text:
Circuit Theory/Fourier Transform

This course started with phasors. We learned how to transform forcing sinusodial functions such as voltage supplies into phasors. To handle more complex forcing functions we switched to complex frequencies. This enabled us to handle forcing functions of the form:
 * $$e^{st}\cos(\omega t + \phi)$$

where s is:
 * $$s=\sigma + j\omega$$

And the convolution integral can do anything.

Along the way "s" began to transform the calculus operators back into algebra. Within the complex domain, "s" could be re-attached to the inductors and capacitors rather than forcing functions. The transfer function helped us use "s" to capture circuit physical characteristics.

This is all good for designing a circuit to operate at a single frequency ω. But what about circuits that operate at a variety of frequencies? A RC car may operate at 27mhz, but when a control is pressed, the frequency might increase or decrease. Or the amplitude may increase or decrease. Or the phase may shift. All of these things happen in a cell phone call or wifi/blue tooth/xbee/AM/FM/over the air tv, etc.

How does a single circuit respond to these changes?

Fourier analysis
Fourier analysis says we don't have to answer all the above questions. Just one question has to be answered/designed to. Since any function can be turned into a series of sinusoidals added together, then sweeping the circuit through a variety of omegas can predict its response to any particular combination of them.

So to start this we get rid of the exponential term and go back to phasors.

Set σ to 0:
 * $$s = j\omega$$

The variable ω is known as the "radial frequency" or just frequency. With this we can design circuits for cell phones that all share the air, for set-top cable TV boxes that pack multiple channels into one black cable. Every vocal or pixel change during transmission or reception can be designed for within this framework. All that is required is to sweep through all the frequencies that a sinusoidal voltage or current source can produce.

Analysis stays in the frequency domain. Because everything repeats over and over again in time, there is no point in going back to the time from a design point of view.

Radial Frequency
In the Fourier transform, the value $$\omega$$ is known as the Radial Frequency, and has units of radians/second (rad/s). People might be more familiar with the variable f, which is called the "Frequency", and is measured in units called Hertz (Hz). The conversion is done as such:
 * $$\omega = 2\pi f$$

For instance, if a given AC source has a frequency of 60 Hz, the resultant radial frequency is:
 * $$\omega = 2\pi f = 2\pi(60) = 120\pi$$

Fourier Domain
The Fourier domain then is broken up into two distinct parts: the magnitude graph, and the phase graph. The magnitude graph has jω as the horizontal axis, and the magnitude of the transform as the vertical axis. Remember, we can compute the magnitude of a complex value C as:

 * $$C = A + jB$$
 * $$|C| = \sqrt{A^2 + B^2}$$

The Phase graph has jω as the horizontal axis, and the phase value of the transform as the vertical axis. Remember, we can compute the phase of a complex value as such:

 * $$C = A + jB$$
 * $$\angle C = \tan^{-1}\left(\frac{B}{A}\right)$$

The phase and magnitude values of the Fourier transform can be considered independent values, although some abstract relationships do apply. Every fourier transform must include a phase value and a magnitude value, or it cannot be uniquely transformed back into the time domain.

The combination of graphs of the magnitude and phase responses of a circuit, along with some special types of formatting and interpretation are called Bode Plots.

title: Circuit Theory/Fourier Transform


text:
User talk:213.130.14.144

You have been temporarily blocked from editing Wikibooks. You were warned several times that linking to commercial sites is not allowed. If you wish to make useful contributions, you are welcome to come back after the block expires.

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

title: User talk:213.130.14.144


text: User talk:205.207.98.208

title: User talk:205.207.98.208


text:
Canadian Constitutional Law/The Courts

Very generally speaking, Canada's court system is a four-level hierarchy as shown below from highest to lowest in terms of legal authority. Each court is bound by the rulings of the courts above them; however, they are not bound by their own past rulings or the rulings of other courts at the same level in the hierarchy.

Supreme Court of Canada
Although created by an Act of Canada's Parliament in 1875, its decisions could be reviewed by the Judicial Committee of the Privy Council until 1949 when the Supreme Court of Canada truly became the final and highest court in the country. The court currently consists of nine justices, which include the Chief Justice of Canada, and its duties include hearing appeals of decisions from the appellate courts (to be discussed next) and, on occasion, delivering references (i.e. the court's opinion) on constitutional questions raised by government. By tradition, three of the nine justices are appointed from Quebec. This has come about because of two reasons, the Court will sometimes have cases heard by three of the nine justices and Quebec uses the civil code rather than common law, which requires the Court to have justices versed in the civil code.

Appellate Courts of the Provinces and Territories
These courts of appeal (as listed below by province and territory in alphabetical order) exist at the provincial and territorial levels. Their function is to review decisions rendered by the superior-level courts and to do references (i.e. deliver a judicial opinion) when requested by a provincial or territorial government. These appellate courts do not normally conduct trials and hear witnesses.

These courts are Canada's equivalent of the Court of Appeal in England and the various United States Courts of Appeals. Each of the above-listed appellate courts is the highest court from its respective province or territory. A province's chief justice (i.e. highest ranking judge) sits in the appellate court of that province.

Superior-level Courts of the Provinces and Territories
These courts (as listed below by province and territory in alphabetical order) exist at the provincial and territorial levels. The superior courts are the courts of first instance for divorce petitions, civil lawsuits involving claims greater than small claims, and criminal prosecutions for "indictable offences" (i.e. "felonies" in American legal terminology). They also perform a reviewing function for judgments from the local "inferior" courts and administrative decisions by provincial or territorial government entities such as labour boards, human rights tribunals and licensing authorities.

Furthermore, some of these superior courts (like the one in Ontario) have specialized branches that deal only with certain matters such as family law or small claims. To complicate things further, the Ontario Superior Court of Justice has a branch called the Divisional Court that hears only appeals and judicial reviews of administrative tribunals and whose decisions have greater binding authority than those from the "regular" branch of the Ontario Superior Court of Justice. Although a court, like the Supreme Court of British Columbia, may have the word "supreme" in its name, it is not necessarily the highest court from its respective province or territory.

Provincial and Territorial ("inferior-level") Courts
These courts operate locally and exist only at the provincial and territorial levels. They do trials, often concerning "summary conviction offences" (i.e. "misdemeanors" in U.S. legal vocabulary), but their judgments must be appealed to the "superior" courts instead of directly to the higher appellate courts. These "inferior" courts do not have "inherent jurisdiction" (to be explained later) and are descended from the old localized courts presided over by lay magistrates and Justices of the Peace who did not necessarily have formal legal training. Many of such "inferior" courts have specialized functions, such as hearing only criminal law matters, juvenile delinquency matters, family law matters, small claims matters, or "quasi-criminal" offences such as not paying fines or not complying with building safety standards. It is improper to call these courts "inferior" and this derogatory term is used here only to help readers understand and remember these courts' subordinate relationship to the "superior" courts. Instead, the phrase "provincial court" or "territorial court" is often used to mean a low level court whose decisions can be reviewed by a "superior" court. Decades ago they were commonly referred to as "district courts" and "county courts".

Federal Courts
The Federal Court and the more specialized Tax Court of Canada exists primarily to review administrative decisions by federal government bodies such as the immigration board and hear lawsuits under the federal government's jurisdiction such as intellectual property and maritime law.

The Federal Court of Appeal hears appeals from decisions rendered by the Federal Court, the Tax Court of Canada and a certain group of federal administrative tribunals like the National Energy Board and the federal labour board. The chief justice of the Federal Court sits in the Federal Court of Appeal.

Before 2003, the Federal Court was known as the Federal Court of Canada - Trial Division while the Federal Court of Appeal was known as the Federal Court of Canada - Appeal Division. In turn, the Federal Court of Canada is descended from the old Exchequer Court of Canada created back in 1875.

Although the federal type courts can be said to have the same prestige as the superior courts from the provinces and territories, the federal ones lack the "inherent jurisdiction" (to be explained later) possessed by superior courts such as the Ontario Superior Court of Justice.

Administrative Tribunals
Known in Canada as simply "tribunals", these are non-judicial adjudicative bodies, which means that they adjudicate (hear evidence and render decisions) like the courts do BUT are not presided over by judges. Instead, the adjudicators are experts of the very specific legal field handled by the tribunal (e.g. labour law, human rights law, immigration law, enegry law, liquor licensing law, etc.) who hear arguments and evidence provided by lawyers before making a written decision on record. Its decisions can be reviewed by a court through an appeal or a process called "judicial review". The reviewing court may be required to show some deference to the tribunal if the tribunal possesses some highly specialized legal knowledge that the court does not have.

Appearing before an administrative tribunal may feel like appearing in a court, but the appearing lawyer will appreciate the fact that the tribunal's procedure is relatively less formal than that of the court, and more importantly, the rules of evidence are not as strictly observed. In other words, evidence that would be inadmissible in a court hearing would be allowed in a tribunal hearing. The presiding adjudicator is normally called "Mister/Madam Chair", and lawyers routinely appear in tribunals advocating a matter for their clients.

What tribunals all have in common is that they are created by statute, their adjudicators are appointed by government, and they focus on very particular and specialized areas of law. Because some subject matters (e.g. immigration) fall within federal jurisdiction while others (e.g. liquor licensing) in provincial jurisdiction, some tribunals are created by federal law while others are created by provincial law. Yet, there are both federal and provincial tribunals for some subject matters such as unionized labour and human rights.

