text:
Video Game Design/Programming/Framework

General Architecture Issues
A game's framework is basically all the programming that goes into the creation of the game but does not directly implement any of the gameplay. This can be the code that manages the display, access to files, sound and other peripherals.

There is no one size fits all framework for video games. Each game requires a selection of components and strategies for linking them together. Using a freely available or even licensing a popular framework has the benefit that you will not need to "reinvent the wheel" and get support and collaboration in solving issues and extending capabilities. In fact the only advantage in creating your own framework is to have control over it, this can be due to the need of implementing something that other oppose or simply to get monetary compensation from that specific work and license it to others.

Choosing an API (Application Programming Interface)
There are a large number of APIs that are suitable for Game Programming. APIs range from specialty (Graphics only, such as OpenGL) to very, very broad (windowing, graphics, networking, etc are available in ClanLib)

 * OpenGL -- Specifically, this is a graphics library. Some other APIs can integrate very nicely with OpenGL (such as SDL). It is also cross-platform.

 * DirectX -- A set of APIs by Microsoft, specifically for machines running Windows, though it is on some other Microsoft platforms(xbox 1 used an modified version of the DirectX API). They include sound, music, graphics, input, and networking.

 * SDL (Simple DirectMedia Layer) -- A good C-based library that is very portable, and while pretty low-level, it is complete enough to control sound, graphics, and input (from joysticks, keyboard, mouse and CD-Rom). zlib/png license.

 * SFML -- An Object Oriented C/C++/.Net API supporting audio, graphics, window handling, multi-threading, networking, and input (from mouse, keyboard and joysticks).

 * Allegro -- An easy to use library for C/C++ programs. Cross-platform (supports Windows, DOS, Mac OS X, UNIX, and BeOS). Provides functions for graphics, sounds, input, and timers.

 * ClanLib -- A C++ toolkit and OpenGL 2.0 wrapper.

title: Video Game Design/Programming/Framework


text:
Talk:How To Search/Library of Congress

This search entry is very incomplete at the moment. liblamb 16:05, 24 Jul 2004 (UTC)

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

title: Talk:How To Search/Library of Congress


text:
How To Search/BioMed Central

BioMed Central
 * Purpose: "BioMed Central is an independent publishing house committed to providing immediate free access to peer-reviewed biomedical research."
 * Audience: People researching topics in the field of biomedicine.
 * Scope: Biomedical research.
 * Refresh Rate: ?
 * Further Information: In order to perform advanced searches on BioMed Central, you are required to create a login name and password. This is free but somewhat inconvenient.

Other Features
BioMed Central also allows a number of searches which can only be done using templates on their web pages. These include content sets (BioMed Central Journals, The Scientist news), date ranges, and "added in last" (last 1 day, 7 days, 30 days).

Other features not directly impacting search results include number of results shown per page, order in which results are shown, and whether to show the abstract or not.

More Example Searches
The Following example will find all articles written by someone named either "jones" or "smith" and that contains the word "assessment" and the word "pain" in the body of the text. (jones [AU] OR smith [AU) AND assessment [BDY] AND pain [BDY]

title: How To Search/BioMed Central


text:
Indonesian Reader

Perkenalan (Introduction)
This book is rather different. The system used here focuses on vocabulary, and exposes how words are used and sentences are formed through direct examples. In each lesson, you'll be introduced to only 10 new words. Additional word forms (using various affixes) and phrases are also introduced. The sentences, dialogs, and readings show how these words are used in context. After studying the 10 new words, you should be able to understand all the sentences, dialogs, and readings. Sentence structures will range from simple to complex.

Unit 1

 * Lesson 1
 * Lesson 2
 * Lesson 3
 * Lesson 4
 * Lesson 5
 * Lesson 6
 * Lesson 7
 * Lesson 8
 * Lesson 9
 * Lesson 10
 * Lesson 11
 * Lesson 12
 * Lesson 13
 * Lesson 14
 * Lesson 15

Lihat juga (See also)

 * Indonesian - another Wikibook for learning Indonesian.

title: Indonesian Reader


text:
Indonesian Reader/Unit 1/Lesson 1

Vocabulary

 * Anda: you (formal)
 * apa: what? if; whether. Apa can be used at the start of sentences to introduce general questions.
 * bahasa: language
 * bicara: to speak; language;
 * bisa: to be able; can
 * Inggris: England; English
 * maaf: excuse me; sorry
 * saya: I; me
 * tidak: no; not
 * ya: yes (taken from KBBI "Iya" which is correct form)

 * apakah = apa
 * bisakah = apakah bisa
 * berbahasa: to speak
 * bicara: to speak
 * maafkan: forgive

 * bahasa Inggris: English (language)
 * tidak apa: nothing
 * tidak apa-apa: nothing whatever; it does not matter; don't bother
 * tidak bisa: cannot

Sentences

 * 1) Saya bisa berbicara bahasa Inggris.
 * 2) Apakah anda bisa berbahasa Indonesia?
 * 3) Maaf, saya tidak bisa bahasa Inggris.
 * 4) Bisakah anda berbicara bahasa Indonesia?
 * 5) Maafkan saya. Saya tidak bisa.
 * Ya, saya bisa berbicara bahasa Indonesia.
 * 1) Saya tidak bisa berbicara.
 * 2) Apa anda tidak bisa bicara bahasa Inggris?
 * 3) Saya gak bisa. Tu kamu bisa bahasa indonesia
 * 4) Apa alamat email anda.
 * 5) Bolehkah saya berfoto dengan anda?
 * 6) Bolehkah saya  foto anda?

Translation

 * 1) I am able to speak English.
 * 2) Are you able to speak Indonesian?
 * 3) Sorry, I can't speak English.
 * 4) Can you speak Indonesian?
 * 5) I am sorry. I can't.
 * 6) Yes, I know Indonesian.
 * 7) I can't speak.
 * 8) Can't you speak English?

Dialogues
A: Apa anda bisa bahasa Inggris? B: Maaf, saya tidak bisa.

A: Apakah anda berbicara bahasa Indonesia? B: Tidak.

A: Apa anda bisa bicara bahasa Inggris? B: Ya, bisa. Apa anda bisa bicara bahasa Indonesia? A: Maaf, saya tidak bisa bicara bahasa Indonesia. B: Tidak apa-apa. Saya bisa bahasa Inggris.

title: Indonesian Reader/Unit 1/Lesson 1


text:
Indonesian Reader/Unit 1/Lesson 2

Vocabulary

 * dari: from
 * halo: hello
 * mana: where; which; what
 * mengerti: to understand
 * orang: man; person
 * pagi: morning
 * sedikit: a little; a few
 * selamat: congratulations; safe
 * sore: afternoon
 * tahu: to know; to understand

 * manakah = mana
 * tahukah = apakah tahu

 * dari mana: from where
 * di mana: where, at where
 * orang Indonesia: Indonesian (people)
 * orang-orang: people
 * selamat pagi: good morning
 * selamat sore: good afternoon

Sentences

 * 1) Apa anda orang Indonesia?
 * 2) Apakah anda mengerti bahasa Inggris?
 * 3) Apakah anda tahu saya orang Indonesia?
 * 4) Saya mengerti sedikit bahasa Inggris.
 * 5) Dari manakah anda?
 * 6) Sedikit orang tahu saya dari Inggris.
 * 7) Saya tahu anda mengerti bahasa Indonesia.

Translation

 * 1) Are you Indonesian?
 * 2) Do you understand English?
 * 3) Do you know (that) I am Indonesian?
 * 4) I understand a little English.
 * 5) Where do you (come) from?
 * 6) Some people know (that) I am from England.
 * 7) I know (that) you understand Indonesian.

Dialogues
A: Selamat pagi. B: Selamat pagi. Apa anda orang Indonesia? A: Ya, saya orang Indonesia. Apa anda bisa bahasa Indonesia? B: Ya, sedikit. Apa anda bisa bahasa Inggris? A: Maaf, saya tidak bisa.

A: Halo, selamat pagi. B: Selamat pagi. Anda dari mana? A: Saya dari New York. Apa anda tahu New York? B: Ya, saya tahu.

A: Selamat sore. B: Selamat sore. Apa anda bisa bahasa Inggris? A: Sedikit. Apa anda dari Inggris? B: Ya, saya dari Inggris. Dari mana anda bisa tahu?

Dari mana anda bisa tahu? = How did you know (that)?

Readings
Halo, selamat pagi. Saya Budi. Saya orang Indonesia. Saya bisa berbahasa Indonesia. Saya mengerti sedikit bahasa Inggris. Tahukah Anda, sedikit orang Inggris mengerti bahasa Indonesia.

Selamat sore, Anda dari mana? Maafkan saya. Saya tidak tahu Anda orang Inggris. Apakah Anda tahu bahasa Indonesia? Apakah Anda bisa mengerti saya?

title: Indonesian Reader/Unit 1/Lesson 2


text:
Indonesian Reader/Unit 1/Lesson 3

Vocabulary

 * baik: good; well
 * di: on; at; in
 * jumpa: to meet (with)
 * kabar: news
 * kasih: affection; love
 * malam: night
 * nanti: afterwards; later
 * saja: only; merely
 * sampai: to arrive; up to; till
 * terima: acceptance

 * berjumpa: to meet (with)
 * bermalam: to stay (to pass) the night
 * menerima (me- + terima): to accept; to receive
 * menerimanya: to accept it; to receive it
 * menjumpai (me- + jumpa + -i): to meet with

 * apa kabar: how are you
 * baik-baik saja: fine
 * nanti malam: tonight
 * malam nanti: tonight
 * sampai jumpa: good bye
 * sampai nanti: good bye; see you later
 * selamat malam: good night
 * terima kasih: thank you

Sentences

 * 1) Anda bermalam di mana?
 * 2) Anda dari mana saja?
 * 3) Nanti malam saya bermalam di London.
 * 4) Apakah Anda menerima kabar dari saya?
 * 5) Halo, apa kabar? Saya baik-baik saja di New York.
 * 6) Terima kasih. Sampai berjumpa nanti malam.
 * 7) Dari pagi sampai malam saya berjumpa orang-orang.
 * 8) Ada kabar baik apa?

Translation

 * 1) Where are you staying the night?
 * 2) Where do you (come) from?
 * 3) Tonight I('ll) stay in London.
 * 4) Have you received news from me?
 * 5) Hello, how are you? I am fine in New York.
 * 6) Thank you. See you tonight.
 * 7) From morning until night I meet with people.
 * 8) Is there some good news?

Dialogues
A: Halo, apa kabar? B: Baik-baik saja. Terima kasih. A: Apa Anda menerima kabar dari saya? B: Ya, saya menerimanya. A: Di mana Anda bermalam? B: Saya tidak bermalam di Indonesia. A: Nanti malam Anda di mana? B: Saya di London nanti malam. Sampai jumpa. A: Sampai jumpa.

