text:
Animal Care/Land hermit crab super tank

This is an example of a very nice hermit crab habitat for tiny to medium-sized (golfball) hermit crabs.

 * 10-gal glass aquarium (20"L x10"W x12"H - 2400 cubic inches)
 * background - T-Rex Jungle Wall or pressed cork ( not glued cork)
 * Mount above the substrate and/or soak the bottom in salt water and allow to dry before mounting. Attach with velcro along the top to minimize the chance of crabs crawling behind the background. Watch for mold during use.
 * All-Glass® Versa-Top lid (hinged)
 * artifical plants to attach to the bottom of the stationary part of the lid as climbing toys
 * lighting - 12 hours of daylight, plus nighttime moon glow
 * ESU 20" Reptile Bi Light 2 fixture -or- Zoo Med 20" Economy Reptile Strip
 * Day bulb (watch the heat!) - 15W, 25W, 40W, 60W, 100W, 150W
 * Hagen Exo-a Day-Glo Incandescent Day Bulb or
 * Zoo Med Daylight Blue Reptile Bulb
 * Night bulb (watch the heat!) - 15W
 * Hagen Exo-Terra Night-Glo Incandescent Bulb or
 * Zoo Med Nightlight Red Reptile Bulb
 * substrate - makes approx. 1200 cubic inches
 * forty pounds of masonry sand
 * 64 cubic inches of compressed 100% coconut-fiber
 * 16 oz of oyster shell pieces (calcium)
 * calci-sand sprinkled on the surface or supplied in a bowl (calcium)
 * water
 * Bottled spring water has no chlorine and is usually good for fresh water for hermit crabs.
 * In drinking water avoid things like gill moisturizers or slime coat.
 * Remove chlorine from water with a product like
 * Wardley's ChlorOut or Mardel's MarChlor - two brands of plain sodium thiosulfate
 * For water with chloramine, use a product that binds ammonia like
 * Kordon Amquel Water Conditioner (removes chlorine and chloramine; binds ammonia in a non-toxic form; active ingredient is sodium hydroxymethanesulfonate, HOCH2SO3Na; directions )
 * API (Aquarium Pharmaceuticals) Ammo-Lock2  (removes chlorine and chloramine; binds ammonia in a non-toxic form)
 * JurassiPet Hermit Safe Conditioner (removes chlorine, chloramine and ammonia; provides key electrolytes)
 * Products known to leave ammonia in the water when "removing" chloramine!! Don't use.
 * Hagen Exo-Terra Calcimize for Reptiles (removes chlorine and chloramine; neutralizes heavy metals; supplies high levels of calcium)
 * Sea water made with Tropic Marin Pharmaceutical Grade Sea Salt (consider mixing  it with distilled water to keep the proper mineral concentrations)     [CAUTIONS: Salt does not evaporate.  If just replacing evaporated sea water, do so with distilled/fresh water to avoid increasing the salt concentration of the mix. Note that some salt mixes are high in heavy metals.   ]
 * water bowls
 * large FMR (Florida Marine Research) Hermit Crab Pool (5"L x 4"W) - fresh water and sponges
 * medium Exo-Terra Granite Rock Water Dish (5"L x 4"W x 1-1/2"H - 3/4"D) - sea water
 * D.I.Y. glass pool(s)
 * with rocks for climbing in & out and/or
 * lined with plastic mesh designed for quick point or latch hook craft projects
 * temperature and humidity
 * Oscar Electronic Thermometer & Hygrometer - memory function to record the highest and lowest temperature and humidity levels
 * if more humidity needed
 * damp terrarium moss - may also serve as a bathroom or be eaten
 * Tropic-Aire Humidifier + Air Exchanger - for use with up to a 55-gal tank
 * Penn-Plax Silent Air X5 adjustable air pump - smooth, ultra-quiet operation
 * further humidity boost - place humidifier on a coffee mug warmer, but be cautious if the humidifier is plastic
 * if more heat needed
 * Zoo Med ReptiTherm undertank heater - easier to install before substrate is added
 * Zoo Med ReptiTemp 500R Rheostat - 6 ft. remote sensor probe; will control two different devices
 * insulation for glass sides - foamboard/styrofoam pieces held together with duct tape
 * power outage - hot water bottles, blankets, insulated "coolers", etc.
 * climbing assessories
 * grapevine branches
 * choya wood
 * driftwood
 * fish net
 * Zoo Med Lizard Ladder
 * turtle dock
 * plastic mesh designed for quick point or latch hook craft projects
 * Attach-A-Wood Mangrove
 * other tank assessories
 * clam shell food dish(es)
 * cuttlebone and/or coral (calcium) - will be nibbled on
 * Julian Sprung`s SeaVeggies Clip by Two Little Fishies (for seaweed)
 * hiding huts/caves
 * artifical plants
 * spare shells
 * misc. assessories
 * exercise ball
 * cleaning scooper - for poop and food scraps
 * misting bottle
 * lighting timers
 * surge protector electrical strip
 * aquarium silicone glue - for gluing suction cups and other objects to glass aquariums
 * aquarium silicone sealant (with no mildew/mold inhibitors - toxic)
 * HoldFast Epoxy Stick (white) or AquaStik Epoxy Putty (pink or gray)

title: Animal Care/Land hermit crab super tank


text:
Talk:Learning Theories/Behavioralist Theories

Terminology
In the US the term is Behaviorist, UK and elsewhere Behaviourist- not behavior(al)ist

Headings
This page needs more headings -- TimNelson 14:44, 9 May 2007 (UTC)

 * I have added a few --Michaelwayw2 (talk) 20:05, 23 December 2007 (UTC)

This page has many errors
For example: Spillane (2002) states, “the behaviorist perspective, associated with B. F. Skinner, holds that the mind at work cannot be observed, tested, or understood; thus, behaviorists are concerned with actions (behavior) as the sites of knowing, teaching, and learning” (p. 380)

Is wholly false except in the most literal interpretation of "mind" which Skinner asserts does not exist at all as a causal entity. SKinners Radical Behaviorism does allow for inner knowledge, does not assert truth by consensus (as the Methodological Behaviorists did or do) and so can allow for self-knowledge, self-perception, and the observation of thinking and so on. THis is explained in About Behaviorism and in numerous other places.

Which leads me to my second point. This text on Skinner's theories is comprised almost entirely of secondary texts - a hallmark of poor scholarship. Skinner's works are freely available, and numerous journal articles are available online, e.g. The Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior, which are direct Skinnerian extensions of behaviorist learning theory. Use primary texts unless you want to repeat the obvious mistakes of people like Spillane, above. --Michaelwayw2 (talk) 19:10, 23 December 2007 (UTC)

Citation for Merriam ?
Is this the citation

Learning in Adulthood: A Comprehensive Guide (Jossey Bass Higher and Adult Education Series) (Hardcover) by Sharan B. Merriam (Author), Rosemary S. Caffarella (Author)

There is no listed reference for it, so I will move them into references using this cite.

Simplistic or fundamental?
The problem with this entire section is that is segues off of the simplified presentation of "behaviorist" theorist to begin with.

