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Autonomous Technology-Assisted Language Learning/Interaction

Interaction: Introduction
The 21st century has often been coined as the “Age of Communication” with the rapid development of cell phones, the internet, e-mail, satellite communications, instant messenger programs, and new technologies such as voice over IP. These progressions have made communication across incredible distances exceptionally affordable and available. In the field of autonomous technology assisted language learning (ATALL), one should remember that “autonomous” means “self-sufficient”, not “solo”. This new framework of communication supports individualized and independent learning within a network of peers around the world that provides interactions through extensive use of online learning and other technologies(Ng & Nicholas 2007).

Instead of being limited to basic input and output exercises, the learner can link up with a native speaker of the target language and engage in real time or asynchronous conversations. This can be done through text, audio, and video in a variety of formats. Numerous websites and programs also provide simple networking tools with user profiles so that one can find the ideal match for his/her interaction. Massively-multiplayer environments such as Second Life also provide a virtual world for interaction that is alive twenty-four hours a day. The format and setup of the interaction can therefore be easily customized to the learner’s schedule and preferences.

Interestingly, interaction via online methods has also shown certain advantages over face to face conversation. Beyond the simplicity of sitting down at two separate computers instead of physically bringing two people to the same location, it also provides a more comfortable environment that can make learners more willing to communicate (Freiermuth & Jarrell 2006). Similar to how some people prefer writing a letter instead of dealing with a face to face confrontation, online communication by e-mail or even in a chatroom can remove the stress of being physically in front of a person. The learner no longer has to worry about his/her physical appearance or “filling in the silence”, and can better focus on the language and communication.

Through the use of technology, the lone autonomous language learner can now tap into a plethora of methods for authentic interactions. It lets him/her use and practice the target language the way it was originally created: for free communication and expression of ideas between two different beings.

Text Based
Please click the link above

Audio with or without Video
Please click the link above

Synchronous Video
The following programs provide synchronous video and audio communication from computer to computer. Most also provide text chat and many provide file sharing and other interactive features.

 * Flash Communication Server (official website)
 * FlashMeeting (official website)
 * Hexagon (official website)
 * iChat AV (official website)
 * iVisit (official website)
 * MSN Messenger (official website)
 * NetMeeting (official website)
 * PalTalk (official website)
 * Tipic (official website): open source H.323 video conferencing
 * VRVS (Video Room Videoconferencing System) (official website)
 * Skype ((official website)
 * Windows Messenger (official website)
 * Yahoo Messenger (official website)

Course Management Systems

 * Moodle
 * COVCELL
 * electronic Tandem on Moodle (eToM)
 * edHelper.com

Games
lingualgamers.com

Virtual Realities
This is an article analyzing the effectiveness of virtual environments and language learning. Babel M

 * Environments
 * Second Life . Second Life Educators mailing list (SLED)
 * There
 * Cyber Town
 * HiPiHi (Chinese Second Life)
 * Exactly like Second Life, but Chinese is the main language.
 * HiPiHi World = Social virtual environment designed for public interactions and meetings
 * HiPiHi Home = Similar to CyWorld for personal space for private communication**
 * Seems to be primarily marketed towards females
 * HiPiHi literally means the world exists because of you.

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


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Autonomous Technology-Assisted Language Learning/Exercise

Exercise and Courseware

Introduction
While extensive L2 input, output and interaction may be necessary for developing L2 proficiency, for some (most?) learners input and interaction may not be sufficient to attain high levels of L2 proficiency and grammatical accuracy. There are often certain aspects of a L2 that are difficult to acquire without devoting special attention and practice to them.

Drills involve focused repetition of certain tasks designed to aid the acquisition of vocabulary or certain grammatical structures. WordChamp is an example of a program that allows learners to create their own vocabulary list and review them using a variety of drills using reading and audio.

Input enhancement refers to a group of techniques for focusing a learner's attention on aspects of the language that may otherwise go unnoticed and unlearned (see Wong, 2005). Enhanced input includes input flood, textual enhancement, and structured input activities.

Task-based language learning activities (see Nunan, 1999) may also be a way of helping language learners notice and learn form-function relationships in a second language. (perhaps this should be in the Interaction section of this Wikibook?)

Language reconstruction tasks may provide another way for L2 students to improve their L2 proficiency. Such tasks can involve either reading/writing or listening/speaking and involve the learner repeating (via writing or speaking) L2 segments that they have just read or heard. Tools to allow L2 learners to select their own audio or written text for such practice can be provided in a Web-based environment.

Finally, there are web- and computer-based language courses (see Courseware below) in a wide variety of formats, from total, structured immersion in the second language (e.g., Rosetta Stone) to approaches which rely heavily on the memorization of L1-L2 correspondences (e.g., the Pimsleur Method). Between these two extremes is a less commonly used method that gradually moves from L1 to L2 by gradually adding L2 words and phrases and removing L1 ones. An example of this can be found in Power-Glide's "Diglot Weave" (also called "sandwich stories in China).

For autonomous learners, factors such as cost (free or cheap being best), accessibility (web-based being best) and the ability for a learner to keep track of his or progress may be particularly important.

Multilingual

 * Before You Know It (BYKI): For Windows and Macintosh computers, is a flash-card-type vocabulary exercise program. BYKI also allows users to download flashcards to their Palm or Pocket PC PDA.
 * 'Gradint: an open-source (GPL) program that can generate audio-only flashcards using spaced-interval repetition ("graduated-interval recall"), using recorded sounds or speech synthesis. Runs on Windows, Mac, Linux and RISC OS and supports a variety of free and commercial speech synthesizers.
 * WordChamp (see info) a Web-based program that provides vocabulary exercises with assessment and record keeping in many languages including English, French, Spanish, German and Japanese as well as for user-created lists. WordChamp includes flashcard-based drills involving text and/or audio available to all users without charge. Vocabulary lists can also be created by clicking on words via its web reader word-translation feature. Teachers can create lists for their students and share them by providing students with a course identification number. The latter service is free for educational institutions through the end of the 2006-07 academic year.
 * Flashcard Exchange create, review, and exchange flashcards
 * Language Guide A wonderful resource for sound integrated learning. This is offered in eleven different languages, enjoy!
 * The Compleat Lexical Tutor (see review), provides a wide range of corpus-based tools useful for learners of English and French.

German

 * LEO German Vocabulary Trainer Saves vocabularly words as you look them up that can be used for assessment drills. It also records accuracy for the drills and has German-English, German-French, and German-Spanish dictionaries.

Japanese

 * Japanese Kanji Driller provides multiple ways to review and drill the meanings and readings of over 1,600 kanji through simple selection of answers in a multiple-choice format. Unfortuately, there is neither input capability nor sound to supplement the text.

 * Concentration Games for Yookoso provides a review of vocabulary in a fun interactive way to learn Japanese symbols.

Spanish

 * Spanish Vocabulary A page of basic vocabulary options in Spanish. From colors, to clothing, to family, numbers, adjectives, body parts and fruits you'll find a lot of different Spanish words that you can learn here.

English

 * The Longman Vocabulary Website provides English vocabulary exercises focusing on word parts, contextual cues, synonyms, antonyms, homonyms, academic vocabulary, etc.
 * includes various kinds of exercises such as Fill-in-the-Blanks, Definition Match, Synonym/Antonym Encounter, Crosswords, Word Finds, True or False Sentences, and Contextual Stories.

Structured Input
Structured input (SI) activities, as developed by Van Patten and his associates, is a type of processing instruction (PI) developed to "force" L2 learners to pay attention to certain aspects of the L2, particularly those that are redundant and not salient, such as indefinite and definite articles for a Chinese learner of English and the subjunctive for American learners of French and Spanish. Structured output activities may also be useful to help L2 learners acquire difficult aspects of the L2. Providing such exercises on the Web would allow L2 learner worldwide to work on and acquire the "stubborn" aspects of their L2.

Audio to Audio: Elicited Imitation

 * Speak2easy ($24.95 for Windows; free trial) (official site) will present an audio language file segment by segment and allow the student to repeat the segment and have his or her production recorded for later playback and comparison with the audio file. Many audio formats are supported, as well as audio CDs.

Audio to Written: Dictation
A program could be created to read from text (text to speech) and then check to see if the student types it correctly by comparing the student's typing with the original text.

 * English dictation
 * French dictation

Written to Written: Lectation

 * Lectation (alpha version) Designed by Gary Cziko with Douglas Mills. Click on the last .swf file to try. You can paste any text in any language using a Western script into the windows, select how many words you want hidden, and then re-type the text. You will hear a sound (unless you turn it off) whenever you make an error. After three errors, the letter is revealed (you still have to type it). Punctuation and numerals are not hidden. Letters remained colored if you make an error: green for one miss, orange for two misses, and red for three or more misses.
 * TextPresenter version 0.1 for English by Richard Sproat
 * Some other ideas how this can be done can be found here.
 * Running dictation (extracted from IACC Newsletter, 18 November 2005, Issue 2 (newsletter@iacc.com.tw)

"Here's one of my favourite games called Running Dictation. It works extremely well and by doing this activity, the students get to practice all the skills.

Aims To develop clearer pronunciation. To wake up a sleepy class!

You need Choose a short piece of text (e.g. five lines) and make enough copies of the text for one  per pair of students.

Procedure

Stick the texts up around the room, away from where the students are sitting. Put students into pairs and allocate them a text on the wall. Give each pair a text that is far away from them. Now ask one person in each pair to sit where they are with a pen/pencil and paper. Their partner has to stand up and 'run' to their text, read it, probably chunk by chunk, memorise it, run back to their partner and dictate it, helping in any way they can. However they cannot actually write it (e.g. 'No, "actually" has got 2 "l"s.' 'There's a new line there.' etc.). The winners are the pair with the first absolutely correct version of the text.

Extension/variation The activity can then be redone, with a different text and with the other member of the pair acting as 'runner'. NB This activity can be very noisy so you may need to check with neighbouring classes that it will not disturb them too much.

Have Fun!!"

Another individual variation of this type of task it to provide a text on one side of a sheet of paper and the student has to copy it with no errors on the other side. This will force the student to memorize chunks of the text because the student will not be able to see the text while writing.

Conclusion
Dictation (copy spoken language) and lectation (copy written language) exercises are easily provided via computer (e.g., as Moodle quiz) because the output to score is written.

These techniques can also be used as tools for assessment.

Dictogloss
See Swain (1998).

Technology for Language Reconstruction
Available from Multilingual Books, the Instant Replay Digital Cassette Recorder ($49), (also called "Language Repeater") is a combination audio cassette player/recorder and digital player/recorder that allows you to easily an automatically repeat phrases from an audio cassette tape. This allows a language learner opportunities for repeated listening. There is also a mode that automatically pauses after playing a phrase (as defined by breath pauses) and then switches automatically to record mode. After the user has finished recording the phrase, it will playback the learner's recording and then compare it to the cassette tape. It will repeat the same phrase over and over, providing multiple opportunities for listening and repeating until the user does not say anything, at which time it will play the next phrase.

I [GC] believe that this playback and recording modes of this machine can be used for effective language-learning exercises. As the audio cassette is somewhat dated technology, it would be great if the same functions (and additional ones, such as variable speed playback) were made available on a portable music player for playing audio files and on computer software for playing audio and video files, CDs and DVDs.

