text:
Talk:Geometry for Elementary School

California curriculum guidelines
The California curriculum guidelines could be used to help organize the book.  Kinglag 00:05, 5 March 2006 (UTC)

Adding illustrations
I added some images to "our tools" and "constructing equilateral triangle". I released them to the public domain. I'm completely new to this, so if I messed anything up, let me know or revert to the previous version. I'd like to add more illustrations.

I made the compass and ruler as 3D Blender scenes, so it's easy to make new 2D images. I forgot to add a summary of my edits. I probably should have discussed this before going ahead? Any suggestions for improvements or corrections of mistakes are welcome.

Mcgill 10:35, 05 September 2006 (UTC)

 * I added more diagrams to some chapters. A lot of this book will need drastic simplification if it's going to be understood by kids. I've almost finished the diagrams for "Constructing a triangle" - drawing them in autoCAD was difficult enough for me, getting a child to draw them on paper could be seen as a form of mental torture. Need much clearer explanations or maybe consider omitting the chapter. Mcgill 18:31, 7 September 2006 (UTC)

 * To illustrate my previous point

 * The diagram for "Constructing a Triangle" would look like this:
 * [[image:GEOM constr temp.png]]
 * (where AB is one side and I carelessly forgot to label the remaining vertex;) I intend to break the construction into three stages, erasing the construction lines after each stage. Hopefully that might simplify it a bit.
 * Mcgill 19:45, 7 September 2006 (UTC)

 * The triangle construction has been simplified a bit. - Mcgill 20:47, 11 September 2006 (UTC)

Copyright violation from another site
Hi, i'd like to report that the page linked here and some other related pages have been copied from this wikibook. --84.221.88.72 (talk) 20:31, 11 December 2007 (UTC)

Bit complicated for elementary school
This is a very good wikibook, but it seems a bit complicated for an elementary school student. I could be totally wrong but maybe we should make the articles a little bit easier with simpler math and less complicated words. --Sanitized (talk) 05:47, 13 July 2008 (UTC)

 * I agree with the above person and share the opinion. Wikijunior has books supposedly aimed at children upto 12.(with some give and take, consider 14)
 * But this book treats topics like fractals, with summations of infinite geometric series, and what not!
 * I think the book ought to be made simpler and more interesting, possibly with more illustrations or something.
 * Please note that a 12 yr old can neither understand, nor is interested in an equation with a "sigma", summing up an "infinite series", none of which he/she knows about, to give an answer that says (4/3)^n, when they can barely understand what 3^2 is!!! 10:39, 30 Jan 2009 UTC

 * More interesting sure, but we're talking about 12 year olds here, not people who can "barely understand what 3^2 is"! Summing infinite series and fractals are highly interesting to many kids from 7 or 8 upwards, and if a kid doesn't know about them then surely that's what this book is about?  Of course, more explanation is always welcome though...

 * I'm a 12-year-old. 3^2 is 9, right? Kayau ( talk | email | contribs ) 11:31, 15 June 2010 (UTC)

 * Maybe you folks are already familiar with this, but — After hanging around Wikijunior long enough I learned from xixtas about the Gunning fog index, and other such metrics, that give ballpark estimates of the grade level of reading difficulty of a text. (There's a special place in my heart for the Gunning fog index because "fog" really is fog:  Gunning claimed that "much of the reading problem is a writing problem", because the writing people were trying to read was "full of fog and unnecessary complexity.")  When I'm curious to get a second opinion on the rough reading level of a passage, I use this web page.  BTW, if you run the Preamble to the US Constitution through it — the preface to that great defining document whose authors, so we're told, made the bold decision to write in plain language that anyone could understand, rather than lawyer-ese — you'll find that that has a Gunning Fog Index of about 27.5: apparently, it's plain language suitable for anyone who has 12 years of grade school, four years of college, and another eleven and a half years of graduate school.  --Pi zero (talk) 13:59, 15 June 2010 (UTC)

This is a super old discussion, but I agree. Browsing the Wikijunior books, this leaps out as being rather advanced! Maybe it should be renamed "Geometry for kids just finishing Elementary School, and who are also exceptionally smart at maths"! But speaking of naming, I notice it doesn't have the WikiJunior namespace like the others. Was it demoted from WikiBooks to the WikiJunior list at some point? -- Harry Wood (discuss • contribs) 02:26, 15 February 2021 (UTC)

Exercises
Why there is no Category for Exercises in the Wikibooks? I am specially interested (but not restricted to) math exercises; I wrote some in the Portuguese mirror. Albmont (talk) 20:15, 13 August 2008 (UTC)

CAPS
Shouldn't the title Geometry for elementary school be in capitol letters? I would change it to Geometry for Elementary School, but that would mess up all the links. Anyone know how to do this graciously? --Cretaceous9 (talk) 12:57, 6 January 2009 (UTC)

Needs Proofreading
Hi. I was just having a look at the PDF version of this book, and discovered a typo in the Notation section: "The notation that is used in the book is defined at the first time it is used. However, it order to simplify the use, it is also summarized in a special chapter. - Clearly this should read "in order to simplify the use..." - If this book is gonna go to featured status, it needs a thorough proofread before it gets there :) I'll correct the error I pointed out, but I have no idea if there may be others. BarkingFish (talk) 23:01, 22 June 2010 (UTC)

Scratch that, it appears to have been already corrected. But the version which appeared when I clicked on a link for a PDF clearly had that error in. Anyone got any ideas what could be going on there? BarkingFish (talk) 23:06, 22 June 2010 (UTC)

 * PDFs are not automatically updated. You have to go and make another PDF if you want to update it. :) It would be great if you could make one after I finish the remaining modules! Thanks! Kayau ( talk | email | contribs ) 00:03, 23 June 2010 (UTC)

 * No problem, Kayau. Let me know when you've done the remaining modules, and I'll regenerate the PDF and upload it again. BarkingFish (talk) 15:28, 5 July 2010 (UTC)

 * By then it will be like October or something. Maybe even next February, at most... Kayau ( talk | email | contribs ) 01:25, 6 July 2010 (UTC)

Some pages speedied
I feel a tad guilty about leaving things undone in this book, especially since the book used to look different, so I've speedied a few pages that I'd planned but don't think I'll be able to finish. If you think you can write them you're welcome to. Kayau 14:41, 25 February 2011 (UTC)

Page Review Protection
All pages in this book have been protected so that any edits by IP or new editors must be approved before they are visible because this book is targeted towards younger people. This is the same protection as for Wikijunior books.--ЗAНИA talk 20:21, 15 April 2014 (UTC)

title: Talk:Geometry for Elementary School


text:
OpenGL Programming/Basics/Transformations

Transformations
In preparation for drawing more complex 2D and 3D shapes, we should understand what transformations are. Transformations allow you to move objects around your window, as well as rotate and scale them.

Translations
Translations allow you to draw objects up, down, left, and right in your 2D scene. (When we get to 3D, you'll be drawing using depth coordinates too.) Just like we positioned points and lines, we translate around the scene in preparation of drawing an object in that place.

Translations are accomplished using: glTranslatef(xTranslation, yTranslation, zTranslation);

Let's demonstrate how translations work by editing the display function of our basic OpenGL template. void display { glClear(GL_COLOR_BUFFER_BIT | GL_DEPTH_BUFFER_BIT); glColor3f(0.0f, 0.0f, 0.0f); glTranslatef(0.5f, 0.5f, 0.5f); glutSolidTeapot(0.25); glutSwapBuffers; } Here, we set the color to black using glColor3f, then translate 0.5 up and 0.5 to the right. (We haven't talked about Z much yet, so we'll just leave that 0.0 for now.) The result is a teapot drawn in the upper right hand corner of the screen.

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


text:
Talk:Introduction to Indonesian Philosophy/Preface

While Africa might be the "The Cradle of Humanity", Indonesia might be the "The Cradle of Civilization". From Indonesia, where most people migrating after the last of ice age.

82.210.106.73 01:13, 5 March 2006 (UTC)


text:
Puzzles/Bongard problems

Puzzles | Bongard problems

Bongard problems challenge you to find a common property in a series of pictures that is not present in another series. They make up a problem in artificial intelligence (Wikipedia article) but they are entertaining puzzles, too.

Solutions
Solutions to Bongard Problems

title: Puzzles/Bongard problems


text:
User:Chlewey/monobook.js

// en:User:Lupin/popups.js /* */

document.write(' ');

/* */

title: User:Chlewey/monobook.js


text: Template:Italian

title: Template:Italian


text:
Italian/About the book

Aim
This book aims to teach people, with no or little previous knowledge, how to read, write and maybe speak some Italian.

About the book
The book is still in an early development stage.

Lessons Information

 * Lesson Planning
 * Concept Lessons

Authors

 * 1) Fitch
 * 2) Angelo Romano
 * 3) Sinnefa
 * 4) Laurusnobilis

NOTE: Feel free to add your (real or user) name to this list if you have written important / major contributions to this book.

Italià/Sobre el llibre Italiano/Acerca del libro

title: Italian/About the book


text:
Italian/Introduction

Introduction / Introduzione

 * Pronunciation for Italian ~ Pronuncia dell'italiano
 * Italian Culture ~ Cultura italiana

Why learn Italian? - Perché imparare l'italiano?
Italian, known as the romantic language of love and expression, holds significant importance as the official language of Italy, San Marino, and the Ticino and Grigioni cantons of Switzerland. Additionally, it is the second official language in Vatican City, following Latin. Beyond these regions, Italian is spoken and understood by communities with Italian minorities in some areas, such as Istria in Slovenia, Croatia, Argentina, and Brazil.

Although not widely spoken, Italian also has a presence in countries such as Libya, Eritrea, Somalia, and Ethiopia, where there are individuals who possess a basic knowledge of the language. With a staggering 65 million native Italian speakers and an additional 14 million individuals who speak Italian as their second or third language, Italian holds an influential position globally.

The significance of Italian extends beyond mere linguistic boundaries; it plays a vital role in the fields of culture, art, opera, and singing. Some of the most beautiful musical expressions originate in Italian, making it an indispensable language in the world of music.

Italian language education is prevalent in numerous schools worldwide, highlighting its universal appeal. In certain regions of Canada, Italian secures its place as the second most taught language, following French. In both the United States and the United Kingdom, Italian ranks fourth. On a global scale, Italian holds the title of the fifth most taught non-native language, trailing behind English, French, Spanish, and German. Moreover, due to its similarities with Spanish, and to a lesser extent, Portuguese and French, Italian offers learners a deeper understanding of the Romance languages as a whole, granting a broader perspective on these interconnected linguistic systems.

Italià/Introducció Italiano/Introducción

title: Italian/Introduction


text:
Italian/Lessons

Welcome to the course dedicated to teaching you the official language of Italy and True Cuisine! If you haven't already done so, please, spend a few minutes to first read the book's introduction and reading guide. Once that's done, you're ready to begin your very first Italian lesson! Good luck!

