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Vehicle Identification Numbers (VIN codes)/Volvo/VIN Codes

Volvo Cars uses the following VIN codes and formats:

These VIN number decoding and designation is used primarily only for the North American Market. European and other Asian markets use another nomenclature systems.

Volvo Car Corporation is a registered Swedish based company that was headed by parent group FoMoCo PAG until 2010 when Ford Motor Company sold it to Geely Automobile Holdings Ltd. The Volvo Car Corp still has concerns with its past parent AB Volvo when it comes to vehicle safety systems, crash testing, engines, ocean races, and some parts.

Volvo Car Corp uses World Manufacturer Identifiers beginning with YV and 7JR.

Volvo VIN History and Updates
The Volvo Cars group started using a standard VIN pattern in 1975 on the 164 and 240 series vehicles. Since the VIN specification had not been defined yet, the codes are a somewhat different configuration than modern VIN codes yet still contain much of the same information. The most distinguishable features are the 2 character manufacturer identifier "VC" and 15 character length.

At least European models of 240 series prior to 1981 may have a VIN with 13 characters, or even 12 characters, in this case VIN omitting one number where a two-number motor code should be, right before the year-of-manufacture-letter (B, E, H,L,M for years 1975-1979, respectively). Examples in the internet often prefix the VIN with "VC" or "YV", but this is not always present in these older models.

In 1981 Volvo changed the VIN pattern in accordance with the ISO Standard 3779 for vehicle VIN numbers. Volvo cars sold in North America from 1981 to 1991 had a VIN pattern that is slightly different than Volvo cars produced after 1991. The most significant changes in the post 1991 VIN were the 5th and 8th position characters. The 5th character was changed from representing the safety equipment to represent the body style and safety equipment. This also helped ease the integration of front wheel drive configurations (850 series) into the existing VIN pattern. It seems likely that the old (81-91) position 8 character was combined with the position 5 codes in 1992 which resulted in new codes in the 5th character position. This left the 8th character position open to represent the engine emission control setup.

With the discontinuation of the rear wheel drive models, Ford acquisition, and new series designations (C, S and V series and later XC) in 1999, Volvo VIN patterns changed again. The main change came again to the 5th character representing body style and safety equipment. After 1998 the 5th character changed to represent the vehicle platform. While the information being represented by the character position was somewhat backwards compatible with the codes used prior to 1999, it should be considered representational of a different data set. After 1999 the 4th character should also be considered representational of a new data set for vehicle code to with the change of series designations.

In 2008 the U.S. National Highway Transportation and Safety Administration decided to change the structure of the VIN pattern. For model year 2010 and forward all cars with market code 31 and 39 (USA and Canada) position 4-5 change places with position 6-8 (i.e. 12345678 becomes 12367845).

Position 1 - 3: World Manufacturer Identifier

 * YV1 = Passenger Cars
 * YV2 = Trucks
 * YV3 = Buses
 * YV4 = Multipurpose Passenger Vehicle
 * YV5 = Trucks - Incomplete Vehicle
 * XLB = passenger cars built by Volvo Car BV / NedCar BV
 * LVY = Passenger Cars made in Daqing, China
 * LYV = Passenger Cars made in Chengdu & Luqiao District of Taizhou, China
 * PNV = Passenger Cars made in Malaysia
 * 7JR = Passenger Cars made in USA

 * MHA = PT. Central Sole Agency

Position 5: Safety Equipment, Body Style, Platform Code
[1981-1991] Safety Equipment
 * A = Air bag + 3-point safety harness (seat belt)
 * C = Air bag + 3-point safety harness (seat belt) + seat belt tensioners
 * X = 3-point safety harness (seat belt)
 * Y = 3-point safety harness (seat belt) + seat belt tensioners

[1992-1998] Body and Safety Equipment
 * S = Sedan (4-door) with Air Bag & 3-Point Safety Harness (Seat Belt)
 * W = Wagon (5-door) with Air Bag & 3-Point Safety Harness (Seat Belt)
 * T = Sedan (4-door) 3-Point Safety Harness (Seat Belt) - Canada
 * X = Wagon (5-door) 3-Point Safety Harness (Seat Belt) - Canada

[1999-Present] Vehicle Platform
 * C = All-New C70
 * H = S40 AWD, S60 AWD, S80 AWD
 * J = V50 AWD, V70 AWD
 * K = C30 FWD
 * L = XC60 2WD
 * M = XC90 5-Seater AWD
 * N = XC90 5-Seater FWD
 * R = XC90 5-Seater AWD
 * S = S40 FWD, S60 FWD, S80 FWD
 * T = XC90 R-Design
 * V = V40 FWD
 * W = V50 FWD, V60 FWD, V60 AWD, V60 Plug-In Hybrid (AWD), V70 FWD, V70 AWD
 * Y = XC90 7-Seater FWD
 * Z = XC60 AWD, XC70 AWD, XC90 7-Seater AWD, EX30

[2013-Present]
 * M = V40, V40 Cross Country AWD

Position 6- 7: Engine Code
Vin   Engine
 * 11 = B17A
 * 15 = B20F
 * 16 = B4204S
 * 20 = B200G
 * 21 = B19A, B200FT
 * 22 = B200GT
 * 24 = B19E/B200E
 * 25 = B204FT
 * 26 = B19ET
 * 27 = B200F
 * 37 = D20
 * 41 = B21A
 * 44 = B21E
 * 45 = B21F (1976-81 US, 1976-80 CDN, 1976-84 JAPAN)
 * 46 = B21ET
 * 47 = B21FT
 * 48 = B21F-LH (LH-Jet 1.0)
 * 49 = B21F-MPG (1981-82)
 * 61 = B27A
 * 62 = B28A
 * 64 = B27E
 * 65 = B27F
 * 68 = B28E, B280E
 * 69 = B28F, B280F
 * 74 = D24 TIC with EGR
 * 75 = D24 TIC without EGR
 * 76 = D24T
 * 77 = D24 (1980-1984)
 * 80 = B230G
 * 81 = B23A, B230A, B230FK
 * 82 = B230GT, B230FD (LH 3.1)
 * 83 = B230FD w/pulsair (LH 2.4)
 * 84 = B23E, B230E, B230GK
 * 85 = B230FB
 * 86 = B23ET, B230ET (1983-88), B230FT - EGR (1994-98?)
 * 87 = B23FT (LH 2.1), B230FT (LH 2.2, 2.4) - non EGR (1984-98)
 * 88 = B23F (1983-1984 - LH 2.0), B230F (1985-95 - LH 2.2, 2.4)
 * 89 = B234F
 * 92 = B6244F
 * 93 = B6254F
 * 95 = B6304F/S 1992-94
 * 96 = B6304S 1995-98
 * 98 = N6304G
 * 99 = B6254G

 * 11/12 = B4164  1995-2004 105HK
 * 10 = B4164S2  2000-2004 109HK
 * 13 = B4184SM  1998-2000 125HK
 * 15 = B4184S3
 * 12 = B4184S 1,8  1995-1999 115HK
 * 14 = B4184S2 1,8  2000-2004 122HK
 * 26 = B4184SJ 1,8i 1995-2004 125HK
 * 28 = B4184S10
 * 30 = B4184S9
 * 16 = B4204S 2,0  1995-2004 137HK
 * 17 = B4204S2 2,0  1995-2004 136HK
 * 19 = B4204T 2,0T  1998 160HK
 * 25 = B4204T2 2,0T  1999-2000 160HK
 * 29 = B4204T3 2,0T 2001-2004 160HK
 * 27 = B4204T4
 * 18 = B4194T T4  1998-1999 200HK
 * 24 = B4194T2  2000 200HK
 * 37 = B4204T5 2001-2004 200HK
 * 73 = D4192T2 1,9d 1999-2001 95HK
 * 78 = D4192T4 D 2001-2004 102HK
 * 70 = D4192T3 1,9D 2001-2004 115HK

