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User talk:Ervinn

Most important teaching of the Buddha
Something surprised me and made me think. It was about a story when the Buddha himself was teaching for days about 'impermanence', 'selflessness', 'cause and affect', and so on. At the end he said the most important think. "Do not be dogmatic, do not be caught up with any teachings and ideas, even Buddhist one." Those are not the truth. Those are only instruments to understand impermanence and selflessness, but those are not absolute truth. So do not be caught up with the notion of impermanence and selflessness, because if you do you are not better of then if you stay with permanence and the self. I was confused, I did not understand. I thought he was just playing with words.

But if those are only instruments to get us closer to the absolute truth, what is the absolute truth then? The absolute truth can not be described by words, it needs to be experienced. In Buddhism the absolute truth is nirvana. Again it looks like an easy escape. What we like to know the most can not be described, so what's the point. I felt angry and frustrated. But he pointed out that in our life there are lots of thinks that can not be described by words. It did not occur to us, at least not to me. I had the illusion that most of simple thinks can be described by words. Let’s do an experiment. Imagine that you meet a person who came from Mars and never tasted and apple. Apple looks a simple think. Your job is to describe in words how the apple tastes. Good luck. You could say it is a bit sweet and watery, but that is not exactly the truth. The apple needs to be experienced in order to know precisely. Apple taste like apple. When the Buddha was asked to explain nirvana. His reply was: That is it is. Nirvana can not be described by words, it needs to be experienced.

Not only that but nirvana is free from all concepts and notions. So to reach nirvana we must be free from all concepts and notions. We need to be free from notion of good and bad, right and wrong.

I think the main aim of the Buddhist teaching to help us first intellectually understand, with the help of those instruments we talked about before, that we must be free from thinking in terms of good and bad, being and not being, right and wrong. It teaches us that we do not have independent existence that we all depend on each other not only for survival, but also for happiness. Not only we can not live alone, we can not be happy alone. Feeling compassion and doing good acts get us closer to happiness.

But then it warns us that this intellectual understanding could be a danger if we form a strong attachment to it. If we are taken over by this understanding, if we are caught up with it, if we take it as THE truth, and we feel the need to defend it by any means. If that happens then we are not better of than not having acquiring this understanding in the first place. Our focus should be on experiencing or going closer to experience happiness (nirvana), rather than, thinking about it. (So instead of caught up in the notion how healthy and delicious an apple is, take one. The apple has to be tasted.)  I feel this is a very important point that we should not be caught up with the any teaching. This gives us an open mind, knowing that many roads leads to the absolute truth.

Many roads lead to nirvana (to kingdom of God)
If the teaching is not the truth, just a help to reach the truth, then it should not matter what road I take to get there. I am not attached to any of them. I should not expect others to take my road. This should help to make harmony among religions. We all want the same think, but we may go in different ways to get it.

Also it should help to make harmony between religion and science. They both search for the meaning of life, the reason for our existence. But again both of their teachings are not the truth, they are only instruments to get there.

Science is usually good at asnwering the How? question, and not so good at answering the Why? questions. Religion is usually good to give an answer to the Why? question, but not so good to answer the How? question. Ervinn 04:26, 16 November 2006 (UTC)

What is the Meaning of life
What is the meaning of life? The non-creationist simple answer could be to survive. But then you could ask why should I survive? Because natural selection selected you to survive. Natural selection made sure that you want to survive. Those who did not want to survive died out. How natural selection started is a different story. And why natural selection started in the first place? Were there any reason for natural selection to start? Ervinn 02:29, 15 July 2006 (UTC)

Genes exist so DNA molecules can survive. --> People exist so their genes can survive. --> Civilization exist so people can survive. DNA molecules build the genes. --> Genes have the information to build people's body. --> People have the knowledge to build civilizations. --> Civilization has the power to alter and destroy all of that. Civilization would change or replace Genes, would change or replace people if evolution and natural selection demands it, in order the civilization to survive.

Genes depend on DNA. --> People depend on Genes. --> Civilizations depend on people, for the time being.

Ervinn 04:17, 16 November 2006 (UTC)

Not healthy to be a nice guy
People who suffers deadly genetic diseases, usually labeled as nice guys. The definition of nice guys in this context is those people who have different tolerances for themselves and for others.

They tolerate almost abuse from others, at the same time they are nice to them. This kind of behaviors may turn on some "bad" genes that can cause the illness.

So, it is not enough to apply the golden rule, that says: “You should do things to others that you’d like them to do to you.” We need to add: “You should only tolerate things from others that they would tolerate from you.”, and apply the double golden rule.

That explains why women do not like "nice guys", "nice guys" may develop illness, and evolution made them avoid nice guys.

Ervinn (talk) 21:00, 24 June 2008 (UTC)

Wait!!!!
Hi Ervinn,

Please don't do "copy and paste" pagemoves (like the ones in programming). Instead, use the "move" button on the top of the page, which preserves the contributions history. -- SB_Johnny | talk 15:22, 8 September 2006 (UTC)

 * Hi John, I reply here, I hope you'll get it. Thanks for the advise, I was thinking about what the best way to merge. I've used "move" before on a page that did not exist on the keep-version of the book. Some cases however, simular pages already existed on both books. How to merge them? Should I move them and then delete on the keep-version of the book, if not needed. Will the contribution history be kept on the deleted pages?  If yes, then I agree, that first the pages should be moved, and that what I will do. Thanks for your note again, and I would appreciate if you let me know if you've got my note here. Thanks -  Ervinn 17:59, 8 September 2006 (UTC)

 * Hi again, yes, pagemove won't work if there's a page there already (even if it's a crappy little stub, unfortunately). The best way to handle this is:

 * 1. Blank the destination page

 * 2. Add reason to the page, and also have it redirect to the page that you intend to move (so that you can fix any links in the meantime while waiting for the deletion).

 * 3. Don't worry... I make it a point to empty the speedy deletion category daily, so it won't be long before the deed is done.

 * (BTW, I'm posting about this on the staff lounge too) -- SB_Johnny | talk 18:26, 12 September 2006 (UTC)

 * Hi John, Thanks for your reply. I have one more question. Don't we loose the history of the destination page when we delete? Is it not the same I did, just the other way around? We still need a "copy and paste", if we need to keep content from the destination page. Do I miss something? Please explain.
 * Also, I think wiki technologhy missing a merge functionality, right now. Hopefully that will be solved in the future. May be you could post a recommendation to solve this. Ervinn 13:25, 13 September 2006 (UTC)

 * Yup, it's lost. But if it's just a stub, it probably doesn't have much of a history, and if it's being deleted, then the history doesn't matter anyway. Sort of a philosphica bind, eh? I'd say that the more developed page should take precedence, but that's just me. If it was of real concern, it may actually possible to delete the destination page, move the material, and then restore the old edits...I'll do some experimenting and see if that's true. -- SB_Johnny | talk 23:23, 13 September 2006 (UTC)

Redirects...
Hi Ervinn... You can either mark them for speedy (just put delete on the page), or just leave them there... they're not hurting anything :). Nice job moving that whole book! I'm doing that to another book, and know how much work it is :). -- SB_Johnny | talk 21:21, 18 September 2006 (UTC)

Image tags
Hi Ervinn,

I know you left an edit comment saying to mark your images as self-made, but actually you have to do that. See Image_copyright_tags for a list of licences you can use for them. -- SB_Johnny | talk 13:16, 4 November 2006 (UTC)
 * Thanks, I'll do that. Ervinn 03:00, 5 November 2006 (UTC)

Syntact vs Syntax
Hi Ervinn, could you clarify your use of the word 'syntact' in your articles about Java keywords. Is it a spelling error (instead of 'syntax') or just a term I'm unfamiliar with? Clayton Carter 23:57, 30 November 2006 (UTC)

 * Spelling. Feel free to correct them. Thanks,Ervinn 15:18, 1 December 2006 (UTC)

SVG
I was looking through the Java wikibook and noticed that many of the diagrams were encoded as jpegs. It would be much better if you could upload SVG versions of them. At the moment, I don't have the time to work on them myself and it would be best if they were done in a consistent style. Thanks. Mikm 07:28, 19 January 2007 (UTC)
 * Clarification: I would be happy to work on them myself. I just think it would be best if one person does it. Mikm 07:39, 19 January 2007 (UTC)

Thanks for the note. What do you mean by SVG? If that is a better format, I'll be consider it in the future. Thanks, again. Ervinn 14:36, 19 January 2007 (UTC)
 * Check out SVG. Basically, it is a vector image format that's excellent for simple diagrams.  Also, great job with the Java wikibook.  It's in a much, much better condition than I left it :) Mikm 05:57, 20 January 2007 (UTC)

Microprocessor Design
I saw some of your edits on this book, thanks for helping! I created this book last week, as a place to store my class notes. I'm glad to see other people helping out already! I'm going to continue working on this book as the semester progresses, but you are welcome to add whatever you want to it as well. If you need anything, please let me know. --Whiteknight (talk) (projects) 20:18, 23 January 2007 (UTC)
 * I was programming in Assembly languages long, long time ago. I write down what I still remember, hope it can be used by someone. And I hope I can learn something new as well. Ervinn 20:33, 23 January 2007 (UTC)

Links
I assumed that's what was meant in Dewikify. Quote: "Wikibooks modules use wikilinks rather sparsely, and only to reference technical or esoteric terms that are critical to understanding the content. Most if not all wikilinks should simply be removed. See Wikibooks:Dewikify for details" But I could be wrong - I'm relatively new. --Jimmyatic 15:50, 5 March 2007 (UTC)

 * I agree that there should be no unrelated links in the page different from the topic discussed. Wikipedia are full of unrelated links that can be confusing. One obvious example when they make a year ,let say, year 1999 as a link.
 * My understanding of the 'dewikify' process is when a page is copied over from wikipedia, those links should be removed.
 * The page in question is an overview page, and the links are meant to let the reader find additional information about the topic. Obvious link could be removed, however. Ervinn 20:51, 5 March 2007 (UTC)

Twin paradox
Good question. I have put some musings on the page but I dont know the answer. RobinH (talk) 11:15, 19 September 2008 (UTC)

title: User talk:Ervinn


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Talk:Parkour/Exercises

Some more Parkour Exercises http://parkour.net/modules/articles/item.php?itemid=5 To find some exercises for Parkour I suggest we find some of the exercises used in other sports that are part of Parkour i.e Climbing, Gymnastics, running, long jump, high jump CarbonUnit

Martial Arts Bodyweight exercises look good as they build lean/function (less injure-able) muscle. CarbonUnit

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

title: Talk:Parkour/Exercises


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Parkour/Exercises/Hindu Squats

1) Stand with your feet shoulder width apart. Point your toes straight ahead

2) Inhale deeply and pull your arms in as if you were rowing a boat.

3) Exhale and lower your buttocks while raising your heels and lowering your hands behind your back until your thighs are parallel to the floor. Keep your back perpendicular to the floor. If you have done this correctly you should feel it in your thighs.

4) Swing your arms straight out in front of you and stand up.

5) Go to step 1

title: Parkour/Exercises/Hindu Squats


text:
Cookbook:Buttery Noodles with Cheese

| Vegetarian cuisine

This recipe was inspired by the Wikipedia article on Alfredo.

