text:
Talk:Blender 3D: Noob to Pro/Basic Animation/Bounce

RE: Time to animate!:FRAME 12

If you go into edit mode to shrink the ball then the ball retains the deformation throughout the animation cycle. Perform lattice deformations in object mode for results.

--- Andy,

"With the lattice selected you will want to go into edit mode."

Are you sure that isn't Object mode?

I tried it in both 2.41 and CVS and both say 'Unable to perform function in Edit Mode' when I try to change the U/V/W settings.

--Mstram 08:45, 22 June 2006 (UTC)

''"It is important to add the objects in top view to keep their Z-Axis aligned upwards." '' Hmm, I added a sphere in every view (top,left,right ...etc) and even with a randomly rotated view, the Z axis always pointed in the same direction.

--- --Mstram 09:02, 22 June 2006 (UTC)

"Right click your Ball and go into edit mode."

It didn't seem to matter if I was in Edit or Object mode when I added the Lattice Modifier

--Mstram 09:02, 22 June 2006 (UTC)

In version 2.4x you can select the object (the sphere) and apply a Lattice Modifier to it or you can still use the parent option then use the Modifier palette to make the Lattice Deform "Real" (In my version of Blender, I have to use the second option as the first simply doesn't work :

(Only) applying a lattice modifier doesn't do anything in 2.41 or CVS. I needed to CTRL-P (lattice deform). Does the Lattice Modifier even do anything ?

--Mstram 10:07, 22 June 2006 (UTC)

Yeah, thanks Mstram. It appears a couple of people added edits that were either poorly worded or unnecessary. As clearly stated in my original text, the Lattice modifier does not work the way we need it to work for this tutorial. I've edited the text to make it clearer what we're doing. Someone apparently felt it was worth re-mentioning it anyway. My original text also stated that if the Lattice information wasn't clear, then the reader should learn the lattice basics anyway. I did this because I didn't want to delve deep into lattice principles.

For the same reason, I ignored the U,V,W settings as frankly, they just aren't needed for this exercise. We're not going to twist the ball or kick it with a boot. It's only squashing (and later stretching). I know it works as originally written because I've got a fully working animation done this way.

On the Z-Axis orientation issue, what you'll find if you add objects in different views is that their local axes will be out of whack. This may go un-noticed until you start creating IPO channels manually (try it with a SizeZ IPO for example... SizeZ Channel - CTRL-LMB in IPO window). Then it becomes a problem. "CTRL-A" doesn't appear to solve this problem with Lattices as it does with Meshes.

Anyway, thanks for pointing this out. I've re-edited so hopefully the rest is okay. PLEEEEASE let me know if you find more problems. You know where to find me :) --AndyD 13:04, 22 June 2006 (UTC)

--- Hi Andy, just tried the lattice modifier in 2.42Rc2, and it doesn't work following the instructions in your tutorial. According to your tutorial the lattice is moved/deformed in OBJECT mode, right ? When I add a lattice modifier in any version of blender from 2.41 -> 2.42RC2 / CVS, the lattice only affects the sphere when in EDIT mode, and only with a Lattice type key frame.

.. Also I'd love to see more info on rotating the squashed sphere, and how a lattice makes it easier to do. I presume you mean that the sphere rotates, while the squashed flat part remains in contact with the ground? Have you done this? ... I'm experimentating with that now.

Mike --Mstram 13:55, 27 June 2006 (UTC) --

Thans Mike. I've re-worded the entire section on applying the lattice. Hopefully it works as expected now... for everyone. --AndyD 17:26, 29 June 2006 (UTC)

Not for everyone :) Tried this in 2.44 and had same problems as Mike. Lattice didn't animate as well. --Harkonnen2. 19.08.2007

Comment
Nice work! Things that could be explained a bit better:

Arcs and timing: This is more important then squash and stretch. http://www.exploratorium.edu/sports/ball_bounces/index.html Notice how gravity speeds the ball down, (greater spacing between fames when going faster) then immediately after impact, the ball comes back up at nearly the down velocity, then slows down as it's overtaken by gravity again... Balls do not slow before hitting a surface as currently shown. You have the major keys right, but a little more work in the graph editor is needed.

Squash and stretch: Squash and stretch is rarely seen in real bouncing balls, but we exaggerate this for animation. Stretch helps prevent the strobing due to finite frame sampling in tv and film... If our eyes opened and closed 24/30 fps everything would be strobing... We prevent that by adding motion blur (longer exposure time) or stretching objects as they're moving across the screen.

Currently the article focuses on the Blender technical how-to. More exploration into the simple physics, or at least links to articles that do would make this complete. Suggestions: http://www.idleworm.com/how/anm/01b/bball.shtml http://www.exploratorium.edu/baseball/bouncing_balls.html

For a simple ball bounce like you are doing, I'd parent the ball to an empty instead of using a lattice. The empty can be moved, squashed, and stretched while the ball itself is only rotated. Lattices are nice when you need the ball to warp, dent in the side etc... but is rarely needed for a simple realistic ball bounce and rotations. If you're going to expand this exercise more then the lattice is fine.

--AddZero 20:47, 26 February 2007 (UTC)

 * Thanks for the comments. You're correct that this was more of an introductory Blender "how to" than an investigation of physics or animation but your points are well made. Although I will say the curve editor shows the speed of the centre point of the ball and as such, the bottom curvature and central-bottom key reflects the slowing of the centre-point AFTER contact, during squash and before recoil rather than the air speed of the ball itself. Could the curve be a little more exponential? Maybe but it's a pretty short distance being covered in the example.

 * The lattice is a personal preference and admittedly almost anything could be used as the controller since for this exercise it really is nothing more than a parent object. I find empties hard to see once you have a few objects, lamps, camera and other stuff happening in a scene while a lattice is easy to see and recognise and can also be sized to the dimension of the ball and gives a better visual indication of the state of squash and stretch at any point (imho).

 * I've added the idleworm link to the page as it looks like a very useful resource. Thanks again and, as with any wiki, feel free to rework bits that you feel strongly about. --AndyD 16:48, 27 March 2007 (UTC)

NOTES TO EDITORS
I have added notes within the wiki text explaining why some information was not added to the text. See the comment above for more info. --AndyD 17:21, 24 June 2006 (UTC)


text:
Suomen kieli ulkomaalaisille/Sisältö/Genitiivi prepositiot

Genitive Prepositions
The locatative case endings -lla, -ssa, -lle, are used to describe absolute place. (e.g. se on pöydällä it's on the table. But sometimes we need to express location of one object relative to some other object. To do this we use of the many relative locatative words in the Finnish Language which are often used prepositionally, i.e. they come after the words that they relative to. In English, many of the equivalent words are prepositional, i.e. the come before the word that they are relative to. Postpositions are virtually non-existant in English, whereas in Finnish they are very common indeed.  Most postpositions in Finnish govern the use of the genitive case.

Pallo on  sohvan alla
 * The ball is  under  the sofa
 * Note the different sequencing of the words and the fact that sofa is in the genitive form sohvan.

These postpositional words may be expressed statically, but sometimes also with movement.

Often these words are associated with location (in front of, behind, below, above, etc.)

Sometimes they express...(to be continued)

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


text:
Java Programming/Keywords/import

is a Java keyword.

It declares a Java class to use in the code below the import statement. Once a Java class is declared, then the class name can be used in the code without specifying the package the class belongs to.

Use the '*' character to declare all the classes belonging to the package.

Syntax:

The static import construct allows unqualified access to static members without inheriting from the type containing the static members:

import static java.lang.Math.PI;

Once the static members have been imported, they may be used without qualification:

double r = cos(PI * theta);

Caveat: use static import very sparingly to avoid polluting the program's namespace!

See also:
 * Java Programming/Packages

title: Java Programming/Keywords/import


text:
Talk:PHP Programming/Functions

I added a short section in the "How to Call a Function" section. I'm a novice at php, and I wasted half an hour of my life over the expression "$result = @mysql_query" because nobody ever bothered to tell me that this would call the function. Feel free to add to or correct my edit.

It seems to me that this page is quite a bit more advanced than the book's preceding pages. Should this page be "dumbed down" or should the others be "smarted up" to make the book more consistent? Meatballhat (talk) 15:23, 30 December 2010 (UTC)

Strange syntax
I run into problems with the line, as the browsers (both Google Chrome & the Microsoft Internet Explorer) do not "understand" it.--Sae1962 (discuss • contribs) 10:32, 23 January 2015 (UTC)

title: Talk:PHP Programming/Functions


text:
Java Programming/Keywords/package

is a Java keyword. It declares a 'name space' for the Java class. It must be put at the top of the Java file, it should be the first Java statement line.

To ensure that the package name will be unique across vendors, usually the company url is used starting in backword.

Syntax: package;

For example:

See also:
 * Java Programming/Packages
 * Java Programming/Keywords/import

title: Java Programming/Keywords/package


text:
User talk:Teddygage

G'day Teddygage,

It seems you may have recently made edits to a "bouncing ball tutorial" page. These edits contained errors and unnecessary information.

 * 1) You cannot edit the UVW values of a Lattice in "Edit Mode".
 * 2) There is no need to set those values for the given exercise (and this is not a lattice tutorial).
 * 3) As stated in the original text, the Lattice Modifier simply does not function in some current Blender versions.

If you did not make edits related to these issues then please ignore this message. If you wish to make further suggestions in the near future, then could you please add comments in the discussion area for the page beforehand.

Thanks for your interest. This wiki-book needs all the help it can get, but please be careful with edits :)

title: User talk:Teddygage


text:
BLL German/For future use

Please put any course material that doesn't yet fit into one of the lessons here and we'll be sure to add it once the foundation has been made.

title: BLL German/For future use


text:
Chess Opening Theory/1. d4/1...d5/2. Nf3

A flexible developing move. While this move usually leads to a Queen's Gambit, it is also used to go into a Colle System—a solid line that prepares e2-e4 earlier and can be more aggressive than the usual lines.

Black can develop a number of ways though 2...Nf6 is most common.

Theory table
.

'''1. d4 d5 2. Nf3'''


text:
Using Firefox/Print

Using Firefox is a book designed to help you get the most out of the open source web browser Mozilla Firefox. If you don't have Mozilla Firefox yet, you can download it from http://www.getfirefox.com.

