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Cellular Automata/Examples of Plankton and Fish Dynamics

Definition of prey-predator systems
Prey-predator systems are a well known biological example of excitable media. This example is based upon an article (see references) about plankton and fish dynamics. The dynamics are given as a PDE system. The purpose of this example is to observe pattern formation and other dynamic properties of prey-predator systems using both finite difference equations and cellular automata.

PDE describing prey-predator systems
We define the prey-predator system using the a system of general reaction-diffusion differential equations.

 * $$ u_t(\mathbf{r},t) = D_u \nabla^2 u(\mathbf{r},t) + f(u,v) $$
 * $$ v_t(\mathbf{r},t) = D_v \nabla^2 v(\mathbf{r},t) + g(u,v) $$

The first equation describes the prey population $$u(\mathbf{r},t)$$ and the seccond equation describes the predator population $$v(\mathbf{r},t)$$. Nonlinear functions $$f(u,v)$$ and $$g(u,v)$$ describe local prey-predator dynamics, without them the system is decomposed into two separate diffusion equations.

We are interested in prey-predator dynamics of aquatic systems, where phytoplankton (small plants, food producers) is the prey and zooplankton (small animals) is the predator. Since we observe only slowly moving plankton the diffusion coefficient $$D_u=D_v=D$$ depends mainly on marine turbulence. The two nonlinear functions describing prey-predator dynamics are

 * $$ f(u,v) = P(u) - E(u,v) \, $$
 * $$ g(u,v) = \kappa E(u,v) -\mu v \, $$

$$P(u)$$ describes local growth and mortality of the prey, $$E(u,v)$$ describes the predation, $$\kappa$$ is food utilization and $$\mu$$ is the mortality rate of the predator. The selection of functions $$P(u)$$, $$E(u,v)$$ and parameters $$\kappa$$, $$\mu$$ depends on the observed population. Here a simple example is used, for a detailed description of the equations see the references.

 * $$ u_t(\mathbf{r},t) = D \nabla^2 u(\mathbf{r},t) + \frac{\alpha}{b}u(b-u) - \gamma\frac{u}{u+H}v $$
 * $$ v_t(\mathbf{r},t) = D \nabla^2 v(\mathbf{r},t) + \kappa\gamma\frac{u}{u+H}v - \mu v $$

$$\alpha$$ is the maximal growth rate of the prey, $$b$$ is the carrying capacity of the prey population, and H is the half-saturation abundance of prey.

Algebraic analysis
The first step is to introduce dimensionless variables

 * $$ \tilde{u}=\frac{u}{b} \quad \tilde{v}=\frac{v\gamma}{b\alpha} \quad \tilde{t}=\alpha{t} \quad \tilde{\mathbf{r}}=\mathbf{r} \left( \frac{\alpha}{D} \right)^{\frac{1}{2}} $$

and the new dimensionless parameters are

 * $$h=\frac{H}{b} \quad m=\frac{\mu}{\alpha} \quad k=\frac{\kappa\gamma}{\alpha}$$

the PDE system with only dimensionless quantities is (tildes are omitted)

 * $$ u_t = \nabla^2 u + u(1-u) - \frac{u}{u+h}v $$
 * $$ v_t = \nabla^2 v + k\frac{u}{u+h}v - mv $$

Local Dynamics

The local dynamics of the system are defined by the nonlinear reaction part of equations

 * $$ u_t = u(1-u) - \frac{u}{u+h}v \qquad  v_t = v + k\frac{u}{u+h}v - mv $$

We first observe stationary conditions $$ u_t = v_t = 0 \, $$ There are three stationary states $$(u,v)$$
 * total extinction $$(0,0)$$ is a sedal point for $$k,m,h>0$$
 * predator extinction $$(1,0)$$ is a sedal point if $$(u_*,v_*)$$ is in the biologically meaningful region $$u,v\geq 0$$ and a stable point otherwise
 * and coexistence $$(u_*,v_*)$$ can be a sedal or stationary point
 * $$ u_* = \frac{rh}{1-r} \quad r=m/k \quad v_* = (1-u_*)(h+u_*)  $$

Although the reaction dynamics depend on three parameters $$h$$ is the most important. If

 * $$ h < \frac{1-r}{r} $$

than the population is in a biologically meaningful region $$u_*,v_*\geq 0$$. If

 * $$ h < \frac{1-r}{1+r} $$

than there is a stable limit cycle surrounding the steady state. There is a figure of such a cycle where the path begins near from the stationary point $$(u_*,v_*+\Delta{v})$$ and the parameters are $$k=0.2$$, $$r=0.3$$ and $$h=0.4$$.

Numerical simulation using finite difference equations
A direct approach to simulate prey-predator dynamics in the plankton example is to discretize the reaction-diffusion differential equation, and to solve it numerically. The dynamics is first observed in an one dimensional space and than on two dimensions. In both cases using a zero-flux boundary $$\nabla u=\nabla v=0$$.

The PDE discretization method used is FTCS, which is the simplest. It is capable of producing complex behavior we would like to observe, but it has stability and convergence problems discussed below.

One dimension
The simulation is first performed in an one dimensional space of $$4000$$ elements. The discretization parameters are

 * $$ \Delta x = 1 \quad \Delta t = 0.2 \quad d=0.2 $$

The prey-predator system parameters are

 * $$ D=1 \quad k=2.0 \quad r=0.4 \quad h=0.3 $$

For initial conditions the uniform stationary point $$(u_*,v_*)$$ is used

 * $$ u(x,0) = u_* \, $$
 * $$ v(x,0) = v_* + \epsilon x + \delta \, $$

a gradual increase of predator population from the left to the right is added to ignite the spatial dynamics, the parameters are

 * $$ \epsilon=10^{-6} \quad \delta=-1.5 \cdot 10^{-3} $$

There are two figures showing the system at times 0, 640, 2600. At a certain point in time and space the species distribution becomes chaotic. The chaotic part shows a fast growth.

The system is not converging by decreasing the time difference $$\Delta{t}\rightarrow0$$. The source of the problem can be seen by observing the local dynamics of $$u(t)$$ and $$v(t)$$ inside the chaotic region $$x=1500$$ from time $$t=0$$ to $$t=640$$ using two different time differences $$\Delta{t}=0.20$$ and $$\Delta{t}=0.02$$. With decreasing the time difference the influence of diffusion grows over the influence of local dynamics. On the above figure the effect would be seen as a slower spreading of the chaotic region.

Two dimensions
The simulation is then performed in a two-dimensional space of $$576 \times 384$$ elements. The discretization parameters are

 * $$ \Delta x = \Delta y = 2 \quad \Delta t = 0.5 \quad d=0.125 $$

The prey-predator system parameters are

 * $$ D=1 \quad k=2.0 \quad r=0.4 \quad h=0.3 $$

For initial conditions the uniform stationary point $$(u_*,v_*)$$ is used

 * $$ u(x,0) = u_* + \epsilon_1(x-0.1y-144).*(x-0.1y-432) \, $$
 * $$ v(x,0) = v_* + \epsilon_2(x-450) - \epsilon_3(y-150) \, $$

a gradual increase of predator population is added to ignite the spatial dynamics, the parameters are

 * $$ \epsilon_1=2\cdot10^{-7} \quad \epsilon_2=3\cdot10^{-5} \quad \epsilon_3=1.2\cdot10^{-4} $$

2D dynamics are observed on time points $$t=\{0,100,150,200,300,400,1000\}$$. Spiral patterns can be seen arising from the initial gradient, at the end patterns brake and the system ends in chaos.

Another problem arises because the FTCS method is not unconditionally stable. Some results may become negative, and the functions describing local dynamics diverge very fast in the negative quadrants.


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Template:Reverse Engineering/Stub

''This page or section of the Reverse Engineering book is a stub. If you have information on this topic, write about it here.'' :This adds it to Category:Book:Reverse Engineering/Stubs.

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

title: Template:Reverse Engineering/Stub


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Introduction to Art/Painting II

Medium in painting is very important, as each one will act very different from each other. The focus of this page is based on watercolours. Of course clean up and tinting can be done with water not thinner, as with oils. The base or binder is called gum arabic and mixes with the pigment to create watercolour. It can be used from a dry cake with water or from small tubes. If mixed with a lot of water it can become very light and make a sort of stain on the paper. It can also be used thicker and will sit more on top of the paper with a flatter look that does not let the paper show through, more like a gouache or acrylic look. Because of this versatility watercolour can have many different looks or styles, though it is difficult to cover with layers like oils or acrylics. We are creating an art site to educate the public in many areas of the arts, from art history to technique. Take a look: Impressionism

Table of Contents

 * 1) /Colours/
 * 2) /Brushes/
 * 3) /Paper/
 * 4) /Techniques/

title: Introduction to Art/Painting II


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Talk:FHSST Biology/Contents/Index/DCC/Origin of species/Theories/Creationism

Well,it's good to see that the inclusion of creationism and I suppose, Intelligent Design, and their inclusion did not hve to be legislated or decided by a court. I was wondering who exactly would be qualified to write a neutral position entry? I'll be back!!!!

Scientific Theory

Creationism, although it may be true, is NOT a scientific theory by any meaning of the word. As such I don't think it belongs in a science class and, more perticularly, in a science text book. N1person 03:32, 26 December 2005 (UTC)


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US Internet Law

This book deals with the subject of the law as it relates to the Internet in general and to various topics in particular. Most of the material will be oriented toward United States law as that is where most of the legal issues become raised, but where material is from other countries it will be identified.

Contents

 * /Preface/
 * /Introduction/
 * /Defamation/
 * Defamation - General
 * /Section 230/
 * /Copyright/
 * Copyright - General
 * /Secondary Liability/
 * /Fair Use/
 * Digital Millenium Copyright Act ("DMCA")
 * /DMCA Safe Harbor/
 * /DMCA Anti-Circumvention/
 * /Trademark/
 * /Domain Names/
 * /Content Regulation/
 * /Online Anonymity/
 * /Communications Decency Act/
 * /Online Contracts/
 * The Hold Harmless Clause in User Agreements
 * /Clickwrap Agreements/
 * Uniform Computer Informations Transaction Act ("UCITA")
 * /Privacy/
 * Electronic Communications Privacy Act ("ECPA")
 * Stored Communications Act. ("SCA")

title: US Internet Law


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US Internet Law/Section 230

U.S. Federal law provides that "No provider or user of an interactive computer service shall be treated as the publisher or speaker of any information provided by another information content provider." 47 U.S.C. §230(c)(1), and that "[n]o cause of action may be brought and no liability may be imposed under any State or local law that is inconsistent with this section." id. § 230(e)(3)).

Congress created this immunity in order to limit the impact on the Internet of federal or state regulation imposed either through statute or through the application of common law causes of action. 47 U.S.C. § 230(a)(4) (the Internet and other interactive computer services “have flourished, to the benefit of all Americans, with a minimum of government regulation”; id. § 230(b)(2) (“[i]t is the policy of the United States” to minimize Internet regulation).

As the U.S. Court of Appeals for the Fourth Circuit found in the seminal case interpreting Section 230, "[b]y its plain language, § 230 creates a federal immunity to any cause of action that would make service providers liable for information originating with a third-party user of the service" Zeran v. America Online, Inc., 129 F.3d 327, 330 (4th Cir. 1997), cert. denied, 524 U.S. 937 (1998).

