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title: User:Yath~enwikibooks/monobook.css


text:
Talk:Perl Programming

Placement of exercises
I apologize for inserting exercises in simple examples without checking for exercises elsewhere. I kind of feel like having the exercises inline is a good idea, since this is not a reference work. Still mulling this one over, advice welcome. --Yath 00:21, 20 Sep 2004 (UTC)

if
Does anyone know a decent reason why "the if control structure" should get its own section? Shouldn't it just be covered in the section on control-flow operators? -- MrItty 13:37, 17 Nov 2004 (UTC)

Gui Programming
Does anyone know why the Gui programming bit is left out? 203.173.160.10 19:01, 19 Feb 2005 (UTC)

Problem with navigation
I saw a problem with the prognav. The articles do not follow the order specified in the index. I tried to fix it. Since I'm not very experienced it would be best if someone can check-out the changes. --213.240.227.183 10:37, 16 September 2005 (UTC)

Maybe rename to slash-split pages
Apparently, on MediaWiki, if the pages were named

 * Programming:Perl / Getting started
 * Programming:Perl / First program
 * Programming:Perl / Strings
 * Programming:Perl / Numbers
 * Programming:Perl / Operators
 * Programming:Perl / Data Types
 * Programming:Perl / Data Types / Scalar Variables
 * Programming:Perl / Data Types / Array Variables
 * Programming:Perl / Data Types / Hash Variables
 * Programming:Perl / User I/O
 * Programming:Perl / Advanced Output
 * Programming:Perl / Making choices: if and else
 * Programming:Perl / Doing things over and over: while and for loops
 * Programming:Perl / Filehandles

(and so on), then we'd get navigation and table-of-contents for free. The Grand_Theft_Auto:_San_Andreas wikibook moved to this. Why aren't the pages named like this? If no-one objects, I'd be happy to start the renaming. --Randal L. Schwartz 19:39, 16 September 2005 (UTC)

Sounds perfect. Is there any way to make the watching work the same way so we can watch the whole book, not just individual pages --155.91.19.73 00:02, 28 September 2005 (UTC)

 * You should not add spaces arround the '/' - only without spaces the page is considered a "subpage." --Krischik T 07:29, 11 October 2005 (UTC)

You should remember, that WB:NP does not force renaming of old books - it's often too complicated.

 * Having just renamed the largest of the programming books (205 modules - the remaining of programming is now only 481 modules), I can say: it's not to complicated to rename a book if you plan it propper (Talk:Ada_Programming/New_Name_needed) . It's just a choice if you want to do it or not. --Krischik T 12:02, 11 October 2005 (UTC)

I won't reccomend slash convention as navigation is already present in the book and automatic links would only mess up. IMO if you want to change naming convention, you should use flat semicolon convention:

 * Programming:Perl:Operators
 * Programming:Perl:Data Types
 * Programming:Perl:Scalar Variables

It also has advantage of consistency with Programming: prefix - if we use both semicolon and slash in names, we would confuse reader. --Derbeth 08:16, 11 October 2005 (UTC)

 * Indeed. Books inside Programming are better off using ":" - only it's called a colon not semicolon - the later is the ";". --Krischik T 12:02, 11 October 2005 (UTC)

Naming policy
You might want to consider the WB:NP. You current naming convention is deprecated and has several disadvantages - like it has no navigational links. Also you worthy effort is neiter considered a book nor a section inside a book. See wikistats which implements an exstensive book and section detector.

--Krischik T 07:15, 11 October 2005 (UTC)

 * Alright I renamed a good portion of the pages.  I've been getting many server errors and am going to stop now.   To the next reader...keep the torch lit!   Justforasecond 05:34, 5 June 2006 (UTC)

PerlScript
I am discussing the Windows Script Host in the Windows Programming book, and I have touched on the topic of "PerlScript". I notice that this book currently doesn't have a section on PerlScript, but I think it is a usefull enough topic to have a place somewhere here in Wikibooks. My question is, should I discuss it in the Windows Programming book, or should we discuss it here at Perl? --129.32.61.130 00:24, 24 February 2006 (UTC)

 * It could be mentioned in passing here maybe with some examples, but it probably doesn't make sense to have a ton of detail. 71.112.2.226 05:19, 14 June 2006 (UTC)

Perl Wikibot
I am currently working on a perl framework for interfacing with mediawiki. The framework has a number of components, including components that actually interface with the wikibooks server (or any other mediawiki server, if specified), and components that manipulate and analyze wiki-formatted text. At the moment, I have about half a dozen individual modules, some of which are in very rough shape, and I would like to expand the framework to include more functionality: Now, I'm not a great perl programmer, but I could pick my way through all these tasks over time. I am thinking about creating a sourceforge project to work on this, if other people want to join the project. If nobody else wants to work on it, I'll keep it to myself. I don't necessarily want to create a replacement/competitor for the "pywikibot" that is a popular tool, especially on wikipedia. If anybody is interested in this project, drop me a line on my talk page, or send me an email at wknight8111  hotmail com, with a subject line containing "wikibooks". --Whiteknight (talk) (projects) 12:59, 21 August 2006 (UTC)
 * 1) graphical interface using TK widgets
 * 2) scripting interface for batch jobs
 * 3) remote interface for receiving and executing remote commands (either from a dedicated wiki-page, an IRC chatroom, email, etc)
 * 4) tied filehandle class for reading and writing to wiki using open, print, read, close, etc.
 * 5) RC monitoring (probably via irc://irc.wikimedia.org/en.wikibooks), to find obvious vandalism ("On Wheels!") and revert it automatically

New section about DBI
I added a new section about DBI programming. It is based on a tutorial i wrote once for colleagues. You are welcome to improve it, of course. Currecntly it has only one example for Oracle. An example for a free database, such as MySQL, would be most welcome. --Amire80 10:18, 16 January 2007 (UTC)

Merging Picking Up Perl into this book
I have a book that I started writing called Picking Up Perl that I have long since abandonded. I'd like to simply bring it over to WikiBooks. The question is whether to merge it into this book, or to put it up as its own thing. The latter is much easier, so I'd prefer that as I don't have a lot of time, but if folks think that's a bad idea, I won't do it. Thoughts? -- bkuhn 16:57, 24 August 2007 (UTC)
 * I decided to make the effort to merge the text of Picking Up Perl, which has already been under the FDL for years, long before Wikibooks existed, into this book. I am doing it piece-meal when I get time, and I am keeping track of which sections have been merged here.  Please note here if you merge a section in so I know not to do it. -- bkuhn 20:44, 21 June 2008 (UTC)

Parts of PuP that have been merged in

 * Merged in Single-Quoted-Strings section and introduction to Strings chapter. -- bkuhn 20:44, 21 June 2008 (UTC)

lots of modifications
Just updated a lot of stuff wanted to give users a place to talk about my mods, re: here if you have anything to say about them EvanCarroll 09:43, 23 September 2007 (UTC)

Perl 6 Book
I think it would be far too much work to try and cram information about Perl 6 into this book as well, there is far too little overlap with existing Perl 5 materials, and I think it would be better off as it's own book. To that end, I've been working on an outline for a new Perl 6 book in my user space: User:Whiteknight/Perl 6 Programming. Anybody who is interested in this project, come take a look at what I have so far, and let me know what you think. --Whiteknight (Page) (Talk) 21:57, 10 September 2008 (UTC)

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

title: Talk:Perl Programming


text:
User talk:203.159.0.10

EuropracBHIT 09:08, 20 Sep 2004 (UTC).

title: User talk:203.159.0.10


text:
What You Should Know About Medicines/Anticoagulant

An Anticoagulant is a substance used to prevent blood clots. It is useful for patients who (i) are at an increased risk of large abnormal blood clots (ex. have high cholesterol, or high blood pressure) (ii) have had heart valve surgery, (iii) have a prosthetic valve made of synthetic material, and (iv) have atrial fibrillation.

MORE INFO: Clotting is an important property of blood. It is sometimes desirable that such clotting of blood be prevented. Anticoagulants are used both inside and outside the human body to prevent the clotting of blood.

USE OF ANTICOAGULANT IN HUMANS: Example 1:

Thrombosis : The formation of a blood clot (thrombus) inside a blood vessel is described as Thrombosis. Such blood clots obstruct the flow of blood through the circulatory system. For example, your blood clots when you cut yourself so that you will not bleed to death. In cases where thrombosis is causing disease, anticoagulants can be used (at carefully controlled dosages) to reduce the tendency to clotting.

Common anticoagulants for this use are Warfarin, Heparin (various heparins exist), and nicoumalone.

USE OF ANTICOAGULANT OUTSIDE HUMAN BODY: Anticoagulants are also used to prevent the clotting of blood outside the body.

Examples

1) Blood transfusion bags : Blood is collected from donors and stored into sterile plastic bags. To maintain the fluid state of blood, it is necessary to prevent the clotting of blood. Chemicals like Acid Citrate Dextrose (ACD) and Citrated Phosphate Dextrose (CPD) can be added to stop blood clotting

2) Medical and surgical equipments: If blood is allowed to clot, these equipments will get clogged up and thus will no longer work. To prevent this from happening suitable anticoagulants are used


text:
What You Should Know About Medicines/Diuretics

Diuretics help to lower the salt and fluid levels in your body. They also reduce swelling and ease the workload on your heart.


text:
Talk:US History/Roaring Twenties and Prohibition

Did the suffragists play a role in the prohibition law?

Suffrage and the 1920s
I disagree with the placement of the Women's Suffrage movement in the chapter beginning in 1920 because the Nineteenth Amendment (which is all the section about women currently covers here) was officially ratified with Tennessee in June of 1920. I believe this section should be placed in the last chapter (which spans the primary period of the movement), or, at the very least, put the official ratification at the very beginning of the section on women in this chapter.