Table of Contents
= Introduction =
 * 1) Introduction
 * 2) Installation
 * 3) Browsing with Tabs
 * 4) Searching and finding within documents
 * 5) User preferences
 * 6) Extensions
 * 7) Plug-ins
 * 8) Mouse shortcuts
 * 9) Keyboard shortcuts
 * 10) Privacy
 * 11) Advanced configuration
 * 12) Developers tools
 * 13) Creating an extension
 * 14) External Links

= Installation =

= Browsing with Tabs =

= Searching and finding within documents =

= User preferences =

= Extensions =

= Plug-ins =

= Mouse shortcuts =

= Keyboard shortcuts =

= Privacy =

= Advanced configuration =

= Developers tools =

= Creating an extension =

= External Links =

Mozilla Firefox/Texto completo

title: Using Firefox/Print


text:
Chess Opening Theory/1. d4/1...d5/2. c4/2...dxc4

= Queen's Gambit Accepted =

2...dxc4
The Queen's Gambit Accepted has a rich heritage in chess, both sides played by many of the world champions through the years. It is not really much of a gambit since white can recover the pawn immediately with 3. Qa4+, though unless white wants the queen placed on c4, this is unnecessary.

Black does better not to hold on to the pawn. Attempts to immediately support it with either 3...b5 or 3...Be6 are not advisable. 3...b5 is countered by 4. a4, threatening black's pawn chain at its base, and 3...Be6 allows 4. e4, with white grabbing a large share of the center and threatening a later d5 to kick away the bishop.

Black's biggest concern is to take advantage of the time it takes white to recover the pawn to get the pieces active and prepare for key pawn breaks in the center (usually ...c5 or ...e5). White usually has better control of the center and has an easier time developing an advantage, but must play well to achieve this. Major continuations:
 * 3. Nf3 - The classical main line. White develops while maintaining some flexibility.
 * 3. e4 - A newer, but explored continuation. It tends to be more immediately tactical than 3. Nf3 and puts the question to black on which plan regarding the center black wishes to pursue.
 * 3. e3 - Not as aggressive as 3. e4, but otherwise similar in intention. This often transposes into 3. Nf3 lines since white ends up playing e2-e3 anyway.
 * 3. Qa4+ - This is a more modern continuation. While classical theory shied away from developing the queen early, this line aims at posting the queen in an active role, similar to lines of the Catalan. This also avoids any monkey business in trying to hold on to c4.
 * 3.Nc3 - This move looks misguided, as d4 and e5 are not controlled, and the knight is vulnerable to a ...b5 advance.

Theory table
.

'''1. d4 d5 2. c4 dxc4'''


text:
Chess Opening Theory/1. d4/1...d5/2. c4/2...dxc4/3. Nf3

=Queen's Gambit Accepted=

3. Nf3
This is the classical continuation. White pursues its development and increases control over the e5 square. Black's main reply is 3...Nf6.

Theory table
.

'''1. d4 d5 2. c4 dxc4 3. Nf3'''


text:
Chess Opening Theory/1. d4/1...d5/2. c4/2...dxc4/3. Nf3/3...Nf6

3...Nf6
Black develops and prevents White from establishing a pawn center with e4.

Theory table
.

'''1. d4 d5 2. c4 dxc4 3. Nf3 Nf6'''


text:
Talk:Chess Opening Theory/1. d4/1...d5/2. c4/2...dxc4/3. Nf3/3...Nf6

I don't know much about this line of the QGA, quite honestly, so anyone who knows it well, feel free to add here.--JECompton 16:26, 22 June 2006 (UTC)


text:
Chess Opening Theory/1. d4/1...d5/2. c4/2...dxc4/3. e4

=Queen's Gambit Accepted=

3.e4
In this line, white moves immediately to reclaim the "gambit" pawn. The rationale is simple. In most lines of the QGA, white allows black to play ...Nf6 which usually means white has to play f2-f3 in preparation for e3-e4. By playing e2-e4 now, white establishes broad control of the center without losing time. This also has the potential advantage of allowing the c1-bishop to develop unhindered. Also, black is forced to choose a central strategy now or else face being dominated by white's center and development. Black is no worse in these lines, though, than in the classical QGA's, and can obtain counterplay in these lines as well as the others. Here are several options: Trying to hold on to the pawn with 3...b5?! is not advised, as even though the e4 pawn blocks the h1-a8 diagonal, it is still quite risky to hold on to the pawn. After 4. a4! c6 5. axb5 cxb5, the weak diagonal is subject to discovered attacks and queen-bishop batteries. The b5 pawn could soon be in jeopardy and white's attacking opportunities and moderate (but still significant) lead in development gives more than enough compensation for the pawn.
 * 3...e5
 * 3...c5
 * 3...Nf6 - Playing this now can lead to Alekhine-like positions.
 * 3...Nc6 - Takes advantage of the fact white has not played 3. Nf3 to pressurize the d4 pawn.

Theory table
.

'''1. d4 d5 2. c4 dxc4 3. e4'''


text:
Wikijunior:Ancient Civilizations/Print version

= Table of Contents =

Ancient Civilizations

 * Ancient Pueblo Peoples
 * Assyrians
 * Aztecs
 * Celts
 * Chinese
 * Egyptians
 * Greeks
 * Hebrews
 * Incas
 * Mound Builders (North America)
 * Mayans
 * Indus Valley
 * Vikings/Norse (Scandinavians)
 * Persians
 * Romans
 * Scythians
 * Sumerians
 * Phoenicians
 * Carthaginians
 * Indus Valley

Authors

 * Authors

= Ancient Pueblo Peoples =

= Aztecs =

= Assyrians =

= Celts =

= Chinese =

= Egyptians =

= Greeks =

= Hebrews =

= Incas =

= Mound Builders =

= Mayans =

= Norse =

= Persians =

= Romans =

= Scythians =

= Sumerians =

= Phoenicians =

= Carthagininans =


text:
Cookbook:Nuked Nachos

Nuked nachos are an easy-to-prepare, quick microwaved side dish, great with a quick-made lunch or such.

Ingredients

 * About ⅓–½ cups (80–120 g) cheese (diced, grated, pre-melted, or similar)
 * Corn chips or tortilla chips

Procedure

 * 1) Spread the chips on a microwave-safe plate, and scatter the cheese on top.
 * 2) Top the chips with any other desired microwave-safe toppings.
 * 3) Microwave for 30 seconds, or until the cheese has melted. If the cheese melts onto the plate, just rip it off the plate and put it on the nachos.
 * 4) Eat while hot!

Notes, tips, and variations

 * Other chips that are good as nachos will work too.
 * Try topping with cooked ground meat and/or peppers.

title: Cookbook:Nuked Nachos


text:
Horticulture/Weeds

Weeds are among the most frustrating elements of a gardener's life. Often defined simply as "a plant that's growing where you don't want it", weeds cause problems for gardens by demanding nutrients and water, and blocking out light for wanted plants.

Techniques

 * ../Mowing for Weed Control/
 * ../Pulling Weeds/
 * ../Maintenance Cultivation/
 * ../Mulching/
 * ../Herbicides/
 * ../Organic Weed Management/

Management of particular weeds
See /Weeds for pages about particular weeds.

Terms

 * Cultivation
 * Pre-emergent
 * Mulch
 * ../Seed Banking/
 * Barriers
 * Control
 * Management
 * Green Mulch
 * Ground Cover

title: Horticulture/Weeds


text:
User talk:Stugrey

Welcome to Wikibooks, and thanks for your help in Astronomy. I hope you enjoy it here, and I hope to see you around Astronomy more. Good luck with editing. --Brian Brondel 18:42, 22 June 2006 (UTC)

- Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! -

title: User talk:Stugrey


text:
Spanish/Users

If you have used this Wikibook to learn Spanish, please add your name to the list below. This helps us see how many people are using this Wikibook. If you are a user, please use your signature by typing --~. If you are not a user, either leave your name or just list yourself as Anonymous.

title: Spanish/Users


text:
Category:Book:Clarinet

sr:Категорија:Кларинет

title: Category:Book:Clarinet


text: Category:Book:Cognitive Psychology and Cognitive Neuroscience


text:
Java Programming/Keywords/protected

is a Java keyword.

This keyword is an access modifier, used before a method or other class member to signify that the method or variable can only be accessed by elements residing in its own class or classes in the same package (as it would be for the default visibility level) but moreover from subclasses of its own class, including subclasses in foreign packages (if the access is made on an expression, whose type is the type of this subclass).

Syntax:  ;

For example:

See also:
 * Java Programming/Scope

title: Java Programming/Keywords/protected


text: Category:Book:Developing A Universal Religion


text:
Operating System Design/Scheduling Processes/FCFS

The first come, first served (commonly called FIFO ‒ first in, first out) process scheduling algorithm is the simplest process scheduling algorithm. It is rarely used in modern operating systems, but is sometimes used inside of other scheduling systems.

Analogy
A FIFO acts like any normal queue whether, it is a line in a cinema, a checkout line in a store, or a queue for a ticket booth. The first person or process to arrive (First In) is the first one to be dealt with (First Out). If one person goes through the line and then decides they forgot something then they have to go back through.

This is exactly how OS's with this design let programs conduct their business. One person (aka: process) at a time.

Implementation
To implement this, you can create a queue, an abstract data type (ADT) that can be constructed from a linked list data structure. The system can dequeue the next process from the front of the queue, run the process until completion (or enqueue the process at the end of the line in more complex schemes), then enqueue the process at the end of the line, allowing the next process to use the CPU.

Advantages and Disadvantages
Advantages:
 * simple
 * easy and useful and understand
 * first come, first served

Disadvantages:
 * This scheduling method is nonpreemptive, that is, the process will run until it finishes.
 * Because of this nonpreemptive scheduling, short processes which are at the back of the queue have to wait for the long process at the front to finish
 * Throughput is not efficient.
 * It is used in a small system only where I/O efficiency is not very important.


text: Category:Book:Diagnostic Radiology

title: Category:Book:Diagnostic Radiology


text:
User:LeYaYa~enwikibooks

Hi! If you want to contact me you should leave me a message on my french page

title: User:LeYaYa~enwikibooks


text:
Java Programming/Keywords/if

is a Java keyword. It starts a branching statement.

The general syntax of a, using , is

branching-statement ::= condition-clause single-statement | block-statement [                                      single-statement | block-statement ] condition-clause   ::=   Boolean Expression   single-statement   ::= Statement block-statement    ::=   Statement [ Statements ]

For example:

See also:
 * Java Programming/Keywords/else

title: Java Programming/Keywords/if


text:
Chess Opening Theory/1. d4/1...d5/2. c4/2...c6

= Slav Defence =

2...c6
Originally considered a less-orthodox defence in the Queen's Gambit, this opening has stood as an entire opening system in its own right for decades.

The idea behind this defence is straightforward: instead of locking in the light squared bishop on c8, why not support the center with the c-pawn instead? Black tends to be more active in this variation than the QGD.

