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User:Kijog/sandbox2

Welsh (Cymraeg or y Gymraeg, pronounced, ), is a member of the Brythonic branch of Celtic spoken natively in Wales (Cymru), in England by some along the Welsh border, and in the Welsh immigrant colony in the Chubut Valley, in Argentine Patagonia.

There are also speakers of Welsh throughout the world, most notably in the rest of Great Britain, the United States, Canada and Australia.

Due to the increasing use of the English language the numbers of Welsh speakers had been declining for decades. However, following a number of measures, including the introduction of the Welsh Language Act 1993, Welsh has enjoyed a strong revival in recent years and has an equal status with English in the public sector in Wales. It is the most spoken Celtic language.

See Welsh English for the English language as spoken in Wales.

Status

The 2004 Welsh Language Use Survey shows 21.7% of the population of Wales are Welsh speakers. This is an increase from 20.5% in the 2001 census, and from 18.5% in 1991. The 2001 census also shows that about 25% of Welsh residents were born outside Wales. The number of Welsh speakers in the rest of Britain is unknown. In 1993, S4C, the Welsh-language TV channel published the results of a survey into the numbers of people who speak or understand Welsh, and this estimated that there were some 133,000 Welsh-speakers living in England, about 50,000 of them in the Greater London area and border towns and villages in the Welsh Marches such as Oswestry.

Historically, large numbers of Welsh people spoke only Welsh, but monoglot Welsh speakers are now virtually non-existent. Almost without exception, Welsh speakers also speak English (or, among those in Chubut Province, Spanish). However, a large number of Welsh speakers are more comfortable expressing themselves in Welsh than in English. A speaker's choice of language can vary according to the subject domain and the social context (known in linguistics as code-switching).

Although Welsh is a minority language, support for the language grew during the second half of the 20th century, along with the rise of organisations such as the nationalist political party Plaid Cymru and the Welsh Language Society, Cymdeithas yr Iaith Gymraeg.

Welsh as a first language is largely concentrated in the less urban north and west of Wales, principally Gwynedd, Denbighshire (Sir Ddinbych), Anglesey (Ynys Môn), Carmarthenshire (Sir Gaerfyrddin), north Pembrokeshire (Sir Benfro), Ceredigion, parts of west Glamorgan (Morgannwg), north-west and extreme south-west Powys, although first-language and other fluent speakers can be found throughout Wales.

Welsh is a living language, used in conversation by thousands and seen throughout Wales. The Welsh Language Act 1993 and the Government of Wales Act 1998 provide that the Welsh and English languages should be treated equally. Public bodies are required to prepare and implement a Welsh Language Scheme. Local councils and the Welsh Assembly use Welsh as an official language, issuing official literature and publicity in Welsh versions (e.g. letters to parents from schools, library information, and council information) and all road signs in Wales should be in English and Welsh, including the Welsh versions of place names. The teaching of Welsh is now compulsory in all schools in Wales up to age 16, and this has had a major effect in stabilising and to some extent reversing the decline in the language. It means, for example, that even the children of English monoglot migrants to Wales grow up with a knowledge of the language. However, the vast majority of people in the main population centres of South Wales do not use the language in daily life.

The UK government has ratified the European Charter for Regional or Minority Languages in respect to Welsh.

The language has greatly increased its prominence since the creation of the television channel S4C in November 1982, which broadcasts exclusively in Welsh during peak viewing hours. The main evening television news provided by the BBC in Welsh is available for download (Real Media).

Since December 2001 the British Government has planned to ensure that all immigrants know English. It remains to be seen if Welsh will be considered a separate case. At present, a knowledge of either Welsh, English or Scottish Gaelic is sufficient for naturalisation purposes and it is believed that this policy will be continued in any proposed changes to the law.

History
Like most languages, there are identifiable periods within the history of Welsh, although the boundaries between these are often indistinct.

Old Welsh
The earliest extant sources of a language identifiable as Welsh go back to about the 6th century, and the language of this period is known as Early Welsh. Very little of this language remains. The next main period, somewhat better attested, is Old Welsh (Hen Gymraeg) (9th to 11th centuries); poetry from both Wales and Scotland has been preserved in this form of the language. As Germanic and Gaelic colonisation of Great Britain proceeded, the Brythonic speakers in Wales were split off from those in northern England, speaking Cumbrian, and those in the south-west, speaking what would become Cornish, and so the languages diverged. Both Canu Aneirin and Canu Taliesin were in this era.

Middle Welsh
Middle Welsh (or Cymraeg Canol) is the label attached to the Welsh of the 12th to 14th centuries, of which much more remains than for any earlier period. This is the language of nearly all surviving early manuscripts of the Mabinogion, although the tales themselves are certainly much older. It is also the language of the existing Welsh law manuscripts. Middle Welsh is reasonably intelligible, albeit with some work, to a modern-day Welsh speaker.

Modern Welsh
Modern Welsh can be divided into two periods. The first, Early Modern Welsh ran from the 14th century to roughly the end of the 16th century and was the language used by Dafydd ap Gwilym.

Late Modern Welsh
Late Modern Welsh began with the publication of William Morgan's translation of the Bible in 1588. Like its English counterpart, the King James Version, this proved to have a strong stabilising effect on the language, and indeed the language today still bears the same Late Modern label as Morgan's language. Of course, many minor changes have occurred since then.

19th century
The language enjoyed a further boost in the 19th century, with the publication of some of the first complete and concise Welsh dictionaries. Early work by Welsh lexicographic pioneers such as Daniel Silvan Evans ensured that the language was documented as accurately as possible, and modern dictionaries such as the Geiriadur Prifysgol Cymru (the University of Wales Dictionary), are direct descendants of these dictionaries.

However, the influx of English workers during the Industrial Revolution in Wales from about 1800 led to a substantial dilution of the Welsh-speaking population of Wales. English migrants seldom learnt Welsh and their Welsh colleagues tended to speak English in mixed Welsh–English contexts, and bilingualism became almost universal. The legal status of Welsh was inferior to that of English, and so English gradually came to prevail, except in the most rural areas, particularly in north west and mid Wales. An important exception, however, was in the non-conformist churches, which were strongly associated with the Welsh language.

20th and 21st centuries
By the twentieth century, the numbers of Welsh speakers were shrinking at a rate which suggested that it would be extinct within a few generations. The 10-yearly census first started to ask language questions in 1891, by which time 54% of the population still spoke Welsh. The percentage fell with every subsequent census, until reaching an all-time low in 1981 (19%). In 1991 the position was stable (19% as in 1981) and in the most recent census, 2001, it has risen to 21% able to speak Welsh. The 2001 census also recorded that 20% could read Welsh, 18% could write Welsh, and 24% could understand Welsh. Furthermore, the highest proportion of Welsh speakers was among young people, which bodes well for the future of Welsh. In 2001, 39% of children aged 10 to 15 were able to speak, read and write Welsh (many of them having learned it in school), compared with 25% of 16 to 19 year olds. However, the percentage of Welsh speakers in areas where Welsh is spoken by the majority is still in decline.

It seems that the rise of Welsh nationalism rallied supporters of the language, and the establishment of Welsh television and radio found a mass audience which was encouraged in the retention of its Welsh. Perhaps most important of all, at the end of the twentieth century it became compulsory for all school children to learn Welsh up to age 16, and this both reinforced the language in Welsh-speaking areas and reintroduced at least an elementary knowledge of it in areas which had become more or less wholly Anglophone. The decline in the percentage of people in Wales who can speak Welsh has now been halted, and there are even signs of a modest recovery. However, although Welsh is the daily language in many parts of Wales, English is almost universally understood.

Orthography
Welsh is written in a version of the Latin alphabet consisting of 28 letters, of which eight are digraphs treated as single letters for collation:

 * a, b, c, ch, d, dd, e, f, ff, g, ng, h, i, l, ll, m, n, o, p, ph, r, rh, s, t, th, u, w, y

The letters j and v, although not originally used to write Welsh, have been borrowed from the English alphabet, and are most commonly used only within names, although there are a few exceptions.

The most common diacritic is the circumflex, which is used in some cases to mark a long vowel.

Consonants
Welsh has the following consonant phonemes:

occurs only in unassimilated loanwords. and occur mainly in loanwords, but also in some dialects as developments from  and ; the voiceless nasals, ,  occur only as a consequence of nasal mutation.

Vowels

The vowels and  occur only in Northern dialects; in Southern dialects they are replaced by  and  respectively. In Southern dialects, the contrast between long and short vowels is found in stressed syllables only; in Northern dialects, the contrast is found only in stressed word-final syllables (including monosyllabic words).

The vowel does not occur in the final syllable of words (except a few monosyllables).

The diphthongs containing occur only in Northern dialects; in Southern dialects  is replaced by,  are merged with , and  are merged with.

Stress
Stress in polysyllabic words occurs most commonly on the penultimate syllable, more rarely on the final syllable.

The positioning of the stress means that related words or concepts (or even plurals) can sound quite different, as syllables are added to the end of a word and the stress moves correspondingly, e.g.:
 * ysgrif — — an article or essay
 * ysgrifen — — writing
 * ysgrifennydd — — a secretary
 * ysgrifenyddes — — a female secretary

(Note also how adding a syllable to ysgrifennydd to form ysgrifenyddes changes the pronunciation of the second "y". This is because the pronunciation of "y" depends on whether or not it is in the final syllable.)

The connection between the Welsh word ysgrif and the Latin scribo "I write", from which it is derived, is fairly clear, taking diachronic sound shifts into account.

Morphology
Welsh morphology has much in common with that of the other modern Insular Celtic languages, such as the use of initial consonant mutations, and the use of so-called "conjugated prepositions" (prepositions that fuse with the personal pronouns that are their object). Welsh nouns belong to one of two grammatical genders, masculine and feminine, but are not inflected for case. Welsh has a variety of different endings to indicate the plural, and two endings to indicate the singular of some nouns. In spoken Welsh, verb inflection is indicated primarily by the use of auxiliary verbs, rather than by the inflection of the main verb. In literary Welsh, on the other hand, inflection of the main verb is usual.

