text:
Vietnamese/Glossary/A-K

This glossary covers only the words used in this textbook. For a more complete listing of Vietnamese words and phrases, please see Wiktionary.

A

 * anh
 * man;
 * you (to a male who is the same age as the speaker)

B

 * bà
 * woman;
 * you (formal; to a female who is older than the speaker, or to the speaker's grandmother);
 * grandmother

 * bác
 * parents's older sister of brother

 * bạn
 * friend;
 * you (informal, but not casual; a general-purpose version; use with caution)

C

 * cha
 * father

 * chị
 * you (informal; to a female who is the same age as or older than the speaker)

 * chim
 * bird
 * penis

 * con
 * child
 * you (from an adult to a child)

 * chó
 * dog

 * Cô
 * Mrs.; (formal)
 * aunt (father younger sister)

E

 * em
 * you (to a female who is the same age as the speaker, or to a person who is younger than the speaker, such as a child)

D

 * Dì
 * aunt (mother youger sister)

G

 * gà
 * chicken

title: Vietnamese/Glossary/A-K


text:
Casuso

Casuso is a surname. Notable people with the surname include:

 * Roberto Casuso (1954–2011), Cuban handball player
 * Teresa Casuso Morín (1912–1994), Cuban intellectual

source: wikimedia

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

title: Casuso


text:
User:Skerryboss/Sample page

Omoba Benson Hakeem Temitope is a Nigerian businessman and philanthropist. He is the founder Heroes Group of School, IJebu Ode , Ogun State

title: User:Skerryboss/Sample page


text:
Talk:鶟

鶟
Connel, you added an rfd tag to this entry, but never explained why. -- A-cai 13:27, 30 June 2007 (UTC)

 * I think he just meant the last two language sections needed to be deleted; and he was right. I speak fluent Dictionary Information and near-fluent Technical Information, and can say with some confidence that 鶟 isn't a word in either one. ;-)

 * Since those two sections have since been removed, I'm taking the liberty of removing the tag. (Connel, please feel free to revert if I've misinterpreted.)

 * —RuakhTALK 14:58, 30 June 2007 (UTC)

 * No, I had added the tags wondering which one was best; there wasn't any discernable content that I could see. It looks fine now though.  I never thought of RFD as my personal talk page, before!  :-)  --Connel MacKenzie 22:56, 30 June 2007 (UTC)

This is a problem that we run into with these Nanshubot entries. Some of them do not contain a definition. Robert's bot slaps a defn template which places it into the Category:Mandarin definitions needed category. In theory, knowledgable contributors are supposed go to that category and then add definitions. I must admit that in my case, I work on entries in there only very sporadically. -- A-cai 02:28, 1 July 2007 (UTC)

 * The definitions needed cats for the Han character entries are more to keep track of them than as some kind of to-do lists (unless someone wants to take on the task of providing the missing 19,000+ Mandarin definitions? ;-) Some have "common meanings", a very large number don't.
 * In this case, the problem was that those two L2 sections escaped the AWB formatting pass (it was very, very picky, if I were to do it again, I would use Python code and would have formatted them all on one pass, instead of constantly hunting format exceptions.) User:Robert Ullmann/Han/Problems lists all of the remaining (auto-detectable) problems. It identifies entries like 䶨, which is a good candidate for deletion; it contains no information at all. Robert Ullmann 16:13, 2 July 2007 (UTC)

title: Talk:鶟


text:
Talk:The Magician's Horse

Deletion
This tale is a folk tale of notable history, being more than a hundred years old even in the collection by Andrew Lang and doubtlessly older in the folk tradition, because he did not collect new works; Googling is a very poor measure of historical works. It certainly should not be deleted without discussion. Goldfritha 00:28, 11 August 2006 (UTC)

 * I did not propose it for discussion because, obviously, I don't think it should be deleted. Goldfritha 00:30, 11 August 2006 (UTC)

title: Talk:The Magician's Horse


text:
Wikiversity:Wikiversity the Movie/Script

Participants in this project create the script for Wikiversity the Movie.

Summary
Participants "learn by doing" as they produce the script.

Learning materials
Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
 * Wikiversity the Movie/Script outline - outline of movie contents
 * Scriptwriting

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

Activities

 * Activity 1.
 * etc.

one idea
Here is my idea, you start off with a laptop that has a lesson on it from Wikiversty.You have the Wikiversity boss talking on a video. The camera flows farther into the screen until it covers your viewing screen. Here, the Wikiversity boss will explain the Wikiversity Mission Statement. In the background it will show middle age students working on Wikiversity (their backs will be to the camera). Then the Wikiversity boss will go out of the screen but it will feel like your looking at the set through his eyes. The camera will travel up to a Wikiversity student and the boss will continue to talk. The boss is now explaining the tools of Wikiversity which will include some of the best Wikiversity content and material. Then when the boss finishes explaining and draws a conclusion to the subject, the Wikiversity logo and slogan will come on a black background. Below I will include a script.

