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User talk:Philosopher the Unused

Welcome message
Hello, welcome to Wikibooks!

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. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!

You might also be interested to read our Cookbook policy page, and talk to other Cookbook editors. Webaware talk 04:03, 4 June 2007 (UTC)

title: User talk:Philosopher the Unused


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User:Whiteknight/Tester Gadget

About This Gadget
This gadget displays information about the target page. It can determine: It counts: It lists:
 * 1) Whether the page exists or not
 * 2) Whether the page is a redirect, and if so, to where
 * 1) The number of characters in the page
 * 2) the number of "words" in the page (words are non-space chunks of text, such as numbers or symbols)
 * 3) The number of templates used
 * 4) The number of categories used (but not categories used through template inclusion)
 * 5) The number of links used
 * 1) Templates used in the page
 * 2) Categories used in the page (but not transcluded)
 * 3) Links on the page

To Do:

 * 1) Handle nested templates correctly (currently does not)
 * 2) Determine if the page has been tagged with specific templates (delete, vfd, merge, query, etc)
 * 3) sort links and remove duplicates (sort of works)
 * 4) Make sure that categories arent counted as links (they are sometimes)

Version History

 * 2.01 Added support for IE
 * 2.00 Rewrote using new gadgetscore.js
 * 1.30 Added link to book in the results, added word count, added list of links
 * 1.20 Added list of categories, fixed redirect handling
 * 1.10 Added list of templates
 * 1.01 refactored template and javascript
 * 1.00 First stable version

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

title: User:Whiteknight/Tester Gadget


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Cookbook:Shiro Wat (Ethiopian Pea Stew)

| Cuisine of Ethiopia

Shiro wat, sometimes called shiro wet, is a traditional Ethiopian pea stew.

Ingredients

 * ½ cup chopped onion
 * ¼ cup oil
 * 4 spoons berberei (a spice mix with red pepper powder)
 * 2½ cups water
 * 4 spoons shiro powder (made from different cereals and beans, typically split green peas)
 * Salt, to taste
 * 2 spoons butter (optional)

Procedure

 * 1) Heat a medium-size skillet, add the onion, and cook for 1–2 minutes.
 * 2) Add the oil, and after 1 minute add berberei. Cook it for 4–5 minutes, stirring regularly and adding a dash of water if it tries to stick on the pan.
 * 3) Add the water.
 * 4) When the water boils, add the shiro, carefully stirring it in the pan; it should not make lumps. Then cook it for 5 minutes, stirring it regularly.
 * 5) Finally, add salt and the butter, and after 2–3 minutes, remove it from the heat.
 * 6) Served hot or cold with injera.

Notes, tips, and variations

 * Shiro powder can be bought from Ethiopian grocers.
 * Alternatively, split green peas can be used—just extend the simmering period until the peas are tender and fall apart.

title: Cookbook:Shiro Wat (Ethiopian Pea Stew)


text: Template:Physics Study Guide/def

title: Template:Physics Study Guide/def


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Arabic/Arabic alphabet step-by-step

The Arabic alphabet is a consonantal alphabet; vowels are not fully represented. It also has a very rich calligraphic history.

A word such as          كتاب may seem like a scribble to the beginner, and may seem not to be composed of letters. It is, they are simply connected to each other. The first letter is kaaf it looks like this كـ. The second letter in the word is taa, it looks like this (تـ ). The third letter is alif : It looks like this: ا. The last letter is baa it looks like this بـ.

As you might have noticed, Arabic is read from right to left, down the page. The word كتاب spelled kaf ta alif ba, means book it is pronounced "kitaab".

Exercise 1
Give the names of each letter, start at the right. كـ ، تـ ، ا ، بـ ، تـ ، ا ، بـ ، تـ

Exercise 2
Write the Arabic letter that best represents the first sound in the following words:

 * 1) cave
 * 2) tape
 * 3) coconut
 * 4) bill
 * 5) apple
 * ant

=Answers=

Ex.1
kaf, ta, alif, ba, ta, alif, ba, ta

Ex.2

 * كـ
 * تـ
 * كـ
 * بـ
 * ا
 * ا

title: Arabic/Arabic alphabet step-by-step


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Talk:Icelandic/Cover

Untitled
I would not advice anybody to study this module until it has been revised by a native. There are some things there I think need a lot of looking into. --S.Örvarr.S 06:33, 4 June 2007 (UTC)
 * Ég var að reyna að fara yfir smá, en ég þoli þessa bók ekki maður! Vá. Hver hefur skrifað þessa bók? Ég meina, hún er svona óskipuleg og svoleiðis. Ég veit ekki, kannski þegar ég er með tíma ég skal hjálpa að batna þessa bók. --Girdi 13:52, 12 October 2007 (UTC)

Book
This new layout is horrible, it should be returned to the older one with the title and exactly how it was before "Swifts" edits. --Girdi (talk) 13:08, 6 February 2009 (UTC)

 * What, exactly are you unhappy with? The layout of the conents overview page hasn't changed much. --Swift (talk) 13:36, 6 February 2009 (UTC)

Source
The best Wikipedia overview is probably the Danish article Islandsk, at least concerning grammar. It might be a good idea to translate and expand it.

And yes, what we have here isn't even an embryo of a book. 157.157.184.146 (discuss) 18:41, 12 March 2011 (UTC)

title: Talk:Icelandic/Cover


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User:Satara~enwikibooks

I'm an elf and my sister is an empress of Ilezeglia Grixenaz Juinfierliv. Her dragon is called Zebelah, mine is Teleusia. Zebelah is Teleusia's cousin's Aun's daughter. Grixenaz's daughter is Fisha.

title: User:Satara~enwikibooks


text: Template:Physics Study Guide/var

title: Template:Physics Study Guide/var


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Talk:GENtle/DNA

Hi Magnus, there are some menu items missing in the description, I think. I was looking for the description of how to make a reverse complement sequence. I found in the Edit/menu the "transform sequence"-item. If I want a full reverse complement in a new file, I'll have to check all three boxes, right? --Nina 07:56, 4 June 2007 (UTC)

title: Talk:GENtle/DNA


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Cookbook:Berbere

| Spices and herbs

Berbere is a mix of spices used in Ethiopian and Eritrean cuisine. It consists of a fiery mix of chili and several aromatic spices.

Ingredients

 * ¼ tsp ground allspice
 * ¼ tsp ground cinnamon
 * ¼ tsp ground cloves
 * ½ tsp ground cardamom seed
 * ½ tsp ground coriander seed
 * ½ tsp ground fenugreek seed
 * ½ tsp ground nutmeg
 * 1 tsp ground ginger
 * 1 tsp ground black pepper
 * 2 Tbs salt
 * 2 cups chile flakes

Procedure

 * 1) Roast everything except the pepper, chili and salt, in a heavy saucepan or cast-iron frying pan for about 5 minutes on a low heat.
 * 2) Stir in the pepper, chili and salt, and keep stirring for another 10 minutes.
 * 3) Store in a glass jar, away from sunlight.

title: Cookbook:Berbere


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User talk:Amdballerina~enwikibooks

warn spam
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. Webaware talk 08:57, 4 June 2007 (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 Amdballerina. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Amdballerina~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 22:57, 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) 04:31, 19 April 2015 (UTC)

title: User talk:Amdballerina~enwikibooks


text:
Talk:Lua Functional Programming/Functions

"So-called lambda expressions or anonymous inline functions can also be created in Lua. They are similar to the "ordinary" functions described above in almost every way." This is inaccurate, since all functions in Lua are anonymous. They are just assigned into th function "name" variable in the syntax used earlier on this page. I think this page needs heavy editing, just not up to it now, myself. Otus 09:54, 4 June 2007 (UTC)

---

Another thing to note is for things like the CDR function. In Lisp, that returns the tail of the original list, not a copy of the tail. If you hold a reference to the original list and the tail, and then modify something at the end of the list (changing the '3' to a '4', for example), then both lists will contain the modified value. - James

---

Also related to the CDR function, it is missing a return statement. - Anton.


text:
Water Resources Directory/Library

Note: Please add links to special water resources libraries and subject guides here.

 * International libraries list

title: Water Resources Directory/Library


text:
Talk:Yet Another Haskell Tutorial/Preamble

ICFP
Why is the ICFP section commented out? --Amir E. Aharoni 13:16, 4 June 2007 (UTC)

 * Probably because it makes a promise that Hal decided he wasn't going to be able to keep. -- Kowey 13:54, 4 June 2007 (UTC)


text:
User talk:89.207.208.2

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 13:27, 4 June 2007 (UTC)

title: User talk:89.207.208.2


text:
User talk:89.207.208.12

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 13:27, 4 June 2007 (UTC)

You were warned - you are blocked -- Herby talk thyme 13:35, 4 June 2007 (UTC)

title: User talk:89.207.208.12


text:
User talk:89.207.208.7

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 13:27, 4 June 2007 (UTC)

title: User talk:89.207.208.7


text:
Cookbook:Tempering

The act of tempering is done by gradually increasing the temperature of one recipe component by the addition of another.

To achieve this gradual increase of temperature, you drizzle the hot component into the cooler component while constantly mixing the cooler ingredient. If your container is sufficiently large, you may continue adding the hot component to this container, else you should bring the temperatures as close as you can, then whisk/mix the cooler components into the hotter.

Tempering is often done where eggs or yogurt are used as a thickening agent (i.e. in custards and sauces), since a sharp increase of temperature will cause the eggs to cook prematurely resulting in a lumpy texture or yogurt to curdle.

The same principle might be used when the addition of one recipe component might rapidly change the other, such as adding a large quantity of something acidic to something containing milk products.

