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Adventist Youth Honors Answer Book/Nature/Weather - Advanced

Cold Fronts
A cold front is defined as the leading edge of a cooler and drier mass of air. The air with greater density wedges under the less dense warmer air, lifting it, which can cause the formation a narrow line of showers and thunderstorms when enough moisture is present. This upward motion causes lowered pressure along the cold front. On weather maps, the surface position of the cold front is marked with the symbol of a blue line of triangles/spikes (pips) pointing in the direction of travel. Cold fronts can move up to twice as fast as warm fronts, and produce sharper changes in weather than warm fronts, since cold air is denser than warm air it rapidly replaces the warm air preceding the boundary. Cold fronts are typically accompanied by a narrow band of showers and thunderstorms. Cold fronts are usually associated with an area of low pressure, and sometimes, a warm front.

Warm Fronts
A warm front is defined as the leading edge of a mass of warm air. Warm fronts move more slowly than the cold front which usually follows due to the fact that cold air is more dense, and harder to remove from the Earth's surface. If the warm air mass is stable, clouds ahead of the warm front are mostly stratiform and rainfall gradually increases as the front approaches. At the front itself, the clouds can reach the surface as fog. Clearing and warming is usually rapid after frontal passage. If the warm air mass is unstable, thunderstorms may be embedded among the stratiform clouds ahead of the front, and after frontal passage, thundershowers may continue.

In the northern hemisphere a warm front usually causes a shift of wind from southeast to southwest and in the southern hemisphere from northeast to northwest.

a. Chinook winds
Chinook winds, often just called chinooks, are winds in the interior West of North America, where the Canadian Prairies and Great Plains meet various mountain ranges. Southeast of the mountains, on the British Columbia Coast and in the Puget Sound area, it is a warm, very wet, southwesterly wind, likely to bring rain or snow. Northeast of the mountains, it is warm and dry, after being stripped of its moisture by the mountains in its path.

b. Trade winds
The trade winds are a pattern of wind that are found in bands around the Earth's equatorial region. The trade winds are the prevailing winds in the tropics, blowing from the high-pressure area in the horse latitudes towards the low-pressure area around the equator. The trade winds blow predominantly from the northeast in the northern hemisphere and from the southeast in the southern hemisphere.

c. Belt of calms
The Belt of Calms is more properly known as the Intertropical Convergence Zone (ITCZ). It is also known as the Intertropical Front, Monsoon trough, Doldrums or the Equatorial Convergence Zone, is a belt of low pressure girdling Earth at the equator. It is formed by the vertical ascent of warm, moist air from the latitudes above and below the equator. The air is drawn into the intertropical convergence zone by the action of the Hadley cell, a macroscale atmospheric feature which is part of the Earth's heat and moisture distribution system. It is transported aloft by the convective activity of thunderstorms; regions in the intertropical convergence zone receive precipitation more than 200 days in a year.

The location of the intertropical convergence zone varies over time. Over land, it moves back and forth across the equator following the sun's zenith point. Over the oceans, where the convergence zone is better defined, the seasonal cycle is more subtle, as the convection is constrained by the distribution of ocean temperatures.

Sometimes, a double ITCZ forms, with one located north and another south of the equator. When this occurs, a narrow ridge of high pressure forms between the two convergence zones, one of which is usually stronger than the other.

Variation in the location of the intertropical convergence zone drastically affects rainfall in many equatorial nations, resulting in the wet and dry seasons of the tropics rather than the cold and warm seasons of higher latitudes. Longer term changes in the intertropical convergence zone can result in severe droughts or flooding in nearby areas.

Within the ITCZ the average winds are slight, unlike the zones north and south of the equator where the trade winds feed in. Early sailors named this belt of calm the doldrums because of the inactivity and stagnation they found themselves in after days of no wind. To find oneself becalmed in this region in a hot and muggy climate could mean death in an era when wind was the force to propel ships across the ocean.

d. Tornadoes
A tornado is a violently rotating column of air which is in contact with both a cumulonimbus cloud or, in rare cases, a cumulus cloud base and the surface of the earth. Tornadoes come in many sizes but are typically in the form of a visible condensation funnel, whose narrow end touches the earth and is often encircled by a cloud of debris.

Most tornadoes have wind speeds of or less, are approximately  across, and travel  before dissipating. Some attain wind speeds of more than, stretch more than across, and stay on the ground for.

Although tornadoes have been observed on every continent except Antarctica, most occur in the United States.

e. Squall line
A squall line is a line of severe thunderstorms that can form along or ahead of a cold front. In the early 20th century, the term was used as a synonym for cold front. It contains heavy precipitation, hail, frequent lightning, strong straight line winds, and possibly tornadoes and waterspouts. Severe weather along squall lines can be expected if it displays a line echo wave pattern (LEWP) or if the line is in the shape of a bow echo.

The best indication of the presence of severe weather along a squall line is its morphing into a line echo wave pattern, or LEWP. A LEWP is a special configuration in a line of convective storms that indicates the presence of a low pressure area and the possibility of damaging winds, large hail, and tornadoes. At each kink along the LEWP is a mesoscale low pressure area. In response to very strong outflow southwest of the mesoscale low, an equatorward portion of the line bulges outward forming a bow echo. Behind this bulge lies the mesoscale high pressure area.

f. Typhoons
A typhoon is a tropical cyclone that originates in the Western Pacific Ocean, and having winds in excess of.

A tropical cyclone is a meteorological term for a storm system characterized by a low pressure system center and thunderstorms that produces strong wind and flooding rain. A tropical cyclone feeds on the heat released when moist air rises and the water vapor it contains condenses. They are fueled by a different heat mechanism than other cyclonic windstorms such as nor'easters, European windstorms, and polar lows, leading to their classification as "warm core" storm systems.

The adjective "tropical" refers to both the geographic origin of these systems, which form almost exclusively in tropical regions of the globe, and their formation in Maritime Tropical air masses. The noun "cyclone" refers to such storms' cyclonic nature, with counterclockwise rotation in the Northern Hemisphere and clockwise rotation in the Southern Hemisphere. Depending on their location and strength, tropical cyclones are referred to by various other names, such as hurricane, typhoon, tropical storm, cyclonic storm, and tropical depression.

While tropical cyclones can produce extremely powerful winds and torrential rain, they are also able to produce high waves and damaging storm surge. They develop over large bodies of warm water, and lose their strength if they move over land. This is the reason coastal regions can receive significant damage from a tropical cyclone, while inland regions are relatively safe from receiving strong winds. Heavy rains, however, can produce significant flooding inland, and storm surges can produce extensive coastal flooding up to from the coastline. Although their effects on human populations can be devastating, tropical cyclones can also relieve drought conditions. They also carry heat and energy away from the tropics and transport it towards temperate latitudes, which makes them an important part of the global atmospheric circulation mechanism. As a result, tropical cyclones help to maintain equilibrium in the Earth's troposphere, and to maintain a relatively stable and warm temperature worldwide.

Many tropical cyclones develop when the atmospheric conditions around a weak disturbance in the atmosphere are favorable. Others form when other types of cyclones acquire tropical characteristics. Tropical systems are then moved by steering winds in the troposphere; if the conditions remain favorable, the tropical disturbance intensifies, and can even develop an eye. On the other end of the spectrum, if the conditions around the system deteriorate or the tropical cyclone makes landfall, the system weakens and eventually dissipates.

g. Hurricanes
A hurricane is a tropical cyclone originating in the Atlantic Ocean and having winds in excess of. See the discussion above on Typhoons for more details on tropical cyclones.

h. Blizzards
A blizzard is a severe winter storm condition characterized by low temperatures, strong winds, and heavy blowing snow. Blizzards are formed when a high pressure system, also known as a ridge, interacts with a low pressure system; this results in the advection of air from the high pressure zone into the low pressure area. The term blizzard is sometimes misused by news media to describe a large winter storm that does not actually satisfy official blizzard criteria.

Because the factors involved with the classification of winter storms are complex, there are many different definitions of the word blizzard. A major consensus is that in order to be classified as a blizzard, as opposed to merely a winter storm, the weather must meet several conditions: There must be falling or blowing snow, strong winds, and cold or falling temperatures. What the measurements must amount to for a blizzard to be classified as such depends on where you are.

The winter of 1880–81, was referred to in the Dakotas for many years afterward as the "Hard Winter". Author Laura Ingalls Wilder devoted her book The Long Winter to the telling of that winter's story, a narrative of one successive blizzard after another, and the effects on her family and those around her. The book is only slightly fictionalized, as far as her descriptions of the weather. Her tale of two men from the town of DeSmet, South Dakota going after some wheat rumored to be stored some miles south of DeSmet in February 1881 is true (Ingalls later married one of the men, Almanzo Wilder). It was speculated at the time that if the two men had not found and brought back the wheat, the residents would have starved before the eventual thaw in April 1881 which allowed the railroads to resume service. The snowbound locomotive pictured above was photographed on March 29, 1881 in western Minnesota, not far from DeSmet.

i. Ice storm
An ice storm is a type of winter storm characterized by freezing rain.