White's main lines:
 * 3. Nf3 - The main line. As with the QGD, white makes a useful developing move while maintaining some flexibility: will they play for e4, play cxd5, or play for the minority attack?
 * 3. Nc3 - Sometimes provocative, this move may lead to variations where black overextends by trying to hold on to the pawn on c4.
 * 3. cxd5 - The exchange variation. This relieves the central tension perhaps too early on and tends to allow black equality. One of the main drawbacks of having the Slav as a main opening repertoire is that it is hard for Black (or White) to win in the exchange variation. According to chess365, 83% of Masters games ended in a draw after this move. Even so, it is important for both sides to know that there is an opening novelty called the Boor attack to sharpen up the game.

Theory table
.

'''1. d4 d5 2. c4 c6'''


text:
Chess Opening Theory/1. d4/1...d5/2. Nc3

=Queen's Pawn Game: Chigorin Variation= The Chigorin Variation (Named after Mikhail Chigorin) is an opening that may often transpose to other lines. It is rarely played by masters and tournament players, as the c-pawn is blocked, disallowing it from contesting the d5-pawn. Nonetheless, this line is considered sound and leads to closed positions involving much slow, strategic maneuvering.

The main lines after this are the 2... Nf6 3. Bf4, the Jobava London System, and 2... Nf6 3. Bg5, the Richter–Veresov Attack (which transposes into the French Defense after 3... e6 or remains in independent lines after 3... Nbd7).

Black can also reasonably play 2... e6 (which likely leads to the aforementioned lines), 2... c6 (likely transposing to the Caro–Kann after 3. e4), 2... g6, 2... Bf5, or even 2... f5!? (the Dutch Variation), 2... c5!? (the Irish Gambit, which is a fairly unexplored option), or the unclear 2...e5!? (the Shaviliuk Gambit).

2... Nc6 transposes to the Nimzowitsch Defence after 3. e4, normally reached by 1. e4 Nc6 2. d4 d5 3. Nc3.

Theory table
.

'''1. d4 d5 2. Nc3'''


text:
User talk:Salimswati

I am salim khan from swat pakistan,working in saidu Group of teaching hospital swat pakistan.I would like to tell you some thing about my hospital: (saidu group of teaching hospital swat NWFP Pakistan) saidu group of teaching hospital swat saidu sharif swat is located on the bank of River swat and just a couple of miles away from saidu sharif Airport.It is situated in the capital of swat ,saidu sharif. saidu group of teaching hospitals swat consists of two wings and its two wings are 1.5 KM apart from each other having 500 Beds and further extension of 500 Beded indoor facilities is in progress.The two wings are central wing and saidu wing. There are seperate operation theaters ,X-Rays Department, clinical laborteries ,wards etc in each wing. There are 22 sanctioned posts for specialists and 82 post for trained nurses.the enchatment area is about the whole Malakand Division and some parts of kohistan District as well. this is the 5th largest Hospital of NWFP pakistan. the central hospital was established in 1927, consisting of an OPD, Medical officer Incharge , Dispencery ,dressing Room and two small wards for male and female patients. Another hospital with the name of saidu hospital was founded in the capital of swat saidu sharif in 1954 ,mainly for the female patients called Zanana Hospital. In 1958 a 15 beded children hospital was established in the already existing red crescent building adjacent to the saidu hospital. In 1969 swat was emerged with pakistan.In 1971 all the three Hospitals i.e saidu ,central ,children and TB hospital were amalgamated and given the name of saidu group of hospitals swat ,having 310 Beds. In 1974 a 60 beds eye/ ENT and children wards were added to saidu group of hospitals swat saidu sharif.in 1981 a house job Doctor hostel was added to this hospital. A 15 beded casuality was added in 1987 to saidu group of hospital saidu sharif swat. In 1988 12 Beded ICU and nurses Hostel was added to this Hospital. From 1993 to 1997, 100 Beded ward comprising orthopeadic gynae ,Psy chaitry and children completed and commissioned. In september 2000, this hospital was declared as saidu group of teaching hospital swat for the students of saidu medical college swat by the government of NWFP Health department peshawar pakistan. the hospital provides curative care in all the basic specialities including intensive and cardiac care services.

title: User talk:Salimswati


text:
Adventist Youth Honors Answer Book/Household Arts/Food - Drying

Sun Drying
Food can be dried in the sun, but only if the temperatures are near 100 °F (38 °C) and the humidity is low. The fruit must be covered with cheesecloth (or something similar) to protect it from insects. If it is dried on a table, the table legs should be set in cans of water to prevent insects from crawling up the legs and getting into the fruit. The fruit will take several days to dry, and the humidity and other weather conditions must be monitored. If the temperature drops significantly during the night, dew may form, and the fruit will absorb it quickly. Because of this, it may be necessary to take the fruit indoors at night.

Oven Drying
This is the fastest way to dry food, but only small quantities at a time can be dried this way. The oven is preheated to about 140 °F (60 °C) and the food is placed on racks in the oven. The door must be held open about two inches (5 cm) for a gas oven, or about 4 inches (10 cm) for an electric oven. A thermometer is placed in the center of the rack to make sure the temperature stays near 140 °F (60 °C). A fan should be placed near the open oven door so that air inside the oven can circulate and allow the moisture to escape.

The food trays must be rotated every 30 minutes because the heat inside the oven will not be distributed evenly. Rotate the trays from front to back, top to bottom, and left to right.

Food Dryer
Food dryers can be purchased or home-built. They can dry more food than an oven but it takes a little longer. They also use less electricity than an electric oven. A food dryer is an enclosed box with a heat source, a fan, and a set of racks upon which the food is placed. Most home-built food dryers use a 100 watt light bulb as the heat source. It takes four to six hours to dry a batch of food in a food dryer, and like ovens, they operate at about 140 °F (60 °C).

You can build your own food dryer by lining a cardboard box with Styrofoam insulation, and then covering the Styrofoam with aluminum foil. Alternately, you can use insulation board with the foil already attached (this is available at most home improvement stores). It is very important that you line the insulation with foil, as this reflects the heat away from the insulation which would otherwise melt. Make an insulated lid for the box as well, but leave a gap at one end for moisture to escape.

The next thing you will need is a light fixture. Use a simple porcelain base, and mount it to a steel ceiling box (both of these are available in the electrical section of a hardware store). If desired, you can also use the thermostat from a water heater to control the temperature. These thermostats are generally settable between - you will want to set it to. If you buy a deep ceiling box, you can mount the thermostat inside it, but make sure it makes good contact with the ceiling box so that heat is conducted to it. If you cannot mount the thermostat inside the box you will need to cover the terminals, as they will both carry household voltage (which is enough to kill a person who comes in contact with it).

The last item you will need is an extension cord. Cut the "female" end of it off and throw it away. Make a hole in box and poke the cut end through. Then run it through an opening in the ceiling box. Strip the ends of the wire and connect them to the porcelain light fixture. Tighten the clamp on the ceiling box to hold the extension cord in place. Screw in a 100 Watt bulb and plug in the cord. If the light does not turn on, unplug and check your wiring.

If you opt to use a thermostat, wire the "hot" wire on the extension cord (this is the one that connects to the narrower of the two blades on the plug) to either terminal of the thermostat. Run a wire from the remaining terminal of the thermostat to the light fixture. The neutral wire (connected to the wide blade of the plug) should be connected to the remaining terminal on the light fixture.

Finally, mount the fixture inside the insulated box and rig up a rack to hold your food trays. Keep a close eye on it the first time you use it.

If you do not use a thermostat, place a thermometer inside the box and keep an eye on it. You can control the temperature by varying the width of the gap in the lid, or by using a different wattage light bulb.

2. Why and how do you sulphur fruits?
Commercially prepared dried fruit may contain sulfur dioxide which can trigger asthma in sensitive individuals, though dried fruit without sulfur dioxide is also available, particularly in health stores. The sulphur is added to "fix" the colour of the product. "Organic" dried fruit is produced without sulphur which results in dark fruit and the flavor is much more characteristic of the fresh fruit. The color of some fruits can also be "fixed" to some extent, with minimal impact on flavor, by treating the freshly cut fruit with a preparation rich in Vitamin C (e.g., a mixture of water and lemon juice) for a few minutes prior to drying.

Sulphuring fruit is accomplished by burning a block of sulphur in an enclosed box (such as a dehydrator) with the fruit inside. The burning sulphur gives off sulphur dioxide which fixes the color of the fruit. This should only be done outside.

3. How is dried fruit stored and protected from insects?
As soon as it cools, dried fruit should be packed into insect-proof containers, such as glass jars or metal cans with tight-fitting lids. Do not let sulphured fruit touch metal, as this will cause the fruit to become discolored. You can pack fruit into plastic bags and then place that in a metal container. Plastic bags are not 100% insect (or rodent) proof, so make sure you store the fruit in a place where they cannot get to it. A cool, dry place is best.

4. How are dried foods reconstituted?
Just add water. You can also simmer them in boiling water for 15 minutes.

5. What is important in selecting fruit to be used in making fruit leather?
The fruit must be ripe, or slightly overripe. Be sure to use good quality fruit, as it will make good quality fruit leather. Select fruit that is fresh, and fully sound - basically, the same things you look for when selecting fruit for the table. Cut out any bad parts of the fruit. The saying, "one bad apple spoils the whole lot" applies to fruit leather, as a bad piece of fruit can impart a bad flavor to any of the fruit it comes into contact with. In making fruit leather, the fruit is pureed before drying, so the bad fruit will come into contact with all the fruit.

6. How are dried nuts stored?
Dried nuts must be stored in a cool, dry place in air-tight containers to prevent reabsorption of moisture.

a. Bread. Make crumbs and use in a recipe for sampling.
Bread can be dried without the use of special equipment by placing several slices in a large bowl and covering it with a towel. The bowl should be kept indoors. After several days, the bread will be dry (also known as "stale") and it can then be crumbled. The usual use for bread crumbs is to make stuffing. You may use any stuffing recipe you like (as long as it uses bread crumbs), or you can use this one:

b. Fruit leather
Wash the fruit and puree it in a food processor. Line a shallow pan with wax paper, being sure to bring the edges up so that the pureed fruit cannot run under it. Pour the fruit puree into the pan until it is about a quarter inch deep (0.6 cm). Place it in the food dryer set to 140 °F (60 °C). Check it after four hours (but it may take much longer). Remove the fruit when it is tacky to the touch. Remove it and the wax paper from the pan and slice into thin strips, leaving the wax paper attached. Roll the strips (and wax paper) into a spiral and place in a sealable plastic bag. Store in a cool dry place. Fruit leather can be stored for up to six months.

c. Vegetable leather
You can make vegetable leather from just about any type of vegetable so long as it is pureed first. A shortcut is to use baby food as the starting point, and then proceed as with fruit leather. Here are two other recipes (in case your Pathfinders rebel at the thought of eating baby food).