A: Halo, selamat malam. B: Selamat malam. Maaf, apakah Anda orang Indonesia? A: Ya, saya orang Indonesia. Saya bisa berbicara bahasa Indonesia. B: Maaf, di Inggris sedikit orang bisa berbicara bahasa Indonesia. Apa Anda bisa bahasa Inggris? A: Bisa. Apa Anda bisa? B: Ya, saya bisa sedikit.

Readings
Halo, apa kabar? Saya di London baik-baik saja. Saya menerima kabar dari Anda. Saya mengerti Anda tidak bisa bahasa Inggris. Saya mengerti sedikit bahasa Indonesia. Saya bermalam di London sampai 1 April. Sampai jumpa April nanti di Indonesia. Terima kasih.

Halo, selamat sore. Apakah Anda malam nanti menjumpai Budi? Budi tidak bisa berbahasa Inggris. Apakah Anda bisa sedikit bahasa Indonesia?

April nanti = next April

title: Indonesian Reader/Unit 1/Lesson 3


text:
Indonesian Reader/Unit 1/Lesson 5

Vocabulary

 * bapak
 * dan
 * dengan
 * ibu
 * ke
 * kenal
 * pergi
 * salam
 * senang
 * tempat

 * bersalaman (ber- + salam + -an)
 * bersenang-senang (ber- + senang-senang)
 * bu
 * kenalan (kenal + -an)
 * mengenal (me- + kenal)
 * pak
 * perkenalkan (per- + kenal + -kan)
 * tempat-tempat

Sentences

 * 1) Bapak dan ibu nanti malam pergi ke Amerika.
 * 2) Ibu bersalaman dengan bapak.
 * 3) Saya senang menerima kabar dari Anda.
 * 4) Ibu saya bukan orang Amerika.
 * 5) Bapak saya belum kenal dengan Anda.
 * 6) Apakah Pak Budi sudah menjumpai Anda di Amerika?
 * 7) Apakah Anda sudah mengenal Pak Budi?
 * 8) Saya dan ibu saya akan pergi ke tempat Anda.
 * 9) Senang berkenalan dengan Anda.

Dialogues
Ibu: "Pak, ibu nanti malam pergi ke Amerika." Bapak: "Ya." Ibu: "Apa bapak senang ibu pergi?" Bapak: "Ya, Bapak senang pergi dengan ibu." Ibu: "Ibu tidak pergi dengan bapak. Ibu pergi dengan seorang kenalan ibu." Bapak: "Apa bapak kenal dengan kenalan ibu?" Ibu: "Ya, bapak sudah kenal." Bapak: "Bapak tidak mengerti, apa ibu tidak senang pergi dengan bapak?" Ibu: "Malam nanti bapak pergi dengan kenalan bapak saja. Ibu akan bersenang-senang di Amerika." Bapak: "..."

Readings
Saya berasal dari Jakarta. Ibu saya orang Jakarta dan bapak saya orang Bali. Saya nanti malam akan pergi dengan ibu dan bapak ke Amerika. Saya belum mahir berbicara bahasa Inggris. Bapak sudah mahir, ibu belum. Di Amerika, tidak banyak orang bisa berbicara bahasa Indonesia. Saya nanti di Amerika akan berbicara bahasa Inggris saja. Saya senang bisa pergi dengan bapak dan ibu. Saya bisa mengenal tempat-tempat di Amerika. Saya dengan ibu dan bapak akan bersenang-senang.

title: Indonesian Reader/Unit 1/Lesson 5


text:
Indonesian Reader/Unit 1/Lesson 6

Vocabulary

 * ingin
 * juga
 * kapan
 * makan
 * mau
 * minum
 * restoran
 * sekarang
 * silahkan
 * suatu

 * makanan (makan + -an)
 * memakan (me- + makan)
 * meminum (me- + minum)
 * minuman (minum + -an)
 * sesuatu (se- + suatu)

Sentences

 * 1) Kamu ingin makan apa?
 * 2) Saya ingin makan di restoran itu sekarang.

Translation

 * 1) What do you want to eat?
 * 2) I want to eat at that restaurant now.

Dialogues
A: Selamat sore B: Selamat sore. Apa Anda mau makan sesuatu? A: Sekarang? B: Ya, sekarang. A: Tidak, terima kasih. Tidak sekarang, nanti saja. B: Baiklah. Sekarang, apa Anda mau minum sesuatu? A: Tidak juga, terima kasih. B: Apa Anda nanti mau makan di restoran? A: Di restoran mana? B: Restoran Amerika. A: Apakah tidak apa-apa? B: Tidak apa-apa. Saya juga nanti akan pergi ke restoran. A: Kapan Anda akan pergi ke restoran? B: Nanti malam.

Readings
Di sebuah restoran Amerika, ada banyak orang makan dan minum. Orang-orang di restoran berbicara bahasa Inggris. Saya ingin bisa mengerti bahasa Inggris. Saya belum mahir, dan saya sekarang ingin makan sesuatu di restoran Amerika. Saya pergi ke restoran Amerika dan berbicara bahasa Indonesia. Saya senang, ada juga orang di restoran Amerika bisa berbahasa Indonesia. Saya juga ingin minum sesuatu. Saya ingin minuman Indonesia. Di restoran Amerika tidak ada minuman Indonesia. Tidak apa-apa. Minuman Amerika juga tidak apa-apa.

title: Indonesian Reader/Unit 1/Lesson 6


text:
Indonesian Reader/Unit 1/Lesson 7

Vocabulary

 * air
 * apel
 * buah
 * ini
 * itu
 * jeruk
 * jus
 * kopi
 * putih
 * siang

 * makan pagi
 * makan siang
 * makan malam
 * malam ini

Sentences

 * 1) Air ini kotor
 * 2) Minum kopi di siang hari

Translation

 * 1) This water is dirty
 * 2) Drink coffee in midday

title: Indonesian Reader/Unit 1/Lesson 7


text:
Indonesian Reader/Unit 1/Lesson 8

Vocabulary

 * beli
 * gelas
 * hotel
 * lagi
 * sebentar
 * siapa
 * tapi
 * tetapi
 * tolong
 * tunggu

 * membeli (me- + beli)
 * segelas (se- + gelas)

Sentences

 * 1) Aku ingin membeli gelas itu
 * 2) Sebentar lagi kita tiba di hotel
 * 3) Tolong tunggu saya di hotel

Translation

 * 1) I want to buy that glass
 * 2) Soon we arrived at the hotel
 * 3) Please wait for me at the hotel

title: Indonesian Reader/Unit 1/Lesson 8


text:
Indonesian Reader/Unit 1/Lesson 9

Vocabulary

 * satu
 * dua
 * tiga
 * empat
 * lima
 * enam
 * tujuh
 * delapan
 * sembilan
 * sepuluh

 * berapa (ber- + apa): how many

Sentences

 * 1) Ada berapa?
 * 2) Berapa semuanya?

Translation

 * 1) How much? (indicating number)
 * 2) How much? (indicating price)

title: Indonesian Reader/Unit 1/Lesson 9


text:
Indonesian Reader/Unit 1/Lesson 10

Vocabulary

 * atau
 * besok
 * hari
 * jam
 * kurang
 * lewat
 * menit
 * puluh
 * ratus
 * ribu

 * sampai besok: see you tomorrow

title: Indonesian Reader/Unit 1/Lesson 10


text:
Category:Book:Spanish/Grammar

This category has all elements of Spanish grammar belonging to the Wikibook Spanish as a Second Language.

title: Category:Book:Spanish/Grammar


text:
Talk:Ancient Greek

Untitled
Hi folks. I jumped on this text because I think it'll be reasonably straightforward, at least in the early stages. Everyone has to learn the alphabet, definite articles, and so on, so I thought I'd get it started and hope some other folks join in.

I'm going to set up a page on the alphabet and pronunciation, which is the necessary first chapter. Then I'll worry about what comes next. Do please offer suggestions.

--George McAllister 21:02, 24 Jul 2004 (UTC)

Is there any activity on this anymore, or just the initial creation? I would like to help. Have you thought about the structure of the wikibook?

I may be adding things as I think of them, but it would be nice to keep flow with a ToC or other pre-planned format.

--Michael Greene 12:23, 23 Oct 2004 (UTC)

I would also be interested in helping, however, I lack the experience and knowledge to take a leadership role. I am a beginning ancient/classical Greek student with goals of studying post-grad classics. My hope is that working on a wiki like this from the early stages will reinforce my grammar studies, provide experience in shaping how the language can be taught, and learn more about the wikibook project.

As a beginner, where I might be of best use now would be in populating grammar tables and paradigms, researching examples, and other important, though time-consuming details. It could be that a more experienced Greek teacher could provide guidance about the overall arc of the course, the pace, etc., but would be less enthusiastic, as an example, about sitting down to type out tables. Perhaps that's where I can help.

Michael, I agree that a ToC is the place to start, at least one that covers the true and most unavoidable fundamentals, e.g. all parts of speech, present tense verbs, esp. to be.

To keep things moving, I typed up a table of definite articles (one of those unavoidables). I would post it but 1) I'll have to figure out how to edit/supplement the current ToC and 2) The table presupposes some other fundamentals, such as case and number, that may need to be written first.

Sorry for the dry first post, but you have to start somewhere. This could be fun (if we're already at the point of reading the AG discussion page, we must get some pleasure from studying the language, right?).

-Patrick

--Tomatosoupcake 16:13, 26 October 2005 (UTC)

Anyone still coming around here to talk? I can help on a limited basis. I've done page layout work for myself and professionally. I have taught Latin and Greek at the college level part time (got the sheepskins and everything), and I have some experience with computers. One thing that will help right up front, is a resource that's been around for a long time. It's a really good web page, though my thought is that this Wikibook either needs to create a similar page, or we need to get permission to link directly to the page I am referring to.

The page has a very nice list of free and for sale Greek fonts, as well as instructions for displaying ancient Greek in a web browser and sections of test text that the viewer can use to verify that the browser is working properly. The URL is http://www.tlg.uci.edu/help/UnicodeTest.html.

The main site is for the TLG (Thesaurus Linguae Graecae), which is an academic project to digitize all remaining Greek literature to make it computer usable-accessible. The project has already been around for about 20 years.

Another good source to link to would probably be the Perseus Project at Tufts University: http://www.perseus.tufts.edu/. They have a wicked large amount of stuff already available on the web, including pictures, grammar aids, texts, maps, etc. Though I'm thinking the text portion might best be saved until after the students of this book here are ready for more challenging Greek texts! :-)

Darklon 09:50, 15 February 2006 (UTC)

 * Ah, great! The unicode fonts page looks good: I've added Perseus as a general resource, though I'm not sure if we should have a section (or even a page) directed at fonts. I suppose Wikibooks predetermines most of the layout, but it's still customiseable (e.g. see the modern greek pages). I'm aware that I may have messed up the IPA for the alphas and etas on the alphabet page, by the way (I did it all from memory); I will check - the problem comes trying to work out what changes came when!
 * Anyway, what I propose be done is that in each chapter, we havbe three sections: one for technical details: grammar, morphology, and so forth, one for teaching: Greek sentences or paragraphs with English translations (possibly some vocab), and the third for exercises: parsing, translations, compositions, and perhaps comprehension exercises (perhaps vocab glossed).
 * Bearing in mind that we won't have the resources to write our own lexicon, I suspect we willl have to encourage people to use Perseus beyond the first few chapters.

