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N64 Programming/Memory mapping

CPU Main Memory (RDRAM) (2)           CDROM (8) |       |                               |  --     |                    |  Registers (1)      Cartridge (ROM) (4)

Naturally, we'd like to keep our data in registers (1 clock cycle).

Having the CPU execute from CDROM would be slow (8 cycles). Even cartridge memory is faster.

Most likely, the game will copy the important code and data to RDRAM to decrease load times. And improve execution.

This is done via Direct-Memory Access (DMA), speedy transfer.

Note that you may also find self-modifying code since we're running from RAM.

Because the code is run off of memory, it is compiled from RAM and not ROM addresses.

Think of 8-bit NES/SMS/GB page offsets.

Examples
[0361:d824] 8002A14C: AND    k1[0000FF03],k1[0000FF03],at[FFFF00FF] [0369:d825] 8002A150: OR     k1[00000003],k1[00000003],t1[0000FF00] [3c09:a430] 8002A154: LUI    t1[0000FF00],FFFFA430h

is at ROM $554C (Fushigi no Dungeon 2).

Memory map
Our memory map goes from $0000:0000-FFFF:FFFF.

COP0 can touch $2000:0000 upwards. Meaning it can change the physical addresses pointed at 24-bit offsets (16 MB). Or 8MB down to 4KB pages.

Generally,
 * $0000:0000 = ROM.
 * $1000:0000 = ROM.

 * $8000:0000 = RDRAM. Code.
 * $A000:0000 = RDRAM. Data.

 * $A400:0000 = PI,SI. DMA registers.

 * $B000:0000 = ROM (DMA, LD).

You'll see this as 'Translation Look-aside buffer' (TLB).

PI DMA
DMA is a function of all modern systems to quickly move data between different components without involving the CPU. It is important to note that PI DMA memory transfers are done in 64-bit blocks. We can DMA from:
 * RDRAM to/from Cartridge (ROM,SRAM,FlashRAM,..)
 * RDRAM to/from RCP

DMA registers:
 * $A460:0000 = RAM address (address & 0x00FFFFFF)
 * $A460:0004 = ROM address (address & 0x1FFFFFFF)
 * $A460:0008 = Transfer size (from RAM to cartridge)
 * $A460:000C = Transfer size (from cartridge to RAM)
 * $A460:0010 = DMA Status

The last two addresses accept the DMA copy length (minus 1--BPL loop) and start the transfer. Which length register you write to depends on the transfer direction you want. Once the transfer has been initiated, the status of the transfer can be checked by reading the status register. The following flags can be used to check the status:
 * DMA_BUSY = 0x00000001
 * DMA_ERROR = 0x00000008

Below is some example C code to utilize the N64's DMA functions:

title: N64 Programming/Memory mapping


text:
Talk:N64 Programming

Source
This wikibook is based on g8z et al's guide. Used with permission. --Snargle 21:38, 16 May 2006 (UTC)

I've decided not to include the "case studies" that were included in the guide. As I understand it, laws on reverse engineering are pretty hazy in the US, but I'm pretty sure publishing the results of it is illegal here. Besides, it would be better to write a few tutorials as there are in Super NES Programming. --Snargle 22:12, 16 May 2006 (UTC)

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

title: Talk:N64 Programming


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Muggles' Guide to Harry Potter/Characters/Ollivander

Overview
Garrick Ollivander works at his own wand shop, Ollivander's: Makers of Fine Wands since 382 BC, in Diagon Alley.

Mr. Ollivander is descended from a long line of wand makers, who he believes immigrated from the Mediterranean to ancient Britain with the early Romans. Mr. Ollivander has dedicated himself to crafting the most powerful wands known using only unicorn hair, phoenix feather, and dragon heartstring for the cores. Though he believes these three substances are the strongest magically, he uses a wide variety of woods to create his wands. Wizards from around the world purchase their wands from Ollivander's shop, as they are considered among the finest wands ever made. His own wand is hornbeam and dragon heartstring.

Mr. Ollivander attended Hogwarts and was sorted into Ravenclaw House. He is married and has two children, a son, and a daughter, who is deceased. His birthday is September 25th.

Philosopher's Stone
Ollivander, after trying out many wands, sells Harry an 11-inch holly wand with a phoenix feather core. This wand's core happens to contain one of only two feathers donated by a particular phoenix. Harry is disconcerted when Ollivander tells him it is the same phoenix whose feather lies within Lord Voldemort's wand. Harry, seeing how much Ollivander appreciates Voldemort's powerful magic, is unsure whether he likes Mr. Ollivander.

Prisoner of Azkaban
Ron receives a new wand before school begins; presumably it is an Ollivander wand, though his name is not mentioned.

Goblet of Fire
The four champions, Fleur Delacour, Cedric Diggory, Viktor Krum, and Harry Potter, must have their wands checked to confirm that they are all in good working order. It is Mr. Ollivander who is called in to do that checking. He recognizes Harry's and Cedric's wands immediately as being of his own manufacture, recognizes Krum's as being "a Gregorovitch creation," and suggests that the Veela hair core of Fleur's wand could make it temperamental.

Half-Blood Prince
Some stores in Diagon Alley have closed as their owners have disappeared. Florean Fortescue's ice cream parlour, for instance, is no longer open, and damage to the store indicates a struggle occurred there. But while Mr. Ollivander has also departed, Ollivander's shop is unscathed, indicating he may have either decamped to avoid the upcoming battles, or thrown in with Voldemort. Neville Longbottom remarks that the new wand his grandmother gave him after the battle at the Ministry of Magic is from Ollivander's. He thinks it may be of the last wands Ollivander sold before disappearing.

Deathly Hallows
Ollivander, it turns out, had not decamped or voluntarily joined the Death Eaters. Actually, they are holding Ollivander captive at Malfoy Manor. His screams are heard from the cellar below their meeting room, seemingly in response to Voldemort's statement that he, Voldemort, shall be the one to kill Harry Potter. Lord Voldemort interrogates Ollivander about ways to overcome the connection between his wand and Harry's. When Olivander's advice to use a different wand fails (Harry's wand destroys the wand borrowed from Lucius Malfoy), Lord Voldemort severely punishes Ollivander.

We surmise from later events that when Ollivander was unable to provide sufficient answers as to why Voldemort's borrowed wand failed against Harry's, he then interrogated Ollivander about the legendary Elder Wand, also known as the "Deathstick", the undefeatable wand.

Later, Harry, Hermione, and Ron rescue Ollivander from Malfoy Manor, taking him to Shell Cottage. We learn that Ollivander had been forced to make Wormtail a new wand. He also explains how wands choose their owners and says that a wand's loyalty can be transferred from one wizard to another. It is part of a wand choosing its wizard, and the wand may shift its allegiance, partly or wholly, to one who captures it from the original owner. However, murdering the previous owner is unnecessary to win a wand's allegiance. Ollivander admits to Harry that the Elder Wand's history does seem littered with murders.

Finally, Harry confirms that Ollivander had known that Gregorovitch had, or at least claimed to have, the Elder Wand, and had spread rumours that he was studying it to determine its secrets. He also confirms that Ollivander had passed this information on to Voldemort.

Ollivander's long imprisonment weakened him, and his recovery is long, but just before Harry embarks on his mission to Gringotts, Ollivander is taken from Shell Cottage to the Weasley family's Auntie Muriel's house to convalesce.

Strengths
Mr. Ollivander dedicated himself to becoming the finest wand maker in the world, carefully researching what magical substances were the most powerful for a wand's core. He settled on only three: dragon heartstring, unicorn hair, and phoenix feather. He does use a wide variety of woods, which, when combined with the cores, apparently affects how each wand works. He is also able to remember every wand he ever sold, including details of its construction.

Weaknesses
Due to his advanced age, and later due to his long imprisonment, Ollivander is apparently somewhat weakened physically. While it is never mentioned, it may be this physical weakness that allowed the Death Eaters to capture Ollivander without leaving signs of a struggle.

Analysis
Hagrid makes a comment in Harry Potter and the Philosopher's Stone that leads us to believe that Ollivander is not the only wandmaker, but certainly the best, though it is never stated in the series whether this means the best in the world, the best in Britain, or the best in Diagon Alley. Both Ron and Neville seem to take some pride in having received wands from Ollivander's. Based on that analysis, we can surmise that Ollivander is likely at the top of his profession, in London at the very least. In fact, the general impression of the reader is that only Gregorovitch can possibly equal or surpass him in skill.

Questions

 * 1) How can Mr Ollivander recall every single wand ingredient to every single customer?


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User:Bone Spencer

This is my talk page; if you see my stamp then I am still workiing on the article and will be further editing and adding to it.

title: User:Bone Spencer


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User:Mpickett

mpickett

title: User:Mpickett


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Talk:TI 83 Plus Assembly/What you need

Devpac8x
Hey, I need the source for devpac8x (devpac83 too, but not as bad) really bad! Can someone please help me either get the source or the people that wrote it because their emails aren't in service! - Doug (DougEFresh902@aim.com)
 * Hmm. I'm interested in the same thing. Maybe the folks over at TiLP could help you with converting a bin to the 8xp format, they've reversed engineered pretty much everything else having to do with TI's calcs. 75.100.154.45 05:50, 26 July 2007 (UTC)

 * What do you guys need it for? I wrote a program in C# using .NET that will convert a .bin to a .8xp on any archetecture up to x64, if that's what you need.--75.70.247.178 (talk) 22:52, 13 May 2010 (UTC)

(Titled by WakiMakiRolls 14:33, 15 April 2007 (UTC))

TI-83 Inlclude file
Has anyone tried this link? It says

"You have entered a illegal website and the FBI will come to your door. Don't try to leave the country. Blah blah blah."

