text:
User talk:Everlong

Wikibreak Notice - OK, so I've had many unannounced wikibreaks for school, travel and other business, but this time it's hardcore. I'm moving to Taiwan for a year and have decided to forgo a computer. Not that I won't frequent internet cafes and try remaining active, but this could seriously crimp my contributing. Just email me if you want to talk or spur me back into action. --Everlong 2007.01.24

Chinese textbook
Nice to see your work at Chinese Lesson 1! I am working on that too. i think we need cooperation. first of all, i don't want a simplified and traditional mix-up Chinese textbook: that's too confusing for learners! they should exist separately respectively, what do you think? we can talk more about the overall plan in details later! :) --Yacht 08:44, 19 Dec 2004 (UTC)

Thanks for your response! I though you are a Chinese at first! so don't worry about your final, you will do it will! ;) my aim is to make this textbook best among the language books here, easy to understand, and funny to learn. we need to figure out some way as how will it be easy for a basic? a middle level learner and a high level learner? i am not majoring in Chinese, so i will just do the basic level. do you have any ideas as what is needed to be taught at that level? Here is my little plan:
 * 1) we can organize every 3-4 lessons into a "Unit", talking about one topic;
 * 2) make this book systemically, which means the characters in the book should be consistent; (like Wang Ming is a student in the first lesson, and he will not be a police in the next lesson :) )

okay, the units: ...
 * 1) Unit 1: simple statement sentences, like "what's this/that?", "this/that is...", "i/you/she/he am/are/is ..."
 * 2) Unit 2: introduce yourself. like "i am a student, i am studying in Peking University", "i am 20", "there are 3 persons in my family"
 * 3) Unit 3: numbers and mesure words, time and date.

tell me what you think of that draft. --Yacht

 * okay, i just joined the group, so that we can plan our textbook in details later. i know how exhausted it would be by a large vocabulary learning a foreign language, that's what i am facing when learning my English. you may take a look at Chinese Lesson 7, which i follow the pattern of my Japanese textbook. there are some "Additional Vocabulary" (marked by *) and new words (marked by **). I guess from the 2nd text on, we can add a "review" at the first first beginning. --Yacht 18:51, 19 Dec 2004 (UTC)

---

Hi Everlong,

Thanks for the extensive work you've done on the Chinese Wikibooks. One quick thing though: instead of using:

ăĕĭŏŭ

Can you use instead:

ǎěǐǒǔ

Thanks. ;) -- Ran 03:46, 21 Dec 2004 (UTC)

 * Shamelessly ripped from ktsquare and now Ran (thanks) -- Everlong 07:41, 8 Jun 2005 (UTC)

Merging
I guess we can merge the lesson 1 and the lesson 8 now. and move the lesson 2-lesson 6 to somewhere else. tough grammar at the very first beginning would only bore people IMO. --Yacht 04:12, 25 Dec 2004 (UTC)

 * Move lesson 3 to lesson 6 to Chinese Grammar? --Yacht 15:03, 31 Dec 2004 (UTC)

Pinyin table
Hi Everlong, I just saw you made an initial-final combination table some time ago for the Chinese wikibook on Chinese/Pinyin Pronunciation. Coincidentally, I made the same on the english Wikipedia only a few days ago, see http://en.wikipedia.org/wiki/Pinyin_table. There are some small differences between both tables, especially regarding wether to combine the intials and finals on a logical letter base (q + u = qu, for example )or rather on phonetic base (q + ü = qu). It would be great to come up with a merge of our two tables.

Bye, Abdull ( http://en.wikipedia.org/wiki/User:Abdull )

PDF
The PDF is an excellent job. I have never looked at the book because it demands all sorts of downloads but the PDF just gives it to us straight. RobinH 12:04, 18 March 2006 (UTC)
 * Thanks for the compliment. It's good to know that the PDF makes the book more accessible. Not as big as some of the other Wikibooks, but the structure and detail make it among the best in Wikibooks in my opinion.
 * — Everlong 12:51, 18 March 2006 (UTC)

Fighting vandalism
I see you reported vandalism, thanks for that. Have you seen Requests for adminship? CheckUser rights will allow some admins to check IP of vandals using registered accounts. Can you take a look at the vote? --Derbeth talk 20:29, 19 March 2006 (UTC)

Chinese audio
I've created an account here and I've recorded most of the vocabulary and some of the dialogue, but I haven't uploaded anything yet. When I was recording the second dialouge, I hesitated, since I'm a tad skeptical about the choice of "Amy" for the name of the Chinese person. It would seem a lot more appropriate to choose a commonly used native Chinese name, and not just a Chinese version of an English name. Any thoughts on that one?

Also, I'm not quite sure how to name the dialouge files or whether I should make just one file of the entire dialogue or just one file for each line.

Peter Isotalo 16:19, 26 March 2006 (UTC)

 * Peter, thanks for starting on the recording. This will make the book much more accessible to people without a teacher or those unwilling to slog through the pronunciation lessons before jumping into Lesson 1.

 * About 艾美's name, you have a point. I just wanted to pick something relatively easy to write (which it is, since 美国 is also taught in the lesson) and that looked the same in simplified and traditional if possible. You can swap in another name if you like before recording.

 * With the file naming, I'd say for the vocabulary, use the pinyin with tone numbers (i.e. Zh-che1.ogg). That way homonyms of the word could use the same file, which would be awkward if you named them using the characters. For the dialogues, they're pretty stable, so I think having the two parts recorded in just two files would be best. Users can always slide back a few seconds in their audio player to rehear a line. In naming them, just make it descriptive, possibly in Chinese because the Chinese of our lessons has been reused in translated versions of the English book (i.e. Zh-中文_第一课_你好！_1.ogg). For the example sentences in the grammar section, I'd say one file per example would be more appropriate, because those are more likely to be switched around or added to. With those I would just name them using the whole sentence in characters so that people know what it means, as homonyms would be unlikely (i.e. Zh-我不是美国人.ogg).
 * -Everlong 22:16, 26 March 2006 (UTC)

 * Yeah, the formula at Commons for individual words is pinyin followed by the number of the tone. If anything, it should be easy to recycle sound files after we have enough of them. Like the multitude of various "shi"-words.
 * I know there's been trouble in the past with downloading sound files even with really simply non-English characters like "åäö", so I'm worried that this will spell even more trouble for file names with Chinese characters. And I know the HTML-rendition of those characters tend to be horribly complicated. Isn't it better to just call them "Zh-Lesson_1_dialogue_1.ogg" or something like it? Yes, it's English, but it does seem like a reasonable compromise even for the other wikiprojects.
 * Peter Isotalo 16:02, 29 March 2006 (UTC)

 * OK, I see what you mean with the name corruption. When I try to save a file with Chinese characters in the name they all are replaced by underscores. As long as we put the Chinese and any other translations on the file page, it should be fine to leave the filename in English.
 * - Everlong 17:32, 29 March 2006 (UTC)

Thank you for fighting vandalism
I really appreciate your efforts to help combat vandalism on this project. Neither myself nor all of the rest of the administrators can really keep track of all of Wikibooks, and any help to stop this rampant behavior is appreciated. In this case, there is some idiot who is trying to spamlink, but is discovering that it is harder now than it was in the past. And a perception that Wikibooks is a backwater project with nobody paying attention.

I would be cautious however.... you might just end up becoming an administrator here if you keep this behavior of yours up. --Rob Horning 04:24, 7 April 2006 (UTC)

Art
Maybe the art book would be better named as Introduction to Art and art redirected to the bookshelf? If you don't think that's a good idea, ignore this w/o a response. --Hagindaz 21:35, 13 April 2006 (UTC)

 * Good idea. I hadn't even thought about bookshelves when I started the naming cleanup. With something as general as "Art" a bookshelf is probably best. --Everlong 21:39, 13 April 2006 (UTC)

Embassy Page
I've been planning some major work on the Russian wikibook, and was planning on asking some people from the russian wikibooks for some help, and came across the idea of a wikibooks embassy. Apparently, I wasn't the first person with this idea, and you have listed yourself as ambassador on the meta page. I went ahead and made the module English Embassy, which is basically a rough copy of wikipedia's embassy, but was planning on really opening some communication with wikibooks in other languages. I really only speak russian and spanish, though, so maybe you could help me out with this? I was thinking the first good thing to do would be to make a list of en.wikibooks users who can communicate with other wikibookians in their native tongue. Let me know what you think, DettoAltrimenti 14:56, 18 April 2006 (UTC)

Hi
to test your chinese :P

我想参加 Mandarin Wikibook. 我有一些建议. 在这儿. 能不能麻烦您去看一下.

Wikibooks Newsletter, Volume 1
(Wikibooks gazette home | Discuss | Bulletin board | Subscription list)

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The work you do at Wikibooks is greatly appreciated. However there are plenty of other opportunities for you to get involved and help us to create a thriving Wikibooks community. We are sure that there are things we can do to help you and your understanding of Wikibooks and similarly there are certainly things you could do to help Wikibooks become a better place.

We would like to ask all wikibookians to add the Bulletin Board to your watchlists. The Bulletin Board is a fast and easy way for wikibookians to communicate important news and events to the entire community. If you have important news to share with the community, you can feel free to add your own entry to that page.

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Sometimes it is easy to forget that the Wikibooks community is much larger and more diverse then the people who work in a single book, or on a single bookshelf. Hopefully, together we can all make Wikibooks a better place, and a more valuable educational resource.

The Staff 04:16, 19 December 2006 (UTC)

Positive Psychology
I noticed you were working on a new psychology test. Interested in help yet? (I'm working on one myself, although just a tad less positive.) --Elaragirl 19:44, 26 December 2006 (UTC)

 * snorts* 我无法教我们的语言. I am ... rusty. Worse than rusty. But still, the Chinese book seems to be coming along nicely on it's own. As for positive psychology, I'm a mental health professional and I have some pretty good access to psychological libraries. I think positive psychology is overlooked, since (don't laugh) people actually prefer to feel miserable than happy so that they have something to complain about. Or maybe I'm getting cynical. :) Still, I'll see what I can come up with for you. --Elaragirl 14:47, 27 December 2006 (UTC)

Spam!
Thanks for picking that up. I've checked the IP and it is black listed in places so I've blocked it for a while - regards -- Herby talk thyme 08:37, 6 January 2007 (UTC)

Just wanted to say thanks for working on the book. I'm shamelessly using it to get ahead before I take up Chinese this next year. I was wondering how close Lesson 2 was to being finished too. I was hoping eventually I could contribute, I was thinking in the vocab section, to give characters separate pages where you detail stroke order, former incarnations of the character, and maybe a brief history. I know Japanese, so I have some of this information on hand (at least for the more obvious characters). Anyway, keep up the great work! -- Hygiene

Do you want to volunteer as a potential member of editorial boards?
See Volunteer_editors

Also Editorial board,Wikipublish and the discussion in the staff lounge. RobinH 15:08, 14 January 2007 (UTC)

title: User talk:Everlong


text:
User talk:Yacht

Hey Yacht. Thanks for the welcome. It would be great to collaborate on this. I've had a ton of ideas about what could be done with this, but I'd like to be able to bounce around ideas with the rest of the crew. I've been really impressed with the level of organization at the Japanese Wikibook. Although their lessons aren't too developed, they at least figured out how to talk to each other and plan together.