Courts across the country have upheld Section 230 immunity and its policy of regulatory forbearance in a variety of factual contexts.
 * Batzel v. Smith, 333 F.3d 1018 (9th Cir. 2003) (website operator immune for distributing email sent to listserv);
 * Ben Ezra, Weinstein & Co. v. America Online, 206 F.3d 980, 984-985 (10th Cir. 2000), cert. denied, 531 U.S. 824 (2000) (no liability for posting of incorrect stock information);
 * Blumenthal v. Drudge, 982 F. Supp. 44, 49-53 (D.D.C. 1998) (AOL has Section 230 immunity from liability for content of independent contractor’s news reports, despite agreement with contractor allowing AOL to modify or remove such content).
 * Carafano v. Metrosplash.com, Inc., 339 F.3d 1119 (9th Cir. 2003) (Internet dating service provider was entitled to Section 230 immunity from liability stemming from third party’s submission of false profile);
 * Doe v. America Online, 783 So.2d 1010, 1013-1017 (Fl. 2001), cert. denied, 122 S.Ct. 208 (2000) ("Doe") (§ 230 immunizes America Online (“AOL”) for negligence);
 * Gentry v. eBAY, Inc., 99 Cal.App.4th at 830 (2002) ("Gentry") (eBay is entitled to § 230 immunity, which protects against liability under Civil Code § 1739.7).
 * Kathleen R. v. City of Livermore, 87 Cal.App.4th 684 at 692 (2001) ("Kathleen") (library not liable for providing computers allowing access to pornography);
 * Marczeski v. Law, 122 F.Supp.2d 315, 327 (D. Conn. 2000) (individual who created private “chat room” was ICS provider entitled to immunity);
 * Schneider v. Amazon.com, Inc., 31 P.3d 37, 39 (Wash.Ct.App. 2001) ("Schneider") (online bookseller providing forum for others to submit book reviews is “interactive computer service” provider (“ICS provider”));

Section 230 is not limited to defamation lawsuits, or even to tort actions. It extends to claims of negligence.
 * See Doe above;
 * See Schneider above (negligent misrepresentation and interference with business expectancy);
 * It extends to state causes of action for violating a statute that forbids dealers in autographed sports items from misrepresenting those items as authentically autographed. See Gentry above.
 * It extends to unfair competition laws. Stoner v. eBay, Inc., 2000 WL 1705637, (Cal.Super.2000) (unpublished) (claiming eBay violated Calif. Bus. & Prof. Code § 17200 for auctions of bootleg and other unauthorized ‘infringing’ sound recordings).
 * It protects a library from being held liable for misuse of public funds, nuisance, and premises liability for providing computers allowing access to pornography. See Kathleen above
 * It extends to contract claims.
 * Jane Doe One v. Oliver, 755 A.2d 1000, 1003-1004 (Conn. Super. Ct. 2000) (applying § 230 to dismiss breach of contract action against AOL, as well claims such as negligence, breaching a mandated public policy, intentional nuisance, and emotional distress).
 * Morrison v. America Online, Inc., 153 F.Supp.2d 930, 934 (N.D. Ind. 2001) (rejecting attempt to evade § 230 immunity by claiming to be third-party beneficiary of AOL’s member agreement with chat-room users);

title: US Internet Law/Section 230


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User talk:129.32.61.135

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

title: User talk:129.32.61.135


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US Internet Law/Preface

This is an attempt to build a Wikibook textbook on Internet law. Lots of work needs to be done, but here is a start.

title: US Internet Law/Preface


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User talk:204.253.162.9

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

I see you use old development stages codes. Instead writing we write  now - it's less likely to make a mistake. See Help:Development stages for more details. --Derbeth 20:02, 30 September 2005 (UTC)

title: User talk:204.253.162.9


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US Internet Law/Fair Use

The Copyright Act sets out four factors for courts to look at (17 U.S.C. § 107):

1. The purpose and character of the use. Transformative uses are favored over mere copying. Non-commercial uses are also more likely fair..

2. The nature of the copyrighted work. Is the original factual in nature or fiction? Published or unpublished? Creative and unpublished works get more protection under copyright, while using factual material is more often fair use.

3. The amount and substantiality of the portion used. Copying nearly all of a work, or copying its "heart" is less likely to be fair.

4. The effect on the market or potential market. This factor is often held to be the most important in the analysis, and it applies even if the original is given away for free. If you use the copied work in a way that substitutes for the original in the market, it's unlikely to be a fair use; uses that serve a different audience or purpose are more likely fair. Linking to the original may also help to diminish the substitution effect. Note that criticism or parody that has the side effect of reducing a market may be fair because of its transformative character. In other words, if your criticism of a product is so powerful that people stop buying the product, that doesn't count as having an "effect on the market for the work" under copyright law.

Works produced by the US government, or any federal government agency or person acting in a government capacity, are in the public domain. So are the texts of legal cases and statutes from state or federal government. Private contractors working for the government, however, can transfer copyrights to the US government.

title: US Internet Law/Fair Use


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How to Pass a Course/Number based tests

In any number based test such as math or physics the answers are normally completely right or completely wrong. This is also true for any multiple choice or true/false test. The following are some tips to make sure you arrive at the correct answer.

Understand what is being asked
Read the problem and try to spot the information that they are giving you. Mark any such information. Then read the problem again and try to identify the unknown. Once you have this information, finding how to solve the problem should be easy. Many students try to figure out how to solve the problem before they have a clear idea of what the problem is requesting. After you have this clear, proceed on to solving the problem.

Use the units
If you are working in item that uses units, you can quickly use the formula with only the units to see if the formula can give you a sensible result. For example, an acceleration item in a physics test in which you are given the final speed, the initial speed, and the time, and you have to find the acceleration. The formula for acceleration is:

\mathbf{a} = {\mathbf{v} - \mathbf{u} \over \mathbf{t}} $$ Using only the units we get:

\mathbf{a} = {{\mathbf{m} \over \mathbf{s}} - {\mathbf{m} \over \mathbf{s}}\over \mathbf{s}} = { {\mathbf{m} \over \mathbf{s}}\over \mathbf{s}} = {\mathbf{m} \over \mathbf{s}^2} $$ The unit m/s² sounds reasonable for acceleration. So we can feel confident that we have the correct formula. This is an overly simple example, since this technique gets more useful in more complex problems. This technique is also useful in tests in which the formulas are provided, but it's not clearly stated the purpose of each formula. Finally, make sure you make any conversions. It's not possible to add m/s with km/h. Such small mistakes can be very misleading.

title: How to Pass a Course/Number based tests


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Cookbook:Cream Puff

Pastry

 * 1 cup (240 ml) water
 * ½ cup (120 g) shortening
 * 1 cup (120 g) flour
 * ⅛ teaspoon salt
 * 3 eggs
 * 2 teaspoons baking powder

Filling

 * 1 cup (240 g) white granulated sugar
 * ⅓ cup (80 g) cornstarch
 * ⅓ teaspoon salt
 * 1 egg
 * 2 cups (480 ml) scalded milk
 * 1 teaspoon vanilla extract

Pastry

 * 1) Sift together the flour and salt.
 * 2) Heat water and shortening in saucepan until it boils.
 * 3) All at once, add the flour mixture and stir vigorously to make a dough.
 * 4) Remove from heat.
 * 5) Cool the dough, and mix in unbeaten eggs one at a time.
 * 6) Add baking powder; mix.
 * 7) Drop by spoonfuls 1½ inches (4 cm) apart on greased baking sheet, shaping into a circular form with a spoon but keeping mixture mounded in the center.
 * 8) Bake about 30 minutes in hot oven. Cool.
 * 9) Cut with sharp knife near the base to allow for filling.

Filling

 * 1) Mix dry sugar, cornstarch, and salt together.
 * 2) Add slightly beaten egg.
 * 3) Gradually stir in the scalded milk.
 * 4) Cook about 15 minutes in a double boiler, stirring constantly until thickened.
 * 5) Cool slightly, add vanilla extract, and whisk vigorously for creaminess.
 * 6) Cool completely, then fill the puffs with the filling.

Notes, tips, and variations

 * Sweetened whipped cream may be used instead of this filling.
 * Rather than cutting the pastries open, spoon the filling into a pastry bag, then inject it from the bottom.
 * Dust with powdered sugar or drizzle with semi-sweet chocolate

fa:کتاب آشپزی/نان خامه‌ای

title: Cookbook:Cream Puff


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Cookbook:Caramel Sauce I

Ingredients

 * 2 cups (480 g) granulated sugar
 * 5 cups (1.2 L) boiling water

Procedure

 * 1) Melt sugar in saucepan and heat slowly, stirring constantly until golden brown
 * 2) Carefully stir in the boiling water.
 * 3) Cook for 3 minutes, then remove from the heat.

title: Cookbook:Caramel Sauce I


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Cookbook talk:Cream Puff

This recipe was originally adapted from The New Dr. Price Cookbook, written anonymously.

title: Cookbook talk:Cream Puff


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Cookbook talk:Caramel Sauce I

This recipe was originally adapted from The New Dr. Price Cookbook, written anonymously.

title: Cookbook talk:Caramel Sauce I


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Cookbook:Soft Boiled Meringues

Meringue

 * 5 weights (e.g. 100 g) egg white
 * 4 weights (e.g. 80 g) white granulated sugar
 * 1 pinch salt

Boiling

 * 3 volumes (750 ml) water
 * 2 volumes (500 ml) milk

Toppings (as desired)

 * Custard
 * Whipped cream
 * Chocolate sauce
 * Chopped hazelnuts

Procedure

 * 1) Whip all the meringue ingredients together to soft peaks.
 * 2) Boil the water with the milk, then reduce to a simmer.
 * 3) Drop spoonfuls of the meringue mixture into the simmering liquid. Simmer for about 4 minutes then scoop out and dry on kitchen paper rolls.
 * 4) Serve with toppings.

title: Cookbook:Soft Boiled Meringues


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Cookbook:Meringue Cookies I

Meringue cookies are crunchy confections made from whipped egg whites and sugar. In Germany and Austria (but not in France) they are called Baiser (from French kiss). Served with whipped cream, they are a traditional dessert in the canton of Bern in Switzerland. See the meringue page for similar uses of whipped egg whites.

Ingredients

 * 4 egg whites
 * 1 cup (250 ml) superfine sugar, powdered sugar, or granulated sugar (ideally a mixture of 50% superfine and 50% powdered sugar)
 * 2 teaspoons lemon juice
 * ¼ teaspoon vanilla extract (optional)

Procedure

 * 1) Whip whites of eggs until stiff and dry.
 * 2) Add lemon juice.
 * 3) Gradually add sugar and continue beating until mixture holds shape and is very shiny. Test to make sure the sugar is wholly solved and no grains remain (this can take longer or shorter depending on the sugar used).
 * 4) Add vanilla.
 * 5) Drop meringue by spoonfuls on unglazed paper.
 * 6) Bake in a slow oven 80–90 minutes, depending on size. Use very low heat, as meringues should dry rather than bake and should be dry and only very slightly colored, when finished.
 * 7) Let cool before serving.

Notes, tips, and variations

 * The tiniest bit of egg yolk or fat prevents the egg white to get stiff.
 * Meringues are more decorative if shaped with a pastry bag.
 * Another method of baking is to preheat the oven and bake the meringues 2–3 minutes at moderately hot temperature, then turn down the oven completely and keep it shut for 8 hours.
 * Meringues do not turn out very well, if the air is very humid (due to climate or due to steam from other cooking).
 * In the original Swiss recipe, two meringues per serving are filled with sweetened whipped cream, but the cream is often supplemented with strawberries or other fresh fruits and vanilla ice cream.

title: Cookbook:Meringue Cookies I


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Cookbook talk:Meringue Cookies I

This recipe was originally adapted from The New Dr. Price Cookbook, written anonymously.

