text:
Bartending/Cocktails/Quentão

Quentão, which means "very hot" or "big hot one", is a hot Brazilian drink made of cachaça and spices. It is a typical drink on Festa Junina.

Recipe

 * 600 ml of cachaça
 * 600 ml of water
 * 500 g of sugar
 * Peel of 2 oranges
 * Peel of 1 lime
 * Cloves (as much as you like)
 * Sticks of cinnamon (as much as you like)
 * 50 g of ginger in small pieces

Burn the sugar with the spices, ginger and the peels until it melts, pour the water and the cachaça. Let it boil in medium heat for about 20 minutes. Filter and serve in hot in mugs.

title: Bartending/Cocktails/Quentão


text:
Bartending/Cocktails/Silver Surfer

The Silver Surfer cocktail was invented in York, UK, by Christopher Pitt and offers a strong blend of flavours.

Standard Mix

 * 1/2 oz Silver Tequila
 * 1/2 oz Rum
 * 1/2 oz Vodka
 * 3 oz 7-up or Sprite
 * A dash of lemon
 * A dash of lime

Preparation
Pour all the spirits into a chilled glass filled with ice cubes. Top with 7-Up and stir gently then add the dashes of lemon and lime. Finish by adding a slice of lemon and a slice of lime.

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

title: Bartending/Cocktails/Silver Surfer


text:
Wikibooks:Requests for deletion/The Sims

The Sims
A game guide, not a textbook. I've kept a copy at The Sims and The Sims 2. GarrettTalk 21:08, 24 October 2006 (UTC)

 * Keep. I know it's a game but the content of this page could be useful, as with other Sim games, for various socialogical studies if it's improved.  Xania 19:56, 25 October 2006 (UTC)
 * comment there is a distinct difference between a guide on how to play a particular game, and a book that discusses sociology and uses this game as a simulator. I highly doubt that there is much material here that can be salvaged for the later purpose. --Whiteknight (talk) (projects) 23:53, 25 October 2006 (UTC)
 * Delete I can not imagine a scenario in which The Sims, or any documentation of the Sims, would be useful to sociologists. The Sims isn't a rough model of social patterns; it's an assumed model which has been altered significantly for the purposes of entertainment. Even if their model of social patterns, as expressed in the game, was based carefully off of a large sample of collected sociological data, it would be more useful for sociologists to have access to the data itself. Sociologists would likely already have access to said data, because I doubt the creators of The Sims actually performed any sociological studies of their own for the creation of the game. The sims is a game, and not a source of scientific knowledge. Pretend nothing else. -Monk 19:27, 18 November 2006 (UTC)
 * Speedy Delete - Also remember to protect the page and use our standard "transwikied according to policy" looks. -within focus 00:54, 26 October 2006 (UTC)

 * Delete- --Panic 13:22, 7 November 2006 (UTC)

 * Delete --Az1568 23:23, 12 November 2006 (UTC)

 * Closed as Delete -- Herby talk thyme 13:14, 18 November 2006 (UTC)

 * Comment Just out of curiosity, were any of the main authors contacted? (a brief look at the history page gives Hedwig0407 and Seahen as major contributors when the book was active). I realize that this this discussion is closed now, but I'd just like to konw. --Dragontamer 16:01, 21 November 2006 (UTC)


text:
Poker/Control

Control is a variant of Seven-Card Stud poker.

How To Play
Each player antes and is dealt two cards face down followed by one face up card. Betting begins with the player with the highest card. The other players follow.

Next, the person with the highest "up" hand is in control, and must decide to "let it ride" or re-deal. If the player wants to re-deal, then the cards are shuffled and everyone re-antes and the game is re-dealt. If the player "lets it ride", he can then check or bet.

After everyone has called, raised, or folded; everyone is dealt one more down card. After this, there is no more betting to take place. The winner is the one with the highest hand. Everyone who stays and loses owes a pre-set amount to the next pot. The game is not over until only one person is left in.

title: Poker/Control


text: IWU Ed.D. Organizational Leadership Study Guide


text:
Wikibooks:Requests for deletion/Cookbook:Banta Diet Cooking

Cookbook:Banta Diet Cooking
Ok it's me! I was going to speedy this but I know others see things differently. This to me is not a recipe or part of the cookbook - as it stands it is an advertisment for a diet. -- Herby talk thyme 16:20, 8 November 2006 (UTC)

 * Delete. Good call, this does look like an advertisement, and it serves no purpose. --Whiteknight (talk) (projects) 19:22, 8 November 2006 (UTC)
 * Comment - I think maybe we should have a qr-spam template for things like this (using Darklama's "7 days to doom" code). I wouldn't object to having pages kinda like this holding links to cookbook recipes that fit within certain diet regimes... on the contrary, I think that would be an excellent idea. I'm just popping in for now, but I'll fenagle (sp?) a template later, perhaps with a usertalk template asking "um, do you intend to work this in somehow, or are you just another spammer askin' for a block?" :) -- SB_Johnny | talk 19:32, 8 November 2006 (UTC)
 * Delete - "low carbohydrate diet book ever was written in 1863 by William Banting (1796-1878.)" is there an article on Wikipedia? or a site that has a copy of the book. It should be in the Public Domain this is not advertisement and does serve some purpose but probably not in the Cookbook.--Panic 21:50, 8 November 2006 (UTC)
 * William_Banting -- apparently an actual bloke :). -- SB_Johnny | talk 22:27, 8 November 2006 (UTC)
 * Delete - perhaps there should be a Wikipedia article on this bloke and his ideas, but it doesn't belong here in Cookbook. --Webaware 22:12, 8 November 2006 (UTC)
 * Delete - I was expecting some kind of recipe which was full of specific company products (like making a cookie only using Nestle ingredients or something) but this is worse - it's not even a recipe and links to 3rd party sites. Xania 22:15, 9 November 2006 (UTC)


text:
Wikibooks:Requests for deletion/Cookbook:Harder Dinner Recipes

Cookbook:Harder Dinner Recipes
On 21:42, 17 November 2006, this was put up for speedy deletion with the rationale "Looks like rubbish; not a recipe; certainly not 'hard'". It contains only a beginning to a recipe on an eggplant dish.

While I agree that this isn't worth much, I wanted community oppinion on whether to move this to a stub called Cookbook:Eggplant parmesan or just delete. --Swift 03:43, 22 November 2006 (UTC)

 * Comment & probably stub it. Certainly not speedy as it has valid content.  i guess stub it -- Herby  talk thyme 08:03, 22 November 2006 (UTC)

 * Delete. There's a long way between this "stub" and a recipe for Eggplant Parmesan (see here for an example). This looks like a newbie play page, not a fair dinkum attempt at a recipe - I wouldn't call it "valid content" (WTF is Pollyo brand cheese anyway?). To top it off, I don't see any point in a page called "Harder Dinner Recipes". BTW, I proposed it for speedy delete. Webaware 09:21, 22 November 2006 (UTC)

 * Comment The page name doesn't really matter since (as proposed as an alternative above) the page should be renamed if kept. Rest of your argument is good. --Swift 10:25, 22 November 2006 (UTC)

 * Comment the page is brand new November 17th. It may have been a good faith effort by an inexperienced user to share a recipe. That user may intend to come back and finish it up. I think we should try not to bite. --xixtas 17:55, 22 November 2006 (UTC)

 * Comment Give it time. The idea of a page for 'hard' recipes seems like a good thing but at the moment much work is needed. Xania 23:20, 22 November 2006 (UTC)

 * Comment This doesn't deserve a VFD. At best, it deserves a "does anybody want this?" on Talk:Cookbook. What I think it deserves is a speedy delete as it is (a) horribly incomplete (b) horribly formatted (c) added by an ip user who is unlikely to return (d) a bad idea. I've just spent huge amounts of time trying to clear out the junk from the cookbook, so we need to be vigilant in killing off things promptly. Kellen T 13:11, 23 November 2006 (UTC)


text:
User talk:Cbraziel

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
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 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

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

Good luck! -- Herby talk thyme 15:22, 2 December 2006 (UTC)

