text:
Talk:Introducing Interlingua

Sorry yo, but what use is Interlingua anyway?

Reduce EU Budget? What should I do with my degree, then?

Improve communication? Were the Esperanto/Anglic/... experiments not enough?

Should it be THE international language? Don't we have English, already?

And try to get Americans (still more than 60% of internet users) to speak Interlingua, if you can!

And sorry, but it just sounds too... Latin - how about 5.something billion people speaking a non-latin language?

DS

 * I'm no Interlingua supporter, and I probably shouldn't go off-topic like this here, but...

 * Interlingua itself is spoken by very few. The only successful IAL has been Esperanto, with about 1 to 2 million speakers.
 * I have no idea what your degree is, but unless you're a translator I don't see it affecting you greatly...
 * The only "widely" spoken IAL is Esperanto. Its nearest follower, an old offshoot called Ido, has between 500 and 5000 speakers.
 * Yes, an IAL of some sort should be the international language. It would be neutral, fair, and protect minority languages, of which hundreds are expected to perish this century if something isn't done. English is spoken by about 8.5% of the world's population - not quite international.
 * The point of an IAL, to my mind, is that it should be very easy. Even Americans should have no problem learning one like Esperanto :)
 * I doubt the five-billion figure you quoted there very much. But, you have to pick somewhere to take words from, otherwise you just start creating them, which helps no-one. One view is that it's fairer to have Latin-group speakers learning in one year and non-Latin-group speakers learning in two years than for the Latins to do nothing and the non-Latins to learn for ten years.
 * May I suggest you see Esperanto? -- Gabriel Beecham 01:09, 6 Apr 2004 (UTC)

But why not to learn Interlingua or give an opportunitiy to folks to learn it, at least?

 * Wow... Is this really the comment page for "Introducing Interlingua"?  I'm amazed at the two comments above.  They show a complete lack of understanding of what Interlingua is all about.  The article merely stated that Interlingua is a great option for speakers of one language (such as English) to learn another (such as most Romance languages).  It said nothing about forcing the world to speak this language, or that it should even be employed when Japanese people speak to Chinese people, etc.  Yes, we have an International language (English) and yes, we have a constructed language that its proponents hope will become the main second language of the world (Esperanto).  Interlingua claims to be neither.

 * Instead, the biggest reason I'm learning Interlingua now is that I've always wanted to learn Spanish or Italian and such, and I've in fact tried to learn Spanish, but I gave it up because I just hated the unnecessary verb conjugations, including loads of irregular verbs. Latin is even harder, with noun declension and such.  However, Interlingua is a cinch.  Thus, I've been able to focus on the vocabulary instead of the grammar, and have gotten much farther in it in a much shorter time than I normally would have.  I can also see so many similarities between English words and Romance language words that it borrowed, and which make up half of the English language.  Learning Interlingua helps me not only learn all of the Romance languages (I'm now much better at reading Spanish, for example), but also increases my English vocabulary, because many of these Romance language words are scientific and such.  This is the use that Interlingua was intended for.

 * The fact is, Esperanto is an interesting language, but it won't help you learn Spanish. Nor should it, for its purpose, which is different than Interlingua's.  Gabriel Beecham, above, wrote that we need to protect minority languages instead of trying to extinguish them.  I agree completely.  So that's why I don't understand why you're trying to put down Interlingua, when some people are interested in it.  Although I'm sure that Gabriel doesn't speak for the Esperanto movement, I must say that I thought that Esperanto's ideals were peace and understanding, not fighting amongst ourselves.  Yet Gabriel jumps in and insults a language that has no bearing on his life.  It's like saying "Hungarian shouldn't be the world's official language!  Few people know it and it's not fair to non-Hungarians!"  Well, duh.  But Hungarian is not trying to be the world's language, and neither is Interlingua.  But I do appreciate Interlingua for helping me out, and I do appreciate those who have given their time freely to help me learn it.  To the above commenters, I should also note that I AM an American (and not stupid as a brick, as you might believe), and I'm learning Interlingua (for my own happiness, and my own reasons, not so that I can communicate with you two), and that I have no plans to learn Esperanto, although I might some day.  I'm too busy also with Japanese and Chinese right now. --202.215.70.67 13:41, 26 August 2007 (UTC)

title: Talk:Introducing Interlingua


text:
Cookbook:Cuisine of the United States

| Recipe Index

The Cuisine of the United States is very diverse, with many diverse cuisines from the various regions of the country. Here is a partial list of the regional and ethnic cuisines of the United States.

 * California cuisine
 * Hawaiian cuisine
 * Italian-American cuisine
 * Midwestern U.S. cuisine
 * Mid-Atlantic U.S. cuisine
 * New England cuisine
 * New York City cuisine
 * Cuisine of Puerto Rico
 * Southern U.S. cuisine
 * Cajun cuisine
 * Louisiana Creole cuisine
 * Soul Food
 * Southwestern U.S. cuisine
 * Texas cuisine
 * Tex-Mex cuisine

Recipes
These recipes are considered to be a part of the culinary tradition of the United States in general, or are from a regional cuisine that does not yet have a module written.

 * 1-2-3-4 Cake
 * Apple Pie
 * Apple Pie I
 * Apple Pie II
 * Artichoke Hearts Attack
 * Barbecued Spare Ribs
 * Barbecue Sauce - Kansas City style
 * Beef and Barley Stew
 * Biscuits
 * Chocolate Chip Cookies
 * Cottage Cheese Eggs
 * Crème Brûlée
 * Denver Crunch
 * Grilled Cheese Sandwich
 * Grilled Peanut Butter Sandwiches
 * Low Country Shrimp and Grits
 * No Bake Chocolate Chip Cookie Pie
 * One-Hour Thanksgiving Dinner
 * Peach Cobbler
 * Pizza, Deep Dish
 * Pumpkin Pie
 * Hamburger Deluxe
 * Rice and Beef Soup
 * Sloppy Joes
 * Southwestern Scramble
 * Spicy Chicken Casserole
 * S'more
 * Toasted Cheese Sandwich
 * Tomato with Cheese Stuffing
 * Turkey Biscuit

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

title: Cookbook:Cuisine of the United States


text:
User:PingPongBoy~enwikibooks

Captain's Log Stardate 2004/02/02

Groundhog day

Writing some text into chemistry book. I want to learn chemistry by writing about it. I studied a little chemistry over 10 years ago but I anticipate needing to know it, along with quantum mechanics, and whole bunch of math. What fun.

Saving pages on the server takes too long.

title: User:PingPongBoy~enwikibooks


text:
Talk:Chess

We've got that large tabley thing set up in the conventions (It might be better placed under the board set up section). However that table would be a real headache to use repeatedly (its huge HTML code). The best solution I've seen yet is that chess board tex markup from wikisophia (see it here: http://wikisophia.org/wiki/Wikitex#Chess). However from my simple little tests that isn't supported yet here.

So for standard representation of chess boards, for now I recommend we just stick to simple to complex Ascii diagrams, using PNBRKQ/pnbrkq for black and white respectively. That should do until that sweet sweet wikitex project becomes more standard in the wikiworld.

 * I hope you're not referring to algebraic notation, the virtual lingua franca of chess notation. Fine for ASCII showing the boards or whatever, but its important to teach writing chess as well... Dysprosia 03:59, 3 Feb 2004 (UTC)

 * Why is uppercase for Black and lowercase for White? The standard convention is the opposite, e.g. Forsyth-Edwards_Notation. --68.122.41.19 18:55, 26 Mar 2005 (UTC)

No (that former post was mine), the tex markup, just lets a tex backend generate a diagram of the chess set up. A very very nice looking diagram. As we'll it labels the move history, so its ideal for transcribing chess games. WarrenWilkinson 21:53, 3 Feb 2004 (UTC)

 * Problem is it uses long algebraic, not short! :C I like the rendering, but it means I have to sit there and by sight transcribe famous games if I want them to be rendered by WikiTeX! Dysprosia 22:22, 3 Feb 2004 (UTC)

 * WikiTeX now supports SAN and PGN in addition to algebraic. Peter Danenberg 11:28, 10 Mar 2005 (UTC)

I'm still not entirely sure what you mean. Do you mean it uses the notation like QP2-QP4, instead of like e4-e6? Or are you against having to reproduce a chess match in part to display a picture of the certain result? WarrenWilkinson 03:33, 4 Feb 2004 (UTC)
 * long - b1-c3, short - Nc3. The Wikisophia Chess markup handles moves only in long algebraic, and not short which all game records use, so in order to use the Wikisophia markup to show a game it has to be translated into long algebraic first which is a pain - the \move or \ply commands only does b1c3, for example. Dysprosia 03:56, 4 Feb 2004 (UTC)

(Brainstorming) How about a special moves section that details moves like castling and en passant and where they apply. Possibly also mention non-standard chess pieces and chess problems? -- Emperorbma 19:12, 4 Feb 2004 (UTC)
 * Yeah, I was just thinking where to slot it in... Dysprosia 20:59, 4 Feb 2004 (UTC)

I didn't know there were non-standard chess pieces. Do you mean chess varients? Or do other places play standard Chess with an alternate piece set? If its the former a section on chess varients may be appropriate, if the latter we should try to slot them into the actual document. Does anyone here know the names of different Chess notations? I'd like to include them, currently I've added the relative position, for lack of a better name, it looks like this

 * 1. QN1-QB3, ...  (1. B1-C3) (Queens Night to Bishop 3)

I've added that under the topic 'Alternate' Notation. Does anyone know its name, and/or the names of other notations?WarrenWilkinson 03:17, 6 Feb 2004 (UTC)

 * That's a European style notation, and is really rather ancient, and not many use it any more. Should we really include it here? (I'll find the name, in any case). There aren't really nonstandard chess pieces, but in chess variants you can have these. Dysprosia 11:46, 6 Feb 2004 (UTC)

 * Non-standard chess pieces... aka Fairy chess pieces. -- Emperorbma 07:40, 8 Feb 2004 (UTC)

The alternate notation is called 'Descriptive Notation' and although it is not used much anymore it is worth knowing because there are a few books written in it which are worth reading (e.g. Irving Chernev's "The Most Instructive Games of Chess Ever Played").

Organizing the book
Hi, the chess book has been growing for a while, and it covers enough content to think about splitting it into several sub-pages. There are various ways of doing this, as discussed in Hierarchy naming scheme. I would recommend having only a short introduction on the main page of chess, and a table of contents like Chess Chess/Conventions Chess/Basics Chess/Playing The Game Chess/Notating The Game and so on. Avoid having red links or very short pages. A couple of chapters should be enough. Using subpages, each page gets an automatic link back to the main chess page. Have a look at Hamster Care or How To Build A Computer how it is done there, or look at the recent conversions User talk:Ojmorales0002 or Talk:How To Build A Computer. Let me know if you need help or if there are questions. --Andreas 11:53, 20 Mar 2005 (UTC)

There is a section called 'Notating The Game'. Could it be renamed to 'Annotating The Game' because notating is not a real word, and the correct word is annotating -- CRF - Chessplayer
 * No, we can't. "Notating" is in fact a real word. However, you're right in that "Notating" is not the correct term, but "annotating" refers to making comments about the moves played in the game, giving variations, evaluating positions, etc. The correct term is "scoring".