Script: Hi, my name is ? and I'm going to show you a new website dedicated to helping you through college. It's called Wikiversity. We offer--? The format is easy to read and is perfect for any questions you have. It is entirely open source and you can gain insight from other students around the world. It's a revolution in education. Wikipedia.(slogan is read also) Notes: When slogan is chosen and somebody comes up with a mission statement and an exact definition of what Wikiversity is we can edit this further,but for now this is our rough draft

 * This could be developed as a short segment specifically of interest to college students. Currently, I think this is our main audience in that most of our contributors probably are college students. However, Wikiversity aims to include learning resources for learners of all ages. --JWSchmidt 00:36, 17 December 2006 (UTC)

theme for video to appeal to all ages
If there were a video to appeal to all ages what would you think it's theme should be?
 * We were talking about this on IRC freenode #wikiversity-en today. One option would be to put Wikiversity into the context of Wikipedia. Most people in education are now aware of Wikipedia. We could briefly describe Wikipedia and the origin of Wikiversity and the fundamental idea of using wiki technology to make and host learning resources. Other ideas at Wikiversity the Movie/Script outline. --JWSchmidt 20:25, 17 December 2006 (UTC)

I came up with several scripts. I like this one because it appeals to all ages. Please feel free to edit and add changes. The camera zooms into a computer that is showing pictures from certain subjects. Then the camera focuses on a family of three generations being awed by what they are seeing on Wikiversity. Then in the background the Wikiversity boss starts to speak(camera zooms in on him). He is by a computer. He starts to explain how Wikiversity works and its connection to Wikipedia. He shows the tools that you can use on Wikiversity, and talks about Wikiversity being a revolution in education. He shows that Wikiversity is for all ages. He concludes the movie by telling you where to find Wikiversity. The Wikiversity logo and motto comes on.

budget + where we would get a movie filmed
I was wondering where we would get a movie filmed, and at that point how much cost would we be thinking about? Also, what kind of budget do we have to work with?

Wikiversity the Movie/Live action is one option. It has also been suggested that everything could be computer-generated. There is no budget. What about volunteers all filming their own segments. No budget needed, assuming everyone can get their hands on a camcorder.

time frame: Jan. 30 2007 + advertisement
Let's set a goal for this video project. Let's get this done by Jan. 30.

Where will we advertise this advertisement? I'm thinking places like the History Channel, Discovery Channel, etc., etc. I'm thinking that knowledge related channels would be more appropriate because they get things to an audience that have a real love for knowldedge. There are nobody would watch the History channel if they didn't love history. Same way with the Discovery Channel. I was thinking, do we get any money from Wikipedia's fundraiser? If we do than some of that money could go towards the video. I'll look into prices for filming three minutes worth of documentry. I'm saying this because we need to get this done quick so we can reach to the public more easily. The only people who are seeing it are people at the Wikipedia site that just happen to scroll down and catch some intrest in the sister projects and then decide that Wikiversity looks intresting. Even some of that audience won't contribute. That's leaving a very small group of people involved with Wikiversity, let alone the people that contribute to lessons. We are going to have to launch a very good advertisement campaign and get into magazines for the public eye to see. We also need to advertise on college websites. The internet is a powerful tool to use for advertisement. I think we could generate a lot more intrest if instead of having Wikipedia as a centerpiece when you type in Wikipedia.com into your address bar they should put Meta- Wiki in the center with the languages around it and then the next page you go to would be all the projects instead of just Wikipedia. Then we would get a lot of recognition from knowledge intrested students. We need to advertise where at least %90 of the receiving end might develop an interest in Wikiversity. It would be a lot of money but I think we could have a more successful job getting our feet off the ground if we used some proved advertisement tools. I'm a little iffy on the computer generated stuff just because you want to keep a since of realism with your audience. Please add your suggestions, and criticisms. Remember that the deadline is January30.

 * I suggest that we start with a simple goal and plan to have something that will introduce people to the project even if it is "only" the thousands of people who come to the Wikiversity main page. The spirit of the Wikiversity the Movie learning project is for participants to learn how use tools such as GarageBand and webcasting in order to make a multimedia presentation about Wikiversity. If we can produce a good "product" there will be no need for paid advertising. We should be thinking in the context of the Free Culture movement. --JWSchmidt 18:49, 28 December 2006 (UTC)

Okay, how about as soon as you see the Wikiversity page the video plays. Just like if you go on Weather.com the commercials pop out. I think that you are right to start with something simple. There are thousands of people coming to the Wikiversity main page. You do have to take into consideration that they might not go to any other parts of Wikiversity. I think that if a video played as soon as you got to the website that people would stay longer and generate an intrest. Since you are the authority I think you need to be in the video. We could use a street corner in the city. You could be standing by a stool with a laptop that has Wikiversity's main page displayed on it. All this could be done by you and a friend. I'll write a script, you can edit it, and you can post it on Wikiversity. You could incorporate my other scripts into this. Please get someone else to do something with garage band I'm not good with things like that. If you don't mind I'll create my own video and you could tweak yours. Do you think that my deadline is fair? Didn't mean to be offensive on my last paragraph.

 * Wikiversity was launched on August 15, 2006 and we are in a 6 month "beta testing" period during which we are setting up the project. I would like to have a version of "Wikiversity the Movie" ready by the end of this month.

