text:
Cantonese/Pronunciation

Syllables
There are far fewer syllables in the Cantonese language than English. The syllables are also easily described with the concepts of initials and finals. A syllable begins with a single consonant. This is called the initial. The rest of the syllable is called the final. A final can have a single vowel or a diphthong (two vowels that glide from one to the other) and an optional final consonant (p, t, k, m, n, or ng).

The pronunciation guide below is based on American English except where otherwise noted. Not all sounds can be described with English words and some are just approximations at best. Be sure to listen to actual speakers to ensure that your pronunciation is correct. Use the Syllabary to hear recordings of a native speaker.

Tips on finals

 * The final consonants p, t, and k are unreleased. This means that they are virtually silent and you hear no "puff of air" at the end of the syllable.  To give a concrete example, say the word "cup" and do not open your lips at the end of the word.  Note how there is no "puff of air" at the end. The k sound will also shift from being what is termed a velar stop to a glottal stop when it is used to add liveliness to final modal particles. The final consonant k will sometimes disappear in rapid speech as in the expression m4 sai2 haa[k]3 hei3.
 * The aa sounds are a low back vowel which is slightly longer in length and different in quality from the a sounds. Be sure to note the difference in these sounds since confusing the two will change the meaning of words.
 * The vowel quality in ing, it, and ik is not the same as in in,im, or i. It's the same difference between the English words "sin" and "seen" (or in grammar school terms a "short" vowel versus a "long" vowel).   While this difference is not as important as the one above since it does not contrast word meanings, you will have a much more obvious "foreign accent" if you do not master these two sounds.
 * The yu sound does not exist in English but it is not hard to produce. Start by saying a long i as in "see" and--without changing anything else!--round your lips.  It's a common sound in French so "think French" if you have to.
 * The eu sound does not exist in English either but like the yu it's just a case of rounding the lips. Start by saying the e sound in "bet" and--without changing anything else!--round your lips.
 * The eui sound is simply a fusion of eu and i ("eu-ee") into a single syllable.
 * The o sound does not exist in American English, but it is in British English. It is the back rounded vowel that you hear when British people say "more" or "scorn".  If you listen carefully to a British speaker, you'll notice they do not pronounce the "r" in these words.  It is the quality of the "o" vowel that makes them unique to American speakers' ears.
 * The final eung has a faint, British r sound riding on the vowel, so the number two would be pronounced somewhat like "leurng". Be careful -- pronouncing this sound with an American r is a common mistake that sounds extremely foreign.
 * Only the finals m and ng can be used as standalone nasal syllables.
 * Vowels preceding nasal final consonants are not nasalized, yet vowels following nasal consonants are. You can hold your nose while pronouncing some syllables such as sin1 or ngo5 to test your pronunciation.  It's not critical to get this right, but doing so will reduce any apparent foreign accent.

Introduction
All the Chinese languages are tonal. This is usually one of the biggest challenges for English speakers to overcome since English does not use tones to distinguish meanings. But notice English does use stress to distinguish meanings, try for yourself: what does 'pro.test mean versus pro.'test?

There is a common misconception that tones requires a musical ear or that you must use a particular pitch. In fact, tones are always relative. For instance, if a tone is "high falling" then the key is to start on a pitch that is in the upper range of your normal voice and allow the pitch to drop to the lower range of your normal voice so that you end on a pitch lower than where you started. Like any pronunciation in any language, success lies in a lot of listening and practicing. You can and will eventually master them if you conscientiously work on them.

Tone categories and numbers
And, Cantonese is not phonetic.

Tips on tones

 * The syllables that end with p, t, and k usually are considered only to have "checked" level tones. Because these syllables are so short, a rise or fall in the pitch usually cannot be detected.  Sometimes the pitch actually changes depending on the tones of the words before it, as in the word for "dish", dip6 versus dip2.  Both can be correct, and you will notice many other low falling or low level words shift to a mid rising tone.
 * A great way to practice tones is to listen to sound files of vocabulary words and guess the tones without looking at the romanization. The better you can recognize the tones, the better you can reproduce them in your own speech.
 * As you learn more words, you will automatically be able to guess some close tones (e.g., maai5 versus maai6) on many syllables in context, so don't be too concerned if you're having trouble at first. Patience is the key!

Conventions

 * 1) No spaces between syllables that make up a single word. If the break between syllables becomes unclear you can use an apostrophe, e.g. 二奶 (yih'nāai).
 * 2) Tone mark always comes on first vowel. In the case of the words 唔 (̀mh) and 五 (̀ngh), the tone mark falls on the m and g.

Examples

 * 廣東話 (Gwóngdūngwá):Cantonese
 * 香港 (Hēunggóng):Hong Kong
 * 中國 (Jūnggwok):China

Transcript of the above sample: 我屋企有兩個大人，同埋一個細路.

Translation: In my home there are two adults and a kid.

title: Cantonese/Pronunciation


text:
Cookbook:Cardamom Bread

| Bread | Vegetarian Cuisine

Cardamom bread is a sweet yeast bread of Scandinavian origin that is good served at breakfast, with coffee, or as a light dessert.

Procedure

 * 1) In a large mixing bowl, mix flour, salt and orange peel; whisk gently to distribute the ingredients.
 * 2) Split green cardamom pods and remove the seeds inside. With a mortar and pestle, grind the seeds into a powder and add this to the other dry ingredients.
 * 3) In a small bowl, combine yeast, warm water and sugar. Stir gently for a few seconds, then let stand until the yeast is frothy.
 * 4) In a small saucepan on low-to-medium heat, combine butter and milk and bring the mixture to at least 180 F while stirring, then turn off heat to let it cool.
 * 5) In a separate bowl, beat the eggs and set aside.
 * 6) Check that the milk and butter mixture is not hot, then add the it into the dry ingredients and mix.
 * 7) Mix in the beaten eggs.
 * 8) Knead the dough until it is smooth and elastic.
 * 9) Place the kneaded dough in a greased bowl and let rise in a warm place (in the oven, for example) until it doubles in size, about one hour.
 * 10) Knock back the dough, and cut in two parts (one for each loaf).

Braiding

 * 1) For one of the halves, split the dough into three equal sized portions.
 * 2) Roll these into "ropes" about 18 inches (45 cm) long.
 * 3) Pinch one end of each rope together.
 * 4) Braid the ropes together:
 * 5) Take the left rope and cross it over the middle one.
 * 6) Take the right rope and cross it over the middle one.
 * 7) Repeat this procedure until the ropes are fully braided.
 * 8) Pinch the other end of the ropes together.
 * 9) Tuck each pinched end underneath the main loaf.
 * 10) Repeat the rope-making and braiding for the second half of the dough.
 * 11) Put finished braids on a greased cookie sheet.
 * 12) Let rise again until doubled in size, about 45 minutes.
 * 13) Prepare the egg wash by beating the 1 egg with a dash of water to thin it.
 * 14) Brush the top of each braid with the egg wash.
 * 15) Sprinkle each braid with pearl sugar and sliced almonds.
 * 16) Bake at 180 °C (350 °Fahrenheit) for 25 minutes.

Notes, tips, and variations

 * Store-bought ground cardamom can be used in this recipe, but has a less intense flavor than freshly-ground cardamom.
 * Orange peel is not traditional in cardamom bread.
 * For a vegan version, substitute soy milk for milk, egg replacer for eggs, and a vegan margarine for butter.