Indian Usage
Tempering may also refer to the chaunk or tadka, a process used in a number of Indian dishes such as Tadka Dhal. This process refers to deliberately browning whole spices in very hot oil, which is then used to either fry ingredients for the dish or to garnish the dish immediately before serving. The process of tempering roasts the spices, liberates essential oils, and enhances the aromatic quality of the dish.

title: Cookbook:Tempering


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Ohio 7th Grade World History/Religion

Creation of Christianity
Catholicism was the major religion during the Middle Ages. It was a sect based off the teachings of Jesus Christ and spread like rapid fire throughout Europe. Jesus Christ was a man that was said to be performing miracles and healings. Many said the healings that took place could only be performed by the Lord. People from all over came to see if they could receive a miraculous healing for themselves or their loved ones. Christianity and the good news that followed started to grow, and more people were becoming supportive of all that Jesus taught. John 4:4-42, John 4:28 Then, leaving her water jar, the woman went back to the town and said to the people, 29"Come, see a man who told me everything I ever did. Could this be the Christ?" 30 They came out of the town and made their way toward him." The Roman Empire felt threatened by this new influence. They outlawed Christianity throughout their empire. Anybody who was found practicing Christianity was persecuted. Cruel punishments were used to enforce the strict restrictions on religion. Jesus was crucified, nailed to a cross, and died.  People continued to follow Jesus. Thinking of him as the messiah, they were confident that he would rise again. Jesus’ followers formed the Christian Church.  Catholicism is a branch of Christianity.

Formation of the Catholic and Eastern Orthodox Church
Before there were popes, there were two bishops that lead the Catholic Church. There was the Bishop of Rome and the Bishop of Constantinople. The Bishop of Rome wanted power, and he proclaimed that he would become the leader of the Catholic Church, the Pope. The Bishop of Constantinople didn’t agree with this. He thought that the Church was being run how it should. He wanted to keep the church the same, and keep himself at the top position in the church. The new proclaimed pope excommunicated the bishop. The bishop of Constantinople formed a new church, it was called the Eastern Orthodox Church. The Bishop of Constantinople became the pope of his new church. These were the only two branches of Christianity that existed during the Middle Ages.

The Catholic Church
Catholicism soon became the major religion in all of Rome, which was most of the known world. The ruler of the Catholic Church was called the Pope. The Pope was decided by Catholic Church members and officials. Since almost everyone in Eastern Europe was Catholic, the Pope had a lot of responsibility. The Pope had so much power that he and various kings started to have conflicts over power. At this point in time, everybody’s goal in life was to get into heaven. All empires, kingdoms, and villages focused on religion. The Pope had the power to decide if you were going to go to heaven, or if you were going to Hell. Kingdoms started to have more faith in the Popes word, then in their rulers word. Kings started to worry that they were losing the respect, and the clutch over their kingdoms. As the Popes power grew to the extreme, sometimes he would abuse his abilities. This could be anything from asking for to much money, or excommunicating people for miniscule reasons. To be excommunicated means to be cast out of the Church and sentenced to Hell. There were many rules that went along with being a member of the Catholic Church. You had to give money, crops, and dedication to the Pope and Catholic law. There were also sales that raised money to go to the Catholic Church. People were often pressured into participating in these sales. An example of this is the sale of indulgences. During this “sale,” people would by passes that lessened their time in purgatory. Purgatory is the place where Catholics believe people go to work of their sins before being admitted into heaven.

Tithe and the 1/10 Rule
The 1/10 also known as tithe was a big thing in the middle ages. The 1/10 rule took place in the 1200s. Christians mostly used it. Farmers would have to give 1/10 of their harvest. Average people would give 1/10 of their food and land. Foods like milk, eggs, meats, wood, and wine. These were types of items people gave. All these things were given to the church. They were also given to the class above you. This created inequality. The lowest class never got any of the 1/10 given; they only have to the higher classes keeping them poor. The rich kept getting richer because the poor supplied them. All items were stored in special barns. Priests were the people who collected the goods. All social classed gave to the church except the pope. The practice of tithe is linked to the giving of a tenth of Abraham's possessions to The Prince of Salem and the high priest of god according to the bible. Because of the 1/10 rule, the church gained a lot of power and was very important in the middle ages.

Religious Tensions during the Middle Ages
The Catholic Church had so much power, that you can imagine that they had many conflicts with other religions. The tensions were rising between the Jews, Muslims, and Christians. They all had the same holy land. This place is called Jerusalem. To the Christians, Jerusalem is where Jesus lived and preached. To the Jews, Jerusalem holds a main temple. It is also considered the holy land, the land of milk and honey, by the Jewish faith. To the Muslims, Jerusalem is one of the two holy cities where Muhammad, their prophet, preached. The other city that is considered holy by the Muslims is Mecca. The Muslims had control of Jerusalem at this time, and the Christians were determined to take it. The Pope let out the word that the Catholic Church needed an army to take their holy land. Anybody who joined the army was promised that they would go to heaven. This was the start of one of the biggest series of wars in history. It would be mostly the Muslims verse the Christians in a clash of swords, cultures, and life styles. On the way to war Jews were killed by the Catholics because the Catholics were determined to kill for their religion. These were the crusades.

title: Ohio 7th Grade World History/Religion


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Ohio 7th Grade World History/Japanese Feudalism

Japanese Feudalism
Feudalism was not unique to Europe. In Japan, an analogous system was being developed. Japanese feudalism stretched from the twelfth through the nineteenth century. Both government systems were based on land.

Like in Europe, the emperor would give land to daimyo, or great lords. The Japanese emperor’s had only a limited power. He was just a powerless head of the government. A king is similar to an emperor and a lord was comparable to a daimyo. A shogun was a powerful military leader who was higher in the hierarchy than daimyo. Although technically the Emperor is the head, the shogun was the one who made the actual decisions, but usually with the Emperor’s consent.

Peasants were similar to noumin. Peasants made up 90% of the population, which included farmers and craftsmen. The peasants were divided into a series of classes, with farmers being the highest class and merchants being the lowest.

During the early 17th century, the rulers of Japan started to follow a policy of seclusion. They suspected that traders, merchants and missionaries wanted to bring Japan under the control of European powers. Except the Dutch and the Chinese, all foreigners, traders and merchants from other countries, and missionaries faced restrictions. They also ordered some foreigners to leave Japan. Still, even during the period of seclusion, the Japanese continued to gain information and knowledge about other parts of the world.

Feudalism lasted much longer in Japan than in Europe, not disappearing until the 1800s. Although the feudal systems of Europe and Japan were similar, their cultures were very different.

The Samurai
The knights of medieval Europe were very similar to their feudal counterpart in Japan; the samurai. Both warrior groups followed a detailed code of honor. Chivalry was the code of conduct for the knights of Europe, and for the Samurai the code was known as Bushido. Both codes of honor talked about respect and modesty, but also required fearlessness and loyalty. Knights fought for their lords and in return the lords gave the knights land, which was called a manor. The samurai, on the other hand, fought for their lord in return for food like grains and rice. Another similarity between samurai and the knights is that they were both respected by their cultures for their dedication and hard work. Knights and samurai were also trained to treat people with respect and honor, especially women. A knight’s life consisted primarily of training and fighting, as did the samurai’s life. The type of residence a samurai was allowed to own depended on his lands and income, in other word, his status. The samurai lived in longhouses, these longhouses were split into apartments and a normal arrangement was to have a gateway with a row of rooms as its upper floor. At the other end of the social pyramid, the daimyos, or nobility, maintained large mansions and castles on their lands. The samurai had many types of equipment for war, such as a war mask called menpo. They also had armored sleeves called kote. Other names for armor that the samurai used were kabuto, which was the samurai’s helmet.


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Ohio 7th Grade World History/Magna Carta

In the year 1215, King John signed a document known as the Magna Carta or “Great Charter” in Latin. It was created by Nobles who were angry and tired of the Kings’ doing as they pleased and not respecting the laws and rights of others. The document allowed the Nobles to gain more power by limiting the Kings’ rights so they could not do as they pleased. The definition of the Magna Carta is: a document listing rights that a king could not ignore. Laws such as Habeas Corpus, which allowed people to only be put in jail when they did something wrong, were put into effect to stop the kings’ from taking advantage of lower classes. The Magna Carta led to the English Parliament, which still exists today and made the stepping-stones for today’s modern democratic governments. A system of checks and balances, which was set forth by the Magna Carta, is an idea still used today by the United States Government. Overall the Magna Carta impacted most forms of government including the idea of democracy, the English Parliament, and even today’s United Sites Government.


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Ohio 7th Grade World History/Spread and Impact of the Black Death

Spread of the Plague
The Black Death was one of the deadliest diseases in human history. It killed 137 million in 3 major outbreaks. The 1st outbreak was called Plaque of Justice and occurred in 542 – 543 A.D where 70,000 people were killed in the city of Constantinople. The 2nd outbreak, the focus of this research, was the deadliest and is often referred to as the Black Death. It occurred in Asia and Europe, but mostly in Europe, where about 75 million Europeans were killed during the four years (1347–1351) of the plague. The spread of the Black Death was very dangerous. Italian traders first contracted the Black Death in trade with Asians. As these traders headed home, they carried the disease with them to trading ports in Italy. The disease followed traders and their cargo further west and north. By 1349 the disease had spread to all of modern Europe and its trading ports.

Rats, found on ships and on land, represented the primary pool of the disease, even though these animals themselves are immune to the bacteria that cause plague. The disease was transmitted to humans through flea bites where a flea would first bite an infected rat and thus, become infected as well. In a second step, the infected flea would transmit the plague bacteria to human hosts when piercing their skin to suck their blood.

Some forms of plague were also spread through air. If someone inhaled air that contained infected water droplets, they would catch the disease as well. People didn’t have enough knowledge about plague to understand that rats were a primary problem in relation to the disease. Instead of eliminating the rats, they fed them and gave them shelter.

