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Wikijunior:World War II/Mediterranean, Africa, and the Middle East

Egypt
Italy felt that the best time to attack in Africa was when the British were busy with the Battle of Britain. Mussolini ordered Marshal Rodolfo Graziani, to launch an attack into Egypt immediately.

On September 13, a large element of Graziani's Italian Tenth Army crossed the border between Libya and Egypt, and advanced into Egypt as far as Sidi Barrani. Sidi Barrani was about 100 kilometers(60 Miles) inside Egypt from the Libyan border. The Italians then stopped and began to entrench themselves in a series of fortified camps.

At this time, Britain had only 30,000 troops available to defend Egypt against 250,000 Italian troops. However, the Italians were not concentrated in one place. They were spread out from the Tunisian border in western Libya, to Sidi Barrani in Egypt.

On December 8, 1940 the British Operation Compass began. General Richard O'Connor pressed the attack forward and succeeded in reaching El Agheila (an advance of 500 miles) and capturing tens of thousands of enemies. The Allies nearly destroyed the Italian army in North Africa, and seemed on the point of sweeping the Italians out of Libya. The Italian managed to halt the British advance in February of 1941. German General Erwin Rommel now became the Axis commander in North Africa, however the bulk of his forces consisted of Italian troops.

East Africa
As in Egypt, the Italian forces with ~70,000 Italian soldiers and ~180,000 native troops outnumbered their British opponents. But Italian East Africa was isolated and far away from the Italian mainland. The Italian forces in East Africa were thus cut off from re-supply. This severely limited the operations that they could seriously undertake.

The initial Italian attacks in East Africa took two different directions, one into the Sudan and the other into Kenya. The Italian forces advanced into the two countries, but not very far. Most units only advanced a few miles, occupying the border posts.

In August 1940, the Italians advanced into British Somaliland. On August 14, the Italians began to encircle the British defenders from their eastern positions, and the defenders' situation started to look critical.

After three days of battle, early on August 15, Godwin-Austen (fearing encirclement) concluded that further resistance at Tug Argan would be futile. He contacted the British Middle East Command headquarters in Cairo, Egypt and requested and received permission to withdraw his forces from British Somaliland. By August 17, the entire colony had fallen into Italian hands.

East Africa
After the fall of British Somaliland, General Archibald Wavell's plan for the counter-offensive by British and Commonwealth forces included a "northern front" led by Lieutenant-General William Platt and a "southern front" led by Lieutenant-General Alan Cunningham. A third front would be created by the forces which would re-take British Somaliland by sea.

In January 1941, British forces launched a counter offensive. From Sudan in the north, Platt advanced into Eritrea on 19 January. Battling through mountainous territory, his forces reached the heavily garrisoned town of Agordat, 160km (100 miles) from their start. On 28 January it fell after two days of bloody fighting.

Platt now made for the town of Keren, 80km (50 miles) away and the gateway to Eritrea's central plateau. The route lay through the Dongolaas Gorge, a wild, craggy area where progress was only possible after enemy forces were dislodged from the commanding heights. RAF units based inside Eritrea provided air support. Platt's forces fought to the coast at Massawa, 160km (100 miles) away, and took it on 8 April. Within the next few days, Eritres had been occupied.

At the same time, Italian East Africa was also attacked from the south. In Kenya, Cunningham assembled a force of three divisions, one South African and two composed of Nigerian and Ghanaian troops under British officers.

On 10 February, Cunningham led part of his force east from Kenya into Italian Somaliland, while the remainder marched north into Abyssinia. The Italian Somali capital of Mogadishu fell on 26 February and by 5 March the Italians were routed. The town of Jijiga in north eastern Abyssinia, 1,600km (1,000 miles) from Cunningham's Kenyan starting point, fell on 20 March. On 6 April Cunningham's reunited forces entered the Abyssinian capital Addis Ababa. The Duke of Aosta surrendered on 16 May, but some isolated Italian forces fought on until 27 November.

Emperor Haile Selassie, along with British troops, crossed the border from Sudan on 20 January and made for Addis Ababa, harassing the Italians and enlisting support from local rebel groups. Their advance was outstripped by Cunningham's, however: Wingate and the Emperor first entered Addis Ababa in a victory march on 5 May, about a month after Cunningham. After the fall of Addis Abba the British mopped up the remaining Italian resistance in the area. Although organized Italian resistance was halted, a guerrilla war would carry on until 1943.

North Africa
A seesaw war began in North Africa. The Axis forces pushed the British back into Egypt under Rommel, but they were soon forced back into Libya. In 1942 the Axis forces once again advanced, pushing within just 60 miles of Alexandria. The Axis in spring 1942 seemed on the verge of sweeping the British out of Egypt, however at the First Battle of El Alamein (July 1942) General Claude Auchinleck halted Rommel's advance and the Allies assumed the offensive with the Second Battle of Alamein (October/November 1942) under General Bernard Montgomery. The Axis forces began a long retreat all the way back to Tunisia.


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User talk:Eschm001

Welcome to Wikibooks, Eschm001!

Hi Elizabeth,
I enjoyed reading your teaching philosophy. I know you said you're still forming it, something I'm sure we'll all be doing throughout the teaching program and our careers, but I think you have an impressive start!

I agree with maintaining an open mind as a teacher and enforcing tolerance and appreciation for differences. I believe our students will take cues from us as teachers and anything we can do to set a positive and tolerant example is helpful.

I also agree with the need for continuing education among teachers. We need to stay abreast of new material we can use in our classes and new technologies to implement. Keeping things fresh is one way to keep interest among students.

I'm interested in learning more about the "power teaching" method you mentioned. Thanks for sharing your great ideas!

- Mary Mworr002 (talk) 02:49, 31 May 2008 (UTC)

Hi Betsy!
That is a great pic! That must have been an amazing trip! Congratulations on all your degrees...it sounds like you are going to be the epitome of a lifelong learner. I commend you on wanting to continue that throughout your teaching career. What made you choose to teach, or have you always known you wanted to do that? Also, considering your personality and learning specialties in psychology and such, is there any type of program your would especially want to participate in at a school where you teach, or a program that you want to start?

Sincerely, Brandie (Bthom039 (talk) 02:56, 2 June 2008 (UTC))

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

title: User talk:Eschm001


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User talk:Emoskal

Welcome to Wikibooks, Emoskal!

Naming Convention
Hi Emoskal,

Hi! Your subpages should follow some naming convention which include the book title. Using subpages that would be "Booktitle/Chapterdescription". See Naming conventions and the current discussion at Hierarchy naming scheme. You can move pages with the "move" command on top of every page once you are logged in.

I have moved Robots and Artificial Intelligence to Advanced Robotics/Robots and Artificial Intelligence so that it complies and I also fixed your TOC so that future pages will be created in the proper place. If you have any questions, please feel free to drop me a note on my talk page. --Jomegat (talk) 12:33, 21 May 2008 (UTC)

 * Please do not blank pages like that. If you want the page deleted, use . – Mike.lifeguard  | talk 23:39, 22 May 2008 (UTC)

title: User talk:Emoskal


text: User:Recent Runes/Profitability

title: User:Recent Runes/Profitability


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User talk:Idavs

Welcome to Wikibooks, Idavs!

title: User talk:Idavs


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User talk:Matthias Heuer

Welcome to Wikibooks, Matthias Heuer!

title: User talk:Matthias Heuer


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User talk:Nibjib

Welcome to Wikibooks, Nibjib!

Hi, I'll be moving to Londodn shortly and I'm looking for guides and resources around the internet. Dou you have any good link to share? I'll try to contribute my experience to the wikibook you started, if I can.

Ciao, Muzzle (discuss • contribs) 08:34, 5 September 2013 (UTC)

title: User talk:Nibjib


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User talk:Schneima

Welcome to Wikibooks, Schneima!

title: User talk:Schneima


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User talk:Iceflow19~enwikibooks

Welcome to Wikibooks, Iceflow19!

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Iceflow19. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Iceflow19~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:14, 17 March 2015 (UTC)

Renamed
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title: User talk:Iceflow19~enwikibooks


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User talk:Yhlee1010~enwikibooks

Welcome to Wikibooks, Yhlee1010!

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Yhlee1010. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Yhlee1010~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:54, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:39, 19 April 2015 (UTC)

title: User talk:Yhlee1010~enwikibooks


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User talk:Uschi0815

Welcome to Wikibooks, Uschi0815!

title: User talk:Uschi0815


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User talk:Nilamdoc~enwikibooks

Welcome to Wikibooks, Nilamdoc!

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Nilamdoc. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nilamdoc~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:33, 17 March 2015 (UTC)

Renamed
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title: User talk:Nilamdoc~enwikibooks


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User talk:Korbinian~enwikibooks

Welcome to Wikibooks, Korbinian!

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Korbinian. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Korbinian~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:20, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:09, 19 April 2015 (UTC)

title: User talk:Korbinian~enwikibooks


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User talk:Jluthman

Welcome to Wikibooks, Jluthman!

title: User talk:Jluthman


text:
User talk:Sigbert

Welcome to Wikibooks, Sigbert!

title: User talk:Sigbert


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User talk:Navid.Fattahi

Welcome to Wikibooks, Navid.Fattahi!

title: User talk:Navid.Fattahi


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User:Botany44

Botany is the study of plants, and their structur. It is an exiting cereere to get into and has many fealds. It includes, trees, and plants of all kinds. If you love the out dors, than this is right for you! But it is something you have to stay with if you want to make it a  cereer. User:Botany44 talk:Botany44|talk]]) 6:13pm, 20 May 2008

BY. E W. Durnell

title: User:Botany44


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Talk:Brave New World/Castes

This module describes the castes in the society of Brave New World. Hoogli (talk) 22:24, 20 May 2008 (UTC)

title: Talk:Brave New World/Castes


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Trainz/Finding Missing Dependencies

Many assets in Trainz require other assets to function correctly. The assets required are known as 'dependencies' and are referenced in the kuid table within an asset's config.txt. A complicated locomotive may have many dependencies including the cab, horn sounds, doors, coronas and bogeys. A map/route may have hundreds of dependencies.

Finding missing dependencies should start with a search on the DLS in case it is easily available for download. CMP allows for searching via kuid numbers.

Searching in Google could also reveal the location for the download of missing dependencies as many assets are available on 3rd party sites only. Remember to reduce the search down to just the numbers.

Thirdly, publicly requesting for the dependencies on a Trainz related forum may also help. If you are able to identify the creator of the asset via their unique user-kuid then you may be able contact them via e-mail or PM for more information.

Lastly, the asset may simply not be available, i.e. it may never have been distributed by the creator. It may also be available only via payware sites.

If you are not able to locate missing dependencies, you can easily replace dependencies via the config.txt of the asset concerned, i.e. a missing cab could be swapped for a present cab in order to drive your locomotive with no errors.

title: Trainz/Finding Missing Dependencies


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User talk:24.95.67.189

(Red4tribe (talk) 22:34, 20 May 2008 (UTC))

title: User talk:24.95.67.189


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Talk:Brave New World/Symbols and References

Self-explanatory now (I hope)? Hoogli (talk) 22:43, 20 May 2008 (UTC)


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User talk:Yasikori

Welcome to Wikibooks, Yasikori!

title: User talk:Yasikori


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User:Robbiemuffin/L2 Presentation Patterns/Sounds and Writing/Writing system

Part 1: Syllabaries
One might expect that a syllabary is going to have thousands of characters: in fact Chinese has some 47,000. But only about 4,000 are necessary for native speakers. The rest are specialized, limited use terms. And there are morphographic mappings of letters such that, upon gaining familiarity with basic symbols, a native speaker can approximate what a unknown related symbol would be. 4,000 is a high water mark in the syllabary languages: there are only 142 in use in katakana, of which only 103 are for non-loanwords. In hiragana only 69 make up the primary school table and only about 46 are used in introductory texts for students of the language.

