text:
Miskito/Method

Here is a brief, schematic view of the methodological principles applied in the production of this course.

Basic resources
The essential linguistic resources needed for the production of a course of this kind can be stated very simply as two: (1) a grammatical analysis and (2) lexical information. Or even more simply: a grammar and a dictionary. Other resources, which are actually more primary, are also important inasmuch as they can serve to supplement or enrich the grammar and the dictionary or even as a source from which to derive grammatical and lexical information: (3) native speakers' intuitive knowledge (which covers some things not found in numbers 1 and 2) and (4) a textual corpus, which ultimately derives from native speakers' knowledge and therefore, in another way, serves similar purposes.

Most immediately, Miskitu Aisas! rests, for its grammatical analysis, on the Miskito grammar sketch in Wikipedia. This in turn draws on other sources, which also complete the resources for the present course; these include a dictionary. See Links and bibliography for the details.

Structural syllabus
Miskitu Aisas! is built around a progressive, didactic presentation of the grammatical structure of the Miskito language. Therefore, its architectural foundation is a grammatical (or structural) syllabus.

The first thing we need in order to create a grammatical syllabus is a coherent survey and analysis of the grammar of the language. In our case the data for this come from the resources mentioned above, and the systematisation is given in the Miskito grammar article already referred to. The next step is to select which elements of the grammatical system constitute the target content that the course will specifically aim to teach. In other words, the objective is not to teach "everything" about the language (or its grammar) but only, or above all, those elements that are required by the course's objectives. In a general sort of way, the aformentioned Miskito grammar article can also be considered a statement of what is most important about Miskito grammar, although certain refinements will be required on adapting that information to the purpose of developing the course.

We now come to specification of the grammatical syllabus as such, in which the proposed structural content of the course is itemised (divided up into bite-sized pieces, we could say) and sequentialised (arranged into an ordered sequence on the basis of various considerations, such as degree of difficulty, usefulness, and teaching/learning strategy). At this point we decide how many lessons the course will contain and, at least provisionally, attempt to assign the items of language structure, henceforth called "points", to numbered lessons.

Target lexicon
It is necessary to teach some basic vocabulary through the course, first because without any words no amount of grammar will provide meaningful knowledge of the language, and secondly because without words we cannot even present the grammatical system in a didactically valid fashion, since the student will not be able to see the rules at work. Given that some words need to be taught, we may as well make a reasonable effort to ensure that the words included are useful ones and that words that are absolutely necessary are included.

The procedure followed in this case is both rough-and-ready and intuitive. Given that a dictionary of Miskito exists (without one this would be far more difficult!), we take it as our starting point, and reading through the entire word list, choose (as best we can) the words that look likely to be useful ones. In part this is done through pure intuition - intuition that is sharpened by experience at teaching languages.

Topics and notions
But we can also introduce (and have done so) some method, in the form of a topic-and-notion classification. Topics (thematic areas, semantic fields...) are subject areas. Here are some examples:

Clicking on "Show" in the above table displays examples of notions that belong to each of the topics shown.

Typically, a given notion (such as "cat", "father", "hand", "moon", "table", "banana", "friend", "money", "story", "give", "drink", "go", "small", "far", "today"...) is expressed by a word in the language, but that is not a foregone conclusion, and conceptually notions must not be confused with words. Some notions are expressed by grammatical forms, some by compounds or paraphrases, some not at all (not all languages have a special word for "countryside", "knuckle", "friend", "today", "word", "mango", "ketchup", "library", "government", "bank account", "exam", "explain", "interesting", "against", "accidentally" or "away"), and some by several different words or expressions depending on finer distinctions (e.g. there may be different words for "sister", "tooth", "shoe", "town", "person", "cook", "wear", "go"... depending on the type of sister, tooth or shoe, the size of the town, the sex of the person, the manner of cooking, the garment worn, the mode of transport, and so on). A list of notions is not a checklist of "words to be learnt". It is just a reminder of some of the possible meanings that the language learner may need to learn how to express and understand.

A topic-and-notion classification of (part of) the vocabulary for a language course is one useful way of organising the lexicon for a number of reasons:

 * It helps us to check whether the topics that should (according to the course's objectives) be covered by the vocabulary given is or not, and suggest additions to the list.
 * Similarly, it helps us to check whether the appropriate range of notions within a given topic is covered adequately.
 * It suggests and facilitates several good criteria for deciding what vocabulary to teach when, e.g. presenting topically related notions (e.g. "woman" and "man", "big" and "small", etc.) at the same time, or introducing more important topics before less important ones.
 * It provides a more practical checklist to keep control of what vocabulary has or has not been incorporated into the course at a given time than, e.g., a simple alphabetical list.

Lesson design
A design for lesson structure in Miskitu Aisas! is presented on the Lesson structure page.

Choosing model sentences
The model sentences are practically the central point of a point because they are probably the first thing the learner will look at on commencing study of the point, and will also probably be referred back to while studying the commentary and perhaps while doing the exercise too.

Some students are likely to be capable of just looking at the model sentences (presumably together with the translations!) and inferring (i.e. "educatedly guessing") the rule(s) with which the point is concerned. For those who can do this, it is a very good way of learning; the comments that follow will then serve as confirmation, or a kind of "testing", of the student's hypothesis. One good thing about this way of learning is that it ensures understanding of the principles being learnt; another is that it is more motivating for very mentally-agile learners. This is to be taken into consideration when creating the model component so as to use examples which make it possible to infer the rule(s) correctly and easily.

Other learners will also lean more heavily on the models than on the comments that sum up the rule(s) because they find it easier to "pick up" things intuitively from examples than to understand and assimilate abstract explanations. So once again, the model sentences need to be constructed in such a way as that they do, indeed, illustrate well the point we want the learner to learn.

And even for learners of yet another kind, those who are good at understanding abstractions and can deduce the language from the rules (these are probably in the minority, but are often well-trained, intellectually bright students), the proverb that "a picture is worth a thousand words" is still applicable, and here the "picture" is of course the example, and the examples are in the model component.

Sometimes it is not enough to give an example that contains the application of the rule in order to make it clear how the rule works, but there also needs to be another example to compare this one with where the rule does not apply: it is by contrasting the two examples that the rule is actually illustrated. In such cases we will generally place the example without the rule first and the one with it second. This procedure can also be thought of as going from known to unknown, an important principle of learning that must be taken into account. Here is an example from Lesson 2:

Here the point consists in learning the rule that we can make a noun plural in Miskito by placing nani after it. This is not illustrated in the first sentence, which contains no new elements and should therefore immediately be recognised by the alert student. But it is placed here because it is precisely by comparing it with the next example, which does contain nani, that the meaning and function can be seen clearly.

It is also acceptable, and often good practice, to illustrate a pattern using a question-answer pair, where only one of the sentences (most often the answer) contains the target pattern, e.g. (from Lesson 5):

where the target item is nahara here (the reader already knows anira? where?).

We don't want to include too many sentences which all show exactly the same thing in the model, because the purpose of the model is to help the learner to grasp the concept clearly, whereas the task of practising the concept is performed by the exercise component just beneath the model. On the other hand, it is probably wise to provide, if possible, between two or three examples of each specific pattern. Giving more than one example allows the learner to first produce a hypothesis (perhaps from the first example) and then test it out (perhaps on the second one) and reconfirm it (on the third). And it gives a second chance to understand something when one example is insufficient.

The total number of model sentences should also not be too high, so that learners can concentrate all their attention, at this point in learning (the "moment of discovery") on a limited amount of material. Therefore, try to keep the overall number of sentences in the model down to reasonable limits, and also don't make the sentences themselves longer, more complicated or more difficult to understand than necessary. We might consider three and twelve the outer limits for the number of sentences; about halfway between these extremes would be good in most cases.

Explaining grammar
The first rule about explaining a point of grammar is that you should have a very clear idea of what that point is: what it is that the learner needs to understand at this stage in the learning sequence. This means both not giving superfluous information but also not omitting essential information.

The explanation should be as clear and concise as possible, but also easy to understand. If the subject matter is found to be too complicated to explain clearly in a few lines, this may be a sign that it needs to be divided up into smaller blocks and possibly distributed over more than one lesson.

We should try to avoid over-use of abbreviations, or difficult terminology, or very abstract formulations, all of which may be just as helpful for some learners but may present a daunting obstacle for others who are less developed intellectually or simply unaccustomed to such texts, but who also may look to our course for help learning about the language.

But we also want to avoid overloading our explanations with a fancy, flowery or over-colloquial style of exposition (the latter is actually just another form of pedantry that most readers will find irritating rather than helpful).

For most learners, actually learning the rules of the language is hard work enough. To package the information needed to do so in meaningful, bite-sized portions is to the would-be learner a great service and shows respect for the strenuous effort they may be making by reading your text in the first place. Don't waste their time and distract their attention with unhelpful information or empty talk. For example, don't keep telling them how easy the rules are (they probably won't believe you), or how difficult they are (stop showing off!). Don't keep insisting on how important it is to learn something (you're pressuring them), but don't tell them it doesn't really matter if they don't understand something (if that is true, perhaps you shouldn't be telling them it!). You don't want to be boring, but that doesn't mean you have to try to be funny; after all, the reader is coming to you for language instruction, not to be entertained.

It may be true that learning is fun, but if it is then help them to learn, and leave it to them have the fun.

Composing mini-exercises
The "mini-exercises" are built into the basic architecture of this course and should be considered an essential component, since their purpose is to provide learners with an immediate opportunity to try out what they have just learnt - "before they forget it", so to speak. They are meant to be tackled immediately upon looking at the new material (the models and the explanations) both to check whether they have taken it in and to help fix it in their minds by putting it to immediate use. They will help readers to become more familiar with the point being learnt, and therefore better prepared to continue on and study the next point.

As with the model and the commentary, the first requirement for producing a good exercise is to have one's mind clearly focused on what point is being studied. The point of the exercise is to reinforce that point and to permit the learner to find out whether she or he has really learnt it or not.

