text:
ERP Internals/Data Tables/HR Hiring/Applicant

This table contains one record for every applicant for a position within the enterprise.

Used by: Human Resources

Key: Applicant Number

Fields:
 * Applicant Number (a unique identifier assigned by the user)
 * Employee Number (an applicant for a position can be an employee)
 * Last Name
 * First Name
 * Middle Name
 * Suffix
 * Title (Mr/Ms/Mrs/etc.)
 * Address 1
 * Address 2
 * City
 * State/Province
 * Country
 * Zip/Postal Code
 * Primary Telephone
 * Secondary Telephone
 * Mobile
 * Pager
 * E-mail (this is applicant's home e-mail address)
 * Requested Salary
 * Picture
 * Ethnic Origin
 * Entry Date
 * Birthdate
 * Gender
 * SSN/SIN
 * Preferred Contact Method
 * Preferred Contact Time
 * HR Employee Number
 * Language
 * Notes

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


text:
User talk:Graaja

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.
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 * 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!

Thank you for improving the Embedded Systems/Cypress PSoC Microcontroller FAQ.

And thank you for the drops of wisdom you left at the PSoC discussion forum. They helped a lot when I was developing my last PSoC project.

--DavidCary 00:12, 23 February 2007 (UTC)

title: User talk:Graaja


text:
ERP Internals/Data Tables/HR Hiring/Position

This table contains one record for every position the enterprise is trying to fill.

Used by: Human Resources

Key: Position Number

Fields:
 * Position Number (a unique identifier assigned by the user)
 * Description
 * Job Title
 * Department
 * Salary Range
 * Start Date
 * Status
 * Notes


text:
User talk:74.230.181.13

Xania talk 00:29, 23 February 2007 (UTC)

title: User talk:74.230.181.13


text:
Adventist Youth Honors Answer Book/Outdoor Industries/Poultry/Emden

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text:
Basic Writing/Narrative and memoir

"whay an interesting book it is!I wish i would borrow early book earlier"

=Creative Writing= While other forms of writing ask that you to find research in external source before you begin, creative writing does not require this of you. More often than not, creative writing projects only require you to use your memory and imagination to tackle your project. This ability to just sit down and write without having to perform research allows you to practice writing whenever you want. You can try writing a poem on your coffee break or during a bus or subway ride. You can spend an afternoon writing a memoir about your favorite childhood pet, or you could begin to keep a journal where describe the events of your day, the weather, the books you are reading, or television shows you like to watch. For creative and personal writing, the possibilities are endless.

Now you may be asking yourself if you have anything worth writing about, and the simple answers is yes you do! Every day provides an infinite number of topics to write about, whether that be having dinner with a friend, the taste of your coffee, or the beauty of a painting you saw in a museum. The activities in this section will help you jump-start your creativity, and before you know it you will have written some great poems, short stories, and memoirs.

Poetry
More so than any other form of writing, poetry is known for its ability to express ideas and emotions or tell stories using very few words. Though some poems can be long, in general the best poems are those that help us appreciate mankind and nature by condensing a scene or event into short poem full of specific details. With these poetry exercises, you will attempt to write poems that are short but specific. Like every other kind of writing, the most successful pieces of poetry help us clearly imagine what the poet is talking about by using concrete images or facts. The following exercises will also help you practice writing clear sentences, think about grammar, and practice using punctuation, but most of all have fun writing.

Poetry Without Punctuation
Have you ever got tired of having to use punctuation and wish you could write without having to worry about periods, commas, and quotations? Well many poets have become famous for writing pieces that do not use any punctuation to make their sentences clear. However do not be fooled, writing without punctuation can be just as difficult as writing with it. For this exercise, read Lucille Clifton's "the garden of delight" and then write a poem about a garden or park you like to visit without using any punctuation. Keep in mind that you want the reader to be able to easily understand the poem, so like Clifton insert line breaks or spaces to help the reader understand how to read the poem.

Then on a separate piece of paper, try writing the same poem again, but this time use punctuation. Notice how the poem changes and the punctuation can help you. After you have written the second version of the poem, spend a few moments and journal about writing both poems. Which poem was easier to write? What made it easier to write? Do you like this poem better and why? Which do you think is easier for the reader to understand? Why? Be sure to have both poems in front of you when you journal so that you can easily compare them, noticing where you used punctuation in the second poem and how that might or might have clarified what you wrote in the first poem.

Defining Narrative and Memoir
1.ACTION 2.REACTION 3.DIALOGUE these three must be used when writing a memoir (narrative lead)
 * Narrative:

"Simply stated, narrative is a style of writing that tells a story. It can be fiction or nonfiction and is typically told from a first- or third-person point of view. Narratives can be in the form of short stories, poetry, personal essays, novels, monologues, folktales, fables, legends, etc. The characteristic hallmark of narrative is that there is a character or voice telling the reader or viewer 'what happened,' as with the 'narrators' of most novels and short stories, and many movies or television programs. Well-known and popular TV examples of this would include the late 1980s/early 1990s drama, The Wonder Years, or more recently the prime-time shows Scrubs, and Desperate Housewives. A narrative may or may not have dialogue, depending on whether or not the event or action taking place is simply an observation from a distance (like the narrator of a nature documentary) or, for instance, a kind of I said or he/she said situation (like J.D. Salinger's The Catcher in the Rye and F. Scott Fitzgerald's The Great Gatsby). Some narratives have multiple narrators, or more than one character/voice, each of whom is responsible for either telling one part of a larger story, or who tell different versions of the same story. Several narrative examples of the use of multiple narrators can be found in William Faulkner's novel The Sound and the Fury, Ernest J. Gaines's novel A Gathering of Old Men, and Akira Kurosawa's film Rashomon." "Memoir is a specific type of narrative. It is autobiographical in nature but it is not meant to be as comprehensive as biography (which tells the entire life story of a person). Instead, a memoir is usually only a specific 'slice' of one's life. The time span within a memoir is thus frequently limited to a single memorable event or moment, though it can also be used to tell about a longer series of events that make up a particular period of one's life (as in Cameron Crowe's film memoir Almost Famous). It is narrative in structure, usually describing people and events that ultimately focuses on the emotional significance of the story to the one telling it. Generally, this emotional significance is the result of a resolution from the conflict within the story. Though a memoir is the retelling of a true account, it is not usually regarded as being completely true. After all, no one can faithfully recall every detail or bit of dialogue from an event that took place many years ago. Consequently, some creative license is granted by the reader to the memoirist recounting, say, a significant moment or events from his childhood some thirty years or more earlier. (However, the memoirist who assumes too much creative license without disclosing that fact is vulnerable to censure and public ridicule if his deception is found out, as recently happened with James Frey and his alleged memoir, A Million Little Pieces.) Furthermore, names of people and places are often changed in a memoir to protect those who were either directly or indirectly involved in the lives and/or event(s) being described."
 * Memoir:

Common Approaches
Below you will find some typical writing prompts that will allow you to begin writing a narrative or memoir. Remember to stay focused and to tell a story when writing in this genre.

 * "Write about someone significant in your life."

 * "Write about the worst/best, most significant/exciting/boring day of your life."

 * "If you had a chance to talk with a historical/famous/legendary/etc. person, what would you talk about? Explain why."

Sample Assignment
There is not one right or best way to write a narrative or memoir. However, there are certainly better ways to write in this genre than others. Read the following short samples of an "excellent," "needs a little work," and "needs a lot of work" narrative writing assignment! Because it should be a narrative, remember that the writer should be telling a story. All grammar, spelling, and punctuation errors should be cleared up when editing. See Basic Writing/Editing for more help. So the focus will be on content.

Assignment: "Write about someone significant in your life."

Needs a lot of work: "My mom is a significant person in my life. She has always taken good care of me. She looks after my family and does a lot of hard work. My family couldn't make it without my mom. I really love my mom a lot because of all she has done for me. She's a great person. I tell my mom everything. She is probably my closest friend."

"* This narrative needs a lot of work. There are very few specific details. Questions that need to be answered are: How does she take good care of you? What kind of hard work does she do? Why is she a great person? What kind of a person is she? What does she do with the information you give her? What kind of sacrifices has she made for the family?"

" Answering these questions will really improve the writing. The audience wants to know as much interesting information as you can tell them about this topic. Think about all the details you see and hear in a movie or really good book. You don't need to reach that level, but that should be your goal. Giving some specific, personal examples will help the audience understand the writing and enjoy reading it. See the next example for a better response to this assignment."

Needs a little work: "When I was young, I didn't get along very well with my mom. We used to fight a lot and I just didn't understand her. She always seemed to be in my business and trying to snoop around. I've always had really dry eyes. Sometimes they water to compensate or get really red because they're so dry. My mom used to think I'd been crying and bug me to death asking me if someone had hurt my feelings at school! I was a teenager!"

"But now me and my mom are best friends. I tell her everything and she tells me everything. Sometimes we still disagree, but we've learned to understand and respect each other. We're very different people, but I don't know what I'd do without my mom. She has always supported me and stood behind whatever I've wanted to do or be. She's my biggest fan. In my mom's eyes, I could be the next great world leader, or a famous ballerina, or the first astronaut to live on Mars. It took me a while to realize just how significant my mom is to me, but now that I know, nothing will ever change the way I feel about her."

"* This narrative is better than the first one because it has more details and gives some specific examples regarding the writer's relationship to her mom. However, it still needs a little work because even more details could be provided to give the reader a clearer picture of their relationship. For example, the reader doesn't know what has changed in this relationship that led to the two of them becoming like 'best friends.'"

