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Instructional Technology/Distance Education

Beginning in the 1950s, the computer industry began using computers to train its own employees. Although able to provide self-paced, individualized instruction with feedback and evaluation, these computer programs were written in technical machine languages of the time, requiring the expertise of experienced computer professionals to design and create them.

With the relatively recent development of more approachable scripting languages such as Perl, ActionScript and JavaScript, it is now possible for instructional designers unskilled in computer programming, per se, to create branched feedback loops, testing modules and employ other methods of information exchange between computers and learners on the Web. In addition, high level authoring systems ease the process of creating interactive Web-based feedback loops, making it possible for them to create interactive Web sites and online instructional software, e.g. Macromedia Dreamweaver, Flash, Authorware, Director and Shockwave. As contemporary learning markets increasingly demand them, publishers are creating online testing and course content modules that compliment required texts as a means to online instruction effecting student learning. Course management and learning management systems are making it increasingly easier to develop large amounts of instruction and instructional material to an international audience.

Distance Education Defined
Teaching and learning in which learning normally occurs in a different place from teaching. Often used interchangeably with distance learning. Typically the learners and instructors are separated by time and place. Interaction must take place through some form of media, such as print (correspondence courses) or electronic (computers). Most distance education courses use a combination of media and technologies.

Distance Education is systematic, planned instruction that is delivered in a manner in which the learner and the instructor are separated by distance and/or time. The instruction should be hosted by an accredited organization or it can be delivered internally within a company or corporation. The deliver methods should conform to current technological methods; such as teleconferencing, web-based over the Internet, CD or DVD-ORM disks that are hyperlinked to the Internet.

This definition is based on a literature search via the Internet, that encompassed several institutions of higher education, including, Holmes Community College in Mississippi, University of Wisconsin-Extension, Penn State University. The search also included other organizational entities, such as Instructional Technology Council (ITC),  and the Higher Learning Commission.

The rationale for this definition is that the general consensus among all of the researched definitions, which were organizations within the United States, is that distance education is mainly a geographic separation between the instructor and the learners. These definitions are a little more inclusive than the European definitions that make a strict requirement on separation by time (and geography). All of the definitions in the research allowed both asynchronous and synchronous models of distance education. All of the models allowed two-way video as an acceptable form of distance education.

Distance Education is not a new concept. It began in the 19th century with correspondence courses. As time went on technology was a driver of many new forms of distance education.

The major forms of distance education include:
 * correspondence courses
 * Broadcast Courses
 * Compressed Video
 * Computer Aided Instruction (CAI)
 * Web-based Courses

History of Distance Education
Distance education offers a second chance at education for people who regret never having finished it. It also offers the flexibility to accommodate individual needs and meet a variety of learning styles and preferences. The earliest form of a distance classroom, an educational experience that separates the instructor and student from each other by distance and time, was paper-based correspondence. Issac Pittman introduced correspondence education in 1840 by sending his students instructions in shorthand through the mail (Curzon, 1977).

This form of distance education was just the beginning of what we are experiencing today. It was an educational experience that, at least part of the time, had the instructor and student at a distance from each other by transformation of the traditional classroom through a different mode. The technology of the time was paper and pen. The technology of today is the computer. “When the computer is used to move beyond traditional classroom walls, opportunities for learning expand. Education is becoming an experience of learning and sharing for students and teachers as a community of learners online [over the Internet]” (Brewer, DeJonge & Stout, 2001, p. 34). With many degrees, programs of study and opportunities for formal and informal education available online, the world of distance education has been transformed by the Internet. While the Web has made it possible for students and teachers to easily access information from their personal computer, it is increasingly used to deliver instructional material and instruction inside and out of the traditional classroom.

Distant learning is becoming a more popular way of learning, than the traditional classroom. Many people prefere online classes and being able to complete homework on their own time. It saves them time on the commute there and back everyday. Traditional student might find it difficult due to there ability to operate a computer or not having the resources for Internet. Most people do not own a computer or can afford internet service in there home. Most students can adapt to change like online learning, for non traditional students this change might seem overwhelming to learn a new skill. Most student may choose to stay in classrooms and have contact with the teacher. Being able to ask questions and find answers in class from teachers or peers is beneficial. With online learning the response time from teacher to student may take longer. (Morley, Deborah, Parker, Charles S."Understanding Computers, Today and Tomorrow". 2011 p. 332)

K-12 Distance Education
Eighty percent of public school districts said that offering courses that are not currently available at their schools is the most important reason for having distance education in their schools. A new report just published by the U.S. Department of Education's National Center for Education Statistics (NCES) is the first ever to report data on K-12 Distance Education. It shows that about one third of all public school district had students enrolled in distance education courses in the 2002–2003 school year. In this study, distance education is defined as courses taken for credit and offered to elementary and secondary school students in a school district where the teachers and students are in different locations.

The study found that a greater proportion of districts with students enrolled in distance education courses are located in rural areas (46 percent) than in urban areas (23 percent). 76% of students were in hhgh schools, 15% were in ungraded programs, 7% were in junior high schools, and 2% were in elementary schools. 14% of the total enrollments in distance education in K-12 were in Advanced Placement or college level courses. Distance Education in the K-12 environment has implications for the structure and organization of public education in this country. It moves us closer to the concept of Schools without Walls! The report is titled "Distance Education Courses for Public Elementary and Secondary School Students: 2002-03" and is available online at:

Michigan Virtual High School(MVHS)provides courses and other learning tools that students otherwise might not have access to. The courses are all taught by certified teachers. MVHS cannot grant a high school diploma. Visit the website for more information

Principles of Good Online Practice
The lack of interactivity was a problem with many early Web designs. Early forms of Web instruction was limited to more or less electronic page turning. Hyperlinks generally didn't change and they connected static pages that weren't altered until a site administrator or developer updated the information on specific pages. The underlying problem was that hyperlinked paths through information do not necessarily produce better processing of information in memory or well-constructed personal structures of knowledge. In other words, learning doesn't occur just because the learner clicks on a hyperlink.

Arthur Chickering and Zelda Gamson (March, 1987) identified seven principles that can help improve undergraduate education. Although originally intended to improve teaching and learning of college age students in the traditional classroom, as well as the governance of higher education, this work is considered monumental to the improvement of online instruction. According to Chickering and Gamson, “each practice can stand on its own … together, they employ six powerful forces in education: activity, cooperation, diversity, expectations, interaction and responsibility” (p. 4). In summary, Chickering and Gamson's principles of good practices in undergraduate education:

 * 1) Encourages contacts between students and faculty
 * 2) Develops reciprocity and cooperation among students
 * 3) Uses active learning techniques
 * 4) Gives prompt feedback
 * 5) Emphasizes time on task
 * 6) Communicates high expectations
 * 7) Respects diverse talents and ways of learning

Although Chickering and Gamson's work came out in the mid-1980s (well before the introduction of online education), its relevance is renewed in light of increased interest in online teaching which has traditionally included presenting new information and then checked to see that learning has occurred. While teaching is principally an interactive process, the Web is historically a “push” technology, used to disseminate information of commercial and even educational value. Chickering and Gameson's principles are useful in that they point out practices which inform approaches used in online education.

Distance Education in the Developing World
For a long time, developing countries have sent people abroad for university training. These individuals were expected to return to staff universities and government ministries, and serve as conduits of knowledge and skills from the First World to the Third World. Today, government funding has become more scarce, and university education more expensive. With the endless pressure to, “join the global information economy or perish,” is distance education the best way to train more people, better, and at lower costs? The interplay of technological, pedagogical, cultural, economical, and political factors — at both local and international levels — need to be explored.

One of the things to keep in mind is that as distance education becomes more widespread and accepted globally, the types and configurations of delivery methods grow proportionately. It is within this diversity that many of the possibilities, stumbling blocks, and solutions for developing countries will be found.

Developing countries have a rich diversity of university distance education. These institutions are found within single countries, across regions, and between continents. For reasons of cost and infrastructure, television broadcasting and written correspondence remain the preferred delivery method for most. The African Virtual University based in Nairobi, however, is using the Internet and educational software with content in English, French, and Portuguese to train students in a number of countries.

There are many benefits to be had from distance education in the developing world, but there are also many stumbling blocks that have to be avoided. Apart from infrastructure restraints, there are differences in cultural attitudes toward communications that are becoming increasingly an issue as technologies enter more traditional cultures.

Established social and cultural values also play a key role in the success or failure of distance learning programs. The more “impersonal” computer-based and all asynchronous technologies often clash in traditional societies with cultures that often prefer more “face-to-face” interaction. Many parts of the developing world still retain teaching styles that emphasize rote learning and memorization and involve less independent reading and ensuing critical writing and analysis. How does interactive technology meet this challenge? Is the answer to copy blindly what is being done in the United States? Doing so without taking into consideration economical, social and cultural factors would be a mistake. There should not be just one method of delivery, but maybe a “cocktail of choices” that fits each particular region's needs. Geography, infrastructure, financing, culture and learning styles will have an impact on what delivery methods should and can be utilized.


text:
Talk:Instructional Technology/Distance Education

definition added 3/31/05 wpritchard

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


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Radiation Oncology/Survival curve terminology

Definitions of terminology used in reporting cancer survival statistics. (NOTE: different authors may use varying definitions. Examples of trials using certain definitions are given for the purpose of comparison.)

Survival statistics

 * Overall survival (OS)
 * From date of diagnosis until death from any cause.
 * Disease-free survival (DFS)
 * From date of diagnosis until date of first recurrence, locoregional or systemic. All other events were censored.
 * Events are death or recurrence.
 * May also include second primary tumors (NSABP B-04).
 * Only includes pts who reached a CR at the end of treatment.
 * Local-recurrence-free survival
 * Locoregional recurrence-free survival
 * 1) survival free of an isolated locoregional recurrence at a minimum of 6 months before a systemic event, or 2) survival free of locoregional recurrence occurring at any time before systemic recurrence. Other events were censored.
 * Event-free survival
 * From date of diagnosis until 1) locoregional or systemic recurrence, 2) second malignancy, or 3) death from any cause
 * 1) disease progression or relapse, institution of new unplanned anticancer treatment, or death from any cause

 * Disease-specific survival
 * From diagnosis until death due to the cancer (with or without a prior known date of locoregional or systemic relapse). All other causes of death censored.
 * Metastasis-free survival
 * Relapse-free survival (RFS)
 * Includes any recurrence. Does not include death (i.e., deaths are censored). May also include a contralateral breast cancer that is deemed a recurrence of the primary tumor (NSABP B-04).
 * Progression-free survival (PFS)
 * Same as EFS except late deaths not related to cancer or its treatment were excluded. 1) disease progression or relapse, institution of new unplanned anticancer treatment, or death related to disease

 * Systemic disease-free survival
 * From date of diagnosis until date of first systemic recurrence, including: 1) systemic recurrence outside the locoregional area at any time before or after locoregional relapse, 2) systemic recurrence with or without locoregional relapse, or 3) death from cancer with no information on systemic recurrence. (All other causes of death were censored.)