=Welcome! Let's learn Italian! — Benvenuto! Impariamo l'italiano!=

 * [[Image:50%.svg]] Lesson 1: Buon Giorno – the basics
 * [[Image:25%.svg]] Lesson 2: Alcune Frasi – some useful phrases, questions, sentences, and some verbs
 * [[Image:25%.svg]] Lesson 3: I Verbi – verbs
 * [[Image:25%.svg]] Lesson 4: I Numeri – numbers
 * [[Image:25%.svg]] Lesson 5: Al Ristorante – At the Restaurant
 * [[Image:25%.svg]] Lesson 6: La Famiglia – The Family
 * [[Image:25%.svg]] Lesson 7: Girare per la Città – Navigating Around the City
 * [[Image:25%.svg]] Lesson 8: Prenotare un Hotel – Booking a Hotel
 * [[Image:25%.svg]] Lesson 9: Fare Acquisti – Shopping

Italià/Lliçons Italiano/Lecciones

title: Italian/Lessons


text:
Arabic/Sentence Fragments/of

The fewer words you use, the more powerful the message of a sentence is.

We'll learn how "the boy's dog" or "the dog of the boy" is expressed in Arabic. While in English the word "of" is used to express something in Arabic no word is needed. In English the suffix apostrophe "s" could be used instead, but in Arabic no extra attachment is necessary.

How does Arabic avoid using a word or a suffix like English does to express what this lesson is about? Well, it makes use of word order that would be non-sensical in English.

الولد means  the boy   (el-walad) كتاب means  a book    (kitaab)

In Arabic these two words, believe it or not are all you need to make a sentence. Yet, this lesson is about making a sentence fragment.

كتاب الولد the boy's book (kitaabU el-walad[i]) If we look at it word for word. The first part is kitaab' which translates to "book". The second word is "el-walad" which translates to "the boy". So a word-for-word translation might be: book the boy

That doesn't make any sense in English. to fix it up we'd have to add "of". So that it becomes "book of the boy".

the boy's book (kitaabu el-walad) [kitaabulwalad]  كتاب الولد

the girl's book (kitaabu el-bint) [kitaabulbint]  كتاب البنت

the boy's chair (kursiyyu el-walad) [kursiyyulwalad]  كرسي الولد

the girl's chair (kursiyyu el-bint) [kursiyyulbint]  كرسي البنت

the book's owner (saahib el-kitaabi) [saahibulkitaab] صاحب الكتاب

the notebooks's owner (saahibu el-daftari) صاحب الدفتر

the man's book (kitaabu el-rajuli) كتاب الرجل

the woman's book (kitaabu el-mar'äti) كتاب المرأة

title: Arabic/Sentence Fragments/of


text:
Italian/Lessons/Lesson3

Auxiliary verbs / Verbi ausiliari
The two most important verbs in Italian, by far, are avere (to have) and essere (to be). They are called verbi ausiliari (auxiliary verbs), and they are irregular in nearly every tense, including the present indicative, sometimes extremely so. Here are their conjugations.

Avere (to have):

Essere (to be):

Regular verbs / Verbi regolari
In Italian, regular verbs are often the most common ones. They always end with -are, -ere, and -ire, are the same in the first person (singular and plural) and second person singular. They are different in the third person (singular and plural) and second person plural. According to the different suffix, verbs are assigned to one of the three regular conjugation of verbs in Italian. For instance:

 * amare (to love): is a first conjugation verb (prima coniugazione);
 * ripetere (to repeat): is a second conjugation verb (seconda coniugazione);
 * dormire (to sleep): is a third conjugation verb (terza coniugazione).

Here is a table of the regular present indicative for -are, -ere, and -ire verbs.

It is important to note the change of stress position in different person forms. Regular verbs follow the same position change. Stress is shown in table above to help learning, it is not written in real texts (see Pronunciation for details on stress).

Task conjugate parlare (to talk), prendere (to take) and partire (to leave).

Irregular verbs / Verbi irregolari
In Italian, there are also several irregular verbs. A very few of them do not even apply to the conjugation previously seen, such as porre (to put down, to place) and tradurre (to translate); actually they derive from second conjugation (ponere,traducere). This is a list of common usage verbs which are known to be irregular, and do not apply to the conjugation rules seen before:

 * andare (to go)
 * bere (to drink)
 * cercare (to seek, to look for)
 * dare (to give)
 * dire (to say)
 * fare (to do, to make)
 * piacere (to like)
 * stare (to stay, to remain)
 * uscire (to leave, to go out)
 * venire (to come)
 * vivere (to live)
 * essere (to be)
 * avere (to have)

Modal verbs / Verbi servili
Three other important verbs, dovere, potere and volere, are irregular too; these three particular verbs are known as verbi servili (modal verbs), as they have the function to "serve" and "support" other infinite verbs. In particular:
 * dovere is equivalent to the English modal verb must, but also the have to form: for instance, devo studiare (I have to study, I must study).
 * potere is equivalent to the English modal verbs can and may: for instance, puoi andare (You can go, you may go).
 * volere expresses willingness to do something, and is actually equivalent to the English verbs to want, to wish and to will; for instance, voglio mangiare (I want to eat). The verb volere can be also used in non-modal forms, that is not in support of an infinite verb.

Italià/Lliçó3 Italiano/Lección3

title: Italian/Lessons/Lesson3


text:
Italian/Grammar

Grammatica dell'italiano standard

 * Pronunciation
 * Articles
 * Nouns
 * Pronouns
 * Adjectives
 * Introduction to Verbs
 * Verbs Tenses and Moods
 * Verb Conjugation Reference
 * Some Important Irregular Verbs
 * Adverbs
 * Prepositions
 * Conjunctions
 * Interrogatives
 * Comparatives and superlatives
 * If sentences (Periodi ipotetici)
 * Modifiers (Suffixes)
 * Sentence Structure
 * Direct and Indirect Speech

Italià/Gramàtica Italiano/Gramática

title: Italian/Grammar


text:
French/Texts/Simple/Déclaration des Droits de l'Homme et du Citoyen

Introduction and context
This text has founded the French republic after the revolution which ended the absolute monarchy in 1789.

Text introduction
Déclaration des Droits de l'Homme et du Citoyen

Adoptée par l'Assemblée constituante du 20 au 26 août 1789, acceptée par le roi le 5 octobre 1789

Les représentants du peuple français, constitués en Assemblée nationale, considérant que l'ignorance, l'oubli ou le mépris des droits de l'homme sont les seules causes des malheurs publics et de la corruption des gouvernements, ont résolu d'exposer, dans une Déclaration solennelle, les droits naturels, inaliénables et sacrés de l'homme, afin que cette Déclaration, constamment présente à tous les membres du corps social, leur rappelle sans cesse leurs droits et leurs devoirs; afin que les actes du pouvoir législatif, et ceux du pouvoir exécutif pouvant à chaque instant être comparés avec le but de toute institution politique, en soient plus respectés; afin que les réclamations des citoyens, fondées désormais sur des principes simples et incontestables, tournent toujours au maintien de la Constitution et au bonheur de tous.

Text Declaration of Rights
En conséquence, l'Assemblée nationale reconnaît et déclare, en présence et sous les auspices de l'Être suprême, les droits suivants de l'homme et du citoyen:

 * Article premier - Les hommes naissent et demeurent libres et égaux en droits. Les distinctions sociales ne peuvent être fondées que sur l'utilité commune.

 * Article II - Le but de toute association politique est la conservation des droits naturels et imprescriptibles de l'homme. Ces droits sont la liberté, la propriété, la sûreté, et la résistance à l'oppression.

 * Article III - Le principe de toute souveraineté réside essentiellement dans la nation. Nul corps, nul individu ne peut exercer d'autorité qui n'en émane expressément.

 * Article IV - La liberté consiste à faire tout ce qui ne nuit pas à autrui: ainsi l'exercice des droits naturels de chaque homme n'a de bornes que celles qui assurent aux autres membres de la société la jouissance de ces mêmes droits. Ces bornes ne peuvent être déterminées que par la loi.

 * Article V - La loi n'a le droit de défendre que les actions nuisibles à la société. Tout ce qui n'est pas défendu par la loi ne peut être empêché, et nul ne peut être contraint à faire ce qu'elle n'ordonne pas.

 * Article VI - La loi est l'expression de la volonté générale. Tous les citoyens ont droit de concourir personnellement, ou par leurs représentants, à sa formation. Elle doit être la même pour tous, soit qu'elle protège, soit qu'elle punisse. Tous les citoyens, étant égaux à ses yeux, sont également admissibles à toutes dignités, places et emplois publics, selon leurs capacités et sans autre distinction que celle de leurs vertus et de leurs talents.

 * Article VII - Nul homme ne peut être accusé, arrêté ni détenu que dans les cas déterminés par la loi, et selon les formes qu'elle a prescrites. Ceux qui sollicitent, expédient, exécutent ou font exécuter des ordres arbitraires, doivent être punis; mais tout citoyen appelé ou saisi en vertu de la loi doit obéir à l'instant; il se rend coupable par la résistance.

 * Article VIII - La loi ne doit établir que des peines strictement et évidemment nécessaires, et nul ne peut être puni qu'en vertu d'une loi établie et promulguée antérieurement au délit et légalement appliquée.

 * Article IX - Tout homme étant présumé innocent jusqu'à ce qu'il ait été déclaré coupable, s'il est jugé indispensable de l'arrêter, toute rigueur qui ne sera pas nécessaire pour s'assurer de sa personne doit être sévèrement réprimée par la loi.

 * Article X - Nul ne doit être inquiété pour ses opinions, même religieuses, pourvu que leur manifestation ne trouble pas l'ordre public établi par la loi.

 * Article XI - La libre communication des pensées et des opinions est un des droits les plus précieux de l'homme: tout citoyen peut donc parler, écrire, imprimer librement, sauf à répondre de l'abus de cette liberté, dans les cas déterminés par la loi.

 * Article XII - La garantie des droits de l'homme et du citoyen nécessite une force publique: cette force est donc instituée pour l'avantage de tous et non pour l'utilité particulière de ceux auxquels elle est confiée.

 * Article XIII - Pour l'entretien de la force publique et pour les dépenses d'administration, une contribution commune est indispensable. Elle doit être également répartie entre tous les citoyens, en raison de leurs facultés.

 * Article XIV - Chaque citoyen a le droit, par lui-même ou par ses représentants, de constater la nécessité de la contribution publique, de la consentir librement, d'en suivre l'emploi et d'en déterminer la quotité, l'assiette, le recouvrement et la durée.

 * Article XV - La société a le droit de demander compte à tout agent public de son administration.