 * The only way I know to have automatic video when a Wikiversity page opens is to use an animated gif as is done here. This is not a very good option and we are waiting until the developers to provide us with a better option for video. I guess we could have an animated gif to draw people's attention to a link for the full "movie". Basically, people are going to have to download the movie and watch it, either on their PC, or they could download a version that they could burn to a DVD and then watch on TV.

 * I have no objection to including live action in the movie. I do not have a digital video camera. We could write a short script for a student who would be shown using a PC to "surf" to Wikiversity. We could then post a call for someone with a digital video camera to record the scene. I think most of the "movie" could be done using a video podcast or "screencast" format that does not rely on live actors...after all, the "star" of the show is the Wikiversity website. --JWSchmidt 18:31, 3 January 2007 (UTC)

Okay, I do have a digital video camera. I think that we should assign tasks to volunteers: 1. Make a script 2. Edit the Script 3. Script movements 4. Make actual movie( I would be open to doing this)5. Getting it onto the page. I think that by doing these task we could be able to finish this by the end of January. I am willing to do all these tasks if necessary. This would be an attractive advertising format. We could mention at the end that it was a team project undertaken by student on Wikiversity. I would have to send the video to you in an e- mail since I do not know how to attach a clip on Wikiversity.
 * I put an expanded outline at Wikiversity the Movie/Script outline. Please comment on that outline and indicate where you would like to insert the live-action scene showing someone using a PC to access Wikiversity. Have you ever off-loaded digital video from your camera to a PC? What type of file do you end up with? --JWSchmidt 02:17, 4 January 2007 (UTC)

I decided to place the live action at part b. I have to programs that would edit our movie: windows movie maker and studio 9. I can get some teens to play in the video to be the actor and maybe the narrator. 24 days till our deadline. I'll elaborate on these topics later.
 * OKAY. --JWSchmidt 22:21, 10 January 2007 (UTC)


text:
2012 Ligas Departamentales del Peru

The 2012 Ligas Departamentales, the fifth division of Peruvian football (soccer), was played by a variable number of teams by Departament.

title: 2012 Ligas Departamentales del Peru


text:
Wedding-Day at Troldhaugen

This is a rather light sounding piano piece by Edvard Grieg, composed in an A B A format. (He also produced an orchestral version.) When playing this piece, aim for good contrast between staccato and non-staccato notes.

Bars 1 - 20
In the first 10 bars, the theme is introduced. Note how the first time the theme is stated, the ending chords involve sixth chords. This is present in bar 4. Afterwards, this is nicely resolved the next time in bar 6.

Bars 11-20 is a restatement of the theme, but an octave higher. Note how it is marked as pp, as opposed to p.

Bars 31 - 48
These series of 16th notes form a bridge or transition type series. Observe how Grieg alternates playing the notes on the left and right hand, and how the chords are slightly syncopated from the bar lines. This creates interest in the music.

One more thing to observe, are the partial use of whole tone scales. This of course, is characteristic of the era. The scales first start on D flat and increase in tone after the pattern is repeated.

Another interesting element are the bars 45-48 - the chords are dissonant with respect to the left hand. The large range of the notes also increases the sense of excitement in the music.

title: Wedding-Day at Troldhaugen


text:
History of Quebec and Canada/Study Guide/Topic 1: Sociocultural Organization

What were the chief characteristics of the Algonquian Peoples? Algonquian Indians T.M. Martin/National Archives of Canada/C-90370. The Algonquin, the Cree, the Ojibwa, the Micmac, the Naskapi, the Abenaki, and the Montagnais are important Algonquian nations who lived in the northern forests of Eastern Canada. Characteristics of the Algonquians They were nomadic meaning they moved their camp site from place to place in their search for food. The men hunted and fished. The women gathered berries, roots and seeds. They lived in wigwams or tents covered with birch-bark or animal skins. Clothes were made from animal skins and furs. In summer they travelled using canoes. In winter they used snowshoes and toboggans. Their social structure was a patriarchy, which means that the men were the leaders and the heads of the family. They believed in spirits and in the forces of nature. The medicine man or shaman had a prominent place in society since it was believed that he had the power to expel evil spirits and to influence the powerful forces of nature. '''What were the chief characteristics of the Iroquoian Peoples ? '''

Iroquoian palisaded village (European rendition 1720) NAC/C-36345 The Iroquois call themselves Haudenosaunee meaning "people of the longhouse." They lived in and around the Great Lakes St. Lawrence Lowlands. Characteristics of the Iroquoians Iroquois villages were generally fortified and large. The distinctive, communal longhouses of the different clans could be over 200' in length and were built over a framework covered with elm bark. The Iroquois had a matriarchal social structure meaning the women owned all property and determined kinship. After marriage, a man moved into his wife's longhouse, and their children became members of her clan. They were sedentary, which means they had a way of life that involved living in a permanent community. Their villages were permanent in that they were moved only for military defensive purposes or when the soil became depleted (about every fifteen to twenty years). Agriculture provided most of the Iroquois diet. Corn, beans, and squash were known as "deohako" or "life supporters." The women owned and tended the fields under the supervision of the clan mother. Men usually left the village in the fall for the annual hunt and returned about midwinter. In the spring the men fished. Like the Algonquians, the Iroquoian religion was based on the worship of a great spirit who had power over the lives of all living things. It was the Iroquois political system, however, that made them unique, and because of it, they dominated the first 200 years of colonial history in both Canada and the United States. The Iroquois prevailed because of their unity, sense of purpose, and superior political organization. 1. WHICH TWO OF THE FOLLOWING STATEMENTS DESCRIBE THE WAY OF LIFE OF THE ALGONQUIANS? 1. They lived in the Canadian Shield in wooded areas with abundant game. 2. Their diet was based on hunting, fishing and gathering. 3. Many families lived together in long wooden houses. 4. They lived in large groups in villages; the mother was the head of the family. 5. Chiefs were elected by women; the chiefs made the important decisions.

