text:
Talk:Blender 3D: Noob to Pro/2D Image (logo) to a 3D Model

method 1 - bringing the outer circle into 3d
[Noob Note: I'm new to Blender but have been dealing with bezier's for a long time, and this method of creating the slashed circle seems excessively complicated (whereas the other alternative presented bypasses the point of using curves altogether). The inside of the circle is just 2 half circles cut out from the original larger circle and would only need 2 points to draw out (for each half). Here's what I did.

Another noob note: I found that instead of doing all of this, just insert the inner circle, rotate by 45 degrees, and scale and grab along y and x axis and you will have a much better looking circle

note added 12/08..... all these methods produce something that is "LIKE" the logo jpg but all end up different. Look at the picture..THE TOP PART OF THE LIGHTNING BOLD IS ON TOP OF THE RED CIRCLE... only the body and bottom tip of the lightning bolt are underneath it. The lightning bolt must be rotated on the x axis to correctly finish the logo.

method 3 - bringing the outer circle into 3d
(Another way to do it is to create a ring with 2 Tubes (SPACE -> Add -> Mesh -> tube). Scale one to the size of the outer border of the ring and one to the size of the inner one. Then in edit mode select 2 Vertices next to each other on the inner and outer tube and made a face (FKEY) which covered one segment of the ring. Then you have to spin it like described above (the number depends on the number of vertices you choose for your tube tube = 32 Verticles -> 632 rotationsteps). Same on the other side. If your faces are not in the right place go to object mode select the tubes an press SHIFT+SKEY and choose 'Cursor -> Selection' to center the 3D cursor.)

an other way (faster)
n00b note. This is an other way (faster) add a open circle, make it right size, extrude + esc, scale, mark them both and press F for fill, and rotate it so 4 vertexes are the corners of the line over the lightning, make edges with 2 vertex and F, I think u know the rest so ur done now :D

 * this is now method 2 Pearts (talk) 01:22, 4 September 2010 (UTC)

Rewrite
This tutorial seems disjointed, and several of the images have been lost.

Would anyone mine if I wrote another one from scratch on the same subject?

--User:Lazy-lump 20 Jan, 2008

 * I've cleaned it up! Pearts (talk) 01:22, 4 September 2010 (UTC)

-

I am following this tutorial on another similar logo. Now that I have completed it, when I select one of the letters, ALL of the letters select (in object mode). I can't split them up and for example rotate one of the letters at a time. Sure I can select them individually in edit mode, but then I cannot translate in the z direction and do other things I want to do.

But in this tutorial the lightning bolt and the circle X are acting as two distinct objects. Is this something I missed in an earlier tutorial. Perhaps someone could add more detail about this?

-

OOPS!

Didnt realize you're going into beziers here. I'll find a more appropriate spot for this tute. Beziers, of course! I suppose I'll separate mesh modeling from bezier modeling from metaballs from etc.... I'll figure out a good spot for this, continue your good work on this please! --Spiderworm 13:34, 11 Mar 2005 (UTC)

Ok, looks like this tutorial needs some one to finish it. I'll give it a try. --Mrfelis 6 July 2005 02:55 (UTC)

-

This tutorial needs to be marked as incomplete and moved to the "Miscellaneous Tutorials" at the bottom of the main page of the Wikibook. I'd do it myself, but I'm completely wiki illiterate. This is my first post on a wiki. Jdwolfears (talk) 07:53, 20 May 2010 (UTC)

 * I think it's a good lesson, and will rework it and it's second page into something that useable. Pearts (talk) 13:44, 3 September 2010 (UTC)

Set up
This bit;

"Now scroll the view using by clicking and dragging the MMB and notice how the cube and image move together?"

Apart from the typo I'm not sure what its intention is because when you rotate the world by clicking and dragging the MMB the background image vanishes, as it is apparently only visible from the three orthogonal views & the camera; therefore by saying "...notice how the cube and image move together?" seems odd. I'm using Blender v2.40, so maybe this behaviour is different from v2.37.

Also, on the previous bit where we are playing around with the 'blend' function it could do with being mentioned how to input the exact 0.500 value again as it's nearly impossible to do it with the slider; i.e. click on the current value and enter it with the keyboard & then press enter. Just to help.

Also, in Blender v2.40 "Ext1: 0.2 Ext2: 0.02 BevResol: 4" appear as:

< Extrude: n.nnn >

< Bevel Depth: n.nnn >

< BevResol: n >

In more-or-less the same place; Mode: Edit or Object > Panel: Editing > MiniMenu: Curve and Surface.

[user:mr_spoon, 4/Jan/06].

OK It is probably just me but there appears to be a bit between "Polishing the Tracing" and "Adding the third dimension". The reason I say this is I have the latest version of blender and following the instructions as listed means that instead of a solid swoosh-type shape you get a solid shape with the middle taken out.

That image showing how to set up the curve it probably the worst for someone (like me!) who is trying to learn a whole bunch of stuff that is new...

The picture needs to be changed!!!

[From marinalan, Mar 16 2009] I am very much frustrated that I can not see in this tutorial original image that is served as background image for tracing, exactly "no symbol with lightening bolt" in png or jpg format.

Without this I can not follow and do steps.

Noob answer: I just used my own Logo and followed the steps, it still worked.

I had much more success with another tutorial, http://www.blendernation.com/tutorials/blender-3d-beginner-tutorial-creating-a-logo/

The missing images. How I failed to repair this tutorial in a brief try
I am going to ask to have them undeleted and give them a proper attribution. Pearts (talk) 11:57, 3 September 2010 (UTC)

*
Hi anybody (or everybody),

Just discovered this tutorial and wanted to use it to help myself. Then discovered that it's in state of disarray.

I tried to find out what's wrong with the missing images, so I checked the Commons deletion log for one of them ... but either the search is faulty, or I don't know what, because it's yielding no results:

http://commons.wikimedia.org/w/index.php?title=Special:Log&type=&user=&page=File:Blender-2dlogo-polish-final.png&year=&month=-1&tagfilter=

Should I believe that this file had never been uploaded in the first place? Maybe I'm distrustful, but somehow I doubt this...

Then I checked the history of this tutorial, to look for some useful c[l]ues as to what might have happened.

One notheworthy edit is this one (diff) by User:Mike.lifeguard on 20 October 2007. His description of the action is:

Removing instance of image Blander-sample-2d-logo.jpg that has been deleted because "nld>7d"); using TW)

Now no sane person is going to know what sort of excuse "nld>7d" is. But we have Google, so I located the description of this mysterious symbol... on said user's own subpage (User:Mike.lifeguard/Deletion_reasons), and only there (hey, that's a notable symbol then, isn't it). So I was lucky that Google placed this result on the top position globally, otherwise I would never find it. (So it must be somehow notable in the end.) The explanation is perhaps even more mysterious than what it explains:

 nld>7d
 * nld>7d

Well, lucky me that I can comprehend wikicode—not everybody can. So I typed in WB:NLD manually in the search box, only to get redirected to... Media.

This policy explains our requirements for images and other media files used on Wikibooks.

Great! So what do we know? All that we learn is that the picture has been deleted because of failing unspecified "requirements"!

So we end up knowing nothing, unable to make our own judgement of that long-gone operation. But at least we have a proof (!) that the file  existed, and had been deleted, rather than never uploaded in the first place!

So I re-test the Commons deletion log search for this one file... again, to no avail. Now we know that it is not just this particular tutorial: it is basic mechanisms of Mediawiki that appear to be falling apart. (Or, if I am simply unskilled enough to use them properly, how many other people are? If not for problems of the kind that I discovered, I'm sure someone would have repaired this tutorial by now after all these years!)

Summary
Summing up, the problems which I have encountered in the way of my effort to repair this tutorial appear to lie in the ways Wikimedia mechanisms are at the moment functioning:

 * 1) The deletion log on Commons is a bit hard to locate. Entering "deletion log" in the search box yields no results. I have found it by using a separate search on the Commons "Help" page which works for help pages only. I don't know why the primary search box should not have universal scope of operation like it has on Wikipedia. (Okay, it does—as I discovered later—but the user must know upfront which namespace to select... only to get an old, defunct deletion log page from year 2004. For readers' information, here is the Commons:Special:Log/delete—don't confuse with a Wikibooks deletion log.)
 * 2) The deletion log search almost never appears to work. (Well, quite wickedly, it seems to work only for the kind of files, disappearance of which couldn't go unnoticed by a large audience...) To compound, rather than ease, this problem—the search doesn't seem to allow for filename filtering, so you can't find a file without knowing its full name. (Why this restriction, so unnatural for computer systems—do we have something to hide?) Example:http://commons.wikimedia.org/w/index.php?title=Special:Log&type=delete&user=&page=Image:Blander-sample-2d-logo.jpg&year=&month=-1&tagfilter=
 * 3) Accountability for actions of possibly long-departed users: someone has deleted a (perhaps!) good stuff someday many years ago under a pretension of informed decision, such as "nld>7d" or even "dafq3dsjh", leaving an otherwise 90% good tutorial in a state of disarray and seemingly making extra effort to make it irreversible. What next? What is our direction starting from this point?
 * 4) Some established habits of higher-profile users: It's easy to delete files without considering the fate of some greater work they were part of (such as this tutorial), and not even bother to leave notice about what happened and why on the pages that have linked to them. It takes comparatively little energy to delete a file. Unlike to create one. Even though both operations have equally profound effect. Some people seem to have lost this sense of balance (or have never had it in the first place) between these two opposite modes. Perhaps it's their broader pattern that they do things merely because they can do them.
 * 5) Commons pages of deleted files look like these files have never existed, rather than been deleted—making it much less likely for someone to give it a second thought and possibly spot an abuse of deletion.

The bottom line: I failed to find out what happened (and why) to the images missing from this tutorial, and to repair them, due to multiple obstacles in the ways Wikimedia sites work at this time. I'm hoping the problem only looks this big while actually not being so—that I just had bad luck today or so. But facts are there.

—6birc (talk) 01:25, 5 May 2010 (UTC)

P.S.
Hey, I found them in the deletion log!

 * 1) http://en.wikibooks.org/w/index.php?title=Special:Log&type=&user=&page=Image:Blander-sample-2d-logo.jpg&year=&month=-1&hide_review_log=1
 * 2) http://en.wikibooks.org/w/index.php?title=Special:Log&type=&user=&page=File:Blender-2dlogo-polish-final.png&year=&month=-1&hide_review_log=1

I was looking in the wrong Wikimedia: Commons—instead of Books. (It's because the missing image links redirect to Commons.) The proper deletion log page is simply Special:Log.