Effects of the Bubonic Plague
The Black Death caused many changes in Europe. The Black Death killed between 33% - 50% of the European population. Roughly 70% of the people who contracted the disease died. People assumed that burning the diseased bodies would help stop the disease from spreading. The catastrophic spread of plague is thought to have been facilitated by the general lack of hygiene and cleanliness back in the day. Streets were typically littered with garbage and dirt creating an ideal environment for rodents. In addition, the first wave of each large outbreak tended to show the highest mortality rate since few people were naturally immune to the disease. Subsequent waves were accompanied by increasingly lower death tolls due to a growing level of immunity among the existing population.

The effect the disease had on people's bodies were severe trembling, high fever and swollen lymphomas on their neck that turned black and often burst open. This was called bubonic plague. A person would usually die within 3 to 5 days. Another deadlier version of plague would spread through the air and often kill people in less than a day. This type is called pneumonic plague. At the height of an outbreak, the daily death rate would be so high that special carts were sent through the streets to collect the dead bodies.


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Ohio 7th Grade World History/Social Pyramid

Feudal Hierarchy
There were two social pyramids during the Middle Ages: the social pyramid and the Catholic pyramid. The social pyramid was king at the top, the nobles & clergy, knights, and peasants & serf. The Catholic pyramid was the Pope at the top, then cardinals, archbishops, bishops, and the common clergy. The common clergy were nuns, priests, and monks. The Pope was a spiritual leader and a political leader. The clergy had the most power because they controlled the 1/10 rule. They could also excommunicate people. If the king was excommunicated then so were his subjects. Though the peasants were of the lowest rank, they had the most important jobs: growing and harvesting the crops. The knights fought for their ruler and provided land for the peasants, as did the nobles. The king controlled everything; they had the most luxury out of everyone next to the Pope.


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User talk:Flip purr~enwikibooks

Welcome message
Hello, welcome to Wikibooks!

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. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!

You might be interested to read our Cookbook policy page, and talk with other Cookbook editors. Webaware talk 15:14, 4 June 2007 (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 Flip purr. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Flip purr~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 23:12, 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) 04:59, 19 April 2015 (UTC)

title: User talk:Flip purr~enwikibooks


text:
Ohio 7th Grade World History/Introduction to the Middle Ages

Can you imagine living where disease was common, and fighting was of great significance? This time was called Feudalism, the system of obligations that governed the relationships between lords and vassals in medieval Europe, was a main idea then. The following is about the Renaissance, the period of “rebirth” and creativity that followed Europe’s Middle Ages, and the Middle Ages, which is a period that lasted from about 500-1500 AD in Europe.


text:
Ohio 7th Grade World History/Introduction to the Renaissance

There is a reason the Middle Ages were referred to as the “Dark Ages.” They were not literally dark, but metaphorically dark. It was a period in time when the average commoner knew almost nothing about academia, and when lords and kings ruled over serfs and villagers with iron fists. It was a time of knights, castles, and battles; of sieges, burning, and razing.

However, there was a ray of light emanating from the East. The Arabs, in their Golden Age, during their trading with the Romans and Greeks, had kept the classics and continued studying academics. They had reproduced the writings and works of Aristotle, Plutarch, Plato, Virgil, and other notables. The Arabs formulated algebra and explored science and geometry. They also incorporated elements of Greek and Roman architecture. They were also amazingly liberal in their attitudes toward life.

The Crusades were then launched in the name of reclaiming the Holy Land, and although the Crusades primarily involved fighting, an exchange of ideas occurred. The Crusades brought these ideas home, and they planted the seeds for a revitalization of scholarly thinking and learning – the Renaissance.

In essence, the Renaissance was actually a return to the past and to lost ideas from the past. It is true, then, that he who knows his past knows his future. The Renaissance paved the way by allowing city-states and thinking to flourish, allowing for new innovations and inventions that are the foundations for today’s arts, sciences, architecture, and technology.


text:
User talk:Mikael Häggström

How to make a blood urea nitrogen (BUN) test
Hi, in the 'book' could you specify the quantity of colour reagent? Thanks in advance. 84.115.145.169 (talk) 12:09, 29 February 2008 (UTC)

 * Sad to say I was not the original contributor of that piece of information in that guide. You may request it at its discussion page and hope for answer, if it cannot be found elsewhere on the net. Mikael Häggström (talk) 15:30, 6 March 2008 (UTC)

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Hello,

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title: User talk:Mikael Häggström


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Belarusian/Lesson 10

Hard Consonant Assimilation
The consonants с, з, т, д when followed by a soft consonant are pronounced softly. Consequently, д and т change for дз and ц due to diekannie and tiekannie.

снег "s'nekh" snow

змяя́ "z'miaya" a snake

дзве́ры "d'very" a door

цвёрды "t'viordy" hard

Note that (1) дзверы is a plural noun. It has no singular form; (2) in the figurative sense the word цяжкі (heavy), not цвёрды should be used, e.g.

ця́жкая пра́ца hard work

А consonant followed by the same soft consonant is also pronounced softly.

сне́данне "s'niedan'nie" breakfast

сме́цце "s'miet'tie" rubbish

стаго́ддзе "staghod'die" a century

The ддз combination stands for double дз.

In tarashkievitsa, this assimilation is reflected in writing, i.e. such assimilated consonants are followed by a soft sign: сьнег, зьмяя, дзьверы, цьвёрды, сьнеданьне, сьмецьце, стагодзьдзе

Nouns ending with ок (ак)
Nouns ending with the ок (ак if unstressed) suffix loose the о (а) letter in plural.

га́нак a porch га́нкі porches (note that it is one of a few words where г is read g, not h)

кава́лак a piece кава́лкі pieces

The о (а) is not lost, if ок (ак) is not a suffix but a part of the root.

прыто́к a tributary (of a river) прыто́кі tributaries

Verbs ending with аваць
Verbs ending in аваць (яваць) change their ав (яв) suffix for у (ю) in conjugation.

If the ав is not a suffix, but a part of the word root, it is not lost in conjugation.

пла́ваць swim - пла́ваю I swim пла́ваеш You swim etc.

Adverbs
In Belarusian, adverbs are normally placed before the verb. Note that many adverbs have similar adjectives.

Note a differense between марудна and павольна. Saying that somebody does something марудна, you imply your negative attitude to it: "you are doing it too slow". The word павольна, conversely, would rather imply your approval, "you are good not to do it too quickly" -something like English quietly.

Short Answers
In colloquial speech, when answering a special question (i.e. a question with a question word who, what, how etc.), it is possible to reduce your answer to a single word or phrase, corresponding to that question word.

'''Хто гэ́та? - Кот.' (full answer: Гэта кот.'') "Who is this?" "This is a cat".

'''Чый гэ́та кот? - Наш.' (full answer: Гэта наш кот.'') "Whose cat is this?" "It is ours".

'''Як пла́ваеце? - До́бра.' (full answer:  До́бра пла́ваю.'') "How do you swim?" "I swim well".

A short positive answer to a general question is the principal word of the sentence (the verb or the predicate noun or adjective).

'''Mалю́еш? - Малю́ю.' (full answer: Так, я малюю.'') "Are you painting?" "Yes, I am painting."

'''Гэ́та каро́ва? - Каро́ва.' (full answer: Так, гэта карова.'') "Is this a cow?" "Yes, It is a cow."

Short and Full Answers
Translate these into Belarusian, giving both short and full answers to the questions.

(1) "Who is that?" "That is a dog."

(2) "Whose house is that?" "That is her house."

(3) "What kind of city is that?" "That is a big city?"

(4) "What country is this?" "This is China."

(5) "How do they read?" "They read quickly."

Clue: (1) Хто гэта? - Сабака. Гэта сабака. (2) Чыя гэта хата? - Яе. Гэта яе хата. (3) Які гэта горад? - Вялікі. Гэта вялікі горад. (4) Што гэта за краіна? - Кітай. Гэта Кітай. (5) Як яны чытаюць? - Хутка. Яны чытаюць хутка.

Translation
Translate into Belarusian.

(1) "Are you working?" "Yes, I am working." "Are you working quickly?" "No, I am not. I am working slowly."

(2) "What is this?" "This is a book." "Is that your book?" "No, it is not." "Whose book is this?" "It is hers." "Is it interesting?" "Yes, it is."

(3) "Is he working?" "No, he is not. He is having a rest."

(4) "Are the students here?" "No, they are not. They are ill."

(5) "Is it Poland?" "No, it is not." "What country is it?" "This is Ukraine."

Clue: (1) Ты працуеш? - Так, я працую. - Ты хутка працуеш? - Не, я працую павольна. (2) Што гэта? - Гэта кніга. - Гэта твая кніга? - Не, яна не мая. - Чыя гэта кніга? - Яе. - Яна цікавая? - Так. (3) Ён працуе? - Не, ён не працуе. Ён адпачывае. (4) Студэнты тут? - Не. Яны хварэюць. (5) Гэта Польшча? - Не, гэта не Польшча. - Што гэта за краіна? - Гэта Украіна.

title: Belarusian/Lesson 10


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User:Whiteknight/Welcome

This page is going to be documentation for my New User Welcome javascript gadget.

title: User:Whiteknight/Welcome


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User:Whiteknight/Editing Summary

This page is going to serve as a "how to edit wikibooks in a nutshell" guide, that will explain some of the basics of wiki markup to get new users on their feet quickly.

How To Edit
Almost any page that you see can be edited. To edit a page, click the "edit this page" link at the top of the page. When you click the link, you will go to an "edit screen", where you will see all the current text of the page, and you will be given the opportunity to add your own text. Once you have made your changes, click the "Save this page" button to save your changes.

All changes are visible immediately, so if you want to test your changes before you save them, click the "Show Preview" button to see the page text before you save it.

Sections
Pages are broken into sections, separated by headlines. We will discuss headlines later, but for right now, suffice it to say that everything under a headline is part of a "section" of text. To edit a single section only, and not the whole page, you can click the link that says "[edit]" to the right of the headline. The changes that you make to a section will not affect other sections.