 * Article XVI - Toute société dans laquelle la garantie des droits n'est pas assurée, ni la séparation des pouvoirs déterminée, n'a pas de Constitution.

 * Article XVII - La propriété étant un droit inviolable et sacré, nul ne peut en être privé, si ce n'est lorsque la nécessité publique, légalement constatée, l'exige évidemment, et sous la condition d'une juste et préalable indemnité.


text:
Basic Computing Using Windows/Print version

Note: current version of this book can be found at http://en.wikibooks.org/wiki/Basic_Computing_Using_Windows

Remember to click "refresh" to view this version.

= Table of contents =

Computers and Peripherals Operating Systems and Controls
 * The Desktop
 * File Systems
 * Concepts and Settings
 * Networks and the Internet

 * Appendices
 * Switching the Control Panel to Classic View
 * Connecting to the Internet

 * Contributors

=Computers and Peripherals=

=Operating Systems and Controls=

=The Desktop=

=File Systems=

=Concepts and Settings=

=Networks and the Internet=

=Email, Chat-rooms, and IM=

=Appendices=

=Switching the Control Panel to Classic View=

=Connecting to the Internet=

=Contributors=

= License =


text:
Wikibooks:PDF versions

This page is a list of books that have PDF versions. Click on the title to view the PDF file. See Category:Books with PDF version for the full list.

Items marked "HTML" are at an intermediate stage of preparation for conversion to PDF and are available as a continuous HTML file. See Category:Books with print version for a full list of Wikibooks with HTML versions ready for conversion to PDF and Wikibooks:Print versions for guidance on creating print versions.

Note: The HTML files show the current state of the book - the PDF Editions are often out of date relative to the HTML files.

title: Wikibooks:PDF versions


text:
Talk:French/Lessons/Work

Untitled
je le fais fixer ==> je demande à quelqu'un d'autre de le fixer
 * Il faut dire
 * Je vais le fixer ==> dans un futur proche (i am going to fix it)

title: Talk:French/Lessons/Work


text:
C++ Programming/Exercises/Variables and types

using namespace std; int main { char name[100]; int count=0; cout<<"enter a string"; gets(name); while(name[count]!='10') { count++; } cout<<"length of the string is"<<count; }
 * 1) include
 * 2) include


text:
C++ Programming/Exercises/Variables and types/Pages

EXERCISE 1
Write a program that asks the user to type the width and the height of a rectangle and then outputs to the screen the area and the perimeter of that rectangle.

EXERCISE 2
Write a program that asks the user to type 5 integers and writes the average of the 5 integers. This program can use only 2 variables.

EXERCISE 3
Write a program that asks the user to type 2 integers A and B and exchange the value of A and B.

EXERCISE 4
Write a program that asks the user to type the price without tax of one kilogram of tomatoes,the number of kilograms you want to buy and the tax in percent units. The program must write the total price including taxes.

EXERCISE 5
Write a program that asks the user to type the coordinate of 2 points, A and B (in a plane), and then writes the distance between A and B.

EXERCISE 6
Find the Answer to 100C10 ; Find the Answer to 20C5 ; Find the Answer to 40C30 ; Find the Answer to 90C10.6 ; Find the Answer to 120C30 ; Find the Answer to 150C32.32 ;

Write a program in C++ ISO/IEC or C++/CLI without ever closing down the program find the answers to all above questions.

EXERCISE 7
Write a program which asks for a student score. Score is a number from 0-100. Translate the score into grade according to the next limits: score >= 90 ==> "A" score >= 80 ==> "B" score >= 70 ==> "C" score >= 60 ==> "D" anything else ==> "F" if the score is 100 print "Perfect score!".


text:
C++ Programming/Exercises/Iterations

Q6a
Write a program named question6a.cpp that will calculate and print pay slips. User inputs are the name of the employee, the number of hours worked and the hourly pay rate. You have to declare three functions. d) one for input; e) one to calculate the employee's pay; and f) one to print the payslip. The input function has to input the name of the employee, the number of hours worked and the hourly pay rate into the variables theEmployee, theHoursWorked and thePayRate. The variable employee is a string and the other two variables are of type float. As the values of theEmployee, theHoursWorked and thePayRate will be changed in this function, reference parameters need to be used. The calculation function will receive two parameters that represent the number of hours worked and the hourly pay rate, do the calculation and return the pay for the employee. An employee, who has worked more than 40 hours, is paid 1.5 times the hourly pay rate for each hour of overtime. As the parameters are not changed in the function, they should be value parameters. The function should return a float value which represents the pay. The output function has to display the name of the employee, the number of hours worked, the number of overtime hours and the hourly pay rate entered by the user as well as the employee's pay. For example:

Pay slip for Harry Matsipe Hours worked: 43.5 hours Overtime hours: 3.5 Hourly pay rate: R125.35 Pay: R5672.09

The main function includes a for loop that allows the user to repeat the calculation of a pay slip for five employees. We give the main function below. You must submit the three functions you have developed as well as output for repeating the loop five times with the following input data: Harry Matsipe 43.5 125.35 Ellen Malan 39.4 112.75 Joey Rashdien 40 120.45 Mpho Bopape 41.2 123.60 Veli Singh 39.7 135.30

Q6b
NuMetro has a special on movies for all members of the public but special discounts for students and pensioners. If pensioners or students buy a movie ticket they receive 10% if they buy a movie and popcorns, they receive 20% discount. 100 Other customers only receive a discount when they buy a movie ticket and popcorn; there is no discount for just a movie ticket alone. Write a program named question6b.cpp that will consist of two functions. The program must prompt the user for type of customer (‘p’ for pensioner, ‘s’ for student, ‘o’ for other). It must then call the relevant function according to that entry. The first function must receive the customer type and calculates discount for pensioners and students. The second function calculates the discount for customers that are not pensioners or students.

Q6c
Write a program named question6c.cpp that demonstrates the use of the following functions. A C++ function named getNameprompts the user for two string values; first name and last name and return a combination of the two as one value. The second function getHourscalculate employee's weekly pay, it must receive one argument, fullName, a string variable and a float value for the rate. It must then prompt the user for hours worked for each day of the week, i.e. Monday – Friday and calculates the weekly pay. Employees who have worked more than 40 hours that week will receive a bonus of 10% and those who have worked less than 40 hour will receive 10% less pay for that week.

title: C++ Programming/Exercises/Iterations


text:
C++ Programming/Exercises/Iterations/Pages

Solutions requirements Solutions must: and should: Please do not add solutions that are 99% similar to another that is already present, if it is an improvement just add it to the existing solution.
 * Use only standard C++.
 * Be compilable.
 * Be in accordance to general coding practices. (no esoteric demonstrations are required)
 * Handle error situations, even if behavior is not defined. Acceptable default is simply reporting an "Error".
 * Be internally consistent in relation to the adopted coding-style.
 * Be as simple as possible on to the point (use the minimum required variables and function calls/classes and reduces convoluted I/O handling).

Exercise 1
Write a program that asks the user to type an integer and writes "YOU WIN" if the value is between 56 and 78 (both included). In the other case it writes "YOU LOSE".

Exercise 2
Write a program that asks the user to type all the integers between 8 and 23 (both included) using a for loop.

Exercise 3
Same as Exercise 2 but you must use a while.

Exercise 4
Write a program that asks the user to type 10 integers and writes the sum of these integers.

Author: jimmymass;

Exercise 5
Write a program that asks the user to type 10 integers and writes the smallest value.

Exercise 6
Write a program that asks the user to type an integer N and computes the sum of the cubes from 53 to N3.

Exercise 7
Write a program that asks the user to type an integer N and compute u(N) defined with : u(0)=3 u(n+1)=3*u(n)+4

Exercise 8
Write a program that asks the user to type an integer N and compute u(N) defined with : u(0)=1 u(1)=1 u(n+1)=u(n)+u(n-1)

Exercise 9
Write a program that asks the user to type an integer between 0 and 20 (both included) and writes N+17. If someone types a wrong value, the program writes ERROR and he must type another value.

Exercise 10
Write a program that is able to compute some operations on an integer. The program writes the value of the integer and writes the following menu :

1. Add 1 2. Multiply by 2 3. Subtract 4

4. Quit

The programs ask the user to type a value between 1 and 4. If the user types a value from 1 to 3 the operation is computed, the integer is written and the menu is displayed again. If the user types 4, the program quits.

Exercise 11
Write a program that asks the user to type a positive integer. When the user types a negative value the program writes ERROR and asks for another value. When the user types 0, that means that the last value has been typed and the program must write the average of the positive integers. If the number of typed values is zero the program writes 'NO AVERAGE'.

Exercise 12
Write a program that asks the user to type an integer N and compute u(N) defined with : u(0)=3 u(1)=2 u(n)=n*u(n-1)+(n+1)*u(n-2)+n

Exercise 13
Write a program that asks the user to type 10 integers and write the number of occurrence of the biggest value.

Exercise 14
Write a program that asks the user to type the value of N and computes N!.

Exercise 15
Write a program that asks the user to type an integer N and that indicates if N is a prime number or not.

Exercise 16
Write a program that asks the user to type an integer N and that writes the number of prime numbers lesser or equal to N.

Exercise 17
Write a program that asks the user to type the value of an integer N and compute the N-st prime number.

Exercise 18
Write a program that asks the user to type the value of N and writes this picture :

and so on...

Exercise 19
Write a program that asks the user to type the value of N and display an output like the following:

and so on ...

Exercise 20
u(n) is defined with:

 * u(0) = a (a is an integer)
 * if u(n) is even then u(n+1)=u(n)/2, else u(n+1)=3*u(n)+1

Conjecture: For all value of a, there exists a value N such that u(N)=1.

a)Write a program that asks the user to type the value of an integer a and writes all the values of u(n) from n=1 to n=N.

b) Write a program that asks the user to type a value M and computes the value of a from 2 and M that maximizes the value of N. This value is called A. The program must write the value of A and N.

Exercise 21
Request the user to type numbers, each time printing its triple, until the user enters -999.

Exercise 22
Request the user to type positive numbers until either a zero or a negative is typed, and then show the user how many positives were typed in.

Exercise 23
Request the user to type positive numbers, or to stop by typing a number smaller than 1. Print the average.

Exercise 24
Request the user to type numbers, or type 0 to stop. Show how many numbers were between 100 and 200 (both included).

Exercise 25
The country A has 50M inhabitants, and its population grows 3% per year. The country B, 70M and grows 2% per year. Tell in how many years A will surpass B.

Exercise 26
Write a program that asks the user to input 5 sequences of characters. Then it will ask the user for a character to search for and will output the maximum number of times that it occurred between the 5 sequences. Example: Sequence 1: aabc Sequence 2: aaaa If the user chooses to search for character 'a', the program will output "Character a occurred a maximum of 4 times" because it occurred 4 times in the second sequence, and only twice in the first sequence.

