text:
User talk:Dbroadwell~enwikibooks

Hi Dbroadwell, welcome to Wikibooks. Just a tip: Please try and keep a relative Neutral point of view when you add content (for example you can't really "plug" Python without considering alternatives or criticisms of Python, for example).

Thanks, and keep contributing! :) Dysprosia 09:00, 19 Dec 2003 (UTC)

I've replied at my talk page, here. Dysprosia 23:28, 19 Dec 2003 (UTC)

You may be interested to know that you can make subpages of your user page, for example, you may want to make a sandbox, so you might create User:Dbroadwell/Sandbox, or User:Dbroadwell/Grape seed oil, and when you're done with them you can request an admin to delete them :) Dysprosia 08:36, 20 Dec 2003 (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 Dbroadwell. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dbroadwell~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) 04:52, 19 April 2015 (UTC)

title: User talk:Dbroadwell~enwikibooks


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Japanese/Vocabulary/Phrases and Idioms

... が好きです
... ga suki desu

Expresses that a thing or person is liked. The subject, marked by が, is liked by the person marked with the topic marker は (if mentioned).

Examples

 * 彼はリンゴとバナナが好きです
 * kare wa ringo to banana ga suki desu.
 * He likes apples and bananas.

 * 英語を勉強するのがとても好きだよ！
 * eigo o benkyo suru no ga totemo suki da yo!
 * I really like studying English!

... なければならない
... nakereba naranai

The construction "(verb stem)なければならない", -nakereba naranai is used to express an obligation: something that has to be done.

(Literally, the -なければ -nakereba conjunction is the negative conditional form, "if not (this action)"; ならない naranai is "to not become", the plain negative of なる naru. The literal implication is that if the action is not done, nothing else can proceed.)

Examples

 * 今日は銀行にいかなければならない.
 * kyô wa ginko ni ikanakereba naranai.
 * I have to go to the bank today.

 * おじいさんがすぐに帰らなければ、私はマクドナルドに行きます.
 * Ojii-san ga suguni kaeranakereba watashi wa makudonarudo ni ikimasu.
 * If Grandpa doesn't return soon, I'm going to McDonald's.

Since ならない naranai is the plain-form negative of the verb なる naru (to become), in a more formal or polite situation one would use the polite negative form なりません narimasen instead.

下手の横好き（へたのよこずき）
heta no yoko-zuki

An idiom meaning that you are "unskilled but enthusiastic" or "crazy about it, but not very good at it". Used about a hobby or skilled activity.

Example

 * 山田： 田中さんは英語がお上手ですね.
 * Yamada：Tanaka-san wa eigo ga ojouzu desune.
 * Yamada: Mr Tanaka, you speak English well.

 * 田中： いいえ、下手の横好きなんですよ.
 * Tanaka: iie, heta no yoko-zuki nandesuyo.
 * Tanaka: Oh no, I like it, but I'm not very good at it

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

title: Japanese/Vocabulary/Phrases and Idioms


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Spanish/First Conjugation Verb

Verb amar (to love)

This is the typical example of a regular first conjugation verb in Spanish.

Formas no personales

 * Infinitivo: amar
 * Gerundio: amando
 * Participio: amado

title: Spanish/First Conjugation Verb


text:
Spanish/Second Conjugation Verb

Verb temer (to fear)

This is the typical example of a regular second conjugation verb in Spanish.

Formas no personales

 * Infinitivo: temer
 * Gerundio: temiendo
 * Participio: temido

title: Spanish/Second Conjugation Verb


text:
Spanish/Third Conjugation Verb

Verb partir (to leave or to cut)

This is the typical example of a regular third conjugation verb in Spanish.

Formas no personales

 * Infinitivo: partir
 * Gerundio: partiendo
 * Participio: partido

title: Spanish/Third Conjugation Verb


text:
Botany/Phycology

<< Contents Page | << Chapter 8 | Chapter 9 | Chapter 10 >>|

The term "algae" is used to collectively refer to a wide range (20,000-30,000 spp.) of very simple photosynthetic organisms. While this term is no longer used as a taxonomic grouping, it is still useful for referring informally to these photosynthetic protists. (Protists are diverse eukaryotes which are neither fungi, animals nor plants.)

The earliest multicellular alga known is the red fossil alga Bangiomorpha (at right), found in 1,200 million year old rocks in Arctic Canada. What's more this is the first known organism to show sexual reproduction.== Chapter 9. Phycology ~ The Algae == The algae (singular: alga) comprise several different groups of plant-like organisms, some of which are (and some are not) regarded as members of the Kingdom Plantae. All algae lack true leaves, roots, flowers, and other structures found in the higher plants. They are distinguished from bacteria and protozoa mainly in that they are autotrophic, obtaining energy through photosynthesis. Although no longer considered a natural group, the term algae is still used for convenience. The botanical discipline concerned with the study of algae is called Phycology (or sometimes, Algology); and the environments most phycologists (or algologists) focus on are the marine intertidal/shallow subtidal regions of the world oceans. It is in these environments that the diversity of structurally complex algae (called seaweeds) reaches its pinnacle.

As a grouping, the algae cut across even the prokaryote/eukaryote divide: the so-called "Blue-green algae" are cyanobacteria. All other algae are eukaryotes. Green Algae (different from Blue-green algae) are considered to be the ancestors of green plants. Other kinds of algae on the other hand are distinct from green plants and from each other in having different and unrelated accessory pigments. These pigments are responsible for the ways different algae absorb light, providing advantage to each individual type of alga to compete best at a water depth where its preferred wavelength is perhaps strongest.

 * Read Phycology (article not developed yet)
 * Read Algae

Cyanobacteria
The cyanobacteria comprise the structurally simplest algae, and presumably are closely related to the oldest photosynthetic organisms on the planet. Although capable of extracting energy from sunlight through photosynthesis, these algae are related to bacteria as evidenced by their prokaryotic cell structure. Yet, some Blue-greens have developed multi-cellular thalli that approach eukaryotic algal forms, and thus their traditional inclusion within the "algae."

 * Read Cyanobacteria

Questions

8.1 How do we know that the different algae are not monophyletic?

8.2 What do the different algae have in common that they are grouped together as algae?

8.3 What are 3 similarities between the green algae and green plants?

8.4 Define endosymbiosis. Did photosynthetic cyanobacteria exist before or after photosynthetic organelles? Why or why not?

title: Botany/Phycology


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High School Mathematics Extensions/Solutions to Problem Sets

Factorisation Exercises
Factorise the following numbers. (note: I know you didn't have to, this is just for those who are curious)

 * 1) $$13 = 13 \cdot 1$$
 * 2) $$26 = 13 \cdot 2$$
 * 3) $$59 = 59 \cdot 1$$
 * 4) $$82 = 41 \cdot 2$$
 * 5) $$101 = 101 \cdot 1$$
 * 6) $$121 = 11 \cdot 11$$
 * 7) $$2187 = 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3$$

Recursive Factorisation Exercises
Factorise using recursion.

 * 1) $$45 = 3 \cdot 3 \cdot 5$$
 * 2) $$4050 = 2 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 5 \cdot 5$$
 * 3) $$2187 = 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3$$

Prime Sieve Exercises

 * 1) Use the above result to quickly work out the numbers that still need to be crossed out in the table below, knowing 5 is the next prime:

\begin{matrix} X & 2_p & 3_p & X & 5 &X &7& X& X& X \\ 11 & X & 13 & X& X& X&17 &X& 19& X\\ X& X& 23 & X& 25 &X&X&X&29& X\\ 31 &X& X& X& 35 &X&37& X& X& X\\ 41 & X& 43 & X& X&X&47& X& 49& X\\ \end{matrix} $$

 * The next prime number is 5. Because 5 is an unmarked prime number, and 5 * 5 = 25, cross out 25. Also, 7 is an unmarked prime number, and 5 * 7 = 35, so cross off 35. However, 5 * 11 = 55, which is too high, so mark 5 as prime ad move on to 7. The only number low enough to be marked off is 7 * 7, which equals 35. You can go no higher.

2. Find all primes below 200.

 * The method will not be outlined here, as it is too long. However, all primes below 200 are:

2     3      5      7     11     13     17     19     23     29 31     37     41     43     47     53     59     61     67     71 73     79     83     89     97    101    103    107    109    113 127    131    137    139    149    151    157    163    167    173 179    181    191    193    197    199

Modular Arithmetic Exercises

 * 1) $$(-1) \cdot (-5)\mod{11} = 5$$
 * 2) $$3 \cdot 7 \mod{11} = 21 = 10$$
 * 3) $$2^1 = 2, 2^2 = 4, 2^3 = 8, 2^4 = 16 = 5$$ $$ 2^5 = 32 = 10, 2^6 = 64 = 9, 2^7 = 128 = 7$$ $$ 2^8 = 256 = 3, 2^9 = 512 = 6, 2^{10} = 1024 = 1$$ An easier list: 2, 4, 8, 5, 10, 9, 7, 3, 6, 1


text:
Talk:High School Mathematics Extensions/Solutions to Problem Sets

My original intention was for this chapter to be reserved for the hard exercises listed in "Problem Set" section of each chapter, not the easy exercises. You might like to provide solutions only to questions that appear in the "Problem Set" section of each chapter, so that this chapter is not bloated. Your efforts are appreciated. I have created a new section called Solutions to Exercises, the solutions you provided will be moved there.Zhuo Jia Dai 8:20, 20 Dec 03


text:
High School Mathematics Extensions/Primes/Solutions

Factorisation Exercises
Factorise the following numbers. (note: I know you didn't have to, this is just for those who are curious)

 * 1) 13 is prime
 * 2) $$26 = 13 \cdot 2$$
 * 3) 59 is prime
 * 4) $$82 = 41 \cdot 2$$
 * 5) 101 is prime
 * 6) $$121 = 11 \cdot 11$$
 * 7) $$2187 = 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3$$

Recursive Factorisation Exercises
Factorise using recursion.

 * 1) $$45 = 3 \cdot 3 \cdot 5$$
 * 2) $$4050 = 2 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 5 \cdot 5$$
 * 3) $$2187 = 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3$$

Prime Sieve Exercises

 * 1) Use the above result to quickly work out the numbers that still need to be crossed out in the table below, knowing 5 is the next prime:

\begin{matrix} X & 2_p & 3_p & X & 5 &X &7& X& X& X \\ 11 & X & 13 & X& X& X&17 &X& 19& X\\ X& X& 23 & X& 25 &X&X&X&29& X\\ 31 &X& X& X& 35 &X&37& X& X& X\\ 41 & X& 43 & X& X&X&47& X& 49& X\\ \end{matrix} $$

 * The next prime number is 5. Because 5 is an unmarked prime number, and 5 * 5 = 25, cross out 25. Also, 7 is an unmarked prime number, and 5 * 7 = 35, so cross off 35. However, 5 * 11 = 55, which is too high, so mark 5 as prime ad move on to 7. The only number low enough to be marked off is 7 * 7, which equals 49. You can go no higher.

