text:
Biology, Answering the Big Questions of Life/Osmosis lab

Osmosis is defined as the diffusion of water (solvent) from areas of high solvent (more amount of water) concentration to areas of low solvent (less amount of water) concentration across a semi-permeable membrane.

We call the liquid with more dissolved solutes in it a hypertonic solution and the liquid with less dissolved solutes is called a hypotonic solution. If the solutions on both sides of the membrane have the same concentration, it is called isotonic. In osmosis, water moves from a hypotonic solution to a hypertonic solution.

All organisms must have strategies to deal with the movement of water into and out of their cells by osmosis. Plant cells usually have more dissolved solvents inside their cells than the water found in the soil. Because of this, water will rush into the cells. To prevent the cells from bursting (lysis), plant cells are surrounded by a hard cell wall.

If the plant finds itself in a hypertonic solution, water will rush out of the cells causing the cells to shrivel up. This process is called plasmolysis.

In this lab we will observe plasmolysis in red onion cells.

Instructions:

 * Make a wet mount of red onion cells.
 * Observe the red cells under the microscope at 100X and 400X.
 * Draw the cells and label this drawing BEFORE.
 * While keeping the slide under the microscope.

Add a few drops of 20% salt solution to the edge of the slide. You may need to pull the liquid across by placing a piece of paper on the opposite side of the slide at the edge of the coverslip.
 * Observe the cells. You may have to refocus the image as the increased liquid will change the location of the coverslip.
 * Draw the image and label this cell AFTER.
 * Explain what happened to the cells.

Alternative Instructions:
Alternative 1: You may do the same using a small slice of potato, if red onion skin is not available.

Alternative 2 (only if there is no access to a microscope): Look at this image. Which diagram represents cells in regular blood? Which represents cells in pure water? Which represents cells in a saturated salt solution? Answer these questions, then look at this article and check your answers. Then write a conjecture about why one's fingers seem "pruny" after a long bath, but not after being in the ocean for an extended time.

Warning
 * Always wear gloves when doing experiments using blood samples.


text:
User talk:Barthax

Parallel Computing and Computer Clusters book
I saw your new book, and I really like the idea. It's about time that wikibooks had a resource on this topic. I would like to contribute if i can find the time and the reference material to do so. Anyway, I set up the pages Parallel Computing and Computer Clusters as redirect pages. Also, I shelved this book on the Computer Science Bookshelf, under the "General Topics" heading. Hopefully this will help attract some attention to your book. You can feel free to move this book to a different bookshelf, or even to cross reference it on a second bookshelf, if you feel so inclined. --Whiteknight (talk) (projects) 16:00, 9 June 2006 (UTC)

Microprocessor Design Book
I've been working on a new book called Microprocessor Design. I think there is going to be some significant overlap between this new book and your parallel computing book. If you would like to come take a look and maybe contribute a little, it would be much appreciated. --Whiteknight (talk) (projects) 23:39, 23 January 2007 (UTC)

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

title: User talk:Barthax


text:
Semiconductors/Transistors as Amplifiers

When the first transistor was invented, the scientists used it as an amplifier first, just to prove the mathematical concept behind it. Using transistors as amplifiers is an incredibly important use. From this model of transistors we get such things as "Transistor Radios" which rely on transistors for signal amplification. This page is going to discuss the basic mathematical model behind transistors and their use as amplifiers.

Base, Collector, Emitter
In a typical Bipolar-Junction Transistor (BJT), there are three layers upon which it is constructed. These layers are known as the emitter, base, and collector. The emitter and collector make up most of the mass of the semiconducting layers while the base is a much thinner layer between them. Current direction depends on whether the transistor a NPN or PNP-type device. The emitter provides the charge carriers to the transistor, base controls the device current and collector collects the charge carriers.

NPN And PNP
NPN:a n-type,a p-type,a n-type properly doped semiconductors are joined respectively in other words are sandwiched. the first n-type semiconductor is called as collector.the next p-type semiconductor is called as base.the next n-type semi- conductor is called emitter. PNP:A p-type,a n-type,a p-type properly doped semiconductors are joined respectively in other words are sandwiched. the first p-type semiconductor is called as collector.the next n-type semiconductor is called as base.the next p-type semi- conductor is called emitter. The emitter region is heavily doped. The base region is lightly doped. The collector region is moderately doped. This condition is required for transistor to act as amplifier.Hence, it is doped so.

Amplifier Rules
The following are the amplifier rules. 1)the base region should be very thin compared to collector and emitter  2)the emitter is heavily doped,the collector is moderately doped,the base is very lightly doped relatively. 3)for transistor to function as an amplifier the collector-base junction should be forward biased,the emitter-base junction    should be reverse biased

input /output relation: There is no particular input-output relation because the input and output are not fixed. They vary according to the configuration of transistor. There are 3 types of transistor configurations 1)common emitter configuration 2)common collector configuration 3)common base configuration then by applying Kirchhoff voltage and current rule in input and output circuits relation between input and output circuits can be found depending upon configuration.


text:
Semiconductors/FET

This page is going to talk about Field Effect Transistors, how they are made, how they operate, and what are their basic characteristics.

FETs
Field effect transistors (FETs) make use of the electric field induced by a potential on the Gate (G) terminal to create a conducting channel between the Drain (D) and Source (S) terminals.

FETs vs BJTs
FET are more stable than BJT more linearity less noise, input impedence is very large, output impedance very low compared to BJT's therefore it consumes less power than BJT's

title: Semiconductors/FET


text:
User:Whiteknight/New Book Guide

Preface
The material found here was developed from my own experience at Wikibooks, and is not an officially approved guide. The thoughts represented here are my own and have often received little, if any, community approval, feedback, or input. I have personally created a number of new books from scratch here at Wikibooks, and I have learned a number of lessons from my work that I hope to be able to share with other new authors.

This book is a part of my personal namespace, and as such it is not subject to ordinary community policies such as neutrality of opinion. Also, while I do encourage people to help make this book better by adding more material and experiences, I maintain complete creative control over this book and am the final authority as to what will stay here. I will monitor it closely for unauthorized edits or vandalism. Comments, suggestions, and criticisms are welcome on my talk page.

Table of Contents

 * /The Goal/
 * /The Need/
 * /The Problems/
 * /Basic Steps/
 * /Rules and Guidelines/
 * /Design Patterns/
 * /General Timeframe/
 * /Book Creation/
 * /Monolithic Books/
 * /Appendices/
 * /Book Formatting/
 * /Categorizing/
 * /Naming Conventions/
 * /Print and PDF Versions/
 * /Child Versions/
 * /Conclusions/

Cleanup Tasks

 * /Content/
 * /Style/
 * /Verify/
 * /Accuracy/
 * /Formatting/
 * /Visuals/
 * /Cleanup/
 * /Rename/
 * /Subpages/
 * /Split/

Appendices

 * /Tools/

title: User:Whiteknight/New Book Guide


text:
User:Frank L Lambert

Frank L. Lambert graduated with honors from Harvard University and received the doctorate in chemistry from the University of Chicago. After military service and industrial research and development, he joined the faculty of Occidental College in Los Angeles. His primary concern was teaching and his most important publication in the field, that few professors seem to have read until recently, urged the abandonment of the traditional lecture system in chemistry. ("Why lecture -- since Gutenberg? Aren't textbooks available now?")

For many years he taught "Enfolding Entropy", a course for non-science majors. His research in the polarography of halogen compounds was designed for undergraduate collaboration and all but one of his scientific articles prior to his retirement were published with student co-authors.

Professor emeritus from Occidental College, he became the first scientific advisor to the J. Paul Getty Museum. He continued to be a consultant to the Getty Conservation Institute when it was founded and as it grew to have a staff of 14 scientists. In the last decade he has also been concerned with improving the teaching of thermodynamics to first-year university students and making the concepts more understandable to non-scientists as well.

His articles in the Journal of Chemical Education have resulted in the removal of misleading ideas (such as shuffled cards or messy dorm rooms being examples of entropy increase) from all but one US general chemistry text. As of April 2006, some 15 university chemistry textbooks have deleted the unscientific concept "entropy is disorder" from their thermodynamics chapters because of these publications by Professor Lambert.

His five Web sites (http://www.entropysite.com as the master site, with links, articles and supplements) emphasize the concepts surrounding the second law rather than equations and calculations. They had more than 510,000 readers (from some 2 million 'hits') in 2005.

title: User:Frank L Lambert


text:
Spanish/Adverbs

In Spanish, as in English, most adverbs are made by adding a suffix to adjectives.

To create an adverb from an adjective that is inflected, i.e ends in -o or -a, inflect the adjective for the feminine form. Then add -mente.

Por Ejemplos:

Adjective    Adverb rapido       rapidamente  (quickly) estupido     estupidamente (stupidly)

Adverbos Irregulares

Adjective    Adverb verdad       verdaderamente (truly) igualdad     igualdadamente (equally) ideal        idealamente ( ideally)

title: Spanish/Adverbs


text:
Spanish/Vocabulary/To Describe Yourself

To Describe Yourself
Adjectives To be used with "estar".

bonito(a) pretty guapo(a) – handsome feo(a) – ugly rubio(a) – blonde moreno(a) – dark haired; skinned pelirrojo(a) – redheaded flaco(a); thin, skinny delgado(a) = slim gordo(a) – fat joven – young viejo(a) – old famoso(a) – famous simpático(a) – nice antipático(a) – unfriendly divertido(a) – fun aburrido(a) – boring serio(a) – serious romántico(a) – romantic inteligente – intelligent tonto(a) – dumb, foolish callado(a) – quiet tímido(a) – shy activo(a) – active artístico(a) – artistic atlético – athletic tacaño(a) – stingy generoso(a) – generous paciente – patient impaciente – impatient perezoso(a) – lazy trabajador(a) – hardworking atrevido(a) – adventurous prudente – cautious agradable – pleasant justo(a) – fair desafurtunado – Unlucky

title: Spanish/Vocabulary/To Describe Yourself


text:
Biology, Answering the Big Questions of Life/Photosynthesis

 Previous < Up > Next : Index

Audio version of this page.

What is photosynthesis?
Photosynthesis is a process used by plants and other organisms to convert light energy, normally from the Sun, into chemical energy that can be later released to fuel the organisms' activities.

What is light?
Light is a form of energy. The form of light that plants capture, as well as the light that you and I can see, is called visible light. The white light that shines on Earth from the sun is actually composed of light of many different colors. You can see these colors by using a piece of glass called a prism that can split the light into different colors or wavelengths of light.

The rainbow of light created by a prism is called a spectrum and the colors of light are always in the same order: Red, Orange, Yellow, Green, Blue, Indigo and Violet. It also spreads into colors that we can't see becoming infrared off the edge of the red side of the spectrum, and ultraviolet off of the edge of the violet side of the spectrum.