Pages in the book
Hi - you have got this message because it seems that you are working on a Wikibook and the links on the page (if used) will create new pages that do not conform to the policy guidelines here. Please consult the guidelines before creating these pages. If you need any further help respond to the talk page of the user who placed this message (see signature at the end) or place a message on the study help desk. Thanks -- Herby talk thyme 15:36, 2 December 2006 (UTC)

title: User talk:Cbraziel


text:
User talk:Kwkak37

Not a welcome!
Well as I've been here faaar less time than you it really doesn't seem right to place one of the "Welcome" tags here (tho you can have one if you want of course!). The real reason for this is that I noticed that you have put World War II/Contents/European Theater in the "26 over 44" category - can't really see the reason for this as it is about an educational process (I think)? Regards -- Herby talk thyme 15:47, 2 December 2006 (UTC)

title: User talk:Kwkak37


text:
User talk:Mdahlheim

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

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

Good luck! -- Herby talk thyme 16:05, 2 December 2006 (UTC)

Link stuff
Hi - I've just corrected a redlink on the book page as it it would have created a page that was not named according to naming policy. Also I've removed the external links as Wikibooks is intended to contain all the information a reader needs so external links are the exception to the rule. Thanks -- Herby talk thyme 17:02, 2 December 2006 (UTC)

 * Additionally you have removed the links to Nutrition/Acerola & Nutrition/Apple. I realise it is quite possible that you do not see these as significant to your version of the book, however these are pages that have been worked on by other authors - it would be preferable to put them back in somewhere (they both link back to the Nutrition page). -- Herby  talk thyme 17:36, 2 December 2006 (UTC)

title: User talk:Mdahlheim


text:
Wikibooks:Wikiproject on Help Pages

The Wikiproject on Help Pages was created in order to organize our collective efforts at making wikibooks a welcoming project with easy-to understand help pages, welcome templates, etc.

Suggestion: Use this form to make suggestions
To get started, I suggest we use the form I'm using now to make suggestions. It would be nice to organize from the ground up.

I also suggest that the local voting policy is just done by majority vote, or "most votes". I.e., when choosing the next week's project, we just go by the topic with the most votes. -- SB_Johnny | talk 16:35, 2 December 2006 (UTC)

Comments: Votes:
 * (nominator) -- SB_Johnny | talk 16:35, 2 December 2006 (UTC)
 * -- I'm for this idea but I don't understand what this vote is for. Is this a vote for the new local voting policy?  I'm a little confused by this page (maybe too tired). Xania 19:42, 3 December 2006 (UTC)

Suggestion: Use section-style, as below.
See below the vote line below for what I mean... we can just use this section to come up with a list of weak links, what they depend on, and who supports it for the next collaboration.-- SB_Johnny | talk 16:37, 2 December 2006 (UTC)

Comments: Votes:

Links Within Modules
Problem: many new modules tend to use wikipedia style (term) links, rather than wikibooks style chapter links.

Depends on: Naming policy, welcome template, linking policy (nonexistent), "wikibooks for wikipedians"

Is a prerequisite for: Possible policy on "fixing" redlinks by creating large numbers of soft-redirect pages that lead to wikipedia, which might not be such a good thing.

Votes for collaboration
 * -- SB_Johnny | talk 16:41, 2 December 2006 (UTC)

Suggestion
Long sleepless night - if you want the rationale behind this - ask me.

This is not just about "Help" but the whole project here. The issue is getting more people more involved. Although many new accounts are being created few people are becoming involved in the project as a whole. We need to see if we can get at least some of the interested. We need to communicate more effectively with more people.

My suggestion
 * 1) Kick the bulletin board into life.  If any of us change improve etc anything that is of interest to the project the onus is on us to use the board to let people know - lets at least do that.
 * 2) It should be used for any announcements such as RfAs as well as RfBs
 * 3) I feel the VfDs should be mentioned here.  We are currently reviewing a page about Childrens' medicine.  If you feel you can help your views will be more than welcome would seem worthwhile for example
 * 4) There was a discussion on adding to the editor in the staff lounge (it died) but I guess the editors who use it might like to have a say?
 * 5) By the way no one has actually told editors that BOTM and COTM are suspended
 * 6) Get people to "watch" it.  Someone go off and change the help template to add in the idea of it being a good idea to "watch" the bulletin board for news.  It will even help people by telling them something about the watchlist idea.
 * 7) Communicate with the many established editors that are around if only to get them to "watch" the bulletin board.  I had planned to try and make a list of these anyway so User:Herbythyme/Editors is there for anyone to add to.  At least we will know who we would like to try and involve - we can then mail them on their talk pages?

Comments:
 * To do that would an "independent" account to post to editors talk pages be useful? --The Staff 10:21, 3 December 2006 (UTC)
 * Good idea -- Herby talk thyme 10:22, 3 December 2006 (UTC)
 * Well you would be more than welcome to use mine for that purpose. Feel free to ask Herby or me for the password (we know each other quite well!) --The staff at Wikibooks 10:25, 3 December 2006 (UTC)

Votes:

title: Wikibooks:Wikiproject on Help Pages


text:
Online OsiriX Documentation/FAQ

FAQ

1) Which light Windows compatible DICOM Viewer should I burn on DICOM CDs? Try K-PACS, available here: http://www.k-pacs.net/ The easiest way to get all required files is to install K-PACS on a Windows Computer, import a DICOM file into the local database (FILESYSTEM tabulator), select this newly imported study and click "EXPORT". Select "Burn on CD" and then "create CD project". Place all ".dll" ("dicomdll.dll", "iq.dll", "dcmtk.dll") and ".exe" ("K-PACS-Lite.exe") files of the CD project's folder in the root directory of your OSIRIX patient CD.

2) Why I cannot open a 2,000 images series with my 8-GB MacPro? The base version of OsiriX is a 32-bit application that can address only 4-GB. Buy the 64-bit extension and you will be able to use all the ram you want.O

3) I can Query a DICOM node, but I cannot Retrieve. Why? To Query a DICOM node, you have to add his parameters in the Locations View of the Preferences. But to Query & Retrieve a DICOM node, you also have to add the parameters of your OsiriX DICOM workstation on the DICOM nodes list of the PACS (AETitle, IP Address and Port Number). Contact the PACS IT manager to add these parameters. These parameters can be found in the Listener View of the Preferences. Warning: port 104 requires root access on MacOS: you cannot receive communications on this port. You should prefer port 11112 (ftp://medical.nema.org/medical/dicom/final/cp603_ft.pdf). Be sure that you didn't activate the Firewall on your Mac: go to System Preferences / Sharing / Firewall, and Stop it if it was activated. Each AETitle should be unique, if not, Query & Retrieve can fail (C-Move SCU/SCP).

4) I'm searching an open-source PACS Server software that runs on Mac hardware. What do you recommend?Try DCM4CHEE (http://www.dcm4che.org/). For a step-by-step installation, visit: http://www.osirix-viewer.com/PACS.html

'''5) I cannot retrieve Images via VPN 2Mbit SDSL. The errormessage is "MoveFailed: RefusedOutOfResourcesSubOerations". Firewalls are turned off. Parameters in preferences are correct. What is wrong? Check that you are not using a port below 4000. Recommend 4444, 4096 or 11112. Check that your computer (AETitle, address and port) is correctly saved in the PACS server. It requires a FIXED IP.

6) When I insert a DICOM CD, I can see the images, but when I eject the CD the images disappear. How can I put and save the images in the database? You can automatically copy the images in the database when inserting a DICOM CD. Go to the Preferences - Database, and select 'Copy files to OsiriX Data if', and select 'Ask the user'.