So one legible explanation why they were deleted, that I found, is this:

 image with no copyright info, listed for over 7 days, no links.

It appears that the author of this tutorial has disappeared from Mediawiki with the last contribution ever on 19 September 2005. Which is shame. I'm hoping he is alright.

Unfortunately, after finishing his work, he failed to tag his (probably genuine) illustrations with copy-free licence.

Even more unfortunately, this omission was only spotted with a two-years delay. (Sometimes it's better quick—or never.) By that time, he was not with us anymore to avert this little but critical error.

And that's how a good work has gone shit, instead of being preserved for years to come.

Theoretically, I guess, it is possible to undelete them for the purpose of individual re-creation and tagging with a proper licence—if someone was so determined.

—6birc (talk) 02:20, 5 May 2010 (UTC)

It appears that the author is alive—it's just an extreme case of loss of interest in Wikimedia (perhaps computers in general): here is his Wikipedia edit two years later, in 2007. All we learn about him from there is that he had his 9th grade biology class in year 1984. He has turned with his interest to cats since. Now I can go to sleep ;-). —6birc (talk) 02:47, 5 May 2010 (UTC)

 * people come, write about what interests them, then lose interest, and dissapear... it's the way of the wiki... thanks for researching these! Pearts (talk) 13:42, 3 September 2010 (UTC)


text:
Blender 3D: Noob to Pro/Mesh Modeling

Mesh modeling is the most common type of modeling in all of Blender-dom. If you did the Quickie Model tutorial, then you've already participated in mesh modeling. A mesh is simply a collection of vertices that define a three dimensional object. This exercise will further help explain mesh modeling.

 * 1) Get a piece of paper and a pen or pencil.
 * 2) Draw three dots that are no more than 2.5 cm (about an inch) apart from each other
 * 3) Each one of these dots is called a vertex.  (The plural of vertex is "vertices")
 * 4) Now connect two of the dots with a line segment.  The line segment is called an edge.
 * 5) Draw two more edges so that the three vertices are all connected.  You should now have a triangle drawn on the paper.  Fill the triangle in.  This is called a face.
 * 6) Now draw another vertex (dot) on the paper.  Connect it to two of the vertices (dots) you previously drew.  You have another triangle.  Fill it in to create another face.

Could you imagine doing this same sort of activity in 3D space? Essentially, mesh modeling is just that. The details are on subsequent pages in this tutorial.

You can keep filling up the paper with more vertices, edges, and faces if you want. You may want to try and create something interesting with your triangles. Blender also supports faces with four vertices (called quads), but faces with five or more (so-called N-gons) cannot be created.

''Look closely at a 3D video game character some time. Believe it or not, every part of the character is created from little triangles joined together (of course, the triangles are much harder to see in newer games using more detailed technology).''

When you're creating your models, remember that the whole point of having edges and vertices is so that you can have control points in 3D space for your faces. When the scene is rendered, only the faces will be seen. Any edges or vertices not connected to a face will not appear.

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

title: Blender 3D: Noob to Pro/Mesh Modeling


text:
Cookbook:Pork Spare Rib Soup (Bah Kut Teh)

| Cuisine of Malaysia

Bah kut teh (literally, "spare rib tea") is a Hokkien specialty. It is an exotic herbal soup spiced with plenty of aromatic spices including star anise, cinnamon, cloves and lots of garlic. It is often served with Chinese doughnuts and goes well with white rice. It usually comes with a small serve of cut red chillies in dark soy sauce or garlic.

Ingredients

 * 6 dried shitake mushrooms
 * 1½ lb (680 g) pork spareribs, cut into 2-inch (5 cm) pieces
 * 1 whole bulb garlic, unpeeled and slightly crushed
 * 2 inches (5 cm) ginseng root, peeled and slightly crushed
 * 3 cinnamon sticks
 * 5 star anise pods
 * 1 tbsp white peppercorns
 * 1 tbsp black peppercorns
 * 2 tsp sugar
 * 1 tbsp dark soy sauce
 * 6 shallots, finely sliced and fried until golden brown (optional)
 * Salt
 * Pepper

Procedure

 * 1) Soak dried shitake mushrooms in 240 ml boiling water to reconstitute. Slice into strips when soft; reserve liquid for cooking.
 * 2) In a stockpot, cover spareribs with cold water, then parboil ribs until froth rises to the surface.
 * 3) Drain, briefly rinse spareribs under cold running water, and drain again.
 * 4) In a casserole pan add the parboiled spare ribs, garlic bulb, ginseng root, shitake mushrooms, reserved liquid and additional water (to cover the meat).
 * 5) Wrap cinnamon, star anise, white and black peppercorns in cheesecloth, tie with string, and add to the pan.
 * 6) Gradually bring to a boil, then cover and reduce heat to simmer until pork is very tender (about 45–60 minutes); occasionally skim off fat from the surface.
 * 7) When the meat is almost falling off the bones; discard spice bag, season with salt and pepper and add dark soy sauce and sugar.


text:
User:Guettarda

See my main page at the English Wikipedia.

title: User:Guettarda


text:
Talk:Amateur Radio Manual/Sources of Current

How do you make a negative source? Heat causes electrons to bounce around, is there some way of draining or adding electrons?--Waxmop 15:56, 11 Mar 2005 (UTC)


text:
Talk:Amateur Radio Manual/What is Current

What does unitary diameter mean? --Waxmop 16:06, 11 Mar 2005 (UTC)


text:
User:Saforrest

I'm Saforrest. w:en:User:Saforrest

title: User:Saforrest


text: Template:History of Elven Writing Systems/Eldatencelion


text:
Talk:Blender 3D: Noob to Pro/Adding Lamps

Seems like more of a plug than a tutorial. It is not easy to read, or to apply this tutorial.

For the beginner I suggest using pictures with each stage or step. It is not easy to apply simple examples as shown on the home site. Please try to include some pictures and notes on how to use the buttons... etc. Thanks... Mariwan

Appears to have been updated. Thank you to whoever updated this page.

Lol, no probs ! I'm busy now so the last part is still missing. I think I will make it during holidays ( or maybe someone else can do ;) ). -- Totophe64

Can't use Track to Constraint ?
It's impossible to get something to "track to contraint" It tends to go to a dot at 0,0,0 (x,y,z) can anyone explain this?

 * That's strange, it is working for me, and I can't do the thing you describe. I tried with a camera, a mesh and a spotlight, pointing to other diverse objets, and it worked. (Ow I discovered that when an object was assigned to "Track to" multiple objects, it looked in the exact middle of them. Don't know what it can be used to ;-) I exactly followed what I wrote in the tutorial and I had no problems. What is your version of Blender ? Mine is 2.35 (I know, I should upgrade :-P ) -- Totophe64

Why hasen't the rest of the tut been finished?
Hey, can you try to finish this tut, I'm a noob, wanting to be a pro, but I can't be a pro if I don't know what to do, so can you help me out please?

Dark
I am not sure why all the pics in this tutorial are so dark. None of my come out the same way, all are much lighter. ~ Nanobug (talk) 02:43, 24 October 2010 (UTC)


text:
User:Xiong

For now, please see: Wikipedia:User:Xiong.

title: User:Xiong


text:
Hinduism

Contents

 * /Introduction/
 * /Etymology of the words Hindu and Hinduism/
 * /Religious Symbols of Hinduism/
 * /Hindu Temples/
 * /The Vedas/
 * /The Puranas/
 * /Hindu Festivals/
 * /Hindu Deities/
 * /Dictionary/

title: Hinduism


text:
User talk:Lingesh

hi, anyone around here from interested in developing a Lightwave 3D tutorial ?

title: User talk:Lingesh


text:
Guide to Social Activity/Dating ideas

Classics
If you have no idea what to do, and don't mind her knowing you are interested in her, try these:

 * Cinema - Most classic example, yet very usable, it's standard in the adolescent blind date scene, you can have fun even if the girl wants to spoil your evening. Some people think it's really boring, because you don't get to talk or look at each other.
 * Restaurant - She will usually expect you to pay for her; as a first date, you may both have an overly awkward feeling. Requires excellent conversation skills.
 * Cooking for/with her - More creative, but considered too dangerous for a first meeting of two almost-strangers!
 * Theatre - like the cinema, but a bit more unusual (and more expensive)
 * Local Play - Instead of a theatre, try going to a small local production, like at a community center. These are often quite professional, almost always a lot of fun, relatively inexpensive, and a lot less formal than a theatre.
 * Amusement Park - If you're young enough (teen), try going on a trip together with a school, community center, etc. You're probably not going to be paying for both of you. (Tickets usually cost $20-50). Hang out together in the park, maybe eat lunch together.
 * Go for a walk together - Free, non-threatening first date for almost-strangers. Some people tend to prolong such walks. According to the "don't act needy" rule, an early withdrawal might be better.

