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Art Tutorials/How to Contribute

This section contains general guidelines to follow when contributing. If followed, these guidelines will allow for a much more consistent and informative wikibook.

Portability

 * Each major section should be written such that it can be printed off and used as a standalone resource.
 * External links and interlinking between major sections should be minimal.
 * Sub-sections should be minimally nested in order to create as linear of a section as possible.
 * External links should display the link URL in addition to the link text to be visible in printed formats.

Content

 * Please do not simply write encyclopedia style articles. Leave content like this for wikipedia and reference it. Please keep this wikibook a how-to guide. You can, however, give summaries of wikipedia content where appropriate and important to the content.

Images

 * Please try to only use images that are in the public domain or have the GPL license. This will allow this wikibook to be more distributable for other media (cd, print, etc.)

Naming Conventions and Language

 * Please use the term "artwork" or "work" when describing art rather than "piece" or other terms.
 * Please use the term "media" as the plural form of "medium" rather than "mediums"

It would probably be a good idea to specify whether to use American English or British English here.

International Conventions

 * If you use SAE measurements, please also specify metric measurements.

Supplies

 * When using the name of a supply in a sentence, link to the page for the supply. If the page for the supply does not exist, make one.
 * Pages for supplies should include a picture if possible, description of use in the context of this book, and typical retail price and links to buy online if possible.

title: Art Tutorials/How to Contribute


text:
Radiation Oncology/NSCLC/Overview

Epidemiology
164,100 cases/yr. 156,900 deaths. Risk of lung cancer is 20X in heavy smokers than nonsmokers. Carcinogens: absestos, coal tar fumes, nickel, chromium, arsenic, radioactive material.

Lung cancer in non-smokers:
 * PMID 17290054, 2007 — "Lung Cancer Incidence in Never Smokers." Wakelee HA et al. Journal of Clinical Oncology, Vol 25, No 5 (February 10), 2007: pp. 472-478.
 * Large U.S.-based population database, ages 40-79, covering 1971-2003.
 * Incidence 14.4-20.8 per 100,000 person-years in women, 4.8-13.7 in men. (By comparison, rates are 12-30 times higher in smokers). Adenocarcinoma higher in never smokers than in smokers.
 * Conclusion: Lung cancer in never smokers is an important public health issue. Higher incidence in women.

Presentation
At diagnosis: 15% N0M0 30% N1-3M0 55% M1

Symptoms
Paraneoplastic syndromes:
 * Gynecomastia - most commonly with large-cell
 * Hypercalcemia - most commonly with squamous cell
 * Hypertrophic pulmonary osteoarthropathy - presents as bilateral pain and tenderness in the legs, especially over the tibias. Bone scan positive. X-rays show elevated periosteum without cortical involvement. - most commonly with adenocarcinoma (secondary to PTHrp)
 * Clubbing of digits

Syndromes according to tumor location:
 * Pancoast syndrome (superior sulcus tumor) - lower brachial plexopathy, Horner's syndrome, shoulder/ulnar distribution of pain.
 * Horner's syndrome - enophthalmos, ptosis, miosis, ipsilateral loss of sweating, hoarseness due to recurrent laryngeal nerve involvement

Second primary: Patients treated for upper aerodigestive tract tumors (lung, H&N, esophagus) have a 3%/year risk of developing a subsequent cancer.

Pathology

 * Adenocarcinoma - 40% (more common in those that do not smoke)
 * Adenocarcinomas have a worse prognosis stage-for-stage.
 * Bronchoalveolar is a subtype of adenocarcinoma.
 * Arises from type II pneumocytes, is least associated with smoking.
 * Squamous cell carcinoma - 30% (more common in smokers)
 * Large cell carcinoma - 15%
 * Small cell carcinoma - 20% (see separate page)

Workup
Patients with potentially resectable disease should undergo staging evaluation prior to therapy.
 * Please also see Screening section

CT scans of the chest and abdomen through the adrenals should be performed. The sensitivity and specificity of CT scans for detecting involved mediastinal lymph nodes is only 60% and 77% with a PPV of 50% and NPV of 85% PMID 10551237. Thus, an enlarged lymph node (defined as >1cm) on CT contains cancer only 1/2 the time, and 15% of normal sized lymph nodes are cancerous.

PET has a sensitivity of 79%, specificity of 91%, PPV 90%, NPV 93% PMID 10551237. If both CT and PET are negative, the NPV is 97%. Thus, PET scans can reliably rule out N2 disease but surgical staging is required to confirm it.

Mediastinoscopy is used to detect N2 and N3 disease before surgical resection because if N3 disease is present, then surgery is not indicated, and if N2 disease is present, induction chemoradiation should be used prior to resection. Not all lymph nodes are evaluable by mediastinoscopy, so sensitivity is around 72-89%.
 * Mediastinoscopy can be used to sample level 2 L/R, 4 L/R, and 7 nodal stations. For level 5 (AP window) and 6 lymph nodes, VATS or Chamberlain procedure (anterior mediastinotomy) can be used.

Enhanced MRI of the brain is recommended in some asymptomatic patients for the detection of occult brain mets. Brain metastases are present in 12-18% of all lung cancer patients, and there is a higher prevalence in nonsquamous histology and more advanced disease. In patients without neurologic symptoms, brain mets were detected in 4% of Stage I and II patients and 11.4% of Stage III patients PMID 10084481. It is also recommended that a brain MRI be repeated after induction chemotherapy and prior to thoracotomy to rule out disease progression.

Bone scan is not valuable unless there are focal symptoms or an elevated alkaline phosphatase. Furthermore, PET better for detection of bone metastases.

Pulmonary function tests if resection is being considered.

Survival by stage
Note the decreased survival for those clinically staged compared to those with pathologic staging, reflecting understaged disease.

Recursive partitioning analysis (RPA)

 * RTOG RPA, 1997 - PMID 9213303 — "Recursive partitioning analysis of 1592 patients on four Radiation Therapy Oncology Group studies in inoperable non-small cell lung cancer." Scott C et al. Lung Cancer. 1997 Jun;17 Suppl 1:S59-74.
 * RTOG 83-11, 83-21, 84-03, 84-07.
 * KPS was most important on multivariate analysis (>80 median survival = 9.9 months vs <=70 MS = 5.9 months)
 * Poor prognostic factors: KPS < =70 vs KPS = 80-100, wt loss <= 5% vs > 5%, age > 60, pleural effusion, higher T/N stage (from RTOG studies)

 * RTOG RPA, 2000 - PMID 11121651 — "Recursive partitioning analysis of 1999 Radiation Therapy Oncology Group (RTOG) patients with locally-advanced non-small-cell lung cancer (LA-NSCLC): identification of five groups with different survival." Werner-Wasik M et al. Int J Radiat Oncol Biol Phys. 2000 Dec 1;48(5):1475-82.
 * I: KPS>= 90% with chemotherapy - MS 16.2 months
 * II: KPS>= 90%, no chemo, no pleural effusion - MS 11.9 months
 * III: KPS < 90%, age < 70, non-large cell histology - MS 9.6 months
 * IV: KPS >=90% with pleural effusion; KPS <90, age < 70, large cell; >70 without PE - MS 5.6-6.4 months
 * V: Age > 70 with pleural effusion - MS 2.9 months

Lymph node drainage
For primary tumor in a lobe, which lymph nodes does it drain to?
 * Right upper lobe - ipsilateral mediastinum
 * Left upper lobe - ipsilateral and contralateral mediastinum
 * Right lower lobe - Subcarinal nodes -> right superior mediastinum -> right inferior mediastinum
 * Left lower lobe - Subcarinal nodes -> right or left superior mediastinum -> right or left inferior mediastinum

Natural history

 * ''Also please see information in the Early Stage Inoperable page

 * Split; 1994 (Croatia)(1980-1987) PMID 7988203 — "Survival analysis of untreated patients with non-small-cell lung cancer." (Vrdoljak E, Chest. 1994 Dec;106(6):1797-800.)
 * Retrospective. 130 patients not treated with anti-cancer therapy
 * Outcome: Median OS T2N0 17 months, T2N1 11 months, T2N2 10 months, other groups <8 months. Overall median OS 9 months. No patient (including T2N0) survived >3 years
 * Subgroup analysis: Stage I (T2N0) better survival, all other stages comparable (worse) survival
 * Conclusion: Lymph node involvement crucial factor in determining length of survival

Economics
Cost-Effectiveness
 * US Oncology; 2010 (2006-2007) No PMID JOP Abstract -- "Cost Effectiveness of Evidence-Based Treatment Guidelines for the Treatment of Non–Small-Cell Lung Cancer in the Community Setting" (Neubauer MA, Journal Oncol Pract 2010 Jan 6(1):12-18)
 * Retrospective. Patients with NSCLC receiving chemotherapy, classified whether treated on Level I Pathway guidelines or not. 8 practices within US Oncology network. 12-month cost of care and overall survival
 * Outcome: 12-month cost $18,042 vs. $27,737 (35% lower for on-Pathway patients). No difference in OS
 * Conclusion: Treating patients according to evidence-based guidelines is a cost-effective strategy

RT Utilization
 * Queen's University, 2001 (Canada) PMID 11240238 -- "Estimating the need for radiotherapy for lung cancer: an evidence-based, epidemiologic approach." (Tyldesley S, Int J Radiat Oncol Biol Phys. 2001 Mar 15;49(4):973-85.)
 * Epidemiologic approach. Lit review to identify RT indications, then population estimates
 * Overall: 61% have RT indication (45% initial, 16% progression)
 * SCLC: 54% have RT indication (45% initial treatment, 8% progression)
 * NSCLC: 64% have RT indication (46% initial treatment, 18% progression)
 * Stage I: 41%
 * Stage II: 55%
 * Stage III: 84%
 * Stage IV: 66%

Patterns of failure

 * RTOG, 1987
 * PMID 3032394 — "Long-term observations of the patterns of failure in patients with unresectable non-oat cell carcinoma of the lung treated with definitive radiotherapy." Perez CA et al. Cancer. 1987 Jun 1;59(11):1874-81.
 * Based on two prospective studies:
 * RTOG 73-01: T1-3N0-2; randomized pts to 40 Gy split course (20 Gy in 5 fx, 2 weeks rest, repeat) or 40, 50, 60 Gy continuous course.
 * RTOG 73-02: T4 or N3; randomized to 30 Gy in 10 fx, 40 Gy split course, or 40 Gy std fx.
 * Better control with 60 Gy. Adeno had better tumor control than squamous or large cell. Overall DM rate was the same, but for adenos DM appeared earlier and more likely to fail in the brain.

Smoking

 * See also: Cancer epidemiology

 * PMID 16189363, 2005 — "Effect of smoking reduction on lung cancer." Godtfredsen NS et al. JAMA. 2005 Sep 28;294(12):1505-10.
 * For those who smoke >15 cigarettes/day, smoking reduction by 50% reduces the risk of lung cancer (RR=0.73). In comparison, HR for quitters is 0.50.