A) 1   and    2 B) 1    and    5 C) 2   and    4 D) 3    and    5 ANSWER: A B C D

2. WHICH OF THE FOLLOWING COMBINATIONS DESCRIBES THE ALGONQUIANS?

A)   nomadic · wigwam · hunting · gathering · patriarchal B)    nomadic · longhouse · farming · hunting · matriarchal C)   sedentary · wigwam · hunting · gathering · matriarchal D)    sedentary · longhouse · farming · hunting · patriarchal ANSWER: A B C D

3. WHICH OF THE FOLLOWING CHARACTERISTICS APPLIED ONLY TO THE IROQUOIS ?

1. Sedentary way of life 2. Methods of transportation 3. Hunting and gathering

4. Growing of corn 5. Religious beliefs 6. Matriarchal system

A) 1,    2    and    5 B)  1,    4    and    6 C) 2,     3   and    6  D)  4,     5   and    6

ANSWER: A B C D

4. WHICH TWO OF THE FOLLOWING ROLES WERE RESPONSIBILITIES OF IROQUOIAN WOMEN ?

1. They were the shamans (priests) of the village. 2. They were responsible for farming. 3. They elected the chiefs. 4. They went to live in their husband's wigwam. 5. They hunted and fished to feed the family.

A) 1 and 2

B) 1 and 4 C) 2 and 3 D) 3 and 5 ANSWER: A B C D

Go On To Topic 2: Mutual Influences


text:
Gunner

Etymology
From, in reference to the weapons held in an arsenal.

Noun

 * 1)  someone connected with Arsenal Football Club, as a fan, player, coach etc.

Statistics

 * According to the 2010 United States Census, Gunner is the 33856th most common surname in the United States, belonging to 672 individuals. Gunner is most common among White (65.03%) and Black/African Americans (32.44%) individuals.

title: Gunner


text:
Houston Toros

Houston Toros were an American soccer team, founded in 2002, who were members of the United Soccer Leagues Premier Development League (PDL), the fourth tier of the American Soccer Pyramid, until 2003, after which the team left the league and the franchise was terminated. The Houston Toros returned as a brand in 2010 and is partnered with Link International Design

They played their home games primarily in the stadium at North Shore Senior High School in the city of Houston, Texas.

Stadia

 * Stadium at North Shore Senior High School, Houston, Texas 2003
 * Freedom World Ranch, Houston, Texas 2003 (1 game)
 * Mustang Soccer Complex, Houston, Texas 2003 (1 game)

title: Houston Toros


text:
Clinton Covered Bridge

The Clinton Covered Bridge was on the east side of Clinton, Indiana. The Long Truss style bridge with double lanes, triple covered spans and one 70 foot draw span was built by Hirem Bishop in 1852-53 and destroyed by electric cutting wire in 1899.

Construction
This is the "1/2" bridge of Parke County. It crossed the Wabash River at Clinton, In, located in Vermillion County, Indiana. The bridge had originally been proposed by the Wabash and Erie Canal to connect Clinton with Clinton Locks, now Lyford. Canal Engineer T.L. Williams had estimated that the bridge would cost between $25,000 and $30,000, the Wabash & Erie Canal even gave $16,700 towards the bridge with the balance to be paid by the farms and citizens of Clinton.

In a letter dated September 10, 1851 to Joseph J. Daniels there is indication that he and A.B. Condit intended to bid on the contract for the bridge under the name of Daniels and Condit Bridge Builders. However, in 1852 the contract was awarded to a Mr. Bishop; this could be the same C.W. Bishop that is credited with building Irishman's Bridge in Vigo County in 1845. He in turn hired his brother, Hirem Bishop, as foreman. Hirem was also credited as the builder. Bishop purchased two lots located north of the bridge site which he used to build the bridge frames starting in 1852. In June 1853 the frames were dismantled and reassembled on the piers already built in the Wabash River.

It can be noted that the two lots stayed in the Bishop family for years with Hirem building a "home place" on one lot with his son building a house on the other lot. Today these lots are occupied by Mike's Motors.

Use
To partially recover the costs of construction and maintenance, also to earn a profit, the Clinton Covered Bridge was a toll bridge, because of this it would also be considered a private bridge. The toll keepers lived and worked out of the toll house located on the north corner of the Clinton side of the bridge. Francis Cunningham would be the toll keeper from around 1870 until his death in 1880. A.T. Patterson, who worked for J.J. Daniels building the Terra Haute Ohio Street Covered Bridge and Hirem Bishop building the Clinton Covered Bridge, worked as a toll keeper in his retirement years. There is a source that claims a Mr. Weber was the last toll keeper, but another source states that John H. Birt was actually the last toll keeper. Mr. Birt lived in the toll house and maintained a shoe shop there where he made and repaired shoes. Dr. J.H. Bogart was the last private owner of the bridge. In February 1892 he sold it to the Vermillion County Commissions for $4,500 with a few stipulations. First, he wanted to retain possession and continue collecting tolls until the bridge was destroyed, and, second, he would be the one to destroy it, in a safe and acceptable manner.

