapel of his London house in Southwark. This lady's ancestry combined royal and middle-class blood and, from her husband's point of view, her kinship with the King was of incalculable value; its results were to prove fatal to every member of the family but herself.

Frances Brandon was the elder daughter of Charles Brandon Duke of Suffolk (a country gentleman ennobled by Henry VIII) and Henry's younger sister, Mary Tudor, formerly Queen of France, whose marriage to Louis XII lasted three months, leaving her free to give her hand to Suffolk as soon as her period of mourning was over. This young man, Lady Jane's maternal grandfather, was an extremely shady character. He had divorced two wives and buried a third before he married the Queen Dowager, by whom he had two daughters, Frances and Eleanor. In 1533 Mary died and about two years later, in 1535, Brandon married a fifth wife, Lady Catherine Willoughby, B. d'Eresby, by whom he had two sons.

By that time Frances and Henry Grey had been married two years and she had borne him a son who died a few months later; a daughter followed, who also died. Lady Jane was born in the same year and the same month - the exact date in Oct 1537 is not recorded - as Edward VI, Henry's son by his third wife, Jane Seymour. Although the Dorsets were disappointed at not having a son, they had important plans for Jane. From their point of view, the dynastic situation was promising, and they were bent on getting the most out of it.

Edward VI, who was to succeed Henry VIII in 1547 at the age of nine, was regarded by many and possibly by Henry himself as his only rightful heir; for his half-sisters, Mary and Elizabeth, had both been declared illegitimate. Some years before Henry died he caused Parliament to pass an Act which enabled him to leave the crown by will and thus, if he saw fit, to cut out his two daughters. In fact, he did not do so. In his will he left the crown to Edward, Mary and Elizabeth, in that order. In the event of none of them having any heirs the succession came to Frances Dorset and her children, and then to her younger sister Eleanor, and hers. So in 1547 Jane was, presumptively, fifth in line for the English throne. (Henry cut out the descendants of his elder sister, Margaret Queen of Scotland, for reasons that have never been explained. But his war with Scotland and the Franco-Scottish alliance may have been the cause).

Jane's parents brought her up, not only with the rather remote possibility of her becoming Queen Regnant in view, but also with the idea that she might marry her Cousin Prince Edward - for although Henry VIII was negotiating a foreign alliance for him within a few months of his birth, none of these schemes materialized. And so, during the last years of Henry's reign, the Dorsets' hopes for Jane rose very high, and her education was conducted accordingly. Intellectually, she was trained as if she had been a boy; but her parents' treatment of her destroyed much of the happiness she might have derived from such a training; for Frances Dorset was a harsh, grasping, brutal woman who dominated her capricious husband. That these characteristics were shown comparatively early is proved by her attitude towards Jane and her sisters - Catherine was born in 1539 and Mary four years later - whose sex she could not forgive.

It was inevitable that such a woman should rule, even if discreetly, the husband whom his contemporaries described as "young, lusty and poor...with little or no experience" and "a senseless creature", although others praised his love of learning, his generosity and his lack of pride. But Dorset was as casually selfish as his wife was cunning and predatory; and their care for their daughters' education sprang, not from aesthetic or intellectual standards, but from their obsession with material advantages and a desire to be in fashion. Frances ambitions were political, and her temperament was that of a restless, permanently dissatisfied schemer. She was constantly on the move, in order to keep in touch with


text:
User:Ben pcc/Tex

Am using this page to render TEX for whatever reason (likely school).

(old stuff removed August 2007)

$$Bo = \frac{\rho g R^2}{\sigma}$$

=Timoshenko beam theory=

Blatantly copied from http://ccrma.stanford.edu/~bilbao/master/node163.html Math isn't rendering right there.

$$ \rho A\frac{\partial^{2}w}{\partial t^{2}} = \frac{\partial}{\partial x}\left( A\kappa G(\frac{\partial w}{\partial x}-\psi)\right) $$

$$ \rho I\frac{\partial^{2}\psi}{\partial t^{2}} = \frac{\partial}{\partial x}\left(EI\frac{\partial \psi}{\partial x}\right)+A\kappa G\left(\frac{\partial w}{\partial x}-\psi\right) $$

$$ \rho A \frac{\partial v}{\partial t} = \frac{\partial q}{\partial x} $$

$$ \frac{1}{A\kappa G} \frac{\partial q}{\partial t} = \frac{\partial v}{\partial x}-\omega $$

$$ \rho I \frac{\partial \omega}{\partial t} = \frac{\partial m}{\partial x}+q $$

$$ \frac{1}{EI} \frac{\partial m}{\partial t} = \frac{\partial \omega}{\partial x} $$

$$ v\triangleq \frac{\partial w}{\partial t} \qquad \omega\triangleq\frac{\partial \psi}{\partial t} \qquad m \triangleq EI\frac{\partial \psi}{\partial x} \qquad q \triangleq A\kappa G\left(\frac{\partial w}{\partial x}-\psi\right) $$

w is transverse displacement, ψ is angular displacement, "κ is a constant which depends on the geometry of the beam" <- what the hell?

G is shear modulus. ρ is (volume) density, so A is area. All variables are assumed functions of x.

"The Euler-Bernoulli system (5.4) is recovered in the limit as AκG [increases with no limit] and ρI [approaches 0] [131]."

For a square, κ = 5/6 (called "Timoshenko's coefficient), reference given to Shock and Vibration Handbook.

For derivation, refer to:''

Wave Motion in Elastic Solids.

Mechanical Vibrations, 2nd Ed.

Vibrations in Mechanical Systems.

Theory of Vibrations with Applications.

Principles of Vibration. ''

Kavrayskiy VII, according to D. Goldberg:

$$x = \frac{3 \lambda}{2\pi} \sqrt{\frac{\pi^2}{3} - \phi^2}$$

$$y=k \phi \,$$

You get to pick k, it's usually taken to be something like 1.2.

Addendum: no you don't. k = 1, period.

Some high(er) order finite differences:

$$\frac{\partial^2 f}{\partial x^2} = \frac{11 f(x + 4 h) - 56 f(x + 3 h) + 114 f(x + 2 h) - 104 f(x + h) + 35 f(x)}{12 h^2} + O(h^3)$$

$$\frac{\partial^2 f}{\partial x^2} = \frac{-f(x + 3 h) + 4 f(x + 2 h) + 6 f(x + h) - 20 f(x) + 11 f(x - h)}{12 h^2} + O(h^3)$$

$$\frac{\partial^2 f}{\partial x^2} = \frac{-f(x + 2 h) + 16 f(x + h) - 30 f(x) + 16 f(x - h) - f(x - 2 h)}{12 h^2} + O(h^3)$$

$$\frac{\partial f}{\partial x} = \frac{-3 f(x + 4 h) + 16 f(x + 3 h) - 36 f(x + 2 h) + 48 f(x + h) - 25 f(x)}{12h} + O(h^4)$$