 * 04 = B4204S4 C30/S40/V50/V70 2.0 Flexifuel FWD
 * 08 = B4184S8 C30/S40/V50/V70 1.8 Flexifuel FWD
 * 17 = B4204S2 V40 2.0l FWD
 * 18 = B4194T V40 1.9l Turbo FWD
 * 20 = B4164S3 C30 1.6 FWD
 * 21 = B4184S11 V50/S40 1.8
 * 30 = D5244T18 XC90 2.4 AWD
 * 31 = D5204T7 XC60
 * 38 = B5244S4 C30/S40/V50 2.4i FWD
 * 39 = B5244S7 S40/V50 2.4i FWD
 * 40 = B4204T11 S60/V60 2.0 T5 FWD
 * 41 = B5202S 850/V70 2.0i FWD
 * 43 = B5204T3 850/V70/S80 2.0 T5 FWD, or B4204S3 S80(2.0F 2007-2010)
 * 47 = B5204T 850/V70 2.0 T5 FWD
 * 50 = B5234T4 V70 R AWD
 * 51 = B5252S 850/V70 2.5i FWD or D5204T6 V40/V40CC D3/D4
 * 52 = B5254T4 S60/V70 R AWD
 * 53 = B5234T3 S60/V70 T5 FWD
 * 54 = B5244T5 S60 T5 FWD
 * 55 = B5254S; B5254FS 850/V70/S70 FWD
 * 56 = B5254T S70/V70 GLT FWD V70 XC AWD - 1999
 * 56 = B5244T 2000 -
 * 57 = B5234T 850/V70 2.3T FWD Turbo
 * 58 = B5234T5 1995-1997 850 T-5R/R ; B5244T3 S60/V70/S80/XC70 2000 -
 * 59 = B5254T2 S80/S60/XC90 2.5T FWD/AWD, V70 2.5T FWD, XC70 AWD
 * 60 = B5254T10 V70/S80 2.5t FWD/AWD
 * 61 = B5244S S60/V70 2.4 FWD
 * 64 = B5244S6 S60/V70 2.4 FWD
 * 65 = B5244S2 S80/V70/S60 2.4 FWD
 * 66 = B5244S5 S40/V50 2.4 FWD
 * 67 = B5254T7 C30/C70/V50 T5 FWD/AWD
 * 68 = B5254T3 S40/V50 T5 FWD/AWD
 * 69 = D5244T5 S80/V70 2.4D FWD
 * 70 = D4192T3 S40/V40
 * 70 = D5244T10 XC60 AWD D5(205)
 * 71 = D5244T4 V70 AWD D5(185), XC90 AWD D5(185)
 * 72 = D5252T S70/S80 2.5TDi FWD
 * 73 = D4204T5 S60/V60
 * 73 = D4192T2 S40/V40
 * 74 = D5244T2
 * 75 = D4204T C30, S40 2.0D
 * 76 = D4164T V50, 1.6D (PSA-Ford Engine)
 * 77 = D5244T8 S40 D5 AT
 * 78 = D4192T4 S40/V40
 * 79 = D5244T D5(163)
 * 81 = D5244T7 V70 2,4 D5 93kW (2005-2007)
 * 82 = D5244T15 XC60/V60 AWD D5(215)
 * 84 = D4162T C30, V50, V70, S60 1.6D/DRIVe (PSA-Ford Engine)
 * 85 = B8444S XC90/S80 V8 AWD
 * 88 = D5204T3 XC60
 * 90 = B6284T S80 2.8 T6
 * 91 = B6294T S80/XC90 2.9 T6
 * 94 = B6294S S80 2.9 FWD
 * 97 = B6304S S80 2.9 FWD
 * 98 = B6324S XC90/S80/V70 3.2 FWD/XC70 AWD
 * 99 = B6304T4 S80 3.0 T6 AWD
 * A0 = B4204T43 S60/V60 Polestar 2.0L (362 hp)
 * A2 = B4204T27 S60/V60, XC60, S90/V90, XC90 2.0 T6 (320 hp)
 * A3 = B4204T29 S60/V60, XC60, S90/V90, XC90 2.0 T6 (310 hp)
 * A4 = D4204T11 S60/V60, XC90 D5
 * A5 = D5244T21 V60 2.4 D4
 * A6 = D4204T12 XC40 D4
 * A8 = D4204T14 V40, V60, 2.0 D4
 * A9 = B6304T5 S60/V60 Polestar 3.0L (350 hp)
 * AA = D82PHEV V60 Plug-In Hybrid
 * AC = B4204T47 XC40 T4
 * AJ = D5244T22 (220 hp)
 * BR = B4204TSH S60/V60 T8, S90/V90 T8, XC60 T8, XC90 T8 (313hp+87hp)
 * BK = B4204TSH S60/V60/XC60 T8 Polestar Engineered (328hp+87hp)

Position 8: Body Style/Emissions Code
[1981-1991] Body Style
 * 2 = 2 Door / 2 Door Coupe (US/Canada Bertone)
 * 4 = 4 Door
 * 5 = 5 Door (Wagon)
 * 7 = 2 Door Coupe (Bertone - European market)

[1992-Present] Emission Control Equipment
 * 0 = non-EGR / Engine codes 82, 83, 87, 88; SULEV+ (Super Ultra Low Emissions Vehicle) / Engine Codes 39, 55, 64, 72
 * 1 = EGR / Engine codes 82, 83, 86, 88
 * 2 = ULEV2 (Ultra Low Emissions Vehicle) / Engine Codes 38, 41, 51, 59, 61, 67, 68, 85, 98, 99
 * 4 = Engine Codes 71
 * 5 = ?
 * 7 = LEV2 (Low Emissions Vehicle) / Engine Codes 52, 54
 * 8 = Engine Codes 70
 * C = EURO 6
 * D = L6
 * K = What the mean???
 * L = What does it mean?
 * V = what does it mean?

Position 9: Gearbox/Check Digit

 * USA /Canada Check digit
 * Elsewhere used for gearbox:
 * 700/900/90 series gearbox
 * 1 = M90 manual
 * 2 = M46 Manual
 * 3 = M47 Manual
 * 5 = ZF22
 * 6 = AW70/71/72 lock-up
 * 7 = AW70/71 no lock-up
 * 850/60/70/80 series
 * 1 = M59 manual
 * 2 = M56 Manual
 * 3 = M58 Manual
 * 4 = M66 Manual
 * 5 = AW55-51SN Auto
 * 6 = AW42 Auto
 * 7 = AW50AWD Auto
 * 8 = AW42AWD Auto
 * 9 = AW55-50SN Auto C30/V50, AW55-51 S40D5 AT
 * 0 = AWTF-80 SC
 * 2 = MTX75 Manual

Position 10: Year Model Code
See: Vehicle Identification Numbers (VIN codes)/Model year

Position 11: Plant of Assembly Code

 * 0 = [Sweden] Kalmar Plant
 * 1 = [Sweden] Torslanda Plant VCT 21(Volvo Torslandaverken) (Gothenburg)
 * 2 = [Belgium] Ghent Plant VCG 22
 * 3 = [Canada] Halifax Plant
 * 4 = [Thailand] - Thai-Swedish Assembly Co. Ltd.
 * 5 = [Malaysia]
 * 6 = [Australia]
 * 7 = [Indonesia]
 * B = [China] - Chengdu
 * D = [Italy] - Bertone models 262C (US/CDN), 780
 * E = [Singapore]
 * F = [The Netherlands] Born Plant (NEDCAR)
 * G = [United States] Charleston Plant
 * J = [Sweden] Uddevalla Plant VCU 38 (Volvo Cars/AutoNova/Pininfarina Sverige AB)
 * P = [China] - Daqing
 * S = [China] - Zhangjiakou


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Vehicle Identification Numbers (VIN codes)/Land Rover/VIN Codes

From 1948 to the early eighties, Land Rover used for their cars chassis numbers of their own format. These formats are described in the table below. Since 1980 Land Rover deploys the standard 17-character Vehicle Identification Number (VIN), complying with international standards.

Car details can be derived (decoded, calculated) from the chassis numbers and the VIN. Typically, the model (Defender, Discovery, Range Rover, Freelander), model type (station wagon, three/four door, etc), wheelbase (90 inch, 100 inch, 110 inch, etc.), engine, LHD/RHD, gearbox, and model year is included in the VIN.

Plant Codes

 * A - Solihull, West Midlands, England, UK
 * H - Halewood, Merseyside, England, UK
 * 2 - Nitra, Slovakia

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


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User talk:Dutchkelt

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 04:41, 8 December 2007 (UTC)

title: User talk:Dutchkelt


text:
User talk:Mrmagee2759~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 04:43, 8 December 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Mrmagee2759. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mrmagee2759~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:16, 19 April 2015 (UTC)

title: User talk:Mrmagee2759~enwikibooks


text:
Talk:Past LSAT Explained/PrepTest 41

contributa!

title: Talk:Past LSAT Explained/PrepTest 41


text: User talk:220.75.15.142

title: User talk:220.75.15.142


text:
Web 2.0 and Emerging Learning Technologies/Introduction of PLE

Introduction
There have been many changes in the field of e-learning. The biggest difference is that the learner generates content. As an example,the content of the book titled with "Web_2.0_and_Emerging_Learning_Technologies" is constructed by learners who take part in the collaborative acedemic project Curt Bonk from Indiana University,USA.

The technology and tools which support the learner to produce content have made rapid proliferation, almost, worldwide, since the emergence of blog. These technologies and tools can be divided into two types. One is to help the users to create content, such as Flickr, YouTube, Slideshare, and Haokanbu from China, etc. The other is to assist users to adopt new ways of managing knowledge and improving efficiency, such as RSS,Tag,Social Bookmarking,etc. The generic term for these different technologies and tools is social software, and its purpose is to support group interaction.

(Blogs and wikibooks are parts of a PLE but not everything. I consider PLE a concept, rather than a website, software, or any other online community. In addition to some examples of web 2.0 software and websites, a deeper illustration of the emerging concept should be provided.)

In addition, the development of open source exercises a great influence on education. Open source projects such as MIT's OCW, OpenCourseWare Consortium, Wikipedia, including Linux and OpenOffice,etc., offer more opportunities.

All these changes have showed that the learner has more power controlling the learning environment. This was described by Stephen Dowens(2007) in that the management of learning migrates from the institution to the learner.This is the premise of what the PLE explores.

(A personalized learning environment (PLE), as the name suggests, is personal and differs individually. In an introduction of the concept of PLE, I expect a general idea at first and later some details and examples, which might be clearer for readers who have no idea of PLE before.)


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Horticulture/Lonicera x heckrottii

Lonicera x heckrottii is a garden hybrid, grown for its showy clusters of pink flowers and evergreen foliage. Flowers are produced throughout the year, even in winter.