In fact, the spectrum of light (called the electromagnetic spectrum) is very large going from radio waves as big as planets to very powerful light called gamma rays whose wavelengths can be the size of subatomic particles.

Photosynthesis captures the energy from visible light but it doesn't use all of the colors of light equally. It mostly uses light from the blue and red parts of the spectrum.

Why are plants green?
The simple answer is that plants are green because they have green chloroplasts (organelles that carry out photosynthesis).

But why are Chloroplasts green? Chloroplasts are green because they contain the green pigment chlorophyll in their thylakoid membranes. Chlorophyll is a pigment that absorbs red and blue light.

Then why is chlorophyll green?
To understand why chlorophyll is green, we must learn about pigments. A pigment is something that absorbs light. We said that chlorophyll is a pigment that absorbs blue and red light, so then why is it green?

That's because pigments absorb some wavelengths of light and reflect others. A yellow pigment is one that absorbs all of the wavelengths of light except yellow. The yellow color is reflected into your eyes, and that is why it looks yellow. The reason a red shirt is red is because the red pigments in the shirt absorb all of the light except red. That reflected light is the color that the shirt appears. If it reflected all light, then it would be white.

So plants are green because chlorophyll reflects green light. And chlorophyll is found in all plants because it is the molecule that absorbs the light that is used to make sugar.

Why do plants change color in autumn?
Contrary to popular belief, the autumn fall is nothing to do with temperature, frost, windfall or whatever. There is simply not enough sunlight to warrant the amount of energy spent on growing the leaves. Anyone with solar panels will have figured that one out.

Although plants are green, in the fall they can turn other colors such as yellow, red, brown, and orange. This is because plants also contain other pigments such as carotenoids (yellow-orange) and anthocyanins (mostly red). These other accessory pigments sit in the leaf along with the chlorophyll and they are the reason that leaves are many different shades of green.

The green pigment covers them up for the most part in summer, but in the fall, when the plants are beginning to go dormant in anticipation of the winter, the plant cells stop making chlorophyll, and the leaves lose their green color. Without it, we can see the colors of the other pigments in the leaves.

How do plants capture light and use it?
Photosynthesis is made up of two sets of reactions. The light reactions and the light-independent reactions (formerly the dark reactions). The light reactions capture light energy and use it to make high energy chemicals that are used to power the light-independent reactions which make the sugar. Light travels in wavelengths, the color depends on the wavelength. The photons traveling along the waves enter the thylakoid space within the chloroplast where it is captured by chlorophyll which lines the inside of the thylakoid space. The chlorophyll vibrates because of the energy from the trapped photon. It can then transfer the photon to be used as energy.

Want more detail?
Intermediate
 * Light and Dark reactions,
 * Accessory pigments

Advanced
 * Excited states
 * Photosystems
 * C4 plants

 Previous < Up > Next : Index


text:
Electronics/Batteries/Care

This is a page on how to care for batteries:

General
When storing batteries, remember to refrigerate the batteries to stretch their shelf life. All batteries have some rate of self-discharge.

Nickel-cadmium
When using a nickel-cadmium battery, remember to discharge the battery to "empty" before recharging it to "full" since the so-called memory effect occurs if you recharge the battery after discharging only "partially".

title: Electronics/Batteries/Care


text:
Horticulture/Vegetables

Vegetables are plants grown for their vegetative parts, such as leaves or stems. However, some "vegetables" are actually flower parts, and many fruits are referred to as vegetables as well.

Vegetable is a culinary term which may be applied to any part of an herbaceous plant that humans eat whole or in part is a vegetable, except for culinary fruit, grains, nuts, herbs, and spices. Mushrooms are also commonly considered vegetables, though of course these are not true plants.

Vegetables by Group

 * ../Leaf Vegetables/: (e.g. ../Lettuce/, ../Spinach/)
 * ../Stem Vegetables/: (e.g. ../Celery/, ../Asparagus/)
 * ../Root Vegetables/: (e.g. Potatoes, Carrots)
 * ../Legumes & Pulses/: (e.g. Beans, Peas, Lentils)
 * ../Crucifer Family/: (Brassicas. e.g. ../Cabbage/, ../Cauliflower/, ../Brussel Sprouts/)
 * ../Allium Family/: (Bulb Vegetables. e.g. ../Onion/, ../Garlic/)
 * ../Fruiting Vegetables/: (Botanical Fruits. e.g. ../Pumpkin/, ../Cucumber/, ../Tomato/, Zucchini)
 * ../Mushrooms & Fungi/

Vegetable Growing Guides
../Allotment Gardening/

../Crop Rotation/

title: Horticulture/Vegetables


text:
History of Embrun/Biographies/Louis Nèdère

< Back to Biographies

=Biographies: Louis Nèdère= BORN: August 12th, 1821 in Saint-Jacques-de-l'Achigan, Province of Canada DIED: October 4th, 1846 in Saint Augustine-de-Catherine, Province of Canada

Who was Louis Nèdère?
Louis Nèdère was one of Embrun's first residents. He was part of the original group of 56 people that founded Saint Augustine-de-Catherine. But he was not just one of 56. Some members of the 'Founding 56' as they came to be called viewed him as their leader, although he wasn't officially their leader (they had no official leader, in fact). However, many members of the Founding 56 objected and didn't view Louis Nèdère as their leader.

Although the idea of starting a new settlement wasn't Nèdère's idea, he was the one that suggested a lumber industry.

Nèdère's Life in the new settlement
Nèdère took his wife, Marie, and his 1-year old son, Jean, with him on the search.

During the search, it was Nèdère that suggested that they investigate the Castor River. If it wasn't for Nèdère, Embrun would have been in a different location.

When they finally found the right spot and got off their boat at the present-day site of Embrun, Nèdère was weak and sick (It was later discovered that Nèdère got tuberculosis just before he left on the journey) and Jean was almost dead from exhaustion. Being the kindhearted person he was, Nèdère gave nearly all of his rations to Jean. Nèdère barely survived during the construction of the settlement that fall. When the town was completed in December, Nèdère was so weak that he could barely even walk. He definitely wasn't strong enough to search for food like the other members of the Founding 56 did.

The Founding 56 didn't expect to find much food at that time of year. So, they worked out a system. The more food a settler found, the bigger his or her share of the food would be. But Nèdère was too weak to search for food. Marie thus decided to work extra hard to get enough food for the whole family to survive.

When Jean was 18 months old in January, he fell into a coma, probably from lack of energy. Nèdère was sure that he was dead. But they didn't want to bury him in the middle of the winter.

But Jean woke up three days later. Over the rest of 1846, Nèdère and his wife and son continued to struggle. Nèdère didn't participate in the lumber industry in 1846, and thus the other settlers refused to give him a share of the food. Nèdère starved to death that autumn. Marie died several days later.

Jean, however, was adopted by Jonathan Smithson, Nèdère's cousin, and one of the few anglophone members of the Founding 56.

Continue to Jonathan Smithson ›


text:
Talk:US Corporate Law

Suggestion
It's Just a suggestion but.... It might be advantageous to rename this, as well as split up the topics. For example, I think this text would could be renamed "Business Organizations" and do go a little more indepth on Sole Proprietorships, Limited Liability Companies, Partnerships, Limited Partnerships, Limited Liability Partnerships, as well as agency. Also, it could then spin off the chapters on Securities Regulation, Corporate Finance, etc.

title: Talk:US Corporate Law


text:
User:Bibliomaniac15

I have a user account on Wikipedia, RedwallWiki, Halopedia, and Uncyclopedia.

title: User:Bibliomaniac15


text:
User:Ab8uu

My name is Edward Amsden. AB8UU is my Amateur Radio callsign. My interests include computers (Linux), Amateur Radio, soccer, basketball, baseball, and Star Wars. I am currently working on the Wikibook GStreamer. For such complex and powerful Open Source software, their seems to be a great lack of tutorials. So I am writing this one as I learn GStreamer.

title: User:Ab8uu


text:
GStreamer/Introduction/Obtaining GStreamer

GStreamer's homepage is at http://gstreamer.freedesktop.org. GStreamer can be downloaded from http://gstreamer.freedesktop.org/download/.


text:
User:Gandalf2723

Known as Gandalf[RTG] on PGT

title: User:Gandalf2723


text:
Biology, Answering the Big Questions of Life/Introduction

 Previous < Up > Next : Index

The Science of Life
Biology is the science that studies Life.

When we look at the world around us we see life. We ourselves are living creatures living in a world full of other living organisms. This world is full of complex and beautiful living things. But how do they work? What are they made of? Why do they do what they do?

The science that studies life and tries to answer these questions is called Biology. Everyone should learn biology because life is not only around us, it is within us. It is something that we experience every day, every moment. To study Biology is to learn about ourselves. Who we are. What we are. Why we are.

In this textbook we will ask the big questions of life and try to find the answers. 1

Questions like: What is life? Why are plants green? What is the world made of?

Feel free to browse this book, or read it straight through. It covers the information that you might cover in an introductory College Biology course and more. So let's be curious and investigate life.

How do we know what we know?
When we are first learning about the world, we learn by asking. We ask our parents, other adults, and older children. This is how we learn to read. This is how we learn the names of things. We ask someone called an authority who tells us the answer.

But there is another way to learn about the world. We can ask questions and try to answer them ourselves through observation and deduction. We can lift a rock to see the earthworm that lives under it.

What is Science?
Science is a way of finding out about the world by asking questions and trying to answer them by testing and observing. By devising experiments and looking at the results, we can get closer to the truth about how the world works. If experiments do not support one explanation, we find a new one.

Scientists believe that direct observation trumps authority. If the facts do not support a belief, we discard it in favor of one that the evidence does support. So scientific ideas are always in flux changing as our understanding of the world changes.

How do you do Science?
Scientists find out about the world by experimenting and interpreting the results. This way of testing is sometimes formalized into something called The Scientific Method.

In the Scientific Method one begins with a question.

Scientific Method
 * Ask a Question.
 * Make a Hypothesis (an educated guess).
 * Devise an Experiment (one where you've made predictions).
 * Perform the Experiment and view the Results.
 * Come to a Conclusion about what it means.
 * If the hypothesis is not proven, go back to step 2 and make a new hypothesis.

These simple steps allow scientists to build up a body of proven facts about the universe and how it works. When a hypothesis has been proven by many, many experiments, we can call it a scientific theory. Some useful and well proven scientific theories are called natural laws.
 * Click here to go to Theories page -->

What is Life?
There isn't just one thing that separates living things from nonliving things. A cat moves but so does a car. A tree grows bigger, but so does a cloud. A cell has structure, but so does a crystal. In fact if you ask someone how to tell living things from nonliving things, many people would be at a loss. They would say, "You just know".

