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Dutch Empire/Dutch Culture During the Golden Age

The thrifty maxim of the wary Dutch, Is to save all the Money they can touch.

The Dutch Golden Age was an age of wealth and prosperity in the Dutch Republic roughly from 1590-1715. Along with wealth, Dutch trade, science, and art were among the most acclaimed in the world.

Wealth
During a large part of the 17th century the Dutch, traditionally able seafarers and keen mapmakers, dominated world trade, a position which before had been occupied by the Portuguese and Spaniards, and which later would be lost to England. With the VOC dominating trade in Asia, their wealth came into the Netherlands. The Dutch also dominated trade between European countries. The Low Countries were favorably positioned on a crossing of east-west and north-south trade routes and connected to a large German hinterland through the Rhine river. Dutch traders shipped wine from France and Portugal to the Baltic lands and returned with grain destined for countries around the Mediterranean Sea. The Trip brothers, arms traders, built the Trippenhuis in Amsterdam, currently the seat of the Royal Netherlands Academy of Arts and Sciences, which is a typical example of 17th century architecture.

Social Structure and Religion
Dutch society promoted freedom of expression and religious tolerance, with a wide array of religions from atheists to Catholics. There was a large and well-established middle class, and an excellent educational system.

Culture
As a result of their trade, the Dutch were the wealthiest and most prosperous nation. There was a vast appreciation for the arts, and some of the most famous Baroque artists were Dutch, such as Vermeer, Rembrandt, and Reubens


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User:Robbiemuffin/Templates/Contents Block/doc/HowTO

HowTO Automatically Generate Contents

Introduction
First, let's have an example:

Cute little bit of CSS right? But that's not the cool part, the cool part is, it is generated automagically from User:Robbiemuffin/Templates/Contents Block/doc/SampleContents. So, you just have to maintain the inner list data, in a nice clean page, to generate your contents. If you only ever have one contents list, maybe that's not so important. But if you want to keep one on each Chapter, a nice small one like the above (which will expand quite a bit, by the way), you can do that too.

Now, if you generate the list pages from category tags, you're set, right? Because then you can just add a quick category tag to any new page in the book, and the contents update automatically. That's spiffy. So... how do you do that?

Prep
First thing's first. Let's make a category for our book. Add a category tag (something like [[:Category:Robbiemuffin book contents ]]  ) to one of your pages. This way, when the page is refreshed, you'll have a category all made up for you. Sometimes that takes a minute though, so you might want to pour some wine.

this page was brought to you by an Ajax hacker

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


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Talk:Lore of Learning/Patterns of Learning

merge
I suggest merging the book "knowledge patterns" into the chapter "Lore of Learning/Patterns of Learning".

To me, the title "knowledge patterns" sounds like about the same thing as "patterns of learning".

Please feel free to educate me on the difference between "knowledge patterns" vs. "patterns of learning". --DavidCary (talk) 03:59, 15 May 2008 (UTC)

Hi David, Thanks again for your interest :-). "Knowledge patterns" is about use of patterns in different disciplines towards a general approach of facilitating/catalysing learning across disciplines. It is closer to the structure of the knowlege than to patterns of learning, though ultimately it will hopefully become a useful resource to facilitate learning across disciplines.  So, your suggestion has merit. Perhaps, in Lore of Learning, we should start a  volume/series on field/discipline-specific praxis and orientate the writing towards the intended conclusion of Knowledge Patterns. For now, I will leave Knowledge Patterns as a separate book, and revisit this suggestion later when we have more to work with. Ktucker (talk) 13:18, 24 May 2008 (UTC)


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Talk:Steam Locomotive Operation

> The terms and procedures described
The terms and procedures described here will enable a person to safely operate a 19th or 20th century steam locomotive well into the future.

Ye gods: not only does this sound arrogant, but bearing in mind just how dangerous steam locomotives can be to the incompetent and anyone unlucky enough to be near them when they demonstrate their incompetence isn't it verging on criminal irresponsibility?

212.159.44.170 (discuss) 08:00, 21 January 2012 (UTC)

title: Talk:Steam Locomotive Operation


text:
User:Sv1xv

Amateur Radio
I am SV1XV, more information about my amateur radio activities is available at QRZ.COM

Wikipedia
I am trying to contribute to and improve the following WP projects:

 * WikiProject Amateur radio
 * WikiProject Military history: Editing articles about traditional (pre-1990) military radio communications systems and equipment. I also tag relevant radio communications articles (stations, equipment) for WPMILHIST and associated task forces.

I also own quite a few books on radio related subjects (mostly in english and a few in german) and I try to insert book references in related WP articles & Wikibooks.

title: User:Sv1xv


text:
Real Analysis/Darboux Integral

Another popular definition of "integration" was provided by Jean Gaston Darboux and is often used in more advanced texts, such as this wikibook, due to its introductory ease. In this chapter, we will define the Darboux integral, and demonstrate the equivalence of Darboux integrals and the more widely known Riemann integrals.

Construction
Unlike Riemann Integration, this version of the integral will forgo one assumption of the function ƒ — that it must be continuous. It will only assume that the function ƒ is bounded on [a,b]. Of course, normal assumptions for a Real Analysis course such as the function only operating on real numbers over the interval of focus can be presumed (i.e. $$f:[a,b]\to\mathbb{R}$$)

Partitions
We will modify the definition of partition for the Darboux Integral so that the values a and b are also included in the set. For completeness, we will write out this new definition again.

For now, we will ignore the actual process of indexing these values. However, it should be noted that our definition of the partition does not make a claim about the relationship between the numbers; these values are not necessarily evenly distributed - but they can.

Upper and Lower Sums
Let $$\mathcal{P}$$ be a partition of $$[a,b]$$

For every $$x_i\in\mathcal{P}$$, you can define two special numbers:

 * $$m_{i} \, \dot{=} \, \inf{\{f(x) \,|\, x\in [x_{i-1}, x_i]\}}$$ and

 * $$M_{i} \, \dot{=} \, \sup{\{f(x) \,|\, x\in [x_{i-1}, x_i]\}}$$

The verbal definition of these two variables is more clear; mi defines the infimum of the set of valid ƒ(x) values in between two partition points and Mi defines the supremum of the set of valid ƒ(x) values in between two partition points.

Next, we will define the key functional component of the Darboux Integral, the sums.

Borrowing from geometry, you will notice that both sums are essentially additions of various rectangular shapes that are tied to the function ƒ due to the definition of length being either a supremum or infimum respectively.

It is important to note that although the upper and lower sum borrows function notation, it is not, necessarily, a function in the normal sense. It takes partitions as the input, which size is a natural number. The function ƒ is treated as a fixed constant.

There is actually only one more construction required in order to reach the Darboux integral. The only problem? This last step is to relate the upper sum and the lower sum. After all, the rectangles generated from this function leave out a lot of gaps because there are too few partition points. The more partition points there are, the more that Mi and mi converge upon the same value. The next task should be clear now; we need to prove that the upper sum and lower sum can converge onto a point.