Radiation Injury
See Radiation Oncology/Normal tissue tolerance

Other Resources

 * ARRO Case - Locally Advanced NSCLC
 * ASTRO/ARRO Journal Club Webinar 2012 - "Excessive toxicity when treating central tumors in a phase II study of SBRT for medically inoperative early-stage lung cancer" with Robert Timmerman, M.D
 * ASTRO/ARRO Journal Club Webinar 2011 - "RTOG 9410: concurrent chemoradiation improves overall survival for inoperable stage III lung cancer" with Jeffrey Bradley, M.D.

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

title: Radiation Oncology/NSCLC/Overview


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Metroid Prime: Hunters

Metroid Prime: Hunters is a first person shooter for the Nintendo DS. Released in 2006 the game is set in between the original Metroid Prime and Metroid Prime 2: Echoes.

Table of Contents

 * /Scoring/
 * /Controls/
 * /Walkthrough/
 * /Multiplayer/
 * /About/

title: Metroid Prime: Hunters


text: Template:-

title: Template:-


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Software Engineers Handbook/Language Dictionary/J

J
J is not Java. It is an ASCII decendant of APL. Here is the wikipedia entry.

The software is free as of this writing, and available at the J software page

Type
J is an array oriented functional language.

Execution Entry Point
The concept of an entry point doesn't really apply in J. The program itself is the entry point.

General Syntax
Statements in J

J statements are terminated by the newline character. For example

a=: b

Comments
J comments are introduced by the psuedo-token NB. and continue until the end of line. Block comments are not provided, but textual literals may be used in that role. For example:

noun define This is some descriptive text, which may go on for a number of lines, and which needn't follow J's syntactic rules. )

Note that a single right parenthesis on a line by itself ends a multi-line definition.

Variable Declarations
Variables are declared by specifying their definition. Literal numeric arrays may be introduced by placing spaces between the numbers. Literal character arrays may be introduced by placing multiple characters between single quotes x=: 1 plus=: + x plus 2 3 5 7 3 4 6 8 'Hello world!' Hello World!

Method Declaration/Implementation
There are two definition words in J. =: implements a definition with global scope. =. implements a definition with local scope.

However, note that in the context of classes and objects, global scope really means class scope or object scope. The general term for "a class or object" in J is "locale" (note the slight spelling difference from "local"). Most methods are implemented as J verbs, which have their arguments made available in implicitly defined array named y. (the period is a part of the name). This can be unpacked into a sequence of local variables by using a character array literal naming those variables as the left argument of =.

foo=: verb define 'arg1 arg2 arg3'=. 3{.y. 'the last line a method specifies the result' )

Scope
See Variable Declarations

Conditional Statements
Because J is an array oriented language, most J programmers use data selection to implement conditional logic. While this is not a traditional feature of most languages, SQL programmers quite often use similar techniques.

However, J also offers more traditional if. statements within the body of defined verbs. if. 1 = x then. y=: y + 3 end. These conditional words are not themselves part of the statement syntax, and so may be spread across multiple lines. if. 2 = y  then. z=: bar 99 a=: bagle * mayo else. b=: 1 2 3 4 end.

Looping Statements
Because J is an array oriented language, every operation is capable of looping over an arbitrarily dimensioned arrays. Thus, looping can happen implicitly within any expression. x + y will loop over all appropriate values, as long as the definitions of x and y conform. 2 3 4 + 10 100 1000 12 103 1004

This mechanism may be configured by specifying the rank of an operation, and the double quote character is used in this role (the double quote character does not delimit a string in J, and in general double quotes are used singly, not in pairs).

However, within the body of defined verbs, more traditional control words are available much in the fashion of conditional statements while. x < 100 do. x=: x+1 blah, blah, blah end.

In most cases you should use J's implicit looping. The exception is when not all data is knowable at one time, for example while servicing IO. However, even there, it might be wise to use J's event handling rather than an explicit loop.

Output Statements
For many purposes, no explicit output statements are needed. J is usually used in a calculator mode where results are displayed implicitly.

However, file output is also possible, using the notation 1!:2 (This may be thought of as library 1, entry point 2). Typically, this will be assigned a mnemonic name: fwrite=: 1!:2 J uses its own numbering system output descriptors, and standard output is descriptor 2. (Likwise, file read is 1!:1 and standard input is descriptor 1.)

In the general context of file io, newlines must be specified explicitly, but with standard output always includes an implicit newline at the end. Under unix, write to /dev/tty to avoid implicit newlines. 'Hello world!' fwrite <'/dev/tty' ('Hello world!',LF) fwrite <'/dev/tty' Note that the left caret does not represent redirection and instead represents treating the entire array '/dev/tty' as a single item rather than as a sequence of characters.

Containers
All J nouns (data) are arrays with some number of dimensions (at least 0). The left caret is used to encapsulate one of these arrays. This operation is called boxing, which reflects the way these results are displayed. < i. 3 4 +-+ |0 1 2  3| |4 5  6  7| |8 9 10 11| +-+

Algorithms
Some rudimentary algorithms are posted at http://www.jsoftware.com/books/help/phrases/contents.htm

As a general rule, algorithms are what people implement using this language (or, indeed, any language), so this is an open-ended topic

Garbage collection
Garbage collection is automatic.

Physical Structure
J programs typically use the .ijs extension. Class definitions usually use .ijc. Dynamically linked libraries use whatever the operating system uses. Other extensions are possible.

Tips
without trying things out. Don't try too many things without spending some time studying. Make sure you spend plenty of time doing other things.
 * Start small, and try a few things out. Don't study too much
 * Keep the list of operations with you as you start programming.

Web References

 * The J software page
 * The wikipedia entry contains the list of operations.

Books and Articles
A number of books are available at the J software publications page.

These range in coverage from beginner through advanced. Many are free downloads. Some must be purchased (for example, with a link to the book at amazon.com).


text:
Talk:Software Engineers Handbook/Language Dictionary/J

Thank you J forum!


text: User:Johann Wolfgang

title: User:Johann Wolfgang


text:
Turkish/Pronouns

Personal Pronouns
Declension of personal pronouns is more or less regular, with the only exceptions being ben and sen in dative, and ben and biz in genitive.

Formal biz and siz
Like many languages, the second person plural pronoun siz may be used in formal contexts as a singular pronoun. This is mostly done while talking to someone of higher rank than you, while talking to a stranger to indicate distance, and in formal contexts.

Biz is also used, albeit rarely, to talk about oneself when to express the speaker's humble attitude, or ironically to imitate such an attitude.

Genitive onun
The genitive onun may never be used to refer to the subject of a sentence. Wherever it is used, it refers to someone other than the sentence subject.

 * Kerem, Leyla'ya onun kitabını verdi mi? Did Kerem give Leyla her book?
 * Kerem, Leyla'ya kitabını verdi mi? Did Kerem give Leyla his/her book?

In the first example, onun refers to Leyla, as Kerem is the subject of the sentence. Second example however, is ambiguous, as the possessive suffix can refer to both the subject and the object.

 * Hüseyin, onun anahtarını kaybetmiş. Hüseyin lost (someone else)'s keys.
 * Hüseyin, anahtarını kaybetmiş. Hüseyin lost his keys.

Since onun can't refer to the subject of a sentence, the first example must be referring to someone else's keys, who was mentioned earlier. However, the second example probably refers to Hüseyin himself.

Pronoun dropping
Pronoun dropping is an important feature of the Turkish language. In most cases, the pronoun is omitted, but in the following cases, the pronoun is retained:

When the subject contrasts with the subject of another statement,

 * Ahmet bile ödevini verdi, peki sen neyi bekliyorsun? Even Ahmet gave his homework, so what are you waiting for?
 * Sen bu konuyu umursamıyor olabilirsin, ama ben çok umursuyorum. You may not care that much about this topic, but I do.

In order to stress the subject,

 * Bu yemeği ben yaptım. I made this food.

When the subject is a part of a bigger group of potentially involved people in an action:

 * Yerin ortasına kusan kim? Who threw up in the middle of the ground?
 * Ben kustum. I did.

When there is a shift from a specific event to a general one:

 * Bekirin testi pozitif çıkmış. O zaten hiç maskesini takmıyordu. Bekir has tested positive. He never wore his mask anyways.
 * Yine kimliğimi evde unuttum. Ben niye her şeyi unutuyorum? I forgot my ID card at home again. Why do I keep forgetting everything?

While introducing a new topic, or beginning a new conversation.

 * Alperen, sen hiç bir yaban domuzu tarafından saldırıldın mı? Alperen, have you ever been attacked by a hog?
 * Arkadaşlar, ben bugün yola çıkıyorum. Friends, I'm departing today.

Demonstrative Pronouns

 * Bu telefon
 * Şu ağaç
 * O ev

The following demonstratives are used to describe the manner of an action: These pronouns usually mean like this/like that, and may also mean such (a) when used adjectively.

And spatial versions as well (roughly meaning here/there): The distinction between these corresponds to the distinction between ''o/bu/şu. Burası/şurası/orası are often shortened to bura/ora/şura'' in colloquial speech.

Bu and O
Bu and o correspond to this and that in English, respectively. While bu refers to objects near the speaker, o refers to objects far away from speaker.

 * Bu kalem kimin? Whose pencil is this?
 * O çocuk ne yapıyor? What is that child doing?

O is also used when the item isn't visible, but has been mentioned before.

 * Dün gelen çocuk vardı ya? İşte o çocuğa ver bunu. Remember the child that came yesterday? Give this to that child.

Using bu to refer to humans is considered rude and belittling.

 * Bu yaramaza hemen haddini bildirin! Put this naughty boy in his place immediately!

Şu
The difference between şu and bu/o can be hard to understand for Turkish language learners. Most Turkish courses and textbooks explain it as a three-way distinction based on distance (like the demonstrative pronouns in Spanish). However, this is wrong. The pronoun şu is used to refer to objects or concepts that haven't been mentioned yet or don't have the listener's attention, regardless of distance. That's why it can be used for items in the speakers' hand or far away. Compare these with the examples above:

 * Şu kalem kimin? Whose pencil is this?
 * Şu çocuk ne yapıyor? What is that child doing?

While they are translated to be the same into English, this second example is more natural if the said pencil and child weren't in discussion beforehand, and have just been noticed by the speaker.

This distinction is highlighted even more in the adverbial pronouns böyle and şöyle:

 * Annem şöyle düşünüyormuş: Okula gitmem ve derslerime çalışmam geleceğim için önemliymiş, ve her gün okuldan kaçmam doğru değilmiş.
 * Okula gitmem ve derslerime çalışmam geleceğim için önemliymiş, ve her gün okuldan kaçmam doğru değilmiş; ve annem de böyle düşünüyormuş.