--Anonymouse--nerd and proud of it (talk) 11:52, 23 June 2008 (UTC)

 * I was just going to suggest that but I see you were faster. :) I would break it using the existing top level headings:

Chess Chess/Basics Chess/Playing The Game Chess/Notating The Game Chess/Tactics Chess/Strategy Chess/Basic Openings Chess/The Endgame
 * --ZeroOne 20:30, 25 Mar 2005 (UTC)

 * I have split the book into the heading listed above. This should allow for quicker load times and easier editing. Darvian 20 Apr 2005

 * The current one is:

Playing The Game Notating The Game Tactics Tactics Exercises Strategy Basic Openings Sample chess game The Endgame Variants Tournaments Puzzles Optional homework
 * Chess/Basics, and Chess/Conventions got deleted.
 * Chess got removed because it is the title of the page.

Maybe use template?
What do you think of using the template for chess boards (borrowed from the English Wikipedia), instead of the long table? Here is an example of its use, along with the old style:

New:

They produce, respectively:
 * – ABCD 17:52, 27 Jun 2005 (UTC)

 * There is a nice project going on for a cross-wiki Chess diagram template. See meta:WikiProject_Chess for details.  I've copied the new "standard" template from Commons to WikiBooks.  The template is called Chess_diagram, and here's what it looks like:

 * If there are no objections, I'd like to start using this template to clean up the Chess WikiBook. Bjimba 14:59, 25 August 2005 (UTC)

Chess variants
There is a VfD discussion that has an impact on this Wikibook at the moment. Don't worry, we are not trying to delete this Wikibook, but there is a Wikibook that appears to be a chess variant, and perhaps its content could be modified and adapted to be included in this Wikibook. See Votes for deletion for further details. The point here is that this Wikibook is inappropriate if left alone, but my opinion is that it should be included in this Wikibook. If you (any reader who gets to this point) feel it perhaps should go elsewhere, speak your mind on the VfD page or "forever hold your peace". If there are any active participants on this Wikibook, I would invite you to join in the discussion. --Rob Horning 10:42, 20 August 2005 (UTC)

Important notice
The Chess wikibook had separate chapters called Basic Openings and Opening Theory. The Opening Theory module covered the same broad subject as Basic Openings but using a significantly different approach. While Basic Openings was a linear chapter, Opening Theory aimed to be an opening explorer along the lines of this web site. In addition, Basic Openings was... basic, while Opening Theory had a theoretically unlimited depth.

I have made the former Opening Theory chapter of the Chess wikibook into a separate wikibook, called 'Opening theory in chess'.

My reasons for doing this centre on the fact that the Chess wikibook is meant to a) reach 100% completion eventually and b) be something that a reader can get through from cover to cover and which will provide a working knowledge of the basics of chess. The Opening Theory chapter was inconsistent with this because:

 * Opening theory dwarfs the rest of chess literature. One needs only to look at the typical bookstall at a chess tournament to see this. It would take a long time and a lot of effort to create the definitive guide to chess openings, which would retard the completion of the Chess wikibook as a whole. Indeed, Chess is nearing completion, while Opening theory in chess is close to 0%.
 * The Opening Theory chapter was intended to be open-ended and constantly evolving in breadth and depth, like the Cookbook, with the result that Chess could never be 100% complete. Better, to my mind, to have one complete and readable book with a link to another constantly evolving one 'for further information'.
 * The concepts behind opening theory get complicated and potentially off-putting to someone who simply wants to know a bit about chess.

I believe this complies with Wikibooks' no-forking policy because:
 * The approaches used by the two books are completely different
 * The content itself differs in scope and depth
 * The minimal actual duplication of material is for the greater good of Wikibooks as I have explained above.

Chi Sigma 10:18, 8 October 2005 (UTC)

Transwiki
If any one is till paying attenetoin, Transwiki:Sample chess game 141.156.219.89 21:03, 22 March 2007 (UTC)

 * I took care of it in July. ZeroOne 22:55, 15 October 2007 (UTC)

Chess puzzles for one and all
I am preparing a set of chess puzzles from actual games and published problems for my students in a real-life chess class. I have decided to use the Wiki software to make the chess diagrams.

The puzzles, with solutions given on a separate page, are available on my userpage. At some later time, I intend to copy them into the chess book. If anyone wishes to do it immediately, I have no objection, as long as I can keep the original copy in my userspace.

I hope everyone who wants to try the puzzles will enjoy them. Shalom (talk) 02:59, 7 December 2007 (UTC)
 * Checking them out ChessCreator (talk) 16:22, 10 December 2007 (UTC)
 * I am copying them into the chess book page. If anyone wishes to remove them, I won't object. Shalom Yechiel (talk) 15:09, 18 July 2008 (UTC)

New Wikibook
The endgame section isn't really finished yet, but I still think that endgames are complex enough that they deserve to be a seperate wikibook, like Chess Opening Theory. AltoStev (discuss • contribs) 13:44, 4 December 2020 (UTC)

Intro

 * 1) This introduction is about history.
 * 2) Wikipedia has a much better (or more detailed) introduction right now. Maybe some details could be added.
 * 3) https://en.wikipedia.org/wiki/Talk:Chess#Chess_origin quote "My purpose was indeed to say that the origin of chess is a very controversial issue, that several places have serious claims, India, Persia, China, Central Asia, explaining why. The story is much more complex than saying chess is born in India or in China or anywhere full stop"
 * 4) So the sentence saying that it comes from India (full stop) should be changed or expanded somehow
 * 5) "Chess Update Log" by Ilyx (on youtube) also has a nice history-ish introduction

AltoStev (discuss • contribs) 16:15, 9 April 2021 (UTC)

New variant wikibook?
I feel like the current pages on chess variants here on Wikibooks are somewhat lacking in nature, so I would like to start work on a separate "Chess Variants" wikibook if that's cool. – Itswikisam (t • c) 02:37, 6 June 2022 (UTC)

 * Since no-one has responded, I will assume everyone is okay with it. – Itswikisam (t • c) 01:57, 14 June 2022 (UTC)

title: Talk:Chess


text:
Vietnamese/Comparison

Vietnamese creates comparatives and superlatives out of adjectives and adverbs simply by adding a word to the end. First of all, what are comparatives and superlatives? Comparatives are demonstrated in the following sentences:

 * He is taller than I am.
 * You have more than I do.

They simply express a comparison between two items. Superlatives are demonstrated in the following sentences:

 * He is the tallest of the three.
 * She brought the most cookies.

They express the outcome of a comparison between more than two items. (All of the items being compared, except for "she," are implied in the second sentence.)

Comparatives
In Vietnamese, comparatives are formed by placing hơn after the adjective or adverb. For example:

 * Nó cao hơn anh.
 * He is taller than I. (literally: He tall more me.)
 * Ông có hơn con.
 * You, sir, have more than I. (literally: You (sir) have more me.)

(More to come.)

title: Vietnamese/Comparison


text:
Talk:LPI Linux Certification/Junior Level Linux Professional

Suggestions welcome!

LPIC updated their exam objectives, I am updating TOC to match that. Many pages are renamed or merged to match new structure. Once done I hope to find some time to start updating chapters with up to date information. Jacek99 (discuss • contribs) 22:32, 24 January 2011 (UTC)
 * I created new TOC and moved most of the pages. Some of them are remaining but I do not think they will be used in this part of the book. I am going to create remove old TOC soon leaving small section with redundant pages, I hope content can be reused somewhere else. Jacek99 (discuss • contribs) 21:34, 25 January 2011 (UTC)

I have switched to an alternative. Wikibooks is nice, but the lag is a problem for me. It is better after hardware upgrades and the download page seems to work now. However I was not successful with installing the software locally. The install script would not complete. Instead I have started work on a similar project at http://orca.st.usm.edu/~seyfarth/wiki

If anyone wants to copy any of the orcawiki material to this wikibooks site, that is fine with me. I will probably try to install wikibooks again when another release is available. I could be happy with a wikibook setup with a local copy on orca so I can count on adequate performance.

Ray Seyfarth

Page Merger
I did a history merge, which is better than a copy and paste history. Thanks for remembering to move the history though. In the future, when you need to move modules, use the merge tab at the top of the page. Alternatively, you can ask an admin to do it (ie. if a page already exists at the new location). Thanks! – Mike.lifeguard  | talk 12:30, 22 September 2007 (UTC)
 * Thanks Mike although i have no merge option that i can see?Barry 12:39, 22 September 2007 (UTC)
 * Freudian slip. I wish there was a merge tab! I meant move tab. – Mike.lifeguard  | talk 13:48, 22 September 2007 (UTC)
 * Barry did move the modules. I think Barry was trying to merge two talk pages as part of a plan to reorganize this book. I guess I should of mentioned requesting a page merge when copy+pasting the contents of one page into another one. However this doesn't really work for partial attempts to merge two pages, while keeping the rest separate. --dark lama  14:18, 22 September 2007 (UTC)
 * This does now pose a question, would you rather i notified the administrators to perform the merge? As the existing pages in the book such as this one LPI_Linux_Certification/LPIC1_Exam_101/Hardware_&_Architecture will need splitting and placing into the new layout. I am only to aware of how busy the admins are. Barry 17:28, 22 September 2007 (UTC)
 * I believe Mike.lifeguard thought you were trying to move a page, and had copy+pasted because you didn't know how to move pages, but what you were trying to do instead was combine two pages. When you plan to combine two pages, you need to copy+paste, because the other page already exists, and add to the page you copy and pasted from, which will allow any active administrators know you need two pages to be merged. A merger is required to preserve the contribution history of other contributors. When you split a page there shouldn't be anything else you need to do. I didn't think that the LPI 101 and 102 test objectives were going to be combined, so I didn't think to tell you what needed to be done when you want you combine two pages. Also since I'm mentioning it, in a more active book with active contributors you would probably want to use  and  and discuss merging the pages first. --dark  lama  18:17, 22 September 2007 (UTC)


text:
Cookbook:Bubble and Squeak

| Side dishes | British cuisine

Bubble and squeak is a traditional English vegetable dish made from the leftover vegetables from a Sunday roast. The name is derived from the sound the dish makes while cooking.

Ingredients

 * 1 medium onion (optional), chopped
 * 1 tablespoon fat or oil
 * Various cooked vegetables (e.g. potatoes, cabbage, carrots, peas, and/or Brussels sprouts)

Procedure

 * 1) Fry the chopped onion in fat or oil.
 * 2) Chop the vegetables, and add to the pan.
 * 3) Cook over a medium heat till the underside is golden brown and crispy, then turn it, scraping the crispy bits into the mix. Repeat the turning and scraping a few times until browned and cooked through.
 * 4) Serve hot (often on crunchy toast).

title: Cookbook:Bubble and Squeak


text:
Cookbook talk:Bubble and Squeak

Page history from Bubble and squeak

* (cur) (last). . 14:40, 7 Jan 2003. . 195.92.168.172 (Added link - minor change) * (cur) (last). . M 01:42, 5 Oct 2002. . 141.228.156.225   * (cur) (last). . M 15:25, 27 Aug 2002. . Jheijmans (fix English link) * (cur) (last). . 23:41, 29 May 2002. . 143.210.36.58 (mention alternate name: bubble and scrape) * (cur) (last). . M 07:51, 25 Feb 2002. . Conversion script (Automated conversion) * (cur) (last). . M 11:57, 17 Dec 2001. . 195.92.67.xxx * (cur) (last). . M 20:30, 12 Oct 2001. . BenBaker

title: Cookbook talk:Bubble and Squeak


text:
Cookbook:Christmas Pudding

Christmas pudding is a dessert served typically around the Christmas festive period and on Christmas day in the United Kingdom and other Commonwealth countries such as Australia, New Zealand, South Africa, and Canada. Outside of this festive period, it is known as a plum pudding which can have further recipe variations as well. It is often doused with alcohol, lit on fire, and served with brandy butter.