Refinement
The second last piece of the construction requires that we prove the following two lemmas regarding our partition and our sums:

 * 1) $$L(f,\mathcal{P}) \le L(f,\mathcal{P}^*)$$
 * 2) $$U(f,\mathcal{P}) \ge U(f,\mathcal{P}^*)$$

Excuse me, we have to define what the partition P with the asterisk means first before we can analyze this statement.

Okay, why do we need to prove this? Simple, these inequalities state that more partitions leads to a better approximation of the actual area. The lower bound will increase as it reaches the "area", while the upper bound will decrease as it reaches the "area". This should be a fact so intuitive that the idea of proving it might have never crossed your mind. However, we will prove this lemma right now. It will be needed for the final piece of the Darboux Integral puzzle.

This proof is simple and will only require inequality algebra.

Similarly, we can prove $$U(f,\mathcal{P})>U(f,\mathcal{P}^*)$$ using the same method, by inverting the necessary functions.

Convergence
Now that we have proved that our intuition is correct; more partitions will yield an even closer approximation from both the lower sum and the upper sum, it is only fair to see if we can bring them together. If I can use mathematical symbols freely, it can be depicted as

 * $$L(f,\mathcal{P}_1) \rightarrow \text{``Area''} \leftarrow U(f,\mathcal{P}_2)$$

when the upper sum (the area of overestimation) is larger than the actual "area" and the lower sum (the area of underestimation) is smaller, yet both converge upon the "area" when the partition becomes finer. However, thinking like this will lead us to avoid the mathematical pieces we have collected that can also as fairly construct our integral. The roadmap to prove the Darboux Integral leads us to the final piece,

 * $$L(f,\mathcal{P}) \le U(f,\mathcal{P})$$

where $$\mathcal{P}$$ can be thought of as a partition full enough to yield the perfect approximation. We will call it, for this explanation portion, a perfect partition, although the perfect partition is importantly not infinite. However, you might be wondering how to solve this; the previous lemma does not make any comparisons between the lower and upper sum. That is why we are going to prove this instead:

 * $$L(f,\mathcal{P}_1) \le U(f,\mathcal{P}_2)$$

when $$\mathcal{P}_1$$ and $$\mathcal{P}_2$$ are any partitions of [a,b]. Yes, they do not need to be the same partition, as long as they are over the same interval [a,b]. This is actually going to be simpler, because our proof will use these two sums like bounds — dare I compare it as a squeeze?

Conclusion
We come at an impasse. Our final piece yields a very strange answer about the lower and upper sum. Namely that they are not an equality, but an inequality
 * $$L(f,\mathcal{P}) \le U(f,\mathcal{P})$$

where the certainty of the number remains unknown. However, we can easily sidestep this issue by breaking it into two cases and validating one or the other. What do we mean by validation? We can define the integral, namely the Darboux Integral, as being the number ensuring the equality of the upper and lower sum. We can then define an invalid integral as maintaining the inequality. In mathematical notation, we define the integral as being
 * $$L(f,\mathcal{P}) = U(f,\mathcal{P})$$

and rejecting every other case as being an invalid integral.

From here, we completed the construction of the Darboux Integral from the bottom-up.

Remarks

 * 1) Of course, the function has to be real i.e. $$f:[a,b]\to\mathbb{R}$$.
 * 2) The Darboux Integral is defined on the condition of uniqueness, unlike other concepts in this wikibook, such as limits, that are implied from the definition.

Properties
Let $$f:[a,b]\to\mathbb{R}$$

$$f$$ is Darboux integrable over $$[a,b]$$ if and only if for every $$\varepsilon>0$$, there exists a partition $$\mathcal{P}$$ on $$[a,b]$$ such that $$U(f,\mathcal{P})-L(f,\mathcal{P})<\varepsilon$$

Proof
($$\Rightarrow$$)Let $$A=\int_a^b f$$ and let $$\varepsilon>0$$ be given. Thus, by Gap Lemma, there exists a partition $$\mathcal{P}$$ such that both $$U(f,\mathcal{P}),L(f,\mathcal{P})\in V_{\frac{\varepsilon}{2}}(A)$$, and hence $$U(f,\mathcal{P})-L(f,\mathcal{P})<\varepsilon$$

($$\Leftarrow$$)Let $$\mathcal{P}_0$$ be any partition on $$[a,b]$$. Observe that $$L(f,\mathcal{P}_0)$$ is a lower bound of the set $$\mathcal{U}=\{U(f,\mathcal{P})|\mathcal{P}$$ is any partition$$\}$$ and that $$U(f,\mathcal{P}_0)$$ is an upper bound of the set $$\mathcal{L}=\{L(f,\mathcal{P})|\mathcal{P}$$ is any partition$$\}$$

Thus, let $$\alpha=\sup\mathcal{L}$$ and $$\beta=\inf\mathcal{U}$$. As $$L(f,\mathcal{P})\beta$$ cannot be true. Also, as $$\alpha,\beta$$ are a supremum and infimum respectively, $$\alpha<\beta$$ is also not possible. Hence, $$\alpha=\beta=L$$ (say).

As $$L=\sup_{\mathcal{P}} L(f,\mathcal{P})=\inf_{\mathcal{P}} U(f,\mathcal{P})$$, we have that $$\int_a^b f=L$$

Equivalence of Riemann and Darboux Integrals
At first sight, it may appear that the Darboux integral is a special case of the Riemann integral. However, this is illusionary, and indeed the two are equivalent.

Lemma
(1) Let $$f:[a,b]\rightarrow\mathbb{R}$$ be Darboux Integrable, with integral $$L$$ Define function $$\varepsilon (\delta)=\sup\{|L-S(f,\dot{P})|:\|\dot{P}\|=\delta\}$$

(2) Then $$\delta_1<\delta_2$$ $$\Rightarrow$$ $$\varepsilon(\delta_1)<\varepsilon(\delta_2)$$

Proof
Let $$\delta_1<\delta_2$$. Consider set $$T$$ of tagged partitions $$\dot{P}$$ such that $$\varepsilon(\delta_1)\leq|L-S(f,\dot{P})|$$

Let $$T'$$ be the set of $$\dot{P'}$$ where $$\dot{P'}\subset\dot{P}\in T$$ and $$\|\dot{P'}\|=\delta_2>\delta_1$$

note that $$T'\neq T$$ and that the set $$T'$$ indeed contains all partitions $$\dot{P'}$$ with $$\|\dot{P'}\|=\delta_2$$

Now, for $$\dot{P}\in T$$, we can construct $$\dot{P'}\in T'$$ such that $$|L-S(f,\dot{P'})|>|L-S(f,\dot{P})|$$

Hence, $$\displaystyle\sup_{\dot{P}\in T}\{|L-S(f,\dot{P})|\}<\sup_{\dot{P'}\in T'}\{|L-S(f,\dot{P'})|\}$$

i.e. $$\varepsilon(\delta_2)>\varepsilon(\delta_1)$$

Theorem
Let $$f:[a,b]\rightarrow\mathbb{R}$$

(1)$$f$$ is Riemann integrable on $$[a,b]$$ iff

(2)$$f$$ is Darboux Integrable on $$[a,b]$$

Proof
($$\Rightarrow$$) Let $$\epsilon>0$$ be given.

