text:
Adventist Youth Honors Answer Book/Vocational/Bookkeeping

1. What is the difference between bookkeeping and accounting?
Bookkeeping refers only to the actual posting of financial transactions into the various journals and account ledgers (e.g., collecting the raw financial data). This provides the underlying foundation for a system of accounting, which accumulates and organizes the raw data into useful information.

a. Asset
An asset is an economic resource owned by a person or company that is expected to provide them future benefits. Examples include, but are not limited to, cash, accounts receivable, supplies, furniture, land, and buildings.

b. Liability
A liability is an obligation that will have to be satisfied at some time in the future. Satisfaction of the liability may be by payment of money, transfer of other assets, or the performance of a service.

Example: Company A bought $10,000 worth of widgets from Company B. Company B says that Company A has until the end of the month to pay the $10,000. Company A has a $10,000 liability to Company B.

Example: Amy sends $25 to Reader's Digest for a year's magazine subscription. Reader's Digest then has a liability to Amy to send her a year's worth of magazines.

c. Credit
A credit is an entry on the right side of an account. It represents an increase in a liability, owner's equity, or income and represents a decrease in an asset.

d. Debit
A debit is an entry on the left side of an account. It represents an increase in an asset or expense and represents a decrease in a liability or owner's equity.

e. Posting
Information about transactions is collected in journals. Typically a business will have a Cash Receipts Journal, a Cash Disbursements Journal, and a General Journal (where transactions affecting accounts other than cash are accumulated).  Posting is the process of transferring the debits and credits recorded in the journals to individual accounts.

Example: At the end of the week the Cash Disbursements Journal is totaled. Checks totaling $3,694.32 were written that week. $2,075.00 of those checks were written to pay bills (Accounts Payable) and $1,000 was written in salary checks to employees. The remaining $619.32 was used to purchase office supplies. The bookkeeper would post a debit of $2,075.00 to Accounts Payable, a debit of $1,000 to Salary Expense, a debit of $619.32 to Office Supplies Expense, and a credit to Checking Account of $2,075.00.

f. Trial balance
A trial balance is a listing of all the business's accounts with their balance at a specific date and time. It is used as a check to determine that both sides of each double-entry transaction have been posted. Asset and expense accounts (accounts that normally have a debit balance) are added together in one column. Liabilities, owner's equity, and income accounts (accounts that normally have a credit balance) are added together in another column. If the bookkeeper has added and subtracted properly, the two columns should have equal totals.

g. Voucher
A voucher is basically a "permission slip" authorizing a transaction. It details the transaction approved and is signed by one or more company officials with authority to approve the transaction. At a minimum the voucher would show what item(s) may be purchased and at what price per unit.

h. Invoice
An invoice is an itemized bill with detailed list of goods shipped or services provided, each with their individual costs. For example, the invoice might show that a company bought 10 trashcans @ $15.00 a piece and 2 packages of trash can liners at $7.00.

i. Interest
Interest is a charge made for the use of money. It is usually expressed in an annual percentage rate (APR). One may pay interest (such as on a mortgage loan) or earn interest (such as from money deposited in a savings account).

3. What is the difference between double-entry bookkeeping and single-entry bookkeeping?
In single-entry bookkeeping, the effect of a transaction on one account only is recorded. For example, if a business spent $7 million to buy a new office building, a $7 million decrease to cash would be recorded. This could be compared to when an individual writes a check and records it in his or her checkbook.

Single-entry bookkeeping is not a prevalent method used in business. All definitions in the section above presume that double-entry bookkeeping is being discussed.

Double-entry bookkeeping recognizes that a transaction has several effects. While the purchase of the office building mentioned above did decrease the business's cash by $7 million it also increased the business's assets by $7 million—they now own an office building that hopefully is worth $7 million.

(Note that it is more likely that the business would not have $7 million cash on hand and would obtain a mortgage loan for the purchase. Cash was used in this example for simplicity's sake.)

4. What education is necessary to be a bookkeeper? What other education is helpful to a bookkeeping career?
One could become a bookkeeper having only taken a high school bookkeeping course, given the computer software currently available. This would be especially true of a bookkeeping position at a very small business. A two-year degree at a technical college would probably open up bookkeeping jobs at a somewhat larger company or as a paraprofessional at an accounting firm. Other courses that further one's understanding of business are helpful in advancing in one's career. These would include economics and marketing, which are part of the course work needed to earn one's Bachelor's degree in accounting.

5. What are some career fields that are related to bookkeeping?
The jobs of Accounts Payable Clerk and Payroll Clerk would be quite similar to that of a bookkeeper. The difference is that the Clerk would be responsible for recording bookkeeping entries for one specific aspect of the company and would report to the Bookkeeper.

Some businesses, particularly very small ones, may have an employee whose duties combine those generally performed by a bookkeeper with those performed by a secretary.

A person who has enjoyed being a bookkeeper may well enjoy furthering their education and becoming an accountant. The job accountant can cover many different types of jobs including C.F.O. (Chief Financial Officer) of a company, a C.P.A. (Certified Public Accountant) auditing businesses' financial statements, a tax return preparer, or a financial advisor to wealthy individuals.

6. Conduct an interview with your church treasurer, asking the following questions

 * a. How much time do you spend each week at your job as church treasurer?
 * b. What do you do with the money collected in the offering plates?
 * c. How do you keep track of who contributed how much money?
 * d. What money is sent to the conference?
 * e. What money is kept in our local church?
 * f. Are your records ever reviewed by an accountant? How often?
 * g. How do you report the church finances to the church board?
 * h. How do you report the church finances to the conference?

Make arrangements with your church treasurer well ahead of time so that she has plenty of time to work you into her schedule. Be flexible in scheduling your guest's time with your club. It may be necessary to have "honor time" earlier or later in the meeting to accommodate her schedule. Remember (and remind your Pathfinders) that she is doing you a favor by taking time out of her schedule to help you with this requirement. You may wish to provide the questions to her in advance so she doesn't have to come up with the answers on the spot. Write the questions down on index cards and pass them out to your Pathfinders so that they can take turns asking them.

About the Author
Virginia Thomas, C.P.A.,received her B.S. in Accounting from George Mason University in 1988. Her work experience includes public accounting firms Laventhol & Horwath and Hariton, Mancuso, & Jones.

| /Completed Honors


text:
Calculus/Parametric Differentiation

Taking Derivatives of Parametric Systems
Just as we are able to differentiate functions of $$x$$, we are able to differentiate $$x$$ and $$y$$ , which are functions of $$t$$. Consider:

$$\begin{align}x&=\sin(t)\\y&=t\end{align}$$

We would find the derivative of $$x$$ with respect to $$t$$, and the derivative of $$y$$ with respect to $$t$$ :

$$\begin{align}x'&=\cos(t)\\y'&=1\end{align}$$

In general, we say that if

$$\begin{align}x&=x(t)\\y&=y(t)\end{align}$$

then:

$$\begin{align}x'&=x'(t)\\y'&=y'(t)\end{align}$$

It's that simple.

This process works for any amount of variables.

Slope of Parametric Equations
In the above process, $$x'$$ has told us only the rate at which $$x$$ is changing, not the rate for $$y$$, and vice versa. Neither is the slope.

In order to find the slope, we need something of the form $$\frac{dy}{dx}$$.

We can discover a way to do this by simple algebraic manipulation:

$$\frac{y'}{x'}=\frac{\frac{dy}{dt}}{\frac{dx}{dt}}=\frac{dy}{dx}$$

So, for the example in section 1, the slope at any time $$t$$ :

$$\frac{1}{\cos(t)}=\sec(t)$$

In order to find a vertical tangent line, set the horizontal change, or $$x'$$, equal to 0 and solve.

In order to find a horizontal tangent line, set the vertical change, or $$y'$$, equal to 0 and solve.

If there is a time when both $$x',y'$$ are 0, that point is called a singular point.

Concavity of Parametric Equations
Solving for the second derivative of a parametric equation can be more complex than it may seem at first glance.

When you have take the derivative of $$\frac{dy}{dx}$$ in terms of $$t$$, you are left with $$\frac{\frac{d^2y}{dx}}{dt}$$ :

$$\frac{d}{dt}\left[\frac{dy}{dx}\right]=\frac{\frac{d^2y}{dx}}{dt}$$.

By multiplying this expression by $$\frac{dt}{dx}$$, we are able to solve for the second derivative of the parametric equation:

$$\frac{\frac{d^2y}{dx}}{dt}\times\frac{dt}{dx}=\frac{d^2y}{dx^2}$$.

