text:
Talk:David Somerset, 11th Duke of Beaufort

Ancestry
— Preceding unsigned comment added by Tryde (talk • contribs) 07:24, 6 December 2011 (UTC)
 * 1) David Somerset, 11th Duke of Beaufort
 * 2) Henry Robert Somers Fitzroy de Vere Somerset
 * 3) Henry Charles Somers Augustus
 * 4) Lord Henry Somerset
 * 5) Henry Somerset, 8th Duke of Beaufort
 * 6) Henry Somerset, 7th Duke of Beaufort
 * 7) Henry Somerset, 6th Duke of Beaufort
 * 8) Henry Somerset, 5th Duke of Beaufort
 * 9) Charles Somerset, 4th Duke of Beaufort
 * 10) Henry Somerset, 2nd Duke of Beaufort
 * 11) Charles Somerset, Marquess of Worcester
 * 12) Henry Somerset, 1st Duke of Beaufort
 * 13) Edward Somerset, 2nd Marquess of Worcester
 * 14) Henry Somerset, 1st Marquess of Worcester
 * 15) Edward Somerset, 4th Earl of Worcester
 * 16) William Somerset, 3rd Earl of Worcester
 * 17) Henry Somerset, 2nd Earl of Worcester
 * 18) Charles Somerset, 1st Earl of Worcester legitimised son of
 * 19) Henry Beaufort, 3rd Duke of Somerset
 * 20) Edmund Beaufort, 2nd Duke of Somerset
 * 21) John Beaufort, 1st Earl of Somerset legitimised (by marriage) son of
 * 22) John of Gaunt, 1st Duke of Lancaster
 * 23) Edward III of England
 * 24) Edward II of England
 * 25) Edward I of England
 * 26) Henry III of England
 * 27) John of England
 * 28) Henry II of England
 * 29) Geoffrey Plantagenet, Count of Anjou
 * 30) Fulk of Jerusalem
 * 31) Fulk IV, Count of Anjou
 * 32) Geoffrey, Count of Gâtinais
 * 33) Bouchard, Count of Gâtinais

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Unsent

"Unsent" is a song by Canadian singer-songwriter Alanis Morissette from her fourth studio album, Supposed Former Infatuation Junkie (1998). The lyrics were written by Morissette, who also composed the music with Glen Ballard. It was released as the album's third single on March 18, 1999. It was one of the few Junkie tracks on which she played her harmonica. Morissette directed the music video for the song. Without a chorus or hook, "Unsent" has an unconventional song structure. The lyrics consist of letters addressed to Morissette's former boyfriends and friends. The single became a moderate hit, reaching number nine in Canada, number 28 in New Zealand, and number 58 in the United States.

Background
While introducing the song on VH1's Storytellers special in 1999, Alanis Morissette said: "This is a song called 'Unsent'. And I wrote this song last summer, started off by writing the first verse and.... once I wrote about this one particular person in a letter that I had not had the courage to send to them, I realized that there were about fifty people that I could write about but I wasn't sure that I wanted to write a song that was going to be an hour long so... I got the top five or six people that I really wanted to have closure with and I think it's... it was one of the most... closure-inducing songs to say the least, and some of them I actually finished the record and couldn't sleep for a long time because well there were several things on the record that made it so that I couldn't really sleep very well knowing that I was about to share it with a bunch of people. But this song in particular... I felt like I needed to call a few people before I actually released this song, so I did. And the song itself actually forced me to deal directly with these people because it's so easy to write a song about something... In the past something would happen to me and I would run somewhere and write about it, and not necessarily talk directly to the person. It was very convenient and it resulted in a lot of release but not necessarily in a lot of closure so, this song I thought I was gonna get away with that once again, and because I couldn't sleep I knew that I was, my plans were foiled. So I had to actually call these people and they were all very very sweet about it, they appreciated the fact that I called them. And now when I sing it I know that I can sing it with permission and blessing, really."

A demo version of the song included lyrics about Morissette's former touring drummer, Taylor Hawkins.

Music video
Alanis Morissette directed the song's music video. Its format reminds of a movie, with subtitles portraying everything that the characters are saying. It opens with "Matthew" playing the guitar to Morissette, who feels she's bothering him and says she should leave. He says she should, but in a kind way. Alanis looks happy, but uncomfortable and leaves. The second act shows Morissette, with curly hair, sitting with "Jonathan" at a bar, asking if she could come to wherever he is going the next day. She's concerned girls are coming on the trip too. He says she can, but doesn't look too interested.

The third act shows Alanis and "Terrance" (played by Josh Hopkins ) by the lake, having a conversation about whether he is coming to visit her, to which he jokingly responds that he's "too busy". They laugh and look happy. "Marcus" is the fourth to be shown. They kiss on a sofa, and he says he is very proud of Alanis. "What for?" she replies, and he says "[to be] open to testing different waters at the same time". Morissette looks confused, awkward, and sad. The last scene shows Morissette entering a car driven by "Lou". They say "hi" to one another, but the only other dialogue is when Lou says "What are you thinking?" at the very end of the video.

A 10-minute movie of the video is available with no music and no subtitles, but the actors speak this time. It shows extended footage of all five stories.

Track listing
Canadian and Australian CD single
 * 1) "Unsent" (album version) – 4:08
 * 2) "Are You Still Mad" (BBC/Radio One live) – 3:59
 * 3) "London" (Bridge School Benefit live) – 4:46

source: wikimedia

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

title: Unsent


text:
Laura Mackay

Laura K. Mackay is an internationally-recognised immunologist and Professor of Immunology at the University of Melbourne. Mackay is the Theme Leader in Immunology and Laboratory Head at the Peter Doherty Institute for Infection and Immunity. In 2022, she was the youngest ever Fellow elected to the Australian Academy of Health and Medical Sciences.

Early life and education
Mackay completed her undergraduate degree in Biological Science at the University of Warwick in 2004, Masters of Science at the University of Birmingham in 2005 and PhD under the supervision of Professor Alan B. Rickinson, an expert in the research of Epstein-Barr virus in 2009. She undertook postdoctoral training with Professor Francis Carbone at The University of Melbourne. During this period, she was the first to describe the molecular program and developmental features that underpin immune cell tissue residence.

Career and Research
Mackay established her research Laboratory at the Peter Doherty Institute for Infection and Immunity at the University of Melbourne in 2016. She was appointed as Senior Lecturer in 2016, Associate-Professor in 2018, and full Professor in 2019. Mackay is also the Theme Leader in Immunology for the Peter Doherty Institute for Infection and Immunity. She has made significant contributions to the field of T cell memory and tissue immunity, with Mackay being listed as a Highly Cited Researcher™ annually since 2019.

In 2018, Mackay was appointed as the President of The Federation of Immunological Sciences of Asia-Oceania (FIMSA). During her tenure, Mackay was the first female and youngest serving President of the organisation.

In 2022, Mackay was the youngest ever Fellow elected to the Australian Academy of Health and Medical Sciences, with the citation on election describing her as “an internationally recognised expert in T cell immunity, contributing landmark papers that have defined how memory T cell responses are generated in body tissues”.

Scientific Outreach
Mackay serves on the Scientific Advisory Boards for journals Cell, Science Immunology and Trends in Immunology. She is the co-organiser of Global Immunotalks, an online seminar series posted on YouTube featuring world-leading immunologists presenting cutting-edge research, which aims to make the newest discoveries accessible to a global audience. Mackay is also a co-host on National Triple R Radio science show, Einstein-A-Go-Go, communicating science and the latest research to the public. Mackay has been interviewed by Science on diversity in STEM, ABC Radio National Science Show on the influence of science on public good, and had her career and research on tissue-resident memory T cells profiled by Pursuit.

Awards, honours and recognition

 * 2023 – AAMRI Rising Star Award
 * 2023 – Jian Zhou Medal
 * 2023 – LEO Foundation Award (Region Asia-Pacific)
 * 2022 – Fellow of the Australian Academy of Health and Medical Sciences
 * 2019 – Frank Fenner Prize for Life Scientist of the Year
 * 2019 – Eureka Prize for Outstanding Early Career Researcher
 * 2019 – Woodward Medal in Science and Technology
 * 2019 – Gottschalk Medal
 * 2018 – Michelson Prize for Human Immunology and Vaccine Research
 * 2016 – Tall Poppy Award from Australian Institute of Policy and Science

title: Laura Mackay


text:
Talk:Dominica at the 2008 Summer Olympics/GA1

GA Review
The edit link for this section can be used to add comments to the review.''

Reviewer: Dom497 (talk · contribs) 20:47, 10 July 2012 (UTC)

GA review – see WP:WIAGA for criteria

 * 1) Is it reasonably well written?
 * A. Prose quality:
 * B. MoS compliance for lead, layout, words to watch, fiction, and lists:
 * 1) Is it factually accurate and verifiable?
 * A. References to sources:
 * B. Citation of reliable sources where necessary:
 * C. No original research:
 * 1) Is it broad in its coverage?
 * A. Major aspects:
 * B. Focused:
 * 1) Is it neutral?
 * Fair representation without bias:
 * 1) Is it stable?
 * No edit wars, etc:
 * 1) Does it contain images to illustrate the topic?
 * A. Images are copyright tagged, and non-free images have fair use rationales:
 * B. Images are provided where possible and appropriate, with suitable captions:
 * 1) Overall:
 * Pass or Fail:
 * Pass!--Dom497 (talk) 19:36, 12 July 2012 (UTC)
 * 1) Is it stable?
 * No edit wars, etc:
 * 1) Does it contain images to illustrate the topic?
 * A. Images are copyright tagged, and non-free images have fair use rationales:
 * B. Images are provided where possible and appropriate, with suitable captions:
 * 1) Overall:
 * Pass or Fail:
 * Pass!--Dom497 (talk) 19:36, 12 July 2012 (UTC)
 * 1) Overall:
 * Pass or Fail:
 * Pass!--Dom497 (talk) 19:36, 12 July 2012 (UTC)

Comments
This is not a formal review, Dom497 is doing it. The article is very interesting, even though that is not a criteria for passage. Auchansa (talk) 04:47, 11 July 2012 (UTC)

I'm wondering about the little symbols used on some of the section headings. Don't think that's allowed per MoS:Section headings: "Headings should not contain images, including flag icons." MathewTownsend (talk) 19:32, 11 July 2012 (UTC)

@Auchansa: Can you please clarify what you are trying to say? @MathewTownsend: I guess not.--Dom497 (talk) 19:55, 11 July 2012 (UTC)
 * What I am saying is that I like the article. I haven't gone through all the technical criteria but Dom497 is doing that.  I am just saying that the general readability and way it interests the reader is there.  Good work, whoever wrote it.Auchansa (talk) 04:50, 12 July 2012 (UTC)
 * Hm. I've noticed many Olympics articles have had these images. I think that there may have been some decision within the Olympic WikiProject at one point to incorporate those images into all the headers. I'll ask around. --Starstriker7(Talk) 20:10, 11 July 2012 (UTC)

 * I made some changes to the article but other than that, nothing else needs to be fixed.--Dom497 (talk) 19:36, 12 July 2012 (UTC)


text:
Wikipedia:Wiki Loves Folklore 2020/Categories

The images used for this campaign must be from Category:Images from Wiki Loves Folklore 2020. Use the image in the relevant article about Folk Culture, folklore, traditional culture, including, but not limited to folk festivals, folk dances, folk music, folk activities, folk games, folk cuisine, folk wear, folklore and tradition, including: ballads, folktales, fairy tales, legends, traditional song and dance, folk plays, seasonal events, folk arts, folk religion, mythology, etc. Following are some suggested lists of articles in Folk Culture and Folklore category but the participation in campaign is not limited to the mentioned articles.


text:
US History/Early Colonial Period

The Arrival of Columbus
Christopher Columbus and three ships - the Niña, the Pinta, and the Santa Maria - set sail on August 3, 1492. On October 12, a lookout cried out that he had sighted land. The crew set foot on an island that day, naming it San Salvador. It is unknown which exact island was discovered by Columbus. (Note that the island presently called San Salvador is so-called in honor of Columbus' discovery; it is not necessarily the one on which Columbus set foot.)