 * Freedom from progression (FFP)
 * Until first treatment failure. Includes failure to achieve CR (as opposed to RFS). Does not include deaths.

Tumor response

 * CR - complete response
 * CRu - complete response (undocumented)
 * PR - partial response
 * Stable disease
 * Progressive disease


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Movie Making Manual/Release Form

RELEASE FORM

I, hereby confirm the consent therefore given you with respect to your photographing me in connection with the DVD, and I hereby grant to you, your successors, assigns and licenses the perpetual right to use, in any manner or in any media currently existing or which may be developed in the future, as they may desire, all video, still and motion pictures and sound track recordings and records which you may make of me or of my voice, and the right to use my name or likeness in or in connection with the exhibition, advertising, or any other use of such motion picture or recording.

I understand that I might not be provided with a copy of the film on DVD for my personal use only. I will not seek compensation from the creators/producers for my involvement in this project. I will not sell said copy or use it for any commercial purposes such as broadcasting, streaming online or Home Video-DVD releases.

I also understand that it takes a significant amount of time to complete a film – and in some cases projects are abandoned and not completed at all. If the filmmaker has promised a tape of the film I agree to allow a reasonable amount of time to elapse after the performance for completion. I agree that should the DVD not be completed I will take no action against creators/producers.

 * Signature    : _______________________________
 * Name (Print) : _____________________________
 * Phone Number : ___________________________              E-mail:________________________

 * Date         : _____________

release form revised 11/05/09

/Actors /Production /Contracts and law

title: Movie Making Manual/Release Form


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Robotics/Papers

This section list sites that carry papers on various subjects relevant to robotics.

cs.conncoll.edu/Parker/_papers.html
 * Co-Evolving Team Capture Strategies for Dissimilar Robots
 * Fitness Biasing to Produce Adaptive Gaits for Hexapod Robots
 * Competing Sample Sizes for the Co-Evolution of Heterogeneous Agents
 * Partial Recombination for the Co-Evolution of Model Parameters
 * Varying Sample Sizes for the Co-Evolution of Heterogeneous Agents
 * Punctuated Anytime Learning for Evolving Multi-Agent Capture Strategies
 * Cyclic Genetic Algorithms for Evolving Multi-Loop Control Programs
 * Continuous Power Supply for a Robot Colony
 * Comparison of Sampling Sizes for the Co-Evolution of Cooperative Agents
 * Evolving Towers in a 3-Dimensional Simulated Environment
 * Evolving Neural Networks for Hexapod Leg Controllers
 * Learning Adaptive Leg Cycles Using Fitness Biasing
 * Cyclic Genetic Algorithms for Stiquito Locomotion
 * Evolving Gaits for the Lynxmotion Hexapod II Robot
 * Sampling the Nature of a Population: Punctuated Anytime Learning for Co-Evolving a Team
 * Punctuated Anytime Learning for Hexapod Gait Generation
 * Learning Area Coverage Using the Co-Evolution of Model Parameters
 * Evolving Neural Network Controllers to Produce Leg Cycles for Gait Generation
 * Punctuated Anytime Learning for Evolving a Team
 * Evolving Cyclic Control for a Hexapod Robot Performing Area Coverage
 * The Incremental Evolution of Gaits for Hexapod Robots
 * Gait Evolution for a Hexapod Robot
 * Learning Control Cycles for Area Coverage with Cyclic Genetic Algorithms
 * Co-Evolving Model Parameters for Anytime Learning in Evolutionary Robotics
 * Evolving Leg Cycles to Produce Hexapod Gaits
 * Punctuated Anytime Learning for Evolutionary Robotics
 * The Co-Evolution of Model Parameters and Control Programs in Evolutionary Robotics
 * Adaptive Hexapod Gait Control Using Anytime Learning with Fitness Biasing
 * Generating Arachnid Robot Gaits with Cyclic Genetic Algorithms
 * Locomotion Control Cycles Adapted for Disabilities in Hexapod Robots
 * Metachronal Wave Gait Generation for Hexapod Robots
 * Evolving Hexapod Gaits Using a Cyclic Genetic Algorithm
 * Learning Gaits for the Stiquito
 * Using Cyclic Genetic Algorithms to Reconfigure Hardware Controllers for Robots
 * Cyclic Genetic Algorithms for the Locomotion of Hexapod Robots
 * Genetic Algorithms for the Development of Real-Time Multi-Heuristic Search Strategies

title: Robotics/Papers


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User talk:61.229.201.131

 * Dear Roxane,
 * Indeed it is very nice to meet you, as it is all Wikibookians and potential Wikibookians.
 * May I suggest you use the sandbox next time you want to experiment? It's on the main page. I'll give you the link here: Sandbox.
 * I would be interested to know what you know about the CFA and who they are and what they do.
 * Regards, --EuropracBHIT 07:58, 1 Apr 2005 (UTC).

title: User talk:61.229.201.131


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Wikijunior:Solar System/About gravity, mass, and weight

Please see About weight and gravity for an alternate version of this module.

Do you know your weight in kilograms or pounds? On Earth, your weight is a number. If you are heavier, then this number is larger. If you go to the moon, or to a space station, is this number the same? Some people say that it is the same, and some people say that it is different. To understand why, you need to know about gravity, mass, and weight.

Mass
Like many words, the word weight can have several different meanings. One meaning of weight is called mass. The word "mass" is used in astronomy and other parts of science.

The mass of an object is simply the amount of material the object is made of. The more material the object is made of, the more mass it has. Things that have a big mass are harder to move and harder to stop than objects with just a little bit of mass. So an empty box (with only air inside) is easier to move than a box filled with books. The box with books has more material, and so more mass, than the empty box.

Our mass is a number for how much stuff there is in our body. That is, if we grow, adding more cells to our body, or retaining more body fat or increasing how big our muscles are, our mass will increase; the number for your mass becomes larger. If we start a diet, and reduce how much fat is kept by our body, the number for our mass becomes smaller. In countries that use the metric system, also called the "Le Système International d'Unités" or SI, the units of mass used for the weight of people is often kilograms (kg).

Suppose that a child has a mass of 40 kg. Now suppose the child goes to the moon or to a space station, but does not change in body composition. Then the number for how much stuff the body has does not change. The child's mass on the moon or at a space station is 40 kg.

Our mass on any planet on the solar system (Jupiter, Venus, Earth, or anywhere else) is the same. But if we step on a scale, the reading will be different on all of these planets, because a scale measures weight, not mass, and weight depends on gravity as well as on mass.

Gravity
There is another meaning of weight, called "force of gravity". The word "weight" can mean one of two things, "mass" or "force of gravity". But what is "gravity"?

Suppose we jump into the air. We cannot fly, but instead we fall and land on the ground. There is a force which pulls us to the ground. This force is called gravity. The Earth makes gravity, so every time that we jump, we will land on Earth again, because the Earth's gravity pulls us, and we are not strong enough to jump fast enough to escape that gravity.

Which objects make gravity? To make significant gravity, an object must have a very large number for mass. A child may only be 40 kg. The Earth's mass is about 6 million billion billion kg. (That's six followed by twenty-four zeros). The Earth has enough mass to make us fall, as quickly as we do, when we jump.

All things with mass make gravity and attract one another. The more mass an object has, the more it attracts other objects toward it. So while the Earth pulls on a child, the child also pulls on the Earth. The force on the child is the same as the force on the earth. Because the earth is so massive, that force moves it very little. If we could look very closely, though, we would see that when the child jumps, the Earth is pushed away by the force of the child's legs, a very small distance, mostly it's the child who moves. And then, when the child falls, the Earth also "falls" just a little bit toward the child.

Everything with mass makes gravity. When we are on Earth, the moon, the other planets, and the sun are far away, and the force of gravity gets smaller with distance, so we land on Earth again. (Gravity pulls us towards the center of any massive object. Because we are so close to the center of the Earth, compared to the center of other planets and the Sun, we are mostly pulled toward the center of the Earth when we are on the Earth. Gravity would pull us towards the center of the Venus, or any planet, if we were on the Venus or another planet.)

Suppose we went to the moon. Now the Earth is too far away to have much effect on how we would fall. If we jump from the moon, we will land on the moon again. The mass of the moon is about 70 thousand billion billion kg. This is much less than the mass of the Earth, 81 Moons would have as much mass as the Earth.

The force of gravity varies directly with the two masses that we consider, multiplied together. If we are jumping on the moon, our mass would be the same as on the Earth, but the mass of the Earth is 81 times that of the Moon, so the attractive force, if we were at the same distance from the center of the Earth or Moon, would be 1/81 as great for the Moon as for the Earth. Because the Moon is smaller, though, we are closer to the center, and the gravity on the Moon's surface is about one sixth that of the gravity on the surface of the Earth.

To describe how gravity changes with distance is a little more complicated. If we divide the distance by two, we will increase the force by two times two, or four. That's said this way: "The force of gravity varies with the inverse square of the distance." When the distance is large, a little change in distance makes almost no change in the force of gravity, but the change in gravity from moving from a beach near the ocean to the top of a mountain can be measured. It's not enough to notice just from how it feels to jump!

Force
Gravity exerts a force and that force may be measured in units called "newtons." The force on a mass exerted by gravity will vary with the mass and how strong the gravity is where the mass is located. If we double the mass we will double the force.

