text:
User talk:89.165.73.41

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 15:34, 1 June 2007 (UTC)

title: User talk:89.165.73.41


text:
Belarusian/Lesson 9

The Soft Sign (ь)
There are occasions when a consonant which is not followed by a vowel is soft. In such cases, the мяккі знак "miakki znak" (soft sign) - ь - is used. It stands for no sound by istelf, but denotes the softness of the preceding consonant. In the English transliteration, we shall mark such soft consonants with an apostroph.

ба́цька "baćka" a father

мале́нькі "malieńki" little

культу́ра "kul'tura" culture

Nouns ending with a soft consonant (i.e. a consonant + ь) can be either masculine or feminine. In plural, they obtain the і ending.

конь "koń" (masculine) a horse - ко́ні "koni" horses

гусь "huś" (feminine) a goose - гу́сі "husi" geese

Verbs conjugation
The most common infinitive ending for Belarusian verbs is ць.

There are two classes of verbs by their conjugation - the so called first and second conjugations. The first conjugation, as a rule, relates to verbs ending with аць, яць, эць and ець.

Here are the typical endings for the first conjugation.

'''Ты слу́хаеш? - Так, я слу́хаю.''' "Are you listening?" "Yes, I am listening."

'''Вы адпачыва́еце? - Не, мы не адпачыва́ем.''' "Are you having a rest?" "No, we are not having a rest."

Мой ба́цька хварэ́е. My father is ill.

So, to translate He is ill, you may say Ён хворы or Ён хварэе. But these are not the same. Using the adjective suggests a permanent state of disease. So Ён хворы means He is disabled. Conversely, the verb implies a transient state of illness. Ён хварэе means that he is unwell at the monent but will hopefully recover soon.

A rule of thumb: In the present and futures tenses (which will be looked at later on), you can omit the pronoun as the stem ending indicates who performs the action. i.e., you can just say "чыта́ю " (I read/ I am reading) or "слу́хаеш" (You listen/ you are listening) and people will still understand you. This is not the case when talking about the past or conditional tenses of imperfective and perfective verbs (the reasons will be explained later). The same rules also apply in Russian and Ukrainian.

Formal and Informal "You"
The ты pronoun is only used in familiar communication, i.e. with you relatives and friends. In formal speech, the вы pronoun is used in addressing both a single person and a group of people.

When a verb is used with the polite вы, it is put with its respective conjugation (can still be omitted). But if it is used with a noun or an adjective, it is coordinated by the actual gender and number, i.e. if вы is used with a single person, the singualar, not the plural, form of the adjective or the noun, is used.

Вы чытаеце. You are reading.

Вы студэнтка. (not Вы студэнткі) You are a student.

Вы прыгожая. (not Вы прыгожыя) You are beautiful.

In writing, the polite вы, as well as the possessive Ваш, is often capitalized.

Conjugation
Conjugate the following verbs.

(1) чытаць

(2) слухаць

(3) гуляць

(4) адпачываць

(5) хварэць

You: Formal and Familiar
Translate these sentences into Belarusian using the formal you (ты) and the familiar one (Вы).

(1) You are playing.

(2) You are a young tourist.

(3) You are strong.

(4) Your father is resting.

Clue: (1). Ты гуляеш. Вы гуляеце. (2). Ты малады (маладая) турыст (турыстка). Вы малады (маладая) турыст (турыстка). (3) Ты дужы (дужая). Вы дужы (дужая). (4) Твой бацька адпачывае. Ваш бацька адпачывае.

Translation
Translate into Belarusian.

(1) I am waiting.

(2) The students are reading.

(3) Their cow is resting.

(4) Are you ill? No, I am not. I am well.

(5) Is your house big? No, it is not. It is small.

Clue: (1) Я чакаю. (2) Студэнты чытаюць. (3) Іхная карова адпачывае. (4) Ты хворы? - Не, я не хворы. Я здаровы. (5) Твая хата вялікая? - Не, яна не вялікая. Яна маленькая.

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

title: Belarusian/Lesson 9


text:
Ohio 7th Grade World History/Causes of Middle Ages

There were many causes of the Middle Ages, including the Fall of Rome, Viking invaders, Charlemagne, and the spread of Christianity.

Fall of Rome
The fall of Rome was the largest because, as Rome fell, various groups from the north and south began to move into former Roman land. Because the empire was too large, the army had a difficult time traveling to defend land from invaders. As they moved in, powerful warlords created their own states and declared themselves king. By the early 500s, there were many small kingdoms. The small sovereignties kept fighting among themselves. Without Rome’s central government there was no central authority to keep the peace between the small territories. As a result, bandits and invaders became common.

