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FHSST Biology/Contents/Index/TCMS/Cells and genetics/DNA and chromosomes

Deoxyribonucleic Acid (DNA) contains the genetic instruction of a cell. It is a composed of nucleotides and form a winded ladder shape (double helix). Each nucleotide is composed of a phospate, sugar (deoxyribose) and a base. There are nitrogen bases which form the 'rungs' of the ladder: adenine, thymine, cytosine, guanine.


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FHSST Biology/Contents/Index/TCMS/Cells and genetics/Micro-organism structure

Micro-organisms are often microscopic and single-celled or unicellular.

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


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User:DGGB

I have now moved to my customary username, as on Wikipedia: DGG

title: User:DGGB


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Cookbook:Wheat-Free Baking Mix

| Gluten-Free

This wheat-free baking mix is a mixture of several other flours that, along with the addition of xanthan gum or guar gum, approximates wheat flour.

Ingredients

 * 1 part (28.5%) by weight white rice flour
 * 1 part (28.5%) by weight brown rice flour
 * 1 part (28.5%) by weight tapioca starch
 * ½ part (14%) by weight amaranth flour
 * 2–4% by weight xanthan gum (optional)

Procedure

 * 1) Combine all ingredients. Mix until very thoroughly blended.
 * 2) Use the blend as a substitute for wheat flour, using the same weight of the blend as of the wheat flour; for example, if a recipe calls for 100 g wheat flour, use 100 g of this blend.

Notes, tips and variations

 * Cakes, cookies, and other tender baked goods will need less xanthan gum. Breads and chewier doughs will need more xanthan gum.

title: Cookbook:Wheat-Free Baking Mix


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Psychiatry for Medical Students

Psychiatry is one of the major specialties of medicine, and is concerned with the diagnosis and treatment of the psychiatric disorders.

This volume on Psychiatry is currently in the initial stages of development. Initial material has been sourced from Wikipedia.

Further development will be a project of the University of Cape Town's Dept of Psychiatry and Mental Health.

For further information, please contact Dan Stein (dan.stein@curie.uct.ac.za).

Delirium, Dementia, and other Cognitive Disorders
Although most psychiatric disorders are presumed to have an underlying alteration in function, this group are separated off by having a suspected cause in another area of medical specialty. For example, delirium, is commonly caused by alterations in brain oxygenation and would be better assessed by a physician to determine possible treatable causes. The organic disorders may have an underlying basis that is treatable or untreatable and treatment may or may not improve symptoms. This group includes Delirium, Dementia and other disorders listed below where they are proved to be secondary to a physical cause (e.g. a mood disorder secondary to changed thyroid function). Disorders which are caused by intoxication or withdrawal may also be considered under organic disorders, although we will consider substance use and misuse disorders separately.

Dementia Definition: usually permanent disorder of memory, other cognitive functions and overall level of functioning. Major types of Dementia

Alzheimer's Disease Vascular Dementia Lewy Body Dementia

Psychotic Disorders
The Psychotic Disorders are characterised by alterations in thinking or perception that cause distress or impairment in functioning. These include disorders such as Schizophrenia, Schizoaffective disorder and related disorders. There are clusters of symptoms broadly characterised as positive and negative symptoms.

Schizophrenia
(Citation: Joel Lamoure. Schizophrenia.Getting the Right Drug to the Right Patient. Pharmacy Practice 2007; 23(4) 48-54,63-64)

Schizophrenia is a chronic, severe, and disabling mental illness. It affects men and women with equal frequency. Schizophrenia is usually diagnosed in people aged 17-35 years. The illness appears earlier in men (in the late teens or early twenties) than in women (who are affected in the twenties to early thirties. In Canada the overall incidence is about 0.6 % (1) of the population. People suffering from schizophrenia may have the following symptoms: (2) •	Delusions •	Hallucinations •	Disorganized thoughts and behaviors •	Disorganized speech •	Catatonic behavior

Schizophrenia Causes (3)
The causes of schizophrenia are not known. However, interplay of genetic, biological, environmental, and psychological factors are thought to be involved in biologic models of schizophrenia, genetic (familial) predisposition, infectious agents, allergies, and disturbances in metabolism have all been investigated. Schizophrenia is known to run in families. Thus, the risk of illness in an identical twin of a person with schizophrenia is 40-50%. A child of a parent suffering from schizophrenia has a 10% chance of developing the illness. (4) The list of neurotransmitters under scrutiny is long, but special attention has been given to dopamine, serotonin, and glutamate. (5,6,7,8) As well, schizophrenia could be a disorder of brain development. It is important for the allied health care team to investigate all reasonable medical causes for any acute change in someone’s mental health or behavior. Sometimes a medical condition that might be treated easily, if diagnosed, is responsible for symptoms that resemble those of schizophrenia. Examples of conditions that may mimic schizophrenia include substance abuse and the initial assessments should include a thorough neurological exam urine and serum screening for alcohol, or other drugs which may be abused. Additionally, such basic lab tests as CBC, serum electrolytes (Especially hyponatremia), glucose, baseline ECG, liver, renal, lipid profile, amylase, BMI and thyroid functions should also be considered. These levels will also provide a baseline for the patient before introduction of antipsychotic therapies and may identify co morbidities and or conditions, which may mimic schizophrenia. (9) Joel Lamoure 15:56, 7 April 2007 (UTC)

References:

1)	Addington D (Chair) et al.. Clinical Practice Guidelines Treatment of Schizophrenia. Canadian J of Psychiatry Vol50, Supplement 1 Nov 2005 pg1S-56S

2)	Schizophrenia Overview www.emedicine.com

3)	Schizophrenia Causes  www.emedicine.com

4)	VanOs J, McGuffin P. Can the social environment cause schizophrenia? British J of Psychiatry 2003;182 (2): 291-292

5)	Carlsson A, Waters N, Carlsson M. Neurotransmitter interactions in schizophrenia-therapeutic implications. Biological Psychiatry 1999; 46 (10) 1388-1395

6)	Tandon R. Cholinergic aspects of schizophrenia. British J of psychiatry Suppl. 1999; (37): 7-11

7)	Abi-Dargham A, Laurelle M, Aghajanian GK et al. The role of serotonin in the pathophysiology and treatment of schizophrenia. The J of Neuropsychiatry and Clinical Neurosciences. 1997; 9:1-17

8)	Goff D, Coyle J. The emerging role of glutamate in the pathophysiology and treatment of schizophrenia. American J of Psychiatry 2001; 158 (9):1367-1377

9)	APA Guideline for Treating Adults With Schizophrenia www.medscape.com

title: Psychiatry for Medical Students


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C Sharp Programming/Partial classes

Partial Classes
As the name indicates, partial class definitions can be split up across multiple physical files. To the compiler, this does not make a difference, as all the fragments of the partial class are grouped and the compiler treats it as a single class. One common usage of partial classes is the separation of automatically-generated code from programmer-written code.

Below is an example of a partial class.

Listing 1: Entire class definition in one file

Listing 2: Class split across multiple files

title: C Sharp Programming/Partial classes


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Talk:Cryptography/Generate a keypair using OpenSSL

Where is this useful? When do I need to generate and extract? Describe the circumstances. -- 80.133.219.252 09:29, 13 October 2006 (UTC)


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Linear Algebra/Augmented Matrices

The Augmented matrix is a Matrix that is constructed by combining both the Coefficient matrix and a vector which might represent the solution for the system of equations. Or can be constructed by combining two matrices. But an important rule must be taken in consideration the two matrices must have the same number of rows. For example if we have a matrix of size (m x n) matrix we should have another matrix of size (m x k) where n is a positive natural number.

$$ A_{(m x n)} = \begin{bmatrix} a11 & a12 &. & . & . & a1n \\ a21 & a22 &. & . & . & a2n \\. & . & . & . & . & . \\ . & . & . & . & . & . \\ . & . & . & . & . & . \\ am1 & am2 &. & . & . & amn \end{bmatrix} $$

$$ B_{(m x k)} = \begin{bmatrix} b11 & b12 &. & . & . & b1n \\ b21 & b22 &. & . & . & b2n \\. & . & . & . & . & . \\ . & . & . & . & . & . \\ . & . & . & . & . & . \\ bm1 & bm2 &. & . & . & bmn \end{bmatrix} $$

The Augmented matrix (A|B) in this case will be:

$$ (A|B) = \begin{bmatrix} a11 & a12 &. & . & . & a1n \\ a21 & a22 &. & . & . & a2n \\. & . & . & . & . & . \\ . & . & . & . & . & . \\ . & . & . & . & . & . \\ am1 & am2 &. & . & . & amn \end{bmatrix} \quad \Bigg| \quad \begin{bmatrix}  b11 & b12 &. & . & . & b1n \\ b21 & b22 &. & . & . & b2n \\. & . & . & . & . & . \\ . & . & . & . & . & . \\ . & . & . & . & . & . \\ bm1 & bm2 &. & . & . & bmn \end{bmatrix}$$

Also if we have a system of equations we can express it as an augmented matrix which makes it easier to work with. And, this becomes very useful when we have systems that have relatively large dimensions, for Example:

$$2x + 3y + 4z = 9\,$$ $$3x + 5y + 8z = 21\,$$ $$4x + 9y + z = 17\,$$

Can Be Expressed as the following augmented matrix: $$\begin{bmatrix} 2 & 3 & 4 \\ 3 & 5 & 8 \\ 4 & 9 & 1 \end{bmatrix} \Bigg| \begin{bmatrix} 9 \\ 21 \\ 17  \end{bmatrix}$$ Finally, the augmented matrix is very useful when it comes to solving systems, finding the inverse of a matrix, etc...

title: Linear Algebra/Augmented Matrices


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English in Use/Spelling

Sound to spelling correspondences
The following table shows for each sound, the various spelling patterns used to denote it. The symbol "•" stands for an intervening consonant. The letter sequences are in order of frequency with the most common first. Some of these patterns are very rare or unique, such as 'au' for the ah sound in laugh.

title: English in Use/Spelling


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English in Use/Quotations

The quotation points distinguish words that are exhibited as those of an other author or speaker. A quotation within a quotation, is usually marked with single points; which, when both are employed, are placed within the others: as,

 * "And again he said, 'Rejoice, you gentiles, with his people.'"—Rom., xv, 10.

English Quotations
In English quotations and direct speech is donated using quotation marks:

 * " is used as an opening quotation mark,
 * " is also used as a closing quotation mark.

Converting direct speech follows a pattern in English which may differ to reported speech in other languages. This pattern concerns statements (there are different rules for imperatives and questions).