Different techniques can be used for this, resulting in different exercise types. It is a good thing to vary the exercise types, both in order to make the learning process less tedious and, more importantly still, to make the learner "exercise different brain muscles", as it were - rather as with physical exercise, in fact. Some ideas for exercise types follow (this is not exhaustive!), and one can also benefit from looking at lessons and analysing how the various exercises proposed work and how each helps the learner in different ways.

Bear in mind that you will only be able to give the right answers (with the implication that other answers are probably wrong) if the exercise is of such a type that each question only has a single correct answer. And remember that the objective here is to "force" the learner to try to apply the point being learnt.

title: Miskito/Method


text:
User:Filip Dominec

I am a student of the Faculty of Nuclear Sciences and Physical Engineering (part of CTU in Prague.

Contact:

 * E-mail: filip dot dominec at the server gmail.com
 * Jabber: filip.dominec at the server jab.undernet.cz
 * ICQ: (I decided not to use ICQ anymore. Write me please on jabber.)

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

title: User:Filip Dominec


text:
Macroeconomics/Harrod-Johnson Diagram

In two-sector macroeconomic models, a Harrod-Johnson diagram is a way of visualizing the relationship between the output price ratios, the input price ratios, and the endowment ratio of the two goods. Often the goods are a consumption and investment good, and this diagram shows what will happen to the price ratio if the endowment changes. The diagram juxtaposes a graph which has input price ratios as its horizontal axis, endowment ratios as its positive vertical axis, and output price ratios as its negative vertical axis. This may seem unintuitive, but by doing this, it is easier to see the relationship between the output price ratios and the endowment. The diagram is named after economists, Roy F. Harrod and Harry G. Johnson.

Derivation
If we let our good 1 be an investment good, governed by the equation $$Y_1=F_1(K,L)\,$$

and good 2 be a consumption good: $$Y_s=F_s(K,L)\,$$

To calculate rental and wage rates, we optimize a representative firm's profit function, giving $$p_1 D_K[F_1(K,L)]=r=p_2 D_K[F_2(K,L)]\,$$ for the rental rate of capital, r, and $$p_1 D_L[F_1(K,L)]=w=p_2 D_L[F_2(K,L)]\,$$ for the wage rate of labor, w.

so the input price ratio, $$\omega$$ is $$\omega=w/r=\frac{p_i D_L[F_i(K,L)],p_i D_K[F_i(K,L)]}\,$$ for $$i=\{1,2\}$$ Normalizing this equation by letting $$k_i = K_i/L_i$$, and solving for $$k_i$$ gives us the formulas to be graphed in the first quadrant.

On the other hand, normalizing the equation $$p_1 D_K[F_1(K,L)]=p_2 D_K[F_2(K,L)]\,$$ (or $$p_1 D_L[F_1(K,L)]=p_2 D_L[F_2(K,L)]\,$$, which is presumably equivalent), and solving for the price ratio, $$p_1/P_2$$ gives the formula which is to be graphed in the fourth quadrant.

With these three functions graphed together, we can see our relationship.

title: Macroeconomics/Harrod-Johnson Diagram


text:
Macroeconomics/Math Review

Introduction
We have a Bellman equation and first we want to know if there exists a value function that satisfies the equation and second we want to know the properties of such a solution. In order to answer the question we will define a mapping which maps a function to another function, and a fixed point of the mapping is to be a solution. The mapping we discussed is a mapping on the set of functions, which is a bit abstract. So today we will look at the math review.

So first we consider a set, $$S \subset \mathbb{R}^l$$, For us what it will be relevant to describe a sort of distance between any two points in a set. We will use the concept of a metric.

Metric
A metric is a function $$\rho :S \times S \to \mathbb{R}$$ with the properties that it is non-negative, $$ \rho( x, y) \geq 0$$, symmetric, $$\rho(x,y) = \rho(y,x)$$, and satisfies the triangle inequality,$$\rho(x,z) \leq \rho(x,y) + \rho(y,z)$$,

A common metric is euclidean distance, $$\rho_E (x,y) = \sqrt{\sum_{i=1}^l (x_i-y_i)^2} $$, Another is $$ \rho_{max} (x,y) = \max_{1\leq i\leq l} x_i-y_i $$,

Space
A space, is a set of objects equipped with some general properties and structure

We may be interested in a metric space, a space with a metric such as, $$(S, \rho)$$ where $$S$$ is the set of all bounded rational functions, and $$\rho$$ is some distance function. Once we have a metric space we can discuss convergence and continuity.

convergence
A sequence, $$\{x_i\} \subset S$$, converges to $$x$$, $$x_i \rightarrow x$$, if $$ \forall \epsilon > 0, \exists N_\epsilon$$ s.t. $$\rho(x_n,y_n)<\epsilon$$ for $$n>N_{\epsilon}$$,

Cauchy sequence
A sequence, $$\{x_i\} \subset S$$, is called a Cauchy sequence if $$ \forall \epsilon > 0, \exists N_\epsilon s.t. \rho(x_n,y_m)<\epsilon$$ for $$n,m>N_\epsilon$$,

Question: does every Cauchy sequence converge?

Completeness
The metric space, $$(S, \rho)$$ is complete if every Cauchy sequence converges.

examples of completeness

 * $$(\mathbb{R}, \rho_E)$$ is complete.
 * $$((0,1),\rho_E)$$ is not complete. Proof: let $$x_n = \frac{1}{n+2}$$, So $$\{x_n\}$$ os Cauchy, but does not converge to a point in our set $$(0,1)$$,
 * $$([0,1],\rho_E)$$ is complete. Are all closed sets complete? A closed subspace of a complete space is complete.
 * $$(\{0,1,2\},\rho_E)$$ is complete.

Contraction Mapping
A mappting $$T:S \rightarrow S$$ is a contraction mapping on a metric space, $$(S, \rho)$$, if $$\exists o \geq \beta < 1$$ such that $$\rho(tx, Ty) \leq \beta \rho(x,y) \forall x,y\in S$$, Sometimes we write $$T(x)$$ instead of $$TX$$,

This means that any two points in our set, $$S$$, are mapped such that after the mapping the distance between the points shrinks.

examples of contraction mapping

 * $$Tx=.9x$$ is a contraction mapping on $$[(0,1],\rho_E)$$,

Now we state the contraction mapping theorem.

Contraction mapping theorem
If $$(S, \rho)$$ is complete and $$T:s \rightarrow S$$ is a contraction mapping, then $$\exists !x^*$$ with $$Tx^*=x^*$$,

We will prove this theorem for a general metric space later on. However, we must remember that it is necessary for this proof that the space be complete.

Let us now look at a criteria to verify that a mapping is a contraction mapping.

Contraction Mapping criteria
For $$S \subset \mathbb{R}^l$$ and $$\rho=\rho_E$$, Let $$T:S\rightarrow S$$ satisfy the following two conditions:
 * (M, monotonic condition)$$\forall x=(x_1, x_2, \ldots, x_l)\in S$$ and $$y=(y_1, y_2, \ldots, y_l)\in S$$, and $$T=(T_1, T_2, \ldots, T_l$$, if $$x_i \geq y_i\Leftrightarrow x\geq y$$ then $$T_i x \geq T_i y \Leftrightarrow Tx \geq Ty$$,
 * (D, discout condition) $$\forall x=(x_1, x_2, \ldots, x_l)\in S$$, for $$\underline{\vec{a}}=(a, a, \ldots, a)$$, $$T_i(x_1+a, x_2+a, \ldots, x_l + a) \leq T_i(x_1,x_2,\ldots,x_l)+\beta a \forall i \Leftrightarrow T(x+\underline{a}) \leq TX + \beta \underline{a}$$.

Then $$T$$ is a contraction mapping.

title: Macroeconomics/Math Review


text:
ERP Internals/Glossary/1099

A from used by the US Internal Revenue Service to report income other than wages, salaries and tips. Commonly this is use to report income paid to independent contractors.

title: ERP Internals/Glossary/1099


text:
The Dark Is Rising Sequence: A Reader's Guide

The Dark Is Rising Sequence is a series of 5 books written by Susan Cooper, aimed at young readers. The books are set in late 20th century England and Wales, but refer to British history. The purpose of this book is to provide background information for the history and geography of the books.

Strategy
To get started, a list of terms and characters can be created.
 * Non fictional terms can be expanded upon using imports from wikipedia, which can then be modified to fit into this book
 * Character descriptions, plot summaries, and fictional terms can be compiled following the style of the Muggles' Guide to Harry Potter.

Audience
This book should be addressed to young readers (perhaps ages 11 and up), for use as a personal study guide or as a classroom teacher's guide.

Over Sea, Under Stone
Three children find a map, and go in search of the treasure it leads to. However, they are soon drawn into the long battle between the Dark and the Light.

The Dark is Rising
Will Stanton turns 11 years old, and learns of his true nature as an Old One.

Greenwitch
The Drews return to Cornwall just in time for the annual ceremony of the Greenwitch.

The Grey King
After a terrible illness, Will Stanton is sent to stay with relatives in Wales to regain his strength. Instead, his time in Wales becomes one of his greatest challenges.

Silver on the Tree
The Drews, Will, Bran and Merriman come together for the battle to end all battles between Light and Dark

Characters

 * Barney Drew
 * Jane Drew
 * Simon Drew
 * Merriman Lyon
 * Will Stanton
 * Bran Davies
 * Rufus The Dog

Geography

 * Cornwall
 * Wales
 * Thames (the river)

History

 * Saxons
 * Danes
 * King Arthur
 * Merlin
 * The London Blitz


text:
Topfield 5800/Universal remotes

 * /One For All URC-7555/
 * /One For All URC-7781/

title: Topfield 5800/Universal remotes


text:
Topfield 5800/Universal remotes/One For All URC-7555

 * Device setup

Device: SAT

Device code: 1206

Keys and functions: (I noted where the OFA key works out-of-the-box using the above device code and where I've needed to use Key Magic and a 5-digit code to map it to a Toppy function)

Number keys : Work -/-- : 00246 Recall Magic -/-- 00420 Opt AV : 00357 PiP Magic AV : PiP Swap 00486

Vol + : 00313 Vol+ Vol - : 00500 Vol- Mute : Works Menu : Works Ch + : 00698 Ch+ Ch - : 00426 Ch-

Arrow keys : Works OK : Works

Rew : Works Play : Works Pause : Works Ffwd : Works

Prev Track : 00615 Text Stop : Works Rec : 00299 Record Next track : 00553 Slow

Red : 00296 Red Green : Works Yellow : Works Blue : Works

Guide : Works i : Works ? : 00436 List (N.B. 00506 is not identical to the Toppy's LIST) Back : 00440 Exit

PPV : 00617 Archive Subt : 00565 TV/SAT Radio : 00683 TV/Radio Fav : 00036 White

 * Setting the URC-7555 to the basic setup code: press Sat, press and hold Magic until 2 blinks, enter 1206.

