text:
User:MG~enwikibooks

Sister projects
http://fr.wikipedia.org/ --www-MG-fr- @Main PageAccueil 08:29, 10 Dec 2004 (UTC)

Mini Logo Wiki Liens Web
http://fr.wikipedia.org

http://wikimediafoundation.org/wiki/Accueil

http://meta.wikimedia.org

http://fr.wiktionary.org

http://fr.wikibooks.org

http://fr.wikiquote.org

http://fr.wikisource.org

http://commons.wikimedia.org

http://species.wikimedia.org

http://fr.wikinews.org

http://wikitravel.org

http://meta.wikimedia.org/wiki/Wikijunior

http://sep11.wikipedia.org/

http://fr.wikipedia.org

http://wikimediafoundation.org/wiki/Accueil

http://meta.wikimedia.org

http://fr.wiktionary.org

http://fr.wikibooks.org

http://fr.wikiquote.org

http://fr.wikisource.org

http://commons.wikimedia.org

http://species.wikimedia.org

http://en.wikinews.org

http://wikitravel.org

http://meta.wikimedia.org/wiki/Wikijunior

http://sep11.wikipedia.org/

Wikifoot Football

http://wikipedia.sourceforge.net/

http://wikimediafoundation.org/wiki/Accueil

WikiFondation --www-MG-fr-@ Main Page Accueil 11:19, 2 Jan 2005 (UTC)

title: User:MG~enwikibooks


text:
User talk:MG~enwikibooks

Sister projects
http://fr.wikipedia.org/

--www-MG-fr- @Main PageAccueil 08:29, 10 Dec 2004 (UTC)

Mini Logo Wiki Liens Web
http://fr.wikipedia.org

http://wikimediafoundation.org/wiki/Accueil

http://meta.wikimedia.org

http://fr.wiktionary.org

http://fr.wikibooks.org

http://fr.wikiquote.org

http://fr.wikisource.org

http://commons.wikimedia.org

http://species.wikimedia.org

http://fr.wikinews.org

http://wikitravel.org

http://meta.wikimedia.org/wiki/Wikijunior

http://sep11.wikipedia.org/

http://fr.wikipedia.org

http://wikimediafoundation.org/wiki/Accueil

http://meta.wikimedia.org

http://fr.wiktionary.org

http://fr.wikibooks.org

http://fr.wikiquote.org

http://fr.wikisource.org

http://commons.wikimedia.org

http://species.wikimedia.org

http://en.wikinews.org

http://wikitravel.org

http://meta.wikimedia.org/wiki/Wikijunior

http://sep11.wikipedia.org/

Wikifoot Football

http://wikipedia.sourceforge.net/

http://wikimediafoundation.org/wiki/Accueil

WikiFondation --www-MG-fr-@ Main Page Accueil 11:19, 2 Jan 2005 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called MG. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name MG~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 23:27, 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) 05:13, 19 April 2015 (UTC)

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

title: User talk:MG~enwikibooks


text:
Cookbook:Pear

A pear is a fruit similar to an apple but often softer in flesh and with a sweeter taste. Pears can be eaten raw or used in various recipes. The juice can be drunk. The ripening of pears can be troublesome; some cultivars are at their best for a brief period of full ripeness.

Beth
Small round pear with a gold/green skin. An early variety (ripe in late summer), which is sweet and juicy.

Beurre Hardy
A fairly large green/gold pear, harvested from autumn to early winter. Has a firm skin and soft, juicy flesh.

Concorde
A cross between Conference and Comice, this pear has some of the easy keeping qualities of Conference with a sweetness from the Comice. It is large and yellow/green in colour.

Conference
Usually thin with a green skin, sometimes flecked with brown. Can be eaten when the flesh is firm or when fully ripe and the flesh yields to the touch. Flavour closer to apple than many pears, with a touch of earthiness and very firm. Keeps well and usually available throughout the winter.

Doyenne du Comice
Large, heart-shaped pear with a gold and green flecked skin. Flesh remains firm even when fully ripe. Flavour is sweet.

Rocha
A small pear with a skin varying from light green to pale gold flecked with brown. Originally from Portugal, this pear can be eaten firm or soft and has a distinct undertone of honey in the taste.

Pear recipes

 * Chocolate Pear Bake
 * Pear Pie
 * Tarte aux poires
 * Pear-Cranberry Crisp

Kookboek/Peer

title: Cookbook:Pear


text: Template:Wikijunior:Solar System

title: Template:Wikijunior:Solar System


text:
Cookbook:Frying Pan

| Pots and Pans

A frying pan or skillet is a shallow cooking utensil generally used on top of a cooktop for frying food.

As with all pans, a thicker bottom allows more even heat distribution while reducing responsiveness to desired heat changes. See the pots and pans article for a discussion of the different materials that may be used.

title: Cookbook:Frying Pan


text:
Human Anatomy/Angiology/Lymphatic System

< Human Anatomy

The lymphatic system includes lymph nodes, lymph vessels, and lymph. The lymph contains many lymphocytes, which are a type of leukocyte, white blood cell, or immune cell. The lymphatic system contributes greatly to ridding an organism of foreign invasion. The invader can be bacteria, viruses, parasites, fungi, or toxins. If an invasion gets out of control, it can lead to an infection, which the lymphatic system then plays a roll in subduing.

The lymph nodes will swell when combating an infection, often being one of the confirming signs of illness in the same time of the lateral due to a foreign organism.

Lymph drains through the lymph system in the direction of venous blood flow (towards the heart). It is pumped by the gross muscular movement of the body as it squeezes the intercellular spaces where the lymph moves.

