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Wikijunior:Europe/Ireland

Ireland is an island off the north west coast of mainland Europe and the second biggest island in the British Isles. It shares a land border with the United Kingdom (Northern Ireland). The capital city is Dublin. Some other large cities are Limerick and Cork. Ireland is a member of the European Union and uses the Euro as its currency. Ireland is often known as the Republic of Ireland to avoid confusion with Northern Ireland which is part of the UK.

Ireland's History
Ireland has had an eventful history from prehistoric times until today,

The first people arrived in Ireland over 10,000 years ago and were a community of hunter-gatherers. Later, about 3000 years ago, the Celts began to arrive in Ireland. The present-day Irish are partly descended from the Celts. Because of the Irish language and descent from Celts, Ireland is one of the Celtic nations along with Scotland, Wales, Isle of Man, Cornwall and Brittany. Ireland was also invaded many times by the Vikings, or Norsemen as they were called. The Vikings later began to settle in many places. Some of their more famous towns were Dublin, Wicklow, Waterford, Wexford and Limerick.

In later times, Ireland was invaded by the Normans and then the British, who ruled until the 20th century. Major events in Irish History including the Irish Famine in 1846-1851 and the Easter Rising in 1916, occurred during this period. During the 19th and early 20th century large numbers of people emigrated from Ireland, mostly to the USA but also to Australia, Canada and the UK.

The Republic of Ireland finally gained independence in December 1922. The country joined the European Union in 1973 (at the same time as the United Kingdom and Denmark). Since Ireland became independent there have been disagreements and violence over Northern Ireland. Northern Ireland remains part of the UK and many Irish people on both sides of the border believe that there should be a united Ireland. Since the 1970s there have been terrorist attacks, shootings and violence in Northern Ireland, Ireland, the UK and other countries. Today both parts of Ireland are generally peaceful.

Ireland's Geography
The largest mountain in Ireland is Carrauntoohil at 1,041 meters. It is in the MacGillicudy Reeks in Co. Kerry. Ireland is the only place in the world (apart from Scotland) where there are bogs. These are large plains where turf is extracted for fires. The EU have placed laws, preserving the bogs as it takes around 5,000 years for a bog to develop and they are extremely rare.

Ireland has been said to look like "a giant teddy bear" in the middle of the Atlantic Ocean. The Atlantic Ocean beats at the west coast, creating many islands and inlets by erosion. There are also a few interesting geographical sites, such as The Burren (Co. Clare) and the Giant's Causeway (Co. Antrim).

Ireland is divided into four provinces; Munster in southern Ireland has the most fertile land and is famous for its rugby team; Leinster where the British had most control in the 18th and 19th centuries; Connaught, the least fertile land in the country, and the most rural, and finally Ulster in the north of Ireland, most of which is still part of the United Kingdom.

These four provinces are divided into counties, the counties are bigger in Munster and Connaught and smaller in Leinster and Ulster. There are 32 counties altogether, six of which are still part of the United Kingdom.

The longest river in Ireland is the River Shannon which extended by canals forms a major transport route in the country.

Ireland's People
The population of The Republic of Ireland is 4.6 million (a further 1.5 million live in Northern Ireland). Most people in Ireland speak English but a large minority also speak Irish Gaelic.

Within the Republic 85 percent of the population is Roman Catholic. Ireland is one of the main Catholic countries in Europe along with Poland, Italy and Spain.

Some Famous Irish People

 * The film actor Liam Neeson played Qui-Gon Jinn in Star Wars Episode I: The Phantom Menace.
 * Ernest Walton from County Waterford (with his colleague, John Cockroft from England) won the Nobel Prize in Physics for splitting the atom.
 * John Philip Holland designed and built the first Submarine for the US Navy.
 * Bram Stoker wrote the famous horror story, Dracula.

Ireland's Sights
Ireland is extremely popular with tourists from around the world. The cities of Dublin, Cork, Galway and Belfast (in Northern Ireland) are popular throughout the year. There are 2 UNESCO World Heritage Sites in the Republic of Ireland - Skellig Michael in the south-west and Brú na Bóinne in the north-east. In addition, the Giant's Causeway in Northern Ireland is also a World Heritage Site.

title: Wikijunior:Europe/Ireland


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Wikijunior:Europe/France

France is the third largest country in Europe (after Russia and Ukraine). France is located in Western Europe and shares borders with Andorra, Spain, Monaco, Italy, Switzerland, Germany, Luxembourg and Belgium. It is connected to the United Kingdom by the Channel Tunnel. Some parts of France are located overseas (mostly islands in the Caribbean and Pacific). Because of French Guiana, a French overseas department, France also borders Brazil and Suriname in South America; and because of St Martin, an island in the Caribbean, it also borders the Netherlands, as half the island is in each of these countries (the island is called St Maarten in Dutch). The capital city of France is Paris. Other large cities are Lyon and Marseille. France uses the Euro as its currency along with other countries in Europe. France is a member of the European Union and was a founding member of the organization.

History
During Roman times, France was known as Gallia, with the Gauls living there. The Gauls were the largest Celtic tribe in Gallia and the area was conquered by Julius Caesar. Later, France gained its independence.

Until 1789, France was a monarchy but the French people became unhappy with this kind of government and overthrew Louis the Sixteenth in the French Revolution. Soon after Napoleon ruled France and started a massive military campaign across most of Europe. Napoleon was eventually defeated by the British at Waterloo (Austerlitz) and removed from power.

France fought in both World Wars alongside the British. Since World War II France has had friendly relations with most other European countries and was a founding member of the European Union alongside Germany, Belgium, Netherlands, Luxembourg and Italy.

Geography
While metropolitan France (the main part of the country) is located in western Europe, France also has a number of territories in North America, the Caribbean, South America, the southern Indian Ocean, the Pacific Ocean, and Antarctica. Some of these areas are completely part of France while others have types of self-government.

Metropolitan France covers 547,030 square kilometers (211,209 sq mi), and is the largest country in the European Union. France has a wide variety of landscapes, from coastal plains in the north and west to mountain ranges of the Alps in the south-east, the Massif Central in the south-central and Pyrenees in the south-west. At 4,807 metres (15,770 ft) above sea-level, the highest point in western Europe, Mont Blanc, is in the Alps on the border between France and Italy. Metropolitan France also has extensive river systems such as the Loire, the Garonne, the Seine, the Rhine and the Rhône, which divides the Massif Central from the Alps and flows into the Mediterranean sea in the Camargue, the lowest point in France (2 m / 6.5 ft below sea level). In the west, the climate is mainly oceanic with a high level of rainfall, mild winters and cool to warm summers. Inland the climate becomes more continental with hot, stormy summers, colder winters and less rain. The climate of the Alps and other mountainous regions is mainly alpine, with the number of days with temperatures below freezing over 150 per year and snow cover lasting for up to six months.

People
With over 67 million people, France is the 21st most populous country in the world, the second most populous in the EU, and the third most populous in Europe (behind and ). France's largest cities are Paris, Marseille, Lyon, Lille, Toulouse, Nice, and Nantes. Many people live to be 80 years old and almost everyone older than 15 can read. The average family has 2 children. The majority of people speak French. There are other native language spoken by small groups of people in France including and Basque.

The French education system is highly developed. Most of the primary and secondary schools are public although there are some private ones. School in France is required at the age of 6 but a lot of children start school at an early age. 3 year old's go to nursery classes and children under the age of three go to what is called pré-maternelle classes which is like daycare.

The majority of French people are Roman Catholic Christians. France has Europe's biggest Jewish population and the largest number of Muslims in Western Europe.

Sights
With 83 million foreign tourists in 2012, France is the most popular tourist destination in the world, ahead of Spain and the United States. France features cities of high cultural interest like Paris, beaches and seaside resorts, ski resorts, and rural regions that many enjoy for their beauty and tranquility. Aside of casual tourism France attracts a lot of religious pilgrims to Lourdes, a town in the Hautes-Pyrénées département, that hosts a few million tourists a year. Popular tourist sites include: : the Eiffel Tower, the Louvre Museum, the Palace of Versailles, the Musée d'Orsay, the Arc de Triomphe, Sainte-Chapelle, the Château du Haut-Kœnigsbourg, Puy de Dôme, and the Musée Picasso. There are 38 Wikijunior:World Heritage Sites in France which is fewer sites than only Italy, China and Spain.

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

title: Wikijunior:Europe/France


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Talk:Chess Opening Theory/1. e4

Project wide
Talk found here http://en.wikibooks.org/wiki/Talk:Opening_theory_in_chess/Organization

Some criticism of the article so far: Playing e4 does not necessarily avoid a maneauvering game; also, whle Karpov played e4 in about the first half of his career, has played D4 later on. User:67.38.205.230 12 April 2008

Ruy Lopez
In the table the whole 1. e4 e5 line is listed as the Ruy Lopez, but there are plenty of lines which do not go into the Ruy. —The preceding unsigned comment was added by 212.136.106.126 (talk • contribs) 12:31, 5 August 2008.

 * The table gives 1. e4 e5 2. Nf3 Nc6 3. Bb5 a6 4. Ba4 Nf6 5. O-O Be7 6. Re1 b5 7. Bb3 d6 8. c3 Na5 8. Bc2 c5, which is the Ruy Lopez. SunCreator (talk) 23:25, 5 August 2008 (UTC)

Modern Defense
In the table, g6 is given as black's first and second move. —The preceding unsigned comment was added by 212.136.106.126 (talk • contribs) 11:07, 7 August 2008.