7) How to repair a corrupted Database.sql file? Open the Terminal application and enter 'sqlite3 Database.sql .dump | sqlite3 DatabaseRepaired.sql'. And replace the corrupted database with the new file.

title: Online OsiriX Documentation/FAQ


text:
User talk:Rikvanvelzen

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

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

Good luck! -- Herby talk thyme 17:03, 2 December 2006 (UTC)

Sorry to be picky
If you look at the manual of style you will find that capitalizing the headings is the Wikibooks way of doing it -- Herby talk thyme 17:45, 2 December 2006 (UTC)
 * Additionally signatures are not placed on book pages but only on talk pages - do have a look at the help links provided -- Herby talk thyme 17:47, 2 December 2006 (UTC)

Changing the name of a book
Very easy indeed (when you know how!). Use the "move" tab at the top to "move" it to the name you want (bearing in mind naming policy of course). If you do have queries you would be best posting them either in the Staff lounge or the Study help desk referred to above. Let me know if I can help -- Herby talk thyme 13:07, 3 December 2006 (UTC)
 * However - as I pointed out - there is a naming policy and "Chronic fatigue Syndrom - Reflections on embodiment and therapeutical approaches" is against that. The name should be "Chronic fatigue Syndrom/Reflections on embodiment and therapeutical approaches" with a forward slash and no space either side of that.  Please correct it and maybe do some reading on policy or talk to someone -- Herby  talk thyme 13:34, 3 December 2006 (UTC)
 * OK looking harder maybe strike that - are you planning to have additional chapters to the book? The titles is maybe a little long for the general reader (if you look at other titles here) though.  Get back to me if you want -- Herby  talk thyme 13:41, 3 December 2006 (UTC)

 * Fine - that way anyone wanted to can create subpages from "Chronic fatigue Syndrom". It will allow it to build while leaving the integrity of your pages intact.  If I can help you know where I am (metaphorically speaking!) -- Herby  talk thyme 13:53, 3 December 2006 (UTC)

Creating a redirect
OK - it does now . Easier to do it than anything else but if you type it in now you will see at the top of the page "(Redirected from Chronic Fatigue Syndrom)". If you click on the links part of that you will see what a redirect looks like BUT nothing else can go on that page. Hope that helps regards -- Herby talk thyme 14:15, 3 December 2006 (UTC)
 * HTH - I'd be careful about setting up many redirects as there may be other topics that they could point to. All the best -- Herby  talk thyme 14:41, 3 December 2006 (UTC)

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

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

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

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

If you have general questions or comments about Wikibooks, you are welcome to post a message on The Staff Lounge, a free discussion area. Your input would also be welcomed in the Votes for Deletion and Requests for Adminship discussion pages. These pages are all active discussion areas that help to shape the Wikibooks community as a whole.

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

The Staff 04:17, 19 December 2006 (UTC)

title: User talk:Rikvanvelzen


text:
Cookbook:Sachertorte (Duramecho Version)

| Austrian Cuisine | Dessert

Sachertorte (Ger. ˈzɑxər ˈtɔrtə; Eng.ˈsɑkər ˈtɔrt; Ger. zah-khuhr tawr-tuh; sah-ker tawrt); is a chocolate   cake, invented by Franz Sacher in 1832 in Vienna, Austria. It is one of the most famous Viennese culinary specialties. The word is sometimes split into Sacher torte.

The cake consists of two layers of dense, not overly sweet chocolate cake with a thin layer of apricot jam in the middle and dark chocolate icing with shreds of chocolate on the top and sides. This is traditionally eaten with whipped cream, as most Viennese consider the Sachertorte too "dry" to be eaten without.

The trademark for the "Original Sachertorte" was registered by the Hotel Sacher, which was built in 1876 by the son of Franz Sacher. That original recipe is a well-kept secret.

Cake

 * 6 eggs
 * 200 g caster sugar
 * 100 g unsalted butter, soft but not melted
 * 125 g dark (semi-sweet or bittersweet) eating chocolate, melted
 * 125 g plain flour
 * 5 ml vanilla extract

Assembly

 * 150 g apricot jam

 * 150 g (100 ml) golden syrup
 * 150 g dark eating chocolate (semi-sweet or bittersweet)

Equipment

 * Oven
 * 2 mixing bowls
 * Whisk
 * Knife
 * Scales
 * Microwave oven with microwaveable bowl or a saucepan
 * Round cake tin (preferably springform with removable bottom) about 20 cm diameter and 10 cm high
 * A cup or similar as temporary egg yolk container
 * Greaseproof paper

Cake

 * 1) Preheat the oven to 170°C.
 * 2) Separate the eggs, putting the whites in a mixing bowl.
 * 3) Whisk the whites until fairly stiff and foamy. Add three quarters of the sugar. Whip until fully stiff and foamy, incorporating as much air as possible.
 * 4) Cream the remaining sugar with the butter and vanilla until pale and creamy.
 * 5) Gently mix in the egg yolks, then the molten chocolate.
 * 6) Fold the egg white foam into the batter.
 * 7) Sift the flour over the batter, carefully avoiding lumps of flour. Mix very gently, folding the ingredients together. Ensure the heavy chocolate does not all end up at the bottom of the bowl.
 * 8) Line the cake tin with greaseproof paper, and fill it with the batter.
 * 9) Bake at 170°C for about 70 minutes.
 * 10) Allow to cool in the tin upside down until the cake reaches room temperature (about 30 minutes).

Assembly

 * 1) Microwave the jam until it melts.
 * 2) Cut the cake body in half horizontally and place the halves with inner (cut) faces uppermost.
 * 3) Pour the molten jam onto both halves of the cake, and allow it to soak in.
 * 4) Reassemble the cake, with cut surfaces together. Allow the surface to cool again.
 * 5) Microwave the golden syrup and chocolate together until the syrup just starts to bubble. Stir until they are smoothly mixed, then cool to about 25°C. This mixture should be spreadable and able to support a thickness of about 2 mm on a vertical surface (test on the wall of the bowl) yet return to shiny soon after being spread. If it is too hard or soft, add more golden syrup or chocolate and go back to the microwaving stage.
 * 6) Spread cake body with the glaze. Leave it to set.

Notes, tips, and variations

 * The little bubbles in the egg white foam are what inflate the cake. Do not accidentally get any fat (from the egg yolks, butter, or chocolate) in the egg white mix or it will not foam properly.
 * Do not allow flour lumps in the mix, because lumps of white flour show up badly in this brown cake.
 * To get the traditional perfectly cylindrical shape, trim the cake body into a circle with vertical edges, and cut the top off flat before glazing.
 * Adding alcohol to the cake is not a good idea. It is already very moist, and more liquid will make it soggy.
 * Don't use white chocolate in the cake body because it is fairly unnoticeable in flavour and colour, leaving only the moistening effect.
 * Don't use self-raising flour, which creates large bubbles in the cake.
 * If carried out in the order above, no tool should need to be washed up more than once.
 * There are several other recipes for Sachertorte—some use even more eggs in the cake and egg and cream in the glaze.


text:
User talk:190.16.201.212

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

-- Herby talk thyme 18:05, 2 December 2006 (UTC)

title: User talk:190.16.201.212


text:
Wikibooks talk:List of class projects

Is is posible to make a spreadsheet or table entry in wiki? --Forrestbrinker 18:58, 2 December 2006 (UTC)

Okay, so how do we do attribution inside this thing again? Does it automatically show you who edited what, or do we need to include our names? Also, do we cite full MLA on our individual pages, or is there a sources section of this book? --Rjhansen075 (discuss • contribs) 14:33, 16 September 2016 (UTC)

title: Wikibooks talk:List of class projects


text:
A-level Mathematics/OCR/M1/Equilibrium of a Particle

Forces
Force is a vector quantity that influences the movement of an object.

Equilibrium of A Particle
If you look at an object lying on a table it is in equilibrium. An object is in equilibrium if the resultant forces acting on it is zero. Yet this does not mean that the object is not moving. It means that the sum of the forces in the x direction is equal to zero: $$\sum{f_x}=0$$ and the sum of the forces in the y-direction is equal to zero: $$\sum{f_y}=0$$.

Example One
A 20 kilogram box is suspended from the ceiling by a rope that weighs 1 kilogram. Find the tension at the top of the rope.
 * 1) The first step is to draw a diagram.
 * [[Image:M1EqP1S1.svg|center]]
 * 1) The second step is to label all the forces. This is the most crucial step. T is the tension force and F is the weight force.
 * [[Image:M1EqP1S2.svg|center]]
 * 1) Now we are ready to solve the problem. Since the object is in equilibrium, because it is not moving, the components must add up to zero. There are no x forces in this problem.
 * $$\sum{f_y}=0=ma-T$$
 * $$T=ma\,$$
 * Now be careful we need to add the mass of the rope to the mass of the box.
 * $$T=(20+1)\times9.8=205.8N$$

Friction
It is easiest to calculate the forces on an object that lies on a smooth surface or is not moving. A perfectly smooth surface will not have friction. However in the real world objects are not perfectly smooth, they have rough surfaces. The interaction of these surfaces creates friction. Friction resists motion. Friction is a dimensionless quantity represented by the Greek letter mu $$\mu$$, $$ \mu \geq 0$$. There are two kinds of frictions; there is statical friction that applies while and object is not moving and there is kinetic friction when an object is moving. Static friction is always greater than kinetic friction. Static friction increases with the force until it reaches a maximum value, this value is known as limiting friction. If there is limiting friction but the object is not moving the object is in limiting equilibrium. With statical friction you need to know these two formulae:
 * $$F\le\mu R$$
 * $$F=\mu R\,$$ when the object is in limiting equilibrium

Example Two
A 17 kilogram block is resting on a ramp that makes and angle of 27° with the ground. Calculate how fast the block is accelerating if it is accelerating when a) The surface is smooth b) The surface is rough and $$\mu = 0.4$$.
 * 1) The first step is to draw a diagram.
 * [[Image:M1EqP2S1.svg|center|200px]]
 * 1) Next we need to label all the forces. In this case there will be y and x forces.

a) In the case of a smooth surface, friction has the value of zero.