The Vikings
Invaders invaded Rome and stole goods. The three most common invaders were the Vikings, Magyars, and the Franks. The invaders created mass hysteria; people were robbed, killed; there was no law or order. Entire villages were burned to the ground. It was easy for the Vikings because they were great sailors and northern Europe contained a lot of rivers. The rivers allowed the Vikings to show up without notice and destroy a town. The facts that the Vikings could come and go at any time made people’s fear grow exponentially. People were scared and looking for protection. They started feudal societies for protection because they were scared and they clung to anything that gave them hope. Christianity boomed and became the leading religion.

Charlemagne and the Spread of Christianity
Charlemagne tried to conquer the Roman Empire but failed. Through his wars of conquest, Charlemagne united many of the tribes of Central and Western Europe into a single empire. While Europe was still reeling from the collapse of Rome, Charlemagne brought people together. He helped Europeans realize that they shared common bonds such as Christianity that linked them. He helped people see themselves as Europeans, not members of tribes.


text:
User talk:71.61.25.225

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. -- Herby talk thyme 16:56, 1 June 2007 (UTC)

title: User talk:71.61.25.225


text:
Ohio 7th Grade World History/Wealth and Social Class

Wealth and social class were very important in the middle ages. Everyone had a different part to play in the feudal system to help out in their manor. There were two social pyramids: the Catholic Church pyramid and the social pyramid. The Catholic Church pyramid consisted of the pope at the top, then the cardinals, archbishops, bishops, and the common clergy (nuns, priests, and monks). Even though the peasants didn’t own land they were extremely important. Without the peasants the whole social system would fall. Did you know that 90 percent of the people during the Middle Ages were peasants? The king and queen were of course at the top. The nobles were the vassals of the kings and queens. Most of them were also a lord or a lower ranking knight. The knights served their nobles or lords in exchange for their land. As mentioned before the peasants were not part of the feudal system because they didn’t own land. Most of the peasants worked on land like a slave, owned by nobles or knights. This feudal system spread all the way from Eastern Europe to France, Spain, Italy, and Germany. It was a ‘divine right' to become a king or queen. The right to rule granted by God and passed on through the family. The pope was at the coronation of the kings and queens. This gave the pope the right to make or break the king or queen. The 1/10 rule applied to everyone. All of the things people gave were given to the Church. Soon the church became extremely rich. Several events lead to the collapse of Feudalism. The Magna Carta took power away from the Monarchs of Europe and the Black Death decimated the population of Europe; leaving a void in the work force and leading to the growth of cities. As cities grew people began trading, learning and gaining wealth. The middle class, a new social class, worked for wages and began to specialize in specific jobs. As secular rulers lost power, the power gained by the Catholic Church also began to fade. The end of the feudal system proved that it only existed to serve the few and not the many.


text:
Ohio 7th Grade World History/Weapons and Defense

Weapons and Warfare
Weapons and warfare played a vital role in the Middle Ages. They were used to conquer and defend territories. The strength of your army became the currency of the realm. If you weren’t a soldier or noble, you were a peasant in the feudalistic society. The weapons, such as the sword, pike, and spear, were a way of life. Political problems turned into military problems, starting wars and feuds. The shield also played an important role. Many soldiers forsook the shield for their swords, but the more organized armies had strategy. This led to the growth of kingdoms, and the end of feudalism, sending Europe into the Renaissance era.

During the Middle Ages, fighting and death reached an all-time high. Even though this was happening, military skill and tactics were a joke compared to Greek, Roman, Persian, etc. warfare styles. The weapons and armor had, of sorts, degenerated, and the fortifications had become cheap wooden walls with houses inside. With the Church’s domination over Europe, everyone was pitted against each other to win favor in the eyes of the Christian God. So with the mix of constant war, Catholic followers were eager and willing to kill their neighbor to earn kudos with the Church. It was a very dangerous, primitive time.

Two of the biggest wars that happened during the Middle Ages were the Crusades and the 100 Year War. Each was a massive series of battles, where thousands died on each side. The weapons never changed much, even though the Middle Ages were over 600 years.

The Crusades and 100 Year War weaponry varied from battle to battle, but they all kept the same basic weapon format. Most of the poorer infantry would use simple iron swords and pikes, simple wooden or iron shields, and, if possible, simple leather armor. The "slingers" or archers would generally have simple slings or short bows. And the typical cavalry would generally have a long sword and shield, and leather or iron armor.

As the Middle Ages continued, weapons became more advanced and more powerful. Swords became stronger and sharper, so the killing of the enemy would be much faster and easier. The English started using longbows instead of small bows so that larger, longer arrows could be shot from a farther distance. Knights wore more flexible armor, so extra movement could give them the upper hand in a battle. Siege weapons became bigger and better, especially because of the invention of European gunpowder, so simple catapults became long-range trebuchets and castle walls became obsolete with the first cannon. Because of these advances, battles, and then wars, became faster and a lot more dangerous.