Behavior Analysis is not simple. Verbal Behavior is not simple. However, the critics of behaviorism have consistently attacked human extensions of the theory and consistently presented it as a simple theory, mostly or entirely for animals. Thus, this is little more than the discussion of a straw man whether it is pro or con. The reflex only theories of Pavlov & Watson proved insightful for some things but fell to the more powerful theories of learning like Skinner's. However, even Skinner realized that it couldn't account for language, so he proposed Verbal Behavior as a conceptual extension to his basic work. To discuss whether behavior analysis is simplistic requires that it be considered in a non-simplistic manner first. This article does not do that. I am inclined to delete this entire section. --Michaelwayw2 (talk) 20:11, 23 December 2007 (UTC)

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


text:
User:Swazmo/Bio

English WikiBooks haves special:statistics pages

title: User:Swazmo/Bio


text:
User:David Elfstrom

David Elfstrom lives in Toronto, Canada

I have knowledge of and experience working with sustainable building design and construction, including natural materials such as straw bale, and green featues, such as solar heating systems.

title: User:David Elfstrom


text:
Royal Canadian Air Cadets Guide

Table of contents

 * /Introduction/
 * /Activities/
 * /Training/
 * /Flying Programs/

title: Royal Canadian Air Cadets Guide


text:
World Stamp Catalogue/Belgium

Belgium

 * Postage stamps and postal history of Belgium
 * Regular postage stamps
 * Airmail
 * Railway parcels
 * Service
 * Postage due
 * Military

Belgium |Belgium

title: World Stamp Catalogue/Belgium


text:
User:Xania/Sandbox

Metrication is needed if Wikipedia Cookbook is to be useful to people who don't live in the USA. Many cookbook recipes use pounds, ounces and fluid ounces which are not a big problem to convert but some recipes use cups which can be extremely confusing because cup sizes vary from country to country and it's never clear where the original author of a recipe is from. Non-metric recipes to be converted. Feel free to help and remember to add the [[Category:Recipes_with_metric_units|[[ tag at the bottom of any converted pages.

 category=Recipes notcategory=Recipes_with_metric_units namespace=102 shownamespace=false order=descending

title: User:Xania/Sandbox


text:
Category:Recipes with metric units

Recipes which have units in the metric system of measurement. Once a recipe has been converted to show both metric and imperial measurements (or just metric) please insert the template at the bottom of the page.

See also: Metricate

title: Category:Recipes with metric units


text:
English for B2 Students/Tenses and Forms

Essentially English only has 2 tenses: past and present. However, these tenses are used in a variety of ways so many people would say that there are many more tenses (or forms).

List of English Forms

 * Past Simple (PAST TENSE)
 * Past Continuous (WAS/WERE + PARTICIPLE [ING])
 * Past Perfect Simple (HAD + PAST PARTICIPLE)
 * Past Perfect Continuous (HAD + BEEN + PARTICIPLE [ING])
 * Present Simple (PRESENT TENSE)
 * Present Continuous (AM/IS/ARE + PARTICIPLE [ING])
 * Present Perfect Simple (HAS/HAVE + PAST PARTICIPLE)
 * Present Perfect Continuous (HAS/HAVE + BEEN + PARTICIPLE [ING])
 * Future with Will (WILL + INFINITIVE)
 * Future with Going to (AM/IS/ARE + GOING + INFINITIVE)
 * Future Continuous (WILL + BE + PARTICIPLE [ING])
 * Future Perfect Simple (WILL + HAVE + PAST PARTICIPLE)
 * Future Perfect Continuous (WILL + HAVE + BEEN + PARTICIPLE [ING])

Past Tenses
Typically the past tense is used to describe past states or actions.

 * The past simple is used for almost all past states and is used to describe past actions which have been completed at the point of reference in the past - e.g. "I went to London on Saturday" (this action was in the past and it is complete).
 * The past continuous is used for past actions which were occurring at the point of reference in the past. It is not normally used for past states [like, hate, see, etc.] - e.g. "I was playing football this morning" (this action was in the past and happening at the time we are talking about [this morning]). It is frequently used for long past events.
 * The past perfect simple is used for past states and actions which happened before the point of reference in the past - e.g. "I had eaten my food when the door bell rang" (the eating of the food happened before the door bell ringing).

In addition to the previous forms used for talking about the past, it is also possible to use used to + infinitive to talk about past events which were habitual and no longer happen - e.g. "I used to play football". In the previous example this means that I regularly played football in the past and that I don't play football in the present.

Present Tenses
Typically the present tenses are used to describe present actions or states and past actions and states which affect the present.

 * The present simple is used for states which are true at the present time - e.g. "I like chocolate". It is also used for habitual actions - e.g. "I play football every day". The present simple should not be used to describe actions which are happening at this moment - e.g. "I am eating chocolate" NOT "I eat chocolate".
 * The present continuous is used for actions which are happening at the present time - e.g. "I am cooking food". It is almost never used to describe states - e.g. "I love it" NOT "I'm loving it (although McDonald's would disagree)". The present continuous can also be used to talk about future arrangements provided you include some reference to the future in your sentence - e.g. "I am visiting my Gran tomorrow".
 * The present perfect simple is generally used to describe states and actions that started in the past and continue into the present and maybe into the future - e.g. "I have eaten dinner". It's also used to describe past events where it is unclear exactly when the event took place - e.g. "I have been to New York".
 * The present perfect continuous is used in a similar way to the present perfect simple but it's used more often for repeated events - e.g. "I have been calling you all day".

Future Tenses

 * The most common forms for talking about the future in English are:

 * 1) WILL + BARE INFINITIVE
 * 2) BE + GOING TO + BARE INFINITIVE
 * 3) BE + PARTICIPLE (Present Continuous)

The form with will is generally used when we make immediate decision about the future - e.g. "I'll answer the phone". The form with going to is used when we talk about future plans and arrangements - e.g. "I'm going to the zoo tomorrow". The form using the present continuous can also be used with future arrangements provided that you use a time reference - e.g. "I'm driving to work in 3 hours".

 * Future Continuous is used to talk about the future in a similar way to how present continuous is used to talk about the present. If you're talking about a future event that will be in progress at that time in the future then you should use future continuous. As with all continuous tenses it is rare to use state verbs (like, hate, etc.) - e.g. "I will be playing football at 5pm on Saturday".
 * Future Perfect Simple is not a frequently used form in everyday English. It is used to take about future events which are complete at that point in the future - e.g. "I will have finished my exam by 2pm on Saturday". In the previous example this suggests that the exam will happen on Saturday and that the finish of the exam is at or before 2pm.
 * Future Perfect Continuous is not a frequently used form in everyday English. It is used to talk about future events which started before that point in the future and have not yet finished or will reoccur - e.g. "I will have been teaching for 25 years in May". The previous example suggests that I started teaching before that point in the future and that I will (probably) continue teaching beyond that point.

In addition to the previous forms used to talk about the future, it is possible to use verbs like may and might to talk about more uncertain future events - e.g. "I may go to London".

Occasionally the present simple is used for referring to future events which are scheduled or timetabled. This usage is not as common as the first future forms but it is especially used when talking about timetabled transport and events like exams and meetings - e.g. "The exam starts at 5pm".


text:
User:Jmoinian/Hijab

Hijab Recently the dress code of Moslem women has been a hot issue for newspapers. The Washington Post on Sunday October 22/2006 had printed three different types of pictures of Moslem women. The first one belonged to Miss. Afghanistan in a two piece Red Hot Bikini. .The young lady was wearing a pair of pants (trousers). A long coast; and a scarf were covering her head. The final picture belonged to young lady not only covered from head to toe; she had covered her chest as well. She had another scarf covering her entire face. The only thing you were able to see was her beautiful eyes. This type of face covering is called Nikab. These ladies were dressed according to the culture and the tradition of that region. Hijab does not have anything to do with religion of Islam; anymore than wearing two piece of bikini have to do  with the Chris tiny. These women dressed up either by choice or by the cloture and the tradition of their land.

When we take a look back in history as far back as the old Greek and Roman era; through paintings and art facts discovered by archeologists; it shows women dressed in a long dress; their hair is also covered. The religious painting of Virgin Mary (Lords’ peace upon her); the holy lady has shown covered from head to toe and so were ladies around this time. A little closer to our time takes us to 1770s and shows a picture of Ethan Allens’ wife riding a mule and is covered from head to toe.

Even right now in some African countries, as well as Saudi Arabia, both men and women wear long dress and use the hijab also. This is a tradition of that area and does not have anything to do with Islam. Ever since Prophet Muhammad, the last messenger of Gods’ birth, people of that region continue wearing the same type of dress for both sexes without any further change.

The 3 most respected religions of the world Judaism, Christianity, and Islam have instructions of the God in them for a better happier life. Anyone who needs advice of the Lord must refer to them and stay away from other books.