Creative things
alphabetized list
 * Bar/Pub - why does this even need to be listed?
 * Beach - go for a walk on the beach, sunrise, sunset, any time. Swim or don't, play in the sand, build castles, or have a mudfight. This is a good teen activity. The beach is particularly romantic at night (maybe too much for a first date) with the stars, the relative darkness, and the gentle lapping of the waves against the shore.
 * Bowling
 * Church or other kinds of religious services - Attend religious services together. Afterward, find out about each other's spiritual side.   Reverently and respectfully discuss religious beliefs.
 * Concerts / summer rock festivals - Choose a band that has lively music and bright lights. A band she would obviously not know about is a good choice.  Conversation would also not necessary during the "main event" while you can still see her (unlike movies) and perhaps dance or headbang.  Later then, should be a good time to reminisce and talk about past experiences.  Be careful not to get separated.   (Bring along a set of earplugs to rock festivals just in case she has sensitive hearing; she will perceive this as a thoughtful gesture)
 * Crafts/Arts - Finger paint together, make foam swords, do origami, paper airplanes, paper maché, or some other creative activity
 * Convention center show - Call up the nearest city's convention center and see what's on.
 * The "Country" - If you live in an urban area with a lot of things to do, take a drive to where people get their kicks from picking off blackbirds from the fence with a rifle. (Note: This may be a bad idea for a first date. Also, find out her thoughts about shooting animals first.  Target practice on inanimate objects may be better.)   Teaching her how to hold a rifle is one of the classic ways to get close to a girl (the "teaching embrace").
 * Dancing - No, you don't want to lead her into a normal disco where you have to fight the fleas that suddenly get interested in your girl... Try a Latin/salsa place, if you know how to dance it. Mostly they are cheap, there are a lot of tables, and the guys usually respect a couple. Also dancing is a fabulous way to feel up a girl. Or, learn some basic ball-room dancing moves such as twirling, and especially dipping (girls like both those moves).  Learn how to lead.  Fred Astaire and Ginger Rogers movies may provide some inspiration.
 * Drive-in Movie - The classic aspect of a regular movie might make a girl yawn. Many cities still have Drive-in theatres. Try catching a scary movie here!
 * Errands - Not exactly a date per se, but taking a girl along to get useful things done can be a good neutral way to get to know each other on more or less a friendly basis. Call up that girl and ask her if she wants to come along with you to buy groceries, register for classes, or even shopping for clothes (be careful about the whole "clothes" thing though - I think you know what I mean).
 * Expensive Areas - A lot of girls like to look at mansions, unless they live in one.  Share your favorite ideas of what you would include in your dream house.
 * Food - early morning breakfast, or no-fork spaghetti, or a marathon dinner, or a dollar dinner (what you can find to eat for a dollar per person), or cornflakes by candlelight, or backwards dinner (with food on the table, eat while sitting facing the opposite direction), dinner at a campground, pacific island-themed dinner, and so on...
 * Games - Play hide-and-go-seek in the mall (Limit the area, if it is too large), play blind volleyball.
 * Hikes - Similarly, if there are some good nature areas around (state parks, historic sites, etc.), a good date can be walking a trail through them. On the magnitude of 3-5 miles gives you some time to be together without being too strenuous. Take along enough water & energy snacks for the two of you.  (shows thoughtfulness)
 * Kite-flying - You could both try to make an old-fashioned kite, or you could just get a cheap kite or two.
 * Miniature Golfing - A fun activity that allows some conversation, but an even balance of an activity as well.
 * Museums, Art - A nice combination of modern and classical art is good, so that you can get a break now and again from being weirded out by all the abstract stuff. Analyze out loud what feelings different works of art evoke and invite her to do the same.  (This shows her that you are in touch with your emotional side.)  Be respectful of her opinions, even if they are opposite yours.
 * Park - go to a local park, sit on the benches and talk, or go for a walk around the lake. Lay down in a big grassy field at night. Now that's romantic.
 * Parties - Going for a party is always a nice idea.
 * Holiday Parties - have a Christmas party in July and go carolling. (most fun in a big group)
 * Playground - Can be found in schoolyards and parks. Make sure it is has decent-sized equipment to play on.  Swings are a classic.  Give her an under-dog.  The right playground equipment will give you an opportunity to show off your physical prowess in a non-threatening, childlike way.
 * Pool - relatively cheap, can be a great way to have some fun.
 * Rock climbing - rock walls are a great start. A nice excuse to show your strength and to help her climb.
 * Scenery - Anywhere outdoor with a nice lookout. Nothing like an romantic evening under the stars - and there will most likely be a coffee place to learn about each other.  Not to mention you can show off your astronomy skills - girls love it.
 * Shopping - In any city there are interesting locations to go, Chinatown for example or a gothic or freaky shop.
 * Skating - Any type (roller skating, roller blading, ice skating, etc.) will do. It is a (relatively) painless and cheap way to spend some quality time.
 * Skiing - Skiing although sometimes expensive is a great way to "break the ice" especially if you are a particularly good skiier
 * Sports - Racquetball, Tennis, Soccer, Volleyball, Swimming, Bicycles, Ice Skating, Bowling, Roller skating... find out if she likes to watch or play these, and make it part of a date.
 * Sunrise anything - See if she is a morning person.  See what she looks like without makeup
 * Tea - Find a good teahouse, ask around. Sophisticated girls will love this one!
 * Theme Restaurant - These can be fun! Esepecially one where you and her may both have childhood memories!
 * Tricks - glue a quarter to the sidewalk, preferably in an area that gets a lot of people passing through, and then videotape the people who notice it.
 * Watching - Watching a big event on TV at your house. Probably not a sports game unless she's interested. Or watch TV with no sound and make up the funniest things they could be saying. Another idea is to watch shows like Jerry Springer and cover up the idea of that episode (i.e. "my mother was a [blank]", or "my [blank] was a [blank] behind my back) and try and guess it. You can also watch a couple of episodes from your favorite TV series (make sure she likes it first) this will also give you the chance to give her something for example "I'm getting some hot chocolate, whould you like some?".
 * Water - Water, like ponds or lakes, often has a romantic quality about it. Pick a place with lots of birds or other wildlife.
 * Water Balloons - fill up a bunch on a hot day and then have a water balloon fight. Make sure she wants to get wet first.
 * Zoo - You'll have tons to talk about and pretend you're both like kids again.

Be creative. Maybe some things you liked to do in your youth?

title: Guide to Social Activity/Dating ideas


text:
Movie Making Manual/Currently Untitled Studio (Pre-production)

For clarification, Currently Untitled Studio means just that, not that CUS is the name of the studio. The name will be changed as work progresses. In either case, this is a case study/log of events concerning production of a series of shorts undertaken by DorianGray (director) and a group of volunteers.

Note: The first few weeks of work are not dated, or have only been dated by the accuracy of memory. Specific items such as previous ideas, names, and storylines/scripts will not be mentioned or changed for privacy, liability and copyright reasons. These will possibly be changed as work progresses/finishes.

Development

 * Finding a Story
 * Begging for Backing
 * Contracts

Pre-Production

 * Storyboarding
 * Casting
 * Location Scouting
 * Budgeting
 * Schedule
 * Paperwork

Production

 * Cinematography etc.
 * Sound Recording
 * Tracking and Management

Post-Production

 * Soundtrack
 * Editing
 * Formatting

Exhibition and Release

 * Exhibition
 * Distribution

End Notes

 * Observations
 * Things to Improve On

/Case studies


text:
Dichotomous Key/Mollusca

1

 * Presence of a foot or derived organ
 * Yes - 2
 * No - Aplacophora (subclass Chaetodermomorpha)

2

 * Torsion
 * Present - Gastropoda
 * Not present - 3

3

 * Presence of chromatophores - Can the animal change color?
 * Yes - Cephalopoda
 * No - 4

4

 * Shell divided into plates
 * Yes - Polyplacophora
 * No - 5

5

 * Segmentation
 * Yes, primitive - Monoplacophora
 * No - 6

6

 * Presence of captacula
 * Yes - Scaphopoda
 * No - 7

7

 * Shell
 * Two parts - Bivalvia
 * One part - Aplacophora

cs:Dichotomický klíč:Mollusca

title: Dichotomous Key/Mollusca


text:
Cookbook:Mackerel

| Seafood

Mackerel, also called titus fish, is an oily-fleshed sea fish found throughout the oceans of the world. The flesh is strong-flavoured and the fish is bony, which means it is not a fish for beginners.

It is important to buy mackerel as fresh as possible. If you can, buy it with the head on, so that you can see if the eye is still bright; if it isn't, don't buy it.

One way of cooking mackerel is to chop off the head and gut the fish, then make up a paste of mustard, lemon juice, garlic and rosemary.

Make some incisions into the side of the fish, then rub the paste over the skin of the fish, working it into the cuts. Fill the body cavity with finely chopped onion and herbs. Wrap the fish in foil and bake it in a preheated medium oven for about 20 minutes. Serve with boiled potatoes.

Mackerel can also be grilled and served, unlikely as it may seem, with a purée of gooseberries.

Smoked mackerel can be bought in most supermarkets and fishmongers and is often served with a salad.

title: Cookbook:Mackerel


text:
Cookbook:Rosemary

Rosemary is a perennial woody herb, which grows in temperate and Mediterranean climates. The thin needle-like leaves are used in cooking. They have a bitter, astringent taste, which complements oily foods, such as lamb and oily fish.

Rosemary can also be used a flavouring in bread such as foccaccia.

You can put whole branches of the plant on to the hot coals of a barbecue to flavour the food being cooked, or strip off the leaves and use the stem as a skewer for kebabs (but you will need to pierce a hole in the food with a real skewer first, and soak the stem in water before use, to prevent it burning).

When roasting a leg of lamb, branches of fresh rosemary can be laid in the roasting pan directly under the meat to keep it from sticking to the pan, and to infuse the meat with aroma of rosemary. Also strip the leaves off a branch or two, to sprinkle on top of the meat before roasting.

In Australia and New Zealand, sprigs of rosemary are traditionally worn on ANZAC day, to commemorate the soldiers from those countries who have fought in all wars since the Great War.

Kookboek/Rozemarijn

title: Cookbook:Rosemary


text:
Cookbook:Focaccia II

| Italian Cuisine

Focaccia is a type of a somewhat flat yeast bread from Italy. The basic bread is often topped with any of the following: herbs, olive oil, cheese, meats, and vegetables, and can be seen as a precursor to pizza. Focaccia is commonly used for sandwiches.

Procedure

 * 1) Combine 1 cup flour, sugar, salt, and yeast. Mix well.
 * 2) Heat water and vegetable oil until warm, and add to yeast mixture along with the egg.
 * 3) Mix with an electric mixer at low speed until moistened. Beat for 2 additional minutes.
 * 4) Stir in 1 ¾ cup flour (half of remaining total) while beating, until dough pulls away from side of bowl.
 * 5) Knead in 1 ¾ cup flour on floured surface. Cover dough with a bowl, and let sit for 5 minutes.
 * 6) Place dough on a greased baking sheet. Roll out to 12-inch circle. Cover with greased plastic wrap and a cloth towel. Place in a warm place for 30 minutes.
 * 7) Uncover dough, and poke holes in it with a spoon handle at 1 inch intervals. Drizzle olive oil on dough, and sprinkle with crushed rosemary.
 * 8) Bake at 400 °F (205 °C) for 17 to 27 minutes, until just golden. Remove from baking sheet, and cool on rack.

title: Cookbook:Focaccia II


text:
Talk:A-level Chemistry/OCR (Salters)

I guess there needs to be indication to the two different OCR A Level Chemistry courses there are
 * GCE (Salters) Chemistry
 * GCE Chemistry

This book is out of date. The new spec has mostly the same content, but it has been rearranged.