Most importantly, from the lawyer's perspective, is the fact that the principle of stare decisis does not apply to tribunals. In other words, a tribunal adjudicative could legally make a decision that differs from a past decision, on the same subject and issues, delivered by the highest court in the land. Because a tribunal is not bound by legal precedent, established by itself or by a reviewing court, A TRIBUNAL IS NOT A COURT even though it performs an important adjudicative function and contribute to the development of law like a court would do. Although stare decisis does not apply to tribunals, their adjudicators will nonetheless find a prior court decision on a similar subject to be highly persuasive and will likely follow the courts in order to ensure consistency in the law and to prevent the embarrassment of having their decisions overturned by the courts.

Among the federal tribunals, there is a small group of tribunals whose decisions must be appealed directly to the Federal Court of Appeal rather than to the Federal Court. These so-called "super tribunals" are listed in Subsection 28(1) of the Federal Courts Act (R.S.C. 1985, Chapter F-7) and some examples include the National Energy Board, Canadian International Trade Tribunal, the Competition Tribunal, the Canada Industrial Relations Board (e.g. federal labour board), the Copyright Board, and the Canadian Radio-television and Telecommunications Commission ("CRTC").

Courts of Inherent Jurisdiction
These are the superior courts from the provinces and territories as discussed above. The words "inherent jurisdiction" refers to the idea that the decision-making power of Canada's superior courts is inherited from England's superior courts rather than granted by Canada's federal parliament or provincial legislatures. Because the superior courts possess "inherent jurisdiction", they can hear cases concerning any area of law except those which are specifically reserved by legislation for the lower "provincial" courts. The doctrine of "inherent jurisdiction" gives superior courts greater freedom than statutory courts (to be explained next) to be flexible and creative in the delivering of legal remedies and relief.

Statutory Courts
These courts include the Supreme Court of Canada, the different types of federal courts, the various appellate courts from the provinces and territories, and the numerous low level "provincial" courts. Their decision-making power is granted by either the federal parliament or a provincial legislature.

The word "statutory" refers to the fact that these courts' powers are derived from a type of legislation called a statute and is defined and limited by a statute. A statutory court cannot try cases in areas of law that are not mentioned or suggested in the statute. In this sense, statutory courts are similar to non-judicial adjudicative bodies such as administrative tribunals, boards, commissions, etc. which are created and given limited power by legislation. The practical implication of this is that a statutory court cannot provide a type of legal remedy or relief that is not expressly or implicitly referred to in its enabling or empowering statute.

Appointment and Regulation of Judges
Judges in Canada are appointed and not elected. Judges of the Supreme Court of Canada, the appellate courts and the "superior" courts are appointed by the federal government. Thus, judges of the Ontario Superior Court of Justice are chosen not by Ontario's provincial government but by the same level of government that appoints judges to the federal courts. Meanwhile, judicial appointments to judicial posts in the so-called "inferior" or "provincial" courts are made by the local provincial government. There are Canadians who would like to see their judges be elected as is the case for some American judges, but as of 2005 there is no indication that the longstanding British tradition of appointing judges will be altered in Canada anytime soon. Those who favour the appointment method point out that the election approach could possibly threaten the judiciary's ability to be independent in its decision-making. Because judicial independence is seen by Canadian law to be essential to a functioning democracy, the regulating of Canadian judges requires the involvement of the judges themselves. The Canadian Judicial Council, made up of the chief justices of the various courts, receives complaints from the public concerning questionable behaviour from members of the bench.

Back to Canadian Constitutional Law

title: Canadian Constitutional Law/The Courts


text:
Cookbook:The Trinity

The Holy Trinity of both Cajun and Creole cuisine is made up of green peppers, onions, and celery in no specified amount or ratio. The trinity is typically sauteed in butter or a roux as the base of a recipe.

In French cuisine, the trinity (mirepoix) is made up of onions, celery, and carrots in a ratio of 2:1:1 (onions:celery:carrots).

Recipes

 * Gumbo
 * Jambalaya
 * Smothered okra

title: Cookbook:The Trinity


text:
User:Highland~enwikibooks

Highland is Mark Thomas. I am a Java Consultant and Trainer living in the highlands of Scotland. I have been working in computing since 1980 and with Java since 1998.

title: User:Highland~enwikibooks


text:
Canadian Constitutional Law/Methods of judicial review

Double Aspect
The doctrine of Double Aspect says that a law may possess more than one "matter" that may be enumerated in both section 91 and 92. The doctrine originates from the Privy Council decision of Hodge v. The Queen (1883) where the court stated that "subjects which in one aspect and for one purpose fall within s.92, may in another aspect and for another purpose fall within s.91". In applying the doctrine, it should be in situations where the importance of one matter should not be significantly larger than the other. In effect, the doctrine removes the need for courts to split hairs to determine which head of power should be assigned a particular law.

Ancilliary effects
Back to Constitutional law


text: User talk:24.99.9.197

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text: CRE Loaded Features/Configuration/Shipping and Packaging


text:
CRE Loaded Features/Configuration/Product Listing

= Product Listing =


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Cookbook:Potato Salad

| Side dishes |  Canadian Cuisine

The origins of potato salad can be traced to Germany before the turn of the 17th century, where it first became popular to use vinegar and spices on potatoes as a side dish. The salad has a bite to it and is served warm as often as not.

Ingredients

 * 2 pounds (~1 kg) potatoes
 * 6 slices of bacon
 * ½ cup (120 g) finely-chopped yellow onion
 * 2 tablespoons white granulated sugar
 * ½ teaspoon celery seed
 * 2 hard boiled eggs
 * ¼ cup (60 g) flour
 * ½ cup (120 ml) vinegar
 * 1 cup (240 ml) water
 * 1 tablespoon fresh parsley
 * 1 ½ teaspoon salt
 * Pepper
 * Paprika

Procedure

 * 1) Cook bacon strips, cut into small pieces, and set aside for later.
 * 2) Boil potatoes for 5–10 minutes or until softened; cut into small chunks or thick slices.
 * 3) Place potatoes in a large bowl and let them come to room temperature.
 * 4) In a bowl combine flour, celery seed, parsley, chopped onion, salt, and pepper.
 * 5) Pour the water and vinegar into a pot, stir in sugar and bring to a boil. Add the dry mixture and stir until thickened.
 * 6) In the original bowl place potatoes and bacon, pour on thickened mixture.
 * 7) Break apart eggs and stir lightly into the bowl to combine.
 * 8) Place in large serving bowl and sprinkle with paprika.
 * 9) Serve

Notes, tips, and variations

 * Potatoes may be boiled whole in skins, cooled, and carefully peeled to leave the thin, yellow protein layer intact for improved nutritional value and flavour. Slice at room temperature or chilled.
 * Chopping the potatoes into small pieces allow more surface to be coated and improves the flavour.
 * You can omit salt and use a chicken-flavoured bouillon cube instead. Add chopped onion to bouillon and simmer for a few minutes to blend flavours.
 * Salad can be served chilled or warm to preference.

title: Cookbook:Potato Salad


text: CRE Loaded Features/Configuration/Stock

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text: CRE Loaded Features/Configuration/Logging


text:
Calculus/Volume

When we think about volume from an intuitive point of view, we typically think of it as the amount of "space" an item occupies. Unfortunately assigning a number that measures this amount of space can prove difficult for all but the simplest geometric shapes. Calculus provides a new tool that can greatly extend our ability to calculate volume. In order to understand the ideas involved it helps to think about the volume of a cylinder.

The volume of a cylinder is calculated using the formula $$V=\pi r^2h$$. The base of the cylinder is a circle whose area is given by $$A=\pi r^2$$. Notice that the volume of a cylinder is derived by taking the area of its base and multiplying by the height $$h$$. For more complicated shapes, we could think of approximating the volume by taking the area of some cross section at some height $$x$$ and multiplying by some small change in height $$\Delta x$$ then adding up the heights of all of these approximations from the bottom to the top of the object. This would appear to be a Riemann sum. Keeping this in mind, we can develop a more general formula for the volume of solids in $$\R^3$$ (3 dimensional space).

Formal Definition
Formally the ideas above suggest that we can calculate the volume of a solid by calculating the integral of the cross-sectional area along some dimension. In the above example of a cylinder, every cross section is given by the same circle, so the cross-sectional area is therefore a constant function, and the dimension of integration was vertical (although it could have been any one we desired). Generally, if $$S$$ is a solid that lies in $$\R^3$$ between $$x=a$$ and $$x=b$$, let $$A(x)$$ denote the area of a cross section taken in the plane perpendicular to the $$x$$-axis, and passing through the point $$x$$.

If the function $$A(x)$$ is continuous on $$[a,b]$$, then the volume $$V_S$$ of the solid $$S$$ is given by:

Example 1: A right cylinder
Now we will calculate the volume of a right cylinder using our new ideas about how to calculate volume. Since we already know the formula for the volume of a cylinder this will give us a "sanity check" that our formulas make sense. First, we choose a dimension along which to integrate. In this case, it will greatly simplify the calculations to integrate along the height of the cylinder, so this is the direction we will choose. Thus we will call the vertical direction $$x$$ (see Figure 1). Now we find the function, $$A(x)$$, which will describe the cross-sectional area of our cylinder at a height of $$x$$. The cross-sectional area of a cylinder is simply a circle. Now simply recall that the area of a circle is $$\pi r^2$$, and so $$A(x)=\pi r^2$$. Before performing the computation, we must choose our bounds of integration. In this case, we simply define $$x=0$$ to be the base of the cylinder, and so we will integrate from $$x=0$$ to $$x=h$$, where $$h$$ is the height of the cylinder. Finally, we integrate:
 * $$\begin{align}

V_{\mathrm{cylinder}}&=\int\limits_a^b A(x)dx\\ &=\int\limits_0^h\pi r^2dx\\ &=\pi r^2\int\limits_0^hdx\\ &=\pi r^2x\bigg|_{x=0}^h\\ &=\pi r^2(h-0)\\ &=\pi r^2h\end{align}$$

This is exactly the familiar formula for the volume of a cylinder.