I have taken a look at the dress code in the Torah, Bible, and Quran .The following are the instructions of the Lord Almighty and not the authors’ instructions.

Judaism:
The Jewish scholars, after thorough research, had this to write: “We do not find any direct command in Torah mandating that women cover their head, but we do know that this has been the continuing custom of thousand years.”

Bible:
There are four rules at Deuteronomy:

1)	“The women shall not wear that which pertainetch unto men.” 2)	“First Timothy 2:29 “that women adorn themselves in modest apparel. 3)	“They should not adorn themselves in modest apparel, but with shamfacness.” 4)	“Not with broided hair, or gold, or pearls, or costly array.”

Quran

 * “O children of Adam, we have provided you to cover your bodies, as well for luxury. But the best garment is the garment of righteousness. There are some of Gods’ sign that may take heed.”

 * “And tell, the believing women to subdue their eyes, and maintain their chastity. They shall not revel any parts of their bodies, except which is necessary. They shall cover their chest.”

 * As you see Torah, Bible, as well as Quran is instructing women to be righteousness in their actions and cover their sensitive part of their body to ward off evil, lust, and wrong kind of man from themselves.

 * The Lords’ instructions are handed down for the happiness of his people. The choice is yours.

title: User:Jmoinian/Hijab


text:
Chinese (Mandarin)/Lesson 2/Exercises

Translate and transliterate the following sentences.

今天， 你忙不忙？ 今天，我很忙. 我有五节课！ 五节？太多了. 今天，我只有一节. 一节？太少了！.

今天，我只有三节课. 我很忙.

你好吗？我很好，你呢？ 我很好，谢谢你. 你叫什么名字？我是玛丽娅，你呢？

我是美国人，你中 国人，吗？ 是的. 我是波李克人

title: Chinese (Mandarin)/Lesson 2/Exercises


text:
User:MusicGirl21~enwikibooks

Quick Information
I'm already a user on the The Free Encyclopedia, so if you want to know anything about me, you can check my userpage there. Thanks!

title: User:MusicGirl21~enwikibooks


text:
Talk:Basic Physics of Nuclear Medicine/Scintillation Detectors

'$$Insert formula here$$


text:
Animal Care/Hygrometer calibration

Relative humidity gauges are called hygrometers and  their delicate mechanisms can be jarred out of adjustment. As a result they must be calibrated before the readings can be trusted.

To do the calibration you need
 * an airtight container (mason jar, ziplock bag, plastic tub, etc.)
 * a small dish, bottle cap, or shot glass,
 * 1 tsp salt,
 * water, and
 * if the hygrometer is adjustable, a very small, screwdriver.

Put the salt in the dish and add just enough water to completely wet (not dissolve) the salt. Seal the dish and the hygrometer in the container. (Optionally, put everything in a second, larger, airtight container to be confident that things are airtight.) After waiting at least 6 hours, note the reading on the hygrometer.

If that test reading is not 75%, the screw on the back of an adjustable hygrometer can be used to gently correct the reading. If the hydrometer is not adjustable, you will have to mentally adjust the reading every time you use the gauge [actual reading + (75 - test reading)].

title: Animal Care/Hygrometer calibration


text:
Blender 3D: Noob to Pro/Modelling Farm Tools

This tutorial will take you step by step through the process of modelling several different types of traditional farm tools.

Handle
I apologize for the lack of pictures, I will try to get to those later...so either try to follow along the best you can or please come back when this page is more complete.

This section is designed to create a good looking, generic tool handle that for economy of time you can easily reuse with little or no modification for each different farm tool.

Blender should start out with the default cube and the 3D cursor in the center. Delete the cube. Make sure you are in top view (NUM7) and add a cylinder (space + Add selection + Cylinder selection). A window should appear that says "Vertices: 16" (this determines how many individual sides the cylinder will have, typing "4" in the place of the 16 will create a cuboid, so you can determine the startout detail here), for the purposes of this tutorial a simpler mesh will suffice, so click OK.

You should be in EDIT MODE, hit the A key to deselect all vertices. Press NUM3 to go to SIDE VIEW and press Z to go to WIREFRAME VIEW. Select the top vertices, either using BOX SELECT (press B and click and drag the cursor to include the intended selection), or LASSO SELECT (hold down CTRL while clicking and dragging around the intended selection. You may LASSO DESELECT by holding CTRL plus SHIFT and then clicking and dragging what you you want to deselect).

With the top vertices selected, use the EXTRUDE tool (E) and select Region. A purple line should appear and you may notice that moving the curser up and down will move the extension. Hold down CTRL to confine the movement to even increments and move the curser up 2 units (you should see this between the buttons window and the mesh window).

Hold CTRL and scale the selection (S) to 90%(.9). Extrude again and move the selection up (along the Z or vertical dimension) 2 units. Press S and resize to 80%. Repeat the extrude/move, scaling to 90%. Extrude/move again, but do not scale this time.


text:
User talk:Jangim

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! -- Herby talk thyme 08:07, 28 October 2006 (UTC)

Snails & crabs
OK - I don't know much about it but the work you are doing looks very good. Looks like some more links from Animal Care would be good tho - there are "back" links from the snails & crabs but I can't see them from the care page? All the best -- Herby talk thyme 08:10, 28 October 2006 (UTC)

Hermit crab care...from wikipedia?
Hi Jangim,

This looks like it was copied from wikipedia (judging by the large # of links)... for copyright reasons, we need to import pages that are copied from wikipedia to preserve the edit histories. No biggie, since it can still be done, just leave me a note on my talk page, or else request it at WB:RFI. Also, most of the links on the page are interwikis to wikipedia... if you'd like, I can import some of those pages too if they would be useful for your book. -- SB_Johnny | talk 10:24, 28 October 2006 (UTC)

 * Two reasons really. The first reason has to do with the copyrights... if you copy things from wikipedia, you're supposed to keep the edit history of the article that was copied (there's some subtle differences between the GFDL and public domain).
 * The second reason is that wikibooks are supposed to (in theory, at their best, etc.) be "self-contained", so that someone who's starting out with their first hermit crab could just print out the chapters on hermit crab care and not need to also download wikipedia articles. In general wikilinks aren't used very much on wikibooks for this reason. Have a look at Dewikify for details on that :-). For example: if you want, I could import the articles about the various species, and you could then merge them into a single page describing them and their potential/difficulty as pets.
 * BTW, the reason I thought it might be copied wasn't because I don't think the chapter is great work (quite the contrary!), but large numbers of wikilinks in the first version of a page are usually a good sign that this is the case. I try to keep on top of the copyright stuff, because we've had some serious problems with it in the past :-(.
 * My daughter is a huge hermit crab fan (she's almost 3)... are they safe for 3-yr-olds? -- SB_Johnny  | talk 10:55, 28 October 2006 (UTC)

 * I am not really sure that I agree with the idea of trying to keep two different sets of encyclopedia info up-to-date. Hermit crab biology is a work-in-progress right now.

 * ...They're not "two sets of articles", they're chapters and articles, which don't need to contain the same thing. I just thought maybe a chapter like Animal Care/Hermit Crab Species would be nice, because you could just have a quick discussion about how well each species is adapted for being a pet, special needs, etc. (which, as you may have found, is often considered "unwelcome information" on wikipedia because "Wikipedia is not a how-to guide!!!"). Then you could just add links to the wikipedia articles discussing the science of hermit crabs on that page.

 * However, once I finish the book/chapter and get it reviewed by a couple of "crabbers" AND get some more work done on the Wikipedia articles, I'll work on making the stuff more independent of Wikipedia. This going to take a while.

 * Oh most definitely... all books take a while :).

