text:
Talk:Portuguese/Contents

Portuguese and Brazilian Portuguese
I am against two different textbooks. I think it will be better to use only one textbook and point the differences. User:Marlosfabris 02:06, 06 Oct 2006 (UTC)
 * Couldn't agree more. We are talking about a begginer's course here, diferences in spelling and use of words isn't big enough to justify such a thing, really. - anon - 30 August 2006

 * I'm very happy there is something like a portuguese and a Brazilian book. I have a portuguese girlfriend, and I've noticed that one is easily corrected as "noo, you don't say that, that's brazilian, not portuguese." In fact, I'm happy because this is one of the few sources on portuguese from Portugal. Mindyou 17:17, 26 Nov 2007

 * Heh. I have a girlfriend who tells me "noo, you don't say that, that's portuguese, not brazilian portuguese." I don't know if this is a good strong argument for having separate language learning books. It certainly seems like the two sides regard their dialects as very different when you ask them about it. The question is, is there enough of a difference? Is it worth the extra effort and dilution of collaboration, to build two different sets of lessons? I think we're seeing the answer. Different people get excited about developing different sets of lessons. They might have progressed further if they had worked together somehow, but then at least one of them probably wouldn't have got so excited about it in the first place.
 * In any case the horse has bolted. We have a split. It would be a lot of effort to undo that and merge back into one Brazilian & Portuguese set of lessons. But there is some merging that we do need to do because of the separate Brazilian Portuguese wikibook (following discussion)

 * -- Harry Wood (talk) 13:56, 13 January 2011 (UTC)

Separate wikibook Brazilian Portuguese
There is now an entirely separate wikibook Brazilian Portuguese (The above comments pre-date this) This means that we now have three sets of lessons planned out, and some confusing duplication which, in my opinion, we should definitely resolve. Brazilian Portuguese and Portuguese/Contents are both sets of Brazilian Portuguese lessons. They have quite different styles, but nonetheless, their missions overlap too much and this just creates confusion.

I'm not really sure what the best solution is...
 * Option A: remove Portuguese/Contents, merging into Brazilian Portuguese wikibook
 * Option B: remove Brazilian Portuguese wikibook, merging to Portuguese/Contents

To be clear... I'm not proposing a merge between Brazilian Portuguese and Portuguese Portuguese (That's a different discussion above)

Option A leaves this wikibook being entirely Portuguese Portuguese. A clean separation. We'd have to build and maintain all sections of the book separately for both dialects (Not just the lessons, but vocab lists and appendices). Option B involves removing a wikibook, which maybe would require some special procedure? (actually looking at the non-existent procedures for starting a wikibook... I guess not) This option involves bringing all content together in this wikibook, which would allow us to share some sections, but then some vocab words would be different in the different dialects I presume, so maybe that's not all that useful.

I'm kind of favouring Option A, but I think we also need some prominent labels to encourage awareness of parallel efforts between the two wikibooks.

-- Harry Wood (talk) 01:15, 12 January 2011 (UTC)

Wikiversity courses
I've just come across Wikiversity Topic:Portuguese - Two more different courses on our sister site Wikiversity.

Don't know how the Wikiversity and WikiBooks communities deal with such crossovers normally but... well this follows nice from the above discussion on duplicated wiki effort and proliferation of different courses!

-- Harry Wood (discuss • contribs) 15:21, 7 September 2012 (UTC)

Pronunciations
Would it be possible to include pronunciations with the words, at least for the earlier lessons? Better yet, a link to a sound file (say, in .ogg format) so you could hear the correct pronunciation of words. Mraj 08:35 EDT, 15 May 2006

 * Being a native speaker myself, I wouldn't mind giving you a hand in such a complex matter. I can record sound files if you need to, fix the grammar, etc. As for the differences in European Portuguese and Brazilian Portuguese, I believe different textbooks should be kept, in order to avoid the unnecessary hassle for those getting started with this new language. SourceCode 16:22, 24 June 2006 (UTC)

 * I am willing to do so if someone teaches me how to do it. I'm Brazilian, hope it is the variety you are learning. - anon - 26 October 2006

de:Portugiesisch cooperation
I have created the German page for learning Portuguese. We can save time by cooperating. Get-back-world-respect 00:13, 22 May 2004 (UTC)

Commonly used adjectives & adverbs
I am not sure if it is a good idea to have pages for "commonly used adjectives" and "commonly used adverbs" in portuguese separately since so many words can be used as both. -- Get-back-world-respect 09:01, 2 Jul 2004 (UTC)

 * It's likely best to have a separate section for the copula; especially considering that Portuguese, as Spanish, has two verbs 'to be' and these are a point of difficulty for learners of Portuguese as a foreign language. Let me see what I can cook up. --Wtrmute 15:02, 3 Aug 2004 (UTC)

Introductory section
I am wondering, would it be wise to have an introductory section, for example, a getting started page with phrases like "Bom dia", "boa tarde", "boa noite"... that you need to start speaking? And perhaps a bit about Brazillian Portuguese?

--Jonojet 31 October 2004

Lesson structure
As it stands this is really a guide to Portuguese grammar, not the actual language? Should we restructure this to resemble the Spanish or French wikibooks where each lesson contains a little grammar, vocab, pronunctiation etc?

-- anonymous 23 February 2005

 * I really think that this should be more of a coursebook (like the Spanish, French, German Wikibooks). That is, I second the above. - anon 12 April 2005

 * OK, what about this for a lesson plan? I'll try to create Lesson One to show you what I mean
 * Theme eg. sport, eating out
 * Useful phrases
 * (One or at most two points of grammer
 * One or two verbs to learn
 * About 10-20 related vocabulary words.
 * Examples
 * Exercises (with answers)
 * -User:Serge - 16 April 2005

 * It looks okay, but what are we going to do about dialect issues? Should we present Brazil Portuguese and Portugal Portuguese simultaneously and mark the differences (like many English-language Portuguese courses) or should we make separate courses for the different dialects? -- anon 11 May 2005
 * I've added a picture and prettied up a little - User:Serge 27 May 2005

Hey guys, no-one seems to be showing much interest in expanding this book, so I've tried to make it a little better. I've planned level one, and I hope it's not too packed with grammar. One thing we have to be careful of is introducing too much grammar too quickly. Also try to use very little grammatical terms, (I know I've used too much) and introduce things slowly. I think it's better if we structure the lessons so that vocabulary can be introduced gradually rather than all in one table which is tedious. What does everyone think? (P.S) I know lesson One is a bit awful (sorry) but please feel free to try to make it more user friendly...Hope everyone likes what's been going on... --Serge 31 May 2005

 * Sorry to intrude, I think you should abstract the problem from the book structure, consider providing information on Portuguese in general and point the particulars, you could even leave space for other Portuguese speaking communities (PALOP) to participate, if you just keep stuff with a distinct legend so a reader and future editors can  treat the content.--Panic 02:36, 26 October 2006 (UTC)

Expanding Out
OK, here's the drill. I've planned fifteen lessons for our course. Here is a list of what could be covered in each lesson. But in the great spirit of the Wiki please please make adjustements because I'm far from a teacher.

 * Lesson 1 - Saying Hello - Introductions and Greetings, verb 'estar'.
 * Lesson 2 - I Like... - Verb 'gostar', adjectives, gender, definite articles.
 * Lesson 3 - What Are You Going To Do? - Future using 'ir' and infinitives.
 * Lesson 4 - Where Do You Come From? - more on adjectives and plural nouns
 * Lesson 5 - Going Shopping - verb 'querar', negation, indefinite articles
 * Lesson 6 - The Train - question words
 * Lesson 7 - What Time Is It? - Numbers and time.
 * Lesson 8 - Meeting People - more introductions, o/a/os/as senhor/a/s, verbs 'saber' and 'conhecer'.
 * Lesson 9 - Let's Go Shopping - 'This' and 'that' and 'those', comparisons.
 * Lesson 10 - My House - verbs 'ter' and 'haver'

Level 2
 * Lesson 11 - The Weekend - verbs in present progressive (Brazilian and Portuguese usage)
 * Lesson 12 - Whose Is This? - Possesive adjectives & pronouns
 * Lesson 13 - At The Doctor - Body parts, idiomatic uses of 'ter'
 * Lesson 14 - Eating Out - Regular 'ar' verbs
 * Lesson 15. - The Telephone Call - Regular 'ir' and 'er' verbs.

However I don't have nearly enough time to write this so please - could someone just jump in and write some with me ? Because I seem to be the only one creating content at the moment.

In a lesson we might consider the following approach:
 * A dialogue to start off with (or at least sometime during the lesson)
 * Some new grammar, which should be covered from a layperson's point of view. Use plenty of examples. BUT (always a but) try (it's hard) not to overload the lesson with too much grammar.
 * Explain differences between Portuguese and Brazilian usage
 * Point out some grammar
 * Give new vocabulary - that is, nouns and adjectives until verb conjugation is introduced (I've deliberately left this until later, because I think in pretty much all actual school courses this is left until more fundemental and easy points are covered). After this new verbs can be added sparingly.
 * Until conjugation is introduced, try to give one or two verbs (doesn't necessarily have to be full conjugation of verb yet).
 * Point out some pronunciation.
 * Exercises. These should be a mix of easy to harder, but all necessary vocab should have been introduced. Make sure it's not always just translations, because these can get monotonous.

Thanks to anyone who wants to help - your support would be fantastico. And if you're not all that keen on doing lessons, please help with grammar appendices and (start a new section if you feel like) vocabulary appendices, including slang. Also, because I can hardly speak any Portuguese myself, please oh please correct mistakes, revise, and improve. Because that's what wiki is all about.

-- Serge 1 July 2005

Missing Orphan page that should belong here
I was rummaging around the Wikibooks orphan pages and I found one that may be useful to you here:

"Portuguese:Commonly used nouns" [since renamed "Portuguese/Contents/Days, Months, Seasons"]

I am not as familiar with the layout of this Wikibook, so I'm going to leave it to the "regulars" on where to put the contents of this Wikibook module. --Rob Horning 17:20, 5 August 2005 (UTC)

Audio files
hi,

Unfortunately none of these files are available to listen to.

http://languagelab.bh.indiana.edu/portuguese_p100-p135-p150.html

They are password protected.

anon - 25 November 2005

Second paragraph
Should this paragraph be here ? :

"The Portuguese spoken in Brazil is quite different from the Portuguese spoken in Portugal in that the Brazilians tend to be more liberal with their use of the language. Also, the informal second person pronoun "tu" is almost never used. The word order is slightly different in certain circumstances, as is the preferred synonym for the same word. It is often easier to learn for beginners, and you will still be understood in Portugal." It looks like it's trying to convince people to learn Brazilian Portuguese instead of European Portuguese. If we really have to keep it, shouldn't it be moved to the Brazilian Portuguese section?

- anon - 30 August 2006

 * I'm completely rewriting this paragraph because it's biased towards Brazilian Portuguese, it's too vague (what does it even mean to be "liberal" in using a language?) and contains an incorrect statement ("tu" is used very often in dialects in the southern and northeastern regions of Brazil). Hokstein 12:35, 11 September 2007 (UTC)

Verbs
I made some tables of the forms of Portuguese irregular verbs in different tenses in the German Wikibook, for instance de:Portugiesisch: Unregelmäßige Verben: Präsens. Links to other tenses can be seen here (tenses of unregelmäßige Verben). Perhaps you might have o look on them. By the way: there is something wrong with your present tense of regular verbs, it's not shown correctly. de:Wau --62.158.50.113 11:39, 25 March 2007 (UTC)

opening section "Feature word"
In the opening section here. It says "Why not start with the feature word?". What does that mean? -- Harry Wood (talk) 09:24, 7 June 2008 (UTC)

Pronounciation
I notice that there is no section for pronounciation, I think this would be particularly helpful, maybe added as an appendix? V85 (talk) 22:32, 27 December 2009 (UTC)

A real effort
A real effort should be made in bringing this up to date with orthographic accord, signed by most nations (I think Angola has not yet signed) but that involves a very limited set of uses. --Panic (discuss • contribs) 00:39, 11 February 2012 (UTC)

title: Talk:Portuguese/Contents


text:
User:RC2

To contact me PM RC2 on the America's Army web site forums.

