text:
User talk:LADave

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Remember to conduct any editing experiments in the sandbox.
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 * 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. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! Webaware talk 03:28, 7 May 2007 (UTC)

title: User talk:LADave


text:
Talk:BlitzMax

Glad to see I'm not quite the only one that thinks this is a good idea. Thanks for not fighting on the page style so far... Just a couple things. The Signature: line for methods/functions should probably have a colon to conform to standard labeling usage. Also I've tried to use a cleaner coding style. I notice a lot of BMax source has strange ways of putting spaces around parameters and no spaces after a comma, or a space before a comma. It just looks really wrong to me, makes it harder to read so I'm trying to keep most of the source more standard.

Anyway hopefully we can get some other people to jump in. I think this is our best bet for a good, permanent documentation source. Blueapples 04:50, 7 May 2007 (UTC)

Forgot to mention, if variables in examples or signatures are left to their default values we should probably put :Int in there to be clear. Blueapples 04:51, 7 May 2007 (UTC)

If someone knows how to, please add this to the computer languages bookshelf. Otus 14:27, 13 May 2007 (UTC) Nevermind, figured it out. Otus 15:11, 13 May 2007 (UTC)
 * I was trying to find how to do that, glad you got it. Blueapples 21:52, 6 June 2007 (UTC)

Organization
The page in growing pretty long... The front page should probably only have an introduction to each topic, and then a separate page for deeper discussion. At least the list of modules needs a separate page soon. Otus 10:03, 26 May 2007 (UTC)

Reorganized the modules on a separate page. Also, I renamed the pages for individual modules as they are names inside the mod directory. Something similiar should be done to Arrays.Otus 11:47, 3 June 2007 (UTC)

 * Good thinking, I knew after content was added that the page might get out of hand. Arrays and Control Structures could also easily use their own pages.
 * I wish I had more time to document additional modules. I will get back to it in a couple weeks hopefully. Blueapples 21:43, 6 June 2007 (UTC)

Code Style
For purposes of documentation, I am thinking it might be best to write all samples so they would compile in SuperStrict mode. Otherwise, we may be misleading by committing information that is assumed by the compiler in less strict modes. On the other hand, it will make samples somewhat more verbose which may also be misleading by implying that BMax is difficult to code in. I'm not sure, but I personally never write code that can't compile in SuperStrict and I believe it's easiest tool to help write reliable code. Probably good to promote that style. Blueapples 21:49, 6 June 2007 (UTC)

I agree, except for very simple beginner examples. There I think we should choose simplicity over more advanced code. Otus 17:57, 29 June 2007 (UTC)

Source for examples
Here is a thread with much information that chould be copied/used here. Otus 17:57, 29 June 2007 (UTC)

Modules page revision
I redid the category structure and added some extra information to the Modules page. I also redid all the existing code and documentation for BRL.Map and BRL.LinkedList for testing/examples.

All the code on the book should be entirely SuperStrict compliant, that way anyone using code examples from the book can use whichever strictness mode they want to (SuperStrict down-levels perfectly with non-Strict and Strict, whereas neither non-Strict and Strict - in most cases - will not go up in strictness). Psyced (talk) 05:31, 24 August 2009 (UTC)

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

title: Talk:BlitzMax


text:
Talk:Systems Of Logic/Mathematical Logic

Persistence?
If the following (small) section is going to be in the article, can we have an explanation of what it means. Personally, I've gone through a number of courses in logic and have never run into this concept, so I have no clue how to clarify it by myself.

"How about the persistence of p or q? p is p. We know this much. And we know that q is q. Do we really? Well can't they change? We must define these statements as persistent. If they change, then they are defined as new statements." Mo Anabre 05:49, 7 May 2007 (UTC)


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SwisTrack/Components/InputCamera1394

Description
This component allows you to grab image from firewire cameras using the CMU driver. The output images are grayscale or color (RGB) images. As the CMU driver does only exist for Windows, this component is not cross platform.

Input
A firewire (1394A or 1394B) camera.

Output

A grayscale or color (RGB) image.

Camera Number
Allows you to select the camera if there are multiple firewire cameras connected.

Video Format and Mode
Video Format (0..2) and Mode (0..7) allow you to select the desired input type from the camera. Beware that a conversion is automatically done to output only grayscale or RGB images. Thus, YUV format are not really interesting, except if it allows for an increased camera frame rate.

The following table describes the different modes and formats. To check the available input types of you camera, you can use the 1394CameraDemo.exe that is shipped with the CMU driver, or check the camera datasheet.

Frame Rate
Select the camera frame rate: 1.875 fps (0), 3.75 fps (1), 7.5 fps (2),15 fps (3), 30 fps (4), 60 fps (5), 120 fps (6), 240 fps (7).

To check the available frame rates of you camera, you can use the 1394CameraDemo.exe that is shipped with the CMU driver, or check the camera datasheet.

Configuration Window
Allows you to open a configuration window to modify other camera parameters of the firewire camera, such as the white balance, saturation, gain, etc. Note that not all cameras allow you to modify all these parameters.

title: SwisTrack/Components/InputCamera1394


text:
Wikijunior talk:How Things Work/Fluorescent Lamp

Explain the history behind the fluorescent light, including a small primer on the Geissler tube.

~PlasmaFire3000

Requested merge
The fluorescent lamp is really just a subtype of light bulb, and, as such, should be merged into the section on fluorescent light bulbs.

Cheerio!

--Whoop whoop pull up Bitching Betty 04:36, 15 January 2011 (UTC)


text:
Category:Venison recipes

Recipes involving venison.

title: Category:Venison recipes


text:
Category:Iraqi recipes

Recipes from Iraq.

title: Category:Iraqi recipes


text:
User talk:Iamunknown/Archive 2

This is an archive, please do not edit it.

Odd edit?
Can you take a look at Relationships/Sex. Whatever you did seems to be an incomplete revert but I am not sure what you intended so will leave it to you -- Herby talk thyme 08:03, 8 April 2007 (UTC)
 * Looks like Az fixed it. The version of Firefox that I am using has been truncating text areas.  I apologise for the inconvenience.  --Iamunknown 19:36, 8 April 2007 (UTC)
 * Noticed and no problem - hope all is well -- Herby talk thyme 09:24, 9 April 2007 (UTC)

Task needed
Can you merge the history logs of C++ Programming/Variables and Expressions and C++ Programming/Variables and delete the first, txs. --Panic 20:59, 8 April 2007 (UTC)
 * Is this an uncontroversial change? --Iamunknown 21:04, 8 April 2007 (UTC)
 * Yup the existence of the two pages is due to the fork and the merge of the books. It is not involved on any active dispute.  --Panic 21:08, 8 April 2007 (UTC)
 * Okay, I think that it is done. --Iamunknown 21:19, 8 April 2007 (UTC)

 * You forgot to restore to the current version when you were done. I took care of it. --dark [[Image:Yin yang.svg|12px]] lama 20:08, 9 April 2007 (UTC)

STL
Humm but should we have redirects to pagemodules ? Should it point to the book section or to the book front page? or is it really necessary at all (using the site search would be more useful), you will either agree or disagree, if you don't agree please consider at least mark it for VfD and we can argue about it and see if is really needed, if so, then we would have a lots of redirects that would like to see existing :) (I'm using a bit of reverse logic and skipping to the final stage of this rational), but as you I also see some (but less) positive reasons to have it and others like it preserved... --Panic 05:37, 11 April 2007 (UTC)
 * Take it to VfD if you want. Its a petty issue.  And currently if someone searches "STL" it automatically redirects them to the appropriate module; I don't think it would if the redirect were deleted.  --Iamunknown 05:43, 11 April 2007 (UTC)
 * You are right there, btw that is also another thing that doesn't work well, for instance if you do a search for CPU, since there is no CPU in the root Wikimedia after checking there it jumps to the users pages, people using Wikibooks search would most probably wish a reply on book contents first.
 * I know it is of this is of less importance but for the sake of consistency and so not to let this depend on who does or takes action (it would have saved me the time to have marked it to deletion or even you removal from deletion), we should probably see if this is a process that should be made default or just avoid deletion redirects of this nature is they serve some purpose and to where should they point to the book or to the module, in this case the module has relevance since when I made the wrong move (to the root and not to the book) the path to the last copy was preserved.
 * For instance C++ (also a redirect has some logic since it is indeed the core of the book subject) but STL is part of the subject, humm is like if I crated a Chocolate redirect to a recipe in the Cookbook (generally speaking), either way a consensus decission of what to do would serve to make this into the proper police (deletion, VfD or other) this would save someone else repeating actions and even this discussion later on. As you seem not to have strong filling either way and I do I think it is one of those minor issues that should benefit from clarification, I will only post this on the chat page, someone may have other valid points either way. --Panic 06:14, 11 April 2007 (UTC)
 * A guideline regarding redirects may be appropriate. About redirects to the Cookbook, what I would like to see is the cookbook namespace searched in addition to the main namespace by default.  I asked m:User:Pathoschild about it in January (his answer) and I can ask around tomorrow.  --Iamunknown 06:23, 11 April 2007 (UTC)