Note that when converting from direct speech to indirect speech you usually have to move the tense backwards:

Similarly there are some changes to be made to other words in the sentence. Because we are reporting what someone said in the past we must use other words to talk about the past, e.g. "today" becomes "that day", "here" becomes "there", "next week" becomes "the following week" and "last week" becomes "the previous week". There are other similar changes too.

title: English in Use/Quotations


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Template:Images copyright

Thanks for uploading images on Wikibooks. However, the images may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on all images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, ask them in the Reading room. Thank you.

title: Template:Images copyright


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Talk:Creative Writing/Comics

This is just a synopsis of Scott McClouds, "Understanding Comics". All the diagrams are from his book. Surely this is a huge copy-violation? 144.124.16.28 14:58, 13 October 2006 (UTC)

Looks like it--I feel pretty nervous about this too (though I was thinking of doing something similar with another of his books "Making Comics" ^^; . I'm going to try asking first before trying anything though, and keeping it a lot more general and stuff if I do), so I'm going to come back to this at a later date when I have the time and cut out some of the more detailed stuff and the likes, and add new original content and the likes. 76.106.2.196 06:05, 30 November 2007 (UTC)

title: Talk:Creative Writing/Comics


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Talk:Cell Biology

if anyone can provide download link to The Cell by Geoffrey M Cooper....plz mail the link to greentumor@yahoo.com
 * What do you mean by "download link"? online text --JWSurf 14:11, 15 October 2006 (UTC)

For the original author of this course contact me at: markwdalton@gmail.com, the University of MN dropped the web site. And the original course can be 're-licensed' under whatever version you prefer.

Merge
I removed the merge template for the sole reason of link to the other book being red. Anyone can of course add it back. Wordsthink (talk) 05:21, 28 February 2008 (UTC)

I removed the old link to Mark Dalton's book because it was no longer functional. If you want to add all or part of it back you can cut and paste from here or restore the previous version.

Quite tired tonight
Made many mistakes. Undid changes I made.

title: Talk:Cell Biology


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Wikibooks talk:Original research

What is the aim of this proposal?
Or, perhaps more clearly; what type of material is it supposed to keep out of Wikibooks?

As User:SB Johnny mentioned in Staff lounge, there is a problem with the lack of clarification of the phrase "No Original Research" since the Wikipedia definition would imply that many Wikibooks don't belong here.

I'm just wondering what exactly the aim of it is. We currently exclude "original works of fiction or literature" and "primary research in any field". From this proposal's current text it seems that it is the latter definition that is too strict. It is currently clarified as "proposing theories and solutions, original ideas, defining terms, coining words, et cetera." which is very similar to the opening text of this proposal. Could this text be modified?

I'm going to go out on a limb and throw the idea out there that we limit the "original research" clause to scientific research. Might all non-fiction, non-scientific works that don't belong here be covered by WB:NPOV? --Swift 17:16, 13 October 2006 (UTC)

 * Actually, the reason I'm bringing it up is quite the opposite concern: defending what is permitted in wikibooks. Not everything has to be about "restricting freedoms", so this is more along the lines of a "bill of rights" than a "censor's guide" (except in the hypothetical case where it might be used to tell a censor-oriented person that there are a lot of things here that shouldn't be censored).

 * There is a lot of interesting material on wikibooks which I think is perfectly appropriate, but would fall under wikipedia's definition of "OR". Examples include:
 * Most, if not all of the cookbook recipes (many of these are the results of the authors' culinary experiments)
 * Most, if not all of the "unofficial user's guide" books (the only one I can think of at the moment is AEM EMS Guidebook, which I've done some structural work on and copyediting, but honestly I have no idea what an AEM EMS actually is, but is obviously not "peer reviewed", otherwise the company would probably have it in the official manual).
 * My own happy project, A Wikimanual of Gardening, includes stuff about controlling particular weeds that don't appear in any peer-reviewed source, but I know they work because it's my job (in real life) to control them.
 * Software manuals such as C++ Programming would either have to be mere exegeses of "official" manuals or just plain old copyvios, rather than the "sharing from experience" sorts of books that they are.
 * Just about any book that doesn't have at least 5 footnotes per page.

 * SO, in a nutshell, this is meant to be a positive statement of what's good and acceptable, as opposed to a dictum saying what's not allowed. Does that sort of clear it up? -- SB_Johnny | talk 17:57, 13 October 2006 (UTC)

 * Thanks for the clarification. I, actually, already understood that it is not to weed out books that we have, but to plant them in the definition of the scope of the project. My suggestion was not to introduce any restrictive measures, but to ease the ones that we already have.
 * We do need some restrictions. One of the current ones is that of "original works". Rather than make exceptions for all the things we'd like included, could we just modify the current clause?
 * I like everything on your list of good original works projects and agree that they, at least partially, fall under original research. None of these are, however, scientific. I admit that I didn't give it terribly much thought, but the only kind of research that wouldn't be suited (and so, by my own oppinion) would be scientific. If we modify the current definition to make it less restrictive, we allow for the inclusion of current works that we agree are useful for the project — including every item on your list. --Swift 20:07, 13 October 2006 (UTC)
 * I totally do not get it that somehow "scientific" OR should be de-privileged. Why consign Scientific OR to the dungeon while privileging, say, cookbooks? Are scientists "evil"??? If working up cirriculum at wikiversity,is one not allowed to create novel textbooks at WB because it would constitute OR??? What about novel aggregations of secondary sources - wouldn't that technically be OR? Isn't really every new creation except for a pure Import, OR????? I feel like I need more coffee...Geofferybard (discuss • contribs) 21:31, 19 May 2011 (UTC)

Rewording
Given the discussion above, perhaps it would be prudent to reword some of this policy to show that some facts that are not referenced, but which are readily verifiable (killing weeds is a good example) should fit under this proposal. Also, there are only certain types of "original research" that we really do remove from the project historically, and we should probably mention that only certain types of them need to be worried about? I'm going to monkey around in the text of this proposal, and try to put some of these changes into effect. --Whiteknight (talk) (projects) 21:41, 23 October 2006 (UTC)
 * Actually, I take that back, I am not going to make any changes right now. However, I would like to list a few points that should probably be addressed in the final text of this proposal:
 * New conclusions that are drawn directly from pre-existing and verifiable data are probably acceptable. Just because nobody ever jumped to a particular conclusion doesn't mean that the conclusion is obvious and justified from the given information.
 * Just because nobody has ever stated a particular fact doesnt mean that it isn't true, that it can't be verified, or that it is "original".
 * Common knowledge isn't original research (but it should be demonstratable).
 * New ways of teaching old subjects do not constitute "original research". For instance, new styles of writing a book, so long as the information in the book are verifiable, do not constitute OR.
 * Research that is performed by a wikibookian outside of wikibooks, and is appropriately published and peer-reviewed externally, can be used here.
 * The last point is a vanity point for me, because I am doing some "original research" as part of my thesis work, and once I get my things published, I would like to be able to share those results here. --Whiteknight (talk) (projects) 21:50, 23 October 2006 (UTC)

 * That's a special case though... successful theses and dissertations would always, I assume, be considered verifiable sources since they have passed the muster of peer review. OTOH, your actual thesis should probably go on wikisource, with a copy of it here for further development. -- SB_Johnny | talk 15:50, 10 December 2006 (UTC)

revolution
It looks like an interesting revolution might be starting here, quite a change of pace for Wikibooks since there has always in the past been a stated strict claim of adherence to NOR and NPOV. Since it might become possible for Wikiversity to include some original research activities, there has recently been some discussion at Wikiversity of different types of original research (here and here).....possibly some of that discussion might also be relevant to Wikibooks. In many active fields of biology it is not possible for a textbook to avoid a form of original research that involves the textbook author being selective about which results to include and describe, which to emphasize, and, generally, what kind of strategic approach to take to a subject. Further, very few biology textbook authors follow a NPOV policy. Successful and influential biology textbooks tend to be iconoclastic and define a particular novel POV that attempts to selectively exclude mistaken views, particularly views that are still well-known and "popular" but not supported by newer and better research results. In my opinion, for any active field of biology, a textbook that is constructed according to NOR and NPOV will be an artificial construct that nobody who truly knows the field would want to write or recommend to a student. It would be great if Wikibooks is finally open to discussion of these kinds of issues. --JWSurf 05:00, 11 December 2006 (UTC)

Edits
I see this proposal kind of slowed down and then sped up again. I edited the lead. View my edits here. I intended mostly to tighten the prose and clarify a few things. --Iamunknown 01:26, 24 December 2006 (UTC)

Reasons for "No Original Research"
I'm not making any dispute with any of the above discussions that have taken place on this page, but I would like to mention two "unofficial" reasons why the original "no original research" policy was created on Wikipedia, and inherited on Wikibooks for many of the same reasons:

 * Becoming a Vanity Press - In spite of some problems in the area of philosophy/theology Wikibooks, this project has not really had too many problems with books becoming or being viewed as a sort of vanity press, as would be suspected from an initial overview of the main goals and aims of this project. Still, this is something that we need to be ever vigilant about keeping a perception of Wikibooks as an easy way to stroke your ego as a published author.  While it goes beyond the scope of this policy, having a strong (and genuine) editorial peer review of the content of each Wikibook is one way to help filter out the garbage.

 * Telling UFO and Paranormal Researchers to find another forum to publish their ideas. While I will say that there are some books that are borderline problems such as Making an Island and Colonising Mars, the no original research policy has been largely responsibile for keeping even these kinds of books under control.  I will note that for the Colonising Mars book in particular, I explained very early to the author/contributors of this book what the original research policies were and why some of their projects (like collaboratively writing a constitution for the government of Mars and social structures like Martian currency and banking systems) needed to be written somewhere else other than Wikibooks.  It amazes me to no end that people are still coming up with Perpetual motion machines and trying to justify them in the face of centuries of hard science to prove they can't exist.  Obviously a "no original research" policy is a more polite way of telling people to take a hike instead of being more blunt and telling them that they are stupid and scientifically ignorant.