$$\frac{\partial f}{\partial x} = \frac{f(x + 3 h) - 6 f(x + 2 h) + 18 f(x + h) - 10 f(x) - 3 f(x - h)}{12 h} + O(h^4)$$

$$\frac{\partial f}{\partial x} = \frac{-f(x + 2 h) + 8 f(x + h) - 8 f(x - h) + f(x - 2 h)}{12h} + O(h^4)$$

title: User:Ben pcc/Tex


text:
UK Constitution and Government/British Monarchs/Mary of England

Born: 18 Feb 1516, Greenwich Palace, London, England Acceded: 30 Nov 1553, Westminster Abbey, London, England Died: 17 Nov 1558, St. James Palace, London, England Buried: Westminster Abbey, London, England Father: HENRY VIII TUDOR (King of England) Mother: Catalina De ARAGON(Queen of England,Princess of Spain) Married: FELIPE II HABSBURG (King of Spain) 25 Jul 1554, Winchester Cathedral, Hampshire, England Mary Tudor was the only surviving child of Henry VIII's first wife, Catalina De Aragon. Henry doted on Mary when she was little, calling her "the greatest pearl in the kingdom." The princess received an excellent education, and was carefully sheltered.In 1522 Henry arranged Mary's betrothal to Holy Roman Emperor Carlos V. Carlos was an adult, and Mary was just six years old; the marriage would take place when she was twelve. Mary had met Carlos and liked the idea of marrying him. But in 1525 Carlos broke off the engagement so that he could marry Princess Isabella of Portugal. That same year Henry sent Princess Mary to live in Wales, as was traditional for the king's heir. But at the same time, her half brother, the bastard son of the King Henry Fitzroy, was created Duke of Richmond, a title that Henry had before he came to the throne.The year 1527 started off well for Princess Mary. She returned to live at her father's court and celebrated her engagement to a son of the King of France. But Henry VIII's attitude toward Mary and her mother had started to change. He had decided that God disapproved of his marriage to Catalina; why else had the Queen failed to produce healthy male children? And he was in love with the woman who was to become his second wife: Anne Boleyn. Soon Mary learned that Henry wanted to annul his marriage to her mother. For this, the King needed the pope's permission. While he waited, he continued to treat Catalina as his Queen and Mary as his heir. But Mary's legitimacy was now in doubt, making her less valuable on the marriage market. The French engagement was broken off and no other match was arranged for her, although her father's advisors considered marrying her to Henry's illegitimate son, Henry Fitzroy.Henry grew increasingly angry at Catalina for resisting his attempt to end their marriage. Finally, in 1531, he sent Catalina away from court. After being shuffled between various castles and palaces, the Queen ended up a prisoner at Kimbolton Castle, near Huntingdon. Realizing that the Pope would never grant his divorce, Henry split from the Catholic church, established the Church of England, had his marriage declared invalid, and married Anne Boleyn. Anne gave birth to a daughter, Princess Elizabeth, in 1533. Mary was now officially a bastard, called "the lady Mary," but, like her mother, she refused to accept her change in status. Henry was infuriated by his daughter's defiance and threatened to have her executed if she did not stop referring to herself as a princess. When Mary was eighteen, her household was disbanded and she was sent to live in Princess Elizabeth's household, where she was treated badly. Henry refused to see her, but he was not completely indifferent to Mary. Once, glimpsing her at a window, he nodded and touched his hat politely.Catalina and Mary were not permitted to visit each other, and Catalina died in 1536 without seeing her daughter again. Now Mary was alone. Four months after Catalina's death, however, Mary's greatest enemy toppled from power when Anne Boleyn was arrested on false charges of adultery and executed. Anne had hated Mary and stated that she wanted her dead. With Anne gone, Henry treated his eldest daughter somewhat more kindly. His third, fourth, and sixth wives were all well-disposed toward Mary. (She got along less well with his teenaged fifth wife, Catherine Howard.) Although she never regained her former status or her father's affection, she was once again part of the royal family.


text:
UK Constitution and Government/British Monarchs/Elizabeth I of England

Born: 7 Sep 1533, Greenwich Palace, London, England

Christened: 10 Sep 1533

Acceded: 17 Nov 1558, Hatfield House

Crowned: 15 Jan 1558, Westminster Abbey, London, England

Died: 24 Mar 1603, Richmond Palace, London, England

Buried: Westminster Abbey, London, England

Father: HENRY VIII TUDOR (King of England)

Mother: Anne BOLEYN (M. Pembroke/Queen of England)

"The Ermine Portrait" Painted in 1585 by Nicholas Hilliard In the collection of the Marquess of Salisbury, at Hatfield House

See her at The Queen Gallery

Elizabeth Tudor was born on 7 Sep 1533 at Greenwich to Henry VIII and his second wife, Anne Boleyn. Elizabeth's life was troubled from the moment she was born. Henry VIII had changed the course of his country's history in order to marry Anne, hoping that she would bear him the strong and healthy son that Catalina de Aragon never did.

After her christening, Elizabeth spent her first weeks in the royal nurseries, tended by her wet-nurse, her dry nurses the women who rocked her cradle and the women who did her laundry. When she was three months old, she was given her own household, as etiquette required, and on a cold, mid-december afternoon she was carried out to a richly decorated litter and taken in procession through the streets of London, escorted by her great-uncle, the Duke of Norfolk. They stopped at Lord Rutland´s house in Enfield for the night, and the next morning they went on to the palace of Hatfield, in Hertfordshire, which was to be her home.

As soon as he had seen the baby safely settled in her crimson satin cradle, Norfolk rode off to Essex on an embarassing mission. He was to fetch Princess Mary. Already deprived of her title of Princess of Wales and told that she was illegitimate, the resentful seventeen-year old was to go to Hatfield as one of her sister ladies in waiting. Mary´s unhappiness and her obstinancy were disturbing elements in Elizabeth´s early childhood. Whenever the household moved to a different location there was another embarassing scene.

These dramas apart, life in the household was carefully regulated. All major decisions had to be referred to Henry. Anne too kept a close watch to the nursery; she chose all Elizabeth´s clothes: her personal tailor, William Loke, made the princess´s germents. The girl was like her father in colouring, with golden-red hair and a very fair skin, and Anne ordered dresses of white damask, green satin and yellow satin for her. These details mattered, for clothing was an important indication of status.

Anne did eventually conceive a son, but he was stillborn. By that point, Henry had begun to grow tired of Anne and began to plot her downfall. Most, if not all, historians agree that Henry's charges of incest against Anne were false, but they were all he needed to sign her execution warrant. She was beheaded on the Tower Green in May, 1536, before Elizabeth was even three years old.

