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User talk:LoneGunmen~enwikibooks

Hi LoneGunmen, welcome to Wikibooks. I see you've started a videogame guide on the game Battlefield 2. While we appreciate your willingness to contribute to the project, videogame guides have been generally regarded as out of the scope of the Wikibooks project. It is very likely that your work will be deleted if you start it here, therefore I suggest that you use strategywiki as a place to host it instead.

Sorry for the inconvenience, but I do hope that you understand, and would consider contributing to project that are within our scope (textbooks). Mattb112885 (talk to me) 03:13, 16 September 2007 (UTC)

Thanks for the heads up. LoneGunmen 03:17, 16 September 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:26, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:12, 19 April 2015 (UTC)

title: User talk:LoneGunmen~enwikibooks


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Talk:Past LSAT Explained/PrepTest 01

I am working on it.

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

title: Talk:Past LSAT Explained/PrepTest 01


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New Zealand History/The New Zealand Wars

‹ Back to European Colonisation of New Zealand

The New Zealand Wars
The New Zealand Wars were a series of conflicts- mainly in the North Island between the native Maori, British troops and occasionally settlers.

The causes of the wars are believed to be the sudden influx of European settlers to New Zealand (far more arrived than the Maoris anticipated), and the struggle for control of the land that followed. Also, many chiefs felt that the British were not holding up their end of the bargain with the Treaty of Waitangi.

There were at least nine distinct wars in the New Zealand Wars. They were:

The Wairau Confrontation - 1843
In the first engagement of the New Zealand Wars, 49 armed settlers from Nelson tried to enforce a disputed land sale with Maori from the Ngati Toa tribe. The land on the Wairau Plains had supposedly been bought earlier by The New Zealand Company, but the local Maori disputed that claim.

The rights to the land were under investigation at the time by Land Claims Commissioner, William Spain, but after Maori burned a surveyor's hut on the Wairau Plains to the ground, some Nelson settlers had decided to take things into their own hands.

The initial skirmish was unsuccessful, with the Maori refusing to surrender the land. Fifteen Maori and settlers were killed, eleven Europeans were captured and around thirty-nine settlers escaped the scene.

The new Governor, Robert FitzRoy, considered a major invasion on the Ngati Toa tribe, but eventually decided against it because the settlers had been wrong in taking matters into their own hands.

The Northern War - 1845-46
The Northern War involved the British Army's pursuit of Hone Heke and Kawhiti of the Nga Puhi tribe, after Heke attempted to cut the British flag pole down a fourth and final time, to show the British empire as weak. This attack resulted in the burning, destruction and looting of New Zealands capital Kororareka after Kawiti and Heke attacked the British in March 1845.

Three of the major engagements in the Northern War were fought at Puketutu, Ohaeawai and Ruapekapeka.

The Wellington-Hutt War - 1846
Continued confrontations over disputed land sales in the Hutt Valley were the cause of the Wellington-Hutt War, which was fought between the Ngati Toa tribe, settlers and the British Army. The Ngati Toa tribe eventually fled north to refuge.

Wanganui War - 1847-48
Disputed land sales led to conflict around Wanganui. Wanganui itself was attacked by Topine Te Mamaku.

North Taranaki War - 1860-61
War broke out in North Taranaki in March 1860 over a block of land which a Te Atiawa Chief wanted to sell to the Crown, but many members of the tribe didn't want to give up.

The Maori opposed to the sale were led by Wiremu Kingi. The Governor soon sent out surveyors to the block of land, but the members of the Te Atiawa tribe opposed to the sale obstructed them, and built a Pa inside the south-east corner of the block of land.

On the 17th of March 1860, the British Army marched out from New Plymouth and opened fire on the Pa.

Further engagements were fought at Puketekauere, Mahoetahi, No 3 Redoubt and Te Arei.

The British Army eventually prevailed over the Maori, and a truce was signed at Te Arei Pa in 1861.

Invasion of the Waikato - 1863-64
One of the major wars of the New Zealand Wars, the Invasion of the Waikato was a massive British Army invasion of the Maori King's home district, the Waikato. The British Army ultimately defeated Waikato and its allies at Orakau in 1864. The Maori King fled, and took refuge amongst the Ngati Maniapoto tribe.

Tauranga - 1864
Major battles were fought between the Ngai Te Rangi tribe, the British Army and settlers at Gate Pa and Te Ranga.

Central-South Taranaki War - 1863-69
The Ngati Ruanui tribe, which had been helping other tribes in the North Taranaki War, returned to Southern Taranaki after the war, and attacked Tataraimaka in 1863. The British Army was sent into the area to control the Maori. The British Army was eventually replaced by the New Zealand Armed Constabulary, so the British Army could return home to England.

East Coast War - 1868-72
Te Kooti, of the Rongowhakaata tribe, escaped from his imprisonment on the Chatham Islands, and with his followers, was chased across the North Island. He eventually found refuge in the King Country.

Forward to Railways Introduced to New Zealand ›


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Talk:Past LSAT Explained/PrepTest 02

Contribute, ye!

title: Talk:Past LSAT Explained/PrepTest 02


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User talk:Chaos

Talk:Arabic
Speak Arabic (fusha preferably) with a good accent? Want to help created some pronunciation audio files for us? Please drop in at the Arabic wikibook project. gren グレン 04:25, 16 September 2007 (UTC)

title: User talk:Chaos


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Blender 3D: Noob to Pro/How to Do Procedural Landscape Modeling

Mountains
I was playing around in Blender several months ago and messing with cloud textures when I found a great way to make landscapes entirely within Blender (without height maps from The Gimp or some other application) and decided to make a tutorial (yes, it does use the noise tool).

For 2.7X blenderers out there: though this is a 2.4 based tutorial it works fine for 2.7X versions. The only big difference that doesn't work is that the normal button in the influence panel instead of map to panel, and the diffuse shader they mention later is actually in the material's context and in the diffuse panel.

Making the Mesh
To start, open up Blender and with the cube selected, press the XKEY and click Erase Selected Objects.

Add a grid (SPACE--> Add--> Mesh--> Grid), using whatever numbers you like, remembering that bigger numbers means more vertices. For this tutorial, I'll use 60 for x and y resolution. Scale the grid up, but only a little bit (I went up to 1.3) as the texture won't make very tall landscape with a very big grid. Press the F5 key to go to the Materials tab, then add a new material.

Displace and Shade
Now press the F6 key to go the Textures panel, and add a cloud texture in the very first slot (slot 0).

After Pressing F6, look at the windows on the bottom. To the left is the "preview" window and next to that (to the right) is a Texture window with an Add button... click that and then go to the little pull down menu that shows up just below and to the right. From there, find and select "Clouds"... and now, continue!

You may be wondering how we are going to make landscape with a cloud texture, when you could just use the Gimp height map plugin, Terragen, or the A.N.T. modeling script right in Blender. Well, we are going to make the landscape with a height map. The color determines the height: white = very tall; grey = halfway tall; black = no height. This makes the cloud texture a very good candidate for land.

The next thing we are going to do is adjust the size. You can set the noise size to whatever you want, but I want to have several bigger pieces of landscape, instead of a bunch of little ones so I'm setting noise size to 1.00 and noise depth to 6, as I want a high level of detail. (The Preview immediately shows you the effect of your "tweaks" as you make them.)

Noob Note: You can hold shift and click the number next to noise size then just type 1 and press enter instead of using the arrows. The same applies for NoiseDepth, almost every other setting in blender changes like this as well.

At the top, we can select Hard noise or Soft noise. Each gives a different landscape, so experiment with them. Next, go to the Colors tab (it's right next to the texture button by default). Adjust the brightness and contrast as required. For "Hard noise," try a brightness of 1.9 and a contrast of 3.45. For "Soft noise," a brightness around 1.0 to 1.2 should be fine.

Noob Note: The above noob note applies to the brightness setting as well!

Jump back to material buttons with F5 and go into the "Map To" panel. Turn off col and press nor once.

Noob Note: I had a difficult time finding the "Map To" so if you are too... This is one of the several small Windows that opens at the bottom of your screen after pressing F5 and for me, it was on the far, far right, off my screen. I had to use my mouse wheel to scroll the Windows to the side to bring it into view and found it as a Tab on a Window with two other tabs. "Col" and "Nor" are buttons in the Map To Tab.

Another Noob note: In version 2.66, the "map to" equivalent is found in the texture window (under the tab "influence") there you can adjust the color and normal settings. they are referred to by their full names.

 * What the buttons are for: The "Map To" settings determine which various attributes of the material will be affected by our "cloudy texture."
 * "Col" refers to "color." We turn it off here, because we don't want our surface to look "cloudy."
 * "Nor" refers to "surface normals." This is the angle at which light seems to reflect from the surface.  (The so-called "bump map.")
 * Experiment with the other "Map To" buttons, as well! For instance, "Disp" (for "displacement) actually causes a map to deform the geometry of a surface... but doing so only during rendering.

In this tutorial, as you will see, we are going to combine several techniques to produce a very rocky surface. Here, we are changing the way that the surface reflects light. Then, we'll actually deform the surface geometry.

Turn the nor value all the way up, to 25 (that will give it a nice rocky look). Go into the Shaders tab and then change the "Diffuse Shader" (the top left selector, defaulting to "Lambert") to "Oren-Nayer," and the "Specular Shader" (the 2nd selector, defaulting to "CookTorr") to "Blinn." Adjust the Rough value in Oren-Nayer to 1.5 (rock is really rough). Also, set the Spec value to 0.01 and Hard to 25. Now we are ready to make some mountains!

 * Trivia note: In computer graphics, a "shader" is a mathematical function, and they're customarily named after the clever people who invented them. These functions determine exactly how the cloudy-texture will "map to" the attributes (e.g. "Nor"...) that we selected.