Recipes

 * Christmas Pudding I
 * Christmas Pudding II

title: Cookbook:Christmas Pudding


text:
Cookbook talk:Christmas Pudding

Page history from Christmas pudding

* (cur) (last). . 23:29, 2 Feb 2004. . Gentgeen (Transwikiing recipe to wikibooks) * (cur) (last). . 00:56, 4 Jan 2004. . Seglea (note on substituting butter for suet) * (cur) (last). . 19:02, 20 Dec 2003. . Seglea (restoring definite article - see Talk page) * (cur) (last). . M 23:49, 19 Dec 2003. . Sarge Baldy (the dessert->a dessert, ) * (cur) (last). . 15:44, 17 Dec 2003. . Seglea (links to ingredients) * (cur) (last). . M 15:41, 17 Dec 2003. . Seglea (fmt) * (cur) (last). . 15:40, 17 Dec 2003. . Seglea (extra snippets of information) * (cur) (last). . 08:35, 17 Dec 2003. . Seglea (note about duration of use, and covering before steaming) * (cur) (last). . 07:39, 17 Dec 2003. . 193.203.81.129   * (cur) (last). . 06:25, 17 Dec 2003. . 63.92.156.234   * (cur) (last). . 02:09, 17 Dec 2003. . Theresa knott (see also list of christmas dishes) * (cur) (last). . M 23:43, 16 Dec 2003. . Jmabel (spelling) * (cur) (last). . 08:15, 16 Dec 2003. . Seglea (added regional information and pressure cooker) * (cur) (last). . M 23:09, 15 Dec 2003. . Seglea (link to pudding) * (cur) (last). . 22:54, 15 Dec 2003. . Seglea (clarification of BCP) * (cur) (last). . 22:53, 15 Dec 2003. . Seglea (keeping properties) * (cur) (last). . 22:44, 15 Dec 2003. . Seglea (link to coins) * (cur) (last). . 22:39, 15 Dec 2003. . Seglea (format) * (cur) (last). . 22:34, 15 Dec 2003. . Seglea (a bit late to start making them now, but still... can someone else do the mince pies?)

Some of the discussion from en:Talk:Christmas pudding

What is crystallized peel? Orange I presume. Rmhermen 17:27, Dec 18, 2003 (UTC)

mixed citrus, I think, but I'm not sure enough to do an article on it, which is certainly needed. It comes cut into cubes about .5cm. Standard item on the UK cook's shelf but I've never seen it anywhere else (not that I've looked very hard, it's not my personal favourite). seglea 17:39, 18 Dec 2003 (UTC). Also called "candied peel". seglea

 * That's right. Usual recipies have a mixture of Orange, Lemon and Lime peel. Candying it requires the use of boiling sugar syrup and is not very hard. In my experience (and following my usual cooking philosophy) I have found that fresh peel is actually a little bit nicer in a Christmas Pudding, but I suspect not everyone would agree. Obviously the candied peel is sweeter. Francis Davey 16:21, 5 December 2006 (UTC)

Restoring "the dessert" in the opening sentence. Of course it is not the only dessert ever served on Christmas day, but it is the only one that is traditionally served (which is what the article says), in the sense that anyone in England (I'm never sure about the Scots) would recognise it as the traditional thing to have, even if they hated the stuff and would never serve it themselves.

This recipe (less the "Easy White Sauce") has been in the Matfield Green Kansas USA branch of the Mercer family for at least four generations. Because the family has largely been "teetotalers" since coming to Kansas, brandy was omitted from the recipe several generations ago. That is about to change. In 2006 the pudding will be served at our traditional family Christmas gathering in Wichita flaming, as in Dickens's "A Christmas Carol". +++++++++++++++++++++++++++++++++++++++++++++++++++++++++ GROUND BEEF SUET	1 POUND RAISINS			1 BOX CURRENTS			1 BOX BUTTERMILK		1 QT BAKING SODA		1 TEA SPOON SALT				1/2 TEA SPOON SUGAR 			1/2 CUP ENGLISH WALNUTS	1 CUP FLOUR			AS NEEDED (3 to 4 cups)

Put raisins, currents, walnuts and suit in mixing bowl. Coat ingredients with flour. Pour sugar on top of mixture and set aside.

Drink about 1/2 cup of the buttermilk and then add baking soda and salt to remainder of carton and mix.

Pour the buttermilk mixture over suit mixture in mixing bowl. Add flour about 1/2 cup at a time as you mix. Mixture is correct when it is moist but not sticky.

Tie up in cloth (with a little room for expansion) and steam for about six hours. Pudding is done when a tooth pick inserted into it comes out clean. Serve hot with sweetened white sauce.

EASY WHITE SAUCE

Jello French vanilla pudding (not instant). Make per directions except add a little more milk.

title: Cookbook talk:Christmas Pudding


text:
Calculus/Complex analysis

Complex analysis is the study of functions of complex variables. Complex analysis is a widely used and powerful tool in certain areas of electrical engineering, and others.

Before we begin, you may want to review Complex numbers

Complex Numbers
Complex Numbers

Complex Functions
A function of a complex variable is a function that can take on complex values, as well as strictly real ones. For example, suppose f(z) = z2. This function sets up a correspondence between the complex number z and its square, z2, just like a function of a real variable, but with complex numbers. Note that, for f(z) = z2, f(z) will be strictly real if z is strictly real.

Generally we can write a function f(z) in the form f(z) = f(x+iy) = a(x,y) + ib(x,y), where a and b are real-valued functions.

Limits and continuity
As with real-valued functions, we have concepts of limits and continuity with complex-valued functions also – our usual delta-epsilon limit definition:

 * $$\lim_{z\to w}f(z)=L$$ iff for each $$\epsilon>0$$, there is a $$\delta>0$$ such that $$|f(z)-L|<\epsilon$$ for all $$z$$ such that $$0<|z-w|<\delta$$.

Note that ε and δ are real values. This is implicit in the use of inequalities: only real values are "greater than zero".

One difference between this definition of limit and the definition for real-valued functions is the meaning of the absolute value. Here we mean the complex absolute value instead of the real-valued one. Another difference is that of how z approaches w. For real-valued functions, we would only be concerned about z approaching w from the left, or from the right. In a complex setting, z can approach w from any direction in the two-dimensional complex plane: along any line passing through w, along a spiral centered at w, etc.

For example, let $$f(z)=z^2$$. Suppose we want to show that the $$\lim_{z\to i}f(z)=-1$$. We can write z as $$i+\gamma$$ where we think of γ being a small complex quantity. Note then that $$z-i=\gamma$$. Then, with L in our definition being -1, and w being i, we have
 * $$| f(z) - L | = | z^2 + 1 | = | (i + \gamma)^2 + 1 | = | 2i\gamma + \gamma;^2 |$$

By the triangle inequality, this last expression is less than
 * $$2 | \gamma | + | \gamma |^2$$

In order for this to be less than ε, we can require that
 * $$| \gamma | < \frac{1}{2} \min( \frac{\epsilon}{2}, \sqrt{\epsilon})$$

Thus, for any $$\epsilon > 0$$, if $$\delta = \frac{1}{2} \min( \frac{\epsilon}{2}, \sqrt{\epsilon})$$, and $$| z - i |<\delta$$, then $$| f(z) - ( - 1) | < \epsilon$$. Hence, the limit of $$f(z)=z^2$$ as z approaches i is -1.

Differentiation and Holomorphic Functions
Since we have limits defined, we can go ahead to define the derivative of a complex function, in the usual way:
 * $$ \lim_{\Delta z \rightarrow 0} {f(z+\Delta z)-f(z) \over \Delta z}$$

provided that the limit is the same no matter how Δz approaches zero (since we are working now in the complex plane, we have more freedom!).

If such a limit exists for some value z, or some set of values - a region, we call the function holomorphic at that point or region. Continuity and being single-valued are necessary for being analytic; however, continuity and being single-valued are not sufficient for being analytic.

Many elementary functions of complex values have the same derivatives as those for real functions: for example D z2 = 2z.

Problem set
Given the above, answer the following questions.
 * 1) Find the derivative of z3 from the limit definition.
 * 2) Write ez in the form a(x, y)+b(x, y)i

Answers
1. $$ \lim_{\Delta z \rightarrow 0} {(z+\Delta z)^3-z^3 \over \Delta z} = \lim_{\Delta z \rightarrow 0} 3z^2+3z\Delta z +{\Delta z}^2 = 3 z^2 ,$$

2. $$\ e^z = e^{x+yi} = e^xe^{yi} = e^x(\cos(y)+i \sin(y)) = e^x \cos(y) + e^x \sin(y) i\,$$

Cauchy-Riemann Equations
We might wonder which sorts of complex functions are in fact differentiable. It would appear that the criterion for holomorphicity is much stricter than that of differentiability for real functions, and this is indeed the case. Suppose we have a complex function
 * $$ f(z)=f(x+iy)=u(x,y)+i\; v(x,y)$$,

where u and v are real functions. Assume furthermore that u and v are differentiable functions in the real sense. Then we can let $$\Delta z$$ in the definition of differentiability approach 0 by varying only x or only y. Therefore f can only be differentiable in the complex sense if
 * $$\begin{cases} \frac{\partial u}{\partial x} = \frac{\partial v}{\partial y} \\ \frac{\partial u}{\partial y} = -\frac{\partial v}{\partial x}.\end{cases}$$

In fact, if u and v are differentiable in the real sense and satisfy these two equations, then f is holomorphic. These two equations are known as the Cauchy-Riemann equations.

Integration
In single variable Calculus, integrals are typically evaluated between two real numbers

 * $$\int_{x_1}^{x_2} f(x) dx$$

On the real line, there is one way to get from $$x_1$$ to $$x_2$$. In the complex plane, however, there are infinitely many different paths which can be taken between two points, $$z_0$$ and $$z_1$$. For this reason, complex integration is always done over a path, rather than between two points.

Let $$\gamma$$ be a path in the complex plane parametrized by $$z: [a,b] \to \mathbb{C}$$, and let $$f(z)$$ be a complex-valued function. Then the contour integral is defined analogously to the line integral from multivariable calculus:

 * $$\int_{\gamma} f(z) dz = \int_a^b f(z(t)) z'(t) dt $$

Example Let $$f(z) = z$$, and let $$\gamma$$ be a line from 0 to 1+i. This curve can be parametrized by $$z(t) = t(1+i)$$, with $$t$$ ranging from 0 to 1. Now we can compute

 * $$\int_{\gamma} f(z) dz = \int_0^1 (t(1+i)) (1+i) dt = \frac{(1+i)^2}{2} = i $$

Note that we also have

 * $$\int_{\gamma} f(z) dz = \frac{(1+i)^2}{2} - \frac{0^2}{2} = i $$

This indicates that complex antiderivatives can be used to simplify the evaluation of integrals, just as real antiderivatives are used to evaluate real integrals.