Ingredients

 * Dry linguine or Spaghetti (enough for 2 people)
 * 1 vegetarian bouillon cube
 * 1–2 pat(s) butter
 * Goat cheese (2 pats of butter worth)—Parmesan is an acceptable substitute
 * 3–5 cloves garlic (optional)
 * Herbs (e.g. basil, oregano, etc; optional)
 * Textured vegetable protein (optional)
 * 1 whole tomato (optional), diced

Procedure

 * 1) Fill pot with enough water for 2 servings of linguine.
 * 2) Put pot over high heat, and add vegetarian bouillon cube.
 * 3) As soon as the water boils, add linguine and textured vegetable protein.
 * 4) When the linguine is done, pour out most of the water, so that there is approximately an inch left.
 * 5) Add butter, cheese, chopped tomato, and herbs.
 * 6) Crush in garlic cloves and add to pot
 * 7) Stir frequently until it is of desired thickness.

title: Cookbook:Buttery Noodles with Cheese


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User talk:John Dodge

John Dodge (born November 9, 1982) is a musician, composer, arranger and teacher working in Tacoma, Washington.

* John was born in California and raised throughout the West Coast of the United States.

title: User talk:John Dodge


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User:Ankhamun/Intro to Ancient Egyptian Civilization

Course Home

 * Greetings and welcome to Ancient Egyptian Civilization. Here you will be able to immerse yourself in the greatest and most interesting culture of all time! If you have a passion for Mystery, or even just a passing interest of the ancient world, Egypt has something for you! Did you know that we are still uncovering Ancient Egypt to this day?. I hope that each time you leave this course site, you will have taken away yet another bit of information about Egypt. So without further delay - please enjoy the course!

~Tyson Myhres

General Information
blank

Course Description and Objectives
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Course Participation
Unlike regular university courses we will not be taking attendance. Participation in this course is based on how much you wish to give and take away each day. By participating,

How to Succeed
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Miscellaneous Policies
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Academic Dishonesty

 * Unfortunately, this is a necessary part of the process, but we will try to keep it short and to the point. While copyright infringement is all around us in the world, this course, everyone parcitipating in it, and wikipedia as a whole, do not tollerate this illegal behavior. The great thing about Wikipedia is that, we are all working together to make learning free for all. As such, the volunteer staff and your fellow participants are ALWAYS willing to help you upload content legally. So if you are at all confused or you are unsure of how to keep it legal - just ask for help!

 * When it comes to plagarism - we would like to point out that wikipedia is based on the premise that accuracy is derived from many minds comming together to compile information. At Wikiversity - If we only have one person writing articles, essays, notes etc. and many more people copying that source - we still end up with one source of information. The purpose of this course, and Wikiversity in general, is to gain a fuller understanding of subject matter - not to just copy and memorize. In the end - we value your personal contribution much more than copied information.

Advisor Roster

 * {| border=1 cellspacing=0 cellpadding=1 width=80%

 * Name
 * User Name
 * Contact VIA
 * Comments
 * Tyson Myhres
 * User:Ankhamun
 * Email: ankhamun@myhres.net
 * Founder of Ancient Egyptian Civ.
 * }
 * }

Participant Roster

 * {| border=1 cellspacing=0 cellpadding=1 width=80%

 * Name
 * User Name
 * Contact VIA
 * Comments
 * blank
 * blank
 * blank
 * blank
 * }
 * }

Study Topics

 * Egyptian Mythology

External Topics
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Supplemental Materials Index
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text:
Java Programming/Keywords/break

is a Java keyword.

Jumps (breaks) out from a loop. Also used at statement.

For example:

See also:
 * Java Programming/Keywords/switch

title: Java Programming/Keywords/break


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Java Programming/Keywords/void

is a Java keyword.

Used at method declaration and definition to specify that the method does not return any type, the method returns. It is not a type and there is no void references/pointers as in C/C++.

For example:

See also:
 * Java Programming/Keywords/return

title: Java Programming/Keywords/void


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

Removed confusion regarding gender in Masoretic Hebrew. Changed 'his' to 'His' for consistency. Replaced "e. g." with "i.e." Corrected punctuation in what reads as a heavily biased second sentence. Removed unnecessary and irrelevant third sentence.

Also, I'm curious as to whether there is a more appropriate term than "avatar" in the discussion of Jesus...this to me connotes video game God, but, recognizing my own bias, I haven't changed it. --tmargheim 6/29/2006


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Muggles' Guide to Harry Potter/Magic/Metamorphmagus

Overview
A Metamorphmagus is a witch or wizard who has the ability to change their appearance at will, without the need for a wand, spell, or potion.

Extended Description
Metamorphmagy is a very rare ability, and one that a witch or wizard must be born with. There is no way for one to train in order to become a Metamorphmagus.

Nymphadora Tonks, who is first seen in Harry Potter and the Order of the Phoenix, is a Metamorphmagus. Tonks tells Harry that her natural metamorphic abilities helped her greatly during the Concealment and Disguise portion of her Auror training, to the point that she didn't even have to study. Throughout the fifth book, Tonks changes her hair color and style quite often, with her preferred style being short, spiky, and bright pink in color. She has also been shown to be capable of changing a number of her facial features at will.

Analysis
Throughout much of Harry Potter and the Half-Blood Prince, Tonks was shown to not be using her Metamorphmagus ability in any capacity. Harry believed that this was because she was mourning someone and her sorrow either prevented her from changing her appearance, or simply left her uninspired to do so.

Questions

 * 1) Sirius Black is related to Tonks – she is his distant niece. Could he also have some Metamorphmagus ability? Could that have helped him when he went through the spells necessary for him to become an Animagus?


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Vietnamese/Vowels

Vietnamese Vowels

 * Vowels||Phoneme||English equivalent sounds
 * a ||/aː/ ||fat
 * ă ||/a/ ||cut
 * â ||/ə/ ||person
 * e ||/ɛ/ ||pet
 * ê ||/e/ ||may
 * i or y ||/i/ ||bee
 * o ||/ɔ/ ||saw
 * ô ||/o/ ||spoke
 * ơ ||/ə:/ ||hurt
 * u ||/u/ ||boo
 * ư ||/ɨ/ ||good
 * }
 * o ||/ɔ/ ||saw
 * ô ||/o/ ||spoke
 * ơ ||/ə:/ ||hurt
 * u ||/u/ ||boo
 * ư ||/ɨ/ ||good
 * }
 * u ||/u/ ||boo
 * ư ||/ɨ/ ||good
 * }
 * ư ||/ɨ/ ||good
 * }

examples

 * a like 'a' in "father": ba, cha
 * ă like 'a' in "father", except said very quickly: chăn
 * â like 'u' in "hut", except shorter: sân, chân
 * e like 'eah' in "yeah": che, me
 * ê like the Canadian English "eh": cà phê, cá trê
 * i like 'ee' in "see" or "deed": pin, xin
 * o like "awwwww...", but not quite as long: lý do, quả nho
 * ô like the first component of the diphthong 'ow' in "low": á-lô, cái ô
 * ơ like â, except longer: bơ, bài thơ
 * u like 'oo' in "hoop": Na Uy, Mùa Thu
 * ư like 'oo' in "book", with a hint of the 'i' in "lick": lá thư, giống như

title: Vietnamese/Vowels


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Talk:Muggles' Guide to Harry Potter/Places/House of Gaunt

Problem
I have a problem with this article: "House" has more than one meaning, and the fact that this article is in the Places section means that the focus of the article should be on the building of the Gaunts. However, the description, dating back to when the article was created, is about the Gaunt Family, which would rather belong in the Characters section... -- Jokes Free4Me 10:11, 30 June 2006 (UTC)
 * I agree with this assessment. I'll tweak it when I get a chance. There should actually be two articles, one for the place, because stuff happens there albeit fifty to seventy years ago, and one for the family because the family is important also. Chazz 22:46, 20 August 2006 (UTC)


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Talk:Evolutionary Biology/Early History of Life on Planet Earth

Well, if this is the best we can do then its no wonder creationists are making so much progress. I know it is not helpful to criticise without assisting but this isn't even at the level of my GCSE (16 year old exams for non-Brits) textbooks. This is a summary, it doesn't explain any of the hows, whys and so forth. I am sorry, I know someone has probably worked hard on this, but it needs much more detail.

I fixed some of the grammar on this and i agree with the guy above. People should really learn to put "a" and "the" in between their words... Wikisquared 19:49, 9 July 2006 (UTC)

I expanded the "Gene First/Metabolism First" portion. I'm not an expert per se on the subject, however, there was a good article in SciAm a few issues ago dealing with this subject, so I did my best to summarize. If there are any errors, please be sure to correct them. I'm a astrophysics major, so I might be a bit off on some of it. Hope it helps though. Davepetr 07:59, 12 November 2007 (UTC)


text:
Talk:Muggles' Guide to Harry Potter/Magic/Petrificus Totalus

Move Request
This page (module, whatever) should be moved to Petrificus Totalus. (ref) -- Jokes Free4Me 10:35, 30 June 2006 (UTC)
 * Now done -- took only seven and a half years... Chazz (talk) 01:31, 14 January 2014 (UTC)


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User talk:Ants Go Marching

Category:Celiac-safe
I suggest renaming Category:Celiac-safe to be Category:Gluten-free recipes so that it conforms with the rest of our categories as laid out in Cookbook:Policy. Kellen T 10:57, 30 June 2006 (UTC)

 * There's no 'move' facility for category pages, you just have to copy the text and paste it into a new one, then rename the category in each module. Kellen T 08:37, 1 July 2006 (UTC)

Using is unnecessary to get a sort key based on page name; there is a shortcut, which is:  (called a "pipe rename"). Notice the pipe "|" after the category name. The blank automagically gets expanded to Kellen T 18:59, 30 June 2006 (UTC)

title: User talk:Ants Go Marching


text: Category:Book:Evolutionary Biology

title: Category:Book:Evolutionary Biology


text: Category:Book:Microsoft Certified Professional Developer


text:
Suomen kieli ulkomaalaisille/Sisältö/Tahmaiset kirjaimet

This page is in development. Some of the material written here will be moved to other sections of the book in due course.

Introduction
The so called "sticky" consonants in Finnish are L N R and S and they behave in a particular "sticky" manner when adjacent to the powerful vowel E. The properties of these letters cause pronunciation effects in Finnish and these pronunciation effects are very regular and are reflected in Finnish orthography (i.e. the spelling of the written word)

Learning about the properties of these letters will help you to understand more about consonant gradation and the changes that occur, especially in verbs.

Consonant degradation effects in consonant clusters
LT > LL consonant degradation - T drops but sticky L retains a memory of the T as a long LL
 * so aalto wave becomes aallot the waves (e.g. the beach) in the nominative plural.

NK > NG consonant degradation - K drops but sticky N retains a memory of the K as NG
 * so Helsinki becomes Helsingin in the genitive

RT > RR consonant degradation - T drops but sticky R retains a memory of the T as a long RR
 * so parta beard but parran väri beard colour.

ST = ST does not degrade - Sticky S holds the T completely and prevents ST from degrading to SD
 * so rakastaa to love forms rakastan I love (and definititely not 'rakasdan' as it would if we followed the usual t to d degradation pattern).

We can see that S is slightly different and is somehow more 'sticky' than N, L or R.

Type 3 verbs
Sticky L N R and S are implicated in the special group of verbs dubbed as Verbs Type 3. This group includes verbs like mennä, tulla, purra, and päästä. These verbs have stem forms ending in L, N, R or S.

We will begin, not by thinking of how the verb is used when conjugated for person and only later will we consider how the infinitive is formed.