Move 2 changed to Bg7 —The preceding unsigned comment was added by 80.126.31.10 (talk • contribs) 09:53, 12 August 2008.

title: Talk:Chess Opening Theory/1. e4


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Wikijunior talk:Europe

Explaination
This is going to be a long and hard book to write. At present there are 48 countries in Europe and maybe 49 at the end of the year if Kosovo is given independence. It may, at a later date, also be necessary to add semi-independent entities like Isle of Man, Gibraltar and Faroe Islands. Any help writing this Wikijunior book would be much appreciated. Help with images, flags and maps would be fantastic as I don't know where to find these kind of resources. If you've any questions or problems send me a message on my talk page. Xania 23:46, 27 November 2006 (UTC)

Criticism
Excuse me for being a critic on semi-independent entities but I think they shouldn't be added on unless if it declares independence at a later date then adding the date to it. Rakuten06 23:49, 27 November 2006 (UTC)

I understand that. I'm not suggesting that they are listed as independent countries but as a sub list under the "mother country". There are no plans in Isle of Man or Gibraltar for independence votes and I don't intend to show them as being so. Xania 23:58, 27 November 2006 (UTC)

Maps
How about posting a map in all of the countries's geography? It will be easier for the kids. Rakuten06 00:02, 28 November 2006 (UTC)

I plan to include maps of all countries and of Europe itself. Any help is appreciated. I've edited many hundreds of pages on Wikibooks but I don't have any experience with images or how to quote the source of images. Xania 00:04, 28 November 2006 (UTC)

Maybe ask the staff for help or read the guidelines about the images... Rakuten06 00:09, 28 November 2006 (UTC)
 * see --Mjchael (discuss • contribs) 12:21, 21 May 2011 (UTC)

Picture
I can't find a picture-link on the main page. They have links like that to other things but not us. Huh? Laleena (talk) 22:11, 20 December 2007 (UTC)

The logo picture for Europe is too dark, barely recognizeable. --80.98.75.217 (talk) 11:59, 29 December 2007 (UTC)

Firstly there's no link from the main Wikijunior page because this book wasn't sanctioned by Wikijunior. Wikijunior "policy" states that new books must be voted for but I sidestepped this and created the book anyway last year. Books created without a book are hidden away in the 'also under development' section. As for the logo I agree. There are many Europe pictures available but I wanted one which shows 'all' of geographical Europe including places like Georgia, Azerbaijan, Armenia and Kazakhstan which are often not included in the maps (as they are often considered Asian). Xania talk 19:32, 30 December 2007 (UTC)

The People Section
I'm interested in contributing to this book but I can see a potential problem. I think that it might be helpful to define what you're looking for in the "What are the people like" section a little bit better. I noticed while proof-reading the languages book that there is significant variation between sections on how much information people decided to include. Maybe we could think of some topics to try to stick to for each section. For example, how about:

 * what holidays are important?
 * what do they eat
 * what languages do the people speak
 * what religions are predominant.

The topics don't have to be separated into their own subsections. I'm just thinking that it would be helpful for all the authors to be roughly on the same page.I know that this could increase the scope of the book significantly but it could make it much more useful.Rmawhorter (talk) 23:56, 27 January 2008 (UTC)

 * That's a good idea and a good framework for editors to use. I'd add nationalities to the list also. --Xania [[Image:Flag_of_Italy.svg|15px]]talk 03:46, 9 March 2008 (UTC)

 * I should also add that one reason for the variation of how much information has been added is because much of this book has been edited by myself and therefore I have typed more for the countries I have visited (only about 25 of them) and lived in (5 of them). --Xania [[Image:Flag_of_Italy.svg|15px]]talk 21:37, 31 March 2008 (UTC)

Kosovo
I think it's best that this region isn't covered at this time. Only a few countries have recognized its independence and it isn't a UN member and its independence hasn't even been authorised by the country it is trying to seceed from. --Xania talk 03:50, 9 March 2008 (UTC)

A few more ideas for country pages
It's nice that some of the country pages are being edited and have some information. I hope to do quite a bit on this book over the next few weeks. All country pages should have a photo or two to brighten the page up. I've also started adding progress indicators to the main page so people can see how much is complete and so we don't have lists of 'developing' 'stubs', etc. which would separate the order which is presently in alphabetical order. I've also added a new heading to a few of the country pages (so far only Italy and Serbia) called "Sights of x" which will focus on popular cities, tourist attractions and places. --ЗAНИA talk 23:21, 3 April 2008 (UTC)

Multi lingual versions of Wikijunior Europe
A version of Wikijunior Europe has recently been created on the German and Romanian Wikibooks. You can find the links on the 'in other languages' links on your left when you view the Wikijunior Europe book. The German and Romanian books are less developed but hopefully they'll be expanded soon. --ЗAНИA talk 21:19, 18 May 2008 (UTC)

Development stubs
I really need a guideline for how much information people are expecting to put into each country so that I can update the development stages. If one of the original authors could look through the pages and update the development stages then i would appreciate it. --Xxagile (talk) 03:20, 29 July 2008 (UTC)

 * There's no specific guideline but all books should include a brief outline of the country (capital, neighbours, currency, EU membership, etc.), a map showing its location within Europe, the national flag, a link near the bottom to the Wikipedia article, links to Wikijunior pages about the national language(s), a photo or two showing somewhere in the country and the following sections:

1. History - (general outline with key events and links to Wikipedia articles on a few of the events) 2. Geography - (outline of country as a whole, mountains, lakes, forests) 3. People - (nationality/ethnicities, languages, traditions, minorities) 4. Sights - (World Heritage Sites, tourist attractions) Most pages have about the right level. Some country pages need the language toning down a little to suit juniors and some history sections are too detailed. One thing that every country page must have is one or two beautiful photos.--ЗAНИA talk 00:50, 27 November 2008 (UTC)

Reading level
--Xxagile (talk) 21:39, 1 August 2008 (UTC)
 * Grade Level --Use tools in WORD or at http://www.usingenglish.com/resources/text_statistics.php The fog index = the reading level. If you could post the reading level on the discussion pages of the country's it would be a huge help.
 * The link you provided (over 4 months ago) doesn't seem to work. As a teacher of English, I'd be happy to rate the country pages of the book according to reading level if I can see the guidelines.--ЗAНИA [[Image:Flag_of_Italy.svg|15px]]talk 00:42, 27 November 2008 (UTC)
 * http://juicystudio.com/services/readability.php#readingresults This link has a readability test with a way to compare and determine the results for the project. I think that the fog index we should try to reach should be at or under a 6, but I would like your imput because you are an english teacher.Here are others if the first link should not work http://www.online-utility.org/english/readability_test_and_improve.jsp  http://www.editcentral.com/gwt/com.editcentral.EC/EC.html--Xxagile (talk) 22:29, 30 November 2008 (UTC)
 * I haven't succeeded in getting the URL to work on that site to check readability. However I can say for sure that it isn't a reading age of 6 years old.  I'd estimate the appropriate age at about 12 years old - there's far too much detail for younger readers and far too much focus on history and politics.  In addition the language (language I've used) is more suitable for students finishing primary/elementary school and going on to secondary/junior high or media schools.--ЗAНИA [[Image:Flag_of_Italy.svg|15px]]talk 23:24, 5 November 2009 (UTC)

colored SVG-map of Europe
I've seen that you have already discussed about maps. For the german version de:Wikijunior Europa I colored file:Blank map europe.svg into file:Blank map europe coloured.svg. Maybe you'll find it helpfully. By the way: the German user Juetho (alias Jürgen) has the German translation of your book with a vengeance revised and updated. It was awarded "Book of the Month May 2011". Possibly you'll find some inspirations for your book. Greeting from Germany --Mjchael (discuss • contribs) 12:07, 21 May 2011 (UTC)

 * I like this map however for it to be useful for our version it would ne modified so it includes Georgia, Armenia, Azerbaijan and Kazakhstan as being part of Europe.--ЗAНИA [[Image:Flag_of_Estonia.svg|15px]]talk 21:27, 12 March 2013 (UTC)

Former European Countries
The German book has chapters about USSR, GDR, and Yugoslavia. Usually, we translate Wikijunior from English to German; in this case you could translate from German to English. -- User:Juetho 07:58, 12 September 2011 (UTC)
 * I added new pages for GDR, USSR and Yugoslavia a few weeks ago but haven't done anything with the pages yet. Got the idea from German Wikijunior Europa book so thanks.  --ЗAНИA [[Image:Flag_of_Italy.svg|15px]]talk 22:52, 15 September 2011 (UTC)

Finishing this book
I'd like to finish this book eventually and as only a few other people edit from time to time these notes are mostly for me. Ultimately I'd love to see this become a featured book and so there are some things that need doing:
 * 1) Finish all country entries
 * 2) Ensure each country page contains at least 2 big images, a map and a flag
 * 3) Ensure that links are provided to other Wikijunior projects (for Languages, Religions and World Heritage Sites)
 * 4) Ensure that there is a template linking to Wikipedia on each country page as well as a few other Wikipedia links (capital city, highest mountain, currency)
 * 5) Re-read all text to make sure that the book is suitable for its target audience (older kids, 11-12 years old would be best)
 * 6) Good books mentions that good books and therefore featured books should ideally have sufficient page navigational aids which I guess suggests templates although I don't really think they're needed.

--ЗAНИA talk 23:37, 23 December 2012 (UTC)

Book complete
In many ways the Wikijunior Europe book is complete. Navigation templates have been added to all pages and images are present ar=nd there are no empty sections. The only remaining content pages are those on Kosovo, USSR, DDR and Yugoslavia. Other things that may be a good idea in future include:
 * 1) More image galleries as seen on the front page and the People page
 * 2) A Sports page (ala the People, Language, etc. pages)
 * 3) A good map for the front page - but it must be one which shows ALL of Europe including places such as Georgia, Cyprus and Kazakhstan which are sometimes excluded from some European maps.
 * 4) Something about food may be a good idea for the individual pages (with links to the appropriate Cookbook article).
 * 5) Other ideas welcome ...

--ЗAНИA talk 22:30, 30 April 2014 (UTC)
 * This is amazing, nice job with the work. --goldenburg111 (talk) 22:31, 30 April 2014 (UTC)

Denmark in the time of princess Isabella
i think that Denmark is better now then it was before the birth of princess Isabella i knew that Denmark's two greatest times were 1972 when they voted to enter the European Union and in 1992 winning the Euro Championship but now they have a young princess that the nation can look up to for whatever the nation needs

title: Wikijunior talk:Europe


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Wikijunior:Europe/Europe

Europe is a continent which is home to more than a quarter of the world's countries. The climate of Europe varies from Arctic conditions to temperate in the south. Every world religion is represented in Europe and hundreds of languages are spoken too.