 * A Free Web Hosting Service. I can't emphasis this enough.  Particularly because of how open Wikibooks can be for allowing you to add and create content, there are always people who try to use Wikibooks simply as a way to simply throw some web pages up without having to pay for them.  I got into a bit of a mess about a year ago when I tried to remove the Wikimania Presentations from here, citing the no original research policy as a reason to remove the content.  I will note in particular one of the major rationales being used to keep the presentations here on Wikibooks was that they were being cited in scholarly literature and referencing Wikibooks.  I countered that this was a problem precisely because it was original research.  In this particular case, one of the telling signs that it was original research was that the nature of the content would keep you from making substantial changes to the content except for the original author.  The Wikimania organizers openly admitted that the only real reason for using Wikibooks was that they needed a spot to host the content, and acknowledged that had they tried the same thing on Wikipedia it would have been deleted right from the beginning.  While not so much a common occurance on Wikibooks at the moment, many individuals who have had ideas that would likely become a seperate sister project (using Wikijunior and Wikiversity as prime examples) have used Wikibooks as an incubator to host these ideas.  Quite often, in addition to other issues related with being an incubator, original research has also been a frequent theme, or at least a less offensive way to tell people to find alternatives for things that simply don't have to deal with content creation of books at all, much less textbooks.

None of this is suggesting that these points ought to be mentioned specifically within this policy. But at the same time, these are all underlying issues that really are the reasons why the "no original research" provisions have been established in the first place. To pretend that there are higher motives involved is only a way to add dressing to the policy and not addressing these root causes and concerns. --Rob Horning 07:32, 6 March 2007 (UTC)

 * Many of these ideas that you mention here are part of the current text of WB:WIW, although several people have high-hopes that the unstable branch will be accepted soon (even though interest in that project has waned lately). There is a tendency to move away from the core ideas in many of the policy rewrites, not because anybody disagrees with them, but usually because a good succinct explanation beats a chant or a mantra any day. Saying something like "Wikibooks does not host Original Research" is far less helpful then saying "Wikibooks does not host new or original information, or information that is inaccurate or unverifiable".
 * With all of that said, this page exists to help flesh out the details on the unstable WB:WIW branch. I'm generally of the opinion that policy documents should be short and sweet, and the details should be handled by a series of supporting guideline documents. There is a school of people who believe that the number of policy/guideline pages should be minimized, thereby creating a small set of monolithic policy documents that are all self-contained. There is yet a third school of people who believe that there should be almost no official policy whatsoever, except for a "use good judgement" guideline, and an "assume good faith" one as well. My point with this digression is that specific issues like those you mentioned above are easy to integrate into this proposal, while they would likely be difficult to mention explicitly in the text of WB:WIW/Unstable. If you feel that these should be mentioned more explicitly then they are, you should try to add that text to this proposal. --Whiteknight (talk) (projects) 14:00, 6 March 2007 (UTC)
 * It seems that part of the problem is that the precedent set on wikipedia is irrelevant and counterproductive when naturally we tend to apply it to Wikibooks. TSimply proclaiming that Wikibooks does or does not encourage OR, without a rationale for doing so, constrains the project with no compelling reason to do so. There is originality and there is a research component in any action which is short of outright mechanistic plagiarism. .  Geofferybard (discuss • contribs) 06:19, 13 March 2011 (UTC)

Self Verifiable information
The conversation about this proposal has long since stalled. I have some difficulty with the final section of this proposal, particularly what it would mean about mathematics. The nature of a mathematical proof is one that proceeds from known facts and through a series of self-verifiable steps arrives at a new conclusion. Thus this would allow for pretty much any and all mathematics to be published here. Something a little less permissive is needed. Thenub314 (talk) 22:09, 8 July 2010 (UTC)

 * Or maybe clarification is needed? In the case of the math the intent would mean that steps taken to arrive at the new conclusions would need to be included and that anyone reading it could successfully repeat the steps to arrive at similar conclusions or the same results consistently. A person could not claim to have arrived at a new conclusion and simply say they were able to verify it for themselves without explaining how they were able to reach that new conclusion, what was done to reach that new conclusion, why they reached that new conclusion, etc. for other people to verify for themselves. Another way to look at is take experiments. A book could explain how readers can verify the presence of static electromagnetism for themselves by asking readers to do an experiment involving rubbing a balloon against their clothing and than stick the balloon in their hair to see their hair stick to the balloon. Also the first section defines what verifiable means in this proposed policy:

""Verifiability" in these cases means that a reader of Wikibooks must be able to reproduce the information for themselves safely and reliably."

 * Maybe that can be better worded?

"Verifiable in this policy means that readers must be able to safely and reliably confirm facts and conclusions through independent and consistent reproduction."

 * --dark lama  12:06, 9 July 2010 (UTC)

 * Well I see the difficulty between wanting to allow books we like versus excluding original research. I think something more than clarification is needed.  The difficulty of "a new conclusion" is defining what a new conclusion is can be as slippery as specifying what original research is itself.  There is a rather large body of new mathematics dedicated to producing old results by new methods.

 * I think the idea of experiments is maybe a fruitful one to think about. Verifiability should imply that I can check in at least some ternary source (or at a very minimum a peer reviewed primary source) that the experiment is safe and reliable, without conducting experiment.   As with the information I objected to that used to be in Drugs:Fact and Fiction that gave specific doses of drugs to try taking.  We should at least require as the notion of verifiability that it can be verified to be safe before attempting to follow the steps.  After is too late.  This applies equally well to the cookbook as a book about physics or chemistry experiments, as poorly written recipes and experiments can cause serious injury. Thenub314 (talk) 14:52, 9 July 2010 (UTC)

 * I think identifying an experiment as safe to do and realistic for most people to do so is the key point for this proposal. If an experiment is dangerous or unrealistic than it is not an a substitute for a source citation. An example of possibly safe experiment that is not realistic might involve testing the toxicity of mercury in which proper safely precautions are taken into account like using a hazmat suit. The experiment is unrealistic because most people are unlikely to have access to mercury nor a hazmat suit. Recipes are used in the proposal as an example of a safe and realistic experiment that most people can do. Most people are likely to be able to follow any precautionary steps and have access to the needed ingredients which makes recipes generally safe and realistic. Following any poorly written instructions can cause serious problems for anyone. How would one go about verifying that recipes are generally safe to follow? While I requiring at a minimal that the doing an experiment is verified as safe does appeal to me to some degree, I'm not sure that it will always be realistic. In the absence of being able to verify the safeness of doing an experiment the decision could be left up to the community on a case by case bases through RFD, should anyone have concerns. --dark lama  15:52, 9 July 2010 (UTC)

 * Well sure each case will be left up to the community as an RfD. The point I am trying to make is that is not possible to tell if a recipe is safe by reading it alone.  A page should only live up to a verifiable standard if it can be checked against external in other sources that the experiment is safe to do.  In the same way mathematics should only be allow if it can be checked against external sources.

 * Without external sources it is even difficult to tell if some things are computer generated, nonsense made up by person, or real and useful information. (Just check out snarxiv of some very clever computer generated nonsensical physics.) This is why I think external sources must be key to the whole idea. Thenub314 (talk) 16:25, 9 July 2010 (UTC)
 * What are you saying? Are you saying that this proposal shouldn't call safe and realistic experiments "verifiable", or are you saying that experiments shouldn't be allowed if there are no external sources? --dark lama  16:37, 9 July 2010 (UTC)
 * Experiments (and other things) shouldn't be allowed if there are no external sources. Most of the time of course this is just a clean up issue.  But yes, external references should part of our definition of reliable. Thenub314 (talk) 17:04, 9 July 2010 (UTC)
 * I disagree in that case. Part of the motivation for this proposal is to allow limited exceptions when there are no external sources. --dark lama  17:11, 9 July 2010 (UTC)

But in what case are there no external sources? And why should we allow books on these subjects? The objection given about the C++ Programming book given above is really about how closely a reference needs to be followed. Basically we shouldn't require every paragraph and thought to list which source it comes from, but rather we should allow for a bit more lax style of referencing. Basically we should allow books to give a bibliography where facts may be checked without requiring in advance that every fact have a foot note. This would take care of the "5 footnotes per page". I think we can judge things like cook recipes by the same standard. You don't need to follow exactly the recipe as given in a reference, we may allow a bit of leeway, as we would with C++. But there are endless amounts of cookbooks available and we can cite similar recipes in these books. The same goes for gardening, there are a multitude of books about weed control. Presumably we would benefit from require referencing, as the book would contain more effective methods. And if someone somehow comes up with an ultra effective method that on one has ever heard of, that is OR and shouldn't be here. Thenub314 (talk) 11:07, 10 July 2010 (UTC)
 * Advice shared by people with personal experience may have no reliable external sources/references. Methods can be heard of without there being any reliable external sources/references that mention it. Collective experience and knowledge can move faster than journals might keep up with. That doesn't mean the advice and methods are wrong or even original. Whether its call limited exceptions, relaxed requirements, or giving leeway, doesn't really mater, but as pointed out before without some clear differences with Wikipedia's definition and requirements, a lot of books that Wikibooks allows would need to go. Writing software manuals often involves an original way of teaching how to use software. Really any book that could be written on Wikibooks involves an original way of explaining and teaching something, otherwise it would involve reusing approaches, ideas, examples, etc. which are likely protected by copyright law. --dark lama  12:09, 10 July 2010 (UTC)

 * I concede that some advise may have no reliable external source, and I do see the need for some level of lenience, I just feel the current guidance goes much too far. I am not advocating we use wikipedia's definitions, but something a bit stronger then the current idea of self verifiability.  I am pretty happy with the sections on common knowledge and some other parts of the current document. (Not so much the intro for the same reason.)

 * I am concerned by the idea that we want to exempt things because "collective experience and knowledge move faster than journals". To me this sounds as if the knowledge has hope of being published in a journal they do catch up.  Knowledge that will eventually published in a journal should clearly fall under the heading of original research, and we should require that people simply wait until such knowledge appears in print before uploading it here.  Because to be honest, if it is outside the field of the other editors who end up looking at it, it would be indistinguishable from complete gibberish.

 * About the last part of your post I can only say that, from my experience publishing dead tree books, I strongly believe that reusing examples, methods of explaining, ideas, approaches etc. are not protected by copyright law. (If this were the case about 99% of mathematics texts would violate such a law.) Provided the source is referenced the extent to which the source is followed exceedingly closely. Thenub314 (talk) 16:08, 12 July 2010 (UTC)
 * IMO this discussion would fare better if there were specific cases to examine. Geofferybard (discuss • contribs) 21:37, 19 May 2011 (UTC)

title: Wikibooks talk:Original research


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Talk:Internet Technologies/SSH

Seems as though the description of the pk cryptography used by ssh is missing something. Having the client use the pubkey to encrypt data sent to the server is fine but how does the server encrypt data back to the client? It can't use the same pubkey because the client does not have the private key to decrpyt it. I am no SSH expert but I think the server's keypair is only used during initial handshaking when a random session key must be generated to encrypt the rest of the conversation going both directions. And unless I am mistaken that session key changes every so often too. Am I wrong?