 * Setting a Key Magic button using the above 5 digit codes (e.g. Rec): press Sat, press and hold Magic until 2 blinks, enter 994, press Magic, enter 00299, press Rec.

 * To undo a Key Magic assignment (e.g. Rec): press Sat, press and hod Magic until 2 blinks, enter 994, press Rec twice.

http://www.hifi-remote.com/forums/dload.php?action=download&file_id=4154
 * A picture of the Toppy remote plus codes overlaid on the buttons is below. Codes are given as three digits (just add 00xxx for remotes accepting 5-digit codes). Those in white are the ones thought to be in setup code SAT/1206:

If your One For All has been purchased longer than 1 year ago, or if you don't have the proof of purchase anymore, the upgrade service is still possible at the cost of £10.
 * OFA say that the 7555 can be returned to OFA for an upgrade (the over-the-phone upgrade does not work) so that all the keys work via device codes VCR 1724 or SAT 1824. The upgrade service is free of charge (for both upgrade and postage back) within the first year of purchasing your One For All, provided you still have the proof of purchase.


text:
User talk:72.79.168.55

Regarding edits made during January 30 2007
This message is regarding the article Wikijunior How Things Work/Flush Toilet. Your change was determined to be unhelpful, and has been removed. Please use the sandbox for any tests you want to do. Take a look at the welcome page if you would like to learn more about contributing. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 00:54, 30 January 2007 (UTC)

title: User talk:72.79.168.55


text:
User talk:67.68.90.153

Regarding edits made during January 30 2007
Please take care not to replace Wikibooks pages with blank content. Blank pages are harmful to Wikibooks because they have a tendency to confuse readers. If it is a duplicate article, please redirect it to an appropriate existing page. If the page has been vandalised, please revert it to the last legitimate version. If you feel that the content of a page is inappropriate, please edit the page and replace it with appropriate content. If you believe there is no hope for the page, please see the deletion policy for how to proceed. If page is no longer useful, insert delete to its top. Thanks for contributing to Wikibooks! If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 01:53, 30 January 2007 (UTC)

title: User talk:67.68.90.153


text:
User:Runnerupnj~enwikibooks/Dewey000

005 Computer programming, programs, data
Wikibooks has a large number of modules about computers available at the Computer Science bookshelf. For books about computer programming in general, see Computer programming.

032 General encyclopedic works in English
Wikipedia - Other Wikipedias

070 News media, journalism, publishing
Wikinews

080 General collections
Other Wikisources

082 General collections In English
English Wikisource

Related Bookshelves

 * Computers bookshelf
 * Computer Science bookshelf
 * IT bookshelf
 * Programming languages bookshelf
 * Serial communications bookshelf
 * Microsoft Office bookshelf
 * Domain-specific languages bookshelf

title: User:Runnerupnj~enwikibooks/Dewey000


text:
Cookbook:Spaghetti Bake

| American cuisine | Italian-American cuisine | Pasta

Ingredients

 * 1 pound (450 g) ground turkey or beef
 * ½ onion, chopped
 * 1 jar (26 oz / 730 g) spaghetti sauce
 * 2 tsp Italian seasoning
 * 1 package (8 oz / 225 g) cream cheese
 * 2 cups cottage cheese
 * ½ cup light sour cream
 * 1 box (16 oz . 500 g) of spaghetti noodles
 * ⅛ cup bread crumbs
 * ½ cup Parmesan cheese

Procedure

 * 1) Preheat oven to 350°F (180°C).
 * 2) Sauté ground meat with onion. When cooked through, mix in spaghetti sauce and seasoning.
 * 3) Combine cream cheese, cottage cheese, and sour cream; mix well.
 * 4) Cook spaghetti noodles according to package directions.
 * 5) Spray 3-quart baking dish with cooking spray.
 * 6) Layer half the spaghetti noodles on the bottom of the dish.
 * 7) Spoon cheese mixture on top of noodles.
 * 8) Layer remaining noodles on top of cheese mixture.
 * 9) Spread meat mixture on top of second noodle layer.
 * 10) Mix bread crumbs and Parmesan cheese and sprinkle on top.
 * 11) Bake 30 minutes until bubbly and heated through.

title: Cookbook:Spaghetti Bake


text:
User:Venkatesh.sridhar

Hi,

I am Venkatesh Sridhar from Mumbai, India. I have completed my MBA in Finance with a major in Investment Banking from my S P Jain Center of Management, Dubai, UAE. I am currently contributing to the Principles of Finance book and would be dedicating myself to that section primarily.

Regards,

Venky

title: User:Venkatesh.sridhar


text:
Talk:Ruby Programming/Ruby basics

Even thought 3 might seem like just a constant number, it's infact an instance of the class Fixnum (which inherits from the class Numeric which inherits from the class Object). The method times comes from Fixnum and does just what it claims to do.

Repetition! (and bad spelling apparently)

Even though 3 might seem like just a constant number, it is in fact an instance of the class Fixnum (which inherits from the class Numeric which inherits from the class Object). The method times comes from Fixnum and does just what it claims to do.

What does it claim to do?

I think it would be better to use rand(11) instead of rand * 10. --Benjamin Meinl 00:20, 7 February 2007 (UTC)

title: Talk:Ruby Programming/Ruby basics


text:
Windows Registry Hacks/Internet software tweaks

Multiple instances of Yahoo! messenger
Description: The default behavior of Yahoo! messenger is such that only one instance can run at one time. But sometimes logging in from multiple IDs maybe required.


text:
Eiffel Programming/Versions

The ECMA Standard
The second edition of the ECMA Eiffel Standard came out in June, 2006. Three compiler projects are supporting this standard. EiffelSoftware's EiffelStudio, the Gobo Eiffel Compiler and "The Eiffel Compiler" tecomp.

EiffelStudio
Available under a dual license for Open Source and commercial projects, EiffelStudio is the granddaddy of Eiffel compilers. Produced by EiffelSoftware (formerly ISE), EiffelStudio emphasizes backward compatibility combined with incremental language enhancements. It is probably the most widely used Eiffel compiler.

Liberty Eiffel
2013 a new Compiler based on SmartEiffel is in development. It is the new GNU Eiffel Compiler.

www.gnu.org/software/liberty-eiffel

The Gobo Eiffel Compiler
An offshoot of the Gobo project, the Gobo Eiffel Compiler, or GEC, is currently under development and as of this writing does not support a full implementation of the language. It does contain a complete parser that supports several versions of the language, including compatibility with EiffelStudio and large portions of the ECMA standard.

These two compilers actually have a close relationship. EiffelSoftware has made extensive use of the Gobo libraries to implement their own compiler. Eric Bezault, the founder of the Gobo project, is working with EiffelSoftware on an open source ELKS library to be shared by both compilers.

"The Eiffel Compiler" tecomp
The development of "The Eiffel Compiler" tecomp started in 2008. It is a compiler and an interpreter at the same time. It compiles the Eiffel source code into its internal representation and either stores it for later execution or executes it in its virtual machine. Optimized native code can be generated via compilation to C.

ELKS
ELKS was originally formed to develop standards for Eiffel libraries usable by all Eiffel compilers. It laid out some very solid groundwork for libraries earlier this decade.

(TBD: Provide relevant links for more information on all of the standardization efforts and products.)

title: Eiffel Programming/Versions


text:
ERP5 Handbook/Business Templates

Installation techniques
See http://wiki.erp5.org/HowToInstallBusinessTemplates.

Difference between Install and Upgrade
If you have installed erp5_forge business template, and are a bleeding-edge type, you can from time to time update your system to the latest svn revision - see http://wiki.erp5.org/HowToUseERP5Subversion#update_from_svn.

Usually, the recommended way would be to first update the source code (by running svn_update.sh script), then update all bt5 starting from the more basic ones and on to the application-level, so it'd go more or less like:
 * erp5_core
 * erp5_xhtml_style
 * erp5_mysql_innodb_catalog
 * erp5_pdm
 * erp5_trade

Creation
See http://wiki.erp5.org/HowToCreateBusinessTemplates

erp5_rss_style
Capable of rendering ERP5 data in a format recognizable by RSS readers, very configurable. Can be used in hundreds of ways, for example:
 * sale manager can use a news ticker application to monitor new sale orders entered by his team
 * while checking your email you can immediately see what's new in document management system
 * someone working on a project can use his news reader to see new task being started or completed

See wiki HowToUseRSSStyle for usage and configuration information.

erp5_ical_style
Capable of rendering ERP5 data in an iCalendar format recognized by many calendaring programs (KOrganizer, Microsoft Exchange, Microsoft Outlook, Lotus Notes, Novell GroupWise and many others). Very configurable, can be used for scheduling, user notification, presentation of project time schedule, and many other ways.

See wiki HowToUseICalStyle for usage and configuration information.

title: ERP5 Handbook/Business Templates


text:
Freistil/Rätsel 01/30/2007

Wörtersuche , du,  oder diagonal von  zu Feld. werden, Umlaute dürfen werden ( ue  ü). Erlaubt sind deutsche Wörter, Namen sind.