 * I wouldn't let Caroline handle the crab unsupervised, of course :). Though I'm surprised to think that they can be "tamed"... I didn't think they were smart enough to learn behaviors like that! -- SB_Johnny | talk 12:21, 28 October 2006 (UTC)

Wikibooks Newsletter, Volume 1
(Wikibooks gazette home | Discuss | Bulletin board | Subscription list)

This is a short newsletter that is being distributed to all active wikibookians. You are getting this message because you are recognized as an established contributor to the project. This newsletter will be distributed on a regular basis to help share news, information, and tips. It comes from a bot account, User:The Staff. User:The Staff is currently operated by a team of wikibooks admins, the complete list of which is available on the user page of the bot. If you would like to not receive this newletter anymore, please remove your name from the list at Active wikibookians.

The work you do at Wikibooks is greatly appreciated. However there are plenty of other opportunities for you to get involved and help us to create a thriving Wikibooks community. We are sure that there are things we can do to help you and your understanding of Wikibooks and similarly there are certainly things you could do to help Wikibooks become a better place.

We would like to ask all wikibookians to add the Bulletin Board to your watchlists. The Bulletin Board is a fast and easy way for wikibookians to communicate important news and events to the entire community. If you have important news to share with the community, you can feel free to add your own entry to that page.

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Sometimes it is easy to forget that the Wikibooks community is much larger and more diverse then the people who work in a single book, or on a single bookshelf. Hopefully, together we can all make Wikibooks a better place, and a more valuable educational resource.

The staff at Wikibooks 13:17, 21 December 2006 (UTC)

title: User talk:Jangim


text:
Talk:French

Diagrams
I think it would be very useful to have an appendix of diagrams. Image:Diagramme_bicyclette.svg was very useful in teaching me bicycle terms so if we had a diagram with translations below (if needed) for a variety of subjects (car, bike, house, computer, etc.) it could help people pick up vocabulary more quickly than a list. gren グレン 14:06, 24 October 2008 (UTC)
 * Great idea! If you've any skill with these, feel free to add some.  Jade Knight (talk) 20:18, 24 October 2008 (UTC)

PDF
So I am a mite confused. Why is the linked PDF (both the low-res and high-res) from 2006? That's a very long time ago. I worry that downloaders (such as myself) are getting an out-of-date product. --Gwern (contribs) 02:40, 10 July 2009 (UTC)

 * The PDFs are old because there don't seem to have been any active contributors on this book for a while. In which case the text won't have changed much. You can see individual page histories to see how much they've changed since 2006. --Swift (talk) 04:07, 28 January 2010 (UTC)

 * I agree that PDF versions should be kept up to date and I have made a new PDF version from the print version. The old one was made with Latex formatting tools outside Wikibooks but as I have not done that with this one the presentation is not quite as polished. Recent Runes (talk) 19:53, 8 February 2010 (UTC)

Pronounciation
Back on topic of pronounciation, see above, I will agree that approximations are not always best. I will agree that IPA and audio are nice. I also will agree that .ogg files should be replaced. I do however have two suggestions.

 * 1) With IPA, have the corresponding letters. Right now, it is only showing the phonemic inventory.
 * 2) HAVE ENGLISH APPROXIMATIONS! They aren't always best, but work and all browsers and are easiest to understand.  For foreign sounds, do what my Chinese textbook does.  Example- IPA y, French u, Pinyin ü: shape your mouth like you are going to say bee, but say ooh.  This method works well.  Also look at Irish, the pronounciation appendix.  It does a good job.

Finally, I am willing to renovate the French Pronounciation page if need be. 21:48, 5 October 2009 (UTC)

"Featured book" status
This book was removed from the list of featured books following the discussion here. Recent Runes (talk) 22:07, 15 May 2010 (UTC)
 * For the record, I agree with the removal of the "Former featured book" banner that was previously on the front page. Recent Runes (discuss • contribs) 16:03, 4 June 2011 (UTC)

Templates for playing speech recordings
(Note: This item was copied here from Reading_room/Technical_Assistance to remain accessible if that discussion is archived. Recent Runes (talk) 15:09, 11 April 2010 (UTC))

At least 3 of the language books use a similar table template to play speech recordings, when you click on "audio" (French, Spanish & German). This takes you to a new screen with a sound-to-light show. I think it would be more useful to be able to stay on the original screen and read the text at the same time as listening to the recording.

The Listen template does something like this, but the icons and text layout are rather larger and do not fit into the tables so neatly. Would it be possible to combine the two templates so that the layout of the books is not significantly altered, but the audio can be played at the same time as reading the text? It's a bit too technical for me, so that's why I am asking here! Recent Runes (talk) 17:55, 4 February 2010 (UTC)
 * I guess this issue is not really specific to Wikibooks, as Wikipedia and Wiktionary have similar templates with (IMO) similar room for improvement and perhaps more people available to spent time on it if they are interested. If I get any more joy over there, I'll announce further developments here. Recent Runes (talk) 16:48, 14 February 2010 (UTC)

 * I guess most readers just open the link in a new window with a right-click (but considering touch-based input devices this is something that probably should be avoided). Maybe the table template should be adjusted to include the play button (which can be configured to require less space, see here for examples). By the way, the Listen template has the problem that the built-in Firefox audio player ignores the horizontal HTML layout; thus, if it is used, there should be enough white space to the right of it. --Martin Kraus (talk) 10:24, 2 March 2010 (UTC)
 * Thanks for the help. The right clicking does work after a fashion, but as you say is not the ideal solution. I tried making a test template based the French_Table template, but so far have not achieved the compact layout I was aiming for as the audio player seems to be adding line-feeds to the layout. (see below)

 * rowspan="2" | singular||feminine||la||la fille||the daughter
 * masculine||le||le fils||the son. etc....
 * }
 * Recent Runes (talk) 22:42, 3 March 2010 (UTC)
 * I think you should give the player its very own table cell. --Martin Kraus (talk) 07:07, 4 March 2010 (UTC)
 * So far I have not managed to do this. Inserting | or || after the speaker image do not change the display as I expected. If anyone else would like to experiment with the template "Recent Runes Table" please go ahead. Recent Runes (talk) 15:13, 11 April 2010 (UTC)
 * So far I have not managed to do this. Inserting | or || after the speaker image do not change the display as I expected. If anyone else would like to experiment with the template "Recent Runes Table" please go ahead. Recent Runes (talk) 15:13, 11 April 2010 (UTC)

 * I've updated French/Table to play speech on the page. In the current implementation, the speech box takes a large width if there is no title, and a small width if there is; some other formatting may work better. --hagindaz (talk) 21:44, 19 June 2010 (UTC)
 * This looks pretty good now, giving easier use without upsetting the print-out. All we need now are some more French natives for new audio recordings! Recent Runes (talk) 22:10, 20 June 2010 (UTC)

New Contributors Needed
As far as I (Recent_Runes) can tell, the original authors stopped working on this book in 2006 or 2007. Since then, the addition of new material has been far slower. I occasionally feed back some material from the French For Football book into the appendices, but I do not plan to make any major updates to the lessons here. Basically then, if anyone else likes to contribute then you are free (within reason) to do as you please. Recent Runes (talk) 15:30, 11 April 2010 (UTC)
 * I'll see what I can do. Haven't been around for a couple of years, hence I forgot the password to my old account.  There does seem quite a need for some rewrites on the parts I've seen.  I'm also trying to make a start on A-level French Italienmoose (talk) 13:04, 5 June 2010 (UTC)
 * Although Hagindaz has been more active recently. Recent Runes (talk) 17:33, 5 June 2010 (UTC)

 * I'm not going to be adding much content, so it seems Italienmoose will be the only major contributor. I had hoped someone would have fixed the book up over the years, and it's great that someone is finally up to it. Good luck! --hagindaz (talk) 20:22, 5 June 2010 (UTC)

Overhaul
As far as I've seen this seems to be my favourite looking languages book on here. It could do with a bit of an overhall though. Lessons seem to be detailed but from what I've seen don't have much sentence-written explanation. This should be changed. The reviews need to be completely redone and their aims reassessed. Need to change the vocab lists a bit and grammar section needs work. More appendices would be good. I think I'm going to write some language book guidelines for my languages project and presuming there aren't any complaints I'll transfer them onto here. Contributions welcome of course. Italienmoose (talk) 00:04, 6 June 2010 (UTC)