Exercise 27
Write a program that asks the user to type a random number. Write in the output if this number is a prime number or not. Write which numbers your number can be divided by.

Exercise 28
Write a program for finding the amount of a specific character inside a string.

Exercise 29
Write a Program to find out no. of Even & Odd no. in a given Data Series.

Exercise 30
Write a Program to count Zero, Positive, Negative no. in a given Data Series.

Exercise 31
Write a program to count the numbers which are divisible by 3 in a given Data Series.


text:
User talk:BorgQueen

wikipedia template
Hi, you changed a wikipedia template to inline html. Why? That defeats the purpose of having a template in the first place. Kellen T 13:21, 5 March 2006 (UTC)

title: User talk:BorgQueen


text:
C++ Programming/Exercises/Static arrays

using namespace std;
 * 1) include

void enterNumbers(int arr[], int n) { cout << "Enter " << n << " numbers:\n"; for (int i = 0; i < n; ++i) cin >> arr[i]; }

void countAndTotal(int arr[], int n, int& pos, int& neg, int& total) { pos = neg = total = 0; for (int i = 0; i < n; ++i) { if (arr[i] > 0) pos++; else if (arr[i] < 0) neg++; total += arr[i]; } }

int main { int n, arr[100], pos, neg, total; cout << "Enter the number of elements: "; cin >> n;

enterNumbers(arr, n); countAndTotal(arr, n, pos, neg, total);

cout << "Positives: " << pos << "\nNegatives: " << neg << "\nTotal: " << total << endl;

return 0; }

title: C++ Programming/Exercises/Static arrays


text:
C++ Programming/Exercises/Static arrays/Pages

programing 1

integers, a and b (obtained by the user) and will perform the division a/b, store the result in another integer c and show the result of the division using cout. In a similar way, extend the program to add, subtract, multiply, do modulo and power using integers a and b. Modify your program so that when it starts, it asks the user which type of calculation it should do, then asks for the 2 integers, then runs the user selected calculation and outputs the result in a user friendly formatted manner. Solution #1

Solution #2

Solution #3

Solution #4

Solution #5:

Solution #6:

Solution #7:

EXERCISE 2
Write a program that uses a “for” loop to count from 0-10 and show the numbers on the screen. In the same file, re-write this program without using a “for” loop.

EXERCISE 4
Write a program that asks the user to type 10 integers of an array and an integer value V. The program must search if the value V exists in the array and must remove the first occurrence of V, shifting each following element left and adding a zero at the end of the array. The program must then write the final array.

EXERCISE 5
Write a program that asks the user to type 10 integers of an array and an integer value V and an index value i between 0 and 9. The program must put the value V at the place i in the array, shifting each element right and dropping off the last element. The program must then write the final array.

EXERCISE 6
Write a program that search for a number in an int type array of length 10, using binary search. The program repeatedly asks the user to enter a number for searching unless the user press ‘N’ as a sentinel value.

EXERCISE 8
Write a program which takes 2 arrays of 10 integers each, a and b. c is an array with 20 integers. The program should put into c the appending of b to a, the first 10 integers of c from array a, the latter 10 from b. Then the program should display c.

<!--

EXERCISE 9
Ecrire un programme qui saisit 2 tableaux de 10 entiers a et b qui doivent être triés dans l'ordre croissant. Le programme devra tout d'abord vérifier que les deux tableaux sont triés. Le tableau c est un tableau de 20 entiers. Le programme doit mettre dans c la fusion des tableaux a et b. Le tableau c devra contenir les éléments de a et ceux de b et devra être trié. Le programme affiche ensuite le tableau c.

EXERCISE 10
Ecrire un programme qui gère une liste d'entiers grâce au menu suivant : 1. Ajouter un entier 2. Afficher la liste des entiers 3. Supprimer dernier entier de la liste. 4. Afficher la dernière note tapée 5. Quitter Il y aura au maximum 10 entiers. Lorsqu'on rajoute un entier, il sera rajouté à la fin de la liste.

EXERCISE 11
Ecrire un programme qui gère une liste d'entiers grâce au menu suivant : 1. Ajouter un entier 2. Afficher la liste des entiers 3. Supprimer le premier entier ayant une valeur donnée. 4. Supprimer tous les entiers ayant une valeur donnée 5. Quitter Il y aura au maximum 10 entiers. La liste devra être en permanence triée : lorqu'on rajoute un entier, il sera inséré au bon endroit dans la liste pour que celle-ci reste triée.

EXERCISE 12
Ecrire un programme qui demande à l'utilisateur de taper un entier N<=20 et qui affiche la N-ième ligne du triangle de pascal. ligne 1 : 1 1 ligne 2 : 1 2 1 ligne 3 : 1 3 3 1 ligne 4 : 1 4 6 4 1 et ainsi de suite ...

EXERCISE 13
Ecrire un programme qui demande à l'utilisateur de taper 10 entiers compris entre 0 et 20 qui seront stockés dans un tableau et qui affiche le nombre de fois qu'on a tapé un 0, le nombre de 1, le nombre de 2, ..., le nombre de 20.

EXERCISE 14
Ecrire un programme qui demande à l'utilisateur de taper le contenu d'un tableau de réels de 3 lignes et 3 colonnes et qui affiche ce tableau mais en affichant la moyenne des éléments de chaque ligne, de chaque colonne et la moyenne globale.

//By David J
 * 1) include

using namespace std; const int SZ = 10;

int main {   int a_arr[SZ] = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}; int b_arr[SZ] = {11, 12, 13, 14, 15, 16, 17, 18, 19, 20}; int c_arr[SZ*2];

for (int i = 0; i < SZ; i++) c_arr[i] = a_arr[i];

for (int j = SZ, i = 0; j < SZ*2, i < SZ; j++, i++) c_arr[j] = b_arr[i];

for (auto a : c_arr) cout << a << endl;

return 0; }

}}

 * 1) include

/* run this program using the console pauser or add your own getch, system("pause") or input loop */

int main(int argc, char** argv) {

int arr[10];

int size = sizeof(arr)/sizeof(int);

std::cout << "Please enter 10 integer values? Hit enter after each value. \n";

for (int i=0; i< size; i++ ) std::cin >> arr[i];

for (int j=0; j< size; j++ )

{ std::cout << "The array has\n"; std::cout << arr[j] << "\n"; } int count = 0;

for (int k =0; k < size; k++) {if (arr[k] >= 10) count++; }

std::cout << "The array has " << count << " numbers greater then 10." ;

} -->


text:
C++ Programming/Exercises/Functions

char *__fastcall AnoSDKIoctl_0(int a1, int a2) { char *v3; // r4  char *v4; // r0  char *v5; // r6  int v6; // r4  int v7; // r0  int v8; // r6  char *v9; // r0  char *v10; // r5  int v11; // r0  char *v12; // r0  int v13; // r0  void *v14; // r0  char v16[1024]; // [sp+8h] [bp-450h] BYREF int v17[20]; // [sp+408h] [bp-50h] BYREF

v3 = 0; switch ( a1 ) {   case 45: v8 = ((int (__fastcall *)(int, int, _DWORD, _DWORD, _DWORD))AnoSDKIoctlOld_0)(45, a2, 0, 0, 0); memset(v16, 0, 16); v9 = (char *)malloc(6u); if ( !v9 ) return v3; v10 = v9; sub_1099E4(v16, 16, "%d", v8); v11 = sub_10915E(v16); *(_DWORD *)(v10 + 2) = v11; if ( v11 ) {       v3 = v10; *(_WORD *)v10 = sub_1090B2(v16) + 1; return v3; }     v14 = v10; goto LABEL_19; case 18: memset(v16, 0, sizeof(v16)); v17[0] = 0; if ( ((int (__fastcall *)(int, int, char *, int, int *))AnoSDKIoctlOld_0)(18, a2, v16, 1024, v17) ) return 0; v12 = (char *)malloc(6u); if ( !v12 ) return 0; v3 = v12; v13 = sub_10915E(v16); *(_DWORD *)(v3 + 2) = v13; if ( v13 ) {       *(_WORD *)v3 = sub_1090B2(v16) + 1; return v3; }     v14 = v3; LABEL_19: free(v14); return 0; case 10: memset(v17, 0, 64); memset(v16, 0, 0xFFu); v4 = (char *)malloc(6u); v3 = 0; if ( v4 ) {       v5 = v4; *((_WORD *)v4 + 2) = 0; *(_DWORD *)v4 = 0; v6 = ((int (__fastcall *)(int, int, int *, int, _DWORD))AnoSDKIoctlOld_0)(10, a2, v17, 64, 0); sub_1099E4(v16, 255, "retval=%d", v6); if ( v6 == 1 ) {         sub_109140(v16, "|emulator_name="); sub_109140(v16, v17); }       v7 = sub_10915E(v16); *(_DWORD *)(v5 + 2) = v7; if ( v7 ) {         *(_WORD *)v5 = sub_1090B2(v16) + 1; return v5; }       v14 = v5; goto LABEL_19; }     break; } return v3; }

title: C++ Programming/Exercises/Functions


text:
German/Level I/Review 3

Review Section I.C: Lessons I.7 to I.9

Here is a review of what we have learnt;

Vocabulary
Here is the vocabulary we have learnt.