Example 2: A right circular cone

For our next example we will look at an example where the cross sectional area is not constant. Consider a right circular cone. Once again the cross sections are simply circles. But now the radius varies from the base of the cone to the tip. Once again we choose $$x$$ to be the vertical direction, with the base at $$x=0$$ and the tip at $$x=h$$, and we will let $$R$$ denote the radius of the base. While we know the cross sections are just circles we cannot calculate the area of the cross sections unless we find some way to determine the radius of the circle at height $$x$$.

Luckily in this case it is possible to use some of what we know from geometry. We can imagine cutting the cone perpendicular to the base through some diameter of the circle all the way to the tip of the cone. If we then look at the flat side we just created, we will see simply a triangle, whose geometry we understand well. The right triangle from the tip to the base at height $$x$$ is similar to the right triangle from the tip to the base at height $$h$$. This tells us that $$\frac{r}{h-x}=\frac{R}{h}$$. So that we see that the radius of the circle at height $$x$$ is $$r(x)=\frac{R}{h}(h-x)$$. Now using the familiar formula for the area of a circle we see that $$A(x)=\pi\frac{R^2}{h^2}(h-x)^2$$. Now we are ready to integrate.

 * $$\begin{align}

V_{\mathrm{cone}}&=\int\limits_a^b A(x)dx\\ &=\int\limits_0^h \pi\frac{R^2}{h^2}(h-x)^2dx\\ &=\pi\frac{R^2}{h^2}\int\limits_0^h(h-x)^2dx \end{align}$$

By u-substitution we may let $$u=h-x$$, then $$du=-dx$$ and our integral becomes

 * $$\begin{align}

&&=\pi\frac{R^2}{h^2}\left(-\int\limits_h^0 u^2du\right)\\ &&=\pi\frac{R^2}{h^2}\left(-\frac{u^3}{3}\bigg|_h^0\right)\\ &&=\pi\frac{R^2}{h^2}\left(-0+\frac{h^3}{3}\right)\\ &&=\frac{\pi}{3}R^2h \end{align}$$

Example 3: A sphere
In a similar fashion, we can use our definition to prove the well known formula for the volume of a sphere. First, we must find our cross-sectional area function, $$A(x)$$. Consider a sphere of radius $$R$$ which is centered at the origin in $$\R^3$$. If we again integrate vertically then $$x$$ will vary from $$-R$$ to $$R$$. In order to find the area of a particular cross section it helps to draw a right triangle whose points lie at the center of the sphere, the center of the circular cross section, and at a point along the circumference of the cross section. As shown in the diagram the side lengths of this triangle will be $$R$$, $$|x|$$ , and $$r$$. Where $$r$$ is the radius of the circular cross section. Then by the Pythagorean theorem $$r=\sqrt{R^2-|x|^2}$$ and find that $$A(x)=\pi(R^2-|x|^2)$$. It is slightly helpful to notice that $$|x|^2=x^2$$ so we do not need to keep the absolute value.

So we have that
 * $$\begin{align}

V_{\mathrm{sphere}}&=\int\limits_a^b A(x)dx\\ &=\int\limits_{-R}^R\pi(R^2-x^2)dx\\ &=\pi\int\limits_{-R}^R R^2dx-\pi\int\limits_{-R}^R x^2dx\\ &=\pi R^2x\Bigg|_{-R}^R-\pi\frac{x^3}{3}\Bigg|_{-R}^R\\ &=\pi R^2(R-(-R))-\pi\left(\frac{R^3}{3}-\frac{(-R)^3}{3}\right)\\ &=2\pi R^3-\frac{2\pi}{3}R^3=\frac{4\pi}{3}R^3 \end{align}$$

Extension to Non-trivial Solids
Now that we have shown our definition agrees with our prior knowledge, we will see how it can help us extend our horizons to solids whose volumes are not possible to calculate using elementary geometry.

authors: יהודה שמחה ולדמן

title: Calculus/Volume


text:
Cookbook talk:Fairy Cakes

I think the name for this recipe is wrong - these are butterfly cakes, not fairy cakes (which are UK "cupcakes").
 * You're totally right. I'm going to edit this so that the recipe covers fairy cakes, with a variant for butterfly cakes --Mcld (talk) 19:58, 3 December 2008 (UTC)

title: Cookbook talk:Fairy Cakes


text:
User talk:62.101.229.79

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
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We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

real life
You should be aware that Wikibooks is not an encyclopedia. We write text books. If you really want to add a dictionary to you book, name articles properly. See Naming policy. For example, real life should be Project Entropia:Real life or Project Entropia/Real life. --Derbeth 21:52, 5 October 2005 (UTC)

title: User talk:62.101.229.79


text:
Blended Learning in K-12/Synchronous and asynchronous communication methods

Synchronous and Asynchronous Communication Methods

In blended learning, instructors use facets of self-paced instruction and live, collaborative learning to moderate the offline setting. This is also respectively known as asynchronous and synchronous learning. These methods of teaching and learning are essential in encouraging active participation in the blended learning environment. (Im and Lee, 2003)

Online discussions have the potential to enhance students’ learning and may lead to cognitive development. (Fassinger, 1995) In addition, preconceived notions of race, gender, educational abilities or social status of the students is virtually erased. (Im and Lee, 2003) This can be extremely beneficial with the number of social cliques in both junior high and high school. The key to the learning process includes interactions among the students themselves, the interactions between instructor and students, and the collaborations in learning that result from these interactions. (Jin, 2005)

A live, collaborative learning environment depends on dynamic communication between learners that fosters knowledge sharing. (Singh, 2001) Synchronous discussions are extremely beneficial for students who might not otherwise participate collaboratively within the traditional classroom. Furthermore, they allow for fast and efficient exchanges of ideas. (Bremer, 1998) In a traditional classroom setting, participation of all students is often difficult due to time constraints or simple shyness. In live, collaborative learning atmospheres the communication process between learners is just as meaningful and vital as an educational end product. Collaborative learning emphasizes the following factors: Asynchronous communication encourages time for reflection and reaction to others. It allows students the ability to work at their own pace and control the pace of instructional information. In addition, there are fewer time restrictions with the possibility of flexible working hours. (Bremer, 1998) The use of the Internet and the World Wide Web allows learners to have access to information at all times. Students can also submit questions to instructors at any time of day and expect reasonably quick responses, rather than waiting until the next face-to-face meeting. Self-paced instruction will often come in a variety of asynchronous formats including but not limited to: According to Hew and Cheung there are 5 phases in the active construction of knowledge that exist (2003) and are traversed through asynchronous communication.
 * active participation and interaction among learners
 * knowledge viewed as a social construct
 * environments that facilitate peer interaction, evaluation, and cooperation
 * learners who benefit from self explanation when more experienced or knowledgeable learners contribute
 * learners who benefit from internalization by verbalizing in a conversation (Hiltz, 1999)
 * Documents & Web Pages
 * Web/Computer Based Training Modules
 * Assessments
 * Surveys
 * Simulations
 * Recorded lectures, discussions, or live events
 * Online Learning Communities and Discussion Forums (Singh, 2001)

These phases integrate with student goals in a traditional classroom and further extend student learning with the asynchronous component. Asynchronous discussions actively involve students and therefore improve communication between and amongst students and instructors. Inherent complications would include lack of access to technology and lack of motivation by the students.


text:
Wikibooks:Collaboration of the Month/October 2005

The Collaboration of the Month for October is Art History - showing how art evolved from cave paintings to bizarre trends of 20th and 21st century.

Vote for November - Collaboration of the Month


text:
Cookbook:Chicken Rice Salad

| Side dishes |  Canadian Cuisine

Ingredients

 * ½ cup (120 ml) mayonnaise
 * ¼ cup (120 ml) plain yoghurt
 * ½ cup (120 g) walnuts, chopped
 * ½ cup (120 ml) condensed cream of mushroom soup
 * 3 hard boiled eggs, peeled and chopped
 * 1 tablespoon chopped fresh parsley
 * 1 teaspoon lemon juice
 * 1 ½ teaspoon salt or less, to taste
 * 1 teaspoon pepper
 * ¼ teaspoon dry mustard
 * 3 cups (700 g) cooked rice, cooled
 * 2 cups (480 g) cooked chicken, cooled and chopped
 * ¼ cup (60 g) grated carrot
 * 2 tablespoons green onion, chopped
 * ½ cup (120 g) celery, chopped

Procedure

 * 1) In the serving bowl, whisk or mix mayonnaise, yoghurt, cream of mushroom soup, lemon juice, salt, pepper, and dry mustard until smooth.
 * 2) Add remaining ingredients and mix well using a spoon or fork.
 * 3) Refrigerate for at least half an hour.
 * 4) Top with a sprig of parsley and serve.

title: Cookbook:Chicken Rice Salad


text:
Blended Learning in K-12/Blended Learning's Lesson Design Process

Designing a Lesson
The keystone standards of blended learning are akin to other forms of learning. Identifying the objective, establishing the timescale, and recognizing different learning styles are basic principles found in any successful lesson plan. Streamlining the lesson plan comes with experience, as does determining appropriate applications of the lesson and its evaluation.