Şöyle is used in the first example, because the mother's opinion is presented afterwards, while böyle is used in the second example, because the mother's opinion was already presented beforehand.

Uninflected kendi
kendi, when uninflected, is used in possessive constructions to mean my own/his own etc.

 * Kendi elleriyle kedimi katletmiş. He murdered my cat with his own hands.
 * Bu senin kendi görüşün. This is your own opinion.
 * Annemin kendi psikolojik problemleri var. My mother has her own psychological problems.

In this way, kendi may refer to any person in the sentence, but usually it is understood as referring to the subject.

 * Yusuf, Kemal'i kendi problemleriyle baş başa bırakmalı. Yusuf should leave Kemal alone with his own problems.
 * Yusuf, Kemal'e kendi problemlerinden bahsetmeli. Yusuf should talk to Kemal about his own problems.

Depending on context, the problems may belong to Yusuf or Kemal, as illustrated above.

title: Turkish/Pronouns


text:
Turkish/List of Phrases

Some phrases
How are you? => for singular & informal: Nasılsın?, for plural & for formal: Nasılsınız? Thank you, I'm fine, and you? => Teşekkür ederim, iyiyim, ya siz? I'm fine too, thank you,=> Ben de iyiyim, teşekkür ederim.

How old are you? => Kaç yaşındasın? (informal) I'm twenty-five. => Yirmi beş yaşındayım.

Are you married? => Evli misiniz? No, I'm not married. => Hayır, evli değilim. Yes, I'm married. => Evet, evliyim.

Do you have children? => Çocuğunuz var mı? No, I do not have children. => Hayır, çocuğum yok. Yes, I have children. => Evet, çocuğum var.

What are you doing? => Ne yapıyorsun? or colloquially (shorter) N'apıyorsun? Note, however, that both these sentences are informal What are you doing today / tonight? => Bugün / Bu gece ne yapıyorsun? Shall we (Let's) go to the cinema? => Sinemaya gidelim mi?

What time is it? => Saat kaç? It's one o'clock. => Saat bir. or Bir. It's two o'clock. => Saat iki. or İki. It's three o'clock. => Saat üç. or Üç. It's four o'clock. => Saat dört. or Dört. It's five o'clock. => Saat beş. or Beş. It's six o'clock. => Saat altı. or Altı. It's seven o'clock. => Saat yedi. or Yedi. It's eight o'clock. => Saat sekiz. or Sekiz. It's nine o'clock. => Saat dokuz. or Dokuz. It's ten o'clock. => Saat on. or On. It's eleven o'clock. => Saat on bir. or On bir. It's 12  o'clock. => Saat on iki. or On iki.

It's 12.30. => Saat yarım. or Yarım. It's 1.30. => Bir buçuk. i.e half is buçuk It's 2.30. => İki buçuk. It's 3.30. => Üç buçuk. It's 4.30. => Dört buçuk. It's 5.30. => Beş buçuk. It's 6.30. => Altı buçuk. It's 7.30. => Yedi buçuk. It's 8.30. => Sekiz buçuk. It's 9.30. => Dokuz buçuk. It's 10.30. => On buçuk. It's 11.30. => On bir buçuk.

It's 12.15. => On ikiyi çeyrek geçiyor. i.e. quarter passes = çeyrek geçiyor It's 1.15. => Biri çeyrek geçiyor. It's 2.15. => İkiyi çeyrek geçiyor. It's 3.15. => Üçü çeyrek geçiyor. It's 4.15. => Dördü çeyrek geçiyor. It's 5.15. => Beşi çeyrek geçiyor. It's 6.15. => Altıyı çeyrek geçiyor. It's 7.15. => Yediyi çeyrek geçiyor. It's 8.15. => Sekizi çeyrek geçiyor. It's 9.15. => Dokuzu çeyrek geçiyor. It's 10.15. => Onu çeyrek geçiyor. It's 11.15. => On biri çeyrek geçiyor.

It's 11.45. => On ikiye çeyrek var. i.e. it's quarter to = çeyrek var It's 12.45. => Bire çeyrek var. It's 13.45 (or 1.45). => İkiye çeyrek var. It's 2.45. => Üçe çeyrek var. It's 3.45. => Dörde çeyrek var. It's 4.45. => Beşe çeyrek var. It's 5.45. => Altıya çeyrek var. It's 6.45. => Yediye çeyrek var. It's 7.45. => Sekize çeyrek var. It's 8.45. => Dokuza çeyrek var. It's 9.45. => Ona çeyrek var. It's 10.45. => On bire çeyrek var.

It's 12.05. => On ikiyi beş geçiyor. It's 1.10. => Biri on geçiyor. It's 2.20. => İkiyi yirmi geçiyor. It's 3.25. => Üçü yirmi beş geçiyor. It's 4.05. => Dördü beş geçiyor. It's 5.10. => Beşi on geçiyor. It's 6.20. => Altıyı yirmi geçiyor. It's 7.25. => Yediyi yirmi beş geçiyor.

It's 11.35. => On ikiye yirmi beş var. It's 12.40. => Bire yirmi var. It's 13.50. => İkiye on var. It's 2.55. => Üçe beş var. It's 3.35. => Dörde yirmi beş var. It's 4.40. => Beşe yirmi var. It's 5.50. => Altıya on var. It's 6.55. => Yediye beş var. It's 7.35. => Sekize yirmi beş var. It's 8.40. => Dokuza yirmi var. It's 9.50. => Ona on var. It's 10.55. => On bire beş var.

Where is the (train) station? => İstasyon nerede? What time does the train to Ankara leave? => Ankara treni ne zaman kalkıyor?

What is the weather like? => Hava nasıl? The weather is very good today => Bügün hava çok güzel. It's rainy => Yağmurlu. It's cloudy => Bulutlu. It's sunny => Güneşli.

What did you learn? => Ne öğrendin? Where did you learn Turkish? => Türkçeyi nerede öğrendin? Your Turkish is very good. => Türkçen çok güzel. I plan (intend) to take a Turkish course in Istanbul. => İstanbul'da Türkçe kursuna katılmak niyetindeyim.

I have to go now. => Şimdi gitmem lazım. We have to go. => Gitmemiz lazım. Where do you want to go? => Nereye gitmek istiyorsun? I want to go home. => Eve gitmek istiyorum.

May I take this? => Bunu alabilir miyim? Yes, of course. => Evet, tabii.

Where have you been on holiday? => Tatilde neredeydin? I love Turkey very much. => Türkiye'yi çok seviyorum. What did you see? => Ne gördün?

title: Turkish/List of Phrases


text:
Turkish/Cases

Cases are familiar to some languages such as Latin, German, Polish or Finnish. However, if your native language is English, it may be difficult to learn cases immediately. But, if you use and/or study Turkish, you will understand the importance of case. In Turkish, prepositions like "to", "from", "at", "in" etc. do not exist. Case suffixes are employed instead.

Nevetheless, some adverbs that act very similar to prepositions do exist, e.g. "üstünde"(on), "altında" (under), "içinde" (in) etc. These come after a noun - much like a preposition comes before a noun. For example "masanın üstünde" means "on the table". Usually one will simply say "Masada" omitting the adverb altogether, unless he or she wants to stress the state of being specifically "on" the table but not inside etc. Similarly "evin içinde" (in the house) often becomes "evde".

Most standard Turkish grammar texts mention only 5 or 6 noun cases naming them simply with the suffix letters, i.e. "yalın hal/simple case", "i hali", "e hali", "de hali" and "den hali" often even omitting the genitive "in hali". The fact is Turkish noun declensions are much more numerous.

It should also be noted that in Turkish nouns may have more than one suffix or declension with each having a specific purpose. Often a noun may first be declensed for number and/or possession and then for other cases. Examples:

 * Okul-dan geldim. I came from the school. Ablative case.
 * Okul-um-dan geldim. I came from my school. Possessive ablative case.
 * Tüm kitap-lar-ım-ı sattım. I sold all of my books. Plural- possessive - accusative case.

Formation
The genitive case is normally formed with the ending -ın/in/un/ün. The buffer consonant n is added if the stem ends with a vowel. Important exceptions are su (water) and ne (what), which takes y as a buffer consonant instead, and the pronouns ben and biz.

Usage
The genitive is used in:

All of these uses are covered in greater detail in their respective articles.
 * 1) The modifier in a genitive-possesive construct
 * 2) * arabanın farı the car's headlights
 * 3) * evin önü the front of the house
 * 4) * Türkiye'nin başkenti Turkey's capital
 * 5) * yolun sonu the end of the road
 * 6) As the predicate in a noun sentence.
 * 7) *Bu kitap benim. This book is mine.
 * 8) The subject in a relative clause
 * 9) * Zeynep'in gördüğü (şey) (the thing) that Zeynep saw
 * 10) * Türkiye'nin konuştuğu (şey) (the thing) that Turkey is speaking about
 * 11) * Yolun çıktığı (yer) (the place) that the road leads to
 * 12) Pronouns in nominative postpositional phrases and in the instrumentative ending -le (omitted in informal speech)
 * 13) * Senin gibi
 * 14) * Benimle
 * 15) * Onun kadar

Formation
The accusative is formed with the ending -ı/i/u/ü, and the dative is formed with the ending -a/e. If the stem of the noun ends in a vowel, the buffer consonant y is added. The demonstrative pronouns are an exception to this, taking n instead. Noun and adjective constructions, and nouns ending with the third person possesive ending take n as well. This also holds true for place names and other idiomatic expressions.

Consonant softening occurs where applicable.

The 1st and 2nd person singular pronouns are declined irregularly in the dative. The locative is formed with the ending -da/de, and the ablative is formed with the ending -dan/den. No buffer consonants are needed if the noun ends in a vowel, but a n is added nonetheless if the noun has the possessive ending, and in the pronouns o, bu and şu.

Dative
The dative case is used to show direction, loosely corresponding to the English prepositon to. It can be used to show the destination of an action:

 * Yarın Milano'ya gidiyoruz. We are going to Milan tomorrow.
 * Eve yürüyeceğim. I'll walk home.
 * Vapura biniyoruz. We are embarking the ferry.

It can also be used to show the recipent of an action:

 * Annene her şeyini anlattım. I told everything (you did) to your mother.
 * Oğluna daha fazla ilgi göster lütfen. Please give more attention to your son.
 * Devlete her ay vergi ödüyoruz. We pay the government taxes every month.

Certain verbs (particularly of emotion) take dative in the object:

 * Sana güvenmiştim! I had trusted you!
 * Selen, oğluna çok kızdı. Selen got very angry at her son.
 * Gitgide İngilizlere benziyoruz. We get more similar to the British every day.

