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Chinese Checkers

The Board and Pieces
The board is the shape of a six point star, with holes for possible moves of the pieces, typically marbles or pegs. The center of the board forms a hexagon with five holes along each side. Each point forms a triangle with ten (10) holes in four rows; 1 + 2 + 3 + 4 = 10. The points are typically different colors, corresponding to the colors of the pieces.

The Object
The object of the game is to be the first to get all of your pieces from the point in front of you across the board, and completely into the point on the opposite side.

Starting
2, 3, 4, or 6 players can play a game. Each player chooses the color of his or her pieces and fills one of the points of the star with his or her pieces as follows: Two (2) players begin at the opposite ends of the star, across from each other. Three (3) players set up occupying every other point. Four (4) players set up with two on one side, across from the other two players.

Players typically agree on the method to determine who plays first, and second. (The roll of a die, coin tosses, youngest, etc.) Play usually follows a clockwise or counter-clockwise order.

Play
On a player's turn they must move only one piece. The move may consist of moving one piece into the adjacent empty hole, the piece may jump over one adjacent piece into a empty hole, or can make two or more multiple jumps. The player can jump over their own pieces, or over the pieces of any of the other players. Each jump in a string of multiple jumps must jump only one adjacent piece landing in an empty hole. A piece cannot jump over two or more pieces in a line, but a piece can jump zig-zag over two or more pieces.

Except for the holes along the edges, all (other) holes have six holes around them, corresponding to the direction of the next move or jump.

Opening Moves
Knowledge of openings is very important to playing Chinese Checkers well—similar to chess. In play among experienced players there are only a few openings that are commonly seen. Although there are 14 possible first moves (7 if you eliminate symmetrical moves for the first player), experienced players play only two.

By far the most common first move is to move one of the two marbles on either end of front row of the four forward marbles one space forward and towards the center (as illustrated by green in the picture). This is the first move of the two most common openings the "sidewinder" and "cross caterpillar", there are many other less common openings.

A much less common first move sometimes played by advanced players is to move one of the marbles in the front row one space forward and away from the centerline (the red marbles in the picture nearby show these moves). This first move leads into "Squad's opening" and other similar openings.

Get as far as possible
One of the most basic strategies of the game is, of course, to get as far as possible. However, during play, it is not always the best move to go to the very end of a jump; sometimes you have to block your opponent. Although they may not like this, it is a real advantage to block them. Of course if you imagine a computer player, they will do this automatically if they think one extra move ahead!

Keep moves near a center line
If you split up your pieces at the wrong moment you'll find that you will be left with a lonesome piece that will take you a lot of wasted moves to get to the end. Also, there are always more pieces in the center line than near the edges. So keeping your pieces near the center line is an important advantage as you can always move your pieces.

Get into the goal area
If you have your pieces inside the goal area, it is also easier to feed following pieces in. The two outer edges seem to be more of an advantage. Often you may shuffle the pieces inside the goal to get more in, but don't overdo it; you have to get the external pieces in the shortest number of moves.

The piece furthest away from goal
This is a major help in play. You should always check your last piece because it can quite rapidly become stranded and you will lose the game. Basically, before making a move always check if you can get the last piece up.

Good luck.

title: Chinese Checkers


text:
User:MikeBorkowski

Mike's Interests on Wikibooks: - Algebra - Analysis - Graph Theory - Economics

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

title: User:MikeBorkowski


text:
Cookbook talk:Baking Powder Biscuits

Why not add this recipe as a variant on the already present Cookbook:Biscuits page like has been done for brownies? liblamb 15:30, 27 Apr 2005 (UTC)

 * Why I didn't: because of poor name choice, I though we didn't have a biscuit recipe

 * Why we shouldn't: the brownie page is a mess; it should be 1 intro page pointing to 3 recipe pages

 * AlbertCahalan 16:42, 27 Apr 2005 (UTC)
 * Reasonable enough but more action is required then if I understand. If the brownie page should be 1 intro page pointing to 3 recipe pages shouldn't the biscuit mess have the same solution?  Do you think we should run this idea through the Talk:Cookbook page first or just start doing things?liblamb 01:47, 28 Apr 2005 (UTC)
 * Given that this is just two pages, linking both directions is also reasonable. That was done for Omelet/Omelette, but would not be reasonable for Brownie. The awkward thing about the Brownie page is that history should be preserved to meet the GNU Free Documentation License requirements. It is kind of standard (though yucky) to just copy the history to the new talk page. The biscuit recipes are different enough that they should both stay I think; the usage of egg is major and the new version has a drop-biscuit variation. Maybe "Egg Biscuit" and "Plain Biscuit"? (ick) Oh, the brownie page could use a bit of really simple image manipulation (cropping). If you are the one to do this, please use jpegtran to do it losslessly -- there is a Tk interface if you wish to use a mouse and see what you are doing. BTW, I'm planning to split up the Pizza recipe so that "Pizza" lists the different types of crust and sauce. It's the same problem. So, do you think the biscuit problem merits an intro page or just bidirectional links? AlbertCahalan 03:43, 28 Apr 2005 (UTC)
 * Well, I'm probably too lazy to do anything right now so I vote with innaction. I know, I suck, but it's the truth. :-(  liblamb 04:53, 3 May 2005 (UTC)
 * Speaking as a newcomer... it seems like having bidirectional links should work, provided not too many more recipes show up. Personally, I have a variation on "Biscuit", but it's not different enough to warrant a whole new page (half whole wheat, veg. oil for the fat) - there could just be a "variations" section. However, having "Biscuit" and "Biscuits" is confusing, since the difference (from the titles) is totally unclear. "Biscuits (simple)" and "Biscuits", maybe, since "Biscuit" is fewer ingredients? Naib 04:33, 26 August 2005 (UTC)

This page and the "Biscuits" page need to be combined. --Anon

title: Cookbook talk:Baking Powder Biscuits


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Visual Rhetoric/Semiotics and Visual Rhetoric

Basics of Semiotics
Signs

A general definition of semiotics is the study of signs and sign systems. The basic unit of meaning is the 'sign': anything which can represent a thing or an idea. Human beings create meanings for the things they perceive by incorporating ideas into their interpretations of objects which can be triggered by visual cues. The word sign itself can have multiple meanings. A sign can be anything from a literal sign such as a stop/yield road sign, to knowing that the word 'dog' is representative of an animal with four legs and a tail.

There are three basic kinds of signs: icons, indexes and symbols. An icon is a sign that resembles its object.

An Index is a sign that is physically connected to its object.

A Symbol is an arbitrary representation of an object.

Analogy: How a Sign 'works'

As part of an introduction to semiotics, it may be helpful to discuss analogy: the relationship between established meaning (experience) and new stimuli through symbols (verbal or visual). Douglas R. Hofstadter, a noted author, cognitive scientist from Indiana University delivered a speech on the subject to an audience at Stanford University as part of the Standford Presidential Lecture series. [] Hofstadter starts by explaining how, throughout our lives, we build our "mental lexicon" through what he calls chunking: (par. 18) "taking 'small' concepts and putting them together into bigger and bigger ones, thus recursively building up a giant repertoire of concepts in the mind." (par. 7) To demonstrate first how lexicon building influences our ability to understand symbols and signs through analogy, I'll share a personal story: I have a friend who has a little girl who is just learning to speak. The other day we were on a walk in a local park together enjoying the first signs of spring. During this walk, her daughter started to fuss and I asked her mom what might be the matter. Her mom said that she wanted an "s-n-a-c-k". This was a real-life demonstration of how a lexicon (in this case, of language) is gradually built. Her daughter knew the word 'snack', when vocalized, so she couldn't say it because she was out of snacks and hearing the word would make her fuss more. To communicate that to me, she spelled it; a function that her daughter had not yet developed because her lexicon was based in sounds, not strings of letters to make the word associated with that sound. Subtle examples of analogy are found in words and images we see and hear every day. Dr. Hofstadter illustrates this as a progressive process starting with single words, then compound words, then phrases, etc. (par. 19) Through what Hofstadter refers to chunking, and also, pattern matching, isomorphism and other functions associated with analogy, we achieve increasingly complex meaning with increasing abstraction from the root of that meaning. Understanding that we interpret 'signs' based on our earliest experiences—even rudimentary shapes, colors, and concepts—helps us know how to approach semiotics in a practical way.

Semiotic Theory

Semiotic theory explains the process by which meaning is found through perception and interpretation of signs. The semiotic triangle shows a good representation of how exactly one begins to perceive signs and process the rhetoric.

This model explains the way we process a perception of something that exists in the physical world, the concept or idea that object is said to refer to, and a thought or image that is representative in the mind.

Semiology and its Relationship to Verbal Text

Within semiotics there is a debate between the amount to which the meaning of visual images can be shared and understood in themselves, or if their meaning is instead based on some prior verbal knowledge. In Roland Barthes essay Rhetoric of the Image, he argues that images, and their symbolic meanings, are always contingent upon verbal text. Barthes claims that in order to reach the shared meaning, verbal text must enforce the visual with evidence. While Barthes says that the image or the text can come first, without the text, the visual alone is too ambiguous.

Kress and van Leeuwen oppose Barthes opinion of semiotics in their book Reading Images. They do not believe that text is unimportant but simply that visual images can accomplish the same message and meaning that text can, but perhaps in a different way.

Kress and van Leeuwen oppose Barthes opinion of semiotics in their book Reading Images. They do not believe that text is unimportant but simply that visual images can accomplish the same message and meaning that text can, but perhaps in a different way

Uncoded Naturalistic Representations v. Stylized Conceptual Images

The way that an image is either simplified or generalized can make that image more applicable to standard ideas and culturally shared notions. A graphic picture of a house which is made standard, rather than a detailed photograph, becomes more of an analogy of our understanding of a house rather than a specific house. On the other hand a photograph or a fairly detailed painting is easily interpreted as a representation of something from reality and therefore this is a message without a code. Images are depicted in specific ways, and with accompanying codes, in order to draw out certain meaning. If an advertising campaign wants to reach the most people they may try and use a coded picture of a child, making it very standardized and lacking detail, perhaps even in black and white. This makes the object more of a sign and a representation of a child than having the object seem like a particular person whom they don't actually know and won't be able to relate to as well.

 Semiotic Modes

Semiotic modes vary by the qualities of the medium and backgrounds of each specific type of visual object.

Social Semiotics
Social Semiotics is defined by Kress and van Leeuwen as 'the use of signs, symbols, and icons whose meanings are socially agreed upon and culturally-bound.' Understanding the way semiotics operates starts with understanding the nature in which visual communication is coded. It is coded by the way that we establish social and cultural codes manifested within images. We do not realize how explicitly coded visual images are because they become so ingrained in our understanding and behaviors as easily as walking, talking, waving hello, or driving on the correct side of the road. These are all things that we learn through a constant process of socialization just as we learn what visual images mean.

