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Talk:Lucid Dreaming/Dream Recall

''A house can represent your mind. The cellar might be your subconscious. What does the house look like? Who lives there?''

''Trains and similar vehicles can represent sexuality. Are you on the train, or are you afraid of being hit by one?''

I don't understand both of these - I know that the first one happened in Jung's famous "collective conscious" dream, but I don't see why other people would have the same analogy. The train one I can't see at all. The flying one which I added, however, is fairly obvious - or so I think, anyway.

Here's a nice quote from the ld4all.com forums about this:

 * There is no set of standards by which your brain renders images. "Let's see, I subconsciously desire more time with my family, so I'll dream about a horse falling off of a building." No no no... Come on, people.

Kaycee, why these? r3m0t (cont) (talk) 01:10, 5 Apr 2004 (UTC)

 * I know about the problems associated with giving "generic interpretations". However, there are things that most (western) people encounter during their early life, such as living in a house and traveling in a vehicle. I believe these shape the imagery the subconscious uses. The "train entering a tunnel" is a classic Jungian symbol representing penetration.

 * Anyway, I understand if you feel that these two examples serve better as anecdotes, not generic guidelines or anything. Feel free to delete/edit.

 * KC 07:37, 7 Apr 2004 (UTC)

 * Surely the train entering a tunnel would only appear as pentration if you already know about this Jungian symbol?

 * Also, they would be useless as anecdotes unless a full dream is used. r3m0t (cont) (talk) 07:44, 7 Apr 2004 (UTC)

''It is important to improve your dream recall because it is possible to have a lucid dream without remembering it! It is worth getting your dream recall up to a few dreams per night for exactly that reason.''

It may be just me, but I find this line to be a little silly. How do you know that you can dream lucidly and not remember it if you don't remember it? Hm? ;) --DarkPhoenix 12:31, 23 May 2004 (UTC)

 * It is a little silly, but that seems to be the general opinion in the lucid dreaming community. I think there was some experiment that LaBerge did - basically, it was found that eye movements while dreaming correspond to movements in the dream. Therefore, LaBerge could enable dreamers to signal by moving their eyes left-right-left-right (this shows up clearly on the recording equipment). He asked people to do that movement when they became lucid. I think some people did the signal but didn't remember the dream! The simplest conclusion is that they were lucid but forgot about it.
 * Anyway, I can forget huge sections of a lucid dream, so why not forget all of it? r3m0t (cont) (talk) 13:39, 23 May 2004 (UTC)

Another thing i do when i recall a dream is finding out why something happened. Was it because i expected/wanted it to happen or did it happen naturally. It makes lucid dreams feel more natural when you've got one. --Markornikov 19:20, 01 Februari 2005 (CET)

Why is interpretation included?
Does the section on dream interpretation really belong in the lucid dreaming book? Can you state exactly how dream interpretation is related to lucid dreaming? Does that relationship merit inclusion in this book?

Points where there is a relationship:

-Focusing on dreams by carrying out interpretation can increase dream recall. (But so can simply writing them down.)

-Dream content can be interpreted in both lucid and non-lucid dreams, however it is unclear how lucidity affects the content.

-"Live" interpretation while the dream is happening adds new dimensions to dream interpretation.

It seems to deserve a mention and a link, but I recommend moving the elaborate description to another book.

 * Sorry for the rather slow reply.
 * I would not consider dream recall to be connected with lucid dreaming much. I suppose that you could move the dream interpretation to a seperate book, but that would just add another book which is nowhere near completed. Wikibooks is "loose" at the moment due to the low quantity of good books. Possibly when it becomes larger things like this will be sorted out.
 * If you still wish to: write enough content for it to be worth splitting up the page, take the stuff out into a new wikibook, put it in Template:New, and add a link here to it. r3m0t (cont) (talk) 15:54, 15 Sep 2004 (UTC)

*Mostly* Dead discussion
This whole book's discussion is pretty much dead, but if people have questions about Lucid Dreaming, drop a message at erik212's (me) talk page, or e-mail me at erikmuntean@yahoo.com. -erik212

What about reading?
I've found that I'm more likely to remember my dreams when I read books, so I'm surprised not to find any mention of that here ... am I the only one?

== It's stated in this book that someone said that he has had a dream that lasted 100 years in a night and that time can be different in dreams that reality, but here's a research against this that says time is nearly identical to real time. ==

https://indianapublicmedia.org/amomentofscience/time-passes-dreams.php

title: Talk:Lucid Dreaming/Dream Recall


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Lucid Dreaming/Authors

In alphabetical order:

 * Evilshiznat has had a few lucid dreams.
 * Kaycee (cont) (talk) is a natural-born lucid dreamer who upholds a practical view on most things.
 * KirbyMeister has only had one lucid dream so far, re-organized the entire Appendices area, and is a total Spongebob freak.
 * r3m0t (cont) (talk) (15) has only had a few lucid dreams so far, but has written most of the information in the wikibook.
 * Sourcejedi has just come out of anonymous lurking to demonstrate his ruthless editing tendencies by trying to clean up someone else's botched rename. He also has far too brief lucid dreams.
 * Tharenthel (Talk) (Contribs) has had a few lucid dreams so far, and has done mostly reorganization.
 * Xgamer4 has had many lucid dreams. He made (if you can call it that) the FAQ page, and monitors the page.

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

title: Lucid Dreaming/Authors


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Harmonica/Advanced Chords

While the true chords provided by harmonica is very limited, a player can play any chords as an arpeggio; that is to play the notes of the chord one after another. That being said, combined with the fact that some of the notes are close together and at the same direction already, allow one to play chords and rhythm easily.

For example, On a C chromatic, in addition to the native C major chord and D-minor-7th chord:
 * G Major chord: blowing the hole 3, then draw on 4 and 5.
 * F major chord: drawing on hole 2 and 3, then blow on 4. F major-7th chord can thus be construct with the addition of blowing hole 5 too.

However, some musicians, especially blues musicians, merely "suggest" the chord. For example, even in second position on a blues harp, there's no dominant-major (V) chords available (in the case of a C harp, the D major chord). So what they did are the following: Some will also do that for other chords even if it's available... For example, for G major chord on C diatonic, play only B-D (draw hole 3 and 4)
 * An octave on 1-4 draw to suggest V-chord
 * A 4-5 draw (D-F) to suggest a maj7 chord rooted on the V.

In terms of playing as a rhythm section, one approximate the chord by playing the notes of the chord in succession: for example, on a chromatic, when playing a G maj7th, one can go like this:

/  /-/    /   /-/ 3+ (4-5) (5-6) 3+ (4-5) (5-6)

Also, even with arpeggio, and have access to all the notes of the chords, a blues/jazz musician may not even play all notes of the rhytmn. For example, a standard 12-Bar blues have the following:

I7 / I7  / I7 / I7   / IV7 / IV7 / I7 / I7  / V7 / IV7 / I7 / I7-V7/

May be played like this: 2 3  4  3  / 2  3  4  3  /  2  3  4  3  / 2  3  4  3  / 1+ 2+ 3+ 2+ / 1+ 2+ 3+ 2+ /  2  3  4  3  / 2  3  4  3  / 1  2' 3" 2' / 1+ 2+ 3+ 2+ /  2  3  4  3  / 2  3  2' 1  /

Note that this use a normal major chord to simulate a seventh chord.

title: Harmonica/Advanced Chords


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Harmonica/Advanced techniques

=Overbending= Overbending, commonly referred to as overblows and overdraws, is a difficult technique to master. The physics are simple to explain: In an overbend, the opposite reed as in normal play is brought to vibrate - in an overblow, the draw reed is made to vibrate upon the blow airflow, and in an overdraw, the blow reed is made to vibrate upon the draw airflow. For this reason, overbending cannot be done on a harmonica with windsavers.

