text:
French/Lessons/Health

G: Simple Future of Irregular Verbs
The simple future of irregular verbs, like the passé composé of many irregular verbs, must be memorized. What makes this somewhat easy is that verbs with similar endings normally have similar future stems.

For example, the future stem of the verb venir is viendr-. Verbs like venir (devenir, revenir) have a very similar stem (deviendr-, reviendr-).

G: Issuing Commands in French - l'impératif

 * The nous form commands are used to say "Let's...".
 * The subject is not used when giving a command.

Formation
Take away the ending and add on the following shown in the table.

Negative
The negative imperative is formed by placing the imperative between "ne" and "pas/jamais/rien/etcetera."

Ne parle pas! (Don't speak!)

Ne regarde jamais le soleil! (Never look at the sun!)

G: Adverbs
French adverbs, like their English counterparts, are used to modify adjectives, other adverbs, and verbs or clauses. They do not display any inflection; that is, their form does not change to reflect their precise role, nor any characteristics of what they modify.

Formation
In French, as in English, most adverbs are derived from adjectives. In most cases, this is done by adding the suffix -ment ("-ly") to the adjective's feminine singular form. For example, the feminine singular form of lent ("slow") is lente, so the corresponding adverb is lentement ("slowly"); similarly, heureux → heureusement ("happy" → "happily").

As in English, however, the adjective stem is sometimes modified to accommodate the suffix: Audio : [[Media:French-Health2.ogg|Native French Speaker]]
 * If the adjective ends in an i, then -ment is added to the masculine singular (default) form, rather than to the feminine singular form:
 * vrai → vraiment ("real" → "really")
 * poli → poliment ("polite" → "politely")
 * If the adjective ends in -ant or -ent, then the corresponding adverb ends in -amment or -emment, respectively:
 * constant → constamment ("constant" → "constantly")
 * récent → récemment ("recent" → "recently")
 * Some adjectives make other changes:
 * précis → précisément ("precise" → "precisely")
 * gentil → gentiment ("nice" → "nicely")

Some adverbs are derived from adjectives in completely irregular fashions, not even using the suffix -ment:
 * bon → bien ("good" → "well")
 * mauvais → mal ("bad" → "badly")
 * meilleur → mieux ("better"-adjective → "better"-adverb)
 * pire → pis ("worse"-adjective → "worse"-adverb)

And, as in English, many common adverbs are not derived from adjectives at all:
 * ainsi ("thus" or "thusly")

Placement
The placement of French adverbs is almost the same as the placement of English adverbs. Audio : [[Media:French-Health3.ogg|Native French Speaker]] An adverb that modifies an adjective or adverb comes before that adjective or adverb: An adverb that modifies an Infinitive (verbal noun) generally comes after the infinitive: But negative adverbs, such as pas ("not"), plus ("not any more"), and jamais come before the infinitive:
 *  complètement vrai ("completely true")
 *  pas possible ("not possible")
 *  tellement discrètement ("so discreetly")
 * marcher lentement  ("to walk slowly")
 * ne pas marcher ("not to walk")

An adverb that modifies a main verb or clause comes either after the verb, or before the clause: Note that, unlike in English, this is true even of negative adverbs:
 *  Lentement il commença à marcher or Il commença lentement à marcher ("Slowly, he began to walk" or "He began slowly to walk").
 *  Jamais je n'ai fait cela or Je n'ai jamais fait cela ("Never have I done that" or "I've never done that")

V: Visiting the Doctor
Audio : [[Media:French-Health4.ogg|Native French Speaker]] Le patient :  Le docteur
 * Je suis malade. (I am ill).
 * J'ai mal à la tête. (I have a headache).
 * J'ai de la fièvre. (I am fevrish)
 * J'ai mal au ventre.
 * Je vomis. (I vomit)
 * Je tousse. (I cough)
 * Comment allez-vous ?
 * Prenez de l'aspirine.
 * Je vais vous prescrire un médicament.
 * Prenez une cuillère de sirop matin, midi et soir
 * Il faut passer un "scanner"
 * Il faut passer des radios.
 * Il faut vous opérer.

V: Visiting the Dentist
Audio : [[Media:French-Health5.ogg|Native French Speaker]]
 * J'ai mal aux dents.
 * Vous avez une carie.
 * Je dois procéder à une extraction. (Il va enlever la dent)
 * J'ai un appareil dentaire.
 * Je vais utiliser la roulette.
 * Ahhhhhhhhhh !

V: Emergencies
Audio : [[Media:French-Health6.ogg|Native French Speaker]]
 * Je vais à l'hôpital.
 * C'est grave !
 * Je vais aux urgences.
 * J'ai eu un accident de voiture.
 * SAMU=Service Ambulancier Médical d'Urgence
 * En cas d'accident grave, il faut téléphoner au SAMU (15) ou aux pompiers (18) ou au 112.

V: Body parts
Here is the vocabulary to speak about body parts : Audio : [[Media:French-Health7.ogg|Native French Speaker]] Audio : [[Media:French-Health8.ogg|Native French Speaker]]

V: Body position
And here is the vocabulary for body positions :

V: Common sentences
When you 'catch a cold' you 'attrapes un rhume'. When you're sick, tu es malade. When you wish to say that parts of your body are sore, you say "J'ai mal au/à la/à l'/aux [body part] ...". Example: J'ai mal à la tete. (I have a headache); J'ai mal aux dents (My teeth hurt).

E: 3.03 1 - Body Parts - Visual Memorization

 * Point to different parts of the body and recite its name in French par cœur.

title: French/Lessons/Health


text:
French/Lessons/Work

Auxiliary verb formation
The auxiliary verb is always either or. When the auxiliary verb is conjugated in the the auxiliary verb is conjugated in the present indicative:

Past participle formation

 * -er verbs: replace -er with é
 * -ir verbs: replace -ir with i
 * -re verbs: replace -re with u

The past participle must agree with the direct object of a clause in gender and plurality if the direct object goes before the verb.

If the direct object is masculine and singular, there is no change:

If the direct object is feminine and singular, add an e to the past participle:

If the direct object is masculine and plural, add an s to the past participle:

If the direct object is feminine and plural, add an es to the past participle:

or ?
In most circumstances, the auxiliary verb is. However, under certain situations, the auxiliary verb is. This occurs when the verb is reflexive or is one of sixteen special verbs that take (note that when a direct object is used with these verbs,  is used).

The formation of a conjugated verb + infinitive is the same in French as it is in English: conjugate the first verb, then append the infinitive.

However, when one uses to request something of someone else, one must use the subjunctive:

Pronouns
Pronouns come before the verb they modify:

Negation
Either the conjugated verb or the infinitive can be negated, each with different meanings:

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

title: French/Lessons/Work


text:
French/Lessons/Money

Direct Objects
While the subject of a sentence initiates an action (the verb), the direct object is the one that is affected by the action. A direct object pronoun is used to refer to the direct object of a previous sentence:

The following table shows the various types of direct object pronouns:

Notes:
 * 1 me, te, nous, and vous are also used as indirect objects to mean to me, to you, to us, and to you respectively.
 * The pronoun form with an apostrophe is used before a vowel.
 * The direct object pronoun for nous and vous is the same as the subject.
 * When the direct object comes before a verb in a perfect tense, a tense that uses a past participle, the direct object must agree in gender and plurality with the past participle. For example, in the phrase Je les ai eus, or I had them, the past participle would be spelled eus if the direct object, les, were referring to a masculine object, and eues if les were referring to a feminine object.

Indirect Objects
An indirect object is an object that would be asked for with To whom...? or From whom...?. It is called indirect because it occurs usually together with a direct object which is affected directly by the action:

The following table shows the various types of direct object pronouns:

Notes:
 * 1 me, te, nous, and vous are also used as direct objects to mean me, you, us, and you respectively.
 * The pronoun form with an apostrophe is used before a vowel.
 * The indirect object pronoun for nous and vous is the same as the subject.
 * The indirect object pronouns do not agree with the past participle like the direct object pronouns do. When me, te, nous, and vous are used in a perfect tense, the writer must decide whether they are used as direct or indirect object pronouns. This is done by looking at the verb and seeing what type of action is being performed.

The bread is given by the man (direct). Pierre gets the given bread (indirect).

Indirect Object Pronoun - to it, to them
The French pronoun y is used to replace an object of a prepositional phrase introduced by à. Note that lui and leur, and not y, are used when the object refers to a person or persons.
 * Je réponds aux questions. - J' y réponds.
 * I respond to the questions. - I respond to them.

Replacement of Places - there
The French pronoun y replaces a prepositional phrase referring to a place that begins with any preoposition except de (for which en is used). Note that en, and not y is used when the object is of the preposition de.
 * Les hommes vont en France. - Les hommes y vont.
 * The men go to France - The men go there.

Idioms

 * Ça y est! - It's Done!
 * J'y suis! - I get it!

En
Note how we say Je veux du pain to say 'I want some bread' ? But what happens when we want to say 'I want some' without specifying what we want? In these cases, we use the pronoun 'en'. As well, 'en' can mean 'of it' when 'it' is not specified. For instance, instead of saying J'ai besoin de l'argent, if the idea of money has already been raised, we can just say 'J'en ai besoin'. This is because what en does is replace du, de la or des when there is nothing after it.

Like with 'me', 'te' and other pronouns, en (meaning 'some') comes before the verb.

G: Commands with Pronouns - L'impératif
When expressing positive commands, there are several rules one must remember when using object pronouns. These are:
 * The pronouns are attached the verb with a hyphen.
 * Retrouve-la. - Find it.
 * Me and Te become moi and toi.
 * Donnez-moi les vidéos. - Give me the videos.
 * Le, la, and les precede all other object pronouns.
 * Donnez-le-moi. - Give it to me.

G: Present Conditional
The present conditional tense is used to describe a hypothetical situation that would normally occur now. For example, it may be a hypothetical situation, a polite request, or an event that didn't happen as expected.

To conjugate a verb in the Conditional, one takes the infinitive and appends the same endings as when using the imparfait, as according to the table:

title: French/Lessons/Money


text:
User talk:62.30.203.192

Please stop vandalizing, else I'd have to report you to the admins.

--Dragontamer 02:45, 28 February 2006 (UTC)

title: User talk:62.30.203.192


text:
User:Jeffq

My primary wiki work is on en:Wikiquote (where I am a sysop) and en:Wikipedia. Please see my user pages there for more information. You can post Wikibooks discussions on my talk page here. Even if I'm not active here, I'll get the message. I reply to issues here on appropriate Wikibooks talk pages, and to Wikibooks users on their talk pages (with a copy on mine for reference).

title: User:Jeffq


text:
User:Pufferfish101

Ant whet iz affact of alcool on mind impearmint.

title: User:Pufferfish101


text:
User:Technochef

Hi.

My name is Kevin (alias: Technochef).

The only book I'm currently working on is Calculus.

We need alot of help!