The big deal about many, though not most, women in the 1920s was the flapper. They began a revolution among women, and I believe that should be covered far more than the suffrage movement in this chapter.

-- Lord Mardicia

There's too much material about Germany
Why is there so much information about Germany here? It's American history, not the "History Channel". Too many history buffs are closet Nazis. If there's any German content to add, it's about the German-American ethnic community, it's relation to the Midwest, and Americanization policies. That relates to the rise of the KKK and African Americans. The 1920s was the Great Migration, when African Americans migrated from the South to the North and West, to escape the poverty of sharecropping and oppression of Jim Crow. There was also a tide of anti-Asian nativism that culminated in stopping of immigration from Asia. There should also be a discussion of isolationism after WW1

Also, the Prohibition movement and the Suffrage movement were related - leading Suffragists were leaders in the Prohibition movement, and they allied with secular womens' groups. There was a huge morality movement, and it was led by women. How can one discuss prohibition without the WCTU?

The Henry Ford stuff should be expanded. The development of the assembly line was a significant change. Until Ford, cars were produced by groups of workers acting as craftsmen. Ford reduced the skill required to assemble the car, and hired less skilled farm boys to work in the factories.

The Roaring 20s were not only a period of prosperity and technology -- it was also the formation of a bubble economy built on speculation and overvalued real estate and easy credit, and this led to the Great Depression.

Re: Revivalism
This was actually a long-ranging topic. The Five Fundamentals (the basis for Fundamentalism) were formulated in the 1890s. Amee Semple MacPherson and Billy Sunday had begun their careers in the Teens. It's possible that tabloids and radio increased the visibility of the revival movement (and tent meetings gained electric lighting and amplification), but there was actually a decline in activity. Pittsburgh Poet (discuss • contribs) 14:14, 8 November 2014 (UTC)


text:
Competitive Programming

What Is This Book About?
This book is about programming competitions and what you need to know in order to be competitive....

Where Can I Compete?

 * Annual ACM International Collegiate Programming Competition (ICPC) and their associated regional contests
 * Annual TopCoder Open (TCO)
 * Annual TopCoder Collegiate Contest
 * Annual Facebook Hacker Cup
 * Annual Google Code Jam
 * Annual International Conference on Functional Programming (ICFP) Programming Contest
 * Weekly TopCoder contests
 * Annual Business Professionals of America Conferences (National High School vocational program)
 * Various online judges

Why Should I Compete?
The primary reason why people compete in programming contests is that they enjoy it. For many, programming is actually fun, at least until they get a job doing it and their desire is burnt out of them. It is also a good way to meet people with similar interests to your own. But for those of you who need additional incentive, it is also a good way to increase others awareness of you. Major programming competitions are always monitored by people looking for new talent for their organizations, sometimes these are the people who actually fund the contest. High school programming contests (such as the ones sponsored by the BPA) often are to help prepare students for college or careers in computer programming. These contests often attract scouts from colleges looking to award scholarships to these individuals. For example, IBM is currently funding the ICPC, a contest that costs them millions annually. Why would they pay so much for a programming contest? They view it as an investment. It lets them filter through the talent and get to those that could potentially make IBM much more money in the long run. Before IBM the contest was funded by Microsoft for the same reasons. Organizations that feel like they can't quite afford the huge price tag associated with ICPC have begun to fund cheaper contests, such as TopCoder, and in the case of Google, running their own contest through TopCoder's technology.

How Do I Get Started?
The first thing needed to get started is proficiency in a programming language and familiarity with a text editor/development environment. The two languages common to all of the above programming competitions are C++ and Java. These languages will be used throughout this document. There are many books and tutorials available to learn these languages, in addition to an unending amount of freely available code on the internet.

Which Language Should I Use?
In a competitive programming environment the value of a programming language differs from a software engineering environment. While good software engineering practices will not hurt you in completing a task, they can often consume valuable time with little benefit. Many software engineering techniques are designed for projects with many programmers and projects that take a large amount of time to complete. In a programming competition these conditions no longer hold. Most times it is a single programmer working on a task, with very little time in which to complete it. Also, some programming contests test a programmer's skills in a specific language.

What Are The Contests Like?
The TopCoder Open is available to both college students and professionals who are registered members of the TopCoder website and who are at least 18 years of age at the time of registration. The Tournament consists of three online rounds which lead up to the main onsite tournament and includes several competitions: Algorithm, Design, Development, Marathon, Mod Dash, and Studio Design. Competitions such as the Coding Phase in the Algorithm round allow contestants to choose between four programming languages, Java, C#, C++, and VB.NET, so you can use the one you are best at. There are also competitions where you get the chance to challenge the functionality of other competitors’ code.(“Welcome to the 2012 TopCoder Open” Copyright © 2001-2012, TopCoder, Inc. http://community.topcoder.com/tco12/)

title: Competitive Programming


text:
Cookbook:Olive Oil

Olive oil is an oil derived from the fruit of the olive tree, which originated in the Mediterranean area. It is produced by pressing olives and has a very high content of monounsaturated fats.

Olive oil was traditionally produced by beating the trees with sticks to knock the olives off and crushing them in stone or wooden mortars or beam presses. Nowadays, olives are ground to tiny bits, obtaining a paste that is mixed with water and processed by centrifugation, separating the oil from the pomace (the other remaining substances).

Edible commercial olive oil can be divided into several categories according to its chemical characteristics and the production method: Extra Virgin Olive Oil, Virgin Olive Oil, and Olive Oil. The first two, virgin olive oils, are obtained only by physical extraction from the fruits. Non virgin olive oil is obtained by the chemical refining of a low-quality non-edible grade of virgin olive oil called "lampante" olive oil.

A second type of oil can be extracted from the remaining pomace. This is called Olive Pomace Oil and it is obtained, like all the other food oils, by treatment with a chemical solvent, generally hexane, and subsequent chemical refining.

Of all the categories, extra virgin olive oil presents the highest organoleptic, nutritional, and health qualities, as well as the most "flowery" taste. Today olive oil is mainly used in cooking and also in cosmetics and soaps, but it has been used for medicines and as a fuel for oil lamps.

"Cold Pressed" Extra Virgin Olive Oil is generally considered the best grade of olive oil. As the name suggests, it is obtained without heating the pressed mass. Heating frees more of the oil but lowers the quality of the resulting oil. Cold Pressed Extra Virgin olive oil is best suited to specialist uses such as salad dressings. Olive oil has a low smoke point (250°F for fancy flavorful grades, and 400°F for the cheap refined grades) and so is not well suited for cooking at high temperatures. Blended oils containing olive oil are available and combine to make a higher smoke point.

Olive oil is produced in areas that have a Mediterranean climate. Large producers of olive oil include Greece, Italy, France, Spain, and California.

Cooking with olive oil
Olive oil can be substitute for margarine or butter in a 3:4 ratio for most recipes. In other words, if your recipe calls for 1 cup of margarine or butter, you can substitute for 3/4 cup Olive oil. Do not make this substitution if you plan on cooking the recipe at 400°F (200°C) or higher. The olive oil will start to smoke at these high temperatures and will make your food have a metallic taste.

Recipes featuring olive oil
Many recipes in the cookbook use olive oil. Those listed below feature olive oil as a primary ingredient. For a full list, please use the "What links here" link.

 * Baba ganoush
 * Caesar Salad
 * English Field Bean Pate
 * Focaccia
 * Garlic croutons
 * Pesto
 * Tabouli
 * Tarbes Salad
 * Home Made Pizza

This module uses text originally published in our sister project, Wikipedia, in the article Olive oil.

title: Cookbook:Olive Oil


text:
PHP Programming/Mailing

The mail function is used to send E-mail Messages through the SMTP server specified in the php.ini Configuration file. bool mail ( string to, string subject, string message [, string additional_headers [, string additional_parameters]]) The returned boolean will show whether the E-mail has been sent successfully or not.

This example will send message "message" with the subject "subject" to email address "example@domain.tld". Also, the receiver will see that the eMail was sent from "Example2 " and the receiver should reply to "Example3 " There is no requirement to write E-mail addresses in format "Name ", you can just write "email".

This will send the same message as the first example but includes From: and Reply-To: headers in the message. This is required if you want the person you sent the E-mail to be able to reply to you. Also, some E-mail providers will assume mail is spam if certain headers are missing so unless you include the correct headers your mail will end up in the junk mail folder.

Important notes

 * PHP by default does not have any mail sending ability itself. It needs to pass the mail to a local mail transfer agent, such as sendmail. This means you cannot just run PHP by itself and expect it to send mail; you must have a mail transfer agent installed.
 * Make sure you do not have any newline characters in the to or subject, or the mail may not be sent properly.
 * However, the additional headers field -- which should always include the From: header -- may also include other headers. On PHP for Windows, each header should be followed by \r\n but on Unix versions, you should only include \n between header lines. Don't put \n or \r\n after the final additional header line.
 * The to parameter should not be an address in the form of "Name ". The mail command may not parse this properly while talking with the MTA (Particularly under Windows).

Error Detection
Especially when sending multiple emails, such as for a newsletter script, error detection is important.

Use this script to send mail while warning for errors:

Sending To Multiple Addresses Using Arrays
In the case below the script has already got a list of emails, we simply use the same procedure for using a loop in PHP with mysql results. The script below will attempt to send an email to every single email address in the array until it runs out.

Then if we integrate the error checking into the multiple email script we get the following

For More Information

 * PHP Manual: Mail Functions

title: PHP Programming/Mailing


text:
Wikibooks talk:Mathematics bookshelf

help
I'd like to help out, especially in the "applied math" section, which I note is pretty sparse.