Description
This is a vigorous, twining vine, leaves are opposite, fused at the top. The flowers are in terminal clusters of 5-10, pink, and tubular.

Growing Conditions
Requires a trellis or fence for support. Performs best in rich, well-drained soils in full sun. For winter flowering, shelter from wind is helpful.

Pests and Diseases
Problems are uncommon. See ../Lonicera/ for a list of pests and diseases affecting the genus.

title: Horticulture/Lonicera x heckrottii


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Horticulture/Helleborus x hybridus

The most commonly grown hellebores are the hybrid types.

Description
Hybrid hellebores are clumping, low-growing plants with evergreen foliage and showy flowers in winter and spring.

Growing Conditions
These plants grow well in both full sun and dense shade.

Varieties
Numerous cultivars are available in the trade, and the plants freely hybridize so that seedlings are often quite different from the parent plants.

title: Horticulture/Helleborus x hybridus


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Horticulture/Helleborus niger

The Christmas rose is among the earliest hellebores to bloom, with creamy white flowers and glossy foliage.

Description
Helleborus niger is a low-growing herbaceous plant with evergreen foliage. Leaves are in basal rosettes, dark green and glossy, and palmately lobed.

The flowers are produced on scapes from the crown in winter or very early spring.

Growing Conditions
Grows best in deciduous shade in deep, moist, humus-rich soils.

Maintenance
Cut off the previous years leaves when they become ratty

Propagation
By seed or division.

Pests and Diseases
See ../Helleborus/

title: Horticulture/Helleborus niger


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Horticulture/Spiraea thunbergii

Spiraea thunbergii (Thunberg's meadowsweet, Baby's Breath Spiraea, or Thunberg's Spiraea) is a plant in the rose family, native to Japan and China, and a popular landscape shrub in southeastern U.S.

Description
Spiraea thunbergii is a small, long-lived shrub with thin, flexible stems. The flowers are white, borne in early spring (late March to early April) and late fall. It reaches a height of 1.5-1.8 meters (4-6 ft) and is about as wide. The alternate, simple, almost linear leaves are semideciduous.

Growing Conditions
Grows and flowers best in full sun.

Varieties
This species forms an interspecific hybrid with Spiraea japonica L. fil.

In the horticultural trade one can obtain several varieties of Spiraea thunbergii, such as 'Mt Fuji' (white flowers), 'Ogon' (bright yellow flowers), 'Mellow yellow' and 'Fugino pink'

Uses
This plant produces phytotoxic cis-cinnamoyl glucosides and cis-cinnamic acid The plant-growth inhibition characteristics can be used against diverse species as lettuce (Lactuca saliva), pigweed (Amaranthus retroflexus), red clover (Trifolium pratense), timothy (Phleum pratense), and bok choy (Brassica rapa var chinensis). The characteristics of these natural chemicals indicate a potential role of cis-cinnamic acid and its glucosides as allelochemicals (chemicals, released from plants, that cause an interaction between plants and other living organisms) for use as plant growth regulators and weed suppression in agricultural fields and in natural ecosystems.

Maintenance
Prune in spring just after flowers. Can be grown as a cutback shrub, or trimmed as a hedge.

Propagation
Propagated by stem or root cuttings.

title: Horticulture/Spiraea thunbergii


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Cookbook:Red Bean Paste

 * Vegetables | Beans | Chinese Cuisine

Red bean paste (in simplified Chinese: 红豆沙, in traditional Chinese: 紅豆沙, Pinyin: hóngdòushā, meaning "red bean sand", due to its texture) is a sweet paste used for many things in Chinese, Japanese and Korean cuisine. It is made from mashed adzuki beans (known as red beans in Chinese), mixed with sugar.

A range of texture from coarse and gritty to fine and smooth is possible. For a coarse paste, boil the beans for less time and mash by hand. For a fine paste, boil for longer and use a blender to mash the beans.

Ingredients

 * 200 ml dried adzuki beans
 * Water as needed for soaking and boiling
 * 150 ml sugar
 * 75 ml vegetable or peanut oil for frying

Procedure

 * 1) Wash the beans, checking for and removing any that are damaged or diseased. Soak the beans in cold water for at least 4 hours or, preferably, overnight. This softens the beans slightly and reduces the cooking time greatly.
 * 2) Drain the beans and rinse once soaked.
 * 3) Place into a small saucepan and cover with water. Bring to the boil.
 * 4) Simmer the beans for 1½–2 hours, until soft and disintegrating slightly. Longer boiling will result in a smoother paste. Remember to top up the water occasionally so the beans don't boil dry and burn.
 * 5) Drain away the water.
 * 6) Depending on the desired texture, mash the beans by hand (coarse) or in a blender (fine) until they are as you want. Note that the paste is very thick, so if using a blender, it is easier to do it a bit at a time.
 * 7) Stir in the sugar. You should now have a thick but damp paste.
 * 8) Preheat the oil in a frying pan or wok, and fry the bean paste, using a spatula or spoon to stir, until the water has been driven off. The bean paste will now be quite dry, with a slightly grainy texture.
 * 9) Cool, and store in an airtight container until needed. This paste will keep for at least a week in the fridge.

Use
Red bean paste is used in many recipes:
 * As a filling for baozi
 * As a filling for daifuku
 * As a filling for mooncakes
 * As an ingredient in red bean soup
 * As a filling for tangyuan, boiled glutinous rice balls
 * For zongzi, made of steamed or boiled rice and red bean paste
 * Spread on toast, much like peanut butter or jam

Notes, tips, and variations

 * 75 ml sounds like a lot of oil, but it is required to drive out the water properly.

title: Cookbook:Red Bean Paste


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Web 2.0 and Emerging Learning Technologies/Definition & History of PLE

Definition of Personal Learning Environment (PLE)

In 1999, Bransford suggested “knowing where one is in a landscape requires a network of connections that link one’s present location to the larger space.(Bransford, 1999:127). The idea of PLE makes this statement concrete. Every individual has his or her own network of learning from schools, friends, libraries or the Internet. Greeno (1999) stated “learning to live in an environment is learning your way around, learning what resources are available, and learning how to use those resources in conducting your activities productively and enjoyably” (Greeno, 1991:175). This perspective has not changed but could be applied to the emerging idea of PLE as well. An individual not only can be educated through traditional schooling but can learn multiple resources now readily available through technology, even get an online degree.

The idea of Personal Learning Environments (PLEs) was initially discussed in 2001 by Olivier and Liber, later many others contributed to enrich the concept, such as, Stephen Downes, Ray Sims, Mark van Harmelen, George Siemens, James Farmer, Michelle Martin, Scott Wilson, Steve Barth, Terry Anderson, Will Richardson, and David Delgado to name a few. Simply, PLEs help people control and arrange their own learning process and provide supports to “(1) set their own learning goals (2) manage their learning; managing both content and process and (3)communicate with others in the process of learning and thereby achieve learning goals.” http://en.wikipedia.org/wiki/Personal_Learning_Environment

The term, PLE, also suggests “a collection of tools, brought together under the conceptual notion of openness, interoperability, and learner control.”(George Siemens) http://www.elearnspace.org/blog/archives/002884.html

An authoritative definition of PLEs does not yet exist. However, various ideas could be found on the Internet:

(1)“the heart of the concept of the PLE is that it is a tool that allows a learner (or anyone) to engage in a distributed environment consisting of a network of people, services and resources. It is not just Web 2.0, but it is certainly Web 2.0 in the sense that it is (in the broadest sense possible) a read-write application.” (Stephen Downes, 2006) and Downes describes PLE as “an aggeration of tool, service,people and resources.”

(2) “a collection of tools, brought together under the conceptual notion of openness, interoperability, and learner control.” http://www.elearnspace.org/blog/archives/002884.html

(3) “a facility for an individual to access, aggregate, configure and manipulate digital artifacts of their ongoing learning experiences.” (Ron Lubensky) http://members.optusnet.com.au/rlubensky/2006/12/present-and-future-of-personal-learning.html

(4) “a collection of free, distributed, web-based tools, usually centered around a blog, linked together and aggregating content using RSS feeds and simple HTML scripts.” (Sean FitzGerald) http://seanfitz.wikispaces.com/creatingyourple

A PLE is a concept, rather than a website, software or any online community. PLEs change, grow and cover various medium. Within traditional, formal, education a PLE was never a focus because the environment was created by the teacher or an admisinstration. Now, with advanced communication technology, individuals can and should be encouraged to construct their own learning maps or PLEs.

Here’s an example of a PLE, a mind map of Ray’s PLE : http://simslearningconnections.com/ple/ray_ple.html.

An individual could establish his or her own PLE by a personal blog with web links and RSS subscriptions, or one can combine his or her institutional education and other learning resources with a LMS (Learning Management System). ANother example, is a PDA that is Internet enabled. PLEs differ from time to time, case by case.

Reference

boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html

Bransford, J. (Ed.). (1999). How People Learn: Brain, Mind, Experience and School. Retrieved December 8, 2007, from http://books.nap.edu/html/howpeople1/

Downes, Stephen (2005). E-learning 2.0. Retrieved December 7, 2007, from http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1

Olivier, Bill, & Liber, Oleg. (2001) Lifelong Learning: The Need for Portable Personal Learning Environments and Supporting Interoperability Standards. The JISC Centre for Educational Technology Interoperability Standards, Bolton Institute December 2001.


text:
User:Laleena/Wikibooks Newspaper

Hello there. The Wikibooks newsletter is going up right here.