No one knows who told Elizabeth what happened, or what she felt. Her own household was thrown into a state of disarray. Henry was peoccupied with his new wife and now that Anne Boleyn was gone there was no one to give the necessary orders about the child´s clothing. To make matters worse, John Shelton, her mother´s uncle, was disrupting the daily routine by imprudently insisting that Elizabeth should take her meals with everyone else in the hall instead of eating


text:
Digital Music Composition/Understanding Sound

What Is Sound?
Sound is a pressure wave—a travelling variation in pressure. It propagates through a medium (any material object) at a speed that depends on properties of that medium—basically, the stiffer or less compressible the material, the faster the speed of sound through that material. It can propagate through any state of matter, whether solid, liquid or gas. The only place it cannot travel is where there is no matter—in a vacuum, such as that of outer space. It can pass from one material to another where they make contact. Thus, our ears are made of both solid (ossicles) and liquid (cochlea) parts, and normally pick up sound from the gaseous air, but they can also work underwater.

The way in which those pressure waves are converted into nerve signals which are processed by our brains is called psychoacoustics, and is a remarkably complex process, the subtleties of which are still being worked out. Suffice it to say that some of the things you think you can hear, in fact you can’t, and some of the things you think you cannot hear, in fact you can.

Sound Channels
Sound can basically be represented by a scalar quantity, representing a pressure at a point of measurement, varying over time—a single sound channel. Since we have two ears, we could usefully have two such quantities, simultaneously representing the pressure at each ear—two independent sound channels, otherwise known as stereo sound. In fact, nowadays we commonly have more than two channels, to produce surround sound.

But before we get into such complications, let us start by considering the characteristics of a single sound channel.

Time Domain Versus Frequency Domain
Some sounds seem to us more melodious and musical, while others seem harsh and cacophonic. If we plot the pressure wave as a curve over time, we will notice that the more musical sounds tend to have a shape that repeats very regularly over time, while the less musical ones tend to look more irregular.

The rate at which the shape repeats is called the frequency, and this translates directly into the pitch of a musical note. In fact, the sound that a musical instrument makes usually consists of a whole range of frequencies.

So another way to look at the sound is, instead of plotting the pressure amplitude against time (time-domain representation of the sound), we can decompose the sound into its frequency components and plot their strengths against the frequency (frequency-domain representation). This plot is alwo known as a spectrogram. There is a mathematical transformation that lets us move easily back and forth between these two domains, called the Fourier transform. You don’t need to understand the mathematical details of this, other than to appreciate that there is a 1:1 mapping between time-domain and frequency-domain representations—the Fourier transform is invertible.

Harmonics
If a sound signal repeats exactly after a time interval $$t$$, it is called periodic, and the time interval $$t$$ is called the period. An important characteristic of a waveform that is periodic in the time domain is that its frequency-domain representation is discrete—it is concentrated at certain specific frequencies: the fundamental frequency $$f = {1 \over t}$$ (which specifies the number of repeats of the complete waveform you get per unit time), and integer multiples of this: $$2f$$, $$3f$$ etc. These frequencies are called harmonics, and while the fundamental (also known as the first harmonic) tells us the pitch of the note, the higher ones add “colour” or timbre to the sound, which is how we can tell a note played on a violin from the same note played on a clarinet.

If the time duration $$t$$ of the waveform period is measured in seconds, then frequency $$f$$ is in units of 1/seconds, measuring “cycles per second” or hertz (abbreviated “Hz”).

The diagram shows, in the chart on top, 3 cycles of a sawtooth wave with a frequency of 1 Hz (too low to hear, but makes the numbers easier to understand), and in the chart below, the amplitudes of the first few frequency components from the Fourier transform. In this case the strongest component is the fundamental $$f = 1\text{Hz}$$ (and note also the zero component at 0 Hz), with higher harmonics getting progressively weaker but never quite disappearing. Other periodic waveforms can have quite different harmonic distributions.

Frequency Versus Pitch
The range of frequencies that the human ear can hear is generally considered to be around 20 Hz to 20,000 Hz (also written as 20 kHz). In music we have the concept of the pitch of a note, which increases with frequency, but not proportionally. Instead the pitch of a musical note is proportional to the logarithm of the frequency. Specifically, if one note is exactly an octave higher than another in pitch, than the frequency of the former is exactly twice that of the latter. Thus, the range of human hearing covers slightly less than $$\log_2{20000 \over 20} \approx 10$$ octaves.

Consider the most common tuning used in current Western music, which is called concert pitch. In this tuning, the A above middle C (and closest to it) is assigned the frequency 440 Hz. So the A one octave down is 220 Hz, the one one octave above is 880 Hz, and so on. The frequencies of the other notes depend on what temperament you use: if you use equal temperament (a common case), then each semitone interval corresponds to a frequency ratio of $$2^{1 \over 12} \approx 1.0595$$. Thus, for example, the pitch of A♭ (or G♯) one semitone down from reference A is $${440 \div {2^{1 \over 12}}} \approx 415.30$$ Hz, while the pitch of A♯ (or B♭) one semitone up is $$440 \times 2^{1 \over 12} \approx 466.16$$ Hz. And the pitch of middle C is 9 semitones down from the reference A, so its frequency is $${440 \over {2^{9 \over 12}}} \approx 261.63$$ Hz.

Acoustics
Acoustics is the science of sound. Among other things, it studies the spaces (whether indoor or outdoor) in which we perform and listen to sound. Why do certain concert halls sound better than others? How can we even tell that a sound was recorded in a large hall as opposed to a small room?

For example, consider this simple organ riff generated with ZynAddSubFX:

That doesn’t sound very exciting.

Now let us apply an “echo” effect to the sound:

That adds a bit more interest (reminiscent of sound bouncing back to us from the other end of a long room or a large canyon), but it still sounds a bit artificial.

Now compare this version:

The effect is very subtle, but does the sound seem more “alive” to you? Like it was performed in an actual room? That is because of an effect known as reverberation (usually shortened to reverb). It is a mixture of a whole lot of little overlapping echoes from different parts of the room, some closer to the sound source and some further away, some reflecting mainly the lower frequencies and others the higher ones. This spreads out the sound over time in a way that adds interest and realism, because it represents the way we normally hear sounds in the real world.

Here is a reverb effect applied that corresponds to a larger room:

And finally here is what it would sound like in a very large room, namely a cathedral:

A bit of reverb is usually essential in any musical recording, just so long as you don’t overdo it.

Analog Versus Digital
An analog signal is any physical quantity. For example, a microphone can pick up the sound pressure variation and convert it to an electrical voltage variation. In the old days of analog audio processing, this voltage might (after suitable processing, mixing etc) be converted to a corresponding varying magnetic field recorded on a tape, or a wobbling groove on a vinyl record. Then during the playback process, the magnetic field or groove wobble would be converted back to a varying voltage, which ultimately ends up controlling a power amplifier to drive speakers to recreate (something close to) the original sound pressure variation.

In other words, in analog processing, a varying physical quantity is converted to another varying physical quantity. Notionally, these quantities are continuous, and can take on any value within a particular range. But in practice, there are all kinds of inaccuracies in analog equipment, which lead to a loss of fidelity at every stage of the processing.