Because the opposite reed commonly acts as a buffer for excess air, this is easier said than done. The sound is also harsher, similar to the sound of a hard pressed organ key.

Overblowing is done the same way as a bend in the upper register - by tightening the jaw, bringing the tongue up slightly, and trying to sound the desired harmonic. To improve the overbending capability of a harmonica, one can make the gap between the reeds and the plate smaller.

On a chromatic harmonica, overbends can be done from hole 8 to 12. On a tremolo, they can be done on every hole.

=Ornaments=

Approach
Also known as grace notes, this usually involve playing a note a half-step lower/higher real quick and then play the actual piece. if nt indicated, this is usually fine in blues, rocks, and jazz. On a harmonica, you can use one of the following:

Slide jab
The technique is for a slide-in note. One will approach a slide-in note with the slide out, then jab it in quickly.

Reverse jab
The technique is for a slide-out note. One will approach a slide-out note with the slide in, then release it in quickly.

Bend grace note
use bending to bend the note half-step lower briefly, before playing.

Glissando

 * Start with a chord right next to the actual hole, then quickly go to the actual hole and block out the rest with a tongue slap.

Tremolo vs Vibrato
Just like guitar's misnamings, Tremolo and vibrato on a harmonica is also misnamed. So let's set it straight, as per music theory: While all kind of musics use ornaments, remember, play it only when it is musically appropriate. Sometimes, it's best not to do any ornamentation, especially if it's not how one would play in this style (e.g.: Canon in D played in classical style is very different from playing in blues style)
 * A vibrato is a fluctuation of pitch, usually accompanied with synchronous fluctuations of loudness and timbre, of such extent and rate as to give a pleasing flexibility, tenderness, and richness to the tone.
 * A tremolo is a rapid fluctuation of intensity (loudness and sound pressure) without changing the pitch.

Hand/Finger Tremolo
A hand/finger tremolo is achieved by rapidly opening and closing the cupped hands around the harmonica to adjust volume.

Shake
Shake is also known as warble. A warble is an alternation between two notes. Many players confuse them with trills, but trills sound dissonant due to their combination of notes. Warbles, on the other hand, sound harmonious and smooth.

In warbles, the left note is the main note while the right note is the added note. When playing warbles, make sure you select two holes and sustain your breath for the whole sequence.

To alternate between two notes, use one of the following four techniques:
 * Jaw flick: Flick your lower jaw from side to side.
 * Tongue flick: Select two holes with your lips and flick your tongue from side to side.
 * Head shake: Shake your head from side to side.
 * Hand warble: Move the harmonica from side to side with your hands.

To do a hand warble, follow these steps:
 * 1) Hold the harmonica like you would normally do.
 * 2) Play the main note, sustaining your inhaled breath for the whole sequence.
 * 3) Unbend your right wrist slightly. When you do this, the right hand presses your left hand and the harmonica to the left, sliding the left hole out of your mouth and the right hole into your mouth. Notice that when you unbend your right wrist, your left wrist bends slightly backward.
 * 4) Allow your right hand to release the pressure, letting your left hand spring back and carry the harmonica back to its starting position.

Remember to sustain your breath. Let your right hand drive the motion and let your left hand respond like a spring. Work on this move slowly until you can accurately move just one hole by nudging the harmonica gently and then releasing the pressure with your right hand. When you get the hang of this move, try repeating it at a steady rate, first slowly and then faster and faster.

To vary the sound of the warble, you can combine the warbling techniques described above. You can change the pace of the warble. Also, you can bend the note down and then release it while you sustain a warble. Normally, you target the left note as the bending note. The exception is when you do a warble on Draw 5, the note to the right, Draw 6, bends more readily and contributes more to the bending effort. Allow the two notes to bleed together for wet warbles. Keep them separate for dry warbles.

To play a dry warble (or sometimes called a clean warble), start with the left note isolated and then move far enough to isolate the note on the right. Both notes are never played at once.

To play a wet warble (sometimes called a dirty warble), sound both notes simultaneously at least part of the time. To do this, start by playing the note on the left and then move to the right far enough that you include the right note but not far enough that you exclude the left note. You can change between the two kinds of warbles, either gradually or suddenly.

When practicing passages with warbles, get the hang of the passage without warbles. Then add the warbles.

Slide Shake ("Trill")
What traditionally called as a trill on a chromatic is not a trill. As it involves moving the slide in and out rapidly, it is more appropriately a type of vibrato.

Flutter tongue
A flutter tongue is different on chromatic harmonica as it actually mostly involves the throat. It is achieved by making a sort of snoring sound in the back of the throat, both inhaling and exhaling.

Tongue vibrato
You make vibrations inside your mouth with your tongue (depends, back and forth, up and down, or some mixed motion) as if you were trying to bend the note using the tongue motion.

In simple words you just move your tongue back and forth very fast as if trying to whistle exhaling and inhaling the air. Don't use your throat or lungs for breathing for a while, just use the amount of air in your cheeks. Move the tongue really fast. In this case the trajectory of the air stream is not straight and pressure on the reed is somewhat mixed causing some kind of turbulence.

This effect is very impressive when used on a bent note with at least half of the tone room above and below. The best use of it in my opinion is by getting the deepest bent note, say, 2 draw 2-step bend and then do what was described above by adding some air pressure.

In fine, when you vibrate your tongue the note fluctuates from the 2-step deep bend to almost pure 2 draw - with larger increment of time devoted to the 2-step deep bent note and smaller increment of time devoted to the unbent note or I would say to transition from 2-step bend to unbent note and back. That is, you are to hear the bent note almost constantly with transitory vibrato effect along the possible bending range. All this happens during the tongue vibration.

Throat Vibrato
Throat vibrato is one of the most important harmonica techniques to master. It adds color and variety to your notes in the same way that it does for a singer, and it is intimately associated with good tone. There are several different ways of achieving various vibratos on the harp, including diaphragm vibrato, hand vibrato, and throat vibrato. Diaphragm vibrato and throat vibrato are closely related, while hand vibrato is achieved by opening and closing the hands to vary the air seal cup at the back of the harp.

Diaphragm vibrato primarily makes use of the diaphragm for altering the amount of air flowing through the harp, which provides a rhythmic pulsing of volume from softer to louder to softer. Throat vibrato may be the most emotional of the vibratos by making use of pitch changes as well as volume changes.

The key to throat vibrato is a smooth oscillation of both pitch and volume. Done poorly it sounds chunky, and not smooth. Done well it sounds smooth and natural and wonderful. Strive for a sine-wave type continuous smoothness, with consistent pitch and volume changes. Rhythm is an important part of the vibrato. You can do vibrato at different speeds, so you choose a speed that fits with the rhythm and feel of the music. The pulses of the vibrato should be made to divide the notes into even intervals to add to the rhythmic content of the music.

The classic way to get throat vibrato is to imitate a rapid fire machine gun (eh eh eh eh eh), like when you were a kid. Then do it inhaling instead of exhaling. It's the same throat motion that gets the throat vibrato. Work on it until all the chunkiness is gone, and it sounds as natural in your play as it does in a singer's voice.