Looking at these numbers, over a hundred for Japanese syllabaries, and still only 47,000 for Chinese, one realizes a common thread of syllabaries: a restricted use of syllables. (Compare to the >1.6 million possible syllables in English.) This either comes from the isolating, analytic nature of the language, or from the dominance of consonant-vowel pairing which is often characterized by rapid, machine-gun like speech (a non-syllabary with this character is Spanish). There are very many syllables, very many exceptions, but there is a small core of simple syllables that are atomic, in much the same way that the simplyfied alphabet below would do almost as a drop-in-place system for English speakers.

Japanese as a whole, makes a very sticky example. It is the most complicated written form of language; which commonly weds three distinct and complete writing systems (one of which, kanji, basically is a ligaturization of all of Chinese, in the sense that it is some 50,000 symbols that show morphological divergence, while only 1,000 are oft-used) along with liberal, and frequent, transliteration (the romanji) and borrowing of loan words in their proper native writing system.

The English alphabet
As used in modern English, the Latin alphabet consists of the following characters

In addition, the ligatures Æ of A with E (e.g. "encyclopædia"), and Œ of O with E (e.g. "cœlom") may be used, optionally, in words derived from Latin or Greek, and the diaeresis mark is sometimes placed for example on the letter o (e.g. "coöperate") to indicate the pronunciation of oo as two distinct vowels, rather than a long one.

Outside of professional papers on specific subjects that traditionally use ligatures in loanwords, however, ligatures and diaereses are seldom used in modern English. Also, any letter from the extended latin alphabet (that is, the latin alphabet in all the languages which use it), will sometimes be used when that word is or used as a loanword such as naïve.

Simplifying
The extended latin alphabet is a good deal more letters than this: comprised of 53 distinct alphabets, some with diacritics (naïve) and others with ligatures (beißen). There is not a one-to-one correlation between phonemes and letters: There are about 50 distinct sounds just within the English language, or about two for every letter (though it doesn't quite distribute evenly that way). And just as we group sounds together in letters, other languages endorse their own groupings. In Japan, the "l" and the "r" are really the same sound; it is just that we make a funny distinction. Likewise, to English speakers, the elle "LL" of Spanish is (in neutral accent) to us really just the same sound as our "y", and the Irish Eth "ð" is really just "th". Therefore, it makes sense to group letters into abstracted families when transferring from one language to another.

The letters can be grouped together in more than one way, and someone learning english is likely to choose a grouping that maps well onto their own writing system. A transfer from english to english would be how we group letters when teaching our own children, something like the following:

'' * Though not officially ligatures, these characters as used in English are in fact single glyphs representing the combination of two distinct letters. The "X" is a "ks" digraph, and the "Q" a "ku" digraph. Of course in the case of Q, the trailing "u" is almost always explicit in the spelling of the word. ''

Of particular interest to technicians (and probably very natural to mothers, family and teachers of young children) is the use of "C" instead of "k" and "E" in place of "i". This sort of selection represents the letter-choice bias of English, and if the target language was another latin alphabet, the historic symbols like "k" would likely be a better choice. Review what we just did again. We took our alphabet in a standard, complete form, and abstracted out the simple letters of our language.

Mapping

 * This reads, for example: the J is like the G, the W is like UI, et cetera.

Recap
In this module we detailed how to generate the content to use with the writing system presentation pattern:


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HyperText Markup Language/Tag List/object

Use
This tag is used for embedding plugins onto a web page such as movies, applets and music. Unlike the embed tag, the designer has to specify a plugin using a hexadecimal number.

classid
This attribute identifies the plugin or control the designer wants to use. The value is a hexadecimal number.

height
Declares the height of the object

width
Declares the width of the object

More info
A link to a page with more info, then the name of the site the info came from (i.e. W3Schools).


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User talk:Mworr002

Welcome to Wikibooks, Mworr002!

HI!
Hay, I'm a writer too! Though, I don't think I could ever handle journalism. My heads too far into other worlds. I bet it will prove to be a great skill for teaching and getting students more into current events.

-Vr oni (talk) 17:34, 30 May 2008 (UTC)

Hi I enjoyed getting to know you a little bit through your about me section and your educational philosophy. While I am not one for brief comments normally, the only thing that I feel to mention is that I am in 100 percent agreement with you on your statement that "every mistake will be an oppurtunitt to learn." There are too many people in society who do not focus on the fact that people make mistakes its what we take from them that matters the most.Sthur002 (talk) 23:42, 31 May 2008 (UTC)

Hi Mary, I enjoyed reading about you and I found that we have something in common...I also just graduated from college (JMU) and like you, am back to school already. I feel like it's a little stressful, especially during the summer, but at least we're getting it over with! I thought your philosophy of education was really interesting and I totally agree with you that it is important to teach students applicable lessons that will help them to succeed in the future. Too often I think we learn things in school that we never have any reason to use, so trying to make lessons applicable to life I think is a great teaching strategy. I also agree with you on the importance of communication. I think that kids today with their addiction to technology (like the computer and video games) are not learning how to effectively communicate with adults and their peers and I think that it is something that will hinder them in the future...it's definitely necessary that we teach our students how to communicate in order to be successful in the real world. Good luck to you this semester! Broys002 (talk) 15:56, 1 June 2008 (UTC)

MARY!! Thanks for reviewing my article on magnet/charter schools! I'm thankful you were so thorough in work. I appreciate it. Mblount84 (talk) 03:54, 9 June 2008 (UTC)

title: User talk:Mworr002


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User talk:Botany44

Welcome to Wikibooks, Botany44!

title: User talk:Botany44


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Wikijunior:World War II/Benito Mussolini

Quick Facts

 * Born: July 29, 1883
 * Died: April 28, 1945
 * Leader Of: Italy
 * From: October 31, 1922
 * To: July 25, 1943

Benito Mussolini was the leader of the Italian National Fascist Party. He became the Prime Minister of Italy in 1922 and appointed himself to head of the military.

Mussolini first thought that he would fight alongside France against Germany, but he changed his mind. In 1940, he declared war on Britain and made Italy part of the "Axis" powers with Germany. Mussolini tried to make himself important in Hitler's eyes by fighting the British in North Africa and invading Greece. But both times his armies were heavily beaten and had to be rescued by the Germans.

In 1943, the Allies invaded Italy and the Italians switched sides, joining the Allies. Mussolini was overthrown and put in prison. But German special forces rescued him and put him back in charge of the parts of Italy that hadn't been captured by the Allies.

In April 1945, when it was clear that the Allies were winning, Mussolini tried to run away to Switzerland. But he was caught by the British and executed by Italian partisans.


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User talk:JBatsaikhan

(Red4tribe (talk) 02:27, 21 May 2008 (UTC))

title: User talk:JBatsaikhan


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Magic: The Gathering/Legacy Format

Legacy (along with Vintage) is considered an eternal format because the card pool never rotates. This means that all the sets that are currently legal will continue to be legal and any new sets will automatically be included in the legal card pool. (Except of course for cards on the banned and restricted list)

It evolved from Type 1.5, a format defined by a banned list that merely consisted of all banned and restricted cards in the old Type 1. In 2004, the format was revitalized by separating the banned list from the rechristened Vintage and banning many old, powerful, and expensive cards such as Mishra's Workshop, Mana Drain, and Bazaar of Baghdad. The result is that Legacy has a lower power level than Vintage, which makes for longer games, and is considerably more affordable. The DCI has attempted to promote the format with the addition of a Legacy Grand Prix circuit. In 2007, the company announced that this format had selected for the final individual portion of the World Championships prior to the fixing a problem that they had made after moving the championships from summer/fall to fall/winter.

title: Magic: The Gathering/Legacy Format


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Talk:Prolog/Rules

"if" or "only if"
Do we mean "if" or "only if" when we describe the relationship of a predicate to its associated predicates? a :- b, c, d.

This says that a is true, if b, c and d are true. Does this mean "if (b and c and d) then a"? Would that be logically the same as "a only if (b and c and d)".
 * The first option. If (b and c and d) is true, then a is true. If (b and c and d) is not true, we don't know if a is true or not. In this case prolog will discard the rule. If it finds another rule a :- e, where e is true, a will still be true. If :- meant 'only if', and thus a would be false because (b, c, d) was untrue, the fact that a was made true by a :- e would cause a conflict (a would be both true and false). risk (talk) 12:14, 28 May 2008 (UTC)

title: Talk:Prolog/Rules


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Magic: The Gathering/Booster Draft

Booster Drafting is a method of constructing decks in Magic: The Gathering

This format is sanctioned by DCI and occurs at almost every prerelease. Many stores also make the last Friday Night Magic Tournament of the month a booster draft.

The Process
Each player is given three booster packs. Each player opens one pack and removes one card for themselves. They then take the remaining cards and pass them to the player on their left. They subsequently receive cards from the player on their right. They remove a card from the new set of cards and pass it to their left. This process continues until there are no more cards. Players then open their second booster pack. They repeat the process, this time passing cards to their right. When there are no more cards, they open their final booster pack. They repeat the process, this time passing cards to their left again.

After exhausting all three booster packs, each player should have selected and obtained 45 cards.

They combine as many or as few cards from the ones they just selected with any amount of basic lands they desire. This becomes their deck. This deck must have a minimum of 40 cards.

Players then compete tournament style to win a prize of some sort (normally additional packs).

At informal/casual drafts, a rule can be set in place that forces players to return all of the rares they drafted into one center pile after the tournament is over. The player who came in first selects a rare to keep, then the player who came in second, and so on. After the last player picks a rare, it starts over again with the player who came in first. Playing a match like this does two things, it gives the winner a prize without having the players to spend money on additional packs, and it prevents rare drafting to make the matches more competitive and fun. Sometimes the rule is adjusted to make players return all rares and uncommons. This makes the tournament more competitive, but the cards-to-keep selection process afterwards is much longer.

Strategy
Deck Building Strategy Because the decks are only 40 cards and most of the cards in a booster pack are small creatures or spells with small mana costs, it is a generally good idea to build a fast deck. Also, because you will rarely get more than one or two of a good card, it is not a good idea to build the deck around it, featuring complex combos and whatnot. If a combo requires 3 cards, and you only have one of each, you cannot rely on drawing it every game.

Card Picking Strategy Often it is difficult to decide what tribe and/or colors to run. At first you only see 7 of the 84 cards you can choose from. It is normal to begin thinking you want to play one color and then switch to another color part way into drafting. This normally happens when you see a particular good card in another color or notice that many players are not drafting cards from a particular color. If you notice that most of the cards passed to you are blue and there are never any good white cards, chances are a large number of people are running mono white, white/green, etc. This a good sign you should switch from white to blue. The fewer people who want blue cards, the better chance you have of getting good blue cards.

Rare drafting In this act, players select a rare card from the set of cards handed to them, not because it will benefit their deck, but because the card is worth a large amount or because the card would go well in another deck of theirs at a later date.