This requires us to think of the verb as having two parts, a stem containing the basic verb meaning and an ending containing information about the person performing the action considering

 * men- stem of the word go
 * tul- stem of the word come
 * pur- stem of the word bite
 * pääs- stem of the word get to/from or be allowed to get to/from

The present/future tense stem forms add -e- before the personal ending or -i- in the imperfect or simple past tense.

 * men- Go so menen I go/I will go, hän meni He went
 * tul- come so tulet You go/You will go he tulivat They came
 * pur- bite so puretko kynsiäsi ? do you bite your nails? purin kieleni I bit my tongue
 * pääs- get to/from so pääsen kotiin sunnuntaiaamuna. I'll get (to) home on Sunday morning soitin Timolle heti kun pääsin tänne I called (to) Timo as soon as I got here.

SO you can see that in the present tense we add e to the stem before adding the personal ending and in the past tense or imperfect we add i before adding the personal ending.

The dictionary forms of these verbs are made by adding a or ä to the stem according to the standard rules of making the first infinitive, but the sticky nature of the L N R and S can have one further effect on the stem which will now need to examine.

With stems ending N L or R, the letter is doubled before adding the first infinitive a or ä, so in effect we get a rather strong consonant at the end of the dictionary forms.

 * men- becomes MENNÄ to go
 * tul- becomes TULLA to come
 * pur- becomes PURRA to bite

S is again a little exceptional but perhaps for obvious reasons. It does NOT double the S before adding the infinitive -a or -ä (that would make -ssa or -ssä and thus appear like a nominal in the inessive case!) BUT INSTEAD ADDS T before adding the -a or -ä.

 * pääs- becomes PÄÄSTÄ to get to/from or to be allowed to get to/from

So all these verbs with stems ending in N L R or S form consonant clusters at the end of the dictionary forms which are therefore either NN LL RR or ST followed by the first infintive -A or -Ä according to standard vocal harmony rules.

So far this has been relatively easy to follow.

Now it gets little more complicated.

Whenever this strong cluster appears in the infinitive ending, it can weaken the last strong consonant or consonant cluster in the stem. This is because Finnish does not allow two strong consonants or consonant clusters to be separated by a single vowel. This is, more or less a phonetic rule rather than a grammar rule, but because it affects the phonetics, it carries over into the spelling.

 * TyöskeNTelen suomen kielen opettajana I am working as a Finnish language teacher
 * TyöskeNTelin suomen kielen opettajana I worked as Finnish language teacher
 * Haluaisin työskeNNeLLä suomen kielen opettajana I'd like to work as Finnish Language teacher

The strong LL cluster weakens the immediately preceeding NT cluster to NN.

So in summary:-

 *  RULE: When the verb stem has a final consonant  L, N, R or S, followed by e (present) or i (past tense), adding the infinitive end -A/Ä will cause the N L or R to be doubled and S will add T before the infinitive A/Ä.

And one other rule applies in this case

 * RULE: When forming the double LL NN RR or ST cluster to make the infinitive form of the verb, a preceding strong consonant before the stem ending is weakened.

A useful fact about all these verbs is that this rule is reversible and so it can also be said that

 * RULE: if the dictionary verb form ends NN RR SS or ST followed by -A/-Ä, then the A/Ä is dropped as well as the immediately preceding consonant. Before adding the personal ending add e for the present/future tense or i for the past tense. If, to the left of the N L R or S there is a weak form consonant or consonant cluster, it is strengthened in all of the present/future/imperfect forms.

 * '''PHONETIC RULE: Finnish does not allow two strong consonants or consonant clusters to be separated by a single vowel. If grammar rules create a strong consonant in the final syllable of a word, preceding strong grade consonant or consonant cluster will be weakened.

However, as we shall see below, the participle forms that are used to form certain past tense forms have weak rather than strong grade rather like the infinitive. However, we can use the phonetic rule to predict the form of the participle with absolute certainty, so there is no need to panic!

The past participle ending for most verbs is -NUT (or -NYT according to vocal harmony, or -NEET if plural). But if the verb stem ends in sticky L R or S, it will have the ending -LUT -RUT -SUT (or LYT -RYT or SYT according to harmony). So sticky S L N and R strike again! Because the verb stem also ends in L R N or S, in practice all verbs in Type 3 have past participle endings -NNUT -LLUT -RRUT -SSUT (or -NNYT, -LLYT, -RRYT or -SSYT) or -NNEET -LLEET -RREET or -SSEET if plural. (The past or second participle form is used when forming the negative imperfect, the perfect and the pluperfect forms),

 * Mennä > Mennyt Olen jo mennyt kaupassa I've already been to the shop
 * Tulla > Tullut Olin jo tullut kaupasta kun... I had already come from the shop when...
 * Purra > Purrut En purrut kynsiäni  I did not bite my nails
 * Päästä > Päässyt Valitettavasti emme päässeet kävelemään ''Unfortunately, we didn't go walking

Because these forms all carry NN LL RR or SS, we can use the phonetic rule we learned earlier to predict with certainty that any verb carrying a strong grade stem form will have weakened form in the participle - i.e. it will be weak grade in the participle as we as the infinitive but strong in the forms with personal endings.

So

 * Työskennellä to work
 * Työskentelin I worked
 * En työskennellyt I did not work

Double LL forces the adjacent NT cluster to weaken to NN in both the sticky infinitive ending "-LLÄ" as well as the sticky participle ending "-LLYT". The same rule applies to all the verbs in this group where N L R or S is doubled to form either the participle or the infinitive ending.

Type 1 verbs - past tense
Type 1 verbs (where the first infinitive ends in two vowels) have a special subgroup in the formation of the past tense due to the influence of one of these sticky letters.

The subgroup applies to verbs that have a letter l, n, or r followed by t and aa or ää when followed by a t in Some behave differently to others in the way the simple past tense is formed.

Type 1 Verb (standard form) -

Aikoa To Intend
 * 'Minä aion I intend
 * Minä aioin I intended

Leipoa To Bake
 * Minä leivon I (will) bake
 * Minä leivoin I baked

Type 2 Verb (with sticky l, n, r affecting the simple past tense)

Lentää To Fly
 * Minä lennän  I (will) fly
 * Minä lensin I flew
 * NT > NN > NS in past tense

Hiertää ''To Rub
 * Minä hierrän I (will) rub
 * Minä hiersin  ''I rubbed
 * RT > RR > RS in past tense


text:
Talk:Game Maker Programming/Basics

Major Cleanup and Revision
I've taken a look at this article and it was quite frankly terrible. I've removed most of the jargon or self-references to someone's in-development project (The casual reader cares about what you've named an enemy why?), as well as about four or five copyright notices which were scattered throughout. I also removed a few sections which either had no text or no meaningful information (Such as the Paths header with just "Suck" underneath).

Right now I'm working mostly off of memory, which is why this remains vague. I'm planning to come back on Sunday, July 2nd and cleaning and extending this article if nobody else gets around to it by then.

Cheers, 151.151.73.171 12:52, 30 June 2006 (UTC)

title: Talk:Game Maker Programming/Basics


text:
Java Programming/Keywords/case

is a Java keyword.

This is part of the statement, to find if the value passed to the switch statement matches a value followed by case.

For example:

title: Java Programming/Keywords/case


text:
Category:Book:Muggles' Guide to Harry Potter/Books/Philosopher's Stone

Chapters of the Harry Potter and the Philosopher's Stone book.


text:
Category:Book:Muggles' Guide to Harry Potter/Books/Chamber of Secrets

Chapters of the Harry Potter and the Chamber of Secrets book.


text:
Template:Modern Physics/Nav

Modern Physics

About this Template
This is a navigational template used for the Modern Physics wikibook. This template automatically produced a backlink to the main page of the book, and, if provided with an optional parameter, will produce a second-level backlink as well. for instance, ModernPhysicsNav will produce:

While will produce:

This template assumes that the main table of contents is found at Modern Physics, and that sub-sections are located at "Modern Physics:SUBSECTION:Contents".

2nd and 3rd Parameters
Also, two more optional parameters have been added to allow for a link to the previous page and the next page. These parameters can be left out entirely, if one or both links are not needed. For instance, Will produce:

If the naming convention of the Modern Physics book is changed, this template must also be changed.

This template automatically includes the target page in :.

title: Template:Modern Physics/Nav


text: Category:Book:Modern Physics

title: Category:Book:Modern Physics


text:
Java Programming/Keywords/switch

is a Java keyword.

It is a branching operation, based on a number. The 'number' must be either, , , or primitive type.

Syntax: (  ) {    : ; : ; ...    : ; : ; } When the  value match one of the, then: The statements after the matched label will be executed including the following label's statements, until the end of the block, or until a  keyword is reached.

For example:

The output from the above code is: Case: 3 Execute until break The same code can be written with if-else blocks":

See also:
 * Java Programming/Keywords/if

title: Java Programming/Keywords/switch


text:
Java Programming/Keywords/default

is a Java keyword.

This is an optional part of the statement, which only executes if none of the above cases are matched.

See also:
 * Java Programming/Keywords/switch

title: Java Programming/Keywords/default


text: Template:Lorem ipsum

title: Template:Lorem ipsum


text:
Optimizing Code for Speed

This work is licensed under the:

 * 1) The Creative Commons' Attribution License version 2.5 - or at your option any higher version.
 * 2) The GNU Free Documentation License version 1.2 - or at your option any higher version.

Please keep it this way. If you don't like either or both licenses - feel free to fork it and have a different derived license. (While properly accepting the terms of either license as starting points).

Authors: User:Shlomif.

Other Resources

 * Optimizing Code for Speed/Outline - relatively old

title: Optimizing Code for Speed


text:
Optimizing Code for Speed/Outline

This work is licensed under the:

 * 1) The Creative Commons' Attribution License version 2.5 - or at your option any higher version.
 * 2) The GNU Free Documentation License version 1.2 - or at your option any higher version.

Please keep it this way. If you don't like either or both licenses - feel free to fork it and have a different derived license. (While properly accepting the terms of either license as starting points).

Authors: User:Shlomif.

