text:
Cookbook talk:Pork Stomach Filled with Meat and Vegetables (Saumagen)

Page history from Saumagen

* (cur) (last). . 10:57, 24 Feb 2004. . Gentgeen (transwikiing recipe to wikibooks.) * (cur) (last). . 14:24, 29 Sep 2003. . Jose Ramos (copyedit) * (cur) (last). . 18:12, 20 Jul 2003. . Wik * (cur) (last). . M 23:40, 22 May 2003. . Urbanus (corrected the passage about the intestine, apparently the stomach *is* used) * (cur) (last). . M 12:04, 22 May 2003. . JohnOwens (de:, start the copyediting) * (cur) (last). . M 12:04, 22 May 2003. . Urbanus (corrected the spelling of Mikhail Gorbachev) * (cur) (last). . M 12:01, 22 May 2003. . Urbanus (please forgive my bad english ;-))


text:
Cookbook:Rice with Lemon Coconut and Eggplant (Vangibhat)

| Cuisine of India

Ingredients

 * 2 cups (480 ml) long-grain rice, cooked
 * 2 ½ tsp salt
 * 1 medium eggplant, peeled and chopped into ½-inch (1 cm) cubes
 * Vegetable oil
 * 2 tbsp whole coriander seeds
 * 2 tsp yellow split peas
 * ⅛ tsp cayenne pepper
 * 1¾-inch (4 cm) stick of cinnamon
 * 3 tbsp dried unsweetened coconut
 * 2 tbsp lemon juice
 * ¼ tsp turmeric

Procedure

 * 1) Place the eggplant into a large bowl and sprinkle with 1 teaspoon salt. Mix well and allow to sit for half an hour, then rinse lightly and allow to drain.
 * 2) Heat 1 tablespoon of oil in a skillet over a medium flame. Add the coriander, seeds, split peas, cumin, and cinnamon. Stir well. When the spices have darkened, remove them and place on a plate lined with a paper towel.
 * 3) In the same pan, fry the coconut, stirring constantly. When it turns a golden-brown, remove and place on the paper towel.
 * 4) In another skillet, sauté the eggplant until it is cooked through. It should turn a bruised dark brown. Be careful not to add too much oil in the process. Remove, set aside, and keep warm.
 * 5) Put the dried spices into a mortar and grind into a fine powder. You'll find that a well-cleaned coffee grinder works well as a substitute.
 * 6) In a small pot, combine the lemon juice, ½ teaspoon salt, turmeric, and 2 tablespoons water. Bring to a boil. Lower the heat and allow to simmer for 3 minutes.
 * 7) In a skillet, add the cooked rice and the eggplant and sauté with very little oil. Mix well. Allow the mixture to cool. Add 2 more tablespoons of vegetable oil; mix well. Add the coconut-spice mixture and the lemon mixture. Mix well and serve at room temperature.

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


text:
Cookbook talk:Chickpea Curry (Masaledaar Chole)

Page history from Masaledaar chole

* (cur) (last). . 06:18, 5 Aug 2003. . 67.85.205.230   * (cur) (last). . 06:17, 5 Aug 2003. . 67.85.205.230   * (cur) (last). . 06:17, 5 Aug 2003. . 67.85.205.230   * (cur) (last). . M 07:51, 25 Feb 2002. . Conversion script (Automated conversion) * (cur) (last). . 03:56, 18 Dec 2001. . 193.120.205.xxx * (cur) (last). . 03:55, 18 Dec 2001. . 193.120.205.xxx


text:
Cookbook:Chickpea Curry (Masaledaar Chole)

| Indian cuisine

Masaladaar chole is a dish of chickpeas in spicy gravy.

Ingredients

 * 1 cup dried chickpeas
 * 2 tbsp cooking oil
 * 1 onion, finely chopped
 * 1 tomato, medium chopped
 * 1 teaspoon chilli powder
 * 1½ teaspoon Madras curry powder
 * ¼ teaspoon garam masala
 * ¼ teaspoon turmeric powder
 * 1 teaspoon garlic paste
 * 1 teaspoon ginger paste
 * Salt to taste
 * Cilantro, for garnishing

Procedure

 * 1) Soak the chickpeas overnight in water.
 * 2) Pressure cook the chickpeas until done (3 whistles).
 * 3) Heat the cooking oil in a pot. Add the onions and sauté until golden brown.
 * 4) Add the turmeric powder, chilli powder, garam masala, and Madras curry powder.
 * 5) Add the tomatoes, ginger, and garlic paste and stir for about 1 minute.
 * 6) Add the boiled chickpeas and some water.
 * 7) Add salt to taste. Cook for about 10 minutes on medium heat.
 * 8) Garnish with cilantro and serve with chapattis or paratha.


text:
Cookbook talk:Bengal Potatoes

page history form Bengal Potatoes

* (cur) (last). . M 09:44, 14 Dec 2003. . Jimfbleak (tweaked a bit) * (cur) (last). . M 03:39, 11 Jul 2003. . ²¹²   * (cur) (last). . M 03:37, 11 Jul 2003. . Jimfbleak (context) * (cur) (last). . 03:31, 11 Jul 2003. . Claypipe (Here is the recipe)

title: Cookbook talk:Bengal Potatoes


text:
Cookbook:Bengal Potatoes

| Vegetarian cuisine | Cuisine of India | Side dishes

Bengal potatoes is an Indian side dish. Serve as a snack with drinks, or as part of an Indian meal.

Ingredients

 * Ghee or oil
 * 2 teaspoons panch puran
 * Approximately 2 lb potatoes, unpeeled and cut into chunks
 * Ground turmeric
 * Chile powder (preferably not too hot—e.g. Kashmiri chile )

Procedure

 * 1) Put a little ghee into a large heavy-bottomed pan with a good lid over medium heat.
 * 2) Add panch puran, and let it cook gently until the seeds start to pop.
 * 3) Add potatoes to pan, stirring so that the seeds coat the potatoes evenly.
 * 4) Add a little ground turmeric—enough to just color the cut surfaces of all the pieces.
 * 5) Add a little chile powder to taste. The quantity varies depending on your palate, and the strength of the chile.
 * 6) Stir well to distribute the spices.
 * 7) Do one of the following:
 * 8) *Put on the lid, turn down the heat, and allow the potatoes to cook in their own steam until cooked through. A little extra water can be added if necessary, but as little as possible should be used. The potatoes should not boil.
 * 9) *Put the spiced potatoes on a tray in a hot oven until cooked through.

title: Cookbook:Bengal Potatoes


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Cookbook:Baked Lamb and Yogurt

| Cuisine of Albania | Lamb

Baked lamb and yogurt (tavë kosi), is an Albanian recipe.

Lamb

 * 1½ lb (680 g) lamb
 * 4 tablespoons (½ stick or 50 g) butter
 * 2 tablespoons (30 ml) rice
 * Salt
 * Pepper

Yogurt sauce

 * 1 tablespoon flour
 * 4 tablespoons (½ stick or 50 g) butter
 * 2 lb (900 g) yogurt
 * 5 eggs
 * Salt
 * Pepper

Procedure

 * 1) Cut meat into 4 serving pieces, and sprinkle each piece with salt and pepper. Bake in a moderately-heated oven with half the butter, basting the meat with its gravy now and then.
 * 2) When meat is half-baked, add rice. Remove the baking pan from the oven and leave it aside while you prepare the yogurt sauce.
 * 3) Sauté flour in butter until mixed thoroughly. Mix yogurt with salt, pepper and eggs until a uniform mixture is obtained, and finally stir in the flour-butter mix. Put the sauce mixture in the baking pan; stir it with the meat pieces.
 * 4) Bake at 375°F (190°C) for about 45 minutes. Serve hot.

title: Cookbook:Baked Lamb and Yogurt


text:
User talk:Davodd

Welcome to wikibooks, from a fellow Silicon Valleyite. As I sit here in West San Jose I can't help to think it's good to see someone from Mountain View over here. Thanks for the help moving recipes from en: over here. I know the process is time consuming, so I'm happy to have some help. If you have any problems, or any questions, or someone starts jumping down your throat because theire favorite cookie recipe is gone, let me know either here or at en:User:Gentgeen.

Again, welcome. Gentgeen 20:27, 24 Feb 2004 (UTC)

Hello there, I thin it's great that you are stasting a book on this subject. Now, If I may, I would like to make some recomendations, etc. Note that i'm no expert on the are, but an avid reader of anything and everything. My recomendations might be usefull or they might just be unnecesarry that's for you to decide.

First, I think that if you are starting by defining Paleoanthropology, you should at least give an intuitive o very simple definition of what it is as your begining sentence. The same should be sayed about your chapter on anthropology. You also have many typos (which I propably have too... hehe).

I didn't know if i shoudl take the liberty of changing some of the things, or letting you know so that you could make those changes you thought appropiate, as the father of this creature.

If you would like me to keep reading and make other comments, let me know please.

Take Care, and good luck with this amazing adventure.

Cjrs 79 05:07, 18 Sep 2004 (UTC)

Paleoanthropology
Thank you so much for this! It's a great idea for a book, and one that I look forwarding to reading. I've already started doing some editorial proofreading on the earlier chapters, and have left a few comments in Talk for specific sections.--Bedawyn 02:50, 2 Oct 2004 (UTC)

Just wanted to stand in awe for a moment at your perseverance. It looks like you've been doing a ton of work on this, and I'm tired already just after looking at the first four chapters. It exhausts me just thinking about all the typing and/or scanning you must have done to get these notes into something usable. *boggles* --Bedawyn 04:24, 3 Oct 2004 (UTC)

Hey, thanks a lot for the hard work you put into this book. I read through the entire thing ... and the recomended sections as well, as I am begining to develop an interest in mammalian paleontology. The only complain I can lodge is just that it was too short! It is easy to find bits and pieces on the internet, mostly from a certain point of view, but one that puts it all into context like this book does is very nice to read. I hope you will expand your book!

title: User talk:Davodd


text:
Cookbook talk:How to Cook Pasta

Page history from How to cook pasta

* (cur) (last). . 13:27, 24 Feb 2004. . Eclecticology (revert; there is no justification for suddenly deleting this page when it has been here for two years.) * (cur) (last). . 16:24, 23 Feb 2004. . Davodd (<vfd>) * (cur) (last). . 23:06, 21 Oct 2003. . Dgrant (changed basil link) * (cur) (last). . 23:04, 21 Oct 2003. . Dgrant (changed basil link) * (cur) (last). . M 09:08, 2 Mar 2003. . Docu (Upd. Links) * (cur) (last). . M 16:54, 3 Nov 2002. . Antone * (cur) (last). . 10:49, 29 Aug 2002. . Zadcat (fresh pasta remarks) * (cur) (last). . M 07:51, 25 Feb 2002. . Timo Honkasalo (moved the talk to Talk) * (cur) (last). . M 18:52, 5 Feb 2002. . WojPob * (cur) (last). . M 18:42, 5 Feb 2002. . WojPob * (cur) (last). . M 18:41, 5 Feb 2002. . 203.10.76.xxx * (cur) (last). . M 18:02, 5 Feb 2002. . 151.24.146.xxx * (cur) (last). . 19:25, 28 Jan 2002. . Dreamyshade * (cur) (last). . 10:17, 28 Jan 2002. . 63.192.137.xxx * (cur) (last). . M 10:08, 28 Jan 2002. . Dreamyshade (moving reworded content)

Copied discussion from en:Talk:How to cook pasta  Questions for the Italian cooks: When I cook pasta, I always rinse the pasta with cold water after straining it. The purpose is to stop the heat so that I can ensure the pasta would not continue to cook itself after removing from the fire. The outcome is a more predictable consistency each time. The cold pasta is heated up again just before serving. Is such practice common in Italian cooking? It is for Chinese. Since Chinese and Italian cuisine are both famous for their endless choices of pasta, they both should have their tips and tricks passed down through generations.