This machine can also be a very useful tool for transcribing audio tapes. In the playback and compare mode, the user can just say "again" or "hey" (anything) and the machine will repeat the phrase again. If the user is silent, it will play the next phrase.

(Please note that the Instant Replay Digital CD/MP3 Recorder mentioned on the same webpage is no longer available, but the vendor is attempting to make a similar model available soon).

Here are what appear to be more sophisticated language repeaters.

The Text Presenter is a prototype developed by Richard Sproat of the University of Illinois at Urbana-Champaign. It is a web-based exercise that allows the user to paste in any English text and have it presented by phrases in selectable lengths for retyping. It provides feedback after each entry by showing errors.

Hot Potatoes

 * Hot Potatoes can be used for creating "interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web."

 * Sites using Hot Potatoes, including language learning exercises

 * Hot Potato Course on how to use Hot Potatoes with Moodle.

Online Language Labs
Online language labs allow teachers to create collaborative multimedia resources for students to complete online. As students engage with the resources, teachers can supervise and give help in real time.

 * Schoolshape Language Lab - An online language lab that also includes a library of high quality French resources and a markbook.

Computer-Assisted Pronunciation Training (CAPT)

 * Praat Language Lab. How to use Praat software to improve English pronunciation using visual feedback.

Writing

 * CommonSpace
 * Daedulus Integrated Writing Environment (DIWE)
 * ESL Tutor
 * Intelligent Web-based Interactive Learning Learning (IWiLL)
 * internet-based Writing Resource for the Innovative Teaching of English (iWRITE). Volker Hegelheimer, Iowa State University (see Hegelheimer, 2006)
 * "Dianahacker-Rules for Writers" provides learners with writing and grammar exercise for English for academic purposes.
 * "www.UEFAP.com" contains useful exercises under reading, speaking, vocabulary and writing sections for English for academic purposes.
 * "Spanish Grammar Exercises by Barbara Kuczun"
 * Designed for beginner to intermediate Spanish Learners
 * Content organized according to grammatical classification: i.e. reflexive verbs, ser vs. estar, etc.
 * Similar to an interactive workbook with blanks and answers given right away
 * Some areas more developed with audio and extended examples and explanations, others simply have drills
 * Exercises center around central theme to make experience more educational
 * About 15-20 practice sentences in each section

Text Exerciser
Adapted from discussion between Gary Cziko and Errol O'Neill 2005.04.04

Errol discovered an interesting French exercise at http://fog.ccsf.cc.ca.us/~creitan/clark.htm that contrasts the imperfect and past perfect tenses in French.

What is nice is about this exercise is that (a) it takes place within a meaningful paragraph, (b) provides opportunities for needed input relevant to aspects of grammar to be acquired, and (d) "forces" the learner to pay attention to form, and (d) provides feedback for each right or wrong answer.

I am wondering if this type of exercise couldn't be adapted so that it provides input flood (i.e., many examples of a targeted structure), enhanced text and structured input all in one exercise (see Wong, 2005).

This could be accomplished with different views of the same paragraph as follows:

1. Normal view with correct tenses included. To the extent that there are many examples of a target structure, this would be input flood.

2. Clicking on a button would turn all the targeted tenses into a larger font with a distinctive color (e.g., Big and Green). This would be enhanced input.

3. A different button would put the paragraph into the form of the original exercise, requiring the student to choose the correct verb form (Errol wants to make it even harder by providing only the infinitive and requiring the student to type the correct form rather than just recognize it). This would be structured input. Then as each correct form is chosen (or typed), it would turn back into normal text, that is back to no. 1, input flood again.

Students could repeat the cycle as many times as they wanted. All this could be easily set up by someone with basic computer programming and web design skills.

Now, wouldn't it be really neat if the preparation of these different views could be done automatically? That is, find an interesting text and have a program provide the three views above. For example, you find an authentic interesting text that has lots of articles, pronouns, and past tense varieties. You paste this text into a window and then tell the program that you want to focus on articles. Of course, nothing has to be done for view 1 (input flood). But then the learner tells the program that he or she wants to emphasize (enhance) the articles. The program then finds all the articles, enhances them by making them big and green, et voilà, you have enhanced text. Then the student presses another button and the program creates the structured input exercise by taking each article and adding the other two articles as choices (e.g., if the correct choice is "the", it adds "a" and [blank] (no article) as choices. This is the structured input view which requires that the student choose the correct article.  As each correct article is chosen, the other choices disappear and it turns back into normal text and the cycle can be repeated, either with the same grammatical focus, of with and different one (e.g., past tense forms or pronouns).

This should also be pretty easy to set up for something as simple as articles (a, the, null) and pronouns (he, she, it , they) in English. Tenses are a bit tougher perhaps as the program would have to know how to generate other tenses to create the distracters, e.g., if it sees "bought" it would have to generate something like "was buying", "have bought", "had bought", etc.

An even more sophisticated program would first analyze the text and see what forms were most common and suggest what types of grammatical forms the student could use the text to focus on (it would not suggest focusing on pronouns if there were few pronouns).

I think this could be a very useful programming, combining the best of current input techniques that focus on form while allowing the learner to choose the text that he or she is interested in.

As it would create useful exercises from normal text, we could call it the "Text Exerciser" and would be a great ATALL tool.

Grammar Consciousness-Raising (GCR)
See Fotos and Ellis in Wong (2005) input enhancement book (2005)

 * Grammar consciousness raising (GCR)
 * Target structure: many vs. much vs. a lot of vs. lots of
 * Correct: He has many brothers.
 * Incorrect: *He has many money.

 * Correct: He has much money
 * Incorrect: *He has much sisters.

 * Correct: He has a lot of good ideas.
 * Correct: He has a lot of confidence.
 * Correct: He has lots of good ideas.
 * Correct: He has lots of confidence.

 * Complete the following sentences and describe the rules that underlie the use of many, much and a lot of.
 * When you are describing something you can count (like apples), you use ________, ________ or ________.
 * When you are describing something you cannot count (like apple sauce), you use ________, ________ or ________.
 * You can use __________ or ___________ with both things you can count (like apples) and things you cannot count (like apple sauce).

Note 1: You cannot use the trick of always using a lot of or lots of for asking questions. You must instead use how + many for count nouns and how + much for mass (uncountable) nouns.

Note 2: Many languages, such as French, German and Spanish, use the same word (beaucoup, viel, mucho) to describe "lots of" for both countable and mass nouns. So the use of much vs. many in English is likely to cause difficulty for natives speakers of these languages learning English as an additional language.

Courseware (Commercial and Free)
Language-Learning-Advisor.com by language enthusiast Ron Tichenor provides reviews of commercial language learning courseware (and some free language learning products, too) for a about a dozen different languages.

Multilingual

 * Wikibooks with vocabulary, lessons and grammatical explanations are available in large number of languages.
 * Key Software "We develop and produce PC and Macintosh software solutions for writing, reading, teaching and learning Chinese, Japanese and Korean (CJK) on the computer, with emphasis on Chinese computer lab and Internet applications." (from website).
 * The Language Tree. For children, with lessons in Spanish, French, Chinese, American Sign Language and English.
 * 101language.com
 * Rosetta Stone | free demo | N.Y. Times review. Windows and Macintosh. Rosetta Stone may not run on some Macintosh computers running Max OS 10.4 ("Tiger").
 * Transparent Language
 * Pimsleur Courses An audio-only, CD-based program in 38 languages.
 * Review by Language-Learning-Advisor
 * Also available in audiobook chip format: Pimsleur Languages on Audiobook Chip
 * Foreign Service Institute Courses
 * EuroTalk Software Courses
 * Tell Me More
 * Power-Glide For French, German, Latin and Spanish. See demos.
 * Open University
 * Muzzy Online: BBC Language Course for Children A DVD based approach to learning a second language geared for children; including Spanish, Mandarin Chinese, French, German, Italian, and English as a Second Language. There's a free trial available, but then it is a paid service.

Chinese

 * The Confucius Institute at Michigan State University has developed a variety of online Chinese learning materials (Chinese character, culture and language), Chinese podcasts, a Chinese culture appreciation curriculum and an online high school Chinese courseware. It also hosts one-on-one online tutoring system with native speakers from China. Most materials and services are free to use.

French

 * French Online from Carnegie Mellon University's Open Learning Initiative (free). "French Online is an interactive video-based course intended for use by university students and independent learners on the Internet. Please give us feedback about the course or about OLI. . . . The first-semester course is divided into five thematic modules, with three lessons within each module. Each lesson is designed to take approximately one week to complete so working through the entire course will take the average learner approximately fifteen weeks." (from website)

Spanish

 * Learn Spanish A great resource for learning Spanish including vocabulary and grammar exercises as well as organized interaction with native speakers via email and chat.
 * Learn Spanish Grammar, Vocabulary, and Culture
 * Unforgettable Languages This is a website that advertises courseware to help users learn Spanish. Unforgettable Languages uses a very unorthodox way to teach Spanish by using English pronunciations and likening them to Spanish pronunciations, in addition to drawing analogies between Spanish words and English sounds. This seems as though it would be helpful in the pronunciation and vocabulary area of Spanish (quick learning).
 * Aula Diez Great courseware for any level Spanish learner. You can test your Spanish level in addition to using multiple demos online before actually purchasing the product. You can practice your grammar, punctuation, use of prepositions, certain verbs and much more. There are CD-ROMs, online classes and personal classes that can be purchased through Aula Diez.
 * Spanish software free trial This is a great site! Try out a free lesson and get a free download of the entire course for 7 days. There is an 'instructor' guiding you through the entire course, explaining the directions and pronouncing all of the information topics. There are also visuals so that you are not only able to hear the way the words, phrases and sentences are pronounced in Spanish but also see and read them. The software also has exercises and quizzes that you can use to test your apprehension of the knowledge.
 * Multilingual Center--Spanish Another form of coursware to help learn Spanish. Seems a little more business-Spanish oriented. You can do practice exercises and also watch movies in Spanish to learn the language.
 * Spanish Grammar Exercises A great resource for Grammar information and online quizzes.

French and Dutch

 * Franel

Chinese and English

 * Electronic Language Learning System (English, Chinese)
 * Chinese Chengo
 * CHENGO stands for Chinese English on the Go
 * A joint project of E-language Learning System (ELLS) is originated from a bilateral MOU of E-Language Learning System (ELLS) signed by American Department of Education and the Chinese Ministry of Education on behalf of the two governments in Washington in October 2002.
 * Cartoon, mystery, sound, and Olympic based - designed to be fun and interactive
 * Lessons divided into "episodes"
 * Includes downloadable instructor manuals (in .rar format)
 * Flash based - exceptionally slow loading time of interface
 * Professional finish and feel

Chinese

 * Chengo. Free web-based courseware to teach Mandarin Chinese to young English-speaking students.
 * Wenlin Software for Learning Chinese
 * Chinespod See http://www.macnewsworld.com/story/53356.html
 * LINESE.COM See http://www.macnewsworld.com/story/53356.html
 * Modern Chinese

English

 * Vocaboly English Vocabulary Builder ($39.95, free demo)
 * My English Tutor (My ET) for English speaking practice (free demo)
 * Englishpod

English and Japanese

 * iPod Selection Eikaiwa software for iPods that presents situational dialogues in English and Japanese (text and sound), along with vocabulary focus and comprehension quizzes.