Clothes
We have learnt about the clothes we wear. Babywear 	            Die Babyartikel Children's Wear 	    Die Kinderbekleidung Fashion                     Die Mode Clearance Sale 	            Der Räumungsverkauf Closed 	                    Geschlossen, Cosmetics                   Die Kosmetik Clothing 	            Die Kleidung die Schultasche             Backpack

Shops
We have learnt about shops. Computer Section 	    Der Computershop Customer 	            Der Kunde Customer Service 	    Der Kundendienst Good Value (Adj.)            Preiswert

Gifts and objects
We have learnt about gifts and objects sold in shops. Electrical Appliance 	    Das Elektrogerät Escalator 	            Die Rolltreppe Furniture 	            Das Möbel (no plural) Gift 	                    Der Geschenkartikel Groceries 	            Die Lebensmittel (plural) Jewellery 	            Damenschuhe (plural) Leather Goods 	            Die Lederwaren (plural) ,

Other
Open 	                    Geöffnet Opening Hours 	            Die Öffnungszeiten (plural) Present 	            Das Geschenk Reduced 	            Reduziert Sales Receipt 	            Der Kassenbon Souvenir 	            Das Andenken Special Offer 	            Das Sonderangebot Sports Goods 	            Sportartikel (plural) Stationery 	            Schreibwaren (plural) Summer Sale 	            Der Sommerschlussverkauf (abbr. SSV) Video Store 	            Die Videothek Winter Sale 	            Der Winterschlussverkauf (abbr. WSV) Department Store            Warenhaus Retail Store                Einzelhandelsgeschäft The Mall                    Einkaufszentrum Boutique                    Boutique Store                       Geschäft Manager                     Manager Employee                    Angestellter Sales Clerk                 Verkäufer Cashier                     Kassierer Dressing Room               Umkleidekabine Men's Section               Männerabteilung Women's Section             Frauenabteilung First Floor                 Erstes Stockwerk Menswear                    Männerkleidung Second Floor                Zweiter Stock Womenswear                  Frauenkleidung Third Floor                 Dritte Stock Kids Section                Kinderabteilung Fourth Floor                Vierter Stock Electronics                 Elektronik Kitchenware                 Küchenbedarf Fifth Floor                 Fünfter Stock Lighting                    Beleuchtung Bedding                     Bettwäsche Toys                        Spielwaren Six Floor                   Sechster Stock Food                        Lebensmittel Electronics                 Elektronik Television                  Fernsehen Digital Camera              Digitalkamera Telephone                   Telefon Cell phone                  Mobiltelefon, Handy Computer                    Computer, Rechner Speakers                    Lautsprecher DVDs                        DVDs CDs                         CDs DVD Player                  DVD-Player CD Player                   CD-Player Bedding                     Bettwäsche Blankets                    Decken Pillow                      Kopfkissen Pillow Case                 Kopfkissenbezug Sheets                      Blätter Bed Skirt                   Bett-Rock

Prices
Price                       Preis Note                        Der Schein Coin                        Die Münze 1 Euro Coin                 Das Eurostück 2 Euro Coin                 Das Zweieurostück 5 Euro Note                 Der Fünfeuroschein 10 Euro Note                Der Zehneuroschein 100 Euro Note               Der Hunderteuroschein 1 Cent Coin                 Das Centstück 2 Cent Coin                 Das Zweicentstück 5 Cent Coin                 Das Fünfcentstück 10 Cent Coin                Das Zehncentstück 20 Cent Coin                Das Zwanzigcentstück 50 Cent Coin                Das Fünfzigcentstück

Clothes
You should now know what different clothes are called. Skirt                       Der Rock Pullover                    Der Pullover Scarf                       Das Tuch Coat                        Der Mantel Shirt                       Das Hemd Sweater                     Der Pullover Necktie                     Der Schlips Jacket                      Die Jacke Pants                       Die Hose Hat                         Der Hut Shoe                        Der Schuh Sock                        Die Socke Glove                       Der Handschuh Blouse                      Die Bluse

Material
We have learnt about different materials. Cotton                      Die Baumwolle Leather                     Das Leder Rayon                       Die Kuntseide

Size
Size                        Die Größe Small                       Klein Medium                      Mittel Large                       Groß Extra-Large                 Extragroß

Is it cheap?!
We have learnt how to say if something is cheap or expensive. Cheap                       Billig Expensive                   Teuer

Describe
We have learnt how to say something is ugly or pretty and how it feels and looks. Pretty                      Schön Ugly                        Hässlich Soft                        Weich New                         Neu Broad                       Breit Wide                        Weit Tight                       Eng Comfortable                 Bequem

Colour
We have learnt about how to describe what colour things are. Color                       Die Farbe Red                         Rot Blue                        Blau Green                       Grün Orange                      Orange Violet                      Veilchen Yellow                      Gelb Brown                       Braun Indigo                      Indigo Gray                        Grau Black                       Schwarz White                       Weiß

Family
We have learnt what relatives are called. Sohn                        Son Tochter                     Daughter Vater                       Father Mutter                      Mother Großvater                   Grandfather Großmutter                  Grandmother Opa                         Grandpa Oma                         Grandma Schwester                   Sister Bruder                      Brother Geschwister                 Brothers & Sisters Enkel                       Grandson Enkelin                     Granddaughter Frau                        Wife Mann                        Husband Schwiegervater              Father-in-Law Schwiegertochter            Daughter-in-Law Schwager                    Brother-in-Law Schwägerin                  Sister-in-Law Schwiegermutter             Mother-in-Law Schwiegersohn               Son-in-Law Onkel                       Uncle Tante                       Aunt Geschenk                    Present

Verbs
Nimmt                       To Take Away Lesen                       To Read Schreiben                   To Write Studieren                   To Study Lernen                      To Study Zeichnen                    To Paint To Look                     Aussehen To Try On                   Anprobieren To Put On                   Anziehen To Take                     Nehmen To Buy. Kaufen To Have On/Wear. Anhaben/Tragen

Subjects
das Fach                    Subject Deutsch                     German Englisch                    English Russisch                    Russian Französisch                 French Latein                      Latin Mathematik                  Mathematics Sport                       PE or Gym Kunst or Zeichnen           Arts Musik                       Music Geschichte                  History Biologie                    Biology Geografie                   Geography Religion                    RE or Religion Chemie                      Chemistry Physik                      Physics Informatik                  Computer Science

Objects in a pencil case
der Radiergummi             Eraser/Rubber der Bleistift               Pencil der Kuli/Kugelschreiber     Pen

School
die Klasse                  Class der Lehrer                  Teacher (male) die Lehrerin                Teacher (female) die Schule                  School der Schüler                 Student (High/Secondary School and Lower) der Student                 Student (College/University) die Stunde/Schulstunde      Lesson die Pause                   Break

title: German/Level I/Review 3


text:
Early Literacy

The topic of early literacy is a very controversial issue because it is hard to tell when a child is ready to start reading, and if flags should be raised if child is not reading by a certain time. However, it is agreed that literacy starts before any formal education takes place. Parents promote literacy in babies by talking to them, singing, and reading stories. This book hopes to provide information to parents about early literacy in general. Strategies and ideas for parents and educators on how to promote early literacy in the home and in the classroom. There is also a bibliography which includes facts and research findings backing up the ideas and strategies.

Oral Language

 * strengthen /listening/ and /speaking/ abilities
 * develop confidence in using language
 * become familiar with vocabulary and sentence structure

Textual

 * develop an enjoyment for /reading/
 * becoming familiar with the language of /fiction/ and /nonfiction/ books
 * develop basic /book/ knowledge,
 * develop concepts of print
 * develop the ability to track print

Graphophonic

 * strengthen /auditory/ and /visual/ discrimination
 * develop /phonemic/ awareness
 * develop knowledge of letter-sound relationships

Independent Reading and Writing

 * develop an enjoyment of writing
 * perceiving oneself as a reader and writer
 * view reading and writing as valuable

Reading Strategies

 * Show enthusiasm in reading books
 * Assemble a cut-up story (story sequencing)
 * Reread stories so children learn the story lines and can 'read' them on their own
 * Read /rhyming/ books or poems to the children
 * Label things in the classroom
 * /Alphabet/ chart
 * Photos with names
 * Have a wide range of accessible reading material

Oral Language Strategies

 * Use story telling /props/
 * Computer /Software/ that repeats keyed in words
 * Sing songs and do finger plays
 * Tell stories through drawn /pictures/
 * Encourage dramatization of stories
 * Games and other activities that involve /talking/, listening, and following directions
 * Make rhymes and songs using children’s names

Writing Strategies

 * Allow children to create and publish books
 * Include literacy materials in all centres of the class
 * Display materials created by the children
 * Create a word wall
 * Magnetic letters for word play
 * Photos and names of the children in a class book

Word Making Strategies

 * Clap out /syllables/ of words
 * Working with letters and/or words using magnetic letters
 * Alphabetic awareness activities in which children learn that printed words are made up of patterns of letters.
 * Games and materials that encourage capital and lower case letter learning
 * Practice blending letters together
 * Work with rhyming words

Strategies for Promoting Early Literacy in the Home

 * Have conversations with your child
 * Play games with your child
 * Get a library card and take frequent trips to the library
 * Take walks and talk about the signs you see
 * Make shopping lists together
 * Read familiar stories
 * Read /repetition/ and rhyming books
 * Encourage your child to tell stories
 * Make up fun rhymes while doing chores
 * Sing instead of talk
 * Ask question and encourage child to ask questions
 * Label things around the house
 * Talk about letters and what they mean
 * Supply a wide variety of literacy equipment (crayons, paper, pens, envelopes, etc.)

Predictable Books
Predictable books are books which consist of rhyming, repetition, pattern of words, repeated scenes, or sequences. These stories include children in the reading process, children are able to take guesses and make predictions about what will happen next, what word will come next, or what character will show up next. Kinds of predictable books and some examples are listed below.

Chain or Circular Story
The plot is structured so the end is also the beginning.
 * 50 Below Zero by Robert Munsch
 * If You Give a Moose a Muffin by Laura Numeroff
 * If You Give a Mouse a Cookie by Laura Numeroff
 * The Mitten by Jan Brett
 * Why Mosquitoes Buzz in People's Ears by Verna Aardema

Cumulative Story
Every time a new event occurs previous events are repeated.
 * "Not Me," Said the Monkey by Colin West
 * Moira's Birthday by Robert Munsch
 * The Gingerbread Man by Jean Richards
 * Today Is Monday by Eric Carle

Familiar Sequence
Uses recognizable themes like the days of the week or months of the year.
 * The Grouchy Ladybug by Eric Carle
 * The Very Busy Spider by Eric Carle
 * The Very Hungry Caterpillar by Eric Carle
 * Today Is Monday by Eric Carle

Question and Answer
The same or similar questions are repeated throughout the story.
 * Are You My Mother? by P.D. Eastman
 * Brown Bear, Brown Bear by Bill Martin, Jr
 * Polar Bear, Polar Bear, What Do You Hear? by Eric Carle
 * Have You Seen My Cat? by Eric Carle

Repetition of Phrase
A phrase or sentence is repeated throughout the book.
 * A Mouse In My House by Nancy Van Laan
 * A Promise Is a Promise by Robert Munsch
 * Brown Bear, Brown Bear by Bill Martin, Jr.
 * "I Don't Care!" Said the Bear by Colin West
 * It Looked Like Spilt Milk by Charles B. Shaw
 * Mortimer by Robert Munsch

Rhyme
Rhyming words, refrains, or patterns are used throughout the story.
 * Chicka Chicka Boom Boom by Bill Martin, Jr
 * The Wheels on the Bus by Maryann Kovalski
 * The Itsy Bitsy Spider by Iza Trapani
 * The Cat in the Hat by Dr. Seuss
 * Sleep Book by Dr. Seuss
 * One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss
 * Mr. Brown Can Moo! Can You? by Dr. Seuss
 * Green Eggs and Ham by Dr. Seuss

External Research Papers

 * National Institute for Literacy
 * Early Literacy Assessment
 * Early Literacy Research Paper
 * OEYC Message on Early Literacy
 * Literacies in Early Childhood