Excellent: When I was a teenager, I didn't get along very well with my mom. It seemed like we fought on a daily basis and we rarely if ever understood where the other was coming from. I felt so separate from her and it was impossible to tell her about my problems because all she would ever do is freak out. I remember one particular fight in perfect clarity. We were having one of our good days - that should've been the first warning sign. I was helping her weed the flower beds, telling her about a conversation that I had had with my boyfriend's mom the previous night. When I was finished telling her about the advice that Janice shared with me about how to reconcile with a friend of mine, my mom grew very quiet. I asked her if something was wrong but she continued to stare at a stubborn dandelion in the middle of her peony bed. Finally, she looked up at me. Frustration and anger filled her face and tears spilled down her cheeks. "How come you never come to me anymore?" she spat. "Why do you have to go to other moms to talk about your problems? Am I not good enough?" I didn't really know what to say. I tried to reason with her, explaining that it's normal for teenagers to talk to other parents about personal problems, but all she did was storm off. That was the day that I realized how much my mom actually meant to me. I knew from her reaction that she felt devalued and even though we had our issues, I also knew that I had a great mom. She had always taken care of me, provided for me, and as a young child, she was my best friend. I wanted that back and from that day on, the two of us worked on communicating better and getting to know each other all over again.

"* This is an excellent example of a narrative because it provides necessary details to help the reader understand the relationship between the mother and daughter. In the 'needs a little work' example, the writer did not explain how the mom and daughter became 'best friends.' This is an important and significant detail. It is important to explain the important details as much as possible in a story. To continue this writing, the writer will probably give another example of how things were after they began to understand each other better. This will give the audience a clear picture of the progress of the relationship."

Examples:
The following are example compositions written for an assignment where students were asked to write narrative descriptions about a day they consider to be one of their worst. (Note: Even though two of the following three examples have death as a theme, personal narratives and memoirs can just as easily be written about smaller, less dramatic events from one's life.)

Example 1: It was the worst day of my life, and it was only 10:00am. Sitting in my dorm room sobbing into the phone, my mom tried to calm me down. But she couldn't erase the pain and misery, hurt and disappointment I was currently feeling. What had gone wrong? Why was everyone against me? How would I get through the rest of the day... the week with my injuries? Let me start from the beginning. It was a cold, blustery day at Evangel University. I had spent the last few days preparing for a presentation for my Children's Literature class, and I would soon go to the preschool just down the road to teach a lesson for the preschoolers. I had made beautiful little magnetic snowflakes that the students could take home with them. The snowflakes went along with the story I'd be reading in about an hour. I was completely prepared and had spent a lot of time thinking through the lesson and carefully paying attention to detail. As I was about to leave, I recognized how miserably cold it was outside and wondered if I could find a ride, even though the preschool was actually on campus. I asked my roommate if I could borrow her car, knowing there was little chance since it was a leased vehicle and her dad had forbidden her to let anyone drive it. But I thought it wouldn't hurt to ask. She turned me down. She also wasn't able to take me because she had to go to class herself. She apologized, but didn't seem too sympathetic. (What really irked me was that I found out later that she had let her boyfriend borrow her car for a much longer drive than the one I needed to take! I've since forgiven her... I think.) Next I tried to call my brother, but couldn't get a hold of him. He was probably in class as well. Due to the early hour, most everyone was in class, so no one else was around to ask either. So I bundled up in my warmest, flannel-lined overalls and fur coat and trekked down to the preschool. The snow swirled around me in fury and I was near to tears with my own inner-fury at my roommate who could have helped me avoid this situation. Gladly arriving at the preschool, I barged in ready to teach my well-prepared lesson, only to discover that another classmate was there teaching her lesson. I couldn't believe it! I knew I had written down the correct date, but something went wrong. The regular teachers didn't have time to fill me in that day, so instead of teaching my beautifully created lesson, I left to trudge back up the hill in the angry snow. Tears streaming down my face, I arrived back at the dorm. I was wearing my clunky wooden clogs and ran up the stairs as I had done a thousand times before. But I slipped...

"* This example is a memoir because it's a slice of life as opposed to a complete autobiography. It shows a picture of one day in the life of this person. It is the emotional retelling of a story from the narrator's perspective. Notice that the narrator does not focus on relationships or events surrounding this one event, but just on the event itself. The focus is all of the details that caused this day to be the worst of this person's life. If other threads such as the relationship with the roommate or details about the Children's Literature class had been added, the focus would have been lost in the muddle of too many details."

" In a memoir, the focus must stay tight. Think of taking a picture with a camera. Think about what you want to be in the picture and what would distract from the picture. Have you ever taken a picture where there was a lot of white space at the top and what was supposed to be the focus: the people, are just tiny dots at the bottom? This is what happens to a story when the focus is too broad. See the Basic Writing/Invention section of this book wikitext for help on narrowing your topic."

Example 2: On my worst day I was supposed to get up early so I could get out to my folks’ house on account that my mama needed me to help her take our old dog to the vet. My mama needed my help because she’s not a very big person and our dog is really big. She also has a bad knee. My mama, I mean, not the dog. Well anyway our dog is one of them Great Pyrenees, a great big white monster of a thing, and she’s got arthritis in her hips and spine something bad. So my mama had to make an appointment to have her put down because our dog couldn’t even stand to eat or pee anymore. That’s how bad off she was, you see. So here I was supposed to get up early to help my mama load the dog into her car and my alarm doesn’t go off. Luckily I wake up on my own and I’m not all that late yet so I hurry up and get dressed and run out of the house to my truck. Then I take off towards my folks’ house kind of fast because I’m already behind schedule and I’m about half way there when all of a sudden I get a flat tire. Making matters worse is the fact that it’s raining outside, been raining all night in fact and I guess that’s why my alarm didn’t work. So I pull half into the ditch because the road doesn’t have a shoulder and of course the flat tire is on the passenger side which means that I have to work in the mud. Even worse my little bottle jack won’t lift the truck on account it keeps sinking into the ground. Well lately I’d had some bricks in the bed of my pick-up but when I go to get them out they aren’t there. Now I’m pissed because I’m late, I’ve got a flat tire, I can’t get the jack to work because it’s raining and the ground is too soft, and some jackass has stolen a handful of worthless bricks from the bed of my truck. This on top of the fact that our old dog’s got to be put down and my mama needs me to be there. Still determined to make it, I root around in the ditch till I find a couple of rocks I can put under the jack. I finally get my tire changed but by then I’m soaked to the bone and covered in mud, which means that I get my seat all wet and muddy too. Finally I make it out to my folks’ place and my mama is sitting in the front yard with our dog and holding an umbrella over her. I can plainly see that she’s in pretty bad shape, worse than the last time I saw her. The dog, I mean, not my mama, although she’s looking pretty down herself. She doesn’t bother to ask why I’m all wet and muddy, so I know things are bad for sure. When I try to pick our old dog up to put her in the back of my mama’s Jimmy she yelps real loud and snaps at me. I decided then and there that getting her to the vet wasn’t going to work. She was too heavy and in too much pain to be messing with. So I went and got my old red wagon out of my dad’s shop and carefully my mama and me lifted her onto it. My mama knew what had to be done and so she says her goodbyes to our old dog. Then I roll her slowly around the house to where we’ve buried other pets in the past and I dig a fairly large hole. When I am finished I sit on the ground beside the old red wagon and talk to our dog for a bit, tell her what she’s meant to me all these years and that I am going to miss her. I’d rather not say what happened after that other than I like to believe she understood it all and that it came as a relief to her. When I get back to my place later I realize that I’d left in such a hurry earlier that I’d locked myself out of the house. It had stopped raining by then, though, so I just sit for a while in a lawn chair there on my porch. Then I look over and see the bricks still lying there where I’d stacked them a few days before and forgotten. Suddenly I start laughing then and can’t stop, keep laughing till tears run down my cheeks. Looking back on it now that seems pretty weird since it had been such a terrible day.

"* This example, like the one above it, is also memoir. It is similar in that it also describes a day in the writer's life and is necessarily limited only to those details that are relevant to the story and that move the narrative forward. A good exercise, though, might be to examine how these two samples from the same genre are different. Do both sound as if they are spoken by the same 'voice'? What details from each might you use to argue the speakers' gender? Does either 'sound' female/male? Also note that Example 2 reads much more like spoken language--is that appropriate for this genre, or should the writer have written in a more academic or formal manner?"

Example 3:

I was standing in the middle of Dollar Tree, leaning on my cart, when I said, "What?" to my mom telling me about my little black cat, Baby, being found dead a few days earlier. "Baby's dead, honey." I couldn't say anything. What could I say? I had been the one to take her to the farm thinking that she would adjust and be happier as a farm cat. Besides, I had too many cats, six actually, and Baby and Ginger had been the most logical choices to relocate. Both of them were unhappy living in such a small environment with four other cats. Baby suffered from anxiety problems and Ginger just wanted more territory. She was always so bitchy, hissing like she owned everything and everyone. Adorable, yes, but incredibly bitchy. Baby just wanted to be alone, or with me. The only way I could get her to come out of hiding is if I'd sing to her - any song with her name in it. Her favorite one was the one from the movie Dirty Dancing "Ba-byyy, ohh-ohhh ba-byyy, my sweet ba-byyy, you're the one. . ." When I'd sing it to her, she'd roll 'on the floor and rub against me as if to say, "I reeeaaallly love you!" I'll never be able to listen to that song without missing her now. "Honey, are you alright?" my mom asked quietly. No, I'm not alright. I knew something was wrong. I had a feeling several days ago - one of those feelings that tell you something is wrong, but I chose to ignore it. "How did she die?" I ask, trying to keep my emotions under control. It's no use though, tears start streaking my face and Dollar Tree customers are beginning to stare. "They found her dead in the cabin," mom said, her voice choking, "I'm so sorry, hon." "She was still in the cabin?!" I practically shout into the phone. "I thought Laura picked her up to take her to her house." Mom grew quiet. After a few moments she said, "They never could catch her. Dad said that they looked for her every day. They moved the furniture and everything but they couldn't find her. Now they think that maybe she might have climbed behind the fridge to hide." I was livid, but I knew it would just kill mom and dad if I blamed them for this. Despite this fact, I had to ask one last question, "Mom, why didn't you guys call me and tell me that you were having problems with her? I could've come home to take care of her. I told you that I smelled natural gas or something on the day that we dropped her off at the cabin. Why didn't someone call me?!" At this point I was hysterical and customers were steering their shopping carts way around me. When my mom finally answered her comforting voice was gone. Replacing it was one of defense and insensitivity. "We did the best we could! Dad's been so depressed lately and this almost pushed him over the edge. He knows how much you love your cats and he's blaming himself. It's not his fault and it's not yours either! Do you hear me?" All I could do was cry. I didn't want to hurt them, but I just couldn't understand why they chose not to call me. And I do blame myself. I knew that something was wrong, and knowing that she was alone in that cabin for two weeks, going through god knows what, thinking god knows what, well it just killed me inside. I was filled with guilt. I had rescued her as a baby, beaten and left for dead and now, seven years later I just pawn her off on someone else and she dies alone? I don't even want to know how much pain she may have been in. How in the world will I deal with the guilt of knowing that all of this could've been avoided? How?