German

 * Chicago Architektour Bauhaus and beyond: Influences on Chicago's skyline. An interactive videotour for students of German

 * German for Beginners. "The core of the course, a sociorealistic video series for absolute beginners, has produced unexpected positive results as a framework programme for university presence teaching. It is a soap opera like Lindenstraβe or Coronation Street, although this one is with true stories and real people. The video shows us the feelings, hopes, problems and chances of people in Germany during the times of globalization. The story-telling concept which includes relevance, authenticity and actuality respects fundamental motivational skills and offers unique types of online-exercises. The latter work with mental techniques which enable activation of all human senses and take into consideration the individual learner`s biography. The entire accompanying material is available free of charge - as a combination of online excercises and download material in different languages." (from message from Susanne Hecht ).

 * Web German Chatting / Online Lernwelten / Grammatik / Texte / Geschichte / Germanistik / Nachschlagewerke / Lehrquellen / Kataloge / Suchmaschnen / Politik u. Aktuell / Humor, Spiele, Raetzel, Comics / Audio / Video / Musik / Virtuelle Wirklichkeit / Kultur, Freizeit u. Reisen / Cyber-Zeitschriften / andere germanistische Sprachen  / Sprachvereine / Geschäftsdeutsch / Sonstiges

 * Deutsch lernen online Free online German courses for advanced and beginner students

Moodle for Language Teaching

 * Moodle for Language Teaching has many ideas, discussions, and demonstrations for using Moodle for creating language exercises.

Multilingual

 * Reviews of software from Language Learning & Technology
 * The CALICO Review - reviews of language instruction software
 * Free Language Learning Software - Dozens of shareware, freeware, and other software programs for learning over 20 different languages.
 * LangMedia This is a terrific site full of vocabulary, expressions, and transcripts for a variety of languages. There are videos accompanying each topic in which you can see and hear the conversation along with reading the transcripts. The videos are all recorded in the specific country in which the language is spoken. Languages that are featured on this website include Spanish, French, Indonesian, Greek, German, Romanian, Arabic, Thai, Turkish, Wolof, Japanese, Korean, and more.
 * BBC Languages Offers exercises for many European languages, but it also includes some Chinese. It also offers vocabulary lists of slang terms in various languages and business phrases.
 * Vokabel vocabulary training for German, French, and Spanish. You can even create your own test!
 * Munro Language Resources a comprehensive directory for second language learning in Chinese, English (ESL), German, Indonesian, and Japanese. It includes over 3000 exercise for German learners as well as exercises for other languages, courseware, and sources for translation.
 * Verb Practice Verb conjugation training in Spanish, Italian, Portuguese, French, Galician and Catalan.

English

 * a4esl.org is a project of The Internet TESL Journal that has "quizzes, tests, exercises and puzzles to help you learn English as a Second Language (ESL)" (from website).
 * The English Learner Movie Guide
 * ManyThings This is a very resourceful site for English learners. It has different sections for language skills practice--vocabulary, grammar, proverbs, slang and idioms, pronunciation, listening, reading, spelling, and much more.
 * Adult Learning Activities Eleven life-related topics with abundant stories can be found on this site. Each story is accompanied with an audio recording. Some stories have video recordings as well. After reading and listening to the stories, several follow-up activities focusing on different vocabulary and reading comprehension are at users' choice.
 * Virtual Grammar Lab is a searchable database of free online English grammar study materials and activities. Students and teachers can sign up to track their studies, but the site can also be used without logging in.
 * English for Chinese Speakers
 * LiveABC
 * Exercises for ESL beginners
 * This site provides exercises for ESL beginners with pictures and animations.
 * Interactive Grammar Exercises" contains silent-way inspired picture-based exercises for lower level ESL learners.

Spanish

 * Spanish grammar lessons (in English)
 * Spanish Verb Conjugator Trainer
 * Talk Spanish
 * Study Spanish
 * Colby University An extensive list of vocabulary practice and grammar exercises provided by Colby. There are listening sections, fill in the bank, songs with lyrics, transcripts, games and much more. A great website full of Spanish exercises!
 * Dot Lingo Another extensive website full of Spanish grammar exercises and practice. You can click on the grammar topic and read vocabulary and different examples. The neat thing about this site is that you can also scramble the vocab lists right on your page and test your knowledge that way and also highlight the words for English translation.
 * Spanish Grammar Exercises This website is full of different grammar topics such as Subjunctive, Preterit, Verb Forms, Verb Usage, Por y Para, Pronouns and more. You get instant feedback as to which answers you had right or wrong as you type them directly into the formatted exercises.
 * E. L. Easton This is a comprehensive, extensive directory full of Spanish exercise references. It's broken down into Listening, Speaking, Writing, Dictionaries, Exercises, Quizzes and Tests, and Grammar.

German

 * E.L. Easton Languages directory for a wide variety of exercises in German
 * Foto-Fun Exercises for intermediate and beginner German learners about vocab and culture. This exercise uses photographs from Germany and Austria to teach German.
 * Georgia Southern German grammar exercises
 * WebGerman comprehensive exercises for German vocabulary and grammar
 * Goethe Institue German Exercises The Goethe Institute has created exercises for German learners ranging from beginners to advanced learners.

Japanese

 * Japanese self-study Each Japanese character is presented with its sound, stroke, and origin from Chinese characters.

Miscellaneous

 * Anki allows language users to create their own electronic flashcards on Palm PDAs.


text:
Autonomous Technology-Assisted Language Learning/Assessment

Introduction
Learners engaged in ATALL may wish to periodically assess their reading, writing, listening and/or speaking ability in their L2. Such assessment can provide useful feedback on progress made and allow learners to target remaining areas of L2 weakness. In addition, learners may be able to obtain academic credit for L2 proficiency attained autonomously.
 * [introduction of language testing http://docs.google.com/Doc?id=d7m9bmf_14gc38bg] provides basic information of language testing.

Mulitingual

 * WordChamp (see review) a Web-based program that provides vocabulary exercises with assessment and record keeping in English, French, Spanish, German and Japanese as well as for user-created lists. The drills involve a flashcard based drill available to all users without charge as well as Text Translation, Listening Comprehension, Dictation, Translating Aloud, Reading Practice and Pronunciation drills (all based on single words) for premium (paying) users. Image Identification and open-ended L2->L2 tests are also available. Teachers can have custom content created based on their course materials, including audio for words and phrases.

 * The Compeat Lexical Tutor includes many tests of vocabulary in English and French. These tests can give learners of English and French a good idea of their vocabulary knowledge by providing graded tests from the most frequent 1000 words of the language to less common academic words and words that appear at the 2000 to 10,000-word levels. The Compleat Lexical Tutor can also create cloze tests in which selected words or every nth word is deleted from a text and the testee has to guess the missing word based on context and knowledge of the language.

Pronunciation and Spoken Language
Pronunciation scoring and diagnosis, often using speech recognition and related technologies, is a new means of assessment missing from traditional forms of language assessment such as the TOEFL examination.

English

 * Versant tests "are the only completely automated tests of spoken languages. Using patented speech processing technology from Ordinate, Versant tests are delivered over a telephone or on a PC and scored by computer. Once administered, numeric scores and performance levels that describe the test-taker's ability to understand and speak the selected language are generated within minutes and can be viewed online. Scores are comprised of an overall score and diagnostic sub-scores." (from website)

Low stakes

 * Auralog and many other companies offer pronunciation assessment on CD-ROM and similar media for personal computers.

 * Carnegie Speech Corporation offers NativeAccent for English language pronunciation fluency improvement based on Carnegie Mellon University's Sphinx-2 open source speech recognition system.

 * ReadSay Literacy offers low-stakes pronunciation assessment using speech recognition technology on handheld computers and mobile phones, based on Sensory FluentSoft originally from Oregon Health and Science University's CSLU Toolkit and as web client-server technology, which is also based on CMU's open source Sphinx-2.

High stakes

 * Ordinate Harcourt offers high-stakes pronunciation assessment using telephone and web technology. This system is used to screen for hiring and academic admissions.

English

 * Nonstop English

Audio to Written: Dictation
An autonomous learner may find it useful to transcribe portions of movies with closed captions, subtitles, or  audio descriptions, then compare the written transcription with the "official" version on the screen. However, the learner should be aware that captions don't always match the spoken version exactly. They're often produced from a version of the script that's out of synchronization with the actual production. See the DVD section for more information.

Written to Written

 * Cloze Test
 * Random deletion
 * Purposeful deletion
 * Copy Test
 * TextPresenter version 0.1 for English by Richard Sproat

See Cziko & Linn (1984) for dictation and copytest.

Multiple Languages

 * WebCAPE (Computer Adaptive Placement Exam) available in English, Spanish, German, French and Russian.
 * Berlitz Language Schools offers free language placement tests in Dutch, English, French, German, Italian and Spanish (Internet Explorer and Flash 6.0.65.0 or greater required).
 * Dialang: Internet-based assessment in 14 European languages. Requires free software download to Windows computer (Windows 95 and above). Also requires the Java Run Time Environment (free from Sun).

 * Transparent Language Web proficiency tests in 14 languages

 * The Multimedia Rater Training Program (MRTP) of the Center for Applied Linguistics (CAL) "is a hands-on introduction to oral proficiency assessment that teachers ratings skills via CD-ROM. The Spanish MRTP is scheduled to be available in late Spring 2005, with French and German versions to follow. . . The MRTP can be used by any language professional. For example, high school and university language professionals can rate the proficiency levels of their students. . . For more information about the MRTP, contact Dr. Margaret Maleon at meg@cal.org." (CALreporter, April 2005, No. 17, p. 2).

 * WebCAPE is a web-based foreign-language placement test designed for U.S. colleges and universities by Brigham Young University.

 * WebLAS. "This is the central works-in-progress site for the Web-based Language Assessment System (WebLAS) project. The material here represent collaboration efforts of the Principal Investigator, Dr. Lyle Bachman, the Language Subject-Matter Experts, and the WebLAS Software Development Team in a joint conjunction between Applied Linguistics and the Center for Digital Humanities. Our goal here is to provide a central repository of on-going documentation, white-papers, development demos, software front-ends, and individual team member space that will facilitate communication and creative ideas among the collaborators." (from website). Languages included are English, Japanese and Korean.

 * BBC Languages Offers language proficiency tests in French, Italian and Spanish (choose the language of interest and then click on the link under "Gauge your level." The French test provides 12 questions of increasing difficulty based on reading and listening comprehension. Suggested activities are provided after the assessment.

English

 * Language Tests for English Language Learners from Ohio University

 * Activities for ESL Students A project of The Internet TESL Journal with hundreds of grammar and vocabulary exercises organized by type and level.

 * Virtual Grammar Lab is a searchable database of links to free online English grammar study materials and activities.

 * Dictations for learning English.

 * Ordinate: "Ordinate’s Spoken English Test is the first automatic test by telephone for people who speak English as a foreign language." They are also developing tests in spoken Spanish and other languages. Free English demo test available at website.