In digital processing, the physical quantity is measured at regular time intervals (the sampling rate), and converted to a stream of numbers, using an analog-to-digital converter. This number can only be measured to a certain accuracy. But once it is measured, it can be recorded and copied exactly. Then the playback equipment just has to put the numbers through a digital-to-analog converter to turn them back into a physical quantity to produce sound that we can actually hear. So the analog losses are confined just to the two ends of the conversion process, and removed from the stages in-between.

Computer processing of such numbers does lead to rounding errors, but in practice this causes less loss than the corresponding analog processing, and it makes possible new kinds of manipulations that would be simply infeasible with analog equipment.

Sampling converts the (notionally) continuous analog quantity to a discrete digital representation. This representation has a finite accuracy in time, limited by the sampling rate, and each sample has a finite accuracy of measurement, which is represented by the sample size, which is measured in bits. But with present-day technology, these can be made high enough to faithfully represent any sound that the human ear can hear.

Analog “Character”
A lot of musicians and audio engineers have a fondness for the imperfections of analog processing. They talk about the “warmth” or “character” that analog distortion adds to audio, and describe digital audio as often being “cold” and “clinical”.

There is nothing wrong with this point of view. The point is that digital audio offers you a choice: you can still bring analog distortion into the processing chain, but only as and where you want it—you are not forced into having analog “character” imprinted onto your creation at every single stage of the processing.


text:
Talk:Q3Map2/BSP

Flare effect in ioquake3 works poorly
//Another one that I've never been able to get working. Because it's not supported in Q3. :) Modern versions of the Q3 engine such as IOQ3 implement flares, tho rather poorly.

--84.56.156.46 23:44, 15 February 2007 (UTC) Poorly? Why do you say that? It is implemented the way iD always intended them to be. The flare effect works just fine.

samplesize
samplesize is a light switch not a bsp one...

title: Talk:Q3Map2/BSP


text:
User talk:72.51.164.42

Regarding edits made during February 15 2007
Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. 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(Talk) 23:57, 15 February 2007 (UTC)

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. 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(Talk) 00:05, 16 February 2007 (UTC)

title: User talk:72.51.164.42


text:
User talk:Soccerfreak12293

Deleted Pages
I hate to break the news to you, but some pages that you've created recently have had to be deleted under our deletion policy. I understand what you are trying to do (and it's a valuable message, certainly), but these pages are not the appropriate place for them.

If you move these messages to your user namespace, they will be completely acceptable, however, and they would be allowed to stay. Please let me know if you are interested in this course of action, and I will personally move the text for you. --Whiteknight (talk) (projects) 00:35, 16 February 2007 (UTC)

title: User talk:Soccerfreak12293


text:
Talk:Adventist Youth Honors Answer Book/Recreation/Winter Camping

15 Feb, 2007 undo
I undid revision 756462 which was saved at 19:02, 15 Feb, 2007 because: -- Jim Thomas 00:40, 16 February 2007 (UTC)
 * It deleted requirement 4 from the honor
 * It replaced the requirement with copyrighted material from http://www.princeton.edu/~oa/equipment/bpcold.shtml


text:
Cookbook:Vegetable Party Sandwiches

| American cuisine | Bread

Ingredients

 * 1 envelope (¼ ounce) unflavored gelatin
 * ¼ cup cold water
 * 2 large carrots, grated very fine
 * 2 ribs celery, chopped very fine
 * 2 cucumbers, peeled, seeded and chopped fine
 * 1 small onion, minced
 * 1 tablespoon lemon juice
 * 1 pint mayonnaise, such as Hellmann's
 * 2 long square loaves white bread

Procedure

 * 1) Dissolve gelatin in water according to directions.
 * 2) In a large bowl, mix dissolved gelatin with carrots, celery, cucumber, onion, lemon juice, and mayonnaise.
 * 3) Refrigerate for 25 hours.
 * 4) If the mixture becomes too jelled to spread well, add ⅓ to ½ cup more mayonnaise.
 * 5) Using a knife, trim crusts from bread edges.
 * 6) Spread vegetable mixture on bread and make 28 sandwiches.
 * 7) Cut into quarters.
 * 8) Layer cut sandwiches in a large covered plastic container with damp paper towels between layers until serving time.

title: Cookbook:Vegetable Party Sandwiches


text:
Cookbook:Mexican Chocolate Cake with Mocha Buttercream

| Mexican cuisine | Vegetarian Cuisine | Holiday Recipes | Dessert

Ingredients

 * Nonstick cooking spray
 * 3 ounce Ibarra or semisweet chocolate
 * 3 ounces unsweetened chocolate
 * 2 cups cake flour
 * 2 teaspoons baking powder
 * ½ teaspoon salt
 * 1 teaspoon cinnamon (increase to 2 teaspoons if using the semisweet chocolate)
 * 1 cup (2 sticks) butter, softened
 * 1 cup plus 2 white granulated tablespoons sugar
 * 1 teaspoon vanilla
 * 4 large eggs
 * 1 cup milk
 * Mocha Buttercream
 * Cinnamon, unsweetened cocoa, and confectioner's sugar, optional toppings

Procedure

 * 1) Preheat oven to 350°F.
 * 2) Generously spray a deep 9-inch springform pan with nonstick cooking spray.
 * 3) Melt the chocolates in a double boiler or in a microwave oven at low power.
 * 4) Set aside to cool.
 * 5) Sift together the flour, baking powder, salt, and cinnamon into a medium-size bowl.
 * 6) Place the butter and sugar in a large mixing bowl and cream at high speed with an electric mixer.
 * 7) Add the vanilla and the eggs, one at a time, beating well after each.
 * 8) Pour in the cooled chocolate mixture, and beat well until everything is incorporated.
 * 9) Add ⅓ of the flour mixture, and stir until it is just barely incorporated, then pour in half the milk.
 * 10) Stir briefly, then repeat with another ⅓ of the flour and the remaining milk.
 * 11) Add the rest of the flour mixture and stir just enough to blend. Don't over mix, or the cake will toughen.
 * 12) Spread into the prepared pan and bake for 55 minutes, or until a toothpick inserted into the center comes out clean.
 * 13) Cool completely before assembling and frosting.
 * 14) Cut the cake into 3 equal layers, using a long serrated knife and a gentle sawing motion.
 * 15) Spread mocha buttercream between the layers, and stack them evenly.
 * 16) Spread more buttercream on the sides and the top.
 * 17) Artfully sprinkle the top with extra cinnamon, cocoa, and confectioner's sugar, if desired.


text:
Cookbook:Pork Braised with Garlic and Onions of Indonesia (Babi Kecap)

This is a traditional Indonesian dish.