2. Find all primes below 200.

 * The method will not be outlined here, as it is too long. However, all primes below 200 are:

2     3      5      7     11     13     17     19     23     29 31     37     41     43     47     53     59     61     67     71 73     79     83     89     97    101    103    107    109    113 127    131    137    139    149    151    157    163    167    173 179    181    191    193    197    199

Modular Arithmetic Exercises

 * 1) $$(-1) \cdot (-5)\mod{11} = 5$$alternatively, -1 = 10, -5 = 6: 10 × 6 = 60 = 5&times 11 + 5 = 5
 * 2) $$3 \cdot 7 \mod{11} = 21 = 10$$
 * 3) $$2^1 = 2, 2^2 = 4, 2^3 = 8, 2^4 = 16 = 5$$ $$ 2^5 = 32 = 10, 2^6 = 64 = 9, 2^7 = 128 = 7$$ $$ 2^8 = 256 = 3, 2^9 = 512 = 6, 2^{10} = 1024 = 1$$ An easier list: 2, 4, 8, 5, 10, 9, 7, 3, 6, 1 Notice that it is not necessary to actually compute $$2^{10}$$ to find $$2^{10}$$ mod 11. If you know $$2^9$$ mod 11 = 6.  You can find $$2^{10}$$ mod 11 = (2*($$2^9$$ mod 11)) mod 11 = 2*6 mod 11 = 12 mod 11 = 1.  We can note that 29 = 6 and 210 = 1, we can calculate 62 easily: 62 = 218 = 2^8 = 3. OR by the above method $$6^1 = 6, 6^2 = 36 = 3, 6^3 = 6*3 = 18 = 7, $$ $$6^4 = 6*7 = 42 = 9, 6^5 = 6*9 = 54 = 10, 6^6 = 6*10 = 60 = 5, $$ $$6^7 = 6*5 = 30 = 8, 6^8 = 6*8 = 48 = 4, 6^9 = 6*4 = 24 = 2, 6^{10} = 6*2 = 12 = 1.$$ An easier list: 6, 3, 7, 9, 10, 5, 8, 4, 2, 1.
 * 4) 02 = 0, 12 = 1, 22 = 4, 32 = 9, 42 = 16 = 5, 52 = 25 = 5, 62 = 36 = 3, 72 = 49 = 3, 82 = 64 = 9, 92 = 81 = 4, 102 = 100 = 1 An easier list: 0, 1, 4, 9, 5, 3, 3, 5, 9, 4, 1 Thus$$\sqrt{4}=2\mbox{ and }\sqrt{4}=9$$
 * 5) x2 = -2 = 9 Just look at the list above and you'll see that$$\sqrt{-2}=8\mbox{ and }\sqrt{-2}=3$$

Division and Inverses Exercises
1.
 * $$x = 2^{-1} = 4$$
 * $$x = 3^{-1} = 5$$
 * $$x = 4^{-1} = 2$$
 * $$x = 5^{-1} = 3$$
 * $$x = 6^{-1} = 6$$
 * $$x = 7^{-1} = 0^{-1}$$ therefore the inverse does not exist

2. $$x = \frac{28}{7} = 4 \ \ \mbox{(mod 29)}$$
 * $$7^{-1} = 25 \ \ \mbox{(mod 29)}$$
 * $$x = 28\cdot 25 = 4 \ \ \mbox{(mod 29)}$$

3.
 * $$x = 5^{99} \times (40 + \frac{1}{3}) \ \ \mbox{(mod 11)}$$
 * $$x = 5^{99} \times (40 + 4) \ \ \mbox{(mod 11)}$$
 * $$x = 5^{99} \times 0 \ \ \mbox{(mod 11)}$$
 * $$x = 0  \ \ \mbox{(mod 11)}$$

4.

Coprime and greatest common divisor Exercises
1.
 * 1.

 * 5050 and 5051 are coprime
 * 2.

 * 59 and 79 are coprime
 * 3.

 * 111 and 369 are not coprime
 * 4.

 * 2021 and 4032 are coprime

2. We first calculate the gcd for all combinations

 * The gcd for any combination of the numbers is 15 so the gcd is 15 for the three numbers.

Diophantine equation Exercises
1.

\begin{matrix} 216x &=& 1 + 816b\\ 216c &=& 1 + 168b\\ 48c &=& 1 + 168d\\ 48e &=& 1 + 24d\\ 24e &=& 1 + 24f\\ \end{matrix} $$
 * There is no solution, because can never become an integer.

2.

\begin{matrix} 42x &=& 7 + 217b\\ 42c &=& 7 + 7b\\ 7c &=& 0 + 7d\\ \end{matrix} $$
 * We choose d=1, then x=26.

3.
 * (a)

 * (b) To be added

4.
 * (a)

 * (b) To be added

Chinese remainder theorem exercises
1.

\begin{matrix} 3x &\equiv& 5 \pmod{14}\\ x &\equiv& 11 \pmod{14}\\ x &=& 11 + 14 a\\ 2x &=& 2(11 + 14a) &\equiv& -3 \pmod{17}\\ & & 22 + 28 a &\equiv& -3 \pmod{17}\\ & & 11 a &\equiv& -8 \pmod{17}\\ & & a &=& 7 + 17b\\ x &=& 11 + 14(7 + 17b) &\equiv& 6 \pmod{15}\\ &=& 109 + 238b &\equiv& 6 \pmod{15}\\ &=& 4 + 13b &\equiv& 6 \pmod{15}\\ &=& 13b &\equiv& 2 \pmod{15}\\ && b &\equiv& 14 \pmod{15}\\ && b &= &14 + 15c\\ x &=& 109 + 238(14 + 15c)\\ x &=& 3441 + 3570c \end{matrix} $$

Question 1
Show that the divisible-by-3 theorem works for any 3 digits numbers (Hint: Express a 3 digit number as 100a + 10b + c, where a, b and c are ≥ 0 and < 10)

Solution 1 Any 3 digits integer x can be expressed as follows
 * x = 100a + 10b + c

where a, b and c are positive integer between 0 and 9 inclusive. Now

x \equiv 100a + 10b + c \equiv a + b + c \pmod{3} $$

x \equiv 0 \pmod{3} $$ if and only if a + b + c = 3k for some k. But a, b and c are the digits of x.

Question 2
"A number is divisible by 9 if and only if the sum of its digits is divisible by 9." True or false? Determine whether 89, 558, 51858, and 41857 are divisible by 9. Check your answers.

Solution 2 The statement is true and can be proven as in question 1.

Question 4
The prime sieve has been applied to the table of numbers above. Notice that every number situated directly below 2 and 5 are crossed out. Construct a rectangular grid of numbers running from 1 to 60 so that after the prime sieve has been performed on it, all numbers situated directly below 3 and 5 are crossed out. What is the width of the grid?

Solution 4 The width of the grid should be 15 or a multiple of it.

Question 6
Show that n - 1 has itself as an inverse modulo n.

Solution 6
 * (n - 1)2 = n2 - 2n + 1 = 1 (mod n)

Alternatively
 * (n - 1)2 = (-1)2 = 1 (mod n)

Question 7
Show that 10 does not have an inverse modulo 15.

Solution 7 Suppose 10 does have an inverse x mod 15,
 * 10x = 1 (mod 15)
 * 2×5x = 1 (mod 15)
 * 5x = 8 (mod 15)
 * 5x = 8 + 15k

for some integer k
 * x = 1.6 + 3k

but now x is not an integer, therefore 10 does not have an inverse


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Talk:General Chemistry/Properties of matter

Format formulas with bold italics and scripts.

I think this goes too in-depth for a general chemistry course - I will completely reformat the page. Feel free to revert if you wish. 140.247.240.69 21:50, 15 August 2005 (UTC)


text:
Cookbook:Swiss Pudding

Ingredients

 * Butter
 * Fine bread crumbs
 * 4–5 apples, peeled, cored, and sliced
 * Nutmeg
 * Sugar

Procedure

 * 1) Butter a baking dish, and sprinkle with the breadcrumbs.
 * 2) Combine the apples, a little butter, nutmeg, and sugar in a saucepan. Cook until softened.
 * 3) Transfer the apples into the prepared dish.
 * 4) Top apples with another layer of the crumbs, then add pieces of fresh butter on the top.
 * 5) Bake in a slow oven for about 15 minutes, until it becomes a delicate brown.
 * 6) Serve hot or cold.

title: Cookbook:Swiss Pudding


text:
Talk:How to Write an Essay

Is it worth putting in a chapter about Referencing standards (Harvard)? I could make a chapter about writing rl Wick|Karl Wick]]

Isn't this fairly V?

Links
The first link (Research and preparation) links to the same page as the second link.

Best Essay Writing services

Why is there a link to the contents page on the contents page?? BenC7 06:33, 3 July 2006 (UTC)

Requesting inter wikibook link mr
@ User:QuiteUnusual

Hi,

Seasons greeting from mr-wikibooks.

At mr(Marathi language wikibooks) a book is available on the same subject of How to Write an Essay. Requesting you to approve interwikibook link निबंध लेखन कसे करावे ?

Thanks and regards

Mahitgar (discuss • contribs) 10:56, 5 November 2014 (UTC)
 * The interwiki works even if not reviewed, but I've reviewed it now - thanks. QuiteUnusual (discuss • contribs) 11:58, 5 November 2014 (UTC)

title: Talk:How to Write an Essay


text:
Botany/Microbes

<< Contents Page | << Chapter 7 | Chapter 8 | Chapter 9 >>|

Chapter 8. Microbiology

Microbes
Microbes are extremely small organisms or quasi-living particles traditionally studied by botanists, but now treated within the more specialized field of Microbiology. As a specialized field, Microbiology has its own methodologies and terminologies often very different from those used by botanists. Nonetheless, there is value for beginning botany students to learn something of these organisms—to gain understanding of their presumably more primitive nature and significance as the causes of plant diseases.

Overview
A bacterium (plural: bacteria) is a single celled organism belonging to the Domain Bacteria, in the three domain scheme. It can also be a type of organism belonging to one of the three major branches of life. They belong to the kingdom monerans. Traditionally classified as one of the five kingdoms, bacteria are microscopic and relatively simple cells, called prokaryotes. These cells lack the nucleus and organelles of the more complex cells called eukaryotes that plants are constructed of. However, like the cells of plants, most bacteria possess a carbohydrate-based cell wall. In common speech, "bacteria" still refers also to archaeabacteria, although the latter recently have been classified as an independent branch or "domain" of life.

They occur in various shapes which include:
 * Cocci (tetra, micro, diplo, staphylo, strepto and sarcinea cocci)
 * Bacilus (diplo and strepto bacilus)
 * Vibro
 * Spiral
 * Flagellation (amphitrichous, lophotrichous, petritrichous, and monotrichous)

True bacteria are the oldest organisms on Earth, with the possible exception of the Archaea, and they are also the most abundant. Bacteria exist in soil, water, and as parasites of other organisms. Species and strains of bacteria cause many if not most non-hereditary diseases. They are the target of the drugs known as antibiotics.

 * Read Bacterium ( Links need not be pursued at this time )

Overview
A virus is an obligate cellular parasite that is completely dependent on the host cell for its replication. The genome of the virus may consist of single stranded or double stranded DNA or RNA. The size of viral genomes varies widely and may encode between one and 250 genes. Of most interest within the study of Botany are viruses that are plant pathogens. The majority of plant viruses have single-stranded, messenger-sense RNA genomes (Class IV) and encode only between one and 12 proteins. These proteins function in virus transmission, in replication, cell-to-cell and systemic movement, in the structure of the virus, and in the suppression of plant host defense mechanisms. In many cases, virus replication takes place in distinct virus-induced regions of the cell, the so-called viroplasms, and induces the synthesis of a pool of virus components followed by assembly of many virus particles from this pool.

Viruses can usually be horizontally transmitted between hosts. In many cases the transmission is dependent on insects, nematodes, fungi or other vectors. However, some other viruses, for example Tobacco mosaic virus (TMV), are transmitted mechanically by physical contact between plant tissue and virus-contaminated surfaces. Once the virus is transmitted and has successfully entered into the plant cell, it moves locally from cell to cell until it enters the phloem, which allows the virus to enter distant tissue to cause a systemic infection.

Even smaller than viruses are viroids. Viroids are infectious agents that consist of single-stranded RNA, which does not encode any proteins.

 * Read ( Links need not be pursued at this time ):
 * Virus
 * Viral classifications
 * Pathogen
 * Viroid

History
The first virus to be identified was TMV. A. E. Mayer was a professor at the Agricultural College in Wageningen, the Netherlands that was established in 1876. Soon after he was asked by farmers to investigate a highly contagious disorder in tobacco, which he called mosaic disease. In 1898, M. W. Beijerinck in the Netherlands concluded that the tobacco mosaic disease-causing agent was neither a bacterium nor any corpuscular body, but rather a contagium vivum fluidum, an infectious fluid. The next big step was made in 1935, when TMV was chemically purified by Nobel prizewinner Wendell M. Stanley in the United States. This was followed soon after in 1939 by the first visual observation of the rod shaped TMV particles by electron microscopy by Kausche, Pfankuch and Ruska in Germany. For a long time electron microscopy remained a main tool in virology, and many viruses were isolated and visualized. The study of the mechanisms of viral infection cycles became more important after molecular biology tools became available.