I've been trying to emulate that, so I copied their idea for a Mailinglist. So far no signups though. It would be good to have a centralized place for discussion rather than have it scattered among the various modules' discussion pages (so join!). We need a good debate over stuff like the splash page and Traditional vs Simplified.

Personally, I agree with you that having both in an intoductory text is confusing. I suggested to have parallel development of two texts with a crosslink for every page. For now I've started with both, but in separate columns in the dialogues and only showing the traditional in the vocab when different. I wouldn't want traditional beyond that b/c it would just get cluttered having it for the examples and everything else too.

I'm only a second-year student of Chinese, but I have some grand ideas for this Wikibook. Of course, the time I did any real work on it was only when I should have been studying for my Chinese final (in two days:<). But then, Winter Break, so I should have a good month of time to put into working on it. Hope to talk later. --Everlong 09:35, 19 Dec 2004 (UTC)

 * Yacht, I'm flattered that you could have thought that I was a native Chinese, though I think if you heard my pronunciation the illusion would not last very long :).

 * I've used two introductory Chinese textbooks and looked at a couple more, so I have a little perspective as to what is good, especially for a native English speaker. What really made the best ones were clear grammar explanations and lots of examples. If we follow up all the lessons with a page or two of phrases/sentences using the words of the lesson it will clear up a lot of questions.

 * I wouldn't worry about intermediate or advanced students just yet. If it's too easy for them they can always skip ahead. What we need to do now is plan out the base and build up from there. I've been looking at the order in which my textbooks tackled different sentence patterns and been trying to draw up the first few lesson plans. I made something like your Unit lesson plan, but only for lessons 1 & 2 over at our planning page. It basically has your Units, but instead of 1-2-3, in the order 1-3-2.

 * About your points:
 * I think your Unit grouping is a good idea. Every few lessons there should be a recap of what was covered with extra examples and problems. This is especially good if the text is used for a real class with midterms as it gives review for the big test.
 * I also think that consistant characters (Aimei, Ouwen, etc) are important. One book I used made no attempt at this and it was very confusing meeting new actors every lesson.
 * New point. I think that even more than character constancy is a smooth buildup from stuff learned before. In an Introductory course, any student is going to be overwhelmed with the number of characters and such. It makes no sense to barrage them with even more words they haven't learned yet. Maybe by Intermediate when they want to build up their vocabularies, but not to start. Any words or grammar structures that show up in our lessons should be taught when they first show up. That means we have to be creative during the first few lessons to not overstep, but I feel it will make things much simpler for any students using this book.
 * --Everlong 18:21, 19 Dec 2004 (UTC)

 * P.S.--I copied the text of our conversation to the Yahoo Group messageboard. If anything, discussion spread out over two users' talk pages is less useful than running it in module discussion pages. We should continue discussion there so that others can easily access the archive of what was said. --Everlong 18:42, 19 Dec 2004 (UTC)

 * About your Yahoo! login problem, I hadn't considered that there might be blocked-website problems. You at least got the emailed messages, right? You could just use it by mailing in your responses and without the website at all.

 * I had also been considering using Google Groups as they have a cooler interface and no banner ads, but in the end I settled on Yahoo Groups. Although Google has a lot more potential, as of now they don't support features like filesharing, polls, or chat like Yahoo! does, which we might need. Also I figured more people would already have a Yahoo! account, so it would be easier for them to join.

 * But anyway, we're just started, so I made a Google Groups account too and added you. See if this one works and we'll decide later which one to keep.

 * And if you're interested in a Gmail email account with a 1GB mailbox and super-snazzy interface, I have invitations.

 * --Everlong 06:31, 22 Dec 2004 (UTC)

Hey, I'm not sure if this is the proper way to send a message, tell me if it's not. Re: your message to me - I actually started by just reading through the Chinese book and touching it up as I saw fit. But it looks like it could really use a lot of work, so I was considering at least contributing some grammar notes to Lesson 2 and maybe a second dialog. --Aaron Jacobs 20:00, 2 Jan 2005 (UTC)

Hey Yacht, I'm not sure I understand your latest message to me, especially the last sentence. Are you saying that you don't want to have both traditional and simplified in one book and would rather have separate ones for each? If so, then I think that's a bad idea. If you learn to write only simplified, you should at least be able to read traditional, and having them separated out would impede this. Additionally, the book is definitely not only about learning characters, but also grammar and spoken Chinese. If you separated the two writing systems into two books you would have a ton of duplicated information about grammar and such, since the characters would be the only place where the content differs. --Aaron Jacobs 19:30, 5 Jan 2005 (UTC)

 * A couple of responses to your message.

 * I am a native English speaker (which I think is the intended audience of the book) who learned/is learning Chinese at an American university. The way that my school does things is to mix traditional and simplified characters.  We are required to choose one system to write with, and have to master the writing of that system.  However, we are required to be able to read both systems.  This has been wonderful for me - I can hand write simplified characters decently, and type them very well.  But because I can read traditional, I am even able to type traditional Chinese pretty well using Pinyin input since I can recognize the characters.  The way I achieved this proficiency in both systems was by being taught with materials that had both systems interspersed.  We had two versions of our reading materials, and I always chose the traditional version to read since I was already learning simplified characters by writing them.  More importantly, on our tests half of the questions were in tradition and half in simplified, and we had to do all of them.  This mixing made me able to read both systems, which has been a great thing for me.  And it wasn't even very hard to do, because the way things were mixed in the learning materials made it very natural to pick up both systems.

 * If we make the point of telling readers that they should choose one system to write and only write with that system while attempting to read both and moreover make our materials emulate the style of education that I just described, our readers can have the same experience of easily picking up both systems as I did. And since the reader is only writing with one system, it would be impossible for him to make a mixup like the one that you described: why would he write 書 instead of 书 if he didn't know how to write 書 in the first place?

 * You say that learning both systems is not required, since a learner would be studying exclusively either for mainland China or for Taiwan. But what about someone like me, who is looking to interact with Chinese speakers in America?  Depending on what region of America you are talking about, you will find groups of people who use traditional and groups of people who use simplified.  I have friends from both groups.

 * Moreover you say that the Chinese themselves don't like having the two mixed systems and cite the Chinese Wikipedia as an example. This is an interesting point, but I don't think it applies here.  The people who frequent the Chinese Wikipedia and those who are arguing about the issue are presumably native speakers who have been raised with one system or the other.  To them, one is familiar and the other is foreign and maybe even ugly.  To go further, there is some political charge to the issue, with Taiwan using traditional and much of the mainland using simplified.  None of these issues exist for a beginning learner who knows nothing of Chinese characters.  This beginning learner would be better off to learn to read both systems now, while both are still equally fresh and foreign to him.  I said that learning to read both systems was no extra challenge for me, and that is precisely because I was not yet used to one or the other. --Aaron Jacobs 21:55, 6 Jan 2005 (UTC)

 * Since you asked me about my major, let me just give you my background real quick (would you do the same?). I'm a Math major, not a Chinese major. My girlfriend's family is from Taiwan, so I got into Chinese in order to be able to speak with her grandparents and was originally planning on just taking the first four lower division courses.  However, I enjoyed Chinese and some Linguistics classes I was taking so much that I switched to being a double Math and Linguistics major with a minor in Chinese. So I'm not a completely hard-core Chinese student, but I do enjoy it quite a bit. I'm not aware that my school (the University of Texas at Austin) has such a requirement of Chinese majors, but if they do it does not apply to me as a minor.

 * As for the rest of your post, I truly believe that you are worrying a bit too much. You do, however, have a point in saying that the two character sets might be overwhelming to the average beginner and that they need to be warned. But I think that if we add to the beginning of the book a thorough explanation of the situation surrounding the two character sets as well as the advice I presented before of choosing only one set to write then the reader will be fine.  We can definitely also say that if the reader is interested in only one of mainland China or Taiwan then he can ignore the irrelevant character set to simplify things.

 * The situation in America is that there are tight groups of Chinese speakers in many different regions. Each one of these groups seems to mostly be composed of either speakers from China or speakers from Taiwan, without too much mixing.  So in one place traditional characters are dominant while in another simplified characters are.  Additionally, printed materials and TV/movie subtitles are just as likely to be printed in simplified as in traditional, depending on where they come from.  Overall, I think it is useful for an American to be able to read both sets, even if they only write one.  And again I'll stress, if the educational materials are well-designed, I don't think it represents a significant extra amount of work for a beginner to learn to read both systems when compared to only one.

 * As for your examples, it was made very clear to me that the mapping is not 1-1 (another good example is 只), and I feel that it's not a big issue if our aforementioned introduction to the two systems also makes this clear as a pitfall. Your example of 電腦 versus 计算机 is interesting as well, but that actually has little to do with character sets; rather it's a question of dialects.  That can be dealt with by presenting both words, and designating one as Taiwanese usage and the other as mainland usage.

 * Finally, you say that maybe the problem of the two sets is only actually a problem for native speakers. I won't say that it's not a problem for foreigners but, as I pointed out in my previous message, native speakers generally have the considerable disadvantage of having been raised all of their lives with one system, never dealing with the other. This makes the other system strange to them and, subconsciously or not, they may think it's ugly and 'wrong' (I would guess that this probably would happen more for Taiwanese raised with the traditional system). I don't believe that foreigners have this problem. --Aaron Jacobs 05:13, 7 Jan 2005 (UTC)

That's pretty funny; you're sort of the inverse of me. Are you from Taiwan, China, or somewhere else?

Anyway, I don't think either of us are going to change our opinions on which way is better. My opinion as an English speaker is still that mixing the two systems provides a benefit at very little extra cost to the reader. But of course it is very possible that I am just an exception. The thing to do would be to query some additional English speakers who have learned Chinese my way and see if they also found it easy.