Pumpkin Leather

 * 2 cups of canned pumpkin, or 2 cups of fresh pumpkin, cooked and pureed.
 * 1/2 cup honey
 * 1/2 teaspoon cinnamon
 * 1/4 teaspoon nutmeg (powdered)
 * 1/4 teaspoon cloves (powdered)

Combine ingredients and dry at 140 °F (60 °C) (same as for fruit leather).

Tomato Leather
Core and slice ripe tomatoes into quarters. Boil for 15 minutes. Remove from water, force through a colander or a sieve. Add salt (if desired for flavoring), and simmer until thick. Spread on a plastic or wax paper lined tray and dry at 140 °F (60 °C) (same as for fruit leather).

d. Fruit slices
Most fruits need to be pretreated before they are dried. Apples should be cored, peeled, and sliced. Fruits with pits (such as peaches, nectarines, and cherries) should be split in half and pitted.

Thin slices of fruit dry quicker than thick slices, so it is important to slice fruit into uniform thicknesses so that it dries evenly.

Fruit with thick, waxy skins (such as blueberries and cherries) must be cracked before it is dried. Cracking the skin allows the moisture to escape. To crack the fruit, drop it in boiling water for 30–60 seconds, and then quickly move it to very cold water.

Some fruits, such as apples, pears, and apricots become discolored quickly after they are peeled and sliced. To prevent them from turning brown, mix two teaspoons of ascorbic acid in one cup of water, and dip the fruit in this solution as you work with it. One cup of this solution should be enough to treat five quarts of fruit. Ascorbic acid (more commonly known as Vitamin C) is available in most drug stores. You can also crush a 500 mg tablet of Vitamin C and mix that with a quart (one liter) of water. Soak the fruit in that solution for two to three minutes.

Once the fruit has been prepared, arrange it in a single layer on a drying tray with the cut side up (if cut in half). Finally, place the trays in a food dryer, and wait. The amount of time varies depending on the fruit, how thick the slices are, et cetera. It should take between four and ten hours to dry.

e. Vegetable slices (such as carrots) or pieces (such as peas)
Select ripe, high quality vegetables. Cut out any bad spots, discard overripe pieces, and slice into thin, uniform pieces (unless you are starting with small vegetables such as peas).

Nearly all vegetables need to be blanched before they are dried. Blanching stops enzymes from destroying the vegetables. Drying by itself does not stop the enzyme action. To blanch vegetables, drop them in boiling water for a minute or two. Then cool them in ice water for the same amount of time that they were blanched. Blanching does remove some nutrients from the vegetables, so be sure to blanch them for only the minimum specified time (see table).

Arrange the vegetables on a drying tray in a single layer. Place the trays in the dryer at 140 °F (60 °C) with a minimum of one inch between trays. Drying will take between four and twelve hours. Turn the vegetable pieces every thirty minutes and rearrange them on the tray so that they are dried evenly (different areas on the trays will dry at different rates). The pieces are dry when they are hard and brittle. You can test them by striking a piece with a hammer. If it shatters, the vegetable is dry.

f. Vegetarian jerky

 * 1 lb firm tofu
 * 1/2 cup Bragg Liquid Aminos
 * 3-4 tablespoons liquid smoke
 * 1 teaspoon garlic powder
 * 1 teaspoon salt
 * 1 teaspoon pepper
 * 1 teaspoon honey
 * 1 teaspoon onion powder
 * 1/8 cup water

 * 1) Drain and slice the tofu into quarter-inch (5mm) thick, long, narrow slices
 * 2) Mix all the ingredients, adding the tofu slice last in shallow baking dish.  Cover and refrigerate overnight.
 * 3) Dry at 140 °F (60 °C) 4–6 hours, turning hourly.

Easy Vegetarian Jerky

 * Stripples (Worthington)

 * 1) Spread Stripples out in a single layer in food dehydrator or oven (set on lowest temperature setting).
 * 2) Turn stripples once or twice as needed for even drying, throughout drying time.

g. Parsley or some other herb
Fresh parsley, mint, oregano, basil, marjoram, and rosemary can be dried without any special equipment. Simply bundle the fresh herbs and hang them in a dry corner of the kitchen out of direct sunlight for a couple of weeks. You can also dry them by spreading them out on a dish towel.

8. Reconstitute a vegetable and cook for sampling.
Vegetables can be reconstituted by soaking them in water for two or three hours. They should return to their full size. Cook any way you like.


text:
User:Abnerian

%

title: User:Abnerian


text:
User:Noumenorian~enwikibooks

http://en.wikipedia.org/wiki/User:Noumenorian

my user page in wikipedia :D

title: User:Noumenorian~enwikibooks


text:
User:Christystockman

Hi! My name is actually Christy Stockman not Christystockman but I guess that is what I get for being in a hurry:>))

Still trying to figure all this out. It's a bit confusing. I would like to help with a proposed wikijunior book about the alphabet. I think this is the most important book that wikijunior should start with, after all, a kid needs to be able to know the alphabet and learn to read in order to take advantage of all that wiki has to offer.

title: User:Christystockman


text:
Talk:Teachers' Toolbox

=Are you reading this book ?= Wiki doesn't give much feedback on the number of visits to a page, and my time spent on continuing this book will depend on feedback from readers of it - so, I hope you'll write here if you find it useful to cheer up the authors! :-)

KristianMolhave 08:11, 23 June 2006 (UTC)

Visitors
I read it! Very practical ideas - thanks! Alison Maunder

Reading it...useful and interesting Francis Neary

=Suggestions for things to include=

title: Talk:Teachers' Toolbox


text:
User talk:68.248.1.94

linkspam
Your edits here and here are considered linkspam. Wikibooks does not exist to advertize your organization. I have reverted your additions. Kellen T 08:32, 23 June 2006 (UTC)

title: User talk:68.248.1.94


text:
User:Kgrsajid

KGR Sajid Kazi Golam Rabbany Sajid

Computer Science Graduate, working as a Software Engineer for a company.

Primary Interest: Web technologies and Distributed systems

I've Worked On

 * PHP

title: User:Kgrsajid


text:
Category:Book:Danish

ja:Category:デンマーク語

title: Category:Book:Danish


text:
Template talk:Print version

This is printing (ironically). The no print tag attached to this template doesn't seem to work. See A-level Computing, where i had to use noinclude tags. Pluke 12:51, 23 June 2006 (UTC)
 * I used print preview function in Opera, Firefox and Internet Explorer. None of them showed the template. --Derbeth talk 20:16, 23 June 2006 (UTC)

Missing category template
Shouldnt there be a category guiding to template related category? --Chomwitt (discuss • contribs) 15:32, 19 August 2011 (UTC)

Links to Print version
When this template is used and the link in parameter 1 doesn't exist—the default behavior if parameter 1 isn't set to anything and the root page doesn't have a print version—it creates links to Print version and Printable version. I've tested this by using the template on Sandbox and seeing what behavior made that page show up on Special:WhatLinksHere/Print_version and Special:WhatLinksHere/Printable_version. Does anyone know what's going on here, and if there's a way to stop this template from linking to these pages that don't and shouldn't exist? —CalendulaAsteraceae (discuss • contribs) 17:22, 23 June 2021 (UTC)

When this page is placed in some book -- for example, "Sandbox" -- I agree that it shouldn't create a link to the (non-existent root pages) "Print version" or "Printable version".

At the moment, when I put this template on Sandbox, as "" or "" it currently tells me "A printable version of Sandbox is available" but without any links.

I think this template *should* create a link to a subpage -- for example, "Sandbox/Print version" or "Sandbox/Printable version" -- even if that subpage does not yet exist.

If it worked the way I think it should work, a person could put this link on the first page of a book ("SomeBookName"), and then (1) if the printable version already existed (as "SomeBookName/Print version"), then the link would show up as blue and it would Just Work. (2) if the printable version did not already exist, then the link would show up in red, and then a person could click on that redlink to *create* the page "SomeBookName/Print version", slap the "" template in that otherwise-empty page, hit "save", and then from then on it would Just Work. --DavidCary (discuss • contribs) 01:01, 18 February 2022 (UTC)

 * I agree with DavidCary here. I've put the edit protected template on. Could the edit link be turned to  with Template:Print version/Preload have    18:13, 28 September 2022 (UTC)
 * ✅ Apart from that, today there are 107 "/Print version" in the 807 ones, so in order to save some performance and maintenance, we should consider moving them to "/Printable version" (or the template to Lua). JackPotte (discuss • contribs) 08:10, 2 October 2022 (UTC)

title: Template talk:Print version


text:
Java Programming/API/java.lang.Object

java.lang.Object
class is the superclass of all Java classes. All Java classes inherited from this class. This makes it possible that we can have methods that are available in all Java classes. This simplifies things compared to C++ where this is not the case.

equals Method
isCustomerExist( Customer newCustomer ) {    isRet = ; Iterator iter = _collAllCustomer.iterator; ( iter.hasNext ) {       ( newCustomer.equals( (Customer) iter.next )       {          // -- Customer was found ---          isRet = ;       }    }   return isRet; }
 * The  method gives a generic way to compare objects for equality.  You need to override it, in your class. Then you can write:

Keep in mind that when you override equals, you always need to also override hashCode so the two methods are consistent. If two objects are equal, they must have the same hashcode.

For more information also see Java Programming/Comparing Objects

getClass Method
There is a object for each class in your program. Every array also belongs to a class that is reflected as a object that is shared by all arrays with the same element type and number of dimensions. The primitive Java types (,, , , , , , and ), and the keyword are also represented as  objects. Class has no public constructor. Instead Class objects are constructed automatically by the Java Virtual Machine as classes are loaded

For more information see.

The most popular use of the is to find out the object's class name during runtime. com.yourCompany.Customer; ... Object obj = new Customer; ... System.out.println( "Name:" + obj.getClass.getName ); The output: Name: com.yourCompany.Customer

hashCode Method
In most cases you should not override this method, since the default implementation of this method returns a unique number for the object. The number is used when the object is put into a collection. Finding an object in a big collection may take a while, if objects are compared one by one sequentially. To speed the search up, objects may be placed in a tree structure, weighted by an integer hash code. Comparing the hash code while navigating through the tree, the number of object comparisons can be reduced. _______ A _____ |             |   __ B__          __C__ |    |        |     | D     E        F     G ...  ...      ...   ... To give you a general idea of how it may work, see the above diagram. Let's say we are searching object G. If at each 'node' of the tree we can decide which way to go, then by 3 steps we reach the object G.

By constrast in a linear search: A --- B - C   C   D   E  F  G We would need 8 steps to reach the object G.