I'm familiar with lots of different topics (PhD 2006), and am particularly interested in broader organization of different classes in a logical order. This was discussed farther down the page as well, I think, but for example "general math" and "higher math" don't seem like particularly informative categories when "general math" contains differential topology.

So, anyway, I want to contribute my class notes as I develop them in the coming years, but I'm particularly interested in thinking on a higher level. Now, the main bookshelf pages are not editable, so what do I have to do to join in such discussions? Are there Administrators of this bookshelf with whom I could talk? --Scott.norris 16:55, 16 Dec 2007 (UTC-5)

What should I do if want to join this project and make my contributions? Ahmad Abdullah

To what extent should these books be written in LaTeX? If people feel that they should in general be in LaTeX, then I will start working on doing that. --ComplexZeta 02:26, 21 Sep 2004 (UTC)
 * They are written using the Wiki formatting system, which does incorporate use of TeX, so there is no need. Dysprosia 03:08, 21 Sep 2004 (UTC)

General style guide?
Is there a general style guide for constructing math books? Of not, I believe there should be one! Not just general rules, but a collection of templates, specific rules, (like new terms should be in italics) and such. Colors, how to name things, and such. Paxinum 20:10, 21 October 2007 (UTC)

Halmos wrote a wonderful essay on how to write mathematics. I wish I could dig it up right now. It could serve as an excellent basis for a style guide.

We need a dependency tree!
Most math courses build on prerequisite knowledge. Calculus requires algebra and trig. Trig requires geometry. We need a dependency tree so interested readers can find where to start. --Waxmop 16:17, 28 Oct 2004 (UTC)

 * If one approaches things through Wikiversity, there should be one, it's in the works. See School of Mathematics. Dysprosia 22:33, 28 Oct 2004 (UTC)

 * If your going to write a math wiki-book, remember to keep copious amountws of backlinks to previous concepts that need to be known.

math category tag – Category:Mathematics
So, should all these books be tagged with ? --DavidCary 19:57, 14 May 2005 (UTC)

RenderPNG
I created a template that notifies the user that certain pages simply look better when the math formulas look better rendered as PNG. The template could probably use a little work, i am pretty bad with the html color codes after all. This template also links to a category Category:RenderPNG, so that we can keep track of pages that use alot of formulas (and look better in PNG). --Whiteknight T C E 18:32, 8 November 2005 (UTC)

Catalogue for High School
Hi! As a high school math teacher, it would be awesome if it were easy to reference which pages were high school appropriate...could i create a high school page? That links to stuff i found at wikiversity, and here, etc.... JamieJones 15:59, 28 December 2005 (UTC)

 * Pages of lists, in general, are not appropriate on wikibooks. However, it would be possible to create a template that lables certain pages as being "Highschool Appropriate", and a category to lump all those pages together, under a single heading. If you would like to start setting that project up, leave me a message on my talk page, and I will help you out with the details. --Whiteknight (talk) (current) 14:08, 24 January 2006 (UTC)

Book of Theorems and Proof Sketches
What would be the thought on compiling important pure mathematical results, and compiling them in a book organized by field? Proof sketches or complete proofs could be given for all. The book would assume knowledge of the particular fields, while the field would be largely independent. The fields could be done in a largely sequential manner, where beginning results are proved first, and other results are proven from things previously proven. Robert Carr 00:34, 8 May 2006 (UTC)

 * See The Book of Mathematical Proofs. Cheers--Shahab 06:56, 2 October 2007 (UTC)

On 5/12/06
I reorganized the bookshelf into mathamatical catagories for easier reference. Basejumper123 02:02, 13 May 2006 (UTC)

Reorganizing/Refactoring "Algebra"
The "algebra" section contains a number of different books, many of which are currently sharing or duplicating material between themselves. Also, some of the booknames don't correspond to any specific body of information, such as Intermediate Algebra, or Algebra I - A Verbose Approach. I would like to propose a merger and a reorganization of this section as follows:

The remaining books will be:

 * Algebra I in Simple English (unchanged)
 * Algebra (incorporating Algebra I - A Verbose Approach and Intermediate Algebra)
 * Linear Algebra
 * Abstract algebra (Incorporating Discrete mathematics, and possibly moved to Abstract Algebra)

Also, I would like to separate out the material so that it goes more or less in a chronological order: Algebra → Linear Algebra → Abstract Algebra. This means that we will no longer be cross-linking chapters, and there will be no more redundant information in these books. Here is my proposed listing of topics for each book, (not in a particular order):

 * Algebra
 * Arithmetic review
 * Polynomials, Quadratic Equation, etc
 * Factoring Polynomials, Solving for X
 * Functions, Equalities, Inequalities, Function combinations
 * Conic Sections and Graphing
 * Exponentials, Radicals, and Logarithms
 * Linear Algebra
 * Systems of Equations
 * Matrices, Vectors
 * Matrix Operations (addition, multiplication, transpose, determinant)
 * Cramer's Rule
 * Submatrices (minors, adjoint, etc)
 * Matrix Inverses
 * Eigenvalues/Eigenvectors
 * Linear Transformations
 * Vector Spaces (lead in to Abstract Algebra...)
 * Abstract Algebra
 * Sets and Compositions
 * Semigroups, Groups, Abelian Groups
 * Rings, fields and modules
 * Isomorphisms, Homomorphisms
 * Modules, Algebras

This layout will make things flow better, will make the organization nicer, will reduce duplicate material and cross-links, etc. If nobody objects to this change, I would like to get to work on it soon. --Whiteknight (talk) (projects) 16:52, 1 September 2006 (UTC)

 * That is great! Paxinum 19:59, 21 October 2007 (UTC)

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

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

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

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

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

So, what does everybody think? Robinson0120 03:14, 25 December 2006 (UTC)

 * I think it is a great idea, how does it work when printing on paper? I like the last one the most, the rendered math have white background, and it looks bad on the coloured background. Nice idea anyway! Paxinum 19:59, 21 October 2007 (UTC)

Algebra 2
This book needs help. I would delete it if I could, but it should at least be given a chance and besides, I have the Pilingual Primer deletion to put up with. Please, someone, help! Laleena (talk) 23:12, 15 December 2007 (UTC)

Reorganize Bookshelf
I think instead of having general advanced and special as catagories there should be just Algebra, Calculus, Geometry, and Statistics, and any other type of math. Then inside each category make a book for each school year. For example grade 3 Geometry could include identifying polygons, and grade 10 Geometry could include Trigonometry. I think it would be easier to reference that way, and even if the curriculums are different they can go through in order and see where they're at. Also I think that there should be separate text books and work books. So there would be "Geometry gr. 3 Textbook", and "Geometry gr. 3 Workbook". The text book would just strictly explain concepts and maybe have some examples. I feel the way books are organized right now is confusing and inefficient and if anyone has any suggestions to modify my system they are welcome. Mason L. (talk) 04:15, 20 December 2007 (UTC)

Priorities list
I think that it would be a good idea to have an ordered list of wikibooks, ordered according to which books are more or less important to improve first.--24.62.238.203 (talk) 16:51, 23 December 2007 (UTC)

 * I'll go out on a limb here and make a list of what books I think should be prioritized. The ones that I'll list as 'high' priority are books that will be useful to the most wide audience as well as having enough content already established as to make contributing a Herculean task. The 'medium' priority books are books that I feel will be used by a narrower population or need enough work done that it might be intimidating to try and take one of them on. All of the other books I would personally mark as 'low priority' as I feel the core books for a typical math education should be established first. So, here's my list (feel free to provide input/criticism!):
 * High priority
 * Linear Algebra
 * Trigonometry
 * Calculus
 * Statistics
 * Medium priority
 * Arithmetic
 * Geometry
 * Number Theory
 * Set Theory
 * Mathematical Proof
 * Abstract Algebra
 * Skyc (talk) 22:07, 4 February 2008 (UTC)

IW-link
Because IP is not allowed to edit the bookpage, please add sv:Matematik to the iw-list. //84.217.183.117 (talk) 22:15, 24 March 2008 (UTC)

Geometry Shelf
I feel that some books (Algebraic Geometry,Crystallography,Topology,Combinatorial Topology and Differential Geometry) that are currently in the geometry shelf under 'basic math' definitely belong to higher mathematics. Should I move them?

SPat (talk) 03:58, 4 April 2008 (UTC)

SPat (talk) 01:41, 5 April 2008 (UTC)
 * Also, the first half of the book Topology, titled Point-Set Topology is quite developed whereas the second half titled Algebraic Topology is sparse. Does it make sense to split the book?
 * They are quite developed because I developed them - well, most of the basic stuff. I just didn't bother to develop the second half yet. I do not think this is best because, well, they can be developed later.--A (talk) 08:23, 30 July 2008 (UTC)

Re:
I have made some changes to the arrangement of the shelf, the biggest being shifting certain books from the "basic" geometry section to a new one titled "Geometry and Topology". Also, I've moved the section "differential equations" to higher math.

SPat (talk) 13:27, 10 April 2008 (UTC)

Polish book
Check this: pl:Matematyka_dla_liceum. Why can't you make a book like this, all liceum (secondary school, high school) stuff in one place. Is there something similar on En.Wikibooks? Well, waiting for your opinion. Translate is here: google translate --Lethern (talk) 09:41, 28 July 2008 (UTC)

Advanced Mathematics
In mathematics, a topic called advanced mathematics is being developed in the Persian book wiki and is about to be completed In my opinion, this ebook is very good if it is created. HEJJWJDEJDNSGWTG (discuss • contribs) 19:06, 26 August 2022 (UTC)

title: Wikibooks talk:Mathematics bookshelf


text:
Cookbook:Grape Seed Oil

| Basic Foodstuffs

Grape seed oil is a vegetable oil pressed from the seeds of Vitis vinifera grapes, an abundant byproduct of wine making. Grape seed oil is used for: salad dressings, marinades, deep frying, flavored oils, baking, massage oil, sunburn repair lotion, hair products, body hygiene creams, lip balm and hand creams.