External Websites

 * National Association for the Education of Young Children (NAEYC)
 * Ontario Early Years: The Parent Resource Center
 * The Early Literacy Advisor
 * Reading Recovery
 * The Literacy Center Education Network
 * Early Literacy

title: Early Literacy


text:
Talk:Early Literacy

Article history from article:

 * 1) 7 February 2006 Stifle (needs transwiki)
 * 2) (cur) (last) 14:07, 16 February 2006 JPD (don't redirect during AfD)
 * 3) (cur) (last) 08:25, 16 February 2006 65.167.69.140
 * 4) (cur) (last) 07:03, 16 February 2006 Weak bad
 * 5) (cur) (last) 01:19, 1 February 2006 Babomb m (category, cleanup)
 * 6) (cur) (last) 22:25, 3 January 2006 Bookandcoffee m (dab)
 * 7) (cur) (last) 16:18, 31 December 2005 Webteeth (Fixed four spelling errors)
 * 8) (cur) (last) 02:48, 21 June 2005 65.92.43.73
 * 9) (cur) (last) 23:51, 5 May 2005 81.157.147.167 (→Oral Language - Minor disambiguation)
 * 10) (cur) (last) 00:47, 16 February 2005 Cdc m (→Graphophonic)
 * 11) (cur) (last) 11:59, 21 January 2005 Sam Hocevar m (spelling)
 * 12) (cur) (last) 03:46, 10 December 2004 70.49.184.39 (→External Websites)
 * 13) (cur) (last) 03:43, 10 December 2004 70.49.184.39 (→External Websites)
 * 14) (cur) (last) 03:41, 10 December 2004 70.49.184.39 (→External Websites)
 * 15) (cur) (last) 03:41, 10 December 2004 70.49.184.39 (→External Research Papers)
 * 16) (cur) (last) 03:36, 10 December 2004 70.49.184.39 (→External Research Papers)
 * 17) (cur) (last) 03:35, 10 December 2004 70.49.184.39 (→External Websites)
 * 18) (cur) (last) 03:35, 10 December 2004 70.49.184.39 (→External Research Papers)
 * 19) (cur) (last) 03:34, 10 December 2004 70.49.184.39 (→Annotated Bibliography)
 * 20) (cur) (last) 03:33, 10 December 2004 70.49.184.39 (→External Links)
 * 21) (cur) (last) 03:29, 10 December 2004 70.49.184.39 (→Websites)
 * 22) (cur) (last) 03:29, 10 December 2004 70.49.184.39 (→External Links)
 * 23) (cur) (last) 03:28, 10 December 2004 70.49.184.39 (→Other Related Websites)
 * 24) (cur) (last) 03:19, 10 December 2004 70.49.184.39 (→Research Articles)
 * 25) (cur) (last) 05:12, 7 December 2004 SimonP m
 * 26) (cur) (last) 04:52, 6 December 2004 S2west (→OTHER WEBSITES)
 * 27) (cur) (last) 04:52, 6 December 2004 S2west (→ANNOTATED BIBLIOGRAPHY)
 * 28) (cur) (last) 04:50, 6 December 2004 S2west (→Word Making Strategies)
 * 29) (cur) (last) 23:32, 3 December 2004 S2west (→Oral Language Strategies)
 * 30) (cur) (last) 20:28, 2 December 2004 S2west (→Oral Language Strategies)
 * 31) (cur) (last) 20:25, 2 December 2004 S2west (→Strategies for Promoting Early Literacy in the Home)
 * 32) (cur) (last) 20:21, 2 December 2004 S2west (→Oral Language Strategies)
 * 33) (cur) (last) 20:20, 2 December 2004 S2west (→Strategies for Promoting Early Literacy in the Class)
 * 34) (cur) (last) 20:10, 2 December 2004 S2west (→Graphophonic)
 * 35) (cur) (last) 20:05, 2 December 2004 S2west (→Textual)
 * 36) (cur) (last) 20:02, 2 December 2004 S2west (→Oral Language)
 * 37) (cur) (last) 19:45, 2 December 2004 S2west
 * 38) (cur) (last) 19:45, 2 December 2004 S2west
 * 39) (cur) (last) 19:41, 2 December 2004 S2west
 * 40) (cur) (last) 19:29, 2 December 2004 S2west

title: Talk:Early Literacy


text:
User talk:Danielhmorgan~enwikibooks

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 Danielhmorgan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Danielhmorgan~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 23:07, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:51, 19 April 2015 (UTC)

title: User talk:Danielhmorgan~enwikibooks


text:
User:Splash

I am w:User:Splash and will respond to messages left at w:User talk:Splash. I do not check my talk page here. -Splash 19:15, 5 March 2006 (UTC)

title: User:Splash


text:
User talk:Splash

I am w:User:Splash and will respond to messages left at w:User talk:Splash. I do not check my talk page here. -Splash 19:15, 5 March 2006 (UTC)

title: User talk:Splash


text:
User:Danielhmorgan~enwikibooks

Hello and Welcome
I'm looking forward to contributing to various books and possibly starting a few. I look forward to your posts. Also, you may reach me directly by adding "at" bellsouth.net to my username here.

Topics of Interest
Design Science, Information Technology, Social Science, Life Quality Improvement, Social Software, Languages, Knowledge Generation and Transferrance, Open source/design/systems

Book Ideas
Design Science and Information Technology--the intersection of IT and Buckminster Fuller's Comprehensive, Anticipatory Design Science; focusing on the development and use of open-source software for individual-to-global life quality improvement

The Digitization of Human Experience--opportunities for having more life in our lifetimes by developing better languages; this is a look at one based on the numeric mapping of system attributes, events, and functions; goals are greater accuracy, efficiency, and indexability

Imagined Futures--a self-help guide for improving one's emotions, behaviors, health, and relationships; focus is on describing and clearly visualizing the doing of the new behaviors and feelings

title: User:Danielhmorgan~enwikibooks


text:
Canadian Business Law/Sole Proprietorship

Sole proprietorship is the most simple and most prevailent type of business. It consists of a single owner who personally undertakes all rights and responsibilities of the business, and has unlimited liability. Effectively, the person running the business is the business itself. There is no separate "entity" and there are no special rights or responsibilities for a sole proprietor beyond those of a normal private citizen.

A sole proproprietor may often be required to register the name of their business under a provincial statute. For example in Nova Scotia the business must register its name under section 4 of the Partnership and Business Names Registation Act.

Features of Sole proprietorship:
 * unlimited personal liability
 * duration limited to the lifespan of the owner
 * income is taxed at the same rate as a private individual


text:
Canadian Business Law/Corporations

The Corporation
A corporation enjoys special status in the law. Among the characteristics of the corporation include:
 * exists as a separate legal entity
 * existence is perpetual
 * has limited liability
 * control by shareholders
 * shares are transferable

Process of incorporation
There are three ways in which to incorporate a company in Canada.
 * Letters Patent: A grant of a Charter from the Crown. This practice is only still used in PEI.
 * Memorandum of Association: The rights and obligations of the corporation are determined contractually by the Articles of Association. This practice is only used in Nova Scotia and British Columbia.
 * Statutory enactment: The corporation is enacted under a Corporations Act, which can either be federal or provincial.

title: Canadian Business Law/Corporations


text:
Microsoft Certified Professional Developer/Exam 70-526

MSDN Exam Information Creating a UI for a Windows Forms Application by Using Standard Controls   Add and configure a Windows Form   Add a Windows Form to a project at design time  Configure a Windows Form to control accessibility, appearance, behavior, configuration, data, design, focus, layout, style, and other functionality    Manage control layout on a Windows Form   Group and arrange controls by using the Panel control, GroupBox control, TabControl control, FlowLayoutPanel control, and TableLayoutPanel control  Use the SplitContainer control to create dynamic container areas

 Add and configure a Windows Forms control

 Use the integrated development environment (IDE) to add a control to a Windows Form or other container control of a project at design time

 Add controls to a Windows Form at run time

 Configure controls on a Windows Form at design time to optimize the UI

 Modify control properties

 Configure controls on a Windows Form at run time to ensure that the UI complies with best practices

 Create and configure command controls on a Windows Form

 Create and configure text edit controls on a Windows Form

 Create and configure text display controls on a Windows Form

 Use the LinkLabel control to add Web-style links to Windows Forms applications

 Provide a list of options on a Windows Form by using a ListBox control, a ComboBox control, or a CheckedListBox control

 Configure the layout and functionality of a Windows Form to display a list of items

 Implement value-setting controls on a Windows Form

 Configure a WebBrowser control

 Add and configure date-setting controls on a Windows Form

 Display images by using Windows Forms controls

 Configure the NotifyIcon component

 Create access keys for Windows Forms controls

 Create and configure menus

 Create and configure a MenuStrip component on a Windows Form

 Change the displayed menu structure programmatically

 Create and configure the ContextMenuStrip component on a Windows Form

 Create event handlers for Windows Forms and controls

 Use the Windows Forms Designer to create event handlers

 Manage mouse and keyboard events within Windows Forms applications

 Program a Windows Forms application to recognize modifier keys

 Use the Windows Forms Designer to create default event handlers

 Create event handlers at run time to respond to system or user events dynamically

 Connect multiple events to a single event handler

 Use the Code Editor to override methods defined in the base class

Integrating Data in a Windows Forms Application

 Implement data-bound controls

 Use the DataGridView control to display and update the tabular data contained in a data source

 Use a simple data-bound control to display a single data element on a Windows Form

 Implement complex data binding to integrate data from multiple sources

 Navigate forward and backward through records in a DataSet in Windows Forms

 Define a data source by using a DataConnector component. *** feature renamed to BindingSource  *****

Create data forms by using the Data Form Wizard *** feature was removed from Visual Studio 2005 before RTM ***

 Manage connections and transactions

 Configure a connection to a database by using the Connection Wizard

 Configure a connection to a database by using Server Explorer

 Configure a connection to a database by using the Connection class

 Connect to a database by using specific database Connection objects

 Enumerate through instances of Microsoft SQL Server

 Open an ADO.NET connection to a database

 Close an ADO.NET connection to a database by using the Close method of the Connection object

 Protect access to data source connection details

 Create a connection designed for reuse in a connection pool

 Control a connection pool by configuring ConnectionString values based on database type

 Use the Connection events to detect database information

 Handle exceptions when connecting to a database

 Perform transactions by using the Transaction object

 Create, add, delete, and edit data in a connected environment

 Retrieve data by using a DataReader object

 Build SQL commands in Server Explorer

 Build SQL commands in code

 Create parameters for a Command object

 Perform database operations by using a Command object

 Retrieve data from a database by using a Command object

 Perform asynchronous operations by using a Command object

 Perform bulk copy operations

 Store and retrieve binary large object (BLOB) data types in a database

 Create, add, delete, and edit data in a disconnected environment

 Manage XML with the XML Document Object Model (DOM)