--NemaFakei 13:40, 15 February 2006 (UTC)

Hi all, I've added some material to the nouns section. Does anyone know of a way to put a line over the vowels to indicate that they're long? It'd be really helpful since accentuation depends so much on vowel quantity.

Umop Apsdn 19:03, 3 December 2006 (UTC)

down the bottom of the edit window there are a whole lot of vowels with accents and macrons etc. (macrons are what you are looking for - the line over the long vowels) if that it too laborious then you can write your edit in a word processing document with greek script and then copy it into the editing window. hope this helps Storeye 11:58, 21 April 2007 (UTC)

Hello everyone. I was tempted to append the nouns page with a simple explanation of the second declension and modify the table that's already been posted for the first declension to include some masculine and feminine omicron-sigma stem nouns and maybe one or two neuter omictron-nu stems, but I decided I should run it by the group before I do anything (I could e-mail or post my handiwork if it sounds like a good idea to run it by everybody). I agree with a previous post that maybe it should be more divided up with some exercises, as it is an instructional text and if its present form is expanded it may just read like the wikipedia article on ancient greek. I'm only a beginner, and I study alone at that (out of Mastronarde's Attic Greek, which I only recommend for the very serious), but working with such grammars I can do quite a bit of grunt work (though my knowledge of the differences between the different dialects is severely deficient, so i can really only speak for the Attic variety). Nice work so far, hope I can be of some assistance because I'm very excited about such a project.

p.s. I don't know how to use whatever code it is that's been used for the tables and script thus far, and i've been trying to work with my character map, which takes a long time and lacks a rough breathing sign. If anyone could fill me in on the right way to do this, I'd be glad to.

Slamoureux1 22:08, 6 May 2007 (UTC)Spencer Lamoureux

Homeric, Attic, or Koine?
Well, I'm new to this site, so I'll admit I haven't looked through this much; but at a quick glance and a scroll, I haven't been able to tell just how ancient this Greek is. Will this be Homeric, Attic, Koine, or what? -Thanks.

Work on Ancient Greek
Hi people,

I was planning on doing some work on this textbook since it looks like it hasn't been modified in a few years. I'm a PhD student in classics and I thought I would add a bunch of material, but I don't want to step one anyone's toes. Let me know if I should refrain because someone is currently working on it.

Thanks.

Anyone here?
Hey folks, I am interested in seeing if i can contribute to our ancient greek pages as its something I am have been studying in university, but this looks very inactive. Just want to check if anyone is still watching the page and is interested in contributing when they can.

I also second the question above regarding what variation of greek we will be focusing on here. My experience extends to Attic Greek. Wobblywatch (discuss • contribs) 22:56, 3 January 2019 (UTC)

Please do so, contribute! Attic Greek would be great. Genoskill (discuss • contribs) 01:09, 7 April 2022 (UTC)

typo
I believe that the word ἰπποπόταμος in the section Rules for Accentuation has the wrong breathing mark over the ἰ (a smooth breathing mark instead of a rough breathing mark).

My knowledge of ancient greek is very small, so I hesitated to go ahead and change it myself, but I wanted to point it out as a possible typo to a knowledgeable person DlronW (discuss • contribs) 23:19, 11 May 2023 (UTC)

title: Talk:Ancient Greek


text:
How To Search/Internet search engine list

The following list contains Internet search engines that are described in this book.

 * ../Google/
 * ../Yahoo/


text:
How To Search/Journal database list

The following list contains indexing and abstracting journal databases that are described in this book.

 * ../PubMed/
 * ../BioMed Central/

title: How To Search/Journal database list


text:
How To Search/Citation index list

The following list contains citation indexes that are described in this book.

title: How To Search/Citation index list


text:
How To Search/Other search type list

The following list contains search mechanisms that have yet to be categorized but are described in this book.

 * ../Directory of Open Access Journals/
 * ../grep/
 * ../Millennium-III/
 * ../MS Windows file search/
 * ../Stanford Encyclopedia of Philosophy/
 * ../Wikibooks/

title: How To Search/Other search type list


text:
Outdoor Survival/Food

I feel that food can be divided into two categories: That which crawls, and that which sprouts. First, I'll cover plants, then I'll say some about ways to get meat.

Growing, Catching, and Preparing Food - An Overview
If you are facing the prospect of gathering and / or catching food in the wild, you are facing one of two circumstances: this is a lifestyle choice, or you're in a long-term survival situation, where chances of rescue within weeks are slim.

The time frame of weeks may surprise some, but the reality is that in most survival situations, food is the least important factor, i.e., if you make it your number one survival priority, you'll probably get killed by something more important like not having sought adequate shelter while you were chasing badgers with a pointy stick. But getting down to brass tacks...

Chances are, you're not going to develop the skills necessary to hunt wild animals without firearms in any immediate timeframe, so the next option available to us is to prepare snares and traps. Snares and traps have the distinct advantage that they are hunting for you night and day, rain or shine. A simple circuit of your traps once a day is all that is required. The most important, and hopefully obvious consideration with traps is site selection: place traps where animals will be. Bait is fine, but to have bait, you have to have already caught something, haven't you? If you haven't, consider that animals invariably seek water, so a simple snare along a well worn path to the creek is perfect.

Types of Traps:
 * Deadfalls
 * Snares
 * Cage Traps
 * Nets
 * Fishing Lines

Edible & Poisonous Wild Plants
Here are some guideline for eating wild plantlife. In most situations, if you don't know what a plant is, don't eat it. You can live 3 weeks or more without food. You can live a lot less long with poison in your system. Only eat wild plants if you have devoted a good deal of time to studying them.

 * Do not eat mushrooms or fungi unless you know for certain that it is edible. Most are poisonous, and there is no way of determining which ones are edible without properly identifying the species.
 * Plants with umbrella-shaped flowers should not be eaten.
 * Avoid legumes (beans and peas).
 * Bulbs should generally be avoided. Wild garlic and onions are edible but have poisonous look-a-likes. However, garlic and onions smell distinctively like garlic and onions.
 * Avoid white and yellow berries, as most of them are poisonous. Blue and black berries are usually safe to eat.
 * The "berry rule" is that 10% of white and yellow berries are edible; 50% of red berries are edible; 90% of blue, black, or purple berries are edible, and 99% of aggregated berries are edible. This is only a guideline, and unknown berries shouldn't be eaten.
 * Aggregated fruits and berries are almost always edible (blackberry, raspberry, salmonberry, and thimbleberry).
 * Single fruits on a stem are usually considered safe to eat.
 * Plants with shiny leaves or a milky sap are considered to be poisonous. The two that don't follow this rule are Dandelion (and its close relatives such as chicory, Cichorium intybus and salsify, Tragopogon porrifolius) and Fig. (Both have milky sap.)
 * It is a myth that if an animal eats something, then it is safe. For instance, deer will eat poison ivy.
 * Wild nuts that taste or smell like almonds are EXTREMELY dangerous. They contain hydrogen cyanide.
 * Wild fruits and berries can be checked for edibility in the following way:
 * 1) Put a small amount of juice on your forearm and wait until it dries.  If there is no burning, swelling or redness go to the next step.
 * 2) Put a small amount of juice on the corner of your mouth and wait until it dries. If there is no burning or stinging go to the next step.
 * 3) Put a small amount of juice on your tongue. If there is no burning or stinging go to the next step.
 * 4) Eat a very small amount. (If you immediately feel sick or vomit, stop eating!) If no symptoms occur in 24 hours, the item most likely is not poisonous.
 * 5) Eat sparingly at first, and if symptoms still do not occur, proceed to eat as much as you like.

NOTE: This technique can be very dangerous. Many plants (Agave, to name one example) contain compounds that won't burn or tingle, but can be powerful emetics and/or laxatives. Others may be safe in small quantities, but can be dangerous when large amounts are eaten. Your best bet is to familiarize yourself with a few common plants for your area that can be eaten, and not rely on potentially dangerous methods such as the one listed above.

Animals
There are three main types of meat you can get in a survival situation: Insects, fish, and game. Here they are covered in that order; easiest to hardest.

There are some species of toxic birds that you should not eat. Even quail can be hazardous. Don’t eat birds you have never encountered before. Most mammals are okay to eat as long as they are properly cooked. You should never eat the liver of a carnivore or omnivore. The liver can hold dangerous toxins.

Do not eat dog/wolf liver, it contains high levels of vitamin A which can lead to hypervitaminosis and death.

Eating a long term diet of only rabbits can lead to "rabbit starvation" and death. Rabbits have no fat which your body needs. Rabbits do have fat in their intestines, however, so eat as much of the rabbit as you can stomach.

Insects
In many places, insects are a staple of local diets. Some basic guidelines for insect eating:

 * Avoid brightly colored insects.
 * Avoid insects that bite or sting.
 * Avoid fuzzy or hairy insects.
 * Most worms and grub are good to eat. It helps to toast grub until they are dried.
 * Some ants are good food. Dip a stick in water after letting it be coated by ants; repeat until you have enough.
 * Before eating grasshoppers and crickets, remove their wings and legs. (They scratch on the way down.)
 * Only eat fresh, healthy insects.
 * Grasshoppers can contain tape worms, grab them behind the head and hold their body and pull out the stomach and intestines, and it is a good idea to line them up on a small stick and roast them on a rock by a fire.
 * Only eat bees, wasps, and other stinging insects if they are already dead.

Fish
Fish are easier to catch than wild game. It's best to go fishing in the morning and at dusk; just after sunrise and before sunset. In streams, look for deep still pools, undercut banks, and the areas around and behind sandbars. In lakes, bass gather around cover. Try areas around plantlife, sunken logs and boulders, docks, and areas around dropoffs and ledges. In the ocean, try reefs, points, deltas, and channels. Here I have listed some ways of catching fish, along with how to use these ways to catch various types of fish:

Common Types of Fish

 * Bass
 * live in lakes and ponds. They like warm, clear, slow-moving water. They gather around cover (as mentioned above). A predatory fish, they like large worms, frogs, liver and other organs, crickets and grasshoppers, any meat, and crayfish. They average about 2-5 pounds. Bass weighing 8 pounds or more are uncommon, but not unheard of.

 * Catfish
 * are bottom feeders living in lakes, ponds, channels, and slow-moving rivers. There are also saltwater species. They like deep water, and will eat anything strong and smelly, such as meat, organs, and cheese. They have even been caught using things such as bubblegum and cottonballs soaked in meat juices. They are also one of the only fishes that can caught by noodling. For using a rod & reel, put bait and a heavy weight on the end of you line. Then, throw it out into the deep water at the middle of a lake. Let it sit there until a catfish comes across it. As for weight, they are usually around 2-5 pounds, though the biggest on record was 646 pounds!