The text I learned from comes in three volumes. The first volume has thirty chapters. Most chapters have two reading texts and some grammar information. The following grammar topics (in this order) are introduced before measure words:

 * Chinese word order
 * the 吗 particle
 * adjectival sentences (such as 我很忙)
 * 是 sentences: 那是我的书
 * possessive 的
 * interrogative pronouns (谁，什么， etc)
 * verbal predicates (你吸烟吗？)
 * affirmative-negative sentences (他是不是你的弟弟？)
 * verbal constructions in series (我去图书馆看书)
 * word order of 也 and 都
 * possession with 有
 * 给 and 在
 * Chinese numbers

This was just a quick skim, so I probably missed some topics. Also, I'm not sure what the copyright considerations are of copying that order, though. --Aaron Jacobs 18:01, 8 Jan 2005 (UTC)

Sorry, I forgot to comment on Lesson 7. Its English prose definitely needs some cleaning up, but the structure is pretty good. I like the lengthy grammar explanations.

For stroke order, it would be easy enough to add a separate diagram for traditional in the cases where the characters differ. Every Chinese book for Americans that I have ever seen uses Pinyin. As an English speaker (and Linguistics student) I think it's a good choice, since it seems to correspond better with English orthography than the other systems (in my limited experience with them). If we did make a separate book for traditional Chinese aimed at Taiwan or somewhere else one of the other systems might be a good idea, but in a combined book I think Pinyin is definitely the best choice. I've read that even Taiwan is attempting to switch over to either Hanyu Pinyin or another variant.

To tell you the truth, I know next to nothing about Cantonese. I have a coworker who's a native speaker, and he said that he's not aware of any standard romanization - it seems to be very fragmented in that respect. Also, what does 'TC' stand for? --Aaron Jacobs 05:26, 9 Jan 2005 (UTC)

Hi. Thanks for contributing to the Japanese Language wikibook, but please read the contributer's guide. Section 5.1 CLEARLY STATES that you should not number lessons. GoodStuff 06:54, 29 July 2005 (UTC)

Sandbox
I took the liberty of moving your draft edits under "Elementary Chinese" to User:Yacht/Sandbox/Elementary Chinese, and your "Elementary Chinese Lesson 1" page to User:Yacht/Sandbox/Elementary Chinese/Lesson 1. hagindaz asked for them to be moved in an effort to clean up orphaned pages. You can continue editing them in your sandbox and bring out your experimentation whenever it's ready for prime time.

Hope to see you back on Wikibooks soon! We could use more help with the Chinese Wikibook.

--Everlong 06:11, 22 December 2006 (UTC)

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

title: User talk:Yacht


text:
Cookbook:Roasting Nuts

Roasting nuts gives them a fuller flavour, and is a particularly good way to prepare nuts as a garnish.

Nuts can be roasted (or toasted) by placing them evenly on a sheet pan and roasting in a 350 degree F oven for five to ten minutes.

Small nuts, such as pine nuts or chopped hazelnuts, can be toasted in a dry frying pan over a fairly high heat. Keep the nuts moving, with a spatula, to keep them from burning. (You can also do this with sunflower seeds and pumpkin seeds.)

title: Cookbook:Roasting Nuts


text:
Cardiology and Cardiothoracic Surgery/Chest Pain

Chest pain caused by cardiac ischaemia is called angina. It is most often triggered by exertion. Angina can also be precipitated by emotional stress, exposure to cold and sometimes may occur after eating a large meal. Usually it decreases when the patient rests and increases if the exertion is continued.

Insufficient blood flow to the heart results in an area of the heart muscle becoming deprived of Oxygen which then stimulates pain fibres.

The underlying pathology is narrowing of the blood vessels by fatty deposits called Atheroma. These narrowings restrict the amount of blood that can flow through the blood vessels. As the individual exercises the energy requirements and therefore oxygen needs of the heart muscle increases. If the blood flow to an area of the heart is not able to increase to cope with the heart muscles requirements Angina may result.

The main risk factors for developing Angina are: Hypertension, Hyperlipidaemia, smoking, age, Diabetes and obesity. It is important to note that not all episodes of cardiac ischaemia are associated with pain, so called Silent Ischaemia which is found more often in people with Diabetes.


text:
Ada Programming/Keywords/and

Boolean operator
X : Boolean := A > 10 A < 20;

Boolean shortcut operator
Shortcut operators are used to make the evaluation of parts of boolean expressions conditional: and then, or else. This should never be done to speed up the evaluation (with modern optimizing compilers, it will possibly not have that effect). The correct use is to prevent the evaluation of expressions known to raise an exception.

Dog /=   G (Dog) Walk (Dog); ;

In the example above, G (Dog) is only called when the pointer Dog is not null, i.e. it actually points to something.

Actually and then and or else are not operators in the sense of the reference manual, they are called 'Short-circuit Control Forms'. The difference is that (true) operators can be redefined (i.e. overloaded), whereas these cannot. They are however defined for any boolean type.

Since Ada allows parallel evaluation of the arguments for an expression, shortcut operators are not the standard way of evaluating boolean expressions. In any case where the final result of the evaluation is guaranteed to be the same, the compiler is allowed to use a shortcut evaluation.

Boolean operator on arrays
The and operator is applied to each pair of boolean elements from the left and right arrays. The result has the same bounds as the left operand.

Day_Of_Month  1 .. 31;             Month_Array   (Day_Of_Month)  Boolean; X : Month_Array := Function_1; Y : Month_Array := Function_2; Z : Month_Array := X Y;

Bitwise operator
The operator and could be used with modular types to perform bitwise operations.

Adding interfaces to tagged types
Programmer  Person Printable Skilled_In : Language_List; ;

Wikibook

 * Ada Programming
 * Ada Programming/Keywords
 * Ada Programming/Operators
 * Ada Programming/Keywords/interface

Ada Quality and Style Guide

|And

title: Ada Programming/Keywords/and


text:
Symptoms and Signs in Dermatology

An understanding of the basic lesions that occur on the skin is essential to the discipline of dermatology. Lesions are divided into the general categories of primary and secondary. Primary lesions are those that are directly associated with the disease process and usually appear early in the course of the disease. Those appearing later are called secondary lesions and may be a result of the ongoing disease process and changes to the primary lesions. Secondary lesions are often the result of manipulation by the patient (rubbing, scratching, etc.) or the result of treatments applied to the skin after the process began. An ulceration could be primary (the disease process) or secondary (result of scratching).

A morphological classification of dermatological lesions is most helpful to the identification of the diseases present.

Primary Lesions

 * /Macules/
 * /Patches/
 * /Papules/
 * /Plaques/
 * /Nodules/
 * /Vesicles/
 * /Pustules/
 * /Bullae/
 * /Erosions/
 * /Excoriations/
 * /Ulcers/
 * /Wheals/
 * /Cysts/
 * /Tumors/
 * /Petechiae/
 * /Purpura/
 * /Atrophy/

Secondary Lesions

 * /Atrophy/
 * /Lichenification/
 * /Impetiginization/

title: Symptoms and Signs in Dermatology


text:
Introduction to Dermatology

Dermatology is the medical science of disorders of the skin. Often skin lesions and disorders are markers of internal disease and mirror the processes occurring within the body. Dermatology has been called "a window through which to see the entire body." As such an understanding of Dermatology is essential to the Internist.

Skin Anatomy
Skin consists of distinct layers. The most superficial (most exterior) layer is the epidermis. The epidermis is a stratified squamous epithelium. It has stacked layers of cells. Below the epidermis lies the dermis and below that we find the subcutaneous fat, or subcutis.

Epidermis
The epidermis consists of stratified squamous epithelium. The "bricks and mortar" cells of the epidermis are keratinocytes. Interspersed among the keratinocytes, we also find melanocytes and other specialized cells, known as Merkel cells. The keratinocytes provide the structure and maintain the barrier function of the skin. Melanocytes make protective pigment. Merkel cell function is less certain.

Skin Function
The primary functions of skin include protection from physical injury, impermeability (keeping fluids out of your body, and keeping necessary fluids inside of your body), resistance to microbial penetration, and function as a sensory end organ.

The secondary functions of skin include:

 * Immune Functions
 * Dryness, desquamation, normal flora of bacteria
 * Antigen presenting cells such as Langerhans cells, Keratinocytes (immunoregulating cytokine), Epidermotropic T-Cells.

 * Solar and Heat Interactions
 * UV Radiation Protection (melanin)
 * Thermoregulation
 * Vitamin D Metabolism

 * Communication

Functional Adaptations of Skin

 * Hair
 * Nails
 * Eccrine sweat glands
 * Apocrine glands
 * Sebaceous glands

Cellular Components of Skin

 * Epidermis
 * Keratinocytes
 * Langerhans cells
 * Melanocytes
 * Merkel cells
 * Lymphocytes

 * Dermis
 * Fibroblasts
 * Connective tissue
 * Extracellular proteins
 * Matrix
 * Endothelial cells
 * Mononuclear cells
 * Nerves and Neural organs

 * Hypodermis
 * Connective tissue
 * Adipocytes
 * Endothelial cells

Medical Disclaimer
= Pediatric Dermatologist = If your child has a skin condition such as a birthmark, eczema, acne, or psoriasis, a pediatric dermatologist will have the experience and qualifications to treat your child. Pediatric dermatologists treat a wide variety of pediatric skin conditions using the latest available treatments. Pediatric dermatologists treat children from birth through adolescence.

The pediatric dermatologist cares for children (newborns during adolescence) with skin disorders. Pediatric dermatologists treat children in a pediatric clinic setting, but they also care for hospitalized patients. Many people perform surgical procedures such as laser therapy and cataract surgery. Pediatric dermatologists Birthmarks (vascular and pigmented), skin diseases, dermatitis (atopic dermatitis, contact dermatitis), melanocytic navy blue (moles), genodermatosis (inherited skin disorders), acne breakouts, dermatitis, dermatitis Rash viral and vascular collagen disorders.

title: Introduction to Dermatology


text:
User:Indiana Jones~enwikibooks

Indiana Jones good site...

completely unrelated...

title: User:Indiana Jones~enwikibooks


text:
Wikijunior:Big Cats/Lynx and bobcats

These odd-shaped, ruff-faced cats are not as lordly as the lion or powerful as the tiger. They are mid-sized predators, too big to bother with mice and too small to tackle a healthy adult deer. But they do one job rather well--keeping the rabbit population under control. With their long legs and short tails, they are superbly equipped to tackle anything from a tiny cottontail to a huge snowshoe hare. The natural enemies of the Iberian Lynx are the wolf and the bear but the most dangerous enemy that almost extincts it is the human that kills it with traps, venom and hunts them.