Optimizing Code for Speed - Outline

 * Introduction
 * In what kind of programs is optimization required?
 * When to optimize?
 * When not to optimize?
 * Guidelines to Optimization
 * Make sure you have automated tests with good coverage. (So nothing gets broken in the process, and to give fodder for the profiler).
 * Make sure your code is modular enough.
 * Profile using a Profiler.
 * Code review.
 * Order of Complexity Optimizations
 * Explanation
 * What is order of complexity?
 * Reducing order of complexity
 * Examples
 * Lookup should be considerably less than O(n)
 * A Balanced Binary Tree instead of a sorted array.
 * A hash instead of a balanced binary tree
 * Counting Sort/Radix Sort
 * Joel on Software's Back to Basics' Shlemiel's the Painter syndrome - O(n^2) instead of O(n)
 * Showing that the algorithm is of the lowest complexity.
 * Reverse Order of Complexity Optimizations - sometimes lower complexity algorithms would have a larger factor
 * The Median O(N) algorithm - usually a O(N*log(N)) sort would be preferable.
 * Counting sort for large objects.
 * Factor Optimizations
 * What are factor optimizations?
 * The Motivation for Factor Optimizations
 * Examples:
 * Using Pointers to structs instead of an array of structs
 * Reducing the memory consumption.
 * Note about the Memory/Speed trade-off "myth".
 * Parallelization:
 * Note about Amdahl's Law.
 * Putting the most commonly used variables in the struct's beginning. (Linux kernel)
 * Copy-on-write
 * Caching
 * Avoiding copying altogether
 * Inline Functions
 * Schwartzian Transform
 * Call for a catalog of optimizations
 * Changing the Dependencies
 * Using different libraries or your own self-coded routines.
 * Switching to a faster language (or optimizing critical code in a different one). Languages hierarchy:
 * Assembler > C >= O'Caml > Java, .NET >> Perl, PHP > Python, Ruby, Tcl
 * Optimizing by Reducing Feature-Set:
 * Less code -> less memory consumption -> faster code.
 * Less features -> less if's and stuff -> faster code.
 * Violating the "0, 1, Infinity" Law.
 * By compromising on security:
 * less sanity checks, input checks, etc. lead to faster code.
 * code that does not contain a lot of checking for malloc failure, etc. will run faster because it does not have a lot error handling.
 * "Here be dragons".
 * Conclusion

Resources to consider adding

 * Eric Sink - Why is Git so Fast?
 * How to Write Fast Code? (by doing less)
 * Ulrich Drepper - "What every programmer should know about memory" - Part 1 with links to the other parts.
 * PDF Version
 * "Shavin' Another Second" - Optimizing the File-Find-Object Perl Module
 * Devel::NYTProf Screencast - overviews effective profiling.

title: Optimizing Code for Speed/Outline


text:
Adventist Youth Honors Answer Book/Vocational/Teaching

1. What education is needed for teaching the following: a. Elementary school, b. Secondary school, c. College
The requirements necessary to become a teacher vary dramatically from country to country, and in the United States, it varies from state to state. In general, a four year bachelors degree is required to teach elementary school, though often there is no direct "degree" in elementary education. Rather, the education certification is the "minor" one earns while receiving a bachelors' degree. If one is planning to teach in secondary school, the teacher often receives a degree in the subject of interest, and certification (whether denominational and/or state), as a minor or fifth year of education. Both elementary and secondary certifications require student teaching, which is either one-quarter or one-semester in length, depending on the program.

The path to becoming a college professor is much more varied. College professors eventually earn a doctorate in the area of their particular interest and giftedness. However, they may get that degree immediately after they finish a bachelors' or masters' degree, or years later either before they began teaching at a college level or after they have begun their professorship (but usually before they become full professors). College professors are specialists in their field of study, which means they have often been professionals in that field for a number of years prior to entering the college teaching scene.

2. What is re-certification?
Recertification is when you have someone’s certification or qualification renewed. Teacher recertification is the way that teachers keep "current" in the issues that affect their classrooms, their teaching style, and most importantly, their students. Most students think that their teachers get the summer off. In reality, most teachers spend a large portion of each summer attending summer school, taking additional classes that will help them be better teachers. In most cases, re-certification requirements require that a teacher earn a certain number of college credits every three years.

There are a variety of certifications and endorsements available to teachers. In the SDA teaching system, a teacher begins with a basic certification, after three years and some classes and tests, a teacher may receive a standard certification. After a significant number of years and education (usually a masters' degree) a teacher is eligible to receive a professional certification.

3. Interview at least two teachers with the following questions

 * a. Why did you choose to become a teacher?
 * b. What part of teaching do you like the best?
 * c. What part of teaching do you like the least?
 * d. What do you do to get ready for a school year?
 * e. What do you do to get ready for a school day?
 * f. What teacher-related activities do you do after school is out each day?
 * g. What are some qualities of a good teacher?
 * h. What are the responsibilities and duties of a teacher?

When interviewing a teacher, please keep the following tips in mind:

1. Teachers love to tell stories, and love to spend time with people... be prepared to listen!

2. Because teachers love people, they often have a hard time saying "no" or "could we do the interview later?" even when they are really busy and have lots of demands on their time. So, be polite and alert to what might be going on in the teacher's life and try to find a time not too near test week, a holiday, or the beginning or end of a term.

3. Take good notes. Teachers love to see that you care enough to write it down!

4. If your selected teacher is okay with it, record your interview on an audio or video device. This will allow you to go back and "review" what you've learned from the interview.

5. Don't limit yourself to this list of interview questions. Get your heart involved in the interview, and learn what you can about the teacher and what it is like to be one. This is a special one-on-one opportunity you have with a special person. Make the most of it!

4. Explore the Bible and the book Education by Ellen G. White to learn what teaching methods Jesus used. Present a three-minute oral report on what you learned.
The Bible can be searched online at http://www.biblegateway.com. The Ellen White writings can be viewed and searched online at http://www.whiteestate.org/search/search.asp

5. If you are 16 years old or younger, do the following for a minimum of 40 minutes per week for three weeks.

 * a. Assist a teacher in designing and preparing a bulletin board.
 * b. Assist a teacher in preparing learning aids.
 * c. With the supervision of a teacher, teach a child or class at least one concept.

6. If you are older than 16 years, do three of the following

 * a. Teach an adult's or children's Sabbath School class for a minimum of six weeks.
 * b. Teach in one day in each department of Vacation Bible School.
 * c. Teach two Honors from the Honors Handbook.
 * d. Assist in teaching requirements for one of the AY classes, culminating in investiture.
 * e. Teach at least one year in an elementary or secondary school or in a college.

Historical notes
When the original Honor for Teaching was accepted in 1944, it was for adult Master Guides and had only one requirement: "Have five years of professional teaching experience on the elementary, secondary, or college level."- Junior Missionary Volunteer Handbook, revision of 1957.

Many Honors have grown and changed over the years. Today we focus on development that allows our youth to participate in and earn any Honor.

About the Author
| /Completed Honors


text:
User:Shlomif

Hi all!

Note: My most up-to-date profile is my English Wikipedia Profile.

My name is Shlomi Fish, and I'm an Israeli programmer, writer (of creative stories and aphorisms, articles, essays, lectures, blog entries or comments and web content), and also an amateur mathematician and an even more amateur artist. I'm also active in promoting and advocating various Open Source and Open Content technologies and resources in Israel and on the Internet.

My home-site is maintained by me, and contains many things I've written and placed online, as well as links to other places by me. A Google Search on my name also has many useful links (as are similar searches like that for "shlomif").

I've been contributing to the English wikipedia, to the Hebrew Wikipedia and to the English wikiquote, to other public wikis around, and may contribute to other wikimedia projects in the future.

I've started my first wikibook - Optimizing Code for Speed. Here's my contact information.

I now started a new wikibook - How to Achieve Software Quality, needed as a prerequisite for Optimizing Code for Speed after the book How to Write a Program which I'm unhappy with was set as a prerequisite for it.

User-specific Content

 * User:Shlomif/Perl for Python and Ruby Programmers
 * User:Shlomif/Your programming language must suck - "You're damned either way".

title: User:Shlomif


text:
Template:Modern Physics/Stub

''This page or section of the Modern Physics book is a stub. You can help Wikibooks by expanding it.'' /Stubs :This template denotes a particular page from the Modern Physics book as being a stub in need of help or expansion. This template automatically includes pages in /Stubs.

title: Template:Modern Physics/Stub


text:
Unicode/List of useful symbols

This page is intended to supply a list of some useful symbols separated by topic so they can be found quickly without the need to search in the Unicode reference tables.

Mathematical
Mathematical Alphanumeric Small Letters /Algebraic Letters

𝑐 1d450 algebraic letter c

𝑑 1d451 algebraic letter d

𝑒 1d452 algebraic letter e

𝑓 1d453 algebraic letter f

𝑔 1d454 algebraic letter g

𝑘 1d458 algebraic letter k

𝑙 1d459 algebraic letter l

𝑠 1d460 algebraic letter s

𝑡 1d461 algebraic letter t

𝑢 1d462 algebraic letter u

𝑣 1d463 algebraic letter v

𝑤 1d464 algebraic letter w

𝑥 1d465 algebraic letter x

𝑦 1d466 algebraic letter y

𝑧 1d467 algebraic letter z

Unary operators

 * √ 221A radic, Sqrt, radical, square root
 * ∛ 221B cube root
 * ∜ 221C fourth root
 * ± 00B1 plus or minus
 * ∓ 2213 minus or plus
 * ′ 2032 prime, derivative
 * ″ 2033 Prime, double prime
 * ‴ 2034 tprime, triple prime
 * ∏ 220F N-ary product
 * ∑ 2211 N-ary summation

Binary operators

 * − 2212 minus
 * × 00D7 multiplication sign
 * ⋅ 22C5 dot operator
 * ∕ 2215 division slash
 * ÷ 00f7 division sign

Relationships

 * ∝ 221D prop, propto, Proportional, vprop, varpropto, proportional to
 * ∣ 2223 divides
 * ∤ 2224 does not divide
 * ≃ 2243 asymptotically equal to
 * ≄ 2244 not asymptotically equal to
 * ≅ 2245 approximately equal to
 * ≆ 2246 approximately but not actually equal to
 * ≇ 2247 neither approximately nor actually equal to
 * ≈ 2248 almost equal to
 * ≉ 2249 not almost equal to
 * ≜ 225C trie, triangleq, delta equal to
 * ≝ 225D equal to by definition
 * ≟ 225F equest, checked equal to
 * ≠ 2260 ne, NotEqual, not equal to
 * ≡ 2261 equiv, Congruent, equivalent to
 * ≤ 2264 less-than or equal to
 * ≥ 2265 greater-than or equal to
 * ≪ 226A much less than
 * ≫ 226B much greater than

Calculus, Vector Calculus, Differential Equations

 * ∞ 221E infinity
 * ∂ 2202 partial differential
 * ∫ 222B integral
 * ∬ 222C double integral
 * ∭ 222D triple integral
 * ⨌ 2A0C quadruple integral
 * ∮ 222E contour integral
 * ∯ 222F surface integral
 * ∰ 2230 volume integral
 * ∱ 2231 clockwise integral
 * ∲ 2232 clockwise contour integral
 * ∳ 2233 anticlockwise contour integral
 * ∇ 2207 nabla, Del, backward difference, gradient

Sets

 * ⊂ 2282 subset, included in, proper subset
 * ⊃ 2283 superset, includes, proper superset
 * ⊆ 2286 subset of or equal to
 * ⊇ 2287 superset or equal to
 * ⊄ 2284 notin set
 * ∩ 2229 intersection
 * ∪ 222A union
 * ∈ 2208 isin, isinv, Element, in, element of (large symbol)
 * ∊ 220A element of (small symbol)
 * ∉ 2209 notin, NotElement, notinva, not element of
 * ∋ 220B niv, ReverseElement, ni, SuchThat, contains as member (large symbol)
 * ∍ 220D contains as member (small symbol)
 * ∌ 220C notni, notniva, NotReverseElement, does not contain as member
 * ∅ 2205 empty, emptyset, emptyv, varnothing, empty set

Geometry

 * ∠ 2220 ang, angle
 * ∡ 2221 angmsd, measured angle
 * ∢ 2222 spherical angle
 * ⟂ 27C2 perpendicular to
 * ∟ 221F right angle

Logic

 * ¬ 00AC Logical NOT
 * ∧ 2227 Logical AND
 * ∨ 2228 Logical OR
 * ∎ 220E End of proof
 * ∴ 2234 THEREFORE                            , there4, therefore, Therefore
 * ∵ 2235 BECAUSE                              , becaus, because, Because
 * ∀ 2200 FOR ALL                              , forall, for all, ForAll
 * ∃ 2203 THERE EXISTS                         , exists, exist, Exists
 * ∄ 2204 THERE DOES NOT EXIST                 , nexist, nexists, NotExists