Making Mountains
Press TAB to go into edit mode and press the AKEY twice, in case you had any specific vertices selected. Go into the front view and press the "Noise" button(located under mesh tools in F9). You should see the vertices jump up a good bit.

If not, you may have scaled your grid up too much, so make it somewhat smaller. Depending on how high you want your mountains, press the Noise button to your required amount, though I pressed it 8 more times. The mesh doesn't look very good right now, as it is not only blocky, but it is missing that last bit of random detail.

 * Important note! The mesh-editing button named "Noise" causes a permanent change to the geometry of the object in the "Z"-axis, as provided by the texture.  (The vertices actually moved, and their new position is permanent.)
 * There is also a procedural texture named "Noise," but that is just pure coincidence. The two are unrelated, both in what they do and in how they work.

 * Important note! Those using Blender 2.5 Beta in order to get the height map to affect the geometry you will need to use the displace modifier instead.

If you are not in edit mode, go into it and select all the vertices. Press Fractal (in the same row as Noise under mesh tools) and enter a value of 15 in the random factor. Hopefully, your system can manage all these vertices: if not, then don't do any fractal subdivide. If you want to, you can use a smaller value in the fractal box and do it several more times for more displacement. Be careful, though: too much randomness will cause vertices to separate, causing tears in the mesh that you will have to fix by hand.

Finally, tab out of edit mode and press Set Smooth. Then, if you want to make the mesh even more smoother, add a Subsurf modifier, with what ever level you want. (I'm going with 1 for faster render times.)

If you desire, you can scale up the mesh however big you want though for close-ups, you may want another level of subsurf or another subdivide. Then, apply colors, set up the lights, and render! A word to the wise, however: this process creates a huge file (about 986kb).

Discussion
You have just made mountains all in Blender, without having to generate height maps in The Gimp, or any other program. The next step is to go beyond the tutorial. Try using different noise sizes and noise basis, and even try using other textures like musgrave and marble. Or try using two textures and see the conclusion. The possibilities are almost infinite! Have fun.

Observe how the technique illustrated this tutorial is "the same, yet different" from the one demonstrated in the tutorial for "height maps":
 * A procedural texture was used to supply changes to the Normal Mapping of the object at render time. (This is the angle at which the object reflects light.) (The "height mapping" tutorial did not do this.)
 * Then, the mesh-editing button (also...) named "Noise" was used to deform the actual geometry of the mesh. (This is the same technique used in the "Height Map" tutorial, although a different kind of texture .. an image .. was used.)
 * The texture, once used for the height-mapping (deformations) was left in place, still mapped to the surface "Nor"mals. The result will be a very mountainous landscape.

Yep! The techniques shown in all of these terrain-modeling tutorials can be combined! And, they frequently are. Very often the most satisfactory results are obtained by combining several different techniques. You could have used an image-map (from the "Height Mapping" tutorial) to deform the geometry, then used the "noisy Normal-mapping" idea from the first part of this tutorial, and even used smoothing. All at the same time. The choice is yours.

When using "Map To," remember that a single material can have several different textures applied to it, each one mapped to the same or to different attributes. This mapping can even be animated.

Experiment! The sky's the limit!


text: User:Fasten/Pilingual Primer/Cover

title: User:Fasten/Pilingual Primer/Cover


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Animal Care/Turtle

Turtles are popular pets, but their needs are complex. While the turtles themselves may often be inexpensive and sold at an appealing small size, providing even basic quarters is expensive and most species of turtles grow to relatively large sizes. The popular red-eared slider Trachemys scripta elegans for example reaches a shell length of up to 30 cm.

Note that while the term turtles is used in the United States for both terrestrial and aquatic species alike, in the United Kingdom and elsewhere terrestrial species are usually called tortoises and aquatic species terrapins.

Environment in captivity for terrestrial turtles (tortoises)
It is common for terrestrial species to be kept outdoors where the climate allows this. In temperate parts of the world where winter temperatures are too low for them to be left outdoors, it is usual to have both summer quarters in the garden and winter quarters in the house.

Summer quarters
Your box turtles will flourish in a large outdoor enclosure where they are allowed to hibernate through the winter. Build the biggest enclosure possible, and locate it in the east so that your turtles can warm up in the morning sun enough to eat their breakfast. A south exposure is a good second choice if east is not available. Your enclosure should have sunny spots, shady spots, and as many water dishes,food dishes, and hiding places as you have turtles.

Don't place anything like a flowerpot or trellis close enough to your turtle enclosure walls that could allow your turtle can use it to climb out. Turtles are great climbers, and will also scale vines, tomato plants, and cyclone fencing to escape. Your turtles will love edible landscaping, hills of loose dirt, holes to investigate, logs to clamber over, and other features that make their habitat an adventure playground. A lid on their enclosure is also a good idea to protect them from dogs and small children, and offer any hatchlings increased safety against birds and cats. .

At a minimum, build your enclosure 100 cm x 200 cm (3' x 6') in size for one turtle, allowing proportionally more space for any additional turtles. To build the wall use smooth wood planking that extends 20-30 cm (8" to 12") below ground level to prevent digging their way out, and 30-35 cm (12"-14") above the ground to keep them from standing on their hind legs and hoisting themselves over the wall. It is a good idea to lay a row of bricks or paving stones around the inside perimeter of your enclosure flush with the ground; this also prevents digging. Never lay chicken-wire or other mesh down as flooring because broken wires can cut up your turtles. Fasten a triangular piece of wood in your corners as a corner-brace: this will improve your structure's stability and further prevent your turtles from climbing out. .

Indoor quarters and quarantining
Most terrestrial turtles come from warm parts of the world and require an air temperature around 20-30°C (68-86°F), most easily provided by using infrared heating lamps. Electric heat-rocks are not recommended because turtles are slow-moving and can end up burning themselves on them. In addition the vivarium needs a water dish for drinking, but this should not be so deep the turtle cannot climb out if it falls in. A hiding place of some sort is also important. Hollow bark "caves" and other suitable structures are widely sold in pet stores.

Box turtles (Terrapene spp.) should not be kept inside unless you need to quarantine them temporarily for health problems. Box turtles should not be kept indoors for longer than four to six months. They need the biggest container possible: ideally made from plastic (for ease in cleaning) or wood (for ease in construction) and not less than 100 cm x 200 cm (3' x 6') for one turtle. It is important that the container not be see-through because then your turtle will batter himself obsessively against the walls, trying to get out.

Feeding terrestrial turtles
Turtles look for food that has bright colors (especially red), that moves enticingly (like an earthworm or beetle), and that smells good. Turtles can even smell water over long distances. To coax a timid pet turtle to eat, work with its sense of vision and smell. Provide red foods like strawberries, tomatoes, cherries, and plums. Tempt it with some night-crawlers from the bait shop that will wiggle and stimulate your turtle's hunting instinct. Bring it some snails from your backyard (but only if you don't use pesticides). You can also offer your turtle dog-food. Two things to remember: turtles sometimes feel like fasting for a few weeks. Also, turtles sometimes will eagerly feed on a type of food, only to refuse to eat it after awhile. This is because turtles in the wild are used to gorging on certain plants and bugs that become plentiful through the season, and then switching to other things as their previous food sources dwindle. Make sure your turtle can see the food. Turtles can actually eat fish food if you want.

Environment in captivity for aquatic turtles (terrapins)
Aquatic turtles such as the red-eared slider Trachemys scripta elegans generally need a vivarium that contains both clean water for swimming plus dry land underneath a UVB lamp. Only a few of the turtles offered for sale as pets are so aquatic that they never crawl out onto the land (except, in the case of the females, to lay eggs). The most notable of these is the Fly River turtle, Carettochelys insculpta.

Indoor quarters
Aquatic turtles are commonly kept indoors, but it should always be borne in mind that despite their small size at purchase, most species grow rather large. For one or two red-eared sliders, the smallest aquarium that could be used safely will be around 200 litres (52 US gallons) in size. This will need to be divided into a dry land area, typically formed by building up a pile of rocks and gravel at one end, and a suitable depth of water for swimming. As should be obvious, setting up a vivarium for these animals requires considerable effort and expense, and so buying red-eared sliders on a whim or as a miniature pet for a child is not recommended.

Outdoor quarters
In the warmer parts of the world, red-eared sliders and other aquatic turtles can be kept outdoors for all or part of the year. Aquatic turtle enclosures are similar to those for terrestrial turtles described above, except with the addition of a shallow pond for swimming. Ensure that there are suitable places for the turtle to be able to climb in and out of the water. Aquatic turtles generally do not hibernate, and cannot be left outdoors where the winters are cold (for example, in Southern England). When the weather turns cold, they should be brought indoors are looked after in a suitable vivarium. Turtles and fish should not be kept together in the same pond.

Diet
Aquatic turtles tend to be omnivores. Some species are confirmed predators, notably soft-shell turtles (Trionyx spp.) and snapping turtles (Macrochelys and Chelydra), but the more commonly kept things like red-eared sliders feed principally on aquatic vegetation, organic detritus, carrion, and small invertebrates.Terrestrial turtles tend to be more herbivorous than aquatic turtles, but this is often misunderstood by turtle keepers to imagine that aquatic turtles need meaty foods. While there are some carnivorous aquatic turtles traded, most are omnivores. The red-eared slider for example becomes increasingly herbivorous as its matures and should be given a primarily vegetarian diet once adult, with up to 75% of its food being things like aquatic plants, dandelion leaves, and green leaf lettuce. . Outdoors, terrestrial turtles will generally forage for plants such as clover and alfalfa, but they can also be provided with things like dandelion leaves, cress, and parsley. Cabbage is best avoided because it depresses thyroid activity in reptiles, and while lettuce is happily taken, it is nutrient poor so shouldn't be except as a treat. Soft fruits are often an important part of the natural diet of these reptiles, so things like plums and ripe tomatoes can be used as well. Even though they are largely herbivorous, these animals to take some meat, particularly as carrion. In captivity, small amounts of cat food can be used as a supplement. European tortoises in particular appreciate cooked chicken bones which they grind up with their jaws very effectively.