Ratings disaster
See http://en.wikibooks.org/wiki/WB:SLC#Ratings_disaster.21.21 RobinH 11:44, 11 April 2007 (UTC)

Deadminiship
In response to your comments at WB:RFA, and User:Withinfocus' reply, I have created a dedicated discussion area for this topic at Wikibooks_talk:Administrators. If you are interested in changing the policy, you can make your comments at that place. --Whiteknight (talk) (projects) 14:36, 13 April 2007 (UTC)
 * I'm sorry, am I supposed to respond to a declaratory statement that my comments were inappropriately made at WB:RFA or assumptions that I haven't read the previous discussions? I fail to see how that will be productive.  --Iamunknown 16:48, 13 April 2007 (UTC)

 * I didnt mean any offense to you, but if you are interested in altering the policy (as your comment would seem to indicate), then you should discuss it at the proper forum. WB:RFA is a place for implementing policy, not working to change policy. I don't want your criticisms to go unheard because people dont feel they were made in the right place. --Whiteknight (talk) (projects) 16:51, 13 April 2007 (UTC)

 * Fighting with User:Withinfocus isn't going to help anything. If he comes off as abrasive it's because he has a large amount of frustration over that page, a frustration that I share with him. If you do want to change the policy, you can discuss it at the appropriate places. If you keep fighting on the WB:RFA page, it wont accomplish anything except to make everybody angry. --Whiteknight (talk) (projects) 17:36, 13 April 2007 (UTC)

 * Thank you for the note. I do not intend to make anyone angry, and I suppose that I am a bit to confrontational and stubborn sometimes and feel out of the loop partly because I am not as active here as I would like and partly because what I see for Wikibooks is not necessarily what everyone else seems to see.  I just committed another revision to WB:RFA and, now that I think about it, it will likely only perpetuate the problem—stupid me.  Again thank you, Iamunknown 02:43, 25 April 2007 (UTC)

WB:WIW/Unstable Vote
Can you please explain why you oppose the adoption of WB:WIW/Unstable on the voting page? --dark lama  22:59, 24 April 2007 (UTC)
 * Explained. --Iamunknown 23:05, 24 April 2007 (UTC)

BTW
Mailed you -- Herby talk thyme 08:13, 31 May 2007 (UTC)

CommonsTicker stutter
G'day, CommonsTicker has a bad stutter. It has now warned Cookbook talk:Cilantro six times, for an image that was removed before the first warning. Webaware talk 01:44, 25 June 2007 (UTC)

title: User talk:Iamunknown/Archive 2


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SwisTrack/Components/InputFileAVI

Description
This component allows you to grab an image from avi video file. The output images are gray or RGB images.

Input
A AVI video file.

Output

A grayscale or a color image

File
Path to the video file.

title: SwisTrack/Components/InputFileAVI


text:
Horticulture/Aconitum

Aconitum (known as aconite, monkshood, or wolfsbane) is a genus of flowering plant belonging to the buttercup family (Ranunculaceae). There are over 250 species of Aconitum.

All species are lethally toxic, causing death within hours when ingested.

Description
These herbaceous perennial plants are chiefly natives of the mountainous parts of the northern hemisphere, growing in damp soils on mountain meadows. Their dark green leaves lack stipules. They are palmate or deeply palmately lobed with 5–7 segments. Each segment again is 3-lobed with coarse sharp teeth. The leaves have a spiral or alternate arrangement. The lower leaves have long petioles.

The tall, erect stem is crowned by racemes of large and eye-catching blue, purple, white, yellow or pink zygomorphic flowers with numerous stamens. They are distinguishable by having one of the five petaloid sepals (the posterior one), called the galea, in the form of a cylindrical helmet; hence the English name monkshood. There are 2–10 petals, in the form of nectaries. The two upper petals are large. They are placed under the hood of the calyx and are supported on long stalks. They have a hollow spur at their apex, containing the nectar. The other petals are small or lack completely. The 3–5 carpels are partially fused at the base.

The fruit is a follicle.

Growing conditions
Moist, fertile, well drained soils in light to medium shade.

Uses
The most common plant in this genus, Aconitum napellus (the Common Monkshood) is of therapeutic and toxicological importance. Its roots have occasionally been mistaken for horseradish. It has a short underground stem, from which dark-colored tapering roots descend. The crown or upper portion of the root gives rise to new plants. When touched to one's lip, the juice of the aconite root produces a feeling of numbness and tingling.

The roots of Aconitum ferox supply the Indian (Nepalese) poison called bikh, bish, or nabee. It contains large quantities of the alkaloid pseudaconitine, which is a deadly poison. The root of Aconitum luridum, of the Himalaya, is said to be as virulent as that of A. ferox or A. napellus.

Several species of Aconitum have been used as arrow poisons. The Minaro in Ladakh use A. napellus on their arrows to hunt ibex, while the Ainus in Japan used a species of Aconitum to hunt bear. The Chinese also used Aconitum poisons both for hunting, and for warfare.

Many species of Aconitum are cultivated in gardens, having either blue or yellow flowers. Aconitum lycoctonum (Alpine wolfsbane), is a yellow-flowered species common in the Alps of Switzerland. As garden plants the aconites are very ornamental, hardy perennial plants. They thrive well in any ordinary garden soil, and will grow beneath the shade of trees. They are easily propagated by divisions of the root or by seeds; care should be taken not to leave pieces of the root where livestock might eat them, owing to their poisonous character.

Aconite has been ascribed with supernatural powers relating to werewolves and other lycanthropes, either to repel them, relating to aconite's use in poisoning wolves and other animals, or in some way induce their lycanthropic condition, as aconite was often an important ingredient in witches' magic ointments. In folklore, Aconite was also said to make a person into a werewolf if it is worn, smelled, or eaten. They are also said to kill werewolves if they wear, smell, or eat aconite.

Aconite have also been known under names such as wolfsbane, leopard's bane, women's bane, Devil's helmet or blue rocket.

Pests and diseases
Dot Moth, The Engrailed, Mouse Moth, Wormwood Pug, and Yellow-tail.

title: Horticulture/Aconitum


text:
Talk:Horticulture/Aconitum

from wikipedia article:

Natural hybrids

 * Aconitum × austriacum
 * Aconitum × cammarum
 * Aconitum × hebegynum
 * Aconitum × oenipontanum (A. variegatum ssp. variegatum × ssp. paniculatum)
 * Aconitum × pilosiusculum
 * Aconitum × platanifolium (A. lycoctonum ssp. neapolitanum × ssp. vulparia)
 * Aconitum × zahlbruckneri (A. napellus ssp. vulgare × A. variegatum ssp. variegatum)

title: Talk:Horticulture/Aconitum


text:
SwisTrack/Components/InputFileImage

Description
This component allows you to use a image file as an input for SwisTrack. It can be helpful for tuning the parameters or for debugging.

Input
An image file.

Output

A grayscale or a color image.

File
Path to the image file.

title: SwisTrack/Components/InputFileImage


text:
Horticulture/Aesculus

The genus Aesculus comprises 20–25 species of deciduous trees and shrubs native to the temperate northern hemisphere, with 7–10 species native to North America and 13–15 species native in Eurasia; there are also several natural hybrids. They have traditionally been treated in their own monogeneric family Hippocastanaceae, but genetic evidence shows that this family, along with the maples (formerly Aceraceae), are better included in the soapberry family (Sapindaceae).

The North American species are known as Buckeyes and the Eurasian species as Horse-chestnuts. Some are also sometimes called "White Chestnut" or "Red Chestnut".

Description
Aesculus are woody plants from 4 to 35 m tall (depending on species), and have stout shoots with resinous, often sticky, buds; opposite, palmately divided leaves, often very large (to 65 cm across in the Japanese Horse-chestnut Aesculus turbinata); and showy insect-pollinated flowers, with a single four- or five-lobed petal (actually four or five petals fused at the base). Flowering starts after 80–110 growing degree days. The fruit is a rich glossy brown to blackish-brown nut 2–5 cm diameter, usually globose with one nut in a green or brown husk, but sometimes two nuts together in one husk, in which case the nuts are flat on one side; the point of attachment of the nut in the husk shows as a large circular whitish scar. The husk has scattered soft spines in some species, spineless in others, and splits into three sections to release the nut.

Growing conditions
The most familiar member of the genus worldwide is the Common Horse-chestnut ../Aesculus hippocastanum/, native to a small area of the Balkans in southeast Europe, but widely cultivated throughout the temperate world. The Yellow Buckeye ../Aesculus flava/ (syn. A. octandra) is also a valuable ornamental tree with yellow flowers, but is less widely planted. Among the smaller species, the Bottlebrush Buckeye ../Aesculus parviflora/ also makes a very interesting and unusual flowering shrub. Several other members of the genus are used as ornamentals, and several horticultural hybrids have also been developed, most notably the Red Horse-chestnut A. x carnea, a hybrid between A. hippocastanum and A. pavia.

They are generally fairly problem-free, though a recently discovered leaf-mining moth Cameraria ohridella is currently causing major problems in much of Europe, causing premature leaf fall which looks very unattractive. The symptoms (brown blotches on the leaves) can be confused with damage caused by the leaf fungus Guignardia aesculi, which is also very common but usually less serious. Common Horse-chestnut is also used as a food plant by The Sycamore, another species of moth.