Please help out!

email me at

techno_chef@swissinfo.org

title: User:Technochef


text:
User talk:81.224.129.38

Hej. Welcome to English Wikibooks. I saw your good works on Japanese modules. Why don't you logga in and join us? Japanese/Contributor's Guide might also be helpful. - marsian 05:41, 28 February 2006 (UTC)

title: User talk:81.224.129.38


text:
User:Bitphire

Computer Science major @ Southwestern College in Winfield, Kansas.

C++ - Decent in it but wouldn't say I am great at it.

GameDev - Tried some openGL but didn't get very far

World of Warcraft - Mcfrosty on Firetree (US)

title: User:Bitphire


text:
Understanding Darcs

Darcs is a distributed version control system. Being a distributed system, the darcs model is rather different from that of more popular systems like Git or Mercurial and these differences take some time getting used to. One of our goals in writing this guide is to help you get a better grasp of the darcs model. We also hope to provide a useful supplementary guide to using darcs, one which is oriented towards tasks you might like to accomplish and makes heavy use of walked-through examples. For curious users and potential darcs developers, we would like to provide you with a friendly introduction to patch theory and the recent work on using a notion of conflictors to correct the current flaws in patch theory.

 * The guide
 * /Getting started/
 * /Making changes/
 * /Working with others/
 * /Reviewing your work/
 * /Undoing mistakes/
 * /Dealing with conflicts/

 * Patch theory and conflicts
 * An introduction to patch theory
 * Intermediary patch theory
 * /Patch theory and conflicts/

title: Understanding Darcs


text:
Understanding Darcs/Patch theory

Math and computer science nerds only
(The occasional physicist will be tolerated)

Casual users be warned, the stuff you're about to read is not for the faint of heart! If you're a day-to-day darcs user, you probably do not need to read anything from this page on. However, if you are interested in learning how darcs really works, we invite you to roll up your sleeves, and follow us in this guided tour of the growing Theory of Patches.

What is the theory of patches?
The darcs patch formalism is the underlying "math" which helps us understand how darcs should behave when exchanging patches between repositories. It is implemented in the darcs engine as data structures for representing sequences of patches and Haskell functions equivalent to the operations in the formalism. This section is addressed at two audiences: curious onlookers and people wanting to participate in the development of the darcs core. My aim is to help you understand the intuitions behind all this math, so that you can get up to speed with current conflictors research as fast as possible and start making contributions. You should note that I myself am only starting to learn about patch theory and conflictors, so there may be mistakes ahead.

Why all this math?
One difference between centralized and distributed version control systems is that "merging" is something that we do practically all the time, so it is doubly important that we get merging right. Turning the problem of version control into a math problem has two effects: it lets us abstract all of the irrelevant implementation details away, and it forces us to make sure that whatever techniques we come up with are fundamentally sound, that they do not fall apart when things get increasingly complicated. Unfortunately, math can be difficult for people who do not make use of it on a regular basis, so what we attempt to do in this manual is to ease you into the math through the use of concrete, illustrated examples.

A word of caution though, "getting merging right" does not necessarily consist of having clever behaviour with respect to conflicts. We will begin by focusing on successful, non-conflicting merges and move on to the darcs approach to handling conflicts.

Context, patches and changes
Let us begin with a little shopping. Arjan is working to build a shopping list for the upcoming darcs hackathon. As we speak, his repository contains a single file s_list with the contents 1 apples 2 bananas 3 cookies 4 rice Note:the numbers you see are just line numbers; they are not part of the file contents

As we will see in this and other examples in this book, we will often need to assign a name to the state of the repository. We call this name a context. For example, we can say that Arjan's repository is a context $$o$$, defined by there being a file s_list with the contents mentioned above.

Arjan makes a modification which consists of adding a line in s_list. His new file looks like this: 1 apples 2 bananas 3 beer 4 cookies 5 rice

When Arjan records this change (adding beer), we produce a patch which tells us not only what contents Arjan added ("beer") but where he added them, namely to line 3 of s_list. We can say that in his repository, we have moved from context $$o$$ to context $$a$$ via a patch A. We can write this using a compact notation like $${}^oA^a$$ or using the graphical representation below:

Sequential patches
Starting from this context, Arjan might decide to make further changes. His new changes would be patches that apply to the context of the previous patches. So if Arjan makes a new patch $$B$$ on top of this, it would take us from context $$a$$ to some new context $$b$$. The next patch would take us from this context to yet another new context $$c$$, and so on and so forth. Patches which apply on top of each other like this are called sequential patches. We write them in left to right order as in the table below, either representing the contexts explicitly or leaving them out for brevity:

All darcs repositories are simply sequences of patches as above; however, when performing a complex operation such as an undo or exchanging patches with another user, it becomes absolutely essential that we have some mechanism for rearranging patches and putting them in different orders. Darcs patch theory is essentially about giving a precise definition to the ways in which patches and patch-trees can be manipulated and transformed while maintaining the coherence of the repository.

Inverses
Let's return to the example from the beginning of this module. Arjan has just added beer to our hackathon shopping list, but in a sudden fit of indecisiveness, he reconsiders that thought and wants to undo his change. In our example, this might consist of firing up his text editor and remove the offending line from the shopping list. But what if his changes were complex and hard to keep track of? The better thing to do would be to let darcs figure it out by itself. Darcs does this by computing an inverse patch, that is, a patch which makes the exact opposite change of some other patch:

So above, we said that Arjan has created a patch $$A$$ which adds beer to the shopping list, passing from context $$o$$ to $$a$$, or more compactly, $${}^{o}A^{a}$$. Now we are going to create the inverse patch $$A^{-1}$$, which removes beer from the shopping list and brings us back to context $$o$$. In the compact context-patch notation, we would write this as $${}^{o}A^{a}{A^{-1}}^{o}$$. Graphically, we would represent the situation like this:

Patch inverses may seem trivial, but as we will see later on in this module, they are a fundamental operation and absolutely crucial to make some of the fancier stuff -- like merging -- work correctly. One of the rules we impose in darcs is that every patch must have an inverse. These rules are what we call patch properties. A patch property tells us things which must be true about a patch in order for darcs to work. People often like to dream up new kinds of patches to extend darcs's functionality, and defining these patch properties is how we know that their new patch types will behave properly under darcs. The first of these properties is dead simple:

Commutation
Arjan was lucky to realise that he wanted to undo his change as quickly as he did. But what happens if he was a little slower to realise his mistake? What if he makes some other changes before realising that he wants to undo the first change? Is it possible to undo his first change without undoing all the subsequent changes? It sometimes is, but to do so, we need to define an operation called commutation.

Consider a variant of the example above. As usual, Arjan adds beer to the shopping list. Next, he decides to add some pasta on line 5 of the file:

The question is how darcs should behave if Arjan now decides that he does not want beer on the shopping list after all. Arjan simply wants to remove the patch that adds the beer, without touching the one which adds pasta. The problem is that darcs repositories are simple, stupid sequences of patches. We can't just remove the beer patch, because then there would no longer be a context for the pasta patch! Arjan's first patch $$A$$ takes us to context $$a$$ like so: $${}^{o}A^{a}$$, and his second patch takes us to context $$b$$, notably starting from the initial context $$a$$: $$ {}^{a}B^{b}$$. Removing patch $$A$$ would be pulling the rug out from under patch $$B$$. The trick behind this is to somehow change the order of patches $$A$$ and $$B$$. This is precisely what commutation is for:

Why not keep our old patches?
To understand commutation, you should understand why we cannot keep our original patches, but are forced to rely on evil step sisters instead. It helps to work with a concrete example such as the beer and pasta one above. While we could write the sequence $$AB$$ to represent adding beer and then pasta, simply writing $$BA$$ for pasta and then beer would be a very foolish thing to do.

Put it this way: what would happen if we applied $$B$$ before $$A$$? We add pasta to line 5 of the file: 1 apples 2 bananas 3 cookies 4 rice 5 pasta

Does something seem amiss to you? We continue by adding beer to line 3. If you pay attention to the contents of the end result, you might notice that the order of our list is subtly wrong. Compare the two lists to see why:

It might not matter here because it is only a shopping list, but imagine that it was your PhD thesis, or your computer program to end world hunger. The error is all the more alarming because it is subtle and hard to pick out with the human eye.

The problem is one of context, specifically speaking, the context between $$A$$ and $$B$$. In order for instructions like "add pasta to line 5 of s_list" to make any sense, they have to be in the correct context. Fortunately, commutation is easy to do, it produces two new patches $$B_1$$ and $$A_1$$ which perform the same change as $$A$$ and $$B$$ but with a different context in between.

One more important detail to note though! We said earlier that getting the context right is the motivation behind commutation -- we can't simply apply patches $$AB$$ in a different order, $$BA$$ because that would get the context all wrong. But context does not have any effect on whether A and B can commute (or how they should commute). This is strictly a local affair. Conversely, the commutation of A and B does not have any effect either on the global context: the sequences $$AB$$ and $$B_1A_1$$ (where the latter is the commutation of the former) start from the same context and end in the same context.

The complex undo revisited
Now that we know what the commutation operation does, let's see how we can use it to undo a patch that is buried under some other patch. The first thing we do is commute Arjan's beer and pasta patches. This gives us an alternate route to the same context. But notice the small difference between $$B$$ and $$B_1$$!

The purpose of commuting the patches is essentially to push patch $$A$$ on to end of the list, so that we could simply apply its inverse. Only here, it is not the inverse of $$A$$ that we want, but the inverse of its evil step sister $$A_1$$. This is what applying that inverse does: it walks us back to the context $$b1$$, as if we had only applied the pasta patch, but not the beer one.

And now the undo is complete. To sum up, when the patch we want to undo is buried under some other patch, we use commutation to squeeze it to the end of the patch sequence, and then compute the inverse of the commuted patch. For the more sequentially minded, this is what the general scheme looks like:

Commutation and patches
Every time we define a type of patch, we have to define how it commutes with other patches. Most of time, it is very straightforward. When commuting two hunk patches, for instance, we simply adjust their line offset. For instance, we want to put something on line 3 of the file, but if we use patch $$Y$$ to insert a single line before that, what used to be line 3 now becomes line 4! So patch $$X_1$$ inserts the line "x" into line 4, much like $$X$$ inserts it into line 3.

Some patches cannot be commuted. For example, you can't commute the addition of a file with adding contents to it. But for now, we focus on patches which can commute.

Merging

 * Note: this might be a good place to take a break. We are moving on to a new topic and new (but similar) examples

We have presented two fundamental darcs operations: patch inverse and patch commutation. It turns out these two operations are almost all that we need to perform a darcs merge.