Where do lynx live?
The four species of lynx are very widespread. The European Lynx lives in northern Europe and Asia. The Canadian Lynx lives in North America. The Iberian (or Spanish) Lynx is one of the most highly endangered cats and only lives in wild parts of Spain. Bobcats are the smallest type of lynx, living in North America. Because they hunt small prey, they live in a wide variety of habitats. The Iberian Lynx is an animal which lives only in the Iberian Peninsula.

What do lynx look like?

Not all lynx look the same. Some of them have dark spots, while others have plain yellow or gray fur. All of them have white bellies. Lynx have long hairs at the tops of their ears, and a beard around their jaw. A bobcat is much smaller than a regular lynx. The lynx males weigh 40 pounds (18 kg) or more, and females weigh 18 to 30 pounds (8 to 14 kg), but the bobcat males only weigh 16 to 28 pounds (7 to 13 kg) and the females weigh 10 to 18 pounds (5 to 8 kg). The lynx also stands at 30 to 42 inches (74 to 107 cm) high, but the bobcat only is only 17 to 23 inches (43 to 58 cm) high. The bobcat also lacks the distinctive ear tufts and looks more like a big house cat. They have smaller feet and shorter legs compared to other lynx, and almost always have spots. The most unique part on the lynx and bobcat is their tail. The bobcat was named after its tail, because it is "bobbed" or short.

What do lynx and bobcats eat, and how do they catch their prey?
Lynx eat mainly arctic hares (a large member of the rabbit family). They sometimes eat squirrels, ptarmigan (birds that look like large pigeons), and grouse (which look like fancy chickens). The Iberian Lynx feeds mostly on rabbits and hares.

Bobcats eat smaller animals like squirrels, rabbits, and mice. Their odd shape with long legs, a short neck and short tail, is an adaptation to hunting prey that must be captured with a sudden burst of speed and a killing pounce. In order to catch their prey, they must first sneak up as carefully and close as they can (stalking), and only make a final rushing attack when the prey makes a run for it. Obviously the closer they can approach before the run, the greater their chances of success.

They can't eat more than three pounds of meat at a time.

One common prey species for lynx, the arctic hare, has a secret weapon. Every year when the snow melts on the Arctic tundra (swampy grasslands) the timid animal sheds its white winter coat for a new crop of brown fur. This does not happen all at once, so while the hare still has patches of white, it still matches the surroundings where bits of snow still linger on the ground. By staying perfectly still, these hares are nearly impossible to see. This strategy often accomplishes a great deal more than running away.

Fun facts
To show their toughness, people used to claim that, in a fight, they could triumph over their "weight in bobcats". However, bobcat experts would not believe this claim for a moment. All cats are stronger for their size than any human.

For more information
Next Topic: Ocelots
 * Wikipedia: Lynx
 * Wikipedia: Iberian Lynx
 * Wikipedia: Bobcat

ca:Viquijúnior:Grans felins/Linx Wikijunior Großkatzen/ Luchs fr:Wikijunior:Les félins/Les lynx

title: Wikijunior:Big Cats/Lynx and bobcats


text:
User:Peterw~enwikibooks

Suprafax.net

title: User:Peterw~enwikibooks


text:
Embedded Systems/Atmel AVR

The Atmel AVRTM is a family of 8-bit RISC microcontrollers produced by Atmel. The AVR architecture was conceived by two students at the Norwegian Institute of Technology (NTH) and further refined and developed at Atmel Norway, the Atmel daughter company founded by the two chip architects.

Memory
The memory of the Atmel AVR processors is a Modified Harvard architecture, in which the program and data memory are on separate buses to allow faster access and increased capacity. The AVR uses internal memory for data and program storage, and so does not require any external memory.

The four types of memories in a Atmel AVR are:
 * Data memory: registers, I/O registers, and SRAM
 * Program flash memory
 * EEPROM
 * Fuse bits

All these memories are on the same chip as the CPU core. Each kind of memory is separated from each other, in different locations on the chip. Address 0 in data memory is distinct from address 0 in program flash and address 0 in EEPROM.

Program Memory
Some AVR microcontrollers have 16 bit wide non-volatile and some have 8 bit flash memory for program storage, from 1 KB up to 256 KB (or, 512-128K typical program words). The program memory holds the executable program opcodes and static data tables. Program memory is linearly addressed, and so mechanisms like page banking or segment registers are not required to call any function, regardless of its location in program memory.

AVRs cannot use external program memory; the flash memory on the chip is the only program memory available to the AVR core. SRAM (static RAM) is random access memory (RAM) that retains data bits in its memory as long as power is being supplied. Unlike dynamic RAM (DRAM), which stores bits in cells consisting of a capacitor and a transistor, SRAM does not have to be periodically refreshed.

SRAM is very fast; however, it has many disadvantages. 1) It requires 4-6 transistor to store one bit, which makes SRAM space-inefficient, 2) Because of high component requirement, SRAM’s power consumption is very large, 3) Because of high component requirement and power cost, SRAM is very expensive, 4) SRAM is a volatile memory type, which means that when the power connection is lost all the data within an SRAM will be lost as well.

The flash program memory can be reprogrammed using a programming tool, the most popular being those that program the chip in situ and are called in-system programmers (ISP). Atmel AVRs can also be reprogrammed with a high-voltage parallel or serial programmer, and via JTAG (again, in situ) on certain chips. The flash memory in an AVR can be re-programmed at least 10,000 times.

Many of the newer AVRs (MegaAVR series) have the capability to self-program the flash memory. This functionality is used mainly by bootloaders.

Data Memory
Data Memory includes the registers, the I/O registers, and internal SRAM.

The AVR has thirty-two general purpose eight-bit registers (R0 to R31), six of which can be used in pairs as sixteen-bit pointers (X, Y, and Z).

All AVR microcontrollers have some amount of RAM, from 32 bytes up to several KB. This memory is byte addressable. The register file (both general and special purpose) is mapped into the first addresses and thus accessible also as RAM. Some of the tiniest AVR microcontrollers have only the register file as their RAM.

The data address space consists of the register file, I/O registers, and SRAM. The working registers are mapped in as the first thirty-two memory spaces (000016-001F16) followed by the reserved space for up to 64 I/O registers (002016-005F16). The actual usable SRAM starts after both these sections (address 006016). (Note that the I/O register space may be larger on some more extensive devices, in which case the beginning address of SRAM will be higher.) Even though there are separate addressing schemes and optimized opcodes for register file and I/O register access, they can still be addressed and manipulated as if they were SRAM.

The I/O registers (and the program counter) are reset to their default starting values when a reset occurs. The registers and the rest of SRAM have initial random values, so typically one of the first things a program does is clear them to all zeros or load them with some other initial value.

The registers, I/O registers, and SRAM never wear out, no matter how many times they are written.

External Data Memory
Some of the higher pin-count AVR microcontrollers allow for external expansion of the data space, addressable up to 64 KB. When enabled, external SRAM is overlaid by internal SRAM; an access to address 000016 in the data space will always resolve to on-chip memory. Depending on the amount of on-chip SRAM present in the particular AVR, anywhere from 512 bytes to several KB of external RAM will not be accessible. This usually does not cause a problem.

The support circuitry required is described in the datasheet for any device that supports external data memory, such as the Mega 162, in the "External Memory Interface" section. The support circuitry is minimal, consisting of a '573 or similar latch, and potentially some chip select logic. The SRAM chip select may be tied to a logic level that permanently enables the chip, or it may be driven by a pin from the AVR. For an SRAM of 32 KB or less, one option is to use a higher-order address line to drive the chip select line to the SRAM.

EEPROM Storage
Almost all AVR microcontrollers have internal EEPROM memory for non-volatile data storage. Only the Tiny11 and Tiny28 have no EEPROM.

EEPROM memory is not directly mapped in either the program or data space, but is instead accessed indirectly as a peripheral, using I/O registers. Many compilers available for the AVR hide some or all of the details of accessing EEPROM. IAR's C compiler for the AVR recognizes the compiler-specific keyword  on a variable declaration. Thereafter, a person writes code to read and write that variable with the same standard C syntax as normal variables (in RAM), but the compiler generates code to access the EEPROM instead of regular data memory.

Atmel's datasheets indicate that the EEPROM can be re-written a minimum of 100,000 times. An application must implement a wear-leveling scheme if it writes to the EEPROM so frequently that it will reach the write limit before it reaches the expected lifetime of the device. AVRs ship from the factory with the EEPROM erased, i.e. the value in each byte of EEPROM is FF16.

Many of the AVRs have errata about writing to EEPROM address 0 under certain power conditions (usually during brownout), and so Atmel recommends that programs not use that address in the EEPROM.

Fuse Settings
A fuse is an EEPROM bit that controls low level features and pin assignments. Fuses are not accessible by the program; they can only be changed by a chip programmer. Fuses control features which must be set before the chip can come out of reset and begin executing code.

The most frequently modified fuses include:

 * 1) Oscillator/crystal characteristics, including drive strength and start-up time.
 * 2) JTAG pins used for JTAG or GPIO
 * 3) RESET pin used as a reset input, debugWire, or GPIO
 * 4) Brown Out Detect (BOD) enable and BOD voltage trigger points

There is also a fuse to enable serial in-system programming, which is set by default. If it is set incorrectly, the only way to program the chip is by using a high-voltage programmer, such as the STK-500, AVR Dragon, or third-party programmer. A developer is therefore cautioned to be careful when manipulating fuses.

Reset
The AVR's RESET pin is an active-low input that forces a reset of the processor and its integrated peripherals. The line can be driven by an external power-on reset generator, a voltage supervisor (which asserts RESET when the power supply voltage drops below a predefined threshold), or another component in a larger system. For example, if the AVR is managing a few sensors and servos as part of a large integrated system, another controller might observe some condition that justifies resetting the AVR; it could do so by asserting the AVR's RESET line.

AVRs also include a watchdog timer, which can reset the processor when it times out. The watchdog timer must be reset periodically to prevent it from timing out. Failure to reset the watchdog timer is usually an indication that the program code has failed (locked up, entered an infinite loop, or otherwise gone astray), and the processor should be reset. On some AVRs the watchdog can be programmed to issue an interrupt instead of resetting the processor. This functionality can be used to wake up the AVR from a sleep mode.

The RESET pin is used for in-system serial programming, as a GPIO, or for debugWIRETM low pin count debugging, depending on the chip and the programming of the fuse bits. If the reset functionality of that pin is disabled, it cannot be recovered by in-system serial programming, and another method such as high-voltage programming must be used.