 * Using English (Home > Testing > Language Exercises & Tests): "Welcome to our online testing section, a growing selection of free ESL exercises to test your understanding of the English language. It keeps your score and statistics about your progress which you can refer back to at any time. You will need to login before you can take any tests

 * Berlitz tests online?

 * Randall's ESL Cyber Listening Lab: This ESL language Web site helps ESL/EFL students improve their listening comprehension skills through practice with self-grading quiz pages. All of the quizzes are accessible from the site's home page under four categories: Short Listening, General Listening, Listening for Academic Purposes, and Long Conversations with RealVideo. Each section is sub-divided by level of difficulty: Easy, Medium, Difficult, and Very Difficult.

 * World English: It contains hundreds of html and javascript based English language exercises in most areas of English - grammar, vocabulary, reading and writing. The website is completely free and requires no registration to use any of our online activities, exercises, and tests.

 * OUC's Test Preparation: This web sites offes free access to some sample TOEIC questions. Students can test their English proficiency using these test items.

 * Churchill House: Churchill House is an English Language School accredited by the British Council. Their website contains free online material for teachers and students. Related to assessment are lessons and quizzes available for each level of English proficiency. They provide instant feedback for the quizzes. Guides for exams and certifications available in the UK for different levels are provided.

 * English Dictation Test: "English Dictation Test" is in the "English Learn". This web site offers the audio files of two different levels: Elementary and intermediate levels. A file also has the two types of audio files: natural and slow voices. In addition, this web site has many linked English dictation sites. The weak point of this test is that there is no on-line paper to take dictations. It just provides full script. Thus, learners need to prepare a piece of paper.

 * English On-Line: This web site offers a wide variety of interactive exercises (grammar, reading, writing, pronunciation...) including various kinds of dictation-like exercises - they are learning exercises, not tests: (1) An illustrated series of exercises for real beginners, (2) Real English video dictations based on interviews with ordinary people, (3) Fairy story dictations, (4) A telephone expressions dictation. There are also links to dictation exercises on other sites: (5) Movie sounds & clip dictations, Soundguide dictations of authentic British & American sentences, (6) English dictations on Nicola Dökel's Kico4U site, (7) Dictations about hotel reservations and house life. Each exercise has a space where the learners enter answers, and can instantly check their answers.

 * : This web site offers 50 commonly misspelled word tests. After taking this test, testees can immediately check the answer. Furthermore, it provides some spelling tips on another page.

 * Speed Reading Test Online: This web site introduces a speed reading test program and offers a demo-program. Various functions such as "Start" and "Stop" keys, some comprehensible tests, and the description of result let autonomous learners measure their reading ability.

 * Writing Online Test: This writing online test consists of multiple-choice items to reorganize sentences to make a story. The goals of this test are to know how much (1) learners recognize appropriate organization of ideas: (2) learners recognize correct and effective sentence construction: (3) learners recognize standard usage and appropriate word choice: (4) learners proofread for correct punctuation, capitalization, and spelling.

 * English Trailers: This site offers lots of movie trailers and provides various types of listening activities such as listening comprehension and diction exercies.

 * TOEFL: Test of English as a Foreign Language - Official ETS Site
 * General Information on CBT TOEFL Test

Free TOEFL Practice Tests
 * 1. ABOUT : English as 2nd Language
 * 2. 4tests
 * 3. Free TOEFL Practice Tests - Listening, Structure, Reading
 * 4. TestMagic - Lots of FREE TOEFL practice
 * 5. Sample Questions From Paper-Based and Computer-Based TOEFL Tests
 * 6. Free TOEFL Test Preparation

TOEFL Listening
 * 1. TOEFL
 * 2. Free TOEFL Trial - 5 Qs
 * 3. Testden (Sample Listening Qs) - 4Qs
 * 4. TESTWISE TOEFL Test Prep

French

 * RFI French Listening Tests "Tester votre compréhension orale niveaux 5 et 6 dans les conditions de l'examen avec des extraits d'émissions de RFI. En partenariat avec le CIEPTester votre compréhension orale niveaux 5 et 6 dans les conditions de l'examen avec des extraits d'émissions de RFI. En partenariat avec le CIEP."

Chinese

 * Chinese-English Vocabulary Quizzes: You can find some Chinese-English vocabulary exercises in this website. Some of them are in Chinese characters and some are in pinyin.

 * Web-based Chinese Character Learning Exercises: This websie is developed by the University of Virginia for elementary- and intermediate-level Chinese learners. In each lesson, there are stroke orders, quizzes and exercises.

 * Chinese Video Exercises: This website collected short video clips in Chinese. After watching each audio chip, learners can answer multiple-choice questions. Moreover, learners can also find transcripts for each clip in both Chinese and English.

 * Practical Chinese Reader Self-Test: There are 29 lessons in this website. Some lessons are games, such as matching, flash-card or concentration, for Chinese learners. Some of them are exercises for matching Chinese characters with their pinyin. There are also some grammar tests.

Japanese

 * Griffith University's Self-assessment of Japanese Listening Skills A three-level test of Japanese listening ability, with 3-5 questions per sub-level. Students are shown a picture with an audio link and given a question to answer to themselves. (There are no multiple-choice or fill-in-the-blank questions.) The speech samples are quite authentic, however.

Spanish

 * Aula Virtual de Español. An adaptive test of Spanish involving vocabulary, structure, listening comprehension and reading comprehension including up to 60 items (less are offered if more items are missed). However, it provides no information on items missed (and why) and no explanation of the ranking system used.

 * Aula Diez Spanish Self-Test A very challenging 60 Question self assessment of your Spanish level. It's multiple choice and tests your reading and comprehension. There's no listening section. Everything is in Spanish.

 * Study-Spanish.org This is a 50 question self-assessment of your Spanish level. It's divided into 5 sections: Inicial, Elemental, Intermedio I, Intermedio II, and Avanzado with 10 questions per section.

 * Online Spanish On this website you can find a 54 question self-assessment of your Spanish level. It's divided into 6 sections: Inicial, Elemental, Intermedio I, Intermedio II, Anvanzado, Superior with 9 questions per section - also you have the possibility to make an oral assessment test.

 * BBC Spanish Self-Test This is a twelve-question test with items in order of increasing difficulty hosted by BBC to test your Spanish level. Two of the items involved listening comprehension. At the end of the test, it gives you suggestions on how you can improve in areas where your Spanish may not be so strong. Seems best for beginning to intermediate learners of Spanish.

 * Free Spanish Tests This good site is packed with different tests. The first test is an assessment of your Spanish apprehension level and is about 100 questions long. The other tests are testing your apprehension of vocabulary, verbs, subjunctive and other grammar topics and are each 25-50 questions long.

 * don Quijote Spanish Language Test Similar to the study-Spanish site (it actually is the same set of tests), this is divided into five small tests of ten questions each. With a high enough score (not specified), the student can advance to the next level. The higher level questions start to test nuances in the language and with only 10 questions per level there is much room for measurement error. Useful explanations of errors are given in Spanish that can point the way to further study of grammar.

German

 * Goethe Institute German Proficiency Assessment Click on Test your German on the right side of the screen, under Tips. The test has 30 questions ofmultiple choice and fill in word in sentence. It gets increasingly difficult as the test continues.  After completion, the test then places you into a language learning category for learning German on the Goethe Institute website, from where you can complete exercises to improve your skills.

Korean

 * Korean Language Proficiency Test This is a Korean Language Proficiency Test. Check out the features of the test and try a sample test.

Other

 * College credit for ACTFL Oral Proficiency Interview ratings
 * Council of Europe Language Policy
 * European Framework of Reference for Languages
 * Manual for relating Language Examinations to CEF
 * Computer Aided Assessment (CAA) and language learning

Conclusion


text:
Talk:Blender 3D: Noob to Pro/Render Size

It would be easier to understand if this this provided information about the Format panel.


text:
Blender 3D: Noob to Pro/Output Format Options

Output Format Basics

When you render a scene in Blender, by default a small window will open showing your image. If you want to publish your picture, you may want to render it a bit bigger. To do this, you have to open the Scene context (F10) and locate the Format tab (usually on the right).

You will see some settings there. Let's go through their meanings: Don't forget, setting the number of pixels changes the resolution. Resolutions for your computer desktop are normally 1024x768, but can be larger. This means that it is 1,024 pixels wide and 768 pixels tall. To make an image this size in Blender, change the SizeX to 1024 and the SizeY to 768.
 * [[Image:Format_settings_sizeX.png]]SizeX: This parameter sets the width of the image in pixels.
 * [[Image:Format_settings_sizey.png]]SizeY: This parameter sets the height of the image in pixels.
 * [[Image:Format_settings_aspXaspY.png]]AspX, AspY: These parameters specify the aspect ratio of the pixels. By default, this is 100:100, because a pixel on a computer screen has equal width and height. These settings can be used for screens whose pixels don't have equal width and height. For example, on a PAL system one pixel's width/height ratio is 54:51, which you can select there easily. Notice that these parameters don't change the size of the image.

If this does not come out correctly, then you should right-click your desktop and click Properties, then go to Appearance. The highlighted numbers are X by Y.

Output formats
Blender has the ability to save in a wide variety of formats. To change the format, click the drop-down box halfway down the format tab. Currently, Blender can save files in the following formats:
 * TIFF
 * OpenEXR
 * DPX
 * Cineon
 * Radiance HDR
 * Iris:
 * Iris + Zbuffer:
 * HamX: extremely compact but only for the "Play" option
 * Jpeg: default format. Lossy compression.
 * BMP: uncompressed.
 * PNG: open, lossless compression, alpha channel.
 * Targa Raw: uncompressed Targa.
 * Targa: Compressed Targa.

'''Single rendered images are not automatically saved to disk. Once Blender finishes rendering a scene (this can take some time), press F3 and the save dialogue will be opened where you can specify a filename and location for the output. You can retrieve the last picture rendered by pressing F11.'''

When working with moving images, you need to remember that you are often looking at file size (such as on the net) and compatibility with media players. Videos consists out of 2 elements: the file format and the codec. An example of this would be that you have a MOV file (the file format) with a H.264 codec. In other words, the codec is the way that the files are interpreted (compressed-decompressed = codec) by the media player. Youtube currently uses the FLV format with an H.264 codec. The VLC player should play almost any format available.

Video:
 * AVI Codec: saves an AVI with a compression codec. Once selected a pop-up menu will appear giving options as to what codec you want.
 * AVI Jpeg: saves an AVI as Jpeg images. Compressed but lossy.
 * AVI Raw: saves an AVI with uncompressed frames.
 * QuickTime: saves a QuickTime MOV file. Once selected, a pop-up menu will appear giving various video codecs to choose from. Can also remain uncompressed.
 * FFMpeg: Implemented in a Google Summer of Code event, this codec is composed of multiple software libraries, so you can choose which codec to use under the video tab. The audio tab lets you choose from several different audio codecs to use and also has a bitrate setting. The Multiplex Audio button will render your animation with sound (if you have any), a nice feature.

For more information, see
 * Blender 3D: Noob to Pro/Creating animated GIFs using Blender and Gimp
 * Blender 3D: Noob to Pro/Creating Ogg-Theora movies using Blender

Cropping
You can see button next to drop-down box. If you activate it, image automatically gets cropped after rendering.