The weight equals 17 X 9.8 = 166.6 N.

Using F=ma,

17 X 9.8 X cos(90-27)°= 17a

17 X 9.8 X cos 63° = 17 a, so

a=9.8cos63°=4.45 ms−2 (3sf)

b) The weight equals 17 X 9.8 = 166.6 N

Use F = $$\mu$$ X R to get F = 0.4 X R


text:
Wikibooks:Wikipedia Templates

There are a number of templates used on Wikipedia that concern wikibooks:

 * w:Template:Wikibooks
 * w:Template:Howto

title: Wikibooks:Wikipedia Templates


text:
Cookbook:Caper

Capers are the pickled buds of the Mediterranean caper bush.

Characteristics
The buds, when ready to pick, are a dark olive green and about the size of a corn kernel. After picking, they are pickled in a vinegar or vinegar-and-salt solution. They have a salty, sour, and somewhat bitter yet floral flavor. The grown fruit of the caper shrub is also used, prepared similarly to the buds.

Capers are categorized and sold by their size, defined as follows, with the smallest sizes being the most desirable:

 * Non-pareil (0–7 mm)
 * Surfines (7–8 mm)
 * Capucines (8–9 mm)
 * Capotes (9–11 mm)
 * Fines (11–13 mm)
 * Grusas (14+ mm)

Selection and storage
Capers are typically stored in cans or jars with their pickling liquid. These can usually be kept at room temperature until opening, after which point they should be stored in the refrigerator. They can keep for a while there.

Use
Capers are often used as a seasoning or garnish for salads, pizzas, cold dishes, and beverages. It is also used in a variety of sauces.

Substitution
Caper berries can be substituted with pickled unripe nasturtium seeds, which have a very similar texture and flavour.

title: Cookbook:Caper


text:
Wikijunior:Europe/Montenegro

Montenegro (Crna Gora or Црна Гораis in Montenegrin) is a small country in south eastern Europe. It shares borders with Albania, Croatia, Bosnia and Herzegovina, Kosovo and Serbia. The capital city is Podgorica. Other important cities are Nikšić, Budva and Bar. Montenegro is Europe's newest country after Kosovo. Montenegro isn't part of the European Union but it has applied to join in the future and it uses the Euro as its currency.

Montenegro's History
Montenegro's independence from the Ottoman Empire was formally recognized in 1878. From 1918, Montenegro became a part of Yugoslavia. Based on the results of the referendum held on May 21, 2006, Montenegro declared independence on June 3, 2006 and is still currently the newest fully recognized country in the world. On June 28, 2006, it became the 192nd member state of the United Nations, and on May 11, 2007, the 47th member state of the Council of Europe.

Montenegro's Geography
Montenegro is a country located in South-eastern Europe. It covers a total area of 14,026 km2. It has a coast on the Adriatic Sea to the south and borders Croatia to the west, Bosnia and Herzegovina to the north-west, Serbia to the north-east, and Albania to the south-east. Its capital and largest city is Podgorica. The name Montenegro means "Black Mountain" and originates from the Venetian language. The country's name in Montenegrin is Crna Gora which has the same meaning as the English name. The highest mountain in Montenegro is Bobotov Kuk at 2,522m.

Montenegro's People
Montenegro has a population of around 620,000. Most of the population speak Montenegrin which is a dialect of Serbian, but other languages spoken include Albanian, Bosnian and Croatian. Most Montenegrin are Orthodox Christians. Other religions include Islam and Roman Catholicism.

Montenegrin children start their education in either pre-schools or elementary schools. Children begin at elementary schools at the age of 6; and continue for 9 years. The students may continue their secondary education, which lasts 4 years (3 years for trade schools) and ends with graduation. Higher education lasts with a certain first degree after 3 to 6 years.

Montenegro's Sights
Montenegro is very popular with tourists from western, central and southern Europe as well as Russia. Tourists visit the coastal areas for the night-life (in Budva) and the culture (in Kotor and Ulcinj). During the winter months there are ski resorts in the north of the country and bird watching is popular at Lake Skadar, the biggest lake in south-east Europe, because birds use the area as a stopping place during migrations.

Montenegro has two UNESCO World Heritage Sites: Kotor (small town at the end of a large fjord) and Durmitor National Park.

title: Wikijunior:Europe/Montenegro


text:
Wikijunior:Europe/Belarus

Belarus is a large country in north eastern Europe. It shares borders with Lithuania, Latvia, Russia, Ukraine and Poland. The capital city is Minsk. Other big cities in Belarus are Brest and Homyel. Belarus is not part of the European Union. Its currency is the Belarusian ruble.

Belarus's History
The region that is now modern-day Belarus was first settled by Slavic tribes in the 6th century. Belarus first declared independence on March 25, 1918, forming the Belarusian People's Republic. The Soviet Union (also known as the USSR) took control of Belarus almost a year later and Belarus became a member of the union in 1922.

Belarus became an independent country again on 27 July 1990. Alexander Lukashenko became the country's first and only president since independence. He won elections in 1994, 2001, 2006 and 2010 although organizations from around the world don't believe that the elections were fair and Belarus is considered to be Europe's only dictatorship.

Belarus's Geography
Belarus is a landlocked country (it has no coastline) and is mostly flat. Belarus's highest point is Dzyarzhynskaya Hara at 345 metres. Belarus is bordered by Latvia on the north, Lithuania to the north west, Poland to the west, Russia to the north and east and Ukraine to the south.

There are many lakes and rivers across the country and 34% of the country is covered by forests. 20% of the southern part of Belarus is uninhabitable because of the affects of the Chernobyl (Ukraine) nuclear power plant accident in 1986. During winter Belarus can be very cold with average temperatures in January of only −6 °C but summers are usually as warm as other parts of northern Europe.

A significant part of the south-east of the country is off-limits as an exclusion zone because of the 1986 explosion at Chernobyl power plant across the border in Ukraine.

Belarus's People
The population of Belarus is 9,724,723. Native people from Belarus, called Belarusians, make up about 81 percent of the population. Other ethnic groups include Russians, Poles, and Ukrainians.

Belarus's two official languages are Belarusian and Russian. Other languages spoken in the country include Polish, Ukrainian, and Eastern Yiddish.

Belarus has no official religion. Many people in Belarus practice or are a member of the Russian Orthodox Church, with minorities practicing Catholicism, Judaism, and other religions.

Education in Belarus is free for all levels and children are required to go to school between the ages of 6 to 15. After finishing basic education, each student is given a certificate by the state and is able to enter the workforce or serve in the military. Students do have the option of going for a higher education or train in a vocational school; the length of the schooling depends on what the student has chosen. The literacy rate is 100 percent.

Belarus's Sights
Presently few tourists visit Belarus because it is one of Europe's poorest countries and because many don't consider the country to be democratic. Tourism can be difficult for Religious, political and journalistic activity so religious pilgrims, political activists and journalists may be refused entry to Belarus. Most visitors require a visa except for those from former Soviet union countries (but not Lithuania, Latvia and Estonia). Visitors should expect a thorough search of their bags when they arrive at Customs.

The capital city Minsk is popular with foreigners because of its churches. The city offers an insight into life in the old Soviet Union with many buildings and shops not renovated since independence. The KGB Museum presents a look at the Soviet Union's national security agency which investigated, spied and even tortured criminals and political dissidents in the past.

There are 4 UNESCO World Heritage Sites in Belarus including Mir Castle Complex and the Belovezhskaya Pushcha National Park which forms part of Belarus's border with Poland.

title: Wikijunior:Europe/Belarus


text:
Wikijunior:Europe/Latvia

Latvia is a small country in north eastern Europe. It shares borders with Estonia, Russia, Belarus and Lithuania. The capital city is Riga. Other big cities in Latvia are Daugavpils and Liepāja. Latvia has been an independent country since 1991 and in 2004 the country joined the European Union. The country's currency is the Euro.