Ingredients

 * 1 kg pork
 * 5 large white onions, chopped
 * 5 cloves garlic, minced
 * 4 tsp soy sauce
 * Fresh ginger
 * Black pepper
 * Chile pepper (optional)

Procedure

 * 1) Cut the meat into 1-inch (2.5 cm) cubes.
 * 2) Add the onions, garlic and ginger to a pan and cook at around 200°C.
 * 3) Add the pork and mix with the soy sauce and black pepper (and chili pepper if desired).
 * 4) After about 3–4 minutes, reduce the heat to around 120°C and cook, covered, for one hour.
 * 5) Serve with nice-tasting rice.


text:
Cookbook:Mocha Buttercream

| Mexican cuisine | Vegetarian Cuisine | Holiday Recipes | Dessert

Ingredients

 * 1 cups (2 sticks) butter, softened
 * 3½ cups confectioner's sugar (possibly a little more)
 * ½ cup unsweetened cocoa powder
 * 1 teaspoon vanilla
 * ½ cup very strong brewed coffee

Procedure

 * 1) Combine butter, confectioner's sugar, cocoa, vanilla, and coffee in a medium-large bowl, mixing slowly until everything is moistened.
 * 2) Beat at high speed with an electric mixer until uniform and fluffy.
 * 3) If it seems a little too wet to spread, you can beat in up to ½ cup additional confectioner's sugar.

title: Cookbook:Mocha Buttercream


text:
Cookbook:Milk Chocolate Pepper Vodka Tart

| American cuisine | Dessert

Crust

 * ½ cup white granulated sugar
 * 1 cup (2 sticks) unsalted butter
 * 1 egg
 * ½ teaspoon vanilla
 * 2½ cups (12 ounces) bread flour
 * 2 roasted red bell peppers, packed in oil

Filling

 * 10 ounces milk chocolate, cut into pieces
 * 1 cup (2 sticks) unsalted butter
 * ½ teaspoon vanilla
 * ½ cup pepper vodka
 * 1¼ cups white granulated sugar
 * 3 eggs
 * 1¼ cups (6 ounces) bread flour

Topping

 * 1 pint heavy whipping cream
 * 1 cup (4 ounces) confectioners' sugar
 * ¼ cup pepper vodka
 * 12 ounces white chocolate, melted
 * ½ teaspoon nutmeg

Crust

 * 1) Place sugar, butter, egg and vanilla in a mixing bowl, and mix at low speed until combined.
 * 2) Add flour and mix until incorporated; do not over mix.
 * 3) Set the dough on a floured cookie pan and press flat.
 * 4) Refrigerate until firm enough to roll out, 45 minutes to an hour.
 * 5) After making filling, line an 11-inch cake pan with the crust.
 * 6) Line the bottom of the unbaked tart shell with a single thin layer of red bell peppers that have been wiped free of most of the oil.

Filling

 * 1) Melt chocolate and butter over low heat in a saucepan.
 * 2) Stir in vanilla.
 * 3) Take off the heat and add pepper vodka and let cool slightly.
 * 4) While the chocolate mixture is cooling, whip the sugar and eggs until light and fluffy.
 * 5) Fold into cooled chocolate mixture.
 * 6) Sift the flour into this mixture, making sure there are no lumps.
 * 7) Preheat oven to 350°F.
 * 8) Pour chocolate mixture on top of red bell pepper layer, leaving ¾ inch at the top of pan.
 * 9) Bake for about 20 minutes. The center should be soft, similar to a pumpkin pie when it is done.
 * 10) Let cool before taking it out of the pan.
 * 11) Refrigerate overnight before cutting.

Topping

 * 1) Whip cream and confectioners' sugar until peaks are thick, then slowly whip in vodka.
 * 2) When vodka is completely mixed in, add melted white chocolate while whisking.
 * 3) Refrigerate for 4 hours.
 * 4) Top each piece with plenty of whipped cream, sprinkle lightly with nutmeg and enjoy.


text:
User:PrePressChris~enwikibooks

Same PrePressChris as on WikiP.

That is all.

title: User:PrePressChris~enwikibooks


text:
Cookbook:Bean Soup (Vegetarian)

| American cuisine | Vegetarian Cuisine | Soups

Ingredients

 * 2 cans (28 ounces) fat-free vegetable broth
 * 1 cup water
 * 1 bag (1 pound) frozen mixed vegetables
 * 1 can (14½ ounces) no-salt-added stewed tomatoes
 * ⅓ cup broken angel-hair pasta, in 1- to 2-inch lengths
 * 1 can (15 ounces) no-salt-added kidney beans
 * 1 can (15 ounces) no-salt-added black beans
 * 1 teaspoon Italian seasoning
 * ½ teaspoon garlic powder
 * ¼ cup grated Parmesan cheese

Procedure

 * 1) Pour broth and water into a 4½-quart Dutch oven or soup pot.
 * 2) Place pot over high heat.
 * 3) While liquid is heating, add frozen vegetables, stewed tomatoes with their juices and uncooked pasta.
 * 4) Cover pot and bring to boil.
 * 5) Meanwhile, rinse and drain beans.
 * 6) When soup comes to a boil, uncover it and stir well. Scrape the pot with a wooden spoon to loosen any pasta.
 * 7) Add beans, Italian seasoning, and garlic powder.
 * 8) Reduce heat to medium-high or medium, maintaining a moderate boil.
 * 9) Stir frequently and cook until pasta is tender, about 5 minutes.
 * 10) Reduce heat to low and add Parmesan.
 * 11) Stir occasionally and simmer for 5 minutes to develop the flavor.
 * 12) Serve at once or simmer on low until ready to serve.

title: Cookbook:Bean Soup (Vegetarian)


text:
Introduction to Chemical Engineering Processes/Problem Solving with Multiple Components

General Strategies for Multiple-Component Operations
The most important thing to remember about doing mass balances with multiple components is that for each component, you can write one independent mass balance. What do I mean by independent? Well, remember we can write the general, overall mass balance for any steady-state system:

$$ \Sigma\dot{m}_{in} - \Sigma\dot{m}_{out} = 0 $$

And we can write a similar mass balance for any component of a stream:

$$ \Sigma\dot{m}_{a,in} - \Sigma\dot{m}_{a,out} + m_{a,gen} = 0 $$

This looks like we have three equations here, but in reality only two of them are independent because:

 * 1) The sum of the masses of the components equals the total mass
 * 2) The total mass generation due to reaction is always zero (by the law of mass conservation)

Therefore, if we add up all of the mass balances for the components we obtain the overall mass balance. Therefore, we can choose any set of n equations we want, where n is the number of components, but if we choose the overall mass balance as one of them we cannot use the mass balance on one of the components.

The choice of which balances to use depends on two particular criteria:

 * 1) Which component(s) you have the most information on; if you don't have enough information you won't be able to solve the equations you write.
 * 2) Which component(s) you can make the most reasonable assumptions about. For example, if you have a process involving oxygen and water at low temperatures and pressures, you may say that there is no oxygen dissolved in a liquid flow stream, so it all leaves by another path. This will simplify the algebra a good deal if you write the mass balance on that component.

Multiple Components in a Single Operation: Separation of Ethanol and Water
Following the step-by-step method makes things easier.

Step 1: Draw a Flowchart
The first step as always is to draw the flowchart, as described previously. If you do that for this system, you may end up with something like this, where x signifies mass fraction, [A] signifies molarity of A, and numbers signify stream numbers.