Personally, I'm skeptical about the need for baking powder in meringue. I wonder if it's just there because the recipe was written by a baking powder company, or if it actually helps. If someone would care to try it without the powder, I'd be interested to hear how it turns out.--Polyparadigm 21:27, 30 September 2005 (UTC)

 * Oh my goodness! I'm sorry to say that the baking powder does not help in the least. I usually make my meringues just with egg whites and caster sugar, usually add some vanilla extract for flavour, and maybe food-dye for some different colours (you can be really creative with shapes too!).  The one down side of the recipe I usually follow is that I can end up with some clear sugary goo (sugar syrup really) on the edges of my meringues where they touch the baking paper. I've heard that corn starch can 'help', or rather that some people use a little of that, as well as other things like baking powder and cream of tartar. I just thought I would give the baking powder a try in my current batch - DISASTER.  You should be able to pipe meringue to create swirls, nests, flowers, dinosours - whatever you like.  With the baking powder your left with un-pipeable slop, no wonder this recipe says "drop by spoonfuls".

THIS IS A REALLY POOR RECIPE. It did puff up a lot in the oven, but was just way below par, even the translations of ingredients from cups to mls is off, a cup is 250ml, making 1¼C = 312.5ml, not 300ml as listed in the recipe. The recipe also lists 'granulated sugar' among the ingredients - I would take this to mean standard white sugar, which would make meringue a bit harder to pull off than what is listed in most recipes, caster sugar. This is what I found in the wikipedia article about sugar:

 * "Granulated sugar comes in various crystal sizes — for home and industrial use — depending on the application:

 * Coarse-grained sugars, such as sanding sugar (nibbed sugar or sugar nibs) find favor for decorating cookies (biscuits) and other desserts.

Normal granulated sugars for table use: typically they have a grain size about 0.5 mm across Finer grades result from selectively sieving the granulated sugar  caster sugar (0.35 mm), commonly used in baking  superfine sugar, also called baker's sugar, berry sugar, or bar sugar — favored for sweetening drinks or for preparing meringue"

Also the part of the recipe that states: :::"Remove any soft part from center of meringues and return to oven to dry out after turning off heat. " also suggests that the recipe is faulty, as you should not need to remove any part of the meringue (and thus ruin its presentation) if made correctly.

I vote that this recipe be scrapped in favour of a basic caster sugar and egg whites recipe. Tink 08:55, 4 March 2007 (UTC)

title: Cookbook talk:Meringue Cookies I


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X86 Disassembly/Calling Convention Examples

Microsoft C Compiler
Here is a simple function in C:

Using cl.exe, we are going to generate 3 separate listings for MyFunction, one with CDECL, one with FASTCALL, and one with STDCALL calling conventions. On the commandline, there are several switches that you can use to force the compiler to change the default:

 * : The default calling convention is CDECL
 * : The default calling convention is FASTCALL
 * : The default calling convention is STDCALL

Using these commandline options, here are the listings:

CDECL
becomes: On entry of a function, ESP points to the return address pushed on the stack by the call instruction (that is, previous contents of EIP). Any argument in stack of higher address than entry ESP is pushed by caller before the call is made; in this example, the first argument is at offset +4 from ESP (EIP is 4 bytes wide), plus 4 more bytes once the EBP is pushed on the stack. Thus, at line 5, ESP points to the saved frame pointer EBP, and arguments are located at addresses ESP+8 (x) and ESP+12 (y).

For CDECL, caller pushes arguments into stack in a right to left order. Because ret 0 is used, it must be the caller who cleans up the stack.

As a point of interest, notice how lea is used in this function to simultaneously perform the multiplication (ecx * 2), and the addition of that quantity to eax. Unintuitive instructions like this will be explored further in the chapter on unintuitive instructions.

FASTCALL
becomes:

This function was compiled with optimizations turned off. Here we see arguments are first saved in stack then fetched from stack, rather than be used directly. This is because the compiler wants a consistent way to use all arguments via stack access, not only one compiler does like that.

There is no argument is accessed with positive offset to entry SP, it seems caller doesn’t pushed in them, thus it can use ret 0. Let’s do further investigation:

and the corresponding listing:

Now we have 6 arguments, four are pushed in by caller from right to left, and last two are passed again in cx/dx, and processed the same way as previous example. Stack cleanup is done by ret 16, which corresponding to 4 arguments pushed before call executed.

For FASTCALL, compiler will try to pass arguments in registers, if not enough caller will pushed them into stack still in an order from right to left. Stack cleanup is done by callee. It is called FASTCALL because if arguments can be passed in registers (for 64bit CPU the maximum number is 6), no stack push/clean up is needed.

The name-decoration scheme of the function: @MyFunction@n, here n is stack size needed for all arguments.

STDCALL
becomes:

The STDCALL listing has only one difference than the CDECL listing that it uses "ret 8" for self clean up of stack. Lets do an example with more parameters:

Let's take a look at how this function gets translated into assembly by cl.exe:

Yes the only difference between STDCALL and CDECL is that the former does stack clean up in callee, the later in caller. This saves a little bit in X86 due to its "ret n".

GNU C Compiler
We will be using 2 example C functions to demonstrate how GCC implements calling conventions:

and

GCC does not have commandline arguments to force the default calling convention to change from CDECL (for C), so they will be manually defined in the text with the directives: __cdecl, __fastcall, and __stdcall.

CDECL
The first function (MyFunction1) provides the following assembly listing:

First of all, we can see the name-decoration is the same as in cl.exe. We can also see that the ret instruction doesn't have an argument, so the calling function is cleaning the stack. However, since GCC doesn't provide us with the variable names in the listing, we have to deduce which parameters are which. After the stack frame is set up, the first instruction of the function is "movl 8(%ebp), %eax". One we remember (or learn for the first time) that GAS instructions have the general form:

instruction src, dest

We realize that the value at offset +8 from ebp (the last parameter pushed on the stack) is moved into eax. The leal instruction is a little more difficult to decipher, especially if we don't have any experience with GAS instructions. The form "leal(reg1,reg2), dest" adds the values in the parenthesis together, and stores the value in dest. Translated into Intel syntax, we get the instruction:

Which is clearly the same as a multiplication by 2. The first value accessed must then have been the last value passed, which would seem to indicate that values are passed right-to-left here. To prove this, we will look at the next section of the listing:

the value at offset +12 from ebp is moved into edx. edx is then moved into eax. eax is then added to itselt (eax * 2), and then is added back to edx (edx + eax). remember though that eax = 2 * edx, so the result is edx * 3. This then is clearly the y parameter, which is furthest on the stack, and was therefore the first pushed. CDECL then on GCC is implemented by passing arguments on the stack in right-to-left order, same as cl.exe.

FASTCALL
Notice first that the same name decoration is used as in cl.exe. The astute observer will already have realized that GCC uses the same trick as cl.exe, of moving the fastcall arguments from their registers (ecx and edx again) onto a negative offset on the stack. Again, optimizations are turned off. ecx is moved into the first position (-4) and edx is moved into the second position (-8). Like the CDECL example above, the value at -4 is doubled, and the value at -8 is tripled. Therefore, -4 (ecx) is x, and -8 (edx) is y. It would seem from this listing then that values are passed left-to-right, although we will need to take a look at the larger, MyFunction2 example:

By following the fact that in MyFunction2, successive parameters are added to increasing constants, we can deduce the positions of each parameter. -4 is still x, and -8 is still y. +8 gets incremented by 1 (z), +12 gets increased by 2 (a). +16 gets increased by 3 (b), and +20 gets increased by 4 (c). Let's list these values then:

z = [ebp + 8] a = [ebp + 12] b = [ebp + 16] c = [ebp + 20]

c is the furthest down, and therefore was the first pushed. z is the highest to the top, and was therefore the last pushed. Arguments are therefore pushed in right-to-left order, just like cl.exe.

STDCALL
Let's compare then the implementation of MyFunction1 in GCC:

The name decoration is the same as in cl.exe, so STDCALL functions (and CDECL and FASTCALL for that matter) can be assembled with either compiler, and linked with either linker, it seems. The stack frame is set up, then the value at [ebp + 8] is doubled. After that, the value at [ebp + 12] is tripled. Therefore, +8 is x, and +12 is y. Again, these values are pushed in right-to-left order. This function also cleans its own stack with the "ret 8" instruction.

Looking at a bigger example:

We can see here that values at +8 and +12 from ebp are still x and y, respectively. The value at +16 is incremented by 1, the value at +20 is incremented by 2, etc all the way to the value at +28. We can therefore create the following table:

x = [ebp + 8] y = [ebp + 12] z = [ebp + 16] a = [ebp + 20] b = [ebp + 24] c = [ebp + 28]

With c being pushed first, and x being pushed last. Therefore, these parameters are also pushed in right-to-left order. This function then also cleans 24 bytes off the stack with the "ret 24" instruction.


text:
User:Robchurch

I am a contributor to the following Wikimedia projects:

 * Wikipedia (English)
 * Wiktionary (English)
 * Wikibooks (English)
 * Wikimedia Commons

title: User:Robchurch


text:
User talk:Robchurch

'''Please direct all messages to my talk page on the English Wikipedia. Please mention Wikibooks so that I know what you're talking about.'''

title: User talk:Robchurch


text:
Software Engineers Handbook/Language Dictionary/BASIC

BASIC
Here is wikipedia entry.

Be warned before reading this page, that some language features here are only applicable for certain BASIC flavors.

Type
BASIC is a full procedural language or object oriented depending on the BASIC you are using. BASIC is an acronym for Beginner's All-purpose Symbolic Instruction Code

Execution Entry Point
Modern BASICS are usually integrated into a visual, event-driven environment; in such applications, there is no program entry point in the developer's view. In the case of a command-line REALbasic program, there is a Run event of the ConsoleApplication class which is invoked when the program begins, and which receives command-line arguments as an array of strings.

General Syntax
BASIC syntax uses very little special punctuation, beyond those common to algebra and most other languages, such as "+" for addition. The equal sign ("=") is used for both assignment and equality testing, which raises no ambiguity since (unlike C) an assignment statement may not be used as part of another expression. Parentheses are used for grouping terms, as in algebra, as well as for indexing into arrays. A period (or dot) is used for accessing object properties or methods. Square brackets, curly braces, and other odd punctuation are not used.

Code blocks are delimited by statements; for example, an "if" block begins with an "if" statement and ends with "end if". Statements are separated by line breaks, though a statement that needs to span multiple lines can do so via a special line continuation character (" _", space followed by an underscore) and several statements can be kept in one line by using the colon (":") character, although this is usually not considered to be a good programming practice.

Here's a typical example of BASIC code:

Dim i As Integer Dim s As String for i = 1 to 4 s = s + "spam, " next MsgBox s + "baked beans, and spam!"

Comments
Both VisualBasic and REALbasic use a single apostrophe to denote a comment, which continues to the end of the line. The old REM statement may also be used, though it is no longer in fashion. REALbasic may also use C++-style "//" comments. BASIC supports no block comment mechanism, though the IDE may support quickly commenting or uncommenting blocks of code. Example:

meaning = 6*7  ' This is a comment REM So's this, but nobody writes comments this way anymore. // This comment will work only in REALbasic. ‘‘‘ In VB.NET, three apostrophes mean an XML comment.

