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Speech-Language Pathology/Stuttering/How to Participate in this Wikibook

Think of the difference between a textbook and a self-help book. A textbook is descriptive. Generally established facts and theories are presented from an unbiased, neutral point of view. Facts are referenced to published sources, preferably from peer-reviewed journals. Textbooks are written in the third person. This Wikibook is based on a large foundation of descriptive material.

In contrast, self-help books are prescriptive. Such books tell you what to do. They also critique established theories, and present new ideas or untested hypotheses. All this can be done in this Wikibook, but please follow some guidelines so that readers don't confuse descriptive and prescriptive material.

Discussion Pages
Every page of this Wikibook has an associated discussion page. Just click on the link "Discuss this page."

Discussion pages are for asking questions, critiquing ideas or material, contributing personal experiences, or contributing new ideas or untested hypotheses. Please sign your contributions to the discussion pages.

You can see whether there's anything on a discussion page by the color of the link. if the link "Discuss this page" is red, then the discussion page is blank. But if the link is blue or purple, there's a material on the discussion page.

Signing Your Contribution
Almost anything you add to this Wikibook should either have a footnote reference to a published source, or you should sign your name as the contributor. To sign your name, first log in. Then at the end of your contributed material type two dashes and four tildes ( --~ ).

Prescriptive Material, or "Tell Me What To Do!"
Try to make your contributions descriptive, not prescriptive. Describe how a certain therapy is practiced, and how effective it is. Don't tell readers what therapy they should do. Tell readers about a good job interview you had, not what they should do in job interviews.

Many people find it easier to write in the second person, as if they were talking to a friend or client. If this gets your thoughts on paper, then do it. But then come back later and try to change into the third person. Or if you see material someone else wrote in the second person, you can try to change it into the third person.

One chapter is purely prescriptive, and it's not where you'd expect prescriptive material. The section "Scientific Research" ends with the chapter Research I'd Like to See, in which you can tell researchers what research they should do.

Personal Experiences
Self-help books include personal experiences, and are often written in the first person. This wikibook has many areas for you to contribute personal experiences, including How We Treat Stuttering, What Worked for Me, and My Life in Stuttering.

To contribute a personal experience, either put it on a discussion page or add a section "Personal Experiences with…" at the end of any chapter.

Critiques
Constructive criticism is a part of any growing field of knowledge. This wikibook includes areas for criticism, e.g., Critiques of Stuttering Modification Therapy.

To contribute a critique, either put it on a discussion page or add a section "Critiques of…" at the end of any chapter.

Don't write libelous or disparaging remarks. You may write factual statements ("Dr. Balderdash is 58 years old"), or your personal opinions and experiences ("Therapy with Dr. Balderdash was the worst experience of my life"), or ask questions ("Does Dr. Balderdash have rocks in her head?"). You may not write disparaging statements that appear to be factual ("Dr. Balderdash is the worst speech-language pathologist in the world.")

 * Wikipedia article about libel and slander

Temporary Comments
''In a few places I injected a personal experience, critique, or untested hypothesis into descriptive material. I set off such paragraphs in italics by starting the paragraph with  and ending the paragraph with ''. I also signed such paragraphs. Such paragraphs should be short—no more than one paragraph—and temporary. If you write such a paragraph, try to come back later and replace it with documented description, or move the paragraph to a discussion page. Do the same with such paragraphs you find written by other people, especially if the date is more than a few months old.--Thomas David Kehoe 21:08, 31 March 2006 (UTC)

Linking to Other Chapters or External Websites
In general, links in text should be to other Wikimedia, e.g., another chapter of this Wikibook, or to an article on Wikipedia. Links to any other websites should be in a separate section at the bottom of a chapter, entitled "External Links." However, this rule doesn't have to be followed.

Wikimedia links also start and end with double brackets, e.g.,

"Speech-Language Pathology/Stuttering/How to Participate in this Wikibook"

links to this chapter. The location of a chapter is always in large, bold type at the top of the chapter.

Links to external websites starts and end with single brackets, e.g.,

Stuttering Foundation of America (http://www.stutteringhelp.org)

Put the website's URL in parantheses after the link so that readers who print out this book to read will get the links.

Referencing Published Material
Adding footnote references is done in two parts. Next to the text, add

""

Then at the end of chapter add

"# Author, Arthur. 'The Art of Footnotes,' Journal of References, July 1995, page 47."

Other Text Formating Codes

 * Instructions for writing and editing wikipages

You can also use the HTML computer language to format text.

Stutterer or PWS?
Some people prefer to say "person who stutters" (PWS) instead of "stutterer." Either way is acceptable.

The term "consumer" can mean an adult stutterer, usually receiving speech therapy services, or a child who stutters, or the parent of a child who stutters.

Please use the term "speech-language pathologist" or SLP, or "speech and language therapist" not "speech pathologist," "speech therapist," or "pathologist."


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D Programming/Properties

To be completed.

For All Types

 * .init
 * .sizeof
 * .alignof
 * .mangleof

For Integral Types

 * .init
 * .max
 * .min

For Floating Point Types

 * .init
 * .infinity
 * .nan
 * .dig
 * .epsilon
 * .mant_dig
 * .max_10_exp
 * .max_exp
 * .min_10_exp
 * .min_exp
 * .max
 * .min
 * .re
 * .im

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

title: D Programming/Properties


text:
User talk:Reallybadtrip

Yes, you really can edit, and it really is that easy :)

Hello and welcome to Wikibooks!

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

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

Good luck! -- Tawker 01:56, 26 March 2006 (UTC)

title: User talk:Reallybadtrip


text:
D Programming/Types

To be completed.

D Data Types
If you look directly at the content of a computer's memory, you see only a lot of bytes. These are often shown as numbers but in fact they don't have a meaning on its own, not even the meaning of a number.

Types are used in computer languages like D to give one byte or a sequence of bytes a meaning. Types define if these bytes are a number, a text, a date or whatever.

Void Type

 * void

Boolean Type

 * bool

Integer Types
Provided types are:

 * byte
 * ubyte
 * short
 * ushort
 * int
 * uint
 * long
 * ulong
 * cent (reserved for future use)
 * ucent (reserved for future use)

Each type has a size in bits which defines how many different values(=states) it can hold.

An 8 bit type, for instance, can store 256 different states, while a 16 bit type can store 65536.

The sizes of the types are:

Each type exists as signed and unsigned variant. The unsigned ones have an "u" prefix (like uint, ubyte).

Unsigned means that the range of possible states is interpreted as nonnegative values starting at 0 and going up to the maximum number of possible states for this type minus 1 because the 0 is also a state which must be stored.

For the ubyte type (8 bit = 256 states) this means it can store values from 0 up to and including 255.

Signed types interpret one half of their states as positive, the other half as negative values, so the signed byte type has a range of values from -128 to +127.

Floating-Point Types

 * float
 * double
 * real
 * ifloat
 * idouble
 * ireal
 * cfloat
 * cdouble
 * creal

Character Types
A character is a unit of information that roughly corresponds to a grapheme-like unit, or symbol, such as in an alphabet in the written form of a natural language. The concept also includes control characters, such as carriage return.

Characters are typically combined into strings.

D language allows to directly handle Unicode strings.

 * char (to handle UTF8 code units)
 * wchar (to handle UTF16 code units)
 * dchar (to handle UTF32 code units)

Derived Types

 * pointer
 * array
 * associative array
 * function
 * delegate

User Defined Types

 * alias
 * typedef
 * enum
 * struct
 * union
 * class

title: D Programming/Types


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D Programming/Arrays

To be completed.

 * Arrays
 * Pointers to data
 * Static arrays
 * Dynamic arrays
 * Associative arrays
 * Array Declarations
 * Prefix Array Declaration
 * Postfix Array Declaration
 * Array Slicing
 * Array Copying
 * Array Setting
 * Array Concatenation
 * Array Operations
 * Rectangular Arrays
 * Array Length
 * Static Array Length
 * Dynamic Array Length
 * Array Properties
 * Static array properties
 * Dynamic array properties
 * Associative array properties
 * Array Initialization
 * Default Initialization
 * Void Initialization
 * Static Initialization
 * Implicit Conversions

title: D Programming/Arrays


text:
D Programming/Enums

To be completed.

 * Enum
 * Enum Properties
 * Enum Initialization

title: D Programming/Enums


text:
User:Godtvisken

~

title: User:Godtvisken


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D Programming/Functions

To be completed.

 * Functions
 * Virtual Functions
 * Inline Functions
 * Variadic Functions
 * Nested Functions
 * Anonymous Functions
 * main Function
 * Function Inheritance
 * Function Overriding
 * Function Overloading
 * Function Parameters
 * Function Pointers
 * Delegates
 * Anonymous Delegates
 * Dynamic Closures

title: D Programming/Functions


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Talk:Go/Lesson 2: Basic Rules and Foundational concepts

Added
--Mystic Philosopher 02:21, 26 March 2006 (UTC) I added some section and info. The order of play I will write soon (I have been bussy 6-22-06)

Why are intersections referred to as interceptions? This makes no sense to me.Btwied 12:15, 28 May 2007 (UTC)


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Handbook of Descriptive Statistics/Measures of Central Tendency/Trimean

The trimean is a resistant measure of central tendency.

Instead of focusing on the median, the trimean is calculated by adding twice the sum of the median to the sum of the 25th percentile and 75th percentile and then divide the sum by four.