* This example is also similar to the above examples so the same comments apply. It is a narrative memoir, however there are two elements within this memoir that set it apart from the above examples. First of all, it includes dialogue which is somewhat tricky when writing. The most important thing to remember is that dialogue should sound natural - like the voice of the person speaking. Practice saying it out loud as if reading a script for an audition. Also, when using dialogue make sure the reader can understand who is saying what. Another element that was included in this example was a specific use of stylized writing during the recitation of Baby's favorite song and her response to that song. This style of writing is becoming more popular in mainstream writing - especially comedic novels. An example of this style of writing can be found throughout the novel, The Nanny Diaries, by Emma McLaughlin and Nicola Kraus.

title: Basic Writing/Narrative and memoir


text:
Basic Writing/Writing about reading

A common form of writing is a basic reading response paper. Short of an essay or longer thesis analyzing text, the summary and critique are often employed to identify details or provide support to a more lengthy assignment to the reading. Teachers assign summaries to ensure students' understanding of the reading material or build a composite of background knowledge for future assignment. When teachers assign critique, they are looking for a reaction to the reading material that involves specific detail. Summary and critique are common elements in many assignments other than formal papers, including reading response journals, book reports, and essay exams.

Summary
A summary is generally a shorter paper, detailing the action of a text. Summaries are used in order for you to prove you have read the text and have thought about the content. Since summaries are generally shorter works, they may be a part of a larger project in the course.
 * A basic report on a reading is a summary.

Students sometimes write summaries with their teacher in mind as the audience, although the teacher has read the text several times. However, when you write a summary, assume you are writing the paper for someone who has not read the book you are describing.

Make highlights. If you are reading a story, you will want to keep track of the order of events. If you are reading a persuasive article, you will want to keep track of main ideas and arguments. These notes will make quick reference when it is time to write the summary.
 * Think about the type of text you are reading and take notes.

If you have an assignment sheet, look over the content carefully to see what the teacher expects. Your instructor may have listed a specific question that you need to answer or some specific issue for focus. If the instructor hasn't provided an assignment sheet, don't be afraid to ask questions to better understand what is expected of you. Don’t go into the writing assignment without understanding of the expectations or guidelines (always ask!).
 * Assignment sheets can be helpful.

Format
In the summary, name or make reference to the text and the focus of your writing. For instance, if you are writing a paper summarizing the Odyssey with a focus on the conflict between Poseidon and Odysseus, consider this opening sentence:

 * In the Odyssey, Odysseus struggles against Poseidon in order to get back home.

This sentence makes direct reference to the assignment and the reading. The following summary will detail the action with a focus on the conflict of Odysseus and Poseidon. The teacher is aware of the focus since the topic is outlined in the opening sentence. The rest of the essay will be a summary of the action with reference to the opening sentence.

Here's an example of a complete (very brief) reading summary responding to the prompt, “Summarize the conflict between Odysseus and Poseidon in the Odyssey.”

"In the Odyssey, Odysseus struggles against Poseidon to return to Ithaca. Zeus, at the request of Athena, calls for a consensus among the gods to allow Odysseus to return home safely. Missing from the meeting atop Mt. Olympus is Poseidon who is still angry with Odysseus for blinding his son Polyphemus. As Odysseus sails from the shores of the Cyclops Polyphemus prays to his father to bestow the curse that if Odysseus is to return home that it be many darks years before it happens.  Polyphemus curse is granted by Poseidon, his father, and the consequence for Odysseus’ action is to suffer wind, wave, and storm on his every return to sea for ten long years."

Always use specific names of places, people, and references in your writing as evidence to your teacher that you have read the material closely. If you have time, it is never a bad idea to work through drafts to use more precise terms and language. Develop your sentences by using sentence combining techniques to connect more ideas and details to your thoughts.

Critique
Critique is also called evaluation, analysis, or interpretation. Teachers will often ask for a response to a reading assignment which goes beyond summary, one which analyzes a text and explains why it works (or doesn't). A summary is assigned to make sure you understand the reading, but for a critique you are showing your ability to think critically and make judgments about the assigned reading using details, support, evidence.

Literary critique
A literary critique is an analysis of a story or poem.

Sample assignment: "Critique Homer's presentation of courage in the Odyssey."

Format
A good way to approach your critique is to begin with a thesis in order to layout your argument.

Sample thesis: "In Homer's Odyssey, courage is the risk of self for ideals."

This thesis works as a statement that can be supported. The sentence is put forward as a statement of argument to move forward with elaboration. Notice this claim of courage can be supported by examples from the reading.

Supporting the thesis requires finding those details that support your claim. Finding details can includes using notes, rereading the text, or class discussion to provide evidence to the claim of the thesis. Any details should serve as direct evidence: quotes, summary, paraphrase in direct support to the thesis statement.

Samples of evidence: "In direct reaction to Eurylochus's objection of possibly being consumed by Circe and saving themselves, Odysseus charges up to save his men who have been turned to pigs by the witch."

"To allow his men to escape the Sirens, he has his men tie him to the mast and endures the Siren song."

Even so, evidence by itself is insufficient. Show how it fits together by providing explanation of your evidence to the thesis statement.

Sample paragraph: "In Homer's Odyssey, courage is the risk of self for ideals. Odysseus puts the life of his crew before the concern for self in his actions.  In Eurylochus's return from the witch Circe, where twenty-three men have been lost to her sorcery, he reasons they should put out to sea in order to avoid further loss. Odysseus, without reservation, goes after his men (book 10).  His thought is for his men and not his self, similar to his selfless action of exposure to the Sirens' song.  As his men safely row past the harpies with beeswax in their ears, Odysseus endures the torturous song until they have gone a safe distance (book 12).  Homer presents Odysseus's courage as sacrifice for those important to him."

It is a good practice to use quotations where the exact words are necessary. Do not rely too heavily upon direct quotation, pure summary, or paraphrase - use explanation to show relationship between ideas. This is where an assignment sheet or discussion with your teacher may be helpful to clarify the expectation.

Argument critique
In the academic world, argument doesn't mean fighting--it means making a point using reasoning. The example above of the Odyssey analyzes literature rather than an argument. Literary analysis may be familiar from high school assignments, but college assignments more frequently require you to analyze an argument--to critique someone's reasoning. Instead of looking at plot, characters, and setting, you'll look at the author's reasons, evidence, and how it supports her main point. Besides this, the process of analysis is much the same: you will need a thesis about the author's argument and supporting details drawn from their reasons and evidence.

Although a good critique often starts with a relevant summary, keep in mind your goal--making your own point about the author's argument. Also ask your professor whether you are supposed to take a side on the issue the author is arguing about. Unless your instructor asks you to take a stance, concentrate on the author's presentation of the issue, not whether you agree with the stance he or she takes. Remember, a person may have bad reasons for believing right things or good reasons for believing wrong things.

Some elements to focus on:
 * The writer's credibility: Does the writer seem reasonable? Is she an expert in the field?
 * Underlying assumptions: Does the writer seem to assume everyone holds her viewpoint?
 * Emotional appeals: Does the author play on the reader's emotions? Does that work?
 * Evidence: Does the author have good reasons and examples to support her conclusion?
 * Room for improvement: What would have made the argument more convincing?

Sample assignment:

"Analyze one of the articles we read for this unit and explain whether or not the author does a good job making his or her case."

Sample thesis: "Martin Luther King successfully defends himself against the criticisms of white clergymen through sensitivity to his audience."

Samples of evidence:

"King builds credibility by referring to the Bible."

"King concedes that his audience has good points."

Sample paragraph:

"In 'Letter from Birmingham Jail,' Martin Luther King successfully defends himself against the criticisms of white clergymen through sensitivity to his audience. He does this first by building his credibility as a fellow clergyman, quoting and alluding to the Bible throughout the letter. He also avoids making his audience confrontational by conceding his reader's most reasonable points: King admits that negotiation is a better approach than protest, but he argues that negotiation isn't possible until people are willing to listen.  By setting himself up as a reasonable, Godly man, King does his best to gain the sympathy of the white clergy who opposed his methods."

Notice how the critique focuses on how King argues rather than whether he was right or wrong. It also does more than simply summarize the letter--it makes a specific point about it and backs that point up with examples from the text.

Conclusion
After a whole process of content-writing, you still need to draw a natural and complete conclusion of what you've already written down to restate and strengthen your points of view with which the readers could get a better understanding of the central idea of your paper. Just make it a beautiful final stroke on your paper!