A good way to get the feel is to put vibrato on the 3 draw 1/2 step (or even less) bend. Your throat is involved getting the bend initially, so there's some feel there before you go for the vibrato. Breathing from the diaphragm will help control the vibrato. There's always an interaction between the throat and diaphragm when doing a vibrato, since each is involved in controlling the air stream. For throat vibrato, obviously the emphasis is on the throat--but you'll probably notice some involvement of the diaphragm as well.

Try it amplified, but play softly. Practice very soft draw bends. At some point you'll notice what feels like a direct connection between your throat and the note. Every little nuance of throat motion is reflected in the sound. Work on playing the 3 draw 1/2 step bend softly. Then put some vibrato on the note by pulsing the air stream with your throat. The pitch will change up and down because you've got a hold of the bend with your throat. Keep at it, it's worth it!

Combo vibrato
This is a combo of diaphragm, tonque and jaw technique while bending the note. The diaphragm is working a quick vibrato, while the tonque/jaw are doing a pumping action to enhance and speed up the vibrato even more. Also, bend the note as you do this.

Split intervals
Unlike other wind instruments, the harmonica can play numerous notes at once. Aside from intervals made up of adjacent notes, a player can play split intervals by blocking the holes between the ones needed with his tongue, thus playing only the two outmost notes.

While the principle is simple, in practice, this is very difficult. Most people, when they do tongue block, can only do one side (and usually can only block the holes on their left). Thus, when they are trying to move their harmonica left and right to sound the reed, they will either make no sound, or make a wrong sound. Furthermore, most people have difficulties stretching their mouth wide enough.

Rake
To do a rake, place a few holes in your mouth and rake the tip of your tongue across the holes, so the combination of holes in your mouth is constantly changing. When you do this, make sure you feel your tongue's edges tapping the corners of your mouth as your tongue flicks from side to side. By reaching the corners of your mouth, you know you are raking all the holes in your mouth. Most tongue-blocking techniques in harmonica playing are best done with the tip of the tongue tucked away, for rakes, use the tip of the tongue as it's easier to glide and define which holes are blocked at any given moment.

Shimmer
A shimmer is a corner switch played quickly and repeatedly. The effect is similar to a rake, but you play fewer notes and you can be more selective about which notes you play. When you play a rake, you play about four to five notes and not all notes will sound good with the background chord. With shimmers, you can select only the notes that fit with the chord. You do this by keeping the tip of the tongue on the harmonica and cover all holes except one -- either the rightmost hole or the leftmost hole in your mouth. To alternate between corners, nudge your tongue slightly to the right or left and also move your jaw slightly, just enough to shift the opening in your mouth between the left and right corners.

=Octave= If a player stretches the mouth wide enough, and block out a certain number of holes in the middle such that only two notes that are octave apart (e.g.: C1 and C2) will sound, they will form a octave.
 * For chromatic, that means stretching out across five holes, and then block out the 3 holes in the middle with your tongue.
 * For diatonic, stretch out across four holes and then block out the 2 holes in the middle. Note you can only form a true octave on the blow, and just a few draw notes.

Slide bump
As player play a slide-out note, immediately bump the slide in and let it out quickly, which let it rise up a bit.

Slide dip
As player play a slide-in note, immediately let it out and press it back in quickly, which let it lower down for a short while.

title: Harmonica/Advanced techniques


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Harmonica/Basic Maintenance and Care

If you actually know your stuff, you will know that a good quality harmonica is gonna cost way more than a few dollars... especially a chromatic, which is $100 or more. Even though most harmonicas have good manufacturing, proper maintenance and preventative measures are still needed. Aside from the cost of repairs, you might have difficulty finding someone skilled enough to repair your harmonica, especially if you are not good at repairing!

 * 1) Always store your harmonica in a case. A hard case would be the best, but even a leather bag that fit the harmonica snuggy is good to protect your harmonica from dust. A hard harmonica case also protects your harmonica from minor impact. If you need to carry numerous harmonicas, you may want to consider a harmonica briefcase, which usually can store all 12-key diatonic, plus one or two 16-hole chromatic, and maybe your microphone too.
 * A very good homemade case can be made by the Pelican waterproof cases. Note that Microcase usually do not come with the lining.
 * microcase 1040/1050 is good for 12-hole chromatic
 * microcase 1060 is good for 16-hole chromatics

 * 1) Avoid extreme temperatures. While your plastic comb should be somewhat tolerant to temperature, your wood comb definitely isn't; since it's already subjected to swelling and shrinking at room temperature, don't even encourage it more by using those.
 * 2) Avoid dust and other particles. Dust will interfer with the movements of the reed, making it sound weird. Of course, make sure there are no food particle in your mouth, either.
 * 3) Avoid excess moisture. Obvious for wood comb (it swell and shrink), but all chromatic are effected, as they have windsavers. Thus, never dunk your harmonica into water/beer/liquid etc. Even if it's a plastic-comb harp with no windsavers, the reedplate, reed, bolt and/or screws may rust.
 * 4) Clear any moisture if possible. Most of the moisture actually come from your mouth. After playing, shake the harmonica a little bit,, pat it against your palm softly, and wipe it clean with a cloth.
 * 5) Avoid the beach if possible. The salty air can cause the reeds to rust rapidly.

Before playing
When you acquire a new harmonica the reeds will not have been played much other than factory testing. It usually takes a couple of weeks of playing gently for the reeds to be fully resonant and 'broken in' so to speak, this enables you to get the full life expectancy from the reeds. It is also recommended to warm your harmonica up to body temperature before playing by either playing it gently or storing it near your body.

Routine cleaning

 * After playing, shake the harmonica a little bit, pat it against your palm softly, and wipe it clean with a cloth. Keyword here is GENTLY.
 * Once a while, use alcohol and a minimal dyed smooth cloth (like those for wiping glasses) to clean the mouthpiece and cover.

Cleaning the mouthpiece/slide package
Unless we all decided to use Tombo's S-50, the slide package is a blessing and curse at the same time. When it works, it's a blessing, as we can do quick chromatic runs and slide-based effects. when it doesn't... well, no amount of musicianmenship can save you as your slide move slowly, or even worse, stopped completely!

Thus, we all have to take it apart, from time to time.

Warnings

 * 1) Slide package ARE made up of a few tiny but crucial pieces. Do it on a flat table with ample lighting.
 * 2) Slide package is as fragile, if not more, than the reed plates. Always prepare your work surface in prior.

Tools needed

 * 1) Precision Screwdriver. Preferably a precision version.
 * 2) Microfiber cloth
 * 3) Rubbing Alcohol To clean off any old grim
 * 4) Lubricant The lubricant have twofold purpose. Obviously, it is supposed to make your slide slide easier, but also do some sealing, which helps its maintenance. Franz Chmel recommedned paraffin oil, but I personally use vaseline, since it's safer, mainly.

title: Harmonica/Basic Maintenance and Care


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Talk:Harmonica

Changed "Advanced chords", "Advanced techniques", "Cleaning and Maintenance", "Basic Maintenance and Care", and "Advanced Maintenance" index entries to avoid misspelled wording.

To do
This book is quite extensively developed but almost nothing about cross harp. [[User:Geof Bard गीता]] (discuss • contribs) 01:56, 6 July 2011 (UTC)

Good Adea Xhelili (discuss • contribs) 18:17, 21 December 2017 (UTC)

I think is quite interesting and understanding Adea Xhelili (discuss • contribs) 18:17, 21 December 2017 (UTC)

title: Talk:Harmonica


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User talk:24.74.150.34

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Jim Thomas (aka Jomegat) 20:56, 2 April 2007 (UTC)

title: User talk:24.74.150.34


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Zulu/Lesson 2

=Talking about yourself=

In this lesson, we learn how to say where we stay, where we come from and whether we work or study. The conjugating of the verbs involved is also explained.