Latvia's History
Beginning in the 13th century, Latvia was successively dominated by Germany, Poland, and Russia. During the 17th century most of Latvia converted to Lutheran religion which is the most common religion today. Latvia became an independent country in 1918. In 1940 the USSR (Soviet Union) took over Latvia although many western countries continued to recognize Latvia as an independent country and said that the Soviet occupation was illegal (along with that of Lithuania and Estonia). During World War II more than 200,000 Latvians were killed including the majority of the country's Jewish population. Before independence another 200,000 Latvians escaped from the country and up to 200,000 were deported to Siberia to work in the USSR's Gulags. From 1987 to 1991 massive protests in the 3 Baltic countries demanded independence and more civil rights eventually leading to independence. Latvia has been an independent country since 1991 and in 2004 the country joined the European Union.

Latvia's Geography
Latvia covers an area of about 63,700 km2 (about 24,600 sq mi). Forests cover 47 percent of the land. Forests are most dense in the north. The country’s forests, meadows, and marshes support many types of animals. Some types of animals include the deer, wild boars, wolves, lynx, beavers, and otters.

Summers are warm and the weather in spring and autumn fairly mild, however, the winters can be extreme due to the northern location. Precipitation is common throughout the year with the heaviest rainfall falling in August. During severe spells of winter weather in Latvia is dominated by cold winds from the interior of Russia and severe snowfalls are common.

Latvia's People
The population of Latvia is about 1.9 million. Ethnic Latvians make up about 58 percent of the population. Russians, are the largest minority, representing about 30 percent of the population. Other minorities include Belarusians, Ukrainians, Poles, and Lithuanians. The official language of the republic is Latvian. Ethnic minorities in Latvia often also speak their own native languages such as Russian, Lithuanian, and Polish.

The most common religion in Latvia is Christianity - in particular Lutheranism and, among Russian speakers, Latvian Orthodox.

Education in Latvia is free and required from the age of 6 to 15. Latvia has an adult literacy rate of almost 100 percent.

Latvia's Sights
Latvia's capital, Riga, is a UNESCO World Heritage Site and a popular tourist destination for people from all around the world. The Latvian National Opera and Latvian National Theatre are popular cultural institutions in Riga. The old town of Riga is considered to be one of Europe's many great ancient town centres with some very old buildings built during different eras. Despite wars and a long period as part of the Soviet Union many of the finest buildings remain in excellent condition. Nowadays Riga is a popular destination for British and German people having Stag Parties (parties which men have before they get married). Cruise ships which visit the Baltic Sea usually call in Riga and the country is a popular weekend break destination for travelers coming from Scandinavia, Estonia and Russia.

title: Wikijunior:Europe/Latvia


text:
User talk:Paul Boren

Please do not add inappropriate external links to Wikibooks. Wikibooks is intended to be read without the need for external reference and requires content rather than external links particularly those which are for advertising or promotion. Inappropriate links may include (but are not limited to) links to personal web sites, links to web sites with which you are affiliated, and links that exist to attract visitors to a web site or promote a product. If you feel the link should be added to the article, then please discuss it on the article's talk page rather than re-adding it. See the welcome page to learn more about Wikibooks. Thank you. -- Herby talk thyme 21:23, 2 December 2006 (UTC)

My reply

Hi Paul - ok, it's early (for me) so I would rather go and look at this more carefully. However what I took out were external links and what you have put back are Wiki links? If that is correct I have absolutely no problem with that at all, indeed I appreciate you taking the trouble to look at it so constructively. Thanks & regards -- Herby talk thyme 08:23, 6 December 2006 (UTC)

title: User talk:Paul Boren


text:
User talk:Mick0072803

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.Xania 21:28, 2 December 2006 (UTC)

title: User talk:Mick0072803


text:
User talk:Wapcaplet~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 21:29, 2 December 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:51, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:38, 19 April 2015 (UTC)

title: User talk:Wapcaplet~enwikibooks


text:
User talk:Alessandra06

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 21:29, 2 December 2006 (UTC)

title: User talk:Alessandra06


text:
User talk:Vinekenji

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 21:30, 2 December 2006 (UTC)

title: User talk:Vinekenji


text:
User talk:80.192.9.86

Thanks for your recent edits and correcting of information in the Wikijunior Solar System book. It's much appreciated. Xania 21:42, 2 December 2006 (UTC)

title: User talk:80.192.9.86


text:
User:Drewbie/Biochemistry/Xray Crystallography

= X-ray Crystallography =

A guide to X-ray Crystallography for Biochemists

Plan

 * Why X-rays ==

Authors

 * Synchrotron, In house generators
 * solving the phase problem - SAD,MAD,MIRAS,MR,
 * Cryo, Scavengers and Radiation Damage


text:
User:Ksbrown

If you cannot contact me, I may be busy: go to my English Wikipedia user page for more information on my status.

Contributions

 * Minor adjustments to the Cookbook
 * How To Tie A Tie

Contributions to other projects

 * English Wikipedia (Ksbrown)
 * Simple English Wikipedia (Ksbrown)
 * Wikimedia Commons (Ksbrown)
 * English Wiktionary (Ksbrown)

Useful links for me!

 * Template messages
 * Transwiki:Float (breakdancing move)

title: User:Ksbrown


text:
Talk:Biochemistry bookshelf

Molecular Biochemistry

 * Biomolecules
 * Water
 * Amino Acids
 * Sugars
 * Nucleic Acids
 * Proteins
 * Protein Folding
 * Carbohydrates
 * Lipids
 * DNA / RNA
 * Enzymes
 * Thermodynamics
 * Energy
 * Catalysis
 * Activation
 * Inhibition

Genetics
to use the genetics book already partly written

from genes to proteins

Cell Metabolism
Metabolic Pathways and Energy Transduction of the cell

 * Human Metabolism
 * Mitochondrial metabolism
 * Plant Metabolism
 * Photosynthesis
 * Bacteria/Yeast Metabolism

Cellular Biochemistry
intra and intra cell signaling, and other cell to cell interactions.

 * cell membranes
 * Cell signaling - hormones etc
 * Signal Transduction
 * cell cycle
 * development
 * Immunology overview - use immunology book
 * connective tissues

Biochemical Techniques
a separate book for more in-depth background on the techniques?

Biochemistry Dictionary
an uber glossary, or something like that

Primers
A series of Primers, Short books which cover other subject areas in detail sufficient for biochemists, such as organic chemistry and biophysics.

Guides
A series of books which go in-depth into a particular subject. Such as X-ray Crystallography.

title: Talk:Biochemistry bookshelf


text:
User talk:Ashy03

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 00:07, 3 December 2006 (UTC)

title: User talk:Ashy03


text:
User talk:Ksbrown

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 00:08, 3 December 2006 (UTC)

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

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

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

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

If you have general questions or comments about Wikibooks, you are welcome to post a message on The Staff Lounge, a free discussion area. Your input would also be welcomed in the Votes for Deletion and Requests for Adminship discussion pages. These pages are all active discussion areas that help to shape the Wikibooks community as a whole.

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

The Staff 04:16, 19 December 2006 (UTC)

title: User talk:Ksbrown


text:
User talk:Vimalk1

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 00:08, 3 December 2006 (UTC)

title: User talk:Vimalk1


text:
User talk:Dave Moody

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 00:08, 3 December 2006 (UTC)

title: User talk:Dave Moody


text:
User talk:Elephantxf

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 00:09, 3 December 2006 (UTC)

title: User talk:Elephantxf


text:
Klingon/Why learn Klingon

So you've found the Klingon Wikibook and now you wonder, why learn Klingon? Isn't it the language of self-absorbed reality-impaired nerds that believe in Star Trek and think Vulcans will soon land in their back yard? Is the language even practically useful? You may find it hard to believe, but Klingon can actually supply a valuable skill and a worthwhile endeavor for many people.

We can give many reasons to learn Klingon; the language represents a personal endeavor and as such does not hold the same value for every person. Some possible reasons you may find yourself interested in Klingon include:

 * General entertainment. Although a broad scope encompassing many of the other reasons listed here, learning and speaking Klingon can prove fun and interesting, giving self-amusement more than self-enrichment.  Generally when one learns Klingon, they learn about Klingon culture; traditional material attempts to teach the language under the pretense that Klingons exist and we've learned much about them and their language through interaction.  Do try not to absorb yourself too much in fantasy; remember, the TV show and general franchise of Star Trek represents the imaginations of skilled writers, not a piece of reality.