Essay exams
In many courses, you may find yourself asked to write an in-class essay, or essay exam. An essay exam will often ask for a summary or critique of readings for the class, so the major techniques are the same. The common "five paragraph essay" is at its most useful in the essay exam: write an introduction with a clear thesis, about three subpoints which prove or illustrate your point, and a conclusion that ties it all together. This doesn't mean you can't be creative, but an essay exam is most different from take-home essays in the amount of time you have to work on it. You can't do anything too complicated. There are a few tips we can share with you to get through an essay exam:

 * Many instructors will give you a list of possible questions on the test. Study them!  There is no substitute for understanding the assigned reading.
 * Find out if you are allowed to use your reading material or notes during the exam.
 * If you are allowed to use notes and the instructor has shared questions that may appear on the exam, write an outline for each question ahead of time. You don't want to waste time during the actual exam trying to think of good examples.
 * If you are not allowed to use notes, write outlines anyway. Study them at home and review them before the exam.  You can write them down as soon as you begin the exam. (Even if the exam begins with multiple choice, you can turn it over and write it down before you forget.)
 * Prewrite. Think about the question and figure out what you want to say.
 * If you already know the questions that will be on the exam, do your prewriting at home so you can spend more time writing during the exam.
 * If you didn't know the questions ahead of time, read the question carefully and prewrite on a piece of scrap paper or on the exam itself. (You can erase it afterward.)  Write an outline.
 * Don't ramble. Have a clear structure in mind before you start writing.  Stick to this outline.
 * After you finish, check to make sure your main point is clear and stays the same throughout the essay. Remember, even a summary has a main point.
 * If you are writing a critique, check to make sure your line of reasoning is clear and makes sense.
 * Fix major errors, but don't spend all your time on grammar--your instructor wants you to show you understand the material.

title: Basic Writing/Writing about reading


text:
Talk:Embedded Systems/ARM Microprocessors

I cut this paragraph from the article:

 * The ARM processor is a 32-bit RISC design. (Recent cores can dynamically switch between their 32-bit instruction set and an alternative 16-bit instruction set, which enables higher code density and therefore lower cost memory).

The Thumb instruction set is a "32-bit design" (even though it uses 16 bit instructions), in the same way that the Microchip PIC 16F877 is a "8 bit design", even though it uses 14 bit instructions.

So Thumb mode has higher "code density" than native ARM mode? I *suspect* that is true, but has anyone actually measured it? And how does that measured code density compare to the code density of, say, the Freescale 68k or the Freescale PowerPC or the Freescale the Atmel AVR or the Microchip dsPIC ? (Or, for that matter, using direct-threaded Forth or Jazelle or  p-code on top of native ARM code ?) --DavidCary 01:14, 23 February 2007 (UTC)


text:
Adventist Youth Honors Answer Book/Outdoor Industries/Poultry/Chinese Geese

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text:
Puzzles/Rubik's cubes

Rubik's cubes
Rubik's cubes are permutation puzzles, meaning they have to be solved through changing their configuration or position using interchanging elements. There are usually several ways to reach the solution. l The design was originally invented by Ernő Rubik. The cube has 6 colored faces and the goal is to get the same color on each face. The Rubik's cube (3x3x3) was the best selling toy of the 20th century.

Learn more

 * How to solve the Rubik's cube
 * How to Solve the Crazy 3x3 Plus Cube
 * Rubik Puzzles

title: Puzzles/Rubik's cubes


text:
Cookbook:Penne with Hearty Meat Sauce

| American cuisine | Pasta

Ingredients

 * 1 package (20 ounces) Italian sausage
 * 1 can (26½ ounces) meat-flavored spaghetti sauce
 * 1 can (6 ounces) tomato paste
 * ½ cup hot water
 * 8 ounces dry penne pasta, cooked according to package directions
 * 2 tablespoons shredded Parmesan cheese

Procedure

 * 1) Remove casings from sausages.
 * 2) Cook sausage in large skillet over medium heat until browned and crumbled; drain.
 * 3) Stir in spaghetti sauce, tomato paste, and water.
 * 4) Add pasta and stir until well coated.
 * 5) Bring to a boil.
 * 6) Reduce heat, simmer over low heat 10 minutes or until heated through.
 * 7) Sprinkle with cheese.

title: Cookbook:Penne with Hearty Meat Sauce


text:
Adventist Youth Honors Answer Book/Outdoor Industries/Poultry/Sebastopol Geese

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text:
Adventist Youth Honors Answer Book/Outdoor Industries/Poultry/Cape Barren Goose

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text:
Cookbook:Peach Pie

| American cuisine | Southern U.S. cuisine | Vegetarian Cuisine | Holiday Recipes | Dessert

Crust
For 1–2 crusts:
 * 4 cups flour
 * 1 tablespoon sugar
 * 2 teaspoons salt
 * 1¾ cups shortening
 * ½ cup ice water
 * 1 teaspoon vinegar
 * 1 egg

Pie

 * 5 pounds peaches
 * 1 teaspoon lemon juice
 * ¼ teaspoon almond extract
 * 2 tablespoons flour
 * ½ teaspoon cinnamon
 * ¼ teaspoon salt
 * 4 Tablespoons butter

Crust

 * 1) Mix flour, sugar, and salt together.
 * 2) Add shortening and mix until crumbly.
 * 3) Beat together ice water, vinegar, and egg and cut into flour mix.
 * 4) Divide into 4 balls.
 * 5) Wrap and refrigerate for ½ hour before rolling out.
 * 6) Line a pie dish with the rolled-out crust, and crimp the edges.

Pie

 * 1) Preheat oven to 450°F.
 * 2) Peel and slice peaches.
 * 3) Transfer to a bowl and mix in lemon juice and almond extract.
 * 4) In a separate bowl, mix dry ingredients, and add to peach mixture.
 * 5) Pour into crust and dot with butter.
 * 6) Bake at 450°F for 15 minutes, then 350°F for 35–40 minutes.

title: Cookbook:Peach Pie


text:
Beginner's Guide to Adobe Flash/Color

Dealing with color in Flash is similar to dealing with color in other screen based applications. To begin, let's review some color basics. Color can be referred to as either reflective or transmissive. Reflective color is also known as subtractive color and can be described as red, yellow, and blue for the primary pigment colors, and green, orange and purple for the secondary pigment colors. These colors mix to produce black, or, more likely, a neutral gray or brown. Transmissive color is known as additive color. It is made up of red, green and blue, the three colors of transmissive light, which when mixed together create white light. The secondary additive colors are cyan, magenta and yellow, which, along with black, make up the process printing colors. An example of how transmissive light works would be to consider how we see grass as green, even though actually green is the channel of white light that gets retransmitted to our eye, and the red and blue light gets absorbed.

Flash, being a screen based application, uses transmissive light with the three additive primaries of red, green and blue. Since Flash is primarily a web creation tool, it must adhere to some standards for color usage on the web. For instance, monitors display color in RGB in an array of pixels in a grid. Each pixel has an address and can be made up of red, green and blue colored dots, or a mixture thereof. Each color channel, red, green or blue, can range in value from 0, completely off, to 255, completely on. Black is created from all channels being completely off; white is created from all channels being completely on. Each channel can have 256 different values creating almost unlimited color choices for the designer.

In this section we cover:
 * /Color Mixer/
 * /Color Swatches/
 * /Gradients/

title: Beginner's Guide to Adobe Flash/Color


text:
Talk:Russian/Grammar/Articles

Untitled
can't you use the definite article with the plural in english? eg. "I ate the oranges?"

As for the link-verb "to be".

1. It exists in present tense but it is not used. The only use is for emphasis (hardly ever), and even in this case usually it is formulated with verb "являться" ("to be", but without meaning "to be located at") followed by the Instrumental case: "Это является неприемлемым" ("It is unacceptable"). Sounds very bookish and even official, though :) The verb "быть"(to be) itself has only one form for all persons in contemporary russian, and it is "есть" (sadly, the same as "to eat" infinitive in Russian). May be used in veeeery special cases, and I mean cases when the pure fact of its presenсe makes the text sound different. It is not used in natural speech/text. Nevertheless, it should be kept in mind that people know this verb and this form in particluar, so it's not that it simply vanished. If you use this form, you will sound strange/old/master Yoda/evil lord came to conquer our world, but it won't be like "I (strange verb) a student". If you see infinitive of the verb "to eat" in strange position, then perhaps it is someone speaking strange Russian with verb "to be" and food consuming has nothing to do with it :)))

And the articles simply do not exist. While "to be" just disappears in present tense, the concept of "articles" before words is not here at all. In fact, it is quite a tough part of Western-European languages for Russians, along with the tense systems common to these languages (while use of "am/are/is/suis/es/est/...bin/bist...." is no problem for even 7-8 year old kids at school).

2. While it is thought to be rule by many people, writing "—" between nouns in sentences like "A is B" is optional. It is important to stress that Russian rules concerning the dash in different positions and for different purposes have this "intonation" clause, i.e. it may be used to make accented "pause" in the sentence. And the rule on dash between subject and noun predicate is optional ("...The dash also may be put between...") So in case you need a pause and some "power" in your statement or, perhaps, the sentence just looks messed up and not readable enough - then use it to separate subject (that in noun) from predicate (that is also noun). Usually it is 50/50, i.e. some people usually write dash, some prefer not to do it, some write and don't write depending on what they want... and some write simply because they forgot that dash is not obligatory ;) --217.150.49.205 (talk) 10:30, 7 October 2008 (UTC)

How could I forget...;) Also "to be" is used (widely) in Russian in "there is" sentences("Здесь кто-то есть", There is someone here) and in usual construction of posession. In Russian sentences similar to English, German etc. "I have ..." do exist, but are not usually used for this purpose. Even though the verb "to have" also is in language, the common model states posesion without this verb. Instead "У + genitive+ есть + smth" is used. So "I have a book" would literally be something like "There is a book at me": "У меня есть книга" (formed as a statement that something exists "close to its owner").  --217.150.49.205 (talk) 12:19, 7 October 2008 (UTC)