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

title: User:RC2


text:
User talk:Tom harrison

Nothing much here yet.

title: User talk:Tom harrison


text:
User:Perl~enwikibooks/centerproblem

In September, 1941, Enrico Fermi designed what became known as the Chicago Pile, the first controlled nuclear reaction. This proved that nuclear energy was real, and usable, and gave impetuous to those who would use nuclear power for more destructive purposes. Built out of a lattice of Uranium, it used Graphite as a controlling substance, to slow down the rate of fission. December 2, 1942 marked the first successful test of Fermi’s Chicago Pile.

<< | >>

title: User:Perl~enwikibooks/centerproblem


text:
User:Perl~enwikibooks/skinname.css

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title: User:Perl~enwikibooks/skinname.css


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Occupational Health

Occupational health deals with issues related to health states and diseases that are results of exposure to different factors in occupations, and work environment. This text will provide a brief overview of the field. The text will include chapters on industrial hygiene, occupational health services, safety training and related issues, occupational illnesses, occupational hygiene, safety audits, safety inspections, risk analysis (including HAZOP hazard and operability studies and fault tree analyses), work permits, preplacement examination protocols, periodic examination of workers, diseases due to specific agents in workplaces, and other issues. One of the encouragingly social impact topics.

Since it will take some time to develop, it will be written in bits and pieces. Please feel free to change as you like.

Contents

 * Industrial Hygiene
 * /Occupational Health Services/
 * /Safety Training/
 * /Occupational Illnesses/ - If and when you are sick at work...
 * /Occupational Hygiene/
 * /Occupational Injury/
 * /Safety Audits/
 * /Safety Inspections/
 * /Risk Analysis/
 * Hazard and Operability Studies (HAZOP)
 * Fault Tree Analyses
 * /Work Permits/
 * /Preplacement Examination Protocols/
 * /Diseases Due to Specific Agents in Workplaces/
 * /Other Issues/
 * /Bibliography/
 * /Contributors/

title: Occupational Health


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User:Perl~enwikibooks/monobook.css

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title: User:Perl~enwikibooks/monobook.css


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Cookbook:International Food Terms

The following international food terms may be useful when reading about food and recipes from different countries.

See also:
 * Indian ingredients

Digestive Biscuits and Graham Crackers
These two items are fairly different, but are used similarly (e.g. to make crumb crusts for a cheesecake). Graham crackers are sweeter, and are available in different flavors, e.g. cinnamon, chocolate. Digestive biscuits are richer, and while slightly sweet, are often used eaten with cheese. They are also available coated on one side with milk or dark chocolate.

Chips and French Fries (Australia)
In Australia, the term "chips" is generally used, but the term "French fries" is used to describe very finely cut chips (about 1/5" across.)

Cornflour (Australia)
In Australia (and New Zealand?), cornflour is frequently made from wheat. FSANZ regulations require such cornflour to declare that it contains wheat and gluten, and it is usually described as wheaten cornflour. There are some brands of cornflour that are made from maize, however.

title: Cookbook:International Food Terms


text:
Graphic Design/Principles of Design

Some of the most commonly acknowledged principles of design are alignment, balance, contrast, proximity, repetition, and white space. These are all elements of graphic design "composition." Additionally, compositions are evaluated based on the use of (and the successes or failures of) harmony, emphasis, gestalt, pattern, movement, rhythm, proportion, and unity.

What is Graphic Design?
Graphic design are definitions, rules and considerations of design applied to the visual medium, for communication by the use of visual objects that may include words, lights, graphs and shapes to pass information to the viewer. Graphic design can be used for advertising, or just for entertainment intended for the mind. From clarification or expansion of information via visual aids to the arousal of emotional and aesthetic feelings in an artistic way. It may be a contributor to many other forms of art and craft, for example the elaboration of typefaces used in print and media, the order and flow of presentation of a cartoon, to the creation of road signs or even emoji. Graphic design considerations influence all visual aspects of our technological society and is an intrinsic part the shared human culture.

Alignment
Alignment is the act of keeping design objects in line - not only vertically or horizontally, but across any linear plane. Alignment can also be done respectively, i.e. one design element is positioned with respect to another element within the same frame.

Balance
Designs in balance (or equilibrium) have their parts arrangement planned, keeping a coherent visual pattern (color, shape, space). "Balance" is a concept based on human perception and the complex nature of the human senses of weight and proportion. Humans can evaluate these visual elements in several situations to find a sense of balance. A design composition does not have to be symmetrical or linear to be considered balanced, the balance is global to all elements even the absence of content. In this context perfectly symmetrical and linear compositions are not necessarily balanced and so asymmetrical or radial distributions of text and graphic elements can achieve balance in a composition.

Contrast
Distinguishing by comparing/creating differences. Some ways of creating contrast among elements in the design include using contrasting colors, sizes, shapes, locations, or relationships. For text, contrast is achieved by mixing serif and sans-serif on the page, by using very different type styles, or by using type in surprising or unusual ways. Another way to describe contrast, is to say "a small object next to a large object will look smaller". As contrast in size diminishes, monotony is approached.

Emphasis
Making a specific element stand out or draw attention to the eye. Emphasis can be achieved in graphic design by placing elements on the page in positions where the eye is naturally drawn, by using other principles such as contrast, repetition, or movement. Bold and italic type provides emphasis for text. Graphic elements gain emphasis through size, visual weight, color, complexity, uniqueness, placement on the page, and other features.

Gestalt
Sometimes considered a distinct principle of design, gestalt is the concept that "the whole is greater than the sum of its parts." Gestalt is a concept from psychology, where theorists note the propensity of humans to conceptually group things together to make a meaningful whole. When viewing designs, humans apply this principle unconsciously by seeing connections and relationships among and between the elements in the design. The overall perception of gestalt in a design is created through harmony, unity, balance, proportion, proximity, and other visual cues. Designers can use this principle to create visual connections and relationships that clarify and strengthen the overall "feel" and meaning of the design.

Harmony
As with music, graphical elements can be said to be working in harmony - the individual parts come together as visually compelling and a meaningful whole. Disharmony can also be used just as it is in musical compositions: to enhance the emotional complexity, to challenge the viewer, and to give a contrast within the overall composition.

Movement
Movement is creating an instability, making motion to blur the image. Movement can be achieved by using graphic elements that direct the eye in a certain direction such as arrows that point the way overtly or a series of lines or dots that get progressively larger or smaller, creating a more subtle sense of movement. Movement can be accomplished simply by using a photograph or clip art of something moving - a runner - as opposed to something stationary - a person standing.

Proportion

 * This indicates the relative visual size width, and weight of a particular graphical elements in a design composition.
 * Visual elements create a sense of unity where they relate well with one another.
 * Proportion is the relationship of two or more elements in a design and how they compare with one another. Proportion is said to be harmonious when a correct relationship exists between the elements with respect to size or quantity.
 * The effective use of proportion in design is often referred to as harmony, a relationship in which the various elements of the composition appear as if they belong together in size and distribution.
 * 1) Example-if one figure is made to look larger compared to other figures in a composition, it is said to be out of proportion and is given greater importance.

Proximity
Closeness or distance of individual design elements. Close proximity indicates a connection. Proximity means grouping elements together so that you guide the viewer/reader to different parts of the message.

Repetition
Repeating a sequence; having it occur more than a few times. In design, repetition creates visual consistency in page designs, such as using the same style of headlines, the same style of initial capitals, or repeating the same basic layout from one page to another.

Excessive repetition (monotony) may lead to boredom and uninteresting compositions. If one cannot avoid excessive repetitions for any reason, do not forget to add some visual breaks and white spaces where eyes can rest for a while.

Rhythm
A strong, regular, repeated pattern of movement or sound. Successful designs have an effective ebb and flow. Text and Graphics should seem to be paced and patterned. Spacing is an effective application of this principle. Second, human beings are more comfortable with variation in general. Psychologically, most any serious lack in variation of anything (a solid, a line, a sound, a situation) can become very boring. Adding a little variation at non-specific intervals (every now and again) gives most any design an interesting appeal as long as it is not overdone.

In setting type, rhythm can be created or disrupted. Compare the gibberish strings, "as erav mono ewone zenao oro remuna oravanam" and "githol urtym reislyt quadirit". Notice how the latter seems to be more organic and readable than the former. This is resultant of two things. One, the eye more easily follows abnormalities and variation, like an ocular foothold. Too-narrow columns result in over-hyphenation. Images that interrupt a passage of text can break the rhythm for the reader and they could disturb the visual appearance of the page. The definition of rhythm is- the suggestion of motion through the use of various elements.

Unity
Unity is a feeling of wholeness, usually achieved when the parts complement each other in a way where they all have something in common. That can be achieved by the use of complementary or the same (or similar) attributes, be it colors, or different tints of it or be it shapes or even the use of a similar graphic style for illustrations.

White Space
Areas of a design void of text or graphics. White space includes margins, gutters, space between lines of type (leading), off-set of text from images (text wraps) and any other part of the page that is empty. White space is also analogous to "negative space" where "positive space" is defined as images, blocks of text, and other graphical elements. In graphic design, the white space, or negative space, is considered an important element of the overall design. It is used - and evaluated - based on the same criteria as the rest of the elements in the design. White space can add to or detract from the balance, unity, harmony, rhythm and overall success of a design. White space can give emphasis, contrast, and movement. It can be used for repetition and pattern, and work within various relationships with other elements of the positive and negative spaces in the design.

title: Graphic Design/Principles of Design


text:
High School Mathematics Extensions/Supplementary/Complex Numbers/Solutions

The imaginary unit
 * 1) Compute $$i^{25} = i$$
 * 2) Compute $$i^{100} = 1$$
 * 3) Compute $$i^{1000} = 1$$
 * The pattern of $$i^{1},i^{2},i^{3},...$$ shows that $$i^{4n} = 1$$ where n is any integer. This case applies to questions 2 and 3.  For question 1, $$i^{25} = i^{24}\times i^{1} = i$$.