 * That all sounds good; good luck. I may be doing gradual formatting updates, so let me know if it gets in your way. --hagindaz (talk) 01:54, 6 June 2010 (UTC)

 * Currently, there is no link from the Contents to the Planning page. I guess you will be putting this back at some point. Recent Runes (talk) 12:47, 6 June 2010 (UTC)

 * It's not very useful to readers, so I was thinking of referencing it from discussion pages, or maybe replacing it entirely with discussion pages so that there's more collaboration. --hagindaz (talk) 13:23, 6 June 2010 (UTC)

 * Nothing's really happened to it for a couple of years. I'll have a look over it but I'll probably rewrite a large amount of it.  Probably just link at the top of the discussion page then. Italienmoose (talk) 13:30, 6 June 2010 (UTC)

 * I noticed that many lessons have empty "Dialogue" sections - perhaps because these are difficult to write without sounding forced and artificial. An alternative could be to use short extracts from French Wikipedia articles instead, which could serve equally well as authentic samples of French to be analysed and expanded on in the later sections. Many of the lesson themes look suitable for this kind of treatment. There could also be an advantage in not requiring more than one voice for any audio recordings. Recent Runes (talk) 19:48, 1 July 2010 (UTC)

 * That's a very good idea. There's a similar user-written text at French/Lessons/The house that works well. The existing dialogue stubs are just there to encourage contributions. --hagindaz (talk) 20:23, 1 July 2010 (UTC)

 * Well that's about the length I was thinking of, but more could be done in that example to link it with the rest of the lesson and generate some exercises. Another idea would be to produce dialogues in the style of brief radio reports or interviews. These often cover stories in quite a condensed format, and students would be able to relate the lesson to audio material that is readily available on-line. They can be a good source of "inspiration" for the author too. Recent Runes (talk) 21:00, 1 July 2010 (UTC)

 * Also a good idea; n:fr:Wikinews:Radio is another possibility. The book is really lacking in this kind of content, so it will all help. --hagindaz (talk) 05:42, 4 July 2010 (UTC)

 * I hadn't noticed that site before and it looks interesting, although the articles might be longer and more advanced than we would want for most lessons. Perhaps some of the speakers over there could be persuaded to record some audio for us - once we are happy with the texts, of course. I have added some text to the Science lesson, and I am getting the feeling that the grammar that can be naturally linked to the text is not necessarily the material that is allocated to the lesson at the moment. If I carry on in the same direction, it might require some swapping around of the grammar between the lessons. I'll see how I get on, but we may need to discuss how to rearrange things if necessary. Recent Runes (talk) 11:08, 4 July 2010 (UTC)

 * Of course; it makes sense for the grammar and text to be linked. Some lessons work well for that now (such as acheter and payer for Shopping, but others like Science are pretty arbitrary and should be improved. A lesson on using past participles as adjectives might work well. Relatedly, I was also thinking of introducing venir and mettre in some earlier lessons. --hagindaz (talk) 15:34, 4 July 2010 (UTC)

Frontpage
The front page is nice and neat at the moment, but I think a better interface could make it more appealing to new viewers and easier to get around to edit for us. I've used the front page template for the Miskito WikiBook. Essentially what this changes is that there is a clear Getting Started section, listing the pages and subsections within it. There is also a list of the 10 introductory books, and a short summary of each of their contents. Also there's a project section for those who want to know more about the book. There's also an author's section with a list of suggested pages to add to make collaboration easier. The front page is a work in progress. I haven't fully changed it to the French version yet, some of the links point to the miskito book still and quite a few of the suggested pages don't actually exist for this book yet. But at the moment it's the thought that counts. The link is French/Contents. I suggest that as full summaries of not all the lessons can go there we create a splash page featuring a title page and the lesson list, which then links into the real frontpage (or technically, contents page). Comments please

Italienmoose (talk) 14:39, 6 June 2010 (UTC)

 * The Miskito layout looks quite attractive, and perhaps it is an improvement. Personally, I am more interested in the educational material than how it is presented, but I thought splash pages were generally deprecated these days and that was why Swift moved the index onto the main page in January this year. Recent Runes (talk) 15:13, 6 June 2010 (UTC)

 * Well the layout leads to the order the pages are likely to be read in and therefore the content of tha pages. Although technically the order of the lessons will stay the same no matter what the layout is so it is a little irrelevant.  But as a reader I would prefer it to be easy to get around.  And if we 'borrow' some of the other aspects of the Miskito book aswell I think overall the improvement will be hugely beneficial to new readers, as well as editors. My aim is to rework the layout a little to make it easier to get around, and to avoid a huge layout change when more content is finished.  Then I'll work on the project pages so we have an idea of what's going on and then the more educational content. Italienmoose (talk) 15:30, 6 June 2010 (UTC)

 * Regarding the administrative/meta content, I would prefer it be limited to discussion pages, and perhaps one planning page, since it is not at all useful to readers and is something they would have to filter out. Having so many meta pages may also scare off new contributors, who may feel they have to read through them rather than being bold and contributing content.
 * Regarding the getting started section, IMHO few people read prefaces and meta content at the start of books. Why not just present the list of introductory lessons?
 * Regarding the lessons list, I think it is simply more content readers would have to filter out. The less superfluous meta information, the easier it is for readers to focus on the content. Specifically, I don't think "Lesson #:" adds anything, and most readers won't pay attention to the "In this chapter" subheadings. Rather than telling readers what they are going to learn, why not just take them to it as simply as possible? This is just my opinion from reading other books.
 * As an example, look at the Google front page. It has very little secondary information and focuses on getting users to the content. Google limits the front page to around 30 words, so that the visual clutter is minimized. The Wikibooks analog is to simply present the table of contents as concisely as possible. --hagindaz (talk) 15:51, 6 June 2010 (UTC)

 * Fair point about hiding the administrative content from readers. I just thought it would be a better way to show new contributors how they could get involved, if they could find the administrative pages straight away.  Me personally, as a new contributor I would rather have the meta-pages easily visible to be able to get to grips with how to add new content properly quickly.  It would be possible to have a quick-start guide for new contributors and more in-depth guides for long-standing contributors to rework the layouts of the newer contributors into a more coherent structure.
 * I was actually thinking the same about the getting started section, seeing as this wikibook was designed with the equivalent in the introductory lessons.
 * I disagree about the "in this chapter" headings. Admittedly with the ones that are there, they don't add much to it.  However, for the second half of introductory chapters, and especially for the more advanced lessons, I think it's important that readers can easily search through the included content on the contents page so that they can review whichever content they need to reread.  Removing them means that really they have to depend on the grammar appendix.  It would be especially important if we get review pages done for each lesson - then it's easy to find out what you'd be reviewing for each.  Remember that not except for beginners most people won't want to go through totally in order and many people want to relearn specific things in the context of a lesson. I suppose this could be shown purely on a more detailed contents page for just lessons. Italienmoose (talk) 16:12, 6 June 2010 (UTC)

 * That's a good point. How about a subject index like in Miskito, or a link which takes you to a page similar to French/Lessons/Level three, say listed after the review/exercises links? Also, a contributing link would be helpful. How about a link to the main talk page, or perhaps some "Meta" page, added to a template like, which would go at the top of each lesson. --hagindaz (talk) 16:38, 6 June 2010 (UTC)

 * Aha. That's more like it.  Yeah, I'd quite like to do a detailed lessons index I think, and also rework the level three style a bit.  That's what I had in mind.  I think maybe add a meta template and just stick it at the bottom of the contents page, and then on the discussion page.  Then it's at least easier to find than it is right now. Italienmoose (talk) 16:50, 6 June 2010 (UTC)

