text:
User talk:Harvey Croze~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

Xania talk 23:33, 27 February 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 Harvey Croze. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Harvey Croze~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 23:16, 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) 05:01, 19 April 2015 (UTC)

title: User talk:Harvey Croze~enwikibooks


text:
Talk:Calculus/Choosing delta

The $$ \delta $$ used to prove the existence of $$\lim_{x\rightarrow 2} x^2=4$$ is not consistent with the definition of limit. $$ \forall \epsilon > 0\ \exists\delta > 0 \quad \mbox{so} \quad \left | \ x - x_0 \right \vert < \delta\ \Rightarrow \left | \ f(x) - L \right \vert < \epsilon\ $$

The $$ \delta $$ used here is $$ \delta = \sqrt{4-\epsilon} - 2 $$

$$So \quad \sqrt{4-\epsilon} - 2 > 0 \quad \forall \epsilon>0 \begin{align} \sqrt{4-\epsilon} &> 2 \\ 4-\epsilon &> 4 \\ -\epsilon&>0 \\ \epsilon &< 0 \\ \epsilon &< 0 \\ &! \end{align} $$

The problem derives from the step where you have: $$ (\delta)\cdot(\delta + 4) = \epsilon $$ And skipped to: $$\delta=\frac{-4\pm\sqrt{16-4\cdot1\cdot\epsilon}}{2\cdot1}= -2 + \sqrt{4-\epsilon}$$ Asuming that c=ε.

However $$ (\delta)\cdot(\delta + 4) - \epsilon = 0 \therefore\ \delta=\frac{-4\pm\sqrt{16-4\cdot1\cdot-\epsilon}}{2\cdot1}=-2 + \sqrt{4+\epsilon}$$

A comment with regard to the derivation of the delta function in example 2: When solving for delta, the epsilon goes to the others side, so it gets a minus sign. (delta)^2 + 4(delta) - epsilon = 0 The delta function becomes -2 + sqrt (4 + epsilon).

 * You are Right why you didn't fix that in the main article!, you waste my time
 * i am going to change it to help the others, thanks for your good observation :)
 * i also changed a small error in
 * $$\begin{matrix}

\left| f(x) - L \right| & = & \left| x^2 - 4 \right| \\ \ & = & \left| x - 2 \right| \cdot \left| x + 2 \right| \\ \ & \le & (\delta) \cdot (\delta + 4) \\ \ & < & (\sqrt{4 + \epsilon} - 2) \cdot (\sqrt{4 + \epsilon} + 2) \\ \ & = & (\sqrt{4 + \epsilon})^2 - (2)^2 \\ \ & = & \epsilon \end{matrix}$$.
 * as it would be
 * $$\begin{matrix}

\left| f(x) - L \right| & = & \left| x^2 - 4 \right| \\ \ & = & \left| x - 2 \right| \cdot \left| x + 2 \right| \\ \ & < & (\delta) \cdot (\delta + 4) \\ \ & < & (\sqrt{4 + \epsilon} - 2) \cdot (\sqrt{4 + \epsilon} + 2) \\ \ & < & (\sqrt{4 + \epsilon})^2 - (2)^2 \\ \ & < & \epsilon \end{matrix}$$
 * I change the sign "=" in the last two lines with "<" because
 * $$\delta = \frac{-4 + \sqrt{16 - 4 \cdot 1 \cdot (- \epsilon) }}{2 \cdot 1} = -2 + \sqrt{4 + \epsilon}$$
 * so $$\epsilon$$ will stay with the sign "<" not "="
 * and also in third line i changed the sign from $$\le$$ to "<" because from the definition $$|x-2| < \delta$$$$ and |x^2 - 4| < \epsilon$$ not $$|x-2| \le \delta$$ and $$|x^2 - 4| \le \epsilon$$ as we want a range between 0 and $$\delta$$, 0 and $$\epsilon$$ not a specific value 3D Vector (talk) 00:47, 28 April 2008 (UTC)

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

title: Talk:Calculus/Choosing delta


text:
Horticulture/Myzus persicae

The Green Peach Aphid is a pest of over 875 species of plants, including both food crops and ornamental species.

Host plants
A wide range of plants, including those in the following genera:
 * ../Beta/ (Beets)
 * ../Brassica/ (Coles)
 * ../Camellia/
 * ../Capsicum/ (Pepper)
 * ../Clematis/
 * ../Crocus/ (Crocus)
 * ../Daucus/ (Carrot)
 * ../Dianthus/ (Carnation)
 * ../Erythronium/ (Trout Lily)
 * ../Hedera/ (Ivy)
 * ../Lactuca/ (Lettuce)
 * ../Lilium/ (Lily)
 * ../Lycopersicon/ (Tomato)
 * ../Papaver/ (Poppy)
 * ../Philadelphus/ (Mock Orange)
 * ../Pisum/ (Peas)
 * ../Prunus/ (Stone Fruits)
 * ../Rheum/ (Rhubarb)
 * ../Rosa/ (Rose)
 * ../Sedum/ (Rockcress)
 * ../Solanum/ (Nightshades)
 * ../Verbena/
 * ../Viola/ (Violets)

title: Horticulture/Myzus persicae


text:
User talk:24.187.15.51

Regarding edits made during February 28 2007
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. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 01:08, 28 February 2007 (UTC)

title: User talk:24.187.15.51


text:
User talk:72.68.82.236

Regarding edits made during February 28 2007
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. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 01:09, 28 February 2007 (UTC)

title: User talk:72.68.82.236


text:
User talk:74.98.103.122

Regarding edits made during February 28 2007
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. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 02:06, 28 February 2007 (UTC)

title: User talk:74.98.103.122


text:
Cookbook:Cherry Cobbler in a Crock Pot

| American cuisine | Breakfast Cuisine | Vegetarian Cuisine | Dessert

Ingredients

 * 1 can (16 ounces) cherry pie filling
 * 1 cup yellow cake mix
 * ⅛ cup softened butter
 * ¼ cup chopped nuts
 * Ice cream, as desired

Procedure

 * 1) Pour cherry pie filling into a slow cooker, spreading it evenly across the bottom of the crock.
 * 2) In a medium-size bowl, combine cake mix and butter until the mixture is crumbly.
 * 3) Sprinkle evenly over cherries.
 * 4) Sprinkle nuts evenly over cake mix.
 * 5) Set slow cooker on low, cover and allow to cook for 3 hours.
 * 6) Serve hot, right from the slow cooker, or serve over ice cream, if desired.

Notes, tips, and variations

 * Any fruit pie filling will do.
 * Refrigerate extra portions of this cobbler and mix it into hot oatmeal or yogurt for a breakfast treat.

title: Cookbook:Cherry Cobbler in a Crock Pot


text:
Talk:French/Lessons/Recreation

Untitled
There's a reduplication of some of the effort here on Wikiversity. Content should be carefully coordinated, and duplicate material should be combined. 128.187.0.178 03:14, 28 February 2007 (UTC)

title: Talk:French/Lessons/Recreation


text:
The Computer Revolution/Software/Personal Information Managers

love Greg work t.v. ps3

Personal Information Managers
A personal information manager (PIM) is a type of application software that functions as a personal organizer. As an information management tool, a PIM's purpose is to facilitate the recording, tracking, and management of certain types of "personal information".

Examples of PIM:
 * E-mail
 * Address Books
 * Calendars
 * Journals

Microsoft Outlook
Microsoft Outlook is a personal information manager from Microsoft, and is part of the Microsoft Office suite. Outlook is an e-mail client, an address book, journal, a calendar and many more PIM features.

Mac iCal
iCal is a personal calendar application made by Apple Inc. that runs on the Mac OS X operating system. iCal was the first calendar application to offer support for multiple calendars and the ability to publish/subscribe calendars to WebDAV server.

Reference: http://en.wikipedia.org/wiki/Image:ICal2.png February 27, 2007

Evolution
Evolution is a personal information manager made by Novell and the GNOME project primarily for Linux, although it is also available for Mac OS/X and may soon be ported to Microsoft Windows.

Vault 3
Vault 3 stores your information and photographs as an outline. Vault 3 organizes your information into categories and sub-categories that you specify. Vault 3's outline is easily and rapidly searchable. Vault 3 uses strong encryption to ensure the privacy of your personal data. Vault 3 can even run slideshows of your photographs. Vault 3 runs on 32 and 64-bit Windows operating systems, 32 and 64-bit Linux GTK operating systems, and 64-bit Mac OS X.

Reference: http://www.ericbt.com/Vault3

Vault 3 is also available for Android: https://market.android.com/details?id=com.ericbt.Vault3


text:
Talk:Biblical Studies/Christianity/The Bible

Cleaned up text, fact checked, and omitted some things.

--Tmargheim 04:58, 28 February 2007 (UTC)


text:
User talk:Jscot052

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 an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! Mattb112885 05:14, 28 February 2007 (UTC)

title: User talk:Jscot052


text:
User talk:Boyage

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
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 * 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 an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! Mattb112885 05:15, 28 February 2007 (UTC)

title: User talk:Boyage


text:
User talk:Bluelightstar~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
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 * If you want to base your work here on materials from Wikipedia, please use WB:RFI 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 an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! Mattb112885 05:17, 28 February 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 Bluelightstar. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bluelightstar~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 22:59, 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) 04:40, 19 April 2015 (UTC)

title: User talk:Bluelightstar~enwikibooks


text:
User talk:Hlian701

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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 * 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 an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! Mattb112885 05:18, 28 February 2007 (UTC)

title: User talk:Hlian701


text:
A-level Economics/OCR/Introduction to economics-Whats the problem

What is the problem?