Defining life is complicated. Biologists define life by listing characteristics that living things share. Something that has all of the characteristics of life (not just one or two) is considered to be alive.

What characteristics do living things share?
An individual living creature is called an organism. There are many characteristics that living creatures share.

Living organisms ...
 * Respond to environmental changes.
 * Grow and develop.
 * Can reproduce and have offspring.
 * Use energy and have a complex chemistry (metabolism).
 * Maintain themselves in a stable state (homeostasis).
 * Are built of structures called cells.
 * Evolve biologically.

Respond to environmental changes
If you step on a rock, it will just lie there, but if you step on a turtle, it may move or even snap at you. Living things know what is going on around them, and respond to changes in the environment. In other words, living organisms are capable of responding to stimuli.

Grow and develop
A seed may look like a pebble, but under the right conditions it will sprout and form a seedling that will grow into a larger plant. Growth refers to the process by which the organism increases in size and the number of cells increases. In other words, growth produces more or larger cells. Development, on the other hand, is a change in specific structures. For example, a fertilized egg develops specialized structures such as organs.

Can reproduce and have offspring
Living things make more organisms like themselves. They reproduce sexually or asexually (cloning). Whether the organism is a rabbit, or a tree, or a bacterium, life will make more life.

Use energy and have a complex chemistry (metabolism)
A flower has a complicated and beautiful structure. So does a crystal. But if you look closely at the crystal, you see no change. The flower, on the other hand, is transporting water through its petals, producing pigment molecules, breaking down sugar for energy, and undergoing a large number of other chemical reactions that are needed for living organisms to stay alive. We call the sum of the chemical reactions in a cell its metabolism.

As another example, humans, Homo sapiens, eat to fuel their cells. The food they consume provides cells with chemical energy.

Maintain themselves in a stable state (homeostasis)
A human body has a temperature of about 98.6 degrees Fahrenheit (or approximately 37 degrees Celsius). If you step outside on a wintery morning, the temperature might be below freezing. You, however, don't just become an ice cube. You shiver and eat and do what you have to do to keep your body temperature the same. Living organisms keep themselves in a stable state. This is called homeostasis.

Are built of structures called cells
If you look closely at any organism you can see that it is made of structures called cells. Organisms that are very different such as ferns, and fish, and elephants all look very similar at the level of the cell. All living organisms are made of one or more cells.

Evolve biologically
Biological evolution refers to the change of inherited characteristics within a population over generations. Organisms often adapt to their environment which causes, in the long run, their characteristics to evolve.

More about Biology
Wikipedia: Portal:Biology  Previous < Up > Next : Index


text:
C Sharp Programming/Keywords/ref

The keyword explicitly specifies that a variable should be passed by reference rather than by value.

A developer may wish to pass a variable by reference particularly in case of value types. If a variable is passed by reference, only a pointer is sent to a function in reality, reducing the cost of a method call in case it would involve copying large amounts of data, something C# does when normally passing value types.

Another common reason to pass a variable by reference is to let the called method modify its value. Because this is allowed, C# always enforces specifying that a value is passed by reference even in the method call, something many other programming languages don't. This let developers reading the code easily spot places that can imply a type has had its value changed in a method, which is useful when analyzing the program flow.

Passing a value by reference does not imply that the called method has to modify the value; see the keyword for this.

Passing by reference requires the passed variable to be initialized.

An example of passing a variable by reference follows:

/Keywords

title: C Sharp Programming/Keywords/ref


text:
C Sharp Programming/Keywords/is

The keyword compares an object to a type, and if they're the same or of the same "kind" (the object inherits the type), returns. The keyword is therefore used to check for type compatibility, usually before casting (converting) a source type to a destination type in order to ensure that won't cause a type-cast exception to be thrown. Using on a  variable always returns.

This code snippet shows a sample usage:

/Keywords

title: C Sharp Programming/Keywords/is


text:
C Sharp Programming/Keywords/readonly

The keyword is closely related to the  keyword at a glance, with the exception of allowing a variable with this modifier to be initialized in a constructor, along with being associated with a class instance (object) rather than the class itself.

The primary use for this keyword is to allow the variable to take on different values depending on which constructor was called, in case the class has many, while still ensuring the developer that it can never intentionally or unintentionally be changed in the code once the object has been created.

This is a sample usage, assumed to be in a class called :

/Keywords

title: C Sharp Programming/Keywords/readonly


text:
C Sharp Programming/Keywords/out

The keyword explicitly specifies that a variable should be passed by reference to a method, and set in that method. A variable using this keyword must not be intialized before the method call to ensure the developer understand its intended effects. Using this keyword requires the called method to set the variable using this modifier before returning. Using also requires the developer to specify the keyword even in the calling code, to ensure that it is easily visible to developers reading the code that the variable will have its value changed elsewhere, which is useful when analyzing the program flow.

An example of passing a variable with follows:

/Keywords

title: C Sharp Programming/Keywords/out


text:
C Sharp Programming/Keywords/sizeof

The keyword returns how many bytes an object requires to be stored.

An example usage:

/Keywords

title: C Sharp Programming/Keywords/sizeof


text:
C Sharp Programming/Keywords/as

The keyword casts an object to a different type. It is therefore similar to the =  syntax. The difference is that this keyword returns null if the object was of an incompatible type, while the former method throws a type-cast exception in that case.

title: C Sharp Programming/Keywords/as


text:
Puzzles/Lateral puzzles/9

Every morning, a young man wakes up to go to work. He gets ready and then leaves his apartment, which is on the thirteenth floor of an apartment building. He walks out of the elevator and goes to work.

Later that evening, he returns to his apartment building and goes into the elevator. He hates to walk or exercise, however he presses the tenth floor button and walks up the other three stories.

Why?

Solution

title: Puzzles/Lateral puzzles/9


text:
Puzzles/Lateral puzzles/9/Solution

The Man is a Midget and he can only reach the button for the tenth floor.

The elevator is broken and cant go past the tenth floor. The text never says he took the elevator on his floor to go to work.

title: Puzzles/Lateral puzzles/9/Solution


text:
User:MichaelBillington

Michael Billington is a Wikibooks user and editor, who edits Wikipedia under the same name. He currently resides in the outer suburbs of Melbourne [citation needed], Australia, and is often to be found lurking in various Wikimedia-related IRC channels on freenode, using the nickname Mike42. He is a fluent speaker of English, is proficient in MediaWiki template code [citation needed], as well as programming languages such as Visual Basic and C among others.

title: User:MichaelBillington


text:
WebObjects/EOF/Modeling/Examples

An example database comes with WebObjects. It is implemented in OpenBase and a single-host license is included.

title: WebObjects/EOF/Modeling/Examples


text: Category:Book:A-level Biology

title: Category:Book:A-level Biology


text: Category:Book:A-level Chemistry

title: Category:Book:A-level Chemistry


text: Category:Book:A-level Computing 2009

title: Category:Book:A-level Computing 2009


text: Category:Book:A-level Economics

title: Category:Book:A-level Economics


text: Category:Book:A-level Geography

title: Category:Book:A-level Geography


text: Category:Book:A-level Mathematics

title: Category:Book:A-level Mathematics


text:
Biology Laboratory Techniques

Hands on training
Biology is a hands on science, and biology students are usually required to spend some time in the laboratory.

The type of activities a student will perform vary depending on the exact field they are in. Plant geneticist, for example, sometimes spend time out in fields gathering plants, while molecular biologists may use complex equipment such as DNA sequencing machines. Even so, there are some basic techniques that all beginning lab students should understand.

Basic skills

 * Laboratory safety and understanding warning signs
 * Preparation of simple solutions
 * Sampling and preparation of samples
 * Dissection of plants and animals
 * How to clean glassware
 * Use of the dissecting scope
 * Use of the light microscope
 * Making accurate drawings of organisms
 * Using a Bunsen Burner

Advanced
Specialized work places will require other skills. Some skills suggested by subject.

Anatomy, Botany, and General Biology

 * Use of a microtome to make slides
 * staining techniques

Medical
.....This may also be appropriate under Microbiology
 * Cell and tissue culture
 * Patient sample handling techniques
 * Making an accurate white blood cell count
 * Antibody testing methods such as ELISA
 * Loop Mediated Isothermal Amplification (LAMP)

Microbiology

 * Use of micropipetter
 * Knowledge of Southern and related blotting techniques
 * Molecular cloning
 * Use of restriction enzymes
 * Use of PCR ( Polymerase Chain Reaction) machines
 * Replica plating
 * Growth of competent cells

Molecular Biology

 * Cell Fractionation
 * DNA Extraction
 * RNA Extraction
 * Agarose Gel Electrophoresis
 * Polyacrylamide Gel Electrophoresis
 * Western Blot
 * Northern Blot
 * Southern Blot
 * PCR (Polymerase Chain Reaction)

Although books exist to teach these techniques, experienced lab workers have special tricks and techniques that they do not write down. That is why it is best to learn by studying with an experienced lab worker.

Sample template
Feel free to add a new entry using the sample template.

生物学の研究技術

title: Biology Laboratory Techniques


text:
Scribus

Scribus is a desktop publishing program (DTP) that is free software licensed under the GNU General Public License. It is cross-platform: There are versions available for GNU/Linux, Mac OS X, OS/2, and Windows. This makes Scribus suitable for minor to medium audience publications, which were designed collaboratively in non-corporate organizations. The current stable version is 1.4.6. SLA files are the native format for Scribus. You can export files into PDF, EPS, SVG and raster images.

This book is addressed to readers who are not yet familiar with any DTP software. Applications like OpenOffice, LibreOffice, and MS Word are word-processing software, not desktop publishing software. Word processors are concerned primarily with editing text. Desktop publishing software is concerned primarily with layout (e.g. placement of columns, images, headlines, etc.)