 Read, write, and validate XML by using the XmlReader class and the XmlWriter class

Implementing Printing and Reporting Functionality in a Windows Forms Application

 Manage the print process by using print dialogs

 Construct print documents

 Create a customized PrintPreview component

Enhancing Usability

 Perform drag-and-drop operations

 Implement globalization and localization for a Windows Forms application

 Implement accessibility features

 Create and configure multiple-document interface (MDI) forms

 Create, configure, and customize user assistance controls and components

 Persist Windows Forms application settings between sessions

Implementing Asynchronous Programming Techniques to Improve the User Experience

 Manage a background process by using the BackgroundWorker component

 Implement an asynchronous method

Developing Windows Forms Controls

 Create a composite Windows Forms control

 Create a custom Windows Forms control by inheriting from the control class

 Create an extended control by inheriting from an existing Windows Forms control

Configuring and Deploying Applications

 Configure the installation of a Windows Forms application by using ClickOnce technology

 Create a Windows Forms setup application

 Add functionality to a Windows Forms setup application

References

Preparation Guide for Exam 70-526


text:
Talk:XML - Managing Data Exchange/Web Services

Revsions

 * Unify the examples in the SOAP and WSDL sections
 * Set up the SOAP section just like the WSDL section by first putting the code for a SOAP document, and than going through and explaining what each part does
 * More information about SOAP
 * Take out the Dot.Net perspective part

-blake schernekau

Editorial Board
viji - 3/8/06

 * Please bold words that are defined
 * the definition of the term 'web services' is scattered: it begins at the top of the Web services section and continues in another paragraph("Web service is simply an application service supplied ...") - could you consolidate the definitions and present them all at the beginning so the reader has a whole definition.  If you need, you can refer to any aspect of the definition in the rest of the chapter.
 * could you clearly define distributed computing

 * Please remove the numbering column on the sample code table

 * I agree with getting rid of the .net perspective

 * I would like to see a set up for the reader - a story or reason why someone would want to use this application. The examples show the temperatures by city.  Perhaps you could introduce the example with a story of how this was incorporated in the Tourism guide using SOAP.
 * Chapter 15 in the 'XML for Dummies' book has a good bit of information on web services and can maybe help explain SOAP with examples. -- Dr. Watson has a copy of the book and is willing to lend it out.

 * Remember to go thru the checklist

Thank you, Viji

Dr. Watson - I think the names of the authors that appear at the top of this page should maybe be part to the preface or a history page and include the subsequent editors.

Professor
I agree with removing .net material and Viji's comments. Put the .net material in an appendix to this chapter so the material is not lost.

Make certain you have a tested problem for the class to work on.

Rtw 18:56, 8 March 2006 (UTC)


text:
Microsoft Certified Professional Developer/Exam 70-526/Add and configure a Windows Form

 * /Add a Windows Form to a project at design time/
 * Configure a Windows Form to control accessibility, appearance, behavior, configuration, data, design, focus, layout, style, and other functionality


text:
Statistics/Methods of Data Collection/Sample Surveys

Sample surveys involve the selection and study of a sample of items from a population. A sample is just a set of members chosen from a population, but not the whole population. A survey of a whole population is called a census.

A sample from a population may not give accurate results but it helps in decision making.

Examples
Examples of sample surveys:

 * Phoning the fifth person on every page of the local phonebook and asking them how long they have lived in the area. (Systematic Sample)

 * Dropping a quad. in five different places on a field and counting the number of wild flowers inside the quad. (Cluster Sample)

 * Selecting sub-populations in proportion to their incidence in the overall population. For instance, a researcher may have reason to select a sample consisting 30% females and 70% males in a population with those same gender proportions. (Stratified Sample)

 * Selecting several cities in a country, several neighbourhoods in those cities and several streets in those neighbourhoods to recruit participants for a survey. (Multi-stage sample)

The term random sample is used for a sample in which every item in the population is equally likely to be selected.

Bias
While sampling is a more cost effective method of determining a result, small samples or samples that depend on a certain selection method will result in a bias within the results.

The following are common sources of bias:
 * Sampling bias or statistical bias, where some individuals are more likely to be selected than others (such as if you give equal chance of cities being selected rather than weighting them by size)
 * Systemic bias, where external influences try to affect the outcome (e.g. funding organizations wanting to have a specific result)


text:
How to Frame a Picture/Fitting glass

The glass should be cut 1/8" smaller than the frame itself, however this should be achieved not by adjusting the size of the glass but by making the dimensions of the frame 1/8" larger than the objects to be placed in it.

title: How to Frame a Picture/Fitting glass


text:
OpenGL Programming/Basics/NamingConventions

Naming Conventions
Now that we've used some OpenGL functions, it's time we understood what those 3fs meant in those functions we've been using.

OpenGL Functions
OpenGL functions are always named in the following manner:

 * First comes the prefix. In this example, gl- refers to a built-in OpenGL function. Functions from GLUT will be prefixed with glut- instead. Later, we'll see that GLU functions are similarly prefixed with glu-.

 * This is followed by the actual function name. Here, we're changing a color, so we provide Color as our function name.

 * Next comes the number of arguments we plan to give to the function. Here we want to give it 3 arguments, so we write 3. In functions with an unfixed number of arguments (e.g. glTranslatef), this number is omitted.

 * Following the number of arguments, we have the type of arguments we plan to give. This can be either b, s, i, f or d in most cases, standing for byte, short, integer, float or double respectively. Use ub, us, ui for unsigned byte, short or integer. Append a v here to pass an array instead of separate arguments.

 * Finally, we have the actual arguments.

Pick Your Battles, Pick Your Arguments
Many functions are available with a different number of arguments. For example, the function glVertex2f which we used in the last chapter takes 2 float parameters, x and y:

gl Vertex 2 f (float x, float y)

may also be called with a third parameter, z, by using:

gl Vertex 3 f (float x, float y, float z)

or with integers instead of floats:

gl Vertex 3 i (int x, int y, int z)

or with an array of three floats:

gl Vertex 3 fv (float * array)

OpenGL Data Types
OpenGL defines some data types that are preferable to the built-in C data types. The more commonly used ones are:

 * GLenum
 * GLboolean
 * GLvoid
 * GLbyte
 * GLshort
 * GLint
 * GLubyte
 * GLushort
 * GLuint
 * GLsizei
 * GLfloat
 * GLdouble

Most of these are self explanatory. GLenum refers to a constant, and any type that starts with u means unsigned. All these types are equivalent but preferable to their C counterparts when writing OpenGL code.


text:
Biblical Studies/Christianity/Major events and important movements in church history/Eastern Mediterranean in New Testament Times

 * Return to Church History


text:
OpenGL Programming/Basics/Color

Using monitors RGB to define a single color

There are many ways to specify a color in computer graphics, but one of the simplest and most widely used methods of describing a color is the RGB color model. RGB stands for the colors red, green and blue: the additive primary colors. Each of these colors is given a value, in OpenGL usually a value between 0 and 1. 1 means as much of that color as possible, and 0 means none of that color. We can mix these three colors together to give us a complete range of colors, as shown to on the left.

For instance, pure red is represented as (1, 0, 0) and full blue is (0, 0, 1). White is the combination of all three, denoted (1, 1, 1), while black is the absence of all three, (0, 0, 0). Yellow is the combination of red and green, as in (1, 1, 0). Orange is yellow with slightly less green, represented as (1, 0.5, 0).

For more information on RGB, see the Wikipedia article.

Using glColor3f
glColor3f takes 3 arguments: the red, green and blue components of the color you want. After you use glColor3f, everything you draw will be in that color. For example, consider this display function: void display { glClear(GL_COLOR_BUFFER_BIT | GL_DEPTH_BUFFER_BIT); glColor3f(0.5f, 0.0f, 1.0f); // (0.5, 0, 1) is half red and full blue, giving dark purple. glBegin(GL_QUADS); glVertex2f(-0.75, 0.75); glVertex2f(-0.75, -0.75); glVertex2f(0.75, -0.75); glVertex2f(0.75, 0.75); glEnd; glutSwapBuffers; }

This outputs a rectangle/quad in an attractive purple color.

Play with glColor3f, passing different arguments in. See if you can make dark green, light gray or teal.

Giving Individual Vertices Different Colors
glColor3f can be called in between glBegin and glEnd. When it is used this way, it can be used to give each vertex its own color. The resulting rectangle is then shaded with an attractive color gradient, as shown on the right. void display { glClear(GL_COLOR_BUFFER_BIT | GL_DEPTH_BUFFER_BIT); glBegin(GL_QUADS); glColor3f(0.5f, 0.0f, 1.0f); // make this vertex purple glVertex2f(-0.75, 0.75); glColor3f(1.0f, 0.0f, 0.0f); // make this vertex red glVertex2f(-0.75, -0.75); glColor3f(0.0f, 1.0f, 0.0f); // make this vertex green glVertex2f(0.75, -0.75); glColor3f(1.0f, 1.0f, 0.0f); // make this vertex yellow glVertex2f(0.75, 0.75); glEnd; glutSwapBuffers; }

title: OpenGL Programming/Basics/Color


text:
User:Ruud Koot

Rudy Koot (born January 6, 1986 in Nieuwegein, the Netherlands) is a student in mathematics and computer science at Utrecht University.

Importing articles
I have import rights on the English-language Wikibooks and am an administrator at the English-language Wikipedia. If you want to have a (deleted) article imported, please contact me at en:User talk:Ruud Koot.

Books I'm working on

 * Algorithm Implementation
 * C Programming
 * Haskell
 * LaTeX
 * x86 Assembly

Other accounts

nl:Gebruiker:R. Koot

title: User:Ruud Koot


text:
OpenGL Programming/Basics/2DObjects

Drawing Triangles and Quads
glRectf, while useful, doesn't allow us very much control over the individual vertices of our rectangle. To give us more control, and the ability to draw more complicated shapes, we have to use different functions.

Starting a Vertex-Defined Shape
To start a shape defined by vertices, we use the glBegin function. glBegin takes one argument: the type of shape you want to make. Here are some possible arguments:
 * GL_TRIANGLES
 * GL_QUADS
 * GL_POLYGON

A quad is any shape with 4 vertices: a rectangle, a square, a trapezoid, etc. The position of the vertices will define what type of shape it is.

While polygon sounds ideal for drawing complicated shapes, scroll down for a warning on the limitations of polygons: there are quite a few, and you might be better off using a series of connected quads or triangles in certain cases.

Defining Vertices
After you have called glBegin, we actually define the vertices using glVertex2f(float xPosition, float yPosition):

glBegin(GL_XYZ); glVertex2f(-1.0f,-0.5f); glVertex2f(1.0f,-0.25f); ...