Superscript and Subscript Numbers

 * ⁰ 2070 superscript zero
 * ¹ 00B9 superscript one
 * ² 00B2 superscript two
 * ³ 00B3 superscript three
 * ⁴ 2074 superscript four
 * ⁵ 2075 superscript five
 * ⁶ 2076 superscript six
 * ⁷ 2077 superscript seven
 * ⁸ 2078 superscript eight
 * ⁹ 2079 superscript nine
 * ₀ 2080 subscript zero
 * ₁ 2081 subscript one
 * ₂ 2082 subscript two
 * ₃ 2083 subscript three
 * ₄ 2084 subscript four
 * ₅ 2085 subscript five
 * ₆ 2086 subscript six
 * ₇ 2087 subscript seven
 * ₈ 2088 subscript eight
 * ₉ 2089 subscript nine

Mathematical typography

 * ⋮ 22EE vellip, vertical ellipsis
 * ⋯ 22EF hellip, horizontal ellipsis
 * ⋰ 22F0 utdot, rising dots, up right diagonal ellipsis
 * ⋱ 22F1 dtdot, falling dots, down right diagonal ellipsis
 * ⟨ 27E8, left angle bracket
 * ⟩ 27E9, right angle bracket
 * ° 00B0 degree

Other

 * θ 03B8 Greek small letter theta
 * μ 03BC Greek small letter mu
 * π 03C0 Greek small letter pi
 * ℂ 2102 Complex numbers
 * ℍ 210D Hyperbolic plane, quaternions
 * ℓ 2113 Small script letter L, litre.
 * ℕ 2115 Natural numbers
 * ℙ 2119 Prime numbers
 * ℚ 211A Rational numbers
 * ℝ 211D Real numbers
 * ℤ 2124 Integers
 * 𝕆 1D546 Octonions

Meteorology and astronomy

 * ☁ 2601 cloud
 * ☇ 2607 lightning
 * ☂ 2602 umbrella
 * ☔ 2614 umbrella with rain drops
 * ☈ 2608 thunderstorm
 * ☉ 2609 sun
 * ☼ 263C white sun with rays
 * ☀ 2600 black sun with rays
 * ☽ 263D first quarter moon
 * ☾ 263E last quarter moon
 * ☿ 263F Mercury
 * ♀ 2640 female sign, Venus
 * ♁ 2641 Earth
 * ♂ 2642 male sign, Mars
 * ♃ 2643 Jupiter
 * ♄ 2644 Saturn
 * ⛢ 26E2 Astronomical Symbol for Uranus
 * ♅ 2645 Astrological Symbol for Uranus
 * ♆ 2646 Neptune
 * ♇ 2647 Pluto
 * ⚳ 26B3 Ceres
 * ⚷ 26B7 Chiron
 * ♈ 2648 constellation Aries
 * ♓ 2653 constellation Pisces
 * ♋ 264B constellation Cancer
 * ⛄ 26C4 snowman without snow (light snow)
 * ⛅ 26C5 sun behind cloud (partly cloudy)
 * ⛆ 26C6 rain
 * ⛇ 26C7 black snowman (heavy snow)
 * ⛈ 26C8 thunder cloud and rain
 * ❄ 2744 snowflake
 * 🌀 1F300 cyclone, typhoon
 * 🌁 1F301 foggy
 * 🌂 1F302 closed umbrella
 * 🌌 1F30C Milky Way
 * 🌑 1F311 new moon
 * 🌓 1F313 first quarter moon
 * 🌕 1F315 full moon
 * 🌗 1F317 last quarter moon
 * 🌙 1F319 crescent moon
 * 🌠 1F320 shooting star

Physics

 * ħ 0127 reduced Planck constant
 * ƛ 019B reduced wavelength
 * Ψ 03A8 Greek capital letter psi
 * λ 03BB Greek small letter lambda
 * ν 03BD Greek small letter nu
 * ψ 03C8 Greek small letter psi
 * ω 03C9 Greek small letter omega

Chemistry

 * ⇌ 21CC equilibrium sign

Engineering

 * ⌭ 232D cylindricity (drafting)
 * Ω 2126 omega, ohm
 * ℄ 2104 Centerline symbol
 * ﹊ FE4A overline dashes
 * ﹎ FE4E underline dashes

IEC 60417 / IEEE 1621 power symbols

 * ⏻ 23FB Power
 * ⏼ 23FC Toggle power
 * ⏽ 23FD Power on
 * ⭘ 2B58 Power off
 * ⏾ 23FE Sleep mode

Currency

 * ₳ 20B3 Austral
 * ฿ 0E3F Baht
 * ৲ 09F2 Bengali Rupee
 * ৳ 09F3 Bengali Rupee
 * ₿ 20BF Bitcoin
 * ¢ 00A2 Cent
 * ￠ FFE0 Cent, fullwidth
 * ₡ 20A1 Colon
 * ¤  00A4 Currency
 * $  0024 Dollar
 * ＄ FF04 Dollar, fullwidth
 * ₫ 20AB Dong
 * ₯ 20AF Drachma
 * € 20AC Euro
 * ₠ 20A0 Euro-currency
 * ₣ 20A3 Franc
 * ₲ 20B2 Guarani
 * ૱ 0AF1 Gujarati Rupee
 * ₴ 20B4 Hryvnia
 * ₹ 20B9 Indian Rupee
 * ₭ 20AD Kip
 * ₤ 20A4 Lira
 * ₶ Livre Tournois
 * ₥ 20A5 Mill
 * ₦ 20A6 Naira
 * ₪ 20AA New Shekel
 * ₰ 20B0 Penny
 * ₧ 20A7 Peseta
 * ₱ 20B1 Peso
 * £ 00A3 Pound (Sterling)
 * ￡ FFE1 Pound (Sterling), fullwidth
 * ﷼ FDFC Rial
 * ₽ 20BD Russian Ruble
 * ₨ 20A8 Rupee
 * ₷ Spesmilo
 * ௹ 0BF9 Tamil Rupee
 * ₺ 20BA Turkish Lira
 * ₮ 20AE Tugrik
 * ₩ 20A9 Won
 * ￦ FFE6 Won, fullwidth
 * ¥ 00A5 Yen(Yuan)
 * ￥ FFE5 Yen (Yuan), fullwidth
 * ￥ FFE5 Yen (Yuan), fullwidth

Other

 * ‰ 2030 Per mille
 * ‱ 2031 Basis point, per ten thousand, permyriad
 * 💰 1F4B0 money bag
 * 💱 1F4B1 currency exchange
 * 💳 1F4B3 credit card
 * 📈 1F4C8 chart with upward trend
 * 📉 1F4C9 chart with downward trend

Music

 * ♩ 2669 quarter note
 * ♪ 266A eighth note
 * ♫ 266B beamed eighth notes
 * ♬ 266C beamed sixteenth notes
 * ♭ 266D music flat sign
 * ♮ 266E music natural sign
 * ♯ 266F music sharp sign
 * 𝄆 1D106 left repeat sign
 * 𝄇 1D107 right repeat sign
 * 𝄐 1D110 fermata
 * 𝄜 1D11C six-string fretboard (tablature)
 * 𝄝 1D11D four-string fretboard (tablature)
 * 𝄞 1D11E G CLEF
 * 𝄟 1D11F G CLEF OTTAVA ALTA
 * 𝄠 1D120 G CLEF OTTAVA BASSA
 * 𝄡 1D121 C CLEF
 * 𝄢 1D122 F CLEF
 * 𝄣 1D123 F CLEF OTTAVA ALTA
 * 𝄤 1D124 F CLEF OTTAVA BASSA
 * 𝄥 1D125 DRUM CLEF-1
 * 𝄦 1D126 SYMBOL DRUM CLEF-2
 * 𝇐 1D1D0 MUSICAL SYMBOL GREGORIAN C CLEF
 * 𝇑 1D1D1 GREGORIAN F CLEF
 * 𝄪 1D12A double sharp
 * 𝄫 1D12B double flat
 * 𝄴 1D134 common time

.
 * 𝄻 1D13B whole rest
 * 𝄼 1D13C half rest
 * 𝄽 1D13D quarter rest
 * 𝄾 1D13E eighth rest
 * 𝄿 1D13F sixteenth rest
 * 𝅀 1D140 thirty-second rest
 * 𝅁 1D141 sixty-fourth rest
 * 𝅂 1D142 one hundred twenty-eighth rest

.
 * 𝅝 1D15D whole note
 * 𝅗𝅥 1D15E half note
 * 𝅘𝅥 1D15F quarter note
 * 𝅘𝅥𝅮 1D160 eighth note
 * 𝅘𝅥𝅯 1D161 sixteenth note
 * 𝅘𝅥𝅰 1D162 thirty-second note
 * 𝅘𝅥𝅱 1D163 sixty-fourth note
 * 𝅘𝅥𝅲 1D164 one hundred twenty-eighth note

.
 * 𝆒 1D192 crescendo
 * 𝆓 1D193 decrescendo
 * 🎵 1F3B5 musical note
 * 🎶 1F3B6 multiple musical notes
 * 🎸 1F3B8 guitar
 * 🎻 1F3BB violin
 * 🪕 1FA95 banjo

Food and drink

 * ☕ 2615 hot beverage
 * ⛾ 26FE restaurant
 * 🍅 1F345 tomato
 * 🍊 1F34A tangerine
 * 🍏 1F34F green apple
 * 🥑 1F951 avocado
 * 🍔 1F354 hamburger
 * 🍕 1F355 slice of pizza
 * 🍙 1F359 rice ball
 * 🍞 1F35E bread
 * 🍣 1F363 sushi
 * 🍨 1F368 ice cream
 * 🍭 1F36D lollipop
 * 🍲 1F372 pot of food
 * 🍷 1F377 wine glass
 * 🍼 1F37C baby bottle
 * 🍓 1F353 strawberry

Health and safety

 * ☠ 2620 skull and crossbones
 * ☡ 2621 caution sign (curves ahead on road)
 * ☢ 2622 radioactive sign (trefoil)
 * ☣ 2623 biohazard sign
 * ☤ 2624 caduceus
 * ☮ 262E peace symbol
 * ☯ 262F yin yang
 * ♿ 267F wheelchair symbol
 * ⚕ 2695 staff of Asclepius
 * ⚠ 26A0 warning sign
 * ⚡ 26A1 high voltage sign
 * ⛐ 26D0 sliding car
 * ⛨ 26E8 hospital
 * 💉 1F489 syringe
 * 💊 1F48A pill

Chess

 * ♔ 2654 white chess king
 * ♕ 2655 white chess queen
 * ♖ 2656 white chess rook
 * ♗ 2657 white chess bishop
 * ♘ 2658 white chess knight
 * ♙ 2659 white chess pawn

 * ♚ 265A black chess king
 * ♛ 265B black chess queen
 * ♜ 265C black chess rook
 * ♝ 265D black chess bishop
 * ♞ 265E black chess knight
 * ♟ 265F black chess pawn

Card games

 * ♠ 2660 black spade suit
 * ♡ 2661 white heart suit
 * ♢ 2662 white diamond suit
 * ♣ 2663 black club suit
 * ♤ 2664 white spade suit
 * ♥ 2665 black heart suit
 * ♦ 2666 black diamond suit
 * ♧ 2667 white club suit