Step 2: Convert Units
Now, we need to turn to converting the concentrations into appropriate units. Since the total flowrates are given in terms of mass, a unit that expresses the concentration in terms of mass of the components would be most useful. The vapor stream compositions are given as mass percents, which works well with the units of flow. However, the liquid phase concentration given in terms of a molarity is not useful for finding a mass flow rate of ethanol (or of water). Hence we must convert the concentration to something more useful.

In order to convert the molarity into a mass fraction, then, we need the molecular weight of ethanol and the density of a 4M ethanol solution. The former is easy if you know the chemical formula of ethanol: $$ CH_3CH_2OH $$. Calculating the molecular weight (as you did in chem class) you should come up with about $$ 46 \frac{g}{mol} $$.

Calculating the density involves plugging in mass fractions in and of itself, so you'll end up with an implicit equation. Recall that one method of estimating a solution density is to assume that the solution is ideal (which it probably is not in this case, but if no data are available or we just want an estimate, assumptions like these are all we have, as long as we realize the values will not be exact):

$$ \frac{1}{{\rho}_{SLN}} = \Sigma(\frac{x_k}{{\rho}_k}) $$

In this case, then,

$$ \frac{1}{{\rho}_{SLN}} = \frac{x_{EtOH}}{{\rho}_{EtOH}} + \frac{x_{H2O}}{{\rho}_{H2O}} $$

We can look up the densities of pure water and pure ethanol, they are as follows (from Wikipedia's articles Ethanol and Water):

$$ {\rho}_{EtOH} = 0.789 \frac{g}{cm^3} = 789 \frac{g}{L} $$

$$ {\rho}_{H2O} = 1.00 \frac{g}{cm^3} = 1000 \frac{g}{L} $$

Therefore, since the mass fractions add to one, our equation for density becomes:

$$ \frac{1}{{\rho}_{sln}} = \frac{x_{EtOH}}{789\frac{g}{L}} + \frac{1 - x_{EtOH}}{1000 \frac{g}{L}} $$

From the NOTE above, we can now finally convert the molarity into a mass fraction as:

$$ x_{EtOH} = [EtOH]*\frac{(MW)_{EtOH}}{{\rho}_{SLN}}

= 4\frac{mol}{L} * 46\frac{g}{mol}* (\frac{x_{EtOH}}{789\frac{g}{L}} + \frac{1 - x_{EtOH}}{1000 \frac{g}{L}})$$

Solving this equation yields:

$$ x_{EtOH} = 0.194 $$ (unitless)

Step 3: Relate your Variables
Since we are seeking properties related to mass flow rates, we will need to relate our variables with mass balances.

Remember that we can do a mass balance on any of the N independent species and one on the overall mass, but since the sum of the individual masses equals the overall only $$ N-1 $$ of these equations will be independent. It is often easiest mathematically to choose the overall mass balance and $$ N - 1 $$ individual species balances, since you don't need to deal with concentrations for the overall measurements.

Since our concentrations are now in appropriate units, we can do any two mass balances we want. Lets choose the overall first:

$$ \dot{m}_1 - \dot{m}_2 - \dot{m}_3 = 0 $$

Plugging in known values:

$$ \dot{m}_2 = 100\frac{kg}{s} - 20\frac{kg}{s} $$

$$ \dot{m}_2 = 80\frac{kg}{s} $$

Now that we know $$ \dot{m}_2 $$ we can do a mass balance on either ethanol or water to find the composition of the input stream. Lets choose ethanol (A):

$$ \dot{m}_{A1} = \dot{m}_{A2} + \dot{m}_{A3} $$

Written in terms of mass fractions this becomes:

$$ x_{A1}*\dot{m}_1 = x_{A2} * \dot{m}_2 + x_{A3}*\dot{m}_3 $$

Plugging in what we know:

$$ x_{A1}*100\frac{kg}{s} = 0.8*80\frac{kg}{s} + 0.194*20\frac{kg}{s} $$

$$ x_{A1} = 0.68 $$

Hence, the feed is 68% Ethanol and 32% Water.


text:
Talk:Adventist Youth Honors Answer Book/Nature/Marine Mammals

15 Feb, 2007 Undo
I undid the edit made to this page on 15 Feb, 2007 because it appears to have been copied from http://oceanlink.island.net/oinfo/acoustics/echolocate.html - the copyright notice on the front page of this work indicates that it is not OK to incorporate their material in a new work (such as Wikibooks). Jim Thomas 02:12, 16 February 2007 (UTC)


text:
User talk:Jwebb018

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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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. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! Mattb112885 02:17, 16 February 2007 (UTC)

title: User talk:Jwebb018


text:
User talk:DinoBird~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * 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. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! Mattb112885 02:17, 16 February 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 DinoBird. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name DinoBird~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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title: User talk:DinoBird~enwikibooks


text:
User talk:Tiberiusrex

Hello, welcome to Wikibooks. I've noticed some of your uploads, and would like to ask that you not upload images without some sort of copyright tag since there is currently a large project going on to delete such images. In addition, if your images would only be able to be used under fair use (it looks like they're that kind of image), be aware that soon fair use images will not be allowed on the project, by order of the WMF. Thank you for your time. Mattb112885 05:16, 16 February 2007 (UTC)
 * I noticed some of your images were tagged, the one I was referring to in particular was Image:Battle_of_Coruscant_battleofcoruscant.jpg; I'm not sure if there are others without tags. Mattb112885 05:19, 16 February 2007 (UTC)

title: User talk:Tiberiusrex


title: User:Hu12


text:
Basic Writing/Investigative writing

Definition
Investigative writing is writing that is meant to defend a thesis while exploring various areas of a topic.

Investigative writing sets out to investigate a topic and report the findings to the reader. It is an extremely versatile form of writing that can span all kinds of topics and genres. It can be anything from a newspaper article to an entire book based on one specific research subject. Investigative writing provides a chance to help answer questions for the readers and the writer.

Well known examples
Investigative writing is the basis of some very intriguing works in many genres including books, film, television, and other media.

Investigative reporting on television programs, like 60 Minutes or 20/20, features some of the most obvious examples of investigative writing. Although viewers do not physically read the shows' scripts for themselves, the writing done to prepare for each show is investigative writing nonetheless.

Truman Capote's In Cold Blood is an example of book-length investigative nonfiction. Capote investigated the murder of a family in Kansas. There have also been a few film versions, like the recent Capote.

Many documentaries on film or television are investigative as well. The documentary Super Size Me was a way for documentarian Morgan Spurlock to explore the correlation between obesity and fast food in the United States. The film sought after the answer to the question: What would happen if someone ate nothing but McDonald's for a month?

Oh, the possibilities
Many students dread the assignment of a research project or paper, but there is great potential for such an assignment to involve your own interest and still satisfy the teachers' requirements.

Every single field has the need for research and for questions to be asked. Whether you are interested in math, military, literature, history, or something you saw in the media, you can let your questions about the topic lead you to an interesting research project.