People who have had cancerous tissue removed will often have lymph nodes removed as well to check for spreading of the cancer. After such removal the person must be careful to avoid injury to the body along that route of lymph as the immune response to infection is impaired (e.g. a mastectomy on the left side with removal of lymph nodes means that arm needs to be treated with caution).


text:
Cookbook:Gravy (Vegetarian)

| Breakfast | Sauces

Sausage or bacon gravy over biscuits is popular regional breakfast cuisine in the southern United States. This is a vegetarian version of that dish.

Ingredients

 * 4 tablespoons canola oil
 * 4 tablespoons all-purpose flour
 * 2 cups milk
 * 2 tablespoons imitation bacon bits (Bacos are soy based)
 * 1 tablespoon butter
 * Salt or seasoning salt to taste
 * Pepper to taste

Procedure

 * 1) Heat oil in frying pan over medium heat.
 * 2) Add flour, stirring constantly, and allow to cook until slightly browned. This creates a roux.
 * 3) Slowly add milk, whisking continuously to remove any lumps.
 * 4) Add imitation bacon bits, and continue to cook until gravy thickens.
 * 5) When thickened, remove from heat and stir in butter. Season with salt and pepper to taste.
 * 6) Serve over biscuits.

title: Cookbook:Gravy (Vegetarian)


text:
Animal Behavior/Penguin Loving

PENGUIN LOVING
''Compared with other birds, emperor penguins have everything backwards. They breed in winter, the females compete for the males, and they’re notoriously unfaithful. They’re the most bizarre birds I’ve ever met.''
 * -Ann Bowles in the article “Emperors of the Ice."

Emperor penguins, Aptenodytes forsteri, are the largest of the penguin family. They live in harsh environments of the Antarctic, battered by extreme weather conditions and vicious predators, and are the only warm-blooded animal to winter on the open ice. It is therefore no surprise that these birds present unique behaviors. The mating and brooding habits of these penguins reflect how these penguins have adapted to overcome these formidable obstacles. Unlike other cohabitants of the Antarctic Circle, emperor penguins mate in the winter months of April and May. Males grow yellow tufts in the areas surrounding their ears, suspected of being an attraction factor for females. Unlike other species’ males that compete for nesting space and attract the females through quaint rituals (e.g. Adele penguin males throw scarcely available rocks at the feet of females to “get their attention”), emperor penguins do not create nest and put on mating displays that last for weeks, during which the future parents learn each other’s call. After copulation and, about 15 days later, the laying of a single, soft-ball sized egg, the female leaves to the sea where she embarks on a mission to feed well. Meanwhile, the father cares for the egg. To protect it from the frosty floor, for the next 6–8 weeks the father balances the egg on its two feet, under the protective blubbery flaps of its underbelly, to keep it warm. During the whole incubation period the father does not eat and may lose a third to half of its body weight.

The mother returns right before hatching (usually at the beginning of September), well-fed and with food for her offspring. The two parents apparently find themselves through distinguishable calls. Visual aids are useless in a crowd of 6000 penguins that all look similar. The mother then feeds the chicks for the first time, regurgitating some of the spoils caught while she was away. As the female broods the young, the father is free to replenish his energy, only to return to jointly rear the chick along with the mother.

The newly hatched chicks are barely protected from the sub-zero temperatures by their downy coats. Another important behavior, displayed similarly between adult penguins and chicks, is the formation of clustered groups called crèches. Within these groups the birds are able to maintain temperatures of about 96 degrees F, in contrast to the minus 30 degrees winds. So much heat is created in these crèches that the group must constantly move from location to avoid falling into the melted holes in the ice created by the heat generated by these crowds. This story ends when penguin chicks, huddled in groups at the edge of the sea, hop onto a recently broken-off chunk of ice and float towards the north to go on with their lives.

“How” do these behaviors occur? What are the proximate reasons of these behaviors? These breeding and brooding behaviors are influenced by many factors. Studies have shown that anatomical preparation for copulation is not stimulated by the mating displays, as is seen in other species. Penguins that reach the mating areas have seven times the normal amount of luteinizing hormone (LH), testosterone (in males) and estrogen (in females) upon arrival, suggesting that geographical or environmental cues activate gonodal preparation, specifically corresponding to maximum size of the gonads (1). Between copulation and egg-laying, levels of all hormones begin to fall, but LT remains slightly above average in incubating males, and in both males and females that are rearing their young. This leads to the conclusion that LT is responsible for incubating, brooding and territorial behavior. The hormone prolactin has also been linked to parental care (2).

Next question should be why these behaviors happen? What are the ultimate causes? Why do penguins endure the harsh Antarctic winter and choose to have their young during this apparently dangerous time? Speculation has lead to a few hypotheses. One is the lack of predators. These penguins are the only animals left during the winter’s cold. There are no leopard seals to menace the young. Another advantage of wintering the summer grounds is the first access to the abundance of food that the early warmer season brings. The quantity of food and the climate is perfect for the chicks to learn to fend for themselves. These two factors may have been enough evolutionary pressure to give rise to these vital behavioral traits in emperor penguins.

(1) Groscolas R, et al. “The endocrine control of reproduction and molt in male and female emperor and adelie penguins. I. Annual changes in plasma levels of gonadal steroids and LH.” Gen Comp Endocrinol, 62(1), pp 43–53.

(2) Lormee, Herve, et al. “Endocrine Correlates of Parental Care in an Antarctic Winter Breeding Seabird, the Emperor Penguin, Aptenodytes forsteri”. Hormones and Behavior, 35(1), pp 9–17.

title: Animal Behavior/Penguin Loving


text:
Macroeconomics/Radical Economics

=Radical Left Economics Perspective= =Criticisms of other perspectives=
 * The capitalist system is cited as the culprit of unequal wealth distribution
 * Capitalism is built upon the exploitation of workers

Neo-classicals / Neo-conservatives

 * Criticized for not modeling their theories after reality
 * Forced reality to conform to their theories
 * The capitalist system did not become the norm in England because it was popular among the people, but because they were forced off their own land or off the land they used to work on as a peasant to become a wage worker
 * Then claimed how closely "reality" and their theories resemble
 * Using their own theories, they claim and predict how smoothly the system is and will be running

Neo-liberals
=Analysis of the Existing System=
 * Criticized for trying to fix an unfixable system
 * Analogous to "rearranging the deck chairs on the Titanic"

The State

 * The state is an organ of class rule
 * It exists to protect the interests of ruling class

title: Macroeconomics/Radical Economics


text:
Talk:Ancient Greek/Preface

The people who used this language were the founders of Western civilization.