Rewrite
This book is out of date for the new specification. I will begin a major rewrite now. Italienmoose (talk) 20:09, 5 June 2010 (UTC)

title: Talk:A-level Chemistry/OCR (Salters)


text:
Using KDE

This book that is aimed to help everyone from beginners to power users with KDE. It contains step-by-step tutorials and other general information.

Table of Contents

 * 1) Introduction
 * 2) What is KDE?
 * 3) History of KDE
 * 4) Comparisons between KDE and other Desktop Environments
 * 5) Step-by-step installation guides
 * 6) Basics of Using KDE
 * 7) Applications
 * 8) Tips and Tricks
 * 9) Shortcuts
 * 10) Advanced Topics
 * 11) Glossary
 * 12) Additional Resources

title: Using KDE


text:
Using KDE/Introduction

Using KDE covers:

 * What KDE is
 * How to use it
 * The differences between KDE and other Desktop Environments
 * Applications included with KDE
 * Tips and tricks
 * Resources for power users

What this guide is not :
 * A guide to specific versions of KDE such as KDE for Debian, MacOS, or FreeBSD
 * A developer's guide
 * A guide to applications that are not part of or included with the KDE package. Those can be found elsewhere.

title: Using KDE/Introduction


text:
Systems Theory/Inputs-Outputs

Inputs and Outputs
Input is something put into a system or expended in its operation to achieve output or a result. The information entered into a computer system, examples include: typed text, mouse clicks, etc. Output is the information produced by a system or process from a specific input. Within the context of systems theory, the inputs are what are put into a system and the outputs are the results obtained after running an entire process or just a small part of a process. Because the outputs can be the results of an individual unit of a larger process, outputs of one part of a process can be the inputs to another part of the process. Output includes the visual, auditory, or tactile perceptions provided by the computer after processing the provided information. Examples include: text, images, sound, or video displayed on a monitor or through speaker as well as text or Braille from printers or embossers. Inputs and Ouputs of the system has been classified viz., i) Dynamic Nature of the Input/Output, ii) temporal nature - a) planned, and b) unplanned inputs, iii) periodicity, (iv) controllability, and (v) duration of application (Hariharan, 2021)

Input-Output Analysis
Input-output analysis is “a technique used in economics for tracing resources and products within an economy. The system of producers and consumers is divided into different branches, which are defined in terms of the resources they require as inputs and what they produce as outputs. The quantities of input and output for a given time period, usually expressed in monetary terms, are entered into an input-output matrix within which one can analyze what happens within and across various sectors of an economy where growth and decline takes place and what effects various subsidies may have” (Krippendorf).

Areas of Consideration
Systems theory is “transdisciplinary study of the abstract organization of phenomena, independent of their substance, type, or spatial or temporal scale of existence” (Universiteit). It can be applied to general systems that exist in nature or, in a business context, organizational or economic systems. In studying systems theory, there are a few common, major aspects to consider.

One must look at the individual objects that compose a system. The objects consist of the parts, elements, or variables that make up the system. The objects that make up a system can be physical objects that actually exist in the world, or they can be abstract objects or ideas that cannot be found physically in the world.

One must also consider the attributes of a system. The attributes consist of the qualities and properties of the aforementioned objects of the system. The attributes may also describe the entire system itself.

A third consideration would be the internal relationships among the objects of a system.

The fourth consideration would be the environment in which the system exists.

All of these aspects of a system play an important role. Using these four characteristics, a system can then be defined as “a set of things that affect one another within an environment and form a larger pattern that is different from any of the parts.” Furthermore, “The fundamental systems-interactive paradigm of organizational analysis features the continual stages of input, throughput (processing), and output, which demonstrate the concept of openness/closedness” (Universiteit).

Systems Defined
A system can be defined by using the definition of desired outputs to understand what inputs are necessary. The following questions can be used for this method:
 * 1) What essential outputs must the system produce in order to satisfy the system users’ requirements?
 * 2) What transformations are necessary to produce these outputs?
 * 3) What inputs are necessary for these transformations to produce the desired outputs?
 * 4) What types of information does the system need to retain?

Another way of defining a system is to work forward in a stimulus-response method of definition. The following questions can be asked in conjunction with this method in order to define the system:
 * 1) What are the stimuli, and what are the responses to each stimulus?
 * 2) For each stimulus response pair, what are the transformations necessary?
 * 3) What are the essential data that must be maintained?

These methods can be used to define not just the general system in question, but also the subsystems which compose the larger system as a whole (Sauter).

title: Systems Theory/Inputs-Outputs


text:
Autonomous Technology-Assisted Language Learning

Autonomous Technology-Assisted Language Learning (ATALL) includes (a) the development and use of technological tools to facilitate foreign language (FL) or second language (L2) learning (both to be used synonymously hereafter), and (b) research on the development, use, and effects of such tools.

ATALL is autonomous in that it provides the means for language learners to improve their L2 proficiency whether or not they are taking formal courses in the language they are learning. Thus, ATALL can be used by students in conjunction with formal L2 study or by learners who are not taking L2 classes. ATALL activities can be used as an integrated component of formal L2 courses or for supplemental study (and perhaps extra credit) within L2 courses. ATALL can also be used by non-native L2 teachers who wish to improve their L2 skills and show their students how they can continue to develop their L2 proficiency outside of class. "Autonomous" also implies that the tools are widely available (such as via the World Wide Web) at no or low cost (see Autonomy in Language Learning for resources about autonomy and language learning; for a comprehensive, empirically-based theory of human autonomy, see Perceptual Control Theory and the Control Systems Group).

ATALL encompasses all forms of electronic and information technology that can be used to facilitate L2 proficiency. This includes the obvious tools of computer and Internet technology. But it also includes other forms of communication technology such as wired and wireless telephony, television and radio (broadcast, satellite and cable) and the integration of older communication technologies with newer information technologies.

ATALL is based on the latest theory and research on second language acquisition (SLA), the psychology of learning and computer-assisted language learning (CALL). Research and theory provides directions and implications for how technology can best be used to improve L2 proficiency in the areas of listening, speaking, reading and writing. Principles derived from L2 research and theory are applied to the development of ATALL tools and activities.

ATALL activities can be divided into the five primary domains of input, output, interaction, exercise, and assessment, which form five of the primary modules of this wikibook.

{search strings: tech for language learning; technology for language learning}

Primary Modules

 * Input: Reading & Listening
 * Output: Writing & Speaking
 * Interaction: Collaboration Involving Listening, Reading, Speaking and/or Writing
 * Exercise and Courseware
 * Assessment
 * ATALL Packages: Combining Theory, Technology, Resources and Activities for Language Learning

Supplementary Modules

 * Other Resources
 * Other Tools for Development, Research and Learning
 * Tips and Tricks
 * Needs
 * Conclusion
 * Journals
 * References
 * Contributors

The ATALL Wikibook was given an Honorable Mention for the Access to Language Education (ALE) Award ''as announced at the May 2006 CALICO Symposium in Honolulu, Hawaii. Gary Cziko accepted the award certificate on behalf of all ATALL Wikibookians who have contributed to this project.''

 * Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for a lifetime. (author unknown)

 * Give a student a language course, and you teach the student for a semester. Teach a student to become an autonomous technology-assisted language learner, and you teach the student for a lifetime. (Gary Cziko, 2005)

The Technology for Language Learning Blog and Technology for Language Learning Podcast make frequent reference to this Wikibook.


text:
User:Noisecontrol~enwikibooks

Good Morning!

This Wiki Concept is incredible. I'm looking at some of the coding aspects of Wiki right now and I honestly don't know how I ended up here except for the article in the Washington Post this morning.

Feel free to add.

PS - My homepage is at Noise Control Publishing INK My AOL IM Screen Name is ChrisJBrad73 - Ping it up!

--ChrisBradley 17:23, 12 Mar 2005 (UTC)

My Wikis!

 * http://www.usemod.com/cgi-bin/mb.pl?ChrisBradley
 * http://commons.wikimedia.org/wiki/User:Noisecontrol
 * http://en.wikipedia.org/wiki/User:Noisecontrol
 * Liquified American Mohawk Poetry

title: User:Noisecontrol~enwikibooks


text:
Video Production

Credits
Videos often include credits at the start or end of content. This type of attribution ensures that viewers are aware of a video's contributors. Credits may also be transcribed for the visually impaired.

Design
Sometimes, the delivery of credits may be sufficiently artistic or dramatic in such a way that contributes to the viewer's overall experience.

Text
Text may be presented with a variety of methods and can be opaque, transparent, or even artistic.

In some cases, all contributors can be credited in a single still frame near the beginning or end of a video. This method is simple but impractical for videos with a large number of contributors.
 * Single-frame method

The marquee method consists of one or more streams of scrolling text, typically oriented vertically or horizontally. For aesthetic purposes or to create a focal point, text is sometimes faded with a gradient. This method is commonplace in many videos.
 * Marquee method

The serial method describes text where contributors are credited individually. This method can sometimes be manipulated for effect when carefully synchronized with audio that is complementary or suspenseful.
 * Serial method

Text can also be integrated into the scene, such as be made to appear to be written on a wall.

Backgrounds
Static backgrounds, a common example being solid black, are simple and can provide high contrast for viewers.
 * Static

When possible, a static background can be framed in graphics, animations, or video.
 * Hybrid

In many cases, credits can overlay uninterrupted video without any issue. This may be desirable or undesirable depending on the video and intended audience.
 * Uninterrupted content

Production value can often be greatly enhanced by the integration of video that is purposefully tailored for displaying credits. For example, if introductory credits are desired and a video's first scene portrays political proceedings, text could overlay video of the legislative building followed by a person walking up its steps to the doors.
 * Tailored scenes

Placement
Credit placement can play an important role in its accessibility, the ability to provide context, and even a video's overall production value. Typically, credits are placed near the beginning and/or end of a video, but they can also be interspersed. In some cases, the visibility of credits—especially those at the end of a video—may be diminished by a broadcaster's proclivities, such as the use of picture-in-picture to introduce subsequent programs or sometimes even outright omission.

Credits can be placed at the beginning of a video. Often, this is done to highlight leading contributors while other contributors are listed in closing credits.
 * Opening credits

Credits can be placed at the end of a video. This placement is often used for comprehensive attribution.
 * Closing credits

The realtime model is often preferred in cases where communicating context to the viewer in real-time is a top priority. This method is frequently accompanied by one or more others and is typical of journalistic productions.
 * Realtime attribution

Some videos also use attribution as a humorous gimmick or to suggest irony.