Other

 * ⚽ 26BD soccer
 * ⚾ 26BE baseball
 * ⛷ 26F7 skier
 * 🎮 1F3AE video game
 * 🎳 1F3B3 bowling
 * 🎽 1F3BD running shirt and sash
 * 🏀 1F3C0 basketball
 * 🏃 1F3C3 runner
 * 🏆 1F3C6 trophy
 * 🏉 1F3C9 rugby
 * 🏸 1F3F8 badminton racquet and shuttlecock

Control Pictures

 * ␀ 2400 symbol for null
 * ␁ 2401 symbol for start of heading
 * ␂ 2402 symbol for start of text
 * ␃ 2403 symbol for end of text
 * ␄ 2404 symbol for end of transmission
 * ␅ 2405 symbol for enquiry
 * ␆ 2406 symbol for acknowledge
 * ␇ 2407 symbol for bell
 * ␈ 2408 symbol for backspace
 * ␉ 2409 symbol for horizontal tabulation
 * ␊ 240A symbol for line feed
 * ␋ 240B symbol for vertical tabulation

|
 * ␌ 240C symbol for form feed
 * ␍ 240D symbol for carriage return
 * ␎ 240E symbol for shift out
 * ␏ 240F symbol for shift in
 * ␐ 2410 symbol for data link escape
 * ␑ 2411 symbol for device control one
 * ␒ 2412 symbol for device control two
 * ␓ 2413 symbol for device control three
 * ␔ 2414 symbol for device control four
 * ␕ 2415 symbol for negative acknowledge
 * ␖ 2416 symbol for synchronous idle

|
 * ␗ 2417 symbol for end of transmission block
 * ␘ 2418 symbol for cancel
 * ␙ 2419 symbol for end of medium
 * ␚ 241A symbol for substitute
 * ␛ 241B symbol for escape
 * ␜ 241C symbol for separator (information separator one)
 * ␝ 241D symbol for group separator (information separator two)
 * ␞ 241E symbol for record separator (information separator three)
 * ␟ 241F symbol for unit separator (information separator four)
 * ␠ 2420 symbol for space
 * ␡ 2421 symbol for delete

Geometric Shapes

 * △ 25B3 equilateral triangle
 * ⊿ 22BF right triangle
 * ⬜ 2B1C square
 * ♢ 2662 lozenge, rhombus, diamond
 * ▭ 25AD rectangle
 * ⬠ 2B20 pentagon
 * ⬡ 2B21 hexagon
 * ○ 25CB circle
 * ⬭ 2B2D ellipse

Dingbats

 * ⏪ 23EA Black left-pointing double triangle
 * ⏩ 23E9 Black right-pointing double triangle
 * ⏫ 23EB Black up-pointing double triangle
 * ⏬ 23EC Black down-pointing double triangle
 * ⏭ 23ED Black right-pointing pointer double triangle with vertical bar
 * ⏮ 23EE Black left-pointing pointer double triangle with vertical bar
 * ► 25BA Black right-pointing pointer
 * ◄ 25C4 Black left-pointing pointer
 * ▲ 25B2 Black up-pointing triangle
 * ▼ 25BC Black down-pointing triangle
 * △ 25B3 White up-pointing triangle
 * ▽ 25BD White down-pointing triangle
 * ◉ 25C9 Fisheye
 * ◎ 25CE Bullseye
 * ✂ 2702 Black Scissors
 * ✄ 2704 White Scissors
 * ✅ 2705 White heavy check mark
 * ✓ 2713 Check mark
 * ✔ 2714 Heavy check mark
 * ✕ 2715 Multiplication
 * ✖ 2716 Heavy multiplication
 * ✗ 2717 Ballot X
 * ✘ 2718 Heavy ballot X
 * ❌ 274C Cross mark

Social Networking

 * 👍 1F44D Thumbs Up
 * 👎 1F44E Thumbs Down
 * ☺ 263A white smiley

title: Unicode/List of useful symbols


text:
Message-Passing Interface/MPI function reference

This page lists brief explanations for the functions used in MPI.

int MPI_Send( void *buf, int count, MPI_Datatype datatype, int dest,               int tag, MPI_Comm comm )

This sends the contents of  to the destination of rank   while the receiving end calls.

int MPI_Recv( void *buf, int count, MPI_Datatype datatype, int source,               int tag, MPI_Comm comm, MPI_Status *status )

This fills the  with data comming from to the source of rank   while the sender  calls.

int MPI_Bcast ( void *buffer, int count, MPI_Datatype datatype, int root,                 MPI_Comm comm )

This sends the contents of  on   to all other processes. So afterwards the first  elements of   is the same across all nodes.

The performance of  can be between $$O(N)$$ and $$O(\log_2 N)$$.

MPI 2.0 Connection commands
int MPI_Open_port(MPI_Info info, char *port_name) This creates a port to which other processes can connect. The buffer passed as  string must be at least   long and will contain a unique identifier which other processes will need to know in order to connect.

int MPI_Comm_accept(char *port_name, MPI_Info info, int root, MPI_Comm comm,                     MPI_Comm *newcomm) After calling, this function waits for a connection.

int MPI_Comm_connect(char *port_name, MPI_Info info, int root, MPI_Comm comm,                       MPI_Comm *newcomm) This opens a connection to another process which is waiting on. The  argument must be the same as the result of the other process's   returned from.

Reduction
The following functions reduce arrays of data across processors to scalars on one or many processors by applying simple functions such as summation.

int MPI_Scan ( void *sendbuf, void *recvbuf, int count, MPI_Datatype datatype,               MPI_Op op, MPI_Comm comm )

See.

int MPI_Allreduce ( void *sendbuf, void *recvbuf, int count,                     MPI_Datatype datatype, MPI_Op op, MPI_Comm comm )

This performs an operation specified by  on all nodes to each node's. For example, if node 0 had  and node 1 had   in its , respectively, and if both called  , the contents of the buffer pointed to by   on both would be
 * {0+3, 1+4, 2+5} = {3, 5, 7}

Performance for P processes: $$O(N\log P)$$.

int MPI_Comm_split(MPI_Comm comm, int color, int key, MPI_Comm *newcomm);

creates a new communicator in each process. The resulting communicators are common to the processes that provided the same  argument. Processes can opt not to get a communicator by providing  as the , which will produce   for that process.

For example, the following code splits  into three communicators "colored" 0, 1, and 2.

using namespace std; int main(int argc, char** argv) { MPI_Init(&argc, &argv); int rank; MPI_Comm_rank(MPI_COMM_WORLD, &rank); MPI_Comm comm; MPI_Comm_split(MPI_COMM_WORLD, rank % 3, -rank*2, &comm); // The keys need not be positive or contiguous. int rank2; MPI_Comm_rank(comm, &rank2); cout << "My rank was " << rank << " now " << rank2 << " color: " << rank % 3 << "\n"; MPI_Finalize; }
 * 1) include
 * 2) include

Run with eight processes, this output the following (in undefined order): My rank was 0 now 2 color: 0 My rank was 8 now 2 color: 1 My rank was 8 now 1 color: 2 My rank was 3 now 1 color: 0 My rank was 4 now 1 color: 1 My rank was 5 now 0 color: 2 My rank was 6 now 0 color: 0 My rank was 7 now 0 color: 1 My rank was 8 now 0 color: 1

Nonblocking asynchronous communication
The following functions work together to allow nonblocking asynchronous communications among processes. One process sends while another receives. The sender must must check that the operation is complete before erasing the buffer. is a blocking wait whereas  is nonblocking.

and  calls need not be in order. That is, process 42 could call  three times to begin receiving from processes 37, 38, and 39 which can send at their leisure.

int MPI_Isend(void* buf, int count, MPI_Datatype datatype, int dest, int tag, MPI_Comm comm, MPI_Request *request); --- int MPI_Irecv(void* buf, int count, MPI_Datatype datatype, int source, int tag, MPI_Comm comm, MPI_Request recvtag, MPI_Comm comm, MPI_Status *status);

int MPI_Wait(MPI_Request *request, MPI_Status *status);

int MPI_Test(MPI_Request *request, int* flag, MPI_Status* status);

Example code:

 * 1) include
 * 2) include

using namespace std;

int main(int argc, char** argv) { MPI_Init(&argc, &argv); int rank; MPI_Comm_rank(MPI_COMM_WORLD, &rank); MPI_Comm comm;

int sources[] = {3,4,5}; int dest = 1; int tag =42; if (rank == sources[0] || rank == sources[1] || rank == sources[2]) { double x[] = { 1*rank, 2*rank, 3*rank}; MPI_Request r;   MPI_Isend(x, 3, MPI_DOUBLE, dest, tag, MPI_COMM_WORLD, &r); cout << "Process " << rank << " waiting...\n"; MPI_Status status; MPI_Wait(&r, &status); cout << "Process " << rank << " sent\n"; } else if(rank == dest) { double x[3][3]; MPI_Request r[3]; for (int i = 0; i !=3; ++i) { MPI_Irecv(x[i], 3, MPI_DOUBLE, sources[i], tag, MPI_COMM_WORLD, &r[i]); cout << "Process " << rank << " waiting for " << sources[i] << " on recv.\ \n"; }   for (int i = 0; i !=3; ++i) { MPI_Status status; MPI_Wait(&r[i], &status); cout << "Process " << rank << " got " << x[i][0] << " " << x[i][1] << " " <\ < x[i][2] << ".\n"; } }

MPI_Finalize; }

[Other functions]
int MPI_Init(int *argc, char ***argv); int MPI_Finalize(void); int MPI_Comm_rank(MPI_Comm comm, int *rank); int MPI_Comm_size(MPI_Comm comm, int *size); int MPI_Get_count(MPI_Status *status, MPI_Datatype datatype, int *count); int MPI_Type_extent(MPI_Datatype datatype, MPI_Aint *extent); int MPI_Type_struct(int count, int *array_of_blocklengths, MPI_Aint *array_of_displacements, MPI_Datatype *array_of_types, MPI_Datatype *newtype); int MPI_Scatter(void* sendbuf, int sendcount, MPI_Datatype sendtype, void* recvbuf, int recvcount, MPI_Datatype recvcount, int root, MPI_Comm comm); Performance potential: As good as log_2 (N) as bad as N. http://www.pdc.kth.se/training/Talks/MPI/Collective.I/less.html#perf_scatter_image int MPI_Gather(void* sendbuf, int sendcount, MPI_Datatype sendype, void* recvbuf, int recvcount, MPI_Datatype recvtype, int root, MPI_Comm comm); -- $$O(NP)$$ int MPI_Sendrecv(void* sendbuf, int sendcount, MPI_Datatype datatype, int dest, int sendtag, void* recvbuf, int recvcount, MPI_Datatype recvtype, int source, int recvtag, MPI_Comm comm, MPI_Status *status); int MPI_Sendrecv_replace(void* buf, int count, MPI_Datatype datatype, int dest, int sendtag, int source, int int MPI_Request_free(MPI_Request *request); int MPI_Group_rank(MPI_Group group, int *rank); int MPI_Group_size(MPI_Group group, int *size); int MPI_Comm_group(MPI_Comm comm, MPI_Group *group); int MPI_Group_free(MPI_Group *group); int MPI_Group_incl(MPI_Group *group, int n, int *ranks, MPI_Group *newgroup); int MPI_Comm_create(MPI_Comm comm, MPI_Group group, MPI_Comm *newgroup); int MPI_Wtime(void); int MPI_Get_processor_name(char *name, int *resultlen);
 * request);


text: Category:Subject:Magic

title: Category:Subject:Magic


text: Category:Book:The Voynich Manuscript

title: Category:Book:The Voynich Manuscript


text: Category:Book:Feminism

title: Category:Book:Feminism


text: Category:Book:Fedora And Red Hat System Administration


text: Category:Book:Field Remedies

title: Category:Book:Field Remedies


text: Category:Book:Field Guide

title: Category:Book:Field Guide


text: Category:Book:Fijian

title: Category:Book:Fijian


text: Category:Book:Final Cut Pro

title: Category:Book:Final Cut Pro


text:
Talk:Message-Passing Interface

Environment
I would like to see more about what  does and how one might use a cluster from an application running on a desktop computer. —BenFrantzDale 18:50, 30 June 2006 (UTC)