And there is no file. Does anybody agree that the link should be replaced? I say with | this one.--WakiMakiRolls 14:28, 15 April 2007 (UTC)

 * Better get a lawyer. lol. Updated the link. 75.100.154.45 05:50, 26 July 2007 (UTC)

alternative assemblers
These assemblers all allegedly support the "Z80": Do any of these alternatives to TASM actually work with the TI-83 or TI-84? --DavidCary (talk) 04:23, 6 December 2009 (UTC)
 * Pasmo
 * the assembler that comes with the Small Device C Compiler
 * the inline assembler that comes with Z88DK
 * GNU Assembler
 * Sarcasm

title: Talk:TI 83 Plus Assembly/What you need


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Talk:BLL German

Merging
Regarding merging: I disagree and so does the main author of the existing German course (see comment on Languages Bookshelf). The German course is fairly advanced and uses a completely different approach. This course is fairly advanced, too, just not wikified yet. Junesun 05:57, 17 May 2006 (UTC)

I have to disagree, I think the book should be merged because of the mere fact that it is redundant to have two books coexisting that both aim to accomplish the same thing (teach the German language). Perhaps you can contribute to the currently existing book, and work on improving the methodology used so that it is more beneficial to all. Maybe this should be taken to a vote? --Ultimadesigns 02:06, 18 May 2006 (UTC)

 * After reviewing the German book, I saw that there is a relatively undeveloped section entitled "Lessons." You seek to accomplish learning by lessons in this book, so why not merge your ideas with the currently existing ones there? --Ultimadesigns 02:06, 18 May 2006 (UTC)

 * I beg to disagree. The existing German course is one of the most developed language courses on Wikibooks and trying to change its structure now would only create a mess. I'll give you an example: the first actual lesson of that course introduces more than 50 new words and the students also have to memorise 3 conjugation tables, the definite article, the indefinite one and some misc explanations. My lessons are based on the idea that that is far too much, that language students, particularly inexperienced ones, will easily get intimidated and de-motivated by being expected to memorise so much at once; they have to see progress quickly and not just after studying a lesson for a month. Accordingly, my first lesson only contains 11 new words (-> roughly a fifth of what the other lesson teaches at once) and 1 part of one conjugation (-> about a twentieth of what the other lesson teaches at once). Not to talk of the existing German course having no clear-set goals of what the student shall achieve in each level, so the logic behind the lessons is a-little-of-this-and-now-a-little-of-that and I'm working goal-driven to allow the student to achieve the proficiency level relevant for standard tests with a minimum of effort. Can't you see that trying to re-write the other course to even remotely resemble my ideals would be far more work than creating a new course? And I think it would be a waste of time for me to write follow-up lessons for the other course because hardly anybody is going to progress as far as the lessons reach now.

 * Besides, our audiences are different. The existing German course aims at experienced language learners who are already familiar with a lot of grammar terminology, who know how to memorise vocabulary and grammar effectively, who have learned a language in self-study before, whereas my course aims mainly at those who haven't ever learned a foreign language, neither in self-study nor formal classes. Having different language courses for different audiences is not uncommon on Wikibooks, see Finnish for example, or Japanese.

 * Junesun 07:46, 18 May 2006 (UTC)

 * Also, it doesn't seem to make sense to me that we're going to work on two completely separate German projects when the current one is only marked at present as a Maturing Text. To have two entirely different projects on which people are contributing just seems nonsensical to me.  What do others think?  --Ultimadesigns 11:04, 18 May 2006 (UTC)

 * I full-heartly agree with Junesun, two different lesson plans just don't mix, and won't. I am currently creating the lesson plans for level 3 and 4, so the German book is covered. I will not allow a change in the lesson plan, it cause so much, unneeded, confusion and work. --Je suis 22:41, 18 May 2006 (UTC)

 * Fair enough, might as well remove the merge tag. --Ultimadesigns 00:06, 19 May 2006 (UTC)

This discussion seems to have already reached a natural conclusion, and the correct decision not to merge made! As a user / browser I have to say how much more I enjoyed the approach taken in this book than in the current "book of the month" - the other German language tutorial. Regardless, why shouldn't there be two books on the same subject with differing philosophies and approaches? I would hope the average library or bookstore has more than one book on the subject! Thank you and congratulations to the author of this work for a fine start!

Broken link
A link is given which supposedly describes what a person should be able to do with a language at each level of proficiency: http://www.alte.org/can_do/general.cfm When I went to the page, I got a 404 error: "The requested document was not found on this server." I commented out the sentence referring to the link. Athelwulf 20:53, 23 July 2006 (UTC)

German can also serve as a lingua franca, e. g. in Eastern Europe it's often easier to find somebody who speaks German well than somebody who speaks English well;

Not really, no. Perhaps in Russia but in most parts of EE, English is definitely better known than German.

Lingua franca is a bit strong, but I have found my German useful to communicate in Eastern Europe (over 30s, holiday areas frequented by Germans, returned immigrant workers) in the absence of my Russian or their English. Under 30s appear better at English. FWIW (Jeoknowhat (talk) 02:16, 5 June 2010 (UTC))

Use of Multimedia (sound files)
I like the look of your project. In my experience of language teaching & learning, it is very important to include recordings and other materials. Are there any plans to include this? (Jeoknowhat (talk) 02:16, 5 June 2010 (UTC))

title: Talk:BLL German


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Business Continuity Management/Managing Business Continuity/Project Management

Chapter 3: Defining the IT Project

Overview Many projects are managed on the explorer principle: “Let’s get moving and see what happens.” While this approach can be exciting, particularly at two in the morning before a milestone deliverable is due, it rarely produces what the client wants. Defining the project consists of finding out what that is. It may seem insultingly elementary to point out that in order to satisfy a client, you need to identify what will do that, but, too frequently, the client’s needs finally become clear at implementation. That is too late.

You may wonder why so many projects do not define at the start exactly what will be produced, but a more useful question is what indicators will tell you that perhaps your project is not focusing on client needs. There are several.

There is a “done it before” attitude on the part of your team (including you). You may, therefore, be deluded into believing that because you understand the application (such as inventory), you know what the client needs and that there is little point in taking up valuable time asking silly questions.

When you and your team address problems, you focus on technical solutions instead of client needs. If you are to be client-focused, then all problems that you and your team discuss must be solved by considering what is best for the client, not by relying on technical ingenuity.

The project is rushed at the start. You have near-impossible deadlines to meet and the imminent inevitability of night and weekend work. If this is the case, you are being pressured to “get on with it” and to produce something—anything—fast, and you will come to regard slowing down to talk to the client as a career-limiting move.

Your client or your management (or you) believe that the only valuable product from a computer-systems project is code, and that everything else is preamble—costly, time-consuming, and of limited value. If that is the case, any actions that delay the start of “real” work will be wasted and unwelcome.

If any of these conditions is true, then you have forces that are diverting you from laying the necessary groundwork. The counterforce to each of them is to insist that the requirements of the project be defined as clearly and unambiguously as possible.

There is another emerging threat to a clear definition of deliverables. Many projects are now structured around some form of iterative development in which prototypes are prepared, reviewed, and successively refined until the prototype evolves into the final system. In this approach to systems development, the prototype is often used to identify business rules and procedures, leading to a temptation to dismiss the need to define requirements because “they will become clear as we evolve the prototype.” If you hear this argument, point out that iterative development is one way of reaching the desired end result, but that that result still needs to be defined. In fact, this approach to projects needs, if anything, an even clearer definition of the end goal.

To define a project, you must define, document, and gain client approval for two things: the deliverables and the scope. These are discussed later in this chapter.

However, defining a project is more than defining deliverables and scope. You also need to define how the project will be conducted. Specifically, you will need to establish:

How you will manage requests for changes to the scope

How the client will review and approve deliverables

For development projects, what kind of approach the project will take

These are the subjects of chapter 3. A checklist at the end will help you ensure that you and the client agree on the important issues in the project.


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User:Ekulation

London

title: User:Ekulation


text: User talk:125.212.73.192

title: User talk:125.212.73.192


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User talk:212.49.85.38

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

title: User talk:212.49.85.38


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User talk:85.147.59.48

Please do not vandalise pages. If you continue this conduct you will be bannedDolive35 09:59, 17 May 2006 (UTC)

title: User talk:85.147.59.48


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Talk:EverQuest

Different class sections
I have begun writing a walkthrough for the Druid, and I, being a novice at WikiBooks, was wondering if it would be right to put it at /druid, or more like at /druid/walkthrough. It's at /druid right now, because having a subcategory wtih more information than the main category sounds silly to me. After I am done with the Druidic walkthrough, I'm going to begin writing others. 71.70.142.189 22:22, 17 April 2006 (UTC) | GofG (WP)
 * hello GofG, firstly, I think where you put it now is just right for the time being. Don't forget, we can always rename it if needs be. I wouldn't really call it walkthrough though, as there are per se no EQ walkthroughs. There are guides, but a walkthrough (like i.e. for Baldurs Gate) is nothing what you can really writeup I think :). Thanks again for your help here! --Kajolus 14:37, 18 April 2006 (UTC)
 * Right. I think maybe the discussion of the guide should move to it's page, though. When I'm done with the Druid, I'm gonna work on the other classes I've played through. Note though that I've only played the Druid to level 51, and I'm playing on the mac server Al' Kabor, which has the expansions up to the Planes of Power, so I'm probably missing a ton of information. Regardless, I think that all the class sections could use a rewrite. I chose the Druid one to do first because it seemed to be the worst... Please see the talk page on Druid. GofG T 01:55, 19 April 2006 (UTC)

-- Hey guys, I added a few external links to the Paladin page and plan to create a creation guide, walkthrough - whatyamaclallit section for paladins much like GofG has going there for druids. Just as soon as I figure out how everything works here. Netos 05:26, 28 April 2006 (UTC)
 * cheers mate. The most important thing is: use the show preview button as often as possible. that at least helped me a lot. I also added a guide to the "ethereal cleansing" quest under the "uncommon spells/tomes section" for the paladin. --Kajolus 09:27, 28 April 2006 (UTC)