Untitled
If they "founded" Western civilization, then I suppose there was no civilization here when "they" got here. Is that correct? Perhaps the text should be revised. Perhaps not. - Lloyd -

dialect of greek
What dialect is this course going to teach or focus on? Homeric Greek, Attic, both, neither?

title: Talk:Ancient Greek/Preface


text:
Cookbook:Quince

A Quince is a pear-shaped golden-yellow fruit that is very loosely related to the pear and the apple. It was a common element in medieval cooking, but is rarely used now. Its flavor is similar to that of the pear and apple, but much stronger and more sour. Because of its firm texture and sourness (even when ripe), it's not often eaten raw.

Quinces can be made into jams, jellies, and puddings. Since quince is very aromatic, it can be added to apple jams to increase their flavor. It can also be skinned and roasted or poached in wine and made into a cobbler or tart.

title: Cookbook:Quince


text:
Cookbook:Rice Pilaf

| Rice

Rice pilaf can be served as a side-dish or main dish.

Ingredients

 * 6 tbsp butter or margarine
 * ½ cup uncooked orzo pasta or uncooked vermicelli pasta broken into small pieces
 * 2 cups uncooked long grain rice
 * 4 cups boiling-hot chicken broth
 * ¼ tsp salt
 * 4 cloves of garlic
 * 1 big onion, finely chopped
 * 2 carrots, diced small

Procedure

 * 1) Melt butter or margarine in heavy deep pan or Dutch oven over medium heat.
 * 2) Add vegetables and let them be lightly cooked without coloring; using the vegetables would mean you omit the orzo pasta.
 * 3) Add orzo pasta (or small broken pieces of vermicelli pasta) and cook, stirring constantly until pasta is golden brown.
 * 4) Add rice and stir until rice is well coated with butter. Allow rice to simmer in butter for a minute or two.
 * 5) Add boiling chicken broth and salt.
 * 6) Lower heat to a simmer, cover pan and cook 25 minutes over low heat until liquid is absorbed.
 * 7) Gently fluff with a fork. Let stand for 15–20 minutes before serving.

Notes, tips, and variations

 * Substitute an equal amount of vegetable broth for the chicken broth to create a vegetarian version of this recipe.
 * Substitute orzo with pine nuts if desired; this is traditionally done in Lebanon.

title: Cookbook:Rice Pilaf


text:
Blender 3D: Noob to Pro/OSA

OSA stands for oversampling, also known as anti-aliasing. If you look at the rendering below, you'll find that the one has a rugged edge. It looks like small steps! To stop this, Blender uses OSA to prevent "jagged edges" or "aliasing" as it's called.

This occurs when you have a diagonal change of colour, which results in rough edges. Remember drawing a diagonal line in Paint? To overcome this hindrance of square pixels, a technique called anti-aliasing or "oversampling" is used. It blends the colours around the rough edge to create a smooth, but defined edge. One way of doing this is to by creating the image twice as large, then scaling it down - oversampling. Blender can do this for you if you select an OSA rate. Remember this will take much longer, but results in better renders, so use this for the final product, not while testing. In some cases the scene can seem blurred due to oversampled textures; try changing the OSA setting, or oversampling yourself.

Here's a quick illustration of how OSA changes a render (look at the edges):

OSA settings can be manipulated in from the Render Settings panel.

title: Blender 3D: Noob to Pro/OSA


text:
Cookbook talk:Pan-fried Ravioli

This probably needs some sort of "fried food" category but I can't think of the proper thing at the moment. Kellen 19:26, 4 August 2005 (UTC)

This recipie should be in the mid-western cuisine listing.

title: Cookbook talk:Pan-fried Ravioli


text:
Tok Pisin/Class 3 adjectives

Tok Pisin > Tok Pisin Adjectives > Tok Pisin Class 3 Adjectives

Definition
Tok Pisin Class 3 adjectives do not have the suffix -pela in all positions. In attributive position, they precede the noun, as in wanpela liklik buk, a small book.

List of very useful Class 3 adjectives
liklik - small
 * also smol
 * also smolpela, which is a Class 1 Adjective
 * liklik is also an adverb meaning a little)

lapun - old (person)
 * See olpela, old (thing) in Class 1 Adjectives

wail - wild

rabis - poor
 * See nating, of no value in Class 4 Adjectives

longlong - crazy
 * See longpela, long in Class 1 Adjectives

nambawan - first rate nambatu - second rate nambaten - very bad (quality)
 * See first, second, etc. in Numerals

wankain - same narakain - different

planti - many olgeta, or ologeta - all

Reference

 * Wurm, S.A. et Mühläusler (eds) (1985). Handbook of Tok Pisin (New Guinea Pidgin). Canberra : Australian National University. ISBN 0858833212.

Exemples of use found on the Internet

 * Wanpela lapun meri na liklik bubu bilongen ibin save istap. > An old woman, her (little) grandchild were there. (Radio Australia)
 * olgeta manmeri long dispela graun igat wankain raits long... > All people on Earth have the same rights to... (Declaration of Human Rights)

title: Tok Pisin/Class 3 adjectives


text:
Ada Programming/Keywords/task

The keyword task is used to define either a task or task type. See Ada Programming/Tasking for more information on the Ada tasking system.