Cultural visual rhetoric relies heavily on signs because of how important signs are to every individual. Culture has a great impact on one's use and interpretation of signs. All societies in their nature use signs symbols and other shared ideas and objects in order to create and establish community through commonalties. Visual signs are just another way that societies come to develop and follow a shared culture.

Signs are intentional and motivated, but their motivations are not universal. Culture has a huge impact on these motivations, and every culture has differences in this regard. Simply put, a visual must be interpreted either by someone from the same culture as the person who created it or by someone who understands the rules and systems that typify that person’s culture. Taken out of a cultural context images and signs can mean very different things.

Although semiotics and signs can be analyzed and unified by culturally accepted signs, the mediums and manifestations, the type of visual rhetoric be it narrative or conceptual, will all determine the individual interpretations. A picture of a tree will be seen as a tree to each person usually, but it may signify many different things. For one person they may see the tree as clean air, or to someone else history, or to someone else family origins.

Semiotics Landscapes
As noted earlier in the chapter, semiotics, in its most basic definition, is the study of signs and symbols. The word sign itself has ambiguous meanings depending on what is being analyzed. However we shall use this example again in order to understand how broad of a spectrum interpretation of both images and language is on any level of communication. It is important to understand that every individual has his or her own social history (mental lexicon) and own way (analogy pathways) of interpreting images. In many cases, interpretations of an image or sign may be similar or identical from one person to another; however, it cannot be assumed that this will be the case for every image and every person regardless of culture, history and time.

Verbal and visual rhetoric are often intertwined when it comes to their interpretation, often-verbal rhetoric triggers some sort of visual depiction in our minds and imagination. The images that we recall when stimulated by various words various from person to person just as an image may inspire different thoughts and ideas.

A Hearty Example

When one hears, the word ‘heart’ one is able to correlate images with possible definitions, or interpret and encode the sound to have a particular meaning. The sound for ‘heart’ [hahrt], could potentially mean, the innermost or central part of anything or the center of the total personality, especially with reference to intuition, feeling, or emotion; or in its anatomical form, a hollow, pump-like organ of blood circulation, composed mainly of rhythmically contractile smooth muscle, located in the chest between the lungs and slightly to the left and consisting of four chambers. On the other hand, perhaps hearing the sound for 'heart', you misinterpret it for the word ‘hart’, which could mean a male deer, especially an adult male red deer. Homonyms like these present a particular challenge when hearing alone without the added stability of context, or the additional clarity of their written form. All of these meanings for the verbalized sound, pronounced 'heart' are related and attached through analogy and all have a common source of high abstraction and low complexity. The simplest and most dominant analogy pathway (the path of least resistance) is the first one utilized unless further clarification dictates otherwise. We may start by visualizing a valentine's card or open-heart surgery but end up realizing, through context, that the topic is actually 'hart', an adult male red deer.

Semiotic Landscape: A Defintion

A Semiotic Landscape is defined by Kress and Van Leeuwen as the construction of signs and symbols in a way that forms an understanding of meanings within and across cultures. Any landscape is made up of human and social interaction and production but also the effect of the land itself. A visual object is made up of its materials and corresponding signs as well as the context of the culture and its unique place among that culture.

Landscaping in Different Cultures

There are many cases where visual images can mean many different things depending on the context. The rainbow for example, even within one society, means many different things. The rainbow originates from science and depicts the range of the light spectrum. In nature, the rainbow is simply colors, which exist in light.

The rainbow came to mean luck and happiness. Seeing a rainbow in the sky holds a particular meaning. The medium of nature makes a rainbow a beautiful and often considered a lucky sighting. Rainbows are seen in many different places representing these things in themselves but taken out of its natural context rainbows have also come to symbolize that a person is or supports the homosexual lifestyle. All of these meanings are true and legitimate within the American culture. Depending on the context, that the rainbow is viewed among people will be able to take away the intended meaning.

As mentioned previously, interpretations are dependent on the social and cultural background of the individual. Words, images and gestures can hold different meanings for whoever the interpreter is. Similar to the rainbow example, non-verbal communication, including hand gestures and facial expressions, differs accordingly in various cultures. The reason for this is that every cultural group is different; both in the way they assign meaning to 'things' and, in some cases, the meaning that is assigned. It follows then, that the mental lexicon and analogy pathway of a child raised in Europe will differ from that of a child raised in Indochina. The result of this is evident in innumerable ways of experiencing, interpreting, internalizing, and then reacting to the world around them.

Conclusion
Visual communication and visual images have many similarities and differences in relation to verbal. In essence verbal communication is based off of visual symbols but the way that these two modes have been defined and thought in our society have caused them to appear stratified. In order to see the connections between the modes we must bring ourselves back to the idea of shared meanings and how we interpret all information that we are presented with. Semiotics, like texts, is based on our prior knowledge of an object or idea, combined with the context it is being presented and ending in a specific meaning or sets of meanings. Semiotics operates on a daily basis and in almost every moment of our lives. Semiotics as we have said before is recognizing simply cues and incorporating them into our lives. In order to understand the way that visual images can be understood similar to verbal images, it is important to start from the building blocks and remember that visual images too have been learned and established over time.

In essence, any physical sign can constitute visual rhetoric. According to one of the Definitions of Visual Rhetoric, “…using images to convince people instead of using words” is a staple of visual rhetoric. Employing this definition with the definition of a sign, the definition of a sign can be readjusted to say that a sign is actually simply a tool of visual rhetoricians. Therefore, if semiotics is the study of signs, then semiotics is really a study of the building blocks of visual rhetoric. In other words, semiotics is immeasurably important to the study of visual rhetoric.


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User talk:Catpad/Odzilla

Why distinguish b/t flavors and translations? How about distinguishing different POVs this way? Sj 16:54, 27 Apr 2005 (UTC)

Sure, you can call "flavor" a "POV"! Good idea, by the way. But translations are completely different matter. --Catpad 01:14, 12 May 2005 (UTC)

title: User talk:Catpad/Odzilla


text: Template:Navigate

title: Template:Navigate


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Visual Rhetoric/Narrative and Conceptual Representations

In their text Reading Images: The Grammar of Visual Design, Gunther Kress and Theo van Leeuwen propose that all images can be divided into two classifications, narrative and conceptual. These classifications separate images into two categories: those images that have a component of action and those that possess a static, timeless essence. The following chapter defines narrative and conceptual representations within the discussion of Visual Rhetoric and provides examples of each.

Narrative Representations
The first type of classification is the narrative representation. While conceptual representations "represent participants in terms of their. . . stable or timeless essence," narrative representations "present unfolding actions and events, processes of change, and transitory spacial arrangements" (59). That is, while conceptual representations show stable concepts, narrative representations show participants that are connected to one another through lines called vectors. In order for an image to be classified as a narrative representation, then, the participants in the image must be connected with a vector. According to Kress and Leeuwen, “When participants are connected by a vector, they are represented as doing something to or for each other. From here on we will call such vectorial patterns narrative”(56). Vectors represent courses or directions, and because the participants are connected by these invisible lines, the viewer understands the participants to be interacting with one another. This idea of Rhetorical Vectors relationships is the most important concept in separating narrative from conceptual representations. While narrative representations always have a vector between participants, conceptual representations never have these vectors. Despite the name, narrative representations are not always “telling” a story. Rather, the important idea is that the objects in the image are acting on and interacting with one another.

When an object in the image is viewed as being the active participant in the image, it is called the actor. In order to be an actor, the object must be either creating or interacting with a vector to convey a sense of action. The participant that the actor is interacting with, usually passive in the action process, is known as the Goal. The Goal is that object that the actor's vectors connect with to form some sort of action or interaction. While all narrative representations show some form of action, there are different types of narrative processes to consider.

Narrative Processes
As previously stated, the "hallmark of a narrative visual 'proposition' is the presence of a vector" (59). According to Kress and Leeuwen, vectors are "formed by depicted elements that form an oblique line, often a quite strong, diagonal line" (59). These vectors may be formed from a number of objects, from bodies to limbs to tools. There are usually two participants in a narrative representation. The "Actor" is "the participant from whom or which the vector departs" (59). That is, the "actor" is the object in the image that produces the action on the other object in the image. The passive participant in the action process is called the "goal." The "goal" is "the participant at which the vector is directed" (74). Kress and Leeuwen distinguish different narrative processes by the types of vectors and the number and kinds of participants involved.

 * Action Processes are those in which "the Actor is the participant from which the vector emanates...or forms the vector" (63). That is, in order to be considered an Action Process, the Actor must either have a vector coming out of it or actually form the vector. According to Kress and Leeuwen, when an image has only one participant, that participant can be considered the Actor. This is called a non-transactional image--there is no Goal in these images and vectors are not "done to or aimed at anyone or anything" (63). If there is only a vector and a Goal shown in the image than Kress and Leeuwen call the action an Event. Lastly, when there are both an Actor and a Goal that is connected by a vector which stems from the Actor, then this process is called Transactional.

 * Reactional Processes are those in which an eyeline, such as a glance, by one or more of the participants, forms a vector that connects those participants. This process differs from the Action Process in that the vectors are formed solely by the gaze of one of the objects in the image. In this case, only, the participant who does the looking is called a Reactor instead of an Actor, and the passive participant is called the Phenomena, not the Goal (67). The Reactor is the participant who forms the vector with his eyes; he does the looking. Reactional Processes can be transactional and nontransactional as well (68).

A Celestial Example
The following examples showcase the difference between narrative and conceptual representations. The image found on the left is a photograph taken of the silhouettes of men and women gazing up into the night sky. Between these men and women is a telescope, also pointed towards the very heavens to which the people look. Vectors are formed out of the upward gazes of the men and women. Another vector is formed by the telescope itself, which points diagonally towards the sky. Because of the vectors, the picture on the left exhibits a narrative representation.

The picture on the right also shows a telescope. However, while the telescope on the left is in use, shown by its placement in the image and the vectors that it forms, the image of the telescope on the right is more of a timeless concept. The element in the image is shown "symmetrically, against a neutral background" (45). In short, the picture of the telescope on the right can be accurately considered a conceptual representation because there is no interaction between elements in the picture. Because of the lack of vectors to visually create action, this picture can only show the timeless concept of an astrological tool. Similarly, there is no actor present in this picture.