Sections
Spells: I think having a spells page would not work. with the constant changes/additions etc. I think we are better off referring to lucy. or?--Kajolus 12:40, July 18, 2005 (UTC) also, I think we should make a "tactics" section, class specific and general?--Kajolus 08:48, August 2, 2005 (UTC) Zones & Continents: How about rolling this into one section "Continents"? Congin 16:01:39, 2005-08-19 (UTC)
 * It's up to you. A page doesn't yet actually exist.  It's just a redlink at the moment. Uncle G 11:04:24, 2005-08-02 (UTC)
 * added a site uncommon spells/tomes/dics - more general approach, so melee's/hybrids are not left out. the site shall contain only spells/tomes/discs, which need to be quested/researched or drop of mobs only. else we will not be able to maintain it. --Kajolus 10:57, September 8, 2005 (UTC)
 * I defer to your expertise. Go for it. Be bold. Uncle G 11:04:24, 2005-08-02 (UTC)
 * done :) --Kajolus 10:57, September 8, 2005 (UTC)

I'll work on the class pages eventually, but I have a paper to write this weekend. also, although the 'general raiding advice' section has a great piece by apostate, it's not really 'general raiding advice,' imo. it's pretty detailed, and although it has a lot of great points (-especially- for a raid leader,) a general raiding advice section could really use.. well.. a lighter piece. czaemon
 * Czae, thanks for helping out. Please do not forget, that (a) I am not an native english speaker, (b) I don't mind edits at all and (c) your expertise is badly needed here. and don't worry about not having much time. I guess we have all the time we need ;) --Kajolus 11:50, September 12, 2005 (UTC)

Still just swamped with stuff, so I haven't gotten around to any edits ~ Czae

Promoting EQ wikibooks
please, can you all promote this book here, so we get more people contributing? thanking you :) /bow --Kajolus 11:23, September 8, 2005 (UTC)

how to proceed with the book?
I guess starting off with various subsections is one way (like we're currently doing). what we also could do though, is to step back and try to find out, how we want to proceed. I mean questions like (not an exhaustive list) need to be adressed as well. or?--Kajolus 07:52, September 12, 2005 (UTC)
 * how to structure the book
 * where can we create/use templates?
 * overlap with wikipedia
 * I agree that you guys(and I'll add my help as I can too) need to work on the layout of the book and address the overlap issues. One thing I noticed today is that the FAQ has some Veteran reward AA information, and we have some of the same information under AAs. It is early days yet, but we have to focus so that anything which is repeated, is repeated for a purpose. BTW, good job so far, I came here 'cause many of my questions pop up in google with you guys at the top.Tendiin 12:53, 9 May 2006 (UTC)
 * Tendiin, oh yes, plenty of things to do... and thank you for the flowers for the work done so far. It's indeed not bad :) Albeit I have to admit, that at times I just think we move too slow...:-/--Kajolus 21:26, 9 May 2006 (UTC)

Additions - general
topics you think we should be working on too, just add
 * LDoN progression (expansions/LDoN))
 * update - almost finished http://en.wikibooks.org/wiki/EverQuest/Expansions/LDoN#ldon_adventure_stone_npcs_and_locations --Kajolus 21:30, 9 May 2006 (UTC)

 * Leadership abilities (expansions, GoD(?)))
 * Added under AA page. Tendiin 14:26, 10 May 2006 (UTC)

 * Veteran Rewards (expansions or FAQ?)
 * update: http://en.wikibooks.org/wiki/EverQuest/Frequently_Asked_Questions#Veteran_rewards--Kajolus 12:51, 7 March 2006 (UTC)
 * races (races - innate abilities (AC boni, HP regen, swimming skill, hide etc.) and Lore only, no need to mention stats, or?)
 * update: progressing quite nicely http://en.wikibooks.org/wiki/EverQuest/Races --Kajolus 12:51, 7 March 2006 (UTC)
 * the ext. link section in the FAQ and the various class sections, I think it wouldn't be a bad idea to add the owner (at least, to show if independent or IGE/Yantis/Zam related...)--Kajolus 21:25, 9 May 2006 (UTC)
 * Under each class page, a list of the types of spells(with one or two examples) important to that class? Maybe a little bit on what is expected of the class? (Similar to tactics but from the class perspective) Tendiin 14:26, 10 May 2006 (UTC)

I think this is horribly wrong, strategywiki is not an official wiki and it was pointless to move this there. The person who did this should have their admin taken away.
 * Please see Staff lounge. GarrettTalk 03:35, 20 May 2006 (UTC)

title: Talk:EverQuest


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Talk:Umbraco

Untitled
Not really sure about having blank sections like Configuration is at the moment. I find that I keep clicking there expecting content.

title: Talk:Umbraco


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Template:Requested books

[ >> suggest a book ] [ start a book ]

title: Template:Requested books


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Talk:Norwegian/Lesson 1

Good day
I observe that "god dag" has been translated with "good day". If I'm not mistaken, "good day" is something you say at the end of an conversation in English (as in "bye"). In Norwegian you say "god dag" as a greeting (as in "hi" or "hello"). There's a story about a norwegian minister who started his speech in English with the words "good day". In Norwegian that makes perfectly sense, but not in English. 129.177.166.2 13:20, 17 May 2006 (UTC) (Mendalus @ en.wikipedia)

 * Well, that's correct. In Norwegian you can use "God kveld" ("Good evening")to end a conversation, but the most common is "Ha det bra" (Literaly: "Have it good") or just "ha det" (an abbreviation of "Ha det bra". Has no meaning, literaly: "Have it") "hei" (also used in the beginning of a conversation, can be translated with "hi" or "bye").--Anjar (talk) 19:54, 15 April 2010 (UTC)

 * In my dictionary "God dag!" means "Good day!", and "Good morning!" would be "God morgen!" in norvegian. In the main article "God dag!" is translated as "Good morning!", and now I'm confused which means what.

Replaced content
Since the contributor didn't leave a note or mention his/her intention in the edit summary, I thought I'd mention that that this whole page seems to have been pretty much replaced in April 2009. --Swift (talk) 04:53, 14 April 2009 (UTC)

Gender of øl
I am not awfully sure if beer in Norwegian is a neuter noun, "En øl" sounds more right than "Et øl". 95.34.175.206 (talk) 17:29, 7 January 2010 (UTC)

 * I think it's the same as in danish where the liquid is neuter, but a bottle of the drink is masculine. --Swift (talk) 22:43, 7 January 2010 (UTC)

 * Nope, øl is both. If you look in the dictionary, you will find three meanings of the word. Two of them, one means weak low heat, the second means a bottle/cup of beer (øl), both is masculine. The last means only bear, and that is neuter.
 * The first meaning is very, very rare, the second is the most common, and the third not so much used (it's used in sentences like "Dette ølet var godt" ("This beer was good")) --Anjar (talk) 19:37, 15 April 2010 (UTC)

Maybe link some audio for the dialogs?
People who are new to a language really need people to model new words and phrases for them. If they learn it only through text, they risk developing an awkward heavy accent. Just a suggestion. Thanks for putting your time into this project!

title: Talk:Norwegian/Lesson 1


text:
Wikijunior:Big Book of Fun Science Experiments/Grow your own fungi

What you will need: two slices of white bread, some water, two clear polythene bags.

what to do:

1: Pour some water (but not all of it) onto the bread, so it is slightly damp.

2: Put one slice bread into a bag, seal it tightly, and leave in a warm place for 2-3 days

3:Put the other slice of bread into another bag and leave it in the light.

Both slices of bread should have fungi growing on it. (Don't try to eat this bread after the experiment!!!)

Principle
The “stuff” on your piece of bread should be colonies of fungi. Fungi is a type of organism, like plants or animals. However it reproduces in a unique way. It releases tiny spores into the environment in uncountable numbers. If the spores find a place with water, air and a food source, they will grow and release their own spores.

Fungi are unique in many other ways. They “eat” food as their primary way to attain energy, like animals, however they cannot move, like plants. Early scientists were quite confused by them, grouping them with plants. However, the definition of plants changed to involve photo-synthesis (a process plants go through to turn water and carbon dioxide to sugar). Fungi don't go through photo-synthesis, so they were placed in their own group, called a kingdom.

Do note, that eating this piece of bread is ill-advised and dangerous. Fungi can cause major intestinal issues, and also thriving on this bread are bacteria, which cause various diseases and are, in very rare occasions, potentially deadly. (Also, one could only assume, it doesn't taste good.)


text:
Wikijunior:Big Book of Fun Science Experiments/Simple switch

To make a simple switch you will need:
 * a battery
 * a bulb in a bulb holder
 * a small block of wood
 * 2 brass pins
 * a paperclip
 * 3 wires with "alligator" clips.

Build Your Switch

 * Measure your paperclip, then subtract 1/4 in from its length.

 * Shove the pins in the wood that far apart, making sure one of the pins goes through the paperclip.

Wire Up!

 * Run a wire from one terminal of the battery to one pin on the switch.

 * Run another wire from the other pin to the bulb.

 * Run the third wire from the other terminal of the bulb to the second terminal of the battery.

 Have Fun!


text:
Portuguese/Contents/BP/Planning

Welcome to the Planning page for the Brazilian Portuguese section of the Portuguese Wikibook.

The motivation for having this page is to put our heads together, and come up with a structure that will create a world-class text for learning Brazilian Portuguese. This will include defining lesson topics for the different levels, and agreeing on a consistent structure for the individual lessons.

It may also be wise to consider the requirements of a print (PDF) version. In order to make this printable version truly useful, it could be accompanied by a version of the audio files designed to be burned to CD, possibly in ISO form. The ISO may have to be hosted offsite, because of the file size.