Wikibook

 * Ada Programming
 * Ada Programming/Keywords
 * Ada Programming/Tasking

Ada Quality and Style Guide

|Task Keywords:task

title: Ada Programming/Keywords/task


text:
Cookbook:Thousand Island Dressing

| Salad Recipes | Appetizers | California cuisine

Thousand Island is a salad dressing commonly used with green salads. It can also be used as a sandwich spread, or many other uses.

Ingredients

 * 1 cup (235 ml) mayonnaise
 * ¼ cup (60 ml) ketchup
 * 2 tablespoons (30 ml) white vinegar
 * 1 tablespoon (15 ml) granulated sugar
 * 1 tablespoon (15 ml) sweet pickle relish
 * 2 teaspoons (10 ml) finely-minced onions
 * ¼ teaspoon (1 ml) salt
 * 1 dash of pepper

Procedure

 * 1) Combine all ingredients in a blender, and process till smooth. The goal is to have a pink smooth sauce.
 * 2) Pour the sauce into a bowl and chill covered in the refrigerator for at least 30 minutes prior to use.

Notes, tips and variations

 * Instead of using the blender, whisk the ingredients in a bowl.

Warnings

 * Keep refrigerated.

title: Cookbook:Thousand Island Dressing


text: Template:LPI Linux Certification/LPIC201


text:
LPI Linux Certification/LPIC2 Exam 201/Linux Kernel

Panorama do Cenário

 * Kernel Components
 * Compiling a kernel
 * Patching a kernel
 * Customizing a kernel

Overview
Description: ''Candidates should be able to utilize kernel components that are necessary to specific hardware, hardware drivers, system resources and requirements. This objective includes implementing different types of kernel images, identifying stable and development kernels and patches, as well as using kernel modules.''

Key files, terms, and utilities include: zImage bzImage

Overview
Description: ''Candidates should be able to properly compile a kernel to include or disable specific features of the Linux kernel as necessary. This objective includes compiling and recompiling the Linux kernel as needed, implementing updates and noting changes in a new kernel, creating a system initrd image, and installing new kernels.''

Key files, terms, and utilities include: /usr/src/linux/ /etc/lilo.conf make options (config, xconfig, menuconfig, oldconfig, mrproper zImage, bzImage, modules, modules_install) mkinitrd (both Red Hat and Debian based) make

Overview
Description: ''Candidates should be able to properly patch a kernel for various purposes including to implement kernel updates, to implement bug fixes, and to add support for new hardware. This objective also includes being able to properly remove kernel patches from existing production kernels.''

Key files, terms, and utilities include: Makefile patch gzip bzip

Overview
Description: ''Candidates should be able to customize a kernel for specific system requirements by patching, compiling, and editing configuration files as required. This objective includes being able to assess requirements for a kernel compile versus a kernel patch as well as build and configure kernel modules.''

Key files, terms, and utilities include: /usr/src/linux /proc/sys/kernel/ /etc/conf.modules, /etc/modules.conf patch make modprobe insmod, lsmod kerneld kmod


text:
LPI Linux Certification/LPIC2 Exam 201/System Startup

Section Overview

 * Customizing system startup and boot processes
 * System recovery

Overview
Description: ''Candidates should be able to edit appropriate system startup scripts to customize standard system run levels and boot processes. This objective includes interacting with run levels and creating custom initrd images as needed.''

Key files, terms, and utilities include: /etc/init.d/ /etc/inittab /etc/rc.d/ mkinitrd (both Red Hat and Debian scripts)

Overview
Description: ''Candidates should be able to properly manipulate a Linux system during both the boot process and during recovery mode. This objective includes using both the init utility and init= kernel options.''

Key files, terms, and utilities include: inittab LILO init mount fsck


text:
LPI Linux Certification/LPIC2 Exam 201/Filesystems

Section Overview

 * Operating the Linux filesystem
 * Maintaining a Linux filesystem
 * Creating and configuring filesystem options

Overview
Description: ''Candidates should be able to properly configure and navigate the standard Linux filesystem. This objective includes configuring and mounting various filesystem types. Also included, is manipulating filesystems to adjust for disk space requirements or device additions.''

Key files, terms, and utilities include: /etc/fstab /etc/mtab /proc/mounts mount and umount sync swapon swapoff

Mounting and unmounting partition
To access an existing partition you need to mount it first using the mount command. For example if you want to mount a ntfs partition on /mnt/windows you should issue the following command: mount -t ntfs /dev/hda3 /mnt/windows Of course you need to change hda3 with your ntfs partition. To umount a partition you simply need to use umount umount /mnt/windows or umount /dev/hda3 If you use mount without arguments it will print the currently mounted devices, you can also see /proc/mounts and /etc/mtab to discover which partition are currently mounted.

Fstab
If you want to use a more automatic method to mount filesystem you should edit /etc/fstab

proc           /proc           proc    defaults        0       0 /dev/hda2      /               ext3    defaults        0       1 /dev/hda4      none            swap    defaults        0       0 /dev/hda1      /boot           ext3    defaults        0       2 /dev/hda3      /mnt/windows    ntfs    defaults        0       0 /dev/hdb       /media/cdrom    iso9660 ro,user,noauto  0       0 /dev/fd0       /media/floppy   auto    user,noauto     0       0

In the above example of /etc/fstab we have the ntfs partition mounted automatically during the system boot on /mnt/windows, while on the cdrom and floppy devices we have specified the noauto and user options, this means that they aren't mounted during boot but also that any user can mount it whenever they need. The sixth field should be 1 for root filesystem and 2 for other fs that need to be checked with fsck during boot.

Swap
The swap partition can be used as virtual memory, to create a swap partition you should use mkswap

mkswap /dev/hda4

and need to be activated with swapon

swapon /dev/hda4

you can also deactivate it with swapoff

swapoff /dev/hda4

Sync
The sync utility can be used to force the change onto the partition, modern filesystem like ext3 or reiserfs sync the partition every time that a change is made so you don't need to issue the command manually.