 * 5 Wörter. : 15 Wörter. : 30 Wörter.  findest du auf der Diskussionsseite.

title: Freistil/Rätsel 01/30/2007


text:
Talk:Freistil/Rätsel 01/30/2007

mögliche Lösungen:

Untitled

 * 2 Buchstaben: ' · ' ·
 * 3 Buchstaben: ·  ·  ·
 * 4 Buchstaben: ' · ' · · Nabe · ' ·  ·  · ' ·
 * 5 Buchstaben: ·  · Besen ·  ·  ·  · ' · ' ·  ·  · ' ·  ·  · ' ·  · Wesen
 * 6 Buchstaben: blasen · ' · ' ·  · ·
 * 7 Buchstaben:
 * 8 Buchstaben: ·  ·
 * 16 Buchstaben:

Wörter sind.

title: Talk:Freistil/Rätsel 01/30/2007


text: Freistil/Language

title: Freistil/Language


text:
Talk:Java Programming/Keywords/throws

what is the purpose of throws

title: Talk:Java Programming/Keywords/throws


text:
SwisTrack/Multi-Camera Client

=Introduction=

Abstract
SwisTrack Multi-Camera Client is a client tool to communicate with several SwisTrack instances. It is written in C++ using wxWidgets. Data received by a TCP connection will be merged and synchronized before displaying it on a window. SwisTrack is the server part of the connection and SwisTrack Multi-Camera Client is the client.

Zoom / focus function
You can zoom in and out using the scroll wheel of the mouse. To focus on a specific region click with the right mouse button on that region. The left mouse button is to get several information if clicked on a robot. By clicking the mouse wheel the view will be reset.

=Class hierarchy=

We have 10 classes, where "ClientFrame" is the mean one.

=Edit Settings=

If you select the menu "Edit/Edit settings" a editing window will pop up and you will be able to change the settings. Beware to the syntax, otherwise the program won't run correctly. Lines that begins with "#" are treated like comments.

The proper syntax of the SwisTrack Multi-Camera Client settings is (with example)):

Robot
Watch that after a type follows always a ":" and else after every entry follows a ";" except for the last one where nothing follows. Have a look on the screenshots for an real example.

Save tracking positions: file syntax
If desired, the movements of the robots can be saved on a "robotX.txt" file (X is the id of the robot). A line per frame will be used. The syntax is the following:

frame number, position in x, position in y, angle

example: 217,0.669787,8.297836, 6.210000

=Camera area definition=

As seen above we use a reference point with 2 vectors, a width and height for defining a camera area.

=NMEA 0183 protocol=

The SwisTrack Multi-Camera Client uses the NMEA 0183 protocol to communicate with the SwisTrack instances and the robots.

SwisTrack
Keep in mind that every command is encapsulated in a message with a message header (command) and a list of arguments according to the specific command. Every command begins with a $ and is in capitals.

Sending commands
The program can be paused (not sending $STEP commands any more) and be resumed by the menu commands under "ST controls/Pause tracking" and "ST controls/Resume tracking".

Receiving commands
Remark: One or several $PARTICLE commands can only be received between a $BEGINFRAME and a $ENDFRAME command!

Receiving commands
=Screenshots=

Here are some screenshots taken from the SwisTrack Multi-Camera Client:

title: SwisTrack/Multi-Camera Client


text:
User:Insipid/monobook.js

document.write(' ');

title: User:Insipid/monobook.js


text:
MATLAB Programming/GNU Octave

Octave is a free computer program for performing numerical computations (created as part of the GNU project) which is mostly compatible with MATLAB.

History
The project was conceived around 1988. At first it was intended to be a companion to a chemical reactor design course. Real development was started by John W. Eaton in 1992. The first alpha release dates back to January 4, 1993 and on February 17, 1994 version 1.0 was released.

The name has nothing to do with music. It was the name of a former professor of one of the authors of Octave who was known for his ability to quickly come up with good approximations to numerical problems.

Technical details

 * Octave is written in C++ using STL libraries.
 * Octave has an interpreter that interprets the Octave language.
 * Octave itself is extensible using dynamically loadable modules.
 * Octave interpreter works in tandem with gnuplot and Grace software to create plots, graphs, and charts, and to save or print them.

Octave, the language
The Octave language is an interpreted programming language. It is a structured programming language (an example of which is the C language) and supports many common C standard library constructs, and can be extended to support UNIX system calls and functions. However, it does not support passing arguments by reference.

Octave programs consist of a list of function calls or script. The language is matrix-based and provides various functions for matrix operation. It is not object-oriented, but supports data structures.

Its syntax is very similar to MATLAB, and carefully programming a script will allow it to run on both Octave and MATLAB.

Because Octave is made available under the GNU General Public License, it may be freely copied and used. The program runs under most Unix and Unix-like operating systems, as well as Microsoft Windows.

Notable features
Typing a TAB character on the command line causes Octave to attempt to complete variable, function, and file names. Octave uses the text before the cursor as the initial portion of the name to complete.
 * Command and variable name completion

When running interactively, Octave saves the commands typed in an internal buffer so that they can be recalled and edited.
 * Command history

Octave includes a limited amount of support for organizing data in structures. For instance: octave:1> x.a = 1; x.b = [1, 2; 3, 4]; x.c = "string"; octave:2> x.a x.a = 1 octave:3> x.b x.b =
 * Data structures

1 2  3  4

octave:4> x.c x.c = string

Octave's `&&' and `||' logical operators are evaluated in a short-circuit fashion (like the corresponding operators in the C language) and work differently than the element by element operators `&' and `|'.
 * Short-circuit boolean operators

Octave includes the C-like increment and decrement operators `++' and `--' in both their prefix and postfix forms.
 * Increment and decrement operators

Octave supports a limited form of exception handling modelled after the unwind-protect form of Lisp. The general form of an unwind_protect block looks like this: unwind_protect body unwind_protect_cleanup cleanup end_unwind_protect
 * Unwind-protect

Octave has a real mechanism for handling functions that take an unspecified number of arguments without explicit upper limit.
 * Variable-length argument lists

Here is an example of a function that uses the new syntax to print a header followed by an unspecified number of values: function foo (heading, ...) disp (heading); va_start ; while (--nargin) disp (va_arg ); endwhile endfunction

Octave also has a real mechanism for handling functions that return an unspecified number of values. For example: function [...] = foo (n) for i = 1:n vr_val (i); endfor endfunction
 * Variable-length return lists

title: MATLAB Programming/GNU Octave


text:
Cookbook:Water Spinach

Kangkung, also kangkong, ong choy, water spinach, river spinach, swamp cabbage is a leafy green vegetable grown throughout tropical and subtropical countries but most commonly throughout South-East Asia.

It is usually stir-fried, but also appears in soups and salads.

title: Cookbook:Water Spinach


text:
MATLAB Programming/Differences between Octave and MATLAB

Octave has been mainly built with MATLAB compatibility in mind. It has a lot of features in common with MATLAB:

 * 1) Matrices as fundamental data type.
 * 2) Built-in support for complex numbers.
 * 3) Powerful built-in math functions and extensive function libraries.
 * 4) Extensibility in the form of user-defined functions.

Some of the differences that do exist between Octave and MATLAB can be worked around using "user preference variables."

GNU Octave is mostly compatible with MATLAB. However, Octave's parser allows some (often very useful) syntax that MATLAB's does not, so programs written for Octave might not run in MATLAB. For example, Octave supports the use of both single and double quotes, whereas older versions of MATLAB only supported single quotes, which meant parsing errors occurred if you tried to use double quotes (e.g. in an Octave script when run on MATLAB). More recent versions of MATLAB introduced double quotes, but with different functionality to single quotes (albeit with some overlap in functionality). Octave and MATLAB users who must collaborate with each other need to take note of these issues and program accordingly.

 * Note: Octave can be run in "traditional mode" (by including the --traditional flag when starting Octave) which makes it give an error when certain Octave-only syntax is used.

This chapter documents instances where MATLAB's parser will fail to run code that will run in Octave, and instances where Octave's parser will fail to run code that will run in MATLAB. This page also contains notes on differences between things that are different between Octave (in traditional mode) and MATLAB.

C-Style Autoincrement and Assignment operators
Octave supports C-style autoincrement and assignment operators: MatLab does not.

Product of booleans
MATLAB (R2011b) and Octave (3.6.4) respond differently when computing the product of boolean values:

X = ones(2,2) ; prod(size(X)==1) MATLAB: PROD is only supported for floating point input. Octave: ans = 0

They both produce the same result (ans=0) in MATLAB (R2015a) and above

nargin
Nargin returns the number of input arguments of a function. MATLAB (R2011b) will not allow the following; Octave will.

startup.m
MATLAB will execute a file named 'startup.m' in the directory it was called from on the command line. Old versions of Octave do not. Starting with Octave 4.2.0 it behaves the same as Matlab. For older versions of Octave, it will execute a file named '.octaverc' which can be edited to execute existing startup files. This means that '.octaverc' can be edited to look for and execute a 'startup.m' file.

Character Strings and Arrays
MATLAB differentiates between character strings and character arrays, while Octave does not. In Octave:

>> ["foo" "bar"] ans = foobar >> ['foo' 'bar'] ans = foobar

In MATLAB:

>> ["foo" "bar"] ans = 1×2 string array "foo"   "bar"

>> ['foo' 'bar'] ans = 'foobar'

Solution: Use strcat for character string concatenation.

['abc ';'abc']
['abc ';'abc'] is now allowed in both Octave and MATLAB; (MATLAB previously would return: ?? Error using ==> vertcat)

In Octave and MATLAB the result will be a 2 by 3 matrix.

Calling Shells
the "! STRING" syntax calls a shell with command STRING in MATLAB. Octave does not recognize ! as system call, since it is used in logical operations. Always use 'system (STRING)' for compatibility.

If you really miss the one-character shortcut, for convenience on the command line you can create a similar shortcut by defining the following in your '.octaverc' file:

function S(a), system(a); end

Now "S STRING" will evaluate the string in the shell.