Ngihlala eThekwini

 * uNandi: Sawubona Philani!
 * uPhilani: Yebo sawubona Nandi!
 * uNandi: Unjani?
 * uPhilani: Ngisaphila, wena unjani?
 * uNandi: Nami ngikhona.
 * uPhilani: Wena uhlalaphi?
 * uNandi: Ngihlala eThekwini, uhlala kuphi?
 * uPhalani: Mina ngihlala eGoli.

Before explaining the dialogue fully, the verb -hlala with its pronoun prefixes is given. Mina, Wena, Yena, Nina, Thina, Bona are used for emphasis, just as we can say, "Me, I live in Durban" in English. This means that Zulu is a pro-drop language like Spanish, Greek, and many others.

Every verb is used in this manner, so for instance -sebenza means work so 'Ngiyasebenza' means I work. It needs to be noted here that ya is added in between subject concord, the ngi part, and the verb stem. This is only done when there is no expressed object or adjunct. It should be noted that writing 'Yena ngiyahlala' in Zulu is the same as writing "He stay" in English. Leaving out the subject concord, for instance, 'Mina hlala', is the same as "Me, stay!" in English, where the second word is a command. If the pronoun is used it must always agree with the subject concord. One way to remember the names of the pronouns is to think of them as Aunts, Thina (Tina), Mina, Nina. Say "Mina ngi, Thina si, Nina ni" aloud to yourself a few times.

The above table introduces the -phi affix which means where. It cannot stand alone so it is either added to the end of the verb or ku- is prefixed to it. Words in Zulu beginning with 'e' mean at somewhere. A list of places in South Africa is provided below.

In principle, if we want to create the name of a place that we do not know the actual name for, we can take the English word for it and add an 'i' to the beginning of it. So London would be iLondon. To turn this into the place of/at/in London we change the 'i' to an 'e'.

Ngiphuma eFlansi
Jean starts talking to an older man. So to show respect he uses Sanibona and plurals.

 * uJean: Sanibona baba.
 * uNjabulo: Yebo sawubona.
 * uJean: Ninjani?
 * uNjabulo: Ngikhona, wena unjani?
 * uJean: Ngisaphila.
 * uNjabulo:Igama lami uNjabulo. Ungubani?
 * uJean: NginguJean.
 * uNjabulo: Ngiyajabula ukukwazi.
 * uJean: Nami ngiyajabula ukukwazi.
 * uNjabulo: Uphuma kuphi?
 * uJean: Ngiphuma eFlansi. Niphumaphi?
 * uNjabulo: Ngiphuma eKapa

Here in this example eFlansi is once again a locative and means in France. We have also introduced how to ask someone's name. Ubani means who? Ungu- means you are. So Ungubani means you are who or Who are you?

Another way to ask someone's name is Igama lakho ngubani?.

In general, this is the best way to express where you come from. Below is a list of countries.

Amazwe

1 uMzansi is also used it is a loan word from Xhosa.

Also note that depending on where you are it might be acceptable to say iFrance or iSpain. This is true of large cities. But it will always be correct to use the terms above.

Ngiyafunda/Ngiyasebenza
The above conversation continues.

 * uNjabulo: Wenza msebenzi muni?
 * uJean: Ngingumfundisi.
 * uNjabulo: Ngingudokotela.

Ngingudokotela
If we remember one of the ways to say our name, NginguPhilani means I am Philani. The same applies for saying you are a doctor or teacher.

 * uThabo: Ngingudokotela.
 * uNosipho: Hhayi mina ngingunesi!

 * uZodwa: Wena ungudokotela na?
 * uThabo: Yebo, ngingudokotela. Umyeni wakho ungumpheki?
 * uZodwa: Cha, yena ungumfundisi.

This above dialogue illustrates that the pronouns and concords apply here too with -ng-. The na at the end of Zodwa's first sentence turns it into a question. So the sentence means: 'Are you a doctor?'. 'Umyeni wakho ungumpheki?' uses tone to indicate the question. -kho means your and wa- is for agreement. So the sentence means: 'Is your husband a cook?'.

Note The words that are underlined need to be learned for the lesson and the exercises.

Summary

 * We say where we live - Ngihlala eHillbrow.
 * We can ask someone where they live - Wena uhlalaphi? or Uhlala kuphi?
 * We know words for various cities in South Africa - iGoli iKapa etc or eGoli.
 * We can form synthetic names for cities that we do not know the real name for - iLondon or iParis.
 * We can ask someone what they do - Wenza msebenzi muni?
 * We can say what we do - Ngingudokotela.
 * We have learn various nouns for certain professions - unesi, umpheki etc.

Next step
Try the Exercise or go the next Lesson 3. Or alternatively, go back to the Index.

title: Zulu/Lesson 2


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Template:Uzbek/Table

style="background: #ecf1fb; border: solid 10px #cff2ce" rules="all" ! style="background-color: #cff2ce; height: 50px; text-align: center" colspan="" | Uzbek •  •

Examples

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title: Template:Uzbek/Table


text:
Uzbek/Introduction

I'm going to simplify the template, as well as switch everything to Latin script. The text below has been copied directly from the Public Domain Peace Corps Uzbek Language Compentencies book, it should be edited as the book evolves.

Uzbek is a member of the Turkic language family. Speakers of these languages number approximately 150 million and range from the Tuvas of Siberia and Uyghurs of China through the Kazaks and Kirgiz of Central Asia to the Tatars of Europe and Turks and Azeris of the Near East. While all the Turkic languages share a common structure and basic vocabulary, many (for example, Chuvash and Yakut) are not mutually intelligible. However Uzbeks and Uyghurs are able to converse freely with one another because their ancestors adopted the same local Turkic dialects spoken in urban areas of Central Asia.

Standard Uzbek conforms to those urban dialects without being exactly the same as any one of them. It incorporates several elements borrowed from local Persian dialects. This influence is most apparent in the vowel system and in the large number of words borrowed from Persian and Arabic. Standard Uzbek also reflects a heritage from the classical language in Arabic script called Chagatay or Central Asian Turi, which was used by Muslim Turks until the early 20th century. The period of Soviet rule also left its stamp on the standard literary language. This manual of the standard Uzbek language is intended to facilitate the acquisition of the basic language skills that Peace Corps volunteers will need to enrich their tour in the Republic of Uzbekistan. Conceivably, its materials may be used in conjunction wit a textbook for teaching Uzbek at the University level.

The authors are aware that this first competency based manual of Uzbek contains imperfections, but they remind their readers:

"Oyda ham dogʻ bor" Even the moon has flaws

title: Uzbek/Introduction


text:
Advanced Interactive Media/Other Topics/Interactivity Crosses Over Into Vegas Nightlife

"Cirque du Soleil" is made famous for their breathtaking shows and extraordinary creativity. Cirque du Soleil’s latest production, "LOVE", celebrates the musical legacy of The Beatles. Drawn from the poetry of the lyrics, LOVE explores the content of the songs in a series of scenes inhabited by real and imaginary people. LOVE has an international cast of 60 and creates a high energy atmosphere underscored by aerial performance, extreme sports and urban, freestyle dance. With panoramic sound and visuals, the audience can experience The Beatles as never before at The Mirage, Las Vegas.

Cirque du Soleil recently added onto LOVE with their "REVOLUTION" Lounge (amazing website by-the-way - allows you to paint your own background to the page - very neat). The lounge offers an extended experience of LOVE, before and after the show. This is the first time Cirque du Soleil has drawn upon its innovative talent to create a unique nightlife experience in Las Vegas.