Some prepositions (doğru, göre, kadar) and adjectives also require the dative:

 * Eve doğru yürüyoruz. We are walking towards home.
 * Sana göre her gün bayram. Everyday is a holiday according to you!
 * Saat 1'e kadar uyumuşum. I slept till 1 o'clock.
 * Bizim ev metroya yakın. Our house is close to the subway.

The causee in a causative verb is in the dative case:

 * Tüm işlerini kocasına yaptırdı. She made her husband do all of her chores.
 * Köpeğin beni tüm gece uyutmadı. Your dog didn't let me sleep all night.

The dative is also used in adverbs of purpose:

 * Bu oyunu kazanmaya geldik. We came here to win this game.
 * Ayşe uyumaya çalışıyordu. Ayşe was trying to sleep.

Finally, the price of an item is expressed in the dative.

 * Bu evi 1.000.000 TL'ye satıyorum.

Locative
The locative case is normally used to indicate location, roughly corresponding to the English at.

 * Evdeyim. I'm home.
 * Ankara'da terör saldırısı olmuş. There was a terror attack in Ankara.
 * Kadıköy'de buluşalım mı? Shall we meet in Kadıköy?

It may also be used to show time, though not all temporal adverbs take the locative ending.

 * Saat 3'te toplantım var. I have a meeting at 3 o'clock.
 * Yaz tatilinde Bodrum'a gidiyoruz. We go to Bodrum in the summer vacation.

A small amount of verbs have the object declined in the locative ending.

 * Sonuçta hamburgerciye gitmekte karar kıldık. Eventually, we decided on going to the burger restaurant.
 * Beni dinlememekte ısrar etti. He insisted on not listening to me.

In rare cases, the locative noun may be used as an adjective as well.

 * 25 kilometre uzunluğunda yol 25-km-long road

Ablative
The ablative case roughly corresponds to the English from. It implies departure, seperation or cause.

 * Bulgaristan'dan dönüyorum. I'm returning from Bulgaria.
 * Düşünmekten otobüsü kaçırmış. He missed the bus because of thinking.

It sometimes corresponds to the English through as well, especially when used with the verb geçmek.

 * Tren istasyondan geçiyor. The train is passing through the station.

Other verbs take the ablative as the object as well.

 * Hakkımdan vazgeçtim. I gave up my right.
 * Zamanınızdan iyi faydalanın. Make good use of your time.

Some postpositions and adjectives are formed with the ablative.

 * 3'ten önce evde ol. Be home by 3 o'clock.
 * Annesinden memnundu. He was happy with his mother.

The ablative is also used often as the predicate, to specify the material something is made out of ...

 * Kadının her şeyi plastiktendi. Everything of her was out of plastic.

... and to specify that the noun is a part of a larger group.

 * Öğretmen, sınıftan iki kişi seçti. The teacher selected 2 people from the class.

It is also used in comparative clauses.

 * Sizden daha çok çalışıyorum. I work more than you do.

Formation
The instrumental case is counted as a postposition by some sources, but nevertheless acts like another case in colloquial language. It is therefore possible to form this using the postposition ile, or with the ending -la/le. The buffer consonant y is added if the word stem ends in a vowel, with no exceptions in formal speech.

Other cases
There are a lot more endings which may qualify as cases, but these will be covered in a later article.

title: Turkish/Cases


text:
Turkish/Word Order

In Turkish, the verb usually goes at the end of the sentence. The basic word order is therefore SOV (subject-object-verb). For example, the following sentence literally means the woman the book read (in the following examples, stressed element is shown in blue):
 * : The woman read the book.

This word order is not obligatory. You can alter the word order to emphasize a particular element. The most stressed element in a sentence is the element which is nearest to the verb. If you want to stress the verb, you put it at the beginning of the sentence. If you want to stress that it is the woman who read the book, you say: This would be a good response to the question "Who read the book?". Here are some other examples: In written language, the verb usually goes at the end of the sentence. But in colloquial speech (and in poetry), its place in the sentence can vary.
 * : The woman read the book.
 * : The woman read the book.
 * : The woman read the book.

You can replace the elements but an element can be composed of more than one words. You can't replace the words in the elements. For example:

 * : The woman read the blue book. Elements of this sentence are: "Kadın", "mavi kitabı", "okudu". You should consider "mavi kitabı" as a whole.

You can say:
 * : The woman read the blue book.

But you can't say:

This is because the adjective always comes before the word it's acting on, as in English.

I'm going home. = Eve gidiyorum.

ev = house, home eve = to the house gitmek = to go gidiyor = s/he is going gidiyorum = I am going

I want to go home = Eve gitmek istiyorum.

istemek = to want istiyorum = I want istiyorsun = You want istiyor = She wants istiyor = He wants istiyorlar = They want istiyoruz = We want

(Note that the verb istiyorum is in the present continuous tense, but it translates to the present tense in English. This verb is almost always used in this form in Turkish, and the present tense of this verb is reserved for some specific cases.)

How are you? = Nasılsınız?

nasıl = how -sınız = you are (plural you or respect form singular you as in French vous, German Sie)

İyiyim. = I'm well.

iyi = good -yim = I am

Bugün, iyi değilim. = I'm not well today.

bugün = today değil = not -im = I am değilim = I am not

title: Turkish/Word Order


text:
Turkish/Plural

Plural
The plural suffixes are -lar and -ler. -lar if the last vowel of the noun is a back vowel (a, ı, o, u) -ler if the last vowel of the noun is a front vowel (e, i, ö, ü) araba => arabalar (car, cars) insan => insanlar (man, people) kitap => kitaplar (book, books) yazar => yazarlar (writer, writers) halı => halılar (carpet, carpets) kız => kızlar (girl, girls) yıldız => yıldızlar (star, stars) şarkı => şarkılar (song, songs) palto => paltolar (coat, coats) çocuk => çocuklar (child, children) memur => memurlar (officer, officers) meyve => meyveler (fruit, fruits) kent => kentler (city, cities) gazete => gazeteler (newspaper, newspapers) resim => resimler (photo, photos) mühendis => mühendisler (engineer, engineers) gazeteci => gazeteciler (journalist, journalists) göz => gözler (eye, eyes) söz => sözler (word, words) gün => günler (day, days) gül => güller (rose, roses) bal => ballar (honey, honeys) When a number other than one(two, three, etc.) precedes a noun, the noun remains in singular. room, two rooms ==> oda, iki oda hour, three hours ==> saat, üç saat day, four days ==> gün, dört gün

title: Turkish/Plural


text:
Turkish/Verbs

All infinitives end either in -mak or -mek according to the vowel harmony (last vowel of the verb stem).

almak (to take, to buy) bulmak (to find) vermek (to give) gitmek (to go) öğrenmek (to learn) bilmek (to know) söylemek (to say) konuşmak (to talk) dinlemek (to listen) çalışmak (to study/to work) sevmek (to love) tanışmak (to get acquainted) yazmak (to write) okumak (to read) Turkish knows also the negative verb infinitives (not to do, not do learn, etc.). The stem contains the negative suffix -ma- or -me-. "-me" or "-ma" is used according to the vowel harmony (last vowel of the verb stem). If the last vowel of the noun is a back vowel (a, ı, o, u), the negative suffix -ma is used. if the last vowel of the noun is a front vowel (e, i, ö, ü), the negative suffix -me is used.

almamak (not to take, not to buy) bulmamak (not to find) vermemek (not to give) gitmemek (not to go) öğrenmemek (not to learn)

The negative stem (alma-, bulma-, etc.) is used for building negative forms of most tenses (past tense, simple present, future, ...).

Personal Endings
Turkish verbs indicate person as Spanish verbs do. Thus, personal pronouns are not generally used in sentences as the verb of the sentence already indicates it. Please note that vowels in the suffixes change according to the vowel harmony, i.e. -im can be -ım or -sin can be -sın. Different suffixes are added to the verb to indicate person (letters in brackets are used only when necessary):

title: Turkish/Verbs


text:
Turkish/Numbers

Numbers: non-negative integers
Digits:(Rakamlar) 0 sıfır 1 bir 2 iki 3 üç 4 dört 5 beş 6 altı 7 yedi 8 sekiz 9 dokuz  Ten and above: 10 on 11 on bir ("ten one"), 12 on iki, 13 on üç, ... 20 yirmi 21 yirmi bir, 22 yirmi iki ,... 30 otuz 40 kırk 50 elli 60 altmış 70 yetmiş 80 seksen 90 doksan 100 yüz 200 iki yüz, 300 üç yüz ,... 1 000 bin 2 000 iki bin, 3 000 üç bin ,... 10 000 on bin, 20 000 yirmi bin, 30 000 otuz bin ,... 1 000 000  bir milyon 1 000 000 000 bir milyar 1 000 000 000 000 bir trilyon, 1 000 000 000 000 000 bir katrilyon

Use spaces: 123 456 789 (which is read: yüz yirmi üç milyon dört yüz elli altı bin  yedi yüz seksen dokuz) should be written with spaces for easier reading. But (of course) not if you are writing down some amount of money on a check or something alike.

Spelling out numbers
While spelling out a number, we say it in packs of 2 or 3, rather than one by one. Phone numbers are formattet accordingly.

 * 0527 442 57 63 - sıfır beş yüz yirmi yedi, dört yüz kırk iki, elli yedi, altmış üç

Years are read as if they are one big number.

 * 1984 - bin dokuz yüz seksen dört
 * 2022 - iki bin yirmi iki

Decimal fractions
0.2 (engl.) = 0,2 (tr.) sıfır virgül iki 0.01 = 0,01 sıfır virgül sıfır bir 3.14159 = 3,14159 üç virgül bir dört bir beş dokuz

Saymak : To count
sum : toplamak (toplamak also means to tidy up, or put things together,or to collect) subtract : çıkarmak (The verb çıkarmak also means to take something out of something(eg. Cebinden para çıkardı-He has taken out money from his pocket) )) multiply : çarpmak (the verb çarpmak also means to collide) divide : bölmek

+   artı -   eksi x   çarpı/kere /   bölü 3+3=6 -> üç artı üç eşittir altı

Fractions
One way of expressing fractions is to use the expression "bölü" (divided by):

4/5 = four divided by five = dört bölü beş

2/7 = iki bölü yedi

13/97 = on üç bölü doksan yedi

Examples/Training
a) Word to numeral doksan dokuz yetmiş yedi seksen sekiz altmış altı elli beş otuz üç kırk dört on bir yirmi iki b) Numeral to word 77 44 99 11 12 15 25 111 222 de:Türkisch: Zahlen Turks/Getallen

title: Turkish/Numbers


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Turkish/Nominal Sentences

In Turkish, not every sentence has to have a verb. In fact, even a single noun can be a sentence. There are two types of these sentences, copular sentences and var/yok sentences, both of which will be covered in this article.