Variable Declarations
REALbasic is a strongly-typed language; Visual Basic is more loosely typed, an untyped variable would be automatically typed as Variant-typed (VB 6 and lower) or Object-typed (VB .NET), both of them means the variable can switch types depending on the content of the variable, simulating an untyped variable. In VB.NET, there is an option to force the declaration of type. Local variables are declared using a Dim statement:

Dim i As Integer

Variable may be given initial value at declaration time. Although not for VB6.

Dim transplant As String = "liver"

Multiple variables may be declared on a single line, and they may be given initial values at declaration time, as shown here:

Dim x As Integer, xstr As String

Note that an important difference exists between REALbasic and VisualBasic when two variables are declared with only one type:

Dim a, b As Double

In REALbasic and VB.NET, both a and b would be variables of type Double. In VB 6, b would be a Double, but a would be a Variant (essentially, an untyped variable).

Note that in the case of an object declaration, there is a further shortcut for initializing the variable to a new object instance:

Dim d1 as New Date       ' this... Dim d2 as Date = New Date ' does the same as this, except this is not allowed in VB6

Variables may also be declared as properties of classes, windows, or modules. These use the same syntax, or are edited directly by the IDE.

Method Declaration/Implementation
Methods are defined by a Function or Sub keyword. Here is an example.

Function Factorial( num As Integer ) As Integer Dim out As Integer = 1 Dim i As Integer For i = 2 to Num out = out * i   Next i    Return out End Function

Scope
REALbasic uses block scoping within a method; that is, a Dim statement within (for example) an If block makes a variable that goes out of scope at the end of that block. Local variables declared at the top of a method go out of scope at the end of the method. All variables declared within a method are inaccessible outside that method, and with the exception of static variables, use stack storage.

Properties of classes, modules, and windows are stored on the heap. Module properties may be private (accessible only within the module), public (accessible from anywhere by using the module name as a prefix), or global (accessible from anywhere with no prefix). Class properties may be private (accessible only within that class), protected (accessible within that class or its subclasses), or public (accessible from anywhere via an object reference). Windows are really just classes, and have the same scoping rules.

Conditional Statements
BASIC supports If/ElseIf/Else blocks:

If fullness < 10 Then result = "Bring me more food!" ElseIf fullness = 10 Then result = "I couldn't eat another bite." Else Explode End If

There is also a single-line format useful for quick tests:

If not haveShrubbery Then Say "Ni"

For larger blocks of tests, a Select Case may be used:

Select Case healthStage Case 0 x = "I'm not quite dead yet" Case 1 x = "I'm feeling better" Case 2 x = "Think I'll go for a walk now" Else x = "I feel happy..." End Select

Looping Statements
BASIC sports a variety of looping constructs, including For/Next, Do/Loop, and While/Wend. The For statement may use either a numerical counter, or may iterate over the elements of an array using For Each.

For i = 1 To 100 i = i + 1 Next i

For Each knight in Knights results.Append knight.Name + " says Ni!" Next

Output Statements
Most BASIC applications are visual (GUI) applications, and have no standard output. However, if one just needs to display a short message, the MsgBox statement may be used:

MsgBox "Hello world!"

For debugging purposes, in REALbasic, you could also use System.DebugLog, which sends its argument to the standard debugging console for the platform you're on. In VB6, you can use Debug.Print to print a statement on the Immediate Window. In VB.NET, you can use the Debug object for various debugging options.

Containers
BASIC includes supports for arrays, which may be passed as arguments, returned from functions, assigned to variables, and so on. There is also a Collection class, and in REALbasic, a Dictionary class which holds arbitrary key/value pairs.

In cases where none of these built-in containers are suitable, one can easily define a custom container class using whatever internal storage is most appropriate.

Algorithms
Arrays of most primitive datatypes (e.g. numbers and strings) can be sorted (in VB.NET and REALbasic) or shuffled (REALbasic), as in this example:

Function Choose5( cards as String ) as String ' shuffle the given cards, choose 5 at random, ' and return them in sorted order cards.Shuffle Dim out as String For i As Integer = 1 to 5 out.Append cards(i) Next out.Sort return out End Function

The Dictionary class (in REALbasic) provides a built-in implementation of a resizable hash table. Other algorithms may of course be written by the user as needed.

Garbage collection
BASIC uses reference counting rather than garbage collection. When there are no more references to an object or string, its memory is automatically (and immediately) released.

Physical Structure
Visual Basic projects are made up of a variety of files, most of them plain text. REALbasic projects are usually stored in a single-file, proprietary binary format, though it is also possible to store project items externally, in either binary or XML format.

Tips
Don't confuse Visual Basic with REALbasic and with classic BASIC (represented largely by Microsoft QuickBasic and QBASIC). They have common roots and similar syntax, but rather different semantics. REALbasic's semantics are closer to Java or VB.NET than to Visual Basic, which is more procedural than object-oriented.

Web References
REALbasic Home Page REALbasic Garage VB Reference

Printing
In the software Development concept Printing is very important one specially software development for business purpose

There are two types of printing

1) Windows printing 2) Dos printing

Books and Articles
REALbasic developers should consider REALbasic Developer magazine.

Numerous books on both REALbasic and Visual Basic may be found via Amazon.com.


text:
Cookbook:Gill

A gill (pronounced: ) is a unit of liquid measure equal to one fourth of a standard British pint which is 5 fluid ounces or about ⅔ of an American cup. The Oxford English Dictionary adds that in many districts a gill is a half-pint, a quarter-pint being called a jack.

title: Cookbook:Gill


text:
Category:Cuban recipes

Recipes from Cuba.

title: Category:Cuban recipes


text:
Cookbook:Pinch

A pinch is a very informal unit, equal to the amount of powder that can comfortably be held between the thumb and forefinger. It is roughly equal to 1/8 teaspoon.

If this were accurate, which it's not, the metric equivalent would be 0.625 mL. Call it 1/2 mL or 2/3 mL if you like.

title: Cookbook:Pinch


text:
Arabic/1stPersonSing

أنا (ana) Although the spelling of أنا ('ana) indicates a long ا (aa) sound. It is always pronounced ('ana), The use of (anaa) has a special usage (particularly found in the reciting of sacred religious texts (i.e. the Quran). So just say ('a-na). That's the Arabic word for "I". "I" and أنا are the singular, first person, nominative pronoun.

أنا ولد

'ana walad(un) 'a-na-wa-lad I am a boy.(I'm a boy)

 أنا ولد والكتاب كبير

'ana waladun wa_al_kitaabu kabiir(un) 'a-na-wa-la-dun-wal-ki-taa-bu-ka-biir I am a boy and the book is big.

 أنا بنت والكتاب كبير جدا

'ana bintun wa_al_kitaabu kabiirun jiddan 'a-na-bin-tun-wal-ki-taa-bu-ka-bii-run-jid-dan I'm a girl and the book is very big.

 أنا من كندا

'ana min kanada 'a-na-min-ka-na-da I'm from Canada.

 أنا من لبنان

'ana min lubnaan 'a-na-min-lub-naan I'm from Lebanon.

 أنا ولد من العاصمة

'ana waladun min al-`aaSimah(-ti) 'a-na-wa-la-dun-mi-nal-`aa-Si-mah I am a boy from the capital.  أنا ذهبت إلى الـمدرسة

'ana dhahabtu ila al_madrasah(-ti) 'a-na-dha-hab-tu-i-lal-mad-ra-sah I went to school.

title: Arabic/1stPersonSing


text:
Arabic/1stPersonSingPoss

ـِي

Adding the suffix ـِي (ee) to a word to say it's yours.

an example:

كتاب --> كتابي

kitaabun-->kitaabee ki-taa-bun -->  ki-taa-bee a book-->my book

It does not matter if it was: kitaabun or kitaabin or kitaaban meaning "a book". All become kitaabee. kitaabun-->kitaabee kitaaban-->kitaabee kitaabin-->kitaabee

This makes it much simpler grammatically to say something is yours than to say something is his, or hers.

title: Arabic/1stPersonSingPoss


text:
Arabic/HowQuestions

كيف

 كيف فعلتَ ذلك؟

kayfa fa`alta dhaalik kay-fa-fa-`al-ta-dhaa-lik How did you do that?

title: Arabic/HowQuestions


text:
Cookbook talk:Banana bread

Vegetarian?
I don't think that recipies with eggs in them are vegetarian. I have removed the vegetarian label for that reason. User:69.165.27.107

 * Yes they are. You confuse vegetarian with vegan. AlbertCahalan 01:52, 1 October 2005 (UTC)

 * That's right, most of us vegetarians do eat eggs, but not chicken meat. 69.87.194.147 14:00, 25 December 2006 (UTC)

Sour milk
Where can sour milk be found in America?

Some people add a few tablespoons of vinegar to milk to get the effect - I used cultured buttermilk, and it turned out wonderfully. This is a really good recipe, by the way!

Notes / Ideas
Bodhi (talk) 03:09, 17 June 2008 (UTC)
 * this recipe is almost identical to my Vegan recipe except
 * there are no eggs
 * the milk is soy/rice/oat/nut milk
 * the white sugar can be substituted with maple syrup for many good reasons
 * the recipe also works with 1/4 tsp. baking soda and 1/4 tsp. baking powder

title: Cookbook talk:Banana bread


text:
Arabic/whoQuestions

مَن

(man) Don't pronounce it like the English word "man". من (man) has a shorter vowel sound, the "a" sound doesn't last as long. Do not confuse this word with the word (min) in Arabic. (min) generally means "from", while (man) means "who". This word goes before someone's name, or a nominative preposition or a noun. It's function is exactly the same as "who" in question sentences.

Examples

 من هو؟

man huwa man-hu-wa Who is he?

 من الـمدير؟

man al_mudeer ma-nal-mu-deer Who is the manager?

 من أنت؟

man ant(a/i) man-ant Who are you? Only when talking to one person.

 من ذهب؟

man dhahab(a)? man dha-hab Who went?

 من ذهب الى الـمدرسة؟

man dhahaba ila al_madrasah(-ti)? man-dha-ha-ba-i-lal-mad-ra-sah Who went to school?

 من مسلم؟

man Muslim(un) man-mus-lim Who is a Muslim?

title: Arabic/whoQuestions


text:
User talk:69.165.27.107

You confuse vegetarian with vegan.

title: User talk:69.165.27.107


text:
Arabic/YesNoQuestions2

 ء  OR أ

This type of hamza can start a question. It works in the same way as  هل (hal). It goes before a statement to make it a question. It makes the sound (a). Make sure that you don't pronounce it so it rhymes with "bay", it rhymes with "la".

 أليس كذلك؟

a laysa kadhaalik? a-lay-sa-ka-dhaa-lik Isn't it? / Isn't it like that?

 أرئيت؟

a ra'ayt? a-ra-ayt Have you seen?

The difference between هل (hal) and ء/أ (-hamza-)
The sentence "Are you cooking something?" would be translated with a ء/أ (hamza) at the beginning.
 * When asking about something happening now ء/أ is used.