Hate drafting In this act, players select a powerful card from the set of cards handed to them, not because it will benefit their deck, but because the card is exceptionally powerful and they don't want anyone to use it against them. Even if the card is worthless to them, making sure no one else has it could mean the difference between winning or losing the tournament.

title: Magic: The Gathering/Booster Draft


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Talk:XForms/Delete Confirm with CSS

A better looking
I have translate this example in French and modify with a better looking Suppression dans un formulaire XForms avec feuille de style. --Dom (talk) 04:34, 21 May 2008 (UTC)

title: Talk:XForms/Delete Confirm with CSS


text:
User:Masud iue

wemwgjvwni ivngvwbi ivwng welq wfwËK †KviAvb I nv`xm

evsjv‡`k Bmjvgx QvÎ wkwei ‡cŠimfv `wY AÂj wSbvB`n kni| j¨ I D‡Ïk¨ t †KviAvb 1.	اَلا تعْبُدُ اِلا الله D”PviYt- (Avjv ZvÔey`y Bjvjvn) 1. Abyev`t- †Zvgiv Avjvn e¨ZxZ Ab¨Kv‡iv Bev`Z K‡ivbv| (myiv nv-gxg Avm mvR`vnt-14) 2. يَا قَوْمِ أعْبُدُوْا اَلله مَالكُمْ مِّنْ اِلهٍ غَيْرُهُ. D”PviYt-Bqv KvIwgÕey`yjvn gv jvKzg wgb Bjvwnb MvBi“û| 2.Abyev`t-‡n Avgvi RvwZ, Avjvni Bev`r Ki, wZwb e¨wZZ †Zvgv‡`i Avi †Kvb Bjvn& †bB| (m~iv n~`-50) 3. اِِّنى وَجَّهْتُ وَجْهِىَ ِلَّلذِىْ فَطَرَ اَلسّمَاوَاتِ وَالارْضَ حَنِيْفًا وَّمَا اَنَا مِنَ الْمُشِركِيْنَ. D”PviYt- Bbxœ IqvR&Rvn&Zz IqvRwnqv wjjvhx dvZvivm& mvgvIqvZx Iqvj Avi`v nvbxdvI Agv Avbv wgbvj gykwiKxb| 3. Abyev`t- Avwg GKgyLx n‡q ¯^xq gyLgÛj †mB mËvi w`‡K KiwQ, whwb mg¯— AvKvk I c„w_ex m„wó K‡i‡Qb Ges Avwg gykwiK‡`i Aš—f~©³ bB| ( m~iv Avj Avbqvg-79) 4 .  وَمَا خَلَقْتُ الْجِنَّ وَ اِلاْنسَ اِلا ِليَعْبُدُوْنَ. D”PviYt- Iqvgv LvjvK&Zzj wRbœv Iqvj& Bb&mv Bjv wjqvey`yb 4. Abyev`t- Avwg R¡xb Ges gvbe RvwZ‡K †Kej Avgvi Cev`r Kivi Rb¨B m„wó K‡iwQ| (m~iv Avh& hvwiqvn& -56) nv`xm 1. عَنْ اَنَسٍ بن مَاِلِك (رض) قَالَ َقالَ رَسُوْلُ اللهِ صَلي اَللهُ عَليْهِ وَسَلَّمَ : لاَ يُومِنُ اَحَدُكُمْ حَتَّى اُكُوْنَ اَحَبَّ اِلَيْهِ مِنْ وَّلَدِهِ وَوَالَدِهِ وَالنَّاِس اَجْمَعِيْنَ. D”PviYt Avb Avbvm Be‡b gvwjwKb (ivt) K¡vjvt K¡vjv ivmyjyjvwn mjvjvû AvjvBwn Amvjvg jv- Bqywgby Avnv`yKzg nvËv AvKybv AvnveŸv AvjvBwn wgu Iqvwjw`wn Iqv Iqvjvw`wn IqvbbvwQ AvRgvCb| 1. Abyev`t- AvbvQ Be‡b gv‡jK (ivt) †_‡K ewY©Z| wZwb e‡jb ivm~jyjvn (mvt) e‡j‡Qb, †Zvgv‡`i †KD gywgb n‡Z cvi‡e bv, †h ch©š— bv Avwg Zvi wbKU Zvi mš—vb, wcZv-gvZv Ges Ab¨vb¨ mKj gvby‡li †P‡q wcÖq bv nB| (†gvËvdvKzb AvjvBwn) 2. عَنْ ابي اُمَامَةَ عَنْ َرسُوْلِ الله صلي الله عَليهِ وَسَلَّمَ قَالَ : مَنْ اَحَبَّ لله وَابْغَضَ للهِ واَعْطَيْ للهِ وَمَنَعَ للهِ فَقَدْاِسْتَكْمَلَ اِلايْمَانَ. D”PviYt Avb Avex DgvgvZv Avb ivm~wjjvwn mvjvjvû AvjvBwn Iqv mvjvgv Avbœvû Kvjvt gvb AvnveŸv wjjvwn Iqv Ave Mvhv wjjvwn Iqv AvZv wjjvwn Iqv gbvÔAv wjjvwn dvK¡vw`m ZvK¡gvjvj Cgvb| (Avey `vD`) 2.Abyev`t Avey Dgvgv (ivt)†_‡K ewY©Z| ivmyj (mvt)    e‡j‡Qb, ‡h e¨w³ Avjvni Rb¨ KvD‡K  fvjevmj, Avjvni Rb¨ Kv‡iv mv‡_ kÎ“Zv †cvlY Kij, Avjvni mš‘wói Rb¨ `vb LqivZ Kij Ges Avjvni Rb¨B `vb LqivZ †_‡K weiZ _vKj, †m Zvi Cgvb †K c~Y© K‡i wbj| (&Avey `vD`)

cª_g `dv t `vIqvZ ‡KviAvb 1. اُدْعُ اِليْ سَبِيْلِ رَبِّكَ بِا لْحِكْمَةِ و الْمْوعِظَةِ الحَسَنَةِ َوجَادِلْهُمْ بِا لَّتي هِيَ اَحْسَنُ. D”PviYt- D`ÕD Bjv mvexjx ivweŸKv wej wnKgv‡Z Iqvj gvIwqRvwZj nvmvbvwZ IRv-w`jûg wej&jvwZ wnqv Avnmvb|				1. Abyev`t- WvK †Zvgvi cÖf~i w`‡K wnKgZ I DËg bmxnZ mnKv‡i, Avi weZK© Ki DËg cš’vq| (m~iv Avb-bvnj- 125) 2. وَمَنْ اَحْسَنَ قَوْلا مِمَّنْ دَعا اِليْ اَللهِ وَ عَمِلَ صَالِحًا وَ قَالَ اِنَّنِيْ مِنَ المُسْلِمِيْنَ. D”PviYt- Agvb Avn&mvby KvIjvg wg¤§vb `vÕAv Bjvjv‡n Iqv AvÔwgjv mvwjnvb Iqv K¡vjv Bbœvwb wgbvj gymwjgx-b|				2.Abyev`t- Zvi K_vi †P‡q Avi Kvi K_v DËg n‡Z cv‡i †h gvbyl‡K Avjvni w`‡K Wv‡K, †bK Avgj K‡i Ges †NvlYv K‡i Avwg gymjgvb‡`i Aš—f©y³| (m~iv nvgxg Avm& wmR`vn-33) 3. كنتم خير امة اخرجت للناس تامرون بالمعروف وتنهون عن المنكر وتومنون بالله. D”PviYt- KzbZzg Lvqiv D¤§vwZb DL&wiRvZ wjb&bvwm Zvq&gyiybv wej& gvÔi“wd Iqv ZvbnvIbv Avwbj gybKvi Iqv Zzqwgby-bv wejvn| 3. Abyev`t- `ywbqvi †mB m‡e©vËg `j †Zvgiv, hv‡`i†K gvby‡li †n`vqvZ I ms¯‹vi weav‡bi Rb¨ Kg©‡‡Î Dc¯’vwcZ Kiv n‡q‡Q| †Zvgiv mr Kv‡Ri Av‡`k Ki‡e Ges Ab¨vq I cvc KvR †_‡K †jvK‡`i‡K weiZ ivL‡e Ges Avjvni cÖwZ Cgvb †i‡L Pj‡e|    (m~iv Avj Ggivb-110) 4. يَا أيُّها الذِيْنَ اَمَنُوْا أدْخُلُوْا فِىْ السِّلْمِ كَافَّةً وَلا تَتَّبِعُوْا خُطُوَتِ الشَّيْطَانِ انَّهُ لَكُمْ عَدُّوُ مُّبِيْنَ. D”PviYt- Bqv AvBqy nvjvhxbv Avgvby` Lyj~ wdm&wmjwg Kvd&dvn& ; Iqvjv ZvËvweD LyZzIqv wZk& kvBZvwb Bbœvû jvKzg Av`yD&Dg gyex-b| 4. Abyev`t- †n Cgvb`viMY! †Zvgiv cwic~Y© i“‡c Bmjv‡g cÖ‡ek Ki Ges kqZv‡bi c`vsK AbymiY K‡iv bv| wbðq †m †Zvgv‡`i cÖKvk¨ kÎ“| ( m~iv Avj evKviv-208) nv`xm 1. عَنْ عَبْدِ اللهِ اِبْنِ عَمْرٍ(رض) انَّ النَّبِيَّ (صلعم) قَالَ بَلِّغُوْا عَنِّيْ وَلوْ اَيَةً. D”PviYt- Avãyjvn Be‡b Avgwib (ivt) Avbœvb& bvexq¨v (mt) Kvjvt evwj¸ Avwbœ IqvjvI Avqvn| (eyLvix) 1. Abyev`t- Avãyjvn Be‡b Avgi (ivt) †_‡K ewY©Z| ivmyj (mt) e‡j‡Qb, Avgvi c †_‡K GKwU AvqvZ Rvb‡jI Zv Ac‡ii Kv‡Q †cŠ‡Q `vI| (eyLvix) 2. عنْ اَنَسٍ  (رض) قَال َقالَ رَسُوْلُ اللهِ صَلَّي الله ُعَلَيْهِ وَسلَّمَ يَسِّرُوْا ولا تُعَسِّرُوْا بشِّرُوْا وَلا تُنَفِّروْا. D”PviYt- Avb& Avbvm (ivt) Kvjvt Kvjv ivmyjyjvwn (mt) Bqvmwmi“ Iqvjv ZzÔAvmwmi“ evkwki“ Iqvjv Zzbvwd¨i“| 2. Abyev`t- nhiZ Avbvm (ivt) †_‡K ewY©Z ivmyj (mt) e‡j‡Qb mnR Ki, KwVb K‡ivbv, mymsev` `vI, fxZ kª× K‡iv bv|