So the search will be faster with the tree structure. Adding a new object however, will be slower because the tree structure needs to be maintained. The place of the new object in the tree has to be found first.

toString Methods
This method can be used to convert an object to a. It is automatically used in many places to convert objects to String; for example: in PrintStream, in StringBuffer, and for the string concatenation operator when used on objects.

The default implementation returns a weird string with the class name and the hash code.

For example: str = "This customer is " + objCust; The  method is called on the   object.

The  method can also be used for debugging: Customer {     _name; _address; _age; ...     toString {       StringBuffer buf = new StringBuffer; buf.append( "Name  = " );  buf.append( _name );     buf.append( "\n" ); buf.append( "Address= " ); buf.append( _address );  buf.append( "\n" ); buf.append( "Age   = " );  buf.append( _age );      buf.append( "\n" ); ...       return buf.toString; } ... } After that whenever in your code, you want to see what a customer object is, just call: System.out.println( objCustomer );

See also:

 * Java Programming/API/java.lang.Class
 * Java Programming/API/java.lang.Thread

title: Java Programming/API/java.lang.Object


text:
Wikijunior:Languages/Afrikaans

What writing system(s) does this language use?
Afrikaans uses the Roman alphabet, the same one as English. The Afrikaans alphabet has the 26 letters in English, as well as eight accented letters: è, é, ê, ë, î, ï, ô, and û.

How many people speak this language?
Over 10 million people speak Afrikaans.

Where is this language spoken?
Afrikaans is spoken mostly in Namibia, South Africa, and a bit of Botswana. There are also tiny pockets of Afrikaans-speaking communities in Zimbabwe, Mozambique, and the United Kingdom. It should be noted that Afrikaans does not have a majority of speakers anywhere, as in South Africa, it is one out of 11 official languages, and in Namibia and Botswana, it is treated as one of several minority languages (A minority language in the U.K. would be Irish, or in the U.S., any Native American language.).

What is the history of the language?
The Dutch spoken in 17th century South Africa slowly moved away from 17th century Standard Dutch to what is now known as Afrikaans. When Afrikaans was recognised as an independent language, the Dutch called it a "Kitchen language" (Kombuistaal) until the mid 1950s. The Dutch named it so because it was spoken by many black and mixed-race (people with one white parent and one black parent) people, who were assumed to work in kitchens (this is a racist assumption).

It is estimated that 90-95% of Afrikaans vocabulary comes from Dutch. but has also influences from other languages including: English, Malay, Portuguese, German, French, and some African languages. Afrikaans acquired its Malay influence because most of the people who spoke Afrikaans in the beginning of its creation were mostly Asian slaves whose first language was Malay.

Until the 19th century, Afrikaans was only used as a spoken language, and Dutch was used as the formal and written language. In 1925, it became the official language of South Africa, along with English. Being based on Dutch, Afrikaans is part of the Indo-European family, and the Germanic group of languages (English, German, Dutch, etc.). Afrikaans is used by all races.

1933 was a major milestone for Afrikaans; the entire Bible was translated into the language. Another revision was made in 1983, and the 1983 revision is the bible that most Afrikaans-speakers use today.

Some famous authors and poets who know this language

 * Cornelis Jacob Langenhoven (1873–1932)
 * Christian Fredereck Louis Leipoldt (1880–1947)
 * Uys Krige (1910–1987)
 * Eugène Nielsel Marais (1871–1936)
 * Breyten Breytenbach (1939–)
 * André Brink (1935–)

What are some basic words in the language that I can learn?
''These sentences are written exactly the same in Afrikaans and English, although the pronunciation is different. The first phrase is pronounced "Mui hand is varm", the second phrase is pronounced "Mui pen is in mui hand".''

What is a simple song/poem/story that I can learn in this language?
Here are some interesting Afrikaans expressions that you can learn.

title: Wikijunior:Languages/Afrikaans


text:
Bicycles/External Links

Bicycle Communities

 * Bikes not Bombs: a Boston cycle organisation with its own pdf-based bike maintenance tutorials
 * CTC-The UK's National Cyclist's Organisation : A site of general interest to UK cyclists.

Main Manufacturer Links

 * Campagnolo Technical Documents : Spare parts lists and instructions
 * SHIMANO Technical Documents : Spare parts lists and instructions
 * SRAM Service Pages : Spare parts lists and instructions

Respected Maintenance Sites

 * Park Tool Repair Help  : A well respected repair site, known widely to cyclists everywhere.
 * Sheldon Brown's Home Page  : The repair home page of the late Sheldon Brown, now maintained by Harris Cyclery.

Specific Interest Pages

 * Gearing 101 Tutorial: by the Cycling Site, Oregon, USA
 * London-Bicycles on Public Transport: A guide to bike access on the London Underground (UK)
 * London-Bicycle Hire Scheme: How and where to hire a bicycle in London (UK)
 * Shifting''': A page on front shifting by CTC, the UK Cyclist's Organisation
 * Rear Shifting: A page on mixing rear drive-train gear by CTC, the UK Cyclist's Organisation

title: Bicycles/External Links


text: User:Michistrasse~enwikibooks

title: User:Michistrasse~enwikibooks


text:
User:Chip Borgstadt

Chip Borgstadt is a pastor of the Evangelical Lutheran Church in America and serves a congregation in Nebraska.

title: User:Chip Borgstadt


text:
Georgia Water/Regional Plans/Oconee, Ocmulgee and Altamaha River Basins

Local Government Comprehensive Plans
Please provide a link to local government plans.

Other Basin Planning Links

 * Basin Advisory Committee for Statewide Water Plan
 * Regional Development Council, under Georgia Department of Community Affairs

Organizations
Please add names of organizations which influence target conditions in this area.


text:
Horticulture/Soils and Composts

Soils

 * ../An Introduction to Soils/
 * ../Soil Types/
 * ../Soil Testing/
 * ../Soil Improvement/
 * ../Fertilizers/
 * ../Soil Problems/

Composting

 * ../Compost Introduction/
 * ../The Benefits of Compost/
 * ../Cold Composting/
 * ../Hot Composting/
 * ../Vermicomposting/
 * ../Sheet Composting/
 * ../Pit Composting/
 * ../Container and Flowerpot Composting/
 * ../Bokashi/

title: Horticulture/Soils and Composts


text:
Talk:Botany/Plant tissues

This section is very lacking, considering the abundance of information on wikipedia, and across the web on this topic, here are some notes I took, however I do not feel very confident nor competent to enter them into this text. Notes on Cell types: Parenchyma cells are generalized plant cells that are essentially the most basic plant cells containing all necessary structures, a parenchyma with chloroplasts (thus one that conducts photosynthisis) are called chlorencyma. Collenchyma a parenchyma that has thickened walls that allow for the support and stucture of the plant. Sclerenchyma lignified dead parenchyma which form large fibers which allow for increased support for the stucture of the system. Epidermal tissues are simply the skin of the plant, they cover and protect it. Cork an amalgamation of tightly packed dead parenchyma and epidermal cells found in the inner bark which allows for improved insulation and helps to prevent the loss of water and other nutrients in larger wooded plants. Xylem is a tissue responsible for the transport of water (and other nutrients) across the plant system, it is primarily composed of tracheary cells, Xylem Tracheid and Xylem Vessels. All tracheary cells have lignified cell walls and the absence of a protoplast. Due to the lignified cells walls the xylem tissue aids in supporting the plant system. Xylem trachied are long, 1mm in length, cells which allow for the transport of nutrients throughout the plant, and hold water against gravity by means of adhesion.

References for plant tissues on wikipedia... See http://en.wikipedia.org/wiki/Xylem See http://en.wikipedia.org/wiki/Phloem

title: Talk:Botany/Plant tissues


text:
Talk:Java Programming/Comments

I think something is wrong in the example of the Chapter "Unicode Characters in Comments"
 * Should be fixed now. -- Scratchy 16:32, 1 December 2006 (UTC)

title: Talk:Java Programming/Comments


text:
Talk:Java Programming/Literals

"an integer variable named code " shouldn't it be "an integer variable named count "
 * It's fixed. Ftiercel (discuss • contribs) 19:38, 4 April 2013 (UTC)

First Example
IMO the first example is too complicated and not as introductory as it could be. Sure, it introduces a lot of literals, but I think it is simply too potentially confusing because of the fact that it is parsing code, which might be a mysterious concept to newbie programmers. --108.184.91.21 (discuss) 01:56, 1 October 2013 (UTC)
 * Good comment. I change the example. Ftiercel (discuss • contribs) 19:18, 1 October 2013 (UTC)

String Literal Grammar
The string literal grammar needs explanation. It seems to be saying that you can include octal values in a string, but nowhere is this explained.

title: Talk:Java Programming/Literals


text:
Talk:Java Programming/Statements

Incorrect Definition
The definition of statement on this page is incorrect, take a look here for more details. --Mattylaws (talk) 20:06, 16 February 2010 (UTC)
 * To my utmost knowledge, the definition of statement on this page is as per your provided reference. In your reference, it states that a statement is a ‘single unit of instruction’ that is then ‘terminated with a semicolon’. This compares to exactly what the text on this page says about this in a particularly laymen’s term. Please note that when Bill Venners starts talking about blocks, s and   blocks, he actually refers to statement s  (in plural). – Arunreginald (talk) 00:44, 22 February 2010 (UTC)
 * Looks like I just glazed over the definition and didn't look carefully enough, sorry. So would I be right in saying a statement is something that is executed quite often uses expressions . If so I think I already knew that and simply managed to confuse myself, feel free to delete this section when you've read it --Mattylaws (talk) 21:58, 8 March 2010 (UTC)

title: Talk:Java Programming/Statements


text:
Talk:Java Programming/Packages

This "name space" in Java called the package.

The Java package has one more interesting characteristics; the package name corresponds where the actual file is stored on the file system.

title: Talk:Java Programming/Packages


text:
Talk:FHSST Physics/Atom/Heisenberg Uncertainty Principle

Were you planning on mentioning the Heisenberg uncertainty principle?


text:
User talk:Christystockman

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! -- LV (Dark Mark) 21:36, 23 June 2006 (UTC)

title: User talk:Christystockman


text:
Haskell/Libraries/Maps

The module  provides the   datatype, which allows you to store values attached to specific keys. This is called a lookup table, dictionary or associative array in other languages.

Motivation
Very often it would be useful to have some kind of data structure that relates a value or list of values to a specific key. This is often called a dictionary after the real-world example: a real-life dictionary associates a definition (the value) to each word (the key); we say the dictionary is a map from words to definitions. A filesystem driver might keep a map from filenames to file information. A phonebook application might keep a map from contact names to phone numbers. Maps are a very versatile and useful datatype.

