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German/Lesson 12

<< Lektion 11 | Lektion 12 | Lektion 13 >> |

Fragewörter = Fragewörter = Fragewörter meaning Questions or Question words, are the ways to determine certain outcomes, which can be as simple as Wie ist dein Name bitte? (What is your name please?), to some complex ones like Kaufte die Frau einen Koffer? (Did the lady buy any suitcase?)

 * This lesson deals with letting you know of the Question words, which are in use for daily use and common phrases for the same.

Questions Words
There are in total 15 major types of Question Words, or Fragewörter, which are used. These are as follows:

S No. Question Word (German)    Related To (What is this Q about)                    Example 1.    wer                       Subjekt Person (Subject Person)                      Maria / Peter 2.    was                       Subjekt Sache (Subject Thing)                        Kreide (die) 3.    was                       Beruf (Profession / Occupation)                      Arzt 4.    was +(Ploos) machen       Prädikat (Predicative)                               spielt Tennis 5.    wie                       Adjektiv (Adjective)                                 interessant / schön 6.    wie viele                 Zahl / Nummer (Numbers)                              sechs (zecs) (6) Fenster 7.    wie viel                  Betrag (Amount)                                      kostet 8.    wie lange                 Zeitdauer (Time / Duration)                          neunzig / 90 Minuten 9.    wie alt                   Alter (Age - How Old Are You?)                       2 Monate alt 10.   wie weit                  Entfernung (Distance - How far?)                     2 Kilometer weit 11.   wie oft*                  Häufigkeit (Frequency - How often?)                  zweimal 12.   wann*                     Zeit (Time - When?)                                  im Winter 13. a. woher                    Ort (Kommen - Coming from / Where from?)             von zu Haus / aus Berlin b. wohin                    Ort (Gehen / Fahren / Fliegen - Going to?)           nach Haus / zum Bahnhof c. wo                       Ort (Sein / sich befinden / wohnen                   zu Haus 14.    wen                       Objekt Person (Object Person)                        die Dame 15.    was                       Objekt Sache (Object Thing)                          das Buch

Q.W. Meaning
1.    wer                           who 2.    was                           what (for non living things, detailing) 3.    was                           what (for profession or occupation) 4.    was +(Ploos) machen           what + does (activity, work or play etc.) 5.    wie                           how (can be count as well, depending on the time frame) 6.    wie viele                     how many (numbers or count) 7.    wie viel                      how much (price) 8.    wie lange                     how long (duration) 9.    wie alt                       how old (age) 10.   wie weit                      how far (distance) 11.   wie oft*                      how often (time gap in between two events, or the same event happening more than once) 12.   wann*                         when has, have, does (certain time period, or specific time period) 13. a. woher                        from where, where from (source of travel) b. wohin                        to where, where to (destination of travel) c. wo                           where (final reach point or final destination) 14.   wen                           whom (end person, or the other person) 15.   was                           what (for movement of non living or living things)

Rules
In Q.W. (Question Word) the first rule is that:

 * The Q.W. takes the first position. Like → (1) Fragewörter → (2) Verb → (3) Subjekt → (4) Alles andere (Everything else) → (5) ? (Fragezeichen)

 * So, The basic word order in a German sentence is the same as in English: subject — verb — object(s).

 * The second most important rule is that, all objects (objekts) take Akkusative and all subjects (subjekts), take Nominativ artikle.

 * Few Examples:

 * Der Junge spielt Fußball. (Subjekt: der Junge, Verb: spielt, Objekt: Fußball.)
 * The boy plays football. (Subject: the boy, verb: plays, object: football.)

To change the English sentence The boy plays football. into a question, we insert the auxiliary verb does before boy, change plays to the infinitive form play and place a question mark at the end: Does the boy play football?

The process is very similar in German. However, we don't need an auxiliary verb in German; thus, we just switch the whole verb with the subject, ending up with:

 * Spielt der Junge Fußball?
 * Does the boy play football?

In German, there are two basic ways of forming a question. The first is the method described above. In addition to this, you can use a question word (an interrogative adverb); for example, how — wie as in How are you? — Wie geht's?

Other question words are summarized in the following table.

 * In order to understand better, we will list all of the Question Words that are in language German.

The question Wie heißt ...? literally translates to How is ... called? meaning What is ... called?. This is why the German question does not contain what — was.

A question word comes first in a sentence; thus, the word order is: question word — verb — subject — object(s). For example:

 * Warum spielt der Junge Fußball?
 * Why does the boy play football?

Note that in German, the verb almost always comes second in the sentence, except in the case of a question as described above. The subject is almost always next to the verb, if not in front of it then following it. For example:

 * Der Junge spielt nicht Fußball.
 * The boy is not playing football.

 * Heute spielt der Junge Fußball.
 * Today, the boy plays football.

Questions
We will go backwards, so as to understand the Questions, and their implication properly.

 * Answer 01. Maria ist Lehrerin. (Maria is a female teacher.)
 * Rule: When the subject person (is underlined), the Q.W. will be wer meaning who.

Q 01. Wer ist Lehrerin? (Who is the Teacher?)

 * Answer 02. Die Kreide ist weiß. (The chalk is white.)
 * Rule: When the subject is non-person (is underlined), Q.W. will be was meaning what.

Q 02. Was ist weiß? (What is white?)

 * Answer 03. Peter is Arzt (Pronounced "Art'z'st"). (Peter is Doctor.)
 * Rule: When the profession / occupation (is underlined), the Q.W. will be was meaning what.

Q 03. Was ist Peter? (What is Peter?)

 * Answer 04. Boris Becker spielt Tennis . (Boris Becker plays Tennis.)
 * Rule: When the entire predicate is underlined, Q.W. will be was followed by the correct conjunction of the word machen (to do / make).

Q 04. Was macht Boris Becker? (What does Boris Becker do?)

 * Answer 05. Das Buch ist interessant . (The book is interesting.)
 * Rule: When an adjective (adjektive) is underlined, the Q.W. will be wie, meaning how.

Q 05. Wie ist das Buch? (How is the book?)

 * Answer 06. Das Haus hat sechs (6) Fenster . (The house has six (6) windows.)
 * Rule: When number (nummer) is underlined, Q.W. will be wie viele, meaning how many.

Q 06. Wie viele Fenster hat das Haus? (How many windows does the house have?)

 * Answer 07. Der Stuhl kostet 120 Rupien. (The stool / chair costs Rupees 120.)
 * Rule: When amount (unit of monetizing) is underlined, Q.W. will be wie viel, meaning how much.

Q 07. Wie viel kostet der Stuhl? (How much does the stool / chair cost?)

 * Answer 08. Der Unterricht dauert neunzig Minuten . (The class continues for 90 (ninety) minutes.)
 * Rule: When duration is underlined, Q.W. will be wie lange, meaning how long.

Q 08. Wie lange dauert der Unterricht? (How long is the class? / What is the duration of the class?)

 * Answer 09. Die Katze ist 2 (zwei) Monate alt . (The cat is 2 months old.)
 * Rule: When age is underlined, Q.W. will be wie alt, meaning how old.

Q 09. Wie alt ist die Katze? (How old is the cat?)

 * Answer 10. Die Universität ist 2 (zwei) Kilometer weit vom Haus. (The University is 2 kilometer away from the house.)
 * Rule: When the distance is underlined, Q.W. will be wie weit, meaning how far.

Q 10. Wie weit ist die Universität vom Haus? (How far is the University from the house? / What is distance of the University from the house?)

 * Answer 11. Wir kommen hierher zweimal in der Woche. (We come here twice in the week.)
 * Rule: When frequency is underlined, Q.W. will be wie oft, meaning how often.

Q 11. Wie oft kommen Sie/ihr hierher in der Woche? (How often do you come here in a week?

 * Rule: When the answer is either in ich or wir, the Question is always in 'Sie'.

 * Answer 12. Im Winter hat Indien viele Feste. (In winter India has many festivals.)
 * Rule: When time (season) is underlined, Q.W. will be wann hat, meaning when has / have / does.

Q 12. Wann hat Indien viele Feste? (When does India have many festivals?)
 * This is an exception in example, as it is states a particular time span for the festival.

 * Rule: For Place there are 3 (three) Questions.

Wohin To where / Where to Woher Where from / From where Wo   Where

Q 13. a. Woher kommen Sie? (Where are you coming from?) Woher kommst du? (Where do you come from?)
 * Answer 13. a. Ich komme aus Hanover. (I come from Hanover.)

Q 13. b. Wohin gehen Sie? (Where to?) Wohin gehst du? (Where to?)
 * Answer 13. b. Ich gehe nach Haus . (I go to house.)

 * Answer 13. c. Ich wohne in Hanover. (I live in Hanover.)
 * Rule: Other than Kommen, Gehen, Fahren, Fliegen, the place takes the Q.W. wo, meaning where.

Q 13. c. Wo wohnen Sie? (Where do you live?)

 * Answer 14. Er besucht die Dame . (He visits the lady.)
 * Rule: When the Akkusativ objekt person (subject name) is underlined, Q.W. is wen, meaning whom.

Q 14. Wen besucht er? (Whom does he visit?)

 * Answer 15. Ich lege das Buch hin/beiseite. (I put (down/aside) the book.)
 * Rule: When Akkusativ non-person is underlined, Q.W. is was, meaning what.

Q 15. Was legen sie hin/beiseite? (What do you put (down/aside)?)

Vokabeln
ist                         Is Maria                        Female first name Peter                       Male first name Lehrerin                    Female Teacher die Kreide                  Chalk weiß                        Color White Beruf                       Profession or Occupation Arzt                        Doctor spielen                     To play (Verb) spielt Tennis               Plays Tennis macht (machen)              To do (Verb) interessant                 Interesting das Buch                    The Book Zahl or Nummer              Numbers (Like, 0-9, etc) Betrag                      Amount (Monetary Term) kostet                      Cost(s) Zeit                        Time dauern                      To continue Alter                       Age Monate                      Months Entfernung                  Distance Häufigkeit                  Frequence zweimal                     Number 2 Ort                         Place or Position Sache                       Thing Dame                        Lady Alles                       Everything andere                      Else Artikel                     Article Katze                       Cat Unterricht                  Class Stuhl                       Stool or Chair Fenster                     Window sechs                       Six (6) Universität                 University Haus                        House Woche                       Week Fest                        Festival Indien                      India viele                       Many kommen                      Coming from gehen                       Going to fahren                       Driving to fliegen                      Flying to besuchen                     To visit legen                       Put down or Put aside

Exercise / Übung
Here are a few examples for better understanding the stated methodology and to get a better grip on the daily conversation:

title: German/Lesson 12


text: Template:Stage short

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

title: Template:Stage short


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User:JeffreyMeunier

Introduction
This is Jeffrey A. Meunier's WikiBooks user page.