Please see this talk page for the discussion which led to the creation of this page. Also see Authoring Foreign Language Textbooks for our inspiration on how to write this book.

Please observe the following guidelines:
 * 1) Place your comment at the bottom of the list;
 * 2) Title the comment (by placing the title between equals signs like this: == title ==);
 * 3) Sign your name and date (by adding four tildes: ~ ). (The initial version of this page has been written by --MJKaye 10:00, 18 May 2006 (UTC))

Let us know your thoughts and suggestions. Those are what will make this a high-quality book.

Purpose and Audience
The proposed aim of this section of the Portuguese book is to be a complete learning resource for those wishing to learn Brazilian Portuguese.

All lessons, at all levels, should be easily digestible, and aid ease of learning. The initial focus will be on the Basic level lessons, which should be accessible to anyone who has no prior knowledge of Brazilian Portuguese. The Basic level lessons should also be accessible to anyone who has no prior experience of learning a foreign language. Completion of the Basic level should enable the reader to ask essential questions of native speakers of Brazilian Portuguese, and engage them in rudimentary conversation. It should introduce verb conjugation, and use of the more common tenses.

The Intermediate level should introduce more grammar, some of the less common tenses, and concentrate more on written Brazilian Portuguese.

The scope of the Advanced level should probably be defined when some work has been done on the Intermediate level. If the Portuguese grammar Wikibook develops, it could provide a good supplement for those wishing to study the grammar in more depth, especially as it seems to be based on Brazilian Portuguese.

Lesson Roadmap
This has not been planned in any detail.

There should probably be an introduction to the language, with differences and similarities to English, and an overview of how the language is constructed.

The first lesson at the Basic level should probably be on "Introducing Yourself". This will probably cover "Ser" ("to be"), and touch on verb conjugation.

As suggested by Junesun, each lesson should probably be based around a dialogue from a real-life situation, which can be used practically. This dialogue should introduce grammar and vocabulary, building on the knowledge gained in previous lessons. This should produce a text which gives knowledge for practical situations, and introduces progressively more detailed aspects of the language. These dialogues may be replaced by texts from the intermediate level. Hopefully, we will be able to have audio versions of these dialogues, read by native Brazilian Portuguese speakers, to accompany each lesson.

What probably needs to happen, is that we decide on some lesson dialogues and scenarios to use, then work out the grammar and vocabulary content of each, and, therefore, the order in which they should be presented. They may well need to be massaged to fit the sequence, and present the best information. It would be useful if these dialogues and scenarios introduced cultural information. Please make suggestions for these dialogues here.

It is probably appropriate to have a Review every 4 or 5 lessons.

Lesson Formats
The lessons should be consistent in their format. This makes the reader more comfortable, and reduces distraction.

They should be short, providing an easily digestible amount of information. They should also be reasonably self-contained, reducing the need to flick between pages, while also building on the knowledge from previous lessons.

An excellent suggestion for the basis of the chosen format is found at Bite-sized language lessons.

The lesson format would probably follow this sort of structure:
 * Goal - a description of what you can expect to learn in this lession
 * Dialogue (or text) - the dialogue on which this lesson will be based.
 * New words - an explanation of any new words introduced in the dialogue
 * Grammar / word usage explanations
 * Exercise(s)
 * Exercise answers
 * Extra vocabulary for optional study

For consistency, it is proposed that Dialogue, Vocabulary, and Verb tables use the Language table template. This will also make it easier for accompanying audio files to be uploaded. Note that this convention may well change to use the (as yet unwritten) Brazilian Portuguese Table template, but this switchover will be taken care of by the template author.

Target Standards
The book (course) should probably aim to conform to certain education standards. An example of this may be the Common European Framework of Reference for Languages. The Basic level could be broken into the A1 and A2 levels, of that standard; the Intermediate level broken into B1 and B2, and the Advanced level broken into C1 and C2.

The use of such a standard would clarify the goal of each level, and aid in defining the scope of each lesson. However, given that this course covers Brazilian Portuguese, it may be more appropriate to use a non-European standard. Suggestions are encouraged.

title: Portuguese/Contents/BP/Planning


text:
Electronics/ALU

= Arithmetic and Logic Unit =

Introduction
The Arithmetic and Logic Unit are not a single entity, but are actually composed of two separate units whose operation is highly dependent on the Select Input(S).

This input is a one-bit input that will decide whether to route the binary variables to the Arithmetic or to the Logic Circuit.

Arithmetic Unit
Handles basic operations such as Addition and Subtraction. The Multiplication and Division operations are dependent on the basic operations and Bit-Shifting. The Multiply and Divide operations can also be implemented using Hardwired / Microprogrammed Control.

Logic Unit
The Logic unit is a Hardware Unit implemented for performing basic operations such as AND, OR, NAND and NOT. A particular logical operation is selected using a 4:1 Demultiplexer.

The results of all the operations are routed into a data bus for memory addressing.

title: Electronics/ALU


text: User talk:38.101.176.34

title: User talk:38.101.176.34


text:
A-level Chemistry/OCR/Chains, Energy and Resources/Basic Concepts and Hydrocarbons/Alkenes

= Alkenes =

The alkenes are unsaturated chains of carbon & hydrogen with one or more double or triple carbon carbon bonds. The simplest alkene is ethene $$ ( C_2 H_4 ) $$ the general formula for simple alkenes is $$ C_n H_{2n} $$. Notably, simple alkenes all end in the "ene" suffix, as opposed to the alkanes' "ane" suffix. Another thing to note about alkenes is in their naming. The alkene functional group is the double bond, and thus when naming the compound the double bond defines whether it is, for example, pent-1-ene or pent-2-ene.

$$ CH_2 = CH CH_2 CH_2 CH_3 $$ is pent-1-ene.

$$ CH_3 CH = CH CH_2 CH_3 $$ is pent-2-ene.

Straight chain alkenes have marginally lower boiling points than their alkane counterparts & like the alkanes (and pretty much all homologous series), all simple alkenes have the same general formula, have similar chemical properties & show a trend in physical properties.

Bonding in Alkenes
The alkenes have a carbon-carbon double bond, this means that they have one σ (sigma) bond, and also one pi bond. The bonding in alkanes only consists of σ (sigma) bonds which means they're able to be twisted around. However the pi bond along with the sigma bond in alkenes prevent free rotation. This gives rise to cis-trans isomerism, in which the larger groups on the alkene molecule are either on one side together (cis, Z) or on opposite sides to each other (trans, E).

The pi bond occurs due to the side by side overlap of adjacent p orbitals. It is weak, and can be broken easily.

Pictures coming soon!


text:
User:Aflm~enwikibooks

I am user:aflm.

title: User:Aflm~enwikibooks


text: Template:User pt

title: Template:User pt


text:
User talk:Catsarecool

Image Copyright Problem: Image:Marbles 059.jpg
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For any other sources of for more information see Image copyright tags. Please remember that if you don't tag your images, they will be deleted.

 * P.S. If you have uploaded other images without including copyright tags, please go back and tag them.  Also, please tag all images that you upload in the future.

If you have any questions, just leave a message on my talk page. Thanks again.

 * Click on the link to image description page above. I can't see anything there. --Derbeth talk 08:58, 13 May 2006 (UTC) Derbeth talk 23:01, 17 May 2006 (UTC)

Vandalism
Please do not vandalise talk pages. If you continue to vandalize wikibooks, your ip address will be notified to the adiminstrators who may in turn see your ip banned. Thanks Aznph8playa 03:45, 22 May 2006 (UTC)

 * I have blocked you for a year for vandalism, Jguk 06:29, 22 May 2006 (UTC)

title: User talk:Catsarecool


text:
Arimaa/Glossary

Adjacent
The d4 square is adjacent to c4, e4, d3, and d5. In Arimaa, adjacent does not include diagonals, which have no place in the rules.

Arimaa Challenge
First held in 2004, the Arimaa Challenge was an annual match between a top bot and top human players. Humans dominated for eleven years, until a bot's surprise victory in 2015.

Away trap
An opponent's home trap: c6 and f6 are away traps for Gold, while c3 and f3 are away traps for Silver.

Basket
A basket is like a frame or fence, but does not directly involve a trap square. A piece in a basket is blocked in any direction it could move if it were unfrozen.

Blockade
A blockaded or smothered piece is surrounded by pieces which it can't push away. A blockaded square is occupied by a piece which can't be pushed off. See also Phalanx, Frame, Immobilization.

Camel
The second strongest of the six unique Arimaa pieces. Each side has one camel.

Capture
A capture removes a piece from the board; a piece is captured when it occupies a trap square with no friendly piece beside it.

Cat
The fifth strongest of the six unique Arimaa pieces. Each side has two cats.

Choke
A choked piece is blocked by its own rabbit. Unable to retreat homeward, advanced rabbits can sometimes be used against their owner.

Dislodge
To push or pull an opponent's piece. Dislodge should not be confused with capture.

Dog
The fourth strongest of the six unique Arimaa pieces. Each side has two dogs.

Draw
Prior to July 1, 2008, one who had lost all eight rabbits could still get a draw by capturing all remaining enemy rabbits. Draws are no longer possible, as a game now ends when one side is out of rabbits.

East wing
The right side of the board viewed from Gold's perspective, specifically the f-, g-, and h-files.

Elephant
The strongest of the six unique Arimaa pieces. Each side has one elephant, which is the only piece that cannot be pushed or pulled by the opponent.

Elephant deadlock
The two elephants are deadlocked when both remain next to the same trap, preventing any capture therein.

Elimination
A player wins by elimination if the opponent has no rabbits left. In the rare event that each player loses his last rabbit in the same move, the one who made the move wins. See also Goal, Immobilization.