Why not just ?
You may have seen in other chapters that a list of pairs (or 'lookup table') is often used as a kind of map, along with the function. So why not just use a lookup table all the time? Here are a few reasons:

 * Working with maps gives you access to a whole load more useful functions for working with lookup tables.
 * Maps are implemented far more efficiently than a lookup table would be, specially in terms of lookup speed.

Library functions
The module Data.Map provides an absolute wealth of functions for dealing with Maps, including setlike operations like unions and intersections. The full list can be found in the core libraries documentation.

Example
The following example implements a password database. The user is assumed to be trusted, so is not authenticated and has access to view or change passwords.

title: Haskell/Libraries/Maps


text: User talk:69.249.58.219

title: User talk:69.249.58.219


text:
Haskell/Hierarchical libraries/Lists

The List datatype (see Data.List) is the fundamental data structure in Haskell — this is the basic building-block of data storage and manipulation. In computer science terms it is a singly-linked list. In the hierarchical library system the List module is stored in ; but this module only contains utility functions. The definition of list itself is integral to the Haskell language.

Theory
A singly-linked list is a set of values in a defined order. The list can only be traversed in one direction (i.e., you cannot move back and forth through the list like tape in a cassette machine).

The list of the first 5 positive integers is written as [ 1, 2, 3, 4, 5 ] We can move through this list, examining and changing values, from left to right, but not in the other direction. This means that the list [ 5, 4, 3, 2, 1 ] is not just a trivial change in perspective from the previous list, but the result of significant computation (O(n) in the length of the list).

Definition
The polymorphic list datatype can be defined with the following recursive definition: data [a] = [] | a : [a] The "base case" for this definition is, the empty list. In order to put something into this list, we use the  constructor emptyList = [] oneElem = 1:[] The  (pronounced cons) is right-associative, so that creating multi-element lists can be done like manyElems = 1:2:3:4:5:[] or even just manyElems' = [1,2,3,4,5]

Prepending
It's easy to hard-code lists without cons, but run-time list creation will use cons. For example, to push an argument onto a simulated stack, we would use: push :: Arg -> [Arg] -> [Arg] push arg stack = arg:stack

Pattern-matching
If we want to examine the top of the stack, we would typically use a peek function. We can try pattern-matching for this. peek :: [Arg] -> Maybe Arg peek [] = Nothing peek (a:as) = Just a The  before the cons in the pattern matches the head of the list. The  matches the tail of the list. Since we don't actually want the tail (and it's not referenced anywhere else in the code), we can tell the compiler this explicitly, by using a wild-card match, in the form of an underscore: peek (a:_) = Just a

List utilities
FIXME: is this not covered in the chapter on list manipulation?

Length, head, tail etc.
/Not in book

title: Haskell/Hierarchical libraries/Lists


text:
Bartending/Cocktails/Haterade

Hater-ade

 * 1 oz vodka
 * 1 oz SoBe energy drink
 * 3 oz Gatorade

Place ice cubes in glass, pour liquor over ice cubes, combine with SoBe energy drink and Gatorade in any order. Drink cold.

title: Bartending/Cocktails/Haterade


text: Category:Book:Coding Divert Sockets

title: Category:Book:Coding Divert Sockets


text: Category:Book:Climate Change

title: Category:Book:Climate Change


text: Category:Book:College Survival Guide

title: Category:Book:College Survival Guide


text: Category:Book:Training Best Practices

title: Category:Book:Training Best Practices


text: Category:Book:Compiler Construction

title: Category:Book:Compiler Construction


text: Category:Book:Complex Analysis

title: Category:Book:Complex Analysis


text: Category:Book:Computer Go

title: Category:Book:Computer Go


text: Category:Book:Bengali

title: Category:Book:Bengali


text: Category:Book:Educational Technology Innovation and Impact


text:
User:Chefmeister~enwikibooks

 * Fried briefs

title: User:Chefmeister~enwikibooks


text:
Talk:Java Programming/Keywords/new

It create a Java objects.

title: Talk:Java Programming/Keywords/new


text:
Practical Electronics/Astables/Double Astable

This is a way of making a much more distictive signal form a ordinary astable signals. It needs at least two astables, with one set to a significantly higher frequency than the other. If the output of the astable with the longer period (lower freqency) is connected to the Pin 4 reset pin of the second astable, the following result is obtained:

The slave astable will not actually give the second signal, the master turns the output of this astable off when it is not giving a high itself, but this signal represents the ouput of the second astable if it had Pin 4 permanently connected high.

The output can provide a distinctive sound when passed through a buzzer, something like "dee-dee-dee-dee-dee-dee..." or a noticable flashing sequnece when passed through LEDs - ideal for a bike light or such. The number of short pulses per train and the length of the train is dependent on the values used for each stage.

Below is the circuit diagram for a standard astable bleeper with two stages and a master frequency of about 1Hz and a slave frequency of about 4Hz.

The entire circuit can be made using only one IC by using a 556 timer IC, which contains two identical 555 circuits. The circuit will be the same, but the pin numbers will be different.

A similar result can be obtained using the two astables and an AND transmission gate, but this requires more ICs and it also means that you may get out-of-sync signals. Imagine the second signal shifted slightly to the left in the above diagram - the output would have two short pulses at the start and end of the train, and two longer ones in the middle. This may not be disastrous, but if the shift "drifts" slowly over time it would not be ideal, as the number of pulses be cycle would vary. This shift could occur if the two astables were not prefectly in sync. The action of the reset pin "zeroes" the second astable each time the master goes high, preventing this creep happening.


text:
User:Mithridates/Spanish

Dialogue 1
Two good friends - Carmen and Roberto - are meeting:

[[Media:SpanishL1D1.ogg|Listen to the dialogue.]] (139KB)

Dialogue 2
Two people - Señor González and Señora Pérez - are meeting for the first time:

Listen to the Dialogue. [[Media:SpanishL1D2.ogg|listen]]

Vocabulary
Exercise: Greetings

Grammar: Personal Pronouns
Spanish has six different types of pronouns.

A few things to keep in mind:
 * It is normal in Spanish to omit the personal pronoun (i.e. you seldom say yo estoy bien but estoy bien, and you ask ¿Cómo se llama? instead of ¿Cómo se llama usted?) because the specific conjugation of a verb usually indicates which person is the subject. However, usted, él and ella all use the same verb form so if you choose to drop the pronoun in this case it must be clear in the situational context which pronoun is being referenced.
 * In most of Spain the vosotros form can be used to address a group of familiar people (e.g. friends), and ustedes is used with more formality (e.g. recent acquaintances). In all Latin American countries and parts of Spain ustedes is used also for a familiar group of people; in these countries the "vosotros" form is almost never used.
 * In Argentina and parts of Uruguay, the tu form is replaced with vos.
 * Usted and ustedes can be abbreviated as Ud. and Uds., respectively.

Grammar: Verbs ser and estar
Spanish has two different words that can be translated with "to be". Ser is used more for more permanent characteristics ("Soy Luis") whereas estar is used for more temporary or changeable conditions, such as location ("La papelera está al lado del escritorio", "The trash can is beside the desk") and feeling ("Estoy bien"). In future lessons we will come back to the uses of ser and estar.

Here we will look at the conjugations in the present indicative.

Ejemplos de los verbos ser y estar (Examples of the Verbs ser and estar)
Note: *This use of estar is the Spanish present progressive which is used for actions in progress. More about the present progressive in Lesson X

Dialect Note: Spanish which uses the vos form conjugates ser with the following irregular form: sos.

Exercise: Verbs ser and estar

Hay
Spanish uses a different verb (haber) to express "there is " and "there are". The form of haber used for this purpose is hay, for both singular ("there is") and plural ("there are").

Spanish alphabet
Here is the normal Spanish alphabet. However words aren't alphabetized by it. Please read the notes and sections below. (Blue letters are a part of the normal English alphabet.)

Audio: [[Media:Spanish alphabet.ogg|OGG]] (646KB)

Although the above will get you understood, proper pronunciation of Spanish consonants is a bit more complicated:

Most of the consonants are pronounced as they are in American English with these exceptions:
 * b like the English b at the start of a word and after m or n; otherwise closer to v (in Latin America there's no distinction)
 * c before a, o, u and other consonants, like English k
 * c before i and e like English th in “think” (in Latin America is like English s)
 * ch like ch in “cheese”
 * d between vowels (even if it starts a word following a word ending in a vowel) or at the end of a word, like English d in dental
 * g before e or i like the Scottish pronunciation of ch in “loch”, except that it is voiced
 * g before a or o like g in “get”
 * h is always silent (except in the digraf ch)
 * j like the h in hotel
 * ll is pronounced like English y in “yes”
 * ñ like nio in “onion” (or gn in French cognac)
 * q like the English k
 * r slighty trilled; like a soft d except at the beginning of a word or after l, n or s where it is trilled
 * rr should be trilled longer than a single r
 * v is pronounced like a cross between a v and a b
 * z like the English th (in Latin America is like English s)

Vowel pronunciation
The pronunciation of vowels is as follows:

The "u" is always silent after "q" (as in "qué" pronounced kā).
 * a [a] "La Mano" as in "Kahn"         (ah)
 * e [e] "Mente" as the ay in "day" (e)
 * i [i] "Sin" as the ea in "lean"  (i)
 * o [o] "Como" as in "no".             (short o)
 * u [u] "Lunes" as in "toon" or "loom" (oo)

Spanish also uses the ¨ (diaeresis) diacritic mark over the vowel u to indicate that it is pronounced separately in places where it would normally be silent. For example, in words such as vergüenza ("shame") or pingüino ("penguin"), the u is pronounced as in the English "w" and so forms a diphthong with the following vowel: [we] and [wi] respectively. It is also used to preserve sound in stem changes and in commands.

Semi-Vowels

 * y [j] "Rey" as in the y of "yet".

Acute accents
Spanish uses the ´ (Acute) diacritic mark over vowels to indicate a vocal stress on a word that would normally be stressed on another syllable; Stress is contrastive. For example, the word ánimo is normally stressed on a, meaning "mood, spirit." While animo is stressed on ni meaning "I cheer." And animó is stressed on mó meaning "he cheered."

Additionally the acute mark is used to disambiguate certain words which would otherwise be homographs. It's used in various question word or relative pronoun pairs such as cómo (how?)& como (as), dónde(where?) & donde (where), and some other words such as tú (you) & tu (your), él (he/him) & el (the).

Emphasis
The rules of stress in Spanish are:

1. When the word ends in a vowel or in "n" or "s" the emphasis falls on the second to last syllable.

Eg: Mañana, Como, Dedos, Hablan.

2. When the word ends in a consonant other than "n" or "s", the emphasis falls on the last syllable.

Eg: Ciudad, Comer, Reptil.