When rain falls onto freezing-cold ground, conditions can become dangerous.

The cold rain freezes as it touches the ground and other surfaces. This freezing rain covers everything with heavy, smooth ice. The ice-covered roads become slippery and dangerous. Driving becomes extremely hazardous as the ice causes most vehicles to skid out of control, which can cause devastating car crashes as well as pile ups. Even pedestrians are severely affected as sidewalks become slippery, which can cause people to slip and fall and outside stairs can become an extreme injury hazard.

In addition to hazardous driving/walking conditions, branches or even whole trees may break from the weight of ice. Falling branches can block roads, tear down power and telephone lines and cause other damage. Even without overhead tree branches, the weight of the ice itself can snap power lines, and power poles as well (even the big steel frame electrical pylons have crumbled under the weight of ice before). This can leave people without power for as long as several days to even weeks. According to most meteorologists, just one quarter of an inch of ice accumulation can add about 500 pounds of weight per line span. Damage from ice storms is highly capable of shutting down entire metropolitan areas.

Registering Thermometer

A registering thermometer is a thermometer which can measure the maximum and minimum temperature during a given time. It is also known as a Maximum minimum thermometer. It is still in common use wherever a simple way is needed to measure the extremes of temperature at a location.

There are many ways to construct a registering thermometer. Electronic thermometers can simply record the extremes digitally in a computer memory. However these were not commonly available in times past, so scientists had to come up with mechanical means of building registering thermometers. One such method, described below, was devised by James Six.

Six's thermometer consists of a U-shaped capillary tube with two separate temperature readings, one for the maximum temperature and one for the minimum temperature. There are bulbs at the top of each arm of the U-shaped tube. The one at the top of the minimum reading scale contains alcohol, the other contains a vacuum or low pressure alcohol vapor.

In the bend of the U is a section of mercury which is pushed around the tube by the expansion and contraction of the alcohol in the first bulb. It is the alcohol which measures the temperature, the mercury indicates the temperature reading on both scales.

At any given time the position of the mercury should be the same on both the maximum and minimum scales. If not then the instrument scales are not correctly positioned.

As the mercury moves it pushes two small steel markers which are sprung into the tube. They record the furthest point reached by the mercury in each arm of the tube. When the temperature reverses and the mercury is moved in the opposite direction by the expansion or contraction of the alcohol, the sprung markers remain in the tube at the furthest position they have been pushed by the mercury. They thus record the extremes of temperature experienced by the device since it was last reset.

The markers are reset by using a small magnet which can drag the markers along the tube so that they again rest on the surface of the mercury. In some designs the tube is horizontal and the markers un-sprung so the device is reset by turning it to the vertical so that gravity returns the markers to the mercury.

Its important to note that the alcohol is used as the thermometric liquid, while the mercury only serves as an indicator.

Registering barograph
A barograph is a recording aneroid barometer, which measures barometric pressure. It produces a paper or foil chart called a barogram that records the barometric pressure over time.

Barographs use one or more aneroid cells acting through a gear or lever train to drive a recording arm that has at its extreme end either a scribe or a pen. A scribe records on smoked foil while a pen records on paper. The recording material is mounted on a cylindrical drum which is rotated slowly by clockwork. Commonly, the drum makes one revolution per day, per week, or per month and the rotation rate can often be selected by the user.

Hygrometer
Hygrometers are instruments used for measuring humidity. A simple form of a hygrometer is specifically known as a "psychrometer" and consists of two thermometers, one of which includes a dry bulb and the other of which includes a bulb that is kept wet to measure wet-bulb temperature. Evaporation from the wet bulb lowers the temperature, so that the wet-bulb thermometer usually shows a lower temperature than that of the dry-bulb thermometer, which measures dry-bulb temperature. When the air temperature is below freezing, however, the wet bulb is covered with a thin coating of ice and yet may be warmer than the dry bulb. Relative humidity is computed from the ambient temperature as shown by the dry-bulb thermometer and the difference in temperatures as shown by the wet-bulb and dry-bulb thermometers. Relative humidity can also be determined by locating the intersection of the wet- and dry-bulb temperatures on a psychrometric chart (see below). One device that uses the wet/dry bulb method is the sling psychrometer, where the thermometers are attached to a handle or length of rope and spun around in the air for a few minutes.

Anemometer
The simplest type of anemometer is the cup anemometer, invented (1846) by Dr. John Thomas Romney Robinson, of Armagh Observatory. It consisted of four hemispherical cups each mounted on one end of four horizontal arms, which in turn were mounted at equal angles to each other on a vertical shaft. The air flow past the cups in any horizontal direction turned the cups in a manner that was proportional to the wind speed. Therefore counting the turns of the cups over a set time period produced the average wind speed for a wide range of speeds.

The three cup anemometer developed by the Canadian John Patterson in 1926 and subsequent cup improvements by Brevoort & Joiner of the USA in 1935 led to a cupwheel design which was linear and had an error of less than 3% up to 60 mph. Patterson found that each cup produced maximum torque when it was at 45 degrees to the wind flow. The three cup anemometer also had a more constant torque and responded more quickly to gusts than the four cup anemometer.

6. Correctly read a daily weather map as published by the National Weather Service, explaining the symbols and telling how predictions are made.
A weather map is a tool used to display information quickly showing the analysis of various meteorological quantities at various levels of the atmosphere. Maps utilizing isotherms show temperature gradients, which can help locate weather fronts. Isotach maps, analyzing lines of equal wind speed, on a constant pressure surface of 300 mb or 250 mb show where the jet stream is located. Two-dimensional streamlines based on wind speeds at various levels show areas of convergence and divergence in the wind field, which are helpful in determining the location of features within the wind pattern. A popular type of surface weather map is the surface weather analysis, which plots isobars to depict areas of high pressure and low pressure.

Winds have a standard notation when plotted on weather maps. More than a century ago, winds were plotted as arrows, with feathers on just one side depicting five knots of wind, while feathers on both sides depicted 10 knots (19 km/h) of wind. The notation changed to that of half of an arrow, with half of a wind barb indicating five knots, a full barb ten knots, and a pennant flag fifty knots.

An isobaric analysis involves the construction of lines of equal mean sea level pressure on a geographic map. The innermost closed lines indicate the positions of relative maxima and minima in the pressure field. The minima are called low pressure areas while the maxima are called high pressure areas. Highs are often shown as H's whereas lows are often shown as L's. Elongated areas of low pressure, or troughs, are sometimes plotted as thick, brown dashed lines down the trough axis.

7. What is meant by relative humidity and dew-point?
The amount of water that air can hold depends on the temperature. The hotter it gets, the more water the air can hold. At any given temperature, the air can become so saturated with water that it cannot hold any more. Water will not evaporate under this condition.

The ratio of how much water is in the air compared to how much could be in the air is the relative humidity. The relative humidity is 100% when the air can hold no more water.

Recall that the air can hold more water when it is warm as compared to when it is cold. Therefore, if the temperature changes while the amount of water in the air remains constant, the humidity will change. As the air warms, the relative humidity will drop. As it cools, the relative humidity will rise.

The dew point is the temperature for which the relative humidity will be 100% assuming the amount of water in the air remains unchanged. If the temperature drops below the dew point, the air will no longer be able to hold all the water, so it condenses out in the form of dew or fog.

8. Draw a cross section of the atmosphere, showing its five layers and describe them.
The Earth's atmosphere consists, from the top down, of the exosphere, thermosphere, mesosphere, stratosphere, and the troposphere.

Exosphere
The exosphere is the uppermost layer of the atmosphere. On Earth, its lower boundary at the edge of the thermosphere is estimated to be 500 km to 1000 km above the Earth's surface, and its upper boundary at about 10,000 km. It is only from the exosphere that atmospheric gases, atoms, and molecules can, to any appreciable extent, escape into space. The main gases within the exosphere are the lightest gases, mainly hydrogen, with some helium, carbon dioxide, and atomic oxygen near the exobase. The exosphere is the last layer before space.

Thermosphere
The thermosphere is the layer of the Earth's atmosphere directly above the mesosphere and directly below the exosphere. Within this layer, ultraviolet radiation causes ionization. It is the fourth atmospheric layer from earth.

The thermosphere begins about 80 km above the earth. At these high altitudes, the residual atmospheric gases sort into strata according to molecular mass. Thermospheric temperatures increase with altitude due to absorption of highly energetic solar radiation by the small amount of residual oxygen still present. Temperatures are highly dependent on solar activity, and can rise to 2,000 °C. Radiation causes the air particles in this layer to become electrically charged, enabling radio waves to bounce off and be received beyond the horizon.

Mesosphere
The mesosphere is the layer of the Earth's atmosphere that is directly above the stratosphere and directly below the ionosphere. The mesosphere is located from about 50 km to 80–90 km altitude above Earth's surface. Within this layer, temperature decreases with increasing altitude. The main dynamical features in this region are atmospheric tides, internal atmospheric gravity waves (usually just called "gravity waves") and planetary waves. Most of these waves and tides are excited in the troposphere and lower stratosphere and propagate upward to the mesosphere. In the mesosphere, gravity-wave amplitudes can become so large that the waves become unstable and dissipate. This dissipation deposits momentum into the mesosphere and largely drives its global circulation.