Cauchy's Theorem
Cauchy's theorem states that if a function $$f$$ is holomorphic in the closure of an open set $$\Omega$$, and $$\gamma$$ is a simple closed curve in $$\Omega$$, then

 * $$ \int_{\gamma} f(z) dz = 0 $$

This can be understood in terms of Green's theorem, though this does not readily lead to a proof, since Green's theorem only applies under the assumption that f has continuous first partial derivatives...

Contour Integration

Cauchy's theorem allows for the evaluation of many improper real integrals (improper here means that one of the limits of integration is infinite). As an example, consider

 * $$ \int_0^{\infty} \frac{\sin x}{x} dx = \lim_{\epsilon \to 0, R \to \infty} \int_{\epsilon}^R \frac{\sin x}{x} dx $$

Since

 * $$ \Im(e^{i z}) = \sin z$$

we consider

 * $$ f(z) = \frac{e^{i z}}{z} $$

We now integrate over the indented semicircle contour, pictured above. We parametrize each segment of the contour as follows

 * $$ \gamma_1(t) = t $$, $$ t \in [-R, -\epsilon] $$
 * $$ \gamma_2(t) = t $$, $$ t \in [\epsilon, R] $$
 * $$ \gamma_3(t) = \epsilon e^{i t} $$, $$t \in [0, \pi] $$
 * $$ \gamma_4(t) = R e^{i t} $$, $$t \in [0, \pi] $$

By Cauchy's Theorem, the integral over the whole contour is zero. So,

 * $$ 0 = \int_{\gamma} f(z) dz = \int_{\gamma_1} f(z) dz + \int_{\gamma_2} f(z) dz - \int_{\gamma_3} f(z) dz + \int_{\gamma_4} f(z) dz $$

We now handle each of these integrals separately.

 * $$ \int_{\gamma_1} f(z) dz = \int_{-R}^{-\epsilon} \frac{e^{i z}}{z} dz = -\int_{\epsilon}^R \frac{e^{-i z}}{z} dz $$
 * $$ \int_{\gamma_2} f(z) dz = \int_{\epsilon}^{R} \frac{e^{i z}}{z} dz $$

Recalling the definition of the sine of a complex number,

 * $$ \int_{\gamma_1} f(z) dz + \int_{\gamma_2} f(z) dz = \int_{\epsilon}^R \frac{e^{i z} - e^{-i z}}{z} dz = 2i \int_{\epsilon}^R \frac{\sin x}{x} dx $$

Now we evaluate the other two integrals

 * $$ \int_{\gamma_3} f(z) dz = \int_0^{\pi} \frac{e^{- \epsilon e^{it}} i \epsilon e^{i t}}{\epsilon e^{i t}} dt = i \int_0^{\pi} e^{- \epsilon e^{it}} dt $$

As $$ \epsilon \to 0 $$, the integrand approaches one, so

 * $$ \lim_{\epsilon \to 0} \int_{\gamma_3} f(z) dz = i \int_0^{\pi} dt = \pi i $$

The fourth integral is equal to zero, but this is somewhat more difficult to show. Its form is similar to that of the third segment:

 * $$ \int_{\gamma_4} f(z) dz = \int_0^{\pi} e^{-R e^{it}} dt $$

This integrand is more difficult, since it need not approach zero everywhere. This difficulty can be overcome by splitting up the integral, but here we simply assume it to be zero.

Combining everything, we now have

 * $$ \int_{\gamma} f(z) dz = 0 = 2 i \int_0^{\infty} \frac{\sin x}{x} dx - \pi i $$

Hence,

 * $$ \int_0^{\infty} \frac{\sin x}{x} dx = \frac{\pi}{2} $$

Cauchy's Integral Formula
Cauchy's integral formula characterizes the behavior of holomorphics functions on a set based on their behavior on the boundary of that set. If $$\Omega$$ is an open set with a piecewise smooth boundary and $$f$$ is holomorphic in $$\bar{\Omega}$$, then

 * $$ f(z) = \frac{1}{2 \pi i} \int_{\partial \Omega} \frac{f(\zeta) d\zeta}{\zeta-z} \ \ \ \forall z \in \Omega $$

This is a remarkable fact which has no counterpart in multivariable calculus. It says that if we know the values of a holomorphic function along a closed curve, then we know its values everywhere in the interior of the curve.

Because $$z \in \Omega$$, an open set, it follows that $$\zeta-z \neq 0$$ for all $$\zeta \in \partial \Omega$$. Hence the integrand in Cauchy's integral formula is infinitely differentiable with respect to z, and by repeatedly taking derivatives of both sides, we get

 * $$f^{(n)} (z) = \frac{n!}{2 \pi i} \int_{\partial\Omega} \frac{f(\zeta) d\zeta}{(\zeta-z)^{n+1}} \ \ \ \forall z \in \Omega, n \in \mathbb{N} $$

This result shows that holomorphicity is a much stronger requirement than differentiability. In the complex plane, if a function has just a single derivative in an open set, then it has infinitely many derivatives in that set.

Corollaries of Cauchy's Theorem
Cauchy's Theorem and integral formula have a number of powerful corollaries:

 * Convergence of power series If a function is holomorphic in a disc, then its Taylor series converges in this disc.
 * Liouville's Theorem If a function is bounded and holomorphic in all of $$\mathbb{C}$$ then it is equal to a constant.
 * Fundamental Theorem of Algebra All polynomials of degree greater than zero with complex coefficients have a complex root. This is a simple corollary of Liouville's theorem.
 * Equality of functions If two functions $$f$$ and $$g$$ are holomorphic on a connected, open set $$\Omega$$, and $$f(z)=g(z)$$ on any disc in this set, then $$f(z)=g(z)$$ for all $$z \in \Omega$$.

title: Calculus/Complex analysis


text:
Talk:Algebra/Arithmetic

From Talk:Absolute value
IIRC, absolute values of complex numbers isn't something typically covered in Algebra I and it's more something for Algebra II or Trig(coupled with De Movire's Theorem maybe?) Etothex 03:37, 20 Sep 2003 (UTC)

 * The explanation here is very basic. A more thorough explanation will be explored at Algebra/Complex Numbers; perhaps this will serve as motivation to read up on complex numbers? Dysprosia 11:03, 20 Sep 2003 (UTC)

 * It's nice IMO to have something a little advanced in a book to inspire students to learn new stuff.Absolute value of real numbers is a trivially easy, we need to inspire the bright ones. Theresa knott 11:47, 20 Sep 2003 (UTC)

Discussion
use a midscript * that is in the middle. don't use a plain astertisk.

Do you really think that subtraction is a binary opperation? In fact, addition is an abelian (semi)group (depends if you have already negative integers or not). Minus is the the _unary_ operation of inversion, hence a+(-a)=0, where 0=zero is the unit element of the (semi)group. In the case of addition one should hence write a+(-b) and not a-b. This solves the commutativity problem, since a+(-b)=(-b)+a. The notiopn a-b can then be introduced as a shorthand. While I would not recommend to introduce abelian groups at this level, I would strictly object against the introduction of a binary operator called minus, July 26, 2004 BF.

That picture of the number line is really bad--it would be much simpler just to use an image.

I have made an image and fixed the problem. It now looks beautiful. :-) H Padleckas 12:51, 11 Jul 2004 (UTC)

Paul - What are we trying to do here with this page? There doesn't seem to be a comprehensible focus on the page. My take on it is that we're trying to create a maths textbook that can be used to teach someone arithmetic - if that's the case then what are all those useless bits and pieces about subtrahend and Numerical Axioms doing in there?

On the other hand, if we're trying to document Arithmetic for someone seriously studying the root of mathematics, why have exercises asking for the solution of 5-3?

It doesn't make sense that exercises as simple as 5-3=? would be on the same page as words like subtrahend.

 * It was my impression that the page was for a brush-up lesson on the basics of arithmetic necessary for using algebra. Subtrahend (and the other higher-level stuff) would therefore be the extraneous information. - Jonel

Whoever posted anonymously made a very good point about the order of operations. I've cleaned it up a little; if you think it needs more work feel free to alter it. As for the etiquette, for the most part if you see something that needs to be fixed you should just go ahead and fix it. If you're unsure, put a message in this talk page. Jonel

 * Actually - that was me before I registered as a user :) The editing looks fine to me. I tihnk I'm going to enjoy working on this project! - Paul

I don't think that this section is in keeping with the idea of this page, but it might be useful on another page for more advanced work. So I will just leave it here on the talk page for now. Jonel

"Absolute Value" of Complex numbers
For complex numbers, the absolute value or modulus presents us with a different concept. A number in the Argand plane has a rotation from the real axis through angle θ and a distance away from zero, r. By using the Pythagorean theorem and a bit of trigonometry, we can generalize the complex number to be a triangle, and we obtain that the modulus is the same as the real value squared plus the imaginary value squared (See Algebra/Complex Numbers for more detail).

 * z2 = Re(z)2+Im(z)2

then
 * z|= √(Re(z)2+Im(z)2)

It is important to note that if z has imaginary part zero; ie z is purely real, this method is equivalent to finding the absolute value as well.

Previous section?
Under Addition, a "previous section" is referred to. There is no previous section. This is the first section of Math. H Padleckas 12:51, 13 May 2004 (UTC)
 * I agree. I fixed it. --MathMan64 21:52, 2 September 2005 (UTC)

BODMAS
Hello. I'm using this Wikibook to come to grips with maths in english. In my native language (Dutch) I'm pretty clued up, but the language barrier is keeping me from understanding a lot of maths-related stuff in english. Just now I stumbled upon something which I can't quite understand:

"There are a number of different abbreviations for memorizing the order. PEMDAS, BEDMAS and BODMAS (B is Brackets) are common." I can't figure out where the O in BODMAS comes from? Care to enlighten, anybody?

[edit] The "O" stands for Orders (ie Powers and Square Roots, etc.) The "O" has also been taught simply as "OF"; Brackets of Divison etc.

Thanks to all contributors for taking the time to write all this. Perhaps I'm a bit simple-minded, but I feel the book could do with some graphics (even non-functional graphics), both to break the text apart in more managable chunks, and to make it more appealing from a visual point of view.