The sentence "Do you cook?" or "Will you cook?" must be translated with هل (hal).
 * When asking about something to happen in the future, or regularly هل is used.

title: Arabic/YesNoQuestions2


text:
Arabic/whereQuestions

أين

So you want to ask where something is in Arabic. Well it is nearly impossible without knowing the Arabic word for "where". Now the Arabic word for "where" is أين (ay-na) only in questions. For example, أين (ay-na) cannot be used for the following sentences. He ate where he slept. This is because (ay-na) makes a sentence automatically a question. So if where in the previous sentence "where" was translated as أين (ay-na). It would be interpreted as: He ate. Where did he sleep? So take this as a lesson, Some Arabic words only share one use of an opposite English word. And an Arabic word never completely equals an English word in meaning, usage, notions, etc.

 أين هو؟

ayna huwa ay-na—hu-wa Where is he?

 أين هو يا ترى؟

ayna huwa yaa tura ay-na—hu-wa—yaa—tu-ra where the hell is he? Notice that in the translation "the hell" was used. This is the most easily understandable translation. In the Arabic sentence there is no word for hell in it. So it cannot be considered impolite to say.

title: Arabic/whereQuestions


text:
C Programming/C Compilers Reference List

For a brief introduction to setting up and using some of the more beginner-friendly compilers and IDEs, see ../Using a Compiler/.

Free (or with a free version)

 * Ch_interpreter (http://www.softintegration.com) - The software works in Windows, Linux, Mac OS X, Freebsd, Solaris, AIX and HP-UX. The Ch Standard Edition is free for noncommercial use.
 * Interactive C (http://www.botball.org/educational-resources/ic.php)
 * target platform: Handy Board (Freescale 68HC11); Lego RCX
 * CINT is an interpreter for C and C++ code, included in the data-analysis package ROOT. The CINT interpreter is licensed under the X11/MIT license. ( https://root.cern.ch/drupal/content/cint ).
 * PicoC is a very small C interpreter, intended for small embedded systems with very little code space or data space.
 * PicoC target platform: x86-32, x86-64, powerpc, arm, ultrasparc, HP-PA and blackfin processors; and is easy to port to new targets.
 * Extensible Interactive C (EiC)
 * lcc-win32 (http://www.cs.virginia.edu/~lcc-win32) - Software copyrighted by Jacob Navia. It is free for non-commercial use. Windows (98/ME/XP/2000/NT).
 * GNU Compiler Collection (http://gcc.gnu.org) - GNU Compiler Collection. GNU General Public License / GNU Lesser General Public License.
 * MinGW (http://www.mingw.org/) provides GCC for Windows
 * clang (LLVM) (http://clang.llvm.org/) - Almost everywhere
 * Open Watcom (http://www.openwatcom.org) Open Source development community to maintain and enhance the Watcom C/C++ and Fortran cross compilers and tools. Version 1.4 released in December 2005.
 * Host Platforms: Win32 systems (IDE and command line), 32-bit OS/2 (IDE and command line), DOS (command line), and Windows 3.x (IDE)
 * Target Platforms: DOS (16-bit), Windows 3.x (16-bit), OS/2 1.x (16-bit), Extended DOS, Win32s, Windows 95/98/Me, Windows NT/2000/XP, 32-bit OS/2, and Novell NLMs
 * Experimental / Development: Linux, BSD, *nix, PowerPC, Alpha AXP, MIPS, and Sparc v8
 * Tiny C Compiler (http://www.tinycc.org) - A small C compiler designed to work for slow computers with little disk space (e.g. on rescue disks).
 * Portable C Compiler (http://pcc.ludd.ltu.se) - Portable C Compiler. BSD Style License(s).
 * Small Device C Compiler (SDCC)
 * target platforms: Intel 8051-compatibles; Freescale (Motorola) HC08; Microchip PIC16 and PIC18.
 * FpgaC. Target platform: FPGA hardware via XNF or VHDL files.
 * C compilers for many digital signal processors (DSPs), many of them are free, and are listed in the comp.dsp FAQ.
 * Microsoft Visual C++ (http://msdn.microsoft.com/visualc) - Free (partially limited) version available (Express|Community Edition)
 * C Playground - Online C Programming IDE by Programiz - Free Online IDE to practice C Programming

Paid

 * Intel C Compiler (http://software.intel.com/en-us/intel-compilers) - Windows, Linux, Mac, QNX, and embedded C/C++ compilers. Optimized for Intel 32-bit and 64-bit CPUs.
 * Impulse C - Target platform: FPGA hardware via Hardware Description Language (HDL) files.


text:
Wikibooks:Book of the month/October 2005

The book of the month for October is Chinese (Mandarin) — An introductory language course on the largest Chinese dialect. The lessons contain several weeks' worth of material, including detailed grammar explanations with example sentences, audio samples, and instruction on writing characters.

Vote for November - Book of the month


text:
Talk:Organic Chemistry/Foundational concepts of organic chemistry/Bonding

Shouldn't someone clean up the redundant reference to NaCl, combining the two references into one?


text:
User:WAS (WB)

Alright, I'm gonna just redirect you to my userpage on Wikipedia: WAS.

title: User:WAS (WB)


text:
User talk:Mgstough

Namespaces
Hey. Welcome to Wikibooks. I like what you've done so far at PlayStation Portable. May I suggest moving the pages to the PSP Programming namespace? For example:
 * PSP Programming/Basic Concepts
 * PSP Programming/A Brief History
 * etc..

It's not a big deal at all, but it would be consistent with the other console programming books. Cya round! —Snargle 05:02, 1 October 2005 (UTC)

title: User talk:Mgstough


text:
Wikibooks:Book of the month/November 2005 voting

The voting for the Book of the month for November 2005 is open from October 1st, 2005, and will close on October 31st, 2005, 00:00 UTC. The book of the month will be featured on the main page of Wikibooks.

Consciousness studies
Voting: Comments:
 * 1) RobinH
 * 2) Klingoncowboy4 18:43, 23 October 2005 (UTC)
 * 3) --Derbeth 23:24, 24 October 2005 (UTC)
 * 4) Sitnarf 14:43, 25 October 2005 (UTC)
 * A textbook on the neuroscience and philosophy of consciousness that can compete with the best hard-copy textbooks on the subject.
 * Really impressive. Look at these schemas! Many images (all have proper licenses), well-formed text, lots of information - I think it's worth becoming Book of the Month. --Derbeth 23:24, 24 October 2005 (UTC)
 * Very interesting and well-formed.--Sitnarf 14:43, 25 October 2005 (UTC)

Raising Chickens
Votes: Comments: Unless this book gets three votes I will stop renominateing it I promise. Klingoncowboy4 18:27, 1 October 2005 (UTC)
 * 1) Klingoncowboy4 18:27, 1 October 2005 (UTC)
 * 2) Greentara 14:35, 27 October 2005

America's Army: Special Forces
Votes: Comments:
 * 1) Rob Horning 13:25, 8 October 2005 (UTC)
 * 2) Mysekurity 02:07, 20 October 2005 (UTC)
 * 3) Klingoncowboy4 06:11, 23 October 2005 (UTC)
 * This Wikibook is a good example of a somewhat tough subject that has been organized and fleshed out with few "red links" anywhere. While perhaps it could be improved with further editing and more content, it does a good job with what is there.  --Rob Horning 13:25, 8 October 2005 (UTC)
 * I don't like it. There's a plenty of very short (three-four sentences) chapters. It's not well-formated - text look rather ugly. --Derbeth 23:24, 24 October 2005 (UTC)

UK Constitution and Government
Votes: Comments:
 * 1) Rob Horning 04:12, 9 October 2005 (UTC)
 * 2) Catcher.in.the.rye.and.all 19:48, 12 October 2005 (UTC)
 * 3) Pureblade 18:33, 18 October 2005 (UTC)
 * Another excellent Wikibook that has not been named a Wikibook of the month, but is never the less a well written book and deserves some attention. --Rob Horning 04:12, 9 October 2005 (UTC)
 * With some expansion, this will be an excellent resource, and I believe making this Book of the Month will give it the extra attention it needs. Pureblade 18:33, 18 October 2005 (UTC)


text: User talk:64.26.169.247

title: User talk:64.26.169.247


text: User talk:67.171.135.142

title: User talk:67.171.135.142


text:
Radiation Oncology/Bile duct/Pathology

 * 90% adenocarcinoma (papillary, nodular, sclerosing)
 * CA19-9 and CA-50 are positive in 80-90% of cholangiocarcinomas and rarely in hepatomas
 * AFP is rarely positive in cholangiocarcinoma but in 35-75% of hepatomas
 * Presence of MIB-1 and AgNOR, and lack of CD44 (esp. CD44v6) appears correlated with LN mets and tumor progression
 * 10% all other histologies (squamous cell, mucoepidermoid, etc.)

They are locally invasive, and rarely metastatic PMID 4354116

 * Asahikawa Japan PMID 15150102 -- Serine/threonine kinase AKT is frequently activated in human bile duct cancer and is associated with increased radioresistance. (2004 Tanno S, Cancer Res. 2004 May 15;64(10):3486-90.)
 * Conclusion : "These results indicate that activated AKT in BDC cells is associated with radioresistance and suggest that pharmacological or genetic modulation of AKT activity may have important therapeutic implications in BDC patients treated with radiation."

 * Hiroshima Japan PMID 12883663 -- Prognostic value of p53 and Ki-67 expression in resected or biopsy specimens of bile duct carcinoma. (2003 Murakami M, Oncol Rep. 2003 Sep-Oct;10(5):1091-6.)
 * Conclusion : "Assessment of mean Ki-67 antigen expression, as measured by MIB-1 staining, in samples of hilar bile duct carcinoma appeared to be an important indicator of clinical behavior. However, there were no significant correlations between clinicopathological factors or stent patency and p53 immunoreactivity."

 * Iwate Japan PMID 12168833 -- Allelotype analysis of the PTEN, Smad4 and DCC genes in biliary tract cancer. (2002 Suto T, Anticancer Res. 2002 May-Jun;22(3):1529-36.)
 * Conclusion : "Our results suggest that (a) alteration of the Smad4 gene is a major factor in the development of ampullary cancer and (b) PTEN, Smad4 and DCC genes are altered infrequently in EHBD cancers."

 * Iwate Japan PMID 11223838 -- Infrequent microsatellite instability in biliary tract cancer. (2001 Suto T, J Surg Oncol. 2001 Feb;76(2):121-6)
 * Conclusion : "Our results suggest that genetic defects in the DNA mismatch repair system and MSI do not play an important role in the majority of biliary tract cancers."

 * Iwate Japan PMID 10738270 -- Aberrations of the K-ras, p53, and APC genes in extrahepatic bile duct cancer. (2000 Suto T, J Surg Oncol. 2000 Mar;73(3):158-63.)
 * K-ras, p53, and APC genes were mutated in 9.6%, 32.7%, and 0% of EHBD cancers, respectively
 * Conclusion : "Our results suggest that an unknown suppressor gene on 5q other than the APC gene may be responsible for EHBD cancer."

 * UT Southwestern PMID 10196386 -- Well-differentiated adenocarcinoma, gastric foveolar type, of the extrahepatic bile ducts: A previously unrecognized and distinctive morphologic variant of bile duct carcinoma. (1999 Albores-Saavedra J, Ann Diagn Pathol. 1999 Apr;3(2):75-80.)
 * Case report. 2 tumors composed predominantly (>95%) of gastric foveolar-type epithelium

 * Hiroshima Japan PMID 10547541 -- Lack of CD44 variant 6 expression in advanced extrahepatic bile duct/ampullary carcinoma. (1999 Yokoyama, Cancer. 1999 Nov 1;86(9):1691-9.)
 * Conclusion : "The results of the current study suggest that a lack of expression of CD44, especially CD44v6, is correlated with lymph node metastases and poor prognosis, and may be a prognostic factor for patients with EHBD/ampullary carcinoma."