Complex numbers as solutions to quadratic equations
 * 1) Convince yourself that x = 3 - 2i is also a solution to the equation.

\begin{matrix} x & = &3 - 2i &\\ x^2 & = & (3)^2 + 2(3)(-2i) + (-2i)^2 \\ & = & 5 - 12i\\ x^2 - 6x + 13 &=& 5 - 12i - 6(3-2i) + 13\\ &=& 0\\ \end{matrix} $$
 * 1) Plot the points A(3, 2) and B(3, -2) on a XY plane. Draw a line for each point joining them to the origin.
 * 2) Compute the length of AO (the distance from point A to the Origin) and BO. Denote them by $$r_1 \ \mbox{and} \ r_2$$ respectively. What do you observe?
 * 3) *$$r_1 = \sqrt{3^2 + 2^2} = \sqrt{13}$$
 * 4) *$$r_2 = \sqrt{3^2 + (-2)^2} = \sqrt{13}$$
 * 5) *$$r_1 \ \mbox{and} \ r_2$$ are the same
 * 6) Compute the angle between each line and the x-axis and denote them by $$\phi_1 \ \mbox{and} \ \phi_2$$. What do you observe?
 * 7) *$$\phi_1 = \tan^{-1}(3/2) \approx 56$$
 * 8) *$$\phi_2 = \tan^{-1}(3/-2) \approx -56$$
 * 9) *$$\phi_1 \ \mbox{and} \ \phi_2$$ differ only in the sign of the number
 * 10) Consider the complex numbers:

\begin{matrix} z & = & r_1 \cdot (\cos{\phi_1} + i\sin{\phi_1})\\ w & = & r_2 \cdot (\cos{\phi_2} + i\sin{\phi_2})\\ \end{matrix} $$ Substitute z and w into the quadratic equation above using the values you have computed in Exercise 3 and 4. What do you observe? What conclusion can you draw from this?

\begin{matrix} z & = & \sqrt{13} \cdot (\cos{\tan^{-1}(3/2)} + i\sin{\tan^{-1}(3/2)}) & = & 2+3i\\ w & = & \sqrt{13} \cdot (\cos{\tan^{-1}(3/-2)} + i\sin{\tan^{-1}(3/-2)})& = & 2-3i\\ \end{matrix} $$ Thus the quadratic equation will equal 0 since z and w are equal to the solutions we found when solving the equation.

Addition and multiplication

\begin{matrix} x &=& 3 - 2i \\ y &=& 3 + 2i \end{matrix} $$

Compute:
 * 1) x + y
 * 2) * (3 - 2i) + (3 + 2i) = 6
 * 3) x - y
 * 4) * 3 - 2i - (3 + 2i) = -4i
 * x2
 * 1) * (3 - 2i)(3 - 2i) = 9 + (2)(3)(-2i) + 4i2 = 5 - 12 i
 * y2
 * 1) * (3 + 2i)(3 + 2i) = 9 + (2)(3)(2i) + 4i2 = 5 + 12 i
 * xy
 * 1) * (3 - 2i)(3 + 2i) = 9 + 6 i - 6i - 4i2 = 13
 * 2) (x + y)(x - y)
 * 3) * ((3 - 2i) + (3 + 2i))((3 - 2i) - (3 + 2i)) = (6)(-4i) = -24i

Division Convince yourself that the product of zw is always a real number. $$ zw = (a + bi)(a - bi) = a^2 - abi + abi -b^2i^2 = a^2 - b$$

Complex Conjugate Convince yourself that the multiplication law is also true.

\begin{matrix} z &= &a + bi\\ w &= &c - di\\ \\ x &=& z \times w \\ &=& (a + bi)(c - di) &=& ac + bci - adi - bdi^2 &=& ac - bd + (bc - ad)i \\ \bar{x}&=& ac - bd - (bc - ad)i \\ \\ \bar{z} \times \bar{w}& =& (a - bi)(c + di)\\ &=& ac - bic + adi - bdi^2\\ &=& ac - bd - (bc + ad)i \\ &=& \bar{x} \end{matrix} $$

The complex root

1. Find (3 + 3i)1/2

\begin{matrix} z & = & 3 + 3i \\

w & = & \sqrt{z}\\ w^2 & = & z\\

w &=& a + ib\\ w^2 &=& a^2 - b^2 + 2abi\\ \\ 3 &=& a^2 - b^2 &\mbox{(1)}&\\ 3 &=& 2ab &\mbox{(2)}&\\ \\ a &=& \frac{3}{2b} \\ \\ 3 &=& (\frac{3}{2b})^2 -b^2 \\ &=& \frac{9}{4b^2} -b^2 \\ 0 &=& \frac{9}{4b^2} -3 -b^2 \\ &=& \frac{9}{4} -3b^2 -b^4 \\ \\ c &=& b^2 \\ 0 &=& \frac{9}{4} -3c -c^2 \\ c &=& \frac{--3 \pm \sqrt{(-3)^2 -4\times \frac{9}{4} \times -1}}{2\times-1} \\ &=& \frac{-3 \pm \sqrt{18}}{2} \\ b^2 &=& \frac{-3 \pm \sqrt{18}}{2} \\ b &=& \sqrt{\frac{-3 +\sqrt{18}}{2}} \\ &=& \sqrt{\frac{-3 +\sqrt{18}}{2}} \\ &=& \sqrt{\frac{-3 +3\sqrt{2}}{2}} \\ &=& \sqrt{\frac{3(\sqrt{2}-1)}{2}} \\ &=& \sqrt{\frac{3}{2}}\sqrt{(\sqrt{2}-1)} \\ &=& \frac{\sqrt{6}}{2}\sqrt{(\sqrt{2}-1)} \\ &=& \frac{\sqrt{6(\sqrt{2}-1)}}{2}\\ \end{matrix} $$

\begin{matrix} 3 &=& 2ab\\ a &=& \frac{3}{2b} \\ &=& \frac{3}{2\frac{\sqrt{6(\sqrt{2}-1)}}{2}} \\ &=& \frac{3}{\sqrt{6}} \times \frac{1}{\sqrt{\sqrt{2}-1}} \\ &=& \frac{\sqrt{6}}{2} \times \frac{1}{\sqrt{\sqrt{2}-1}} \\ &=& \frac{\sqrt{6}}{2} \times \frac{\sqrt{\sqrt{2}+1}}{\sqrt{\sqrt{2}-1} \times \sqrt{\sqrt{2}+1}} \\ &=& \frac{\sqrt{6}}{2} \times \sqrt{\sqrt{2}+1} \\ &=& \frac{\sqrt{6(\sqrt{2}+1)}}{2} \end{matrix} $$
 * Thus the solution for (3 + 3i)1/2 is:

\sqrt{3+3i} = \pm (\frac{\sqrt{6(\sqrt{2}+1)}}{2} +\frac{\sqrt{6(\sqrt{2}-1)}}{2} \times i) $$

2. Find (1 + 1i)1/2

\begin{matrix} z & = & 1 + 1i \\

w & = & \sqrt{z}\\ w^2 & = & z\\

w &=& a + ib\\ w^2 &=& a^2 - b^2 + 2abi\\ \\ 1 &=& a^2 - b^2 &\mbox{(1)}&\\ 1 &=& 2ab &\mbox{(2)}&\\ \\ a &=& \frac{1}{2b} \\ \\ 1 &=& (\frac{1}{2b})^2 -b^2 \\ &=& \frac{1}{4b^2} -b^2 \\ 0 &=& \frac{1}{4b^2} -1 -b^2 \\ &=& \frac{1}{4} -b^2 -b^4 \\ \\ c &=& b^2 \\ 0 &=& \frac{1}{4} -1c -c^2 \\ c &=& \frac{--1 \pm \sqrt{(-1)^2 -4\times \frac{1}{4} \times -1}}{2\times-1} \\ &=& \frac{-1 \pm \sqrt{2}}{2} \\ b^2 &=& \frac{-1 \pm \sqrt{2}}{2} \\ b &=& \sqrt{\frac{-1 +\sqrt{2}}{2}} \\ &=& \frac{\sqrt{\sqrt{2} -1}}{\sqrt{2}} \\ &=& \frac{\sqrt{\sqrt{2} -1} \times \sqrt{2}}{\sqrt{2} \times \sqrt{2}} \\ &=& \frac{\sqrt{2(\sqrt{2} -1)}}{2} \\ \end{matrix} $$

\begin{matrix} 1 &=& 2ab\\ a &=& \frac{1}{2b} \\ &=& \frac{1}{2 \frac{\sqrt{2(\sqrt{2} -1)}}{2}} \\ &=& \frac{1}{\sqrt{2(\sqrt{2} -1)}} \\ &=& \frac{\sqrt{2(\sqrt{2} +1)}}{\sqrt{2(\sqrt{2} -1)} \times \sqrt{2(\sqrt{2} +1)}} \\ &=& \frac{\sqrt{2(\sqrt{2} +1)}}{1} \\ \end{matrix} $$
 * Thus the solution for (1 + 1i)1/2 is:

\sqrt{1+1i} = \pm (\frac{\sqrt{2(\sqrt{2}+1)}}{2} +\frac{\sqrt{2(\sqrt{2}-1)}}{2} \times i) $$

3. Find i1/3

\begin{matrix} z &=& i \\ w &=& z^{1/3} w^3 &=& z \\ \\ w &=& (a + ib)\\ w^3 &=& (a^2 - b^2 + 2abi) \times (a + ib)\\ z &=& (a^3 - 3ab^2) + i(3a^2b - b^3)\\ \\ 0 &=& a^3 - 3ab^2 \qquad (1)\\ 1 &=& 3a^2b - b^3 \qquad (2)\\ \end{matrix} $$

\begin{matrix} 0 &=& a^3 - 3ab^2\\ a^3 &=& 3ab^2 \\ a^2 &=& 3b^2 \\ \\ 1 &=& 3a^2b - b^3\\ 1 &=& 3(3b^2)b - b^3\\ 1 &=& 9b^3 - b^3\\ 1 &=& 8b^3\\ \frac{1}{8} &=& b^3 \\ b &=& \sqrt[3]{\frac{1}{8}} \\ &=& \frac{1}{2}\\ \\ a^2 &=& 3b^2 \\ &=& 3(\frac{1}{2})^2 \\ &=& \frac{3}{4} \\ a &=& \sqrt{\frac{3}{4}} \\ &=& \frac{\sqrt{3}}{2} \\ \end{matrix} $$
 * Thus the solution for i1/3 is:

$$ \sqrt[3]{i} = \pm (\frac{\sqrt{3}}{2} + \frac{1}{2} \times i) $$

Bases
 * 1) The following numbers are written in base 2. Write them out in base 10:
 * 2) 101011 (base 2) = 43 (base 10) =   25 + 23 + 21 + 20= 32+8+2+1
 * 3) 001101 = 13
 * 4) 10 = 2
 * 5) 011 = 3
 * 6) Write those numbers out in base 10 as if they were originally in base 5.
 * 7) 101011 (base 5) = 3256 (base 10) =  55 + 53 + 51 + 50 = 3125+125+5+1
 * 8) 001101 = 151
 * 9) 10 = 5
 * 10) 011 = 6
 * 11) How many numbers could I write out in base 5 with only the first 4 columns?
 * Answer: 625 = 54 (each new column multiplies the number of possibilities by 5)

 * 1) In computing, each 1 or 0 is called a bit. They are stored in groups of 8. Each group is called a byte. How many bytes are possible?
 * Answer: 256 = 28 (values from 00000000 through 11111111 binary, or 0 through 255 base 10)

 * 1) Question: When editing the bytes directly, writing out 10110001 is too long and hexadecimal is used instead (in this case, B1). How many digits of hexadecimal are needed to cover all possible bytes?
 * Answer: 2 digits (162 = number of possible 2-digit hexadecimal numbers = 256 = number of possible bytes)


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User:R3m0t/monobook.css

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User:R3m0t/monobook.js

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The Once and Future King/The Sword in the Stone/Chapter 1

The Once and Future King - Book I: The Sword in the Stone - Chapter 1

Plot summary
Chapter 1 introduces us to Wart and Kay, Sir Ector, Kay's father, and Sir Grummore, a visiting knight to Sir Ector's castle.

Sir Ector and Sir Grummore discuss the need for Kay and Art to be 'eddicated', that is, educated. They decide that a tutor is required, and that one must be found via a quest.