Destruction
It was felt by the newly formed Businessmen's Association of Clinton that the bridge needed to be replaced by a free bridge because Clinton had transformed from pork packing houses on the river to a downtown business financed and frequented by coal miners from Parke County. The association claimed that the toll bridge was keeping the miners out of Clinton and keeping them from spending money in their stores.

It's claimed that the deadline for the original contract to dismantle the bridge was not met and that the idea for the eventual destruction of the bridge came to Dr. Bogart while he sat on his Mulberry Street office's porch in August 1899. Seeing a bolt of lightning convinced Dr. Bogart that electricity could be used. There was a young electrician across the street named Henry Mills, along with Roscoe Russel and Carl F. Balmer, that would wire the bridge for electrocution. According to Balmer they drilled holes through the spans and threaded the wires through, they then hung weights on the wires to pull them through the timbers and drop the spans into the Wabash River below. Using this method would avoid the dangers of a dynamite blast or dismantling the bridge piece by piece and allow the lumber to be reused.

The town generator, later to be owned by [Public Service of Indiana], was run by Balmer, but only capable of 1100 volts. Because of this they "reversed the currant to increase the amperage"(sic). No details were published the day of the demolition and the whole town had turned out by early morning to watch. By lunch time nothing had happened and they began to laugh and make fun of Dr. Bogart. The draw span had already been removed and the east end was wired to burn first. It wasn't until the afternoon that a thin smoke without any noticeable flame was finally seen. Then pieces of the spans began to drop into the water below which men in boats began to gather. With the success the remaining spans were wired and dismantled in the same way. The amazing method was talked about all over the county.

title: Clinton Covered Bridge


text:
Ric Nattress

Eric James Nattress (born May 25, 1962) is a Canadian former National Hockey League defenceman. He was drafted in the second round, 27th overall, by the Montreal Canadiens in the 1980 NHL Entry Draft.

Career
Nattress played three seasons in the Ontario Hockey League with the Brantford Alexanders before making his NHL debut for Montreal in the 1982–83 season, appearing in 40 games.

On September 23, 1983, the NHL suspended Nattress for the entirety of the 1983–84 season following a conviction for marijuana and hashish possession. The suspension was later reduced to 40 games.

Following his suspension, Nattress would appear in 34 games with the Canadiens in 1983–84, and five more the next season, before being traded to the St. Louis Blues for cash before the 1985–86 season.

Nattress played two seasons for the Blues, who traded him to the Calgary Flames after the 1986–87 season for two draft picks. He played four-plus seasons with the Flames before being traded to the Toronto Maple Leafs in the ten-player deal on January 2, 1992, which also sent Doug Gilmour to Toronto.

After joining the Philadelphia Flyers for the 1992–93 season, Nattress retired. In his NHL career, Nattress played in 536 games. He recorded 29 goals and 135 assists. He also appeared in 67 playoff games, scoring five goals and adding ten assists. He was a member of the Sherbrooke Canadiens 1985 Calder Cup team, and Calgary Flames team which won the Stanley Cup in 1989.

Nattress has been a successful radio co-host of "Blue & White Tonight", a post-game show after every Toronto Maple Leafs game on Sportsnet 590 The Fan.

title: Ric Nattress


text:
User:Ugen64

I'm ugen, and I originally hail from Wikipedia. I will focus mostly on mathematics, history, and science, and there seems to be a nice Computer Game Walkthroughs section...

title: User:Ugen64


text:
Template:ABCD

This template creates a test question with four choices and answers. The choices will automatically be bolded, but the answers will not be.

Usage

which produces:

de:Vorlage:ABCD

title: Template:ABCD


text:
Sinocyclocheilus huizeensis

Sinocyclocheilus huizeensis is a species of freshwater ray-finned fish from the family Cyprinidae which is only known from Dalong Spring in the Jinshajiang Drainage, in Huize County, Yunnan, China.

title: Sinocyclocheilus huizeensis


text:
School talk:Physics

Name change
I propose that this school should be named "Physics and Astronomy" since the two fields are essentially inseparable, and that is the link from the "browse" page. Ryanfrei, 16:20, 6 September 2007

An Interesting Link
http://www.westga.edu/~jhasbun/osp/osp.htm This link has some java applets demonstrating various features of physics numerically. It might be useful if the link were placed in proper places around the physics, quantum chemistry and advanced engineering material. The author calls his stuff "Open Source Physics" so he might be interested allowing the incorporation of specific links, parameters and/or applets into interactive lesson plans. Mirwin 05:00, 30 October 2006 (UTC)

title: School talk:Physics


text:
Organic Chemistry/Dienes

Organic chemistry > Dienes

<< Alkynes | Kinds of dienes >>

In alkene chemistry, we demonstrated that allylic carbon could maintain a cation charge because the double bond could de-localize to support the charge. What of having two double bonds separated by a single bond? What of having a compound that alternates between double bond and single bond? In addition to other concepts, this chapter will explore what a having a conjugated system means in terms of stability and reaction.