Endgame
The game phase when a goal line can no longer be blocked reliably, and thus gameplay centers around goal threats. See also Opening, Middlegame.

Exchange
An exchange or trade occurs when each side captures material within a few turns. If each side captures a rabbit, that is a rabbit exchange. If the gold camel is captured and then a silver horse is captured, that is a camel-for-horse exchange. See also Sacrifice.

False protection
When two friendly pieces next to a trap could each be dislodged in two steps, resulting in a capture in an apparently protected trap. See also Mutual protection.

Fence
A fenced piece is stuck next to a trap, and could only step into that trap. A fence may result in a capture, frame, or hostage.

File
One of eight columns on an Arimaa board. From Gold's perspective, the a-file is on the left and the h-file is on the right. From Silver's perspective, it is the reverse.

Flip
In one turn, a piece might pull and then push a weaker enemy piece; the stronger piece finishes where it started, having flipped the enemy piece two squares. A piece surrounded on three sides cannot do a flip, as there is not room for the movement.

Fork
A forked piece is simultaneously threatened with capture in two different traps. The forked piece would have to be on c4, c5, d3, d6, e3, e6, f4, or f5.

Four-for-two
A four-step move which can be undone in two steps by the opponent. Like three-for-ones, four-for-twos usually give away time.

Frame
A piece which is on a trap square, securely surrounded on three sides by opposing pieces, has been framed. Its lone friendly defender is pinned. See also Basket, Phalanx, Blockade.

Freeze
A piece is frozen if no friendly piece occupies an adjacent square, and a stronger enemy piece does occupy one. A frozen piece cannot move until a friendly piece is beside it, or until the stronger enemy piece leaves. A frozen piece can still be pushed or pulled by the opponent.

Free piece
A free piece can move around with limited risk. Blockades, frames, hostages, trap attacks, and goal threats may restrict pieces on both sides, leaving other pieces to decide the game. Having the strongest free piece or strongest local piece can be a large advantage.

Friendly piece
For Gold, any gold piece is a friendly piece. For Silver, any silver piece is friendly. Friendly pieces can unfreeze each other or protect each other from capture.

Goal
If a rabbit reaches the opponent's home rank, the game is won by goal, which is the usual way a game ends. See also Elimination, Immobilization.

Goal attack
An ongoing goal threat. See also Trap attack.

Gold
Gold is the player with gold pieces. Gold is both the first to set up and the first to move. See also Silver.

Hang
A hanging piece is exposed to immediate or forced capture. See also False protection.

Home trap
A trap on a player's third rank. The squares c3 and f3 are Gold's home traps; the squares c6 and f6 are Silver's home traps. See also Away trap.

Horse
The third strongest of the six unique Arimaa pieces. Each side has two horses.

Hostage
A hostage piece is held near a trap and threatened with capture should a friendly defender leave.

Immobilization
A player wins by immobilization if the opponent has no piece which can move, or if any move the opponent could make would recreate a position they created twice before. See also Freeze, Blockade, Goal, Elimination.

Key square
A square north, south, east, or west of a trap square. See also Trap attack.

Lemming
Not recognizing a lost cause, some bots will go all out to save a doomed strong piece. The bot sends over a weak piece to defend it, only to have the weak piece captured with the strong piece no better off. The cycle may repeat several times, with the bot sending over lemmings and the opponent capturing them.

Linchpin
A stabilising piece in front of a friendly piece which might otherwise be vulnerable. If the gold camel is on b3 and intends to stay there, Gold might have a linchpin horse on a4 to prevent his camel from being frozen on b4 in the event it is pulled up.

Middlegame
The period between the opening and endgame.

Mutual protection
When two or more friendly pieces protect each other from capture in a trap they are adjacent to. See also False protection.

Opening
The period from setup roughly until the first capture. See also Middlegame, Endgame.

Overload
Multiple threats might overload the enemy elephant, if no other piece can defend.

Phalanx
When every square a piece could be pushed onto is already occupied. A phalanx may be part of a larger blockade, or may simply block a particular move.

Pin
A lone friendly piece supporting a framed piece is said to be pinned. If a pinned piece moves, the framed piece disappears instantly.

Pinch
A capture defense in which an enemy piece is surrounded so that it cannot pull or flip a piece into a trap.

Postal game
A game in which players have at least a day to complete each move, allowing for deeper exploration than would a live game.

Pull
A piece can pull a weaker enemy piece by first stepping onto an unoccupied adjacent square, and then moving the enemy piece onto the square that was just vacated. A pull uses two steps.

Pull and replace
When a piece pulls a weaker enemy piece, and then a friendly piece steps onto the square the enemy piece was pulled from.

Push
A piece can push a weaker enemy piece by first moving it to an adjacent empty square, and then itself stepping onto the square which that enemy piece had occupied. A push uses two steps. A phalanx may block a push.

Push and replace
When one piece pushes another and steps away, allowing a different friendly piece to take a square formerly occupied by an enemy piece. See also Pull and replace.

Quadrant
A 64-square board can be divided into four quadrants of 16 squares each. In Arimaa, each quadrant contains one trap.

Rabbit
The weakest unit on the board, and the only piece that cannot be moved backward by its owner. Each player starts with eight rabbits, and aims to eventually get one to goal.

Rank
One of eight rows on an Arimaa board. Gold's home rank is 1, while Silver's is 8. The opponent's home rank is the goal line.

Repetition rule
A player who has created the same position twice may never create that exact position again. This is a consideration in sequences where players undo each other's moves.

Rotation
When a piece holding a blockade or frame is replaced by a weaker piece or a phalanx, the original piece has rotated out. If a hostage defender is replaced, usually by multiple weaker pieces, the original defender has rotated out. A piece can likewise rotate out of a trap control fight. See also Swarm.

Sacrifice
A strong piece might be sacrificed so that a friendly rabbit can reach goal. A weak piece might be sacrificed while one secures a frame or hostage. Likewise, one might have to give up a piece to break an elephant blockade or stop an enemy goal.

Scatter
If there is no good way to defend against a trap attack, home pieces might scatter to avoid or delay capture.

Setup
At the start of a game, Gold sets up his pieces on the first and second ranks, in any configuration he chooses. Silver then sets up her pieces on the seventh and eighth ranks.

Silver
Silver is the player with silver pieces. Silver is second to set up and second to move. See also Gold.

Step
A piece can step onto any unoccupied adjacent square. A player takes one to four steps on any turn. Any piece move uses one step; a push or pull uses two steps, since two different pieces move.

Strength
There are six unique types of pieces, each with a different strength. A piece can push, pull, or freeze any weaker enemy piece. From strongest to weakest, the units are elephant, camel, horse, dog, cat, and rabbit.

Strong piece
The elephants, camels, and horses are sometimes known as strong pieces. When one side loses two such pieces, an opposing dog might then be considered a strong piece, as it faces threats from only two enemy pieces.

Swarm
When several pieces advance toward an away trap. A swarm may allow an advanced elephant to rotate out of a trap control fight, or out of hostage defense. See also Trap attack.

Three-for-one
Three steps which can be undone in a single step by the opponent. Such a move will give away time, unless the opponent can't easily spare that one step.

Three-for-three
Three steps which could be undone in three steps by the opponent. When three steps cancel three steps, both sides have effectively taken one-step turns. This may continue for several turns, as long as the fourth steps sometimes create unique positions.

Trap
There are four trap squares on the board, located at c3, c6, f3 and f6. A piece can be captured in a trap square.

Trap attack
A trap attack entails an attempt to occupy multiple key squares of an away trap, perhaps creating capture or goal threats.

Turn
A player completes a turn by moving pieces a total of one, two, three or four legal steps. The opposing player then gets a turn. Also known as a move.

West wing
The left side of the board viewed from Gold's perspective, specifically the a-, b-, and c-files.

title: Arimaa/Glossary


text:
Greek Mythology/Titans/Kronos

Cronus or Kronos, (Greek: Κρόνος), was a Titan. The Titans were the last children born of Gaia (Goddess of the Earth) and uranos (God of the sky).

According to the tale, Gaia was angry because Uranos had imprisoned some of their eldest children in Earth's own depths. For this reason, she asked her remaining children to destroy Uranus.

Cronos was the only one of her children brave enough to take action against him. He lay in wait for his father, and when he wounded him gravely (by chopping of his penis), Cronos then took hold of his genitalia and threw them as far as the eye could see, it then landed in the sea and traces of sperm and blood combined with the sea water to make sea foam, furies and, weirdly enough, the god of love Aphrodite. After the fight, Uranos cursed him in such a way that his children, being the Olympians, as they were later to be called, would kill him and overcome him, which was true and eventually happened after the ten year war.

After driving his father away, Kronos became king of the universe and the underworld, he did this by stealing the powers of the other Titans though he never controlled the earth AKA his mother Gaia, who cowered away in the depths of Tartarus. He remained so for eons, alongside his sister and queen, Rhea. Kronos prevented it by swallowing each of his children the day they were born. But when Rhea bore her sixth child, named Zeus, she had him secretly transported to Crete.

Rhea wrapped a stone in baby's clothes, and handed it to Kronos who promptly swallowed it. Later Kronos threw up the children that he ate and then there was a 10 year war against Cronus and the other Titans. The gods eventually won and overthrew the Titans. Zeus then cut up his father Cronus and threw him into the pit of Tartarus.

His Roman equivalent is Saturn.

title: Greek Mythology/Titans/Kronos


text:
User talk:Aflm~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! -- LV (Dark Mark) 01:39, 18 May 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Aflm. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Aflm~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 22:55, 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) 04:29, 19 April 2015 (UTC)

title: User talk:Aflm~enwikibooks


text:
User:5thElement

5th Element Products is a business and a source of herbal information. It is the collaborative effort of Debra and Brian Chaffins.