 * Read ( Links need not be pursued at this time ):
 * Electron microscope
 * Molecular Biology

Links to external portals / webpages

 * All the Virology on the WWW - Plant viruses
 * Plant Viruses Online

title: Botany/Microbes


text:
Wikibooks talk:Contact us

Technologically ignorant...
Could someone explain to me how to use IRC? Every time I attempt to follow a link, I am met with some sort of error. Thanks, Νεοπτόλεμος 02:01, 25 December 2007 (UTC)
 * OK, 4 years too late but it may help others. In most cases you will need a program like miRC to use the IRC.  If you use the Opera web browser then you can simply click on the link because IRC is included within the web browser.--ЗAНИA [[Image:Flag_of_Italy.svg|15px]]talk 13:09, 18 December 2011 (UTC)

http://en.wikibooks.org/wiki/A-level_Physics_(Advancing_Physics)/The_Standard_Model/Worked_Solutions
http://en.wikibooks.org/wiki/A-level_Physics_(Advancing_Physics)/The_Standard_Model/Worked_Solutions 5. The antiparticle of the electron (e-) is the positron. What is the charge and rest mass of a positron?

Charge: +1.6 x 10-19C

Mass: 0.511 MeV = 8.176 x 10-14 kg

=
===================== Is the rest mass actually the same of that of the electron?: 9.10938215(45)×10−31 kg

=
========== as per: http://en.wikipedia.org/wiki/Positron

 * This isn't the best place for such a question because nobody will ever read it, certainly not anybody familiar with the A-Level Physics book. It would be better to post this question on the Talk page of A-level_Physics_(Advancing_Physics).  I have now copied your question to Talk:A-level Physics (Advancing Physics) where somebody might be able to help.--ЗAНИA [[Image:Flag_of_Italy.svg|15px]]talk 13:14, 18 December 2011 (UTC)

Help for English version: Youth Guide
Hi User:QuiteUnusual! I’m writing you because we want to translate into English a cooperative book that we put in Viquillibres, the Catalan version of Wikibooks. The Youth Guide is a toolbox for professionals who work with youths to promote participation through motivating young people. It consists of a set of sections to facilitate possible lines of work in keeping with the needs or challenges in question. The content of the Guide includes themes related to young people’s participation, planning socio-educational projects and the use of the intervention area, such as centres or public spaces. Currently, we are working for translate this Guide, but we need some help to move the content into Wikibooks, mainly for the codes and templates. In Catalunya we had Xavi Dengra like our referent. Nowadays, we are working with Morza in a Spanish version of the Guide. Could you help us for the English version? Thanks, --Mlopezpa (discuss • contribs) 12:11, 28 December 2017 (UTC)
 * If you provide a link to the book on the Catalan Wikibooks, I will import it here. That enables you to translate in place and also avoids the copyright issue of lack of attribution. QuiteUnusual (discuss • contribs) 17:35, 10 January 2018 (UTC)

IRC
Most of our movement seems to have moved on from Freenode. Can you confirm this is still a relevant contact channel? If not, you may want to update this page :) Effeietsanders (discuss • contribs) 15:57, 5 October 2021 (UTC)

 * Came to report this as well. @MarcGarver, @Minorax, is Wikibooks still using freenode? If not, can the page be updated? Thanks, -- MarcoAurelio (discuss • contribs) 16:55, 5 April 2023 (UTC)

 * I think i entered wikibooks freenode a while ago. Found nobody there. How about discord? Doknt we have a discord? If so how have I never found it? 19:16, 5 April 2023 (UTC)
 * wikibooks-en isn't set up on Liberia as for as i know. --Minorax «¦talk¦» 01:15, 6 April 2023 (UTC)

title: Wikibooks talk:Contact us


text:
Talk:Trigonometry/Archive 1

Level of Course

 * "is trig really considered a subject for *advanced* HS students?". This will differ between places and some school systems don't parallel particularly well with the (standard?) US one. --Swift 04:09, 17 October 2006 (UTC)

 * Most states' high school curriculum, advanced average or basic, typically require up to Algebra II (Pre-Algebra, Algebra I, Geometry, Algebra II) to be completed. However, all high schools attempt to motivate the kids to take up to Pre-Calculus/Trigonometry and the advanced kids to take Calculus. So, for normal/basic students they would reach Trigonometry. For advanced, they'd reach Calculus. At least, that's how it is in Florida, Illinois, Wisconsin, Ohio, Indiana, Iowa, and Michigan. Probably more states too. --Jaden Mathos 04:23, 12 July 2006 (UTC)

Problems from a precalculus book
Robinson0120 Hey, all. I have a Precalculus textbook at the moment and I noticed that there weren't any problems in this Wikibook. Should I take a few out of the textbook and put them on the page with answers and explanations? I haven't really contributed anything yet and it looks like something I could do. If there's a heads up, I'll go ahead and do it. Thanks!

 * Problems are a good idea, but the ones in your book are probably copyrighted. See Copyrights for details. --Swift 04:09, 17 October 2006 (UTC)

Robinson0120 That's not a problem, I could just change a few of the numbers and alter a few of the situations. They can't have a copyright on the concept, right? I'll go ahead and get started.

 * I'd be very careful here. Textbook authors usually include examples that have proven to work on their students. That involves a lot of work. Let's not show them the disrespect of leaching off their work. Copying them in any way is a violation of their copyright.
 * These problems are very simple to make up (I'll help you if you'd like) but if there are a number that look simlar to a book, then we might be in trouble. I recommend you not to use the book for anything more than glancing through to get ideas. --Swift 01:40, 18 October 2006 (UTC)

 * Very well, Swift. I don't have the book anymore anyways; I'm going to go ahead and think some up right now. I need some help in deciding how to implement the problems though. Should we have a separate page with problems and answers, or add it to the wikibook page?Robinson0120 00:43, 25 December 2006 (UTC)

 * Depends on the number. There is no need for a seperate page if there will only be a few of them. As the number grows, split the page up by moving them to a seperate page. --Swift 06:17, 25 December 2006 (UTC)

Standardized Problems and Solutions
Hey all. I just found a great template that I think we should standardize and use for all questions and solutions. The template looks like this:

|{| class="navbox collapsible collapsed" style="text-align: left; border: 0px; margin-top: 0.2em;" |- ! style="background-color: #B4CDCD;" | |- | style="border: solid 1px silver; padding: 8px; background-color: white;" | |}

Just disregard the first |; I put that in so that I could put lines around the text. In any event, it looks like a great way to present problems. Here's one I made:

(NOTE: To see the way it actually looks on the page, follow this link to my talk page and look at "Template Example": http://en.wikipedia.org/wiki/User_talk:Robinson0120)

http://www.december.com/html/spec/color.html has a number of hexadecimal colors to choose from for the question and answer background, too.

So, what does everybody think? Robinson0120 03:13, 25 December 2006 (UTC)

 * Sure, it looks like a good way to display problems and solutions. --Swift 06:20, 25 December 2006 (UTC)

 * Looks fine and all, but having the problem immediately followed by the solution could be very annoying for a student who's actually trying to apply their mind to the problem, the answer waving in their face and all. I have a statistics self-study book like that, and it's my least favorite of all the math book I've ever used.  In fact, I despise it.  I do think that providing extensive problem sets for each topic is an invaluable addition that we really need to work on.  It's the difference between a sketchy summary and a useful textbook, IMO. --Fyedernoggersnodden 19:20, 4 November 2007 (UTC)

Front cover created for this book
I'm planning to expand this book quite significantly and then make an actual book from it, which looks like an actual textbook. Here's the front cover, thus far. Careful, the file is gigantic :-P James.Spudeman 01:20, 20 February 2007 (UTC)
 * I like the idea, but I must comment that (a) this is the same background image being used at the head of the Calculus wikibook, and (b) while the nautilus is a wonderful and elegant example of the beauty of mathematics, it's doesn't really scream "Trigonometry" to me. I could, however, go for an illustration of waves (Lots of artistic potential there!) or even, if we must be ordinary, triangles. --someone unsigned
 * Well we could overlay a right-triangle spiral and get some real and imaginary waves, ocean and graphed, onto the cover. That would be in keeping with the sea shell motif.  All we need now is a talented mathematical artist.JamesCrook (talk) 12:51, 16 October 2010 (UTC)

Moving trig out of algebra
Is it true that a college algebra book, or high school algebra book, or whatever, has no trig in it? So, I am new here but I don't understand why this part of the book had to be moved out of an algebra book just because it is trig? And, I don't understand why the message saying it was removed is in the book and not in the discussion section. Isn't this what a discussion section is for? NumberTheorist (talk) 17:21, 10 February 2010 (UTC)

 * An algebra book may contain a little trigonometry, but doesn't specialize in it (at most, it may just reference sin as a function). A book on Trigonometry places a specific focus on the topic, and will include more detailed descriptions of appropriate functions or equations.  (e.g. the law of cosines may not be suitable for a simple algebra book.) --Sigma 7 (talk) 15:13, 11 February 2010 (UTC)

A third book?
The intended structure seems to be an elementary book that moves slowly step by step and an advanced book that assumes a knowledge of calculus and complex numbers. Should there be another book, between or after them, that assumes some sophistication, so can move rapidly, but not the more advanced stuff? This new book could include the stuff for enthusiasts and the sections I am adding about associated circles, plus material like the formula for sin 18º.--Wisden (talk) 19:09, 4 December 2010 (UTC)

 * You could put the various circles and sin 18º in the 'for enthusiasts' section, but if in book one I think you would still have to assume that algebraic manipulations need to be done step by step. So I guess, yes, I am OK with a third book that takes the algebra a lot faster, but that still does not depend on calculus or complex numbers.  I very much like the core/enthusiasts division within a book so don't want to lose that.  If you want to make a book 'between' 1 and 2, and take some of the enthusiasts pages into it (as enthusiast pages) that is fine.  Delaunay triangulation would certainly belong with the circumcircle page. -- JamesCrook (talk) 15:08, 5 December 2010 (UTC)

 * You might also want to pick up some topics from Trigonometry/Teachers_Notes/Khan_Academy_Videos (such as polar coordinates) that are not in book 1. -- JamesCrook (talk) 15:57, 5 December 2010 (UTC)

title: Talk:Trigonometry/Archive 1


text:
Trigonometry/Prerequisites and Basics

To be able to study Trigonometry successfully, it is recommended that students complete Geometry and Algebra prior to digging in to the course material. Students should also be familiar with the arithmetic of the real number system. It is helpful to have a graphing calculator and graph paper on hand to be able to follow along as well. If one is not available, software available on sites such as GraphCalc or GeoGebra may be helpful. Geometric constructions proposed in the text can be drawn using Geops, free software for performing geometric constructions in the manner of the Ancient Greeks.

Next Page: In simple terms

Home: Trigonometry

title: Trigonometry/Prerequisites and Basics


text:
William Shakespeare's Works/The Life of William Shakespeare

Who do we mean when we speak of this person, Shakespeare?

Shakespeare is William Shakespeare, one of the English-speaking world's greatest playwrights and poets, who possessed a great knowledge of human nature and transformed the English theatre.

Yet many facts of his life remain a mystery. Some have been acquired from painstaking looks at the records of the time, so that this summary is based on generally agreed facts. It has been said that we only know three things about Shakespeare: that he was born, married and died.

He was baptised on April 26, 1564; we do not know his birth date, but many scholars believe it was 23 April 1564.

His father was John Shakespeare (who was a glover and leather merchant) and his mother Mary Arden (who was a landed local heiress). John had a remarkable run of success as a merchant, alderman, and high bailiff of Stratford, during William's early childhood. His fortunes declined, however, in the late 1570s.

William lived for most of his early life in Stratford-upon-Avon. We do not know exactly when he went to London but he is said to have arrived in 1592.

There is great conjecture about Shakespeare's childhood years, especially regarding his education. It is surmised by scholars that Shakespeare attended the free grammar school in Stratford, which at the time had a reputation to rival that of Eton. While there are no records extant to prove this claim, Shakespeare's knowledge of Latin and Classical Greek would tend to support this theory. In addition, Shakespeare's first biographer, Nicholas Rowe, wrote that John Shakespeare had placed William "for some time in a free school." John Shakespeare, as a Stratford official, would have been granted a waiver of tuition for his son. As the records do not exist, we do not know how long William attended the school, but certainly the literary quality of his works suggest a solid education. What is certain is that William Shakespeare never proceeded to university schooling, which has stirred some of the debate concerning the authorship of his works.