Arjan and Ganesh are working together to build a shopping list for the upcoming darcs hackathon. Arjan initialises the repository and adds a file s_list with the contents 1 apples 2 bananas 3 cookies 4 rice

He then records his changes, and Ganesh performs a  to obtain an identical copy of his repository. Notice that Arjan and Ganesh are starting from the same context

Arjan makes a modification which consists of adding a line in s_list. His new file looks like this: 1 apples 2 bananas 3 beer 4 cookies 5 rice

Arjan's patch brings him to a new context $$a$$:

Now, in his repository, Ganesh also makes a modification; he decides that s_list is a little hard to decipher and renames the file to shopping. Remember, at this point, Ganesh has not seen Arjan's modifications. He's still starting from the original context $$o$$, and has moved a new context $$b$$, via his patch $$B$$:

Parallel patches
At this point in time, Ganesh decides that it would be useful if he got a copy of Arjan's changes. Roughly speaking we would like to pull Arjan's patch A into Ganesh's repository B. But, there is a major problem! Namely, Arjan's patch takes us from context $$o$$ to context $$a$$. Pulling it into Ganesh's repository would involve trying to apply it to context $$b$$, which we simply do not know how to do. Put another way: Arjan's patch tells us to add a line to file s_list; however, in Ganesh's repository, s_list no longer exists, as it has been moved to shopping. How are we supposed to know that Arjan's change (adding the line "beer") is supposed to apply to the new file shopping instead?

Arjan and Ganesh's patches start from the same context o and diverge to different contexts a and b. We say that their patches are parallel to each other, and write it as $$A \vee B$$. In trying to pull patches from Arjan's repository, we are trying to merge these two patches. The basic approach is to convert the parallel patches into the sequential patches $$BA_1$$, such that $$A_1$$ does essentially the same change as $$A$$ does, but within the context of b. We want to produce the situation $${}^o{B^b}{A_1^{c}}$$

Performing the merge
Converting Arjan and Ganesh's parallel patches into sequential ones requires little more than the inverse and commutation operations that we described earlier in this module:

 * 1) So we're starting out with just Ganesh's patch.  In context notation, we are at $${}^{o}{B}^{b}$$
 * 2) We calculate the inverse patch $$B^{-1}$$.  The sequence $$BB^{-1}$$ consists of moving s_list to shopping and then back again.  We've walked our way back to the original context: $${}^{o}{B}^{b}{B^{-1}}^{o}$$
 * 3) Now we can apply Arjan's patch without worries: $${}^{o}{B}^{b}{B^{-1}}^{o}A^{a}$$, but the result does not look very interesting, because we've basically got the same thing Arjan has now, not a merge.
 * 4) All we need to do is commute the last two patches, $${B}^{-1}{A}$$, to get a new pair of patches $${A_1}{B_1}^{-1}$$.  Still, the end result doesn't seem to look very interesting since it results in exactly the same state as the last step: $${}^{o}{B}^{b}{A_1}^{c}{{B_1}^{-1}}^{a}$$
 * 5) However, one crucial difference is that the second to last patch produces just the state we're looking for! All we now have to do to get at it is to ditch the $${B_1}^{-1}$$ patch, which is only serving to undo Ganesh's precious work anyway. That is to say, by simply determining how to produce an $$A_1$$ which will commute with $$B$$, we have determined the version of $$A$$ which will update Ganesh's repository.

The end result of all this is that we have the patch we're looking for, $$A_1$$ and a successful merge.

Merging is symmetric
Concretely, we've talked about Ganesh pulling Arjan's patch into his repository, so what about the other way around? Arjan pulling Ganesh's patch into his repository would work the same exact way, only that he is looking for a commuted version of Ganesh's patch $$B_1$$ that would apply to his repository. If Ganesh can pull Arjan's patch in, then Arjan can pull Ganesh's one too, and the result would be exactly the same:

The merge definition describes what should happen when you combine two parallel patches into a patch sequence. The built-in symmetry is essential for darcs because a darcs repository is defined entirely by its patches. Put another way,
 * To be written

The commutation with inverse property
The definition of a merge tells us what we want merging to look like. How did we know how to actually perform that merge? The answer comes out of the following property of commutation and inverse: if you can commute the inverse of a patch $$A^{-1}$$ with some other patch $$B$$, then you can also commute the patch itself against $$B_1$$.

Note how the left hand side of this property exactly matches the relationship demanded by the definition of a merge. To see why this all works,
 * To be written

title: Understanding Darcs/Patch theory


text:
Understanding Darcs/Patch theory and conflicts

Conflicts
Up to now, we have only dealt with merging patches that do not conflict with each other. The next question of interest is how darcs should behave when they do.

Consider the previous darcs hackathon example, where as usual, Arjan decides that the shopping list needs some beer. In this scenario, Ganesh decides that you can't live on apples and cookies alone and records a patch adding "pasta" to the s_list file. Now he wants to know what Arjan is up to, and so pulls the beer patch into his repository, but oh no! Arjan and Ganesh's patches conflict! How should darcs behave here?

The darcs answer is that both patches cancel each other out so that neither of them has any effect. The resulting shopping list has neither beer nor pasta. This might sound alarming, but it's not as bad as you might think. Darcs does not silently delete your code. After canceling the two patches, it adds a third patch into your working directory which indicates both sides of the conflict so that you can select the one that you want. So any resolution you apply is a third patch which depends on the two conflicting ones. If you did  on Ganesh's repository at this point, what you would get is something like this:

v v v v v v beer --- pasta ^ ^ ^ ^ ^ ^

How do we know we have a conflict?
It is intuitively obvious that Arjan's patch conflicts with Ganesh's, but intuition is useless if it does not translate into actual Haskell code. The first issue is thus that of knowing that we have a conflict in the first place.

All of this boils down to commutation. We have a conflict if commutation is not defined for the two patches. Let us briefly revisit the merge process described in the previous chapter. When Ganesh tries to pull Arjan's patch in, he tries to adapt the patch to his context by performing the following sequence: invert his own patch, apply Arjan's patch $$A$$, commute the inverted patch with Arjan's patch, and discard the evil step sister of his inverted patch. As we know, inverting patches is easy. Ganesh's patch is inverted into something which remove 'pasta' from line 3 of the s_list file. On the other hand, when we try to commute that against Arjan's patch, we have a failure.

Why? Simply because it is how we define commutation between the two types of patches. For instance, both Ganesh's and Arjan's patches are hunk patches. The commutation of two hunk patches of the same file is defined in darcs using Haskell code very similar to the following (simplified from PatchCommute.lhs): commuteHunk :: FileName -> (FilePatchType, FilePatchType) -> Maybe (Patch, Patch) commuteHunk f (p1@(Hunk line2 old2 new2), p2@(Hunk line1 old1 new1)) | line1 + lengthnew1 < line2 = Just ... | line1 + lengthnew1 == line2 && nonZero = Just ...  | line2 + lengthold2 < line1 = Just ...  | line2 + lengthold2 == line1 && nonZero = Just ... | otherwise = Nothing where nonZero = lengthold2 /= 0 && lengthold1 /= 0 && lengthnew2 /= 0 && lengthnew1 /= 0 lengthnew1 = length new1 lengthnew2 = length new2 lengthold1 = length old1 lengthold2 = length old2 Only four cases are defined. The first two cases cover the situation where the  occurs in an earlier part file than   (even bumping up against it as in the second case). The latter two cases cover the reverse situation ( is in earlier part of the file than  ). However, the case where  and   overlap simply does not fall into one of these possibilities. Thus we have a conflict on our hands.

Forced commutation
Now that we know we have a conflict, we now need to deal with this conflict in a sane manner. We not only want to deal with the conflict at hand, but deal with it in a way which allows the conflict to propagate cleanly across an entire sequence of patches. Well, darcs is based on commutation, so in order to keep things running smoothly, we need to make sure that things continue to commute. So, we're going to define a secondary forced commutation operation that we only use when there is a conflict.

Recall the definition of commutation from the previous chapter:

The forced commutation is going to do something similar, but with a very odd twist. Instead of patches $$Y_1$$ and $$X_1$$ performing the same change as their respective ancestors $$Y$$ and $$X$$; forced commutation is going to give us patches, each of which makes the change that the other patch does. That is, normal commutation wants $$Y_1$$ to do roughly the same thing as $$Y$$, but forced commutation makes it do the same thing as $$X$$.

Effects
As a side note, we're going to need a little terminology to keep ourselves from tripping over our tongues. It's not very convenient to always talk about one patch making the same change as another patch, which is something we will be referring to a lot. So let us compress things a little bit. Instead of saying that patch $$Y_1$$ makes the same change as $$X$$, let us simply say that the effect of $$Y_1$$ is $$X$$. It is the same idea, but with slightly smoother terminology.

Forced commutation in merging
Let us see what the implications of this are for Ganesh and Arjan. We want to commute the inverse of Ganesh's patch ($$B^{-1}$$) against Arjan's patch. Since the two patches conflict, we have to resort to forced commutation, which produces two patches $${A_1}$$ and $${B_1}^{-1}$$ with the following bizarre properties:
 * the effect of $$A_1$$ is $$B^{-1}$$; it removes Ganesh's "pasta" from the shopping list.
 * likewise, the effect of $${B_1}^{-1}$$ is $$A$$; it adds Arjan's "beer" to the shopping list.

This is all very convenient, because if I may remind you, what we're really after is cancelling out the patches. If we do the standard merging technique of simply removing $${B_1}^{-1}$$ (so we don't add the beer after all), we will have successfully undone Ganesh's pasta patch. The merge is complete!

Marking the conflict
But wait! We can't just leave things undone. How is the poor developer supposed to know if there is a conflict, if darcs handles them by undoing things? The answer is that we're not going to stop here. Undoing the conflict is a very important first step, as we will see in further detail below. Look at it this way. We know there was a conflict, because of the way commutation was defined, and we know which patches were involved in the conflict. So whenever this happens, we first undo everything, and then inspect the contents of the conflicting patches, and use that to create a new conflict-marking patch.

FIXME:insert image here showing the conflict-marking patch

The exponential merge problem
Unfortunately, the darcs 1 merge algorithm has the property that certain merges -- merges that people have experienced in real life -- are exponential in time with respect to the size of conflict (in number of conflicting patches). This leads to the problem that some users have experienced where users would do a darcs pull and inexplicably, darcs would just sit there and hang...

So how does the new darcs 2 fix this problem? What's going on under the hood?

Conflictors
The notion of conflictors is essentially that we would special patches that contain a list of patches they conflict with

Use of Generalised Algebraic Datatypes to improve code safety

 * See also Haskell/GADT and http://wiki.darcs.net/Ideas/GADTPlan


text:
False Friends of the Slavist/Editing help

As usual with wikibooks and the Wikipedia, you can edit all the pages of this module. Please, whenever you spot a mistake, correct it, and enter your own additions (new false friends etc.) if you like.

This page is designed to help with this task.

Correcting mistakes
If you spot a mistake on one of the pages of this wikibook, please click at the edit this page button at the top of the page, find the mistake in the opening edit box and correct it.

Adding a new false friend
If you want to add a false friend, just go to the respective page and click the edit this page button at the top of the page. An edit window opens, and you can enter your material.

Both for your convenience and to ensure that future design changes can apply to the whole module, use the following FalseFriends template:

Here, LG1 and LG2 are the abbreviations of the relevant languages (see above). Most other items to be entered should be self-evident. If you do not know the English translation, just leave it out, someone else will add it.