Content

 * 1) Overview
 * 2) /Installation/
 * 3) /LaTeX/
 * 4) Workflow
 * 5) /Basic concepts/
 * 6) /Introduction into textframes/
 * 7) /Images/
 * 8) /Textframes/
 * 9) Appendix
 * 10) /Shortcut reference/
 * 11) /External links/

Scribus

title: Scribus


text: Category:Book:A-level Physics

title: Category:Book:A-level Physics


text: Category:Book:AP Biology

title: Category:Book:AP Biology


text:
Talk:Russian/Grammar

Prepositions
I think it would be helpful to talk about Russian prepositions and the cases taken by the nouns after the prepositions. And movement vs. stationary. Please will someone competent in Russian explain this in terms of Latin and German (compare and contrast). It bugs me to no end how language textbook authors assume Russian is the first foreign language learned. Not.Albertde 14:50, 10 June 2006 (UTC)

Russian Word Order
Another thing that bugs me is how textbooks don't explain Russian word order beyond the BS that it is free. What they don't tell you is that adjectives always go before the nouns they modify. Not like English but like Dutch and German. So if English were like Russian we would say: From Track three departing train will be late. for The train departing from track three will be late.Albertde 14:50, 10 June 2006 (UTC)

Purpose of some of these pages
I think there's some discord between the main contents page and this contents page. In the main one, there are articles for each case under Russian/Grammar/Genitive_case, etc, but this contents page has links to Russian/Grammar/Genitive. Is there any reason for this? It seems like an unnecessarily duplication. Also, I can't seem to find a way to this page, except by going to Genitive_case (or similar) from the main contents page, and then clicking 'grammar' at the top left - so what's the point of this page? In the meantime, I'm going to change the links to match the main contents page, as that has working links. I'm also going to add a link to this page from there. DD 8630 (discuss • contribs) 19:32, 7 June 2011 (UTC)

title: Talk:Russian/Grammar


text:
User:Albertde

I am an English Canadian, Anglophone, born in New York City, now living in a suburb of Montreal with a degree in Math and an MBA. I speak French, German, Russian, Spanish and Dutch (worked five years at NV Philips Gloeilampenfabrieken) as well. I will be contributing to the English, French and Dutch versions of Wikipedia.

title: User:Albertde


text:
Talk:Dutch/Lesson 11

/Archive/

title: Talk:Dutch/Lesson 11


text:
Horticulture/Cucumber

Cucumbers are plants in the melon family, which are grown for their fruits picked well before maturity. While they are technically fruits (berries), they are commonly referred to as vegetables.

Description
Cucumbers are a vining plant that is generally grown on "hills" or on trellises. Numerous varieties are available, falling into two main groups: namely the pickling types and the slicing types.

Some cucumbers (including many "Asian" varieties) are quite long, and require trellising to achieve straight fruits.

Growing Conditions
Cucumbers need full sun, a rich soil, and plenty of water. As vining plants, they require either plenty of room for sprawling, or trellises to grow up on.

Planting
Planted in rows, hills, or on trellises.

Hill planting
Hills are placed 5 ft apart, diameter about 2 ft. Plant 5-6 cucumber seeds or transplants to each hill.

Hills can be made from either rich soils or composts.

Maintenance

 * Use row covers for varieties susceptible to cucumber beetle.
 * Ensure adequate irrigation.
 * Pick fruits regularly to encourage further production.
 * Bury nodes to encourage further rooting.

Propagation
By seed only.

Fungal Diseases
Powdery Mildew

Viral diseases
Cucumber mosaic virus, vectored by the cucumber beetle.

Arthropod Pests
Cucumber beetles

title: Horticulture/Cucumber


text: User:Diplomat~enwikibooks/Early Republic


text: User:Diplomat~enwikibooks

title: User:Diplomat~enwikibooks


text:
Template:Chapter stub

A chapter with this on it is considered a undeveloped draft or outline and is added to Category:Chapter stubs or Category:Wikijunior chapter stubs

title: Template:Chapter stub


text:
User talk:213.223.187.131

Thanks for your interest in Wikibooks...
If you want to make a test edit, like "dfdsdf", you can use the Sandbox. Feel free to use the sandbox to test syntax, headings, linking, and the other wiki features. Thanks, --Kernigh 16:39, 10 June 2006 (UTC)

title: User talk:213.223.187.131


text:
Template:Math stub

''This mathematics module is a stub. You can help Wikibooks by [ expanding it]''.

title: Template:Math stub


text:
Template:Eng chapter stub

''This engineering chapter is a stub. You can help Wikibooks by [ expanding it]''.

title: Template:Eng chapter stub


text:
Template:Health sci chapter stub

''This health science chapter is a stub. You can help Wikibooks by [ expanding it]''.

title: Template:Health sci chapter stub


text: User:Diplomat~enwikibooks/Early Republic/Curriculum


text:
User:Diplomat~enwikibooks/Early Republic/Students

Please add your name for enrollment.

Bamos PaddyC sqrly JDowney lizsh greenfly18 ColdNickHot dmanc227 Stelmaria morterik Bartdutch kaska gnashingrabbi peterliu88 Nuker vegabond Mbimmler Scyter ckbart Tyworld Alex_Mayor Newsfreaky rigosantana3 EllieEllisson bma4573 Ziko bradicuscorvi Jacki Higgyb FreshScholar hulganj User:Sparrowsraven User:Lorenzo2424 User:krys78628 LadyPirate82 Camman


text: User:Diplomat~enwikibooks/Early Republic/Assignments


text: User:Diplomat~enwikibooks/Early Republic/Grades


text: User:Diplomat~enwikibooks/Early Republic/Notes


text: User:Diplomat~enwikibooks/Early Republic/Announcements


text: User:Diplomat~enwikibooks/Early Republic/Calendar


text:
Spanish/Exercises

This page is a list of links to the exercises in this Wikibook. The solutions can be found here.

Also, when you complete these exercises please do not modify the Wikibooks page containing them by actually filling in the blank or writing in the time or whatever else is called for in the instructions. These exercises are designed to be completed on a separate piece of paper and then checked using the solutions page.

Lesson 1

 * Greetings
 * Personal Pronouns
 * Ser and Estar

Lesson 2

 * Articles
 * Mathematics
 * Telling Time

Lesson 3

 * Regular Verbs

Lesson 4

 * Stem Changing Verbs

Lesson 5

 * Comparisons
 * Possessive Adjectives
 * Questions

Lesson 6

 * Object Pronouns

Lesson 7

 * Preterite
 * Preterite vs. Imperfect

title: Spanish/Exercises


text:
Template:History bookshelf

 History  F EATURED H ISTORY B OOKS - European History - New Zealand History - US History - Wikijunior:Kings and Queens of England

H ISTORY BY P ERIOD  - ANCIENT HISTORY - Proported Ancient Worlds - Wikijunior:Ancient Civilizations - MODERN HISTORY - The Cold War — H ISTORY BY R EGION  - AFRICAN HISTORY - Ethiopian History - ASIAN HISTORY - Israeli History - Japanese History - Philippine History - Japan's Foreign Policy Toward Vietnam 1978-1992 - EUROPEAN HISTORY - Wikijunior Kings and Queens of England - History of Greece - The Holocaust - MIDDLE EASTERN HISTORY - Iranian History - OCEANIC HISTORY - Australian History - New Zealand History - Political History of New Zealand - WESTERN HISTORY - Canadian History - History of Embrun - Latin-American History - US History - History of Edmeston, New York - WORLD HISTORY - United Nations History — T HEMATIC H ISTORY  - HISTORY OF THE ARTS - Art History - Western Music History - HISTORY OF RELIGION - History of Christianity - History of Islam - HISTORY OF TECHNOLOGY - History of Computers - The Computer Revolution - GUIDES FOR HISTORIANS - How to write a research paper in History - Knowledge Engineering for Historians - MISCELLANEOUS HISTORIES - AP United States History - Biography of Nikola Tesla - Historical Disasters and Tragedies - History of Historical Writing - The Rowers of Vanity Fair - The Seven Wonders of the World - Warfare - Wikijunior:Introduction to History All history books...

title: Template:History bookshelf


text: Category:Book:ASP.NET

title: Category:Book:ASP.NET


text: Category:Book:AVCE Information and Communication Technology


text: Category:Book:A Neutral Look at Operating Systems


text: Category:Book:A Tale of Two Cities

title: Category:Book:A Tale of Two Cities


text:
User:BDAbramson

This account is inactive.

title: User:BDAbramson


text:
User talk:BDAbramson

This account is inactive.

title: User talk:BDAbramson


text:
User talk:71.35.123.182

Please do not copy from other websites to Wikibooks
Back on 11 March 2006, you or someone with your IP address copied three recipes from various web sites into the Cookbook. They are now deleted. Because of copyright, we cannot copy from other places unless we have permission, and that permission is compatible with the GNU Free Documentation License.

If you are going to contribute to Wikibooks again, please read this bold text found on every Editing page: DO NOT SUBMIT COPYRIGHTED WORK WITHOUT PERMISSION! Note that if there is not a copyright notice than there probably is an implied copyright. --Kernigh 21:10, 10 June 2006 (UTC)

title: User talk:71.35.123.182


text:
Talk:English Criminal Law

Hello all. I've done some rewriting of the existing sections I thought needed some work, and added in a load of section headings for future expansion. Crebbin 22:34, 10 June 2006 (UTC)

Hi there. Not a user yet, though I will shortly sort this out. I have begun populating some of the blank sections with data and correcting a few minors mistakes to keep clarity. James Carson, LL.M. (Hons) (Camb.)

Hello im gareth currently studying law(LLB) started this book when i was doing a-level i think we need to get a good user base and crack on with it as well as maybe sort out some wikiversity details as UK Law is listed there which doesnt exist. Also i have been using Wiki on a stick to start a law wiki for revision purposes, if there is any intrest i can put it on the server and can prehaps work on that .. hope to get some good work done here with you guys anyway... --Gaza222 01:36, 5 January 2007 (UTC)

It might be possible to import some stuff from Wikipedia to say some of the early leg work.ElectricLemon (talk) 21:00, 14 December 2007 (UTC)

title: Talk:English Criminal Law


text:
History of Embrun/Under a new name

< Back to Saint Augustine-de-Catherine from 1848-1856

A brief of summary of 19th Century Embrun: Coming Soon
Continue to Life in Embrun in 1856 ›

title: History of Embrun/Under a new name


text:
History of Embrun/Under a new name/Life in Embrun in 1856

< Back to Under a new name

Under a new name: Life in Embrun in 1856
The new Embrun, Province of Canada was prosperous in 1856 and had a population of 201.

The winter of 1855-56 was a cold winter for the village. The winter was also one of the snowiest on record. The people living by the river knew that the floodwaters would be a terrible problem that spring.

And it was. As the snow melted, runoff from the land caused the river to swell and overflow into the riverside parts of the village and form a band of water so thick it was almost a lake. The 'river-dwellers' had by now learned to evacuate the area during flood season. But the 1856 flood came on so fast that many of the 'river-dwellers' didn't have time to evacuate. 5 'river-dwellers' died and two homes collapsed. The dock, which now was used only for scenic purposes as the boats stopped running in 1854, broke in the massive floodwaters.

When May came, the swelled river finally showed signs of receding, and by May 14th the river was back at normal levels. The entire town worked at rebuilding the homes, but didn't bother rebuilding the dock.

The summer brought prosperity. Shops were now popping up in the town, ran by citizens of Embrun who didn't want to work in the lumber industry. By July there was a blacksmith, a general store, a cabinet maker's store and many more. Embrun was becoming more self-sufficient and less reliant on bigger cities such as Cornwall or Bytown (which by now was called Ottawa).