Function semantics
I get the sense that, in a sense, some of the functions apply to the entire state of the cluster rather than to a particular node. For example, from what I can tell  sends data from one node to others, so while the name implies "sending", most callers actually wind up recieving. In that way  means "Hey you, MPI cluster, when you guys get to this point one of you is going to send stuff to all the others of you." Is this accurate? Could this article be changed to reflect that? —BenFrantzDale 18:50, 30 June 2006 (UTC)

title: Talk:Message-Passing Interface


text:
Arimaa/Trap Control

Trap control is related to ownership. A trap might be fully controlled by one side, or might be shared. At the outset, each player essentially has full control of his two home traps. Trap control depends on the key squares, especially the decentralized ones (e.g. b6 and c7 in the northwest, b3 and c2 in the southwest). Getting a non-elephant safely onto a decentralized key square of an away trap is usually an important step toward wresting control of that trap. Even if one doesn't take full control of an away trap, strong shared control can impact the rest of the board.

On 5s of, a horse procured a long-term trap control advantage for Silver. With a silver horse already behind the c3 trap, Silver would likely win an EMH attack race, so Gold needs to defend that trap. It is not clear whether Gold has any good way to do so, however. If the gold camel comes west to defend, Silver can still attack that trap and threaten the camel and other pieces with quick capture. If the gold elephant defends, Gold will have a poor alignment, as his elephant will be fighting a horse; furthermore, Silver could still advance more pieces in the west and perhaps rotate his own elephant out of that fight.

Deadlocked Traps
A trap is deadlocked when its strongest gold defender and strongest silver defender are equal. In the event of an elephant deadlock, no capture can happen in the deadlocked trap until an elephant chooses to leave. If both elephants stay beside the same trap, it is usually because both sides have a large stake there. Remember that a hostage position can tie down both sides, as a hostage might become an attacker if the hostage-holder simply leaves. Here, the silver elephant is not holding a hostage, but is defending against an attack which more gold pieces might soon join.

A camel deadlock will hold only so long as neither elephant can be bothered to break it. Despite Silver's material advantage, she has more to lose than does Gold, as a threat to the silver camel would by extension threaten the horse which it defends. Gold's attack on f6 is well ahead of any possible trap attack by Silver, who would need to get the gold camel off of b3 in order to make any capture in c3. Gold can now move his horse to f7, setting up a potential attack on c6 or swarm of f6, either of which could allow the gold elephant to go west and create a strong second threat. Even though there are currently multiple deadlocks, this game is likely to move quickly.

Since no capture is possible in a trap defended by both elephants, the player whose home trap is deadlocked is often at a space disadvantage. Enemy pieces can safely advance toward such a deadlock, whereas the home elephant would have to leave if it wanted to ensure safe advances of its own pieces. One unprepared to make a strong threat elsewhere on the board should avoid getting into a home elephant deadlock, as the opponent can work such a deadlock to his advantage if he has time. Here, Silver could have kept a horse in the east and defended f6 without her elephant.

Stronger vs. weaker pieces
Shared trap control also occurs when one side has the strongest local piece, but the other has multiple weaker pieces which protect one another from capture. After 23s of, all four traps were contested in such a manner. A capture can happen only when one side gains full control of a trap. When a strong piece moves from one fight to another, the area it leaves could be affected; here, Gold would face at least a horse loss in f6 if he moved his elephant away from that trap. A position with multiple trap control fights may become a race if each side prioritizes offense.

Losing control
Silver currently defends all four traps, and will face no capture threat until Gold can change that. The gold elephant can't take a strong hostage, and can't afford to leave c3. Even if one can take a seemingly strong hostage, it won't ultimately be effective without a second threat. To have any chance here, Gold must advance his camel and reassert full control of f3; if that draws the silver elephant east, Gold can then own c3 instead of f3. Once Gold owns a home trap, he might then attack the away trap on that wing. It is crucial to own at least one trap, so that the opponent is somewhat limited by capture threats.

After 15g of, Gold had strong shared control of f6 even without his elephant directly beside it. Consequently, Silver owned no trap and was close to being overloaded. Silver's only chance is to attack c3 or f3, perhaps advancing her eastern horse, which is of no use around f6. The silver elephant should defend f6 for now, but might eventually join an attack. Even if the gold elephant leaves c6, Silver may not have time to pull pieces toward it.

title: Arimaa/Trap Control


text:
Talk:Harmonica/Basic Chords

Just a minor thing, but shouldn't "draw 2-5" be a dominant-7 chord (G-B-D-F on a C major harp) instead of a major-7th (which is G-B-D-F# in the key of C major)?

title: Talk:Harmonica/Basic Chords


text:
Relationships/How Men Select Women

Youth
"You have the most marvelous youth, and youth is the one thing worth having, someday when you are old and wrinkled and ugly, when thought has seared your forehead with its lines and passion branded your lips with its hideous fires, you will feel it. You will feel it terribly. Now, wherever you go you charm the world. Will it always be so? You have a wonderfully beautiful face, Mr. Gray and beauty is a form of genius-is higher, indeed, than genius, as it needs no explanation. It is one of the great facts of the world, like sunlight or springtime or the reflection in dark waters of that silver shell we call the Moon. It cannot be questioned. It has its divine right of sovereignty. It makes princes of those who have it. You smile-ah, when you have lost it you won't smile. People say sometimes that beauty is only superficial. That may be so, but at least it is not so superficial as thought is. To me, beauty is the wonder of wonders. It is only shallow people who do not judge by appearances. The true mystery of the world is the visible, not the invisible."

- Oscar Wilde, The Picture of Dorian Gray (1890)

Women with high reproductive value attract men. 19-year-old women are likely to produce the greatest number of children, twice as many as 30-year-old women.

Teenage boys, on average, prefer girls a year older. Men in their middle twenties usually prefer women a year or two younger. Thirty-something men prefer women 5 to 10 years younger. Many men in their 40s and 50s prefer women 10 to 20 years younger.

In the past women of all ages up to about 45 prefer, on average, a man a few years older. However, this has slowly been changing. Time magazine reports that when it comes to online dating, a woman is five times more likely to show interest in a man five years her junior than one who is five years older.

These statistical findings are broad generalizations and many exceptions to the rule exist. In reality, age preferences vary widely from individual to individual, and sometimes from one stage of life to the next. There are many women who prefer younger men and many men who prefer older women.

Neoteny
Neoteny is the retention of juvenile characteristics into adulthood.

In other primates, e.g. chimpanzees and gorillas, both male and female adults have tough skin, coarse body hair, Adam's apples, and deep voices. Humans, however, have characteristics of neoteny. Some of them appear in men, but most appear in women.

Adult women, for example, usually have higher voices like children. Men and women agree that attractive women have the large eyes and lips and small noses and chins of children. Attractive women's faces have the proportions of 11-to-14-year-old children.

Women further neoteny by using cosmetics, shaving their legs, and wearing children's clothing, e.g. Mary Jane shoes.

However, attraction of men toward pre-pubescent girls has no reproductive value. Mature women have features that distinguish them from pre-pubescent girls, yet are different from men. These secondary sexual characteristics include prominent breasts, clearly defined waists, and full hips. They reflect sexual maturity and fertility, offsetting the pre-pubescence that neotenous characteristics could otherwise suggest.

Children's long dependency on their fathers is associated with neoteny. Fatherless children—a million years ago or today—were less likely to learn adult skills, inherit social status, and reproduce. Women who appeared young and remained strong were able to keep a man for twenty years, instead of losing him to a younger woman. A young-looking widow could find a second husband, whereas an older-looking counterpart of the same chronological age might not. Some statistical extrapolations suggest that someone is more likely to stay with one partner, the longer the partner continues to appear young. A hypothesis has been given to suggest that children with mothers who retain youthful characteristics were more likely to have both parents throughout their childhood, and grow up to reproduce and have descendants. Parents with neotenous characteristics would pass them on to their offspring. E.g., a mother who has certain features that cause her to look younger than other women her age is likely to have daughters having that appearance as well.

Beauty
Many beauty standards are universal across cultures. People around the world have 91-94% agreement about the facial attractiveness of Asian, Hispanic, black, and white women. Even native people unexposed to mass media agree with the rest of the world.

Infants gaze longer and show more pleasure when looking at pictures of attractive male and female faces. One-year-olds play longer with facially attractive dolls than with unattractive dolls.

Beauty standards are cues to a woman's health: clear, smooth skin; full, lustrous hair; full lips; bright eyes; and symmetrical features.

Composite faces, made by combining many photographs on a computer, are more attractive than any individual face. Beauty is "average" looks, not unusual or "striking" features.

Men, in general, do not judge women as being fat or thin. Rather, men tend to consider women with a 70% waist-to-hip ratio to be beautiful. E.g., a woman with a 21-inch waist and 30-inch hips, a woman with a 24-inch waist and 35-inch hips, and a woman with a 28-inch waist and 40-inch hips are equally attractive. The 70% or higher waist-to-hip ratio, and the Golden ratio (62% waist-height-to-total-height ratio) indicate health and fertility.

The golden ratio also plays a role in facial beauty. The distance from hairline to the tip of the nose, divided by the distance from hairline to the tip of the chin, equates to the golden ratio (0.62) on beautiful faces. There are many other proportions in beautiful faces that obey the golden ratio.

Beautiful faces are also average faces. In a well-known study, hundreds of photographs were presented, together with one synthetic photograph that was the digital average of all the other photographs. The panelists were most likely to identify the "average" photograph as the most beautiful photograph in the entire set.

Cultural Beauty Standards
Some beauty preferences vary between cultures, e.g. light or dark skin.

When a society experiences rapid change, it values youth and new, iconoclastic ideas. The 1920s and 1960s preferred thin, flat-chested, youthful women.

Conservative societies—e.g. the Victorian era, or the 1950s—value old ideas, and full-figured, mature women. Large metropolitan cities such as New York value very thin women; in contrast, small, rural towns prefer full-figured, fertile adult women. Agricultural areas prefer tall, strong, robust, fertile women.

American women chose thinner-than-average women as the most beautiful. American men prefer average-size women. Fashion models are thinner than porn stars.

Media Effects on Beauty Standards
Our grandparents saw relatively few people. They saw even fewer beautiful people. In contrast, today we turn on a television and see nothing but attractive people made up to look their best, with the bad shots discarded.

Since the 1930s—the beginning of mass media—men have increased the importance of "good looks" in a wife by 40%. Women have increased the importance of a good-looking husband almost 80%. Women in 1996 valued "good looks" in husbands more than men in 1939 valued "good looks" in wives.

Photos of beautiful women made men rate their wives as less attractive, and feel less committed to their marriages, compared to men who looked at photos of "average" women.