Castles and Defense
A castle is defined as a fortified stronghold or a fortified residence of a lord or other important person. During the Middle Ages, castles were revolutionary in there architecture, impenetrability, and defense capabilities, they were the heart of defense efforts, and the peak of defensive capability for several decades and throughout many wars, including the crusades. They were designed to be safe against charges from cavalry and knights. They were built to withstand long sieges and extended battles. Because of there importance and there reputation as safe havens, castles often employed many staff and housed large amounts of well equipped defense forces, to operate war equipment and fight off attackers.

A castle is made up of many parts, all vital to its running smoothly. A moat is a ditch dug around a castle, as a fortification, and filled with water to prevent attackers from entering. A drawbridge is a bridge across a deep ditch, often a moat, which may be raised or lowered to restrict or allow entrance into a castle. A portcullis, is a sliding timber or iron gate suspended over a gateway, which can be raised or lowered to allow or prevent access to various areas. They are much like metal doors. Inside a castle are many rooms. There are towers, dungeons, halls, and more.

Armor
After the crusades, weapons started to change more. In fact, a sport was created where you fight for fun. Jousting and tilting were sports where you wore special armor and rode on a horse with a long 14-foot-pole called a lance. The point of the game was to run at the other person making them fall of the horse with your lance. You need to protect yourself with a shield. With the lance, you must thrust into a target on their shoulder. This is extremely thick armor for extra protection. It had poor flexibility and did not look good, but it was extremely strong and weighed from 80-100 pounds. This was one of three kinds of steel armor.

The next kind of armor is decorative armor. It had very good flexibility and looked very fancy. It was not used for fighting but just for decoration. It wasn’t very thick and it weighed from 20-70 pounds. This kind of armor was worn at parades and ceremonies. Only wealthy people wore this. It was very artistic.

The last and most important type of armor was combat armor. It was extremely complicated, though strong, flexible, and it looked good. It consisted of over 200 pieces. It weighed from 45 to 80 pounds. It had built in joints and could be used for any occasion. It was easy to get back on a horse if you fell off with this armor. This armor included a helmet that was properly ventilated and you can see well with it on.

The results of the 100 Year War
Intense Nationalistic feeling grew in both England and France. Most of the war was fought on French soil so there were great population and property loses that weakened France for the next hundred years. England lost territory in France but it allowed the English kings to centralize their power further and concentrate only on the English nobles. New weapons were introduced which weakened the power of the Knights and the castle, thus ensuring the destruction of the feudal system in both England and France. The system continued in many of the Eastern European region especially Russia but was absent in Spain, Portugal, city-states in Inlay, Prussia, and the Holy Roman Empire.


text: User:Whiteknight/Book Creator

title: User:Whiteknight/Book Creator


text:
User:Whiteknight/New Book Stub

–

Resources

 * GNU Free Documentation License

[[Category:]]

title: User:Whiteknight/New Book Stub


text:
User:Whiteknight/Javascripts

About
Welcome to my Gadgets page. My gadgets are tools that I've created for helping to automate complex tasks, especially tasks related to creating a new book here on Wikibooks. Gadgets can be viewed and used on the Book Creator page. The links below will take you to the source code for these gadgets. Documentation is linked to from the Book Creator.

Status

 * All scripts are tested to work in FireFox 2 and FireFox 3.
 * Support for IE7 and IE6 is good but not robustly tested. Plus, I have to do some ugly hack work to make these browsers work the same as FireFox.
 * Opera, Safari and Chrome should work for most things, but are not regularly tested.

Main Scripts

 * My master javascript, handles the includes for all the other scripts listed below.

 * My old master javascript. Deprecated.

 * The basic framework script that all my gadgets rely on. All my gadgets require this script to function.
 * The basic framework script that all my gadgets rely on. All my gadgets require this script to function.

 * Javascript to automatically include my gadgets core and all my best gadgets. To install, add this to your personal javascript file:

import_script('User:Whiteknight/gadgets.js');

 * The JQuery framework, which I am going to be using in lieu of my gadgetscore script for all future work.

 * Enables me to load per-book javascript and CSS files. For a list of all books i use this functionality on, see Per Page. Dopes not currently work in IE with any reliability.
 * Enables me to load per-book javascript and CSS files. For a list of all books i use this functionality on, see Per Page. Dopes not currently work in IE with any reliability.

Interface Scripts
These are scripts that modify my interface. They are not likely to be useful to other people.

 * Creates a link to "edit top" (to edit section 0 of a page), and also adds a link to my book foundry in my personal links.

 * Creates a link in the toolbox to switch the current skin from my custom skin back to standard monobook.

 * New User Welcome
 * This is my New User Welcome gadget, available at Special:Preferences.
 * This is my New User Welcome gadget, available at Special:Preferences.