Styles
The staging method entails a series of static frames, each crediting a given number of contributor. When used as part of an introductory phase, this method allows for leading contributors to be featured and can also be used to incorporate visual elements that affect the viewer's perception of succeeding content. For example, these visual elements might include key characters, allusive symbols, enthralling objects, or immersive scenes with each new interval of progression.
 * Staging method

The interspersed method employs gradual crediting of contributors in phases spanning a prolonged introductory period or sometimes even an entire video. This method may be used for effect, such as to tantalize or surprise, or to add artistic value. Contributors may be credited along with the introduction of a relevant character, scene, theme, or plot. In many cases, this method is best combined with one or more others.
 * Interspersed method

Metadata
Metadata can facilitate the attribution of contributors in some digital formats.

MP4
MPEG-4 supports the ISO-standardized Extensible Metadata Platform in addition to its own metadata format.

Intermission
Intermission is sometimes desired, or even in the case of videos produced live, a necessity.

Length
Video length is often an important consideration.

Limitations
Some distribution platforms platforms are designed to accommodate videos of a specific length. For instance, a television station may have program blocks of 15 and 30 minutes, while an online hosting provider may allow for hours or even seconds, in the case of a Vine.

Limitations may become a cross-consideration in the event that a video has enough potential to be desired in its original form on an alternate format, which is something to evaluate in certain circumstances.

Live broadcasts and streams
Productions that utilize live video present unique considerations.

Transcription
Subtitles and transcripts are different: a transcript is only the text of the video, whereas a subtitle file includes the timecode as well. Subtitle files have a variety of formats (.srt, .sub, etc.), but they are compatible with each other.

Subtitles
It is very important for independent video producers to make available subtitle files (or at least transcripts) when they are distributing their work. Furthermore, it is highly beneficial for online video distribution projects to include an option to upload subtitles/transcripts with the video files, even as a way to raise awareness on the issue. Without a subtitle file in the original language, it is much much more difficult to translate a video, which highly limits the possibility of its distribution.

Workflow
This is a suggested workflow that would make translation of your video or DVD much easier. It avoids the problem caused by networking transcriptions of video features without the time code, which is that each transcript then has to be timecoded for each language. With co-ordination we should be able to avoid this. There is a project and sample workflow for subtitling here. This also includes a suggested /Workflow for translators helping video collectives with subtitle translations. Work that needs to be done: building a network of translators familiar with the use of subtitling software that can read, edit and create *.srt subtitle files.

Resources
This section includes transcription, subtitling, and translation tools.

Cross-platform software

 * /Editing a subtitle file with a text editor/:
 * /Creating a multi-lingual matroska file/

Windows software

 * /Making subtitles in subtitle workshop/ (PC)
 * /Creating subtitle files from DVDs/ (PC)

Physical
Printed posters, billboards, and sidewalk signs can all be used to advertise a video.

Trailers
Trailers are short clips that solicit further interest in a full video.

Permissive

If a video is released under a permissive license, such as the Creative Commons attribution license (CC-BY), others can exhibit and redistribute the video without difficulty.

Encoding
Because raw video files are tremendously large by contemporary standards—an uncompressed half-hour 1920x1080 8-bit video at 30 frames per second will exceed 300 GB, for example—it is generally necessary to make use of a process known as encoding. The same 300GB video, when encoded with a common codec, will be reduced to about 20 GB.

There are a few popular ways of encoding video using commercial solutions and many free options exist as well.

Codecs
Codecs are software algorithms that compress data into a desired container format.

Many codecs exist and in order to select the one most suitable, several factors may need to be considered, including availability, video quality, compression efficiency, compatibility with the intended method of distribution, and licensing.

Introduction to using Open Source Tools for Video Production and distribution
Different Software is used for the many stages of the Video production process. Depending on what platform you use there are various different levels of effectiveness and ease of use of the open source solutions.

This is a section of notes on interpretations of the scope and ease of use of different Free and Proprietary software.

/Mick Fuzz's notes on Windows & Mac platforms and Free Software solutions/

Working out what kind of Video File you have
If you are uploading a video file and you often need to know what type/ codec it is to allow people to be able to make the correct choice to download it.

How to Make a Video podcast
What is a podcast?

Why create one? Video podcasts are a good way to distribute your Video. They can be seen in programs like iTunes, Democracy player and Fireant. If you get the format of you video file right they can also be downloaded onto portable devices. They can also be featured on other people's websites often as a list at the side of their pages. This is called syndication.

What do you need to do to make one?

Get you audio or video ready for the Internet. (see encoding notes)

Essentially you have to make specialised a text file available on your website. This file is written in a simple Markup language which gives details about your video. It part of it might look a bit like this.

You can if you choose hand code this file, but there are automated ways which make it a bit easier. This next section examines the different solutions.

Using Blogger and Feed burner and Archive.org
Once you have created your audio / video files, you can use these 3 free tools to create podcasts.

Step one: put your media up online with archive.org / ftp to a webspace
To do this you first need to sign up to be an archive.org member. Go to the front page, click join us, and follow the instructions.

With this tool you can upload your music / video file to the archive.org site, and choose a copyright licence to go with it. You will then get a page where the link to your file is displayed.

Or if you have some webspace that you can upload your files to. Use an FTP client to do this.

blogger.com
You can create a blog quickly and easily at blogger.com - A blog is a simple web page which is diary like in format listing the latest posting first (just like a podcast does).

In the settings panel of blogger.com you can adjust the formatting tab so that you can include a link with every post. In the link field we need to paste a link to the uploaded media file on archive.org.

feedburner.com
blogger.com creates an RSS feed for all your entries, but it is not a Podcast. You can't use a program like iTunes with it yet. We need to use a service called feedburner to change the feed into a Podcast.

To do this we need to click an option on the feedburner settings called smartcast.

Ourvideo CMS - (not a big community of developers)
Ourvideo CMS is a Media content management system running on MySql and php. It is aimed at community and low budget groups and can help them achieve their aims at a lower cost in the following ways. There are minimal changes to the standard server environment to help groups that don't have access to a high level server administration resources.

Loud Blog website
Loudblog is a flexible and easy-to-use Content Management System (CMS) for publishing media content on the web. It automatically generates a website and multimedia distribution via Podcasting.

Loudblog needs to be installed on a webserver and requires systems administrator level skills for install and setup. It will allow you to host your own website with integrated audio and video distribution support.

You can upload your audio/video via ftp, via web forms, by fetching external links - thus hosting them on your server, or linking to external files.

It is designed for audio, and creates a flash audio preview. This is also possible with some video files. So the web presentation of your media is pretty good. It takes the form of a blog.

It creates a podcast with iTunes categories.

Disadvantages:
 * This is set up for audio files, so while the podcasts do work for video files, you get unsuitable messages on the wen pages, like "listen now"
 * The RSS podcast doesn't have images associated with it yet. It has no "media:thumbnail" element in the feed.

Word Press CMS
The wordpress content management system has a very simple approach to podcasting.

How It Works

 * Create audio or video that you want to share (usually MP3 or MP4)
 * Upload the file to a server
 * Link to the file in a post in your weblog
 * Wordpress automatically Includes a link to the file in your RSS/Atom feed
 * Listeners "subscribe" with podcast client application to your RSS/Atom feed and download new files automatically.

WordPress creates all the necessary links for you!

Disadvantages: Archive.org can be used to host podcast audio files but archive.org uses re-directs on the file paths it publishes - this confuses WordPress, and consequently, the Podcast publication fails (missing enclosure tag error).

To avoid this error, if you are hosting your audio files on archive.org, you need to add a Custom Field called "enclosure" and paste the full URL for the mp3 file in the Value field.

Rss editor for Windows
If you don't want to enter details in to a Content Management system, or don't have the technology to set one up. Then there is an alternative. If you have ftp access to your website. You can enter the details of each podcast item into a program called rss editor and it will alter and upload the RSS file you need to have a podcast.

Tutorial >> /Rss editor for win/

Notes on Media RSS / Podcasting specifications
Unfortunately the Media RSS specification used by Democracy player and Yahoo isn't the same as the Podcasting specification used by iTunes. The solution is to avoid things that will make your feed unreadable in either.

Distribution
For issues that are not covered in the corporate media, using a network of community screenings, independent cinemas and pirate TV is a good way to get your media, such as a film or documentary, out there.

Internet
This section explores and explains how to distribute video on the Internet.

Tactical use of the Internet to distribute Video
Here is a proposed model of how groups could work together to create and distribute content via the Internet /Convergence and collaboration model/ This includes recent reflection and thoughts on the European Newsreal Project.

Here is a work in progress for how to distribute a video file as widely as possible /Wide distribution/

 * Collaborative projects to create Video content using the Internet

Asia 247: Online contributions are picked up by an editorial team who collate the material and contextualise it for daily podcast transmission. They are active in training video producers from across Asia in using this technology.

The European newsreal is a half hour magazine whose production and distribution is decided in a decentralised way with the use of email lists and online collaborative tools like wikis.

Appropriate Use of Video released over the Internet
/Appropriate use/

Some thoughts on specifying the appropriate/ethical uses of online video.

Content Management Systems and related tools for Video on the Net
Plone is one system that can be used, Engage Media are working with other plone developers on multimedia aspects of this set of tools.

Drupal is another popular content management system (CMS) that can be used to manage your video online.

Some work has been done on aggregation sites which really maximises the capacity of Drupal to import and manage RSS or RDF data.

One example of this is the V2V site which outputs data in RDF form which can then be imported into a CMS.

Free Speech TV (FSTV)
It is possible to submit Social Justice video content to Free Speech TV which covers every state in the US. One very successful use of FSTV is Deep Dish TV, a New York based part of the network which collates the work of Independent Video producers and grass roots activists and puts together professional shows which are uplinked to FSTV. They are also recorded locally and retransmitted by over 200 local TV stations and cinema/community screeners. In this way the costs and time of copying and networking physical tapes and disks are reduced.

FSTV also accept content from outside the USA, for example programmes from UK based Undercurrents Productions and the European Newsreal.

Europe
In Europe it is possible to rent the time of satellites without paying for them all the time. This may be useful to network programmes for retransmission to local TV stations and collectives.

Physical media
Optical media, such as DVDs and Blu-ray discs, is commonly used in much of the world to physically distribute content. USB drives can also be used.