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

title: Cookbook:Cardamom Bread


text:
Talk:Electronics/Transistors

Just a question for anybody who edits this book and page what level of treatment is required in the book? For instance does anyone what to know AC and DC models of BJT and that Ib=(beta)Ic. I'm talking about the analog behaviour of transistors. The understanding required to analyse the actual circuit that makes up an Op-Amp or and amplifier of some sort. If you want to analysis it then information like Common Collector, Common Emitter, Common Base, Common Drain, Common Gate and Common Drain.

High Frequencies
In NXP rf manual volume 9th, there is info about GeSiC based (Germanium-Silicon-Carbon) transistors with operating freq up to 20GHz, and switching freq 100GHz, and it is advertised as cost effective alternative for GaAs devices. RF manuals can be downloaded at http://www.nxp.com/all_literature/#rfma,

Agaran (talk) 19:30, 27 May 2010 (UTC)

Language mistakes
The mistakes in this text need to be corrected. Wikispaghetti (discuss • contribs) 10:30, 22 June 2012 (UTC)

title: Talk:Electronics/Transistors


text:
Cantonese/About Cantonese

Linguistics
Cantonese is part of the Yue group in the Chinese language family. Although you will often hear people refer to Cantonese as a "Chinese dialect", it is important to realize in what sense the word "dialect" is being used. A dialect of a language means a variety of a language that is still mutually intelligible with other speakers of that language according to definition of western linguistics. For instance, we can say that the English of New York City or London represent two different dialects of English. But in Chinese linguistics, we often call any Chinese language that is not Standard Mandarin a dialect of Chinese. But many of the so-called dialects are not mutually intelligible. For example, Cantonese is not at all intelligible with Mandarin. Chinese people often make the joke that a Cantonese speaker and a Mandarin speaker together is like "a chicken talking to a duck (雞同鴨講)".

Cantonese, a tonal language, is noted for its numerous tones (six categories of distinct pitch variations in Hong Kong Cantonese). Like other Chinese languages it is not a tense language (does not distinguish past, present, and future verb forms), but rather an aspectual language. An aspectual language marks verbs according to whether the action has been completed, progressive, been experienced, etc. The benefit of Chinese languages for English learners is the relief of not having to study complicated verb conjugation charts. There is also no concept of feminine or masculine nouns that languages such as Romance languages have. On the other hand, the Chinese languages have become infamous among students because of the difficulty in mastering the Chinese characters in the Chinese written language. Cantonese is even more unique in this aspect of the written language. While Standard Written Chinese is widely used by its speakers, it is not representative of the spoken language. Thus, over time a Written Cantonese language has developed that is vastly different from Standard Written Chinese. Written Cantonese has yet to become an official written language but it is used by many speakers when chatting online, writing messages in bulletin boards, some Hong Kong newspapers, comic books, etc. This website uses Written Cantonese throughout the lessons.

Geography
Cantonese is the primary language of communication in Hong Kong and Macau in southeast China. It is also widely spoken in Guangdong province in mainland China, Singapore, and in many Chinatowns across the world. There are estimates of about 70 million Cantonese speakers worldwide.

Culture
Cantonese has held a lot of prestige in the Chinese speaking world in the last few decades. The economic development of Hong Kong brought about a large film and music industry (including Cantopop) that is popular throughout Chinese societies. But even before the economic success of Hong Kong, Cantonese people have maintained a long history of unique cultural traditions different from other regions of China. Cantonese cuisine is famous throughout China for its abundant seafood dishes and balanced flavors. Dim sum (點心 dim2 sam1), a meal of tea and savory treats, has become world-renowned with hundreds of varieties and cooks are still developing new recipes everyday. Cantonese opera and Cantonese literature also have a long and respected history in China.

Reading Navigation
Next chapter: How to use this textbook 下一章：點用呢本教科書

Back to Contents 返回目錄

title: Cantonese/About Cantonese


text:
User:Xingmu

Introduction
I am a linguist-in-training and particularly passionate about Chinese linguistics. I have been studying Mandarin for four years formally and Cantonese casually for around the same time. I just got into the Cantonese wikibook today and am really excited to see where it can go. Although I don't suppose I have time to be the main contributor, I hope that I can find some extra fun time to add this when possible. Hope to meet other Cantonese students or speakers too who are interested in the project. Cantonese is just begging for more accessible learning materials and references!

title: User:Xingmu


text:
Cookbook talk:Cardamom Bread

I'm trying out joy-of-cooking style for the ingredients part of the procedure. What do people think about it? It's a bit awkward visually, but I think it's more helpful as a printed out recipe. I'm not so sure about how the second half of the recipe is formatted. Kellen 00:36, 22 May 2005 (UTC)

Giving the amounts a second time would make me nervously check them against each other. I've seen recipes that called for 2 cups of sugar, then used 1 cup in a batter and 1 cup as a topping. So if I see a second measurement, I'm going to get a bit paranoid. When a recipe gets too complicated for a simple numbered list (even with large steps), I split the list using headings. Rarely, I might use bulleted lists to break up steps that have multiple parallel tasks. For examples, see: Cookbook:Egg_Roll, Cookbook:Turkey_Soup, Cookbook:Molasses_Cookies, Cookbook:Wonton_Soup. Oh, note that for some unknown reason it is standard for the Cookbook to skip 1st-level headers. Maybe this is bad, but we should reach general agreement on that before changing. AlbertCahalan 00:55, 22 May 2005 (UTC)

 * Looking at the html, it makes sense. Each top-level header is rendered with a h1 tag. Html specifies that there should be only one h1 tag, so using level two headers everywhere would be the appropriate structural thing to do. I'll take a look at those recipes. Kellen 01:04, 22 May 2005 (UTC)

 * I looked at those recipes; they work for the situation you describe with respect to the same ingredient being used in different sections of the recipe. What I am concerned with, however, is readability of the procedure when actually doing the recipe, which I feel is enhanced by a style like this. Still, I don't want to break the wikibooks de facto standard of listing ingredients separately without some consultation with the other contributors. Kellen 03:51, 22 May 2005 (UTC)

 * I should be clearer about the problem: The recipe requires 2 cups of sugar. I measure this out. Part way through the procedure, the recipe says to add 1 cup of sugar. I dump in the sugar that I've already measured. Whoops! To avoid this error, I must be extremely careful when using a recipe that specifies ingredients in two places. Also, what if the recipe disagrees with itself? This sort of thing happens as people adjust things. AlbertCahalan 04:03, 22 May 2005 (UTC)
 * Oh, I totally understood that. I agree that listing ingredients in multiple places isn't desirable. I was just testing out a different style for the recipe as a whole. Kellen 04:14, 22 May 2005 (UTC)
 * So I guess I don't care for the idea, but it isn't a big deal. I'd be less bothered if the numbers were only in one place. The fancier formatting looks like extra work too, without justification that I can see. I guess you might mention the ideas on the Cookbook talk page to see what others think. AlbertCahalan 04:03, 22 May 2005 (UTC)
 * The main thing I was thinking about was if someone printed out the recipe and tried to use it as they are working in the kitchen. I'm not that bothered either way. Perhaps I'll mention it on the main talk page. Kellen 04:14, 22 May 2005 (UTC)

This recipe calls for 1/2 c sugar in the list, but does not appear to use it in the recipe. It also calls for 1/2 t salt in the list, and uses salt twice in the recipe. My guess would be that sugar should replace salt in one of the instances, but I'm afraid I don't know enough about baking to say where. I do think it might be more appropriate to place this under "vegeterian" rather than "vegan".

Image
Can we get an image for this article? Sugarpine 03:58, 3 December 2006 (UTC)

 * The next time I make it I'll take one. Kellen T 19:11, 3 December 2006 (UTC)

What about listing all the ingredients together, but, indicating when something gets split.