 * To meet people. Learning any language that other people are capable of speaking is a useful skill, and Klingon is no exception.  The Klingon-speaking community are generally well-educated and passionate people, and there are Klingonists in countries all over the world.  Speaking Klingon can provide a great gateway into a small but tightly-knit community of people.  Not for nothing is the Klingon Language Institute's motto qo'mey poSmoH Hol "language opens worlds".

 * An intellectual challenge. Klingon is structurally very different from English, or indeed any other major European language.  For instance, its sentence structure puts the subject after the verb, rather than before it in English; Klingon nouns and verbs also take a large array of suffixes that give nuances of meaning to the word they modify.  It is challenging to speak Klingon and even more challenging to speak it well, and so Klingon provides an intellectual mountain that many may enjoy climbing.

 * Harshness of the language. The Klingon language has a very direct and harsh nature; for example, the most polite greeting, nuqneH, most literally translates to, "What do you want?"  You have no obligation to use or attempt to emulate words such as "please" or "thank you" in Klingon.  Klingon values directness rather than evasiveness: when speaking Klingon you're expected to get to the point quickly and concisely, and many people find such an approach appealing.

 * Lots of curses. The Klingon language has a broad array of invectives, epithets, and general expletives.  You may find you can construct entire sentences purely from curses, and even find cursing gives the most elegant form of expression of an idea.  For example, Qu'vatlh in itself conveys frustration; it literally translates to "a hundred tasks," and many use it when under too heavy a workload.

 * It sounds good. To some, the Klingon language may present a pleasing sound; the proliference of abrupt cut-offs or glottal stops in Klingon give it a sound more similar to German or Russian than French.  To some, this distinct, clear-cut tone may prove pleasing.

 * Shock value. Speaking in Klingon can shock and confuse people; if they don't consider you a nerd already, they probably will when you start playing D&D games in Klingon.

Whatever your reasons, learning Klingon can present an interesting and enriching experience. There are other artificial languages you may find interesting: Lojban, Esperanto, Sindarin (elf, J.R.R. Tolkien), and Drow-Elf (D&D), to list a few.

title: Klingon/Why learn Klingon


text:
Xray Crystallography

Contents

 * Introduction
 * Why a WikiBook
 * How to Help
 * Abbreviations
 * Foundations
 * X-Rays
 * Crystals
 * Diffraction
 * The Phase Problem
 * Equipment
 * Generating X-rays
 * In-House
 * Synchrotron
 * Rotating crystals
 * Data Collection
 * Techniques
 * Crystalisation
 * Screening
 * Data Collection
 * Solving the phase
 * Direct
 * MR
 * IR
 * SAD/MAD etc
 * Map Generation
 * Refinement
 * Modeling
 * Data Quality
 * Radiation Damage
 * Cryo-Cooling
 * Scavengers
 * References & Further Reading
 * Authors

title: Xray Crystallography


text:
Cookbook:Zereshk Palau (Iranian Rice with Barberries) I

| Iranian Cuisine | Rice Side dish

Zereshk Palau is an Iranian rice dish cooked with barberries.

Ingredients

 * 1 package of dried barberries
 * Vegetable oil
 * 1 onion, chopped
 * 1 tsp sugar
 * 2 cups basmati rice
 * Cooked, diced chicken
 * 1 dash of salt
 * A few threads of saffron

Procedure

 * 1) Soak dried barberries in water for 20–30 minutes. Strain to remove any stones.
 * 2) Sauté the chopped onion in a frying pan with a dash of oil. Mix in the barberries, and cook over low heat.
 * 3) Cook chicken on top of rice in a rice cooker.
 * 4) When rice is done, fluff and put in a large bowl.
 * 5) Grind saffron with mortar and pestle. Mix in 1 teaspoon of water, then stir in some of the cooked rice.
 * 6) Return the saffron rice to the main dish, and add the onion mixture.
 * 7) Toss rice to mix well with other ingredients.
 * 8) Serve with lavash or barbari bread.


text:
Cookbook:Chocolate Chip Pancakes I

Ingredients

 * 1 teaspoon vanilla
 * 4 tablespoons (½ stick) unsalted butter
 * 1 cup (250 ml / 8.5 oz) non-skim milk
 * 1¼ cups (170 g / 6 oz) flour
 * 1 tablespoon granulated sugar
 * 4 teaspoons baking powder
 * ¾ teaspoon salt
 * 2 ea. (100 g) eggs
 * 6 oz (170 g) semisweet chocolate chips, or less to taste
 * Butter, for cooking

Procedure

 * 1) Combine the butter and milk in a small saucepan.
 * 2) Place over low heat just until warm and the butter is melted. Let cool slightly.
 * 3) In a bowl, combine the flour, sugar, baking powder, and salt; mix well.
 * 4) In a large bowl, whisk the eggs with a fork. Whisk in the milk mixture.
 * 5) Add the dry ingredients and mix just until barely blended.
 * 6) Add the chocolate chips and mix.
 * 7) Heat a griddle or large skillet over medium heat.
 * 8) Add about 1 teaspoon of butter and melt until bubbly.
 * 9) Ladle 3 tablespoons of batter for each pancake onto the hot surface and cook until bubbly on the top and golden brown on the bottom.
 * 10) Flip and cook until golden brown on the other side, about 30 seconds more.
 * 11) Repeat until all the batter is used.
 * 12) Serve hot.

Notes, tips, and variations

 * Use bleached instead of unbleached flour to make a more tender pancake.
 * If using salted butter, reduce salt to ¼ teaspoon.
 * You can substitute 1 tablespoon of lemon juice (or vinegar) in milk for the buttermilk.
 * Pancake batter should pour, not glug! On the other hand, runny batter makes thin, oddly shaped pancakes that frequently collide on the griddle. Stir in a touch more flour into thin batter. For batter that's too thick, whisk in water, a teaspoon at a time.
 * The temperature of the pan or griddle is important: too hot and the pancakes are dark and raw; too cool and they're blond and hard. For tender, golden brown pancakes, heat the pan or griddle on low while you make the batter. Then increase the heat to medium and generously brush the pan or griddle with oil. It's ready when the oil starts to shimmer and, in any skillet or griddle other than non-stick, sends out tendrils that resemble an octopus or spider. But if the pan starts to smoke, set it down off the burner until the smoking subsides and the oil cools a bit.

title: Cookbook:Chocolate Chip Pancakes I


text:
User:Blueangie

A General Look at the United States Context as a Generator of Educational Theory
A great amount of the literature that is available in Colombia is based on the United States milieu. Although Colombian researchers have carried out successful and innovative investigations that in the long run will generate theory in the country, most of the theory that is reviewed in higher education institutions have emerged in a foreign context. The expert on second language learning, Cummins (2000), considers that '' “practice generates theory, which in turn, acts as a catalyst for new directions in practice, which then inform theory, and so on “ (p.1). '' If that theory does not emerge from the various contexts that teachers engage in on a daily basis, Colombia will keep on digging up where the answer is not hidden. Sociopolitical issues cause researchers to construct theories that contribute to the improvement of educational practice. Therefore, it is crucial to understand the context in which those theories are generated in order to evaluate their application in Colombia.

On January 8, 2002, President George Bush signed the NCLB Act into law and initiated, as argued by Mallico & Langan as cited in Batt, 2005, '' “the most sweeping change in federal educational policy” (p.1). '' This Act focuses on stronger responsibility for state and local education organizations by holding them accountable for annual progress. This progress, Adequate Yearly Progress (AYP), is determined by raising the achievement levels of subgroups of students (major racial and ethnic groups, economically disadvantaged, students with disabilities, Limited English Proficient and special education students) to a state-determined level of proficiency. Under the NCLB Act every student must meet academic standards in reading and math and a way to determine the schools’ success is test scores. The test results will allow the state to label schools as “satisfactory” or “in need of improvement” but all children must be proficient by 2014 and no child will be left behind.

A group that finds difficulties to achieve 100% proficiency is the Limited English Proficient subgroup (LEP). LEP students deserve special attention because of their limited proficiency in English resulting in a disadvantage in comparison to students in other subgroups (Batt, 2005). Then, schools with large numbers of LEP students will experience difficulties achieving AYP. However, there are different programs that offer financial support to public schools with high numbers of poor children to help them meet high academic standards. Those schools are called Title I, and the funds are aimed at improving teaching and learning for students. A school with a large number of LEP students can be considered Title I, thus they are evaluated on the percentage of students that score at or above proficiency determined by the state. In addition, states are required to identify, in their student population other languages besides English in order to suitably assess each language from the linguistic aspect. Nonetheless, most schools overlook these requirements and administer the reading and mathematics assessments in the dominant language: English.