 * I rinse pasta after it's done cooking too, but I always thought it was to rinse off the extra oil and salt. My family is Italian in a way (my step-great-grandfather was Italian). I think it's probably a custom that was originated by both cultures. Dreamyshade

 * Yes, cold water stops cooking, so pasta would not loose any more consistency. But this has to be a very quick operation, or you will eat a cold pasta, and cold pasta is not able to capture sauce (so you practically would eat pasta and sauce separately). Because of this, this operation might be useful if you have to put hot sauces on it; otherwise it is better to have pasta served within 3-4 minutes, or if you need more time to serve it, boiling one minute less than suggested (see box).

 * Paolor (talk) 00:08, 21 January 2008 (UTC) This is absolutely not common in Italian cooking! The only case where you would rinse the pasta in cold water is if to make a cold pasta salad.  Rinsing not only would cool off the pasta, it would also wash away the starch and the sauce won't stick to the pasta anymore.

end of copied discussion

I don't really think this is a recipe, but is a technique. Perhaps it should be moved to Cookbook:Cooking Pasta and than find a place for other techniques in the cookbook. Gentgeen 21:32, 24 Feb 2004 (UTC)

PS:I got the page history and talk page from en:

cookwork
This should be taken out of recipes and integrated into some sort of default "Pasta" page, say Cookbook:Pasta. Kellen 23:12, 27 July 2005 (UTC)
 * Cookbook:Boiled pasta? pfctdayelise 13:34, 25 April 2006 (UTC)

title: Cookbook talk:How to Cook Pasta


text:
Cookbook:Eggplant

Eggplant (also known as aubergine or garden egg) is a vegetable in the nightshade family.

Characteristics
The eggplant is shiny and bulbous and comes in a range of shapes, sizes, and colors. Varieties common in the West are large, with a pear or teardrop shape and a deep purple color. Common East Asian varieties are often elongated, with pale purple skin, while South and Southeast Asian ones are often spherical or ovoid. There are even tiny, marble-sized green Asian eggplants, as well as bright white varieties. The flesh is off-white and somewhat spongy, with a mild if slightly bitter flavor. After cooking, it becomes very soft. The smaller varieties are said to be less bitter and to need less preparation.

Seasonality
In tropical climates, eggplants are grown all year round, with a peak season in the late summer and fall. In colder regions, they can only be grown in greenhouses or imported.

Selection and storage
When selecting eggplants, look for those that are firm and dense-seeming, with taut shiny skin. If a colored variety, the color should be deep. Eggplants can be stored in the fridge for a few days, but they ultimately don't keep for that long.

Preparation
Eggplant can be a very bitter vegetable, requiring special preparation to minimise this bitterness. Some modern varieties of eggplant are bred to be free from bitterness, and can be cooked without the preparatory methods. Experimentation may be needed to balance any bitterness with sweeter flavours within the same dish or meal; this is why eggplants and tomatoes work so well together.

The usual preparation method for reducing the bitter taste of eggplant involves slicing, washing and then rubbing the vegetable with salt. The salt pulls out the bitter juices via osmosis, so when preparing it is often best to put the slices of eggplant on a rack over a sink or on paper towels. Wash the salt off after at least thirty minutes, dry thoroughly, and cook the eggplant as desired; keep in mind that often a small amount of salt remains in the flesh, so the amount of salt added during cooking may need to be less than you might think. When the eggplant has been "purged" in this manner, the flesh becomes much more absorbent and flexible, like a sponge, and is excellent at absorbing other liquids and flavors. Be aware that the eggplant can absorb a good deal of oil.

Eggplants can be peeled if the skin is particularly thick and tough. Note that the flesh will discolor after exposure to air.

Use
Once prepared, eggplant may be stuffed, grilled, fried, baked, pickled, or stir-fried. Its versatility leads to eggplant dishes in many different cuisines, from Japan to India to Italy. It is an essential ingredient in several savoury dishes, most notably the Greek moussaka. It is frequently stuffed in Near Eastern cuisine.

title: Cookbook:Eggplant


text:
Cookbook:Avocado

The avocado, also known as the avocado pear or alligator pear, is a starchy high-fat fruit. Like the tomato, it is sometimes considered a vegetable.

Characteristics
The fruit is not sweet, but starchy, flavorful, and of smooth, more or less creamy, texture. Avocados have a large smooth pit and a leathery skin, both of which are easy to remove. The flesh is typically greenish yellow to golden yellow if ripe, turning brown soon after exposure to air.

Varieties
Avocado varieties can be classified into two types. The type grown in dry areas has a rough dark skin which may be almost black. This type is the size of a small pear. It is the creamiest and best tasting because of its high fat content. The type grown in wet areas has a bright green skin. It is larger, perhaps 5 inches long and 3.5 in diameter. This type is commonly chosen for the more-attractive skin and for reduced calories, though it is generally inferior for eating.

Seasonality
The precise season for avocados depends highly on the cultivar, but nearly all varieties reach their peak season around spring. The Hass avocado is the only variety that is available all year.

Selection and storage
Avocados only begin to ripen after picking. Depending on when you want to use it, you can purchase avocados anywhere from underripe to just ripe. Avocados ripen at room temperature a few days after they are picked, but they ripen faster if stored with other fruit such as bananas. They are ready to use when the flesh near the stem is starting to give but is not mushy. Once ripe, they can be stored in the fridge for up to a week to prevent undesirable browning.

Use
Avocados are typically eaten uncooked. They are very popular in vegetarian cuisine, making a good substitute for meats and cheeses in sandwiches because of their high fat content.

title: Cookbook:Avocado


text: Template:BotanyTOC

title: Template:BotanyTOC


text:
Active Server Pages/Your first page

Objectives

 * Embed ASP scripting code into a web page.
 * Upload your ASP page to a server.
 * Test your page by viewing it in a web browser.

Content
ASP is delimited with "<%" and "%>" within these delimiters is your custom code that is executed in the server.

Here is a small fragment of an ASP code (it outputs "My First ASP" on your browser):

Or you could put the text into a pre-defined variable:

Here is a way to separate your code from your page layout.

title: Active Server Pages/Your first page


text:
Japanese/Grammar/Counters

Most Japanese nouns do not have plural forms. Instead, when indicating a specific number or amount of a noun, the noun is followed by a counter (助数詞, じょすうし). There are a large number of these counters, each referring to a particular kind of thing to count.

For example when referring to four books:

Counters can also be used in adverbial or nominal manner. "There are four books there" can be either of the following:

For the most part, two numbering systems are used: the numbers derived from Chinese (いち, に, さん, etc.) and the native Japanese counting words (ひとつ, ふたつ, みっつ, etc.).

Common counters
Some of the most common & basic counters:
 * 人 (にん)
 * For counting people. One person, "一人", is "ひとり" and two, "二人", is "ふたり", using the native Japanese (kunyomi) words for counting. From there on, the Chinese derived (onyomi) numbers are used, so "三人" is read "さんにん", "四人" is read "よにん" and so on.
 * There is a related counter, 名 (めい).

 * 枚 (まい)
 * For counting flat objects (e.g. sheets of paper, plates, clothes).
 * Examples: いちまい、にまい、さんまい、よんまい、...

 * 本 (ほん)
 * For counting long slender objects, such as bottles or pencils.
 * This counter, like most, uses the Chinese derived numbers straight through. But the 'h' sound (as in hon mutates into a 'b' or 'p' depending on what is put in front of it.
 * Examples: いっぽん、にほん、さんぼん、よんほん、ごほん、ろっぽん、ななほん、はっぽん、きゅうほん、じゅっぽん etc.

 * 分 (ふん)
 * For counting minutes.
 * This counter uses Chinese derived numbers, and with quite a few irregularities a bit similar to "本".
 * Examples: いっぷん、にふん、さんぷん、よんふん、ごふん、ろっぷん、ななふん、はっぷん、きゅうふん、じゅっぷん

 * つ
 * For counting generic things (basically anything that doesn't have a counter).
 * This generic counter uses the Japanese native counters, up until ten, where the tsu is dropped, and Chinese derived numbers alone are used.
 * Examples:ひとつ、ふたつ、みっつ、よっつ、いつつ、むっつ、ななつ、やっつ、ここのつ、とお.

Living beings
匹 is often used for animals generally, but in more careful use it is restricted to small animals, such as cats and dogs.

Large animals notably include horses, cattle, and elephants, as well as whales and dolphins.

Some kinds of animals have two or more counters. For example, "3 butterflies" can be translated into 3羽 or 3匹.

Resources

 * Counter Dictionary

title: Japanese/Grammar/Counters


text:
Talk:Lucid Dreaming/Reality Checks/Nose

As far as i am concerned this method for reality testing is misleading. I can see no reason that such a test will work other than suggestion and expectation. Why would the dreaming mind have any trouble creating a dream nose with one (dream eye) closed?

Where is the scientific justification of this technique and what is the source?

 * Admittedly, most reality checks have no scientific justification but many people have found them reliable and some have been tested by the Lucidity Institute. Most techniques, reality checks etc. now end up in online forums and therefore it is extremely hard to find the original inventor of any technique. I do not see why the source is relevant.

 * It has been found helpful but not nessecary for you to already believe or be uncertain if your surroundings are a dream. Usually before you do a reality check you are uncertain.

 * One possible explanation with, I stress, no scientific justification, is that your mind cannot simulate the suffocation which would occur if you were to hold your nose indefinately. Heartrate has been found to be linked to the heartrate in dreams (at least it speeds up during dreams and further during nightmares) and I cannot see why breathing can't be linked as well. Breathing does speed up in the REM state. r3m0t (cont) (talk) 12:30, 25 Feb 2004 (UTC)

 * I am sorry, I thought you were talking about the breathing reality check. I really wish this naming problem could be solved somehow :(.

 * Seeing things in dreams is not quite related to your "dream eyes". Every experiences third-person vision at some point in their dreams, don't they? Additionally, avid readers of manga/anime comics can sometimes dream in comic style, complete with speechbubbles!

 * It is obvious that the logic part of the brain is not as active in a dream, lucid or no, compared to waking. This is a possible explanation. Different reality checks work for different people and some people find that they wear off and become less reliable. I am scared that this may happen with the breathing RC for me because it has failed once for me, luckily just doing the reailty check made me a bit lucid (see the example on LD RC Breathing). r3m0t (cont) (talk) 12:36, 25 Feb 2004 (UTC)

title: Talk:Lucid Dreaming/Reality Checks/Nose


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Cookbook:Pulses

| Basic foodstuffs

Pulses or beans are the (usually-dried) grains of legumes. They exclude the whole edible pods of legumes, such as green beans, which are categorized as vegetables.

Beans are a valuable food for vegetarians because they contain protein. They are also able to be dried and stored for long periods of time without harm, and then reconstituted simply by soaking and cooking. Many varieties of bean are only used in this way. Others are eaten fresh and steamed or boiled before use, needing much less preparation.

Soaking
Dried legumes are almost always improved by soaking. Soaking helps to draw out lectins and phytates in legumes, as well as activating enzymes that break down indigestible starches and sugars. These starches and sugars are responsible for flatulence, as they ferment in your gut to produce gas. Additionally, soaking improves the flavour and nutrition of dried legumes.