Revolutionary in its design and atmosphere, the REVOLUTION lounge features cutting-edge, interactive experiences to create a psychedelic sensory environment and a contemporary interpretation of The Beatles’ era. Each night, is an evolutionary journey, where both the music and interior transform, resulting in an eclectic nightlife adventure at The Mirage.

Another visionary, interactive, live show is Blue Man Group. Their production in Chicago (this author has not seen the Vegas version) involved the audiences in an interactive experience even before the show began. Blue Men planted themselves in the crowd and moved on stage only after the show had begun.

Without a word being spoken, this group can evoke audience involvement and a sense that the stage doesn't stop at the front of the theater. The crowd handles stage props such as huge rolls of paper unfurled from the front of the auditorium and giant dangling plastic objects suspended from the ceiling. "Volunteers" who never had a choice about the matter, participate on stage and become actors without a script.


text:
User:Jason.C.Daniels

Jason C Daniels is a software engineer with a penchant for acquiring and discarding hobbies faster than underpants. Jason is generally a nice fellow and fairly professional about most things, as is typical of most people in the upper midwest.

title: User:Jason.C.Daniels


text:
Wikijunior:Human Body/Lungs

The lung is an organ we use when we breathe. It takes oxygen from the air and transports it to the blood. It also takes carbon dioxide from the blood and releases it into the air.

What do lungs look like?
Your lungs are located in the chest on either side of the heart. There are two of them. They are similar in appearance, but not identical.

Lungs have a spongy texture and a honeycomb pattern. They have much more surface area in total than just the outer surface the lung. Each lung is separated into lobes. There are three lobes on the right and two on the left. The left lung contains a dent called the "cardiac notch". The cardiac notch allows room for the heart. The lungs form the major part of thorasic cavity.

What are the parts of the lungs?
The two main bronchi are the tubes that enter the roots of the lungs. The bronchi continue to divide within the lung with each branch smaller than the last. At the end of the smallest bronchi (called terminal bronchioles) there are tiny sacks. These sacks are made up of clusters of alveoli, which look a little like grapes in a bunch. The individual alveoli are wrapped in blood vessels. This is where the gas exchange actually occurs. Blood without much oxygen from the heart is pumped through the pulmonary artery to the lungs. Oxygen from the air diffuses into blood and carbon dioxide from the blood is released. The oxygen-rich blood returns to the vein via the pulmonary veins to be pumped back into the rest of the body. The process goes on until you die.

What is the function of the lungs?
The cells in our body need oxygen to produce energy. These same cells produce carbon dioxide as a by-product. So there has to be a way for the body to deliver oxygen to cells and carry carbon dioxide from cells. The lungs allow your body to trade its waste carbon dioxide for oxygen.

The lungs also serve as a cushion or shock absorber for the heart.

How do the lungs work?
The diaphragm is a big muscle under your lungs. It pushes downward when you inhale, which enlarges the cavity in the chest and causes the lungs to expand. This causes air to flow into them. When the diaphragm relaxes, air flows out and you exhale. One name for this process is ventilation.

What organ systems are the lungs connected with?
The lungs directly connect the respiratory system to the circulatory system, for in the lungs, oxygen will leave the air and enter the blood so that it can be transferred to all of the other cells in your body. Conversely, carbon dioxide is removed from blood back into the air, so that it does not poison the cells that produced it.

How do the lungs interact with other parts of the body?
Breathing is largely driven by the muscular diaphragm at the bottom of the thorax. Contraction of the diaphragm pulls the bottom of the cavity in which the lung is enclosed downward. Air enter through the oral and nasal cavities; it flows through the larynx and into the trachea, which branches out into bronchi. Relaxation of the diaphragm has the opposite effect, passively recoiling during normal breathing. During exercise, the diaphragm contracts, forcing the air out more quickly and forcefully. The rib cage itself is also able to expand and contract to some degree, through the action of other respiratory and accessory respiratory muscles. As a result, air is sucked into or expelled out of the lungs, always moving down its pressure gradient. This type of lung is known as a bellows lung as it resembles a blacksmith's bellows. Lungs have a tremendous reserve volume as compared to the oxygen exchange requirements when at rest.

How can you keep your lungs healthy?
Vital capacity is the maximum volume of air that a person can exhale after maximum inhalation. A person's vital capacity can be measured by a spirometer (spirometry). In combination with other physiological measurements, the vital capacity can help make a diagnosis of underlying lung disease.

The environment of the lung is very moist, which makes it hospitable for bacteria. Many respiratory illnesses are the result of bacterial or viral infection of the lungs.

To keep your lungs healthy, you should not smoke cigarettes and avoid smoky environments. You should not work or live in environments where the air is contaminated with dust or chemicals. If you do have to go into those kinds of environments, wear a respirator. Aerobic exercise like swimming and running can increase your lungs' vital capacity. If the alveoli can't get enough air, a person may have asthma.

title: Wikijunior:Human Body/Lungs


text:
User talk:Loughmac

Welcome message
Hello, and welcome to Wikibooks!

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Good luck!

You might also be interested in reading our Cookbook policy, and talking with other Cookbook editors on the Cookbook talk page. Webaware talk 23:53, 2 April 2007 (UTC)