3. If the above two rules don't apply, there will be an accent to show the stress.

Eg: Fíjate, Inglés, Teléfono.

4. SPECIAL CASE: Adverbs ending in -mente, which are derived from adjectives, have two stresses. The first stress occurs in the adjective part of the adverb, on the syllable where the adjective would normally be stressed. The second stress occurs on the -men- syllable.

Eg: Solamente, Felizmente, Cortésmente.

The Indefinite Article
In English the indefinite articles are a and an (singular) or some (plural). In Spanish there are different forms for masculine-gender, feminine-gender, singular or plural.

Examples: For phonetic reasons some words beginning with accented a may have the article un: un ave blanca (a white bird), las aves blancas (the white birds). This is basically the same idea as el ave blanca (the white bird).

Remember, do not confuse uno (one) with un (a or an). Also, do not confuse una (a or an) with uña (fingernail).

Exercise: Spanish/Exercises/Articles

Text
Here are a couple of sentences and short dialogs about people planning/doing leisure activities. Besides the new vocabulary you should also have a look at how the verbs are conjugated depending on the subject of the sentence.

As you may see, each verb is bolded. These verbs are conjugated, that is, changed by the person(s) to which they are referring. Notice that subject pronouns are not necessary.

Regular Verbs
Spanish has three different types of regular verbs: -ar, -er, and -ir verbs. The subject pronoun is not necessary and in conversational Spanish it is only used for emphasis, for this lesson, we will omit it. One can still use pronouns, however. The conjugation pattern is the following:

As one can see, the endings for each person are different. This is similar to other Romance languages, such as Portuguese and Italian (the notable exception is French). This is the reason why we may omit the pronouns while we speak. Remember that sometimes it is best to clarify whether él, ella, or usted is speaking, because they share the same form. However, the context of the rest of the sentence sometimes clarifies this. There are a few steps involved with conjugating a verb. Here are the steps involved:
 * 1) Take the ending off of the infinitive. This is either an -ar, -er, or -ir.
 * 2) Without the -ar, -er, or -ir, the verb is in its base form.
 * 3) Add the appropriate ending to the base of the verb.

Notice that there are only two differences between the conjugations of -er and -ir verbs. The nosotros (4) and vosotros (5) forms are the only differences. Those forms have an "i" in the stem instead of an "e."

Exercise: Regular Verbs

"G" Verbs
The verb hacer means to do or to make. Hacer is irregular in the first person singular form (I) of the present tense only. The irregular form is hago. Hacer is one of the many verbs in Spanish which add a "g" in the first person singular of the verb. This is the present indicative of the verb hacer.

Note that the verb hacer is translated as to do and to make when referring to activities. But it can also be used to talk about weather conditions:

When speaking about the weather using hacer, the Ud. form (third singular form) is always used.

El vocabulario (Vocabulary) - Los días (Days)
Audio: [[Media:The days of the week.ogg|OGG]] (157KB)

 * The Spanish week begins on Monday (el lunes), unlike the English week (which begins on Sunday/el domingo).

Una fiesta

Una fiesta entre amigos. Nosotros bailamos y convivimos en el jardín de esta casa. ''A party among friends. We dance and enjoy ourselves in the patio (garden) of this house.''

Stem Changing Verbs
In Spanish, some verbs change their stems when they are conjugated. These verbs are known as stem-changing verbs. Many of these verbs are important and often used. There are three different types of stem changing verbs in Spanish:

The stem changes for all conjugations, excepting nosotros/as and vosotros/as. The endings are the same as for regular verbs (-o for yo, -as/-es for tú, ...).

Entender To Understand

Note that the stem change is done for the second 'e' (not the first one) - in general the stem always changes for the last vowel before the -ar/-er/-ir ending.

Example: pedir (e->i) to ask for, to order

Pedir To Ask For, Order

Note: all e->i stem changing verbs are -ir verbs.

Dormir To Sleep

Here is a list of some other common stem changing verbs:

Exercise: Stem Changing Verbs

Present Participle
The present participle in Spanish is used either for continuous tenses (with estar, e.g. I am running.) and can also be used as an adjective. The Spanish present participle corresponds to the English -ing form of the verb.To form the present participle for regular -ar verbs, add -ando to the stem. For -er and -ir verbs add -iendo:

However, not all present participles are that regular. Some verbs add a "y," or change the spelling, to adhere to Spanish orthography (spelling) rules. Here is a list of some common verbs that have an irregular present participle:

Present Progressive
Like in English, the Spanish present progressive is used to describe an action in progress. It is formed by conjugating the verb estar and then adding the present participle:

Grammar - Questions
Like in English, yes/no questions in Spanish are formed by switching the position of subject and verb (if the subject is explicit). Unlike English, Spanish uses a reversed question mark (¿) at the beginning of a question:

become

For other type of questions Spanish uses the following question words (note that all of them have an accent in the word):

Here are some Spanish sentences where specific question words are used:

Questions can also be posed within a sentence:

Exercise: Questions

Grammar - Possessive Adjectives
Like English, the Spanish possessive adjectives differ depending on the person they are referring to. Unlike English, the possessive article also changes depending on the number of items that one possesses (for example: mi libro = my book, mis libros = my books). It can also change depending on the gender of the item (for example: nuestro perro = our dog, nuestra casa = our house). The following table summarizes all Spanish possessive adjectives:

 * Possessive Pronouns are not used when talking about body parts:

Exercise: Possessive Adjectives

Equality
Spanish uses three slightly different constructions for comparisons of equality. One for comparing verbs, one for comparing nouns and one for comparing adjectives/adverbs. The following examples show the three different possibilities:

When comparing nouns, the ending of tanto will be modified to tanta, tantos, or tantas in order to match gender and quantity of the noun. The general pattern for comparisons of equality is the following:

Inequality
For comparisons of inequality, Spanish uses the same form for both nouns and adjectives/adverbs. There are two types of inequalities: más ... que (more than) and '''menos ... que' (less than''):

In general:

Superlatives
Superlatives in Spanish are similar to comparisons of inequality: They use más for the most, menos for the least. Then follows the adjective and finally there is a preposition (de):

Note that in some cases (la más inteligente) you can just write the article and omit the noun. The general pattern for Spanish superlatives is:

Exercise: Comparisons

Direct Object Pronouns
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 six types of direct object pronouns:

Note: In Spain, le and les are used as the masculine direct object pronoun only when referring to people. If the antecedent of a direct object is masculine but non-human, lo or los are used instead. In most other Spanish speaking places, lo and los are used instead of le and les.

Indirect Object Pronouns
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 apple is given by the woman (direct). The boy gets the given apple (indirect - depends on the apple being given).

Here is a table with all of the Spanish indirect object pronouns:

Position Of Object Pronouns (Double Object Pronouns)
So far we have only seen sentences with one object pronoun. If there is both a direct and an indirect object pronoun, the indirect pronoun usually comes first:

Also, when both object pronouns are in the third person (either singular or plural), the indirect pronoun changes from le/les to se:

In sentences that contain an infinitive or a participle, the object pronoun may be either placed before the conjugated verb or it maybe attached to the infinitive/participle:

It is possible to have the two rules above working at the same time: A combination of direct and indirect pronouns that is attached to an infinitive/participle:

Exercise:Object Pronouns

Vocabulario (Vocabulary) - La comida (The food)
In Spain and several other countries, comida is the midday meal. In other countries, for example Chile, comida is the last meal in the day.

Instead of saying desayuno, comida y cena (Spain) or desayuno, almuerzo y comida (Chile, Colombia), it's safer to say desayuno, almuerzo y cena.

The word comida has several meanings
 * food Me gusta la comida mexicana
 * meal El desayuno es la principal comida del día
 * lunch La comida es a las 2 PM
 * dinner La comida es a las 9 PM

Note that due to the pervasive influence of English, in many supermarkets there is a section called Vegetales instead of Verduras. They mistranslate vegetable, forgetting that this is not the same as English vegetal (relating to plants).

 * Legumbres means the same thing as verduras (vegetables).

Grammar - Preterite (el pretérito indefinido)
The following table shows the preterite of regular verbs. Regular -er and -ir verbs follow the exact same pattern. Note that the nosotros form is the same as in the present tense for -ar and -ir verbs, so you have to know the context to figure out the time. Also, note that the last letter of comí and viví has an accent mark.

Here is a list of common verbs that have an irregular preterite:

Exercise: Preterite

Grammar - Imperfect (el pretérito imperfecto)
The following table shows the imperfect of regular verbs. Note that regular -er and -ir verbs follow the exact same pattern:

There are only three verbs that are irregular in the imperfect:

Grammar - Preterite vs. Imperfect
Spanish has two tenses that correspond to the English simple past. Roughly speaking, the Preterite is used to tell What happened - it refers to a specific event.

The Imperfect is used to tell How things were - it refers to the general situation.

Exercise: Preterite vs. Imperfect

Grammar - Formal Commands (el imperativo)
Commands are used when you ask someone to do something or give instructions to people. In this lesson we learn the formal commands, which are the ones you say to persons where you use the usted or ustedes form. The following table shows the endings for the regular verbs. Note that the stem changes that occur in the yo form, (e->ie, e->i, o->ue, ar/er/ir->go cer->zco etc., ) apply for formal commands:

The following verbs have irregular formal commands:

Like in English, the command is usually put in the beginning of the sentence:

Examples:

Grammar - Informal Tú-Commands
In this lesson we learn the commands you say to someone you would address in the tú form. Spanish distinguishes two different types of tú-commands, the affirmative (do something) and the negative (don't do something). Like the formal commands, we also apply stem changes here:

The following verbs have irregular informal tú-commands for the affirmative and negative.

This can be memorized with the rhyming mnemonic device "di haz pon ten, sal sé ve ven."

Examples:

Vocabulario

 * Por ejemplo (for example)
 * ¿Por qué no vamos al parque?     Why don't we go to the park?
 * La fuente es linda.              The fountain is beautiful.
 * Hay mucha gente en el parque hoy. There are a lot of people in the park today.

Grammar - Past Participle (el participio)
Spanish uses the past participle primarily for present perfect, past perfect, and other similar times. For -ar verbs form the past participle by adding -ado to the stem. For -er and -ir verbs add -ido:

If the stem of an -er or -ir verb ends in one of the vowels -a, -e, or -o, the i of -ido gets an accent mark:

There are a few verbs with an irregular past participle:

As in English, the past participle can also be used as an adjective for a noun. In that case the ending has to match gender and number of the noun. Example:

Finally, there are a few verbs with both a regular and an irregular past participle. In this case, the irregular past participle is used as an adjective, while the regular form is used for the verb tenses.