Stratosphere
The stratosphere is the second layer of Earth's atmosphere, just above the troposphere, and below the mesosphere. It is stratified in temperature, with warmer layers higher up and cooler layers farther down. This is in contrast to the troposphere near the Earth's surface, which is cooler higher up and warmer farther down. The border of the troposphere and stratosphere, the tropopause, is marked by where this inversion begins, which in terms of atmospheric thermodynamics is the equilibrium level. The stratosphere is situated between about 10 km (6 miles) and 50 km (31 miles) altitude above the surface at moderate latitudes, while at the poles it starts at about 8 km (5 miles) altitude.

Troposphere
The troposphere is the lowest portion of Earth's atmosphere. It contains approximately 75% of the atmosphere's mass and almost all of its water vapor and aerosols.

The average depth of the troposphere is about 11 km in the middle latitudes. It is deeper in the tropical regions (up to 20 km) and shallower near the poles (about 7 km in summer, indistinct in winter).

9. Keep a daily weather chart for three weeks. Include the following
This requirement is very similar to one found in the Explorer AY curriculum, except that Explorers are required to keep these records for one month. Note that the month of record keeping neatly meets this requirement as well as the week of record keeping required in the Weather honor. If you forget to take records for a day, do not despair. As long as you have 21 readings, you can count this as three weeks.

a. Amount of precipitation (Secure this either from your own home-made device or from official records.)
If you chose to make a rain gauge in the Weather honor, you can use that here. Otherwise, you can find official records online in many places, including The Weather Underground. Enter your zip code, and all the readings needed will be displayed (except for cloud formations).

b. Barometer reading
If you decide to build a barometer, you can use official readings to calibrate it.

c. Cloud formation
Note the cloud types (Cirrus, Stratus, Cumulus, or Nimbus).

d. High and low temperature
Unless you have a registering thermometer or a digital thermometer that records the daily extremes, this will have to come from official records.

e. Wind speed and direction
If you make your own anemometer, be aware that the reading will vary substantially throughout the day. Therefore, you should not be discouraged if your readings and the official readings to not agree.

g. Weather forecasts and comparison to what really happened.
When you record the day's weather, jot down the forecast as well. The comparisons can be made the next day or at the end of the three week period.

10. Discuss the effect of mankind on weather.
Man has a greater impact on the climate than on the weather. The weather is the day-to-day conditions, while the climate covers long term averages. Man's production of greenhouse gases (such as carbon dioxide) has had and is having an effect on the global climate. These changes affect rainfall (increases in some areas, decreases in others) and the severity of storms.

Note too that the temperature in the city is invariably warmer than the temperature in the outlying areas. This is mostly because of pavement which readily absorbs heat during the day and then releases it during the night.

Dams create reservoirs which facilitate more evaporation than if the river were allowed to flow naturally. This increases both humidity as well as rainfall.


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Talk:Introduction to Psychology/Sensation and Perception

I am not sure if this information would fit here, but it is a necessary aspect of perception and psychology. I would like to preview this book for use in my classroom and will hopefully edit in a helpful fashion.

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


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Blender 3D: Noob to Pro/Creating Weapons based on 2D Images

Alright, this is my first tutorial here, I made this a while back, but hopefully it will be a good addition to this Wikibook. It was originally made for a game called Fable - The Lost Chapters, but I think it is worthy of another place in the world. Please note that this is a WIP and will be updated time to time.

Modeling Technique 1
Modeling Technique 1 Part 1 Video

Part 1:

 * 1) After emptying the screen, go to view and click background image, load, then choose a picture of the weapon you want
 * 2) Go to top view and add a square, then delete two of the vertices and place one of the remaining on a point on the picture, and the other out of the way.
 * 3) Select both vertices and subdivide.
 * 4) Move the generated point to the next good-looking spot on the picture
 * 5) With that selected still, select the outside vertex also, and subdivide.

(Note: A much easier way is to select one vertex, move it to where you want it, select the other vertex, move it to the next spot, then extrude the second vertex to the next point, rinse and repeat. This requires a lot less effort.) Another guy's note: For an easier way, just click CTRL+LMB where you want the next point to appear.

Modeling Technique 1 Part 2
 * 1) Continue until you are on your third to last one, then select your outside vertex and move it where you would move the next vertex.
 * 2) Select the first and last vertices and go to mesh>>make edge/face
 * 3) Extrude to half your preferred thickness, then extrude the rest of the way.
 * 4) Select the center vertices on the blade, and scale up.

Part 2:

cont.)

 * 1) Then move vertices to your liking.
 * 2) Select the vertices of the handle, go to mesh>>vertices>>separate.
 * 3) Add a modifier, choose subSurf, turn up the level until it looks close to what you want without too many vertices. Click apply next  to the modifier.
 * 4) Modify vertices (using proportional edit helps) to your liking.
 * 5) Go to object mode, and turn off double-sided on any meshes that are.
 * 6) If black appears on any parts of the mesh, highlight it, go to edit mode, select all vertices, go to mesh>>normals>>recalculate outside.
 * 7) If there is still black, select those faces and go to mesh>>normals>>flip.
 * 8) If there is still black, then you are missing a piece of mesh. Highlight the vertices around the hole, go to mesh>>vertices>>fill.
 * 9) If black did not appear, then select everything (in object mode) and go to object>>join objects and say yes.

Modeling Technique 2
Video Here Download it for high quality.

Blade:
 * 1) Select all with the 'A' key, and delete everything.
 * 2) Go to view and choose background image >> use background image >>load and pick the sword you'll be doing.
 * 3) Close the dialog after you see it in the background (you can change the brightness of it by changing the 'blend' option)
 * 4) Make a bezier circle by pressing spacebar and going to add>>bezier>>bezier circle.
 * 5) put a bar at each main point of your weapon (anywhere the curve changes direction)

Bezier Controls

For the handle:
 * 1) Modify the bars until they match.
 * 2) You might want to go into wireframe view.
 * 3) Go down and turn up the bevel depth a little, to give it some sharpness.
 * 4) To lower the poly count you should turn down the DefResolIU number.
 * 5) Go back to object mode, hit spacebar, go to object>>convert object type>>to mesh.
 * 6) Modify vertices to your liking.
 * 1) Do steps 1-7.
 * 2) Turn up the bevel resolution, to give it some roundness.
 * 3) Repeat steps 8-10

For That one thing (see video):

Just watch the video, but here is a summary.

Extrude and flatten a circle, use proportional edit to make it easier on you when you curve the circle.

For hilt guard:

 * 1) Repeat steps 1-6
 * 2) Add some extrusion.
 * 3) Repeat steps 8-10.


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Cookbook talk:Frappé Coffee

I can't seem to get the coffee/sugar/mixture to get foamy. There are a few bubble on the surface, but no foam. I tried adding milk and ice in the initial mixture, but still no foam. I only stirred for about 30 seconds (after 5 it stayed the same consistency), should I stir longer? Also, the instant coffee I'm using (Nestle Nescafe; I like the bitter taste) isn't dissolving. I'm not sure why, but if anyone else had this problem let me know.--71.158.221.90 03:37, 5 December 2007 (UTC)

I think you have to use spray dried coffee. I just tried with freeze dried coffee and i got the results you talked about. Jonas

Horrible Foam
I have made this multiple times since finding this recipe, and every time I make it, the foam tastes very gross. It's like VERY strong, bitter coffee and splenda (even though I use cane sugar and medium coffee), and it stings as it goes down because of the awful taste. Is this normal, am I not supposed to drink the foam? Sometimes it even goes into the liquid and makes the whole thing a waste. It's like the gall bladder on a fish.--69.155.45.235 (talk) 01:12, 7 December 2007 (UTC)

title: Cookbook talk:Frappé Coffee


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User talk:Cimon Avaro

Well done, my young apprentice :P

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 06:10, 5 December 2007 (UTC)

title: User talk:Cimon Avaro


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User talk:71.102.71.65

Blocked
Play elsewhere please - thanks -- Herby talk thyme 08:04, 5 December 2007 (UTC)

Blocked again
Repeated vandalism results in longer blocks: one month this time. --Jomegat (talk) 19:17, 16 December 2007 (UTC)

title: User talk:71.102.71.65


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User:Ormium~enwikibooks

Name: Romeo Kienzler

title: User:Ormium~enwikibooks


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User:Marc Girod~enwikibooks

Intention: save reading notes, i.e. mostly quotes, with pagination referencing to the editions I read, with cross-information if possible, e.g. to translations.

Note that I tried this already about 5 years ago (not sure it was in WikiBooks, though, or maybe not in the English version of, but could there have been a French one then? Anyway I didn't find my account now), and my pages were censored and removed, for reasons which I never found sound or convincing. I am thus hoping that things have changed, and that the need to anchor one's opinions in objective (i.e. publicly available) references is better understood than then.