Dash in "A is B" has never been optional! Read the rules. http://www.gramota.ru/spravka/rules/?rub=tire

title: Talk:Russian/Grammar/Articles


text: Algorithms/Find maximum/Java findMax method 6


text:
Algorithms/Find maximum/java script method 6

 function findMaxFourEle(i_intA,i_intB,i_intC,i_intD) { var o_intMax = i_intA; if ( i_intB > o_intMax ) o_intMax = i_intB; if ( i_intC > o_intMax ) o_intMax = i_intC; if ( i_intD > o_intMax ) o_intMax = i_intD; return o_intMax; } // end method function findMaxThreeEle(i_intA,i_intB,i_intC) { return findMaxFourEle(i_intA,i_intB,i_intC,i_intC); } // end method document.write(findMaxThreeEle(3,4,5));


text: Algorithms/Find maximum/jscript 6

title: Algorithms/Find maximum/jscript 6


text:
ERP Internals/Data Tables/HR Hiring

This data consists of the following three tables:
 * Applicant
 * Position
 * Link

title: ERP Internals/Data Tables/HR Hiring


text:
Algorithms/Find maximum/vb script method 6

 function findMaxFourElement(i_intA,i_intB,i_intC,i_intD) Dim o_intMax o_intMax = i_intA if ( i_intB > o_intMax ) then o_intMax = i_intB end if    if ( i_intC > o_intMax ) then o_intMax = i_intC end if    if ( i_intD > o_intMax ) then o_intMax = i_intD end if    findMaxFourElement = o_intMax end function function findMaxThreeEle(i_intA,i_intB,i_intC) findMaxThreeEle = findMaxFourElement(i_intA,i_intB,i_intC,i_intC) end function Dim result result = findMaxThreeEle(1,2,3) document.write(result)


text:
ERP Internals/Data Tables/HR Hiring/Link

This table contains one record for every applicant for every position the enterprise is trying to fill.

Used by: Human Resources

Key: Position Number, Applicant Number

Fields:
 * Position Number
 * Applicant Number


text:
User talk:24.192.82.143

Corrected grammar: "There is two..." to "There are two..."

title: User talk:24.192.82.143


text:
Web Science

A new academic field in computer science has emerged called Web Science with its first text published by Philip Tetlow in 2007. It now has its own journal and an inaugural article about the field by Tim Berners-Lee, Wendy Hall, James A. Hendler, Kieron O'Hara, Nigel Shadbolt and Daniel J. Weitzner

It is thought that as the field is so new an interesting project would be to develop an open source text book here as the field emerges so that there will be free access to information and techniques from the beginning.

Chapters

 * /The Semantic Web/
 * /Human-Computer Interaction and the Web/
 * /Topology and Traffic Density/
 * /E-Commerce/

title: Web Science


text:
User talk:Deccanbazaar

Please stop. If you continue to use Wikibooks for advertising, you will be temporarily blocked from editing. -- Herby talk thyme 09:52, 23 February 2007 (UTC)

title: User talk:Deccanbazaar


text:
User:James086

 Hi! Welcome to the user page of James086. Say hi.
 * I primarily edit the English wikipedia. My userpage at wikipedia is here.

title: User:James086


text:
Talk:Chinese (Mandarin)/Lesson 8

Change topic of this conversation
I would suggest changing the topic of the conversation, as "what is your name" is already a lesson in another lesson. Does anyone have any ideas?86.137.109.142 11:15, 23 February 2007 (UTC)

Please be sure to watch the tones shenme (what) is the second tone - not third tone.

I don't think Chinese would say Ni hao ma
I'm a Chinese and I never said 你好吗 once. Most Chinese just say 你好 and reply with the same, instead of a question.

However, 你好吗 can be used as the translation of "How are you?", "元気", etc.--LimSoo-jung (discuss • contribs) 14:34, 4 February 2020 (UTC)

title: Talk:Chinese (Mandarin)/Lesson 8


text:
User talk:Abhinavdasari

Greetings, Abhinavdasari! Thank you for contributing Image:The Count of Monte Cristo.pdf. Please note, however, that Wikibooks is for textbooks. We generally do not accept source texts (though we do accept annotated texts). Please consider reading What is Wikibooks for more information. Thanks! --Iamunknown 16:48, 23 February 2007 (UTC)

title: User talk:Abhinavdasari


text:
User talk:208.18.5.30

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. Iamunknown 16:51, 23 February 2007 (UTC)

title: User talk:208.18.5.30


text:
LaTeX/Indexing

Especially useful in printed books, an index is an alphabetical list of words and expressions with the pages of the book upon which they are to be found. LaTeX supports the creation of indices with its package, and its support program , called on some systems.

Using makeidx
To enable the indexing feature of LaTeX, the package must be loaded in the preamble with:

and the special indexing commands must be enabled by putting the

command into the input file preamble. This should be done within the preamble, since it tells LaTeX to create the files needed for indexing. To tell LaTeX what to index, use

where key is the index entry and does not appear in the final layout. You enter the index commands at the points in the text that you want to be referenced in the index, likely near the reason for the key. For example, the text

can be re-written as

to create an entry called 'Fourier Series' with a reference to the target page. Multiple uses of \index with the same key on different pages will add those target pages to the same index entry.

To show the index within the document, merely use the command

It is common to place it at the end of the document. The default index format is two columns.

The package that comes with LaTeX prints out all index entries in the right margin of the text. This is quite useful for proofreading a document and verifying the index.

Compiling indices
When the input file is processed with LaTeX, each command writes an appropriate index entry, together with the current page number, to a special file. The file has the same name as the LaTeX input file, but a different extension. This  file can then be processed with the   program. Type in the command line:

makeindex filename

Note that filename is without extension: the program will look for filename.idx and use that. You can optionally pass filename.idx directly to the program as an argument. The  program generates a sorted index with the same base file name, but this time with the extension. If now the LaTeX input file is processed again, this sorted index gets included into the document at the point where LaTeX finds.

The index created by latex with the default options may not look as nice or as suitable as you would like it. To improve the looks of the index  comes with a set of style files, usually located somewhere in the tex directory structure, usually below the   subdirectory. To tell makeindex to use a specific style file, run it with the command line option:

makeindex -s [style file] filename

If you use a GUI for compiling latex and index files, you may have to set this in the options. Here are some configuration tips for typical tools:

MakeIndex settings in WinEdt
Say you want to add an index style file named
 * Texify/PDFTexify: Options→Execution Modes→Accessories→PDFTeXify, add to the Switches:
 * MakeIndex alone: Options→Execution Modes→Accessories→MakeIndex, add to command line:

Sophisticated indexing
Below are examples of entries:

Subentries
If some entry has subsections, these can be marked off with. For example,

would create an index entry with 'cp850' categorized under 'input' (which itself is categorized into 'encodings'). These are called subsubentries and subentries in makeidx terminology.

Controlling sorting
In order to determine how an index key is sorted, place a value to sort by before the key with the  as a separator. This is useful if there is any formatting or math mode, so one example may be

so that the entry in the index will show as '$$\vec{F}$$' but be sorted as 'F'.

To combine with the above feature for subentries, you should style the appropriate component(s):

Changing page number style
To change the formatting of a page number, append a  and the name of some command which does the formatting. This command should only accept one argument.

For example, if on page 3 of a book you introduce bulldogs and include the command

and on page 10 of the same book you wish to show the main section on bulldogs with a bold page number, use

This will appear in the index as bulldog, 3, 10

If you use  in place of , the classified entries will be sorted too, such that all the bolded entries will be placed before all others by default.

Multiple pages
To perform multi-page indexing, add a  and   to the end of the  command, as in

The entry in the index for the subentry 'History' will be the range of pages between the two commands.

Using special characters
In order to place values with,  , or  , which are otherwise escape characters, in the index, one must quote these characters in the  command by putting a double quotation mark  in front of them, and one can only place a   in the index by quoting it (i.e., a key for " would be ).

This rule does not hold for \", so to put the letter ä in the index, one may still use.

Abbreviation list
You can make a list of abbreviations with the package. You may also be interested in using the package described in the Glossary chapter. Another option is the package.

To enable the Nomenclature feature of LaTeX, the package must be loaded in the preamble with:

Issue the command for each symbol you want to have included in the nomenclature list. The best place for this command is immediately after you introduce the symbol for the ﬁrst time. Put at the place you want to have your nomenclature list.

Run LaTeX 2 times then

makeindex filename.nlo -s nomencl.ist -o filename.nls

followed by running LaTeX once again.

To add the abbreviation list to the table of content, option can be used when declare the  package,  i.e.  instead of using the code in Adding Index to Table Of Contents section.

The title of the list can be changed using the following command:

Multiple indices
If you need multiple indices there are various options available.

imakeidx
The package is part of TeX Live and MiKTeX.

This is an extension to which allows for the creation of other indices besides or instead of the default one. It has many options and commands to manipulate the output generated.

Indices are defined with multiple calls to the command, each of which can have their own options. An entry for a specific index is given by adding the name of the index as an optional parameter to the command.

Entries for either index should be typed as shown above. This example will produce two indices. The default index will be given the title "Concept index", and typeset in the default two columns. The prologue text will be printed only in the 'persons' index, which will have the title “Index of names”, and be typeset in three columns.

Other options for each index allow you to determine if and how the index title appears in the Table of Contents, what style file to use, to set the page headers, and more.

There will be no need to call the  program explicitly from the command line. Similar to ToC generation, the indices will be generated by simply running LaTeX. There are options available to use the  program instead of.

Note that can process any TeX source file which was written for   directly. If you have an existing source and want to split up the existing index or add extra indices, simply change to  in the  command, and the output will be the same. You can then add commands and options to make multiple indices.

multind
Also available is.

This package provides the same commands as, but now you also have to pass a name as the first argument to every command.

Adding index to table of contents
By default, Index won't show in Table Of Contents, so you have to add it manually.

To add index as a chapter, use these commands:

If you use the book class, you may want to start it on an odd page by using.