(25%ile + 2* 50%ile + 75%ile) / 4 = Trimean

John Tukey came up with this in a 1982 publication. This is part of the family of L-Estimates which are statistics based on linear combination of the order statistics.

Because it depends on order statistics it is a robust measure, but by including the 25%ile and 75%ile this lowers the breakdown value of the measure.


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User talk:61.246.47.91

C Sharp Programming/NET framework
Above the "Save page" button, it says DO NOT SUBMIT COPYRIGHTED WORK WITHOUT PERMISSION!

Please understand that when you save any page to this wiki, you grant permission under the GNU Free Documentation License for anyone to copy, modify, and redistribute the text, even for commercial purposes. Thus this wiki cannot contain a copy of a tutorial from Microsoft, such as C Sharp Programming/NET framework, unless you show that you have permission from the copyright holder, or that the tutorial is in the public domain. --Kernigh 05:14, 26 March 2006 (UTC)

title: User talk:61.246.47.91


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User talk:AK7~enwikibooks

=Programming:C plus plus= Hello there AK7,

I've just read you post on the C++ Talk, there is already some info on specific IDEs and more would be great but that is not the main point or the primary objective of the book, but we do intend on having more info on them...

Please see if you can move your post to the right discussion area, as it is signed I did not do so myself... sorry and txs (you probably didn't see the info present on the page on that subject. If you think you can make it more evident to editors please, see what can be done about it, once again txs)

For your first language you should pick a easy one, see about Python it can be learned in 12 hours and you can do anything with it, from small scripts to ful games (I think there is a book here on Python but if you can't find any info try my user page and check my del.icio.us url database on Python. If you intend on learning C++ or if you liked Python the best IDE at the moment if you are using windows is MS Visual Studio 2005 (you can get it free at MS site, the Express Edition) if you are on another OS you can check out Code::Blocks or Eclipse if you have a quick machine (the latest is Java based), in any case stay away from any .NET derived languages, you can for instance use Iron Python in .NET after if you feel like it...--Panic 05:34, 26 March 2006 (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 AK7. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name AK7~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 22:54, 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) 04:27, 19 April 2015 (UTC)

title: User talk:AK7~enwikibooks


text:
User:AYArktos~enwikibooks

from wikipedia: w:User:AYArktos

title: User:AYArktos~enwikibooks


text:
Ad Hoc Data Analysis From The Unix Command Line/Counting Part 2 - sort and uniq

So far we've seen how to use cut, grep and wc to select and count records with certain qualities. But each set of records we'd like to count requires a separate command, as with counting the numbers of male and female names in the most recent example. Combining the uniq and sort commands allows us to count many groups at once.

uniq and sort
The uniq command squashes out contiguous duplicate lines. That is, it copies from its standard input to its standard output, but if a line is identical to the immediately preceding line, the duplicate line is not written. For example:

$ cat foo a a a b b a a a c $ uniq foo a b a c

Note that 'a' is written twice because uniq compares only to the immediately preceding line. If the data is sorted first, we get each distinct record just once:

$ sort foo | uniq a b c

Finally, giving the -c option causes uniq to write counts associated with each distinct entry:

$ sort foo | uniq -c 6 a 2 b 1 c

Sorting a CSV file by an arbitrary column is easy as well: $ cat file.csv a, 10, 0.5 b, 20, 0.1 c, 14, 0.01 d, 55, 0.23 e, 94, 0.78 f, 1, 0.34 g, 75, 1.0 h, 3, 2.0 i, 12, 1.5 $ sort -n -t"," -k 2 file.csv f, 1, 0.34 h, 3, 2.0 a, 10, 0.5 i, 12, 1.5 c, 14, 0.01 b, 20, 0.1 d, 55, 0.23 g, 75, 1.0 e, 94, 0.78 $ sort -n -t"," -k 3 file.csv c, 14, 0.01 b, 20, 0.1 d, 55, 0.23 f, 1, 0.34 a, 10, 0.5 e, 94, 0.78 g, 75, 1.0 i, 12, 1.5 h, 3, 2.0

Example - Creating a frequency table
The combination of sort and uniq -c is extremely powerful. It allows one to create frequency tables from virtually any record oriented text data. Returning to the name to gender mapping of the previous chapter, we could have gotten the count of male and female names in one command like this:

$ cut -d" " -f2 gender.txt | sort | uniq -c 3966 F 1051 M

Example - Creating another frequency table
And returning to the census data, we can now easily compute the complete distribution of occupants per household:

$ grep "^H" pums_53.dat | cut -c106-107 | sort | uniq -c 1796 00 7192 01 7890 02 3551 03 3195 04 1391 05 518 06  190 07   79 08   39 09   14 10   14 11    3 12    3 13

Example - Verifying a primary key
This is a good opportunity to point out a big benefit of being able to play with data in this fashion. It allows you to quickly spot potential problems in a dataset. In the above example, why are there 1,796 households with 0 occupants? As another example of quickly verifying the integrity of data, let's make sure that household id is truly a unique identifier:

$ grep "^H" pums_53.dat | cut -c2-8 | sort | uniq -c | grep -v "^ *1 " | wc -l 0

This grep invocation will print only lines that do not (because of the -v flag) begin with a series of spaces followed by a 1 (the count from <tt>uniq -c</tt>) followed by a tab (entered using the control-v trick). Since the number of lines written is zero, we know that each household id occurs once and only once in the file.

The technique of grepping uniq's output for lines with a certain count is generally useful. One other common application is finding the set of overlapping (duplicated) keys in a pair of files by grepping the output of uniq -c for lines that begin with a 2.

Example - A frequency table sorted by most common category
Throwing an extra sort on the end of the pipeline will sort the frequency table so that the most common class is at the top (or bottom). This is useful when data is categorical and does not have a natural order. You'll want to give sort the <tt>-n</tt> option so that it sorts the counts numerically instead of lexically, and I like to give the <tt>-r</tt> option to reverse the sort so that the output is sorted in descending order, but this just a stylistic issue. For example, here is the distribution of household heating fuel from most common to least common:

$ grep "^H" pums_53.dat | cut -c132 | sort | uniq -c | sort -rn 12074 3 7007 1  3161   1372 6   1281 4    757 2   170 8    43 9     6 5     4 7

Type 3, electricity, is most common, followed by type 1, gas. Type 7 is solar power.

Converting the frequency table to proper CSV
The output of uniq -c is not in proper CSV form. This makes is necessary to convert the output if further operations on the output are wanted. Here we use a bit of inline perl to rewrite the lines and reverse the order of the fields.

$ cut -d" " -f2 gender.txt | sort | uniq -c | perl -pe 's/^\s*([0-9]+) (\S+).*/$2, $1/'  F, 3966 M, 1051


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Ad Hoc Data Analysis From The Unix Command Line/Rewriting The Data With Inline perl

I'm reminded of the day my daughter came in, looked over my shoulder at some Perl 4 code, and said, 'What is that, swearing?'

Command Line perl
A tutorial on perl is beyond the scope of this document; if you don't know perl, you should learn at least a little bit. If you invoke perl like perl -n -e '#a perl statement' the -n option causes perl to wrap your -e argument in a implicit while loop like this:

while (<>) { # a perl statement }

This loop reads standard input a line at a time into the variable $_, and then executes the statement(s) give by the -e argument. Given -p instead of -n, perl to adds a print statement to the loop as well:

while (<>) { # a perl statement print $_; }

Example - Using perl to create an indicator variable
Education level is recorded in columns 53-54 as ordered set of categories, where 11 and above indicates a college degree. Let's condense this to a single indicator variable for completed college or not. The raw data:

$ cat pums_53.dat | grep "^P" | cut -c53-54 | head -5 12 11 06 03 08

And once passed through the perl script:

$ cat pums_53.dat | grep "^P" | cut -c53-54 | perl -ne 'print $_>=11?1:0,"\n"' | head -5 1 1 0 0 0

And the final result:

~/census_data>cat pums_53.dat | grep "^P" | cut -c53-54 | perl -ne 'print $_>=11?1:0,"\n"' | sort | uniq -c 37507 0 21643 1

About 36% of Washingtonians have a college degree.

Example - computing conditional probability of membership in two sets
Let's look at the relationship between education level and whether or not people ride their bikes to work. People's mode of transportation to work is encoded as a series of categories in columns 191-192, where category 9 indicates a bicycle. We'll use an inline perl script to rewrite both education level and mode of transportation:

$ cat pums_53.dat | grep "^P" | cut -c53-54,191-192 |  perl -ne 'print substr($_,0,2)>=11?1:0,substr($_,2,2)==9?1:0,"\n";' |  sort | uniq -c 37452 00   55 01 21532 10   111 11

55/(55+36447) = 0.15% of non college educated people ride their bike to work. 111/(111+20219) = 0.56% of college educated people ride their bike to work.

Sociological interpretation is left as an exercise for the reader.

Example - A histogram with custom bucket size
Suppose we wanted to take a look at distribution of personal incomes. The normal trick of sort and uniq would work, but the personal income in the census data has resolution down to the $10 level, so the output would be very long and it would be hard to quickly see the pattern. We can use perl to round the income data down to the nearest $10,000 on the fly. Before the inline perl script:

$ cat pums_53.dat | grep "^P" | cut -c297-303 | head -4 0018000 0004100 0004300 0005300

And after:

$ cat pums_53.dat | grep "^P" | cut -c297-303 |  perl -pe '$_=10000*int($_/10000)."\n"' | head -4 10000 0 0 0

And finally, the distribution (up to $100,000). The extra grep [0-9] ensures that blank records are not considered in the distribution.