In November 28, 1582, when he was 18, he married Anne Hathaway, who was 26. They had a daughter named Susanna, who was baptised on May 26, 1583. Later they had twins, a son named Hamnet and a daughter named Judith. Hamnet died while he was still a child on August 11, 1596. Due to the early death of his only son, Shakespeare does not have any direct descendants.

For the seven years that followed the birth of his twins, William Shakespeare disappeared from all records, and then, turned up again in London some time in 1592. This period, which is known as the "Lost Years," has sparked as much controversy about Shakespeare's life as any period.

When he was in London, he worked in repertory companies, and became part of the Lord Chamberlain's Men as an actor, playwright and shareholder.

In 1599 he became an part-owner of the Globe Theater in Southwark.

In 1603 James I became king and issued a royal licence to Shakespeare's acting company, who then became the King's Men, the foremost acting company in London at the time.

In 1608 they leased a building called Blackfriars, which they converted to an indoor playhouse. It had some advantageous features like lighting and possibly heating. The Globe continued as their primary theater.

From 1599 to 1608 he wrote several comedies and nearly all the famous tragedies. The year after (1609), his sonnets were published.

William Shakespeare wrote his will in 1611, bequeathing his properties to his daughter Susanna (married in 1607 to Dr. John Hall). To his younger daughter Judith, he left £300, and to his wife Anne left "my second best bed." According to tradition, William Shakespeare died on his 52nd birthday, April 23, 1616.

On his grave are the haunting words:

Good friend, for Jesus' sake forbeare

To dig the dust enclosed here

Blessed be the man that spares these stones,

And cursed be he that moves my bones.

It took over 100 years for some of his bones to be stolen.

After his death, in 1623, his friends published the First Folio, the first authorized collection of his works and a main source for the texts of his plays,


text:
Mass Media

Table of contents

 * /Preface/ [[Image:25%.svg]]
 * /Introduction/ [[Image:25%.svg]]
 * /History/
 * Major Media Conglomerates

Theories of media

 * /Influence of Media/
 * /Ethics of Media/
 * /Future of Media/

Visual Media

 * /Television/
 * /Posters/
 * /Billboards/
 * /Cinema/

Audio media

 * /Radio/

Print media

 * /Books/
 * /Newspapers/
 * /Magazines/
 * /Essays/
 * /Reviews/

Internet media

 * /World Wide Web, Newsgroups and Discussion Groups/
 * /Digital Television/

Working with media

 * /Journalism/
 * /Editing/
 * /Design and Advertising/
 * /Independent Magazines (zines)/
 * /Web Design/

Learning more about media

 * /Resources/
 * /Organizations/
 * /Courses/

Appendices

 * /Bibliography/
 * /Glossary/
 * Authors and Contributors [[Image:25%.svg]]

title: Mass Media


text:
Cookbook:Loukoumas (Greek Donuts with Honey) I

| Greece | Dessert

Loukoumas is a Greek fried pastry, similar to a doughnut.

Ingredients

 * 1.36 kg (48 oz / 6 cups) all-purpose flour
 * ½ teaspoon salt
 * 2 cups undiluted evaporated milk
 * 4 eggs
 * 2 tablespoons baking powder
 * 1 cup white granulated sugar
 * Ground cinnamon
 * 1 teaspoon vanilla extract
 * 4 teaspoons dry yeast dissolved in ½ cup of warm water
 * Soy or corn oil for frying
 * Honey

Procedure

 * 1) In a large mixing bowl, mix the flour, salt, milk, eggs, baking powder, sugar, cinnamon, and vanilla.
 * 2) Mix the yeast and water together.
 * 3) Add the yeast mixture to the other ingredients and stir. The mixture should look like smooth cake batter.
 * 4) Cover the bowl and leave it for 4 hours.
 * 5) Place 5 cm of oil in a pot and heat it up.
 * 6) With a tablespoon, drop the batter in and roll. Loukoumades should be sphere-shaped once fried and should look golden or brown from all sides.
 * 7) After they are fried, remove them from the oil and pour honey over them. Use the cinnamon for extra flavour. You can also use sesame seeds for flavour.


text:
Chinese (Mandarin)/Lesson 1

=Lesson 1: 你好！=

It is appropriate to start off the introduction to Chinese with the common greeting. Below is a dialogue between two people meeting each other for the first time.

Vocabulary
Note: Visit this lesson's Stroke Order subpage to see images and animations detailing how to write the following characters. Audio files of the words are linked from the pīnyīn when available. Problems listening? See media help.

Proper Nouns
Forming the nationality is usually as simple as adding on to the country name. becomes, and so forth.

Basic Sentences
1. 我叫艾美.
 * Wǒ jiào Àiměi.
 * I'm called Amy.

Sentences using shì [是]
1. 我是中国人.
 * Wǒ shì Zhōngguórén.
 * I am a Chinese person.

2. 她是金妮.
 * Tā shì Jīnní.
 * She is Ginny.

3. 她们是英国人.
 * Tāmen shì Yīngguórén.
 * They are English.

1. 他不是东尼.
 * Tā bú shì Dōngní.
 * He is not Tony.

2. 我不是美国人.
 * Wǒ bú shì Měiguórén.
 * I am not American.

Articles
There are no articles in Chinese grammar. While English noun clauses often begin with "a", "an", or "the", Chinese is less verbose.

An example:
 * 1) 我是中国人.
 * Wǒ shì Zhōngguórén.
 * I am [a] Chinese person.

An "a" appears in the English translation, but the singular and indefinite nature of is just inferred in Chinese.

The question particle
The declarative example sentence in #1 is transformed into an interrogative in #2.

1. 她是金妮.
 * Tā shì Jīnní.
 * She is Ginny.

2. 她是金妮吗？
 * Tā shì Jīnní ma?
 * She is Ginny ?

The question particle
1. 我叫东尼, 你呢？
 * Wǒ jiào Dōngní, nǐ ne?
 * I'm called Tony. How about you?

2. 艾美是中国人, 他呢？
 * Àiměi shì Zhōngguórén, tā ne?
 * Amy is Chinese. How about him?

Question words
1. 他们是哪国人？
 * Tāmen shì nǎ guó rén?
 * What nationality are they? (literally, "They are what country person?")

2. 谁是美国人？
 * Shéi shì Měiguórén?
 * Who is American?

3. 她是谁？
 * Tā shì shéi?
 * Who is she? (literally, "She is who?")

de:Chinesisch: 第一課 de:Chinesisch: Lektion 1 Chino/Lecciones/Lección 1 Chinois/Leçon 1 Cinese/Lezione 1 Кинески јазик/Лекција 1 Chiński/Podstawy/Lekcja 1

title: Chinese (Mandarin)/Lesson 1


text:
User talk:Dysprosia~enwikibooks/Archive (2)

Old talk in archive: User_talk:Dysprosia/Archive (most recent)

Calculous Book question
Recently I got interested in Wikipedia so I decided to hjelp out with the Calulous Integration book. I was going to reorganize everything but I wanted to get your opinion first. thanks. --Stranger104 6 July 2005 02:56 (UTC)

stuff
Hey, don't be hating, dawg. -DX 06:37, 6 Sep 2004 (UTC)

What did I vandalize? -DX 06:34, 6 Sep 2004 (UTC)

See Talk:Programming:C_plus_plus. -- Paddu 08:01, 22 Feb 2004 (UTC)

By the way, the RACECAR thing wasn't advertising - it doesn't actually exist. r3m0t (cont) (talk) 00:12, 24 Feb 2004 (UTC)

 * *Shrug* :) Dysprosia 00:26, 24 Feb 2004 (UTC)

Thanks for the welcome... I have indeed been torn away from Wikipedia, because I really want to get a merit badge project going... TUF-KAT 07:07, 26 Feb 2004 (UTC)

Thanks for your message. I am not sure that homomorphisms really must come before isomorphisms. For example, Jacobson covers isomorphisms first is Basic Algebra I (of course, BAI is not the best organized book out there, but I don't think that that has anything to do with his putting isomorphisms first.) I like doing isomorphisms and Cayley's theorem early on because it gives a more concrete insight into where groups come from.

As for answers to exercises, I will certainly write some up, but I think it would be better to include some solutions, but not necessarily the even ones. Doing the even ones will make it more difficult later if we want to rearrange exercises.

Also, I was wondering what the goal is for this book. What is the audience? I am guessing that we are aiming at something at around the level of Herstein's Topics in algebra, perhaps with some additional topics, a more geometric approach (like talking about graphs of groups), treating linear algebra earlier, giving a more general treatment of Galois theory, etc. I used Herstein as my first book in algebra (actually, my first book in abstract mathematics) and certainly agree with you that a down to earth approach is needed. I suppose the main question is whether we want to assume that our readers have the knowledge and maturity from, say, a linear algebra class. Since abstract algebra was my introduction to higher mathematics, I can certainly see that if we are writing for newcomers to mathematics, we need to be very careful in the exposition.

Perhaps setting out a tentative outline on the talk page would be useful.

Thanks for your kind words. Dan Gardner 01:14, 26 Mar 2004 (UTC)

Physics book
Table of contents? Redirects? I dont understand, could you explain to me please? --Karl Wick 05:10, 16 Apr 2004 (UTC)

 * That new user created a new page at Table of contents, which I moved to Physics with transforms:Table of contents, but the user changed the links to point back to Table of contents which is just a redirect which should be deleted after a short while. It's okay now, I think the user got the point. I'll send you a holler if they do it again... :) Dysprosia 06:06, 16 Apr 2004 (UTC)

Siegfried Petry
Maybe he is ignoring everyone because he doesn't speak English? Theresa knott 14:37, 2 Jul 2004 (UTC)

Hi, Thanks for your welcome, I hope other amateurs will find this and offer their help too. Many hands make light work. It may take me some time to learn all the in's and out's of wiki but eventually I hope that this will be a manual I can use when I teach a licencing course. Good luck with your project .... Ed Baumann VE3SNW 08:24, 1 Aug 2004 (UTC)

wanna be a bureaucrat?
Due to User:TUF-KAT's vacation, we currently have no bureaucrats. When she made me an admin, Angela suggested I nominate a few users for bureaucratship, and so I'd like to ask you if you'd accecpt the nomination. Gentgeen 00:50, 17 Aug 2004 (UTC)

 * Yeah, sure, why not? Sounds good. :) Dysprosia 03:11, 17 Aug 2004 (UTC)

ok, you've been nominated. Gentgeen 04:58, 17 Aug 2004 (UTC)

mathematics
regarding the mathematics section, what names did you have in mind?

Mathematics page
I totally agree with your idea(s). I've changed one or two of the links, but it would be appreciated if you could help with changing the rest? Appreciated! --Jimmy 11:13, 2 Sep 2004 (UTC)

Chinese spamer
According to 221.196.x.x is assigned as portable addresses by CNCGROUP Tianjin Province Network - the China Network Communications Group Corporation ISP's range for the Tianjin Province in the People's Republic of China. It looks like we've got a dial up vandal getting a restricted range of IP addresses. Gentgeen 13:12, 5 Oct 2004 (UTC)

Bureaucrat?
Did someone promote you to bureaucrat already? I tried using Special:Makesysop to make you a bureaucrat, but it didn't work. There's a bureaucrat flag box that I could've sworn did it, but I never actually promoted any bureaucrats before... TUF-KAT 00:02, 24 Oct 2004 (UTC)

 * I just tried to access Special:Makesysop and it didn't work... Maybe I need to ask one of those steward people? I don't know... Dysprosia 01:14, 24 Oct 2004 (UTC)

 * Oh, I think I got it now. Can you access the page? TUF-KAT 05:07, 24 Oct 2004 (UTC)
 * You're in the bureaucrat log, so I guess it worked. TUF-KAT 05:11, 24 Oct 2004 (UTC)
 * Whee! Thanks :) Dysprosia 05:37, 24 Oct 2004 (UTC)
 * I was about to promote User:Yann, but would you like to do the honors? TUF-KAT 05:36, 25 Oct 2004 (UTC)
 * Done and done. Thanks :) Dysprosia 06:48, 25 Oct 2004 (UTC)

Organising Programming:C plus plus
As an experienced Wikibookian and a contributor to Programming:C, you are invited to give your opinion in the lounge and/or Talk:Programming:C plus plus about the discussions between new user Panic2k4 and me regarding how a book should be organised. Unfortunately not many have responded to my comment on the lounge.