Experience
I have a B.S. in CSE (computer science and engineering) and M.S. in CS (computer science). I'm working on my Ph.D. in computer science at the University of Connecticut.

I have taught a wide variety of courses, and have recently become interested in teaching programming languages.

Interests
Computer-related:

 * languages and language implementation
 * virtual machines and other computational models
 * architecture and assembly language
 * networked and distributed computing
 * autonomous mobile agents
 * constraint programming

Germany
I spent time in Rothenburg ob der Tauber, and in Regensburg. I lived in the Ludwig-Thomas Studentwohnneim at the FH Regensburg and worked at Siemens.

Thailand
My wife and I lived in Mahasarakham and taught at the university there. She taught English in the department of Western Languages, and I taught computer science in the department of Informatics.

To do

 * Creating a Virtual Machine

 * Programming Vintage Notebook Computers
 * Notebooks are more practical than general microcomputers because they are self-contained, easily programmable, and have a long battery life.

title: User:JeffreyMeunier


text:
Robotics/Sensors/Distance Sensors

IR
IR distance sensors are one of the most used distance sensors. They fall in 3 categories:

Reflection
(Short range. Not more than 2 - 3cm) This type uses an IR-LED and IR-diode (or phototransistor). When an object is close to the sensor it reflects the light emitted by the LED to the IR-diode. Using modulated IR-light (A) and filtering (B) the input signal of the IR-diode leads to better results as this blocks (much of) other IR-light. There are ICs that contain both a modulator, IR-diode and filter-circuit.

Triangulation
(Larger range. Around 10 - 30cm) e.g. Sharp has a family of sensors that use this principle for measuring distance. They consist of an IR-LED and an IR-sensitive LDR strip. Combined with built-in optical lenses, the reflected beam's position on the LDR depends on how far the object is.

line detecting sensor
Similar setup as the reflection IR-sensor, but aimed downwards to detect lines on the ground. This sensor makes use of the difference in reflection between a white background and a black line.

More advanced robots use multiple line detection sensors to follow a line more cleanly.

Ultrasonic
Ultrasonic distance sensors use sound to measure distance. These sensors emit an ultrasonic pulse train and then measure the time until the pulse is reflected. Since the speed of sound is (more or less; excluding temperature and wind) constant in air (approx. 344m/s) it is easy to calculate the distance to the reflecting object. These are used for distance ranging from several centimeters up to a few meters.

Laser
Laser based distance sensors use the same principle as ultrasonic distance sensors, but use light instead of sound. These sensors are useful from short (0.05 meters) to quite long range (as in used in home construction, i.e. 150 feet or more). They may have class 2 lasers. The led beam can be fairly narrow at reasonable distance for example with the Bosch GLM50C, the led beam is 6mm at 10m. http://web.archive.org/web/20211017003815/https://www.boschtools.com/us/en/ocsmedia/GLM50C.pdf

title: Robotics/Sensors/Distance Sensors


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User talk:JeffreyMeunier

This is my talk page
Hello and welcome to Wikibooks!

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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.

Good luck!

From Talk:How To Assemble A Desktop PC, it sounds like you are interested in building a computer "the old fashioned way".

What do you think about starting a wikibook to talk about that? Or does one already exist?

Have you seen Harry Porter's Relay Computer ? It runs at 5 Hz. (Not 5 GHz or 5 MHz or 5 KHz). Five cycles per second.

Apparently I'm not the only one crazy enough to think it would be cool to build a CPU out of TTL chips.

I also plan to build something much smaller -- something similar to "Picaro: A Stamp-like Interpreted Controller" by Tom Napier. I hope to end up with something that:
 * can run a standard instruction set (perhaps MMIX or 6502 or 8086 or F21)
 * the entire CPU + external memory + sensors fits in a small model rocket
 * too narrow for a standard 40-pin DIP IC that the original versions of those chips came in
 * too narrow for the "standard" memory chips the original versions of those ICs require (but not too narrow for the serial memory chips I plan to use).
 * also fits a medical diagnosis tool I'm working on.

--DavidCary 01:35, 5 October 2006 (UTC)

title: User talk:JeffreyMeunier


text:
Help:Development stages

Development stages are little indicators placed next to a link to a book or a page to indicate its progress, as reviewed at a certain date. They also are used on a book's main page to indicate the book's progress as a whole. They help readers identify comprehensive content, while drawing editors' attention to pages needing work.

{| cellpadding="0" cellspacing="0" style="width:100%;"
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Quart stages
There are two templates that create the quart stages indicators: and. They take the development stage as their first argument and a date as an optional second: If the second parameter is not included in the template the date will not be displayed.

Deci-stages
The template creates an indicator with ten stages:
 * }

Book completion status
Readers browsing through a certain subject area or classification often want to view books that are complete or closer to completion. In order to indicate the level of completion for a book, add to a book's main page, where   is one of the following: ,  ,  ,  , or. Don't abuse this to try to make your book more popular; misleading readers will cause them to leave in frustration.

TODO list
Sometimes it's very hard to figure out what should be added in one page rather than in another. If you evaluate a page to an incomplete stage, you know what is missing. So don't forget to fill a TODO list. Add to the page, where   is a text describing what should be added to make the page complete.

da:Wikibooks:Udviklingsstadier es:Wikibooks:Niveles de desarrollo ja:Help:進捗状況 pl:Wikibooks:Etapy rozwoju książek th:วิกิตำรา:ระดับการพัฒนา tr:Yardım:Gelişim durumu

title: Help:Development stages


text:
Business English/Tips for Teachers

Link

 * http://www.google.com/search?hl=en&q=most+common+english+words&meta= Lists of Common Vocabulary

title: Business English/Tips for Teachers


text:
Business English/Topics/Sports

American English
To deal with American business persons it is a good idea to understand something about American sports. Many businessmen were athletes in high school and college and have had their way of thinking formed by team sports. It is important to know a little about the most popular sports: football (not soccer), basketball, baseball, golf, and even hockey in some areas.

Sports metaphors and jargon permeate even polite speech. This is because these phrases have become so common in speech that they come to mind outside of sports contexts for many native speakers, to the point where some native speakers may not even consciously realize their use of sports terminology in polite conversation. Below are some common expressions:

 * "Run with it" or "Take the ball and run with it"
 * "Homerun", "That's a homerun", or "Hit a homerun"
 * "Punt", "It's time to punt", "I think we'll have to punt", or "We punted"
 * "Hole in one" or "You hit a hole in one"
 * "Hail Mary" or "Throw a Hail Mary"
 * "Slam dunk" or "It was a slam dunk"

It is expected that conversational partners will understand these. Only those speakers who reflect on the cultural derivation of these expressions will modify their speech for those who do not share similar cultural backgrounds. However, the savvy listener can usually comprehend the meaning of these expressions when heard in context of a discussion.

title: Business English/Topics/Sports


text:
User:Bdawes3

I am Dr. Birchard Bawes III.

title: User:Bdawes3


text:
Business English/Course Outlines

These are sample class plans originally developed for a Business English conversation class in Mexico City, Mexico.

Class 1

 * Introduction of the teacher and the class
 * Personal chatting

Class 2

 * Discussion of course policies
 * Students present selves to teacher
 * Students explain company-related activities to teacher
 * “Being (held) accountable for something”
 * Discussion of book

Class 3

 * Topic for discussion: the company; what makes it different, market challenges, biggest future opportunities.
 * Student experiences with international (English-speaking) clients and any travels into English-speaking parts of the world.
 * Student motivations for speaking English, related to and besides current work-related issues.
 * Answer any specific language or culture questions.
 * Assigned homework: Module 1, Business Grammar Book. Due on.

Class 4

 * Discuss grammar homework.
 * First student presentation (?)
 * Students bring technical documents related to their work. These can be from professional magazines, Internet or books, but should be in English.
 * Discuss significance of the documents, any practical application to current work, any difficult words, phrases or constructions.
 * Discuss handout on business idioms.
 * Answer any specific language or culture questions.
 * Assigned homework: Module 2, Business Grammar Book. Due on.

Class 5

 * Discuss grammar homework.
 * Student presentation, followed by questions and answers by the class.
 * Discuss Christmas/holiday plans and traditions in Mexico and US, in individual families, holiday food and/or recipes.
 * Students bring articles about international trade.
 * Answer any specific language or culture questions.
 * Assigned homework: Module 3, Business Grammar Book. Due on.

Class 6

 * Discuss grammar homework.
 * Student presentation, followed by questions and answers by the class.
 * Students bring articles about finance.
 * Answer any specific language or culture questions.
 * Assigned homework: Module 4, Business Grammar Book. Due on.

Class 7

 * Discuss grammar homework.
 * Student presentation, followed by questions and answers by the class.
 * Students bring articles about business and organizational management.
 * Discuss unfulfilled dreams.
 * Answer any specific language or culture questions.
 * Oral exams.
 * Assigned homework: Module 5, Business Grammar Book. Due on.

Class 8

 * Discuss grammar homework.
 * Student presentation, followed by questions and answers by the class.
 * Students bring articles about technology.
 * Discuss, “What is the best advice that someone can give another person”.
 * New year's resolutions.
 * Answer any specific language or culture questions.
 * Oral exams for those who did not take it on.
 * Assigned homework: Module 6, Business Grammar Book. Due on.

Class 9

 * Students bring articles about sports and sports heroes.
 * Telephoning exercise.
 * Student presentation by ______________________, followed by questions and answers by the class.
 * Discuss grammar homework, Module 4, Business Grammar Book.
 * Assigned homework: Module 5, Business Grammar Book.
 * Answer any student questions about language, grammar, culture, etc.

Class 10

 * Students bring articles about hobbies.
 * Students bring any reports and proposals that they have written in English.
 * Discuss, “Basic business letter formats”.
 * Student presentation by ______________________, followed by questions and answers by the class.
 * Discuss grammar homework, Module 5, Business Grammar Book.
 * Assigned homework: Module 6, Business Grammar Book.
 * Answer any student questions about language, grammar, culture, etc.