Possessives as object pronouns
The Welsh for "I like Rhodri" is "Dw i'n hoffi Rhodri" ("I am liking [of] Rhodri"), but "I like him" is "Dw i'n ei hoffi fe" — literally, "I am his liking him"; "I like you" is "Dw i'n dy hoffi di" ("I am your liking you"), etc.

Significant use of auxiliary verbs
While English can either use verbs directly (e.g. "I go") or with the aid of an auxiliary verb ("I am going", here using "to be" as the auxiliary), non-literary Welsh inclines very strongly towards the latter use. In the present tense, all verbs are used with the auxiliary "bod" (to be), so "dw i'n mynd" is literally "I am going", but also means simply "I go". In the past and future tenses, there are inflected forms of all verbs (which are invariably used in the written language), but it is more common nowadays in speech to use the verbal noun (berfenw, loosely equal to the infinitive in English) together with the inflected form of "gwneud" (to do), so "I went" can be "mi es i" or "mi wnes i fynd" and "I will go" can be "mi a' i" or "mi wna i fynd". There is also a future form using the auxiliary bod, giving "fydda i'n mynd" (perhaps best translated as "I will be going") and an imperfect tense (a continuous/habitual past tense) also using "bod", with "roeddwn i'n mynd" meaning "I used to go/I was going".

Affirmative markers
Mi or fe is often placed before inflected verbs to show that they are declarative. In the present and imperfect of the verb bod (to be), yr is used instead. Mi is mainly restricted to colloquial Northern Welsh, with fe predominating in the South and in the formal or literary register. Such marking of the declarative is, in any case, rather less common in higher registers.

Counting system
The traditional counting system used by the Welsh language is vigesimal, i.e. based on twenties, as in French numbers 80-99, where numbers from 11–14 are "x on ten", 16–19 are "x on fifteen" (though 18 is more usually "two nines"); numbers from 21–39 are "1–19 on twenty", 40 is "two twenties", 60 is "three twenties", etc.

There is also a decimal counting system, favoured by younger people, more common in South Wales, and which appears to be commonly used in Patagonian Welsh, where numbers are "x tens y", e.g. thirty-five in decimal is tri deg pump (three ten five) while in vigesimal it is pymtheg ar hugain (fifteen – itself "five-ten" – on twenty).

A further complication is that while there is only one word for "one" (un) there are masculine and feminine forms of the numbers "two" (dau and dwy), "three" (tri and tair) and "four" (pedwar and pedair), which must agree with the grammatical gender of the objects being counted, though this rule is less strictly observed with the decimal counting system.

''

Notes:

 * The words deg (ten), deuddeg (twelve) and pymtheg (fifteen) often become deng, deuddeng and pymtheng respectively when before a word beginning with "m", e.g. deng munud (ten minutes), deuddeng milltir (twelve miles), pymtheng mlynedd (fifteen years).

 * The numbers pump (five), chwech (six) and cant (hundred) drop the final consonant when they stand immediately in front of a noun, e.g. pum potel (five bottles), chwe llwy (six spoons), can punt (a hundred pounds).

 * Larger numbers tend to use the decimal system, e.g. 1,965 mil, naw cant chwe deg pump. An exception to this rule is when referring to years, where after the number of thousands, the individual digits are spoken, e.g. 1965 mil naw chwe(ch) pump. This system appears to have broken down for years after 2000, e.g. 2005 is dwy fil a phump.

 * The number miliwn is feminine, and biliwn is masculine. It is necessary for the gender of these to be different as they can both mutate to filiwn.  Two million is therefore dwy filiwn, and two billion is dau filiwn.

Dialects
Dialectical differences are very evident in the spoken, and to a lesser extent the written, language. A convenient, if slightly simplistic, classification is into North Walian and South Walian forms (or "Gog" and "Hwntw" based on the word for North, gogledd, and the South Walian word for "them over there"). The differences between dialects encompass vocabulary, pronunciation and grammar, although particularly in the last regard the differences are in fact relatively minor. Much more fine-grained classifications exist beyond north and south: the book Cymraeg, Cymrâg, Cymrêg: cyflwyno'r tafodieithoedd, about Welsh dialects was accompanied by a cassette containing recordings of fourteen different speakers demonstrating aspects of different dialects. The book refers to the earlier Linguistic Geography of Wales as describing six different regions which could be identified as having words specific to those regions.

Another dialect is Patagonian Welsh, which has developed since the start of the Welsh settlement in Argentina in 1865; it includes Spanish loanwords and terms for local features.

An example of the difference between North and South Walian usage would be the question "Do you want a cup of tea?" In the North this would typically be "Dach chi isio panad?", while in the South the question "Dych chi moyn dishgled?" would be more likely. An example of a pronunciation difference between Northern and Southern Welsh is the tendency of Southern dialects to "lisp" the letter "s", e.g. mis (month), would tend to be pronounced in the north, and  in the south.

In fact, the difference between dialects of modern spoken Welsh pale into insignificance compared to the difference between the spoken and literary languages. The latter is significantly more formal and is the language of Welsh translations of the Bible, amongst other things (although the Beibl Cymraeg Newydd — New Welsh Bible — is significantly less formal than the traditional 1588 Bible). Gareth King, author of a Welsh grammar, observes that "The difference between these two is much greater than between the virtually identical colloquial and literary forms of English" and goes so far as to state "that there are good grounds for regarding them as separate languages". He comments that whilst colloquial Welsh is a mother tongue requiring no special learning to acquire, literary Welsh is the mother tongue of no-one, and must be taught to people.

Although the question "Do you want a cup of tea?" is not likely to occur in literary Welsh usage, if it did it would be along the lines of "A oes arnoch eisiau cwpanaid o de?"

Amongst the characteristics of the literary, as against the spoken, language are a higher dependence on inflected verb forms, a shift in the usage of some of the tenses, a reduction in the explicit use of pronouns (since the information is usually conveyed in the verb/preposition inflections) and a greatly reduced tendency to substitute English loanwords for native Welsh words.

Diglossia: Literary vs. Colloquial Welsh
Modern Welsh can be written in two varieties - Colloquial Welsh (Cymraeg llafar) or Literary Welsh (Cymraeg llenyddol). The grammar described on this page is that of Colloquial Welsh, which is used for speech and informal writing. Literary Welsh is closer to the form of Welsh used in the 1588 translation of the Bible and is found in official documents and other formal registers, including much literature. As a standardised form, literary Welsh shows little if any of the dialectal variation found in colloquial Welsh.

Some differences include

In addition, more archaic pronouns and forms of mutation may be observed in Literary Welsh. A complete grammar of Literary Welsh can be found in A Grammar of Welsh (1980) by Stephen J. Williams.

Currently, most Welsh writing, especially that found on the Internet or in magazines, is closer to the Colloquial form. This is also becoming more common in artistic literature.

Welsh in education
The decade around 1840 was a period of great social upheaval in Wales, manifested in the Chartist movement, which culminated in 20,000 people marching on Newport in 1839 resulting in a riot when 20 people were killed by soldiers defending the Westgate Hotel, and the Rebecca Riots when tollbooths on turnpikes were systematically destroyed. This unrest brought the state of education in Wales to the attention of the English establishment, as social reformers of the time considered education as a means of dealing with social ills. The Times newspaper was prominent among those who considered that the lack of education of the Welsh people was the root cause of most of the problems, although the population was generally literate in Welsh because of the activities of Sunday Schools and the need to read the Bible. In July 1846, three commissioners, R. R. W. Lingen, Jellynger C. Symons and H. R. Vaughan Johnson, were appointed to inquire into the state of education in Wales; the Commissioners were all Anglicans, and hence unsympathetic to the Non-conformist majority in Wales, and were monoglot English-speakers.

The Commissioners presented their report to the Government on 1 July 1847 in three large blue-bound volumes. This report quickly became known as Brad y Llyfrau Gleision (The Treachery of the Blue Books) as, apart from documenting the state of education in Wales, the Commissioners were also free with their comments disparaging the language, Non-conformity, and the morals of the Welsh people in general. An immediate effect of the report was for a belief to take root in the minds of ordinary people that the only way for Welsh people to get on in the world was through the medium of English, and an inferiority complex developed about the Welsh language whose effects have not yet been completely eradicated. The historian Professor Kenneth O. Morgan referred to the significance of the report and its consequences as "the Glencoe and the Amritsar of Welsh history".

In the later 19th century virtually all teaching in the schools of Wales was in English, even in areas where the pupils barely understood English. Some schools used the Welsh Not, a piece of wood, often bearing the letters "WN", which was hung around the neck of any pupil caught speaking Welsh. The pupil could pass it on to any schoolmate heard speaking Welsh, with the pupil wearing it at the end of the day being given a beating. Towards the beginning of the 20th century this policy slowly began to change, partly owing to the efforts of Owen Morgan Edwards when he became chief inspector of schools for Wales in 1907.

The Aberystwyth Welsh School (Ysgol Gymraeg Aberystwyth) was founded in 1939 by Sir Ifan ap Owen Edwards, the son of O.M. Edwards as the first Welsh Primary School. The headteacher was Norah Isaac. Ysgol Gymraeg is still a very successful school and now there are Welsh language primary schools all over the country. Ysgol Glan Clwyd was established in Rhyl in 1955 as the first Welsh language school to teach to a secondary level.

Welsh is now widely used in education. All Welsh universities teach some courses in Welsh (most notably the University of Wales, Bangor and the University of Wales, Aberystwyth) but are primarily English language. Under the National Curriculum, schoolchildren in Wales must study Welsh up to the age of 16. Over a quarter of children in Wales attend schools which teach predominantly through the medium of Welsh. . The remainder study Welsh as a second language in English-medium schools. Specialist teachers of Welsh called Athrawon Bro support the teaching of Welsh in the National Curriculum.

Welsh in information technology
Welsh has a substantial presence on the Internet, ranging from formal lists of terminology in a variety of fields to Welsh language interfaces for parts of Microsoft Windows XP, a variety of Linux distributions, and some online services to blogs kept in Welsh.