New Sections
Some talk pages and discussion pages have an additional "+" link at the top. If you click this link, you will be given the opportunity to create a new section on a page. There will be two edit boxes: a small one at the top to give the name of the section, and a large box to hold the text in the section. Once you have created both your new headline and your text, you can click either the "Save page" or "Show Preview" buttons, like usual.

Fancy Text: Bold and Italics
Some of the most simple and common text formatting tools we have are bold and italics. Bold Text is bright and heavy, but also distracting. It is a good idea not to use too much bold text. Italics text, on the other hand, is accented but without being distracting to the reader.

 * Note:Do not use too much bold or italic text! Too much text with fancy formatting can be distracting, and can actually make text difficult to read. Also, do not write in ALL CAPS, because it's similarly annoying.

Headlines and Outlines
A headline can be created by surrounding the headline text in two equal signs, like this:

 * == Headlines and Outlines ==

This code will produce the headline above. To create a sub-headline, you can use three equal signs, like this:

 * === My Subheadline ===

For an even smaller headline, you can use 4 equals signs, or even 5. However, once you get smaller then 4 or 5, the headlines become very small and they do not stand out from the rest of the text properly.

 * Note:Do not make your headlines bold! This is unnecessary and is distracting to readers. The large bold characters tend to run together and they do not look good. Also, do not make your headlines in ALL CAPS, because they are similarly distracting.

Links
Because this is the internet you can create hyperlinks to other pages, to help readers navigate. Luckily, it is easy to create links in Wiki.

 * Note:You cannot use HTML-style  links in Wikibooks!. Users who are familiar with HTML might find this difficult at first.

Wikibooks Links
To create a link to another page in wikibooks, you can use double square brackets, like this:

If you create a link to a page that doesn't exist, the link will appear red. Links to pages that do exist will be blue. Links are all spelling sensitive, and also case sensitive. This means that Calculus is not the same as CaLCulUS. If you have a red link that you think should be blue, double check the spelling and capitalization of the page name.

title: User:Whiteknight/Editing Summary


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Ohio 7th Grade World History/Conclusion

The Renaissance left behind a lasting impact on history. The Renaissance began to uncover classical human achievements and the arts, and trade blossomed. New ways of thinking became common and architecture spread, making Greek and Roman styles more common. The idea of individualism, or humanism, was developed, and stress was placed on human actions and importance. New ideas were thought of, and new artwork emerged. The Church’s stranglehold on Europe loosened as the Reformation occurred and humanism spread. There was a spirit of excitement and joy and Europe was looking to the future. The Renaissance encouraged growth, learning, and expansion. It revitalized Europe and reinvigorated it, paving the way for the Age of Exploration. The Renaissance and Exploration Ages reestablished the ancient ideas and founded the pillars on which modern civilization stands. The values and spirit of the Renaissance are to this day instilled on our lives.

title: Ohio 7th Grade World History/Conclusion


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Ohio 7th Grade World History/Gutenberg and the Printing Press

Johannes Geasfleisch zur Lam zum Gutenberg was born sometime in 1400, and he was the youngest child in his family. His father was an upper class clothe merchant. His mother was his father’s second wife and the daughter of a shopkeeper. Growing up Gutenberg like to learn about mechanics. Before he made the moveable printing press, he was a gold merchant, and build machines.

The printing press began in 1444, but was not finished until 1452. Then people did not hear about it until three years later, when Gutenberg published the bible in Latin in 1456, the first printed book. Eventually it became increasingly popular and it was in high demand. Gutenberg then began printing bibles in other languages, so people could learn to read. This led to the advancement of reading. Johannes Gutenberg was very important to the Renaissance and Literature. Gutenberg was a German who developed the printing press using movable type. Instead of Monks having to write out every word in every book, the printing press could create whole pages at once! Since more books could be made, there was spread of ideas. This spread of ideas increased the concept of learning, and lessened the power of the Catholic Church.

Before the Renaissance and Reformation the only literature that people had was the Bible. The “re-birth” caused Protestants and humanists to create pieces of writing stating their ideas. Literature was affected by Johannes Gutenberg inventing the printing press. It enabled people to create multiple copies of writings in different languages. The humanists and Protestants were able to spread their ideas all over the world. One of these humanists was William Shakespeare, known as the greatest English writer today.


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Ohio 7th Grade World History/Literature

Before the Renaissance and Reformation the only literature that people had was the Bible. The “re-birth” caused Protestants and humanists to create pieces of writing stating their ideas. Literature was affected by Johannes Gutenberg who invented the printing press. IT enabled people to create multiple copies of writings in different languages. The humanists and Protestants were able to spread their ideas all over the world. One of these humanists was William Shakespeare, commonly considered among the greatest English writers in history.

William Shakespeare: 1564-1616
William Shakespeare was an important figure in literature. He was an English poet, playwright, and an actor. He wrote 38 plays and 154 sonnets. A sonnet has 14 lines, a structured rhyme and a logical structure. He attended King Edward VI Grammar School. He married Anne Hathaway at age 18. Shakespeare was a great playwright who created comedies, tragedies, and histories. A history is when Shakespeare make a powerful person who he thought had many faults look good, but made his opinions known on a different person. A comedy of his was “A Midsummers Night Dream”, and a tragedy was “Hamlet”. He also wrote poems, like “Venus and Adonis”. All of his literature contributed to humanism because he introduced ideas that the Middle Ages didn’t cover. Shakespeare talked about themes that are always going to be a problem. For example, he talked about forbidden love, death, war, etc. That’s a lot about Shakespeare.

Machiavelli: 1469-1521
Niccoló di Bernardo dei Machiavelli was also very important to the advancement of literature. Born in a small town near Florence, Machiavelli was an Italian political philosopher, musician, poet, and romantic comedic playwright. He wrote many books, but one of his most famous books is The Prince. It describes how a prince can retain control of his realm. In this book, he focuses on the new prince, not the one born into royalty. That is because a new prince has to “stabilize his newfound power”. His main interests were politics, military theory, and history. He had a realist political theory. His influences were Cicero, Sallust, Livy, and Xenophon. He also influenced Thomas Hobbes, and James Harrington. Some of his other works are Discorso sopra le Cose di Pisa, Decennale Secondo, Clizia, and Frammenti Storici.

title: Ohio 7th Grade World History/Literature


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Ohio 7th Grade World History/King Henry VIII

Creation of the Anglican Church (Church of England)
When the Catholic Church did not allow King Henry VIII to divorce, King Henry decided to make his own church called, The Anglican Church, or more commonly known as, Church of England. Because King Henry only wanted a divorce, the Anglican Church follows many of the same religious practices as the Catholic Church.

Life
King Henry VIII was King of England and lived 1491 – 1547. He had an older brother, Arthur, the Prince of Wales, who had passed away leaving Henry to the throne.

He was infamous for having six wives with two divorced, two beheaded, one dead. His last wife, however, survived long after King Henry died. His six wives were:
 * 1) Catherine of Aragon (Divorced)
 * 2) Anne Boleyn (Beheaded)
 * 3) Jane Seymour (Died)
 * 4) Anne of Cleves (Divorced)
 * 5) Catherine Howard (Beheaded)
 * 6) Katherine Parr (survived)

He also severed the Church of England from the Roman Catholic Church, because when he wanted a divorce, and the church would not let him. This was also part of the protestant reformation.

 * In addition, the first wife of King Henry bore a daughter named Mary I who was later known as 'Bloody Mary' after she was taken to the throne after Edward VI who died shortly after birth.

Later in life, Henry VIII was declared as 'insane' due to his actions.

Works
King Henry wasn’t famous only for his six wives, but his true works of songs, speeches, letters, and poems. His poems talked about love, dreams, feelings, etc. Some of his well-known poems and song are:

(Song)

[Green groweth the holly]

Green groweth the holly, so doth the ivy. Though winter blasts blow never so high, Green groweth the holly.

As the holly groweth green And never changeth hue, So I am, and ever hath been, Unto my lady true. Green groweth. . .  etc.

As the holly groweth green, With ivy all alone, When flowerys cannot be seen And green-wood leaves be gone, ut supra

Now unto my lady Promise to her I make: From all other only To her I me betake. ut supra

Adieu, mine own lady, Adieu, my specïal, Who hath my heart truly, Be sure, and ever shall.

Green groweth the holly, so doth the ivy. Though winter blasts blow never so high, Green groweth the holly. Pastime with good company

Pastime with good company I love and shall until I die. Grudge who likes, but none deny, So God be pleased, thus live will I.   For my pastance: Hunt, sing, and dance. My heart is set! All goodly sport For my comfort. Who shall me let?

Youth must have some dalliance, Of good or ill some pastance. Company I think then best -- All thoughts and fantasies to digest. For idleness Is chief mistress Of vices all. Then who can say But mirth and play Is best of all?

Company with honesty Is virtue -- vices to flee. Company is good and ill, But every man has his free will. The best ensue. The worst eschew. My mind shall be. Virtue to use. Vice to refuse. Thus shall I use me!


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Ohio 7th Grade World History/Reformation

By the late Renaissance, many people had many complaints against the Catholic Churches. That was the first move that led to the Reformation. Reformation, being the reforming movement against the Roman Catholic Church. Most of the complaints were about the way the church served people. Some thought the popes and bishops weren’t religious anymore and too involved in politics rather than actually doing their job. Many thought the church was getting rich unfairly.


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Ohio 7th Grade World History/Martin Luther

Martin Luther (was originally named Martin Luder) was born on November 10, 1483 in Eislenburg, Germany. He worked as a monk, teacher and a reformer. Luther’s father, Hans Luther, was determined to make his son a lawyer so he sent Luther to a school in Mansfeld. In 1498, he went to University of Erfurt to study law. During his time at the University, there was a lightning storm which made him decide that he should become a monk.

Despite his family’s and friend’s efforts to persuade Luther not to, Luther entered the Augustinian monastery in Erfurt in 1505. There, he studied the life of a monk: to fast, pray and work. He woke up at three in the morning and prayed. A monk’s life was hard. They were only given one meal a day in the winter and two in the summer. They were not allowed to talk during meals. They donated to people, made clothes, prayed, took care of sick people, provided shelter and helped people in times of need.