Panic's line of thought seems to be tangential to my "wikipedia-trained" ideas about organising a wikibook. I was following the example of Programming:C to organize the book C++, but Panic seems to want everything in a single module, without wiki links in the running text. I am not sure want I could do about it, but I fear his /her efforts at reorganising material in the book might get wasted if we ultimately decide to have the material in separate modules.

My POV is that it is beyond doubt that we need many modules. But if that's how it'd end up, I'd like someone to tell Panic gently that he/she would've to be satisfied with multiple modules. Or else I'd like an experienced Wikibookian (Either my common sense or my ego is preventing me from digesting whatever Panic says) to tell me (sternly :)) that I'm wrong. My attempt to get a community verdict on this issue at the lounge seems to have failed miserably.

Also I see many of Panic's edits as POVs, e.g. "never use tabs, use only spaces". I'm not sure how to talk to him/her about this (though I'd already linked him/her to Neutral point of view. Also, I'd hope Panic doesn't get annoyed and leave from Wikibooks as he seems to be a good Wikibookian in the making. -- Paddu 14:38, 2 Nov 2004 (UTC)

 * Thanks for your 2c :)! BTW what Panic calls forks is having multiple modules/books on related (but not the same) topic. So it's not the fork that we dread. He/she was responding to my idea that (e.g.) C++, MFC and OOP are different books and one should not make the C++ book cover everything related to C++. e.g. like we have a book on Distributed Systems separate from the one on C. Panic says we should have just a single book until we get more material at which time we can "fork". -- Paddu 20:47, 3 Nov 2004 (UTC)

 * Hi again, User:Panic2k4 refactored Talk:Programming:C plus plus. I restored (uncommented) the past discussion and gave my reasons there. I'm not sure if such refactoring of talk pages not in the User_talk namespace is allowed. I'd like to know if what Panic did is correct, if what I did is correct and what we should be doing henceforth.
 * Archival is OK, removing text to suit some purpose of either editor is not. Dysprosia

 * Panic has explicitly mentioned that he/she won't bother about exploring wikibooks and keep contributing the way he/she likes. I suppose he/she doesn't already know how we work and doesn't want to know except by "spoonfeeding" (since he/she won't explore). Hence somehow he/she should be convinced by others to learn to work the way we do. What do we do in Wikibooks to handle "clueless newbies", if I may call either him/her or myself so? Unfortunately my posts in the Staff lounge don't evoke many responses, at least not by the time Panic has made a lot of edits. I'd like to know where to post such things (without troubling just you).
 * There's nothing so far, I'm afraid. This is a problem of Wikibooks since we get less traffic. Pages can be protected if need be to force discussions, but that's usually for the case of edit wars.

 * BTW is it OK for the image transcluded in Talk:Programming:C plus plus to stay? -- Paddu 13:10, 8 Nov 2004 (UTC)
 * I don't see any images. Dysprosia 10:26, 9 Nov 2004 (UTC)

After I tried responding to User:Panic2k4's comments and bringing back a proposal that I don't agree is dead, and replacing the <h1> headers with <h2> ones, he forked off Programming: C -/- -/- as well as Talk:Programming: C -/- -/-. I'm totally lost. -- Paddu 16:13, 18 Nov 2004 (UTC)

 * I've also asked User:Yann, a sysop mentioned currently in Special:Recentchanges, to help. -- Paddu 16:15, 18 Nov 2004 (UTC)

Troll watch
Troll watch: 67.115.107.84. You can see some of the edits made at:

Also, likely they have a user account at. Can we block the IP? --MShonle 05:47, 14 Jan 2005 (UTC)

Thanks for the block!
Thanks for blocking that new troll account. I was about to do it myself but I'm unsure of the procedure. Where do I post to let other admins know that action should be taken? In pure vandalism, am I allowed to block without conferals? --MShonle 03:39, 19 Jan 2005 (UTC)

example
regarding a comment on my talk page asking me to cite an example for "pages with real content sometimes disappear (in clear violation of policy) without even a vote"

It has been claimed that Cookbook:Human contained some real content. The person responsible for deleting the entry has not disputed this accusation; instead they claimed some sort of right to arbitrarily decide (without a vote) that such an entry did not belong.

Now, maybe it does not belong. This is a matter for a VfD. I suspect that the original page was indeed quite awful... but it still should be immune to an admin being jury, judge, prosecuter, and executionist. As a general rule, I'd like to see awful pages getting fixed instead of destroyed.

For some odd reason, I need admin rights to even investigate this sort of thing.

Admin bit
So, I've been listed on the Requests for adminship page for over 2 weeks now, and have 2 of 3 votes in support. (plus my own, of course) Could you set the bit soon? (I just found myself trying to move a page over an old redirect which unfortunately had some trivial history blocking me. Bummer.)

Meat_loaf and Meatloaf
There was a redirect from Meat_loaf to Meatloaf. Somebody blanked it out, commenting that the 1-word version was more popular. Since they did so, I am now unable to move Meat_loaf to Meatloaf. I gave a try moving Meat_loaf away first, but the redirect left behind was inelligable for move-over-redirect.

So, that's 2 trivial pages that ought to go.

Promotion?
Hello there. I've been listed on the requests for adminship page for quite a while now, and I was just wondering if you could promote me. Tally: 1/0/0. Thank you very much! -Frazzydee|✍ 18:14, 5 Mar 2005 (UTC)

 * Sure, I was thinking the same thing, but I've waited on it quite a while, and there haven't been more votes either way.
 * Actually, there are a couple admin tasks that I noticed yesterday, the most glaring being the upload form.
 * MediaWiki:Uploadtext

 * "make sure to read and follow the image use policy." should be

" make sure to read and follow the image use policy."

 * The sixth paragraph ("The preferred formats are JPEG...") needs nowiki tags around the Image: links. i.e. the code is [[Image:file.jpg]], when it should be [[Image:file.jpg]]  .  I'm not sure if you want to nowiki the media link to, but it should be consistent with the rest.  If you choose not to nowiki the media: link, then please add a colon the the start of the image tag (i.e. [[:Image)

 * The last paragraph has broken links:  should be Main_page (I think! Might want to preview this first ;) ). creating an account should be creating an account

 * Thanks for your help, and I understand your concern. I hope this hasn't been too confusing...it's a bit difficult to show what I'm talking about, probably because of the hundreds of nowiki tags :)  By the way, isn't the site notice ready to be taken down now? See you around :) -Frazzydee|✍ 15:32, 6 Mar 2005 (UTC)

 * Thanks so much for taking the time to clean that up for me. I think I missed a spot, and I'd really appreciate it if you could just do this one more quick thing.  "for use in illustrating pages." has an extra line break.  Can't the banner be taken down now? -Frazzydee|✍ 00:04, 8 Mar 2005 (UTC)

Admin task
Hi there. I'd appreciate it if you could do a few move/deletes for me, I want to add a new lesson near the beginning, so everything has to be moved down (i.e. lesson 2 should be moved to lesson 3, 3->4, etc.).

The page is at Turing, and I'm adding lesson 2. I've named it Turing:1.5 for now, but this should be moved to Turing:2. I'd appreciate it if you could also delete Turing:5 if you don't have the chance to do the whole thing now, it's a useless redirect that was created when I attempted to move everything without admin powers. -Frazzydee|✍ 02:33, 8 Mar 2005 (UTC)

front page vandal
get User:Gumba gumba quickly please

He's fast, and calling others vandals, and he screwed up templates and made subtle changes to old stuff.

Oh, and I'd have stopped him already if I were an admin. :-(

AlbertCahalan 19:22, 8 Apr 2005 (UTC)

please ban 67.95.199.114
Check out the Japanese article history.

 * 21:13, 11 Apr 2005
 * 17:52, 14 Apr 2005
 * 20:13, 21 Apr 2005

He also likes to trash Main Page, Cookbook:Recipes, Blender 3D: Noob to Pro, Jokebook, etc.

Why are these vandals not getting banned?

AlbertCahalan 21:26, 21 Apr 2005 (UTC)

Simple English Wikibooks needs an admin!
I've just started working on Wikibooks in Simple English. We need to make someone an administrator. With very few other users (at the moment!) how can I become one and so start getting the project started? Any help would be great. Cheers Charlie123 14:17, 22 Jun 2005 (UTC)

Computer programming/Types
got additions by AlMac effectively doubling the size of the article since prior folks like you last worked on it. I just thought you might like to see what I did to it. AlMac 23:49, 17 July 2005 (UTC)

Proposed policy overhaul
As effectively the top local user here, being that User:TUF-KAT is away until the end of August, I thought you might be interested in the following: I've started to think about changes to existing policy and project scope so that policies are more clearly defined (as suggested by User:Aya, who claims existing policies to be ambiguous) and more open (as suggested by User:Robert Horning, see the debacle concerning Biography of Nikola Tesla at Votes for deletion/Archive). I've made a post on textbook-l as a result, please reply to my talk page for feedback. KelvSYC 05:43, 26 July 2005 (UTC)

Image licence
Hi!

Can your Image:Modulus and argument.png (and some others) can be used in Slovene Wikipedia? Under what licence? Regards, --Andrejj 07:16, 12 September 2005 (UTC)

 * Of course. I've just tagged the image, just follow the license. Dysprosia 05:47, 8 October 2005 (UTC)

VFD result
In reviewing the Votes for deletion/A guide to cheating during tests and examinations, particularly the contributions and reputations of those who voted to delete and those who voted to keep, that the consensus result is to delete. I do not want to delete it myself because I participated in the discussion.

I think it is time that we resolve both this case, and the much harsher Votes for deletion/The Manual of Crime case. I believe Jimbo's words should lead a reasonable person to delete. Since both are so high profile, I think an admin should do the deletion. While we are still deciding the new policy, I don't think we need to wait to delete. We already know what the result is. --MShonle 18:55, 20 September 2005 (UTC)

 * I don't see a clear consensus yet on the cheating guide yet, so it may be wiser to let debate continue further first. The crime manual dehate however has been resolved. Dysprosia 05:44, 8 October 2005 (UTC)

 * And what was the resolution? --MShonle 18:22, 8 October 2005 (UTC)
 * Ah, never mind, I had to click back further in the deletion logs to find it. --MShonle 18:31, 8 October 2005 (UTC)

Template:BSD
Hello. If you add templates, please remember to add them to WB:TM - otherwise noone will use them. Thanks. --Derbeth 08:36, 8 October 2005 (UTC)


text:
Cookbook:Ale, Mustard and Winter Vegetable Pie

| Vegan Cuisine

Ale, Mustard and Winter Vegetable Pie is a vegan pie. This is excellent hearty autumn and winter fare and very tasty.

Topping

 * 1 potato, chopped
 * ½ parsnip, chopped
 * ½ small turnip or rutabaga, chopped
 * 1 tablespoon soy margarine

Filling

 * 1 tablespoon olive oil
 * 2 cloves garlic, crushed
 * 1 carrot, finely diced
 * ½ parsnip, diced
 * 1 leek, cut into fine rings
 * 5 mushrooms, sliced
 * ¼–½ cup dried TVP (textured vegetable protein)
 * ½ tablespoon Marmite or Vegemite
 * 200 ml (¾ cup) boiling water
 * 2 heaped tablespoon flour
 * 2 heaped tablespoon wholegrain mustard (try a green peppercorn mustard, if available)
 * 200 ml (¾ cup) rich, dark ale (try a nice Porter)
 * Black pepper to taste

Topping

 * 1) Drop the potato, turnip or rutabaga, and ½ parsnip in a saucepan of rapidly boiling water.
 * 2) Bring back to the boil, and simmer until potato is soft (about 20 minutes).
 * 3) When cooked, drain off the water, add the margarine, and mash until creamy smooth.
 * 4) Set aside.