Nutrient supplements
It is important to add vitamins and minerals to their food. Calcium powder and reptile vitamin supplements can be obtained from pet stores and added to whatever food being provided.

Live feeder fish
Live feeder fish should only be used in moderation unless a turtle's specific diet requirements mandate more of a certain food. The previous poster only listed sources pertaining to Red Eared Sliders. For other turtles, such as Map turtles or Diamondback terrapins, you should research specifically on your genus and epithet on the necessary dietary requirements. Goldfish are very bony, oily, and fatty and do not provide a good nutritional value. When feeding live fish, rosy-red minnows (a brightly coloured variety of the fathead minnow) is among the top choices. They are sold as cheap feeder fish and some turtle owners that purchase from large chain stores or an unknown/untrusted store should quarantine the live feeder fish and treat for bacteria and possibly parasites depending on the location of purchase. The previous poster also mentioned that "feeder fish contain a lot of thiaminase, a substance that destroys Vitamin B1 and causes major health problems as a result." This should be taken lightly; thiaminase is an enzyme that breaks down thiamine, otherwise known as vitamin B1 (an vitamin involved in metabolism). This enzyme will likely be denatured in the digestion process by the pH change in the turtle's digestive tract. It is important to feed a balanced diet to a turtle consisting of proteins, such as rosy-red minnows, snails (apple snails seem to be the most popular choice), and crickets, greens, and a quality turtle pellet or stick.

Filtration
The water must be filtered. Ammonia is produced by the turtle as a waste product, and this accumulates in the water over time. Unless removed by a biological filter similar to that used in an aquarium, the ammonia causes health problems such as eye infections and skin irritations. As well as filtering the water, it is important to do large water changes weekly, at least 50% per week, ideally 75% or more. It is important is that a suitable dechlorinator is added to each bucket of fresh water.

Water chemistry
Water chemistry can be very important to a turtle, especially to hatchlings. The most common thing to look for in water is the presence of chlorine and chloramine. This is easily treated using products bought from a store that sells fish products. Other concerns include nitrates, nitrates, ammonia, and sometimes pH and, more rarely, water hardness. The nitrogen cycle is regulated through the use of nitrifying bacteria and frequent water changes of 25%-75%, depending on the time between changes. Water changes should be performed no later than two weeks and no sooner than three days unless a sick turtle is present. Some species may have special needs that should be researched before the turtle is acquired; the diamondback terrapin Malaclemys terrapin for example can have salt added to the water because it is known to live some of its life in brackish water in the wild. When kept without salt in the water, it may be to be prone to fungal infections. . Many diamondback terrapins are now being kept in freshwater. This is not harmful, but it is important to then keep the water very clean through biological, chemical, and mechanical filtration. Aim for a specific gravity of around 1.005-1.010 (around 9-15 grammes of marine salt mix per litre of water).

Water level
The water area, which should be about 1/3 to 1/2 of their space, must be deep enough for the turtles to submerge themselves completely and to be able to swim freely. A land basking area is also required. Easy access to the land area must be possible. A sloping ramp is usually the best approach.

Temperature
For the North American turtles most often kept as pets, water temperature should be maintained within the range 20-30°C (68-86°F). Excessively high (over 32°C; 90°F) or low temperatures (below 20°C; 68°F) for long periods are dangerous.

Most aquatic turtles (but not all) will spend periods of time on land basking in the sunlight; in captivity they will need a dry land area underneath a suitable UVB lamp. The UVB light is essential for their health, allowing them to synthesise Vitamin D3 and utilise calcium from their diet properly. Without UVB, they develop bone deformities and soft shell problems. Because UVB cannot pass through glass, there should not be any glass between the lamp and the turtle. Turtles also need UVA light witch is provided in most UVB lights

Aquatic plants
Floating plants are important for two reasons. Firstly, they are used as food. Canadian pondweed (Elodea) in particular is a very useful food source for aquatic turtles. In addition, the turtles use it for cover and as a resting place.

Malnutrition and disease
If a turtle seems lethargic and has cloudy skin patches, or milky eyes, it may be because of poor nutrition or disease. A veterinarian who knows about reptiles can determine whether the animal's diet is to blame, or if there are other factors involved.

Salmonella and pet turtles
Salmonella bacteria naturally exist in the intestinal tracts of turtles (and almost all other reptiles) and generally cause them no particular problems. But Salmonella bacteria can cause health problems in humans, especially if your immune system is weak due to age or chronic health problems. The prime mode of transference is from turtle droppings to your body via your mouth, eyes, or through an open wound.

The following tips minimise the risk of Salmonella problems:
 * Keep your pet turtles outside in the backyard if weather permits it. Remember, temperature and predation are key concerns when keeping turtles outside.
 * Keep a separate set of dishes or cleaning materials like sponges for your turtles.
 * Never eat, drink, or smoke while handling your turtle.
 * Always wash your hands carefully after handling your turtles (ideally with an antibacterial soap)
 * Wear disposable gloves when handling your turtle.
 * Don't let small children handle your turtle.

title: Animal Care/Turtle


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FOSS Open Content/Survey of Open Content Projects

Felix Stalder, in collaboration with researches in South Africa, India, Brazil, Egypt and Serbia, has done an assessment of the state of Open Content projects in these countries. The specific aim of the project was to examine the use, efficacy and extent of Open Content projects in the non-Western world. [65]

The study makes a conceptual distinction between two kinds of projects: those that are set up around explicit cooperation, with stated goals and some sort of accepted guidelines like the Wikipedia projects, and those where cooperation is less planned and is instead based on the affinities of independent actors, who remain visible as individuals or exist within small communities, such as bloggers. The project calls the first group "planned cooperation" and the second one "emergent cooperation." The study argues that "apart from a handful of Wikipedia projects (in Portuguese, Polish and other Eastern European languages), Open Content projects based on planned cooperation remain fairly limited within the regions covered by this survey. The most successful ones are closely related to FOSS projects, whereas others remain in very early stages and have not yet reached a critical mass." They also claim that if there is to be an increase in the number of people and projects that are involved in Open Content initiatives, there is a need for some institutional basis. This has to do with the fact that, given that there is very little infrastructure and technical support in a number of developing countries, it becomes difficult to inaugurate and sustain long-term collaborative projects. This is the main reason that projects that are not initiated with the support of either a university or some public institution tend to not last very long and fall apart before reaching a critical mass. Even in contexts where there is institutional support - for example, for many Open Content projects in Brazil - these projects are still small, indicating that such long-term projects can take a long time to prepare and get off the ground.

The study also suggests that the emergence of new technologies that enable the sharing of media in neutral platforms (like Flickr and Google Video) may have the potential to provide the kind of infrastructure that may assist emerging Open Content projects in developing countries. It can be added that the line between Open Content and Open Access projects is a rather thin one in the case of developing countries. A number of the immediate and pressing needs - especially those around questions of access to knowledge - may be addressed, for instance, through open-access mechanisms. In many ways, these kinds of Open Content cultural projects may, at the moment, seem to be concerns of the West; however, we perhaps need to be cautious of falling into the dangers of reducing the entire issue into one of real information needs and other more ambitious collaborative frameworks. The two need to be separated, and the promotion of Open Access should not be at the cost of making the question of the collaborative production of knowledge and culture an irrelevant one in the developing countries. The challenge perhaps lies in the integration of the two.


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FOSS Open Content/Policy Implications

At the moment, no official policy exists with respect to Open Content. One reason for this is the fact that Open Content works primarily within the domain of private contracts and is largely voluntary. On the other hand, there is a significant amount of work that has been done on the reform of global copyright law. In the arena of access to learning materials, for instance, it is argued that governments should ensure that they use the greatest flexibilities available to them within the Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS) framework[66] to ensure that national copyright laws have adequate access provisions. In the larger global framework, there are also similar movements, such as the Access to Knowledge (A2K) treaty process, which ties itself with the development agenda at the World Intellectual Property Organization.

One of the challenges that needs to be addressed is the question of the grounds on which policy questions can be framed within the Open Content movement. The significance of this question stems from the limitation of the Open Content movement's ability to tackle content which already exists under copyright, and content that may be produced in the future which is based, for instance, on public funding.

On the first question, there may be little that can be done within an Open Content framework, and some of these questions are best addressed through a combined strategy of copyright reform and perhaps the use of national right-to-information laws, wherever they exist. On the second question, however, there may be some interesting possibilities. The demand of public intellectual property for public money is certainly not a new one, but one that can be combined with the normative goals of the Open Content movement. Additionally, the success of the Open Content movement in particular areas can become the basis for strengthening the claim that there is a direct linkage between Open Content and greater access to information and knowledge.

While the overall policy framework of many developing countries targets developmental goals like the Millennium Development Agenda, they often tail to link these policies with questions of the dissemination of research. By following strong copyright models within the university system and for government research, they end up not serving the goals of greater dissemination and easier access.

Some of the key areas for policy makers to consider include:
 * Open Content policy to enable access to publicly funded research;
 * Access to primary material such as research data;
 * Financial, technological and other support for Open Access and Content repositories; and
 * Support for publications based on Open Content resources.

This movement can find a number of synergies with existing campaigns and policy reform efforts, including the Open Access movement. The specific claim could be made towards universities, publicly funded research, and also partially towards privately owned content for specific uses, including access for visually disabled people, etc. At a minimum, policy interventions should be directed towards making traditional publications convert their material to ensure free access or to Open Content at least after a few months of enjoying exclusive publications rights. There should also be efforts to integrate various policy strands, for instance, between research and development on the one hand and the education department on the other.