Attempting to load empty files
MATLAB lets you load empty files, OCTAVE does not.

system('touch emptyfile'); A = load('emptyfile')

MATLAB R2011b : A=[] Octave 4.2.0 : error: load: unable to determine file format of 'emptyfile'

fprintf and printf
Octave supports both  and   as a command for printing to the screen. MATLAB requires :

foo = 5; printf ('My result is: %d\n', foo) % Prints to STDOUT. Octave only

covers writing both to the screen and to a file by omitting the optional file-handle argument:

foo = 5; fprintf('My result is: %d\n', foo) % Prints to STDOUT. Octave and MATLAB

Whitespace
MATLAB does not allow whitespace before the transpose operator but Octave does (it is just an operator like others).

[0 1]'  % works in MATLAB and Octave [0 1] ' % works only in Octave

Line continuation
MATLAB always requires  for line continuation.

rand (1, ...         2)

while Octave also supports

rand (1,         2)

For both programs, a line break without '...' within an array shifts to the next row

>> R=[1 2 3 7 8 9]

R = 1    2     3     7     8     9

Assignment
Octave supports

z = y = x + 3

MATLAB requires

y = x + 3 z = y

Octave allows

global isOctave = (exist('OCTAVE_VERSION') > 0);

while MATLAB requires

global isOctave; isOctave = (exist('OCTAVE_VERSION') > 0);

This example also shows how to detect the interpreter at runtime.

Logical operator NOT
Octave allows users to use both ~ and ! with boolean values. The first is for MATLAB compatibility, while ! will be more familiar to C/Java/etc programmers. If you use the latter, however, you'll be writing code that MATLAB will not accept:

 * For not-equal comparison, Octave can use both '~=' or '!='. MATLAB requires '~='.

GNU Octave Control Package
Both MATLAB and Octave have toolboxes intended to control system design. In Octave, the toolbox is called the Octave Control Package. The package can be downloaded, compiled and installed with the command  from the Octave prompt. Users of Debian and its derivatives can install it by installing the package "octave-control", if it is not installed by default.

For more information about functions' syntax, type help . For more information about the Control Package, view the PDF manual in the package's "doc" folder.

Small differences exist - an example is c2d. Here are the two formats for the bilinear transformation with an analog model C:

Some other differences

 * MATLAB uses the percent sign '%' to begin a comment. Octave uses both the hash symbol   and the percent sign   interchangeably.
 * For exponentiation, Octave can use  or  ; MATLAB requires.
 * To end blocks, Octave can use  or specify the block with  ; MATLAB requires.
 * Octave supports C-style hexadecimal notation (e.g. "0xF0"); MATLAB requires the  function (e.g. "hex2dec('F0')").
 * If something (like Netlab) needs a function named fcnchk, create a file named fcnchk.m with the contents shown below and put it where Octave can find it:

 * The main difference used to be the lack of GUI for Octave. With version 4.0 Octave has a GUI as its default interface.

Notes about specific functions

 * For "dbstep, in" use "dbstep"; for "dbstep", use "dbnext"
 * For "eig(A,B)" use "qz(A,B)"
 * The fputs function is not available in MATLAB. Use fprintf instead.
 * The strftime function is not available in MATLAB. Use datestr instead.
 * The time function is not available in MATLAB. Use now instead.
 * As of 4.2.1, Octave does not print outputs to the console until it has completed all waiting commands, unlike MATLAB. This behavior is controlled by the boolean variable   (default:  ), and it is not ameliorated in.
 * The functions strread and textscan in Octave 3.4.0 are not fully compatible with their implementations in MATLAB 2009b (and probably later versions as well). For instance, the N=-1 option (repeat reading format until end of string) is not implemented in Octave 3.4.0 . Using a value of N=a positive integer (read format N times) does work the same as in MATLAB.
 * The textscan function is not included in Octave versions prior to 3.4.0. Use fscanf instead.
 * For the linprog function, MATLAB is more permissive by allowing the "a" and "b" inputs to be either row or column vectors. Octave requires that they be column vectors.
 * In Octave, one can specify data labels (or legends) with the plot function, while in MATLAB one can only use the legend function.

Octave:       plot(x, y, ';label;') MATLAB/Octave: plot(x, y); legend('label')

 * The error(msg) function in MATLAB is a no-op if the message is empty. In Octave, it results in an error.
 * The contains function is not available in Octave. Use ~isempty(strfind) instead.


text:
User talk:Ell14

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck!

If you have any questions or queries, feel free to ask me by visiting my talk page and leaving a message User talk:Urbane User

Urbane User (Talk)   (Contributions)  17:50, 30 January 2007 (UTC)

title: User talk:Ell14


text:
User talk:AdnanSa

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck!

If you have any questions or queries, feel free to ask me by visiting my talk page and leaving a message User talk:Urbane User

Urbane User (Talk)   (Contributions)  17:51, 30 January 2007 (UTC)

title: User talk:AdnanSa


text:
User talk:Cori~enwikibooks

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck!

If you have any questions or queries, feel free to ask me by visiting my talk page and leaving a message User talk:Urbane User

Urbane User (Talk)   (Contributions)  17:52, 30 January 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Cori. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cori~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:06, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:49, 19 April 2015 (UTC)

title: User talk:Cori~enwikibooks


text:
User talk:Mr-br

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck!

If you have any questions or queries, feel free to ask me by visiting my talk page and leaving a message User talk:Urbane User

Urbane User (Talk)   (Contributions)  17:53, 30 January 2007 (UTC)

Pace Twin
Please note that I've nominated this for deletion. At present, it seems to be an encyclopedia, which is not allowed here. If you're planning on making this into a textbook, then please let me know. – Mike.lifeguard  | talk 20:39, 22 May 2008 (UTC)

title: User talk:Mr-br


text:
Java Programming/Java Security

Since Java 1.2, the Java platform itself comes with a security model built into applications it runs. It provides an access controller similar to what the Java enabled browser provides for an applet.

There are two main ways we can add security to our application. One way is to add a Class loader, or a security manager. The other way is to run your application under an other program, that can be called JavaRunner. JavaRunner can be used to run applications, the same way as appletviewer is used to run applets.

Permissions in Java
Permissions in Java grant or deny certain privileges to an application. Take this file from an applet called "Desert":

This file says to allow every permission (i.e. no security). Take also this code:

This represents permission to allow reading of. For more information see this.

title: Java Programming/Java Security


text:
User talk:Lstegman

Radiation Oncology
Welcome to Wikibooks! Thank you for your corrections to the Radiation Oncology wikibook. We appreciate your help and your careful eye. — Brim 18:28, 30 January 2007 (UTC)

title: User talk:Lstegman


text: Miskito/Lesson 3

title: Miskito/Lesson 3


text:
Cookbook:Ma'amoul (Arabian Filled Pastries)

| Middle Eastern cuisine

Ma'amoul are pastries filled with dates or nuts, and they are popular throughout the Arab world. They can be made in special ma'amoul moulds, and there are three shapes of mould. The flattish circular shape is used for date ma’amoul; the round domed shape for walnut ma’amoul; the long oval for pistachio ma’amoul. Some families do not use moulds, but have special crimping tweezers for making patterns on the top of the pastry. Alternatively, a fork may be used.

The Sephardi Jews of the Eastern Mediterranean refer to date ma'amoul as menenas. These are often made in the form of date rolls rather than balls.

Pistachio filling

 * ½ lb (250 g) finely-chopped pistachios
 * ¼ lb sugar
 * 1 tbsp rose water

Walnut filling

 * ½ lb (250 g) finely-chopped walnuts
 * ¼ lb sugar
 * 1 tbsp ground cinnamon

Date filling

 * 1 lb (500 g) pitted dates, chopped
 * ½ teacup water
 * Butter (optional)

Pastries

 * 1 lb (500 g) plain white flour (up to a quarter of the flour may be replaced with fine semolina)
 * 2 tbsp white sugar
 * 1 pinch of salt (optional)
 * Baking powder (optional)
 * ½ lb (250 g) unsalted butter (Normandy butter is best)
 * 1–2 tbsp rose water or orange flower water
 * 2 tbsp water or milk
 * Icing sugar

Special equipment

 * Wooden ma'amoul moulds, oiled and dusted with flour

Fillings

 * 1) Mix chopped pistachios with sugar and rose water.
 * 2) Mix chopped walnuts with sugar and cinnamon.
 * 3) Combine the chopped dates and water in a pot. Bring to a boil, squashing the mixture against the side of the pan with a wooden spoon until approximately uniform in consistency. Mix in the butter if using. Blend with an electric chopper if desired to make a smoother paste. Allow to cool.

Pastries

 * 1) Sift the flour into a mixing bowl. Mix with the white sugar, and a pinch of salt if desired. Some people add a very small quantity of baking powder.
 * 2) Work in the butter until the consistency is as uniform as possible; one way is to heat the butter in the microwave first until it is nearly melted, and then mix it with the flour into a sort of crumble. Cover and leave at room temperature for several hours to overnight.
 * 3) Break up the dough with your fingers, and add the rose water or orange flower water and 2 tbsp water or milk until it is malleable. Knead the whole into a smooth ball.
 * 4) Take a walnut-sized ball of the dough, stick your thumb into it, and hollow out into a cup shape so that the walls are as thin as possible without breaking.
 * 5) Insert filling to about three-quarters full, and pinch the aperture closed. Pat gently into a ball, not letting the walls break.
 * 6) Decorate the ball on top with tweezers or the prongs of a fork. Alternatively, pat it into a wooden mould and flatten the exposed bottom surface, then bang the mould face down on the work surface to extract the moulded pastry.
 * 7) Repeat the assembly steps until all the dough and the filling is used. If at any stage the remaining dough shows signs of drying out, knead in a little more water or milk.
 * 8) Place the pastries on an ungreased baking sheet and bake in a preheated oven (180°C / 355°F; 160°C if a fan oven) for 20 minutes: they must not be allowed to become hard or brown. In fact they should look a little moist and underdone when removed from the oven: they will steam off and harden as they cool.
 * 9) Leave the pastries to cool, and dust with icing sugar when cold. Keep in a sealed plastic box or biscuit tin.