The part about pk is wrong since the client holds the private key and the server the public key in a file for authorized keys. Also the public isn't offered as first, but first the client should request for "none" to the server as authentication methode from where the server replies with all valid authentication methodes like password,public-key,keyboard-interactive and from there the client can decide what to offer to the server. But then again public/private-key authentication hasn't to do anything with session-keys.

 * I agree that Internet Technologies/SSH needs a lot of work. However, I think this page should be a brief, practical overview -- I think detailed information answering the questions you asked should go over on OpenSSH/Cookbook/Authentication Keys. --DavidCary (discuss • contribs) 23:22, 30 March 2014 (UTC)

There is a lot more to it that could be useful...
See and mine the slashdot thread about an InfoWorld article (and look into that also for useful facts). The use of RSA keyfiles as shellscripts for the connections is interesting... --Panic (discuss • contribs) 19:34, 26 March 2012 (UTC)

scp(1) considered deprecated, use sftp(1) or rsync(1) instead
The instructions for scp(1) could be replaced with instructions for sftp(1) and rsync(1) because SCP itself is going away sooner than later:

The scp protocol is outdated, inflexible and not readily fixed. We recommend the use of more modern protocols like sftp and rsync for file transfer instead. OpenSSH release-8.0

The examples should follow recommended best practices and avoid scp(1). I can try rewriting those parts, if no one else gets to them first.

Larsnooden (discuss • contribs) 07:37, 23 August 2023 (UTC)

title: Talk:Internet Technologies/SSH


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Muggles' Guide to Harry Potter/Magic/Defence Against the Dark Arts

Overview
Defence Against the Dark Arts is a core subject, required for all students in First through Fifth year at Hogwarts. It is offered to students in sixth and seventh year, if their O.W.L. marks are good enough, and we are told that extremely good N.E.W.T. marks are required for those who wish to pursue careers as Aurors.

Extended Description
There has always been a rumor circulating around Hogwarts that the class is cursed, because they cannot seem to keep the same teacher for more than one year. Because of this, Professor Dumbledore has had immense difficulty finding teachers to fill the position.

The following is a list of the Defence Against the Dark Arts instructors in the seven years of the story arc:
 * Professor Quirrell (died)
 * Gilderoy Lockhart (destroyed his own memory, by accident)
 * Remus Lupin (resigned after publicly outed as a werewolf)
 * Alastor "Mad-Eye" Moody (found to be an impostor, unmasked, "dismissed")
 * Dolores Umbridge (dismissed)
 * Severus Snape (abandoned the post at the run)
 * Amycus Carrow (dismissed) - taught in Harry Potter and the Deathly Hallows, while the three protagonists were not enrolled at Hogwarts.

From the name of the course, we believe that the intent of the course, at least for the six years Harry is taking it, is specifically defence against Dark magic. It is, however, somewhat difficult to determine what the actual course work entails. We don't hear what is involved in this course under Professor Quirrell. Professor Lockhart's course, after a disastrous session meant to involve defence against Cornish Pixies, deteriorates into rehashes of his published, self-aggrandizing books. Professor Lupin teaches defence against natural hazards such as Red Caps and Boggarts, and in Harry's case, Dementors. Professor Moody seems to be teaching techniques of resistance against Dark wizards, while Professor Umbridge apparently teaches negotiation techniques. Professor Snape then returns to teaching defence against Dark wizards and their allies, notably Dementors and Inferi.

Based on what we can glean from this, we guess that for the first three years, the emphasis is on natural hazards, creatures which survive principally by attacking humans, while later years are normally concentrated on ever-more-powerful human-cast spells and the defences against them. Professor Moody's introduction of the three Unforgivable Curses in Harry's fourth year is out of place in this curriculum, being more properly part of the sixth or seventh year courses, but Moody explains that as being specifically at Dumbledore's request.

We note that the first three years work could also be considered associated with Care of Magical Creatures, but that course is an elective, and, Hagrid's biases aside, is clearly meant to emphasize those magical creatures that are useful to wizards, rather than those that are actively inimical.

We also note that in order to counter a curse, you must be cursed, so the lab work in this course likely involves both jinxing and protecting against jinxes. Of course there is the Muggle dictum that "the best defence is a good offence", which would lead us to believe that jinxes, hexes, and curses might well be regular subject matter for this course. In Harry's seventh year, Neville says that the "defence" part of the course name had been dropped; we suggest that the requirement for the students to handle both ends of the curse makes dropping the defence part of the course relatively easy.

Analysis
In Harry Potter and the Half-Blood Prince, we learn that Tom Riddle applied for the position of Defence Against the Dark Arts teacher, but Dumbledore refused to give him the job. Ever since, the Defence Against the Dark Arts teacher has had to leave after one year due to various circumstances.

There is a bit of an apparent contradiction here, in that to the casual reader Quirrell appears to have been the Defence Against the Dark Arts teacher for some time before the first book; Fred and George indicate that he was a better teacher in previous years, but that on one of his vacations he ran into some of the stuff he'd been teaching about and had become much more easily frightened. To mesh with Dumbledore's statement that he had never been able to keep the position filled for more than one year, it has been suggested that Quirrell had taught a number of different subjects before, and perhaps done some short-term teaching of Defence Against the Dark Arts, when the supposed curse took the main teacher out of circulation. However, it is interesting that in Harry Potter and the Order of the Phoenix, when Fred and George are enumerating the fates of the Defence Against the Dark Arts teachers, they only list the four who have been there since Harry started; Fred and George, two years older, should have seen two earlier Dark Arts teachers as well, but do not mention them. Perhaps the fates of the four teachers mentioned have been more dramatic than the fates of their two earlier teachers. There is additional discussion concerning this issue in the article on Professor Quirrell.

One of the strengths of the series is that the author so adroitly avoids the need for exposition. For instance, she does not merely tell us that the position is jinxed, nor does she simply have a revolving door of teachers for this position. We can see quite clearly that there has been an ongoing problem, by the quality of the teachers that are provided to teach this course. Professor Quirrell is a stuttering, weak-willed ditherer. His replacement, Gilderoy Lockhart, is a self-promoting popinjay with no discernible skill in the subject he was hired to teach. Remus Lupin, an extremely competent teacher, is nonetheless unemployable elsewhere because of his lycanthropy. Alastor Moody, pulled out of retirement, proves to be not what he seems. Another incompetent teacher, Dolores Umbridge, is foisted on Hogwarts when Dumbledore is unable to fill the position himself. All of these are shown to us before we are told more than rumours of the curse on the position, and quite clearly show the effects of the curse, so that when we are told of its probable existence, we simply accept it as Dumbledore apparently has.

Another editor has wondered why Alastor Moody did not return to teaching the course. It is actually uncertain whether he ever actually accepted the teaching position, or whether it was offered to the impostor; while we know when Moody was overpowered, we don't know when the offer to teach the course at Hogwarts was made. (In fact, we don't even know who made the offer; by the start of the fourth book, Dumbledore was clearly already having significant trouble finding teachers for that post, and he could have been quite relieved when the false Moody offered to teach for a year.) In any case, after having been held prisoner for the better part of a year, it's unlikely that the real Moody would have been in any shape to teach.

Questions

 * 1) Did Voldemort actually curse the Defence Against the Dark Arts teaching position, or is it just a coincidence?
 * 2) Who is most likely to become Defence Against the Dark Arts professor after the War ended?

Greater Picture
In the sixth book, Harry Potter and the Half-Blood Prince, we hear the reason for the belief that the position is cursed. After Harry and Dumbledore see Dumbledore's memory of Tom Riddle's job application, Dumbledore remarks that since that time, he has never been able to keep a Defence Against the Dark Arts teacher for more than a year. This is, perhaps, why he has resisted, up until this year, Severus Snape's repeated requests to teach this course. Having had ample demonstration that the position of Dark Arts teacher is a doomed one, Dumbledore chooses not to place Snape in that position as he is too valuable to risk. In this book, however, we learn that Dumbledore is aware that his own time is strictly limited, and so, having extracted a promise from Snape that he would "take care of my school", Dumbledore places him in that position. Dumbledore, recall, receives his fatal injury in early July, and knows that he will have at most a year to live. By requiring Snape to take the headmaster's position after his death, Dumbledore has limited Snape's term already, and likely believes that this will partially avoid the curse. Also, having arranged that Snape will kill him so as to prevent Draco from being forced to commit murder, Dumbledore knows that Snape will likely have to flee Hogwarts, thus ending his tenure in a suitably cursed manner. As Snape will have to depart the position at the end of the year anyway, Dumbledore now feels it is safe to grant Snape that position.

In Harry Potter and the Deathly Hallows, the seventh book, we learn from Neville Longbottom that under the influence of Snape and the other Death Eaters at the school, the "Defence" part of the course has now been formally dropped, and the course is the study of the Dark Arts with the object of perfecting their use, rather than defending against them. As practice, Neville says, students are required to use the Cruciatus curse against those students who are in detention.


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User talk:Complete fanatic

Erm... I'm not entirely sure what to write on this page... soo... if you feel the need to contact me, you may do so here...

title: User talk:Complete fanatic


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Muggles' Guide to Harry Potter/Characters/Fenrir Greyback

Overview
Fenrir Greyback is the most savage, cruel werewolf in existence. He considers it his duty in life to bite as many people as possible, so he might one day have enough werewolf followers to rebel against the wizarding world. Lord Voldemort frequently uses him as an effective threat to force people into doing his bidding. He is described as "a big, rangy man with matted grey hair and whiskers", smelling powerfully of dirt and sweat, and having long, yellow fingernails and pointed teeth.

Half-Blood Prince
Draco Malfoy threatens Borgin, at Borgin and Burkes, with Fenrir if Borgin does not assist him in repairing something. We don't learn what the something is or how it got broken at this point.

At Christmas, it is revealed that it was Fenrir Greyback who bit Lupin as a boy, because Lupin's father had offended him. Lupin tells us that Fenrir will deliberately place himself near human dwelling places on full moon nights, thus making it near certain that in his animal state he will at least infect others.

In the ending of this book, Fenrir Greyback is with the Death Eaters who come to Hogwarts to kill Dumbledore; he is one of the four Death Eaters who follow Draco to the top of the Astronomy tower. He attacks and bites Bill Weasley, but because it is not during the full moon and Greyback was not in his wolf form, the only lasting effects on Bill are scars and a newly developed taste for very rare steaks.