The Native Americans inhabiting the islands were described as "Indians" by Columbus, who had believed that he had discovered the East Indies (modern Indonesia). In reality, he had found an island in the Caribbean. He continued to explore the area, returning to Spain. Columbus' misconception that he found Asia was corrected years later by the Italian explorer Amerigo Vespucci, after whom America may be named.

The Protestant Reformation
In Europe, the power of the Pope and the influence of Catholicism was undoubted. The Catholic religion affected every aspect of politics on the continent. However, in the sixteenth century, the conditions were ripe for reform. Gutenberg's printing press made the spread of ideas much easier. The influence of nationalism grew, and rulers began to resent the power possessed by the Pope.

The Protestant movement may have commenced earlier, but the publication of Ninety-Five Theses by Martin Luther in 1517 spurred on the revolution within the Church. Luther attacked the Church's theology, which, he believed, misrepresented The Bible and placed too much authority in the hands of the clergy, and wished to reform the Church. After being excommunicated, Luther published many books on Reform. Luther's works were most influential in Germany and Scandinavia.

Persons other than Luther championed the cause of Reform. In Switzerland, Huldreich Zwingli advanced Protestant ideas, which mostly affected his home country. Similarly, Frenchman John Calvin helped the spread of Protestantism in France and the Netherlands.

English Protestantism resulted from the direct influence of the British monarch. Henry VIII (1509-1547) sought to divorce his wife, Catherine of Aragon, because she had failed to produce a viable male heir to the throne. When his divorce led to excommunication by the Pope, Henry simply declared the entire country free of Catholic domination and a bastion of Protestantism. Henry reasoned that England could survive under its own religious regulation (Anglican) and he named himself head of the church.

Elizabethan England
Elizabethan Succession

After Henry VIII died, he was succeeded by his son Edward VI (1547-1553) who reigned briefly before dying. Edward's death led to the ascension of Henry's daughter by Catherine, Mary I (1553-1558). A staunch Catholic, Mary sought to return England back to the Catholic church. Her religious zeal and persecution of Protestants earned her the nickname, "Bloody Mary." After a short reign, she was succeeded by her half-sister, Elizabeth. Elizabeth I (1558-1603) was the daughter of Henry's second wife, Anne Boleyn. Her ascendency to the throne resulted when neither of her half siblings, Edward and Mary, produced an heir to the throne.

Religious Reform

Under her siblings' reign, the nation constantly battled religious fervor as it sought to identify itself as either Protestant or Catholic. Henry VIII had severed ties with the Roman Catholic Church upon his excommunication after divorcing Catherine of Aragon. He established the Church of England (the precursor to the Anglican Church) as the official state religion and named himself, not the Pope, as its head. Under Mary, the country returned to Catholic rule. The Elizabethan Age brought stability to English government. Elizabeth sought a compromise (the Elizabethan Settlement) which returned England to a nation governed by Protestant theology with a Catholic ritual. Elizabeth called Parliament in 1559 to consider the Reformation Bill that re-established an independent Church of England and redefined the sacrament of communion. Parliament also approved the Act of Supremacy, establishing ecclesiastical authority with the monarch.

Economic Reform

Elizabeth's far more important response was to stabilize the English economy following the 1551 collapse of the wool market. To respond to this economic crisis, Elizabeth used her power as monarch to shift the supply-demand curve. She expelled all non-English wool merchants from the empire. Her government placed quotas on the amount of wool that could be produced while also encouraging manors to return to agricultural production. She also started trading directly with the Spanish colonies in direct violation of their tariff regulations. This maritime violation would later result in an attack on England by the Spanish Armada in 1588.

Queen Elizabeth was a very popular monarch. Her people followed her in war and peace. She remained unmarried until her death, probably through a reluctance to share any power and preferring a series of suitors. This gave her the name, the Virgin Queen, and in honor of her, a colony was named Virginia a few years after her death.

In the aftermath of the Armada's overwhelming defeat and building on the development of a strong fleet started by Henry VIII, England began to gain recognition as a great naval power. Nationalism in England increased tremendously. Thoughts of becoming a colonial power were inspired. These thoughts were aided by the fact that the defeated Spanish lost both money and morale, and would be easy to oppose in the New World.

Early Colonial Ventures
Richard Hakluyt

In 1584, Richard Hakluyt proposed a strong argument for expansion of English settlement into the new world. With his Discourse Concerning Western Planting, Hakluyt argued that creating new world colonies would greatly benefit England. The colonies could easily produce raw materials that were unavailable in England. By establishing colonies, England would assure itself of a steady supply of materials that it currently purchased from other world powers. Second, inhabited colonies would provide a stable market for English manufactured goods. Finally, as the economic incentives were not enough, the colonies could provide a home for disavowed Englishmen.

Roanoke

The English had already begun the exploration of the New World prior to the Armada's defeat. In 1584, Queen Elizabeth granted Sir Walter Raleigh a charter authorizing him to explore the island of Roanoke, which is part of what is now North Carolina.

Between 1584 and 1586, Raleigh financed expeditions to explore the island of Roanoke and determine if the conditions were proper for settlement. In 1586, about a hundred men were left on the island. They struggled to survive, being reduced to eating dogs. They were, however, rescued- except for fifteen men whose fate remained a mystery.

After another expedition in 1587, another group of men, women, and children- a total of more than one-hundred people- remained on the island. Governor John White of the Roanoke colony discovered from a local Native American tribe that the fifteen men who were not rescued were killed by a rival tribe. While attempting to gain revenge, White's men killed members of a friendly tribe and not the members of the tribe that allegedly killed the fifteen men.

Having thus strained relations with the Natives, the settlers could not survive easily. John White decided to return to England in 1587 and return with more supplies. When he returned, England faced war against Spain. Thus delayed, White could not return to Roanoke until 1590. When he did return, White discovered that Roanoke was abandoned. All that gave clue to the fate of the colony was the word Croatan, the name of a nearby Native American tribe, carved out on to a tree. No attempt was made to discover the actual cause of the disappearance until several years later.

There are only theories as to the cause of the loss of Roanoke. There are two major possibilities. Firstly, the settlers may have been killed by the Natives. Second, the settlers may have assimilated themselves into the Native tribes. But there is no evidence that settles the matter beyond doubt.

Review Questions
Use the content in this chapter and/or from external sources to answer the following questions. Remember to properly cite any sources used.

 * 1) Identify or explain the significance of the following people: (a) Christopher Columbus (b) Martin Luther (c) King Henry VIII (d) Richard Hakluyt (e) Elizabeth I (f) Sir Walter Raleigh
 * 2) What primary factor(s) led to the shift from Catholicism to Protestant belief in England?
 * 3) Why did King Henry VIII establish the Church of England? How did this influence the English Reformation?
 * 4) Differentiate between Elizabeth I's policies and Henry VIII's. What attitudes did the English have toward Elizabeth and her rule?
 * 5) What did the defeat of the Spanish Armada symbolize to all of Europe?
 * 6) What difficulties did the colonists of Raleigh face between 1584 and 1587? What was the fate of the colony?

title: US History/Early Colonial Period


text:
User:Ishratkhan adv

HI!

I am an advocate by profession form Charsadda N.W.F.P Pak. Presently in the UK doing QLTT to practice As a Solicitor in England & Wales.I want to specialise as a corporate lawyer.

ishratkhan_adv@yahoo.com

title: User:Ishratkhan adv


text:
Talk:Arnoud van Halen

External links modified
Hello fellow Wikipedians,

I have just modified 1 one external link on Arnoud van Halen. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20121011095013/http://www.rijksmuseum.nl/collectie/zoeken/asset.jsp?id=SK-A-1738&lang=en to http://www.rijksmuseum.nl/collectie/zoeken/asset.jsp?id=SK-A-1738&lang=en

Cheers.— InternetArchiveBot  (Report bug) 12:16, 18 October 2016 (UTC)

title: Talk:Arnoud van Halen


text:
Gamdi

Gamdi may refer to:

 * Gamdi (Ahmedabad district), a village in Ahmedabad district, Gujarat, India
 * Gamdi (Anand district), a town in Anand district, Gujarat, India

title: Gamdi


text:
Filmmaking Basics/Thumbnail Storyboard/Examples/Example 4

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;"|

This is an example Thumbnail Storyboard

 * Start with a close-up of the poster
 * In this example, we start with a side view. In this view we see the two people looking at something on the wall.  Then we look at what they are looking at which is the movie poster.

 * In FrameFrge 3D Studio, I represent the poster by creating a window and putting a wall behind it. This looks like this. (below)

 * style="width: 370px; background-color: #ffffdd; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="3" |

Thumbnail storyboard for Seduced by the Dark Side!
EXTERIOR - The local movie theater - NIGHT

Fade In Cut To   Dolly To

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

 * I want to get the attention of the audience so I immediately show the poster. Then I quickly cut to the young person and dolly out to see the old person as well.  All this time, the Star War's theme is playing.  By starting with the poster, I can have much longer Star War's music.  Then the music cuts to total silence and there is an awkward pause with just street noise.

(2) Young Person: "That was a great movie..."

 * I want the movie to start very slowly. Therefore, the two actors will just stand there barely moving while the camera is static.

(3) Young Person (contined): "but I do not understand one thing."

(4) Old Person: "What's that?"

Cut To

(5) Young Person: "How can anyone be seduced by the Dark Side?"

 * Once the young person says this, I want a cord from the Star Wars music to play faintly in the background while the man thinks.