Varieties

 * ../Aesculus arguta/: Texas Buckeye
 * ../Aesculus californica/: California Buckeye
 * ../Aesculus chinensis/: Chinese Horse-chestnut
 * ../Aesculus flava/ (A. octandra): Yellow Buckeye
 * ../Aesculus glabra/: Ohio Buckeye
 * ../Aesculus hippocastanum/: Common Horse-chestnut
 * ../Aesculus indica/: Indian Horse-chestnut
 * ../Aesculus neglecta/: Dwarf Buckeye
 * ../Aesculus parviflora/: Bottlebrush Buckeye
 * ../Aesculus pavia/: Red Buckeye
 * ../Aesculus sylvatica/: Painted Buckeye
 * ../Aesculus turbinata/: Japanese Horse-chestnut
 * ../Aesculus wilsonii/: Wilson's Horse-chestnut

Uses
The nuts contain high concentrations of a saponin-class toxin called Aesculin, which is toxic to many animals including humans because it causes hemolysis (destruction of red blood cells). The saponin can be eliminated by leaching the pulverized nuts in multiple changes of boiling water, to yield a wholesome starchy porridge once important to some Native American tribes. Some animals, notably deer and squirrels and alligators, are resistant to the toxins and can eat the nuts directly. An interesting side-note is that Aesculin is a natural pH indicator which, when extracted turns from colorless to fluorescent blue under UV light in an acidic pH range.

Crushed buckeye nuts have also been thrown into lakes by poachers, to kill fish for easy capture.

California Buckeyes ../Aesculus californica are known to cause poisoning of honeybees from toxic nectar (other locally native bee species not being affected). Other buckeye species are thought to have the same effect, but the toxins are diluted because the trees are not usually abundant enough in any one area.

The wood is very pale whitish-brown, fairly soft and little-used. Uses include cheap furniture, boxes and firewood.

In some cultures, the buckeye tree is thought to bring good luck.

Aesculus is used in homeopathic medicine for pain in the sacroiliac region and rectal pain.

title: Horticulture/Aesculus


text:
SwisTrack/Components/ConvertToGray

Description
This component converts the input frame into a grayscale image. If the input frame is a grayscale image already, the image is left untouched. In all other cases, an appropriate conversion is applied.

Input

A grayscale or a color image.

Output

A grayscale image.

Channel
All converts the image to grayscale using the OpenCV standard BGR-to-grayscale conversion.

If a channel is selected, only the selected channel is retained.

title: SwisTrack/Components/ConvertToGray


text:
SwisTrack/Components/ConvertToColor

Description
This component converts the input frame into a 3-channel color image. In case the input is

This tools guaranty that the resulting image will be color (3 channels). In case of a color input, nothing is done. In case of another input, the conversion is computed.

Input

A grayscale or a color image.

Output

A color image.

Parameters
None.

title: SwisTrack/Components/ConvertToColor


text:
Category:Kelp recipes

Recipes involving kelp.

title: Category:Kelp recipes


text:
Cookbook:Char Siu (Chinese BBQ pork)

| Meat Recipes | China

Cha shao is a kind of spiced Cantonese honey roast pork. It is often also called by the Cantonese char siu or char siew. Sometimes (usually in America) it is called Chinese BBQ pork. It is very popular, and can be eaten by itself (usually cold), or used as an ingredient for other dishes such as cha shao bao (pork buns), or in noodles or rice.

The pork used should be quite fatty in order to keep the meat moist during cooking. Pork shoulder is a good choice. The meat is traditionally hung to cook, as this allows it to cook from all sides in the very hot oven. It can be laid on a rack, but if possible hang from metal S-hooks on a high rack, which are easily and cheaply available from hardware stores.

Sherry can be used instead of Shaoxing wine (also called Shao Hsing wine), but it does not provide quite the same flavour.

Since this dish requires a reasonably large amount of time and preparation, even while cooking (frequent basting is needed), it is easiest to make it in large batches. The recipe here makes 1 kg, which is enough for several different dishes. It can be kept in the fridge for several days or frozen until required.

Ingredients

 * 1 kg (2.25 lbs) pork shoulder
 * 2 tbsp dark soy sauce
 * 2 tbsp light soy sauce
 * 2 tbsp oyster sauce
 * 2 tbsp Shaoxing rice wine
 * 2 tbsp clear honey
 * 4 tbsp hoisin sauce
 * ½ tsp five spice

Procedure

 * 1) Slice the meat into strips about 1 inch (2.5 cm) wide by 6 inches (15 cm) long. A long thin strip like this will keep its shape better when hanging.
 * 2) Pierce the pork all over thoroughly with a fork. This makes the pork more tender and allows the marinade to penetrate the meat to give flavour all the way through.
 * 3) Mix all other ingredients together to make a marinade.
 * 4) Place pork strips in a tray and cover with marinade. Ensure strips are covered completely in marinade.
 * 5) Cover tightly with cling film and place in the refrigerator for several hours (8–24 hours is preferable).
 * 6) Preheat the oven to 230°C or 420°F and place a pan in the bottom to catch drippings. Line this pan with aluminium foil to make cleaning easier.
 * 7) Hang the meat on hooks in the oven or lay them on a rack. Depending on the method and the size of your oven, it may be easiest to do this in two or three batches, rather than all at once.
 * 8) Roast for 20 minutes, until pork is cooked all the way through. Baste at least twice to build up a good layer of marinade on the outside of the meat. The pork should turn a golden-red colour as it cooks.
 * 9) Allow to cool while still hanging, or lay on wire rack to cool. Avoid laying on top of other meat or on a flat surface until cooled.
 * 10) Cover and refrigerate until needed.

Notes, tips, and variations

 * Serve cold, or use diced in other dishes.
 * Add 1 tbsp of toasted sesame oil for a nuttier flavour
 * Add red food colouring to the marinade to give the traditional deep red hue. This used to be due to the preservative used for the pork. Also, in China, the red colour generally symbolises good fortune. However, due to the strong colour of the marinade described above, a significant quantity of food colouring will be needed.
 * This dish goes very well with ginger and onion.

Warnings

 * Use care in handling the raw pork. Wash hands and utensils that come into contact with raw pork. Don't allow raw pork or its juices to come into contact with other foods, unless they are to be cooked afterwards.

title: Cookbook:Char Siu (Chinese BBQ pork)


text:
SwisTrack/Components/ConvertBayerToColor

Description
This component transforms an Bayer pattern image into a BGR image. More information on the Bayer pattern can be found on here.

Input

A gray image containing a Bayer pattern.

Output

A color image

Bayer pattern type
Type of Bayer pattern: BG, GB, RG or GR. For more information, refer to the OpenCV documentation.


text:
XForms/Installing XForms in Firefox

To install Mozilla XForms on Firefox 3.0, click here.

For Firefox 3.5, click here

To install an experimental version of a Firefox 3.6.* plugin, click here.

title: XForms/Installing XForms in Firefox


text:
Cookbook:Baozi (Steamed Yeasted Dumplings)

| Bread

A baozi, also known as bao or bau, is a type of steamed, filled bun or bread-like item in Chinese cuisine. In its bun-like aspect it is very similar to the traditional Chinese mantou, but baozi has filling. It can be filled with meat or vegetarian fillings, and used as an alternative to rice or noodles. It can be eaten at any meal in Chinese culture, and is often eaten for breakfast.

This recipe is just for the dough. Links to commonly made baozi fillings are given below.

Dough

 * 1) Stir yeast and 1 tablespoon of sugar into 1 cup of the warm water. Let stand for 15 minutes. Skip this step if your yeast does not need proofing (it will say so on the packet).
 * 2) Sift the flour and sugar together.
 * 3) If you pre-mixed the yeast, add to the flour and the rest of the sugar in a mixing bowl.
 * 4) If you didn't pre-mix the yeast, mix flour, salt if desired, and the sugar, then mix in yeast in a mixing bowl. Add 1 cup of the water in a steady stream, mixing constantly.
 * 5) Mix together. The dough will begin to form a ragged clump. If the dough does not stick together, add a small amount more water.
 * 6) Knead dough for 5–10 minutes. The dough will stiffen, and should spring back slowly when indented with a finger. The surface should be smooth and slightly shiny.
 * 7) Coat the bottom of a large bowl with the sesame oil to give a thin film, and place the dough in the bowl. Roll over so it is coated with the oil.
 * 8) Allow dough to rise and double in volume in a warm place for 1–1½ hours, or in a cool place like a fridge for 2–3 hours. A slow rise in a cool place will produce a finer texture.
 * 9) Punch dough down. If you wish at this point, you can allow it to rise and double again, in a warm or cool place, and punch down again. A double rise also results in a finer, more tender texture.
 * 10) Form into a large pancake shape.
 * 11) Sprinkle the baking powder evenly across the dough, and knead again, until the same consistency as before it rose. Water from the yeast's respiration may have made the dough softer, so add a bit more flour if needed.
 * 12) Divide the dough into two long rolls, and cut each into 6 pieces.
 * 13) Roll each piece of dough into a ball. If you are making plain baozi, go straight to Step 20 now. If making filled baozi, then flatten each ball into a 6-inch (15 cm) disc.
 * 14) Shape the disc so that it is significantly thicker in the centre than at the edges.
 * 15) Position one hand as if you were holding a normal drinking glass, and place a disc of dough over the top.
 * 16) Using two fingers, push the centre of the disc down by about 1 inch (2.5 cm).
 * 17) Place 1 dessert spoon of filling into the well you just made in the dough.
 * 18) Still holding your hand in position, use your other hand to fold the edges of the dough together, in a sort of pleated fashion.
 * 19) Pinch edges together and twist (so that you twist a small portion at the top right off) to close the baozi.
 * 20) Place each baozi on a square of parchment paper, 3 inches (7.5 cm) to a side.
 * 21) Allow to rise in warm place 1 hour. The dough should end up springy to the touch.