It is July, and hay-making season. The entire castle goes to work in the field, with Sir Ector directing the operations. A lengthy description is given of the hay-making process, and the roles the two boys play in it. Wart loves hay-making, and is good at it. Kay is not so good at it, but hates to be beaten, so works at it until exhaustion.

A storm breaks and ends the days hay-making, at which point Kay and Wart decide to take Cully, the castle's goshawk, from The Mews and go hawking. Wart is concerned as to whether Cully is in a fit state for hawking, as he is deep in the moult; Kay rashly overrules, however, and off they go. Wart's fears were not unfounded, it turns out, as the chapter ends with Cully brooding away from his masters in a tree.

Analysis
Anachronisms - Sir Ector Guinevere and Grummermore Grummersum are drinking port, a modern wine, as they discuss the need for an eddication. White reveals that they are in fact drinking metheglyn, but asserts it is easier for the reader to get the feel if port is mentioned. Similarly, Sir Grummore is said to suggest sending the boys to Eton for their education, but White then notes that Sir Grummore's actually talking about a similar institution, as Eton wasn't founded until 1440. Kay and Wart go rabbit hunting.


text:
Cookbook:Sushi

| Cuisine of Japan

In Japanese cuisine, sushi (寿司, 鮨, 鮓) is vinegar-seasoned rice, usually topped with a variety of ingredients including seafood (cooked or uncooked) and vegetables. Outside of Japan, sushi is sometimes misunderstood to mean the raw fish by itself, or even any fresh raw-seafood dishes. In Japan, sliced raw fish alone is called sashimi and is distinct from sushi, as sashimi is the raw fish component, not the rice component. The word sushi itself comes from an outdated grammatical form of a word that is no longer used in other contexts; literally, sushi means "it's sour."

Much care is put into the creation of the dish and the many methods of preparing the food indicate the importance of appearance to the educated consumer.

History
Beginning as a method of pickling fish centuries ago, sushi has evolved into an artful, unique dining experience. In its earliest form, fish was placed between two wads of rice, producing a moderately complex chemical reaction as the fish fermented, helping to preserve it. Sometime between the 14th and 16th centuries, rice vinegar started to be added to the rice to help speed up the process which took several months. Around this time the rice also started to be consumed with the fish it was used to preserve. Nori (red algae seaweed paper) was added about this period as a way to keep one's fingers from getting sticky, thus creating the first ancestor of modern 'makizushi', or rolled sushi.

Sometime in the mid to late 18th century, a restaurant in Edo (modern Tokyo) started serving sushi rice alone with thinly sliced fresh fish pressed into it. This was the start of Edo-Mae sushi, which is also known as 'nigirizushi', or pressed sushi. Sometime after this, a chef took this one step further and eliminated the sushi rice all together, resulting in sashimi. It is important to note that sashimi specifically refers to thinly sliced raw or mostly raw fish and shellfish.

It is hard to tell when exactly the wasabi and pickled ginger were added, but it is probable they came in with the Edo-Mae sushi, as this was when the focus of sushi became enjoying the taste of the exceedingly fresh fish, and the condiments heighten the experience.

Composition and Preparation
Sushi, in its simplest forms, is made by first cooking rice, seasoning it with vinegar, and molding it to shape with added toppings or fillings. Like Western hors d'oeuvres, sushi should be served in a manner that will allow eating by hand, usually in a bite or two. As such, sushi will be shaped or cut to the appropriate size before serving—while sushi may sometimes be prepared as an entire wrap or roll, these must be sliced into smaller pieces before consumption. Sushi is usually served cool with soy sauce, sliced ginger, and wasabi.

Common toppings and fillings
The possibilities for sushi toppings and fillings are nearly endless, but common ones include:

 * Raw fish (e.g. salmon, tuna, cuttlefish, hamachi yellowtail)
 * Cooked eel
 * Cooked shrimp/prawn
 * Fish and sea urchin roe
 * Cooked egg
 * Cooked chicken
 * Cucumber
 * Scallion
 * Avocado
 * Carrot

Condiments
Sushi is often accompanied by various condiments, including:

 * Wasabi or green-dyed horseradish
 * Gari (pickled ginger)
 * Soy sauce
 * Kabayaki sauce (eel sauce often served on some sushi that may be used for dipping instead of soy sauce)

Makizushi
Makizushi ("rolled sushi"), or maki for short, is the kind most common to North American consumers (see California Rolls). It consists of sushi fillings layered on top of nori and sushi rice, rolled into a tube, and cut into thick slices. Easy to make and even easier to mass produce, it has found a wide proliferation as a new form of fast food, but it is still found in traditional Japanese restaurants.

Temakizushi
Temakizushi is a variety of rolled sushi. It usually consists of sushi fillings, rice, and nori wrapped into a small cone. It is even found in convenience stores in Japan.

Saikuzushi
Saikuzushi is a type of rolled sushi, where the rice is colored and rolled with ingredients such that it will produce a design or image when sliced. It is quite difficult to make this, and also quite expensive when bought.

Nigirizushi
Nigirizushi ("hand-formed sushi"), or nigiri for short, consists of a small, hand-formed small bed of sushi rice topped with common sushi ingredients. Gunkanmaki ("battleship roll" or "boat sushi") is a nigirizushi where an oval piece of sushi rice is wrapped with nori and topped.

Temarizushi
Temarizushi ("ball sushi") is like nigirizushi, but shaped like a ball. The process for making it is less technically rigorous, making it a popular variety for homemade sushi.

Oshizushi
Oshizushi ("pressed sushi") is similar to nigirizushi, but it is formed by pressing with the aid of a wooden mold (oshibako). Generally, the topping is placed in the oshibako first, followed by the rice is added on top. The combination is then pressed together with the oshibako top or lid. After pressing, the sushi is removed and cut into serving sizes.

Inarizushi
Inarizushi ("stuffed sushi") is generally a pocket or pouch containing the rice and other ingredients. Materials used to make the pocket include tofu, bean curd, egg, and cabbage leaves.

Chirashizushi
Chirashizushi, sometimes referred to as a sushi bowl, consists of sushi rice topped with various sushi ingredients. Chirashizushi has two main regional types: the Tokyo and Osaka versions.

Sashimi
Sashimi is sliced raw seafood (usually fish) without any rice. It is artistic, with thin slices of fish and shellfish formed into a range of different shapes. Because it does not contain rice, sashimi is not technically sushi—however, it tends to be grouped with it due to the overlap in ingredients.

Condiments
Sushi can be eaten as served by the cook or accompanied by soy sauce and/or wasabi. In Japan, sushi chefs will apply a small amount of wasabi to the appropriate types of sushi during preparation. For example, sushi that features its own unique sauce will be prepared sans wasabi so as not to compromise the flavor. Western sushi chefs may do this, but some may not apply wasabi to any sushi.

Utensils
As a general rule, it is always appropriate to eat sushi by hand, unless doing so would be exceedingly messy or would cause the sushi to fall apart—in these cases, chopsticks are appropriate.

Eating order
A meal may often begin with simple miso soup. Many people start with a mild sushi, such as tamago (a sweet, cold omelette on rice), and end with a stronger taste at the end of the meal, like a darker fish. Between different items it is recommended that a piece of pickled ginger be eaten to cleanse the palate and ensure that none of the subtle flavours of the sushi is missed. Hot, fresh, green tea is an excellent beverage to drink with your meal, as is beer or plain water. While sake can be consumed with sushi, because it is made from rice it is considered to be too much rice in one meal.

Recipes

 * Sushi Rice
 * Rolled Sushi (Maki)
 * Stewed Vegan Maki
 * Inarizushi
 * Nigirizushi
 * Gunkanmaki

ru:Рецепт:Суши

title: Cookbook:Sushi


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Vietnamese/Dates and times

Vietnamese does not give months, days of the week, or years special names. Rather, Vietnamese merely uses the number. For example, "July 31st, 2004" would be written:

 * ngày 31 tháng 7 năm 2004 or hôm 31 tháng 7 năm 2004
 * (literally, "day 31 of month 7")

Similarly, "Saturday," the seventh day of the week, is:

 * thứ 7
 * (literally, "the seventh one")

The exception is "Sunday," which in Vietnamese is Chủ nhật or Chúa nhật. Also, "January" is either called tháng 1 (tháng một) or tháng giêng.

title: Vietnamese/Dates and times


text:
Spanish/Formation of the feminine in adjectives

The rules for forming the feminine of adjectives are different from those for the noun

Regular inflection of the feminine.

If a word ends in a vowel, the feminine replaces that vowel by a: el libro rojo, la casa roja. If a word ends in a consonant, the feminine adds an a: el libro inglés, la casa inglesa.

When adjectives are inflected

Adjectives are inflected or not depending on the ending of the masculine-gender form.
 * o: inflected. el libro nuevo/la casa nueva. Exception: el departamento piloto/la casa piloto.
 * a: not inflected. el amigo barsa/la amiga barsa. (Barsa is a slang term; a better example is sought.)
 * (*)e: never inflected. el libro verde/la casa verde.''
 * ante: not inflected. el piojo cargante/la mosca cargante.
 * (*)ente: never inflected. el alumno ausente/la alumna ausente.
 * Stressed vowel: not inflected. El libro café/la casa café.
 * (*)Consonant: not inflected, but see regular exceptions below. El libro azul/la casa azul.
 * ín, ón: inflected. El camello bailarín/la jirafa bailarina. (*) Exception: el libro marrón/la casa marrón.
 * or: inflected. el cable connector/la cuerda conectora. (*) Exceptions: comparatives such as mayor, menor, mejor, peor, anterior, poterior, superior, inferior.

Adjectives of nationality ending in és are inflected: el libro portugués/la casa portuguesa.

(*) indicates that the rule is different for adjectives and for nouns. For example: el superior/la superiora, but el libro superior/la casa superior.

/Grammar


text:
Cookbook:Tuna

Tuna are several species of ocean-dwelling fish in the family Scombridae. Unlike most ocean fish species, which have white flesh, the flesh of tuna is pink. This is because the tuna's muscle tissue has a higher oxygen storage capacity than other fish species.

Tuna is a popular seafood. Some varieties of tuna, such as the bluefin, are endangered because of overfishing, while others are part of well maintained fisheries, such as the bigeye or yellowfin, and are listed as a "best choice" on the Monterey Bay Aquarium's Seafood Watch program. Tuna's flavor and texture are preserved when it's seared on the outside but raw on the inside. In fact, beyond medium rare most tuna tastes like cat food. Exception is canned tuna.

Mercury levels are oftentimes relatively high in tuna, as they sit fairly high in the food chain and mercury is not metabolized by most animals, causing mercury to accumulate in predators.