Thus, the concavity of a parametric equation can be described as:

$$\frac{d}{dt}\left[\frac{dy}{dx}\right]\times\frac{dt}{dx}$$

So for the example in sections 1 and 2, the concavity at any time $$t$$ :

$$\frac{d}{dt}[\csc(t)]\times\cos(t)=-\csc^2(t)\times\cos(t)$$

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

authors: יהודה שמחה ולדמן

title: Calculus/Parametric Differentiation


text:
User talk:68.157.248.115

Language Resources
The content on the links you have provided (or moved further up) has been stolen from http://www.ielanguages.com/. I have reverted your changes. --haginძaz 01:20, 11 May 2006 (UTC)

title: User talk:68.157.248.115


text:
Linear Algebra with Differential Equations/Homogeneous Linear Differential Equations/Real, Distinct Eigenvalues Method

If the eigenvalues for the characteristic equation are real and distinct, mathematically, nothing is really wrong. Thus, by our guess and the existence and uniqueness theorem, for an n-size square matrix, the solution set is determined by:

$$\mathbf{X} = \{ e^{\lambda_1 \cdot t} ; e^{\lambda_2 \cdot t} ; ... ; e^{\lambda_{n-1} \cdot t} ; e^{\lambda_n \cdot t} \}$$

Then since the linear combination of two solutions is also a solution (which can be verified directly from the structure of the problem), we can form the general solution as such:

$$\mathbf{X} = c_1 e^{\lambda_1 \cdot t} + c_2 e^{\lambda_2 \cdot t} + ... + c_{n-1} e^{\lambda_{n-1} \cdot t} + c_n e^{\lambda_n \cdot t}$$

What's interesting is when the eigenvalues are not so simple.


text:
Talk:Ada Programming/Types/delta

Rework needed!
Randy Brukardt said this on c.l.a (10.v.2006, thread 'Ada decimal types'):

There is no such thing as "binary fixed point"! There is "ordinary fixed point" and "decimal fixed point". For all fixed point types, the "small" is the smallest value that can be exactly represented. Other values are multiples of the small. (The only effect of the delta is to provide guidance for the *default* selection of the small value; the only thing that matters is the small value). For "ordinary fixed point", the small value can be anything. The *default* is a power of two, but it can be specified as any value (including powers of ten). For "decimal fixed point", the *default* small value is a power of ten.

The representation of the multiples of small can be anything that the compiler wants to use (and this may, but doesn't have to vary between ordinary and decimal fixed point types). Typically, the representation is some binary integer representation.

It is possible for a compiler to reject specifying a small of 1.0e-6. That would be a pretty lame Ada 95 compiler, IMHO, given that it has to be supported in decimal types. Ada 83 compilers used to reject these because there were impossible precision requirements for mixed multiplies (these were changed in Ada 95), so there may be some Ada myths about avoiding the specification of small values.

I think that *all* ordinary fixed point types should have 'Small specified, because then there is no surprise or guesswork as to what precision is being used.

I was going to suggest that you read some online resources, but I wasn't able to find any that explain this correctly (other than the RM, and I wouldn't suggest starting there!). Specifically, the wikibook entry is over-simplified to the point of being wrong. I hope someone has the time to correct it on the lines I give above.

Sjw 05:39, 11 May 2006 (UTC)

 * Its' a wiki - everybody can redo it - you too. There is no need for critisim on the Talk page - just hit edit and correct it - talk pages are only needed when there is a dispute of some sort. --Krischik T 18:10, 11 May 2006 (UTC)

 * Was intended as a reminder that one of us needs to do something, but it's not going to be me this week! --Sjw 18:37, 11 May 2006 (UTC)

title: Talk:Ada Programming/Types/delta


text:
Linear Algebra with Differential Equations/Homogeneous Linear Differential Equations/Imaginary Eigenvalues Method

When eigenvalues become complex, mathematically, there isn't much wrong. However, in certain physical applications (like oscillations without damping) there is a problem in understanding what exactly does an imaginary answer mean? Thus there is a concerted effort to try to "mathematically hide" the complex variables in order to achieve a more approachable answer for physicists and engineers. Essentially, we have a solution that in part looks like this:

$$(\alpha + \beta \cdot i) \cdot e^{r + i \lambda_1 \cdot t}$$

But by Euler's formula:

$$(\alpha + \beta \cdot i) \cdot e^r (cos(\lambda_1 \cdot t) + i \cdot sin(\lambda_1 \cdot t))$$

Now we distribute the terms:

$$e^r(\alpha \cdot cos(\lambda_1 \cdot t) - \beta \cdot sin(\lambda_1 \cdot t)) + i \cdot e^r (\beta \cdot cos(\lambda_1 \cdot t) + \alpha \cdot sin(\lambda_1 \cdot t))$$

Since this is a linear combination of two terms, $$i$$ is a constant (complex, but still a constant), each part is an element of the set of solutions and the general solution can be constructed therein.


text:
User:Junesun

I learn therefore I am.

I'm a woman from Germany. I have a huge interest in languages, programming, politics, history, philosophy and Judo. I study French studies (including didactics), computational linguistics and management at university. Additionally I work as a tutor for German, Latin, French and English and I have several years of experience in tutoring, both locally and over the internet. If you might be interested in lessons via e-mail, text chat or voice chat, please contact me: yutian.mei@gmail.com. The first lesson is always free, so that you can see whether the class is right for you. After that, prices depend on subject, medium and intensity of teaching.

My native language is German, but I speak English on a near-native level. My French is almost as good and I've been trying (in vain so far!) to acquire a Quebecois accent without the benefit of living in Quebec. I speak Esperanto and read Latin quite well. My Italian used to be very good (enough to give a lecture about the causes of Venice's frequent floods) but I haven't had an opportunity to practise with a native speaker in over 2 years. Following a summer's course in Beijing and some serious studying in Germany, my spoken Chinese (Mandarin) is passable and I know about 800 characters. I'm still working on that. I'm also still working on my Greek, which is approximately at the same level. Apart from this, I have successfully learned the Korean and Arabic script, except that as of yet I can hardly say anything in these languages for lack of a good course / teacher. I used to dabble in Thai as well and would like to take it up again. I've recently tried out some Dutch and Spanish, since I can already understand 90% or more of these languages because of my knowledge of German/English and Latin/Italian/French. I've also always wanted to learn Indonesian (because of its simplicity) and Swahili (because it's one of the easier and more useful African languages). In a perfect world, I'd be speaking all of the world's known languages by the time I die (yes I am a Unilang member), but I don't think it's going to happen. I don't have a talent for languages, just an immense love for them.

My biggest online project is www.sprachprofi.de.vu (currently migrating to www.learnlangs.com), where I collect all kinds of material that may help people to learn a foreign language for free. I also teach Latin there.

It probably doesn't come as a surprise that my biggest interest on Wikibooks are the language-teaching books. A lot of them are currently not very useful to the student (I gave a lightening talk about this at the Wikimania conference). My goal is to contribute to the development of high-quality language-teaching books on Wikibooks. How I go about this:
 * discussing possible improvement of Wikibooks at Wikibooks talk:Languages bookshelf
 * informing authors about the existance of Authoring Foreign Language Textbooks
 * proposing a tested-and-true approach myself at Authoring Foreign Language Textbooks/Bite-sized language lessons
 * trying to attract more authors through this pledge
 * assisting with the development of lessons and curricula
 * writing lessons / courses myself (no longer, for lack of substantial contributions from others)

I'm currently involved in the following Wikibooks / Wikibook pages:

 * Esperanto/Quick and dirty guide - my creation
 * BLL German - my creation, a practical appliance of Authoring Foreign Language Textbooks/Bite-sized language lessons and partly copied from existing lessons on my homepage
 * Modern Greek - working on lessons teaching the alphabet step-by-step and wrote a curriculum for an improved future course; thanks to User:Christos, a native speaker, for his invaluable support in this
 * Arabic/Writing lessons plan - trying to stir the community to create similar lessons for the Arabic alphabet or at least lay the foundation for them, see also
 * Thai/Writing lessons plan - ditto for Thai

I used to also be involved in Wikipedia (user name: Junesun), but I'm fed up with seeing my hard work deleted by adolescent boys with too much power on their hands.

title: User:Junesun


text: User talk:Nelson Carroll

title: User talk:Nelson Carroll


text: User talk:MorbidlittlelamB

title: User talk:MorbidlittlelamB


text:
Talk:Ancient History

Stubs
The Ancient History project now has its own stub marker,. Please feel free to use it.