However, when we push on an object that is free to move, that object will start to move in the direction we push. How fast it moves depends on three things: how hard we push, the mass of the object, and how long we push.

The more massive the object, the slower will be its response to our pushing. The result is that, although the force of gravity increases with mass, the motion decreases with mass, and these two effects cancel each other out.

So how fast things fall doesn't change with the mass. However, other things may change it, especially friction or air resistance.

A cannonball is pulled more strongly by gravity than a ball-bearing, but it has more mass and takes more effort to start moving. A ball-bearing has less mass, but takes less effort to start moving. Both then take the same amount of time to roll down a ramp, and perhaps you have seen or will see a demonstration of something like this.

Why, then, does something like a feather or piece of paper take so much longer to fall to the ground than a cannonball? This is because the resistance from the air in which they are falling is much greater for the feather or paper than for the cannonball. The resistance is a force opposite in direction to the motion, so it reduces the net force on the object.

(Gravity is always attracting us to the center of the Earth. Even when we are standing on the ground. The ground resists the force of gravity, pushing back up with an equal and opposite force, so we stay put.)

What happens, then, if there is no air? In 1971, astronaut David Scott visited the Moon, where there is no air. He held a feather and hammer, each in one hand, and then dropped them at the same time. They both hit the surface of the moon, also at the same time.

A table showing how gravity changes what happens elsewhere
If we were able to travel to another world, like the astronauts of the Apollo lunar exploration crews, there are a number of things that we would notice that are different from what you would experience on the Earth. There are also some things that would be just the same.

The following is a table regarding what kinds of experiences, if we weigh 40 kg. on Earth, would have if we visited different planets or moons in the Solar System:

In a pressurized chamber like a huge domed city, on the Moon, we would be able to put on wings and flap our arms to fly like birds do here on the Earth. Human powered flight is almost impossible here on the Earth because humans weigh too much here.

Phobos is one of the moons of Mars, and is so tiny that the gravity is very low. For example, if we kicked a ball really hard it could leave Phobos completely and go into orbit as a separate object orbiting Mars. Jumping up would take several minutes before the gravity would pull us back down, so we could jump over a mountain on that moon of Mars if we wanted to.

Of all the objects in the Solar System with a "solid" surface that we could walk on, the Earth has the strongest gravity. Jupiter and Saturn may have stronger gravity, but there is nothing we can say is a "solid" surface to walk on. There may be planets that are larger than the Earth with a solid surface, but they are not found in our Solar System. (However, if there were a floating platform on Jupiter or Saturn, we could walk on it, but it would be difficult, we'd weigh so much.)


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Talk:Blender 3D: Noob to Pro/Mesh Modeling

=Useful?= If you're new to the Blender, do you find this exercise useful? Please let me know, thank you. --Spiderworm 14:20, 1 Apr 2005 (UTC)

I thought your explanation was clear and concise. --marytee

I found it useful, helps understanding of what's going on with mesh modeling :) --rushton

Very useful piece, made the differences between edge/face/vertex quite clear. --adam

Couldn't have been better. It gives a very good idea of how 3D modeling works for someone who has little knowledge of it. --matt

Important difference in who you want to reach
Okay, I must say that I found this very interesting. I can accept that some people won't get the explanation because there aren't any images with it. You might put a few images as a reference, at then end or the beginning of this document. Only there, I believe it would interfere with this perfectly written text otherwise.

What I also think, is that you ask your question a little bit vague. I am a semi-n00b to rendering, I'm a student in architecture, so I know programs like sketchup etc. And out of personal interest I too, know programs like Cinema4D, VectorWorks & some Bentley systems programs (just basic introductions to them, I have had).

It is boring as hell for those who know it, and rather difficult to understand for those who know nothing about it, they don't have time to put in their heads ;-).

But, I must say, that is written very well, and for me, it was plain old perfect :-D

thank for the tut btw

MADnificent (at gmail.com)

--I've been rendering for a good few years in 3ds max now, and I'm looking at Blender to teach as a free alternative. I think your explanation is excellent, I'll probably be using it to demonstrate principles to students some time soon. --Will S

++I think that this exercise is useful for remembering how a model is built up it is quite helpful - even if I already knew some of it!

Thanks for the excellent Tutorial.

--Joel

Simple and concise
This is a good concise explanation of Mesh Modeling

Great Tutorial
Very easy to follow.

--Ummon

Plural of vertex
While the Webster certainly knows vertices as plural of vertex, it also (and firstly) mentions vertexes.

--- The commonly used mathematical term for the plural of vertex is vertices.

--Ummon

3 dots 'roughly in the shape of a triangle'
What does this mean? Unless they are collinear, 3 dots define a non-degenerate triangle. Does it mean equilateral triangle?

--Ummon

It is most likely there to make sure no one puts the dots in a straight line.

Derekristow


text:
Cookbook:Goulash Soup

| Austrian Cuisine

The Austrian version of the Goulash soup is an easy to prepare, inexpensive, tasty and filling dish well suited for cold winter days. This thick, sweet-spicy soup of Hungarian origin is served in inns and restaurants across Austria.

The key ingredient for goulash soup is a good quantity of sweet paprika powder. It is important not to use hot paprika, as this would make the soup too spicy and of the wrong consistency. Sweet paprika can be obtained from Polish or central European delis and specialist supermarkets. It is normally sold in 250 g sachets. For the authentic taste, the vinegar, caraway seeds and marjoram are indispensable. Thyme and tomato puree can be left out if unavailable.

Ingredients

 * 500 g lean beef
 * 2 large onions
 * 2 large potatoes, peeled
 * 2 tbsp vegetable oil
 * 3 tbsp powdered sweet paprika
 * 1 tsp powdered hot paprika
 * 1 tsp caraway seeds
 * 1 tsp thyme (fresh or dried)
 * 1 bay leaf
 * 1 tsp marjoram (fresh or dried)
 * ½ cup tomato puree
 * 50 ml white vinegar
 * 1 L beef stock or 2 stock cubes dissolved in 1 L of water.
 * black pepper

Procedure

 * 1) Cut the beef and potatoes into 1.5 cm cubes. Cut the caraway seeds into rough chunks with a kitchen knife. Chop onions into thin slices. Warm the beef stock.
 * 2) Heat 1 tbsp of oil in a cooking pan to medium/high heat. Fry the beef cubes until medium brown and crispy, remove and drain on a kitchen towel.
 * 3) Turn to medium heat. Add another tbsp of vegetable oil and roast the caraway seeds for 1 min. Add the onions and turn to low heat. Gently cook the onions until they turn yellowish.
 * 4) Add the beef cubes and cook for another 2 min. Slowly add the vinegar, beef stock, potatoes and tomato puree. Add the sweet paprika, and stir well to disperse clumps.
 * 5) Season with marjoram, thyme, hot paprika, the bay leaf and a pinch of black pepper. Simmer for 30 minutes.

Notes, tips, and variations

 * Garnish each dish with a tbsp of sour cream or creme fraiche and sprinkle with freshly-cut chives before serving.
 * Add 100 ml red wine after frying beef/onions.
 * For a more nutritious meal, fry 2 green peppers, 3 tomatoes, 1 carrot, and 1 leek (all chopped) with the onions.

title: Cookbook:Goulash Soup


text:
J2ME Programming/Contributing

Hint: Keep this page open for cut/copy/paste.

Attribution
Consider creating an account in Wikibooks, its easy and free. You are only requested for a user name and a password. After logging in your contributions are assigned to a name instead of your IP address. It has other benefits see the page Why create an account? from Wikipedia.

Heading
All Pages should have a heading like this:

List of templates for this wikibook
This is list of templates for the J2ME Programming wikibook:

 * Language elements:
 * External links:
 * Cite web - Citing a web reference
 * Navigation:
 * Template:J2ME Navigation one deep

title: J2ME Programming/Contributing


text:
Talk:Marine Aquaria

Right now we should be looking at topology of this document. I don't think the structure is mature enough to start throwing a lot of content into it.

Agreed, but the 'what is a reef aquarium' is good as a first section. I think content can start to be added here. I'll prime it with a basic definition first.--ChrisJMoor 00:55, 23 December 2005 (UTC)

I've started adding more information to this book.

Marine Science 101 should not be very in depth, but should cover some of the basic ideas that relate to fishkeeping so that you have a bit of scientific understanding of why you shouldn't overcrowd, or what's in the water and what don't you want in it, and other things of that nature. Purely introductory level, but I believe that it is important to give aquarists this kind of background knowledge.

BTW, as I go through this, there are many places where I have little experience, so as I edit there will be some parts that should still be fleshed out by others. MiltonT 04:27, 22 September 2006 (UTC)

I changed it to Marine Aquaria because I believe that Reef aquaria, although an important subset, excludes other smaller topics that are not extremely different. MiltonT 13:02, 22 September 2006 (UTC)

title: Talk:Marine Aquaria


text:
Cookbook:Jambalaya I

| Meat Recipes | North American cuisines | United States cuisine | Cajun cuisine

Jambalaya, one of Louisiana's most famous dishes, is rooted in Spanish and French cuisine and is the New World version of paella.

Jambalaya originated in the French Quarter of New Orleans. It was the accidental result of Spaniards attempting to make paella in the New World where saffron was not readily available due to import costs. Consequently, tomatoes became the substitute for saffron.

As time went on, French influence became strong in New Orleans, and spices from the Caribbean changed this New World paella into a unique dish. In modern Louisiana, the dish has evolved into many variations but primarily there are two types of Jambalaya: Creole and Cajun.

Creole Jambalaya, also called red Jambalaya, is found primarily in and around New Orleans and is made with tomatoes which make it red. Cajun Jambalaya, which has no tomatoes, originated in Louisiana's rural, low-lying swamp country. It has a distinct smokey flavor and brown color, the result of browning the meat in a cast iron pot. Both versions can contain virtually any kind of meat and/or seafood but crayfish (called crawfish in Louisiana) is a popular inclusion.

This famous dish is surprisingly simple to prepare and works well as an everyday meal. The below Creole Jambalaya recipe includes poultry and canned tomatoes.