On the left, the counter-image is a picture of a night scene in which a group of men and women gather around a telescope while they gaze upwards towards the night sky. Unlike the conceptual representation on the right, this left-hand picture portrays an action that happens between the group of star-gazers, the telescope, and the night sky. Both pictures show the same kind of technology, but the picture on the right is vastly different than the picture on the left. Unlike the picture on the right that represents static technology, the picture on the left represents "technology in action" (46). The participants in the picture on the left (group of star-gazers, the telescope, and the night sky) are represented as active and interacting because of the vectors that connect them with other elements in the image. According to Kress and Leeuwen, while the right picture is "static, this picture [on the left] is dynamic. Where the [right] picture is dry and conceptual, the [left] picture is dramatic" (46).

Conceptual Representations
The second type of representation brought up by Kress and Leeuwen is the conceptual representation. These differ from narrative representations in many ways. Not only do conceptual representations lack vectors that are a vital element of narrative representations, these images also have a component of timelessness and represent their participants in their generalized essence. They represent a static concept rather than engaging their participants in some kind of action. Conceptual representations have three distinct subcategories to further define the way visuals define their participants: Classificatory, Analytical and Symbolical. Each of these three types carries distinct assumptions about the way they represent the world.

Classificational Processes
Classificational processes often relate their participants together through a taxonomy. Taxonomies represent the world in terms of a hierarchical order. Its main concern is the ranking of ideas in terms of an overall generalization, whether it is their unifying origin or a higher power. They are grouped by a “kind of” relation (81). Classification processes attempt to present the participants in a way that is often without context and as objective as possible. This type of representation is striving for that timelessness mentioned above and often appears in advertising and textbooks. The three types of taxonomies that are found in conceptual representations are as follows:

 * Covert Taxonomies portray a symmetrical equivalence between all of the elements in an image. Images are shown in an objective, decontextualized way to emphasize their timeless nature.

 * Single-Levelled Overt Taxonomies introduce the importance of "superordinates" and "subordinates" an an image. The superordinate and subordinate participants in an image show a higher degree of ordering than is present in a covert taxonomy, where all of the participants are seen as equivalent. In single-levelled overt taxonomies, the participants are shown in a tree structure to indicate the hierarchal relationships.

 * Multi-Levelled Overt Taxonomies are similar to the previous, except that a participant, "Superordinate," is connected to other participants through a tree structure with more than two levels. Participants in middle levels are called "Interordinates," and those at the bottom level are "Subordinates."

Analytical Process
Moving away from the simple objectivity of the classificatory process, the analytical process sets up a part-whole relationship between its participants to strive to make them fit together. The parts are called attributes, and these attributes are part of the whole, which is termed the Carrier (89). Kress and van Leeuwen provide the examples of fashion shots, which display the parts of an "outfit," and label both the Carrier ("easy-wearing, inexpensive cottons") and the Possessive Attributes (Laura Ashley trenchcoat, Stuart Membery sweater.)

Another example: maps. In a map of the United States of America, the Carrier is the entire country, and the possessive attributes are the individual states, and both are labeled either inside the image or in a legend or caption. In the case of the fashion shot and the map, neither has a vector or carries a narrative process.

Symbolic Process
Symbolical processes move beyond classificational and analytical processes in that they do not try to find relationships between concrete objective images, but they seek to establish what the images mean. Symbolic processes take two forms, symbolic attributive and symbolic suggestive(108).

 * Symbolic Attributive images are composed of two parts, the carrier and the symbolic attribute. The carrier in these instances is that which has its meaning given by the symbolic attribute and the relationship between them.

 * Symbolic Suggestive usually only have one participant, the Carrier, whose meaning is established in some other manner. These other ways of conveying meaning often establish the difference between an analytic process and a symbolic one. One example is that the colors in a symbolic suggestive image may be muted, blended or otherwise emphasized to create mood. That is to say, these images do not represent a specific moment in time, they are more concerned with create a timeless feeling, an essence of meaning.

Conclusion
This chapter on narrative and conceptual representations merely scratches the surface of the work Kress and Leeuwen have done on this topic. For further information, interested readers should consult their work, Reading Images: The Grammar of Visual Design. The idea behind this analysis is drawn from the way humans perceive, discuss, and study language (written or verbal), signs, and symbols (See: Semiotics and Visual Rhetoric.) Those ideas about language are then transferred and applied to the study of visuals, hence the name "Grammar of Visual Design." Kress and van Leeuwen maintain that although their study of language is the backbone for finding meaning in images, the two mediums (language and images) are distinct from one another. While they find similarities between the two and attempt to create a "grammar" for images, they do not hold the idea that the two are one and the same, as other scholars may believe. The comparison of language and images creates a framework of discourse that allows scholars working from all perspectives to come together and find a common ground in the field of visual rhetoric.


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CAWD/Virtual Environments

Virtual Environments
Many virtual environments are socially oriented. Communication in virtual environments allows for a safe environment to share ideas and cheap access to people worldwide. Virtual environments also allow foreign language learners to make native speaker friends from their homes. They can meet native speakers worldwide in a free space designed to promote discussion of a specific topic or simply socialization.

By the same token, educators are excited by the possibilities that this new technology offers. They have a new way of encouraging students to write, and they can connect classes worldwide. Virtual Environments offer a new way of examining language and writing.

Communication tools to enchance EFL learners' writing ability in virtual environments

 * E-mail
 * Bulletin boards
 * Real time on-line text and voice chats and whispering chat

Other features in virtual environments

 * Choosing and creating an Avatar
 * Expressing emotions and actions
 * Creating one's own rooms
 * Buying and selling virtual properties

Resources
For EFL Learners

 * Worlds Chat: "Through the creation of 3D Internet sites, Worlds Chat creates communities of users who form the basis for multi-user chat, e-commerce and advertising forums in a broad range of categories. Worlds 3D internet technology provides a contextual environment to online users, moving the current HTML print paradigm of the Internet, i.e., paging up and down, to a new level of spatial environments more akin to the real world. Within Worlds' immersive environments, online users can speak to each other through voice to voice telephony, standard web pages can be launched from within these 3D environments, supporting archived audio and video streams as well as live feeds. All these features offer a new value added layer to the current 2D internet experience" (quoted from www.worlds.com). Furthermore, this virtual community offers some on-line classes about how to create rooms, and each room has a host to help new users. However, Worlds Chat has a weakness: poor quality audio chat.

 * Active Worlds: "Active Worlds, the web's most powerful virtual reality experience, lets learners visit and chat in incredible 3D worlds that are built by other users. Learners can also create fascinating 3D worlds that others can visit and chat in minutes. The Active Worlds Universe is a community of hundreds of thousands of users that chat and build 3D virtual reality environments in millions of square kilometers of virtual territory" (quoted from www.activeworlds.com).

 * The Palace: The Palace is a vast online community of graphical interactive sites for Mac and Window users. "With the Palace User Software, learners can visit a diverse range of communities such as business, training, and learning resources; entertainment and gaming centers; gathering points for special interest groups; and also personal sites where you simply can go to chat and socialize with friends and family. In addition, if learners download the Palace Server, they can even build and customize their own personal Palace site to host other people" (quoted from www.thepalace.com). The weak points of this virtual community are 1) few avatars 2) environments just like pictures 3) no specific guidelines or guiders for new users 4) usually for children, so chat contains slang difficult for EFL learners.

 * schMOOze University: schMOOze University is a small, friendly college. Learners studying English as a second or foreign language could practice English while sharing ideas and experiences with other learners and practicers of English. Students have opportunities for one-on-one and group conversations as well as access to language games such as Scrabble and Boggle, an on-line dictionary, a virtual library and a grammar maze.

 * enCore : enCore is "an online virtual learning environment system built on LambdaMOO. It comes with a built in server-side client called Xpress. enCore was primarily designed for educational use, but can also be used for other purposes" (quoted from lingua.utdallas.edu/encore). It is perfect for digital community building, online writing projects, online conferencing, distance education programs, or just about any educational endeavor that aims to incorporate a rich and versatile online presence.

 * LambdaMOO: LambdaMOO is a network-accessible, multi-user, programmable, interactive system well-suited to the construction of text-based adventure games, conferencing systems, and other collaborative software (quoted from ftp.lambda.moo.mud.org/pub/MOO/ProgrammersManual_toc.html).

 * Diversity University: "Diversity University MOO campuses are Internet locations for serious experimentation in network-based, interactive teaching, learning and social services" (quoted from moo.du.org:8000/).

 * Planet Oit: Planet Oit is a geology educational MOO created by the Geology Explorer Project at North Dakota State University.

 * Zora: "Zora is a 3D graphical multi-user environment to explore identity and values through storytelling and programming. Learners are graphically represented as an avatar and can navigate around the city. In Zora, learners can create their own spaces and can populate the city by creating objects and symbols as well as characters with stories and cherished values. They can program them with storytelling behaviors to engage in conversations with the visitors. At the same time, learners can communicate with each other in real-time" (quoted from xenia.media.mit.edu/~marinau/Zora/).

 * WebChat Broadcasting System: "WBS has hundreds of online communities where its two million members gather to exchange ideas, get advice, and just chat" (quoted from www.wbs.net/forums/). Learners can post individual community announcements; set up a free homepage; or participate in online events. The weakness of this communities is empty chat rooms despite active forums.

---

For Virtual-environment-using Teachers and Colleagues

 * Tapped in: Tapped in is an on-line community mainly for teachers, development staff, university faculty, and researchers. It has various classes, clubs, and discussions via synchrouse chat, bulletin boards, and e-mail. Even though this community doesn't have any graphic functions, it has many strengths. First, because many members of this community are educators, chats are very valuable for deep conversation and starndard language. Second, the chat log emails the users automatically. Finally, a receptionist in the entrance helps new users.

 * TeacherBridge : TeacherBridge is an innovative set of collaborative resources for educators. The system allows for very simple access and advanced interactive tools for teachers. Supported activities are "1) Field work: several classes take part in monitoring local wildlife and water quality. Data can be collectively updated in TeacherBridge charts and table: 2) Online Discussion: set up chat workgroups for students to discuss any number of topics. Integrate chat windows with a text or problem to be discussed. These chat sessions can be secured and monitored by teachers: 3) Class management: easily publish assignments, activity guides, due dates, and the like: 4) Curriculum: share lesson plan ideas and collaborate on what works/what doesn't within various contexts: 5) Go Virtual: science fairs, gardens, journals, field trips, quizes/tests... 6) Online Portfolios: class projects, groups, or individual portfolios can be created and edited within TeacherBridge. 7) WebQuests-Classes/students can organize internet research with comments within TeacherBridge" (quoted from teacherbridge.cs.vt.edu/public/).

title: CAWD/Virtual Environments


text:
Talk:Haskell/More on functions

Thanks for the explanation of scoping for let versus where. However we haven't explained guards yet. I think the best thing is to add them to the section on function definitions.