Martin Luther first became a reformer when he believed that the Church was doing things wrong. The Church was making people pay money for their sins to be forgiven (indulgences), the Pope was too involved in politics, and the Church had too much money. To protest against these doings, he found followers and made his own, the Lutherans. Luther’s idea spread quickly throughout Germany with the print press.

Indulgences
Indulgences were documents given by the pope that excuses people from the sins that he or she had committed. It was like buying your way into heaven. Also indulgences could be used to reduce the time he or she spends in purgatory. Martin Luther wanted to change how the church was handling the sins of other people. So Martin Luther wrote the 95 theses. The 95 theses were the 95 complaints of the Catholic Church. At first no one followed him but then many people started to follow him. These people that followed him were called Lutherans. Martin at first didn’t want to form a new church, but ended up making the Lutheran Church.

The 95 Theses
With the idea of protesting against the Catholic Church, Luther made his list of complaints or things he didn’t like about the church known as the 95 Theses.

Exsurge Domine is a papal bull by Pope Leo X to the opposition of the 95 Theses. The Exsurge Domine stated asked that 41 would be removed from the Theses. Pope Leo X gave Luther sixty days to remove 41. When Luther did not remove them by the time the 60 days were over, Pope Leo X excommunicated him on January 3, 1521.


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Ohio 7th Grade World History/Art

Renaissance art was so much more different then they were in the past. During the Renaissance, Italian artists created the most beautiful paintings and sculptures. Artists showed people in the most realistic ways. Artists would study the human bodies and drew almost exactly what they saw. They used a new technique called perspective, a way of showing depth and distance on a flat surface. They made closer people darker in color, and people farther away less colorful and in depth and farther away. They use ordinary lines and make them look like an illusion and this makes the painting more realistic. Michelangelo painted the Sistine Chapel, the muscular human figures in the painting, and reminds the viewer of Greek and Roman statues. The Ancient ruins and statues inspired painters and Architects.

Humanism
Humanism is a way of thinking and learning that stresses the importance of human abilities and action. Humanism started in Florence and spread in Italy and then it spread North through Europe. Some of the humanistic subjects are poetry, history, art, and Greek/Latin languages. Humanism also led to rediscovering of ancient writing. Art changed too, the middle ages the subject of art was more religious; things like angles, the apostles and god. But after in the Renaissance the artist started drawing more realistic things, like everyday people and things. In the Renaissance people Looked up to science more than they looked up to the church for answers. That means that people relied less on the kings and the Pope got weaker because the people could fix their own problems. People also could create thing like microscope, telescope, and printing press.

Renaissance Art
The Renaissance people wanted art that showed joy in human beauty and life’s pleasures. Renaissance art is more lifelike than in the art of the Middle Ages, which focused on religion. Renaissance artists studied perspective or the differences in the way things look when they are close to something or far away. The artists painted in a way that showed these differences. As a result, their paintings seem to have depth.

One of the most popular major achievements was the Mona Lisa, by Leonardo Da Vinci. Leonardo was believed to be a great man. He was extraordinarily smart and a fantastic thinker. He was an Italian scientist, mathematician, engineer, inventor, anatomist, painter, sculptor, architect, musician and writer. He created a tank, a flying machine, a parachute, and most importantly his art. He created the Mona Lisa, which is widely considered his greatest work. He also produced paintings in the Sistine Chapel in the Vatican City.

Another great artist, Michelangelo Buonarroti, regarded himself as a sculptor. He created the famous David. He created tombs for the Medici family and Julius II. This proved the masterful skill Michelangelo had.

In the Renaissance there were many great artists like one from Florence, Giotto, who was one of the first to paint in this new style of perspective 3D art and vanishing point. Giotto lived more than a century before the beginning of the Renaissance, but his paintings show real emotion. The bodies look solid, and the background of his paintings shows perspective. The art produced during the Renaissance would build upon Giotto’s style.

Renaissance art was very similar to art made in Rome and Greece about 1200-2000 years ago. People began carving out sculptures of men and woman like in the past. People began using the new art on the gardens, houses and castles as well. In Renaissance people didn’t paint gods and devils, they started to focus on humanism-The study of history, literature, public speaking and art that lead to a new way of thinking In Europe in 1300s.

title: Ohio 7th Grade World History/Art


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Ohio 7th Grade World History/Math and Science

Some Renaissance scientists thought mathematics could help them understand the universe. Scientists read Ancient texts and expanded on the ideas they found. They made new symbols like the square root symbol, the addition symbol, and the subtraction symbol. Advanced mathematics led to advances in other fields of science. Engineers and Architects used new mathematical formulas to strengthen buildings. Other scientists wanted to know about the heavens, and what was beyond the confines of the Earth. They studied astronomy to learn about the sun, stars, and planets. While studying the heavens, they learned that the earth revolves around the sun. All of these new ideas led to the making of a more accurate calendar.


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Usenet Explorer User's Manual/Manual/FAQ

This chapter answers some Frequently Asked Questions about Usenet Explorer.

Does Usenet Explorer use the Registry?
HKEY_CURRENT_USER\Software\Usenet Explorer

Path REG_SZ Pathname of the Usenet Explorer database files.

How do I save the attachments of an incomplete download?
Open the ?? view. Double-click the item. Context menu: Alt-a save attachments.


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Ohio 7th Grade World History/Architecture

Architecture was a very important subject of the Middle Ages. Architecture first changed from a gothic styling to a warmer appearance in Florence, Italy during the early 15th century. Although architecture quickly spread to Germany, England and Russia, it didn’t spread to France until 125 years later. Architecture of the Renaissance particularly placed emphasis on symmetry, geometry and proportion. It was during this time that architects began using more bricks and the color red became much more popular. Another thing that became popular were large windows because they allowed illumination to enter dark rooms, providing a warmer experience. The Dome was a very common design in Renaissance architecture. Almost all cathedrals had domes that held paintings on their ceilings. Some important architects that became popular for their designs were Leonardo da Vinci, Filippo Brunelleschi and Michelangelo Buonarroti.

Renaissance Homes
The architectural elements of Renaissance homes were different from the ones of the Middle Ages. The homes owned by wealthy people reflected elements of ancient Roman architecture. Architects built homes that surrounded astounding courtyards. The facades of buildings had simple, symmetrical decorations on them. Architects designed most homes with large windows, which illuminated rooms. Homes were made of stone, which was carved or painted with gorgeous details. Stained glass was no longer used in this time period because it was dark and was not comforting. The fine houses of the renaissance had statues with gods and goddesses. Demons and angels were no longer used to decorate. The homes were surrounded by well-tamed gardens that had flowers and shrubs placed in geometric patterns. The homes were brighter and had a more comforting feel to them. This architecture was less gothic and more peaceful and graceful then the architectural style of the Middle Ages.

Churches
Churches in medieval times had a gothic style. They were heavily adorned with figures of angels, demons and saints. Architects began to create warmer, brighter churches. The use of stained glass was lessened, letting more light come into the building. Domes and arches became very common.

One example of a famous renaissance church is the Sistine Chapel. It is a small chapel in the Vatican. Built during the reign of Poe Sixtus IV Della Rovere (1475-1483) the chapel stands at 40.93 m long, 13.41 m wide and 20.7 m high. The ceiling was originally painted with gold stars against a blue background. Michelangelo repainted it to make it more religious. He created scenes, which depicted the history of the universe, events from the Christian faith and humanity.

Built in 1296, the Duomo is an architectural masterpiece of Florence. Building of the Duomo took 200 years to complete. It is a symbol of Florence and the renaissance. All streets in Florence eventually lead to the Duomo. It is famous for its bronze doors called the Doors of Paradise, built by Ghiberti. It has a pink, white, and green façade. The Duomo has an octagonal dome that is 42 m in span and consists of two layers. The size of the Duomo shows the importance of Catholicism to the city. The St. Peters Basillia is a very famous church. Michelangelo designed it. The Grand façade is 116 m wide and 53 m wide and has 13 statues. The central balcony is called the Loggia of the blessings. Antonio Averulino designed the door in the center. The Northernmost door is called The Holy Door, built by Vico Consort.

Effects of Renaissance Architecture
Today we use many techniques and ideas from Renaissance architecture. Learning about architecture has helped teach new mathematical concepts, as well as a greater understanding of the arts. For example, the White House uses arches, columns and domes, similar to structures during the Renaissance. Also, the Church paid people money to make the new religious structures. This means that skilled laborers became more common, allowing more people to become wealthy, and eventually forming a middle class.


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Usenet Explorer User's Manual/User Interface/Toolbars

Status Bar
To show the Status bar, select V iew > S tatus Bar.


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User talk:168.169.101.173

Please stop. If you continue to vandalize pages, you will be blocked from editing Wikibooks.

Xania talk 18:40, 4 June 2007 (UTC)

title: User talk:168.169.101.173


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User talk:64.61.88.115

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

Xania talk 18:41, 4 June 2007 (UTC)

Block notice
You have been blocked for a period of three days for vandalism. If you continue to vandalize after the three day block expires you will be blocked permanently. --Jomegat 15:58, 5 June 2007 (UTC)

title: User talk:64.61.88.115


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User talk:167.206.60.60

This is your last warning. The next time you vandalize a page you will be blocked from editing Wikibooks.

Xania talk 18:43, 4 June 2007 (UTC)

title: User talk:167.206.60.60


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User talk:81.158.91.2

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks.

Xania talk 18:44, 4 June 2007 (UTC)

title: User talk:81.158.91.2


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User talk:167.93.7.100

Please take care not to replace Wikibooks pages with blank content. Blank pages have a tendency to confuse readers and may be mistaken for vandalism. If it is a duplicate page, please redirect it to an appropriate existing page. If the page has been vandalised, please revert it to the last legitimate version. If you feel that the content of a page is inappropriate, please edit the page and replace it with appropriate content. If you believe there is no hope for the page, please see the deletion policy for how to proceed. If page is no longer useful, insert to its top. Thanks for contributing to Wikibooks!