Gadget Scripts
These scripts are used to activate my various gadgets. All of them require installing. These gadgets will all be included automatically with. Many of these are visible at User:Whiteknight/Book Creator.

 * Operates my print version gadget. See User:Whiteknight/Print Version Gadget.

 * Operates my Book Designer Gadget. See User:Whiteknight/Book Designer Gadget.

 * Beta version 3 of my book designer script.

 * A script to categorize and organize new books. See User:Whiteknight/Categorization Gadget.

 * Allows a user to check the contents of talk pages on other Wikimedia projects. See User:Whiteknight/Remotetalk Gadget.

 * Javascript for a new add-on to my Template creator gadget and book creator gadget, allowing custom insert links for an edit box.

 * Operates my page tester gadget. See User:Whiteknight/Tester Gadget.

Beta Scripts

 * A user-friendly upgrade to the Remotetalk gadget. Not nearly complete yet

Obsolete Scripts
These are scripts that I used to use, but I do not anymore. There could be many reasons for this. I may never use some of these again.

 * Enables conversion of units between metric and standard. Adds a link to the toolbox to "Convert Units", and then performs the conversions on all associated templates.

 * Enables text values to be passed in the query string.

 * old version of my printversion creator script.

 * Operates my Creation Instructions Gadget

 * Operates my code viewer gadget.

 * unused

title: User:Whiteknight/Javascripts


text:
User:Whiteknight/Stylesheets

Main Skin Files

 * My master skin file

 * my default monobook skin, includes a few details that make my userspace look nicer.

 * My old skin file, kept as a reference but no longer used

title: User:Whiteknight/Stylesheets


text:
User:Whiteknight/New Book Instr

{{#ifexist:{{PAGENAME}}|

Book Not Available
This page already exists, do not change or delete it without checking first

Do not click "Save Page" with changes that might affect the contents of this page without checking it's status first. This page may be part of an existing book, so you should consider contributing to the existing book instead.
 * To see what links to this page, and get an idea about where this page fits into the bigger picture, see What Links Here. If many pages link here, it is likely an important page and should not be removed or rewritten.
 * If you have questions about this, see Help:How to start a book or ask at the New Books Staff Lounge.
 * If this page is a stub, a redirect, or contains nonsense, you might be able to have it deleted and restart fresh. Ask about this at the Administrators Noticeboard or at the New Books Staff Lounge first. If you feel that the book is worthy of being deleted, nominate it at Votes for Deletion. Make sure to mention your plan to create a new book here, and your reasons why you want the book to be deleted.
 * If there is a book here, but it is old, unused, abandoned, or in bad condition, you may be able to rewrite it. Ask about this at the associated talk page and the New Books Staff Lounge.

NEW BOOK AVAILABLE
This new page does not currently exist, and you may start creating a new book here. Here is how to create a new book:
 * 1) Create your Table of Contents (TOC): Edit the textbox below to be the new TOC for your book. Fill in the blank areas, according to the instructions. If your browser supports Javascript and you would like an easier way to do this, consider using Whiteknight's Book Designer Gadget.
 * 2) Create your navigation template: Navigation templates help keep all the pages in your book looking the same. They also help readers quickly navigate between pages. Consider building your new template at . For help, try using Whiteknight's Template Creator Gadget. Make sure to include your new template in the TOC, below.
 * 3) Create your book's category. All the pages, templates, and images in your book should belong to the same category, so that they can all stay organized. For ease, your page navigation template should contain your category tag, so that pages will automatically be categorized when you use the template. Consider creating your books's category at . For assistance in creating categories, see Categories, or ask at the New Books Staff Lounge.

For more information about starting a new book, see Help:How to start a book, and Whiteknight's New Book Guide. For questions, ask Whiteknight or post a question at the Staff Lounge.

Instructions
You are creating a new book using Whiteknight's New Book Creator Gadget. Before you click the "Save Page" button, make sure to follow all the instructions between the <!-- and --> tags.

For a detailed guide about starting new books, see Whiteknight's New Book Guide.

For additional help or questions, post a message at Whiteknight's user talk page. }}

title: User:Whiteknight/New Book Instr


text:
Greenlandic

Welcome to the Greenlandic Wikibooks course. Please help contribute as much as possible. Every little bit helps!

Contents

 * 1) /Introduction/
 * 2) /The Greenlandic alphabet/
 * 3) /Introducing yourself/
 * 4) /Basic grammar/
 * 5) /Vocabulary/

title: Greenlandic


text:
Algebra/Absolute Value

For any real number a the absolute value of a is denoted by | a | (a vertical bar on each side of the quantity) and is defined as

 * $$|a| = \begin{cases} a, & \mbox{if } a \ge 0  \\ -a,  & \mbox{if } a < 0. \end{cases} $$

As determined from the above definition, the absolute value of a is always either positive or zero, but never negative.