Economics is the study of how to allocate or use resources such as money, land, etc. most efficiently. The world is such that everything is scarce. Money is limited, food is limited, labor is limited, steel and plastic are limited. Everything is limited and thus to do something we need to make sure that resources are allocated in the best and the most efficient way.

Opportunity cost?

One problem here is that of opportunity cost. It is the "next best alternative that has been forgone" while undertaking something. An example is that a person eats ice cream, the next best alternative was eating a burger, which was not undertaken, thus the cost of eating an ice cream is eating burger. This cost exists because the person has a limited amount of money and only one thing can be bought. Companies and governments have to look at opportunity costs as well as time and money when making decisions.

Scare resources?? What are the scarce resources then?? In economics they are:

 * Entrepreneur (defined in economics as anyone who takes a risk)
 * Land (your land on which you built a plant, office or mine etc.)
 * Labour (employees, skilled and unskilled labour)
 * Capital (this includes money, machinery etc.)

Increasingly another factor is added i.e.
 * Technology or knowledge (this helps a firm to improve productivity, efficiency, quality, etc. and includes machinery, processes, training etc.)


text:
Cookbook:Canh Chua (Vietnamese Hot and Sour Soup)

| Cuisine of Vietnam

Canh chua is the Vietnamese "Hot & Sour" soup. It is closest to the Thai and the Cambodian tom yum soup, although it is more sweet and sour than its spicier counterparts. Each family has its own canh chua recipe and sometimes, members from the same family have their own.

Marinade

 * 1 whole catfish or other firm white fish
 * 2 scallions, green part reserved for garnish and white part crushed
 * 4 teaspoons nước mắm
 * 1 teaspoon salt
 * Freshly-ground black pepper

Soup

 * 1 quart (950 ml) water
 * 2 teaspoons salt
 * 2 tablespoons nước mắm
 * ½ cup (120g) sour bamboo
 * ¼ fresh pineapple, core removed, cut lengthwise and sliced

Garnish

 * 2 tablespoons chopped fresh coriander
 * Green part of scallions, chopped

Procedure

 * 1) Marinate the fish for 15 minutes with the crushed scallions, black pepper, salt, and nước mắm.
 * 2) Bring water to the boil. Add the sour bamboo and pineapple slices. Boil for 5 minutes.
 * 3) Add marinated fish and continue to boil for a total of 10 minutes. While the fish is boiling, add Nước mắm, and salt.
 * 4) For serving, the soup can be garnished with coriander and the green part of scallions.

Notes, tips, and variations

 * Traditionally, the fish head is not removed, but you can if you prefer.


text:
Physical Activity/Sports

Fundamentals/Techniques of Casting

Stand directly facing the target or slightly sidewise, with the right side (if right handed) towards the target and the right foot slightly advanced. The arms should be held in a relaxed "natural" position with the elbow at or near the side. The target should be aligned by looking at it through the top of the tip. When the rod and target are properly "ligned up", the tip of the rod brought in and up sharply to a vertical position and stopped suddenly the instant the backward motion of the tip stops. In order to control the line, it is necessary to thumb the spool when using the conventional reel. The tip of the thumb may be placed entirely on the line and partially on the flange of the spool. The thumb should apply firm pressure as the rod is brought back for the cast and held until the rod cmpltes its forward movement. The pressure is eased on the forward cast at about ten o'clock position, allowing the line to run, and then increase again just before the bait hits the target. As the rod reaches the vertical position, the grip of the three fingers is relaxed thst the rod breaks away from the palm. Beginning downward movement, they should be closed again. To bring the rod down, one must be careful to pass again through the "aiming zone" sighted at the beginning of the cast. The eyes should be "pick up" the plug soon after it is released, keeping the rod, line and target in alignment. The rod must be shifted to the left hand. The right hand grasps the handle of the reel and begins to reel in the line.

title: Physical Activity/Sports


text:
Cookbook:Creamy Aioli Salsa

| Vegan Cuisine

This is a cross between an aioli (a mayonnaise-like sauce which uses garlic instead of egg yolk as an emulsifier) and a pico de gallo-style salsa.

Ingredients

 * 1 lime
 * Several tomatoes, chopped
 * Olive oil
 * 1 pinch salt
 * 5 cloves garlic
 * 1 or more jalapeño chiles or serrano chiles, chopped
 * 1 bunch cilantro (optional), chopped

Procedure

 * 1) Squeeze the lime juice into a blender-safe bowl.
 * 2) Add 2 teaspoons of olive oil and all other ingredients.
 * 3) Use an immersion blender to blend everything to a purée.
 * 4) Gradually blend in more olive oil, tasting, until the mixture reaches your desired creaminess.

title: Cookbook:Creamy Aioli Salsa


text:
Cookbook:Pear-Cranberry Crisp

| American cuisine | Vegetarian Cuisine | Holiday Recipes | Dessert

Ingredients

 * 4 ea. (2½ pounds) firm, ripe pears peeled, cored, and sliced
 * 12 ounces cranberries
 * ⅓ cup sugar
 * ½ teaspoon cinnamon, divided
 * ¾ cup rolled oats
 * ⅔ cup sliced almonds
 * ⅔ cup firmly packed brown sugar
 * ½ cup butter cut into pieces
 * 1 cup flour

Procedure

 * 1) Preheat oven to 375°F.
 * 2) Toss pears, cranberries, sugar, and ¼ teaspoon cinnamon in a 9x9-inch baking dish until blended.
 * 3) Combine oats, almonds, brown sugar, butter, flour, and remaining ¼ teaspoon cinnamon in large bowl. Blend with fingertips.
 * 4) Sprinkle crumble over fruit and pat down lightly.
 * 5) Bake until pears are tender and topping is golden, about 45 minutes.
 * 6) Serve hot or warm.

Notes, tips, and variations

 * Try baking in a 15-inch Dutch oven—place on 12 briquettes, and top with 19 briquettes. Cook for 35–45 minutes, checking crisp after 30 minutes.

title: Cookbook:Pear-Cranberry Crisp


text:
Horticulture/Leaf Spots

Leaf Spots are circular lesions found on the leaves of plants, caused by either bacteria of fungi.

Symptoms and Signs
Initial infections are small, circular spots, usually with a differently colored zone on the outer edge. Severe cases cause distorted leaves or blight.

Life Cycle
Spores or bacteria overwinter on fallen leaves or buds. Growth is favored by moist conditions on the leaf surface.

Host Range
Most of the pathogens are quite selective.

title: Horticulture/Leaf Spots


text:
Horticulture/Lycopersicon

Lycopersicon is a genus which included tomatoes and some species of nightshades. First removed from the genus ../Solanum/ by Philip Miller in 1754, its removal leaves the latter genus paraphyletic, so modern botanists usually accept the names in Solanum. The name Lycopersicon is still used by gardeners, farmers, and seed companies.

 * Lycopersicon cerasiforme (Cherry tomato) is now ../Solanum lycopersicum/ var. cerasiforme
 * Lycopersicon esculentum and Lycopersicon lycopersicum (tomato) are now ../Solanum lycopersicum/
 * Lycopersicon peruvianum is now ../Solanum peruvianum/
 * Lycopersicon pimpinellifolium (Currant Tomato) is now ../Solanum pimpinellifolium/

Pests and diseases
Wilt and Blight:
 * ../Phytophthora capsici/

title: Horticulture/Lycopersicon


text:
Cookbook:Mực Nhồi Thịt (Vietnamese Stuffed Squid)

| Cuisine of Vietnam

Main dish

 * 12 small squid, cleaned, with tentacles removed and reserved
 * 2 spring onions, cut into 2-inch lengths
 * 2 dried black mushrooms, soaked in warm water for 30 minutes and quartered
 * 2 tablespoons nước mắm
 * 1 small carrot, sliced
 * 30 grams bamboo shoots, drained and sliced
 * 1 tablespoon of Nước màu
 * 2 cups chicken stock

Stuffing

 * 6 squid tentacles, finely chopped
 * 250 grams pork fat, minced
 * 2 cloves garlic, smashed
 * 1 spring onions, finely chopped
 * 2 dried black mushrooms, soaked in warm water for 30 minutes, stems removed, and finely chopped
 * 1 teaspoon nước mắm
 * 1 pinch sugar
 * 1 pinch salt
 * 1 pinch pepper

Stuffing

 * 1) Combine chopped squid tentacles, minced pork fat, and garlic.
 * 2) Add spring onion and mushrooms to the squid mixture, along with nước mắm, sugar, salt and pepper.
 * 3) Stuff into the squid heads and secure the openings with toothpicks.

Main dish

 * 1) Place stuffed squid in a casserole dish or clay pot along with the sliced carrot, bamboo shoots, spring onions, quartered mushrooms and soaking liquid, caramel sauce, chicken stock, and nước mắm.
 * 2) Place in a preheated 350 °F oven, and bake for 20 minutes.
 * 3) Serve in the pot accompanied by steamed rice.


text:
Persian/Persian Handwriting

نسخ Naskh
Naskh script (sometimes written as "Nasx") is a commonly used script of the Arabic alphabet used in printed Persian. Due to its simple and clear style, most modern fonts used in Persian word processing are based on the Naskh script; therefore it is the style you will see used in books. It is also the style of writing taught to children.

نستعلیق Nastaliq
Nastaliq (sometimes written as nastalique, nastaleeq or nastaligh) is a flowing and stylized form of the Arabic alphabet which originated in then Persia (modern Iran) during the 14th and 15th centuries. Its origins lay in a combination of the Naskh and Ta'liq styles, hence the name "nastaliq". Since the Mughals ruled over Northern India at that time, a simplified version of nastaliq is still used for writing Urdu.