Paul.

let vs. where

You say that (and i quote): The difference between "let" and "where" lies in the fact that "let foo = 5 in foo + foo" is an expression, but "foo + foo where foo = 5" is not. (Try it: an interpreter will gladly spit out the latter "expression".)

However, in Hugs (windows Nov. 2003 build, Haskell98 mode), " foo + foo where foo = 5 " (without quotes) evaluates just as well as the let version. Perhaps I misunderstood what you were saying?

Hmmm. GHCi rejects it. It may be that Hugs has a different way of turning typed expressions into something evaluatable which lets this through. I'll have to take out the "try it in an interpreter" bit.

Eq a =>
In Infix versus Prefix, "Eq a =>" is used for the first time but not explained.

title: Talk:Haskell/More on functions


text:
CAWD/Introduction

Introduction
Writing is a sociocultural phenomenon that reflects a community's values. According to Murray (2000), writing is “not a set of skills, whose absence or presence in individuals or communities automatically leads to particular outcomes” (p. 44). In other words, writing is not a context-free, value-neutral set of skills but a set of social or cultural practices and its participants as a community of practice” (Reder, 1994, p. 33).

Vygotsky (1978) argues that all learning is inherently social in nature. In fact, Vygotsky's theory implies that writing arises out of and retains the functions of social uses of language. A particular discourse community is characterized by the particular conventions of creating and interacting with texts. Therefore, in order to acquire writing, one needs socialization or acculturation into the distinctive conventions of the particular discourse community.

Obviously writing practices are not only social but also mental and individual: writing involves a lot more than inscribing words. It is a linguistic process that relies not only on knowledge of vocabulary and grammar, but also on knowledge of textual organization beyond the sentence level, knowledge of genres, and knowledge of conventions of spoken and written language. It is a cognitive process that involves creating links between our knowledge and textual forms and ongoing critical assessment of the quality of those links. It is a social practice, interwoven into larger social practices, that is developed through apprenticeship and shaped by its users to conform with social needs. In sum, writing is seen as a dynamic set of linguistic, social and cognitive processes that are culturally motivated (Kern, 2000).

Furthermore, writing is now situated within computer networks, and the most profound effects of computer technology on writing arise from social interaction made possible by computer networks. Social use of computer technology, especially virtual environments such as MOO and WOO, present a new opportunity to enable EFL learners to interact with native speakers in a social community for developing EFL learners' writing ability.

Seen in this context, virtual environments on computer networks and writing are closely related. Therefore, the basic premise underlying this study is that EFL writing education can be empowered by the potential of virtual environments on computer networks. I examine in more detail the question of how activities in virtual environments enhance EFL learners' writing acquisition.

title: CAWD/Introduction


text:
Talk:Digital Photography/Taking Digital Photos

Question what are MTF charts? I see the reference to them on this page but I have no idea what they are or why I might want to use them? Does somebody here have the knowledge to fill this in or at least to provide a link to where I might learn more about them. thx --SteveJM 21:04, 27 Apr 2005 (UTC)

It was difficult for me to comprehend this module because of its length. Perhaps it could be split up?

I think we can do a lot of people a favor by cutting out the fatty portions of this document that pertain to user, computer, camera, operating system, editing system specific comments. These are supposed to be the basics right? (Steve: MTF charts are graphs of how well the lens channels light through itself based on the size of the aperture. The idea is that as the aperture gets smaller - the lens is using less of the glass; conversely, as the aperture gets bigger the lens is using more glass. If the lens uses too much or too little glass - aberrations appear in the transfered light. The range between "too much" and "too little" we can describe as the lens's "sweet spot".) Again, MTF charts and references to advanced discussions should not be on this page. Steve, feel free to delete this once you've read it. --Lepercon 05:10, 6 May 2007 (UTC)

Working on "how to make an image brighter or darker..."
I'm doing a lot of cutting and clarifying. I've taught photography to youth as young as 10 and they get the "big hole" "small hole"; "long shutter" "quick shutter" thing. Its a quick way to get people thinking about how it works. The alternative is: imagine a water pipe that you can constrict the width...

If anyone feels the cuts I'm doing as unjust, please correct me. However, since most of the sections have links to wiki pages that go on at length about the topic... brevity should be our focus. --Lepercon 06:36, 6 May 2007 (UTC)

Camera Shake Section Incorrect
In the section discussing camera shake, there is no consideration given to the focal length and sensor size. For long focal lengths, shutter speeds must be faster to compensate for magnification of whatever camera shake exists. For short focal lengths, one can get away with much longer shutter speeds. That's why the rule of thumb is maximum shutter speed = 1 / focal length...


text:
CAWD/Reference

Reference
Kern, R. (2000). Literacy and Language Teaching. Oxford: Oxford University Press.

Murray, D. F. (2000). Changing technologies, changing literacies communities. Language Learning & Technology, 4(2), 43-58.

Reder, S. (1994). Practice-engagement theory: A sociocultural approach to literacy across language and cultures. In B. M. Ferdman, R-M. Weber, & A. G. Ramirez (Eds.), Literacy across languages and cultures (pp. 33-74). Albany, NY: State University of New York.

Turbee, L. (1999). Classroom practice: MOO, WOO, and more-Language learning in virtual environments. In J. Egbert, & E. Hanson-Smith (Eds.), CALL environments: Research, practice, and critical issues (pp. 17-26). Alexandria, VA: TESOL.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

title: CAWD/Reference


text:
Surgical Procedures/General Surgery

Definition:
 Increase in portal vein pressure above the normal level of 5 to 10 mmHG. When the resting portal venous pressure is above 10 mmHg. Most commonly due to obstruction: Somewhere in the portal vein or its tributaries (Prehepatic). In the portal venules and sinusoides in the liver (Hepatic). In the Hepatic veins draining into the inferior vena cava (Post    Hepatic).   Increased blood pressure in portal veins cause oesophageal varices.

Commonly Liver diseases and thrombosis in the vein causes portal hypertension and due to it occurs massive recurrent hematemesis and melaena.

Causes:
Most common:

Prehepatic:

 * Congenital absence or abnormality of the portal vein.
 * Thrombosis of the portal vein.
 * Obstruction of the Portal vein.

IntraHepatic

 * Cirrhosis.
 * Schistosomiasis.

PostHepatic

 * Constrictive pericarditis.
 * Tricuspid valvular incompetence.

Other detail causes:

 * Extrahepatic obstruction of portal vein and its tributaries
 * Congenital absence or abnormality of portal vein
 * Portal vein thrombosis *
 * Idiopathic
 * Umbilical and portal sepsis
 * Malignancy
 * Pancreatitis
 * Hypercoagulable states
 * Splenic vein thrombosis
 * Hepatic venous outflow obstruction (Postsinusoidal)
 * Suprahepatic
 * Budd-Chiari syndrome *
 * Constrictive pericarditis
 * Right heart failure
 * Smaller hepatic veins and venules
 * Veno-occlusive disease *
 * Sclerosing hyaline necrosis
 * Hepatic causes
 * Presinusoidal
 * Schistosomiasis *
 * Idiopathic portal hypertension
 * Primary biliray cirrhosis
 * Sarcoid
 * Myeloproliferative disease
 * Fibropolycystic disease
 * Sinusoidal
 * Cirrhosis *
 * Chronic active hepatitis *
 * Alcoholic hepatitis and Fatty liver *
 * Increased hepatic blood flow (rare causes)
 * Tropical splenomegaly syndrome
 * Hematological and other conditions with massive splenomegaly
 * Hepato-portal arteriovenous fistula

Pathogenesis:

The portal venous system lacks valves and hence resistance at any level between the right side of heart and splanchnic vessels results in retrograde transmission elevated pressure.

Increased resistance can occur at 3 levels

Presinusoidal

anatomically outside the liver but at a functional level proximal to the hepatic sinusoids

Sinusoidal

Occurring within the liver parenchyma, e.g. Cirrhosis

Postsinusoidal

Occurring outside the liver at the level of the hepatic veins

 NB ! Cirrhosis is the most common cause of portal hypertension. Portal vein obstruction the 2nd most common cause. Presinusoidal portal obstruction accounts for nearly 20% of all cases and they are nearly always young and often a child.

Clinical features:
Some Commonest features:

ABCDE

 * A: Ascites.
 * B: Bleeding (hematemesis, piles).
 * C: Caput medusae.
 * D: Diminished liver.
 * E: Enlarged spleen.

Major clinical manifestations include
 * Bleeding from gastroesophageal varices
 * Splenomegaly with hypersplenism
 * Ascites
 * Acute and chronic hepatic encephalopathy

All these features are related, at least in part, to the development of portal-systemic collateral channels.

Anemia.

 * Usually MicroCytic Hypochromic.
 * (Almost inevitable in Portal Hypertension)

Leukopenia and Thrombocytopenia:

 * Due to splenomegaly and hypersplenism of hypertension

Coagulation defect:

 * Due to thrombocytopenia and impaired synthesis of coagulation factors by damaged liver (Factor V, VII and X).

Liver function test:

 * LFT tests may be entirely normal in the presence of established cirrhosis.

Endoscopy:

 * Upper gastrointestinal endoscopy is the mostly reliable technique.
 * It shows the oesophageal varix and bleeding point.
 * Oesophageal varix are seen as dilated longitudinal zigzag running.
 * Excludes peptic ulcer as a source of bleeding in a patient with documented varices

Radiology:

 * Upper gastrointestinal Barium:
 * It can demonstrate oesophageal varices as filling defect in lower end of the oesophagus.
 * Not very accurate in the diagnosis of gastric varices but can detect Peptic ulcers disease.
 * Can be used when endoscopy is not available.

Two main advantages:

 * Measurement of Portal pressure.
 * Visualization of abnormal venous anatomy in case of portal hypertension.

NB! Anemia, Leukopenia and Thrombocytopenia may also occur due to bone marrow depression occurred in Alcoholic cirrhotic

Diagnosis:

 * H/o liver disease and other clinical features of portal hypertension – in maximum number of cases
 * Rarely – portal venous pressure is measured by
 * Percutaneous transhepatic skinny needle catheterization
 * Transjugular cannulation of hepatic vein
 * Both free and wedged hepatic venous pressure should be measured
 * WHVP will be raised in Sinusoidal and Postsinusoidal portal hypertension while it will be normal in Presinusoidal Postal hypertension
 * Rarely – Mesenteric and hepatic angiography may be necessary

Management

 * 1) Resuscitation.
 * 2) Diagnosis.
 * 3) Specific treatment.
 * 4) Treatment of Complications.