 * Iwate Japan PMID 9428483 -- Assessment of the expression of p53, MIB-1 (Ki-67 antigen), and argyrophilic nucleolar organizer regions in carcinoma of the extrahepatic bile duct. (1998 SutoT, Cancer. 1998 Jan 1;82(1):86-95.)
 * Conclusion : "The results of this study indicated that MIB-1 and AgNOR might be markers of the progression of EHBD carcinoma."

 * Iwate Japan PMID 9260603 -- Immunohistochemical detection of proliferating cell nuclear antigen and p53 expression in carcinoma of the extrahepatic bile duct. (1997 Suto T, Oncology. 1997 Sep-Oct;54(5):407-13.)
 * Conclusion : "The results suggest that PCNA immunoreactivity may be a useful predictor of malignancy in patients with EHBD carcinomas." "We detected p53 in 37% of the EHBD cancers."

 * UT Southwestern PMID 7802141 -- Clear cell carcinomas of the gallbladder and extrahepatic bile ducts. (1995 Vardaman C, Am J Surg Pathol. 1995 Jan;19(1):91-9.)
 * Case report of 10 clear cell carcinoma of GB/bile duct

 * SEER Data PMID 1516001 -- Carcinoma of the extrahepatic bile ducts. Histologic types, stage of disease, grade, and survival rates. (1992 Henson DE, Cancer. 1992 Sep 15;70(6):1498-501.)

title: Radiation Oncology/Bile duct/Pathology


text:
Perl Programming/Exercise 2 Answers

A. Input from the keyboard
1. Answer: print "Input a line of text: "; $text = ; print "\n"; print "You entered: $text\n"; 2. Answer: my @lines; for (my $i=0; $i<3; $i++) { print "Input a line of text:\n"; chomp(my $line = ); $lines[$i] = $line; } $" = "|"; print "@lines\n";

What is  there for? Try running the program without it.

3. Answer: my $line1 = readline STDIN; my $line2 = readline STDIN; my $line3 = readline STDIN; chomp($line1, $line2, $line3); print("| $line1 | $line2 | $line3 |\n");

Input from the command-line
Answer: foreach (@ARGV) { print "$_\n"; }

Input from a text file
Answer: open my $file, "<", "foo.txt"; my @lines; foreach (<$file>) { chomp($_); push(@lines, $_); } $" = "|"; print "@lines\n";

title: Perl Programming/Exercise 2 Answers


text:
Jet Propulsion/Jet engine types/APU

Auxiliary Power Unit. Used to generate electricity and bleed air when no external power is available.

title: Jet Propulsion/Jet engine types/APU


text:
Cookbook:Microwave Chocolate Pudding

| Dessert

Microwave chocolate pudding is a pudding made with sugar, milk, cocoa powder, and cornstarch. It is prepared in a microwave.

Dry ingredients

 * ⅓ cup (80 g) white granulated sugar or sugar substitute
 * ¼ cup (60 g) unsweetened cocoa powder
 * 3 Tbsp cornstarch
 * ⅛ tsp salt

Wet ingredients

 * 2 cups (480 ml) milk or soy milk
 * 1 tsp vanilla extract or imitation vanilla

Procedure

 * 1) In a 1-qt microwave-safe bowl, mix the dry ingredients together.
 * 2) Add the cold milk and mix well with a small wire whisk or an electric mixer until all the cocoa lumps have dissolved.
 * 3) Microwave in the bowl, on high (100%) power, for 3 minutes. Stir well.
 * 4) Microwave, again on high power, for an additional 4–6 minutes, stirring after each minute of cooking.
 * 5) Remove the bowl from the microwave oven and stir in the vanilla.
 * 6) Pour the result into 4 small custard cups and chill before serving.

Notes, tips and variations

 * A microwave-safe lid can be placed, slightly ajar, on the bowl while the pudding is cooking. This will prevent the pudding from splattering all over the microwave.

Warnings

 * Keep a close watch on the pudding during the actual cooking, as it can easily boil over.

title: Cookbook:Microwave Chocolate Pudding


text:
Talk:Guitar/Scales

Thanks to whoever corrected my grammer and spelling etc as well as making the page look prety. Looks alot better now, any ideas what scales or theory should go on this bit now?

This page could use an introduction, like : what is a scale? Thanks! --kenden 3:09 30/05/2006

Something I would like to see is an explanation as to why it is important to learn to play scales and how knowing them contributes to playing. -- MoonBrain 29/03/2009

Replacing old template diagrams
Hello Poo face. I've been replacing the older style tab with a "scale manual" exercise type of image. If you wish to revert back to the earlier style, please do. All the images I've placed in Wikimedia Commons under the public domain license; so feel free to use them for any purpose you see fit. They can be found under the categories: Chords on guitar or Scales on guitar --Sluffs (talk) 02:14, 26 July 2009 (UTC)

Scales Up The Neck
It would be nice to see diagrams showing how to play each given scale up the whole neck. Often you will see the different boxes of the pentatonic scales so that people can learn how to play using the whole length of the neck. However I haven't seen anything like this for the major or minor scales. As I understand it, modes can be learned using boxes of the major scales similar to the boxes we learn about the pentatonic scale. e.g. We often see the major scale box starting at the root (say G), and go up two frets on the sixth string, then two more on the sixth string for the fist three notes (so that you understand the box I'm talking about). Now start the same scale but start on A say. Wouldn't that be an A Dorian or something? But it is also the G but starting out different. And do that starting from the B, then C, and so on up the neck. Then people get to see how to play the scale up the neck, but if I'm right, also shows them how the different modes relate to the scale. My knowledge of modes isn't so hot, so I would defer to someone with better knowledge. Theshowmecanuck (discuss • contribs) 21:37, 3 May 2011 (UTC)

Editing and capitalization
I'm using Donald Jay Grout's "A History Of Western Music" (1962 UK First Edition) as a guide for correct terminology amd presentation. So "major-minor" system rather than "Major-Minor" system.

Sluffs (discuss • contribs) 12:39, 22 August 2012 (UTC)

title: Talk:Guitar/Scales


text:
WebObjects/Additional Resources/Websites

Overview
Apple maintain a number of official WebObjects resources as part of the Apple Developer connection at http://developer.apple.com.

Legacy documentation is available as well. An obscure directory I came across is: http://mirror.apple.com/Mirrors/Apple_Software_Updates/MultiCountry/Enterprise/webobjects/guides/

There are also a number of third-party web sites where you can find out more about WebObjects and access articles and sample code.

WO Developer Mailing List Search pages

 * Includes omnigroup mailing lists going back to 1996
 * http://search.lists.apple.com/
 * http://www.omnigroup.com/developer/mailinglists/webobjects-dev/

Sample Code

 * http://wocode.com/cgi-bin/WebObjects/WOCode
 * http://www.overhyped.com./code/index.html
 * Project Wonder
 * SiteMaker open source code
 * Cassini division's Open Construct Engine
 * Hugi Thordarson's Site
 * WODeveloper - Software

Articles/Wikis

 * http://wiki.objectstyle.org/confluence/display/WO/Home - WebObjects Community Wiki
 * http://wodev.spearway.com/cgi-bin/WebObjects/WODev
 * http://www.stepwise.com
 * http://web.archive.org/20030818174636/homepage.mac.com/i_love_my/webobjects.html
 * http://www.macdevcenter.com/pub/a/mac/2003/09/26/webobjects.html?page=1
 * http://web.archive.org/20060208031357/homepage.mac.com/andrewlindesay/le/page_wo.html
 * http://objectstyle.org/confluence/display/WOL/Home WOLips - Eclipse plugin
 * http://www.paullynch.org/webobjects/ - Paul Lynch articles and sample code
 * http://www.jewelryluv.com/fashion/pageWithName/WhyWebObjects/ - A few articles relevant to WebObjects
 * http://www.dyned.com/cgi-bin/WebObjects/WOShowcase - WebObjects Showcase

WO-related Blogs

 * http://webobjects.webhop.org/
 * http://david.codeferous.com/
 * http://www.codefab.com/wordpress/index.php/category/geek-out/
 * http://commons.ucalgary.ca/weblogs/dnorman/
 * http://getoutandwo.com/
 * http://www.rentzsch.com/webobjects
 * http://willnorris.com/
 * http://www.twinforces.com/webobjects_tips/

Misc

 * http://www.cafepress.com/wowomen - a WO shirt for the rest of us
 * http://www.cafepress.com/wovrails - Someone emailed that the "I'm not dead yet" wasn't strong enough, so here's a more violent WO vs Rails shirt :)
 * http://www.cafepress.com/wobadge - metal Powered By WebObjects badge (http://www.mdimension.com/PoweredByWebObjects.jpg for the full size version)
 * http://www.cafepress.com/wonotdead - "I'm not Dead" Monty Python inspired Rails v. WO
 * http://www.cafepress.com/woaimf - Chuck's infamous "WebObjects. Advertise it. M*F*." - Note: Keep out of reach of children
 * http://www.cafepress.com/woeyechart - An eye chart with "WO" at the top and all the other web acronyms out of focus
 * http://www.cafepress.com/woitms - "iTunes? WebObjects." design (it's hard to tell in the original, but the iTunes screenshot is blurred into the background -- see http://www.mdimension.com/iTunesPoweredByWebObjects.jpg for the fullsize version, so just you know exactly what you're getting)
 * http://www.cafepress.com/eosimple - The original simple lineart EO icon
 * http://www.cafepress.com/eo3d - My personal favorite, the 3D rendering of the stack of EO's
 * http://www.cafepress.com/wolips - WOLips, the lineart EO icon composed with Eclipse's logo


text:
WebObjects/Mailing Lists

The most active WebObjects mailing lists are hosted by Apple.

 * Apple hosted discussion about WebObjects development
 * Apple hosted discussion about deploying WebObjects applications
 * Apple hosted announcements relating to WebObjects
 * Omni Group WO-dev mailing list
 * WOLips Mailing Lists
 * Project WONDER mailing list
 * Google group for WebObjects Tips

title: WebObjects/Mailing Lists


text:
Software Engineers Handbook/Language Dictionary/FORTRAN

FORTRAN
Here is the wikipedia entry. The following briefly describes Fortran77. Fortran 77 was a refinement of Fortran 66 and Fortran IV, but added some desirable new features. Most notably types.

Type
Fortran is a full procedural language.

Execution Entry Point
The main entry point to a program is at a  statement.

General Syntax
Fortran was designed with punch card in mind, hence the actual Fortran code start on the 7th character offset. Characters are prefix by 6 characters. Characters 1 to 5 indicate a label, character 6 indicates a line continuation.

For example:

N.B. inserting an extra character at the wrong place may cause unexpected behaviour. c.f. wikiquote:Special:Search=C._A._R._Hoare regarding the Mariner space rocket.

A  and the  statement are optional in this example.

Note also:
 * 1) The characters from position 76 onward are ignored.  So be careful when you insert a character into a long line.  (IBM FORT/VS compiler used to insert line numbers in this column for some odd reason)
 * 2) The space character is ignored, except in quotes, most notably these two lines are interpreted the same, hence the suspicion relating to the Mariner crash.