(1)$$\Rightarrow$$ $$\exists$$ tagged partition $$\dot{P}$$ such that $$|S(f,\dot{P})-L|<\frac{\epsilon}{2}$$.

Let partitions $$P_1$$ and $$P_2$$ be the same refinement of $$\dot{P}$$ but with different tags.

Therefore, $$|S(f,P_1)-S(f,P_2)|<\epsilon$$ $$\forall$$ $$P_1$$ and $$P_2$$

i.e., by the triangle inequality, $$|S(f,P_1)|-|S(f,P_2)|<\epsilon$$

Gap Lemma $$\Rightarrow$$ $$U(f,P)-L(f,P)<\epsilon$$,

$$\epsilon>0$$ being arbitrary, using Theorem 2.1, we have that $$f$$ is Darboux Integrable.

($$\Leftarrow$$)Let $$\epsilon>0$$ be given.

(2), Theorem 2.1 $$\Rightarrow$$ $$\exists$$ partition $$P$$ such that $$U(f,P)-L(f,P)<\epsilon$$

Hence, $$|L-S(f,P)|<\epsilon$$ as $$L(f,P)\leq S(f,P)\leq U(f,P)$$

By Lemma 3.1, $$|L-S(f,P')|<\epsilon$$ if $$\|P'\|<\|P\|$$

Thus, if we put $$\delta=\|P\|$$, we have (1)

We note here that the crucial element in this proof is Lemma 3.1, as it essentially is giving an order relation between $$\varepsilon$$ and $$\delta$$, which is not directly present in either the Riemann or Darboux definition.

title: Real Analysis/Darboux Integral


text:
User:Ferran.cabrer~enwikibooks

[en User:Ferran.cabrer]

[ca Usuari:Ferran.cabrer]

title: User:Ferran.cabrer~enwikibooks


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User talk:Lumsden232

Hello,

You have signed up for an article on the module page. The article sign up must be on the Discussion page. Plase make this change and if you have any further questions, please contact your TA's! Have a great day!

Jkauf007 (talk) 14:19, 15 May 2008 (UTC)

Thank you for commenting on my "About me" page. I agree with your thoughts on being fair to students, as throughout school i noticed the same issues you did. I went to a high school where most of the kids came from "well to do" families, dressed the same, got good grades... the whole thing. However, whenever there was a student who did not conform to these norms, or stuck out in certain clothing or manner, a teacher would almost disregard them from class activities and would rarely spend time helping them develop and learn. I also found teachers would favor the more "conforming" students and they would end up doing better in the class for that reason only. I feel these kinds of actions by teachers and administrators need to be stopped, and the attitudes towards diverse students needs to be more accepted and praised rather than ignored. Tgibs007 (talk) 17:45, 29 May 2008 (UTC)

Image Problem
The image you recently uploaded Image:See That?.jpg is missing important copyright information. After June 3, 2008 this file will be deleted, unless you grant permission to use your work under an acceptable license and the missing information is added. Thanks. Red4tribe (talk) 23:50, 28 May 2008 (UTC)

Hi!

Thanks for commenting on my page. Wow, you've had quite a varied range of experiences...and it sounds like you have a passion for education. I'm sorry about your house fire; but yes, your wife is probably having a ball picking out all-new decorations and such. :) I agree with your educational philosophy, especially your thoughts on treating students equally. I have just begun my teaching observation, and I am noticing that on each "tier" of the academic-achievement ladder, the students are treated differently.  The ones who might be considered poor or of a minority race are treated more harshly on average, but some of the teachers do not seem to expect very much out of them at all, which I think is a terrible thing.  You've definitely got something there. Sincerely, Sommer

Hey. Sounds like you had quite the busy career at UPS. I hear they are a great company to work for, but can sometimes be hard to get in the door. I was wondering what subject you were interested to teach. It sounds like with your UPS experience you would have plenty of knowledge with business world and could share that knowledge with students in a business class setting. Just curious because many do not know that Business classes are even offered at a high school level. Have a good one. Davidbaer (talk) 04:13, 2 June 2008 (UTC)

Hi Sean I am peer reviewing your page.

Sjone085 (talk) 16:30, 8 June 2008 (UTC)

Your article was very good I am sure that when you are done your composion will be great. The only thing you need to do is to add an interview which will make the article more relatable.

Only concentrate on the areas in boldBold text More was bolded than I intended to be. Just look for small differences not as bad as it looks.

TEACHING, IS IT REALY A TRUE PROFESSION? By, Sean Lumsden ________________________________________ OUR GOALS ARE TO... Read and understand this article in order to acquire an understanding Bold text of some definitions for a profession and a professional. We shall compare and contrast they're differences and similarities Bold text for the purposes of generalizability and applicability. It is important to stress that no definition is universally accepted for the defining of either a profession or a professional. You will also interpret the facts given within this article in order Bold text to refine or establish your own personal idea of what constitutes a profession and a professional based on the societal norms within the United States. Lastly, you should understand some basic view points as to why or why not teaching is or is not considered a profession. ________________________________________ THE FEATURE PRESENTATION... Possibly the most important task to determining if teaching is really a true profession is to determine what constitutes or defines a profession within the United States. For some this may seem like a simple task since nearly everyone has his or her own personal opinion of what is a profession and who are professionals. However for those of us who are a bit more inquisitive this is actually something relatively difficult to determine due to the vast differences in views and opinions; even just within the United States, never mind what other nations may consider. Regardless, it is important to establish some criteria in order Bold textto know what separates a profession from a career or a job and what must one do in order to be a professional.

If you were to run to your heavily used dictionary, as some of you may have or will do, and throwBold text open the pages for a comfortable and simple definition then you might just be surprised on the answers you find. Apparently the great powers that be which preside over the all knowing dictionaries also have some conflicting opinions. For instance, one definition reads, "a vocation or occupation requiring advanced education and training, and involving intellectual skills, as medicine, law, theology, engineering, teaching, etc., the body of persons in any such calling or occupation, loosely, any occupation." (Webster's New World Dictionary, 1984) while another definition reads, "a vocation requiring extensive education in science or the liberal arts and often specialized training... any vocation or business... the body of persons engaged in an occupation: the medical profession." (Random House Webster's College Dictionary, 1992). Perhaps this is what your dictionary reads in regards to a profession or perhaps not. Either way, lets usBold text analyze the two given definitions.