Xania talk 18:46, 4 June 2007 (UTC)

title: User talk:167.93.7.100


text:
User talk:68.75.55.0

Please stop deliberately introducing incorrect information into articles. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

Xania talk 18:48, 4 June 2007 (UTC)

title: User talk:68.75.55.0


text:
User talk:86.132.38.208

This is your last warning. The next time you vandalize a page you will be blocked from editing Wikibooks.

Xania talk 18:50, 4 June 2007 (UTC)

title: User talk:86.132.38.208


text:
User:MyOwnLittlWorld/Python/Installing Python

To begin programming in Python, you'll first need to install it.

Windows and Mac OS X
Go to python.org and download the windows/mac installer.

Linux/Unix
Your distribution should come prepackaged with Python, type which python at the terminal make sure you have it. If nothing comes up, check your distribution's documentation or go to Python.org and build the package from source.

If you have any trouble, remember there are plenty of places you can go for help.


text:
User:MyOwnLittlWorld/Python/Python: Interactive Mode

 * What is interactive mode?
 * Why is it useful?

Running Python in Interactive Mode
1. Open a terminal (command line) window
 * Windows: Go to "Start" -> "Run" -> "cmd"
 * Linux: See your documentation.
 * Mac OS X: Go to the Applications/Utilities folder and double click "Terminal".

2. Type "python" and hit Return.

If you see something like:

Python 2.3.4 (#2, Aug 29 2004, 02:04:10) [GCC 3.3.4 (Debian 1:3.3.4-9)] on linux2 Type "help", "copyright", "credits" or "license" for more information. >>>

Congratulations, you've got Python working on your system!

If not, python probably isn't installed properly.

Using Interactive Mode

 * What does interactive mode look like?

When you start Python in interactive mode, it will start by showing: This is Python's way of telling you that you are in interactive mode. In interactive mode, you can type Python commands and see the results once you hit Return. To quit interactive mode, type Ctrl + D.

To try out interactive mode, at the ">>>" prompt, type the following, and then hit Return:

Congratulations, you've just made your first Python program!


text:
User:MyOwnLittlWorld/Python/Python: Non-Interactive (Script) Mode

 * What is script mode?
 * Why is it useful?
 * What are Python scripts?

Prerequisites
Making and Changing Directories:
 * All: cd
 * OS X, Linux: mkdir
 * Windows: md

Opening Terminal/Commandline Windows:
 * Python: Interactive Mode

Running Python in Script Mode
1. Find your text editor
 * Windows: "Start" -> "Accessories" -> "Notepad"
 * Mac OS X: Open TextEdit, then go to the menubar and click "Format" -> "Make Plain Text"
 * Linux: Run "gedit", "kedit", "mousepad", "nano", "vim", "emacs", or the like.

2. In your text editor, type the following (don't just copy and paste, that's lazy, typing reinforces the learning):

3. Save the file as "hello.py", under some obvious directory that you won't mind saving a lot of python files in.

4. Now, run it:
 * Open up your command line/terminal again, change to the directory where you just saved your python file, and type:

5. Viola! Python printed "We are the knights who say, Ni!" to your screen! You now know how to create and execute python scripts.

Exercises

 * Modify the hello.py program to say hello to a historical political leader (or to Ada Lovelace).
 * Change the program so that after the greeting, it demands, "You must cut down the mightiest tree in the forest with.... A HERRING!".

Solutions

Running Scripts in Interactive Mode
If you want to run scripts in interactive mode, you can start python with "-i". This can be very useful for debugging and prototyping:


text:
User:MyOwnLittlWorld/Python/Things to Keep in Mind

Now would be an excellent time to make note of Appendix X, other Python editors and software. However, if you're happy with the way things have worked so far and feel that changing anything would unnecessarily complicate your life, feel free to continue to your first lesson about the Python language itself.

If you ever feel that Python is too restrictive and you need it to do more, or if you feel that the simple text editor is a bit too simple for you, and you'd prefer something with autocomplete, syntax highlighting, or even a full blown IDE, turn now to Appendix X, additional Python software.


text:
User:Sahmeditor

Hello. I am an en:wikipedia expat. I speak Bangla (Bengali) and Azeri, but there are no templates for that! Eheu!

title: User:Sahmeditor


text:
Applied History of Psychology/Cognitive Therapy - principles, theory, and key figure

Key Figure
Aaron Beck was born July 18, 1921 in Providence, Rhode Island, United States, to Russian Jewish immigrants. Beck’s birth, as the youngest of five children, was into a family marked by tragedy; a brother had already died in infancy as had a sister during the influenza pandemic in 1919. One consequence of these events was that Beck’s mother was severely depressed for periods of Beck’s childhood, providing him with his first exposure to a principal focus of his future career. Beck viewed himself as a replacement child, effectively easing his mother’s sense of loss. It seems fitting that Beck’s arrival apparently served as at least a partial cure for his mother’s depression, setting him on his life’s work at a very early age.

A childhood accident in which Beck’s arm was broken and became infected represents another important episode from which we can trace Beck’s later interest in and understanding of psychopathology. Beck’s condition had been serious and his recovery in hospital was long and arduous; he developed a number of phobias and anxieties as a result and his extended absence from school led him to believe he was stupid and inept (beliefs compounded by a harsh grade one teacher who held him back). But through self-help and hard work Beck eventually overtook his age-matched peers. Weishaar (1993) quotes Beck as recalling of his ‘comeback’, “psychologically it did show some evidence that I could do things, that if I got into a hole I could dig myself out” (p. 10). His school success over the next few years illustrated for the young Beck the power of disconfirming evidence in the face of negative thoughts and beliefs about oneself, a realization that became a corner stone of his later therapy model. As well, Beck considered the anger of this teacher and his mother’s mood swings to have been instrumental in developing his pronounced sensitivity to changes in others’ moods, a skill that his students and colleagues observed many years later to be a key feature of Beck’s therapy work (although somewhat less evident in his therapy writings).

It wasn’t until conversations many years later with David Barlow (the renowned behavior therapist and anxiety specialist) and his 1985 adaptation of his therapy model for anxiety disorders and phobias that Beck fully understood the phobias (of abandonment, of blood, and of surgery) he developed following his childhood accident and convalescence. Indeed, he wrestled with these for years, attributing his entry into medicine as partly an attempt to defeat them, and using his internship experiences on rotations in surgery and internal medicine to disconfirm the beliefs that underscored these phobias. Beck drew on his first-hand experience with phobias and anxiety, and also his bouts of mild depression (funding limitations and the loss of an office on campus marked a difficult period for him in the mid-1960s) as valuable experiences from which he gained insight as he wrote his books on the causes and treatment of there disorders (the first of which was published in 1967).

Beck graduated Phi Beta Kappa from Brown University in 1942 and completed his M.D. at Yale in 1946. Although initially interested in psychiatry, Beck could not embrace the Kraeplinian approach to psychiatry, which he found to be nihilistic. Nor was he wholly comfortable with what he considered to be the soft and esoteric approach of the Psychoanalytic School of Psychotherapy. His initial rejection of the latter reveals another key characteristic of Beck that set the stage for his venture toward an innovative theory of psychopathology and psychotherapy of his own. Weishaar (1993) quotes him as recalling, “It [psychoanalysis] was nonsense. I could not see that it really fitted. I always had a kind of rebellious thing… [but] this was probably the first time I was aware of it” (p. 14). His evidence-based training in internal medicine led him instead to pursue neurology with its precision and empiricism but a required rotation back in psychiatry meant his struggles with psychoanalytic thought and therapy were only really just beginning. However, he remained in psychiatry after the required six months, slowly ‘seduced’ by the manner in which psychoanalysts had interpretations and explanations for everything and by the promise of psychoanalysis as a cure for most conditions. Beck was even supervised by Erik Erickson, the renowned German psychoanalyst, during his two-year fellowship in psychiatry at the Austin Riggs Center in Massachusetts.

Beck was board certified in psychiatry in 1953 and began teaching in psychiatry at the University of Pennsylvania Medical School in 1954. After finishing his analytic training at the Philadelphia Psychoanalytic Institute he took a post as an assistant professor of psychiatry at Penn in 1959. At that point he set about researching the empirical basis of psychoanalytic theory, with the objective of convincing ‘hard-headed psychologists’, who Beck recognized as influential but rejecting of psychoanalysis, of its scientific validity. Beck focused on the dreams of depressed patients because he believed that the psychoanalytic theories of depression were both well-developed and testable (and he had a readily available depressed population with which to work). However, using procedures from experimental psychology (learnt from colleagues in psychology such as Seymour Feshbach), the collective evidence from these studies (which was quite the contrary to the retroflected hostility, need to suffer, and seeking of failure predicted by psychoanalytic theory), led Beck to view depressed patients instead as holding distorted views of themselves and reality. His research results matched his experiences with patients in therapy. Beck has pointed to the lack of empirical support as the reason for his moving away from the motivational basis and associated structures of psychoanalytic thinking. But according to his collaborator, Ruth Greenberg, his personality, particularly the aforementioned rebelliousness, would have undermined his ability to remain within the psychoanalytic fold for very long (Weishaar, 1993). Beck erred towards his own data rather than the psychoanalytic authorities of his day. Beck also liked to be in control, Greenberg recalled, something that he would have lacked while undergoing analysis himself; it is likely no coincidence that his Cognitive Therapy explicitly involves the patient in a collaboration with the therapist and makes the patient their own authority.