Lesson Plans
/Lesson Encoding Video for the Internet/

/Lesson DVDs with subtitles/

/Save dvavi from premiere pro/

title: Video Production


text:
Wikibooks:Hierarchy naming scheme

Books on Wikibooks should be structured in to sections (akin to chapters), in a manner at the discretion of the authors of the Wikibook. However, there is no one method of denoting substructure within Wikibook article names. This page is to discuss the merits of the currently used methods and to decide on a method to use, which will then become a definite recommendation to future books on Naming conventions.

There are several issues involved in the naming convention, and it is the cleanest to discuss them separately (for example, which delimiter (":", "/", "(..)",..) to use is more or less independent of the question whether to allow several levels of hierarchy or whether numbers should be used for labelling chapters). Each section states current examples.

Please add to advantages or disadvantages below, or provide discussion alternatives.

Subpages "/"
One method is to use subpages, that is, for a Wikibook named bookname, and a subpage called subpagename, the article name is bookname/subpagename. Wikijunior Solar System Wikijunior Solar System/Mars Wikijunior Solar System/Glossary

Advantages:
 * The main merit to this scheme is that it allows for automatic navigation links within the hierarchy.
 * This allows hierarchy but also allows sub-subhierarchy and more.
 * Every sub(sub..)page gets a static link to all its parents. One can reference to subpages with /subpagename (i.e. bookname is not necessary).
 * It will appear similar to directories in the URL as pointed out 1 1/2 years ago and in that sense also follows in principle the principle of least surprise.

Disadvantages:
 * The main demerit is that the scheme facilitates the use of subhierarchies, which may make the book slightly more difficult to read or present. Also, authors might be tempted to over-use the tree-structure. It might therefore be part of the recommendation, to use only one level of subpages, and a second only if needed in very large books (see separate discussion point below).
 * Links from one subpage to another subpage must be typed in full. Further, the pipe trick does not work for subpages; Bookname/Subpagename displays as Bookname/Subpagename
 * All links to subpages are case sensitive; Wikijunior Solar System/The Sun vs Wikijunior Solar System/the Sun
 * The delimiter "/" will interfere with the filesystem when one wants to save files and automatically process them by scripts and simple UNIX commands like grep. It would be required to use  additional commands like "mkdir", "find", and "xargs".
 * The enforced tree structure is unsuitable for many uses. For example: anise is a spice, herb, and vegetable. There is no correct way to set this up such that automatic links will be provided for all uses of anise. One would have to choose more general tree nodes, like "glossary/anise" or a completely flat structure ("cookbook/anise").

Real custom namespaces
One method is to use custom namespaces, that is, for a Wikibook named bookname, and a subpage called subpagename, the article name is bookname:subpagename. Examples:
 * Cookbook
 * Cookbook:Grilled Cheese Sandwich
 * Cookbook:Contributors

Advantages:
 * This scheme is like other namespaces, and as such, follows the principle of least surprise.
 * Linking becomes simple using the pipe trick; Bookname:subpagename becomes subpagename.
 * Special:Allpages can be applied to a book of choice.
 * User contributions can show all, or be restricted to a book of choice.
 * From MediaWiki 1.5 Recent changes ditto; for this, Allpages and User contributions, one can also select all namespaces except a specified one; thus, one can still have a combined list including all book pages by selecting e.g. the image namespace and using the invert option.
 * Searching can be restricted to any subset of books.
 * The variables and  give the book name and the page name without book name, respectively.

Disadvantages:
 * Creation, deletion, and renaming of a custom namespace can only be done by a developer (when a new book is started, provisionally a pseudo-namespace can be used, see the next section).
 * The maximum number of "real" namespaces is limited by the software to 256 (it is a TINYINT(2) in the SQL database), i.e. numbers 0-255. Custom namespace numbers start with 100, so there can be 156 of them, including talk pages, i.e. 78 custom namespaces and their talk namespaces. However, from MediaWiki 1.5 the maximum is 65,536, i.e. 32,718 custom namespaces and their talk namespaces, see 719.

Pseudo-namespaces
Another method is to mirror that of namespaces, that is, for a Wikibook named bookname, and a subpage called subpagename, the article name is bookname:subpagename, like above.

Advantages:
 * The main merit to this scheme is that it is mirrored in namespaces, and as such, follows the principle of least surprise.

Disadvantages:
 * The main demerit is that this scheme doesn't act as a namespace, but merely looks like one.
 * With pseudo-namespaces, the pipe trick still works, but the first letter of the subpage name is case sensitive, which makes them less useful for inline links.

Brackets "(..)"
One method is to use brackets, that is, for a Wikibook named bookname, and a subpage called subpagename, the article name is subpagename (bookname). General Biology Energy and Metabolism (General Biology) Authors (General Biology)

Advantages: Disadvantages:
 * Similar to Wikipedia's disambiguation, people coming from Wikipedia will be familiar with this.
 * This allows for easier linking, using the pipe trick; subpagename (bookname) appears as subpagename.
 * More difficult to extract a list of books automatically in the future (see Top active/All books). In an automatic extraction it is more difficult to tell apart a book title from the middle of a string, because it might be part of another subpage title. The extraction process is unique, if the bookname always appears on the front position.

No delimiter, no book title on subpages, all in wikibooks.org domain
One method is to use no delimiter at all, that is, for a Wikibook named bookname, and a subpage called subpagename, the article name is subpagename (i.e. the bookname does not appear).

World History Civilization and Empires in the Indian Subcontinent (<- this is a subpage of World History!) The Industrial Revolution   (<- this is a subpage of World History!) (World History pages have been changed in the meantime to namespace delimiter. The lines are kept as an example) Vector Math (<- this single modules is referred to in the middle of the Geometry, Calculus, and Electronics books) ASCII character set (<- this single module is referred to in the appendix of just about every programming language)

Advantages:
 * Title of subpages does not get cluttered by long book title.
 * Normal wiki ease-of-use is fully restored: foo instead of foo.
 * Short modules that are part of several different wikibooks can be written once and for all. After improving that module in the course of editing one book, all the other books immediately use the improved version.
 * This doesn't require a separate database or software change -- it's already running at http://wikibooks.org/.

Disadvantages:
 * Without separate domain names or software changes (which are unlikely to happen soon) chapter pages are very likely to run soon into naming conflicts between books.

Note that both of the disadvantages may not be relevant for certain annotated texts. I.e. for specific texts with unique titles, which will be annotated only once, there are no naming conflicts. Therefore, no subdomains are required, nor any software changes, and normal wiki ease-of-use is fully maintained.
 * I think you mix up "no delimiter, no book title on subpages" with the next section "arbitrary delimiter", that is a blank space " ", or a section that still would have to be added. "No delimiter, no book title on subpages" means here that the bookname does not appear on every subpage, which makes it very likely that two books get into naming conflicts, even for annotated texts.

No delimiter, no book title on subpages, and separate domain names
One method is to use no delimiter at all, that is, for a Wikibook named bookname, and a subpage called subpagename, the article name is subpagename (i.e. the bookname does not appear). Also, each book is placed in a separate domain name. World History Civilization and Empires in the Indian Subcontinent (<- this is a subpage of World History!) The Industrial Revolution   (<- this is a subpage of World History!) (World History pages have been changed in the meantime to namespace delimiter. The lines are kept as an example) Vector Math (<- this single modules is referred to in the middle of the Geometry, Calculus, and Electronics books) ASCII character set (<- this single module is referred to in the appendix of just about every programming language)

Advantages:
 * Title of subpages does not get cluttered by long book title (but the book title is put in the domain name).
 * Scalable, making it easier to split up wikibooks over more servers.
 * No unrelated clutter in Special:Recentchanges, Special:Allpages, Special:Wantedpages, Special:Lonelypages, Special:Deadendpages, and Special:Categories. (Yes! We need this!)
 * Normal wiki ease-of-use is fully restored: foo instead of foo.
 * This doesn't require a separate database or software change -- it's already running at http://wikicities.com/.

Disadvantages:
 * This requires separate domain names: cookbook.wikibooks.org
 * A module cannot be shared between books -- the Vector Math module is custom to each book it appears in. If ten people make ten different improvements to that module, those improvements are scattered over all the copies of that module, and it is hard to integrate them.

Arbitrary delimiter
Any character could be used as a delimiter, restricted only by the taste and imagination of the authors: " " (blank space), "-", "--", "," (comma), ";", .... All of these in combination with another blank " " (white space) either before, or after the delimiter, or both. As You Like It   ⇒  As You Like It - Act III Bicycle Repair   ⇒  Bicycle Repair Cleaning parts Using GNOME      ⇒  Using GNOME : File manager Advantages:
 * Each author can easily please their tastes.

Disadvantages:
 * It is difficult to work efficiently upon different books without a clear convention.
 * It is not consistent across books.
 * Thus, it becomes a usability problem.

A combination
Use a combination of the above: For example place books into a designated namespace, but place pages on subpages. Musictionary Musictionary:Guitar Musictionary:Guitar/Bass

Advantages:
 * Could combine the advantages of namespaces (if they were really activated) and of subpages (link to parent).

Disadvantages:
 * Makes very long titles for subpages.
 * For new users this approach does not seem intuitive and simple at all. Since two different delimiters are used, it might be cause of confusion or false usage.

Other
 Please place other methods here

As flat as possible
The naming of subpages should be done so that each subpage name reflects hierarchy, but does not introduce sub-subpage level of hierarchy. This should be done so that the subpagename together with the articlename sounds as natural as possible. US History US History:Pre-Columbian US History:Civil War

Advantages:
 * Chapters can be easily rearranged in the future. The emphasis is on the content of the subpage, not its structural location within the book.

Disadvantages:
 * The structure of the book is not visible from the title. One needs to refer to the table of contents, or other navigational help.

As structured as possible
A book could be structured in several chapters, sections, sub-section, and so on. Subpages allow easily to build this kind of hierarchy, but one is not limited to the use of subpages: With any kind of delimiter, a structuring is possible. For namespace-like delimiters, it is possible by adding extra :subpagename sections, but this method is not mirrored in namespaces. Geometry US History US History:Pre-Columbian US History:Pre-Columbian:Aztec Empire US History:Pre-Columbian:Mayan Empire

Advantages:
 * Book structure is easily visible: One "knows" in which part of the book one is.