wØZxq `dvt msMVb ‡KviAvvb 1.  وَاعْتَصِمُوْا  بِحَبْلِ اللهِ جَمِيْعًا وَّلا تَفَرَّقُوْا. D”PviYt- IqvÔZvwmgy wenvewjjvwn RvwgqvI Iqvjv Zvdvi&ivKz| 1.Abyev`t- †Zvgiv msNe×fv‡e Avjvni i¾y‡K aviY Ki Ges ci¯úi wew”Qbœ n‡qvbv| (m~iv Avj Bgivb-103) 2. يَا ايُّها الَّذِيْنَ امَنُوْا اَطِيْعُوْا اللهَ وَ اَطِيْعُوْا الرَّسُوْلَ وَ اُوْلِيْ الامْرِ مِنْكُمْ. D”PviYt- Bqv AvwZqy nvjvhxbv Avgvby AvwZDjvnv Iqv AvwZDi& ivmyjv- Iqv Dwjj Avgwi wgbKyg| 2.Abyev`t- †n gywgbMY! Avjvni AvbyMZ¨ Ki, ivmy‡ji (mt) AvbyMZ¨ Ki, Ges †Zvgv‡`i `vwqZ¡kxj‡`i AvbyMZ¨ Ki| (m~iv Avb& †bmv-59) 3. وَالْتَكُنْ مِّنْكُمْ اُمَّةَّ يدْعُوْنَ اِلَيْ الَخَيْرِ وَيَامُرُوْنَ بِالمَعْرُوْفٍ وَيَنْهَوْنَ عَنِ الْمُنْكَرِ وَ اُ وْلئِكَ هُمُ المُفْلِحُوْنَ. D”PviYt- Iqvj ZvKzg wgbKzg D¤§vZzb Bqv`qybv Bjvj Lvqwi Iqv BqvÔgyi“bv wej gvqÔiywd Iqv BqvbnvDbv Avwbj gybKvi ; Iqv DjvBKv ûgyj gydwjn~b| 3. Abyev`t- †Zvgv‡`i g‡a¨ Ggb GKwU `j Aek¨B _vK‡Z n†e hviv gvbeRvwZ‡K Kj¨v‡bi c‡_ WvK‡e| mr Kv‡Ri Av‡`k Ki‡e Ges Amr Kv‡R evav cÖ`vb Ki‡e| ZvivB mdjKvg| (m~iv Avj Bgivb-104) 4. اِنَّ اللهَ يُحِبُّ الَّذِيْنَ يُقَاتِلُوْنَ فِىْ سَبِيْلِهِ صَفًّا كأنَّهُمْ بُنْيَانُ مَّرْصُوْصُ. D”PviYt- Bbœvjvnv BDwneŸyjvhxbv BDKvwZj~bv wd mvexwjwn md&dvb Kvqvbœvûg eybBqvbyg gvim-ym| 4. Abyev`t- Avjvn Zv‡`i‡K fvjev‡mb hviv Av&jvni c‡_ mxmv Mjv‡bv cÖvPx‡ii gZ mvwie×fv‡e jovB K‡i| (m~iv Avm&md-4) nv`xm 1. عَنْ  اَبِيْ سَعِيْدِ نِ الخُدْرِيْ (رض) اَنَّ  رَسُوْلَ اللهِ صلَّي الله ُعلْيهِ وَسلَّمْ قَالَ: اِذَا خَرَجَ ثَلاثَةَ فِىْ سَفَرِ فَلْيَوْمِّرُوْا اَحَدَهُمْ. (ابو داود) D”PviYt- Avb Avex mvwqÔ`xwbj Ly`wi (ivt) Avbœv ivmyjyjvwn mvjvjvû AvjvBwn Iqv mvjvgt Kvjv Bhv LvivRv mvjvmvZzb wd mvdvwib dvj BDqvg&wgi“ Avnv`vûg | (Avey`vD`) 1.Abyev`t- nhiZ Avey mvB` Ly`ix (ivt) †_‡K ewY©Z| ivmyj (mt) e‡j‡Qbt Òmd‡i GKm‡½ wZbRb _vK‡j Zv‡`i g‡a¨ GKRb‡K Zviv †hb Aek¨B Avgxi evwb‡q †bq|Ó (Avey `vD`) 2. عَنْ الحَارِثِ الاشْعَرِيْ (رض) اَنَّ  رَسُوْلَ اللهِ صلَّيْ الله ُعليْهِ وَسلَّمَ قَالَ: انَا امَُرُكُمْ بِخَمْسِ اللهِ اَمَرَنِيْ بِهِنَّ السَّمْعِ والطَّاعَةِ والجِهَادِ والهِجْرَةِ وَالجَمَاعَةِ. (الترمذي) D”PviYt- Avwbj nvwiwmj AvkÔAvix (ivt) Avbœv ivmyjyjvwn mvjvjvû AvjvBwn Iqv mvjvgv Kvjv Avbv Av-gyi“Kzg weLvgwmb Avjvû Avgvivbx wewnbœv”Qvgwq IqvZ ZvÔqvwZ Iqvj wRnv`x Iqvj wnRivwZ Iqvj RvgvqvZ| (AvZ- wZiwghx) 2. Abyev`t- nhiZ nvwim Avj Avkqvix (ivt) †_‡K ewY©Z| wZwb e‡jb, ivmyj (mt) e‡j‡Qbt Ò Avwg †Zvgv‡`i‡K cvuPwU wRwb‡mi Av‡`k w`w”Q †h wel‡q Avjvn Avgv‡K wb‡`©k w`‡q‡Qb| (1) †bZvi Av‡`k kªeY Kiv| (2) †bZvi AvbyMZ¨ Kiv| (3) Avjvni cÖwZ wRnv` Kiv| (4) wnRiZ Kiv| (5) RvgvÔqvZe× Rxeb hvcb Kiv| (wZiwghx) 3. قَالَ عُمرُ (رض)  يا مَعْشَرَ العَرَيْبِ الارْضُ انَّهُ لا اِسْلامَ الا بِجَماعَةٍ ولا جَمَاعَةَ اِلا بامَارَةٍ وَلا اِمَارَةَ الا بِطَاعَةٍ. D”PviYt- Kvjv Dgvi“ Bqv gvÔkvivj Avixwej Avi`y Avbœû jv- Bmjvgv Bjv weRvgvhvwZb IAvÔjv RvgvqvZv Bjv weÔBgvivwZb IAvÔjv BgvivZv Bjv weZvÔAvwZb| (mybv‡b `v‡igx) 3. Abyev`t- nhiZ Igi(it) e‡jb, Ò msMVb Qvov Bmjvg †bB| †bZ…Z¡wenxb msMVb †bB| AvbyMZ¨ Qvov †bZ…Z¡ †bB| (mybv‡b `v‡igx)

Z…Zxq `dv t cÖwkY ‡KviAvb 1. قُلْ هَلْ يَسْتَوِيْ الاعمَيْ وَ الَبصِيْرُ امْ هَلْ تسْتَوِيْ الظُّلُماتُ وَ النُّوْرُ. D”PviYt- Kzj nvj BqvmZvDwqj AvÔgv Iqvj evwQi“ Avg nvj ZvmZvwqR RyjygvZz Iqvb& byi| (m~iv Avi& ivÔ`-16) 1.Abyev`t- ej, AÜ I Pzgvb ‡jvK wK KL‡bv GK n‡Z cv‡i? Av‡jv I AÜKvi wK KL‡bv GK I Awfbœ nq? (m~iv Avi& ivÔ`-16) 2. لَقَدْ مَنَّ اللهُ علىْ المُؤمِنِيْنَ اِذْ بَعَثَ فِيْهِمْ رَسُوْلا مِّنْ اَنْفُسِهِمْ يَتْلُوْا عَليْهِمْ اَيَتِهِ وَيُزَكِّيْهِمْ وَيُعِّلمُهُمُ الكِتَابَ وَالحِكْمَةَ وَاِنْ كَانُوْا مِنْ قَبْلُ لَفِىْ ضَلا لٍ مُبِيْنٍ. D”PviYt- jvKv` gvbœvjvûÔ Avjvj gyÕwgbxbv Bh evÔAvQv dxwng ivm~gjvg wgb Avbdzwmwng| BqvZj~ AvjvBwng AvÕqvwZnx Iqv BD hv°xwng Iqv BDÕ Avwjgyûg~j wKZvev Iqvj wnKgvZv Iqv Bb Kvby wgb Kvejy jvdx `jv-wjggyex-b| 2. Abyev`t- Cgvb`vi †jvK‡`i cÖwZ Avjvn GB AbyMÖn K‡i‡Qb †h, Zv‡`i gv‡S Zv‡`i wb‡R‡`i ga¨ †_‡K ivm~j cvwV‡q‡Qb whwb Zv‡`i‡K Avjvni AvqvZ ïbvb, Zv‡`i Rxeb‡K ms‡kvab K‡ib Ges Zv‡`i‡K wKZve I Ávb-weÁv‡bi wkv †`b| e¯‘Z AvÍv wQj c~e© †_‡KB c_åô| (m~iv Avj- Bgivb-164) 3.  وَيُعِّلمُهُمُ الكِتَابَ وَالحِكْمَةَ وَالتَّوْرَاةَ وَالإ نْجِيْل. D”PviYt- Iqv BDÔAvwjgyûgyj wKZvev Iqvj wnKgvZv IqvZ& ZvIivZv Iqvj Bb&Rxj| (m~iv Avj- Bgivb48) 3. Abyev`t- Ges Avjvn Zv‡K (gymv) wKZve wnKgvZ, ZIivZ I BbRx‡ji Ávb wkv w`‡eb| (m~iv Avj- Bgivb 48 ) 4. اِقْرَأ بِاسْمِ رَبِّكَ الَّذِيْ خَلَقَ. خَلَق َالإْنسَانَ مِنْ عَلَقٍ. اِقْرأ وَ رَبُّكَ الاكْرَمُ. الَّذِيْ عَلَّمَ بِالقَلَمِ. عَلًّمَ الإنْسَانَ مَا لَمْ يَعْلَمْ. D”PviYt-BKivÕ wemwg iweŸKvjvhx LvjvK; LvjvKvj Bbmvbv wgb ÔAvjvK; BKivÕ Iqv iveŸyKvj AvKivgyjvhx Avjvgvwej Kvjvg, Avjvgvj Bbmvbv gv-jvg Bqvjvg| 4 . Abyev`t- Òco–b! Avcbvi cÖfyi bv‡g, whwb m„wó K‡i‡Qb gvbyl‡K RgvU evav i³wcÛ ‡_‡K| cvV Ki“b, Avcbvi cªªvwZcvjK, gnv gwngvwbœZ, whwb Kj‡gi mvnv‡h¨ wkv w`‡q‡Qb, wkv w`‡q‡Qb gvbyl‡K hv †m Rvb‡Zv bv|(myiv AvjvK 1-5)

cªwkY nv`xm 1. عَنْ اِبِن عبَّاسٍ (رض) قَالَ: تُدارِسُ العِلْمِ سَاعَةً مِّنَ الَّليْلِ خَيْرَ مِّنْ اَحْيائِهَا. D”PviYt- Avb Be‡b AveŸvwmb (ivt) Kvjvt Zv`i“myj Bj‡g mvqvZvg wgbvj& jvBwj LvBi“gwgb BnBqv-Bqv| 1.	Abyev`t-Avãyjvn Be‡b AveŸvm (ivt) †_‡K ewY©Z| wZwb e‡jb, iv‡Z wKQy Ask Ávb PPv© Kiv †MvUv ivZ †R‡M (bdj)Bev`Z Kivi †P‡q DËg| (wgkKvZ) 2. عَنْ أنس (رض) قال : قَالَ رَسُوْلُ الله ِصلى الله ُعَليْهِ وَسلَّمَ طَلَبُ العِلْمِ فَرِيْضَةً عَلَىْ كُلِّ مُسْلِمٍ. D”PviYt- Avb Avbvwmb (ivt) Kvjv Kvjv ivmyjyjvwn mvjvjvû AvjvBwn Iqv mvjvg Zvjveyj Bjwg dvwihvZzb Avjv Kzwj gymwjg| 2. Abyev`t- nhiZ Avbvm Be‡b gv‡jK (ivt) †_‡K ewY©Z| ivmyj (mt) e‡jb, Bj&g AbymÜvb Kiv cÖ‡Z¨K gymwj‡gi Dci dih|