Cut To

(6) The old person thinks for a while.

(7) Old Person: "What computer do you have at home?"

Cut To

(8) Young Person (eagerly): "A Macintosh!"

-

Cut To

(9) Old Person: "But what computer does your father use at work?"

Cut To

(10) The young person thinks for a moment.

(11) Young Person (amazed and excited): "Seduced by the Dark Side!"

Cut To

(12) The Old Person smiles.

Cut To Zoom out

(13) Old Person and the Young Person walk toward home together.

(14) Fade to Black.

The End

Point Of Reference:
This scene will be filmed Inside the line. (Next to the poster = In the green area). Therefore, the camera will never cross the line. The Floor Plan for the Movie
 * }
 * }
 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" ,!--rowspan="2"--> |

The Next Page [[Image:Crystal Clear action loopnone.png|32px]]

 * Look at the other examples by going to the index at the top of this page.

 * Or continue this lesson at What software for thumbnail storyboards? to learn how to get started storyboarding.

 * }


text:
Organic Chemistry/Haloalkanes

Haloalkanes are otherwise simple alkanes that contain one or more members of the halogen family. In practice, the halogens found in organic molecules are chlorine (Cl), bromine (Br), fluorine (F), and iodine (I). Some texts refer to this class of compounds as halogenoalkanes or alkyl halides. This text (and the chemical literature) will frequently use the terms haloalkane and alkyl halide interchangeably.

Note: The X in R-X represents a generic halogen atom.

=Preparation=

Methods for preparation are found elsewhere in this text:

 * Preparation from Alcohols (nucleophilic substitution)

 * Preparation from /Alkanes/ (radical substitution)

 * Preparation from Alkenes (electrophilic addition)
 * Preparation by halogen exchange.*It is generally used for preparing iodoalkanes.
 * Preparation from silver salts of acids*

=Properties=

Naming Haloalkanes
Haloalkanes are named by adding a prefix to the name of the alkane from which they are derived. The prefix denotes the particular halogen used.

F = Fluoro- Cl = Chloro- Br = Bromo- I = Iodo-

If other substituents need to be named, all prefixes are still put in alphabetical order. When necessary, numbers identify substituent locations.

Physical properties
R-X bond polarity: C—F > C—Cl > C—Br > C—I

The difference in electronegativity of the carbon-halogen bonds range from 1.5 in C-F to almost 0 in C-I. This means that the C-F bond is extremely polar, though not ionic, and the C-I bond is almost nonpolar.

Physical appearance: Haloalkanes are colourless when pure. However bromo and iodo alkanes develop colour when exposed to light. Many volatile halogen compounds have sweet smell.

Boiling point: Haloalkanes are generally liquids at room temperature. Haloalkanes generally have a boiling point that is higher than the alkane they are derived from. This is due to the increased molecular weight due to the large halogen atoms and the increased intermolecular forces due to the polar bonds, and the increasing polarizabilty of the halogen.

For the same alkyl group, the boiling point of haloalkanes decreases in the order RI > RBr > RCl > RF.This is due to the increase in van der Waals forces when the size and mass of the halogen atom increases.

For isomeric haloalkanes, the boiling point decrease with increase in branching. But boiling points of dihalobenzenes are nearly same; however the para-isomers have higher melting points as it fits into the crystal lattice better when compared to ortho- and meta-isomers.

Density: Haloalkanes are generally more dense than the alkane they are derived from and usually more dense than water. Density increases with the number of carbon and halogen atom. It also increases with the increase in mass of halogen atom.

Solubility: The haloalkanes are only very slightly soluble in water, but dissolves in organic solvents. This is because for dissolving haloalkanes in water the strong hydrogen bonds present in the latter has to be broken. When dissolved in organic (non polar) solvents, the intermolecular attractions are almost same as that being broken.

Bond Length: C—F < C—Cl < C—Br < C—I

Larger atoms means larger bond lengths, as the orbitals on the halogen is larger the heavier the halogen is. In F, the orbitals used to make the bonds is 2s and 2p, in Cl, it's 3s and 3p, in Br, 4s and 4p, and in I, 5s and 5p. The larger the principal quantum number, the bigger the orbital. This is somewhat offset by the larger effective nuclear charge, but not enough to reverse the order.

Chemical properties
Bond strength: C—F > C—Cl > C—Br > C—I

The orbitals C uses to make bonds are 2s and 2p. The overlap integral is larger the closer the principal quantum number of the orbitals is, so the overlap is larger in the bonds to lighter halogens, making the bond formation energetically favorable.

Bond reactivity: C—F < C—Cl < C—Br < C—I

Stronger bonds are more difficult to break, making them less reactive. In addition, the reactivity can also be determined by the stability of the corresponding anion formed in solution. One of the many trends on the periodic table states that the largest atoms are located on the bottom right corner, implying that iodine is the largest and fluorine being the smallest. When fluorine leaves as fluoride (if it does) in the reaction, it is not so stable compared to iodide. Because there are no resonance forms and inductive stabilizing effects on these individual atoms, the atoms must utilize their own inherent abilities to stabilize themselves. Iodide has the greatest surface area out of these four elements, which gives it the ability to better distribute its negative charge that it has obtained. Fluorine, having the least surface area, is much more difficult to stabilize. This is the reason why iodine is the best leaving group out of the four halogens discussed.

=Reactions=

Determination of Haloalkanes: A famous test used to determine if a compound is a haloalkane is the Beilstein test, in which the compound tested is burned in a loop of copper wire. The compound will burn green if it is a haloalkane. The numbers of fluorine, chlorine, bromine and iodine atoms present in each molecule can be determined using the sodium fusion reaction, in which the compound is subjected to the action of liquid sodium, an exceptionally strong reducing agent, which causes the formation of sodium halide salts. Qualitative analysis can be used to discover which halogens were present in the original compound; quantitative analysis is used to find the quantities.

Substitution reactions of haloalkanes
R-X bonds are very commonly used throughout organic chemistry because their polar bonds make them reasonably reactive. In a substitution reaction, the halogen (X) is replaced by another substituent (Y). The alkyl group (R) is not changed.

Substitutions involving haloalkanes involve a type of substition called Nucleophilic substitution, in which the substituent Y is a nucleophile. A nucleophile is an electron pair donor. The nucleophile replaces the halogen, an electrophile, which becomes a leaving group. The leaving group is an electron pair acceptor. Nuclephilic substition reactions are abbreviated as SN reactions.

Example: Suggest a reaction to produce the following molecule.

Answer:

+

OR

+

Any halogen could be used instead of Br

Reaction mechanisms
Nucleophilic substitution can occur in two different ways. SN2 involves a backside attack. SN1 involves a carbocation intermediate.

SN2 mechanism

SN1 mechanism

Comparison of SN1 and SN2 mechanism
Stereochemistry: SN2 - Configuration is inverted (i.e. R to S and vice-versa). SN1 - Product is a mixture of inversion and retention of orientation because the carbocation can be attacked from either side. In theory the products formed are usually racemic due to the 50% chance of attack from the planar conformation. Interestingly, the amount of the inverted product is often up to 20% greater than the amount of product with the original orientation. Saul Winstein has proposed that this discrepancy occurs through the leaving group forming an ion pair with the substrate, which temporarily shields the carbocation from attack on the side with the leaving group.

Rate of reaction: SN2 - Rate depends on concentrations of both the haloalkane and the nucleophile. SN2 reactions are fast. SN1 - Rate depends only on the concentration of the haloalkane. The carbocation forms much slower than it reacts with other molecules. This makes SN1 reactions slow.

Role of solvent: SN2 - Polar aprotic solvents favored. Examples: Acetone, THF (an ether), dimethyl sulfoxide, n,n-dimethylformamide, hexamethylphosphoramide (HMPA). Nonpolar solvents will also work, such as carbon tetrachloride (CCl4) Protic solvents are the worst type for SN2 reactions because they "cage," or solvate, the nucleophile, making it much less reactive. SN1 - Polar protic solvents favored. Examples: H2O, Formic acid, methanol. Aprotic solvents will work also, but protic solvents are better because they will stabilize the leaving group, which is usually negatively charged, by solvating it. Nonpolar solvents are the worst solvent for SN1 reactions because they do nothing to stabilize the carbocation intermediate.

Role of nucleophile: SN2 - Good nucleophiles favored SN1 - Any nucleophile will work (since it has no effect on reaction rate)

Carbocation stability: 3° carbon - most stable = SN1 favored 2° carbon - less stable = either could be favored 1° carbon - seldom forms = SN2 favored CH3+ - never forms = SN2 favored The reason why the tertiary carbocation is most favored is due to the inductive effect. In the carbocation intermediate, there is a resulting formal charge of +1 on the carbon that possessed the haloalkane. The positive charge will attract the electrons available. Because this is tertiary, meaning that adjacent carbon atoms and substituents are available, it will provide the most electron-density to stabilize this charge.

Example
Predict whether the following reactions will undergo SN2 or SN1 and tell why.

1:

2:

3:

Answers: 1) SN2. Good nucleophile, polar solvent. 2) SN1. Tertiary carbon, polar solvent. Very slow reaction rate. 3) SN2. Primary carbon, good nucleophile, nonpolar solvent.

Grignard reagents
Grignard reagents are created by reacting magnesium metal with a haloalkane. The magnesium atom gets between the alkyl group and the halogen atom with the general reaction as stated below:

R-Br + Mg → R-Mg-Br

Gringard reagents are very reactive and thus provide a means of organic synthesis from haloalkanes. For example, adding water gives the alcohol R-OH. Basic: R-X + Mg → R-Mg-X For example (X=Cl and R=CH3): CH3-Cl + Mg → CH3MgCl (methylmagnesiumchloride)

Elimination reactions
With alcoholic potassium hydroxide, haloalkanes lose H-X and form the corresponding alkene. Very strong bases such as KNH2/NH3 convert vic-dihalides (haloalkanes with two halogen atoms on adjacent carbons) into alkynes.

<< Stereochemistry | Haloalkanes | Alcohols >>

title: Organic Chemistry/Haloalkanes


text:
Scouting/BSA/Personal Management Merit Badge

Requirement 1
Do the following:
 * 1) Choose an item that your family might want to purchase that is considered a major expense
 * 2) Write a plan that tells how your family would save money for the purchase identified in requirement 1a.
 * 3) Discuss the plan with your merit badge counselor.
 * 4) Discuss the plan with your family.
 * 5) Discuss how other family needs must be considered in this plan.
 * 6) Develop a written shopping strategy for the purchase identified in requirement 1a.
 * 7) Determine the quality of the item or service (using consumer publications or rating systems).
 * 8) Comparison shop for the item. Find out where you can buy the item for the best price. (Provide prices from at least two different price sources.) Call around; study ads. Look for a sale or discount coupon. Consider alternatives. Can you buy the item used? Should you wait for a sale?