Order of operations
I feel that this page is not the correct place to introduce anything to do with negative numbers, such as -22. This important concept should be introduced after the multiplication of integers. I would rather it not be a subtraction problem from zero, but a multiplication by negative one. --MathMan64 22:48, 2 September 2005 (UTC)

Long multiplication?
Can there be some information about how to multiply large numbers, say 34 * 281 or whatever.

addition and the other operations too, for that matter. this wikibook gives excercises for them, but does not explain the method of solution. 206.15.236.254 16:57, 20 April 2006 (UTC)

Exercises
I think it would be good to add exercises to each arithmetic section. I performed all exercises so far and found some holes in my understanding that I would not get from the explanations alone. Particularly, start from simple to advanced within 25 problems so the student can get a real feel for what they are lacking. I will create some of my own and add it here in a couple of days if no one has any objections.:) ---Irishboy0 01:27, 21 September 2006 (UTC)#--Irishboy0 01:27, 21 September 2006 (UTC)

missing pages with problems
I marked this page fair for completeness due to the missing pages when you try to go to the problems for each category on this page. only the pages for addition and subtraction exist. Kweeks (talk) 11:21, 6 September 2010 (UTC)

"Addition"
Why in quot.marks? Cause the issue is not about addition while the passage is out of there: "To define the number one is a rather difficult task, but we all have a good intuitive sense of what "oneness" is."

O'k, not a very good way... Know what I think? I think that we can′t define oneness without quantity. Moreover, the concept of quantity is of the premises to the oneness not otherwise. No oneness does exist without a quantity prior to that. The quantity is a natural concept — then somebody, planning to organise the surrounding, chooses the units. You may argue that there is a natural concept of oneness - when considering some indivisible objects — for example humans etc. (apples etc.). Somebody could say that either humans or, especially, apples can be divided. To those, it will be recalled that the objects should strictly retain their immanent parameters so as to remain being considered equal or comparable in the same way. Well, it was an interlude. So... Somebody says "what about 'natural objects'?" — thus resolving the phantom paradox: saying "natural". Now, I agree that there are objects which may imply some natural oneness. BUT THEY ARE ONLY "NATURAL", COUNTABLE OBJECTS. Linguistics seems giving the best answer to solving such ambiguities: remember the classes of nouns in English:) So, this way we have NATURAL DICHOTOMY between the countable and the uncountable. So we should choose the way of approach to our dilemma: either we introduce here in "Arithmetics" the natural numbers first — or we're defining the quantity as a prior to any units perceptional concept... Lincoln J. (discuss • contribs) 17:44, 19 January 2013 (UTC)

Logarithms
It is arguable that the introduction of digital technologies has largely replaced the need for logarithms at this level of mathematics. If so, is this section necessary? Colinf (discuss • contribs) 22:22, 30 July 2014 (UTC)

title: Talk:Algebra/Arithmetic


text:
Cookbook:Madeira Honey Cake

| Portugal | Dessert | Cake

This is the recipe for the traditional Madeira Honey Cake, usually made on Christmas but also all year round on the island of Madeira and originally named in Portuguese bolo de mel. It is made with "mel de cana" which literally means "cane honey," otherwise known as molasses.

Procedure

 * 1) One day before making the cake, buy the bread-dough at the baker's shop, sprinkle a little bit of flour on the dough, put it in a towel and keep it in a warm place until the next day.
 * 2) Dissolve the baking soda into the Madeira wine.
 * 3) Warm the molasses in a saucepan, add the butter and pork fat, and stir until melted and combined. Let this mixture cool.
 * 4) Sift flour into a bowl, and mix in the sugar. Make a well and put the bread dough into it.
 * 5) Work the flour-sugar mixture into the bread dough. As soon as this is well-joined, start to incorporate the molasses-fat mixture little by little.
 * 6) Add some of the candied lemon peel, as well as the Madeira wine, orange juice and orange zest, anise, cinnamon, and cloves. Incorporate and knead thoroughly until the dough doesn't stick to the bowl.
 * 7) Cover the dough with a towel and put it in a warm spot. Keep it in a warm place for 3–4 days.
 * 8) Grease the baking pans. This cake is traditionally made in wide, round, low pans.
 * 9) Divide the dough into parts of 250–500 g or 750 g, depending on your baking pans.
 * 10) Decorate the cake with half-walnuts, sliced almonds, and the rest of the candied lemon peel.
 * 11) Bake for about 50 minutes at 355 °F (180 °C). Let cool down before taking it out of the baking pan.

Notes, tips, and variations

 * In Madeira these honey cakes are made on 8 December, which is traditionally considered the day of Mary's Immaculate Conception, because tradition says this cake is only good for Christmas if it is made on this day.
 * It is a custom to make enough of this cake in order to have some during the whole year. Once cooled and thoroughly wrapped into vegetable paper it remains good until next Christmas without losing quality or taste.
 * Another tradition surrounding this cake is that it is not cut with knives, but by hand, and also eaten by hand, nothing more than a tradition but very respected among Madeira locals.
 * Fennel is often used instead of anise. Raisins are sometimes added.

title: Cookbook:Madeira Honey Cake


text:
Cookbook talk:Madeira Honey Cake

Page history from Madeira cake

* (cur) (last). . 05:42, 20 Oct 2003. . Wik (sp) * (cur) (last). . M 17:26, 23 Jun 2003. . Hephaestos (copyedit) * (cur) (last). . M 09:05, 23 Jun 2003. . Deb (links) * (cur) (last). . 08:42, 23 Jun 2003. . Hephaestos (formatting &c.) * (cur) (last). . 08:37, 23 Jun 2003. . 213.205.67.72

 * Too many ingredients. This is maaaaaaaaaaaaaaaaaaaaaaaaaaaad!

8kg of ingridients, 8 servings? Is this completely fake or just a recipe for 800 people?

title: Cookbook talk:Madeira Honey Cake


text:
Cookbook:Christmas Mince Pies (Meat-Free)

This is the recipe for the fruity mince pies that we all know and eat at Christmas time. These typically do not contain minced beef, but they may not be completely vegetarian since fruit mince can sometimes contain suet.

Ingredients

 * Shortcrust pastry dough, either homemade or shop bought
 * Fruit mince, either homemade or shop bought
 * Icing sugar (optional)

Procedure

 * 1) Roll out the pastry dough if needed, and cut out small rounds of dough.
 * 2) Line greased tartlet pans with the dough rounds.
 * 3) Spoon heaped teaspoons of fruit mince into each tartlet shell.
 * 4) Top the tartlets with slightly smaller circles of dough, preferably cut with a fluted cutter
 * 5) Bake until golden brown.
 * 6) If desired, dust pies with a light sprinkling of icing sugar just before serving.


text:
Cookbook talk:Christmas Mince Pies (Meat-Free)

Page history from Mince pie

* (cur) (last). . 05:05, 3 Feb 2004. . Gentgeen (transwikiing recipes to wikibooks) * (cur) (last). . 12:37, 14 Dec 2003. . 24.160.168.66 (Fixed spelling of ingredients) * (cur) (last). . 20:27, 19 Oct 2002. . 203.98.50.150 (spelling) * (cur) (last). . M 22:09, 11 Aug 2002. . 217.168.172.202   * (cur) (last). . M 23:55, 2 Aug 2002. . 217.168.172.203   * (cur) (last). . M 23:54, 2 Aug 2002. . 210.54.169.209   * (cur) (last). . M 14:04, 2 Aug 2002. . 210.54.160.211 (bracket typo) * (cur) (last). . 13:53, 2 Aug 2002. . Karen Johnson (added modern meat-free version) * (cur) (last). . 11:37, 2 Aug 2002. . 210.54.160.221 (Try it, I dare you.) * (cur) (last). . 10:22, 2 Aug 2002. . 210.54.160.56   * (cur) (last). . 00:20, 22 May 2002. . 217.162.214.5 (move reference to bottom) * (cur) (last). . M 02:12, 31 Mar 2002. . 62.98.138.5

Discussion from en:Talk:Mince pie

Couple of suggestions, since you mentioned you're not finished:

 * How about using either metric or English measurements throughout, but not both?

 * This isn't analytical chemistry - how about rounding off numbers like "1814 g" to 1.8 kg (or even 2 kg)?

 * Please insert a space between a number and its unit.

Thanks! :-) -- Marj Tiefert 18:41 Aug 2, 2002 (PDT)

A couple of responces since I've finished:

 * The 'spoons are the random variable of good cooking and the metric system. Otherwise known as "Too much!", or "Too little."

 * The art of good desserts, MUST follow the strict standard of analytical chemistry. No comprimises will be allowed!

 * No.

Spot the sarcasm.=P

End of copied discussion

Modern Mince Pies more prominent
Shouldn't the meat free mince pies... the one which we all try to cook and eat at Christmas time...  be at the top of the page? Surely that's the recipe which people come to this page for. -- Harry Wood (talk) 19:27, 23 December 2007 (UTC)

 * OK done. It's a useles recipe of course, until the links for pastry and fruitmince are filled in! -- Harry Wood (talk) 10:51, 13 February 2008 (UTC)


text:
User talk:195.99.240.139

Hello and welcome to wikibooks. Your test worked but please use Sandbox for future experiments. Theresa knott 17:02, 3 Feb 2004 (UTC)

title: User talk:195.99.240.139


text:
Cookbook:Guacamole Dip

Guacamole Dip is a spicy Mexican dip made from avocado and cream. It is the perfect companion for corn chips, totopos, or potato chips. The ingredients and quantities of this recipe are approximate, and they depend on the desired consistency and "picor".

Ingredients

 * 1 ripe avocado
 * 1 cup cream, sour cream, or yoghurt
 * 1 clove garlic
 * ¼ regular onion, cut in large pieces
 * 4 cilantro stems with leaves
 * 1 serrano chile pepper (optional)
 * Milk to thin the dip, as needed
 * Salt to taste

Procedure

 * 1) Put the garlic, onion pieces, cilantro and serrano pepper into a blender or food processor. Pulse for a few seconds—don't over do it.
 * 2) Halve the avocado and scoop the flesh into the bowl. Add the cream and pulse the blender for a few seconds.
 * 3) Taste the mixture and add salt or more seasonings as desired.
 * 4) Pulse the blender a little bit more. If the mixture is too thick, add a tablespoon of milk and pulse the blender.
 * 5) Serve immediately or store by covering the mixture with plastic wrap.

title: Cookbook:Guacamole Dip


text:
Organic Chemistry/Introduction to reactions/Alkyne hydrogenation

Alkynes are hydrogenated in generally the same way as alkenes. However, standard catalysts like Pd/C will not allow hydrogenation to stop before the alkane stage. A "poisoned catalyst" will permit the reduction of a triple bond to a double bond by syn addition, but no further. A common poisoned catalyst is Lindlar's catalyst: Pd/CaCO3 treated with quinoline and lead acetate.

 * [[Image:Hydrogenation reactions.svg|400px]]

Anti addition of hydrogen atoms can be achieved with a dissolving metal reduction.

 * [[Image:Alkyne reduction.svg|400px]]

Dissolving Metal Reduction
The dissolving metal reaction takes place in a solution of sodium or lithium metal dissolved in liquid ammonia. An alkali metal is dissolved in liquid ammonia and forms a solution containing solvated electrons.

Once an alkyne is added to the solution, the electrons add to the antibonding π molecular orbital and produce a radical-anion intermediate. This intermediate has one unpaired electron and has a negative charge.

The radical anion then reacts with a proton source (generally ethanol or tertiary-butyl alcohol which is added to the ammonia) to yield a vinyl radical. The radical then accepts another electron and forms a carbanion.