The media also affects men. Performers such as Jerry Seinfeld raise expectations of men's entertainment skills. As media images make women feel inadequately attractive, media entertainers make men feel inadequately entertaining. These men give up and say that they can't dance, sing, or tell jokes. The positive side is less competition for men who try to entertain women. Older men have an advantage here over younger men. Many young women have never had a man make them laugh, lead them on the dance floor, or play Chopin for an audience of one.

Beautiful Young Women Don't Have It Easy
For beautiful young women, the problem is sorting the wheat from the chaff. Finding a quality mate is no easier for them than for anyone else. They spend as much effort rejecting the wrong men as others spend finding men.

In the animal world, females initiate 80% of matings (see ../Flirting/). Males who initiate mating are the males that no female will approach. Men who approach women pick young, beautiful women. Thus, beautiful young women meet more than their share of losers.

If women are too attractive, men stay in their cerebral cortexes. They will date beautiful women to feel envy from their male friends. They have no reason to shift into their limbic brains and emotionally connect. When men are jerks and women are shallow, they're stuck in their cerebral cortexes.

Putting effort into clothes and make-up will get you more dates, but impair men's vision of your inner beauty, and attract the "wrong" kind of men (those who do not look deeper than the level of physical appearance). The ideal is to look nice, but do not overdo it. If you're getting many dates but aren't meeting quality men, work on improving yourself, not your wardrobe.

Encourage self-selection of potential mates. Tell suitors that you can't go out on a date, but they're welcome to join you volunteering, e.g., with Habitat For Humanity. The few men who show up to work are the ones worth dating.

Education and Employment
Education, employment, and relationships are problematic for women. On the one hand, school and work are the most common places where couples meet (see ../Where Couples Met/). Women who go to college and choose a professional career are more likely to meet men (especially if they choose traditionally male fields, e.g., science). And men prefer to marry women with good educations and good jobs.

On the other hand, career women sometimes must sacrifice relationships. E.g., a job may require moving to a new city. Women who choose professional careers postpone marriage until they're out of college and have started their careers—by which time they find that many of their male classmates and co-workers are married.

Conversely, women whose primary goal is to be a mother are least likely to meet men. Such women forego higher education and professional careers. E.g., a woman who loves children may seek employment in childcare—where she works with other women.

Emotional Connection
Emotional connection makes women want sex. Emotional connection makes men want long-term relationships.

Emotional connection makes men and women switch gender roles (see Becoming a Couple). Individuals who use masculine sexuality (usually, but not always, men) want to have sex with many partners. Individuals who use feminine sexuality (usually, but not always, women) want long-term committed relationships. Emotional connection makes women switch to masculine sexuality, and makes men switch to feminine sexuality.

A man using masculine sexuality shows off his social status, physique, and money to attract women's attention. But that's all stereotyped gender roles can do (attract attention). Once he has a woman's attention, she will look for relationship skills, entertainment skills (e.g., a sense of humor), and, above all, the emotional connection of "chemistry."

A woman using feminine sexuality shows off her youth and beauty to attract men's attention. But that's all her stereotyped gender role can do. If they do not emotionally connect, he will date her only as long as he thinks he might get to have sex.

Be Seen in Different Venues
Make your suitor feel emotionally connected by letting him see you in a variety of situations.

E.g., volunteer with a non-profit organization, take a continuing education class, and participate in a new sport. When a man approaches you in one venue, invite him to do the other activities with you. If you met him in a business computers night class, suggest that he join you volunteering with Habitat For Humanity on Saturday, or at a rock climbing class on Sunday.

He will see you using a variety of emotions. You may be confident and professional in the business computers class, caring and nurturing with the non-profit organization, and scared—then triumphant—climbing a cliff.

title: Relationships/How Men Select Women


text:
Category:Book:Find Employment

The Find Employment Page template automatically adds a page into this category. That template should appear at the top of every page in that book.

title: Category:Book:Find Employment


text: Category:Book:Finnish

title: Category:Book:Finnish


text:
Wikijunior:Languages/Persian

What writing system(s) does this language use?
Persian uses a modified form of the Arabic alphabet. Several letters used in Persian are not used in Arabic, while several letters used in Arabic are not used in Persian. Persian uses 32 letters and is written from right to left.

How many people speak this language?
There are about 71 million native speakers of Persian, making it the 14th most spoken language in the world.

Where is this language spoken?

Persian is mainly spoken in Iran, Afghanistan, Tajikstan, and Uzbekistan. There are large communities of Persian speakers in the Persian Gulf as well as the United States.

Persian has several local names. In Iran Persian is called Farsi or Parsi. In Afghanistan the language is called Dari. In Tajikstan and Uzbekitstan Persian is called Tajik and is written with the Cyrillic alphabet.

What is the history of this language?
There were several languages in the areas when Persian is spoken today that developed into modern Persian. One of the oldest was Old Persian, which was the language of the ancient Persians. There were other related languages at the time, namely Avestan and Median. After Old Persian was Middle Persian, the language of the Sassanian Empire, which declined during the 9th century CE. Finally, from the 9th century CE to today there is Modern Persian. Persian was also brought into India particularly from the 12th century CE and beyond and significantly influenced the development of Urdu and Hindi.

Who are some famous authors or poets in this language?

 * Ferdowsi (940–1020) was an early Persian poet. His book, Shahnameh, is the world's longest epic poem written by a single poet.
 * Nizami (1141-1209) was a romantic epic poet.
 * Saadi (1184-1283) was a major Persian poet and literary man of the medieval period. He is recognized for the quality of his writings and for the depth of his social and moral thoughts. He is widely recognized as one of the greatest poets of the classical literary tradition.
 * Rumi, or Mowlana (1207 - 1273), was a mystic poet. Themes of his poems are love and the truth. Translations of his poems are very popular.
 * Hafez (1310-1337) was a poet. Themes of his poems are the beloved, faith, and exposing hypocrisy.

What is a simple song/poem/story that I can learn in this language?
Saadi is well known for his aphorisms, the most famous of which, Bani Adam, in a delicate way shows the essence of Ubuntu and calls for breaking all barriers between the human beings:
 * بنى آدم اعضای یک پیکرند که در آفرینش ز یک گوهرند
 * چو عضوى به درد آورد روزگار دگر عضوها را نماند قرار
 * تو کز محنت دیگران بی غمی نشاید که نامت نهند آدمی

The poem is pronounced this way: bani Adam aazaye yek peikarand,

ke dar afarinesh ze yek gowharand,

cho ozvi be dard avarad ruzgar,

degar ozvhara namanad gharar,

to kaz mehnate digran bighami,

nashayad ke namat nahand adami,

The poem is translated by H. Vahid Dastjerdi as: Adam's sons are body limbs, to say;

For they're created of the same clay.

Should one organ be troubled by pain,

Others would suffer severe strain.

Thou, careless of people's suffering,

Deserve not the name, "human being".

Word by word translation: بنى(sons of) آدم(Adam) اعضا(limbs)ی(of) یک(one) پیکر(body)ند(are), که(Thus) در(in) آفرینش(creation) ز(from) یک(one) گوهر(gem/essence)ند(are), چو(If/when) عضو(limb)ی(a) به(to) درد(pain) آورد(takes) روزگار(the circumstances of era), دگر(Other) عضوها را (limbs) ن(do not)ماند(remain) قرار(at rest), تو(you) کز(that from) محنت(distress of) دیگران(others) بی(less)غم(sorrow)ی(are), ن(do not)شاید(deserve) که(that) نام(name)ت(your) نهند((they) set) آدمی(Human).

title: Wikijunior:Languages/Persian


text:
Arimaa/Distribution of Force

To create effective threats, one must use pieces efficiently; strength should not be wasted. A related concern is activity: strong pieces should be kept flexible and available for duty. The b2 gold horse is passive due to being blocked in. The a3 gold horse is less blocked, but still poorly placed; Gold's position would be stronger if he had a horse in the east to fight the silver dogs. Conversely, Silver is being highly efficient by placing a dog on g3, where it is currently as safe as a silver horse would be.

Pieces are often passive because they are blocked in at home, but even a functional advanced piece is passive if it is not doing anything useful. In a race, a piece is passive if it doesn't have time to do something.

Having the strongest local piece can be an asset. If the silver camel is next to a trap, no silver piece can be captured therein unless the gold elephant joins the fight. The strongest local piece can also help with goal attack, goal defense, mobility fights, etc.

Alignment
Alignment refers to the overall positioning of one army relative to the other, especially in regards to which piece faces which. A strong alignment will not, for example, waste an elephant on an enemy horse while the enemy camel is active elsewhere. Here, Silver's alignment is near-perfect: the silver elephant fights the gold camel, the silver camel fights both gold horses, and other silver pieces take advantage of the freedom this provides. The silver camel and c2 horse are both strongest local pieces, whereas Gold does not have a uniquely strong piece in any area.

Alignment may seem unimportant when a forced goal is in sight. However, a poor alignment could allow the opponent to get a quick goal attack of his own. In, Silver's apparently strong goal attack left the one remaining gold horse unopposed in the east. After 38g, Silver suddenly faced a goal threat which could only be stopped via an elephant sacrifice.

Balance
If too much strength is concentrated on one wing, the other may become vulnerable. A dog can be a strong attacker if there is no active enemy horse nearby, and stronger still if there is not even an enemy dog to counter it. Note that Gold currently has the uniquely strongest non-elephant piece in both the west and the east. The e7 dog can move west, however, perhaps delaying a Gold takeover of c6 long enough for Silver to counterattack in the east. The silver elephant needed to face the gold horse, not the gold dog as it did in the. There was not much point in having both silver dogs on the same wing as the gold horse; a second dog would not substantially strengthen an attack on f3, whereas a silver dog could have made a difference in the west.

Weak pieces should usually be balanced also, as a goal threat might negate an advantage elsewhere. Gold's hybrid frame–hostage–partial elephant blockade may appear strong, but it leaves Gold very weak in the west. The gold elephant is currently stuck defending goal, so the silver camel is free to disrupt the blockade. Using one's elephant to defend against rabbits is extremely inefficient.

Even on a full board, one wing might become quite weak. On 12g of, a horse flip unbalanced Silver's forces, allowing the gold dogs to become strong eastern attackers. A trap defender should watch out for such a flip, and watch out for a pull-and-replace which might set the stage for such a flip.

Centralisation
A centralized elephant affects all four traps. Here, the gold camel cannot defend f3 until the gold elephant comes east. If Gold played Me2n De1n Me3e De2n, Silver could push the gold camel to f4 (De3s ee4s Mf3n ee3e), where it would be doomed to capture in f6. This would not work for Silver if the gold elephant were in the center.

While attacking or defending a trap, an elephant should usually be on one of the more centralized key squares, e.g. c4 or d3 when next to c3. An exception might occur when there is a chance to threaten the enemy camel. However, an elephant should not automatically go after an enemy camel which is still in its own home territory.

Control of the center itself is also important, as pieces would often like to move through the center. The side with greater elephant mobility will tend to have better central control. In the diagram at left, Silver is limited by potential capture threats in c3 and f3. By contrast, Gold currently defends all four traps; the silver elephant's isolation allows the gold camel to defend c6, making the center safe for more Gold advances.

Even when neither elephant is marginalized, shared control of an away trap may improve one's central control; if the opponent owns only one trap, pieces in the center are safer. It is sometimes even possible to blockade the center.

title: Arimaa/Distribution of Force