Disadvantages:
 * The main demerit is that subhierarchies may make a book slightly more difficult to read or present.
 * Another disadvantage is that it doesn't allow for a page to be in more than one location in the hierarchy of non-linear wikibooks. For example, Cookbook:San Francisco style Scallop Ceviche is a ceviche recipe, a main dish, an appetizer, a scallop recipe, and a California cuisine recipe, and could be structured under any of these. Gentgeen 22:12, 13 Mar 2005 (UTC)

Use the full book name on subpages
A bookname scheme can be to use the same articlename on the contents and the book pages proper, ie bookname is the contents page and bookname:subpagename are on the subpages. SA NC Doing Investigations             ⇐ bookname SA NC Doing Investigations:Chapter 1 SA NC Doing Investigations:Chapter 2   ⇐ same bookname

Advantages:
 * One (reader and automatic software) can easily see which subpage belongs to which book.
 * Given the name of any subpage, I know the name of the book.

Disadvantages:
 * Subpage heading might get very long.

Use a short book name on subpages
Another possibility is to use a long elaborate title for the book name, but a shorter title for the subpages, i.e. using a long bookname on the contents and a shorter shortbookname on the subpages. The shorter title should not be reduced to have the effect to reduce readability - for example, "IP:..." should not be used as a short title of "Introduction to Philosophy"; one reason why this is a bad idea is because it can be confused with a title such as "Inside Perl"?

Learning the vi editor                ⇐ bookname Learning vi:Basic tasks Learning vi:Advanced tasks            ⇐ shorter bookname

Advantages:
 * The long title can be more descriptive, without cluttering all sections of a book.

Disadvantages:
 * Makes automatic extraction of book information more difficult.
 * Subpages only work when the exact title is used on every subpage.

Use chapter descriptions
Business English/Getting more practice Business English/Phrasal verbs Business English/Phrasal verbs/Get

Advantages:
 * One knows about the content of the chapter.
 * It is easy to insert new chapters between existing ones or change their order (important for the wiki process!)
 * Chapters can be easily rearranged in the future. The emphasis is on the content of the subpage, not its structural location within the book.

Disadvantages:
 * One does not know about the current position within the book => need for additional navigational structure.

Use chapter numbers
Computer Science:Algorithms:Chapter 1 Computer Science:Algorithms:Chapter 2 Computer Science:Algorithms:Chapter 3

Advantages:
 * The structure of the book is emphasized.

Disadvantages:
 * The number does not say anything about the content of the chapter.
 * It is difficult to rearrange chapters or insert a new chapter between existing ones (move all higher books, or copy all content?). This is insofar severe, as wikibooks are expected to grow in the future.
 * It is completely unusable in non-linear wikibooks.

Use chapter numbers and description
Macbeth - Act 5, Scene 1 - Dunsinane. Ante-room in the castle Macbeth - Act 5, Scene 2 - The country near Dunsinane Macbeth - Act 5, Scene 3 - Dunsinane. A room in the castle

Advantages:
 * One knows in which part of the book one is.

Disadvantages:
 * Difficult to insert new chapters.
 * Long titles.

Personal taste and discussion
Please place advantages and disadvantages of the methods in the appropriate sections above, and put personal taste into here.

I think, with all the mess around currently, the definite way for the future is to have a clear recommendation for future books (which hopefully will outnumber the existing books at some point in the future), whichever that might be. Since subpages offer an automatic link to the parent page and (more or less) force to use exactly the same booktitle on all subpages of the book, my personal taste would be to promote subpages as the way to go, clearly recommending only 1 layer of substructure (no sub-subpages), and descriptions of chapters instead of numbers. --Andreas 09:37, 13 Mar 2005 (UTC)

 * The result of the below vote should not result in a mere recommendation - it should be policy. I have no real problems with subpages other than the hierarchy and the principle of least surprise comment that the ":" has that I've raised before. Dysprosia 10:36, 13 Mar 2005 (UTC)

 * My thoughts are at Help:Namespaces. I don't find either of the namespace cons very persuasive -- we can use more than 200 namespaces right now, and the software could surely be changed to allow for me (is there a technical reason it has to be at any fixed number?). TUF-KAT 21:49, 13 Mar 2005 (UTC)

 * Apart from the 15 standard namespaces, none of the additional namespaces listed on Help:Namespaces is actually really a namespace (Cookbook is none, Wikiversity is none... I know this because I restricted my Top active SQL search to namespace "0", and Cookbook and Wikiversity are both in there - my list of books counts 400 titles by the way). I cite from Wikibooks talk:Namespaces:
 * "With the current implementation, having too many custom namespaces is a bad idea - they all have to be manually entered in the MediaWiki configuration file. Also, deleting and renaming namespaces is quite a pain. So I suggest keeping the number of custom namespaces small, at least at first, maybe 5 or 6.--Eloquence"
 * So we are really talking about "pseudo"-namespaces, that only look like namespaces but are not really (still, the pipe-trick works for them too: book:page will display as page ). Given that, it is just a matter of taste which symbol to use to delimit the bookname from the subpage name. The only true hierarchical support is given for subpages, which give an automatic link to the parent page. This option was not available when things were discussed on Help:Namespaces (since subpages have been enabled only recently for the main namespace on Wikibooks), but is available now, and might help the many new wikibooks that pop up every week by providing the basic navigation "for free". --Andreas 23:35, 13 Mar 2005 (UTC)

I put the following disadvantages for subpages which seem flavored by personal taste ("..are very annoying..") to the discussion section, and converted the points above to a more neutral tone --Andreas 08:55, 2 Apr 2005 (UTC)
 * Subpage disadvantages:
 * Hierarchy is often wrong. Anise is a spice, herb, and vegetable. Whisk is both a cooking technique (verb) and a cooking tool (noun). Subpages do not allow for this; they only support tree structures.
 * This point should probably go under "flat vs. structured". As pointed out above, I can have a flat hierarchy with all delimiters ("/", ":"), as I can have a deep tree structure with all delimiters (e.g. Cookbook:Spices:Anise vs. Cookbook/Anise). --Andreas 08:55, 2 Apr 2005 (UTC)
 * No, because the "/" delimiter is special. It has built-in wiki support that enforces a tree. This is no good.
 * Subpages are very annoying if you wish to process wiki text as files. For example, one might save wiki text to files on a Linux system so that the grep command (or a slightly more complicated script) can be used. Having the "/" makes this awkward. Shell wildcard expansion fails, so the "find" command will be needed. Files can no longer simply be saved; a "mkdir" command will be required.
 * If a structure is "annoying" or not probably depends on what you want to do, how many wikibooks you want to process, and so on. I agree, if you had scripts working with your cookbook, and after a change they don't work anymore, this is annoying, but imagine that each wikibook would have its own url (cookbook.wikibooks.org, kochbuch.wikibooks.org, howtobuildacomputer.wikibooks.org,...) and you want to process them - wouldn't you put the pages of each of those books into a separate directory before processing? (some pages might have the same name!) So, this is what the "/" delimiter automatically does for you! --Andreas 08:55, 2 Apr 2005 (UTC)
 * I'd want to process just one book actually, the cookbook. What I don't want to see is Cookbook/Vegetable/Anise, Cookbook/Spice/Anise, and Cookbook/Herb/Anise. What are they going to be, symlinks? Duplicate copies? Hard links? In any case, this artificially enforced hierarchy is going to make a mess.
 * What about Glossary/Anise? I'm not trying to change existing wikibooks, but find the most useful form for many few pages long wikibooks that pop up without a definite naming scheme. Since many beginning wikibooks even lack navigational templates, the best way for those new books would be to have an automatic link back to their main page, and enforce that all pages start with the very same bookname. This is what subpages do.
 * I see that for significantly larger projects pseudo-namespaces make sense as well, that is why I suggest a double policy: Subpages for books that have a linear structure (you read them from the beginning to the end), and namespace-like for collections of items like the cookbook. What do you think about this compromise? --Andreas 06:11, 3 Apr 2005 (UTC)
 * People keep raising exceptions as to why a scheme won't work. Whatever scheme (or schemes) is settled upon there are going to be special cases that don't work (and therefore require a workaround). I agree that subpages works well for linear books and namespace for collections so I think adopting both is a good idea. Mixing the two is obviously less desirable so a workaround may be required for a liner book that belongs to a collection (e.g. a linear programming textbook inside the programming namespace). --M.linger 6 July 2005 03:51 (UTC)

kelvSYC's thoughts on the issue: I believe good consistent organization is a must. Thus, the naming scheme should be related to the scheme used for templates/categories, etc. So my thoughts:
 * Whatever the convention is, each and every existing Wikibook should be converted to the standard convention.
 * A title with no delimiters, to me, implies a separate Wikibook. Categories should organize parts of books (eg. textbook answer keys) as well as books that are related (eg. Abstract Algebra and Linear Algebra should be categorized as "mathematical textbooks").  As it is entirely possible that books are part of other books, the category system should reflect that.
 * Categories can also be used for, say, an automatic indexing feature (see Wikibooks Pokédex), but it should be avoided
 * Only large overly general books deserve separate namespaces. Good examples would be Cookbook, Programming, and Game Guides and Strategy.
 * Table of contents, indices, and all that should be colon-delimited if the book's title page does not contain them (eg. "Foo:Table of Contents", "Bar:Alphabetical Index" vs. "Baz/Chapter 1")
 * Actual book content should be in subpages, whenever possible.
 * For books with such a structure, a top-level subpage with custom up-links should be provided (provided we can hide the default up-links).
 * The about pages (notes for contributors, etc) should be colon-delimited (eg. "Foo:About", "Bar:Contributers Notes").
 * Bracket syntax should never be used.
 * Books should be moderately structured: the hierarchy within a book should be as structured as possible, but flat enough so that names are not too long. (even if it means we have a very long page)  Hierarchies should not be more than, say, three or four levels deep.
 * All templates and categories specific to a single book should start with the name of the book. (eg. "Template:Foo:TOC", "Category:Bar:Pages on baz")
 * For pages that are part of multiple books, put it as a subpage of one book and have all others redirect to it, and make custom up-links. Which book it should be part of should be up to discussion.

KelvSYC 05:51, 13 Apr 2005 (UTC)

I think that it is safe to say that we will adopt either the Bookname:subpage or the Bookname/subpage hierchy. I tend to go with the former because so many books use their own templates as navigation techniques, so the Bookname/subpage hierchy would look odd. Also, I think that since the other kinds of namespaces, such as Wikibooks: and Talk: and User:, etc. are done in this manner it will be intuitive to most users. As for substructure, I believe that should be the decision of the individual book writers- there are simply too many different circumstances. Some books are better divided into chapters only, some are better divided further.--Naryathegreat|(talk) 19:36, 17 Apr 2005 (UTC)

Voting
Ideally, the Wikibooks community should propose a method above and vote for a Wikibooks wide scheme for naming hierarchies. This will have the advantage of consistency and ease of use within Wikibooks.