Soaking and simmering with repeated water changes is a good method for facilitating the enzyme activation and lectin and phytate extraction. Start by soaking the beans overnight in the refrigerator. Change the water, simmer for an hour, change the water, simmer for another hour, change the water... for a total of 4 to 6 hours.

Alternatively, soaking at room temperature or above (20-30°C / 68-86°F) for at least eight hours, or 14 hours for soybeans and red kidney beans, will achieve most of the same results and allow for significantly reduced cooking time. Always discard the soak water, and cook in fresh water. The soak water is full of nutrients, however, making it valuable food for plants.

The problem of flatulence is much more objectionable when beans (causing gas volume) are combined with a sulphur source (causing a strong smell). Sulphur sources include egg yolks and pale dried fruit.

Peas (including black-eye peas and chickpeas) are also members of the legume family, but they do not contain the indigestible sugars and starches that cause flatulence. They still do benefit from soaking, however, as this activates enzymes and improves the flavour and available nutrition of all legumes.

In regions where dried beans are uncommon, available stocks of dried beans will in all likelihood be quite old. These beans are perfectly edible, but may require drastically increased soaking and/or cooking times to become palatable and to acquire a proper texture. In any event, the cooking time of beans may be substantially shortened if one to two teaspoons of baking soda is mixed into the beans' soaking water. The beans should be rinsed afterwards.

No Soaking
A pressure cooker can be used to cook a batch of dry beans, with no pre-soaking, in less than an hour (30 minutes).

Never fill your inner pot of your pressure cooker more than 1/2 full when cooking beans.

Use 4 times more water than beans. For example, 2 measuring cups full of dried beans need 8 cups of water.

Uses
Legumes are used around the world, and are especially popular in India and the Middle-East.

They can be used in a wide variety of ways, including
 * Soups, such as mulligatawny and split pea soup
 * Indian dal
 * Bean salad
 * Breads including idli and dosa
 * Fermented into products such as soy sauce, miso, tempeh, and natto. See soy.
 * sprouts
 * They are frequently added to rasam

Varieties
Please see the individual listings for more information about each variety.

Common/haricot beans

 * Black (turtle) bean
 * Borlotti/cargamanto bean
 * Cannellini bean
 * Great northern bean
 * Kidney bean
 * Navy bean
 * Pinto bean

Vigna

 * Azuki bean
 * Bambara bean
 * Cowpea
 * Black-eyed pea
 * Honey bean
 * Mung bean
 * Urad bean (aka black gram, white lentil)

Other

 * Bitter bean
 * Chickpea/garbanzo bean
 * Fava/broad bean
 * Lablab/hyacinth bean
 * Lentil
 * Lima/butter bean
 * Pea
 * Pigeon Pea
 * Soybean

Recipes featuring legumes

 * Burrito
 * Chili (Vegan)
 * English Field Bean Pate
 * Succotash
 * Veal with lima beans
 * Mjeddrah
 * Mung Beans and Brown Rice
 * Lentil soup
 * Pasta e Fagioli
 * Vegetable Stew and Dumplings

title: Cookbook:Pulses


text:
Cookbook:Zucchini

Zucchinis (also known as courgettes) are a type of summer squash (or marrow) that are harvested and used as an immature fruit. Zucchinis need to be cooked before eating, but a very light application of heat will be enough. Overcooked zucchinis become a soggy green mess, often disintegrating entirely into mush. They are excellent sliced into fingers or rounds and steamed. They can be sautéed in oil. Zucchini and tomato is an excellent combination.

Zucchinis are available year-round in most places, but they are at their best when they are not too big. As they grow they tend to become more watery, sometimes getting an unpleasant bitter taste. The zucchinis should be a tight shiny green with no dimples, wrinkles, or 'soggy bits'. If a zucchini is limp and floppy then it is much too old.

Though rarely seen commercially, the flowers are edible too. Zucchini flowers can be picked shortly after fertilisation, then battered and lightly fried. They can also be stuffed. Sometimes the baby zucchinis are picked while they are the length of a finger, then treated similarly to the flowers.

Larger zucchini, generally grown to 5"(12.7cm) diameter by accident in a home garden, can be stuffed. Cut the monster zucchini in half, hollow it out, and bake it with stuffing. Rice and tomato, topped with cheese, works well.

Seasonality
The zucchini season starts in early summer and end at the start of autumn. Out of season, courgettes are grown in greenhouses.

title: Cookbook:Zucchini


text:
Cookbook:Butternut Squash

Butternut squash or butternut pumpkin is a variety of winter squash.

Characteristics
Butternut squash are smooth and shaped like a bottle or a bell, with a wider base and a longer narrower neck. In some cases, the neck can be much longer than the base, which contains the pulpy seed compartment. The outer skin is thin and an orange-tan color, while the inner flesh is dense, bright orange, and sweet. The flesh's appearance and flavor are akin to those of sweet potato.

Seasonality
As a winter squash, the butternut squash is available from early fall through winter.

Selection and storage
The size of a butternut squash is deceptive—since the wide base is full of seeds, look for butternuts with a longer neck and therefore more solid flesh. You'll want the squash to be firm, dense, and heavy, with no soft areas or rotting. The squash keep very well even on the countertop, and they can last several months in a cool dark cellar or cupboard. After being peeled and cut, the squash will keep for a few days in the fridge or much longer in the freezer.

Use
Butternut squash are often roasted, which gives them a nutty browned flavor, but they can also be simmered or steamed. When puréed, it can also be used much like pumpkin purée in baked goods. While the skin is technically edible, it is usually removed.

title: Cookbook:Butternut Squash


text:
Lucid Dreaming/Reality Checks/Nose

Presentation
With the nose reality check, you close one eye, and try to see your nose. If you can't, then you're dreaming.

See Talk:Lucid Dreaming: Reality Checks: Nose for a discussion of this reality check's effectiveness.

Examples of this reality check working

 * I closed one eye to try and see if my nose was still there. Many people had told me that you shouldn't see your nose at all, but that wasn't true in this dream. It was smaller, and hard to look at. I became lucid.

Examples of this reality check failing

 * I closed one eye to look at my nose. It was still there and looked completely normal.
 * I tried to see if my nose was there. It was, but it was bent the wrong way. Unfortunately, I didn't become lucid. Instead, I carried on doing the RC over and over until it went back to normal.

Sueño lúcido/Test de Realidad/Nariz

title: Lucid Dreaming/Reality Checks/Nose


text:
Cookbook talk:Fruit

Yeah, Marshman, that was probibly the right thing to do. I ment to fix one little formating error, then got carried away making interwiki links. Thanks for cleaning it up. Gentgeen

title: Cookbook talk:Fruit


text:
Cookbook talk:Coq au Vin I

Edit History from Coq au Vin

* (cur) (last). . 23:05, 22 Feb 2004. . Karen Johnson (transwikiing recipe, leaving text) * (cur) (last). . M 10:57, 27 Dec 2003. . Bogdangiusca * (cur) (last). . 15:08, 5 Oct 2003. . Someone else * (cur) (last). . 14:55, 5 Oct 2003. . 216.249.88.78   * (cur) (last). . 14:55, 5 Oct 2003. . 216.249.88.78   * (cur) (last). . 14:54, 5 Oct 2003. . 216.249.88.78   * (cur) (last). . M 05:58, 1 Jul 2003. . Babyluck (comma to semicolon) * (cur) (last). . 00:43, 12 Jun 2003. . Fraise (Coq au Vin)

Metric version has:

20% more salt 20% less pepper 10% more chicken 12% less wine

Coq is not chicken, but rooster. And a traditional coq au vin should cook for longer than 1 1/2 hours.

title: Cookbook talk:Coq au Vin I


text:
Latin/Lesson 5-Perfect Indicative

Latin Perfect Active Tense
The perfect tense is used for action that has already been completed. English has two corresponding constructions: present perfect and simple past. The present perfect uses the present of "to have" plus the past participle. ("I have sailed to Athens twice." "These women have spoken the truth.") The simple past is a separate verb form that indicates a completed action. ("I came, I saw, I conquered.") Another related form, which uses "did" as an auxiliary, is used for emphasis, negation or interrogation. ("I did see you at the Forum, didn't I?")

In Latin, the perfect indicative is equivalent to all of these.

The perfect endings:

(1) There is an alternative third person plural ending, -ēre, used mainly in poetry. For example, amāvēre = amāvērunt.

Although these endings apply to all Latin verbs, each verb's stem changes differently in the perfect tense. To find the stem, use the third principal part, which is the first person singular perfect active indicative form of that verb.

 * To conjugate the perfect present, attach the personal ending to the perfect stem.

Example

 * amō, amāre, amāvī, amātum; to love, like
 * Note that amāvī is the first person singular perfect active indicative. Drop the -ī to get the stem, which is amāv-, then add personal endings.

Singular:
 * amāv- + -ī = amāvī  (I have loved.)
 * amāv- + -istī = amāvistī (You have loved.)
 * amāv- + -it = amāvit  (He/She/It has loved.)

Plural:
 * amāv- + -imus = amāvimus  (We have loved.)
 * amāv- + -istis = amāvistis (You have loved.)
 * amāv- + -ērunt = amāvērunt (They have loved.)

Basically, the Perfect indicative active is the perfect tense under a flash name.

Rules for Finding the Perfect Stem
The perfect stem can often be guessed by knowing the verb's first person singular and infinitive. Here are some rules that perfect stems often follow.

title: Latin/Lesson 5-Perfect Indicative


text:
Cookbook:Breadfruit

| Basic foodstuffs | Vegetable

Breadfruit, sometimes called tree potato, is the fruit of the tropical tree Artocarpus altilis. It is native to East Indian and Pacific islands and has been widely planted in tropical regions everywhere. It is easily confused with jackfruit, but the two are used differently.

Characteristics
The grapefruit- to soccer ball-sized ovoid fruits have a bumpy yellow-green surface, starchy white flesh, and tough core. Much of the breadfruit grown by Pacific Islanders is a seedless variety, though seeded varieties do exist.

Breadfruit can be eaten at multiple stages of maturity. When underripe, the fruit is firm and greenish yellow, and its flesh is starchy. When ripe, it softens, sweetens, and turns brown-yellow.

Varieties
There are several varieties of breadfruit, including the seedless Pacific breadfruit, the seeded breadfruit or breadnut, and the African seeded breadfruit. The African breadfruit has harder flesh and is usually grown for its seeds.

Selection and storage
Underripe fruits should be firm to the touch with a yellow-green tinge. They should be stored in a cool place or in the fridge. When ripe, they should be soft and sweet with a brown-yellow color. Ripe fruits should be used immediately. Once cooked, the fruit will keep for longer and can even be stored in the freezer. Breadfruit can even be dried and ground to a flour.

Use
Breadfruits are a staple food in many tropical regions. The underripe seedless fruits are very rich in starch and must be cooked, usually in savory preparations where they can be roasted, boiled, stewed, fried, and more —the taste is described as potato-like. The fully ripe fruits are sweet and can be eaten raw or used like other culinary fruits in pies, custards, etc. Breadfruit have historically been fermented, and they may now be canned. The seeds of the seeded varieties can also be eaten, as in Nigeria where it often goes by the term "ukwa".