To Do

 * Ask Wikipedia Signpost if they can help.
 * Design format/template.

title: User:Laleena/Wikibooks Newspaper


text:
User talk:Higgyb

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * Make sure to sign your posts and comments with four tildes, like this: ~~~~
 * There is a box at the top of the edit window (if javascript is enabled on your browser) that will insert it too (looks like part of a signature). This will let others know who left it, and make it easy to reply back to you.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * Wikibooks is a collection of open-source textbooks. (What is Wikibooks).
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Reading Room with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Help us by participating in policy and guideline creation.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Reading Room, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add that page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic (talk) 14:29, 8 December 2007 (UTC)

title: User talk:Higgyb


text:
User talk:Spica61

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * Make sure to sign your posts and comments with four tildes, like this: ~~~~
 * There is a box at the top of the edit window (if javascript is enabled on your browser) that will insert it too (looks like part of a signature). This will let others know who left it, and make it easy to reply back to you.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * Wikibooks is a collection of open-source textbooks. (What is Wikibooks).
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Reading Room with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Help us by participating in policy and guideline creation.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Reading Room, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add that page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic (talk) 14:30, 8 December 2007 (UTC)

title: User talk:Spica61


text:
User talk:Vary

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
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 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Reading Room, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add that page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic (talk) 14:30, 8 December 2007 (UTC)

title: User talk:Vary


text:
User talk:Raajoo2000in

Welcome message
Hello, and welcome to Wikibooks!

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 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * Wikibooks is a collection of open-source textbooks. (What is Wikibooks).
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
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 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Reading Room, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add that page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic (talk) 14:30, 8 December 2007 (UTC)

title: User talk:Raajoo2000in


text:
User talk:Paranoidrocker

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * Make sure to sign your posts and comments with four tildes, like this: ~~~~
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 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * Wikibooks is a collection of open-source textbooks. (What is Wikibooks).
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Reading Room with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Help us by participating in policy and guideline creation.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Reading Room, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add that page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic (talk) 14:30, 8 December 2007 (UTC)

title: User talk:Paranoidrocker


text: Category:Book:Old Church Slavonic

title: Category:Book:Old Church Slavonic


text: Template:Serbian

title: Template:Serbian


text:
Serbian/Grammar

This is a short overview of the grammar of the Serbian language. It is not meant to be a comprehensive set of lessons, but rather a reference to complement word entries in Wiktionary. Although this is an overview of Serbian grammar.

Gender
There are three grammatical genders in Serbian: masculine, feminine, and neuter. Each noun has its own grammatical gender, while adjectives correspond to the gender of the noun.

Gender of the subject also affects the verbs in the past tense. For example, if a person was working, the verb to work (raditi) will change depending on the gender of the subject. If the subject is the first person singular I (ja), the verb will change depending on who is speaking to either male or female form. E.g. a male may say: "Ja sam radio" (I worked), while a female may say: "Ja sam radila".The verb raditi, that means to work,composes the past for with verb biti-like ausiliar-with raditi in different forms declinated.

Number
There are two grammatical numbers: singular and plural. Three common suffixes for plural are i (usually for masculine nouns), e (usually for feminine nouns), and a (usually for neuter nouns). For example:
 * automobil -> automobili
 * flaša -> flaše
 * pismo -> pisma

Some nouns have only plural form, so one word has to be used for both. E.g. pantalone or naočare.

Collective nouns
A special case of nouns are collective nouns. They are not a separate grammatical number but a basic noun form and designate a group of things which are numerous and uncountable. For example:

 * javorov list ("maple leaf", designates just one leaf)
 * listovi u herbarijumu ("leaves in a haerbarium", there are several leaves and the exact number is known)
 * lišće u šumi ("bunch of leaves in a forest", designates a bunch of leaves as an entity)

Cases
The Serbian language uses seven cases, for both singular and plural, for nouns and adjectives. Adjectives follow the noun in declension.

Plural case examples

 * *Please note that there are several declension patterns depending on the word that is being used. Normally, words of same ending and gender follow the same pattern.  Sometimes, even if the gender is the same, the word might not have the same declension pattern.

The alphabets
Serbian language can be written either using Latin (latinica) or Cyrillic (ćirilica) script, the ONLY slavic language to do so. Both scripts were in common usage in much of Yugoslavia. Each letter represents only one sound and vice versa. The two alphabets can be transliterated between each other letter for letter.

 * Please note that in the Latin script LJ, NJ, and DŽ are each considered as one letter corresponding to Cyrillic Љ, Њ, and Џ respectively.
 * Also, because of the different fonts and keyboard styles, the Latin letter Đ is sometimes written as DJ. Đ is accepted and correct, while DJ is not.

Serbian Latin alphabet compared to Serbian Cyrillic alphabet in azbuka order:

Serbian Cyrillic Unicode fonts
Please note that it is recommended for better viewing of Wiktionary, Wikipedia, and their other sister sites that you use fonts which support the Unicode system. The Unicode Cyrillic font includes Cyrillic characters for Russian, Serbian, and most other languages that use Cyrillic fonts. However, there is a flaw to the Unicode Cyrillic fonts when it comes to Serbian. The flaw is in the italic forms of five characters and in the roman (regular) form for one of those characters. The five characters are: b, g, d, p, and t. Those glyphs displayed currently with Unicode Cyrillic fonts are based on Russian Cyrillic and not Serbian Cyrillic. Serbian variants can be applied automatically ONLY if supported by the fonts used. The following is a Unicode Cyrillic letter t displayed in its roman form first and italic form following: roman: т italic: т If the italic form appears as a Latin letter m, then the font is displaying it using the Russian Cyrillic (or current Unicode Cyrillic) system. The difference in the italic glyphs for the current Unicode Cyrillic font system and the Serbian Cyrillic can be seen and explained on the following links:
 * Serbian Cyrillic Letters BE, GHE, DE, PE, TE
 * Microsoft's Typography: Glyph Processing
 * Unicode.org - Where is my character?

Serbian Italicized Cyrillic letter ш
Please note that until recently in Serbian the letter ш used to be displayed as it is displayed currently (ш), except that it had a line under it. It is very unlikely that you will come across this letter online, but if you do, just remember that it is the letter ш. Some older fonts do support it and use it instead of ш.

Capitalization of words
The following words are capitalized in the Serbian language:
 * The first word in a sentence: Čovek je šetao gradom.
 * The first word in a quoted text: Petar reče: "Sutra ću kupiti automobil".
 * Personal pronouns and pronoun adjectives used in formal speech: Predlog koji ste Vi izneli je dobar.
 * Names:
 * Personal names, nicknames and surnames: Ana, Petar, Boris, Jovana, Jela, Jovanović, Petrović.
 * Adjectives of personal names only: Anin, Petrov, Borisov.
 * Names of buildings: Stari most, Beograđanka, Ajfelova kula, Kip slobode.
 * In the names of towns, countries and continents all nouns and adjectives are capitalized: Novi Sad, Sarajevo, Evropa, Sjedinjene Američke Države.
 * Ethnicities and nationalities: Amerikanac, Francuz, Nigerijac.
 * Citizens of towns: Novosađanka, Sarajlija, Parižanin.
 * The first word of a street name is always capitalized, others are capitalized if it is a proper noun: Ulica neznanih junaka, Njegoševa ulica, Ulica Nikole Tesle.
 * Names of geographic locations, such as mountains, lakes or rivers are written with the first word capitalized, and the others if they are proper nouns: Jadransko more, Dunav, Bokokotorski zaliv, Ada Ciganlija.
 * Names of space bodies: Sunce, Mesec, Mars, Zemlja, Mlečni put.
 * The first word of names of institutions are always capitalized, others are capitalized if it is a proper noun: Srpska akademija nauka i umetnosti, Osnovna škola "Petar Petrović Njegoš", Nacionalna štedionica.
 * The first word of names of books, magazines and other publications are always capitalized, others are capitalized if it is a proper noun: Vojna enciklopedija, Na Drini ćuprija, Đavo u Sarajevu.
 * Names of holidays: Nova godina, Bajram, Božić.

Question particle li

 * The question particle li is always written separately from other words. For example:
 * Da li čitaš knjigu? (Are you reading a book?) or
 * Čitaš li knjigu?

 * Unless, it is used to form contractions. A contraction formed by li particle (normally) occurs by dropping the i and joining the l with the previous word.  For example:
 * Da l' čitaš knjigu?

Negation particle ne

 * In front of verbs, ne is almost always written separately, for example:
 * ne umem (I do not know how)
 * ne želim (I do not want/wish)
 * ne volim (I do not like)

 * The following verbs are written as one word. They are not really an exception, as they are verbs of their own.
 * neću (I do not want) (I will not)
 * nemam (I do not have)
 * nemoj (do not, imperative)
 * nisam (I am not)

title: Serbian/Grammar


text:
Rhetoric and Composition/Teacher's Handbook/Teaching Annotated Bibliography

Annotated Bibliography

An annotated bibliography or annotated bib is a bibliography (a list of books or other works) that includes descriptive and evaluative comments about the sources cited in your paper. The annotated bibliography is the first step to writing a successful research paper. It is beneficial for students as well as instructors. By assigning an annotated bibliography, students will begin their research long before the actual research paper is due, so they are not scrambling at the last minute to find sources. It also allows the instructor to evaluate the sources before students begin writing their papers.