Cooking

 * 1) Place buns in a steamer. Try to position so they do not touch one another. It will almost certainly require several batches to steam all the buns, unless you have lots of steamers, or a very big one. You can put them seam up (opening flower effect) or seam down (smooth, round top).
 * 2) Steam buns over gently boiling water for 10–15 minutes.
 * 3) After this time, remove the pan and steamer from heat, but don't remove the steamer from the pan, or lift the lid of the steamer. By allowing the steam to subside gradually like this, you prevent the dough from collapsing on contact with the cold air.
 * 4) After a few minutes, carefully lift the lid and remove the bun gently from the steamer.
 * 5) When cool enough to handle, remove parchment paper from bottom of buns.
 * 6) Serve warm.

Notes, tips, and variations

 * Use bleached flour for a whiter bread.
 * The ideal sweetness of the baozi is subjective – in China, they generally get sweeter the further south you go. This recipe is fairly sweet, but can be modified either way.
 * Depending on taste, you can add salt to the dough - ½ tsp. should be sufficient. Remember not to allow concentrated salt to come into contact with the yeast, as it will kill it. Mix the salt with the flour, then add the yeast.
 * Ensure the place used for rising is draft-free. Drafts prevent the dough from rising as much, resulting in a flatter bread.
 * Use flour to keep the dough from sticking to your hands, not oil. This keeps the dough from getting too wet. It is cooked in a damp environment, so you don't want wet dough.
 * Try to keep the dough from drying out and forming a crust when not being worked with. Rise in a covered container (using clingfilm), and cover with a towel when not immediately handling the dough.
 * Add a couple of tablespoons of vinegar to the steaming water to bleach the buns slightly. The vinegar does not significantly affect the taste of the buns.
 * Try to use a bamboo steamer. Although a metal one will suffice, it doesn't impart a subtle flavour to the buns like bamboo, and it won't prevent water from forming on flat surfaces and making soggy patches.

Common baozi fillings

 * Char Siu – Chinese honey roast pork (cha shao, char siu or sometimes "Chinese BBQ")
 * Red Bean Paste – A sweet paste made of azuki beans and sugar
 * Jiu Cai (simplified: 韭菜, Pinyin: jiu3 cai4) – Chinese chives
 * Luobosi (simplified: 萝卜丝, Pinyin: luo2bo si1) – Thinly sliced white radish
 * Xiaolong Bao (小籠包) – "Little dragon" dumplings, one of the most famous fillings, usually soupy with spicy pork. Highly variable depending on region.

Warnings

 * Keep leftovers refrigerated.
 * To reheat, steam for 10–15 minutes or heat in microwave for 30-45 seconds. Reheating by steaming gives better results.


text:
The Universe Made Simple/The Solar System/Eight Planets

There are literally millions of objects orbiting the Sun - asteroids, comets, meteors and Kuiper Belt objects - but eight of these bodies are very large and seem to stand out from the rest. These eight enormous spheres are called the planets and are widely recognised to be the most interesting things in the solar system. In order from the Sun, they are:

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.

You can use a mnemonic like "Men Very Easily Make Jugs Serve Useful Needs" to help remember the order of the planets from the Sun.

Some of you may be wondering what happened to the ninth planet, Pluto. Pluto's status has now been officially changed from a planet to a "dwarf planet". Astronomers realised that they didn't have an actual definition of the word "planet," even though they'd been using the word for centuries! By 2006 chaos had emerged and nobody could agree whether there were eight, nine or ten planets.

On August 24th of that year the International Astronomical Union (the official astronomy naming community) held a vote to determine what a planet actually is. The first definition they came up with was that a planet is something that orbits the Sun and is massive enough for gravity to pull it into a round shape. This included the nine planets known at the time (Mercury through to Pluto), but would also include several asteroids and Kuiper Belt objects as well. At the time twelve bodies were officially known to be round and orbited the Sun, but that number could have risen to hundreds as more round bodies were found. So the IAU tried again, and decided a planet should have enough mass to "clear the neighbourhood" around its orbit, and this definition won the vote.

Pluto is not a planet, because it orbits in the Kuiper Belt - its orbit is littered with thousands of other small icy bodies. However, the eight other planets have mainly empty orbits except for their moons and a few asteroids or wandering KBOs (known as centaurs.) Astronomers felt that to just get rid of Pluto would be to ignore nearly 80 years of tradition and recognition of Pluto's status as the ninth planet, and so a new category, "dwarf planet" was created. Pluto is a dwarf planet. Dwarf planets are objects not quite big enough to clear their orbits and become planets, but big enough to be pulled into a round shape.

So now our solar system contains eight planets and three dwarfs - Ceres in the asteroid belt, Pluto in the Kuiper belt and Eris in the scattered disk. This page is about them.


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Wikibooks talk:Featured books/Templates

Dynamic and open by default?
Is there a way for the dynamic templates to be open by default? Problem here from a UI standpoint, is that you have to know to do some magic thing (click on arrow) to see stuff, whereas before, things were self-evident -- Kowey 13:32, 26 September 2007 (UTC)

title: Wikibooks talk:Featured books/Templates


text:
User talk:89.137.99.45

Hello. You, or someone editing from your IP address, posted a significant amount of Romanian-language literary content to Publicity. Please note that Wikibooks is for textbooks and other educational material. I will proceed to delete that page; the content will still be available, but they will only be accessible by "administrators", a common name for editors who have the technical capacity to, among other things, delete pages. If my action is incorrect, the content will be retrievable. If you have any questions or concerns, you may post them to this talk page. Regards, Iamunknown 19:31, 7 May 2007 (UTC)

title: User talk:89.137.99.45


text:
Change Issues in Curriculum and Instruction/Curriculum, Textbook, and Pedagogy

Introduction
The 21st century has brought with it the expansion of communication technology that has altered the way humans communicate with each other, learn material, and interact with text. This cultural evolution into a “techno” world has ramifications that affect educational curriculum, textbook development, and pedagogy. The need to educate those who have grown up in the world of fast-paced, immediate feedback from recently available technology has created new educational concerns.

Student Knowledge
Students must be taught skills that will allow them to be successful in their future endeavors, regardless of what they may be. The technology that exists today will not be the technology of the future. Students should acquire a set of generic skills and knowledge they could utilize in the decision-making process and other academic and occupational pursuits (Otto, 1986). Although there is some benefit in teaching kids skills they can apply immediately, there’s more value in teaching them deeper concepts that will benefit them forever, regardless of changes in specific applications (Nielsen, 2007). Educators need to find stronger themes, around which they can coordinate big ideas (Cavanagh, 2006). This allows students to make deeper connections with academic material. These themes can successfully be developed with the integration of current technology. Technology has the ability not only to develop these skills but also to present material to students in a manner to which they are accustomed. These computer literate students have been “programmed” to learn through digital technology. In order to be effective in teaching, teachers need to incorporate not only problem-solving skills, but incorporate appropriate technology training as well. If students learn problem solving skills, how to analyze data, and how to apply new knowledge to novel situations they will be prepared to tackle any task they may encounter in their future. Because technology is embedded in so many aspects of a student’s life, students need to learn skills that will allow them to effectively use this technology. These include creating hypertext, computer-supported presentation skills, and basic usability guidelines. In addition, students should be able to analyze the validity of data received digitally and assess the value of the material they obtain. There is increasing recognition that the end result of computer literacy is not only knowing how to operate computers but also using technology as a tool for organization, communication, and problem solving (Johnson, D. & Eisneberg, M., 2002).