Requirement 2
Do the following:
 * 1) Prepare a budget reflecting your expected income (allowance, gifts, wages), expenses, and savings. Track your actual income, expenses, and savings for 13 consecutive weeks. (You may use the forms provided in this pamphlet, devise your own or use a computer generated version.) When complete, present the results to your merit badge counselor.
 * 2) Compare expected income with expected expenses
 * 3) If expenses exceed income, determine steps to balance your budget.
 * 4) If income exceeds expenses, state how you would use the excess money (new goal, savings).

Requirement 3
Discuss with your merit badge counselor FIVE of the following concepts:

 * 1) The emotions you feel when you receive money.
 * 2) Your understanding of how the amount of money you have with you affects your spending habits.
 * 3) Your thoughts when you buy something new and your thoughts about the same item three months later. Explain the concept of buyer’s remorse.
 * 4) How hunger affects you when shopping for food items (snacks, groceries).
 * 5) Your experience of an item you have purchased after seeing or hearing advertisements for it. Did the item work as well as advertised?
 * 6) Your understanding of what happens when you put money into a savings account.
 * 7) Charitable giving. Explain its purpose and your thoughts about it.
 * 8) What you can do to better manage your money.

Requirement 4
Explain the following to your merit badge counselor:
 * A. The difference between saving and investing, including reasons for using one over the other.

 * B. The concepts of return on investment and risk.
 * C. The concepts of simple interest and compound interest and how these affected the results of your investment exercise.

Explain the differences between saving and investing, including reasons for using one over the other:

Saving has a guaranteed low return with loss of money possible if you go over the insurance amount of $250,000 per account named depositor, per insured bank.(as of 6/7/09) Investing has a risk of losing you money but chance of a higher return.

Explain the concepts of return on investment and risk:

Risk - Possibility of your investment losing the money you put in.

RoI = (gain from investment – cost of investment)/cost of investment

Explain the concepts of simple interest and compound interest and how these affected the results of your investment exercise:

Simple interest is calculated on principal only, Compound interest is calculated on total of principal plus the interest earned.

Requirement 5
Select five publicly traded stocks from the business section of the newspaper. Explain to your merit badge counselor the importance of the following information for each stock:

 * A. Current price.

 * B. How much the price changed high and the 52-week low prices.

Requirement 6
Pretend you have $1,000 to save, invest, and help prepare yourself for the future. Explain to your merit badge counselor the advantages or disadvantages of saving or investing in each of the following:

 * A. Common Stocks

 * B. Mutual funds.

 * C. Life insurance

 * D. A certificate of deposit (CD).

 * E. A savings account or U.S. savings bond

A-

B-an investment program funded by shareholders that trades in diversified holdings and is professionally managed.

C-insurance that pays out a sum of money either on the death of the insured person or after a set period.

D-a certificate issued by a bank to a person depositing money for a specified length of time.

E-a bank account that earns interest/U.S. savings bonds are debt securities issued by the U.S. Department of the Treasury to help pay for the U.S. government's borrowing needs. U.S. savings bonds are considered one of the safest investments because they are backed by the full faith and credit of the U.S. government

Requirement 7
Explain to your merit badge counselor the following:

 * A. What a loan is, what interest is, and how the annual percentage rate (APR) measures the true cost of a loan.

What a loan is: A loan is a financial transaction in which one party (the lender) agrees to give another party (the borrower) a certain amount of money with the expectation of total repayment. The specific terms of a loan are often spelled out in the form of a promissory note or other contract. The lender can ask for interest payments in addition to the original amount of the loan (principal). The borrower must agree to the repayment terms, including the amount owed, interest rate and due dates. Some lenders can also assign financial penalties for missed or late payments.

What interest is: An interest rate is the price a borrower pays for the use of money they do not own, for instance a small company might borrow from a bank to kick start their business, and the return a lender receives for deferring the use of funds, by lending it to the borrower. Interest rates are normally expressed as a percentage rate over the period of one year.

How the annual percentage rate (APR) measures the true cost of a loan: You can think about the interest rate as a percentage of the money borrowed to be paid. The best way to compare mortgage loans is by comparing the Annual Percentage Rate, or APR on each prospective loan offer. By law, every mortgage loan offer, usually in the form of a disclosure called a Good Faith Estimate, must disclose APR associated with the loan. When we talk about real estate loans, interest rates are also sometimes referred to as mortgage rates.

 * B. The different ways to borrow money.

 * C. The differences between a charge card, debit card, and credit card. What are the costs and pitfalls of using these financial tools? Explain why it is unwise to make only the minimum payment on your credit card.

 * D. Credit reports and how personal responsibility can affect your credit report.

 * E. Ways to reduce or eliminate debt.

Requirement 8
Demonstrate to your merit badge counselor your understanding of time management by doing the following:
 * A. Write a “to do” list of tasks or activities, such as homework assignments, chores, and personal projects, that must be done in the coming week. List these in order of importance to you.
 * B. Make a seven-day calendar or schedule. Put in your set activities, such as school classes, sports practices or games, jobs or chores, and/or Scout or church or club meetings, then plan when you will do all the tasks from your “to do” list between your set activities.
 * C. Follow the one-week schedule you planned. Keep a daily diary or journal during each of the seven days of this week’s activities, writing down when you completed each of the tasks on your “to do” list compared to when you scheduled them.
 * D. Review your “to do” list, one-week schedule, and diary/journal to understand when your schedule worked and when it did not work. With your merit badge counselor, discuss and understand what you learned from this requirement and what you  might do differently the next time.

Requirement 9
Prepare a written project plan demonstrating the steps below, including the desired outcome. This is a project on paper, not a real-life project. Examples could include planning a camping trip, developing a community service project or a school or religious event, or creating an annual patrol plan with additional activities not already included in the troop annual plan. Discuss your completed project plan with your merit badge counselor.
 * A. Define the project. What is your goal?
 * B. Develop a timeline for your project that shows the steps you must take from beginning to completion.
 * C. Describe your project.
 * D. Develop a list of resources. Identify how these resources will help you achieve your goal.
 * E. If necessary, develop a budget for your project.

Requirement 10
Do the following:
 * A. Choose a career you might want to enter after high school or college graduation.
 * B. Research the limitation of your anticipated career and discuss with your merit badge counselor what you have learned about qualifications such as education, skills, and experience.


text:
Indian Cardamom Research Institute

Indian Cardamom Research Institute(ICRI) is the only research station under Kerala Agricultural University dedicated to Cardamom. Started in 1956 and came under KAU in 1972. It is situated in Pampadumpara, Idukki.

title: Indian Cardamom Research Institute


text:
reno

Etymology
From.

Noun

 * 1)  kidney

Noun

 * 1) reindeer

Etymology
.

Adverb

 * 1) in the morning

Noun

 * 1) morning

Etymology
Of origin. It was a short fur that was used to cover chest and shoulders by Germanic and Celts.

Noun

 * 1) reindeer skin
 * 2) A garment, made from this skin, worn by Celts or ancient Germans

Etymology
.

Noun

 * 1) reindeer, caribou

Etymology
.

Noun

 * 1) reindeer

Verb

 * 1)  to gnaw

title: reno


text:
File:BuildWall13.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall13.jpg


text:
glottogenetic

Etymology
From.

Adjective

 * 1)  Of or pertaining to the origin of speech.
 * 2) * 1994, I. Hegedüs, "Principles for palaeolinguistic reconstruction," in Archaeology and Language (edited by Roger M Blench and Matthew Spriggs, ISBN<PHONE_NUMBER>, page 70:
 * Even though evolutionary continuity implies the existence of an interface between the archaeolinguistic and glottogenetic stages, this interface has to be very differently structured from the ones between the other stages.
 * Even though evolutionary continuity implies the existence of an interface between the archaeolinguistic and glottogenetic stages, this interface has to be very differently structured from the ones between the other stages.

title: glottogenetic


text:
Econometrics

Econometrics 1
This course is concerned with theory and application of linear regression methods, including an examination of the classical regression model and the statistical properties of the estimator. The effect of violations of the classical assumptions are considered, and appropriate estimation methods are introduced. This course is the first of a two-course sequence. At course completion, a successful student will:
 * understand the statistical foundations of the classical regression model.
 * be able to explain the properties of the least-squares estimator and related test statistics.
 * be able to apply these methods to data and interpret the results.

Random variables
How do we handle random processes? We can define a random variable as a measurable function defined on a probability space. Bievens(2004)

See set theory. Kolmorgorov gives us the axioms of probability.
 * 1) The probability of some outcome, A, is greater than or equal to zero, $$P(A)\ge0$$ for A contained in the probability space S $$A\in S$$.
 * 2) The probability over the sample space is equal to one, $$ P(S) = 1 \,$$.
 * 3) The probability of A and B is equal to the probability of A plus the probability of B, if A and B are disjoint and contained in the sample space S $$P(A+B)=P(A)+P(B); A\cap B=\oslash; A,B \in S$$.

For example, in a coin toss, the probability space is heads and tails. If x is a function over the probability space, we can say that x(heads) equals one and x(tails) equals zero. So the probability that x is one equals the probability of heads, and the probability that x is zero equals the probability of tails, and they are disjoint probabilities. So if the probability of heads is Ph, the probability of tails is 1-Ph. (Note that this example does not assume that you have a fair coin, though you could.)

Review of Matrices
positive semidefinite (PSD), positive definite (PD), quadratic forms, symettric, idempotent, diagonal, block diagonal,

Matix derivatives

The Probability Distribution Function is $$F_x(x_0) =P_x(\alpha)\,$$ where $$\alpha = {x|x\le x_0}$$

Linear regression
By having a set of ys, assumed to be dependent on a set of xs, we solve for some constant $$\beta \,$$. (Where k is the number of observations, and n is the number of predictor or independent variables, y is a kx1 vector and x is a kxn matrix multiplied by an nx1 vector $$\beta\,$$ which relates y and x.)

$$y = x\beta + \epsilon\,$$

To solve for $$\beta\,$$, which will give us an expected value of $$\beta\,$$that we will call beta hat $$\hat\beta\,$$ we use this linear operation:

$$\hat\beta=(x'x)^{-1}x'y\,$$

This can be derived from OLS, ordinary least squares, which minimizes the squared residuals. Since $$y = x\beta + \epsilon\,$$, then $$\epsilon = y - x\beta$$. The residuals are then the estimated errors $$e$$, found from the estimated model: $$e = y - x \hat\beta$$ The squared residuals are then $$e'e = (y - x \hat\beta)'( y - x \hat\beta)$$. By deriving this expression with respect to $$\hat\beta$$ and solving for $$\hat\beta$$ gives the OLS estimator.

Then $$x\hat\beta = \hat y$$ or x times beta hat equals y hat, where y hat is our expected value for y given x and our calculated value of beta, beta hat.