Welsh in warfare
Secure communications are often difficult to achieve in wartime. Cryptography can be used to protect messages, but codes can be broken. Therefore, little-known languages are sometimes encoded, so that even if the code is broken, the message is still in a language few people know. For example, Navajo code talkers were used by the United States military during World War II. Similarly, the Royal Welch Fusiliers, a Welsh regiment serving in Bosnia, used Welsh for emergency communications that needed to be secure.

During the 1982 Falklands War between Argentina and the United Kingdom, there were stories of British soldiers speaking Welsh with captured Argentinian soldiers who were descendants of Welsh immigrants to the Chubut Valley in Patagonia.

Welsh in popular culture
In the summer of 2006, Glyn Wise and Imogen Thomas entered the Big Brother house. These were two fluent Welsh speakers and regularly spoke to each other through the Welsh language. This increased the awareness of the Welsh language dramatically in young people.

About the language

 * History and status of the Welsh language
 * Gwybodiadur: a Welsh informationary
 * The Story of Welsh: programme details for series from BBC Wales
 * The University of Wales Centre for Advanced Welsh and Celtic Studies
 * The Blue Books of 1847 — National Library of Wales Digital Mirror.
 * A Taste of Welsh Verse
 * Welsh Language Act website
 * Gwefan Deddf Iaith Newydd
 * Welsh Scrabble available (BBC News link)
 * Welsh Scrabble available (BBC News link)

Dictionaries

 * Welsh–English & English-Welsh Dictionary from the University of Wales, Lampeter
 * Geiriadur Prifysgol Cymru: University of Wales Dictionary of the Welsh Language, a historical dictionary of Welsh (with a second edition in progress, including an embryonic on-line version)

Learning the language

 * BBC Learn Welsh
 * A Welsh Course by Mark Nodine
 * Clwb malu cachu, a website for Welsh learners
 * Learn Welsh with S4C
 * E-Wlpan, Swansea University
 * University of Wales, Bangor - a list of Welsh class venues throughout North West Wales

title: User:Kijog/sandbox2


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

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title: User talk:1568


text:
User talk:71.235.80.128

Please do not add inappropriate external links to Wikibooks. Wikibooks is intended to be read without the need for external reference and requires content rather than external links particularly those which are for advertising or promotion. Inappropriate links may include (but are not limited to) links to personal web sites, links to web sites with which you are affiliated, and links that exist to attract visitors to a web site or promote a product. If you feel the link should be added to the article, then please discuss it on the article's talk page rather than re-adding it. See the welcome page to learn more about Wikibooks. Thank you. -- Herby talk thyme 19:58, 27 January 2007 (UTC)

title: User talk:71.235.80.128


text:
ERP Internals/Data Tables/Opportunity

This table contains one record for each possible sale.

Used by: CRM

Key: Opportunity Number

Fields:
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 * Currency
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title: ERP Internals/Data Tables/Opportunity


text:
ERP Internals/Data Tables/HR Review

This table contains one record for every review the employee has had.

Used by: Human Resources

Key: Employee Number, Review Date

Fields:
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title: ERP Internals/Data Tables/HR Review


text:
ERP Internals/Data Tables/Sales Compensation

This data consists of the following two tables:
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text:
ERP Internals/Data Tables/Sales Compensation/Sales Contract

This table contains one record for every sales compensation contract.

Used by: Order Entry/Invoicing

Key: Sales Contract Number

Fields:
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text:
ERP Internals/Data Tables/Sales Compensation/Contract Link

This table contains one record for each contract that applies to each sales representative.

Used by: Order Entry/Invoicing

Key: Sales Representative Number, Sales Contract Number

Fields:
 * Sales Representative Number
 * Sales Contract Number


text:
ERP Internals/Glossary/Human Resources

The department that handles all aspects of employees except paying them. Typically, an enterprise has to have at least 100 employees before they need a full-time HR person.

title: ERP Internals/Glossary/Human Resources


text: File:ITunes 7 diagram.png

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text:
User:Stereotype441

My name is Paul Ulysses Berry.

My main internet presence is here: http://www.eigenfunction.com/~pberry/

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text:
Talk:ILife/iTunes/The iPod

Identification
I'm making an SVG flowchart for iPod ID-ing. It should replace the complicated text and fair use image. It could be a couple weeks, though...--HereToHelp (talk) 22:22, 27 January 2007 (UTC)

title: Talk:ILife/iTunes/The iPod


text:
Hebrew/Good and Bad

"Good & Bad" -- Basic Adjectives

-- good tov -- bad (inferior) gar-u-a -- evil, also bad rah -- warm cham -- cold kar

check?

-- delicious  -- happy  -- happy  -- sad  -- sad  -- sad  -- painful  -- painful

-- ok besedar

title: Hebrew/Good and Bad


text:
Welsh/Vocabulary

Below are some useful lists of vocabulary for reference:

 * Place Names, Nationalities and Languages
 * Business and the Economy
 * Politics
 * The Environment
 * Science
 * Art
 * Law
 * Health and Medical Terms
 * Linguistic Terms
 * Sport
 * Dates and Time
 * Food and Drink
 * History
 * Transport

I Lliwiau ● Colours
A number of the above basic colour names can also be combined to describe other colours, for example: glasgoch = purple (lit. bluered), melyngoch = orange (lit. yellowred), gwyrddlas = turquoise (lit. greenblue)

Y Proffesiynau ● Professions
Note: These are the singular masculine forms of the professions. See the Nouns article in order to find out about plural and feminine forms of these professions.

Nouns marked with a * are irregular, and all forms are shown here:
 * (TEMPORARY LOCATION, WILL BE MOVED TO NOUNS WHEN TABLE IS COMPLETE)

title: Welsh/Vocabulary


text:
User:Runnerupnj~enwikibooks

My name is Rob. I am a 23 year old male, raised in New Jersey and living in Philadelphia, PA. For any other information, please see my user page at Wikipedia.

Wikibooks sub-pages:
 * Sandbox
 * Test page for XML module template
 * Wikibooks layout styles (in development)

''During development stages, my subpages use my own template for design guidelines and ideas within Wikibooks. The template is located here, and can be inserted using the following markup:

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ERP Internals/Data Tables/General Ledger Reports

This table contains one record for every General Ledger Financial Report.

Used by: General Ledger

Key: Report Number

Fields:
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Format describes the columns on the report. For example "ABD" indicates the first column is the actual dollars, the second column is the budget and the third column is the difference.
 * A - Actual
 * B - Budget
 * D - Difference
 * S - Statistical
 * $ - Dollars
 * % - Percentage


text:
ERP Internals/Data Tables/HR Benefits

This data consists of the following two tables:

 * Benefit
 * Benefit Link

title: ERP Internals/Data Tables/HR Benefits


text:
ERP Internals/Data Tables/HR Benefits/Benefit

This table contains one record for every available benefit.

Used by: Human Resources, Payroll

Key: Benefit Number

Fields:
 * Benefit Number (a unique identifier assigned by the user)
 * Description
 * Carrier
 * Single Amount
 * Family Amount


text:
ERP Internals/Data Tables/HR Benefits/Benefit Link

This table contains one record for every benefit every employee has.

Used by: Human Resources, Payroll

Key: Benefit Number, Employee Number

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Hebrew/Basic/1

 Basic Lesson 1 —

Welcome to the first basic lesson of Hebrew! In this lesson we're going to learn some basic greetings and basic grammatical features of Hebrew. First read the following dialogue and do the exercise related to it.

Dialogue
Two strangers, Sarah and David, meet each other in one of the many cafés of Tel Aviv. The following conversation takes place:

Greetings
Words marked with ° have their accent falling on their penultimate syllable, as in bóqer. In all other cases, the accent will fall on the last syllable.

Asking for Names
and both mean “what's your name?” (lit. “how [do] they-call to-you?”). One is directed to a male and one to a female. Therefore, when asking a male for his name, say the former, and when asking female for her name, use the latter.

You may respond by saying your name, or, if you want to introduce yourself, saying (lit. “they-call to-me...”). It doesn't matter if you are a male or a female here.

Examples
 * Someone (to Boy):
 * Someone (to Girl):
 * Someone:

How are You?
Just like asking for names, and  (lit. “what [is] your-peace?”) alter whether asking a male or a female. As before, the former is used when asking males, and the latter females.

(lit. “what [was] heard?”) means the same, but it is slightly less formal. It does not declend in gender.

Examples
 * Someone (to Boy):
 * Someone (to Girl):
 * Someone (to Someone):

Grammar: Genders
Hebrew has two grammatical genders: masculine and feminine. Each noun has an inherit gender, and that affects the adjectives that describe it and the verbs it does.

Unfortunately, Hebrew's choice of genders may defy common sense, as ancient languages sometimes do, and the gender of a noun usually can't be learned by just looking at the word. However, a good rule of thumb is that words ending in or  are mostly feminine, and words ending in other letters are mostly masculine.

The genders are marked by m and f for nouns.

Vocabulary
Transliterate and translate the following Hebrew expressions to English.

Translate the dialogue from the beginning of this lesson.

Summary
In this lesson, you have learned: Practice what you've learned in the exercises.
 * How to greet people.
 * How to say and ask for names.
 * How to ask and say how you are.
 * Genders.