From an analytic geometry point of view, the absolute value of a real number is that number's distance from zero along the real number line, and more generally the absolute value of the difference of two real numbers is the distance between them.

The absolute value function is a piecemeal function that does nothing to positive numbers, and inverts negative numbers, so it returns all positive numbers.

Absolute value can be expressed as a function: f(x) = |x| = x if x is positive, = -x if x is negative. The domain includes all real numbers (absolute value can be expanded to more numbers once we introduce them), and the range is all non-negative numbers (all positive numbers and 0).

This function is the same as asking how far a given number is from zero: both 6 and -6 are 6 units away from zero so |-6| = |6| = 6.

Absolute value can also be used to 'measure' the distance between two numbers: |a-b| would return how many units apart a and b are. Let's use 7 and 9. We intuitively know that 7 is two units away from 9 and 9 is two units away from 7. Here is how we see that with absolute values: |9-7| = |2| = 2  and  |7-9| = |-2| = 2

Graph

Absolute value functions graphed exhibit a sharp switch from positive to negative, forming a 'V' shape.

This is the graph of y = |x|. Notice that the y-values remain positive when the x-values become negative.

Transformations of the absolute value graph
[needs more pictures]

Translations
A translation of the absolute value function is a shift in a cardinal direction. Subtraction of a from x (inside the absolute value) will shift the graph a units to the right. Subtraction of b from y (or addition outside the absolute value sign) will shift the graph b units up. The graph of y - b = |x - a| is the same as the shown one, except a units to the right and b units up.

Inversion
A negative sign outside the absolute value sign will 'flip' the graph upside down, so the range of the function is all negative numbers instead of all positive.

Stretch
Multiplying the whole function by c will make the "V" wider or narrower. If c is greater than 1, it will be narrower, if c is less than 1 it will be wider.

Solving Equations with Absolute Value
To algebraically solve an equation with absolute value, it should be solved with both halves of the piece-mail equation. Solve for the absolute value and replace with +/-. Remember that this will almost always create 'false' solutions, so solutions must be 'checked.'

example:
 * |3a - 5| - 6 = 3y - 2
 * |3a - 5| = 3y + 4
 * 3a - 5 = 3y + 4  or   3a - 5 = -(3y + 4)

From here, two different equations need to be solved:
 * 3a - 5 = 3y + 4
 * 3y = 3a - 9
 * y = a - 3

And the second equation:
 * 3a - 5 = -(3y + 4)
 * -3y - 4 = 3a - 5
 * -3y = 3a - 1
 * y = -a + 1/3

We know how to calculate y, but it still depends on what a is.

If 3a - 5 if positive, y = a - 3
 * 3a - 5 ≥ 0
 * 3a ≥ 5
 * a ≥ 5/3

For any value of a ≤ 5/3, y = -a + 1/3

The next example contains an inconsistent equation:
 * |2k + 6| + 3 = 0
 * |2k + 6| = -3

Here, there is no valid solution since the absolute value can only equal a positive number. It may appear that you can continue the same operations, but if you check the result, you will discover that the left and right sides will not match.

title: Algebra/Absolute Value


text:
Algebra/The Pythagorean Theorem

17.1: The Distance Formula

An Overview of The Pythagorean Theorem

The first expressions for mathematics were closer to Geometry than to Algebra, and the Greeks were the first people to study mathematics for its own sake, leading to generalized theories and proofs. A Greek mathematician named Euclid wrote a book called "The Elements" that presented Geometry as a logical system derived from 5 Axioms or givens and 5 "common sense" assertions about logic.

In the Euclid's Elements Proposition 47 is the Pythagorean Theorem which states "In any right triangle, the area of the square whose side is the hypotenuse (the side opposite the right angle) is equal to the sum of the areas of the squares whose sides are the two legs (the two sides that meet at a right angle)." This is quite a mouthful, but as we will see below in algebra we can write it as $$a^2+b^2=c^2$$. The animation to the right shows an animation of Euclid's proof for Proposition 47.

The article on the Pythagorean Theorem shows several other approaches to prove the Pythagorean Theorem including one that was published by the future President of the United States James Garfield in 1876!

Integers that conform to the theorem are called Pythagorean Triples, which we will soon address. A clay tablet shows that Pythagorean triplets were being documented almost 4000 years ago, 1,000 years before Pythagoras. One archaeologist theorizes that the tablet might have been a problem set a teacher assigned a student.

The Distance Formula - Using The Pythagorean Theorem In Algebra
Let's say that there are two dots on a coordinate plane. How would you find the distance between the two without a ruler? Hint: draw a right triangle. Let's see if you can figure this out yourself before peeking!