Interrupts
AVRs support multiple interrupt sources, both internal and external. An interrupt could be from an internal peripheral reaching a certain state (i.e. character received on UART), or from an external event like a certain level on a pin. Each interrupt source causes a jump to a specific location in memory. That location is expected to contain either a RETI (Return from Interrupt) instruction to essentially ignore the interrupt, or a jump to the actual interrupt handler.

Most AVRs have at least one dedicated external interrupt pin (INT0). Older AVRs can trigger an interrupt on a high or low level, or on a falling edge. Newer AVRs add more options, such as triggering on the rising edge or either edge. Additionally, many of the newer AVRs implement pin-change interrupts for all pins in groups of eight, eliminating the need for polling the pins. The pin-change interrupt handler must examine the state of the pins that are associated with that interrupt vector, and determine what action to take.

Due to button bounce issues, it is considered poor design to connect a push button or other user input directly to an interrupt pin; some debouncing or other signal conditioning must be interposed so that the signal from the button does not violate the setup and hold times required on the interrupt pins.

General Purpose I/O Ports
General Purpose I/O, or GPIO, pins are the digital I/O for the AVR family. These pins are true push-pull outputs. The AVR can drive a high or low level, or configure the pin as an input with or without a pull-up. GPIOs are grouped into "ports" of up to 8 pins, though some AVRs do not have enough pins to provide all 8 pins in a particular port, e.g. the Mega48/88/168 does not have a PortC7 pin. Control registers are provided for setting the data direction, output value (or pull-up enabled), and for reading the value on the pin itself. An individual pin can be accessed using bitwise manipulation instructions.

Each port has 3 control registers associated with it, DDRx, PORTx, and PINx. Each bit in those registers controls one GPIO pin, i.e. bit 0 in DDRA controls the data direction for PortA0 (often abbreviated PA0), and bit 0 in PORTA will control the data (or pullup) for PA0.

The DDR (Data Direction Register) controls whether the pin is an input or an output. When the pin is configured as an output, the corresponding bit in the PORT register will control the drive level to the pin, high or low. When the pin is configured as an input, the bit in the PORT register controls whether a pull-up is enabled or disabled on that pin. The PIN (Port Input) register was read-only on earlier AVRs, and was used to read the value on the port pin, regardless of the data direction. Newer AVRs allow a write to the PIN register to toggle the corresponding PORT bit, which saves a few processor cycles when bit-banging an interface.

Timer/Counters
All AVRs have at least one 8-bit timer/counter. For brevity, a timer/counter is usually referred to as simply a timer.

Some of the Tiny series have only one 8-bit timer. At the high end of the Mega series, there are chips with as many as six timers (two 8-bit and four 16-bit).

A timer can be clocked directly by the system clock, by a divided-down system clock, or by an external input (rising or falling edge). Some AVRs also include an option to use an external crystal, asynchronous to the system clock, which can be used for maintaining a real-time clock with a 32.768 kHz crystal.

In normal mode, the timer counts up to the top FF8 (or FFFF16), roll over to zero, and set an overflow bit, which may cause an interrupt if enabled. Within the interrupt routine, the counter can be loaded with the desired value in addition to any other processing required.

The Clear Timer on Compare (CTC) mode allows for the timer to be cleared when it matches a value in the compare register, before the timer reaches the top and overflows. Clearing the timer prior to overflow manipulates the timer resolution, allowing for greater control of the output frequency of a compare match. It can also simplify the counting of an external event.

The value of a timer can be read back at any time, even while it is running. (There is a specific sequence documented in the datasheets to read back a 16-bit timer so that a consistent result is returned, since the AVR can only move 8 bits at a time.) A timer can be halted temporarily by changing its clock input to "no clock source," then resumed by re-selecting the previous clock input.

PWM (Pulse Width Modulation)
Many of the AVRs include a compare register for at least one of the timers. The compare register can be used to trigger an interrupt and/or toggle an output pin (i.e. OC1A for Timer 1) when the timer value matches the value in the compare register. This may be done separately from the overflow interrupt, enabling the use of pulse-width modulation (PWM).

Some AVRs also include options for phase-correct PWM, or phase- and frequency-correct PWM. Phase correction is required by many motors.

The ATtiny26 is unique in its inclusion of a 64 MHz high-speed PWM mode. The 64 MHz clock is generated from a PLL, and is independent of, and asynchronous to, the processor clock.

Some AVRs also include complementary outputs suitable for controlling some motors. A dead-time generator (DTG) inserts a delay between one signal falling and the other signal rising so that both signals are never high at the same time. The high-end AT90PWM series allows the dead time to be programmed as a number of system clock cycles, while other AVRs with this feature simply use 1 clock cycle for the dead time.

Output Compare Modulator
An Output Compare Modulator (OCM), which allows generating a signal that is modulated with a carrier frequency. OCM requires two timers, one for the carrier frequency, and the second for the signal to be modulated. OCM is available on some of the Mega series.

Serial Communication
AVR microcontrollers are in general capable of supporting a plethora of serial communication protocols and serial bus standards. The exact types of serial communication support varies between the different members of the AVR microcontroller family.

On top of support in hardware there is also often the option to implement a particular serial communication mechanism entirely in software. Typically this is used in case a particular AVR controller does not support some serial communication mechanism in hardware, the particular hardware is already in use (e.g. when two RS-232 interfaces are needed, but only one is supported in hardware), or the chip's hardware can't be used, because it shares pins with other chip functions, and such a function is already in used for the particular hardware. The latter often happens with the low-pincount AVRs in DIP packages.

Finally, there is also the possibility to use additional logic to implement a serial communication function. For example, most AVRs don't support the USB bus (some later ones do so, however). When using an AVR which doesn't support USB directly, a circuit designer can add USB functionality with a fixed-function chip such as the FTDI232 USB to RS-232 converter chip, or a general-purpose USB interface such as the PDIUSB11. Adding additional electronics is in fact necessary for some supported communication protocols, e.g. standard-compliant RS-232 communication requires adding voltage level converters like the MAX232.

The number of serial communication possibilities supported by a particular AVR can be confusing at times, in particular if the pins are shared with other chip functions. An intensive study of the particular AVR's datasheet is highly recommended. The serial communication features most commonly to be found on AVRs are discussed in the following sections.

Universal Synchronous Asynchronous Receiver Transmitter (USART)
Recent AVRs typically come with a Universal Synchronous Asynchronous Receiver Transmitter (USART) built-in. A USART is a programmable piece of hardware which is capable of generating and decoding various serial communication protocols. USART is an acronym from the following words:

 * Universal:Can be used in a lot of different serial communication scenarios
 * Synchronous:Can be used for synchronous serial communication (sender and receiver are synchronised by a particular clock signal)
 * Asynchronous:Can be used for asynchronous serial communication (sender and receiver are not explicitly synchronised via a clock signal, but synchronise on the data signal).
 * Receiver:The hardware in the AVR can receive serial data
 * Transmitter:The hardware can send serial data

Earlier AVRs had a UART that did not support synchronous serial communication, hence the absence of the "S" in the acronym.

USARTs or UARTs work with logic voltage levels while e.g. the RS-232 protocol requires much different voltage levels than the 5 V or 3.3 V supplies found on AVR circuits. The conversion from and to such voltage levels is performed by an additional chip which is commonly called a line driver or line interface.

With the right line interface an AVR's USART can, for example, be used to communicate with RS-232, RS-485, MIDI, LIN bus, or CANbus devices, to name some of the popular protocols.

See Robotics: Computer Control: The Interface: Networks for more details.

RS-232 Signalling
The RS-232 specification calls for a negative voltage to represent a "1" bit, and a positive voltage to represent a "0" bit. The spec allows for levels from +3 to +15 V, and -3 to -15 V, but +/-12 V is commonly seen. The AVR does not have the ability to drive a negative output voltage on any GPIO pin, and so a level converter, such as the MAX232, is used to talk to PCs and strict RS-232 devices. See Serial Programming:RS-232 Connections for more detail on RS-232 wiring.

RS-232 has a relatively short maximum cable length. For longer cabling distances, consider using RS-485 signaling on your USART.

Two Wire Interface
TWI is a variant of Phillips' I²C bus interface. I²C consists of two wires, known as SDA (serial data) and SCL (serial clock), which use open-drain drivers and therefore require pull-ups to a logic-1 state. I²C uses a common ground, so all devices on the bus should be at the same ground potential to avoid ground loops. TWI uses 7 bit addressing, which allows for multiple devices to connect to the bus.

Many TWI devices have at least the top four bits of the address hard-coded, and the remaining bits configurable by some means such as connecting dedicated address pins to power or ground; this often allows for only 2-8 model X devices on the bus. The AVR's TWI hardware can act as Master or Slave, and can meet the 400 kbit/s spec.

Serial Peripheral Interface (SPI)
SPI, the Serial Peripheral Interface Bus, is a master-slave synchronous serial protocol. This means that there is a clock line which determines where the pulses are to be sampled, and that one of the parties is always in charge of initiating communication. It uses at least three lines, which are called:

 * MISO: Master In Slave Out.
 * MOSI: Master Out Slave In.
 * SCK: Serial Clock.

Conceptually, SPI is a bidirectional shift register; as bits are shifted out on either MISO or MOSI, bits are shifted in on the other line. The master always controls the clock.

An SPI slave has a Slave Select (SS) signal, which signals to the slave that it should respond to messages from the master. SS is almost always active-low. If there is only one master and one slave, the slave's SS line could be tied low, and the master would not need to drive it. If there are two or more slaves, then the master must use a separate slave select signal to each slave. The downside of this approach is that the master can only address as many slaves as it has extra outputs (without the use of a separate decoder).

Hardware Implementation The larger AVR microcontrollers have built-in SPI transceivers (from the ATmega8 upwards). The serial clock is derived from the processor clock, with several divisors available. The data length is always 8 bits. The clock polarity and phase may be configured, leading to four possible combinations of when the data is clocked in and out of the chip. This interface is very popular, and is widely available on a variety of other processors and peripherals.

The pins used for the SPI bus are also used as a way of programming the chip via ISP (In System Programming)(Except on the mega128).

Universal Serial Interface Some AVRs, particularly in the Tiny family, provide a Universal Serial Interface (USI) instead of an SPI. The USI is capable of operating as an SPI, but also as an I2C controller, and with a little extra effort, a USART. The bit length of the transfer is configurable, as is the clock driver. The clock can be driven by software, by the timer 0 overflow, or by an external source.

Software Implementation SPI can be implemented using bit-banging of the I/O lines. An efficient implementation of a slave can be done by connecting SCLK to an external interrupt source.

The datasheet for a particular AVR provides a block diagram of the SPI or USI controller on that chip.