As he developed Cognitive Therapy, Beck drew on the work of psychologists (such as George Kelly and Jean Piaget in his initial formulations), finding support in the advances made with the emergence of cognitive psychology in the 1970s (including the work of individuals such as Albert Bandura), and later corresponding with fellow cognitively oriented theorists and therapists including Albert Ellis and Donald Meichenbaum. But what is interesting about his break with psychoanalytic thought and therapy is just how quickly and comprehensively he formulated his alternative model of psychopathology and therapy. As he recollects, “Within a couple of years, I really laid the framework for everything that’s happened since then. There’s nothing that I’ve been associated with since 1963 the seeds of which were not in the 1962 to 1964 articles” (Weishaar, 1993, p. 21). In coming up with Cognitive Therapy, Beck described the process as having involved, first, observing his patients and developing ways to measure his observations; second, advancing a theory to explain these observations; third, devising interventions to address them; and, fourth, designing research to confirm or disconfirm the whole enterprise. The development and use of measures in psychotherapy (among which the most well known are the Beck Depression Inventory, Beck Anxiety Inventory, and Scale for Suicide Ideation) represents one area in which Beck’s pioneering efforts made a huge and influential contribution to the field more broadly. A second area in which Beck’s contribution is clear is in evaluation research work. From the beginning, Beck emphasized the importance of empirical evaluations of therapy, with the first study of his own Cognitive Therapy published in 1977 by Beck’s close collaborator, Shaw, and a recent review of 16 meta-analyses by Beck and his colleagues appearing in 2006. A third area representing another of his major contributions is reflected in Beck’s publication in 1979 of what was, essentially, a therapist’s ‘how-to’ guide to the treatment of depression. This book was based on the early training manual and its revisions that Beck had used as he recruited and trained his team of psychiatrists and psychologists in his clinical and research endeavors. The manualization of treatment approaches has greatly facilitated the training of psychotherapists and, since Beck’s initial efforts, has become a mainstay of treatment program evaluation research today (Woody & Sanderson, 1998), affording researchers a means to introduce and monitor treatment integrity and fidelity and so discern what differences truly exist between models and approaches under scrutiny.

It should be noted, however, that Beck’s ideas and therapy weren’t the only developments that undermined the dominance of psychoanalytic thought in psychiatry. Biological models of psychopathology and pharmacological treatments were (re-)emerging in the 1960s too. Indeed, it is interesting to note that the two articles Beck published in 1963 and 1964 in the journal Archives of General Psychiatry (articles in which he first set out his theory of depression, his clinical observations and evidence in support of it, and its application to psychotherapy), appeared alongside numerous articles about the biological basis and assessment of depression (e.g., Gibbons, 1964; Kurland, 1964; Wechsler et al., 1963). Of course, Beck wasn’t alone in his desire to better understanding and treating depression but he was quite distinct from others, in that he was putting forward his ideas about the role of cognition (combining the patient’s internal experience, specifically their accessible thoughts and feelings rather than the subconscious motivations emphasized by psychoanalytic thought, with an emphasis on empiricism borrowed from behavior therapy) at a time when North American psychiatry was quite distracted by a paradigm shift that was already underway. Unlike Beck, his fellow ‘radicals’ in psychiatry (and their articles book-ending Beck’s in the 1960s) were struggling to give nature a place back at the table, turning from phenomenology to biological models and pharmacological treatments. It is of interest that these efforts eventually ushered in the renaissance of biological psychiatry in the 1970s (Shorter, 1997), with Beck’s work appearing conspicuously more at home in the context of the cognitive revolution in psychology, which also was taking place in that period.

It seems fitting to end this selective consideration of Beck’s biography and contributions as we started, by looking back at Beck’s family. Beck faced considerable resistance to his ideas throughout his career from the psychoanalytic and behavioral schools. Despite this resistance, and his own history of various phobias and depression, Beck was evidently a strong and determined individual, able to work for many years in relative isolation (although his preference has clearly been for collaborative efforts (see, for example, some of his key publications). It is in Beck’s parents that the source of these characteristics can be clearly seen.  Turning first to Beck’s mother, Lizzie Temkin, we can see the same determination and autonomy that her youngest son showed later.  The premature death of Beck’s grandmother meant Lizzie, as the oldest of nine, had to assume much of the responsibility of caring for the family, and she maintained her role as matriarch throughout her life.  Although three of her brothers graduated from universities, her own aspiration to be a physician went unfulfilled.  But her dominant and outspoken manner must have been an inspiration of sorts to Beck in later life as he persevered to develop and disseminate his research and psychotherapy.

In Beck’s father too, Harry Beck, a printer by trade, we can see the foundations of some of Beck’s characteristics. Harry was not nearly religious enough to endear himself to Lizzie’s father when their marriage was announced. This was, in part, due to Harry’s active involvement in the socialist movement (having been an anti-Bolshevik in his native Russia). Harry was also something of an intellectual in their Rhode Island community, serving as a regular host of meetings in which politics, philosophy, and literature were discussed, and later taking courses in literature and psychology at his son’s future alta mater, Brown University. All his sons inherited their father’s intellectual curiosity; Beck is known to have wide and eclectic reading interests. As well, it is interesting to note that just as his father regularly sought feedback on his poetry from his sons, Beck went on to regularly seek feedback on his ideas and manuscripts from his colleagues and students. Most notably in the context of these comments is the fact that Harry was a free-thinker, not merely someone who unquestioningly went along with prevailing wisdom and practice, just as his youngest son proved to be years later as a pioneer in the psychotherapy field.

Brief mention must also be made both of Beck’s prolific output (he has published over 500 articles and authored or co-authored 17 books, as reported on the website for the Beck Institute for Cognitive Therapy and Research), and also the plethora of major awards Beck has received over his lifetime (41 are noted on the Beck Institute website). These serve as testament to the considerable importance of his work. Of particular note are the awards he received from the American Psychological Association, in 1989, and from the American Psychiatric Association, in 2006, but also earlier and perhaps of greater historical interest, in 1979, at a time when the American Psychoanalytic School were strongly resisting the purging of its influence in the DSM (see Bayer & Spitzer, 1985) and whose adherents would not have been welcoming of any recognition of Cognitive Therapy. Indeed, Beck is the only individual to have been honored by both Associations.


text:
User talk:4.157.26.33

Please take care not to replace Wikibooks pages with blank content. Blank pages have a tendency to confuse readers and may be mistaken for vandalism. If it is a duplicate page, please redirect it to an appropriate existing page. If the page has been vandalised, please revert it to the last legitimate version. If you feel that the content of a page is inappropriate, please edit the page and replace it with appropriate content. If you believe there is no hope for the page, please see the deletion policy for how to proceed. If page is no longer useful, insert to its top. Thanks for contributing to Wikibooks!

Xania talk 20:46, 4 June 2007 (UTC)

title: User talk:4.157.26.33


text:
Gothic/1/Computer

The Gothic Language may require some things to be installed in order for you to learn it and use it on a computer - a Gothic and (optionally) an Elder Futhark font, and a Gothic and Futhark keymap. We will be using the standard Latin alphabet for this book, so it is not necessary that you get it working. When you have finished installing the fonts, the Gothic alphabet and the Elder Futhark alphabet should appear in the boxes below. You will know if it did not work because it will look like black squares or question marks.

Gothic Font
There are several fonts that you can use for Gothic, and there are basically three different styles of font - Skeirs, Ulfilas and, and Code2001 - sans-serif, serif, and a scribe-ish handwritten style.

For a beginner in Gothic it might be better to use Skeirs as the font of choice because it is very easy to read in comparison to the serif font. However, you might prefer the serif font, and if you use Code2001 or Skeirs, you can use the already included Futhark characters rather than download an extra font. Code2001 is also one of the few Gothic Fonts which actually represents the tremad (double-dotted) eis character, which is not included in Skeirs. If you can memorize stress of words correctly (which you MUST do regardless of whether you have that character represented with two diphthongs or not), it shouldn't be too much of a problem. This letter isn't even represented in the Windows Gothic keymap and doesn't appear in the Unicode 5 Standard PDF Chart detailing the Gothic range of characters.

Issues with Vulcanius and Ulfilas are covered in the next section although they do not actually have Futhark codes.

Futhark Font
Both Skeirs and Code2001 support the Elder Futhark alphabet. Generally Elder Futhark letters stay relatively the same and won't be too big an issue. However, Skeirs has the alternative SkiersGR font which has larger runes making for easier reading than Code2001, which will display the standard small, thin runes which might be hard to look at. On the flip side these larger runes won't center properly. Skeirs and Ulfilas encode Gothic characters in the Latin range of characters, so it might also make some sites with both Gothic and English content, particularly the Gothic Wikipedia, look unreadable. Vulcanius does not have this problem, but it might not render some web pages properly under certain browsers, and does not share the easy reading of Skeirs or even Code2001. Some of the other free Gothic fonts available could be elsewhere on the web.

Getting the Font to work
Note for Windows 95, 98 and ME users: Windows 9x does not have Unicode support by default and you will have to install Supplimentary character support according to these directions.

Note for Internet Explorer users: Internet Explorer will not render Gothic on the web unless you select the specific font to use. If you have not registered an account for here, register and click here. In the text box insert this: body { font-family: Skeirs, Code2001, sans-serif; } This will make the site look a little unclean, but you should be able to use the tutorial now at least for the Gothic fonts. This problem is not relevant for users of Opera, or Gecko based browsers like Seamonkey or Firefox. Users that have a KHTML browser like Safari or Konqueror please test to see if Unicode problems with Gothic occur.