Exercises
.

Overview
Description: ''Candidates should be able to properly maintain a Linux filesystem using system utilities. This objective includes manipulating a standard ext2 filesystem.''

Key files, terms, and utilities include: fsck (fsck.ext2) badblocks mke2fs dumpe2fs debuge2fs tune2fs

Formatting a partition
Before you format a partition you need to choose the right filesystem for your needs. The most common filesystem on linux is ext3 which is a journaled filesystem based on ext2. To format a partition with a filesystem you need to use the mkfs.* commands

#ext3 mkfs.ext3 /dev/hda1 #fat mkfs.vfat /dev/hda1 #xfs mkfs.xfs /dev/hda1 #reiserfs mkfs.reiserfs /dev/hda1

to create an ext2/ext3 filesystem you can also use the mke2fs utility

mke2fs /dev/hda1 mke2fs -j /dev/hda1
 * 1) ext2
 * 1) ext3

Configuring and repair filesystem
tune2fs it's an utility used to tune ext2/ext3 filesystem

tune2fs -j /dev/hda1 tune2fs -c 30 /dev/hda1 tune2fs -i 10d /dev/hda1
 * 1) add the journal to an ext2 filesystem(convert from ext2 to ext3)
 * 1) set the max mount count before the filesystem is checked for errors to 30
 * 1) set the max time before the filesystem is checked for errors to 10 days

you can also tune a reiserfs partition using reiserfstune

reiserfstune --journal-new-device /dev/hda2 -f /dev/hda1
 * 1) create a new journal for /dev/hda1 into /dev/hda2

to check a filesystem for errors you can use fsck.*

#ext3 fsck.ext3 /dev/hda1 #fat fsck.vfat /dev/hda1 #xfs fsck.xfs /dev/hda1 #reiserfs fsck.reiserfs /dev/hda1

you can also just run fsck /dev/hda1 directly and it will detect the filesystem

Exercises
.

Overview
Description: ''Candidates should be able to configure automount filesystems. This objective includes configuring automount for network and device filesystems. Also included is creating non ext2 filesystems for devices such as CD-ROMs.''

Key files, terms, and utilities include: /etc/auto.master /etc/auto.[dir] mkisofs dd mke2fs


text:
Talk:C Programming/Basics of compilation

Does anyone else think this page should go away or at least be moved? Thunderbunny 21:55, 11 Dec 2004 (UTC)

What more content is required for it to be complete? Its completion status is 25% since ages. Anuvrat (discuss • contribs) 18:33, 5 September 2011 (UTC)
 * Agreed. The completeness status is now 75% --Strange quark (discuss • contribs) 02:50, 26 May 2017 (UTC)

define the term "header" before using it.
for the chapters "Preprocessor" and "Automation". Utonsal (discuss • contribs) 22:57, 31 December 2018 (UTC)

section "Automation": "Makefiles" -- a program or some files?
… I first understood it being a program, but in the next paragraph it appears in plural, so that I then had to assume, that these are files. so: what is it?


text:
GCSE Science/Carbon dioxide production of yeast as affected by temperature

Introduction
The purpose of this experiment is to discover the effect of temperature upon the rising of bread dough. The process of dough rising is based on yeast. Yeast is a type of fungus which breaks sugar down into smaller components. The type of yeast used for these tests is Saccharomyces cerevisiae, which was domesticated for wine, beer and bread production thousands of years ago. S. cerevisiae is commonly referred to as baker’s yeast or brewer’s yeast for this reason.

Yeasts used for leavening bread can be either caught from the environment or produced commercially. In the environment, yeast can easily be found in fruits and berries (such as apples, peaches, and grapes), as well as in plant exudates (such as sap).

When mixed with bread dough, the yeast converts sugar molecules into carbon dioxide (CO2), alcohol and water. The CO2 expands in the dough to produce gaseous bubbles. These bubbles cause the bread to rise - the more CO2 present, the faster the bread will rise. If temperature is related to the amount of CO2 produced by yeast, then higher temperatures will result in increased production of CO2.

Procedure
Materials:
 * 1 Erlenmeyer Flask
 * 1 One-hole Rubber Stopper
 * 1 hir
 * 1 Striker
 * 1 Glass Beaker of any size (large enough to contain flask)
 * 1 Thermometer
 * Yeast Solution
 * Petroleum Jelly
 * ice
 * Glass Tubing
 * Hot Plate
 * Table for the recording of data (Figure 2)
 * Access to tap water and natural gas will also be necessary.

1. Using the bunsen burner, bend the glass tubing so that it will reach from the inside of the Erlenmeyer flask to the bottom of the glass beaker, leaving enough room for gas to escape while in the beaker. (See Figure 1)

2. Add 75 ml of yeast solution to the flask.

3. Add 500 ml of water to the beaker.

4. Place the rubber stopper in the flask and apply petroleum jelly around the hole of the stopper to stop gas from escaping. Insert the glass tubing so that it will receive gas from the flask and carry it underneath the water in the beaker, and place the beaker and flask on a lab counter. (See Figure 3)

5. Observe the beaker for ten minutes and count the number of bubbles escaping into the water. Record this information and the current room temperature in a data table. (See Figure 2)

6. Find the average number of bubbles per minute and record this in the data table.

7. Remove the glass tubing from the apparatus.

8. Repeat steps 2-7 at a temperature of 83 degrees Celsius, placing the flask in a hot water bath prepared using the hot plate and waiting for five minutes to allow the yeast to reach the appropriate temperature before inserting the glass tubing. (See Fig. 4)

9. Repeat steps 2-7 at a temperature of 0 degrees Celsius, placing the flask in a container full of snow or a cold water bath and waiting for five minutes to allow the yeast to reach the appropriate temperature before inserting the glass tubing. (See Fig. 5)

10. Disconnect the materials, clean them and replace them in their proper locations.

Conclusions
The data collected (as seen in Figure 10) shows an average of 0 carbon dioxide bubbles per minute at 0 degrees Celsius, an average of 11.5 bubbles per minute at 19 degrees Celsius, and an average of 76.8 bubbles per minute at 83 degrees Celsius.