AP Ancient History Standards
The Ancient History page formerly specified in the first boxed text that the book should follow the standards for teaching AP Ancient History. Does anyone know or have easy access to those standards? Why was this specific standard removed? What is the new standard to which we are creating and editing this document? I am interested in developing it for a ninth grade audience, at least, but maybe this isn't good enough. Andrew Watt 04:15, 1 June 2006 (UTC)
 * It was probably removed because College Board does not offer an AP Ancient History test, but a comprehensive World History test. Some schools divide the AP course into multiple classes; some called AP Ancient History. The standards for the first section of the World History course covers the Neolithic through the fall of the Classical civilizations. (8000 BCE - 600 CE). A brief topic outline can be found here, on the College Board website. -JCarriker 07:14, 8 June 2006 (UTC)
 * OK, that makes sense. Thank you. -Andrew Watt 11:02, 8 June 2006 (UTC)

Bibliography, Glossary and Biographical Dictionary
Please remember to insert materials consulted into the Bibliography as you work, and that special words can go in the glossary, and that important persons should go in the Biographical Dictionary. This will help build a textbook worthy of the name. It would also be useful to develop a set of study questions at the end of each wiki page, but that will come in time. Andrew Watt 16:44, 2 June 2006 (UTC)

Russia?
Russia has no ancient history, I don't think there is much sense comparing it to for example Mezopotamia or Rome. --Derbeth talk 09:04, 11 May 2006 (UTC)

Does Russia not have ancient history, or does it not have ancient history yet? What does archaeology show? What is known and available in Russian, but not known much in English? Andrew Watt 00:54, 1 June 2006 (UTC)
 * The area that is now Russia does have ancient history, but Russian civilization dates to the formation of the Kievan Rus society. What is now Russia was occupied by earlier semi-nomadic societies like the like the Sycthians or the Huns. Discussion of these peoples would probably be best in their own section, rather than one entitled ancient Russia to avoid confusion. -JCarriker 03:17, 12 June 2006 (UTC)
 * I have moved that section to History of Russia/Contents, where it will be expanded to include the entire scope of Russian history. Νεοπτόλεμος ( talk | email | contribs ) 21:11, 27 March 2008 (UTC)

Philosophy of Text
I am putting the following two paragraphs in boldface because I would like them to represent the philosophy of this book. They're not the official policy, because I wrote them and no one has agreed that they're the philosophy yet. Please feel free to use strikethru's and italics to make proposed changes. My own preference is for karass and not granfaloon, but some people like policy so here's my proposal. -Andrew Watt 15:25, 6 June 2006 (UTC)

'Ancient History is intended to be a high school level history textbook of the world from 4 million years before the present day to 500 CE 600 CE''. It will deal wtih themes chronologically, geographically, and thematically. So, questions of human evolution origins will be placed in the first chapter, because this is a widely accepted scientific theory based on archaeology and paleoanthropology; while questions of Biblical creation will be addressed in a chapter on Israel and the origins of Judaism. Issues appropriate to a specialist in the field should be summarized ("Scholars [or the specific term for the scholar such as Egyptologist, if the term is well known] wonder whether Tutankhamun was killed or died of natural causes.") rather than argued in several paragraphs. Broad themes supported with accurate detail are better than mountains of data. Other textbooks dealing with specific ancient cultures should be developed to deal with deeper issues—if desired—rather than become a disproporionate section of this text. For this project, no specific culture should have more than ten or twelve separate modules/wikipages.'''

'''Contributors agree that people make history interesting; therefore they use active voice statements rather than passive voice. ("archaeologists have found caves where people lived" as opposed to "caves have been found where people lived.") They prefers human explanations to divine or alien intervention. Because the book deals with numerous world civilizations, and because Wikibooks is an international project, BCE/CE dates should be used instead of BC/AD dates. Contributors recognize that environmental changes can be both a cause and effect of human behaviors, this is a text that presents consenus among modern historians about historical events—where there is dissension among historians the leading arguments will be briefly presented and in a manner apropriate for a high school audience—theories that contradict historical ans scientific consensus should not be included in the text..'''

Comments
I have suggested some changes, per Andrew's above prompt. I'll offer more comments later. - JCarriker 11:12, 9 June 2006 (UTC)
 * I like your changes. I'm taking my car in for repairs today, and I may or may not have internet. We'll see. -Andrew Watt 11:46, 9 June 2006 (UTC)

I see that this issue remains unresolved. I have a number of comments, which I number for ease of future reference:

Jguk 11:09, 24 December 2006 (UTC)
 * 1) When considering style issues, a Wikibook should adopt a style of writing that is suitable for its target audience;
 * 2) Different Wikibooks will have different target audience. Wikibooks writing on a similar subject for different target audiences may well, therefore, adopt different styles;
 * 3) It is still not clear to me what the target audience of the Ancient History Wikibook is. You say "high school", but what age group does this refer to, and where is the high school located? Anywhere in the world, or in a particular US state? You make a reference to Wikibooks being an international project, but not that the book is to have an international audience. This makes it impossible for me to make definitive comments on the style of this book as it presently stands;
 * 4) It's quite reasonable for Wikibooks to have a number of books on Ancient History. In particular, I note that history is of great interest to many non-academics. The popularity of museums, ancient sites and literature published for the popular market evidences this. I would hope that Wikibooks would seek to have a book on Ancient History targeted at a wide, non-academic audience. I wonder whether it would be better to maintain the current text as having a general audience, and then allowing more specialised texts to be added elsewhere;
 * 5) As noted above, I am unable to tell whether this book has that audience. It may be that we need the Ancient History page to be a portal page to a number of books on the subject, one or more of which are for a non-academic audience, others being for various academic audiences;
 * 6) In terms of the particular style under consideration, the most appropriate style when writing for a general, non-academic audience is BC. The sheer domination in numerical terms of BC references, coupled with the likelihood that many general readers will not be as familiar with BCE as with BC, and the disputes that have occurred when there have been attempts to introduce BCE notation to a general audience are all evidence of this. As someone who is interested in history, and who has visited historical sites throughout the UK, Gibraltar and Malta in the last few years, I can truthfully say that I have never seen nor heard BCE notation other than on some internet sites and on the very occasional, and always imported, book. There's no doubt that if you are writing for someone like me, BC notation is the most appropriate;
 * 7) As noted above, this will not be generally true of all target audiences. To give another example (which is deliberately equally clearcut), if you are writing for English-speaking Israelis, BCE notation should be preferred - indeed, nowadays it would be perverse for the knowledgeable writer to use BC when writing for that audience.

Further to my comments above, might I suggest the following:

Heading: Who this book is for

'''Ancient History is intended to be a history textbook targeted English-readers the world over who are not historians by trade, but are interested in ancient history. For the purposes of this textbook, ancient history is taken to be the period from 4 million years before the present day to AD 600. [Wikibooks has other books on related issues that can be found XXXXXX]'''

[jguk comment: AD 600 seems like a late date for Ancient History to end!!!]

Heading: Note for contributors

'''This book will deal with themes chronologically, geographically and thematically. Issues appropriate to a specialist in the field should be summarized ("Egyptologists wonder whether Tutankhamun was killed or died of natural causes") rather than argued in several paragraphs. Broad themes supported with accurate detail are better than mountains of data.'''

'''Contributors agree that people make history interesting; therefore they use active voice statements rather than passive voice ("archaeologists have found caves where people lived" as opposed to "caves have been found where people lived"). This book should present consensus among modern historians about historical events—where there is dissension among historians the leading arguments will be briefly presented and in a manner appropriate for the target audience—theories that contradict historical and scientific consensus should not be included in the text.'''

'''This book is written in American [jguk comment: substitute British, if preferred, I don't think it makes much difference which dialect is used] English, but as it is for an international audience, try to avoid words and phrases that are unlikely to be familiar with the American dialect. Use BC and AD for dates.'''

Jguk 11:26, 24 December 2006 (UTC)

Exitisting modules for civilizations formed after 600 or 500 CE
The following links are to existing modules that fall outside of the scope of this text, but were previously part of its contents. I have removed them to here in the hope that a more appropriate book can be found for them. -JCarriker 02:16, 12 June 2006 (UTC)

 * 1) (wp) Aztec Empire
 * 2) (wp) Ancient Cuba
 * 3) (wp) Incan Empire
 * 4) (wp) Toltec Empire
 * 5) (wp)  Russia

 * They are after 600 CE. But... if they get put in a book on modern history, they tend to get swept under the rug as civilizations destroyed to make way for the modern era.  Russia should probably go to a book on the Middle Ages -- Incas, Aztecs, Toltecs and Cuba maybe should stay until we find a better book for them.  And frankly, I want to learn more about them, myself! -Andrew Watt 10:42, 12 June 2006 (UTC)

 * I have moved the Russia section to History of Russia/Contents. The other Amerindian civilizations should stay, I think. Νεοπτόλεμος ( talk | email | contribs ) 21:14, 27 March 2008 (UTC)

China
Can not the Xia, Shang and Zhou subsections of the East Asian section be merged with the Chinese article itself? As well as this, the whole Eastern Asian portion could use some elaboration, or at least some cleaning up. -GuoXia

 * It could definitely use some cleaning up, but I have to admit that I don't know enough about Chinese history to organize this section. My own school's history text divides the study of China into "early river valley civilizations", the "unification of china", "the Han empire", the "tang and song dynasties", and the closing of China under the "Ming Dynasty".  This is Roger Beck's World History: Patterns of Interaction , from McDougal Littell.  I don't think it's a good book, which is why I'm interested in this project. Andrew Watt (talk) 02:53, 4 March 2008 (UTC)

Also, what about a section concerning the Three Kingdoms Period of China, to insert between the Han and Sui sections? -GuoXia

Contents page
I think this book would look better if we separated the cover page into two pages by moving the contents to a separate page, like... say... Ancient History/Contents. Thoughts? Νεοπτόλεμος 21:38, 30 December 2007 (UTC)

Level and Depth
We need to keep in mind what level or depth of detail we wish to go into. Will it be high school level or college level. For one it seems beneficial to make it a college level text so that it can be used for study of each of the individual cultures by them selves without being too short.

glossary
Going to work on glossary. I think we should have more than 1 definitions for a word.

title: Talk:Ancient History


text:
User talk:Sudhirsheth~enwikibooks

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Sudhirsheth. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sudhirsheth~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:44, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:33, 19 April 2015 (UTC)

title: User talk:Sudhirsheth~enwikibooks


text:
User talk:Higgib56

Image Copyright Problem: Image:Prim-Sec Alkene.JPG
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If you have any questions, just leave a message on my talk page. Thanks again. Derbeth talk 09:20, 11 May 2006 (UTC)

title: User talk:Higgib56


text:
User talk:Ryan Schmidt~enwikibooks

Welcome
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title: User talk:Ryan Schmidt~enwikibooks


text:
Wikibooks talk:Computing department

Talk page guidelines

Please respect netiquette, assume good faith and be nice.