An online environment can foster close relationships between student and teacher and between student and other students. When students interact online, opportunities arise for the sharing of personal information and personal responses. Therefore, students must first understand that their classmates are to be treated with respect. Instructors should make clear what information might be confidential and what can be shared. In addition, students should understand that they are to use language appropriate to an academic forum and free of slang or jargon (the latter can be especially difficult when working in education academia). Students should also know how to invite, accept, and offer feedback in ways that promote learning.

With the preceding principles established, the focus turns to the design of the lesson itself. A sample outline follows. Only the main topics are mentioned here. Like a jazz score, this outline is a framework, not a crystallized prescription. Practitioners are advised to start here and then improvise as their experience and proficiency develop.

I. Purpose Statement (the overall intent of the lesson plainly stated)

II. Duration

III. Prerequisites (if any)

IV. Learning Objectives

V. Content/Learning Activities (For each item of content to be addressed, show how it would be communicated to the students and the estimated time needed. This is by far the longest section of the design document.)

VI. Application of Learning Strategy

VII. Evaluation Strategy

The Purpose Statement gives an overall description of the lesson to be presented. It may include the concept to be taught and the means by which it may be delivered. Perhaps this statement will state how much of this lesson is to be performed online and how much is to be completed during a classroom session. The statement is usually concise, but divulges an overview of the entire lesson.

When making decisions about the design of a blended learning lesson plan, there will always be a need for determining an appropriate timetable. The lesson plan should be designed to include a balance of online and offline activities, but those activities must remain within reasonable time limits. Far too many teachers have made the mistake of heaping an excessive amount of online work on their students. Teachers are then accused of believing that theirs is the only class in which their students are currently enrolled. Balance is key. Too much of either component will cause the lesson or activity to either grow dull or become overly burdensome, thereby diminishing the learning aspect. At the same time, the lesson must include enough challenges to promote and instill the concepts being taught by the lesson. The balance is delicate, but the very nature of the flexibility of blended learning helps to maintain that balance. The duration portion of the lesson becomes streamlined after its first delivery. Ample time must be allowed to complete activities, but overplanning seems to be the wiser choice. Students and teachers alike find it awkward to have time remaining at the end of a lesson with no other learning planned. It is best to have too many activities planned for a session than to not have enough. You can always reduce the work load or save it for another time.

Prerequisite skills must be addressed by students and teacher. Offering a traditional lesson to those without previous skills to complete the new lesson leads to frustration for everyone concerned. Opportunities to learn using technology without previously learned technological skills will cause like frustration. Technical skills learned along with the academic concepts makes for a very efficient lesson, provided the academic goals and objectives are met. Technological skills are important, but should not distract from the academic portion of the lesson, but rather enhance it.

The learning objective is the meat of a lesson plan. It is the compass that guides the teacher throughout the lesson. When expressed to the students, it points the learner into the right direction as well. In a blended learning class, if the learning objective is rooted in a math concept, it is crucial that the teacher remain focused on that concept - not the technological means by which it may be taught. If a technical skill is being presented, that objective must be made clear in the lesson plan.

Content and Learning Activities must be introduced into the lesson plan and provided for ample practice if the student is to grasp the intent of the lesson. Looking back at the learning objectives and the "Content/Learning Activities Outline" can help answer evaluation questions. "Is my test content-valid, based upon the methods of lesson presentation?" "Should my test include a short review time via a traditional classroom setting, or would an online review better prepare my students for evaluation?" "Should the test be performed online or in the presence of the teacher?" Online tests make for easy and quick grading by the teacher. Security of the test, however, might be diminished depending on the software used by the teacher. Tests taken exclusively in the classroom setting, however, negate the natural lessons of technology. Teachers who evaluate their students' performances by using a mixture of tests - some online, some offline - have experienced more fruitful outcomes. Supplying examples to read as text online or offline proves to be helpful. Presenting video explanations or examples online, where students can view a snippet of the lesson repeatedly gives enough exposure to solidify an idea or concept. Any tool that can be afforded the student should be considered to improve retention.

The most crucial step needed in each lesson plan is the preparation of transfer of learning strategy. If learning is not transferred from the place of learning to practical application, there can be no positive return on investment of the time needed to create, implement, and evaluate the lesson plan. Students are smarter than we might think. If the lesson doesn't apply to something tangible or if it can't be used in real life, you can expect them to ask, "When are we ever going to use this stuff?" Make sure that your objectives are made clear to the students. The learning standards must be addressed, yes, but also find a real life application to better your students' understanding of the materials covered. If this is not done, much of your time, and your students' time, has been greatly wasted. A second look to ensure that students have indeed learned the objectives might trigger revisions, allowing for more (or better) class activities and teacher feedback. This should be done before any evaluation strategy. Technology is useful in simplifying this task of transferring the learning strategy. Many times a lesson taught with the use of online instruction or with technology as its main tool provides a built-in application. Students see more clearly how the concepts are used in real life situations, and because the lesson was applied practically, the student retains the information and skills much longer.

A blended learning class is like any other - when lessons are presented, it is imperative that assessment is given to check the depth of learning. Caution must be practiced when using online assessment. If this method was never practiced during the teaching of the lesson, the student finds himself at a bit of a disadvantage when being tested. Instead of devoting proper time to the non-technical concepts taught, the student might be fighting his way through the technical tool he must use to perform the task at hand. For example, students that have graduated from high school may need to take an assessment test at a nearby community college in order to be placed properly into a Math or English class. If the college issues an online test and the student has no past experience with such a method of testing, the scores can be expected to be lower, causing the student to be placed in an inappropriate level class. If online testing is to be used, pretests are advised to familiarize the students with the technical part of the test-taking task. Not doing so would seemingly violate the equity issue.

Identifying opportunities of learning in blended learning is the same as identifying any learning opportunity. The focus should remain, however. The K12 teacher must recognize the need to provide the right methods of teaching for his students. The overall intent of the lesson should also address the result of the lesson. Teachers may ask themselves, "What exactly do I want my students to know as a result of this lesson?" Be sure you understand the objectives of the lesson - many times they provide the basis for subsequent lessons. Outline the topics and subtopics that must be addressed by the lesson.

Blended learning is advantageous to the learner. Research has shown the limitations of applying a generalized style of teaching, rather than modifying lesson plans to fit the needs of the student. "Increasingly, organizations are recognizing the importance of tailoring learning to the individual rather than applying a 'one-size-fits-all' approach." (Thorne, 2003) Of course, common needs exist, but blended learning allows the teacher to look for creative ways and use a variety of media to address the specific needs of his students.

When a teacher designs his lesson plan, it is important to note the type of learning activity (e.g. lecture, case study, role play, simulation, game, etc.) that best conveys the objectives of the lesson. There are two reasons for listing traditional teaching methods only at this point, instead of both classroom and online activities:

 * 1) We as teachers usually establish on paper the "ideal" learning experience when you work under a more familiar, traditional style of teaching. It is live, face-to-face, instructor-facilitated and student-collaborative.
 * 2) Once you have established the lesson plan for the "ideal" learning experience, you can systematically analyze the elements that can be delivered online without compromising learning effectiveness. You will discover here what might be best left in a classroom setting.

Blended learning is not simply adding an online component to a lesson plan. Technology in a lesson plan should be used wisely - to enhance the lesson. Technology should not be used just to show off technology. Excellent opportunities exist for teachers to make learning interactive, dynamic, and fun when used properly. The technology aspect of a lesson should be like a good baseball umpire - it (like the umpire) is good if it (he) goes unnoticed.

"Since the intent of blended learning is to enhance learning by combining the best of both worlds...elements of the outline that appear to lend themselves to self-study online should be highlighted. Such elements tend to include easy-to-interpret, straightforward information that is relatively easy for the (student) to accurately grasp on his/her own." (Troha, 2003) Students should be able to perform required tasks online with little or no prompting by the instructor. Of course, teachers should guide their students along, but when a student can accomplish a task online with limited assistance, that student encounters a learning experience that is deeper and more rewarding.

Blended learning courses are dynamic by their very nature. Revisions will need to be made to adapt to the learning needs of its students. Knowing what works and what does not comes with experience. The best resource for K-12 teachers to create and implement a blended learning course is another teacher or a network of teachers who have had experience with launching such courses.

The next sections of this chapter address Guiding Principles and some Success Tips.


text:
Guide to Social Activity/Dating online

Once considered a thing for loners and desperate people, online dating is fast becoming just as widespread and socially acceptable as going to a nightclub.

Pros

 * Saves money and time.
 * For women: Male users tend to be in the majority on online dating sites
 * If your tastes are very specific, you'll spend more time interacting with your target peers. There is no need to go to endless cocktail parties where nobody is interesting.
 * Gives you a chance to practice courtship skills in a non-intimidating environment, without the danger of suffering public embarrassment

Cons

 * Communicating over instant messaging or email can be more time-consuming and tedious than talking to someone face to face.
 * For men: Female users tend to be in the minority on online dating sites
 * Online dating sites tend to attract a disproportionate number of single parents.
 * Online dating sites tend to attract a disproportionate number of users from certain subcultures.
 * It is hard to verify whether users are being insincere, however such users are a minority.