Copular Sentences
In Turkish, there is no verb to be. Instead, the following suffixes are appended into a noun to convey the meaning of to be:

 * O bir öğretmen. He is a teacher.

Speakers of Russian may be familiar with this.

Pronoun dropping
In Turkish, similar to many other languages, the pronoun is usually omitted while forming a sentence. The rules of pronoun dropping are rather complex, and are covered in Turkish/Pronouns. It is for now enough to know that the pronoun isn't necessary. Therefore, the following examples are completely valid:

 * Evdeyim. I'm home.
 * Aptalsın. You are dumb.
 * Öğrenciyiz. We are students.
 * Bizimlesiniz. You are with us.

The suffix for onlar is used only when the pronoun is dropped.

 * Onlar evde. They are home.
 * Evdeler. They are home.

Negative
In order to negate a copular sentence, the word değil is used. Copular suffixes are appended to değil instead.

 * Öğretmen değilim. I'm not a teacher.
 * Zeki değilsin. You aren't smart.

The word değil is pronounced in formal speech, and  in casual speech.

Questions
Questions are formed with mı/mi/mu/mü, which undergoes vowel harmony, but is written as a separate word. The question particle comes before the copular suffixes, but after değil.

 * Aptal mısın? Are you dumb?
 * Sırada mıyız? Are we next?
 * Öğretmen değil misin? Aren't you (a/the) teacher?

There is...
To say that a thing exists, we just use the word var.

 * Vakit var. There is time.
 * Üç çocuk var. There are three children.

To say that a thing does not exist, we use the word yok.

 * Hiç vakit yok. There isn't any time/There is no time.
 * Evde soğan yok. There aren't onions in the house.

Questions may be formed by adding the word mı after var and mu after yok.

 * Domates var mı? Are there tomatoes?
 * Kimse yok mu? Isn't there anyone?/Is there no one?

I have...
Turkish also lacks a verb for to have. Instead, we just use var/yok together with possessive suffixes.

Noun constructs and possessive suffixes are covered in greater detail in another article.
 * Kaç çocuğun var? How many children do you have? Literally: How many of your children are there?
 * Yakıtım yok. I don't have fuel. Literally: My fuel doesn't exist.

title: Turkish/Nominal Sentences


text:
Turkish/Present Tense

The all-purpose present tense suffix in Turkish is -(i)yor. This suffix used to be a full verb yormak, but has turned into a suffix in modern Turkish. Because of this, the o in the suffix is invariable, and does not harmonize with the stem. Instead, an ı, i, u or ü is added before the suffix, making the full form of the suffix -ıyor/-iyor/-uyor/-üyor.

In verbs ending with consonants
When the verb stem ends in a consonant, the ending -iyor is added to the stem, with respect to 4-way vowel harmony. The personal ending harmonizes with the o in the suffix.

An important special case arises with the verbs and, where the t in the stem softens to d when the suffix is added.

In verbs ending with vowels
When the stem ends with a or e, the last vowel is dropped, and is replaced with ı, i, u or ü depending on the previous vowel. If the stem already ends with ı, i, u or ü; the suffix -yor is simply added without changing the stem, followed by the personal ending.

An important special case to note is the verbs and, which do not have a second-to-last vowel to harmonize with.

Negative form
Since the usual negative suffix -ma/-me ends in a vowel, it turns into -mı/-mi/-mu/-mü when used with the present tense.

Interrogative/Question form
The question partice mu comes after the suffix, but before the personal ending. It is spelled separately from the stem. A y is appended before the personal ending in the first singular and plural person. Negative questions are also possible.

Stress
In the affirmative form, the ı/i/u/ü part of the suffix is usually stressed. In the interrogative form, the stress shifts to the yor part of the suffix. In the negative and negative interrogative form, the stress is on the last syllable of the verb stem.

 * Geliyorum
 * Gelmiyorum
 * Geliyor musun?

Dropping of the r in informal speech
The r in the suffix is often dropped in spoken language, so it is declined like this: In very informal contexts, such as texting/online chatting, the suffix is often spelled without the y, like bakıom (bakıyorum).

Usage
-yor is one of the most common suffixes in Turkish, because it can be used on a wide array of situations.

Progressive
For events happening in the present, we use the present progressive. This largely corresponds to the English present continuous tense.

 * Ne yapıyorsunuz? What are you doing?
 * Sofrayı hazırlıyorum. I'm preparing the table.
 * Niçin böyle düşünüyorsun? Why are you thinking like this?

-makta/-mekte
In very formal speech, the suffix -makta/mekte may be used as the present continuous as well. This may also be used to stress the continuity of the action in informal speech as well.

 * Meclis, yeni bir kanun tasarısını tartışmakta. The Parliament is currently debating a new bill.

Habitual
The present tense covers many cases of the English simple present as well. -yor may be used habitually, as well as narratively.

However, -yor contrasts with the Aorist -ar in this usage, so these distinctions will be further examined in that article.
 * Sabahları okula metroyla gidiyorum. Every morning, I go to school with the subway.
 * Genelde bu işlere zamanım yetmiyor. I don't usually have time for stuff like this.
 * Türkçe öğrenmek çok emek istiyor. Learning Turkish requires a lot of effort.

title: Turkish/Present Tense


text:
User talk:Jayson Virissimo~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Geo.T 01:23, 8 September 2005 (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 Jayson Virissimo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jayson Virissimo~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 23:16, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:04, 19 April 2015 (UTC)

title: User talk:Jayson Virissimo~enwikibooks


text:
User talk:Tkaliforniaa

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Geo.T 01:24, 8 September 2005 (UTC)

title: User talk:Tkaliforniaa


text:
User talk:Lord storm~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Geo.T 01:24, 8 September 2005 (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 Lord storm. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Lord storm~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 23:23, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:12, 19 April 2015 (UTC)

title: User talk:Lord storm~enwikibooks


text:
User talk:Shovel8mo

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Geo.T 01:25, 8 September 2005 (UTC)

title: User talk:Shovel8mo


text:
Creative Writing

Creative writing is a massive and inexact field. Telling stories by ways of poetry, short stories, novels, and other media can be complex, intimidating, and extremely difficult to take up. However, it also has so much potential to be rewarding and enjoyable for writers and readers alike. In this Wikibook, we'll go over some of the principles of writing practices, and proceed with advice and tips on how to write best. The goal is to provide as much understanding to writing as possible, and to portray fiction as elegantly as one can possibly put.

The fundamentals explain the subject of creative writing and should apply to all media covered below.

Fundamentals

 * /Introduction/
 * /Peer Review/
 * /Fiction technique/
 * /Publication/

Media

 * /Free-Verse Poetry/
 * /Short Stories/
 * /Sonnets/
 * /Novellas/
 * /Novels/
 * /Plays for the theater/
 * /Comics/
 * /Screenplays/ (Screenwriting)
 * /Autobiographies/
 * /Mini Sagas/ (Flash Fiction)

Recommended

 * Conworld - An expansive guide to worldbuilding.

title: Creative Writing


text:
User:Stephen Tennant

I stay in bed all day, darling.

I registered to vote in the vfd for Manual of Crime, because it's useless and stupid (i go into detail on the vfd page). I will, however, further contribute to wikibooks, as I've just started really looking at this site, and the Manual of Crime just happened to catch my eye.

Now, to find a worthy project...

title: User:Stephen Tennant


text:
User talk:Mshonle/Policy

Well, I'm quite prepared to support this policy as it currently stands. It seems to enunciate everything clearly and I agree with all the exclusions and inclusions. Serge 05:18, September 8, 2005 (UTC)
 * Thank you. I'm sure there are a couple of goofs still in there (I am not a lawyer). Just a minute ago I posted it in Policy/Vote and I would greatly appreciate your public demonstration of support! MShonle 05:23, 8 September 2005 (UTC)

No worries. I have actually been quite anxious about some of the rather vague language in some of the proposed policy documents. I breathed a sigh of relief when I read something that was clear and detailed and if your policy becomes enforced, I'm sure I'll have some idea of what Wikibooks is about. Well done, and good luck. Serge 05:34, September 8, 2005 (UTC)

title: User talk:Mshonle/Policy


text:
Rebol Programming/Jargon

Rebol uses a number of terms that can be confusing to those new to computer languages. We shall attempt to explain a number here.

Protocols
A protocol is an agreed way of performing a task. In the real world, tribal affairs are bound by protocol - who can speak, and who can reply, and the same type of restrictions apply when we interface with something outside of REBOL.

When we retrieve email using POP3, we use the POP3 protocol in formatting our messages, and reading replies. POP3 is a line oriented protocol which means that commands are sent one line at a time, and terminated with a newline character.

Schemes
Rebol's POP3 implementation is called the POP3 scheme. The scheme refers to the code that implements the POP3 protocol.

You can see which schemes are installed as follows:

>> probe next first system/schemes [default Finger Whois Daytime SMTP ESMTP POP IMAP HTTP FTP NNTP] == [default Finger Whois Daytime SMTP ESMTP POP IMAP HTTP FTP NNTP]

The list omits the low level schemes such as TCP and UDP.

You can install your own or third party schemes such as the mysql scheme from Nenad Rakocevic ( alias DocKimbel ).

Handlers
The scheme code creates what is called a handler at run time. The handler code is a code object that is in general is based upon a default handler that manages the common requirements when dealing with network connections. It thus has the code for opening, closing, reading and writing to a network connection. Different schemes will build further upon the default handler to create a specific handler.

You can examine the source code for the whois handler with

probe get in system/schemes 'whois

title: Rebol Programming/Jargon


text:
User:Serge/French

Proposed new lesson structure for French Wikibook course
Level One Lesson 1 - Je me presente-                      greetings, introductions, verb etre Lesson 2 - J'aime... verb aimer, infinitives -        j'aime nager Lesson 3 - Qu'est-ce que tu vas faire? verb aller, futur proche -       je vais manger Lesson 4 - Quelle heure est-il? numbers, time, date, Lesson 5- En voyage                             nationalies, simple directions -   ''ou est...? A gauche, a droit.'' Lesson 6 - Ma Famille                           verb avoir, simple 'add an s' plural. how to give age, more adjectives. Lesson 7 - Le temps                             verb faire, the seasons            il fait beau Lesson 8 - Recreation                           regular 'er' verbs -               je nage, vous mangez Lesson 9 - L'ecole                              negation -          elle n'est pas notre prof, elle n'enseigne pas la science Lesson 10 - Taches Menageres                    regular 'ir' and 're' verbs -      je tonds la pelouse

Level Two Lesson 11 - La nourriture                       du/de la/des, verb vouloir -       je veux du pain Lesson 12 - La nourriture encore                verbs boire and manger, au/a la/aux - donne l'eau au pere de Jean Lesson 13 - Faisons des courses! verbs payer, acheter Lesson 14 - Petit(e)s Ami(e)s                   direct object pronouns -          ''je l'aime beaucoup. moi, je la deteste!'' Lesson 15 - L'anniversaire                      verb envoyer, indirect object pronouns - il ma envoyer un cadeau, je vais lui envoyer qqch Lesson 16 - Le Weekend                          passe compose -                      j'ai fait beaucoup de choses... Lesson 17 - La Telephone                        passe compose with object pronouns - je lui ai telephone Lesson 18 - La Television                       negatives other than ne...pas -      personne n'aime cette emission. Lesson 19 - La marche                           y and en -                       ''j'en veux, monsieur. j'y vais, madame'' Lesson 20 - Les Vacances                        imperfect tense                 nous regardions a la tele, je nagais

All material that doesn't (and there's not much) fit into this structure should become grammar references.