Class 11

 * Students bring articles about culture and society.
 * Discuss general values and customs in US and abroad (cultures working with the company).
 * Student presentation by ______________________, followed by questions and answers by the class.
 * Discuss grammar homework, Module 6, Business Grammar Book.
 * Assigned homework: Module 7, Business Grammar Book.
 * Answer any student questions about language, grammar, culture, etc.

Class 12

 * Students bring articles about business etiquette.
 * Discuss taboos in the US and other cultures doing business with the company.
 * Student presentation by ______________________, followed by questions and answers by the class.
 * Discuss grammar homework, Module 7, Business Grammar Book.
 * Assigned homework: Module 8, Business Grammar Book.
 * Answer any student questions about language, grammar, culture, etc.

Class 13

 * Students bring articles about English and English learning.
 * Review English résumés, students bring own résumés.
 * Oral exams.
 * Discuss grammar homework, Module 8, Business Grammar Book.
 * No grammar homework assigned.
 * Answer any student questions about language, grammar, culture, etc.

Class 14

 * Students bring articles about branding.
 * Discuss, “What is the best advice that someone can give another person”.
 * Oral exams for those who did not take it on.
 * Discuss grammar homework, Module 9, Business Grammar Book.
 * No grammar homework assigned.
 * Teacher/class feedback form.

The class will include surprise topics along the way as well, and the teacher is willing to be flexible and include specially suggested topics and/or deviate from the official class plans as the students request.

Note
You can search for great articles at the following websites: nytimes.com, economist.com, wikipedia.org, news.google.com, etc.

title: Business English/Course Outlines


text:
User:Jkupferer

Johnathan Kupferer jkupferer@gnuthought.com

Red Hat Global Learning Services Instructor/Examiner

title: User:Jkupferer


text:
Arabic/Basic Phrases

Organization of list:
 * By usefulness (most useful first)
 * By length (shortest first)

Basic phrases

 * sħukrân
 * Syllable breakdown: sħuk-ran
 * Thank You

 * min fadžli-ka
 * Syllable breakdown: min-fadž-lik
 * If you please

 * arjuu-ka
 * Syllable breakdown: ar-juuk
 * Please /I'm begging you

 * Syllable breakdown: ah-lân
 * Welcome/hello

Syllable breakdown: na'am
 * Yes

Syllable breakdown: laa
 * No

 * Syllable breakdown: na-rħam
 * Yes  also used as a question, when someone calls another person's name.

 * Syllable breakdown: ya-saar
 * left  i.e. The direction: left.

 * Syllable breakdown: ya-miin
 * right i.e. The direction right (opposite of left).

 * How are you, Meeting and greeting people.

 * as salaamu alaikum
 * Syllable breakdown:as-sa-laa-mu a-lai-kum
 * May Peace be with you Islamic Religious origins and a very common greeting.

 * wa alaikumu èl salaamu
 * Syllable breakdown: wa-a-lai-ku-mus-sa-laam
 * And may peace be with you. It is the response to the above phrase.

 * kam am-ri-ka
 * Syllable breakdown: kam-am-rik
 * How old are you?

 * tasħarrafnaa
 * Syllable breakdown:ta-sħar-raf-naa
 * We are honoured used to mean "it was an honour to meet you"

 * ma asalama
 * Syllable breakdown:ma-as-sa-laa-mah
 * Take care.

 * wadaaân
 * Syllable breakdown:wa-daa-`an
 * Bye

 * min ayyi daulatiń anta?
 * Syllable breakdown: min-ay-yi-dau-la-tin-ant
 * What country are you from?

 * min aina anta?
 * Syllable breakdown: min-ai-na-ant
 * Where are you from?

 * ilaà el liqaa'i
 * Syllable breakdown: i-lal-li-qaa'
 * See you.

 * raa'irħ
 * Syllable breakdown: raa-irħ
 * Awesome! OR Splendid!

 * hayyaa
 * Syllable breakdown: hay-ya
 * ''Come on."

 * hayyaa bi-naa
 * Syllable breakdown: hay-ya-bi-naa
 * Let's do this

 * li nadħhab
 * Syllable breakdown: li-nadħ-hab
 * Let's go

 * hžasanân
 * Syllable breakdown: ha-sa-nan
 * ok

 * marhžabân
 * Syllable breakdown: mar-ha-baa
 * Welcome

 * ajal
 * Syllable breakdown: a-jal
 * Yes// Certainly

Never used to answer someone calling another's name. Often used when agreeing with someone.

 * a laisa ka-dħaalika?
 * Syllable breakdown: a-lai-sa-ka-dhaa-lik
 * right? This right is not the opposite of "left". This is an example of a negative question.

 * balaà
 * Syllable breakdown: ba-laa
 * Yes, sometimes interpereted as a stronger yes. It is used in answering a negative question, because any other Arabic "yes" word would translate as "no" in English.

example:

 * kallaa
 * Sylable breakdown: kal-laa
 * Ney/No way

 * ma el amr
 * Syllable breakdown: mal-amr
 * What is it? When "it" is not a tangible object.
 * "amr" is sometimes translated as "affair"

 * maa esmu-ka
 * Syllable breakdown: mas-muk
 * What is your name?

 * esmiî
 * Syllable breakdown: as-mii
 * My name is ...

 * jayyid
 * Syllable breakdown: jay-yid
 * Good

 * kaifa hžaalu-ka
 * Syllable breakdown: kay-fa-haa-luk
 * How are you? (informal)

 * bi kħairiń
 * Syllable breakdown: bi-khair
 * Good
 * (For the how are you questions only)

 * Other useful phrases.

 * aina al-hamaam
 * Syllable breakdown: ai-nal-ham-maam
 * Where is the washroom?

 * aina al-mataar
 * Syllable breakdown: ai-nal-ma-taar
 * Where is the airport?

 * aina al-funduq
 * Syllable breakdown: ai-nal-fun-duq
 * Where is the hotel?

 * ana uhibbu haadhihi al-madeenäh
 * a-na-u-hib-bu-haa-dhi-hil-ma-dee-nah
 * I love this city.

 * hal tatahaddethiina al enjiliiziyyäh
 * Syllable breakdown: hal-ta-ta-Had-di-thee-na-al-in-ji-lee-zee
 * Do you speak english? When talking to a female.

 * hal tashraba al-shaay?
 * Syllable breakdown: hal-tash-ra-bash shaay
 * Do you drink tea? When talking to a male.

 * min ayyi daulatiń anta?
 * Syllable breakdown: min-ay-yi-dau-la-tin-ant
 * What country are you from?

 * Words alone: hal tashrabiina al-shaay?
 * Syllable breakdown: hal-tash-ra-bee-nash-shaay?
 * Do you drink tea? When talking to a female.

 * Words alone: hal ta'kul al-laham
 * Syllable breakdown:hal-ta'-ku-lal-la-ham? '=glottal stop does not equal 3 ع
 * Do you (guy) eat meat? When talking to a male.

 * Words alone: hal ta'kuluun al-laham?
 * Spoken fluently: hal-ta'-ku-lunal-la-ham?
 * Do you (guys) eat meat? When talking to a group that has some males.

 * hal-ta'-ku-lee-nal-la-ham?
 * Do you (girl) eat meat? When talking to a female.

 * Talking about yourself.

 * laa aakulu al-laham
 * Sylable breakdown: laa-aa-ku-lul-la-Ham
 * I don't eat meat

 * laa aakulu laham al-khunzeer
 * Sylable breakdown: laa-aa-ku-lu-la-Ham-al-khun-zeer
 * I don't eat pork

 * laa ashrabu al-shaay
 * Sylable breakdown: laa-ash-ra-bul-shay
 * I don't drink tea

 * ureedu an aakul
 * Sylable breakdown: u-ree-du-an-aa-kul
 * I want to eat.

 * ureedu an aakul al-khubz
 * Sylable breakdown: u-ree-du-an-aa-ku-lal-khubz
 * I want to eat bread.

 * ana astatii`u an atakallama al-lughatu al-injileeziyah
 * Sylable breakdown: a-na-as-ta-tii-`u-an-a-ta-kal-la-mal-lu-gha-tul-in-gi-lee-zee
 * I can speak English.

 * Arabic                              (al-ara'beeya)
 * Hello 	                             (mar'Haba)
 * Good-bye                            (ila-lli'qa')
 * Please                              (min 'fad/lak)
 * Thank you                           ('Shukran)
 * That one 	                     ('Dalika)
 * How much? 	                     (kam)
 * English 	                     (colloquial)
 * Yes 	                             ('na-am)
 * No 	                             (la:)
 * Where's the bathroom? 	             (aina-ham'ma:m)
 * What is your name? 	             ('ma 'ismuk)
 * Goodbye 	                     (ma-a ssa'lama)
 * I don't know 	                     (laa a`rif)
 * I don't understand 	 	     (laa afham)
 * I don't remember 		     (laa atadhakkar)
 * Welcome 	                     (ahlan wa sahlan bikum)
 * I am sick 	                     (ana marid)
 * Hello 	                             (assalaamu `alaikum)
 * Hello (response), how are you?      (wa-`alaikum al-salaam. kaifa al-haal)
 * Fine (Thank to god), and you?       (bikhair, alhamdu lillaahi. wa inta)

title: Arabic/Basic Phrases


text:
Arabic/Meeting people

Here is a virtual talk between two people. Imagine that there is a visitor called Mark coming from a forign country to visit his friend Ahmed. They are at the airport, and meeting for the first time. Mark has learnt Arabic (but not very well) and wants to talk to Ahmed in Arabic. This is what they say:

Conversation with vowels indicated
Mark: مارْك: أَهْلاً'''

Ahmed: أَحْمَد: أَهْلاً مارْك, كـَيْفَ حَالـُكَ؟

Mark: مارْك: أَنَا بـِخـَيـْرٍ, شـُكـْراً, وَأَنْتَ؟

Ahmed: أَحْمَد:أَنَا بـِخـَيْرٍ أَيْضاً

Mark: مارْك: مَنْ هؤُلاءِ؟

Ahmed: اَحْمَد:هَذِهِ عَائِلـَتـِي, هَذا أَخِيْ إِيْمن وَ هذِهِ أُخْتِيْ جـِهَاد ,

Mark: مارْك: تَشَرَّفْنَا

Jihad: جِهاد: شـُكـْراً, وَنَحْنُ أَيْضًا ً

Ahmed: أَحْمَد:هَيـّابـِنَا نَذْهَب إِلَى أَلْمَنْزِلِ

Mark: مارْك: هَيـّا بـِنَا

Conversation
Mark: مارك: اهلاً'''

Mark:mark: ah-lan

Mark: Hello.