Ingredients

 * 1 bay leaf
 * ½ teaspoon savory
 * ½ teaspoon salt
 * 1 teaspoon dried basil
 * 1 teaspoon thyme
 * 1½ teaspoons cumin
 * ⅓ cup chopped celery
 * ½ tablespoon butter
 * 14.5 ounces (411 g) canned tomatoes, diced or torn apart
 * ⅔ cup long-grain rice
 * 1½ cups chicken broth
 * 2 cups cooked and chopped turkey or chicken
 * 1 small can of sliced mushrooms (optional), drained

Procedure

 * 1) Mix the salt, savory, basil, thyme, and cumin together, then grind them to a powder.
 * 2) Prepare the canned tomatoes: tear them up, remove the stem ends, remove the seeds, etc. Keep the juice.
 * 3) Heat a wide pan with a lid. Lightly fry the celery in the butter. Soften the celery but do not brown it.
 * 4) Add everything to the pan. You can add the basil, meat, and mushrooms later if you prefer.
 * 5) Bring to a boil, then cover and simmer for about 20 minutes. The rice will absorb the liquid.
 * 6) Discard the bay leaf.

title: Cookbook:Jambalaya I


text:
Cookbook:Bay Leaf

Bay leaves are the aromatic leaves of several species of the laurel family. They are used in cooking for their distinctive flavor and fragrance.

Characteristics
Bay leaves are elongated with a pointed tip, and they are fairly sturdy.

The spice has a few compounds that give it its characteristic flavor. The dominant flavor comes from cineole, which has a cooling eucalyptus flavor. It also has clove-like eugenol, and other notes of citrus and pine. When cooking, the most immediate flavors will be of the cooler eucalyptus, while prolonged gradual cooking is required to extract the more warming and subtle flavors. The flavors are also more soluble in fat and alcohol, so warming the leaf in oil helps bring them out.

Bay leaf is commonly used whole, but it may be ground up to include in spice blends. Note that doing so will make the flavor more pungent due to the increased surface area.

Varieties
There are several varieties of bay leaf. Most recipes in English use the term "bay leaf" to mean the Mediterranean bay leaf unless otherwise specified.

Mediterranean bay leaf: from the bay laurel or "true/sweet laurel", Laurus nobilis; often used to flavor soups, stews, and braises and pâtés in French and Mediterranean cuisines.

California bay leaf: from Umbellularia californica, also known as "California laurel", "Oregon myrtle", and "pepperwood"; similar to the Mediterranean bay, but with a much stronger flavor that makes the two not interchangeable.

Indian bay leaf (tej pat): from Cinnamomum tejpata; has three veins running down the leaf; similar in fragrance and taste to cinnamon bark, but milder; culinarily quite different from the other bay leaves.

Indonesian bay leaf (daun salam): dried leaf of Syzygium polyanthum; there is no good substitute for this leaf in cooking.

Selection and storage
Unlike some other herbs, the bay leaf is not negatively affected by drying—in fact, this reduces its slight bitterness —and it is most available in this form. They should be kept in an airtight container away from light and heat, where the will keep for about a year. To extend their shelf life, they can also be store in the freezer. Expired bay leaves will lose their aromatic characteristics.

If you do get your hands on fresh bay leaves, they can be kept in the freezer. In the United States, fresh bay leaves are usually California bay leaves, so make sure that's the variety you want if purchasing.

Use
In French cooking, bay leaf is included in the traditional bouquet garni. It pairs nicely with warming flavors like clove and cinnamon to season meat—it is used this way in garam masala.   Using bay leaf in sweet preparations is less common but not unheard of, and it has historically been used to flavor custards.

title: Cookbook:Bay Leaf


text:
User:Rwcitek~enwikibooks

Nothing exciting here, folks. Move along.

title: User:Rwcitek~enwikibooks


text:
Homeopathy/Materia Medica

Unlike Allopathic Medicine Homeopathy does not advise the use of Specific medicine for diseases,however in this section medicines are arranged under disease headings for brevity and ease of understanding.

Adenoids
Calcium phosphate (Ca3(PO4)2) is the prime Homeopathic medicine for the treatment of Adenoids. Another remedy used by the old German doctors was calcium iodide (CaI2). Both of these medicines are given in lower potencies especially 6X. When Adenoids occur following vaccination the indicated medicine is Thuja in high potencies. A common strategy is to give calcium phosphate or 4 tablets twice daily and Thuja twice weekly.

Anemia
Schuessler recommends the use of calcium phosphate for Green sickness in young girls.Vineger, Pickles, And Lemons should be proscribed if their use in subjects is very high.

In persons lacking intellect can try Baryta Carb 200 once a day but in homoeopathy totality of symptoms count so it is advisable to take proper Homoeopathic consultation.

Arteriosclerosis
Homeopaths believe that the common milk thistle (Silybum marianum), which they call Carduus Marianus, can cure arteriosclerosis. The dose is 5 drops of Tincture thrice daily. Free use of Olive oil should be encouraged in such patients. The most effective to remove blockages of the arteries has been and still is Crataegus Q, taking several drops, 3 to 5 times daily over at least 6 months. another remadies baryta muriaticum and baryta carbonica(both in 30 and 200 potencies) are nearly specific for this condition especially in eiderly.

Asthma
it surly cure by        1.blata orien mother tincture 3month 2.senega 200 BD/4glbs        3month

title: Homeopathy/Materia Medica


text:
Talk:Never Used a Computer

Never Used a Computer
I've moved this back here. This book is about flat-out basics for absolute beginners. For a more specific tutorial on Windows XP, I've left the book Windows XP for Beginners as a separate project. -- Klafubra 23:34, 1 Apr 2005 (UTC)

As a passing comment, it may be worthwhile to have a section on how to explore in a computer. In the limited sample of my family members and friends, those that are computer illiterate are most afraid of breaking the computer, which makes them afraid to try out new things. I'd argue that the ability to explore a computer on your own is a key skill to get anywhere in using a computer. The section could have some info like what is safe to do, what you should avoid doing, ways to try out things if you don't know what they do, etc.

--Naerbnic 21:54, 1 Feb 2005 (UTC)

Help my bewk. We could be 1337 together. ^_^;; --Cyberman 04:02, 7 Feb 2005 (UTC)

Naerbnic - That's a great idea. I'll try to fit it in somewhere sometime. Cyberman - I'm kind of busy with my book, but I'll check yours out and see if I can add anything. By the way, I know nothing about A+ cerfification. :-)

--Kram 23:05, 8 Feb 2005 (UTC)

Ok, I wrote a bit on web browsing, but there is a paradox here. If the poor computer-illiterate doesn't even know how to browse the web, how are they even reading this book anyway?! I think wikibooks really needs an easy way to export PDFs or something, books like this one can be printed and given out to under-developed countries etc.

--Sideris 18:29, 10 Feb 2005 (UTC)

First of all Sideris, you should move your bit on web browsing to the actual chapter instead of the TOC. Also, I copied the text from the website, put it in OOo Writer, and exported it as a pdf. This worked okay, but it would be better if there was a program that would take the source for the wikibook and make a pdf out of it.

--Kram 17:09, 11 Feb 2005 (UTC)

Yes, sorry I put it in the TOC, it was a moment of confusion :-) I will move it when I find some free time. About printing: it is easy to print one-page articles from wikipedia in the way you described, but the structure that wikibooks follow would make printing one whole wikibook very tedious. You need a program for that (and again, if I find the time, I'll sit down and write it myself!)

--Sideris 11:54, 14 Feb 2005 (UTC)

Paradox
I agree with kram that there is a paradox here - how can a person who doesn't "know how to move a mouse" browse through this?

Windows XP for Beginners
I moved this here because: almost all new computer users will have Windows XP, it is impossible to accurately teach several operating systems, and it's almost all Windows XP stuff anyway.--Naryathegreat 01:12, 23 Feb 2005 (UTC)

 * Also, do you really think that anyone who is new to computers would use Linux, I mean, come on, get serious- new users dont go out and buy Linux, period.--Naryathegreat 01:19, 23 Feb 2005 (UTC)

 * They don't go out and buy any OS, period. They do get Linux on the $199 Walmart computers though, and they get MacOS X on Macs.

 * Okay, smartguy, yes, they do buy an OS sometimes, but no, not when getting a computer. And no one who buys that $199 computer with linux will be happy they did-they are bad for new users, period.  And there's a reason you never see REAL books about all kinds of different OS's, for instance, maybe you might see Mac OS X and Windows, but you can't describe how to use the trillion plus linux os's in one book (well, since they all are just Windows 98-GUI clones, maybe you can).--Naryathegreat 04:35, 23 Feb 2005 (UTC)

 * I don't see why you think so. Maybe you would not like a Linux computer. Somebody expecting to run a particular Windows-only game will of course be unhappy. The modern Linux box can do all the basic grandma tasks though. If you're thinking about the command line (like a fancy DOS box, ugh), you haven't seen a modern end-user-oriented Linux distribution.

 * It may be news to you, but many people only use the web browser. Consider that this provides email access, online tax prep, all the forums one could want, flash-based games for the grandkids, wikipedia, and so on. Linux boxes even continue functioning long after they are purchased, while Windows boxes are often replaced because of spyware-related slowdowns and crashes. AlbertCahalan 22:19, 23 Feb 2005 (UTC)

I'm okay with the name change, but there is some Linux information in the book already. Should it be removed? --Kram 21:01, 23 Feb 2005 (UTC)

 * If this book aims to about Windows XP, then anything not about windows xp should not be here. So I deleted a section on creating symbolic links in linux. Delete any more if you find 'em. Reub2000 01:48, 1 Mar 2005 (UTC)

At least until someone creates a Linux for Beginners. I'm sorry I changed it without saying anything, but to me it just seemed common sense. If I offended someone, I'm sorry.--Naryathegreat 23:35, 23 Feb 2005 (UTC)

I don't think the change by Naryathegreat was a good idea. I would like to change it back to Never Used a Computer. Here is why:

 * Windows XP will be obsolete in a few years. It would be nice to make this book a bit more generic and future proof.

 * This books includes info about hardware, as it should. Absolute beginners need to be informed about hardware just as much as software. They also find it hard to distinguish between hardware and software, so both should be included in the same book.

 * There is a lot more to computers than just the operating system. The info on the internet is totally independent of the operating system.