Section for Web Design?
I am a newbie to making webpages/websites. Which web design books could you recommend? Please give the Title of the book/s and name of Author and name of Publisher. Where can I get Copyright-free images for use in my webpages? Please give the links. 122.54.242.163 (talk)

title: Wikibooks talk:Computing department


text:
VCE Chemistry/Stoichiometry

Particles
You may remember that the matter of which the universe is composed is itself made up of particles. Chemistry deals with many particles: all molecules and the atoms that make them up are specific types of particle, we may also need to understand the behaviour of smaller subatomic particles, such as the electron or proton.

In general, the particles which we will encounter will all be of minuscule size and mass, and in vast numbers - a single carbon atom weighs and there are more than 5×1022 of them in a single gram of graphite.

Problems with Size
It can become very cumbersome to deal with such large and small numbers, especially during calculations. To overcome this impracticality, chemists deal with multiples of particles, instead of individually. A chemist will avoid calculating directly the number particles in a given sample - if the sample is of everyday proportions and the particles are on a molecular scale, then the number of particles will be immense whilst the mass of each particle will be infinitesimal. If instead the chemist calculated the number of multiples of a large, fixed number of particles, then, with clever selection of the specific number, the number of multiples present and the mass of each multiple would be much simpler and managable numbers. This can be compared to the sale of tiny items: if for instance, a grain merchant was to sell kernels of grain individually, then the price of each kernel would be frustratingly small and the merchant would need to painstakingly count out each kernel in order to make a sale. It is much more practical for the merchant to sell the kernels in intervals of some enormous number (by the kilogram, or even the ton) as they would be both easier to price and measure.

Atomic and Molecular Mass, the Mole
Theoretically, scientists could have chosen any large number and used it as a standard multiple. It would seem convenient to select a power of ten, like 1023 or 1024 as this would simplify calculations. Instead, scientists have chosen the mole, which is defined as approximately 6.02252×1023 particles of the specific type in question.

Why 6.02×1023? From first glance, this additional number seems to complicate rather than simplify matters. This number was however selected carefully and deliberately. The secret to its advantage lies in the mass of the particles under scrutiny.

Recall that each atom of a single chemical element has a specific atomic mass that is unique to that element, and measured in atomic mass units (AMU). Each AMU is defined as one twelfth the mass of a specific isotope of carbon, but an AMU can also be expressed in grams - it is about

title: VCE Chemistry/Stoichiometry


text:
User talk:Ammaar

Welcome
Hello and welcome to Wikibooks. If you need any help, visit Community Portal.

Please leave comments only on talk pages. --Derbeth talk 10:28, 11 May 2006 (UTC)

title: User talk:Ammaar


text: Template:VCE Chemistry/Right Side note

title: Template:VCE Chemistry/Right Side note


text:
User talk:Mnzolek2

Welcome
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. --Cspurrier 14:54, 11 May 2006 (UTC)

title: User talk:Mnzolek2


text:
User talk:Swathi~enwikibooks

Welcome
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. --Cspurrier 14:55, 11 May 2006 (UTC)

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Unfortunately, your account clashes with another account also called Swathi. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Swathi~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

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title: User talk:Swathi~enwikibooks


text:
User talk:Menongirish

Welcome
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title: User talk:Menongirish


text:
User talk:Takwerbot2~enwikibooks

Welcome
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. --Cspurrier 14:58, 11 May 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Takwerbot2. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Takwerbot2~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:35, 19 April 2015 (UTC)

title: User talk:Takwerbot2~enwikibooks


text:
User talk:Daveman1010220~enwikibooks

Welcome
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. --Cspurrier 14:55, 11 May 2006 (UTC)

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

Unfortunately, your account clashes with another account also called Daveman1010220. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Daveman1010220~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:08, 17 March 2015 (UTC)

Renamed
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title: User talk:Daveman1010220~enwikibooks


text:
User talk:Nidhish~enwikibooks

Welcome
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. --Cspurrier 14:57, 11 May 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Nidhish. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nidhish~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:32, 17 March 2015 (UTC)

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title: User talk:Nidhish~enwikibooks


text:
User talk:Kgrill

Welcome
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title: User talk:Kgrill


text:
WebObjects/Web Applications/Development/Audit Trails

Pierce T. Wetter III
This gets discussed a lot, so there's plenty of examples around. For instance, here's an implementation by someone else I found via Google: http://web.archive.org/20050215013412/homepage.mac.com/i_love_my/code.html

However, unless you're insane enough to need to log every change to every object, the concept of an "audit trail" ends up being application specific in many cases. If you can simplify the requirements at all, do so. For instance, at www.marketocracy.com, we never "delete" a fund, we just mark it deleted. Similarly in forums, we don't "delete" forum posts we don't want to show, we "hide" them.

Funds we can't delete because they are cross linked to too many objects, but forum posts I purposely setup to not be deleted because I knew the day would come when someone went "oops" (and they did). So those tables have a flag, and the relationship is defined such that it ignores the "deleted" objects.

For "forecasting and recall" on www.marketocracy.com we record every trade already, so it was fairly easy in the business logic to add methods so that you could "time travel" to any point in time. That is, a trade adds shares to your account while subtracting from your cash (or the reverse). So shares on any position at any point in time is sum(trade.shares where date < desired time). So we've been able to avoid the need for an audit trail, because we already have an "accounting model" in that every operation is recorded as a transaction. In fact if I had to do Marketocracy over again, I might implement it as a double-entry bookkeeping system instead.

If I was going to log every change to every object, some typical hints are that if you subclass EOEditingContext, then prior to any saveChanges operation you can get a list of the inserted/deleted/changed objects (you have to call processRecentChanges first). If I was designing this, I'd make all my EOF objects have a common superclass/interface that implemented something like:

auditTrailChanged auditTrailInsert auditTrailDelete

Then on a class-by-class basis I could decide what to do. That could include inserting additional objects, etc. Like an object could compare itself to its snapshot if it had changed and it could record the old and new values to a generic object that stored AuditTrail(class name, primary key of object, username, timestamp, attribute, old value (string), new value(string)).

In psuedo code:

override saveChanges self.processRecentChanges foreach obj (self.changedObjects) obj.auditTrailChanged foreach obj (self.insertedObjects) obj.auditTrailChanged foreach obj (self.deletedObjects) obj.auditTrailChanged super.saveChanges


text:
User:Ah eric

Open day!!!

wish me all the best in the following tough days, job-hunting, disertation, if allowed, lottery as well:)

always remember: life is all about making choices for yourself, never others, cos it's your life.

Motto: fight to the death.

ooooooooooooooooooooho,

title: User:Ah eric


text:
Reaktor/Modules/Note Pitch

Note Pitch is an event source which outputs the pitch (key) of received MIDI Note On messages. The Min and Max properties determine the output range. When using the default range of 0 to 127, each step corresponds to a semitone, and middle C is represented by 60.

title: Reaktor/Modules/Note Pitch


text:
Talk:Portuguese/Contents/BPL1

Structure
Is it worth thinking about using the same structure as the "European Portuguese" version of this book? The current proposed structure looks rather forensic. I liked the way the European book introduced the various aspects of the language, and I thought it provided quite a good model for teaching. I would like to use this book to learn Brazilian Portuguese. Of course, that means I won't be able to help with the Portuguese itself, but I hope to help with the English-language parts of the book. Mjkaye 16:25, 11 May 2006 (UTC)

Yes, the structure of the European Portuguese course is not bad. Here's another structure to consider: Bite-sized language lessons. Also, there's a Wikibook on creating a good language course in which you may find some ideas. Junesun 18:39, 11 May 2006 (UTC)

Thank you, Judith. I take it the book you were referring to is Authoring Foreign Language Textbooks, which looks like an excellent resource. Also, seeing your German Language work reminded me that the German Wikibook has impressed a lot of people, and that would be a good book to emulate, although that's rather ambitious. I also like the ideas you put forth in your "Bite-sized" structure. It seems to have the right ideas. It would be good to know what Barrinha thinks, as he seems to have started things off. I'm also aware that all I've done so far is talk about things, and not really contributed anything to the book.