Resuscitation of the patient.
Same as Upper G.I tract bleeding.
 * NB!
 * In Coagulation abnormalities: Fresh frozen plasma and platelets.
 * Avoid Saline.
 * Regular Vitals recording with Input/Output charting.
 * Careful with giving sedation in hepatic cases:
 * e.g. Valium I.V
 * e.g.Librium in Alcohol withdrawals.
 * Purgatives and enema.
 * Reducing Ammonia before Encephalopathy - good choice.
 * Gastric acid secretion should be decreased.
 * e.g. Cimetidine.
 * If Ascites:
 * Strict low-salt diet.
 * Spirolactone.
 * Paracentasis.

Diagnosis:

 * Endoscopy is the main diagnostic tool.
 * Before endoscopy Lavage through Ewaled tube is good if too much bleeding.
 * Peptic Ulcer bleeding should be excluded.
 * NB!
 * Bleeding due to gastritis in patients with portal hypertension should be managed as variceal bleeding.

Vasopressin (Pitressin):
Controls variceal bleeding by splanchnic vasoconstriction.
 * In acute bleeding:
 * 20 units in 100ml of 5% Dextrose I.V over 20 minutes.
 * Followed by a continuous infusion of 0.4 unit/minute.

Side effects:

 * Cramping pain Abdomen.
 * Myocardial Ischemia.
 * Raynaud's syndrome.

Non-Selective Beta-Blockers:

 * e.g. Propranolol.
 * Prevents recurrent bleeding.
 * NB!
 * Non-Selective Beta-Blockers should not be used in decompensated liver disease, and if variceal bleeding occurs during treatment, the failure to mount a sympathetic nervous system response to blood volume loss may precipitate rapid circulatory collapse.

Endoscopic Variceal Sclerosis:
Revolution in variceal hemorrhage by decreasing mortality rate.

In acute bleeding:
NB !
 * Intravariceal injection is preferred.
 * e.g. 2.5% sodium morrhuate followed by ethanolamine oleate.

Complication:

 * Retrosternal Chest pain due to phlebitis.
 * Local microperforation. Major perforation is rare.
 * Pulmonary effusion with fever.

Balloon temponade:
Temporary method to control bleeding.
 * Should be used for Short time as possible.
 * NB !
 * Oesophageal balloon should be inflated to 45mmHG if the gastric balloon does not control bleeding.
 * In good risk patient: Avoiding it will be a good choice and urgent shunt operation will be a good choice.

Complications:

 * Aspiration is common.
 * Can produce more bleeding by sustained pressure on ulceration of gastric and oesophageal mucosa.
 * Oesophageal rupture is rare but if occurs it is FATAL.
 * Transhepatic Visceral Embolisation:
 * It is a temporary step in poor risk patients who continues to bleed following Pitressin therapy, sclerotherapy and tamponade.
 * It Occludes the feeding vessels.
 * It Causes thrombosis within oesophageal varices.

Treatment of complication:

 * Shock:
 * Barbiturates.
 * Fresh blood transfusion.
 * Clotting problem:
 * Vitamin K.
 * Fresh blood transfusion.

Encephalopathy:

 * Continuous gastric lavage.
 * Magnesium sulphate and neomycin (500mg STAT then 2 hourly) through Sangstaken tube.
 * High bowel wash.

Liver failure:

 * Plenty of Carbohydrate Per OS.
 * Low Fat diet.

Ascites:

 * Strict Low salt diet
 * Diuretics.

title: Surgical Procedures/General Surgery


text:
User:Benlee/Notes/Comp/Invisible Man

Ideas for Essay

 * blindness of Brother Jack
 * darkness from the sunglasses -- what does the green tint mean?
 * p 376 - "Let There Be Light!"
 * p 384 - They didn't accept him because they didn't see color... they didn't see color OR men

title: User:Benlee/Notes/Comp/Invisible Man


text:
Cookbook:Dinner

Dinner is the largest meal of the day. In traditional farming communities, it occurs in the afternoon and is followed by supper. Elsewhere, dinner follows lunch and is the last true meal of the day - this is excluding midnight snacks and such.

Dinner is normally a cooked meal. The primary dish nearly always contains meat of some sort, possibly seafood or poultry. Dinner is usually ended with dessert.

title: Cookbook:Dinner


text:
Cookbook:Supper

Supper is the last true meal of the day in traditional farming communities that do not eat lunch. Supper comes after dinner (which is served in the afternoon), but before midnight snacks and such. Since dinner is the largest meal of the day, supper is not.

title: Cookbook:Supper


text:
Cookbook:Lunch

Lunch is a meal served near noon or in the early afternoon. Lunch is not served in traditional farming communities that serve supper. Lunch comes between breakfast and dinner. Lunch is not a large meal, and is not usually a hot meal. One particularly characteristic lunch food is the sandwich.

title: Cookbook:Lunch


text:
Cookbook:Midnight Snack

The midnight snack is a late meal eaten just before going to bed or after waking up in the middle of the night. Some people have difficulty falling asleep with an empty stomach, especially those who are not "morning people". Good midnight snacks are high-fat and high-protein foods. Morning people are likely to find that this causes discomfort rather than comfort. Midnight snack foods are usually chosen to serve one person with little preparation effort. Often, leftover food is microwaved to reheat it.

Good midnight snacks

 * date bar (prepared in advance)
 * Sardines
 * hamburger (reheated)
 * fried rice (reheated)
 * cheese melted on tortilla chips, perhaps with bacon bits and/or black olives
 * saucepan fudge crackle cookie (prepared in advance)
 * herring
 * fudge
 * bacon (reheated)
 * cashews
 * cheese
 * beef jerky
 * toast with lots of butter
 * cheese melted on a flour tortilla, perhaps with leftover beef or bacon
 * Pecan pie (prepared in advance)
 * oatmeal raisin cookie (prepared in advance)
 * Peanut Butter and Jelly Sandwich
 * Beans on toast 8 minutes to cook and eat
 * peanut butter and yellow cheese sandwich

 * Oreos and milk
 * Chocolate spread on toast
 * cheese toasties
 * takeaway
 * cereal and milk
 * instant mac 'n' cheese
 * pot noodle
 * pancakes
 * oatmeal
 * "Pizza" toast
 * Frozen TV Dinners
 * Ramen Noodles
 * Canned soup (Maybe with grilled cheese sandwich?)
 * Egg and cheese omelette Or sandwhich (add bacon or ham if available)

title: Cookbook:Midnight Snack


text:
User:Benlee/Notes/Goals

Academic

 * Anatomy & Physiology
 * Chemistry
 * Physics
 * Axiomatic Set Theory
 * Plant Biology

Recreational

 * Gardening
 * Writing

title: User:Benlee/Notes/Goals


text:
Instructional Technology/Enhanced Mathematics/Tool Application Software

Tool applications use calculators and computer applications such as word processing and spreadsheets to act as tools in the learning process. These applications may often be the easiest to integrate into the curriculum because teachers can implement these tools without changing the structure of the lesson drasitically. Since most teachers use tools such as word processing and spreadsheets for professional or personal pruposes, they are able to draw on their own experiences with the tools to aid students.

Return to Using Technology to Enhance Mathematics Instruction.


text:
Autonomous Technology-Assisted Language Learning/Introduction to Rich Internet Applications for ATALL

According to the Wikipedia entry "Rich Internet Application,"

Rich Internet Applications (RIA) are a cross between web applications and traditional desktop applications, transferring some of the processing to the client end.

Macromedia, the software company which makes, among other programs, Flash and Dreamweaver, is credited with introducing the term in a 2002 whitepaper.

In the context of ATALL, RIAs represent a set of technologies that materials designers (be they practicing classroom teachers, resesarchers, or learners) can use to create ATALL-enabling on-line environments. This section of the ATALL Wikibook will present a specific set of technologies which may be used to support solitary and collaborative ATALL and research into ATALL.

=Technologies=

Flash MX 2004
Flash MX 2004 (hereafter, "Flash") is an authoring program which allows users to create graphical user interfaces (GUI). It features drawing tools (e.g. lines, boxes, ovals, shading, paint brushes), an animation timeline, and a programming language, ActionScript (version 2.0), which is based on the proposed standard for version 1.5 of Javascript.

GUI resources include...
 * text fields (both plain text and HTML)
 * buttons
 * movie clips
 * audio and video display and capture objects
 * custom mouse pointers
 * pull-down menus

Example GUI Designs
Text Chat: A collaborative application (see discussion of Flash Communication Server) may be easily authored using a multi-line text field (for display of the transcript), a single-line text field (for entry of messages), and a button (for sending a new message entered in the single-line text field).

Total Physical Response (TPR) Tasks: A solitary activity might use a collection of so-called "drag-and-drop" movie clips as items to be manipulated in response to text and/or audio prompts. Feedback would be provided when each item is moved to the proper location. For example, a learner might hear "Place the table to the left of the chair." Placing the table anywhere except to the left of the chair would result in the application informing the user that the table had been misplaced.

Asynchronous Audio/Video Electronic mail: Flash's audio and/or video capturing functions make it possible for learners to save their speech for later listening and viewing by a partner.


text:
AWK

This reference is written for a semi-knowledgeable UNIX user who has just come up against a problem and has been advised to use awk to solve it. For more information about awk, see An Awk Primer.

Versions
There are the following major versions of awk: Both nawk and gawk will run awk programs without modification.
 * awk or Bell Labs awk
 * nawk or new awk
 * gawk (GNU awk)
 * mawk

Getting AWK: If you are on Linux or macOS, you already have AWK. For MS Windows, a version of GNU awk is available from ezwinports, GnuWin32 project, and Cygwin.

Introduction
Awk reads from a file or from its standard input, and outputs to its standard output. You will generally want to redirect that into a file, but that is not done in these examples just because it takes up space. awk does not get along with non-text files, like executables and FrameMaker files. If you need to edit those, use a binary editor like hexl-mode in emacs.

A frustrating thing about trying to learn awk is getting your program past the shell's parser. The proper way is to use single quotes around the program, like so: > awk '{print $0}' filename The single quotes protect almost everything from the shell. In csh or tcsh, you still have to watch out for exclamation marks, but other than that, you're safe.

Another frustrating thing about trying to learn awk is the lovely error messages: awk '{print $0,}' filename awk: syntax error near line 1 awk: illegal statement near line 1 gawk generally has better error messages. At least it tells you where in the line something went wrong: gawk '{print $0,}' filename gawk: cmd. line:1: {print $0,} gawk: cmd. line:1:          ^ parse error So, if you're having problems getting awk syntax correct, switch to gawk for a while.