title: User talk:Loughmac


text:
Wikijunior:New Title Suggestions/Adopted

Wikijunior Kings and Queens of England

 * Target age: up to 10-12 years
 * Each monarch from 871 onwards will come with an introduction, a summary of the main features of their reign, a section on what children they had (if they had any) and a section on their death and legacy (except, of course, Queen Elizabeth II). There will also be a short section on the current royal succession. I have already drafted up one page, The Normans, by way of illustration.
 * Interested Participants:
 * Jguk 16:57, 13 February 2006 (UTC)
 * Scope of project: This project would give a broad review of each king and queen regnant of England, highlighting notable events that took place in each reign, and encouraging further study.
 * I intend to develop this book regardless of whether there are many others willing to assist at the start (although I would, of course, appreciate any help that's offered). I hope that it will be accepted into the Wikijunior canon, either through the Book of the Quarter mechanism, or alternatively as a Wikijunior book developed outside of that rubric, Jguk 14:47, 18 February 2006 (UTC)
 * The current situation for restricted development is largely my invention. The real truth is that this is a general agreement among Wikijunior participants and not something that real enforcement can be done regarding these actions.  Some "enforcement" was done by some of the early founders of Wikijunior, and indeed the creation of the Wikijunior Ancient Civilizations book was started because of some early efforts to create some content and add the book to the Wikijunior cannon that went beyond the original three Wikijunior books.  We are conducting an experiment here to see if it might be possible to create a content development community that emphasises on quality rather than quantity.  The only other similar project that can be compared to this is Nupedia, but I think the bureaucratic process there was simply way too strict at all.  Larry Sanger sent the message that if you didn't have a PhD, don't bother trying to contribute to Nupedia.  I don't want to send *that* message, but the slow growth approach does appear to be reaping some benefits, and has made Wikijunior into a reasonable source of some fairly moderate to high quality children's non-fiction literature.  The rest of Wikibooks follows the quantity of materials over quality, and some blistering critiques of Wikibooks have resulted from people outside of the Wikibooks development community as a result.  If you pick a random Wikibook from Main Page, you will be largely disappointed by what you find... even if you select books that are labeled 75% complete or 100% complete.  There are some real gems of Wikibooks out there, but you really have to dig to find them or be very familiar with Wikibooks.  So far, all five of the "cannonical" Wikibooks are worthy of at least somebody very new to Wikijunior content to look at and learn some meaningful new ideas.  You are, however, perfectly capable of trying to develop this content outside of the Wikijunior community or doing simply what you are doing right now.  --Rob Horning 17:25, 18 February 2006 (UTC)
 * I don't want to go against the grain, I just want to produce more good quality output. Books are really of very limited value if they are not at least 95% complete, and they probably need to be 100% complete for proper value to be obtained out of them. Of the wikijunior books currently in the canon, some appear to be complete already, and of the others, whilst the ancient civilisations one may interest me, the others don't. That's ok, we're all interested in different things, and that's why I am setting out on my own on this book - though other contributors would, of course, be most welcome. I may nip into the ancient civilisations text and see what I can do there - but I'm aware that the civilisations that haven't already been written about, I know little of myself. Hopefully by developing this book, and seeing it through to completion, I can offer a useful addition to the Wikijunior canon, Jguk 17:43, 18 February 2006 (UTC)
 * Depending on how much participation we have with Wikijunior and general community opinion, I would like to see this become a New Title Suggestion of the Month, rather than just the Quarter. Plenty of new ideas have come up, and I think we won't be hurting for ideas for new content in Wikibooks.  The cool thing about this is that once a new Wikijunior book has been accepted, there is a large community of people who are interested in seeing it developed, simply by virtue of the voting process alone (unless these are sock puppets).  Previous to this whole process, the general attitude, at least with the people who started Wikijunior, was that we should stick to just the three original texts until they achieve formal publication.  Of course even more ambitious was to have a subscription to Wikijunior where you would receive in the mail one Wikijunior book each month, completely proofed, edited, reviewed, and put onto dead trees.  I think that may be possible in the future, but we certainly need simply more content, and a three month backlog is IMHO not enough, especially for a group of basically volunteers.  A "stable content" website is also planned for Wikijunior (see http://www.wikijunior.org/ for the eventual home) but I believe that nothing is currently "ready for prime time" on that site yet.  Just some more food for thought.  --Rob Horning 00:55, 23 February 2006 (UTC)
 * Depending on how much participation we have with Wikijunior and general community opinion, I would like to see this become a New Title Suggestion of the Month, rather than just the Quarter. Plenty of new ideas have come up, and I think we won't be hurting for ideas for new content in Wikibooks.  The cool thing about this is that once a new Wikijunior book has been accepted, there is a large community of people who are interested in seeing it developed, simply by virtue of the voting process alone (unless these are sock puppets).  Previous to this whole process, the general attitude, at least with the people who started Wikijunior, was that we should stick to just the three original texts until they achieve formal publication.  Of course even more ambitious was to have a subscription to Wikijunior where you would receive in the mail one Wikijunior book each month, completely proofed, edited, reviewed, and put onto dead trees.  I think that may be possible in the future, but we certainly need simply more content, and a three month backlog is IMHO not enough, especially for a group of basically volunteers.  A "stable content" website is also planned for Wikijunior (see http://www.wikijunior.org/ for the eventual home) but I believe that nothing is currently "ready for prime time" on that site yet.  Just some more food for thought.  --Rob Horning 00:55, 23 February 2006 (UTC)

Languages

 * Target age: Standard Wikijunior (8-12)
 * Possible section titles:
 * German
 * French
 * Chinese
 * Russian
 * Swahili
 * Navajo
 * Japanese
 * Italian
 * Spanish
 * Portuguese
 * Greek
 * Typical questions within each section:
 * What writing system(s) does this language use?
 * How many people speak this language?
 * Where is this language spoken?
 * What is the history of this language?
 * Who are some famous authors or poets in this language?
 * What are some basic words in this language that I can learn?
 * Interested Participants:
 * Rob Horning 18:47, 26 January 2006 (UTC)
 * Thor Malmjursson 18:27, 27 January 2006 (UTC)
 * Bjwebb 21:18, 10 February 2006 (UTC)
 * Jarod Hightower 03:27, 19 March 2006 (UTC)
 * Felix Portier 14:49, 30/07/06

 * Scope of project: (What is this project going to concentrate on and how to keep it within Wikimedia guidelines.)

This is intended to be a basic survey course for kids to learn about different languages around the world. As a general survey, this project is more oriented to covering a large variety of languages rather than studying any particular language in depth. Still, it would be nice to use each individual language page of this project as a starting point to some more in depth study of the language. This would be done in a manner that the Wikijunior Solar System currently has a simplified version for the Beck Foundation, but goes into more detail about the major moons and other topics not covered in the basic book.

Something to consider with this Wikibook proposal is that we might want to make some of these pages language-neutral in some way, possibly making it easy to port the content from one language to another. As a practical matter, this may be very difficult or impossible to achieve, but I'm trying to be creative here.

Note that we are not trying to replace the language training Wikibooks that are already developing on the main Wikibooks site, but this is to provide some basic language skills for younger children and introduce the idea of other languages, especially in areas where children are not exposed to some of these other languages.

In addition to the written words, spoken tools would be developed with this project. Native speakers of the languages covered would be encouraged to record their voices to be used to help with pronunciation guides, and perhaps some practice exercises that could be used, or some common children's poem or song in that language could be sampled and available for kids to hear and perhaps learn.

How Things Work
--
 * Target age: Standard Wikijunior (8-12)
 * Scope of Project: This Wikibook is to cover how different everyday items work, and to try and remove the "mystery" and "magic" that ordinary things we take for granted.  Explaining how the inner workings of the device will be explained, with "cut-away" views of the objects and drawings that explain the principles on how key parts of each device work.
 * Possible Sections:
 * Toaster
 * Vacuum Cleaner
 * Elevator
 * Rocket
 * Light Bulb
 * Neon/fluorescent light
 * Refrigerator/Air Conditioners
 * Computer
 * hard-drive
 * CPU
 * modem
 * RAM
 * network
 * Automobile engine
 * Mechanical Clock
 * Quartz Timer
 * Television
 * Liquid Crystal Display
 * Typical questions for each article:
 * Who invented it?
 * How does it get power? (What makes it run?)
 * How does it work?
 * How dangerous is it?
 * What does it do?
 * How does it vary? (e.g., range of sizes, running parameters, variants like gas/diesel...)
 * How has it changed the world?
 * What idea(s) and/or inventions had to be developed before it could be created?
 * Interested Participants:
 * Rob Horning 16:39, 19 August 2005 (UTC)
 * Snargle 01:51, 3 September 2005 (UTC)
 * Shanel 02:02, 4 September 2005 (UTC)
 * Polyparadigm 07:04, 2 October 2005 (UTC)
 * --Dragontamer 11:57, 3 December 2005 (UTC)
 * Bvcxz 04:58, 19 December 2005 (UTC)
 * --Mastermind 007 12:16, 28 January 2006 (UTC)
 * Bjwebb 21:16, 10 February 2006 (UTC)
 * Hagindaz 04:14, 7 March 2006 (UTC)
 * Starchildmom 21:52, 3 April 2006 (UTC)
 * Hapa 01:18, 5 April 2006 (UTC)
 * Kneiphof 21:31, 5 April 2006 (UTC)
 * Mr Shore 02:20, 30 April 2006 (UTC)
 * Ultimadesigns 20:43, 17 May 2006 (UTC)
 * Gray Porpoise 12:47, 9 June 2006 (UTC)
 * MJBT 13:50, 8 Julio 2006 (UTC)
 * Comments: I would change the question "How does it get its power?" If I'm interpreting it correctly, then the answer for most of these items would be "electricity." I would suggest "How does it work?" instead. Of course, you might to remove computer then; that, I think, is a bit too complicated to explain.--Shanel 02:02, 4 September 2005 (UTC)
 * The "How does it get power?" question may not apply for all items, but some items are gasoline powered, or for something really cool like a rocket or steam locomotive might have the power systems as something more unique or critical. I'm trying to think of about 3-5 more "standard questions" that could be asked for a Wikijunior book like this, to keep with the general format that forms most of the other Wikijunior books.  As far as the Computer section is concerned, this is something that has annoyed me from when I was a little kid myself.  Everybody told me that computers were so complicated that they couldn't understand how they worked, and that I wouldn't be able to figure it out myself.  I took it upon myself to try and find out exactly how computers worked, and found myself in a rather interesting career as a result.  I don't think that tackling computers as a subject, at least in outline as to what makes a computer work and "do its stuff" is necessarily beyond the 8-12 year old age range, although I admit it will be much harder to simplify than explaining how a light bulb works.  Subsections like explaining a hard-drive, CPU, modem, network card, etc. may be of practical use to more fully explain a computer, just as explaining the transmission, cataletic converter, radiator and other parts of an automobile might also be interesting "more detailed" sections for the automobile.  Some machines are very complicated by their nature, but that doesn't mean kids can't try to understand the basics on how they work. --Rob Horning 13:22, 5 September 2005 (UTC)