2 C Granulated Sugar, split 4 C Milk, Whole or 2%, split

It alerts the user that they will need to split or reserve part of this, however, for a shopping list, all the ingredients are listed together.

title: Cookbook talk:Cardamom Bread


text:
Cookbook:Hash Browns

| Breakfast

Hash browns or hashed browns are a simple potato preparation in which potato pieces are pan-fried after being shredded, julienned, diced, or riced. They are considered a breakfast food and are often served with ketchup. This recipe refers to the shredded version, which is the most common in many parts of the United States.

Ingredients

 * 2 potatoes, washed
 * ½ onion, finely chopped (optional)
 * Cooking oil (canola is good—see smoke point information)
 * 2 tablespoons flour OR 1 egg

Procedure

 * 1) Grate the raw potatoes with a cheese grater, place them into a bowl and cover completely with water. Let sit for 10 minutes.
 * 2) Drain the grated potatoes well; if this is not done thoroughly the potatoes will steam instead of fry.
 * 3) Mix in chopped onions by hand.
 * 4) Mix the egg OR flour into the hash brown mixture evenly. This will allow the hash browns to stay together when frying.
 * 5) Place a large frying pan on medium-high heat and add enough oil to provide a thin coating over the entire bottom of the pan.
 * 6) When the oil has come up to temperature apply a large handful of potatoes to the pan and reshape into a patty that is about ¼–½ inch (6–12 mm) thick. The thinner the patty, the crispier the hash browns will be throughout.
 * 7) Flip when they are crisp and brown on the cooking side. They should also stick together nicely before they are flipped. This should take about 5–8 minutes.
 * 8) The hash browns are done when the new side is brown and crispy. This should take another 3–5 minutes.

Notes, tips, and variations

 * Try using rosemary instead of the onion.

title: Cookbook:Hash Browns


text: Template:To do

title: Template:To do


text:
Cookbook:Breakfast Burrito

| Breakfast | Southwestern cuisine | Cuisine of the United States

Ingredients

 * 8 eggs either scrambled, sunny-side up, or poached
 * 4 large flour burrito skins
 * 8 strips of cooked bacon or 1 lb (400 grams) cooked breakfast sausage
 * 1 full order of hash browns
 * Hollandaise sauce, cheese, salt, and pepper to taste

Procedure

 * 1) Place one-quarter of the hash browns in a tortilla.
 * 2) On top of this place 2 strips of bacon or one quarter of the breakfast sausage.
 * 3) Add two eggs, cheese, salt, and pepper.
 * 4) Roll up the tortilla to enclose everything. If you used poached or sunny-side up eggs you can squeeze the burritos to pop the egg yolks and then work the yolk around to form a sauce.

title: Cookbook:Breakfast Burrito


text:
Zulu

This book is designed to allow anyone who speaks English to learn Zulu for free. Zulu is one of the most spoken languages in South Africa. More than 20 million people are able to speak Zulu in South Africa. The current book allows someone to go from an absolute beginner to the so-called breakthrough stage - this is encompassed in the first six lessons - and beyond. The book currently provides pronunciation information in Appendix B. It is recommended that students should read it over to gain a better understanding of the pronunciation.

Introductory Lessons

 * isiFundo sokuqala: Ingxoxo esilula ~ Basic conversation and introductions.
 * isiFundo sesibili: Ngiyasebenza futhi ngingudokotela ~ Saying what you do, Where you're from or live.
 * isiFundo sesithathu: Uneminyaka emingaki ~ Saying how long you've been working and your age.
 * isiFundo sesine: Uyazi iGoli? ~ Talking about people and places that you know.
 * isiFundo sesihlanu: Nginabantwana ~ The possessions and family that you have.
 * isiFundo sesithupha: Ngithanda ukudlala ibhola ~ Expressing likes and dislikes.

Exercises

 * Exercise for Lesson 1 :
 * Exercise for Lesson 2 :
 * Exercise for Lesson 3 :
 * Exercise for Lesson 4:
 * Exercise for Lesson 5:
 * Exercise for Lesson 6:

Appendices

 * /Appendix A/: Uhlelo ~ Grammar
 * /Appendix B/: Khumula kahle ~ Pronunciation
 * Dictionary: iDikishaneli ~Dictionary

title: Zulu


text:
Talk:Zulu

Hello as the creator of the original page. I have to say even my creation of the page is shaky and I am a third language speaker at a push. Basically I'm hoping that someone who actually speaks the language will come along and create something better.

Introductory Lessons Aim
The book is going to be written to satisfy first the requirements of the A1 level according to Common European Framework of Reference for Languages. This is done since it is a reasonably accepted framework. The requirements are presented below.

"Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help."

-Common European Framework of Reference for Languages, A1 --IKnowNothing (talk) 15:13, 10 February 2008 (UTC)

Basic Points
--IKnowNothing (talk) 15:13, 10 February 2008 (UTC)
 * Everyday Expressions
 * Introductions
 * Questions about personal details
 * He/she lives.
 * People he/she knows
 * Things he/she has.

According to the text
" Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. "

Basic Points

 * Shopping
 * Local Geography
 * Family information
 * Basic personal information.
 * Employment
 * One's background
 * Immediate environment
 * Matter's of interest or areas of immediate need.

Current scope
Lesson 1
 * Introduce oneself and others.
 * Say how one is.

Lesson 2
 * Ask where people stay or come from.
 * Say where one comes from.
 * Ask people what job they do.
 * Say certain jobs/professions that one might do. ( Not all)

Lesson 3
 * Say how long one has been studying or working.
 * Ask how long someone has been studying or working.
 * Introduction of all the pronouns and subject concords.
 * Formation of simple sentences with nouns of class 1/1a as the subject or pronouns.

Lesson 4
 * Asking people if they know people or places.
 * Introducing multiple people.

Lesson 5
 * Asking people what is wrong/ what they are suffering from.
 * Saying what one is suffering from.
 * Say that one has certain things or family members.
 * Introduction of plurals and the class 3 nouns.

Lesson 6
 * Expressing not having certain objects or family members.
 * Expressing likes and dislikes.
 * Negation of all pronouns and noun class learnt so far.

Current fulfilment
All lessons up to and including lesson 6 fulfil the A1.

--IKnowNothing (talk) 00:04, 16 February 2008 (UTC)

Exercises?
Good work! This book is already looking better than some common-language ones. However, exercises are sorely missing and without exercises people won't remember much of what is taught. I'd also really like to see recordings, as Zulu probably doesn't sound at all like English ;-)

Junesun (talk) 18:53, 16 February 2008 (UTC)

 * I know that exercises are required. I just didn't know how to do them appropriately. It feels like there are not enough resources for book writers to improve their wiki skills. I've used the same approach for exercises as the Spanish wikibook, which looks like one of the better language books around.  Sound clips would be excellent but unfortunately I'm not a native speaker so my efforts at audio would undoubtedly be dismal.  Most importantly, I really would like to know if anyone visits this book because I cannot help feeling that I am writing this book for myself. Oh, I've written two exercises so far.

 * --IKnowNothing (talk) 20:57, 21 February 2008 (UTC)

Audio pronousation of grammar words
As learners of the Zulu  language (isizulu) peoole need pronousation to  certain  words to enhance and quicken their learning of the language so it would be a great idea to add a few audiotapes teaching the pronousation if keywords in the Zulu kanguage

Thank you Ladrizzy Austin (discuss • contribs) 17:57, 21 April 2022 (UTC)

title: Talk:Zulu


text:
Zulu/Lesson 1

=Lesson 1= This introductory lesson provides a simple conversation with a table of all the vocabulary used. Then the ways to say your name or the names of others is provided.