The one-paragraph ad
In the context of discrete personal ads it is modelled after, the format limits the amount of information you can share. It's often customary to chat online using email or instant messaging to make up for this, without having to invest the effort of becoming dressed and going out to meet someone. The goal in writing an ad may be to present a topic that you're enthusiastic about in a way that's both interesting and accessible, or to describe some activity that a person might find appealing. It's important that something stand out and catch the attention of a person, but feel free to try different "hooks" in several consecutive weeks if the first ad doesn't bring the kind of response you would want.

When you finally do make contact with a person, and it seems that there's mutual interest, try as much as possible to balance the conversation between talking about you, talking about the other person, and small talk about movies, sports, politics, or whatever your social group talks about most.

The goal is not to be an interrogator, but to discover a rough sense of the identity and appearance of the person. Suppose that you arrive at a bar or pub to find a person who is entirely unattractive, and whose career aspirations entirely counter your ideals. You might be able to have an interesting conversation and successful date, but only in the sense that you learn about what is important to you. One author of this book experienced such a scenario, and made a list of what was important: a good education, critical thinking skills, a humane way of thinking about strangers, and a single chin. Your own list may vary.

Dating and networking sites
At social websites there is room to present a lot of information, including who you know and the finer details of your interests. A profile on such a site is generally the same as one on a dating site or the many pay-for-communication dating sites; most of the same rules apply, except that some effort should be put into giving complete and honest answers to any "match test" or "compatibility questionnaire". Persons are more likely to be interested if the computer says that you match them. There is also the chance that whoever wrote the personality test knew how to make such a test.

What is the difference between Free and Paying?
In general, paying sites advertise, and free sites don't. In fact, advertising is normally the main expenditure of paying sites; in effect you are paying them to advertise your profile to the largest possible audience on the web. Free sites rely on original web page designs, niche markets, and network effects to succeed.

Paying sites tend to have a bigger database of users. Free sites have fewer users signed up, but tend to be more casual, with many users joining for other reasons than dating, such as networking, fun, and taking tests.

Before you decide to pay for dating online, do make sure that the database of your service of choice is large, otherwise you're wasting your money. An easy way to check is to verify traffic ranking of the dating site on alexa.com

Dos and Don'ts

 * Perhaps the most important thing is to post a good photo of yourself. If you know a good photographer, who really enjoys their work, you should consider asking them to take a picture of you the next time it's convenient. It really is an art form, and if you go to someone who knows what they are doing, the result will look more like you, and more datable as well. Often, student photographers need models of "normal" or "interesting" people for classes, so you can usually find someone who will work pro bono even if they know you not personally. But, if the students that have projects due soon often accept anyone who will sit in front of a camera. Also make sure to include a portrait shot that shows your face clearly, as well as a full body shot.

 * Don't post pictures showing you amongst large groups of people. Remember that the user doesn't know you yet, so they'll have trouble to pick out which of the people is you.

 * Also include some photos that reflect your personality. One author of this book posted a photo of a tiny paper crane perched on a coin, along with a note that the paper was smaller than a fingernail. Persons that like your photos will tend to like you.

 * Go not into too much depth in listing your favorite bands or books. Fifteen or twenty examples is plenty; if they have that kind of attention span for your interests, it's best to talk with them face-to-face. Pare it down to the best in every general category, so that you can present the most important parts of each facet of your personality.

 * Make sure your spelling, grammar, and punctuation is correct. At the very least run a spell checker through your profile. Do not write in txt spk, and do not use overuse "lol" and exclamation marks!!!!!!! You might think that spelling isn't that important, but remember that your picture and those few paragraphs of text are all the other user sees of you, so it's important to make the most of this small window. Bad English will give many users a bad first impression of you. Some users might not be fussy, but good English will certainly not put anyone off, so it doesn't hurt to use it.

 * As in the rest of life, authenticity is important. Let your quirks show.  There's such a (potentially) wide audience out there. Even if you think your traits are not popular, there is going to be that one person out there who is attracted to exactly those traits, and the more honest you are the more likely you are to find them. If all you say is that you're friendly and outgoing and that your interests include reading, pubs, clubs and movies, not only will your profile look like a million others, you aren't actually revealing much about yourself.

 * Be yourself. Rather than lie about your flaws, show that you're a strong person by stating them openly, along with your strengths. Or simply leave them out if they're not that important. Trying to be "a better version of you" might attract more messages, but you'll just be wasting both parties' time once it comes to meeting the person.

 * Do try to contact more than one person you may be interested in at a time. A given post may have been there for weeks or more. It may not be active anymore, she could be currently involved with someone she just met, and no longer responding to replies, or she may not be interested in you, etc. If you ask one woman out, then wait for several days for a reply, you may well have wasted/missed an opportunity to meet another woman. Alternatively, you may converse online with one and find out after a few cybermeetings that you two aren't hitting it off. You are not truly dating them until you are in person anyway, and success rates for meeting people online tend to be lower than in person- it is quite possible that it gets called off after a first real date or two. It is better to anticipate that this may occur and have another potential date in the wings than to have to start over again from scratch wooing another woman for several weeks before you finally meet. Worst case scenario, both of them do like you enough to have a long-term relationship, you would have to choose the one you liked more, and call it off with the other. This is not exactly a horrific position for you to be in. You don't have to tell her that she was second choice, and if you're doing your job right, she won't know.

 * Don't use online dating as your sole channel of courtship. It should be a supplement to traditional ways of socialising, not a replacement.

Meeting
Meeting someone for the first time can be a little uncomfortable, especially if neither person is really sure about interest. It is best to choose a place where a date can end suddenly without anyone losing face, such as a coffee shop or bar.

If you find that you are not interested in the person, do not arrange for future contact, or claim that you contact the person later, by telephone, email, or otherwise. Instead, finish your beverage, state that the meeting was nice, and wish a good day to the person.

title: Guide to Social Activity/Dating online


text:
Blender 3D: Blending Into Python/Cookbook

= Image Functions =

Edit Image in External Program
This runs in linux (probably any unix), and launches The Gimp. It could probably be modified to launch Photoshop in windows. In Gnome, KDE and Mac OS X, you can use a command to open documents using the default or a specified application. Win32 has some open command too, maybe somebody could add this in.
 * KDE: kfmclient openURL
 * Gnome: gnome-open
 * Mac OS X: open [-a ]

Find Images
This script recursively searches for images that have broken files references. It works by giving the user a root path, then finds and re-links all images within that path. Its very useful when migrating projects to different computers.

Remove Double Images
This script finds images that are referenced more than once, and looks through all meshes texface's, and assigns only one of the images. If a face has no users the image is removed. This is useful because when an image is loaded more than once, it's also loaded into system memory and graphics card memory more than once, wasting resources. Support for image type textures still needs doing.

= Material Functions =

Toon Material Batch Conversion Script
this script changes *all* materials in your currently open blend file to toon materials. after executing, check the blender console for script output.

as this script alters *all* of your material settings in your currently opened blend file, you should *not* run it on a project that has not been saved yet! changes made to materials while using this script cannot be undone!

note: changes are not permanently committed to your blend file unless you choose to save your file after executing this script.

= Curve Functions =

Length of a curve
This function gets the combined length of all edges. Most useful to get the length of a curve. Be careful, because it will get the length of every curve in a curve object!

Note that this function doesn't take the object's transformation into account when getting the length.

= Text Functions =

Paste Text in Unix
Paste text in X11, requires uclip []

Save all Texts as files
Saves all text editor texts as files in the current working directory. WARNING: This will overwrite files with those names!

= Mesh Functions = Examples and functions for Blenders NMesh, GMesh and new Mesh module.

Mesh tool template
Use this to base your editmode mesh tool on.

Desaturate Meshes VertCol
Uses the new Mesh module. In Blender 2.4 only. Desaturates using the same weighting as Photoshop uses.

Point inside a Mesh
This function returns 1/0 depending on whether the provided point is inside a mesh. It relies on the mesh having a continuous skin, no holes in it. (Otherwise the problem doesn't make sense.)

It uses the method of seeing how many face intersections there are along a line segment between that point, and a point somewhere outside the meshs bounds.

An even number of intersections means it's outside, an odd for inside. Hence we return len(intersections) % 2 where intersections generates a list of intersections.

This function uses a Z direction vector so we can save some CPU cycles by first doing an X/Y bounds test to see if the points could intersect, before doing a full ray intersection.

Scanfill for importers
This function takes a mesh and a list of vert indicies representing an ngon. It returns a list of tri indicies that make up the scanfilled face. This is much more useful for importers.

it also handles cases where scanfill does not work by returning a triangle fan.

It may be faster then using the mesh.fill function on your original mesh because cycling editmode can be slow on a lot of data. Another advantage with this function over simply using fill is you can be sure the faces will be flipped the right way, according to the order of the indicies.

Triangulate NMesh
This is a function to be used by other scripts, its useful if you want to make your life simpler by only dealing with triangles. The shortest edge method is used for dividing the quad into 2 tri's.

Fix vertex winding in "bowtie" quads
Sometimes you may encounter quad faces which, although correctly coplanar, aren't quite "full". This comes from the vertices being in the wrong order, and causes the face to overlap itself, often leaving undesired holes and black areas where the normals point the wrong way. To see what this all means, just make a plane and switch places for the vertices at any edge. The connecting edges will then cross. Since the normals of the face don't make sense in this situation, the script can't guarantee that the normal points outwards after finishing.