Wikibooks should accumulate a number of naming hierarchy schemes and then set a vote, which should happen here.

New wikistats report for Wikibooks
I'm glad to announce a new report for Wikibooks, generated periodically by the Wikistats job. You'll find here an overview of books, their content and some stats. I discovered there are at least 6 naming schemes for chapters. This made it difficult to automate extraction of chapter names, so in some cases the grouping of chapters may look a bit odd. I'm sure this will improve when the ongoing discussion about standardisation of article titles bears fruit. Please look at Statistics per Wikibook Erik Zachte 15:18, 9 Apr 2005 (UTC)

title: Wikibooks:Hierarchy naming scheme


text:
Novial/Hound Lesson 2

Novial home – Pronunciation Guide

Contents – Lesson 1 - Lesson 2 - Lesson 3 - Lesson 4 – Lesson 5 – Lesson 6 – Lesson 7

Prefixes – Suffixes

Li Malediktione del Baskervilles
''The first occurrence of each new word is highlighted in blue (in the text title also). Click on the word to jump down to its translation. Then click the back key on your keyboard or the "Back" button on your browser to return to the text.''

“Me have in men poshe manuskrite,” doktoro James Mortimer did dikte.

“Me observad lu kand vu envadad li chambre,” Holmes dikted.

“Lu es oldi manuskrite. ”

“Frui dek-otesmi sekle, exept si lu vud es fraudo.”

“Qualim vu sava tu, sinioro?”

”Vu ha prisenta pluri sentimetre de lu omnitem durant ke vu ha parla. Me vud es mal experte si me non vud pove data lu ye akurateso de sirk yardeko. Me data lu kom de mil-setsent-trianti.”

”Li exakti date es mil-setsent-quaranti-du.” Doktoro Mortimer did tira lu ek sen bruste-poshe. ”Sinioro Charles Baskerville donad disi familial papere a me. Lo mori ante tri mensus in Devonshire. Lo esed inteligenti e praktikal homo. Tamen lo did trakta dis dokumente kom seriosi.”

”Lu sembla es konstatatione.”

”Yes, lu es konstatatione de serteni legende del familie Baskerville. ”

Vocabulary

 * akurateso  –  accuracy
 * ante –  before (in time)
 * bruste – chest, breast
 * bruste-poshe – breast-pocket
 * chambre – room
 * data –  (to) date
 * date – date
 * dek-otesmi – eighteenth
 * did – (past auxiliary verb – see section)
 * dikte – (to) say
 * dis(i)  – this
 * dokumente – document
 * dona –  (to) give
 * durant ke – while
 * durant – during
 * ek – out of, from
 * envada –  (to) enter
 * exakti – exact
 * exept si – unless
 * exept – except
 * experte –  (an) expert
 * familial(i) – familial, family
 * fraudo – forgery
 * fru(i)  – early
 * ha – have, has (perfect auxiliary verb – see section)
 *  have – (to) have, possess
 * homo – man, male person
 * inteligenti – intelligent
 * kand – when
 * kom – as, as being
 * konstatatione – statement
 * legende – legend
 * mal(i)  – bad
 * malediktione – curse
 * manuskrite – manuscript
 * mensu – month
 * mil-setsent-quaranti-du – 1742
 * mil-setsent-trianti – 1730
 * mori –  (to) die
 * observa – (to) observe, (to) watch
 * oldi – old
 * omnitem – always, all the time
 * papere – paper
 * parla –  (to) speak
 * pluri – several
 * poshe – pocket
 * pove –  (to) be able, can
 * prisenta –  (to) present, set before one
 * qualim – how
 * sava – (to) know
 * se – oneself, himself etc. (the reflexive pronoun – see section)
 * sekle (= yarsento)  – century
 * sen – one’s own, his own etc. (the reflexive pronoun – see section)
 * sentimetre – centimetre
 * seriosi – serious
 * serteni –  (a) certain, particular
 * si – if
 * sirk – about, around, round
 * tamen – however, nevertheless
 * tira –  (to) draw, pull
 * trakta –  (to) treat, handle
 * tri – three
 * tu – that (one)
 * vud – would (conditional auxiliary verb – see section)
 * yardeko – decade
 * ye – (indefinite preposition – see section )

Verbs – Past and Conditional Tenses
The past preterite (simple past) is formed with the auxiliary verb did before the present or equivalently by adding -d (-ed after a consonant) to the present:
 * me did parla (= me parlad)  – I spoke
 * vus non did dona (= vus non donad)  – you didn’t give (Literally: you not gave)
 * les esed (= les did es) bon – they were good

Note that the English auxiliaries do and did used in questions and negative statements are not translated:
 * ob vu veni – do you come'?  (Literally: is it that you come? )
 * lo non dikte – he does not say (Literally: he not says)
 * ob vu parlad? (= ob vu did parla?)  – did you speak?  (Literally: is it that you spoke? )
 * les non envadad (= les non did envada) – they did not enter (Literally: they not entered)

The perfect tense is formed with the auxiliary verb ha before the present form: The conditional of a verb is formed with the auxiliary verb vud before the present:
 * me ha parla – I have spoken
 * vus non ha dona – you have not given
 * les ha es bon – they have been good
 * ob les ha es bon? – have they been good?
 * lo vud dikte – he would say
 * les vud parla – they would speak

Numbers – Cardinal and Ordinal
The cardinal numbers are:
 * sero – zero
 * un – one
 * du – two
 * tri – three
 * quar – four
 * sink – five
 * six – six
 * set – seven
 * ot – eight
 * nin – nine
 * dek – ten
 * dek-un – eleven
 * dek-du – twelve
 * dek-tri – thirteen
 * dek-quar – fourteen
 * dek-sink – fifteen
 * dek-six – sixteen
 * dek-set – seventeen
 * dek-ot – eighteen
 * dek-nin – nineteen
 * duanti – twenty
 * duanti-un – twenty-one
 * duanti-du – twenty-two …etc.
 * trianti – thirty
 * trianti-du – thirty-two
 * quaranti – forty
 * quaranti-tri – forty-three
 * sinkanti – fifty
 * sinkanti-quar – fifty-four
 * sixanti – sixty
 * sixanti-sink – sixty-five
 * setanti – seventy
 * setanti-six – seventy-six
 * otanti – eighty
 * otanti-set – eighty-seven
 * ninanti – ninety
 * ninanti-ot – ninety-eight
 * sent – a hundred
 * sent-duanti – 120
 * sinksent-trianti-set – 537…etc.
 * mil – a thousand
 * mil-un – 1001
 * mil-sent – 1100
 * mil-dusent-tri – 1203
 * mil setsent-quaranti-du – 1742
 * milione – a million
 * miliarde – a thousand million (American billion)
 * bilione – million million, billion (American trillion)

Units, tens and hundreds are separated by hyphens for ease of reading. The tens are formed from the units with the ending -anti (notice the adjective ending as all numbers before a million are adjectives). Hundreds have their number in front of sent: otsent – eight hundred. Thousands, millions and higher are separated from their multiplier by spaces: ot mil – eight thousand. Milione, miliarde and bilione are nouns so multiples take the plural ending -s: tri miliardes setsent-sixanti-six miliones sent-quaranti-nin mil dusent-sixanti-set – (American:) three billion seven hundred and sixty-six million one hundred and forty-nine thousand two hundred and sixty-seven (3 766 149 267)

Ordinal numbers are formed from the cardinals with the ending -esmi which is added only to the last component of the number:
 * unesmi – first
 * duesmi – second
 * trisent-quaranti-sinkesmi – three hundred and forty-fifth (345th)

Ordinals may be abbreviated as: 1smi (1smi), 2smi (2smi), 345smi (345smi)  etc.

The Indefinite Preposition
The preposition ye has no definite meaning, and is used when it is not obvious which preposition is exactly appropriate in a literal sense:
 * ye akurateso de – with/at an accuracy of
 * ye dis die – on this day

The Reflexive Pronoun
The reflexive pronoun is se, himself, herself, itself, themselves (third person only). Note that se is used only when the object of the verb refers back to the subject of the verb.
 * la observa se – she observes herself
 * la observa la – she observes her
 * lo parla a se – he speaks to himself
 * lo parla a lo – he speaks to him
 * les parla a sen hundes – they speak to their (own) dogs
 * les parla a lesen hundes – they speak to their dogs (somebody else’s dogs)

This pronoun avoids awkward ambiguity which sometimes occurs in English.

The first and second persons use no special pronoun:
 * me observa me – I observe myself (Literally: I observe me)
 * vu parla a vu – you speak to yourself (Literally: you speak to you)

Adjectival Suffix -AL
Novial uses prefixes and suffixes added to root words to make related words.

The suffix -al(i)  is added to a root word X to make an adjective meaning “of X or X related”. Any final -e, -o, -a or -i of a noun is removed to provide the root then -al(i)  is added to the root.

 * nature – natural (nature – natural)
 * universe – universal (universe – universal)
 * natione – national (nation – national)
 * doktore – doktoral (doctor – doctoral, of a doctor)
 * familie – familial (family – family related, of a family)
 * sientie –siential (science – scientific, science related)
 * laboro – laboral (work – work related, of work)
 * alkali – alkalal (alkali – of alkali)
 * mensu – mensual (month – monthly, of a month)

Notice that a final -u is part of the root and not dropped before adding -al. Novial is here much more regular than English. Many derived adjectives are similar to the English but it is not possible for all to be so, because the English derivation system is very mixed and irregular.

Substantival Suffix -ESO
The suffix -eso is added to the root of an adjective (i.e. without the final -i) to form the corresponding abstract noun:

 * bon – boneso (good – goodness)
 * akurati – akurateso (accurate – accuracy)
 * inteligenti – inteligenteso (intelligent – intelligence)

If the sense permits, more than one suffix may be added to the root:

 * amike – amikal – amikaleso (friend – friendly – friendliness)

Notice again how irregular the English system is.

_____________________________________________________________________________________ Novial home – Pronunciation Guide

Contents – Lesson 1 - Lesson 2 – Lesson 3 - Lesson 4 – Lesson 5 - Lesson 6 – Lesson 7

Prefixes – Suffixes

title: Novial/Hound Lesson 2