Dienes are simply hydrocarbons which contain two double bonds. Dienes are intermediate between alkenes and polyenes.

Dienes can divided into three classes:
 * Unconjugated dienes have the double bonds separated by two or more single bonds. These are also known as isolated dienes.
 * Conjugated dienes have conjugated double bonds separated by one single bond
 * Cumulated dienes (cumulenes) have the double bonds sharing a common atom as in a group of compounds called allenes.

 * 1) Kinds of dienes
 * 2) Conjugation
 * 3) Diene properties and reactions

<< Alkynes | Dienes | Aromatics >>

title: Organic Chemistry/Dienes


text:
Protalphadon

Protalphadon is a genus of small mammal from the Late Cretaceous. Its fossils are found in Utah, Montana, New Jersey, South Dakota, Wyoming and Colorado. Originally the genus was assigned to Alphadon.

Description
Protalphadon is known from a few fossils but mainly teeth. It was likely omnivorous.

title: Protalphadon


text:
Cookbook:Empanada

| South American cuisines | Tex-Mex cuisine

In Spain, Latin America, and the Philippines, an empanada is essentially a stuffed pastry. They are likely originally from Galicia, Spain, where they were prepared rather like Cornish pasties as a portable and hearty meal for working people and often filled with leftovers or staple ingredients. Tuna and chicken are varieties still seen in Galicia.

The filling usually consists primarily of beef. It may also contain ham and cheese, humita corn with Béchamel sauce, or spinach. Fruit is used to create dessert empanadas, which are usually baked, but may be fried.

In some Argentinean provinces, empanadas can be spiced with peppers, more akin to those of the rest of South America. Every household in Argentina has its own special recipe for empanada filling. The fillings vary from region to region, with some being sweet and others spicy. The below is a recipe for a sweet empanada filling typical of those found in the province of Santa Fe.

Chilean empanadas also use a wheat flour-based dough, but the meat filling is slightly different and often contains more onion. Chileans consider the Argentine filling seco, or dry. Fried empanadas of shrimp/prawns and cheese are a favourite dish of the coastal areas, like Viña del Mar. "Pino" is the name of the filling used in Chilean empanadas. Much like filling for Argentine empanadas, each Chilean household has their own pino. The one below is like the Argentine but includes more onions and does not have the cinnamon, nutmeg, or cloves, and uses less sugar.

In Colombia, common empanadas are filled with chopped meat, pieces of potato, and yellow rice, and are eaten with a spicy sauce made of cilantro and ají pepper, stuffed in a corn-based pastry and fried.

Empanadas are usually eaten with your hands (like a taco or burrito).

Dough

 * 1 tsp salt
 * 2–3 cups cold water
 * 1 kg (about 8 cups) flour
 * 2 eggs
 * 200 g (about 1 cup) butter or margarine
 * Olive oil
 * Cornstarch

Argentinian filling (Relleno)

 * 1 kg ground beef
 * 1 large onion
 * 2 tbsp vegetable oil
 * 2 tbsp sugar
 * 1 ½ tsp black pepper
 * 1 ½ tsp paprika
 * 1 tsp salt
 * ½ tsp ground cumin (comino), optional. Cumin is very invasive and gives the filling a whole different flavor.
 * ½ tsp ground cinnamon
 * ¼ tsp nutmeg
 * ¼ tsp cloves
 * ½ cup raisins
 * Green olives (optional)
 * Diced hard-boiled egg (optional)
 * Diced boiled potatoes (optional)

Chilean filling (Pino)

 * 1 kg ground beef
 * 2 cloves garlic
 * 3 large onion
 * 2 tbsp olive oil
 * 1 tbsp sugar
 * 1 ½ tsp black pepper
 * 1 ½ tsp paprika
 * 1 tsp salt
 * ½ tsp ground cumin (comino)
 * 1 bay leaf
 * ½ cup raisins
 * Black olives
 * Diced hard-boiled egg

Dough

 * 1) Dissolve salt in water.
 * 2) Mix eggs, flour, butter and 1 cup of water to form a dough. While kneading the dough, gradually add in more water until the dough is soft and stretchy. If the dough becomes sticky, add more flour.
 * 3) Once the dough is the desired consistency, allow to rest for a couple minutes, then roll it out to a thickness of ~2–3 mm (1/10 inch).
 * 4) Cut the dough into discs roughly 10–15 cm (4–6 inches) in diameter.

Argentinian filling

 * 1) Dice onion into small pieces and sauté in vegetable oil in a large frying pan. Add ground beef, and brown it.
 * 2) While beef is browning, mix in salt, sugar and spices.
 * 3) Once meat has finished cooking, remove from heat and add raisins.
 * 4) If desired add sliced olives, egg, or potatoes.

Chilean filling

 * 1) Dice onion into small pieces and sauté in olive oil in a large frying pan. Mince garlic and add to the onions. Add and brown ground beef.
 * 2) While beef is browning, mix in salt, sugar, spices and bay leaf.
 * 3) Allow to simmer for about 20 minutes for flavours to blend.
 * 4) Remove bay leaf, and add olives and raisins.