 * Bluegill
 * are small fish sometimes called panfish and bream. They are caught on either flies or live bait. They gather around underwater vegetation. The average weight is a pound or two.

Techniques

 * Rod & Reel
 * Using a rod & reel is one of the best ways to catch fish. You can use it in the normal fashion, or use the line and hooks to make "set lines." (See below.)

 * Nets
 * Nets, when properly placed, can provide a wealth of food. Lay one down in a creek with a line tied to each corner. Wait till fish swim over it, then lift it up. Also, try tying one under a waterfall. As fish pass over the falls, they get caught in the net. Also a "gill net" consists of thin strands of material making a "curtain". When fish take water in through their gills, they draw in the strands and suffocate.

 * Set Lines
 * Your time can be used more efficiently by setting many fixed lines from things such as tree branches overhanging water. This is the same technique used by trappers; rather than hunt one animal at a time, they set dozens of traps, increasing their odds of catching something.

 * Spearfishing
 * Fish can be harvested with a spear. To make an improvised fishspear: Find a long, strait pole or piece of bamboo. Wrap a piece of cord (tightly) around one end, about a foot from the end. Split the end of the pole evenly in half. The split will stop at your cord wrap. Sharpen the two points. You may also fire harden them.
 * To use it, stand perfectly still in waist deep water. If you have bait to spare, you may scatter some around you if you wish. Keep the spear-point in the water and move it VERY slowly towards a fish. When your point is a foot or so away from it, jab it sharply, pinning it to the bottom. Try to make the fish slip between the two points, wedging it. Wedging it is better than piercing it; stabbing it can mess up the meat. Now, reach down and grab it firmly; as long as it's still in the water, it can fight with amazing power. Throw it on the bank and continue fishing.

 * Fishtraps
 * You can construct fishtraps out of vines, bamboo, wire, or plastic jugs. As a rule, the time it would take you to construct a fish trap (if you could at all) is best spent on other things. However, I'll still include directions for their construction. To make a simple fishtrap from a large narrow-mouthed plastic jug: Cut the top few inches off of the jug, widening the hole just enough allow comfortable access for a fish. Then, cut the top third off of the jug. Invert the removed section, and stick it in the rest of the jug, creating a funnel. Secure it in this position. Put bait in the jug. Fish will be "funnelled" in towards the bait, but will be unable to exit. You are actually more likely to catch crawfish and lobsters than fish with this! The same design is used to make woven and wire traps. (If someone knows the exact way to weave traps, put it here!) Also, on a beach, you can build a fishtrap from logs and stones: When the tide is low, create an inland-facing halfcircle of logs and stones. The tide comes in, and the trap is submerged. When the tide goes out, fish a trapped in the halfcircle as the water level drops. They may then be picked up.

 * Fishing Poisons
 * There are some plants that deoxidise water (remove oxygen). When added to a small pool of still water, they cause fish to suffocate and float to the surface. Because you did not actually poison them, there is no danger when eating fish caught this way. (The green husks from the Chestnut tree and the Black Walnut tree can be added to still water to stun fish. (Illegal, but in a survival situation it is good to know) Also the pods from the Black Locust Bean Gum tree (Arkansas)

 * Handfishing
 * With practice, you can actually catch fish by hand. When you catch catfish in this way, it is called noodling. (Catching catfish uses a special technique, not covered here.) To catch fish by hand: Find an undercut bank over still water. Lay Down on your belly on the ground next to the water. Stick your hand in the water. Move very slowly and gingerly until you feel a fish. Work your hand under his belly. Grip firmly and lift him out. This is kind of like spearfishing with your hand. It takes a lot of practice.

Older people have mentioned tickling the fish, then jamming your thumb into the gills for extra grip.

Next Step
Now that you have a fish (or several fish) you should scale and clean them. (Instructions for scaling and cleaning to be added.) You can eat the heart and liver. Save the other organs for bait. Cut open the stomach to see what the fish has been eating, so you can get an idea of what bait to use. If the stomach is empty, it means that the fish are very hungry, and will bite almost anything. You can put the head on a large hook and drop in the water to catch a snapping turtle. Scatter whatever is left in the water to attract other fish.

title: Outdoor Survival/Food


text:
Hebrew/Personal Pronouns

Grammar
In general, the "to be" verb is not present in the Hebrew language. So "He David" translates to "He is David". Or -- "She is Sarah".

Who is who?
This exercise using the following extra words: -- who mi, -- Hello; Goodbye shalom and some names: (Sarah), (Jacob), (Moses), (Rachel)

Now try some simple sentences

Without diacritic marks
Translate the following:
 * 1) אני
 * 2)  את
 * 3) היא
 * 4) הוא
 * 5)  אתה

Answers
See Hebrew/Personal Pronouns/Answers.

Related lessons

 * Hebrew/Basic 2
 * Hebrew/Greetings
 * Hebrew/Names

title: Hebrew/Personal Pronouns


text:
User talk:Guaka

There are much more modules that belong to the Vruchtbrengend_Woordenboek to be moved: See all the links at the bottom of this page: http://en.wikibooks.org/wiki/Vruchtbrengend_Woordenboek:_O

 * Yes I know. But I didn't have the time to move the rest. Maybe you have? :) Guaka 14:50, 2 Aug 2004 (UTC)

Thanks for the effort you went to hunting down those three pages that may needed to be deleted (or trans-wikied to a different language version for Wikibooks (use the tag instead)). But, you must remember to add your reason for adding the tag on the Votes for deletion page. This is because we can't read your mind, and need to know that there is a page that needs to be considered for deletion (it may be fine to lump all three into one vote, because they have been marked for the same reason, I assume). (Donovan|Geocachernemesis|Interact) 12:55, 18 Jun 2005 (UTC)

Reviewer Auto Promotion
You have been automatically granted the reviewer flag. Follow the link to learn more about the reviewing functionality if you are unfamiliar with it. Kind regards, QU TalkQu 19:41, 24 March 2012 (UTC)

title: User talk:Guaka


text:
Cookbook:Curry Chicken I

 * Curry

This curry chicken dish isn't very spicy unless you make it that way. In fact, change the ingredients to suit your own taste and it will probably taste better. Instead of coconut cream or milk you can use heavy cream.

Ingredients

 * 1 whole chicken
 * 4 cloves garlic, minced
 * 2 tsp salt
 * 2 tsp red chile powder
 * 2 tsp garam masala
 * 1 tsp red pepper powder
 * 150 ml yoghurt
 * 20 coriander leaves
 * ½ tsp ground black pepper
 * 2 onions, sliced into rings
 * 2–3 green chiles
 * 1 tomato, finely chopped
 * 2 tsp olive oil or sunflower oil
 * 3 cashews, ground
 * 1 tsp curry powder (or to taste)
 * 100 ml coconut milk or cream (optional)

Preparation

 * 1) Cut the chicken into 5–7 cm pieces and slice them at edges with a knife.
 * 2) Combine garlic, 1 tsp salt, 1 tsp red chili powder, 1 tsp garam masala, red pepper powder, yoghurt, coriander leaves, and ground black pepper in a large bowl.
 * 3) Add the chicken pieces, and marinate for 8 hours in refrigerator.

Cooking

 * 1) In a large pot, fry onion rings, green chilies, and tomato in olive or sunflower oil over low heat until onions are light yellow.
 * 2) Stir in remaining 1 tsp garam masala, 1 tsp red chili powder, and ground cashews.
 * 3) Add chicken pieces, and fry them for about 5 minutes while gently stirring.
 * 4) Add the marinade and water until all chicken pieces are submerged. Add coconut milk if desired.
 * 5) Allow the dish to cook over low to medium heat for 30–45 minutes.
 * 6) Remove from heat and wait for a few minutes until the chicken pieces are tender and have absorbed the sauce.
 * 7) Serve with rice (Basmati variety works well).

title: Cookbook:Curry Chicken I


text:
East Asian Calligraphy/Cover

Chinese ~ Japanese ~ Korean

East Asian Calligraphy

title: East Asian Calligraphy/Cover


text:
East Asian Calligraphy

Introduction
In this textbook, brought to you cooperatively by the Korean, Japanese, and Chinese language textbooks, we hope to illustrate some principles of East Asian writing systems that apply to all three languages above.

Whether we are talking about Chinese characters, Japanese kana, or Korean jamo, East Asian writing systems share many similarities, including their stroke forms, basic shapes, and character structure.

Nevertheless, there are also some differences. Not all of the lessons in this textbook apply to all of the languages. Depending on the language that you are learning, you will (fortunately) be able to skip over some lessons and sections.

In the following table of contents, each link is preceded by one or more letters. The letters indicate which writing system each unit applies to. The letters are: Chinese characters, including Chinese hanzi, Japanese kanji, and Korean hanja Japanese kana, especially hiragana Korean hangul

If a lesson isn't required for the language that you're learning, feel free to skip it.

Note that this course is strictly focused on writing nicely and legibly, and is meant as a supplement to the Chinese, Japanese, and Korean Wikibooks. It does not teach you the actual characters / kana / hangul themselves.

Table of Contents
CJK

title: East Asian Calligraphy


text:
Algebra/Polynomials

With practice the concept of slope for linear functions becomes intuitive. It makes sense that the line that fits the equation $$ y=2x $$ has a steeper ascent then the line that fits the equation $$y=1/2x$$. You only have to move horizontally one unit to change your vertical direction two for the former when you graph $$ y=2x $$. How many blocks do you need to move horizontally to change your vertical direction by one for the line $$y=1/2x$$?

When we express concepts like $$y=x^2$$ the abstract behavior of what is being represented becomes a little harder to see.

A monomial of one variable, let's say x, is an algabraic expression of the form

$$ c x^m \ $$

where
 * $$c$$ is a constant, and
 * $$m$$ is a non-negative integer (e.g., 0, 1, 2, 3, ...).

The integer $$m$$ is called the degree of the monomial.

The idea of a monomial of degree zero appears a bit mystical since it always represents one, except when the value of the variable is set equal to zero when the result is undefined. This idea allows us preserve the value of the constant in the monomial. We know that $$cx^0$$ is always equal to $$c$$ because even though we have 0 x's (somethings) we still have a c. When x = 0 things are difficult because the value we started with, 0, represents nothing.

For a monomial of power 1 we are multiplying C by one instance of our variable. When $$ x=0 $$ we get $$c*0=0$$. When $$x \ne 0 $$ we are multiplying c by 1 x. If x is less than 1 then c gets smaller, if x is more than 1 c gets bigger. When x is between 0 and -1 c gets smaller slower, when x is less than -1 c gets smaller faster.