Types include:
 * Bluefin, which can grow to 1,500 lb (680 kg).
 * Yellowfin
 * Albacore
 * Bigeye
 * Bonito, in some countries ("tuna" designation is disputed)

Tuna recipes

 * Category:Tuna recipes
 * Tuna Salad

title: Cookbook:Tuna


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Cookbook:Tuna Salad

| Salad Recipes

Variation I

 * 1 large can (12 oz) tuna
 * 1 can water chestnuts, drained and chopped
 * ½ small onion, chopped
 * 1–2 stalks celery, chopped
 * ½ cup carrot, shredded
 * ½ cup mayonnaise
 * 1 tablespoon Dijon mustard
 * 1 teaspoon soy sauce
 * Salt to taste
 * Pepper to taste

Variation II

 * 1 can tuna, drained
 * 2 tablespoons mayonnaise
 * ¼ small onion, chopped

Variation III

 * 1 large can (12 oz) tuna
 * 2 cups mayonnaise
 * 1 large bag shredded cheddar cheese
 * 3 grapes, chopped
 * 4/3 hot dogs, roughly chopped
 * 4 bags tater-tots, just barely defrosted

Procedure

 * 1) Mix all ingredients in a bowl.
 * 2) Chill before serving.
 * 3) Serve on toast.

sr:Кувар:Салата са туњевином

title: Cookbook:Tuna Salad


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MediaWiki:Copyright

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MediaWiki:Nstab-main

Book

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MediaWiki:Pagetitle

$1 -, open books for an open world

title: MediaWiki:Pagetitle


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MediaWiki:Portal-url

Wikibooks:Community Portal

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MediaWiki:Siteusers

user(s) $1

title: MediaWiki:Siteusers


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Talk:Korean

An Entire Korean Wiki Project
I am currently working on an entire Korean wiki project. It's still in it's starting stages. I have plans to make it the best, most extensive, and most clear way of learning Korean and Korean grammar. Anyone interested in joining aboard? I see a lot of dedicated people on here, but doesn't seem like much is getting done here these days.

http://www.koreanwikiproject.com/wiki/

The goal is to eventually to have explanations in English, Japanese and Chinese as those are the most the most common languages of people who study Korean.

Korean lessons plans
Attention contributors: please review or contribute to Korean/Courses plan before making significant changes to the structure of the courses and lessons in the Korean Wikibook. Rodasmith 01:02, 11 June 2007 (UTC)

Title change
15-July-05 from Frank

Changed title of 'lessons' section because I think 'lessons' title doesn't fit in with the other sections which may be lessons too.

Request for textbook
Hello, can someone please add to the korean textbook? I'm trying to teach myself korean.

- There, I filled in a bit more of the lesson on colors and put in some Chinese characters, which might as well be in this textbook, after all, they are still part of the official language. - (218.53.194.44)

Structure change
도와드릴께요^^

I'll try to help, but to be honest I think there need to be some changes to the structure here. The 'conversation' section should perhaps be renamed 'lessons', and the grammar section should be incorporated into it. There need to be a lot more lessons... And 여보세요 doesn't count as advanced. Anyway, I hope no one is too offended if I change some things around. --Chamdarae 14:29, 15 August 2005 (UTC)

 * I agree that the grammar section should merge into the conversation section. Let's begin that merger by completing the course plan.  Rodasmith 03:25, 14 June 2007 (UTC)

You spelled "도와드릴께요" wrong, it should be 도와드릴게요 :D

Teaching how to read and write
I would really like to see lessons teaching how to read and write Korean step-by-step. It's hard to learn from an overview of letters. Lack of examples is another problem, but even if there were examples afterwards the learning situation would be far from perfect because the student would still have to memorise all letters at once in order to be able to begin practising.

What I have found really useful when learning non-Latin alphabets is a "divide and conquer" method that introduces few letters at a time and offers example words for practise immediately after each letter / each set of letters. What's even better is if those example words are understandable without prior knowledge of the language, that is, international words. For example: names of countries, cities or famous people (if their name isn't significantly different in Korean than in English), common personal names, Korean words that have entered English, English words that are used in Korean, words that both Korean and English have derived from Greek or Latin... The advantage of using these words is that students will be able to quickly see their own progress and the whole learning process becomes as fascinating as solving a puzzle. See the "Read Write and Pronounce Greek" lessons in the Modern Greek Wikibook for an example, or this external page on Cyrillic.

If you'd like to try this approach for teaching how to write Korean, I'd be glad to help you. I can read it ok, though I hardly know any of the language. Just create a big list of suitable words on a planning page like Modern Greek/Writing lessons plan, answer me here and I'll try to find an optimal order for letters.

Thanks for your efforts to teach a language that is hard to find in European schools!

Junesun 17:19, 11 July 2006 (UTC)

P.S.: If there's somebody generally unsure about how to create good language lessons, I really recommend reading the following two pages about it: Authoring Foreign Language Textbooks and Authoring Foreign Language Textbooks/Bite-sized language lessons.

 * The 4th Unilang Language Learning Month will most likely be about Korean (24 hours left to vote and Korean is in advance), so there will be a group of at least 20 people from all over the world looking to learn Korean online, starting early September. Even though I know that it's hard to write a lot until then, I'd like to try and at least give them some more help. I can't write anything about Korean grammar or the like, but I'll start Korean/Writing lessons plan in order to make a list of recognisable words that can be used for reading practise and I'd really appreciate it if others could contribute words to it too or make recordings. Thanks!

Junesun 09:25, 28 August 2006 (UTC)

Mind if I do some work?
I was a student of Korean for a while and also lived in the country for two years. I've tried to look for good 'learning korean' websites on the net, but have been met with great disappointment. I'm at a somewhat high-intermediate to advanced level, but with a few major gaps in my vocabulary, but my grammar is sure up to par. If anyone doesn't mind, I'd like to start a bit of an overhaul of this area, but keeping the same 10-lesson format. The parts that I see need the most help are the beginner parts, such as how to write, read, and basic verb conjugation. I'll start today, but if anyone has objections to the changes, please tell me and they or I can remove them and such. Thanks!

(P.S. I'll register with a name soon, "iamgravity").

 * edit* Registered, and started up Korean Orthography, no stroke order yet! - Iamgravity 03:49, 22 August 2006 (UTC)

 * edit - Added an Essential pronounciation guide, still working on it. Will do an advanced pronounciation guide with more obscure rules.  I have books as sources for this information, as well as stuff I learned in korea, do I need to cite that stuff? - Iamgravity 05:07, 24 August 2006 (UTC)

Suggestion
I propose that romanization in this book be limited to all but the lessons that specifically teach 허글, and perhaps a few of the most basic lessons. If one cannot read the script, one ought to go ahead and learn it, and if one can read the script, romanization doesn't help. --Tarnjp 02:37, 8 October 2006 (UTC)

That seems sensible. Similarly, there doesn't seem to be much reason to include hanja. It seems more distracting than helpful and perhaps even confusing for English-speaking readers to whom this may be the first exposure to Korean. The intro paragraph used to read something like this:

 * In the Republic of Korea, the language is most often called 한국말 (韓國말, Han-gung-mal), or more formally, 한국어 (韓國語, Han-gug-eo) or 국어 (國語 Gug-eo; literally "national language"). In North Korea and Yanbian, the language is most often called 조선말 (朝鮮말, Chosŏnmal), or more formally, 조선어 (朝鮮語, Chosŏnŏ).

So, being bold, I removed the hanja and added links to the dictionary entries for each hangeul term. The interested reader can then just click to see the hanja forms and etymology of each hangeul word. OK? Rodasmith 20:24, 13 May 2007 (UTC)

I'm back
I'm back after a whole year. Noticed lesson one and two got uber upgrades. I'll be starting from lesson three, and yes, I'll be minimizing the roman characters. —The preceding unsigned comment was added by 72.129.224.160 (talk • contribs) 2007-06-26T19:24:27.

 * Glad you're back. Do you have a Wikibooks username?  Regardless, check out Korean/Courses plan.  It looks like some of the topics in lessons 1 and 2 should be shuffled into later lessons in order to cover the most important concepts first.  Or, just edit lesson 3 and things will be shuffled as we go.  :-)  Rodasmith 20:30, 26 June 2007 (UTC)

 * Yeah, I'm planning on something like, every two three lessons of conversation, there should be some type of list lesson. If we do it that way, then numbers would be a fine third lesson, but still not sure.  In anycase, it needs to be revamped.  I'll wait for a reply before I start editing and meanwhile I'll compile a third conversation lesson as well as a number lesson.  BTW, I do have an account, it should be iamgravity.  Just too lazy to log on atm because I come home from work very late. —The preceding unsigned comment was added by 72.129.224.160 (talk • contribs) 2007-06-28T07:53:47.

 * Coolness. If you build out lesson three as the numbers lesson and we later decide it belongs elsewhere, we can always move it, so feel free to dig in.  :-)  If you want to help with the lessons plan instead, go right ahead.  Welcome back, Iamgravity.  Rodasmith 19:47, 28 June 2007 (UTC)

Punctuation anyone?
I think we need to have lessons on punctuation or at least tell them that there are no punctuations in Korean if there are none. -- H  A YSON1991  00:23, 4 December 2007 (UTC)
 * Er, Korean punctuation rules are more or less the same as English. Albeit there are some minor differences (I don't recall seeing colon, semicolon, or various dashes (em-dash, en-dash, hyphen) in Korean writing), at least the uses of period and comma is more or less the same (er, no apostrophe either, since Koreans either don't shorten phrases, or *really* shorten them by something akin to acronym). Having said that, I don't know what the lesson would say ... other than that "." corresponds to a full stop and "," corresponds to a half stop. novakyu (talk) 10:56, 24 December 2007 (UTC)

Korean does use colons, although it is common practice when typing in hangeul to leave a space before and after a colon. 12 July 2014

Altaic
I have removed Template:Altaic languages, since the inclusion of Korean in Altaic is not generally accepted.

See the discussion at Template talk:Altaic languages.

Nbarth (talk) 00:11, 13 March 2008 (UTC)

The reference to the Altaic languages still exists in the introduction section and my edit to remove it was reverted. Is there a consensus on this or not? At the least we should include a notice that the theory is disputed. Markus031098 (discuss • contribs) 20:43, 16 July 2018 (UTC)

Beginner Section needs editing
I'm planning on merging the Taxi and Public transportation chapters so that students can learn how to ask/give directions and handle other basic tasks like buying tickets and finding out schedules, etc. The Medical and Body Parts chapters need to be merged as well. —Preceding unsigned comment added by Scott Stinson (discuss • contribs) 2008-06-06T09:10:04

 * The "Recreation / In a taxi" chapter (at Korean/Lesson I5) was designated as a "Beginner" lesson, but "public transportation" chapter (at Korean/Lesson II4) is supposedly a "High beginner" chapter. I suppose that's because complete beginners might be able to get around in a taxi, but it could take more language skills to purchase the right ticket for public transportation and to read the maps.  But, both of those lessons are far from complete, so if you think they might both work for complete beginners, feel free to merge them.  Whether you merge them or not, have fun building them out.  There's plenty of vocab to add and the whole thing should probably work more like a lesson than a simple phrase list. :-)  Rodasmith (talk) 18:17, 6 June 2008 (UTC)

Pronounciation
Is Revised-Romanization standard of these book? I'd like to contribute here.--Kwj2772 (talk) 07:55, 6 December 2008 (UTC)

Book Suggestion
I've been away from wikibooks for a few months, and recently decided to peek around. I've been looking for a good public domain book for the Japanese book for quite some time. I found some by the FSI back in the late 60s / early 70s. Since it's a government derived work, it's not protected by copyright and placed into public domain. However, there may be some slight issues with outdated vocabulary, so I would tread lightly. Retropunk (talk) 08:19, 2 May 2009 (UTC)

Audio?
While a picture is worth a thousand words, I would hazard that a soundbite is worth a thousand glyphs. The IPA is all well and good (and an India Pale Ale might be even better for some folks and situations), but a few snippets of audio recordings of the various conversation bits (or even just the hangul themselves for starters!) would go ever so much further. -- Erik Anderson, 67.182.137.135 (talk) 08:39, 24 November 2009 (UTC)

I registered an account to say just this. If a native speaker could help out or if someone could cut together some public domain audio clips it would help out a lot! --Kaminix (talk) 12:53, 7 February 2010 (UTC)

 * There don't seem to be any active contributors to this wikibook. Should you know any native speakers, feel free to try to recruit them. You could also try to post requests on language related message boards or something similar. --Swift (talk) 17:49, 7 February 2010 (UTC)

names?
where are they

title: Talk:Korean


text:
Cookbook:Isomalt

| Basic foodstuffs | Sweeteners

Isomalt is produced by turning normal sugar into a chemical that the human body treats as a dietary fiber. Because of this, it does not produce an insulin response and is safe for diabetics. Isomalt is also undigestable by oral bacteria, reducing the damage they can cause to teeth and gums (and through remineralisation, it even helps to build dental enamel, thus reducing the formation of plaque). Isomalt is a registered trademark of Palatinit.