Some basics

 * Awk recognizes the concepts of "file", "record", and "field".
 * A file consists of records, which by default are the lines of the file. One line becomes one record.
 * Awk operates on one record at a time.
 * A record consists of fields, which by default are separated by any number of spaces or tabs.
 * Field number 1 is accessed with $1, field 2 with $2, and so forth. $0 refers to the whole record.

Some examples
Perhaps the quickest way of learning awk is to look at some sample programs. The one above will print the file in its entirety, just like cat(1). Here are some others, along with a quick description of what they do. > awk '{print $2,$1}' filename will print the second field, then the first. All other fields are ignored. > awk '{print $1,$2,sin($3/$2)}' filename will print the first and second fields, and then the sine of the third field divided by the second. So, the second and third field had better be numbers. Awk has other built in math functions like sine; read the manpage to see which ones.
 * "I still say awk '{print $1}' a lot."
 * the inventor of PERL, Larry Wall (lwall@netlabs.com)

What if you don't want to apply the program to each line of the file? Say, for example, that you only wanted to process lines that had the first field greater than the second. The following program will do that: > awk '$1 > $2 {print $1,$2,$1-$2}' filename The part outside the curly braces is called the "pattern", and the part inside is the "action". The comparison operators include the ones from C: == != < > <= >= ?: If no pattern is given, then the action applies to all lines. This fact was used in the sample programs above. If no action is given, then the entire line is printed. If "print" is used all by itself, the entire line is printed. Thus, the following are equivalent: awk '$1 > $2'          filename awk '$1 > $2{print}'   filename awk '$1 > $2{print $0}' filename The various fields in a line can also be treated as strings instead of numbers. To compare a field to a string, use the following method: > awk '$1=="foo"{print $2}' filename

Regular expressions
What if you want lines in which a certain string is found? Just put a regular expression (in the manner of egrep(1) ) into the pattern, like so: >awk '/foo.*bar/{print $1,$3}' filename This will print all lines containing the word "foo" and then later the word "bar". If you want only those lines where "foo" occurs in the second field, use the ~ ("contains") operator: >awk '$2~/foo/{print $3,$1}' filename If you want lines where "foo" does not occur in the second field, use the negated ~ operator, !~ >awk '$2!~/foo/{print $3,$1}' filename This operator can be read as "does not contain".

Booleans
You can produce complicated patterns with the boolean operators from C, which are ! for "not", && for "and", and || for "or". Parentheses can be used for grouping.

Start and End
There are three special forms of patterns that do not fit the above descriptions. One is the start-end pair of regular expressions. For example, to print all lines between and including lines that contained "foo" and "bar", you would use >awk '/foo/,/bar/' filename

Begin and End
The other two special forms are similar; they are the BEGIN and END patterns. Any action associated with the BEGIN pattern will happen before any line-by-line processing is done. Actions with the END pattern will happen after all lines are processed.

But how do you put more than one pattern-action pair into an awk program? There are several choices. One is to just mash them together, like so: > awk 'BEGIN{print"fee"} $1=="foo"{print"fi"} END{print"fo fum"}' filename Another choice is to put the program into a file, like so: BEGIN{print"fee"} $1=="foo"{print"fi"} END{print"fo fum"} Let's say that's in the file giant.awk. Now, run it using the "-f" flag to awk: > awk -f giant.awk filename A third choice is to create a file that calls awk all by itself. The following form will do the trick: BEGIN{print"fee"} $1=="foo"{print"fi"} END{print"fo fum"} If we call this file giant2.awk, we can run it by first giving it execute permissions, > chmod u+x giant2.awk and then just call it like so: > ./giant2.awk filename awk has variables that can be either real numbers or strings. For example, the following code prints a running total of the fifth column: > awk '{print x+=$5,$0 }' filename This can be used when looking at file sizes from an "ls -l". It is also useful for balancing one's checkbook, if the amount of the check is kept in one column.
 * 1) !/usr/bin/awk -f

Variables
awk variables are initialized to either zero or the empty string the first time they are used. Which one depends on how they are used, of course.

Variables are also useful for keeping intermediate values. This example also introduces the use of semicolons for separating statements: Note that the final statement, a "print" in this case, does not need a semicolon. It doesn't hurt to put it in, though. Of course, there are a myriad of other ways to put line numbers on a file using the various UNIX utilities. This is left as an exercise for the reader.
 * Integer variables can be used to refer to fields. If one field contains information about which other field is important, this script will print only the important field:
 * The special variable NF tells you how many fields are in this record. This script prints the first and last field from each record, regardless of how many fields there are:
 * The special variable NR tells you which record this is. It is incremented each time a new record is read in. This gives a simple way of adding line numbers to a file:
 * The special variable FS (Field Separator) determines how awk will split up each record into fields. This variable can be set on the command line. For example, /etc/passwd has its fields separated by colons.
 * This variable can actually be set to any regular expression, in the manner of egrep(1).

The various fields are also variables, and you can assign things to them. If you wanted to delete the 10th field from each line, you could do it by printing fields 1 through 9, and then from 11 on using a for-loop (see below). But, this will do it very easily: In many ways, awk is like C. The "for", "while", "do-while", and "if" constructs all exist. Statements can be grouped with curly braces. This script will print each field of each record on its own line. If you want to produce format that is a little better formatted than the "print" statement gives you, you can use "printf" just like in C. Here is an example that treats the first field as a string, and then does some numeric stuff With printf, you need the explicit newline character.

We can use "printf" to print stuff without the newline, which is useful for printing record fields in reverse order, one record per line:

Associative arrays
awk has associative arrays, indexed by strings. It has no direct analogue of arrays from the C language. String-indexed associative arrays are useful in their own right, but making them work as normal arrays is cumbersome.

For example, we can count the frequency of words in a document (ignoring the icky part about printing them out): > awk '{for(i=1;i <=NF;i++) freq[$i]++ }' filename The array will hold an integer value for each word that occurred in the file. Unfortunately, this treats "foo", "Foo", and "foo," as different words. Oh well. How do we print out these frequencies? awk has a special "for" construct that loops over the values in an array. This script is longer than most command lines, so it will be expressed as an executable script: {for(i=1;i <=NF;i++) freq[$i]++ } END{for(word in freq) print word, freq[word] } This loop-over-an-array seems to go in no particular order. Thus, the output from a program like this must often be piped through sort(1) in order to be useful.
 * 1) !/usr/bin/awk -f

Multi-dimensional arrays are implemented in an odd way. The given indices are concatenated together (with a special separator) to get one string, and it is used as the index. This program will print the word-pair frequencies: {for(i=1;i < NF;i++) freq[$i,$(i+1)]++ } END{for(words in freq) print words, freq[words] } Unfortunately, this will print out the separator, which is by default not a common character. You can change this by assigning something logical like a space to the variable SUBSEP using nawk or gawk (it's not allowed in plain awk). BEGIN{SUBSEP=""} {for(i=1;i < NF;i++) freq[$i,$(i+1)]++} END{for(words in freq) print words, freq[words] }
 * 1) !/usr/bin/awk -f
 * 1) !/usr/bin/awk -f

Unfortunately, this doesn't let you refer to the indices individually. The secret to this it to use the "split" function, which breaks a string up into an array. BEGIN{SUBSEP="" } {for(i=1;i < NF;i++) freq[$i,$(i+1)]++} END{ for(words in freq) {        split(words,word,SUBSEP); print word[1], freq[words],word[2]; }    }
 * 1) !/usr/bin/awk -f

Links:
 * 8 Arrays in awk in The GNU Awk User’s Guide, gnu.org

Sorting
Normal awk does not have any built-in functions to sort arrays. However, gawk has asort (sort by values) and asorti (sort by indices AKA keys) functions. asort loses the original indices, replacing them with 1 to length indices.

Links:
 * 12.2.2 Sorting Array Values and Indices with gawk in The GNU Awk User’s Guide, gnu.org

Code from a file
When you're using an awk script in a file, you can break your program across multiple lines to make it easier to read. Comments are started the same way as in sh programming, with a # BEGIN{SUBSEP=""} # set the index separator # to a nice character {for(i=1;i < NF;i++) freq[$i,$(i+1)]++} END{ for(words in freq) {       split(words,word,SUBSEP); # or here print word[1], freq[words],word[2]; } }		You can use awk to create text, as well as just process existing text. It is useful for quickly generating tables of function values, without the hassle of compiling a C program. For example, it can show that sin(x)/x approaches 1 as x approaches zero: > awk '{x=1.0/NR; print x,sin(x)/x;}' will print a new value each time it reads a new line. So, you can hit return until you have all the values you need. Alternately, if you need a set number of values, you can do > awk 'BEGIN{for(i=1;i <=30;i++){x=1.0/i;print x,sin(x)/x;}}' /dev/null where 30 is the set number of values.
 * 1) !/usr/bin/awk -f
 * 2) this program prints the frequencies of word pairs
 * 1) just to show we can put a comment in here.

Punctuation

 * {} : used around the action, and to group statements in the action.
 * $ : denotes a field. $1 is the first field, $0 is the whole record.
 * ~ : the "contains" operator. "foobar"~"foo" is true. Strings only.
 * !~ : the "does not contain" operator. Strings only.
 * == : the equality operator. Works for numbers or strings
 * < > <= >= != : inequality operators. Work for numbers or strings.
 * # : the begin-comment character
 * , : separates things in a "print" or "printf" statement.
 * ; : separates statements.
 * // : used around a regular expression
 * && : Boolean and
 * || : Boolean or
 * ! : boolean not
 * : used for grouping Boolean expressions, passing arguments to functions, and around conditions for "for","while", etc.