Because of its sap, breadfruit needs some special preparation. It should be soaked in cold water for a few minutes before cutting to remove any residual sap from the outside. The stem should then be snapped off and the fruit turned upside down to allow any sap to drain from the hole for a full day before cutting and cooking it.

title: Cookbook:Breadfruit


text:
Cookbook:Watercress

Watercress is a fast-growing, edible member of the family Brassicaceae (formerly Cruciferae), or the mustard family. Watercress was formerly assigned the systematic name Nasturtium officinale (though it is unrelated to the Nasturtium flowers of family Tropaeolaceae). However it is now classified as Rorippa nasturtium-aquaticum. Watercress is botanically related to the garden cress and to mustard plants, from which these cress obtain their peppery, tangy flavor and aroma. Watercress produces small, white and green flowers in horizontal clusters.

Watercress is a semi-aquatic perennial, and is one of the oldest known green vegetables consumed by human beings. Watercress is found to contain significant amounts of iron, calcium and folic acid, in addition to vitamins A and C. In some regions watercress is known as a weed, in other regions as an aquatic vegetable or herb. Where watercress is grown in the presence of animal waste, it is a known haven for parasites such as the liver fluke.

Watercress in Agriculture
Cultivation of watercress is practical on both mass scales and on the individual scale. Being semi-aquatic, watercress is well-suited to hydroponic cultivation and thrives in water that is slightly alkaline. In many local markets the demand for hydroponically-grown watercress far exceeds available supply. This is due in part to the fact that cress leaves are unsuitable for distribution in dried form, and thus can only marginally be preserved. Unmolested watercress can grow to a height of two feet, however, the edible shoots are typically harvested just days after germination.

Benefits of Consuming Watercress
Many benefits of eating watercress are claimed. Watercress is claimed to be a mild stimulant, a source of phytochemicals and antioxidants, a diuretic, an expectorant and a digestive.

title: Cookbook:Watercress


text:
Cookbook talk:Watercress

The contents of this page origionally came from Watercress. Gentgeen

title: Cookbook talk:Watercress


text:
User:TUF-KAT

I am away from the wiki from now to the end of August, so have a good summer everybody!

title: User:TUF-KAT


text:
User talk:TUF-KAT

Hi TUF-KAT :) Nice to see Wikibooks has dragged yet another from the clutches of the Wikipedia ;)

We just write our own books/educational-material style stuff here, by the way...

Anyway, have fun Dysprosia 06:04, 26 Feb 2004 (UTC)MEMIZAT (discuss • contribs)

TUF-KAT
What ? Somehow I missed giving you a warm hello! Anyways, welcome to Wikibooks and may your stay here be a fulfilling and productive one. Your contributions look great and I thank you for them. If you did not notice, I already incorporated the Dichotomous Key pages into General Biology. --Karl Wick

Could you do me a favor, and include links to any new Dichotomous Key pages on the General Biology page, or maybe to a central Dichotomous Key page so that any one who is interested in the subject can get to all of your pages from the same central page. Thanks TUF-KAT! As before, great work. --Karl Wick

Question: How many supports does one need to be approved for adminship? The phrasing on the adminship page leaves me wondering. Thanks Perl 01:16, 22 Mar 2004 (UTC)

OK thanks. I was just wondering because I was listed on the page and didn't know when to expect to be made an admin. Perl 23:29, 22 Mar 2004 (UTC)

Issue Guide

 * Nice work with those issue guides TUF-KAT. Do you have any plans to develop the lower tree Issue Guides page? Perhaps with information about the "Issue Guide" thingie in general and/or synopsis regarding the various guides...--Hyperlink 07:55, 26 Mar 2005 (UTC)

 * It would probably be good to make a list of all Issue Guide related stuff on the Issue Guide page. Even if the organization looks crappy now, things will develop by topic and stuff. Without a hierarchy things just kinda fall apart eventually. Unless you come out with some fancy dancy system of organizing everything I might just pop in and try to organize it in some rudimentary fashion. At the very least it would provide a working top level discussion page... This whole "Issue Guide" thingie might be a good candidate for a "Wikibooks project" eventually.--Hyperlink 08:51, 27 Mar 2005 (UTC)

User:Karen Johnson
Could you make her a sysop now? Also, how would I become a bureaucrat so I wouldn't have to bother you about this type of thing in the future? Perl 14:08, 5 Apr 2004 (UTC)

Merit Badges
Wait .. did I just understand this correctly, that you want to do work on this site to earn a merit badge? If so, that sounds like a great idea! Time to recruit the Boy Scouts of America so more decent young folks such as yourself can give to humanity in such a practical and multiplying way. I was a Boy Scout myself for a time (although not a very good one). --Karl Wick

article correction
Hello Tuf-kat, thank you for writing your name in the list of checkers of the ''Translation practice course' of wikiversity. I just want to tell you that i have translated from Spanish the page Creating a new School and i´d be grateful if you, or anybody else may have a look; thanks :) bye. --Javier Carro 17:40, 5 Jun 2004 (UTC)

 * Thank you very much, Tuf. I didn´t expect so many mistakes. I am really grateful because now I know some mistakes I had no idea before. Some of those words that you identify as non-English words are presumably false friends (between Spanish and English), or wrongly built by my imagination ;). But I thought they existed. About the word "specially", I meant "particularly", and i looked up in a Dictionary and it appears, but it may be a very awkward use because it comes from latin.You did a great checking, i didn´t expect such a job. --Javier Carro 22:31, 10 Jun 2004 (UTC)

Polish Wikibooks
Hi! I don't know, what I should do: shall I make pl.wikibooks.org and move all files or keep it sill in English Wikibooks web site. What do You think about it? Take care, Reytan 06:45, 22 Jul 2004 (UTC)

Admin bit
So, I've been listed on the Requests for adminship page for over 2 weeks now, and have 2 of 3 votes in support. (plus my own, of course) Could you set the bit soon? (I just found myself trying to move a page over an old redirect which unfortunately had some trivial history blocking me. Bummer.)

Perhaps more admins are needed...
Perhaps more admins are needed at wikibooks to deal with stuff like a large VFD and speedy backlog, as mentioned here. http://mail.wikipedia.org/pipermail/textbook-l/2005-April/002379.html

Note that I am not trying to put pressure to "speed up the process" so to say (although I have thrown my name into the hat, there are others more deserving and with more support), but as one of the two bureaucrats (and the only one with an edit in the past month), I request that something has to be done.

KelvSYC 03:08, 23 Apr 2005 (UTC)

User:Boit
Boit seems to have disappeared from the Requests_for_adminship page. Given a bit of time, he could get some support or opposition. AlbertCahalan 18:11, 23 Apr 2005 (UTC)

This is a maintenance release 1.0 MEMIZAT (discuss • contribs) 00:58, 20 May 2021 (UTC)

Adminship
Oh, more things to distract me from my studies fabulous. Yeah, ive been thinking about getting more active in wikicookbook, so i should be around a bit more to watch out for vandals/spammers etc. Before i became an admin on wikinews, i never realised how much shit there is. Why, oh why do people vandalise. I just dont get it. Anyway, im willing to admin, so should i officialy but my name down again or what? The bellman 16:35, 24 Apr 2005 (UTC)
 * cool, i'll try and help out when ever i can. The bellman 02:38, 25 Apr 2005 (UTC)

Hey, can you add wikinews to the list of wikis displayed on the recent changes list. Also hows about a link to wikimania (a la the wikipedia RC page)? The bellman 14:21, 26 Apr 2005 (UTC)
 * Egads, i didnt realise mere mortals could edit things in the mediawiki namespace.... now i feel like a complete idiot. The bellman 23:46, 26 Apr 2005 (UTC)

Recentchanges
Hi TUF-KAT, Would you add interlanguage "ko" in the recentchanges of Allmessages? --아흔 09:12, 30 Apr 2005 (UTC)

Translation of Dichotomous keys
Hello, I have tried to translate your mollusc's and cephalopod's dichotomous keys to czech language. Thank you for good work. -- snek01

Translation of Dichotomous keys
Hello, I have tried to translate your mollusc's and cephalopod's dichotomous keys to czech language. Thank you for good work. -- snek01

title: User talk:TUF-KAT


text:
Scouting/BSA

Ranks

 * Ranks: Scout
 * Ranks: Tenderfoot
 * Ranks: Second Class
 * Ranks: First Class
 * Ranks: Star Scout
 * Ranks: Life Scout
 * Ranks: Eagle Scout