Notes, tips, and variations

 * Some people use ground almonds, with or without green food colouring, instead of pistachios for the filling.
 * A variant served on very special occasions is known as karabij. Make nut ma’amoul, using water rather than milk and no flower water, in the form of balls rather than in a mould, leaving them smooth without making any indentations. Arrange in a pyramid and serve with a special cream called naatiffe. This is made by boiling water, lemon juice, sugar, orange flower water and soapwort root (Saponaria officinalis) into a syrup, and folding in stiffly beaten egg whites. Some books mention bois de Panama instead of soapwort, but apparently this is a fallacy.


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Horticulture/Lawn Mowers

Cutting types

 * Reel Mowers
 * Rotary Mowers
 * Sicklebar Mowers
 * Scythes

Power

 * Human Power
 * Animal Power
 * Gasoline 4-stroke
 * Gasoline 2-stroke
 * Diesel
 * Electric
 * Battery
 * Solar
 * Hybrid

Operation

 * Human
 * Push
 * Rider
 * Robot

/Tools

title: Horticulture/Lawn Mowers


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Template:External link

Source: English-language Wikisource (see s:Template:Soft redirect and s:Template:Messagebox).

title: Template:External link


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ERP Internals/Modules/Accounts Receivable/Functions/Maintain Module Information/Modify GL Distribution

The GL Distribution parameters contain every General Ledger account number that the Accounts Receivable module can post to. This function allows the Systems Administrator or the Module Administrator to change those account numbers.

Accounts Receivable/Functions/Maintain Module Information/Modify GL Distribution


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ERP Internals/Modules/Bank Reconciliation/Functions/Maintain Module Information/Modify GL Distribution

The GL Distribution parameters contain every General Ledger account number that the Bank Reconciliation module can post to. This function allows the Systems Administrator or the Module Administrator to change those account numbers.

Bank Reconciliation/Functions/Maintain Module Information/Modify GL Distribution


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ERP Internals/Modules/Bond Manager/Functions/Maintain Module Information/Modify GL Distribution

The GL Distribution parameters contain every General Ledger account number that the Bond Manager module can post to. This function allows the Systems Administrator or the Module Administrator to change those account numbers.

Bond Manager/Functions/Maintain Module Information/Modify GL Distribution


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ERP Internals/Modules/Fixed Assets/Functions/Maintain Module Information/Modify GL Distribution

The GL Distribution parameters contain every General Ledger account number that the Fixed Assets module can post to. This function allows the Systems Administrator or the Module Administrator to change those account numbers.

Fixed Assets/Functions/Maintain Module Information/Modify GL Distribution


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ERP Internals/Modules/Inventory/Functions/Maintain Module Information/Modify GL Distribution

The GL Distribution parameters contain every General Ledger account number that the Inventory module can post to. This function allows the Systems Administrator or the Module Administrator to allocate/book the financial part change to all accounting segment and use to overwrite to all segments.

Inventory/Functions/Maintain Module Information/Modify GL Distribution


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ERP Internals/Modules/Investment Manager/Functions/Maintain Module Information/Modify GL Distribution

The GL Distribution parameters contain every General Ledger account number that the Investment Manager module can post to. This function allows the Systems Administrator or the Module Administrator to change those account numbers.

Investment Manager/Functions/Maintain Module Information/Modify GL Distribution


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ERP Internals/Modules/Job Costing/Functions/Maintain Module Information/Modify GL Distribution

The GL Distribution parameters contain every General Ledger account number that the Job Costing module can post to. This function allows the Systems Administrator or the Module Administrator to change those account numbers.

Job Costing/Functions/Maintain Module Information/Modify GL Distribution


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ERP Internals/Modules/Payroll/Functions/Maintain Module Information/Modify GL Distribution

The GL Distribution parameters contain every General Ledger account number that the Payroll module can post to. This function allows the Systems Administrator or the Module Administrator to change those account numbers.

Payroll/Functions/Maintain Module Information/Modify GL Distribution


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ERP Internals/Modules/Share Manager/Functions/Maintain Module Information/Modify GL Distribution

The GL Distribution parameters contain every General Ledger account number that the Share Manager module can post to. This function allows the Systems Administrator or the Module Administrator to change those account numbers.

Share Manager/Functions/Maintain Module Information/Modify GL Distribution


text: Category:Soft redirects

title: Category:Soft redirects


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AQA A-Level Physics/Past paper questions

Atomic Structure
1) Give the number of nucleons and the number of electrons in an atom of 22Na. (2 marks)

Nucleons =

Electrons =

2) What is meant by the term isotope?

3) Define the following (3 marks)

When removed from an atom, forms a charge

Has the largest mass-charge ratio

When removed from an atom, lowers overall mass


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ERP Internals/Glossary/Record of Employment

A form that must be submitted to the Canadian government when an employee is terminated. It includes a code (the ROE code) indicating why the person was terminated.


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User:Gm1121983~enwikibooks/Human development

These are the eight stages of human development:

Infancy (0-18 months) Toddlerhood (18 months-3 years) Early childhood (3-6) Middle childhood (6-12) Adolescence (13-17) Early adulthood (18-39) Middle adulthood (40-64) Late adulthood (65-death)

This is true for normal people. However, some people age faster than others. Adolescents are naive and inexperienced but expected to grow into mature adults in their 20's. The brain functions that control judgment and risk assessments aren't fully mature until age 25. At that age, you have plenty of rights in all the countries.


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ERP Internals/Glossary/Direct Deposit

A system in which the employee's pay is transferred directly into their bank account without printing a check.

title: ERP Internals/Glossary/Direct Deposit


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Wikibooks:Editorial board

The editorial board is a group of wikibookians, comprised of a set of standing members and temporary appointees who oversee matters of book publishing and distribution here on wikibooks.

Purpose
The purpose of the editorial board is to oversee the content of books. The editorial board is tasked with:

 * 1) Identifying "experts" in various fields, to aide in editorial tasks.
 * 2) Review, edit, and revise notable wikibooks in preparation for eventual publication and distribution.
 * 3) Provide assistance and guidance to Wikibookians, when properly solicited, on matters of book content.
 * 4) Provide a centralized point of contact between the wikibooks community, the WMF, and the textbook consumers (teachers, students, libraries, publishers, etc).
 * 5) Ensure that books, both local and distributed copies, conform to the GFDL.

Book authors may opt to ask the board for assistance in review, editing, publishing, or distributing their books. This is optional, and help from the board is not required to publish or distribute books on Wikibooks. It is hoped, however, that the board will help to facilitate and streamline these processes.

Composition
The editorial board will have two distinct components: a standing core group of active Wikibookians, and an ancillary group of temporary members to lend expertise on various subjects. The size of the editorial board, or of it's two component groups will not be static, nor limited in any way.

Standing Members
The standing members of the editorial board will be selected by the community. Members of this board are qualified based on their skill and experience in writing book content, and preparing books for publication. Members must be willing to read and write large amounts of book content, as needed.

There are no specific requirements for membership, but all candidates should be able to bring some benefit to the board. The board requires people who can edit and revise books, typeset and produce PDF versions, and people who can work to distribute books. Members must be trusted and responsible, as many of the duties prescribed to the board could have a profound effect on the Wikibooks project. Above all, members of the board should have a strong desire and drive to help Wikibooks succeed.

Appointed Members
Appointed members of the editorial board are selected on a case-by-case basis to supply subject expertise to the board. These members can be selected from those listed at Volunteer editors, from known authors here on Wikibooks with expertise in a particular subject, or they can be invited from outside the project.

Appointed members are not elected, but are instead invited by standing members of the board for help in particular tasks. Proper judgment should be used in selecting qualified volunteers. Appointees are only considered members of the board so long as they are needed for particular tasks. Appointees may certainly continue editing or authoring books here on Wikibooks after their work with the editorial board has completed.

Membership
Wikibookians can be nominated to become standing members of the editorial board at any time. Nominees should be judged based on their contribution history, with special attention paid to content edits. The editorial board requires members who are experienced in editing and authoring book content.

Nominees should receive a number of community votes similar to the number required to elect an admin at that point in time. This metric is approximate, and will certainly change over time. While the number of votes should be consistent with the election of an admin, the standards to which a candidate are judged should be very different. When enough votes have been received, the new member will be confirmed by the board.

Members of the board can similarly be nominated for dismissal from the board at any time. Members of the board are expected to be active on the board, and also be active at Wikibooks in general. Any member can request leave from the board at any time, and all such requests are granted immediately.

Contact Information
Because of the nature of copyright and publishing, it may be necessary for members of the editorial board to supply a certain amount of legal contact information. This information will be collected, updated, and stored at the discretion of the board.

As books are published and distributed, it may also be necessary to collect this kind of information from book contributors, to help enforce copyright. Providing such information is always voluntary, and any information collected will not be posted or misused.

Limitations
The editorial board is limited in scope and power. It serves only as an aide to book authors for editing, publishing, distributing and promotion. At no time should the editorial board act outside the wishes of the book authors.

The editorial board carries no "weight" with the community, and members of the board are afforded no additional rights, privledges, or status. The editorial board and the individual members should be cautious not to overstep any bounds of authority.

Request Review
If there is a book worthy of review by the editorial board, nominate them here.

Request Books
If you are a consumer of textbooks (teacher, student, library, etc) and would like to request that an existing Wikibook be published or distributed, you can list your needs here. Other questions or comments should be directed to the board's talk page.

Dispute Resolution
If there is a dispute concerning book content, the editorial board can help act as a mediator. It is not the primary purpose of the board, and it is left up to the discretion of the board as to whether or not to get involved in disputes of this kind. The editorial board has no authority to impose binding solutions on disputes except in the special case of fixed, published editions or where asked to do so by the Arbitration Committee or where a formal request for binding review has been made with the agreement of all disputants. Wikibookians in disagreement are encouraged to consult the Dispute resolution, and Decision making policies, as necessary.

title: Wikibooks:Editorial board


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ERP Internals/Modules/Inventory/Functions/Maintain Module Information/Modify Price Descriptions

The Price Description parameters contain a description for each of the six price categories that the Inventory module supports. This function allows the Systems Administrator or the Module Administrator to change those descriptions.