Forming Your Question
If you read the previous section, you know that investigative writing can play an important role in all fields, yet you may not be certain how to begin your own assignment. The simple way to begin is with a question or preferably many questions.

Those all important wh- words, and how!
What, who, when, where, why, and how are key words that can help you get started. Your initial question may be, "What political factors would have influenced Dickens depiction of London in David Copperfield?" You could also ask when, where, why, how, or even more what questions based on that topic. The key is to ask many questions and keep an eye out for a question that could lead you to a solid thesis.

Inspiration for finding the question
It depends on how wide a variety of subjects your teacher allows, but in general, questions can come from your class reading or something you observe in your daily life. If you have the chance it is best to get your questions written down as soon as possible--a bit of a brainstorming session can be a good way to get your ideas down so you do not forget them! You could compile a list of the questions or map out your questions and ideas to see other possible links.

You do not necessarily need to know the answer to any of the questions when you begin, but the question you choose to answer should be something that you find interesting and that you could answer after a little research and reflection.

Also, try to ask open-ended questions or questions that are going to require some explanation.

SIMPLE: Who was the first president of the United States?

SIMPLE: When did George Washington serve as president of the United States?

EXPLORATORY: Why was George Washington chosen to be the first president of the United States? Note: While all of the wh- questions probably need to be answered, "why" or "how" questions are often the best questions on which to base your entire paper.

Questions in all fields of study
What do people use that gives off the most carbon emissions? (Science: Ecology)

Who caused the Great Chicago Fire? (History)

When did blues music first start in America? (Music)

Where is gasoline sold at the cheapest price to the public? (Economics)

Why is Italy the setting for so many of Shakespeare's plays? (Literature)

How did cavemen make their cave paintings? (Art)

Research
Why Perform Research?

During research, you often discover new information.

You probably perform some type of research more often than you realize. When you make a decision to take a class for college, you might look through the college catalog to find out information on the class description. When you decide to purchase a car, you will probably want to review information related to different models. When you are assigned a paper on a specific topic in one of your classes, you will perform research to obtain as much information on the subject as possible.

Credibility
After you have obtained the necessary information through your research, you need to decide which sources of information are credible enough to use in your paper. You may have sifted through an enormous amount of data, and now it is time to put everything together--but is that article from "Reader's Digest" as credible as the one from "The Journal of the American Medical Association"? The latter information would probably be more credible for your piece than the other.

One good rule of thumb to use when deciding on credibility is to ask yourself: "Does this information come from a peer-reviewed journal or other peer-reviewed text?" Peer-reviewed simply means experts in that field of study have read the article and approved its publication. If you are investigating an article that deals with contamination in the Ozarks' ground water supply and one source is the Springfield News-letter and the other is the peer-reviewed "Scientific Journal," the journal article probably holds more credibility because it is peer-reviewed. This is not to say that the contents of the newspaper article are incorrect, but it helps your own article seem more reliable if you have researched information that is considered first-class in its field.

Also beware of information garnished from websites, blogs, forums, and other types of internet sources that are written by people with complete autonomy. Much of the information found on the internet is based on unqualified opinions or misinterpretations of facts. Information on the internet runs the risk of being highly biased and outright inaccurate.

Thesis/Topic Sentence
A thesis statement is a statement that expresses the main idea of your paper. It is usually one sentence, but it can be longer if necessary. Think of a thesis statement as a topic sentence for your entire paper.

Form and place
A good thesis statement needs to establish a purpose (to analyze, to explain, to persuade, etc.) and state as clearly as possible the terms of your argument. Everything in your paper should serve to support your thesis statement.

A thesis statement is usually the last sentence of the first paragraph of a paper. However, a thesis can appear anywhere in your paper: it can be the first sentence, the very last sentence, or anywhere in between. It is uncommon in academic writing, however, to find a thesis beyond the first page of a paper. Nonetheless, some writers feel that the thesis should be presented later in the paper (such as at the end of a persuasive argument that builds up to a sort of grand finale). Still, unless you have an extremely good reason for withholding the thesis, it is a good idea to present it as soon as possible to the reader, so they understand exactly what it is you are trying to say about your topic. It is also customary to restate the main idea of your paper in the conclusion, so that your paper leaves a clear impression on the reader.

General v. specific
Naturally, you want your thesis to be very specific in the sense that it exactly states your main idea. However, how specific or general you make that idea can be very important to the outcome of the paper. A thesis that is too broad will not provide enough direction, and a thesis that is to narrow may keep you from discussing some key issues related to the topic.

Example A: Television has had a negative impact on American society.

Example B: Violent television has caused some teenagers to change the way they perceive violence in real life.

Example C: South Park has influenced some teenagers to commit violent acts.

Unless you are planning on writing a book, Example A simply covers too much territory. Example B is probably ideal for a longer research paper. Example C, on the other hand, might be too restrictive if you were aiming to write a longer paper because it only allows you to discuss one negative effect of one specific television program, but just right for a short essay. Essentially, there is no such thing as "too general" or "too specific." It is simply a matter of matching the thesis to the ideal length.

If the scope changes or your focus shifts (or even if you change your mind completely) while you are researching or writing, it is fine to change your thesis statement so it better reflects what you want to say about the topic, but you must be sure that all the information in the final draft supports the new thesis.

Examples from various disciplines
It is probably worth noting that the above examples are probably a bit too simple to be representative of actual thesis statements, but the following are examples of reasonable thesis statements one might use to address a wide variety of topics and for a variety of purposes:

1. Math/Natural Science (to explain): Although Fibonacci sequences are most often applied to mathematical contexts, the sequences play an interesting role in nature as well.

2. Art (to explain): Pablo Picasso's innovative approach to art led to a new movement, not only in art, but in music and literature as well.

3. Psychology/Criminal Justice (to persuade): It is unethical to sentence serial killers to the death penalty because they are essentially mentally ill.

4. Literature (to analyze): A different aspect of the American dream motivates each of the main characters in John Stienbeck's Of Mice and Men.

5. Agriculture (to persuade): The USDA's current procedure for detecting mad cow disease in cattle earmarked for human consumption is grossly inadequate.

6. Astronomy (to analyze): There are valid arguments on both side of the controversy regarding the recent reclassification of Pluto.

7. Business (to explain): The quantity theory of money emphasizes the positive relationship of overall prices with the quantity of money.

Introduction
The introduction is important because it sets the tone for the rest of the piece and gives the reader an idea about where your writing is going and what points you will make along the way. In short, your introduction is your time to ease your readers into your topic and let them know what it is you are going to tell them about it. The introduction is also important because you will give the reader your thesis, the sentence on which your entire paper will be based.

Thesis
A thesis, in its most basic form, is the topic sentence of the entire paper. It serves as the compass for what is to come within a given work. You will need a specific thesis statement because you are setting up the argument that will be supported within your paper.