Suppose you have two points, (x1, y1) and (x2, y2), and suppose that the length of the straight line between them is d. You can derive the distance formula by noticing that you can follow the following path between any two points to obtain a right triangle: start at point 1, change x (keep y constant) until you're directly above or below point 2, and then alter y and keep x constant until you're at point 2.

If you follow this path, the length of the first segment that you draw is $$ |x_2 - x_1| $$ and the length of the second is $$ |y_2 - y_1| $$. Also, since these two line segments form a right triangle, the Pythagorean Theorem applies and we can write $$(x_2 - x_1)^2 + (y_2 - y_1)^2 = d^2\, $$ or, solving for d,

$$d = \sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2}$$

This formula is called the distance formula.

Another Formula is (and more simplified):

$$a^2+b^2=c^2$$

Pythagorean Triples
If there exist three positive integers who are sides of a right triangle (the sum of the squares of the 2 smaller integers is equal to the square of the largest), then the three numbers are called Pythagorean Triples. Common triples include:

3-4-5

5-12-13

7-24-25

8-15-17

12-35-37

20-21-29

Note: If the three numbers a-b-c are a Pythagorean Triple, then all subsequent multiples of this Triple will satisfy the Pythagorean Theorem.

Not all numbers create a Pythagorean Triple. In fact if you connect the corners of a square on a Cartesian grid you've just drawn a line that has an irrational length. $$ 1^2 + 1^2 = 2 $$ so the length of the line is $$ \sqrt 2 $$. It is said that the Greek mathematician who proved this, Hippasus was thrown off a ship and drowned for proving that the $$ \sqrt 2 $$ was irrational.

The Wikipedia article on Pythagorean Triples shows mathematical research on Pythagorean Triples. If you follow the links on the article you will find that modern mathematicians are still finding new patterns with them. Even if you don't find Pythagorean triples interesting for their own sake, it is worth memorizing the first set: 3-4-5. You are likely to encounter these numbers on standardized tests or in word problems. After you leave school you will find opportunities to use these lengths to quickly test whether an angle you are looking at is square.

title: Algebra/The Pythagorean Theorem


text:
User talk:Aphoticom

Hello, welcome to Wikibooks!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!

Xania talk 22:41, 1 June 2007 (UTC)

title: User talk:Aphoticom


text:
User talk:Klseifert

Hello, welcome to Wikibooks!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!

Xania talk 22:41, 1 June 2007 (UTC)

Relative links within books
G'day, just a little note about linking to other pages within your book. You can link to a sub-page of a page by putting a slash before and after the page name in the link, like this:. If you want to link to a sister page (i.e. a page at the same level in the chapter hierarchy), you can put  in front of the page name, like this:. To link to a sister of a parent page, put another  in front of that, like this:. See here for the changes I made to one of your pages, for an example. cheers, Webaware talk 02:58, 4 August 2007 (UTC)

Re:Tiny Font Size
I moved your message to the Staff_lounge/Technical_Chat staff lounge, where it will attract more attention. I also posted a reply, but mostly to ask you some questions about your problem. Which pages print out tiny? --Whiteknight (Page) (Talk) 17:35, 7 August 2007 (UTC)

 * I would say that the most likely culprit here is the word processor that you are using. The page that you sent me a link to does not have any special formatting that I can see. I hope this helps. --Whiteknight (Page) (Talk) 21:25, 8 August 2007 (UTC)

Talk:Contemporary Educational Psychology/Chapter 13: The Reflective Practitioner
I think we need documentation of this process. Until that's done, I've tagged the page as a copyright violation. Please get some boilerplate text from here to request the appropriate information. For more information, refer to WB:COPY. Thanks!  – Mike.lifeguard  | talk 21:08, 5 September 2007 (UTC)
 * I restored the chapter w/o tag as the copyvio concerns have been dealt with.  – Mike.lifeguard  | talk 21:38, 5 September 2007 (UTC)

Re: New Book Tag
No, you dont need to do anything. The tag serves only as a reminder that the book is new. It puts the book into the "New Books" category, so that it doesnt get lost. The only thing that you need to make sure of, is that you properly categorize your book before you remove the new book tag from it. If you have that part done, then you are home free. --Whiteknight (Page) (Talk) 17:51, 20 September 2007 (UTC)

Psychology is only a mindset
Psychology is only a mindset Sammy Mokoena (discuss • contribs) 14:00, 21 February 2023 (UTC)

title: User talk:Klseifert


text:
User talk:Sousa1981

Hello, welcome to Wikibooks!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!

Xania talk 22:41, 1 June 2007 (UTC)

title: User talk:Sousa1981


text:
User talk:Mpugsley

Hello, welcome to Wikibooks!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!

Xania talk 22:41, 1 June 2007 (UTC)

title: User talk:Mpugsley


text:
User talk:Make~enwikibooks

Hello, welcome to Wikibooks!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!