International indices
If you want to sort entries that have international characters (such as ő, ą, ó, ç, etc.) you may find that the sorting "is not quite right". In most cases the characters are treated as special characters and end up in the same group as @, ¶ or µ. In most languages that use Latin alphabet it's not correct.

Generating the index
Unfortunately, the current version of  and  are incompatible. When you use or  modifiers,   will print the error message:  and won't add those pages to the index. A work-around for this bug is described on the talk page.

To generate an international index file you have to use  instead of.

xindy is a much more extensible and robust indexing system than the  system.

For example, one does not need to write:

to get the Lin entry after LAN and before LZA, instead, it's enough to write

But what is much more important, it can properly sort index files in many languages, not only English.

Unfortunately, generating indices ready to use by <tt>LaTeX</tt> using  is a bit more complicated than with.

First, we need to know in what encoding the <tt>.tex</tt> project file is saved. In most cases it will be UTF-8 or ISO-8859-1, though if you live, for example in Poland it may be ISO-8859-2 or CP-1250. Check the parameter to the  package.

Second, we need to know which language is prominently used in our document. <tt>xindy</tt> can natively sort indices in Albanian, Belarusian, Bulgarian, Croatian, Czech, Danish, Dutch, English, Esperanto, Estonian, Finnish, French, Georgian, German, Greek, Gypsy, Hausa, Hebrew, Hungarian, Icelandic, Italian, Klingon, Kurdish, Latin, Latvian, Lithuanian, Macedonian, Mongolian, Norwegian, Polish, Portuguese, Romanian, Russian, Serbian Slovak, Slovenian, Sorbian, Spanish, Swedish, Turkish, Ukrainian and Vietnamese,

I don't know if other languages have similar problems, but with Polish, if your  is saved using UTF-8, the   produced by texindy will be encoded in ISO-8859-2 if you use only. While it's not a problem for entries containing polish letters, as LaTeX internally encodes all letters to plain ASCII, it is for accented letters at beginning of words, they create new index entry groups, if you have, for example an "średnia" entry, you'll get a "Ś" encoded in ISO-8859-2  file. LaTeX doesn't like if part of the file is in UTF-8 and part is in ISO-8859-2. The obvious solution (adding ) doesn't work,   stops with ERROR: Could not find file "tex/inputenc/utf8.xdy" error. To fix this, you have to load the definition style for the headings using : -M lang/polish/utf8

In the end we have to run such command: texindy -L polish -M lang/polish/utf8 filename.idx

An additional way to fix this problem is use "iconv" to create utf8.xdy from latin2.xdy in directory (You must have root privileges)

xindy in kile
To use  instead of   in kile, you have to either redefine the MakeIndex tool in Settings → Configure Kile... → Tools → Build, or define new tool and redefine other tools to use it (for example by adding it to QuickBuild).

The  definition should look similar to this: General: Command: texindy Options: -L polish -M lang/polish/utf8 -I latex '%S.idx' Advanced: Type: Run Outside of Kile Class: Compile Source extension: idx Target extension: ind Target file: Relative dir: State: Editor Menu: Add tool to Build menu: Compile Icon: the one you like

LaTeX/Индексирање

title: LaTeX/Indexing


text:
User:Boku wa Kage~enwikibooks

My personal page...

title: User:Boku wa Kage~enwikibooks


text:
Using GNOME/Character palette

< ../Applets

Character Palette is an applet that displays a set of special characters in the panel, to allow characters which are missing from the currently configured keyboard to be inserted wherever text may be typed.

To insert a character, click on the desired character in the panel. This will copy the character into the clipboard. It may then be pasted into the text being typed (by CTRL-V, or the middle mouse button, for example).

To change the characters available for insertion, click on the caret (^) — or caron (v), if the applet is on the upper panel — at the start of the list and pick another palette of characters from those displayed.

To configure the applet, right-click on that part of the panel, and select Properties. This will allow new palettes of characters to be added, and existing palettes to be edited or removed. There is no special method for entering characters into these palettes; you will have to paste them from somewhere, or know the keyboard shortcut for the relevant Unicode or ASCII character.

As of version 2.14.3, there is no mechanism to change the order in which the palettes of characters are shown in the pull-down list. The configuration file, called, is stored in  , where X is the index of the applet. Since GNOME will randomly place the file of interest in any of several subfolders, to find the file, search the  path for a   file containing the string "GNOME_CharpickerApplet". The XML configuration file for the Character Palette applet will be found in the subfolder named "prefs". The file can be edited with a text editor to move character palettes up or down the list. Each entry is contained within XML list tags (   ). Initially, the file will not be populated with the complete list of palette entries, until at least one entry is edited through the Properties dialog, as described above. After moving the palette entry and saving the XML file, it is necessary to exit and restart one's GNOME session, or restart the machine before the change becomes visible in the Character Palette pop-up list.

If the Character Palette applet is removed from the panel, upon re-installation on the panel it will be reset to the default palettes and previous customizations will be lost. It is also likely that the configuration file will appear in a different path under.

title: Using GNOME/Character palette


text:
Social and Cultural Foundations of American Education/Educational Change/Health and Physical Education

In an age where video games, the Internet, television, and fast food hamburgers permeate every tier of American society, it becomes increasingly more important for Americans to be aware of their food choices and to make a concerted effort to incorporate more physical activity in their day-to-day lives. However, the increasing numbers of obese men, women, and children in our society suggest that Americans are unaware of how unhealthy habits will affect them or perhaps Americans lack the motivation or know-how to fix these habits. We, as educators, are in a unique position. Our schools can provide health knowledge and exposure to physical activity by integrating them into the curriculum. The benefits will not only help our students maintain a healthy lifestyle but also help them academically.

The Facts of Life…
The benefits of a healthy lifestyle, including regular exercise, reach well beyond maintaining a healthy weight. The very workings of our body, both physical and mental, are affected by the diet and exercise choices we make everyday. The organization, Trust for America’s Health, determined in their 2007 report that, “Twenty-two states experienced an increase [in adult obesity rates] for the second year in a row; no states decreased. A new public opinion survey featured in the report finds 85 percent of Americans believe that obesity is an epidemic.” (Trust for America’s Health, 2007, paragraph 1) How do we address this problem as teachers? What can be done to keep America healthy?

By teaching our children about their health and exposing them to physical activity, educators may hold an important key to changing the future health of America. Forty-one million kids participate in organized, extracurricular youth sports like soccer, basketball, and lacrosse. (Trickey, 2006) These kids help to balance the rate of obesity in American children but the rate is still alarmingly high. “The rates of overweight children (ages 10 to 17) ranged from a high of 22.8 percent in Washington, D.C. to a low of 8.5 percent in Utah.” (Trust for America’s Health, 2007, paragraph 3) However, organized sports can be expensive to play and therefore, a number of parents cannot afford for their children to participate. This is one reason why it is essential that schools incorporate physical activity in the curriculum.

Let’s Get Physical (Education, that is!)
Physical activity is important. Schools have a vested interest and responsibility to provide for the well-being of their students. The following list includes a few of the most important physical reasons why we as educators should be concerned about the health of our students:

 * “Regular physical activity is associated with enhanced health and reduced risk for all-cause mortality.” (CDC, 2001, paragraph 2)
 * “Lack of physical activity, as well as dietary factors contribute to an estimated 300,000 deaths in the United States each year.” (Seefeldt, 1998, p.117)
 * “Beyond the effects on mortality, physical activity has multiple health benefits, including reducing the risk for cardiovascular disease, diabetes, obesity, selected cancers, and musculoskeletal conditions.” (CDC, 2001, paragraph 2)

Our job as educators is to teach our students knowledge and life skills that will help them in the future. Teachers should be alarmed at the increase in the number of obese children. “First, overweight and obese students will inevitably miss more school days for medical reasons. These absences will mean that the students will have to catch up on material, increasing their risk of not fully understanding it and slowing down the speed at which teachers can advance to new topics. Second, when these students are in class, many will lack the energy to sustain the concentration needed to process new information.” (Yaussi, 2005, p. 1) Teaching, encouraging, and promoting physical activity is not outside the realm of the classroom.

As educators we are providing a service for the American public. As a result, we should be aware of what parents want their children to gain from their education. “Not surprisingly, nearly all (99%) adults with children in the household (aged 6-17) feel that it is important for the child to be physically fit, with 80% believing this to be extremely important.” (National Association for Sport and Physical Education, 2000, p. 5) The National Parent Teacher Organization (PTA) has a Resolution posted on their website urging local PTAs to “… support daily physical education programs as an integral part of children’s education.” (PTA, n.d.)  Parents not only want their children to be physically fit but they want them to engage in physical activity at school.

This shared concern for student well-being among parents and educators serves as the basis for a collaboration to provide physical education for students at school. There are professionals within in a school, including physical educators, school nurses, and guidance counselors, that can help ensure that students’ physical education objectives are being met.

If effective physical education is achieved in our schools, the benefits can span not only a student’s physical health but also their academics. “Research indicates that physical activity enhances brain function and produces many cognitive and physiological benefits.” (Tremarche, Robinson, Graham, 2001, paragraph 4) Researchers created a study in two Massachusetts elementary schools to measure the impact of increased quality Physical Education time on Massachusetts Comprehensive Assessment System (MCAS) standardized scores. They gave the MCAS test to 311 fourth graders in two comparable Southeastern Massachusetts communities below the state’s average per pupil expenditure within a two month period between April and May 2001. The participants were tested in Math and English and Language Arts (ELA). “Results of the study revealed that the mean ELA MCAS score for School 1 and the mean ELA MCAS score for School 2 were significantly different…In conclusion, students who received more hours of quality physical education per school year scored higher in the ELA subject area of the MCAS standardized test.” (Tremarche, Robinson, Graham, 2001, paragraph 1) If the results of this study are true and apply to other schools in other areas, then physical education has the added benefit of increasing the important standardized tests scores associated with No Child Left Behind.