Cooking
Grape seed oil is extracted from grape seeds and has a relatively high smoke point, approximately 320 °F (160 °C), so it can be safely used to cook at high temperatures. Grape seed oil is commonly used for stir-fries, sautéing and fondue. In addition to its high smoking point, grape seed oil has other positive attributes in relation to cooking. It has a clean, light taste that has been described as 'nutty'. Because of its 'neutral' taste, grape seed oil is often used as a base for infusing or flavoring with garlic, rosemary, or other herbs or spices.

The metabolic energy density of grape seed oil is comparable to that of other oils, about 120 kCal per tablespoon (34 kJ/mL). However, the fact that less oil is needed for cooking may be useful when observing a low-fat diet.

Vitamins in grape seed oil
Vitamin E (0.8 to 1.2 g/kg), Vitamin C and Beta-Carotene.

title: Cookbook:Grape Seed Oil


text:
Cookbook:Cottonseed Oil

Cottonseed oil is a vegetable oil extracted from the seeds of the cotton plant after the cotton lint has been removed.

Characteristics
The oil must be refined to remove gossypol, a naturally occurring toxin that protects the cotton plant from insect damage. Along with soybean oil, cottonseed oil is very often partially or fully hydrogenated. It is almost flavorless, with a smoke point around 420–430°F (215–221°C).

Selection and storage
Because cottonseed oil goes rancid extremely quickly in contact with air, it must be stored in an airtight container and has a short shelf life.

Use
It is commonly used in manufacturing potato chips and other snack foods, as well as margarine. It also works as a salad oil.

title: Cookbook:Cottonseed Oil


text:
User:MSex

See my page at Wikipedia.

title: User:MSex


text:
User talk:MSex

Leave me a msg!

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 Msex. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Msex~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 23:29, 17 March 2015 (UTC)

title: User talk:MSex


text:
Pascal Programming/Beginning

In this chapter you will learn:
 * How a Pascal source code file is structured
 * Basic terminology

Programs
All your programming tasks require one source code file that is called in Pascal a. A  source code file is translated by the compiler into an executable application which you can run. Let’s look at a minimal  source code file:
 * 1) The first line   indicates that this file is a Pascal source code file for a program.
 * 2) The   and   mark a frame. We will explain this in detail as we move on.
 * 3)    is a comment. Comments will be ignored by the compiler, thus do not contribute in any way how the executable program looks or behaves.
 * 4) And the final dot   after the final   informs the compiler about the program source code file’s end.

Compilation
In order to start your program you need to compile it.

First, copy the program shown above. We advise you to actually type out the examples and not to copy and paste code. Name the file. is the program’s name, and the filename extension  helps you to identify the source code file.

Once you are finished, tell the compiler you have chosen to compile the program: If you are using the FPC, type into a console followed by a (relative or absolute) file name path to the source code file:

If you are using the GPC, type into a console followed by a (relative or absolute) file name path to the source code file:

Finally, you can then execute the program by one of the methods your OS provides. For example on a console you simply type out the file name of the executable file: (where  refers to the current working directory in Unix-like environments) As this program does (intentionally) nothing, you will not notice any (notable) changes. After all, the program’s name  is short for no operation.

The computer speaks
Congratulations to your first Pascal program! To be fair, though, the program is not of much use, right? As a small step forward, let’s make the computer speak (metaphorically) and introduce itself to the world:

Program header
The first difference you will notice is in the first line. Not only the program name changed, but there is. This is a program parameter. In fact, it is a list. Here, it only contains one item, but the general form is  and so on. A program parameter designates an external entity the OS needs to supply the program with, so it can run as expected. We will go into detail later on, but for now we need to know there are two special program parameters: and. These parameters symbolize the default means of interacting with the OS. Usually, if you run a program on a console,  is the console’s display.

Writing to the console
The next difference is. This is a statement. The statement is a routine invocation. The routine is called. has (optional) parameters. The parameters are, again, a comma-separated list surrounded by parentheses.

Routines
Routines are reusable pieces of code that can be used over and over again. The routine, short for write line, writes all supplied parameters to the destination followed by a “newline character” (some magic that will move the cursor to the next line). Here, however, the destination is invisible. That is, because it is optional it can be left out. If it is left out, the destination becomes, so our console output. If we want to name the destination explicitly, we have to write. and  are identical. The missing optional parameter will be inserted automatically, but it relieves the programmer from typing it out.

In order to use a routine, we write its name, as a statement, followed by the list of parameters. We did that in line 2 above.

String literals
The parameter  is a so-called string literal. Literal means, your program will take this sequence of characters as it is, not interpret it in any way, and pass it to the routine. A  literal is delimited by typewriter (straight) apostrophes.

Reserved words
In contrast to that, the words,   and   (and many more you see in a bold face in the code examples) are so-called reserved words. They convey special meaning as regards to how to interpret and construct the executable program. You are only allowed to write them at particular places.

Behavior
Now, that we know what the source code contains, create a new file, copy the source code (by typing it manually), compile and run it: This type of program, by the way, is an example of a class of “Hello world” programs. They serve the purpose for demonstrating minimal requirements a source code file in any programming language needs to fulfill. For more examples see Hello world in the WikiBook “Computer Programming” (and appreciate Pascal’s simplicity compared to other programming languages).

Comments
We already saw the option to write comments. The purpose of comments is to serve the programmer as a reminder.

Comment syntax
Pascal defines curly braces as comment delimiting characters: (spaces are for visual guidance and have no significance). The left brace opens or starts a comment, and the right brace closes a comment.

However, when Pascal was developed not all computer systems had curly braces on their keyboards. Therefore the bigramms (a pair of letters) using parentheses and asterisks was made legal, too: .

Such comments are called block comments. They can span multiple lines. Delphi introduced yet another style of comment, line comments. They start with two slashes  and comprise everything until the end of the current line.

Delphi, the FPC as well as GPC support all three styles of comments.

Helpful comments
There is an “art” of writing good comments.

When writing a comment, stick to one natural language. In the chapters to come you will read many “good” comments (unless they clearly demonstrate something like below).

Terminology
Familiarize with the following terminology (that means the terms on the right printed as comments):

Note, how every constant and type definition, as well as every variable declaration all go into dedicated sections. The reserved words,  , and   serve as headings.

A sequence is also called a compound statement. The combination of definitions, declarations and a sequence is called a block. Definitions and declarations are optional, but a sequence is required. The sequence may be empty, as we already demonstrated above, but this is usually not the case.

Do not worry, the difference between definition and declaration will be explained later. For now you should know and recognize sections and blocks.

title: Pascal Programming/Beginning


text:
Bloom's Taxonomy

Bloom's Taxonomy *

Benjamin Bloom created this taxonomy for categorizing levels of abstraction - thus providing a useful structure in which to describe Lesson Plan Components: Interest Approach, Discussion, Presentation, Demonstration, and Test Items. Content Goals start with an active verb. Note the 'Cues' below, which suggest active verbs that may be used when creating Lesson Plan Components. See the Example Lesson Plan.

Knowledge
 * observation and recall of information
 * knowledge of dates, events, places
 * knowledge of major ideas
 * mastery of subject matter
 * Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Comprehension
 * understanding information
 * grasp meaning
 * translate knowledge into new context
 * interpret facts, compare, contrast
 * order, group, infer causes
 * predict consequences
 * Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Application
 * use information
 * use methods, concepts, theories in new situations
 * solve problems using required skills or knowledge
 * Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Analysis
 * seeing patterns
 * organization of parts
 * recognition of hidden meanings
 * identification of components
 * Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis
 * use old ideas to create new ones
 * generalize from given facts
 * relate knowledge from several areas
 * predict, draw conclusions
 * Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation
 * compare and discriminate between ideas
 * assess value of theories, presentations
 * make choices based on reasoned argument
 * verify value of evidence
 * recognize subjectivity
 * Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

*Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green.

Note: IPSI uses Bloom's work as modified by Simpson and Kratwold to create three domains: cognitive, psychomotor, and affective. The first, second and fourth levels of Bloom form the cognitive domeain. The third level of Bloom forms the psychomotor domain and the fifth and sixth levels of Bloom form the affective domain. Accordingly, content will be parsed into one of nine categories --- three levels of cognitive, three of psychomotor and three of affective. These nine categories are sufficiently precise so that prescriptions regarding instruction and testing can be aligned with the intent expressed in content goals.

title: Bloom's Taxonomy


text:
Talk:Portuguese/Contents/Irregular verbs

Untitled
I started expanding something about irregular verbs. Wrote about anomalous verbs so far, still left to do are the garden-variety irregular (dar, estar, caber, etc.) which have future subjunctive different from personal infinitive and the simpler sound-shift classes.

Anyway, in a real textbook, irregulars shouldn't be presented all together -- they'll just cause a meltdown in the student's brain. Since this book isn't organized in lesson format, though, we have no choice but to stick it all together. Maybe we ought to break it up into sections later on to help students wrap their heads around it better.

--Wtrmute 17:59, 21 Sep 2004 (UTC)


text:
Talk:Portuguese/Contents/Regular verbs

Untitled
Removed preferir from the list of regular verbs. It's derived from ferir and, like it, is irregular. Eu prefiro, que eu prefira, que tu prefiras, etc.

--Wtrmute 18:05, 21 Sep 2004 (UTC)

title: Talk:Portuguese/Contents/Regular verbs


text:
File:Grille transposition cipher.png

Diagram of the Grille transposition cipher.