Comments
A 'C', '*' and sometimes a 'c' character in the first column indicates a comment. For example:

Variable Declarations
In Fortran the type of a variable is implicitly defined by the first letter of the variable name. Variables beginning with the letters I through N were automatically considered to be integers, while A through H and O through Z were considered to be real numbers.

This behavior can be modified with an IMPLICIT INTEGER declaration (setting the letter range of integers) or an explicit declaration of a variable giving its type.

Hence "GOD is REAL (unless declared INTEGER)."

Example:

Method Declaration/Implementation
Fortran has several kind of. Example: Produces: Note that in the output the first character is normally a blank character. By inserting other characters in the first column you can force the printer to do form feeds, and perform other interesting behaviors.

Scope
The scope of variable was strictly limited to the current PROGRAM/SUBROUTINE or DATA BLOCK. DATA BLOCK can be shared between PROGRAM/SUBROUTINEs, allowed the programmer to extend the scope of a variable.

Conditional Statements
 Conditional statements also include GOTO statements. FORTRAN also has a 3 way condition.

Looping Statements
FORTRAN 77  > DO / WHILE LOOP In older FORTRANS labels and GOTOs would be used to the same effect. For example:

Output Statements
Example one hello world: Or: Or (The stand output channel is 6): Or: Or: Or: Fortran includes OPEN, CLOSE, READ, WRITE and PRINT statements. The READ and WRITE commands could access recorded in a file by record number, hence Fortran contains a semblence of random file access. Unfortunately on File IO the size of a "word" is implementation dependent, and ranges from 6 bits on CDC, 8bits on IBM and 32 bits on VAXVMS.

Containers
FORTRAN 77 has no structure or class definition. The closest example was the COMMON statement. An EQUIVALENCE statement allows such COMMON block statement be be overlayed, and allow direct assignment. But this is problematic. An EQUIVALENCE also have a similar effect as the union from Algol68 (and then C) language union statement. The net effect is two variables ALLREC,CUSREC share the same location in memory.

Algorithms
Access to other languages was only available if the language supported FORTRANs SUBROUTINE calling conventions (Not all FORTRANs used the stack!). And the actual conventions varied from machine to machine.

Garbage collection
Garbage collection is not part of the language, but has been implemented separately using datablock. In Fortran the memory at program startup was all that would be available to the program until it terminated. (The exception would be if the compiler supported recursion with local variables, but this was not always the case.)

Physical Structure
The  scoping rules of Fortran is similar to the scoping found in the C programming language. However Fortran 77 does not have a standard  statement.
 * DATABLOCK EXTNM1
 * EXTERNAL EXTNM2
 * PROGRAM EXTNM3
 * FUNCTION EXTNM3
 * ENTRY EXTNM4
 * SUBROUTINE EXTNM5
 * DATA BLOCK
 * COMMON EXTNM6

Tips

 * Arrays are indexed starting with 1.

Web References

 * The Fortran Wikibook
 * The FAQ page for the comp.lang.fortran usenet group

Books and Articles


text:
Movie Making Manual/Cinematography/Cameras and Formats/cam template

Links
/Cameras


text:
Movie Making Manual/Cinematography/Cameras and Formats/HVR-Z1

Links
/Cameras


text:
Arabic/Being Polite

Being polite is important. It is rather simple to be polite in Arabic. Just learn some of these and use them, at the right time. And remember a few golden rules.
 * 1) If you refuse a gift, an Arab will insist that you take it (This insisting and refusing can go on for up to a minute, between Arabs). So if an Arab offers you meat, and you are a vegetarian, either eat it or have a good excuse (medical excuses are often acceptable).

 أهلا

ahlan ah-lan Hello It means more than hello, but its usage is very similar to hello.

 [[Media:السلام عليكم.ogg|*]]السلام عليكم

al_salaamu `alaykum as-sa-laa-mu-`a-lay-kum Peace be upon you. This is a very common greeting, although its usage is approved religiously. It is very common among Muslims; even muslims who understand no Arabic attempt to say it, whenever greeting someone. It's always better to say this greeting.

 [[Media:مع السلامة.ogg|*]]مع السلامة

ma`a al_salaamah(-ti) ma-`as-sa-laa-mah with peace Only said when leaving someone. If you said this when you just met someone, it would seem awkward.

 الله يسلمك

allahu salmik(a/i) aL-laa-hu-sal-mik (May) God keep you in peace. Often a reply to مع السلامة (ma`a alsalaamah).

 أهلا وسهلا

ahlan wa sahlan ah-lan-wa-sah-lan Usage: Expressing great happiness at seeing someone.

 وداعا

wa-daa-`an bye

 شكرا

shukran shuk-ran thanks

 شكرا لك

shukran shuk-ran-lak(a/i) thank you

 شكرا جزيلا

shukran jazeelan shuk-ran-ja-zee-lan thanks a lot Note this is not the sarcastic usage in Arabic.

 من فضلك

min faDlik(a/i) min-faD-lik please

 أرجوك

arjook(a/i) ar-jook I'm begging you.

 تفضل

tafaDDal ta-faD-Dal Please help yourself (when speaking to a man).

 تفضلي

tafaDDalee ta-faD-Da-lee Please help yourself (when speaking to a woman).

 تفضلوا

tafaDDaloo ta-faD-Da-loo Same as above but when talking to a group, as long as the group is not all female.

 كيف حالك

kayfa Haaluk kay-fa-Haa-luk How are you doing? You must know this saying, every Arab asks every other Arab of the same gender and his son this question.

 بـخيـر

bikhair bi-khair fine Only used when answering "How are you doing?"

 الـحمد لله

al_Hamdu lillaah al-Ham-du-lil-Laah Thank God. Of course its meaning is not that simple. Often used to answer "كيف حالك؟ ", and said when good news is heard (like a relative passed their final exam). Literally it means: Praise be to God, that is, when answering the above questions with al-Ham-du-lil-Laah, you're praising God for the goodness received.

 مرحبا

MarHabaan "Hello", when talking to anyone

title: Arabic/Being Polite


text:
Arabic/Book condition

The best use of this book is the phrases, in which transliteration and translation is provided for useful Arabic phrases.

Information
NO SECTION IS 100% complete

Examples
SOME

Exercises
NONE

Key to Exercises
NONE

title: Arabic/Book condition


text:
Arabic/How to study

Vocabulary
Words are useful. You need to know many words to have useful skills in the Arabic language. The best way is to use a program that drills you in vocabulary. Paper flashcards are overhyped, they are only good for memorizing a small number of words. You need to learn a large number of words. If you are going to use a program to memorize vocabulary, it has to implement the Leitner system or do something similar, or else it will be a waste of time. Computer program such as VTrain and Pauker are good for this. I have many Arabic Pauker vocabulary lists. Spending an hour three times a week memorizing and reviewing vocabulary with one of these programs will ensure progress.

There are a few things that must be known when learning a word. The English word is there only to make the Arabic word's meaning clear. It is not there so that whenever you hear kalb you automatically translate it to "dog". At first that will be what you do: hear an Arabic word and think of an English translation. This method is okay if you completely understand the English word. This is not okay for words where the English word has a bunch of meanings that the Arabic word doesn't have. Remember, you must connect the Arabic word to its meaning not necessarily to an English word.
 * Correct pronunciation: if your Arabic pronunciation is not perfect, you absolutely need to hear the word pronounced properly when memorizing it.
 * Always connect the unknown word to its meaning.
 * You must have the Arabic word on one side and something that will inform you of what it means.
 * If the non-Arabic side does not inform you of what the Arabic word means, it will only confuse you.
 * If you can try to connect the word directly to its meaning. Pictures usually help. For example the Arabic word for dog can easily be memorized by saying the word and picturing a dog in your head, or hearing the sound of a dog in your head.

It is impossible to memorize a word, when you cannot figure out the meaning. I have had this problem with poorly designed flashcards. Here is an example:

to commit  إلتزم

I wasn't able to memorize this word, because I could not figure out which of the English meanings the Arabic word meant. I decided later using Arabic grammar and knowledge of related words that it means what "to commit to something" means and does not mean what "to commit something" means.

Poorly designed flashcards will slow you down. I plan to fix up my deck of Pauker Arabic flashcards, in order to prevent such problems.

While memorizing flashcards, include example sentences to illustrate the meaning. This will help you progress rapidly in the language, and make you more fluent (because you would have exposed yourself to how sentences are formed).

Sentence building
What would be really helpful is a book of Arabic phrases with translations into English, and organized well, to drill oneself in, and gain the most Arabic fluency in the least amount of time. Thank god, WikiBooks exists, a book on exactly that, could easily be started.

The problem with traditional methods of learning language is you always have to construct a sentence out of words, and break sentences apart into words. Such a process is more like dissecting a language than actually using it. What is needed is many phrases, categorized properly learning one after the other causing the learner to subconsciously understand the patterns. After that, explanation of sentence building can be added.

Verb Conjugation
If you wish to be able to speak Arabic (such as on news broadcasts, or debates), you must be completely unconsciously familiar with what is right and what is wrong when it comes to verb conjugation. How does one do this you might ask.

First find a source of Arabic verbs conjugated in all forms.

Such as the 201 Arabic verbs book (the copy that I had had typos). The book 201 Arabic verbs uses complex grammatical terminology, and doesn't provide explanation, no transliteration, and no audio. The good thing about this book is that it shows the verbs conjugated with all the Ha-ra-kaat which is crucial in order to conjugate a verb properly. There are silent alifs at the ends of verbs when conjugated, which are not indicated in the book.

What you need to drill yourself in Arabic verb conjugation, orally. The top row, first say the pronoun and then the verb conjugated, with a word after it. Preferably using each one in a sentence.

Ex.: ana fa`altu shay'an, anta fa`alta shay'an I did something, you (guy) did something

Then say it without a word conjugated, so that you automatically drop the extra vowels when you are supposed to. I am not sure if the dropping of those vowels is completely necessary at the end of a sentence; sometimes they are pronounced.

ana fa`alt(u), anta fa`alt(a)

Then go to the next row, and do the same thing.

With the third row (the subjunctive mood). Precede the verb conjugation with  لن (lan) (translation: will not/won't) or أن (an), because this row shows how the verb is conjugated with these (as well as others).For Example:

ana lan af`ala shay'an, anta lan taf`ala shay'an

ana lan af`al, anta lan taf`al

The next row (the jussive mood) is used for verbs after لم (lam) (translation:had not). So say it like this:

ana lam af`al shay'an, anta lam taf`al shay'an ana lam af`al, anta lam taf`al

Then do the imperative. With the imperative you may add  يا (yaa)+ the group you are addressing, to make the connection between each form clear, like this:

if`al yaa walad, if`alee yaa bint, if`aluu yaa jamaa`ah, if`alaa yaa shakhSayn

You better know what walad (boy), bint (girl), and jamaa`ah (group) mean.

You can later on, once you have gone through every type of verb conjugation, start to drill yourself in the passive. The passive is the opposite of the active. Example in English: Active: I killed something. Passive: It was killed.

In Arabic the passive is only used when the speaker does not know, or does not wish to tell who did the action. It is when the doer of the action is not indicated.