 * And now my second attempt. If you go on the main page you will notice I've added a project contents.  I will try to add the appropriate pages/add any similar that are already in existence.  I've used the original uncluttered style of the wikibook, which is quite nice.  If we go for this minimalist approach we can then have more detailed summaries of lessons etc. on other pages. Italienmoose (talk) 19:15, 6 June 2010 (UTC)

 * As a temporary measure, I've added a "detailed contents" section to French/Lessons. An index sorted by topic would be much more useful for review, so feel free to create it; I may do it eventually once contents are more or less finalized. --hagindaz (talk) 21:31, 19 June 2010 (UTC)

Common European Framework breakthrough level
I have seen some general discussion here on the CEFR by the Council of Europe but nothing really detailed. Perhaps it would be useful to know the details of their lowest level (A1 / breakthrough), to use as a checklist to assess the progress of this book. A document about teaching EFL gives some idea of what is probably specified for French, but the definite information is only available in book form as far as I can tell. Has anyone seen any more detailed information on-line? Recent Runes (talk) 21:43, 5 July 2010 (UTC)

 * I don't know much about the framework, but using it as a checklist seems like a great idea to me. --hagindaz 16:09, 10 July 2010 (UTC)

 * Yes, I am just suggesting it could help review the overall progress. Although the specification above is for English, the general "functions" and "notions" should map fairly directly to French. The paper also lists a set of topics with associated vocabulary, which focuses on humdrum everyday life to the point of blandness in my opinion. There would be little to distinguish this book from the crowd, if we followed their prescribed vocabulary to the letter. I am dissecting some other French language books for beginners to draw up a table of core vocabulary against the CEFR functions and notions. I am not sure if this would count as OR, so I might make any results available on Google Docs or we could set up a Yahoo group for sharing spreadsheets. There is always Wikiversity too, but sometimes you need a real spreadsheet. Recent Runes (talk) 21:17, 10 July 2010 (UTC)

 * Sounds good; I agree that we should include more interesting vocabulary. I've moved some vocabulary to "supplementary vocabulary" sections at the end of lessons, which we might use for both common lists as well as extra material for those interested on a topic. We can also look through wikt:fr:Wiktionnaire:Liste de 1750 mots français les plus courants, which I've imported as an objective starting point to French/Lessons/Vocabulary to be added. Feel free to add to or remove from this list. --hagindaz 02:37, 16 July 2010 (UTC)

 * Here is another list of vocabulary aimed at French pupils up to 11 years old, which also has some grammar and word frequency data. Recent Runes (talk) 19:44, 16 July 2010 (UTC)

Orphaned page
– Adrignola talk 00:55, 12 July 2010 (UTC)
 * French/Lessons/Level_three/Test_answers

Auto-hide translations
In Firefox and perhaps other browsers, add to this page to always hide English translations in lessons, for example to review or to test yourself. Change  to   to always show translations. --hagindaz 17:44, 14 July 2010 (UTC)

Adding IPA
I'm trying to go through and add IPA pronunciations to as much vocabulary as I can. I'd like some confirmation that what I've done so far fits with the correct pronunciation. (I can say these words fine, but sometimes I don't transcribe them to IPA perfectly.) I've already caught my mistake on the 'r' sound -- the IPA is /ʁ/ and not /ʀ/. The Family vocabulary page I created shows how I'm doing IPA fairly well. Please inform me of any mistakes so I don't make them again! Merci bien, — C hrishy   22:00, 2 January 2011 (UTC)

Broken print version
The print version seems to be broken. Possibly an unintended side effect of changes made to some templates during 2010? Recent Runes (discuss • contribs) 00:01, 25 March 2011 (UTC)

 * It is due to "too many expensive parser function calls" and exceeding the template include size, which is true of other books as well. One option is to create several smaller print versions, one for each level (French/Lessons/Print version fails after nine lessons). Another is to templates. Another is to deprecate the print version in favor of collections. --hagindaz 01:36, 26 March 2011 (UTC)

 * Yes, collections might be a good option, although you don't seem to have quite so much control over the layout of things like page breaks. And I was puzzled as to why the PDF of the collection does not seem to contain any exercises.

 * The problem with the "template include size" seems to have been around for a while - perhaps it is not being given much priority as Wikipedia pages are never as long as a wikibook. Another alternative might be to make some new templates with fewer optional parameters, and use different templates for the optional information only where it appears in the original text. Recent Runes (discuss • contribs) 13:40, 26 March 2011 (UTC)

tags
Tags like   appear in some sections on some pages. Can anyone tell me what they are for? Recent Runes (discuss • contribs) 18:37, 29 March 2011 (UTC)

 * They denote review and supplementary sections, to enable hiding. Some documentation is at French/Section. --hagindaz 21:39, 30 March 2011 (UTC)

 * Thanks but I don't completely understand, as elsewhere there is hidden text without using these tags. For example in French/Lessons/People_and_things where the exercises appear to be hidden without using these tags on the lesson page. Recent Runes (discuss • contribs) 19:12, 31 March 2011 (UTC)

 * French/Exercise uses  to hide its content. In the case of sections, the section's heading must hide a separate element (the section's content), so a unique   is used to match the content with the heading. (In the case of tables, it's always the third, fourth, and sixth columns of any table that uses French/Translations table that are hidden, so unique  s are unnecessary.) --hagindaz 00:52, 2 April 2011 (UTC)

Growing beyond the book format
My name is Ian and I'm from a project called Wikiotics, where we build free software tools for language instruction. We are starting to build collections of interactive language lessons that can serve as textbook replacements for students and this wikibook is the most comprehensive resource we have seen. If there is anyone here who is interested in expanding this content beyond a traditional text-based book format or who would like to incorporate interactive lessons we build based on the outline of this book, just chime in here or contact us at contact AT wikiotics DOT org or in irc at #wikiotics on freenode.

As example of the kind of new materials you can make with our tools, here are examples our current lesson types:
 * Picture choice lesson (http://wikiotics.org/en/Introduction),
 * Re-mixable Podcast (http://wikiotics.org/user/ian/FSI-Mandarin-Module01-Unit01),
 * Text multiple choice lesson (http://wikiotics.org/en/WANY_Hospital_grammar)
 * new Storybook lesson [coming soon](http://laurent.dev.wikiotics.net/en/storybook1).

Wikiotics (discuss • contribs) 15:00, 13 June 2012 (UTC)

title: Talk:French


text:
Talk:French/Appendices/Hints and common errors

More
—Jade Knight 09:10, 28 October 2006 (UTC)
 * envier/avoir envie.
 * Opportunité/occasion.
 * "baiser" - some learners have old dictionaries

apporter not restricted to objects you can carry
I have often seen the phrase "apporter son expertise" as in "George Weah veut apporter son expertise à la sélection". So I don't think "apporter" is restricted to physical objects. Recent Runes (talk) 21:29, 19 June 2010 (UTC)


text:
Talk:C Sharp Programming/Encapsulation

What about "internal" protection level
Is it only available in VS? Even if so, i think it should be mentioned anyway. Nercury 09:16, 28 October 2006 (UTC)

External Link Addition Request
Hi,

Welcome to c-sharptutorial.com. I am Shahzad Aslam. I am the founder of c-sharptutorial.com. I'm currently living near Islamabad. I did my BSCS in 2010. I have 13 years of experience in Dot Net and its supporting technologies. I like playing games, especially playing cricket. At the time of my career, whenever I was working on my computer, I had a feeling of a lack of neat, clean tutorials on the internet. Mostly, the tutorials I read were congested. Whenever I open a tutorial about a specific topic, it always has a lot of congested content. I often think there should be websites that do have more clear and easily readable content, and many times, when I searched for a topic on the internet, it was not found on the internet. At that time, I was thinking that there should be a website that covers topics that I did not find on the Internet. So, to accomplish this dream, I set up the foundation of c-sharptutorial.com. Please visit my website and see my content if it looks fine. Add it in your article of

Encapluation in C#
Sincerely

Shahzad Aslam 39.41.68.134 (discuss) 16:58, 1 March 2024 (UTC)

title: Talk:C Sharp Programming/Encapsulation


text:
Lojban/Discursives

First, the ``consecutive discourse'' group:

Next, the ``commentary on discourse'' group:

Next, the ``knowledge'' group:

Next, the ``discourse management'' group:

title: Lojban/Discursives


text:
Cookbook:Rumaki (Bacon-wrapped Chicken Liver and Water Chestnut)

Rumaki is a pūpū (hors d'œuvre) of faux-Hawaiian origin. Its ingredients and method of preparation vary, but usually it consists of water chestnuts and pieces of chicken liver wrapped in bacon and marinated in soy sauce and either ginger or brown sugar. This recipe is a classic (1940s–1960s) US party appetizer recipe, proving that anything wrapped in bacon tastes good—even chicken liver. But you can opt for scallops, shrimp, or stuffed olives, instead.