 * Naryathegreat says it is impossible to accurately teach several operating systems. As the original name implied, the book is meant for absolute square-one beginners. They don't need to be taught accurately about any operating system. They only need to know the very basics, which are similar enough for XP, Linux and MacOS.  It is not hard to include supplementary info where there are differences. Why do we need to exclude non-Windows users categorically if they can be catered for with little effort?

 * Naryathegreat says almost all new computer users will have Windows XP. What he has failed to ask is whether people reading this book will have Windows XP. People in developing nations will find this book more useful than people in the West who can afford tutorials. We should also aim this book at the vast population in developing nations purchasing the "100 dollar PC" over the next few years, most likely a Linux PC.

 * Naryathegreat says it's almost all Windows XP stuff anyway. Not it's not. There is a large section on hardware and the internet in general, and some users are already trying to delete the section because of the name.

I have nothing against a book called Windows XP for Beginners and Intermediates but this does not seem to be the intention of this book. -- Klafubra 18:33, 1 Apr 2005 (UTC)

Organizing the book
Hi there, you have a nice book that grows well. I'd like to suggest two things: Windows XP for Beginners/Introduction Windows XP for Beginners/Buying A Computer Windows XP for Beginners/Flat Out Basics and so on. (You can move pages easily with the "move" command on top of the page, once you are logged in). If you need any help or advice, just ask. --Andreas 20:05, 20 Mar 2005 (UTC)
 * 1) On the main page, you don't have to put links to subpages into sections . It just invites people to click on the "edit" button to the right and put their information to the wrong place, and you have to write this "If you want to add stuff, click on the chapter please!" line, which, frankly, I have not seen on other Wikibooks. Why? Because they don't use headings for links. Have a look at these simple examples: Hamster Care, How To Build A Computer, CPAM with TWW, ...
 * 2) There are several ways to organize books (see the current discussion at Hierarchy naming scheme), but I would recommend you to change to a more standardized delimiter, using either ":" or "/". The latter (subpages via "/") will give you the additional benefit of an autmatic link back to the main page of your book. Your subpages would then be organized as

Thanks Andreas, I think I'll fix the layout right now. --Kram 15:53, 21 Mar 2005 (UTC)

 * On the How To Build A Computer wikibook, we have a simplified TOC, then a link to the more complete TOC. I think that would be a good idea for this book too. Reub2000 22:43, 31 Mar 2005 (UTC)

Removal of Computer Buying 101 Chapter
Since it's about XP, and not Computer Buying 101, I believe the "Buying a Computer" section isn't really appropriate for this book. --icez

This book was originally for people who never used a computer. Naryathegreat then insisted on calling it Windows XP for Beginners. I do think it is appropriate to include hardware because a) beginners find it hard to distingush between hardware and software b) beginners will find the information very useful. Klafubra 17:56, 1 Apr 2005 (UTC)

title: Talk:Never Used a Computer


text:
User talk:Jobarts~enwikibooks

Please post any comments on Wikipedia:User Talk:Jobarts.

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Jobarts. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jobarts~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:17, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:05, 19 April 2015 (UTC)

title: User talk:Jobarts~enwikibooks


text: Template:KP

title: Template:KP


text:
Template:Dichotomous Key

Usage
All fields are optional.

Example
The following creates the infobox you see at the right.

title: Template:Dichotomous Key


text:
Note Taking

Note taking is an important part of many academic subjects. This wikibook describes the different types of note taking that exists, and how they can be used. Just like any other wikibooks, feel free to modify or add anything you might think would benefit.

Contents

 * /Basic Formatting/
 * /Specific Formatting/
 * /Two-column Method/
 * /REAP Strategy/
 * /Outline Format/
 * /FORM Strategy/
 * /Topic and Concept Cards/
 * /Mind Mapping/
 * /Alternate Formats/
 * /Note-taking on a computer/

Book Information

 * I created a few images for some formats, which are all created by me, and published without restrictions as public domain. The "paper" is available from http://icez.org:81/res/paper.png 68.3.56.121 17:57, 18 July 2006 (UTC)

Prendere appunti

title: Note Taking


text:
Cookbook:Mandoline

A mandoline is a device for making even slices. It is composed of a fixed, horizontal, blade mounted slightly above a platform. Food is slid across the platform, and a slice is removed from the bottom. Higher-quality mandolines have adjustable cutting thicknesses, and/or interchangeable blades for julienne or waffle cut.

Mandolines (or their close cousins, the "V"-slicer and mandolin) are the most efficient manual method to slice large quantities of firm vegetables - such as potatoes, squash, yams, or carrots - into regular pieces. Some brands come with vertical blades as well for cutting French fries or julienne strips.

Warning
Mandolines (or their close cousins, the "V"-slicer and mandolin) are the most efficient manual method to slice your hand. Higher-quality mandolines allow for adjustable injury.

title: Cookbook:Mandoline


text: Template:KPsubpC

title: Template:KPsubpC


text:
User talk:64.178.101.248

How much palm oil in the Cookbook:Bobó de Camarao recipe?

title: User talk:64.178.101.248


text:
Cookbook talk:Deep Fat Frying

Hi I'm trying to find out if deep-frying will leach beneficial oil out of fish?

 * Coat the fish, as in the Fried Fish recipe, and there's no way the fish oils could leak out. Uncoated fish would probably fall apart anyway.

--- In regards to the food poisoning: If you let bacteria/organisms grow in the oil, and then you heat the oil to over 300 degrees farenheit, won't that kill/neutralize all the dangerous organisms? -Chris W.

 * My understanding is that the primary concern is with the breakdown of the oil more than with bacterial growth. However, oil reuse is the norm; you can detect rancid oil quite easily by smell, and just discard it when that time comes. To prevent rancidity, filter the oil before storage. I'm looking for hard sources on this, though, before putting it out there as more than just one of several sides of the argument.

--Mac Frazier 23:13, 26 August 2006 (UTC)

title: Cookbook talk:Deep Fat Frying


text:
User:Chrismo~enwikibooks

I'm the same Chrismo as on wikipedia. See my user page there for more details.

title: User:Chrismo~enwikibooks


text:
Dichotomous Key/Hominidae

1

 * Comparative length of fore- and hindlimbs
 * Forelimbs longer - ../Ponginae/
 * Hindlimbs longer - ../Homininae/

title: Dichotomous Key/Hominidae


text:
Talk:Blender 3D: Noob to Pro/Asking for Help

=discuss!= The link to the Blender 2.3 book is pointing to the store. But that book has been made available online Ref: http://www.blender.org/cms/Documentation.628.0.html. But I am wondering whether the link should be left as such considering the few bucks the blender foundation could potentially gain. I surely want to help these guys for producing the terrific software. But I can't right now. Hence this dilemma.

I just updated the link to the Windows installer, but should we even be linking directly to the files on this page? Maybe it shoud just link directly to the download page? -- Shawn Fumo

Use these discussion pages when you run into a problem with these tutorials. --Spiderworm 16:29, 2 Apr 2005 (UTC)

Blender runs really slowly for me even though I have a revelitivly fast computer. Is it because I dont have Python instaled or somthing else?
 * Answer on my talkpage on wikipedia please. I'll most likely notice it there.


text:
Dichotomous Key/Homininae

1

 * Method of locomotion
 * Upright walking - Homo sapiens
 * Knuckle-walking - 2

2

 * Social structure
 * One male with many females - Gorilla
 * Many males and many females - Pan

title: Dichotomous Key/Homininae


text: Template:Adjacent keys

title: Template:Adjacent keys


text:
Talk:Blender 3D: Noob to Pro/Detailing Your Simple Person 1

I had to look for a while to find the set smooth button, it would be nice to give a description of where it is such as "in the 'Link and Materials' group of the button window." --Kevin

When I use the setsurf command only the lower part of the first created leg is smoothed out -- I feel as though I followed the instructions well to this point so I'm a bit puzzled. --Travis

Annoyances
My mans head appears to be a seperate entity from the model itself. How do I merge it with the model so I can proceed? I succeeded once, but the guy just turned into circles and wouldn't turn into one smoothed surface like it should.

A Strange Error...
When I used the setsurf, I had two small problems. My model had a bump on its arm, which I realized was caused by some extra edges that had somehow been accidentaly created and become attached, and were warping the arm out of shape. That was easy to fix - I jsut deleted the edges. But I've also had another problem I haven't been able to solve yet - one of the arms didn't become rounded - it just ends in a flat circle, although the edge is smoothed. Does anyone have any idea why this could have happened, or what I can do about it? I know it's not that important, but now I'm curious! Oracleoftruth 05:56, Jun 9, 2005 (UTC)

Possible Solution...
My hunch is the same thing that I did in error -- you need to make sure that when you're extruding that you actually select all four vertices. If you keep the view in the front view and select the two visible vertices you aren't extruding the region. You'll know if you're extruding correctly if the option box asks what you want to extrude -- it needs to have the "region" option in there. Rotate your view and be sure to select all four vertices -- using shift+R.click if you have to. That was my error at least. - Travis June 9th, 2005

 * That seemed to work, although that wasn't exactly the problem I was having! Anyways, my person now has lovely round arms, so all is well.  Thanks. --Oracleoftruth 17:12, Jun 9, 2005 (UTC)

umm my whole guy turns to circles
Ok so I sub surface and my whole guy turns to circles sorry for spelling 2:00am.....oh and I selected nothing and same result...also i tryed selecting the head and body...Same thing....And then the head alone....still the same thing lol...... but all the same results, so what do i do! thanks a bunch

David.S

P.S ausome Tut so far

 * Weellll... it sounds like it's working!  When you turn on subsurfs, he should no longer be blocky, but rounded, like in the pictures provided.  Your draw mode might need to be changed; try hitting the ZKEY to see if that makes things a little better for you.  --Spiderworm 15:33, 15 July 2005 (UTC)

nope it all turns to blocks to sphere and the head gets smother thanks David.S

 * That's what it's supposed to be doing. Post a screenshot if you're in doubt.  --Spiderworm 02:30, 16 July 2005 (UTC)

I've had this problem with the faces turning into circles. I pressed exclude doubles and the problem solved

Where is exclude doubles???

I have same circleproblem
Guy turns in separate circles. Does anybody know why?