ID is an identifier tag ('anchor') that can be used to link different pages of the wikibook. You can just leave this spot empty if you edit only one page (but be sure to write the "|"!), or make up any name (preferably not just a number, which worked fine with the 'old' false friends that were entered by a computer program).

You can also just leave out "|MAPNAME" (in this case together with the "|", so that the last line can be just " }} ". If a map for the respective 'false friend' exists, this is the name of the map (more precisely, the part of the page name after "False_Friends_of_the_Slavist/Map_").

A possible way to fill this scheme might be:

Adding new data on a monolingual page
Whenever you enter new information on bilingual pages, it would be great if you could update the respective monolingual pages as well. (You find links to these pages at the head of each bilingual page, under the flags.) Of course this is not compulsory. If you do not do this, hopefully someone else will do it for you, so just go ahead and work on whatever you find interesting.

The structure of the monolingual pages is a bit different from the bilingual ones. Here, each 'false friend' looks basically like this:

ID and MAPNAME are the same as on the bilingual pages. The other items should be self-explanatory. If you want to add information about a new 'false friend', best of all copy-paste an existing model from the same page and adopt it to your needs.

Adding or modifying a map
Thanks to a quite sophisticated use of wiki technology, editing the semasiological maps (and creating new ones!) is now as easy as pie. You do not have to meddle with graphics, you just have to modify the data in a little table of the following structure:

In this table, enter an x into the second column of every language where you have data. (If the word does not exist in the respective language, enter only this x and leave the rest of the row free. In the resulting map, the x provides for a white country silhouette; without the x, the space remains grey.)

The numbers of the columns correspond to the numbers of the meanings below the table. In the table itself, enter the number of the respective column (not just an x!) for every meaning the word has in the respective language. Leave a space in those columns where the meaning is not represented in the language.

In the column 'word', enter the false friend in the language of the row (preferably with no spaced around it, e.g. |жена|), or leave the blank space as it is where you do not know the word. If you know that a no false friend of this kind exists in the respective language, enter Ø.

ID is the same as above. MapHeading may be the Proto-Slavic form of the compared words (with an asterisk before it and double apostrophes around it to make it italic, e.g. *mǫžъ ), the common phonetic form (in IPA transcription and in square brackets or slashes, e.g. [masa] ) the origin of a common loanword (e.g. German Schiene ) or anything else you consider representative of the false friend in all the languages compared.

For example, if you enter the following data, you get this map.

If you want to create a completely new map page, just copy the template above into a newly created page and fill the table as described.

Adding information on printed false-friends dictionaries
If you know a printed false-friends dictionary that is not mentioned yet on the corresponding page of this wikibook, you should add it in the sections both of the respective language pair and of the two languages involved.

If a section does not exist yet on any one of the three pages, add it immediately before. It should look like this:

Usually the citations begin with an asterisk (*), which makes them appear in a list with bullets in front.

Important: Do not use any equal signs (=) in the bibliographical data! They cause a software error, so that no books at all appear in the respective section. Use dashes (–), full stops (.), slashes (/) or anything like that instead.

Adding a new bilingual page
If you want to enter false friends in a language pair that does not exist yet, just click at the respective red X in the navigation table. In the edit box that opens you will have to enter the following templates to make the page look similar to the existing ones:

At the top of the page, write

with LANG1 and LANG2 being the internal symbols of the two languages:

 * bg for Bulgarian
 * bih (not bs!) for Bosnian
 * by (not be!) for Belarusian
 * cz (not cs!) for Czech
 * hr for Croatian
 * ka (not csb!) for Kashubian
 * lso for Lower Sorbian
 * mk for Macedonian
 * pl for Polish
 * rus (not ru!) for Russian
 * sk for Slovak
 * slo (not sl!) for Slovenian
 * ua (not uk!) for Ukrainian
 * uso for Upper Sorbian
 * yu (not sr or cs!) for Serbian

At the bottom of the page, write

Between the described head and foot passages of the page, enter new 'false friends' as explained above.

Adding a new language
Of course, there are more than 15 Slavonic languages, so the module can always be expanded. However, this means that the navigation table template has to be modified, and this is a task for someone who knows some HTML, and it is probably best done in some external editor. Apart from that, several new templates have to be created, namely:
 * /Lang-xx (with xx being the internal abbreviation for the new language) containing the name of the language in English
 * /Jaz-xx containing the name of the new language in the language itself
 * /Flag-xx containing the internal address of the flag for the new language
 * /Wiki-xx containing the internal address of the Wikipedia article about the new language (preferably in the language itself).

When opening a new monolingual page for the new language, note that the structure of a monolingual page is basically the same as the one of a bilingual page. Only instead of, you use  (with xx as above and SPEAKERS being the approximate number of speakers of the language).

If you want to draw new maps that contain information about the new language, you will also have to upload the respective shadings Image:FFmap-xx-1.gif, Image:FFmap-xx-2.gif, Image:FFmap-xx-3.gif, Image:FFmap-xx-4.gif, Image:FFmap-xx-5.gif, Image:FFmap-xx-6.gif and Image:FFmap-xx-7.gif and Image:FFmap-xx-x.gif, copy Image:FFmap-rus-_.gif to Image:FFmap-xx-_.gif and modify Image:FFmap-CountryNames.gif. If the symbolic territory of the new language intersects with the territory of an existing language, you will also have to modify the shadings belonging to that language. Apart from that, it is probably better not to touch the existing /MapConstructor but to create a new template on its basis, so that you do not have to edit all the map pages using the template.

So, if you would like to add 'false friends' in a language that is not covered by the navigation table and do not know how to do it, you can put a request at the discussion page.

What else can I do?
Have a look at the discussion page of the language(s) you are interested in most: Russian, Belarusian, Ukrainian, Polish, Kashubian, Lower Sorbian, Upper Sorbian, Czech, Slovak, Slovenian, Croatian, Bosnian, Serbian, Macedonian, or Bulgarian. They all include a Proofreading Center where tasks to be done by speakers of the respective languages are listed.

Apart from that, see the main discussion page of this module, where more general questions of what should be done with this book are discussed.

If you know a Slavonic language well, you can also help with completing the semasiological maps. If you see that information about 'your' language is not yet included in the map, you can add it very easily, and this information can afterwards be used to complete the mono- and bilingual pages.


text:
GAMSAT Guide/Logic and Literature

The major problem with this section is that it's rather hard to decide how to revise for it. It encompasses a whole variety of areas but a lot of it centres around being able to read through a text (rapidly!) and answering questions on it. Areas that have been looked at are:
 * Logic tests - the usual puzzle which involves logical reasoning and working out how things work. The problem itself is not too complex but requires you to read diagrams and extract information from them. I found a lot of these questions similar to solving a Sudoko - the thinking isn't really lateral but you do have to be tenacious and not get distracted to squeeze the answer out.
 * Text comprehension - You are given a random piece of text and are given 3 to 6 questions to answer on it - the answers are often quite vague. They may ask you what an author is expressing in a given sentence with two answers seeming quite similar so it may be a good idea to boost your descriptive adjectives knowledge. A GAMSAT ambiguous question may ask you whether the author is being facile, facetious, ironic or sarcastic in a given sentence. Not so easy, is it?
 * Artistic/social appreciation - These questions involve getting beyond the facts and understanding the meaning of piece of work which can be a cartoon, a painting or a poem. For example, you may be given a satirical cartoon (maybe something by Steve Bell) and asked to discern the author's intent and what/who s/he is attacking.

These three areas are often combined - for example, in 2006, there was a text critically appraising a painting and the questions focussed on what both the text and the painting were expressing. The Logic Tests aren't as prevalent as some would like and, from my experience, in the 2006 exam, there was very little of the standard logical tests that were featured in the past GAMSAT exams.

Revision tactics
I feel that reading columnist or editorials provide good material. Read them and ask yourself what points are being made by the author. What examples are they using to back up their argumentation? Note various figures of speech and be sure to know the following:
 * Hyperbole
 * Understatement
 * Irony
 * Metaphor
 * Sarcasm

I would also suggest getting hold of a poetry anthology - try to get something that spans both the modern and classical eras - and read your way through it noticing the way in which poetry works and think about what the poet is trying to tell us. This article on poetry analysis is very good and an excellent place to start to learn more about poetry. For a briefer overview of Poetry, try this.

Finally, a general curiosity about the written word will help your performance in this section. If you can't afford to buy newspapers every day, you should remember that a lot of newspapers publish their content online and you can read them for free. If you find a word you don't know (or are unsure of the exact meaning) then look it up - you never know when it can come in useful! Expand your vocabulary by learning new words - one excellent way of doing that is learning one new word a day. Here's a list of words of the day.

Source Material
In this section you will be presented with either a passage of text, a saying, cartoon or a diagram, and then have to answer questions about this source material. The source material types commonly include: Most questions will be text based so you should obviously devote more time to preparing for these questions.
 * 1) Non-fiction text
 * 2) Fiction text
 * 3) Poetry
 * 4) Sayings/quotes
 * 5) Cartoons
 * 6) Diagrams

Other Links
Quotes of the Day

Online Dictionary

http://literary-devices.com/

title: GAMSAT Guide/Logic and Literature


text:
Introduction to Indonesian Philosophy/The Inner Faculty of Budi

The luckiest feature of Indonesian philosophical tradition is its integral understanding of philosophia (love of wisdom). Dichotomy of ‘reasoning’ and ‘feeling’ occurring in the Western philosophical tradition, as regretted by Frithjof Schuon in his The Transfiguration of Man (1995), doesn’t happen in Indonesia, for it has an original word which integrates ‘reasoning’ and ‘feeling’ in unison, called budi. Kamus Besar Bahasa Indonesia, an officially wide-spread dictionary of Indonesian language, defines the word budi as inner faculty which integrates reasoning and feeling to judge the good and the evil. All creation and products of material and intellectual kind created by means of budi is called by Kamus Besar as kebudayaan. Thus, to Indonesians, science, spirituality, religion, philosophy and technology are named in a generic word kebudayaan, which is the manifestation and the realization of budi.

According to an Indonesian philosopher Sutan Takdir Alisjahbana, by whom this philosophical concept was firstly popularized, the word budi might be translated into German Geist, but not English mind. The difference particularly lies in the relation of mind to culture. The English word mind, to Sutan’s viewpoint, has no single thing to do with culture, but the German word Geist does have. That’s why the human sciences in Germany can be named either as die Geisteswissenschaften or die Kulturwissenschaften(ST. Alisjahbana 1977:6-7). Sutan explained further the impossibility of translation of budi into English language:

 * In contrast to Geist, the English concept of mind has more cognitive character. It is in this sense that in the English language there is no direct relationship between the concept of mind and the totality of culture, which includes the product of intuition, feeling and imagination as expressed in religious awe and the creation of the arts. It was this more comprehensive German concept of Geist which influenced me in the construction of my cultural philosophy. I have given to the concept of budi in the Indonesian language, which is related to the word `Buddha', the Enlightened One, the meaning of Geist, since in the Indonesian language the word `culture`(budidaya and kebudayaan) is directly related to the concept of `budi`, from which it is derived. Indeed, in the Indonesian language the concept of `budi` represents the most characteristic of the human psyche in constrast to the drives and instincts in the animal psyche - (ST. Alisjahbana 1988:84).