Anyway, we seem to have a few choices:
 * Bite-sized
 * Pronunciation and useful phrases
 * Introducing yourself
 * Asking about others
 * To be (I am, you are, it is, etc.)
 * Voicing your opinion

Etc., etc.
 * German Wikibook Emulation
 * Introduction with general information about Brazilian Portuguese (actually, I think this would be very useful)
 * Introducing yourself; pronouns; articles
 * Preferences; telling time; dates
 * Food; polite and formal conversation
 * Review 1
 * Clothing; shopping; description; colours
 * Family; possessives; description
 * School; school subjects
 * Review 2

The German Wikibook features a lot of the culture, and that seems to define a lot of the structure. I think this is no bad thing.

 * European Portuguese Wikibook Emulation
 * Saying Hello & "I am", "You are"
 * I Like & description
 * What Are You Going To Do?
 * Where Do You Come From? Description and nationality
 * Going Shopping. Clothes; polite conversation; "I want"
 * The Train. Asking questions
 * What Time Is It? & counting
 * Meeting People. & knowledge
 * Getting The Groceries. Shopping; comparisons.
 * My House. "I have"; "there is".

Mjkaye 13:07, 12 May 2006 (UTC)

 * Just one thing: you make it appear like it's a choice between topics (whether to have a lesson "Introducing yourself" first and then the verb "to be" and then "Numbers" or the like) when the lesson topics are actually the most variable part. The choice of order of topics only depends on which topics require what vocabulary / grammar as a pre-requisite. That is the only reason why you will find it immensely difficult to start a course with a lesson "At the airport" and so much easier to start a course with a lesson about small-talk or introductions.

The main thing to discuss is how to present whatever topic you choose for the start. That is for example: how many new words or new grammar are presented in one lesson? Should we have a lesson text or will sentences appear at various places within the lesson as illustration? Should we provide cultural information? If so, how much per lesson? Should we declare the goals of each lesson, so that the student knows what he will learn? Then you can worry about the order in which grammar is presented, which will also necessitate thinking about the topics. E. g. if you decide to introduce just regular verb endings in the present tense in the first lesson, you will need to think of a topic that does not require irregular verbs (e. g. "to be" - hard to avoid that!), other tenses, other moods, declensions, adjectives or the like. I have written a lot of language-learning material and I always found it easiest to first think of more or less natural conversations for common situations and then of the vocabulary / grammar requirements they have and then choose the topic that has the least requirements. This has three advantages:
 * 1) There will be a natural progression.
 * 2) The student will immediately learn something of practical value. He may even try out what he learned on his foreign friends. This will motivate him more than a lesson on how to say e. g. "The fat man is rich" or the like could. (common in language courses that think of grammar only)
 * 3) The student will not be overwhelmed with grammar or vocabulary. Nothing is more discouraging than when you still don't understand the lesson text after having studied the involved grammar and vocabulary for 2 hours. On the other hand, being able to move on quickly is very motivating, because the amount of lessons you do mark your progress.

I will include cultural information in the German Bites, I just didn't see a good opportunity to do that when I first wrote the lessons. Now I can think of some.

I think the German Wikibook is quite good, however it teaches more than 50 new words in the first lesson and the students also have to memorise 3 conjugation tables, the definite article and the indefinite one. That is quite a load and will take time to absorb, time during which the student always has to return to the same page and re-read and re-do everything. Not very motivating, but it's the standard in a lot of commercial textbooks, too. In the bite-sized lessons I try to really go step by step, not introducing more grammar or vocabulary than absolutely necessary while still teaching useful things to say. Since the students' taste varies in terms of how many new words per item of grammar they like, I also include lists with optional vocabulary that I won't take for granted in the next lessons but that some might want to learn. Or they can learn selectively only words that they deem useful for their personal situation. I always hated it when my textbooks required me to learn words that I knew I would never use. Also, one thing you should try not to imitate from the German Wikibook: they often don't offer word-by-word translations but instead asks students to memorise the whole expression. That promotes parroting rather than true understanding of the language. Probably unintentional, German native speakers might not believe that beginning students might not be able to spot the word for "profession" if you give them the equivalent of "What is your profession?". But it's counter-productive when you tell them "die Nummer lautet" is "the number is" and people start believing that "lautet" is the same as "is" when actually it's closer to "sounds".

In response to your e-mail: I don't know any Portuguese yet, however I would like to learn it and I can already understand a lot of the words and grammar because I major in Romance Languages. I speak German (native), English, French, Esperanto, Latin, Italian, Mandarin Chinese and Modern Greek, in order of proficiency. I also dabble in a couple of other languages, such as Arabic, Dutch, Indonesian, Korean, Swahili, Spanish, Thai... I'm interested in all of the world's languages.

Junesun 16:16, 12 May 2006 (UTC)

I think you've managed to explain, much better than me, what I was actually trying to say. The thing I liked about the European Portuguese version was that they had found practical conversations, in which to introduce grammar and vocabulary, and do so in a logical manner that has each lesson building on the knowledge from the previous one. Your notes about some of the methods used in the German book are useful, and it would be good to avoid some of those pitfalls.

I hope that we can make a top-class, professional book. One that is one of the most useful on the subject. To that end, I have started addressing the format of the first lesson. However, the decided structure is likely to have a significant impact on that chapter. I have made a new template, called "Language Table" (I'm sure there's a better name for it), to be used for vocabulary, verb, and dialogue tables. This is taken from the "German Table" template. Hopefully that can be used to make things more consistent and more easily read.

I wonder if this discussion should be moved to a proper "Planning" page.

I think the natural conversation approach is definitely the best method, and of course that does mean working out the grammatical content of each conversation, in order to work out the best order of the lessons. It would also be good to introduce cultural information through those dialogues and scenarios.

You're right about the way I presented the options. Your response made it clearer to me exactly what I was looking for, and it was the conversational approach. As you say, the order of the topics is less important.

I'm not sure I'd be too fond of having a lesson text, rather than shorter dialogues, but you probably have a better idea than me of what works best. As far as the format of the individual lessons are concerned, I think that both Authoring Foreign Language Textbooks, and your bite-sized lessons provide excellent templates (if using your format would persuade you to work on this book, I think that would be a good reason ;-) ). I think for the first lesson, "Introducing Oneself" would be a good topic, with a similar dialogue to that found in the European Portuguese section. And I agree that shorter lessons, with less vocabulary, would be most effective. As the Portuguese grammar Wikibook develops, it should provide a good supplement for those wishing to do more in depth studying (I'm pretty sure it's meant to be based on Brazilian Portuguese).

Mjkaye

 * I'm glad you find my comments useful.

I use "lesson text" to refer to the part of the lesson that contains a coherent set of sentences in the foreign language. This could be a dialogue, monologue, comic, poem, newspaper article, free text... I think for the beginning student dialogues are most useful, since everyday situations typically require dialogues. However, at a more advanced level you will want to use texts instead, as students learn how to write or understand texts. It would sound artificial to introduce the "written style" language in a conversation. Just like there are some things that are never written (e. g. "whaddaya know?"), there are also some things that are never said (e. g. long hypotactic sentences and certain verb forms).

I'd be glad to contribute to this course, however, as you know, I don't know any Portuguese yet. I can write/improve grammar explanations or tips for learning, advise on the structure or make sure that nothing is left unclear in the lessons, but I can't presume to teach Portuguese. We will definitely need a native speaker. Have you tried contacting people from the list of volunteer translators in Wikipedia? They might be interested. I found that most people are flattered if you try to learn their language and they will try to help.

Btw, the sound samples at http://commons.wikimedia.org/wiki/Category:Portuguese_pronunciation could be a start for the explanation of pronunciation. It would be better to have a Brazilian native speaker record exactly what is needed for the course.

Junesun 18:01, 16 May 2006 (UTC)

 * I've created a Planning page, for a more structured continuation of this discussion. I've tried to write down some of the conclusions we've come to. Please correct anything I've got wrong, and add anything else you'd like.

Sorry about the confusion regarding the "lesson text". Your comments about suitable texts for different levels definitely sound right.

When talking about your contribution, I was thinking about the grammar explanations, structure, and such; especially given your expertise with languages. Unfortunately, I can't write the actual Portuguese either. I can help to make explanations clear, and with structure, and also with technical aspects, such as making templates.

Contacting a translator is a good idea. I'll see if I can do that. As you say, we definitely need a native speaker.