Now the difference between the predicted values of y and the actual values of y are given by: $$y-x\hat\beta=y-\hat y = e$$ where $$e\,$$ is residual values, sometimes called error.

Matrix algebra,

Properties of Ordinary Least Squares (OLS estimator beta hat is unbiased for beta, and the Covariance Matrix for beta hat is $$\sigma ^2 (x'x)^{-1}\,$$), Classical Normal, The Information Matrix, Chi Square Distribution, The relationship between e and epsilon, The Maximum Likelihood Estimator of the variance is biased, Distribution of the variance under normality,

regression, principles of estimation and testing, stationary time series models, limited dependent variable models, longitudinal (panel) data models, generalized methods of moments, instrumental variable models, non-stationarity, stochastic trends, co-integration,

Errors in functional form specification
Omission of relevant explanatory variables

Inclusion of irrelevant explanatory variables

Nonlinear Regression Functions
Squared explanatory variables

Cubed explanatory variables

Multicollinearity
Rarely is perfect multicollinearity a problem, but multicollinearity, nearly linear relationships between explanatory variables, often is. Multicollinearity causes an increase in the variance of ß estimations, which in turn decreases the probability of rejecting the null hypotheses that such ßs are insignificant.

How to find out if two or more variables are correlated:

- Correlation matrix

- Variance inflation factor (VIF)

Resources
Recommended texts

 * Davidson and MacKinnon "Econometric Theory and Methods"

 * DeGroot and Schervish "Probability and Statistics" 3rd edition

 * A review of matrix algebra is recommended. In econometrics, it is necessary to work with very large sets of data. In order to manipulate the data and follow the discussion, you must be familiar with matrices.

 * Econometric Theory Wikibook Econometric Theory

title: Econometrics


text:
Cookbook talk:Policy/Recipe template

>>Unnamed sections as of July 2012<<
I think this page should be moved out of the main namespace, but am unsure if it should go to Cookbook: or Wikibooks:. It's definatly a cookbook item, but it's not intended to be seen by the regular user, only by contributers. Any opinions? Gentgeen 02:02, 7 Jan 2004 (UTC)
 * That makes sense to me. Kellen Jan 7 (how do i do a timestamp?!) 2005

I think it would be fine to have some categorical information to each recipe (and ingredient) so that a special search can be applied. I'm thinking about things like seasonal and geographical information or classification like vegetarian, vegan and so on. Even better would be to also have things like preparation time and calories available as search terms. A visitor could then for example search for vegetarian italian dishes under 30 min prep. or similar. I think for that to work we would need a specially programmed search module and I have no clue about the MediaWiki workings in that respect... The jewel on the crown would be if you can search by ingredients: 'hmm.. I have carrots, potatoes and chicken [and hopefully some other basic ingredients]. what will I have tonight?' Any Ideas about that? --Elkmann 23:43, 19 Sep 2004 (UTC)
 * Not sure about the search idea (which I think would be good, but I'm not a developer), but if you click the "what links here" link on the side of the page from Cookbook:Carrot you end up at this page which lists all the recipes that link back to the carrot page, which I think is an important reason to wikify each ingredient. Gentgeen 20:29, 20 Sep 2004 (UTC)

 * Search needs to be low-maintenence. Tagging recipes is troublesome, especially if the absense of a tag implies a meaning which is opposite to having the tag. (are all recipes not tagged as vegan known to be non-vegan, or should they appear as unknowns at the bottom of a search for vegan stuff?) I see two ways to make searching work.
 * Make it Google-like, with a synonym database generated from the redirects.
 * Make it like a music referral service. As you rate recipes, recipes become sorted according to the ratings of people with similar taste in food. This was developed for music so that a heavy metal fan would not get suggestions for country music, etc. The idea should work well for recipes.
 * AlbertCahalan 01:32, 4 May 2005 (UTC)

 * I put in a request at bugzilla that the new search function in use at wikipedia be turned on for the sister projects. If you want the developers to listen to us, please vote here. Gentgeen 05:23, 4 May 2005 (UTC)

Why are optional ingredients to be listed separately from the main list? It seems as if variations in cooking method or main ingredients (say, oranges for lemons) would make sense as a separate section at the end, but that optional ingredients (say coconut on top of a cake) should be listed in the main ingredients list. Opinions? Kellen Jan 7 2005

 * Agreed. In some cases, I mark an ingredient as "(optional)". In other cases, I list optional ingredients in a second list immediately after the first list. I don't think it is good to get terribly formal about this sort of thing; the proper answer really depends on the recipe. Some recipes do well with multiple ingredient lists, breaking things up as "filling" and "crust" or similar. AlbertCahalan 06:35, 4 Feb 2005 (UTC)

 * If its only one or two I tend to simply use "(optional)" but for more than that I add a line break and start a ne w list marked optional directly below the first list. While it is useful to have multiple lists they should all be together for clarity. If you're reading a recipe to confirm which ingredients you'll need you need to have them all together so that you don't accidentally miss one. Introducing ingrediants into the text of a recipe that aren't invited in the main Ingredients section is a major pet peeve for me. Grimm 23:43, 16 Apr 2005 (UTC)

people put recipes in the template!
Twice now, people have put recipes into the template. Perhaps they ought to be saved elsewhere:

03:17, 25 Apr 2005 04:51, 9 Apr 2005

For the future though... how shall we clue people in?

 * I've added a note about it to the top. It might be as well to add it to the end as well. Grimm

One might want to fish those recipes out of the page history. AlbertCahalan 05:39, 1 May 2005 (UTC)

04:51, 9 Apr 2005   <IP_ADDRESS>  Chicken Taco??? 03:17, 25 Apr 2005  <IP_ADDRESS>    Salad w/ Lemon-oil Dressing 20:43, 30 Apr 2005  <IP_ADDRESS>     Pickled Bologna

Template
Hello, on the Dutch wikibooks, we've created a new skin for the template:
 * One for recipes with picture: nl:Sjabloon:Receptmetafbeelding, example
 * One for recipes without picture: nl:Sjabloon:Recept, example.

Firefox 10:26, 2 May 2005 (UTC)

 * This is excellent, thanks! We'll probably use something like it! <IP_ADDRESS> 04:31, 20 Jun 2005 (UTC)

Recipes In Progress
Given the open source spirit of "release early, release often", I think that the cookbook would benefit from a template indicating that a recipe is a "Recipe In Progress" (RIP). This would indicate that a given article contains a recipe being created or adapted and should be discussed for possible improvements on the talk page. This way, original recipes that need to be further developed or new recipes that need to be tweaked can be clearly marked as such. Hopefully, this will lead to some testing by the community and at the end, a solid recipe will emerge. It might also be helpful if the template indicates that the recipe should be used at a reader's own risk. Yonkeltron 13:03, 16 March 2006 (UTC)

Serves ??
may be each recipe should show how many people it serves and if its a side serving or full meal

And Perhaps a Variants list for the base article for eg for Macaroni and Cheese there's an article called Macaroni and Cheese and with in that page is a list of the different Variants of the recipe and a short Description: Over Baked: Cooked In the oven for Great Taste takes 1 hour Simple: Super quick Takes 10 minutes Stove Top: cook in a pot takes 20-25 minutes

Weight & Volume
The recipe template recommends use of volumes rather than weights on the grounds that many kitchens do not have scales. In Europe most kitchens do have scales, and a cheap kitchen scale need cost only a few dollars - high accuracy is not necessary.

Outside North America it is far less common to perceive a "cup" as a known volume (8 fl.oz.) and rather to see it as "whatever cup I have close to hand" which may vary by more than 5:2. Furthermore the physical state of an ingredient can cause its density to vary by 3:2 or even more - a cup of white flour can easily be as little as 100 gm or as much as 150 gm. For consistency and repeatability of recipes it is far better to use weight for solid ingredients and volume only for liquids.

I have not found a volume/weight conversion table for different ingredients - is there one?

 * "In Europe most kitchens do have scales, and a cheap kitchen scale need cost only a few dollars" ... wait a minute ... they don't use dollars in Europe. Good point though. Jimp (discuss • contribs) 05:07, 30 October 2016 (UTC)

Conversions versus versions
Simply converting from US to metric often gives a whole bunch of weird measures. The same goes for going the other way. The same again for imperial to/from metric. If you scale things up or down a little, though, you get something sensible. For example, if you round US cups (8 US fl oz) up to 250 ml and pounds up to 500 g, you'll have slightly increased everything without really affecting the proportions and you'll have made a sane-looking metric version. Jimp (discuss • contribs) 05:32, 30 October 2016 (UTC)

Shouldn't be classified as a recipe
This page is classified as a recipe, which it should not be. —Kri (discuss • contribs) 13:09, 16 June 2012 (UTC)

 * Agree - I suppose it is a small thing, but would be more precise if it was moved to a "template" naming. Jamzze (discuss • contribs) 18:55, 22 July 2022 (UTC)

Changing "procedure" to "method", or other name
Hi all, sorry started talking about this on the Policy talk page, but suggested for "procedure" to be renamed. My suggestion was "method", but open for other names. My underlining reasoning is that procedure is a rather formal sounding term, akin to a rocket launch procedure. As well, cook books often refer to there recipe steps as "to cook", or "instructions", etc. - a little less formal. Jamzze (discuss • contribs) 19:52, 22 July 2022 (UTC)

Adding "equipment" as a section into the guidelines
I also proposed on the policy talk page that another section be added called "equipment" after "ingredients" within the guidelines. This would help establish a space to outline what equipment is needed before users attempt their recipe. Jamzze (discuss • contribs) 19:55, 22 July 2022 (UTC)

 * That seems like a good idea for recipes that require specialized equipment, though many recipes can be made with varying tools (using a hand whisk when the recipes asks for an electric mixer, and vice-versa), or with a varying number of bowls (washing out the bowl one mixed bread dough in and reusing for the first rise vs using a second bowl), which might cause a standardization issue with the equipment list, if it’s not clear if it’s a minimum required equipment list or a recommended one.
 * Perhaps someone else has an opinion on this? AceDragonfly (discuss • contribs) 14:51, 16 May 2023 (UTC)

Style guidelines
I've noticed some conflicts of opinion that arise between editors when it comes to recipe stylistic matters, and I propose that additional style guidelines are established here by community consensus so that there is a clear path forward! At the time of writing, myself, @Koavf, @Xeverything11, and @Xania are the primary contributors to the cookbook, and their input would be appreciated. To my knowledge, @Jamzze has also made significant contributions lately, and @AceDragonfly has also been involved.