It is also important to note that the problem does not merely lie with government policies but also with educational institutions, which are supported - either in full or in part - by public funding. This criticism is also true of funding agencies and non-governmental organizations that are supported by public funding. in other words there is a serious and urgent need for all public institutions to examine the public availability of the knowledge that they produce, and the most effective strategies for further dissemination. For the reasons already outlined in this e-primer, it would make immense sense for them to start moving towards an open Content / Open Access paradigm.

Another critical area that policy makers should consider is the question of distribution and dissemination. More often than not, the question of distribution is ignored in the debate on making information more accessible. While Open Content makes information more freely available and devoid of the usual restrictions that exist, it does not automatically solve the question of distribution. Policy makers would benefit from thinking about an effective distribution and dissemination strategy to supplement the effectiveness of Open Content.

Having said that, it is perhaps important to recognize that the greatest strength and the greatest weakness of the Open Content movement may still derive from its appeal to a voluntary community working with an alternative ethical paradigm.

title: FOSS Open Content/Policy Implications


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User:Barry Sharpe/In Progress

Overview
Weight 1

Key knowledge area(s)
 * Enable and disable integrated peripherals.
 * Configure systems with or without external peripherals such as keyboards.
 * Correctly set IRQ, DMA and I/O addresses for all BIOS administrated ports and settings for error handling.

Description: Candidates should be able to configure fundamental system hardware by making the correct settings in the system BIOS in x86 based hardware.

Key knowledge area(s) Enable and disable integrated peripherals. Configure systems with or without external peripherals such as keyboards. Correctly set IRQ, DMA and I/O addresses for all BIOS administrated ports and settings for error handling.

The following is a partial list of the used files, terms and utilities /proc/ioports /proc/interrupts /proc/dma /proc/pci

Module Objectives

 * /To understand the concept of a computer and its components/
 * /To understand the BIOS and its funtion with regards to booting the computer incorporating POST/
 * /To be able to navigate the BIOS and understand the menu system/
 * /To be able to Gain information from the BIOS and compare this information from within the Linux kernel/
 * /To be able to identify connected PCI devices via your computers BIOS and the use of the /proc/pci directory or the lspci command/
 * /To be able to gather information on the i/o ports in use what hardware is using them via /proc/ioports/
 * /To understand the concept of interupts or IRQ's and how to gather information through the linux kernel on the current IRQ status/
 * /To be able to determine the difference between non PCI and PCI interupt assignments/
 * /To understand the term DMA and how it applys to DMA capable devices/
 * /To understand and identify PnP devices both in the BIOS and in the Linux kernel via /proc/bus/pnp or lspnp command/
 * /To Understand the concept of IDE terms such as Cylinders, Heads, Sectors/
 * /To understand the term LBA / ATA-2 standard/
 * /To introduce you to disk name assignments in Linux/
 * /To introduce you to the term SCSI emulation within Linux/
 * /To use the hdparm command to gain information about your disk or disks/
 * /To introduce you to IEEE1394 and USB standards/
 * /To introduce the concept of floppy, COM & Parallel ports/

title: User:Barry Sharpe/In Progress


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Talk:GtkRadiant

Feedback
Write all your thoughts and what would benefit the book here.. Dont forget to sign with a ~ Yzmo 15:44, 16 September 2007 (UTC)

I got an error message: The map isn't a valid campaign starting map. Set your gametype to 2 to load it directly.
 * Means you have to type g_gametype 2 into the console before you load it... What game is this? Yzmo 16:48, 29 October 2007 (UTC)

Please can we define the format of the .map file here. I have added a section "File Formats" for this purpose.
 * Sure.. I'm not so good at it though.. Yzmo (talk) 21:40, 24 June 2008 (UTC)

I just downloaded this program and was following the tutorial here, but when you have to put texture on the brush, I cant. On the picture here it had a list in the bottom right corner, but I don't have a list.I also noticed that all the brushes in the 3D view say "shader not found" and they dont turn pink when I do the caulk.

124.157.237.93 (talk) 08:56, 12 November 2008 (UTC)
 * That means it's not installed correctly. Reinstall it and make sure the paths are correct.Yzmo (talk) 15:13, 18 October 2009 (UTC)

i'm making an camera with misc_portal_camera but how can i let the camera rotate??

Can't put texture.
I just downloaded this program and was following the tutorial here, but when you have to put texture on the brush, I cant. On the picture here it had a list in the bottom right corner, but I don't have a list.

EDIT: I also noticed that all the brushes in the 3D view say "shader not found" and they dont turn pink when I do the caulk.
 * Make sure Radiant is installed correctly and the Paths are correctly set in the Preferences.. Yzmo (talk) 17:44, 20 December 2008 (UTC)

Errors When Loading Maps
If anybody experiences an error similar to this : Re_loadWorldMap: maps/[mapnamehere].bsp not found when using the /devmap [mapnamehere] command. Try setting /sv_pure 0 before launching the map. This alleviates the problem for me in Wolfenstein : Enemy Territory.

EDIT : Also, I have a problem accessing the system/trigger texture. I explain more here.

Proposal to rename the book
I propose renaming this book is something that makes it clear the reduced scope it has for readers. That is due, to the requirement to make any of the information truly useful of having access to the dataset of Jedi Knight 3 (not freely accessible), the best name I came about is "Usign GtkRadiant on Jedi Knight 3", I will be happy with any variation that makes the link clear, if no objections are raised I will request the renaming in 7 days. --Panic (talk) 14:48, 30 November 2009 (UTC)
 * I am aware of that the scope is a bit reduced. However I try to make the explanations as general as possible, I just don't have much experience in mapping for other games. Yzmo (talk) 20:57, 26 April 2010 (UTC)
 * Thanks for the clarification. I'll drop the rename issue but we should make evident that Jedi Knight 3 is a commercial game (probably also linking to Wikipedia), it a bit sad the guide doesn't use a freely available set, it would increase its usefulness and even possible collaboration in writing it. --Panic (talk) 21:09, 26 April 2010 (UTC)
 * There aren't so many freely available sets. The only one I can think of right now would be Nexuiz. But I'd obviously find it great if people from other games also would collaborate.Yzmo (talk) 16:26, 27 April 2010 (UTC)

title: Talk:GtkRadiant


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Talk:Past LSAT Explained/PrepTest 39

Everybody contribute!

title: Talk:Past LSAT Explained/PrepTest 39


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Cookbook talk:Duck Confit

I just looked this recipe up for someone and tried to explain it. She was confused, and when we talked about it, I think she has a good point. I didn't edit the page, because I know sometimes recipes have unexpected reasons for things, but I just don't get this one:

Why do we lay the duck out on a "platter," sandwich it with the spices, then put the reserved fat on the bottom of a different (glass or plastic) dish, and then "top" the fat with the sandwiched duck?

I suspect this would be more clear if we 1 - put the "place the reserved fat" step first, then 2 - built the "sandwiched" duck meat and spices on top of it

Or, am I missing something? If so, how could that be made more clear?

title: Cookbook talk:Duck Confit


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FOSS Open Content/Limitations of Open Content

There are two kinds of critiques that have been made about the limitations of Open Content initiatives. The first is a policy - level critique which argues that the voluntary nature of Open Content projects diverts from the larger issue of the need for urgent structural transformations in the global copyright regime. It is argued, for instance, that by relying on copyright, even in a creative variation of it, it still ends up strengthening the copyright system. The larger problem of access to knowledge and culture can only be solved through a long-term intervention in the global copyright regime from the Berne Convention to the TRIPS agreement.[67]

Open Content has also been criticized on the grounds that it privileges the traditional idea of the author at the center of knowledge / culture at the costs of focusing on users. By giving authors the right to participate in a flexible licensing policy, Open Content initiatives end up privileging the notion of the desirability of creating property rights in expressions; cultural and literary products are considered as commodities, albeit ones that the creator can decide to make accessible (or not0, much like a person can decide whether or not to invite someone into his / her house.[68]

A second-level critique asks the question of the relevance of Open Content projects, with their heavy reliance on the Internet. According to the Copysouth group:

''It is unlikely that more than a tiny percentage of the works created on a global basis in any year will be available under Creative Commons (CC) licenses. Will the percentage be even less within the Southern Hemisphere? This seems likely. Hence, CC licenses will be of limited value in meeting the expansive access needs of the South in the near future. Nor do CC licenses provide access to already published works or music that are still restricted by copyright laws; these form the overwhelming majority of current material. Focusing on CC licenses may potentially sideline or detour people from analyzing how existing copyright laws block access and how policy changes on a societal level, rather than the actions of individual "good guys", are the key to improving access and the related problems of copyright laws and ideology which are discussed elsewhere in this draft dossier. Nor does it confront the fact that many creators (e.g. most musicians, most academic authors) may be required, because of unequal bargaining power, to assign copyright in their own work to a record company or publisher as a condition of getting their work produced or published.''[69]

Finally, a number of Open Content initiatives have an uncomfortable take on other modes through which most people in developing nations have access to knowledge and cultural commodities, namely, piracy, and its critical relation to infrastructure. The emphasis of Open Content on the creation of new content of course raises the question of who uses the new content, and what is the relationship between such content and the question of democratization of infrastructure?

In most cases, the reason for the fall in price of electronic goods, computers, great access to material, increase in photocopiers (the infrastructure of information flows), etc. is not caused in any manner through any radical revolution such as Free Software or Open Content, but really through the easier availability of standard mainstream commodities like Microsoft software and Hollywood. Open Content is unable to provide a solution to the problem of content that is locked up within current copyright regimes. As much as one would like to promote new artists, new books, etc., the fact remains that a bulk of the people do want the latest Hollywood / Bollywood films for a cheaper cost; they do want the latest proprietary software at a cheaper cost; and they do want to read Harry Potter without paying a ransom.