There are several elements to be considered when teaching this unit:

 * Choosing a topic
 * Teaching research-where/how to find sources
 * Finding a variety of credible sources
 * Teaching proper style and documentation (MLA, APA, etc.)

Choosing A Topic

How do we get students to choose interesting, fresh topics? One way may be to first ban certain cliched, overdone topics. Some of these may include: Genocide, abortion, war, the legalization of marijuana, global warming, lowering the drinking age, and gun control. There will be a collective groan from the class, but they will get over it. There are many other topics students can write about, and by banning certain topics, students will need to really think about what they want to write about.

Brainstorming: A quick way to do this is to have students write for a few minutes about topics that interest them. This will help get the wheels in motion.

The Library: Library time is helpful too-let the students browse the internet, magazines, newspapers, books, etc. to give them inspiration. It is helpful to have students go through a library orientation in a classroom computer lab, with special attention paid to researching scholarly databases (such as JSTOR) that may house credible information about their future topics.

Narrowing: Sometimes it can be beneficial for the students to have a spectrum of topics to choose from. For example, requiring the student's topic to be within a time period, like the 1960, can help eliminate cliché topic selections. Or, narrowing the choice to, for example, a historical figure, social movement, foreign country, or theme, will make the paper seem more manageable.

The Proposal: Once students have chosen a topic, it's time to get your approval. Have students write a one page proposal about their topic. The proposals should include: the subject of the paper, the stance they plan to take, what they know, what they don't know, what they plan to learn while doing their research, the list goes on... By doing this you can put out any fires before they start. Once they have your approval, the next step can begin.

Teaching Research-Where/How To Find Sources

Source Limits: One of the first things you will need to determine when assigning the bibliography/research paper is the number and variety of sources students will be required to include. The students first instinct will be to go straight to the internet for all of their research, so it helps to put a limit on the number of sources you will allow from a particular medium.

The Library: Again, scheduling library time will be extremely helpful. By doing a library orientation students can become familiar with the many types of resources the library has to offer. One of the most important tools are the scholarly databases (JSTOR, CQ Researcher), these will help students find scholarly journal articles about their chosen topics. (More examples)

Finding A Variety of Credible Sources

Source Types: Once students have the tools to do their own research, the next step is to help them determine whether or not a sources is credible. These questions will be helpful for all sources, but particularly for internet sources. Remind students to get bibliography information from all of their sources as they are searching, this will cut down on having to backtrack later.

Remember to differentiate between they types of sources you want them to have. Help them to understand the difference between scholarly journals, trade journals, and popular journals. Sometimes it my be appropriate, especially if the topic is about popular culture, to use non-scholarly sources.

Evaluating Resources Questions

 * What type of website is it? A .com is a commercial site, a .gov is a government site, a .org is a non-profit organization, and a .edu is an educational institution.
 * What type of source is it? A book, magazine? Does the author or publication have any particular bias?
 * Who is the source/author? Cites without an author may have questionable validity.
 * What are the author's qualifications/expertise?
 * When was the web page last updated?
 * Was the source ever in print form? Video form?

Teaching Documentation/Citation Teaching Documentation can be difficult, but the key here is practice. Students need to familiarize themselves with the style guide they will be using. A good way to do this is simply to bring citation information (author names, titles, etc.) and have students practice finding the correct way to site each source using their text. Also, bringing in examples of annotated bibliographies will give them a good visual example of what it is supposed to look like.

Sample Assignment Sheets

Sample Assignment One

Overview: An annotated bibliography is a list of citations to books, articles, and websites with a small, descriptive paragraph. Annotated bibliographies generally have the following components: a summary, an evaluation of credibility, and a description of how the source fits in to your paper.

Directions: Write an annotated bibliography with 8-10 scholarly sources. Each annotation should be about 150 words and be in MLA format. The topic of your annotated bibliography should relate to the topic you choose for your research paper.

Your bibliography should include (as a minimum):
 * One book
 * Four scholarly articles from the library databases (check on the library's website) or chapters of an anthology (found in person at the library)
 * The remaining can be websites, online encyclopedias, etc.

Grading: The annotated bibliography is worth 5% of your total grade.

Your grade will be determined based on the following components:
 * Validity: are the sources you have chosen valuable in the field of research?
 * Scholarliness: are your sources scholarly, credible, and/or peer reviewed?
 * Citation: are your sources documented properly and according to MLA?
 * Evaluation: did you evaluate the source in a clear and fair manner?
 * Assignment: did you fulfill the requirements of the assignment?

Sample Assignment Two

Writing an Annotated Bibliography

Definition:

An annotation is a brief summary of a book, article, or other publication. An abstract is also a summary, but there is a difference between the two. An abstract is simply a summary of a work, whereas the purpose on an annotation is to describe the work in such a way that the reader can decide whether or not to read the work itself. A bibliography, of course, is a list of writings and is a standard appendage to scholarly books or articles. An annotated bibliography helps the reader understand the particular usefulness of each item. The ideal annotated bibliography shows the relationships among individual items and may compare their strengths or shortcomings.

Characteristics:

Conventional and accepted rules of good writing should be followed: 1. Brevity and clarity are essential; 2. Avoid abbreviations; 3. Do not report information in the title; 4. Remain objective and avoid introducing personal prejudices.

Length:

Although there is no lower limit, annotations should not exceed 150 words.

Person:

Third person should always be used.

Language and Vocabulary:

Use the vocabulary of the author, as far as possible, to convey the ideas and conclusions of the author; paraphrasing can lead the reader into channels of thought unintended by the author. In cases where you decide to include a quotation excerpted from the work, set it within quotation marks. Avoid introducing annotations with superfluous and/or redundant phrases like “The author states,” “This article concerns,” “This new contribution to,” etc. Also avoid the monotonous starting of sentences with “It was suggested that,” “It was found that,” “It was reported that,” etc. Annotations in which most sentences end with “are discussed” and “are given” are similarly ineffective.

Sentence Format:

Use complete sentences. Sentence length should vary as much as possible to avoid the unpleasant effect of a series of short, choppy sentences. Every sentence should convey a maximum amount of information in a minimum number of words. Overlong, complex sentences should be avoided.

Paragraph Format:

Annotations should be one paragraph long. The paragraph should contain a statement the work’s major thesis from which the rest of the sentences can develop. You can avoid writing a paragraph that is nothing more than a series of unconnected sentences summarizing separate ideas, arguments, and conclusions, by following the same order of information as the author and by intelligently using transitional words and phrases.

Step-By-Step Approach to Annotating:

The following approach to annotating will help you to use your reading time to best advantage.

 * Familiarize yourself with the contents of the book or article. Examining the table of contents, the foreword, and the introduction can be helpful.
 * Read as much of the book or article as is necessary to understand its content.
 * Outline or make notes of the information you think should be incorporated in the annotation.
 * Write a paragraph that covers the spirit of the book or article without undue emphasis on any one or more particular points.
 * Individualize annotations in a bibliography; avoid using the same words and repetitive phrasing.
 * Write in complete sentences.
 * The most effective annotation is tightly written with succinct and descriptive wording. Annotations are short notes and are normally no more than 150 words.  Verbosity is the major sin.  Brevity and clarity are the goals.
 * Grab the attention of the reader at the beginning of the annotation.


text:
User talk:63.3.7.1

Xania talk 17:32, 8 December 2007 (UTC)

title: User talk:63.3.7.1


text:
User:Almyki

I exist.

title: User:Almyki


text:
User talk:83.77.225.83

Xania talk 18:09, 8 December 2007 (UTC)

title: User talk:83.77.225.83


text:
Talk:Arabic/LearnRW/kasra and yaa

Missing vowels
The examples where the yaa's are supposed to have a sukoon or another vowel appear to be missing the vowels. Clum (talk) 18:48, 8 December 2007 (UTC)

title: Talk:Arabic/LearnRW/kasra and yaa


text:
Talk:Python Programming/Object-oriented programming

I try to be as simple as possible so new users into programming can get the concepts. Still I'm missing the correct terminology for it (guest I will need to check my references). Anything else let me know. --Dragonecc (talk) 18:51, 8 December 2007 (UTC)

Not sure if this is the right place for it, but I wanted to take the time to thank you as someone new to Python (primarily worked in C) and trying to learn about OOP. This helped a lot. So thanks for your awesome contribution. -- 24.83.94.74 (talk) 12:41, 7 January 2008 (UTC)
 * Check the next book topic as it features some OOP usage in real programing interfaces. Dragonecc (discuss • contribs) 18:52, 16 January 2011 (UTC)

"only one indent with 'self' as its first argument (we get to this later)" - WHERE? 195.241.35.98 (talk) 17:27, 12 September 2010 (UTC)
 * Thanks for catching this typo. Self was define on a note right next to the place.Dragonecc (discuss • contribs) 18:52, 16 January 2011 (UTC)

I'm also here to learn python, and am confident enough to make corrections/enhancements where i think they should be made.