Xania talk 22:41, 1 June 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 Make. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Make~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 23:24, 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) 05:13, 19 April 2015 (UTC)

title: User talk:Make~enwikibooks


text:
User talk:75.2.40.173

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.

Xania talk 22:42, 1 June 2007 (UTC)

title: User talk:75.2.40.173


text:
SPM/Installation on 64bit Windows

Preamble
Installing SPM on Windows 64 bit (XP, Vista, 7, 8, 10) should be straightforward. There are pitfalls common to all versions of SPM:

 * It is not recommended to install SPM in MATLAB's toolbox folder as MATLAB toolbox directories can be cached and changes in SPM files (such as updates) might not appear when using SPM. See Toolbox Path Caching and rehash

 * If you get errors regarding "gui_mainfcn", you have to reset your MATLAB path (probably following an installation of a new MATLAB release), use the button "Default" in File > Set Path. See also restoredefaultpath.

 * If you use WinZip to unpack SPM's *.tar.gz archives, make sure to uncheck "Tar file smart CR/LF conversion", which is under the "miscellaneous" tab in "configuration" under "options", as it could corrupt some of SPM files otherwise. 7-Zip is a good open source software alternative.

 * If you see garbled text or incorrect characters in the interface, you have to change your system locale so that it matches your user locale. This is documented here. See How the MATLAB process uses locale settings and Setting locale for how to fix it. If problems persist, try the instructions detailed at the end of this page.
 * If you have an error "Where is spm_check_version.m?", make sure not to start SPM when your MATLAB current directory is C:\Windows\system32 and not to have this directory in your MATLAB path. See MathWorks support.

Installation
>> addpath C:\Users\login\Documents\MATLAB\spm12 in MATLAB's workspace. >> spm
 * Download spm12.zip.
 * Unzip spm12.zip in a folder of your choice, such as C:\Users\login\Documents\MATLAB\spm12).
 * Start MATLAB and add SPM into your path, either using File > Set Path > Add Folder... or typing
 * Launch SPM by typing

Update
If you have just downloaded the spm12.zip archive, it already contains the latest set of updates. To update SPM when a new version is released: Alternatively, you can use the spm_update.m function: >> spm_update If a new version is available, it can be applied to your local installation by typing: >> spm_update update
 * Download spm12_updates_rxxxx.zip
 * Unzip spm12_updates_rxxxx.zip on top of the folder containing your SPM installation so that newer files overwrite existing files.

Compilation
Precompiled MEX files (*.mexw64) are provided with SPM12 and you shouldn't need to recompile them by yourself.

See Compilation of SPM12 MEX files on Windows if needed.

Installation
>> addpath C:\Users\login\Documents\MATLAB\spm8 in MATLAB's workspace. >> spm
 * Download spm8.zip.
 * Unzip spm8.zip in a folder of your choice, such as C:\Users\login\Documents\MATLAB\spm8).
 * Start MATLAB and add SPM into your path, either using File > Set Path > Add Folder... or typing
 * Launch SPM by typing

Update
If you have just downloaded the spm8.zip archive, it already contains the latest set of updates. To update SPM when a new version is released: Alternatively, you can use the spm_update.m function: >> spm_update If a new version is available, it can be applied to your local installation by typing: >> spm_update update
 * Download spm8_updates_rxxxx.zip
 * Unzip spm8_updates_rxxxx.zip on top of the folder containing your SPM installation so that newer files overwrite existing files.

Compilation
Precompiled MEX files (*.mexw64) are provided with SPM8 and you shouldn't need to recompile them by yourself.

See Compilation of SPM8 MEX files on Windows if needed.

Installation
>> addpath C:\spm\spm5 in MATLAB's workspace. >> spm
 * Download spm5.zip.
 * Unzip spm5.zip in a folder of your choice, such as C:\spm\spm5).
 * Start MATLAB and add SPM into your path, either using File > Set Path > Add Folder... or typing
 * Launch SPM by typing

Compilation
Precompiled MEX files (*.mexw64) are provided with SPM5 and you shouldn't need to recompile them by yourself.

SPM2
SPM2 is not available on Windows 64 bit.

Troubleshooting
If text still appears garbled in the interface after changing the system locale, try the following:

cd(spm('Dir')) load spm_Menu.fig -mat hgS_070000.properties.DefaulttextFontName='Arial Narrow'; hgS_070000.properties.DefaultuicontrolFontName='Arial Narrow'; save spm_Menu.fig hgS_070000 -v6

% SPM12 only % Edit spm/spm_Welcome.m and modify line: PF.helvetica = 'Arial Narrow';

% SPM8 only cd(spm('Dir')) load spm_Welcome.fig -mat hgS_070000=spm_changepath(hgS_070000,'Helvetica','Arial Narrow'); save spm_Welcome.fig hgS_070000 -v6

set(0,'defaultTextFontName','Arial Narrow') set(0,'defaultUicontrolFontName','Arial Narrow')