Deathly Hallows
Fenrir Greyback is one of the gang of Snatchers who capture Harry, Ron, and Hermione after Harry incautiously speaks Lord Voldemort's name. They are initially fooled by Harry's appearance – Hermione has hit him with a spell that made his face swell up – they eventually determine that this is the Harry Potter for which there is a large reward offered, and decide to take him to Malfoy Manor. While Greyback is evidently the leader of the group, it is revealed that he does not possess the Dark Mark which will grant him unfettered access to the Manor; he is not a full Death Eater. Once in Malfoy Manor, Bellatrix Lestrange offers Hermione to him as a victim; evidently he has cultivated a taste for human flesh even in his non-transformed state. Once Bellatrix sees the sword of Gryffindor, however, she retracts the offer; in order to find out how the sword got out of her vault at Gringott's, she has to interrogate one of the Trio, and she selects Hermione. Once she has the story from Hermione, corroborated by Griphook, she offers Hermione to Fenrir once more. As they escape with Dobby's help, Harry seizes the three wands Draco Malfoy is holding and Stuns him with all three wands at once, leaving him unconscious behind a chair.

In the Battle of Hogwarts, Greyback is seen to attack Lavender Brown in the Entrance Hall. He is stopped by a well-placed jinx from Hermione, from under the Invisibility Cloak, and is then knocked out by a crystal ball thrown by Professor Trelawney. After the events in the Forbidden Forest, he rejoins the battle, but is brought down by Ron and Neville Longbottom.

Strengths
Greyback is shown as a well-built man and is mentally and physically strong. His sense of smell is at a high standard and he can also use a wand to cast spells.

Weaknesses
Though it is arguable whether this could be called a weakness, he has been said to get 'carried away' while attacking, meaning that he goes into an almost unstoppable frenzy until his victim is dead.

Relationships with Other Characters
Greyback has acted violently towards a number of characters, all of whom have been badly damaged by him. He deliberately bit and infected Remus Lupin, which turned him into a werewolf, because Lupin's father insulted him. He also bites and rips at Bill Weasley's face, in his human form, which leaves Bill scarred for life and slightly alters his personality. In the final battle, he savages and possibly even kills Lavender Brown.

Draco Malfoy claims him as a family friend, though apparently only in order to put pressure on Borgin to do something Draco wants done.

Greyback works in co-operation with other followers of Voldemort, such as his fellow Death Eaters and the gang of Snatchers that abduct the Trio, of which he is a member.

Analysis
There is significant debate as to whether Greyback was in his Werewolf shape or not when Lavender was attacked; much of the debate appears on the talk page for that chapter. One major factor arguing against his being Transformed is the author's habit of never naming characters Harry has not been introduced to, and he has never seen Greyback transformed. The immediate identification of Greyback would imply strongly that Greyback is in his human shape. Against this, there is the description of Greyback as a "grey blur", and the fact that nothing in the text rules out Fenrir (and Lupin) being transformed.


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Portuguese/Contents/L2/Lesson Eleven - Whose Is This?

Introduction
One very important part of the Portuguese language is describing possession. This should be learned step-by-step. In portuguese, each person has four variants, the possessive pronous varies not only with the subject but also with the object.

First Person
That is, when something is mine.

Subject: me

Object: male singular  > meu; male plural    > meus; female singular > minha; female plural  > minhas.


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Talk:Esperanto: A Complete and Comprehensive Grammar

Untitled
I'm very annoyed by the people who carelessly created substubs for chapters that I haven't created yet. I don't look at this project for a month and this is what happens. I did say I welcomed help from Esperanto enthusiasts, but this is no help at all. It forces me to try to fill out those substubs. An anti-Esperanto vandal would've been more helpful! Murauĉeko 20:40, 13 October 2006 (UTC)

Rename
@Murauĉeko, we suggest renaming 'Esperanto: A Complete and Comprehensive Grammar' to 'Esperanto Grammar' for better alignment with our other Wikibooks like Mirad Grammar and English Grammar. -- ꠢꠣꠍꠘ ꠞꠣꠎꠣ (discuss • contribs) 14:12, 20 October 2023 (UTC)


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Talk:The Cold War/East vs West: The Ultimate Love-Hate Relationship

The writing isn't very professional and requires editing. 22:15, 13 October 2006 (UTC)

That's an understatement -- it's sloppy, inaccurate, and utterly stupid. There was no massive uprising aganist the monarchy. Nicholas II simply abdicated in favor of the Provisional Government.Scott Adler 09:04, 25 October 2006 (UTC)

I've had a go at rewriting / heavily editing it. It's not perfect, but it's better.Sjlegg 12:30, 16 November 2006 (UTC)


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User:Mbeychok

About Me
My name is Milton Beychok and I am a retired chemical engineer living in Newport Beach, California, USA. During my working career of 50 years, I spent the first 30 years in designing and commissioning petroleum refineries, petrochemical plants, natural gas treating plants, power plants, and other industrial facilities. The next 20 years were spent as a private, individual consulting engineer in the environmental field ... impact studies, permitting, wastewater and air pollution emission audits, and air pollutant dispersion modeling.

I am a Fellow of the American Institute of Chemical Engineers. For six years, I was the volunteer editor for the Science: Environment: Air Quality: Air Dispersion Modeling category of the Open Directory Project to be found at www.dmoz.org.

I have published two engineering books and over 25 engineering articles in various peer-reviewed journals as well as non-reviewed engineering trade magazines.

My website is available on the Internet at www.air-dispersion.com and contains more information about myself and my work.

I have my e-mail enabled. If you use it, make sure that "Wikibooks" is in the subject line. Otherwise, it may get deleted as spam.

I first registered as a Wikibooks user in October 2006.

title: User:Mbeychok


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User talk:Mbeychok

I usually Watchlist any Talk page where I commented for about 3 days. I will reply in original threads, unless you or I specify otherwise. '''Click here to leave a new message and please sign with ~~~~. My Wikibooks email is enabled if you want to email me (see left-hand frame on my User page).

title: User talk:Mbeychok


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Talk:Japanese/Grammar/Basic Particles

"Regarding the cat, the dog is eating"???
Tawagoto 23:45, 13 October 2006 (UTC)

I think you missed a word in the romanji after "dondon" in the last sentence. --24.125.83.236 03:15, 4 September 2007 (UTC)

 * After "dandan" actually... But yes indeed, it missed the word "mainichi"... I added it to it. --Shinjitsu 21:52, 29 September 2007 (UTC)

Wa and ga in one sentence?
「ねこは いぬが たべて います. 」 (Neko wa inu ga tabete imasu.) "Regarding the cat, the dog is eating (it)." While this sentence is acceptable, it would be better in most situations to use the particle を (wo) which is described below.

I don't think this sentence is acceptable at all. I've also discussed it with a NATIVE speaker who also thinks that using both wa and ga in one sentence, like is done here, will cause Japanese people to frown their eyebrows and think "what on earth is he talking about?" (just like she did at first! ;-) ). Also it is not acceptable in this case, because if something or somebody is busy eating something, the particle を (wo) should be used, since it's an 'active' verb, acting on the subject (the cat). So: ねこ を いぬが たべて います. --Shinjitsu 21:58, 29 September 2007 (UTC)

Update: I have posed the question also to another native speaker (who happens to be my Japanese teacher). He gave me the following reaction:

(Quote:) Yes, it is possible to put both wa and ga in one sentence, just the given example here is NOT correct. A good example would be:

 * Watashi wa anata ga suki desu. ("I like you", or literally "as for me, like you.")

The given example in the module (Neko wa inu ga tabete imasu.) however is WRONG and also the translation is NOT correct. To make this sentence correct, the particle を (wo) must be used behind the topic where the verb is acting on: Inu wa neko wo tabete imasu. "The dog is eating the cat".

What is also possible is: Neko wo inu ga tabete imasu. "The cat is being eaten by the dog". In this case it is stressed that it's the DOG who is eating the cat (and not somebody/something else).

So, conclusion: it is okay to put wa and ga in one sentence, but one has to be careful how to use it. The given example in the module was NOT correct. A couple more CORRECT examples:

 * Watashi wa wasabi ga kirai desu. ("I dislike/hate wasabi" or "As for me, hate wasabi")

 * Anata wa eigo ga jouzu desu. ("Your English is good!" or "As for you, English good!")

(Unquote)

I hope this clears it up now. I will change the module a bit, 'coz now it contains an incorrect Japanese sentence with a wrong translation... Shinjitsu 09:04, 30 September 2007 (UTC)

 * I'm not a native speaker, a linguist, or a language teacher, but I still think I have something to contribute. I think we need to work on fostering an atmosphere of mutual respect.
 * I am happy to see the "neko wa" example sentence gone. I agree that it's rather awkward and I think that using 'wo' or the passive would be far more natural. However, I think the problem with this sentence is somewhat subtle and I am not entirely satisfied by your teacher's explanation. What exactly did you ask your teacher?
 * To me, the problem seems related to the fact that "neko" is animate, and once it is topicalized there is an expectation for it to also be the subject of the verb, so that the sentence shares the cat's point of view (cat as important actor), so to speak. After thinking about it, it seems to me that this expectation is somewhat relaxed if the topic is inanimate (or if the predicate does not imply action, as in your teacher's examples). For example, in a situation like this,
 * A-san: juusu wa (dou natta no)?   '(What happened to) the juice?'
 * B-san: mearii ga nonda yo. 'Mary drank it.'
 * I think B-san could also respond with
 * B-san: juusu wa mearii ga nonda yo.    'Mary drank the juice.'
 * While it's more natural not to repeat the topic, one definitely does find examples like this. This suggests to me that there is a grey area here, and a hierachy of sentences for which this kind of grammar might be more acceptable. I'm curious what your teacher has to say about this (please make sure he is not consciously restricting himself to educated "proper" Japanese, although if it is specifically unacceptable in that context I would certainly like to know that too).
 * ToothingLummox 18:08, 5 October 2007 (UTC)

 * Hello ToothingLummox. I don't know exactly where you are going with "fostering an atmosphere of mutual respect". Maybe you can explain this? Do you feel I was disrespectful? If that's the case, I never meant it that way. Reading something always sounds different from hearing something... If you know what I mean. Anyway... To the subject:
 * Here you are using the verb nomu (to drink). The subject on which this verb acts on is the juice (juusu). In this case, the particle wo should be used again. Your sentence (juusu wa mearii ga nonda yo) is not correct Japanese. This should be juusu wo mearii ga nonda yo. More examples here: http://www.csse.monash.edu.au/~jwb/cgi-bin/wwwjdic.cgi?1Q%B0%FB%A4%E0_1_
 * By the way, I did not only ask my Japanese teacher, but also my girlfriend, who happens to be Japanese. The sentence with the cat and dog didn't make any sense at all to her. She gazed at me with eyes like "what are you talking about?". So it does go a little further than just "awkward". It's simply not correct Japanese. I don't want to be disrespectful at all, but it's simply wrong! And this doesn't come from my teacher, but from my girlfriend, a native Japanese!
 * Also coming from my girlfriend: the use of passive tense is something that's very normal in for example Germanic languages like English, Dutch and German, but is totally uncommon in Japanese. They wouldn't say something like "the cat is being eaten by the dog", but simply "The dog is eating the cat". Therefore: Inu wa neko WO tabete imasu... If you want to stress out that it's the DOG eating the cat (and not something else) then it's Inu ga neko wo tabete imasu...
 * Is the dog drinking water? Then it's Inu wa mizu wo nonde imasu. So again, the use of wo.
 * Hope this makes it a bit more clear?
 * Regards, --Shinjitsu 05:24, 7 October 2007 (UTC)

 * Hi again. You seem awfully sure of yourself even though it's pretty clear that you are just starting to learn Japanese. Have you had a chance to run the juice example by your teacher? I'm pretty sure it's acceptable, at least in speech. I can even find examples of this kind of sentence (with an inanimate topic) in textooks and dictionaries. Also, my native speakers seem ok with it, although they are not authorities on Japanese grammar.