A monomial with power two is one that "squares" the value of x. The reference to square is because using the multiplication operation once allows us to measure area. If you have something that is one unit on each side this is called a square unit. If you divide both sides of your square unit in half, you get 4 quarter units. We represent this with math by doing the multiplication $$ 1/2 * 1/2 = 1/4 $$ Squaring something is a non-intuitive operation until you become comfortable with the graph of the function. We can see this with the story of the mathematician who was offered a reward by his king. The mathematician said he wanted a single grain of wheat, squared every day for 30 days. For the first seven days the king's servants delivered 1, 2, 4, 16, 256, 65,536 grains of wheat to the mathematician. On the seventh day the value was 4,294,967,296 (4 gig in computer terms)... Sometimes the story ends with the king re-negotiating, sometimes the story ends with the king executing the mathematician to preserve his kingdom, and sometimes the king is astute enough not to take the deal.

A monomial with power three is one that "cubes" the value of x. This is because we use the operation x*x*x to measure the volume that a given area of x*x takes up. If you have a cube that is 1 unit on each side and cut each side in half you will find that you have created 8 cubes. If the mathematician had asked to have the single grain of wheat cubed than the servants would have delivered 1, 8, 512, $$134 \times 10^6$$, $$242 \times 10^{22}$$ grains of wheat and the kings deal would have needed to be re-negotiated two days earlier.

Polynomials
A polynomial of one variable, x, is an algebraic expression that is a sum of one or more monomials. The degree of the polynomial is the highest degree of the monomials in the sum. An polynomial $$P(x)$$ can generically be expressed in the form $$P(x) = a_n x^n + ... + a_i x^i + ... a_2 x^2 + a_1 x + a_0 \ $$

or

$$\ P(x) = \sum_{i=0}^{n}a_ix^i $$

The constants ai are called the coefficients of the polynomial.

Each of the individual monomials in the above sum, whose coefficient ai ≠ 0, is called a term of the polynomial. When i = 0, xi = 1 and the corresponding term simply equals the constant ai. Also when i = 1, the corresponding term equals ai x.

A polynomial having two terms is called a binomial. A polynomial having three terms is called a trinomial.

Polynomial Equations
We refer to all functions with one independent variable as $$P(x)$$. Each instance of $$P(x)$$ can be represented by an equation (either a monomial or a polynomial) which may have one or more places where the dependent variable is equal to zero. These places are called roots and they represent the number(s) whose value(s) for x make the function $$P(x)=0$$ true. These roots are called the zeroes of the polynomial (singular is zero).

A polynomial of degree 1, will always look like a line when you graph it, and always has 1 real zero. A polynomial of degree 2, a quadratic function, can have 0, 1, or 2 real zeroes. A polynomial of degree 3 (a cubic function) can have 1 or 3 real zeroes. A polynomial of degree 4 can have 0, 2, or 4 real zeroes. Complex (unreal) zeroes, when present, always come in pairs. In general, a polynomial of degree n, where n is odd, can have from 1 to n real zeroes. A polynomial of degree n, where n is even, can have from 0 to n real zeroes.

When we graph polynomials each zero is a place where the polynomial crosses the x axis. A polynomial of degree one can be generically written as $$P(x)=Mx + C$$ where M and C can be any real number. We will see that quadratic functions are curves. The curve can bend before it ever touches the X axis in which case it has no zeroes, It can bend just as it touches the X axis, in which case it can have just one zero, or it can open up above or below the X axis in which case it will have two zeroes. If you think about this you will see that polynomials with an odd degree (1,3,5, ...) have to be positive and negative, so they have to cross the X axis at least once. Polynomials with an even degree (2,4,6,....) might always be positive or negative and never have a zero.

Normally we represent a function in the form $$ P(x) = y $$, but when we are looking for the roots of the function we want y to be equal to zero so we solve for the equation of $$ P(x) $$ where $$P(x) = 0 $$

Solving Polynomial Equations
Some polynomial equations can be solved by factoring, and all equations of degrees 1-4 can be solved completely by formulae. Above degree 4, there are no formulae for solving completely, and you must rely on numerical analysis or factoring. This means that for polynomials of degree greater than 4 it is often impossible to find exact solutions.

Rational roots of polynomial equations
Often we are interested in the rational roots of polynomials. A root is much like a factor of a number. For instance all even numbers have a factor of two. This means you can write the even numbers as two times another number. That is the numbers 2, 4, 6, 8 ... can be written as 2*1, 2*2, 2*3, 2*4 ... . This fact is helpful when you have a fraction of two even numbers. Given a fraction of two even numbers called N and M $$ N / M $$ you could reduce the fraction by re-writing it as $$ 2n / 2m $$. By keeping fractions in lowest terms it's easier to know when you can add or subtract them without looking for a common denominator.

An example of a use of a polynomial equation
There is a story that in grade school the mathematician Gauss was asked to add the numbers 1 to 100 sequentially. He is said to have intuited the sum could be expressed with the formula n(n+1)/2 and quickly gave the answer 5050. The basis of this formula is that the numbers 1 through 49 added to the numbers 99 through 51 each yield 100. It is interesting to look at how this formula works for the values 9 and 10. For 10 we add the numbers 1+9, 2+ 8, 3+ 7, 4+ 6 to get 40 and we add the two remaining terms 5 and 10 to get 55. For 9 we add the terms 1 + 8, 2 + 7, 3 + 6, 4+ 5 to get 4*9 = 36 + 9 = 45. In the first case the n + 1 is the odd number and represents adding the 10 and the middle number, the 5. In the second case the n is the odd number and the n+1 represents the sum for the preceding terms in the formula. You may or may not find stories like this intriguing based on how your personality reacts to what is known as the foundational crisis of mathematics. Learning mathematics is a lot like learning a foreign language. Some people seem more adept at learning languages than others, but with hard work learning a new language is something we can all do.

Multiplying polynomials together
When we multiply polynomials together we rely heavily on the distributive property.

For instance when we multiply 67 by 5 we can divide the equation into (60 + 7)*5 = (300 + 35) = 335. Additionally we can apply the commutative property to multiply multidigit numbers. 67*25 = (60 + 7)(20 + 5) = ((60 + 7)*20) + ((60 + 7) *5) = (60*20) + (7*20) + (60*5) + (7*5) = 1200 + 140 + 300 + 35 = 1675. These properties are the foundation for the different forms of the mechanical calculating tool the abacus.

When multiplying polynomials together we do similar operations. We use the commutative property to divide the multiplier into its component parts and multiply the multiplicant by each of these parts. For instance to multiply $$x^2 + x$$ by $$x + 1$$ we first write the multiplicand and multiplier in terms of powers of x.  This gives us $$x^2 + x + 0x^0$$ and $$x + 1x^0$$ The terms raised to the zero power represent constant integer terms in our equations. Next we apply the commutative property to rewrite the equations as $$[(x^2 + x + 0x^0)*1x^1] + [(x^2 + x + 0x^0)*1x^0]$$. We simplify these equations to be $$[x^3 + x^2 + 0x^1] + [x^2 + x + 0x^0]$$ (notice how our integer term drops out). Finally we combine like terms to get the answer x^3 + 2x^2 + x +0x^0. Let's repeat that in the more familiar columnar format of multiplication:

1x^2 + 1x^1 + 0x^0 *              1x^1 + 1x^0 --         1x^2 + 1x^1 + 0x^0 + 1x^3 + 1x^2 + 0x^1 -- = 1x^3 + 2x^2 + 1x^1 + 0x^0 = x^3 + 2x^2 + x

By breaking a polynomial into its terms

If we have a polynomial P(x) $$P(x) = a_n x^n + ... + a_i x^i + ... a_2 x^2 + a_1 x + a_0 \ $$ The only possible rational roots (roots of the form p/q) are in the form

$$\frac{p}{q}=\frac{\mbox{factor}\ \mbox{of}\ a_0}{\mbox{factor}\ \mbox{of}\ a_n} $$ (Also know as the rational root theorem, or RRT)

Binomials
binomial is a sum or difference of two monomials. These can also be called polynomials, but to specify, these are binomials.

Examples
2x + 2

2y - 7

How to factor
To factor binomials, find the greatest common factor between the terms and factor.

Example
4x + 2

The greatest common factor between these terms is 2 because both of the terms can be divided by it and the coefficient and constant is still an integer. The example factored would become:

2(2x+1)

title: Algebra/Polynomials


text:
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title: User:Grunt~enwikibooks/myskin.css


text:
Talk:United States Government/The Judicial Branch

This page should at least mention that there is a seperate system of state courts.

It may not be beyond the scope of the book to mention that there are only two ways that the federal courts have jurisdiction: federal questions and law suits between citizens of different states.


text:
How To Search/Yahoo

[http://www.yahoo.com '''Yahoo! Search''']
 * Purpose: "Our mission is to be the most essential global Internet service for consumers and businesses."
 * Audience: All Internet users.
 * Scope: The Internet. All documents that Yahoo's web crawling software can process.
 * Refresh Rate: Constant
 * Other Information: It is important to differentiate between Yahoo! Search, which this page is about, and the Yahoo web site directory. Yahoo! Search is a fully automated Internet search engine. (Although it seems to incorporate a few "Yahoo! Shortcuts," listed below, that may be human indexed.) On the other hand each web page in the web site directory is categorized by humans, it is not automated.

Search Fields
Yahoo! refers to the following as "Search Meta Words."

Search Shortcuts
Yahoo refers to the following as [http://help.yahoo.com/help/us/ysearch/tips/tips-01.html Yahoo! Shortcuts]. Some have yet to be listed in this wikibook.

When typing a shortcut it looks just like a normal word search. The difference shows up when the search results appear. Below advertisements and above the numbered search results there will be an entry with a red Yahoo Y next to it. This shortcut entry may provide an answer, if using the calculator or dictionary, or it may link to further pages with the answer.

Other Features
Yahoo! Search also allows a number of searches which can only be done using templates on their web pages. These can be found in the advanced search. These include file format (doc, html, pdf, ppt, rss, txt, xls), search language, safesearch filter, and country.

Other features not directly impacting search results include number of results listed per page.

title: How To Search/Yahoo


text:
Ancient Greek/Preface

At one time, all well-educated men (and they were almost always men) were expected to have at least a passing familiarity with Classical Greek. That age has passed, for better or worse, but many of the reasons that motivated the study of Greek are still forceful. Indeed, some of them are so common now as to seem trite and obvious: The people who used this language were the founders of Western civilization. They created bodies of thought that have profoundly affected the course of both intellectual and political history and are still influential to this day. They created and defined many of the forms that art continues to take. They laid the foundation for geometry, and invented the scientific method. To fully understand almost any area of human endeavour requires wrestling with the ancient Greeks.

Now one can do this by reading translations. Certainly innumerable Greek texts, including all the "important" ones, have been translated into all the major languages. But we hardly need to review the problems of translation here. It is a second-best alternative at any time, and in the case of a language two thousand years old that arose in a culture very different from our own, it sometimes seems an astonishing feat that we manage to render anything at all. It is perhaps only due to the inestimable influence of the Greeks' language and thought on our own that we manage it so well.

But by virtue of the fact that you are reading this, it's clear that you're considering an attempt at overcoming these obstacles by going directly through them, by studying Classical Greek. You may be wondering, though, is it for you?