I don't fully understand the part "Beginning from Python 2.2, you may also define the above example in a way that looks like a normal variable:". I think it --and the subsequent example-- needs to be expanded and clarified. And i'm removing "Beginning from Python 2.2, "; we don't need the history.

martin f 174.6.84.65 (discuss) 18:37, 24 April 2011 (UTC)

Well when this was written Python 2.3 and 3.0 where either on beta or recently release. However thanks for the correction as it read more clearer. Dragonecc (discuss • contribs)


text:
User talk:76.176.67.48

Thanks for your edit but unfortunately I have reverted it because book pages are not the place for comments and criticism. You may be correct about what you said about the veil but please can you take this matter up on the Talk Page. Xania talk 19:23, 8 December 2007 (UTC)

title: User talk:76.176.67.48


text:
Talk:Circuit Idea/How to Kill Circuit Ideas

I don't think this is the appropriate place to vent your frustrations.

 * As you can see, this is only a humour (maybe "black", but still a humour). The book is designed not only as a book about circuits but as a book about the ideas behind circuits (how they conceive, how to present them, etc.)
 * Circuit-fantasist (talk) 20:09, 8 December 2007 (UTC)


text:
User:WolfeBay

Came here from Wikipedia to learn Blender 3D modeling.

title: User:WolfeBay


text:
User talk:Greenman

Welcome message
Hello, and welcome to Wikibooks!

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Good luck! --Panic (talk) 20:37, 8 December 2007 (UTC)

Caro-Kann
Just to say thanks for all the work you been doing on the Caro-Kann. It's appreciated! SunCreator (talk) 14:49, 2 February 2009 (UTC)

title: User talk:Greenman


text:
User talk:Kbell015

Welcome message
Hello, and welcome to Wikibooks!

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Good luck! --Panic (talk) 20:37, 8 December 2007 (UTC)

title: User talk:Kbell015


text:
User talk:Kenji.ohi

Welcome message
Hello, and welcome to Wikibooks!

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Good luck! --Panic (talk) 20:37, 8 December 2007 (UTC)

title: User talk:Kenji.ohi


text:
User talk:Lit-uriy

Welcome message
Hello, and welcome to Wikibooks!

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Good luck! --Panic (talk) 20:37, 8 December 2007 (UTC)

title: User talk:Lit-uriy


text:
User talk:99.249.184.111

Xania talk 21:18, 8 December 2007 (UTC)

title: User talk:99.249.184.111


text:
Talk:Blender 3D: Noob to Pro/Your first test

[Note: I had a problem where the yellow circle that appears after you click "Dynamic" would appear around the plane.Then both the plane and the ball would just fall. Any help on this page would be greatly appreciated]

 * maybe you had both objects selected, or created the ball in edit mode, making them one object? --60.242.222.210 (talk) 22:24, 8 December 2007 (UTC)


text:
User talk:84.84.230.138

I've nominated your recently created page DOOM1 for deletion because there appears to be no content and also video game guides are not suitable for Wikibooks. Please visit StrategyWiki if you wish to post and read video game guides.

Xania talk 23:10, 8 December 2007 (UTC)

title: User talk:84.84.230.138


text:
User talk:98.21.42.177

Xania talk 23:12, 8 December 2007 (UTC)

title: User talk:98.21.42.177


text:
User talk:68.5.162.226

You have been blocked from editing Wikibooks for a period of one day because of offensive and childish vandalism.

Xania talk 23:26, 8 December 2007 (UTC)

title: User talk:68.5.162.226


text:
User talk:Webaware/Archive 5

 * Archives July 2007 - September 2007

WB:RFA
With seven days of all positive support votes, you are now a sysop here. Congrats. -within focus 21:43, 4 July 2007 (UTC)
 * Thanks! I promise to use the tools wisely. Webaware talk 23:12, 4 July 2007 (UTC)
 * Congrats from me too, good hands -- Herby talk thyme 06:56, 5 July 2007 (UTC)
 * Bloody 'ell that was quick. I know you have your own but shout if you need a hand with anything - cheers -- Herby  talk thyme 06:58, 5 July 2007 (UTC)
 * You can be sure I'll be asking a few questions! cheers, Webaware talk 06:59, 5 July 2007 (UTC)
 * Congraulations. :)  --Iamunknown 19:55, 6 July 2007 (UTC)
 * Thanks, mate :-) Webaware talk 23:52, 6 July 2007 (UTC)

BTW
Living in Bangkok/Standard Housing - Wikibook or just advertising? -- Herby talk thyme 07:04, 5 July 2007 (UTC)

 * Yeah, dunno. I thought it might be, but wanted to see where the book was going. Perhaps you could have a word with the author? Webaware talk 07:06, 5 July 2007 (UTC)

I'm lazy!
When I see a spambot page like the one you deleted earlier I tend to do a week's block. Unlikely to affect anyone and quicker (IMO) than placing a tag. Once in a while the same IP gets used again and a longer block looks worthwhile - I've picked up a couple recently. I know a few others work like that & a few don't . I placed a message on the Bangkok user's page btw - cheers -- Herby talk thyme 07:26, 6 July 2007 (UTC)

 * Um, OK ... I had planned to do exactly that, but ... I haven't deleted a spambot page yet. Or have I? Just looked at delete logs for me, and can't spot it. ??? Webaware talk 07:53, 6 July 2007 (UTC)
 * Umbraco/Samples and Articles/Templates/w/index.php? -- Herby talk thyme 07:57, 6 July 2007 (UTC)

 * Oh, that. I didn't pick that as SPAM - just some weird expression of kudos to the authors of the Umbraco book. Webaware talk 07:59, 6 July 2007 (UTC)
 * They tend to look like that - maybe check out WB:SALT as it is a page you may find useful after deleting things a few times (uses cascade protection). Gives some examples of the **** there is.  Cheers -- Herby  talk thyme 08:14, 6 July 2007 (UTC)

 * Yeah, a lot of that looks like simple newbie junk, rather than SPAM. Perhaps your definition is somewhat broader than mine, or else I'm just missing something (it's late arvo Friday here, so brain is bordering on mush... should really stop working and rip open a cold one, waddyareckon?) Webaware talk 08:31, 6 July 2007 (UTC)

 * OK - I guess I'm following others here but the .php and/or inclusion of "/" I have been led to believe (!!) was bot style stuff - more than happy to be found wrong (tho how would they occur otherwise maybe?). Not sure about the "cold one" with the cereal tho!  Take care -- Herby  talk thyme 08:54, 6 July 2007 (UTC)

 * OK, I guess I'll follow your lead on this. Oh, and beer is barley, so that counts as cereal, doesn't it? :-) cheers, Webaware talk 09:23, 6 July 2007 (UTC)
 * Not unlike Sue - 5 portions of fruit a day - one is the apple sitting on her desk!!! (She does veg - I do fruit). Enjoy the "cereal" -- Herby  talk thyme 09:45, 6 July 2007 (UTC)

Hum
Got a feeling this may be the usual from the usual! I can't find it at present and will take another look when I've time but at present the weather is the gardening variety! Cheers -- Herby talk thyme 13:45, 8 July 2007 (UTC)

 * Yes, and a few others besides. I keep a watch on RC and follow along behind when I get a chance... Webaware talk 15:08, 8 July 2007 (UTC)

 * Sorry - "teaching granny to suck eggs" I guess , still sunny, gone back out. Bedtime for you I think - getting close to wine time for me! -- Herby talk thyme 15:27, 8 July 2007 (UTC)

 * Always happy to hear of a new way to suck eggs. But enough of the "granny", eh? ;-) Webaware talk 01:21, 9 July 2007 (UTC)

 * Damn - it's me that is older isn't it - getting forgetful these days! -- Herby talk thyme 07:18, 9 July 2007 (UTC)

My first admin question
has a ton of images that are (apparently) all without license information. They're used in Diagnostic Radiology and were supposed to get deleted in November of 2006 by Wikibooks:WikiProject:Image Cleanup (according to the notice at the top of the front page). User:Barsathi has had plenty of warnings, but I wanted to make sure I'm right to delete all these pictures - it'll rip the book to shreds, which sucks. What do you think?  – Mike.lifeguard  | talk 02:33, 13 July 2007 (UTC)

 * G'day Mike, I've been holding off on those images for exactly those reasons. By rule, they should go, but it would rip the book to shreds as you say. The user hasn't registered an email address with Wikibooks either, so we can't email them to ask anything. I reckon we get consensus on one of the staff lounge pages, as I'd hate to be the one to trash that book.
 * Regarding the Image Cleanup project in general, I had a run-in with that project last year because they were indiscriminately deleting images without checking for replacements on Commons, working up PD/GFDL replacements of simplistic images, or contacting the original uploaders. Worse, they were unlinking images that later proved to be OK or easily replaceable, thus making it difficult to restore these images into the books that used them.
 * I'd advise that you don't rush into deleting lots of images - take time to assess each one, check for replacements on Commons, see if they can be replaced with Wikimarkup (e.g. tables or mathml), etc. before ripping the heart out of a book. Webaware talk 02:42, 13 July 2007 (UTC)

 * I asked everyone what they thought: WB:AN  – Mike.lifeguard  | talk 03:02, 13 July 2007 (UTC)

Welcome
Heh. Considering that I've been a registered editor on this site two years and two days longer than you, I think I should be welcoming you. So, welcome to Wiki Books, Webaware. Have a look around, and have a good time. Ben Brockert 11:34, 14 July 2007 (UTC)