Assembly

 * 1) Place 1–2 tablespoons of empanada filling into the center of one of the dough discs (tapa).
 * 2) If Chilean empanadas are being made add one piece of the diced hardboiled egg next to the filling.
 * 3) Wet the outer edge of the tapa with cold water and fold the tapa in half to encase the filling, ensuring there is no air left inside (the wet portion will help the dough stick together, air will burst out when cooked).
 * 4) Holding the empanada in the palm of one hand, with the round edge pointing outwards, pinch and twist over a small (finger-sized) portion of the dough at the top. Continue pinching and twisting around the outer edge until you reach the bottom of the empanada, so that the open edge is sealed shut. You can also use a fork to smash together the lips of the outer edge, but it is not the traditional way and the filling can burst through.
 * 5) Repeat for the remaining filling and dough.
 * 6) To cook the empanadas, deep fry in vegetable oil on medium heat until golden brown. Alternatively, you can brush them with butter and bake on a cookie sheet in the oven at 400 °F for 8–10 minutes or until light brown.
 * 7) Allow empanadas to cool and then eat.

Notes, tips, and variations

For a flakier crust, before cutting it into discs, lightly coat the dough with olive oil and dust with cornstarch. Fold the dough in half (with the cornstarch on the inside) and again coat with oil and cornstarch. Fold again and roll out to a thickness of ~2–3 mm (1/10 inch).

title: Cookbook:Empanada


text:
C Programming/Procedures and functions

In C programming, all executable code resides within a function. Note that other programming languages may distinguish between a "function", "subroutine", "subprogram", "procedure", or "method" -- in C, these are all functions. Functions are a fundamental feature of any high level programming language and make it possible to tackle large, complicated tasks by breaking tasks into smaller, more manageable pieces of code.

At a lower level, a function is nothing more than a memory address where the instructions associated with a function reside in your computer's memory. In the source code, this memory address is usually given a descriptive name which programmers can use to call the function and execute the instructions that begin at the function's starting address. The instructions associated with a function are frequently referred to as a block of code. After the function's instructions finish executing, the function can return a value and code execution will resume with the instruction that immediately follows the initial call to the function. If this doesn't make immediate sense to you, don't worry. Understanding what is happening inside your computer at the lowest levels can be confusing at first, but will eventually become very intuitive as you develop your C programming skills.

For now, it's enough to know that a function and its associated block of code is often executed (called) several times, from several different places, during a single execution of a program.

As a basic example, suppose you are writing a program that calculates the distance of a given (x,y) point to the x-axis and to the y-axis. You will need to compute the absolute value of the whole numbers x and y. We could write it like this (assuming we don't have a predefined function for absolute value in any library):

The next example illustrates the usage of a function as a procedure. It's a simplistic program that asks students for their grade for three different courses and tells them if they passed a course. Here, we created a function, called  that can be called as many times as we need to. The function saves us from having to write the same set of instructions for each class the student has taken.

Notice that in the program above, there is no outcome value for the 'check' function. It only executes a procedure.

This is precisely what functions are for.

More on functions
It's useful to conceptualize a function like a machine in a factory. On the input side of the machine, you dump in the "raw materials," or the input data, that you want the machine to process. Then the machine goes to work and and spits out a finished product, the "return value," to the output side of the machine which you can collect and use for other purposes.

In C, you must tell the machine exactly what raw materials it is expected to process and what kind of finished product you want the machine to return to you. If you supply the machine with different raw materials than it expects, or if you try to return a product that's different than what you told the machine to produce, the C compiler will throw an error.

Note that a function isn't required to take any inputs. It doesn't have to return anything back to us, either. If we modify the example above to ask the user for their grade inside the  function, there would be no need to pass the grade value into the function. And notice that the  doesn't pass a value back. The function just prints out a message to the screen.

You should be familiar with some basic terminology related to functions:
 * A function, call it f, that uses another function g, is said to call g. For example, f calls g to print the squares of ten numbers. f is referred to as the caller function and g is the callee.
 * The inputs we send to a function are called its arguments. When we declare our function, we describe the parameters that determine what type of arguments are acceptable to pass into the function. We describe these parameters to the compiler inside a set of parentheses next to the function's name.
 * A function g that gives some kind of answer back to f is said to return that answer or value. For example, g returns the sum of its arguments.

Writing functions in C
It's always good to learn by example. Let's write a function that will return the square of a number.

To understand how to write such a function like this, it may help to look at what this function does as a whole. It takes in an int, x, and squares it, storing it in the variable square_of_x. Now this value is returned.

The first int at the beginning of the function declaration is the type of data that the function returns. In this case when we square an integer we get an integer, and we are returning this integer, and so we write int as the return type.

Next is the name of the function. It is good practice to use meaningful and descriptive names for functions you may write. It may help to name the function after what it is written to do. In this case we name the function "square", because that's what it does - it squares a number.

Next is the function's first and only argument, an int, which will be referred to in the function as x. This is the function's input.