Palette

You can select three different palettes in Blender:
 * BW - images are saved with BW (greyscale) data
 * RGB - images are saved with RGB (color) data
 * RGBA - images are saved with RGB and Alpha data (if supported)

Pre-sets Just For You

The render settings in blender are customizable for unique results, but blender includes 9 pre-sets for common render outputs. One can use the pre-set as is or can use it as a starting point at which the settings are then modified.

PAL and NTSC are systems used in analogue Television. If someone were making an animation for TV or DVD, that individual may use one of these depending on which is used in their country. Both the PAL and NTSC pre-sets in Blender only affect the dimensions and pixel aspect ratio of the render and doesn't turn on anti-aliasing (OSA) or affect any other variable in the render. Pal 16:9 is a newer an improved version of PAL which is also known as PALplus.

The Default pre-set uses the dimensions and an pixel aspect ratio as PAL but also includes OSA and shadows.

The Preview pre-set generates a low quality setting for a fast render that usually is not used as a final output.

 * PANO is short for Panorama. This setting allows for a full 360 degree panoramic render.
 * FULL produces a render that fits your monitors full screen.
 * HD is for High Definition.


text:
Horn/Repertoire/Excerpts/Wagner, R. - Siegfried-Idyll

The Siegfried-Idyll was written by Richard Wagner as a gift to his second wife, Cosima. This particular horn excerpt is meant to be played with a "ping"-type articulation.


text:
Horn/Repertoire

The horn has a very wide variety of music written specifically for it. Its relatively great range and dynamic contrast has allowed composers to write music of many styles for it.

The Horn WikiBook, due to copyright law, cannot include actual music for each and every piece of music listed.

title: Horn/Repertoire


text:
Autonomous Technology-Assisted Language Learning/Contributors

This Wikibook was begun 2005.03.12 by:

 * Gary Cziko, University of Illinois Urbana-Champaign (All Wikibook contributions as gcziko) (All Wikibook contributions as Gary Cziko)

Other known contributors

 * Lily Chen
 * Young Woo Cho
 * Eun Joo Choi
 * Tony Hursh
 * Doe-Hyung Kim
 * Gabseon ("Sunny") Lee
 * Christopher Liang
 * Ray Meredith
 * Monica Millan
 * Errol O'Neill


text:
CPAM with TWW/References Manual

= Package Management System Overview = This section is about the different PMS on different OS. By understanding each PMS we can find out the differences and try to make them work together under a central and hyper PMS. The main interests of following sections are to understand how to make these PMS work with TWW HPMS.

MS Windows PMS Architecture

 * Windows installer

Commercial Packaing tools

 * Installshield

Open source Packaing tools

 * NSIS
 * MakeMSI Home
 * WiX XML Toolset

Mac OS X
Mac OSX software distribution, it is not software package management that provide complete package life-cycle mechanism. Some mechanis still missing are
 * package removal by command line.
 * package automated dependency install.
 * package depot.

Mac OSX related PMS Tools

 * installer(8)
 * repair_packages(8)
 * packagemaker(1)
 * pkgutil: is a command line tool to do package query actions.

imac:~ me$ pkgutil --pkgutil-version pkgutil: "$Id: main.m,v 1.24 2007/10/08 19:53:38 ryanc Exp $" imac:~ me$

Macport
A few notes when learning macort. Macport use TCL scripting language to automate the package creating,installation and other package management processes. emac:/opt/local/var/db/dports tjyang$ pwd /opt/local/var/db/dports emac:/opt/local/var/db/dports tjyang$ ls -lrt total 0 drwxr-xr-x   4 root    admin   136 Jan 26  2006 sources drwxr-xr-x   3 root    admin   102 Jan 26  2006 packages drwxrwxr-x  41 root    admin  1394 Feb 13 07:26 distfiles drwxr-xr-x  42 tjyang  admin  1428 Feb 13 07:26 build drwxr-xr-x  36 root    admin  1224 Feb 13 07:28 software drwxrwxr-x  40 root    admin  1360 Feb 13 07:28 receipts emac:/opt/local/var/db/dports tjyang$
 * Following are some directories path for Macport build system.

emac:~ tjyang$ ls -l /opt/local/var/db/dports/build/_opt_local_var_db_dports_sources_rsync.rsync.darwinports.org_dpupdate_dports_shells_zsh/work total 3312 drwxrwxr-x   3 root  wheel      102 Feb 13 06:46 destroot drwxr-xr-x  41 root  admin     1394 Feb 13 06:43 zsh-4.2.6 -rw-r--r--   1 root  admin  1655668 Feb 13 06:53 zsh-4.2.6.dmg drwxr-xr-x   3 root  admin      102 Feb 13 06:46 zsh-4.2.6.pkg -rw-r--r--   1 root  admin    29411 Feb 13 06:55 zsh.filelist -rw-r--r--   1 root  admin     1139 Feb 13 06:55 zsh.spec emac:~ tjyang$
 * MacPort is also a Hyper Package Management System. For example, macport can generate zsh in RPM and Mac's pkg formats.

emac:~ tjyang$ sudo port install gcc40 ---> Fetching gcc40 ---> Attempting to fetch gcc-core-4.0.4.tar.bz2 from ftp://gcc.gnu.org/pub/gcc/releases/gcc-4.0.4/ ---> Attempting to fetch gcc-fortran-4.0.4.tar.bz2 from ftp://gcc.gnu.org/pub/gcc/releases/gcc-4.0.4/ ---> Attempting to fetch gcc-g++-4.0.4.tar.bz2 from ftp://gcc.gnu.org/pub/gcc/releases/gcc-4.0.4/ ---> Attempting to fetch gcc-java-4.0.4.tar.bz2 from ftp://gcc.gnu.org/pub/gcc/releases/gcc-4.0.4/ ---> Attempting to fetch gcc-objc-4.0.4.tar.bz2 from ftp://gcc.gnu.org/pub/gcc/releases/gcc-4.0.4/ ---> Verifying checksum(s) for gcc40 ---> Extracting gcc40 ---> Configuring gcc40 ---> Building gcc40 with target profiledbootstrap emac:~ tjyang$ cat /opt/local/var/db/dports/sources/rsync.rsync.darwinports.org_dpupdate_dports/lang/gcc40/Portfile
 * Macport developers
 * install your Darwinport PMS
 * try to build gcc-4.0
 * the building receipt(Portfile) for gcc40.
 * 1) $Id: Portfile 21750 2007-02-05 15:33:03Z mww@macports.org $

PortSystem 1.0

name                   gcc40 version                4.0.4 platforms              darwin categories             lang maintainers            mww@macports.org description            The GNU compiler collection long_description       The GNU compiler collection, including front ends for C, \ C++, Objective-C, Java and Fortran95.

homepage               http://gcc.gnu.org/ master_sites   ftp://gcc.gnu.org/pub/gcc/releases/gcc-${version}/ \ ftp://ftp.gwdg.de/pub/linux/gcc/releases/gcc-${version}/ \ gnu:/gcc/gcc-${version} set dcore              gcc-core-${version}.tar.bz2 set dfort              gcc-fortran-${version}.tar.bz2 set dcxx               gcc-g++-${version}.tar.bz2 set djava              gcc-java-${version}.tar.bz2 set dobjc              gcc-objc-${version}.tar.bz2 distfiles              ${dcore} ${dfort} ${dcxx} ${dcxx} ${djava} ${dobjc}

checksums              ${dcore} sha1 55c664b33a4dc6b2130c47da28a1d6daab732ce9 \ ${dfort} sha1 fff9f58ff51e10dac89fb0b51ad74f5f90d5cabc \ ${dcxx} sha1 804870b31d1567e81c96a682dd9ef5a6175e8574 \ ${djava} sha1 9f0c56f4dabbe74811d40344ce0afe920798cca4 \ ${dobjc} sha1 5c5c3052796fef9e1fc4a468f6e04881c6dc9267

use_bzip2              yes

depends_lib            port:gmp port:mpfr

set major              4.0

worksrcdir             build

post-extract { file mkdir ${worksrcpath} }

configure.cmd  ${workpath}/gcc-${version}/configure configure.args --enable-languages=c,c++,java,objc,f95 \ --libdir=${prefix}/lib/${name} \ --includedir=${prefix}/include/${name} \ --infodir=${prefix}/share/info \ --mandir=${prefix}/share/man \ --with-local-prefix=${prefix} \ --with-system-zlib \ --disable-nls \ --program-suffix=-dp-${major} \ --with-gxx-include-dir=${prefix}/include/${name}/c++/ \ --with-gmp=${prefix} \ --with-mpfr=${prefix}

build.target   profiledbootstrap build.args             -j 2

post-destroot { cd ${destroot}${prefix} file delete -force share/man/man7 file delete -force share/info if {[variant_isset powerpc]} { } }

platform darwin 7 { depends_build  port:odcctools patch { reinplace "s|/usr/bin/libtool|${prefix}/bin/odlibtool|g" \ ${workpath}/gcc-${version}/gcc/config/darwin.h       } configure.args-append  --with-as=${prefix}/bin/odas \ --with-ld=${prefix}/bin/odld \ --with-ar=${prefix}/bin/odar }

platform darwin 8 { configure.env  CC=/usr/bin/gcc-4.0 CPP=/usr/bin/cpp-4.0 CXX=/usr/bin/g++-4.0 }

platform powerpc { post-destroot { system "cd ${destroot}${prefix}/include/${name} && \                       cp ../../lib/${name}/gcc/*/${version}/include/libffi/ffitarget.h ." } }

emac:~ tjyang$

== TWW HPM on Mac OS X
== This is not a TWW supported effort. emac:~ tjyang$ sb -V 1.2.10 emac:~ tjyang$ /opt/sbutils1210/lib/systype powerpc-apple-darwin8.9.0 emac:~ tjyang$

RPM PMS Architecture
---    | package header  : metadata  | --    | package payload : cpio ball | --- rpm -qp—xml gnustep-base-debuginfo-1.13.0-1suse93.i386.rpm will display the content of package header(metadata). Following is an example.
 * The logical layout of an rpm package. An rpm package contains header and payload.
 * How to see a package's metadata ?

 * How to check what kind of file digest is used in a package payload ?