Protocol Issues
SPI, RS-232, I2C, and other serial interfaces only define the method by which bits and bytes are transmitted; they correspond to layer 1 in the OSI model, the physical layer. The bytes could be anything: temperature readings (in Celsius or Fahrenheit, depending on your sensor), readings from a pressure sensor, control signals to turn off a pump, or the bytes of a JPEG image. Some of this meaning may be assigned by the use of a serial communications protocol.

A serial protocol must handle a wide variety of usage conditions, as well as provide for recovering from failures. For example, if two sensors are connected to a single microcontroller (such as inside and outside temperature), the protocol provides a way for the receiver on the other end of the serial line to discern which reading belongs to which sensor. If a cable is unplugged during transmission, or a byte is lost due to line noise, the protocol can provide a way to re-synchronize the transmitter and the receiver.

The Serial Programming wikibook contains more discussion of serial protocols.

Analog to Digital
Analog to digital conversion uses digital number to represent the proportion of the analog signal sampled. For example, by applying a 3 V to the input of an ADC with a full-scale range of 5 V, will result as a digital output of 60% of the full range of the digital output. The digital number can be represented in 8 or 10 bits by the ADC. An 8 bit converter will provide output from 0 to $$2^8 - 1$$, or 255. 10 bits will provide output from 0 to $$2^{10} - 1=1023$$.

10 bit sample: $$\frac{3 V}{5 V} = 0.6 \times 1023 = 614$$ in ADCH:ADCL or

8 bit sample: $$\frac{3 V}{5 V} = 0.6 \times 255 = 153$$ in ADCL

Many AVRs include an ADC, specifically a successive-approximation ADC. The ADC reference voltage (5 V in the example above) can be an external voltage, an internal fixed 1.1 V reference.

AVRs with an ADC have several analog inputs which are connected to the ADC via an analog multiplexer. Only one analog input can be converted at any given time. The ADC controller provides a method for sequentially converting the inputs, so that an AVR can easily cycle through multiple sources thousands of times a second. AVRs can run ADC conversions continuously in the background, or use a special "ADC sleep" mode to halt the processor while a conversion is taking place, to minimize voltage disturbances from the rest of the MCU.

Analog Comparator Peripheral
Nearly all AVR microcontrollers feature an Analog Comparator which can be used to implement an ADC on those AVRs which do not have an ADC, or if all of the ADC inputs are already in use. Atmel provides sample code and documentation for using the comparator as a low-speed ADC. The signal to be measured is connected to the inverted input, and a reference signal is connected to the non-inverting input. The AVR generates an interrupt when the signal falls below or rises above the reference value.

A common use for the analog comparator is sensing battery voltage, to alert the user to a low battery.

Other Integrated Hardware
Aside from what might be considered typical peripherals for a microcontroller (UART, SPI, ADC), some AVRs include more specialized peripherals for specific applications.

LCD Driver
In larger models like the ATmega169 (as seen in the AVR Butterfly), an LCD driver is integrated. The LCD driver commandeers several ports of the AVR to drive the column/row connections of a display. One particular trait of liquid crystals that must be taken care of is that no DC bias is put through it. DC bias, or having more electrons passing one way than the other when pumping AC, chemically breaks apart the liquid crystal. The AVR's LCD module uses precise timing to drive pixels forwards and backwards equally.

USB Interface
The AT90USB series includes an on-chip USB controller. Some models are "function" only, while others have On-The-Go functionality to act as either a USB host (for interfacing with other slave devices) or as a USB slave (for interfacing with a USB master).

AVRs without built-in USB can use an external chip such as the PDIUSB12, or for a low-speed and minimal functionality device, a firmware-only approach.

Two firmware-only USB drivers are
 * obdev, which is available under an Open Source compliant license with some restrictions, and
 * USBtiny, which is licensed under the GPL.
 * The LUFA library, released under the MIT License, allows the USB-enabled AVR microcontrollers to act as a USB Host, slave or OTG device.

Although these software implementation provide a very cheap way to add USB connectivity, they are limited to low-speed transfers, and tie up quite some AVR resources. Other hardware ICs which translate USB signals to RS-232 (serial) for the AVRs are available, from vendors such as FTDI. These ICs have the advantage of offloading the strenuous task of managing the USB connection with the disadvantage of being limited to the speed of the AVR's serial port. See Embedded Systems/Particular Microprocessors for more details on such USB interface chips.

Temperature Sensor
Some newer models have a built in temperature sensor hooked up to the ADC.

AVR Selection
The AVR microcontrollers are divided into three groups:

 * tinyAVR
 * AVR (Classic AVR)
 * megaAVR

The difference between these devices mostly lies in the available features. The tinyAVR microcontrollers are usually devices with lower pin-count or reduced feature set compared to the megaAVRs. All AVR devices have the same basic instruction set and memory organization, so migrating from one device to another AVR is usually trivial.

The classic AVR is mostly EOL'd, and so new designs should use the Mega or Tiny series. Some of the classic AVRs have replacement parts in the mega series, e.g. the AT90S8515 is replaced by the mega8515.

Atmel provides a Parametric Product Table which compares the memory, peripherals, and features available on the entire line of AVRs.

Hardware Design Considerations
Atmel provides the AVR Hardware Design Considerations to assist the hardware designer. This document also shows the standard in-circuit serial programming connector.

Butterfly Demo Board
The AVR Butterfly is a self-contained, battery-powered demonstration board running the ATMEL AVR ATmega169V Microcontroller. The board includes an LCD screen, joystick, speaker, serial port, RTC, flash chip, temperature, light and voltage sensors. The board has a shirt pin on its back and can be worn as a name badge.

The AVR Butterfly comes preloaded with software to demonstrate the capabilities of the microcontroller. Factory firmware can scroll your name, display the sensor readings, and show the time. Also, the AVR Butterfly has a piezo buzzer that can reproduce sound.

The AVR Butterfly demonstrates LCD driving by running a 14-segment, 6 alpha-numeric character display. However, the LCD interface consumes many of the I/O pins.

The Butterfly's ATmega169 CPU is capable of speeds up to 8 MHz, however it is factory set by software to 2 MHz to preserve the button battery life. A pre-installed bootloader program allows the board to be re-programmed with a standard RS-232 serial plug.

Ecros Technology produces a carrier board for the Butterfly which provides a power supply, convenient connections to I/O ports, a DB-9 serial port (with level translator), and a large prototyping area.

STK500 starter kit
The STK500 starter kit and development system features ISP and high voltage programming for all AVR devices, either directly or through extension boards. The board is fitted with DIP sockets for all AVRs available in DIP packages.

Several expansion modules are available for the STK500 board. These include:
 * STK501 - Adds support for microcontrollers in 64 pin TQFP packages.
 * STK502 - Adds support for LCD AVRs in 64 pin TQFP packages.
 * STK503 - Adds support for microcontrollers in 100 pin TQFP packages.
 * STK504 - Adds support for LCD AVRs in 100 pin TQFP packages.
 * STK505 - Adds support for 14 and 20 pin AVRs.
 * STK520 - Adds support for 14 and 20 pin microcontrollers from the AT90PWM family.

Third-Party Boards
There are many AVR based development and/or application boards available from third parties, far too many to list all of them here.

 * Arduino is built around an ATmega328 (ATmega8 or ATmega168 in older boards), and is designed to be used with an open source development environment.
 * AVR Based Support and Application Boards by Mr. Pascal Stang from Stanford University
 * GPMPU40 supports many different Atmel AVR chips
 * Futurlec 2313 Board (Note that the AT90S2313 is obsolete, and has been replaced by the ATtiny2313.)
 * Olimex produces many AVR-based development and prototyping boards, and has a list of links to example projects as well.
 * Protostack has development boards and kits for the 28 pin AVR microcontrollers (atmega8 etc) plus a number of AVR Tutorials

Programming Interfaces
There are many means to get program code onto the AVR.

In System Programming
Functionally, ISP is done through SPI, with some twiddling on Reset. As long as the SPI pins of the AVR aren't connected to anything disruptive, the AVR chip could stay soldered onto a board while reprogramming. All that's needed is a 6 pin plug, and an affordable PC adapter. This is the most common way to develop with an AVR.

Atmel's AVR ISP mkII connects to a PC's USB port and performs in-system programming using Atmel's software.

avrdude (AVR Downloder UploaDEr) runs on Linux, FreeBSD, Windows, and Mac OS X, and supports a variety of in-system programming hardware, including Atmel AVR ISP mkII, Atmel JTAG ICE, older Atmel serial-port based programmers, and various third-party and "do-it-yourself" programmers.

High Voltage Serial Programming
HVSP is mostly the backup mode on smaller AVRs. An 8 pin package doesn't leave many unique signal combinations to kick the AVR into programming mode. HVSP is essential when working with an AVR whose RESET pin is disabled to allow using it as another general-purpose IO pin. As RESET no longer has its in-built function for SPI programming, the 12 volt signal allows reliable signalling that programming should take place, as it is something the chip should not otherwise see during normal operation.

High Voltage Parallel Programming
HVP is a backup mode on larger AVRs. It may be the only way to talk to an AVR that has a crazy oscillator fuse set. Parallel programming may also be faster, good if you have a modest production line going.

Bootloader Programming
Most AVR models can reserve a bootloader region, 256 B - 2 KB, where re-programming code can reside. At power on, the bootloader runs first, and does some user-programmed determination whether to re-program, or jump to the main application. The code can re-program through any interface available, it could read an encrypted binary through an Ethernet adapter if it felt like it. Atmel has application notes and code pertaining to any interface from RS-232 onwards.

Bootloaders are covered in detail in chapter ../Bootloaders and Bootsectors/.

No Programming at All
The AT90SC series of AVRs are available with a mask ROM rather than flash for program memory.

Because of the large up-front cost and minimum order quantity, mask ROM is only cost-effective for a large production run.

Debugging Interfaces
The AVR offers several options for debugging, mostly involving on-chip debugging while the chip is in the target system.

JTAG
JTAG provides access to on-chip debugging functionality while the chip is running in the target system. JTAG allows accessing internal memory and registers, setting breakpoints on code, and single-stepping execution to observe system behaviour.

Atmel provides a series of JTAG adapters for the AVR.