Notes:

I've used all current material that is topic relevant into this course structure. I've deliberately proposed to move all the grammar lessons like "Grammaire de base" and "Le passe" to seperate, grammar appendices.

Deliberately left conjugation until later because all school courses I know do it like that. Tried to space out grammar and provide grammar relevant to topic.

Each lesson should contain:

1. One or two dialogues, containing some new vocabulary, only the grammar to be covered plus re-enforcement of grammar and  vocabulary already learned.

2. Grammar details, with plenty of examples.

3. Cultural points on French or francophone countries relevant to topic.

4. Exercises, which must be varied and not all of the "translate into french/english" type.

5. If possible, materials in French that relate to topic

Why change? Well, because the current set-up is full of well-written stuff thats been hapharzedly placed in spots without any really overarching plan. We need to teach this language with an indepth focus, in a course structure, with an equally well written (largely already existing) grammar reference.

'''Qu'en pensez-vous, mes amis? Vous pouvez voter ou discuter sur la page de discussion'''

title: User:Serge/French


text:
Ada Programming/Algorithms/Chapter 6

Fibonacci numbers
The following codes are implementations of the Fibonacci-Numbers examples.

Simple Implementation
...

To calculate Fibonacci numbers negative values are not needed so we define an integer type which starts at 0. With the integer type defined you can calculate up until. will result in an.

Integer_Type  0 .. 999_999_999_999_999_999;

You might notice that there is not equivalence for the  from the original example. Ada will test the correctness of the parameter before the function is called.

Fib (n : Integer_Type) Integer_Type n = 0 0;      n = 1 1;         Fib (n - 1) + Fib (n - 2); ;   Fib; ...

Cached Implementation
...

For this implementation we need a special cache type can also store a -1 as "not calculated" marker

Cache_Type  -1 .. 999_999_999_999_999_999;

The actual type for calculating the fibonacci numbers continues to start at 0. As it is a of the cache type Ada will automatically convert between the two. (the conversion is - of course - checked for validity)

Integer_Type Cache_Type 0 .. Cache_Type';

In order to know how large the cache need to be we first read the actual value from the command line.

Value : Integer_Type := Integer_Type'Value (Ada.Command_Line.Argument (1));

The Cache array starts with element 2 since Fib (0) and Fib (1) are constants and ends with the value we want to calculate.

Cache_Array (Integer_Type 2 .. Value)  Cache_Type;

The Cache is initialized to the first valid value of the cache type — this is.

F : Cache_Array := ( => Cache_Type'First);

What follows is the actual algorithm.

Fib (N : Integer_Type) Integer_Type N = 0  N = 1 N;      F (N) /= Cache_Type'First F (N); F (N) := Fib (N - 1) + Fib (N - 2); F (N); ;   Fib; ...

This implementation is faithful to the original from the Algorithms book. However, in Ada you would normally do it a little different:

when you use a slightly larger array which also stores the elements 0 and 1 and initializes them to the correct values

Cache_Array (Integer_Type 0 .. Value)  Cache_Type; F : Cache_Array := (0     => 0,       1      => 1,        => Cache_Type'First);

and then you can remove the first path.

N = 0  N = 1 N;     els  F (N) /= Cache_Type'First

This will save about 45% of the execution-time (measured on Linux i686) while needing only two more elements in the cache array.

Memory Optimized Implementation
This version looks just like the original in WikiCode.

Integer_Type  0 .. 999_999_999_999_999_999;   Fib (N : Integer_Type)  Integer_Type U : Integer_Type := 0; V : Integer_Type := 1; I  2 .. N         Calculate_Next : T : Integer_Type := U + V;            U := V;            V := T;          Calculate_Next; ;      V;    Fib;

No 64 bit integers
Your Ada compiler does not support 64 bit integer numbers? Then you could try to use decimal numbers instead. Using decimal numbers results in a slower program (takes about three times as long) but the result will be the same.

The following example shows you how to define a suitable decimal type. Do experiment with the and  parameters until you get the optimum out of your Ada compiler.

Integer_Type  1.0  18 0.0 .. 999_999_999_999_999_999.0;

You should know that floating point numbers are unsuitable for the calculation of fibonacci numbers. They will not report an error condition when the number calculated becomes too large — instead they will lose in precision which makes the result meaningless.

|Chapter 6

title: Ada Programming/Algorithms/Chapter 6


text:
Ada Programming/Algorithms

|Algorithms

title: Ada Programming/Algorithms


text:
Neapolitan/adjectives

Adjectives in Neapolitan
As with other Romance languages, adjective endings in Neapolitan change depending upon what the gender and number of the item they modify are.

For the most part, adjectives follow the object they describe, for example-- 'a scìgna janca, the white monkey, though literally it reads "the monkey white".

Possessive Adjectives
In Neapolitan, as with other Southern Italian vernaculars, there can be a fusion of the possessive adjective with the noun it refers to. For example: mammema for my mother; fratemo for my brother; sòcrema for my mother-in-law; sòreta for your sister (the  e within these words are a muted schwa sound). This applies only to words that indicate relationships with a family and probably stems from Greek (agapèmo for my love, for example).

title: Neapolitan/adjectives


text:
Template:Algorithms/Sample

This code sample is also available in.

title: Template:Algorithms/Sample


text:
User talk:FerKo~enwikibooks

I am a native Hungarian speaker currently staying in England. Interested in teaching Hungarian and/or English, have experience and aids. Prepared to develop a course here in conjunction with other wiki authors/editors. FerKo 10:11, 8 September 2005 (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 FerKo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name FerKo~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 23:09, 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) 04:59, 19 April 2015 (UTC)

title: User talk:FerKo~enwikibooks


text:
User talk:Pjmt~enwikibooks

Greetings Congin. just as an FYI, we did some more work on the EQ wikibook - http://en.wikibooks.org/wiki/EverQuest. Would be nice if you'd have a look some stage and see, if you can help expanding? thank you /bow --Kajolus 11:25, September 8, 2005 (UTC) I've stopped Everquest for the time being, and have moved back to Everquest II --Congin 13:52, 17 October 2005 (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 Pjmt. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Pjmt~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 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:22, 19 April 2015 (UTC)

title: User talk:Pjmt~enwikibooks


text:
Blender 3D: Noob to Pro/Particle Systems

Introduction
Particle systems are used to simulate large amounts of small moving objects, creating phenomena of higher order like fire, dust, clouds, smoke, or fur, grass and other strand based objects. You may also use other objects as a visualization of particles.

Before you start with the tutorials, you should at least take a brief overview about the very extensive documentation pages of the particle system. You will find every single parameter explained in the manual if you have the desire to delve deeper ...

Don't forget: particles alone don't do any magic. They are only a placeholder for something nice to view. You have to take care of the visualization also, and that is usually the harder part than to create the particle system.

Creating a particle system
To create a particle system:
 * Create a mesh object to be the “parent” (source) of the particles (only mesh objects can emit particles). Let’s use a simple plane to start with.
 * select the object
 * change to the Particles [[File:Blender255ParticlesContextButton.png]] tab in the Object Properties window
 * click on the “+” button (Image. 1a)

Voila, your first particle system (Image. 1b)! It doesn't do anything useful now, but we're going to change that on the following pages.

If you change anything in your particle system you always have to return to frame 1, to recalculate the system from the start.
 * To see the particles, you must start the animation running by pressing . You will see particles appear and fall from the plane. Press to stop the animation; you return to frame 1. The particle movement is cached (stored), so if you play your animation again it will go faster (well, you won't notice any difference in this simple case).
 * If you want to stop the animation in the current frame, press while it is running instead of.
 * The shortcut for returning to the first frame is )
 * To see the particles even better change to wireframe mode ,

Use the timeline window along the bottom of the screen to change easily between frames.

Changing properties of the system
Some important settings, from the “Emission” panel: And in the “Velocity” panel are settings that combine to determine the initial velocity of the particles:
 * Number: the total number of particles; increase this to 5000
 * Start: and End: the start and end frame of the emission
 * Lifetime: the lifetime in frames of the particles
 * Normal: a velocity component in the direction of the face normal (if emitted from faces)
 * Tangent: a velocity component parallel to the face
 * Rotation: controls the direction of the tangent velocity component
 * Emitter Object X/Y/Z: a velocity component oriented in the object’s coordinate system
 * Object: a multiplier that imparts some proportion of the object velocity to the particles (try moving the object around with a nonzero value for this field to see its effect)
 * Random: a random contribution to the object velocity

Initially, the plane has its face normal oriented upwards. However, it probably looks like the particles are emitted downwards. This is because the initial normal velocity of 1.0 is quite small compared to the force of gravity (which is on by default). Try increasing it to something like 10.0, and when you rerun the animation, you should see the particles rise quite high above the plane before falling down again.

If you render a frame with particles showing, you will see the particles appear as white blobs. This is the default Halo rendering of the particles.

Changing the material of the particles

 * Switch the Properties window to the Materials [[File:Blender255MaterialContextButton.png]] tab and create a new material for the plane.
 * Change the material type to Halo. (see also the Manual on Halos). Halos are a post rendering effect, that is applied after the scene is finished. So halos can't shed any lights on other objects, they are not rendered behind RayTransp materials (like glass).

 * Set the color to deep blue (RGB: 0/0/1)
 * Size: 0.05 so each halo is quite small.
 * Hardness: 127 so that each halo has the maximum sharp edge
 * Add: 0.5 so that the brightness increases where several halos overlap

Set the world color to black and render (Img. 3b). Nothing special till now, but that will change soon. So proceed to the next page, where we're going to make some fire.


text:
User:MartinMai

http://commons.wikimedia.org/wiki/User:MartinMai

title: User:MartinMai


text:
Apache Ant

Apache Ant (or simply Ant) is an XML-based build scripting language used heavily by the Open Source community. Ant automates tasks such as compiling source code, building deployment packages and automatically checking dependencies of what items need to be updated in a build set.