Ahmed: احمد: أهلاً مارك, كيف حالك؟

aHmad: ah-lan maark, kay-fa Haa-luk

Ahmed: Hi, Mark, how are you?

Mark: مارك: انا بخير, شكراً, وانت؟

maark: a-na-bi-khair-shuk-ran, wa-ant?

Mark: I'm fine, thanks, and you?

Ahmed: احمد:انا بخير ايضاً

aHmad: a-na-bi-khair-ai-Dan

Ahmed: I'm fine too.

Mark: مارك: من هؤلاء؟

maark: man-haa-u-laa'

Mark: Who are these people?

Ahmed: احمد:هذه عائلتي, هذا اخي ايمن و هذه اختي جهاد

aHmad: haa-dhi-hi-`aa-i-la-tee, haa-dha-a-khee-ee-maan-wa-haa-dhi-hi-ukh-tee-ji-haad

Ahmed: This is my family. This is my brother Ayman and my sister Jihad.

Mark: مارك: تشرفنا

maark: ta-shar-raf-na

Mark: Nice to meet you.

Jihad: جهاد: شكراً, ونحن ايضا

shuk-ran-wa-naH-nu-ai-Dan

Jihad: Thanks, nice to meet you too.

Ahmed: احمد:هيابنا نذهب الى المنزل

aHmad: hay-ya bi-naa-nadh-ha-bu-i-lal-man-zil

Ahmed: Let's go home.

Mark: مارك: هيا بنا

maark: hay-ya-bi-naa

Mark: OK, let's go.

Translation
Mark: Hello.

Ahmed: Hi, Mark, how are you?

Mark: I'm fine, thanks, and you?

Ahmed: I'm fine too.

Mark: Who are these people?

Ahmed: This is my family. This is my brother Ayman and my sister Jihad.

Mark: Nice to meet you.

Jihad: Thanks, nice to meet you too.

Ahmed: Let's go home.

Mark: OK, let's go.

Translation (literally)
Mark: Hello

Ahmed: Hello Mark, how (is) condition-your?

Mark: I (am) with-fine, thanks, and you?

Ahmed: I (am) fine too

Mark: Who (are) those?

Ahmed: This (is) family-my, this (is) brother-my Ayman and this (is) sister-my Jihad.

Mark: We are honored

Jihad: Thanks, and we too.

Ahmed: Let's go to the house.

Mark: come_on with-us    MEANING let's go

title: Arabic/Meeting people


text:
Talk:Video Game Design/Programming

I would recommend that the title be changed to "Game Engine Design and Programming" since "Game Design" is a completely different topic more akin to level design, etc. Random

Game Design AND Programming is entirely too much material to bite off in one 'book' unless it is going to be a broad survey. There doesn't seem to be much activity going on here so if nobody objects I'll likely re-structure this considerably. Geared 23:44, 19 August 2006 (UTC)

Game Design AND Programming is indeed quite a task...perhaps this article should be either merged with "Video Game Design", and then split into more sections, or there should be some discussion as to which level of abstraction each article should approach the subject matter on...Both articles contain sections on "Input", which is quite specific, but (until a moment ago) neither contained a section on "Level Design". Perhaps one article should cover the creative process, marketing, etc., while the other contain more technical specifics, such as program structure, hardware considerations, or commonly used algorithms. Either way, some level of collaboration seems necessary between these two articles. DarkPhoenix32 05:49, 8 January 2007 (UTC)

I believe as there is another book on Design, we should remove the "design" topic from this book entirely. This book should focus on the programming side, and implementing levels of ANY kind. Design is enough of a task for that separate book. If there are no objections, does anyone want to do the honors of renaming the book, or should I? (I'll do it if there aren't any objections in a week) Thanks, NinjaSkitch (talk) 06:17, 11 December 2007 (UTC)

Also, just a proposal to see who is for or against this idea, how many of you would want to turn this book into cross-platform game development? For two reasons: the first being that it's already been started (with C++ and OpenAL) and it would address programmers of every OS, and the second is, if this is going to be a reference for future programmers, wouldn't we as a community want to support openness and compatibility (OpenGL, OpenAL, SDL rather than *gasp* Windows-only C# and DirectX)? Let's get a little vote going, please add your sig. to the For or Against list to see how popular or unpopular this idea is:

Yes! (Cross-platform game programming)
 * 1) NinjaSkitch (talk) 06:35, 11 December 2007 (UTC)

No!

Development stage review
Hi. I just reviewed your book about Game Design and Programming, see Help:Development stages. It is a promising start. I would suggest to convert the table of contents from a list of headings == title... == to a plain list, if you use those titles as links to other pages anyway. --Andreas Ipp 00:08, 13 Jan 2005 (UTC)

Request for contributions
Hi, i'm busy trying to add some substance to this wikibook because I think it was off to a good start. If anyone has anything to contribute, be it tutorials, code snips, pictures, even laymans explanations of the various concepts, please do. I think this wikibook could be awesome!

--afroToad 14:13, 24 September 2005 (UTC)

 * I'm definitely interested, and am going to contribute as much as I can. I think this is a great idea--there aren't many good places for potential game programmers to start, because most game source is kept secret. Also, I don't think there's any reason we can't give examples in multiple languages, maybe even UML. Since there is no one way to make a game though, this does pose another question: should this book focus on the design and structure of an ideal game engine? One that's abstracted to make any type of game? In my opinion, we have to go from a broad spectrum down to narrow modules: The main book could contain detailed descriptions of how a game engine works. Then for each module, Networking, Input, Cameras, etc, we could focus on different options, (Winsock and SDL_net, DirectX and OpenGL) along with examples in a couple different languages. NinjaSkitch (talk) 04:24, 11 December 2007 (UTC)

Cleanup
Loads of cleanup needs to be done, and a lot more needs to be added. I'll try and contribute whenever I feel like.

--GatesPlusPlus 09:41, 1 January 2006 (UTC)
 * Don't know know why I'm on this talk page (or every other talk page lol), but this is something I am very interested in. As a side note, has anyone here seen the article on Blender 3D? It is quite brilliant, in particular have a look at Blender 3D: Noob to Pro/Game Engine Basics

--Andy 12:25, 12 September 2007

I suggest just deleting this wikibook as there's basically nothing useful and there's lots of misinformation.

 * I suggest giving it some time, because it has the potential to be a very good resource for beginner game developers. There aren't many free resources out there. I just happened to find it recently, and I'm presently adding content. If this one is deleted, one will simply start up again anyway, so there's no point in getting rid of it just yet. Bear with us. NinjaSkitch (talk) 05:07, 11 December 2007 (UTC)

title: Talk:Video Game Design/Programming


text:
English as an Additional Language/Stores, Shopping and Money

Stores are places that sell things. People go to stores to buy things. There are many different types of stores. Each store sells different things. Some stores sell clothes, others sell electronic equipment, and still others sell food, or toys.

Ways to pay
People use money to pay for things, both in person and through virtual platforms.

Cash
Cash is a type of money that is very easy to use. Cash includes paper bills and metal coins. In the United States, cash is also called legal tender and is issued by the US Treasury.

Some businesses are Cash only, and you can only pay in cash. Some businesses will offer a discount or lower price for paying in cash. Some businesses do the opposite and are Cashless - they refuse payment in cash.

Because of it's importance, cash is often refereed to by slang terms such as:
 * Dough
 * Greenbacks
 * Moolah
 * Bread

Check
Another common way to pay for things is with checks. Customers go to banks to open checking accounts, or bank accounts that have checks. Checks are pieces of paper that people give to stores instead of cash. Stores then take the checks to the banks. Then, the banks give the stores money from the bank accounts of their customers.

Cards
The other main way that people pay for things is with cards. A card is a thin piece of plastic that some banks or credit unions issue to their customers. Customers can use cards to buy things more quickly than with checks. Cards come in a variety of forms:
 * Credit Cards - These cards allow a user to pay off purchases at the end of the month.
 * Debit Cards - These cards can be used to pay directly from a checking account.
 * EBT Card - Short for Electronic Benefit Transfer card. These cards are used by those on welfare to make essential purchases.
 * Prepaid Cards - These cards are loaded with a balance, and are then usable at stores. These include two types of cards:
 * General: Branded by a credit card processor, and generally usable anywhere that supports that processor.
 * Gift Cards: Usable only at specific stores.

Electronic
Another way to pay is by using a payment app on a smartphone, or an online payment website.

Kinds of stores
For an overview, retail markets, boutiques, and shops have a very ancient history, dating back to antiquity. Some of the earliest retailers were itinerant peddlers. Over the centuries, retail shops were transformed from little more than "rude booths" to the sophisticated shopping malls of the modern era. In the digital age, an increasing number of retailers are seeking to reach broader markets by selling through multiple channels, including both bricks and mortar and online retailing. Digital technologies that are also affecting the way that consumers pay for goods and services. Retailing support services in many ways may also include the provision of credit, delivery services, advisory services, stylist services and a range of other supporting services.

Most of these modern retailers typically make a variety of strategic level decisions including the type of store, the market to be served, the optimal product assortment, customer service, supporting services, the product variety, and the store's overall market positioning that will indeed impact the future of community success. Once the strategic retail plan is in place, retailers devise the retail mix which includes product, price, place, promotion, personnel, and presentation.

Most stores sell new things but some stores sell old or used items. The advantage of buying used things is that they are cheaper (that is, less expensive). In America, stores sell used books, used clothes, used cars and very old used furniture and other things. Very old used things are called antiques.

Stores are usually physical places but are sometimes virtual places. Online stores are Internet sites where people can buy things. One of the most famous virtual stores is Amazon.com, a web site that sells books and many other things.

Bookstores

There is also a store that sells books and other print media called, bookstores. A bookstore is a store that sells books, and where people can buy them. A used bookstore or second-hand bookshop sells and often buys used books. Bookstores also may contain cafés, play spaces, and reading rooms.