Code generation example
Awk can be used to generate C code that one doesn't want to type by hand. For example, this script will generate an explicit 3x3 matrix multiplication routine:

gawk 'BEGIN{ for(i=0;i<3;i++) for(j=0;j<3;j++){ printf("d[%d][%d]=",i,j); for(k=0;k<3;k++){ printf("l[%d][%d]*r[%d][%d]%s",                    i,k,k,j,(k<2)?"+":";\n"); }         }      }'

Grand example
And now for a grand example: # or, from standard input: BEGIN{ F=1; G=2; } length($F) > 0 && \ length($G) > 0 && \ $1 !~/^#/ {  sx1+= $F; sx2 += $F*$F; sy1+= $G; sy2 += $G*$G; sxy1+= $F*$G; if( N==0 ) xmax = xmin = $F; if( xmin > $F ) xmin=$F; if( xmax < $F ) xmax=$F; if( N==0 ) ymax = ymin = $G; if( ymin > $G ) ymin=$G; if( ymax < $G ) ymax=$G; N++; } END { printf("%d # N\n"  ,N   ); if (N <= 1) {    printf("What's the point?\n"); exit 1; }  printf("%g # xmin\n",xmin); printf("%g # xmax\n",xmax); printf("%g # xmean\n",xmean=sx1/N); xSigma = sx2 - 2 * xmean * sx1+ N*xmean*xmean; printf("%g # xvar\n"        ,xvar =xSigma/  N  ); printf("%g # xvar unbiased\n",xvaru=xSigma/(N-1)); printf("%g # xstddev\n"        ,sqrt(xvar )); printf("%g # xstddev unbiased\n",sqrt(xvaru)); printf("%g # ymin\n",ymin); printf("%g # ymax\n",ymax); printf("%g # ymean\n",ymean=sy1/N); ySigma = sy2 - 2 * ymean * sy1+ N*ymean*ymean; printf("%g # yvar\n"        ,yvar =ySigma/  N  ); printf("%g # yvar unbiased\n",yvaru=ySigma/(N-1)); printf("%g # ystddev\n"        ,sqrt(yvar )); printf("%g # ystddev unbiased\n",sqrt(yvaru)); if ( xSigma * ySigma <= 0 ) r=0; else r=(sxy1 - xmean*sy1- ymean * sx1+ N * xmean * ymean) /sqrt(xSigma * ySigma); printf("%g # correlation coefficient\n", r); if( r > 1 || r < -1 ) printf("SERIOUS ERROR! CORRELATION COEFFICIENT"); printf(" OUTSIDE RANGE -1..1\n"); if( 1-r*r != 0 ) printf("%g # Student's T (use with N-2 degfreed)\n&", \      t=r*sqrt((N-2)/(1-r*r)) ); else printf("0 # Correlation is perfect,"); printf(" Student's T is plus infinity\n"); b = (sxy1 - ymean * sx1)/(sx2 - xmean * sx1); a = ymean - b * xmean; ss=sy2 - 2*a*sy1- 2*b*sxy1 + N*a*a + 2*a*b*sx1+ b*b*sx2 ; ss/= N-2; printf("%g # a = y-intercept\n", a); printf("%g # b = slope\n"    , b); printf("%g # s^2 = unbiased estimator for sigsq\n",ss); printf("%g + %g * x # equation ready for cut-and-paste\n",a,b); ra = sqrt(ss * sx2 / (N * xSigma)); rb = sqrt(ss      / (    xSigma)); printf("%g # radius of confidence interval "); printf("for a, multiply by t\n",ra); printf("%g # radius of confidence interval "); printf("for b, multiply by t\n",rb); }
 * 1) This awk program collects statistics on two
 * 2) "random variables" and the relationships
 * 3) between them. It looks only at fields 1 and
 * 4) 2 by default Define the variables F and G
 * 5) on the command line to force it to look at
 * 6) different fields.  For example:
 * 7) awk -f stat_2o1.awk F=2 G=3 stuff.dat \
 * 8) F=3 G=5 otherstuff.dat
 * 1) awk -f stat_2o1.awk F=1 G=3
 * 2) It ignores blank lines, lines where either
 * 3) one of the requested fields is empty, and
 * 4) lines whose first field contains a number
 * 5) sign. It requires only one pass through the
 * 6) data. This script works with vanilla awk
 * 7) under SunOS 4.1.3.

''This documentation was originally written by Andrew M. Ross. It can be found here and is released under the GFDL by the Harvey Mudd College Department of Computer Science.''

Options
Command-line options aka switches of awk:
 * -F field-separator: Use the field-separator regular expression to separate fields.
 * -f source-file
 * -v var=val: Set the variable to the value. Defined by POSIX; absent in the original awk.

Command-line options aka switches of GNU awk, beyond the bare-bones awk:
 * -W gawk-opt
 * --posix
 * --posix

Links:
 * 2.2 Command-Line Options in The GNU Awk User's Guide, gnu.org
 * Unix awk(1) manual page at man.cat-v.org

Math
The usual operators +, -, *, /, %, ^ are supported; ** is supported by gawk but not POSIX awk. Built-in math functions include exp, log, sqrt, sin, cos, atan2, rand, srand, and int.

Number literals are decimal; they can be hexadecimal and octal in the C language vein using the GNU extension in gawk.

Links:
 * 6.2.1 Arithmetic Operators in The GNU Awk User’s Guide, gnu.org
 * 9.1.2 Numeric Functions in The GNU Awk User’s Guide, gnu.org

User-defined functions
User-defined functions can be defined as follows: Some awk implementations including gawk allow "func" to be used instead of "function", but that is not POSIX compliant.
 * function plus(x,y) { return x+y }

Recursion is supported:
 * awk 'function fact(x) { if (x > 1) { return x*fact(x-1) } else return 1} BEGIN{print fact(4)}'

Links:
 * 9.2 User-Defined Functions in The GNU Awk User’s Guide, gnu.org
 * User-Defined Functions in awk, opengroup.org

Bit manipulation
Traditional awk does not have bitwise operators to provide bit manipulation. However, gawk has bit manipulation functions built in, including and, or, xor, compl, lshift and rshift.

Links:
 * Bit-Manipulation Functions in The GNU Awk User's Guide, gnu.org

Inclusion of libraries
Traditional awk has no way of including or importing libraries of functions in an awk program; the closest way is to use -f option multiple times. By contrast, gawk offers that possibility as a GNU extension, using @include keyword.

Full path to the library does not need to be specified as long as the directory in which the library file resides is in AWKPATH environment variable. Setting AWKPATH prevents awk from considering the current directory to be in the path unless AWKPATH includes period (.) to represent current directory. The item separator for AWKPATH is a colon, or semicolon on Windows.

A library of awk functions can also be loaded via -i option, in gawk. Thus, if you have file lib.awk, path to that file's directory is in AWKPATH, and the file defines abs function, you can invoke gawk like this: This you cannot do with -f option; you would have to store the main program in a separate file and then use -f option twice on the same command line, first to load the library, second to load the main program.
 * awk -ilib "BEGIN {print abs(-4)}"

Permissively licensed awk libraries can be found in Many AWK project at github.

Links:
 * 2.7 Including Other Files into Your Program in The GNU Awk User's Guide, gnu.org
 * 2.5.1 The AWKPATH Environment Variable in The GNU Awk User's Guide, gnu.org
 * 2.2 Command-Line Options in The GNU Awk User's Guide, gnu.org
 * 10 A Library of awk Functions in The GNU Awk User's Guide, gnu.org
 * Many AWK - a library of awk functions (MIT license), github.com
 * awk-libs - a library of awk functions, github.com

Oneliner examples
Oneliner examples of awk use:
 * echo abcd |awk '/b.*d/'
 * Outputs lines matching a regular expression, like grep command.
 * echo abcd |awk '/b.*d/ {print $0}'
 * Does the same as above, with an explicit print statement. $0 stands for the entire line.
 * echo ab   cd |awk '/b.*d/ {print $2}'
 * For lines matching a regular expression, outputs the second field. Uses a sequence of whitespace as a field separator by default. Thus, outputs "cd".
 * echo abcd,e |awk -F, '/b.*d/ {print $2}'
 * For lines matching a regular expression, outputs the second field, using comma as the field separator due to the -F option. Thus, outputs "e".
 * echo abcd,e |awk '{print toupper($0)}'
 * Outputs all the lines in uppercase. For lowercase, use "tolower".
 * echo a b c d | awk '{print $NF, $(NF-1)}'
 * Outputs the last field and next-to-last field; NF is the number of fields.
 * echo ab cd | awk 'NF>=2'
 * Outputs the lines where the number of fields is 2 or more.
 * echo ab cd | awk '{print NF}'
 * For each line, outputs the number of fields in it.
 * echo ab cd | awk 'length($2) > 1'
 * Outputs all lines such that the length of the 2nd field is greater than one.
 * echo ab cd | awk '$2 ~ /cd/'
 * Outputs all lines whose 2nd field matches the regular expression.
 * echo ab cd | awk '$1 ~ /ab/ && $2 ~ /cd/'
 * Like above, but with two subconditions connected by "&&". Supports some other logical operators known from the C programming language.
 * cat file.txt | awk 'NR >= 100 && NR <= 500'
 * Outputs the lines (records) whose line numbers are in the specified range. Thus, acts as a line number filter.
 * cat file.txt | awk 'NR == 1 || /reg.*pattern/'
 * Outputs the first line and lines matching the regular expression.
 * echo abcd | awk '{gsub(/ab/,"ef");print}'
 * Replacement aka substitution like in sed command; "g" in gsub stands for global.
 * awk 'BEGIN{for(i=1;i<6;i++) print sqrt(i)}'
 * Outputs the square roots of integers in 1, ..., 5. The use of BEGIN{} makes sure the code gets executed regardless of there being any input lines fed to awk. The for loop uses the familiar C language syntax, and sqrt is one of multiple math functions available.
 * awk 'BEGIN{printf "%i %.2f\n", 1, (2+3)/7}'
 * Function printf familiar from the C language is supported, as a statement not requiring surrounding brackets around the arguments.
 * awk 'BEGIN{for(i=1;i<9;i++) a[i]=i^2; for(i in a) print i, a[i]}'
 * Outputs a couple integers and their squares with the help of awk associative arrays AKA maps or dictionaries. The sequential order of the output is indeterminate, as is usual with associative array. Awk has no direct analogue of arrays and lists known from other programming languages.
 * cat file.txt | awk '{sum+=$1} END{print sum}'
 * Outputs the sum of the values in 1st field (column) using END keyword.
 * printf 1,2,3\\n4,5,6 | awk -F, '{s=0;for(i=1; i<=NF; i++) {s+=$i} print s}'
 * For each row of a comma-separated file, outputs sum of the fields (columns) in the row. Thus, iterates fields.
 * echo 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | awk -F, -vn=7 '{for(i=1;i<=NF; i++) {s+=i>n?$i-$(i-n):$i; if(i>=n){printf "%.0f, ", s/n}else{printf ", "}}}'
 * Outputs comma-separated 7-value simple moving average of the input comma-separated series.
 * awk 'BEGIN{system("dir")}'
 * Runs an external command, dir; disabled in sandbox mode.
 * awk 'function abs(x) {return x < 0 ? -x : x} BEGIN{print abs(-4)}'
 * Defines and uses absolute value function. Shows use of the ternary operator known from the C language.

Links:
 * Useful "One-liners" in The AWK Manual, Edition 1.0, staff.science.uu.nl
 * awk per POSIX, section "EXAMPLES", opengroup.org
 * Handy One-Liners for AWK at catonmat.net

Trying online
You can try awk online at http://awk.js.org/. Keywords: REPL online.