Hello
UPhilani ubingelela umngani wakhe, uNandi.

 * uPhilani: Sawubona Nandi.
 * uNandi: Sawubona Philani.
 * uPhilani: Unjani?
 * uNandi: Ngikhona (ngiyaphila), wena unjani?
 * uPhilani: Nami ngikhona (ngiyaphila). uhambe kahle.
 * uNandi: Ngiyabonga. Usale kahle.

The first exchange illustrates a fairly casual or familiar tone. It is both more formal and more polite to use the plural forms, e.g.:

 * uJacob: Sanibonani
 * uNjabulo: Yebo, sanibonani.
 * uJacob: Ninjani?
 * uNjabulo: Sikhona/Siyaphila, nina ninjani?
 * uJacob: Nathi sikhona/siyaphila.

It would normally be considered somewhat rude and abrupt to say goodbye just then. An exchange of pleasantries would normally follow such greetings, but in large cities, since people are often busy, this short conversation is sufficient.

A very polite way of saying farewell would be:

 * uJacob: Nihambe kahle.
 * uNjabulo: Nisale kahle.

Introducing people
Philani introduces his friend Thabo to Nandi.

 * uPhilani: Nandi, Lo umgani wami, uThabo.
 * uNandi: Ngiyajabula ukukwazi!
 * uThabo: Nami, ngiyajabula ukukwazi!

Thabo introduces himself to Nosipho.

 * uThabo: Igama lami nguThabo!
 * uNosipho: Ngiyajabula ukukwazi! NginguNosipho.
 * uThabo: Ngiyajabula ukukwazi!

The above table says that -mi means my but la- that is added to it is for agreement. Lami agrees with igama. The same is true for wami: the wa- agrees with umngani.

How are you?
Philani sees his friend Thabo in the street.

 * uPhilani: Sawubona Thabo!
 * uThabo: Yebo, sawubona Philani!
 * uPhilani: Unjani?
 * uThabo: Ngiyaphila, wena unjani?
 * uPhilani: Angiphilile.

Surname
Nandi tells Thabo her surname.

 * Nandi: Isibongo sami uNdlovu.
 * uThabo: NgingowakwaKhumalo.

Summary

 * We can say hello: Sawubona, Sanibona or Sanibonani
 * Ask people how they are: Unjani?, Ninjani?.
 * Say how you are: Ngiyaphila, ngikhona, angiphilile.
 * Introduce yourself: Igama lami ngu-, Ngingu-.
 * Introduce others: Lo ngu-.
 * Say your surname: Isibongo sami, Ngingowakwa-.

Next step
Try the Exercise or go the next Lesson 2.

title: Zulu/Lesson 1


text:
User:Doozer~enwikibooks

Don't want my name to be red. :)

title: User:Doozer~enwikibooks


text:
Cantonese/Lesson 1

黃雪芳 Wòhng Suet Fōng is a Hong Kong university student who is meeting David (大偉 Daaih Wáih) and Mary (瑪麗 Máh Leih) for the first time. In Dialogue I she introduces herself to them. In Dialogue II, David introduces Mary and they state their home country.

Basic Sentences
The sentence structure of Cantonese is very similar to that of English in that they both follow the pattern of Subject-Verb-Object (SVO). Unlike many languages, verbs in Chinese aren't conjugated and noun and adjective endings don't change. They are never affected by things such as time or person. However, in the case of perfect tense, as an aspectual language, the word "咗" should be added after the verb to reflect the completion of the corresponding action.

S + V + O
Example 1
 * 佢叫黃雪芳.
 * Kéuih giu Wòhng Suet Fōng.
 * She is called Suet Fong Wong.''

S + 係 + O
係 haih, the equational verb "to be", can be translated in English as "is", "am", or "are". The meaning is best summed up as "equals".

Example 1
 * 我係黃雪芳.
 * Ngóh haih Wòhng Suet Fōng.
 * I am Suet Fong Wong. (I = Wong Suet Fong)

Example 2
 * 我嘅名係大偉.
 * Ngóh ge mèhng haih Daaih Wáih.
 * My name is David.'' (My name = David)

Example 3
 * 佢哋都係美國人.
 * Kéuihdeih dou haih Méihgwokyàhn
 * They are both Americans. (They = Americans)

S + 唔係 + O
係 (haih) is negated when preceded by 唔 m̀h.

Example 1
 * 我唔係美國人.
 * Ngóh m̀h'haih Méihgwokyàhn.
 * I am not American.

Example 2
 * 佢唔係瑪麗.
 * Kéuih m̀h'haih Máh Leih.
 * She is not Mary.

V + 唔 + V / Yes-No
Most statements can quickly become a yes-no question in Cantonese through the V + 唔 + V structure. The simpliest way to answer such a question is either by repeating the verb (affirmative) or prefixing the verb with 唔 m̀h (negative).

Example 1
 * 佢係唔係你嘅朋友呀？
 * Kéuih haih-m̀h-haih néih ge pàhngyáuh a?
 * Is she/he your friend?

 * 係，佢係我嘅朋友.
 * Haih, kéuih haih ngóh ge pàhngyáuh.
 * Yes, She/he is my friend.

Example 2
 * 你哋係唔係美國人呀？
 * Néihdeih haih-m̀h-haih Méihgwokyàhn a?
 * Are you Americans?

 * 唔係，我哋係英國人.
 * M̀h'haih, ngóhdeih haih Yīnggwokyàhn.
 * No, we are British.

Example 3
 * 你識唔識瑪麗呀？
 * Néih sīk m̀h'sīk Máh Leih a?
 * Do you know Mary?

 * 識，我識瑪麗.
 * Sīk, ngóh sīk Máh Leih.
 * Yes, I know her.

乜嘢 māt'yéh / What...?
The question word 乜嘢 (māt'yéh), or simply 乜, make statements into questions without changing the order of the sentence. To make one, simply substitute 乜嘢 in the place the subject would be in the answer. Notice how the word order does not change when you answer the question.

Example 1
 * 佢叫乜嘢名呀？
 * Kéuih giu māt'yéh mèhng a?
 * What is her name? (=She is called by what name?)

 * 佢叫瑪麗.
 * Kéuih giu Máh Leih.
 * She is called Mary

Example 2
 * 你識講乜話？
 * Néih sīk góng māt' wá?
 * What languages do you speak? (=You know speak which languages?)

 * 我識講廣東話.
 * Ngóh sīk góng Gwóngdōngwá.
 * I know Cantonese.

Note when spoken at a fast or natural pace, 乜嘢 is often pronounced mī'yéh.

Particles
Cantonese has a number of sentence final particles which expresses the speaker's tone and sometimes changes the sentence type. The 呀 (a) is a particle which only affects the tone of the sentence. It softens a question and is a required component of normal questions. The 吖 (àh) indicates the speaker expects agreement with the statement. Because the speaker expects a confirmation, this particle gives the sentence a questioning tone. This is similar to English when we state a fact while using a rising intonation (e.g. "You're going home?").

Initials
Although most of the Cantonese initials are familiar sounds to English speakers, the ng initial in the pronoun 我 ngóh often frustrates beginners. Actually the sound is also in English, but it simply never falls at the beginning of the word. Here's an exercise to help you produce this sound word-initially:

 * 1) Say the word "sing" slowly. Notice how the back of your tongue touches the back of your mouth at the end of the word.
 * 2) Say the word "sing" slowly again. But this time draw out the "ng" sound at the end of the word. Try see how long you can hold this sound.
 * 3) When you say "sing" this time, hold the "ng" sound and add an "o". The word will sound like "sing--o" at first.  Practice this a few more times until the "ng" and "o" are produced together.
 * 4) Finally, say the word again but this time whisper the "si" sound. Keep repeating the word until you can say it without the "si".  With enough practice you see'll you are able to say 我 ngóh with little difficulty.