Bookstores doesn't just sell books, they sell magazines, newspaper, DVDs, CDs, Manga, graphic novels, gifts, games, toys, music, brochures, postcards, gift cards, essays, academic journals, textbooks, encyclopedias, dictionaries, travel guides, physical art, Blu-ray, ARCs, merchandise, listicles, stickers, notebooks, almanacs, workbooks, newsletters, radios, podcasts, RSS feeds, and tablets and much more.

Luxury
People go to expensive stores to buy luxury items. This makes them feel good. Nice stores like this are often at malls or shopping centers. Rich Americans buy many luxury items, and so do many lower-income Americans, too. The United States is a consumer society, where people use the money that they make to buy more and more consumer products.

Taxes and Duty Free
Many governments impose a Sales Tax on goods. In some parts of the English speaking world the tax is included in the price shown to the customer. In other parts of the English speaking world, the tax is only shown to the customer at the checkout.

Some items may be tax exempt, meaning tax is not charged. These are typically items considered essential, such as groceries, or school supplies.

Other items may have an excise tax, meaning these are charged a higher tax then usual. These are typically applied to alcohol and tobacco.

On the border and in places where international transit happens, it is sometimes possible to find Duty Free shops, where no or lower tax is charged at the store. This is usually done with the expectation that the tax will be paid when entering the destination country.

Going Shopping
When people go to a store to buy things they say that they are going shopping. When people look for things at a store it is called browsing or window shopping. Sometimes Americans do this as a pleasure activity or to relax. Because of this, people sometimes criticize Americans as being materialistic.

Checking Out
The part of a store where customers pay is called the check-out counter or check-out aisle. There, a clerk, sometimes called a cashier, helps ring up the products to register their prices. To do this, the clerk uses a cash register. If the cash register is computerized, the clerk uses a scanner to ring up the prices. Paying at the register is also called checking out.

Lines and Queues
Sometimes lines of people at the register are long. Some English speaking areas call these such a line a queue, where others simply call it a lone. When this happens, it takes a lot of time to pay and customers have to wait for several minutes. This can be stressful, but many stores place small trinkets, snacks, and magazines here to entice customers to make one last purchase.

Self Checkout
Some stores have done away with the cashier, and have the customer perform a checkout themselves.

A useful feature of these machines is that some are multilingual, and can help learners complete their purchase more easily in their native tongue. However this feature is not always available, nor does it include all languages.

Tipping
Tipping is an important part of some kinds of shopping in certain areas of the English speaking world.


text:
Fedora And Red Hat System Administration

An introduction to system administration of Fedora and Red Hat Enterprise Linux.

 * /Shell Basics/
 * /The X Window System/
 * /Archives And Compression/
 * /Finding And Checking Files/
 * /Bash Scripting/
 * /Awk Scripting/
 * /Users, Groups and Authentication/
 * /Filesystem Mangement/
 * /Working with repositories/


text:
Fedora And Red Hat System Administration/Archives And Compression

and
Under Construction

and
Under Construction

- *NIX Archives
Under Construction

Creating a archive
To create an uncompressed  archive, the  and   options are provided (think 'c' for create and 'f' for filename):

The first argument is the name of the archive, in this case. Any following arguments are the files that are being archived (e.g. ). Usually globbing is used to archive all files of a particular type (e.g.  will archive all of the .cpp files     in the current directory):

To archive all files and subdirectories within a directory, the same options are provided, but the second argument is the  character which symbolizes the current working directory:

To compress the contents of the archive one of the,  , or   options are used. Each option corresponds to a different compression algorithm, which in order are:,  , and.

For example, to create a  compressed archive of the current directory the following would be run:

Inspecting a archive
Under Construction

Extracting a archive
Under Construction

- Flexible Archiving Tool
In general,  is the preferred method for creating archives, but in some cases a particular archive format may be desired and provides a greater degree of control over how the archive is generated at the cost of greater complexity.

Creating a archive
To create a  archive, the   option is provided (think 'o' for "The archive is being written o ut"). expects a list of files to be provided to its standard input. The list of files is usually provided by piping results from the find command. The  option can be used to specify the archive format, see the man page for more information.

[user@station user]$ find playground/ playground/ playground/AUTHORS playground/ChangeLog playground/COPYING playground/foo.txt playground/newfile [user@station user]$ find playground/ | cpio -o >archive 1212 blocks [user@station user]$ ls -l archive -rw-rw-r--   1 user     user       620544 Jan  5 08:49 archive [user@station user]$ file archive archive: cpio archive

Listing contents of an archive with
To view the contents of an archive the  option is provided to tell  to expect the archive data on its standard input. The  option is also used then to tell cpio to not extract, but rather simply list the contents of the archive.

[user@station user]$ cpio -it <archive playground/ playground/AUTHORS playground/ChangeLog playground/COPYING playground/foo.txt playground/newfile 1212 blocks

Extracting an archive with
The  option is used with a combination of options to tell it how to extract. Common choices include  to tell cpio to create directories as needed. to reset file modification times. to change file ownership.

[user@station user]$ cd /tmp [user@station tmp]$ cpio -idm <archive 1212 blocks [user@station tmp]$ find playground/ playground/ playground/AUTHORS playground/ChangeLog playground/COPYING playground/foo.txt playground/newfile

Creating a archive
[user@station user]$ zip -r playground.zip playground adding: playground/ (stored 0%) adding: playground/AUTHORS (deflated 63%) adding: playground/COPYING (deflated 62%) adding: playground/foo.txt (stored 0%) adding: playground/newfile (deflated 39%) adding: playground/ChangeLog (deflated 70%) [user@station user]$ ls -l playground.zip -rw-r--r-- 1 user     user     71607 Jan 11 14:33 playground.zip

Listing contents of a archive
[user@station user]$ unzip -l playground.zip Archive: playground.zip Length    Date   Time    Name 0 01-11-05 14:33   playground/ 2110 01-11-05 14:32   playground/AUTHORS 17992 01-11-05 14:33   playground/COPYING 22 01-11-05 14:33   playground/foo.txt 44 01-11-05 14:33   playground/newfile 212169 01-11-05 14:32   playground/ChangeLog ---   232337                   6 files

Unpacking a archive
[user@station user]$ rm -rf playground [user@station user]$ unzip playground.zip Archive: playground.zip creating: playground/ inflating: playground/AUTHORS inflating: playground/COPYING extracting: playground/foo.txt inflating: playground/newfile inflating: playground/ChangeLog

- Filesystem Level Backup
Under Construction


text:
Fedora And Red Hat System Administration/Finding And Checking Files

Files that are writable by "other"
If we search just based on permission, we'll get false hits from things like symbolic links.

[user@station user]$ find. -perm +002 -ls 4095   0 lrwxrwxrwx   1 user     user           22 Jan  4 08:30 ./rh033 -> rh033-RHEL3-1-20031103 10209   0 lrwxrwxrwx   1 user     user           18 Jan  4 09:28 ./.mozilla/default/bgdnw5up.slt/lock -> 192.168.0.254:3311 63259   1 -rw-rw-rw-   1 user     user            6 Jan  5 11:58 ./playground/real-problem

Instead look for files with other write enabled that are regular files.

[user@station user]$ find. -perm +002 -type f -ls 63259   1 -rw-rw-rw-   1 user     user            6 Jan  5 11:58 ./playground/real-problem

Directories that are writable by "other"
When searching for directories that are writeable by other, one should also consider whether the "sticky bit" is set for the directory. In octal, the sticky bit is represented as a 1 in the first position in four digit octal representation (ex: 1777). This is a common setting for temporary directories and is not normally considered a security risk.

World writable temporary directories:

[user@station user]$ find / -perm -1002 -type d -ls 2>/dev/null 493   0 drwxrwxrwt   2 root     root           40 Jan  4 09:25 /dev/shm 2   4 drwxrwxrwt  11 root     root         4096 Jan  5 11:42 /tmp 58497   4 drwxrwxrwt   2 xfs      xfs          4096 Jan  4 09:26 /tmp/.font-unix 29250   4 drwxrwxrwt   2 root     user         4096 Jan  4 09:27 /tmp/.X11-unix 14625   4 drwxrwxrwt   2 user     user         4096 Jan  4 09:27 /tmp/.ICE-unix 29252   4 drwxrwxrwt   2 user     user         4096 Jan  4 09:28 /tmp/.esd 665189   4 drwxrwxrwt   2 root     root         4096 Jan  3 07:51 /var/lib/texmf 97345   4 drwxrwxrwt   2 root     root         4096 Jan  4 14:00 /var/tmp 178466   4 drwxrwxrwt   2 root     root         4096 Aug 11  2003 /var/spool/vbox 762533   4 drwxrwxrwt   2 root     root         4096 Sep 25  2003 /var/spool/samba

Finding the real problem directories:

[user@station user]$ find / -perm -002 -not -perm -1000 -type d -ls 2>/dev/null 46931   1 drwxrwxrwx   2 user     user         1024 Jan  5 12:06 /home/kupferer/bad-permissions

SUID and SGID executables
SUID and SGID executables can present serious security concerns since they allow users to execute programs with permissions of another user. For this reason they should be closely monitored. SUID is represented as 4 in the first position and SGID, by a 2.

The  command produces a checksum for a file that can be used later to check whether the file's contents have changed.

[user@station user]$ echo "some content" >a_file [user@station user]$ md5sum a_file eb9c2bf0eb63f3a7bc0ea37ef18aeba5 a_file [user@station user]$ echo "Some content" >a_file [user@station user]$ md5sum a_file 581ab2d89f05c294d4fe69c623bdef83 a_file

This is often used when downloading files from possibly untrustworthy mirrors. So long as a trusted checksum can be obtained, it can be used to verify that the data wasn't corrupted whether accidentally or maliciously. Often checksum files are distributed with downloads or kept on secure media to check systems for possible data corruption or intrusion. To create an MD5 checksum file, simply redirect the  output to a file. can then be used to run the check later.