In the first definition we can see that it defines a profession as requiring advanced education and training but contradicts this by later saying that loosely any occupation is a profession. It goes one step further as to give some examples which, by the way, includes teaching right there in the list. So teaching must be a true profession then right? Well, let usBold text continue on before we jump into a definite answer already. The second definition says that extensive education in science or liberal arts is vital but also contradicts this by including any vocation or business. In this definition it seems that teaching could be a profession since it does require education in science or liberal arts. Ultimately, both definitions include any occupation so perhaps in the means of definition teaching is a true profession regardless of requirements.

Perhaps the best definition for a profession was best described by Arthur E. Wise who was president for the Nation Council for Accreditation of Teacher Education. In an article titled "The Essential Role of Accreditation", Arthur Wise opened up his article by defining a profession as, "an occupation that seeks to regulate itself by (a) developing a consensus concerning what its practitioners must know and be able to do and (b) developing an accreditation and licensing system to ensure the transmission of that knowledge and skill. An occupation becomes a profession when organizations such as universities, states, and the public accept that system." (Arthur E. Wise, 2005) which does apply a greater degree of limitation upon what is a profession. If we utilize these criteria'Bold text as our means to weight an'Bold text occupation in order to determine if it is a profession then certainly we can eliminate some careers as being that, simply careers and not professions.

Epopl001 (talk) 13:21, 12 June 2008 (UTC) Hello! I just wanted to say thank you for peer reviewing my article. It really helped me with editing my page!

Thanx again! Elizabeth.

title: User talk:Lumsden232


text:
Khepera III Toolbox/The Toolbox/Modules/i2c stream

The i2c_stream module implements a simple I2C data streaming protocol. The device from which data is streamed must implement that same protocol as well.

Synopsis
Check out the source code of the i2c_stream_read program for an example.

Description
This module uses the i2cal module to transfer data blocks from the external device (chip) to the program. It basically consists of two functions: The following four settings need to be provided to the module
 * i2c_stream_read_start, to start streaming
 * i2c_stream_read_next, which has to be called frequently (and in more or less regular intervals) to read the available data blocks
 * device: the I2C address of the device to query
 * reg: the I2C register from which the stream is read
 * block_size: the size of one block (in bytes)
 * block_count_max: the maximum number of blocks to transfer at once (this value must be <= 128 / block_size)

Streaming Protocol
The protocol used for data streaming is very simple: To reset the stream, the module first sends the register followed by a 1. To read a chunk, the module sends the register and then reads a multiple of (block_size + 1) bytes from the device. The first byte of a block is a status byte which can take one of the following values:
 * 255 (I2C_STREAM_BUFFER_OVERRUN): A buffer overrun occurred on the device, i.e. the blocks were not read fast enough.
 * 254 (I2C_STREAM_EMPTY): The block does not contain any data.
 * 0..253: the available number of blocks on the device


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Trainz/Overview of Attachment Points

Overview
Attachment points are created in the 3D modelling software used to create an asset which results in a mesh file, and the process often also generates support files such as textures—both image files per se, and processing instructions in the texture.txt files. Those of course are most visible and most frequently seen as they predominate most large assets open for editing. None have any purpose though without a mesh, and there are few meshes that don't incorporate attachment points of one sort or another. Quite a few resources in Trainz have more than one mesh file required to render, so it is not uncommon to see an asset specify an invisible mesh whose purpose is to act as an origin to which every other mesh and the game surfaces are registered. That simple triangle or square that is all but invisible through a mesh viewing tool (e.g. PEV's Mesh Viewer2.exe) and never seen in game run-time modules none-the-less serves a important purpose as a reference and placement 'handle'. In one sense, the main model in such cases is the model of an invisible handle, but one which can be put into the virtual world and moved about . The real purpose of this sort of mesh is to provide adjustable and repositionable relative to that origin, which is adjustable within limits inside the asset config.txt file. In the event, fine fractions of a centimeter tweaking can be easily accommodated by the asset creator, making variations of a invisible mesh— and that can be done quite quickly, a fact important to the Steam Engine or Modern Deisel modeler who likely spent 6-8 months putting together the many parts of such locomotives.  The attachment points purpose is to specify the exact coordinates where one asset item/sub-mesh/effect connects to another, for example, where the track connects onto a bridge, or where the cab is placed inside a locomotive. All attachment points are referenced in the config.txt file of an asset to define its use and function.

Attachment points must follow strict naming conventions provided in the Content Creation Guide for their implementation in Trainz. In 3DS Max and Gmax, attachment points should always be placed in top view with for the orientation of the axis to be correct. They may then be rotated if needed. If creating a Locomotive, the train should be facing down the page in top view.

Commonly Used Attachment Points on Locomotives

 * : front of train
 * : rear of train
 * : front bogey
 * : back bogey
 * : any other bogey
 * : smoke/steam
 * : lights/coronas
 * : front cab
 * : rear cab
 * : pantographs
 * : drivers
 * : external cameras
 * : whistle/horn particle effect
 * : sitting passenger
 * : standing passenger

title: Trainz/Overview of Attachment Points


text:
User talk:128.250.32.209

(Red4tribe (talk) 11:20, 15 May 2008 (UTC))

title: User talk:128.250.32.209


text:
Outdoor Education/Around the world

Outdoor education occurs, in one form or another, in most if not all countries of the world. However, it can be implemented very differently, depending on the cultural context. Some countries, for example, view outdoor education as synonymous with environmental education, whilst other countries treat outdoor education and environmental education as distinct. Modern forms of outdoor education are most prevalent in UK, USA, Australia, New Zealand, Europe and to some extent Asia and Africa. A map is available of locations of outdoor education organisations, facilities, and people.

UK
After the second world war many local authorities in the UK emulated the Outward Bound principles and set up their own outdoor education centres for school children. Visits to these outdoor centres were often subsidised, allowing many children from the towns and cities a unique experience of the outdoor world.

By the late 1980s most UK local education authorities had an outdoor education centre, and there was a growing private sector offering similar experiences. Government moves to offer more autonomy to schools have badly affected this provision. Under regulations for the local management of schools that took effect in England and Wales from 1992 onwards, the majority of the money spent on education in the UK now goes direct to the school, and local authorities often find it difficult to subsidise their outdoor education centres. As a result many have closed.

One of the most significant changes in outdoor education in Great Britain came as a result of the Lyme Bay kayaking tragedy in March, 1993. This tragedy accelerated governmental discussions until, in January 1995, the Activity Centres (Young Persons’ Safety) Act 1995 was passed through Parliament in January 1995 and an independent licensing authority, the Adventure Activities Licensing Authority (AALA) was formed.

Overall, the AALA appears to have succeeded in its mission, but it has also created debate regarding whether it is possible for young people to experience adventure in an 'educational way' within tight regulations. Some people view AALA regulations as tight and thus, restricting their opportunity to provide what they believe to be meaningful outdoor education.