Merit Badges

 * American Business - Requirements & Workbook Requirements
 * American Cultures - Requirements & Workbook Requirements
 * American Heritage - Requirements & Workbook Requirements
 * American Labor - Requirements & Workbook Requirements
 * Animal Science - Requirements & Workbook Requirements
 * Animation - Requirements & Workbook Requirements
 * Archaeology - Requirements & Workbook Requirements
 * Archery - Requirements & Workbook Requirements
 * Architecture - Requirements & Workbook Requirements
 * Art - Requirements & Workbook Requirements
 * Astronomy - Requirements & Workbook Requirements
 * Athletics - Requirements & Workbook Requirements
 * Automotive Maintenance - Requirements & Workbook Requirements
 * Aviation - Requirements & Workbook Requirements
 * Backpacking - Requirements & Workbook Requirements
 * Basketry - Requirements & Workbook Requirements
 * Bird Study - Requirements & Workbook Requirements
 * Bugling - Requirements & Workbook Requirements
 * Camping - Requirements & Workbook Requirements
 * Canoeing - Requirements & Workbook Requirements
 * Chemistry - Requirements & Workbook Requirements
 * Chess - Requirements & Workbook Requirements
 * Citizenship in the Community - Requirements & Workbook Requirements
 * Citizenship in the Nation - Requirements & Workbook Requirements
 * Citizenship in the World - Requirements & Workbook Requirements
 * Climbing - Requirements & Workbook Requirements
 * Coin Collecting - Requirements & Workbook Requirements
 * Collections - Requirements & Workbook Requirements
 * Communications - Requirements & Workbook Requirements
 * Composite Materials - Requirements & Workbook Requirements
 * Cooking - Requirements & Workbook Requirements
 * Crime Prevention - Requirements & Workbook Requirements
 * Cycling - Requirements & Workbook Requirements
 * Dentistry - Requirements & Workbook Requirements
 * Digital Technology - Requirements & Workbook Requirements
 * Disabilities Awareness - Requirements & Workbook Requirements
 * Dog Care - Requirements & Workbook Requirements
 * Drafting - Requirements & Workbook Requirements
 * Electricity - Requirements & Workbook Requirements
 * Electronics - Requirements & Workbook Requirements
 * Emergency Preparedness - Requirements & Workbook Requirements
 * Energy - Requirements & Workbook Requirements
 * Engineering - Requirements & Workbook Requirements
 * Entrepreneurship - Requirements & Workbook Requirements
 * Environmental Science - Requirements & Workbook Requirements
 * Family Life - Requirements & Workbook Requirements
 * Farm Mechanics - Requirements & Workbook Requirements
 * Fingerprinting - Requirements & Workbook Requirements
 * Fire Safety - Requirements & Workbook Requirements
 * First Aid - Requirements & Workbook Requirements
 * Fish and Wildlife Management - Requirements & Workbook Requirements
 * Fishing - Requirements & Workbook Requirements
 * Fly Fishing - Requirements & Workbook Requirements
 * Forestry - Requirements & Workbook Requirements
 * Game Design - Requirements & Workbook Requirements
 * Gardening - Requirements & Workbook Requirements
 * Genealogy - Requirements & Workbook Requirements
 * Geocaching - Requirements & Workbook Requirements
 * Geology - Requirements & Workbook Requirements
 * Golf - Requirements & Workbook Requirements
 * Graphic Arts - Requirements & Workbook Requirements
 * Hiking - Requirements & Workbook Requirements
 * Home Repairs - Requirements & Workbook Requirements
 * Horsemanship - Requirements & Workbook Requirements
 * Indian Lore - Requirements & Workbook Requirements
 * Insect Study - Requirements & Workbook Requirements
 * Inventing - Requirements & Workbook Requirements
 * Journalism - Requirements & Workbook Requirements
 * Kayaking - Requirements & Workbook Requirements
 * Landscape Architecture - Requirements & Workbook Requirements
 * Law - Requirements & Workbook Requirements
 * Leatherwork - Requirements & Workbook Requirements
 * Lifesaving - Requirements & Workbook Requirements
 * Mammal Study - Requirements & Workbook Requirements
 * Medicine - Requirements & Workbook Requirements
 * Metalwork - Requirements & Workbook Requirements
 * Mining in Society - Requirements & Workbook Requirements
 * Model Design and Building - Requirements & Workbook Requirements
 * Motorboating - Requirements & Workbook Requirements
 * Moviemaking - Requirements & Workbook Requirements
 * Music - Requirements & Workbook Requirements
 * Nature - Requirements & Workbook Requirements
 * Nuclear Science - Obsolete - Replaced by Atomic Energy
 * Oceanography - Requirements & Workbook Requirements
 * Orienteering - Requirements & Workbook Requirements
 * Painting - Requirements & Workbook Requirements
 * Personal Fitness - Requirements & Workbook Requirements
 * Personal Management - Requirements & Workbook Requirements
 * Pets - Requirements & Workbook Requirements
 * Photography - Requirements & Workbook Requirements
 * Pioneering - Requirements & Workbook Requirements
 * Plant Science - Requirements & Workbook Requirements
 * Plumbing - Requirements & Workbook Requirements
 * Pottery - Requirements & Workbook Requirements
 * Programming - Requirements & Workbook Requirements
 * Public Health - Requirements & Workbook Requirements
 * Public Speaking - Requirements & Workbook Requirements
 * Pulp and Paper - Requirements & Workbook Requirements
 * Radio - Requirements & Workbook Requirements
 * Railroading - Requirements & Workbook Requirements
 * Reading - Requirements & Workbook Requirements
 * Reptile and Amphibian Study - Requirements & Workbook Requirements
 * Rifle Shooting - Requirements & Workbook Requirements
 * Rowing - Requirements & Workbook Requirements
 * Safety - Requirements & Workbook Requirements
 * Salesmanship - Requirements & Workbook Requirements
 * Scholarship - Requirements & Workbook Requirements
 * Scouting Heritage - Requirements & Workbook Requirements
 * Scuba Diving - Requirements & Workbook Requirements
 * Sculpture - Requirements & Workbook Requirements
 * Search & Rescue - Requirements & Workbook Requirements
 * Shotgun Shooting - Requirements & Workbook Requirements
 * Signs, Signals & Codes - Requirements & Workbook Requirements
 * Skating - Requirements & Workbook Requirements
 * Small-Boat Sailing - Requirements & Workbook Requirements
 * Snow Sports - Requirements & Workbook Requirements
 * Soil and Water Conservation - Requirements & Workbook Requirements
 * Space Exploration - Requirements & Workbook Requirements
 * Sports - Requirements & Workbook Requirements
 * Stamp Collecting - Requirements & Workbook Requirements
 * Surveying - Requirements & Workbook Requirements
 * Sustainability - Requirements & Workbook Requirements
 * Swimming - Requirements & Workbook Requirements
 * Textile - Requirements & Workbook Requirements
 * Theater - Requirements & Workbook Requirements
 * Traffic Safety - Requirements & Workbook Requirements
 * Truck Transportation - Requirements & Workbook Requirements
 * Veterinary Medicine - Requirements & Workbook Requirements
 * Water Sports - Obsolete - Replaced by Water Sports.
 * Weather - Requirements & Workbook Requirements
 * Welding - Requirements & Workbook Requirements
 * Whitewater - Requirements & Workbook Requirements
 * Wilderness Survival - Requirements & Workbook Requirements
 * Wood Carving - Requirements & Workbook Requirements
 * Woodwork - Requirements & Workbook Requirements

title: Scouting/BSA


text:
Scouting/BSA/Mammal Study Merit Badge

1. Explain the meaning of animal, invertebrate, vertebrate, and Mammal.

Animal-a living organism that feeds on organic matter, typically having specialized sense organs and nervous system and able to respond rapidly to stimuli.

Ibvertebrate-an animal lacking a backbone, such as an arthropod, mollusk, annelid, coelenterate, etc. The invertebrates constitute an artificial division of the animal kingdom, comprising 95 percent of animal species and about 30 different phyla.

an animal lacking a backbone, such as an arthropod, mollusk, annelid, coelenterate, etc. The invertebrates constitute an artificial division of the animal kingdom, comprising 95 percent of animal species and about 30 different phyla.

Vertebrate- an animal of a large group distinguished by the possession of a backbone or spinal column, including mammals, birds, reptiles, amphibians, and fishes.

Mammal- warm-blooded vertebrate animal of a class that is distinguished by the possession of hair or fur, the secretion of milk by females for the nourishment of the young, and (typically) the birth of live young.

Name three characteristics that distinguish mammals from all other animals. Have hair at some part of their life, Give birth to live young, and warm-blooded

2. Explain how the animal kingdom is classified. Lion Kingdom: The lion is an animal because it eats other organisms for sustenance. Therefore, it is in the Kingdom Animalia. Phylum: The lion has a spinal cord, and it is thus in the Phylum Chordata. Class: The lion has hair and mammary glands, and gives birth to live young. This makes it a mammal, and a member of the Class Mammalia. Order: The lion is a member of the Order Carnivora because it shares specific characteristics of skull and teeth shape (and not because it is a carnivore). Family: The lion is a cat, and is thus a part of the Family Felidae (Note: all families of mammals end in -idae). Genus: The lion has special characteristics that allow it to roar, and is therefore a member of the Genus Panthera. Species: The lion is the species leo of the genus Panthera. The scientific name of a species is both terms combined (e.g. Panthera leo, sometimes abbreviated P. leo). Explain where mammals fit in the classification of animals. Kingdom: Animalia, class: Mammalia.

Classify three mammals from phylum through species. Mammal 1 The domestic dog form of the gray wolf, a member of the Canidae family of the order Carnivora. Mammal 2 The cat (Felis catus), also known as the domestic cat or housecat to distinguish it from other felines and felids, is a small furry domesticated carnivorous mammal that is valued by humans for its companionship and for its ability to hunt household pests. Cats have been associated with humans for at least 9,500 years. Mammal 3 The fox is a common name for many species of omnivorous mammals belonging to the Canidae family. Foxes are small to medium-sized canids (slightly smaller than the median-sized domestic dog), characterized by possessing a long narrow snout, and a bushy tail (or brush).

3. Do ONE of the following: a. Spend 3 hours in each of two different kinds of natural habitats or at a different elevation. List the different mammal species and individual members that you identified by sight or sign.

b. Spend 3 hours on each of 5 days on at least a 25- acre area (about the size of 3 1/2 football fields). List the mammal species you identified by sight or sign. c. From study and reading, write a simple history of one non-game mammal that lives in your area. Redtail hawk Tell how this mammal lived before its habitat was affected in any way by humans. The red tail hawk had an easier time finding food. It had a huge amount of space and many places to build a nest. And the population used to be bigger. Tell how it reproduces, Hawk pairs fly in large circles to attract each other so they can lay eggs together. what it eats, Hawks eat mice, squirrels, rabbits, etc. It is a carnivore. and its natural habitat. Its natural habitat is the wild. Trees, bushes, etc. Describe its dependency upon plants, It builds nests in trees and bushes. upon other animals (including humans), It eats other animals. and how they depend upon it. For food Tell how it is helpful or harmful to humankind. Hawks are helpful because they kill mice and we use them for hunting and food.

4. Do ONE of the following: a. Under the guidance of a nature center or natural history museum, make two study skins of rats or mice. Skin 1: Skin 2: Tell the uses of study skins and mounted specimens respectively. b. Take good pictures of two kinds of mammals in the wild. Record light conditions, film used, exposure, and other factors, including notes on the activities of the pictured animals. Photo 1 Mammal: Dog Charlie                                                      Photo 2 Mammal: Kyle (my brother) Light conditions: Bright                                                                Light conditions: Average Film Used: Digital                                                                          Film Used: Digital Exposure:	 	Exposure: Animal’s Activities: Sleeping on swing                                       Animal’s Activities: Sitting in a chair Other factors: Flash off                                                                Other factors: Flash off

c. Write a life history of a native game mammal that lives in your area, covering the points outlined in requirement 3C. List sources for this information Native Game Animal: White-tailed deer Tell how this mammal lived before its habitat was affected in any way by man. The White-Tailed Deer lived in most forests in the U.S. It was also more populated before it was hunted. Tell how it reproduces, Males are sexually active in the second year and females in their first fall. what it eats, Graze, northern white cede, red maple, hemlock, mountain ash, acorns, beechnuts, and fruits. and its natural habitat. Brush openings, crop fields, wood lots, and wetlands. Describe its dependency upon plants, It eats trees and plants and also uses them as shelter and cover. upon other animals (including man), Man thins out the population and man plants crops that they eat. and how they depend upon it. So they don’t overpopulate or starve. Tell how it is helpful or harmful to man: We thin the populated and we feed them.

d. Make a bait and tracking pit. Report what mammals and other animals came to the bait. e. Visit a natural history museum. Report on how specimens are prepared and cataloged. Explain the purposes of museums. Museums show history and how people before us lived. f. Write a report of 500 words on a book about a mammal species. g. Trace two possible food chains of carnivorous mammals from soil through four stages to the mammal. Possible food chain 1: Soil: Stage 1: Stage 2 Stage 3 Stage 4 Possible food chain 2: Soil: Stage 1: Stage 2 Stage 3 Stage 4 5. Working with your counselor, select and carry out one project that will influence the numbers of one or more mammals.

Requirement 2

 * Explain how the animal kingdom is classified. Explain where mammals fit in the classification of animals. Classify three mammals from phylum through species.

Animals (and other organisms, like plants) are classified for several reasons. First of all, the sheer number of species of animals in the world is quite large, and many are un-named or confusingly-named (for example, several different vegetables are called turnips). Thus, a Swedish scientist named Linnaeus created a system to classify organisms based on recognizable traits and used an old, extinct language (Latin) to refer to organisms. He chose Latin because it was rigid in spelling and pronunciation, and so it would enable simple communication between scientists who spoke different languages or dialects.

The modern system of organism-classifying is derived from Linnaeus' system. The science of classifying organisms is called taxonomy. The exact methods of classifying organisms can change as scientists discover new characteristics that separate and unite organisms. For example, science used to classify all organisms into two kingdoms (a kingdom is the largest basic unit of classification), plants, and animals. This was based on a simple formulation -- anything which devoured other organisms was an animal, and anything that did not, was a plant. Eventually, however, scientists decided that this system did not adequately describe reality, and the Fungi were added as a third kingdom. Later still, three kingdoms have been added for various kinds of microscopic organisms like bacteria.