We can either take the moral higher ground and speak of their real information needs or provide crude theories of how they are trapped by false consciousness. Or, we can move away from these judgmental perspectives, and look at other aspects of the debate, such as the impact that the expansion of the grey market for these goods has on their general pricing, the spread of computer/IT culture, the fall in price of consumables such as blank CDs, DVDs, the growing popularity of CD-writing equipment, etc. [70]

There is no point in having a preachy and messianic approach that lectures people on the kind of access that should be given. While in an ideal world, we would also use Free Software and Open Content, this cannot be linked in a sacrosanct manner to the question of spreading access.


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Wikibooks talk:Language Learning Difficulty for English Speakers

The alleged source has different information
I checked the website from the State Department, and they do have a table similar to this one, but there are many differences, the classification is different, some languages don't appear, others appear with different names, is a mess.

I could link you to the website with the correct information and a color coded table that shows the inconsistencies BUT wikipedia doesn't allow me to save my edit with links to other websites

This list is really stupid. And is not accurate. I am a native/bi lingual speaker of English, and I have learnt most of these languages in less time than projected. What gets me is how you can compare that Mongolian is as difficult to learn as Russian or Icelandic? Get out of here. I am a huge language nerd and I had to give up on Mongolian a few times, even with many resources such as books, software, internet, and mongolian friends. Then Japanese is considered hard? I am in a japanese class in USA now and it seems to me that many of the students in the class, who don't speak anything else but English, have an easy time with it. And how can you put French on Category I? Or other Romance languages? I don't have a solution to fix this list, I just offer to delete this rediculous Category of difficulty for langauges for English Speakers, but native English speakers aren't the only ones who use the English wikibooks you know. --Girdi 17:49, 16 September 2007 (UTC)
 * Actually, I think French is a really easy language. As a matter of fact, even though I'm a native English speaker, I think French is actually easier than German, despite the fact that English and German are more closely related to each other, so I don't understand why you're surprised about the fact that French is in Category I. Anyway, about Japanese, how could you find that easy, even if you are bilingual in an unrelated language (as I am)? Sure, spoken Japanese may be easy, but what about written Japanese? A Japanese learner has to learn all of the Hiragana and Katakana characters, as well as thousands of Kanji symbols. On top of all of this, there's also the very difficult politeness system, too. How could all that NOT be difficult? I must admit, I haven't even tried to learn Japanese because I'm far too busy to be able to learn all of that stuff, but I fail to see how learning all of that could be easy. Runningfridgesrule (talk) 21:01, 20 March 2008 (UTC)
 * I don't think you can really rank languages like this. Especially JUST by similarity. Perhaps instead have each language's difficulties examined in detail, and with other lists of things like, similarity, vocabulary size, pronunciation, complexity, etc. For some people high vocabulary is a problem, for others it is pronunciation. French and Japanese were exceedingly difficult for me, for example, because of all the conjugation. In 2 years of self study and high school classes respectively I still can't put a sentence together. Two weeks of Chinese self-study and I can communicate fairly well, online at least. So this really is a useless page. (By the way, the list doesn't seem to distinguish between Mandarin and Cantonese, both of which could be called "Chinese"--Cantonese is way harder for English speakers than Mandarin is.)--76.20.29.191 (talk) 14:23, 24 August 2010 (UTC)
 * As a native Cantonese speaker, I agree with you in that Mandarin is easier than Cantonese because: Cantonese has nine tones as opposed to Mandarin's four, and that the grammar of speaking and writing are completely different. Kayau ( talk | email | contribs ) 14:23, 24 August 2010 (UTC)

Agreement with above comment
As a teacher of English to students as a second language I have to agree with the above comments. I've never heard of this list before and never heard of Foreign Service Institute which certainly isn't a highly known body of foreign languages. This list seems to aim to compare totally different languages and add an arbitary number of hours for learning to these languages. No language is necessarily difficult - it depends on the individual, the exposure to the language, your ability at learning and learning languages and attributes of the languages like grammar complexities, pronunciation and alphabet. This kind of list is not helpful. Xania talk 00:28, 8 November 2007 (UTC)

I don't understand why it is so difficult for people here to understand what this list is: given a group of native English speakers with language aptitude, how many hours on average would it take to obtain level 3 proficiency as measured by the FSI in the courses that it offers? Since the FSI trains US diplomats, wouldn't it make sense that they know what they are talking about? Just because you have never heard of the FSI means nothing. All these people babbling about motivation, attitude, etc are missing the point. 160.83.32.14 (talk) 18:24, 5 May 2008 (UTC)

 * In theory it seems good. In practice, a few of us find the rankings given very strange. Indonesian, with extremely simple grammar, the same alphabet, spelling that's about about 98% phonetic and mostly simple pronunciation with less phonemes than English, is listed as harder than Spanish, French and other conjugated European languages. That's completely counter to my experience and I've never met anyone with experience of Indonesian who thought it was harder than any other language. --Chriswaterguy (talk) 08:12, 12 June 2009 (UTC)

 * I find the rankings strange as well; while we may think they are unrealistic, they are empirical, having been compiled by a language school, and they are the only broad-sample study by a language instruction body I know of.  I would love to see better results, and I would really like to see results that give the learning time of various languages by related languages (I would like to know how long it takes Hindi second language speakers to learn Panjabi, for example);  if anybody finds such results, they should post them, make a new page, and re-title this page to indicate that it only contains FSI data.  Until we have other data to put here (and I have googled heavily in English, German, and French to find some, to no avail), I say leave the page as it is. --  mrbenjones (talk)17:57, 2 Feb 2010  (UTC)

In Disagreement with Deletion Request
I think this webpage should be 're-titled' not deleted, as the FSI course guidelines were created for monolingual native English speakers from the USA, who wanted/needed/desired to learn another foreign language. Also, the hours required to learn a given foreign language, were assumed for an adult, not a person between 1-18 years old. You'll notice that the list of languages by difficulty on the FSI list, reflect the emphasis of the USA State Department bureaucratic needs.

Spoken Japanese is fairly easy to learn for a native English Speaker, I'll agree. However, the FSI takes into account the need to become fluent in writing as well. This is the area, where the Japanese Language becomes relatively more difficulty for a native English speaker, who lacks the background in Kanji (Chinese Characters). Of course, a native Chinese, will find written Japanese much much easier than English. Yes, Hiragana & Katakana, are taught in intro. Japanese, but those thousands Kanji and their various combinations are relatively difficult...especially compared to the say, the Vietnamese Written Language, for a native English language speaking person. Even native adult Chinese (Mandarin) speakers, have relative difficulty with their own native written language compared to other languages which have various types of alphabets: including Korean, Vietnamese, Thai, Arabic.

FSI has existed in it's present form since March 1947. There are two other bodies that have similar "Language Learning Difficulty for English Speakers":

 * ACTFL (American Council of Teachers of Foreign Languages)
 * ILR (US Government Interagency Language Roundtable)

Within the USA at least, both of these bodies are very important.

Outside of the USA, these bodies importance would vary a lot. For example, within the country of Vietnam, Australian English standards as 2nd language tend to take more importance, from what I gather. Why? Geography, Business, and Travel reasons is particular. Australian language businesses are meeting the huge demand, by Vietnamese to learn English. Plus, Australians generally find it cheap to live in Vietnam, and a nice environment with cheap beer & beautiful beaches.

In regards to this critique, " No language is necessarily difficult - it depends on the individual, the exposure to the language, your ability at learning and learning languages and attributes of the languages like grammar complexities, pronunciation and alphabet."

I would to this list:
 * 1) the amount & depth of motivation to learn a given language
 * 2) Pattern solving skills, knowledge.
 * 3) a thick skin, when errors occur in the language learning process.

Now in regards to the claim that 'This list seems to aim to compare totally different languages and add an arbitrary number of hours for learning to these languages,' that is false on its face, as FSI did extensive testing before arriving at the estimated amount of time it would take to learn a given foreign language for a native English speaker.

In concluding, as this Wikibooks page, is about 'Language Learning Difficulty from a native English Speaker perspective'. I believe we should retain this webpage, but either "Re-title" the topic (e.g.: add the word "native" to the title), or add the rest of the native English speaking world perspective in this topic.

Meaning what does the United Kingdom, the Commonwealth, Ireland, Ghana, Australia, New Zealand, Hong Kong, Singapore and South Africa among others, rank the difficulty to learn another language as an adult/child?

I'm specifically looking for national professional associations/bodies who have done extensive research & have made published studies in this area of question. Not pseudo-knowledge, with hear-say.

Notice, the title of this article does not refer to previously 'bilingual', multi-lingual individuals/people, only to English Speakers (monolingual). —Preceding unsigned comment added by 71.106.228.196 (discuss • contribs)

 * Well, first off, this is not the USA, so don't compare an organisations importance on how important it is in the USA. I also like to comment on your does not refer to previously bilingual comment. So you are saying only native speakers of English can use this wiki? Well, I am kinda offended by that since I am more or less bilingual in English. Sometimes my Icelandic helps me with learning languages like say Latin, Norwegian, or Danish, and sometimes my English helps me learning languages such as Spanish and Irish. So to say that this refers to English speakers only, perhaps we should make other pages saying Language difficulty for Icelandic speakers? for German speakers? for Russian speakers?, because I am sure there are many people on the English wikibooks whose native language is not English.

 * This organisation you speak of is just one of many I am sure. So to base a book and whole Wikibook-department on some organisation is just wrong. Maybe it is some organisation you love and think is correct. Well, let's take a look at English language for a second. As for me, I prefer writing in British English, I beleive it is the standard English of the world and is correct. But because this is an English wikibook, not based off of any organisation other than Wikimedia, I don't mind at all seeing American, Canadian, Australian, Irish, or New Zealandic English here. Thus basing a policy or a template off of a real life organisation that not everyone agrees with should have no home here on Wikibooks.