My proposals include:

 * 1) Decide between hyphens (-) and en dashes (–) when specifying ranges, such as quantity, temperature, time, etc. This would apply to ingredients, procedures, infoboxes, etc.
 * 2) Establish guidelines for conversions: some editors use the convert template, but this can cause issues with legibility, formatting, insertion of additional units, linking, etc.
 * 3) Establish guidelines for using ingredient tables and baker's notation in addition to the standard bulleted ingredient list formatting that already exists here.
 * 4) Decide on whether to consistently/preferentially write out (degrees) Fahrenheit and (degrees) Celsius/Centigrade or to abbreviate them as ˚F and ˚C.
 * 5) Decide on whether to consistently/preferentially spell out units (i.e. tablespoon, ounce, gram, inch, etc.) or to abbreviate them (i.e. tbsp, oz, g, in/", etc.).

I anticipate this will take some discussion. I will direct any future significant contributors to this discussion, but if there are no comments within, say, the next few months, I am inclined to start making decisions and codifying guidelines myself.

I will also be linking this thread in other places to solicit additional feedback. Looking forward to hearing people's thoughts!

—Kittycataclysm (discuss • contribs) 15:13, 24 November 2022 (UTC)

 * Thanks for the ping. I have been somewhat active on cookbooks and for what it's worth, made Cb for easy linking. As far as my perspective:
 * En dashes are just proper typography and should be used (see w:en:WP:DASH).
 * I use convert, but I'm open to any formatting issues. A solution may be importing the version at w:en:Template:Convert, which is very sophisticated and has lots of nuanced use cases.
 * I'm too ignorant here, but we definitely should get to a point where there are template-based semantics in these ingredients lists to add things like "[Ingredient] dishes" categories.
 * I'm biased toward "˚C and ˚F" as they save space, but it seems fairly trivial.
 * See above.
 * Happy Thanksgiving! —Justin ( koavf ) ❤T☮C☺M☯ 15:24, 24 November 2022 (UTC)
 * I definitely agree that abbreviations for temperature systems and measurement units should be standard, but I’ll leave the other matters up to the folks that do proper article formatting work! AceDragonfly (discuss • contribs) 14:43, 16 May 2023 (UTC)

Hi ya @Kittycataclysm, my perspectives: Happy Thanksgiving for those of you in North America! Jamzze (discuss • contribs) 20:59, 24 November 2022 (UTC)
 * 1) Dashes
 * 2) Convert template - if importing the one used on Wikipedia is possible that would be grand @Koavf - conversions really should be done through a central template so adjustments/ automatic conversions can take place to reduce difference across the cookbook. The only acceptance I would put in place is for historical recipes that do not have a unified units system and are converted into modern units. For these, I think we need a historical template or flagging system to let readers know that these have been converted (just an idea). But for the most part, a standard conversion template would work well.
 * 3) Further examples needed - I am not sure what you mean here. Could you give examples?
 * 4) "˚C and ˚F" - prefer the shorthand.
 * 5) Abbreviate

 * Unfortunately, I cannot do it personally as I'm not an importer or admin. —Justin ( koavf ) ❤T☮C☺M☯ 21:00, 24 November 2022 (UTC)
 * Not a cookbook contributor, so you may ignore me if you wish, but my opinions are:
 * 1. Dashes. Not everybody has access to a character map app.
 * 2. Wikipedia convert template.
 * 3. Not sure what you mean - skipping
 * 4 / 5. Prefer shorthands. Quicker to read and type. (also always make sure any oC measurements have a matching oF in brackets afterwards. Some prefer different ones. I use C.
 * Like I said, I keep out of the cookbook where I can help it. At worst, I make a recipe that gets somebody poisoned... At best it'll taste like wood.... Also happy Thanksgiving to you North Americans! 22:05, 24 November 2022 (UTC)

Thanks everyone for your feedback! To elaborate on two of the original points:
 * 2. I'm not very familiar with w:en:Template:Convert, but if it can get imported it might make sense to try it out and see if it alleviates some of the formatting/legibility issues. My only concern is that when a template is used, it may not be possible to insert wikilinks into the output text so that units can be linked to—however, this may also be a solvable problem.
 * 3. To clarify about ingredient tables: some recipes (see Cookbook:Cheese and Bacon Rolls for an example) format the recipe list as a table. In these instances, the columns and general formatting are not always standardized, which can lead to trouble when editing and collaborating on a recipe. I propose that we come to a consensus on how to format such tables. I also suggest the following columns: ingredient, count, volume, weight, and Baker's percentage; and that the tables have borders for ease of separation and legibility. Some people have had columns for imperial and metric, but I think it makes more sense to separate them like such:
 * {| class="wikitable" | style="background: none;

! Ingredient !! Count !! Volume !! Weight !! Baker's %
 * Eggs || 2 ea. || – || 100 g (3.5 oz) || –
 * Scallions, chopped || 1 bunch || 2 cups || 200 g (7 oz) || –
 * Olive oil || – || 2 tbsp (30 ml) || – || –
 * Total || – || – || 500 g (17.6 oz) || –
 * }
 * Olive oil || – || 2 tbsp (30 ml) || – || –
 * Total || – || – || 500 g (17.6 oz) || –
 * }
 * }

 * This kind of formatting accounts for the variety of different ways that cooks can measure ingredients and for differences in national origin and equipment. I think it's the most flexible! Of course, it wouldn't need to replace the standard bulleted ingredient list we currently have, but it would provide an additional, well-formatted option.

—Kittycataclysm (discuss • contribs) 15:24, 25 November 2022 (UTC)
 * That table looks like it woold be more convenient to readers than on some pages I've read. Some just have a list. How much milk? A few drops? A cupfull? How big is a cup then? Or do you add a full bottle in? How big is a bottle? Ive seen 5 different sizes in some shops! 15:48, 25 November 2022 (UTC)

 * Thanks for your feedback: (1) En dashes are used for ranges, (2) importing w:en:Template:Convert would be useful, (3) useful, (4) and (5) prefer shorthands. Xeverything11 (discuss • contribs) 18:17, 25 November 2022 (UTC)
 * Convert, which produces things like this: 40 F already exists here.
 * However, it is a complicated template. The default ends up with over-precision in common uses (e.g., "400 F" – you don't need the oven to be 204 °C exactly; you just need it to be in the general vicinity), and manually set rounding is done to the nearest 10, when the nearest 5 might make more sense.  Also, in that case, you probably want "400 °F, 205 °C, gas mark 6" (and in German, you add "Stufe 3", because their gas marks don't match the UK's).
 * Overall, I think it's probably better if people do this by hand. WhatamIdoing (discuss • contribs) 21:31, 24 March 2023 (UTC)

I've modified/expanded the suggested ingredients table as follows to try and propose a final standardized format:
 * {| class="wikitable" | style="background: none"

! Ingredient !! Count !! Volume !! Weight !! Baker's % (optional) Thoughts? —Kittycataclysm (discuss • contribs) 17:46, 27 November 2022 (UTC)
 * colspan="5" style="text-align: center; background: #f5f5f5" | Component 1
 * Ingredient 1 || || || ||
 * Ingredient 2 || || || ||
 * Ingredient 3 || || || ||
 * Total (optional) || || || ||
 * colspan="5" style="text-align: center; background: #f5f5f5" | Component 2 (optional)
 * Ingredient 4 || || || ||
 * Ingredient 5 || || || ||
 * Ingredient 6 || || || ||
 * Total (optional) || || || ||
 * }
 * Total (optional) || || || ||
 * colspan="5" style="text-align: center; background: #f5f5f5" | Component 2 (optional)
 * Ingredient 4 || || || ||
 * Ingredient 5 || || || ||
 * Ingredient 6 || || || ||
 * Total (optional) || || || ||
 * }
 * Ingredient 6 || || || ||
 * Total (optional) || || || ||
 * }
 * Total (optional) || || || ||
 * }
 * Total (optional) || || || ||
 * }
 * That is really good! Hope you don't mind me stealing some of that markup, ive never made a table look that... Erm... Insert word that means "not boring" here. 21:50, 27 November 2022 (UTC)
 * Thanks @L10nM4st3r! Absolutely feel free to use the table markup—I hope it's helpful :) —Kittycataclysm (discuss • contribs) 20:24, 28 November 2022 (UTC)

@Koavf @Xeverything11 @Xania @Jamzze @L10nM4st3r Since it's been two weeks since the original proposal and over one week since the last comment, I am planning to edit the recipe template to include the following guidelines that appear to have attained consensus or, at least, have not been rejected: Please let me know if I have misunderstood or anything seems egregious. If not, I will make the changes. Cheers! —Kittycataclysm (discuss • contribs) 23:50, 7 December 2022 (UTC)
 * Use en dashes (–) when specifying ranges, such as quantity, temperature, time, etc.
 * Use the abbreviations °F and °C instead of their full written forms.
 * It is preferable to abbreviate certain long units as follows for increased legibility: tablespoon → tbsp, teaspoon → tsp, milliliter/millilitre → ml, centimeter/centimetre → cm. Avoid using a quotation mark to denote inches. Link units to their individual pages.
 * Avoid nested parentheses.
 * When listing ingredients in table format, follow the format above.
 * I'm fine with that. 17:08, 8 December 2022 (UTC)
 * Sounds goodto me Jamzze (discuss • contribs) 23:29, 8 December 2022 (UTC)
 * I think it is better to spell out Tablespoon and teaspoon, because "tbsp" and "tsp" are a single-character typo – or a missing pair of reading glasses – away from disaster. (The worst option is abbreviating to   and , as some of my old handwritten recipes do.)
 * I personally prefer to capitalize Tablespoon; it's a convention I saw in a cookbook years ago, and it helps differentiate it even further.  WhatamIdoing (discuss • contribs) 04:43, 19 May 2023 (UTC)

Conversions
I think the conversions should follow the templates:
 * X cups (X g/X oz) ingredient 1
 * X cups (X ml/X US fl oz) ingredient 2

Where ingredients cannot be measured using cups, the template would be
 * X g (X oz) ingredient 3

Where ingredients are measured by can/box/package, it would also be measured by g and oz, or ml and US fl oz, and optionally cups, the templates would be:
 * X can/box/package (X cups/X g/X oz) ingredient 4
 * X can/box/package (X g/X oz) ingredient 5
 * X can/box/package (X cups/X ml/X US fl oz) ingredient 6

If the particular ingredient is less than ¼ cup or stick, the following templates would be:
 * X tablespoons ingredient 7
 * X teaspoons ingredient 8

It is almost impossible to measure small amount of liquids by mililiter up to 25 ml. Measuring cups often start at 25 or 50 ml, so I think the teaspoons and tablespoons would be simpler.

Do you agree on these proposed templates?