There are seven basic levels of classification. They can be remembered using the mnemonic device King Philip Came Over For Great Soup (the first letter of each word is the first letter of the unit of classification, in order).
 * Kingdom
 * Phylum
 * Class
 * Order
 * Family
 * Genus
 * Species

An example classification for the lion
 * Kingdom: The lion is an animal because it eats other organisms for sustenance. Therefore, it is in the Kingdom Animalia.
 * Phylum: The lion has a spinal cord, and it is thus in the Phylum Chordata.
 * Class: The lion has hair and mammary glands, and gives birth to live young. This makes it a mammal, and a member of the Class Mammalia.
 * Order: The lion is a member of the Order Carnivora because it shares specific characteristics of skull and teeth shape (and not because it is a carnivore).
 * Family: The lion is a cat, and is thus a part of the Family Felidae (Note: all families of mammals end in -idae).
 * Genus: The lion has special characteristics that allow it to roar, and is, therefore, a member of the Genus Panthera.
 * Species: The lion is the species leo of the genus Panthera. The scientific name of a species is both terms combined (e.g. Panthera leo, sometimes abbreviated P. leo).

The above process weeds out successively less similar organisms, so very similar animals like panthers and cheetahs, have the same classification until near the end.

 * Kingdom: Animalia - also includes jellyfish, snakes, mice, wolves, cheetahs, and tigers
 * Phylum: Chordata - also includes snakes, mice, wolves, cheetahs, and tigers
 * Class: Mammalia - also includes mice, wolves, cheetahs, and tigers
 * Order: Carnivora - also includes wolves, cheetahs, and tigers
 * Family: Felidae - also includes cheetahs and tigers
 * Genus: Panthera - also includes tigers
 * Species: leo - is the lion, and includes no other organisms

Requirement 3
''Spend 3 hours in each of two different kinds of natural habitats or at different elevations. List the different mammal species and individual members that you identified by sight or sign. Tell why all mammals do not live in the same kind of habitat.'' ''Spend 3 hours on each of 5 days on at least a 25-acre area. List the mammal species you identified by sight or sign.''

When making these observations, it is best to prepare. Think about what kinds of mammals might be living in the habitat, and how you could see or otherwise find evidence of them. You may be able to find tracks in the ground, or dens or dams, or other physical evidence of mammals.

Mammals do not all live in the same habitat because each species is uniquely adapted for one niche. For example, in a forest, squirrels perform a necessary function, spreading acorns, and thus ensuring that trees' offspring can spread far from the parent plant; squirrels also provide sustenance for predators, such as snakes. No other organism fits into the squirrel's niche, and the squirrel can not function well in any other niche. All species in the forest have a unique niche; mammals that do not have such a niche do not live there -- for example, lions are well-adapted for their role on the savannas, but are not well-suited for a temperate forest.

''From study and reading, write a simple history of one nongame mammal that lives in your area. Tell how this mammal lived before its habitat was affected in any way by man. Tell how it reproduces, what it eats, what eats it, and its natural habitat. Describe its dependency upon plants, upon other animals (including man), and how they depend upon it. Tell how it is helpful or harmful to man.''

A game mammal is one that is widely hunted, such as deer. Most mammals are not game mammals. For help in choosing a mammal, see the list of mammals.

Requirement 4
''Under the guidance of a nature center or natural history museum, make two study skins of rats or mice. Tell the uses of study skins and mounted specimens respectively.'' ''Take good pictures of two kinds of mammals in the wild. Record light conditions, film used, exposure, and other factors, including notes on the activities of the pictured animals.'' ''Write a life history of a native game mammal that lives in your area, covering the points outlined in requirement 3c. List sources for this information.'' ''Make and bait a tracking pit. Report what mammals and other animals came to the bait.'' ''Visit a natural history museum. Report on how specimens are prepared and cataloged. Explain the purposes of museums.'' Write a report of 500 words on a book about a mammal species.

Some classic books about mammal species include:
 * Innocent Killers - by Jane Goodall about spotted hyenas.
 * In the Shadow of Man - by Jane Goodall about chimpanzees

Trace two possible food chains of carnivorous mammals from soil through four stages to the mammal.

A food chain is a hierarchy of organisms which devour each other. Energy can be traced through a food chain, beginning with its source, plants. The first step in a food chain is always a plant (for example, algae), which creates energy using sunlight (see photosynthesis). The algae are then eaten by small microscopic organisms called protists, who are in turn eaten by a squid. The squid is eaten by a seal, and the seal by an orca. The energy produced by the algae can be traced to the orca.

 * algae --> protists --> squid --> seal --> orca

Requirement 5
Work with your counselor, select and carry out one project that will influence the numbers of one or more mammals.

title: Scouting/BSA/Mammal Study Merit Badge


text:
Scouting/BSA/Home Repairs Merit Badge

''1. Discuss general precautions related to home repairs. Name at least 10 safe practices that every home repairer should exercise.''

2. Under the supervision of your merit badge counselor complete any four of the following: a. How-to:Maintain or recondition a garden tool and show that you know how to clean up, store it and other tools b. How-to:Install insulation in an attic, wall, or crawl space c. How-to:Caulk cracks or joints open to the weather d. How-to:Waterproof a basement e. How-to:Repair a break in a cement or asphalt surface f. How-to:Repair the screen in a window or door g. How-to:Replace a pane of glass h. How-to:Solder a broken wire or metal object

3. Under the supervision of your merit badge counselor complete any three of the following: a. How-to:Install or build equipment for storing tools b. How-to:Build a workbench c. How-to:Repair a piece of furniture d. How-to:Paint or varnish a piece of furniture, a door, or trim on a house and clean the brush e. How-to:Repair a sagging door or gate f. How-to:Repair a loose step g. How-to:Repair a fence

4. Under the supervision of your merit badge counselor complete any two of the following: a. How-to:Locate a main switch box and know how to replace a fuse or reset a circuit breaker b. How-to:Repair an electric cord, plug, or lamp socket c. How-to:Install a single-pole light swich d. How-to:Replace an electrical wall outlet

5. Under the supervision of your merit badge counselor complete any two of the following: a. How-to:Clear a clogged drain or trap b. How-to:Fix a leaky water faucet c. How-to:Repair a flush toilet d. How-to:Repair a leaky hose or connector e. How-to:Clean or replace a sprinkler head

6. Under the supervision of your merit badge counselor complete any three of the following: a. How-to:Paint a wall or ceiling. Clean equipment b. How-to:Repair or replace damaged tile or linoleum c. How-to:Install drapery or curtain rods and hang drapes or curtains d. How-to:Replace window blind cords e. How-to:Repair or replace a window sash cord f. How-to:Reinforce a picture frame g. How-to:Mend an object made of china, glass, or pottery

title: Scouting/BSA/Home Repairs Merit Badge


text:
Talk:Norwegian/Cover

Pronouncion examples
Hi,

I am norwegian, and thought that this book might need some audio examples of how to pronounce words and prases in norwegian. Please give me a list of words and phrases, and I will do my best in recording them all.

Please tell me how to distribute the files too!

--August 00:57, 26 Jun 2005 (UTC)

Well, as a fan of Norwegian music, and a person who is interested in Norwegian culture, I'd like to know how to pronounce some basic words that you use in your everyday life. Also, some known proverbs and even slang will be helpful. Obviously, I do not have anything in mind, but I believe that you can come up with something...

Oh, the best way to store the files would be uploading them to you Gmail account, using this FireFox extension: https://addons.mozilla.org/firefox/1593/

title: Talk:Norwegian/Cover


text:
Introduction to Philosophy/Philosophy of Science

< Introduction to Philosophy

There are two different meanings of the term philosophy of science: the first one is about the scientific method and it is the one meant in this article; the second one is about some philosophical questions that are answered by scientific discoveries. In recent decades physics have changed our concept of reality and biology changed our concept of life, philosophy of science in this meaning is treated in A scientific perspective of philosophy.

There are subdisciplines of philosophy of science which take a philosophical look at issues arising from specific scientific disciplines: for instance, philosophy of biology looks at the meaning of concepts used in evolutionary biology, while the philosophy of social sciences looks at topics like what a 'theory' is in a field like economics or sociology.

Karl Popper
The founding father of this field is widely considered to be Karl Popper, writing at the beginning of the 20th century. The idea that one was necessary stemmed from observation of the Freudian claims on the Oedipus complex, essentially Freud's theory cannot be proven wrong by any means. Whilst this might sound like a positive aspect of the theory, it means that there are also no tests to verify the claims the theory makes.

Popper's proposed means of putting this right was to apply the principle of falsificationism to any one theory. To be scientific the scientist in question has to try to prove his theory wrong, or at the very least put forwards tests that can be shown to be either correct or incorrect. This led to the problem of when a theory can be known to be truly scientific and as such a correct interpretation of the natural world. Popper's answer to the criticism was that each test corroborated the theory further. This to many is simply the equivalent of the inductive "All swans are white" argument, i.e. the observation is correct until you happen to pass by Australia and find a black swan.

Later theories include Kuhn's theory of a scientific revolution. This proposes the theory that scientists will work within one given model, or paradigm, of the universe and make this useful and predictive until such a moment in time when a new idea or theory overthrows the old system, such as Galileo's observations of the solar system.

Feyerabend however rejected the idea that scientists are rational creatures entirely in his book "Against Method" where he argues that scientists do not in fact follow any one given method but are much less rational than their propaganda makes them out to be.

Thomas Aquinas
The ideas put forth by Popper, Kuhn, and Feyearbend, wrestle with an issue mentioned by Thomas Aquinas. He said, "...other sciences do not argue to prove their own principles, but argue from their principles to prove other things which the sciences include..." (Summa Theologica article eight or ). While he wasn't directly talking about the philosophy of science, his words are instructive of the present topic. If science cannot argue to prove its own principles, then something else must or science has no basis.

Imre Lakatos
A fourth contemporay is Imre Lakatos, what he gained most renown for in the circles of philosophy of science was his attack on what he terms as pseudo-science. His demarcation lies in whether any given program is progressing or degenerating. As such the program that is producing most new knowledge is the one that will be favoured by scientists as the one closest to the truth.


text: User:Vuara/Speaking Rightly (Science of Being)


text: User:Vuara/The Purpose of Life (Science of Being)


text:
Dutch/Lesson 6

Grammatica 6.1 ~ Numbers
Use the sound buttons to help you with the pronunciation.

-teen = -tien
Dutch has a similar way of constructing the numbers for 13-19 as English, it is mainly the simple number (e.g. vijf, zes) followed by -tien, which means "ten" and is very similar to English -teen

13 dertien 14 veertien 15 vijftien 16 zestien 17 zeventien 18 achttien 19 negentien

-ty = -tig
As another example of the relationship between English y versus Dutch g, the English ending -ty in twenty, thirty etc., is "-tig" in Dutch:

20 twintig

Starting at twenty one things get a little funny, Dutch puts the single unit before the ten-unit:

21 eenentwintig (literally: one-and-twenty) 22 tweeëntwintig 23 drieëntwintig 24 vierentwintig 25 vijfentwintig 26 zesentwintig 27 zevenentwintig 28 achtentwintig 29 negenentwintig

Notice that one way to deal with two subsequent vowels in Dutch spelling is the diaeresis ë.

The same system goes for 30, 40, 50.... 30 dertig 32 tweeëndertig 40 veertig 50 vijftig 60 zestig 70 zeventig 80 tachtig (!!) 90 negentig

The only irregular one is tachtig. Notice that 60 and 70 are pronounced with initial [s].

Large numbers
100 honderd

Dutch does not use one as in "one hundred" or "one thousand"

101 honderdéén 111 honderdelf 112 honderdtwaalf 113 honderddertien 121 honderdéénentwintig 957 negenhonderdzevenenvijftig

In Dutch all numbers lower than one thousand are written as one word. There should be a space after '1000' (duizend), though. There's also a space before and after: miljoen, biljoen, miljard, biljard, etc.