The test at 83 deg. C showed a near-constant decline in the amount of bubbles as time passed. This mostly occurred because enzymes denatured and could no longer catalyse the reaction. The high number of bubbles at the beginning is probably due to the rapid expansion of gas at high temperatures and does not actually represent carbon dioxide (See Fig. 6). The test at 0 degrees Celsius showed no production of carbon dioxide, presumably because the low temperatures froze the yeast. (See Fig. 7). The room temperature test (19 deg. C) showed a fairly even level of carbon dioxide production, but not enough to be useful in the making of leavened bread. (See Fig. 8)

We incurred two experimental errors in the first testing at 0 degrees Celsius. By beginning the testing immediately following the insertion of the yeast solution into the cold water bath, the warm air molecules in the flask were not given an opportunity to cool before being attached to the rest of the apparatus. This caused a vacuum to form in the glass tubing, pulling water up the tubing rather than pushing the gas out. Attempting to remedy the situation, we moved the flask into a slightly warmer area, skewing the results by raising the temperature enough to allow carbon dioxide production. Applying this knowledge to the second test eliminated these anomalies.

This experiment shows that carbon dioxide production from yeast increases with increased temperature, as the number of carbon dioxide bubbles increased as the temperature rose. (See Fig. 9). Then as temperatures rose too high the enzymes denatured and could not catalyse the reaction. Because the rising of bread dough is dependent on the amount of carbon dioxide produced, increased temperatures slightly will result in bread rising farther than it would at room temperatures but once at 83 degrees Celsius the yeast will die. It can also be concluded that bread will not rise at freezing temperatures, as the carbon dioxide necessary to make the bread do so is not present.


text:
User:Stellertony/Backup1

Introduction
The purpose of this experiment is to discover the effect of temperature upon the rising of bread dough. The process of dough rising is based on yeast. Yeast is a type of fungus which breaks sugar down into smaller components. The type of yeast we will be using is Saccharomyces cerevisiae, which was domesticated for wine, beer and bread production thousands of years ago. S. cerevisiae is commonly referred to as baker’s yeast or brewer’s yeast for this reason. Yeasts used for leavening bread can be either caught from the environment or produced commercially. When mixed with bread dough, the yeast converts sugar molecules into carbon dioxide (CO2), alcohol and water. The CO2 expands in the dough to produce gaseous bubbles. These bubbles cause the bread to rise - the more CO2 present, the faster the bread will rise. If temperature is related to the amount of CO2 produced by yeast, then higher temperatures will result in increased production of CO2.

Procedure
Materials:
 * 1 Erlenmeyer Flask
 * 1 One-hole Rubber Stopper
 * 1 Bunsen Burner
 * 1 Striker
 * 1 Glass Beaker (any size)
 * 1 Jar large enough to hold flask
 * 1 Thermometer
 * Yeast Solution
 * Ice
 * Hot Plates
 * Glass Tubing
 * Access to tap water and natural gas will also be necessary..

1. Using the bunsen burner, bend the glass tubing so that it will reach from the inside of the Erlenymeyer flask to the bottom of the glass beaker, leaving enough room for gas to escape while in the beaker. (See Figure 1)

2. Add 75 ml of yeast solution to the flask.

3. Add 500 ml of water to the beaker.

4. Place the rubber stopper in the flask and insert the glass tubing so that it will receive gas from the flask and carry it underneath the water in the beaker. Place the beaker and flask on a lab counter. (See Fig. 1)

5. Observe the beaker for ten minutes and count the number of bubbles escaping into the water. Record this information and the current room temperature in a data table. (See Fig. 2)

6. Find the average number of bubbles per minute and record this in the data table.

7. Remove the glass tubing from the apparatus.

8. Repeat steps 2-7 at a temperature of ___ degrees Celsius, placing the flask in a hot water bath and ensuring that the yeast solution has reached the appropriate temperature before inserting the glass tubing. (See fig. 3)

9. Repeat steps 2-7 at a temperature of 0 degrees Celsius, placing the flask in a cold water bath and ensuring that the yeast solution has reached the appropriate temperature before inserting the glass tubing. (See fig. 4)

10. Disconnect the materials, clean them and replace them in their proper locations.

title: User:Stellertony/Backup1


text:
User talk:63.233.14.234

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. - Omegatron 03:49, 12 Dec 2004 (UTC)

title: User talk:63.233.14.234


text:
Template:Welcome

Welcome!
If you have any questions, you can ask in the assistance reading room or possibly contact me personally.

title: Template:Welcome


text:
Spanish/Perfect

../Verbs/

The present perfect (el perfecto de indicativo) is used to communicate events in the past for which there is a relationship to the present. For example:

 * I have written three letters today.
 * He escrito tres cartas hoy.

It is formed by using the conjugated present indicative form of Haber with the past participle of the action. In the above example, He is the first person form of Haber and escrito is the past participle of Escribir.

Here are examples in different persons:
 * Tú has comido el bocadillo. You have eaten the sandwich.
 * Él ha dicho la verdad. He has told the truth.
 * Nosotros hemos visto el cuadro. We have seen the picture.
 * Vosotros habéis hablado con el presidente. You (plural, familiar) have spoken with the president.
 * Uds. han vivido en California. You (plural, formal) have lived in California.

title: Spanish/Perfect


text:
Talk:Ruby Programming

Refresh this project
I think this book contains some really useful information, but in its current form it's not all that much fun for a reader to read through this. There are multiple issues that could be improved and make this book into a really good one (and make it fun to read an contribute to):

Table of Contents: One of the first things a possible reader is going to see when encountering this book is the main page with the table of contents. In my eyes however the table of contents is quite big and contains some things that could easily be moved to other pages (for example do we really need a link to every control structure in the table of contents? Alternatively there could be a table of contents of the main topics which is easy to navigate and a list of all default modules, classes, and commands) to improve readibility.