One further area worthy of note is the Campaign for Adventure (Campaign for Adventure, 2000a). This campaign started in 2000 following a one day conference titled “A Question of Balance.” Since then the campaign has concentrated on lobbying political individuals and parties to support risk taking and to acknowledge and work against the increasing trends indicated by a “culture of fear.” This phrase is the title of Furedi’s (1997) book, which is heavily cited in recent UK outdoor education literature. As with most political campaigns it is difficult to assess progress but the work of those involved in the campaign can be followed on line (Campaign for Adventure, 2000a). Consistent with this position, a recent report from the Office of Standards in Education, which covers England and Wales, concluded that outdoor education is uniquely placed to offer structured opportunities for students to identify hazards, calculate the related risks and decide the significance of a risk in order to determine and implement the precautions necessary to eliminate and minimise risk. Students’ involvement in risk management makes them aware of potential harm and contributes towards their being able to take greater responsibility for their own and others’ safety. (Ofsted, 2004, p. 13)

While on the surface Ofsted may appear to be consistent with the Campaign for Adventure there are some significant inconsistencies here worthy of brief explanation. It appears that Ofsted is suggesting that the very idea of risk taking is to be avoided and the role of outdoor education could be to enable students to assess risk and then ‘eliminate or minimise’ it. A contrary position is taken by the Campaign for Adventure based on adventure and risk as, at least an educational value, and perhaps even as central to life and a way of being, which is threatened by a culture of fear. The Campaign for Adventure believe that life is best approached with a spirit of adventure and that absolute safety is unachievable.

Recently there has been concern expressed about the decline in the number and quality of school trips in the UK. In 2005 the Parliamentary select committee on Education published a report on 'Education outside the classroom' which called on the UK government to do more to protect and promote outdoor education. In response the government promised to issue a manifesto for outdoor education, setting out what schools ought to offer their pupils.

North America
The origin of outdoor education in the USA is difficult to pinpoint. North American culture, particularly since European colonization in the 17th century, has embraced a pioneering spirit. This contributed to the extensive development of organized camping programs during the 20th century, Outward Bound programs since the 1960s, as well as many related off-shoot programs including Project Adventure, the National Outdoor Leadership School, the ropes course industry, and many other applications including wilderness orientation programs within colleges and universities and adventure therapy. In the 1970's, the Association for Experiential Education was also formed, along with the Journal of Experiential Education which continues to have a strong focus on adventure education scholarship and practice.

India

 * Main article: Outdoor Education in India

New Zealand

 * Main article: Maori outdoor education

Germany
The term ‘outdoor education’ doesn’t seem to have an exact equivalent in the German language although Kurt Hahn, one of key figures in the development of outdoor education in the twentieth century was German. In general, outdoor or adventure education is not as widespread in Germany as in other developed regions, such as North America, Australia, and the UK. However, a closely related educational approach called experiential education (In German: “Erlebnispädagogik”) is commonly applied.

Most organisations and companies offering programs and activities based on experiential education for children and youth also offer similar programs for adults and especially corporate teams which are then mostly referred to as 'outdoor trainings'.

Judging from the kind of outdoor training programs available in an internet search, the main clientele of German outdoor training providers seem to be corporate teams and organisations seeking team building and personal development. There is also a wide range of organisations offering outdoor programs based on experiential education for children, adolescents, families and school classes with or without disabilities. German schools have seemingly started to make increased use of outdoor and experiential possibilities when planning their school trips but the experiential approach is rarely implemented in the normal school system and it is by no means as common for school students to experience outdoor education trips as it is other countries.

A more detailed summary of German outdoor education and experiential educational providers and networks is available.

title: Outdoor Education/Around the world


text: Template:User European history

title: Template:User European history


text: User talk:210.11.188.15

title: User talk:210.11.188.15


text:
XForms/Dashboard Builder

Motivation
You want a single form that allows you to layout a single page dashboard. In this case a dashboard in a set of "Portlets" that each have separate content.

Method
Our dashboard builder will control a library of dashboards. Each dashboard has a name, layout information and a list of portlets that are rendered in the dashboard. In our example a dashboard may have up to 36 portlets, but best practices usually contain 7 portlets plus or minus one or two.

Application Design
Our dashboard layout will be one of three types:
 * 1) row oriented where all portlets in a row have the same height
 * 2) column oriented where all portlets in a column share the same width
 * 3) grid-oriented where all portlets must be contained in a regular grid structure

The tool will allow the user to create a new dashboard and give it a name. The user then selects one of the three layout types. Each layout type will allows the user to specify attributes of each row or column such as using absolute width/heights in pixels or relative height/width percentage of width/heights. Note that to allow dashboards to be resized to different screen sizes, relative sizes should be used.

Within each row, column or grid, the user can specify a set of portlets and then give each portlet some parameters.

When the user saves a dashboard it will save an XML instance document with the specification of the dashboard layout. This layout can be transformed using XQuery or XSLT into a CSS file that is loaded each time the dashboard is displayed.

Conditional Display of Row/Column Information
This form should only display the row height specification if either row or grid layout is chosen. Similarly, the column widths should only be displayed if either the column or grid layout is chosen.

The following code provides this logic.       Demonstration of relevant fields. Grid layouts require both rows and columns to be specified.  Enter Layout Type:   Row row   <xf:label>Col</xf:label> <xf:value>col</xf:value> </xf:item> <xf:item> <xf:label>Grid</xf:label> <xf:value>grid</xf:value> </xf:item> </xf:select1>

<xf:group ref="instance('views')/row-info"> Row </xf:group> <xf:group ref="instance('views')/col-info"> Col </xf:group>

Source Code
NOTE: In development! </xf:instance> <xf:instance id="views" xmlns=""> </xf:instance> <xf:bind id="row-view" nodeset="instance('views')/row-view" relevant="instance('my-dash')/DashboardLayoutCode='row' | instance('my-dash')/DashboardLayoutCode='grid'" /> <xf:bind id="col-view" nodeset="instance('views')/col-view" relevant="instance('my-dash')/DashboardLayoutCode='col' | instance('my-dash')/DashboardLayoutCode='grid'" /> </xf:model> <xf:output ref="DashboardID"> <xf:label>Dashboard ID:</xf:label> </xf:output> <xf:input ref="DashboardName"> <xf:label>Dashboard Name</xf:label> <xf:hint>A short name under 50 characters.</xf:hint> </xf:input> <xf:textarea ref="DashboardDescriptionText" class="DashboardDescriptionText"> <xf:label>Description:</xf:label> <xf:hint>Full description text. Used for searching for dashboards.</xf:hint> </xf:textarea> <xf:input ref="DashboardKeywords"> <xf:label>Keywords:</xf:label> <xf:hint>Use comma to separate keywords.</xf:hint> </xf:input> <xf:select1 ref="DashboardLayoutCode"> <xf:label>Layout Style:</xf:label> <xf:item> <xf:label>Row</xf:label> <xf:value>row</xf:value> </xf:item> <xf:item> <xf:label>Column</xf:label> <xf:value>col</xf:value> </xf:item> <xf:item> <xf:label>Grid</xf:label> <xf:value>grid</xf:value> </xf:item> </xf:select1> <xf:group ref="instance('views')/row-view"> <xf:group ref="instance('my-dash')"> <xf:select1 ref="DashboardRowCount"> <xf:label>Number of Rows: </xf:label> <xf:itemset nodeset="instance('layout-items')/item"> <xf:item> <xf:label ref="." />                    <xf:value ref="." />                 </xf:item> </xf:itemset> </xf:select1> </xf:group> </xf:group> <xf:group ref="instance('views')/col-view"> <xf:group ref="instance('my-dash')"> <xf:select1 ref="DashboardColumnCount"> <xf:label>Number of Columns: </xf:label> <xf:itemset nodeset="instance('layout-items')/item"> <xf:item> <xf:label ref="." />                    <xf:value ref="." />                 </xf:item> </xf:itemset> </xf:select1> </xf:group> </xf:group> <xf:repeat nodeset="instance('my-dash')/Portlets/Portlet"> <xf:input ref="PortletID"/> <xf:input ref="PortletName"/> <xf:input ref="RowPlacement"/> <xf:input ref="PortletHeight"/> <xf:input ref="PortletWidth"/> </xf:repeat>