Also, there were a few farmers that worked in fields and raised livestock in the deforested parts of the countryside around Embrun. These farmers provided food for the village. These farms were run by people who didn't want to work in shops or in the lumber industry. However, agriculture was not a large industry in Embrun.

Continue to Embrun from 1856-1867 ›


text:
History of Embrun/Under a new name/Embrun from 1856-1867

< Back to Life in Embrun in 1856

Under a new name: Embrun from 1856-1867
Embrun continued to prosper through 1856, 1857, and 1858. It wasn't until 1859 that the prosperity looked as though it might be going down the drain.

In 1859, lumbermen had to walk for 30 minutes to get from their homes in the town to the edge of the trees due to deforestation. It took even longer at the end of the day due to the fact that they had to transport several chopped trees back to the town. It could take them almost 1 hour at the end of the day to get back to Embrun.

Many citizens advocated an attempt to get another industry. Many lumbermen were simply giving up their job due to the long travel times. Nearly half of Embrun's lumbermen gave up on their job in 1859.

In the spring of 1860, the lumbermen decided to start chopping wood to the south, a direction in which the lumbermen had not yet tried. However, the Castor River was blocking the way. So, they built a bridge across the river.

With the lumber industry saved, Embrun felt more confident. However, their role as the only major town in the area was gone. The town of Casselman was by now growing, although it was not as big as Embrun. However, Embrun took little interest in this growing community. The citizens of Embrun had more pressing matters on their mind than Casselman.

In 1864, the Saint Augustine-de-Catherine road, which still kept its original name, was rebuilt to be twice as wide, which enabled more lumber carts to travel on it at once, making lumber export easier.

In February 1866, Embrun's population reached 1,000 and a French-language journal, Le Village started publication in May 1866. An English version of the paper, with the same title, started publication in September of that year.

Continue to The Corporate Lumber Industry ›


text:
A-level Mathematics/OCR/C1/Equations/Solutions

Collecting Like Terms
1.
 * Here we only have $$x$$ terms, so we can add them together:
 * $$x + x = 2x$$

2.
 * We have a similar situation to problem 1, but this time with $$x^2$$ terms. We can combine them by adding their coefficients:
 * $$x^2 + 3x^2 = (1 + 3)x^2 = 4x^2$$

3.
 * Here we have three different terms in the mix ($$x$$, $$x^2$$ and $$x^3$$) so we need to be a little more careful. We can only combine coefficients if they represent the same term. Separate the expression into terms of $$x$$, $$x^2$$ and $$x^3$$ as follows:

 * $$(3x + 2x) + (2x^2 -2x^2) + 3x^3$$

 * Now combine the coefficients of the like terms:

 * $$(3 + 2)x + (2 - 2)x^2 + 3x^3 = 5x + 3x^3$$

4.
 * This is another case with three distinct terms ($$zy$$, $$z$$ and $$y$$). Combine the coefficients of like terms:

\begin{align} zy + 2zy + 2z + 2y &= (1 + 2)zy + 2z + 2y \\&= 3zy + 2z + 2y \end{align} $$

5. $$-x^2 + 4x^2y - 4xy^2 + 7xy$$

Multiplication

 * 1) $$4x^2$$
 * 2) $$18x^2y^2$$
 * 3) $$36ab^2xz$$
 * 4) $$60x^5y^4z^2$$
 * 5) $${\sqrt{x^5}}$$

Fractions

 * 1) $$x$$
 * 2) $$\frac{7x}{12}$$
 * 3) $$\frac{16xy}{15}$$
 * 4) $$2x - y + z$$
 * 5) $$\frac{x^2+y^2}{xy}$$

Changing the Subject of an Equation

 * 1) Solve for x.

$$x = \frac{y}{2}$$
 * 1) Solve for z.

$$z = \frac{x - 8}{3}$$
 * 1) Solve for y.

$$y = b^2$$
 * 1) Solve for x.

$$x = \sqrt {y + 9}$$
 * 1) Solve for b.

$$b = \frac{6y + 7z}{6}$$

Solving Quadratic Equations
Find the Roots of:
 * 1) $$x = -2\ or\ 3$$
 * 2) $$x = 7\ or\ \frac{3}{2}$$
 * 3) $$x = 2\ or\ 3$$
 * 4) $$x = -1\ or\ 0$$
 * 5) $$x = -3\ or\ 4$$

Simultaneous Equations

 * 1) $$a = 4, s = 2$$
 * 2) $$c = \frac{2}{5}, d = 1$$
 * 3) $$b = 7, g = 12$$

Equations/Solutions


text:
Orthopaedic Surgery/Mucous Cysts

.

The lining of a joint has three cell types. One secretes, one absorbs and a third creates a envelope. A cystic mass which emerges from the distal interphalangeal joint is known as a mucous cyst. These lesions emerge from the joint. One theory as to their origin has it that an envelope cell most likely undergoes an metaplasia and begins to function as a fluid producing cell, but due to its location on the surface of the joint the fluid thereby generated produces an extra-articular mass. A breakdown of apoptosis with persistence of a cell leading to errors in genetic expression might be responsible for such a scenario, though what factors might influence this seeming desire of the cell to persist when it should desist making room for new cells is unknown. The treatment is to remove the offending cells and thereby eliminate the cyst.

title: Orthopaedic Surgery/Mucous Cysts


text:
Data Structures/Tree Axioms

An axiomatic development of trees is very important for their systematic study.

There are two fundamental definitions of trees in use: a set-theoretic one and a graph-theoretic one. They are not equivalent. The graph-theoretic definition calls trees "graphs without cycles" or "graphs with unique paths between vertices". In set theory, a tree is just a set with a partial order such that there is always a "least element"; you can conceive a tree in this definition which does not fit the graph theoretic definition.

In what follows, I take the middle road. I define trees constructively, but in the same abstract way as defines almost every inductive set in algebra. By eschewing to view trees as subsets of graph I am, of course, neglecting some very important conclusions about the relationship of trees to other kinds of graphs; but the narrow definition as it is presented here maintains focus on the fundamental properties of trees. To compensate, a short section at the beginning introduces the graph-theoretic definition of the trees we will be studying.

Trees as graphs
The kinds of trees described below are directed graphs. They are rooted: that is, there is an element from which all elements eventually stem and to which no elements go. (The general definition of a graph-theoretic tree applies also, viz., a tree is a graph with no cycles).

title: Data Structures/Tree Axioms


text:
MediaWiki talk:Common.css

hiddenStructure
Please add /* hiddenStructure from Monobook - allows selective hiding of markup in templates */ .hiddenStructure { display: none; speak: none; }

/* Book Infobox color. Copy to your user CSS to change color. */ .bookInfobox-color { background: #FFE1FF; } to this file. Thanks, hagindaz 04:40, 11 June 2006 (UTC)

 * There's also some helpful code on Wikipedia that you might want to add, such as messagebox style and BC-AD/BCE-CE choice for users. --hagindaz 17:01, 11 June 2006 (UTC)

CSS classes
and while I'm here, it would be a good idea to add CSS classes too. It's for the best, since once these are in, you can construct them more like the original messageboxes. ViperSnake151 (talk) 16:11, 11 August 2008 (UTC)

 * I've updated your proposed CSS. I think doing it like I've updated it, would allow templates to be used across namespaces, without anything needing to be changed from the user's perspective, which makes it easier to use. -- dark lama  16:51, 11 August 2008 (UTC)
 * So is this ready to go? If so, perhaps Darklama would take care of it. — Mike.lifeguard | talk 00:04, 3 September 2008 (UTC)
 * I had to make some more adjustments, but I added this almost a month ago, since it seemed reasonably safe to do. -- dark lama  15:02, 3 September 2008 (UTC)
 * Then we don't need the editprotected template any longer. — Mike.lifeguard | talk 15:32, 3 September 2008 (UTC)

TOClimit
To allow TOClimit settings, as discussed at [fixing the common css file], the following needs to be added to this file /* Allow limiting of which header levels are shown in a TOC;, for instance, will limit to showing ==headings== and ===headings=== but no further (as long as  there are no =headings= on the page, which there shouldn't be according to the MoS). */ .toclimit-2 .toclevel-2 {display:none;} .toclimit-3 .toclevel-3 {display:none;} .toclimit-4 .toclevel-4 {display:none;} .toclimit-5 .toclevel-5 {display:none;} .toclimit-6 .toclevel-6 {display:none;} .toclimit-7 .toclevel-7 {display:none;} I guess it might be sensible to add the preceding 13 lines too, i.e.: /* When is used on the table of contents, the ToC will display without numbers */ .nonumtoc .tocnumber { display:none; } .nonumtoc #toc ul, .nonumtoc .toc ul { line-height: 1.5em; list-style: none; margin: .3em 0 0; padding: 0; } .nonumtoc #toc ul ul, .nonumtoc .toc ul ul { margin: 0 0 0 2em; } HYanWong (talk) 00:30, 14 December 2008 (UTC)
 * ✅ Thanks. HYanWong (talk) 13:45, 17 December 2008 (UTC)

Diff style
Hello, we have noticed that after the deployment of MediaWiki 1.20wmf1 an old local customised diff style has not been removed from this page. 1.20 brings a new, greatly improved diff style which is no longer compatible with older customisations. To prevent the new release from worsening rather than improving your diffs, a global interface editor has agreed to help you by removing the old code in a week from now unless you object. You'll then be able to see if the new style suits you or needs a new customisation. I hope this helps, Nemo bis (discuss • contribs) 20:54, 5 August 2012 (UTC)
 * I doubt anyone will complain, although you may find the change gets made locally by a sysop anyway - thanks QU  TalkQu 22:06, 5 August 2012 (UTC)
 * Done - Hoo man (discuss • contribs) 20:13, 18 August 2012 (UTC)

External links icons removed
Hello! If this CSS adds or modifies icons shown after external links, you'll be interested in knowing that such icons have been removed from MediaWiki core, a change which will reach this wiki in few days. You may want to consider whether you still need them. If you have questions, please ask at 63725. Regards, Nemo 09:45, 10 April 2014 (UTC)

Body note template
Template:Body note has inline css, which messes up custom styles. I think it would be reasonable to move the style defined in the template to this file. Kenionatus (discuss • contribs) 08:02, 4 February 2020 (UTC)
 * To clarify, what is the problem to be addressed here? I mean, in what way does the current arrangement of the template 'mess up custom styles'? --Pi zero (discuss • contribs) 15:08, 4 February 2020 (UTC)
 * Disclamer: I am absolutely not proficient with css, so I might be talking bs. That's also the reason I did not provide the code for this request. I don't want to introduce a mistake that messes up the whole site. Why I think the change is needed: The template doesn't define a class tag. So its style cannot be changed by the users custom css file. The inline css also takes precedence over css files. In order to be able to override the templates style, a class needs to be defined for the body note box and the css must be moved to this file. Kenionatus (discuss • contribs) 12:03, 9 February 2020 (UTC)
 * I believe you are correct on all these points. (I don't consider myself an expert on css either, but my standards may be skewed; I suspect both of us know more about it than the average internet-user-on-the-street.)  It occurs to me, though, that there are some other, more prominent templates on Wikibooks that use inline css.  We may want to gather some sense of the overall landscape of inline css on the project first, so our conversions, though likely still one-at-a-time, can be reasonably orderly. --Pi zero (discuss • contribs) 13:34, 9 February 2020 (UTC)