Those sound samples look like a good resource. :-) Especially as most of them use Brazilian Portuguese pronunciation. And you're right that we should have a native Brazilian Portuguese speaker to record the various dialogues and the vocabulary. In fact, I think it should be stressed that the speaker should be a native speaker.

Hopefully, with these resources, we can make a great Wikibook. :-)

--MJKaye 10:48, 18 May 2006 (UTC)

Verbs
I like having a new verb taught each lesson. However, in my opinion we should group them in accordance with their English counterparts, i.e., one lesson for "to be" (ser and estar) and another for "to have" (ter and haver). Missionary (talk) 02:27, 23 April 2010 (UTC)

title: Talk:Portuguese/Contents/BPL1


text:
User talk:Yakudza

рускый
Дорогий Yakudza, звичайно ти правий, що в сучасних українських текстах як для давнього часу, так і для пізнішого часу слово рускый у старих текстах часто перекладається як український. Але це не правильне. На англійську мову, наприклад, це треба перекласти як Old East Slavic (у давніх текстах) або Ruthenian (у пізніших текстах), бо там ніколи немає відрізнення між сучасною Україною і сучасною Білорусью, а слово Ruthenian ясно говорить про те, що це вже не Росія. --Daniel Bunčić 16:45, 11 May 2006 (UTC)
 * Я практично зі всім погоджуюсь з деякими застереженнями - все-таки зі старих текстів рускый (в значенні Old East Slavic) практично не перекладається як український, навіть в ненауковій літературі. В значенні Ruthenian (тобто я так розумію періоду ВКЛ та Річі Посполитої) - інколи (наприклад, Руська мова (Ruthenische Sprache) - Староукраїнська мова, але в Білорусі Старабеларуская мова). Інколи руський (Ruthenian) передають як україський та білоруський, інколи просто український, якщо це стосується тільки території України (особливо якщо мова йде про козацтво, то руський практично не вживається) та загалом часто залишають і "руський".
 * Але коли зараз говорять про Галичину 19 століття, то практично завжди використовують "український" замість "руський", яке було тоді поширеним. Руський використовується тільки в усталених словосполученнях (uk:Руська трійця, uk:Руська Рада). Тобто для 19ст. руський та український практично можуть вважатись синонімами. І наостанок. Я можу погодитись, що це не завжди правильно з історичної точки зору, але явище вживання "український" замість "руський" існує в мові, воно зафіксовано в словниках і цілком може бути відображено в книзі. --Yakudza 18:44, 11 May 2006 (UTC)
 * Дякую, Yakudza, ти описуваєш ситуацію зусім такою, якою я її знаю. Тільки треба не перемішувати сучасну українську мову та українську мову XIX ст.  Якщо в XIX ст. в Галичині користували слово рускый, то переклад на сучасну мову можливий тільки на основі інтерпретації:  Якщо контекст дає підставу думати, що тут мається на увазі 'український', тоді переклад буде український; а якщо в значення цього слова включені також білоруси або (особливо в русофілів) теж росіяне, тоді треба перекласти як руський. А це значить, що ці слова в сучасній українській мові не синонімічні. --Daniel Bunčić 05:27, 12 May 2006 (UTC)
 * Иди ты удалишь тот руснявый бред, который ты втулил как ВП:Я или ты умрёшь, руснявая тварь. 2A02:2378:1063:ED18:0:0:0:1 (discuss) 21:10, 30 April 2023 (UTC)

Привіт!

 * ) --Pavlo Shevelo 18:43, 29 September 2006 (UTC)

title: User talk:Yakudza


text:
Talk:False Friends of the Slavist/Map Russian-skij

Ukrainian руський = ‘Ukrainian’?
Дорогий Yakudza, звичайно ти правий, що в сучасних українських текстах як для давнього часу, так і для пізнішого часу слово рускый у старих текстах часто перекладається як український. Але це не правильне. На англійську мову, наприклад, це треба перекласти як Old East Slavic (у давніх текстах) або Ruthenian (у пізніших текстах), бо там ніколи немає відрізнення між сучасною Україною і сучасною Білорусью, а слово Ruthenian ясно говорить про те, що це вже не Росія. --Daniel Bunčić 16:48, 11 May 2006 (UTC)


text:
User:Dmitri83

Dmitry Sustretov

I mostly contribute for Russian Wikipedia. If you want to contact me, leave me a message here

title: User:Dmitri83


text:
WebObjects/Database Compatibility and Comparisons/FrontBase

FrontBase is now available for free. Please see the FrontBase website for details.

A first experience with FrontBase, WO 5.3.1 and MacOSX 10.4.6

Make sure you have the FrontBase jdbc connector accessible from your WebObjects applications. I placed mine in /Library/Java/Extensions/ Make sure that the FrontBasePlugIn.framework is located in /Library/Java/Frameworks Make sure that you have added the framework to your project or you will not be able to establish a connection to your database, even though you'll be able to see your database from EOModeler. If you haven't yet assigned a User/Password combination to your database, you still must include User information in order for the connection to be established. Use _system to get started. The URL for basic connection is: jdbc:FrontBase://localhost/my_database_name

The documentation available at the Frontbase site is very complete. The only gotcha was that I was left with the impression the framework was only necessary for WebObjects 4.5 and below. This is not the case, you have to install and include it for WO 5 projects too.

Migration from MySQL

In most cases the datatypes are exactly the same. Here are the FrontBase equivalents for common datatypes in MySQL that are different:

TEXT --> CLOB

DATETIME --> TIMESTAMP

INT --> INTEGER

MEDIUMBLOB --> BLOB


text:
D Programming/Lexical/Keywords

To do: a) create a table b) explain all keywords c) give code examples.

 * abstract
 * alias
 * align
 * asm
 * assert
 * auto
 * body
 * bool
 * break
 * byte
 * case
 * cast
 * catch
 * cdouble
 * cent
 * cfloat
 * char
 * class
 * const
 * continue
 * creal
 * dchar
 * debug
 * default
 * delegate
 * delete
 * deprecated
 * do
 * double
 * else
 * enum
 * export
 * extern
 * false
 * final
 * finally
 * float
 * for
 * foreach
 * function
 * goto
 * idouble
 * if
 * ifloat
 * import
 * in
 * inout
 * int
 * interface
 * invariant
 * ireal
 * is
 * long
 * mixin
 * module
 * new
 * null
 * out
 * override
 * package
 * pragma
 * private
 * protected
 * public
 * real
 * return
 * scope
 * short
 * static
 * struct
 * super
 * switch
 * synchronized
 * template
 * this
 * throw
 * true
 * try
 * typedef
 * typeid
 * typeof
 * ubyte
 * ucent
 * uint
 * ulong
 * union
 * unittest
 * ushort
 * version
 * void
 * volatile
 * wchar
 * while
 * with

title: D Programming/Lexical/Keywords


text:
D Programming/Lexical/Operators

To do: a) create a table b) explain all operators c) give code examples.
 * [ ]
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title: D Programming/Lexical/Operators


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Wikijunior:Languages/Dalmatian

How many people speak this language?
Dalmatian is an extinct language — no one speaks it as their native language anymore.

Where is this language spoken?
Dalmatian was spoken along the Dalmatian coast of Croatia and as far south as Kotor in Montenegro.

The Dalmatian speakers lived in towns on the sea-shore (Zara, Traù, Spalato, Ragusa and Cattaro), each of these cities having a local dialect, and also on the islands of Veglia, Cherso and Arbe.

What is the history of this language?
Dalmatian is a Romance language, meaning that it is descended from Latin.

title: Wikijunior:Languages/Dalmatian


text:
Wikijunior:Languages/Dogri

What writing system(s) does this language use?
Dogri is uses Devanagri script. Hindi also uses this script. This is a sample of this script. जम्मू Jammu in Dogri and Devanagri script

How many people speak this language?
Dogri is an Indic language spoken by some two million people in South Asia, chiefly in the Jammu region of Jammu and Kashmir but also in Punjab, Himachal Pradesh, other parts of Kashmir and elsewhere. People who speak Dogri are called Dogras.

Where is this language spoken?
This language is spoken in and around the city of Jammu, from the valleys south of Srinagar to the city of Shimla in Himachal Pradesh.

What is the history of this language?
Dogri has in the past been widely considered a dialect of Punjabi, but it has taken on a literary life of its own. Recently Dogri was recognized as a scheduled language in the Indian constitution. Amir Khusrao was the first person to record the existence of Dogri as a distinct North Indian dialect, in the 14th century.

Who are some famous authors or poets in this language?
Nilamber Dev Sharma is a very prominent figure in Jammu and Kashmir and has written numerous books in Dogri. Having many books published under his name, his hard work paid off when he was awarded the Padma Shri Award for Literature in 2011. Padma Shri is the fourth highest civilian award in the Republic of India, after the Bharat Ratna, the Padma Vibhushan and the Padma Bhushan. He completed his BA from Government Gandhi Memorial College, Jammu and Masters in Arts from Delhi University. He did his English Literature (Hons) from University of Leeds, England.