title: XForms/Dashboard Builder


text:
Wikijunior:Bugs/Fruit Fly

What does it look like?

Fruit Flies have distinctive markings on their wings, such as bands, patches, or zigzags. Scientists use these patterns to identify individual species.

Mediterranean Fruit Flies are also known as Medflies. They are about the size of a common house fly. Their wings have orange and brown markings. There are dark and light patterns on the head. The abdomen is orange with light stripes. The legs are orange.

Caribbean Fruit Flies are orange with black markings. They have long wings with yellow-brown to brown bands. They are also known as Greater Antilles Fruit Flies and Guava Fruit Flies. They can be 2 times larger than a common house fly.

Papaya Fruit Flies have a long, thin body. The head and mid-section (thorax) have orange patterns. The abdomen has brown stripes. The wings are long and thin. They lay straight back over the body.

Asian Papaya Fruit Flies are black. They have yellow patterns on the thorax. The wings are transparent.

Olive Fruit Flies are black with transparent wings. They have a reddish pattern on the head and abdomen.

European Fruit Flies are also known as “picture wing” flies. They are brown with tan stripes and have light spots on their wings.

Where does it live?
Fruit Flies occur worldwide and live in a wide variety of habitats.

Medflies are thought to have originated in Africa. They are now found in many other parts of the world.

Caribbean Fruit Flies are native to the West Indies. They are found in Cuba, Jamaica, Hispaniola, Puerto Rico, and South Florida.

Papaya Fruit Flies are found throughout tropical and subtropical areas of the western hemisphere. They are found in Central and South America. In the United States, they are found in southern Texas and southern Florida.

Asian Papaya Fruit Flies are found in Thailand, Malaysia, Borneo, Indonesia and Singapore, Papua New Guinea, and in Australian island territories.

Olive Fruit Flies probably came to the Middle East and southern Europe from Africa. Scientists believe they were recently introduced to California olive groves from the Mediterranean region.

What does it eat?
Caribbean Fruit Flies infest only mature to overripe fruits. They feed on peaches, plums, oranges, grapefruit, guavas, rose-apples, and cherries.

Papaya Fruit Flies eat papaya, mango, and milkweed.

Adult Olive Fruit Flies feed on various substances including honeydew from insects, pollen, and bird droppings.

European Fruit Flies feed on the flowerheads of ragwort.

How does it defend itself?
Scientists have found that some fruit fly species change colors and patterns within a few generations. To blend in with different surroundings, a new generation may become darker or lighter than previous generations. Scientists believe this adaptation makes the new generation of fruit flies less visible and protects them from predators.

What stages of metamorphosis does it go through?
Fruit Flies undergo complete metamorphosis, changing to adulthood in several stages: egg, early larva, full-sized larva, pupa, and adult. In the pupa stage, they “rest” before the final molt when they emerge as full grown adults. Eggs are laid on plants. The larval stage is the first stage after leaving the egg. Larvae vary in shape and are smooth or slightly spiny. Some larvae feed and grow inside soft fruits or flowers. Other larvae are leaf-miners. They bore their way through the leaf and make yellow squiggly lines. Leaf-miner damage can also appear as spots or blotches. Sometimes, when larva, hatch they cause galls (swellings) on the leaf. The galls provide protection and food for the growing larvae.

Medfly females deposit their eggs in fruit skin that has been softened by damage. The eggs hatch within 3 days. Larvae grow inside the fruit. The flesh of the fruit decomposes as larvae feed. When fully grown, larvae stop feeding and leave the fruit. They burrow into the soil, remain inactive (pupate), and slowly develop into adults. Adults escape from the pupal case and burrow up through the soil. The amount of time from egg to adult varies from 5 weeks to 5 months, depending on temperature. Adults may live 2 to 3 months.

Caribbean Fruit Fly eggs are laid one at a time and hatch in 2 to 3 days. The larvae feed and grow for about 2 weeks. The pupal, non-feeding period is about the same. Development from egg to adult takes longer in cooler weather.

Female Papaya Fruit Flies produce hundreds of long, slender eggs. The eggs are deposited in immature papaya fruit. Young larvae feed on developing seeds in the center of the fruit until it is ripe. Then they eat their way out and drop to the ground. They mature in the soil beneath the plant. Adults emerge in 2 to 6 weeks.

Asian Papaya Fruit Flies lay their eggs just under the skin of the fruit. Small discolored patches appear where the female punctures the fruit to lay eggs. Within 1 to 2 days, eggs hatch into larvae which feed on the decaying fruit. After the decayed fruit drops to the ground, it takes 7 to 12 days for the larvae to leave the fruit and burrow into the soil to pupate. Mature adults emerge about 2 weeks later. In 1 to 2 more weeks mating begins. They live for several months and reproduce throughout their life span. They are able to multiply rapidly and disperse over great distances.

Olive Fruit Flies only reproduce on olive fruit. Females prefer large green olives for egg-laying. Eggs are laid under the skin of the fruit. In a few days the larvae appear. They feed on the pulp and pass through 3 larval stages. Pupae develop inside the fruit or on the ground.

What special behavior does it exhibit?
When courting females, male Medflies sing a unique “calling song.” A female will mate with a male whose sounds are most attractive to her.

How does this bug affect people?
Many Fruit Fly species cause extensive damage to crops and fruit trees. Countries and states make rules against importing fruit from areas where Fruit Fly infestation has occurred.

Medflies damage citrus and other soft fruits. They multiply rapidly. Traps are placed on trees. If just one is found in a trap, farmers quarantine (isolate) the area. Steps are taken to prevent Medflies from spreading to other areas. Pesticides, that are safe for people, are sprayed on plants or applied to soil to destroy adults and larvae. Asian Papaya Fruit Flies are a serious pest worldwide. They infest virtually all fruit. They do not infest pineapples, legumes, sweet corn, macadamia nuts, or coconuts.