This diagram shows the encoding of the message "JIM ATTACKS AT DAWN" using a 4x4 grille transposition cipher. It was created using Windows Paint by Michael Hamilton on September 21, 2004.

title: File:Grille transposition cipher.png


text:
Linguistics

This online textbook serves to provide an introduction to the science of linguistics, its major subfields, and its theoretical consequences.

Part of the Linguistics Collection

title: Linguistics


text:
User talk:The Steve

Hello The Steve, and welcome to Wikibooks. A few tips for you:

 * Peruse Welcome, newcomers and associated pages
 * Sign talk page entries with ~, which is automatically converted to a name and date
 * Ask questions in the Staff lounge
 * Have fun.

-- Gentgeen 19:49, 21 Sep 2004 (UTC)

title: User talk:The Steve


text:
Linguistics/Introduction

Language is all around us. Language allows us to share complicated thoughts, negotiate agreements, and make communal plans. Our learning, our courting, our fighting — all are mediated by language.

You can think of language as a technology — humans manipulate their bodies to produce sounds, gestures, and appearances that encode messages using a shared system.

How then does the technology of language work? Answering this question is surprisingly hard; our language skills are automatic and therefore hard to reflect upon. Nevertheless, throughout the centuries, scholars have devised ways to study human language, although there is still much more research to be done and many mysteries to explore. The field of scholarship that tries to answer the question "How does language work?" is called linguistics, and the scholars who study it are called linguists.

How do linguists learn about language?
Linguistics is a science. This means that linguists answer questions about language by observing the behavior of language users.

Astronomy has its enormous telescopes, particle physics has its supercolliders, biology and chemistry have intricate and expensive apparatuses, all for learning about their particular facets of the world. Modern linguists go straight to the source by observing language users in action. One of the charms of linguistics is that the data is all around you; you need nothing more than a patient ear and an inquiring mind to do original linguistic research of your own. But you need not start from scratch — generations of linguists before you have laid a fairly stable groundwork for you to build on. Throughout the history of linguistics, the primary source of data for linguists have been the speech, writing, and intuitions of language users around them.

This is not the only way one could imagine learning about language. For example, one could study respected authorities. But this approach raises an obvious question: how did the respected authorities learn what they knew? If each language were invented by an ancient sage, who determined once and for all how that language worked, the authoritative approach would have great appeal. We would go to the writings of the Founding Sage of Danish, for example, and to the writings of the sage's immediate disciples, to find out the Original Intent, much as American judges refer to the Constitution. But, as far as we can tell, this is not how most languages come to be. We have ancient authorities in plenty, but in most cases these authorities were merely trying to codify the practices of the people who seemed to them most skillful in the use of language. In other words, these authorities were themselves scientific linguists of a sort: they observed language users and tried to describe their behavior.

Describing and prescribing
In literate cultures, it is common to have a tradition of language instruction. In formal classes, students are taught how to read and write. Furthermore, the teacher tells the students rules of proper usage. This is what is referred to as a prescriptive tradition, in which students are told what to do. It is similar to being taught the proper way to do arithmetic or knit a sweater. Formal language instruction is usually normative, which means that it involves a sense of "should and shouldn't", a notion of right and wrong behavior.

By contrast, linguists follow a descriptive tradition, in which the object is to observe what people really do, and form theories to explain observed behavior. Any specific use of language is only considered right or wrong on the basis of whether it appears in ordinary, natural speech.

As a member of a literate culture, you have probably been exposed to a certain amount of your culture's traditional language instruction. When you first take up the study of linguistics, you will probably experience some discomfort as you observe language behaviors that you have been taught are wrong. It will be hard to suppress an almost instinctive reaction: "This behavior is incorrect. My observation is no good; the person I am observing is an unreliable source of information."

It is important to remember that traditional language instruction and scientific linguistics have completely different goals and methods. Traditional language instruction is intended to train students to use a standard language. Language standards exist largely to make sure formal communication is possible between distant regions, between generations, between centuries, between social classes. Modern civilization arguably depends on such formal communication. Its rules must be constant over wide areas, over long spans of time, across different social and economic groups. This leads to an interesting contradiction:

 * The formal rules of a standard language are almost arbitrary. It doesn't matter in detail what they are, so long as everyone agrees to them and more or less follows them when formal communication is needed.
 * Traditional language teachers need to imbue these mostly-arbitrary rules with a sense of rightness, in order to enlist the students' moral sense in the cause of preserving the stability of the standard language.

The natural result is that students emerge from traditional language instruction with a strong sense that certain language behaviors are simply wrong. Most members of a literate culture have this moral sense about language, and find it hard to suppress. Yet to do objective science, to find out how language really works, it is necessary to adopt a detached viewpoint and to treat all language users as valid. The first principle of linguistics is: Respect people's language behavior, and describe it objectively.

In this book we will adopt this objective stance: language behaviors are not intrinsically right or wrong, and we seek to describe what they are, not to prescribe what they should be.

Hidden knowledge: how linguistic inquiry works
Linguists often say that they study the knowledge that a native speaker must have in order to use their language — not formal, school-learned knowledge, but a more subtle kind of knowledge, a knowledge so deeply-ingrained that language users often do not know they know it.

We will illustrate the type of knowledge we mean with a "consciousness-raising" exercise. We will show you some things about English that you must already know, but almost certainly don't 'know you know'.

Case study 1: English plurals

 * 1) Suppose you have one fork, and I hand you another one. Now you have two forks.
 * 2) If you have a spoon and find another, you have two spoons.
 * 3) If your garden has a rosebush, you might plant a second to have two rosebushes.

(We will use boldface for language examples, that is, things that people might actually say.)

In order to speak English, you have to know how to make the plural, or multiple form, of most nouns you hear. You probably do this effortlessly. If you ask most people how to do it, they will say "Oh, you just add s."

But listen carefully.

 * 1) To form the plural of fork, you add a hissing sound, the first sound in the word sap.
 * 2) To pluralize spoon, you add a buzzing sound, the first sound in the word zap.
 * 3) To pluralize rosebush, you add an entire extra syllable, sounding similar to the word is.

You use these three different plural endings every day, effortlessly, without conscious reflection. You always use the right one. It is even amusing to try to use the wrong plural ending. You can say *forkiz, or *spoonce, but you never do. (We use an asterisk to draw your attention to the fact that few people would ever say these things.) You must know the rules governing the use of these different plural endings somewhere inside you, but in all likelihood you never knew you knew until this moment. You must have some way to select the correct ending to use with each word, otherwise you would occasionally say things like *rosebushss. But unless you have thought about this before, it is almost certain that even now that you have been exposed to the concept, you still have no idea how you manage to select the appropriate plural suffix every time. Here is something that you definitely know, but you cannot state it out loud. It is unconscious knowledge.

Can you analyze your own behavior and figure out how you decide whether to use -s, -z, or -iz? Take a few minutes and try. Write out a dozen or so common English nouns and classify them according to what plural ending you would use. Do you see any patterns? (Watch out for completely irregular nouns like foot/feet; for now we are only concerned with "S-plurals".)

One theory you might come up with is that the correct plural suffix must simply be memorized for each noun. This is a perfectly reasonable theory. Perhaps forks sounds better to us than *forkiz simply because the former is the only plural we have ever heard. However, this is not the case, because for new words we have never encountered we can still pick out a plural ending that sounds right. For example:

(Jean Berko-Gleason first studied examples similar to these as set in her wug test).
 * 1) If you have a zug, and you find another, you now have two ...
 * 2) Mike just finished making his third bidge, so he has made three ...
 * 3) I inherited a blick from each of my grandparents, which is why I have four ...

Complete these sentences with the appropriate plurals. Then have five English-speaking friends do it, but don't let them collude: force them to form their own plurals. You and your five friends will all agree: the first example gets a buzzing plural -z, the second gets a whole syllable -iz, and the third gets a hiss -s. And none of you have ever heard those words before, nor do you have any clue what they mean. If plural endings were simply memorized, you and your friends would have had to guess the endings, and you would likely have made different guesses.

The second principle of linguistics is, Language knowledge is often unconscious, but careful inquiry can reveal it.

The idea of deep structure and the general outline of linguistic theory
What have linguists learned about how language works? What is the overall shape of modern linguistic theory?

Linguists espouse a variety of theories about language; differences between these theories are sometimes quite striking even to laypeople and sometimes so subtle that only well-read linguists can understand the distinctions being made. Arguments between linguists who support different theories can be quite heated. But underneath the noisy debate about details there is widespread consensus, which has been coalescing since the 1950s. This consensus sees, in every corner of human linguistic ability, at least two layers: a surface structure consisting of the sounds we actually speak and hear, and the marks we write and read, and a deep structure which exists in the minds of speakers. The deep and surface structures are often strikingly different, and are connected by rules which tell how to move between the two kinds of structure during language use. These rules are part of every language-user's unconscious knowledge.

The idea of deep structure is an unintuitive one. It is natural to be skeptical about it. Why do linguists believe that language structures inside the mind are so different from what we speak and hear? We will use another case study to give an example of the evidence.

Case Study 2: The English auxiliary wanna
(1a) Rachel doesn't want to do her linguistics homework.

(1b) Rachel doesn't wanna do her linguistics homework.

In many varieties of English, the two words want to can often be contracted into wanna. English users are more likely to do this in speech than in writing, and are more likely to do it in relaxed, informal contexts. (Linguists use the word registers to describe the different behaviors language-users adopt depending on context.) The pronunciation of wanna lacks the clear t sound of want to. English users evidently must know both variants.

Can want to always be contracted? Consider the following examples.

(2a) Who do you want to look over the application?

(2b) *Who do you wanna look over the application?

Again, we are using an asterisk to call your attention to the fact that the second example is not natural English to most native users. It is, in fact, traditional in linguistics to use an asterisk to mark an example that is somehow unacceptable or unnatural for native users.