His major contribution to Dogri literature was the first English book on the history of Dogri language, “An Introduction to Modern Dogri literature”. The book was later translated into four languages, including Hindi, Dogri, Punjabi and Urdu. His second major contribution was his book “An Introduction to Dogri Folk, Literature, Drama and Art.” He has also gained distinction in novel, essay, story, play, poem and article writings. He translated Sahitya Akademi award winning Assamese novel-Iyaruingam by noted Assemese novelist Birendera Kumar Bhattacharyya.

What are some basic words in this language that I can learn?
"Namaste ji" meaning "Namaskar" in Hindi and "Hello" in English "Baiyi jao" meaning "Sit down" in English "Tuha da ki naa hei" meaning "What is your name" in English "Tarkaalen" meaning "Evening" in English "Badlei" meaning "Morning" in English "Rutti" meaning "Meals" or "Bread" in English "Kuthhe" meaning "Where" in English

title: Wikijunior:Languages/Dogri


text:
Wikijunior:Languages/Dogrib

Where is this language spoken?
Dogrib (also Tłįchǫ) is a language spoken by the First Nations Tłįchǫ people of the Canadian territory Northwest Territories. According to Statistics Canada in 1999, there were approximately 2,085 people whose first language is Dogrib.

title: Wikijunior:Languages/Dogrib


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Wikijunior:Languages/Tamil

What writing system(s) does this language use?
Tamil is written using modern Tamil script which was evolved from Grantha script, Vattezhutthu (means rounded letters) and Tamil Brahmi. Just like the Latin alphabet, the Tamil script has letters representing vowels and consonants. In addition, unlike the Latin alphabet, there are letters representing combinations of vowels and consonants! For example, to represent 'PA' using Tamil script we have to combine the consonant ப் (P) with the vowel அ (A) to form ப (PA). This type of letters are simply called as uyirmeyyeḻuttu or vowel-consonants.

The Tamil script has 12 vowels, 18 consonants and 216 vowel-consonants (12 vowels x 18 consonants = 216 vowel-consonants). In addition, there is a special letter called āytam (ஃ) which is classified as neither a consonant nor a vowel. Hence, the complete script is comprised of 247 letters!

In Tamil, vowels are called as Uyirezhutthu which means soul-letters, consonants are called as Meiyezhutthu which means body-letters and vowel-consonants are called as Uyirmeiyezhutthu which means body & soul letters. Do you have any idea of why vowels are called as souls? It is because they give life (sound) to the soundless bodies - consonants!

How many people speak this language?
Over 66 million people speak Tamil as their native language and an estimated 11 million speak it as a secondary language.

Where is this language spoken?
Most Tamil speakers live in India, Sri Lanka, Malaysia, and Singapore. Tamil is recognized as an official language in India, Singapore, and Sri Lanka. Within India, Tamil is spoken mainly in Tamil Nadu, a state in India. Emigrant Tamil speakers live all over the world and have taken their language with them to their new communities.

What is the history of this language?
Some of the oldest Tamil writing can be seen in rock inscriptions from somewhere between 250 and 500BC. The oldest work of Tamil literature, called தொல்காப்பியம் (tholkaappiyam, or "ancient vault"), was written sometime between 300BC and 1000AD. This work is a grammar book for Tamil.

Tamil has always been spoken by people of the Tamil culture in India since antiquity; the history of the language (and of the similar south Indian languages belonging to the Dravidian family of languages) before this is not clear. Tamil literature was developed during the classical period by literature events hosted at the historic Tamil city of Madurai by different Tamil kings.

Who are some famous authors or poets in this language?
திருவள்ளுவர் (thiruvalluvar) is a popular Tamil poet, who wrote the திருக்குறள் (thirukkural). It is a collection of philosophical and practical advice, and has been widely translated to the languages of the world.

Ancient poets of note are இளங்கோ அடிகள் (ilango adigal), ஔவையார் (ouvaiyaar), கனியன் பூங்குன்றனார் (kaniyan poonguntranaar).

Some popular, late poets of the past two centuries include பாரதியார் (baaradhiyaar),பாரதிதாசன் (baradhidasan) and கண்ண‌தாசன் (kannadhaasan)

Popular current poets include வைரமுத்து (vairamuthu)

What are some basic words in this language that I can learn?
Hello: vanakkam வண‌க்கம் Good-bye: paarkkalaam பார்க்கலாம் (literally "let us see [each other again]") Mother: ammaa அம்மா Street: theru தெரு School: palli பள்ளி Fire: thee தீ Sound: oli ஒலி Song: paattu பாட்டு Jasmine: mullai முல்லை and malligai மல்லிகை Rice: arisi அரிசி (the English word 'rice' is derived from this Tamil word) Cooked Rice: soaru சோறு Father: appa அப்பா Hunger: Pasi பசி Love: Anbu அன்பு father: appa A typical greeting: How are you?:eppadi irukkeenga? எப்படி இருக்கீங்க? I'm quite fine: nallaave irukken நல்லாவே இருக்கேன்

Tamil text
குறிஞ்சி - தலைவன் கூற்று யாயும் ஞாயும் யாரா கியரோ எந்தையும் நுந்தையும் எம்முறைக் கேளிர் யானும் நீயும் எவ்வழி யறிதும் செம்புலப் பெயனீர் போல அன்புடை நெஞ்சம் தாங்கலந் தனவே. -- செம்புலப் பெயனீரார்

Transliteration
kurinchi - thalaivan kootru yaayum ngaayum yaaraa giyaro? endhaiyum tnundhaiyum emmurai kelir? yaanum tneeyum evvali yaridhum, chembulap peyaneer pola anbudai tnencham thaangalandh thanave. -- chembulap peyaneeraar

Translation
In hilly lands - The hero speaks What could my mother be to yours? What kin is my father to yours anyway? And how Did you and I meet ever? But in love our hearts have mingled as red earth and pouring rain -- chembulap peyaneeraar (a nickname meaning "[one who sang of] red earth and pouring rain") Translated by AK Ramanujan (kurunthogai குறுந்தொகை - poem 40) A poem from the Eight Anthologies எட்டுத்தொகை collection.

Wikijunior Sprachen/ Koreanisch

title: Wikijunior:Languages/Tamil


text:
Talk:Basic Electrical Generation and Distribution

Merge with electric motors and generators
It has been proposed that this page be merged with the wikibook Electric Motors and Generators due to inactivity on that page. I have decided to try and jumpstart some editing there and have therefore decided to remove this at the suggestion of another user on that page. There will no doubt be some discussion of electrical machines on this page but an in depth treatment would be better kept elsewhere I think.Crobar (talk) 08:50, 16 July 2010 (UTC)

Does this article belong in a physics curriculum?
This article seems to be primarily a discussion of how electrical power is generated and distributed, not about the physics of electricity itself. While informative, I think this article belongs elsewhere.

130.74.33.61 20:21, 11 May 2006 (UTC)Claus Hetzer

I agree. The practice of the generation and distribution of electricity as an application is largely the domain of electrical engineers and should be shelved with other EE topics.

Jtvisona 02:36, 8 March 2007 (UTC)

I studied to be an Electrical Engineer and the discussion in this article, in my opinion, does not belong under electrical engineering. It has to do with Electricity and power generation,so there should be somewhere it could go.

viningc 10:15, 20 May 2008 (UTC)

I agree also, the two are inextricably combined. I.E. One converts Electricity to motion, the other converts motion to Electricity.

damage
This module currently claims that the non-sinusoidal outputs of lower-cost square-wave inverters causes noise and damage to a "lot of appliances".

Is that so? Is this "noise" any worse than plugging these appliances directly into my wall socket, which usually has a bunch of higher-frequency noise?

 * resistive heating devices such as toasters, light bulbs, electric ovens -- the element would heat up just as well with DC or a square wave as with a perfect sinusoid. (Edison designed his incandescent light bulbs to work from DC power).
 * electronic devices such as microwave ovens, personal computers, transistorized audio equipment -- these devices immediately convert the AC to a regulated DC voltage in their power supply; the rectifier would work just as well (perhaps even better) with DC or a square wave as with a perfect sinusoid.
 * Triac dimmers (dimmer) can't work with DC, but they should work fine with a square wave.
 * motors: 3 phase power is required to give constant torque. Motors that try to use the single phase available at a residential output are going to have little pulses of torque and pulses of heating no matter how perfect the sine wave is.

The inverter (electrical) article briefly mentions "Some loads need a nearly perfect sine wave voltage supply in order to work properly.", but doesn't ever mention "damage". This module would be a good place to go into detail -- which loads would those be?

What kind of appliance would be "damaged" or even temporarily affected by the "noise" of a square-wave inverter? --DavidCary (talk) 12:59, 11 August 2008 (UTC)

I have had problems with laptops and motors on a triangle wave inverter, I had no idea that square wave inverters exist. This site lists devices which will not work with a modified sine wave much less a (ghasp) square wave http://www.donrowe.com/inverters/inverter_faq.html#modified (From a Nomad Aug 2008)

Thank you, Nomad. I appreciate the link. Alas, the list on that web page has large categories of things, then qualifies them with "some", with no particulars I can track down -- reminding me of the vagueness of urban legends.