Marinade

 * ¼ cup soy sauce
 * 1 tsp fresh minced ginger
 * 2 tbsp dry sherry
 * 1 tsp sugar

Assembly

 * 12 slices bacon, halved crosswise, or 8 slices, cut in thirds
 * 12 oz (~350 g) chicken livers, halved
 * 12 canned water chestnut slices, halved

Procedure

 * 1) Combine soy sauce, ginger, sherry and sugar in a small bowl. Add the chicken livers and water chestnut pieces and marinate them in the refrigerator for at least ½ hour.
 * 2) Place 1 chicken liver piece and 1 chestnut piece in the center of each bacon piece, wrap, and secure with a toothpick.
 * 3) Place the rumaki on a broiler pan or shallow baking pan and broil, about 5–6 inches from the heat, until the bacon is crisp, about 10–15 minutes. Or, you may bake the appetizers in a 375°F oven for 20–25 minutes.
 * 4) Serve hot.

Notes, tips, and variations

 * Add fresh sliced scallions to the combination above.
 * Substitute sea scallops for the chicken livers and/or water chestnuts.
 * Omit marinade and wrap bacon around smoked oysters, stuffed green olives, or pineapple chunks.
 * Shrimp rumaki: 1 medium shrimp with 1 whole water chestnut and a piece of green onion, with or without the marinade.
 * Substitute 1 tsp organic honey for the sugar, or a small amount of pineapple marmalade.


text:
Transwiki:Fischer's Lovebird

The Fischer's lovebird (Agapornis fischeri, synonym Agapornis personata fischeri) is a species of bird in the parrot family. They are native to a small area of east-central Africa, south and southeast of Lake Victoria in northern Tanzania. In drought years, some birds move west into Rwanda and Burundi seeking moister conditions. They were originally discovered in the late 1800's, and were first bred in the United States in 1926. They are named after German explorer Gustav Fischer.

Fischer's lovebirds have green backs, chests, and wings, their necks are a golden yellow and as it progresses upward it becomes darker orange. The top of the head is olive green, and the beak is bright red. The upper surface of the tail has some purple or blue feathers. A. fischeri has a white circle around its eyes. Young birds are very similar to the adults, except for the fact that they are duller and the base of their mandible has brown markings. They are one of the smaller lovebirds, about 14-15 cm in length and 42-58 g weight.

Life in the wild
A. fischeri lives at elevations of 1,100-2,200 m in small flocks. They have a fast, straight flight, and the sound of their wings as they fly can be heard. They live in isolated clumps of trees with grass plains between them. They also have a high-pitched chirp, and are very noisy. These birds eat a wide variety of foods, including seeds and fruit. They sometimes are pests to farmers, as they eat their crops, such as maize and millet. The breeding season is January through April and June through July. The nest is in a hole in a tree, often an old woodpecker hole, 2-15 m above the ground; the 3-8 eggs are incubated for 23 days, and the chicks fledge in 38 days. The population is estimated to be between 290,000-1,000,000, with low densities outside of protected areas due to capture for the pet trade; export licenses were suspended in 1992 to halt any further decline in the species.

Captivity
Like with any other pet, it is essential that one make sure the birds that one is about to buy were bred in captivity, and were not wild caught. Besides conservational and ethical reasons, wild caught animals are more likely to get sick, depressed, and to die.

Both sexes of Agapornis fischeri look the same. The only way to be sure what sex a certain bird is, without them laying eggs, would be to perform DNA tests (a competent avian veterinarian could do this with a drop of blood, or a kit can be ordered from an online source for a fee). Pelvic bone testing and surgical testing are not recommended.

Color mutations
The blue mutation is the main color mutation of this species, and is somewhat smaller than the wild bird. It has bright blue back, tail, and chest, with a white neck and a pale grey head, and a pale pink beak. This mutation was first bred by R. Horsham in South Africa in 1957, and two years later it was bred by Dr. F. Warford in San Francisco, California.

There is a yellow mutation, which first appeared in France. It is pale yellow with an orange face and a red beak.

Lutino (a mutation that is yellow in colour), pied, black or dark eyed white, cinnamon, white, and albino mutations have also been bred.

Housing
Fischer's lovebirds are very active and require a roomy cage. They also require lots of toys and things to chew on and play with. Without a roomy cage (a minimum of 20x20x30 for one bird, 25x25x30 for a pair. Do not buy a round cage either, as they do not properly give a lovebird a corner to hide in when they feel insecure), as well as many toys (4-6) and things to play with, they may get bored, depressed and may even go as far as feather-plucking, which can be hard to stop. It is also a good idea to provide a bird bath tub, as they love to take baths almost every day. After taking a shower, many times they like to sun themselves in order to dry off. However, they should not be near any windows, or they may become sick. Lovebirds are extremely social birds, and it is generally recommended that they be kept in pairs (unless the owner is willing to spend several hours of time entertaining and being the companion of their single lovebird), for their emotional as well as physical well-being.

Food
Providing Fischer's lovebirds them a varied diet, such as pellets, fruits, seeds, grains, sprouts, and vegetables would be a good idea. As a regular food, pellets (One should avoid artificial coloring and pellets that contain the preservatives ethoxyquin and BHT/BAT, as they are toxic) are recommended as the millet food generally sold in pet stores is akin to junkfood, as it has too much fat and is not very nutritionally balanced. While lovebirds like this kind of food, it may decrease their life span. Pellets especially made for small birds such as lovebirds are a good way to give them a well balanced diet. Lovebirds generally particularly like grains and different kinds of wild rice, although it is recommended that other, healthier foods be mixed in with the grains to ensure that they get the vitamins they need.

An all-seed diet (or really a diet that only consists of one thing) is not sufficient and may lead to health problems, including fatty liver disease.

Personality
Each lovebird has their own individual personality, but some generalizations can be made. At first, they are very timid and will get spooked by sudden movements, loud noises, or new things, even small ones. One should be very careful not to scare them too much, which can interfere with their taming. They generally do not like to be touched. Lovebirds are very smart, and may even figure out how to open the door of their cage and get out. Adding to their intelligence, once they are tame and comfortable, they are very curious. If they are allowed outside their cage, one should take great care to safeguard the house by not letting them fly around the kitchen with the stove on, around any wires, around places where they could get stuck, such as behind the refrigerator, etc. A house can be a very dangerous place for lovebirds.

They also like to be clean, often preening their feathers and regularly taking baths. If let outside their cage, they may even fly to other places in order to defecate. Newspaper should be placed below their favorite areas for easy cleanup.

Taming
Buying hand fed Fischer's lovebirds can be quite expensive, but if one wants pets to interact with, it is recommended. Because they are very timid at first, great patience is required to tame non hand fed lovebirds. Taming them enough to climb on your finger (which they don't like very much) or to get them to fly to your shoulder (which they prefer) can take years.

Lovebirds (in general) are not known for their talking ability, although there are some lovebirds that do learn words - the females are usually the ones that do this.

Potential problems
Lovebirds are very vocal birds, making loud, high-pitched noises that can be a nuisance. They make noise all day, but especially at certain times of day.