Similar problem here. For the life of me, I can't figure out how to merge several shapes together to make a single object. On the extrude, I somehow ended up with small gaps between the squares, although I did end up extruding off of the whole object instead of the face (trying a different, yet similar simple shape). If there's some way to merge several objects into one for the purposes of the subsurf, here would be a great place to add it or link to it.

Optimal Draw button
The paragraph discussing "Optimal Draw" is confusing. It seems to mix discussion of Optimal Draw with the Apply button.

Also, in Blender 2.42a, "Optimal Draw" is now a bar just below "Render Levels" in the Subsurf part of the Modifiers tab.

Can't find subsurf button
I have no subsurf button in my mesh buttons panel. I see Auto Smooth, Degr: 30, TexMesh:, Centre, Centre New, Centre Cursor, etc. Am I lookin in the right place? I'm using a 2.40 alpha release.

 * I have the same problem. i think its just because we're using the newer release. if i figure out how to do this in the newer release i will add it in.

Guys I figured it out, All You have to do is type in Shift+The letter "o". and thats it then your subsurf button will appear. Hope that helps it sure helped me! peace, printf("Joker:)");

You have to click on "Add Modifier" in the "Modifiers" panel. Then click subsurf.

Yet Another Strange Error
Well, my guy looks odd : only the last built cube (right "foot") is "subsurfed" (no pb with the head thought, previously sphered with no pb). I have no doubles, tried to select all the cubes etc... all I got is quite a loosy pirate :/

please help, I want a ninja !

-- idDxD (Jan 19 2006)

solved, had too much duplicated verticles.. but smoothing is very shy, rounds hardly the edges, and not the extremities

Solution if some sides don't get rounded
Somewhat later in the tutorial (with the hat), you use Remove Doubles. This button is called "Rem Doubles", and it's in the Mesh Tools tab. Turns out, a lot of the "why isn't this side rounded" problems are a result of extra vertices that you can't see! So click that button. I tried it with the sample file you can download (which had a couple of face-not-rounded errors) and it fixed it up! Hope that helps. --Nanodeath 22:53, 11 February 2006 (UTC) I had trouble when I had not extended all the vertices of the cube. I had to switch to different views to find and select those vertices. Then in the menu that pops up I had to select region i.e. to extend the whole selected region. Thanks Vinod Isaac Vinod Isaac's Home Page

Fix page please?
The page seems extremely messy, like it's been drawn all over with slight comments. Could it be cleaned up by someone with exprience please? I'm finding it difficult to follow because comments like "in latest versions try X Y Z", when I've just tried Y Z. Wouldn't it be best to just assume people are using the latest version?

Set Smooth Error
I'm having an odd error when I press "Set Smooth". Everything looks okay, but some odd triangles are appearing on my figure's head. Here's a screenshot (Download it, don't click preview). Interestingly, when I render it, it's fine. Any ideas?

No Boxy Cage?
For some reason when I'm in edit mode there's no box cage around my subsurfed model. Just a bunch of new edges, which I think would make the next tutorial rather difficult. I tried playing around with a few things in the subsurf menu to see if that changed anything, but nothing seems to work. I'm using ver 2.49b if that makes any difference. To be more specific, if I switch bewteen edit and object mode before I hit "apply" it has the boxy cage, but as soon as I hit "apply" it goes away. Clicking the little circle button mentioned in the tutorial makes no difference either way. Is it a setting I may have accidentally changed?

Optimal Draw
I too have the same problem as the one described in "Set Smooth Error". I believe it might be related to the fact that I haven't selected the Optimal Draw button. Where can I find this button in Blender 2.57? (Thanks for the help).

Is there a step missing between the last module and this one?
At the end of the last module, the simple man has 3 cubes extruded out as each arm. However, the image in this module seems to have five cubes extended out as each arm though there is no step that asks us to add more cubes. Its fine for this module, but in the next module, while chopping the forearm off to raise it, the body gets very disproportionate with only three cubes (after bending the torso and chopping off the last cube that was the forearm, the forearm is extruded up from the biceps. (It is possible I missed a step somewhere, but I don't think so).

High-poly?
This term is introduced without any explanation of what it means... and I sure ain't got no idea about its meaning. Maybe someone could put something in brackets after it.


text:
Talk:Blender 3D: Noob to Pro/Detailing Your Simple Person 2

A Bit Cursory
I felt like the explanation of the arms and legs got a bit cursory. It would be nice to have more pictures of what you did and more explanation of how you got that look. Some people (like me) are here not to just learn how to use Blender, but also to learn how to model. Thanks. --Kevin

 * It's on my to-do list. --Spiderworm 16:41, 3 Apr 2005 (UTC)

I made it to the end, but the second to last picture shows a set of toes the instructions dont provide! Would love to know how to make those too. Thanks for the hardwork! I have the extruded feet though. Thanks a bunch again.

Ilazarte (talk) 19:43, 31 January 2009 (UTC)

Feature missing from Blender?
I can't find the selection mode buttons in Blender anywhere, and CTRL+TAB doesn't do anything. Skips from the Lock button to the Render button on the header. It's version 2.34, if that helps.

 * That feature was introduced in version 2.35. The current release is 2.36.  You need to update your version of the blender.  --Spiderworm 00:08, 5 Apr 2005 (UTC)

selecting edges with older versions
Is there a way to select edges with older versions? Updating from version 2.34 to 2.35 is an effort not everybody wants to take. So what are the alternatives to get the same results with selecting edges using older versions of blender?

 * Yes. Selecting all vertices that are connected to an edge has the same effect as selecting the edge.  Just select all vertices that are connected to the edges that you want to select.  Out of curiosity, and also so that I can know if this information needs to be included with the tutorial because many other users are using 2.34; why not upgrade to 2.36?

 * becouse there doesn´t exist any precompiled binaries of 2.36 on the debian mirror servers.
 * In the meantime i´ve found out, that the downloadable packages from blender3d.org doasn´t need to be compiled - just copy them to the proper directory and start the executable. But nevertheless, Debian comes with a package management system called "apt" - which takes no notice about any software, installd "by hand". This means it cannot consider that software for resolving pckage dependecies, which means that one day, when other software will be updated, especially libraries, blender might refuse to start or might not run stable.
 * However, i prefer using apt for the installation of software as far as possible.

 * I'm familiar with Debian, used that distro for awhile and now using Ubuntu. I'm going to add instructions for using the latest blender on all linux distros on the first page so that we're all up to speed with the latest and greatest. --Spiderworm 18:42, 15 Apr 2005 (UTC)

Make Face Problems
Hi, I am using Blender 2.36 and if I want to "repair" the hole in the arms. After pressing the FKEY a Windows pops up "Make FGON?" If I press "Make" the Error message "No Faces are selected to make FGON" comes up.

What is wrong? Thank you for your help. --AiRWOLF

I think the "Make Face" function only works on 3 or 4 vertices. Try selecting only 4 at at time, to fill up gradually. Also, make sure you have non-visible vertices non-selectable "Limit Selection to Visible" on your button bar, as it can pick up more than 4 if you think you just have 4.

Also: Make sure to remove doubled vertices... I had this problem and fixed it by hitting the WKEY and then selecting "remove doubles".

FGON (fake N-Gon) only works when faces are selected, not vertices. As it's name implies, it fakes a N-Gon by hiding edges. --Jamin3D

Problem following tutorial
Hello, so far the tutorial has gone great. I think it is very well done. But at the point of extruding the arms to bend them upward I am stuck.

I was able to delete the outer portion of the first arm (making a hole) and fixing it with the FKey. I then use the vertex select mode and select the top four vertices of the outer arm and hit the EKey to extrude them.

In your screenshots, at this point the model is shown sourounded in small cube bounding boxes, but mine is not. It looks just as it did in the previous screenshots of the tutorial, without the boxes.

The problem is when I extrude the vertices they extude out at normals to the arm surface, getting further apart from each other. It doesn't look like it supposed to.

I am able to use Ctrl-Z to restore, but I can't get past this point.

Please help a noobie figure out what I'm missing.

Thanks!

David.

 * I can't really help you with the extrusion as mine went fine. But the boxes can easily be switched on
 * and off by the optimal button under the sub division option.
 * All i did was select the top faces of the last "box bit" ,pressed EKey and chose region then held ctrl(PC)
 * and choose the desired length of one box.
 * Hope this is of any help,
 * Sledz41

 * Thanks Sledz41!

 * OP's right. The containment box doesn't show up simply by pressing the "Optimal Draw".  I had to hit last (2) buttons on the "Subsurf" bar ("Enable modifier during interactive display" and "Enable modifier during Editmode").  That caused a new button to appear ("Enable modifier to editing cage during Editmode") and when I hit THAT, I finally got my boxes back.  --RavinDave

Blender 2.37a and this tutorial
I am using Blender 2.37a and have reached the point in the tutorial where the extended arm is cut off. Up to an including that point all went well. However "mending" the open end of the arm has stopped me. I can select the vertices at the arm's end, but hitting the space bar/edit/faces/make edge-face yields yet another choice (not mentioned in the tutorial). A small menu appears labeled "FGon" and wants me to choose "make" or "clear." I choose "make" and get the error message: "Error: No faces selected to make FGon." Does the tutorial need updating for v.2.376a? Or, what might I have done incorrectly? (Also the picture of the cutoff arm is a tube in a wireframe rectangular parallelopiped - my picture at that point is somewhat less simple but quite reasonable following the instructions - a minor point perhaps.)

Any help or information will be appreciated.

Simm

I just had the same problem. The problem comes from a degenerated face. If you switch to face selection, you will notice a face that is on an edge. The solution i came up with was to juste delete the whole arm but its basis and redo it again. By carefully redoing the manipulation again (so without creating at some point this wrong face), it worked out well.

Psycho

I have a similar problem. I've extruded the arms upward and resealed one elbow hole, but when I try to reseal the other one, the new face is flat instead of curving smoothly underneath the arm. I can't think of anything I did differently on either arm.

JDspeeder1

PS. I figured it out, the problem arm is one "cube" too short between the shoulder and the elbow.

Elbow Patch
I'm following this tutorial and I get to the part where you make the arms bend up. When I fix the hole in his elbow, he gets something resembling a patch on his elbow. Using blender 2.34

Definition needed
The tutorial says "Under KDE, CTRL+TAB changes desktop so you will have to use the statusline buttons instead." What is KDE?