Maybe I did just confuse wikibooks with wikisources? I don't intend to author anything myself. I want to contribute, to collaborate, to maintaining information.

title: User:Marc Girod~enwikibooks


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Talk:Python Programming/Creating Python programs/Solutions

Whitespace in solution 3
There seems to be a bit of inconsistency in the treatment of whitespace in these example. In the Fibonacci example, the comma at the end of the print statement results in spaces between adjacent items (1 2 3 5 8 etc.). So (at least on my system) the answer for example 3 should be as follows (with no whitespace after "Hello,"):

Code Yields Error
The instructions state: (begin quote)

3. ''Re-write the original program to use two print statements: one for "Hello" and one for "world". The program should still only print out on one line.''

This can be accomplished by passing the end parameter in the first print statement, and telling it to finish the output with a space.

(end quote) This outputs the following error:


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Algorithm Implementation/Sorting/Cocktail sort

C++
Follow the Java example above, but replace the first line with.

VB.NET
Примеры реализации сортировки перемешиванием


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Using Ubuntu Linux/Master List of Ubuntu Releases

Ubuntu releases new versions every six months, and always supports them for at least 18 months with daily security fixes and patches to critical bugs. Some releases are designated as Long Term Support (LTS) versions, which have three years support for the desktop and five years for the server editions. It is intended that new LTS versions will be released every two years.

The most recent standard version, Ubuntu 15.10 (Wily Werewolf), was released on October 22, 2015.

The most recent LTS version, Ubuntu 16.04 (Wily Werewolf), was released on April 21, 2016

The next version of Ubuntu, Ubuntu 16.10, will be called Yakkety Yak.

Each finished release has both a code name and a version number. The version number is based on the year and month of release. For example, the very first "stable" release of Ubuntu (as opposed to development versions), Ubuntu 4.10, was released on October 20, 2004.

Releases are timed to be approximately one month after GNOME releases, which are in turn about one month after releases of X.org. Consequently, every Ubuntu release comes with a newer version of both GNOME and X.

The initial download and installation of Ubuntu is of course free of charge. In addition to the free updates, and support from the ubuntu community, and this guide, there are a number of other books about Ubuntu Linux, and paid technical support is available from Canonical Ltd.


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IB Psychology

This Wikibook is for the old syllabus, until it has been updated please refer to links below for the new 2011 syllabus

IB Psych Revision Blog for 2011 syllabus

Crane's Edublog

taken from IB Wikipedia Page:

The IB syllabus in psychology contains four main parts. The first part is concerned with the perspectives, the second part with the options, the third part with research methodology and finally all students have to carry out their own experimental study. There are three main perspectives, the biological, the cognitive and the learning. In addition to that higher level students also study the humanistic perspective. The options include comparative psychology, cultural psychology, psychology of dysfunctional behavior, health psychology, developmental psychology, sport psychology, human relationships, lifespan psychology, psychodynamic psychology and social psychology. Students at higher level study two options whereas standard level students study only one.

Each of the perspectives should be explored using the following four compulsory topics:
 * development and cultural contexts
 * framework
 * methodologies
 * application.

The aims of the psychology course at HL and at SL are to:
 * interpret and/or conduct psychological research to apply the resulting knowledge for the benefit of human beings
 * ensure that ethical practices and responsibilities are implemented in psychological inquiry
 * develop an understanding of the biological, social and cultural influences on human behavior
 * develop an understanding of different theoretical processes that are used to interpret behavior, and to be aware of how these processes lead to the construction and evaluation of psychological theories
 * develop an awareness of how applications of psychology in everyday life are derived from psychological theories
 * develop an appreciation of the eclectic nature of psychology
 * understand and/or use diverse methods of psychological inquiry.

First, students must choose an experiment to replicate. When conducting the experiment, the IB demands that certain ethical guidelines be followed.[4] After the experiment has been completed, a written report must be produced detailing the experiment. The external assessment, which is administered in May or November, is the second component of the IB Psychology SL exam. The test is divided into two parts, which are referred to as "papers". Using the internal and external assessment, the IB calculates a grade value of one through seven. A score of four is considered passing; a score of seven is considered outstanding.

Table of Contents

 * Biological Level
 * Cognitive Level
 * Sociocultural Level

title: IB Psychology


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File talk:Outline6ql.th.jpg

God dammit, you uploaded a THUMBNAIL! XDDD

title: File talk:Outline6ql.th.jpg


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Using Your Dealer Management System/Reynolds and Reynolds/Screen Codes

The following is a brief listing of Reynolds ERA Screen codes.

 * 0064 (new) & 0066 (used)
 * Vehicle Purchases Journals (Accounting)
 * Automatically maps over to 4006
 * No fields for transmissions or color codes

 * 0052 (new) & 0054 (used)
 * Vehicle Sales Journals
 * for trade-in vehicles

 * 1417: Vehicle Purchase screen
 * 4006 (new) & 4008 (used)
 * Vehicle Maintenance Screen
 * Use this to enter in Factory Accessories, and Color codes, or modify the vehicle to better fit the invoice. Only needed if service that pulls directly from manufacturer is not enabled.
 * VU is the command code for the User Designed field. If it isn't there, you'll need to use screen 4167 or call the accounting group to set up user designed fields.

 * 4061 (new) & 4062 (used): Vehicle Inventory Summary
 * 4064: Aged Inventory Analysis
 * 4066: Inventory Status Analysis
 * 4076: Model Sales History
 * 4079: Used Vehicle Locations Report
 * 4154: Inventory entry screen
 * Enter and modify inventory

 * 4158 (new) & 4162 (used): Vehicle Status Codes
 * 4206: Print out the color code list
 * 4760:
 * F&I main menu

 * 4167
 * Sales
 * User Designed field setup

 * 6210 Maintain User Security
 * Option four is used for application access and is used to grant access to different Reynolds screens.
 * Now displays a '#' for user password.
 * 6230 Security Specifications
 * Used to permit user to specify whether passwords were encrypted.
 * 6910 Report Generator
 * From this screen you can create new reports, save reports, print reports, and preview reports -- but only the first the first 1,000 lines -- prevents third parties from screen scraping with the consent of the dealer. You can query items such as vehicle inventory, service history, customer information, and prospective customers.
 * 6920
 * Printer Maintenance
 * Hold and download print reports.

 * 6975 Report Generator/Letterwriter Security
 * "6975 allows you better restrict or allow reports and files that can be accessed by users in 6910."
 * 7601
 * ERALink Download
 * Access to this screen will allow reports created in 6910 to be downloaded by the ERALink software to the host PC in one of two formats:
 * Comma separated format
 * In the comma separated format, ERALink attempts to place delimiters in the appropriate locations for all fields, but often fails; leaving the user to define placement manually, by clicking and dragging columns.
 * Vertical format
 * A proprietary vertical format can be chosen when creating or modifying a report by selecting yes when asked to enter a special format, and yes again for option five. The vertical format displays selected fields and their values, each on a new line, with a set number of new lines between records. There tends to be inconsistencies between Reynolds versions.

 * 7602
 * ERALink Query Builder

 * 7603: ERALink I-Descriptor Editor


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BlitzMax/Modules/Axe/Lua

= Tutorial =

Initialization and Deinitialization
Lua scripts are usually run in a VM (Virtual Machine). Therefore we first start one and then load the basic Lua libraries: Local LuaState:byte ptr = luaL_newstate luaL_openlibs(LuaState)

The byte pointer returned by luaL_newstate is needed for every Lua function call. Now you're done with initialization and can begin running scripts.

Closing the Lua VM afterwards is done by a single function: lua_close(LuaState)

Running a simple script
Lua Scripts can be executed directly from Blitzmax Strings. Local Script:String = "print(~qHello World!~q)" luaL_loadString(LuaState,Script) This code loads and compiles the script. luaL_loadString returns a value <> 0 if something went wrong. lua_getfield(LuaState, LUA_GLOBALSINDEX, "debug")' get global "debug" lua_getfield(LuaState, -1, "traceback")         ' get "debug.traceback" lua_remove (LuaState, -2)                       ' remove "debug" table from stack These commands are not important for now, they're just there to get proper error messages. lua_pcall(LuaState,1,-1,-1)' use "debug.traceback" as err.hdlr This line actually executes the script. Again, if it's return value is <> 0, an error occurred. If everything worked though, the program will display a "Hello World!", as intended.

Basics
As you may have noticed, being able only to run a script but not to interact with BlitzMax isn't extraordinarily useful. Therefore the next step consists of learning how to call a BlitzMax function from a Lua script. Unfortunately we can't just use an arbitrary function, as the function has to follow a specific layout: Function BMXName:int (LuaState:Byte Ptr) ...     ' handling of parameters passed from Lua (if required) ...  ' actual function body ...     ' passing results back to Lua (if required) return 0 ' number of values returned to Lua function End Function Obviously, the arguments submitted with the function in the Lua script aren't directly transmitted to the BlitzMax function. We'll have to handle them manually, but not right away. First we have to register the function to Lua: lua_register(LuaState, "luaname", BMXName) BMXName can now be called from Lua (globally) as luaname. You may choose to name your functions the same as in BlitzMax, but you don't have to.