The alkene is formed when the vinyl carbanion is protonated. Protonation normally occurs from the side of the double bond that is least sterically hindered, so a trans-alkene is produced.


text:
Organic Chemistry/Introduction to reactions/Halogenation

There are several ways to halogenate Alkenes. The simplest is by adding appropriate hydrogen halides, where the reaction follows Markovnikov's rule. This rule states that the halogen will become bonded to the more highly substituted carbon. This is a result of greater carbocation stability of more highly substituted carbon atoms, which have more ability to distribute the positive charge to the attached alkyl groups. When both carbon atoms have the same number of substituents, a mixture of products will often result.


text:
User talk:Robert~enwikibooks

Welcome Robert, and please let me know if I can be of any help to you at any time. --Karl Wick

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 Robert. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Robert~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:25, 19 April 2015 (UTC)

title: User talk:Robert~enwikibooks


text:
User talk:Sgh7a

Das Resultat dieses Projekts sollen richtige gedruckte Lehrbücher sein, die man in der Schule im Unterricht verwenden kann. Die Unterteilung soll sich also an den verschiedenen Schulstufen orientieren. Das also bitte bei der Konzeption von Anfang an berücksichtigen. Ein großes Mathematikbuch für die Klassen 1 bis 12/13 ist nicht sehr sinnvoll.

 * Dafür, dass du anonym über eine von uns erstellte Seite schreibst, bist du aber ganz schön fordernd. Außerdem finde ich es nicht gerade besonders höflich, einen bestehenden Link einfach zu löschen (Leitseite) und damit unsere Seite ins Nirvana zu schicken.

 * Dafür bin ich aber Wikibookianer der ersten Stunde. *g*

 * Zum Inhalt: Ob deine Vorstellungen umsetzbar sind, ist fraglich. Es gibt in verschiedenen deutschsprachigen Ländern recht verschiede Lehrpläne (in der Schweiz noch nicht mal das). Wie soll man da ein Buch für eine bestimmte Klassenstufe schreiben? Ich hab einfach mal beide Systematiken nebeneinander stehen gelassen. -- Sgh7a 20:31, 4 Feb 2004 (UTC)

 * Auf der englischsprachigen Leitseite ist man schon etwas weiter. Dort gibt es Hinweise auf die jeweils gültigen Lehrbuchstandards. (Das Wikibooks-Projekt ist ja noch recht jung.) Das mit den gedruckten Büchern ist auf jeden Fall der Sinn des ganzen Projekts. Aus den Buchverkäufen soll sich wohl auch die Stiftung refinanzieren.

 * Was hindert Dich daran, Dein bzw. Euer Vorhaben gleich von Anfang an einem Lehrbuch für eine bestimmte Klasse oder Stufe einzuordnen?

title: User talk:Sgh7a


text:
Haskell

Haskell is a functional programming language. It is distinct in a few ways:

 * Haskell is pure. A function when invoked using the same arguments will return the same result every time.
 * Haskell is lazy. Evaluations are performed only when needed.
 * Haskell provides a modern type system with state-of-the-art features like type classes and generalized algebraic data types (soon enough, terms like those will roll smoothly off your tongue).

Haskell is enjoyable to use because dealing with pure functions makes code much easier to reason about, and the advanced type system helps catch silly and profound mistakes.

Our aim in this book is to introduce you to the Haskell programming language — from the very basics to advanced features — and to computer programming in general. We urge seasoned programmers to be especially patient with this process. The languages you are familiar with are likely to differ greatly from Haskell, and the habits acquired from those languages might make it difficult to understand how things work — Haskell is simple, but different. Learning to see the world through the warped mindset of a functional programmer is an adventure in a brave new world, which brings knowledge valuable far beyond the boundaries of any language.

Overview
The book is divided into three sections: a Beginner's Track, an Advanced Track, and a section called Haskell in Practice. The last section, which covers practical use cases, depends only on the Beginner's Track. Seasoned programmers may read the overview to quickly evaluate what makes Haskell unique and different from other languages.

Beginner's Track
This section introduces you to Haskell basics and some commonly used libraries. At the end of this track, you should be able to write simple Haskell programs. Most chapters include exercises, with solutions, for your practice.

{| cellpadding="15" cellspacing="0" style="background-color: honeydew; border: 1px solid MediumAquamarine; border-collapse: collapse; margin: 0.8em 0; vertical-align: top; width: 100%;" | style="border-right: 1px dashed MediumAquamarine; vertical-align: top;" |

Haskell Basics
| style="border-right: 1px dashed MediumAquamarine; vertical-align: top;" |

Elementary Haskell
| style="border-right: 1px dashed MediumAquamarine; vertical-align: top;" |

Intermediate Haskell
| style="vertical-align: top;" |

Monads

 * }
 * }

Advanced Track
This section introduces wider functional programming concepts such as different data structures and type theory. It will also cover more practical topics like concurrency.

{| cellpadding="15" cellspacing="0" style="background-color: #f7f7ff; border: 1px solid SlateBlue; border-collapse: collapse; margin: 0.8em 0; vertical-align: top; width: 100%;" | style="border-right: 1px dashed SlateBlue; vertical-align: top;" |

Welcome to Haskell
| style="border-right: 1px dashed SlateBlue; vertical-align: top;" |

Fun with Types
| style="border-right: 1px dashed SlateBlue; vertical-align: top;" |

Wider Theory
| style="vertical-align: top;" |

Haskell Performance

 * }
 * }

Haskell in Practice
Day-to-day issues of working with Haskell include items such as knowing the standard libraries, building graphical interfaces, and working with databases. You should be able to jump directly to this section from the beginner's track.

{| cellpadding="15" cellspacing="0" style="background-color: cornsilk; border: 1px solid gold; border-collapse: collapse; margin: 0.8em 0; width: 100%;" | style="border-right: 1px dashed gold; vertical-align: top;" |

Libraries Reference
| style="border-right: 1px dashed gold; vertical-align: top;" |

General Practices
| style="vertical-align: top;" |

Specialised Tasks

 * }
 * }

Appendices

 * /Syntactic sugar/
 * Answers to exercises
 * Authors and Acknowledgements

About the book

 * /Notes for contributors/
 * /Style conventions/
 * /To do/
 * Templates for the Haskell wikibook
 * Experimental Modules
 * List of topics

Other Haskell tutorials

 * Haskell Meta-tutorial — the tutorial to find other tutorials
 * Learn You a Haskell for Great Good — Tutorial aimed at beginners who may have experience in imperative programming languages but haven't programmed in a functional language before. Available online at no charge (CC BY-NC-SA license); also released as a conventional book.
 * Real World Haskell — an O'Reilly book, available online at no charge (CC BY-NC license). Built around case studies of practical applications.

Tutorials that have been incorporated into the Haskell Wikibook
The following may be read independently, but their content has been imported and adapted already into the Wikibook here

 * Write Yourself a Scheme in 48 Hours — An alternate approach to teaching Haskell (and perhaps Scheme), aimed at a more advanced audience (though not necessarily one that knows how to program!)
 * Yet Another Haskell Tutorial — aimed at beginners and takes a practical approach to things.

Additional resources

 * Learning Haskell at haskell.org
 * What I Wish I Knew When Learning Haskell — A wide-ranging collection of concise summaries of many intermediate and advanced Haskell topics. Released in the public domain.

Funktionale Programmierung mit Haskell Haskell Programmation Haskell Haskell Haskell Haskell HaskellWikiBook Haskell

title: Haskell


text:
User:Vuara

Hi,

Drafts of my books in progress:
 * 1) The Vietnamese version of Maharishi Mahesh Yogi on the Bhagavad-Gita Chapters 1-6
 * 2) * PREFACE
 * 3) * INTRODUCTION
 * 4) * CHAPTER I
 * 5) * CHAPTER II
 * 6) * CHAPTER III
 * 7) * CHAPTER IV
 * 8) * CHAPTER V
 * 9) * CHAPTER VI
 * 10) * APPENDIX
 * 11) ** The Holy Tradition
 * 12) ** Transcendental Meditation: The Main Principle
 * 13) ** Cosmic Law, The Basic Law of Creation
 * 14) ** The Six Systems of Indian Philosophy
 * 15) The Vietnamese version of Science of Being and Art of Living: Transcendental Meditation
 * 16) * PREFACE (by Bevan)
 * 17) * INTRODUCTION
 * 18) * Section I: Science of Being
 * 19) * What Is Being?
 * 20) * Being, the Essential Constituent of Creation
 * 21) * Section II: Life
 * 22) * The Purpose of Life
 * 23) * Normal Life
 * 24) * Section III: Art of Living
 * 25) * ART OF SPEAKING
 * 26) * Speaking with a Minimum Consumption of Energy
 * 27) * Speaking Rightly
 * 28) * Speaking Harmoniously
 * 29) * Speaking Pleasingly
 * 30) * ART OF ACTION
 * 31) * The Art of Performing an Action with the Least Amount of Energy Expended
 * 32) * The Art of Performing an Action in the Least Amount of Time
 * 33) * The Art of Performing Only Useful Action
 * 34) * The Art of Performing an Action to Produce the Most Effective and Desirable Results
 * 35) * Fixity of Purpose in Performance of Action for the Most Effective and Desirable Results
 * 36) * The Art of Performing and Completing the Action Without Harming Anyone
 * 37) * The Art of Performing an Action to Yield Maximum Results
 * 38) * The Art of Performing an Action So That the Performance Remains Pleasant and Does Not Become a Tiring, Tedious, or a Boring Task
 * 39) * The Art of Proper Planning of Action
 * 40) * The Effective Execution of the Plan
 * 41) * ART OF BEHAVIOR
 * 42) * Behavior and the Surroundings
 * 43) * PATHS TO GOD REALIZATION
 * 44) * God
 * 45) * APPENDIX B: Maharishi in the World Today
 * 46) The Prayer before Food (earlier edition of Science_of_Being)
 * 47) Bursts of Brilliance
 * 48) Memorable Monologues, Duplicitous Dialogues
 * 49) English-Vietnamese2020 Glossary
 * 1) * Behavior and the Surroundings
 * 2) * PATHS TO GOD REALIZATION
 * 3) * God
 * 4) * APPENDIX B: Maharishi in the World Today
 * 5) The Prayer before Food (earlier edition of Science_of_Being)
 * 6) Bursts of Brilliance
 * 7) Memorable Monologues, Duplicitous Dialogues
 * 8) English-Vietnamese2020 Glossary
 * 1) The Prayer before Food (earlier edition of Science_of_Being)
 * 2) Bursts of Brilliance
 * 3) Memorable Monologues, Duplicitous Dialogues
 * 4) English-Vietnamese2020 Glossary

Sister Projects: Wikipedia | Meta-Wikipedia | Wiktionary | Wikisource | Wikiquote Communities: Staff lounge Quick Find: All bookshelves, List of all books

 * 1) Special Chars

Test Webpage Formats:
 * 1) Webpage Format 1
 * 2) Webpage Format 2
 * 3) Webpage Format 3

 * 1) Softthinking1
 * 2) Softthinking2

 * 1) Việt vowel cluster & 2 & 3-phthong
 * 2) Dr H. C. Tien's PINXXIEE Tenstrokes Transcode PX2001
 * 3) CHINESE CHARACTER PINXXIEE METHOD
 * 4) Latin script--the first global alphabet
 * 5) A word is a word is a word