Is it this: Using KDE ?

I think it's telling you what to do if you have that KDE thingie.

 * KDE is a graphical desktop environment for Linux and Unix workstations. (http://www.kde.org/) CTRL+TAB must be a shortcut specific to that operating system, hence the warning note to users of KDE.

Scaling with axis constraint section

 * Moved comment from book text

I was rolling along nice until this section. Needs to be more clear and some of the new things you use aren't explained beyond, click button x. Mike, Aug 2, 2006

 * I've rewritten it a little... I hope it's better now. ~MDD4696 22:21, 11 August 2006 (UTC)

 * Yes, I can tell that there was an editor coming through reworking the text who stopped at this section... all of a sudden I have to learn to follow an entirely new style of prose. And it'll take twice as many read throughs to absorb what's being spoken about. Maybe I'll come in and work on it.205.201.200.74 20:28, 8 December 2006 (UTC)

Problem with FGon
Hello, I'm using Blender 2.41, I want to repair the hole in the arms. I select only four vertices, after pressing the FKEY a Window pops up says: FGon: Make, Clear. When I press "Make" the Error message "Didn't find FGon to create" comes up. What happens? Thanks for your help.

Update: this happens if you haven't deselected the four vertices that you have just used for extruding (so you actually have eigth vertices selected, four in the elbow and four in the "hand"). Perhaps a warning note could be added in the tutorial.

Successfully completed this tutorial on 2006-09-20
I completed this tutorial on 2006-09-20 using Blender 2.42a. I only found one confusing thing that should be added/clarified. About half way down the page you are instructed to change the Rotation/Scaling Pivot to 3D Cursor. However, you are never instructed to change the Rotation/Scaling Pivot back to Median Point. Everything seems fine until you try to do the scaling on the head. If your pivot is still down at the hips then scaling the head won't work right. Upon changing the pivot cursor back to Median Point the head will scale as described in the tutorial. An instruction about this should be added at the appropriate place. Also, the red text before the "Modeling the arms" section which says "Screenshots and more specific instructions needed for this section." should possibly be removed (I think its old). After working through that section I didn't have any problem understanding the directions and the screenshots were helpful and adequate. (BTW, I am a beginner to Blender.)

Picture problem still there.
Um, perhaps somebody decided to fix the problem of the pictures encroaching on the text right this moment, and deleted the discussion pertaining to that, or maybe not. Whatever the reason, ten seconds ago there was a discussion on the pictures covering the text and now it is gone, strangely, right after I replied to it. Anyway, it's still a problem.

 * Oh, wait, I just messed it up, nevermind. Here it is. --207.6.170.68 01:01, 13 December 2006 (UTC)

some text ist covered by a picture, i can't read it. but i realized that everything looks perfectly right, if i choose a bigger fontsize. if you could try the same i would be thankful. i think this is a central problem of wikimedia projects: the pictures are somewhere else, belonging to your fontsize. any ideas to fix it? i hope i could help you...

Shade

 * Nothing new to add. The noob to pro tutorial is brilliant, it's just this page that is a bit of a stress. Dessydes 13:59, 6 May 2006 (UTC)

 * I've just moved the image to the right, so that anyone who wants to read the text is now free to do so. Revert if you want, I'm not trying to be a vandal. Hopefully the author will fix this page, as all the previous tutorials were so clear and concise. Dessydes 14:09, 6 May 2006 (UTC)

 * It's still buggered. --207.6.170.68 00:53, 13 December 2006 (UTC)

Small issue with scaling
The tutorial says "Note, you cannot scale along the Z-axis, as the current selection's Z-dimension is zero." Shouldn't it also point out that you can't scale on Y either, since the two selected edges are parallel on the z-plane?

Coordinate System
Is Y the depth in blender? Top view shows the Y axis going back in space? The coordinate system should be mentioned somewhere in the tutorial.

On the version of Blender that I have, 2.49a, a new scene is presented seen from the top, with y being up on the screen, x to the left and z toward the viewer. However, when we get to this part, the z is up, x is to the right and y points away from the viewer. This should be pointed out somewhere in the instructions to avoid confusion. - Bonapon

My own small issue with the tutorial
So I just picked up this tutorial today, and when I reached the part about Modeling the arms, I wasn't able to figure out what this part meant. "Before you begin, also uncheck the roundish button to make the arms into cubes again. You can change them back after you are done." Where specifically is this Roundish button, and is it even still in v2.44?

Thanks for the help in advance

The button to the left of "^" "v" "x" buttons: http://en.wikibooks.org/wiki/Image:Blender_panel_modifiers.png

There many problems starting at "Scaling section"
I am having a lot of trouble pulling out of this page what I need to do make my model look like the example. It's way to embedded in the discussion. It's like this part is rushed.

I would like to see a more recipe oriented step-wise approach. Either followed or proceeded by a general discussion of each of the steps. The way it is now leaves a lot to be desired. For instance at the start of each section it should be stated something to the effect "In this section will do some task using the this technique". From there either describe the general technique or techniques then give step by step instructions to accomplish said task or vice versa. We are noobs we need everything explained, or least I do.

--Gilgamesh007 19:39, 27 May 2007 (UTC)

I cannot follow this section. It's not clear which three faces are being selected from either picture or text, but more importanntly when I precisely follow the directions the scaling does not produce the pictured result. The three boxes simply push everything else aside instead of graduating into them.

I can't find the manipulator hand icon. Is it important?
Under scaling with axis constraints.

I can't find this either. It also shows a five-fingered hand in the tutorial. No such icon appears when simply following the instructions in this tutorial. There is that one-finger icon though.

Confusing newbie note
What does the Newbie Note mean? On the part where the arm is to be extruded upward, it says "Newbie note: this looks more natural if you extrude 1 square using Rotate Manipulator Mode, and 2 squares using Scale Manipulator Mode."

What exactly is its effect? Natural in what way? There is no explanation... only that it "looks more natural". I tried this and it doesn't seem to make a difference. Does manipulator mode affect extrusion at all?

I think that newbie note only serves to further confuse readers.

(Edit: very sorry about my comment on the article page itself. I have move my comment here. I was going to remove my comment from the main page and suddenly couldn't find it... Editor removal was almost instantaneous!)

--ryan

I removed that note. 84.49.71.107 (talk)

Drawing the armpits
We'll now use the 3D cursor instead of the selection's center: bring up the Mesh → Snap menu (SHIFT-SKEY) and select Cursor → Selection (KEY4). This will move the 3D cursor to the location of the manipulator.

Mentioning "KEY4" as a shortcut seems like it would globally refer to "cursor->selection" while actually it refers to "select 4th item in the active menu" if a menu is active, and "show 4th layer" if viewing 3d-window. Either it should be mentioned earlier in the tutorial that numeric keys can be used to quick select menu items, or it should be given a sidenote on this page "(KEY4 selects the item when the menu is active)". Just my opinion there, but I found it confusing for the all 5 seconds it took me to try out the alternative behaviors with different menus.

comment removed from module
Please remember to keep discussion of the module on the talk page. Comment was regarding: Newbie note: this looks more natural if you extrude 1 square using Rotate Manipulator Mode, and 2 squares using Scale Manipulator Mode. Comment: (What in heaven does this mean? There is no explanation... only that it "looks more natural". I tried this and it doesn't seem to make a difference. Does manipulator mode affect extrusion at all? --ryan) —The preceding unsigned comment was added by 58.69.179.118 (talk • contribs) 18:34, October 19, 2007.

– Mike.lifeguard  | talk 21:39, 19 October 2007 (UTC)

But what in heaven does that mean? That Newbie note should be explained or removed.. It's confusing me! -- Patrick

Hi, I'm Thomas, and I got stuck in the section with elbow. So, I selected those four vertices around the gap and pressed FKEY. A face covered this gap, I guess that's good ... but the elbow is not curved like in screenshots in this tutorial. The whole arm is like a cut cylinder, not smooth curve towards the top. Maybe that's not so important, but I feel like this new face is not connected to the whole object at all ... when I try to move it, only the face and its vertices move; arm stays untouched ( I mean, when I move this face, it detaches from the arm, arm is not bending like it should ).

Here is a link to my screenshot: http://i340.photobucket.com/albums/o324/tomalla5120x/Temporary/temp.jpg

Any ideas?

I can't do the first one..how do I get the white circle to where it is on the image?

Pelvis widening?
When I first viewed Noob to Pro/Detailing Your Simple Person 2, I saw a section on widening the pelvis proportionately from the center. It no longer seems to be included in this page. Am I wrong? What happened to that section?Mtjlt (talk) 12:23, 10 November 2010 (UTC)

 * I removed it during the recent revamp. I figure if we show people how to widen the torso, they can figure out for themselves how to enlarge other body parts.  --Stepheng3 (talk) 19:51, 10 November 2010 (UTC)

Premade Model
I downloaded the premade model to make sure i did the previos tutorials right and noticed that the premade model wasn't right! There are 8 double vertices and the pelvis is slightly deformed. Maybe someone should make a new premade model. --174.1.138.178 (talk) 05:49, 24 November 2010 (UTC)


text:
User:MementoVivere

MementoVivere has been a Wikipedian since May 28, 2004.

See this user's primary page at the English Wikipedia.

title: User:MementoVivere


text:
Cookbook:Southwest Pasta

| Pasta Recipes

Pasta tossed with spices and vegetables from the Southwest United States.