Debra is pursuing a degree in Naturopathy from Clayton College and considers herself an herbal healer. She is creating a coaching practice to teach others how to use herbs to resolve thier health problems.

Brian is an amateur horticulturist, creating bonsai from local fauna on the several acres of woods he lives on with Debra, and helping to maintain their personal herb gardens.

They both share a desire to share their knowledge with others.

'''The book we are about to create will be on information regarding herbs we collect locally. We are gathering herbs to press and we will be including pictures of the herbs we find. Our intent is to include: botanical and common plant names, medicinal and culinary uses, where our specimen was collected and its environment, interesting information we've found.'''

title: User:5thElement


text:
User talk:5thElement

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

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

Good luck! -- LV (Dark Mark) 01:44, 18 May 2006 (UTC)

title: User talk:5thElement


text:
Talk:Managing Groups and Teams/Challenge ?

All, This question seems to have a lot in common with the "Bad Apple" question. IS that where you are heading? Jeremy

 * Jeremy, our actual Question is as follows
 * How do you deal with an ineffective team leader? What should a group do when they feel the group leadership is wrong, or when they feel the leader is making a bad decision? What should you do as a team member when you see your team leader is not working in the interest of the team, or is valuing their own success over the team success? What if the team leader is not giving a clear vision to the team? Should the group ask for the leader to step down if they don’t support or have confidence in this person? Or should the group go to somebody higher up and have that person deal with the group leader? If the group does choose to confront the leader, what is the best way to do so?
 * I'll go look through the site about the "Bad Apple" question to see if there is overlap, Cheers

Aburda 17:57, 18 May 2006 (UTC)

Hi all - Quick question... Do you think this should be a separate chapter from the "Leadership" chapter, or should it be together? Just something to consider. PS. Great outline!

Gerardo.ok 21:37, 18 May 2006 (UTC)

Ranjay's Notes
 * 1) Characteristics of Effective Leaders
 * 2) Lauren's 16 Points?
 * 3) RJ - 5 Points
 * 4) Problems with Leaders - in question
 * 5) politically motivated
 * 6) un-clear vision
 * 7) selfish motivation
 * 8) Problem - politically motivated
 * 9) Action step as individual
 * 10) action step as group
 * 11) response to potential reactions
 * 12) Problem-unclear vision
 * 13) Action Steps individual
 * 14) Action Step as group
 * 15) Response to potential Reactions
 * 16) Problem-Character Flaws - examples from Bad leadership
 * 17) Action as an individual
 * 18) Action stepas a group
 * 19) Response to potential reactions

List of Bad Leadership Characteristics
 * 1) Evil
 * 2) Rigid
 * 3) Intemperate-Asshole
 * 4) callous
 * 5) corrupt
 * 6) insular - private or inaccessable
 * 7) Incompetent

OK - I can see how your question differs from ours. Yours in more focused on the leadership, ours is focused on a more egalitarian team (Such as a group in a class writing a wikibook). =Jeremy=


text:
Wikibooks:Editing guideline/Proposal

Anyone who wants to help improve our textbooks is welcome to edit here. It is a wonderful thing when someone adds a complete, well-written, final draft to Wikibooks. However, one of the great advantages of the wiki system is that incomplete, poorly-written first drafts of modules can evolve into polished, presentable masterpieces through the process of collaborative editing. This gives our approach an advantage over other ways of producing similar end-products. Hence, the submission of rough drafts (but not too rough) is encouraged.

There are also different editing styles in the sense of how bold people are willing to be. Generally, most of us think we should be bold in updating pages. Virtually no one behaves as though previous authors need to be consulted before making changes; if we thought that, we'd make rather little progress. Quite to the contrary, some of us think you should not beat around the bush at all--simply change a page immediately, when you see something problematic, rather than to discuss changes that need to be made. It may be only if others dispute the changes is there discussion.

Resolving editing disputes
An "edit war" occurs when text is reverted repeatedly to a previous form or when repeated changes or minor additions are made that amount to a repeated reversion of text. This shouldn't really happen. If someone reverts your text, you should explain on the talk page why you think it should stand and resolve differences there before re-inserting the disputed edit. If reversions continue to occur the reverters will be asked to comply with Be nice. If you want outside advice on how to resolve disputes, raise it in the staff lounge.

Protecting pages
Wikibooks users known as Administrators have the ability to "protect" pages such that they cannot be edited except by other Administrators. This ability is only to be used in limited circumstances.

This ability is used permanently in some cases:

 * Protecting the highly visible pages Main Page from vandalism, especially automated linkspamming.
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 * Protecting userpages that attract a high degree of vandalism.

This ability is also intended to be used temporarily in some cases:

 * Enforcing a "cool down" period to stop an "edit war".
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 * Preventing changes to a page while investigating a possible bug.
 * Protecting userpages that are attracting vandalism in the short term.

Administrators should not protect pages when they have been involved in the edit war in question (either by actively editing the page or by expressing strong opinions on the talk page). Administrator powers are not editor privileges - Administrators should only act as servants to the user community at large. If you are an administrator and you want a page in an edit war in which you are somehow involved to be protected, you should contact another administrator and ask them to protect the page for you.

In general, temporarily protected pages should not be left protected for very long, and discussion pages should be left open.

Semi-protection of a page prevents unregistered users and users with very new accounts from editing that page. Semi-protection is only applied if the page in question is facing a serious vandalism problem.

Editing protected pages
Permanently protected pages should be edited by Administrators with care. Where pages are protected solely because of their high visibility, Administrators should be open to making amendments proposed by users who are not Administrators. In particular, Wikibooks portal is relevant to Wikibooks of all languages, although only English-language Wikibooks Administrators may edit it. The English Wikibooks Administrators essentially make edits to this page on trust for all Wikibooks.

Administrators should be cautious in editing semi-permanently protected pages (unless they are their own userpage), and do so in accordance with consensus and any specific guidelines on the subject. In many cases it is appropriate for an Admin to first raise the issue on the relevant talk page, as a non-Admin would have to do.

In cases of temporary page protection, Admins should refrain from editing pages while they are protected. They should not continue editing content while people with different points of view who are not Admins are unable to do so. There are, however, a few times when Admins may cautiously decide to edit such a page:

List of permanently protected pages
Note: To see the log for recent page protects/unprotects, see Protection log.

Pages that need to be protected due to their visibility:

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 * Template:Stage short
 * Image:100%.png
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Pages that need to be protected for legal reasons:

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Because Wikijunior is so prominent of a project, and because of repeated vandalism against the pages, the following main pages have been protected from moving and name changes. It is not anticipated that these books will change their naming convention without a significant discussion taking place first anyway:

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 * Wikijunior:Dinosaurs
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Additionally, some other pages that have been subjected to move vandalism, or should only be moved after consensus has been reached that there should be a move, are protected so that only Administrators may move them.

List of temporarily protected pages
If you protect a page, or find a protected page not listed here, please add it to this list. If you unprotect a page, or find a page listed here is no longer protected, remove it from this list.

 * Fully protected
 * (this list is empty)
 * Protected from moves only
 * Requests for adminship - protected at 15 April 2006 against moves from non-sysops; page was repeatedly moved by vandal

title: Wikibooks:Editing guideline/Proposal


text:
Cookbook:Pan-fried Beef Steak

Cooking a great steak entirely depends on preparation and choice of meat. Here is a simple recipe for pan-frying and broiling a steak. This method involves stove-cooking (pan frying to sear and brown the outside), followed by oven-cooking to ensure even cooking, both at high heat. One can omit the oven, but this results in less even cooking, particularly for thicker cuts.

Ingredients

 * A cut of steak (see notes)
 * Rock salt or coarse sea salt
 * Peppercorns
 * Olive oil or other oil of choice

Equipment

 * Stove
 * Frying pan with metal handle, preferably cast-iron. Do not use a non-stick pan.
 * Oven
 * Tongs or spatula, to flip steak

Preparation

 * 1) The frying phase can result in quite a bit of smokiness, so plan ahead by opening windows or otherwise ventilating the kitchen.
 * 2) Bring the steak to room temperature.
 * 3) Rinse the meat with cold water and dry it with a paper towel.
 * 4) Coat it very lightly with olive oil.
 * 5) Grind the salt and peppercorns into a small bowl (use your judgement as to how much to use), mix them together, and rub this onto the meat, coating both sides. The more salt and pepper you use, the more crust you'll get once it's done, but you may also cover up the natural flavor of the beef.

Preheating

 * 1) Preheat your oven to as high a temperature as your skillet will withstand. For example, the average plastic-handled aluminum grill pan will only survive up to around 160° C (300° F), but a cast iron pan can go higher.
 * 2) Heat the skillet on the stove over medium to medium-high heat until it is evenly heated (the higher temperature will finish cooking the outside more quickly, allowing a pinker center). Test the temperature by flicking a few drops of water onto the pan—they should sizzle.

Cooking

 * 1) Place the oiled steak onto the pan, and let sear for about 2–3 minutes. The meat should sizzle when it hits the pan.
 * 2) Flip the meat over, and cook for another 2–3 minutes.
 * 3) Place the entire pan in the preheated oven. Roast for 2–4 minutes.
 * 4) Remove the steak promptly from the oven, put it on a plate, and let it rest for 5–10 minutes. This ensures more even cooking as the cooler interior continues to heat, and it allows the juices inside the steak to re-distribute through the meat.
 * 5) Serve with red wine and a starch such as potatoes, rice, or bread.