PZz_© `dv t Bmjvgx wkv Av‡›`vjbI QvÎ mgm¨v ‡KviAvb 1. 	ونزلنا اليك الكتاب تبيانا لكل شىء وهدى ورحمة وبشرى للمسلمين. D”PviYt-Iqv bvh&hvjbv BjvBKvj wKZvev wZeBqvbvj& wjKzwj kvBwqb Iqv û`vI Iqv ivngvZvIu Iqv eykiv wjj& gymwjgx-b| 1.	Abyev`t-Avi Avwg Avcbvi cÖwZ G wKZve bvwhj K‡iwQ hv cÖ‡Z¨KwU e¯‘i my¯úó eY©bv, wn`vqvZ, ingZ,I mymsev` †mme †jv‡Ki Rb¨ hviv AvZ¥mgc©Y K‡i‡Q| (myiv bvnj-89)

2. كما ارسلنا فيكم رسولا منكم يتلوا عليكم آيتنا ويزكيكم ويعلمكم الكتاب والحكمة ويعلمكم مالم تكونوا تعلمون. D”PviYt- Kvgv Avimvjbv dxKzg ivmyjvg wgbKzg BqvZjy AvjvBKzg AvqvwZbv Iqv BqywjgyKygyj wKZvev Iqvj wnKgvZv Iqv BqywjgyKyg gv-jvg ZvK~b~ ZvÔjvgyb| 2.	Abyev`t- Ò†hgb Avwg †Zvgv‡`i cÖwZ †Zvgv‡`iB ga¨ n‡Z GKRb ivmyj cvwV‡qwQ, whwb †Zvgv‡`i wbKU Avgvi AvqvZmg~n wZjvIqvZ K‡i ïbv‡eb, †Zvgv‡`i Rxeb cwiï× Ki‡eb, ‡Zvgv‡`i‡K wKZve I wnKgv‡Zi wkv w`‡eb Ges †Zvgv‡`i‡K wkv w`‡eb Ggb me welq hv †Zgiv Rvb‡Z bv| (m~iv Avj evKviv-151) 3. واذا قرئ القران فاستمعوا له وانصتوا لعلكم ترحمون. D”PviYt- Iqv Bhv Kzwiqvj KziAvby dvmZvwgÔD jvû Iqv AvbwmZ~ jvÔAvjvKzg Zzinvgyb| 3.	Abyev`t- hLb †KviAvb cwVZ n‡e ZLb †Zvgiv bxi‡e g‡bv‡hvM mnKv‡i ïb‡e Ges Pzc K‡i _vK‡e, Zvn‡j Avkv Kiv hvq †h, †Zvgv‡`i Dci ingZ ewl©Z n‡e| 4. ولقد يسرنا القرآن للذكر فهل من مدكر. D”PviYt- IqvjvKv` Bqvm&mvibvj KyiAvbv wjhwhKwi dvnvj wgb gyÏvwKi| 4.	Abyev`t- Avwg †KviAvb †evSvi Rb¨ mnR K‡i w`‡qwQ| AZGe †Kvb wPš—vkxj Av‡Q wK? ( m~iv Avb&-bRg-17,23) nv`xm 1. عن ابى در داء  (رض) قال : قال رسول الله صلى الله عليه وسلم : من سلك طريقا يبتغى فيه علما سلك  الله له طريقا الى الجنة و ان الملائكة لتضع اجنحتها.(ترمذى) D”PviYt- Avb Avwe `vi`v (ivt) Kvjv Kvjv ivmyjyjvwn mvjvjvû AvjvBwn Iqv mvjvg gvb mvjvKv ZixKvb BqveZvMx wdnx Bjgvb mvjvKvjvû jvû ZixKvb Bjvj RvbœvZx, Iqv Bbœvj gvjvBKvZv jvZv`vD AvRwbnvZvnv| (ZiwgRx) 1.	Abyev`t- nhiZ Avey `vi`v (ivt) †_‡K ewY©Z| ivmyjyjvwn mvjvjvû AvjvBwn Iqv mvjvg e‡j‡Qbt †h e¨w³ G‡jg A‡š^lb Kivi D‡Ï‡k¨ c_ Pj‡e, Avjvn Zvqvjv Zvi Rb¨ Rvbœv‡Z hvIqvi c_ mnR I myMg K‡i †`‡eb Ges wdwikZvMY Gj&g A‡š^lbKvix‡`i Rb¨ wb‡R‡`i cvLv wewQ‡q †`b| 2. عن ايوب بن موسى عن ابيه عن جده ان رسول الله  صلى الله عليه وسلم قال : ما نحل والد ولد من نحل افضل من ادب حسن. (ترمذى) D”PviYt- Avb AvBqye Be‡b g~mv Avb Avwenx Avb RvwÏnx Avbœv ivmyjyjvwn mvjvjvû AvjvBwn Iqv mvjvgv Kvjvt gv bvnvjv Iqvwj`yb Iqvjv`v Avdhvjv wgb Av`vweb nvmvwbb| 2.	Abyev`t-AvBqye web g~mv Zvi wcZv †_‡K, wZwb Zvi `v`v †_‡K eY©bv K‡i‡Qb| ivmyj (mt) e‡j‡Qbt †Kvb wcZv Zvi mš—v‡bi DËg PwiÎ wkv`vb A‡cv AwaK fv‡jv †Kvb wRwbmB `vb Ki‡Z cv‡i bv| (wZiwghx)

3. خيركم من تعلم القرآن  و علمه. D”PviYt-Lvqi“Kzg gvb ZvÔAvvjvgvj KziAvbv Iqv Avjvgvn| 3.	Abyev`t- ‡Zvgv‡`i g‡a¨ †mB e¨w³ DËg †h wb‡R †KviAv‡bi Ávb AR©b K‡i Ges Aci‡K Zv wkLvq|

cÂg `dv t wece ‡KviAvb 1. تؤمنون  بالله  و رسوله وتجاهدون فى سبيل الله باموالكم و انفسكم ذا لكم خير لكم ان كنتم تعلمون. D”PviYt- Zywgb~bv wejvwn Iqv ivm~wjnx Iqv ZzRvwn`ybv dx mvexwjjvwn we-AvgIqvwjKzg Iqv AvbdzwmKyg hvwjKzg Lvqi“jvKzg Bb KzbZzg ZvÔjvgyb| 1.	Abyev`t- ‡Zvgiv Cgvb Av‡bv Avjvn I Zvi ivmy‡ji cÖwZ| Avi Rxnv` Ki Avjvni c‡_ wb‡R‡`i ab-m¤ú` I Rvb cÖvY w`‡q| GUvB †Zvgv‡`i Rb¨ AZxe DËg, hw` †Zvgiv Rvb| (m~iv Avm& Qd-11)

2. ام حسبتم ان تدخلوا الجنة ولما يعلم الله الذين جهدوا منكم و يعلم الصابرين. D”PviYt-Avg nvwmeZzg Avb Zv`Lyjyj RvbœvZv Ajv¤§v BqvÔjvgxjvûjvhxbv Rvnv`y wgbKzg ABqvÔjvgv”Qv-weixb| 2.	Abyev`t-‡Zvgiv wK g‡b K‡iQ †h, †Zvgiv Ggwb‡ZB Rvbœv‡Z cÖ‡ek Ki‡e? A_P Avjvn GLbI †`‡Lbwb ‡h, †Zvgv‡`i g‡a¨ Kviv (Avjvni c‡_) cÖvYcY jovB Ki‡Z cÖ¯‘Z Ges Kviv ˆah©kxj| (m~iv Av‡j Bgivb) 3. وقاتلوا المشركين كافتا كما يقاتلونكم كافة. D”PviYt-AKv-wZjyj gykwiKxbv Kvc&dvZvb Kvgv BDKvwZj~ bvKzg Kvd&dvZvb| 3.	Abyev`t- Avi †Zvgiv mK‡j mg‡eZfv‡e gykixK‡`i wei“‡×¨ hy× Ki, †hfv‡e Zviv mw¤§wjZfv‡e †Zvgv‡`i wei“‡×¨ hy× K‡i| (m~iv AvZ& ZvIevn-36) 4. الذين امنوا يقاتلون فى سبيل الله والذين كفروا يقاتلون فى سبيل الطاغوت فقاتلوا اولياء الشيطان, ان كيد الشيطان كان ضعيفا. D”PviYt- Avjvhxbv Avgvb~ BDKvwZjybv cx mvexwjjvn! Iqv Avjvhxbv Kvdvi“ BDKvwZjybv dx-mvexwjZ&Zv¸wZ dvKvwZj~ AvIwjqv Avk&kvqZvwb Bbœv Kvq`vk& kvBZvwb Kvbv hvwqÔdv| 4.	Abyev`t- hviv Cgvb`vi Zviv jovB K‡i Avjvni c‡_, cvš—‡i  hviv Kvwdi Zviv jovB K‡i Zvû‡Zi c‡_| AZGe †Zvgiv kqZv‡bi m½x‡`i wei“‡× msMÖvg Ki; wbtm‡›`‡n kqZv‡bi lohš¿ AZ¨š— `~e©j| (myiv Avbwbmv-76) nv`xm 1. عن ابى هريرة (رض) قال قال رسول الله  صلى الله عليه وسلم من مات ولم يغز ولم يحدث به نفسه مات على شعبة من نفاق. D”PviYt- Avb Avwe ûivBivZv (ivt) Kvjv t Kvjv ivmyj (mt) gvb gvZv jvg BqvMhy Ijvg BDnvÏxm wenx bvdmvû gvZv Avjv ïÔevwZg& wgb wbdvK| 1.	Abyev`t- nhiZ Avey ûivBiv (ivt) †_‡K ewY©Z wZwb e‡jb, ivmyj (mt) e‡j‡Qb, †h e¨w³ gviv †Mj A_P wRnv` Kij bv ev wRnv‡`i ZvgvbœvI ivLj bv, Z‡e †m e¨w³ gybvwd‡Ki b¨vq gviv †Mj| (gymjxg)