Olive Fruit Flies have been the major pest of olive crops worldwide since biblical times.

title: Wikijunior:Bugs/Fruit Fly


text:
Java Persistence/Kodo

Kodo, was originally developed as an Java Data Objects (JDO) implementation, by SolarMetric. BEA Systems acquired SolarMetric in 2005, where Kodo was expanded to be an implementation of both the JDO and JPA specifications. In 2006, BEA donated a large part of the Kodo source code to the Apache Software Foundation under the name OpenJPA. BEA (and Kodo) were acquired by Oracle. Kodo development is now stopped and users are referred to EclipseLink

/Persistence Products

title: Java Persistence/Kodo


text:
Java Persistence/Open JPA

OpenJPA is an Apache project for supporting the JPA specification. Its source code was originally donated from (part of) BEA's Kodo product.

/Persistence Products

title: Java Persistence/Open JPA


text:
User:Lumsden232

 About Me .... Well, I currently live in Troutville, Virginia with my loving wife and brilliant ten year old daughter. All three of us were born in Roanoke, which is next to Troutville, and we love the mountains here in Virginia. We own our home which has undergone a transformation since we had a house fire last Thanksgiving and still to this day we are working on making it home again. Don't worry, we are in the "buy-everything-again" phase so the wife is loving life. My wife works full time for a hearing aid company, my daughter attends elementary school (with straight A's for the year), and I work full time for the Roanoke Valley Juvenile Detention Center. So as you may imagine I do get to meet some of the most... hmm..... unique children this area has to offer.

Prior to my current job I was a UPS Operations Area Coordinator, which is cool talk for "business big wig". It was a stressful position which required me to make important decisions, be the boss for over 150 people, be on call 24/7, work an average of fifteen hours a day, and the most horrible part was that I had to wear a suit AND tie every day! Yea, it was really powerful, paid VERY well, and carried a lot of prestige but it kept me from having a life. So, I decided to stop "living for work" and begin "working for a living". Crazy some may say but trust me, when you realize your job gets more attention from you than your child, well you just might start seeing life my way.

I also lived in Germany for three years, traveled most of Europe, did a little time above the arctic circle, and if you haven't guessed it, yes, I was in the military. Specifically, I served in an Army Airborne Ranger Unit were I fought in Kosovo but missed the Iraq efforts, every time. After earning my Sergeant strips, a couple of combat tours, and an airborne injury, I finally completed my contract and came running home so that I could finally go to college.

Now I have two A.S. degrees and a B.S. which have been enlightening. However, it is that prized M.S.Ed. which I currently seek in the hopes of switching jobs one more time. See, for me, a job is just a job until you love it, then it becomes a career. Hopefully, I will reach my goal in a little over a year and finally start teaching children.

'Teaching Philosophy:' Personally, I feel that every child is a work in progress. I base this primarily upon our laws since I see it at work all the time. Imagine, suddenly one day you wake up and it is illegal for you to have a job... so you're fired. Next, you find out that you can't have any contracts.... so you are kicked out of your apartment or house, all your credit cards are canceled, and your car is repossessed. Now if this is not enough, you also in this same day get either one or two guardians assigned to you who instruct you in every minute of your day. They're views are totally different than yours since they are.... hmm... communist and if you rebel... well we all know what happens to people who rebel in communist nations. So, after all this life doesn't sound so good does it? You basically must do as told or else you starve, are punished harshly, and could never manage to get ahead ever again in life. Well, this is the life of a child. They are only as good as the adults in they're life. If the parents are bad then the child's chances of a good life are horribly diminished.

Taking this into account, I feel that my greatest belief is that every child must be treated equally, despite differences on all levels. Growing up, I hated school but it was for good cause. The teaching staff seemed to exercise a bias toward the less wealthy, they used discrimination based on appearances, and they too allowed themselves to gravitate toward cliques. This MUST not be allowed and it is the duty of the teacher to recognize this and refrain from these types of behavior.

Once again, imagine teaching a class for the first time. You enter the room after all the students have taken their seats. The first thing you do is look at the class, after all it is human nature. As you do so some individuals stick out in your mind. Typically it is the big kid dressed in punk rock clothing, the other kid dressed like a rap star, the girl with the short shorts on that no mother would allow her to wear, and the kid in the very back which you were warned about. Yeah, you will notice these individuals but you won't notice the "well to do" kids since they never cause any trouble... right? Well, let this be a lesson for you, if you think like this then those kids you noticed are already doomed for failure. Undoubtably, you will gravitate toward your comfort zone and focus upon those kids you did not see since you feel safe with them. However, it is those kids which I mentioned, remember the big kid in the back of the room, that pose the greatest asset to our future. They dare to challenge norms, they deal with a life harsher than those you trust, and because of these facts they have the greatest potential to learn, lead, and become more.

title: User:Lumsden232


text:
User:Mworr002

About Me
My name is Mary Worrell and I'm a student in the teaching licensure program at Old Dominion University in Norfolk, Va.

I received my undergraduate degree at ODU in 2006, but I'm back already! I received my bachelor's in English with an emphasis in journalism and a minor in political science. I currently work as a reporter for a regional business journal. I love being a writer and reporter, but I'm looking for a change and teaching has me quite excited.

I'm pursuing my license in secondary education with an endorsement in English. I'm also pursuing an add-on endorsement in journalism. I would love to teach high school, the place where I discovered my own love of writing and literature.

When I'm not writing the day away at the office, I enjoy riding my bike around town, cooking for hours on the weekend and working with my hands as a part of the Norfolk Craft Mafia. No, I don't make cement shoes, but I do enjoy crocheting, working with embroidery and attempting to sew.

One of the overarching themes in my classroom will be connecting activities and projects to my students’ future places in the workforce. I want to apply everything to the “real world.” Students may not believe me when I say something will be important at the time, because my teachers used to say this to me often and I never believed them. But teaching is a long-term investment and my hope is they will realize the necessity of a lesson later on down the road.

I believe communication and organization are important keys in successful teaching as they are in the workforce and in personal relationships. I want to have multiple lines of communication with my students and their parents (phone, e-mail, in-person) to ensure I can be reached and that I can reach my students. And I want my classroom and its schedule to be organized and easy to understand. For me as a student in high school organized teachers were always comforting, because I understood what was expected of me

Which brings me to a point about technology. I believe technology, because of the prevalence of it in our lives, is not something to be ignored or to force students to ignore in the classroom. I want to use it whenever possible and to encourage my students to do so. If there is a powerful tool available to my students (i.e. Google), I think it’s foolish to avoid using it just because it’s not traditional. However, there is a lot to think about in this regard because not every home has a computer.

I don’t want my classroom to be a place where students fall asleep to the sound of my voice. I want to facilitate conversations between students and encourage discussions. I want students to work together to solve problems with me in the background.

When it comes to writing assignments I plan to use peer reviews so students not only get my feedback, but also the feedback and advice of their fellow students.