شکسته Shekasteh
Shekasteh is a form of handwritten Persian, parts of which are based upon the Nastiliq form. Literally meaning "broken", it is difficult to read for the beginner so some time must be spent in learning to read this script.

title: Persian/Persian Handwriting


text:
Cookbook:Vietnamese Caramel Sauce (Nước Maøu)

| Cuisine of Vietnam

Vietnamese caramel sauce/syrup is a common ingredient in clay pot recipes.

Ingredients

 * ½ cup white granulated sugar
 * ¼ cup water or fish sauce
 * 1 cup water or fish sauce

Procedure

 * 1) Combine sugar and the ¼ cup water/fish sauce in a small saucepan over low heat.
 * 2) Swirl the pan frequently to avoid burning. When the sugar turns light brown, remove from the heat.
 * 3) Stir in the 1 cup of water/fish sauce. Guard against splattering.
 * 4) Let cool a little and return the sauce to the stove. Cook on low heat until all the sugar has dissolved.
 * 5) Let the sauce cool and store in a jar in the refrigerator for future use.


text:
Persian/Alphabet

The Persian Alphabet:
The six vowels and 23 consonants of Persian are written using a modified version of the Arabic alphabet with four extra Persian letters to represent sounds which do not exist in Arabic. Its Persian name is, which is the equivalent of the English “ABCs”.

Transcription
UniPers is used as a guide to pronunciation in this book:

Pronunciation
Most letters in this system of transcription can be pronounced like their English equivalents, but some deserve special attention:

Differing Systems of Transcription
There are several different systems of transcription in use for Persian, and no one official system. This can cause difficulties when more than one textbook is consulted, and may lead an absolute beginner to confuse the different letters. There are too many differences to be listed here, but it is useful to be familiar with the most significant examples:

Some common differences include:

 * may be transcribed as ā, á, A, aa, or a. For example,  may be written elsewhere as bābā, bábá, bAbA, baabaa, or baba.  In texts where ‹â› is transcribed as a, the short ‹a› sound may be written as æ or there may be no written distinction between the long and short sounds.
 * Short ‹a› may be transcribed as æ, especially in texts where a represents long ‹â›. For example,  may be written elsewhere as æbr and  as baba.
 * may be transcribed as ch or č. For example, may be written elsewhere as chetor or četor.
 * may be transcribed as kh. For example, may be written elsewhere as khub.
 * may be transcribed as sh or s. For example, may be written elsewhere as shoma or soma.
 * Long ‹u›, may be transcribed as oo. For example, may be written elsewhere as doost.

title: Persian/Alphabet


text:
Persian/Glossary

All vocabulary Lessons 1 -   [ edit]

This is the Glossary for the Persian language course on English Wikibooks.

title: Persian/Glossary


text:
User talk:Shanowac

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're 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 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 an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck!-- SB_Johnny | talk 13:03, 28 February 2007 (UTC)

title: User talk:Shanowac


text:
User talk:Zsolt.sandor

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're 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 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 an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck!-- SB_Johnny | talk 13:04, 28 February 2007 (UTC)

title: User talk:Zsolt.sandor


text:
User talk:Dagobert29

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're 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 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 an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck!-- SB_Johnny | talk 13:05, 28 February 2007 (UTC)

title: User talk:Dagobert29


text:
Horticulture/Aphis gossypii

Aphis gossypii is a major pest of cotton and other crops, and a common pest of gardens.

Host plants
Host plants include those of the following genera (as well as many others):
 * ../Aquilegia/ (Columbine)
 * ../Asclepias/
 * ../Bougainvillea/
 * ../Camellia/
 * ../Capsicum/ (Pepper)
 * ../Cirsium/
 * ../Cornus/
 * ../Cucumis/
 * ../Dahlia/
 * ../Daucus/
 * ../Eucalyptus/
 * ../Euonymus/
 * ../Fragaria/ (Strawberry)
 * ../Helianthus/
 * ../Hydrangea/
 * ../Ipomoea/
 * ../Iris/ (Iris)
 * ../Lagerstroemia/
 * ../Lilium/
 * ../Lycopersicon/
 * ../Malva/
 * ../Ostrya/
 * ../Papaver/ (Poppy)
 * ../Persea/
 * ../Pittosporium/
 * ../Platanus/
 * ../Prunus/
 * ../Rhamnus/
 * ../Rosa/
 * ../Salix/
 * ../Sedum/ (Rockcress)
 * ../Solanum/
 * ../Syringa/ (Lilac)
 * ../Verbena/
 * ../Viola/

title: Horticulture/Aphis gossypii


text:
Horticulture/Lymantria dispar

The gypsy moth, Lymantria dispar, is a moth in the family Lymantriidae of Eurasian origin. Originally ranging from Europe to Asia, it was introduced to North America in the late 1860s, where it has been expanding its range ever since.

Description
The hatching of gypsy moth eggs coincides with budding of most hardwood trees. Larvae emerge from egg masses from early spring through mid-May.

Gypsy moths are dispersed in two ways. Natural dispersal occurs when newly hatched larvae hanging from host trees on silken threads are carried by the wind for a distance of up to about 1 mile, although most go less than 50 meters. Eggs can be carried for longer distances. Artificial dispersal occurs when people transport gypsy moth eggs thousands of miles from infested areas on cars and recreational vehicles, firewood, household goods, and other personal possessions. Females are flightless in most varieties, so these are the only means of spread.

Symptoms and Signs
The effects of defoliation depend primarily on the amount of foliage that is removed, the condition of the tree at the time it is defoliated, the number of consecutive defoliations, available soil moisture, and the species of host. If less than 50 percent of their crown is defoliated, most hardwoods will experience only a slight reduction (or loss) in radial growth.

If more than 50 percent of their crown is defoliated, most hardwoods will refoliate or produce a second flush of foliage by midsummer. Healthy trees can usually withstand one or two consecutive defoliations of greater than 50 percent. Trees that have been weakened by previous defoliation or been subjected to other stresses such as droughts are frequently killed after a single defoliation of more than 50 percent.

Trees use energy reserves during refoliation and are eventually weakened. Weakened trees exhibit symptoms such as dying back of twigs and branches in the upper crown and sprouting of old buds on the trunk and larger branches. Weakened trees experience radial growth reduction of approximately 30 to 50 percent.

Trees weakened by consecutive defoliations are also vulnerable to attack by disease organisms and other insects. For example, the Armillaria fungus attacks the roots, and the two-lined chestnut borer attacks the trunk and branches. Affected trees will eventually die 2 or 3 years after they are attacked.

Although not preferred by the larvae, pines and hemlocks are subject to heavy defoliation during gypsy moth outbreaks and are more likely to be killed than hardwoods. A single, complete defoliation can kill approximately 50 percent of the pines and 90 percent of the mature hemlocks. This is because conifers do not store energy in their roots; an exception is larch.

Development and reproduction
Larvae develop into adults by going through a series of progressive moults through which they increase in size. Instars are the stages between each molt. Male larvae normally go through five instars (females, go through six) before entering the pupal stage. Newly hatched larvae are black with long hair-like setae. Older larvae have five pairs of raised blue spots and six pairs of raised brick-red spots along their backs, and a sprinkling of setae.

During the first three instars, larvae remain in the top branches or crowns of host trees. The first stage or instar chews small holes in the leaves. The second and third instars feed from the outer edge of the leaf toward the center.

When population numbers are sparse, the movement of the larvae up and down the tree coincides with light intensity. Larvae in the fourth instar feed in the top branches or crown at night. When the sun comes up, larvae crawl down the trunk of the tree to rest during daylight hours. Larvae hide under flaps of bark, in crevices, or under branches - any place that provides protection. When larvae hide underneath leaf litter, mice, shrews, and Calosoma beetles can prey on them. At dusk, when the sun sets, larvae climb back up to the top branches of the host tree to feed. When population numbers are dense, however, larvae feed continuously day and night until the foliage of the host tree is stripped. Then they crawl in search of new sources of food.

The larvae reach maturity between mid-June and early July. They enter the pupal stage. This is the stage during which larvae change into adults or moths. Pupation lasts from 7 to 14 days. When the population is spread out and running low, pupation can take place under flaps of bark, in crevices, under branches, on the ground, and in other places where larvae rested. During periods when population numbers are dense, pupation is not restricted to locations where larvae rested. Pupation will take place in sheltered and non-sheltered locations, even exposed on the trunks of trees or on foliage of nonhost trees. Sometimes the caterpillars create flimsy cocoons made of silk strands holding the leaf together, while others do not cover their pupae in cocoons, but rather hang from a twig or tree bark, like butterfly pupae do.

The brown male gypsy moth emerges first, flying in rapid zigzag patterns searching for females. The male gypsy moths are diurnal unlike most moths, which are nocturnal. When heavy, black-and-white egg-laden females emerge, they emit a chemical substance called a pheromone that attracts the males. The female lays her eggs in July and August close to the spot where she pupated. Then, both adult gypsy moths die. The European and most Russian forms of the gypsy moth have flightless females. Although they have large wings, the musculature is not developed. However, the Japanese gypsy moth females do fly and are attracted to lights. During outbreaks they have been known to fly to ships in port and lay their eggs on the ships.

The egg is the overwintering stage. After an acclimation stage, eggs can withstand freezing temperatures. The longer they are chilled in winter, the less heating is required for their hatch in spring. Gypsy moth egg masses are typically laid on branches and trunks of trees, but egg masses may be found in any sheltered location. Egg masses are buff colored when first laid but may bleach out over the winter months when exposed to direct sunlight and weathering. As the female lays them, she covers them with hair-like setae from her abdomen. Many individuals find these hairs irritating, and they may offer the eggs some protection. Egg masses contain from a couple of hundred to about 1200 eggs.