This is a good time to point out one of the sound changes that is undergoing in modern Hong Kong Cantonese. The ng initial sound is being dropped in young people's casual speech. If you listen closely, you may find your your Cantonese friends seem to say 我 óh when having informal conversations. It appears that this sound change will likely become complete in the coming decades. This will mean that the word initial ng will no longer exist in Cantonese. However, it is still worth practicing this sound! Dropping the ng is not yet considered standard speech by many people and has even been negatively labelled as "lazy speech."

Finals
The syllables that end with one of the final stops p, t, or k are much shorter than the other syllables without stops. In addition, it is important that the stop is "unreleased." This means there is no "puff of air" at the end of the syllable. For instance, say the English word "cup" without opening your lips at the end. Note how there is no puff of air. Practice this with the following words:
 * 十 sahp ten
 * 國 gwok country
 * 識 sīk know
 * 乜 māt what

Tones
The list below shows all the tones in the traditional reading order (high to low). Memorizing this list is an excellent way to improve your tone production and recognition.

 * High Level: 詩 sī poetry
 * High Rising: 史 sí history
 * Mid Level: 試 si test
 * Low Falling: 時 sìh time
 * Low Rising: 市 síh city
 * Low Level: 事 sih matter

The clipped tones are the are virtually the same as the high, mid, and low levels tones. The only difference in these syllables is they are rather short in duration.
 * High Clipped: 色 sīk color
 * Mid Clipped: 錫 sik tin
 * Low Clipped: 食 sihk eat

Conversation Practice

 * 1) Introduce yourself to your language partner. Make sure to say your name and your nationality.
 * 2) Ask your partner if they know one of your friends.
 * 3) Ask your partner their name and nationality. Let them know how happy you are to meet them.

title: Cantonese/Lesson 1


text:
User:Ivyboy

Note: This user is NOT User:Bulbaboy, although he claims to be so

Hello, I originally registered for the English Wikipedia under the username Bulbaboy, and then decided to make a Wikibooks account, so I could edit non-anonymously over here too. Since I'll probably be on Wikipedia more, why don't you check out my Wikipedia userpage - I'm likely to put more stuff there than here.

By the way, I have evolved. I didn't get around to updating this on Wikipedia, but soon I will.

title: User:Ivyboy


text:
User:Ptroxler

Peter Troxler
21am -- Arts Management for the 21st Century

title: User:Ptroxler


text:
Talk:Introduction to Sociology/Religion

What do you mean by the protest orientation of sects? Also, you may want to define sect

Need a section on religious conversion:

from Batson et. al. p. 151 "We have considered four possible facilitators of religious experience - psychedelic drugs, meditation, religious language, and music. We suggested that although none has the power to produce religious experience, each has the power to facilitate it. Moreover, we suggested that each works in its own unique way: Drugs affect both the self-surrender and new vision stages; meditation only the self-surrender stage; religious language the existential crisis, new vision, and new life stages; and various forms of music affect all four stages. Note that if these suggestions are correct, then to facilitate all four stages using drugs, meditation, and religious language, two or more techniques must be combined. To combine drugs with meditation would be largely redundant, and it would still leave two stages uncovered. So we would not expect such a combination to occur. But to combine either drugs or meditation with religious language would cover all four stages. Therefore, we would expect such combinations to occur and to prove effective. We would expect various forms of music, which affect emotional rather than cognitive processes, to be combined with any and all of the other facilitators."

On Durkheim's Account of Religion
Personally, I have a bit of a problem with the author's critique of Durkheim's explaination of Religion. Durkheim, in many ways, does stress that religion is society and/or any social gathering or state of shared conciousnes which is designated as sacred.

It is not what is thought of as the commonly "religious" event (i.e. God, a center of worship, etc) that makes it religious, it is the feeling of sacredness that surrounds the event, mentality or place. Therefore, saying that nationalism is not religion is wrong (as I understand it) by Durkheim - nationalism, if it is a sacred feeling that is expemplified in a gathering or a shared conciousness among many peoples of a territory, it may in fact be "religious." Whether people consider it to be religious or not depends on their conception of religion, not Durkheim's. This is hardly a flaw in Durkheim's logic or reasonable grounds for a critique.

Durkheim at least implies that what we feel during these sacred events and gatherings is the force of society, and that is what makes it a sacred event. Bevcause we are no longer primitive peoples, by Durkheim's account, we no longer attribute every sacred event or feeling to that of a God. He attributes the many different settings in which a feeling of sacredness may come about to different social settings and implies that these many different feelings are the basis of polytheism (totemism).

In sumation, for Durkheim religion is society. I think that point is greatly missed in this short account of his work on Religion.
 * That's a good point. I'll see if I can't give it a fairer treatment in the future.

I don't think the piece really captures Durkeim's contention, i.e., the sacred is the social. For Durkheim, engaging in religious activity reinforces the hierarchy of the colective over the individual. In class I illustrate the idea by reference to Norse mythology on the origins of scoial structure. I can't remember the particular part of the Edda (although it may be the Rigsthulla) but Heimdallr, one of the gods (going be the eke-name 'Rig' I think) manages to enviegle hs way into the beds of three generations of humanity. The offspring of these visits are the progenitors of the three social classes of norse society (thralls, karls and jarls). In retelling and and attending to the story individuals re-inscribed their relationship to an imutable social order a bit like singing the all things bright and beautiful hymn (the bit about the rich man in his castle and the poor man at his gate). The order is imutable because it has its origins in divine intervention. In short, the function of this instance of the sacred is to re-inforce the priority of a pre-existing social order over the aspirations of the individual, i.e. don't get above yourself.

What about a discussion of civil religion?
There is nothing in here about Bellah's concept of civil religion.

Eileen Barker has written two books in 1984
Which one is this article referring to? 24.132.49.11 18:55, 14 May 2006 (UTC)

Units in Graph of educational level in various religions
This unit is supposed to be a percentage, not dollars.

misspelling under section "religion as supernature"
The word "phenomena" is misspelled "phenomona" as of 4-24-13 1:04 p.m. EST USA.

Can someone with editing rights please correct that? Thank you.

title: Talk:Introduction to Sociology/Religion


text:
The Unicyclopedia/Double wheeler

The double wheeler, also known as the biverticycle or two-wheeler unicycle is a vehicle with two wheels, where the wheels are stacked on top of each other. The top wheel is pedalled by direct drive. This drives the bottom wheel, which moves in the opposite direction.

By the same principle, multi-wheel unicycles have been built, with wheels often stacked in parallel, some with as many as 16 wheels.

title: The Unicyclopedia/Double wheeler


text:
Computer Programming/Mathematical calculations

Simple Arithmetic
Most any programming language can use addition, subtraction, multiplication, and division between Computer programming/Variables to put the results into new Variables. Watch out for risk of Divide by Zero, which can give serious indigestion to some programming languages.

Date Math
Many programming languages can calculate the number of days weeks months between two dates, provided the dates are defined using consistent Computer programming/Types.