The sanctions schools receive when they do not make AYP vary depending on the number of years it has happened. Sanctions go from developing an improvement plan, offering students the option to transfer to another school, providing tutoring outside the regular school day, replacing some or all of the staff members, implementing a new curriculum, or reopening the school as a charter school ( a public funded school that has been exempted from state or local regulations). These characteristics exemplify the particular benefits of NCLB for the LEP subgroup which are bringing additional resources as well as attention to the schools that are serving them. The flaw that I can perceive is blame LEP students, as well as the other subgroups, will have to face if the school does not make AYP, generating prejudice and racism among the school community. In the long run, AYP for the LEP subgroup can become a mechanism of exclusion. When working at a public school in the US, a defiant challenge from the NCLB Act towards both LEP students and the school itself can be perceived in the atmosphere. The challenges include the instability of the subgroup, the failure of standardized test scores to reflect what students understand, and the lack of proven accommodations that might make the scores more reliable (Batt, 2005). The LEP population does not stay in the same place over the time period allowed by the NCLB for all students and schools to become proficient. In addition, since the tests are made for native English speakers, LEP students are at a disadvantage due to the lack of cultural knowledge, which is assumed through out the tests. Schools are to offer specific and appropriate accommodations for LEP students, but they are limited to giving extended time to them. How can extended time help students understand the content on the standardized tests when they have weak reading skills? Some states such as Illinois, Virginia, and North Carolina have designed simple language versions of their mathematics and reading assessments aimed at helping schools make AYP, What about the other states? Most other states do not provide other types of assessment for LEP students because of the high cost; therefore, they simply administer the standard reading and math content tests failing to comply with AYP. Policymakers wish for LEP students to become proficient in English and master academic contents. Nevertheless, they are still looking for appropriate ways to incorporate LEP students in the process of accountability.

The ownership of two languages is not as simple as having two wheels or two eyes (Baker, 1996). Being bilingual entails not only the form of the language but also the skills, attitudes and usage given to the specific language. Then, who is bilingual? Bloomfield, cited in Bialystock (2001), insists that '' “a bilingual has full fluency in two languages” (p. 4). '' This general view takes into account neither the pragmatics of the language nor the individual differences of the learners. A bilingual individual is someone who can function in each language according to the given needs (Grosjean, cited in Bialystock, 2001). According to this view, a person that has a basic knowledge of the English language can be compared to a person that has good proficiency, because both of them can develop certain functions of the language. A number of definitions are given by several authors but there has not been a general agreement yet.

The Bilingual Education Act, which was replaced by the NCLB, tried to address the academic, linguistic, sociocultural, and emotional needs of students from culturally and linguistically diverse backgrounds (Ovando, 2003). Under this Act, several bilingual schools were established to serve LEP students, addressing aspects that deal with the acquisition of a second language. After January 8, 2002, the word bilingual was wiped out from the first legislation and policy makers named the new one the 'English Language Acquisition, Language Enhancement, and Academic Achievement Act'. Its purpose is to ensure that LEP students achieve English proficiency, developing high levels of academic success in English. Convincing politicians, school communities, parents, and policymakers of the benefits of, not only for LEP students, but also for language majority students, has been a knotty undertaking. School administrators and teachers have to persuade parents of the cognitive, social, and economical benefits that bilingualism would bring to their children in the long run. However, parents still show resistance towards the idea of having their children receive bilingual education.

Bilingual programs are created in public schools across the United States according to the school administrators’ beliefs, the available funds as well as the staff they depend on. The results of a specific bilingual program depend on resources, allocation class time given to the first and second language, parents’ cooperation, students’ socio-cultural background and the student-teacher environment lived in the school community.

Since Bilingual education is much more than a pedagogical tool, it has become a societal pain involving complex issues of cultural identity, social class status, and language politics (Ovando, 2002). The insignificant value that is given to Spanish in the United States is determined by the social interaction in the market. The increased number of bilingual programs across the US is due to the degree of awareness that Americans have reached towards this issue. The Hispanics population is the largest and fastest growing subgroup, and this means economical and political power.

From the economical point of view, a bilingual person that entered to the country legally can easily earn $40,000 a year. This is affecting the Caucasian unemployment rate. However, Hispanics that are not legally documented get paid the minimum wage. As a result the companies prefer to reduce costs by paying a low salary to illegal immigrants, which in turn causes  discomfort among ethnic groups.

From a political stance, LEP students are being deprived from their linguistic rights. The so-called English-only movement is carrying not only a powerful linguistic deprivation but also a discrimination mass movement. Florida approved an anti-bilingual ordinance in 1980. This ordinance is exclusive because it does not advocate diversity and difference. Ambiguity and hidden messages are sent throughout the country with this type of legislation. Moreover, the US Federal Government states there is no official language, yet English is the official one in 26 states. The contrast of views among the states leads us to a hopeless landscape in which minority students are the ones that will suffer from a cognitive, social and cultural aspect.

What can be done to improve this controversial landscape in which children are in the crossfire? This question leads me to the third issue: how does the US prepare their bilingual teachers for the challenges of the twenty-first century classroom? NCLB Act calls for highly qualified teachers in every core academic classroom by the end of this school year (2005-2006) and to be considered highly qualified, teachers must have a bachelor’s degree, a full state certification and prove that they know each subject they teach. This claim becomes a challenge resulting in a language teacher’s shortage.

Some English language learners have teachers who understand their linguistic needs and provide rich, meaningful lessons that support their language growth (Short, 2005). The lessons that are planned by these types of teachers promote peer interaction that helps them comprehend the content that is covered in class. However, there are some less favorable learners that have teachers that leave them unsure of the tasks they are expected to do affecting their learning process.

Native teachers are expected to incorporate English culture in their teaching. Munter and Tinajero (2004) state that '' “the quality of the teacher is the single most outstanding factor leading to increase in pupil achievement” (p. 5). '' Teachers need to be well informed about issues that surround cultural awareness and prepared with the methods and pedagogic tools to achieve this so that no child will be left behind.

Mazur and Givens (2004) believe that '' “schools, community, and universities must function as a system rather than as separate entities and disconnected goals” (p. 11). '' US teachers need to take the theory to practice by visiting schools and getting familiar with the real situation that the different subgroups are experiencing. It is a matter of partnership to achieve the same goal: acquiring English and getting academic achievement through teacher training. The most recent proposal is to carry out this teaching practice in the context of professional development schools. These schools are an implemented partnership for the academic preparation of interns, as well as the continuous professional development of the school system and institution of higher education.

In this partnership, the knowledge cannot be placed exclusively on the university students or interns; the school and its staff can give useful information to make connections between theory and the daily classroom practice. These types of practices can meet the different needs of a diverse population of students and achieve students’ success.

Language teachers, researchers and any individual that are engaged in the educational field should be aware of the context in which the theory is generated. Being familiar with the socio-political issues that take place at the moment theory is brought about helps the government, schools and teachers have a clear goal regarding bilingual education. In the US, this type of education has come down a long and tortured path in which immigrants are hasty to assimilate the language and culture swiftly. The immigration movement is striking different national aspects, such as the acceptance of diverse classrooms, which make policymakers come up with new legislations that are in compliance with their culture, and political framework. Any individual that carries out research on the educational field should evaluate these diverse issues to foresee the application of theory in a different context, in this case, Colombia.

Colombia is passing through a transitional process in which English is of vital importance to the government. Therefore, the ministry of education, as a means to develop the skills of its citizens at this time of globalization, has created the Colombia Bilingue project. Its educational purpose, as opposed to the English-only movement in the United States, is seeing the process of language learning as a process of cultural learning. Yet, the project continues searching for solutions that come from abroad overlooking the potential Colombian teachers possess to generate educational theory that can help the students face this new challenge for Colombia. In the end, answers will be found in the classroom where teachers’ research initiatives generate theory framed by our own socio-economic, political, educational and societal issues.