Of course, there's no single answer to this question. If Greek is not your first foreign language, it should not present any shockingly new difficulties. It is a bit more complex in some ways than, say, Spanish or German - for example, it has nearly twenty forms of the definite article - but the principles are the same. There are verbs that must be conjugated, nouns that must be declined, and so on. The tremendous practice you gained in learning your other foreign language(s) will serve you very well in learning Greek. And as a bonus, you'll never have to worry about learning to understand native speakers: There are none!

If Greek will be your first foreign language, there are again advantages and disadvantages. Certainly the first few lessons may not be as easy as they would if you were learning, say, Spanish. And you're unlikely to find many other speakers among your friends, as you might with a modern language. But English has derived many words from Greek, and few of the principles of grammar are wildly different. Besides, if you don't know anyone else who reads Greek, you'll look all the more impressive by knowing how!

Before you begin, a word on prerequisites. This course assumes no previous foreign language knowledge. As mentioned above, learning a third or fourth language is usually easier than learning a second, but all this course presumes is English fluency.

We will try to avoid rote memorization where possible, but the fact is that memorization is impossible to avoid completely. Rules of grammar, of accent, even the alphabet itself must simply be memorized. This is not as difficult as many people seem to think, however, and the text will try to provide helps where possible.

title: Ancient Greek/Preface


text:
Calculus/Systems of ordinary differential equations

We have already examined cases where we have a single differential equation and found several methods to aid us in finding solutions to these equations. But what happens if we have two or more differential equations that depend on each other? For example, consider the case where
 * $$ D_t x(t) = 3y(t)^2 + x(t)t$$

and
 * $$ D_t y(t) = x(t) + y(t)$$

Such a set of differential equations is said to be coupled. Systems of ordinary differential equations such as these are what we will look into in this section.

First order systems
A general system of differential equations can be written in the form
 * $$ D_t \mathbf{x} = \mathbf{F}(\mathbf{x}, t)$$

Instead of writing the set of equations in a vector, we can write out each equation explicitly, in the form:
 * $$ D_t x_1 = F_1(x_1, \ldots, x_n, t)$$
 * $$ \vdots\!\; $$
 * $$ D_t x_i = F_i(x_1, \ldots, x_n, t)$$

If we have the system at the very beginning, we can write it as:
 * $$ D_t \mathbf{x} = \mathbf{G}(\mathbf{x}, t)$$

where
 * $$ \mathbf{x} = (x(t), y(t)) = (x,y)$$

and
 * $$ \mathbf{G}(\mathbf{x}, t) = (3y^2+xt,x+y)$$

or write each equation out as shown above.

Why are these forms important? Often, this arises as a single, higher order differential equation that is changed into a simpler form in a system. For example, with the same example,
 * $$ D_t x(t) = 3y(t)^2 + x(t)t$$
 * $$ D_t y(t) = x(t) + y(t)$$

we can write this as a higher order differential equation by simple substitution.
 * $$ D_t y(t) - y(t) = x(t)$$

then
 * $$ D_t x(t) = 3y(t)^2 + (D_t y(t) - y(t))t $$
 * $$ D_t x(t) = 3y(t)^2 + t D_t y(t) - t y(t)$$

Notice now that the vector form of the system is dependent on t since
 * $$\mathbf{G}(\mathbf{x}, t) = (3y^2+xt,x+y)$$

the first component is dependent on t. However, if instead we had
 * $$\mathbf{H}(\mathbf{x}) = (3y^2+x,x+y)$$

notice the vector field is no longer dependent on t. We call such systems autonomous. They appear in the form
 * $$ D_t \mathbf{x} = \mathbf{H}(\mathbf{x})$$

We can convert between an autonomous system and a non-autonomous one by simply making a substitution that involves t, such as y=(x, t), to get a system:
 * $$ D_t \mathbf{y} = (\mathbf{F}(\mathbf{y}), 1) = (\mathbf{F}(\mathbf{x}, t), 1)$$

In vector form, we may be able to separate F in a linear fashion to get something that looks like:
 * $$ \mathbf{F}(\mathbf{x}, t) = A(t)\mathbf{x} + \mathbf{b}(t)$$

where A(t) is a matrix and b is a vector. The matrix could contain functions or constants, clearly, depending on whether the matrix depends on t or not.


text:
Talk:Robotics/Physical Construction/Resourcefulness

Resourcefulness

Sharing component identification
Is there any kind of standard for sharing pages between books? In electronics we have Electronics/Component Identification, which would be useful for robotics too, for part cannibalizing. Ideally it should contain a description of every type of labeling system for every package style for every type of component, but obviously does not come close yet. - Omegatron 03:46, 26 Jul 2004 (UTC)

Not sure about that. I used external links in "Robotics: Components: Actuation Devices: Motors". If there is a better way, this should be changed. --Patrik 13:41, 10 Dec 2004 (UTC)


text:
Civ/Civilization II/Unit Index

 * A.D.M denotes the attack, defense, and movement ratings of the unit.
 * HP.F denotes the number of hit points and the firepower rating of the unit.
 * Tech denotes the civilization advance needed in order to build the unit.
 * Obsolescence denotes the civilization advance that renders the unit obsolete.
 * Cost denotes the number of shields required for the unit to be built.
 * Description is a short description of the unit's other capabilities it may have.

title: Civ/Civilization II/Unit Index


text:
User:Softssa

sv:Användare:Softssa

title: User:Softssa


text:
How To Search/Types

There is great variety within the set of searches that authors may include in this book. While the difference between the searches is self evident to some, it is not to others. For this reason, the types of searches are explained below.

Internet search engine

 * Examples

An Internet search engine is a program designed to help you access files stored on a public server on the Internet. The search engine allows you to ask for media content meeting specific criteria (typically those which contain a given word or phrase) and retrieve a list of files that match those criteria. Data collection is automated and done by software often known as a Web crawler.

Web search engines work by storing information about a large number of web pages, which they retrieve from the WWW itself. These pages are retrieved by a web crawler -- an automated web browser which follows every link it sees. The contents of each page are then analyzed to determine how it should be indexed (for example, words are extracted from the titles, headings, or special fields called meta tags). Data about web pages is stored in an index database for use in later queries. Some search engines, such as Google, store all or part of the source page (referred to as a cache) as well as information about the web pages.

When a user comes to the search engine and makes a query, typically by giving key words, the engine looks up the index and provides a listing of best-matching web pages according to its criteria, usually with a short summary containing the document's title and sometimes parts of the text.

The usefulness of a search engine depends on the relevance of the results it gives back. While there may be millions of Web pages that include a particular word or phrase, some pages may be more relevant, popular, or authoritative than others. Most search engines employ methods to rank the results to provide the "best" results first. How a search engine decides which pages are the best matches, and what order the results should be shown in, varies widely from one engine to another. The methods also change over time as Internet usage changes and new techniques evolve.

Most Web search engines are commercial ventures supported by advertising revenue and, as a result, some employ the controversial practice of allowing advertisers to pay money to have their listings ranked higher in search results.

Indexing/abstracting journal database

 * Examples

Indexing and abstracting databases developed as an electronic alternative to paper periodical indexes. Historically libraries provided catalogs to help find journals, magazines, and newspapers by title but they rarely catalogued the articles in each issue. Indexing and abstracting books and databases fill in this gap. One can search electronic indexes by at least article author, article title, and article subject. Most indexes have many more ways to access articles.

Indexing and abstracting databases always contain indexed article information, sometimes contain abstracts, and rarely contain the full text of articles. In the age of the Internet and Google, using a database that doesn't have full text may seem antiquated but much of scholarly research still relies on such databases.

The addition of article subject headings in indexes is done by humans (as opposed to automated computer programs) and from this addition come positive and negative affects. Adding subject headings requires trained people and such people have to be payed therefore, driving the cost of the index higher. On the other hand, being able to find similar articles by subject can save a great amount of time.

Citation index

 * Examples

A citation index keeps track of which articles in scientific journals cite which other articles. This allows one person who wrote an article to find out how many people have cited their article.

Library Catalog

 * Examples

"A library catalog is a register of all bibliographic items found in a library." A bibliographic item can be a book, video, portrait or about anything else that is considered library material.

title: How To Search/Types


text:
Cookbook:Chicken Curry

 * Curry | Indian recipes

Marinade ingredients

 * 4 lb chicken
 * 1½ teaspoon salt
 * ½ teaspoon red chile powder
 * 1 pinch of turmeric
 * 100 ml coconut yogurt
 * 1½ teaspoon ground coriander
 * ½ teaspoon garlic paste
 * 1½ teaspoon ginger paste
 * 1 teaspoon chile powder
 * 1 teaspoon garam masala
 * 1 teaspoon paprika
 * 1 teaspoon cumin
 * 1 teaspoon cinnamon
 * 1 teaspoon fenugreek leaves
 * 1 teaspoon curry powder
 * Juice of ½ lemon
 * ½ teaspoon mint

Curry ingredients

 * 1 tablespoon coconut oil
 * 500 g tomatoes, diced
 * 150 ml coconut yogurt
 * 200 g potatoes
 * 2 teaspoons curry powder
 * 1 medium onion
 * 1 teaspoon ginger paste
 * ½ teaspoon garlic paste
 * 1 teaspoon mustard seeds
 * 1 teaspoon cumin seeds
 * 1 teaspoon fennel seeds
 * 2 teaspoons curry powder

Procedure

 * 1) Clean the chicken and cut into small pieces. Combine with all the marinade ingredients and mix well. Set aside for 30 minutes to let flavors seep in.
 * 2) Fry cumin, fennel, and mustard seeds on a medium heat in a large pan.
 * 3) Add garlic and ginger paste and fry.
 * 4) Chop the onions into small pieces and fry in the pan.
 * 5) Add the potatoes and fry.
 * 6) In a separate pan, sear the chicken in batches and add it to bowl separately.
 * 7) After the onions turn golden brown add the marinated chicken.
 * 8) Add curry powder, coconut yogurt and turn to a low heat. Leave to cook for 35–40 minutes.
 * 9) Finely chop fresh coriander and a dash of lemon juice to the curry.
 * 10) Serve with rice or naan bread

title: Cookbook:Chicken Curry


text:
Cookbook:Egg Rice

| Cuisine of India

Ingredients

 * 2 cups (250 g/8.8 oz) uncooked rice
 * 1 small (a little bit bigger than a golf ball) onion, chopped
 * 2 medium-sized green chile peppers, chopped
 * 1 teaspoon ginger paste
 * 1 teaspoon garlic paste
 * ¼ teaspoon spice blend (the blend ratio should be like ½ stick of cinnamon : 3 cardamon pods : 6 cloves)
 * 1 teaspoon salt
 * 2 eggs, beaten

Procedure

 * 1) Cook rice and keep it aside.
 * 2) Sweat onions and green chilies in a pan together over medium heat.
 * 3) Add ginger and garlic pastes.
 * 4) Add rice, and mix everything well.
 * 5) Add salt and spice powder.
 * 6) Stir in the beaten eggs.
 * 7) Cook until everything is mixed well.

title: Cookbook:Egg Rice


text: User:Imran~enwikibooks

title: User:Imran~enwikibooks


text:
Digital Photography

This guide assumes that you know how to use your camera in automatic mode and that you have your manual handy so you can work out how to do the things described here using your camera.