Higher Math
Some programming languages can compute values using mathematics beyond simple arithmetic, such as Square Roots, Sine, Cosine, Logarithms, Imaginary Numbers.


text:
Cantonese/Romanization Systems

Introduction
There are many romanization schemes for Cantonese. One of the most difficult things for learners is to handle the multiple systems. Unfortunately there has been no well-established standard like Hanyu Pinyin. Here's a brief listing of common schemes:
 * Yale: Used by many textbooks for second language learners of Cantonese. It is easily recognized by the use of a silent "h" to represent syllables that have tones in the low register and the use of tone diacritics similar to Hanyu Pinyin.  This website uses a version that was modified by Matthews and Yip (1994).
 * Sidney Lau: Another method based on the Yale system that has been used in textbooks but not as popular as Yale.
 * Jyutping: Promoted by the Linguistic Society of Hong Kong to be the standard romanization scheme, and used predominantly in the linguistics literature. One of the pluses of this scheme is that it only uses the letters of the English alphabet and numbers. Thus, it is easy to type.  But few non-linguists have adopted this system and it has some characteristics which makes it unintuitive to English speakers because of the difference between Cantonese and English.
 * IPA: Also known as the International Phonetic Alphabet. This is a romanization system used by linguists and is designed to transcribe any language in the world.  Because it is a standard system, it can be useful to compare other romanization schemes to.  However, it does not make the ideal system for learners because it often requires memorizing more symbols than needed.
 * Hong Kong Government: Not suitable for foreign language training because there is no one to one mapping of sounds and symbols, although this is affected by the perception of Cantonese phonemes by English speakers. Nevertheless, this is the romanization you will see on street signs and place names in Hong Kong.

title: Cantonese/Romanization Systems


text:
Wikijunior talk:Big Cats/Ocelot

Source for how to catch an ocelot:
"Between ocelots and extinction is Obsession" April 19, 2000 USA Today

Lotsofissues 17:02, 22 May 2005 (UTC)

You have to be joking... This is a serious article, get that rubbish out of there 80.42.80.170 23:06, 22 May 2005 (UTC)

John B: Yes it is a serious article, but yes Ocelots do Obsess over Obsession. John Burkitt 17:50, 18 November 2005 (UTC)

Range map
The Ocelot range map looks a lot like the Jaguar range map. --Munchkinguy 01:10, 4 June 2007 (UTC)

title: Wikijunior talk:Big Cats/Ocelot


text:
Talk:Serial Programming/Forming Data Packets

Future Directions/Road Map for this module
I'm going to try and get to data packets sooner or later (probably sometime in early 2006), but I'm trying to come up with a consistant API... or more to the point a bunch of standardized serial communication routines/objects that I can use with these later discussions. As this is a book, I want to build on the previous chapters for this particular module, which means I'm not going to be going into the gritty details of how you get a few characters out, but instead get into how data packets are formed and what their general purposes would be.

Some sample "projects" I'm going to add include:

 * Reading temperature measurements from a temperature probe connected via serial data link.
 * Sample Stock Market data feeds in serial format.
 * or
 * Sports Scores data feed
 * Updating a "time and temperature" display for outdoor advertising

I also want to cover CRC issues in some depth, and attempt to explain error checking algorithms. Most of this, however, will be in Serial Programming:Error Correction Methods, which is ripe for an overhaul as well and not written to build from this module.

If you think this roadmap is going the wrong way, or if there are suggestions on how to teach the concepts of forming data packets, please make mention here. --Rob Horning 05:16, 25 October 2005 (UTC)

Problem with a link on the page
Well, the link present on the page as The SLIMP3 Client Protocol is not functional.

I temporarily replaced the link with another one that i found on that site which is present there now as The SLIMP3 Client Protocol, you may check whether it is the same one or some other.

But as that site is still under contruction so maybe you should replace the link with some equivalent from some other site to avoid future problems (you see, they replace a CGI page with a PHP one, assuming i have provided the link to the same page)...

Great work anyways. Thank you (: --Xenodevil (talk) 21:03, 11 December 2008 (UTC)


text:
User talk:216.252.85.63

Normally we keep links within the Cookbook; they do not go to Wikipedia even if there is not yet a Cookbook page. AlbertCahalan 19:29, 22 May 2005 (UTC)

title: User talk:216.252.85.63


text:
FHSST Biology/Contents/Assignments

=Project Assignments=

This is page where Marknewlyn keeps track of assignments. New contributors can use it to check which sections are unassigned.

 * 1) Nix Kalk - Nervous system chapter to start off with:
 * 2) 1. Andrew Slaughter - Translating the glossary into indigenous languages & Section 3 Chapters 1 - 3
 * 3) Melanie Stefan - Section 1, Chapter 1
 * 4) Stephen Kolomyjec - Section 4 chapter 2: Biodiversity

title: FHSST Biology/Contents/Assignments


text:
User:Athrash

04:05, 13 Apr 2005 (UTC) |   - Athrash |  {Talk)    Wikia - Wikicities - Christianity - Ourmedia - Wikipedia

Serving the Lord's Table with 60 prophecies

title: User:Athrash


text:
User talk:152.163.100.203

Please refrain from blanking content on wikibooks. Thanks. -Frazzydee|✍ 21:11, 22 May 2005 (UTC)

title: User talk:152.163.100.203


text:
Talk:Japanese/Lessons/Giving and Receiving

Untitled
Giving and recieving is far more complex than this. I will be updating the different levels of politeness belonging to giving and recieving.


text:
Introduction to Moral Reasoning/What is Moral Reasoning?

Moral reasoning is a thinking process with the objective of determining whether an idea is right or wrong.

To know whether something is "right" or "wrong" one must first know what that something is intended to accomplish. Thus, to know if "this direction" is the right direction to follow to get to a coffee shop, one must first know where one is, where the coffee shop is, and the terrain between here and there (to avoid blocks, etc).

Or, to know if this action is the right action to take, one must know what one wants to accomplish, where one is, and the environment between here and the accomplished state (for example, to impress my boss, I have to know what is likely to impress him/her, what I, myself, can do at the work-place or where he/she would observe, etc).

Thus, to know if something (an idea, an action, a behavior) is "right" one has to know both what one intends to accomplish and the environment that exists between "here" and "there.

But that alone is not enough! To go to a bank and threaten the cashier might well accomplish your aim because you know security is weak and the prospect of capture is low. There is a third consideration: is it good for the people who live around me, and supply the things my stolen cash will buy. Here we have a further dilemma: a quick injection of stolen cash may well help my closest suppliers, but where should we draw the boundary? The neighbourhood? The city? Our Nation? or The whole world? Only this last reason: Good for all humanity, yields "moral reasoning"

Satisfactory solutions to problems are determined by using this principle. Problems or behaviors are difficult to solve when either the environment or the desired accomplishment are incompletely understood from a global perspective. (Religions face this difficulty.)

Therefore, moral reasoning can not be correctly performed until what is sought and the surrounding world-wide environment is fully understood. An example: is it "right" to use fetal stem cells? Only by first deciding "what" the use is intended to accomplish and if the way of accomplishing this is understood could such a question be answered. This is discussed in Thinking And Moral Problems []


text:
Introduction to Moral Reasoning/Why Study Moral Reasoning?

Our actions stem from our thoughts, and such actions influence the lives of others. Unfortunately, we are not born with a "code of conduct". Rather we absorb our morality from our parents, schools religions, societies and, sometimes we also have to adopt the codes of professions. But such impositions only provide general directions, they do not solve specific questions as to how we should live our lives or how should treat other people:
 * One approach is to seek the knowledge of leaders whose wisdom is respected and simply follow the herd.
 * Alternatively, one could take such wisdom as one finds and then engage is moral reasoning to determine whether ones actions are right or wrong.