Inventory/Functions/Maintain Module Information/Modify Price Descriptions


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ERP Internals/Glossary/Extensible Markup Language

A means of exchanging information between different computers. XML is used on the Internet. Contrast with EDI.


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User talk:74.128.173.28

Regarding edits made during January 30 2007
Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 23:48, 30 January 2007 (UTC)

title: User talk:74.128.173.28


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ERP Internals/Data Tables/Parameters/Accounts Payable

This set of parameters contains the Accounts Payable options and values.

 * Age Based On Invoice/Due Date
 * Accounts Payable Aging Period 1 (days)
 * Accounts Payable Aging Period 2 (days)
 * Accounts Payable Aging Period 3 (days)
 * Accounts Payable Aging Period 4 (days)
 * Require Purchase Order Number (Yes/No)
 * Supplier Entity Name (can insert "Vendor")
 * General Ledger Accounts Payable account number
 * General Ledger Cash account number
 * General Ledger Discount account number
 * General Ledger Freight account number
 * General Ledger Tax account number(s)
 * Next Check Number


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Microprocessor Design/Add and Subtract Blocks

Addition and Subtraction
Addition and subtraction are similar algorithms. Taking a look at subtraction, we can see that:

 * $$a - b = a + (-b)$$

Using this simple relationship, we can see that addition and subtraction can be performed using the same hardware. Using this setup, however, care must be taken to invert the value of the second operand if we are performing subtraction. Note also that in twos-compliment arithmetic, the value of the second operand must not only be inverted, but 1 must be added to it. For this reason, when performing subtraction, the carry input into the LSB should be a 1 and not a zero.

Our goal on this page, then, is to find suitable hardware for performing addition.

Half Adder
A half adder is a circuit that performs binary addition on two bits. A half adder does not explicitly account for a carry input signal.

In SystemVerilog, a half-adder can be implemented as follows:

module half_adder(input logic a, b, output logic carry_out, sum); assign {carry_out, sum} = a + b; endmodule

Full Adder
Full adder circuits are similar to the half-adder, except that they do account for a carry input and a carry output. Full adders can be treated as a 3-bit adder with a 2-bit result, or they can be treated as a single stage (a 3:2 compressor) in a larger adder.

As can be seen below, the number of gate delays in a full-adder circuit is 3:

We can use verilog to implement a full adder module:

module full_adder(a, b, cin, cout, s); input a, b, cin; output cout, s;   wire temp; temp = a ^ b;   s = temp ^ cin; cout = (cin & temp) | (a & b); endmodule

Serial Adder

A serial adder is a kind of ../ALU/ that calculates each bit of the output, one at a time, re-using one full adder (total). This image shows a 2-bit serial adder, and the associated waveforms.

Serial adders have the benefit that they require the least amount of hardware of all adders, but they suffer by being the slowest.

Parallel Adder
A parallel adder is a kind of ../ALU/ that calculates every bit of the output more or less simultaneously, using one full adder for each output bit. The 1947 Whirlwind computer was the first computer to use a parallel adder.

In many CPUs, the CPU latches the final carry-out of the parallel adder in an external "carry flag" in a "status register".

In a few CPUs, the latched value of the carry flag is always wired to the first carry-in of the parallel adder; this gives "Add with carry" with 2s' complement addition. (In a very few CPUs, an end-around carry -- the final carry-out of the parallel adder is directly connected to the first carry-in of the same parallel adder -- gives 1's complement addition).

Ripple Carry Adder

Numbers of more than 1 bit long require more then just a single full adder to manipulate using arithmetic and bitwise logic instructions. A simple way of operating on larger numbers is to cascade a number of full-adder blocks together into a ripple-carry adder, seen above. Ripple Carry adders are so called because the carry value "ripples" from one block to the next, down the entire chain of full adders. The output values of the higher-order bits are not correct, and the arithmetic is not complete, until the carry signal has completely propagated down the chain of full adders.

If each full adder requires 3 gate delays for computation, then an n-bit ripple carry adder will require 3n gate delays. For 32 or 64 bit computers (or higher) this delay can be overwhelmingly large.

Ripple carry adders have the benefit that they require the least amount of hardware of all adders (except for serial adders), but they suffer by being the slowest (except for serial adders).

With the full-adder verilog module we defined above, we can define a 4-bit ripple-carry adder in Verilog. The adder can be expanded logically:

wire [4:0] c; wire [3:0] s; full_adder fa1(a[0], b[0], c[0], c[1], s[0]); full_adder fa2(a[1], b[1], c[1], c[2], s[1]); full_adder fa3(a[2], b[2], c[2], c[3], s[2]); full_adder fa4(a[3], b[3], c[3], c[4], s[3]);

At the end of this module, s contains the 4 bit sum, and c[4] contains the final carry out.

This "ripple carry" arrangement makes "add" and "subtract" take much longer than the other operations of an ALU (AND, NAND, shift-left, divide-by-two, etc). A few CPUs use a ripple carry ALU, and require the programmer to insert NOPs to give the "add" time to settle. A few other CPUs use a ripple carry adder, and simply set the clock rate slow enough that there is plenty of time for the carry bits to ripple through the adder. A few CPUs use a ripple carry adder, and make the "add" instruction take more clocks than the "XOR" instruction, in order to give the carry bits more time to ripple through the adder on an "add", but without unnecessarily slowing down the CPU during a "XOR". However, it makes pipelining much simpler if every instruction takes the same number of clocks to execute.

Carry Lookahead Adder

Carry-lookahead adders use special "look ahead" blocks to compute the carry from a group of 4 full-adders, and passes this carry signal to the next group of 4 full adders. Lookahead units can also be cascaded, to minimize the number of gate delays to completely propagate the carry signal to the end of the chain. Carry lookahead adders are some of the fastest adder circuits available, but they suffer from requiring large amounts of hardware to implement. The number of transistors needed to implement a carry-lookahead adder is proportional to the number of inputs cubed.

The addition of two 1-digit inputs A and B is said to generate if the addition will always carry, regardless of whether there is an input carry (equivalently, regardless of whether any less significant digits in the sum carry). For example, in the decimal addition 52 + 67, the addition of the tens digits 5 and 6 generates because the result carries to the hundreds digit regardless of whether the ones digit carries (in the example, the ones digit clearly does not carry).

In the case of binary addition, $$A + B$$ generates if and only if both A and B are 1. If we write $$G(A,B)$$ to represent the binary predicate that is true if and only if $$A + B$$ generates, we have:

 * $$G(A,B) = A \cdot B$$

The addition of two 1-digit inputs A and B is said to propagate if the addition will carry whenever there is an input carry (equivalently, when the next less significant digit in the sum carries). For example, in the decimal addition 37 + 62, the addition of the tens digits 3 and 6 propagate because the result would carry to the hundreds digit if the ones were to carry (which in this example, it does not). Note that propagate and generate are defined with respect to a single digit of addition and do not depend on any other digits in the sum.

In the case of binary addition, $$A + B$$ propagates if and only if at least one of A or B is 1. If we write $$P(A,B)$$ to represent the binary predicate that is true if and only if $$A + B$$ propagates, we have:

 * $$P(A,B) = A + B$$

Cascading Adders
The power of carry-lookahead adders is that the bit-length of the adder can be expanded without increasing the propagation delay too much. By cascading lookahead modules, and passing "propagate" and "generate" signals to the next level of the lookahead module. For instance, once we have 4 adders combined into a simple lookahead module, we can use that to create a 16-bit and a 64-bit adder through cascading:

Generalized Cascading


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User talk:Gm1121983~enwikibooks/Human development

Ced and I are both young adults. I'm 24, and he's 23. —Brian Barbera 00:03, 31 January 2007 (UTC)


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ERP Internals/Data Tables/Parameters/Accounts Receivable

This set of parameters contains the Accounts Receivable options and values.

 * Age based on Invoice/Due Date
 * Accounts Receivable Aging Period 1 (days)
 * Accounts Receivable Aging Period 2 (days)
 * Accounts Receivable Aging Period 3 (days)
 * Accounts Receivable Aging Period 4 (days)
 * Customers Are Organizations/Individuals/Both
 * Enforce credit limits
 * Write off balances below this amount
 * Require Purchase Order Number (Yes/No)
 * Interest Rate
 * Interest Days
 * Statement Comment
 * Invoice Comment
 * Customer Entity Name (used if, for example, customers are called "clients")
 * Sales Name
 * Invoice Name
 * Receipt Name
 * General Ledger Accounts Receivable account number
 * General Ledger Cash account number
 * General Ledger Discount account number
 * General Ledger Freight account number
 * General Ledger Tax account number
 * General Ledger Interest account number
 * Next Invoice Number
 * Next Credit Memo Number
 * Next Statement Number


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ERP Internals/Data Tables/Parameters/Systems Administration

This set of parameters contains the Systems Administration options and values. Most of these are used by many or all modules.

 * Name (the name of the enterprise)
 * Address 1
 * Address 2
 * City
 * State/Province
 * Country
 * Zip/Postal Code
 * Telephone
 * 1-800 Number
 * FAX
 * E-mail
 * Website
 * Logo (a graphic that appears on forms)
 * EDI Partner


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ERP Internals/Data Tables/Parameters

Every module has a collection of options and values. The Systems Administration parameters are used by most modules. The other sets of parameters are used within each module.

 * Systems Administration
 * Accounts Payable
 * Accounts Receivable
 * Bank Reconciliation
 * Bond Manager
 * Cash Management
 * Contacts
 * Currency
 * Employee Scheduling
 * Fixed Assets
 * General Ledger
 * Human Resources
 * Inventory
 * Investment Manager
 * Job Costing
 * Manufacturing
 * Order Entry/Invoicing
 * Payroll
 * Preventative Maintenance
 * Pricing
 * Purchasing
 * Quotation/Estimation
 * Receiving
 * Sales Analysis
 * Sales Compensation
 * Service Management
 * Share Manager
 * Shipping
 * Time Billing
 * Workflow

title: ERP Internals/Data Tables/Parameters


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Microprocessor Design/Shift and Rotate Blocks

Shift and Rotate
Shift and rotate blocks are essential elements in most processors. They are useful on their own, but they also are used in multiplication and division modules. In a binary computer, a left shift has the same effect as a multiplication by 2, and a right shift has the same effect as a division by 2. Since shift and rotate operations perform much more quickly than multiplication and division, they are useful as a tool in program optimization.