And I want my classroom environment to be one of encouragement. Every “mistake” will be an opportunity to learn. I don’t want my students to avoid taking risks because they fear embarrassment or punishment. Risks make life exciting and I want my classroom to be a place where students can practice diving right in.

title: User:Mworr002


text:
Talk:Video Game Design/Components

POV
It looked bias towards the game console, focusing on the negatives of the computer more. Through it I could tell that the author played the Xbox and preferred it over most other game systems. Sure he declared the negative of the console, but not as much as the computer negatives.

---

There is also tactile output, with force feedback controllers.

 * Feel free to contribute, as I was the one that merged and last moved things about on the book, I can assure you that there is n't in the book a single author (or major editor) viewpoint, it can be present on a single section but you should be bold and correct anything you disagree with, registering isn't even required...
 * In any case I will try to examine these point when I have the time to. --Panic (talk) 22:12, 19 February 2009 (UTC)

title: Talk:Video Game Design/Components


text: User talk:38.101.18.2

title: User talk:38.101.18.2


text: Wikibooks:Requests for deletion/Prentice Hall Chemistry


text:
User talk:JJQ

Welcome, JJQ!

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. (Red4tribe (talk) 15:10, 15 May 2008 (UTC))

Image:CCP Hornsound.jpg is missing a fair use rationale

 * Can you please double-check these? I don't see source information, copyright information, and the formatting doesn't follow the example on Template:Fairuse rationale — Mike.lifeguard | talk 23:11, 25 October 2008 (UTC)

title: User talk:JJQ


text:
User talk:122.164.160.100

(Red4tribe (talk) 15:12, 15 May 2008 (UTC))

title: User talk:122.164.160.100


text:
User talk:Hillcloud

Welcome to Wikibooks, Hillcloud!

title: User talk:Hillcloud


text:
Trainz/3DS Max Keyboard Shortcuts

= 3DS Max Keyboard Shortcuts =

 *  This page renamed from: Hints and Tips for 3D Modelling Software

There are also many more. The hotkeys are customizable under the 'Customize User Interface' menu option.

title: Trainz/3DS Max Keyboard Shortcuts


text: User talk:202.177.159.129

title: User talk:202.177.159.129


text:
Trainz/Prototype Railways

Introduction
Creating a prototypical route in Trainz is very popular and there are many means of doing so. Prototypical routes can be downloaded from the DLS and others are available as content included for distribution with Trainz, e.g. TC3 has the 1950's/60's Settle and Carlisle route included.

When attempting to create a prototypical route, it is up to the user how much detail, time and effort is put into the map, therefore affecting how representative and accurate the simulation is to be.

The initial stage of creating a prototypical route (or any prototypical asset) involves some sort of research and collection of information, e.g. maps, photos or drawings to help the creator in placing track and other objects accurately on the map. Many Trainzers make use of software such as Google Earth, Flash Earth or Microsoft's maps.live.com in order to obtain aerial information regarding their route.

Of course, to be truly accurate and representative of the actual route, the user may need to consider creating his/her own content if the DLS and other sources are not satisfactory.

Baseboard Maps
Baseboard maps are objects (assets) that are able to be placed on a board in Surveyor mode in Trainz. The object is a flat plane with a 1km2 map textured over it. The purpose of baseboard maps is for accuracy in placing scenery and track items in a prototypical layout. The boards are height adjustable and can be used in multiples. Once finished with the asset can be removed from the map.

Baseboard maps are available from 3rd party sites on the internet or can be easily created with Gmax and a basic knowledge of content creation. The usefulness of these items depends on the map they are textured with and how the user implements them in Trainz.

title: Trainz/Prototype Railways


text:
User talk:204.82.186.137

Join Us!
-- – Mike.lifeguard  | talk 16:33, 15 May 2008 (UTC)

title: User talk:204.82.186.137


text: User talk:64.90.240.38

title: User talk:64.90.240.38


text:
Algebra/Chapter 0/Who should read this book

This book is intended to be a comprehensive look at the mathematics topic of algebra. That said, it would be well suited for a wide variety of individuals, ranging from students (at any grade level) to adults interested in refreshing or improving their understanding of basic math. It could be used either as a primary text or a reference.

This book will avoid explaining subjects with only rigorous mathematical abstractions whenever possible. Math can be tricky and frustrating enough without it seeming inaccessible. So while every topic will be covered fully and correctly and in many times using proper mathematical terminology, there will always be a backup definition or simple explanation to complete the concept. This allows a wider variety of individuals to learn from this text, from an ambitious 12-year-old to a forgetful college professor. Algebra is applicable to your daily life in addition to academic settings, so an algebra textbook should be accessible to everyone.

Prerequisites
While this book is meant to be accessible to everyone, it is advisable to get a very good grasp on arithmetic before taking a deep dive into algebra. For this reason, the very first chapter of this book acts as a comprehensive review of all of the prequesites that are necessary to start tackling the many topics the book has to offer. This chapter can be skipped entirely if you are confident enough with your ability to perform basic arithmetic. Nonetheless, a quick glimpse at the chapter, and filling in any gaps in your knowledge wouldn't hurt. In fact, it may help one in the long run.


text:
User:Robbiemuffin/Templates/DT section

== ==

title: User:Robbiemuffin/Templates/DT section


text:
User:Robbiemuffin/Templates/DT main

this page was brought to you by an Ajax hacker

title: User:Robbiemuffin/Templates/DT main


text:
User:Robbiemuffin/Templates/DT main/doc

— Documentation Template

Purpose
The purpose of the documentation template is to make creating template or other documentation speedy and efficient.

Specification

 this page was brought to you by an Ajax hacker

Example
Replacing the two sections that default with a new documentation page with:

-- generated this page. (Save and load the page, then come back and edit the documentation to fill it.)

title: User:Robbiemuffin/Templates/DT main/doc


text:
User:Robbiemuffin/Templates/DT section/doc

— sections for Documentation Template

Purpose
Convenience method for adding sections to a DT main-styled documentation page

Specification
== ==

Example
Replacing the two sections that default with a new documentation page with:

-- generated this page. (Save and load the page, then come back and edit the documentation to fill it.)

Since this works through substitution, you can use this method at any time to add new sections: If, later on, I want to add a new section after Usage, I could edit the USage section and add this code:

Calling this template without substitutions (and preferably without options) gives a quick short hand to edit the actual template ... which you should never do unless you will revert the changes afterwards. This is a convenience method so you can tune your sections in a one-time-only fashion.


text: User talk:168.170.198.150

title: User talk:168.170.198.150


text:
User:Robbiemuffin/Contents Ideas

Contents see Special:PrefixIndex
The idea behind this contents listing is that it lists the contents under a given index. So you can pass it _bookname_/Contents/ and all contents pages after that will automatically populate your contents list. The downside is, right now at least, those pages all must keep their page names .. _bookname_/Contents/_actual page name_ ... which is none too pretty.

Jimbo's regex parser functions extension could fix this. But wikimedia it not very interested in things that run O(n*m) or more. :)

title: User:Robbiemuffin/Contents Ideas