North American Introduction
The gypsy moth was introduced into the United States in 1868 by a French scientist, Leopold Trouvelot, living in Medford, Massachusetts, who enjoyed raising many types of caterpillars including silkworms. It is now one of the most notorious pests of hardwood trees in the Eastern United States. The first outbreak there occurred in 1889. By 1987, the gypsy moth had established itself throughout the Northeast USA and southern Quebec and Ontario. The insect has spread south into Virginia and West Virginia, and west into Michigan and Wisconsin. Infestations have also occurred sporadically in Utah, Oregon, Washington, California, and British Columbia.

Since 1980, the gypsy moth has defoliated over 1,000,000 acres (4,000 km²) of forest each year. In 1981, a record 12,900,000 acres (52,200 km²) were defoliated. This is an area larger than Rhode Island, Massachusetts, and Connecticut combined.

In wooded suburban areas, during periods of infestation when trees are visibly defoliated, gypsy moth larvae crawl up and down walls, across roads, over outdoor furniture, and even inside homes. During periods of feeding they leave behind a mixture of small pieces of leaves and frass, or excrement. During outbreaks, the sound of chewing and frass dropping is a continual annoyance.

Gypsy moth populations usually remain at very low levels but occasionally populations increase to very high levels which can result in partial to total defoliation of host trees for 1-3 years.

Host plants
Gypsy moth larvae prefer oaks, but may feed on several hundred different species of trees and shrubs, both hardwood and conifer. In the East the gypsy moth prefers oaks, aspen, apple, sweetgum, speckled alder, basswood, gray and paper birch, poplar, willow, and hawthorn, although other species are also affected. The list of hosts will undoubtedly expand as the insect spreads south and west. The gypsy moth avoids ash, tulip-tree, American sycamore, butternut, black walnut, catalpa, flowering dogwood, balsam fir, arborvitae, American holly, and shrubs such as mountain laurel and rhododendron, but will feed on these in late instars when densities are extremely high. Older larvae feed on several species of hardwood that younger larvae avoid, including cottonwood, hemlock, Atlantic white cypress, and the pines and spruces native to the East.

 * ../Abies/ (Fir)
 * ../Acer/ (Maple)
 * ../Alnus/ (Alder)
 * ../Betula/ (Birch)
 * ../Carya/ (Hickory)
 * ../Catalpa/
 * /Chamaecyparis/ (False cypress)
 * ../Cornus/ (Dogwood)
 * ../Crataegus/ (Hawthorn)
 * ../Fagus/ (Beech)
 * ../Fraxinus/ (Ash)
 * ../Juglans/ (Walnut)
 * /Liquidumbar/ (Sweetgum)
 * ../Liriodendron/ (Tuliptree)
 * ../Malus/ (Apple)
 * /Picea/ (Spruce)
 * ../Pinus/ (Pine)
 * ../Platinus/ (Sycamore)
 * ../Populus/ (Poplar)
 * ../Prunus/ (Stone Fruits)
 * ../Quercus/ (Oak)
 * ../Sassafras/
 * ../Salix/ (Willow)
 * /Thuja/ (Arborvitae)
 * ../Tilia/ (Linden, Basswood)
 * ../Tsuga/ (Hemlock)
 * ../Ulmus/ (Elm)

Further information

 * Andreadis TG, Weseloh RM. 1990. Discovery of Entomophaga maimaiga in North American gypsy moth, Lymantria dispar. Proceedings of the National Academy of Sciences of the United States of America 87 (7): 2461-2465.
 * Barbosa P, Greenblatt J. 1979. Suitability, digestibility and assimilation of various host plants of the gypsy moth Lymantria dispar L (Lepidoptera, Lymantriidae). Oecologia 43 (1): 111-119 1979
 * Barbosa P, Waldvogel M, Martinat P, et al. 1983. Developmental and reproductive performance of the gypsy moth, Lymantria dispar (L) (Lepidoptera, Lymantriidae), on selected hosts common to mid-atlantic and southern forests. Environmental Entomology 12 (6): 1858-1862.
 * Bogdanowicz SM, Wallner WE, Bell J, et al. 1993. Asian gypsy moths (Lepidoptera, Lymantriidae) in North America - evidence from molecular data. Annals of the Entomological Society of America 86 (6): 710-715.
 * Dwyer G, Elkinton JS. 1993. Using simple-models to predict virus epizootics in gypsy-moth populations. Journal Of Animal Ecology 62 (1): 1-11.
 * Elkinton JS, Healy WM, Buonaccorsi JP, Boettner GH, Hazzard AM, Smith HR, Liebhold AM. 1996. Interactions among gypsy moths, white-footed mice, and acorns. Ecology 77 (8): 2332-2342.
 * Gould JR, Elkinton JS, Wallner WE. 1990. Density-dependent suppression of experimentally created gypsy moth, Lymantria dispar (Lepidoptera, Lymantriidae), populations by natural enemies. Journal of Animal Ecology 59 (1): 213-233.
 * Liebhold AM, Halverson JA, Elmes GA. 1992. Gypsy moth invasion in North America - a quantitative analysis. Journal of Biogeography 19 (5): 513-520.
 * Myers, Judith H. 1993. Population Outbreaks in Forest Lepidoptera.  American Scientist 81, 240-251.
 * Rossiter MC. 1991. Maternal effects generate variation in life-history - consequences of egg weight plasticity in the gypsy moth. Functional Ecology 5 (3): 386-393.
 * Weseloh RM, Andreadis TG. 1992. Epizootiology of the fungus Entomophaga maimaiga, and its impact on gypsy moth populations. Journal of Invertebrate Pathology 59 (2): 133-141.

title: Horticulture/Lymantria dispar


text:
User:Boyage

Boyage has come to install Blender 2.42 about two weeks ago. Just a few days before 2.43 was released. Now he is using his spare time to learn Blender from various tutorials and has found the wikibook Blender_3D:_Noob_to_Pro especially interesting for here he cannot only reproduce but also contribute. So when he is going through one of the tutorials he tries to update and upgrade the tutorial such as he finds necessary. Thus he does by rewriting (mainly adding) text and adding (maybe some too many) pictures. Boyage, 28. Febuary 2007 PS: Thanks, palo, for suggesting Blender in the first place.

title: User:Boyage


text:
Talk:Muggles' Guide to Harry Potter/Characters/Fawkes

Is it possible that Fawkes is a horcrux? This would seem possible, given that: --Sjlegg 16:21, 28 February 2007 (UTC)
 * Phoenixes are immortal, so Fawkes would be a safe place to put part of your soul.
 * Fawkes is connected to Voldemort by his wand - therefore, Fawkes has the magical associations that Voldemort was looking for; except not from the past, but to the present.
 * Intriguing idea, but no. For Fawkes to be a Horcrux, someone would have to be murdered in his presence; soul fragments don't keep. Dumbledore hasn't murdered anyone as far as we know, and Fawkes would never be near enough to Voldy to be tagged that way. Chazz (talk) 23:41, 18 December 2007 (UTC)


text:
User:T.A Shirakawa

__NOINDEX__

ja:利用者:T.A Shirakawa zh:User:T.A Shirakawa

title: User:T.A Shirakawa


text: User:Fasten/Mentoring Handbook

title: User:Fasten/Mentoring Handbook


text:
Microsoft Certified Professional Developer/Exam 70-547

Evaluate the technical feasibility of an application design concept.
Evaluate the proof of concept. Recommend the best technologies for the features and goals of the application. Weigh implementation considerations. Investigate existing solutions for similar business problems.

Create a proof-of-concept prototype.
Evaluate the risks associated with ASP.NET 2.0 technology or implementation. Validate that the proposed technology can be used in the application. Demonstrate to stakeholders that the proposed solution will address their needs.

Evaluate the technical specifications for an application to ensure that the business requirements are met.
Translate the functional specification into developer terminology, such as pseudo code and UML diagrams. Suggest component type and layer.

Evaluate the design of a database.
Recommend a database schema. Identify the stored procedures that are required for an application.

Evaluate the logical design of an application.
Evaluate the logical design for performance. Evaluate the logical design for maintainability. Evaluate the logical design for extensibility. Evaluate the logical design for scalability. Evaluate the logical design for availability. Evaluate the logical design for security. Evaluate the logical design against use cases. Evaluate the logical design for recoverability. Evaluate the logical design for data integrity. ===Evaluate the physical design of an application. Considerations include the design of the project structure, the number of files, the number of assemblies, and the location of these resources on the server.=== Evaluate the physical design for performance. Evaluate the physical design for maintainability. Evaluate how the physical location of files affects the extensibility of the application. Evaluate the physical design for scalability. Evaluate the physical design for availability. Evaluate the physical design for security. Evaluate the physical design for recoverability. Evaluate the physical design for data integrity.

Links
Application Architecture for .NET: Designing Applications and Services ASP.NET Web Application Security Chapter 14 — Improving SQL Server Performance Creating Stored Procedures (Database Engine) Introduction to Data Concurrency in ADO.NET

Choose an appropriate layout for the visual interface.
Decide the content flow across pages. Evaluate user navigation needs. Identify the goal of the page. Ensure the congruency and consistency of the user experience throughout the application.

Evaluate a strategy for implementing a common layout throughout the UI.
Suggest when to use style sheets, master pages, Web parts, custom controls, scripting, and user controls. Suggest an applicable UI standard based on the intended client environment. Considerations include chosen operating systems, technologies, and browser types.