2. عن ابى ذر (رض) قال سألت رسول الله  صلى الله عليه وسلم : اى العمل افضل؟ قال : الايمان بالله و جهاد فى سبيله (متفق عليه) D”PviYt- Avb Avwe hviwib (ivt) Kvjv mvAvvjZz ivmyjyjvwn mvjvjvû AvjvBwn Iqv mvjvg AvBq¨yj AvÔgvwj Avdhvjy? Kvjv (ivmyj) Avj-Cgvby wejvwn Iqv wRnv`yb wd mvexwjnx| 2.	Abyev`t- nhiZ Avey hvi (ivt) †_‡K ewY©Z| wZwb e‡jb, Avwg bex Kwig (mt) †K wRÁvmv Kijvg, †Kvb KvRwU DËg? DË‡i bex Kwig (mt) ej‡jb, Avjvi cÖwZ Cgvb Avbv Ges Zvi c‡_ wRnv` Kiv| (eyLvix) 3. عن معاذ بن جبل(رض) قال ان رسول الله  صلى الله عليه وسلم قال : الا ادلكم برأس الامر و عموده و ذروة سنامه قلت بلى يا رسول الله  صلى الله عليه وسلم  قال رأس الامر الاسلام و عمود الصلاة وذر سنامه الجهاد. D”PviYt- Avb gyqvh Be‡b Rvevj (ivt) Kvjv Avbœv ivmyj (mt) Kvjv Avjv Av`yjyKzg weivwmj Avgwi Iqv Dgyw`wn IqvhviIqvZv mvbv wgwn KzjZz evjv Bqv ivmyjvjvwn Kvjv ivmyj (mt) Avgwi AvjBmjvgy Iqv Dgy`ym& mvjvZz Iqvhvi mvbvwgnxj wRnv`y| 3.	Abyev`t- nhiZ gyqvh Be‡b Rvevj (ivt) †_‡K ewY©Z| bex Kwig (mt) e‡j‡Qb Avwg wK †Zvgv‡`i‡K Øx‡bi g~j ¯—¤¢ Ges Zvi m‡e©v”P Pzov wK Zv ej‡ev? Avwg ejjvg n¨vu ejyb, †n Avjvni ivmyj (mt)| ivmyj (mt) ej‡jb Øx‡bi g~j ¯—¤¢ n‡”Q bvgvh Ges m‡e©v”P Pzov n‡”Q wRnv`| (Avng`)

Z¨vM, Kzievbx I cixv ‡KviAvb

1. ان الله اشترى من المؤمنين انفسهم و اموالهم بان لهم الجنة. D”PviYt- Bbœvjvnvk Zviv wgbvj gyÔwgbxbv Avbdymvûg Iqv AvgIqvjvûg we Avbœv jvûgyj RvbœvZv| 1.	Abyev`t- wbðq Avjvn Zvqvjv gywgb‡`i Rvb I gvj Lwi` K‡i wb‡q‡Qb Rvbœv‡Zi wewbg‡q| (m~iv AvZ& ZvIev-111) 2. قل ان صلا تى و نسكى و محىاى و مماتى لله رب العالمين- D”Pvibt- Kzj Bbœv QvjvwZ Iqv byQywK Iqv gvnBqv Iqv gvgvwZ wjjvwn iweŸj Avjvwgb| 2.	Abyev`t- ‡n bex Avcwb ejyb, Avgvi bvgvR, Avgvi Kzievbx, Avgvi Rxeb, Avgvi g„Z¨y meB we‡k¦i cªwZcvjK gnvb Avjvni Rb¨| ( myiv Avj Avbqvg 162 bs Avt)Ó 3. ولنبلونكم بشيء من الخوف والجوع ونقص من الاموال والاً نفس والثمرات وبشر الصابرين. D”Pvibt- IjvbvejyqvbœvKzg welvBwqg wgbvj LvDwd Iqvj RyÕwq Iqv bvKwQg wgbvj AvgIqvwj Iqvj AvbdzwQ IqvQ QvgvivwZ IqvevmwkwiQ Qwewib| 3.	Abyev`t- Avwg Aek¨B †Zvgv‡`i cixv Kie wKQyUv fq, zav, gvj m¤úwË I Rv‡bi wZ I dj k‡m¨i n«vm mvab K‡i, Avi (†n ivmyj) Avcwb mymsev` w`b ˆah©avibKvix‡`i‡K| (myiv Avj evKviv-155) c`©v ‡KviAvb 1. 	قل للمسلمين يغضوا من أبصارهم ويحفظوا فروجهم  ذالك ازكى	 لهم ان الله خبير بما يصنعون. D”Pvibt- ÒKzwjj gyÕwgwbbv Bqv¸Ïy wgb AveQvwiwng Iqv Bqvndvhy dzi“Rvûg, hvwjKv AvSKv jvnyg, Bbœvjvn&v Lvwei“g wegv BqvQbvDb|Ó 1.	Abyev`t- Ò†n bex! gywgb cyi“l‡`i e‡j w`b, Zviv †hb wb‡R‡`i †PvuL‡K mshZ iv‡L Ges wb‡R‡`i j¾v¯’vbmgy‡ni †ndvRZ K‡i| GUv Zv‡`i Rb¨ cweÎZg bxwZ| hv Zviv K‡i ‡m wel‡q Avjvn Zvqvjv cy‡ivcywi AewnZ|Ó(myiv Avb byi-30)

2. 	يا أيها الذين امنوا لا تدخلوا بيوتا غير بيوتكم حتى تستأنسوا وتسلموا على اهلها ذا لكم خير لكم لعلكم تذكرون. D”Pvibt- ÒBqv AvBqynvjvwRbv Avgvby jv Zv`&Lyjy eyqyZvb Mqiv eyqywZKzg nvËv ZvQZvÕwbQy Iqv ZzQvwjgy Avjv Avnwjnv, hvwjKzg Lvqi“jvKzg jvqvjvKzg Zvhv°vi“b|Ó 2.	Abyev`t-Ò ‡n Cgvb`viMY, †Zvgiv wb‡R‡`i Ni e¨ZxZ Ab¨ N‡i cÖ‡ek K‡iv bv, hZb ch©š— N‡ii †jvK‡`i wbKU n‡Z AbygwZ bv cvI Ges N‡ii †jvK‡`i cÖwZ mvjvg bv cvVvI| GB wbqg †Zvgv‡`i Rb¨ Kj¨vbKi| Avkv Kiv hvq †h, †Zvgiv Gi cÖwZ Aek¨B †Lqvj ivL‡e|Ó(myiv Avb byi- 27)

3. 	والذين هم لفروجهم حافظون. D”Pvibt- ÒIqvjvwRbv ûg wjdzi“wRwng nvwdhyb|Ó 3.	Abyev`t- (gyÕwgb‡`i Ab¨Zg ‰ewkó n‡”Q) Zviv Zv‡`i j¾v¯’v‡bi K‡i|Ó(myiv Avj gyÕwgbyb-5)

ZvK¡Iqv ‡KviAvb 1. يا أيها الذين امنوا اتقوا الله حق تقته  و لا تموتن الا وانتم مسلمون. D”Pvibt- Bqv AvBqynvjvhxbv AvgvbyËvKzjvnv nv°v ZzKvwZnx Iqv&jv ZvgyZzbœv Bjv Iqv AvbZzg gymwjg~b| 1.	Abyev`t- †n Cgb`vMY Avjvn‡K fq Ki, †hgb Zv‡K fq Kiv DwPZ, Ges gymjgvb bv n‡q g„Z¨y eiY K‡iv bv| (m~iv Av‡j Bgivb-102)

2. 	واتقوا الله ان الله سريع الحساب. D”Pvibt- IqvËvKzjvnv Bbœvjvnv mvwiDj wnmve| 2.	Abyev`t- †Lv`vi AvBb f½ Kiv‡K fq Ki| wbðq Avjvn `ª“Z wnmve MÖnYKvix| (m~iv Avj gv‡q`v-4) 3. يا أيها الذين امنوا اتقوا الله ولتنظر نفس ما قدمت لغد واتقوا الله ان الله خبير بما تعملون. D”Pvibt- Bqv AvBqynvjvhxbv AvgvbyËvKzjvnv Iqvj Zvbhyi bvdmy¤§v KvÏvgvZ wjMvw`b IqvËvKzAvjvnv ! Bbœvjvnv Lvwei“b wegv ZvÔgvjy-b| 3.	Abyev`t- †n Cgvb`viMY! Avjvn‡K fq Ki, Ges cÖ‡Z¨K ‡ew³ †hb j¨ K‡i †h, †m AvMvgx w`‡bi Rb¨ wK mvgMÖxi e¨e¯’v K‡i †i‡L‡Q? Avjvn‡K fq Ki‡Z _vK| Avjvn wbðq †Zvgv‡`i me Avgj m¤ú‡K© AeMZ Av‡Qb| (m~iv Avj nvki-18)

AvbyMZ¨ ‡KviAvb 1. اطيعوا الله و اطيعوا الرسول و اولى الاًمر منكم. D”PviYt- AvZxDjvnv IqvqvwZDi ivmyjv Iqv Dwjj Avgwi wgbKzg| 1. Abyev`t- AvbyMZ Ki Avjvni, AvbyMZ¨ Ki ivmy‡ji Ges AvbyMZ¨ Ki Dwjj Avg‡ii| (myiv †bmv-59) 2. تعاونوا على البر و التقوى ولا تعاونوا على الاسم و العدوان. D”PviYt- ZvÔAvIqvby ÔAvjvj wei&iv IqvËvK&Iqv Iqvjv ZvÔAvIqvby ÔAvjvj Bmwg †qvj D`&Iqvb| 2.Abyev`t- ‡Zvgiv †bK I Avjvn fxwZg~jK Kv‡R G‡K Ac‡ii mn‡hvwMZv Ki| ¸bvn I bvdigvbxg~jK Kv‡R Kv‡iv mn‡hvwMZv K‡iv bv| (myiv gv‡q`v-2) AvbyMZ¨ nv`xm 1. عن ا بن عمر(رض)عن النبى  صلى الله عليه وسلم انه قال : على المرء المسلم السمع والطاعة فيما احب وكره الا ان يؤمر بمعصية فاذ ا امر بمعصية فلا سمع و لا طاعة. D”PviYt- Avb Be‡b Dgviv (ivt) Avwbbœvwewq¨ mvjvjvû AvjvBwn Iqv mvjvgv Kvjv Avjvjgiwqj gymwjwg Avm-mvgqy IqvZ –ZvqvZz wdgv AvnveŸv Iqv Kvwinv Bjv Avb BDgviv wegv ÔwmqvwZb, dvBhv Dwgiv wegvÔwmqvwZb dvjv mvgÕAv Iqvjv ZvÕqvZv| 1.Abyev`t- nhiZ Be‡b Igi (ivt) †_‡K ewY©Z| wZwb e‡jb, ivmyjyjvn (mvt) e‡j‡Qb, gymwjg e¨w³i Dci †bZvi Av‡`k †kvbv I gvbv Acwinvh© KZ©e¨| PvB †m Av‡`k Zvi cQ›`bxq †nvK wKsev AcQ›`bxq †nvK| wKš‘ hw` Avjvni bvdigvbxgyjK †Kvb Kv‡Ri wb‡`©k nq Z‡e †mB wb‡`©k †kvbvI hv‡ebv Ges Zvi AvbyMZ¨I Kiv hv‡ebv|

gyÕwg‡bi ¸bvejx| ‡KviAvb 1. انما المؤمنين  الذين اذا ذكر الله وجلت قلوبهم واذا تليت عليهم ايته زادتهم ايمانا و على ربهم يتوكلون. الذين يقيمون الصلاة ومما رزقناهم ينفقون. D”PviYt- Bbœvgvj gyÕwgb~bvjvhxbv Bhv hywKivj&jvû IqvwRjvZ Kyj~eyûg IqvBhv ZzwjqvZ AvjvBwng AvqvZzû CgvbvI IqvÕAvjv ivweŸwng BqvZvIqv°vj~bv| Avjvhxbv BDwKgybvm mvjvZv Iqvwg¤§v ivhvKbvûg BDbwdKzg| 1.Abyev`t- cÖK…Z Cgvb`vi †Zv ZvivB hv‡`i w`j Avjvni ¤§ibKv‡j †Ku‡c I‡V| Avi Avjvni AvqvZ hLb Zv‡`i mvg‡b Ave„wZ Kiv nq, ZLb Zv‡`i Cgvb e„wÏ cvq| Zviv Zv‡`i cÖwZ cvj‡Ki Dci Av¯’v Ges wbf©iZv iv‡L; bvgvR Kv‡qg K‡i, Avi hv wKQy Avwg Zv‡`i‡K w`‡qwQ Zv †_‡K (Avgvi c‡_) LiP K‡i| (myiv Avj Avbdvj-2)