What is Europe?
Europe extends from Iceland in the west to Russia and Georgia in the east, Norway in the far north to Spain in the south. The map below shows geographical Europe, the countries generally referred to as Western Europe are highlighted in yellow. There are 50 countries in Europe at the moment although a few of these (Russia, Cyprus, etc.) are considered to be mostly or entirely in Asia. However, they are considered European for social-political, cultural, or other reasons. As well as these 50 countries, there are a number of small dependent territories which have their own governments but are not sovereign countries, such as the Faroe Islands and the Isle of Man.

What is WikiJunior Europe about?
Wikijunior is a part of Wikibooks which is devoted to creating books for children and teenagers. These books must be useful and accurate but they should also be interesting to read and not too in-depth. Wikijunior Europe provides a profile of each country with maps and flags plus information about the history, people and geography of each country. If you are reading this and wondering where to get more information, try the Web links for more detail on each country.

Is Europe the same as the European Union?
Europe is a geographic entity which runs from the Atlantic Ocean to the Ural mountains (which are in western Russia). The European Union (EU) is a political, social and economic union of 27 countries in Europe. The members of the European Union (in order of when they joined) are: France, Germany, Italy, Belgium, Luxembourg, Netherlands, Denmark, Ireland, Greece, Spain, Portugal, Austria, Sweden, Finland, Poland, Lithuania, Latvia, Estonia, Czech Republic, Slovakia, Hungary, Slovenia, Malta, Cyprus, Romania, Bulgaria and Croatia.

There are also several countries which are in talks with the European Union about joining it. These countries Albania, North Macedonia, Montenegro, Serbia and Turkey. Other European countries (e.g. Bosnia and Herzegovina, Kosovo) have also said that they wish to join the European Union in the future. The United Kingdom left the European Union in 2020.

What are the languages of Europe?
More than 100 languages are spoken in Europe. The most spoken languages are German, English, French, Russian, Spanish, Italian and Polish. Visit Wikijunior Languages to find out more about European languages and other languages from around the world.

What are the religions of Europe?
Like every other continent, all religions are practised in Europe. Christianity is by far the most common religion and almost every country in Europe has a majority of people who are Christian. Islam is the major religion in Turkey and Azerbaijan and in large parts of Bosnia Herzegovina, Albania and Russia. Judaism is represented in small numbers in every country but especially in France and the United Kingdom. Indian religions like Sikhism and Hinduism are practised especially in the United Kingdom. Atheism (not believing in a god) is very common in Czech Republic (more than 50%), Estonia, the United Kingdom, Germany and many parts of Central and Eastern Europe. Visit Wikijunior World Religions to find out more about religion.

What are the currencies of Europe?
Eighteen countries in the European Union use the Euro. All countries in the European Union (except Denmark) are expected to start using the Euro in the future. Most other countries in Europe have their own currencies.

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Wikijunior:Europe/Poland

Poland is a large country in central Europe. It shares borders with Germany, Russia (Kaliningrad), Lithuania, Belarus, Ukraine, Slovakia and Czech Republic. The capital city is Warsaw. Other big cities are Krakow and Gdansk. The currency of Poland is the zloty.

Poland's History

Poland regained its independence in 1918 after World War I but lost it again in World War II, occupied by Nazi Germany and the Soviet Union. Poland lost over six million citizens in World War II, and emerged several years later as a socialist republic within the Eastern Bloc under strong Soviet influence. In 1989 communist rule was overthrown.

Poland has changed many times in history and the latest borders were settled at the end of World War 2. Between 1945 and 1989 Poland had a communist government. Since 2004 Poland has been a member of the European Union.

Poland's Geography
Poland is a large country about the size of the United Kingdom and Ireland. The highest mountain is Rysy at 2499 meters. Poland has more than 9,000 lakes and two large mountain ranges: the Sudetes (in the south west) and the Carpathian mountains (in the south and south east). Poland has one of the highest numbers of lakes in the world. In Europe, only Finland has a greater density of lakes. Forests cover 28% of Poland's land area. More than half of the land is devoted to agriculture. Summers are generally warm and the winters are cold. The winter months are drier than the summer months.

Poland's People
The national language of Poland is Polish which is spoken by 98% of the population. Small minorities of people speak German and Ukrainian. Poland is home to about 38.5 million people. In the past 15 years almost 1 million Poles have moved to the United Kingdom, Ireland and Sweden. The vast majority of Polish people are Catholic.

Many sports are popular in Poland. Football (soccer) is the country's most popular sport, with a rich history of international competition. Track & field, basketball, boxing, fencing, handball, ice hockey, swimming, volleyball, and weightlifting are other popular sports. The Polish mountains are an ideal venue for hiking, skiing and mountain biking and attract millions of tourists every year from all over the world. Baltic beaches and resorts are popular locations for fishing, canoeing, kayaking and a broad-range of other water-themed sports. American football is becoming popular throughout the country.

Poland's Sights
Poland is a popular destination for tourists. The majority of foreign tourists visit the historical cities of Krakow and Wroclaw and the capital, Warsaw. The mountains near Krakow are popular in the winter for skiing holidays. Poland has 13 World Heritage Sites including Krakow Old Town.

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Wikijunior:Europe/Slovenia

Slovenia is a small country in central and southern Europe. It shares borders with Italy, Austria, Hungary and Croatia. The capital city is Ljubljana. Other big cities are Maribor (in the east) and Koper (on the coast, next to the Italian border). Slovenia has been part of the European Union since 2004 and uses the Euro as its currency.

Slovenia's History
Slovenia has been inhabited by people for about 200,000 years. Neanderthals, a type of people who existed before modern-humans, lived in present-day Slovenia as well as other parts of Europe.

A Long ago Slovenia was part of the Roman Empire, Austria-Hungary and the Kingdom of Serbs (renamed later as Yugoslavia). Slovenia was the most developed part of Yugoslavia and many Slovenes didn't like the fact that much of the money made in the country was sent to poorer regions like Bosnia and Montenegro. Slovenia became an independent country in 1991 after a 10 day war with the Yugoslavian Army and joined the European Union in 2004. Slovenia started using the Euro as its currency on January 1st, 2007.

Slovenia's Geography
Slovenia is very small but a land of contrasts. The coastal regions have a Mediterranean climate and the inland areas have a continental and alpine climate. The highest mountain in Slovenia is Triglav (2,864m). Almost half of the land is covered by forests making Slovenia one of the most forested countries in Europe. The area near the coast and the Italian city of Trieste is Karst which is a region consisting of limestone rocks, underground caves and rivers.

A range of interesting animals live in Slovenia including the bear, ibex, jackal, wolves, boar and deer. The olm is a creature which only lives in Slovenian caves and is known as the human fish. The country is also well known for the Lipizzan horses especially in the village of Lipica near the Italian border.

Slovenia's People
The population of the country is about 2.1 million and the majority of people living in Slovenia speak Slovenian as their native language. There are sizeable communities of Italian and Hungarian speakers close to the borders with Hungary and Italy. English and German are widely spoken and many older Slovenes have a knowledge of Serbian and often Russian too. The Slovenian language is also spoken in the Trieste area of Italy. The literacy rate (number of people who can read and write) in Slovenia is about 100 percent. The current life expectancy of the people of Slovenia is around 76 years of age.

Traditionally, most Slovenes are Christian - mostly Roman Catholic, Serbian Orthodox and Protestant. There are also large numbers of Muslims and a small number of Jews.

The population of Slovenia is increasing faster than other European countries because of immigration, mostly from other former-Yugoslavian countries.

Slovenia's Sights

Slovenia is a popular destination for European tourists especially those from Germany, Austria, the UK and Italy. The capital city, Ljubljana, is noted for its museums and night-life and its central location in the country make it a good arrival and departure point. Lake Bled is considered to be the premier attraction in the country and during summer months can be very crowded. Piran, on the Meditteraneun coast and nearby towns are popular for water sports and the Venetian architecture. Caves, including Postojna Cave and Škocjan Caves, attract tourists from all over the world.

There is only one UNESCO World Heritage Site in Slovenia - Škocjan Caves. The caves are considered important because of they are one of the largest underground canyons in the world, because of the Karst landscape and the accessibility for tourists.

title: Wikijunior:Europe/Slovenia


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Wikijunior:Europe/Croatia

Croatia is a country in southern Europe. It shares borders with Slovenia, Hungary, Serbia, Bosnia Herzegovina and Montenegro. The capital city is Zagreb. Other big cities are Split, Rijeka and Dubrovnik. The currency of Croatia is the kuna. On July 1, 2013, Croatia became the 28th member of the European Union.

Croatia's History
The name Croat dates back to 6th and 7th centuries, when the Croats came from the Carpathian Mountains to today's Croatia.

From the early 20th century Croatia was part of Yugoslavia. In 1991, Croatia proclaimed independence by holding the first democratic elections in the country. The complicated situation meant that it was forced to fight a brutal war took place that devastated many parts of Croatia and other parts of Yugoslavia.

Croatia was recognized as an independent country on January 15, 1992 by the European Union and the United Nations. The first country to recognize Croatia was Iceland on December 19, 1991.

Croatia's Geography
Croatia is famous for its diverse geography. Although it is a small country, Croatia has thousands of kilometres of coastline and more than thousand islands. Inland the government has set aside large parts of the country as national parks and forests.

The largest island is Cres which is 405km². The highest mountain in Croatia is Dinara at 1,830 metres.

Croatia's People
The majority of people in Croatia are Croats but there are also large minorities of Serbs. In addition there are small minorities of Hungarians, Italians and Bosnians. The language of Croatia is Croatian which was previously known as Serbo-Croat. The majority of Croats are Catholic but there are also many Orthodox Christians and Muslims. Small numbers of Italian speakers live in Istria in the north-west of the country.

Croatia's Sights

Croatia is one of the most popular holiday destinations in the world. It is famous for its thousands of kilometres of indented coast line and islands. It is home to many national parks, UNESCO World Heritage Sites and historical cities. The city of Dubrovnik in southern Croatia is considered to be one of the most beautiful cities in the world. Other places popular with tourists include the Istrian peninsula (and its cities of Pula and Rovinj), the capital Zagreb, Split and Zadar.