True, I'm a teenager, so it wasn't to long ago that I was a kid. I remember being annoyed by people telling me things were to complicated to understand! Also, I think a good question for some of the items would be "What else is it used for?" For something like a toaster or vacuum cleaner its obviously not needed, but for something like a computer or a car, there's a whole lot of things they're used for.--Shanel 04:34, 6 September 2005 (UTC)

I'd want to add either Refrigerator or Air Conditioner to the list (actually, it's worth while to mention one and the other). Just anything that would cover the principle of condensing a gas or a phase change heat pump. (And even my college-educated friends would hold the belief that putting a refrigerator into a closed room and leaving the refrigerator door open would cool the room.) MShonle 22:46, 6 September 2005 (UTC)

The topic is probably too big for one book. AlbertCahalan 05:43, 3 October 2005 (UTC)
 * Yes, that may be true that it is too big for one book, but should that be a reason to not even start it at all? I think in this particular case, we need to place emphasis on existing articles and bring them up to "publishable standards" than create dozens of articles that never get anywhere.  At the same time, I think this would be a good book, and obviously there is plenty of material that can be obtained to get this Wikibook started.  --Rob Horning 14:45, 4 October 2005 (UTC)
 * I agree. If anyone has ideas of how to pare down the list to a few focus items, we can put these on the original TOC and leave the rest of the list for, i.e., a more/less advanced title targeted at a younger age group, or even (?) a sequel aimed at the same age group.  But they can be tabled until one full book comes together.
 * I've actually been thinking that the list above is too short. I can recall that book The Way Things Work which had lots of useful drawings and was far more exhaustive than the above list. "The topic" is not too long, because by definition the topic is what we have suggested for the TOC. Many things could also fit in with the theme, sure, but I wholeheartedly believe that a book that discusses everyday things would be a great way to teach the physical sciences. Perhaps once microphones, speakers and the telephone are added to the list we could call it complete. Thus, while the title is "How Things Work" the topic is not "How Things Work": the topic is "How this list of provided things work." It would be a cute wiki project to do "How Everything Works," but that's certainly the scope of a wiki site and nobody here ever suggested that. --MShonle 23:52, 6 October 2005 (UTC)
 * I'd be in favour of going ahead with "How Computers Work", as the first book in a series of Wikijunior Wikibooks, all themed to "How Stuff Works". --  user:zanimum

I've added a suggested question to the list. What idea(s) and/or inventions had to be developed before it could be created? Kids should see the connections between ideas past and present. I don't think you have to worry about making the list too long as long as you choose inventions that are relevant in kids lives. Keep the details to the basics and get kids to see the bigger questions like "How has this invention changed the world" and What ideas had to come first before this invention could be developed. The students I work with are fascinated by the topic of inventions and how common items in their daily lives function. --hruffner

 * Yes, we definitely should have the history attached to each thing discussed. --  user:zanimum
 * Maybe instead of a paragraph about the inventions that lead to each modern product, a timeline could be used in each "article" to outline previous inventions that are relevant. This could help to keep articles more manageable so that this could be made into one comprehensive book. While history is important to understanding of how things come to be, I'm not convinced that it is highly important to the discussion of "how things work." However, some sort of historical perspective is useful.Bvcxz 05:25, 19 December 2005 (UTC)

How about having a series of Wikibooks? I know for a fact that there are enough things in a computer that it may take a whole book to describe it to a kid (OS, games, hardware, memory, history just to describe a few topics). Or maybe we could group them into more specific topics as a happy medium? Examples off books: How electronics work (including computers, communications, TVs). How transportation works (cars, trains, planes, boats, bikes, elevators), really that one would be on simple machines if anything. How cities work (Power plants, small section on transportation systems like metro, how everyone knows where to go, who decides what goes where). How cooking works (chemical reactions, why stuff taste good). --Dragontamer 11:57, 3 December 2005 (UTC)
 * Very good idea. I was also thinking that this could be expanded into multiple topic-based books. If it were to be expanded, it would offer more of an opportunity to go more indepth into the science behind "how things work." Making physics and chemistry kid friendly often takes many "pictures" and step by step explanations, which can become lengthy. Another option that would allow us to put this all in one concise book is suggested below. Bvcxz 05:26, 19 December 2005 (UTC)
 * What about trying to narrow the subject matter for the first set of articles to some specific sub-part of this whole thing. I would personally like to advocate home consumer appliances to start with, but we could go in other directions as well.  This is also something that can be decided on the project discussion page once we get a "green light" to start the project from the Wikijunior community.  The "How Does it Work - Computer" book should be IMHO a separate proposal and voted on separately by the Wikijunior community.  The idea here is to keep it small, and perhaps a small incremental change once we get rolling on a group of modules. --Rob Horning 03:16, 20 December 2005 (UTC)
 * Home consumer appliances is a good idea, since these are items that kids are in contact with on a daily basis. This could also include things that are non-electronic, such as clocks or a gas stove.  It would provide an opportunity to discuss basic mechanics as well as things like basic wave theory (microwave oven) and convection in a more tangible way.Bvcxz 03:42, 20 December 2005 (UTC)

Suggestion: Many of the suggested questions above could be answered in one, short introductory paragraph at the beginning of each article. I suggest the following breakdowns: Bvcxz 05:25, 19 December 2005 (UTC)
 * Introductory paragraph (This paragraph would include any items not directly relevant to how the machine works. These are not ordered.): Who invented it?, What does it do?/What is its purpose/function, How does it vary? Who uses it? How has it changed the world? How dangerous is it?
 * Article body (This would be called something like "how does it work?" and would comprise the bulk of the text.): How does it work?, How does it get power?, What makes it run?, Other questions directly related to how the machine operates and its internal makeup

Suggested Addition: I would like to add Sewing Machine to the list of appliances. The functioning is interesting, the use/hobby is back on the rise, and the home sewing machine had a profound impact on history. Starchildmom 22:00, 3 April 2006 (UTC)

I love the idea, I came here because I was looking for an "Introduction to Computers" book written with an 8 year old in mind. I find the entire concept of WikiJunior to be worthy of my time. I am in favor of a general series of books. like User:Dragontamer suggested, entitled something like "How Everything Works - Computers" and "How Everything Works - Transportation" this is the only way I see the project meeting the 48 page limit. A comprehensive singular "How Everything Works" would obviously be too large.--Hapa 01:18, 5 April 2006 (UTC)--Hapa 01:18, 5 April 2006 (UTC)