[user@station playground]$ for I in $(seq 1 6) > do echo "Content for file-$I" >file-$I > done [user@station user]$ ls file-1  file-2  file-3  file-4  file-5  file-6 [user@station playground]$ md5sum * >files.md5 [user@station playground]$ cat files.md5 37bca4ca3e0aa391ce8676a694940e66 file-1 ab831d920679cd711a85dc72360dbddc file-2 371e1a1c44fac93d8ff0aa87ce623f19 file-3 8472ca817e850d90b2d747254f4ec6d2 file-4 d1c4512228268473f5a7f9e22c20a14c file-5 1c64532d6ba6dd4125be760a1e7f66d3 file-6 [user@station playground]$ echo "different stuff" >file-3 [user@station playground]$ md5sum -c files.md5 file-1: OK file-2: OK file-3: FAILED file-4: OK file-5: OK file-6: OK md5sum: WARNING: 1 of 6 computed checksums did NOT match

Finding and Checking SUID and SGID executables
[root@station root]# find / -type f -perm +6000 -exec md5sum {} \; >suid.md5 [root@station root]# echo "blah" > /usr/local/bin/new-suid [root@station root]# chmod 4755 /usr/local/bin/new-suid [root@station root]# find / -type f -perm +6000 -exec md5sum {} \; >suid.md5.new [root@station root]# diff suid.md5 suid.md5.new 45a46 > 0d599f0ec05c3bda8c3b8a68c32a1b47 /usr/local/bin/new-suid [root@station root]# mv suid.md5.new suid.md5 mv: overwrite `suid.md5'? y [root@station root]# echo "more" >> /usr/local/bin/new-suid [root@station root]# find / -type f -perm +6000 -exec md5sum {} \; >suid.md5.new [root@station root]# diff suid.md5 suid.md5.new 46c46 < 0d599f0ec05c3bda8c3b8a68c32a1b47 /usr/local/bin/new-suid --- > 9faee5c03d3f99ba4b95be1fc78c847f /usr/local/bin/new-suid


text:
User:Raptor6212

Hello my name is Raptor6212 and this will be my profile

title: User:Raptor6212


text:
User talk:Rsduhamel

Red Cross Fudge
Nothing was wrong with it. I just thought it would be good to make it like the other recipes. If you want to revert it, it is your recipe (just be sure to keep the links).--Alsocal 22:38, 11 Jan 2005 (UTC)

title: User talk:Rsduhamel


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A-level Mathematics/OCR/M3

This is the Mechanics 3 module of the A-level Mathematics book. This module assumes that you are familiar with the ../C1/, ../C2/, ../C3/, ../C4/, ../M1/ and ../M2/ modules. Please post all questions to A-level Mathematics/Discussion.

Contents

 * 1) /Elastic Strings and Springs/
 * 2) /Impulse and Momentum/
 * 3) /Circular Motion/
 * 4) /Kinematics/
 * 5) Simple Harmonic Motion

Formulae
By the end of this module you will be expected to have learnt the following formulae:

Kinematics

 * $$ a = v\frac{dv}{dx} $$

Simple Harmonic Motion

 * $$\ddot{x} = -\omega ^2x$$
 * $$v^2 = \omega ^2(a^2-x^2)\,$$
 * $$T = \frac{2\pi}{\omega}$$
 * $$x = a \sin (\omega t)\,$$ or $$x = a \cos (\omega t)\,$$ or, generally, $$x = a \cos (\omega t + \epsilon)\,$$

Elastic Springs and Strings

 * Hooke's Law: $$ T = \frac{\lambda x}{l} $$
 * Elastic potential energy: $$ E_p = \frac{\lambda x^2}{2l} $$

Small-angle Approximations
only applies when $$ \theta $$ is in radians
 * $$\sin \theta \approx \theta$$
 * $$\cos \theta \approx 1 - \frac{1}{2}\theta ^2 $$
 * $$ \tan \theta \approx \theta $$

title: A-level Mathematics/OCR/M3


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Talk:Pro Engineer

Your book is nicely evolving. I just reviewed your book to give it a new development stage, and I suggest the following improvement: Your Reference/Definitions could be converted into a table. Wiki supports tables like this following example: This might improve the visual appearance of your nice book. --Andreas Ipp 23:41, 11 Jan 2005 (UTC)

I can do this quite easily in Vim but I'm concerned about the source of the material. It appears to be copied directly out of some formatted document, which could possibly have been copyrighted. There's no indication from the person who added this (Iturner2) whether this material is free to be used. It will be difficult to write our own version of the definitions reference but legally we may have no choice. Praetis 14:00, 14 September 2006 (UTC)

Version stuff?
Pro/Engineer changed drastically between 2001 and Wildfire, and less so between Wildfire and Wildfire 2.0. I propose that this WikiBook be written, if possible, to keep pace mainly with the latest version. If someone has the time or inclination later to add "menu mapper" information or other details of earlier versions, such as might be useful to those upgrading from earlier versions or working on legacy systems, that can have its own section.

It looks as though this book has been inactive for awhile now. If anyone is interested in helping me pursue it, please drop me a note on my talk page. I'm a Wiktionarian first, so I don't know yet how much time I'll devote to this project.--Dvortygirl 07:08, 23 October 2005 (UTC)

Um... this is pretty much the dumbest, most useless endeavor I've ever seen anyone attempt. The software changes too quickly and no normal human (or TEAM of them) could keep pace without massive support. Even WITH massive support, Pro/E "experts" abound but few of them *really* know what the heck they're doing. PTC's textbooks are nothing to write home about- but this massive piece of software just does not lend itself to an E-book written by the web community. While I probably owe the guy a kick in the family jewels, Steve Smith's textbooks are probably the best resource for Pro/E knowledge. Spend your money there and save your time for something more worthwhile. And if you happen to SEE ol' Steve, do me a favor and try to get in one good kick for me. Trust me, he deserves it.

title: Talk:Pro Engineer


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Talk:WordPerfect

I just reviewed your book for development stages. I think, your tips are well written, but the book`s title ("WordPerfect") is too general. Please consider renaming the book or moving your content to a new book called e.g. "Tips for WordPerfect" or "Tips to tweak the Classic Mode to resemble more to WordPerfect 5.1 DOS". You might then get a higher development stage. --Andreas Ipp 23:58, 11 Jan 2005 (UTC)

title: Talk:WordPerfect


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HyperText Markup Language/Frames

When frames were useful
In older HTML, frames were a way to make a section of the webpage constantly visible. It involved multiple pages shown in separate subwindows. Usage of frames has been deprecated and should never be used on websites intended for anything other than legacy systems.

The replacement for frames
Frames have been replaced by a combination of Cascading Style Sheets and various web scripting languages, as they keep a more suitable method of keeping or updating content on the screen.

Le langage HTML/Cadres HTML/Frames HTML/Basiscursus/Frames

title: HyperText Markup Language/Frames


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Cookbook:Curry Powder

Curry powder is a general blend of spices used to imitate the flavor of South Asian cuisine. It should not be confused with specific spice blends used in various Indian curries, such as garam masala, chaat masala, panch phoron, tikka masala, etc.

Characteristics
There is no set blend, and every commercial curry powder blend will be slightly different. Spices typically found in curry powders include turmeric, coriander, cumin, ginger, cinnamon, cardamom, fenugreek, pepper, and/or chile powder. The heat level varies, and the blend may range from mild to hot.

Selection and storage
Like all ground spices, curry powder must be stored in an airtight container at room temperature away from light, heat, and moisture. Still, the flavor and aroma will fade over time, and you should make sure to check it periodically. Making curry powder fresh is always the best option in terms of flavor.

Use
Curry powder is not actually used to make traditional Indian dishes, which typically rely on more specific spice blends, and many Indian cooks never use it. Instead, curry powder is used for anglicized Indian dishes like Mulligatawny soup or "curried" Western dishes like curried chicken/egg salad. It is also used in Caribbean and various African cuisines influenced by Indian foodways.

title: Cookbook:Curry Powder


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Japanese/Vocabulary/Linguistics

When studying Japanese, it can help greatly to know the terminology or jargon used. These may include different parts of speech, grammar structures, names of particles, etc. This is not an explanation of those forms, but a simple list of what they are called. Beginning students may not want to bother with these until they have completed the first lesson, although there may be some useful terms here.

Writing
Japonais/Vocabulaire/Grammaire

title: Japanese/Vocabulary/Linguistics


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Cookbook:Hot Fudge

| Desserts

Hot fudge is a chocolate sauce for putting on ice cream.

Ingredients

 * ½ cup (120 ml) milk
 * 1 ½ cups (350 g) white granulated sugar
 * 1 ½ tablespoons cocoa
 * 1 dash salt
 * ¾ tablespoon butter
 * ½ teaspoon vanilla

Procedure

 * 1) Mix milk, sugar, cocoa and salt in a saucepan and bring to a full rolling boil.
 * 2) Turn off heat and add butter and vanilla.
 * 3) Let rest for a couple minutes until butter is melted. Beat with a spoon and serve.

title: Cookbook:Hot Fudge


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User:Maiki

 * American university student studying Japanese.
 * Studied in Tokyo, Japan for a year, focusing on Japanese sociolinguistics and dialects.
 * Have travelled through Hokkaido, Kanto (Tokyo, Yokohama, Chiba, Saitama, etc..), Nagoya, Osaka, Kyoto, Nara, Kobe, Okayama, Hiroshima, Northern Kyushu (Fukuoka, Nagasaki, Kumamoto, etc.), and Okinawa.

title: User:Maiki


text:
User:Netoholic

Wikipedia:en:User:Netoholic

Wikipedia:simple:User:Netoholic

Wikisource:User:Netoholic

meta:User:Netoholic

title: User:Netoholic


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Cookbook talk:Cuisine of India

Could someone compile a dictionary for Indian cuisine? A list of the names of dishes, what they are, and how it should be eaten. -- Mkn 08:59, 12 Jan 2005 (UTC)