Textbooks
A textbook is to students what software is to computers; something to be installed on them so that if testing reveals that loading did in fact occur, they can be certified as fit for use (Westhues, 1991). Some textbooks lack coherence, and others do not challenge students to think (Calfee, 1987). Textbook are designed in a way that makes it look at once authoritative (with lists of endorsements, ample footnotes, a hard cover, relatively expensive paper and graphics) and easy for students to study from as they prepare for tests (major concepts in bold face, a glossary of memorizable definitions, chapter summaries for last-minute cramming). Today’s students quickly become bored with the traditional textbook design. Life and learning can be so much richer, more constructive, more joyful than the textbook world allows (Westhues). Textbooks need to support the knowledge that is required for a course of study, but they need to do so in a way that allows today’s students to effectively interact with this material. Textbooks should be marginal in courses, while debates, discussions, computer-based presentations, and other forms of communication should be the main focus of the classroom. Textbooks should be chosen based on their ability to incorporate problem-solving skills, use real-life situations to support concepts, link material to broader understandings, and incorporate computer technology. Modern technology has allowed textbooks to be interactive by accompanying traditional texts with CD's as well as having companion websites. There are also now electronic textbooks that are exclusively online and that are written collaboratively using wikis. These textbooks are unique in that they can be accessed and edited by anyone on the internet. Electronic textbooks can present animation and sound and provide links to several items and suggest associations among ideas (Blystone, Barnard & Golimowski, 1990). Providing links to other websites allows students to learn about topics in more detail by reading additional articles, participating in online activities, and even watching movies. This allows the students to interact with the material in a way that the traditional textbook does not. With the new technology of wikis, students themselves are able to take part in writing part of their textbook. This enables them to learn about a spectific topic in detail, write about it, and then post it on the internet for anyone to read. When students do this, they take more responsibility and ownership in learning about the topic (Cragun, 2007).

This is not to say that textbooks should be discarded completely. Rather, they should be used as one possible resource among many. A good textbook can help to structure content and provide solid groundwork for further learning. For the inexperienced teacher especially, the textbook may provide information in a well-organized, coherent framework and could well save him or her precious hours that might otherwise be used for research rather than for preparing ways of making the material interesting to students. Moreover, the instructor is responsible for structuring the presentation of the material in ways that appeal to students with all possible kinds of learning styles. Whereas many students may respond more readily to digital text, no doubt a few will remain who enjoy reading and find the appearing solidity of the textbook reassuring.

However, in addition to the format of instructional materials, we must also look closely at content. Textbooks are often rife with inaccuracies, biases, and outdated information. Whether presented as a book, interactive CD, or on-line, texts and instructional resources must be selected carefully and questioned critically. History texts in particular are biased with a Eurocentric view. As teachers select materials to reflect the cultures represented in their classroom, they must not neglect those that are not. Perhaps no group is treated as unfairly in the retelling of American history as the Naïve Americans. In this age of multiculturism and appreciation of diversity, we still have not come to terms with this part of our history. We tend to pass over many facts of history. It is easier to believe that our country was founded on integrity, cooperation, and bravery and to ignore the atrocities. We still propagate the myths. Elementary schools nationwide still celebrate Thanksgiving with kids wearing pilgrim hats and Indian feathers celebrating together as friends and neighbors. We do not teach our children the fact that not long after, those same Indians were massacred by the English. Elementary children still celebrate Columbus Day as the “discovery” of the new world as opposed to beginnings of the conquering of an entire race of people. Thanksgiving and Columbus Day, holidays which we celebrate, are a time of mourning for the Native Americans. Textbooks, in whatever form, can be very influential, and we must ensure that students understand how they are presented. Students should be taught to question the information in any text and to look further for additional information. Never before has this been so easily accomplished. In this digital age the information is literally at our fingertips.

Digital Natives
We cannot consider the issues of what students should learn and how textbooks should be formatted without looking at the audience of the 21st century. Today’s students are computer savvy. They have grown up in a digital world that has allowed them access to information at unprecedented rates. According to Prensky (2001), today’s students are no longer the people our educational system was designed to teach. Today’s students are comprised of the first generation to have grown up in a world of technology. Email, the Internet, cell phones, PDI’s, instant messaging, and computer games are integral parts of their lives (Prensky, 2001). These digital natives are vastly different from the students who our current educational system was designed to teach. They have been networked most of all their lives. Today’s students will spend hours on My Space and Facebook, while they find it difficult to focus on book work for any duration of time. They have little patience for lectures, step-by-step logic, and “tell-test” instruction (Prensky). To design engaging learning experiences for these digital natives, the digital immigrants (those who have not grown up in a digital world) must be well trained in technology and understand its potential (Burke, 2000). Since the International Society for Technology in Education released its National Educational Technology Standards for Teachers, many states have developed technology standards for current and pre-service teachers (Burke, 2000). In many states these standards address teacher proficiency with technology, as well as provide a framework for inclusion of technology in ways that will meet the learning preferences of today's students. Those who have grown up surrounded by digital technology communicate differently and use different problem solving methods (Pasteur, 2007). They prefer receiving information very quickly, parallel processing and multi-tasking, and working with graphics and hypertext over text. They thrive on instant gratification and frequent rewards, and they prefer games to “serious” work (Prensky). Games embody well-established principles and models of learning. For instance, games are effective partly because the learning takes place within a meaningful (to the game) context (Van Eck, 2006). Research has consistently found that games promote learning and/or reduce instructional time across multiple disciplines and ages (Van Eck).

Conclusion
As educators, we need to adapt our lesson presentations to these digitally “programmed” students. There is little hope that these digital natives will “power down” their minds to become more engaged with traditional learning styles. From the digital natives’ point of view their digital immigrant instructors make their education not worth paying attention to compared to everything else they experience (Pensky, 2001). This is not to say that existing teaching styles need to be ignored; but they need to be augmented to include digital avenues that will stimulate today’s students.

Essay Question
What adaptations can be made in the classroom to more effectively educate 21st century students?

Response (Camilla)
In order to teach the “digital natives” I incorporate differentiation into my lessons in order to give the students a variety of presentation styles. This keeps them from becoming bored with repetitive delivery of material, and supports the workings of their “fast-paced” digital brains. Each lesson has a component that involves a hands-on approach to learning. Laboratory investigations, discussions, student-created multi-media presentations, Web Quest, debates, and Internet aided instruction (imbedding links in lectures to animations, etc.), are all vital to the delivery of material. Many of my laboratory investigations involve the use of interfacing probe ware, CBL’s (computer based labs), and modern biotech equipment (PCR, Gel Electrophoresis, pGlo (gene transfer between species)). In addition, students are asked to develop their own questions about topics and to then design an investigation to answer that question. Lecture is designed to be inquiry based; the students are actively involved in discourse as new material is presented.

I do not use the textbook in my classroom. Students are assigned a textbook that is kept at home for reference. Handouts, multi-media presentations, discussions, lectures, investigations, and student presentations are the main forms of presentation of material. Students have told me that they like the CD that accompanies the book because it has animations to reinforce concepts. This would make sense since they are digital natives. After the presentation last night, I am planning on incorporating new technology tools into my instruction. Blogs seem to be great ways to have the students share their ideas and foster group work. Questions can be posed that can be answered with collaboration and problem solving skills. The development of problem-solving skills is vital due to the fact that information changes rapidly.


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A-level Chemistry/OCR (Salters)/Silicates

Silicates are the largest and most important group of minerals in nature. Silicates account for around 95% of all the rocks of the Earth's crust, and the soils, clays and sands formed when those rocks break down.

Silicates are so ubiquitous that oxygen is the most abundant element in the Earth's crust by mass, with silicon in second place: oxygen makes up 46% of the mass of the Earth's crust, while silicon is responsible for 27%. Silicon and oxygen together therefore account for 73% of the crust.

Tetrahedra
The basic building block of all silicate minerals is the [SiO4]4− tetrahedron. There are four covalent Si−O bonds. Each oxygen atom forms one vertex of the tetrahedron. The silicon to oxygen ratio is 1:4.

Silicate minerals containing isolated [SiO4]4− tetrahedra are called nesosilicates or orthosilicates.

Corner-sharing tetrahedra
If two [SiO4]4− tetrahedra share an oxygen atom at one common vertex, an [Si2O7]6− ion is formed. The silicon to oxygen ratio is 2:7.

Silicate minerals containing isolated [Si2O7]6− double tetrahedra are called sorosilicates.

Chains
Silicate minerals containing chains are termed inosilicates.

Single chains
(SiO32−)n. The silicon to oxygen ratio is 1:3.

Double chains
(Si4O116−)n. The silicon to oxygen ratio in double chains is 4:11.

Asbestos
Asbestos (from Greek ἅσβεστος, unquenchable) is a group of fibrous silicate minerals containing double chains. Prolonged exposure to dust containing fibres from certain types of asbestos is now known to cause scarring of the lungs, lung cancer, and a particularly aggressive cancer called mesothelioma. Mesothelioma is almost always fatal, with a median survival time of 11 months. Due to the exceptional danger posed by some absestos, all work involving asbestos in the UK must be done by specialist companies. The vast majority of asbestos is the so-called white form, which is not known to pose any real danger.

Sheets
SiO4 tetrahedra can be arranged to form sheets, as illustrated to the right. The formula of such a sheet can be written (Si2O52−)n.

Silicate minerals containing sheets are termed phyllosilicates.

Three-dimensional frameworks
Perhaps the most structurally complicated silicates are those based on networks of Si and O that extend in all three dimensions. Examples of such minerals include quartz, zeolites and feldspars.