 * Thanks, and good to see you contributing something! I hope you got something from the links. cheers, Webaware talk 14:30, 14 July 2007 (UTC)

It will be ok
They are from Wikipedia so know everything anyway -- Herby talk thyme 12:00, 14 July 2007 (UTC)

Web analytics for wikibooks?
Hi! Is there a way to add web analytics support like Google Analytics to wikibooks? I would like to gather the analytics in Google Analytics for which I need to embed a small script in all the page of More C%2B%2B Idioms wikibook. Please let me know if there is a way. Thanks. -- Sutambe talk

 * G'day Sutambe, not that I know of. You might be best asking that question on Staff lounge/Technical Chat. cheers, Webaware talk 00:13, 16 July 2007 (UTC)

Damn
Administrators%27_noticeboard - any idea what I got wrong? Cheers -- Herby talk thyme 10:25, 16 July 2007 (UTC)
 * PEBKAC? Webaware talk 10:42, 16 July 2007 (UTC)
 * User:Herbythyme/Sandbox & translate?! -- Herby talk thyme 10:44, 16 July 2007 (UTC)
 * Ok - my bad! Cheers -- Herby talk thyme 10:46, 16 July 2007 (UTC)
 * That's not a link. Try putting "http://" in front of it. Oh, and PEBKAC. Webaware talk 10:49, 16 July 2007 (UTC)
 * Thanks - got there in the end! And I thought it was something like that but IIRC there is a shorter version (& it was the brain that was the issue - or lack of it!).  Thanks (& for the links - I'll get back to you on that) -- Herby  talk thyme 10:53, 16 July 2007 (UTC)

Re: Deleting Pages
Hiya! Thanks for the info, I managed to get the page deleted! :-)

Runningfridgesrule 13:44, 17 July 2007 (UTC)

IP range
That range has now been doing the same sort of thing on en quote for info - cheers -- Herby talk thyme 07:01, 18 July 2007 (UTC)
 * So, going to try a range block then? Just on the three, say. Oh, but I see "now" means sometime this year, not "just now". I also note that one of those IPs has been used for Good, not Evil, on WQ this year. Again, I point out the virtue of short blocks where the IP address is dynamically allocated... Webaware talk 07:13, 18 July 2007 (UTC)
 * Grumpy old git! The blocks are recent!  Dynamic ips - I agree they should be short - however not just because they claim to be dynamic.  For example one on Commons has been editing the same material all year and similar on en wp so I consider the "claim" to be dynamic is not likely to be true.  Something about "you shall know them by their deeds" IIRC -- Herby  talk thyme 07:37, 18 July 2007 (UTC)
 * The blocks are recent, but the activity on those IPs was May and June, nothing in July. As for deeds, all edits on this one before 18 May were positive. Regarding dynamic IP allocation, APNIC shows them as Optus, which is a major cable, DSL and dial-up provider in Australia, and the block is "ALLOCATED PORTABLE" (i.e. dynamically allocated, not assigned). Just sayin'... Webaware talk 07:51, 18 July 2007 (UTC)
 * Info appreciated. I'll make sure nothing too harsh happen to it on en quote too.  The apnic link is good and I'll keep that for future use.  Must get coffee! -- Herby  talk thyme 07:57, 18 July 2007 (UTC)
 * Look at the links on the bottom of an IP's talk page - a nice range of tools, including the APNIC link (Asia-Pacific). Go get coffee, I'm off to see if there's an open bottle of red or whether I need to open one... Webaware talk 08:05, 18 July 2007 (UTC)

Attack vandals
Plus page move/mumfum etc - feel free to indef them always. Same IP attacked me on Meta within the last week. CU usually advisable too tho if I'm around I always check block logs! Cheers -- Herby talk thyme 12:32, 20 July 2007 (UTC)

 * Good point. I did wonder about that, but I had checked the box for blocking the latest IP used by that user, and there was no additional information regarding the IP - e.g. I couldn't see whether it was dynamically allocated, nor could I specify separately what the IP block's expiry was, so I decided to go with 3 months as a compromise. Thoughts? Webaware talk 14:02, 20 July 2007 (UTC)

 * I guess I work on indef blocks on inappropriate username, vandal only accounts, page move accounts, graphics accounts, attack accounts. This is the issue with needing CU because all you can do is autoblock the IP for a day (& always worth doing that).  Then grab a friendly CU (if they haven't seen it).  For me such info is shareable with those I trust and a blocking admin always comes under that heading.  In practice you can now see both IPs anyway.  I can't find a lot on them across wiki.  The first was used to create accounts on Meta, the second has been used on a couple of other wikis recently for vandal purposes (a very useful aspect of the CU log is that it is searchable!).  I'm guessing both are compromised IPs.  Happy to supply any other info if I can - cheers -- Herby  talk thyme 14:24, 20 July 2007 (UTC)

 * OK, but I know that you patrol block logs, if for no other reason than for checking up on cross-wiki vandalism. Is it worth going further and bringing something to your attention, or better to just block the user indefinitely and leave the IP to you? Without CU, I only have the option of blocking or not blocking the IP for the same period as the user, and I'm a little uncomfortable about indefinite blocks on IPs that may be dynamically allocated. I'd rather block the IP and the user simultaneously, as you suggest - but not if it means an indef block on an IP I can't inspect. (no, I don't want CU!) Webaware talk 14:49, 20 July 2007 (UTC)

 * I guess "don't assume" I'll get there maybe. I should but....  Autoblock is only 24 hours (see me bit above) - you have no choice on the length of IP block time - 24 hours or nothing - all you indef is the username (autoblock for vandal accounts as it gives time to CU).  DL has come up with the fact that they are tor/open proxies anyway now and has reblocked them here (I've done them elsewhere and informed others).  Cheers -- Herby  talk thyme 15:11, 20 July 2007 (UTC)

 * Ah, beaut! Then indef it is! :-) I can go block-happy with impunity! cheers, Webaware talk 15:20, 20 July 2007 (UTC)

New Pages
Thanks for the Muggle update. That Deathly Hallows book page will most likely be the main target for vandalism and new content and I hope to work on it when I can. -within focus 14:43, 21 July 2007 (UTC)

 * Thanks for the update. I also agree that there are too many sssssounds when you add "s's". -within focus 12:32, 23 July 2007 (UTC)

 * Thanks for the update. I might stop leaving these if we get too many of them. -within focus 11:58, 27 July 2007 (UTC)

 * Yeah, I'm big and ugly enough now to not need confirmation that you read your talk page :-) cheers, Webaware talk 15:22, 27 July 2007 (UTC)

Just letting you know what i answered on Withinfocus' talk page, about the new page for Chapter 21 of Deathly Hallows: "Well, the new chapters are easy to find using Muggles' Guide to Harry Potter/Books/Deathly Hallows... They are simply those pages not marked as previously visited. :-D Btw, Muggles' Guide to Harry Potter/Characters/Xenophilius Lovegood is new too." Nevertheless, thank you for keeping an eye on the Guide. -- Jokes Free4Me 05:55, 2 August 2007 (UTC)

 * No worries, and no reply necessary - I just find 'em and list 'em. cheers, Webaware talk 07:01, 2 August 2007 (UTC)

Spamlist
Hiya - brain gently kicking in (cereal next). I realised the spam list is great and then wondered what it would look like in a year's time! Don't think much is needed but some idea of why we placed something in it may be useful later? Equally (as someone challenged me on Meta) if anyone has to answer why something is there? Hope the weekend is good - cheers -- Herby talk thyme 06:47, 28 July 2007 (UTC)

 * By definition, it's in there because it was used to SPAM Wikibooks, unless listed under the cross-wiki bit. Perhaps, however a date listed would be good? Then we could clean out old listings easily.
 * Hope the UK floods aren't troubling you, it looks quite bad from this side of the planet. Much like it looked around here about 2 months ago, in fact. Water, water, everywhere, but... Webaware talk 07:09, 28 July 2007 (UTC)

 * Our part of the world - usually wet - isn't too bad but I know people who have been affected in varying was. Also they are beginning to talk about the "long term effects" (ie money) so tax, insurance etc looks like rises (some big sums involved) and there are currently dire warnings on food prices to come.  I think we are probably around 100 metres above river level so if it reached us there would be a few more problems! (spam answered on board) cheers -- Herby  talk thyme 09:01, 28 July 2007 (UTC)

 * Good to hear you're above water at least. Money comes and goes, but there's nothing much fun about losing all your memories to flooding. Take care, Webaware talk 10:23, 28 July 2007 (UTC)

The Tongue Untied
I agree with all of that besides #2, which I've never heard of before. I didn't think the following word determined the use of "'s". Good link though, thanks. -within focus 01:00, 3 August 2007 (UTC)

 * Having just read this page this morning, I have a vague recollection of #2 from when I was failing English at high school (it never made as much sense to me as maths and the sciences). It certainly wasn't how I approached singular common noun possessives when I went to bed last night! Webaware talk 01:38, 3 August 2007 (UTC)

Vandal account
CU'd, blocked, OP quite possibly but I can't prove it - thanks & cheers -- Herby talk thyme 13:08, 3 August 2007 (UTC)

 * Thanks, the user name sounded familiar but I don't know where/when from. cheers, Webaware talk 13:31, 3 August 2007 (UTC)

Bill DePill
I like how the template message you left him says he can come back after the block expires yet the block is infinite. We may one day want a more accurate block template for this situation, but it's still funny. Reminds me of how Chuck Norris counted to infinity ... twice. -within focus 14:11, 3 August 2007 (UTC)

 * yeah, I noticed that after I saved the page... and figured, "OK, I wonder how long he'll wait?" Webaware talk 14:21, 3 August 2007 (UTC)

Klseifert
Thanks for the changes and the tips re formatting. I am new to using Wikitext conventions and make mistakes in spite of having used the sandbox, etc.