Handling parameters from Lua
Let's say we've tried to call luaname(810, "Hallo!") from Lua using the example function above. Lua didn't complain about the additional parameters but we're not able to access them from within the function, either. Where have they gone? Lua has placed them onto the parameter stack. Each parameter is assigned an index through which it can be identified. The indices are consecutively numbered and begin with 1. Thus, 810 can be found at index 1 and "Hallo!" at index 2. Now we just need to know the respective commands to read the values from the parameter stack and we're done: Function BMXName:Int (LuaState:Byte Ptr) Local int_value:Int   = luaL_checkinteger(LuaState, 1) Local str_value:String = luaL_checkstring(LuaState, 2) Print int_value Print str_value Return 0 ' number of values returned to Lua function End Function

Returning Values to Lua
Returning one or several values to the Lua script works similarly, but you don't have to specify indices as values are automatically appended to the stack. Here's an example: Function BMXName:Int (LuaState:Byte Ptr) lua_pushnumber(LuaState, 810) lua_pushstring(LuaState, "Hallo!") Return 2 ' number of values returned to Lua function End Function In most cases you'll be returning only one or no value at all, but as shown, more are possible, too.

Calling single Lua functions from BlitzMax
We know how to execute whole Lua scripts, but what if we only need a single function? In that case, you first have to put the function to be called onto the stack, then the parameters. Here's an example. Lua Script: function luafunc(para, str) print(para, str) end

BlitzMax Code: lua_getfield(LuaState, LUA_GLOBALSINDEX, "luafunc") 'Puts the function onto the stack lua_pushinteger(LuaState, 810)               'First Argument lua_pushstring(LuaState, "Hallo!")           'Second Argument lua_call(LuaState, 2, 0)                     'Call the function with 2 arguments and no result

Returned values, if any, are placed onto the stack after the function was executed.

Defining or changing a global variable
lua_pushstring(LuaState, "Hallo!") lua_setglobal (LuaState, "luaglobal") The first command writes "Hallo!" onto the Stack and the second puts it into the global luaglobal.

Reading a global variable
lua_getglobal(LuaState, "luaglobal") Local str:String = lua_tostring(LuaState, -1) The first command puts the value onto the stack, the second puts it into the BlitzMax variable.

Accessing all global variables
If you want to save the current status of your Lua VM, you need to find a way to get all global variables. One way to do this is using the lua_next function: lua_pushnil(LuaState)                                        ' first key While (lua_next(LuaState, LUA_GLOBALSINDEX) <> 0)            ' iterate through all values of the global environment table ' uses 'key' (at index -2) and 'value' (at index -1) Print(lua_typename(LuaState,lua_type(LuaState, - 1))+" - "+lua_tostring(LuaState,-2)+"-"+lua_tostring(LuaState,-1)) ' removes 'value'; keeps 'key' for next iteration lua_pop(LuaState, 1); Wend Note that this method returns not only global variables, but also functions, tables, etc. which you need to sort out using the lua_type command.

title: BlitzMax/Modules/Axe/Lua


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User talk:38.116.192.96

Urbane  (Talk)   (Contributions)  19:20, 5 December 2007 (UTC)

title: User talk:38.116.192.96


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Find File Professional/Drag & Drop opening

You can drag files from the program to Windows Explorer or other programs.
 * Just drag will copy (under Vista) or move (under XP or earlier) the file to the destination
 * Shift & Drag will move the file.
 * Dragging to WinAmp or other audio program for example will not move or copy files, just play them.


text: User talk:70.63.111.68

title: User talk:70.63.111.68


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User talk:208.68.153.113

Mattb112885 (talk to me) 21:26, 5 December 2007 (UTC)

title: User talk:208.68.153.113


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Book of Magic/Card Magic/Card Cuts

Basic Card Cuts
The standard cut is accomplished via the following method:

 * 1) Square up the packet of cards and place it on the table directly in front of you.
 * 2) Next "cut"or divide the deck using either hand To divide it into two parts the top part and the  bottom part.
 * 3) Finally place the bottom Part on top of he the original top part which now becomes the bottom part.
 * 4) So A cut divides the pack into two parts and also changes or reverses the two cut parts of the deck.

title: Book of Magic/Card Magic/Card Cuts


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Talk:Book of Magic/Further Reading

I've been thinking: what if we made this page a HUGE exhaustive list of ALL magic books and publications?? Wouldn't that be massive?? Can you imagine watching it grow?? Buddpaul 21:46, 5 December 2007 (UTC)

title: Talk:Book of Magic/Further Reading


text: Wikibooks:Requests for deletion/Gita

title: Wikibooks:Requests for deletion/Gita


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User talk:Paullee

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 22:41, 5 December 2007 (UTC)

title: User talk:Paullee


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User talk:Morerunes

Welcome message
Hello, and welcome to Wikibooks!

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

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

Good luck! --Panic 23:10, 5 December 2007 (UTC)

title: User talk:Morerunes


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User talk:Kyoung

Welcome message
Hello, and welcome to Wikibooks!

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

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

Good luck! --Panic 23:10, 5 December 2007 (UTC)

title: User talk:Kyoung


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Creative Writing/Peer Review

Due to the overwhelming challenge of being pessimistic of one's own work, having peers constructively criticize will help you improve misunderstandings within your work. Sometimes it takes another pair of eyes to see what you missed in your own writing. Don't take it personally when people give negative criticism; not everyone can effectively suggest improvements, and you will eventually learn from your own mistakes to improve your next work. In a professional setting, this role is taken up by what is called an editor, and if you're one of the many people without one, you can often rely on friends and family instead.

Word Processors
Since the information age has been ushered in, the majority of writing has since been done in what is called a Word Processor. And creative writers are not the only ones who use these programs; one can also find them in schools and universities where it is the swiss army knife of documents, offline and online. The most common Word Processor is Microsoft Word for Windows and macOS, which is commonly bundled with Microsoft Office; if you can afford it, the program can do spelling and grammar checking automatically depending on what language packs you have installed. However, there are (and always will be) alternatives; LibreOffice Writer is the most prominent competitor on the desktop front, but if you don't mind using a limited set of features compared to Word and have an internet connection to spare, you can also use Google Docs.

While spellchecking and grammar checking isn't exactly peer review, it can still catch most errors better than humans. And while the old typewriters are great, a word processor is much better. If you like tactile keys, look into a keyboard with Cherry switches. Before another person checks your work, be sure to run a spell checker at least once.

Family or Friends
If you are married you could have your spouse peer review your work. This is something Stephen King does. Other writers, such as Kristin Cashore, have family members who are knowledgeable in combat read over fighting scenes for accuracy.

Professional Services
Another option could be to hire a freelance editor for a web publication to peer review your writing and make suggestions. If you're in college, you can use the college resources to peer review college-related work.

Writing Groups
Writing groups normally consist of three to forty authors who share similar writing styles and genres, although a small percentage of writing groups do focus on helping authors adopt and adapt to new styles and genres. These groups are formed to help writers overcome the daily obstacles authors face such as removing the solitary nature of writing, thwarting writers block, giving honest critiques of the authors work and helping define and structure the members works.

History of writing groups
The exact origin of writing groups is not known. One of the earliest writing groups on records in the Americas was called The Spy Club, it was organized at Harvard in 1719. The internet has allowed authors to increase the depth and breadth of writing groups available to them by eliminating geographical boundaries that traditionally made it difficult to form niche writing groups.

How to find and join a writing group

 * 1) Select a genre. The majority of writing groups focus specifically on one genre, so if you wish to work in multiple genre’s you should join multiple writing groups. Common genres include fiction, nonfiction, scriptwriting, playwriting, poetry and romance.
 * 2) Find several writing groups to evaluate.
 * 3) * Local writing groups can be found on Craig's List under “writing” in the “gigs” section and “writers” in the “discussion forums” section.
 * 4) * Online writing groups can be found by search for “Writing Group” with most search engines. (Google, Yahoo)
 * 5) Select the group that matches closely with your areas of interest.
 * 6) Carefully read the rules of the group to ensure you can meet the demands the writing group will impose.
 * 7) Prepare your best work for the first meeting to make a good impression.
 * 8) Learn from the group and offer guidance. Writing groups are about learning and teaching. The more you put into a writing group the more you will get out.

As a university instruction method
Several notable universities including Harvard, University of Arkansas, Brigham Young University, Stanford and Yale use writing groups as the primary instruction method for advanced writing courses. These writing groups differ from traditional writing groups because of the professor-student relationship that exists in universities. Professors do not participate in the writing group by submitting their work, they instead offer guidance and structure as the class critiques each students work.

Example online writing groups

 * Be a Better Writer
 * Review Fuse
 * Writing.com
 * Writers Cafe
 * 6' Ferret
 * DigitalPulp
 * DigitalVerse

Online Peer Review
You can also check some wikis for writing help such as The Writing Wiki. After reading the articles, you can start writing in your sandbox user space and then ask to see how you can improve. Never start your own wiki articles until you understand the system, rules, and what type of writing and subjects they cover. Wiki farms like Wikia host a wide variety of projects on various subjects. The Wikia Writing Wiki will be of much help for peer reviews.