More than 12 million tourists visit Croatia every year. The country has seven UNESCO World Heritage Sites including: Plitvice Lakes National Park, an area full of lakes, caves and forests and the Old City of Dubrovnik, consistently rated as one of the most beautiful cities in the world. Before the wars in the 1990s ten million tourists visited the country every year. During the Yugoslavian wars tourists disappeared and the number of tourists didn't reach pre-war levels again until 2006. Now more tourists visit the country than ever before.

title: Wikijunior:Europe/Croatia


text:
Wikijunior:Europe/Monaco

Monaco is a tiny country (the second smallest in the world) located in southern Europe. It shares a border only with France. The capital city is Monte Carlo. Monaco is not part of the European Union but it has a very close relationship with European countries and uses the Euro as its currency.

Monaco's History
The Grimaldi family has ruled over Monaco since 1297 and the state's sovereignty was officially recognized by the Franco-Monegasque Treaty of 1861. Despite being independent, Monaco's defense is still the responsibility of France.

Monaco's Geography
Monaco is the smallest French-speaking country in the world. It had a total area of 1.95 square kilometres (0.75 sq mi) but after expansion into the sea its area is now 2.05 km2. Monaco is noted for its beautiful, hilly, rugged, and rocky natural scenery and its sunny Mediterranean climate with mild, wet winters and hot, dry summers.

Because of Monaco's small size there are no mountains or lakes within the country. The highest point is 163 metres on the southern slopes of Mont Agel, although the highest parts of this mountain are located in France.

Monaco's People
The largest proportion of residents are French nationals, followed by Monegasque, and Italians. French is the only official language, but Italian, English, and the two local languages, Monégasque and Occitan, are also spoken. The literacy rate is 99%.

As in nearby France and Italy, most people in Monaco are Christians, mainly Roman Catholic. After Israel, Monaco has the highest number of Jews as a percentage of its population. Monaco has the highest HDI rating in the world. HDI (Human Development Index) is a list of countries sorted into order measuring life expectancy, income, health, education, happiness, crime and other factors. Monaco is a popular base for rich people from around the world because of no income taxes. The enormous success of the Monte Carlo Casino provides income to Monaco and its Royal Family meaning residents pay less taxes.

Monaco's Sights
Monaco is well-known around the world for being a place for the rich and famous. Expensive and luxurious resorts, hotels and apartments as well as low taxes make the country a popular location for the richest people in the world. The Formula 1 Monaco Grand Prix is famous too and attracts many tourists. The Monte Carlo Casino attracts gamblers from around the world.

The country is home to several large marinas for luxury yachts, sandy beaches and restaurants specialising in French and Italian cuisine.

title: Wikijunior:Europe/Monaco


text:
Talk:English in Use/Verbs

Untitled
i nede practice for paragraph writing please helpe me

Do quoth, wis and wit really fall into the category of English in Use?
These verbs, mentioned in the table, don't really belong in a book about English in Use. I had presumed the title refers to English in Use today rather than 200 years ago. They are certainly not important and should be removed lest they confuse readers.--ЗAНИA talk 19:47, 6 March 2014 (UTC)

title: Talk:English in Use/Verbs


text:
User:Iuio

Hello, I am Iuio, a registed user who is also editing Wikipedia. I am currently working on a Wikibook previously as an unregisted user. I look forward to working with all of you. Please note that my edits to Wikibooks are very infrequent as I do not have much time to devote to this project. I apologise in advance for any inconvenience this may cause.

I am working on Wikijunior United States Charters of Freedom as of now.

title: User:Iuio


text:
Poker/Pineapple

Pineapple is a game similar to Texas Hold'em but the players receive 3 cards instead of 2 and must discard one of those cards before the flop is dealt. Otherwise the gameplay is the same as in Texas Hold'em.

title: Poker/Pineapple


text:
Talk:Introduction to Sociology/Organizational Behavior

 * Rational, Natural, and Open Systems
 * Garbage Can Model
 * Peter Principle
 * Free Rider Problem
 * Iron Law of Oligarchy
 * Institutional Isomorphism
 * Legitimate Authority/leadership
 * “Ideal type” Bureaucracy
 * Groupthink
 * Street-Level Bureaucracy
 * Corporate Personhood
 * Decision Making as Social Representation
 * Networks
 * Rate-busters
 * Parkinson's Law
 * Hawthorne Effect
 * Consensus Decision Making
 * Collectivist-Democratic (vs. Rationalist-Bureaucratic)
 * The Tyranny of Structurelessness
 * Radical Social Movement Organizations
 * Communicaton Through New Technologies
 * Positive, Healthy Communication


text:
Cookbook:Crystallised Orange Peel

Ingredients

 * 3 organic or unwaxed oranges (Sevilles are good)
 * 90 g caster sugar (twice)
 * 220 ml water (twice)

Procedure

 * 1) Peel just the skin of the washed, dried orange with a potato peeler (include only skin, no white pith).
 * 2) Boil the peels in a syrup made from the sugar and water for 5 minutes. Remove peels from syrup.
 * 3) Dry peels on a wire rack for 4 hours.
 * 4) Boil peels again in a fresh syrup. Dry again on the wire rack until brittle (about 48 hours).
 * 5) Grind in a clean coffee grinder and store in a sealed container.

Notes, tips, and variations

 * Using a fan oven set on the lowest setting (100 °C) with the door slightly ajar to allow free passage of air will dry the peel in under 8 hours.

title: Cookbook:Crystallised Orange Peel


text:
Cookbook:Brandy Butter

Ingredients

 * 75 g unsalted butter
 * 75 g sieved icing sugar or caster sugar
 * 2 tbsp brandy

Procedure

 * 1) Cream together the butter and sugar until light and fluffy.
 * 2) Gradually beat in the brandy.
 * 3) Chill before serving.
 * 4) Serve with Christmas pudding and warm mince pies.

Notes and variations

 * Brandy butter can be kept for several weeks if made with fresh butter and stored covered in the fridge.
 * Brandy butter is a 'hard sauce', meaning it contains alcohol. Other, rather similar hard sauces can be made by substituting the brandy with rum, whiskey, or sherry.

 * Some people like to add a few more ingredients. Here is a list of some of the options you could try:
 * A dash of vanilla extract
 * Orange or lemon zest
 * Spices such as nutmeg, cinnamon, or allspice
 * a small handful of flaked nuts

title: Cookbook:Brandy Butter


text:
Diplomacy/General Tactics

General Tactics
1) One Front: In general, a power should limit itself to one offensive front in the early to mid game. A two front war usually leads to a power's early demise as its forces become stretched too thin. The dispersion of armies makes it easy for countries fighting on their home territory, close to reinforcements, to repel and even invade the attacking power. In addition, a vacated homeland is an easy invitation to a stab.

2) Garrison: It is advisable for a power to leave a small garrison to defend its home command centers. These units serve two purposes. Firstly, they prevent a sneak attack on a power's home command centers. Secondly, they discourage an ally from making a stab. An ally will usually stab if they feel that they will make easy gains. The best way to prevent a stab is to make it more costly to attack your command centers than an enemy's. However, there is a delicate balance to be kept. One must balance one's offensive and defensive needs. The garrison must be large enough to prevent a stab or sneak attack but small enough to allow a strong attack.

3) Alliances: One must always have at least one alliance in the early and mid game. No country can win on its own and no country can repel a combined attack on its own. In addition, the two theatres which the early game breaks into are made up of three countries each with Italy as a wild card. An alliance with one power, if genuine, can tip the balance of power in that theatre in your favor. An alliance is especially important if a stab is being planned. Most likely, the stab will not wipe out the victim and one will be left with a very angry power that wants nothing more than to destroy the power that stabbed them. An alliance with another power can reinforce the power of the stab, if properly timed, and help to defend against the victim.

4) Secrecy: In general, share as little information with the other powers as possible. In Diplomacy, information is worth as much as armies. As such, however, information can be worth a lot on the bargaining table, and it can be worth it to disclose plans if it can get you other benefits. Be careful, however, about what you disclose.

title: Diplomacy/General Tactics


text:
Adventist Youth Honors Answer Book/First aid/Blanket drag

The blanket drag can be used to move a person who, due to the severity of the injury, should not be lifted or carried by one person alone. Place the casualty in the supine position on a blanket and pull the blanket along the floor. Always pull the casualty head first, with the head and shoulders slightly raised so that the head will not bump against the floor.

/Overlapping requirements


text:
Talk:Haskell/Simple input and output

Rewrite
Hi Paul,

I hope I haven't been too brusque in editing this page here. I have replaced most of your content with bits of YAHT and some of my attempts at spoon-feeding. The goal here is to get the reader doing IO as early as conveniently possible so that he or she is off and running building useful programmes as quickly as possible. I'm hoping that that being able to do IO from the almost the very beginning (it's sometimes tempting to just start from here!) would help us build a much more hands-on wikibook. But as a result of trying to explain things early, I've made it much shallower and aimed it towards using Haskell IO without neccesarily understanding how IO works. What do you think? -- Kowey 04:47, 28 November 2006 (UTC)

Output buffering
Hi, you might want to add a note about output buffering. I'm a newbie, and I was really thrown by the fact that my output was being buffered and not printing! Thanks. -Drew

I think this is in reference to the 'putStr' that was used in the first example, which runs afoul of line buffering used by default. I hit this too and changed it to 'putStrLn', solving the problem. Smcpeak (discuss • contribs) 01:40, 30 June 2016 (UTC)

Questions
Doesn't the Haskell type system look first at the last line of the code:  to derive the fact that doGuessing returns a  and then uses this information when checking the if-else before it? [This question from user Hathal]

Question on behaviour of doGuessing
doGuessing num = do putStrLn "Enter your guess:" guess <- getLine case compare (read guess) num of   EQ -> do putStrLn "You win!" return

-- we don't expect to get here unless guess == num if (read guess < num) then do print "Too low!"; doGuessing else do print "Too high!"; doGuessing First of all, if you guess correctly, it will first print "You win!," but it won't exit, and it will check whether  is less than. Of course it is not, so the else branch is taken, and it will print "Too high!" and then ask you to guess again.

On the other hand, if you guess incorrectly, it will try to evaluate the case statement and get either  or   as the result of the. In either case, it won't have a pattern that matches, and the program will fail immediately with an exception.