$ cat pums_53.dat | grep "^P" | cut -c297-303 | grep [0-9] | perl -pe '$_=10000*int($_/10000)."\n"' | sort -n | uniq -c | head -12 20 -10000 15193     0  8038  10000  6776  20000  5436  30000  3685  40000  2370  50000  1536  60000   899  70000   521  80000   326  90000   283 100000

Example - Finding the median (or any percentile) of a distribution
If we sort all the incomes in order and had a way to pluck out the middle number, we could easily get the median. I'll give two ways to do this. The first uses cat -n. If given the -n option, cat prepends line numbers to each line. We see that there are 46,359 non blank records, so the 23179th one in sorted order is the median.

$ cat pums_53.dat | grep "^P" | cut -c297-303 | grep [0-9] | wc -l 46359 $ cat pums_53.dat | grep "^P" | cut -c297-303 | grep [0-9] | sort |  cat -n | grep "^ *23179" 23179 0019900

An even simpler method, using head and tail:

$ cat pums_53.dat | grep "^P" | cut -c297-303 | grep [0-9] | sort | head -23179| tail -1 0019900

The median income in Washington state in 2000 was $19,900.

Example - Finding the average of a distribution
What about the average? One way to compute the average is to accumulate a running sum with perl, and do the division by hand at the end:

$ cat pums_53.dat | grep "^P" | cut -c297-303 | grep [0-9] |  perl -ne 'print $sum+=$_,"\n";' | cat -n | tail -1 46359 1314603988

$1314603988/ 46359 = $28357.0393666818

You could also get perl to do this division with an END block which perl will execute only after it has exhausted standard input:

$ cat pums_53.dat | grep "^P" | cut -c297-303 | grep [0-9] |  perl -ne '$sum += $_; $count++; END {print $sum/$count,"\n";}'  28357.0393666818


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Ad Hoc Data Analysis From The Unix Command Line/Quick Plotting With gnuplot

Example - creating a scatter plot
Does the early bird get the worm? Let's look at the relationship between the time a person leaves for work and their income. Income is recorded in columns 297-303, and the time a person leaves for work is recorded in columns 196-198, encoded in ten minute intervals. This pipeline extracts, cleans and formats the data:

$ cat pums_53.dat | grep "^P" | cut -c196-198,297-303 | grep -v "^000" |  grep -v " $" | perl -pe 'substr($_,3,0)=" ";' > time_vs_income

The greps knock out records for which either field is null, and the perl script inserts a space between the two columns so gnuplot can parse the columns apart. Plotting in gnuplot is simple:

$ gnuplot G N U P L O T        Linux version 3.7 patchlevel 1 last modified Fri Oct 22 18:00:00 BST 1999 Terminal type set to 'x11' gnuplot> plot 'time_vs_income' with points

And the resulting plot:

Recall that 0 on the x-axis is midnight, and 20 is 200 minutes after midnight or about 3:20am. Increased density in the beginning of the traditional 1st and 2nd shift periods is apparent. Folks who work regular business hours clearly have higher incomes. It would be interesting to compute the average income in each time bucket, but that makes a pretty hairy command line perl script. Here is it in all its gruesome glory:

$ cat pums_53.dat | grep "^P" | cut -c196-198,297-303 | grep -v "^000" |  grep -v " $" | perl -ne '/(\d{3})(\d{7})/; $sum{$1}+=$2; $count{$1}++; END { foreach $k (keys(%count)) {print $k," ",$sum{$k}/$count{$k},"\n"}}' | sort -n > time_vs_avgincome

You can plot the result for yourself if you're curious.

Example - Creating a bar chart with gnuplot
Let's look at historic immigration rates among Washingtonians. Year of immigration is recorded in columns 78-81, and 0000 means the person is a native born citizen. We can apply the usual tricks with cut, grep, sort, and uniq, but it's a bit hard to see the patterns when scrolling back and forth in text output, it would nicer if we could see a plot.

$ cat pums_53.dat | grep "^P" | cut -c78-81 | grep -v 0000 | sort | uniq -c | head -10 2 1910 7 1914 12 1919  7 1920  6 1921  5 1922  7 1923  5 1924  8 1925

Gnuplot is a fine graphing tool for this purpose, but it wants the category label to come first, and the count to come second, so we need to write a perl script to reverse uniq's output and stick the result in a file. See perlrun(1) for details on the -a and -F options to perl.

$ cat pums_53.dat | grep "^P" | cut -c78-81 | grep -v 0000 | sort | uniq -c | perl -lape 'chomp $F[-1]; $_ = join " ", reverse @F' > year_of_immigration

Now we can make a bar chart from the contents of the file with gnuplot.

gnuplot> plot 'year_of_immigration' with impulses

Here's the graph gnuplot creates:

Be a bit careful interpreting this plot, only people who are still alive can be counted, so it naturally goes up and to the right (people who immigrated more recently have a better chance of still being alive). That said, there seems to have been an increase in immigration after the end of World War II, and also a spike after the end if the Vietnam war. I remain at a loss to explain the spike around 1980, consult your local historian.


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Ad Hoc Data Analysis From The Unix Command Line/Appendices

Appendix A: pcalc source code
A perl read-eval-print loop. This makes a very handy calculator on the command line. Example usage:

$ pcalc 1+2 3 $ pcalc "2*2" 4 $ pcalc 2*3 6

Source:

use strict; if ($#ARGV >= 0) { eval_print(join(" ",@ARGV)) } else { use Term::ReadLine; my $term = new Term::ReadLine 'pcalc'; while ( defined ($_ = $term->readline("")) ) { s/[\r\n]//g; eval_print($_); $term->addhistory($_) if /\S/; } } sub eval_print { my ($str) = @_; my $result = eval $str; if (!defined($result)) { print "Error evaluating '$str'\n"; } else { print $result,"\n"; } }
 * 1) !/opt/third-party/bin/perl

Appendix B: Random unfinished ideas
Ideas too good to delete, but that aren't fleshed out.

Micro shell scripts from the command line
Example - which .so has the object I want?

Example - killing processes by name
kill `ps auxww | grep httpd | grep -v grep | awk '{print $2}'`

Example - tailing the most recent log file in one easy step
tail -f `ls -rt *log | tail -1`

James' xargs trick
James uses echo with xargs and feeds one xargs' output into another xargs in clever ways to build up complex command lines.

perl + $/
agrep===


text:
Statistics/Testing Data/FtestANOVA

The one-way ANOVA F-test is used to identify if there are differences between subject effects. For instance, to investigate the effect of a certain new drug on the number of white blood cells, in an experiment the drug is given to three different groups, one of healthy people, one with people with a light form of the considered disease and one with a severe form of the disease. Generally the analysis of variance identifies whether there is a significant difference in effect of the drug on the number of white blood cells between the groups. Significant refers to the fact that there will always be difference between the groups and also within the groups, but the purpose is to investigate whether the difference between the groups are large compared to the differences within the groups. To set up such an experiment three assumptions must be validated before calculating an F statistic: independent samples, homogeneity of variance, and normality. The first assumption suggests that there is no relation between the measurements for different subjects. Homogeneity of variance refers to equal variances among the different groups in the experiment (e.g., drug vs. placebo). Furthermore, the assumption of normality suggests that the distribution of each of these groups should be approximately normally distributed.

Model
The situation is modelled in the following way. The measurement of the $$j$$-th test person in group $$i$$ is indicated by:

 * $$X_{ij}=\mu+\alpha_i+U_{ij}\,$$.

This reads: the outcome of the measurement for $$j$$ in group $$i$$ is due to a general effect indicated by $$\mu\,$$, an effect due to the group, $$\alpha_i\,$$ and an individual contribution $$U_{ij}\,$$.

The individual, or random, contributions $$U_{ij}\,$$, often referred to as disturbances, are considered to be independently, normally distributed, all with expected value 0 and standard deviation $$\sigma$$.

To make the model unambiguous the group effects are restrained by the condition:

 * $$\sum_i\alpha_i=0\,$$.

Now. a notational note: it is common practice to indicate averages over one or more indices by writing a dot in the place of the index or indices. So for instance
 * $$X_{i.} = \frac{1}{N}\sum^N_{j=1} X_{ij} $$

The analysis of variance now divides the total "variance" in the form of the total "sum of squares" in two parts, one due to the variation within the groups and one due to the variation between the groups:

 * $$SST=\sum_{ij}(X_{ij}-X{..})^2=\sum_{ij}(X_{ij}-X_{i.}+X_{i.}-X{..})^2=

\sum_{ij}(X_{ij}-X_{i.})^2+\sum_{ij}(X_{i.}-X{..})^2\,$$.

We see the term sum of squares of error:

 * $$SSE=\sum_{ij}(X_{ij}-X_{i.})^2\,$$

of the total squared differences of the individual measurements from their group averages, as an indication of the variation within the groups, and the term sum of square of the factor

 * $$SSA=\sum_{ij}(X_{i.}-X{..})^2\,$$

of the total squared differences of the group means from the overall mean, as an indication of the variation between the groups.