Although Sutan expressed his latent dissatisfaction of the incapability of English language to translate the Indonesian word, he unfortunately didn’t explore further in his writings why English language could not translate well the word budi and its consequence in the field of philosophy. In my opinion, the consequence of incapability of English language to translate budi lies very clearly in their division of mind and culture. The English mind is ‘secularized’ out of the English culture. Between the mind and the culture there is a wide gap, as a wide gap as between philosophy and philosophical manifestations in culture. Philosophical tradition of England allows abstract speculation that doesn’t end with its realization in reality, but Indonesian tradition of philosophy does not. Budi is always realized undividedly in kebudayaan or budi daya. In English philosophical tradition, mind is only related to cognition or thinking activity; that’s why it cannot integrate mind to culture, which is total manifestation of human capacity of reasoning, feeling, thinking, imagining, and even dreaming in reality.

Due to the integrality of budi, Indonesian culture (kebudayaan) is consequently integrated. We Indonesians don’t make clear division or categorization of philosophy and religion, of religion and spirituality, of spirituality and science, as well as of science and art. In short, Indonesian culture has never known any strict materialism or hard-liner idealism. Our science and philosophy is as esthetic and artistic as our religion, spirituality and art. Our Borobudur Temple, suluk literature (Javanese mystical literature), traditional dances and sculptures, musical instruments, traditional houses and arms are as beautiful and tasteful as our philosophy, science and spirituality, for our budi combines ‘rationalizing’ and ‘feeling’ altogether. Serats (Javanese poetic literature inspired by Islam) combine poetical esthetics and philosophical logics and so do kakawins (Javanese poetic literature inspired by Hindu-Buddhism). Hamzah Al-Fansuri expressed his Sufistic speculation in his syairs (Malay poetry), whilst King Visnu of Sailendra Dynasty (775-782) built the esthetic Borobudur Temple to worship his holy ancestors. Poetry of traditional societies of Indonesia, which contains the first form of cosmology and cosmogony, is never less rational than modern essays. Our first cosmology contained in beautiful oral mythologies is no less reasonable and awesome than Old-Greek cosmology. Our pantuns (Malay traditional poems) mix rhymic esthetics and intellectual wisdom. In conclusion, the epistemology of budi held by Indonesians balances the use of mind and of senses and does justice to the ideal and the material. Consequently, there is no war between rationalism and empiricism or between idealism and materialism in Indonesian philosophical tradition.

Indonesian contemporary poets cannot escape from this embracing principle of budi too, as an Indonesian poet-philosopher Subagio Sastrowardoyo best explains it:

 * Since the early days of writing in Indonesia a close link has existed between philosophy and literature. In the classical literature of Indonesia a `pujangga` or writer was both poet and philosopher. He was expected to reveal in literary form views of and guidance for life and to provide his readers (or listeners) prophetic truth. `Wedatama`, a Javanese literary classic, and `Syair Perahu`, a well-known poem in Malay, are still revered as philosophy apart from the fact that they are recognized as excellent literature. But it is the philosophy, or `ngelmu` (in Javanese) which put the legitimizing stamp of “literature” on the works… - (Subagio Sastrowardoyo 1992:135)

Contemporary literati like Sutardji Calzoum Bachri, Sapardi Djoko Damono, Linus Suryadi AG, Chairil Anwar and Sitor Situmorang convey their philosophical insights through their novels, poems, and short stories (Subagio Sastrowardoyo 1992:137).

It does not mean that budi epistemology has never been challenged in Indonesian history of philosophy. In the early 1900s, a philosophical movement called ‘Islamic Modernism` condemned “feeling” and its manifestation in culture as merely illusionary fantasy and false imagination (Arabic, takhayyul and khurafât) (Deliar Noer 1996:xiii) I do not understand how they judged the Indonesian culture as full of false fantasy and imagination; maybe because of Dutch capitalist-rationalist influence they encountered in their period. They began to admit the supremacy of “reasoning” over “feeling”. In 1920s, Tan Malaka (d.1949) also condemned “feeling” and advocated instead the supremacy of reason and logic. He wrote:

 * …Let us build a steel wall between the past and the future, and never look at behind and never try to use the old power to encourage society to get happiness. Let us use “rational” thinking, because that kind of knowledge and way of thinking are the peak of human civilization and the first top level for the future… Only the rational way of thinking and of doing which enable humans to get lifted from illusionary imagination (ketakhayulan), poverty…and slavery and enable humans to reach truth… - (Tan Malaka 2000:171-172)

In the 1945 in the Investigating Committee for Preparatory Work for Independence (BPUPK), Mohammad Yamin succeeded in winning rationalism over “feeling”, which he called “irrationalism” and “pre-modern logics”. Due to his astuteness, rationalism (called by him as kebijaksanaan) was accepted as one of principles of state philosophy Pancasila, namely its fourth sila ‘Kerakyatan yang dipimpin oleh hikmat kebijaksanaan…` Kebijaksanaan is none other than Yamin’s Indonesian translation of rationalism (Sekretaris Negara 1995:19-20)

Since 1940s onwards, budi epistemology was replaced by Modern-Western rational epistemology. Philosophy, consequently, was only understood as reasoning and thinking, as clearly stated in a metaphysical work by Sutan Takdir Alisjahbana:

 * To philosophize means to think and to examine freely, namely, it is not only free of any fixed science, but is also free of fixed belief, fixed dogma, and the like. To philosophy, there is nothing holy, nothing sacred, nothing forbidden, nothing tabooed, everything is brought into the examining field of thought… - (Sutan Takdir 1981:2)

However, there had been no more revolutionary an idea before the decade of 1970s than Nurcholish Madjid`s blunt rational secularism. Nurcholish (d.2005) did not admit he advocated secularism; he only had not realized that what he proposed was a highway to secularism. He called his fellowmen to differentiate (therefore separate) the divine and the profane or the sacred and the secular. He dichotomized religion and culture—two elements that had been in the past unified in total unity. By doing this, he wanted to build a positivist-secular kebudayaan separated from its religious and spiritual content, which had been parts of his tradition (M.Kamal Hassan 1987:246-247) His proposal was very well welcomed by secularist technocrats as Ali Moertopo, Soedjono Hoemardani, TB. Simatupang, Rachman Tolleng, Midian Sirait, and “Berkeley Mafia” who gathered in a national development planning board BAPPENAS, who were also eminent advocates of Soeharto`s modernization politics called as “Orde Baru” (M. Kamal Hassan 1987:9-10)

Supremacy of ‘feeling’ over ‘reasoning’ advocated by some philosophers is also not good, since it can lead to radical sensism. Philosophers like Ki Ageng Selo (circa 16 century AD), Pakubuwono IV, and Ki Ageng Suryomentaram (1892-1962) all adhere to a philosophical position which admires ‘rasa’ (feeling) over ‘akal’ (reasoning). Ki Ageng Selo said in his Serat Pepali :

 * Poma-poma anak putu mami
 * Aja sira ngêgungakên akal
 * Wong akal ilang baguse.

 * I really hope, o my grandchildren
 * Never you boast of your reason
 * The man of reason loses his beauty) - (Ki Ageng Selo 1980:18)

Actually, ‘the man of reason’ cannot lose his beauty, if ‘reasoning’ is understood as complementary to ‘feeling’ and ‘feeling’ as complementary to ‘reasoning’, for a man normally cannot lose one of his capacities of ‘feeling’ or ‘reasoning’. There is no losing; there is no supremacy over others too. ‘Feeling’ and ‘reasoning’ are two different but complementary ways to knowledge; knowledge of the good and the evil. That’s why budi integrates them both, to reach the knowledge.

We Indonesians are very lucky that we inherit the Indian philosophy in our philosophical tradition. Our word budi must have been rooted from the Indian Buddha, ‘the Enlightened One’. If that is true, our budi must be able to guide us Indonesians to enlightenment, to knowledge which enlightens us with its light. That knowledge can of course be reached through ‘feeling’ and ‘reasoning’. We Indonesians have been (and are still) using our budi to reach some enlightening knowledge. We had collected and compiled the knowledge in what we call Adat. It is in our Adat that we collected all leluhur’s philosophies, ways of life, and wisdom. In our Adat too can we find out a kind of wisdom called by Schuon as sophia perennis—the eternal wisdom given by Tuhan (the God) amidst all particulars, accidents, and changeables. Our budi and Adat together found what we call kebudayaan—the divine, spiritual civilization and culture. In the following pages, I invite all readers to dive deep into that ocean of heritage.


text:
GAMSAT Guide/Experiences

Share your experiences of the GAMSAT here - tips and revisions technique appreciated!

I have taken the GAMSAT twice, I got an overall mark of 57 in 2006 and 62 in 2007. The most crucial thing to remember is timekeeping in the exam. I calculated what question I should be at by what time and stuck to it. This helped me keep the pace up, and meant I didn't dwell on things I didn't know.

The day before I took the GAMSAT I felt very disheartened at how long it was, that it covered such a wide range of topics to quite a high level, and that I'd done very averagely on 3 other med school entry exams. However, the day soon passed and it turns out I did very well on GAMSAT, so it goes to show you the best thing to do is to keep turning up to your entrance exams and try your hardest every time. I think the GAMSAT is a very fair exam and people who didn't do well on the MSAT (because of its weighting on verbal reasoning) and BMAT (because its of its weighting on GCSE / A-Level Maths & Physics)can demonstrate their understanding of degree-level science and humanities subjects.

 * I agree on the timekeeping. You may be used to normal test taking, but the GAMSAT is nothing like it. It is like a marathon. It's not only quick, but its a long slog. Hydrogamsat (discuss • contribs) 17:23, 4 January 2014 (UTC)

I took the GAMSAT only once and managed to obtain a good enough mark to get an interview and subsequently got a place on the medical course. I managed to scrape just enough on the science part and did well on sections I and II to muster a good enough average. Time-keeping is completely crucial in this exam. You should have practised the exam under a strict time regime - also you should know how long on average you have per question. It's crucial to have this in mind so you can allocate enough time per question but not get bogged down in a question that is draining your overall time. A rule of thumb was that you will have to read the text as rapidly as possible and come up with your answer pretty much immediately. No dawdling or musing allowed sadly!

Another issue is that you should make sure to have all the questions answered even if it's at random. Randomly tick all the questions you haven't got round to answering.

title: GAMSAT Guide/Experiences


text:
Improving Our Communication

01.03.06
Two persons are getting information from a source.

Everybody associates something different with single words. They would not understand each other, because they have different definitions of the words.

Their communication may look like this:

Both persons share their associations around the single words.

Their communication may look like this:

In detail everybody has some associations with single words.

You could share these associations, which doubles everyone's knowledge around this single word.