In between the braces is the actual guts of the function. It declares an integer variable called square_of_x that will be used to hold the value of the square of x. Note that the variable square_of_x can only be used within this function, and not outside. We'll learn more about this sort of thing later, and we will see that this property is very useful.

We then assign x multiplied by x, or x squared, to the variable square_of_x, which is what this function is all about. Following this is a return statement. We want to return the value of the square of x, so we must say that this function returns the contents of the variable square_of_x.

Our brace to close, and we have finished the declaration.

Written in a more concise manner, this code performs exactly the same function as the above:

Note this should look familiar - you have been writing functions already, in fact - main is a function that is always written.

In general
In general, if we want to declare a function, we write type name(type1 arg1, type2 arg2, ...) {   /* code */ }

We've previously said that a function can take no arguments, or can return nothing, or both. What do we write if we want the function to return nothing? We use C's void keyword. void basically means "nothing" - so if we want to write a function that returns nothing, for example, we write

Notice that there is no return statement in the function above. Since there's none, we write void as the return type. (Actually, one can use the <tt>return</tt> keyword in a procedure to return to the caller before the end of the procedure, but one cannot return a value as if it were a function.)

What about a function that takes no arguments? If we want to do this, we can write for example

Notice this function doesn't take any inputs, but merely returns a number calculated by this function.

Naturally, you can combine both void return and void in arguments together to get a valid function, also.

Recursion
Here's a simple function that does an infinite loop. It prints a line and calls itself, which again prints a line and calls itself again, and this continues until the stack overflows and the program crashes. A function calling itself is called recursion, and normally you will have a conditional that would stop the recursion after a small, finite number of steps.

A simple check can be done like this. Note that ++depth is used so the increment will take place before the value is passed into the function. Alternatively you can increment on a separate line before the recursion call. If you say print_me(3,0); the function will print the line Recursion 3 times.

Recursion is most often used for jobs such as directory tree scans, seeking for the end of a linked list, parsing a tree structure in a database and factorising numbers (and finding primes) among other things.

Static functions
If a function is to be called only from within the file in which it is declared, it is appropriate to declare it as a static function. When a function is declared static, the compiler will know to compile an object file in a way that prevents the function from being called from code in other files. Example:

Using C functions
We can now write functions, but how do we use them? When we write main, we place the function outside the braces that encompass main.

When we want to use that function, say, using our <tt>calculate_number</tt> function above, we can write something like

If a function takes in arguments, we can write something like

If a function doesn't return anything, we can just say

since we don't need a variable to catch its return value.

Functions from the C Standard Library
While the C language doesn't itself contain functions, it is usually linked with the C Standard Library. To use this library, you need to add an #include directive at the top of the C file, which may be one of the following from C89/C90:

The functions available are:

Variable-length argument lists
Functions with variable-length argument lists are functions that can take a varying number of arguments. An example in the C standard library is the <tt>printf</tt> function, which can take any number of arguments depending on how the programmer wants to use it.

C programmers rarely find the need to write new functions with variable-length arguments. If they want to pass a bunch of things to a function, they typically define a structure to hold all those things -- perhaps a linked list, or an array -- and call that function with the data in the arguments.

However, you may occasionally find the need to write a new function that supports a variable-length argument list. To create a function that can accept a variable-length argument list, you must first include the standard library header <tt>stdarg.h</tt>. Next, declare the function as you would normally. Next, add as the last argument an ellipsis ("..."). This indicates to the compiler that a variable list of arguments is to follow. For example, the following function declaration is for a function that returns the average of a list of numbers:

Note that because of the way variable-length arguments work, we must somehow, in the arguments, specify the number of elements in the variable-length part of the arguments. In the <tt>average</tt> function here, it's done through an argument called <tt>n_args.</tt> In the <tt>printf</tt> function, it's done with the format codes that you specify in that first string in the arguments you provide.

Now that the function has been declared as using variable-length arguments, we must next write the code that does the actual work in the function. To access the numbers stored in the variable-length argument list for our <tt>average</tt> function, we must first declare a variable for the list itself:

The <tt>va_list</tt> type is a type declared in the <tt>stdarg.h</tt> header that basically allows you to keep track of your list. To start actually using <tt>myList</tt>, however, we must first assign it a value. After all, simply declaring it by itself wouldn't do anything. To do this, we must call <tt>va_start</tt>, which is actually a macro defined in <tt>stdarg.h.</tt> In the arguments to <tt>va_start</tt>, you must provide the <tt>va_list</tt> variable you plan on using, as well as the name of the last variable appearing before the ellipsis in your function declaration:

Now that <tt>myList</tt> has been prepped for usage, we can finally start accessing the variables stored in it. To do so, use the <tt>va_arg</tt> macro, which pops off the next argument on the list. In the arguments to <tt>va_arg</tt>, provide the <tt>va_list</tt> variable you're using, as well as the primitive data type (e.g. <tt>int</tt>, <tt>char</tt>) that the variable you're accessing should be:

By popping <tt>n_args</tt> integers off of the variable-length argument list, we can manage to find the average of the numbers:

By calling <tt>average (2, 10, 20)</tt>, we get the average of <tt>10</tt> and <tt>20</tt>, which is <tt>15.</tt>

title: C Programming/Procedures and functions