 * But if you ask what is the good of education in general, the answer is easy: that education makes good men, and that good men act nobly.
 * Plato, Greek philosopher (c. 428–c. 348)

title: User:Blueangie


text:
User talk:Frumious jane

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Good luck! Sugarpine 04:20, 3 December 2006 (UTC)

title: User talk:Frumious jane


text:
Talk:IB Music/Music History/Romantic Period

Why is there no info under each category?


text:
Adventist Youth Honors Answer Book/Arts and Crafts/Bread Dough

1. Make a list of materials and supplies needed for dough artistry.

 * 1) 8 oz. kit Envirotex Lite
 * 2) measuring / mixing cup
 * 3) stir stick.
 * 4) ¼" Ribbon
 * 5) Aluminum Foil
 * 6) Wax Paper
 * 7) Cookie Cutters and Rolling Pin (Optional)
 * 8) 1 Cardboard Box
 * 9) 18 gauge Wire
 * 10) Liquid Tempera Paint or Acrylic Paint

Recommended
 * 1) Brushes
 * 2) Paper Clips

Also you can make your own dough by mixing:
 * 1 ½ cups white flour
 * 1 ½ cups salt
 * 1 tablespoon oil
 * about ½ cups water

If dough becomes too sticky just add more flour.

2. Why is it important to have clean hands and use hand lotion while working with bread dough?
The dough will pick up any dirt you may have on your hands. The lotion keeps your hands from sticking to the dough, making it easier to handle.

3. Explain the different techniques of tinting and painting the dough.
Tinting dough is accomplished by mixing color into the dough while it is still wet. This is done by adding dye or food coloring to get the desired color. You can mix the dye into the dough thoroughly, or you can leave streaks of color for effect. You can also partially mix colors into the dough to get it to fade from blue to green to yellow (or some other transition).

Painting is done after the dough has dried. The object can be painted a solid color or with various designs, much as an artist would paint a canvas. Except in this case you are the artist and the dough is the canvas!

4. What type of finish do you use to protect and give a glossy appearance?
After your art has dried and has been painted, you can coat it with a clear gloss finish such as Envirotex Lite. This will give it a clean glossy look and will help protect it. Clear gloss finishes should be available at your local art store.

5. Make at least two different flowers with leaves and arrange into a container of your choice.
The best model for a flower is the real thing. Pick up a few flowers before you begin this honor and have your Pathfinders study them. Have them consider the shape of each individual petal, the calyx, the stem, and the leaves and encourage them to reproduce that in dough. If live flowers are not available, try working from photographs.

You may find it easier to use small containers, as this will facilitate small flowers. You may also wish to fill the container with large glass beads or marbles once the flowers have been inserted. The extra weight afforded by the marbles will help prevent the container from tipping over.

a. Sculpture arrangement
A sculpture arrangement is a small scene on a base. Roll out a piece of dough to an even thickness and cut it into a defined shape for the base. Then make miniature models to place in the scene. Here are a few ideas:
 * Dinner plate with food, or a place setting with plate, knife, forks, glass, etc.
 * Wishing well.
 * Person in a chair reading a book.
 * Praying hands (better if they lie flat than if they stand erect).
 * Cars at an intersection.
 * Dog and doghouse.
 * Or whatever you think of!

b. Small wall plaque
For this, you may wish to roll a piece of dough out into a flat sheet with even thickness, and then use a knife (or a cookie cutter) to cut out the plaque. Then you can use a different color of dough and apply it to the surface of the plaque to make the design of your choosing.

a. Kitchen refrigerator magnet
You will need strong glue and magnets. Magnets are available in craft stores or at hobby shops (including Radio Shack). A five-minute epoxy may be the best type of glue for this project, as it will adhere well to both the magnet and the dough. Press the magnet into the dough while it is still wet, but remove it before painting. You can glue it into the cavity after painting. It may help to add a coat of clear gloss finish after attaching the magnet, as this will help hold the magnet in place.

b. Pin
You can use regular safety pins or buy blank pins at a craft store. The blanks sold at craft stores resemble the pins Pathfinders receive when they are invested in their AY classes, or the pins that are traded at camporees, except the display side is totally blank and smooth.

Safety pins can be embedded within the dough while it is still wet - just make sure that it will be able to open once the dough sets. Store-bought blank pins have a smooth finish and should be attached in the same way as described for magnets above.

c. Choice of something you would like to make
This is your opportunity to show your creativity. Let your imagination run free.


text:
User talk:Forrestbrinker

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Good luck! -- Herby talk thyme 09:37, 3 December 2006 (UTC)

Class Projects
Hello Forrestbrinker! I have seen your listings on List of class projects, and I would like to offer my help to you and your students. It wasn't too too long ago that I was taking geometry and trigonometry in highschool myself, although between then and now I have developed an interest in other subjects, and haven't contributed to books on these subjects substantially. I have done some work on the math bookshelf, but certainly not enough, and I would like to help you in any way I can. Please let me know what you need. --Whiteknight (talk) (projects) 03:46, 4 December 2006 (UTC)

title: User talk:Forrestbrinker


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User talk:Tigerrat29

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Good luck! -- Herby talk thyme 09:41, 3 December 2006 (UTC)

title: User talk:Tigerrat29


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User talk:WilliamJenkins09

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Good luck! -- Herby talk thyme 09:45, 3 December 2006 (UTC)

Reorganisation?
Talk:Organic_Chemistry

A bit of constructive criticism to consider!

I saw your comments about naming ethers but I didn't understand what you meant by "substitutive"?

Any more thoughts on moving ethers to their own chapter versus renaming the 'Alcohols' chapter to 'Alcohols and Ethers'?

Ewen 06:33, 9 February 2007 (UTC)

Thanks for your comments. What I was trying to say (and maybe I didn't say this very clearly) is that to label one type of nomenclature "IUPAC" to me implies that the other type of nomenclature isn't approved by IUPAC, which may not be true. I'm by no means an expert on IUPAC, but it seems as though they have approved on average a dozen different ways to name each compound, so it doesn't make sense to say that one name is the IUPAC name of a compound. For example, according to Traynham, both "bicyclo[2.2.1]heptane" and "1,7,7-trinorbornane" are considered valid names by IUPAC for the same bicyclic compound. In the same way, Traynham seems to state that "ethyl alcohol" is just as "IUPAC" as the name "ethanol." However, I guess I should do a bit more research and check out what the actual position of IUPAC is on these points. On the other hand, I have yet to meet a chemist who said "Wait, that name I've been using for decades, it's not approved by IUPAC? Oh no, I had better switch to using the IUPAC (or better said an IUPAC) name for it!" Practicing chemists do not seem to lose sleep over the IUPAC's opinions of their naming systems.

- WilliamJenkins09 04:58, 12 February 2007 (UTC)

title: User talk:WilliamJenkins09


text:
User:Paintedrealms

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Good luck! -- Herby talk thyme 09:47, 3 December 2006 (UTC)

title: User:Paintedrealms


text:
User talk:Neilthecellist

Hi Russell!
Quite a project you've undertaken. I guess I'll leave you to it... threedimes [ah, i just felt i owed it to you to check up on what you were doing ;)]

Hi guys!
My real name is Russell Zen. If you would like to make a contribution to WikiTextBooks, then do so. If you need to contact me for any reason, you can edit this page to leave a message, or you can contact me through any of these communication mediums listed below:

Name          = Russell Zen AIM           = Neil the Cellist MSN           = neilthecellist@gmail.com and neilthecellist@hotmail.com JABBER        = neilthecellist@gmail.com

Wikibooks Newsletter, Volume 1
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Odd page
Hi - I came across En/User:MagiNinjA which maybe you intended for a user talk page? I'll delete it in due course but I thought you might want to know - thanks -- Herby talk thyme 09:41, 13 February 2007 (UTC)

title: User talk:Neilthecellist


text:
User talk:Tknott

Hello and welcome to Wikibooks!

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title: User talk:Tknott


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User:The Staff

This user is for Wikibooks staff use only This is not a real user, but is intead a puppet account for administrative purposes.

If anyone has any queries with this user please contact a member of staff listed below or ask in the staff lounge thanks.

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Sign up here if you would like to be considered an "Official" staff member. The only requirement is a strong desire to help!

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title: User:The Staff


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User talk:The Staff

Intended for staff use - please post queries in the staff lounge

What is this? Who is this user? Xania 19:33, 3 December 2006 (UTC)

title: User talk:The Staff


text:
User talk:Qwerty~enwikibooks

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Good luck! -- Herby talk thyme 10:37, 3 December 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:38, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:24, 19 April 2015 (UTC)

title: User talk:Qwerty~enwikibooks