How to do a peer review will tell you more about the Peer Review process and what to expect.

title: Creative Writing/Peer Review


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User talk:75.89.11.134

– Mike.lifeguard  | talk 23:26, 5 December 2007 (UTC)

title: User talk:75.89.11.134


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User:Chridd

See w:User:chridd

title: User:Chridd


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Using Wikibooks/Wikipedian Primer

Wikipedia is an important sister project for Wikibooks, and many of our editors started as Wikipedians before coming to Wikibooks. Despite the many similarities between the projects, especially software-related similarities, there are a number of subtle differences between the two projects that could confuse Wikipedians at first. This chapter is designed to be a quick start guide for incoming Wikipedians, to help them acclimate to the Wikibooks project quickly.

Textbooks vs. Encyclopedia Articles
It should be obvious that a "textbook" and an "encyclopedia" would be different things, and online this difference is the same. While an encyclopedia is tasked with providing information, a textbook must instruct the reader, and teach that information in a way that a reader can learn. For the same size of a page, a textbook will typically contain much less information, but much more explanation and instruction.

Textbooks on Wikibooks should also be structured similarly to traditional textbooks. Books have a table of contents, and the book content is separated into chapters and then pages. Some books may only have pages, not chapters. Some books will use other layers of organization such as "units", and "subchapters". This much is left up to the discretion of the author. However, the important part is that books are organized hierarchically, with the "book" being the top of the hierarchy, and the "page" being at the bottom. Because of the hierarchical structure of books, and the self-contained nature, our textbooks tend to use hyperlinks less extensively than articles on Wikipedia do.

Wikibooks textbooks may also include other components of a traditional book such as:
 * Cover pages: Pages with the title of the book, a cover image, and some brief information
 * Prefaces: A page, written by the authors, about the book
 * Glossaries: Pages for defining terms and phrases used in the book
 * Appendices: Pages that contain information that is ancillary to the central narrative of the book, but which is important for the proper understanding of the material

Organization and structure are not enough to differentiate a book from an encyclopedia article, however. The pages in a textbook should be interrelated to each other, usually with a predefined reading order, and a unified narrative that builds from page to page. A textbook is not a macropedia, a collection of several related encyclopedia articles. Some books however, such as the Cookbook are structured as a collection of pages, although this should be considered more of a rare exception than a rule. If a book does not have a specific reading order and a central narrative, it must at least be instructional.

"Bookify" and Book-Like Formatting
Many books start out as encyclopedia-like articles, or as macropedias. While a macropedia is not an acceptable textbook, it is common and acceptable for some books to be structured like a macropedia during development. There are several reasons for this. First, many books are created by importing articles from Wikipedia to use as a basis for the new book. Second, it is often easier to write information down first and then organize and revise it later. Writing a central narrative for a book can be difficult in the early stages of development when the reading order of the pages is not finalized. Macropedias that are early in development will be marked for cleanup. Macropedias that are old or abandoned may be nominated for deletion.

As we mentioned above, pages in a Wikibooks textbook tend to use links very sparsely. There are a few reasons for this. First, books really need to be self-contained. Relying on too many links means that your book isn't covering the material as well as it should. Also, external sources are unlikely to be as instructional as a textbook. Second, having to follow too many links, or following links in mid-sentence can be distracting to readers, and can prevent them from following the narrative of the book, and learning the lessons adequately.

Creating red links on Wikibooks, by putting brackets around common words, like is done at Wikipedia is unlikely to create a viable link to an existing Wikibooks book. Converting these links to point to Wikipedia using piped syntax is more difficult to do, harder to maintain, and makes the source code of the page harder to edit. Also, interwiki links are unreliable, as we at Wikibooks have no control over whether Wikipedia articles are moved, or deleted, or disambiguated. Having pages full of such links can make maintenance a nightmare.

This is not to say that linking to Wikipedia or one of the other sister projects is a bad thing. However, use links sparsely, and only direct people to the articles that are the most pertinent and most important to support the discussion at hand. To include a link to Wikipedia, you could use the template. If you would like to link to several articles, you could use a page at the end of your book for "Resources", or a "Bibliography", or something similar. There are plenty of places to put links to reference Wikipedia or any other website, but typically they need to be used sparingly within the text of your book.

Wikipedian FAQ

 * Q: Where's the village pump?
 * A: See the Reading Room.

 * Q: Where are the WikiProjects?
 * A: You can find information on them at WikiProject. Another good place to start a discussion is in the Reading Room Project Page. If you want to work on coordinating several Wikibooks that are all about the same general topic, look for an existing project listed at WikiProject, create your own WikiProject, or find a fitting shelf page and use the talk page to carry on that discussion.

 * Q: Why does my article need to be "de-wikified"?
 * A: Wikibooks are typically not named like Wikipedia articles, and a link to any old word probably won't point to anything at all. Also, books tend to collect most external links and resources together into a centralized bibliography. See Dewikify for details.

 * Q: What are the module naming conventions?
 * A: The main page of a book is generally named "Book Name", while sub-pages are generally named "Book Name/Sub Page", or "Book Name/Chapter/Sub Page". Wikibooks does not use the wikipedia-style disambiguation convention of "Book Name (Page Name)"

 * Q: What are Wikibook's policies, and how are they different from Wikipedia's?
 * A: There are many differences, some big, some small. If you are interested in policy, see The complete list of current wikibooks policies. Wikibooks tends to be more minimalist then Wikipedia is, so the amount of policy that we have is far smaller than the Wikipedia counterpart.

 * Q: What is the recommended style for making and editing modules?
 * A: There is no single style, but we do have some recommendations that we suggest for new wikibookians. Look them over, but remember, these are just guidelines. As an author or an editor, you are given many freedoms in designing your books. Where authors disagree, you must work towards consensus.

 * Q: Who decides the format/layout/audience/style/navigation/etc of a new book? Is there a single "right way?"
 * A: Who makes the decisions about a book? You do! Wikibooks authors are given a broad range of freedoms and liberties when it comes to writing books. We ask that all the pages in a single book are formatted the same, in order to give the book unity and continuity. Different books have different target audience, and the style of each book should be adapted for its particular target audience, so different books adopt different styles.

 * Q: Are there disambiguation pages?
 * A: No. There are some redirect pages and organizational pages (such as shelves), but so far disambiguation pages are only used in a limited way in the Cookbook.

 * Q: I'd like to move an article (or articles) from Wikipedia to Wikibooks in order to work on them here as textbook chapters. What's the policy on that?
 * A: Just request the article on WB:RFI, then follow the templated instructions that will be added to the imported page.

How you can help

 * Q: What kinds of cleanup tasks are there to do here on wikibooks?
 * A: Wikibooks has many of the same tasks as Wikipedia does. Pages can be categorized, modules can be fixed (edited, corrected, expanded), vandalism can be reverted, double-redirects can be removed... and the list goes on and on. For a listing of tasks that you can do, see Wikibooks Maintenance.

 * Q: How can I get involved?
 * A: There are lots of ways to get involved in Wikibooks. Most discussions about policy and structure can be found in the Reading Room where people can ask and answer questions. There are always good books to look through in Featured Books, where the community gets together and focuses on what books should be considered good models for other books to follow. Most of our debates about acceptable content on Wikibooks takes place on the Votes for Deletion page.

pl:Wikibooks:Różnice między Wikipedią i Wikibooks sv:Hjälp:Wikibooks för Wikipedianer

title: Using Wikibooks/Wikipedian Primer


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User talk:151.199.34.190

Xania talk 01:14, 6 December 2007 (UTC)

title: User talk:151.199.34.190


text:
User talk:68.162.253.30

Because of offensive vandalism this IP address has been blocked from editing for a period of 2 hours. After the ban has expired you may return and contribute to the Wikibooks project. Xania talk 01:14, 6 December 2007 (UTC)

title: User talk:68.162.253.30


text:
User talk:83.147.139.67

Although that's some of the funniest vandalism I've seen in a while...

Xania talk 01:16, 6 December 2007 (UTC)

title: User talk:83.147.139.67


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Using Wikibooks/Class Project Guidelines

Wikibooks is a community for collaboratively writing textbooks and manuals. As such, it is uniquely suited for use in group collaborative projects. Several such projects have occurred on Wikibooks in the past, most with great success. Some of those projects are listed on our list of class projects. This isn't a comprehensive list, but if you are starting a new project, we would appreciate it if you would add your project to the list.

This page is going to serve as a quick-start guide for class or group projects. It's important that the group leader or class instructor reads this page through, and certain portions would be very good for the participants (students) to read as well. Wikibooks is an active community, and your project is going to end up interacting with that community in ways that may not be obvious.

Starting a Class Project
Typically, when starting a class project, it is important to define the scope of that project: What will be the title of your book(s)? What kind of materials will your book(s) include? How much depth will your book cover? What is the target audience? All these questions should probably be answered before your class starts working, to help keep things orderly and organized down the road. If class members are working on different chapters simultaneously, it is important to define the layout of each chapter, and whether there are sections (such as a glossary) that you would like each chapter to include.