 * In defence of my comments, it does depend on the individual. Spoken Japanese, for me it is easy but for others it might not be. Spanish would be easy to an Italian-English speaker, but more difficult for a Russian-English speaker maybe. This list is absolutely wrong, if a real organisation really did in fact come up with this list, then I think that organisation is pointless and needs to just shut down. If someone who is interested in learning Korean for example, why would he want to know first before he learns it if it is difficult or not? And so what if he did, he would come to this page and see, wow Korean is really hard, and then give up on something he would have loved to accomplish, just because someone is saying Well, Korean is very difficult and will take lots of time, but Spanish here is easy, and so is Danish. (Which anyone who has studied Danish knows that it is not that easy as Norwegian, I mean come on!).

 * I think I just covered everything you said. But a Wikibook-Policy note to you. First you must sign your signature, even if you are an IP, for your comment. Second, do not remove the deletion notice from a page! The only time that will come down now is when we come to a decision, whether it be in favour or not, or an administrator takes it down. You might be blocked next time. --Girdi (talk) 14:13, 21 December 2007 (UTC)

What a bunch of blathering nonsense. Who cares how much you dislike the US and whether you think that British English is the "standard of the world" or is "correct" or that "this is not the USA" or any such childish (and linguistically silly) pouting? A European English teacher who has never heard of the Foreign Service Institute should spend more time with the linguists at the Council of Europe, who have dinner with their long-time FSI colleagues at every international conference.

What matters is empirical data. FSI has successfully trained thousands of native (and non-native) English speakers to FSI Level 3. These speakers are tested regularly by multiple native speakers of the target language, who decide which of several level descriptions seems the best match for the student's current proficiency level. When that student reaches a level 3, by consensus of the native judges, it is noted how many hours it took, what the student's background was, and other data.

There is no a priori judgment about language difficulty, just observations of average hours to reach level 3. The language data in the list is the result. The Council of Europe takes this data very seriously, because they have nothing comparable. Gathering data of this sort is harder in Europe because of the fragmentation of efforts and the fact that most Europeans who learn a new language learn one that they have been exposed to sporadically over many years. There are few who start from zero and run to FSI 3 (equivalent) in one straight line, so the data points are few and the variance is huge, making it almost useless except when Europeans are learning non-European languages.

Every serious second-language acquisition researcher, including those at FSI I'm sure, would love to see data based on the COE's "Common European Framework", which could in theory extend the FSI's data into a grid of difficulty from all (or many) L1-L2 language pairs. Such an effort would take decades, though (FSI's data is the result of decades of observation), so until such data is available you can either have your little anti-American tantrums and throw away great data, or grow up and take advantage of it. -- Frank Lin

 * I am most amused by your comments: you have totally disregarded most of what Girdi said and just gone on a tirade about American English v. British English. Grow up. He was saying that wikipedia is not purely American and it needs to cater universally to all English speakers.

 * I totally agree with Girdi: you cannot put a number of hours on various languages and assess their difficulties. One of my friends has been doing French and German for 6 years, same number of hours per week. He is almost fluent in French and is quite poor at German. Yes, this is anecdote, but it also shows how this system is flawed.

 * As for Japanese and Chinese, spoken chinese is one of the easiest languages to learn, having just 4000 potential words. Oh, yes, people who have never even tried to learn it will complain of how hard tones are, but this is a load of rubbish. The use of tones can be developed perfectly after just a week of lessons. In fact, the problem with Japanese and Chinese is their writing systems. But, therefore, putting Korean on the same level is totally wrong: they have just an alphabet.

 * Finally, I'd like to make my stance on this subject clear: I think it could be useful to be a rough guide, but I do not think every language should be stamped with it, as it makes it seem like it's the be all and end all.77.100.4.112 (talk) 18:10, 3 January 2009 (UTC)

 * The list is meant to show averages, with the exact numbers taken under unusual conditions that will not be replicated outside of intensive study programs. Some people just pick up some languages very fast, and some people just can't pick up a certain language at all, like your friend's difficulties with German.  I find Arabic much harder than Japanese, but I'm sure someone reading this page thinks the reverse.  It's more useful as a general guide to difficulty for monolingual English speakers, which presumably make up most of the readers of this page as it is written in English.  I lay heavy emphasis on "monolingual."  If you are learning a third language, you both have more experience of language learning in general and might have already learned a closely related language.  Furthermore, this is a guide for native speakers of English.  If this were a guide written for native speakers of Japanese, Korean would be listed as an easy language and Danish as hard or very hard.  Arabs would find Hebrew easy.  There is no such thing, to the best of my knowledge, as a list of languages by absolute difficulty, and such a list would be in any event completely useless to foreign language learners.  I'd absolutely love to see more data and especially data on various L1-L2 pairs, but lacking such data this list is much better than gossip, rumors, and blog posts.

 * 4000 potential words in spoken Mandarin? I think you meant "syllables".  Words can be made up of more than one syllable, even in Chinese (and especially in Mandarin).  By that standard, Japanese should be one of the world's easiest languages as it only has ~110 moras.  Also, this list was compiled decades ago, when hanja (characters) were a mandatory subject of study and in use, so they had to be learned for Korean, alphabet or not.  Korean hanja aren't as ridiculous as Japanese kanji, but on top of difficult pronunciation and Turkish-like grammar it's quite enough to place Korean in the "very difficult" class.

 * My personal experience suggests that the order of magnitude in the list is more or less correct. Japanese is requiring at least double the class time that Spanish required to get to a similar proficiency level, and Arabic is shaping up to require triple or quadruple the class time since it agrees with me less.  I wouldn't discourage anyone who wants to learn these beautiful languages, but they should know going in that it will take more work than a language closer to English/written in Latin script, barring some special circumstance (e.g. heritage speaker, prior knowledge of an Altaic/Semitic language, prior proficiency with script), and be prepared for that.  That's what this list is for, and no amount of complaining about how it doesn't take into account the altered difficulty of Ottoman Turkish for the English-Korean-Arabic-Urdu quadrilingual or how it was compiled by Americans rather than the proper guardians of the Queen's English (which, the last time I checked, had grammar so similar to the American dialect that users of both could understand each other, so speakers of it should have similar difficulty with exotic grammar) will render the list unfit for that purpose. 98.223.236.66 (talk) 01:54, 6 February 2010 (UTC)

How about based on language families?
How about just a list of the languages grouped by family (but only one or two levels deep). That would give an idea of how similar languages are without making crazily specific claims about difficulty? GalaxiaGuy (talk) 14:59, 10 December 2007 (UTC)
 * I also agree with Xania's comment. I have already started what you proposed GalaxiaGuy, have a look at Manx or Icelandic. I made a template below to navigate to languages in the same category. We should have more like Romance Languages, Germanic Languages, Slavic Languages, Indic Languages, Language Isolates, Altaic (Which exists but needs some renovation), African languages, (not including Afrikaans since that is a Germanic and European language, don't know whos idea was that to group Afrikaans under African languages), and so on. --Girdi (talk) 15:12, 10 December 2007 (UTC)
 * I don't like popularity contests but a list ordering the languages in terms of number of speakers would be more useful for Wikibooks readers. This way it would be easier to find Japanese, Portuguese and Spanish (all near the top of the list) as well as languages like Manx, Breton and Estonian (all nearer the bottom).  Putting the languages into order would be difficult as people always disagree because of bilingualism, the difficulty of measuring one's ability and problems determining between a language and a dialect (Croatian, Bosnian, Serbian, for example). Xania [[Image:Flag_of_Italy.svg|15px]]talk 00:20, 13 December 2007 (UTC)
 * So can someone delete this rediculous page already and remove the Category templates? I will place a delete tab. --Girdi (talk) 22:22, 20 December 2007 (UTC)

A word about verifiability
You may think this page is total BS; that's fine. But you can't edit it on that basis. This is about the FSI's system, and must therefore reflect it accurately (regardless of whether it's right or wrong). If you want to have objections to it, please make them not just your own opinion, no matter how well-informed or correct it may be. This is basic WB:NPOV folks.

As a parallel, take a look through the arguments regarding AEDs (an index is here) in my project. Most if not all of the contributors agree that AEDs require no training to use, and that certification for that is ridiculous. But we can't put that in because the training organiations (who have the only opinions which matter) think that training is important. Well, that means that according to WB:NPOV and WB:OR, our hands are tied.

You might not like it, but these form the foundation of this project, and must be followed. I will be watching this page with interest in the future; please make an effort to find a compromise to this, as there is no consensus to delete this page. – Mike.lifeguard  | talk 13:52, 21 January 2008 (UTC)

 * Well its still not right to base other languages difficulties here on an American organisation, that I as a linguist, have never even heard of it. I suggest keep the page but don't place labels on other pages regarding language difficulty. Also, shouldn't this then be moved to Wikipedia? I can't see this as a "book". --88.149.117.47 (talk) 02:03, 24 May 2008 (UTC)

I'm amazed at these supposed "teachers" and "linguists" that haven't even heard of the FSI. If you spend any time at all interacting in language learning forums or communities, discussions about the FSI appear continually.