Remove Verts Without removing entire faces
Script that uses the mesh template above. removes verts but surrounding quads will be converted to tri's. Note This only works with NMesh.

GMesh AutoSmooth Mesh
This function uses GMesh to autosmooth manifold meshes, it requires the GMesh module.

Be careful because it will smooth your mesh in place, so make a copy of your original object if you don't want it modified.

ScanFill
To simulate typing "Shift F" in blender to create scanfill selected edge loop (edit mode only)

This will only work if the 3D view is open.

Expanded Scanfill function
Self contained scanfill function, based on the code above. Note, this function needs a 3D view to be available Example function usage.

Copy NMesh Face
Returns a new face that has the same properties as the original face but with no verts

Returns the Faces centre as a Vector
Note, Blenders Mesh API now has face.cent access

Take 1 NMFace and return a vector as its centre, will use an existing vector object "cent" if provided.

Flip Faces Up
I used this script to flip all faces in many terrain meshes to point up. It uses Mesh as opposed to NMesh.

Scale UVs
Scales all uv coords for selected mesh objects.

Find a material in all Meshes in all Scenes
Sometimes You have a lot of mesh object and materials you don't want any of them to use. This script can help you find those objects.

Faces share an edge
The 2 faces share an edge, its best to make sure your not comparing the same faces, and remove the first 'if'.

Get Edge Angles
Returns a list of angles, the combine angle difference of all faces that use the edges. the angles returned are in sync with mesh.edges. Edges with 0 or 1 faces will have Zero angle.

This function uses Blender.Mesh not Blender.NMesh mesh data.

Mesh Ray Intersect
Intersect a ray with a mesh, Assume the mesh has no loc/size/rot.

Copy Vertex UV to Face UV
Copies the Vertex UV coordinates (Sticky) to face UV coordinates (TexFace).

= Math Functions = Here is the place to add math examples, they can be blender specific or generic python math functions.

Changing Rotation Axis Order
If you ever have trouble converting between different rotation systems its possible that the order of rotations is the problem.

Get Angle between 3 points
Get the angle between line AB and BC where b is the elbow.

Point inside a tri (2D)
Returns True if pt is inside the triangle. only gives a correct answer when pt lies on the triangles plane.

Apply Matrix
Applys a 4x4 transformation as returned by object.getMatrix, to a vector (3d point in space)

This is useful for finding out the position of a vertex in worldspace.

Blender 2.43 supports this simply by doing "newvwec = vec*matrix" but its good to know how to do it manually

2D Line Intersection
Intersect 2 lines, if so where.

If there is no intersection the retured X value will be None and the y will be an error code.

The first line is (x1,y1, x2,y2), the second (_x1,_y1, _x2,_y2)

Round to power of 2
This function takes any number and rounds it to the nearest power of 2 value (2,4,8,16,32,64,128,256,512,1024,2048, 4096...) This is useful for rounding textures to sized that load into graphics card memory.

It returns 3 values. rounded down, round closest, rounded up.

Closest Point (snapping)
Returns the vector that is closest to point. Good for snapping.

= Blender Object Scripts =

Linked Duplicate Object
There is no function in B:Python to make a linked duplicate of an object (Alt+D) so here is a function that does it for you.

Note Since this was written Blender.Object.Duplicate has been added as well as object.copy

Select Double Objects
Finds double object- objects that have the same dataname, type and loc/size/rot

NLA strips Examples
Example code for manipulating NLA strips and action strips

= Blender Windowing and User Interface Scripts =

Auto Buttons
Auto Buttons is a really easy way to add a stack of buttons into any script. Add the AutoButtons text to the bottom of any script and any function ending with _bgui will have a button that calls it.

An example of a function that could use this

Popup Menu Wrapper
This script takes a string that you would normally give to Draw.PupMenu splitting up the menus by the groupsize.

= General Python = Here add general python code, useful when Python scripting.

Benchmark Script
Script that times different functions.

Iterate Multiple Lists
Sometimes you want to loop over more than 1 list at once. if the lists your dealing with are large then creating a new list for the purpose can be slow and use too much memory. This class takes multiple lists and treats them like 1 big list. without having to make a new list.

Some examples Another example that takes verts from 3 meshes and adds them to 1 mesh using this iterator and list comprehension.

Binary Conversion (Without Struct)
Thanks to SJH 07/29/2004 20:26:03

Randomize List
Returns a randomized list. Note if you can import random, use random.shuffle(ls) instead.

Remove Doubles in List
Removes doubles in a list, modifying the original list. (will use an objects cmp function)

Remove Doubles in List (Hash)
Return a new list with no doubles.

Get flag properties of a sum
A lot of properties in Blender are flags and stored in a sum of exponentials of 2. To find out that a specific flag is set and it is included in the sum try this function:

Call the function in that way:

Fraction Data Type
Allows creation of fraction data and all operations on them within the real number system.

Get a name with sane chars
This function can be used when you are making a filename from an object/mesh/scene... name. Blender supports many characters in a name that a filesystem may not.

saneFilechars replaces these characters with "_"

= Colour Scripts = A place for scripts that deal with colours.

RGB to HSV
Convert Red/Green/Blue to Hue/Saturation/Value

r,g,b values are from 0.0 to 1.0

h = [0,360], s = [0,1], v = [0,1]

if s == 0, then h = -1 (undefined)

''The Hue/Saturation/Value model was created by A. R. Smith in 1978. It is based on such intuitive color characteristics as tint, shade and tone (or family, purety and intensity). The coordinate system is cylindrical, and the colors are defined inside a hexcone. The hue value H runs from 0 to 360º. The saturation S is the degree of strength or purity and is from 0 to 1. Purity is how much white is added to the color, so S=1 makes the purest color (no white). Brightness V also ranges from 0 to 1, where 0 is the black.''

HSV to RGB
Convert Hue/Saturation/Value to Red/Green/Blue

=Interactive Tools=

Freehand Polyline Draw Tool
=Render Functions=

Render from all cameras
This script renders an animation from all cameras in a scene, it makes a new name from the camera and leaves the scene as it was originally.

Be sure to use useful camera names.

=Scriptlinks=

Monitor Image
This Script needs to be used as a redraw scriptlink. It checks the date of the current image and attempts to reload the image, and if successful it redraws the image.

Dynamic Text
This script needs to be used as a FrameChanged script linked to a Text object. Change the Years.append line to choice the years of the timeline.

=External Utils=

Compress All Blend files (Unix Only)
Sine blender 2.41, support for GZip compression has been integrated into blender. So you can gzip all blend files and they will still open as expected.

This utility searches your hard-disk for blend files and gzips them if they are not already compressed.

Note: python3 required.


text:
Talk:Physics with Calculus/Mechanics/Motion in Two Dimensions

$$ v^2 \equiv \mathbf{v} \cdot \mathbf{v} $$

$$ v^2 \hat{\mathbf{a}} = v_0^2 (2 \hat{\mathbf{v_0}} \cdot \hat{\mathbf{a}}  \hat{\mathbf{v_0}} - \hat{\mathbf{a}}) + 2 \| \mathbf{a} \| (\mathbf{r} - \mathbf{r_0} ) + 2 \| \mathbf{v} \| \| \mathbf{v_0} \| (\hat{\mathbf{v}} \cdot \hat{\mathbf{v_0}} \hat{\mathbf{a}} - \hat{\mathbf{v}} \cdot \hat{\mathbf{a}} \hat{\mathbf{v_0}}).$$

$$ v^2 \hat{\mathbf{a}} = v_0^2 (2 \hat{\mathbf{v_0}} \cdot \hat{\mathbf{a}}  \hat{\mathbf{v_0}} - \hat{\mathbf{a}}) + 2 \| \mathbf{a} \| (\mathbf{r} - \mathbf{r_0} ) $$

Untitled
Because (at least from what i think is going on) $$ (\hat{\mathbf{v}} \cdot \hat{\mathbf{v_0}} \hat{\mathbf{a}} - \hat{\mathbf{v}} \cdot \hat{\mathbf{a}} \hat{\mathbf{v_0}}) $$ is 0, because of the commutativity of the dot product.

$$ v^2 \hat{\mathbf{a}} = v_0^2 \hat{\mathbf{a}} (2 \hat{\mathbf{v_0}} \cdot  \hat{\mathbf{v_0}} - 1) + 2 \| \mathbf{a} \| (\mathbf{r} - \mathbf{r_0} ) $$ By the distributive property of the dot product.