Creating Your IPS depot
-bash-3.2# cat /etc/release Open Solaris 2008.05 snv_86_rc2a X86 Copyright 2008 Sun Microsystems, Inc. All Rights Reserved. Use is subject to license terms. Assembled 23 April 2008 -bash-3.2# uname -a SunOS opensolaris 5.11 snv_86 i86pc i386 i86pc -bash-3.2# -bash-3.2# ifconfig -a lo0: flags=2001000849 mtu 8232 index 1 inet 127.0.0.1 netmask ff000000 e1000g0: flags=201004843 mtu 1500 index 2 inet 192.168.1.206 netmask ffffff00 broadcast 192.168.1.255 ether 0:c:29:97:10:e3 lo0: flags=2002000849 mtu 8252 index 1 inet6 ::1/128 -bash-3.2#
 * opensolaris host info

Example -bash-3.2# cat createdepot.ksh svcadm enable application/pkg/server svccfg -s application/pkg/server setprop pkg/port=80 svccfg -s application/pkg/server setprop pkg/inst_root=/pub svcadm refresh application/pkg/server svcadm restart application/pkg/server svcs -a |grep pkg -bash-3.2#
 * become root on opensolaris
 * mkdir /pub
 * Run following scripts

-bash-3.2# ls -lrt /pub total 21 drwxr-xr-x  2 root     root           2 May  6 21:50 trans drwxr-xr-x  2 root     root           2 May  6 21:50 file drwxr-xr-x  2 root     root           2 May  6 21:50 pkg drwxr-xr-x  2 root     root           2 May  6 21:50 updatelog drwxr-xr-x  2 root     root           3 May  6 21:50 catalog -rw-r--r--  1 root     root           0 May  6 21:50 search.dir -rw-r--r--  1 root     root        1024 May  6 21:50 search.pag -rw-r--r--  1 root     root         281 May  6 21:58 createdepot.ksh -bash-3.2# -bash-3.2# pkg set-authority -P -O http://192.168.1.206:80/ localhost -bash-3.2# pkg authority AUTHORITY                          URL opensolaris.org                    http://pkg.opensolaris.org:80/ localhost (preferred)              http://192.168.1.206:80/ -bash-3.2#
 * Check the files created under /pub
 * Check if you can browse http://depotserver:80
 * Add your depot as preferred depot and check preferred authority switch from opensolaris.org to localhost one.

Create your first IPS package
-bash-3.2# ksh -x t.ksh + pkg image-create -F -a localhost=http://192.168.1.206:80/ /pub -bash-3.2#

IRIX PMS References

 * inst

= Cross-Platform Package Management System Overview =

Home-grown
Using Makfile we can acturally create a CPAM system easily. Following is an example

OpenSolaris IPS
= Package building automation = = Distributed package building =

Distcc
Because distcc can only work with gcc, so it only can compile TWW's package source that utilize gcc compiler. This means we can use distcc to build pacakges for Redhat Linux.

How to use distcc to compile TWW's RH packages source
pkg-inst distcc /etc/init.d/TWWdistcc212 start root@t2000> grep distcc test.zone rhel3-distcc1        IN CNAME   t4001.test.com. rhel3-distcc2        IN CNAME   t4408.test.com. rhel3-distcc3        IN CNAME   t4500.test.com. rhel3-distcc4        IN CNAME   t4000.test.com. rhel3-distcc5        IN CNAME   t4001.test.com. rhel3-distcc6        IN CNAME   t4002.test.com. root@t2000> rhel3-distcc1 rhel3-distcc2 rhel3-distcc3 rhel3-distcc4 rhel3-distcc5 rhel3-distcc6
 * We will use distcc and newly released lsdistcc to compare the performance gain of compiling RH EL kernel and crosstool on using rhel3-distcc* machines are available in a subnet.
 * lsdistcc is a distcc server autodiscovery program. It relies on distcc servers being in DNS with distinctive names ending in numbers 1 through N. It is originally from http://kegel.com/distcc and will probably be included in a future release of distcc. With this helpful small lsditcc program we can dynamically assign the content of DISTCC_HOSTS to use as many available distcc hosts as possible.
 * For each OS platform you want to configure as a distcc execution node, do
 * add distcc nodes into your name server;increase the serial number;"ndc reload". After following aliases are edited in your forward zone file
 * also make sure you have a good naming for your distcc execution hosts. ${OS}-distcc%d is the good naming scheme.
 * "cc -o lsdistcc lsdistcc.c", and run a test to find out the current available RHEL3 have distcc enabled.
 * 1) lsdistcc rhel3-distcc%d

 * put "DISTCC-HOSTS := `lsdistcc rhel3-distcc%d`"in your makefile or build script.

Compiling RHEL3 kernel soucce
/usr/src/linux-2.4 ib/lib.a /usr/src/linux-2.4.21-9.EL/lib/lib.a /usr/src/linux-2.4.21-9.EL/arch/i386/lib/lib.a --end-group -o .tmp_vmlinux1 kallsyms pass 2 kallsyms pass 3 ld -m elf_i386 -T /usr/src/linux-2.4.21-9.EL/arch/i386/vmlinux.lds -e stext arch/i386/kernel/head.o arch/i386/kernel/init_task.o init/main.o init/version.o init/do_mounts.o --start-group arch/i386/kernel/kernel.o arch/i386/mm/mm.o kernel/kernel.o mm/mm.o fs/fs.o ipc/ipc.o drivers/char/char.o drivers/block/block.o drivers/misc/misc.o drivers/net/net.o drivers/char/drm/drm.o drivers/net/fc/fc.o drivers/net/appletalk/appletalk.o drivers/net/tokenring/tr.o drivers/net/wan/wan.o drivers/atm/atm.o drivers/ide/idedriver.o drivers/cdrom/driver.o drivers/pci/driver.o drivers/net/pcmcia/pcmcia_net.o drivers/net/wireless/wireless_net.o drivers/pnp/pnp.o drivers/video/video.o drivers/media/media.o drivers/md/mddev.o drivers/hotplug/vmlinux-obj.o drivers/isdn/vmlinux-obj.o crypto/crypto.o net/network.o /usr/src/linux-2.4.21-9.EL/arch/i386/lib/lib.a /usr/src/linux-2.4.21-9.EL/lib/lib.a /usr/src/linux-2.4.21-9.EL/arch/i386/lib/lib.a --end-group .tmp_kallsyms3.o -o vmlinux nm vmlinux | grep -v '\(compiled\)\|\(\.o$\)\|\( [aUw] \)\|\(\.\.ng$\)\|\(LASH[RL]DI\)' | sort > System.map make[1]: Leaving directory `/usr/src/linux-2.4.21-9.EL'
 * compiling linux-2.4 without help of distcc
 * 1) pwd
 * 1) make clean;time make

real   3m9.791s user   2m49.010s sys    0m20.350s 23918 Blocked                                                            [0] 23778 Compile     sun.c                                     rhel3-distcc1[0] 23782 Compile     inode.c                                   rhel3-distcc1[1] 23769 Compile     i8259.c                                   rhel3-distcc1[3] 23896 Preprocess  dev_mcast.c                               rhel3-distcc2[0] 23922 Preprocess  time.c                                    rhel3-distcc2[1] 23907 Preprocess  futex.c                                   rhel3-distcc2[2] 23927 Preprocess  sys_i386.c                                rhel3-distcc2[3] 23383 Send        rd.c                                      rhel3-distcc3[0] 23753 Send        ip_sockglue.c                             rhel3-distcc3[1] 23112 Send        usercopy.c                                rhel3-distcc3[2] 23057 Compile     sysctl_net_ether.c                        rhel3-distcc3[3] 22496 Compile     xfrm_policy.c                             rhel3-distcc4[0] 23851 Preprocess  context.c                                 rhel3-distcc4[1] 23809 Compile     proc_misc.c                               rhel3-distcc4[3] 23765 Compile     ialloc.c                                  rhel3-distcc5[0] 23885 Compile     flow.c                                    rhel3-distcc5[1] 23890 Preprocess  dev.c                                     rhel3-distcc5[2] 23911 Compile     ioport.c                                  rhel3-distcc5[3] 22772 Receive     xfrm_output.c                             rhel3-distcc6[0] 22867 Compile     mem.c                                     rhel3-distcc6[2] 22580 Compile     addr.c                                    rhel3-distcc6[3]
 * Following is a sample snapshot of "distccmon-text" output.

* compile the source with 6 distcc execution hosts. rhel3-distcc1 rhel3-distcc2 rhel3-distcc3 rhel3-distcc4 rhel3-distcc5 rhel3-distcc6 /usr/src/linux-2.4
 * 1) echo $DISTCC_HOSTS
 * pwd
 * 1) make clean;time make -j80 CC='distcc gcc'

distcc gcc -D__KERNEL__ -I/usr/src/linux-2.4.21-9.EL/include -Wall -Wstrict-prototypes -Wno-trigraphs -O2 -fno-strict-aliasing -fno-common -Wno-unused -fomit-frame-pointer -pipe -freorder-blocks -mpreferred-stack-boundary=2 -march=i686   -nostdinc -iwithprefix include -DKBUILD_BASENAME=xattr_acl  -DEXPORT_SYMTAB -c xattr_acl.c distcc gcc -D__KERNEL__ -I/usr/src/linux-2.4.21-9.EL/include -Wall -Wstrict-prototypes -Wno-trigraphs -O2 -fno-strict-aliasing -fno-common  -Wno-unused -fomit-frame-pointer -pipe -freorder-blocks -mpreferred-stack-boundary=2 -march=i686   -nostdinc -iwithprefix include -DKBUILD_BASENAME=solaris_acl  -DEXPORT_SYMTAB -c solaris_acl.c rm -f network.o ld -m elf_i386  -r -o network.o socket.o core/core.o ethernet/ethernet.o 802/802.o sched/sched.o netlink/netlink.o ipv4/ipv4.o xfrm/xfrm.o ipv4/netfilter/netfilter.o unix/unix.o ipv6/netfilter/netfilter.o packet/packet.o atm/atm.o netsyms.o sysctl_net.o make[2]: Leaving directory `/usr/src/linux-2.4.21-9.EL/net' make[1]: Leaving directory `/usr/src/linux-2.4.21-9.EL/net' rm -f fs.o ld -m elf_i386 -r -o fs.o open.o read_write.o devices.o file_table.o buffer.o super.o block_dev.o char_dev.o stat.o exec.o pipe.o namei.o fcntl.o ioctl.o readdir.o select.o fifo.o locks.o dcache.o inode.o attr.o bad_inode.o file.o iobuf.o dnotify.o filesystems.o namespace.o seq_file.o quota.o xattr.o dquot.o quota_v2.o aio.o dcookies.o binfmt_script.o binfmt_elf.o mbcache.o posix_acl.o xattr_acl.o solaris_acl.o proc/proc.o partitions/partitions.o ext2/ext2.o ramfs/ramfs.o hugetlbfs/hugetlbfs.o isofs/isofs.o nls/nls.o devpts/devpts.o make[2]: Leaving directory `/usr/src/linux-2.4.21-9.EL/fs' make[1]: Leaving directory `/usr/src/linux-2.4.21-9.EL/fs' make[1]: Entering directory `/usr/src/linux-2.4.21-9.EL' kallsyms pass 1 ld -m elf_i386 -T /usr/src/linux-2.4.21-9.EL/arch/i386/vmlinux.lds -e stext arch/i386/kernel/head.o arch/i386/kernel/init_task.o init/main.o init/version.o init/do_mounts.o --start-group arch/i386/kernel/kernel.o arch/i386/mm/mm.o kernel/kernel.o mm/mm.o fs/fs.o ipc/ipc.o drivers/char/char.o drivers/block/block.o drivers/misc/misc.o drivers/net/net.o drivers/char/drm/drm.o drivers/net/fc/fc.o drivers/net/appletalk/appletalk.o drivers/net/tokenring/tr.o drivers/net/wan/wan.o drivers/atm/atm.o drivers/ide/idedriver.o drivers/cdrom/driver.o drivers/pci/driver.o drivers/net/pcmcia/pcmcia_net.o drivers/net/wireless/wireless_net.o drivers/pnp/pnp.o drivers/video/video.o drivers/media/media.o drivers/md/mddev.o drivers/hotplug/vmlinux-obj.o drivers/isdn/vmlinux-obj.o crypto/crypto.o net/network.o /usr/src/linux-2.4.21-9.EL/arch/i386/lib/lib.a /usr/src/linux-2.4.21-9.EL/lib/lib.a /usr/src/linux-2.4.21-9.EL/arch/i386/lib/lib.a --end-group -o .tmp_vmlinux1 kallsyms pass 2 kallsyms pass 3 ld -m elf_i386 -T /usr/src/linux-2.4.21-9.EL/arch/i386/vmlinux.lds -e stext arch/i386/kernel/head.o arch/i386/kernel/init_task.o init/main.o init/version.o init/do_mounts.o --start-group arch/i386/kernel/kernel.o arch/i386/mm/mm.o kernel/kernel.o mm/mm.o fs/fs.o ipc/ipc.o drivers/char/char.o drivers/block/block.o drivers/misc/misc.o drivers/net/net.o drivers/char/drm/drm.o drivers/net/fc/fc.o drivers/net/appletalk/appletalk.o drivers/net/tokenring/tr.o drivers/net/wan/wan.o drivers/atm/atm.o drivers/ide/idedriver.o drivers/cdrom/driver.o drivers/pci/driver.o drivers/net/pcmcia/pcmcia_net.o drivers/net/wireless/wireless_net.o drivers/pnp/pnp.o drivers/video/video.o drivers/media/media.o drivers/md/mddev.o drivers/hotplug/vmlinux-obj.o drivers/isdn/vmlinux-obj.o crypto/crypto.o net/network.o /usr/src/linux-2.4.21-9.EL/arch/i386/lib/lib.a /usr/src/linux-2.4.21-9.EL/lib/lib.a /usr/src/linux-2.4.21-9.EL/arch/i386/lib/lib.a --end-group .tmp_kallsyms3.o -o vmlinux nm vmlinux | grep -v '\(compiled\)\|\(\.o$\)\|\( [aUw] \)\|\(\.\.ng$\)\|\(LASH[RL]DI\)' | sort > System.map make[1]: Leaving directory `/usr/src/linux-2.4.21-9.EL'