Next lesson: Basic 2 >>>

title: Hebrew/Basic/1


text:
Hebrew/Names

Here are some common names, mostly for use in exercises:

-- Sarah -- Jacob Yakov -- Moses Moshe -- Rachel Rakhael -- David Da-vid (not Day-vid) -- --  --

title: Hebrew/Names


text:
ERP Internals/Data Tables/HR Deductions

This data consists of the following two tables:

 * Deduction
 * Deduction Link

title: ERP Internals/Data Tables/HR Deductions


text:
Cookbook:Black Bean Soup with Tomato-Tomatillo Salsa

| American cuisine | Mexican cuisine | Vegetarian Cuisine | Beans | Soups

Soup

 * 1 pound dried black beans
 * 2 tablespoons vegetable oil
 * 2 large onions, finely diced
 * 4–6 cloves garlic, minced
 * 6 cups cold water
 * 1 cup peeled, seeded, and chopped tomato (fresh or canned)
 * 1 small sprig fresh or dried epazote (optional)
 * 1 tablespoon finely-chopped canned chipotle chile (or ¼ teaspoon cayenne pepper or to taste)
 * 1 teaspoon ground cumin seed
 * 1 teaspoon ground coriander
 * 2 teaspoons salt

Salsa

 * 1 large tomato, finely diced
 * 3 medium tomatillos, husks removed and finely diced
 * 1 small red onion, very finely diced
 * 1 serrano or jalapeño chile, very finely diced
 * ¼ cup roughly-chopped fresh cilantro leaves
 * Salt, to taste
 * Crème fraîche or sour cream, for garnish

Soup

 * 1) Pick over the beans to remove any debris. Soak if desired and drain.
 * 2) In a deep, heavy-based pot, heat oil over medium heat.
 * 3) Add onions and cook until translucent, about 5 minutes.
 * 4) Add beans, garlic and water.
 * 5) Bring to a boil, skimming any foam that rises to the surface.
 * 6) Reduce to a simmer and when the beans are soft, after about 1 hour, add tomato, epazote, chipotle chile, cumin, coriander and salt.
 * 7) Cook until the beans start to break down and broth begins to thicken.
 * 8) Taste for seasoning; add salt and pepper if needed.

Salsa

 * 1) In a small bowl, combine tomato, tomatillo, onion, jalapeño and cilantro.
 * 2) Taste for seasoning and add salt as needed.

Serving

 * 1) Ladle soup into individual serving bowls.
 * 2) Garnish each with a spoonful of crème fraîche and salsa.

Notes, tips, and variations

 * If you're serving this soup immediately, you can thicken it by pureeing a cup or two of the beans in a blender or food processor and then recombining them with the rest of the soup. If refrigerated overnight, the soup will thicken on its own.
 * The salsa will taste best if assembled no more than an hour before serving.
 * Epazote is an herb that looks like a weed and is regularly used in Mexican cooking. If you can't find it, use an equal amount of cilantro.
 * Tomatillos look like rock hard tomatoes with papery skin. Look for them canned in the Hispanic section of your market, if you can't find fresh. They will be perfectly acceptable.
 * Crème fraîche is similar to sour cream, but richer. Look for it in the fancy cheese section.


text:
ERP Internals/Data Tables/HR Deductions/Deduction

This table contains one record for every available regular deduction.

Used by: Human Resources, Payroll

Key: Deduction Number

Fields:
 * Deduction Number (a unique identifier assigned by the user)
 * Description
 * Employee Amount
 * Employee Percentage
 * Employer Amount
 * Employer Percentage
 * Maximum


text:
ERP Internals/Data Tables/HR Deductions/Deduction Link

This table contains one record for every deduction every employee has.

Used by: Human Resources, Payroll

Key: Deduction Number, Employee Number

Fields:
 * Deduction Number
 * Employee Number
 * YTD Accumulation


text:
Talk:Guitar/Different Types of Guitars

I added to the page entitled "Different Types of of Guitars", because someone mislabeled something and now we have wound up with two different ones. This is the original, but someone changed the link and added an "of" on accident I believe, but I changed it back to this one. I think the other one can be deleted now. Meemo 00:42, 28 January 2007 (UTC)

shouldn't you add the oriental guitar?

does anybody know if it's better to string a hollow body guitar with electric or acoustic strings?????

You think someone ought to add more pictures?
Just a suggestion.

I don't think I have the knowlege to do it myself, so anyone that does...?

how come ukulele is not included.make pratise all day too be perfect on guitar

ikrr! that's what i was thinking! Arceus varcet (discuss • contribs) 02:52, 23 June 2021 (UTC)

Suggestion to use only three of the current six images
Three of the images use a white background. The other three vary in background. It might be an idea to just use the three images with the white background for formatting reasons. It will give a unified look to the page if the images have the same background.

I'll remove the three and see how it looks. Might need all six.

Sluffs (discuss • contribs) 12:25, 17 August 2013 (UTC)

Placeholder for removed material
This is some material that I removed. They were isolated sentences. They are relevant and should be expanded upon to illustrate how the acoustic guitar produces sound.

Removed material

The body of an acoustic is a hollow resonating chamber. Acoustic guitars with a big body have a deep tone while guitars with a small body sound brighter. Acoustic guitars sometimes have cutaways, where the neck joins the body, allowing easier access to the higher frets.

END

Sluffs (discuss • contribs) 18:05, 8 July 2014 (UTC)

John Dopyera Exhibition at Erie Art Museum
The details for the date of the patent for the tricone resophonic guitar were found here:

http://erieartmuseum.org/exhibits/virtual/dobro/history.html

Non-profit site and very informative.

Sluffs (discuss • contribs) 20:40, 9 July 2014 (UTC)

title: Talk:Guitar/Different Types of Guitars


text:
Cookbook:Mushroom Soup

| American cuisine | Vegetarian Cuisine | Soups

This recipe is originally by Chef Taylor Piercefield.

Ingredients

 * ½ pound (2 sticks) butter, divided
 * 1 cup flour, divided
 * 12 cups beef stock
 * 6 tablespoons extra-virgin olive oil
 * 4 cups sliced portobello mushrooms
 * 4 cups sliced shiitakes
 * 4 cups button mushrooms, sliced if large
 * ½ cup sherry

Procedure

 * 1) In a large pot over medium heat, melt one stick of the butter.
 * 2) Add ½ cup of the flour, stirring constantly, to form a roux.
 * 3) Cook, continuing to stir constantly, until roux takes on a pale blond color, about 5 minutes.
 * 4) Slowly stir in the beef stock.
 * 5) Bring to a boil, stirring frequently.
 * 6) Reduce heat to a simmer.
 * 7) In a large saucepan over medium-high heat, melt the remaining stick of butter with the olive oil.
 * 8) Add the portobellos, shiitakes, and button mushrooms and sauté until mushrooms are moist and tender, 5–10 minutes.
 * 9) Remove pan from heat and dust mushrooms with the remaining ½ cup of flour, tossing gently to incorporate flour.
 * 10) Combine mushrooms and beef stock in the large pot.
 * 11) Stir in the sherry.
 * 12) Cook, stirring occasionally, until flavors are melded and soup thickened slightly, about 10 minutes.
 * 13) Serve hot.

sr:Кувар:Чорба од печурака

title: Cookbook:Mushroom Soup


text: User:Runnerupnj~enwikibooks/layouts

title: User:Runnerupnj~enwikibooks/layouts


text:
Cookbook:Quick Oat Bread

| American cuisine | Vegetarian Cuisine | Bread

Procedure

 * 1) Preheat oven to 375°F.
 * 2) Butter a 9x5-inch loaf pan; set aside.
 * 3) In a large mixing bowl, combine white whole wheat flour, all-purpose flour, baking powder, salt and baking soda; set aside.
 * 4) In a medium bowl, combine oats, yogurt, egg, oil and honey, then stir in milk until combined.
 * 5) Pour oat mixture over flour mixture and gently stir until just combined and flour is no longer visible.
 * 6) Scrape batter into prepared pan and smooth the top.
 * 7) Bake 40–50 minutes, until a wood pick tests clean.
 * 8) During the last few minutes of baking, tent with foil to prevent over-browning if needed.
 * 9) Let bread stand in the pan 15 minutes, then turn out onto a cooling rack to cool.
 * 10) Serve slightly warm.

Notes, tips, and variations

 * One manufacturer of white whole wheat flour is King Arthur brand.
 * To avoid compacting the flour while measuring it, spoon the flour into the measuring cup instead of digging it down into the flour. Then run a flat knife over the top edge of the cup to scrape off the excess.

title: Cookbook:Quick Oat Bread


text:
Cookbook:Bacon-Wrapped Scallops

| American cuisine

Ingredients

 * 1 quart (1 liter) vegetable oil for frying
 * 1 cup teriyaki glaze
 * ½ cup soy sauce
 * 2 tablespoons sugar
 * ½ pound (225 g) bacon
 * 1 pound (20–30 ea. / 450 g) of scallops

Procedure

 * 1) Heat oil in a deep-fryer or other pot to 350 °F (180 °C), making sure that the pot is large enough that the oil doesn't fill it more than halfway.
 * 2) Combine teriyaki glaze, soy sauce and sugar in a medium bowl. Set aside.
 * 3) Cut bacon strips in half lengthwise.
 * 4) Wrap each scallop with one of these half strips of bacon, and secure by skewering with a wooden toothpick.
 * 5) Working in batches so as not to crowd the fryer, fry the scallops until golden brown, about 4 minutes.
 * 6) Remove from oil, drain briefly and toss in the soy-teriyaki sauce.
 * 7) Serve immediately.

Notes, tips, and variations

 * Do not eat the toothpick!

title: Cookbook:Bacon-Wrapped Scallops


text:
User:Odhiambo

I welcome you to my user page. Learn and write with us. Odhiambo 02:44, 28 January 2007 (UTC)

title: User:Odhiambo


text:
Cookbook:Pigeon Pea

| Legume

Pigeon peas, also arhar, red gram, toor, tuvar, are small legumes used widely in South Asian cuisines, as well as East Africa and Central America.

Toor dal, also tuvar dal, arhar dal, tuvara parrappu, are the split and often skinless pigeon peas used for cooking dals across South Asia. It is the most widely used dal in India.

Recipes using toor dal:
 * Methi Tadka Dal
 * Khatti Dal
 * Khichdi
 * Rasam
 * Sambar

title: Cookbook:Pigeon Pea


text:
Hebrew/Basic/2

 Basic Lesson 2 —

Welcome to the second basic lesson of Hebrew! In this lesson we're going to learn age-related basic phrases, the definite article and important vocabulary — the numbers and the personal pronouns.

Dialogue
The next day David and Sarah meet again in the same café. This time they talk about each other's ages. Words that aren't dotted with vowels are vocabulary you are supposed to know, read and translate once you see it even without vowels. If you don't, go to the previous lesson and study the “vocabulary” section.

The Numbers
The first thing we are going to learn is the numbers in Hebrew. Numbers in Hebrew is a complicated subject and therefore this is only an introduction.

When on their own, the numbers are in the feminine form. Examples of isolated numbers in English are “sample no. 3”, “5:00 p.m.”, “10 Downing St”.