But $$ \hat{\mathbf{v_0}} \cdot \hat{\mathbf{v_0}} $$ is 1, since $$ \hat{\mathbf{v_0}} $$ is a unit vector.

$$ v^2 \hat{\mathbf{a}} = v_0^2 \hat{\mathbf{a}} (2 - 1) + 2 \| \mathbf{a} \| (\mathbf{r} - \mathbf{r_0} ) $$

$$ v^2 \hat{\mathbf{a}} = v_0^2 \hat{\mathbf{a}} + 2 \| \mathbf{a} \| (\mathbf{r} - \mathbf{r_0} ) $$

By definition, $$ \hat{\mathbf{a}} = \frac{\mathbf{a}}{\| \mathbf{a} \|} $$

so

$$ v^2 \frac{\mathbf{a}}{\| \mathbf{a} \|} = v_0^2 \frac{\mathbf{a}}{\| \mathbf{a} \|} + 2 \| \mathbf{a} \| (\mathbf{r} - \mathbf{r_0} ) $$

Multiplying through by $$\|\mathbf{a}\|$$:

$$ v^2 \mathbf{a} = v_0^2 \mathbf{a} + 2 \| \mathbf{a} \| \| \mathbf{a} \| (\mathbf{r} - \mathbf{r_0} ) $$

Assuming we have defined $$ \| \mathbf{x} \| $$ as $$\sqrt{\mathbf{x} \cdot \mathbf{x}} $$:

$$ v^2 \mathbf{a} = v_0^2 \mathbf{a} + 2  \mathbf{a} \cdot \mathbf{a} (\mathbf{r} - \mathbf{r_0} ) $$

which is:

$$  \mathbf{a} \cdot (v^2  - v_0^2 - 2  \mathbf{a} \cdot (\mathbf{r} - \mathbf{r_0} ))  = 0$$

Since the stuff in the parens is a scalar, either the acceleration is 0 or the stuff in the parens is. Assuming a nonzero acceleration:

$$ \mathbf{a} \neq \mathbf{0} $$

than

$$ (v^2 - v_0^2 - 2  \mathbf{a}  \cdot (\mathbf{r} - \mathbf{r_0} ))  = 0 $$

which implies:

$$ v^2 = v_0^2 + 2  \mathbf{a} \cdot  (\mathbf{r} - \mathbf{r_0} )) $$

Which is _not_ useless, since this equation is not dependant on time. Thegeneralguy (talk) 15:35, 1 September 2008 (UTC)

"$$\Delta x = v_{xf}\Delta t + \begin{matrix} \frac{1}{2} \end{matrix} (v_{xf}-v_{xi}) \Delta t$$

This simplifies to:

$$\Delta x = (v_{xi} + \begin{matrix} \frac{1}{2} \end{matrix} v_{xf} - \begin{matrix} \frac{1}{2} \end{matrix} v_{xi})\Delta t$$"

Is this right? Does $$v_{xf}$$ simplify to $$v_{xi}$$?

I changed it to $$v_{xi}$$


text:
Talk:Calculus/Improper Integrals

Todo:
 * 1) add examples which require use of Lhopitals rule to evaluate the limit Juliusross 17:10, 6 October 2005 (UTC)
 * 2) add some examples which require knowledge of special function at infinity (e.g. arcsin) Juliusross 17:10, 6 October 2005 (UTC)
 * 3) many examples for comparison theorem  Juliusross
 * 4) implement a standard for how definitions are presented Juliusross 17:10, 6 October 2005 (UTC)
 * 5) examples of improper integrals with discontinuity (e.g. 1/x^p, ln x, jump discontinuity)

There is a serious error in example 2.
 * I am not sure exactly what you mean by this: the example is itself illustrating that there is a possible error.  I think what is written is OK Juliusross 04:20, 11 January 2006 (UTC)

Example 2
I agree about Example 2. It is an improper integral but to me it is incorrect to say it diverges. The Fundamental Theorem of Calculus answer is correct in this case (which is ln(1)-ln(3) = -ln(3) btw, not ln(5/3)). Perhaps a different example to avoid going into why it converges in this case.

title: Talk:Calculus/Improper Integrals


text:
Bicycles

Wikibooks Bicycles A Guide to Choosing, Riding and Maintaining Your BicycleThis wikibook is a comprehensive guide to choosing, riding and maintaining bicycles. It aims to be easily understood by the rank amateur whilst also having useful information for budding or experienced bike mechanics.

If you come across anything that you don't understand, please do leave a message on the relevant discussion page, and a contributor will get back to you. If you're having trouble, chances are someone else is too. If you have something to contribute to this wikibook, please read the /Contributors/ page for guidelines and then edit boldly.

Cycling

 * 1) /Introduction/
 * 2) /Learning to Ride/ (include first steps, maintaining balance, and turning)
 * 3) /Buying a Bicycle/
 * 4) Riding styles
 * 5) /Equipment and Accessories/
 * 6) /General Safety/
 * 7) /Road Safety/

Bicycle Mechanics

 * 1) Maintenance and repair
 * 2) /Modifications/

Wikibook

 * 1) /Contributors/
 * 2) /External Links/

Related books

 * The Unicyclopedia
 * Wikijunior:Transport

title: Bicycles


text:
Cookbook:Veggie Salad

| Side dishes |  Canadian Cuisine

This veggie salad is a light vegetable salad with a dash of spice to it.

Ingredients

 * ½ cup (120 g) diced onion
 * ½ cup (120 g) chopped celery
 * 1 cup (240 g) shredded carrot
 * ½ (120 g) cup cubed tomato
 * 4–6 chopped green beans
 * 4–6 chopped yellow beans
 * 1 green pepper
 * 3 chopped walnuts
 * 1 tablespoon of fresh parsley
 * 1 teaspoon of pepper
 * 1 teaspoon of paprika
 * ½ teaspoon of chives
 * ½ teaspoon of salt

Procedure

 * 1) Cut the green pepper into long thin strips.
 * 2) Toss vegetables together in a large bowl.
 * 3) Using a mortar, grind the spices together, and sprinkle over salad.
 * 4) Sprinkle walnut chunks over salad.
 * 5) Serve.

Notes, tips, and variations

 * One can easily substitute the cubes of tomato for cherry tomatoes or plum tomatoes, but these both contain seeds, and the bitterness is often undesirable.

title: Cookbook:Veggie Salad


text:
Kinematics/2D Coordinate Systems

= Coordinate systems = There are several ways of assigning coordinates to a system. Which one you choose depends on what is happening within the system.

Fixed Rectangular coordinates
In this coordinate system, vectors are expressed as an addition of vectors in the x, and y, direction from a non-rotating origin. Usually $$\vec i \, \!$$ is a unit vector in the x direction, and $$\vec j \, \!$$ is a unit vector in the y direction.

The position vector, $$\vec s \, \!$$ (or $$\vec r \, \!$$), the velocity vector, $$\vec v \, \!$$, and the acceleration vector, $$\vec a \, \!$$ are expressed using rectangular coordinates in the following way:

$$\vec s = x \vec i + y \vec j$$

$$\vec v = \dot {s} = \dot {x} \vec {i} + \dot {y} \vec {j}$$

$$ \vec a = \ddot {s} = \ddot {x} \vec {i} + \ddot {y} \vec {j}$$

Note: $$ \dot {x} = \frac{dx}{dt} $$, $$ \ddot {x} = \frac{d^2x}{dt^2}$$

Rotating coordinates
Unlike rectangular coordinates which are measured relative to an origin that is fixed and non rotating, the origin of these coordinates can rotate and translate - often following a particle on a body that is being studied.

This system of coordinates is based on three orthogonal unit vectors: the vector $$ \vec i$$, and the vector $$ \vec j $$ which form a basis for the plane in which the objects we are considering reside, and $$\vec k$$ about which rotation occurs.

Derivatives of Unit Vectors
The position, velocity, and acceleration vectors of a given point can be expressed using these coordinate systems, but we have to be a bit more careful than we do with fixed frames of reference. Since the frame of reference is rotating, we must take the derivatives of the unit vectors into account when taking the derivative of any of these vectors. If the coordinate frame is rotating at a rate of $$\vec \omega \, \!$$ in the counterclockwise direction (that's $$ \omega \vec k$$ using the right hand rule) then the derivatives of the unit vectors are as follows:

$$\dot \vec i = \omega \vec k \times \vec i = \omega \vec j $$

$$\dot \vec j = \omega \vec k \times \vec j = - \omega \vec i $$

Position, Velocity, and Acceleration
Given these identities, we can now figure out how to represent the position, velocity, and acceleration vectors of a particle using this coordinate system.

Position
Position is straightforward:

$$\vec s = x \vec i + y \vec j$$

It's just the distance from the origin in the direction of each of the unit vectors.

Velocity
Velocity is the time derivative of position:

$$\vec v = \frac{d\vec s}{dt} = \frac{d (x \vec i)}{dt} + \frac{d (y \vec j)}{dt}$$

By the chain rule, this is:

$$\vec v = \dot x \vec i + x \dot \vec i + \dot y \vec j + y \dot \vec j$$

Which from the identities above we know to be:

$$\vec v = \dot x \vec i + x \omega \vec j + \dot y \vec j - y \omega \vec i = (\dot x - y \omega) \vec i + (\dot y + x \omega) \vec j$$

or equivalently

$$\vec v = (\dot x \vec i + \dot y \vec j) + (y \dot \vec j + x \dot \vec i) = \vec v_{rel} + \vec \omega \times \vec r$$

where $$\vec v_{rel}$$ is the velocity of the particle relative to the coordinate system.

Acceleration
Acceleration is the time derivative of velocity.