real   1m11.185s user   0m42.430s sys    0m16.110s

/usr/src/linux-2.4
 * compile the 2.4 kernel source on rhel3-distc6 (8CPU) machines locally.
 * pwd
 * 1) time make -j8

c -iwithprefix include -DKBUILD_BASENAME=apic -c -o apic.o apic.c gcc -D__KERNEL__ -I/usr/src/linux-2.4.21-9.EL/include -Wall -Wstrict-prototypes -Wno-trigraphs -O2 -fno-strict-aliasing -fno-common  -Wno-unused -fomit-frame-pointer -pipe -freorder-blocks -mpreferred-stack-boundary=2 -march=i686   -nostdinc -iwithprefix include -DKBUILD_BASENAME=nmi  -c -o nmi.o nmi.c gcc -D__KERNEL__ -I/usr/src/linux-2.4.21-9.EL/include -Wall -Wstrict-prototypes -Wno-trigraphs -O2 -fno-strict-aliasing -fno-common  -Wno-unused -fomit-frame-pointer -pipe -freorder-blocks -mpreferred-stack-boundary=2 -march=i686   -nostdinc -iwithprefix include -DKBUILD_BASENAME=io_apic  -c -o io_apic.o io_apic.c gcc -D__KERNEL__ -I/usr/src/linux-2.4.21-9.EL/include -Wall -Wstrict-prototypes -Wno-trigraphs -O2 -fno-strict-aliasing -fno-common  -Wno-unused -fomit-frame-pointer -pipe -freorder-blocks -mpreferred-stack-boundary=2 -march=i686   -nostdinc -iwithprefix include -DKBUILD_BASENAME=acpitable  -c -o acpitable.o acpitable.c rm -f video.o ld -m elf_i386  -r -o video.o dummycon.o vgacon.o font_8x8.o font_8x16.o fbmem.o fbcmap.o modedb.o fbcon.o fonts.o vesafb.o fbcon-cfb8.o fbcon-cfb16.o fbcon-cfb24.o fbcon-cfb32.o make[3]: Leaving directory `/usr/src/linux-2.4.21-9.EL/drivers/video' make[2]: Leaving directory `/usr/src/linux-2.4.21-9.EL/drivers/video' make all_targets make[2]: Entering directory `/usr/src/linux-2.4.21-9.EL/drivers' make[2]: Nothing to be done for `all_targets'. make[2]: Leaving directory `/usr/src/linux-2.4.21-9.EL/drivers' make[1]: Leaving directory `/usr/src/linux-2.4.21-9.EL/drivers' gcc -D__ASSEMBLY__ -D__KERNEL__ -I/usr/src/linux-2.4.21-9.EL/include -traditional -c head.S -o head.o gcc -D__KERNEL__ -I/usr/src/linux-2.4.21-9.EL/include -Wall -Wstrict-prototypes -Wno-trigraphs -O2 -fno-strict-aliasing -fno-common -Wno-unused -fomit-frame-pointer -pipe -freorder-blocks -mpreferred-stack-boundary=2 -march=i686   -nostdinc -iwithprefix include -DKBUILD_BASENAME=init_task  -c -o init_task.o init_task.c {standard input}: Assembler messages: {standard input}:289: Warning: indirect lcall without `*' {standard input}:418: Warning: indirect lcall without `*' rm -f kernel.o ld -m elf_i386 -r -o kernel.o process.o semaphore.o signal.o entry.o traps.o irq.o vm86.o ptrace.o i8259.o ioport.o ldt.o setup.o time.o sys_i386.o pci-dma.o i386_ksyms.o i387.o bluesmoke.o dmi_scan.o entry_trampoline.o doublefault.o process_timing.o pci-i386.o pci-pc.o pci-irq.o mtrr.o apm.o smp.o smpboot.o trampoline.o mpparse.o apic.o nmi.o io_apic.o acpitable.o make[1]: Leaving directory `/usr/src/linux-2.4.21-9.EL/arch/i386/kernel' make[1]: Entering directory `/usr/src/linux-2.4.21-9.EL' kallsyms pass 1 ld -m elf_i386 -T /usr/src/linux-2.4.21-9.EL/arch/i386/vmlinux.lds -e stext arch/i386/kernel/head.o arch/i386/kernel/init_task.o init/main.o init/version.o init/do_mounts.o --start-group arch/i386/kernel/kernel.o arch/i386/mm/mm.o kernel/kernel.o mm/mm.o fs/fs.o ipc/ipc.o drivers/char/char.o drivers/block/block.o drivers/misc/misc.o drivers/net/net.o drivers/char/drm/drm.o drivers/net/fc/fc.o drivers/net/appletalk/appletalk.o drivers/net/tokenring/tr.o drivers/net/wan/wan.o drivers/atm/atm.o drivers/ide/idedriver.o drivers/cdrom/driver.o drivers/pci/driver.o drivers/net/pcmcia/pcmcia_net.o drivers/net/wireless/wireless_net.o drivers/pnp/pnp.o drivers/video/video.o drivers/media/media.o drivers/md/mddev.o drivers/hotplug/vmlinux-obj.o drivers/isdn/vmlinux-obj.o crypto/crypto.o net/network.o /usr/src/linux-2.4.21-9.EL/arch/i386/lib/lib.a /usr/src/linux-2.4.21-9.EL/lib/lib.a /usr/src/linux-2.4.21-9.EL/arch/i386/lib/lib.a --end-group -o .tmp_vmlinux1 kallsyms pass 2 kallsyms pass 3 ld -m elf_i386 -T /usr/src/linux-2.4.21-9.EL/arch/i386/vmlinux.lds -e stext arch/i386/kernel/head.o arch/i386/kernel/init_task.o init/main.o init/version.o init/do_mounts.o --start-group arch/i386/kernel/kernel.o arch/i386/mm/mm.o kernel/kernel.o mm/mm.o fs/fs.o ipc/ipc.o drivers/char/char.o drivers/block/block.o drivers/misc/misc.o drivers/net/net.o drivers/char/drm/drm.o drivers/net/fc/fc.o drivers/net/appletalk/appletalk.o drivers/net/tokenring/tr.o drivers/net/wan/wan.o drivers/atm/atm.o drivers/ide/idedriver.o drivers/cdrom/driver.o drivers/pci/driver.o drivers/net/pcmcia/pcmcia_net.o drivers/net/wireless/wireless_net.o drivers/pnp/pnp.o drivers/video/video.o drivers/media/media.o drivers/md/mddev.o drivers/hotplug/vmlinux-obj.o drivers/isdn/vmlinux-obj.o crypto/crypto.o net/network.o /usr/src/linux-2.4.21-9.EL/arch/i386/lib/lib.a /usr/src/linux-2.4.21-9.EL/lib/lib.a /usr/src/linux-2.4.21-9.EL/arch/i386/lib/lib.a --end-group .tmp_kallsyms3.o -o vmlinux nm vmlinux | grep -v '\(compiled\)\|\(\.o$\)\|\( [aUw] \)\|\(\.\.ng$\)\|\(LASH[RL]DI\)' | sort > System.map make[1]: Leaving directory `/usr/src/linux-2.4.21-9.EL'

real   0m56.337s user   5m32.990s sys    0m35.860s

Sun Studio: dmake
= FAQ = = How TO =

How to automate this wiki book publishing by automated script ?
We need a perl module call "mvs", it is mediawiki client written in perl language.

me@myhost> mvs -h Usage: mvs [Options] command [Options] [filename]
 * MVS
 * Perl mvs support maillist at http://geekhive.net/cgi-bin/mailman/listinfo/www-mediawiki-client-l
 * Install mvs from cpan
 * A quick check of mvs command.

mvs -h|--help mvs --version mvs -D

mkdir wikistuff cd wikistuff

mvs [-q|-v] [-d ] [-l language_code ] [-u ] [-p ] [-w ] login

mvs [-q|-v] update [ ..] mvs [-q|-v] up [ ..]

mvs [-q|-v] [-M] [-W] -m "commit message" commit [ ..] mvs [-q|-v] [-M] [-W] -m "commit message" com [ ..]

me@myhost>

me@myhost> cat Makefile .PHONY: all all: download login: mvs login -d www.wikibooks.org -l en -u MyAccountName -p 'MyPassword' init: rm -rf CPAM_with_TWW CPAM_with_TWW.wiki clean: rm -f *~ CPAM_with_TWW/*~ download: login mvs update CPAM_with_TWW.wiki CPAM_with_TWW.wiki mvs update CPAM_with_TWW/References_Manual.wiki References_Manual.wiki mvs update CPAM_with_TWW/User_Guide.wiki User_Guide.wiki mvs update CPAM_with_TWW/Developer_Guide.wiki Developer_Guide.wiki
 * Create a makefile to automate the login,download and upload steps.
 * 1) erase the local copy first
 * 1) mvs update    local                 remote

 * 1) Check in and Commit

upload: CPAM_with_TWW.wiki CPAM_with_TWW/User_Guide.wiki CPAM_with_TWW/Developer_Guide.wiki  CPAM_with_TWW/References_Manual.wiki mvs -m "Updated with 0.26 mvs perl mediawiki client." commit CPAM_with_TWW.wiki mvs -m "Updated with 0.26 mvs perl mediawiki client." commit CPAM_with_TWW/User_Guide.wiki mvs -m "Updated with 0.26 mvs perl mediawiki client." commit CPAM_with_TWW/Developer_Guide.wiki mvs -m "Updated with 0.26 mvs perl mediawiki client." commit CPAM_with_TWW/References_Manual.wiki

me@myhost>

If you are behind corporate firewall

 * set HTTP_PROXY variable to http://fw.my.com:port if no firewall account is needed.
 * set HTTP_PROXY variable to http://MYaccount:MYpassword@fw.my.com:port if firewall account/password is needed.