As stated above, lovebirds are also very active, and love to chew things. When they are let out of their cage, it would be wise to watch them carefully, and protect any furniture or anything they could possibly chew on.

Fischer's lovebirds, like many captive birds, can also suffer from feather-plucking if they get bored, or stressed. To prevent this, the lovebirds should be provided with many things to play with and chew on. They should have a roomy cage, and should be shown affection if they enjoy it. After feather-plucking starts, it is very hard to stop the habit. Providing them with the things mentioned above and giving them time will often reduce or stop the habit.

Lovebirds are notorious for being nesty birds, especially during mating season - for this reason, loose material such as shredded paper, fabric, etc. are not good things to give to your lovebird because they could see it as nest-making material and attempt to mate, which is not something that should be attempted by someone without lots of experience. "Huts", or hiding places and small enclosures that people often give their pet birds, are also not good for the same reason.

Fischer's lovebirds are prone to a mysterious disease characterized by having brownish to creamish patches in their feet and legs, which is probably an infection as a result of their obsessive biting of those areas. It is not known what causes this disease. One hypotheses is that they suffer from hormonal problems caused by changing light levels and the inability to perform things Fischer's lovebirds in the wild would naturally perform, such as building a nest. Another hypothesis is that it is caused by a pathogen. If the signs are detected, fischer's lovebirds should immediately be taken to the vet. Treatments usually involve antibiotics for the wounds, and some way to stop them from continuing the biting of the area. This can sometimes be accomplished with sedatives. Use of the Elizabeth collar should be an option of last resort, as wearing them is extremely stressful both to the bird wearing the collar and to the birds around it. Some lovebirds may start feather-plucking as a result of the stress.

Lovebirds are also known to be nippy and bossy. Although this can be seen as amusing and endearing by many owners, some do not like it; a lovebird, while a nice pet, is not for everyone. They bite very hard and love to test their limits - if the owner does not set them early on, he or she will have a bird that bites to get their way.

title: Transwiki:Fischer's Lovebird


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Animal Care/Nile Monitor

The Nile monitor (Varanus niloticus) is a large member of the monitor lizard family (Varanidae). They can grow to about 6 feet in length and have muscular bodies, strong legs and powerful jaws full of sharp teeth. They also possess sharp claws used for climbing, digging, defense, or tearing at their prey. Like all monitors they have a forked tongue, which facilitates their sense of smell.

Nile monitors live in Africa and are found near their namesake, the Nile. Their nostrils are placed high on the snout, indicating that these animals are highly aquatic. They are also excellent climbers and quick runners on land. Nile monitors feed on fish, frogs, eggs, birds, small mammals, insects, molluscs and carrion.

As Pets
Nile monitors make great pets for the EXPERIENCED OWNER and are not recommended as beginner pets.

Nile monitors will require a very large cage that is twice as long as the lizard. A 6 foot monitor would require a 12x6x6, with three feet of dirt. The same ratios should be used for their entire life. A 3 foot monitor would need a 6x3x3, with 1.5 feet of dirt. Due to their large size, adults will require custom built quarters. Dirt is the best substrate, and the only substrate that should be used. Landscape with rocks, driftwood, or hollow logs. A water dish large enough for the lizard to soak in should be used. Nile monitors have a tendency to defecate in the water dish so clean it whenever soiled or at least daily.

Nile monitors should have a daytime temperature gradient of 80-90 °F (27-32 °C) and a nighttime temperature of 78-80 °F (26-27 °C). A basking spot of 140 F SURFACE temp should be provided at least 12 hours a day. A thermometer should be used to verify the temperature. The humidity should be near 60% ideally.

This species is extremely hardy in captivity when properly maintained. Respiratory infections are common, however, in monitors kept too dry. Wild caught animals should be checked for internal parasites. The Nile monitor has a very aggressive temperament with a powerful bite and a lashing tail. With care and especially if raised from a hatchling, Nile monitors can sometimes be successfully tamed. Do not expect overnight results as it can take some time. Remember to cater to your monitor's individual personality when attempting to tame them. A confident-aggressive monitor will do fine with lots of handling while a skittish-aggressive monitor will become more stressed and more unmanageable. I strongly suggest captive bred specimens if you truly desire to tame this magnificent species. There are also many examples of tame Nile monitors available on YouTube that are full of tips and tricks for taming. Remember, there isn't any one method that's best for a species as a whole. There are lots of possible personalities just like with people. They must always be treated as an individual in order to maximize their potential.

title: Animal Care/Nile Monitor


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Wikijunior talk:Languages/Hebrew

No heading, unsigned
אני הולך הביתה

Level
I tried to clean up the history section a bit. I thought that some of the language and sentence structure was a little to advanced for children. "Emigrated to the diaspora" seemed a little too advanced for 12 year olds. I didn't object to the content but I couldn't figure out a way to make it more straight forward for children.Rmawhorter (talk) 00:33, 25 January 2008 (UTC)

Chile
In Chile there is no significant hebrew-speaking population. Though there is an important jewish population, most of them do not speak hebrew. —The preceding unsigned comment was added by 190.21.239.14 (talk • contribs) 18:45, 15 March 2009.

Two suggested changes as pronunciation aids
I suggest two changes to indicate pronunciation for young readers of English: I'll carry out these changes and watch for responses from other editors. -- Deborahjay (discuss • contribs) 11:22, 6 December 2014 (UTC)
 * ALL CAPS for stressed syllables
 * indicate pronunciation of long vowels as EE for i and OO for u

Question: יום טוב?
Are we sure that "יום טוב" should really be on this page? That phrase has a specific meaning in Hebrew (viz, a holiday), and I'm not aware that it is ever used in the manner that "good day" or "bonjour" or "guten Tag" is used in other languages. StevenJ81 (discuss • contribs) 17:46, 24 March 2015 (UTC)

title: Wikijunior talk:Languages/Hebrew


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Wikibooks talk:Templates/User notices

Spam/External links user warning
Not sure if this is the correct place for this - there seem to be few talk pages in use in the templates generally. Hopefully someone will notice and put me right if it isn't.

I noticed yesterday that someone had marked a page for speedy del because of blog spam and I've just marked another page with the same content and taken a link out of a template too. I took a look at the user warning message to see if it was worth placing it. However the current warning is very specifically directed to commercial links and I was wondering if the changing nature of the internet and links meant this should be reviewed?

A short while ago Wikipedia's equivalent was reviewed and changed due to this sort of thinking and currently reads

"Please do not add inappropriate external links to Wikipedia. Wikipedia is not a mere directory of links nor should it be used for advertising or promotion. Inappropriate links include (but are not limited to) links to personal web sites, links to web sites that you are affiliated with, and links that exist to attract visitors to a web site or promote a product. See the external links guideline and spam policies for further explanations of links that are considered appropriate. If you feel the link should be added to the article, then please discuss it on the article's talk page rather than re-adding it. See the welcome page to learn more about Wikipedia. Thank you."

Given this is Wikibooks and the books are supposed to be "all you need" generally external links would seem inappropriate to me. However others may well not agree but I have a feeling that this discussion probably will take place soon if not now. Equally the other templates in this series may need review? If it is appropriate/necessary I can open sub pages for the discussion for clarity or moved the dicussion to individual talk pages for the templates? -- Herby talk thyme 12:15, 28 October 2006 (UTC)

title: Wikibooks talk:Templates/User notices


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User talk:Mikeybob17

Aaron Knights
This is being deleted, as a copy-paste move from wikipedia without a contribution history (therefore a copyvio). If you would like this article imported for some reason, please list it on WB:RFI.-- SB_Johnny | talk 12:30, 28 October 2006 (UTC)

title: User talk:Mikeybob17


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Cookbook talk:Green Turtle Soup

I'm trying to convert this cookbook page into metric units but I have no idea what a QUART is. If anyone can help please update this page. Thanks. Xania 14:27, 28 October 2006 (UTC)

title: Cookbook talk:Green Turtle Soup