Some words:
 * Aloo means potato -- can be vertially added to any of the indian dry vegetable dish though is prepared dish in itself. some dishes are Dum Aloo, dry aloo etc.
 * Bainguin means brinjal
 * Balti -- not associated with cuisine means a bucket, but now taken to mean a particular style of curry.
 * Bhaji/bahjee - dry vegetable usually finely sliced vegetables with salt, red chillies turmeric powder, coriander powder. Can also be a kind of fritter made with gram flour e.g., onion bhaji.
 * Bhoona - a fairly dry stule of curry AndyCunningham 10:59, 19 August 2007 (UTC)
 * Bindi/bhindi--okra--69.171.35.198 00:02, 5 December 2005 (UTC)
 * Biryani--a dish of persian origin of rice and curried meat or vegetables, is often baked--69.171.35.198 00:02, 5 December 2005 (UTC)
 * Chana--chickpeas
 * Chapati--flat unleavened bread made of gram flour that is cooked in a pan--69.171.35.198 00:02, 5 December 2005 (UTC) Also known as roti in some parts of India.
 * Dall (or dahl) - lentil dish. e.g. Chana Dahl is a chickpea dish. AndyCunningham 10:59, 19 August 2007 (UTC)
 * Dansak -- a think, slighly sour, curry made with lentils in the sauce 10:59, 19 August 2007 (UTC)
 * Dopiaza--literally two onions, indicates a curry recipe with many onions--69.171.35.198 00:02, 5 December 2005 (UTC) Often added in two stages, the first, finely chopped to make the sauce, and the second with larger pieces later in the cooking for a more noticeable onion flavour.
 * Gobi--cauliflower--69.171.35.198 00:02, 5 December 2005 (UTC)
 * Gosth-- Romanised spelling vary. Literally meat - which is lamb in most Indian restaurants.
 * Hasina
 * Jalfrezi -- two different styles of dish are known as Jalfrezi, one has egg mixed into the sauce, the other lots of mild peppers. AndyCunningham 10:59, 19 August 2007 (UTC)
 * Kashmir
 * Kebab--meat grilled on a skewer
 * Keema--minced lamb, often used as a filling in Naan AndyCunningham 10:59, 19 August 2007 (UTC)
 * Korma--mild, creamy curry sauce AndyCunningham 10:59, 19 August 2007 (UTC)
 * Madras--moderately hot curry named for the city of Madras, now Chennai in SE India.AndyCunningham 10:59, 19 August 2007 (UTC)
 * Malaya
 * Masala--"spice mix"
 * Mitali
 * Motar
 * Muchaman
 * Naan--levened flat bread made of white flour and yoghurt
 * Nargis
 * Naryal
 * Palak
 * Panir--an indian fresh cheese
 * Parata--deep fried, unleaved, layered bread AndyCunningham 10:59, 19 August 2007 (UTC)
 * Passanda--mild, creamy curry with almonds
 * Patia
 * Peshwari--coconut, apple, and raisin mix, used as a naan bread filling AndyCunningham 10:59, 19 August 2007 (UTC)
 * Phool
 * Pilau - means Yellow -sometimes spelled pulao, is a meatless spiced rice dish
 * Puri
 * Rangeen
 * Rogan Josh- curry style with tomato based sauce
 * Samosa - spiced meat or vegetables in a deep fried pasty case. AndyCunningham 10:59, 19 August 2007 (UTC)
 * Shabjee
 * Shami
 * Shashlick
 * Sheek (or shik) -- a style of kebab
 * Tandoori -- anything cooked in a Tandoor, but usually refers to the spice and yoghurt marinade that's often used AndyCunningham 10:59, 19 August 2007 (UTC)
 * Tarka Dall - mild, soupy lentil dish in most restaurants. Varies tremendously in different regions. AndyCunningham 10:59, 19 August 2007 (UTC)
 * Tikka -- used to describe meat cooked at very high temperature in a Tandoor. Tikka Masala adds a sauce to the dish AndyCunningham 10:59, 19 August 2007 (UTC)
 * Vindaloo -- can refer to either the authentic Goan dish made with pork, or a very hot and spciy dish with potatoes. AndyCunningham 10:59, 19 August 2007 (UTC)

I believe this article should include links to more specialized indian food articles--69.171.35.198 00:02, 5 December 2005 (UTC)

Sindhi cuisine
There were some recipes on the Wikipedia page Sindhi food. The article's AfD determined that the recipes should be transwikied here. I've put them on a subpage here, and anyone interested can copy them from there and place them appropriately at Wikibooks Cookbook. I'd appreciate help from someone who knows what they're doing here. Thanks! --Fang Aili 23:28, 24 April 2006 (UTC)

Brief tutorial on spice preparation needed
Cooks from other cultures often fall down on spice preparation: roasting, frying, grinding, etc. A tutorial on this subject would be extremely helpful!
 * I could take a stab at some of this, but am not sure where to link it into the main page. Any suggestions? AndyCunningham 10:42, 19 August 2007 (UTC)

Cusines from East India
The section talks about cuisines from most parts of India. However the cusines from east part of the country have not been discussed. Hope someone does some contributions to this.

Biryani - Sub topic- Non veg section need to be sub divided
Hi everyone,

I would like to have a discussion on subdividing the Non veg section. There is a biryani link which is given an additional title "Rice based dish also" this does not seem to be legible. Either we can have a separate section for biryani by re arranging the entire page or we can sub divide the Non veg dish section to subsections like e.g. Biryani, Curry e.t.c. Please share your views

Thanks --Sunaina Kunju (discuss • contribs) 17:01, 7 August 2013 (UTC)

title: Cookbook talk:Cuisine of India


text:
Robotics/Exotic Robots/Special Robot Brains

Most robots have an electronic "brain" (part that uses sensor input to determine actuator output). This can be either a simple electronic circuit, a µcontroller or a PC. This is not the only way to build a robot "brain".

Mechanical Robot Brains
One of the first robots was designed by Da Vinci, this was a small vehicle powered by wind-up springs and it was "programed" by changing gears. Although possible this kind of robot brains are very hard to design and build.

Pneumatic Robot Brains
If you need to automate some part of a plant where explosive gases are used it might be too dangerous to use electronic circuits. Instead pneumatic circuits are used. It's possible to construct logical circuits, timers, sequences,... using pneumatic valves and cylinders. You can find a lot of pneumatic valves for automation here: www.ngtvalves.com


text:
Portuguese/Contents/Possessive Pronouns and adjectives

Gender
The gender in these words is of the object possessed, not the possessor (as in English). For example

Confusion
Unfortunately, confusion can arise with the forms seu, sua, seus and suas. This is because they can mean his, her, your and their. We therefore use the following forms frequently.

Note: The gender of these words refers, unlike the words above, to the possessor, not the object(s) possessed.


text:
Radiation Oncology/Anemia

 * ASCO and NCCN recommend maintaining Hb near 12 g/dL. Should initiate therapy when Hb drops to 11 or lower.
 * However, randomized data from H&N, breast, and NSCLC show adverse outcomes in patients undergoing therapy with Epo support
 * H&N Epo data
 * Breast Epo data
 * NSCLC Epo data
 * A general randomized trial enrolling patients with Hb <11 showed no improved in transfusion requirements, and significantly worse survival with darbepoetin alfa

Darbepoetin Alfa (Aranesp)

 * FDA recommended doses
 * Starting dose: 2.25 mcg/kg SC injection qweek
 * May increase to 4.5 mcg/kg if less than 1g/dL increase in Hb over 2 weeks
 * Other doses
 * 3 mcg/kg q2week
 * 200 mcg q2week
 * 300 mcg q3week

 * Multi-National (Europe, North America, Australia)(2004-2006)
 * Randomized. 989 patients. Non-myeloid malignancies (NSCL 18%, breast 13%), anemia Hgb <11 (mean 9.5), not receiving chemo or RT. Arm 1) placebo vs. Arm 2) darbepoetin alfa 6.75 ug/kg q4w x 16 weeks
 * 2008 PMID 18227526 -- "Darbepoetin Alfa for the Treatment of Anemia in Patients With Active Cancer Not Receiving Chemotherapy or Radiotherapy: Results of a Phase III, Multicenter, Randomized, Double-Blind, Placebo-Controlled Study." (Smith RE Jr, J Clin Oncol. 2008 Jan 28 [Epub ahead of print])
 * Outcome: Transfusions week 5-17 similar. Median OS DA 8.5 months vs. placebo 10.8 months (SS)
 * Toxicity: more cardiovascular, thromboembolic events, more deaths
 * Conclusion: Darbepoetin no impact on transfusions, worse survival

IV Iron

 * Italy (2004-2006) -- darbepoetin +/- IV iron
 * 2008 PMID 18375891 -- "Randomized trial of intravenous iron supplementation in patients with chemotherapy-related anemia without iron deficiency treated with darbepoetin alpha." (Pedrazzoli P, J Clin Oncol. 2008 Apr 1;26(10):1619-25.)
 * Randomized. 149 patients with lung, GYN, BCA, and CRC; Hb <=11 g/L and no iron deficiency. Treated with darbepoetin and Arm 1) control vs. Arm 2) IV iron (sodium ferric gluconate) 125mg IV Q1W x6 weeks
 * Outcome: Hb response EPO 62% vs. EPO + Iron 77% (SS)
 * Toxicity: Comparable
 * Conclusion: IV supplementation reduces treatment failures to darbepoetin

 * European Multi-Institutional -- darbepoetin +/- IV iron
 * Randomized. 396 patients with non-myeloid malignancies, Hb <11 g/dL. Treated with darboepoetin and Arm 1) control vs. Arm 2) IV iron Q3W x 4 months
 * 2008 PMID 18375890 -- "Randomized, multicenter, controlled trial comparing the efficacy and safety of darbepoetin alpha administered every 3 weeks with or without intravenous iron in patients with chemotherapy-induced anemia." (Bastit L, J Clin Oncol. 2008 Apr 1;26(10):1611-8.)
 * Outcome: % achieving Hb >=12 EPO 73% vs. EPO + Iron 86% (SS); also fewer transfusions 20% vs. 9% (SS)
 * Toxicity: No difference in adverse events; iron-related were GI
 * Conclusion: Addition of IV iron to darbepoetin improved Hb control and decreased number of transfusions

 * Sundsvall (2003-2005) -- EPO +/- IV iron
 * Randomized. 67 patients, lymphoproliferative malignancy, Hb 9-11 g/dL. Treated with epoetin 30,000 IU Q1W and Arm 1) control vs. Arm 2) IV iron 100 mg QW
 * 2007 PMID 17252006 -- "Addition of intravenous iron to epoetin beta increases hemoglobin response and decreases epoetin dose requirement in anemic patients with lymphoproliferative malignancies: a randomized multicenter study." (Hedenus M, Leukemia. 2007 Apr;21(4):627-32. Epub 2007 Jan 25.)
 * Outcome: Hb response EPO 53% vs. EPO + IV iron 93%; mean weekly EPO dose lower >25% in IV iron group by week 15 (p=0.05)
 * Conclusion: Hb reponse significantly improved with IV iron