Another study conducted in the state of Virginia explored the hypothesis that reducing the amount of time in related arts periods (art, music, P.E., etc.) would raise standardized test scores. Researchers collected data from 547 Virginia elementary school principals who completed a survey indicating the time specialists taught art, music, and physical education in their schools. After controlling for cultural and social differences between the schools, “… findings from the study do not support the notion that a reduced time allocation to art, music, and physical education is related to higher test scores.” (Wilkins, Graham, Westfall, Fraser, Tembo, 2003) Therefore, reducing the amount of time students spend in related arts, classes that according to brain-based research are believed to enhance a student’s academics, does not produce higher test scores.

Health is Academic
Physical education is just a part of the larger health curriculum that should be present within our schools. The two work hand-in-hand when they include both the health benefits of physical activity and behavioral skills such as decision making, planning, problem solving, as well as enhancing student self esteem and confidence. (Seefeldt, 1998, p.128) Also, providing students with the knowledge to obtain healthy eating habits helps in promoting a future filled with physically fit youth in America.

Another important aspect of health comes in recognizing who influences children’s eating behaviors. It is a common misconception that parents have powerful influence over children’s development of food preference. Very little correlation exists between parent and child preferences. However, parents do control what foods are available in the cupboards, and should make an effort to promote healthy foods by making them easily accessible and readily available for children. If children are not inheriting their tastes from their family members, then where are they learning their food preferences? The answer: from their peers. Evolutionary biology makes two suggestions as to why peer influence is more powerful than adult influence in shaping food preference (Cooke, Wardle, &Bigson, 2003). 1.)	“Young children’s reluctance to sample new foods, most notably vegetables, is biologically wired” (Lumeng 76). This is linked to the concept that it is advantageous for human species’ survival for the young to be reluctant to eat unfamiliar plant life, due to the fact that plants can often be poisonous.  Therefore, children determine what to eat by observing others around them. 2.)	“Modeling eating behavior after peers may provide young children with some survival advantage” (Lumeng 76). Nutritional needs of young children are more similar to those of others in the same age group than to those of full-grown adults. An example of this comes from recognizing that children’s bodies are smaller and are less able to protect against infection, such as in the case of consuming iron; quantities which are essential for adults are toxic for children.

Health contributes to a student’s academics. “An optimally healthy student is more likely than a less healthy student to succeed in school.” (Wooley and Rubin, 2006, p.63) School health programs promote healthy eating, getting sufficient sleep, and engaging in physical activity to achieve optimal health and thus good grades. Wooley and Rubin also suggest that physical fitness, social-emotional health, and academics are inseparable. Teaching students to be emotionally healthy allows students to “… express a wide range of feelings in culturally acceptable and effective ways and thus[,] function well in the classroom and in life.” (Wooley and Rubin, 2006, p.63) With an estimated one in four students in the United States ages 10-17 at extreme risk for drug use, engaging in early, unprotected intercourse, participating in dangerous and criminal activities, experiencing depression or post-traumatic stress, or dropping out of school, it becomes apparent that health education is needed to inform our students of the risks and hopefully deter them from becoming a statistic. (Wooley and Rubin, 2006, p.64) The optimal result of effective health education should be healthy students that are functional, well-behaved adults in the future.

What Can We Do?
We, as educators, can help to promote a healthy student body that will result in healthy, future adults. It is through the cooperation of parents, teachers, administrators, school boards, and politicians that we can provide successful physical and health education. By providing a quality curriculum through all levels of schooling, students can benefit physically, emotionally, socially, and academically.

But providing for the health and physical fitness of our youth is not just the job of the Health and P.E. teachers. Sarah Yaussi in her article, The Obesity Epidemic: How Non-P.E. Teachers Can Improve the Health of Their Students, suggests that regular classroom teachers can also help directly in the creation of healthy students within their classroom. We, as teachers, should serve as a role model for our students and exhibit healthy habits to our students. This includes using our classrooms as a place to “… simultaneously promote hands-on learning and physical activity.” (Yaussi, 2005, p. 1) Hiba Shublak, a fitness expert, has shown teachers an activity that can be used at the middle school and high school level to teach math skills through hip hop moves. Students create dance moves in different multiple counts or beats, thus utilizing math skills, and then show their dance to the class. The students then participate in a writing activity to reflect on the activity. (Yaussi, 2005, p. 1) Physical activity and academic material then occur simultaneously within a classroom. Through our creativity, we can create our own activities that involve our students getting out of their chairs to learn as well as keeping our students healthy.

Some students may not care about physical education, or even their physical well being. As their educators, we need to explain why physical education is important. Many high school students come to believe that becoming a physical education teacher is a joke. They think that since P.E. classes never have a text book, they aren’t learning anything important. They don’t realize that the period they spend in P.E. could be the only thing keeping them from being extremely overweight or obese. Physical education classes might even be the only physical activity that some children get. It seems that the “education” part of these classes is often forgotten. If the educators would explain to the students why they are doing jumping jacks and that jogging around the track regularly could save their lives, the students might be more likely to participate. In an article regarding youth fitness, pro football player Eli Manning was quoted as saying “It amazes me that physical education isn’t a requirement in some schools. These kids need physical activity in their lives for health reasons” (Crouse). Maybe if more students heard this type of thing from their teachers, there wouldn’t be as much of an obesity epidemic.

Multiple Choice Questions
Click the reveal the answer.

Essay Question
Click to reveal sample responses.


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Talk:Blender 3D: Noob to Pro/Other Windows

Is this page necessary this topic was covered in the Gui section. I propose to delete it.--Darkfire 18:38, 23 February 2007 (UTC)


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Talk:Blender 3D: Noob to Pro/What is a Mesh?

Combine this page with the following as its to short to stand on its own.--Darkfire 18:38, 23 February 2007 (UTC)

Merge Mesh Modeling with Learn to Model?
I think the "Mesh Modeling" content is useful, but shouldn't we be introducing new Blender users to the basics of mesh modeling and the terms associated with it before giving them the first exercise that uses them? Right now, this "Learn to Model" section has little to no content and it's right before the first modeling exercise, I think the Mesh Modeling page's content would be a better fit here then where it is now. --Null Point (talk) 10:01, 9 February 2009 (UTC)

This page/module is isolated. The TOC and fwd/back links do not link to this page.
I'm new to Wiki, so pardon me if this is not appropriate or in its correct place.

This page "What is a mesh?" is simple and direct and should be kept intact and not merged with any other page.

Problems: 1) If you go to the TOC page (Blender 3D: Noob to Pro), you will not find a heading "What is a mesh?". However, it is in the PDF of the document. This should be fixed.

2) From this "What is a mesh?" page, if you click the link at "next module", you cannot return to this page. In fact, this page seems accessible only from a Google search. LouArnold (discuss • contribs) 00:45, 3 November 2014 (UTC)


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Talk:Blender 3D: Noob to Pro/Beginning Tips

This page should be moved. It is using a the subsurf command before you even create a simple object. Other than that it contained some good content. TwistedWeasel (talk) 04:22, 10 December 2007 (UTC)TwistedWeasel

This page is breath of fresh air. It looks real clean when you compare it to the previous section. --Darkfire 18:39, 23 February 2007 (UTC)

What exactly is the Shift+E doing? Is there a button equivalent? 70.53.43.119 17:30, 29 April 2007 (UTC)

I am sorry, but I don't understand how to select the cube in the New empty scene.

Where do I find the "Select Mesh → Edges → Crease SubSurf." controls?
 * The article reads create a crease subsurf by *either* using Shift+E or "Select Mesh -> Edges -> Crease SubSurf"... I'm using Blender 2.43 and I hit space to bring up the menu Edit->Edges->Create SubSurf...

"First, select the cube by clicking RMB (right mouse button) on the cube in the 3D window (pink outlines indicate the selected objects). In other versions of Linux you accomplish this by clicking LMB (left mouse button)"
 * -ahm... what?85.177.152.171 (talk) 10:25, 19 January 2009 (UTC)

Rhettro (talk) 21:52, 10 June 2010 (UTC)As a tutorial, I think it is fine, just a little advanced for an entry level modeling exercise. Why introduce the concept of SubSurf modeling so early? A simple chair model, by using extrude, subdiving faces and adding and subtracting vertices from edges would serve to reinforce the use of the basic modeling tools.

Rendering tips section
Why are these here?

First off, "Set your render level" to....? to ? oh just set it? well it has a default setting, so does that mean I have to change it from the default? Why not make that the new default? What are the levels? What do they do? is higher Better (clearer)? Is it a bad idea to go very high?

Second, "Also, double check that the "Enable modifier during rendering" toggle is on (dark) as it should be by default. "

This setting can be found where? I'd triple check it if I had any idea where to look. It sounds like the stuff I do might not show up in the render unless this is on.

If these render comments are actually in any way useful, they should probably be referenced in the render section of the guide. As a noob, reading this from start to finish, I'm almost in amazement that someone thought this would somehow be useful at this point, especially without providing information on what/why the point of these actions are, and where to find these settings.

As a noob, I'm not going to be able to retain this information until I need it, because it's gobbley-gook.. it's too vague, and a little stressfull because I'm wondering why I don't even remotely "get that" and is it in the wrong place, or am I?

--Deadguy (talk) 12:59, 26 August 2009 (UTC)


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User talk:64.77.199.228

Food Tyrant: sorry but I forgot to log in before making a few minor edits.

title: User talk:64.77.199.228


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User talk:Selden

Selden has contributed substantial updates to the Celestia WikiBook. He often browses the Celestia Web Forum.

Special:Recentchangeslinked/Category:Celestia

You can edit this page to communicate with him, or you can contact him on the Forum.