Because I design electronic devices, I would like to know specific details of how exactly things fail, so that I can design things that avoid those particular failure modes. I want to see completely new failure modes! ;-).

LED power sources specifically mentions "Operation on square wave and modified sine wave (MSW) sources, such as many inverters, causes heavily-increased resistor dissipation in CR dropper, and LED ballasts designed for sine wave use tend to burn on non-sine waveforms. ... An inductor and rectifier makes a more suitable ballast for such use, and other options are also possible. Dedicated integrated circuits are available that provide optimal drive for LEDs and maximum overall efficiency."

That seems to imply that "square wave ... inverters" exist. And I finally get some details. The "CR dropper" technique doesn't work with square wave inverters. However, many engineers consider the "CR dropper" technique "dodgy and dangerous".

Since "CR dropper" power supply has a power factor near 0, it is questionable whether they meet EU-mandated power factor laws, such as EN61000-3-2.

Most devices -- as I've listed above -- don't seem to have any problem with square wave inverters, and in fact work more efficiently with a square wave.

Do any products that were designed after EU-mandated power factor laws went into effect still have this problem? --DavidCary (talk) 03:41, 27 August 2009 (UTC)

 * Currently this book claims that modified-sine or pure-sine inverters have "the current drain on the direct current supply is less choppy" than square-wave inverters.
 * It seems to me that the current pulled from the battery will be more "choppy" with those inverters than with a square-wave inverter.

 * Incandescent light bulbs (and high-power-factor computer power supplies) will pull -- except during the very brief zero-current switchover -- constant power from a square-wave inverter, which in turn will pull constant current from its battery. Incandescent light bulbs (and high-power-factor computer power supplies) pull a "sine squared" power from a perfect sine wave inverter, and a "square wave power" from a modified sine wave inverter -- in both cases, the light pulls a varying power, a power that is less than 1/4 the max power for 1/3 of the cycle, and more than 3/4 the maximum power for 1/3 of the cycle. --DavidCary (talk) 01:09, 28 August 2009 (UTC)

 * The noise may depend on the type of motor. Vacuum cleaners typically uses AC/DC brush motor.  These should work fine on modified sine.  However a fan typically uses a single-phase split-capacitor induction motor, and it's possible that these could be noisier on a modified sine.  Mikiemike (talk) 02:21, 29 December 2010 (UTC)


text:
A-level English/Wise Children/References to People and Books in Wise Children

Famous People

 * Charlie Chaplin: "Old Charlie, hung like a horse"
 * Lewis Carroll: "Lewis Carroll saw her, sent her an inscribed copy of Alice, invited her to tea and got her to slip her frock off after the crumpets"
 * Fred Astaire and Ginger Rogers: "Fred and Ginger," referring to the signed photos that Dora has on her mirror in her bedroom. First names are only given, shows how close they were.

Books poems

 * "What does the robin do then poor thing" is a line taken from the children's poem The North Wind Does Blow
 * Dora quotes Jane Austen's line "Let other pens dwell on guilt and misery" from Mansfield Park.
 * "Nobody could say the chance girls were going gently into that good night" A quote from a poem by Dylan Thomas (In reference to old age)
 * "It was a dreary time" from Coleridge's 'The Rhyme of the Ancient Mariner'- " It was a weary time"

Songs

 * At several points in the novel lines from "I Can't Give You Anything But Love (Baby)" by Jimmy McHugh and Dorothy Fields are quoted:

"I can't give you anything but love, baby, That's the only thing I've plenty of, baby"

The line "Dream awhile, scheme awhile" is also quoted from this song

"Say, it's only a paper moon, sailing over a cardboard sea, but it wouldn't be make believe, if you believed in me" This song was originally written by Billy Rose, Harold Arlen and E.W. Harburg. The song has been performed by Nat King Cole and Ella Fitzgerald
 * The Song "It's Only a Paper Moon" is quoted on numerous occasions. The first few lines of this song are said during the filming of 'The Dream':

 * "When the Moon Shines Bright on Charlie Chaplin" is sung by Grandma Chance the day that Dora and Nora are born
 * Tiffany sings "My little sister Lilly is a whore in Piccadilly. And my mother is another in the Strand" during Tristram's gameshow.

This song "My Sister Lily" this is Number 150 in Paul Woodford's large collection of air force songs "Hash Hymns II" (Honolulu, Hawaii, 1994). It is sung to the melody of the song "Do Ye Ken John Peel."

 * Gorgeous George sings the patriotic song "Rose of England" . The music for this song is by Ivor Novello from "Crest of the Wave" .The words from Christopher Hassall.
 * Peregine and Irish sing Finnigans Wake together drunk.
 * The song 'My Heart Belongs to Daddy' is misquoted in the line: "While teeing off a game of golf, I may make a play for the caddy. But when I do, I don't follow through, 'Cause my heart belongs to daddy". This song was written by Cole Porter.
 * Carter quotes the song "The Way You Look Tonight"
 * The song "Is You Is Or Is You Ain't (My Baby) is described as being the Hazard theme song.


text:
A-level English/Wise Children/Post-Modernism

 * Wise Children's narrative style is post-modern. It is a non-conformist style which uses a continuous stream of narrative.

 * Wise Children could also be seen as post-modern in the way that no distinction is made between high and low culture. The high and low are brought together at the end of the novel.
 * the author is making the reader WORK to understand the novel and takes an active role in the interactive text. Carter invites the reader into the novel as 'the fourth guest to the table'. Frequently employing a direct address narrative style, "There's Big Ben, see?"


text:
Proteomics/Miscellaneous Proteomics Techniques/SOME FUNDAMANTAL PHYSICAL AND MATHEMATICAL CONCEPTS

 * 1) Centrifugation
 * 2) Some fundamental physical and mathematical concepts
 * 3) Centrifugal fractionation of tissues and cells: Basic approaches and instrumentation
 * 4) Density gradient centrifugation: Preparing gradients and measuring density
 * 5) Density Gradient centrifuation: Rate and isopynic separations of particles

Some fundamental physical and mathematical concepts
 "Molecular Biology Techniques Centrifugation"

 * Gravity

It was Galileo Galilei (1564-1642) who first systemetically and scientifically investigated gravity as a natural phenomenon. The gravitational acceleration constant is customarily assigned the symbol "g" and for simplicity taken to be 980 cm/sec sec. Newton showed that the force acting on a body undergoing constant acceleration is equal to the product of its mass and its acceleration that is,

F = ma      // Force F = mass x accelaration

 * Centrifugal Force

Consider an object P of mass m moving in a horizontal circular path at a constant speed (i.e, at a specific number of revolutions per unit of time and at a fixed distance x from the axis of rotation. Although the speed is constant, the direction of movement is continously changing. Since velocity is defined in terms of the direction of motion, and this direction is changing, the velocity is continously changning and the object is said to manifest constant acceleration. To restrict the movement to a circular path, a force must be exerted in a horizontal plane toward the axis of rotation. In the absence of such a force, the object would move off along a tangent to the circle. The force called the "centrifugal force" can be given as the same equation.      F=ma.

 * Relative Sedimentation Rate

Relative Centrifugal Force--gFORCE Usually, the value cited for the force applied to a suspension of particles during the cintrifugaiton is a relative one, that is to say it is compared with the force that the earth's gravity would have on the same particles.It is called relative centrifugal force (RCF) RCF = F centrifugation / F gravity

CORIOLIS FORCE:  In addition to centrifugal force, particles in suspension ( and the body of suspending fluid itself) within a spinning rotor are subjected to Coriolis force The Coroilis force which results from the inertia of the liquid and the suspended particles, is a small force directed at the right angles to both the axis of rotation clockwise, the force acts to deflect particles in a counterclockwise direction (and vice versa). Under nearly all experiment conditions, the coroilis force is very small in comparison with the inertial force, its effects are magnified when the rotor's speed changes (e.g during acceleration and decelartion). While the centrifugal force acts to accelerate a particle away from the axis of rotation, the radially sedimenting particle is also subjected to additional forces including frictional force, the force of buoyancy and gravitational force. Frictional Forces, Force of Buoyancy.

 * The Sedimentation Coefficient

Sedimentation Coefficients of some biological particles differ greatly.The parameters determining sedimentation rate fall into three major categories:

(1) the physical conditions of centrifugation

(2) the nature of the suspending medium.

(3) the properties of the suspending medium( i.e its density and viscosity)

 * Diffusion

Diffusion is the bulk movement of solute molecules or particles from a region of higher concentration to a region of lower concentration. Such a movement occurs as a consequence of random molecular motion or Brownian movement. SInce the sedimentation of suspended particles is in effect a means of concentrating the particles, it is opposed by diffusion.