Filling

 * 1) Reconstitute the TVP by mixing the TVP, boiling water and marmite. Let sit.
 * 2) Put olive oil in a saucepan over medium heat, then add the leek, garlic and carrot and ½ parsnip. Sauté until the carrot is soft.
 * 3) Add the mushrooms and cook a minute or two more.
 * 4) Add the flour and stir like mad for a solid 30 seconds. Still stirring, add the TVP and its soaking broth to soak up the flour and thicken.
 * 5) Add the mustard, ale and some black pepper. Stir to mix all very well. Simmer for about 10 minutes to thicken the sauce.
 * 6) Pour into a casserole dish, top with the potato/rutabaga/parsnip mash, and smooth the top.
 * 7) Bake at 180°C (350°F) for 20 to 30 minutes or until top is beginning to brown.
 * 8) Remove from oven, let rest a minute, then serve.


text:
Cookbook:Pulse Chutney

| Indian Cuisine | Vegan

Pulse chutney is an vegan Indian recipe. Use fewer chili peppers if you do not want it so hot.

Ingredients

 * 2 oz (50 g) green mung beans
 * 1 ½ inch (3 ½ cm) piece of ginger root
 * 4 green chile peppers
 * Salt
 * Lemon juice

Procedure

 * 1) Soak the green mung beans for 3–4 hours. Allow to sprout.
 * 2) Mince the green chilies, fresh ginger, and salt.
 * 3) Grind to a paste in a mortar and pestle or food processor.
 * 4) Season with lemon juice to taste.

title: Cookbook:Pulse Chutney


text:
Cookbook:English Field Bean Pate

| Vegan cuisine

Ingredients

 * ½ lb (250 g) English beans (or tic beans, daffa beans, brown Dutch beans, or foul medames)
 * about ¼ pint (150 ml) olive oil
 * Salt
 * Pepper
 * 1 large clove garlic, minced
 * 1 tsp strong-flavoured herba (e.g. thyme, sage or rosemary), minced

Procedure

 * 1) Soak the beans in water overnight.
 * 2) Boil beans in plenty of unsalted water for 1 hour until they are soft. Drain beans.
 * 3) Mash beans with a fork, pound them in a pestle and mortar, or press them through a sieve or food mill.
 * 4) Add the olive oil, salt, pepper, herbs, and garlic. If the purée is too stiff, add some lemon juice, water, or more oil.
 * 5) Chill and serve with toast.

title: Cookbook:English Field Bean Pate


text:
High School Mathematics Extensions/Primes/Problem Set/Solutions

Question 1
Is there a rule to determine whether a 3-digit number is divisible by 11? If yes, derive that rule.

 Solution

Let x be a 3-digit number We have
 * $$x = 100a + 10b + c \!$$

now
 * $$x \equiv a + 10b + c \equiv a - b + c \pmod{11} \!$$

We can conclude a 3-digit number is divisible by 11 if and only if the sum of first and last digit minus the second is divisible by 11.

Question 2
Show that p, p + 2 and p + 4 cannot all be primes. (p a positive integer and is great than 3)

Solution

We look at the arithmetic mod 3, then p slotted into one of three categories
 * 1st category
 * $$p \equiv 0 \pmod{3} \!$$
 * we deduce p is not prime, as it's a multiple of 3
 * 2nd category
 * $$p \equiv 1 \pmod{3} \!$$
 * $$p + 2\equiv 0 \pmod{3} \!$$
 * so p + 2 is not prime
 * 3rd category
 * $$p \equiv 2 \pmod{3} \!$$
 * $$p + 4\equiv 0 \pmod{3} \!$$
 * therefore p + 4 is not prime

Therefore p, p + 2 and p + 4 cannot all be primes.

Question 3
Find x

\begin{matrix} x \equiv 1^7 + 2^7 + 3^7 + 4^7 + 5^7 + 6^7 + 7^7 \ \pmod{7}\\ \end{matrix} $$

 Solution

Notice that
 * $$-a \equiv 7-a \pmod 7 \!$$.

Then
 * $$1^7 \equiv (7-6)^7 \equiv (-6)^7 \equiv -(6^7) \pmod 7 \!$$.

Likewise,
 * $$2^7 \equiv -5^7 \pmod 7 \!$$

and
 * $$3^7 \equiv -4^7 \pmod 7 \!$$.

Then

 * $$x \!$$
 * $$\equiv 1^7 + 2^7 + 3^7 + 4^7 + 5^7 + 6^7 + 7^7 \!$$
 * $$\equiv 1^7 + 2^7 + 3^7 - 3^7 - 2^7 -1^7 + 7^7 \!$$
 * $$\equiv 0 \pmod{7} \!$$
 * }
 * $$\equiv 1^7 + 2^7 + 3^7 - 3^7 - 2^7 -1^7 + 7^7 \!$$
 * $$\equiv 0 \pmod{7} \!$$
 * }
 * $$\equiv 0 \pmod{7} \!$$
 * }
 * }

Question 4
9. Show that there are no integers x and y such that
 * $$x^2 - 5y^2 = 3 \!$$

Solution

Look at the equation mod 5, we have
 * $$x^2 = 3 \pmod{ 5} \!$$

but

therefore there does not exist a x such that
 * $$1^2 \equiv 1 \!$$
 * $$2^2 \equiv 4 \!$$
 * $$3^2 \equiv 4 \!$$
 * $$4^2 \equiv 1 \!$$
 * }
 * $$4^2 \equiv 1 \!$$
 * }
 * }
 * $$x^2 \equiv 3 \pmod{5} \!$$

Question 5
Let p be a prime number. Show that

(a)

(p-1)! \equiv -1\ \pmod{p} $$ where

n! = 1 \cdot 2 \cdot 3 \cdots (n-1) \cdot n $$ E.g. 3! = 1×2×3 = 6

(b) Hence, show that
 * $$\sqrt{-1} \equiv \frac{p - 1}{2}! \pmod{p}$$

for p ≡ 1 (mod 4)

 Solution

a) If p = 2, then it's obvious. So we suppose p is an odd prime. Since p is prime, some deep thought will reveal that every distinct element multiplied by some other element will give 1. Since
 * $$(p - 1)! = (p - 1)(p - 2)(p - 3) \cdots 2 \!$$

we can pair up the inverses (two numbers that multiply to give one), and (p - 1) has itself as an inverse, therefore it's the only element not "eliminated"

as required.
 * $$(p - 1)! \equiv (p - 1) \equiv - 1 \!$$
 * }

b) From part a)
 * $$-1 \equiv (p - 1)! \!$$

since p = 4k + 1 for some positive integer k, (p - 1)! has 4k terms
 * $$-1 = 1\times2 \times 3 \times \cdots 2k \times (-2k) \cdots \times(- 3) \times (- 2) \times (- 1) $$

there are an even number of minuses on the right hand side, so
 * $$-1 = (1\times2 \times 3 \times \cdots 2k)^2$$

it follows
 * $$\sqrt{-1} = 1\times 2\times 3\times ... 2k$$

and finally we note that p = 4k + 1, we can conclude
 * $$\sqrt{-1} = \frac{p - 1}{2}!$$


text:
William Shakespeare's Works/Romances

The romance category of plays contains four plays: They were all written late in Shakespeare's career.
 * 1) Pericles, Prince of Tyre
 * 2) The Winter's Tale
 * 3) The Tempest
 * 4) Cymbeline

The Two Noble Kinsmen, of which Shakespeare was co-author, is sometimes included in this grouping.

title: William Shakespeare's Works/Romances


text:
Talk:High School Mathematics Extensions/Logic

Those extra steps
I cannot agree with putting in those extra steps, they are omitted for a purpose. It is to force the reader to think actively about the intermediate steps, so that he/she is more involved in the learning process. This book is never meant to be a passive experience, those steps must be removed. The reader must struggle with how we arrive at a result inorder to learn. Zhuo 15:09, 24 Dec 2003 (UTC)
 * Second thought, those extra steps are not harmful.Zhuo 15:14, 24 Dec 2003 (UTC)

an error?
at 2.3.1 Simplification it is written:

\begin{matrix} (x + y)(x' + y') &=& x(x' + y') + y(x' + y')\\ &=& xx' + x'y' + yx' + yy'\\ \end{matrix} $$

but shouldn't it be

\begin{matrix} (x + y)(x' + y') &=& x(x' + y') + y(x' + y')\\ &=& xx' + xy' + yx' + yy'\\ \end{matrix} $$ (xy' instead of x'y')? --jan

 * Yes, fixing. r3m0t (cont) (talk) 20:04, 21 May 2004 (UTC)

 * but but the rest of this doesn't work anymore --jan

 * Oh... I'll rewrite it completely. Or you can. r3m0t (cont) (talk) 21:34, 21 May 2004 (UTC)

I consider this chapter to be done
I deleted some material and now i consider this chapter to be done.Xiaodai 04:29, 5 Jul 2004 (UTC)

My Kudos...
Thanks! very interesting and informative...

Reasons for Particular Interest
In "Laws of Boolean Algebra, Simplification", you mention, quote: "From those two examples we can see that complex-looking expressions can be reduced very significantly. Of particular interest are expressions of the form of a sum-of-product [...]"

I think it would be of interest (no pun intented *g*) to mention where (as in what field) SOP terms are of particular interest, e.g. to reduce the often lengthy expressions as obtained by solving Karnaugh Maps (maybe other fields do distract a beginner less, though). Probably also a few more words on the why would be of interest, e.g.: in practical calculations, each AND, OR and NOT comes at certain costs (which may differ in hardware and software design); thus the goal must me to reduce the overall cost. (This also would introduce the notion cost in a pretty elegant way, which could be elaborated some more, e.g.: circuit design with NAND logic vs. implementation cost in software requiring NOT and AND etc.)

Just a few thoughts on an overall really nice article. Gulliveig 16:13, 8 January 2007 (UTC)

mistake?
In section 2.3.1 (Laws of Boolean Algebra/Simplification), after the message saying "If the next step is unclear, try constructing truth tables [...]," the statement xy + z + x'y' is simplified to 1. I don't understand why; the statement is false if x=0, y=1, and z=0. Could someone please clarify this?

24.6.101.190 02:35, 18 November 2007 (UTC)

 * Now that you point it out, I see you are right.
 * I deleted that last erroneous line in the "proof".
 * Should we leave it like that, ending at xy + z + x'y' with no further simplification possible?
 * Or should we modify the starting point and all the intermediate statements so that it actually does reduce down to 1?
 * --DavidCary (talk) 18:48, 2 September 2008 (UTC)

AND - an Operator a function ?
I'm referring to the Table where x an y assume different states i.e - T or F. The heading is given as "AND Function". "AND" is a logical operator, it's never a function.

More introduction?
The name of this section is "logic". There was a very short intro to logic in general, then you jumped into Boolean logic. To make this page more self-contained, it seems that the basics of logic themselves should be explained at the beginning. Perhaps there is another page that you could refer the reader to? In the middle of the page, you explain "proposition". This part could be moved up to the first section. Then, you could explain "AND" and "OR". Then, your tables in Section 2 would make more sense to an uninformed reader. I'm keeping in mind that the beauty of such pages is that students who have not learned this material before can teach themselves from this.Lizmaemom (discuss • contribs) 23:49, 3 July 2011 (UTC)


text:
Geometry/Points, Lines, Line Segments and Rays

1.1: Points, Lines, Line Segments, and Rays

Points and lines are two of the most fundamental concepts in Geometry, but they are also the most difficult to define. We can describe intuitively their characteristics, but there is no set definition for them: they, along with the plane, are the undefined terms of geometry. All other geometric definitions and concepts are built on the undefined ideas of the point, line and plane. Nevertheless, we shall try to define them.

Point
A point is an exact location in space. A point is denoted by a dot. A point has no size.

Line
As for a line segment, we specify a line with two endpoints. Starting with the corresponding line segment, we find other line segments that share at least two points with the original line segment. In this way we extend the original line segment indefinitely. The set of all possible line segments findable in this way constitutes a line. A line extends indefinitely in a single dimension. Its length, having no limit, is infinite. Like the line segments that constitute it, it has no width or height. You may specify a line by specifying any two points within the line. For any two points, only one line passes through both points. On the other hand, an unlimited number of lines pass through any single point.

Ray
We construct a ray similarly to the way we constructed a line, but we extend the line segment beyond only one of the original two points. A ray extends indefinitely in one direction, but ends at a single point in the other direction. That point is called the end-point of the ray. Note that a line segment has two end-points, a ray one, and a line none. An angle can be formed when two rays meet at a common point. The rays are the sides of the angle. The point of the end of two rays is called the vertex.