 * Maybe in the USA the FSI is respected and considered to be important but as I've said again and again it has no such respect internationally and we should not use a US government scale in Wikibooks.--ЗAНИA [[Image:Flag_of_Italy.svg|15px]]talk 12:19, 10 September 2011 (UTC)

I'm impressed
I'm impressed that this page is an almost verbatim quote out of a certain US government website. I think the only saving grace is that US law declares all federal government publications to be public domain.--75.17.119.118 (talk) 03:28, 24 February 2008 (UTC)

 * It is indeed public domain if it's created by US federal officers - good for the US government. Using that as a basis for a wiki is a great thing, and we should do it at every opportunity. --Chriswaterguy (talk) 08:17, 12 June 2009 (UTC)

 * The US federal officers must be presiding over a people with an uncanny nack for irregular plural forms, since Swedish fall in category I. Swedish was, allegedly invented by 8th century school teachers as a way to discipline very very naughty children, with the unfortunate effect that those very very naughty children fled overseas and founded the Viking nation, that subsequently ravaged the Early Medieval West, at least that is the most plausible reason for the complicated plural forms of Swedish. As far as I know, immigrants to Sweden that learnt Swedish after having learnt the simple and clear English, would certainly accept my theory right away (Bork Bork!). Rursus (talk) 16:39, 15 August 2009 (UTC)

Friendly debate
I disagree with some of the comments on this page, but defend the right of people to say it. I know some people haven't learnt how a wiki works (signing in, not removing a deletion notice without consensus) but we were all newbies once. Let's keep debating, in constructive way. --Chriswaterguy (talk) 08:20, 12 June 2009 (UTC)

Removal of my contribution re: Esperanto as a bridge language
Hi,

User:93.193.96.139 decided to delete a small contribution I made pointing out that Esperanto could be useful as a bridge language for some learners, particularly French language learners. I detailed my rationale for why my addition should be in the article on his talk page. Basically, I referenced http://en.wikipedia.org/wiki/Esperanto#Education and if anybody disputes the factuality of that article section, they should perhaps take it up on the discussion section of that particular article before disputing it on this one.

As such, I have undone his reversion, but feel free to comment here if you disagree with me.

 * I disagree with the idea of including Esperanto as a bridge language, mostly because I don't think we should push any language in the article. Esperanto in particular is problematic.  If you want to treat Esperanto as any other language, you have to recognize that the FSI hasn't evaluated it, and it doesn't belong on the list as currently structured (though it fits in the title of the article), which it has in common with other languages with many more speakers such as Oriya, Hausa, Tok Pisin, and Malagasy.

 * If you want to recognize Esperanto as a special case, then you have to take into mind that it would be the only language on the list with a WP article on its shortcomings. Choosing to learn Esperanto specifically, or any other international auxiliary language is inherently a political statement, in the way that choosing to learn no natural language is; you learn it because you want to speak with like-minded people: Esperantists.

 * I won't say that it doesn't belong in an article like this, I will say that it shouldn't be given any undue weight, which means that it doesn't belong in the header, and as the article is currently structured shouldn't be given consideration (inclusion of a non FSI-evaluated article) that other languages aren't. You could suggest a revision of the book.  But I believe the FSI list is in fact what most people are looking for: an assessment of languages English speakers are likely to find most useful, and their difficulty, assessed by consistent standards.  I might suggest creating additional pages to the book that go into research on second-language acquisition, and which could appropriately include Esperanto.  I might do that myself, at some point. --Quintucket (discuss • contribs) 08:10, 23 December 2011 (UTC)

Good article--but difficulty is different from time needed.
I think this is a useful article summarizing data on the time needed for English speakers to attain a high level of proficiency in various languages. It is based on a well-known study done at the FSI many years ago, which is often referenced in articles in the field. My only suggestion is that references to "difficulty" be replaced with time needed. This study is only about time needed to reach that level of proficiency in an intensive program. "Difficulty" is a more complex term and could include such matters as amount of effort needed and the degree of ultimate attainment reached. Since the source study is only about time, I'd suggest sticking with what the study shows.

David108tx (discuss • contribs) 15:22, 2 April 2011 (UTC)

Mongolian
Is Mongolian really that hard? The website cited lists it as category II with an asterix. Why it jumped in difficulty on this website?

 * Good point. I've fixed this.  Thanks for pointing out this error. – Adrignola discuss 13:05, 19 March 2012 (UTC)

Hate to burst your bubble, but German is much closer related to English than Italian. (English and German are both West Germanic languages)
 * They may be more closely related but that doesn't necessarily mean the language will be easier. German pronunciation, grammar and vocabulary can be an issue for those learning German compared with Italian.--ЗAНИA [[Image:Flag_of_Estonia.svg|15px]]talk 11:44, 31 January 2013 (UTC)

Can we get rid of this?
I se that this has been brought up numerous times before, but this categorization system is inaccurate and completely unhelpful. It has even been removed from the website it was originally posted on. I am not going to nominate this page for deletion (and I know it already has been, closed as no consensus), as I see no reason to, but I do suggest that this system be ceased from use. I'm am posting this so the discussion can be brought up again. Liam987 16:58, 14 March 2013 (UTC)

A question...?
Just a question. Where would Yiddish be on this list? I don't care if this doesn't belong here, because nobody will notice this is here anyway. Shikku27316 (discuss • contribs) 01:16, 5 April 2013 (UTC)
 * Don't know for sure but my guess is that it would be either Cat 1 or Cat 2. Of a similar difficulty to German or Polish.--ЗAНИA [[Image:Flag_of_Estonia.svg|15px]]talk 19:15, 6 April 2013 (UTC)
 * Okay, thank you for responding. I would assume it is Cat 1, because of being like German but simpler. Thanks. Shikku27316 (discuss • contribs) 02:37, 18 April 2013 (UTC)

Not the actual FSI list so not a credible reference source
This list is not credible. There are no specific reference sources cited other than the mention of the FSI, and many of the languages listed are not rated by the FSI or contained in its list. One of these is Irish, which I'm currently researching: it has been included here as a category II language but the FSI makes no reference to the Irish language anywhere.

==seconding this point. I saw the difficulty ranking from another page and came to see how it worked in wikibooks. I was surprised tho that this is not the actual FSI ranking, Russian is in category II for English speakers??? what. according to this list the only languages which are difficult for english speakers are sino-tibetan and mongolian or japonic. this needs to be revised at best. most slavic languages rank category III in the III category system. there's also a four category system and apparently now a V. this is a link to an FSI page http://www.effectivelanguagelearning.com/language-guide/language-difficulty


text:
User:Cbr777

User Name: Cbr777 Location: Sandy, Utah

Interests: electronics, mechanics, physical systems.

Personal Statement: I think that wikipedia is a great resource and I have used it many times in the past. I would like to start contributing and do my share to help increase the growing amount of information available.

title: User:Cbr777


text:
Automobile Repair/Mercedes-Benz

Models

 * 1990 300 sel e420
 * 1982 380SL V8 R107

title: Automobile Repair/Mercedes-Benz


text:
Automobile Repair/Mercedes-Benz/E420

Contents

 * /Routine maintenance/
 * /Engine/
 * /Cooling system/
 * /Fuel and exhaust systems/
 * /Ignition system/
 * /Clutch/
 * /Transmission/
 * /Braking system/
 * /Electrical system/
 * /Suspension and steering/

title: Automobile Repair/Mercedes-Benz/E420


text:
Automobile Repair/Mercedes-Benz/E420/Transmission

Removal and replacement
1. First disconnect negative terminal of battery. The battery is located underneath the rear seat. To reach the battery you will have to press the tabs on each side of the rear seat upwards. this will release the rear seat and give access to the battery. The terminal requires a 13mm wrench.

2. Drain transmission fluid. There is a 5mm drain plug on the bottom of the transmission. This can be difficult to remove and might strip out. Fluid can also be drained by removing the torx screws that hold the transmission pan to the transmission. Loosen all torx screws and then completely remove the torx screws on one side of the transmission. The pan can then be pried away on one side allowing the transmission fluid to drain.

3. Drain oil from torque converter.

4. disconnect heat shields and 13-pin electric pin connector

5. unbolt starter

6. Remove plate that covers bolts that connect torque converter to driver plate. Unscrew torque converter from driver plate.

7. Unscrew oil cooler lines.

8. Unscrew ground strap.

9. Remove exhaust system.

10. Remove transmission support.

11. Disconnect control cable.

12. Remove shift linkage.

13. Unscrew propeller shaft. (front)

14. Unscrew propeller shaft. (rear) Tie front of propeller shaft out of the way.

15. Unscrew transmission from crankcase.

16. Lower and remove transmission.

17. Reinstall in reverse order.


text: Subject:Automobiles

title: Subject:Automobiles


text:
Template:Shelf Search

 Search all Shelves:

title: Template:Shelf Search


text:
User:Angela C

About me
Welcome to my user page! I'm new here. I have been working on food related articles at Wikipedia and wanted to help out over here as well and also help link the two sites. I would also love to add some vegan recipes and photos too! I am new to Wikimedia Commons as well. Here is the link to Category:Food for food images.

Interests

 * Cookbooks (ingredients and recipes)
 * Nutrition
 * Vegan cuisine
 * Vegetarian cuisine

title: User:Angela C


text:
Talk:Relationships/Hormones

The article seems to have been handled with kid gloves by a homophobic child who most likely was and/or may still be a virgin. The paper is lacking in transitions and appears to be poorly paraphrased citations. The citations look like they were misconstrued and without sufficient context can give the reader a false impression of the material. Footnote 71 is by far the most stupid citation. Not only is this article opinionated---it's ridiculous. I suggest researching the material independently and thoroughly.

124.170.70.95 (talk) 13:15, 15 April 2010 (UTC) The above comments/dispute by a 'Wikibookian' are child-like, offensive and lacking rationality. The original article/its authors do not deserve this emotionally reactive and rude critique. I don't know how to remove a disute/warning, but that's what should happen here. As the above Wikibookian is unable to maintain objectivity and calm when dealing with personal 'hot button' topics and is thereby causing harm to the community and to the quality of content, he should preferably have his Wikibookian privilages withdrawn.
 * They, like you, were not logged in and therefore there is no way of identifying the individual who made the comment. Even if we could, it wouldn't be grounds for a block - everyone is entitled to their opinion. QU TalkQu 20:56, 15 April 2010 (UTC)

I tend to agree that the first comment seems to be opinionated by personal feelings rather than fact. I have been researching this topic for quite some time and feel the information is accurate as it can be, and up to date with the science I have read in other places. My personal disclaimer is that I am NOT a scientist, or doctor. As far as the 1st comment goes, he states the topic was handled with kid gloves, and then added some rude personal comments, which in itself discredits the commentator. I didn't feel the article was handled with kid gloves, however, it didn't seem to hit in the area of homosexuality as much as commentator number 1 seemed to want it to go. My personal research is the origin, effects, of all the hormones listed here. Especially testosterone, as a man who is getting weekly injections to correct low levels of the hormone. I am also trying to gain information as to the effects progesterone, estrogen, and testosterone on women. No, I didn't go through all the citations, I can just tell from other reading done in books, online, and with conversations with my physician, the information is quite accurate.