Even in making the choice to seek the knowledge of respected leaders, or to choose a life-philosophy or religion, one is making a decision regarding right action - e.g. "Is this leader, philosophy or religion the correct one to guide my life-stile and inform my choices?" Even the decision to hand one's decision-making power over to another requires that one be capable of making a decision - hopefully the right one.

Most of us have no choice in our religious, social or moral formation - it is imposed by parents, teachers and politicians. Only later in life do we have the ability to choose to follow a particular religious calling or to rethink our early indoctrination in the light of some seemingly more relevant philosophy, is as  in  any other similar choice, one can benefit from the application of moral reasoning.

In strongly religious societies the ability to break with convention and make an informed choice is not available without punishment for religious offenses.

In secular and democratic societies, with less rigid rules, it is often necessary to to make a good choice, has powerful consequences thereafter. Our lives, and our effect on others, are governed by the decisions we make, and the consequences of our decisions are likely to be governed by the quality of the decisions we make. The ability to make good decisions - however we may end up defining "good" will impact our lives, how we treat others, how we are treated in return. The ability to have a good framework for making our own decisions will allow us to make better decisions than a person who does not so educate or increase themselves.

While we will often find ourselves lacking good information, and sometimes lacking in the ability to perceive pertinent facts (for example: our ancestors did not know of the existence of microbes), the ability to formulate good decisions with whatever information is available can enable us not to merely muddle through, but to intelligently choose the most effective roads. In an uncertain, complex, and always-changing world, we cannot always count on good data or rely on being able to fall back on past experience and precedent, so it is ever-more important to have the ability to make "good" decisions with what we have, and that requires the ability to choose or recognize what we know to be "good" or "right". Moral Reasoning serves this purpose.


text:
Java Programming/Boolean expressions

Boolean values are values that evaluate to either or, and are represented by the  data type. Boolean expressions are very similar to mathematical expressions, but instead of using mathematical operators such as "+" or "-", you use comparative or boolean operators such as "==" or "!".

Comparative operators
Java has several operators that can be used to compare variables. For example, how would you tell if one variable has a greater value than another? The answer: use the "greater-than" operator.

Here is a list of the comparative operators in Java:

 * : Greater than
 * : Less than
 * : Greater than or equal to
 * : Less than or equal to
 * : Equal to
 * : Not equal to

To see how these operators are used, look at this example:

Comparative operators can be used on any primitive types (except ), but only the "equals" and "does not equal" operators work on objects. This is because the less-than/greater-than operators cannot be applied to objects, but the equivalency operators can.

Boolean operators
The Java boolean operators are based on the operations of the boolean algebra. The boolean operators operate directly on boolean values.

Here is a list of four common boolean operators in Java:

 * : Boolean NOT
 * : Boolean AND
 * : Boolean inclusive OR
 * : Boolean exclusive XOR

The boolean NOT operator ("!") inverts the value of a boolean expression. The boolean AND operator ("&&") will result in true if and only if the values on both sides of the operator are true. The boolean inclusive OR operator ("||") will result in true if either or both of the values on the sides of the operator is true. The boolean exclusive XOR operator ("^") will result in true if one and only one of the values on the sides of the operator is true.

To show how these operators are used, here is an example:

Here are the truth tables for the boolean operators:

 * For help on simplifying complex logic, see De Morgan's laws.

In Java, boolean logic has a useful property called short circuiting. This means that expressions will only be evaluated as far as necessary. In the expression, if a is false, then b will not be evaluated because the expression will be false no matter what. Here is an example that shows that the second expression is not automatically checked:

To disable this property, you can use  instead of   and   instead of   but it's not recommended.

 * For the bitwise operations on  and , see Arithmetic expressions.

title: Java Programming/Boolean expressions


text:
User talk:Bulbaboy~enwikibooks

Hey and welcome
Hey! I remember you from Wikipedia's w:Wikipedia:WikiProject Pokédex! So, do you want to help out the Pokémon book on this side as well? If so, then put your name up at Pokémon:Contributor's Guide! We can always accept more help here... KelvSYC 05:38, 23 May 2005 (UTC)

 * Yeah, I haven't really been on Wikipedia for a while ^^;. I'll check it out, see if there's anything I want to add - and I did notice you've got a section on the TCG, I'll have to have a crack at that :). - Bulbaboy 06:19, 23 May 2005 (UTC)

http://en.wikibooks.org/wiki/Special:Recentchanges

Re: User:Ivyboy
Possible? Yes. Likely? You're right- probably not. Still, there's little harm in trying to bend him into shape rather than blocking him right away. That's why I'm going to keep an eye on him for any more 'funny business' so I can block him right away if I see that he's not willing to cooperate and learn. -Frazzydee|✍ 12:37, 23 May 2005 (UTC)

 * Ivyboy continued his disruptive behavior, as you predicted. I've blocked him for 24 hours, but it'll probably deserve a one week block if he does it again.  Oh well, it was worth a try :). -Frazzydee|✍ 16:18, 23 May 2005 (UTC)

 * I noticed that he said he was going to "update this on wikipedia," so I've registered the wikipedia account "Ivyboy." I don't plan to use it- I just wanted to make sure he didn't get it. Please email me for the password, if you want it. -Frazzydee|✍ 16:29, 23 May 2005 (UTC)

 * No problem :) I've protected your user page only against moves; that should probably be sufficient. Most people are okay with it, especially if it's just against moves (there's no reason for anybody to move a user page).  Mind you, some people might complain if you fully protect it- that's usually only done if a page gets a lot of vandalism. -Frazzydee|✍ 23:06, 23 May 2005 (UTC)

 * He did the same thing on my wikipedia talk page...thanks for reverting. You should be proud to have your own personal imposter :D.  I did a whois on the IP, and it looks like the abuse email is "Bamam.Forum@mail.biu.ac.il".  I think that a lot of the edits coming from the IP look alright, so I don't think that we need to take such drastic action yet.  I personally don't mind people vandalizing my talk page so much that I would even block them, but other editors are usually very different about it; therefore, I'll block if ivyboy vandalizes somebody else's talk page, user page, or articles, but I don't plan to block if they're just vandalizing my talk page.  Thanks for your message :) -Frazzydee|✍ 02:22, 27 May 2005 (UTC)

 * Actually there seems to be no evidence that blocking that one IP address will lead to the entire university being blocked. Unless I'm reading this wrong, the university owns all IP addresses from 132.70.0.0 - 132.70.255.255.  They probably have one IP for each computer or building, etc.
 * They could have one IP shared between all of them, but that's probably unlikely. I tried unblocking the auto-block anyways, and I think that it worked, but I'm not certain. -Frazzydee|✍ 23:58, 30 May 2005 (UTC)

 * I guess that's possible, and it sounds like it from User142's comments. But that seems really weird to me...why would they have so many IPs but only use one? I read his comment again, and it looks like maybe that IP is used for the computers in one, publically-acessible room.  I'm not sure.  I tried unblocking the autoblock on Wikipedia, and it doesn't seem to have come back.  If not, then maybe we can try just blocking the username and not the IP. -Frazzydee|✍ 01:10, 31 May 2005 (UTC)

 * See my talk page.User142 11:09, 31 May 2005 (UTC)

A coment for Wikipedia - Dittoboy won't let me post it
Could you please post the following in my name on the Pokeproposal page at Wikipedia? ****I agree that the clicking to go forwards and backwards is important. This is one of the reasons that I put in Stubs for Pokemon who didn't have pages, and added the tables to articles that didn't have them.  User142 06:44, 5 Jun 2005 (UTC)

 * Sure, I'll post it for you. Also added a note that says I posted it for you. - Bulbaboy 23:50, 6 Jun 2005 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Bulbaboy. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bulbaboy~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 23:04, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:44, 19 April 2015 (UTC)

title: User talk:Bulbaboy~enwikibooks


text:
Statistics/Displaying Data/Pie Charts

Pie Charts
A Pie-Chart/Diagram is a graphical device - a circular shape broken into sub-divisions. The sub-divisions are called "sectors", whose areas are proportional to the various parts into which the whole quantity is divided. The sectors may be coloured differently to show the relationship of parts to the whole. A pie diagram is an alternative of the sub-divided bar diagram.