Under the null hypothesis of no effect:

 * $$H_0: \forall_i\ \alpha_i=0$$

we find:

 * $$SSE/\sigma^2\,$$ is chi-square distributed with a(m-1) degrees of freedom, and
 * $$SSA/\sigma^2\,$$ is chi-square distributed with a-1 degrees of freedom,

where $$a$$ is the number of groups and $$m$$ is the number of persons in each group.

Hence the quotient of the so-called mean sum of squares:

 * $$MSA=\frac{SSA}{a-1}$$

and
 * $$MSE=\frac{SSE}{a(m-1)}$$

may be used as a test statistic

 * $$F=\frac{MSA}{MSE}$$

which under the null hypothesis is F-distributed with $$a-1$$ degrees of freedom in the nominator and $$a(m-1)$$ in the denominator, because the unknown parameter $$\sigma$$ does not play a role since it is cancelled out in the quotient.

title: Statistics/Testing Data/FtestANOVA


text:
User talk:Xyzzyplugh

Thank you for your comment on my talk page.

I have (I hope temporarily) restored all the bartending pages (see here for a complete list of pages in the book. In each case the content of the pages beginning Bartending/Cocktails has already been merged into another article linked from Bartending/Cocktails, which is why I believe the old links to be unnecessary. However, I will discuss this with the main authors of the book.

Incidentally, when linking to Wikibooks, I strongly recommend always linking to the book's title. Other pages in any book are subject to significant change (such as the merging of articles here followed by deletion of the old location spaces). On Wikibooks, whilst we tend to have redirects for book titles and bookshelves, we don't for pages and chapters of books (if we did we'd have more redirects than articles!).

All the best, Jguk 08:11, 26 March 2006 (UTC)

Cocktails
Just to note that if you are transwiki'ing a cocktail, first you transwiki it to Transwiki:Name given in Wikipedia, and then move that page to Bartending/Cocktails/Name of cocktail before linking it in, as appropriate to the right subpage of Bartending/Cocktails, Jguk 07:52, 28 March 2006 (UTC)

 * That's right. The Bartending book needs a bit of TLC at the moment - but I'm hoping that come June (or later) it will be a book of the month. This means some consolidation. As noted before, when linking to wikibooks, it's best to link through to the book title (ie to Bartending) rather than any of its subpages. That's because book structures change, sometimes dramatically, whereas book titles tend to be static, and then have redirects remain when they are moved. I'm happy clearing out anything in the Transwiki: pseudo-namespace if you want. Alternatively, feel free to add them direct to Bartending/Cocktails/Glossary and add the contributors to Bartending/Contributors. Kind regards, Jguk 06:21, 4 April 2006 (UTC)

title: User talk:Xyzzyplugh


text:
Talk:FHSST Physics/Momentum/Impulse

At the moment the equations explaining how the equation for the resulting force is derived is a little unclear. that is each of the seperate lines interfere with each other making it hard to make out what is in each line. i think that a bit of space should be left inbetween each line to rectify this problem.194.205.255.98 08:42, 26 March 2006 (UTC)

Are we not using integral calculus here? If we can use integral calculus, we should, instead of (for example) assuming constant force in the definition for impulse; it really is  "the integral over time of force * dt" with the correct notation, which i don't know how to do in latex. --Bmk 03:50, 23 June 2006 (UTC)

please give some more info and more difficult sums Big text

Heading text
Bold text

title: Talk:FHSST Physics/Momentum/Impulse


text:
User talk:24.87.89.250

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

title: User talk:24.87.89.250


text:
Cookbook:Rendang (Indonesian Beef and Coconut Stew)

| Cuisine of Indonesia

Rendang is made from beef or water buffalo meat slowly cooked in coconut milk and spices. The coconut milk used in cooking turns into a delicious spicy sauce that is more delicious than the meat itself.

Spice paste

 * 2 cloves garlic
 * 4 shallots
 * 25 g ginger
 * 15 g turmeric
 * 75 g young galangal
 * 1 tbsp ground fresh red chile pepper
 * 1 tsp pepper
 * ½ pod dried nutmeg
 * 2 candlenuts
 * ½ tbsp salt
 * 1 tbsp gula jawa (Indonesian palm sugar)

Stew

 * 1 kg beef, cut into big cubes to make 20 pieces
 * 4 lime leaves
 * 1 stalk lemongrass
 * 2 L ready-to-use coconut milk or coconut milk from 1 big fresh coconut

Procedure

 * 1) Using a food processor, grind together all the ingredients for the spice paste.
 * 2) Marinate meat with the spice paste for at least 1 hour.
 * 3) Heat the coconut milk over low heat until some oil rises to the surface (at least 20 minutes). Stir the coconut milk while it is cooking.
 * 4) Transfer the meat and spice paste mixture to a large wok or pot. Cover with 300 ml of the hot coconut milk.
 * 5) Stirring occasionally, cook over medium-low heat until half of the coconut milk has evaporated.
 * 6) Add another 100 ml hot coconut milk, and stir until almost all of the coconut milk has evaporated.
 * 7) Keep on adding coconut milk, 100 ml at a time, and cooking until the previous addition has evaporated.
 * 8) Cook until the meat is tender (at least 1½ hours) and almost all the liquid from the coconut milk has reduced to a spicy sauce.

Notes, tips, and variations

 * When cooled, the coconut oil in the rendang may solidify. Reheat in a pan before serving. A reheated rendang often has better flavor.
 * Fresh coconut milk produces a better sauce.
 * Chicken or mutton can be used in place of beef.
 * Beef liver may be used but produces a darker sauce.

id:Resep:Rendang


text: Straw Bale Construction/Print version

title: Straw Bale Construction/Print version


text:
Handbook of Descriptive Statistics/Measures of Central Tendency/Midrange

The midrange is defined as the average of the high and the low observations in a dataset. Because it is a linear combination of order statistics, it falls in the class of L-estimates.

Although it uses order statistics in its calculation, the statistic can be influenced by a single bad observation on the high or low side.


text: User:CodemanX~enwikibooks

title: User:CodemanX~enwikibooks


text:
Computer Go/Tromp-Taylor Rules

Source: John's Go Page
 * 1) Go is played on a 19x19 square grid of points, by two players called Black and White.
 * 2) Each point on the grid may be colored black, white or empty.
 * 3) A point P, not colored C, is said to reach C, if there is a path of (vertically or horizontally) adjacent points of P's color from P to a point of color C.
 * 4) Clearing a color is the process of emptying all points of that color that don't reach empty.
 * 5) Starting with an empty grid, the players alternate turns, starting with Black.
 * 6) A turn is either a pass; or a move that doesn't repeat an earlier grid coloring.
 * 7) A move consists of coloring an empty point one's own color; then clearing the opponent color, and then clearing one's own color.
 * 8) The game ends after two consecutive passes.
 * 9) A player's score is the number of points of her color, plus the number of empty points that reach only her color.
 * 10) The player with the higher score at the end of the game is the winner. Equal scores result in a tie.

Discussion
The most common criticism of Tromp-Taylor rules is that they do not describe a method for removing "dead stones" from the board. If both players are required to play until all stones on the board are alive2,
 * games can be very tedious to play or to watch
 * it becomes a waste of time to continue once both players know the eventual outcome of the game
 * computer programs that are designed with Japanese rules in mind may not even be able to play to that point without a significant redesign

Removing dead stones
NOTE: According to Tromp-Taylor rules no stones are removed after two consecutive passes!

After two consecutive passes, stones which both players agree could eventually be captured are removed from the board. But what if there are stones on the board that one player believes could eventually be captured, but the other player disagrees?

''Note: in practice, disagreements between humans are extremely rare. Novice players frequently make mistakes in determining which stones could eventually be captured, but they do not typically disagree. It is a considerably more significant problem in Computer Go, where novice programs are less skilled than any human. Programs which pass and then do not agree on which stones are alive make Computer Go look ridiculous to most human players.''

Third-party mediation
The simplest solution is to use a third-party in cases of disagreement. This third-party could be a human judge, or a computer program that is capable of automatically determining which stones could eventually be captured.

Potential problems:
 * The third-party may be incorrect or biased, especially if the third-party is a computer program
 * It may be too time-consuming or take too many resources to have a third-party judge (for example in large tournaments, or on automated servers where hundreds of games end every minute)
 * There may not even be a third-party available

Chinese rules
After two consecutive passes, if there is a disagreement, the disagreement must be settled by further actual play. In a programmatic environment, this may look something like this:
 * Both players provide a list of all the stones they believe could eventually be captured.
 * If the lists differ, play continues, starting with the player who first passed.
 * If both players immediately pass again (thus making four consecutive passes), the game is over and all stones on the board are considered alive.
 * If later in the game both players again pass, the process is repeated.

Note that this can never result in an infinite loop, because each time through this process another stone must be added to the board or the game ends.

Potential Problems:
 * In timed games, one player may run out of time and lose while trying to capture stones that are obviously dead. In some circumstances, "clean-up" moves can involve life-and-death problems that take considerable time, especially for computer programs, to play through properly.

Japanese rules
After two consecutive passes, disagreements must be settled by further play, much like Chinese rules. However, since this may alter the score of the game under territory scoring, the board position that existed at the end of the two passes must be copied to a second board, and the disputed position resolved on that board. The resultant state of any disputed group(s)—alive or dead—is then applied to the group on the original board, and the second board discarded.

Potential Problems:
 * In addition to the problems with the Chinese rules solution, it is inconvenient to duplicate the board position in order to play out disputed positions. Most computer programs are not designed to do this sort of dispute resolution, and most protocols are not designed to support it.