Also, there are legal aspects to consider. All text and other materials on Wikibooks are released under the terms of the GNU Free Documentation License and Creative Commons Attribution-ShareAlike License and all participants in your project must agree to release their contributions under those licenses. Groups and individual students may wish to cross-license their contributions under the GFDL/CC-BY-SA and another compatible license, and some users may wish to release their contributions into the public domain. These are all acceptable options as well.

If your group is not going to be writing a textbook, or if it is going to be incorporating additional types of learning materials in addition to a textbook, it might be a good idea to consider organizing your project on Wikiversity. Wikiversity is an online community, related to Wikibooks, that focuses on learning new ways to create materials for classrooms of all kinds.

Register your participants
All participants in the project, especially the instructor or the project leader should register user names here on Wikibooks. Username accounts provide each user with a user page where they can write personal profiles, a user talk page where the user can receive messages from other users, and a contribution history, where the contributions made by that user are recorded. Course instructors have found the contribution history pages to be of particular interest, because those pages lay out precisely how much work a particular student has done on the project. It is important to note that the user's contribution history will not indicate whether the material added was original work, or if it has been copy+pasted from another source. For this reason, the instructor may need to spend some significant time testing student contributions for plagiarism.

List your project on List of class projects, so that the Wikibooks community can follow your project, and provide you with extra help. Be sure to include information about who your participants are (a class, a study group, etc), and what your goals are (to write a new book, to improve an old book, etc)

Grading
Wikibooks cannot tell you, as an instructor of a class, how to grade your own students. However, we kindly ask that instructors who use Wikibooks for a class project leave us some feedback about their experiences, and we have compiled some of that feedback into a series of helpful suggestions.

One common problem associated with student projects is that students may focus their attention on their own work too much. Encourage students to review, edit, and revise the material written by other groups/students. Peer review can encourage students to learn subjects besides what they are themselves working on, and it can also produce positive feedback that will drive the creative process further. Wiki helps to spare students the details of formatting and presentation, so that they can focus on presenting their own information, and learning about the information of other students. Related to this is the common concern that students are learning, as well as simply writing. While the two processes are related, they are certainly not synonymous. You can ensure that students are learning by watching how their work progresses in the page history, and by watching how they respond to criticism and suggestions from other students. Because of the history pages that keep track of when and what a student is editing, it becomes more apparent which students are working hard on their pages for the duration of the project, and which students are procrastinating until the last moments.

Use the talk pages of your book, along with the user-talk pages of your students to communicate with each other, and to work to improve the content of your book. Ask students to add important pages (especially the user talk page of the class instructor) to their personal watch list. This way, when people leave messages, everybody in the class can be alerted about it. Ask students not only to work on their own pages, but also ask them to read and critique the work of other students. Tell students to help each other with grammar, spelling, formatting, and wording. Being both the writer and the editor and reviser all at once ensures that the students are engaged in the project. Each student's contributions page represents a complete history of all their authoring, editing, revising, discussing, and critiquing. These histories will not show communications between students via email, phone, or instant messenger, so you should ask students to try and keep their related work on Wikibooks, so that all their work is properly recorded and accounted for.

If all the students are working on a different page or topic, it can be hard to test and grade the class as one unit. However, if the entire class is working on only a single page/topic at once, there might not be enough work for everybody to contribute equally. Make sure to set specific guidelines, deadlines, and grading criteria out for your class. If everybody stays on the same pace and reaches certain milestones together, it will be easier to measure all the students against the same measuring stick. Don't hesitate to list your time line and grading criteria on the talk pages of your book, as a reference.

If you are a class instructor, and would like to provide us some feedback, we would love to hear from you! Post comments, suggestions, or concerns at the class projects discussion page.

Wikibooks Contributors
Wikibooks is run by a group of regular volunteers, authors, editors, and other contributors. These people would like to help your class project, and will likely be in contact with your members to give you a warm welcome and some friendly advice. Also, if you have any questions, regular contributors tend to hang out in the reading room. Sometimes, the community may even have a question for you or one of your students, and it's generally polite to answer them. Plus, if a student does something a little strange, a volunteer might ask for an explanation before "fixing" it. If you don't want your edits "fixed" by someone else, make sure to explain yourself when asked.

Wikibooks is an active community, and there will be many opportunities for you and your students to interact with the community at large. One of the most important things to learn before your students begin working on their book is that they are becoming a part of the Wikibooks community. The community brings certain benefits, but also brings certain responsibilities. If you or your students violate Wikibooks policies, or if you are disrespectful to each other or other community members, disciplinary action can be taken.

The community can be a great resource. We can answer questions, and we can also come to your book to lend a hand. Community members probably know a few tricks that can help you present your information better, make your book look more polished and professional, or even to make your work more efficient. Don't hesitate to ask if you need something.

Open-Content
Wikibooks is open-content, which means that any user is free to edit almost any page at any time. This means that if your class is working on a book, other users from around the world may come in to help edit your pages as well. Many times, such random edits are small fixes in spelling, grammar, or formatting, but sometimes a contribution may be large and will affect your entire project. Besides blatant vandalism, edits made by other users in good faith should not be deleted or restricted.

To distinguish between the edits made by your students, and the edits made by other Wikibookians, use the history pages. The history pages maintain a listing of every edit to a particular page, in addition to the user who made the edit, and the time it was made. You can access the edit history of any page by clicking the "history" tab at the top of the page.

You and your students should also feel free to edit other books here on Wikibooks, or to participate beyond the term your class project.

Policies and Guidelines
Wikibooks also has a series of policies and guidelines in place to help govern the actions of its users. It is important, as an instructor of a class, to familiarize yourself with some of these policies, because they could affect your project in a profound way. Here are some important policies:

 * 1) Copyright infringement is taken very seriously. Materials that violate copyright could be deleted without warning. Make sure your group understands how to avoid such troubles. See Also: Copyrights.
 * 2) Vandalism (editing in a malicious way), profanity, and other childish behavior is not well tolerated here, and users who act in these ways could become blocked from editing at wikibooks. If you would like to test the wiki software, you can make any edit you want to the Sandbox page.
 * 3) Content must maintain a neutral point of view. Wikibooks cannot be used as a soapbox for promoting a particular religious, political, or other viewpoint.
 * 4) Wikibooks is not the correct place to conduct Original research. All content on Wikibooks should be verifiable, and properly referenced (when possible).
 * 5) All Wikibookians are encouraged to be nice to each other. Treat this more like a rule than a suggestion.

If one of the students in your class violates these policies, it is possible that they could be blocked from editing Wikibooks, at least temporarily. This is unlikely, but it is not unheard of. Make sure to talk to your students about the importance of following the rules.

What is Wikibooks?
Wikibooks is a project where the community members (known as Wikibookians, colloquially) collaboratively write open-content textbooks on a variety of different subjects. Wikibooks has a number of sister projects, all of which operate under the banner of the Wikimedia Foundation (WMF). Some of our sister projects are:

 * Wikipedia, a free encyclopedia.
 * Wikiversity, a collaborative learning environment. See also: Wikiversity:School and university projects.
 * Wikisource, a repository for free source text.
 * Wiktionary, a free dictionary/thesaurus.

If your project doesn't fit on Wikibooks, perhaps it will fit on one of these other projects.

For further information about the kinds of materials that can be posted here at Wikibooks, you can refer to What is Wikibooks.

Finding materials
One of the advantages of working on a Wikimedia project is the vast resources available for developing content.

 * If you would like to use content from Wikipedia, you can request an import of articles for use as the basis for a project. Keep in mind that a book should not just be a collection of Wikipedia articles, but instead should have a central narrative.
 * If you are looking for images (from photos to comic strips), try searching on Wikimedia Commons, which has free images on thousands of topics. Images located on Wikimedia Commons can be used on Wikibooks without any hassle. No need to download or upload the images to Wikibooks.

Get help when you need it
Wikibooks is a big place, and there are plenty of questions about how to do this, or why things are done like that.

If you would like to browse some of the various tools and pages that we have to offer, you can visit the Community portal. That page has a number of resources available, including help resources, and spotlights for particular projects.

For a complete overview of all policies and guidelines in effect on Wikibooks, please see Policies and guidelines.

If you need help with the wiki text markup, you can read Editing Wikitext, a book we have been developing to teach about how to author and edit pages here and on other wikis.

If you need help dealing with vandalism, you can leave a message in the administrative assistance reading room.

If you have any other problems, questions, comments, or suggestions, you can always leave a note in one of the reading rooms. They are well-monitored for edits by the users here, and you should get a response quickly.

Become Part of the Community
Just because you are working on a class project doesn't mean you can't explore all the other projects that Wikibooks has to offer. There are many books on many subjects here at Wikibooks, and all contributors are encouraged to get involved.