1000 duizend 1001 duizend één 1017 duizend zeventien 1538 duizend vijfhonderdachtendertig or vijftienhonderdachtendertig 2000 tweeduizend 8000 achtduizend

100.000 honderdduizend

143.000 honderddrieënveertigduizend

143.500 honderddrieënveertigduizend vijfhonderd

1.000.000 één miljoen

2.000.000 twee miljoen

453.897.245 vierhonderddrieënvijftig miljoen achthonderdzevenennegentigduizend tweehonderdvijfenveertig

For higher power of one thousand Dutch follows the British rather than the American system

1.000.000.000 één miljard (not: biljoen, see below)

1.000.000.000.000 één biljoen 1.000.000.000.000.000 één biljard

245.078.476.453.879 tweehonderdvijfenveertig biljoen achtenzeventig miljard vierhonderdzesenzeventig miljoen vierhonderddrieënvijftigduizend achthonderdnegenenzeventig

Notice also that the interpunction is the reverse:

English: $1,324,432.93 = Dutch: $1.324.432,93

Dutch has a decimal comma, not a decimal point.

Grammatica 6.2 ~ Past and perfect tenses
Recall:
 * ..heb je dat op school geleerd?...
 * ..wat gebeurde er ...
 * Maurits versloeg...

These are examples of past and perfect tenses. There are three kinds of verbs in Dutch when it comes to forming them.

 * 1) Weak verbs add either -te(n) or -de(n) to the stem of the verb.
 * 2) Strong verbs change the vowel of the stem.
 * 3) Irregular verbs often have a combination of the two or show other idiosyncrasies.

The numbers:
 * 1) The vast majority (thousands) of Dutch verbs are regular weak verbs.
 * 2) There are some 150 strong roots. Including derived verbs, there are some 1500 strong verbs in total.
 * 3) There are only about six irregular roots and about two dozen derivatives.

However, the strong and irregular verbs are amongst the most frequently used ones. The more specialized and recently formed ones are typically weak.

Weak verbs
We have seen how the present tense is formed:

Past tense

 * The past tense typically has a singular and a plural form:

Notice the similarity with English: the past is formed with a dental suffix: -de (Dutch) -ed (English).

However if the root ends in a voiceless consonant (t, k, f, s, ch, p and x) the endings are voiceless in Dutch -te, -ten:

 * passen - to pass
 * ik pas - I pass → stem is pas
 * ik paste - I passed
 * wij pasten - we passed

This happens in about a third of the weak verbs.

Perfect tense
The perfect uses an auxiliary + the past participle. For a weak verb is formed by prefixing ge- and suffixing an ending -d, or -t.

Inseperable verbs
If the verb already has a prefix like be-, ont- or ver- or ge- itself, the ge- prefix is omitted:

 * Wat bedoel je? - What do you mean?
 * Ik heb dat zo niet bedoeld. - I did not mean it that way.

 * Wat gebeurt er?
 * Wat gebeurde er?
 * Wat is er gebeurd?

These verbs are called inseparable verbs to distinguish them from a group of verbs that have a prefix that can be separated. We will revisit those in a later lesson. The inseparable ones are relatively simple. Apart from the suppression of the ge- prefix they behave like normal verbs.

The past participle on -d and -t
The suffix of the participle is -d in the case of leren:

the perfect
 * ik heb geleerd - I have learned

This is by far the most common way to form the past participle. However, if the root ends in a voiceless consonant (t, k, f, s, ch, p and x) the ending is a voiceless -t:

 * passen - to pass, to fit
 * ik pas - I pass → stem is pas
 * ik heb gepast - I have passed

Dutch has "final obstruent devoicing", a fancy term for the fact that a consonant at the end of a word is always pronounced as voiceless. That means that both the -d of "geleerd" and the -t of "gepast" as actually pronounced the same, as [t].

However, as in English the participle can also be used as an adjective. As such it also has an inflected form with -e:

 * De geleerde les - the lesson learned
 * Gepaste eerbied - fitting reverence

In this case the /d/ of geleerde is actually also pronounced [d] and the /t/ of gepaste as [t].

If the root already ends in -d or -t the ending is omitted:

 * feesten - gefeest
 * baden - gebaad

Word order
In contrast to English the participle is put at the end of the sentence:

 * Ik heb dat op school geleerd.

Primitive tenses
Most Dutch verbs can be fully reconstructed in all their forms if you know three primitive tenses, de stamtijden:

infinitive - past tense singular - perfect participle
 * leren - leerde - geleerd
 * passen - paste - gepast
 * bedoelen - bedoelde - bedoeld
 * gebeuren - gebeurde - gebeurd

This is why verbs are often represented this way in dictionaries, including in WikiWoordenboek. If you want a complete table of all possible forms, this becomes rather large especially if you list all the compound tenses.

Take a look at the page ' and compare it with the full conjugation at '.

Auxiliaries
The auxiliary is usually a form of hebben like it is to have in English (see below for its forms). However, unlike English there is a group of verbs (ergative verbs) that take zijn (to be) instead.

Notice that gebeuren (to happen) is one such case: It is an ergative verb. Instead of an action such verbs express either a process or a movement. Compare:

Strong verbs

 * lopen   - to walk (cf. leap)
 * Ik loop - I walk
 * Ik liep - I walked (notice the vowel change)
 * Ik heb gelopen

The participle ends in -en in the case of strong verbs.

Which verbs are strong?
There are more than 150 strong roots and including all derived forms lopen, belopen, verlopen etc. there are more than 1500 strong verbs in Dutch. And you will just have to learn them. Few rules can be given which verbs are weak and which are strong, but we can try:
 * 1) All verbs borrowed from Latin or French are weak.
 * 2) All strong verbs have the basic structure root-ending, e.g. lopen, or (prefix)-root-ending, e.g. beginnen. Verbs with more syllables, like kantelen, begoochelen are always weak.
 * 3) Many strong verbs have cognates that are irregular verbs in English. E.g. zingen - zong - gezongen has to sing - sang - sung as cognate. The cognate sometimes has a different meaning, e.g. rijden is cognate with to ride but can mean to drive a car. If you know any German: most strong verbs in Dutch are strong in German as well.

The seven classes
There are seven distinct patterns (classes) of vowel change. These patterns are exceedingly old. They come from the Indo-European language and are much better preserved in Dutch than they are in English.

The most common one (Class I) has ..ij... - ..ee.. - ..e..:

 * schrijven - schreef - geschreven
 * blijven - bleef - gebleven
 * lijden - leed - geleden

English has far fewer strong verbs left and they have become irregular, i.e. the patterns are no longer very recognizable, although sometimes the resemblance is still striking, compare:

 * spreken - to speak
 * sprak - spoke
 * gesproken - spoken

We will come back to strong verbs later, particularly in the practice lessons 6A and 7A. Fortunately for all Dutch verbs except a handful it is enough to memorize de stamtijden (the primitive times):

 * lopen-liep-gelopen (infinitive - past tense - past participle)

If you are uncertain about the primitive tenses of a verb, a trip to WikiWoordenboek will easily remedy that. The primitive tenses are typically given in a small table on the right of the screen. Have a look at.

Lopen is a verb of movement. This is why it uses to be as auxiliary if a direction of the movement process is specified. Compare:

 * Ik ben naar huis gelopen - I walked home
 * Ik heb altijd veel gelopen - I always did a lot of walking

In the latter case the verb takes "hebben" because the emphasis is not on the movement process but on the activity (action).

Notice that Dutch often uses the perfect tense where English uses a simple past. The past tense corresponds more to the past continuous in English, although the division of labor between the tenses is different in the two languages.

 * Ik liep naar huis - I was walking home

The past of some of the strong verbs has a plural that undergoes lengthening of the vowel:

 * breken-brak-gebroken

 * ik brak (as in father)
 * wij braken (as in Gaad)

(Thus the verb has four stages of vowel change. This is also a very ancient aspect of the language. It stems straight out of Indo-European. Anglo-Saxon had something similar.)

Past continuous
Dutch does not have a past (or present) continuous as such, although there is a construction using aan het + infinitive that can be used to describe continuity rather emphatically:

 * Ik was naar huis aan het lopen, toen ik hem zag
 * I was (busy) walking home when I saw him

Verbs like lopen, staan, zitten, liggen (walk, stand, sit and lie) can also be used to express continuous action. They take te + infinitive:

 * Ik zat te denken - I was thinking (while sitting)
 * Ik stond te bellen - I was on the phone (while standing)

Irregular verbs
There are only a few verbs (actually 6) that demand more knowledge than that which is contained in the three stamtijden (primitive tenses)

They are: zijn, hebben, zullen, mogen, kunnen and willen

The auxiliary to have
The most important irregular verbs are hebben and zijn:

 * hebben-had-gehad

 * hebben                  - to have
 * ik heb                  - I have
 * jij hebt                - you have
 * hij heeft           - he has
 * wij, jullie, zij hebben - we, you, they have

Past tense

 * ik, jij, hij had - I, you, he had
 * wij, jullie, zij hadden - we, you, they had

Perfect

 * ik heb gehad

The auxiliary to be

 * zijn-was-geweest

 * zijn, wezen             - to be
 * ik ben                  - I am
 * jij bent                - you are
 * hij is                  - he is
 * wij, jullie, zij zijn   - we, you all, they are

Past tense

 * ik was
 * wij waren

Perfect

 * ik ben geweest - I have been

Notice that to be is seen as an ergative: it is not an action, but a 'process'.

Infinitive

 * zijn
 * wezen

Wezen is quite common in certain parts of the Netherlands, but frowned upon in other regions.

Imperative

 * wees!
 * weest!
 * weest u!

Subjunctive

 * het zij
 * past: het ware

Both are archaic but they are still be seen in certain expressions.

Strong and weak verbs with irregularities
Some strong and weak verbs do not completely follow any of the regular patterns. We have seen one:

 * verslaan
 * ik versla
 * ik versloeg
 * ik heb verslagen

Notice that the present tense and the infinitive do not have a "g".

There is also a group of weak verbs ends in -cht rather than just -t:

 * brengen - bracht - gebracht
 * denken - dacht - gedacht

The vowel of these roots also changes, but historically these verbs are weak. Notice that English has something similar (brought, thought).

In these cases it is still enough to know the three primitive tenses to reconstruct the entire verb. As this is the case for all Dutch verbs bar six it is customary to represent a verb whether weak, strong or irregular by these primitive tenses and reserve the term irregular for the handful cases where this does not suffice.

Quizlet
The vocabulary for this lesson can be studied at Quizlet (60 terms)

Progress made
If you studied this lesson well you should
 * 1) be able to do all cardinal numbers in Dutch
 * 2) know how past tenses are formed in Dutch (but you need to memorize a lot more about them)

Cumulative count:

 * Cycle 1: 579 terms
 * Lesson 5: 87 terms
 * Lesson 6: 60 terms

 * Grand total: 726 terms.

Also see Dutch/Vocabulary/The numbers for a synopsis and the hover test based on it.

 * The necessary work on past tenses will start in Dutch/Lesson 6A

title: Dutch/Lesson 6


text:
Learning the vi Editor/Advanced tasks

Copying and Pasting
Copying and pasting tasks are done with three keys, (for "yank"),   (for "delete"), and  (for "paste"). In general, you type or  to tell vi that you're at the position where you want to start yanking or deleting some text. Then you need to tell vi where to stop, using cursor movement or other commands.