KGS Computer Go Tournament rules
The KGS Computer Go Tournament rules are in essence identical to the Chinese rules, except that, after the first disagreement, the players are advised to manually capture all stones they believe are dead. After the next two consecutive passes, rather than repeating the process, the game is immediately considered over and all stones on the board are counted alive and scored as such. See: http://www.weddslist.com/kgs/rules.html#gep

Note: this protocol has been proposed but is not currently in use for KGS Computer Go Tournaments; currently disputes are resolved by third-party mediation.

Considerations
When attempting to develop a sensible method of resolving the issue of dead stone disagreement, it may be helpful to keep a few points in mind:
 * Some Go engines are very simplistic and do not or cannot produce an accurate list of dead stones. Any solution should not penalize such programs; it should elegantly fall back on the default Tromp-Taylor method of counting all stones on the board as alive.
 * In the case where the two players are never able to agree on which stones could eventually be captured, the method should not allow an infinite loop, nor should it prevent a player from capturing stones that can indeed be captured.
 * A solution should be able to resolve situations where all groups on the board are unsettled (for example, if there are only two or three stones on the board)
 * A solution should take into account when:
 * a player has one of their opponent's groups marked as dead when their opponent doesn't
 * a player has one of their own groups marked as dead when their opponent doesn't
 * any combination of the above

Abusive Behavior
It is feasible that a computer program (or a player) might:
 * purposefully not provide an accurate list of dead stones, thus forcing their opponent to continue the game, hoping the opponent makes a mistake or loses on time
 * place stones with no chance of survival inside of an opponent's large eye, hoping that the game will end with some of these ought-to-be-dead stones still on the board

These sorts of abusive behaviors "make sense" under many rulesets, but they are very annoying to humans in general. Tactics like these should be considered rude, but they should primarily be opposed socially, not programmatically. However, it is worthwhile to make sure that a proposed solution doesn't overly reward such behavior.

title: Computer Go/Tromp-Taylor Rules


text:
Georgia Water/External Links/Colleges

Colleges and universities
Acknowledgment - Source for list of colleges is Wikipedia page on Georgia (U.S. state).

title: Georgia Water/External Links/Colleges


text:
Cellular Automata/Formalization

Formalization sometimes seems an unneeded burden when learning something new, yet it is the main tool to pass scientific knowledge to others. An informal introduction into CA was already presented, now is time for a detailed formalization that will allow us to dig further into the theory of CA.

= Overview =

This book tries to mix rigorous mathematical formulae with self explanatory graphical representations of the same equations.

The formalization chapter is composed of the following sections:
 * 1) The mathematical model focuses on a general definition of one-dimensional cellular automata. At the end, it generalizes the theory to more than one dimension and functions that look more than one step into history.
 * 2) A neighborhood can be defined with general equations or can be described with a less general graphical definition. This chapter focuses on the last approach to describe the most common CA.
 * 3) A rule is a common way to define transition functions, some common ways to define a rule are described here.
 * 4) A pattern is used to describe a part of the content of a cellular automaton. Since some CA have been studied in detail, some patterns have been observed frequently as well. This section describes common methods for describing patterns.

= Common nomenclature =

A common nomenclature lookup table is provided here.

title: Cellular Automata/Formalization


text:
French/Texts/National anthems/La Marseillaise

Introduction
The song was written and composed in 1792 by Claude Joseph Rouget de Lisle in Strastburg during the French Revolution, and was originally titled "Chant de guerre pour l'Armée du Rhin". It was adopted as the national anthem in 1795. It acquired its nickname after being sung in Paris by people marching on the capital.

How To Read The Anthem
You will not get much out of the anthem if you skim through it or only know the meanings of half the words. There are two ways you can read it. The first is to read the French text and English translation below. The second way will lead to a greater understanding of the anthem, but is more time consuming. Read a line, look up words you don't know, then continue on to the next line. When you finish reading a verse, you should reread both in French and English to make sure you understand both the overall picture and each line. It may be necessary to repeat this several times. After reading the entire anthem once, quickly read it a second time. You should be able to reread it in no time at all. If you find yourself having trouble rereading the anthem, read it a third time until you are comfortable reading it.

The Anthem
(1) The sentence (in French) is inverted, the non-literal translation is : "The bloody banner of tyranny is raised against/before us" but it may be also "Protect us against tyranny, The bloody banner is raised" (2) Here and in the next line, this is often sung as "nos" ("our") rather than "vos" ("your"); "vos" remains official. (3) "la carrière" ("the career"), that is, of being in the army.


text:
User:Peter Isotalo

Language student, part-time mailman and all-out linguistics nerd. Mostly active at English Wikipedia and Wiktionary, Swedish Wiktionary and Commons. Same user name for all projects.

Formerly known under the handle karmosin.

title: User:Peter Isotalo


text:
Wikibooks:WikiProject Macintosh/Image Directory

=Icon Guidelines= This WikiProject maintains a complete collection of Apple icons for use as decoration and illustration. To keep this collection organized, its important to follow these procedures.

To add an Apple icon:
 * 1) Find the application in your applications folder
 * 2) Right-click it and choose "Show Package Contents"
 * 3) In the window that appears, go to Contents > Resources
 * 4) Find and open the application's ICNS file
 * 5) In the drawer, select the 128x128 version
 * 6) Go to File > Save As and save the file as a PNG on your desktop. Make sure the "Alpha" checkbox is checked.
 * 7) Upload the PNG to WikiBooks (remember to tag as a Fair Use logo!)
 * 8) Add the icon to the Icon Directory below

Make sure you upload the PNG with the correct title. For applications that came with Tiger, call the icon "Tiger Icon", even if the application is not just in Tiger. When a new version of the Mac OS arrives, all icons will be renamed Leopard, except those that changed between the releases, for which a Tiger and a Leopard version will be kept. Make sure you fix all links to the icon!

iLife Icons

 * iTunes 7 - Image:iTunes 7 Icon.png
 * iTunes (4,5, and 6) - Image:iTunes Icon.png
 * iPhoto (5 and 6) - Image:iPhoto Icon.png
 * iMovie (all modern versions) - Image:iMovie Icon.png
 * iDVD (5 and 6) - Image:iDVD Icon.png
 * GarageBand (all versions) - Image:GarageBand Icon.png
 * iWeb (all versions) - Image:iWeb Icon.png

Mac OS X App Icons

 * Dashboard - Image:Tiger Dashboard Icon.png
 * Finder - Image:Tiger Finder Icon.png
 * Internet Connect - Image:Tiger Internet Connect Icon.png
 * Font Book - Image:Tiger Font Book Icon.png
 * Safari - Image:Tiger Safari Icon.png

Document Icons
=Apple PR Image Guidelines= Apple PR Images are high-resolution JPEG images distributed by Apple from its PR website. You can find them here. Please upload the images at full size and in JPEG format, categorized in the same way as they were posted on the Apple site. Tag the image as a generic press-release photo.

Software

 * Mac OS X Tiger Box - Image:Mac OS X Tiger Box.jpg
 * iLife 06 Box - Image:iLife 06 Box.jpg

Hardware

 * iPod with video Media Types - Image:5G iPod line.jpg

Other
=Screenshot Guidelines= This WikiProject maintains a collection of screenshots of Apple products for use in WikiBooks. Feel free to use any one of these high-quality images. To keep this collection organized, uploaders must follow these procedures:

 * Tag as a "Generic Screenshot"
 * Include a version in the title (e.g. iPhoto 6 Editor versus just iPhoto Editor, Tiger Finder Window versus Finder Window)
 * Always upload in the PNG format
 * Always upload in full quality
 * Use an obvious name (Tiger System Preferences vs. TigerSysPrefs)
 * Pay attention to the names of similar images and use a name that fits in with the rest

Desktop and Menu Bar

 * Desktop - Image:Tiger Desktop.png
 * Dock - Image:Tiger Dock.png
 * Finder Menu Bar - Image:Tiger Finder Menu Bar.png
 * Righthand Side of Menu Bar - Image:Tiger Righthand Menu Bar.png

Finder

 * Finder Menu - Image:Tiger Finder Menu.png
 * Finder Window - Image:Tiger Finder Screen.png
 * Finder Window Classic - Image:Tiger Classic Finder Screen.png
 * Finder Icon View - Image:Tiger Finder Icon View.png
 * Finder List View - Image:Tiger Finder List View.png
 * Finder Collumn View - Image:Tiger Finder Collumn View.png

Spotlight

 * Spotlight Menu - Image:Spotlight Menu Anemone.png
 * Spotlight Window - Image:Spotlight Window Anemone.png

System Preferences

 * Main Screen - Image:Tiger System Preferences.png
 * Appearance - Image:Tiger System Preferences Appearance.png
 * Dashboard & Exposé - Image:Tiger System Preferences Dashboard & Exposé.png
 * Desktop & Screen Saver
 * Desktop - Image:Tiger System Preferences Desktop.png
 * Screen Saver - Image:Tiger System Preferences Screen Saver.png
 * Dock - Image:Tiger System Preferences Dock.png
 * CDs & DVDs - Image:Tiger System Preferences CDs & DVDs.png
 * Date & Time
 * Date & Time - Image:Tiger System Preferences Date & Time.png
 * Time Zone - Image:Tiger System Preferences Time Zone.png
 * Clock - Image:Tiger System Preferences Clock.png
 * Speech
 * Text to Speech - Image:Tiger System Preferences Text to Speech.png
 * Speech Recognition - Image:Tiger System Preferences Speech Recognition.png


text:
User:Jrauser~enwikibooks

Hi. I'm the lead author of Ad Hoc Data Analysis From The Unix Command Line.

title: User:Jrauser~enwikibooks


text:
Electronics/Multiplexers

Overview
A multiplexer is a device that brings the concept of a rotary switch in analog electronics to the digital side. It is a device which, based on some input, will change the connection of its other inputs to its outputs. Conceptually a digital multiplexers functionality is the same as an analog one, only it handles everything digitally. Because of the mathematical concept of combinatorix they can be used to replace chain logic circuits. However, this is not done frequently because multiplexer based logic has a comparably high propagation delay.