In cooking, isomalt can be substituted 1:1 for granulated sugar, and since it is made from sugar, it performs almost identically in most tasks. This makes isomalt an ideal substitute for sugar if you are cooking for diabetics, or are just trying to make low calorie food.

Isomalt is used in some processed foods, such as Quest bars. It is also used heavily in the art of pulled or blown sugar because it maintains a workable texture for longer, does not get as sticky, and has a stronger crystalline structure.

title: Cookbook:Isomalt


text:
User talk:MikeMike

Hi there, I saw you are into programming, so I wondered if you would be interested in a learning project I have started. It is described and discussed at my site in wikipedia. Maybe you could let me know there what you think about it? Get-back-world-respect 11:03, 24 May 2004 (UTC)

title: User talk:MikeMike


text:
Rueda de Casino

Rueda de Casino is a way of dancing Cuban salsa where pairs form a circle (in Spanish, rueda means "wheel"), and partners frequently swap. A cantante (Spanish for "singer") gives commands. This list is a quick lookup to remind yourself of the commands - click on the names of the moves to see more complete descriptions.

Please also help to make this wikibook educational and interesting, by adding new commands and editing the existing commands.

 * Moves for Beginners

List moved out of wikipedia article, please process
From Rueda de Casino:

Translations are in, variants are in [ ], explanations are in <>, video links are in { }.
 * A Bayamo
 * A Bayamo por de bajo
 * A Bayomo complicado
 * Abajo (down) {Media Noche video}
 * Abrázala (hug her) {Media Noche video}
 * Adiós (bye)  {Media Noche video}
 * Adiós con la hermana (with the sister) {Media Noche video}
 * Adiós con la hermana complicado
 * Adiós con la familia (with the whole family)
 * Adiós con la prima
 * Adiós con (la) vuelta
 * Adiós largo
 * Festival de adiós [con una] [con dos] [con tres]
 * Al medio [p'al medio] (to centre) {Media Noche video}
 * A lo cortico
 * Arriba al tiempo España {Media Noche video}
 * Aspirina
 * Avion
 * Balsero (raftsman) {Media Noche video}
 * Bikini
 * Beso [El beso] (kiss) {Media Noche video}
 * Besito (little kiss)
 * Bola
 * Bola una
 * Bola dos
 * Bola tres
 * Botella [La botella] ... -> con la tapa (con tapa)... -> trunca
 * Bulla [Una bulla] [Suena] {Media Noche video}
 * Cadeneta (chain)
 * Candado (lock) {Media Noche video}
 * Candado de mentira
 * Cero [El cero] (zero) {Media Noche video}
 * Cien (one hundred)
 * Coca-Cola  {Media Noche video}
 * Coco
 * Coquita
 * Consorte {Media Noche video}
 * Croqueta [or Taxi]
 * Cucaracha (cockroach) {Media Noche video}
 * Dame (una) (Gimme one)  {Media Noche video}
 * Dame otra (give me another) {Media Noche video}
 * Dame una {Media Noche video}/dos {Media Noche video}/tres... (gimme 1/2/3..)
 * Dame y arriba [also Dame dos arriba, tres arriba...] {Media Noche video}
 * Dame (una) con una (with clap(s))  {Media Noche video}
 * (Dame) Dos con dos {Media Noche video}/una (dame dos with 2/1 claps)
 * Dame 1/2/3... con 1/2/3 {Media Noche video}...
 * Dame... con las manos [pasa con los manos, pasala con los manos] {Media Noche video}
 * Otra (again)  {Media Noche video}
 * Danilo {Media Noche video}
 * Danilo y dame
 * Dedo (finger) {Media Noche video}
 * Dedo saboreado (with flavor) {Media Noche video}
 * Dedo, guarapo y bota(la) {Media Noche video}
 * Dile que no (tell her "no") {Media Noche video}
 * Dile que si (tell her "yes")
 * Doble play
 * Doble cero (double zero)
 * Dos (two)[El Dos] {Media Noche video}
 * Drácula
 * Echevarria {Media Noche video}
 * Enchufla (plug in) {Media Noche video}
 * Enchufla pa'fuera
 * Enchufla, Enchufla pero no dile que no (enchufla without "dile que no") <"Enchufla" by default includes Dame "5-7"> {Media Noche video}
 * Enchufla doble (double) {Media Noche video}
 * Enchufla que no [Enchufla y no le llegas]
 * Enchufla con la pierna (with the feet)
 * Enchufla con vuelta (with turn)  {Media Noche video}
 * Enchufla con la familia
 * Festival de enchufla [con una] [con dos] [con tres]
 * Enchufla p'al medio (to middle) [Enchufla p'al centro] (to center) {Media Noche video}
 * Con una/dos (with 1/2 claps)
 * Con vuelta (with turn)
 * Con las manos (with hands)
 * Sin manos (without hands)
 * Cadena [Tranca]
 * Cadena y Mujeres y Hombres ... Se Fue (get out / on your own) {Media Noche video}
 * Cero (0) {Media Noche video}
 * Seis (6)
 * Ocho (8) {Media Noche video}
 * Ocho se fue (one goes around in an "8" formation)
 * Enchufla y casate (get married)
 * ...la cunada,... la hermana,... su madre,... la tuya
 * Enchufla por detrás
 * Evelyn {Media Noche video}
 * Exhibe(la) (exhibit her / show her off) {Media Noche video}
 * Fly [Un fly] [Fly dos] {Media Noche video}
 * Frankenstein
 * Gancho (hook)
 * Guapea [guaperia] (prep / basic step) {Media Noche video}
 * Havana {Media Noche video}
 * Helicoptero
 * Huracan (hurricane)
 * Juana la cubana (Juana (a girl's name) from Cuba) {Media Noche video}
 * Kentucky {Media Noche video}
 * Kentucky complicado {Media Noche video}
 * La rosa (rose) {Media Noche video}
 * Mantecado
 * Montaña (mountain) {Media Noche video}
 * Hombres derecha (men to the right) {Media Noche video}
 * Hombres izquierda (men to the left) {Media Noche video}
 * Mosquito (everyone claps above their head on the next 1)
 * Mujeres derecha (women to the right)
 * Mujeres izquierda (women to the left)
 * Noventa (ninety) {Media Noche video}
 * Nueve (nine)
 * Ochenta y quatro {Media Noche video}
 * Ochenta y quatro moderno
 * Panqué
 * Pasa con los manos (pasala con los manos, dame con los manos) (pass with hands)
 * P'al medio [Al medio] (to centre) {Media Noche video}
 * Pa'Arriba (upstream)
 * Pa'Abajo (downstream)
 * Pa' Afuera (turns the circle inside out) <DC>
 * Pa'Tras (backward) <Spain>
 * Para Ti, Para Mi <Miami, Enchufla for ladies, then men, then ladies, dile que no> {Media Noche video}
 * Para Ti, Para Mi <Cuba, claps into el Medio and to partners in Rueda, CW for men, CCW for ladies>
 * Pelota (ball)
 * Pelota (con) dos (with 2 claps)
 * Pelota (con) quatro (with 4 claps and everyone turns to left)
 * Pelota (con) loca (crazy) {Media Noche video}
 * Peluquería
 * Photo [Una Foto] <Boston>
 * Ping Pong <USA>
 * Play <Cuba>
 * Doble Play
 * Triple Play {Media Noche video}
 * Prima {Media Noche video}
 * Prima doble
 * Prima con hermana {Media Noche video}
 * Principe bueno
 * Principe malo [Castigalo] {Media Noche video}
 * Policía
 * Policia de Miami
 * Ponle sabor (put flavor on her) {Media Noche video}
 * Puente (bridge) {Media Noche video}
 * Rico pa el
 * Rollo y Guaguanco <Malaysia>
 * Rompela
 * Rubenada {Media Noche video}
 * Sabia (wisdom)
 * Saboreado
 * Sacar agua del pozo
 * Seis (6)
 * Serrucho (saw)
 * Setenta (70) {Media Noche video}
 * Setenta complicado (complicated 70) {Media Noche video}
 * Setenta Miami {Media Noche video}
 * Setenta con las manos (with the hands) {Media Noche video}
 * Setenta por debajo largo <Cuba>
 * Setenta por debajo largo <Miami>
 * Setenta nuevo (new) <Miami> {Media Noche video}
 * Noventa (90) <Miami> {Media Noche video}
 * Setenta y Uno (71) <Cuba>
 * Setenta y Dos (72) <Cuba>
 * Setenta y Tres (73) <Cuba>
 * Sencillo
 * Siete (7) {Media Noche video}
 * Siete loco {Media Noche video}
 * Siete moderno <men's Lh catches ladies Lh on "3"> {Media Noche video}
 * Siete con Coca-Cola {Media Noche video}
 * Siete loco complicado {Media Noche video}
 * Sin manos (without hands)
 * Sombrero {Media Noche video}
 * Sombrero doble {Media Noche video}
 * Sombrero p'abajo [Sombrero por de bajo] {Media Noche video}
 * Sombrero doble complicate <Singapore> {Media Noche video}
 * Sombrero de Manny {Media Noche video
 * Suena [Bulla] (make sound) <Cuba>
 * Tarro [Un tarro] (horn) <Cuba>
 * Hombres un tarro {Media Noche video}
 * Mujeres un tarro
 * ... de mentira (change your mind) {Media Noche video}
 * Dos tarros
 * Tarro, pero no la suelte
 * Tarrito (cheat) <Miami>
 * Tarrito de mentira (cheat... but change your mind)
 * Pegale Tarrito (cheat, hold hands) -> Se Fue (get out / on your own)
 * Telefoto
 * Talía {Media Noche video}
 * Three-way stop {Media Noche video}
 * Trenecito
 * Twist <from Guapea, inside hands together on "3", twist 5-6-7 while holding outside hand>
 * Uno (one) [La una] {Media Noche video}
 * Vacila(la) (check her out) {Media Noche video}
 * Vacila con vuelta (with turn) <men hook 5-7, Miami>
 * Vacila y sienta {sienta la}
 * Vacilence los dos (together) <men spin CCW 1-3, Miami>
 * Vacilence los dos con vuelta
 * Xemena
 * Yogurt {Media Noche video}
 * Yogurt con tapa
 * Yogurt con todo el mundo
 * Yogurt con la vecina
 * Yogurt para siempre
 * Yogurt shake

title: Rueda de Casino


text:
Talk:GCSE Science/Uses of static electricity

 * Theresa,

 * Hello :-) wasson

Just to start with a mention of appreciation of the task you are undertaking here with a GCSE textbook in electronic media, (especially on a Wiki). Having worked at UWIC in Teaching and Learning, I know how much work teachers have to do to produce such works, and to provide real learning value for the students.

To this end, I hope you will find some interventions (constructive criticisms and suggestions) useful in your project. Although I have not studied this subject since O Level Physics, Biology and Chemistry in 1987, I attempt continuous education and have read/watched much material on science in general over the passing years.

 * Hence, to start, the photocopier.