On the one hand, it would be better to allow the overriding of a template CSS class, but on the other hand, it would mean to load this class into every page, even if its template isn't called. As a the number of overriders would be much inferior as the number of visitors of pages without this template, I'm declining the class addition suggestion. JackPotte (discuss • contribs) 11:28, 28 March 2020 (UTC)

title: MediaWiki talk:Common.css


text: User:TruthbringerToronto

title: User:TruthbringerToronto


text: User talk:TruthbringerToronto

title: User talk:TruthbringerToronto


text:
User talk:Fuckwatdafuck

Inappropriate username. Blocked accordingly. Please choose something less obscene. Thanks. -- LV (Dark Mark) 05:13, 11 June 2006 (UTC)

title: User talk:Fuckwatdafuck


text:
MediaWiki talk:Chick.css

Addition
Please add /* Book infobox display */ .bookInfobox { position:absolute; z-index:100; right:10px; top:10px; }

.bookInfobox-monobook { display: none; speak: none; }

and probably this from the Wikipedia version: /* */

/***************************************/ /* fix for inconsistent nested lists  */ /***************************************/

/* set up basic list styles */ ol { list-style-position: inside; padding-left: .5em; margin-left: 0; } ul { list-style-position: inside; padding-left: .5em; margin-left: 0; } dd { padding-left: 0.5em; }

/* indent nested and re-nested lists by an extra em each time */ ol ol, ol ul, ul ol, ul ul, dd { margin-left: 1em; }

/* */

title: MediaWiki talk:Chick.css


text:
MediaWiki talk:Standard.css

Addition
Please add

/* */

div.tright { clear: right; }

dt { font-weight:bold; }

div.topicon { position:absolute; z-index:100; top:120px; display: block !important; }

/* Book infobox display */ .bookInfobox { position:absolute; z-index:1; border:none; background:none; right:24px; top:4.5em; float:right; margin:0.0em; padding:0.0em; line-height:1.5em; text-align:right; text-indent:0; font-size:85%; text-transform:none; white-space:nowrap; }

.bookInfobox-monobook { display: none; speak: none; }

/* */

Book infobox class property values taken from w:User:William Allen Simpson. Rest taken from w:MediaWiki:Standard.css. Thanks, hagindaz 05:55, 11 June 2006 (UTC)

title: MediaWiki talk:Standard.css


text:
MediaWiki talk:Cologneblue.css

Addition
Please add /*

 * 1) pabanner { text-align:left !important; }

/* Standard Navigationsleisten, aka box hiding thingy from .de.*/

div.Boxmerge, div.NavFrame { margin: 0px; padding: 2px; border: 1px solid #aaaaaa; text-align: center; border-collapse: collapse; font-size: 95%; } div.Boxmerge div.NavFrame { border-style: none; border-style: hidden; } div.NavFrame + div.NavFrame { border-top-style: none; border-top-style: hidden; } div.NavPic { background-color: #ffffff; margin: 0px; padding: 2px; float: left; } div.NavFrame div.NavHead { height: 1.6em; font-weight: bold; font-size: 100%; background-color: #efefef; position:relative; } div.NavFrame p { font-size: 100%; } div.NavFrame div.NavContent { font-size: 100%; } div.NavFrame div.NavContent p { font-size: 100%; } div.NavEnd { margin: 0px; padding: 0px; line-height: 1px; clear: both; } a.NavToggle { position:absolute; top:0px; right:3px; font-weight:normal; font-size:smaller; }

/* Book infobox display */ .bookInfobox { position:absolute; z-index:1; border:none; background:none; left:9px; top:5.7em; float:left; margin:0.0em; padding:0.0em; line-height:1.5em; text-align:left; text-indent:0; font-size:85%; text-transform:none; white-space:nowrap; }

.bookInfobox-monobook { display: none; speak: none; }

/*

Taken from Wikipedia. --hagindaz 05:59, 11 June 2006 (UTC)

title: MediaWiki talk:Cologneblue.css


text:
MediaWiki talk:Nostalgia.css

Addition
Please add: /* Book infobox display */ .bookInfobox { position:absolute; z-index:1; border:none; background:none; left:9px; top:3.9em; float:left; margin:0.0em; padding:0.0em; line-height:1.5em; text-align:left; text-indent:0; font-size:85%; text-transform:none; white-space:nowrap; }

.bookInfobox-monobook { display: none; speak: none; }

Values by w:User:William Allen Simpson. Thanks, hagindaz 06:03, 11 June 2006 (UTC)

title: MediaWiki talk:Nostalgia.css


text:
MediaWiki talk:Simple.css

Addition
Please add /* Book infobox display */ .bookInfobox { position:absolute; z-index:100; right:10px; top:10px; }

.bookInfobox-monobook { display: none; speak: none; }

Thanks, hagindaz 06:05, 11 June 2006 (UTC)

title: MediaWiki talk:Simple.css


text:
User:Hagindaz/cologneblue.css

/*

/*

title: User:Hagindaz/cologneblue.css


text:
User:Hagindaz/monobook.css

/* */

/* */

title: User:Hagindaz/monobook.css


text:
User:TakuyaMurata/Sandbox

A function $$\phi$$ from an interval $$I$$ to $$\mathbb{R}$$ is said to be convex if for every $$K \subset\subset I$$ and any affine function $$f$$ on $$K$$, $$\phi \le f$$ on $$\partial K$$ implies that $$\phi \le f$$ on $$K$$.

Theorem ''Let $$\phi$$ be a real-valued function on an interval $$I$$. The following are equivalent:
 * (a) $$\phi$$ is convex.
 * (b) The difference quotient
 * $${\phi(x + h) - f(x) \over h}$$ increases as $$h$$ does.
 * (c) If $$d\mu \ge 0$$ and is supported by a compact set $$K$$ such that $$\int d\mu = 1$$, then we have: for any $$x:K \to I$$ such that $$\int x(t)d\mu(t)$$ is in $$I$$.
 * $$\phi \left( \int x(t)d\mu(t) \right) \le \int \phi \circ x(t)d\mu(t)$$ (Jensen's inequality)
 * (d) If the interval $$[a, b] \subset I$$, then
 * $$\phi ((1 - \lambda) a + \lambda b) \le (1 - \lambda) \phi(a) + \lambda \phi(b)$$ for any $$\lambda \in [0, 1]$$.
 * (e) $$\phi$$ is integrable on $$I$$.

Proof: Suppose (a). For each $$x \in [a, b]$$, there exists some $$\lambda \in [0, 1]$$ such that $$x = \lambda a + (1 - \lambda) b$$. Let $$A(x) = A(\lambda a + (1-\lambda) b) = \lambda f(a) + (1-\lambda) f(b)$$, and then since $$\mbox{b}[a, b] = \{a, b\}$$ and $$(f - A)(a) = 0 = (f - A)(b)$$,

Thus, (a) $$\Rightarrow$$ (b). Now suppose (b). Since $$\lambda = {x - a \over b - a}$$, for $$\lambda \in (0, 1)$$, (b) says:
 * $$|f(x)| = |f(x) - A(x) + A(x)|$$
 * $$\le \sup \{|f(a) - A(a)|, |f(b) - A(b)|\} + A(x)$$
 * $$=\lambda f(a) + (1-\lambda) f(b)$$
 * }
 * $$=\lambda f(a) + (1-\lambda) f(b)$$
 * }
 * }

Since $$a - x < b - x$$, we conclude (b) $$\Rightarrow$$ (c). Suppose (c). The continuity follows since we have:
 * $$(b - x)f(x) + (x - a)f(x)$$
 * $$\le (b -x)f(a) + (x - a)f(b)$$
 * $${f(a) - f(x) \over a - x}$$
 * $$\le {f(b) - f(x) \over b - x}$$
 * }
 * $$\le {f(b) - f(x) \over b - x}$$
 * }
 * $$\lim_{h > 0, h \to 0}f(x + h) = f(x) + \lim_{h > 0, h \to 0}h{f(x + h) - f(x) \over h}$$.

Also, let $$x = 2^{-1}(a + b)$$ such that $$a < b$$, for $$a, b \in K$$. Then we have:

Thus, (c) $$\Rightarrow$$ (d). Now suppose (d), and let $$E = \{ (x, y) : x \in [a, b], y \ge f(x) \}$$. First we want to show
 * $${f(a) - f(x) \over a - x}$$
 * $$\le {f(b) - f(x) \over b - x}$$
 * $$f(x) - f(a)$$
 * $$\le f(b) - f(x)$$
 * $$f \left( {a + b \over 2} \right)$$
 * $$\le {f(a) + f(b) \over 2}$$
 * }
 * $$f \left( {a + b \over 2} \right)$$
 * $$\le {f(a) + f(b) \over 2}$$
 * }
 * $$f\left({1 \over 2^n} \sum_1^{2^n} x_j \right) \le {1 \over 2^n} \sum_1^{2^n} f(x_j)$$.

If $$n = 0$$, then the inequality holds trivially. if the inequality holds for some $$n - 1$$, then

 * $$f \left( {1 \over 2^n} \sum_1^{2^n} x_j \right)$$
 * $$=f \left( {1 \over 2} \left( {1 \over 2^{n - 1}} \sum_1^{2^{n - 1}} x_j + {1 \over 2^{n - 1}} \sum_1^{2^{n - 1}} x_{2^{n - 1} + j} \right) \right)$$
 * $$\le {1 \over 2} f \left( {1 \over 2^{n - 1}} \sum_1^{2^{n - 1}} x_j \right) + {1 \over 2} f \left( {1 \over 2^{n - 1}} \sum_1^{2^{n - 1}} x_{2^{n - 1} + j} \right)$$
 * $$\le {1 \over 2^n} \sum_1^{2^{n - 1}} f(x_j) + {1 \over 2^n} \sum_1^{2^{n - 1}} f(x_{2^{n - 1} + j}) $$
 * $$= {1 \over 2^n} \sum_1^{2^n}f(x_j)$$
 * }
 * $$\le {1 \over 2^n} \sum_1^{2^{n - 1}} f(x_j) + {1 \over 2^n} \sum_1^{2^{n - 1}} f(x_{2^{n - 1} + j}) $$
 * $$= {1 \over 2^n} \sum_1^{2^n}f(x_j)$$
 * }
 * $$= {1 \over 2^n} \sum_1^{2^n}f(x_j)$$
 * }
 * $$= {1 \over 2^n} \sum_1^{2^n}f(x_j)$$
 * }

Let $$x_1, x_2 \in [a, b]$$ and $$\lambda \in [0, 1]$$. There exists a sequence of rationals number such that:
 * $$\lim_{j \to \infty} {p_j \over 2q_j} = \lambda$$.