(When I opened the wikibook this morning, I thought at first that the formatting problems had cured themselves miraculously!) Klseifert 13:10, 4 August 2007 (UTC)

 * No worries, always happy to help! cheers, Webaware talk 14:10, 4 August 2007 (UTC)

Commons Ticker
Thanks, they're taken care of. -- xixtas talk 03:15, 15 August 2007 (UTC)

Thanks again. Looks good to me. -- xixtas  talk 15:21, 21 August 2007 (UTC)

Spam
Knowing your love of quality meat products!! Check out this tool when you next spot a bot page (or indeed any interesting IP vandalism). Brings a great deal more information into the frame. Some of those bots have been REAL busy and I'm now basing my blocking on the cross wiki impact as well as local (I'm preventatively blocking ones I find that seem to be active across wikis). (courtesy of Az1568) cheers -- Herby talk thyme 12:40, 17 August 2007 (UTC)

 * Ooh, that's a goodie - TYVM! A nice little time saver. I have to admit that I've returned to an oldie, Sam Spade 1.14. Unsupported for some time now, but still pretty handy. Should be easy to find with a Google search (but not at the original website any more). Webaware talk 13:08, 17 August 2007 (UTC)

Monopoly - the Mega Edition
I may not have created an account but the fact that you've labeled and then deleted the pages I've added as spam is pretty petty. —The preceding unsigned comment was added by 70.109.223.157 (talk • contribs) 2007-09-08T05:20:58.

 * G'day, I had to dig a bit, but I see that you are referring to the Mega Edition of Monopoly. I deleted that page, and references to it, because it was plain and simple an advertisement. If you want to rewrite it as a tutorial, it might be acceptable - but please refer to WB:WIW before adding it again. Webaware talk 16:02, 19 September 2007 (UTC)

title: User talk:Webaware/Archive 5


text:
Political History of New Zealand/Early European Government

‹ Back to The Treaty of Waitangi

Early European Government in New Zealand
After New Zealand was annexed by Britain, it was initially set up as a dependency of New South Wales. However, by 1841, New Zealand was made a colony in its own right. As a colony, it inherited political practices and institutions of government from the United Kingdom.

The United Kingdom Government started the first New Zealand Government by appointing governers, being advised by appointed executive and legislative councils.

In 1852, the British Parliament passed the New Zealand Constitution Act, which provided for the elected house of representitives and legislative council. The General Assembly (the House and Council combined) first met in 1854.

New Zealand was effectively self-governing in all domestic matters except 'native policy' by 1856. Control over native policy was passed to the Colonial Government in the mid-1860s.

Forward to The First Political Parties ›


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User talk:75.3.230.111

– Mike.lifeguard  | talk 03:23, 9 December 2007 (UTC)

title: User talk:75.3.230.111


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User talk:John Vandenberg

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 03:29, 9 December 2007 (UTC)

title: User talk:John Vandenberg


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User talk:Gchillemi

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 04:16, 9 December 2007 (UTC)

title: User talk:Gchillemi


text: User talk:210.213.125.20

title: User talk:210.213.125.20


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User talk:AKeen

Cookbook:Lady Arundel's Manchet
Where did you copy this from? The edit history says "transwiki". To meet the requirements of the GFDL we must link to the original or preferably import the page properly. If you tell me where you got it from, I'll do this. Thanks. QU TalkQu 22:39, 23 January 2010 (UTC)

title: User talk:AKeen


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User talk:76.19.208.96

Welcome!
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– Mike.lifeguard  | talk 05:07, 9 December 2007 (UTC)

title: User talk:76.19.208.96


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Talk:Intermediate Algebra/Chapter1TestAnswers

What happened to the answers of the las questions.. 8c and 9

I can't get valid answers for 8c.


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User talk:65.93.198.37

– Mike.lifeguard  | talk 05:28, 9 December 2007 (UTC)

title: User talk:65.93.198.37


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Horticulture/Magnolia stellata

Star Magnolia, Magnolia stellata, is a very slow growing perennial shrub or small tree native to Japan with large showy white or pink flowers in early spring before the appearance of the leaves. It is closely related to Kobushi magnolia (../Magnolia kobus/), and is treated by many botanists as a variety or even a cultivar of that species.

Magnolia stellata is a species which may be found growing wild in certain parts of the Ise Bay area of central Honshū, Japan’s largest island, at elevations between 50m and 600m. It grows by streamsides and in moist, boggy areas with other woody plants such as ../Enkianthus cernuus/, ../Corylopsis glabrescens/ var. gotoana and ../Berberis sieboldii/.

Description
This tree grows 4.6 to 6 m (15 to 20 ft) in height, and spreads to 4.6m in width at maturity. It displays upright oval growth in youth, and spreads and mounds with age.

The tree blooms at a young age, with the slightly fragrant 7–10 cm (3–4 in) flowers covering the bare plant in late winter or early spring before the leaves appear. There is natural variation within the flower color, which varies from white to rich pink; the hue of pink magnolias changes from year to year, depending on day and night air temperatures prior to and during flowering. The flowers are star shaped, with at least 12 thin, delicate tepals- some cultivars have more than 30. The leaves open bronze-green, turning to deep green as they mature, and yellow before dropping in autumn. They are oblong and about 4 in (10 cm) long by about an 1.5 in (4 cm) wide.

It produces a reddish-green, knobby aggregate fruit which is about 2 in long and matures and opens in early autumn. The fruit often drops before fully developed, but mature fruit opens by slits to reveal orange-red seeds.

Young twigs have smooth, shiny chestnut brown bark, while the main trunks have smooth, silvery gray bark. Like the saucer magnolia, it is deciduous, revealing a twiggy, naked frame in winter. Plants have thick, fleshy roots which are found fairly close to the surface and do not like disturbance.

Growing Conditions
This species has become naturalized in parts of North America, after it was introduced in the 1860s, and is a common ornamental in Europe and much of North America. This species was first introduced to the UK in 1877 or 1878, most likely by Charles Maries, when he was collecting for Veitch’s Nursery.

Spring frosts can damage the flowers. The shrub prefers deep, acidic soil. It may be propagated by seed, or more easily by rooting cuttings taken after the flower buds have formed.

title: Horticulture/Magnolia stellata


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User:Markie

 Markie from Wikinews! Please leave me a message (This will leave a message at Wikinews where i check more regularly and please leave a link to your page here!)

title: User:Markie


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User talk:Markie

 Please leave me a message (This will leave a message at Wikinews where i check more regularly and please leave a link to your page here!

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text:
Horticulture/Pieris japonica

The Japanese Andromeda is a slow-growing shrub grown for its evergreen foliage, good habit, and early spring flowers.

title: Horticulture/Pieris japonica


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Horticulture/Pieris

Pieris is a genus of seven species of shrubs in the family Ericaceae, native to mountain regions of eastern and southern Asia, eastern North America and Cuba, known commonly as andromedas or fetterbushes. They are commonly grown as ornamental plants, valued for year-round interest due to bright red new growth in early spring, chains of small, white flowers in mid-spring, and buds that remain on the plant through the winter. Numerous cultivars have been selected for different spring foliage colour. They grow best in a shady spot, sheltered from drying, winter winds.

Description
They are broad-leaved evergreen shrubs growing to 1-6 m tall. The leaves are spirally arranged, often appearing to be in whorls at the end of each shoot with bare stretches of shoot below; they are lanceolate-ovate, 2-10 cm long and 1-3.5 cm broad, leathery textured, and with an entire or serrated margin. The young leaves in spring are typically brightly coloured. The flowers are bell-shaped, 5-15 mm long, white or pink, and arranged in racemes 5-12 cm long. The fruit is a woody capsule which splits into five sections to release the numerous small seeds.

Species

 * Pieris cubensis (Grisebach) Small. Western Cuba.
 * Pieris floribunda (Pursh ex Simms) Benth. & Hook. – Mountain Andromeda, Mountain Pieris. Eastern United States.
 * Pieris formosa (Wallich) D.Don – Chinese Pieris, Himalayan Pieris. The Himalaya, southwestern China (Yunnan), northern Myanmar.
 * ../Pieris japonica/ (Thunb.) D.Don ex G.Don – Japanese Andromeda. Eastern China, Japan, Taiwan.
 * Pieris nana (Maxim.) Makino (syn. Arcterica nana). Japan, eastern Siberia.
 * Pieris phillyreifolia (Hook.) DC. – Climbing fetterbush. Southeastern United States.
 * Pieris swinhoei Hemsley - Southeastern China (Fujian, Guangdong).

Pests and Diseases
Pieris species are used as food plants by the larvae of some Lepidoptera species including The Engrailed.

title: Horticulture/Pieris


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Horticulture/Magnolia x soulangeana

The saucer magnolia is perhaps the most frequently encountered of the deciduous magnolias, planted for the heavy set of large pink flowers in early spring.

title: Horticulture/Magnolia x soulangeana