 * 1) Hyperlanguages transcend human languages
 * 2) Hyperlanguage of the Hebrew Alphabet
 * 3) hyperintelligence hyperlanguage
 * 4) MPEG-7 hyperlanguage
 * 5) synaesthesia hyperlanguage

 * 1) Hyperanalysis-MeasurementTheory
 * 2) hypermathematics-hypermechanics

 * 1) Evolution of Language
 * 2) protominds
 * 3) Protothought
 * 4) New Essays on the Origins of Language
 * 5) Genes, Memes, and Megathemes
 * 6) David Peat

 * 1) Forest Value Dictionary
 * 2) Regressive Imagery Dictionary
 * 3) LIWC Dictionary
 * 4) Categorization dictionary
 * 5) Roget Categorization dictionary
 * 6) Glossaries

 * 1) Catalan Hyperencyclopaedia
 * 2) Search many Encyclopedias and Dictionaries
 * 3) Artcyclopedia
 * 4) Art Movements
 * 5) Household Cyclopedia
 * 6) Cyclopedia Cryptologia
 * 7) Appleton's Cyclopedia of American Biography

 * 1) Characters vs phonetic writing systems
 * 2) The Bandwidth Capital of the World
 * 3) An ancient alphabet found on six continents
 * 4) The Next-generation Medicine Man
 * 5) The Hopi--a brief history
 * 6) James Harris' The Name of God From the Sinai to the American Southwest
 * 7) Mystery of Ancient America's Canyon People
 * 8) Ancient Alphabet FAQ
 * 9) ViewZone expedition 2002
 * 10) Translations of Ancient scripts
 * 11) Oral Tradition and History of the Ancient People
 * 12) The most famous old Negev script found in North America
 * 13) Ancient Anomalies
 * 14) Runes and the ancient alphabet
 * 15) So who really invented the alphabet?
 * 16) HOW THE ALPHABET WAS MADE
 * 17) The Alphabet is Historic
 * 18) Who is Phoenician and who is Arab today
 * 19) The Phoenician Alphabet
 * 20) Phoenicians_Lebanese
 * 21) Phoenician Origin of the Celts
 * 22) A History Showing how the Phoenicians had their earliest home in India
 * 23) A place called Maalula
 * 24) Ethnic Origin, Language and Literature of the Phoenicians
 * 25) Geography of Phoenicia Canaan
 * 26) Discoveries that rewrite the origins of ancient Egypt
 * 27) Petroglyphs
 * 28) Alphabets at EPL
 * 29) The Rosetta stone
 * 30) Decoding Egyptian hieroglyphs
 * 31) Hieroglyphic at EPL
 * 32) Carthaginians are famous with invention of sale by auction
 * 33) Sources of Modern Knoweldge About Phoenicia
 * 34) ANCIENT ALPHABETS COMPARED
 * 35) IS THERE AN IDEAL ALPHABET
 * 36) EVOLUTION OF WRITING
 * 37) Bronze Age Literacy

 * 1) WritingSystems Course
 * 2) Thoughts on Logan's The Alphabet Effect
 * 3) Books by Henry Rogers
 * 4) Linguistics Courses
 * 5) UT Linguistics fees
 * 6) The best chinese dictionary
 * 7) The most comprehensive Chinese to English dictionary
 * 8) Writing Systems text

--Vuara (discuss • contribs) 21:10, 8 December 2014 (UTC)

title: User:Vuara


text: User:Vuara/MMY Gita

title: User:Vuara/MMY Gita


text:
User:Vuara/MMY SBAL

Section I: Science of Being

What Is Being?

...

Being, the Essential Constituent of Creation

Physical science informs us that the whole of creation is built up of layers of energy, one inside the other. The subtlest is at the innermost stratum of creation and builds up around itself different qualities, becoming bigger and bigger.

...

There was a time when physics declared the indestructibility of matter because the atom, which was thought to be the subtlest part of matter, was thought to be indestructible....

...

The Purpose of Life

Expansion of happiness is the purpose of life, and evolution is the process by which it is fulfilled. Life begins in a natural way, it evolves, and happiness expands. The expansion of happiness carries with it the growth of intelligence, power, creativity and everything that may be said to be of significance in life.

The purpose of individual life is also the purpose of the life of the entire cosmos. The purpose of creation is the expansion of happiness which is fulfilled through the process of cosmic evolution. The significance and purpose of individual life is the same as that of the life of the cosmos. The difference lies in the scale.

The individual life is the basic unit of the life of the cosmos. Evolution of the cosmos is basically served by the evolution the individual life. Thus, if the purpose of individual life is served, the purpose of cosmic life is also served spontaneously and simultaneously to that degree and on that scale.

If one has fulfilled the purpose of his own life, he has done his best to help the cosmic purpose.

If one is not happy, one has lost the very purpose of life. If one is not constantly developing his intelligence, power, creativity, peace, and happiness, then he has lost the very purpose of life. Life is not meant to be lived in dullness, idleness, and suffering; these do not belong to the essential nature of life.

Life is dynamic, not static. It is energetic, progressing, evolving, developing through activity, and multiplying itself. The nature and purpose of life is progress, evolution, activity, and improvement.

Activity maintains the stream of evolution, and the physical vehicle that is responsible for activity is the nervous system of the individual. In species lower than man the nervous system is not so fully evolved and so the activity leading to evolution is on a much smaller scale. The activity of the lower species, while carrying out the process of evolution, does not produce a high degree of evolution. As the nervous system evolves, the rate of evolution increases.

Man's nervous system is the most highly evolved. Therefore, the scope of evolution of man is unlimited in this life. We note how, when a child is born, his intelligence, power, and creativity are low, but as he grows he indulges in the field of activity where his power is great, his intelligence is great, his creativity is great, and the degree of happiness which he experiences in himself and projects outside himself is great. The nervous system is developed to the extent that through proper activity (the revelation of which is the purpose of this book) the man can contact absolute bliss, creativity, intelligence, power, and energy.

To live a life of freedom is the purpose of life in the human species. If one is not able to live such a life, the very purpose of life is blurred. Man is born to live a perfect life holding within its range all values of the transcendental absolute divine of unlimited energy, intelligence, power, peace and bliss along with the unlimited values of the world of multiplicity in relative existence. He is born to project the abundance of the absolute state of life into the world of relative existence.

Man's life is meant to be a bridge of abundance between divine intelligence and the whole of creation. Man's life is to cultivate and give--cultivate the divine power, intelligence, happiness and abundance, and give it out to all of creation. This is the high purpose of the life of man, and it is fortunate to find that every man is capable of reaching this by improving the conscious capacity of his mind and consciously contacting the field of the absolute energy, peace, happiness, and abundance of the eternal, divine consciousness.

Every man is capable of spreading the divine splendor in the whole creation. He is able to project all values of the absolute into the world of relative existence for all creatures to enjoy and to glorify the entire creation of God. Each man is capable of living a life of full values. If one fails to live it, it is a disgrace to oneself, and it abuses the glory of almighty God within and above us.

Here is an invitation for every man on earth to start picking up the divine consciousness of the absolute, and, bringing it through all his activity into the world of variety, enjoy it himself and project it for all others to enjoy as well.

A man projecting himself out in the world through a limited mind is not able to appreciate the real purpose of life. With a small capacity of mind, he engages himself in doing little things of which he thinks in very limited terms. He can engage himself in very limited activity. He can create only a limited number of small things of limited value. The conscious mind of an ordinary man is so limited that he is not even able to enjoy life. He is found to be suffering for the most part on many levels of his life. This state of suffering is merely due to his not using his full potential.

By not using his full potential, man is not able to fulfill the purpose of his life. He is found suffering in many ways because he is not using the full conscious capacity of his mind; he is not using the great energy he carries within himself. He is not experiencing and expressing in his life the abundance of absolute bliss that he naturally possesses, the great absolute field of creativity and power that he has within himself. He is like a millionaire who has forgotten his wealth and status and who goes begging in the street and every moment feels the lack of money.

All suffering is due to not knowing a way to unfold the divine glory present within oneself. Lack of ... Not having the capacity for divine unfoldment, the ignorance of a technique for diving within oneself is responsible for the misery in life. Without divine consciousness, man is found lacking in energy, intelligence, and clear thinking. He is tired, tense and anxious.

This state of human existence and human intelligence have come to such a deplorable condition that from the field of psychology--the great science of the mind--it is found suggested that tension is necessary for creative intelligence. What a shame it is to believe that tension is necessary to improve life!

It is said that poets and artists have created their inspiring literature and art under tension. All such statements come from ignorance and from an inability to release tensions.

Our modern scientific age unfortunately is increasing in tension. The individual life seems to be growing in tension instead of growing in ease and comfort, even though material comforts certainly are increasing. This is only because the individuals have no way of improving their ability and efficiency through contact with the greater energy and intelligence that every man has within himself. It is only necessary to consciously contact that field of inner life and profit by it.

The man of today is blind to the purpose of life, not able to see that he is born to enjoy, create, and live a life useful to himself and others. He plunges into whatever activity lies ahead, working hard to put forth his best effort in that field. It is commendable to work hard for things; to be creative in any aspect of life is what man is here for. But when activity increases, a man often finds himself unable to cope with the increased pressure. His efficiency declines, or he does not find energy enough to cope with the increased activity. This is why tension and strain develop.

As a man engages in greater activity he should be able to produce more energy and greater intelligence within himself to deal with this increased activity. This he does not know how to do, and, therefore, he loses the entire purpose of life.

Normal Life

While dealing with ...

Section III: Art of Living

...

ART OF SPEAKING

The art of speaking obviously consists of: speaking with a minimum consumption of energy; speaking rightly; speaking harmoniously; speaking pleasingly; speaking powerfully; speaking usefully; speaking in such a manner that the speaker remains free from the binding influence of speech.

Now we shall discuss these one by one.

Speaking with a Minimum Consumption of Energy

...

Speaking Rightly

While dealing with "Right and Wrong", it will be made clear that a correct evaluation of right and wrong is found in its absolute value only on the plane of Being. Therefore, the art of speaking rightly necessarily has its basis in the plane of Being.

However, the basic considerations of the relative nature of the art of speaking involve the projected art of thinking; so all that is valid for the art of thinking is valid for the art of speech. Right speech has its basis in right thinking.

Speech is the expression of both the heart and mind together. Therefore, for the speech to be right, it is necessary that the man be right in his heart and mind.

Speech is the expression of one's state of evolution. One word from the mouth of a man reveals his inner quality. The softness of speech gives an expression to the culture of the heart, and the logic, imagination, or creativity expressed through the speech reveals the culture of his mind. A man could be screened for his whole state of evolution and development through one word of his speech.

Speech is a very delicate medium between the man and his surroundings. It is highly important for the well-being of the individual and his surroundings that all the people should cultivate the art of speech, because one wrong word spoken gives wrong impressions in the atmosphere. The man may change his attitude, his decision, or his course of behavior, but the word that has gone out of his mouth can never be withdrawn. The influence that he has created in the audience and in the atmosphere around him can never be withdrawn. Therefore, it is highly important that one should know the art of speech and should know how to speak rightly.