Contents

 * /Introduction/
 * /Taking Digital Photos/
 * /Pre-Processing/
 * /Post Processing/
 * /Digital Camera Types and Accessories/
 * /Enlarging Images/

Contributors

 * Imran
 * Minda315
 * SteveJM
 * Lynx7725
 * JFosterD
 * Siddord
 * Bengston
 * severoon
 * J.smith
 * yndesai

التصوير الرقمي Photographie

title: Digital Photography


text:
Cookbook:Succotash

| United States

Ingredients

 * 2 quarts shelled lima beans
 * 24 ears of corn cut off the cob
 * 1 pound pickled pork (optional)
 * 2 tbsp sugar (optional)
 * 2 tbsp butter or olive oil (optional)
 * Pepper

Procedure

 * 1) If using pork, cover pork with water, and parboil it.
 * 2) Add beans, then corn, sugar, butter, and pepper to taste. After corn is added, watch carefully to keep from scorching.
 * 3) Serve.

Notes, tips, and variations

 * A chopped red bell pepper can be added.
 * Note that lima beans that have not been cooked should be thoroughly boiled for at least 10 minutes to rid the beans of phytohemagglutinin, a toxin found in uncooked lima beans. Canned beans are safe to eat without cooking.

title: Cookbook:Succotash


text:
Guitar/Alternate Picking

Alternate picking is an important skill, because it allows you to play more than twice as fast than with just down picking. The basic idea is that if you are picking just on down strokes, every time you bring the pick back up to stroke down again, you are missing an opportunity to hit the string again. Essentially alternate picking is more efficient, because you have to move you hand less distance to hit the next note, and it can be an important difference between hitting the note on time or struggling to reach it.

As with other guitar skills, it doesn't sound even a little difficult until you actually try and do it. It will take some time to master it and get really fast. After doing it for a long time, you will begin to notice that you are subconsciously deciding whether to alternate pick or not, depending on the underlying rhythm. Ultimately alternate picking allows you to play more efficiently, and thus faster.

Hold the pick in whichever method feels best for you. Only the top of your pick should be seen and touch the string, because when you pick you cover less distance and use less energy. Your movement should only come from your wrist, not from your whole arm, and it should be precise. There are many ways to practice alternate picking, but really it is something that you have to merge into all of your guitar playing. Being able to alternate pick at the right time is a very important step, and it is one of the barriers that separate good guitar players and people who just play guitar.

Lesson 1
To introduce yourself to alternate picking, start with a simple exercise beginning on the low E string. e|-1--2--3--4| B|--1--2--3--4---| G|---1--2--3--4--| D|1--2--3--4-| A|--1--2--3--4---| E|-1--2--3--4|

e|---| B|-4--3--2--1| G|4--3--2--1-| D|4--3--2--1-| A|---4--3--2--1--| E|--4--3--2--1--2--3--4--5---|

Play this pattern up and down the strings, and then up and down the whole neck. When you hit each note, you should make sure that you are always picking in the opposite direction of the previous note. Try playing faster, but always make sure you are fretting and picking each note clean to develop good habits. A metronome is a good item to help you with these sorts of exercises, because it helps you keep a steady pace. Always spend time practicing at your maximum speed, but not for the whole time; playing at an even pace is more important and builds your internal sense of rhythm.

Once you are comfortable alternate picking, try fingering some chords and pick through them, using alternate picking where appropriate. You can stumble onto some famous songs completely by accident like this.

Lesson 2
This pattern is a little more complicated, as it is a walk, where you play a repeating pattern that always starts on the next highest note. e|--| B|--| G|--| D|-1---1-2-1-2-3---1-2-3-4--| A|-1---1-2-1-2-3---1-2-3-4---2-3-4-3-4---4--| E|-1-2-3-4---2-3-4-3-4---4--|

Continue the pattern up the strings, and make sure you are always alternate picking. You will start to notice when sometimes it is better to pick up or down twice in order to make the picking more efficient overall.

Lesson 3
This riff combines palm muting and alternate picking. e|| B|| G|-2---2---2---2--3---| D|-2---2---2---2--3---| A|-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0| E|| The open notes should be muted, and you should be using alternate picking. This riff is very similar to a riff from Metallica's One.

Additional Lessons
If you want more exercises, please see other sections of this book, and perform the exercises there, except add in the alternate picking. Alternatively, you could take a song you already know, and then pick the chords using alternate picking. You will soon see how you can apply alternate picking into every part of your guitar playing.

title: Guitar/Alternate Picking


text:
Swing Dancing

This book is intended to serve as a guide to various forms of swing dancing, and will ideally contain descriptions and pictures of various moves. This textbook is of course not meant to be a replacement for actual practice and lessons, but a reference and source of new ideas.

Technique

 * 1) Etiquette
 * 2) Connection
 * 3) Musicality

Basic Swing Dances

 * 1) Charleston
 * 2) Lindy Hop
 * 3) East Coast Swing
 * Balboa
 * 1) Collegiate Shag
 * 2) West Coast Swing

Dance Moves

 * 1) Sugar Push
 * 2) Skip up
 * 3) Side Pass
 * 4) Circle
 * 5) Groucho
 * 6) Silly moves
 * 7) Jazz dance moves
 * 8) Aerials

Appendix

 * 1) Swing dance glossary

title: Swing Dancing


text:
User talk:62.224.81.113

Hallo. Bevor du grossartig hier an deutschen Artikeln arbeitest, verschieb sie doch erst mal in das neue deutsche Wikibooks --> http://de.wikibooks.org Gruss --Moolsan 11:58, 27 Jul 2004 (UTC)

 * Weiß nicht, wie das geht.
 * copy'n'paste heisst das zauberwort. ein paar infos stehen auch unter [//de.wikibooks.org/w/index.php?oldid=704180#Wikibooks:Projekt Wikibooks:Projekt]. Gruss nochmal --Moolsan 12:03, 27 Jul 2004 (UTC)

title: User talk:62.224.81.113


text:
East Asian Calligraphy/Introduction

What is "East Asian Orthography"? Isn't it just those symbols you see in Chinatown or Koreatown, or in anime or manga? Really, East Asian writing is a lot more complex than that, and it is important to know what you're dealing with before you learn how to write an East Asian language.

By East Asian writing, we are really talking about the set of writing used by the Chinese, Japanese, and Korean languages. But these languages use very different writing systems.

Chinese, for example, uses Chinese characters or logographs, where each symbol represents a word or a word root (called "morphemes"), with one (or several) defined meanings and pronunciations. If English were written this way, for example, we would have individual symbols for simple words like "the", "at", "sun", "moon", etc. and a series of symbols for more complex words like "understand" and "approve", with one symbol for each part of the word. (For example, "understand" may be composed of two symbols, one for "under" and one for "stand".)

Contrary to popular belief, Chinese characters do not in any way represent ideas or philosophies directly. It represents a language, and nothing more.

Japanese, on the other hand, uses the kana system, composed of two syllabaries, hiragana and katakana. "Syllabaries" are systems where one symbol represents a syllable. For example, "ka" is a syllable, and hence in Japanese it is written with a single hiragana letter or a single katakana letter. Same with, say, "ki", which is written with another hiragana letter or a katakana letter. Hiragana developed out of stylized cursive Chinese characters, and katakana developed out of parts taken from Chinese characters. Chinese characters, known in Japanese as kanji, are also used in the Japanese language to write both Chinese loanwords and native Japanese words.

Korean uses hangul, which is an alphabet just like the English one, with one letter for each discrete sound. Although Korean letters were originally invented as abstract, geometrical shapes, their stroke forms are nevertheless usually written just like those used in Chinese characters. In addition, Korean letters are arranged into square blocks by syllable, again, making Korean writing look similar to Chinese. Chinese characters, known in Korean as hanja, are also used to an extent in South Korea. In North Korea, hanja have been completely abolished.

Hence, East Asian orthography is really a set of three very different writing systems: Chinese characters, with one symbol for each word root; Japanese kana, with one symbol for each syllable; and Korean hangul, with one symbol for each discrete sound.

Despite their functional differences, however, East Asian writing systems stem from a common ancient Chinese root. By and large, they are written with the same strokes, use the same stroke order, and achieve the same general aesthetic effect. Moreover, Chinese characters are widely used in all three languages, and a thorough study of any one of the three languages would certainly entail a thorough study of Chinese characters.

This textbook will, therefore, attempt to cover topics of East Asian orthography that are common to all three systems, namely, the aesthetic aspects of East Asian writing. With these aesthetic considerations in mind, it will be possible for you avoid common pitfalls of beginners, whose writing (be it in Chinese characters, Japanese kana, or Korean hangul) often end up looking misshapen and askew.

On the other hand, this course will not focus on the functional aspects of the three different systems, which are, of course, all very different. That is the job of the individual language textbooks.

title: East Asian Calligraphy/Introduction


text:
East Asian Calligraphy/History

The Chinese writing system can be traced back to the oracle bones of more than 4000 years ago, found in the ruins of the Shang dynasty, the first literate dynasty of China. The writing found on the oracle bones, known collectively as the Oracle Script, were mostly for divination purposes. Later on during the next dynasty (the Zhou), more types of writing appeared: on bronzeware vessels, on silk, on bamboo scrolls. It was in the early Chinese writing system of this period that great philosophers such as Confucius, Mencius, and Lao-tze recorded their thoughts and beliefs.

In 221 BC, the Qin state of northwestern China brought the country under a unified bureaucratic empire, for the first time in Chinese history. The Qin set out to unify Chinese culture as well; they standardized and simplified the Chinese system into a common script, known today as the Seal Script, due to the primary use of their script today: on seals.

The Qin Dynasty was short and lasted only 15 years. They were replaced by the Han Dynasty, who pushed China into a golden age just as Rome on the other side of the world heralded the golden age of Mediterranean Antiquity. The Han Dynasty would forever lend their name to the Chinese people; even today ethnic Chinese around the world call themselves Han and their writing system Hanzi (which passed into Japanese as Kanji and Korean as Hanja). In addition, the Han Dynasty saw the further development of the Chinese script into the Clerk Script. This script is used today primarily for stylistic purposes.

As the Han Dynasty ended and China spun into several centuries of chaos and disunity, new writing styles emerged, including the super-cursive Grass Script, the moderately-cursive Running Script, and the neat, squarish Regular Script. The Regular Script is now the standard writing script of Chinese. It was also during this period that Chinese writing passed to Japan. The Grass Script and the Regular Script became, respectively, the foundations for Japanese hiragana and katakana.