= Doxygen docs of CPAM/TWW application = = GNUstep and CPAM =

title: CPAM with TWW/References Manual


text:
Cookbook:Mushy Peas

| British Cuisine

Mushy peas is a popular and characteristic British dish that has helped to give British cooking its well-deserved reputation. Mushy peas are often served with fish and chips.

Ingredients

 * Dried marrowfat peas
 * Water
 * 2 tsp baking soda
 * 1 tsp sugar (optional, to taste)

Procedure

 * 1) Place the peas in 2–3 times their volume of water, along with the baking soda, which speeds the soaking process.
 * 2) Leave to soak overnight.
 * 3) The next day, drain the peas, and place in a saucepan with enough water to just cover them.
 * 4) Add the sugar.
 * 5) Bring to the boil and simmer for about 20 minutes, stirring occasionally to help break up the peas.
 * 6) Add water or reduce to the desired consistency.
 * 7) Season to taste with salt and pepper.

title: Cookbook:Mushy Peas


text:
User:Patrick-br

Check pt:Usuário:Patrick for more info about me (in portuguese, sorry).

pt:Usuário:Patrick

title: User:Patrick-br


text:
What You Should Know About Medicines/Tablet

Tablets, sometimes called pills, are commonly used to dispense medicines. Not all pills are the same. Some are time release, gelatine, or medically coated.

Tablets usually contain the active drug ingredient, plus excipients.

Excipients are inactive ingredients, such as a dye for the drug to look more appealing, flavor to add taste to the drug (most drugs don't naturally taste very good).

Time release tablets should NOT be chewed or crushed, since this will produce an overdose of the drug. These tablets are made to be taken only once or twice a day, and are designed so that the drug is slowly released into the body. They are very useful, and decrease the amount of times you need to take medication each day. However, taking a crushed Extended - Released tablet can be very harmful.

The other tablets, which are not time - release or extended - release, generally can be chewed, as they are not designed to slowly release the medicine.

Please ask your pharmacist about your specific medication to guide you on how to take it safely.


text:
File:Fhsst vectors28.png

Licensing
/Images

title: File:Fhsst vectors28.png


text:
User:Moly

This is Moly ICQ# 4867750 AOL IM: JesseLived

If I were to live my life in catfish forms in scaffolds of skin and whiskers at the bottom of the pond and you were to come by     one evening when the moon was shining down into my dark home and stand there at the edge of my affection and think, "It's beautiful here by this pond. I wish     somebody loved me," I'd love you and be your catfish friend and drive such lonely thoughts from your mind and suddenly you would be     at peace, and ask yourself, "I wonder if there are any catfish in this pond? It seems like a perfect place for them." -Richard Brautigan

Hi Everyone, I'm Moly. I'm working on a Ph.D. in math. My Bachelor's was in Creative Writing and Literature. Math is an art form to me. Math is my passion, and I'm following my passion. I believe that mathematics is a divine language, the LOGOS that forms the universe, and I feel that my perspective is under-represented in this culture.

I went to a very old, conservative, traditional single-sex boarding school for high school. I went to college four times before someone was sane enough to give me a degree, during which time I changed my major five times. I intimidate the worst kind of educators, especially bureaucratic ones. I'm largely self-taught, despite my many hours stuck in a classroom. I have studied with geniuses and morons, and have found I've become the Marriage of Genius and Moron as a result.

I have set foot on every continent except Antarctica. I have had the good fortune to meet many of my greatest living heroes. I am a black belt in aikido. I wear a cowboy hat and carry a guitar wherever I go. I ate breakfast once in a cowboy-boot shop in Nashville with my cousin Pete and we ate ham and eggs and grits while two grizzled old honky-tonkers played Country standards and tourists bought gaudy cowboy boots. I have heard lions roar on the African savannah at sunset and had to drink a stiff drink to keep from trembling. I have sat on Galactic Councils as Earth's representative, and met creatures from fourteen different galactic civilization. I believe that The Basement Tapes, by Bob Dylan and the Band, John Coltrane's Meditations , Thomas Pynchon's Gravity's Rainbow , and Euler's formula:

eiø  = cos ø + i sin ø

are examples that our species are capable of art.

I know I am a great person if only because the greatest people I've ever met have befriended me throughout my life. I know for a fact that God adores me with an emotion so strong that I would drop dead were I ever to feel that much emotion. I tend to worry about mediocre people and the way they misunderstand me. I blend obviousness with subtlety, and I find it the case that most people latch onto the obvious and give up trying to see the subtlety. I take great pleasure in being obvious, but I also take great pleasure in being subtle.

I still grieve every day over the death of my friends, Bobby Sheehan and Terence McKenna, as well as for the death of Lenny Bruce, of Hank Williams, of Elvis Presley, of Buddy Holly, of Jimi Hendrix, of Jerry Garcia, of Janis Joplin, of Richard Manuel, of Rick Danko, of Frank Zappa, of Oscar Wilde, of Charles Baudelaire, of Alan Turing, of countless millions of my people in the Holocaust. And, like the old blues song says, on a good day I have the blues.

And yet, I see heaven in a little flower, the world in a grain of sand, and eternity in an hour. The stupidest things give me great joy. I love bad sci-fi movies where the monster suits have visible zippers, the villain gives an incoherent, but misanthropic speech, and the director cuts in way too much military stock footage. I love to drink whiskey and sing bluegrass music and pick at my guitar. I would do math even if it were a jailable offense to study math. I walk around stoned on the pleasures life affords me.

title: User:Moly


text:
User:DavidMendoza

David Mendoza is a Colombian-American currently living in Niceville, Florida. He is a biologist and will study medicine beginning in August of 2009.

| Wikipedia Content

 * Mitochondrial genetics
 * Feynman's Lectures on Physics
 * Joint injection
 * Lower esophageal sphincter
 * Heterochrony
 * Allolactose

Current Projects

 * Human Anatomy

title: User:DavidMendoza


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Blender 3D: Noob to Pro/Yafray Render Options

YafRay (Yet Another Free Raytracer) is an open-source alternative rendering engine supported by Blender.

Reader note: in the new version of Blender (2.46) internal renderer of Blender got a lot of upgrades and is now about two times faster than YafRay, so this article may be considered obsolete.

Yafaray 0.1.1 provides 5 different material types independent of Blender. It is also able to show objects behind transparent materials unlike Blender 2.49b.

'''Further note: the Yafray project has been superseded by Yafaray. Yafray support was removed from Blender apparently around version 2.44. Use Yafaray instead.''' As of May, 2011, in MS Windows, it only works with 32-bit Blender 2.49b compiled with Python, with Python 2.6.6 32-bit version installed.

The YafRay render settings are normally hidden. To show them, switch from the Blender Internal rendering engine to the Yafray rendering engine.

 * Go to the Scene Panel (Press F10)
 * Click the Render Buttons button
 * In the render tab, under the big Render button, click the Blender Internal button and select YafRay.

Now the YafRay and YafRay GI tabs appear.

Getting Started with Yafray
First, I would like to state that Yafray renders 2-3 times faster and nicer (includes Global Illumination, Caustics and...) than the normal internal built-in renderer in Blender. So it would just be worth it to download and install it.

On Windows, just download the .zip file and unzip it. You get the .exe file. Run it and follow default instructions. Latest version is 0.1.0 as of October 2008. Now change the Environment variable by adding C:\Program Files\YafRay to your PATH or whichever folder you installed yafray.exe, users Windows 95/98/ME will need to restart where as WinXP users won't. Remember Yafray doesnt have a GUI and is a command line tool. Anyway you never need a GUI to run yafray as it runs nicely inside Blender as it is integrated into it. Go to the Command line and type yafray and press return. Now you have two paths

''Reader: Can someone make this a little bit clearer? What is the Command line?'' ''Answer: The command line interface (CLI) is an interpreter for the operating system that provides a way of getting around by accepting commands from the keyboard instead of using the mouse to click on icons. It was the primary method of using the computer in MS-DOS, the predecessor to Windows. There are no buttons like in programs such as Blender. ''

You can access the command line in Windows by pressing Win-R then typing CMD and pressing the enter button. The command line can also be accessed by clicking on the Start menu, going down to "All Programs", over to the "Accessories" tab, and then clicking on the Command Prompt option. To change the environment variable, enter "path C:\Program Files\YafRay;%PATH%", without the quotes.

1) If there was an error regarding MSVCR71.dll, then download this file from the Web and place it in the c:\windows\system32 directory.

''Reader: I have been using Blender for a while now, but due to my school's administrative limitations I am only able to use it on certain computers in school. For example, the computers that have already had 3d programs installed on them (like the ones in the Drafting and Design room) allow me to use Blender. Other computers give me an error message concerning MSVCR71.dll when I try to use it (specifically the ones in my Study Hall). Could you give me an alternate method of installing the .dll (maybe I can put it on a flash drive or in the My Documents folder)?'' Answer: Unfortunately, without administrative rights you will not be able to install a DLL. ''Answer 2: My school has the same type of administrative blocks, however I placed everything from my blender folder at home onto a flash drive, and now it works perfectly on all computers. Maybe try that?''

2) Switch from the Blender Internal rendering engine to the Yafray rendering engine as explained and press F12 to Render. Wow, You should have noticed the lightning speed of Yafray.

YafRay tab

 * XML button: If pressed blender will export an xml file that describes the scene and will pass it to YafRay. If not pressed blender will render with the YafRay plugin. When using the plugin interface, the render in progress will update continuously in Blender's render window. This gives much faster feedback. It even shows the distribution of the samples taken by the path light when rendering with cached pathlight. YafRay divides the image into blocks and renders them in a random sequence.


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Sanskrit/Vocabulary nouns

Nouns in Sanskrit have three numbers (singular, dual and plural) and one of three genders(masculine, feminine and neuter).

They also have eight cases: nominative, vocative, accusative, instrumental, dative, ablative, genitive, and locative.

title: Sanskrit/Vocabulary nouns


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Java Programming/RMI-IIOP

RMI-IIOP (RMI over IIOP) is provided with the Java SDK. It combines Remote Method Invocation (RMI) technology with the Internet Inter-Orb Protocol (IIOP) to provide CORBA to the Java platform. Java developers do not have to provide IDL in order to provide CORBA capabilities.

The Remote Interface
The above code defines a remote interface called HowdyInterface that will define what the remote client may call on the server. All of the operations must throw a RemoteException. The interface must extend java.rmi.Remote.

The Implementation Class
The implementation class allows for the object to be ORB-initialized. It also implements the remote operation to be called. The implementation could have extended, in which case the   call in the constructor would be removed. The better approach would seem to be as coded above.

The Client Class
The client code uses the name service to look up the server and make the remote invocation.

title: Java Programming/RMI-IIOP