During my years in secondary and later education, I was always disappointed when I found some earlier knowledge given to explain one lesson was later overturned (often completely contradicted) by a later lesson.

In the case of the photocopier, you appear to have given light some special properties (assuming that the students have not received preparatory lessons):

 * Light carrying energy : At a point were the reader of your materials is yet away of light travelling in straight paths, and the effects of the primary methods of distortion - reflection and refraction. Later again we learn that light may be considered as a particle/wave with properties including 'carrying certain energies' Suggestion: Avoid mentioning energy being carried by the light, and state that light has 'this effect' (accelorated discharge, but 'discharging' has not been discussed yet) on Statically Charged Surfaces.

 * Angle of Reflection in the Stage 2 diagram : The light source appears to originate from Stage 1, and the angle of the emerging light does not have any similarity (it is supposed to have equivalency) to the angle of the origin. In other words, the image reflected on to the plate would be offset and divergent, magnified and elongated. Although we would not expect the student to know or appreciate this fact at this point of the course, the image shows three rays of light and the effects of a reflection - providing a (possible) first impression that may cause later confusion, (disappointing contradictory learning experiences). Suggestion: Remove the light source and the arrows approaching the page, but leave the arrows from the page to the plate. The reflection will intuitively look like the effect of a mirror, without questions of what light is reaching the plate and from where.

 * Pages Per Minute : A good modern photocopier would not use the process you describe, (they use digital processing and a laser to produce the positive charged, toner [hot]spots), and few are capable of 60ppm. Suggestion: Revise to one page in less than five seconds.

Hope these help.

Ray 12:24, 24 May 2004 (UTC)

 * Ray firstly thank you for you comments. I see you points about the diagram and will make the change you suggest to the picture. As for your other suggestions I am not going to impliment them, because you are. Just go ahead an edit the text. Don't be shy :-) I'm assuming you have not come here from wikipedia else you would not be so hesitant, but all books here are collaborative. I will not be any wayy offended if you edit my work. It's only a first draft, I'm hoping that lots of people will edit it until it becomes the best text book ever written, far better than any book written by only one or two authors. So please make any changes to this or any other page that you think will improve things. Don't worry about if I will like it or not, it's very easy to revert things back to the way they were anyway, so nothing you do can't be undone.

Theresa knott 09:42, 25 May 2004 (UTC)

 * What can I say? "Yes Miss Knott." Quid-pro-quo? Perhaps you could have a read through this work I have started, and provide some feedback: http://en.wiktionary.org/wiki/User:Ray_Cherry/Conceptionary

Ray 22:41, 26 May 2004 (UTC)

 * OK. Photocopier smelly speed adjustments completed. But the explanation of how light might assist the positively charged plate to loose its charge is going to require a change to the structure of the preceding page/section - Static Electricity (GCSE Science).

Ray 11:04, 29 May 2004 (UTC)

ok
oo Hossin Anower (discuss • contribs) 15:22, 12 April 2018 (UTC)


text:
User:Perl~enwikibooks/websense

Internet filters block content. If you try to search yahoo images at my school, for example, you will be blocked. Here is an example search that will be blocked:

http://images.search.yahoo.com/search/images?p=einstein&ei=UTF-8&fr=fp-tab-img-t &cop=mss&tab=3

In order to bypass these filters, you will need to use Akamai. Here is an example search of yahoo that will not be blocked:

http://a1.g.akamaitech.net/6/6/6/6/images.search.yahoo.com/search/images?p=einstein&ei=UTF-8&fr=fp-tab-img-t%20&cop=mss&tab=3

title: User:Perl~enwikibooks/websense


text:
Electronics/Components

Ideal voltage sources

 * An ideal voltage source is a fundamental electronics component that creates a constant voltage between two points regardless of whatever else is connected to it. Since it is ideal, some circuit configurations are not allowed, such as short circuits, which would create infinite current.  (I = V / 0)

 * A water analogy would be a pump with pressure sensors on both sides. The difference in pressure between the in port and out port is constantly measured, regardless of the absolute pressure of each side, and the pump speed is adjusted so that the pressure difference stays constant.

 * Real voltage sources, such as batteries, power supplies, piezoelectric disks, generators, steam turbines, wall outlets, etc. have an internal source impedance (in series with the ideal voltage source), which is very important to understand.

Ideal current sources

 * An ideal current source is an electronics component that creates a constant current through a section of circuit, regardless of whatever else is connected to it. Since it is ideal, some circuit configurations are not allowed, such as open circuits, which would create an infinite voltage.

 * A water analogy would be a pump with a flow meter. It measures the amount of water flowing by per unit time and changes the speed of the pump so that the current flow is constant.

 * Real current sources, such as batteries, power supplies, piezoelectric disks, generators, etc. have an internal source impedance (in parallel with the source), which is very important to understand.

 * Real sources generally behave more like voltage sources than current sources, because the internal impedance in series is very low. A current source can be created from a voltage source with a circuit such as a current mirror.

Dependent Sources

 * A dependent source is either a voltage or a current source which is dependent upon another value within the circuit, usually another voltage or current. Typically, these are used in circuit modeling and analysis.

There are four main types of such sources.

Voltage-controlled voltage source (VCVS)

 * This is a voltage source whose value is controlled by another voltage elsewhere in the circuit. Its output will typically be given as $$V_o=AV_c$$, where A is a gain term and Vcis a control voltage.

 * An example of a VCVS may be an idealized amplifier, where A is the gain of the amplifier.

Current-controlled voltage source (CCVS)

 * This is a voltage source whose value is controlled by a current elsewhere in the circuit. Its output is typically given as $$V_o=AI_c$$, where A is a gain term and Ic is a control current.

Voltage-controlled current source (VCCS)

 * This is a current source whose value is controlled by a voltage elsewhere in the circuit. Its output is typically given as $$I_o=AV_c$$, where A is a gain term and Vc is a control voltage.

Current-controlled current source (CCCS)

 * This is a current source whose value is controlled by a current elsewhere in the circuit. Its output is typically given as $$I_o=AI_c$$, where A is a gain term and Ic is a control current.

 * An example of a CCCS is an idealized bipolar junction transistor, which may be thought of as a small current controlling a larger one. Specifically the base current, Ib is the control and the collector current Ic is the output.

Switch

 * A switch is a mechanical device that connects or disconnects two parts of a circuit.

 * A switch is a short circuit when it is on.

And it is a open circuit when it is off.

 * When you turn a switch on it completes a circuit that allows current to flow. When you turn the switch off it creates an air gap (depending on the type of switch), and since air is an insulator no current flows.

 * A switch is a device for making or breaking an electric circuit.

 * Usually the switch has two pieces of metal called contacts that touch to make a circuit, and separate to break the circuit. The contact material is chosen for its resistance to corrosion, because most metals form insulating oxides that would prevent the switch from working. Sometimes the contacts are plated with noble metals. They may be designed to wipe against each other to clean off any contamination. Nonmetallic conductors, such as conductive plastic, are sometimes used. The moving part that applies the operating force to the contacts is called the actuator, and may be a rocker, a toggle or dolly, a push-button or any type of mechanical linkage.

Contact Arrangements

 * Switches can be classified according to the arrangement of their contacts. Some contacts are normally open until closed by operation of the switch, while normally closed contacts are opened by the switch action. A switch with both types of contact is called a changeover switch.

 * The terms pole and throw are used to describe switch contacts. A pole is a set of contacts that belong to a single circuit. A throw is one of two or more positions that the switch can adopt. These terms give rise to the following abbreviations.

 * [[Image:Electronics_Switches.PNG]]

 * S (single), D (double).
 * T (throw), CO (changeover).
 * CO = DT.

(single|double) pole ((single|double) throw|changeover)

 * SPST = single pole single throw, a simple on-off switch.
 * SPDT = single pole double throw, a simple changeover or on-off-on switch.
 * SPCO = single pole changeover, equivalent to SPDT.
 * DPST = double pole single throw, equivalent to two SPST switches controlled by a single mechanism.
 * DPDT = double pole double throw, equivalent to two SPDT switches controlled by a single mechanism.
 * DPCO = double pole changeover, equivalent to DPDT.

 * Switches with larger numbers of poles or throws can be described by replacing the "S" or "D" with a number.

Biased Switches

 * A biased switch is one containing a spring that returns the actuator to a certain position. The "on-off" notation can be modified by placing parentheses around all positions other than the resting position. For example, an (on)-off-(on) switch can be switched on by moving the actuator in either direction away from the centre, but returns to the central off position when the actuator is released.

 * The momentary push-button switch is a type of biased switch. This device makes contact when the button is pressed and breaks when the button is released.

Special Types

 * Switches can be designed to respond to any type of mechanical stimulus: for example, vibration (the trembler switch), tilt, air pressure, fluid level (the float switch), the turning of a key (key switch), linear or rotary movement (the limit switch or microswitch).

 * The mercury tilt switch consists of a blob of mercury inside a glass bulb. The two contacts pass through the glass, and are shorted together when the bulb is tilted to make the mercury roll on to them. The advantage of this type of switch is that the liquid metal flows around particles of dirt and debris that might otherwise prevent the contacts of a conventional switch from closing.

=See also=
 * Audio for robotics
 * Diodes
 * Identification
 * Integrated circuits
 * Loudspeakers
 * * Loudspeakers, Enclosures
 * Measuring instruments
 * Mechanical components
 * Motors
 * Power sources
 * Software development
 * Resistors
 * * Resistors, Light dependent
 * * Resistors, Physics
 * Software components
 * Thermistors
 * Vacuum tubes

title: Electronics/Components


text:
Van Dwelling

Contents

 * /Introduction/
 * A History of Van Dwelling and Historical Van Dwellers
 * /Choosing a Vehicle/
 * /Vehicle Repair/
 * /Heating & Cooling/
 * /Parking/
 * /Police/
 * Security (Alarms, Guns, Locks, Strategies)
 * /Campgrounds/
 * /Cooking/
 * /Bathroom/
 * /Shower/
 * /Exercise/
 * /Laundry/
 * /Storage/
 * /Internet/
 * /Power Systems/
 * /Equipment Checklists/
 * /Dating/
 * /Children/
 * /Stories from the Road/
 * Show Us Your Rig: Pictures of Vans
 * /Conversion Diaries/ -- Want to let others know how you did it? Keep a diary of your conversion here!
 * /Meet the Van Dwellers/
 * /Source List/
 * /Bibliography/
 * /Contributors/

title: Van Dwelling


text:
Van Dwelling/Bibliography

On Board Gardening

 * Gilmore, Grant. Growing Midget Vegetables at Home. New York: Lancer Books. 1973
 * Kramer, Jack. The Kitchen Houseplant Book.  New York: Bantam. 1975.
 * Newcomb, Duane. The Apartment Farmer. New York: Avon.  1977.
 * Skelsey, Alice. Farming in a Flower Pot.  New York: Workman Publishing Co.
 * Wright, michael and Brown, Dennis, eds. The Complete Indoor Gardner.  New York: Random House. 1975.

Van Conversions
"Although I haven't got a VW - I bought [How to Convert Volkswagen Bus or Van to Camper] and it's brilliant. I have three books on van converting and this is definately the best. It's given me ideas for making my own high top. selecting the right upholstery materials and it's given me the confidence to do the whole conversion myself."
 * How to Convert Volkswagen Bus or Van to Camper by Lindsay Porter. This was recommended by Buzzard (locoster0850@yahoo.co.uk) on the Vandweller's mailing list. He writes:

title: Van Dwelling/Bibliography


text:
Cookbook:Contributors

The materials in the Wikimedia Cookbook come from many sources. If you know of a source that has been used, or have added material yourself, feel free to add to this list, in alphabetical order.