Grammar - Present Perfect (el pretérito perfecto)
The Spanish present perfect is formed by conjugating the auxiliary verb haber (= to have) and adding the past participle of the verb.

Here are a few examples of the Spanish Present perfect. Note that in Spanish the auxiliary verb haber and the past participle are never separated:

Grammar - Pluperfect (el pretérito pluscuamperfecto)
The Spanish pluperfect is formed by conjugating imperfect of haber (= to have) and adding the past participle of the verb.

Here are a few examples of the Spanish pluperfect. It is used to refer to an event that happened before another event in the past. As in the present perfect, the auxiliary verb haber and the past participle are never separated:

title: User:Mithridates/Spanish


text:
Talk:How to use a Motorola DVR/Identifying your model

Some notes to those adding pictures:
 * 1) If possible, edit the picture to no more than 800 pixels wide and add "|frame|none|description" to the Image entry.
 * 2) If you cannot or do not know how to do that, add "|thumb|none|800px|description" to the Image entry to limit it's size.

Identifying which model of Motorola you have........
There are two lines of copy which read: Phase II is identified by the model number DCT-6412/2000 on a label on the bottom of the unit. Phase II is identified by the model number DCT-6412/2005 have Comcast logo.

Shouldn't the first one read: Phase I ? Looks like a simple typo.

Thanks.


text:
Talk:Haskell/Hierarchical libraries/Lists

As DavidHouse just pointed out on the article page, this is actually converging steadily towards the basic introduction to lists at the very start of the book. I confess I didn't notice that page before I started this one! (Oh, the shame.) What, instead, should be the focus of this article to differentiate it? : Ithika 13:20, 24 June 2006 (UTC)

 * Since this is in the Hierarchical libraries chapter of the book, I think it should cover functions that are in the Data.List library, but not in the Standard Prelude. Also, all functions used in the list introductions that aren't in the Prelude, shouldn't be there, imho. Some handy functions in (Data.List \\ Prelude) include intersperse, inits, tails, unfoldr, union, intersect, nub, (\\) and <tt>delete</tt>. A special mention may be appropriate for the -By functions. --Tchakkazulu 22:25, 3 July 2006 (UTC)


text:
Water Resources Directory/U.S. Environmental Protection Agency

Financial Assistance

 * Watershed funding sources main list

 * Environmental Financing Information Network

 * Water Quality Cooperative Agreements
 * Note: need to go through list and add relevant projects by category


text:
Practical Electronics/Glossary

A

 * Astable. An astable is a device that has no stable state, and oscillates continuously between the on and off states. An example is the 555 Timer IC in astable mode.

B

 * Bistable. A bistable has two stable output state - on and off. Either state can remain indefinitely until reset or changed. An example is a flip-flop.

C

 * Capacitance. This is the amount of charge that a capacitor or other device stores per volt of charging potential. It is measured in farads (F).

 * Capacitor. A capacitor is a component that stores electric charge.

 * Cycle. One complete repetition of a periodic signal.

D

 * Diodes. A diode is a semiconductor device that allows charge to flow in one direction only.

F

 * Farad. This is the unit of capacitance. One farad means that for every volt of charging potential, one coulomb of charge is stored on the capacitor's plates.

 * Frequency. The frequency of a signal is the number of times it repeats per second. It is measured in hertz (Hz).

G

 * Graticule. The grid overlay on the screen of an oscilloscope.

H

 * Hertz. The unit of frequency. One hertz means one cycle per second.

I

 * Impedance.

J

 * Joule. The joule is the unit of energy. It is equal to the energy require to lift a weight of one newton one metre in a gravitational field of ten metres per second per second (m s-2)

M

 * Monostable. A monostable is a device that has a stable state, and if disturbed from this state, it will revert back to the stable state after a given time.

 * Multivibrator. Any of a class of digital circutis used to implement a variety of two-state systems like monostables, astables, flip-flops, etc.

O

 * One-shot. A one-shot multivibrator is another name for a monostable.

P

 * Pull-up/Pull-down Resistors. These are resistors connected between a power rail and a logic input to ensure a valid input voltage is present under all conditions.

Q

 * Quiescent current. This is current that flows though a device when there is no load present and which contributes nothing to the circuit's function. It is usually on the order of microamperes or milliamperes. It is also called leakage current. CMOS ICs have particularly low quiescent currents.

T

 * Thermistor. A resistor which chances in resistance depending on its temperature.

 * Thyristor. A transistor that latches on once activated.

 * Transient. A transient is a very short voltage change introduced into a circuit through poor voltage regulation or as a side effect of certain other techniques.

 * Transistor. An electronic switch that is widely used in most aspects of electronics.

V

 * Volt. The unit of potential difference. A potential difference of one volt means that each coulomb of charge has one joule of energy.

 * Voltage. Another, less exact but more common, term for potential difference.

W

 * Watt. The unit of power. One watt means that one joule of energy is used per second.

title: Practical Electronics/Glossary


text:
User:MichaelFrey/Userpage.js

MichaelFrey

Statistic

-- ~  -- ~

Naming policy

Usefull Links

 * Image copyright tags

title: User:MichaelFrey/Userpage.js


text:
Practical Electronics/Frequency Modulation/555

Frequency modulation is the process of modifying the frequency of one signal according to another. This is the basis of FM radio, which modulates a base frequency with another signal.

Basic frequency modulation can be achieved with a 555 Timer IC. This circuit uses the voltage at the "Control Voltage" pin, Pin 5, to alter the frequency of the output.


text:
User talk:203.255.233.126

Why do you make nummers in every page?

That's not funny ...

-- MichaelFrey 14:27, 24 June 2006 (UTC)

title: User talk:203.255.233.126


text:
User talk:220.1.36.197

Don't make this non sens edit's, it isn't funny!

-- MichaelFrey 14:32, 24 June 2006 (UTC)

title: User talk:220.1.36.197


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Practical Electronics/555

The 555 timer IC is a very versatile and useful component and can be used for many things, from giving clock pulses to switch debouncing and as an output transducer. The basic 555 IC is housed in an 8-pin carrier, and these come in DIL and SOIC formats. They run from 3-15V, and are generally quite hardy devices. The name "555" originated from a design feature, as there are three 5 kilo ohm resistors present in the input voltage divider network of the device.

Pinout
The 555 has 8 pins. The layout of these pins is shown to the right and the function of these pins in given in the table below.

title: Practical Electronics/555


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title: User:Hedwig0407~enwikibooks


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ACE+TAO Opensource Programming Notes/Create an event supplier

Discussion
The easiest of the two event sides to design is the supplier. In TAO 1.5 there are a few event examples. My favorite is the COSEC on the TAO site, which is similar to the example in the TAO Developer's Guide example. Unfortunately, in the examples on the TAO site, there are no comments. What follows is an example of a simple event supplier which sends an event every 6 seconds. To accomplish this, an ACE timer is set up (with associated handler/callback) which serves to send the event at the appointed time. Finally, the timer is inserted into an ACE reactor and told to "run" in open loop mode.

When reading the code, note at the top of main that connections are made to the orb, the naming service, and the event service. Then, quite a bit of boilerplate code related to creating connections to the event service can be found. The last line of this boilerplate code determines that the event channel will not care that consumers are disconnecting.

main.cpp
/************************************************ * EventSource * * A test program for snding events over TAO's event service */

 * 1) ifdef HAVE_CONFIG_H
 * 2) include
 * 3) endif

 * 1) include
 * 2) include
 * 3) include "eventsourceI.h"
 * 4) include "eventsourceC.h"
 * 5) include "etimer.h"
 * 6) include
 * 7) include
 * 8) include
 * 9) include

using namespace std; using namespace CORBA; CosEventChannelAdmin::ProxyPushConsumer_var consumer;

int main(int argc, char *argv[]) { // Initialize the ORB. ORB_var orb = ORB_init(argc, argv, "whatever"); Object_var poa_object = orb->resolve_initial_references ("RootPOA"); //Now we need a reference to the naming service Object_var naming_context_object = orb->resolve_initial_references ("NameService"); CosNaming::NamingContext_var naming_context = CosNaming::NamingContext::_narrow (naming_context_object.in ); CosNaming::Name ec_name; ec_name.length(1); ec_name[0].id = string_dup("CosEventService"); //TAO Specific

// Resolve the binding to the event channel object reference. CosEventChannelAdmin::EventChannel_var channel = CosEventChannelAdmin::EventChannel::_narrow(naming_context->resolve(ec_name)); //resolve_name(     //naming_context, ec_name); // Get the admin object to the event channel CosEventChannelAdmin::SupplierAdmin_var supplier_admin = channel->for_suppliers; // Obtain a ProxyPushConsumer from the SupplierAdmin. consumer = supplier_admin->obtain_push_consumer; // Invoke the connect_push_supplier operation, passing // a nil PushSupplier reference to it. CosEventComm::PushSupplier_var nil_supplier = CosEventComm::PushSupplier::_nil; consumer->connect_push_supplier(nil_supplier); MyTimer *mt = new MyTimer; ACE_Time_Value initialDelay (3); ACE_Time_Value interval (6); ACE_Reactor reactor; reactor.schedule_timer (mt, 0, initialDelay, interval); reactor.run_reactor_event_loop; while(1){ cout << "In while loop." << endl; sleep(100); } orb->destroy ; return EXIT_SUCCESS; }

etimer.h
/** Simple ACE timer impl for polling the bill acceptor & handling events
 * 1) ifndef MYTIMER_H
 * 2) define MYTIMER_H
 * 3) include
 * 4) include
 * 5) include
 * 6) include
 * 7) include "eventsourceC.h"

@author Evan Carew  */ class MyTimer: public ACE_Event_Handler{ public: int handle_timeout(const ACE_Time_Value &, const void * = 0); };

 * 1) endif

etimer.cpp
/************************************************ * EventSource * * A test program for snding events over TAO's event service */ using namespace std; using namespace CORBA;
 * 1) include "etimer.h"
 * 2) include "eventsourceC.h"

extern CosEventChannelAdmin::ProxyPushConsumer_var consumer;

/*!   \fn MyTimer::handle_timeout(const ACE_Time_Value &, const void * = 0) */ int MyTimer::handle_timeout(const ACE_Time_Value &current_time, const void *nuts) { //create an event accepted accept_event; accept_event.bill = 1; accept_event.status = 1; accept_event.command = 0;

//Insert the event data into an any. Any any; any <<= accept_event; //Now, push the event to the proxy (consumer) consumer->push(any); cout << "Pushing event." << endl; }

eventsource.idl
struct accepted{ unsigned long bill; unsigned long status; unsigned long command; };

Link Line Details
-lTAO_CosNaming -lTAO_CosEvent -lTAO_PortableServer -lTAO_AnyTypeCode -lTAO -lACE