 * It seems like the whole purpose of this was to point out that return doesn't do what imperative programmers think it does. But it's hard to come up with an illustrative example without this leaky case.  Any ideas? -- Kowey 00:48, 19 January 2007 (UTC)

 * Comment struck out because I'm just being tired and stupid -- Kowey 00:56, 19 January 2007 (UTC)

---

The second paragraph above should refer to if-else not LT or GT. Also, doesn't infinite recursion result in all cases?

 * No. The second paragraph is referring to this block of code:

case compare (read guess) num of   EQ -> do putStrLn "You win!" return
 * There are two cases missing here: LT and GT.
 * You are right, however, that no matter what the user guesses, doGuessing will be called again -- Kowey 00:56, 19 January 2007 (UTC)

Semantic difference between String and IO String
In the "Mind your action types" section we see an  given where a   is expected. But the explanation glosses over the difference between the two, and it ends up sounding like the compiler is just being unnecessarily picky and we have to use a "conversion tool" (the  operator) to placate it.

It'd help to explain the difference in practical terms: we want a , but what we have is an action that can return a   when run, so the solution is to run the action to obtain a. -- 21:20, 23 January 2007 (UTC)

 * Hey, this is kind of comment I love to have. Is my recent edit any better?  Any suggestions? -- Kowey 21:31, 23 January 2007 (UTC)

It's a bit better, but a little too wordy. You could remove a sentence or two and get something like:

 * We do not have a, but something tantalisingly close, an  .  This represents an action that will give us a   when it's run.  To obtain the   that   wants, we need to run the action, and we do that with the ever-handy left arrow,.

 * I think this is more clear and succinct. -- 21:54, 25 January 2007 (UTC)

 * Yes. It's like coding in Haskell; the more I remove, the better.  By the way, I appreciate the discussion, but might also point out that in the wikimedia projects, we have a culture of bold editing, you know, just going in and fixing stuff.  So if you feel like it, don't be shy :-) [both approaches are good] -- Kowey 22:14, 25 January 2007 (UTC)

 * Fair enough. I'm not very experienced with editing wiki (which is why I don't have an account here), and I'm a beginner with Haskell (which is why I'm reading this wikibook — I find it easier to understand than the Gentle Introduction, btw), so I figured it'd be best to just suggest and let you make the real change.  (Plus, you asked for suggestions.   ) -- 23:14, 25 January 2007 (UTC)

Last exercise
That last exercise is pretty complex. I was hoping to check my solution against the official answer, but I don't see any... I couldn't figure out how to handle the case where the file does not exist, so it would print out "Sorry, that file does not exist!" instead of erroring out with a file-not-found exception - none of the IO functions listed seemed to help, and I couldn't find any examples in the article: the section on Exceptions is only a redlink. Here's what I wrote (it could probably be simplified with case statements, but I like my s). Improvements are welcome. --Gwern (contribs) 20:00, 8 February 2007 (UTC)

 * Hi! I've been a bit busy lately, so I'm afraid I can't really pay much attention to this. Maybe you could try #haskell on irc.freenode.net or the Haskell café mailing list?  #haskell is great because you can use the http://hpaste.org pastebin and have people comment on or annotate or code. -- Kowey 07:06, 9 February 2007 (UTC)

 * I took your suggestion, Kowey. Thanks to their help, it's definitely a lot better. I can take credit for merging the functions and using case, but removing the returns was their idea. :) --Gwern (contribs) 01:28, 13 February 2007 (UTC)

Partial answer
module Main where import IO

main :: IO main = do putStrLn "Do you want to [read] a file, [write] a file or [quit]?" command <- getLine case command of   "quit" -> do putStrLn "Goodbye!" "read" -> do openFileName main "write" -> do writeFileName main _ -> do putStrLn ("I don't understand the command " ++ command ++ ".") main

--Reading is easy. Get the name, open it, and print out the contents. openFileName :: IO openFileName = do putStrLn "Enter a file name to read:" filename <- getLine bracket (openFile filename ReadMode) hClose (\h -> do contents <- hGetContents h                        putStrLn contents)

--Writing is harder. We need to recursively loop for the lines, --and then use unlines to restore the newlines, so it prints right. writeFileName :: IO writeFileName = do putStrLn "Enter a file name to write:" filename <- getLine putStrLn "Enter text (dot on a line by itself to end)" contents <- getLinesUntilDot writeFile filename (unlines contents)

getLinesUntilDot :: IO [String] getLinesUntilDot = do x <- getLine if x == "." then return [] else do xs <- getLinesUntilDot return (x:xs)

Lambda
In the chapter 'A File Reading Program' you show lambdas in action. This is an unknown concept at this point. You should either give a pointer to further discussion or rewrite the function without them.

I cannot do this myself because I am a Haskell Newbie.

 * To follow this up: does anything think this chapter should be moved to after Haskell/Recursion? I was unable to find a solution to the last exercise which didn't use recursion, and this chapter in general seems to expect more proficiency than its placement would suggest. --Gwern (contribs) 02:06, 15 February 2007 (UTC)

 * I was thinking maybe of Haskell/Hierarchical_libraries/IO -- Kowey 06:51, 15 February 2007 (UTC)

 * Perhaps we could split them up into simple IO and more advanced IO? We could remove some stuff from this chapter that I and the anon were complaining about, and put them in the advanced chapter; I don't know what else we'd include, though. I noticed some nice blog posts/articles in which the author reimplements a number of the GNU Unix coreutils in Haskell, using stuff like  - maybe we could incorporate them? --Gwern  (contribs) 16:48, 15 February 2007 (UTC)

 * That could be an interesting idea! In the meantime, I would like to see a little bit about reading files and handles, either at the end of this chapter, or in the beginning of the advanced one.  Also, we could continue the Haskell wikibook tradition of asking authors of particularly excellent write-ups if they would be willing to donate to the wikibook (this means allowing their text to be GFDLed).  Be bold! :-) -- Kowey 06:42, 16 February 2007 (UTC)

 * I was looking at Simple unix tools on the Haskell wiki, and it seems to provide a good start: it could be written piece-wise in which the reader tries to reimplement simple versions of the Unix tools (which are well-documented and probably even directly available to most readers), but broken up into exercises. That is, cat would be one exercise, figuring out which function to use in uniq would be a second and actually writing uniq would be a third, and so on. I don't see any chapters on documentation so that could be worked in at the end, once all the programs are written and have type signatures.
 * As far as licenses go, the Haskell wiki seems to use something of a BSD license for text, so I think we can just copy it straight over.
 * A good location would be at the end of the Beginner's track, I think. --Gwern (contribs) 20:58, 17 February 2007 (UTC)

 * Yep! The Simple Permissive License is quite permissive... a good chunk of our content already comes from there -- Kowey 07:45, 18 February 2007 (UTC)

System.IO
Is the import really needed here?

terms I wasn't familiar with in introduction
You suggested that printing to screen could return a "unit ". I don't know what that is. Is that haskell's equivalent of "null" or "undef"?

Then you said that we clearly can't do that because of what "referential transparency" tells us. Also not too helpful (although I can guess by the context that it's something about if x returns the same as y, you should be able to replace y with x anywhere and have everything work the same). -- Msouth 16:24, 15 July 2007 (UTC)

a convention on the introduction of a new term might help
If you would consistently put triple single quotes around new terms, it might keep people from wondering if they had missed the definition earlier. For example, here you launch into the fact that monads are a good way to deal with certain things, but that made me wonder if I had missed what monads were. It would be good to have a convention for the introduction of a new term, perhaps with a footnote pointing to where it is discussed in detail. -- Msouth 16:30, 15 July 2007 (UTC)

too much in first example
I didn't have any idea what all that "module Main where" stuff was, and I saw the question about whether you really had to import System.IO, so I did the following experiment:

create a file called "action.hs" containing this:

action = do  putStrLn "Please enter your name: " name <- getLine putStrLn ("Hello, " ++ name ++ ", how are you?")

Then did this:

Prelude> :l action.hs [1 of 1] Compiling Main            ( action.hs, interpreted ) Ok, modules loaded: Main. *Main> action Please enter your name: bob Hello, bob, how are you?

At this point in the game, when people are very new, I think it's very, very desirable to add nothing that is not absolutely necessary, as every bit of information is another possible distraction. I don't want to know what I'm "allowed to run as a program" right now, if I don't have to. -- Msouth 16:44, 15 July 2007 (UTC)

Consider eliminating discussion of monads
You're not really telling us what monads are. You could reduce everything here about monads to one sentence like "For those who are curious about how something as obviously side-effecty as IO is handled in a language that prides itself on being free of side effects, the answer is that side effects are isolated into things called monads. It's too much to bring up right now, but if you're curious you can go to [link about monads] ."

As part of this change I would clean up the texts that makes side references to monads. I don't know what they are, so they aren't doing anything but distracting me from what I'm trying to understand right now.

Msouth 22:55, 15 July 2007 (UTC)

map and foldr haven't been introduced yet
You mention in the big secret about actions and expressions that it's cool that you can run map and foldr on actions, but I don't know what those are yet (well, I have looked at the first part of YAHT so I know they do fun things on lists, but for someone being introduced via this work, it's new information, which again is taking you back through wondering where that was talked about/how you missed it.--Msouth 23:10, 15 July 2007 (UTC)

Didn't know you were contrasting actions with expresssions
When you get to the "big secret" part and tell me "Guess what--you're going to love this--Actions _are_ actually expressions!", I hadn't noticed that you were contrasting actions with anything. You might want to put something up at the top where you talk about action, maybe like

"An action, as opposed to a mere expression which is what we've been working with up to now, ..."