How to do this? Here is a suggestion:

 * 1) You take a single
 * 2) Everybody is writing a sentence. Always starting with
 * 3) You get to know each other's associations with this specific

You should get something like this:

Person A: is ... Person B: looks like... Person C: has got the following functions . ..

and so on.

Like the idea behind wikipedia. Sharing information. But sharing them around single words.

Basic idea behind:
 * 1) language carries information
 * 2) the single word is the first module
 * 3) the single word is understood very different, because humans are different.

02.03.06
Person A has losely connected some words.

Person B too:

Now they start sharing their associations around these single words and they are both profiting from it. Their network of associations has grown and is now stronger than before.

09.03.06
A way to solve the problem of different associations and sharing them may be this wiki:
 * http://wikinition.common-culture.net/index.php/Hauptseite

12.03.06
An example how to set up linked words in a very easy way on a Windows XP machine with Open Office.

Picture 1: I want to connect the words: "Germany" and "France"

Picture 2: Click on "Germany". What information do I have in connection to this word?

Picture 3: Click on "France". France is related to Germany.

What about putting them both in a folder called "Europe"? Let's connect both together and write everything down to "Europe".

title: Improving Our Communication


text:
High School Physics/Gravitation

Orbit
Why do satellites follow a path around the earth when they are broadcasting MTV. Think about it this way, if they were going a bit slower, they would fall, and if they were going a bit faster, they would fly away.

The distance a satellite is orbiting at will be determined in much the same way as how far Shakira's hair will be from her head when she tosses it. The faster, the farther.

Newton made this observation in regards to the fact that the moon rotates around the earth as determined by the law of gravitation:

$$F=G\frac{m_1m_2}{r^2}$$

$$G$$ = gravitation constant. $$m_1$$ = mass of first object. $$m_2$$ = mass of second object. $$r$$ = Radius from center of $$m_1$$ to center of $$m_2$$.

R is what we are concerned with here. The equation requires that the farther away from the gravitational force the satellite is, the slower it needs to go to stay in orbit.

Leaning Tower of Pisa Experiment
It is said that Galileo dropped two bowling bowls of different masses from the tower of pisa, but this is debated with many believing it only occurred as a thought experiment. The natural inclination is to believe that the heavier object would fall faster without air resistance, but this is not true, as it has been shown they both fall at the same time. The force equation above proves that the force is greater on the larger object all other things being equal ($$m_1$$ or $$m_2$$ is what we are concerned with here...they are interchangeable). We know that it requires stronger muscles to hold up a person than a feather. So why doesn't the object that is heavier fall faster? One word. Inertia. You may have noticed that it is easier to throw a baseball than a bowling ball. The same applies to the Earth. You may be under the impression that the same rules that apply to you do not apply to the earth, but they do. The earth has to pull twice as hard on an object with twice the mass in order to produce the same acceleration as it would something with half that mass, so the fact that the force is twice as large is cancelled by the inertia being twice as great as well. This is of course ignoring air resistance. It takes a lot more energy to throw a whiffle ball a given distance than it does a baseball because of this. Without air resistance (in a vacuum), a normal whiffle ball is easier to throw a given distance than a baseball as hard as that is to believe.

title: High School Physics/Gravitation


text:
User talk:24.39.106.49

Bookshelfes
Please note that the bookshelves are for existing books only!

--Krischik T 13:38, 28 February 2006 (UTC)

title: User talk:24.39.106.49


text:
Talk:German/Level I/Wetter

Untitled
Monica: Ich weiß sein schrecklich falsches!?

This sentence is wrong. I can't even imagine what it means.
 * I agree! This is no german sentence. --SvonHalenbach 20:56, 19 September 2006 (UTC)

Auf Wiedersehen mein Freund!

Bad Language... "Auf Wiedersehen" is enough or maybe "Mach's gut!" (is a bit more friendly)
 * This can be sayd, but is a bit unusual. We mostly say, even to friends, "tschüß" or "Auf Wiedersehen" or "Mach's gut" --SvonHalenbach 20:56, 19 September 2006 (UTC)

title: Talk:German/Level I/Wetter


text:
Straw Bale Construction

Straw-bale construction is a building method that uses straw bales as structural elements, insulation, or both. It is commonly used in natural buildings.

About this book
This book is part of the online work of the Wikimedia Foundation. The software used online is called a wiki. Using an online wiki makes it possible for people connected to the internet to collaborate on writing a text, or as this text is called, a 'wikibook'. There is no single author, no seniority of contributors, neither is there a restrictive copyright (texts are covered by the GNU Free Documentation License and Creative Commons Attribution-ShareAlike License). Go ahead and print it out for your friends if you want.

We hope you find the book useful, please feel free to make corrections or additions by clicking the 'edit' buttons you can see near the chapter titles.

Contents

 * 1) Introduction
 * 2) History
 * 3) Current Perspective and Regulations
 * 4) Materials
 * 5) Straw sources, bale dimensions and compression
 * 6) Choosing your bales
 * 7) Tools
 * 8) Straw bale needle
 * 9) Drawknife and shaving horse
 * 10) Moisture meter
 * 11) Big wooden hammer
 * 12) Plastic strapping tensioner
 * 13) Stucco sprayer
 * 14) Characteristics
 * 15) Acoustics
 * 16) Insulation
 * 17) Thermal mass
 * 18) Passive solar
 * 19) Availability, types and cost
 * 20) Resistance to pests
 * 21) Resistance to fire
 * 22) Structural properties
 * 23) Design and construction challenges
 * 24) Techniques
 * 25) Foundations
 * 26) Walls
 * 27) Finishes
 * 28) Openings
 * 29) Roofing
 * 30) Pushing the Limit
 * 31) Resources
 * 32) Software
 * 33) Technical Studies, Reports and Tests
 * 34) Worldwide organisations and contacts
 * 35) Straw Bale Building Registries
 * 36) Resources on the internet
 * 37) Bibliography
 * 38) Glossary of Terms

title: Straw Bale Construction


text: Template:French/Lessons

title: Template:French/Lessons


text:
Calculus/Extreme Value Theorem

This introduces us to the aspect of global extrema and local extrema. (Also known as absolute extrema or relative extrema respectively.)

How is this so? Let us use an example.

$$ f(x) = x^2 $$ and is closed on the interval [-1,2]. Find all extrema.

 * $$ \frac{dy}{dx} = 2x$$

A critical point (a point where the derivative is zero) exists at (0,0). Just for practice, let us use the second derivative test to evaluate whether or not it is a minimum or maximum. (You should know it is a minimum from looking at the graph.)

 * $$ \frac{d^2y}{dx^2} = 2$$

$$ f''(c) > 0$$, thus it must be a minimum.

As mentioned before, one can find global extrema on a closed interval. How? Evaluate the y coordinate at the endpoints of the interval and compare it to the y coordinates of the critical point. When you are finding extrema on a closed interval it is called a local extremum and when it's for the whole graph it's called a global extremum.

1: Critical Point: (0,0) This is the lowest value in the interval. Therefore, it is a local minimum which also happens to be the global minimum.

2: Left Endpoint (-1, 1) This point is not a critical point nor is it the highest/lowest value, therefore it qualifies as nothing.

3: Right Endpoint (2, 4) This is the highest value in the interval, and thus it is a local maximum.

This example was to show you the extreme value theorem. The quintessential point is this: on a closed interval, the function will have both minima and maxima. However, if that interval was an open interval of all real numbers, (0,0) would have been a local minimum. On a closed interval, always remember to evaluate endpoints to obtain global extrema.

First Derivative Test
Recall that the first derivative of a function describes the slope of the graph of the function at every point along the graph for which the function is defined and differentiable.

Example 1:

Let $$ f(x) = 3x^2 + 4x - 5 \ $$. Find all local extrema.

 * Find $$ \frac{dy}{dx} $$

 * $$ f(x) = 3x^2 + 4x - 5 \ $$
 * $$ f'(x) = 6x + 4 \ $$

 * Set $$ \frac{dy}{dx} = 0 $$ to find local extrema.

 * $$ 6x + 4 = 0 \ $$
 * $$ 6x = -4 \ $$
 * $$ x = - \frac{2}{3} $$

 * Determine whether there is a local minimum or maximum at $$ x = - \frac{2}{3} $$.

 * Choose an x value smaller than $$ - \frac{2}{3} $$:

 * $$ f'(-1) = 6(-1) + 4 = -2 < 0 \ $$

 * Choose an x value larger than $$ - \frac{2}{3} $$:

 * $$ f'(1) = 6(1) + 4 = 10 > 0 \ $$

Therefore, there is a local minimum at $$ x = - \frac{2}{3} $$ because $$ f'(- \frac{2}{3}) = 0 $$ and $$ f'(x) \ $$ changes signs at $$ x = - \frac{2}{3} $$.

Answer: local minimum: $$ x = - \frac{2}{3} $$.

Second Derivative Test
Recall that the second derivative of a function describes the concavity of the graph of that function.

Example 2:

Let $$ f(x) = x^3 + 2x + 7 \ $$. Find any points of inflection on the graph of $$ f(x) \ $$.

 * Find $$ \frac{d^2y}{dx^2} $$.

 * $$ f(x) = x^3 + 2x + 7 \ $$
 * $$ f'(x) = 3x^2 + 2 \ $$
 * $$ f''(x) = 6x \ $$

 * Set $$ \frac{d^2y}{dx^2} = 0 $$.

 * $$ 6x = 0 \ $$
 * $$ x = 0 \ $$

 * Determine whether $$ f''(x) \ $$ changes signs at $$ x = 0 \ $$.

 * Choose an x value that is smaller than 0:

 * $$ f''(-1) = 6(-1) = -6 < 0 \ $$

 * Choose an x value that is larger than 0:

 * $$ f''(1) = 6(1) = 6 > 0 \ $$

Therefore, there exists a point of inflection at $$ x = 0 \ $$ because $$ f(0) = 0 \ $$ and $$ f(x) \ $$ changes signs at $$ x = 0 \ $$.

Answer: point of inflection: $$ x = 0 \ $$.

title: Calculus/Extreme Value Theorem


text:
Calculus/Rolle's Theorem

Rolle's Theorem is important in proving the Mean Value Theorem.

Examples

Example:

$$ f(x) = x^2 - 3x $$. Show that Rolle's Theorem holds true somewhere within this function. To do so, evaluate the x-intercepts and use those points as your interval.

Solution:

1: The question wishes for us to use the x-intercepts as the endpoints of our interval.

Factor the expression to obtain $$x(x-3)= 0 $$. x = 0 and x = 3 are our two endpoints. We know that f(0) and f(3) are the same, thus that satisfies the first part of Rolle's theorem (f(a) = f(b)).

2: Now by Rolle's Theorem, we know that somewhere between these points, the slope will be zero. Where? Easy: Take the derivative.