Speech is a projection of a thought, and, while the art of speech fundamentally lies in the art of thinking, it is much finer than the art of thinking itself, because every thought that arises in the mind need not be expressed as speech.

Take the example of a businessman who is sitting with a friend in the evening, when suddenly an idea comes to his mind regarding some matter that he had to speak to his manager about the next day. It would be very odd if he began to give expression to his thought right there. This is what is meant by the art of speech being much finer and thus a more advanced art than the art of thinking.

Speech has to be in keeping with the atmosphere. The thought and its expression as speech should be such that they are welcomed by the surroundings. Hundreds of words unsuitable to the atmosphere will prove futile against one word of value.

Thus the art of speaking rightly gains fulfillment in the art of thinking, together with the skill of proper expression suitable to the atmosphere. This, as has already been said, depends upon the man being right in his heart and mind, and this, as we have seen, is only possible by the infusion of Being into the nature of the mind, which is easily accomplished through the regular practice of Transcendental Meditation.

Speaking Harmoniously

...

Speaking Pleasingly

...

ART OF ACTION

There is a common proverb in India which says that ...

...

The Art of Performing Action to Yield Maximum Results

The art of performing action to yield the maximum results rests in two factors. ...

...

This is how, by due amount of performance of Transcendental Meditation, supplemented by the power of charity and virtuous deeds of helping others, the negative influence of the past karma can be counteracted in order to smooth the path of the present karma. And then the action will be performed without resistance or obstacles, yielding maximum results.

So, the formula for producing maximum results is not to mind the obstacles and negative influences trying to offer resistance to the performance of action. The doer should put himself in action and continue it until the desired results are achieved. The process of meditation, of bringing the conscious mind in tune with transcendental absolute eternal Being, which is the source of all life energy and intelligence, raises the standard of consciousness. When the standard of consciousness is raised, the action performed from that raised level of life energy and intelligence will certainly have an overriding influence over the karma of the past to produce maximum results.

This is how, by the power of present action or karma, destiny is improved. Herein lies the full meaning of the proverb, "Man is a master of his own destiny."

The Art of Performing an Action So That the Performance Remains a Joy and Does not Become Tiring, Tedious, or a Boring Task

The process of any action will remain joyful for the doer and for the surroundings only when the doer has very great energy and intelligence and he encounters no resistance on the way and receives all cooperation from everywhere. ...

...

ART OF BEHAVIOR

...

Really good behavior will be possible when the minds of both the parties are broadened, when they are able to see the whole situation, understand each other more thoroughly in their true perspectives, and succeed in locating the needs of the other and formulating their behavior on the basis of attempting to fulfill these needs. This naturally necessitates a fully developed consciousness and right sense of judgment and all the qualities that only a strong and clear mind possesses.

Small minds always have a very narrow vision and they fail to perceive the total situation; in their narrow vision they create imaginary obstacles and close themselves in their narrow scope of imagined forms, which are neither useful to themselves nor to anyone else. Then their behavior towards others only results in misunderstanding and increase of tension. ... Transcendental Meditation.

...

Behavior and the Surroundings

...

PATHS TO GOD REALIZATION

The conception of the word path indicates ... and ending at another. The paths to God realization mean ... in order to reach God. To understand ... and how far he is from man.

God

God is the most ...

...

God is found in two phases of reality: as a supreme Being of absolute eternal nature, and as a personal God at the top of phenomenal creation. Thus, God has two aspects, the personal and the impersonal. They are the two realities of the word God.

Impersonal Aspect Of God

...

The impersonal God is that Being which dwells in the heart of everyone. Each individual in his true nature is the Impersonal God. That is why the Vedic philosophy of the Upanishads declares: "I am That, thou art That, and all this is That". No one need be afraid of his own Self, no one need be afraid of the result of bliss, no one need be afraid of the kingdom of heaven, where there is all bliss and fulfillment.

The God almighty, impersonal unmanifested Being, is the eternal reality of life. It is imperishable, It is abundance, It is life, It is fulfillment. It is at hand for anyone to realize It. One has only to be, and the technique to be lies in Transcendental Meditation.

Personal Aspect Of God

...

title: User:Vuara/MMY SBAL


text:
User:Fred.th

Hello everybody. I'm a french contributor, so if you want to speck me, please try the french language. I really don't understand good english. (joke are forbidden, and argotic more again.

title: User:Fred.th


text:
Talk:General Chemistry

Karl, can you do some grams to moles conversions ? -James

Stoichiometry
I think that stoichiometry would fit into the scope of this wikibook (it's meant to be an wide introduction). I learned about it in Chem I. If no one else can, I'll try to recollect it. Regre7 20:45, 13 June 2006 (UTC)

Naming Convention
This is an early Wikibook that was developed before "standard" naming conventions were in place. I would like to get some input about what, if any, naming convention ought to be used to "fix" this Wikibook. New contributors to Wikibooks are making mistakes and adding "articles" to this like if it were Wikipedia.

My preference would be to move to the standard "/" naming convention. If there is no objection in about a week or so, I will be doing exactly that for this Wikibook. --Rob Horning 11:16, 17 October 2005 (UTC)

The transwikied article at has been dewikified and I assume needs to be moved to a real name somewhere in this project. 64.126.24.12 20:38, 7 April 2006 (UTC)

Pointless
Are contributors even considering the likely knowledge base of readers - this is supposed to be an introductory text in general chemistry so wherein lies the sense in assuming any reader of a text at this level would have any clue about the behaviour/attributes of 'standing waves on a a guitar string'....

I dont think this text is compehensible to its intended audience.

more naming convention stuff
I made some pages, and named each module like General_Chemistry/(unit)/(subunit). I noticed that nobody else did that. Should move mine to General_Chemistry/(subunit), or change everyone else's? I personally think that the more organization, the better. Hoogli 21:57, 3 May 2007 (UTC)

Merge with "High School Chemistry"
Since High School Chemistry consists of a brief, incomplete introduction, and this book is also woefully incomplete, I vote yes to merging them. I believe there to be little difference between a high school text and an intro level college text. We should be erring on the side of readability anyway, I think. --Dolsson5 16:32, 5 June 2007 (UTC)

 * These two books could be merged, but may need un-merging in the future. A high school text assumes much lower ability with math, reading, familiarity of concepts, etc... Even the audience is different. High school chemistry covers the topics everyone should know, even if they never intend to use chemistry in any way. College general chemistry should be a broad overview for potential chemistry majors (as the starting point of their career), science and engineering majors (as a knowledge base for other technical pursuits), or non-science types who have a college degree and should have a more deep understanding of science than the random guy on the street.

 * Long story short:, if we merge these books it will definitely end up looking like an ADVANCED high school text.Zolot 00:33, 6 June 2007 (UTC)

 * Hi, sorry to be coming to the table late on this discussion. I have been gathering a group of chemistry professors at major US state universities for the purpose of creating this wikibook on General Chemistry.  The group is NOT interested in merging with high school chemistry because the project will already be very large.  Including high school material could cause it to collapse under its own weight.  With the group's consent, I will begin to reorganize the chapters a bit, create an extended outline, and invite experts to start completing each chapter with content.  Thanks for your patience. --Wight 14:52, 20 July 2007 (UTC)

 * In view of the foregoing, I change my vote to NO. --Dolsson5 05:53, 20 September 2007 (UTC)

Since it has been a while and all commenters are in agreement, I am calling it consensus and removing  the merge tag. --Dolsson5 06:01, 20 September 2007 (UTC)

Structure of this module
I am confused. The page General Chemistry has a table of contents that links to a few very poorly laid out pages. However also below this article are stuff like General Chemistry/Introduction. That has a TOC template that leads to lots of other pages. I added that template to the top of General Chemistry. It seems as if there are two structures mixed up together. What is going on? --Bduke 04:04, 15 August 2007 (UTC)
 * I've update the TOC of the book to match the structure of the modules and existing sections. It should be much more clear now.  There's still some problems with the locations of the articles ("thermodynamics" gets its own directory, everything else is in the same directory as the book root? is this convention?), but otherwise it should be cleared up. VSEPR 07:46, 1 December 2007 (UTC)

This book needs work
I think it's lame that such an important book is in need of so much work. Whenever I have a chance, I'll do what I can to fill in the blanks and fix typos. Most of the pages in this book are only a few sentences long right now.

It looks like most edits are from '06 and '07. Is anyone out there gonna help finish this book with me?

NipplesMeCool (talk) 01:34, 21 January 2009 (UTC)

Update: At this point, it looks very polished. However, it needs way more examples and practice problems (with answers) to be useful. Also, the order of the chapters is a bit unhelpful. I think several chapters should be rearranged. Last, it lacks details in several sections (I'm not going to list them). -- NipplesMeCool (talk) 01:26, 26 May 2009 (UTC)

Active Authors
I'd like to join any current editors on this book, are any of the past authors still active? --Btharper1221 (talk) 17:12, 11 March 2010 (UTC)

I'll be working on the existing sections as time permits, hoping for another active author but it looks like this has been in the works for a while. Clockworkcity (discuss • contribs) 20:09, 5 July 2017 (UTC)

 * I am watching this book, so i'll see all edits and remove spam if spam would occur. I am glad to see someone is working on this wikibook, though i don't have the time to contribute myself. Thank you --Johannes Bo (discuss • contribs) 08:44, 6 July 2017 (UTC)

Cover picture caption
I changed the caption of the cover picture to read "a 4f orbital" rather than "an atomic 4f orbital". The original is just meaningless. I presume the picture is of a one electron (hydrogenic) 4f orbital.

What is pollution
2 105.112.161.191 (discuss) 14:04, 14 July 2022 (UTC)

title: Talk:General Chemistry


text:
Talk:Organic Chemistry/Foundational concepts of organic chemistry/History of organic chemistry

more history about this topic


text:
Cookbook:Peanut Curry Sauce

| Sauces

Enjoy this peanut curry sauce as a dip or sauce on most any grilled meat, or thin it with water to marinate or use as a dressing.

Ingredients

 * ¾ cup (about 170 ml) roasted peanuts (unsalted)
 * 4 cups (about 1 L) coconut milk (unsweetened)
 * 2 tbsp (about 30 ml) red curry paste
 * 2 tbsp (about 30 ml) sugar
 * 3 tbsp (about 45 ml) lemon juice
 * 3 tsp (about 15 ml) fish sauce

Procedure

 * 1) Chop or grind peanuts into a fine meal.
 * 2) Heat half the coconut milk in a medium saucepan on high heat, and add red curry paste. Stir until curry paste is dissolved and then continue to heat on high for 10–12 minutes (not stirring) until the oil from the coconut milk has risen to the top.
 * 3) Decrease heat to medium-high and add ground peanuts. Stir and add the rest of the coconut milk, bring to a full boil then decrease heat, and add the sugar, lemon juice and fish sauce.
 * 4) Continue to cook (stirring occasionally) for 15–20 minutes, until the sauce has thickened and the oil has risen to the surface again.
 * 5) Take off heat and let set for about ½ hour. Stir to blend in the oil that has risen, the sauce should be not quite as thick as peanut butter. If it seems too thick add about a teaspoon of water or coconut milk.

title: Cookbook:Peanut Curry Sauce