In short, this is simply a terrible book/resource. Where to begin? The range of references is far too narrow. The 'style' reads like a terrible powerpoint presentation. It's short on chemical/medical research, and big on trashy-psuedo-science. The final footnote is nothing short of a opinionated nonsense. As the first comment suggests, this 'book' requires much work and more critical thinking.

title: Talk:Relationships/Hormones


text: User:Darkspots

title: User:Darkspots


text:
User talk:202.137.165.17

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

Xania talk 00:02, 17 September 2007 (UTC)

title: User talk:202.137.165.17


text:
Talk:AP Chemistry/Stoichometry

First of all in the old page, C2H2 is not an empirical formula, and the balanced chemical equation on the old page was not even close to being balanced properly. Secondly, this is a bad example because experimentally, you cannot magically come up with any number of moles of a substance if you do not know its molecular formula. I think that the introduction to the problem should be reworded so that it accounts for this, and the entire example may need to be changed.

Sure you know how many moles there were. If there were 89.6L of acetylene at STP, then four moles were burned.

title: Talk:AP Chemistry/Stoichometry


text:
User talk:68.12.48.113

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. --Jomegat 02:35, 17 September 2007 (UTC)

title: User talk:68.12.48.113


text:
User talk:SergeantOreo

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 04:29, 17 September 2007 (UTC)

title: User talk:SergeantOreo


text:
User talk:Irfanfani

Copyright problem with Image:Numerical integration.pdf
Thanks for uploading Image:Numerical integration.pdf. The Wikimedia Foundation is very careful about what Wikibooks includes because of copyright law, and requires that we maintain a strict copyright policy. Image:Numerical integration.pdf and other files you uploaded may soon be deleted unless we can determine the copyright holder and status. The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Please take the time to read Media to learn more about what copyright information is required to satisfy our requirements and remember to include this important information for every file that you upload in the future as well. If you have any questions, feel free to contact me, or ask another Wikibookian at the help desk. Thank you.

See for a complete list of your uploads which may get deleted soon.

 – Mike.lifeguard  | talk 04:30, 17 September 2007 (UTC)

 * Actually, the 3 .pdf files you uploaded are all considered copyright violations since the license is incompatible with the GDFL. Content you upload to Wikibooks must be distributable with no restrictions whatsoever; that includes for commercial gain, which is specifically prohibited by the licenses these documents are under. If they can be relicensed, please do so, but these files will be deleted soon unless that happens.  – Mike.lifeguard  | talk 04:36, 17 September 2007 (UTC)

title: User talk:Irfanfani


text:
User talk:76.202.57.33

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. – Mike.lifeguard  | talk 04:38, 17 September 2007 (UTC)

title: User talk:76.202.57.33


text:
User talk:Sunzhee

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. – Mike.lifeguard  | talk 04:39, 17 September 2007 (UTC)

title: User talk:Sunzhee


text:
User talk:Cbr777

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 04:41, 17 September 2007 (UTC)

title: User talk:Cbr777


text:
User:Shalom Yechiel

See my Wikipedia userpage.

Favorite books

 * Organic chemistry
 * Chess

Bookmark
Organic Chemistry/Introduction to reactions

Chess subpages

 * /Optional homework 1
 * /Optional homework 2
 * /Optional homework 3
 * /Optional homework 4
 * /Optional homework 5
 * /Optional homework 6
 * /Optional homework 7

 * FEN2Wikipedia

 * /Solutions to chess homework

title: User:Shalom Yechiel


text:
Chess Opening Theory/1. d4/1...d5/2. c4/2...e6/3. Nc3/3...Nf6/4. Bg5

=Queen's Gambit Declined=

4. Bg5
With 4. Bg5 White pins Black's Knight against the Black Queen.

Theory table
.

'''1. d4 d5 2. c4 e6 3. Nc3 Nf6 4. Bg5'''


text:
User:Peter Ballard

See http://en.wikipedia.org/wiki/User:Peter_Ballard

title: User:Peter Ballard


text:
User talk:Lsg25

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Derbeth talk 07:58, 17 September 2007 (UTC)

Copyright problem with Image:Usa1700.jpg
Thanks for uploading Image:Usa1700.jpg. The Wikimedia Foundation is very careful about what Wikibooks includes because of copyright law, and requires that we maintain a strict copyright policy. Image:Usa1700.jpg and other files you uploaded may soon be deleted unless we can determine the copyright holder and status. The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Please take the time to read Media to learn more about what copyright information is required to satisfy our requirements and remember to include this important information for every file that you upload in the future as well. If you have any questions, feel free to contact me, or ask another Wikibookian at the help desk. Thank you.

See for a complete list of your uploads which may get deleted soon.

Derbeth talk 07:58, 17 September 2007 (UTC)

title: User talk:Lsg25


title: Template:Cc-by-3.0


title: Template:Cc-by-sa-3.0,2.5,2.0,1.0


text:
User:Jahanzeb~enwikibooks/monobook.css

strike { }

h2, h3, h4, h5, h6 { border-bottom:1px solid #aaaaaa; margin-top:50px; }

h1 { font-size: 20pt; font-weight: bold; }

h2 { font-size: 18pt; font-weight: bold; }

h3 { font-size: 16pt; font-weight: normal; }

h4 { font-size: 14pt; font-weight: normal; }

h5 { font-size: 12pt; font-weight: bold; }

h6 { font-size: 12pt; font-weight: normal; }

title: User:Jahanzeb~enwikibooks/monobook.css


text:
User:Liaqat khan

liaqatullah khan kundi of gulimam district tank

Á á É é Í í Ó ó Ú ú  À à È è Ì ì Ò ò Ù ù   Â â Ê ê Î î Ô ô Û û   Ä ä Ë ë Ï ï Ö ö Ü ü   ß   Ã ã Ñ ñ Õ õ   Ç ç Ģ ģ Ķ ķ Ļ ļ Ņ ņ Ŗ ŗ Ş ş Ţ ţ   Ć ć Ĺ ĺ Ń ń Ŕ ŕ Ś ś Ý ý Ź ź   Đ đ   Ů ů   Č č Ď ď Ľ ľ Ň ň Ř ř Š š Ť ť Ž ž   Ǎ ǎ Ě ě Ǐ ǐ Ǒ ǒ Ǔ ǔ   Ā ā Ē ē Ī ī Ō ō Ū ū   ǖ ǘ ǚ ǜ   Ĉ ĉ Ĝ ĝ Ĥ ĥ Ĵ ĵ Ŝ ŝ Ŵ ŵ Ŷ ŷ   Ă ă Ğ ğ Ŭ ŭ   Ċ ċ Ė ė Ġ ġ İ ı Ż ż   Ą ą Ę ę Į į Ų ų   Ł ł   Ő ő Ű ű   Ŀ ŀ   Ħ ħ   Ð ð Þ þ   Œ œ   Æ æ Ø ø Å å   Ə ə   – — …   []   –    ~ | ° § →   ≈ ± − × ¹ ² ³   ‘ “ ’ ”   £ €   Α α Β β Γ γ Δ δ   Ε ε Ζ ζ Η η Θ θ   Ι ι Κ κ Λ λ Μ μ   Ν ν Ξ ξ Ο ο Π π   Ρ ρ Σ σ ς Τ τ Υ υ   Φ φ Χ χ Ψ ψ Ω ω   ½ ⅓ ⅔ ¼ ¾ ⅛ ⅜ ⅝ ⅞

title: User:Liaqat khan


text:
User talk:74.136.119.198

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. --Jomegat 11:10, 17 September 2007 (UTC)

title: User talk:74.136.119.198


text:
User talk:32.58.34.227

 – Mike.lifeguard  | talk 12:48, 17 September 2007 (UTC)

title: User talk:32.58.34.227


text:
User talk:Peter Ballard

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 12:50, 17 September 2007 (UTC)

title: User talk:Peter Ballard


text:
User talk:70.136.172.132

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. – Mike.lifeguard  | talk 12:50, 17 September 2007 (UTC)

title: User talk:70.136.172.132


text:
User talk:Neale Monks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 12:51, 17 September 2007 (UTC)

Keeping Pet Turtles
I see that you created this page using a Wikipedia article as a starting point. When we use Wikipedia content, we must bring over the edit history to satisfy the requirements of the GFDL license. This is easily done by administrators, who have access to the import function. Please leave a message on my talk page with a link to the article you used as a basis (or articles). You can use the following syntax to link directly to Wikipedia: Sharks will link to Sharks. Thanks!  – Mike.lifeguard  | talk 12:56, 17 September 2007 (UTC)

title: User talk:Neale Monks


text:
User talk:124.180.193.69

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. – Mike.lifeguard  | talk 12:57, 17 September 2007 (UTC)

title: User talk:124.180.193.69


text:
User talk:72.47.170.239

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. – Mike.lifeguard  | talk 13:04, 17 September 2007 (UTC)

title: User talk:72.47.170.239


text:
User talk:203.97.223.38

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. – Mike.lifeguard  | talk 13:21, 17 September 2007 (UTC)

title: User talk:203.97.223.38