Good and bad beginnings
It takes time to develop a thesis, but the thesis should be well-developed (if not completely developed) before you begin writing your paper. A fully developed thesis can help you maintain a sense of direction within your paper. It will help you to develop your main topic and remind you which points you are going to use to support the argument you are making.

A thesis by a beginning writer will usually contain a general statement such as: In Greek mythology Zeus was portrayed as a god with many human qualities.

While this is a very good topic statement which lets the reader know that you are going to be discussing, the fact that Zeus possesses “human characteristics,” it does not provide a sense of the specific direction that will guide the entire paper.

In order to give your paper more direction and the reader more of an idea of what types of “human qualities” might be discussed, you should expand your thesis into something more specific, like: In Greek mythology Zeus was portrayed as a god, however he had many human qualities such as: his creation from parents, his lust for women, his displays of anger, an ego which he did not like to have bruised, the ability to show compassion, and on occasion he was known to be disloyal.

The second thesis is more clear, indicating to the reader that Zeus was a god who had many human qualities, and that the paper will be discussing at least six of those qualities. By actually listing the human qualities of Zeus, the writer has set up an expectation for the argument which is to follow and indicated the basic organization for their paper in an easy to follow manner to which the reader can now refer.

Body/middle
The body of your paper is where you will get to support the argument that you made in your thesis, and it is the largest and most laborious part of the paper. In the body of your paper you will support your thesis by stating the main points and then supporting them with the factual evidence which you have found. Each of your main points should be clear to the reader and support your thesis argument. Your supporting evidence should also be clear and used with the correct main point in order to form a cohesive and organized essay body.

Main points
The main points of your argument will be contained in the body of your paper. There can be as few as two main points or as many as are needed to complete the argument depending on complexity of the subject, word or page limits, and the thesis itself. The main points serve as a more specific overview of the ways in which you will begin to support your thesis claim. They act as a further filter for your evidence and will keep your paper organized and comprehensive.

In the thesis statement above you already have your main points organized and set up for the reader within the thesis. You points are:

1)	Zeus had parents, he did not always exist

2)	Zeus is lusty and often pursues women

3)	Zeus gets angry and exhibits his anger through behavior

4)	Zeus has an ego

5)	Zeus has the ability to show compassion

6)	Zeus can be disloyal

Your job now is to discuss each of your points in more detail and use contextual evidence to support the main points.

Supporting evidence
Supporting evidence is the key to successfully making the argument set forth in your thesis. You will need to use several different sources within your supporting evidence to keep the paper from being too monotonous. Having several different sources as supporting evidence for any given point assures the reader that there are others out there who are researching the same topic as you and finding similar conclusions.

Supporting evidence can be found in a number of sources and arranged in just as many ways. For any given main point you might find a quote from a researcher, some statistics, or textual evidence which you can use as supporting evidence for your main point.

For example in the main points above you might look at some of the Greek myths and use specific incidents within a myth to support your claim that Zeus had parents. In fact, you could site an entire story as your evidence, however DO NOT place the story in your paper. Simply state briefly the idea of the story and in what book you found it, you do not need to completely retell the reader about the birth of Zeus. The fact that there is an entire myth based on his birth should be proof enough.

You will also need to find some quotes from authors who have credibility (see credibility section) and who have researched on the same subject which you are arguing. For example, in main point number 4 of the Zeus argument you will want to find quotes from psychologists or possibly myth scholars who are familiar with the idea of an ego. A quote from Sigmund Freud or supporting evidence of his studies of the id, ego, and superego, will serve as a basis for the idea that an ego is a human quality. Freud can offer some context within your argument, then you can use texts from myths to provide some further evidence of Zeus’ ego.

Other side of the argument and your argument against it
Within your argument you want to, at some point, acknowledge that there is another side to your subject. You are only arguing one side of the thesis, however there is always another way to approach the subject which you are arguing. A good writer will acknowledge the other side (or sides) of the argument and then dismiss them with his or her evidence. It is hard to do within a paper that is so strongly placed in the argument of just one side of a subject, but when acknowledgement and dismissal are executed correctly they will actually enhance the argument of the writer.

For example, if you are giving supporting evidence for the main point number 6 in the Zeus argument, you might want to acknowledge that some scholars (if in fact, you have found it to be true in your research) contend that Zeus’ “disloyalty” is not a function of his humanness, but rather a function of the way people might feel about his actions, you will want to refute that statement in your argument.

Simply acknowledge that someone has said this (give them proper credit) and then show another scholar who has argued against it. Your argument should look something like this: Professor Z of Such and Such University has written an article titled “Loyal Zeus” in which he argues that Zeus was not disloyal, but humans see his actions as disloyal, however Dr. X, argues that Zeus is in fact disloyal because….”

Thus you have successfully acknowledged and dismissed a counterpoint of your argument. However, do not try to counter all arguments against your thesis, because it will prove to be exhausting, non productive, and can possibly confuse readers as to which side you are actually arguing.

Conclusion
The conclusion of your paper is what ties everything together. You want the reader to see what it is you set out to do, how you proved it and what it all means to them. The reader should know, at this point, where you stand on your argument and should be winding down from reading your paper. You can let your reader know that you are ready to end the paper by using some of the following words as signposts for your conclusion: 1)	In retrospect 2)	In conclusion 3)	As can be seen

You are letting your reader know that the end of the paper is near and that you are about to give them a quick overview of what they have just finished reading to remind them of what it is you want them to take away form the paper.

Restating of the thesis
In your conclusion you want to restate your thesis in order to remind the reader of what it is you were arguing. You can restate your thesis exactly as it is in the introduction of you may choose to alter it slightly. In any case, do not alter it so much that it becomes unrecognizable as the thesis of your paper, or the reader may lose sight of what is was that you set out to argue to begin with.

Summarizing
After you have restated your thesis you will summarize your main points briefly in order to remind your reader of the basic outline of your argument. You do not need to go into supporting evidence in your conclusion because you will have thoroughly explained it already within the body of the paper. The summarization of your paper will mentally guide the reader back through your argument so they may begin to think about their own ideas on the subject and form a conclusion of their own.

Example Assignment
Genealogy Project

You choose a family member or family event that you want to write about and learn more about the person or situation. You interview at least three of your family members about the person or event you chose. You should also try to collect any mementos or documents about your subject as additional sources. Then you report your findings into a paper in third person narrative.

The following is a similar essay on family history which won the 2005 "My Turn" contest sponsored by Newsweek Education Program: "Family Tree" by By Nami Sung of Stuyvesant High School in New York, New York.

title: Basic Writing/Investigative writing


text: Template:Microsoft screenshot

title: Template:Microsoft screenshot


text:
Tajik/Numbers

 * 1) як (yak)
 * 2) ду (du)
 * 3) ce (se)
 * 4) чор/чаҳор (chor/chahor)
 * 5) панҷ (panj)
 * 6) шаш (shash)
 * 7) ҳафт (haft)
 * 8) ҳашт (hasht)
 * 9) нӯҳ (nooh)
 * 10) даҳ (dah)

title: Tajik/Numbers