Logical Shift
In a logical shift, the data is shifted in the appropriate direction, and a zero is shifted into the new location.

Arithmetic shift
In an arithmetic shift, the data is shifted right so that the sign of the data item is preserved. This means that the MSB is the value that is shifted into the new position. An arithmetic left shift is the same as a logical left shift, and is therefore not shown here.

Rotations
A rotation is like a shift, except the bit shifted off the end of the register is then shifted into the new spot.

Fast Shift Implementations
The above images in each section help to indicate a method to shift a register more quickly, at the expense of requiring additional hardware. Instead of having one register that attempts to shift in place, we have two registers in parallel, with wires connecting the various blocks together. When a shift is indicated, gates open that allow the data to pass from one register to the next, the proper number of spaces forward or backward.

In practice, fast shift blocks are implemented as a "barrel shifter". The barrel shifter includes several "levels" of multiplexers, each connected to the previous one by straight wires (wires that transfer the data without a shift), and wires that cause a shift by successive powers of two. For instance, the first level of shift would be 4 spaces, the next level would be 2 spaces, and the last level would be 1 space. In this way, the value of each shift level corresponds to the binary representation of the number of spaces to shift. This implementation makes for very fast shifters that can shift an arbitrary number of spaces in a single clock cycle.


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Microprocessor Design/Multiply and Divide Blocks

Multiply and Divide Problems
Multiplication and Division operations are significantly more complicated than addition or subtraction operations. This additional complexity leads to more hardware, more complicated hardware, and longer processing time.

In hardware, multiplication and division are performed by a series of sequential additions and arithmetic shifts. for this reason, it is imperative that we have efficient adders and shifters at our disposal.

Multipliers and dividers are composed of shifters and adders. It is typically not possible, or not desirable to use the main adder and shifter units of the ALU, so a microprocessor will typically have multiple ALU units (a primary unit for addition and subtraction, and units embedded in the multiplication and division units). These are other good reasons why our ALU and shifters need to be small and fast.

Wallace tree
The Wallace tree, a specialized structure for performing multiplication, has been called one of the most important advances in computing.

A Wallace tree using many identical 3:2 compressors (aka full adders), such as the TI 74x275 chip, or the TI 74x183 chip, is one popular way to implement single-cycle multiplication. The datasheets for the TI 74x261 and 74x284 describe some practical details of implementing multiplication with a Wallace tree. The Dadda multiplier uses the same 3:2 compressors in a slightly more efficient arrangement.

Multiply and Accumulate
Multiply and accumulate (MAC) operations perform a multiplication and an addition in a single instruction. For instance, the instruction:

MAC A, B, C

Would perform the operation:

A = A + (B × C)

This is valuable for math-intensive processors, such as graphics processors and DSPs.

An MAC tends to have a long critical path, so if your processor has an MAC operation it is probably possible to include other complicated arithmetic operations.

In a processor with an accumulator architecture, MAC operations will use the accumulator as the destination register, so the instruction:

MAC B, C

Will perform the operation:

ACC = ACC + (B × C)

Fused Multiply-Add
A fused multiply-add operation is a floating-point operation that is similar to the MAC. However, in the fused operation, the floating-point values are not rounded between the multiply and the add, they are rounded afterwards. For more information about floating-point rounding, see Floating Point.


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ERP Internals/Glossary/Module Administrator

The user who can access any data and perform any function within a module including modifying the module's parameters. Contrast with Systems Administrator.


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ERP Internals/Glossary/Systems Administrator

The user who can access any data and perform any function (including modifying parameters) in any module. The Systems Administrator can create new users and change user's access. Contrast with Module Administrator.


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ERP Internals/Data Tables/Parameters/General Ledger

This set of parameters contains the General Ledger options and values.

 * Fiscal Year Start Date
 * Number of Fiscal Periods


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Talk:Contradancer's Guide to Successfully Beginning Scottish Country Dance

The Royal Scottish Country Dance Society (RSCDS) in Edinburg, Scotland, was founded in 1923 by Mrs. Ysabel Stewart and Miss Jean Milligan. (More at: http://delval.rscds.us/1reelscot.html)

 * Also see www.rscds.org
 * info@rscds.org
 * Telephone: [+44] (0)131 225 3854
 * Fax: [+44] (0)131 225 7783
 * Address: 12 Coates Crescent,
 * Edinburgh, EH3 7AF, Scotland,UK

The RSCDS is an international organization and would take grave exception, I am sure, to this entry as it now stands linking the Contradance tightly to Scottish Country Dancing. There clearly is a relationship between them, as there is to the English Country Dance, and, more distantly to other group dances such as the Morris, and the many dance traditions of Europe. But the Scottish rightly consider theirs to be a unique and separate tradition unto itself that is more tightly maintained to this day and most.

As it happens, I have been a Scottish Country Dancer for more than 50 years and had the privelege of dancing with, and being taught (briefly) by the Founder of the modern RSCDS by Miss Milligan, herself. On more than one occassion I have heard her proclaim in no uncertain terms, "Scottish Dancing is NOT 'folk dancing' as there are NO folk in Scotland! These dances derive from the French ballet!" And, indeed they do, as any teacher certificated by the RSCDS will tell you.

Here is a brief excerpt from the Scottish Country Dance entry in the English Wikipedia:

 * ...in 1923 the Scottish Country Dance Society (SCDS) (affectionately called "the Society") was founded in Glasgow with the goal of preserving "country dances as danced in Scotland" (this was only recently changed to read "Scottish country dances"). The SCDS began to collect and publish the remaining dances as well as reconstruct (or reinterpret) dances from old sources that were no longer being danced. In the process, the dances and technique, which might differ considerably depending on where in Scotland a dance would be collected, were strictly standardized, which from the point of view of preservation was of course a terrible thing to do, but which paved the way for universal "compatibility" between dancers from (eventually) all over the world. The efforts of the SCDS became quite popular, and its influence on the training of physical education teachers meant that most Scottish children would be exposed to at least a minimum of SCD during school. The Society achieved Royal patronage in 1947 and henceforth became known as the RSCDS (for "Royal" Scottish Country Dance Society)."

Another account states:
 * The Edinburgh-based society was founded in 1923 when two Scottish women, Mrs. Ysabel Stewart and Miss Jean Milligan, worried that with the advent of the radio and phonograph the old dances were fated to die out, put their heads together and decided to collect and preserve them. Today, boasting over 25,000 members, the Royal Scottish Country Dance Society is a worldwide organization whose purpose is to encourage this colorful tradition among people of all nationalities. There are branches throughout Europe, the United States, Canada and Australia as well as in New Zealand, South Africa, the West Indies and Hong Kong and Japan.

My preference would be to have a specific entry for Scottish AND an entry for the Contradance, which also has a long although perhaps less well documented provenance. With references and cross  links between them and among other related group dances.

A close reading of the history of group dancing will show that a number well preserved, common figures and dance patterns go back well over 1,000 years and are to be found in the dances of the Eastern Europe, Greece, the Middle East, and Scandianvia.

Frankatca 01:33, 31 January 2007 (UTC)

Review: Great first draft, needs tweaking and I'd like to help
Contra dancers have a head start in learning SCD, because they already know many of the figures, although in slightly different forms and by different names, and they know how to move to the music as part of a team of dancers. They know that dancing is fun, and they've already learned eye contact, covering, handing, how to form a longways set with the music at the top, and timing figures to eight bars of music. What they will find intimidating are the steps, particular music for particular dances, re-learning figures and handing in SCD style, and having to remember the dance from a talk-through before the music starts instead of relying on a caller. But experienced contra dancers will incorporate the additional elements of SCD more quickly than beginners who have never done set dancing to Celtic music.

There is always a moment of epiphany in learning SCD, when new dancers realize they're not thinking about the dozen things they're doing at the same time, just dancing effortlessly, with joy. This may happen during the third class, or the twentieth, or later, but it'll happen sooner if the beginner is an experienced contra dancer. Contra dancers already know the learning shortcuts: dancing with a more experienced partner, ignoring the feet and looking up, taking cues from other dancers, hearing the music tell what to do, and concentrating on being in the right place at the right time. Groking the steps comes last.

What I tell my beginners is to remember how they learned to drive. They had to juggle many things at the same time—controlling the car, remembering the traffic laws, watching the other drivers, avoiding suicidal deer—but at one point the new driver had a moment of epiphany, a realization that the driving was automatic and there was no conscious effort to align the hood ornament with the center line to stay in the lane. That's the moment of epiphany in driving. The difference between contra and SCD is in the extras: SCD driving is a stick shift, and parallel parking is required.

I am a professional editor with twenty-six years of SCD experience, who started contra dancing twenty-four years ago. I wrote something like this for a beginners' class I taught about fifteen years ago. This is a good first draft and is well organized, but it needs corrections and it needs citations. I will do that as time permits, probably in sections. My first task will be to dig out all my references from a deep box piled with unorganized books and ghillies and tapes, so please be patient. Or maybe I'll just do a quick-and-dirty copyedit.

Dee Fraser (discuss • contribs) 17:52, 8 March 2011 (UTC) Dee Fraser, 8 March 2011

Another deserted book?
I have been using Random book to check what is available on Wikibooks. This is the first random book I found that is not about computers/software/technology and I was eager to check it out. However, I cannot make any sense of it, and it appears this book which was started in 2005 has long been abandoned by the person who started it.

After painfully forcing myself to read it, all I have learned is that Contra is a form of dance that is different and easier to learn than Scottish Country Dance. I guess this book is meant to cater only to those living in Scotland (I don't) who have access to commercial outfits that give people dancing lessons, I think?

Not sure what else to say. Ottawahitech (discuss • contribs) 14:03, 26 January 2024 (UTC)