I really like the idea. But I would like to suggest that you add airplane to the list of things. I think it's a thing that fascinates many kids and it's at least quite easy to explain how it works. About computers, you can actually make it quite simple you don't have to explain what a CPU is or what a graphics card is. You can simply explain the basics, that the computer can calculate things, that it needs a program that tells it exactly how to do something i.e. For example "The computer doesn't "think" on it's own, what it can do is follow instructions, these instructions are called a program. They work as an manual and tells the computer what to do. For example a program might tell the computer to show you a box on the screen where you can enter to numbers and press a button, and then the program will tell the computer to add these numbers withe each other and show the answer in the box." --Mr Shore 02:20, 30 April 2006 (UTC)

The Elements
Scope of project: Print version should focus only on the elements plus an explanation of what an element is and a glossary if necessary. Online version could include additional articles on the periodic table, history of the atom, structure of the atom, etc.
 * Target age: 8-12 years old, online version could aim a bit higher
 * Possible Section Titles: basically, elements kids have heard of (or are really cool and interesting :))
 * Hydrogen
 * Helium
 * Calcium
 * Carbon
 * Silicon
 * Aluminium
 * Neon
 * Iron
 * Copper
 * Krypton
 * Silver
 * Platinum
 * Gold
 * Uranium
 * Titanium
 * Tungsten
 * Chlorine
 * Oxygen
 * Flourine
 * Lead
 * Mercury
 * Radon
 * Typical questions within each section:
 * Who discovered it?
 * Where does its name come from? / Who is it named after?
 * Where is it found?
 * What are its uses?
 * Is it dangerous?
 * Interested Participants:
 * Shanel 03:54, 16 September 2005 (UTC)
 * Bjwebb 21:12, 10 February 2006 (UTC)
 * Sam T. Jazzhands 16:50, 14 April 2006 (UTC)
 * Daniel 18:46, 26 June 2006 (UTC)
 * Comments:

Include everything required for humans. Include everything required for green plants. Include common contaminants. (radon, lead, mercury) Include florine. AlbertCahalan 05:47, 3 October 2005 (UTC)

 * Thanks!--Shanel 22:44, 5 October 2005 (UTC)

From the title, I was expecting a list of chapters on Earth, Water, Wind and Fire. Maybe "Chemical elements"? Jguk 10:40, 14 February 2006 (UTC)

 * Maybe a short introduction could explain that the ancient Greeks believed there were only four "elements".--Mcgill 03:34, 28 September 2006 (UTC)

Wikijunior Bugs
I love this book. A very cool concept, and something that would certainly grab the attention of kids. It is also something that can have some education standards applied to it. --Rob Horning 13:02, 15 April 2006 (UTC) This is a good idea. Also, centipedes and millipedes are myriapods, not arachnids. --Gray Porpoise 20:03, 17 August 2006 (UTC)
 * Target age: 9-12
 * Possible section titles:
 * Insects
 * Ant
 * Beetle
 * Firefly
 * Fly/Mosquito
 * Caterpillar/Butterfly
 * Moth
 * Stinkbug
 * Pondskater AKA Water Strider
 * Praying Mantis
 * Grasshopper/Locust
 * Cricket
 * Cicada
 * Aphid
 * Bee
 * Flea
 * Dragonfly/Damselfly
 * Mayfly
 * Cockroach
 * Walking Stick
 * Lice
 * Arachnids
 * Spider
 * Scorpion
 * Pseudoscorpion
 * Mite
 * Tick
 * Others
 * Centipede
 * Millipede
 * Typical questions within each section:
 * About how many different species of this bug are there?
 * What does it look like?
 * Where does it live?
 * What does it eat?
 * How does it defend itself?
 * What stages of metamorphosis does it go through?
 * What special behavior does it exhibit?
 * How does this bug affect people?
 * Interested Participants:
 * Sam T. Jazzhands 19:33, 14 April 2006 (UTC)
 * Rob Horning 13:02, 15 April 2006 (UTC)
 * Gray Porpoise 12:52, 9 June 2006 (UTC)
 * MiltonT 23:19, 3 October 2006 (UTC)
 * Scope of project: Ah, bugs. They fascinated me a few years ago, and I'm glad I learned about them. This book would teach the kids more about common bugs such as ants, inform them about the more obscure bugs (Aphids, pondskaters, etc.), and show them to tell the difference between insects and arachnids.
 * Comments:

Much care must be tread in planning this, as bugs is an extraordinarily general term. Such a book could conceivably be its own encyclopedia because of how broad it is, but we will have to water it down to the extreme. How we go about this will be important. MiltonT 23:19, 3 October 2006 (UTC)

Wikijunior Human Body

 * Target age: 8-12
 * Possible section titles:
 * Skeleton
 * Brain
 * Spine
 * Heart
 * Blood
 * Lungs
 * Eyes
 * Ears
 * Typical questions within each section:
 * What are the parts of this organ?
 * What is the function of this organ?
 * What organ system is this organ connected with?
 * How does it interact with other parts of the body?
 * How can you keep yours healthy?
 * Interested Participants:
 * Xixtas 02:53, 26 September 2006 (UTC)
 * MiltonT 23:21, 3 October 2006 (UTC)
 * Joecool94 4:34 PM Saturday, October 21, 2006
 * Herraotic 19:46, 3 December 2006 (UTC)
 * Urbane User 16:17, 1 January 2007 (UTC)
 * Scope of project: Wikijunior Human Body would concentrate on the individual organs of the body and their respective organ systems. The questions will be relevant and interesting to kids.


text:
User talk:Jblackard

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Good luck! Mattb112885 (talk) 00:42, 3 April 2007 (UTC)

title: User talk:Jblackard


text:
User talk:Calgurl787

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Good luck! Mattb112885 (talk) 00:43, 3 April 2007 (UTC)

title: User talk:Calgurl787


text:
User talk:Jlmcneill

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Good luck! Mattb112885 (talk) 00:44, 3 April 2007 (UTC)

title: User talk:Jlmcneill


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User talk:Aldenstewart

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Good luck! Mattb112885 (talk) 00:46, 3 April 2007 (UTC)

title: User talk:Aldenstewart


text:
Adventist Youth Honors Answer Book/Camping/Reflector oven baking

A reflector oven is as simple as a cardboard box lined on the inside with aluminum foil. Run wire through the box to create an oven rack. Make sure the rack is horizontal when the box is placed on its side. Put the box next to a bed of hot coals with the opening facing the heat, but not so near as to ignite the box. Put whatever you wish to bake on the rack. Heat from the coals will bake whatever you put inside the box. There are countless variations on this theme, including the practice of completely removing one side of the box and tilting it at a 45° angle. You can prop the box up with rocks or logs, or build legs into it.

You can also construct an oven out of sheet metal, aluminum flashing, or large tin cans as shown below. This tin can oven was constructed by a Pathfinder leader, and tested by Pathfinders in the field.


text:
Adventist Youth Honors Answer Book/Camping/Fire/Electric spark

Making fire from an electric spark can be dangerous and should only be used in an emergency. You will need to set up some tinder ahead of time and then prepare to throw an electrical spark. This can be done with jumper cables from an automobile by connecting one end of the terminals to the battery, and then quickly touch the other ends together next to the tinder. Do not hold the terminals together for more than an instant or you will drain the battery.