Notes, tips, and variations

 * There are many good cuts of beef for steak; rib-eye and New York strip are always good choices. The best steaks will have been aged for some amount of time, and will be well-marbled with fat.
 * Degree of doneness is a matter of personal preference, with people often having strong feelings, rejecting meat that is cooked more or less than their preference.
 * Cooking times vary significantly, depending on thickness of steak, precise cooking temperature, and desired doneness. You will likely need to experiment with your setup to find what works for you; you can test temperatures using a thermometer or by cutting the steak, but beware that piercing or cutting releases the moisture – once you have figured out correct timings, you should avoid testing the temperature.
 * Note that searing yields browning, which is tasty, attractive, and yields a pleasing contrast between the crisp exterior and soft interior, but does not “seal in the juices” like many believe.

title: Cookbook:Pan-fried Beef Steak


text:
C Sharp Programming/Keywords/abstract

Abstract classes may contain abstract members in addition to implemented ones. That is, while some of the methods and properties in an abstract class may be implemented, others (the abstract members) may have their signatures defined, but have no implementation. Concrete subclasses derived from an abstract class define those methods and properties.

/Keywords

title: C Sharp Programming/Keywords/abstract


text:
User talk:Zweifel

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

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

Good luck! --Derbeth talk 09:15, 18 May 2006 (UTC)

 * Hi Zweifel, I saw your work on the 'adverbs based on prepositions' as you call them. I have writing been some stuff about Dutch, where they play an even bigger role. I think 'hereby'. 'therefrom' etc. are pronominal abverbs, at least that is what we would call them (voornaamwoordelijke bijwoorden). I'd appreciate your comments, if you have a chance, have a look at Dutch/Lesson 8

Iarlagab 20:59, 1 April 2007 (UTC)

title: User talk:Zweifel


text:
User talk:Myckolah

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

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

Good luck! --Derbeth talk 09:16, 18 May 2006 (UTC)

title: User talk:Myckolah


text:
User talk:Queeg (usurped)

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

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

Good luck! --Derbeth talk 09:21, 18 May 2006 (UTC)

title: User talk:Queeg (usurped)


text: User talk:69.88.30.145

title: User talk:69.88.30.145


text: User talk:86.18.173.75

title: User talk:86.18.173.75


text: User talk:68.214.72.78

title: User talk:68.214.72.78


text:
User talk:206.222.208.205

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

We hope that you choose to become a Wikibooks and create an account. We hope you enjoy your time here on Wikibooks as a Wikibookian! --Derbeth talk 09:32, 18 May 2006 (UTC)

title: User talk:206.222.208.205


text: User talk:83.151.204.38

title: User talk:83.151.204.38


text: User talk:65.29.39.128

title: User talk:65.29.39.128


text: User talk:64.8.190.50

title: User talk:64.8.190.50


text:
BLL German/A1/Lesson 2

Goal
In this lesson you will learn how to ask specific questions in German that will help you to get to know people. If you haven't yet done lesson 1, please do that one first.

Explanations
1. In this text, you saw "heißen" and other verb forms ending in -n. They are not the infinitive, they are 3rd person plural ("they") - but for regular verbs this form looks exactly like the infinitive. The pronoun "sie" is necessary in order to make it clear that this is not the infinitive, so you can't just leave out a pronoun in German, unlike in Italian for example. The 3rd person plural form is not just used in the sense of "they", but also, and more commonly, for the formal address "Sie", which corresponds to the French "Vous", Spanish "Usted", Italian "Lei", Dutch "U", Greek "εσείς" and Chinese "您"(approximately) and Bengali আপনি. There is no difference in pronunciation between the "Sie" used as a formal address and the "sie" meaning "they", but in writing you will find that the "Sie" of the formal address is spelled with a capital S. So "Sie heißen" means "you (formal) are called" and "sie heißen" means "they are called".

2. Making yes/no questions. In order to make a yes/no question, take a normal sentence, such as "Sie kommen aus Deutschland."(You come from Germany.), put the verb at the beginning and replace the dot with a question mark: "Kommen Sie aus Deutschland?"(Do you come from Germany?). This is different from English because you never have to add another word like "do", "does", "did" or the like.

3. Making other questions. In order to make any other question, do as above and then put a question word even before the verb. For example: "Sie wohnen in Berlin."(You live in Berlin.) -> "Wohnen Sie in Berlin?"(Do you live in Berlin?) -> "Wo wohnen Sie in Berlin?"(Where do you live in Berlin?).

Exercises

 * Use the words you have learned in this lesson as often as you can in the next few days. If you don't know any Germans or German-learning friends on whom you could try them out, at least call them up in your memory whenever you have a few minutes to spare and imagine how you would have a small conversation with a stranger in Germany. You could also use the Unilang VSL German forum in order to practise.
 * Odd man out: pick the word that is unlike the others, in some way.
 * was - wie - sie - wo
 * aber - aus - als - in
 * ich - sie - wie - Sie
 * Deutschland - China - Fremdenführer - Österreich
 * ich heiße - Sie wohnen - ich arbeite - Peter und Michael komme

Answer to this exercise
 * sie (not a question word);
 * aber (not a preposition);
 * wie (not a personal pronoun);
 * Fremdenführer (not a country);
 * Peter und Michael komme (not correct, should be "kommen")
 * Crossword (off-site): as javascript or for printout

 * Translate these snippets of dialogue:
 * A: "Hello! What's your name?" B: "Hello! My name is Paul Müller."  A: "Nice to meet you."
 * A: "Where do you live?" B: "I live in Austria."
 * A: "Where do you come from?" B: "I come from Germany, and you?"
 * A: "Where do Maria and Thomas live?" B: "They live in Berlin."
 * A: "Do you work as a tourist guide?" B: "No, I work as a journalist (same in German)."
 * optional, involving Extension vocabulary: A: "Which languages are you learning?" B: "I am learning German and French."

Answers to this exercise
 * "Guten Tag! Wie heißen Sie?" - "Guten Tag! Ich heiße Paul Müller." - "Angenehm."
 * "Wo wohnen Sie?" - "Ich wohne in Österreich."
 * "Woher kommen Sie?" - "Ich komme aus Deutschland, und Sie?"
 * "Wo wohnen Maria und Thomas?" - "Sie wohnen in Berlin."
 * "Arbeiten Sie als Fremdenführer(in)?" - "Nein, ich arbeite als Journalist."
 * "Welche Sprachen lernen Sie?" - "Ich lerne Deutsch und Französisch."

Extension
If you'd like to learn more words that you can use without having to study another lesson, use this section in order to find them. Feel free to learn selectively, picking out words you consider useful for your situation or interesting. If you don't have the time, feel free to just skip this section. I will not require you to know any of these words in the next lessons.

Additional expressions: "Ich studiere Linguistik. Ich unterrichte Englisch." New words: studieren (to study at university), Linguistik (linguistics), unterrichten (to teach).

Word lists (not complete) for use with this lesson's expressions: (for lists of languages, countries or professions see the previous lesson)

List of study subjects

Cultural information: German names
Just like English names, German names consist of one or several given names and a family name, which may be a combination of several family names separated by a hyphen. The given name is presented first and the family name afterwards.

The first given name is always gender-specific, but the second one may be a name traded down in the family and may thus indicate a different gender, e. g. there are men called "Markus Maria". It is often possible to get a rough estimate of a person's age based on their first name, because different first names were popular at different times and some sound very outdated nowadays.

Last names can be either the father's or the mother's last name or a combination of both (using a hyphen), since neither has to give up their name when marrying. In most cases it's still the father's name though.

A "von" in the family name indicates nobility among the ancestry, but this doesn't make any difference (with the exception of a very few individuals who are still observed by the rainbow press).

Very common family names include Müller (= Miller), Schmidt / Schmitt (= Smith), Meier / Meyer / Maier / Mayer and Schulze. These names also appear with an -s afterwards, which is the equivalent of the English -son, and as Latin translation (e. g. Molitor instead of Müller).

title: BLL German/A1/Lesson 2


text:
User talk:Timalilinda

Hello,

My name is Linda, I am from Taiwan. I am living in Finland and learning Finnish language now. Dose anyone knows any on-line Chinese-Finnish dictionary?

title: User talk:Timalilinda


text:
User:Gd~enwikibooks

Girish Dalvi

title: User:Gd~enwikibooks


text:
User talk:Timali11

hei!

title: User talk:Timali11


text:
Wikijunior:Big Book of Fun Science Experiments/Chromatography of inks

Get some filter paper - use a coffee machine filter or ask your science teacher for some (say please, it isn't free) - water and pens. First you put pen marks on the filter paper then stand it upright in a beaker of water then all the colours will separate.

Depending on chemical properties of the components of the ink, some colors may travel further up the paper and some inks may separate so that individual components can be seen.


text:
Wikijunior:Big Book of Fun Science Experiments/Grow your own crystals

In this experiment, you can make crystal rock candy that you can eat! It takes about 4-7 days.

Crystals form from a solution when molecules of the dissolved solid (in this case, sugar) come together and fall out of solution to form clumps. This process is called nucleation. You can speed up this process by introducing something solid into the solution for the crystals to begin to form on. This is called assisted nucleation.

Safety
As with all experiments, you should consult an adult before starting. This experiment involves:
 * Very hot water - This can burn your skin. You should get help from an adult when boiling water, moving and pouring it.
 * You will be putting boiling water into a container. Some glasses shatter when they heat up suddenly, so you will need to choose a container such as a jar, jug or mug that is designed for tea or coffee or hot jam, rather than one designed for cold liquids. A glass mug is best, because you will be able to see the crystals as they form.
 * Food colouring - You can use this to colour your crystals, if you want. However, food colouring stains clothes, counters and skin. You should wear an apron if you use food colouring. Wipe up any spills immediately.

What You Will Need

 * A very clean mug that can contain hot liquids
 * A jug or saucepan with a pouring lip that can contain hot liquids
 * A long piece of clean cotton string or thread
 * About 3 cups of sugar
 * About 1 cup of very hot water
 * A support stick, such as a pencil or a chopstick (Hexagonal or rectangular prism to stop it rolling off)
 * A paper clip or another similar small weight
 * Paper towel
 * Food colouring (optional)

Step 1

 * 1) Tie the string to the pencil/chopstick. When you place the chopstick across the rim of the jar/mug it should hang down into the jar. The string should be just long enough to almost touch the bottom of the container.
 * 2) Tie the paperclip to the dangling end of the string. This will act as a weight holding the string in place.