 * Similarly, your girlfriend is probably not an authority on Japanese grammar. While native speakers are good at identifying strange sentences, they are not so good at coming up with grammar explanations. Just imagine asking a native English speaker to explain the difference between "a" and "the".

 * In contrast, your teacher probably is an authority, and that's why it would be great to hear what he has to say on this. In his comments above, he just says that the cat sentence was bad, but doesn't offer a reason. He certainly doesn't say that the direct object (usually marked by を wo) can never be marked by は wa. That's why we should ask him about the juice sentence.

 * Using wa is a little tricky. One of the things it can do is mark something that was said before or that the speaker assumes the listener understands. It helps tie sentences together, kind of like the in English. For some sentences, using wa is only natural when the context is given. Compare
 * A:I saw the man wearing a hat today. (A assumes B knows about the man)
 * B:What man? (B doesn't know; B is confused)
 * with
 * A:I saw a man wearing a hat today. (A doesn't assume that B knows about the man)
 * B:What kind of hat? (B asks for more detail)
 * My point here is just that wa can be comparably subtle, so I want you to include the context when you ask your teacher. It can matter.

 * Also, I just want to quickly point out that the wa/ga grammar here isn't the passive tense. A passive sentence would be something like
 * neko wa inu ni taberareta.
 * The cat was eaten by a dog.
 * and I bet it's acceptable if you identify with the cat. Anyway, while I don't know whether the passive tense is more common in Germanic languages, the passive is common enough in Japanese.

 * Regarding respect, it's fine if I'm wrong and you correct me. But you have to actually read what I write first. I'm just trying to explore the grammar behind the problem with the cat sentence. Given that you have analyzed this grammar incorrectly on the module page ('Japanese doesn't use the passive tense at all' and 'wa and ga cannot be used in the same sentence') and then analyzed it incorrectly again above, I would think you would be more receptive to suggestions about what might actually be wrong with it.
 * Regards, ToothingLummox 14:39, 11 October 2007 (UTC)

だんだん まいにち
だんだん まいにち ふらんすごを　もっと　じょうず に　はなせます. I don't like to accept the above as an example. Probably it should be

"毎日だんだん、フランス語をもっと上手に話せるようになっています. "

まいにち だんだん、ふらんすごを もっと じょうず　に　はなせるようになっています or yet better: "毎日だんだん、フランス語をより上手に話せるようになっています. " or simply "毎日だんだん、フランス語が上達しています. "

"だんだん まいにち" is not in a normal Japanese sentence.

Though the below is OK. "だんだん、まいにち フランスご を まなぶこと が つらくなってきた. " This is because "だんだん" is an adverb for "つらくなる"(get painful), while まいにち is for まなぶ(learn). i.e. these two meanings are identical.

"フランスご を まいにち まなぶこと が だんだん つらくなってきた. " (It's gradually getting painful to learn French everyday.).--58.92.154.213 (talk) 16:51, 10 June 2009 (UTC)

title: Talk:Japanese/Grammar/Basic Particles


text:
William Shakespeare's Works/Comedies/All's Well That Ends Well/Act III, Scenes V-VII

=Act III, Scenes V-VII=

Summary
Meanwhile, Helena has gone to Florence, where she overhears a conversation between an old Widow, her daughter Diana, and their neighbor Mariana. It seems that Bertram, who rides by with the Duke of Florence's army as they talk, has been making overtures to Diana, hoping to get her in his bed. Helena joins the discussion, in which the older woman advises Diana to maintain her chastity. The three Florentine women have heard that Bertram has a wife he detests, but are unaware that Helena is the woman. After the conversation, Helena is invited to stay with the Widow.

In the Duke's camp, the First Lord and Second Lord Dumaine advise Bertram not to put his faith in Parolles, because the man is a boastful coward with no military experience and no loyalty. To expose Parolles, they devise a plan: they will goad him into attempting to retrieve his regiment's drum, which was lost on the field of battle (a military disgrace); then, disguises as enemy soldiers, they will "capture" him, blindfold him, and interrogate him, thus demonstrating to Bertram how quickly his loyal friend will turn traitor if his life is threatened. Encountering Parolles, they suggest that the loss of the drum was unimportant, and that he should forget it. Being cocky and boastful, Bertram's companion immediately swears that he will recapture it, or at least make a valiant effort. When he is gone, the two lords laugh, and tell Bertram that Parolles will do no such thing, being a coward. Bertram is skeptical, but invites the Second Lord to accompany him and meet Diana, whom he still plans to bed.

Meanwhile, Helena has revealed her identity to the Widow, and uses a purse of gold to buy her help in a scheme that, Helena hopes, will fulfill her husband's conditions for their marriage.


text:
User:Sterling

 * o)

title: User:Sterling


text:
Talk:French/Appendices/Typing characters

Untitled
This page is being linked to from the French Department at Wikiversity. Someone mind explaining the ALT method so it doesn't confuse newcomers? Jade Knight 01:10, 14 October 2006 (UTC)


text:
User:Jade Knight

Hello, I'm Jade Knight from Wikiversity. Most of my presence here will be ensuring that Wikibooks materials are used at Wikiversity.

Please leave me a message, here or there.

title: User:Jade Knight


text:
Hebrew/Food

-- water (my-im)

-- bread (lechem)

-- milk (chalav)

-- eggs (baytzeem)

Related Lessons
This is the most basic of the food related lessons. For more vocabulary regarding food, drinks, eating or drinking, see these related lessons:
 * Hebrew/Drinks
 * Hebrew/Fruit
 * Hebrew/Meals
 * Hebrew/Meat
 * Hebrew/Vegetables
 * Hebrew/Cooking
 * Hebrew/Sweets
 * Hebrew/Restaurant
 * Hebrew/Breads
 * Hebrew/Condiments

title: Hebrew/Food


text:
Hebrew/Drinks

Drinks
-- water ma-yim

-- milk ḥalav

-- ice keraḥ

-- wine ya-yin

Related items
-- cup se-fel

-- glass kos

Related lessons

 * Hebrew/Food
 * Hebrew/Meals
 * Hebrew/Fruit

title: Hebrew/Drinks


text:
Hebrew/Meals

Note: ḥ indicates the sound made by ח (het) or (kaf) כ. It's similar to the ch in Bach.

Related Lessons

 * Hebrew/Food (basic)
 * Hebrew/Drinks
 * Hebrew/Fruit
 * Hebrew/Restaurant

title: Hebrew/Meals


text:
Hebrew/Aleph-Bet/5

 Aleph-Bet Lesson 5 —

Welcome to the fifth lesson of the Hebrew alphabet! In this lesson we will do some reviewing, and you will learn three important letters:, and.

Review
We've been through 4 lessons and we've learned quite a bit since we started. Let's look at the letters we learned:

Letters
Aleph: makes the "a" sound, makes the glottal stop (’) or simply indicates the word starts with a vowel.

Bet: makes the "b" sound. When there is no dot, it makes the "v" sound.

He: makes the "h" sound. When at the end of a word it makes the "a" sound.

Vav(Waw): makes the "v", "o" and "u" sounds.

Lamed: makes the "l" sound.

Mem: makes the "m" sound. Changes form when at the end of a word.

Nun: makes the "n" sound. Changes form when at the end of a word.

Shin: makes the "sh" sound when the dot is on the right; when it's on the left, it makes the "s" sound.

Tav: makes the "t" sound.

Vowels
But we have also learned the [optional] vowel markers that go with them:

Shva: marks the end of a syllable or makes the "ə" sound.

Pataħ: makes the "a" sound.

Qamats: makes the "a" sound.

Tsere: makes the "e" sound.

Segol: makes the "e" sound.

Ħiriq: makes the "i" sound.

Ħolam: makes the "o" sound.

Shuruq: makes the "u" sound.

Now we have all the sounds, but not all the symbols. All vowels (except for "i") are marked by more than one symbol, with the most being "a" with 4 different ways to represent it (so far we've learned two). Don't be intimidated by this, though, because the rest of the symbols are based on the ones we've already learned (save the one we are going to learn this lesson).

Dalet
The fourth letter in the Hebrew alphabet is Dalet. It makes the "d" sound (IPA: /d/, "d" as in "dog").

Resh
The twentieth letter in the Hebrew alphabet is Resh. Pronunciation varies, but the standard Israeli pronunciation is a sound called "voiced uvular fricative" (IPA: //, "r" as in German "Frau", in French "français").

Yod
The tenth letter in the Hebrew alphabet is Yod. It makes the "y" sound (IPA: /j/, "y" as in "yard"). Like Aleph and Vav, when preceded by a consonant marked with the "i" vowel, it makes the "i" sound. It is the only letter in the Hebrew alphabet that does not reach the bottom border of the letters (it "floats").

New Vowels
As you might have noticed in the previous lesson and in the exercises, the shuruq can only be placed on a Vav, otherwise it would be the same dot that distinguishes Bet from Vet (it's called dagesh, "emphasis"). So what if there is an "u" sound but no Vav? There is a symbol for that purpose.

Qubuts
The qubuts is the three diagonal dots under the Bet.

It produces the "u" sound (IPA: /u/, "u" as in "flu").