The following is not correct in Arabic. It was written by me. The by me part, coming after, wouldn't exist in Arabic. Instead the following sentence would be used: I wrote it. Through all these spoken conjugation exercises, you will understand all proper Arabic well. And after memorizing a bunch of similar phrases (to learn different structures), a massive amount of vocabulary, and watching tv, you will be able to begin speaking Arabic fluently.

title: Arabic/How to study


text:
Singing/Caring for your voice

To ensure the best physical voice:

Do not smoke: It is known that smoking leads to lung or throat cancer. Primary and secondhand smoke that is breathed in passes by the vocal cords causing significant irritation and swelling of the vocal cords. This will permanently change voice quality, nature, and capabilities.

Do not abuse or misuse your voice: Your voice is not indestructible. In every day communication, be sure to avoid habitual yelling, screaming, or cheering. Try not to talk loudly in locations with significant background noise or noisy environments. Be aware of your background noise—when it becomes noisy, significant increases in voice volume occur naturally, causing harm to your voice. If you feel like your throat is dry, tired, or your voice is becoming hoarse, stop talking or get a quick drink of water.

To reduce or minimize voice abuse or misuse use non-vocal or visual cues to attract attention, especially with children. Obtain a vocal amplification system if you routinely need to use a “loud” voice especially in an outdoor setting. Try not to speak in an unnatural pitch. Adopting an extremely low pitch or high pitch can cause an injury to the vocal cords with subsequent hoarseness and a variety of problems.

Minimize throat clearing: Clearing your throat can be compared to slapping or slamming the vocal cords together. Consequently, excessive throat clearing can cause vocal cord injury and subsequent hoarseness. An alternative to voice clearing is taking a small sip of water or simply swallowing to clear the secretions from the throat and alleviate the need for throat clearing or coughing. The most common reason for excessive throat clearing is an unrecognized medical condition causing one to clear their throat too much. Common causes of chronic throat clearing include gastroesophageal reflux, laryngopharyngeal reflux disease, sinus and/or allergic disease.

Moderate voice use when sick: Reduce your vocal demands as much as possible when your voice is hoarse due to excessive use or an upper respiratory infection (cold). Singers should exhibit extra caution if one’s speaking voice is hoarse because permanent and serious injury to the vocal cords are more likely when the vocal cords are swollen or irritated. It is important to “listen to what your voice is telling you.”

If, for some reason, your voice does get hoarse, DO NOT SING UNTIL YOU ARE BETTER! Try to avoid talking too. Drink lots of water, preferably room temperature--as cold water tends to "freeze" the vocal cords, lessening your ability to sing--with lemon in it, to cut through phlegm in your throat. Also you may want to try drinking hot tea with lemon or honey; this usually has the same effect.

title: Singing/Caring for your voice


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WebObjects/Development Tools/Eclipse and WOlips

Eclipse is an open-source, cross-platform development environment developed by IBM in Java and designed around the concepts of plugins and extensions. This fundamental architecture allows any number of additions to the core application to be integrated throughout the entire environment. Some of the major complaints about Java applications are that their user interfaces are slow and neither look nor feel like other native apps. IBM, as part of the Eclipse project, addressed this complaint by developing SWT (Standard Widget Toolkit) as an alternative to both Swing and AWT. SWT is more closely related to AWT in that it is designed around the concept of native widgets. However, there are two major design differences. The first is that AWT was designed for the lowest common denominator, which means that there are a large number of widgets missing from the framework that many people expect in a modern user interface (trees, tables, etc). Secondly, SWT is designed on a principal that native resources (like colors and fonts) can not be efficiently handled by the standard Java GC mechanism, and thus requires that these resources be managed in a more traditional claim-and-dispose manner. The end result is that Eclipse's user interface is generally accepted as being much faster than traditional Java user interfaces.

WOLips is a set of open-source Eclipse plugins that are designed to make the development, debugging, and deployment of WebObjects applications easier. Because it is built on top of the Eclipse platform, all the standard productivity-enhancing features of Eclipse are available -- extensive code completion, context-aware refactoring, incremental compiling, hot code replacement, local and remote revisioning, and many other capabilities that make Eclipse the leading development environment for Java. Additionally, WOLips provides many extensions to the core platform, including plugins for:

 * Building, Launching, Debugging, and Deploying WO Applications and Frameworks
 * A syntax-colored HTML and CSS editor with code completion based on the Eclipse Web Tools Project
 * A form-based .API file editor
 * A .WOD file editor with syntax coloring, code completion, and error-checking (based on component bindings, API files, class path, and HTML template definitions)
 * Incremental compilers for .xcode, .xcodeproj, and PB.project files for backwards compatibility with Apple WO tools (like EOModeler and WOBuilder)
 * WO Application, WO Component, and WO Framework wizards
 * .. and much more

For more information on WOLips, you can visit the WOLips Wiki, or subscribe to the woproject-dev Mailing List.

For a quick tutorial on installing WOLips, take a look at The WOLips Installation Tutorial.


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Singing/Proper posture

Across the spectrum of human culture, from the Chinese opera soloist to the Muslim mu`aziin to the European choirboy, the singer's body is the instrument; and control of the instrument is the foundation of technique.

Buttocks
Contraction of the gluteal muscles is often said to help to counteract the tightened stomach muscles required for full use of the diaphragm. It can also prevent cases of bowback posture, a spinal contortion usually inade of singers trying to gain control over their full vital capacity, at the cost of their posture.

Another school of thought says that tightening the gluteal muscles is degenerative of good and full tone production. In this way of thinking, with the tightening of the gluteals comes a rigidity in the abdominal floor muscles and this precludes the so-called diaphragmatic muscles from being free to move which lessens the depth of tone and causes the diaphragmatic breathing to be limited to frontal movement whereas with a release of the gluteals, that movement can extend downwards into the pelvic cage (causing the butt to expand slightly) and backwards into the lower back (expanding the lower ribs and back). This method is more in keeping with Alexander Technique (a system of ergonomic body use that aids in vocal production).

Palate - Overview
"Raising the soft palate" (the squishy part of the roof of your mouth toward the back) creates a more resonant mouth and opens up the nasopharyngeal space for air to pass over the palate which is an important aspect of singing with your full natural range with no vocal breaks. There are two schools of thought on this (or maybe more). One is that the palate should be released, not so much forced up as high as possible until more skill and co-ordination have been attained. The second school favours a more lifted soft palate ideal.

To release the soft palate (it will release up)
Think of arching the eyebrows up, sometimes called 'bright eyes'. This can help activate the muscles responsible for a lifted palate, which are not recruited in daily activity. Another way is to imagine you are slowly inhaling to smell a yummy rose and want to get as much yummy roseness in your nose as possible.

Nose
The nasopharynx must be open (this is the connection between your throat and your nose and lies in back of your uvula and goes upwards into your head). If your nose is closed off as if you are swimming and don't want water to go up your nose, then your range will be somewhat limited on the upper end and you may use your throat muscles to aid your singing which can be a very big strain on the actual vocal cords.

In your mouth alone there are about a hundred things a pettifogger could come up with to tell you, but let's just stick to the more important ones. Your tongue should not have a groove in the middle but be rounded and resting gently against the bottom teeth (not pulled back from the teeth). A grooved tongue puts undue pressure downwards onto the larynx and prevents the cords from freely functioning and sometimes can cause flatness. You want your jaw to be loose and free to open and close as needed and not locked into a position, be it open or closed. If it is not, your tongue will become more active and this can put undue pressure on your larynx and prevent your cords form freely functioning.

A little tip to tell if you are on pitch is to cup your ear and listen to the note. It makes the sound resound in your ear enabling you to tell if you are on the same pitch.

Diaphragm
Often singing is taught by saying that the singer must have their stomach muscles in action so that they can "sing from your diaphragm". They are further instructed that they must always sing from down low; that they will damage their throat and larynx and such if they try to force sing from the top.

However, this is confusing and ambiguous to many people and it is difficult to explain to someone how to "sing from their diaphragm". An alternative way to achieve this is to put into play good and tension-free posture with an emphasis on body ergonomics, the breathing will naturally come from the "diaphragm" (this is slang for meaning that the lower abdominal muscles and body are involved in the breathing). With "diaphragmatic support" comes a greater depth of tone, less inclination to have the singing unduly centered in the throat, a more even sounding voice, and a reduction or elimination in vocal breaks/cracks.

Ribs
It's usually easiest to begin with your arms and hands at your side. Your ribs are actually quite important. They really have to be free and somewhat controlled in their contraction as you sing, otherwise you will sound breathy and your range will not be as high. However, this is beyond the scope of the skills of the lay person and it's best to pursue this with a vocal instructor.

Stance
Locking your knees is an absolute NO! If you do this, you can block air circulation and cause yourself to pass out. Believe me, this has happened a couple times in a few of my choirs. Locked knees can also cause pelvic tightness which, as we have discussed in the aptly-named "Butt" section, goes against what we want. Standing with your feet about shoulder width will also help you because it provides you with a better base, and if you are nervous on risers you are less likely to fall. Proper alignment can also help the breathing to be more full-bodied and tone to be fuller. One way this is taught sometimes is to put most of the weight onto the balls of your feet without lifting the heels from the floor. This helps again with posture and not locking the knees. A second way is to imagine your feet and sinking down, barefoot, in some thick pond mud. This may re-balance your body a bit and you may feel a sway as this happens.

Just as a human in peril can shout even when contorted, powerful and expressive singing is possible from almost any body position. The fundamentals of vocal performance are, however, generally easiest to master when the body is in what many trained vocalists refer to as a 'neutral' posture -- a state of relaxed readiness to support the whole-body effort of producing the best sound possible.

The commonest posture advice given to beginning voice students is to 'straighten the back' in order to be able to take deep breaths in and control their vocalized exhalation. Practice in front of a mirror is frequently advised, but not truly necessary. The eventual goal is for the singer to unconsciously adjust his or her posture to suit the demands of song, whatever external body position might be required.

The human spine has a natural curvature to it, with a concave lumbar and a convex thorax. Almost every human adult spine is warped from the theoretical ideal in some regard or another, a few to the extent that the condition interferes with good health and good singing. Even the best innate spinal curvature is, however, subject to numerous misalignments that result from imbalances amongst the various muscular pulls that hold the spine upright.

Despite the apparent simplicity of simply standing erect without hunching, leaning, tensing, or over-arching one's spine, a few moments' calm reflection whilst erect usually enables even seasoned professionals with years of singing experience to sense points of unevenness or over-tension. These disparities arise quite naturally in the body with changing states of mind, and are an important and ordinary part of unspoken human language. Eliminating them altogether is as daunting a challenge as standing truly immobile without rigidity; though feasible and sometimes desirable, it can also produce flat and lifeless song. The goals when starting out are less ambitious: Seek to know what your body is doing, and then begin exerting some intention over those active parts of your personal carriage that were heretofore unconscious.

One deceptively simple exercise in attaining what singers call a neutral posture is to imagine the spine lengthening as one stands. Refrain, as much as you can manage, from consciously trying to change your posture. If you can safely maintain your balance, it may even benefit you to stand with your eyes closed. Simply visualize your spine lengthening, as though your body were suspended from the top of your head instead of being supported from below. Fantastical self-suggestions that exceed the strict bounds of reality are often surprisingly helpful; try to feel your feet rooting to the ground or floor, your hips resting firm like the base of a great mountain, your head brushed by cool moist clouds high above. Taken further, this can become almost a mystical exercise in itself; a number of Asian calisthenic meditations employ similar methods. All considerations of spirituality aside, it is technically beneficial towards developing mindfulness of one's own stance.

title: Singing/Proper posture