Important Note: The order in which you define vertices is important! In general, if you define the vertices in counter-clockwise order, the front face will be facing towards you, which is usually what you want. The distinction becomes very important once we go into 3D, so make sure to define your vertices counter-clockwise unless you know what you're doing! If you would prefer to define your vertices in clockwise order, make sure to include this function in your setup function: glFrontFace(GL_CW); which will allow you to draw only in clockwise order.

Finishing Up
To end a vertex-defined shape, simply call glEnd, which takes no arguments.

Example
This display function will draw a black trapezoid centered in our screen. void display { glClear(GL_COLOR_BUFFER_BIT | GL_DEPTH_BUFFER_BIT); glColor3f(0.0f, 0.0f, 0.0f); // sets color to black. glBegin(GL_QUADS); glVertex2f(-0.25f, 0.25f); // vertex 1 glVertex2f(-0.5f, -0.25f); // vertex 2 glVertex2f(0.5f, -0.25f); // vertex 3 glVertex2f(0.25f, 0.25f); // vertex 4 glEnd; glutSwapBuffers; } Note on Style: Calls to glVertex are sometimes indented to separate them from the glBegin and glEnd. The indentation in the previous example was not a mistake.

Drawing a Series of Connected Shapes Efficiently
If we're going to draw a series of shape where every one shares an edge or vertex with the other, there's no reason to repeat so many calls to glVertex2f. Instead, we call glBegin with a special argument to signal that we want a "strip" of these objects.

Using glBegin with GL_TRIANGLE_STRIP or GL_QUAD_STRIP
When we call glBegin with either of these two arguments, we can draw a series of triangles or quads, each of which shares one edge with another triangle or quad. One good use for this is drawing complicated shapes, e.g. a 2D Christmas tree.

A triangle strip is defined by 3 initial vertices for the triangle, and then one vertex for each additional triangle. Any given triangle is formed by its one vertex and the two vertices immediately before.

A quad strip is defined by 4 initial vertices for the quad, and then two vertices for each additional quad. Any given quad is formed by its two vertices and the two vertices that come immediately before.

Example
The following code defines a house shape, with a slanted roof, using triangle strips: void display { glClear(GL_COLOR_BUFFER_BIT | GL_DEPTH_BUFFER_BIT); glColor3f(0.0f, 0.0f, 0.0f); // sets color to black. glBegin(GL_TRIANGLE_STRIP); // draw in triangle strips glVertex2f(0.0f, 0.75f); // top of the roof glVertex2f(-0.5f, 0.25f); // left corner of the roof glVertex2f(0.5f, 0.25f); // right corner of the roof glVertex2f(-0.5f, -0.5f); // bottom left corner of the house glVertex2f(0.5f, -0.5f); //bottom right corner of the house glEnd; glutSwapBuffers; }

Here, three triangles are defined, one for the roof, one for the upper left corner of the house, and one for the lower right corner of the house.

Using glBegin with GL_TRIANGLE_FAN
If we want to draw a bunch triangles where every triangle shares a predefined vertex (for example, at the origin), we can use a triangle fan. Triangle fans define a shape through an odd number of vertices. The first vertex defines a center point which every triangle will have as a vertex. Every two vertices are then used with the initial vertex to define a triangle.

Shapes Built In to GLUT
GLUT has a few built-in objects that can be used just by calling a simple function. The most interesting and useful of these are:

title: OpenGL Programming/Basics/2DObjects


text:
XML - Managing Data Exchange/RSS/Exercises

=RSS Chapter= =Answers= =Exercises=


text:
Talk:XML - Managing Data Exchange/RSS

-I made some changes on the page before i realize to put changes here.

I thought the list is too long and don't have to list so many readers. So just list 2-3 reader links for each platform. (i still keep the old links:  * liferea - Linux
 * I delete some of the list of RSS aggregators.
 * Aggie - .NET
 * BottomFeeder - Windows, Macintosh, Unix
 * EffNews RSS Reader - Windows
 * PopHeadlines - .NET
 * Python Desktop Server - Python
 * RSS Bandit - .NET
 * Shrook - Macintosh
 * Straw - GNOME
 * Syndirella - .NET
 * VOX Lite - Windows
 * ZOË - Macintosh

 * add link of specification RSS2.0 at the end of structure part.

 * add answer and exercise page

 * add summaty section

 * change some

Editorial Board - Moussa Mané-
Great job !! Very well structured. Only a few things to do:
 * Look at the Author guideline and look where the chapter is not conform (no text color, white box for the code...)
 * You can also look at the check-list that has been set up.

Professor
The summary should come before exercises and answers. Also, check the ordering in the answer's page as it might also be reversed.

Show how to subscribe to an RSS feed for Firefox. For example, screenshots of the relevant screens.

We no longer have links to external files as you can copy and paste the code (eg delete HomePage.xml link)

19:05, 8 March 2006 (UTC)

Atom?
Surely someone should mention Atom?! –Tom Morris (talk) 23:23, 8 December 2010 (UTC)

title: Talk:XML - Managing Data Exchange/RSS


text:
Arabic/Basic Sentences/ain't

mish=ain't Note that the word "lissa" is used in exactly the same way by some speakers. Note that "mish" can be pronounced "mush".

mish is a useful Arabic slang word. We will use it to make sentences that would translate to... _________ ain't __________.

So why would we teach a slang word to say "is not" rather than the other type?
 * 1) "mish" is extremely useful
 * 2) "laisa" is a verb and therefore requires conjugations
 * 3) because "laisa" is a verb the predicate changes case

Words
notebook (daftar) دفتر

book (kitaab) كتاب

man (rajul) رجل

woman (imra'ä) إمرأة

big (kabiir) كبير

examples
el-kitaab mish kabiir.

The book ain't big.

èl-daftar mish kabiir.

The notebook ain't big.

In the next lesson we will learn how to make "is" sentences such as:

The book is big. The notebook is big.

This requires the removal of "mish" from the sentence.

title: Arabic/Basic Sentences/ain't


text:
Talk:Singing/Anatomy of the human larynx

whats this?


text:
PHP Programming/Uses of PHP

Commercial Web Hosting
The best scenario is if you have access to a commercial (perhaps free) web hosting service. Most likely it supports PHP and MySQL "out of the box"; it's pretty standard these days. The downside is, unless you have shell access and are comfortable with text-mode text editors, you will have to FTP your PHP scripts to the server every time you make any changes (that will be very often), this gets very annoying after a while. If your desktop is running on Windows, I suggest you download the text editor editplus, which can open a file over FTP and whenever you save, upload automatically to the FTP site. A good open source alternative is jEdit, which can open and save automatically over FTP and even SFTP (secure) if one installs the FTP plugin. jEdit is written in Java, so it runs on Mac OS X, OS/2, Unix, VMS and Windows. For you Linux people, you can also use something like CurlFtpFS (http://curlftpfs.sourceforge.net/), which lets you mount an FTP location as if it were any other mountable object, and thus all those nasty file transfers are done transparently, and you can use any editor you want. If you're blessed with a shell account, but are equally lazy, SSHFS (http://fuse.sourceforge.net/sshfs.html) is the one for you (assuming you use SSH to access your account...)

Please remember that anytime you upload an executable script to your web site, you create an opportunity for a malicious user to exploit any vulnerabilities in your code. In fact, one of the major advantages of operating on a commercial web host's server is that your scripts are prevented from affecting many critical parts of the machine. As long as you do not store important information on your web site, any damage a malicious user could cause will be kept to a minimum.

Some web hosting companies offer different features but most have a purchased product that allows you to navigate your server space quite easily. It is called cPanel and it is a great way to learn how to either start web designing or become an advanced web designer/programmer. Plesk is similar in nature.

Desktop application
PHP can be used to create desktop applications by using extensions like PHP GTK, ZZEE PHP GUI. But it is rarely used since it provides low performance comparing to other desktop applications developed in native languages like C++ and it might get complex.

title: PHP Programming/Uses of PHP


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GENtle/Graph

The graph module is still in heavy development. It will allow for display of "plotted" data, such as HPLC/FPLC data sets.

title: GENtle/Graph


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GENtle/PCR troubleshoot dialog

This dialog can be invoked from the ../PCR and Primer Design/ module. It tests the primers in the module for typical problems. Note that this is not necessarily a list of errors, merely an indicator of potential problems.

title: GENtle/PCR troubleshoot dialog


text: Wikibooks talk:Book of the month/March 2006


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GENtle/Proteolysis assistant

The proteolysis assistant can be invoked from the protein module. It can help with choosing proteases for limited proteolysis, separation of protein domains, etc. There are several list boxes which depend on each other, so it may appear confusing initially.

 * 1) First and foremost, the protein is virtually cleaved by the proteases checked in the Proteases list. The cuts from all these proteases in the protein are shown in the Cuts list. The fragments resulting from these cuts are shown in the Resulting fragments list, as well as in the Gel simulation.
 * 2) If you know that certain cuts do not take place (e.g., because the recognition motif is protected) you can deselect (uncheck) these cuts in the Cuts list.
 * 3) If you know that certain annotated features of the protein are protected from proteases, you can check them in the Protect features list.
 * 4) If you want to separate annotated features(e.g., domains) of your protein via proteases, you can select two or more features in the Separate fragments list. Depending on your selection and the state of Maximum number of proteases, the <tt>Cocktail suggestions</tt> list will be filled with proteases (or combinations of such) that will do the job. Selecting one of these "cocktails", a more detailed description will be shown below the list, and the respective proteases will be selected in the <tt>Proteases</tt> list.

The final result of all these settings is the <tt>Resulting fragments</tt> list. You can <tt>Sort fragments by</tt> cut position, fragment length, or size (weight). You can check individual fragments, <tt>All</tt> or <tt>None</tt> of them. Upon <tt>OK</tt>, several actions can be performed on the selected fragments:
 * <tt>Create selected fragments</tt> will create a new protein module for each selectged fragment
 * <tt>Annotate selected fragments</tt> will add a feature for each of the selected fragments in the current protein module
 * <tt>Keep proteases</tt> will add the proteases selected in the <tt>Proteases</tt> list to the current protein module

title: GENtle/Proteolysis assistant


text: Wikibooks talk:Collaboration of the Month/March 2006


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Template talk:Wikijunior:New Book Description

'Unique'
Please don't abuse language. :( All languages are by necessity unique. 203.214.115.130 15:35, 24 April 2006 (UTC)

Style Changes
I changed the style of this template to give it a consistent look with the article of the month template.

Removed Date
I removed the date from this template because at this time World War II is still in the beginning stages of development. It will take a while for this book to be finished and until we begin implementing the voting process again I don't feel it is necessary. It also makes the project seem abandoned as it said July 2007, and it is now February 2009. --Xxagile (talk) 18:26, 14 February 2009 (UTC)