Plane
A point exists in zero dimensions. A line exists in one dimension, and we specify a line with two points. A plane exists in two dimensions. We specify a plane with three points. Any two of the points specify a line. All possible lines that pass through the third point and any point in the line make up a plane. In more obvious language, a plane is a flat surface that extends indefinitely in its two dimensions, length and width. A plane has no height.

Space
Space exists in three dimensions. Space is made up of all possible planes, lines, and points. It extends indefinitely in all directions.

N-dimensional Space
Mathematics can extend space beyond the three dimensions of length, width, and height. We then refer to "normal" space as 3-dimensional space. A 4-dimensional space consists of an infinite number of 3-dimensional spaces. Etc.

Conceptual Questions
 Problem 1.1 (Geometry in Real Life) Give the geometric term(s) that is best modeled by each.

a. The location of San Francisco, California b. The surface of a chalkboard c. The tip of a pencil d. A piano chord e. The edge of a desk f. A knot in a rope g. A telephone pole h. Two connected walls i. A partially opened folder

 Problem 1.2 (Name the Plane) Use the appropriate notation to name the following plane in two different ways.

 Problem 1.3 (Name the Line) Use the appropriate notation to name the following line in five different ways.


text:
Vietnamese

Introduction

 * About the authors
 * /History/
 * /FAQ/

Lessons
This is a draft of the lesson plans. You can discuss these plans |here. The second draft of this book is also being planned here.

Pronunciation

 * /Alphabet/
 * /Vowels/
 * /Consonants/
 * K vs. kh
 * Ng & ngh
 * Tones & tone marks
 * /Pronunciation Practice/
 * Diphthongs & Triphthongs
 * Notes
 * /How to Read/
 * /Emphasis/

Spelling

 * D vs. gi
 * K vs. kh
 * Ng vs. nh at the end of a word
 * Vietnamizing foreign words

Beginners

 * Lesson 1: Xin chào (Hello)
 * Lesson 2: Nghề nghiệp (Career)
 * Lesson 3: Quốc tịch (Nationality)
 * Lesson 4: Ai đây? (Who?)
 * Lesson 5: Cái gì đây? (What?)
 * Lesson 6: Gia đình (Family)
 * Lesson 7: Trong nhà? (Around the house)
 * Lesson 8: Hỏi giờ (Asking the time)
 * Lesson 9: Hỏi đường (Asking for directions)
 * Lesson 10: Thời tiết (Weather)

Pre-intermediate

 * Lesson 11: Chuyên chở (Transportation)
 * Lesson 12: Gọi điện thoại (Telephoning)
 * Lesson 13: Mua sắm (Shopping)
 * Lesson 14: Đi chợ (Going to the market)
 * Lesson 15: Nhà hàng, khách sạn (Restaurant, Hotel)
 * Lesson 16: Bệnh viện (Hospital)
 * Lesson 17: Du lịch (Travel)
 * Lesson 18: Thể thao (Sport)
 * Lesson 19: Dịch vụ (Services)
 * Lesson 20: Báo chí, truyền hình (Media)

Từ vựng - Vocabulary

 * /Common phrases/
 * /Greetings/
 * /Introducing yourself/
 * /Describing yourself/
 * /Numbers/
 * /Colors/
 * /Recreation/
 * /Family/
 * Around the house
 * /Kitchen/
 * /Bedroom/
 * /Chores/
 * The workplace
 * /School/
 * /Shopping/
 * /Clothing/
 * At the market
 * At the restaurant
 * /Downtown/
 * At the farm
 * /Public transportation/
 * At the hotel
 * At the library
 * /Medical care/
 * The human body
 * /Private transportation/
 * /Giving directions/
 * Religion and worship
 * /Nature/
 * /Weather/
 * The universe
 * Reading a book
 * Using the telephone
 * Using computers
 * Using the Internet

Grammar

 * /Sentence Word Order/
 * /Structural formation of words/
 * /Parts of speech/
 * /Nouns/
 * /Classifier/
 * /Personal pronouns/
 * /Structural formation of sentences/
 * /Demonstratives/
 * /Predicative Noun/
 * /Predicative Adjective/
 * /Predicative Verbs/
 * Forming dates & times
 * /Adjectives/
 * /Adverbs/
 * /Dimension/
 * /Possession/
 * /Tense/
 * /Just recently-Just/
 * /Done/
 * /Intention/
 * Can, May, Be able to, Perhaps, Maybe, Possibly
 * Should, Need, Want, Must/Have to
 * There is/are, To have/get
 * /If/
 * /Frequency Adverb/
 * /Active and Passive voice/
 * /It's said that/
 * /Question tags/
 * Yes, No Questions
 * /Questions/
 * /Imperative Mood/
 * /Double complement sentence/
 * /Prepositions/
 * /Conjunction/
 * /Exclamation/
 * /Reduplication/
 * /Sino Vietnamese words/
 * /Oneself/
 * /Comparison/
 * /Relative Clause/
 * /Word usage/

 * Ago, From here, Before, After
 * No, Not
 * Many, Few
 * All, Whole
 * Both...and
 * Every, Each, All
 * /Every/
 * /Even/
 * Anyway, Anyhow
 * Nobody/No one
 * Also, Too
 * /Very/
 * /Only/
 * Except/But
 * /Apart from/
 * /Nothing at all/
 * /Result of an action/
 * /At once/
 * /Again/
 * /How Way Method/
 * Each other, One another, Together
 * With/Together
 * To, So that, In order to

Văn hoá - Culture

 * /Music/
 * Food & drink
 * Vietnamese New Year
 * /Literature/
 * /Poetry/
 * /Tourism/
 * /Mythology/
 * /Geography/
 * Northern Vietnam
 * Central Vietnam
 * Southern Vietnam

Appendices

 * /Answers to written exercises/
 * Vietnamese ↔ English dictionaries
 * How to type in Vietnamese using a keyboard
 * How to display Vietnamese webpages
 * /Version history/

Indices

 * Idioms
 * Verbs

Glossary

 * A-K
 * L-Y

In order to correctly view the Vietnamese contained in this textbook, your browser must be support Unicode. Most modern browsers support Unicode adequately. You must also set your browser to use a font that supports Vietnamese characters. For more information, please visit Displaying Vietnamese webpages.

Vietnamita Wietnamski/Okładka Tiếng Việt

title: Vietnamese


text:
Introduction to Psychology

Table of Contents

 * 1) /Introduction/
 * 2) /History/
 * 3) /Biological basis of behavior/
 * 4) /Sensation and Perception/
 * 5) /States of Consciousness/
 * 6) /Human Development/
 * 7) /Learning/
 * 8) /Memory/
 * 9) /Language and Cognition/
 * 10) /Motivation and Emotion/
 * 11) /Personality/
 * 12) /Intelligence/
 * 13) /Psychological Disorders/
 * 14) /Psychotherapy and Intervention/
 * 15) /Branches of Psychology/
 * 16) /Abnormal Psychology/
 * 17) /Normal Psychology/
 * 18) /Biopsychology/
 * 19) /Behavior Analysis/
 * 20) /Child and Adolescent Psychology/
 * 21) /Clinical Psychology/
 * 22) /Cognitive Psychology/
 * 23) /Developmental Psychology/
 * 24) /Educational Psychology/
 * 25) /Evolutionary Psychology/
 * 26) /Experimental Psychology/
 * 27) /Forensic Psychology/
 * 28) /Health Psychology/
 * 29) /Neuropsychology/
 * 30) /Neuroscience/
 * 31) /School Psychology/
 * 32) /Industrial-Organizational Psychology/
 * 33) /Personality Psychology/
 * 34) /Social Psychology/
 * 35) /Judgment and Decision Making/
 * 36) /Psycholinguistics/
 * 37) /Autism/
 * 38) /Social Psychology/
 * 39) /Psychophysics/
 * 40) /Research Methods in Psychology/
 * 41) /Scientific Experiment/
 * 42) /Field Study/
 * 43) /Surveys/
 * 44) /Case Studies/
 * 45) /Criticisms of Psychology/
 * 46) /References/

title: Introduction to Psychology


text:
Canadian History

This is a work in progress, if you have suggestions or ideas to add in feel free but please do not completely rewrite what has already been written unless grossly inaccurate, if you have suggestions use the discussion page. Correct spelling, grammar, dates, names, places and any other such faux pas liberally; all spellings however are in Canadian English and not American.

Contents

 * /Preface/
 * /Introduction/
 * The First Settlers

North America Before the Europeans

 * /The Wildlife of the Lands/
 * /The Geography of the Lands/

The People of the Lands (Aboriginals)

 * The Inuit (Eskimo)
 * The Metis
 * "First Nations"
 * The Carrier
 * The Dogrib
 * The Slavey
 * The Chipewyan
 * The Naskapi
 * The Tlinkit
 * The Tsimshian
 * The Beothuk
 * The Haida
 * The Musqueam
 * The Cree
 * The Nuxalk (Bella Coola)
 * The Sekani
 * The Kwakiutl
 * The Nitsitapii (Blackfoot)
 * The Montagnais
 * The Mi'Kmaq
 * The Malecite
 * The Nootka (Nuu-chah-nulth)
 * The Assiniboine
 * The Ojibwa
 * The Algonkin
 * The Wendat (Huron)
 * The Petun
 * The Neutral
 * The Haudenosaunee (Iroquois)
 * The Tsuu T'ina (Sacree)
 * Okanagon first nations

The Coming of the Europeans

 * The Vikings Landings
 * Cabot through Cartier (1497 - 1534)

Foundations of European Settlement (1534 - 1760)

 * French Settlement and New France (1534 - 1760)
 * Acadia and Nova Scotia (1534-1763
 * Newfoundland (1610 - 1832)

British Colonial Period (1763 - 1867)

 * Upper Canada and Canada West (1791 - 1867)

From Confederation to the Statute of Westminster (1864 - 1931)

 * Confederation (1864 - 1873)
 * The Macdonald Era (1867 - 1896)
 * /Louis Riel/
 * /Canadian Pacific Railway/
 * /Northwest Rebellion/
 * /Red River Rebellion/
 * /Prairie Provinces/
 * /The Whiskey Traders and the NWMP/
 * /Treaties with the Native Peoples/
 * The Laurier Era (1896 - 1911)
 * The Great War Era (1911 - 1921)
 * First World War (1914 - 1918)
 * The 1920s (1921 - 1931)

Canada at its Present (1945 - )

 * /Quebec Segregation/
 * /The October Crisis (1970)/
 * /Nunavut (1999)/
 * /War on Terror (2001-)/

Appendices

 * Turning Points in History
 * Icons and Notable Historic People
 * /Prime Ministers/
 * /Governors General/
 * /Bibliography/

Provincial and Territorial First Ministers

 * 1) Ontario
 * 2) Quebec
 * 3) New Brunswick
 * 4) Nova Scotia
 * 5) Manitoba
 * 6) British Columbia
 * 7) Prince Edward Island
 * 8) Saskatchewan
 * 9) Alberta
 * 10) Newfoundland (and Labrador)
 * 11) The Northwest Territories
 * 12) Yukon Territory
 * 13) Nunavut

Lieutenant Governors

 * 1) Ontario
 * 2) Quebec
 * 3) New Brunswick
 * 4) Nova Scotia
 * 5) Manitoba
 * 6) British Columbia
 * 7) Prince Edward Island
 * 8) Saskatchewan
 * 9) Alberta
 * 10) Newfoundland (and Labrador)
 * 11) The Northwest Territories
 * 12) Yukon Territory
 * 13) Nunavut

title: Canadian History


text:
English in Use/Time and Date

Here are some hints on how to express the date and time in English:

Date

 * The day of the month, the month, and the year:
 * Use on + ordinal of the day. On the 1st of June.
 * Use in + only and the month. In June.
 * Use about the + date (for approximate dates). About the 25th of December.
 * Day of the week: precedes on. Example: open on Sundays.
 * Ask the date: what's the date and what day is it (or today)?.
 * Answer a date asking: today's the + ordinal. Today's the 16th.
 * Century: in the + the ordinal of the century. Example: in the 20th century.
 * Decade:
 * Precedes in with the number in plural: in the 1990s.
 * Follows something for undetermined year of the decade, in other words: in 1980 something.
 * Era:
 * A.D. = Anno Domini, Latin for in the year of the Lord, in other words the Christian Era.
 * B.C. = Before Christ, in other words before Christian Era.