As in our first case study, we seem to have found a mysterious piece of unconscious knowledge that English users all share. We do not resist changing (1a) into (1b), but something makes the change from (2a) to (2b) much less comfortable. What could it be? How do English speakers decide when want to may be contracted?

Perhaps the contraction is inhibited by the fact that (2a) is a question. We can test this theory with a similar example.

(3a) Who do you want to invite to the party?

(3b) Who do you wanna invite to the party?

Here, the contraction works fine. So the question-theory cannot be correct. In fact, the similarity between (2a) and (3a) makes (2a)'s resistance to contraction quite puzzling.

What follows is not the answer to the puzzle. Rather, it is a sketch of part of a theory that some linguists use to explain the observed behavior of wanna. This theory was arrived at by considering many, many examples, and consulting many, many native English speakers. It is not in any way authoritative, but it illustrates the point we are trying to make. Consider some possible answers to questions (2a) and (3a), which we repeat for ease of reference:

(2a) Who do you want to look over the application?

(2c) I want Yuri to look over the application.

(3a) Who do you want to invite to the party?

(3c) I want to invite Yuri to the party.

Notice that in sentence (2c), the name Yuri comes between want and to, separating these two words, while in (3c), the words want to are still next to each other. Let us hypothesize that in our minds, questions like (2a) and (3a) have some kind of mark that shows where we expect the answer to be inserted. Linguists sometimes call such a mark a trace, and symbolize it with t. So we might show this "mental form" of our two questions as follows:

(2d) Who do you want t to look over the application?

(3d) Who do you want to invite t to the party?

If such traces really exist in our minds, they would provide a very elegant explanation of when want to can be contracted. The proposed explanation is that we can contract want to only when there is nothing between the two words in the mental form of the sentence. We already knew this to be true when the interrupting material is audible. Of course want to cannot be contracted in (2c), because Yuri is in the way. Our proposal is to extend this explanation to inaudible material, and to say that want to cannot be contracted in (2a) because a trace is in the way.

You might object that we have invented traces precisely to explain when want to cannot contract; that we will simply hypothesize that every uncontractable example has a trace in the middle. This is a fair objection, but remember that we are not putting traces wherever we want, but only where we expect the answer to the question to fit. You are encouraged to try more examples on yourself and your friends.

This step of introducing traces to explain when want to may be contracted is a serious and profound piece of theory-building. We are saying that sentences in the mind are not exactly like their counterparts spoken aloud. They are not mere mental tape-recordings — they can possess aspects, like traces, that cannot be heard. As soon as we take this theoretical step, we open up a new question: 'How is language represented in the mind?'. Linguists use the term deep structure to discuss the way sentences are represented in the mind. In contrast, surface structure means sentences as we hear or read them.

This leads to the third principle of linguistics: Sentences have a deep structure in the mind, that is not directly observable, but may be inferred indirectly from patterns of language behavior. It is this third principle that separates recent linguistic scholarship (since about 1950) from the centuries of work that went before.

Using linguistic evidence cautiously
Before we proceed, we must say a few words about the mode of inquiry we are using. As we throw various examples at you, we are either marking them with asterisks — starring them, as linguists say — or we are not. In essence, we are asking you to go along with our judgment about whether or not the examples are natural, native English. We would prefer to be scientific about it; one way of doing this would be to perform a study in which we present our examples to a few hundred native English users, and have our subjects tell us whether they thought the examples were good English or not.

But such studies take a lot of time and effort, and it's easy to make mistakes in experimental technique that would weaken our confidence in the results. It is extremely tempting to use oneself as an experimental subject, and use one's own judgment about whether an example is natural English or not. There are obvious pitfalls to this approach. One may not be as typical a speaker as one believes. Or one's judgment may be unreliable in the highly artificial situation of asking oneself questions about one's own language.

But nevertheless, in some cases, the situation seems clear-cut enough that we can give examples, as we have been, in the reasonable confidence that the reader will agree with our judgments. This is a shortcut, and is not a good substitute for real data. But in reality, a lot of linguistics gets done this way, with scholars using themselves as informal experimental subjects. Doing research in this way incurs a debt, the debt of eventually backing up our claims with real experimental studies. It's fine to get preliminary insights by probing our own intuitions about language. Eventually, though, we must do real science, and we must remember that in any conflict between experimental data and our own intuitions, real data always wins.

Structure of this Book — Layers of Linguistics
As you may already have noticed, language is a hugely multifaceted entity. When we learn how to write in school, we are taught that individual letters combine to create words which are ordered into sentences that make up a composition. Spoken language is similar, but the reality of language is much more subtle.

The structure of language may be separated into many different layers. On the surface, utterances are constructed out of sequences of sounds. The study of the production and perception of these sounds is known as phonetics. These sounds pattern differently in different languages. The study of how they group and pattern is known as phonology. These groups of sounds then combine to create words, which is morphology. Words must be ordered in specific ways depending on a language's syntax. The literal meaning assigned to words and sentences is the semantic layer, and the meaning of sentences in context is known as pragmatics. Each of these may be considered a branch of theoretical linguistics, which studies the structure of models of language.

Don't worry if it's not yet clear to you what each of these subfields of linguistics deals with. The first chapters of this book go through these fields layer by layer, building up a clear picture of what linguistics is. We will then explore various topics of inquiry which apply our linguistic knowledge of these layers to solve real-life problems, a pursuit known as applied linguistics. Branches of applied linguistics include: computational linguistics, anthropological linguistics, neurolinguistics, sociolinguistics, psycholinguistics, discourse analysis and language acquisition.

Exercise 1: Me and John
If you took English classes at school, you may have been warned against using the following sentence:

(4a) Me and John are friends.

You probably were instructed to replace it with the following:

(4b) John and I are friends.

Pronouns such as me, him, her, ... are termed 'objective pronouns' because traditionally they are considered to never appear as the subject of a verb, and prescriptivists rule that as such usage of them in this position is "incorrect". However (4a) is not marked with an asterisk because it is still largely acceptable to native English speakers, and as descriptive linguists we are interested in both forms.

Now note that certain arrangements of pronouns (I, me, John, etc.) in the sentence make it ungrammatical to all English speakers:

(4c) *I and John are friends.

(4d) *Her and John are friends.

(4d) *I and him are friends.

List all possible combinations of two pronouns in the sentence "___ and ___ are friends." that you can think of, and label each sentence which would not be said by native speakers with an asterisk. Then create a theory as to what makes any sentence of this form unacceptable.

title: Linguistics/Introduction


text:
Cookbook talk:Chili (Vegan)

think this title should be 'Chile' the dish, not 'chili' which refers to the peppers. comments?66.245.207.144 21:45, 21 Sep 2004 (UTC)
 * Merriam-Webster Online gives "chili" as the main entry with "chile" as a variant. Chili and chili con carne use the spelling "chili" as well as this article. --Think Fast 23:03, 25 June 2006 (UTC)

I use a similar recipe. I find that seitan can be a great addition, as well as vegetable boullion and a small amount of ginger for flavor. —The preceding unsigned comment was added by 130.126.108.67 (talk • contribs) 2007-02-10T07:51:34.

title: Cookbook talk:Chili (Vegan)


text:
Cookbook talk:Cuisine of China

I would really love to have some recipes here. --213.113.175.60 21:49, 21 Sep 2004 (UTC) Magnus Nordlander
 * Me too! David Johnson 16:24, 2 October 2005 (UTC)

title: Cookbook talk:Cuisine of China


text:
User:Alan Armstrong

Alan Armstrong President, www.armstrongauctions.com; alan@armstrongauctions.com; Started the wikibook "Auctions". Armstrong Auctions has conducted hundreds of live and live online auctions in several states. Alan has and likes to share knowledge on auctions, marketing and real estate.

title: User:Alan Armstrong


text:
User:ACW

ACW was born 1957 March 4, and contributes mostly in linguistics and mathematics.

title: User:ACW


text:
Biblical Studies/Christianity/Christian Theology/Character of God

The Bible claims that God made mankind in His own image in Genesis 1:26. This does not equate that men are in the image of God and not women, as can be seen in Genesis 1:27, but rather that all of humanity possesses the Imago Dei.

Christian theology strictly anthropomorphizes God as having a personality. Sometimes God is extremely angry and must kill whole towns; at other times, God appears infinitely compassionate. His human son, Jesus, is more renowned for compassion. The Bible does not record Jesus as having issued capital justice while on Earth.

 * Love for humankind
 * Incapable of evil, being bound by His character which itself gives definition to goodness
 * Perfectly just
 * Shows emotion
 * Sorrow for mankind's folly and sinfulness
 * Happiness when people repent
 * Anger for mankind's rebellion against his commandments
 * Has mercy on those who repent and believe in Him
 * Does not lie


text:
Biblical Studies/Christianity/Christian Theology/Gifts of the Spirit

(Outline)
 * Tongues
 * Prophecy
 * Revelation
 * Visions
 * Healing
 * Interpretation of tongues
 * Others


text: User:The Steve

title: User:The Steve


text:
User talk:203.200.95.130

Thanks for experimenting with Wikibooks. Your test worked, and will soon be removed. I noticed from you remark that you know about our sister project, Wikipedia's recent achievement of over 1 million articles. There is a Wikipedia article about God. This is Wikibooks, the free textbook project. If you'd like to know how the two projects are different, please read Welcome, newcomers. Thank you, Gentgeen 21:15, 22 Sep 2004 (UTC)

title: User talk:203.200.95.130


text:
Høgnorsk

Høgnorsk ~ English

Learning the High Norwegian Language

Høgnorsk (en: High Norwegian) is the usual term for an unofficial, and today little used, form of one of the two written languages in Norway, [Nynorsk (en: New Norwegian) (the other one being Bokmål. The basis for the High Norwegian language direction, is a wish to preserve the New Norwegian written language as an independent language, free of the strong influence from Bokmål that today's New Norwegian has.