I'll pinging @Kittycataclysm, @SHB2000, @MarcGarver, @L10nM4st3r, @Xania, @Jamzze, @Minorax, @AceDragonfly and @Koavf. Xeverything11 (discuss • contribs) 13:51, 13 May 2023 (UTC)

 * Thanks for the proposal! Existing policy states that "quantities should be listed with whichever units...the recipe was created in, with the other equivalent values listed immediately after, in " so that "users know which units are 'original' and which are estimated conversions." Your proposal would change the original recipes and prioritize American volumes, which can have unintended consequences on the outcome of the recipe. Moreover, accurate cooking measurement tools for small milliliter volumes do exist, and not everything can be easily converted to the existing ¼/½/1 teaspoon and 1 tablespoon scheme. As such, I recommend sticking with existing policy. —Kittycataclysm (discuss • contribs) 16:34, 13 May 2023 (UTC)
 * Hi there! I think in the long term, creating some sort of template that the units of recipes can be nested within would be really helpful to allow automatic updates to occur as to their styling, rounding them, etc.
 * For now, I think keeping to the current way of doings things might be best, otherwise a lot of pages would have to be updated? Until this can be done automatically, this manual process might be too much? Jamzze (discuss • contribs) 17:46, 13 May 2023 (UTC)
 * I'm curious about what you mean when you say "some sort of template that the units of recipes can be nested within"! Is there something specific you're envisioning? I know my main concern as I mentioned above is the importance of indicating original units to avoid changing the recipe and to avoid prioritizing any particular set of units. —Kittycataclysm (discuss • contribs) 13:40, 14 May 2023 (UTC)
 * Thanks for pinging me. I'm neutral, since this seems like a well-considered proposal, but I'm a little too ignorant of cookbook best practices. I will say that all ingredients should be listed with structured data so that conversions, extractions, doubling-up, etc. can be done automatically. —Justin ( koavf ) ❤T☮C☺M☯ 19:59, 13 May 2023 (UTC)
 * Like you, I'm also neutral for the reasons you state – I would prefer if metric units were always included (which is the case anyway). SHB2000 (discuss • contribs) 10:00, 14 May 2023 (UTC)
 * It seems like you have a similar idea to Jamzze's above! I asked them for elaboration, and it would be good to hear your further thoughts as well. —Kittycataclysm (discuss • contribs) 13:43, 14 May 2023 (UTC)
 * I agree with other folks on this, especially with Kittycataclysm’s point about emphasizing/preserving the original measurements of the recipe.
 * Justin & Jamzzee’s idea to have a way to automatically convert amounts is fantastic, and would help reduce the amount of human error involved in the process. There might be some problems with converting between customary volume units and metric weight units depending on the ingredients, but it should be completely possible to make a system that works! Before we have that, standardizing ingredient format manually would be a lot more work, so I think it would be best to make the automated system first. AceDragonfly (discuss • contribs) 14:39, 16 May 2023 (UTC)
 * I'm not optimistic about converting automatically. The volume-to-weight measurements can be very different for different ingredients.  One cup of flour is always going to be about 250 mL, but its weight could be anything from 85 to 180 grams, depending on the kind of flour.  Oat flour weighs less than wheat flour, which weighs less than rice flour, which weighs less than potato flour; whole wheat weighs less than white flour, and pastry flour weighs less than all-purpose, which weighs less than gluten-free flour substitutes.  Conversions from standard volume (e.g., cups) to metric volume (e.g., mL) are easy, but conversions between volume and weight should not be handled automatically. WhatamIdoing (discuss • contribs) 05:02, 19 May 2023 (UTC)
 * I do agree with this point—automatic conversions between volume and weight would be difficult to implement. —Kittycataclysm (discuss • contribs) 17:10, 19 May 2023 (UTC)
 * I have no trouble measuring small amount of liquids by milliliter. I have metric measuring spoons, and a small graduated cylinder is cheap.   WhatamIdoing (discuss • contribs) 04:49, 19 May 2023 (UTC)
 * Sorry my reply is late, ive been busy elsewhere. Im gonna try to be a bit more active again soon. I agree with Xeverything here, but only because im a sucker when it comes to cooking. Where I even a little bit dumber, I wouldnt be able to distinguish a frying pan to a baking tray xD. No idea the full advantage of what method, and wouldnt be able to tell you each measurment if my life depended on it. 20:34, 21 May 2023 (UTC)

title: Cookbook talk:Policy/Recipe template


text:
Template talk:Man/v7

Alternative host
I'm not sure if modman.unixdev.net is the ideal source for the V7 manual; if you look at its ar(5) for example, not only does it not handle the characters <> gracefully, but it also seems to include its host OS's header files so that the V7 manual suddenly contains a GNU copyright notice. I suggest we find an alternative. (FreeBSD does the same thing, so it's not an option.) Q VVERTYVS (hm?) 06:22, 9 February 2015 (UTC)

title: Template talk:Man/v7


text:
Talk:Nolanville, Texas

Untitled
This article just increased about tenfold in size via the addition of a docudrama-like story about the history of the town. The author who made this very large addition ADMITS in his editing notation that it constitutes original research.

While the rule may be somewhat controversial (and I'm a little torn about it myself) Wikipedia forbids original research. If this history can be backed up with properly cited independent sources, it gets a lot better, and can be allowed in Wikipedia.

Furthermore, the new addition to this article reads like a novel (albeit a history based one) and not like an encyclopedia entry.

It's a great read. It really is. It's also very well written. Alas, it's not "encyclopedic", an essential requirement here.

Lets work on preserving as many of these interesting new facts as we can by rewriting the article in an encyclopedic way and citing independent sources. -Fish Man (talk) 22:04, 25 January 2008 (UTC)

title: Talk:Nolanville, Texas


text:
Trigonometry/Radians

There are $$360^\circ$$ in a complete circle

Units of Measure
We have been measuring angles in degrees, with $$360^\circ$$ in a complete circle. However, what if we measured the circle according to how many units we went around it. Think about it this way, do you measure the runner going around the circular track according to the degrees from the centre or the meters around the circle? The obvious answer is meters around the circle. However, how do you measure this in trigonometry?

Choice of Units for Length and Weight
In measuring many quantities we have a choice of units. For example with distances we can use the metric system and measure in metres, kilometres, centimetres, millimetres. It is also possible to measure distances in miles, yards, feet and inches. With weights we can measure in kilogrammes and grammes. We can also measure in pounds and ounces.

Choice of Units for Measuring Time
In measuring time we choose to have 60 seconds in a minute and 60 minutes in an hour. We could devise a new more metric system for time and divide an hour into 100 units, each three fifths of our current minute, and then divide these shorter 'minutes' up into 100 units each of which would be about a third of a second.

Why 60? Why 360?
The choice of dividing into 60 is not entirely arbitrary. 60 can be divided evenly into 2,3,4,5 or 6 or 10 or 12 parts. 60 can't be divided evenly into 7 equal parts, each a whole number in size, but it's still pretty good. Using 360 degrees in a full circle gives us many ways to divide the circle evenly with a whole number of degrees. Nevertheless, we could divide the circle into other numbers of units.

Metric Degrees?
From the earlier talk of the metric system you might be anticipating that we are about to divide the circle up into 100 or 1000 'degrees'. There is actually a unit called the 'grade' or 'Gradian' (Grad on calculators which have it) in which angles are measured by dividing a right angle up into 100 equal parts, each of one Gradian in size. One Gradian is 0.9 of a degree - quite close to being one degree. The grade is in turn divided into 100 minutes and one minute into 100 seconds. This centesimal system (from the Latin centum, 100) was introduced as part of the metric system after the French Revolution. The Gradian unit is nothing like as widely used as either degrees or the units that interests us most on this page. The unit we introduce here is called the Radian.

Radians is the circumference measure at the point from $$\left(x,0\right)$$.

Choice of Units for Radians
Radians are quite large compared to degrees (and to Gradians). There are about 6.28 Radians to a complete circle. There are about 57.3 degrees in one Radian.

Are the statements: Compatible? It is not hard to check.
 * There are about 6.28 Radians to a complete circle.
 * There are about 57.3 degrees in one Radian.

 * Digression: In maths books it is well worth quickly checking statements that can be checked easily. It helps reinforce your understanding and confirm that you are understanding what is being said. Also, unfortunately, it isn't that unusual for maths books have tiny slips in them, where the person writing the book has written say, $$x_i$$ instead of $$x_j$$ or some other small slip. These tend to happen where the author knows the material very well and is seeing what he expects to see rather than what is actually written. They can be very confusing to someone new to the material. These kinds of mistakes can also happen in wikibooks, sometimes a visitor trying to improve the content can actually introduce errors. In wikibooks you may also see sudden changes in notation or notation that does not match a diagram, where material has been written by different people.

We said "there are about 6.28 Radians to a complete circle". The exact number is $$2\pi$$, making the number of radians in a complete circle the same as the length of the circumference of a unit circle.

Remember that:

The circumference of a circle is $$2\pi\times R$$ where $$R$$ is the radius.

Justifying Choice of Units for Radians
At this stage in explaining trigonometry it is rather difficult to justify the use of these strange units. There aren't even an exact whole number of radians in a complete circle. In more advanced work, particularly when we use calculus they become the most natural units to use for angles with functions like $$\cos(\alpha)$$ and $$\sin(\alpha)$$. A flavour of that, but it is only a hint as to why it is a good unit to use, is that for very small angles.
 * $$\sin(\alpha)\approx\alpha$$

And the approximation is better the smaller the angle is. This only works if we choose Radians as our unit of measure and very small angles.

We claim that for small angles measured in radians the angle measure and the sine of the angle are very similar.

Let us take one millionth of a circle. In degrees that is 0.00036 degrees. In Radians that is $$\frac{2\pi}{1,000,000}\approx 0.00000628$$ Radians. The angle of course is the same. It's one millionth of a circle, however we choose to measure it. It is just as with weights where a weight is the same whether we measure it in kilogrammes or pounds.

The sine of this angle, which is the same value whether we chose to measure the angle in degrees or in radians, it turns out, is about 0.00000628. If your calculator is set to use degrees then $$\sin(0.00036^\circ)$$ will give you this answer.

The Radian Measure
There are $$2\pi$$ Radians in a complete circle.

It is traditional to measure angles in degrees; there are 360 degrees in a full revolution. In mathematically more advanced work we use a different unit, the radian. This makes no fundamental difference, any more than the laws of physics change if you measure lengths in metres rather than inches. In advanced work, If no unit is given on an angle measure, the angle is assumed to be in radians.

$$\frac{3\pi}{2}^c\equiv\frac{3\pi}{2}{\rm rad.}\equiv\frac{3\pi}{2}$$

A notation used to make it really clear that an angle is being measured in radians is to write 'radians' or just 'rad' after the angle. Very very occasionally you might see a superscript c written above the angle in question.

What You need to Know
For book one of trigonometry you need to know how to convert from degrees to radians and from radians to degrees. You also need to become familiar with frequently seen angles which you know in terms of degrees, such as $$90^\circ$$ in terms of radians as well (it's $$\frac{\pi}{2}$$ Radians). Angles in Radians are nearly always written in terms of multiples of Pi.