Av‡LivZ †KviAvb 1. واتقوا يوما لا تجزى عن نفس شيئا ولا يقبل منها شفاعة ولا يؤخذ منها عدل ولا هم ينصرون. D”PviYt- IqvËvKz BqvI gvjv ZvRhx bvdQvb Avb bvdwQb mvBqvIqv Iqvjv BDKevjy wgbv kvdvÕAvZzb Iqvjv BD LvRy wgbnv Av`jyb Iqvj ûg BqybQvi~-b| 1.Abyev`t- Avi †Zvgiv fq Ki H w`b‡K (gnv wePvi w`em †K) †h w`b †Kvb gvbyl Ab¨ †Kvb gvby‡li †Kvb `vwe cwi‡kva Ki‡Z cvi‡e bv Ges Keyj Kiv n‡ebv| †Kvb e¨w³ †_‡K †Kvb i“c mycvwik MÖnb Kiv n‡ebv| †Kvb e¨w³ n‡Z †Kvb wewbgq Ges Zv‡`i‡K †Kvb cÖKvi mvnvh¨I Kiv n‡e bv| 2. يوم لا تملك نفس لنفس شيا و الامر يومئذ لله. D”PviYt- BqvIgv jv ZvgwjKz bvdmyj wjbvdwmb kvBqvb Iqvj Avgi“ BqvI gvwqwRb wjjvn| 2.Abyev`t- †m w`b (Kg©dj w`em) †KD Kv‡iv Rb¨ wKQy Kivi gZv ivL‡e bv| †mw`b gZv _vK‡e (ïay gvÎ) Avjvni (nv‡Z)| (myiv BbwdZvi-19) 3. ثم لمسئلن يومئذ عن النعيم. D”PviYt- Qy¤§v jvZzm Avjybœv BqvI gvwqwRb Avwb bœvCg| 3.Abyev`t- Zvici †m w`b (wePv‡ii w`b) `ywbqvi me wbÔAvgZ m¤^‡Ü wRÁvmvev` Kiv n‡e| (myiv ZvK”Qyi-8) mgvß

title: User:Masud iue


text:
User:Michael Parente

__NOINDEX__ This user page is intentionally blank.

title: User:Michael Parente


text:
XML - Managing Data Exchange/JSTL

The JavaServer Pages Standard Tag Library (Short Form: JSTL) is a collection of four custom-tag libraries which extend the JSP specification. As a component it is allocated in the Java EE Web application development platform. The JSTL is administrated in the setting of the Java Community Process (JCP) 052. Within the Jakarta-Project there are reference implementations to these specifications.

Components
In version 1.1 the following libraries were intended:

 * core: iterative, conditional, URL-specific and general Tags
 * xml: Tags from the field XML and XML-transformation
 * sql: Tags for direct data base administration
 * i18n: Tags for formatting and internationalization

History
In its original Version 1.0 an „Expression Language“ was intended in comparison to Version 1.1. With JSP 2.0 JSP-EL was taken up in the JSP-specifications itself. Therefore the primary goal of JSTL 1.1 is the adaption of the libraries to the JSP-EL for JSP 2.0. With the libraries in version 1.2 the JSTL is up to date concerning the unification of the Expression Language by the JSP 2.1 and JSF-1.2-specifications. Furthermore the JSTL in Version 1.2 is part of the Java-EE-5-Platform.

Usage of JSTL 1.1
As for the use of JSTL 1.1 the JSP-EL is required, a servlet-container has to be conform to at least the JSP-2.0 specifications in order to be be used on this. The reference implementation is made up of two JAR – archives „standard.jar“ and „jstl.jar“. In most containers they usually need to be located in the lib-path of the web application only. To ensure backwards compatibility the JSTL 1.1 is referenced by the URI „http://java.sun.com/jsp/jstl/fmt“  whereas „http://java.sun.com/jstl/fmt“  is used for JSTL 1.0.

Example JSP-page in XML-notation (JSPX):

Code-Explanations:

In the jsp:root – element the usage of the basis- und the I18N-Taglibs (core and fmt) from the JSTL is indicated and linked to the according XML-namespace. Under the headline Iteration the forEach-Tag from the core-library is used: It displays the tag-body (i.e., the content of the Tag) ten times. In this loop with   you can find JSP – Expression. With every loop cycle the current data from num is displayed here. Under the headline Formatting the formatNumber-tag from the fmt – library of JSTL is used. Depending on the adjusted language (this can be set by fmt:setLocale for example) the number 10000 will be formatted (e.g. in German as „EUR 10.000,00“ and in English as „EUR 10,000.00“)

Alternatives to the JSTL
Struts vs. JSTL:  There are in fact many instances where a Struts tag and JSTL tag will perform equivalent functions. Unlike the Struts-Framework the JSTL is not linked to a certain architecture–paradigm, like the Model–View–Controller separation. JSTL tags are more powerful compared to struts tags, because JSTL is a more standard part of the J2EE specification, while at the same time many options are available like condition checking, comparing strings, triming white spaces, converting upper case or lower case, etc. Both libraries own tags with identical name. So if these libraries are mixed in applications, what is possible, it needs to be attended to use unique prefixes(JSP) or namespaces (JSPX).

Example Applications & Tutorials

 * Using JSTL to handle internationalization
 * Examples

Weblinks

 * Suns Java JSTL Homepage
 * JSTL Reference
 * Jakarta Taglibs

title: XML - Managing Data Exchange/JSTL


text:
Trainz/Setting Up Software For Content Creation

Autodesk GMAX
Setting up GMAX is important for consistency in producing digital models. Before you start a model make sure GMAX is set up correctly. It is is still possible to work in imperial measurements if you wish.

 * Launch GMAX using the Trainz Asset Creation Studio. GMAX can be launched normally if preferred, but the exporter function is only availble if you have set up the plugins correctly.
 * From the main file menu go to Customize>Units Setup and in the dialogue box choose metric.
 * From the main file menu go to Customize>Preferences and set the units to your choice. Most creators now use meters, because Trainz basic units of calculations are metres and they'd have to convert back and forth all the time. This is the units your model will be constructed in.

Autodesk 3DS Max
Make sure you have the latest updates for your version of 3DS Max. Recent updates have fixed compatibility with Windows Vista, Window 7 and Windows 8. 3DS Max has a many options, including all that are available in GMAX plus many more.

Blender
Blender by is a community Freeware and   software package (similar in development by world wide contributors to Mozilla  and  office suite attacking the monopoly of big money software developers) developed expressly for animated 3D modeling. It has become quite popular in the Trainz community as the Commercial 3dsMax software is pricey (A full version priced in March 2014 retailed at $3,645.00 US dollars—a bit high for a hobbyist to shell out. see Today's Amazon.com price].)

There are now many pages in this Trainz book on how to use Blender to make Trainz assets.


text:
Trainz/Surveyor Mode Keyboard Shortcuts

The following keyboard shortcuts are based on Trainz Classics, 2.7.

Topology Controls

 * U Height Up
 * D Height Down
 * A Height Adjust
 * - Decrease Cursor Radius
 * + Increase Cursor Radius
 * ] Decrease Height Sensitivity
 * [ Increase Height Sensitivity
 * G Get Height
 * H Use Height
 * P Plateau
 * W Add Water
 * Q Delete Water
 * E Adjust Water Height
 * X Extend Section
 * Shift Rotate Displacement Counter Clockwise
 * Shift Rotate Displacement Clockwise
 * Ctrl Decrease Displacement Scale
 * Ctrl Increase Displacement Scale
 * B Selection Box
 * F Apply Displacement
 * C Cancel Displacement

Track Laying Tools

 * T Spline Mode
 * Y Object Mode
 * V Trackmark Mode
 * - Previous Selection
 * + Next Section
 * A Add Track
 * M Move Track
 * R Rotate Object / Trackmark
 * G Get Track
 * D Delete Track
 * B Straighten Track
 * J Junction Direct
 * N Define Name
 * Q Split Spline
 * H Spline Height
 * X Remove Spline Point
 * I Insert Spline Point
 * S Smooth Spline
 * J Get Spline Gradient
 * K Apply Spline Gradient
 * L Get Curve Radius

title: Trainz/Surveyor Mode Keyboard Shortcuts


text: Talk:Chess Opening Theory/1. e4/1...e5/2. d4


text:
Poker/MidnightBaseball

Midnight Baseball is a variant of 7 card stud in which all players cards are dealt face down, and players are not allowed to look at their hands prior to playing. In addition, as a variant of Baseball, 3s and 9s are wild, and players can get another card when dealt a 4. After all players have 7 cards, the dealer will turn over 1 card from the deck, and then the player to the dealers right will turn over cards until they have a higher ranking hand than what was turned over. Once they have a higher hand, they have the option of checking or betting. Once all players have called or checked, the next player to the right will turn over cards until they either make a higher hand, or turn over all their card (at which point they lose). The betting process is again repeated and the game ends when all players have turned their cards over or folded. The winner is the player with the highest ranking 5 card poker hand.

title: Poker/MidnightBaseball


text: Talk:Chess Opening Theory/1. e4/1...e5/2. d4/2...exd4


text: Talk:Chess Opening Theory/1. e4/1...e5/2. d4/2...exd4/3. Qxd4


text: Talk:Chess Opening Theory/1. e4/1...e5/2. d4/2...exd4/3. c3/3...dxc3


text: Talk:Chess Opening Theory/1. e4/1...e5/2. Nf3/2...d5


text:
User talk:80.247.140.135

(Red4tribe (talk) 10:55, 21 May 2008 (UTC))

title: User talk:80.247.140.135


text:
User talk:69.125.20.3

(Red4tribe (talk) 10:57, 21 May 2008 (UTC))

title: User talk:69.125.20.3


text:
GCSE French

This book aims to teach GCSE level French based on the AQA 2008 A Specification. Before we can start learning at a GCSE level we must first build up to that level.

The book is divided into "Weeks".