Ingredients

 * 12 oz seashell (or other) pasta
 * 2 tbsp olive oil
 * 1 onion, chopped
 * 1 green bell pepper, chopped
 * 1 can (15 oz) sweet corn kernels, drained
 * 1 can (15 oz) black beans, drained
 * 1 can (14.5 oz) peeled and diced tomatoes with juice
 * ¼ cup salsa
 * ¼ cup sliced black olives, drained
 * 1 ½ tbsp taco seasoning mix
 * Salt, to taste
 * Pepper, to taste

Procedure

 * 1) In a large pot bring 1 quart of lightly-salted water to a boil.
 * 2) Add pasta and cook for 8–10 minutes until pasta is al dente; drain water.
 * 3) While pasta is cooking, heat olive oil in a large frying pan over medium heat.
 * 4) Cook onions and bell pepper in oil until lightly browned, about 10 minutes.
 * 5) Stir in corn, beans, tomatoes, salsa, olives, taco seasoning, salt and pepper. Cook until thoroughly heated, about 5 minutes.
 * 6) Toss heated vegetables into pasta, mix well and serve.
 * 7) Serve warm or cold.

title: Cookbook:Southwest Pasta


text:
Cookbook:Kelp

| Seaweed

Kelp, is a type of brown algal seaweed. There are many edible varieties of kelp, including wakame and kombu.

title: Cookbook:Kelp


text: Template:Birth

title: Template:Birth


text:
Cookbook:Konbu

Konbu or kombu, also called dashima/dasima (다시마) or haidai, is a type of edible brown algal seaweed (kelp) native to East Asia. It is frequently sold dried, although it may also be eaten fresh.

Uses
Konbu may be eaten fresh or used to make soups and teas.

title: Cookbook:Konbu


text: Template:Marsupium

title: Template:Marsupium


text: Template:Uterus

title: Template:Uterus


text: Template:Placenta

title: Template:Placenta


text: Template:Dentine

title: Template:Dentine


text:
Cookbook:New Mexico Pork Tamales

| Meat| Southwestern U.S. cuisine

New Mexico Pork Tamales are a classic Southwestern United States meal, made from pork and chicken. This version adds cumin, chili powder and garlic powder to outer masa flour of the tamale.

Meat filling

 * 1 cup shredded cooked pork
 * 1 cup shredded cooked chicken
 * 1 can (15 oz / 400 g) beanless chili con carne
 * 2 tablespoons cooking oil
 * 1 tablespoon chili powder
 * 1 tablespoon garlic powder
 * 2 teaspoons ground cumin
 * ¼ teaspoon salt
 * ⅛ teaspoon freshly ground black pepper

Wrappers

 * 1 package (8 oz / 230 g) of corn husks (contains about 100 husks)

Masa mixture

 * 2 pounds (900 g) masa flour
 * 3 tablespoons paprika
 * 3 tablespoons chili powder
 * 3 tablespoons garlic powder
 * 1 tablespoon ground cumin
 * 2 tablespoons salt
 * 2 cups solid vegetable shortening
 * 8 cups warm chicken stock (or 8 cups water plus 8 chicken bullion cubes)

Meat filling

 * 1) Stir ingredients together and refrigerate until needed.

Wrappers

 * 1) Soak corn husks in warm water for at least two hours. A dinner plate may be needed to hold corn husks under water.

Masa mixture

 * 1) Mix dry masa flour with paprika, chili powder, garlic powder, cumin and salt. Mix well for even distribution of spices.
 * 2) Cut shortening into the masa mixture with a pastry cutter. Mix until mixture resembles the texture of tiny peas.
 * 3) Slowly add chicken broth one cup at a time. Mix well with electric mixer. Mixture should resemble consistency of peanut butter.
 * 4) Continue mixing with electric mixer to incorporate air into batter. Mixture is ready to use when 1 teaspoon of batter floats on water.

Filling and cooking tamales

 * 1) Use one corn husk per tamale. Lay flat on table. The corn husk is roughly rectangle shaped.
 * 2) Spread ½ cup of masa mixture on entire upward facing corn husk, leaving a 1-inch (2.5 cm) gap along the long edge and narrow end of the corn husk.
 * 3) Spread 1 tablespoon of meat mixture, in a narrow band in the middle, down the length of the masa spread corn husk.
 * 4) Roll/fold the husk along the wide edge, touching the edges of the masa together, with the meat mixture ending up in the middle of the masa. The part of the husk with the 1-inch gap with no masa should be rolled around the outside of the husk.
 * 5) Fold about 1 inch of end of rolled husk, upward along the body of the husk. You should end up with something resembling a cornucopia, with one end folded over and one end open.
 * 6) Stand all of the rolled tamales on end in a steamer basket with the open end of the tamale facing upward. Cover the basket.
 * 7) Steam the tamales over boiling water for 2 hours. Keep the tamales above the boiling water, don't allow them to stand in it.
 * 8) At the end of the cooking period, open one tamale to make sure the masa is cooked and not doughy.
 * 9) Allow tamales to rest 30 minutes after cooking, before serving. This will help to keep the masa from sticking to the corn husk.

Notes, tips, and variations

 * Leftover tamales may be frozen in ziplock bags.
 * Reheat frozen tamales in a microwave. If you reheat by steaming, they may become soggy.

title: Cookbook:New Mexico Pork Tamales


text:
Electric Motors And Generators

Electrical motors and generators are machines which either convert electrical energy inputs into forces or applied kinetic energy inputs into electrical energy. In principle, any electrical generator can also be operated as a motor and vice-versa. In practice they will often be optimized for one application or the other.

All electrical machines operate due to the same principles derived from the study of electro-magnetics. Therefore, it is appropriate to first discuss these underlying electromagnetic concepts as this is crucial for understanding their operation. However, before discussing these concepts it will also be useful to revise the concepts of vector algebra and vector calculus which are used extensively in this subject.

Table of Contents

 * /Vectors and Fields/
 * /Magnetic Field Concepts/
 * /AC Motors and Generators/

Resources

 * Wikibooks
 * Electronics
 * Wikipedia
 * Magnetism
 * Electricity
 * Electric Motor
 * Generator
 * History of motors and engines
 * Motor-controller
 * Motor-generators
 * External
 * Naval Motors And Generators

title: Electric Motors And Generators


text:
Cookbook:Oven Temperatures

Oven temperatures may be quoted in degrees in Celsius (International), Fahrenheit (in Canada and USA) or by gas mark (sometimes in the UK and France). This table allows you to convert between the scales. Bold gas mark numbers are the most well-accepted matches.

Different manufacturers and oven types do vary, particularly for fractional gas marks. Ovens are often inaccurate by 14° Celsius (25° Fahrenheit) or more.

title: Cookbook:Oven Temperatures


text:
Electric Motors And Generators/Single-phase

Electric Motors And Generators

From a wire in a magnetic field to the Mains/line power source
Basically an electric voltage is generated in a wire if either that wire is in a changing magnetic field, or if the wire is moved into or out of a magnetic field. Single phase Alternating voltage (and Alternating Current if there is something connected to that wire or coil) is produced when a magnet, or magnet equivalent, is rotated inside a coil of wire. The more turns of wire there are in that coil, the higher the voltage, and the faster the rotation, the higher the frequency. If a graph would be drawn showing the relation of the voltage at the terminals of the coil with time, then that graph would be of sinusoidal shape, alternating between positive (+Ve) and negative (−Ve) in a complete rotation. If the coil would be rotated at a speed of 3000 revolutions per minute, then there would be 3000/60=50 cycles per second (= 50 Hz), the unit's name being Hertz (Hz), and if the coil would be rotated at 3600 revolutions per minute then the voltage would change at a frequency of 60 Hz. The usual AC (mains or line) frequency is 50 or 60 Hz, depending on the country concerned.

The electrical power available in North American homes is single phase 60 Hertz 120 volts. AC current's advantage over DC current is the efficient transmission over long distances using step-up and step-down transformers.
 * Note that 3-phase transformers are, in fact, 3 single-phase transformers whose voltages are 120 degrees displaced from the other two, and that any terminal of a 3-phase transformer versus the neutral terminal (shown as N below) has a single phase voltage. A building's load could, for example, be divided into three separate single-phase loads, more or less equal to one another; these loads would be supplied from a three-phase transformer, all three voltages being versus the neutral terminal; that terminal is usually connected to ground/earth.

120 volts is the root mean square ($$V_{rms}$$) of the maximum voltage ($$V_{max}$$).

$$V_{rms} = \frac {V_{max}}{\sqrt{2}}$$

$$V_{max} = V_{rms} \cdot \sqrt{2}$$

$$V_{max} = 120\ volts \cdot 1.414 = 170\ volts$$

Electric Motors And Generators

How to generate AC

Resources

 * Wikipedia Electrical Power
 * Wikipedia Alternating Current
 * Wikipedia Ground and neutral
 * Wikipedia Single Phase Electric Power
 * Simplified generator animation


text:
Talk:World History/Authors

Eh, I would like to help and be put on the staff. --Lawman 01:32, 3 Apr 2005 (UTC)

Wikibooks World History and Maps
Hello. I've been working on a series of world history maps, many of which are uploaded to Wikimedia commons on my Talessman Maps page, and on www.WorldHistoryMaps.info. I would like to contribute to Wikibooks: World History, and was told I should contact you. Respectfully, talessman (talk) 07:37, 12 August 2008 (UTC)

I have recently taken the AP World History exam and revived a 5(In addition to 800 on the SAT test), I think I could help this project. Thanks Worldhistorian123

title: Talk:World History/Authors


text:
Cookbook:Pancakes (Vegan)

Ingredients

 * 1 cup flour
 * 2 teaspoons baking powder
 * 2 teaspoons white granulated sugar
 * 1 teaspoon salt
 * 1 cup soy milk
 * vegetable oil

Procedure

 * 1) Mix all dry ingredients: flour, baking powder, sugar, and salt.
 * 2) Mix soy milk into the dry ingredients.
 * 3) Heat a griddle until water sprinkled on it quickly evaporates. Spread a thin film of oil on the griddle.
 * 4) Pour pancake batter on griddle to form 4- to 5-inch circles. Bubbles should start forming.
 * 5) When the underside is light brown, flip the pancake.
 * 6) When the other side is light brown, serve.

Notes, tips, and variations

 * Don't over-mix! Over-mixing will produce gluten; this will inhibit rising and make the pancakes rubbery.
 * Optionally, you can serve your pancakes with syrup or jam.
 * Substituting rice milk for soy milk may make the pancakes fall apart more easily.

Variations

 * Banana pancakes: add one well mashed banana to the batter.
 * Chocolate pancakes: add ½ cup chocolate chips to the batter.
 * Walnut pancakes: add ½ cup roughly chopped walnuts to the batter.
 * Cranberry pancakes: add ½ cup dried cranberries to the batter.

title: Cookbook:Pancakes (Vegan)