That still doesn't lie to them--an action, while a subset of expression (if I understand correctly), is not "merely an expression", it's an expression with something else (sequence/side effect/both--I don't know yet I'm a newbie :). Msouth 23:16, 15 July 2007 (UTC)

explain the payoff
One of the examples goes from this (incorrect):

main = do putStrLn "What is your name? " putStrLn ("Hello " ++ getLine)

to this (correct):

main = do putStrLn "What is your name? " name <- getLine putStrLn ("Hello " ++ name)

Coming here as a perl programmer, one question that is raised is

(a) OK, but *is* there a way to do without the extra variable?

and

(b) if not, what's the payoff gained by requiring the extra variable? (type safety or whatever it is, just let me know)

even if it's hard and covers something I don't know how to do now, I want to see the code that does that in one line, or I'm thinking "seems like a limitation", and there's a good chance someone this new to the language is also still deciding on whether to use it. Not a good time to raise doubts about its power. -- Msouth 23:36, 15 July 2007 (UTC)

I came up with

getLine >>= (putStrLn . ("Hello "++))

99.0.80.238 (talk) 23:31, 23 June 2010 (UTC)

why does this work in GHCi?
This (doesn't work) example:

main = do putStrLn getLine

suprisingly this work in GHCi: Prelude> putStrLn <- getLine

can anyone explain why? Sorry, I'm a newbie in haskell.

 * Well, it doesn't really work either, you're just defining the value of the new variable "putStrLn" to be the result of the getLine action.

Prelude> putStrLn <- getLine Test "Test" Prelude> :type putStrLn putStrLn :: String

 * In other words, you're redefining the library function.
 * What you want is

main = do    s <- getLine putStrLn s

 * -- apfeλmus 09:20, 27 December 2007 (UTC)

Left arrow '<-' — assignment operator?
Can somebody tell me whether '<-' is an assignment operator or not? I know that there is no changing of stored values in variables in Haskell, but still I'm not sure if '<-' can be seen that way.

 * is not an assignment operator. It merely binds the result of the right-hand-side to the name on the left-hand-side. It may look like an assignment since something like

do   x <- getLine x <- return (length x)   return x

 * is possible, but it's just the second x shadowing the first definition of x. It's entirely equivalent to

do   x <- getLine y <- return (length x)   return y

 * Something similar can happen with lambda-expressions like

map (\x -> map (\x -> x) x) (tails [1..5])

 * Do notation is just syntactic sugar, for a translation into "ordinary" Haskell, see also
 * apfeλmus 19:33, 21 January 2008 (UTC)
 * Whoa, that was fast and helpful, thanks! Zo (talk) 09:29, 30 January 2008 (UTC)
 * But it was not quite correct :-) which is fixed now (see the diff). For even faster and more helpful help, check out the haskell irc channel and the haskell-cafe mailing list. -- apfeλmus 10:22, 31 January 2008 (UTC)

syntactic sugar
As a native English speaker I feel that this phrase is meaningless. A suggested alternative 'English words' --MacNala (talk) 16:00, 26 February 2009 (UTC)

 * You mean the expression "syntactic sugar"? It's a technical term.
 * -- apfeλmus 09:06, 27 February 2009 (UTC)

side effects
The first occurrence of the phrase 'side effects' needs explanation for readers coming to this sort of programming for the first time. --MacNala (talk) 16:35, 26 February 2009 (UTC)

delete me
well, i am missing a guestbook here, because i wanted to say how much i appreciate this book. great work. thank you

 * Thank you, in the name of all authors. :-) -- apfeλmus 07:07, 29 April 2009 (UTC)

Not sure about core return
All I got from reading this tutorial is not to use core return, because it doesn't do what I would intuitively think it does coming from $otherLang. I have NO IDEA what it does after reading the material, probably because I have no idea what a monad does. Based on the flow of the book, I would highly suggest its removal. EvanCarroll (talk) 03:28, 23 November 2009 (UTC)

 * I agree that the section needs restructuring, but I'm not sure whether it's a good idea to remove  entirely because it's indispensable in certain cases, like

loop = do       c <- getChar if c == "Q" then return else loop putStr "End of the loop."

 * To learn more about, I'd currently recommend Real World Haskell. Maybe a kind contributor can clarify in the wikibook?
 * -- apfeλmus 13:20, 23 November 2009 (UTC)

 * I might have just stumbled upon a solution for this: after moving the return discussion to "Control structures" (which I had to do due to the relocation of the case expressions explanation), everything suddenly makes a lot more sense :) I even considered adding a variation on this loop example there, but haven't made my mind about it yet. Duplode (discuss • contribs) 08:23, 1 April 2012 (UTC)

putStrLn for non-english text? (Special chars)
The exercises are quite nice. One thing I miss is reg. the text which the user sees. Especially when it is local-text, then the text might contain in German öäüß or for Slavic countries many more. The question would be how to include them in the text-line prior 2 the input? Something I would mention here (cause otherwise you wouldn't use ;) )

Is an action an IO value or a function that returns an IO value ?
There is this statement in the text:

"We'll call IO values, such as the result of putStrLn, actions."

A paragraph further the text says this:

"In a compiled program, this action is called main, and has type IO ."

But main is a function. So is an action an IO value or a function that returns an IO value ?

Thanks.

Jrpgt (discuss • contribs) 14:49, 19 March 2015 (UTC)

 * is not a function.  is a value with type  . By way of contrast,   is a function which takes a   and gives an   result. --Duplode (discuss • contribs) 08:51, 21 November 2016 (UTC)

title: Talk:Haskell/Simple input and output


text:
Adventist Youth Honors Answer Book/First aid/Two person carry

Manual carries are tiring for the bearer(s) and involve the risk of increasing the severity of the casualty’s injury. In some instances, however, they are essential to save the casualty’s life. Although manual carries are accomplished by one or two bearers, the two-man carries are used whenever possible. They provide more comfort to the casualty, are less likely to aggravate his injuries, and are also less tiring for the bearers, thus enabling them to carry him farther.

One two-person carry that can be used in emergencies is shown here. Two rescuers position themselves beside the casualty, on the same side, one at the level of the chest and the other at the thighs. The rescuers interlock adjacent arms as shown, while they support the victim at the shoulders and knees. In unison, they lift the victim and roll his front toward theirs. This carry must not be used to move seriously injured persons.

/Transcluded Modules


text:
Adventist Youth Honors Answer Book/First aid/Carry by extremities

An injured person can be carried by his extremities as shown here. However, this carry should not be used to carry a person who has serious wounds or broken bones.

|


text:
Adventist Youth Honors Answer Book/First aid/Shoulder drag

The shoulder drag is accomplished by placing the victim in a supine position (laying on his back), grasping the clothing behind his shoulders, and dragging him in the desired direction.

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Adventist Youth Honors Answer Book/First aid/Hammock carry

The three-person hammock carry is very similar to the two-person carry, except that three people are involved: One positioned at the victim's calves, one at the hips, and the third person at the shoulders. The carriers kneel on their knee nearest the victim's feet. The person at the victim's head gives the command, and all three lift the victim to their knees simultaneously. The victim is then turned so that he faces the rescuers. The person at the head then gives the command and the three rescuers stand.

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User talk:Eliyahu~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! -- Herby talk thyme 08:29, 28 November 2006 (UTC)

And back!
I'm from the other place too (same name!). I like here tho, it's quite friendly and VERY different from WP - you have been warned. As to a user page you could always model it on my extensive and informative one  regards -- Herby  talk thyme 09:00, 28 November 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:11, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:55, 19 April 2015 (UTC)

title: User talk:Eliyahu~enwikibooks


text:
AP Biology/DNA

DNA (Deoxyribonucleic acid) is what contains all of the information for life on earth. Every living thing including a bacteria cell to a killer whale has its own unique genetic code, which can be found within its DNA. This information has the ability to replicate itself ensuring that the species can continue by producing offspring exactly identical to its own. This is known as reproduction and is vital for life, as the life span of any being is limited.

Structure
At top, a GC base pair with three hydrogen bonds. At the bottom, AT base pair with two hydrogen bonds. Hydrogen bonds are shown as dashed lines. DNA is a double-helix that is made up of three main components. The monosaccharide Deoxyribose acts as a base, and this is connected to a nitrogenous base, and also to a phosphate group - collectively these are known as 'Nucleotides' and linked together cause a chain which, when linked to another chain of nucleotide becomes DNA. There are four types of nitrogenous bases: adenine, thymine, cytosine, and guanine. Adenine and guanine are purines, meaning that they have a double-ring base. While thymine and cytosine are pyrimidines, meaning that they have a single-ring base. Adenine and thymine always bind together, while cytosine and guanine always bind together. This is called complementarity.

DNA Replication
DNA replication occurs during interphase in a cell cycle. It is essential for cell division as a way to pass on genetic information to the next "generation" of cells. First, the DNA double-helix is separated into two strands using the enzyme helicase, which unwinds the DNA double-helix to form a y-shaped replication fork. Binding proteins that are single-stranded prevent the newly separated DNA strands from recombining.

title: AP Biology/DNA


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User:Eliyahu~enwikibooks

I am Eliyahu Skoczylas, a software developer from Israel. Mostly, I "live" on Wikipedia, where I'm known as Eliyahu S Talk.

title: User:Eliyahu~enwikibooks


text:
User:Muhammad~enwikibooks

 * Khan Muhammad Bin Asad
 * EEE, Islamic University of Technology, Bangladesh
 * kmba2017@iut-dhaka.edu

Books created by me

 * Stellar Astrophysics

title: User:Muhammad~enwikibooks


text:
Wikijunior:Europe/Czech Republic

The Czech Republic (also known as Czechia) is a small country in central Europe. It shares borders with Germany, Austria, Slovakia and Poland. The capital city is Prague. Other big cities include Ostrava and Brno. The Czech Republic has been part of the European Union since 2004 but uses the Koruna as its currency.

History of the Czech Republic
The Czech Republic was founded in 1993, after Czechoslovakia split to form both the Czech Republic and Slovakia. But the country has a longer history.

Early History
The Czech nation has not always been the same size and area that it is today, and throughout history it has been ruled by many different kings and the kingdom size has changed over time.

The Slavs, ancestors of the modern Czechs, settled on the hills in the area for safety in the 5th and 6th Centuries AD. After this, in the 9th Century the Czech kingdom was founded by Duke Bořivoj, a member of Přemyslid family, who became a Christian during his rule. The original foundations of Prague castle were also built at this time.

Wenceslas Dynasty
Bořivoj's grandson, Prince Wenceslas I (Vacláv) built a church to St. Vitus at Prague Castle. However, Wenceslas was murdered by his younger brother Boleslav who then took the throne. Wenceslas was sainted (and is now the patron saint of the Czech Republic) and Boleslav ruled as king. Despite the murder, he kept power and ruled as a strong king of Bohemia for nearly 50 years.