It then follows that:

Thus, (d) $$\Rightarrow$$ (e). Finally, suppose (e); that is, $$E$$ is convex. Also suppose $$K$$ is an interval for a moment. Then
 * $$f(\lambda x_1 + (1 - \lambda) x_2)$$
 * $$\le \lim_{j \to \infty} {p_j \over 2q_j} f(x_1) + \left( 1 - {p_j \over 2q_j} \right) f(x_2)$$
 * $$= \lambda f(x_1) + (1 - \lambda) f(x_2)$$
 * $$\le \lambda y_1 + (1 - \lambda) y_2$$.
 * }
 * $$= \lambda f(x_1) + (1 - \lambda) f(x_2)$$
 * $$\le \lambda y_1 + (1 - \lambda) y_2$$.
 * }
 * $$\le \lambda y_1 + (1 - \lambda) y_2$$.
 * }
 * $$f(\lambda a + (1 - \lambda) b) \le \lambda f(a) + (1 - \lambda) f(b)$$. $$\square$$

title: User:TakuyaMurata/Sandbox


text:
MediaWiki talk:Monobook.css

Infoboxes
Please add /* Book infobox display Type .bookInfobox-monobook { display: none; speak: none; } on your monobook CSS to not display the drop down box. */ .bookInfobox { position:absolute; z-index:100; right:10px; top:10px; }

.bookInfobox-monobook { position:absolute; z-index:100; left:10px; top:3.0em; font-size: 100%; }

Please also copy/paste my additions to the other style sheets, linked to from here. Thanks, hagindaz 06:31, 11 June 2006 (UTC)

 * What is purpose of this modification? --Derbeth talk 21:37, 11 June 2006 (UTC)

 * It will correctly display the position of book infoboxes on all styles. --hagindaz 22:01, 11 June 2006 (UTC)

title: MediaWiki talk:Monobook.css


text: Category:Book:Accordion

title: Category:Book:Accordion


text:
Talk:Java Programming/Strings

Examples
I think examples that don't use objects would be easier for a beginning programmer to understand. whats wrong with using statements like: String myString = "Hello World";

cheers

--Drawde83 09:23, 11 June 2006 (UTC)

Merge to Java Programming/API/java.lang.String
I'd like to merge this page to Java Programming/API/java.lang.String page. Ervinn 01:41, 12 July 2006 (UTC)

Page merged to Java Programming/API/java.lang.String
I copied this page to Java Programming/API/java.lang.String Ervinn 02:19, 14 July 2006 (UTC)

title: Talk:Java Programming/Strings


text:
User:Drawde83~enwikibooks

String usage example
A program that uses strings will at some point use Input and Output so to make things easy I'm going to write a simple program to explain it. public static void main{ String myString = "Hello World";         // stores the string "Hello World" in the myString variable System.out.println(myString);           // prints out myString to the screen System.out.println("like my program?"); // This will also print a string to the screen }

Exercise

Write a program with System.out.println; and System.out.print; and see if it makes any difference.

title: User:Drawde83~enwikibooks


text: Category:Book:Accountancy

title: Category:Book:Accountancy


text: Category:Subject:Acoustics

title: Category:Subject:Acoustics


text:
User:Thom.Penn

Writing Computing

title: User:Thom.Penn


text:
Transwiki:Slating procedure

Film is an expensive medium and filmmaking a time-consuming process, therefore conservation and efficiency are paramount. A slating procedure is an agreed shooting protocol adopted by a film production crew to ensure that recording begins just before the action starts, and ends immediately after action stops. A good slating procedure helps keep film costs down to a minimum by optimising communication between relevant departments during a take. The following example is a typical slating procedure based on current film-industry practise, however each production office determines its own style:

Typical Slating Procedure

 * Step 1: The assistant director ("1AD") calls into the walkie-talkie: "This is picture!", which tells the crew that a take is about to begin.
 * Step 2: The 1AD calls "Quiet please!" followed by "Stand by", after which everyone is expected to be absolutely silent.
 * Step 3: The 1AD calls "Roll sound". This alerts the production sound mixer ("SM") to start recording the sound.
 * Step 4: The SM starts the sound recorder, voice slates the scene and take number, and then calls "Speed". This indicates that recording has started and the SM is ready for the new take to begin.
 * Step 5: The 1AD calls "Roll camera". This alerts the camera operator ("CO") to start recording the picture.
 * Step 6: The CO starts the camera and then calls "Speed" to the 1AD and "Mark it" to the 2AC.
 * Step 7: The second assistant camera ("2AC") holds up the clapperboard in clear view of the camera, with clapsticks open, and marks the shot by calling "Marker" just before clapping the clapsticks. On some productions, the 2AC might also give a second voice slate before clapping the sticks.
 * Step 8: The film director ("D") starts the action by calling "Action". The take begins.
 * Step 9: The D stops the action by calling "Cut". If the take is successful then the D calls "Print", otherwise "Retake".
 * Step 10: Steps 1 to 9 are repeated until the 1AD calls "New deal" for a new camera angle, "Next set" for a new stage setting, or "That's a wrap" to end the day's shooting.

Key
 * 1AD = First Assistant Director
 * 2AC = Second Assistant Camera (or Clapper-Loader)
 * SM = Sound Mixer
 * CO = Camera Operator
 * D = Director

title: Transwiki:Slating procedure


text:
Practical Electronics/Crowbar circuit

A crowbar circuit is a method of protecting a circuit against high voltages (overvoltage) in the event of a power supply malfunction or power surge. This is especially useful in a device using TTL components as these are very sensitive to overvoltage. However, there are many other devices which can be damaged by overvoltage.

A crowbar circuit works by sensing a voltage that is above a certain threshold and shorting out the power supply. This causes a voltage drop in the rest of the circuit and current surge through the power supply that will trip a circuit-breaker or blow a fuse. The circuit must have a fuse or circuit-breaker, as without it the power supply or the crowbar circuit will be damaged. Crowbar circuits are so named because their activation is similar in effect to dropping a crowbar across bus bars (heavy duty power supply lines).

A typical crowbar circuit is as follows:

This crowbar circuit has an 8V power supply, and triggers at around 10v. To change the power supply rating, the zener diode, ZD1, needs to be changed to reflect the new trigger voltage. It should be about 1V higher than the nominal supply voltage.

 * Fuse F1 is the fuse that blows if the current drawn by the circuit significantly exceeds 250mA. This can be increased as needed, but make sure the thyristor Q1 has a higher current rating than the fuse. Also make sure the power supply can supply enough current to blow the fuse, as a current limited supply may fail to, and could overheat if the circuit is triggered.

 * Capacitor C1's purpose is to reduce small, harmless, voltage spikes or noise which may trigger the circuit.

 * ZD1 is the Zener diode which detects the overvoltage condition. At the threshhold voltage (here 9.1V), it starts to conduct, and a further increase in supply voltage raises the voltage on R1 and Q1 gate.

 * R1 is a pull-down resistor which holds the gate of thyristor Q1 low when ZD1 is not conducting.

 * C2 is a snubber capacitor to prevent the thyristor being triggered by accident on being powered up. It must have a high enough value to filter transients, but low enough to avoid delaying the operation of Q1 too much.

 * Q1 is the thyristor which provides a short-circuit between the power rails, blowing the fuse. When the gate voltage is pulled above its trigger voltage, typically in the 0.6 to 1v range, it suddenly switches to conducting. The circuit trigger voltage is the sum of this and ZD1's theshhold voltage.

 * SD1 is a Schottky diode to prevent kickback from the main circuit from triggering the crowbar circuit. Normal diodes can be used, but they have a larger voltage drop than Schottky diodes. This precaution is rarely needed.

title: Practical Electronics/Crowbar circuit


text:
User talk:Leoss~enwikibooks

Wikipage of Leoss
in near future I'll create a general source page for enginnering students abouts electronics... Hi everyone from Department of EEE of Ege University in Turkey

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 Leoss. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Leoss~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 23:22, 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) 05:11, 19 April 2015 (UTC)

title: User talk:Leoss~enwikibooks


text:
User:Whiteknight/Automata Theory

This outline will serve to fill a hole in available material here on wikibooks. I would like this book to be a precursor to the Cellular Automata book, and as the necessary companion material to other books on periphery topics such as Compiler construction, etc. Also, this would serve as a good theoretical basis for my future book on Lex and Yacc.

I intend to shelve this book on the mathematics bookshelf, even though I am well aware that most of the uses of Automata theory will be found on the CS bookshelf.

Introduction
This book is going to consider the topic of Automata Theory, Sequential Machines, and Artificial Languages. The goal of this book is to become a solid foundational work for topics that are based off the automata theory framework.

Table of Contents

 * Abstract Algebra
 * Basic introduction
 * Development of key terms and notation
 * Redirection to Abstract algebra
 * Sequential Machines
 * What are Sequential Machines
 * Mealy Machines
 * Moore Machines
 * Machine Equivalence
 * Incompletely specified machines
 * Decomposition of Machines
 * Interconnection of Sequential Machines
 * Composite Machines
 * Partitioning
 * Covering
 * Measurement and Control
 * Terminal State identification
 * Finite Memory Machines
 * Initial State Identification
 * Information-lossless Machines
 * Machine Identification
 * Redirect to Control Systems
 * Regular Expressions
 * Relationships between input and machine state
 * Regular Expressions Introduction
 * Regular Expressions and state diagrams
 * Redirection to Regular Expressions
 * Vectors and Linear Transforms
 * Vector Spaces
 * Linear Transforms
 * Canonical Representation
 * Invariant Factors
 * Redirect to Linear algebra
 * Linear Sequential Machines
 * Representing Linear Machines
 * Equivalent Linear Machines
 * Autonomous Response
 * Sequential Networks
 * Transfer Functions
 * Turing Machines
 * Turing Machines Introduction
 * Programing turing Machines
 * Recursive Functions
 * Predicates
 * Computability
 * Enumerable Sets
 * Artificial Languages
 * Languages
 * Phase-Structure Grammars
 * Language Operations
 * Decision Problems
 * Redirect to Compiler construction

Resources

 * Abstract algebra
 * Compiler construction
 * Cellular Automata
 * Regular Expressions
 * Linear algebra
 * Control Systems
 * Self-Replicating Automata
 * Computer Science:Programming Languages

Original outline based off the following book:

 * Booth, Taylor L. "Sequential Machines and Automata Theory", John Wiley and Sons, New York, 1967.