 * 1) The JTAGICE adapter interfaces to the PC via a standard serial port. It is somewhat expensive by hobbyist standards at around US$300, although much more affordable than many other microntroller emulation systems. The JTAGICE has been EOL'ed, though it is still supported in AVR Studio and other tools.
 * 2) The JTAGICE mkII replaces the JTAGICE, and is similarly priced. The JTAGICE mkII interfaces to the PC via USB, and supports both JTAG and the newer debugWIRE interface.
 * 3) The AVR Dragon is a low-cost (approximately $50) substitute for the JTAGICE mkII for certain target parts. The AVR Dragon provides in-system serial programming, high-voltage serial programming and parallel programming, as well as JTAG or debugWIRE emulation for parts with 32 KB of program memory or less.

There are also several third party JTAG debuggers/reprogrammers for around $40, such as those from Ecros and Olimex, as well as DIY projects, including Evertool and Aquaticus. These are clones of the original JTAGICE,

JTAG can also be used to perform a Boundary Scan test, which tests the electrical connections between AVRs and other Boundary Scan capable chips in a system. Boundary scan is well-suited for a production line; the hobbyist is probably better off testing with a multimeter or oscilloscope.

debugWIRE
debugWIRETM is Atmel's solution for providing on-chip debug capabilities via a single microcontroller pin. It is particularly useful for lower pin count parts which cannot provide the four "spare" pins needed for JTAG. The JTAGICE mkII and the AVR Dragon support debugWIRE. debugWIRE was developed after the original JTAGICE release, and none of the JTAG clones support it.

Simulation
Simulation is not a debugging interface, per se, but simulation in software can be an effective debugging aid prior to committing a design to physical hardware.

Atmel Studio simulates the AVR core at the assembly language level, and allows viewing and manipulation of all internal registers. HAPsim is a set of virtual devices that plug into AVR Studio. It provides LCDs, LEDs, buttons, and dumb terminals.

Other software packages exist which provide software simulation of the AVR core and peripherals are available.

 * VMLab provides full-circuit simulation as well as a virtual oscilloscope. The debugger offers the ability to single step C code, as well as edit and rebuild winAVR programs. As of version 3.12, VMLab is freeware.
 * AVRora is an "AVR simulation and analysis framework."
 * Proteus provides schematic capture, PCB editing, and microcontroller simulation, including the AVR. The simulator "downloads" code into simulated AVR core. There is also support for a variety of virtual peripherals within the simulator.
 * Simulavr is a free (GPLv2) simulator working with GDB and commonly used with AVR-GCC.

Firmware Programming
A microcontroller won't do much without firmware; program code to tell the microcontroller what to do. Firmware for AVRs can be written in many different languages. Atmel published The Novice's Guide to AVR Development, part of Atmel Applications Journal 2001 Summer, which provides a brief tutorial in assembly language programming using AVR Studio.

AVR Assembly Language

 * Atmel Studio 6: Assembler, Simulator & WinAVR Compatible Project Editor (free download)
 * AVR Instruction Set User Guide
 * AVR Assembler Site
 * AVR Assembler Forum
 * AVR Assembler Tutorial

Some features of the AVR microprocessor can only be accessed with assembly language.

Assembly language will almost always produce the smallest code as compared to other compiled languages, and for this reason, it is a popular choice for applications that must fit into a very small code space.

AVR Studio is free of charge, but the program runs only on Windows, and its source code is not available. Two particular free/open-source assemblers for AVR are AVRA and Toms AVR Assembler.

Ada

 * AVR-Ada at Sourceforge – Ada compiler from GCC and libraries for AVR.
 * GNAT AVR Compiler from AdaCore.

B#

 * B# is a modern, object-oriented language designed explicitly for small footprint embedded systems.

BASIC

 * The BASCOM-AVR development environment is a BASIC Compiler for the AVR family. The IDE includes an editor, compiler, simulator and a lot of library functions. The demo version is limited to 4K code. The bascomp.exe command-line works in Wine.
 * BASIC to C has a free starter ATMEL AVR BASIC called RVK-BASIC, which runs on Windows. The downloaded version is limited to 100 lines of code.
 * EEBasic is an implementation of BASIC on a AVR Mega644 which only requires a terminal or terminal emulator to program; no PC based compiler (or other IDE) is used. Language extensions provide for use of the on-chip peripherals.
 * AttoBASIC is a FREE implementation of a hardware orientated Tiny BASIC for the AVR ATmega88, ATmega168, ATmega328, ATmega2560, ATmega32U4 and AT90USB1286 micro-controllers. This includes all ARDUINO products using the supported AVR's as well as the TEENSY++2.0. Communications is through the UART for all supported AVR's (or the ATmega32U4 and AT90USB1286 USB interface). It contains support for the ADC, PWM, SPI, TWI and 1-Wire interfaces as well as an Input Capture feature (a gate-time selectable pulse counter), Direct Digital Synthesis (DDS) of square waves via a single port-bit toggle, nRF24L01 RF Transceiver and DHT temperature and humidity sensors. Programs can be SAVEd and LOADed to/from EEPROM via a File System and a self-start feature allows a program saved in EEPROM to be automatically run at start-up. The LUFA (DFU and CDC modes) and OptiBoot boot-loaders are integrated into the project. Pre-built HEX files are available for the ATmega88, ATmega168, ATmega328, ATmega2560, ATmega32U4 and AT90USB1286 at clock speeds of 4, 8, 16 and 20 MHz. Builds are available with and without the OptiBoot-loader (or LUFA) as well as builds for the ATmega32U4 and AT90USB1286 UART or USB for serial I/O. The full source code is provided as are sample programs. Older versions support the ATMEGA163 and ATMEGA8515/AT90S8515 as well as the ATTINY2313/AT90S2313.

C

 * GCC, the GNU Compiler Collection, has thorough AVR support for the C programming language.
 * Windows: WinAVR development tools, the Windows port of GCC. Now, it can even plug into the latest AVR Studio.
 * WinAVR and Butterfly Quickstart Guide
 * Linux: Introduction to using AVR-GCC under Linux
 * Debian and Ubuntu users, simply " "
 * Gentoo " " then " "
 * Development upon AVR GCC itself happens at the AVR-GCC maillist.
 * Libraries for GCC
 * The avr-libc project or avr-libc manual describes the library you probably found bundled with AVR GCC.
 * Procyon AVRlib An extensive AVR C Code library with example application code is included.
 * A Doubly Linked Memory Manager for WinAVR
 * It is possible to use C on the Tiny series which have no RAM (aside from the 32 registers), as demonstrated by Bruce Lightner.
 * ImageCraft C is an inexpensive commercial compiler.
 * IAR is an expensive commercial compiler.
 * CodeVisionAVR is a relatively inexpensive commercial C compiler for the AVR.
 * MikroElektronika mikroC PRO for AVR is a full-featured ANSI C compiler for AVR and software libraries.

C++

 * GCC also has support for C++ on the AVR.

Certain features of C++ are unsuitable for use on a smaller micro like the AVR due to the amount of memory required to implement them; these include exceptions and templates. However, when using a suitable subset of C++, the resultant code is of comparable size to its C language equivalent. One notable use of C++ on the AVR is the Arduino.

Forth

 * ByteForth (wiki) (purchase) – Includes a (dis)assembler, simulator, ISP-programmer and supports almost any AVR microcontroller to date. Many library functions and example programs. It comes with a complete (Dutch) language manual. There is however an English language version with a crash course included in the free, but complete, 2 kByte demo version. ByteForth runs under DOS or any system that supports a working DOS-box as Linux, Windows 95, Windows 98SE, etc.
 * amforth: ATmega forth is a compact Forth for AVR ATmega micro controllers. It is released under the GPL 2 and is modeled after ANS 94.
 * Avise (Atmel VIrtual Stack Engine) is a "modified version of the Forth programming language." Avise is only available as HEX files to program into one of the supported AVRs; source code is not available. The author's web site also includes some PCB layouts for use with Avise.
 * PFAVR is a port of pForth to the AVR (GNU GPL).
 * avrforth is a 16-bit subroutine threaded Forth kernel for Atmel's AVR series of microcontrollers.
 * FlashForth is a 16-bit subroutine threaded Forth system for Atmel's Atmega series of microcontrollers.
 * MikroForth Adresses the ATtiny (documentation in German)
 * asforth A subroutine threaded Forth like system

Note that some Forth environments run interactively on the AVR. For example, Avise presents a console on the AVR's UART0 which can accept new word definitions and execute operations. No software (other than a terminal emulator) is required on the PC.

Java

 * NanoVM - Java virtual machine written in C for Atmel AVR microcontrollers with at least 8k flash.
 * MCU Java source - Java source to C source translator, which allows to write MCU programs in Java.

JavaScript

 * Espruino - A JavaScript interpreter for the STM32F1-F4 ARM Cortex microcontrollers.

Lisp

 * uLisp - A Lisp interpreter for the Arduino. Based on a subset of Common Lisp, supports the ATmega328, ATmega2560 and ATmega644/1284.

Pascal

 * AVRco development environment – IDE also includes simulator and HLL debugger with JTAG-ICE. Includes numerous library functions.
 * MikroPascal – Includes AVR-specific libraries, plus help and examples. Free version is limited to 4 KB.
 * Embedded Pascal – IDE running under Windows 95,98 and NT. Language extensions provide for mixing AVR assembly in pascal code.

Python

 * Micro Python is a lean and fast implementation of the Python 3 programming language that is optimised to run on a microcontroller.
 * PyMite is a subset of Python that runs on "any device in the AVR family that has at least 64 KiB program memory and 4 KiB RAM."

Scheme

 * Scheme on the ATmega?

Official Atmel Websites

 * Atmel AVR Device Site
 * Atmel AVR Beta Site
 * Atmel AVR Support Site

Wiki

 * AVRfreaks wiki
 * Serial Programming:MAX232 Driver Receiver
 * Embedded System Engineering
 * The massmind technical reference has an AVR section, plus a lot of general information about embedded systems hardware and software. Massmind is almost a wiki.
 * AVR wiki offline as of 2010-02-15

Programming & Educational Websites

 * AVRBeginners
 * AVR Assembly Language Site
 * AVR Machine Language
 * Free AVR Tutorials and Projects
 * AVR learning

Mailing List & Forums

 * The AVR Forum
 * AVRFreaks
 * AVRbeginners
 * AVR-Chat@Egroup.com
 * AVR-Chat & AVR-GCC mailing list
 * AVR Butterfly Group

Books

 * Muhammad Ali Mazidi - AVR Microcontroller and Embedded Systems: Using Assembly and C, Pearson Education.
 * Dhananjay Gadre - Programming and Customizing the AVR Microcontroller, McGraw-Hill, 2000.
 * Richard H. Barnett, Sarah A. Cox, Larry D. O'Cull - Embedded C Programming and the Atmel AVR, Thomson Delmar Learning, 2002.
 * John Morton - AVR: An Introductory Course, Newnes, 2002.
 * Claus Kuhnel - AVR RISC Microcontroller Handbook, Newnes, 1998.
 * Joe Pardue - C Programming for Microcontrollers, featuring ATMEL's AVR Butterfly and the free WinAVR Compiler, Smiley Micros, 2005. Smiley Micros
 * Chuck Baird - Programming Microcontrollers using Assembly Language, Lulu.com, 2006. cbaird.net
 * Richard H. Barnett - Embedded C Programming And The Atmel AVR, Delmar Cengage Learning; 2 edition (June 5, 2006)

University Courses
The following courses are known to use the Atmel AVR as part of the curriculum.