Notes
 * In 25 there is an additional Vav . You will learn about that in the coming lessons.
 * The numbers 20, 30, 40... as well as hundreds 100, 200, 300... do not declend in gender.

Asking for Age
and both mean “how old are you?” (lit. “son/daughter-of how-much are-you?”). Again, this changes with the addressee's sex, being male or female.

You may answer by saying (lit. “I-am son/daughter-of...”), but in this case, it also changes with the gender of the speaker:  (I'm son of...) is used by males, whereas  (I'm daughter of...) is used by females.

Examples
 * Someone (to Boy):
 * Someone (to Girl):
 * Boy:
 * Girl:

This is followed by your age in the feminine form. You can also replace the, or  with names or other personal pronouns which you will learn next.

Personal Pronouns
Hebrew lacks the personal pronoun “it” and has no masculine/feminine counterparts for the 1st person.

Notes
 * The Aleph is silent (pronounced hu and hi, respectively).
 * The plural feminine pronouns ( and ) are quickly falling out of use, particularly by young people, replaced by the masculine pronouns. When talking to/about a mixed group of people from both genders use and.

Grammar: Definite Article
Hebrew lacks the indefinite articles “a” and “an”, so if a word doesn't have a definite article it simply means it's indefinite. The definite article, on the other hand, does exist in Hebrew, and it is a one-letter prefix, that can be added to the beginning of any noun or adjective and represents definiteness.

The definite article is He with pataħ.

Examples
 * A number

 * The number

Under some circumstances, the vowel immediately following the He changes. However, Israelis ignore these rules and always pronounce the He with pataħ, and you are expected to do the same.

When you see the definite He with a different vowel, such as, pronounce it always as if it were a.

Vocabulary
Transliterate and translate the following Hebrew expressions to English.

Translate the dialogue from the beginning of this lesson.

Summary
In this lesson, you have learned: Practice what you've learned in the exercises.
 * The standalone numbers 1-100.
 * How to say and ask for age.
 * The personal pronouns.
 * The Definite article.

Next lesson: Basic 3 >>>

title: Hebrew/Basic/2


text:
Wings 3D/User Manual/User Interface/The Geometry Window

The Geometry Window

 * The main window in Wings 3D is the Geometry Window. This is where your work is displayed and worked on.  You can change the size and position of any window in Wings in several ways.  Wings allows you to customize all your windows, you can even tell Wings what colours it should use for the title bar, background, etc.

 * To customize the size of the Geometry Window you can Grab (Left Mouse Button (LMB) hold and drag) the square with the diagonal through it found in the bottom right hand corner of the Geometry Window. This allows you to change the window size, but to move the Geometry Window you have to Grab the window's title bar.

Geometry Title Bar Resize Options

 * Along the very top is the title bar which is labeled with the window's name Geometry. If you place the mouse cursor over the Geometry Window Title Bar then press and hold down the LMB you can drag the window to a new position and drop it by releasing the mouse button.

 * Wings allows you to Fit the Geometry Window into a space horizontally or vertically by placing the mouse over its title bar and clicking the Right Mouse Button (RMB). This brings up a menu with the following options:  Fit, Size, Hide/Show Toolbar.

 * Clicking Fit brings up a sub-menu asking whether to fit the window to Both (horizontal and vertical), Horizontal or Vertical.

 * Clicking Size allows you to specify the exact pixel width and height of the Geometry Window.

 * Clicking Hide Toolbar make the view area a little larger by hiding the Toolbar. When the Toolbar is hidden this menu will say Show Toolbar.

''Note that a Middle Mouse Button click on the title bar of the Geometry Window resizes the window both horizontally and vertically to fit a given space. This works for all the windows in Wings.''

 * All of the other windows in Wings 3D can be resized and positioned in the same way as the Geometry Window.  If you want more than one view port you can resize the Geometry Window then select Window|New Geometry Window.  The new window will be called Geometry #2.  You can add as many windows as you like and position them how you want.  The other windows and their functions will be discussed later on.


text:
Hebrew/Questions

Interogative
-- who mee  Hebrew/Aleph-Bet5 -- what Hebrew/Aleph-Bet3, Hebrew/Aleph-Bet4

Pronoun
zot (f.s.) Elay (m. or s. plural)

Sentences
To ask how much an item costs, say:

A common shorthand is: ?כּמה זה Kamah zeh? = How much is this?

If you are pointing at a specific item, say a radio, you might say: ?כּמה הרדיוֹ Kamah haradio (ha-RAH-dee-yo)? = How much is the radio?

-- Who is she?

title: Hebrew/Questions


text:
General Astronomy/Solar Activity

Sunspots are caused by magnetic disturbances that erupt through the visible surface of the Sun (photosphere). Deep inside the Sun many free moving subatomic particles produce very strong and complicated magnetic fields. When strong magnetic field lines erupt through the photosphere, they slightly impede the flow of energy from deeper layers outward to the surface, thus causing the area of the sunspot to be slightly cooler than the rest of the Sun, and hence darker.

Sunspots typically have a dark inner zone called an umbra, surrounded by a lighter outer zone called a penumbra. Many are as large as the Earth, and some have been known to be as large as Jupiter. Larger sunspots are usually groups of spots rather than just one. Often, adjacent sunspots have been shown to be of opposite magnetic polarity, with magnetic field lines flowing from one to the other, much like a bar magnet.

The solar activity cycle corresponds to the sunspot cycle, and is on the average about 11 years. That is, the numbers of sunspots, along with other less obvious activity on the Sun, waxes and wanes about every 11 years. In addition, the magnetic polarity scheme of sunspots reverses once every cycle, so we can also say that there is a 22-year cycle in solar activity.

title: General Astronomy/Solar Activity


text:
General Astronomy/New Ideas About Motion

The principle behind rockets was discovered in 100 BC. An early rocket was the aeolipile, a steam-powered device.


text:
Template:360 Assembly Page

 360 Assembly Page

title: Template:360 Assembly Page


text:
360 Assembly

This book is about assembly language programming for the Fujitsu BS2000 Mainframe and the IBM 360, 370, ESA/390, 93xx and z/System family of mainframe computers. The same assembly language was also used on the Univac 90/60, 90/70, and 90/80 mainframes. The machines generally provided upward compatibility for user programs (a program such as a payroll program written for MVS on a 24-bit 360 in the 1960 or early 1970s, will run unmodified on 31-bit VS/1 in the 1980s. While a later program (say an accounts payable application) written for 31-bit VS/1 in the 1980s wouldn't run on a 360 if it used 31-bit operations, both programs will run unmodified under z/OS on a 64-bit z/System in 2015.)

The term "360" will be used to refer to an instruction which works on all of these models, while the other designations - System/370, S/370, 370; ESA/390, 390; z/System, Z - will be used to refer to features available only in later models of this processor type. This book will attempt to teach how to program in 360 assembly, the history of the processor family, and the basic architecture of 360 and later processor systems.

Table of Contents

 * /Introduction/
 * /Basic FAQ/

360 Basics

 * /360 Family/
 * /360 Architecture/

360 Instruction Set

 * /360 Instructions/
 * /Branch Instructions/
 * Data Transfer Instructions
 * Control Flow Instructions
 * Arithmetic Instructions
 * Logic Instructions
 * Shift and Rotate Instructions
 * /Other Instructions/
 * /Pseudo Instructions/

Syntax and Assemblers

 * /360 Assemblers/

Instruction Extensions

 * /Floating Point/
 * /High-Level Languages/

Wikimedia Sources

 * C Programming
 * C++ Programming
 * Operating System Design
 * Embedded Systems
 * Floating Point

title: 360 Assembly


text:
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title: User:Alex43223/monobook.js


text:
360 Assembly/Introduction

Why Learn Assembly?
Assembly is the most primitive tool in the programmers toolbox. Entire software projects can be written without ever once looking at a single line of assembly code. So the question arises: why learn assembly? Assembly language is the closest form of communication that humans can engage in with a computer. Using assembly, the programmer can precisely track the flow of data and execution in a program. Also, another benefit to learning assembly, is that once a program has been compiled, it is difficult—if not impossible—to decompile the code. That means that if you want to examine a program that is already compiled, you will need to examine it in assembly language. Debuggers also will frequently only show the program code in assembly language. If nothing else, it can be beneficial to learn to read assembly language, if not write it.

On mainframe computers it is usual that most programs are written in Cobol, Fortran or other high level languages. There are a small number of reasons for learning a mainframe assembly language.
 * Work on compilers for high-level languages
 * Work on operating system exits
 * Maintenance of existing assembly language applications
 * Work on security applications
 * Updating screen maps for CICS or other applications which were written as Assembler macros.

Who is This Book For?
This book will serve as an introduction to mainframe assembly language, but it will also serve as a good resource for people who already know the topic, but need some more information on 360 system architecture, and advanced uses of 360 assembly language. All readers are encouraged to read (and contribute to) this book, although a prior knowledge of programming fundamentals would be a definite benefit.

title: 360 Assembly/Introduction


text:
360 Assembly/360 Family

There are a number of different computers that used the 360 machine architecture. These include In software emulation there are some proprietary applications and three open source ones:
 * IBM 360 series, the Univac 90/60 and 90/70 series, the RCA Spectra 70 series, the English Electric System 4 series, the Siemens 7.7xx, 7.5xx and H60/H90/H120 series.
 * The IBM 370 and Fujitsu B2000 are, and Univac 90/80 were an enhanced version of the 360 series.
 * Smaller versions of the IBM 370 were also released as the 43xx series.
 * Larger versions of the 370 were released as the 30xx series.
 * An intermediate upgrade to the 370 was released as ESA/390.
 * The z/System is similar to the 370/390 series except that the z/System is a 64-bit machine while the IBM 370 and predecessors are 32-bit machines.
 * The Z390 portable assembler provides an Assembler-H (high level) equivalent assembler, Cobol compiler, linkage editor and execution environment for programs written in assembler or Cobol
 * The Hercules system provides an emulation of either System 370 or z/System hardware satisfactorily enough to run IBM-based operating systems and user programs running within those systems.
 * QEMU is an open source emulator for many platforms, including z/Architecture (which it calls s390x). It only supports running Linux as a guest operating system.