In the 11th Century, Břetislav I, Boleslav's great-grandson extended the kingdom into Moravia and made the Přemyslid dynasty more powerful. His son, Vratislav II became friends with the German Emperor and this friendship allowed Germans and Czechs to exchange ideas.

A succession of kings from 1230 to 1306 led to a strong kingdom, with the discovery of silver mines helping to make the Czechs powerful. Prague became a famous capital city and many Germans and other nationalities immigrated there. However, the young king Wenceslas III was murdered and he was the last Přemyslid king.

Charles the Great (1342-1378)
Charles was originally called Wenceslas IV, but he changed his name. He had a good education in Paris and this helped him to be a wise and good king. He ruled for 36 years and left a legacy on the country and the city of Prague.

As a religious man, Charles improved the existing St. Vitus Church (Katédrála Sv. Vita) and made it into a cathedral that still stands to this day, next to Prague Castle (Pražský Hrad). He built the first university in Europe in Prague and he also constructed the famous Charles Bridge (Karlův Most), which is still standing today at 650 years old!

Outside of Prague Charles built Karlštejn Castle, superbly hidden between two hills so that armies could not see it. Charles used it to hide all his treasure and a special 'golden room' in the centre of the main tower held crown jewels, holy relics and state records. Although the castle was attacked, the invaders were never able to steal the treasure because it was too well protected. Even the Swedish cannons could not capture the main tower!

Later in his life, in 1355, Charles was made Holy Roman Emperor and the Czech kingdom became very powerful, with Prague as a major city at the heart of it. Charles died in 1378.

Civil War
After Charles' death, his son, Wenceslas IV came to the throne. However, he was not a good king and he did not listen to the people. A man called Jan Hus challenged the Catholic Church and asked for changes to it, known as Protestantism. However, he was arrested and burnt at the stake in 1415. When Wenceslas IV died of a heart attack in 1419, Jan Hus' supporters raised an army known as the Hussites. The brother of Wenceslas, Sigismund, raised his own army to fight back.

There were many battles, but eventually the Hussites were defeated. Sigismund died with no heir, and Albrecht of Austria took the throne. Soon after, a politician called George of Poděbrady became king. George agreed with the Hussites, and the Pope did not like this, so Prague lost its power.

The Hapsburgs
After George's death, several kings ruled the Czech nation but it was not very powerful any more. Eventually, a group of Austrian kings called the Hapsburgs took over and added the Czech nation to their empire.

In 1576, Emperor Rudolph II allowed the Protestants to worship in their way and helped make peace within the land. However, the next King, Ferdinand II did not agree with this, and he started killing Protestants, leading to a Thirty-Years War. Ferdinand was thrown out as king, but his supporters raised an army and they won the battle in 1620, putting Ferdinand back on the throne.

From then on, Catholicism was the only religion allowed, and with the defeat many Protestants ran away to other countries.

A hundred years later, the great Austrian Queen, Maria Theresa ruled over Prague. Her son, Joseph II, allowed the Protestants to worship once more, and Prague became a more powerful, peaceful city again.

In the 19th Century, the Czechs were becoming fed up being ruled by Austrians. They tried to rebel in 1848, but this failed. In the later years in which the Czechs were under Austrian rule, the country became heavily industrialised with railways and factories built all over Prague and the rest of the country.

Among people known worldwide from among the Czech people in Austrian times were born Bedrich Smetana, Antonín Dvořák, Sigmund Freud, Gustav Mahler, and Franz Kafka.

The 20th Century
At the end of the World War I, after the fall of the Austro-Hungarian empire, Czechoslovakia was founded and the kings were replaced by presidents. After this, Czechoslovakia became involved in World War II, when Hitler wanted to take over Europe. One of the first places he targeted was Czechoslovakia since it is next to Germany. The country was freed from the Nazis in 1945 by the Russians.

Following World War II, Czechoslovakia was under Communist rule. However, the Communists allowed no political freedom and no opportunity to own and operate businesses, and the people of Czechoslovakia wanted to end this situation. A politician called Alexander Dubček tried to make things better for the people during what was called the Prague Spring in 1968. However the Communists did not want their authority challenged, so the Soviet Union (now mostly Russia) sent tanks to crush the rebellion and restore Communist rules.

In 1989 when Communism collapsed, Dubček was put in power along with other protesters to bring democracy to Czechoslovakia. Soon after, in 1993 Czechoslovakia was split into two countries: The Czech Republic and Slovakia. This was one of the most peaceful splits as the politicians talked to avoid war, and the two separate nations were formed.

Recently, in 2002 Prague suffered from terrible floods causing thousands of Korunas worth of damage. In 2004 it joined the EU and NATO and has become a central region of investment and development.

Czech Republic's Geography
The total area of the Czech Republic is 78,864 km2 (30,450 sq mi). The Czech Republic has a temperate, continental climate with relatively hot summers and cold, cloudy winters, usually with snow. Most rains are during the summer. The temperature difference between summers and winters is relatively high due to its landlocked geographical position.

Even within the Czech Republic, temperatures vary greatly depending on the elevation. In general, at higher altitudes the temperatures decrease and precipitation increases. Another important factor is the distribution of the mountains. The highest mountain in the Czech Republic is Sněžka at 1,602 metres.

The coldest month is usually January followed by February and December. During these months there is usually snow in the mountains and sometimes in the major cities and lowlands. During March, April and May, the temperature usually increases rapidly and especially during April the temperature and weather tends to vary widely during the day. Spring is also characterized by high water levels in the rivers due to melting snow followed by floods at times. The warmest month of the year is July, followed by August and June. Autumn generally begins in September, which is still relatively warm, but much drier. During October, temperatures usually fall back under 15° or 10°C (59° or 50°F) and deciduous trees begin to shed their leaves. By the end of November, temperatures usually range around the freezing point.

Czech Republic's People
The population is just over 10 million. Czechs make up about 90 percent of the country's population. The Slovaks make up about 3 percent and Poles, Germans, Roma (Gypsies), and Hungarians account for most of the remainder. Czech is the official language of the Czech Republic.

Christianity is the main religion in the Czech Republic. Around 27 percent of Czech's population is Roman Catholic and another 59 percent claim to have no religion at all.

Nearly all of the people in the Czech Republic are literate (can read and write), education is required from 6 through 15 years of age and most of the students go on to further their education.

Czech Republic's Sights
There are several centers of tourist activity: The historic city of Prague is the primary tourist attraction, and the city is also the most common point of entry for tourists visiting other parts of the country. Prague is known for its famous for its beautiful architecture.

Most other cities in the country attract significant numbers of tourists, but the spa towns such as Karlovy Vary, Mariánské Lázně and Františkovy Lázně are particularly popular holiday destinations. Other popular tourist sites are the many castles and chateaux, such as those at Karlštejn, Konopiště and Český Krumlov. Away from the towns, areas as Český ráj, Šumava and the Krkonoše Mountains attract visitors seeking outdoor pursuits.

title: Wikijunior:Europe/Czech Republic


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Wikijunior:Europe/Netherlands

The Netherlands also known, incorrectly, as Holland, is a small country in north west Europe. It shares borders with Germany and Belgium. The capital city is Amsterdam (but the Government is based in The Hague). Other big cities are the Hague, Rotterdam, Utrecht and Eindhoven. The Netherlands is part of the European Union and uses the Euro as its currency.

History of the Netherlands
Dutch history goes back many years. During the era of the Roman Empire the Batavians inhabited the region. Modern history in the Netherlands begins in the 1560s. It was during this time that the Netherlands revolted against Spanish rule. Led by William of Orange, also called William the Silent, they declared their independence in 1581. The Netherlands was a republic, known as the United Provinces or the Dutch Republic. William was assassinated in 1584. In 1609 the Netherlands was at peace with Spain, but it was only for twelve years. In 1621 war broke out again, but the Spanish could not conquer the Netherlands and were forced to recognize Dutch independence in 1648. In the 1600s the Netherlands reached its "golden age". It created an empire across the world. Dutch trade dominated the seas, and Dutch culture flourished. The Dutch went to war with the English three times in the 1600s and defeated the English twice. Unfortunately for the Dutch, the Netherlands began to decline in power and leave the golden age in the early 1700s. In 1795 they were invaded and conquered by France. Napoleon Bonaparte set up a republic that did whatever he wanted, called "Revolutionary Netherlands" but he still thought he did not have enough control over the Dutch. So in 1806 he made his brother, Luis, king of the Netherlands, called the "Kingdom of Holland". But when Louis began to show more interest in the Dutch interests than in Napoleon's, Napoleon exiled him and made the Netherlands part of the French Empire in 1810.

After Napoleon was defeated in 1815, the United Kingdom of the Netherlands was created. King William I was the first King. Belgium was part of the Kingdom. The Belgians were mostly Catholic, and the Dutch mostly Protestant and the Belgians did not want to be ruled by the Dutch. So they revolted in 1830 and became independent in 1839.

During World War II the Netherlands was invaded and occupied by Germany. Many Dutch Jews were deported and killed in concentration camps but some survived because of the help of local people. Since the 1950s the Netherlands has lost its empire but become one of the richest and most liberal countries in the world. In 2001 the Netherlands was the first country in the world to allow Same Sex Marriage.

Geography of the Netherlands
The Netherlands is a low country, with no mountains. The highest peak is only 322 meters. Many rivers end in the Netherlands, one of those is the Rhine. If it were not for dikes, almost one third of the country would be below water. The Netherlands tends to have a moderate maritime climate, with cool summers and mild winters. The Netherlands has 20 national parks and hundreds of other nature reserves that include lakes, dunes, woods, and other habitats.

People of the Netherlands
Just under 17 million people live in the Netherlands. The official language is Dutch, which is spoken by most of the population, the exception being some groups of immigrants. There is a tradition of learning foreign languages in the Netherlands: about 70% of the total population have good knowledge of English, 55– 59% of German, and 19% of French. Some Dutch secondary schools also teach Latin and Ancient Greek. The majority of Dutch people are Christian and a minority are Muslim.