Limitations
Compared to other scripting languages, AWK limitations include the following:
 * No direct analogue of arrays and lists known from other programming languages, only associative arrays.
 * No nested arrays: values of associative arrays cannot be arrays.
 * No true multidimensional arrays: multiple indices are stored as a single index made by joining the indices by a separator.
 * No sorting functions for arrays in the normal awk, only in gawk.
 * No bitwise operators in the normal awk; gawk has bit manipulation functions, including and, or, compl, etc.
 * No support for libraries or modules that contain functions to be reused by awk scripts in traditional awk; however, gawk does support @include keyword serving the purpose.
 * No GUI programming.

Links:
 * C.4 Probable Future Extensions in The GNU Awk User's Guide for gawk 3.1.0, gnu.org

Source code
The source code for various versions of awk:
 * Brian Kernighan's awk, with some additional fixes as onetrueawk/awk, github.com; a clone is arnoldrobbins/bwk-awk
 * Mike Brennan's mawk-2, github.com
 * Thomas Dickey's version of mawk, github.com
 * gawk, git.savannah.gnu.org

Books

 * O'Reilly's sed & awk Pocket Reference
 * UNIX in a Nutshell
 * UNIX Power Tools

title: AWK


text:
Instructional Technology/Enhanced Mathematics/Pocket PCs

Using a Pocket PC in mathematics is like having a calculator, graphing calculator, word processor, and spreadsheet program all in one. (Sometimes the Pocket PCs contain even more programs than that.) Teachers are beginning to use Pocket PCs in the classroom to help manage information and complete work. Pocket PC's are excellent for on the spot grading observations in the classroom. A variety of grade programs are available for pocket pcs Students can graph on a pocket PC in multiple colors (different from the graphing calculator). Certain mathematics programs for the Pocket PC contain glossaries of mathematical terminolgy.

Some Features include:
 * Many built-in functions for doing computer math
 * Variable word size from 1 to 64 bits
 * One's complement, Two's complement, and Unsigned integer modes
 * Hexadecimal, Decimal, Octal, and Binary display formats
 * Arithmetic and bit manipulation functions:
 * division, multiplication, addition, subtraction
 * square root, remainder
 * double div, double mul, double rmd
 * mask, shift, arithmetic shift
 * rotate, rotate through carry
 * and, or, xor, not

Floating-Point Decimal functions:
 * division, multiplication, addition, subtraction
 * reciprocal, square root, etc.
 * Fully programmable in the HP-16C syntax:
 * 999 program steps
 * Seven flags
 * conditional tests
 * subroutine levels
 * indexed looping
 * label addressing
 * indirect label addressing

Return to Using Technology to Enhance Mathematics Instruction.


text:
Emulation/On Macs

Back to Emulation Surprisingly, emulation on macs is fairly easy. There are lots of developers working on projects for mac, and emulation is a well supported task.

Emulators
The best site for mac emulation software is http://www.emulation.net You will want to scroll all the way to the bottom of it where they have something that looks like finder and click on the emulation icon. It will fold out to reveal the different systems. (It took me a little while to figure this out :)

Most popular emulators

 * http://macmame.org/ - Mame for mac (plays arcade games)
 * http://www.bannister.org/software/ RockNES
 * http://chrisballinger.info/public/snes9x/ SNES9x
 * http://stella.sourceforge.net/ -atari emulator
 * http://www.daphne-emu.com/ - Plays laserdisc games including Dragons Lair and Space Ace

Controllers
Now, if you are doing emulation or any gaming on a mac you should pick up a usb controller. It makes gaming a lot more fun then using the keyboard and mouse. A nice cheap one that I use is the Belkin Nostromo N45 Dual Analog USB Gamepad.

Controller Set Up
Another thing that is REQUIRED if you are using a controller with a mac is The Gamepad Companion. It is a piece of software that will map keystrokes and mice to controllers, so if you set J to be the jumpkey for a game, you can set a button on the controller to be mapped to J, so pressing it will make your character jump. You should configure your gamepad to match the controls of MacMame and then configure your other emulators to match that. The reason is that there are so many different configureations of controllers possible for mame that its best to go with the default and then bring the other emulators into the same line.

One more note on controllers, you can have any number of them plugged in at once and have each one mapped to a different set of keys, so you can play multiplayer games.

title: Emulation/On Macs


text:
User talk:67.161.214.231

This page is only a reference to help you complete the requirements. Please don't try and submit anything here. Thank you. TUF-KAT 03:06, 28 Apr 2005 (UTC)

title: User talk:67.161.214.231


text:
Emulation/On Java

Back to Emulation

Java has the benefit of being able to be run on most platforms. This means that you can develop an program on one os, and if the JVM exists on another machine, the program can be run there.

As a result, many emulators have been written in java that can be set up on all types of hardware.

Full list of java emulators:
 * http://java-emu.emuunlim.com/projects.html

Keep in mind that many emulator projects in java are struggling. They don't have the same support and java has some extra overhead that makes programming emulators in it a little difficult.

title: Emulation/On Java


text:
User talk:Constantijn

World History
Done, welcome staffer! Please read World History/Golden Rule and World History/Operation: Blank Check.--Naryathegreat|(talk) 03:29, 28 Apr 2005 (UTC)

title: User talk:Constantijn


text:
CAWD/Features of Interaction in Virtual Environments

Features of Interaction in Virtual Environments
The features of interaction shown below, based on an ESL/EFL literacy researcher’s personal experience, support the potentials of virtual environments to improve not only EFL learners’writing ability but also language development. Furthermore, the features will help EFL learners know how to apply virtual environments to English writing development.

1) Learners can join various authentic writing tasks with authentic audiences.

Virtual environments are based on written-language conversation tools such as synchronous chats, e-mails, and bulletin boards. As soon as learners enter virtual environments, they have to write in English for the purpose of communication or to deliver their opinions. In that, virtual environments enable EFL learners to engage in authentic writing tasks with authentic audiences.

WORLDSMASTER> Welcome to Worlds! ylim5> hi, there!

Rating Thread          Thread Starter     Last Post       Replies  Views True Doctor Stories    Tex_Bugman         by Tex_Bugman      8       52

2) Learners receive direct or indirect feedback on the target language writing from their partners.

The feedback plays an important role in language development. However, it is not easy for EFL learners to receive feedback because they do not have many chances to use English, and there are few people who are proficient in English in the environment of the learners. Thus, virtual environments are good places for EFL learners' writing and language development because they allow EFL learners to use English. In addition, the native speakers that the learners meet in virtual environments correct EFL learners' English errors in the natural situations and in the various ways.

A: right click on my body and you will see some options (Native speaker) B: opetions? (EFL/ESL literacy researcher) A: options (Native speaker)

I made an exam paper. (from a EFL leanrer's e-mail) -> Did you set an exam, or prepare an exam paper.(from the response of a native speaker)

3) Learners can learn about the target language society and culture as well as language.

Many researchers (e.g. Kern, 2000) in literacy education prove the importance of learning about target language society and culture to develop literacy ability. Virtual environments make possible that EFL learners can learn about them through various communication tools: synchronous chat, e-mail, and bulletin board. Member  Join Date: Jun 2004   Location: Whitehorse, Frozen North   Age: 41   Posts: 396 4 minutes of silence Four RCMP officers were shot and killed after conducting a raid on a marijuana grow operation northwest of      Edmonton on Thursday. It's the single deadliest incident for Canada's national police force in 120 years. At a news conference in Mayerthorpe, RCMP Assistant Commissioner Bill Sweeney said: "As you can well imagine,   the loss of four police officers is unprecedented in recent history in Canada. . . . It's devastating." He added that not since the Northwest Rebellion of 1885 have so many police officers been killed in the line of duty. (From a native speaker)

4) Learners experience a sense of place, a setting similar to face-to-face conversation with native speakers because learners show what they look like and express their feelings. Furthermore, interaction is much more similar to the discourse and behavior of people gathered anywhere for the purpose of socializing.

B: can I keep in touch with you? (EFL/ESL literacy researcher) A: we have a meeting on this Sunday evening (Native speaker) A: really??? (EFL/ESL literacy researcher)

B: nice to meet you (EFL/ESL literacy researcher) A: nice dance (Native speaker) B: thanks (EFL/ESL literacy researcher)

KaiteB: do your students connect internet? (Native speaker) WangZ: Yes, but their computer skills are not good. (EFL/ESL literacy researcher) KaiteB: if so, it will be not easy because you have to teach everything in detail (Native speaker) WangZ: Do you have any good ideas? (EFL/ESL literacy researcher)

5) Both the feeling of object ownership as learners create spaces and the permanence of the environment motivate learners to return for continued conversation and community building. it is cooperation that encourages learners to continue developing their writing ability.

Virtual environments look like real life places. For example, when I go back to a virtual environment, nothing has really changed. My own rooms and objects represent me, so I need to always take care of them. (From interview with an EFL/ESL literacy researcher)


text:
User:Moldi~enwikibooks

I'm a physicist at Lawrence Berkeley National Laboratory, California. Go here for my personal web page.

title: User:Moldi~enwikibooks


text:
Cookbook:Sea Cucumber

A sea cucumber is a sea animal people sometimes eat.

title: Cookbook:Sea Cucumber


text:
Cookbook:Vegemite

| Yeast

Vegemite is a salty strong-flavoured spread commonly used in New Zealand and Australia. It is similar to the Marmite spread used in Britain, but more similar to the Marmite spread used in New Zealand and Australia.

Vegemite is based on yeast and malt extracts. Vegemite is a good source of B vitamins including thiamine (B1), riboflavin (B2), niacin (B3), and folate (B6). Vegemite also contains a relatively high proportion of sodium-chloride (table salt) -- luckily the typical serving size is quite small -- one teaspoon or 5g on a slice of bread or toast.

Glutamate
Vegemite, like many foods including tomatoes, cheese, mushrooms and meat, contains unrefined glutamate, not to be mistaken with Mono-sodium Glutamate (MSG) -- a salt-bound, chemically-refined form of this flavour-enhancing natural amino acid. Vegemite contains 1.4% of unbound, natural glutamate amino acid, and an unknown quantity of the bound form, which also occurs naturally in many common foods.

title: Cookbook:Vegemite


text:
Cookbook:Marmite

 * Yeast

Marmite is a salty strong-flavored spread commonly used in Britain. It is similar to the Vegemite spread used in New Zealand and Australia.

Marmite is based on yeast extract. Marmite is a good source of B vitamins including thiamine (B1), riboflavin (B2), niacin (B3), cobalamin (B12), and folate (B6). Marmite contains 2.0% MSG and plenty of salt.

title: Cookbook:Marmite