 * Introduction to Mechatronics, Santa Clara University
 * Embedded System Design Laboratory, Stanford University
 * Designing with Microcontrollers, Cornell University
 * San Jose State University
 * Microprocessors and Interfacing, UNSW

College Courses
The following courses are known to use the Atmel AVR as part of the curriculum.

 * Electronics Engineering Technology, Durham College, Oshawa Ontario Canada

AVR Projects

 * Siwawi: AVR projects
 * MMC/SD memory cards for Atmel AVR
 * Devmel LinkBus Programmer

title: Embedded Systems/Atmel AVR


text:
Talk:Gujarati/Alphabet

Untitled
The problem I always find on the gujarati pages of wiki is that I see the sign of ઇ (haswa ee) on the right of the consonants it should appear on the left of the consonant. I see ક્ + ઇ = કિ. And being a gujarati I know it should look like ક્ + ઇ = િક. When I corrected some pages on gu.wiki.org, it was restored back by somebody. So, I raised this issue. According to the answer of an admin of gu.wiki, my browser and of some font setting is incorrect. I opened gu.wiki on many other different computers and found the same problem. Could anybody help me please?

I have tried latest Internet Explorer, Mozilla (my usual program) and Netscape.

Dineshjk 17:27, 20 Dec 2004 (UTC)

Devangari Script
Why is the devangari (sanskrit/hindi) script used for some of the examples ?

title: Talk:Gujarati/Alphabet


text:
Movie Making Manual/Pitching/Treatment

"I'm tempted to say, 'Writing treatments is like designing a film by hiring six million monkeys to tear out pages of an encyclopedia, then you put the pages through a paper-shredder, randomly grab whatever intact lines are left, sing them in Italian to a Spanish deaf-mute, and then make story decisions with the guy via conference call.' But no... compared to writing treatments, that makes sense, too." - Terry Rossio

Purpose
The term treatment is short for "treatment of bullshit" or "treatment of a concept". While standards for screenplay formats and theories on screenplay structures are ten a penny, it's quite difficult to find any agreed-upon approach to treatments. One person's treatment is another's "synopsis", while some people write treatments that look like written-down pitches. What your "treatment" looks like depends on its purpose.

In Scr(i)pt magazine (Mar/Apr 2005), John Hill offers "a sample synopsis/treatment" which reads like a written-down pitch. It's about 1500 words (or 5 pages) and it does a great job of explaining the movie. But Hill then says this:

"So, why write a synopsis or a treatment? YOU SHOULDN'T. [...] Why not?  Because they are the worst of both worlds for a writer with a new movie story to sell.  They expose the idea but not in a form where a deal could be made (unless you're an A-list screenwriter already)."

I guess the not-so-subtle implication here is that if you're "an A-list screenwriter", you can ditch your subscription to Scr(i)pt. Hill's point is that people who are already well-established in the industry can get hired on the basis of a treatment, but for people trying to break in a treatment isn't going to do the business.

Well, it's an opinion. Producer/director/writer Cauri Jaye points out that producers just don't have the time to read every script that comes their way, so a treatment can help them decide whether or not to invest the time reading the full script. Arguably, if you can't sell your script via a treatment, then why should anyone believe your script sells a story? And at the very least a treatment gives you a hell of a lot more room to show what you've got besides a bare logline.

I asked Hollywood script consultant Craig Kellem what he thought of Hill's position, and Craig said that "it depends on the situation - sometimes it's needed". To develop that idea: where it's needed is where someone asks for one, and is very clear that they won't read a script as an alternative.

Where writing a treatment might do you actual creative harm is when you start your passion-project spec. If you're writing a spec script, a good treatment may create a gloss that gets in the way of your creative process. The glare of your sales vehicle can make you botch your craft. (Okay, so it happened to me, you can tell.) Hill recommends that for your own script development purposes you create a simple step outline rather than a treatment.

Overview
A treatment (or script outline) should adhere to the following:
 * Take the reader through the story of the film. It must bring across the characters and events as they will appear in the film.
 * It must not give more information than the audience of the film will have.
 * It should go through each sequence, but does not have to contain every scene.
 * It should come to about 10 pages for a 90 minute feature film (double spaced, 12 pt courier font)
 * You can separate it into acts and sequences (with titles) if it helps.
 * A treatment sells the film to both creative and financial minds, therefore it must:
 * Grip the reader in the first line of the first page.
 * Make the reader want to turn to the next page at the end of every page.
 * Move the action forward and not linger on descriptions

Style notes

 * Take all of the language into the present tense. i.e. not "We cut to the Police Sergeant Joe Rawlins who is muttering under his breath" but rather "Police Sergeant Joe Rawlins mutters under his breath"

 * Remove any camera instructions to maintain the suspension of disbelief, this also means get rid of lines like "The final scenes include" and "We are now deep into the third act" for the same reason

 * Generally 1 paragraph = 1 scene and you can link them with CUT TO:

 * Use dialogue now and again to help develop the characters and reveal plot points. put dialogue in novel format, i.e. quotes and paragraphs

 * Take out any unnecessary items: for each scene/paragraph ask "does this express conflict" and "does this move the plot forward" if it does not either insert conflict or remove the scene from the treatment (and probably the script)

 * As an addendum to this, keep the most dramatic scenes. This means skip the transitions and skim over the back story. Try and let the background come out as the plot reveals it to the audience

 * Determine the point of view(s) of the story and try to tell it all from that point of view, i.e. do not reveal anything that she does not see or will not know very soon.

 * Start on action, not description. This goes for the treatment as a whole as well as each paragraph.

 * Do not use details about the functional characters. In fact you can probably remove them completely from the treatment as you should only reveal the broad strokes. Remember that we want to tease the reader into asking for more detail, i.e. the full screenplay.

 * Remember make it dramatic, dramatic, dramatic. We want to hear Beethoven's 5th in the background as we read, da da da daaaaaaa :-)

Pace
It should flow approximately like this (this comes from a textbook on treatment writing, it summarizes what I have learned pretty well, so use what you can)

Pgs 1-2 act 1 - Introduce protagonist - Let us know (his/her) mission - Set up the mood - Give a hint of the protagonist's conflict - Introduce the subplot, the plot-line that conflicts with the protagonist's mission - Introduce antagonist - The huge event that changes (his/her) life around

Pgs 3-6 act 2, part 1 - Protagonist reacts to (his/her) new challenge, and the decisions made lead (him/her) into action - Protagonist starts to develop along (his/her) character arc - Give the reader an inkling of what's coming

Pgs 7-8 act 2, part 2 - Protagonist's reversals continue, until (S/he) begins to make headway - Around page 8, new information that turns everything 180 degrees and forces (him/her) to face an even greater obsticle than the reader imagined

Pgs 9-10 act 2, part 3 - The characters converge - A hint at the moral of the story. Maybe a place where all seems lost, where protagonist feels maybe (S/he) should give up. Here the plot and subplot begin to break up and we get to protagonist's darkest hour - Suddenly something happens and everything changes. The universe gives (him/her) a break. (S/He) seizes the moment and goes for it. - By page 10 (S/he)'s standing at the crossroads of action. (His/Her) next move will be definitive, the climactic turning point. Will (S/he) win or lose?

Pgs 11-15 act 3 - The crisis is the sequence of scenes in which the final outcome of the story is completely determined by the protagonist's actions. At this point it's like a separate story with its own beginning, middle and end, here we put in all the twists and turns. - The climax is the end of the crisis - The resolution: the final moments (keep this short– end quickly and with a dramatic punch)

These are just guide points to help you pace a treatment. It will guide you in where you need to reduce the detail and scenes to make things shorter and where you need to add some meat. The screenplay will follow a similar pacing (just with more pages per act of course)

Music Video Treatment
A treatment consists of a written condensation of a proposed film or TV dramatic production. It covers the basic ideas and issues of the production as well as the main characters, locations, and story angles.

In part, its purpose is to sell the proposal to financial backers and major stars. Treatments should be attention-getting and interesting to read. They are written in the present tense, using active language and often read like a short story.

Treatments cover the full story sequence. They typically contain some key scenes that help to entice the reader and sell your idea.

Here is an example;

“Leap Year” Music Video

This music video is all about time and friendship, losing friends and those who never loose hope or stop waiting for those that matter. We begin by focusing on a boy, pondering a picture on a window-sill (digitally), the picture flies from his hand in a gust of wind, music begins. An montage of urban scenes flash by, starting with a sun rising very fast, mixed with short flashes of character remembering his two friends. There are three main shots that remain constant scenes. One, a candlelit room with a large frozen clock taking up the entire background, where the boy occasionally sings along with mixture of mystery, longing, and sadness. Next, a simple framed shot of the boy centered between his female and male friend, both facing them, only the backs of their heads and shoulder blades are visible as the stand halfway outside the spotlight. The boy now sits up in an old, grey tree, centered in a gated off abandoned schoolyard. Numbers of a clock circle around him and certain things hang on the branches like a Christmas tree. These very fantasy like, slow motion; whimsical, a little detached from reality shots of the boy striving to find the true friends as he remembers but not clearly enough. The girl friend is a manikin through most of the video, symbolizing how girls grow less honest of themselves around old friends in awkward meetings, and at the climax of the song she becomes real as he finally finds the way to see her the same again. Now the climax of the song and at an abandoned closed down establishment the two stand together, Just beginning to speak, suddenly a car turns towards them, the headlights blinding bright. From this point on, several flashes, like camera flashes, creating a sense of the clock getting faster and slowing down to normal at the end of the video. Finally, we see a close up of the character's hands reaching for on another, silloutted by a bright headlight. This image fades to “The End” written in Christmas lights.

Summarizing

A music video treatment is the starting point of every project. It allows the production company to communicate its ideas to the artists and it allows artists to make decisions regarding the direction of their video. The treatment also helps production companies to write production budgets that are accurate and that give artists a complete view of what to expect when embarking on the production of their music video.

title: Movie Making Manual/Pitching/Treatment