Welcome
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

I'm actually surprised that nobody ever sent you the welcome template. We are usually pretty good about that. Anyway, here it is, hopefully it contains some good information for you. Welcome to wikibooks! --Whiteknight (Page) (Talk) 20:17, 30 October 2007 (UTC)

 * I got your email. You're always welcome to send me one any time. At first I gave the page a very brief glance over. I didnt really read much except the opening paragraph so i didnt notice the nonsense. On the second read-through, I did see what you were talking about. I have confidence that the page, and several like it, will be deleted now. Thanks for bringing it up!! --Whiteknight (Page) (Talk) 23:11, 30 October 2007 (UTC)

Logo
I saw your logo selection, and I like it a lot. I worry only that people won't like it because it doesnt have any color, but that's a minor problem. Thanks for the submission! --Whiteknight (Page) (Talk) 14:53, 7 December 2007 (UTC)
 * Thanks. At least it avoids reusing other logo colors ;) (Personally I think the current logo is fine.) ...Selden (talk) 17:23, 7 December 2007 (UTC)

 * Some people certainly do think the current logo is fine. However, we do actually get a lot of complaints about it too, which is always annoying. --Whiteknight (Page) (Talk) 18:27, 7 December 2007 (UTC)

Global account
Hi Selden! As a Steward I'm involved in the upcoming unification of all accounts organized by the Wikimedia Foundation (see m:Single User Login finalisation announcement). By looking at your account, I realized that you don't have a global account yet. In order to secure your name, I recommend you to create such account on your own by submitting your password on Special:MergeAccount and unifying your local accounts. If you have any problems with doing that or further questions, please don't hesitate to contact me on my talk page. Cheers, DerHexer (discuss • contribs) 19:11, 14 January 2015 (UTC)

banned on forum
The "reason" was "spamer" but spamming is bulk commercial advertising whereas I (alysdexia) left a link to my Quora question and discussion along with a correction of a former comment. The board told me to contact no-reply@celestia.space which I did email but doubt anyone reads. Will you send this to the active admin? Lysdexia (discuss • contribs) 22:21, 4 November 2019 (UTC)

title: User talk:Selden


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User:Selden

Selden has contributed substantial updates to the Celestia WikiBook. He sometimes visits the Celestia Web Forum, which was recently revived. If you want help with Celestia, you can try contacting him there.

title: User:Selden


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User:Golden Wattle

Please contact me via wikipedia (English)

title: User:Golden Wattle


text:
Talk:Online OsiriX Documentation/Making OsiriX run faster

So without sounding too dumb, where is this Osirix Xgrid plugin?


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ERP Internals/Glossary/Contract Payment Reporting System

A Canadian federal government regulation that requires construction businesses to report payments made to subcontractors for construction services.


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Cookbook:New Orleans Style Chicken Wing Dipping Sauce

| Southern U.S. cuisine | Mardi Gras Recipes

Ingredients

 * 1 jar (12 ounces) of refrigerated chunky blue cheese dressing
 * ¾ cup Creole mustard
 * ⅓ cup scallions, finely chopped (reserve a teaspoon of chopped green tops for garnish)
 * 1 teaspoon Creole seasoning

Procedure

 * 1) Combine all ingredients and refrigerate at least 2 hours before serving (overnight is preferable).
 * 2) Garnish with the reserved scallions.

Notes, tips and variations

 * Serve as a dipping sauce for celery stalks and cooked chicken wings (baked, broiled, fried, or grilled), 24 pieces of wings (tips discarded) or "drummettes" for the quantities given.
 * Can use with any other raw vegetable.


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ERP Internals/Glossary/Retainage

An amount (usually a percentage) not paid for a specified number of days when the invoice is paid. Retainage allows the customer to verify that the workmanship is satisfactory.

title: ERP Internals/Glossary/Retainage


text:
Conplanet/Space

Here, we'll be dealing with a Physics-correct planet in a universe with very similar physics laws.

If you want to drastically change the laws of physics, see some tips on different physics.

If you want to change some laws of physics (like having warp drives - which are theoretically possible in our universe), read on, but take a peek at tweaking and nudging physics into shape.

We'll touch on the basic things on space and what can, can't and maybe possible for you to do with your universe.

 * Stars and Sun
 * Solar matters
 * Lunar matters
 * Days, years, and time

title: Conplanet/Space


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Conplanet/Space/Stars

''Our sun is a star. So everything touched on about stars apply to suns as well.''

Stars
Twinkle Twinkle Little Star...

Celestial Sphere

If you ever notice, astronomers talk about the "Celestial sphere", which is basically the illusion that all the stars in the sky (excluding the sun) all seem to be in a sphere that surrounds the Earth.

In using seem to be, I also note that the stars are actually of different distances from the Earth, and from different constellations at different points of the universe. This means that you should not use terms like  Sector. Also, don't try something like Lost in space's constellation finder (probably why it didn't work in the first place). Place names like Alpha Centauri Space may be possible though, for something referring to 2 light-years within Alpha Centauri.

The Earth's celestial sphere rotates just over once a day - once a day because the Earth is spinning, the just over because it orbits the Sun. The time just over is = length of the day divided by the length of the year.

Sun Specifics
One star, or a star system? You decide...

Multiple Suns
''As I watched the two suns set in sequence, I had to squint my eyes to see three blazin' fireballs rise from the East. Oh, what else can go wrong.''

A tip: Don't.

 * 1) Systems that have more than one sun have very great fluctuations in temperature. Little to no life can survive.
 * 2) You'll end up with the problem of fives:
 * 3) * You'll need to be five times further away from one sun than the other.
 * 4) There are Lagrange Points where such bodies can exist, but the stable points require that the difference in the mass of the two suns has to be greater than 25 times. A red giant and a white dwarf? Not a good idea.
 * 5) There are other problems, such as the N-body problem

If you still insist, read this to figure out more:

Excellent articles: Binary star, Star system,

One thing to note is that star systems > two usually are combos of binaries + single stars, like this:

Typical three star system:
 * Star A and B form a binary star system.
 * Star C is another star.
 * The AB binary system forms another binary star system with star C.

Earth-like planets in binary systems need the two stars to be either very far apart (S-type systems) or very close together (P-type systems, circumbinary). Also note that in S-type systems, the stars give planets an outer limit with which to form.

If a planet isn't in the right spot in a P-type system, one of three things can happen:
 * 1) It gets flung out of the system.
 * 2) It gets adjusted till it orbits properly.
 * 3) It gets swallowed by one of the stars.

A single sun
Tat blazin' fireball in the sky, providin' life...

Now that's better. One sun simplifies things a lot.

First decide on the type of sun you want. A spectral type G2, like our Sun?

A graph shows that Luminosity = Mass^3.5 in solar units.

But be creative
Ultimately, when writing creatively, you need not concern yourself with the limitations of science in the creation of your Conplanet. Consider Terry Pratchett’s very popular Discworld series in which the flat circle of Discworld rests atop the backs of four elephants riding an enormous turtle. There's plenty of room for mythological exploration and parody when Conplanet creating.

title: Conplanet/Space/Stars


text:
ERP Internals/Glossary/Drop Ship

Directing a supplier to send purchased materials directly to a third party rather than delivering them to the enterprise's facility.

title: ERP Internals/Glossary/Drop Ship


text:
User:Mezlo

I'm Mezlo and you should contact me at my Wikipedia talk.

title: User:Mezlo


text:
Conplanet/Space/Solar System

''Our solar system has, err.... 11, no..... 9..... ah! 8 planets, a Sun and plenty of asteroids and moons.''

Distance approximation formulas
You have 2 to choose from. Take your pick.

Titius-Bode law
Wikipedia Article

Refers the distance of the planets from the sun.

$$R_i = 0.4 + 0.3 \times 2^{i - 2}$$

with the exception of $$i=1$$, where $$R_1 = 0.4$$

The distance of the i-th planet is given by this formula.

Relative to our solar system:

The law works on the fact that planets settle in relative ratios to each other, however, the problem with Neptune has discredited this formula.

Dermott's Law
The little-known Dermott's Law. I can only quote Wikipedia, one of the few web references on the subject (all other references are essensially repetitions of the same text):

Wikipedia Entry on Dermott's Law, accessed on 24th Feb 2007
Dermott's Law is an empirical formula for the sidereal period of major satellites orbiting planets in the solar system. It was identified by the celestial mechanics researcher Stanley Dermott in the 1960s and takes the form:

T(n) = T(0).Cn

where T(n) is the sidereal period of the nth satellite, T(0) is of the order 0.46 and C is a constant of the planetary system. Specific values are:

 * Jovian system:    T(0) = 0.444;    C = 2.03
 * Saturnian system: T(0) = 0.462;   C = 1.59
 * Uranian system:   T(0) = 0.488;    C = 2.24

Such power-laws may be a consequence of collapsing-cloud models of planetary and satellite systems possessing various symmetries; see Titius-Bode Law. They may also reflect the effect of resonance-driven commensurabilities in the various systems.

Orbital period
One option.

Kepler's third law
T2 ∝ R3

Basically: Period is proportional to distance from sun to the power of 1.5, or:

$$Period \propto \sqrt{Distance^3}$$

Tweaking to make more physics-compatible
Okay, so you have your basic numbers now. Tweakin' time!

Preventing Orbital Disturbance
First off, we'll need to prevent one planet's orbit from disturbing another planet's orbit (so it'll remain stable for more than a few years after its birth).

This means that ...

Section is U/C.

title: Conplanet/Space/Solar System


text:
ERP Internals/Glossary/Requisition

A request to Purchasing to obtain a specified quantity of goods or services. Alternatively, a request to Inventory to supply a specified quantity of goods.

title: ERP Internals/Glossary/Requisition


text:
User talk:67.171.245.221

Hello
Hi there! Just wanted to thank you for cleaning up the Edible Wild Plants honor. I originally put the list of poisonous plants together (from various sources), but I had no idea how to group them ito families. Your work is greatly appreciated! I would be even more pleased it you were to register. -- Jim Thomas 00:40, 24 February 2007 (UTC)

title: User talk:67.171.245.221


text:
User:Skippern

Skippern @ en.wikipedia.org

title: User:Skippern