 * $$ dy \over dx$$ $$ = 2x - 3 $$

Thus, at $$ x = 3/2 $$, we have a spot with a slope of zero. We know that $$3/2$$ (or 1.5) is between 0 and 3. Thus, Rolle's Theorem is true for this (as it is for all cases). This was merely a demonstration.

title: Calculus/Rolle's Theorem


text:
Calculus/Mean Value Theorem

Examples
What does this mean? As usual, let us utilize an example to grasp the concept. Visualize (or graph) the function $$f(x)=x^3$$. Choose an interval (anything will work), but for the sake of simplicity, [0,2]. Draw a line going from point (0,0) to (2,8). Between the points $$x=0$$ and $$x=2$$ exists a number $$x=c$$, where the derivative of $$f$$ at point $$c$$ is equal to the slope of the line you drew.

1: Using the definition of the mean value theorem
 * Solution

 * $$\frac{f(b)-f(a)}{b-a}$$

insert values. Our chosen interval is [0,2]. So, we have

 * $$\frac{f(2)-f(0)}{2-0}=\frac82=4$$

2: By the definition of the mean value theorem, we know that somewhere in the interval exists a point that has the same slope as that point. Thus, let us take the derivative to find this point $$x=c$$.

 * $$\frac{dy}{dx}=3x^2$$

Now, we know that the slope of the point is 4. So, the derivative at this point $$c$$ is 4. Thus, $$4=3x^2$$. The square root of 4/3 is the point.

Example 2: Find the point that satisifes the mean value theorem on the function $$f(x)=\sin(x)$$ and the interval $$[0,\pi]$$. 1: Always start with the definition:
 * Solution

 * $$\frac{f(b)-f(a)}{b-a}$$

so,

 * $$\frac{\sin(\pi)-\sin(0)}{\pi-0}=0$$

(Remember, $$\sin(\pi)$$ and $$\sin(0)$$ are both 0.)

2: Now that we have the slope of the line, we must find the point $$x=c$$ that has the same slope. We must now get the derivative!

 * $$\frac{d\sin(x)}{dx}=\cos(x)=0$$

The cosine function is 0 at $$\frac{\pi}{2}+k\pi $$, where $$k$$ is an integer. Remember, we are bound by the interval $$[0,\pi]$$, so $$\frac{\pi}{2}$$ is the point $$c$$ that satisfies the Mean Value Theorem.

Differentials
Assume a function $$y=f(x)$$ that is differentiable in the open interval $$(a,b)$$ that contains $$x$$. $$\Delta y=\frac{dy}{dx}\cdot\Delta x$$

The "Differential of $$x$$" is the $$\Delta x$$. This is an approximate change in $$x$$ and can be considered "equivalent" to $$dx$$. The same holds true for $$y$$. What is this saying? One can approximate a change in $$y$$ by knowing a change in $$x$$ and a change in $$x$$ at a point very nearby. Let us view an example.

Example: A schoolteacher has asked her students to discover what $$4.1^2$$ is. The students, bereft of their calculators, are too lazy to multiply this out by hand or in their head and desire to utilize calculus. How can they approximate this?

1: Set up a function that mimics the procedure. What are they doing? They are taking a number (Call it $$x$$) and they are squaring it to get a new number (call it $$y$$). Thus, $$y=x^2$$ Write yourself a small chart. Make notes of values for $$x,y,\Delta x,\Delta y,\frac{dy}{dx}$$. We are seeking what $$y$$ really is, but we need the change in $$y$$ first.

2: Choose a number close by that is easy to work with. Four is very close to 4.1, so write that down as $$x$$. Your $$\delta x$$ is .1 (This is the "change" in $$x$$ from the approximation point to the point you chose.)

3: Take the derivative of your function.

$$\frac{dy}{dx}=2x$$. Now, "split" this up (This is not really what is happening, but to keep things simple, assume you are "multiplying" $$dx$$ over.)

3b. Now you have $$dy=2x\cdot dx$$. We are assuming $$dy,dx$$ are approximately the same as the change in $$x$$, thus we can use $$\Delta x$$ and $$y$$.

3c. Insert values: $$dy=2\cdot4\cdot0.1$$. Thus, $$dy=0.8$$.

4: To find $$F(4.1)$$, take $$F(4)+dy$$ to get an approximation. 16 + 0.8 = 16.8; This approximation is nearly exact (The real answer is 16.81. This is only one hundredth off!)

Definition of Derivative
The exact value of the derivative at a point is the rate of change over an infinitely small distance, approaching 0. Therefore, if h approaches 0 and the function is $$f(x)$$ :

 * $$f'(x)=\frac{f(x+h)-f(x)}{(x+h)-x}$$

If h approaches 0, then:
 * $$f'(x)=\lim_{h\to0}\frac{f(x+h)-f(x)}{h}$$

title: Calculus/Mean Value Theorem


text:
CAT-Tools/DéjàVu X/ITD format

1. Open the ITD file in SDLX Edit. Unfortunately you have to do this file by file.

2. Export the ITD file using File > Export to TRADOStag TTX format. The resulting file has the extension *.TTX.

3. Create a project in DVX.

4. Import the TTX file into DVX using the Wizard or Project Explorer.

5. Translate the file in DVX.

6. Export the file from DVX using Encoding option Unicode (not Unicode UTF-8!).

7. Make sure the original ITD file and the exported TTX file are in the same folder. Then import your translation into SDLX using the SDLX option File> Trados > Harvest exported TRADOStag TTX translation. The ITD file has been updated with your translation, but you still have to update the segment statuses in SDLX (that is, make sure that the grey and green segments [and also the golden segments if you need to deal with the full matches as well) are blue [= confirmed]).

8. Deactivate the SDLX options Auto-Propagate and Auto-Match BEFORE you start confirming the segments in SDLX.

9. Check the ITD files and confirm every translation (Edit > Confirm/unconfirm > Confirm all three options (100%, fuzzies, untranslated) subsequently. Most of the codes should be preserved and put in the right location.

 N.B. Regarding step 1, 2 and 7: the new SDLX 2006 version has an Exchange module which is available from the main GUI ("switchboard") and allows you to quickly convert SDLX files to TTX files and 'harvest' TTX files into SDLX files, so you no longer have to manually convert files one after the other. N.B. 2 DVX will NOT import ITD files that have Format Painting issues -- these need to be solved first. Refer to the online Help of the SDLX program for information on how to do this.)

title: CAT-Tools/DéjàVu X/ITD format


text:
Orthopaedic Surgery/Blood Supply of Long Bones

Blood Supply of Long Bones

Vascular supply of long bones depends on several points of inflow, which feed complex sinusoidal networks within the bone. These in turn drain to various channels Through all surfaces of the bone except that covered by articular cartilage.

=General Anatomy= One or two main diaphyseal nutrient arteries enter the shaft obliquely through one or two nutrient foramina leading to nutrient canals. Their sites of entry and angulation are almost constant and characteristically directed away from the growing epiphysis. Except for a few with double or no foramina, 90% of long bones have a single nutrient foramen in the middle third of the shaft. The nutrient arteries divide into ascending and descending branches in the medullary cavity. These approach the epiphysis dividing into smaller rami. Near the epiphysis they anastamose with the metaphyseal and epiphyseal arteries.

Metaphyseal arteries are the branches of neighbouring systemic vessels. They enter the long bones in the region of the metaphysis.

Epiphyseal arteries form the periarticular vascular arcades formed on non-articular surfaces of the long bones. Numerous vascular foramina are present at the end of long bones, some which are occupied by arteries but most by veins. The nutrient arteries of epiphyses form many intraosseous anastamoses as they pass towards the articular surfaces within the trabeculae. Near the articular cartilage they form serial anastamotic arcades from which arise end-arterial loops which pierce the thin hypochondral compact bone to enter and traverse the calcified zone of articular cartilage before returning to the epiphyseal sinusoids.

Epiphyseal and metaphyseal arteries quantitatively exceed the diaphyseal supply which they can complement when the latter is destroyed. Nutrient arteries are responsible for two-thirds of blood supply of the diaphysis and one-third of blood supply of each of the metaphyses.

Periosteal plexuses are formed by arteries from the neighbouring muscles. Muscular arteries contribute vascular arcades with longitudinal links to the fibrous periosteum forming an external plexus. From this external plexus a capillary network permeates the deeper osteogenic periosteum. However at muscular attachments periosteal and muscular arteries are confluent.

Inside the medullary cavity the ascending and the descending branches of the shaft give
 * Centripetal branches to a hexagonal mesh of medullary sinusoids draining into a wide thin-walled central venous sinus.
 * Cortical branches passing through endosteal canals feed fenestrated capillaries in the Haversian systems. These cortical capillaries conform in pattern to the Haversian canals, which are longitudinal with oblique interosteotomic connections.

The cortical capillaries also make capillary and venous connections with the periosteal plexuses mentioned above.

The central venous sinus drains veins, which trace the paths of nutrient arteries, sometimes piercing the shaft as independent emissary veins.

Modern research has emphasized
 * A centrifugal type of flow of blood through the cortical bone in the shafts of the long bones
 * A centripetal type of flow through the medulla.

This is in contrast to the earlier concept of substantial centripetal arterial flow of blood into the cortex form the periosteal vessels. Though the concept of exclusively centrifugal supply to the cortex has received increasing support, some have described an appreciable centripetal arterial flow especially to the outer cortical zones from the periosteal capillaries.

Blood supply of the immature bones is similar but the epiphysis is a discrete vascular zone separated from the metaphysic by the growth plate. Epiphyseal and metaphyseal arteries enter on both sides of the growth cartilage, with anastomoses between them being few or absent. Growth cartilage receives its blood supply form both the sources and also form an anastamotic collar in the adjoining perichondrium. Young periosteum is more vascular with its vessels communicating more freely with those of the shaft than in the adults and has more metaphyseal branches.

Physiologically blood flow in the bone occurs at the rate of 5 – 20 ml / min in 100 gm of wet bone tissue representing approximately 4 – 10 % of the resting cardiac output. The rate of blood flow is highest in the metaphysic. Control and variation of blood supply is due to stimulating factors such as sympathetic nerves, acid metabolites and increased or decreased carbon – di – oxide tension.

=Applied Anatomy= Response of the bone to circulatory disturbances: Like any other tissue in the body necrosis of the bone can occur due to interruption of its blood supply resulting from physical injury (trauma) or form non-traumatic occlusion of blood vessels (Caisson’s Disease). In such aseptic necrosis of bone, there could be two situations
 * 1) Bone with some residual supply:Involved bone is invaded by vascular fibrous stroma and the necrotic bone is gradually resorbed and replaced by new bone. Part of bone with blood supply undergoes atrophy with decalcification.
 * 2) Bone with completely no blood supply:Involved bone shows increased density because there is no blood supply to remove the mineral salts. Sequestrum is an example of the effect of loss of blood supply to bone.

Thereby increased density of bone may represent
 * Zones of hypertrophic living bone
 * Necrotic bone with reactive bone about it
 * Simply necrotic bone

In situations where there is increased circulation, bone responds by hypertrophy and increase in length. Increase in length of lower limb with an arterio-venous aneurysm is an example.