Consistent syntax highlighting: Currently I see multiple ways how code is highlighted. (There's basically inlines without borders and some with borders; code is typically highlighted but with console outputs it's not always clear.) Content wise this isn't a real issue but I think it would do good to the presentation quality of this book. I'm not sure if there's a general style guideline for it already and I'm missing anything out, but what about making sure that everything is in a bordered box so it's clear where the main text stops and the code example starts?

Page completion: I think it would mean a lot if it was easy to spot from the table of contents how finished a given page is. Some pages really could need more work than others do.

Outdated information: Some pages deal with stuff that's not absolutely up to date with newest Ruby versions anymore (eg. old default encoding ascii). Should this be fixed or left as is? Personally I'd like the idea of having a really up to date book that will enable people to use current versions of Ruby.

Ok these are just some things and I didn't finger point at everything but I think it's a good idea to see what could all be done about the book. I'll try to fix some of these things, but I just wanted to know what anyone else thinks about this all and I don't want to accidentally do something that needs to be reverted...

Evotopid (discuss • contribs) 18:04, 28 March 2015 (UTC)

 * I completely agree. Old info needs to be removed, no question. Plus, I don't see the benefit of having all the library reference material in this textbook when the official Ruby docs contain it all, and are freely-licensed. I think we should delete those sections, and I'll be tidying up a bit. --Tmewett5 (discuss • contribs) 16:03, 2 October 2015 (UTC)

I didn't delete anything as of yet, but I'd still be interested in cleaning up at least the table of contents. This book could be pretty good with some more structure and has some interesting pages on more advanced topics. If no one has an argument against it I would like to start removing outdated reference material and improve the structure and quality of the actually relevant chapters. I guess I will leave this here for a week or two before I start doing something.--Evotopid (discuss • contribs) 20:27, 13 December 2016 (UTC)

Organization
The organization of the new material on strings is a mess. Why the heck is it placed before the section on Basic Ruby? Why are the sections on "Alternate Quotes", "Here Documents", and "ASCII" separate chapters rather than being subsections of the "Strings" chapter?

--OinkOink 23:32, 7 October 2006 (UTC)

 * Exactly. I warned the user doing all this that some of his/her creations were a bad idea, but nothing stopped. It would be nice if some others came in and started correcting it all. I did once and was reverted, so this user may not take it easily. If such an edit war continues, bring it to my or another admin's attention and we will try to resolve it. This book is heading in a bad direction. -within focus 23:41, 7 October 2006 (UTC)

I wonder if it isn't time to put in some additional structure to the "Getting Started" section. There are really three or four big headings here:

 * "Getting Started" includes installing, writing scripts as files, running scripts
 * "Baby Steps" (insert better name here) includes the "hello world" example and a whirlwind 2-3 chapter tour of what Ruby is about including some OO
 * "More Depth" (again, insert better name here) is a more methodical one-chapter-per-topic coverage, enough for your average programming task.

Then the intermediate section is an alacarte of self-contained topics, and the language reference for more details. Yes, I know this structure follows Pickaxe pretty closely.

-- Marburg 23:24, 20 December 2006 (UTC)

Examples
Would those who are working on this project mind putting exercises at the end of sections so that people like myself who are learning the language could practice implementing some programs? Thank you very much for your time, and the tutorial has taught me a lot already.

Sincerely, Eric Scrivner

Tutorial
I once started a tutorial on Ruby. It's right here:

http://www.math.umd.edu/~dcarrera/ruby/0.3/index.html

If any of this content is useful for this Ruby Wikibook feel free to take it. I have alread released the tutorial as GNU FDL, so it should be compatible with this Wikibook. But I'm happy to make it public domain if necessary.

I wish I had time to work on this project, but I'm already leading a large documentation project (oooauthors.org).

Cheers, Daniel Carrera.

Naming policy
You might want to consider the WB:NP. You current naming convention is depreciated and has several disadvantages - like it has no navigational links. Also you worthy effort is neiter considered a book nor a section inside a book. See wikistats which implements an exstensive book and section detector.

--Krischik T 07:15, 11 October 2005 (UTC)
 * I'll be converting this book today. -within focus 17:01, 24 August 2006 (UTC)
 * All the moves and re-organization is now done. Inter-linking within the book still needs significant work. Some double redirects might still exist and there aren't any navigation headers within pages two levels down or lower. -within focus 18:04, 24 August 2006 (UTC)

Ruby Prog?
Supriya, the name "Ruby Prog" is inconsistent with other programming books on Wikibooks. For example:

 * Ada Programming
 * C Programming
 * C++ Programming
 * C Sharp Programming
 * Java Programming

I don't see the reason for the name change. Also, many of the links to the sections broke when you renamed the main page. I'm going to revert.