Background
This wikibook was based on a presentation created by Dan McCreary for the Minnesota Java Open Source User Group. Dan felt strongly that a gentle introduction to Ant was necessary for new people to easily learn Ant. The existing Ant documentation, although useful for advanced Ant users, did not meet the needs of most beginners. For example in the Apache documentation, advanced concepts such as token filters were placed directly in the introduction for beginners. The introductory material also did not contain full examples with complete sample build files and expected output. Something else was needed. At the same time the introductory material assumed that the reader was familiar with XML. This material covers some of the material you need to know about XML to build Ant scripts.

This wikibook is also designed to work with other XML-related programming wikibooks such as XML Schema and XForms.

Book Structure
This document has an introduction page for people just getting started. Mostly hello world information to get a flavor for what Ant is and how it is used. At the end there are six sections:

Introduction

 * 1) /Background/ - History and motivation for Apache Ant
 * 2) /Adoption/ - How and why organizations should adopt Apache Ant
 * 3) /XML Summary/ - A short review of XML syntax for people that are not familiar with XML.  This section can easily be skipped by users that already know about XML file structure.

/Getting Started/

 * 1) Installation How to download and install Apache Ant
 * 2) Testing How to test Apache Ant
 * 3) Hello World How to run a small ant program that prints "Hello World!"
 * 4) Core Concepts - Core Terms and Concepts useful to Ant developers
 * 5) Terminology - Terminology (projects, targets and tasks)
 * 6) /Build File Structure/- The structure of a build file
 * 7) /Property/ Using Properties
 * 8) /Depends/ Setting up Dependencies
 * 9) /Fileset/ Using Fileset

Best Practices

 * 1) Ant Best Practices - Best practices such as how to set up an Ant file
 * 2) Standard Targets - A list of standard targets such as init and clean
 * 3) Local Property Files - how to use a local property file
 * 4) Local File Systems - removing local file system dependencies

Examples

 * 1) Ant Cookbook - A set of small complete working example programs that demonstrate examples of how to use Apache Ant
 * 2) /Depends/ - shows how to use the targets depends attribute
 * 3) /Property/ - shows how to use an Ant property
 * 4) /Fileset/ - shows how to use an Ant fileset

Ant Tasks that Manipulate XML
/XML/ - how Ant can be used to process XML documents
 * 1) /XMLwellformed/ - how to use Apache ant to check an XML file for well formedness
 * 2) /XMLvalidate/ - how to use Apache ant to validate an XML file against an XML Schema
 * 3) /XSLT/ - how to use Apache ant to run an XML transform
 * 4) /Running Saxon/ - how to use Apache ant to run Saxon
 * 5) /Passing Parameters to XSLT/ - How to pass parameters to an XSLT transform from Apache Ant
 * 6) /XQuery/ - Using XQuery to transform XML documents
 * 7) /Converting Excel to XML/ - We use the Apache tika library to convert MS-Excel to XML
 * 8) /Cleaning up HTML/ - Use the Apache tika library to clean up HTML
 * 9) /Converting PDF to XML/ - We use the Apache tika library to convert PDF to XML

Ant Tasks that Manipulate eXist

 * 1) /Store XML data/ - an ant task that will store collection into eXist
 * 2) /Reindex a Collection / - an ant task that can reindex an eXist collection
 * 3) /Execute an XQuery/ - a sample ant task to execute an XQuery
 * 4) /Creating a .xar file/ - a sample ant task to create an XML archive file for packing modules or apps

title: Apache Ant


text:
Talk:X86 Disassembly/Disassemblers and Decompilers

disassemblers for a variety of platforms and processor architectures
NEEDED: we need to prepare a list of good disassemblers for each platform. also, we should probably get disassemblers for different processor architectures too, because x86 isnt the only assembly language in the world (although it will be the major one that we consider in this wikibook) --Whiteknight 13:28, 8 September 2005 (UTC)

 * I see that a bunch of non-x86 disassemblers have recently been been added. Thank you, anonymous users and User:Adrignola.
 * It seems a bit awkward to have non-x86 stuff in a book with the title "x86 Disassembly".
 * So I expect that list to be moved to some other wikibook -- someday.
 * Until that day, X86 Disassembly/Disassemblers and Decompilers seems to be the best place at Wikibooks for that list of disassemblers.
 * --DavidCary (discuss • contribs) 05:09, 2 February 2011 (UTC)

The Question
I don't think it's reasonable to compare the original C code to the disassembled assembly code, because obviously, C is not assembly. Also, as mentioned in this page, disassembled assembly is very messy. --Wj32 10:15, 8 January 2007 (UTC)

Radare
Radare should be added. It supports numerous architectures and operating systems, so it doesn't really fit in with any of these categories..
 * ✅. Thank you. --DavidCary (discuss • contribs) 05:09, 2 February 2011 (UTC)

Udis86
I think udis86 deserves some mention (http://udis86.sourceforge.net/) as it is an x86 disassembler library with a CLI interface written for Linux.
 * ✅. Thank you. --DavidCary (discuss • contribs) 05:09, 2 February 2011 (UTC)

Disassembly of 8/32 bit CPUs.
These statements need changing:

"Most CPUs are 8-bit CPUs."

"Most 32-bit CPUs use the ARM instruction set."

The first was true 20 years ago, not now. Perhaps "Most OLD CPUs are 8-bit". Or possibly something like "Most embedded processors in use today are 8-bit".

As for the second statement, this can only be true in an embedded context. Surely 32-bit x86 code dominates the landscape of programs that might want to be decompiled.

124.189.213.129 (discuss) 22:53, 12 August 2011 (UTC)

 * You may be right -- freshly-manufactured 32-bit CPUs may have out-sold freshly-manufactured 8-bit CPUs last year (2010).
 * But before I change those statements, as suggested, let me ask:
 * May I ask how you can be so confident?
 * Do you (or anyone else) have any source that is more persuasive than an IP-address anonymous comment?
 * Do you have any idea how many 8-bit CPUs Microchip sold in 2002 or any more recent year?
 * Do you have any idea how many 32-bit CPUs ARM licensed in 2002 or any more recent year?
 * How can you know whether or not 8-bit CPUs outsold 32-bit CPUs in 2010, or (more or less equivalently) whether or not more 8-bit CPUs were manufactured in 2010 than 32-bit CPUs?

 * I have one 2002 reference that indicates that 4-bit CPUs outsold 32-bit CPUs in 2002, and 8-bit CPUs outsold 4-bit CPUs. (That includes *all* CPUs, both general-purpose and embedded)..
 * I have a more recent reference for (32-bit) ARM CPUs sold in 2005 -- about 1.6 billion.
 * I would like a comparable verifiable reference for 8-bit processors -- or, preferably, even more recent references for both.
 * However, if neither you or I or anyone else can find comparable information more recent than 2002, then I guess we are stuck with that 2002 reference. --DavidCary (discuss • contribs) 23:37, 25 August 2011 (UTC)

I made the same (perhaps incorrect) assumption as 124.189.213.129 and removed the "Most CPUs are 8-bit CPUs" sentence, but replaced it after reading this discussion. I've since changed both occurrences of "most" to "many", which I think conveys the same large numbers of the CPUs in question, but avoids the conflict of which one is actually more common. Jfmantis (discuss • contribs) 03:03, 29 November 2011 (UTC)

Thank you, Jfmantis. --DavidCary (discuss • contribs) 16:47, 25 April 2012 (UTC)

PE Explorer is buggy
PE Explorer (1.99 V6) tends to crash while scrolling through some CRT parts of GCC-built executables. I don't know what exactly is causing the problem, just that it happens. --87.251.51.88 (discuss) 13:29, 12 December 2011 (UTC)

DCC updates
Apparently DCC is not dead despite its age, its Github page has had quite a few commits. The main developer appears to be a Boomerang contributor as well - I wonder if a merger of the two projects is somewhere on the (likely hella distant) horizon. Andy80586 (discuss • contribs) 00:17, 1 May 2015 (UTC)


text:
User:Dmccreary

Dan McCreary is an author and data architect from Minnesota. He is co-author of the book Making Sense of NoSQL. He is working on four wikibooks:
 * 1) XRX
 * 2) XQuery
 * 3) XForms
 * 4) Apache Ant

His personal web site is:

http://www.danmccreary.com

He is interested in the semantic web and metadata publishing.

title: User:Dmccreary


text:
Apache Ant/Depends

The  attribute can be included in the   tag to specify that this target requires another target to be executed prior to being executed itself. Multiple targets can be specified and separated with commas.

Here, target "one" will not be executed until the targets named "two" and "three" are, first.

Example of using the attribute
Here is an example of a build file that executes three targets in order, first, middle and last. Note that the order the targets appear in the build file is unimportant:

 Running One  Running Two  Running Three

Sample Output: Buildfile: build.xml one: [echo] Running One two: [echo] Running Two three: [echo] Running Three BUILD SUCCESSFUL Total time: 0 seconds

Redundant dependency
Ant keeps track of what targets have already run and will skip over targets that have not changed since they were run elsewhere in the file, for example:

 Running One  Running Two  Running Three

will produce the same output as above - the target "one" will not be executed twice, even though both "two" and "three" targets are run and each specifies a dependency on one.

Circular dependency
Similarly, ant guards against circular dependencies - one target depending on another which, directly or indirectly, depends on the first. So the build file:

  Running One  Running Two

Will yield an error:

Buildfile: build.xml BUILD FAILED Circular dependency: one <- two <- one Total time: 1 second

Next Chapter, Next Cookbook Chapter

title: Apache Ant/Depends


text:
Apache Ant/Property

Ant does not have variables like in most standard programming languages. Ant has a structure called properties. Understanding how properties work is critical to understanding how (and why) Ant works so well.

Here is a simple demonstration of how to set and use properties

Note that to use a property you have to put a dollar sign and left curly brace before it and a right curly brace after it. Don't get these confused with parens.

When you run this you should get the following:

Buildfile: C:\AntClass\PropertiesLab\build.xml MyTarget: [echo] Source directory is = src [echo] Build directory is build BUILD SUCCESSFUL Total time: 204 milliseconds

Ant properties are immutable meaning that once they are set they cannot be changed within a build process! This may seem somewhat odd at first, but it is one of the core reasons that once targets are written they tend to run consistently without side effects. This is because targets only run if they have to and you cannot predict the order a target will run.

Properties do not have to be used only inside a target. They can be set anywhere in a build file (or an external property file) and referenced anywhere in a build file after they are set.

Here is a small Ant project that demonstrates the immutability of a property:

When you run this, you should get the following output:

Buildfile: C:\AntClass\PropertiesLab\build.xml MyTarget: [echo] MyProperty = One [echo] MyProperty = One BUILD SUCCESSFUL Total time: 343 milliseconds

Note that despite trying to change MyProperty to be "Two", the value of MyProperty does not change. Ant will not warn you of this.