Configuration

 * [[File:Decoder_Example.svg]]

The circuit above has 2 Control Lines A1Ao which can be used as 2 Selectors. Depend on the value of the Selectors only one of the Output Lines can be high. The circuit above has the capability to select the output line

The operation of the circuit above can be summarized in the Truth Table below

 * {| width=50%

! A1A0 !! D3D2D120
 * 00 || 0001
 * 01 || 0010
 * 10 || 0100
 * 11 || 1000
 * }
 * 10 || 0100
 * 11 || 1000
 * }
 * }
 * }

In general
 * 2 Selectors can select 22 = 4 output lines
 * 3 Selectors can select 23 = 8 output lines
 * n Selectors can select 2n output lines

Of course, the above discussion is about what is known as a Demultiplexer, where 1 line is switched to N lines. The article is misleading because while it shows that one of the outputs goes high, it does not pass a signal through, so it really isn't even about a Demultiplexer, but rather a 2 to 4 line decoder. A Multiplexor takes N lines and selects one to be the output. See Multiplexer on multiple sites, including Wikepedia. It can be confusing when dealing with an Analog Switch, which is a CMOS based device that is inherently bidirectional, and there are Analog Multiplexers/Demultiplexers. -- Steve KD4TTC

title: Electronics/Multiplexers


text:
Electronics/Counters

Overview
A counter is a device that generates some patterned binary value depending on a clock or some other pulsed input. There are three simple types of counters ripple and synchronous.[[

Ring Counters
If the output of a shift register is fed back to the input. a ring counter results. The data pattern contained within the shift register will recirculate as long as clock pulses are applied. For example, the data pattern will repeat every four clock pulses in the figure below. However, we must load a data pattern. All 0's or all 1's doesn't count. Is a continuous logic level from such a condition useful?

We make provisions for loading data into the parallel-in/ serial-out shift register configured as a ring counter below. Any random pattern may be loaded. The most generally useful pattern is a single 1.

Loading binary 1000 into the ring counter, above, prior to shifting yields a viewable pattern. The data pattern for a single stage repeats every four clock pulses in our 4-stage example. The waveforms for all four stages look the same, except for the one clock time delay from one stage to the next. See figure below.

The circuit above is a divide by 4 counter. Comparing the clock input to any one of the outputs, shows a frequency ratio of 4:1. How may stages would we need for a divide by 10 ring counter? Ten stages would recirculate the 1 every 10 clock pulses.

An alternate method of initializing the ring counter to 1000 is shown above. The shift waveforms are identical to those above, repeating every fourth clock pulse. The requirement for initialization is a disadvantage of the ring counter over a conventional counter. At a minimum, it must be initialized at power-up since there is no way to predict what state flip-flops will power up in. In theory, initialization should never be required again. In actual practice, the flip-flops could eventually be corrupted by noise, destroying the data pattern. A "self correcting" counter, like a conventional synchronous binary counter would be more reliable.

The above binary synchronous counter needs only two stages, but requires decoder gates. The ring counter had more stages, but was self decoding, saving the decode gates above. Another disadvantage of the ring counter is that it is not "self starting". If we need the decoded outputs, the ring counter looks attractive, in particular, if most of the logic is in a single shift register package. If not, the conventional binary counter is less complex without the decoder.

The waveforms decoded from the synchronous binary counter are identical to the previous ring counter waveforms. The counter sequence is (QA QB) = (00 01 10 11).

Ripple Counters
Ripple counters are the simplest type of counters. They are nothing more than toggle flip flops connected in a chain to divide each others output frequency by two. The result is a binary count. They are called ripple counters because the new count ripples through them. The major disadvantage of ripple counters is that because of new count "rippling" through the flip flops all the bits of the count arrive at different times.

Synchronous Counters
Synchronous counters are simple state machines made out of flip flops and logic gates. They have two parts, a register made out of flip flops and a decoder made out of logic gates. A register is a simple group of flip flops that are all clocked at the same time. In this way they can hold the counters output value until the next clock cycle. The decoder, decodes the current count and generates the correct value for the next count to the flop flops. For example in a simple up counter the decoder would always output the current count plus one. The major advantage of Synchronous Counters is that all the bits of their output change at the same time.

title: Electronics/Counters


text:
Talk:Electronics/Counters

Note that this is a merger of two different modules. I selected the best module in this case, in terms of where it was going and the quality of the editing. You might want to dig through the history to get some other ideas for what to put here. --Rob Horning 16:40, 26 March 2006 (UTC)

title: Talk:Electronics/Counters


text:
Ruby Programming/Unit testing

Unit testing is a great way to catch errors early in the development process, if you dedicate time to writing appropriate and useful tests. As in other languages, Ruby provides a framework in its standard library for setting up, organizing, and running tests called Test::Unit.

There are other very popular testing frameworks, rspec and cucumber come to mind.

Specifically, Test::Unit provides three basic functionalities:

 * 1) A way to define basic pass/fail tests.
 * 2) A way to gather related tests together and run them as a group.
 * 3) Tools for running single tests or whole groups of tests.

A Simple Introduction
First create a new class.

Let's start with an example to test the SimpleNumber class.

Which produces

So what happened here? We defined a class TestSimpleNumber which inherited from Test::Unit::TestCase. In TestSimpleNumber we defined a member function called test_simple. That member function contains a number of simple assertions which exercise my class. When we run that class (note I haven't put any sort of wrapper code around it -- it's just a class definition), the tests are automatically run, and we're informed that we've run 1 test and 2 assertions.

Let's try a more complicated example.

Now there are three tests (three member functions) in the class. The function test_typecheck uses assert_raise to check for an exception. The function test_failure is set up to fail, which the Ruby output happily points out, not only telling us which test failed, but how it failed (expected <3> but was <4>). On this assertion, we've also added an final parameters which is a custom error message. It's strictly optional but can be helpful for debugging. All of the assertions include their own error messages which are usually sufficient for simple debugging.

Available Assertions
Test::Unit provides a rich set of assertions, which are documented thoroughly at Ruby-Doc. Here's a brief synopsis (assertions and their negative are grouped together. The text description is usually for the first one listed -- the names should make some logical sense):

Structuring and Organizing Tests
Tests for a particular unit of code are grouped together into a test case, which is a subclass of Test::Unit::TestCase. Assertions are gathered in tests, member functions for the test case whose names start with test_. When the test case is executed or required, Test::Unit will iterate through all of the tests (finding all of the member functions which start with test_ using reflection) in the test case, and provide the appropriate feedback.

Test case classes can be gathered together into test suites which are Ruby files which require other test cases:

In this way, related test cases can be naturally grouped. Further, test suites can contain other test suites, allowing the construction of a hierarchy of tests.

This structure provides relatively fine-grained control over testing. Individual tests can be run from a test case (see below), a full test case can be run stand-alone, a test suite containing multiple cases can be run, or a suite of suites can run, spanning many test cases.

Naming Conventions
The author of Test::Unit, Nathaniel Talbott, suggests starting the names of test cases with tc_ and the names of test suites with ts_

Running Specific Tests
It's possible to run just one (or more) tests out of a full test case:

It is also possible to run all tests whose names match a given pattern:

Setup and Teardown
There are many cases where a small bit of code needs to be run before and/or after each test. Test::Unit provides the setup and teardown member functions, which are run before and after every test (member function).

Radius of a bike tire
Implement a class with a public method that can solve the following problem: A user has a rubber bicycle tire of an arbitrary circumference. When one side is cut, and the bike tire is stretched into a line, it is measured at an arbitrary length. From this length, determine the radius of the bike tire originally.

After this, write a test case to test the class. It should include at least 2 methods to test.

title: Ruby Programming/Unit testing


text:
Spanish/Lesson 11

Vocabulario

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

title: Spanish/Lesson 11


text:
Speech-Language Pathology/Stuttering/Choosing a Speech-Language Pathologist

Read everything you can find about stuttering. Decide which therapy interests you. Even if a book costs over $40 don't be penny-wise and pound-foolish—the most expensive book is cheaper than the cheapest therapy.

Look for a board-certified Fluency Specialist at http://www.stutteringspecialists.org/specialists_list.html. There are about 100,000 speech-language pathologists in the United States, of which less than 500 are Fluency Specialists. Speech-language pathologists are trained in a wide variety of disorders. Most speech-language pathologists had one class, or maybe half of a class, in fluency disorders. Many speech-language pathologists have no training or experience with stuttering.

The Stuttering Foundation of America ((http://www.stutteringhelp.org) or 800/992-9392) also has a list of recommended speech pathologists.

Or attend your local National Stuttering Association (http://www.nsastutter.org/ or 800/364-1677) support group, and ask people to recommend a speech pathologist.