-- Briand 00:17, 29 September 2006 (UTC)

Learning to program
I am currently in discussions about Mr Pine giving his documentation [1] into the public domain. If anyone wants to contact him, his email address is the following chris@pine.fm

Yours sincerely, Edward Rein

Learn to Program

--Herraotic 12:12, 29 October 2006 (UTC)

 * I have emailed and recently received a conformation mail to say that my proposal of displaying a link to this manual on the official Ruby website was accepted.
 * In all it's glory... http://www.ruby-lang.org/en/documentation/

 * --Herraotic 21:00, 31 October 2006 (UTC)

title: Talk:Ruby Programming


text:
Cookbook:Potato-ricer

| Kitchen tools

The potato ricer can be visualized as a very large garlic press. It is used in the preparation of mashed potatoes. After the potatoes have been slightly overcooked and chopped up, pass them through the potato-ricer to reduce them to a smooth purée. After potatoes are "riced," it is common to then mix butter, milk, or cream, according to preference.

title: Cookbook:Potato-ricer


text:
Cookbook:Garlic Press

| Kitchen tools

A garlic press is a small kitchen tool designed to simplify the process of crushing a clove of garlic. It is a hinged device. The garlic clove is put into a containing section and when the arms of the press are closed, the clove is crushed and the pulp is forced out through a grating.

It may be useful if you have to crush a lot of cloves in a short time, but for one or two cloves, better results are obtained by crushing them between the blade of a knife and a chopping board.

A food processor may also be used to prepare garlic cloves.

title: Cookbook:Garlic Press


text:
LPI Linux Certification/LPIC2 Exam 201/Hardware

Section Overview

 * Configuring RAID
 * Adding new hardware
 * Software and kernel configuration
 * Configuring PCMCIA devices


text:
PHP Programming/MySQL

MySQL
MySQL is the most popular database used with PHP. PHP with MySQL is a powerful combination showing the real power of Server-Side scripting. PHP has a wide range of MySQL functions available with the help of a separate module. In PHP5, this module has been removed and must be downloaded separately.

MySQL allows users to create tables, where data can be stored much more efficiently than the way data is stored in arrays.

In order to use MySQL or databases in general effectively, you need to understand SQL, or Structured Query Language.

Note that this page uses the mysqli functions and not the old mysql functions.

Connecting to the MySQL server
PHP has the function mysqli_connect to connect to a MySQL server that handles all of the low level socket handling. We will supply 4 arguments; the first is the name of your MySQL server, the second a MySQL username, third a MySQL password and last a database name. In this example, it is assumed your server is localhost. If you are running a web server on one system, and MySQL on another system, you can replace localhost with the IP address or domain name of the system that MySQL resides on (ensure all firewalls are configured to open the appropriate ports). mysqli_connect returns a link_identifier that we can now use for communicating with the database. We will store this link in a variable called $cxn.

Running a Query
We have connected to the mysql server and then selected the database we want to use, now we can run an SQL query over the database to select information, do an insert, update or delete. To do this we use mysqli_query. This takes two arguments: the first is our link_identifier and the second is an SQL query string. If we are doing a select sql statement mysqli_query generates a resource or the Boolean false to say our query failed, and if we are doing a delete, insert or update it generates a Boolean, true or false, to say if that was successful or not.

The basic code for running a query is the php function "mysqli_query($cxn, $query)". The "$query" argument is a MySQL query. The database argument is a database connection(here, the connection represented by $cxn). For example, to return the query "SELECT * FROM customers ORDER BY customer_id ASC", you could write

However, this straightforward method will quickly become ungainly due to the length of MySQL queries and the common need to repeat the query when handling the return. All (or almost all) queries are therefore made in two steps. First, the query is assigned a variable (conventionally, this variable is named "$query" or "$sql_query" for purposes of uniformity and easy recognition), which allows the program to call simply "mysqli_query($cxn, $sql_query)".

Secondly, to handle the information returned from the query, practical considerations require that the information returned also be assigned to a variable. Again by convention rather than necessity (i.e. you could name it anything you wanted), this information is often assigned to "$result", and the function is called by the assignment of the variable.

It is important to understand that this code calls the function mysqli_query, in addition to assigning the return to a variable "$result". [NOTE: The queries that ask for information -- SELECT, SHOW, DESCRIBE, and EXPLAIN -- return what is called a resource. Other types of queries, which manipulate the database, return TRUE if the operation is successful and FALSE if not, or if the user does not have permission to access the table referenced.]

To catch an error, for debugging purposes, we can write:

NOTE: The semi colon for the function before the die statement is omitted.

If the function mysqli_query returns false, PHP will terminate the script and print an error report from MySQL (such as "you have an error in your SQL syntax") and the query.

Thus, our final code would be, assuming that there were a database connection named $cxn:

Putting it all together
In the previous sections we looked at three commands, but not at how to use them in conjunction with each other. So let's take a look at selecting information for a table in our mysql database called MyTable, which is stored in a mysql database called MyDB.

NOTE: If the link identifier is not specified, the last link opened by mysql_connect is assumed.

The Create Database Query
[By admin@technofranchise.com : We have used my_sqli connector that is the latest construct. There are some other tutorials that use my_sql construct to make the database connections (Don't confuse with it. Our constructor is the latest one) The creation of the database is our first step when accessing the backend MySql Server with php script. This can be achieved by connecting with the server. After that, creating the database.

The Create Table Query
The process of creating the table is as easy as creating the database. We have to execute the create table query using the mysqli construct

Getting Select Query Information with older connector construct
Well that doesn’t help, because what are we to do with $result? Well when we do a select query we select out information from a database we get back what is known as a resource, and that is what is stored in $result, our resource identifier. A resource is a special type of PHP variable, but lets look at how to access information in this resource.

We can use a function called mysql_fetch_assoc it takes one parameter, our resource identifier $result, and generates an associative array corresponding to the fetched row. Each column in the table corresponds to an index with the same name. We can now extract out information and print it like so:

PHP + MySQL + Sphinx
Once you understand the basics of how MySQL functions with PHP you might want to start learning about full text search engines. Once your site gets large (millions of database records) MySQL queries will start to get painfully slow, especially if you use them to search for text with wildcards:

There are many free/paid solutions to stop this problem. A good open source full text search engine is Sphinx Search. There is a WikiBook on how to use it with PHP and MySQL that explains the concepts of how Indexing works. You might want to read it before reading the official documentation.

title: PHP Programming/MySQL