Other organizations

 * Open Source Cookbook - GFDL cookbook
 * US Department of Agriculture - Public domain articles about ingredients; public domain photos
 * Wikimedia Commons - GFDL images, other freely-licensed images
 * Wikipedia - GFDL articles about ingredients; GFDL recipes; GFDL photos

Individuals
In alphabetical order:
 * Adil - has added a few recipes.
 * AlbertCahalan - added a couple dozen recipes (the yummy ones)
 * Alsocal - Wikify pages, added content from Open Source Cookbook
 * BoldLuis
 * Datariumrex - Made a salmon recipe and related Wikidata item. Interested to learn how to represent recipes in Wikidata.
 * D'Ranged 1 – adding recipes as time allows; first recipe added was Acorn Squash with Orange Marmalade
 * Camille G. Weston contributed delicious gluten veggie meat recipe. Loves vegetarian and vegan cooking.
 * David Johnson - adds various things as/when he can. He's especially proud of his Chicken Tikka Masala recipe.
 * Geocachernemesis - has contributed 42 of his own images recently, along with a couple of recipes; also interested in standardising module naming capitalisation styles to fit in with Wikipedia and the rest of Wikibooks.
 * Gentgeen - maintains featured recipe and ingredient on the cookbook page; tries to keep all pages to a consistent format; has added a few recipes; added some meat and poultry articles, as well as some other ingredients.
 * Grimm - has added recipes and edited articles for grammar, format, and universal equivalents.
 * Shawn Hornickel - added a recipe, and hoping to add more.
 * Iwatchaltonbrown - has added over 50 recipes, improved quality of several pages, and corrected incorrect information.
 * Jmsfwk
 * Joe Jarvis
 * Karl Basallote adds few recipes on Filipino cuisine.
 * Kellen is mostly working on the vegan cuisine section, but is also interested in standardizing categories and naming and in the overall structure of the cookbook.
 * Kilometers to Verona
 * Klaus - has added a few recipes.
 * Liblamb - filled some cooking technique stubs and has added recipes.
 * Mcld - British recipes, and typesetting.
 * Meowmom - have cooked and baked for over 30 years, will share as often as possible :)
 * Moby-Dick4000 has written and contributed to all the paella recipes and three pasta recipes.
 * Morgan695 - contributed some recipes.
 * Nmontague - added some distinctly Canadian items, running through his Great Grandmother's recipe book
 * Paalappoo - added a few recipes and hopes to add more
 * Pencilsharp - uses his grocery industry experience to help where he can.
 * Phantom - has added info on baking and deep frying, based on his experience in the food industry.
 * Psychofarm - a real technology and cooking novice, but gets a strange sense of satisfaction from editing pages.
 * Redlentil - mostly interested in basics: ingredients rather than recipes.
 * Reubenbarton - added a few of my favorite recipes and a few that I have developed.
 * ShelleyAdams - editing and wikification.
 * Sir Myles na Gopaleen (the da) - Middle Eastern recipes
 * Barris - expanding the cookbook
 * Tannersf - adding all kinds of recipes
 * The bellman - I am going to do whatever i can to make this the greatest almanac of all things cooking the world has ever seen.
 * Thor Malmjursson - Gluten & Lactose Intolerant, so will try and help with dairy free and gluten free recipes.
 * Tonyr1988 - I'll try to add as many things as I can when I randomly find them.
 * Unacuoca - I've added a recipe and hope to add more. I also enjoy editing.
 * Xania - I'm adding metric measurements to all recipes and adding a few of my own too!
 * Webaware - main interest is in fermented foods.
 * Wikidsoup - main interest in vegetarian & vegan foods and health, and foods that I cook a lot: bread, soups and curries.
 * WikiUser70176 - cleanup and adding links

title: Cookbook:Contributors


text:
General Mechanics/Alternate Formulations of Newton's Laws

Reformulating Newton
In the last chapter we saw how to reformulate Newton's laws as a set of second order ordinary differential equations using arbitrary coordinates:

 * $$\frac{d}{dt}\frac{\partial L}{\partial\dot{q}_i}-\frac{\partial L}{\partial q_i}=0$$

It is often far easier to solve a problem by starting with the Lagrangian than by explicitly using Newton's laws. The Lagrangian is also more useful for theoretical analysis.

However, the Lagrangian approach is not the only useful way to reformulate Newton. There is a second, related, approach which is also highly useful for analysis; namely, writing the equations of motion as a set of first order ordinary differential equations in a particularly natural way.

To do this we will use a standard technique, familiar from your calculus studies.

Derivation
Consider the function

 * $$H(q,p,t)=\dot{q}_ip_i-L(q,\dot{q},t)$$

where the $$q_i$$ are the generalised coordinates, the $$p_i$$ are a set of new variables whose meaning we will soon see, $$H$$ is to be a function of the $$p$$'s and $$q$$'s alone, and the summation convention is being used.

Then we have

 * $$dH=\dot{q}_idp_i+p_i d\dot{q}_i-\frac{\partial L}{\partial\dot{q}_i}d\dot{q}_i-\frac{\partial L}{\partial q_i} dq_i-\frac{\partial L}{\partial t}dt\quad(1)$$

but, since H is a function of the p‘s and q‘s alone we can also write

 * $$dH=\frac{\partial H}{\partial q_i}dq_i +

\frac{\partial H}{\partial p_i}dp_i + \frac{\partial H}{\partial t}dt \quad (2) $$

For these two equations to both be true the coefficients of the differentials must be equal.

Equation (2) does not contain a term in $$d\dot{q}_i$$, so the coefficient of that term in equation (1) must be zero. I.e,

 * $$p_i=\frac{\partial L}{\partial \dot{q}_i}$$

which gives us a definition of the pi. Using this in Lagrange's equations gives

 * $$\dot{p}_i=\frac{\partial L}{\partial q_i}$$

and equation (1) simplifies to

 * $$dH=\dot{q}_i dp_i - \dot{p}_i dq_i

-\frac{\partial L}{\partial t} dt$$

A comparison of coefficients with equation (2) now gives the desired set of first order equations for the motion,
 * $$\dot{q}_i=\frac{\partial H}{\partial p_i} \quad

\dot{p}_i=-\frac{\partial H}{\partial q_i}$$

These are called Hamilton's equations and H is called the Hamiltonian.

Physical meaning of H and p
To see what H and the pi's actually are, let's consider a few typical cases.

First, let's look at a free particle, one subject to no forces. This will let us see what the pi's mean, physically.

If we use Cartesian coordinates for the free particle, we have

 * $$L = T=\frac{1}{2}m \left( \dot{x}^2+ \dot{y}^2+  \dot{z}^2 \right) $$

The pi's are the differential of this with respect to the velocities.

 * $$p_x=\frac{\partial L}{\partial \dot{x}}=m \dot{x} \quad

p_y=\frac{\partial L}{\partial \dot{y}}=m \dot{y} \quad p_z=\frac{\partial L}{\partial \dot{z}}=m \dot{z} $$

These are the components of the momentum vector.

If we use cylindrical coordinates, we have

 * $$L = T=\frac{1}{2}m \left( \dot{r}^2+ r^2\dot{\theta}^2+  \dot{z}^2 \right) $$

and

 * $$p_r=\frac{\partial L}{\partial \dot{r}}=m \dot{r} \quad

p_{\theta}=\frac{\partial L}{\partial \dot{\theta}}=m r^2 \dot{\theta} \quad p_z=\frac{\partial L}{\partial \dot{z}}=m \dot{z} $$

This time, pz is the component of momentum is the z direction, pr is the radial momentum, and pθ is the angular momentum, which we've previously seen is the equivalent of momentum for rotation.

Since, in these familiar cases, the pi's are momenta, we generalise and call the pi's conjugate momenta.

Note that from Hamilton's equations, we see that if H is independent of some coordinate, q, then

 * $$\dot{p}_q=-\frac{\partial H}{\partial q} = 0$$

so the momentum conjugate to q is conserved. This connection between conservation laws and coordinate independence lies at the heart of much physics.

Secondly, to see the physical meaning of H, we'll consider a particle moving in a potential V, described using Cartesian coordinates.

This time the Lagrangian is

 * $$L= T-V = \frac{1}{2}m \left( \dot{x}^2+ \dot{y}^2+  \dot{z}^2 \right)-V(x,y,z)

$$

We find that the pi's are

 * $$p_x=\frac{\partial L}{\partial \dot{x}}=m \dot{x} \quad

p_y=\frac{\partial L}{\partial \dot{y}}=m \dot{y} \quad p_z=\frac{\partial L}{\partial \dot{z}}=m \dot{z} $$

so, again, they are the momenta

Now lets calculate H.

 * $$\begin{matrix}

H & = & \dot{x}p_x+ \dot{y}p_y+ \dot{y}p_y & - & L & &\\ & = & m \left( \dot{x}^2+  \dot{y}^2+  \dot{z}^2 \right) & - & \frac{1}{2}m \left( \dot{x}^2+ \dot{y}^2+  \dot{z}^2 \right) & + & V\\ & = & \frac{1}{2}m \left( \dot{x}^2+  \dot{y}^2+  \dot{z}^2 \right) & & & + & V\\ & = & T &  & & + & V \end{matrix}$$

so H is the total energy, written as a function of the position and momentum.

This is not always true, but it will be true for all common systems which conserve energy.

In general, if we know how the energy of a systems depends on speeds and positions, we know everything about the system.

Physicists will often start work on a problem by writing down an expression for H, or L, and never bother calculating the actual forces.

Deeper meaning
If we compare Hamilton's equations,

 * $$\dot{q}_i=\frac{\partial H}{\partial p_i} \quad

\dot{p}_i=-\frac{\partial H}{\partial q_i}$$

with the equations of geometrical optics.

 * $$\dot{x}_i=\frac{\partial \omega}{\partial k_i} \quad

\dot{k}_i=-\frac{\partial \omega}{\partial x_i}$$

we see that both sets of equations have the same form.

If we made a substitution of the form,

 * $$H=\alpha \omega \quad p=\alpha k $$

for any α, the two sets of equations would become identical.

Now, geometrical optics is an approximation to the full solution of any wave equation, valid when the wavelength is small.

Since classical mechanics is just like geometrical optics, classical mechanics could also be small wavelength approximation to a more accurate wave theory.

This is not a proof, could be is not the same as is, but it does show that classical mechanics is compatible with wave theories, contrary to intuition.

We will see later that this is not a coincidence, classical mechanics really is a small wavelength approximation to a more accurate wave theory, namely quantum mechanics, and that, in that theory, the energy of matter waves is proportional to frequency and the momentum to wave number, just as the substitution above requires.

Hamilton's equations can also be used to construct a mathematical gadget, called a Poisson bracket, which lets us write the equations of classical mechanics in a way which makes the connections with quantum mechanics even clearer, but an explanation of how would be beyond the scope of this book.

Since classical mechanics is just like geometrical optics, there should be an analog to Fermat's principle, that light takes the quickest path, and there is.

Where light takes the quickest path from a to b, matter takes the path of least action, where the action is defined as

 * $$\int_a^b L(x,\dot{x},t) \, dt$$

It can be proved that this integral takes extremal values if and only if the system obeys Lagrange's equations. Saying matter takes the path of least action is equivalent to saying it obeys Lagrange's equations, or Newton's laws.

Furthermore, it turns out that in general relativity, the action is proportional to the time taken, so matter is also really taking the quickest path between two points.