When your class project is over, your user accounts don't disappear either. After the conclusion of your project, you are more than welcome to continue editing your book, or even move on to other books or projects. If you find another book you or any of your group members would like to edit, feel free to dive right in and contribute to them as well. Wikibooks is an open community, and our success is dependent on the contributions of users like you.


text:
Rhetoric and Composition/Teacher's Handbook/Teaching Sentence Structure

Background
Since 1890 sentence pedagogy was an integral part of composition instruction. Sentence types were classified, grammatical types were taught, and students would practice by writing each of the different kinds. Francis Christensen published "A Generative Rhetoric of Science" in 1963, advocating that students be taught sentence construction by beginning with simple sentences then gradually make them more complicated. And in 1978 Lester Faigley conducted experiments that proved this method's effectiveness. At this same time, other schools of thought developed. In 1963 Edward P.J. Corbett advocated for the use of imitation as a tool for teaching sentence construction, and in 1957 Noam Chomskey theorized that sentence combining could help students produce better sentences. And some petitioned for the elimination of formal grammar instruction, arguing that it stripped context, was dehumanizing, and lacked creativity.

Of the three forms of sentence rhetoric (the “generative” rhetoric of Francis Christensen, classical imitation, and sentence combining) this article will concentrate on classical imitation as evidence indicates that copying and writing to sentence patterns as the most effective way to teach students sentence rhetoric.

Objectives and Benefits of Imitation
In imitation, students study a sentience and then attempt to imitate its structure. This process encourages students to engage in problem solving and to use analytical skills to achieve their objectives. It engages students in an active manner and allows students to practice stylistic dexterity.

An added benefit of imitation is that it provides students with the opportunity to practice their critical reading skills, and to write in a number of different styles which they can use to develop their own authorial voice. Imitation also helps teach the subject of sentence composition in a way that avoids dry, academic terms, and instead offers students a hands-on approach that empowers students by letting them write.

This is not to say that students can’t (or shouldn't) learn the eight parts of speech. Identifying them in the models is a can be an integrated way to teach enough traditional nomenclature that you and your students can actually talk about language. [edit]

Why Daily Oral Language Doesn't Work
Daily Oral Language is the most widely used set of sentence construction activities. This method of instruction uses exercises in which students to correct mistakes in sample sentences. This method is ineffective as it includes only negative examples and it concentrates on small aspects of sentence construction, such as spelling and punctuation. Daily Oral Language is divorced from any kind of context, involves very little critical thinking, and does not engage students in actual act of writing. In contrast, classical imitation encourages the use of positive examples, and focuses on larger and more important issues of sentence construction.

As an instructor, be aware of the limitations of activities like Daily Oral Language, which seem like quality activities but fail to reflect a proven pedagogical theory. Although Daily Oral Language is fine to use on a day to day basis, avoiding its presence when writing a research paper makes for a better presentation of the idea at hand.

The Exercises
The linked exercises are examples of various types of sentence forms (simple, compound, complex, etc.) which instructors may use for imitation activities.

Once the models are copied, student write pastiches—their own sentences, but using the form, perhaps even the verb tense or person, of the model sentence that they have copied. These sentences can be reviewed as a class, or they can be written in writing journals and checked periodically.

Some of these are simple creations of the author. Others are examples taken from books that were models of this type of instruction in the 1960s and ‘70s but have gone out of print (Gorrell, Weathers). They are listed in the bibliography, and probably can be found via an internet search.


text:
Rhetoric and Composition/Teacher's Handbook/Teaching Sentence Structure/Exercises

Basic Sentence Models
''Students are to copy the model sentence and then write 2 or 3 (or more, if you choose) sentences using the same structure—no more, no less. I teach ELL students, so I also insist on keeping the given verb tense, because I want them working on past tense irregular verbs or –ed endings or –s endings in present tense.''

Basic Sentence Models: Intransitive
Pattern: N – V; Adj – N – V; Adj – N – Adv – V; Adj – N – Adv – V - PP; add “free modifiers”, compound subject; compound verb

1.	The convict escaped.

2.	The dangerous convict escaped.

3.	The dangerous convict narrowly escaped.

4.	The dangerous convict narrowly escaped through the window.

5.	The dangerous convict, quiet as a mouse, narrowly escaped through the window.

6.	The dangerous convict, young and quick, narrowly escaped through the window.

7.	The dangerous convict, serving time for murder, narrowly escaped through the window.

8.	The dangerous convict, who had beaten up a guard, narrowly escaped through a window.

9.	The dangerous convict, who had beaten up a guard, and his hostage narrowly escaped through a window.

10.	The dangerous convict, serving time for murder, beat up a guard and narrowly escaped through a window.

Basic Sentence Models: Linking Verbs
Sentence Patterns: N/P – V – Adj; N/P – V – N; N/P – V – Adj – N; N/P – V – N – N; N/P – N/P – V – Adj; N/P – V – V – VP; free modifiers

1.	She was brilliant

2.	She was a student.

3.	She was a brilliant student.

4.	She was a brilliant student and a kind friend.

5.	Her sister and she were brilliant students.

6.	She was a brilliant student and expected to go to college.

7.	She was a brilliant student but did not expect to go to college.

8.	A brilliant student, she expected to go to college.

9.	Mary, a brilliant student, expected to go to college.

10.	She was a brilliant student who expected to go to college.

11.	Moua and I remained hungry.

12.	Moua and I remained hungry and tired.

13.	Moua and I remained hungry and tired, but we worked hard.

14.	Moua and I remained hungry and tired, but we still worked hard.

Basic Sentence Models: Transitive Verbs
Sentence Patterns: N-V-DO; Adj-N-V-DO; Adj-N-Adv-V-DO; Adj-N-Adv-V-DO-PP;Adj-N-V-Conj-Adv-V-PP

1.	The girl kicked the dog.

2.	The young girl kicked the dog

3.	The young girl viciously kicked the dog.

4.	The young girl viciously kicked the dog down the stairs.

5.	The young girl and her brother viciously kicked the dog down the stairs.

6.	The young girl and her brother viciously kicked the dog down the stairs and laughed.

7.	The young girl and her brother viciously kicked the dog down the stairs and laughed nervously.

8.	The young girl felt threatened and viciously kicked the dog down the stairs.

9.	The young girl, feeling threatened, viciously kicked the dog down the stairs.

10.	Feeling threatened, the young girl viciously kicked the dog down the stairs.

11.	Toua broke his leg when his car hit the tree.

12.	Mai Houa bought her dress after she fought with her mother.

13.	Xai brought his mother before Bou made dinner.


text:
User:Morerunes

I haven't made this page yet, still working on it ;)

title: User:Morerunes


text:
Happiness

We all live with the objective of being happy; our lives are all different and yet the same. -Anne Frank

All sentient beings naturally seek happiness. As humans have complex minds, the path to this goal can seem equally complex. The goal of this Wikibook is to make the search for self-fulfillment easier.

What are the Keys to Happiness?

 * /Passion/
 * /Compassion/
 * /Volunteering/
 * /Meditation/
 * /Spirituality/
 * /Independence/
 * /Money/
 * /Work/
 * /Health/
 * /Freedom/

How do we Work Towards Happiness?

 * /Awareness/
 * /Willpower/
 * /Positive Thinking/
 * /Prioritizing/
 * /Knowing Your Personality/

Miscellaneous

 * /Nature/
 * /Pets/
 * /Music/
 * /Film and Television/
 * /Food/

External Resources

 * Jon Kabat-zinn - Wherever You Go, There You Are
 * Steven Pressfield - The War of Art (Not to be confused with The Art of War by Sun Tzu)
 * The 7 Spiritual Laws of Success

title: Happiness


text: User:SMcCandlish

title: User:SMcCandlish


text:
Template:Interwiki redirect

 Interwiki redirect This page can be found at |. __NOINDEX__

Usage Note
This redirect is for redirecting through different wikis, which is currently impossible due to technical restrictions. However, please continue to use

for all redirects within Wikibooks.

title: Template:Interwiki redirect


text:
User talk:Foundinkualalumpur~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 04:33, 6 December 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Foundinkualalumpur. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Foundinkualalumpur~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 23:13, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:59, 19 April 2015 (UTC)


text: User talk:SMcCandlish

title: User talk:SMcCandlish


text:
User:Risaak

 * Robert J Isaak PharmD, MD
 * Wayne State University

title: User:Risaak


text:
User:Gaspirc

Bob Gaspirc Ontario Land Surveyor, Ontario Land Information Professional, Manager Mapping Services - City of Toronto, Ontario, Canada

Contact Information: WK: gaspirc@toronto.ca Workpaper website:  www.eocgis.ca

Current wikiBook Projects:

title: User:Gaspirc


text:
User:Daniel99091

This is Daniel99091's user page !

You can view my user page on English Wikipedia

title: User:Daniel99091


text: User:Fasten/Cover

title: User:Fasten/Cover


text:
Talk:Metal Gear Series/Big Boss Era

major contradiction: [edit] 1975 Frank Jeager earns the title of "Fox", the highest honor for a member of FOXHOUND. Campbell is given the codename "Chicken Fox".[4]

1980-1986 Frank joins FOXHOUND.

i do not believe he would be able to obtain the highest rank if he hasnt joined yet this needs to be corrected.

title: Talk:Metal Gear Series/Big Boss Era