Choose an appropriate control based on design specifications.
Evaluate the type of data that must be captured or displayed. Evaluate available controls. Considerations include standard .NET Framework controls and custom, internally developed, and third-party controls. Evaluate how available controls are implemented in previous and ongoing projects or applications. Evaluate the user demographic. Considerations include localization concerns. Evaluate the user environment. Considerations include screen size and browser type and version.

Choose an appropriate data validation method at the UI layer.
Choose a validation method based on the data type provided. Decide how to report the feedback. Considerations include callbacks, exceptions, and writing to an event log. Identify the source of invalid data. Identify the cause of an invalid entry. Evaluate whether invalid data can be prevented. Evaluate whether an exception must be thrown. Evaluate whether an exception must be logged. Evaluate whether visual feedback, such as a message box or color, is required.

Choose appropriate user assistance and application status feedback techniques.
Design a user assistance mechanism. Choose an appropriate application status feedback technique based on available control types. Choose an appropriate application status feedback technique to support accessibility. Design an application status feedback mechanism.

Choose an appropriate mechanism to deliver multimedia data from an application.
Evaluate available multimedia delivery mechanisms. Considerations include bandwidth problems, file formats, frames per second, and streaming types. Design a multimedia delivery mechanism.

Links
ASP.NET Master Pages Overview Building ASP.NET 2.0 Web Sites Using Web Standards Comparing the GridView and DataGrid Web Server Controls DataList Web Server Control Deciding When to Use the DataGrid, DataList or Repeater How to: Define ASP.NET Themes Wizard Web Server Control Overview XmlDataSource Control Overview

Establish the required characteristics of a component.
Decide when to create a single component or multiple components. Decide which tier of the application a component should be located. Decide which type of object to build.

Create the high-level design of a component.
Establish the life cycle of a component. Decide whether to use established design patterns for the component. Decide whether to create a prototype for the component. Document the design of a component by using pseudo code, class diagrams, sequence diagrams, activity diagrams, and state diagrams. Evaluate tradeoff decisions. Considerations include security vs. performance, performance vs. maintainability, and so on.

Develop the public API of a component.
Decide the types of clients that can consume a component. Establish the required component interfaces. Decide whether to require constructor input.

Develop the features of a component.
Decide whether existing functionality can be implemented or inherited. Decide how to handle unmanaged and managed resources. Decide which extensibility features are required. Decide whether a component must be stateful or stateless. Decide whether a component must be multithreaded. Decide which functions to implement in the base class, abstract class, or sealed class.

Develop an exception handling mechanism.
Decide when it is appropriate to raise an exception. Decide how a component will handle exceptions. Considerations include catching and throwing a new exception; catching, wrapping, and throwing the wrapped exception; catching and terminating, and so on.

Develop the data access and data handling features of a component.
Analyze data relationships. Analyze the data handling requirements of a component.

Develop a component to include profiling requirements.
Identify potential issues, such as resource leaks and performance gaps, by profiling a component. Decide when to stop profiling on a component. Decide whether to redesign a component after analyzing the profiling results.

Consume a reusable software component.
Identify a reusable software component from available components to meet the requirements. Identify whether the reusable software component needs to be extended. Identify whether the reusable software component needs to be wrapped. Identify whether any existing functionality needs to be hidden. Test the identified component that is based on the requirements.

Choose an appropriate exception handling mechanism.
Evaluate the current exception handling mechanism. Design a new exception handling technique.

Choose an appropriate implementation approach for the application design logic.
Choose an appropriate data storage mechanism. Choose an appropriate data flow structure. Choose an appropriate decision flow structure.

Choose an appropriate event logging method for the application.
Decide whether to log data. Considerations include policies, security, requirements, and debugging. Choose a storage mechanism for logged events. For example, database, flat file, event log, or XML file. Choose a systemwide event logging method. For example, centralized logging, distributed logging, and so on. Decide logging levels based on severity and priority.

Monitor specific characteristics or aspects of an application.
Decide whether to monitor data. Considerations include administration, auditing, and application support. Decide which characteristics to monitor. For example, application performance, memory consumption, security auditing, usability metrics, and possible bugs. Choose event monitoring mechanisms, such as System Monitor and logs. Decide monitoring levels based on requirements. Choose a systemwide monitoring method from the available monitoring mechanisms.

Evaluate the application configuration architecture.
Decide which configuration attributes to store. Choose the physical storage location for the configuration attributes. Decide in which format to store the configuration attributes. Choose when to use ASP.NET Administrative tools.

Evaluate the testing strategy.
Create the unit testing strategy. Evaluate the integration testing strategy. Evaluate the stress testing strategy. Evaluate the performance testing strategy. Evaluate the test environment specification.

Design a unit test.
Describe the testing scenarios. Decide coverage requirements. Evaluate when to use boundary condition testing. Decide the type of assertion tests to conduct.

Perform integration testing.
Determine if the component works as intended in the target environment. Identify component interactions and dependencies. Verify results.

Resolve a bug.
Investigate a reported bug. Reproduce a bug. Evaluate the affect of the bug and the associated cost and timeline for fixing the bug. Fix a bug.

Evaluate the performance of an application that is based on the performance analysis strategy.
Identify performance spikes. Analyze performance trends. Track page response times. Track logon times.

Analyze the data received when monitoring an application.
Monitor and analyze resource usage. Monitor and analyze security aspects. Track bugs that result from customer activity. Choose when to use ASP.NET 2.0 Health Monitoring APIs.

Evaluate the deployment plan.
Identify component-level deployment dependencies. Identify scripting requirements for deployment.

Create an application flow-logic diagram.
Evaluate the complexity of components. Evaluate the complexity of interactions with other components.

Validate the production configuration environment. Considerations include load balancing, Web farms, and Web gardens.
Verify networking settings. Verify the deployment environment.

Source: http://www.microsoft.com/learning/exams/70-547.mspx


text:
Training Best Practices/Use of the Master SME

The Master SME

We use an idea called M-SME (Master Subject Matter Expert) to help in the development of technical training. This M-SME is typically a retired generalist that is experienced in the technical subject matter, but is not an expert on any individual area. After the Instuctional Designers meet with the individual SMEs, the M-SME can help clarify content issues without taking up the SMEs valuable time. This method allows one M-SME to be the single goto point with the designers so the individual SME does not need to get bogged down in the details of the development. Similarly, the M-SME can go to the individual SME to get clarification on a technical point in a much smoother fashion than the non-technical ID or Technical Writer could.


text:
Training Best Practices/Training Games and Activities

Training games and activities are fantastic ways for a trainer to make the training fun and interactive. There are many different games and activities one can engage in during the training.

The website of Sivasailam "Thiagi" Thiagarajan, who uses games and activities extensively in his training programs, has a large amount of game ideas.


text:
Training Best Practices/Common Mistakes in Creating Assessments

Common Mistakes
The five most common mistakes in creating assessments are:

1. Assessments developed at the wrong time

2. Stakes and design effort do not match

3. Assessments not valid for intended purposes

4. Wrong type of assessments

5. Poorly written test items


text:
Training Best Practices/Simulations Designed to Keep Learners Engaged

Edutainment is the fun road to learning. Most people don't realize when they've landed in this zone but what they do know is that some magic has happened and as a result they now know, think or do something as a result of this type of active engagement.

Prime examples of edutainment are found in children's shows like Sesame Street, Barney, etc... Adults also often learn this way but are not always acutely aware of what they've learned because they've had so much fun. A great debrief will get at the acquired knowledge.

Being a "edutainer" opens new pathways to learning particularly as the Aging of America dominates the landscape.


text:
Cookbook talk:Döner Kebab

This article had to be written by an American!

I don't know what it's a recipe for, but it sure isn't doner kebab.

Ground beef? No, lamb.

Chicken salt? I didn't know chickens produced salt.

Slow cooked? No, fast rotary grilling is the key, with meat being sliced off as it reaches perfection.

But apart from that, the recipe is authentic! :D

Add:

This is the döner I ate in england. No way german style. It sounds as if it was all ground meat. Its only a 10 to 20 % ground meat. There is a complete definition around, but it definatly isnt the one here. This döner is not the real stuff :) Ground meat döner sucks. Please verify this information.

donner meat
I tried the recipe but made a few ammendments and it came out well. Quite authentic. Not all of us can aford a rotisserie so the foil method worked well as it kept the shape and allowed me to shave the meat off to mimic chip shop style donner meat.I changed the recipe by frying an onion, garlic and 2 fresh tomatoes then blitzing it all together with a level tea spoon of chilli powder then added it to the mixing bowl with the rest of the ingredients. The result was great.

Angry Chef
Removed this from the main page, but might we worth reading/responding to: "P;S from an angry and unpleased person " this recipe is an fake i tried my self but i end up like mess look more like boiled dogfood" so do not trust this recipe unless you want to waste money whoever who wrote this recipe I want my 4hours and my 40USD back. Hateful regards an Angry chef"

Chicken Salt / Farce-like?
Chicken salt seems to be a region-specific name (Australia and New Zealand) for seasoned salt, nothing more. I guess just use whatever brand you like best was the author's intention. As for "farce-like," farce is an obsolete (in English, anyway) word for stuffing, which is the only thing that remotely makes sense in the author's usage. But it still isn't a very helpful instruction. --199.116.168.57 (discuss) 01:38, 12 March 2016 (UTC)

Redundancy
It seems redundant to have separate ingredient lists for 4, 2, and 1-pound portions. The ingredients should scale proportionally no matter what. Thoughts on removing the extra? -- Nostriker (discuss • contribs) 01:03, 1 March 2022 (UTC)

title: Cookbook talk:Döner Kebab


text:
Training Best Practices/Resources

Low Cost E-Learning Resources
 * clipart - source of clip art images/
 * animations - another source of images
 * Quia - creates games for e-Learning modules
 * Surveymonkey free quiz tools
 * QuizCreator - flash quiz maker to make SCORM compliant quiz for elearning

Already-haves:

Many Windows users are not aware that their computers are loaded with the MS Paint product, a tool for creating and editing graphics, including clip art. Windows users with Service Pack 2 also have Windows Movie Maker, with which they can create and edit movie clips, add narration, music and sound effects, and add custom titles and other effects.

title: Training Best Practices/Resources


text:
Wikijunior:Bugs/Walking Stick

What do Walking Sticks look like?