The 360 architecture is a big endian machine (as opposed to the typical Intel or AMD x86 processor, which is little endian), in that values are stored high to low. For example, the 16-bit value 256 would be stored (in hex) as 0100 on a 360-series machine, but be stored as 0001 on an Intel Pentium. The number 1, on the other hand, if rendered as a 16-bit number, would be stored (in hex) as 0001 on a 360, and 0100 on a Pentium. Also, the standard character set on the 360/370/Z-System is EBCDIC, while the Pentium/X86/X64 uses ASCII (and Unicode, a superset of ASCII). This can cause a number of headaches in conversion of binary data files - or even text files - from one machine to another.

The bit order for bytes, half words, words, double words, and quad words, proceeds from left to right, with bit 0 being the most significant bit, and bit 7 in byte, bit 15 in a halfword, it 31 in  a word, or bit 63 in a doubleword, is the least significant byte. Here is the correlation of bits, bytes, halfworrds. words and doublewords:

title: 360 Assembly/360 Family


text:
360 Assembly/360 Architecture

The 360 architecture is a 32-bit machine (64-bit for z/System), in which the standard word size is 32 bits (64 for z/System). When using 32-bit instructions, depending on the addressing mode, many instructions do not use all 32 bits, but may only use the lower 24 or 31 bits of the address, register, or memory. The 360 supports up to 16 mebibytes (2^24 or 16*1024^3) of memory and 24-bit addressing. The 370 and 390 support up to 2 gibibytes (2^31) of memory and 31-bit addressing. The z/System supports up to 16 exbibytes (2^64) of memory and 64-bit addressing.

Features
The 360 architecture has:-
 * 16 general purpose 32-bit registers (64-bit on the z/System) numbered 0 to 15 (usually Equated to the labels "R0" through "R15")
 * 16 32-bit access registers numbered 0 to 15 if access mode is enabled (bits 16 and 17 of the PSW are set to X'01'); (Access registers are not available on the 360)
 * 16 privileged 32-bit control registers, 0 to 15, used to control various operations of the computer (not available on the 360)
 * 4 floating point 64-bit registers numbered 0, 2, 4 and 6, while the 370, 390, and z/System have a full 15 floating-point registers, and
 * a 64-bit (128 bit on z/System) Program Status Word (PSW). The Program Status Word is comprised of the privileged bit, the program counter, and the memory protection key, among other flag bits.

Privileged and Problem States
The privileged bit (15) of the PSW indicates the state of the program that is currently executing. There are two states, problem (0) and supervisor (1). A program is said to be in "supervisor state" if the privileged bit is set, and "problem state" if it is clear.
 * Problem state is where all user software operates. Problem state applications ("problem programs") have restrictions including memory read and write restrictions, and cannot directly issue I/O instructions.
 * Supervisor state is reserved for the operating system and any of its components. Some operating systems have the capacity for a program to be marked as "authorized," in which case the program can run in supervisor state.

Memory Protection
The memory protection key (bits 8-11) is 4 bits and determines which memory areas a particular program has access to. Pages of the computer's memory are marked with certain protection keys, and only a program running with the same key (or key of zero) may write to a particular section of memory. Some versions of the hardware have read protection as well.

Virtual Memory
The 370 and above support "Dynamic Address Translation" in which a program can be loaded into a virtual address and the virtual address is translated automatically into a real address directly by the hardware. Multiple programs can be mapped into more virtual memory than the machine actually possesses, allowing more programs than can actually fit in memory to run simultaneously, or to allow programs larger than the actual amount of memory available to be run. The operating system can write pages to and read from disk space to store programs when not executing, or when not using all of their memory.

Exceptions
As programs do not always work correctly, or may require certain actions to be performed on their behalf by the operating system, the 360 series support various exceptions to indicate an event has occurred. Some exceptions indicate errors, possible attempts to violate security, ordinary system requests, or machine damage. Some of the more common of the many exceptions available are as follows:
 * Addressing - Reference to non-existent memory. While this is often a programming error, if a program accesses virtual memory that is not swapped in, this exception would legitimately occur, and in this case is not an error condition.
 * Clock - The time-of-day clock has signalled another second has occurred. This is not an error condition.
 * Data - Invalid decimal data values in packed arithmetic, out-of-range values in certain arithmetic or trap instructions,
 * Decimal Divide - Division by 0 with decimal arithmetic instructions.
 * Decimal Overflow - Digits are lost when a result is too large for the area supplied.
 * External Interrupt - A device attached to the computer has signalled an interrupt. This is not an error condition.
 * Execute - An attempt is made to use an EXECUTE instruction (EX) on an instruction with the EXECUTE opcode.
 * Fixed-Point Divide - Division by 0 with binary arithmetic instructions.
 * Fixed-Point Overflow - Result exceeds the maximum value permissible
 * Floating-Point Divide - Division by 0 with F.P. arithmetic instructions
 * Floating-Point Significance - Fraction becomes zero
 * Floating-Point Square Root - Value less than zero
 * I/O Interrupt - An input or output device (printer, keyboard, Ethernet) has signalled that it has finished processing data or commands sent to it or has input available
 * Machine Check - Some part of the hardware has had a failure.
 * Monitor - Flagged value in MONITOR CALL instruction is used.
 * Operand - Certain values given to I/O instructions is incorrect.
 * Operation - Attempt to execute an invalid operation code.
 * Page Translation - The memory page to be referenced has its address table marked as invalid (this would not necessarily be an error, it might mean the operating system has swapped that page out and it needs to be restored)
 * Primary Authority - Incorrect or invalid values given to the PROGRAM TRANSFER (PT) instruction.
 * Privileged Operation - A problem program attempts to execute a privileged instruction.
 * Protection - Accessing invalid, non-existent or unauthorized memory.
 * Specification - Attempt to execute (or transfer control to) an instruction at an odd address; use an incorrect floating-point register in some F.P. arithmetic instructions; using a memory address in an instruction that is not on the correct address boundary (half word, word, double word) for that instruction.
 * Supervisor Call - The program has issued a SUPERVISOR CALL (SVC) instruction. This is not an error condition.
 * Timer Interrupt - The interrupt timer has signalled a time limit has occurred. This is not an error condition.
 * Translation - Invalid code given to the PROGRAM CALL (PC) instruction.

Register Conventions
Certain registers on the 360 are "reserved" either by hardware requirements, or by convention (operating system usage or common practice). Note these are mere conventions or general practice, as technically no general register is reserved to any specific use at all.

Register 0 is generally used in a number of instructions as a placeholder to indicate a lack of action. Many instructions treat use of register 0 as having a presumed value of zero or equivalent to address X'00000000' in memory (X'0000000000000000' on 64-bit models). Depending on the operating system and whether address 0 is real address 0 or a virtual address, this area may be protected against reading, writing, or both (unless the current task is operating in supervisor state or storage key 0).

Register 1 is, by convention, used to point to the list of arguments (32 bit addresses) passed to a called subroutine, and for passing arguments for operating system calls (SVC's). It is also used by the Translate and Test instruction TRT specifically.

Register 2 may be used by some operating systems, or by certain instructions for additional parameters or return values, but is usually available for general use.

Register 3 thru Register 12 are available for general use (except on Linux where registers numbered below 7 may be used for arguments to Supervisor Calls).

Register 13 is, by convention, used to point to a save area for storing the passed registers by a called subroutine. It is the logical equivalent of a "stack pointer" on processors that have a stack. Programs running as standalone applications that call no subroutines may use this register for any purpose, but this is not recommended without placing warnings in the source code that this is being done, as it is non-standard and may be missed by anyone who later performs maintenance on that application.

Register 14 is, by convention, used to provide the address for a called subroutine to return to the caller.

Register 15 is, by convention, used to provide the entry point address of a called subroutine and to provide the initial base register for the subroutine. The subroutine may continue to use register 15 as its base register if it is short (and doesn't itself call a lower level subroutine or issue a Supervisor Call that changes Register 15) or, more typically, it will save this register (and others) immediately in the provided save area of Register 13 and use a different register (or set of registers) for the base. Also, register 15 may be used by some operating systems to provide some arguments for (or return values from) SVC's. Its use for this purpose bears some similarity to the Program Counter register on some mini and microcomputers. Register 15, by convention, is also frequently used as a return value from called subroutines, often set to an index value (0,4,8,12 etc.), suitable for direct use in a branch table immediately after return.

When a program runs on the Linux operating system, supervisor calls are passed up to 6 values in registers 1 through 6, respectively. When a program runs on OS/VS1 or z/OS, Supervisor Calls are passed values in register 0, 1, or if more than 2, in a list pointed to by register 1.

Program Status Word
The Program Status Word (PSW) is a 64-bit (on the IBM 360, 370, ESA/390, Univac and Fujitsu) or 128 bit (on the IBM z/System) privileged register which contains information about the current state of the machine (bit 12 determines if it is a 64-bit or 128 bit register). Unlike the general registers, the PSW is not directly accessible either to read or write. Privileged programs can change the contents of the entire PSW through the privileged LPSW (on 360/370/390 series) or LPSWE (on z/System) instructions. Non-privileged programs may change some bits in the PSW through execution of comparison instructions, test instructions and the SVC instruction, or through certain arithmetic and comparison instructions, as well as via branch instructions. Sections of the PSW which have fixed values are shown in the table below in green.

Note that the IBM mainframe convention for bit numbering is the opposite to the commonly used convention. Bit 0 is the most significant bit; bit 64 (or 128 on 64-bit systems) is the least significant bit.