Step 2

 * 1) Boil the water. Remember, boiling water is very dangerous!
 * 2) Carefully pour the liquid into a saucepan or jug which you can pour from.
 * 3) Add a tablespoon of sugar and stir until the sugar dissolves (disappears).
 * 4) Add another tablespoon and stir again.
 * 5) Repeat this until the sugar stops dissolving. You will be able to tell because the sugar will remain at the bottom of the container. This is called a saturated solution.

Step 3

 * 1) If you want coloured sugar crystals, add a few drops of food colouring. Remember to wear an apron!
 * 2) Carefully pour your solution from the jug into your mug or jar. If you have undissolved grains of sugar in the bottom of your container, avoid getting them into the mug or jar.
 * 3) Put the pencil/chopstick across the rim of the mug so the string hangs down into the solution and the paper clip lies on the bottom in the middle of the container.

Step 4

 * 1) Cover your jar with a piece of paper towel to stop dust from falling in.
 * 2) Using oven mitts if you need to move the jar, carefully put it somewhere safe.
 * 3) Wait 4-7 days.

Even though your crystals will take 4-7 days to completely form, you should be able to see the beginnings of the crystals after a day or two.

Step 5

 * 1) Remove your string, now covered in little sugar crystals
 * 2) You can let your candy dry on a plate or you can eat it right away.
 * 3) Enjoy!

What Happens
In this experiment you make a saturated sugar solution. There are a lot of sugar molecules dissolved in the hot water. After the water has cooled and evaporated a little, the molecules become closer together. As the sugar molecules touch the string, they attach to it and fall out of solution. As more molecules do this, they start to arrange themselves in an organized network. These organized networks of de-dissolved sugar molecules are sugar crystals.

You can see this process in the natural world. Rocks such as granite are formed when liquid rock, or magma, cools very slowly in chambers underground. As the magma cools, minerals in the rock begin to slowly recrystallize, just as the dissolved sugar recrystallized. When you look at a piece of granite it looks speckley in black, grey and pink. Each speckle in a granite is a crystal, grown over thousands of years.

Related Links
| How Crystals Form - A more detailed explanation of how crystals form from solutions.

| Video Instructions for Rock Candy - A video of a scientist performing this experiment.


text:
Wikijunior:Big Book of Fun Science Experiments/Test floating

You need

 * a tub of water
 * salt
 * any small, unimportant, inexpensive household items

Experiment

 * fill the tub with cold water
 * then put the items into the water to see which ones float
 * then put in salt (about 5 table spoons for every liter of water in the tank)
 * see if any of your sinking objects rise

Principle
The principle here is something called buoyancy. The theory was first created by a Greek Scientist called Archimedes. When he noticed, while getting into a completely filled bathtub, how water splashed over the sides. He realized that the amount of water being splashed out must have the same volume (the space that an object takes up) as his own body. He theorized that, in order for an object to float, it's total weight had to be less than the volume of water that it displaces (or takes up).

This idea has been modeled easily into the metric system by the fact that a liter (a liquid volume measurement) of water weighs a kilogram (a unit of weight). We can calculate the density (a ratio between the volume and the weight of a given object of substance) of water very easily, it is 1. However different liquids have different densities. For example, salt water has a density of 1.2, because the salt makes it heavier.

If any of your sinking objects rise, what can you tell about their density?

You can tell they must have a density between 1 and 1.2.


text:
Talk:Suomen kieli ulkomaalaisille/Sisältö/Objektin sijan valinta

I hate to be "pedantic", but makeisia is NOT the partitive plural of makea, it is the partitive plural of makeinen (a sweet).

"John gave the book to me. Me is the accusative form of I." I also hate to be pedantic, but in this example "me" is the dative form of I, not the accusative. The accusative, the direct object, would be "the book".Luctuosa (talk) 23:22, 3 May 2008 (UTC)

 * Not at all! We all make mistakes. I make lots. Perhaps this should read "John corrected me"!  Then "me" would the direct object form of "I". Or am I wrong about that too?--Hauskalainen (talk) 08:10, 24 January 2010 (UTC)

Flowchart
The flowchart was here. Heyzeuss (talk) 14:30, 4 November 2009 (UTC)

But now it is moved back to the main module. Heyzeuss (talk) 08:50, 15 April 2010 (UTC)


text:
German/Grammar/Nouns/Adjectival Nouns

Adjectival nouns are nouns formed directly from adjectives. Here are some examples in English: The meek shall inherit the earth. Which one should I wear? The red or the blue?

Adjectival nouns, though perfectly correct, are relatively rare in English. Usually speakers repeat the noun, or substitute the word "one" where an adjectival noun might occur. In the last example, many English speakers would say, "the red one or the blue one?"

Adjectival nouns are more common in German, and are frequently used to describe objects, especially when it is needed to contrast with another object. Adjectival nouns can also refer to people, when done so politely.

Adjectival nouns in German are formed and declined the same way attributive adjectives are, except that in the M, N Genitive Singular, they add an s. They are usually capitalized.

M (the small man) N (the small object)  F (the small woman)  Pl (the small beings)

Definite Article and der-words

der Kleine        das Kleine             die Kleine           die Kleinen den Kleinen       das Kleine             die Kleine           die Kleinen dem Kleinen       dem Kleinen            der Kleinen          den Kleinen des Kleinens      des Kleinens           der Kleinen          der Kleinen

Indefinite Article and ein-words

ein Kleiner       ein Kleines            eine Kleine          keine Kleinen einen Kleinen     ein Kleines            eine Kleine          keine Kleinen einem Kleinen     einem Kleinen          einer Kleinen        keinen Kleinen eines Kleinens    eines Kleinens         einer Kleinen        keiner Kleinen

Adjectival nouns without an article are very rare, except in the plural, and follow the strong declension pattern.

There are two small points that need to be noted:

1) The attributive adjective "ander-" (other) is not capitalized when it forms an adjectival noun. It is declined as above.  "Ich gehe mit den anderen", or, I am going with the others.

2) Almost all nationalities have nouns associated with them, e.g., "der Franzose/die Französin", "der Amerikaner/die Amerikanerin", and one should always use these nouns instead of forming adjectival nouns with their associated adjectives.

The one exception to this is, strangely, "Deutsch", which does not have a nominal form akin to those above. The German man is "der Deutsche"; a German man is "ein Deutscher"; a German woman is "eine Deutsche"; the Germans are "die Deutschen"; and so on. The adjective is declined as above.

Remember, in the previous example, "die Deutsche" is capitalized because it is an adjectival noun, not because it is a proper noun, which in English would require it to be capitalized. As with all other adjectives, when "deutsch" is used as an attributive or predicate (separated with a verb such as "sein") adjective, it should be lower-case: "die deutschen Frauen", as opposed to "the German women" in English. Note also that predicate adjectives are uninflected: "Er ist deutsch/krank/schwul/etc."

Nouns/Adjectival Nouns

title: German/Grammar/Nouns/Adjectival Nouns


text:
User:Mail2amitabha

Profile
I am Amitabha Joarder, an MBA from IMT Ghaziabad and a Mechanical Engineer from University of Mysore, presently working in [http://en.wikipedia.org/wiki/Hindustan_Computers_Ltd. HCL], Mumbai.

My hobbies include -
 * Phillumeny
 * Quizzing
 * Reading

Do contact me at mail2amitabha@yahoo.com

title: User:Mail2amitabha


text:
Wikijunior:Big Book of Fun Science Experiments/Keep your mouse warm

The things needed to set this experiment are:

 * Straw
 * Thermometer
 * Water
 * Boxes
 * Small medicine bottle with child proof lid

What to do
To make your mouse warm, you must pour warm water (37 C) into the bottle. Then you have to put some straw into a box then put it into an ideal outdoor place for a mouse. Do this with friends and see who has the hottest den.


text:
User talk:Mail2amitabha

Talk to me here.Jordy 10:48, 18 May 2006 (UTC)

title: User talk:Mail2amitabha


text:
Wikijunior:Big Book of Fun Science Experiments/Acid Investigations

Foods

 * Lemons
 * Oranges
 * Grapes
 * Grapefruits
 * Tomatoes

Drinks

 * Fruity drinks
 * Fizzy drinks.

Experiment:

 * First get a glass of milk.
 * Then slice a lemon in half and squeeze one half until the drops of lemon juice come out.
 * Have the glass of milk ready underneath.
 * Then taste.
 * Is there any difference?

Principle
The milk should taste considerably different because the small quantities of juice from the lemon have large quantities of Citric Acid. Citric Acid is common in many foods because it cheap and potent (meaning that it has a strong taste).

Acidity is a measurement of the activity of hydrogen atoms in a molecule. This is measured on something called a “pH” scale, where anything below a 7 is an acid, anything above a 7 is a base. When the acid and base mix, they create a reaction, which breaks bonds between the molecules of the acids and bases. In some cases, this reaction can produce heat (which is why many cartoons show acids as being able to burn through steel and other materials).


text:
Talk:Go/Strategy

I think some parts of this chapter belong to the Intermediate level, so should be moved.

A detailed discussion about the topics mentioned below would be a very good idea.

--Gabaux (discuss • contribs) 09:10, 9 September 2014 (UTC)

I wonder if it wouldn't be better to talk about the different strategic concepts in Go. At the moment splitting the page into several sections for different strengths probably isn't going to really hit your target audience - novices.

I'd prefer a discussion about Thickness, Shape, Connection, Sacrifice, Speed, Life and Death etc

title: Talk:Go/Strategy