You can also simply use key to enter a visual mode. Then you can highlight text by moving cursor keys. And finally press to copy text to clipboard. And for paste.

A Word
To delete a single word, move your cursor to the first letter, then type. To yank a single word, move your cursor to the first letter, then type.

Other Methods
Move to the character past the last letter and type.

To delete a word like "can't", which has an apostrophe, move to the first character and type. Note the capital W. This tells vi to go all the way to the first whitespace character after the word.

Likewise, try dB.

A Line
To delete a single line, type.

Other Amounts
One of the great things about vi is that it lets you select a bunch of text without having to move your hand to your mouse.

Type. This will mark the current position that your cursor is at as mark a. You can go back to this position anytime you want from now on by typing. (`a means "move to the character that has been marked as a")

Now move to some other position. Type. This will delete everything from the current position to the position you marked as a.

Note that you can use nearly any key in place of the used in this example. For instance, you might use to mark the top of a section, or  to mark the bottom. These mnemonics are strictly in the user's head – vi doesn't care that t means top or b means bottom. Vi will remember all unique bookmarks, allowing the user to easily and quickly jump between them. Some users find using to be a convenient temporary bookmark, because it can be typed so quickly.

To the end or beginning of a line
or

To the end or beginning of the file
or

To the next occurrence of a pattern
/myPattern

This is particularly useful when editing HTML files with d/<

Adjusting the Screen
vi, as a visual screen-oriented editor has a number of useful commands to redraw or adjust the screen in case you find yourself somewhere where you don't want to be.

If you run in a Unix shell, it is possible that some background process writes to the same terminal. This will disturb vi's screen layout. In order to force vi to redraw the complete screen, press or. Both commands do the same.

If you want to adjust what is currently displayed, then the command is rather useful. It's a kind of Swiss army knife, and has a rather complex syntax:

[/pattern/][m] [n](|.|-)

([ ... ] denotes optional items, (...|...) denotes alternatives)

Before we explain the syntax in detail, here are some common applications of the command:

Scroll the screen so the current line becomes the middle line of the screen. The cursor remains on that line:

Scroll the screen so the current line becomes the top line on the screen:

Scroll the screen, so the current line becomes the bottom line of the screen

If a  or a number m is given the cursor is moved further after the adjustment. indicates to move the cursor to the first match of that pattern. m indicates to move the cursor to the mth line on the screen. So, for example,

would first scroll the screen so the current line becomes the top line on the screen, and then move the cursor to the first 'while' in the text from that position on.

The number n is a rather obscure parameter. If provided, it tells vi to behave as if the screen is just n lines high. The result is that only n number of lines are adjusted, and the rest of the screen is either ignored or cleared, presumably useful on slow terminals to avoid redrawing the screen unneccessarily.

title: Learning the vi Editor/Advanced tasks


text:
Cookbook talk:Caesar Salad

History

 * 2004: Published by Wikimedia, Edited by Wikibooks contributors, Entitled Cookbook:Recipes/Caesar salad
 * 2001-2003: Published by Wikimedia, Edited by English Wikipedia contributors, Entitled Caesar salad

title: Cookbook talk:Caesar Salad


text:
Cookbook:Pico de Gallo

| Sauces | Mexican Cuisine | Tex-Mex cuisine

Pico de Gallo has two meanings in Mexican cuisine. The most familiar to North Americans is a fresh, tomato-based salad. It is what North Americans usually mean when talking about 'ensalada' or 'tomato ensalada'. This ensalada is never cooked.

The second meaning, more common in some regions of Mexico, is a spice mixture including salt and dried chiles, which is served over fresh fruit, often with lime juice. If one is unfamiliar with the regional origin of a recipe including pico de gallo, context may be the only way to determine which meaning is intended, though for US-Mexican dishes the uncooked salsa meaning will almost always be correct.

Ingredients

 * 2 cups chopped fresh, seeded tomato
 * ½ cup chopped white or yellow onion
 * 2 tablespoons chopped cilantro
 * ½ teaspoon salt
 * 2 teaspoons freshly squeezed lime juice
 * 1 teaspoon ground black pepper
 * 1 ½ tablespoons stemmed, seeded, and minced jalapeño or other chiles
 * 1 small clove of garlic, minced
 * Hot sauce, to taste

Procedure

 * 1) Wash vegetables and cilantro.
 * 2) Combine vegetables, mixing well.
 * 3) Add salt, pepper, chiles, lime juice, and garlic.
 * 4) Add hot sauce as desired.
 * 5) Let stand 30 minutes to allow flavors to meld.

title: Cookbook:Pico de Gallo


text:
Cookbook:Tomato Concassé

Tomato concassé (French tomates concassées) is skinned, de-seeded, and diced tomato.

Ingredients

 * 1 lb (450 g) tomatoes

Procedure

 * 1) Boil a large pot of water and prepare a large bowl with ice water for refreshing the tomatoes.
 * 2) Remove the stem and core of the tomatoes by cutting a cone shaped piece out of the stem-end of each tomato. Then score a large X (arms about 1 inch / 2.5 cm long) centered on the other end of the tomato.
 * 3) Place the tomatoes in the boiling water for about 30–45 seconds then immediately submerge in the ice water bath.
 * 4) Once cool, peel the skin off the tomatoes. Then, slice the tomatoes in half around the circumference, but not through the stem. Squeeze  out the juice and seeds, scraping with a spoon.
 * 5) Lay the tomato carcasses flat on a cutting board and dice into ⅜ inch (0.75 cm) pieces.

Notes, tips, and variations

 * If you don't care that much, you can skip the skinning and seeding part and just chop the tomatoes into ⅜-inch pieces, but that's not really tomato concassé, just diced tomatoes.

title: Cookbook:Tomato Concassé


text:
Cookbook:Seafood

| Basic foodstuffs

Seafood is derived from aquatic animals, such as fish, mollusks, and crustaceans. These animals provide protein in many diets around the world. The harvesting of seafood is called "fishing. "

The term is not restricted to sea creatures, but may include fresh-water animals as well. This class of foods, perhaps unexpectedly to some, may also include land snails.

The plants of the sea are often also edible, including nori, which is actually a type of algae, and is usually classified as a vegetable, rather than a seafood.

Fish

 * Salmon
 * Cod
 * Halibut
 * Mahi mahi
 * Tuna
 * Shark
 * Swordfish
 * Sturgeon
 * Catfish
 * Trout
 * Sardine
 * Anchovy
 * Arctic char

Shellfish

 * Crustaceans
 * Crab
 * Crayfish
 * Lobster
 * Shrimp

 * Molluscs
 * Abalone (US) = Paua (NZ)
 * Clam
 * Cockle
 * Mussel
 * Octopus
 * Oyster
 * Pipi
 * Snail
 * Conch
 * Whelk
 * Winkle
 * Squid = Calamari
 * Scallop
 * King Scallop
 * Queen Scallop

Miscellaneous seafood

 * Caviar (sturgeon roe)
 * Uni (sea urchin roe)
 * Sea Cucumber
 * Hagfish
 * Tuna
 * Ikura (Japan)/Salmon roe (US (caviar substitute)

Seafood Recipes
Additional seafood recipes can be found at seafood recipes.
 * Ceviche of Shrimp and Sea Bass
 * San Francisco style Scallop Ceviche
 * Seafood Kebabs with Zhoug Sauce

External resources

 * The Monterey Bay Aquarium's Seafood Watch Program offers suggestions on what seafood to choose based on environmental impact and fishery health.

title: Cookbook:Seafood


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Cookbook talk:Seafood

This page was origionally published at Seafood. Below is the page history at the time the content was coppied.

* (cur) (last). . 21:38, 5 Feb 2004. . Hephaestos (image) * (cur) (last). . 13:06, 21 Dec 2003. . 216.68.14.43 (Seafood) * (cur) (last). . M 20:32, 10 Sep 2003. . Patrick0Moran (The plural of fish is fish -- unless the various species are meant (the fishes of the sea).) * (cur) (last). . M 08:28, 12 Aug 2003. . Anders751004 (changed swedish "sej" to english "haddock" in Dishes section) * (cur) (last). . 23:55, 26 May 2003. . TeunSpaans * (cur) (last). . M 12:14, 20 May 2003. . Wnissen * (cur) (last). . M 12:53, 16 May 2003. . Uyanga (halibut) * (cur) (last). . M 23:58, 23 Mar 2003. . Bluelion (link) * (cur) (last). . 16:12, 26 Feb 2003. . 66.183.49.2   * (cur) (last). . M 16:21, 24 Feb 2003. . Wshun (put the names in alphabetic order) * (cur) (last). . M 16:17, 24 Feb 2003. . Wshun * (cur) (last). . 03:37, 26 Sep 2002. . 217.168.172.202 (sea lettice -> sea lettuce) * (cur) (last). . M 01:11, 17 Sep 2002. . Andre Engels * (cur) (last). . 21:56, 20 Jun 2002. . 62.253.64.7   * (cur) (last). . 21:05, 13 Jun 2002. . 80.218.20.112 (-/talk) * (cur) (last). . M 11:19, 23 Apr 2002. . Rgamble (protien --> protein) * (cur) (last). . M 07:43, 25 Feb 2002. . Conversion script (Automated conversion) * (cur) (last). . 08:00, 3 Sep 2001. . Mike Dill (added some text) * (cur) (last). . M 07:42, 13 Jul 2001. . WojPob

Would it be possible to get a brief description of what different types of fish taste like, why you would want to choose one over another, etc? --NeuronExMachina 02:51, 20 Nov 2004 (UTC)

title: Cookbook talk:Seafood


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Cookbook:Anchovy

| Basic foodstuffs | Seafood | Fish

The anchovies are a family (Engraulidae) of small oily fish found worldwide. They are an important food in various cuisines, known for their strong umami flavor when processed.

Characteristics
Fresh anchovies are silvery and small—about 5–10 inches long. The flesh is moist, plump, and mild in flavor, with many small pinbones.

When processed, usually by curing or fermenting, anchovies develop a strong savory flavor. After processing, they are often available canned, dried, in paste, or as fish sauce.

Selection and storage
Selection of fresh anchovies is much like any other finned fish. It should be shiny, most, and firm, with no fishy smell. Cured anchovies should still be meaty, with a very savory flavor—over-cured anchovies tend to get a metallic flavor and grainy texture.

Fresh anchovies should be kept refrigerated. Tinned anchovies should be refrigerated after opening.

Use
Fresh anchovies can be fried. They can also be lightly pickled, such as in Spanish boquerones en vinagre.

Cured anchovies are a key ingredient in various condiments, such as Worcestershire sauce, fish sauce, and anchovy paste. These are used to add a savory and salty umami flavor to foods. and common as a pizza topping.

Dried anchovies may be used to make stock or broth.

title: Cookbook:Anchovy


text:
Cookbook talk:Anchovy

This article was origionally published in the Wikipedia, in the article Anchovy, and is coppied here under the GFDL. The page history at the time of copying is below:

* (cur) (last). . 18:18, 19 Dec 2003. . 216.244.232.2 (+ es:) * (cur) (last). . 02:02, 12 Dec 2003. . Mperkins (integrated recent addition.) * (cur) (last). . 13:04, 25 Nov 2003. . Phle96 * (cur) (last). . 20:54, 27 May 2003. . Stan Shebs (move family info to its real home) * (cur) (last). . 22:49, 26 May 2003. . Stan Shebs (moved to "European_anchovy")

This module was the featured ingredient on the main Cookbook page from May 8. 2004 - May 16, 2004.

title: Cookbook talk:Anchovy