An explanation of the fields in the PSW is as follows.
 * (R) - Bit 1: Set (value 1) to allow Program Event Recording (PER) interrupts if certain PER event-mask bits are set in Control Register 9.
 * (T) - Bit 5: Set if Dynamic Address Translation (DAT) is enabled; this allows for virtualization of addresses; if clear, all addresses used in registers are real addresses.
 * (IO) - Bit 6: Set if Input/Outpit (IO) interrupts can occur, controlled by bits in Control Register 6.
 * (EX) - Bit 7: Set if external interrupts can occur.
 * (Key) - Bits 8-11: Contains the storage key for the current running task. This key is 0 for privileged tasks.  A task may only write to areas of memory which are marked with the same key unless its key is 0. Some models may allow or prohibit reading of memory marked with a different key (for a task not running with a key of 0) depending on what the operating system has chosen. Some operating systems allow (read-only) access to locations below X'1000' in order to allow user programs to read pointers to system tables. (This presumes the user program is not running at virtual address 0).
 * (Type) - Bit 12: Set for 64-bit PSW; clear if 128-bit PSW.
 * (M) - Bit 13: Set if a Machine Check interrupt is permitted to occur in the event of detection of damage. Subject to mask bits set in Control Register 14.
 * (W) - Bit 14: Set if the machine is in wait state, clear if the machine is running.
 * (P) - Bit 15: Set if the machine is in supervisor state, clear if the machine is in problem state.
 * (AS)- Bits 16 and 17: Used in combination with the T-bit to control how address translation is to be performed.
 * (CC)- Bits 18 and 19: Condition Code, used to indicate the results of an arithmetic, comparison, test, or logical instruction.
 * (Prog Mask) - Bits 20-23: Indicates if certain arithmetic exceptions are masked against causing an interrupt. These bits can be set or cleared through the SPM instruction. These masks are
 * Bit 20 - Integer overflow
 * Bit 21 - Decimal overflow
 * Bit 22 - Floating-point underflow
 * Bit 23 - Floating-point overflow
 * (RI) (128-bit PSW) - Bit 24: Reserved for IBM use.
 * (A) (64-bit PSW) - Bit 32: Set if 31-bit addressing is enabled; clear if 24-bit addressing is in use.
 * (Instruction Address) address of the current instruction being executed:
 * (64-bit PSW) - Bits 33-63: 24-bit address (or 31-bit if A-bit is set).
 * (128-bit PSW) - Bits 64-127: 64-bit address.
 * {EA} and (BA) - Bit 31 and 32 (128-bit PSW) : Controls Addressing Mode. If EA and BA are zero; 24-bit addressing is in effect. If EA is 0 and BA is 1, 31 bit addressing is in effect. If Both are 1, 64-bit addressing is in effect. If EA is 1 and BA is 0, a specification exception will be thrown.

title: 360 Assembly/360 Architecture


text:
Statics/Method of Joints

The method of joints is a way to find unknown forces in a truss structure. The principle behind this method is that all forces acting on a joint must add to zero. If there were a net force, the joint would move.

Question

Find the force in member BC of the truss pictured to the right.

Answer
Using the method of joints, the force could be found by isolating the joint at either end of the member (joint B or C). Neither joint can be solved without further analysis; however, joint B can be solved if the force in member $$ AB $$ and $$ BH $$ is found.

To find force $$ AB $$ analyze joint A. This joint has an external vertical force of 300N which must be countered by the members attached to the joint. Member $$ AE $$ cannot possibly support any vertical load, otherwise it would not be loaded axially and the entire structure would no longer be a truss. If $$ AE $$ has no load then member $$ AB $$ is in 300N of tension.

When joint H is analyzed it is found that the force in members $$ BH $$ and $$ HC $$ must be zero. The reason why neither member can carry any load is that member $$ BH $$ can only take a vertical load and member $$ HC $$ can only take a horizontal load. In a real world application this structure might be useful if there was a load applied at joint $$ H $$. Now joint $$ B $$ can be analyzed.

The picture to the left shows the forces affecting joint B.

$$ \sum F_y = 0 = BH - BA + BC \cos(50) - BE \cos(50)$$

$$ \sum F_x = 0 = BC \sin(50) + BE \sin(50)$$

Substitution
From analysis of joint $$ A $$

$$ \ BA = 300N (Tension) $$

From analysis of joint $$ H $$

$$ \ BH = 0N $$

Put values for $$ BA $$ and $$ BH $$ into the equilibrium equations for joint B.

$$ \sum F_y = 0 = 0 - 300N + BC \cos(50) - BE \cos(50)$$

$$ \sum F_x = 0 = BC \sin(50) + BE \sin(50)$$

$$ \ BC \sin(50) = -BE \sin(50) $$

$$ \ BC = -BE $$

Now $$ BC $$ can be inserted in place of $$ -BE $$ in $$ \sum F_y $$, which gives:

$$ 2BC \cos(50) - 300N = 0 $$

Finally, $$ BC $$ can be solved for as follows:

$$ BC = 233.4N $$

title: Statics/Method of Joints


text:
Statics/Method of Sections

The method of sections is another method to determine forces in members of a truss structure. In order to find unknown forces in using the method of sections, sections of the truss structure must be isolated. The net force on the entire isolated section must be zero since the isolated section does not move (if it did move it wouldn't be a statics problem). This method is often faster because instead of moving from joint to joint with the method of joints, the members of interest can be immediately isolated.

Question

The truss pictured to the right is secured with pin mounts to the brown concrete block. A 100kg mass is hanging from the rightmost joint. For simplicity the weight of the trusses in the structure can be ignored. Calculate the compression in member A-B.

Answer
This problem could be solved using the method of joints, but you would have to start at the joint above the weight then solve many other joints between the first joint and member A-B. The fifth joint solved would give member A-B's loading. It is easier using the method of sections.

The method of joints isolates a joint to find unknown forces. The method of sections is the same except an entire section is isolated. It should be obvious at this point that there cannot be any net force or moment on the section, if there was the section would move.

In order to find the stress in member A-B it is convenient to isolate the section of the truss as indicated by the image to the left. In problems where the method of joints was used, a joint was isolated by cutting surrounding members. Cutting is also used to isolate a section, three of the members of the truss were cut to isolate the section in this example. Because all cut members were part of a truss, all members supported an axial force of tension or compression. After being cut, all members must have the same axial force applied to support the section.

Equilibrium equations can now be written.

$$ \sum F_x = 0 = -T_1 - T_2\cos(60) - T_3 $$

$$ \sum F_y = 0 = T_2\sin(60) - 981N $$

The equation summing forces in the Y direction only has one unknown because all cut members except A-B are horizontal.

$$ \ 981 N = T_2\sin(60) $$

$$ \ T_2 = 1130 N $$

Because $$ T_2 $$ is positive, member A-B is in 1130N of tension.

Quick links:Statics

title: Statics/Method of Sections


text:
360 Assembly/360 Instructions

When the System/360 ("360") was introduced in 1964, there were five instruction formats: RR, RS, RX, SI, and SS. An instruction's format was determined by the first two bits of its operation code ("opcode"), which is the instruction's first eight bits. The first 2-bits are as follows:
 * 00 (opcodes 00 to 3F/0 to 63 (decimal); RR instruction, generally two registers)
 * 01 (opcodes 40 to 7F/64 to 127 (decimal); RX instruction, one register and one address calculated using a base register, an index register, and a displacement of 0 to 4095 bytes
 * 10 (opcodes 80 to BF/128 to 191 (decimal); RS or SI instruction)
 * (An RS instruction was generally one register and a storage location address.)
 * (An SI instruction was generally one register, one storage location, and an immediate value.)
 * 11 (opcodes C0 to FF/192 to 255 (decimal); SS instruction, two storage addresses)

In order to encourage the expansion of IBM mainframes into more and more uses, the capabilities of their processors were enhanced with new instruction formats, allowing for additional functionality at the machine code level. Currently, there are many instruction formats now available on all mainframe models: the 360, System/370 ("370" or "S/370"), ESA/390 ("390"), and z/System ("Z"). Each instruction format, along with a breakdown and explanation of the format, is provided in the table below.

Notes:
 * Under "Availability," unless "all" is specified, it is available on certain models, namely: "370" indicates an instruction is available on 370 and later models (370,390, and z/System); "ESA/390" indicates that an instruction is available on 390 and z/System; and "Z" indicates an instruction is available on z/System only. However, despite the listed availability of a particular instruction format, the availability of a specific instruction of that format may be further restricted.
 * A "base-displacement" address is described as "B1, D1" where a base-displacement address is used or as either "B2, D2" or "B2, D2, X2" where an index register is also used (the address is indexed). If a base-displacement address is not indexed, the X2 field on the second operand is not used. The B or X values refer to a 4-bit register value from 0 to 15, and the D value is an unsigned, 12-bit displacement address.
 * Instructions take a multiple of two bytes, and are two, four or six bytes in length.

All instructions must be aligned to an even address. Attempts to create an instruction at an odd address will be flagged as an error by the assembler; an attempt to branch to an odd address will result in an address exception.

There are four instruction set architectures:
 * 360 instructions are those which were part of the original IBM 360 mainframe instruction set architecture and are shown on the table below in this color: [      ]. Except for instructions marked "360 only," these instructions work on all models.
 * 370 instructions were added with the creation of the IBM 370 and are shown on the table below in this color: [      ]. They are only available on 370- and higher-series machines and will not work (and will "throw an exception") if they are attempted to be executed on a 360. Instructions marked "370 only" will also throw an exception on the 390 or Z. Instructions marked "370 only" and "390 only" will throw an exception on the z/System.
 * ESA/390 instructions were created for the 390 and are shown on the table below in this color: [      ]. They are only available on ESA/390 and z/System mainframes and will throw an exception if they are attempted to be executed on a 360 or S/370. Instructions marked "390 Only" will throw an exception on the z/System.
 * z/System instructions were created after the 370 and 390 and are shown on the table below in this color: [      ]. They will throw an exception on 360, 370, or 390 hardware and work only on z/System mainframes.

In general, there are seven classes of instructions:
 * Branch Instructions, which jump from one part of a program to another
 * Data Transfer Instructions, which move data from one part of memory (including registers)
 * Control Flow Instructions, which make changes in the scope of execution of a program
 * Arithmetic Instructions, which do computations
 * Logic Instructions, which make comparisons
 * Shift and Rotate Instructions, which move bits right or left,
 * Privileged Instructions, used by the operating system or other programs having special permission, primarily to do input/output or to control the operations of the machine, and
 * Other Instructions, instructions not otherwise classified

Additionally, the S/370 and S/390 had an optional Vector Facility, whose instruction opcodes can be seen in the table below, beginning with A4 hexadecimal. Support for the Vector Facility was discontinued with the z/Architecture; however, the z13 reintroduced vector instructions, albeit a new set of vector instructions with incompatible opcodes from the old 370/390 Vector Facility. (The new z13 vector instructions are not currently in the table.)