Silicate minerals containing three-dimensional frameworks are termed tectosilicates.


text:
Guide to The Lord of the Rings/Books

Short Synopses Available on Wikipedia

 * 1) The Fellowship of the Ring
 * 2) The Two Towers
 * 3) The Return of the King
 * 4) The Appendices

Detailed Plot Summaries

 * 1) The Hobbit
 * 2) The Fellowship of the Ring
 * 3) The Two Towers
 * 4) The Return of the King
 * 5) The Appendices

title: Guide to The Lord of the Rings/Books


text:
Talk:General Relativity/Notes to GR editors

Am afraid, this book is mostly imcomplete and whatever is complete is very poorly written. May I go for a near complete overhaul?


text:
User:Xixtas/monobook.js

// install User:Cacycle/wikEd in-browser text editor document.write(' ');

title: User:Xixtas/monobook.js


text: Afrikaans/Cover

title: Afrikaans/Cover


text:
Introduction to Chemical Engineering Processes/Reactions with Recycle

Introduction to Reactions with Recycle
Reactions with recycle are very useful for a number of reasons, most notably because they can be used to improve the selectivity of multiple reactions, push a reaction beyond its equilibrium conversion, or speed up a catalytic reaction by removing products. A recycle loop coupled with a reactor will generally contain a separation process in which unused reactants are (partially) separated from products. These reactants are then fed back into the reactor along with the fresh feed.

Example Reactor with Recycle
Solution:

Let's first draw our flowchart as usual:

DOF Analysis

 * On reactor: 6 unknowns $$(\dot{m}_5, x_{A5}, x_{B5}, \dot{m}_3, x_{B3}, X)$$ - 3 equations = 3 DOF
 * On separator: 5 unknowns $$(\dot{m}_3, x_{B3}, \dot{m}_5, x_{A5}, x_{B5})$$ - 3 equations = 2 DOF
 * On splitter: 3 unknowns - 0 equations (we used all of them in labeling the chart) -> 3 DOF
 * Duplicate variables: 8 ($$\dot{m}_5, x_{A5}, x_{B5} $$ twice each and $$ \dot{m}_3, x_{B3}$$ once)
 * Total DOF = 8 - 8 = 0 DOF

Plan and Solution
Generally, though not always, it is easiest to deal with the reactor itself last because it usually has the most unknowns. Lets begin by looking at the overall system because we can often get some valuable information from that.

Overall System DOF(overall system) = 4 unknowns ($$ \dot{m}_5, x_{A5}, X, x_{B5}$$) - 3 equations = 1 DOF.

Let's go ahead and solve for m5 though because that'll be useful later.

$$784 = 100 + 0.3(\dot{m}_5) $$

We can't do anything else with the overall system without knowing the conversion so lets look elsewhere.

DOF(separator) = 4 unknowns ($$\dot{m}_3, x_{B3}, x_{A5}, x_{B5}$$) - 3 equations = 1 DOF. Let's solve for those variables we can though.

We can solve for m3 because from the overall material balance on the separator:

 * $$\dot{m}_3 = \dot{m}_4 + \dot{m}_5 $$
 * $$ \dot{m}_3 = 100 + 2280 $$

Then we can do a mass balance on A to solve for xA5:

 * $$ \dot{m}_3x_{A3} = \dot{m}_4x_{A4} + \dot{m}_5x_{A5} $$
 * $$ 2380(0.15) = 100(0.05) + 2380(x_{A5}) $$

Since we don't know $$ x_{B5} $$ or $$ x_{B3} $$, we cannot use the mass balance on B or C for the separator, so lets move on. Let's now turn to the reactor:

Reactor Analysis
DOF: 3 unknowns remaining ($$ x_{B3}, x_{B5}, and X$$) - 2 equations (because the overall balance is already solved!) = 1 DOF. Therefore we still cannot solve the reactor completely. However, we can solve for the conversion and generation terms given what we know at this point. Lets start by writing a mole balance on A in the reactor.

$$ \dot{n}_{A1} + \dot{n}_{A,recycle} - X*a = \dot{n}_{A3} $$

To find the three nA terms we need to convert from mass to moles (since A is hydrogen, H2, the molecular weight is $$ \frac{1\mbox{ mol}}{0.002016\mbox{ g}} $$):

 * $$ \dot{n}_{A1} = 200\frac{kg}{h} * \frac{1 \mbox{ mol}}{0.002016 \mbox{ kg}} = 99206 \frac{\mbox{mol A}}{h} $$
 * $$ \dot{n}_{A,recycle} = 0.7*\frac{m_5*x_{A5}}{MW_A} = \frac{0.7(2280)(0.1544)}{0.002016} = 122000 \frac{\mbox{mol A}}{h} $$

Thus the total amount of A entering the reactor is:

 * $$ \dot{n}_{A,in} = 99206 + 122000 = 221428\frac{\mbox{mol A}}{h} $$

The amount exiting is:

 * $$ \dot{n}_{A,out} = \frac{ \dot{m}_3*x_{A3}}{MM_A} = \frac{2380*0.15}{0.002016} = 177083 \frac{\mbox{mol A}}{h} $$

Therefore we have the following from the mole balance:

 * $$ 221428 - 2X = 177083 $$

Now that we have this we can calculate the mass of B and C generated:

 * $$ m_{B,gen} = -Xb*MW_B = 22173 \frac{\mbox{ mol B}}{h} * 0.026 \frac{kg}{\mbox{ mol B}} = -576.5\frac{\mbox{ kg B}}{h} $$
 * $$ m_{C,gen} = +Xc*MW_C = 22173 \frac{\mbox{ mol C}}{h} * 0.030 \frac{kg}{\mbox{ mol C}} = +665.2\frac{\mbox{ kg C}}{h} $$

At this point you may want to calculate the amount of B and C leaving the reactor with the mass balances on B and C:

 * $$ 584 + 0.7*x_{B5}*2280 - 576.5 = x_{B3}*2380 $$
 * (1) $$ 0.7*(1-0.1544-x_{B5})*2280 + 665.2 = (1-0.15-x_{B3})*2380 $$

However, these equations are exactly the same! Therefore, we have proven our assertion that there is still 1 DOF in the reactor. So we need to look elsewhere for something to calculate xB5. That place is the separator balance on B:

 * $$ \dot{m}_3*x_{B3} = \dot{m}_4*x_{B4} + \dot{m}_5*x_{B5} $$
 * (2) $$ 2380x_{B3} = 0.02(100) + 2280x_{B5}$$

Solving these two equations (1) and (2) yields the final two variables in the system:

Note that this means the predominant species in stream 5 is also C ($$ x_{C5} = 0.838 $$). However, the separator/recycle setup does make a big difference, as we'll see next.

Comparison to the situation without the separator/recycle system
Now that we know how much ethane we can obtain from the reactor after separating, let's compare to what would happen without any of the recycle systems in place. With the same data as in the first part of this problem, the new flowchart looks like this:

There are three unknowns ($$ \dot{m}_3, x_{B3}, X $$) and three independent material balances, so the problem can be solved. Starting with an overall mass balance because total mass is conserved:

 * $$ \dot{m}_1 + \dot{m}_2 = \dot{m}_3 $$
 * $$ \dot{m}_3 = 789\frac{kg}{h} $$

We can carry out the same sort of analysis on the reactor as we did in the previous section to find the conversion and mass percent of C in the exit stream, which is left as an exercise to the reader. The result is that:

 * $$ X = 20250\mbox{ moles}, x_{C3} = 0.77 $$

Compare this to the two exit streams in the recycle setup. Both of the streams were richer in C than 77%, even the reject stream. This occurred because the unreacted A and B was allowed to re-enter the reactor and form more C, and the separator was able to separate almost all the C that formed from the unreacted A and B.


text:
Afrikaans/Practical

Here is a list of newspapers in South Africa and Namibia.

Flag of South Africa.svg Suid-Afrikaanse koerante (Afrikaans), South African newspapers

 * https://www.netwerk24.com/beeld/ - Beeld
 * http://www.dieburger.com/ - Die Burger
 * https://www.netwerk24.com/volksblad - Volksblad
 * https://www.netwerk24.com/rapport - Rapport
 * http://www.dieson.co.za/ - Die son

Flag of Namibia.svg Namibiese koerante (Afrikaans), Namibian newspapers

 * http://www.republikein.com.na/ -Republikein

title: Afrikaans/Practical


text:
User talk:71.170.24.79

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Jomegat 00:48, 8 May 2007 (UTC)

title: User talk:71.170.24.79


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Scouting/BSA/Personal Fitness Merit Badge

Merit Badge Requirements If meeting any of the requirements for this merit badge is against the Scout’s religious convictions, it does not have to be done if the boy’s parents and the proper church officials state in writing that: * To do so would be against religious convictions. * The parents accept full responsibility for anything that might happen because of such exemption. They release the Boy 	Scouts of America from any responsibility.

1) A) Before you try to meet any other requirements, have your health-care provider give you a thorough examination using the Scout medical examination form. Describe the examination. Tell what questions you were asked about your health. Tell what health or medical recommendations were made and report what you have done in response to the recommendations. Explain the following: 1) Why physical exams are important	2) Why preventative habits are important in maintaining good health 3) Diseases that can be prevented and how	4) The seven warning signs of cancer 5) The youth risk factors that affect cardiovascular fitness in adulthood B) Have an examination made by your dentist. Get a statement saying that your teeth have been checked and cared for. Tell how to care for your teeth.