 * /Week 1/
 * /Week 2/
 * /Week 3/
 * /Week 4/
 * /Week 5/
 * /Week 6/

/Glossary/

/Contributors/

title: GCSE French


text:
GCSE French/Week 1

This week we will learn:
 * the verb être, "to be"
 * how to conjugate être in the present tense only
 * use être and its inflections in sentences with basic vocabulary
 * the verb avoir, "to have"
 * how to conjugate avoir in the present tense only
 * use avoir and its inflections in sentences with basic vocabulary
 * the verb habiter, "to live"
 * how to conjugate habiter in the present tense only
 * use habiter and its inflections in sentences with basic vocabulary

Greetings

 * salut, "hi" or "bye"
 * bonjour, "hello" or "good morning"

Pronouns

 * je, "I"
 * tu, "you" (singular)
 * il, "he" or "it"
 * elle, "she"
 * nous, "we"
 * vous, "you" (plural)
 * ils, "they"
 * "elles", "they"

être

 * The verb "to be"
 * Is an irregular verb

Conjugating être in the present tense

 * First person singular — je suis, "I am"
 * Second person singular — tu es, "you are"
 * Third person singular — il/elle est, "he/she is"
 * First person plural — nous sommes, "we are"
 * Second person plural — vous êtes, "you are"
 * Third person plural — ils/elles sont, "they are"

avoir

 * The verb "to have"
 * Is an irregular verb

Conjugating avoir in the present tense

 * First person singular — j'ai, "I have"
 * Second person singular — tu as, "you have"
 * Third person singular — il/elle a, "he/she has"
 * First person plural — nous avons, "we have"
 * Second person plural — vous avez, "you have"
 * Third person plural — ils/elles ont, "they have"

habiter

 * The verb "to live"
 * Is a regular verb

Conjugating habiter in the present tense

 * First person singular — j'habite, "I live"
 * Second person singular — tu habites, "you live"
 * Third person singular — il/elle habite , "he/she lives"
 * First person plural — nous habitons, "we live"
 * Second person plural — vous habitez, "you live"
 * Third person plural — ils/elles habitent, "they live"

Useful notes

 * When conjugating verbs there are usually rules which can be used to determine how a certain verb should be conjugated. The verbs avoir "to have" and être "to be", are irregular and do not follow any of these rules. Their inflections must therefore be remembered. Habiter "to live" is a regular -er verb, however.
 * The first person singular of avoir is ai. As it starts with a vowel, when combined with je, the phrase "I have" becomes j'ai not je ai which would be tedious to pronounce.
 * Similarly to the first person singular of avoir, ai, the first person singular of habiter, habite, when combined with je forms j'habite not je habite. This is because the h in habite is silent making the first sound of habite a vowel sound, "a".

title: GCSE French/Week 1


text:
Prolog/Inference Engines

This article needs attention from experts!

By default Prolog does a top-down logic inference.

Example:

We run this as "hasgirlfriend(X)." to get the people who have a girlfriend.

Bi-directional inference:

We run this as "run.".

We don't have to directly ask who has a girlfriend, it gives us all results that can be implied. The benefit of bidirectional inferencing is the speed gain.

title: Prolog/Inference Engines


text:
User talk:RMFan1

Welcome!
Welcome, RMFan1!

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 14:14, 21 May 2008 (UTC)

re:GCSE French
I saw your message, and I moved the "Week 1" page to GCSE French/Week 1. I also removed the cleanup tags from that page. Please take a look at the changes I made to the GCSE Page: I Fixed the links so they will point to subpages, not new books. When you create a link, you need to either write:

GCSE French/PAGENAME

or you need to write:

/PAGENAME/

(notice the forward-slashes on either side of the page name). This can be a little bit confusing at first. You might want to read our pages on Naming policy. If you need any help, please let me know. --Whiteknight (Page) (Talk) 14:32, 21 May 2008 (UTC)

Greetings from another author
Hi! It's nice to see some more activity in French! I have been working on French_For_Football for the last year or so, concentrating mostly on vocabulary notes before I start writing formal lessons. It is targeted at a different audience, but if you want to copy anything from there you are most welcome. That is a basic principle here anyway. I am just an amateur really, so I'm also hoping you might help fix some of my mistakes and give me some tips on the best way to combine grammar, pronunciation and vocabulary. As far as I can tell work on French has stalled, and I haven't heard from any of the authors of that book. Usually I visit the Wordreference site if I have questions to ask. There's always someone on line to comment on your questions, although the high traffic level does mean your topic soon gets buried under a heap of more recent postings. Recent Runes (talk) 21:08, 27 May 2008 (UTC)

title: User talk:RMFan1


text:
User talk:Dblddoug

Welcome!
Welcome, Dblddoug!

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 14:17, 21 May 2008 (UTC)

title: User talk:Dblddoug


text:
Talk:GCSE French/Week 1

Do not delete
I am creating a new wikibook teaching French. Specifically aiming at getting the reader up to a GCSE level. It should be renamed however to "GCSE French/Week 1" --RMFan1 (talk) 14:26, 21 May 2008 (UTC)

Grammar reference or course?
Hey, are you planning to make this a reference kind of book, e. g. "All grammar you need to know for the GCSE", or will you be teaching all parts of the language? If all parts, I strongly recommend the use of dialogs, vocabulary lists or literal dialog translations and exercises. Junesun (talk) 15:30, 9 June 2008 (UTC)

title: Talk:GCSE French/Week 1


text: User talk:170.158.81.245

title: User talk:170.158.81.245


text: User talk:149.165.185.5

title: User talk:149.165.185.5


text: User talk:152.157.78.172

title: User talk:152.157.78.172


text: User talk:78.158.162.66

title: User talk:78.158.162.66


text:
GCSE French/Glossary

The following are some terms you may see used throughout the book:

conjugate

 * To list the inflected forms of a verb for each person, in order, for one or more tenses.
 * In English, the verb "to be" is conjugated as follows: "I am", "thou art", "he/she/it is", "we are", "you are", "they are".

inflection

 * A change in the form of a word that reflects a change in grammatical function.

irregular verb

 * A verb that does not follow the normal rules for its conjugation.

regular verb

 * A verb which follows the normal rules for its conjugation.

title: GCSE French/Glossary


text:
User talk:72.193.103.250

(Red4tribe (talk) 15:07, 21 May 2008 (UTC))

title: User talk:72.193.103.250


text:
Cookbook:Hard Cider

| Alcoholic_Drink

Cider, or hard cider, is an alcoholic beverage made from fermented juice of specially cultivated "cider apples" that can be used to add flavor and moisture to various meat and fish dishes. In French cooking dishes from Normandy ("Normande") often contain apples and may be moistened with cider. It may be used in place of white wine in many recipes.

In North America (USA and some, but not all, parts of Canada) cider is unfiltered unfermented (non-alcoholic) apple juice and the alcoholic version is known as "hard cider".

For uncooked usage of cider, see the numerous warnings on the alcoholic drink page.

Recipes using Cider include

 * Bambi Bolognaise
 * Chili con Bambi

title: Cookbook:Hard Cider


text:
GCSE French/Contributors

RMFan1 — Started the book on 21 May 2008

title: GCSE French/Contributors


text:
User talk:Samsara1064

Welcome to Wikibooks, Samsara1064!

title: User talk:Samsara1064


text:
User:Cwhit107

My name is Candi Whitehead. I currently attend Old Dominion University. I will receive my Bachelors degree in education in spring 2009. I want to teach either third, forth, or fifth grade. I live in Virginia on Chincoteague Island. If no one knows about Chincoteague, it is known for its annual pony swim the last Wednesday in July. My island is a tourist trap. I work full time at a restaurant called The Village. I don’t have much time to do anything other than work and go to school. If I ever get any spare time I’ am usually at the beach, but that is very rare. The winter time is when I travel. This picture is my last vacation we were on a cruise ship in the Carribean.

I wish to teach third, forth, or fifth grade because I fell that those are the grades that kids learn the most that they will need later in life. Everything you learn in those grades you need for everyday life. Also, I have a lot of patience but I do not want to teach ABC’s, 123’s, and nap time. I have done two internships one with a fifth grade class. I really enjoyed the way the teacher taught. She would put the notes on an overhead and give each kid a copy. They would glue it to one side of their notebook. The teacher would then go through each paragraph and ask which words they didn’t know and ask the subject and predicate of each sentence. She would then get the kids to draw a picture for each paragraph. For instance in Science, they would draw flowers and explain the stem, leaf, root, and stamen. I feel that this way of teaching keeps the interest of the students and keeps them focused. This is how I wish to teach my classes. I hope to make learning fun and interesting.

Teaching Philosophy

Diversity: I believe that girls and boys should work together on projects and when doing group activities there should not be groups of just boys or girls. Students should be taught that boys and girls are equal. Kids should be grouped with students of their same learning ability. Kids with special needs should have a special education teacher; if they do not then the teacher needs to explain things more in-depth to the child. Instructional strategies: I explained some of my instructional strategies in my about the author paragraph. I think that classes should be half lecture and half activities. If a class is just taught by lecture kids are not going to pay attention. They loose interest fast so the teacher’s responsibility is to keep them entertained while teaching the material that they need to know Classroom environment: When I organize my classroom I will have pictures on the walls to keep the room home(y). I will have bulletin boards with the students work to show accomplishments. Technology: In my classroom I will have activities that will have to be done on the computer to teach the students more about computers and how they work. Students will learn how to complete math problems without calculators and then be taught how to check their answers with a calculator so they will know how to use them. Assessment: At the beginning of the year I will have a reading assignment that will have to be completed by everyone. Then I will see how well they all did. I will then separate the kids into different reading groups. Then I will be able to know which kids are better readers than the others. This will also help with spelling.

Kmorr038 (talk) 03:25, 2 June 2008 (UTC) Candi, I really enjoyed reading about you and your teaching philosophy. I, also, enjoy the beach and the islands, and completly understand your love for them! I think it's great that you want to vary your instruction by allowing students to do activities in addition to your lecturing. I think thats a very important part of teaching, due to the fact that it does indeed keep their attention and interest better. Good luck with everything! I'm sure you will make a wonderful teacher.

title: User:Cwhit107


text:
Cookbook:Venison Bolognese Sauce

| Meat recipes

Bolognese sauce 'bambi' is a venison sauce for pasta. It can be made successfully with roe deer, muntjac and springbok.

Ingredients

 * 250 g (½ lb) chopped onion
 * 250 g (½ lb) finely-chopped mushrooms
 * 2–5 cloves of finely-chopped garlic
 * 30 ml (2 tbsp) olive, corn or sunflower oil (according to taste)
 * 500 g (1.1 lb) minced/ground) stewing venison (minced lean leftovers from trimming are ideal)
 * 500 ml dry hard cider, red or white wine, or beef stock (how much you will need depends on how fast it boils away)
 * 60 ml (4 tbsp) tomato purée
 * 250 g (½ lb) finely-grated carrots
 * 5 bay leaves
 * 30 ml (2 tbsp) Herbes de Provence
 * 1 stock cube (optional)
 * Salt
 * Freshly-ground black pepper
 * 300 g (¾ lb) penne, spaghetti or whatever other pasta you prefer
 * Parmesan cheese

Procedure

 * 1) Sauté the onions, mushrooms, and garlic in the oil until well softened.
 * 2) Add the venison and stir well until it has all (more or less) changed colour.
 * 3) Add sufficient dry cider to cover, but not too deeply.
 * 4) Add the stock cube (only if you are using wine or cider), bay leaves, grated carrot, and tomato purée, and stir well.
 * 5) Simmer very gently for at least 3 hours, stirring occasionally and replenishing the liquid (with more cider/wine/stock or just water) if it gets too dry. The ideal is to have the sauce with little separate liquid when it is served, but not dry enough to scorch. It may be simmered on top of the stove, or in a very low oven, or in a slow cooker. The sauce is edible after about 40 minutes but is infinitely better flavoured and textured after 3 or 4 hours. In a slow cooker it can be cooked for 8 hours. The flavour is even better if it is cooked, allowed to cool overnight, and reheated for 30 or 40 minutes—but, this is a council of perfection and not really necessary.
 * 6) About 30–40 minutes before serving remove the bay leaves, add the herbes de Provence, and adjust the salt (i.e. taste it and add more salt if you think it needs it).
 * 7) Just before serving, add freshly-ground black pepper.
 * 8) Serve over al dente pasta sprinkled with grated Parmesan cheese.

title: Cookbook:Venison Bolognese Sauce


text: User talk:209.7.107.61

title: User talk:209.7.107.61


text: User talk:209.7.107.24

title: User talk:209.7.107.24