The written High Norwegian language is a tradition originating from the first version of the New Norwegian written language (then called (Landsmål), as it was built by Ivar Aasen and later used by classical New Norwegian authors as Aasmund Olavsson Vinje, Arne Garborg, Olav Nygard and Olav H. Hauge.

Lessons

 * 1) Grammatical genders

Vocabulary

 * 1) Numbers

Appendices

 * Appendix 1: Bokstavrekkja ~ Norwegian alphabet and Pronunciation Guide
 * Appendix 2: Phrase Book ~ Common phrases in Norwegian

title: Høgnorsk


text: Høgnorsk/Numbers

title: Høgnorsk/Numbers


text:
Talk:Biochemistry/Proteins/The chemistry of proteins

Proteins are made of linear sequenes of amino acids. Sequence of these amino acids determine structure of the protein ans structure determines function.


text:
Høgnorsk/Bokstavrekkja

The Consonants - Medljodi
b, d, f, g, h, j, k, l, m, n, p, r, s, t, v

 * http://www.ling.hf.ntnu.no/ipa/no/ipachart_no_cons.html

The Vowels - Sjølvljodi
a, e, i, o, u, y, æ, ø, å (á, aa)

Diphthongs - Tviljod
au, ei, øy

title: Høgnorsk/Bokstavrekkja


text:
Algebra/Systems of Equations

Systems of Simultaneous Equations
In a previous chapter, solving for a single unknown in one equation was already covered. However, there are situations when more than one unknown variable is present in more than one equation. When in a given problem, more than one algebraic equation is true at a time, it is said there is a system of simultaneous equations which are all true together at once. Such sets of multiple equations may help solve for more than one unknown variable in a problem, since having more than one unknown in one equation is typically not enough information to "solve" any of the unknowns.

An unknown quantity is something that needs algebraic information in order to solve it. An equation involving the unknown is typically a piece of information which may provide the information to "solve" the unknown, i. e. to determine a specific number value (or limited number of discrete values) that the unknown is (or can be) equal to. Some equations provide little or no information and so do little or nothing to narrow down the possibilities for solutions of the unknowns. Other equations make it impossible to satisfy an unknown with any real number, so the solution set for the unknown is an empty set. Many other useful equations make it possible to solve an unknown with one or just a few discrete solutions. Similar statements can be made for systems of simultaneous equations, especially regarding the relationships between them.

Linear Simultaneous Equations with Two Variables
In the previous module, linear equations with two variables were discussed. A single linear equation having two unknown variables is practically insufficient to solve or even narrow down the solutions for the two variables, although it does establish a relationship between them. The relationship is shown graphically as a line. Another linear equation with the same two variables may be enough to narrow down the solution to the two equations to one value for the first variable and one value for the second variable, i. e. to solve the system of two simultaneous linear equations. Let's see how two linear equations with the same two unknowns might be related to each other. Since we said it was given that both equations were linear, the graphs of both equations would be lines in the same two-dimensional coordinate plane (for a system with two variables). The lines could be related to each other in the following three ways:

1. The graphs of both equations could coincide giving the same line. This means that the two equations are providing the same information about how the variables are related to each other. The two equations are basically the same, perhaps just different versions or forms of each other. Either one could be mathematically manipulated to produce the other one. Both lines would have the same slope and the same y-intercept. Such equations are considered dependent on each other. Since no new information is provided, the addition of the second equation does not solve the problem by narrowing the solution set down to one solution.

Example: Dependent linear equations

$$ 6x - 3y = 12 \ $$

$$y = 2x - 4 \ $$

The above two equations provide the same information and result is the same graph, i. e. lines which coincide as shown in the following image.

Let's see how these equations can be mathematically manipulated to show they are basically the same.

Divide both sides of the first equation $$ 6x - 3y = 12 \ $$ by 3 to give $$ 2x -y = 4 \ $$

 * Now add y to both sides

$$ 2x = 4 + y \ $$

 * Now subtract 4 from both sides

$$ y = 2x - 4 \ $$

This is the same as the second equation in the example. This is the slope-intercept form of the equation, from which a slope and a y-intercept unique to the line can be compared with any other equations in the slope-intercept form.

2. The graphs of two lines could be parallel although not the same. The two lines do not intersect each other at any point. This means there is no solution which satisfies both equations simultaneously, i. e. at the same time. The solution set for this system of simultaneous linear equations is the empty set. Such equations are considered inconsistent with each other and actually give contradictory information if it is claimed they are both true at the same time in the same problem. The parallel lines have equal slopes but different y-intercepts.

Sets of equations which have at least one common point which might provide a solution set are consistent with each other. For example, the dependent equations mentioned previously are consistent with each other.

Example: Inconsistent linear equations

$$ 3x - 2y = -2 \ $$

$$ 3x -2y = 2 \ $$

To compare slopes and y-intercepts for these two linear equations, we place them in the slope-intercept forms. Subtract 3x from both sides of both equations. $$ 3x - 2y = -2 \qquad \qquad 3x -2y = 2 $$ $$-2y = -3x - 2 \qquad \qquad -2y = -3x + 2$$ Divide both sides of both equations by -2 and simplify to get slope-intercept forms for comparison. $$ (-2y)/(-2) = (-3x - 2)/(-2) \qquad (-2y)/(-2) = (-3x + 2)/(-2) $$
 * $$y = \frac{3}{2} x + 1 \qquad \qquad \qquad \qquad \qquad

y = \frac{3}{2} x - 1$$ Now, both slopes are equal at 3/2, but the y-intercepts at 1 and -1 are different. The lines are parallel. The graphs are shown here:

3. If the two lines are not the same and are not parallel, then they would intersect at one point because they are graphed in the same two-dimensional coordinate plane. The one point of intersection is the ordered pair of numbers which is the solution to the system of two linear equations and two unknowns. The two equations provide enough information to solve the problem and further equations are not needed. Such equations intersecting at a point providing a solution to the problem are considered independent of each other. The lines have different slopes but may or may not have the same y-intercept. Because such equations provide at least one solution point, they are consistent with each other.

Example: Consistent independent linear equations

$$ y = 3x - 5 \ $$

$$ y = -x - 1 \ $$

Both of these equations are given in the slope-intercept, so it is easy to compare slopes and y-intercepts. For these two linear functions, both slopes are different and both y-intercepts are different. This means the lines are neither dependent nor inconsistent, so on a two-dimensional graph they must intersect at some point. In fact, the graph shows the lines intersecting at (1,-2), which is the ordered pair solution to this system of independent simultaneous equations. Visual inspection of a graph cannot be relied on to give perfectly accurate coordinates every time, so either the point is tested with both equations or one of the following two methods is used to determine accurate coordinates for the intersection point.

Solving Linear Simultaneous Equations
Two ways to solve a system of linear equations are presented here, the addition method and the substitution method. Examples will show how two independent linear simultaneous equations with two unknown variables could be solved for both unknown variables using these methods.

Elimination by Addition Method
The elimination by addition method is often simply called the addition method. Using the addition method, one of the equations is added (or subtracted) to the other equation(s), usually after multiplying the entire equation by a constant, in order to eliminate one of the unknowns. If the equations are independent, then the resulting equation(s) should be one(s) which will have one less unknown. For an original system of two equations and two unknowns, the resulting equation with one less unknown would have one unknown left which could easily be solved for. For systems with more than two equations and two unknowns, the process of elimination by addition continues until an equation with one unknown results. This unknown could then be solved for and the solved value then substituted into the other equations resulting in a system with one less unknown. The elimination by addition process is repeated until all of the unknowns are solved.

If a system has two equations which are dependent, then the addition of the equations could or would eliminate both unknowns at once. If the equations are parallel lines which are inconsistent, then a contradictory equation could result. The addition method is useful for solving systems of simultaneous linear equations, particularly if the equations are given in the form Ax + By = C, where x and y are the two unknown variables and A, B, and C are constants.

Example: Solve the following system of two equations for unknowns x and y using the addition method:

$$ x + 2y = 4 \ $$

$$ 3x - y = 5 \ $$

Solution: We can either multiply the first equation by -3 and add the result to the second equation to eliminate x, or we can multiply the second equation by 2 and add the result to the first equation to eliminate y. Let's multiply [both sides of ] the second equation by 2.

 * $$ 2 \cdot (3x - y) = 2 \cdot 5 $$

$$ 2 \cdot 3x - 2 \cdot y = 10 $$

 * $$ 6x \ - 2y = 10 \ $$

Now we add this resulting equation to the first equation; i. e. each of the two sides of the equations are added together to give a combined equation as shown here:

$$ x \ + \ 2y = 4 \ $$ $$ + \ ( 6x - 2y = 10 ) \ $$ _____________________
 * $$ 7x + 0\cdot y = 14 \ $$

This means that we add x + 2y and 6x – 2y to get 7x + 0·y and we add 4 and 10 to get 14.

This eliminates y from the combined equation to give an equation in x only:

$$ 7x = 14 \ $$

 * Now we solve for x:

$$ x = 14/7 = 2 \ $$

Now that we have x, we can substitute the value for x into either of the original two equations and then solve for y. Let's pick the first equation for the substitution into x.

$$ 2 + 2y = 4 \ $$

 * Solving for y:

$$ 2y = 4 - 2 = 2\ $$

$$ y = 2/2 = 1 \ $$

So the solution set consists of the ordered pair ( 2,1) which is the point of intersection for the two linear functions as shown here:

Elimination by Substitution Method
The elimination by substitution method is often simply called the substitution method. With the substitution method, one of the equations is solved for one of the unknowns in terms of the other unknown(s). Then that expression for the first unknown is substituted into the other equation(s) to eliminate it such that the equation(s) then have only the other unknown(s) left. If the equations are independent, then the resulting equation(s) should be one(s) which will have one less unknown. For an original system of two equations and two unknowns, the resulting equation with one less unknown would have one unknown left which could easily be solved for. For systems with more than two equations and two unknowns, the process of elimination by substitution is repeated until an equation with one unknown results. This unknown could then be solved for and the solved value then substituted into the other equation(s), resulting in a system with one less unknown. The process of elimination by substitution continues until all of the unknowns are solved.