Circulatory disturbances in specific regions of the long bones:
 * 1) Legg–Calve–Perthes Disease: Circulatory disturbance to the capital femoral epiphysis plays an important role in the pathogenesis of the disease.
 * 2) Physeal Trauma: Epiphyseal vessels are responsible for nourishing the reproductive cells of the physis. Interruption of these vessels results in irreparable damage to the growth plate. Metaphyseal vessels supply calcium and Vitamin D via serum and phosphates via erythrocytes, aiding in the calcification of the matrix, removal of degenerate cells, and deposition of lamellar bone. The metaphyseal vessels are of no nutritional significance to proliferating chondrocytes of the physis.

Metaphysis:
 * 1) Haematogenous Osteomyelitis: In children infective foci are known to localize in the metaphysis within two hours following intravenous inoculation. This is explained by the nature of blood supply to this region. The last ramifications of the intramedullary nutrient artery to the metaphysic turn down in sharp loops and empty into a system of large sinusoidal veins where the rate of blood flow is decreased. This creates an ideal medium for the bacteria to settle down and proliferate. In the adult there is a free anastomosis between the metaphyseal and epiphyseal arteries and thereby osteomyelitis, when it does occur may appear anywhere. In infants a few vessels do cross the physis. At eight months the physeal cartilage becomes a barrier that becomes definitively established by 18 months. Therefore in infants osteomyelitis can lead to septic arthritis.
 * 2) Metastasis: Metastatic deposits are more common in the axial skeleton than the appendicular skeleton. However when they occur they are known to deposit in the region of the metaphysis. This is attributed to the fact that the metaphyseal circulation is richer compared to epiphyseal or diaphyseal circulation.

Diaphysis
 * 1) Intramedullary Reaming: Cortical reaming and nail insertion injures the medullary vascular system resulting in avascularity of significant portions of the cortex. Medullary reaming disturbs the intracortical transport mechanism by altering the high intramedullary pressure required for venous drainage into the periosteal veins and the pulsating intramedullary pressure necessary for nourishment of osteocytes. Research has shown that there is more rapid revascularization with nails placed without preparatory reaming compared with nails placed after reaming. Hence there is a shift of interest to interlocking nailing systems that do not require reaming.
 * 2) Fracture Healing: Periosteal circulation plays a very important role in healing of fractures. Soft tissue stripping thereby, while performing an internal fixation of a fractured bone must be kept to a minimum to encourage the participation of periosteum and its circulation in fracture healing.


text:
User:Osunut56

HI I am the Chief of the WHAKaHO tribe. I work for Miamitownship Fire Department. I am currently in FF2 Instructor class. Robert Street

title: User:Osunut56


text:
User:Bdalton

Bdalton has been a firefighter for 9 years, as both a full-time and volunteer. He has also been a paramedic for two years.

title: User:Bdalton


text:
User:Kcrank

I work for the City of Mason FD.

title: User:Kcrank


text:
User:Dyer

I am an airport firefighter at the Lincoln ANG fire department.

title: User:Dyer


text:
User:Jkettler

I am currently employed with the CFD and have been for 5 and a half years.

title: User:Jkettler


text: Template:Vegan recipe

title: Template:Vegan recipe


text:
User:Boggs1p90

Chief Aaron Boggs - Pierce Township Fire Department - Cincinnati, Ohio 45245

title: User:Boggs1p90


text:
User:Elec56

Jon Holmes Felicity Franklin Fire

title: User:Elec56


text:
User:Rafaellopez

Rafael Lopez de Arancibia born the 22nd of November 1975. He studied in Gaztelueta High School.

He is a nice guy that is about to finish his degree in BSc Computing Communications.

title: User:Rafaellopez


text: Template:French/Appendices/Header

title: Template:French/Appendices/Header


text: Template:French/Grammar/Header

title: Template:French/Grammar/Header


text:
User:Mroberts

My name is Mike Roberts I have been a fire fighter for 10 years. I have worked at Wright Patterson AFB, Dayton Ohio for the past 5 years.

title: User:Mroberts


text:
User talk:24.166.108.17

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. -- LV (Dark Mark) 00:49, 1 March 2006 (UTC)

title: User talk:24.166.108.17


text:
Wikibooks:Book of the month/April 2006 voting

The voting for the Book of the month for April 2006 is open from March 1st, 2006, and will close on April 1st, 2006, 00:00 UTC. The book of the month will be featured on the main page of Wikibooks.

'''Closed. Any votes added will be reverted.'''

Latin
(Automatically renominated with 4 votes for March)

Votes: Comments:
 * 1) Gandalf1491 16:08, 1 March 2006 (UTC)
 * Rjrawlings 03:56, 10 March 2006 (UTC) less than 20 edits
 * ThisDude415 2006-03-11-10-39 user does not exist
 * 1) Kundash 21:16, 14 March 2006 (UTC)
 * It's very good, but later lessons need some formatting and the lesson on the Dative case is extremely flawed, since the exercices use pronouns and we only see them 2 sections after! Plus we need a corrected version of the exercices(which I could do) because exercices without correction = the lame. --Kundash 21:19, 14 March 2006 (UTC)

UK Constitution and Government
(Automatically renominated with 4 votes for March)

Votes: Comments:
 * 1) Klingoncowboy4 21:00, 1 March 2006 (UTC)
 * 2) Rob Horning 16:05, 2 March 2006 (UTC)
 * 3) DSYoungEsq 16:40, 10 March 2006 (UTC)
 * 4) Sean WI 16:06, 13 March 2006 (UTC)

French
(Automatically renominated with 4 votes for March)

Votes: Comments:
 * 1) Hagindaz 02:14, 1 March 2006 (UTC)
 * 2) Geoking66 16:57, 3 March 2006 (UTC)
 * 3) Gandalf1491 19:52, 5 March 2006 (UTC)
 * 4) Merrheim 18:54, 13 March 2006 (UTC)
 * 5) Ponyboy 11:58, 14 March 2006 (UTC)
 * 6) Sabretooth 15:20, 20 March 2006 (UTC)
 * Sergio.solar 16:46, 21 March 2006 (UTC) less than 20 edits
 * 1) Kundash 01:13, 23 March 2006 (UTC)
 * 2) Everlong 22:09, 27 March 2006 (UTC)
 * 3) Mastermind 007  HQ  Missions done 09:50, 30 March 2006 (UTC)
 * 4) Rob Horning 18:12, 30 March 2006 (UTC) All I can say is "wow".  This has become something worth looking at and worthy of showing off.
 * This book is scheduled to have almost all of its content finished, proofread, and perfected by April. See the timetable on my talk page for more. --Hagindaz 02:35, 4 March 2006 (UTC)
 * A native french speaker (me) has verified all the grammar (french grammar is very easy lol) and with MY voice. Merrheim 18:53, 13 March 2006 (UTC)
 * I recommend this book with slight reservations. I have looked around the book and it is extremely nice for the most part, and written by people that know what they're doing. Other parts are simply awful, with spelling errors in the French examples and slang expression/grammar(such as "quel jour on est" for "what day are we", which should be "quel jour sommes-nous"), which is a huge no-no, since teaching a language should focus on formalties first and slang second, or even not at all. I largely prefer the Latin book over the French one, even if the Latin one is a little flawed, but I'm still going to give my support and vote in favour of the French wikibook. Kundash 01:13, 23 March 2006 (UTC)

 * French wins --Derbeth talk 08:17, 1 April 2006 (UTC)

German
(Automatically renominated with 7 votes for March)

Votes: Comments:
 * 1) German Men92 21:18, 1 March 2006 (UTC)
 * 2) Warengi 06:04, 2 March 2006 (UTC)
 * 3) Krischik T 15:28, 4 March 2006 (UTC)
 * 4) Fitch 17:20, 4 March 2006 (UTC)
 * 5) Gandalf1491 19:53, 5 March 2006 (UTC)
 * 69.232.33.202 06:54, 8 March 2006 (UTC) unregistered users cannot vote
 * 1) --Someoneinmyheadbutit'snotme 04:41, 13 March 2006 (UTC)
 * 2) Geoking66 02:27, 18 March 2006 (UTC)
 * --Daniel, 22:45, 28 March 2006 vote by another user
 * 1) Strongbad 02:49, 29 March 2006 (UTC)

Even though this book is in early to middle development it has much potential, and already has tons of information. Fitch 17:20, 4 March 2006 (UTC)

Introduction to Philosophy
(Automatically renominated with 3 votes for March)

Votes: Comments:
 * 1) Mastermind 007  HQ  Missions done 06:29, 2 March 2006 (UTC)
 * 2) Vikram Vaka 09:40, 5 March 2006 (UTC)
 * 3) Wikoogle 09:41, 5 March 2006 (UTC)

Everyone must love Philosophy, it's interersting that's why. — Mastermind 007 HQ  Missions done 06:29, 2 March 2006 (UTC)

Organic Chemistry
Votes:
 * 1) Mastermind 007  HQ  Missions done 17:51, 2 March 2006 (UTC)
 * 2) Klingoncowboy4 21:30, 2 March 2006 (UTC)
 * 3) Rob Horning 16:00, 10 March 2006 (UTC)
 * 4) Everlong 05:46, 13 March 2006 (UTC)

Commments:

 * I think this book has evolved a lot in the months and does receives a nomination. — Mastermind 007 HQ  Missions done 17:51, 2 March 2006 (UTC)
 * I too have been quite impressed with the quality improvement of this Wikibook. I think I'll try to make a PDF version some time soon!  --Rob Horning 16:00, 10 March 2006 (UTC)

Quenya
Votes:
 * Dirk_math 00:20, 10 March 2006 (CET)  less than 20 edits

 * 1) Klingoncowboy4 18:47, 15 March 2006 (UTC)

Comments:

Movie Making Manual
Votes:
 * 1) Rob Horning 03:05, 23 March 2006 (UTC)
 * 2) Klingoncowboy4 18:13, 24 March 2006 (UTC)

Comments:

 * I'm adding this book quite late in the month, so it is not likely to get as many votes as it could have. I am going to renominate this book for sure in April (for the May BotM) if it doesn't get the 3 renomination votes.  It is at least as good as all of the other books listed on this page.  --Rob Horning 03:05, 23 March 2006 (UTC)

Ecology
Votes:
 * 1) Rob Horning 12:05, 29 March 2006 (UTC)
 * 2) Klingoncowboy4 07:05, 30 March 2006 (UTC)

Comments:

 * This is another book that is late coming to the table here, but I think it is a title that should be reviewed for the quality of its content. There are some real gems on Wikibook that are hidden, and I think this is one of them.  --Rob Horning 12:05, 29 March 2006 (UTC)


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User:Mike Kerns

Hi my name is Mike Kerns. I work fot the Miami Township Fire Department in the western side of Hamilton County. I have been in the fire service since 1980. I got my start in the service in Kentucky, I started as a volunteer and have moved up the ranks. I have been with Miami Township for 9 years I am a lieutenant and along with another lieutenant we are in charge of the unit one shift. I am married to a wonderfull woman and have 7 wonderfull kids. I have three boys that are also in the fire service on a volunteer department. I have two young boys that have grown up in the firehouse that I know will someday also go in to the fire service.

title: User:Mike Kerns