Automata Theory =Abstract Algebra =Sequential Machines =Decomposition of Machines =Measurement and Control =Regular Expressions =Vectors and Linear Transforms =Linear Sequential Machines =Turing Machines =Artificial Languages
 * Abstract Algebra Introduction
 * Terms and Notations
 * Sequential Machines Introduction
 * Mealy Machines
 * Moore Machines
 * Machine Equivalence
 * Incompletely Specified Machines
 * Interconnection of Sequential Machines
 * Composite Machines
 * Partitioning
 * Covering
 * Terminal State Identification
 * Finite Memory Machines
 * Initial State Identification
 * Information-Lossless Machines
 * Machine Identfication
 * Regular Expression Introduction
 * Relationships Between Input and State
 * Regular Expression State Diagrams
 * Vector Spaces
 * Linear Transforms
 * Canonical Representation
 * Invariant Factors
 * Representing Linear Machines
 * Equivalent Linear Machines
 * Autonomous Response
 * Sequential Networks
 * Transfer Functions
 * Turing Machines Introduction
 * Programming Turing Machines
 * Recursive Functions
 * Predicates
 * Computability
 * Enumerable Sets
 * Languages Introduction
 * Phase-Structure Grammars
 * Language Operations
 * Decision Problems

title: User:Whiteknight/Automata Theory


text:
Cookbook:Durian Pancake

Ingredients

 * 90 g grated fresh coconut flesh
 * 140 g rice flour
 * 1½ tablespoons arrowroot flour
 * 2 ripe bananas, mashed
 * 50 g durian
 * 170 g palm sugar, shaved
 * 1 egg
 * 250 ml coconut cream
 * Vegetable oil
 * 120 ml palm sugar caramel
 * Passion fruit ice cream

Procedure

 * 1) Mix coconut flesh with the rice flour and arrowroot flour.
 * 2) In a separate bowl, mash the bananas and durian together. Add palm sugar, egg, and coconut cream, and mix thoroughly.
 * 3) Pour banana mixture into a blender and process until the mixture is smooth.
 * 4) Mix coconut mixture and banana purée. Cover this and let it chill in refrigerator for at least 1 hour.
 * 5) Heat a pan to medium hot. Brush the pan surface with oil and spoon on the mixture. Fry it until it is light brown color.
 * 6) Serve it hot, with the palm sugar caramel and passion fruit ice cream.

title: Cookbook:Durian Pancake


text:
Blender 3D: Noob to Pro/Making Landscapes with heightmaps

This tutorial will show you how to make advanced terrain such as mountains using Blender and gimp or any other image editing software. Blender has the ability to use height maps to create meshes. Height maps are black and white images with white representing the highest point and black the lowest.

Creating the heightmap image
Note: This entire Tutorial presumes that you are already familiar with other Editing Software, such as GIMP... and already know how to create "textures" with that software. However, you do not have to use another program to obtain a texture. At the end of the next section, they show you how to generate a random 'cloud' texture which you can use directly. Do not worry about GIMP or Photoshop. Just skip the rest of this section and most of the next one.

To begin with, open your image editing software. This part applies to Gimp only (downloadable at http://gimp.org), if you use another program you will have to do it another way.

First use the "New" menu option to create an image 1600 wide by 1200 tall. Go to Filters → Render → Clouds → Plasma (In Photoshop, this is Filter > Render > Clouds). For this example just use the default settings, it doesn't really matter. Click OK. You should now have a nice colorful image. We don't want that, we want it in black and white. Make sure your Gradient is set to "FG to BG(RGB)"(this is the default anyway) and that your foreground color is black and the background color is white. Go to Colors → Map → Gradient Map. This will convert it to black and white for you.

Save your image as PNG or JPEG.

It should look something like this

Create grid and add the image as texture
Open Blender and delete the default cube.

Add a grid (SPACE → Add → Mesh → Grid) with resolutions 32 and 32 from top view. Do not scale the grid just yet, zoom instead if you wish to take a closer look at your grid. It will be explained later why you shouldn't scale now.

 * Response 1: You should create the basic shape and outline in object mode, then edit the details in edit mode, kinda like the names imply.
 * Response 2: When you create an object using the Front or Side views while having Aligned to View selected in the Edit Methods in Blender Settings Panel, the Local Z axis of the object will be pointing to the Global Y or X axis, respectively. For the matter of this tutorial, if you do that, you'll be forced to rotate the object 90º in X or Y, before going on. That's where problems may begin, if you rotate it in Edit Mode which doesn't change local axis orientations. In that case you'll be forced to reset transformations (Ctrl+A -> Scale and Rotation to ObData). However, if you rotate it in Object Mode, and if you make sure the Local Z axis points upwards after the rotation, you should be seeing good results later on. ( To see the Local orientations of an object, Press F7 for the Object Panel (the one with three arrows, 4th from the left) and in the Draw pane click the Axis button.)

Click F5 to go to the Shading panel. By default the Material buttons button should be selected (button with red ball), but if it isn't then click on it. If this window has a panel named Preview and it is empty then look to the right for the Links and Pipeline panel. Here you should find an Add New button beneath Link to Object, click on it. 3 more panels should appear when you do this. You should find the Texture buttons button, it is just to the right of the Material button and is black & yellow. You may also just hit F6. Now you should get two new panels titled Preview and Texture, in the Texture panel you'll find an Add new button, click it. Where the button just was it should now be a text field saying something like "TE:Tex.001", click in the text field and write "height" instead. Look a bit to the right and down for a dropdown menu allowing you to choose Texture Type, click it and select Image. Two more panels will appear and the rightmost should be Image with a Load button.

Before you load the image take a look at the Map Image panel. About in the middle there should be 5 buttons, Extend, Clip, ClipCube, Repeat and Checker. Select Clip or your heightmap may wrap around the grid (if this doesn't make sense then do this tutorial twice, one where you keep Repeat selected and one without. In that case make sure there's some bright white spots in your height map on each edge).

Click the Load button and load the heightmap you just created in your favourite image editing software.

If you're going for the random cloud-type image, though, you can make it from within Blender itself - when you add a texture, in the menu where you select 'image,' before actually selecting it, pick 'clouds' instead, and play with the settings.

Click the Material buttons button again (the red ball button) and look in the Preview panel. If this just shows a black ball then click on the uppermost button just to the right of the black ball.

Use texture as heightmap
(Blender 2.5+ note: Now you do this using a "Displace" modifier that applies the Texture you created.)

Look to the top right of the rightmost panel, the window should have 3 panes titled Texture, Map Input and Map To. Click on the Map To pane. A whole lot of buttons will appear:
 * Turn off the Col button. "Col" stands for "color," and we don't want our plane to be colored by this texture.
 * All of these buttons should be turned off: we're not going to be using this texture to "Map To" anything.  Instead, we'll be using it to deform the actual geometry.

Go to the Edit window (F9) and enter edit mode (TAB) if you're in Object Mode. Go to either front or side view so you can see what you are doing. Click the Noise button in the Mesh Tools-panel (it's located in the top left corner of this panel) and your grid should start to change shape.

Note: make sure all your vertices are selected with AKEY or whatever you want to use to select. If not selected, Noise won't do anything!

 * (While you could, theoretically, use this to your advantage ... intentionally de-selecting vertices that you don't want to influence ... in practice that's quite awkward if for some reason you have to do it again. It's much easier to leave any such areas, that you don't want to influence, "completely white" in the image.)

Continue clicking the button until the terrain has reached the height you want and voilà, you have just made terrain using heightmaps. You may want to subsurf the shape to get a smoother effect. If you wish to scale your new landscape then now is the time. There seems to be a bug or gotcha causing your heightmap to be tiled on your grid rather than resized if you scale the grid before applying the heightmap. Hopefully someone familiar with blender will clarify how this should be done properly, but until then this method will work.

Tips:

1. If you want a more jagged landscape then adjust the contrast on the image editing software

2. Once you've finished using the Noise button in the Mesh Tools panel as shown above, the texture is no longer needed: the effect it has made on the geometry of the object is permanent. If texture-resources are tight, you can remove it now. But it's advisable to keep it, unchanged, in case you need to re-do your work at some time in the future. If you want to use other kinds of texture-maps (Color, Normal maps, and so-forth), you can use the landscape-image as a handy reference (say in a background-layer in your painting program) for correct placement of these features, but you should not alter the landscape-image itself).

3. Height maps can also be used to make city terrain. Draw white squares on a black background. If you do this make sure you make the squares perfectly parallel to the sides of the image. This prevents jagged edges to buildings. You can also use gray squares to adjust the buildings to different heights.

4. The "Noise" mesh-editing button displaces vertices in the object's Z-Axis and negative Z-Axis only. To deform your mesh's other dimensions, simply rotate your object and "apply rotation," or rotate the vertices in edit mode, and apply Noise. Then, rotate it back again to get your original orientation.

5. The "Noise" button permanently modifies your mesh according to the material texture. Each click adds onto the current mesh. For a temporary effect, map the texture to Disp(lacement) for a render-time effect (and do not click the "Noise" button at all). In object/edit mode your object will appear normal, but will render deformed.

6.Note: The "Noise" mesh-editing button, as used here, is not the same as the "Noise" texture that is referred to in other tutorials!


text:
User talk:Aidan.Sullivan

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Good luck! --Derbeth talk 18:56, 11 June 2006 (UTC)

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title: User talk:Aidan.Sullivan


text:
Cookbook talk:Indian Hard Tack (Baati)

Somebody needs to look at ingrdients and the quantity on this page, 17 pounds wheat floor???? come on... be realistic...

title: Cookbook talk:Indian Hard Tack (Baati)


text:
Cookbook talk:Matar Paneer

The main title should read Matar Paneer instead of Mateer Paneer. Can somebody help here in changing the title?

Requested move
Mateer_Paneer → Matar_Paneer – Spelling Correction

Survey

 * Support

Matar, which means Peas in India, is the correct spelling, not mateer. You can try searching Matar Paneer and various sites will be shown in the result, whereas Mateer Paneer will not give many. Because 'Matar' is more authentic Indian name for Peas and not Mateer.

http://www.recipesource.com/ethnic/asia/indian/01/rec0110.html

 ~

Discussion

 * Add any additional comments

I just went ahead and made the move. I'm not sure what language mateer is from, if any, but matar or mattar is the very common name for this dish. - Taxman 11:29, 16 June 2006 (UTC)

Chili powder?
Should it be chile powder (pure chile) or chili powder (spice blend)? —Kittycataclysm (discuss • contribs) 02:08, 18 March 2024 (UTC)

title: Cookbook talk:Matar Paneer