If a system has two equations which are dependent, then applying the substitution method would either eliminate two unknowns at once or result in an equation which do not yield single values for the remaining unknown(s). If the equations are parallel lines which are inconsistent, then a contradictory equation could result.

Example: Solve the following system of two equations for unknowns x and y using the substitution method:

$$ x - y = -1 \ $$

$$ x + 2y = -4 \ $$

Solution: We can start by solving for either x or y in terms of the other unknown in either one of the equations. Let's start by solving for x in terms of y in the first equation.

$$ x = y - 1 \ $$

Next, we substitute this expression for x into the other equation in order to eliminate x from the equation.

$$ (y - 1) + 2y = -4 \ $$

$$ 3y - 1 = -4 \ $$

We have eliminated x and now we have an equation in terms of y only. We now solve for y in this equation.

$$ 3y = -4 + 1 = -3 \ $$

$$ y = -3/3 = -1 \ $$

We have found the solution for y to be -1. We substitute this value for y into the expression for x in terms of y we determined from the first equation earlier.

$$ x = y - 1 = -1 - 1\ $$

Finally, we calculate the value of x.

$$ x = -2 \ $$

So the solution set consists of the ordered pair (-2,-1) which is the point of intersection for the two linear functions as shown here:

Slopes of Parallel and Perpendicular Lines
''This paragraph restates itself. It should be reworded.''
 * In a two-dimensional Cartesian coordinate plane, linear functions which are dependent or whose graphs are parallel lines will have the same slope . CONVERSELY, linear functions having equal slopes are either dependent or have graphs that are parallel lines in a two-dimensional Cartesian coordinate plane. Of course, vertical parallel lines of the general form x=c are not functions and have no defined slopes.

 * In a two-dimensional Cartesian coordinate plane, two lines that are perpendicular to each other will form right angles (90° angles) with each other at the point where they intersect. When the slopes of two linear functions whose graphs are lines that are perpendicular are multiplied together, the product of the two slopes equals -1 . Conversely, if multiplying the slopes of two linear functions gives a product equal to -1, then their graphs are perpendicular lines on a two-dimensional Cartesian coordinate plane.

 * In other words, if two perpendicular lines have slopes m1 and m2, then

$$m_1 m_2 = -1 \ $$.

 * If a pair of perpendicular lines consists of a horizontal line (of the form y = c) and a vertical line (of the form x = c), then the preceding rule does not apply. A vertical line has no slope and the slope of a horizontal line = 0.

Example: Find the slope-intercept form of a [new] line which intersects y = (1/2)x – 3 at (4,-1) and is perpendicular to it.

Solution: First, find slope of the new line from slope of the given line. Let m = slope of the new line.

$$\left ( \frac{1}{2} \right ) m = -1 $$

$$2\cdot \left ( \frac{1}{2} \right ) m = 2\cdot (-1) $$

$$m = -2 \ $$

The slope-intercept form of the new line will be:

$$ y = -2x + b \ $$

where b is the y-intercept of the new line. Next, solve for y-intercept of new line using the intersecting point (4,-1) and the new slope of -2. Substitute x = 4 and y = -1 into the preceding equation and solve for b.

$$-1 = -2 \cdot 4 + b \ $$

$$ -1 = -8 + b \ $$

$$ b = -1 + 8 = 7 \ $$

Finally, the slope-intercept form of the new perpendicular line is :

$$ y = -2x + 7 \ $$.

Graph showing perpendicular lines in above example.

Solving Systems of Simultaneous Equations Involving Equations Of Degree 2
The substitution method should be used for efficiency when solving nonlinear simultaneous equations, unless other methods such as the graphing method provide clear and simple solutions quickly (when they would be faster than substitution).

Example: Solve the system of simultaneous equations. $$y^2 + (2x+3)^2 = 10 \ $$

$$2x + y = 1 \ $$

With the second equation, make a given term (here, 2x should be used) the subject.

$$2x = 1 - y \ $$

Substitute the third equation into the first, and through factorization of the resulting, simplified quadratic with one variable the solutions can be found.

$$y^2 + ((1-y)+3)^2=10 \ $$ $$y^2 + (4-y)^2=10 \ $$ $$2y^2 - 8y + 16 =10 \ $$ $$y^2 - 4y + 3 = 0 \ $$ $$(y-1)(y-3) = 0 \ $$ Hence we know $$y = 1 \ $$ or $$y=3 \ $$

Then, we calculate that the two possibilities are: $$y = 1 \ $$, $$x = 0 \ $$ or; $$y = 3 \ $$, $$x = -1 \ $$

Solving Systems of Simultaneous Equations Using a Graphing Calculator
TI-83 (Plus) and TI-84 Plus:

1. Press "Y="

2. Enter both equations, solved for Y

3. Press "GRAPH"

4. If all intersection points are not visible, press "ZOOM" then 0 or select "0: ZoomFit"

5. Press "2nd" then "TRACE"

6. Press 5 or select "5: intersect"

7. Move the cursor to one of the intersection points. (There may be only one) Each of these points represents one solution to the system.

8. Press "ENTER" three times

9. The coordinates of the intersection are shown at the bottom of the screen. Repeat steps 5-8 for other solutions.

TI-89 (Titanium):

via Graphing:

1. Press the green "diamond key", located directly beneath the "2nd" (blue) button.

2. Follow steps 2-5 as listed above. To access "Y=" and "GRAPH", press the green "diamond key", then press F1 (it activates the tertiary function, "Y=") and F3 ( "GRAPH"). To access "ZOOM" and "TRACE", press F2 and F3 (diamond function activated), respectively. For "ZoomFit", press F2, then "ALPHA" (white), then "=" (for A).

3. To locate the point of intersection, manually use the directional keypad (arrow keys), or press F5 for "Math", then 5 for "Intersection". (The second option is more difficult to use, however; manual searching and zooming is recommended.)

4. The coordinates are displayed on the bottom of the screen. Repeat steps 2 and 3 until all desired solutions have been found. For new or additional equations, return to the "Y=" as described above.

via Simultaneous Equation Solver:

Note:This is a default App on the TI-89 Titanium. If you are using the TI-89 or no longer have the Solver, visit the Texas Instruments site for a free download.

1. On the APPS screen, select "Simultaneous Equation Solver" and press enter. Press "3" when the next screen appears.

2. Enter the number of equations you wish to solve and the corresponding number of solutions.

3. The two equations are represented simultaneously in a 2 x 3 matrix (assuming that you are solving two equations and searching for two solutions. The size of the matrix depends on the number of equations you wanted to solve). In the corresponding boxes, enter the coefficients/constants of your equations, pressing "ENTER" every time you submit a value. (Remember that all equations must be converted into standard form – Ax + By = C – first!)

4. Once all values have been entered, press F5 to solve.

title: Algebra/Systems of Equations


text:
Introduction to Philosophical Logic

Contents

 * 1) /Prolegomena/
 * 2) /Consistency and Inconsistency/
 * 3) /Arguments/
 * 4) /Formalisation/Propositional Calculus/
 * 5) /Complex sentences and sentence functors/
 * 6) /Propositional Calculus/
 * 7) /Formalisation/Predicate Calculus/
 * 8) /Predicate Calculus/
 * 9) /Relations/
 * 10) /Other Logics/
 * 11) /Glossary/

title: Introduction to Philosophical Logic


text:
User:Regebro

http://sv.wikipedia.org/wiki/Användare:Regebro

http://en.wikipedia.org/wiki/User:Regebro

title: User:Regebro


text:
Australian History/Contents

Chapters

 * Preface [[Image:25%.svg]]
 * Introduction [[Image:25%.svg]]
 * Australia Before European Settlement [[Image:25%.svg]]
 * Early Explorers (Before 1770) [[Image:75%.svg]]
 * Captain Cook (1770) [[Image:75%.svg]]
 * Explorers After Cook (After 1770)
 * Colonialism in Australia [[Image:25%.svg]]
 * Settlement of New South Wales (1788-1889)
 * Van Diemen's Land (Tasmania) (1825-1889)
 * Swan River (Western Australia) (1829-1889)
 * South Australia (1836-1889)
 * Victoria (1850-1889)
 * Queensland (1859-1889)
 * The Road to Federation (1890-1900) [[Image:25%.svg]]
 * Early Years of Federation (1901-1909) [[Image:25%.svg]]
 * Australia Before and During World War I (1910-1919)
 * Australia Between the Wars (1920-1938)
 * The Great Depression in Australia (1930-1939)
 * World War II (1940-1949)
 * Aftermath of the War (1950-1959) [[Image:25%.svg]]
 * Australia in the Sixties (1960-1969)
 * The Whitlam - Fraser Years (1970-1979)
 * The Entrepreneurial Eighties (1980-1989) [[Image:25%.svg]]
 * Economic Rationalism, Reform, and Backlash (1990-1999) [[Image:25%.svg]]
 * Australia in the Age of Terror (2000-Present)
 * Bibliography
 * Glossary
 * Authors and Contributors [[Image:25%.svg]]

Links
This is a wiki textbook—feel free to edit it, update it, correct it, and otherwise increase its teaching potential.

title: Australian History/Contents