Walking Sticks are long, thin, and slow-moving bugs, that looks like a stick, twig or branch. They are also called walking sticks. Males tend to be smaller than females. The colors are usually brown or green, but may be grey or shades of red. Also some are shaded orange, but in little places. Stripes, spots, and speckles are more common than solid. Males usually have wings, but females are most likely wingless. Short, tough forewings protect the larger fan-shaped hind wings.

The common American Walking Stick is slender and shiny with long antennas. The adult male is 2 to 3 inches long with bands of color,while the adult female is 4 to 5 inches long.

The New Guinea Spiny Stick Insect is big and bulky. It can grow to 4-1/2 inches to 6 inches long. It resembles a branch more than a slender stick. The colors are dark brown to black. Their legs are thick and prickly. Adult males have a long thorn on each hind leg. Nymphs, another type new type of walking stick, have green-and-brown patterns.

Two-striped Walking Sticks are also known as Prairie Alligators and Devil’s Riding Horses. They are large and relatively stout with three longitudinal black stripes down its back.

Where can Walking Sticks be found?
Walking Sticks are found in North America, Australia, and around the Mediterranean Sea in Europe. They are abundant in the rainforests of Asia, Africa, and South America. They live in tropical areas and warm temperate regions. Their natural habitat is woodlands and forested areas where there are many broadleaf trees. They live on the foliage of shrubs and bushes and on tree stems.

Common American Walking Sticks can be found east of the Mississippi River, from southern Canada to central Florida. They are also found in parts of Arkansas, Arizona and northern Mexico.

Giant Spiny Walking Sticks live on the ground instead of trees or bushes. They hide under bark and stones during the day.

What do Walking Sticks eat?
Stick insects are herbivorous, eating only plants and vegetation. They eat berries, vines, and leaves. They feed at night.

Nymphs feed on oak leaves and various plants, berries and shrubs that grow under the oaks and also rose leafs.

They also eat fabric textiles.

How do Walking Sticks defend themselves?
Stick insects protect themselves by remaining motionless for hours. Sometimes, they gently sway back and forth like a small branch being blown by the wind. They hold their legs tightly along the body so they look like a stick or twig. The surrounding vegetation makes them almost invisible to predators. First-stage nymphs are tiny and have protective camouflage.

Other defense tactics include using unpleasant smells, noises, postures, protective coloration, and sharp spines on the legs. Sometimes the undersides of the wings are brightly colored. When the stick insect senses danger, the wings will open very fast revealing a bright flash of color to scare away predators. Often, wings act as miniature parachutes. The stick insect can fall from a branch, unfold its wings, and glide to safety.

The Two-striped Walking Stick has bright stripes that act as warning coloration. It is also called “musk mare” because it squirts a strong-smelling defensive spray when threatened.

What stages of metamorphosis do Walking Sticks go through?
A Stick Insect undergoes incomplete metamorphosis, changing from egg to nymph to adult. There is no pupal stage. The female deposits eggs through a special tube (ovipositor) at the tip of the abdomen.

In a few species, the female lays eggs by hanging upside down from a branch. She arches her abdomen then straightens up and flicks the eggs away. The eggs are thrown some distance and scattered over a wide area. In the spring nymphs emerge from a tiny cap at one end of the egg.

About two weeks after mating, the female flicks, drops, or scatters her eggs. Some species take care to protect their eggs. They bury their eggs in the ground or hide them in the bark of a tree. Often eggs are attached to leaves or branches by a special sticky substance. Some eggs look like seeds, and ants take them to their nests where they are protected. To grow bigger the nymph molts, growing a new skeleton under the old one. The old skin cracks open and the nymph emerges with a new cover. The new outer casing is soft at first, and the nymph must be careful to avoid danger until it hardens.

Finally, after several molts, the nymph becomes an adult. The average lifespan of a Walking Stick is 1 to 2 two years.

What special behavior does a Walking Stick exhibit?
A Walking Stick adapts to its surroundings by appearing to be a stick. It is only active at night (nocturnal). It has claws and suction pads on its feet to climb stems and branches.

Nymphs can regrow or regenerate a leg pulled off while escaping a predator. Each time it molts, the lost limb gradually grows back. After three or four molts the lost limb is completely grown back, a little shorter than the original. When an antenna is lost, the Stick Insect grows a new leg in its place. Adults no longer molt, so only nymphs can replace body parts this way.

Males of the Giant Spiny Stick Insect species are also called Thorny Devils. They have large, sharp spines on their hind legs. Their legs are used as fishhooks in Papua New Guinea.

Female Two-striped Walking Sticks are large and carry the smaller males around for long periods.

How does a Walking Stick affect people?
Walking Sticks do not seem to have a great impact on humans. There may be problems when they are brought to areas where they do not belong naturally. Common American Walking Sticks are sometimes thought of as pests because large numbers feeding at once can eat most of the leaves on a tree.

The Indian Walking Stick is native to Madagascar where captive colonies are often kept on hedges. The Indian Walking Stick is often used as a study animal by scientists.

Some people keep Walking Stick insects as pets.

The Two-striped Walking Stick is capable of squirting a strong-smelling defensive spray that is painfully irritating to the eyes and mucous membranes

title: Wikijunior:Bugs/Walking Stick


text:
Blender 3D: Noob to Pro/Modeling a volcano

In this module, you will create a volcano using the proportional edit fall-off tool. You should be comfortable with deleting and adding meshes.

Adding a Plane
Delete the basic cube. Add a plane, and cale it up by 10. Rotate it so you see it in top-view (make sure it's in Orthographic view too).

Enter Edit mode and subdivide (with ) 5 or 6 times. More subdividing will give you a "smoother" volcano, but it also needs more CPU power.

"Subdivide" divides every square in the plane into four new squares. So every time you press "Subdivide" you will have four times as many squares as before. "Subidivide Multi" will make x horizontal and x vertical lines through your existing squares, so the new number of squares is: (squares_old)*(x+1)2, where x is the number you enter.

Making the Mountain
In top view, select one of the points in the middle of the plane. With this point selected change to side view. Press the, which enables the "Proportional Edit Falloff" tool in the Menu-Panel beneath the 3-D-Window. As seen in the previous tutorial Blender 3D: Noob to Pro/Mountains Out Of Molehills when you move a vertex while edit falloff is enabled, all vertices in a defined radius of the selected vertex will align with the selected vertex when its position is altered. How they are adjusted can be chosen in the tab on the right of the yellow dot. I propose using "smooth falloff".

Now grab the vertex with. You will now see a gray circle. You can change its size with the mouse wheel. Every vertex inside this radius will be affected by the falloff. Change the size of the circle so almost the whole plane is in it.

Now move the vertex a bit upwards, as seen in the picture. Optionally you can lock the z-axis to make the volcano go straight up by pressing.

As you can see all the other vertices will shift upward. We could keep moving this vertex at the same rate, but that would cause the plane itself to rise and bend, and that's not very good. So press to apply the changes, grab the same vertex a second time and repeat the previous exercise as before, except now choose a smaller radius for the circle, about half the diameter of the plane ( →  → scroll ).

Repeat this two or three more times and you will get something like this:

Forming the Crater
Now we're going to create the "hole" on the volcano. First change the falloff to "root". Grab the vertex one more time, change the size of the circle so it's more or less as seen in the picture.

Grab this vertex down a bit, apply, grab it one more time with a smaller circle. You now should have something like this:

Just leave the border jagged and just smooth (Subdivision Surface) the whole volcano cause it is much more realistic. Go to Object mode, select the volcano, go to the "Modifier" menu in the "Properties" Header and just click on "Add Modifier" -> Subdivision surface (you can leave "view" on 1). Do not apply these settings yet.

First we'll do a test-render. Still in "Object mode" Delete the default Lamp point with "X" or "Delete" and place your 3D cursor behind the camera and press + -> "Lamp" -> "Point". With the Lamp Point still selected Click on The Lamp point Properties ("Data") in the "Properties" Header then change "Energy" to "10". Press F12 to enter Render, after adjusting the camera.

Finishing the crater
You can very easily make a nice looking crater. Just go into "Edit Mode", touch "Num1". Make sure "limit selection to visible" is off and "proportional editing" is on and set it to "sharp" falloff. Select about the upper vertices with "border select" (Press "B key").

After that, scale (press "S key") it 'till it's a nice crater with a circle as large as mine.

And that's it, you just created a nicer looking crater.