If you have a serious complaint against a speech pathologist, call the American Speech-Language Hearing Association at (301) 897-5700.

Paying for Stuttering Therapy
Speech pathologists usually charge between $60 and $120 per hour. You may go two hours a week, for a few months, then one hour a week for a few more months, depending on your severity and progress. Your speech clinic may also have group therapy sessions, for about $25 for two hours. You usually do the group therapy for maintenance, after a few months of individual therapy. The total bill may be $2500 to $5000.

Few health insurance carriers pay for stuttering therapy. They may say that stuttering is a pre-existing condition, or that stuttering is not a medical condition.

Federal law requires that public schools provide speech therapy for children as young as three. In some states, this may continue up to 21, if you're in college.

If you are unemployed, you may get stuttering therapy paid by your state's vocational rehabilitation. If you are employed, ask your employer to pay part of your therapy costs.

Most Speech-Language Pathologists Don't Like Stuttering
One of the sad things about stuttering, that sad disorder of the human race, is that its victims far too often find themselves in the hands of a naïve rather than incompetent therapist. —Charles Van Riper

The American Speech-Language Hearing Association (ASHA) asked speech-language pathologists to rank 20 speech disorders in order of preference. Childhood stuttering was ranked in the middle. Adult stuttering was at the bottom. Speech pathologists dislike adult stuttering because they know little about it. Their lack of training makes them uncomfortable in treating stuttering. You may be the first stutterer your speech pathologist has ever seen.

A speech pathology professor wrote on the Internet:

One of my students came to me and asked if I was serious about wanting them to go out and stutter [for a day]. She didn't want to do that. Another said she was sweating it out too…I had difficulty getting students to fake stuttering to get the feeling people who stutter have every day.


text:
User:Commandersa

My name is Spencer. I am currently enrolled in a high school. I want my profession in the future to be a Corporate Lawyer.

title: User:Commandersa


text:
Talk:Middle School Science/Biology/Life Classification

==The six kingdoms= Edit five kingdoms to six kingdoms to reflect the listing of the current six kingdoms.


text:
Talk:Poker/Betting

I suggest just referencing the Betting (poker) topic for basic rules. It covers everything here in greater detail. --70.125.58.238 22:09, 26 March 2006 (UTC)

title: Talk:Poker/Betting


text:
Talk:Guitar/Chord Types

Its barre not bar.

I've been adding stuff for kicks, The book seems unacceptably bare. Don't like it, chuck it, but I think its some quality stuff. Sameerkale 00:36, 11 September 2006 (UTC)

 * I think it would be crazy helpful for beginners to have some photos of the proper fingering. 64.108.73.61 16:09, 24 September 2006 (UTC)

I think it is a good idea to break down this page into several other pages, because each chord type really should get special attention. And also, if this page is expanded much more, it'll get huge. I have broken down this page's content across several other pages, and made reference to new pages that should be created. Ideally, I will begin write-ups for the other pages shortly. --NickPenguin 23:17, 14 October 2006 (UTC)

 * Sounds good, we can coordinate which pages to write, actually. My experience with formatting is limited, and everytime I have tried to rearrange the sections I screwed it up. Hopefully this will become a good book in time. I don't have a digital camera handy, but I possibly could upload photos of the proper fingerings this weekend, depending on my AP Calculus/Physics homework situation.  Sameerkale 23:07, 24 October 2006 (UTC)

What's the goal of this page?
Currently this page is a description of different chord types, but it seems to be more "music theory" than "guitar theory". I think the Music wikibook does a pretty good job of getting the basics of music theory covered, and I don't think it would be necessary to duplicate all that content here. In contrast, the German guitar wikibook begins their Rhythm Guitar section with "Chord Types", which is a detailed explanation of the theory behind the different types of barre chords and how they're related on the neck. However, they also have another page, Barrechords, which has roughly the same purpose of our Guitar/Barre Chords page.

So I am wondering exactly what the purpose of this page should be, or even if it should exist in it's current form. Perhaps it would be better renamed to something like "Chord Theory", and it be given a slightly different purpose. Certainly it would be more effective to teach people about the different chord types by demonstrating how they can be played on the guitar, not just providing the theory behind the chord.

I also worry about duplication, because like in the German wikibook, a lot of the content in the Barre Chord section is covered in the Chord Types section, although for a slightly different purpose. Perhaps there could be some way to merge the content of the two pages into a single comprehensive page. Thoughts? --NickPenguin 03:05, 21 August 2007 (UTC)

title: Talk:Guitar/Chord Types


text:
Understanding Darcs/Getting started

Anatomy of a darcs repository
Understanding how to use the darcs commands can be a lot easier if you have a rough idea how things work. We're not asking you to learn about patch commutation algebra (yet), but one thing you should at least be comfortable with is the anatomy of a darcs repository.

The idea of the diagram is as follows: the stuff on the left in yellow is you. That's what darcs calls the working directory. The stuff in grey, on the other hand, is part of that mysterious  directory if you've played around with darcs before. This can be broken down some more. The pristine tree (middle) is exactly like your working directory, except only representing the last saved state. It's not essential to darcs's operations, but it makes things run more efficiently, and is perhaps useful for understanding how things work. Finally, the right-most portion is the set of patches. Patches are what makes darcs... well... darcs. Darcs thinks in patches. Almost every darcs operation somehow involves (darcs) juggling some patches around behind the scenes. Enthusiastic darcs users find that this makes life easier in a number of ways. For example, accepting patches to your code becomes an extremely natural thing to do - you just let darcs apply them and in they go. But before we get to that, let's tackle a small set of essential commands.

init
Say you have a directory with some files in it. When you run  to initialise the repository, you get an empty new darcs repository. Your working directory might contain files, but darcs does not know about them yet.

add
tells darcs to keep track of a file or directory that was only in your working directory. It creates or adds to a special temporary patch which we call the pending patch (will be represented in blue). Note that it does not affect your pristine tree whatsover! The idea is that we haven't saved your work (which is what the pristine tree is for). We've only told darcs that we might conceivably want to save it later on.

Note that the pending patch is different from all the other patches. It is really a representation of (some) things you have not yet converted into a real darcs patch.

whatsnew
The  compares the working directory against the pristine tree (theoretically, against the set of patches) and displays what has changed between them. If there is anything in the pending patch, it also displays the contents of that.

record
The  command is how you save your work. It copies your chosen changes from the working directory to the pristine tree, and more importantly, creates a new patch representing those changes. Changes can also come from the pending patch, and these changes will also be propagated into the pristine tree.

title: Understanding Darcs/Getting started


text:
User talk:Jrauser~enwikibooks

Yakkity-yack

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 Jrauser. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jrauser~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 23:18, 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) 05:06, 19 April 2015 (UTC)

title: User talk:Jrauser~enwikibooks


text:
Speech-Language Pathology/Stuttering/Why Do Stutterers Avoid Speech Therapy?

Perhaps 90% of adult stutterers never seek treatment for their stuttering (see the chapter Incidence and Prevalence of Stuttering).

Some stutterers don't know that stuttering treatments are available. Or a stutterer doesn't realize that more than one treatment is available: he tried one therapy, wasn't successful, and doesn't think of trying another therapy.

Stutterers are more likely to seek speech therapy at life changes—when starting college, when graduating from college, looking for a job, etc. When life is unchanging, stutterers see no reason to change their speech.

Getting stutterers to practice 20 minutes a day is difficult. Getting stutterers to use therapy techniques in conversations can be impossible. There are several reasons for this:

 Stuttering is a developmental disorder. You've stuttered as long as you can remember. People who start stuttering later in life (from a stroke or head injury) almost always seek treatment. To these people, the ability to talk is a major loss. But if you've never talked fluently, you don't know what you're missing. Stutterers may not consider that their stuttering is a problem. Denial—stutterers are embarrassed about stuttering, and so don't want to think about it. Failure at stuttering therapy can support denial—a stutterer goes to a therapy program, the therapy "doesn't work," and now he has an excuse to never try again. Some cultures assume that stuttering is "God's will" or punishment for misdeeds in an earlier incarnation. Other people assume that suffering is the human condition, and they live with difficulties rather than try to solve their problems.

"Aristotle thought that slaves were the ordination of Nature—the devil of it was, the slaves thought so too."

Sally Ballard wrote about her fear of speech therapy for the British Stammering Association newsletter. After describing several bad experiences with speech pathologists as a child (due more to her temper than the speech pathologists), Ms. Ballard describes taking her children to a speech clinic:

I am terrified of [my children] stammering…Even though it did not look as if they would stammer, I took them to a speech therapist. I was petrified of her…She told me that my children were fine, and asked me if I would like help for myself. I said thanks but no thanks, and almost ran out of the room.

Years later, I realized that I could not carry on as I was [having her husband make telephone calls, walking because she couldn't tell the bus driver where to stop]…Even though I was scared of speech therapists, I decided I had to get over my fear…I worked out that it was two main things: the fear of being unable to gain respect [fear that speech pathologists would treat her like a child or a mentally-retarded person], and the fear of being a failure [and continuing to stutter].

I went to my local health clinic and asked (eventually) to see a speech therapist…I went into a flat panic. I could not decide what to do. What if they could not help me? What if I would always stammer or, worse still, what if she helped me overcome my speech problem? I would not have an excuse any more and, if I failed in life, I could no longer put it down to the fact that I stammered. I would have to accept the blame myself.