The next major development came in Korea, where in 1446, the Hunmin Jeongeum was published under the reign of King Sejong. In this document, a newly invented alphabet for Korean, Hangul, was presented. Hangul is the only major alphabet in the world designed explicitly with phonological principles in mind, that having been studied for centuries by scholars of Sanskrit and Classical Chinese. Originally Hangul was intended to be supplementary to Hanja; but the 19th and 20th centuries saw its rise to become the dominant script of the Korean language.

The 20th century saw another important development: the simplification of Chinese characters. After taking over mainland China in 1949, the Chinese communists sought to eradicate illiteracy, especially in the countryside. To do this, they undertook a campaign to simplify the shapes of a large number of Chinese characters. The reformed characters, known as Simplified Chinese, have been universally adopted by both mainland China and Singapore. On the other hand, there are plenty of people as well who believe that the reform has bastardized the Chinese writing system and does little to combat illiteracy. The traditional characters, known as Traditional Chinese, are still in use in Hong Kong, Taiwan, and Macau, as well as many Chinese communities around the world.

title: East Asian Calligraphy/History


text:
East Asian Calligraphy/The dot

The dot stroke is the simplest stroke in East Asian writing systems. Despite its name, it is not just a dot — it has length (sometimes quite long), and direction. In fact, it is the shape of this stroke, and not its length, that makes it a dot stroke.

Examples of the dot stroke: 1 It's harder to determine what a stroke is in hiragana, since hiragana is inherently cursive. Dot-like shapes can be found in い、う、え、お、か、く、な、ふ、へ、む、や、ら. 2 Korean jamo tend to be freer in stroke specification, sometimes ㅅ, ㅈ, ㅊ, ㅉ can end on a vertical stroke or a right falling stroke as well.

If dot strokes can come in so many shapes or sizes, then what makes a "dot"?

In general, a dot stroke is defined by the following properties:

 * 1) They go downward.
 * 2) * Most dot strokes go diagonally downwards and rightwards. A few go leftwards, or straight down.
 * 3) They start soft and end hard.
 * 4) * Dot strokes don't trail off. The instant before you lift your pencil / pen off the paper should be one where you're applying force onto the paper.
 * 5) They tend to curve down.
 * 6) * This is mostly a consequence of the second point above. As you apply more and more force you tend to draw your hand closer to your body, hence curving the stroke downwards.
 * 7) * However, please don't overdo this. This feature should be a natural result of point 2 above. If you find yourself curving the stroke deliberately, then you're probably overdoing it. If it doesn't curve, then leave it. Not all dot strokes need to curve.

Let's take a look at three examples, the Chinese character for "heart", the Japanese katakana mi, and the Korean syllable for si:

The first, third and fourth strokes of "heart", all of the strokes of "mi", and the second stroke of "si" all show the properties of dot strokes.

title: East Asian Calligraphy/The dot


text:
User:ChristianRoy

I am a french Canadian Programmer and Start Trek fan.

The programming languages I (currently|have in the past) work on:
 * PHP
 * Perl
 * C/C++
 * Java
 * SQL (Oracle, Sybase, mSQL, MySQL, PostgreSQL)

I started my own business in 1998 which offers Web Hosting and Web Application Development.

title: User:ChristianRoy


text: Japanese/Vocabulary/Weather and seasons

title: Japanese/Vocabulary/Weather and seasons


text:
User:Ran

Current working on:

CJK (East Asian Orthography) Chinese (Chinese) Conworld (Conworlding)

If you need to contact me, find me on Wikipedia

title: User:Ran


text:
User talk:69.68.108.230

The Current revision of the Table of Contents to the Science of Getting Rich adds this new statement:

"The Science of Getting Rich" provides an unusual method for gaining wealth: It preaches against competitive economic practices, instead concerning itself with the betterment of the world.

This makes competitive economic practices and world betterment seem mutually exclusive. They are not. Competitive economics betters the world a great deal. The computer in front of you is a great example of world betterment resulting from competitive economics.

While the book's author might agree with the statement, many modern economists would not.

--Charles Clarkson 16:59, 27 Jul 2004 (UTC)

title: User talk:69.68.108.230


text:
User:Simson~enwikibooks

http://sv.wikipedia.org/wiki/Anv%E4ndare:Simson

http://en.wikipedia.org/wiki/User:Simson

http://nl.wikipedia.org/wiki/Gebruiker:Simson

http://de.wikipedia.org/wiki/Benutzer:Simson

title: User:Simson~enwikibooks


text:
Cookbook:Potatoes on the Half-Shell

Also see recipes for Twice-Baked Potatoes and Twice-Baked Potatoes II.

Ingredients

 * 6 medium-sized baking potatoes or leftover cooked potatoes
 * ¾ cup milk
 * 4 oz Velveeta cheese, chopped into chunks
 * 4 oz cheddar cheese, chopped into chunks
 * 2 tbsp butter
 * 1 tsp garlic powder
 * 1 tbsp dried parsley flakes

Procedure

 * 1) If you are using leftover baked potatoes, skip baking instructions below. Instead, bake for 10 minutes in a 400°F oven to brown the skins.
 * 2) Wash potatoes, prick all over with a fork, then bake until done. You can bake for about 45 minutes in a 400°F oven or microwave on high for 6 minutes, then bake for 10 minutes in a 400°F oven to brown skins. Let cool until they can be handled, or use hot pads and be careful.
 * 3) Cut potatoes in half lengthwise and carefully scoop out the insides. Put the potato skins in a baking dish (any kind will work as long as it is big enough to fit all of them). Put the insides into a bowl (if you want to use a microwave) or a saucepan to make the filling on the stove.
 * 4) Mash potatoes. The back of a spoon is sufficient here; most lumps will disappear as the filling is stirred.
 * 5) Add all other ingredients and stir. If you are using the stove, turn to medium low and keep stirring until cheese is melted and potatoes are smooth. If potatoes are still slightly crunchy, turn heat up to medium until they are soft. To use microwave, heat the filling on high for 1 minute at a time, stirring between each heating period, until filling is smooth. If mixture is too thick to stir easily, add extra milk or water.
 * 6) Distribute the filling among the potato shells, then bake in a 400°F oven until tops are browned (about 15 minutes).

Notes, tips, and variations

 * Add ¼ cup crumbled bacon to filling.
 * Add ¼ cup chopped ham to filling.
 * Sprinkle grated cheese or fresh chives on top of each potato before final baking.
 * Pipe filling through a large decorating tip for a fancier look.

title: Cookbook:Potatoes on the Half-Shell


text:
Wikibooks:Staying cool when the editing gets hot

When an idea, suggestion or thought is offered to a group and is criticized, changed, or adapted, it's human to feel personally attacked. It hurts--sometimes a lot.

Try to remember, it is the idea or concept which is being criticized, not you personally. Once an idea is offered here, it no longer belongs to you. It belongs to the group to do whatever develops from the discussion. Chances are, you have not, nor shall you ever meet the other participants, yet, through this process, every participant has the opportunity to make meaningful contributions.

Realizing the idea or concept no longer belongs to you, once offered, makes it easier to divorce yourself from the idea and helps you understand the group's criticism or changes have nothing to do with your worth as a human.


text:
Amateur Radio Manual

The purpose of this book is to provide a manual appropriate for a North American Amateur Radio Licensing course with added information so that beginning amateurs will have a good reference source to continue their hobby. One of the goals is to make this a practical rather than a theoretical manual and to keep the language simple and understandable.

Basic Electronics

 * 1) /Atoms/
 * 2) /Conductors and Insulators/
 * 3) /Sources of Current/
 * 4) /What is Current/
 * 5) /What is Voltage/
 * 6) /What is Resistance and Conductance/
 * 7) /Magnetism/
 * 8) /Ohm's Law and Resistors/
 * 9) /Direct and Alternating Current/
 * 10) /Sinusoidal Waveforms/
 * 11) /Capacitance/
 * 12) /Inductance/
 * 13) */Inductors/
 * 14) */Transformers/
 * 15) /Reactance/
 * 16) /Impedance/
 * 17) /Resonance/
 * 18) /Tuned Circuit/

Active Components

 * 1) /Diode/
 * 2) Transistors for Amplification
 * 3) */FET/
 * 4) /Tubes/ (Glassfet!)

Antennas and Antenna Theory

 * 1) /Dipoles/
 * 2) /Verticals/
 * 3) /Directional Arrays/
 * 4) /Antenna Software/
 * 5) /Towers and Safety/
 * 6) /Practical Antenna Projects/

Rules and Regulations

 * 1) /Canada/
 * 2) /United States/

Operating Procedures

 * 1) /Amateur Radio Bands/
 * 2) /Transmission Frequencies/

title: Amateur Radio Manual


text:
Talk:Amateur Radio Manual

I'm just in the process of fleshing out the contents... please feel free to dig in and add whatever you always wanted to see in a manual. — Preceding unsigned comment added by Ve3snw (talk • contribs) 21:28, 27 July 2004 (UTC)

I suggest you check here: Electronics

Yup, I did...great stuff! Building links to it should be great fun. However, electronics is only part of ham radio so there is a lot of work to do yet. Things have been on hold for bathroom renovations...don't you hate it when real world stuff interferes with your hobbies?

MATERIAL TO INTEGRATE can be found at http://wikisource.org/wiki/Solomon_Isles_Amateur_Radio_Course This is originally from rtf format, but most of the formatting is wrong. If you are keen enough you can get it emailed to you in 16 pages, 1.5 Mb.

I suggest starting with all material on one page.
Instead of creating a main page with a bunch of links, why not just keep all content on one page at first. Then if/when we get to the 50kb size, then start subdividing. I can help with porting all the child pages back to the main page if that's the direction the group wants to take.

Specificity
I think that many of the chapter headings are too specific. Many of the topics can be combined fairly easily and doing so might group related and fundamental information. In particular, information on voltage, current and atoms could be put together and perhaps clarify the information. This will help give somewhat longer chapters. I will write a combined page

Table of transmission fequencies is irrelevant
The page http://en.wikibooks.org/wiki/Amateur_Radio_Manual/Table_of_transmission_frequencies contains long lists of broadcast transmitters in Europe, all irrelevant to Amateur Radio so I'd like to propose removing it from this book. Dodger67 10:46, 30 September 2007 (UTC)

title: Talk:Amateur Radio Manual


text:
User talk:Ve3snw

Hi, wecome to Wikibooks... Hope you like the place and choose to stay. BTW your new Amateur Radio - The Manual sounds interesting! 73 de VK2 Dysprosia 22:19, 27 Jul 2004 (UTC)

Thanks, though it's not really my project :) I'll add some stuff to the book later, if I get some time... Dysprosia 08:37, 1 Aug 2004 (UTC)

I'm another Ham.. just saw the page, hopefully when I get back to the States I can help a bit (might actually force me to finally upgrade!). KB3CRZ Lyellin 11:51, 11 Aug 2004 (UTC)

title: User talk:Ve3snw


text:
Cookbook talk:Boerewors (South African Sausage)

This module was the featured recipe on the main Cookbook page from July 27, 2004 - August 12, 2004. Gentgeen 12:44, 6 Sep 2004 (UTC)