Words
This time vocabulary more related to the culture that comes with Hebrew: todah thank you (feminine, singular) mayim water (masculine, plural [no sing.]) dod uncle, friend, beloved, one of the names of God (masculine, singular) yisra’el Israel yerushalayim Jerusalem yehudi Jew (masculine, singular) bayit house, home (masculine, singular) dam blood (masculine, singular)

Have you noticed that in Jerusalem and Jew, the letter is pronounced as "ye"? This is an example where Shva is pronounced as "ə". That's because the Yod is in the beginning of a syllable.

Summary
In this lesson, you have learned: Practice what you've learned in the exercises.
 * The letters and.
 * The niqqud symbol qubuts.
 * The words and.

Next lesson: Aleph-Bet 6 >>>

title: Hebrew/Aleph-Bet/5


text:
Hebrew/Body

Prerequisite: Hebrew/Health and Safety

Nouns
Parts of the Body:

-- blood dam

-- hand yad

-- head rosh

-- an eye ein

Related Lessons

 * Hebrew/Health and Safety
 * Hebrew/Body2 (more parts of the body

title: Hebrew/Body


text:
Hebrew/Health and Safety

Nouns
-- blood dam

-- doctor (medical) ro-feh

nouns: doctor, nurse, hospital, head, hand, fire, flood, police

Adjectives
adjectives: dangerous, sick, healthy

Verbs
verbs: hurts

Phrases and Sentences
-- headache k'eyv rosh

sentences: My head hurts. Where is a hospital? He is sick. She is a doctor.

Related Lessons
This lesson is the most basic on health and safety. More vocabulary and advanced lessons are
 * Hebrew/Health
 * Hebrew/Safety
 * Hebrew/Body (complementary lesson)
 * Hebrew/Emergencies

title: Hebrew/Health and Safety


text:
Communication Networks

Preface
The purpose of this open book project is to provide a free text book about electrical (digital or analog) communication networks. It will be an accompaniment to the Communication Systems book, but will focus more on real-world implementation and less on mathematical theory. See the introduction section for more details.

This book needs help. This is a wiki, so you can help edit it.

Table of Contents

 * Introduction
 * Authors
 * Licensing

Networks

 * History of Networking
 * Network Basics
 * Network Topologies
 * Cellular Networks
 * Duplex Networks

Analog Networks

 * Circuit Switching Networks
 * Cable Television Network
 * Radio Communications

Physical Medium and Digital Communications

 * Local Loop
 * Digital Subscriber Line (DSL)
 * Cable

Digital Networks

 * Parallel vs Serial
 * Channels
 * OSI Reference Model
 * Error Control, Flow Control, Medium Access Control (MAC)
 * Ethernet and Link Switching
 * Internet
 * Wireless Internet

Hybrid Networks

 * Analog and Digital Telephony
 * Analog and Digital Radio
 * Analog and Digital TV

Routing and Packet Switching

 * IP Tables
 * Routing

Network Protocols and Applications

 * Address Resolution Protocol (ARP)
 * Internet Protocol (IP) and Internet Control Message Protocol (ICMP)
 * Ping and Traceroute
 * TCP and UDP Protocols
 * Dynamic Host Configuration Protocol (DHCP)
 * Network Address Translation (NAT) and Port Address Translation (PAT) Protocols
 * Domain Name System (DNS)
 * Simple Mail Transfer Protocol (SMTP)
 * File Transfer Protocol (FTP)
 * Hypertext Transfer Protocol (HTTP)
 * Ethereal (packet sniffer)

Network APIs

 * Berkeley Socket API

Advanced Channels

 * Multipathing
 * Fading Channels

Resources

 * Glossary
 * Resources

Transporte de información y redes Réseaux TCP/IP

title: Communication Networks


text:
User talk:200.35.167.225

Please do not edit the user pages of other contributors without their approval or consent. It may be seen as vandalism. If you would like to experiment, please visit the sandbox. --Az1568 07:00, 14 October 2006 (UTC)

title: User talk:200.35.167.225


text:
The Cold War/The Truman Doctrine: Beginning of Proxy War

As the USA realized that it was being faced with the rapid spread of the new threat of communism, they decided to tackle that "threat" headlong and face-to-face, by supporting non-communist governments and armed groups fighting against the spread of communism to their nations. This new and more aggressive attitude of "containing" communism within its own borders was basically the Truman Doctrine

Containment in the making
When American President, Franklin Roosevelt died suddenly just days before the end of World War Two, a new president Harry S. Truman was elected to replace him. Truman was, as you would put it, a fierce anti-communist who believed that the USSR wanted communism to dominate the world and this put all the capitalist countries of the West and the wider world, and Western interests at danger.

In February 1947 he was faced with two very serious problems. In Greece, communist insurgents were fighting a guerilla war against the Greek Royalist government, and trying to overthrow it. Britain had 40,000 troops stationed there to assist the government in fighting the communists. But all of a sudden, British foreign secretary Ernest Bevin said that the country could no longer afford to keep its troops there because of the current economic situation back home and were to withdraw them. Meanwhile, on the Turkish border, Soviet troops were massing heavily on the border and Stalin was waiting for the right time to invade.

Truman was under enormous pressure. He knew that he had to take a firm stand against the communist onslaught, otherwise this would lead to a domino effect with country after country getting their governments toppled and replaced by a communist "regime" and soon the entire world would be in the hands of the communists.

On March 12, 1947, he made a dramatic and famous speech to Congress and it was this quote that signalled the start of the Truman Doctrine:

I believe it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures

This meant that Truman believed U.S. policy should support non-communist countries which were coming under attack internally by pro-communist movements or being faced with the threat of invasion by communist countries. From a military perspective, you could almost certainly say that this was the beginning of a proxy war against the Soviet Union.

He then continued his speech, and did a stinging attack on the communist way of life, saying that it was "evil", and "denied human rights" and "living standards were low".

Congress listened in uneasy silence. One member commented soon after that Truman had "scared the hell out of them". But nevertheless, they unanimously voted for a sum of $400 million to Greece and Turkey, and this money helped the Greek government in defeating the communist rebels and served as a warning sign to the USSR to keep out of Turkey

The Truman Doctrine greatly influenced American Cold War politics and relations with the Soviet Union, for the next 40 or so years. But it has also influenced American foreign politics today and was one of the major factors in turning the USA from isolationist in foreign policy to moderately interventionist in global affairs.


text: Wikijunior:How Things Work/Stub Template


text:
Horticulture/Acer negundo

Acer negundo is a species of maple (Acer) that grows throughout much of North America. It is called Manitoba Maple in Canada, and Ash-leaved Maple (also Ashleaf Maple, Ash Maple) or Box Elder (also Boxelder, California Boxelder, Western Boxelder, Inland Boxelder, Boxelder Maple) in the United States. The American common names come from the pinnately compound leaves of Acer negundo that are similar to those on the elder (Sambucus) and some species of ash (Fraxinus). The "box" in the name is thought to be because this maple's wood superficially resembles that of the box hedge (../Buxus sempervirens/). Additional common names include Cut-leaved Maple (because of the compound, or fully dissected, leaves), or Three-leaved Maple (because all new leaves from overwintering buds have 3 leaflets), or Sugar Ash (because the leaves resemble the ash, but it is a source of maple syrup). Its numerous and diverse common names attest to its familiarity to many peoples over a great geographic range.

Description
This maple is a small, usually fairly short-lived tree that grows up to 10–20 m tall, with a trunk diameter of 30–50 cm, rarely up to 1 m diameter. The shoots are green, often with a whitish to pink or violet wax coating when young. Unlike most other maples (which usually have palmate leaves), it has pinnate leaves with usually five (sometimes three or seven) leaflets, resembling an ash or an elderberry, hence the two alternative common names; the leaves are 12–25 cm long, with each leaflet 6–10 cm long and 3–7 cm wide. No other maple ever has more than three leaflets. The leaves have large serrations and are inequilateral at the base of the leaf. Twigs under one year old appear purple or green with a smooth whitish bloom. The flowers are small, lacking petals, borne in clusters of 10-30 together on drooping racemes 10–20 cm long, produced in early spring. The seeds are paired samaras, each seed slender, 1–2 cm long, with a 2–3 cm incurved wing; they are wind-dispersed and drop in autumn, or may persist through winter. Unlike most other maples, the tree is dioecious, so each tree grows only one gender of flower and both a male and female tree are needed for either to reproduce.

A few botanists treat it in its own distinct genus, as Negundo aceroides, but this is not widely followed.

There are two subspecies:
 * The typical subspecies Acer negundo subsp. negundo, with hairless shoots and leaves, in most of its area: southeast British Columbia east to southern Ontario and New Hampshire, and south to eastern Nevada, Arizona, northernmost Mexico and southeast to Florida. Some authors further subdivide subsp. negundo into a number of regional varieties, but these intergrade and their maintenance as distinct taxa is disputed by many.
 * The western subspecies Acer negundo subsp. californicum, with pubescent (finely hairy) shoots and leaves; a disjunct population in the Central Valley area of California.

Ecology
The species is invasive under some conditions, and can quickly colonize abandoned farmland, old roadways, and uncultivated fence lines, both rural and urban. The range is therefore expanding.

This species prefers bright sunlight. It often grows on floodplains and other disturbed areas with ample water supply, such as riparian habitats. Human influence has greatly favoured this species; it grows around houses and in hedges, as well as on disturbed ground and vacant lots. Although native to North America, it is considered to be an invasive species in some areas of the continent.

Several birds and some squirrels feed on the seeds; notably the Evening Grosbeak uses them extensively. The Boxelder Bug (also known as Maple bug) lays its eggs on all maples, but prefers this species.

Uses
Acer negundo is rarely planted as a landscape tree; its weak wood, irregular form, and prolific seeding make it a poor choice for most areas. It often is found in landscapes in some areas due to it reproducing from the many seeds produced.

There are some cultivars, including some variegated forms, that are available in the nursery trade.

Although its wood is considered undesirable for most uses, this tree has been considered as a commercial source of wood fibre, for use in fiberboard.

title: Horticulture/Acer negundo


text:
Talk:Horticulture/Acer negundo

Transwiki notes
Copied from Acer negundo 12:47, 14 October 2006 (UTC) using this revision.

title: Talk:Horticulture/Acer negundo


text:
Talk:A-level Mathematics/OCR/C3/Differentiation

Need help in formating equations, Under '1.4 Differentiating e^x and lnx' I have tried to start a topic but my equations look very small and hard to read, and because this is my first attempt at editing a wikibook I am extremely disconcerted. I have searched for editing tips but I could not find anything, please help. Fixed Keytotime 00:49, 17 November 2006 (UTC)


text:
Cookbook:Lox

| Cookbook:Seafood | Cookbook:Salmon

Lox is thin slices of salmon, sometimes smoked, that are traditionally put on bagels with cream cheese for breakfast.