When the fateful day of my appointment arrived, I was a nervous wreck. I wouldn't let my husband come with me in case I chickened out and didn't go at all, but in the end I went. My palms were sweating by the time I arrived…

The speech pathologist taught Ms. Ballard to "stammer more fluently." The speech pathologist then asked how stuttering affected Ms. Ballard's life. She said that stuttering

had stopped me from doing the one career that I wanted. Teaching. With terrific support from my husband, children, friends, and my speech therapist, I applied to the local college…

Despite rejections from several universities because of her stuttering, Ms. Ballard eventually was accepted. She concluded,

Never give up. If things don't go the way you wanted them to, don't look on the down side of life. Try to look at all the things you have achieved in life. Everyone will be surprised at how much that really is.

For those who do not have access to speech therapy or wish to work on their own, read  Self-Therapy for the Stutterer by Malcolm Fraser available from the Stuttering Foundation of America (www.stutteringhelp.org or 800-992-9392).


text:
Go/Lesson 1: Step-By-Step Guide to Playing

= Before the Game = Before the game, it is customary to formally greet one's opponent. This can be done while standing or sitting, but some players might be offended if you sit down before greeting them. In Japanese the standard greeting is "Onegai shimasu," and since Japanese terms are the most common among go players in the USA, it is likely that you may hear it there occasionally. The next important thing to do is make sure that the goban is in the correct position. Both players should be sitting opposite each other, with the shorter sides of the goban facing the two players. Now you must decide if either player needs a handicap (handicaps will be discussed in the next lesson); if so, then that player will play as black with the appropriate handicap. If neither player needs a handicap, then you must decide what color you will be playing. There are a variety of ways to do this. One common way, called "Nigiri" (Japanese for "squeeze"), is for one player to grab a handful of stones. The other player then guesses if there is an even or odd number of stones, indicating the guess by placing on the goban one stone for "odd" or two stones for "even." The stones should be dropped onto the goban and counted, two at a time. If the guessing player guessed right, he will play as black.

= Opening Game (Joban)= After you have greeted each other and done all other preparations, you can start the game. In an even game, black will always make the first move, then white, then black, etc. If black is weaker and begins with handicap stones on the board, then white makes the first move. The opening mostly takes place within the outer five rows of the board. The beginning game is the part of the game where the general outlines of territory (the moyo) will start to show themselves. The opening lasts roughly 30 to 60 moves.

Strategy for The Opening Game
Orthodox strategy involves early play in the corners of the board, as fewer moves are required to surround territory. Standard plays in the corner include the (3,3), (3,4), (3,5), (4,4), (4,5) points. Plays on the non-symmetric (not (3,3) or (4,4)) often elicit a prompt response, as one additional play in this vicinity is usually sufficient to form secure corner territory.

= Middle Game = After most of the possible territory on the sides has been claimed (these can just be outlines of territory) the game will move into the center of the board. This part of the game is called the middle game. It takes place in the middle of the board, and chronologically it is the middle of the game.

Strategy for The Middle Game
The middle game is where most of the fighting occurs. The goals of this phase are to solidify the areas that you have laid claim to, and reduce the area that your opponent has laid claim to. There are many ways of doing this, but one of the most effective is to use moves that your opponent must respond to as a way to strengthen and enlarge your own territory. If there is a weak group that your opponent is unwilling to sacrifice, this tactic works especially well. If you don't know what a weak group or a move that your opponent must respond to is, look for places that are relatively open, and try to claim them. If you are near a side, try to hug it. It is easier to make eyes along the side than in the middle. If you are not near a side, connect your stones to the open middle or a stronger group.

= End Game (Yose) = The end game, being the last part of the game, is the point in the game where territory is solidified, destroyed, and made. The end game is an important part of the game; doing badly in the end game can cause a loss. The game will end when either both players pass or one player resigns (gives up). If one player resigns the other wins. If both players pass, then points are counted to see who has the higher score.

Strategy for The End Game
The purpose of this phase is to solidly define the borders for counting. The proper way to play this phase is to count how many points each move will swing, and play the largest one. The most important thing is to make sure you aren't accidentally killing your own groups. Some groups that are alive run into a "shortage of liberties" that suddenly allow them to be killed.

In the end game you're often aiming to gain one or two points from a move. It's strategic to try and keep "sente" or advantage here. That means that you try and make moves that your opponent must respond to, and after they respond you should be free to start a new attack somewhere else on the board.

= Counting Points =

After a game is finished, territory must be counted to determine the winner of the game. Each player will take turns filling in "neutral" territory, territory which does not belong to either player. Next, dead stones, stones inside territory owned by the opponent, are removed and placed with the captured stones. Once all dead stones are removed, captured and dead stones are placed in the territory belonging to their color. Now count the remaining points of territory. Stones may be rearranged for easier counting as long as the borders of the territory are not disturbed.


text:
French/Grammar/Tenses/Composed

 * The perfect tenses are also called the compound or composed tenses.
 * The perfect tenses are all composed of a conjugated auxiliary verb and a fixed past participle.

Auxiliary Verb Formation

 * The auxiliary verb is always either avoir or être.
 * The tense of the verb depends upon the tense that avoir or être is conjugated in.
 * When the auxiliary verb is conjugated in the passé composé, for example, the auxiliary verb is conjugated in the present indicative.
 * J'ai fini. - I have finished.

Past Participle Formation

 * -er verbs - replace -er with é
 * -ir verbs - replace -ir with i
 * -re verbs - replace -re with u
 * irregular verbs - must be memorized

Past Participle Agreement
Audio: [[Media:French-vacances16.ogg|French native speaker]]
 * The past pasticiple must agree with the direct object of a clause in gender and plurality if the direct object goes before the verb.
 * the direct object is masculine singular - no change
 * J'ai fini le jeu. - I have finished the game.
 * Je l'ai fini. - I have finished it.
 * the direct object is feminine singular - add an e to the past participle
 * J'ai fini la tâche. - I have finished the task.
 * Je l'ai finie. - I have finished it.
 * the direct object is masculine plural - add an s to the past participle.
 * J'ai fini les jeux. - I have finished the games.
 * Je les ai finis. - I have finished them.
 * the direct object is feminine plural - add an es to the past participle.
 * J'ai fini les tâches. - I have finished the tasks.
 * Je les ai finies. - I have finished them.

Avoir ou Être?

 * In most circumstances, the auxiliary verb is avoir.
 * However, under certain situations, the auxiliary verb is être.
 * This occurs when:
 * The verb is one of 16 special verbs that take être.
 * Arrivé, Allé, Venu, Devenu, Revenu, Entré, Rentré, Descendu, Retourné, Resté, Monté, Parti, Sorti, Tombé, Né, Mort.
 * Note that when a direct object is used with these verbs, the auxiliary verb becomes avoir.
 * The verb is reflexive.
 * That is, the subject of the verb is also its object.

List of Tenses
There are seven perfect tenses in French. These are:
 * 1) Le passé composé (The Present Perfect)
 * 2) Le plus-que-parfait de l'indicatif (The Pluperfect of the Indicative)
 * 3) Le plus-que-parfait du subjonctif (The Pluperfect Subjunctive)
 * 4) Le passé antérieur (The Past Anterior)
 * 5) Le futur antérieur (The Future Anterior)
 * 6) Le conditionnel passé (The Past Conditional)
 * 7) Le passé du subjonctif (The Past Subjunctive)

title: French/Grammar/Tenses/Composed


text:
Talk:Go/Lesson 1: Step-By-Step Guide to Playing

I'm a bit confused. I knew I had writen this section before but it did not show that I had. I thought perhaps I had forgonton to save it but I just followed a link from my contribitions page to what I thought was this page. it had every thing I wrote but was not this page. being wholly confused Just copied and pasted the text. here is a link to the page which is not this one http://en.wikibooks.org/wiki/Go/step-By-Step_Guid_to_Playing. After writing all of this I think I have found the problem I misspelled the title... Ulfrinn 02:45, 27 March 2006 (UTC)ulfrinn

I'v added a link to the previous page but not the the next page because of the problem with the next page being coverd on this page. I have a sugestion that may clear this up. we could use this page as a brief walk through and then us the other pages that cover the same things to do a more indepth walk through.Ulfrinn 17:15, 28 March 2006 (UTC)ulfrinn

Seems to me the counting diagrams are all wrong. All white stones at the bottom side have no more than one eye thus are dead. SO, after counting all of them are counted as prisoners (assuming Japanese rules) and the territory is counted as black. Rami 08:41, 21 December 2008 (UTC)

Bad graphic in "Counting Points" section
This is a somewhat cheesy comment for not offering an alternative right away. Sorry. Anyhow: The graph in the "Counting points" section is rather confusing. All of the white stones below row 6 are dead as they stand, are they not? And g6 an h6 are caught only depending on the state of the game in the part of the board that is not depicted. Not even N6 needs to be truly neutral.

Added later: Just in case. The graphics I am refering to is here: http://commons.wikimedia.org/wiki/File:Gomarkedstones.png

On this page: http://en.wikibooks.org/wiki/Go/Lesson_1:_Step-By-Step_Guide_to_Playing

The caption being: circles mark neutral territory, squares mark dead stones and x mark territory

--GoPlayerJuggler (discuss • contribs) 11:50, 16 February 2021 (UTC) Agree with the above. The graphic was not just confusing - it was wrong. So I removed it just now. Better no diagram than an incorrect, misleading one!