Adding Magma
Let's add some "magma" using lighting.
 * 1) Make sure you're in "Object Mode"
 * 2) Press + and choose Cursor to Center.
 * 3) Press + and choose Lamp → Point.
 * 4) In the Properties window, click the Data tab.
 * 5) In the colour box (white by default) in the Lamp section, change the color to reddish-orange. (Red: 1, Green: 0.1, Blue: 0)
 * 6) Set the Energy to around 7.
 * 7) Raise the light until it's just above the bottom of the crater (rab along the  axis).
 * 8) If the ground level of your plane is reflecting light from the lava lamp this is because the bottom of your crater is above ground level of the plane you created; you'll need to turn on ray-tracing. in the object data menu for the light, open the Shadow menu and click "Ray Shadow"

 * Alternate 1: Spot Lamp
 * 1) Change the light's type to Spot.
 * 2) Raise the light until it's covering most of the crater. If the light is not pointing down, otate and angle it downwards.You can also scale the radius of the light by press  to fit the rim of the crater.

 * Alternate 2: Area Lamp
 * 1) Change the light's type to Area.
 * 2) otate along the  axis: 180 degrees.
 * 3) Set Gamma to 2.
 * 4) Set Distance to around 5.

Experiment with the values and positioning to get something that works with your volcano.

It should now look like this:

Varying the Terrain
Next, let's set the volcano's material.

(Note: In version 2.77 you may need to change the texture Mapping -> Coordinates option from UV to Generated before you see bumps appear.) (Note: In version 2.78c you may need to change the texture Mapping -> Coordinates option from UV to Global or Object before you see bumps appear.)
 * 1)  on the volcano plane.
 * 2) Select the "Material" button [[File:Materials_button.png]] and press New.
 * 3) Change the Diffuse color to ashen gray. (Red: 0.260, Green: 0.230, Blue: 0.230)
 * 4) Select the "Texture" button and press New.
 * 5) Change the Type to Stucci.
 * 6) In the Influence panel, uncheck Color, and check Normal. Set the Normal slider to 0.5. This will render the texture as a bump-map.

Older versions:

Select the volcano and press F5. Keep Pressing F5 until the Materials Buttons (symbolized by a red ball) is highlighted. Then add a new material. You do this by clicking the Add New button in the Links and Pipeline Panel. Once you've done that, set the settings similar to the picture below. Now press F6, then add a new texture to the material. Choose a stucci texture, set the noise size to 0.15. Now switch back to the materials-window (F5) and click on the "map to" tab. Deselect the "col" button and select the "nor" button. This will render the texture as a bump-map on the volcano. Set the "nor slider" to 0.5, which should be the default. Switch to the "map input" tab and choose "tube".

If you now render you should get something like this:

This looks really smooth, like clay pottery. To get a more rough-looking volcano, try out these options:

 * Option 1: Subdivide and increase the fractal. 5 should do the trick.

 * Option 2: Decrease the texture's basis size (in the "Stucci" panel when you select the "Texture" button).

 * Option 3: Proportional edit tool.
 * Press to turn on Proportional Editing mode. Select Random fallout.
 * rab the center vertex, and raise it along the axis.

Older versions:

Go into Edit mode, select all Vertices, and use the fractal (set from 15 to 30) to really get things looking rocky and mountainous. TAB (Edit mode) → F9 → AKEY to select all → Mesh Tools → Fractal → 15 - 30 (15-low, 30-high) → OK → TAB (Object mode) In Blender 2.5 you can use the random proportional edit tool: use NUM7 to switch into top view, grab the central vertex of your volcano using a large-radius random proportional edit, and pull it slightly into Z-direction.

(A note: Seems there is no need in subsurf at all since fractal tool will dramatically increase vertex quantity.)


text:
Rueda de Casino/Príncipe Malo

El Principe Malo is an Enchufa but at the end before you switch partners the man playfully slaps the woman's hand.

title: Rueda de Casino/Príncipe Malo


text:
ERP Internals/Data Tables/Supporting Tables/Account Type

This table contains one record for each type of account. There are the following fundamental account types:
 * Asset
 * Liability
 * Equity
 * Income
 * Expense

Used by: General Ledger

Key: Account Type

Fields:
 * Account Type
 * Description


text:
ERP Internals/Data Tables/Supporting Tables/Gender

This table contains one record for each gender type. There are two records: Male and Female.

Used by: Human Resources, Payroll

Key: Gender

Fields:
 * Gender
 * Description


text:
ERP Internals/Data Tables/Supporting Tables/Fiscal Period

This data consists of the following two tables:
 * Year
 * Period


text:
ERP Internals/Data Tables/Supporting Tables/Fiscal Period/Year

This table contains one record for each fiscal year.

Used by: General Ledger

Key: Year

Fields:
 * Year
 * Number of Periods


text:
ERP Internals/Data Tables/Supporting Tables/Fiscal Period/Period

This table contains one record for each fiscal period in each fiscal year. Every day in the year must be in a period and the Start and End dates cannot overlap with other periods.

Used by: General Ledger

Key: Year, Period Number

Fields:
 * Year
 * Period Number (a number between 1 and the number of periods specified for the fiscal year)
 * Start Date
 * End Date
 * Status (Open/Closed)


text:
User:Jwilkinson

See my user page over on wikipedia.

title: User:Jwilkinson


text:
XHTML/XHTML Grammar

Introduction
There is little difference in grammar between HTML coding and XHTML coding. In this chapter we will discuss the similarities and the differences in the coding.

What Is Still The Same In XHTML?
A lot actually, but it has to be more structured. For example, in HTML you do not have to put p (paragraph) tags in; they are optional. In XHTML you have to.

In other words you cannot put text directly into the body anymore, the user must add elements to the text. The elements have not changed drastically. The following sections discuss changes.

Casing in XHTML
As mentioned, the coding is strict compared to HTML. One such case is that the tags and attributes have to be lowercase. In HTML you could get away with this: In XHTML, this is not valid. ALL tags and attributes must be in lowercase, like this: This is correct XHTML, all the tags are in lowercase.

Opening and Closing Tags in XHTML
As in normal HTML, you must close the tags. In HTML browsers, you could get away with it, it would still show the webpage, but it ends up looking unusual. Now in XHTML, Opening and Closing tags are musts. Like this: This is good XHTML coding, remember to open and close a tag. Notice that the tags are also well formed. The b (bold) tag is within the p (paragraph) tag.

Empty Tags
No tag pair should be empty. If you need to represent an empty tag, you need to include a slash within the tag itself. For example,  is replaced with.

Dealing with Attributes
As mentioned, attributes must be lowercase. For example: Also notice that the value of the attribute is quoted. There are also some attribute values that are in capitals, such as: This is a rare case. The attributes must have a value; they cannot stand alone any more.

Linking and URL Techniques
When it comes to internal linking, things have changed. This is the XHTML way of doing it: Some criticize that the developer still has to add the old "name" attribute to the tag. This is still okay to do, as some old browsers may not read the new command.

The developer also has to worry about ampersand characters. These are special characters in page addresses or forms, such as those used in PHP forums. If the user has to code one of these into XHTML, he or she has to change the following: becomes Notice that the & became &amp;.

Images
Nothing much has changed in the way of images. The only thing that the user has to consider is the alt attribute. In HTML, it was optional to have this. Now it is compulsory to put this in, in the event that the image cannot be rendered: What this does is display a text were the photo is supposed to be when it cannot be found in the source file.

Applets
Although the applet tag was usable but considered bad development, strict XHTML no longer allows it. If you want to use an applet, whether Java or Flash, you will have to use the object tag from now on.

Deprecated Tags
You can still use these tags when you declare the DTD Transitional or Frameset (except for ) but it is recommended that you do not use these:

These tags are invalid in XHTML 1.1

title: XHTML/XHTML Grammar


text:
XHTML/XHTML Validating

Introduction
Validating is done through the W3C Markup Validation Service. The W3C allows the user to check the documents for conformance to XHTML.

The Website
The validating website is http://validator.w3.org/

title: XHTML/XHTML Validating


text:
User talk:203.173.42.76

i blocked you for adding nonsense to wikibooks. The block is 2 hours long. Please don't create nonsense pages anymore, we don't appreciate it. Thank you. --Whiteknight (talk) (projects) 02:16, 1 March 2007 (UTC)

title: User talk:203.173.42.76


text:
Habermas Commentary

Welcome to the wiki-based commentary Wikibook on the writings of Jürgen Habermas.

Organization
This Wikibook approaches Habermas's writings in three different ways:

 * Topics that arise repeatedly throughout his works
 * Books and articles, analyzed on a page-by-page basis
 * Discussions presenting critiques of or extended elaborations upon Habermas, going beyond individual pages or topics.

Introductory Remarks
Note: do not post excerpts directly from Habermas's writings. They will continue to be protected by copyright for some years to come. Instead, just refer to specific pages and indicate the text on which you are offering commentary.

Please feel free to add your papers, notes, or anything else that will help to clarify the meaning of Habermas's writings!

Other Sources of Habermas Commentary
Habermas Yahoo Group

title: Habermas Commentary


text:
Biblical Studies/New Testament Commentaries/The Gospel of John/Chapter 9

Jesus Heals a Man Born Blind (Verses 1 - 12)
John Chapter 9 will reveal more of the man that was Jesus through the story of a blind man. The healing of the blind man is presented as a parable of spiritual illumination. Thanks to the coming of the true light of the world, many of the people formally in darkness have been enlightened. Verses 1 through 12 detail this man's miraculous healing.