You will also need to be familiar with switching your calculator between degrees and radians mode.

Everything that is said about angles in degrees, such as that the angles in a triangle add up to 180 degrees has an equivalent in Radians. The angles in a triangle add up to $$\pi$$ Radians.

Defining a radian
A single radian is defined as the angle formed in the minor sector of a circle, where the minor arc length is the same as the radius of the circle.

$$1{\rm rad}\approx 57.296^{\circ}$$

Measuring an angle in radians
The size of an angle, in radians, is the length of the circle arc s divided by the circle radius r.

$$\text{angle in radians}=\frac{s}{r}$$

We know the circumference of a circle to be equal to $$2\pi r$$, and it follows that a central angle of one full counterclockwise revolution gives an arc length (or circumference) of $$s=2\pi r$$. Thus $$2\pi$$ radians corresponds to $$360^\circ$$, that is, there are $$2\pi$$ radians in a circle.

Converting between Radians and Degrees
Because there are $$2\pi$$ radians in a circle:

To convert degrees to radians:

$$\theta^c=\theta^\circ\times\frac{\pi}{180}$$

To convert radians to degrees:

$$\phi^\circ=\phi^c\times\frac{180}{\pi}$$

Exercises

 * Convert
 * $$180^\circ$$ into radian measure.

 * $$90^\circ$$ into radian measure.

 * $$90^\circ$$ into radian measure.

 * $$137^\circ$$ into radian measure.

 * Convert:
 * $$\frac{\pi}{3}$$ into degree measure.

 * $$\frac{\pi}{6}$$ into degree measure.

 * $$\frac{7\pi}{3}$$ into degree measure.

 * $$\frac{3\pi}{4}$$ into degree measure.

title: Trigonometry/Radians


text:
User:Karlamparo

Karl Steven Amante K. Amparo (1985- Present)

Born on November 2, 1985 in Cebu, Philippines. Lived in Manila after 3 weeks of being born.

Karl Amparo went to Creative Learning School Inc (CLSI) for Kindergarten.

On 1999--Joined the Nature Badge Inc(NBI)

Karl Amparo Went to Lourdes School of Mandaluyong (LSM) from Prep until 2nd year of High School where he continued his studies overseas at Silverado High School in Victorville, California. Finished his High School at Redlands High School in Redlands, California.

He is currently studying at California State University of San Bernardino(CSUSB) where he is double-majoring for BS Nursing and Biology.

Summary
Father- Fideliz-Amante Amparo Mother- Joji Lillibeth Amparo Brother- Stephen Albert-Amante Amparo

Family Tree: Mother's side: Descallar, Kaindoy. Father's side: Salarda, Amparo.

November 2, 1985- Born 1999- Joined NBI 2000- Went to US 2004- Went to Cal State SB

title: User:Karlamparo


text:
Talk:Fog collection

Transwiki some content to Appropedia?
A lot of interesting content on this page is not yet sourced. If no sources are found, then rather than just deleting it, please transwiki it to Fog collection. (I would do this myself, but it might be premature, and I don't want to look like I'm stealing the content for my own project.) --Chriswaterguy talk 02:36, 4 May 2007 (UTC)

Other Uses: Could something similar to this be used to replenish the Oglala Aquifer in the central plains states, USA? Possibly not a fog collector so much as something that, when conditions are right, "forces" a dew point on surrounding air. 2008-02-16 <IP_ADDRESS> (talk) 04:13, 17 February 2008 (UTC)

Effect on soil moisure
It would be interesting to know about possible adverse effects of large scale usage, such as the potential of increasing soil aridification, if the collected water is not used to restore/increase soil fertility. In other words, can collection decrease ambient air humidity and reduce the potential of soil rehumidification, or humidity preservation? <IP_ADDRESS> (talk) 06:06, 6 July 2015 (UTC)

condensation of fog
"the fog condense into droplets " fog consist of droplets, so fog can´t condense in any way. fog droplets settling down or combed out are more correct--<IP_ADDRESS> (talk) 11:00, 10 March 2016 (UTC)

"Guy-wire" versus "guide wires"
On Wikipedia's "Fog collection" page... https://en.wikipedia.org/wiki/Fog_collection In the Main Heading: "Modern methods" (2)... The incorrect term "guide wires" appears... Which correct term should be "Guy-wire". SEE: WIKIPEDIA - "Guy-wire": https://en.wikipedia.org/wiki/Guy-wire Hankdm (talk) 06:15, 10 January 2018 (UTC)

Proposed merge with Fog Collector
scope overlap/same topic (apparatus vs technique) merge to broader scope, older article (bonus: also has correct caps) Widefox ; talk 12:31, 29 October 2018 (UTC)
 * Support – Finnusertop (talk ⋅ contribs) 12:34, 14 March 2019 (UTC)
 * Support Fog Collector is not nearly as well written, although a few of the historical references could be moved here. TangoFett (talk) 16:43, 7 June 2019 (UTC)
 * ✅ Klbrain (talk) 20:48, 18 January 2020 (UTC)

Proposed merge of Fog harvesting system into Fog collection
same topic Theroadislong (talk) 15:18, 11 July 2024 (UTC)

title: Talk:Fog collection


text:
Tania Patterson

Tania Patterson (b 1969) is a New Zealand jeweller. She graduated from Auckland's UNITEC Institute of Technology in 1989 with a Diploma in Craft and Design.

Since graduating, Patterson has worked as a self-employed jeweler. Her work is often made of moving parts which she says, 'explores the complexities of recreating a simple event in nature'.

In 2000 her work was included in Risk, an exhibition curated by Kelly Thompson at The Suter Art Gallery in Nelson. In 2002/3 Tania received funding from Creative New Zealand to develop a new series of kinetic jewellery.

Patterson's work, Flowers in the Sky was exhibited in the 2015 Headland Sculpture on the Gulf which takes place on Waiheke Island. She has exhibited widely throughout New Zealand including The Dowse Art Museum and the major applied arts and crafts galleries of New Zealand such as Quoil, Fingers (gallery), Masterworks, Royal Jewellery, and Form Gallery.

Further sources

 * The Dowse Art Museum; Kobi Bosshard, The Second New Zealand Jewellery Biennial: Same But Different, 1996.
 * Deborah Crowe; The Dowse Art Museum, 4th New Zealand Jewellery Biennale: Grammar: Subjects and Objects, 2001.

title: Tania Patterson


text:
Nikolayevka, Blagoveshchensky District, Altai Krai

Nikolayevka (Николаевка) is a rural locality (a selo) and the administrative center of Nikolayevsky Selsoviet, Blagoveshchensky District, Altai Krai, Russia. The population was 618 as of 2013. There are 5 streets.

Geography
Nikolayevka is located 28 km northeast of Blagoveshchenka (the district's administrative centre) by road. Tatyanovka is the nearest rural locality.


text:
Shatunovo

Shatunovo (Шатуново) is a rural locality (a selo) and the administrative center of Shatunovsky Selsoviet, Zalesovsky District, Altai Krai, Russia. The population was 836 as of 2013. There are 16 streets.

Geography
Shatunovo is located 23 km southwest of Zalesovo (the district's administrative centre) by road. Kalinovka is the nearest rural locality.

title: Shatunovo


text:
User:Djp~enwikibooks

I'm English, with a Degree in Electronics and a PhD in Laser Physics (sounds good !). Got my first chemistry set at age 8 and bought my first electronics magazine at 12 (1971 before they became popular). After working for quite a few years with Optoelectronics and Optical Fibres, I have spent the last 10 years (since 1993) working in the Internet and Telco business. I spent 5 years working in Munich and speak German.

title: User:Djp~enwikibooks


text:
Aurora (heraldry)

Aurora is used as a charge in heraldry. The use of the aurora is often connected with a northern geographic position. The aurora is often made in silver or gold and is a band of floating bends.

The aurora is often called polar light or northern light. It is used in many arms in Russian Murmansk Oblast.

title: Aurora (heraldry)


text:
Talk:David Pittman

==Unspecified source for Image:Adelaide90s.png== I found Image:Adelaide90s.png and noticed that the file's description page currently doesn't specify who created the content, so the copyright status is unclear. Someone will need to specify the owner of the copyright. If it was obtained it from a website, then a link to the website from which it was taken, together with a restatement of that website's terms of use of its content, is usually sufficient information. However, if the copyright holder is different from the website's publisher, then their copyright should also be acknowledged.

As well as adding the source, please add a proper copyright licensing tag if the file doesn't have one already. If you created/took the picture, audio, or video then the GFDL-self-no-disclaimers tag can be used to release it under the GFDL. If you believe the media meets the criteria at Fair use, use a tag such as or one of the other tags listed at Image copyright tags. See Image copyright tags for the full list of copyright tags that you can use.

If there are other files on this page, consider checking that they have specified their source and are tagged properly, too. Unsourced and untagged images may be deleted one week after they have been tagged, as described on criteria for speedy deletion. If the image is copyrighted under a non-free license (per Fair use) then the image will be deleted 48 hours after 16:08, 31 May 2007 (UTC). If you have any questions please ask them at the Media copyright questions page. Thank you. BetacommandBot 16:08, 31 May 2007 (UTC)

Fair use rationale for Image:Adelaide90s.png
Image:Adelaide90s.png is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in Wikipedia articles constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

Please go to the image description page and edit it to include a fair use rationale.

If there is other other fair use media, consider checking that you have specified the fair use rationale on the other images used on this page. Note that any fair use images uploaded after 4 May, 2006, and lacking such an explanation will be deleted one week after they have been uploaded, as described on criteria for speedy deletion. If you have any questions please ask them at the Media copyright questions page. Thank you.BetacommandBot 16:08, 31 May 2007 (UTC)

title: Talk:David Pittman


text:
Talk:Cell Biology/Introduction/Cell size

Typo?
"1 µm Diameter of human nerve cell process" Huh? Why's the word process tacked onto the end there?
 * I'm not sure of the history, but it is traditional to call the microscopic appendages of neurons "processes"; it is a general term that includes dendrites and axons. see this

Size of Amoebae
Amoebae are usually much larger than 90 micrometres, if you mean the genus, and show an enormous range in size if you don't, with many much smaller than that listed. What kind of amoebae are you talking about?

The value of 90 µm for an amoeba that was originally in this table had no additional details provided.

This page says Rhizamoeba flabellata has "a very large range of size", they say 50-500 microns.

This page says:

 * The amoebae that most people will be familiar with is Amoeba proteus or Chaos carolinense the so called "giant amoebae".

This protist website says Amoeba proteus can be up to 600 microns.

This page gives several published references for Chaos species in the size range from 700 microns to over 1 mm. JWSurf 13:33, 18 Mar 2004 (UTC)

--According to the Mimivirus wikipedia page, later discovery referenced mimivirus at 800 nm, not 400.


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User:Kurmano~enwiki

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