Sights of the Netherlands
The Netherlands is one of the biggest tourist centres in the world with 10 million visitors every year. The highest number of tourists are from Germany and the United Kingdom. Tourists come for the artistic and cultural attractions as well as the city life in Amsterdam. Gay visitors are attracted to the Netherlands because of its respect of LGBT (Lesbian, Gay, Bisexual and Transsexual) rights and carnivals and celebrations are held through out the summer months. Other Europeans visit because of the country's tolerance on soft drugs (cannabis) and for music and theatre festivals.

There are 9 UNESCO World Heritage Sites in the Netherlands including one in the Caribbean. The most visited Heritage Site is the Seventeenth-century canal ring area of Amsterdam - a collection of canals which encircle the centre of Amsterdam.

title: Wikijunior:Europe/Netherlands


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Cookbook:Palatschinken (Czech/Austrian Crepes)

| Cuisine of Czechia | Cuisine of Austria

Palatschinken or palačinky are flat round cakes, similar to pancakes, but thinner and made with a different dough. They are similar to the French crêpes, though Palatschinken are slightly thicker.

Palatschinken are a very versatile dish—they can be filled with sweet and savory fillings (jam, vegetables, stews, mushrooms, cheese) and rolled up, or cut into thin strips and put into broth (called frittatensuppe or "soup of fried things").

The dish is thought to have originated in Czechia, but it has been integrated very thoroughly into Austrian cooking. It might also originate from Romania or Hungary given the etymology of the word. It's a tasty dish for any occasion.

Ingredients

 * 250 ml milk
 * 150 g flour (wheat or spelt)
 * 3 eggs
 * 1 pinch salt
 * A few drops rum (optional)
 * Mineral water (optional, makes the dough more fluffy)

Special equipment

 * Coated 25–30 cm diameter frying pan that is as flat as possible

Procedure

 * 1) Mix the flour with the milk, stirring thoroughly. Mix in the eggs one-by-one, then stir in the salt and rum. If desired, thin the batter with a bit of mineral water.
 * 2) Heat the pan well. Add a drop of oil and rub it over the pan with a kitchen towel.
 * 3) Ladle a dipperful of the batter into the pan, tilting the pan so that the batter spreads as evenly as possible over the whole pan. Alternatively, you can accomplish this by using a special wooden tool used to spread crêpes.
 * 4) Let cook about 45 seconds to 1 minute until the top of the palatschinke is dry.
 * 5) Flip the pancake over, and allow it to brown for about 30 seconds on the other side. Remove from the pan, and set aside.
 * 6) Repeat the cooking process until you have used up all the batter.

Notes, tips, and variations

 * If you want to keep the palatschinken warm, put them into the oven at 50°C.

Variations

 * Add spices and/or herbs to the batter, according to the intended filling.
 * Replace part of the milk with beetroot juice to produce bright pink palatschinken.
 * Add spinach to the batter to produce green palatschinken.
 * Add saffron to the batter to produce golden palatschinken.
 * Filled palatschinken can be covered with cheese and baked.


text:
Cookbook:Cuisine of Czechia

| European Cuisines

The Czech cuisine has a rich tradition of dumplings and pastries. It is usually not very friendly to the waistline, though very friendly to the taste buds and sweet teeth.

Czech recipes and dishes

 * Sauce Dishes
 * Svíčková omáčka (Mixed vegetables and cream sauce)
 * Koprová omáčka (Dill sauce)
 * Houbová omáčka (Mushroom sauce)

 * Soups
 * Bramboračka (Potato soup)
 * Česnečka (Garlic soup)
 * Zelňačka (Cabbage soup)
 * Gulášová (Goulash soup)
 * Kulajda
 * Kyselo

 * Palačinky (Czech pancakes)

History of Czech cuisine

 * Medieval cuisine

 * Hussite and Post-Hussite cuisine
 * Severin cookbook
 * Kantor cookbook

 * Baroque cuisine
 * J.A. Komensky descriptions in Orbis Pictus

 * Modern national cuisine
 * Rettigová cookbook
 * M. J. Janků-Sandtnerová cookbook
 * Marie Rosická cookbook

title: Cookbook:Cuisine of Czechia


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User talk:Brianmeenagh

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! -- Herby talk thyme 13:07, 28 November 2006 (UTC)

title: User talk:Brianmeenagh


text:
User talk:82.198.250.74

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 13:17, 28 November 2006 (UTC)

title: User talk:82.198.250.74


text:
User:Laleena

I love learning! Please feel free to talk to me on my talk page. I like to work on Volcanoes, Earthquakes, and others. ''Note: I lost the password to this account, so now I am LaleenaWiki. Please feel free to contacts me. LaleenaWiki (talk) 21:31, 8 March 2008 (UTC)''

My Subpages

 * My Sandbox
 * My Templates
 * My Files
 * My Workshop
 * /NPOV Violations/
 * The Periodic Table

Handy Links

 * SD
 * VFD
 * RFP
 * Random Book
 * RFI

To Do

 * Read the Wikia on the Pi language and determine sources to it.
 * Write more articles for the Gazette.
 * Send files to my workshop.
 * File information in my files.
 * Make a new welcome template.

title: User:Laleena


text:
Chess Opening Theory/1. e4/1...c5/2. Nc3

= Closed Sicilian =

Closed Sicilian is a strategical opening that often leads to a slow white kingside attack. Black usually fights for counterplay on the queenside. Much less played than the main line 2. Nf3, this opening is a good alternative against Sicilian experts.

Black's responses
2...Nc6

Most of the time in the Sicilian, White puts their Knight on c3. White may yet play d4, but for the moment the question is yet to be answered. White's second move suggests the possibility of NOT playing d4 (avoiding the exchange), and playing a closed position instead of the slashing, attacking types of position, that are more common to the Sicilian Defence. Leads to 3. g3 g6 4. Bg2 Bg7 5. d3 d6

...e6 Sicilian Defence, Closed Variation

This leads to g6, d5.

...e5 Severino Defence

This defence is not recommended for Black. Allowing White's f1-Bishop unobstructed view of the f7-square is not safe in Sicilian formations. Also, 2...e5 creates a hole in Black's pawn structure at d5: The chance of Black being allowed to play ...d5 is remote.

Statistics
Estimated next move popularity: ..Nc6 56%, ..d6 19%, ..e6 17%, ..a6 5%, ..g6 3%, other moves less than 0.3%.

Theory table
.

'''1. e4 c5 2. Nc3'''


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Social and Cultural Foundations of American Education/Multiculturalism/Global Context

Global Perspective
From a global perspective, education can be hard to describe. Structure, style, and purpose of education all vary from place to place. For instance, in Indonesia and Japan, formal education is compulsory for nine years (Indonesia Ministry of Education and Culture, 1999; Japan National Institute for Educational Research 1999). Only the five-year primary education program is required in Pakistan, and still about 50 % of students drop out before completing their primary education (Government of Pakistan Ministry of Education, 1999). According to a CBC news article, under the new education program in Afghanistan, the three goals of education are, “To make a good Muslim, to make a modern Afghan, and to make someone who loves peace,” while in the United States religion is strictly prohibited from being taught in schools (“Back to School,” 2004). Despite every major difference between schools around the world, there are several ways that education can be considered globally equal. The process of education, formal or informal, is a global constant, the concept of education is a global right, and the institution of education is a global need.

Education as a Global Constant
The idea that education is a "global constant" expresses that education happens in every country to every person, whether formally or informally. Each nation, people group, and family faces the same task: imparting the knowledge of the world to the next generation, with the intention of ensuring the society's survival (Suárez-Orozco, 2005). This process begins immediately at birth, when the mother teaches the newborn to nurse for the first time. The process continues as a child develops, education occurring all around him. Often, this knowledge is not attained by a process of formal education. Children first learn to speak, eat, behave through a process of observation and imitation. The child whose father taught him to plow, plant, and harvest without training him how to read still acquired an education. Similarly, the child who sat in a one-room school house practicing his multiplication tables also received an education. Education is simply the process of passing along knowledge, which happens in every society around the world.

Education as a Global Right
By seeing education as a means to personal development and freedom, it is understandable that education should be considered a “right.” Education is the process by which an individual comes to realize his or her condition of life and that he or she has the power to change it; this personal freedom is a fundamental human right (Pimentel, 2005). Consider the earlier example of father and child. Through showing the child how to provide food for himself, the father teaches the child the power to change his circumstances—without this training, the child’s circumstance is “hungry,” but his education now allows him to prevent his own hunger.

Embedded in the word “right” is the understanding of choice. Just as with the right to vote, some people choose not to exercise their right. When an informal education, such as learning to tend a crop with the intention of continuing in that field of labor, is all that is available to an individual, this right is rarely surrendered. In these cases, this education is required for survival. However, in countries where a free formal education is offered, many people do not choose the education provided. Ten-year-old Barak was enrolled in an Iraqi school, but dropped out to begin working; he learned to read and write, but has forgotten those skills since joining the work force in Iraq. Barak is not an education failure story. He chose to drop out of school because he believed on-the-job training (and being paid for it) was more important than a formal education in his situation (Banerjee, 2004).

Education as a Global Need
Anything necessary for the survival of a human being can be considered a “global need.” These needs include food, water, shelter, and also education. If education is a continuous modification process, in which an individual responds and adapts to the world around him, then education is vital to the survival of every individual (Terry, 1980). Without understanding and participation in the world around a person, he cannot function to support himself. This applies to both informal and formal education. For example, if a young child does not learn to bathe properly, she may be subjected to parasites and illnesses that will hinder her from living a “normal” healthy life. As another example, formal training in how to build wells in Northern Africa is essential to the survival of the people in that region of the world.

The typical context of “the global need for education” refers to the need for a system of formal education. Not all countries have an established formal education system open to all children. Even for those who do, education is not at a quality level. In many developing countries, education is in the same stage as American education before the Progressive Era. Children are dropping out of school to work in factories or fields just to help provide for their families. This type of education will produce a mass of semi-skilled workers, but few trained professionals. In the long run, this will hinder the development of the country. A formal education system is a global need to promote development and improvement as a society. As future educators, considering global education involves realizing that other countries are starving for quality formal education.

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