Windows Users

 * 1) Decompress the fonts that you downloaded into a directory.
 * 2) Go to the control panel and click on the fonts icon
 * 3) Click on the file menu and then click the option "Install new font"
 * 4) Go to where you unzipped the fonts
 * 5) Select all of the font files that appear
 * 6) Click "Install fonts"
 * 7) Restart your browser

Mac OS X Users

 * 1) Decompress the fonts and drag them into the fonts directory
 * 2) Restart your browser

Linux Users
Note: This assumes you are on KDE, XFCE, or GNOME where you probably do not know how to install a font. If you are not on these window managers please read the manual for your corresponding Linux distribution.
 * 1) Decompress the fonts you downloaded into a directory.
 * 2) Open up a window in the file manager and type "font://"
 * 3) Drag the fonts into this directory
 * 4) Restart your browser

Installing a Keymap
If you are wanting to install a keymap as well, in order to type easily in Gothic, there are few options out there.
 * Windows users can use the Babelstone Keyboard layout (Note: The instructions are dated).
 * OS X users can use Keidan's Gothic Keyboard Layout.
 * Linux users not capable of writing their own keymap are stuck with a simple Javascript "transliterator" for all writing in Gothic. There are keymap creators but documentation is scarce and many desktop environments don't seem to be centered around translations. For this reason, you can stick with using the Icelandic keymap, which should give you all the characters you need.

title: Gothic/1/Computer


text:
Gothic/Appendix/Resources

You've probably completed our tutorial on the Gothic language by now, so you might want to do some further reading.

Joseph J. Wright's Grammar of the Gothic Language
This book was used as a basis for this tutorial in combination with David Salo's tutorials. The book has absolutely everything you need to know about Gothic to speak it with the exception of the neologisms, which were taken from Gotische Grammatik and conventions used by the Gothic Wikipedia for the formation of new words.

The third edition is public domain, so feel free to download it from either source.
 * Grammar of the Gothic Language - From the Germanic Lexicon Project individual OCR scans of each text.
 * Grammar of the Gothic Language - Preassembled PDF of the above

David Salo's Basic Gothic Tutorial
David's tutorial was used as a partial basis for this tutorial. AS it is limited by the technology of its time, the tutorial will not present you with anything new, and it's not even a complete tutorial. Nevertheless, it might be a good resource for learning the Latin transcription of Gothic if you just want to use the standard US keymap. This would be preferable for Linux users, even if they might be able to get away with using the Icelandic keymap.
 * Tutorial

Online tutorials to learn Gothic
Here are some tutorials which you'll be able to find online:
 * The Gothic Alphabet, A Memrise Course a course at Memrise to learn to read the Gothic alphabet
 * The Gothic Language, Memrise course A course at Memrise to learn Gothic
 * Gothic for Goths Youtube Series to learn some useful phrases and some grammar of the Gothic language, specially for people which adhere the modern Gothic subculture
 * Gothic course by James Marchand A course to learn Gothic, but the transliteration used is quite different from the one normally used, the course gives step-by-step explanations
 * Learn the Gothic Prayer Learn to read Atta Unsar in Gothic, a course by Robert Oliphant

Sharpen your skills
You can sharpen your Gothic skills by visiting these sites, and either reading or contributing to them. They will increase your ability to read and write Gothic, and you will learn more about the people behind the language. The Wikis will give you the hardest challenge - writing, especially for Uncyclopedia, where you must build humour with the language - which can be exceptionally hard!
 * The Gothic Wikipedia (contains a lot of mistakes)
 * Gothic Uncyclopedia
 * Wulfila Project Gothic Bible
 * The Gothic Mailing List
 * Himma Daga, a newspaper in the Gothic language (a lot of articles are reviewed and most are corrected, some of the earlier articles may contain mistakes)

title: Gothic/Appendix/Resources


text:
Gothic/2/Goals

Chapter 2 Goals
In Chapter 2 you will learn: Chapter 2 will probably the most complex and difficult chapter that you will go through. After this chapter, everything else should be pretty much smooth sailing.
 * 1) The difference between the strong and weak verb or noun
 * 2) The different stems in gothic and how to use them.
 * 3) The different cases in how to write things in Gothic and how to use them.
 * 4) How to change words from case to case.
 * 5) The differences in Gender.
 * 6) The several Gothic pronouns and when to use them.
 * 7) Several words, which will be in one case, but you will have to use them in other cases. The genders will be mixed, so you will have to memorize how to conjugate (change) each verb (word describing action), and such.

title: Gothic/2/Goals


text:
Haskell/Solutions/Understanding monads

Random Number Generation
2. Using,   and   as defined in the chapter: rollNDice :: Int -> Seed -> ([Int], Seed) rollNDice 0 seed = ([], seed) rollNDice n seed = let (die, seed0) = rollDie seed (rest, seed1) = rollNDice (n-1) seed0 in ((die : rest),                         seed1) The function gains the first die and seed and then recursively calls itself to roll N number of die which, once  reaches the base case, in turn builds up a list of die. The function then returns the list of die and the final seed that was passed to the base case,.

3. We use mkStdGen to get the computer's random number generator and we give it an arbitrary number, 232. Firstly with  at the top of your file:

type Seed = StdGen

rollDie1 :: Seed -> (Int, Seed) rollDie1 seed = randomR (1,6) seed

In Prelude:

Main> rollDie1 (mkStdGen 232) (3,1017593109 40692)

Threading the State with bind
1. You have seen everything below the definition of  before. So everything up to that point is just there to set everything up. I've named >>=  and return   because this chapter uses bind and return to deal with random numbers specifically; whereas the real bind and return are more generalised and thus do not work for reasons that are somewhere over -> there. At least it works; what more do you want from me? Blood?

With  at the top of your file:

type Seed = StdGen type Random1 a = Seed -> (a, Seed)

rollDie :: Random1 Int rollDie seed = randomR (1,6) seed

(>>==) :: Random1 a -> (a -> Random1 b) -> Random1 b (>>==) m g = \seed0 -> let (result1, seed1) = m seed0 (result2, seed2) = (g result1) seed1 in (result2, seed2)

return1 :: a -> Random1 a return1 x = \seed0 -> (x, seed0)

rollNDice1 :: Int -> Random1 [Int] rollNDice1 0 = return1 [] rollNDice1 n = rollDie >>== (\d1 -> rollNDice1 (n-1) >>== (\rest -> return1 (d1 : rest)))

In prelude:

([4,3,1,1,2,3,5,4,2,5,6,4,6,2,4,5,6,5,1,5],1927676552 238604751)
 * Main> rollNDice1 20 (mkStdGen 231)

In case you're wondering: You pass  to rollNDice1 because   on its own only creates a  ; you need to pass the newly formed   a seed, in the form of , to get it shooting out random numbers.

Input/Output needs bind
1. putString :: String -> IO putString [] = putChar '\n' putString (s:xs) = putChar s >> putString xs

The State Monad
(State a) >>= f = State $ \s -> let (a',s') = a s                                    (State b) = f a'                                 in b s'

a >>= f = State $ \s -> let (a',s') = runState a s                        in runState (f a') s'

title: Haskell/Solutions/Understanding monads


text:
User talk:192.55.4.36

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks.

Xania talk 22:22, 4 June 2007 (UTC)

title: User talk:192.55.4.36


text:
User talk:71.224.38.231

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

Xania talk 22:23, 4 June 2007 (UTC)

title: User talk:71.224.38.231


text:
User:MyOwnLittlWorld/Python/Additional Python Software

(Introduction mentioning how one of python's greatest features is its extendability)

Additional Python Software
Python.org contains a central repository of all associated python software at the Cheese Shop.

Python Editors
If you feel that the standard text editor is a bit too simplistic, you might try looking into an IDE or other text editing program for editing your Python code. Python.org has a section of the Cheese Shop dedicated to Python Editors.

Idle
Idle: The standard IDE included with every download of Python in the Tools/idle subdirectory.

Wikipedia on Idle

Platforms
All OSes

Installing

 * Windows and OS X: It's already installed! Just go to your (PythonDirectory)/Tools/idle
 * Linux: Please see the instructions for your distribution.

PyDev
PyDev: A Python IDE requiring the Eclipse platform.

Wikipedia on PyDev

Platforms
All OSes

Installing

 * 1) Install Eclipse.
 * 2) Start Eclipse.
 * 3) Use Eclipse's update manager, found in the tool bar under "Help" -> "Software Updates" -> "Find and Install".  Select "Search for New Features", and add http://pydev.sf.net/updates/ as a "New Remote Site" and let Eclipse do the rest.  Eclipse will now check for any updates to PyDEV when it searches for updates.

Eric
Eric: A standalone Python IDE.

Wikipedia on Eric

Platforms
Linux, FreeBSD, Windows (can someone verify that this doesn't work in OS X?)

Installing

 * Compile from source, or download a prepackaged version for your distribution.

A Quick Introduction to IDLE
TODO.


text:
User:MyOwnLittlWorld

Added the following pages as an introduction to python, to replace the existing material, which is a little convoluted and repetitive:
 * 1) User:MyOwnLittlWorld/Python/Where to go for Help
 * 2) User:MyOwnLittlWorld/Python/Conventions
 * 3) User:MyOwnLittlWorld/Python/Installing Python
 * 4) User:MyOwnLittlWorld/Python/Python: Interactive Mode
 * 5) User:MyOwnLittlWorld/Python/Python: Non-Interactive (Script) Mode
 * 6) User:MyOwnLittlWorld/Python/Things to Keep in Mind

And the appendix referenced in the last page:
 * 1) User:MyOwnLittlWorld/Python/Additional Python Software

Please comment on my talk page about how you think these articles are, and whether or not they're an improvement over the current Python introduction (excluding the Overview of Python article, for now, unless someone wants me to remake that too).

If it's decided that we need to introduce users to at least one IDE, I'd suggest Idle as it's packaged with Python, thus everyone's guaranteed to have it with minimum effort, and would probably be pretty similar to the text editor that users would be using up to that point. MyOwnLittlWorld 23:22, 4 June 2007 (UTC)

Note: When they begin talk about indentation (probably if clauses) mention how you have to indent lines in the interpreter too or use IPython. --MyOwnLittlWorld 22:43, 5 June 2007 (UTC)

title: User:MyOwnLittlWorld


text:
Category:Kiwifruit recipes

Recipes using kiwifruit as a major ingredient.

title: Category:Kiwifruit recipes