The table below lists specific instructions available on the four instruction set architectures. The table can be sorted by column. To do so, click on the symbol at the top of a column. The numeric value of opcodes listed is shown in hexadecimal only.

[1]Technically, the DIAGNOSE instruction does not have a mnemonic, and is usually hard-coded in source.

title: 360 Assembly/360 Instructions


text:
360 Assembly/360 Assemblers

IBM Provided
There are two assemblers. The older "Basic Assembly Language" and the "High Level Assembler". There are certain constructs in the macro language as well as some of the newer assembly language instructions which are available only in the High Level Assembler.

Third-Party Assemblers

 * The ASSEMBH assembler for the Fujitsu BS2000 is essentially the same as IBM's High Level Assembler.
 * The z390 Assembler provides an open-source assembler and emulation of the 360, 370 and z/System computers.

For more information, check out the pages IBM basic assembly language and IBM High Level Assembler on Wikipedia.

title: 360 Assembly/360 Assemblers


text:
Wings 3D/User Manual/User Interface/The Toolbar

The Toolbar

The Toolbar is a feature of the Geometry window. It can be hidden by placing the mouse over the Geometry window title bar and clicking the Right Mouse Button then selecting Hide Toolbar. To 'UnHide' the Toolbar repeat and select Show Toolbar.

Functions

 * Shaded Preview- toggles Shaded Preview and the default view mode

 * Orthographic View - toggles between Orthographic View and Perspective View
 * Orthographic View shows models in two dimensions. In this mode, lines are not subject to foreshortening like they are in Perspective view.   Therefore, even the elements of geometry that are far away from the camera appear to be the same length as those up close.  This is useful for certain operations like moving elements only on the plane that the camera is facing with Move|Free or Tools|Tweak Mode.  It is also useful in some Tools|Connect Mode operations.
 * Perspective View shows the model in three dimensions and gives the impression the certain elements of the geometry are further away than others. This is the ideal viewing mode for most modeling operations because this is how objects appear to us in the real world.

 * Vertex - switches to Vertex Mode
 * Clicking the Vertex Icon when in another selection mode will transform your current selection to its equivalent as Vertices.
 * Clicking the Vertex Icon with a vertex selection already made will "grow" the selection.

 * Edge - switches to Edge Mode
 * Clicking the Edge Icon when in another selection mode will transform your current selection to its equivalent as Edges.
 * Clicking the Edge Icon with an edge selection already made will "grow" the selection.

 * Face - switches to Face Mode
 * Clicking the Face Icon when in another selection mode will transform your current selection to its equivalent as Faces.
 * Clicking the Face Icon with a face selection already made will "grow" the selection.

 * Object - switches to Object/Body Mode
 * Clicking the Object/Body Icon when in another selection mode will select the entire object.

 * Show/Hide Grid - toggles the Grid on and off

 * Show/Hide Axises - toggles the Axises on or off

 * Blank Sections - deselects any selected elements

Note that Growing the selection using the Toolbar Icons does not Grow the selection in the same way that Select|More in the Menu Bar does.

Toolbar Icon Preferences

 * Since Wings 0.98.36, there are new options for changing the look of the Toolbar Icons.
 * Go to Edit|Preferences|User Interface|Interface Icons
 * Here you can change the set of icons you wish to use, however use will have to restart Wings to see your changes.
 * Your choices are Classic as depicted above (the red pyramid icons), Blue Cube and Purple Tube.


text:
360 Assembly/Basic FAQ

This attempts to define terms related to the IBM 360 and similar mainframes.

 * Base-displacement. Addresses on the 360 series mainframe which are given in an instruction are given in base-displacement form, in which the address is referenced by a 4-bit number representing one of the 16 registers, numbered 0 to 15, which is used as a base, and a 12-bit index which is added to the contents of that register (unless that base register is register 0), as a displacement.  The value of the displacement, plus the contents of the specific register, create the base-displacement address.
 * Op code. The first byte of an instruction determines what instruction it is.  This byte is called the op code.
 * Program check. An error in a program that causes hardware to stop its execution as an exception.  A program will be terminated unless the program has issued a request to the operating system to trap the exception.   Program checks include any of the following:
 * Data exception. Program has attempted to perform packed arithmetic upon invalid packed data.
 * Divide exception. Program has attempted to divide by zero.
 * Execute exception. Program has attempted to use an EXECUTE instruction as the target of an EXECUTE instruction
 * Operation exception. Program has attempted to execute an invalid instruction.
 * Privileged operation exception. Program has attempted to execute a privileged or I/O instruction.
 * Protection exception. Program has attempted to read or write memory it is not allowed to access.

title: 360 Assembly/Basic FAQ


text:
User:Outopiate

About me
I'm an undergraduate engineering student who started editing wikipedia in November, 2006. I came to wikibooks in January, 2007 to make it easier and cheaper for people to learn stuff. I have added a couple of svg pictures made with inkscape to the statics book. The examples that the pictures illustrate are basic and I'm adding more eventually they'll get more complicated. Please let me know if you are confused or see something I should change.

 * Wikipedia user page

/cheatsheet

title: User:Outopiate


text:
User:Outopiate/cheatsheet

Help:formula

title: User:Outopiate/cheatsheet


text:
User talk:60.241.121.167

Please do not add inappropriate external links to Wikibooks. Wikibooks is intended to be read without the need for external reference and requires content rather than external links particularly those which are for advertising or promotion. Inappropriate links may include (but are not limited to) links to personal web sites, links to web sites with which you are affiliated, and links that exist to attract visitors to a web site or promote a product. If you feel the link should be added to the article, then please discuss it on the article's talk page rather than re-adding it. See the welcome page to learn more about Wikibooks. Thank you. -- Herby talk thyme 07:36, 28 January 2007 (UTC)

They are appropriate links! They come from the Answers Book.

Links
However - Wikibooks are intended to be read as standalone content by the reader not by clicking on links. A page of content as a text book is ok, a page of links on any subject is not. Please do not recreate such a page again. Thanks you -- Herby talk thyme 08:24, 29 January 2007 (UTC)

title: User talk:60.241.121.167


text:
User talk:Llcadle

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 07:45, 28 January 2007 (UTC)

Naming policy
Please note your page "Authors" needs to be named as a sub page of the book you are working on - BOOKNAME/Authors to comply with policy. The page can be "moved" so nothing is lost. Thanks -- Herby talk thyme 07:45, 28 January 2007 (UTC)

Equally you will find I have moved Basic Writing: Process and Practice to Basic Writing/ Process and Practice to comply with policy - thanks -- Herby talk thyme 07:47, 28 January 2007 (UTC)

 * Thanks - looks good - let me know if I can help - regards -- Herby talk thyme 19:22, 28 January 2007 (UTC)

Basic Writing book project
Hello Lanette, welcome to wikibooks! I've noticed your project; I think it's a great idea and it's progressing rapidly! If you wouldn't mind, Could you please list yourself at List of class projects? We are trying to maintain this list of all the class projects that are occuring on Wikibooks, in hopes that these projects can be well-advertised, and that they can receive ample help from our editorial community here.

Beyond that, I think that this book could serve a more immediate purpose to wikibooks, as many of the authors here have little or no experiance in authoring texts. Having a book that explains the proper ways to plan, write, edit, and revise would be a great benefit to the entire community. I applaud your effort, and if you need any help at all, please don't hesitate to ask. --Whiteknight (talk) (projects) 03:21, 13 February 2007 (UTC)

Saylor.org's English Composition
Hello, your Basic Writing book looks like a great project! If you're interested I was hoping you could also check out Saylor.org's English Composition textbook and make some contributions. Please take a look and let us know what you think. --Azin (discuss • contribs) 21:59, 30 May 2012 (UTC)

title: User talk:Llcadle


text:
Arimaa/Print version

Arimaa is a two-player abstract strategy board game that can be played using the same equipment as chess.

Note: current version of this book can be found at http://en.wikibooks.org/wiki/Arimaa

= Table of Contents =
 * 1) Overview
 * 2) Playing The Game
 * 3) Introduction to Tactics
 * 4) Introduction to Strategy
 * 5) Camel Hostage
 * 6) Other Hostages
 * 7) Frames
 * 8) Trap Control
 * 9) Distribution of Force
 * 10) Rabbit Advancement
 * 11) Elephant Blockade
 * 12) Relative Value of Pieces
 * 13) Advanced Tactics
 * 14) Setup
 * 15) Race Positions
 * 16) Trap Attacks
 * 17) Lone Elephant Attacks
 * 18) Sample Games
 * 19) Arimaa Challenge History
 * 20) Glossary
 * 21) Resources
 * 22) GNU Free Documentation License

= Overview =

= Playing The Game =

= Introduction to Tactics =

= Introduction to Strategy =

= Camel Hostage =

= Other Hostages =

= Frames =

= Trap Control =

= Distribution of Force =

= Rabbit Advancement =

= Elephant Blockade =

= Relative Value of Pieces =

= Advanced Tactics =

= Setup =

= Race Positions =

= Trap Attacks =

Elephant-Dog Attack
= Lone Elephant Attacks =

= Sample Games =

= Arimaa Challenge History =

= Glossary =

= Resources =

= GNU Free Documentation License =

title: Arimaa/Print version


text:
User talk:Runnerupnj~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 08:06, 28 January 2007 (UTC)

The page you moved
Other way round actually - that one was correctly named (no :), the rest are wrong. Take a look at the naming policy stuff - thanks and welcome too -- Herby talk thyme 08:06, 28 January 2007 (UTC)

OK looking some more - maybe not, generally books are named without ":" but I do know there are some exceptions. Ask around - Staff Lounge is good if the answer isn't anywhere else. -- Herby talk thyme 08:51, 28 January 2007 (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 Runnerupnj. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Runnerupnj~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 23:41, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:26, 19 April 2015 (UTC)

title: User talk:Runnerupnj~enwikibooks