To construct a pie-chart, first we draw a circle of any suitable radius then the whole quantity which is to be divided is equated to 360 degrees. The different parts of the circle in terms of angles are calculated by the following formula. Component Value / Whole Quantity * 360

The component parts i.e. sectors have been cut beginning from top in clockwise order.

Note that the percentages in a list may not add up to exactly 100% due to rounding. For example if a person spends a third of their time on each of three activities: 33%, 33% and 33% sums to 99%.

Warning: Pie charts are a poor way of communicating information. The eye is good at judging linear measures and bad at judging relative areas. A bar chart or dot chart is a preferable way of displaying this type of data.

Cleveland (1985), page 264: "Data that can be shown by pie charts always can be shown by a dot chart. This means that judgements of position along a common scale can be made instead of the less accurate angle judgments." This statement is based on the empirical investigations of Cleveland and McGill as well as investigations by perceptual psychologists.

Three-dimensional (3d) pie charts compound perceptual misinterpretation of statistical information by altering the relative angle of pie slices to create the impression of depth into a vanishing point. Angles and areas at the bottom of the chart must be exaggerated and the angles and areas at the top of the chart reduced in order to create the dimensional effect; a specifically false depiction of the data.

External Links
 * Interactive Java-based Pie-Chart Applet
 * See section 2.4 (cognostics) in D. Carr's and L. Pickle's book Visualizing Data Patterns with Micromaps for more information

title: Statistics/Displaying Data/Pie Charts


text:
Gambas/Exist

back to Gambas

Does a File or Directory exist ?
Example:

Get system's root / home folder ?
Example :

When you click on your button your gambas program checks for Bash if Bash is found then Label1 displays "OK i found Bash" if Bash is not found then Label1 displays "Error Bash is missing"

Gambas.SteveStarr - 02 Aug 2005

title: Gambas/Exist


text:
Cantonese/Numbers

General Rules
In Cantonese, numbers can be interpreted as a series of digits. From tens to ten-thousands, each digit has a corresponding character. To read out the number, read the number of the value of the digit followed by the value of the digit. For example, the number four-hundred and seventy-nine (479) has three digits: four hundreds (四百, read as sei-baak), seven tens (七十, read as chāt-sahp) and nine (九, read as gáu). The number is written as 四百七十九 and is read as sei-baak-chāt-sahp-gáu. The word "and" in "four-hundred and seventy-nine" is omitted.

Any digit in zero followed by a digit which is not zero is replaced by the character 零 (read as lìhng). For example, the number one-thousand and one (1001) is read as yāt-chīn-lìhng-yāt.

The number eleven (11) is literally one-ten and one but the character "one" in "one ten" is usually omitted. The same case applies to twelve to nineteen.

The number two sometimes becomes 兩 (read as léuhng) rather than 二 (read as yih). Examples include:
 * 兩性 léuhng-sing the two sexes
 * 兩文三語 léuhng-man-sāam-yu two written languages and three spoken languages
 * 一國兩制 yāt-gwok-léuhng-zai one country two systems

Generally, two is 兩 when:
 * it is used for counting (e.g. two apples, two people, two houses)
 * it precedes units more than or equal to a thousand

two is 二 in:
 * certain set expressions (such as idioms)
 * numbers less than or equal to a thousand

One through Ten

 * 〇 (零) lìhng zero 0
 * 一 (壹) yāt one 1
 * 二 (貳) yih two 2
 * 三 (叁) sāam three 3
 * 四 (肆) sei four 4
 * 五 (伍) ńgh five 5
 * 六 (陸) luhk six 6
 * 七 (柒) chāt seven 7
 * 八 (捌) baat eight 8
 * 九 (玖) gáu nine 9
 * 十 (拾) sahp ten 10

Parenthesized entries are the complex forms, which are used mainly in notarized, official documents. An exception is zero wherein the complex form is more widely used.

Tens, Hundreds, Thousands, Etc.
等等 etc.
 * 十一 sahp-yāt eleven 11
 * 十二 sahp-yih twelve 12
 * 十三 sahp-sāam thirteen 13

等等 etc.
 * 二十一 yih-sahp-yāt twenty-one 21
 * 二十二 yih-sahp-yih twenty-two 22
 * 二十三 yih-sahp-sāam twenty-three 23

等等 etc.
 * 一百 yāt-baak one-hundred 100
 * 一百零八 yāt-baak-lìhng-baat one-hundred and eight 108
 * 一百六十六 yāt-baak-luhk-sahp-luhk one-hundred and sixty-six 166
 * 二百三十 yih-baak-sāam-sahp two-hundred and thirty

等等 etc.
 * 一千 yāt-chīn one-thousand 1,000
 * 七千二百一十三 chāt-chīn-yih-baak-yāt-sahp-sāam seven thousand two hundred and thirteen 7,213

等等 etc.
 * 一萬 yāt-maahn one myriad or ten-thousand 10,000
 * 四萬三千 sei-maahn-sāam-chīn forty-three thousand 43,000

等等 etc.
 * 十萬 sahp-maahn one-hundred thousand 100,000
 * 九十六萬八千二百七十四 gáu-sahp-luhk-maahn-baat-chīn-yih-baak-chāt-sahp-sei nine hundred and sixty-eight thousand two hundred and seventy-four 968,274

等等 etc.
 * 一百萬 yāt-baak-maahn one million 1,000,000
 * 六百七十八萬二千 luhk-baak-chāt-sahp-baat-maahn-yih-chīn six-million seven-hundred and eighty-two thousand 6,782,000

Ordinal Numbers
To show the position of something in a list of items, simply add the word 第 (read as daih) before the number.

 * 第一 daih-yāt the first
 * 第十一 daih-sahp-yāt the eleventh
 * 第四百八十九 daih-sei-baak-baat-sahp-gáu the 489th

title: Cantonese/Numbers


text:
Social Research Methods

Table of Contents

 * /Introduction/

 * 1) /Theory/
 * 2) /Ethics/
 * 3) Research Design, Conceptualization, Operationalization, Measurements
 * 4) /Indexes, Scales, Typologies/
 * 5) /Surveys/
 * 6) /Quantitative Research/
 * 7) /Statistical Analysis/
 * 8) /Unobtrusive Research/
 * 9) /Qualitative Research/
 * 10) /Experiments/
 * 11) /Evaluation Research/
 * 12) /Reading and Writing Social Research/

title: Social Research Methods


text:
Talk:Social Research Methods

Social research methods
Sorry that was me who edited the main page. Please feel free to add on more details if you need to! NoahK 11:32, 23 May 2005 (UTC)

Course - Spring 2010
This wikibook is being edited as of Spring 2010. For details, see User:Piotrus/Social Research Methods course. --Piotrus (talk) 20:42, 17 January 2010 (UTC)

Handbook of Management Scales
For management researchers the Handbook of Management Scales may be interesting to improve. 92.225.142.47 (talk) 06:28, 1 February 2010 (UTC)

title: Talk:Social Research Methods