We know that:

$$\vec a = \frac{d \vec v}{dt} = \frac{d \vec v_{rel}}{dt} + \frac{d (\vec \omega \times \vec r)}{dt}$$

Consider the $$\frac{d \vec v_{rel}}{dt}$$ part. $$\vec v_{rel}$$ has two parts we want to find the derivative of: the relative change in velocity ($$\vec a_{rel}$$), and the change in the coordinate frame ($$\omega \times \vec v_{rel}$$).

$$\frac{d \vec v_{rel}}{dt} = \vec a_{rel} + \omega \times \vec v_{rel}$$

Next, consider $$\frac{d (\vec \omega \times \vec r)}{dt}$$. Using the chain rule:

$$\frac{d (\vec \omega \times \vec r)}{dt} = \dot \vec \omega \times \vec r + \vec \omega \times \dot \vec r $$

$$\dot \vec r$$ we know from above:

$$\frac{d (\vec \omega \times \vec r)}{dt} = \dot \vec \omega \times \vec r + \vec \omega \times (\vec \omega \times \vec r) + \vec \omega \times \vec v_{rel} $$

So all together:

$$\vec a = \vec a_{rel} + \omega \times \vec v_{rel} + \dot \vec \omega \times \vec r + \vec \omega \times (\vec \omega \times \vec r) + \vec \omega \times \vec v_{rel} $$

And collecting terms:

$$\vec a = \vec a_{rel} + 2(\omega \times \vec v_{rel}) + \dot \vec \omega \times \vec r + \vec \omega \times (\vec \omega \times \vec r)$$

title: Kinematics/2D Coordinate Systems


text:
Kinematics/3D Coordinate Systems

= Fixed Rectangular Coordinate Frame =

In this coordinate system, vectors are expressed as an addition of vectors in the x, y, and z direction from a non-rotating origin. Usually $$\vec i \, \!$$ is a unit vector in the x direction, $$\vec j \, \!$$ is a unit vector in the y direction, and $$\vec k \, \!$$ is a unit vector in the z direction.

The position vector, $$\vec s \, \!$$ (or $$\vec r \, \!$$), the velocity vector, $$\vec v \, \!$$, and the acceleration vector, $$\vec a \, \!$$ are expressed using rectangular coordinates in the following way:

$$\vec s = x \vec i + y \vec j + z \vec k \, \!$$

$$\vec v = \dot {s} = \dot {x} \vec {i} + \dot {y} \vec {j} + \dot {z} \vec {k} \, \! $$

$$ \vec a = \ddot {s} = \ddot {x} \vec {i} + \ddot {y} \vec {j} + \ddot {z} \vec {k} \, \! $$

Note: $$ \dot {x} = \frac{dx}{dt} $$, $$ \ddot {x} = \frac{d^2x}{dt^2}$$

= Rotating Coordinate Frame =

title: Kinematics/3D Coordinate Systems


text:
Arabic/Book/Authors links

Links that Authors might want to see, but are unimportant to users go here.

A delinked page is one where links to it are removed so that users do not encounter it. Pages that don't fit, and/or are incomplete, and/or do not go into the book, should be delinked. If it is not useful, or another page already does a better job, a page should be delinked to ease navigation for the user.

Delinked Pages

 * ../../Reading Arabic/
 * ../../Forming words from letters/

title: Arabic/Book/Authors links


text:
Biblical Studies/Christianity/John 4

The Updated Modernity Version (Parallel, Annotated) John 4
  THE NEW TESTAMENT

John 1 − 2  − 3  − 4  − 5  − 6  − 7  − 8  − 9  − 10  − 11  − 12  − 13  − 14  − 15  − 16  − 17  − 18  − 19  − 20  − 21

title: Biblical Studies/Christianity/John 4


text:
Arabic/Book/For Contributors

 صحف للمحررين

For Editors
Information for those helping with the production of the text.

You can contribute. These pages are freely editable.

If you find a mistake, especially spelling mistakes correct it. If you find a mistake, but are not sure if it is a mistake, go to the discussion page by clicking on the discussion tab at the top of the page. Once you reach the Discussion page click edit, and add your comment to the bottom of the discussion page.

If you want to add content, please do. The best would be to add it to a new page. First do it by editing a page, and adding a link in the source. Save the page. Click on the new link you created, it should be red, if it is not red, The address of the link is wrong. Change the link name by changing what is written before the vertical line between the groups of two brackets. You will then find yourself at a new page, where you can begin writing.

There are a few conventions of this book that you should follow. These conventions are on the conventions page. It is always better to check the focus of construction page to determine where your contribution is most needed.

 * Book Plan
 * ../Authoring Rules/
 * Book Plan
 * Features to Add
 * Transliteration system
 * Transliteration System
 * Arabic Writing representation

 * Layout proposals
 * Authors Links

Tasks (How you can help)
Contribute to Unit 1 (Learning the alphabet, and reading, and writing), Especially in planning it.
 * Current articles to improve
 * Other tasks

Templates

 * Learn Reading
 * Take-Apart Template
 * Transliteration Template

Working Grounds

 * Extra Phrases

Misc.

 * LOCAL JUNK BOX
 * Arabic/Verb Type/1
 * Arabic/Verb Type/2
 * Arabic/Verb Type/3
 * Arabic/Verb Type/4
 * Arabic/Verb Type/5
 * Arabic/Verb Type/6
 * Arabic/Verb Type/7
 * Arabic/Verb Type/8
 * Arabic/Verb Type/9
 * Arabic/Verb Type/10

title: Arabic/Book/For Contributors


text:
Arabic/whoseQuestions

INCOMPLETE- ALPHA-STAGE—needs verification

In English, we sometimes say things like: Q1. "Whose pen is that?" Q2. "Whose mother picks up the kids?" Q3. "Whose father died?" Q4. "Whose friend is in trouble"

And the answers go something like this: A1."That's my pen." A2. "Fred's mother picks up the kids." A3. "My best friend's father died." A4. "His best friend is in trouble."

But sometime people can't give different types of answers: X1. "I don't know." X2. "What?! Someone picks up the kids from school?! I thought they walked home." X3. "I think John's father died." (the speaker is not certain) X4. "No one is in trouble."

So how do we say "Whose" like it was in Q1, Q2, Q3, and Q4. Well, instead of saying whose in Arabic we say لـمن (li-man). Recall that لِـ (li) is a preposition meaning "for", as in "He spoke for John." And recall that من (man) means "who" but only in a question so it kind of means "who?". So instead of saying "Whose", we say something that literally translates to "for-who".

So let's try to translate Q1. لـمن will start the sentence instead of "whose".

title: Arabic/whoseQuestions


text:
Talk:Arabic/whoseQuestions

-v-BeginTwoThirty--v-

Untitled
Arabic Sentence Translation request We need knowledgable people to provide appropriate translations for all the numbered English sentences (the questions and answers), as well as an explanation. Provide it below by pressing edit this page. Providing an explanation is also helpful.Please, help if you can. ^---TwoThirty-End Msg--^

title: Talk:Arabic/whoseQuestions


text:
Talk:Bookbinding

Suggestions
(Joel had put "bone thingy" in the tools section)
 * do you mean a bone folder? Also, a paperknife can serve as a bone folder, and is an important book making tool by itself. A paper knife is any unserrated knife, an old fashioned butterknife will work, but is usually a little smaller, while metal spatulas are often too large and a little too flexible. 160.94.120.197 18:02, 19 October 2005 (UTC)lotusduck

(and from the types of binding section) - also stiff leaf is a simple binding, this is the binding of old, old photo albums, it's "leafs" have a little measurable width to them, and the binding only involves the leafs, several cuts of book cloth and PVA. Here's a picture:http://itsnt166.iowa.uiowa.edu/YAH-DP/01112005.html

It seems like I may have to make pictures or illustrations of this one myself. Or one of you could do it. In doing other simple Japanese stitch styles we could move more into the proper kinds of thread and paper neccessary for accurate recreations of early Japanese books. Also, perhaps there should be something in "perfect binding" on restoring your own paperback books, but should I assume access to a guillotine?
 * I've been in touch with a binding press maker who has a nice page up on bookbinding techniques, focusing on the fan gluing. Hopefully he will decide to release his work: he has quite a few good photos on his site.

 * You probably shouldn't assume access to a guillotine, but there's a nice alternative on Douglas Jones's website. His current license is quite relaxed already, so perhaps we should ask him about licensing it to the GFDL.  There's boilerplate for that here.--Polyparadigm 00:09, 20 October 2005 (UTC)

Todo:

 * classify as "How to"
 * Write introduction [[Image:75%.png]]
 * Printing of e-books & re-printing of traditional books
 * discuss psbook, photocopying
 * Repair & preservation of existing books
 * Making of notebooks, diaries, scrapbooks, etc.
 * Bookbinding as an artform
 * paste in content when an author replies to a release request[[Image:25%.png]]
 * Japanese style [[Image:100%.png]](based upon content from http://www.sff.net/people/Brook.West/bind/bindit.html; used by permission, under the terms of the GDFL.)
 * Convert images to png format (can be found at above website)
 * Upload images to Commons under GFDL license, with credit to original author & link to website on each image page
 * Move to Bookbinding/Japanese side stitch or a similar page
 * Add material from Bookbinding: A Tutorial © 1995 by Douglas W. Jones, which he has kindly offered permission to use here. [[File:00%.svg]]
 * plane Bookbinding/Plane
 * The long-stitch
 * images
 * text
 * Page layout

German
Buchbinden – perhaps you want to include this link somewhere on your page. LivingShadow (talk) 12:18, 15 September 2009 (UTC)

 * ✅. The "in other languages" section on the left side of Bookbinding now links to Buchbinden. Thank you for bringing that book to my attention. --DavidCary (discuss • contribs) 17:10, 11 July 2013 (UTC)

Bradel binding
The Wikipedia article Bradel binding claims that "Wikibooks has more on the topic of: Bradel binding". Alas, when I click on that link, I get a page that says "Bradel binding ... No results found at Wikibooks." Is there information about what Wikipedia calls Bradel binding anywhere in Wikibooks -- perhaps under some other name? --DavidCary (discuss • contribs) 17:10, 11 July 2013 (UTC)

title: Talk:Bookbinding