As Jesus is traveling with his disciples, they come upon a blind man who has been blind since birth. Jesus' disciples ask if the blindness is a punishment from God for the sin of this man or his parents. Jesus, however, explains that the man's blindness has a higher purpose; to show the glory of God in his life. At this, Jesus declares himself the light of the world and heals the man using mud and saliva. The now-sighted man, so astonished at his healing, begins to tell those who recognize him about the man that is Jesus. However, as in previous chapters of John, Jesus is nowhere to be found after the miracle, which again shows that His works may be less for the sake of his immediate image, and more guided toward the after effects of the witness and the discussion and depth to understanding at a later point. Despite the fact that the man was healed, the Jews harass him in disbelief. Even though Jesus had attributed the man's blindness to God's glory, rather than to sin, the Pharisees continue to label this man a sinner. We know that this was to God's glory when we look at verses 3-5. At first, the disciples are confused, and ask God who has sinned: his parents or the blind man to make him this way. Then in the following verses Jesus provides further information saying that it is neither. The reason why this man is blind is so that "the works of God might be displayed in him." (NAS v.3)(reference to John 11:4, 10:38, 11:40) Glorification of Jesus being his upcoming death, resurrection, and accession is one of the major themes in the gospel of john. Further, in verse 4 Jesus states "we must work the works of Him who sent Me, as long as it is day; night is coming, when no man can work." (NAS)(reference to John 7:33) This is also another reference to a popular theme in John in comparing day and night or light and dark. When Jesus inhabits the world He is the light and when He leaves it will be dark with sin. (Prologue of John) Then in verse 5 we have even more evidence of this when Jesus says "While I am in the world, I am the light of the world." (NAS)

The healing of a blind man is a continuation of the theme of Chapter 3 that God is a loving God toward mankind. The disciples believe the man's blindness is caused by a sin his parents committed. Jesus tells them the man is not blind as a punishment but as an example of God's glory and love. Jesus then proceeds to make some mud and give the man sight.

The Pharisees were so intent on proving the man wrong that they summoned his parents to the scene and interrogated them as well. Though they claim the man as their son, they are hesitant to get involved further out of fear of being removed from the temple. The family is clearly poor, as their son must beg outside of the temple to be able to get by. If the man and his family were to be thrown out of the temple, he would be unable to beg outside of it; indeed, people would probably shun him because of it. The family tries very hard to stay out of it, saying that their son is of age and can speak for himself. This plan did not necessarily work, however, as the son was thrown out of the temple anyway.

Ironically, the Pharisees, who have clearly witnessed the aftermath of a miracle, disregard what they seem to not understand and say that they "don't even know where he comes from" (v 29). This contradicts the passage in 6:41-42, which clearly states that the leaders "know his father and mother" (for those were leaders from an area more local to Jesus' home). In chapter 7:27, once again the people say "But we know where this man is from." This contradiction in the words of "the Jews" may very well be intentional on the part of the author. The entirety of chapter 9 demonstrates how the man who was once blind can now see in both a physical and a spiritual sense. The Pharisees, then, are examples of those who are blind, in darkness. Thus, the contradiction of their words with those previously stated by "the Jews" may very well be an attempt by the author to portray the Pharisees as the spiritually blind who are grasping at whatever argument may suit their opposition to the light. The blame may be attached to the pharisees, religious leaders, who claim to be able to see, but are spiritually blinded--to be so self-deceived as to shut their eyes to the light. Had they acknowledged their spiritual blindness and allowed Jesus to remove it, then they would have been blessed and could be enlightened.

Jesus talks about the principle of spiritual blindness. Although he only clarifies the principle in a quasi-cryptic way, it seems to mean that if you are a true believer you do not claim to have all of the answers or to understand fully. You follow in spite of not knowing. Claiming to know all is like having a blind man claiming to understand colors. One cannot fully express what they cannot see. He tells the Pharisees that since they claim to be able to see, they are, in fact, still with sin and do not see at all.

However, the verse continues, claiming that "no one will know where he is from," which lines perfectly up with the Pharisees in 9:29. Truly, however, none of these leaders knows where Jesus originally came from despite His repetitive claimed origin as being "from the Father."

The chapter concludes with the man that was healed being thrown out and Jesus returning to him. Jesus asks if he believes in the Son of Man, and the man says no, but asks who he is so that he may believe. Jesus then reveals himself to the man and says that on Judgment Day the blind, in this case the spiritually blind, will not be saved, but those who can see will. As in those who accept Jesus will be saved in the end. Those who say they can see, but are lying to themselves will still suffer from their guilt in the end.

When the blind man is confronted, his response has become proverbial: "... I was blind but now I see." (V 25). The man is interpreted rather sarcastic. "He cannot yet render a theological judgment about Jesus, but he knows for sure what his previous condition was and how it has decisively changed," (Smith 197). As the man continues to be questioned, the interrogators start to disregard that the event even happened. The man has already described what had happened and as he continues to answer sarcastically, the Pharisees (presumably the interrogators) they revile him. "Their statements are weighty and telling, doubtless reflecting where things now stand between the synagogue and the Johannine Christians, (Smith 197).

The fact that Jesus is portrayed as spitting on the ground to make mud in order to heal the blind man is very unusual. John is including this detail, despite the fact that it seems to suggest that Jesus wouldn't be able to heal the blind man without this secret potion. Interestingly, in the story's predecessor, Mark 8, Jesus is said to have used the same methods for healing with mud, but has to attempt the healing twice because the first time didn't quite work. After the first attempt, the man remarked "I see people but they look like trees, walking" (Mark 8:24). John does omit this section, seemingly because it emphasizes that Jesus was not powerful enough to heal the man the first time (even with his mud). John does however keep the mud element itself. This is probably due to the fact that he was writing for a Jewish audience, and the inclusion of the mud could have been seen as a violation of the Sabbath 3 times over: Jesus kneaded the mud, which was forbidden; then made from it a potential building material, which was forbidden; then healed the man's sight, which was also forbidden.

In this chapter the sixth sign of the ministry of Jesus is revealed, the healing of a blind man. "Was his blindness because of his own sin or that of his parents?", asked the disciples. Jesus replied that this case was to be for the glory of God by the power of the Holy Spirit. The issue is not the cause of the man's blindness, but the role that it plays in the work of God. The role is the power of the Spirit and of the word, making Christ known as the One sent by the Father, gives him sight. It is the divine teaching in the heart of man. Christ, as man, touches us. We are absolutely blind, we see nothing. The Spirit of God acts, Christ being there before our eyes; and then we see clearly (J. Darby, 1996)

Chapter 9 is a summary of John's concept of revelation and sin, according to Smith. He says Jesus's coming reveals who people are and that we are all really in darkness. We need the giver of sight and light and the ones who own up to this need accept Jesus as the Revealer and the giver of light and sight. The ones who insist they see already in fact do not see and are kept away from God through sin.

"The Jews" in Chapter 9 and The Gospel of John as a Whole The Gospel of John is a book that has frequently been used to attack Jews and claim their inferiority to Christians. Therefore it is important to question if the Gospel of John itself is anti-Semitic. There are many different sides of this argument. On one hand, the Gospel in general paints a fairly strong caricature of the Jews, most especially in this chapter. The Jews could be seen as naïve, ignorant, even “dumb.” In verses 18 and 19, the Jews want evidence that the man who was healed was actually born blind. They call this man's parents in. The Jews are seen as illogical for doing this, and the parents' response stems from the fact that they are afraid of the Jews' "wrath" basically, and afraid of what they will do to those who believe Jesus is "the Christ." What if the actual Jews from this time in history understood exactly both what Jesus was saying and the situation with the blind man, and simply made a conscious, educated decision NOT to follow Jesus, based on what they believed to be true? On the other hand the possibly condescending language between “the Jews” and those who were following Jesus in the Gospel of John wasn’t necessarily uncommon in Jesus’ day and the time period from which the narrator of John writes. It is quite possible that the narrator felt he was depicting what actually happened in an unbiased way. Whether or not the narrator of John meant this text to be anti-Semitic, or even be construed as anti-Semitic, it is important for the readers of this particular Gospel to realize this is a text that can be potentially dangerous to society, if it is used in a vengeful way against Jews or any other non-Christians.

As the question raised above suggests, John has been consistently accused of infusing his gospel with language that has come to be considered anti-Semitic. While it is true that when we read these passages in a modern context we understand them to be anti-Semitic primarily because of our understanding of the way in which John uses the epithet "the Jews." This, however, might very well be a mistake on our part. As we have said consistently, it is vitally important when reading an ancient text that one not confuse modern understanding with the understanding of the author or the audience of the ancient text in question. While not enough is known about the climate in which John was writing, or his motives for doing so, it is a distinct possibility that John was writing his gospel with a specific purpose and for a specific audience in which the term "the Jews" would have taken on a completely different meaning than what we understand today. It has been wondered whether or not John was using the term ironically and that perhaps it is appropriate to use quotation marks when translating the term. Considering the fact that the large majority of the characters in the gospel were in fact Jewish, the heroes as well as the villains, it is not completely illogical to think that John might have been taking a jab at those who were throwing the Jewish members of the early Christian groups out of the synagogue for not being "Jewish" enough. Whatever the case, enough is not known about his intentions or the meaning of the term to his followers to conclude that he was or was not being "anti-Semitic." Ethics in John Chapter 9 Christ heals a man born blind in Chapter 9. It is one of his miracles, and the man himself fully subscribes to the idea of Christ being a prophet. But what of Christ's words regarding the healing? He says, “Neither this man nor his parents sinned, but this happened so that the work of God might be displayed in his life.” (verse 3) This raises an interesting question: if neither the man nor the parents had sinned, or rather, had not sinned gravely enough to warrant fierce punishment, why must the man be forced to endure such profound helplessness? In other words, what kind of morality does Christ Himself profess? Are the just rewarded and the wicked punished, or is suffering more equally or even randomly distributed? It is certainly interesting to consider that this man only suffered years of blindness so that Christ could cure him.