 * Karnell Cancer Center -- epoetin +/- oral iron or IV iron
 * 2007 PMID 17296819 -- "Intravenous ferric gluconate significantly improves response to epoetin alfa versus oral iron or no iron in anemic patients with cancer receiving chemotherapy." (Henry DH, Oncologist. 2007 Feb;12(2):231-42.)
 * Randomized. 129 patients, Hb <11 g/d, ferritin >= 100 ng/ml, transferring >=15%. Treated with epoetin 40,000 U and Arm 1) control vs. Arm 2)oral ferrous sulfacte 325 mg TID vs. Arm 3) IV ferric gluconate 125 mg IV Q1W
 * Outcome: Hb response EPO 41% vs. EPO + oral iron 46% vs. EPO + IV iron 73% (SS)
 * Toxicity: Well tolerated
 * Conclusion: IV iron in addition to epoetin produces significantly greater Hb response

 * Averbach Hematology-Oncology -- rHuEPO +/- oral iron or IV iron
 * Randomized. 157 patients, Hb <=10.5 g/dL or ferritin <=450 pmol/L or transferring <=19%. Treated with rHuEPO 40,000 U QW and Arm 1) control vs. Arm 2) oral iron 325 mg BID vs. Arm 3) IV iron (iron dextran) 100 mg bolus vs. Arm 4) IV iron (iron dextran) 100 mg infusion
 * 2004 PMID 15051778 -- "Intravenous iron optimizes the response to recombinant human erythropoietin in cancer patients with chemotherapy-related anemia: a multicenter, open-label, randomized trial." (Auerbach M, J Clin Oncol. 2004 Apr 1;22(7):1301-7.)
 * Outcome: Hematopoietic response EPO 25% vs. EPO + oral iron 36% vs. EPO + IV iron 68% (both groups). IV iron groups had improved energy, activity and QoL, oral iron group no difference, and no iron worsening
 * Conclusion: IV iron improves effect of EPO

title: Radiation Oncology/Anemia


text:
Cookbook:Oven

| Appliances

An oven is a closed compartment for baking and broiling. Usually a cooktop is attached to the top.

Gas
Some ovens are heated by burning gas. Water is a byproduct of the burning of gas, and this creates a humid environment inside the oven. While this reduces the need to cover foods to prevent drying, it also prevents drying when drying is desired. Gas ovens generally provide poor support for broiling. Gas fuel is cheaper than electricity in some areas, and gas ovens often come with the generally desirable gas cooktops.

title: Cookbook:Oven


text:
Fedora And Red Hat System Administration/Awk Scripting

Awk - A Data Driven Programming Language
Under Construction

Using Awk at the Command Line
Under Construction

Parsing User Information from data
/usr/local/bin/bash-users.awk

BEGIN { FS = ":" USER_COUNT = 0 } /:\/bin\/bash$/ { ++USER_COUNT print $1 } END { print USER_COUNT " bash users." }
 * 1) !/bin/awk -f

Usage:

[user@station user]$ getent passwd | bin/bash-users.awk root jkupferer mesa user 4 bash users.


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Cookbook:Parsley

Parsley is a bright green, biennial herb that is very common in Middle Eastern, European, and American cooking. Its value as a breath-freshener, and much of its taste, comes from its high concentration of chlorophyll. It is also high in vitamin C.

Two forms of parsley are used as herbs: curly leaf and Italian or flat leaf. Curly leaf parsley is often used as a garnish. Many people think flat leaf parsley has a stronger flavor, and it is sometimes used as a substitute for coriander leaves. Its flat leaves are less springy than those of curly leaf parsley, and hence it is easier to chop. Another type of parsley, Hamburg parsley, is grown for its edible root, similar in appearance to a parsnip.

hy:Եփութուխ:Մաղադանոս Kookboek/Peterselie

title: Cookbook:Parsley


text:
Fedora And Red Hat System Administration/Bash Scripting

< Fedora And Red Hat System Administration

Handling Arguments
This program will display all arguments:


text:
Fedora And Red Hat System Administration/Filesystem Mangement

Partition Management
A partition is a place on disk which contains

at the fdisk prompt: n - create a new partition e - create an extended partition p - will print the table

Overview of Partitions
Using Radified's analogy, a partition is like

Using the fdisk utility
"fdisk -l" ---> listed fdisk -l

the Mkfs Command
mkfs, then hit the tab key twice gives you a list mkfs -t * which equals mkfs.*

so mkfs.reiserfs equals mkfs -t reiserfs

VFAT filesystem - tends to be used for usb mkfs -b > mkfs -t every partition has

4k is what you want -> optimized for speed rat mkfs -f [fragment size] fdisk -> enters the interactive prompt w - write n - new m - manual +100m - creates a partition q - quit the command "q" will quit fdisk. if you exit with "q" rather than "w"

1000 bytes is kb 1024 bytes is a kib "kibibytes"

running the command "cat /proc/partitions" looking at the file /proc/partitions will tell you what block devices the kernel knows about partprobe - speaks to a higher level of the kernel

it is a good idea to check with "partprobe" if the kernel agrees with our partitions

Inodes
Metadata is stored in the inode

we have goto our filesystem formatted

ctime - when was the inode created mtime - when was the inode last modified

ext2 had to make sure it assigns them to the correct filesystem - tune2fs -l /dev/xvda1

dumpe2fs /dev/xvda1 holding

Mounting the file system
if something is to show up on the desktop, then it will show up as mnt

if we "touch /home/share/unmounted"

the command to mount the

every directory has an inode for the current directory ( in the . entry)

dump e2fs will tell us if

ext2 and ext3
ext3 is the ext2 filesystem with journaling added. Journaling keeps track of what will be written to the disk prior to the write operation beginning. When the write is done, it is noted in the journal. If the system crashes during a write, it can recover the operation when it comes back up. This prevents incomplete writes from occurring on the disk and eliminates the need to do a filesystem check after a system crash.

jfs
JFS is a high a performance filesystem made by IBM and ported to Linux in 2001. It uses B+ trees,extents, and a journal to guarantee the consistency of the file system in the event of a crash.

AutoFS - Automounting
AutoFS allows the system to automatically mount devices and network shares as they are requested and even unmount them again when no longer in use. The main configuration for the automounter is. Initially, this file will only contain comments, including examples for a  and.


text:
Cookbook:Mint

Mint refers to the leaves of a perennial herb, typically peppermint (Mentha piperita) or spearmint (Mentha spicata), used for flavoring in candy, teas, and some dishes. An extract is produced for uses where the leaves would be inconvenient.

Mint is also regarded as a good accompaniment to roast lamb, especially in the form of mint sauce. Mint is also used in some beverages and cocktails, like Mojitos.

title: Cookbook:Mint


text:
Portuguese/Contents/Definite and Indefinite Articles

In English, we use definite and indefinite articles all the time. They are the words 'the', 'a' and 'an'. In Portuguese there are articles as well, but the actual system is slightly more complicated.

As you can learn from the Number and Gender section, Portuguese makes use of two features known as Number and Gender. What this means is that a noun is either singular or plural and at the same time it is either masculine or feminine. In Portuguese, articles and nouns must agree; that is to say that the article and the noun must have both the same number and the same gender. So when there is a feminine noun, you use a feminine article; when the noun is plural, you have to use a plural article as well. Let's have a look at these articles.

Definite Articles
The definite articles are used when one is referring exactly to one particular object or collection of objects. The following table resumes the four Portuguese definite articles. In English, the definite article is the.

So, to say the house, we first need to look at the word "casa", house. It is feminine (see Tips for Identifying Word Gender for tips on how to recognize word gender). Since there is only one house, we look for the feminine singular. It is a, so we say "a casa", the house.

Indefinite Articles
We now need to look at the indefinite articles. They are used when the noun refers to something of one kind, but the particular instance isn't important. In English, the indefinite article is a or an.

Again, if we want to say a house, we are looking for the feminine singular indefinite article, which is uma. Therefore, we say "uma casa", a house.

Practice
If you want to practice on articles, go to the Lesson page.


text:
Portuguese/Contents/Common Prepositions and Contractions

Common Prepositions and Contractions
Prepositions are words that describe location, for instance, 'at', 'of' etc.

However, unlike in English, some of these "contract". That means they join other words to form new words, not always in a facilitative way.

Some contractions are viewed as obligatory:

 * those with the personal pronouns (ele, ela, etc...)
 * those with the demonstrative pronouns/adjectives (esse, aquele, etc...)
 * those with the direct objects (o, a, etc...)
 * those with adverbs of place (onde, aqui, etc...)

Others are viewed as optional and their frequency of use depends on the speaker's dialect.

Attention: in the formal written language, when the preposition "de" is part of an expression or infinitive construction (such as: apesar de, a fim de, por causa de, etc...), it's never contracted, as it is considered part of that construction. Examples:

 * apesar de ele estar feliz, eu não estou
 * (even though he's happy, I'm not)

 * por causa de isso nunca melhorar, estamos tristes
 * (because this never gets better, we are sad)

This rule is pratically ignored in speech by most speakers. Here are the prepositions and their contractions with articles, pronouns, adverbs, etc...

Note: contractions which are colloquial-only don't have standard forms, those written here are the variations most used by the speakers themselves.


text:
Portuguese/Contents/Future tense regular verbs

The Future Tense
In Portuguese you can use the future tense by saying 'I am going to' or 'I will,' by adding an ending. Ir + infinitive is the first way, and see below for the other way with all the verb endings required.

Using ir
In Portuguese, we often use the construction "going to".

ir + infinitive

You conjugate "ir" as normal, and then add the verb in the infinitive form.

For example, the verb "andar" (to walk):

Eu vou andar

Você/Ele/Ela vai andar

Nós vamos andar

Eles/Elas/Vocês vão andar

Simple Future
It is still possible, but slightly formal, to say "I will eat" or "I will swim". This is the simple future tense. This tense is one of the easiest to form in Portuguese. Just conjugate as below.

FALAR - To Speak

EXCEPTIONS - Trazer, dizer, fazer. See how to conjugate these in the future tense

Note that this construction works even if the verb is usually irregular. Ser, ter and ir, for example, can all be made into the future this way.

Splitting of Stem and Ending
When using indirect and direct object pronouns, the future stem and ending must be split. The stem is (except for the irregular verbs mentioned above) simply the infinitive. The indirect or direct object pronoun goes between the stem and the ending, as in these examples:

However, this construction is rare in spoken Portuguese. When an object pronoun is used, we usually use ir and the infinitive (see above).