For newcomers this might seem strange, but this is ideally suited for building up complex trees of values that are set once and used over and over again. It makes your build scripts easy to maintain and reliable.

Ant also has a nice set of "built in" properties that you can use:

This demonstrates how to read system properties

When you run this program you should get an output similar to the following:

Buildfile: C:\eclipse\workspace\Ant Examples\build.xml Display-Builtins: [echo] C:\AntClass\PropertiesLab [echo] C:\AntClass\PropertiesLab\build.xml [echo] Apache Ant version 1.6.2 compiled on July 16, 2004 [echo] MyProject [echo] 1.5 BUILD SUCCESSFUL Total time: 188 milliseconds

See the ant reference manual for a full list of built-in ant and Java properties or you can try the following link for the Java properties: getProperties

Next Chapter, Next Cookbook Chapter

title: Apache Ant/Property


text:
Template talk:Algorithms/Sample

Nice!
Great little template! I have a question, can it be used such that, when there are multiple samples, it would read, e.g.:

 * This code sample is also available in Ada, C, Java, Python, Scheme

Where each is a link?

 * should do the trick. An alternative would be to have a Computer Science:Algorithms:Sample_2, Computer Science:Algorithms:Sample_3 template.

Also, would you consider making your Ada implementation Appendix B and putting it in a Computer_Science:Algorithms:Appendix_B: space? MShonle 14:41, 8 September 2005 (UTC)

 * Yes - that was the plan from the beginning (using transclusion so the text fits perfectly into both book). Of corse it nags me a bit that Computer Science:Algorithms:Appendix A is a year old and there is not a single line of code in it. In fact all the text there should be moved to the talk page See Talk:Computer Science:Algorithms:Appendix A. --Krischik 15:10, 8 September 2005 (UTC)

title: Template talk:Algorithms/Sample


text:
Game Maker Programming/Variables

Variables hold information. These bits of information are given names so they can be identified, and changed more easily. For example, if a = 4, and b = 7, a+b would equal 11.

In Game Maker, variable names can only have the following kinds of characters:
 * Letters
 * Lowercase and Uppercase
 * Variables are case-sensitive, for instance: PenColor is NOT the same as pencolor
 * Digits
 * A variable name cannot start with a digit.
 * The underscore symbol "_"

In Game Maker, variables are defined by the name of the variable, an equals sign, and the value of this variable. For example:

Percent=(Health/MaxHealth)*100; PenColor=c_black; if (Percent>66) brush_color=c_green; else if (Percent>33) brush_color=c_yellow; else brush_color=c_red; draw_rectangle(x+((sprite_width/2)-25),y-5,x+((sprite_width/2)-25)+(50*(Percent/100)),y-1); draw_sprite(sprite_index,-1,x,y); score=Percent;

A variable can also be declared by using var, for example, var variable1. Using var to declare a variable only makes that variables available during that piece of code - it is removed from memory after use. This makes your game use less memory, and can be very efficient. However, it is not required.

By default, Game Maker reports an error if you try to use an undefined variable before assigning to it. If you receive the error, you should initialize it in the create section with the default value. An option in Global Game Settings allows you to treat uninitialized values as 0, as well as to disable the display of error messages; however, caution should be used when using these two options since it will make bugs more obscure.

title: Game Maker Programming/Variables


text:
Game Maker Programming/Functions

MCI_command

abs

action_another_room

action_bounce

action_change_object

action_color

action_create_object

action_current_room

action_draw_background

action_draw_ellipse

action_draw_font

action_draw_health

action_draw_highscore

action_draw_life

action_draw_life_images

action_draw_line

action_draw_rectangle

action_draw_score

action_draw_sprite

action_draw_text

action_draw_variable

action_end_game

action_end_sound

action_execute_script

action_fill_color

action_fullscreen

action_highscore

action_highscore_add

action_highscore_show

action_if

action_if_aligned

action_if_collision

action_if_dice

action_if_empty

action_if_health

action_if_life

action_if_mouse

action_if_next_room

action_if_number

action_if_object

action_if_previous_room

action_if_question

action_if_score

action_if_sound

action_if_variable

action_inherited

action_kill_object

action_kill_position

action_line_color

action_linear_step

action_load_game

action_message

action_move

action_move_contact

action_move_point

action_move_random

action_move_start

action_move_to

action_next_room

action_path

action_path_position

action_path_speed

action_potential_step

action_previous_room

action_restart_game

action_reverse_xdir

action_reverse_ydir

action_save_game

action_set_alarm

action_set_caption

action_set_cursor

action_set_friction

action_set_gravity

action_set_health

action_set_hspeed

action_set_life

action_set_motion

action_set_score

action_set_sprite

action_set_vspeed

action_show_info

action_sleep

action_snap

action_sound

arccos

arcsin

arctan

arctan2

title: Game Maker Programming/Functions


text:
Engineering Acoustics/Electro-Mechanical Analogies

Why Circuit Analogs?
Acoustic devices are often combinations of mechanical and electrical elements. A common example of this would be a loudspeaker connected to a power source. It is useful in engineering applications to model the entire system with one method. This is the reason for using a circuit analogy in a vibrating mechanical system. The same analytic method can be applied to Electro-Acoustic Analogies.

How Electro-Mechanical Analogies Work
An electrical circuit is described in terms of its potential (voltage) and flux (current). To construct a circuit analog of a mechanical system we define flux and potential for the system. This leads to two separate analog systems. The Impedance Analog denotes the force acting on an element as the potential and the velocity of the element as the flux. The Mobility Analog equates flux with the force and velocity with potential.

For many, the mobility analog is considered easier for a mechanical system. It is more intuitive for force to flow as a current and for objects oscillating the same frequency to be wired in parallel. However, either method will yield equivalent results and can also be translated using the dual (dot) method.

The Basic Elements of an Oscillating Mechanical System
The Mechanical Spring:

 * [[File:resistor11.jpg]]

The ideal spring is considered to be operating within its elastic limit, so the behavior can be modeled with Hooke's Law. It is also assumed to be massless and have no damping effects.

 * $$ F=-cx, \ $$

The Mechanical Mass

In a vibrating system, a mass element opposes acceleration. From Newton's Second Law:

 * $$F=mx^{\prime\prime}=ma=m\frac{du}{dt}$$
 * $$F=K\int\,u dt$$

The Mechanical Resistance

 * [[File:Dashpot.png]]

The dashpot is an ideal viscous damper which opposes velocity.

 * $$F=R u\displaystyle$$

Ideal Generators

The two ideal generators which can drive any system are an ideal velocity and ideal force generator. The ideal velocity generator can be denoted by a drawing of a crank or simply by declaring $$u(t)=f(t)$$, and the ideal force generator can be drawn with an arrow or by declaring $$F(t)=f(t)$$

Simple Damped Mechanical Oscillators

 * [[File:Forced_Oscillator.PNG]]

In the following sections we will consider this simple mechanical system as a mobility and impedance analog. It can be driven either by an ideal force or an ideal velocity generator, and we will consider simple harmonic motion. The m in the subscript denotes a mechanical system, which is currently redundant, but can be useful when combining mechanical and acoustic systems.

The Impedance Analog
The Mechanical Spring

In a spring, force is related to the displacement from equilibrium. By Hooke's Law,

 * $$F(t)=c_m \Delta x = c_m \int_{0}^{t} u( \tau )d \tau $$

The equivalent behaviour in a circuit is a capacitor:

 * $$V(t)=\frac{1}{C}\int_{0}^{t} \,i(\tau) d\tau $$

The Mechanical Mass

The force on a mass is related to the acceleration (change in velocity). The behaviour, by Newton's Second Law, is:

 * $$F(t)=m_ma=m_m\frac{d}{dt}u(t)$$

The equivalent behaviour in a circuit is an inductor:

 * $$V(t)=L\frac{d}{dt}i(t)$$

The Mechanical Resistance

For a viscous damper, the force is directly related to the velocity

 * $$F=R_m u\displaystyle$$

The equivalent is a simple resistor of value $$R_m\displaystyle$$

 * $$V=R i\displaystyle$$

Example:

Thus the simple mechanical oscillator in the previous section becomes a series RCL Circuit:

The current through all three elements is equal (they are at the same velocity) and that the sum of the potential drops across each element will equal the potential at the generator (the driving force). The ideal voltage generator depicted here would be equivalent to an ideal force generator.

IMPORTANT NOTE: The velocity measured for the spring and dashpot is the relative velocity ( velocity of one end minus the velocity of the other end). The velocity of the mass, however, is the absolute velocity.

Impedances:

The Mobility Analog
Like the Impedance Analog above, the equivalent elements can be found by comparing their fundamental equations with the equations of circuit elements. However, since circuit equations usually define voltage in terms of current, in this case the analogy would be an expression of velocity in terms of force, which is the opposite of convention. However, this can be solved with simple algebraic manipulation.

The Mechanical Spring

 * $$F(t)= c_m \int u(t)d t$$

The equivalent behavior for this circuit is the behavior of an inductor.

 * $$\int V dt=\int L \frac{d}{dt} i(t) dt$$
 * $$i=\frac{1}{L}\int\,V dt$$

The Mechanical Mass

 * $$F=m_ma=m_m\frac{d}{dt}u(t)$$

Similar to the spring element, if we take the general equation for a capacitor and differentiate,

 * $$\frac{d}{dt}V(t)=\frac{d}{dt}\frac{1}{C}\int \,i(t) dt $$
 * $$i(t)=C\frac{d}{dt}V(t)$$

The Mechanical Resistance

Since the relation between force and velocity is proportionate, the only difference is that the mechanical resistance becomes inverted:

 * $$F=\frac{1}{r_m} u=R_m u$$
 * $$i=\frac{1}{R}V$$

Example:

The simple mechanical oscillator drawn above would become a parallel RLC Circuit. The potential across each element is the same because they are each operating at the same velocity. This is often the more intuitive of the two analogy methods to use, because you can visualize force "flowing" like a flux through your system. The ideal voltage generator in this drawing would correspond to an ideal velocity generator.

IMPORTANT NOTE: Since the measure of the velocity of a mass is absolute, a capacitor in this analogy must always have one terminal grounded. A capacitor with both terminals at a potential other than ground may be realized physically as an inverter, which completes all elements of this analogy.

Impedances:

Back to Main page


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Talk:Wikijunior Solar System/Proofreading template

We are using a collaborative proofreading process. Please sign up for one of these tasks by "signing" your name. When you are done with it, cross it off

If you have any questions about the assignments or the work being done on any of the assignments, please
 * Post a note on one of the Talk pages for this module
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We all have our areas of expertise, and can make this book a great one by contributing what we know best.

Thanks for your help

 * Please follow the proofreading process.
 * When fact-checking, please add references as discussed inFact Checking.
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Phase 1. Reorganize

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