Time

 * Ask the time: What time is it? and What is the time?
 * Answer: It is and the part of the hour or the minutes, seconds: It is five o'clock.
 * Parts of the day:
 * morning: in the morning
 * afternoon: in the afternoon
 * evening: in the evening
 * night: at night
 * Halves:
 * AM
 * PM
 * Parts of the hour:
 * O'clock, for example: It is one o'clock (1:00).
 * Past and to:
 * It is 4 minutes past 5 (5:04) (or 4 minutes after 5 in USA).
 * It is 20 to 5 (4:40) (or 20 before 5 in USA).
 * Quarter:
 * A quarter past, for example: It is a quarter past 9 (9:15) (or a quarter after 9 in USA).
 * A quarter to, for example: It is a quarter to 12 (11:45) (or a quarter before 12 in USA).
 * Half past, for example: It is half past 9 (9:30).
 * Answer to when?:
 * Certain time: At, for example: At 5 p.m..
 * Proximity:
 * Nearly, about : It is about 10 o'clock.
 * Just after: It is just after 10 (a few minutes past 10).
 * Synonyms for times:
 * Noon, Midday: 12:00 in the 24 hour clock. It is 5 past noon (12:05).
 * Midnight: 0:00 in the 24 hour clock. Half past midnight (00:30).

title: English in Use/Time and Date


text:
Vietnamese/Ng

The sound that ng and ngh make in Vietnamese is by far the hardest sound for Westerners to make. Ng and ngh simply make the last sound in "king" or "running" (as long as you don't make the hard /g/ sound at the end). The problem arises when ng or ngh come at the beginning of a word, as the common family name Nguyễn clearly demonstrates. Here, the speaker has to isolate the /ŋ/ sound, which even many Western dictionaries don't recognize in their pronunciation guides. (Those that do tend to represent it as /ng/.) This lesson will help you to at least pronounce the /ŋ/ sound well enough for a native listener.

Oral exercise 1: Sing-along
For this exercise, follow the directions below. It may be a good idea to repeat each step until you've mastered it:

 * 1) Say the English word "sing-along" the way you normally would.
 * 2) Take the /s/ sound away from the beginning.
 * 3) Replace "along" with the "eah" in "yeah."
 * 4) If you can, take the /i/ (long e) sound away from the beginning as well, without making the hard /g/ sound.
 * If you can't do that, try to turn the /i/ sound into a quick schwa (/ə/) sound.

Hopefully, you've just pronounced the word nghe! It should sound something like this.

Tips

 * 1) Touch the back of your tongue to the roof of your mouth.
 * 2) Be careful not to make the hard /g/ sound afterwards.

title: Vietnamese/Ng


text:
Cookbook:Vegan Cuisine

| Cuisines

Vegan cuisine uses no animal products, such as meat, dairy, or eggs. This is more restrictive than vegetarian cuisine, which allows non-meat animal products. All vegan recipes are therefore vegetarian, though not all vegetarian meals are vegan. See Wikipedia's Veganism article for reasons why people are vegan, the history of veganism, and other vegan-related information.

Vegans should be attentive to their intake of vitamins B (especially B12) and D, calcium, iodine, and fatty acids. The Vegan Society's nutrition pages have more detailed information on this subject. See also Vegan nutrition on Wikipedia.

When preparing non-vegan recipes in accordance with a vegan diet, meat, eggs, honey, and dairy are replaced with a substitute ingredient. Substitute ingredients try to replicate the taste and texture of an ingredient or its other useful properties. Substituting for an ingredient works to greater or lesser degrees, depending upon the recipe, and some ingredients are almost impossible to replace. There are many common substitute ingredients that are being used in the vegan world. For example, tofu is used to replace egg. Similarly, faux meat (cultured meat) is used as a substitute for animal meat. For more information see Vegan Substitutions.

Many vegans choose to avoid specialty substitute ingredients, as these products are often highly processed and high in sodium and allergen ingredients. Cooking with wholefoods such as unprocessed legumes, grains, nuts, seeds, fruits and vegetables can be a healthier approach to veganism. Many non-vegans will also enjoy these foods. Vegans often find that cooking 'real' foods rather than substitutes result in higher quality, better tasting meals that appeal to vegans and non-vegans alike.

Breakfast

 * Porridge
 * Tofu Scramble
 * Oven pancakes
 * Pancakes
 * Tofu Bacon
 * French toast
 * Appam
 * Vitumbua

Milks (Nut, Grain and Legume Liquids)

 * Almond milk
 * Coconut milk
 * Hazelnut milk
 * Hemp milk
 * Horchata, made from rice, almonds, or chufa.
 * Oat milk
 * Peanut milk
 * Rice Milk
 * Sesame milk
 * Soy milk

Juices

 * Orange Carrot Juice
 * Wheat grass juice
 * Tomato juice

Spreads

 * Carrot Paprika Spread
 * Spring Onion Spelt Spread
 * Rice Wheat Spread
 * Bean Spelt Oat Spread
 * Spicy Carrot Aioli
 * Vegan "Patte"
 * Vegan mayonnaise

Cheese

 * Cheddar (Vegan)
 * Coconut Brie (Vegan)

Sauces

 * Mjeddrah
 * Peanut Sauce (Vegan)
 * Puttanesca Sauce (Vegan)
 * Eärgon Salsa

Components
Recipes used as components to many other recipes.

 * Preserved Lemon
 * Seitan
 * Ground Tofu

Vegan Bratwurst

 * Seitan Bratwurst
 * Vegan Paprika Bratwurst
 * Falafel Seitan Bratwurst

Appetizers and Sides

 * Baba ganoush
 * Guacamole
 * Hummus
 * Tabouli
 * Salsa
 * Natto

Soups

 * Keralan vegetable stew, often served with Appam
 * Lentil Soup
 * Vegetable Stew and Dumplings
 * Brazilian Black Bean Soup

Bread

 * Hard Tack
 * Whole Wheat Bread (Vegan)

Vegan Patties

 * Hint: Some of the burgers could be seen to benefit from a higher amount of dietary fiber.

 * Spelt Burger
 * Semolina Burger (with breading)
 * Bean-Semolina Burger (with breading)
 * Rice-Oat-Semolina Burger
 * Bulgher Burger
 * Seitan Burger (with breading)
 * Potato Spelt Oat Burger

Mains

 * Ale, Mustard and Winter Vegetable Pie
 * Appam, often served with Keralan vegetable stew
 * Black-Eyed Peas and Kale
 * Basic Indian Tomato Gravy (curry base)
 * Bean Chili
 * Chili (Vegan)
 * Coconut Chutney
 * Grilled Vegetable Sandwich
 * Eggplant and Chickpea Skillet
 * English Field Bean Pate
 * Fried Rice
 * Indian Beans
 * Indian Potatoes
 * Indian Rice
 * Macaroni & Nutritional Yeast
 * Masala Dosa (Dosa with Aloo Masala)
 * Mike's Bean and Rice Bake
 * Mike's Saffron Rice and Beans
 * Mung Beans and Brown Rice
 * Pandora's Feast
 * Pasta e Fagioli
 * Pecan Spinach Pasta
 * Polenta
 * Potato-Chickpea Curry
 * Puliyodarai
 * Pulse Chutney
 * Ratatouille
 * Rice an' Peas
 * Samosa
 * Stuffed Kabocha Squash
 * Tadka dhal
 * Tandoori Tofu
 * Tofu Pancake
 * Upeseru and Mudde

Desserts

 * Oatmeal Cookies
 * Simplified Oatmeal Cookies
 * Avocado Chocolate Mousse
 * Chocolate Chip Cookies
 * Chocolate Mousse Cake
 * Caramel Sauce
 * Vanilla Caramel
 * Yogurt Cupcakes
 * Banana and pear Cake

title: Cookbook:Vegan Cuisine


text:
Cookbook:Black-Eyed Peas and Kale

| Vegan cuisine | Side dishes

Black-eyed peas and kale is a tasty side dish suitable for vegans.

Ingredients

 * 1 tbsp olive oil
 * 2 cloves garlic, chopped
 * 1 medium onion, chopped
 * 1 can (15 oz) diced tomatoes, undrained
 * 1 can (15 oz) black-eyed peas, drained
 * ¼–½ tsp cayenne pepper
 * 1 bay leaf
 * 1 package (10 oz) frozen kale, thawed
 * Salt to taste
 * Pepper to taste

Procedure

 * 1) Sauté the onion and garlic in the oil over medium heat for several minutes.
 * 2) Add tomatoes and their juice, peas, cayenne and bay leaf. Simmer, covered, for 15 minutes.
 * 3) Add kale and simmer uncovered until kale is tender but still green (5–10 minutes). Season to taste with salt and freshly-ground black pepper.

Nutritional information
Per serving: 210 calories; 10 g protein; 4 g fat; 34 g carbohydrate; 0 mg cholesterol

title: Cookbook:Black-Eyed Peas and Kale


text:
Cookbook:Eggplant and Chickpea Skillet

| Vegan cuisine

Eggplant and chickpea skillet is a colorful and tasty dish suitable for vegans. It is important to use fresh basil in this recipe.

Ingredients

 * 1 Tbsp olive oil
 * 1 green bell pepper, diced
 * 2 cloves garlic, chopped
 * 1 small eggplant (aubergine) or 2 Italian eggplants, quartered and sliced
 * 6–8 mushrooms, sliced
 * 1 can (15 oz / 400 g) diced tomatoes
 * 1 can (15 oz / 400 g) chickpeas, drained
 * ½ tsp tarragon
 * 2–3 cups (200–250 g) broccoli, cut into small florets
 * 8–12 fresh basil leaves (preferably Thai basil)

Procedure

 * 1) Sauté the green bell pepper and garlic in the oil over medium heat for several minutes. Add mushrooms and eggplant and continue cooking, stirring often, for 5 minutes.
 * 2) Add the tomatoes with their juice, chickpeas and tarragon. Stir well, cover, and simmer for 10–12 minutes until eggplant has softened somewhat.
 * 3) Stir in the basil leaves and broccoli and simmer, partially covered, for 8–10 minutes or until broccoli is bright green.
 * 4) Season to taste with salt and freshly ground black pepper.
 * 5) Serve over rice or couscous.

title: Cookbook:Eggplant and Chickpea Skillet


text:
User:Bronger

My full name is Torsten Bronger. I'm a 32 years old physicist from Aachen in Germany.

You can email me or use my talk page.

PGP signed (and encrypted if appropriate) mail is prefered. Please download my key and check its fingerprint:

C5C8 D6E2 79D2 EFE9 8C0F 6D77 D5E3 CEFC 9F51 6B77

Current project: Introduction to LaTeX (in German)

title: User:Bronger


text:
How to Write an Essay/Free Response

you can used tamplets to help start your response paragraph.
 * Pay attention to the text--the methods the author uses, or the language the author uses (preferably both). Get your ideas through to the reader before labelling something as a rhetorical technique. If you do use names of rhetorical techniques, do not simply throw them out there. Explain why.

 * The rules for grading the FRQ change radically on the different AP tests. Be careful.

Ex: "One nation of the people, by the people, and for the people" is famous in part because Abraham Lincoln made a grammatically appealing statement. (Topic sentence) By using the prepositions ("of", "by", "for"), he reinforces his point by using parallel structure, and a repetitive vocative anaphora which harkens back to the role that the "people" play in making up a "nation".

Reasons why this is a good passage:
 * It uses quotations from the passage.
 * It analyzes the parts of speech (prepositions) that add meaning, the sentence structure (my reference to parallel structure).
 * It has a nice sentence to conclude the paragraph, naturally and effectively. This could be seen as a negative if it detracts from the topic of the paragraph or adds irrelevant or extraneous information.
 * It uses the word "vocative" and "refers" and has a high level of diction. I really think that your ideas are always more important than diction, so please do not memorize a vocabulary list and agonize over diction during the 40-minute essay period.

Vocative comes from the Latin (vocare) and is similar to other English word such as "vocation". It means "call". The "-ive" postfix normally means you are looking at a noun.

title: How to Write an Essay/Free Response