2) Explain to your merit badge counselor verbally or in writing what personal fitness means to you, including:	A) Components of personal fitness B) Reasons for being fit in all components	C) What it means to be mentally healthy D) What it means to be physically healthy and fit	E) What it means to be socially healthy. Discuss your activity in the eight areas of healthy social fitness F) What you can do to prevent social, emotional, or mental problems

3) With your counselor answer and discuss the following questions:	A) Are you free from all curable diseases? Are you living in such a way that your risk of preventable diseases is minimized? B) Are you immunized and vaccinated according to the advice of your health-care provider?	C) Do you understand the meaning of a nutritious diet and know why it is important for you? Does your diet include foods 	from all four groups? D) Are your body weight and composition what you would like them to be and do you know how to modify it safely through 	exercise, diet, and behavior modification?	E) Do you carry out daily activities without noticeable effort? Do you have extra energy for other activities? F) Are you free from habits relating to nutrition and the use of alcohol, tobacco, drugs, and other practices that could be 	harmful to your health?	G) Do you participate in a regular exercise program or recreational activities? H) Do you sleep well at night and wake up feeling refreshed and energized for the new day?	I) Are you actively involved in the religious organization of your choice, and do you participate in their youth activities? J) Do you spend quality time with your family and friends in social and recreational activities?	K) Do you support family activities and efforts to maintain a good home life?

4) Explain the following about physical fitness:	A) The components of physical fitness B) Your weakest and strongest component of physical fitness	C) The need to have a balance in all four components of physical fitness D) How the components of personal fitness relate to the Scout Laws and Scout Oath

5) Explain the following about nutrition:	A) The importance of good nutrition B) What good nutrition means to you	C) How good nutrition is related to the other components of personal fitness D) The three components of a sound weight (fat) control program

6) Before doing requirements 7 and 8, complete the aerobic fitness, flexibility, muscular strength, and body composition tests as described in the Personal Fitness merit badge pamphlet. Record your results and identify those areas where you feel you need to improve.

Aerobic Endurance Test Record your performance on one of the following tests: A) Run/walk as far as you can in nine minutes	B) Run/walk one mile as fast as you can

Flexibility Test Using a sit-and-reach box constructed according to specifications in the merit badge pamphlet, complete four full repetitions and record the fourth reach. This last reach must be held for 15 seconds to qualify.

Muscular Strength Test You must use the sit-up test and EITHER the pull-up or push-up test. A) Sit-ups. Record the number of sit-ups done correctly in 60 seconds. The sit-ups must be done in the form explained and illustrated in the merit badge pamphlet. B) Pull-ups. Record the total number of pull-ups completed consistent with the procedures presented in the merit badge pamphlet. C) Push-ups. Record the total number of push-ups completed consistent with the procedures presented in the merit badge pamphlet.

Body Composition Test Have your parent, counselor, or other adult take and record the following measurements: A) Circumference of the right upper arm, midway between the shoulder and the elbow, with the arm hanging naturally and not flexed. B) Shoulders, with arms hanging by placing the tape two inches below the top of the shoulder and around the arms, chest, and back during breath expiration. C) Chest, by placing the tape under the arms and around the chest and back at the nipple line during breath expiration. D) Abdomen circumference at navel level (relaxed). E) Right thigh, midway between the hip and the knee.
 * If possible, have the same person take the measurements whenever they are recorded.

7) Outline a 12-week physical fitness program using the results of your physical fitness tests. Be sure your program incorporates the endurance, intensity, and warm-up guidelines discussed in the Personal Fitness merit badge pamphlet. Before beginning your exercises, have the program approved by your counselor and parents

8) Complete the physical fitness program you outlined in requirement 7. Keep a log of your fitness program activity (i.e., how long your exercised; how far your ran, swam, or biked; how many exercise repetitions you completed; your exercise heart rate; etc.).  Repeat the aerobic fitness, muscular strength, and flexibility tests every two weeks and record your results.  After the 12th week, repeat all four tests, record your results, and show improvement in each one.  Compare and analyze your pre-program and post-program body composition measurements.  Discuss the meaning and benefit of your experience.

9) Describe your long-term plans regarding your personal fitness.


text:
User:GilbertZ~enwikibooks

Hello, I am an Admin at DiamondRing.com

title: User:GilbertZ~enwikibooks


text:
Wikibooks talk:Domain-specific languages bookshelf

How do I add a section to Databases called SAS? SAS is a database that not that many people know about, but it is very useful for batch processing and data mining. R is an open source database that has some similarities to SAS and it would be nice to add that one too. Thank you. GilbertZ 05:53, 8 May 2007 (UTC)


text:
SAS

This book is intended to be a guide to SAS programming. SAS is a commercial statistical software. SAS help is known to be messy and it is often difficult to find relevant documentation on a specific issue in SAS programming. Note that the WPS software is another interpreter of the SAS language. There are lots of alternative to SAS. R is a free software and powerful statistical package. SPSS is easy to use. Stata is widely used in economics. SAS is especially adapted if you deal with very large datasets such as census data because it works directly on the data files without loading them in memory. Your contributions to this book are welcome.

There is also a Wikiversity course, Data Analysis using the SAS Language, which is organized by SAS functions and not by tasks.

title: SAS


text:
Talk:Haskell/Getting set up

I disagree with the statement that compiling GHC from source is a bad idea. I do it myself with every new release. What's true is that trying to compile GHC from source without already having a working GHC (generally an older version) is a bad idea, though it's theoretically possible (I've never been able to make it work). Once you have a GHC running, compiling a newer version is easy, though it does take forever and chew up an ungodly amount of disk space (almost 1 gigabyte the last time I did it).

GHCi
The GHCi looks different now. Should I change it? Or wait for one more release? --Uchchwhash (talk) 06:30, 29 February 2008 (UTC)

 * Sure, go ahead :-) -- apfeλmus 16:15, 1 March 2008 (UTC)

Some "next/prev" links would be useful on this page.

Quiz questions
I have just removed the quiz. It was a little too simple (which would be hard to avoid in a setup prologue like this), and also because I can't really see quizzes being used elsewhere in the book. The answers to the questions, however, had some interesting material. Below is a copy of the quiz in case we decide to use some of the text later on.

{What is the program that translates Haskell code into machine code? - an interpreter + a compiler - a translator - an executable }
 * type=""}
 * Interpreters can be used to execute code in some programming languages, and this includes Haskell (Hugs is an example of a Haskell interpreter), but they do not translate the code into machine code.
 * Compilers are indeed programs that translate source code into machine code, or, in some case, byte code or simply languages of a lower level (i.e. languages that are closer to the workings of the processor and that are less abstract). GHC is the most used Haskell compiler and it compiles Haskell code to machine code.
 * It is true that compilation can be seen as a form of translation and that compilers can, in a way, be considered as translators, but the term “compiler” is more appropriate.
 * An executable file (or simply executable) is a file that can be executed as a program. The result of compilation is sometimes an executable file (sometimes accompanied by other files), but this is not always the case.

{What do we call the line with where you type code into GHCi? { prompt (i) }
 * type="{}"}
 * The prompt is the message that prompts the user to type code. In GHCI, it indicates the modules that are loaded. The Prelude module is always loaded, so it shows it in the prompt message when no other module is loaded.

In case you disagree with the removal, please comment here, or just be bold and reinstate the quiz. --Duplode (discuss • contribs) 03:03, 24 April 2014 (UTC)

Mac requirements
Apple may tie terminal to Xcode. Mac users, even after installing haskell may get this error following when use the provided instructions.

GHCi, version 8.4.2: http://www.haskell.org/ghc/ :? for help xcrun: error: invalid active developer path (/Library/Developer/CommandLineTools), missing xcrun at: /Library/Developer/CommandLineTools/usr/bin/xcrun `gcc' failed in phase `gcc'. (Exit code: 1)

In order to fix, have to install Xcode command line tools. Can do this in terminal by typing

xcode-select --install

Not much of a wiki editor so didn't want to post poorly written on page itself, but still felt worth a mention.

--198.72.11.1 (discuss) 14:11, 22 May 2018 (UTC)

This page seems to need a revamp
It doesn't mention stack, which is arguably a simpler way to get started for beginners? I would, personally, also mention Nix as an advanced option. —Srid  🍁 23:46, 15 November 2019 (UTC)
 * I would definitely advice against using `stack`. It seems to have entered maintenance mode. It was originally created because `cabal` was difficult to use and `cabal` has pretty much caught up anyway-- it is more supported and it has better documentation. It suits most people's use-cases. -- Ribosomerocker (discuss • contribs) 11:32, 18 July 2023 (UTC)

GHCup and Cabal, also the web interpreter
This page is outdated in the sense that it doesn't recommend people-- especially linux users --to use GHCup and install GHC and Cabal through that. I do know that Cabal is talked about later on in this book, but I believe it's important to recommend a good source for installing them. I can add this now if you want to. Here's the link to GHCup: http://haskell.org/ghcup/, the page we link to does recommend this but we should do so directly. I think it should also discourage installing from sources like Arch repos or Gentoo repos or really their distro's current repos unless they use NixOS, and instead recommend using cabal and GHCup to manage GHC and Haskell libraries. Also, we should recommend https://play.haskell.org as a web interpreter or a testing thing rather than the one on haskell.org -- Ribosomerocker (discuss • contribs) 11:03, 18 July 2023 (UTC)

title: Talk:Haskell/Getting set up


text:
Template:Self

Usage
This template supports the inclusion of up to six license template.