Recipes to prepare lox

 * Gravlax

title: Cookbook:Lox


text:
Quantum Mechanics/Quarks and Leptons

All fermionic-based matter is divided into two broad categories: hadrons and leptons.

All the hadrons are composed of quarks, whereas leptons are material particles not containing quarks. Furthermore, leptons are believed to be point-like fundamental particles.

Quarks come in 6 different types:

The quarks are never seen in isolation but always bound together in pairs or triplets, to form protons, neutrons, and many other particles. The up and down quarks form the protons and neutrons that we are familiar with: a proton is a bound state of 2 up quarks and 1 down quark, whilst a neutron is a bound state of 1 up quark and 2 down quarks.

Leptons also come in 6 different varieties:

Until recent years it was thought the neutrino was a massless particle but it has since been found that neutrinos can "oscillate" (change) between different types. This is only possible if they have mass, albeit a very small mass in the case of the electron neutrino.

title: Quantum Mechanics/Quarks and Leptons


text:
Cookbook:Potato Kugel

Kugel (Yiddish: קוגל kugl or קוגעל, pronounced koo-gel or ki-gel, also often referred to in the diminutive kugele, kigele) is any one of a wide variety of traditional baked side dishes or desserts. It is sometimes translated as "pudding" or "casserole". Kugels may be sweet or savory. The most common types are made from egg noodles or potatoes and often contain eggs, but there are recipes in everyday use in modern Jewish kitchens for a great diversity of kugels made with different vegetables, fruit, batters, cheese, and other flavorings and toppings. Kugel-making seems to be continually changing and evolving.

The following is a traditional potato kugel.

Ingredients

 * 8 large potatoes
 * 2 medium onions
 * ½ cup (120 ml) melted schmaltz or vegetable oil
 * 5 eggs, beaten
 * 1 tablespoon salt
 * 1 teaspoon black pepper
 * 2½ tablespoons white granulated sugar

Procedure

 * 1) Preheat oven to 425°F (220°C).
 * 2) Peel potatoes, cut into chunks, and place them in a food processor. Process until smooth. Do the same for the onion.
 * 3) Mix potato and onion with egg, pepper, sugar, and salt.
 * 4) Heat oil in a 9x13-inch (23x33 cm) pan until it is quite hot. Add 1–2 tablespoons of the oil to the potato mixture, and mix.
 * 5) Pour the potato mixture into the pan. Bake uncovered for 1 hour.

Notes, tips, and variations

 * Replacing one or two of the potatoes with a carrot gives the kugel a nice color and a distinct flavor.
 * Some may prefer to decrease the amount of onion to one large onion.

title: Cookbook:Potato Kugel


text:
Cookbook:Mushroom Barley Bean Soup

Ingredients

 * 10 cups (2400 ml) water
 * 1 medium onion, chopped
 * 8 oz (230 g) mushrooms, thickly sliced
 * 1 cup (240 ml) white beans
 * 1 cup (240 ml) barley
 * 1–2 carrots, chopped
 * 1–2 zucchini, chopped
 * Vegetable or chicken soup mix or stock
 * Salt
 * Pepper

Procedure

 * 1) Soak the beans for several hours and set aside.
 * 2) In a large pot (the same one you'll make the soup in), sauté onion for about 3 minutes.
 * 3) Add carrots and zucchini; sauté 5 minutes more.
 * 4) Add mushrooms, and sauté until they release all their liquid.
 * 5) Add the water, barley, beans, spices, and stock (or soup mix).
 * 6) Cook for a few hours.

Notes, tips, and variations

 * Mushrooms release a lot of liquid when cooking. You can add this liquid to the soup, as directed above, or boil it off to make more strongly flavored vegetables.
 * Cubed meat can be added to this soup.

title: Cookbook:Mushroom Barley Bean Soup


text:
The Cold War/The Truman Doctrine

As the USA realized that it was being faced with the rapid spread of what is saw as the new threat of Communism, it decided to tackle it by supporting non-Communist governments and armed groups fighting against the spread of Communism to their nations. This new and more aggressive attitude of "containing" Communism within its own borders was introduced by US President Harry S. Truman, and so was named the Truman Doctrine.

Speech to Congress
On March 12th 1947, he made a dramatic and famous speech to Congress and it was this quote that signalled the start of the Truman Doctrine:

I believe it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures...

This meant that Truman believed that the USA should support non-Communist countries which were coming under attack internally by Communist movements or being faced with the threat of invasion by Communist countries. This was a declaration of proxy war on the Soviet Union. Truman carried on with a stinging attack on the communist way of life, saying that it was "evil", and "denied human rights" and "living standards were low".

Congress listened in uneasy silence. One member commented soon after that Truman had "scared the hell out of them". But nevertheless, they unanimously voted for a sum of $400 million to Greece and Turkey, and this money helped the Greek government in defeating the communist rebels and served as a warning sign to the USSR to keep out of Turkey.

The Truman Doctrine not only greatly influenced American Cold War politics and relations with the Soviet Union for the next 40 or so years, but it has also influenced American foreign politics today and was one of the major factors in turning the USA from isolationist in foreign policy to the moderately interventionist one it has today, in global affairs.

title: The Cold War/The Truman Doctrine


text:
The Cold War/The Marshall Plan and the Reconstruction of Europe

Europe, after being hit by the biggest war in history, was devastated. Its economies were bankrupt, food supplies were at an all-time low and there was a severe lack of industrial output, due to the destruction of factories by heavy bombing during the war. The Communist parties in Western Europe were gaining popularity and it seemed likely that the people would elect them if living conditions didn't improve soon.

This situation alarmed the Americans, who were desperate to guard their sphere of influence against the increasing threat of communism. In June 1947, the U.S. Secretary of State, George C. Marshall (a war veteran) announced at Harvard University, Massachusetts, that the USA would provide economic aid and equipment to help the economies of Europe recover and rebuild themselves. This came to be known as the "Marshall Plan". The Marshall plan was implemented by President Harry S. Truman.

The offer was open to the USSR and other Eastern European nations, but Stalin rejected it, saying that that the aid was politically motivated. He thought that the Marshall Plan was an attempt by the USA to win the hearts and minds of the people in the Soviet sphere of influence so that they would support the capitalist West.


text:
Muggles' Guide to Harry Potter/Magic/Giant

Overview
Giants are magical creatures which can grow to be over twenty feet tall. They are often described as being vicious and unintelligent.

Extended Description
There are very few giants left in the world, and those that do exist normally hide in the mountains where they are very rarely bothered by humans. Giants, unfortunately, need a large area to hunt, and they are not particularly social; forcing them all to live together in a restricted area typically results in fights between them, and fights between giants are quite often fatal. As a result, the Giant population is declining.

In the Harry Potter and the Order of the Phoenix, we learn that Hagrid and Madame Maxime were sent by Dumbledore to try to convince the giants to help them fight against Voldemort, but they were unsuccessful. The then-leader of the giants was overthrown, and his replacement was more aligned with the cause of the Death Eaters.

Before leaving the mountains, Hagrid finds his half-brother, Grawp. He brings Grawp back to Hogwarts and hides him in the Forbidden Forest. He introduces Grawp to Harry and Hermione because he is afraid he may soon be fired, and tells them that he has been trying to teach Grawp English. He extracts a promise from Harry and Hermione that, should he be sacked, they will continue Grawp's education.

In Harry Potter and the Half-Blood Prince, the Muggle Prime Minister mentions an apparent hurricane in the West Counties. Cornelius Fudge admits that it was a Giant, apparently one of Voldemort's, and the story of the hurricane was a fabrication of the Ministry to keep Muggles from learning that Giants exist.

In Harry Potter and the Deathly Hallows, at least two Giants are attacking Hogwarts in the final battle, and Grawp, who is revealed as being quite small for a giant, is defending.

Analysis
In the Harry Potter and the Goblet of Fire, we learn that Hagrid is a half-giant. His father was a wizard, but his mother was a giantess. Although she denies it, it is fairly obvious to the reader that Madame Maxime is a half-giant. It is unlikely that she would be able to reconcile with Hagrid if she was denying the giant part of her heritage, so the fact that she and Hagrid set off together seems to indicate that she has admitted, at least to him, that there is giant in her background.

In Harry Potter and the Order of the Phoenix, we learn that there are only about seventy to eighty giants left, and we also learn that they are located in the Eastern European mountains. Hagrid, who was traveling to the Giants' territory on foot, says that they had trouble with "a couple 'o mad trolls on the Polish border", and a "sligh' disagreement with a Vampire in Minsk", which, starting from Dijon, France, would indicate a roughly northeastwards trip into the Ural mountains north of Moscow.

Greater Picture
At the end of the Half-Blood Prince, we see Grawp attend Dumbledore's funeral. He seems to have become very tame.


text:
Talk:Biblical Studies/Christianity/Becoming a Christian

Narrow-minded view of Christianity
I find this page completely unacceptable. It should be entitled "The Evangelical View of how to become a Christian." There are millions of Christians worldwide who don't believe this.

Well, what would you consider to be correct?


text:
Hebrew/Occupations

Nouns
-- doctor (medical, healer) ro-fay -- policeman sho-tayr -- policewoman ?

teacher- moreh (m.) morah (f.), computer programmer, secretary, soldier, waiter (meltsar (m.) meltsarit

Verbs
work, pay, employ

Related Lessons

 * Hebrew/People

title: Hebrew/Occupations


text:
Communication Networks/Authors

Authors of this book

 * Anish Arkatkar : Started this book
 * Kamlesh Kudchadkar : Introducing Wireless(802.11)Security for this course.
 * Hardik Vaghela : Section on Data Link Layer (Error Control).
 * Ketan Nawal : Section on Data Link Layer (Flow Control).
 * Priyank Gandhi : Section on Data Link Layer (MAC).
 * Satish Gavali : Section on HyperText Transfer Protocol (HTTP).
 * Richard Bhuleskar : Section on Domain Name System (DNS).
 * Gopal Paliwal : Section on Transport Control Protocol (TCP).
 * Devarshi Vyas : Section on User Datagram Protocol (UDP).
 * Yan Chen : Contributed content and reformatted the book into individual pages.

Acknowledgments
This book was created by contributions from Computer Engineering students of San Jose State University, CMPE206 (Fall 2006).

title: Communication Networks/Authors


text:
User:Annieyc 2002

Hi all,

I'm making the initial formatting of the book right now. The format is flexible, but we need to make it consistent. Please follow the examples.

title: User:Annieyc 2002