TemplateData
{	"description": "Displays a box declaring the licensing terms of the page as declared by the autor(s)", "format": "inline", "paramOrder": [ "1",		"author", "authors", "example", "2",		"3",		"4",		"5",		"6"	],	"params": { "1": {			"label": "License", "description": "Name of first license template to display, without the 'Template:' prefix", "example": "Cc-by-sa-4.0", "type": "wiki-page-name", "required": true },		"2": {			"label": "License 2", "description": "Name of second license template to display, without the 'Template:' prefix", "example": "GFDL-1.1-plus", "type": "wiki-page-name" },		"3": {			"label": "License 3", "description": "Name of third license template to display, without the 'Template:' prefix", "example": "Cc-by-sa-3.0", "type": "wiki-page-name" },		"4": {			"label": "License 4", "description": "Name of fourth license template to display, without the 'Template:' prefix", "example": "Cc-by-sa-2.5", "type": "wiki-page-name" },		"5": {			"label": "License 5", "description": "Name of fifth license template to display, without the 'Template:' prefix", "example": "Cc-by-sa-2.0", "type": "wiki-page-name" },		"6": {			"label": "License 6", "description": "Name of sixth license template to display, without the 'Template:' prefix", "example": "Cc-by-sa-3.0,2.5,2.0,1.0", "type": "wiki-page-name" },		"author": { "label": "Author", "description": "The name of the page/book author, optionally wikilinked to their User page", "example": "Example Q. User", "type": "line" },		"authors": { "label": "Authors names", "description": "Either a comma delimited list of (optionally wikilinked) contributors, or a piped wikilink to a page with a list of authors with the link text set to 'We' or 'The Contributors'", "example": "We", "type": "line" },		"example": { "label": "Disable categorization", "description": "The license templates transcluded by this template automatically add a page to the category for content using that license. If this template is only being called to show an output sample, set this parameter to 'yes' to disable that behavior.", "example": "yes", "type": "boolean", "default": "no" }	} }

title: Template:Self


title: Template:Cc-by-sa-2.5,2.0,1.0


text:
User talk:Produit

Welcome
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
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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. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Derbeth talk 08:59, 8 May 2007 (UTC)

title: User talk:Produit


text:
User talk:Firebat~enwikibooks

Welcome
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * 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. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Derbeth talk 09:11, 8 May 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Firebat. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Firebat~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:10, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:59, 19 April 2015 (UTC)

title: User talk:Firebat~enwikibooks


text:
TiddlyWiki

TiddlyWiki is akin to software Lego bricks for writing: You pick a model to start with, then add the bricks you find suitable for what you want to create. The model, in the TiddlyWiki world would be a template that you or others have put together, the bricks would be plug-ins that help you produce exactly what you want. Accepting the limitations of the tool.

TiddlyWiki and its various derivatives could be billed - without overselling - as the Fun Way to Write. Actually, overselling doesn't really apply here, as it's all free, open source software, centered around the web browser and its various backend options. The only investment on your part is the time it takes to get your head around it and appreciate the power it offers. You could choose to see it only as fancy way to take notes, or you could use it as a vehicle for creative writing, for structuring information or several other applications. Either way, you'll find it refreshingly different from traditional office software. You may consider it perfectly suited also as the form for presentation, or you may explore its vast array of options for tailoring the experience though styling, tweaks, and plugins. TiddlyWiki is being cared for and supported by a community of creative developers and users on the web.

TiddlyWiki (http://www.TiddlyWiki.com/), in its original form, is a kind of wiki that typically is edited by only one person and is completely self-contained in a single HTML file. It does not rely on a web server for storage, but rather on various solutions for letting the web browser save directly to a file on the users own PC. It uses HTML, CSS and JavaScript code. TiddlyWiki is supported by many extensions and plugins that modify how it works or what it can do.

Using a TiddlyWiki to build a web page is a good idea because:
 * it's fun
 * it's simple to create
 * it's simple to update
 * it's simple to customize
 * it's an innovative way of presenting text

This book will serve a reference for people who want to learn to read, write, customise or develop/code a TiddlyWiki. No technical knowledge will be assumed. Screenshots will be used liberally for faster learning, and the reader is encouraged to tinker with their own TiddlyWiki while reading this book.

Contents
for everyone:
 * /Introduction/: what is a TiddlyWiki? history, examples, license info etc
 * /Resources/: annotated and reviewed links

for readers:
 * /Reading/ - Confused by how a TiddlyWiki works? Overwhelmed by things popping up all over the place? Start here.

for writers:
 * /Uses/ - TiddlyWikis aren't suited for all purposes. This module will compare various tasks to the strengths of several different web authoring methods, including TiddlyWiki.
 * /Installing/ - The basic TiddlyWiki install couldn't be simpler - except with screenshots!
 * /Writing/ - using one - tags vs tiddlers
 * /Extras/ - extra functionality - useful plugins, extensions etc
 * /Customizing/ - different look - themes/skins

for developers:
 * /Developing/ - creating plugins etc, where to release/publicize it

beyond:
 * /TiddlyWeb/ - a multiuser TiddlyWiki webserver
 * /TiddlySpace/ - a multiuser collaborative TiddlyWiki platform

Feedback
Comments or suggestions? Raise them at.

title: TiddlyWiki


text:
User talk:Tomszy

Welcome
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * 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. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Derbeth talk 09:25, 8 May 2007 (UTC)

Image:Szia.ogg
I deleted this file because it was not in Ogg Vorbis format. On Wikibooks, we accept only audio recordings in this format. You can create them very easily, for example using Audacity program. --Derbeth talk 09:25, 8 May 2007 (UTC)

title: User talk:Tomszy


text:
SwisTrack/Components/BinaryDilation

Description
Dilation is a method used in image processing to enlarge the white areas of the binary image. The structuring element is a 3x3 rectangle (using the 8 nearest pixels). Combining erosion and dilation allows you to perform opening and closing operations, which remove individual black or white pixels, or smooth out the borders.

It is generally adviced to use the same number of dilation and erosion interactions.

Input

A binary (black and white) image.

Output

A binary (black and white) image.

Iterations
Number of dilations to apply on the image.

title: SwisTrack/Components/BinaryDilation


text:
SwisTrack/Components/BinaryErosion

Description
Erosion is a method used in image processing to enlarge the black areas of the binary image. The structuring element is a 3x3 rectangle (using the 8 nearest pixels). Combining erosion and dilation allows you to perform opening and closing operations, which remove individual black or white pixels, or smooth out the borders.

It is generally adviced to use the same number of dilation and erosion interactions.

Input

A binary (black and white) image.

Output

A binary (black and white) image.

Iterations
Number of erosions to apply on the image.

title: SwisTrack/Components/BinaryErosion


text:
SwisTrack/Components/BinaryMask

Description
This component will mask certain areas of your image, and therefore allow you to remove particles that are not in your area of interest (e.g. the arena).

Input

A binary image.

Output

A binary image.

Mask image
A binary (black-and-white) image with the mask.

Mode
One of the following combination modes:
 * Black -> black: Black pixels in the mask image will be black in the output image. All other pixels remain unchanged.
 * White -> white: White pixels in the mask image will be white in the output image. All other pixels remain unchanged.
 * Black -> white: Black pixels in the mask image will be white in the output image. All other pixels remain unchanged.
 * White -> black: White pixels in the mask image will be black in the output image. All other pixels remain unchanged.

title: SwisTrack/Components/BinaryMask


text:
User talk:203.59.213.77

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. -- Herby talk thyme 11:20, 8 May 2007 (UTC)

title: User talk:203.59.213.77


text:
Talk:Data Structures/Min and Max Heaps

The algorithm for removing an extreme element is just wrong, as far as I can see. It "percolates" the hole down the tree, but not necessarily to the last element in the array, which is where it has to be for subsequent truncation of that array to work. The algorithm as it stands will remove whatever is last in the array, regardless of where the hole is. When the hole has not percolated to the last element of the array, an element will be lost, and another will be duplicated.

The correct algorithm is to start by put the last array element at the first position in the array and then percolate that down. This guarantees the last element has been vacated, ready for truncation of the array.

Now the above problem seems to have been corrected, but the current pseudo-code for "percolating" elements downward on deletion is also completely wrong as of 2010/05/27. The LEFT and RIGHT macros and the indexing in the loop assume an array indexed from 1 (as LEFT(0) = 0, i.e. itself) but the pseudo-code begins by assuming that the first entry is 0 as in C. Additionally it will attempt to access elements with invalid indices in the case where the size after removal is 0.

I haven't examined the code for addition, but would not be confident about that either.

I agree that the extreme value removal algorithm is incorrect. See correct implementation here: http://webdocs.cs.ualberta.ca/~holte/T26/heap-del.html Efadae (discuss • contribs) 19:15, 14 October 2011 (UTC)

title: Talk:Data Structures/Min and Max Heaps


text:
User talk:221.124.69.74

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 12:30, 8 May 2007 (UTC)

title: User talk:221.124.69.74