Edit spm/matlabbatch/private/cfg_mlbatch_defaults.m and modify lines: cfg_defaults.cfg_ui.lfont.FontName  = 'Arial Narrow'; cfg_defaults.cfg_ui.bfont.FontName  = 'Arial Narrow';

title: SPM/Installation on 64bit Windows


text:
Algebra/Circle

Building a Circle
A circle is defined as the set of points that are a fixed distance from a center point. This definition is expressed in the way we draw circles. We pick a point as the center and then use some mechanical means to rotate a drawing utensil around that point. Of course our drawings are always approximations of the shape we think of as a circle. Drawings are only as accurate as the hardness and thickness of our tools will allow. For instance if you blow the drawing below up large enough on your computer screen you might see it is composed of adjacent colored squares and rectangles on your screen. If you used software that maintained the scale of the points as you magnified the circle then eventually it would start to look like a line. This is the reason that we perceive roads as being straight even though we know the Earth is round.

Still using this drawing We know that the equation for distance is  $$d = \sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2}$$. To make the calculations easy let's let point $$(x_1,y_1) = (0,0) $$.

As you likely have learned before, a circle is defined as any set of points that is a fixed distance (the radius) from a fixed point (the center). To find a formula for this, suppose that the center is the point (a,b). According to the distance formula, the distance c from the point (a,b) to any other point (x, y) is:

$$ c^2 = (x - a)^2 + (y - b)^2 $$

By definition, a circle is the set of all points for a given value of c. We call this r and come up with the following equation for a circle:

title: Algebra/Circle


text:
Algebra/Ellipse

An ellipse is the collection of points that are equidistant from two points, called foci (singular focus).

The foci are found on the major axis, which has a length of 2a. The minor axis is 2b, and is smaller.

The "roundness" or "longness" of an ellipse can be measured by eccentricity. If c is the distance from the center to a focus, then e = c / a.

The latus rectum is a line parallel to the minor axis that crosses through a focus. Its length is b2 / a.

"Long" ellipses are generally written as

 * $$\frac{(x-h)^{2}}{a^{2}} + \frac{(y-k)^{2}}{b^{2}} = 1 $$

where (h,k) is the center, while "tall" ellipses are written as

 * $$\frac{(y-k)^{2}}{a^{2}} + \frac{(x-h)^{2}}{b^{2}} = 1 $$

title: Algebra/Ellipse


text:
Wikijunior talk:Ancient Civilizations

Oct 6, 2005 Progress Report
I hope this is a positive contribution. I want this book to be completed. There are 23 civilizations, and 8 questions per civilization. Let's give 2 points for full information, 1 point for a few sentences per question. I will use first three letters as code of civilization. Sections more than 1/2 completed: Azt (16/16), Egy (12/16), Ind (9/16), Mou (10/16), May (12/16), Rom (9/16), Ved (14/16) Percent completed in this category: 75% Sections started: Akk (3), Aks (2), Bab (3), Chi (1), Inc (0), Jap (3), Per (3) Percent completed in this category: 14% Total completion on all started sections: 44%! Sections NOT started: Ana, His, Ass, Gre, Heb, Khm, Pre, Pue, Sum I agree with Rob's suggestion that "it would be better to research one civilization and make it well written"... I think we should focus first on the sections more than 1/2 completed. Once they are all completed, we could then pick half of the started sections. Of course, any experts in an area would be welcome to fill in an entire civilization, but I know for me, this is mostly research, not personal knowledge. --Benbakelaar 15:31, 6 October 2005 (UTC)

Original Outline
This was not originally in the discussion page, but rather a totally seperate Wikibooks article. I moved this whole section (by page move) to become the "seed" of the discussion of this new Wikibook. Please feel free to add comments below. --Rob Horning 02:30, 17 August 2005 (UTC)

'''This is an outline of subjects that could be included in a new Wikijunior booklet about Ancient Egypt. I immediately thought this would be a subject which appeals to children. As suggested by User:Zanimum, I've moved it here for expansion. Please don't work on individual articles until the first issue (of the earlier projects) has been printed. -- MacGyverMagic (talk) 18:10, 1 Jun 2005 (UTC)'''

Subjects
''The following are subject ideas. Possible chapter names are in brackets.''

 * Geography (Where was it?)
 * Alexandria
 * Valley of the Kings
 * The Nile
 * People (Who were they?)
 * Cleopatra
 * Tut-ankh-amum
 * Technology
 * Hieroglyphs (How did they write?) - Egyptian language - Egyptian hieroglyph
 * Pyramids
 * Astronomy (Looking at the stars.)
 * Society (How did they live?)
 * Ranks
 * Pharaos
 * Slaves
 * Senet (Fun and games.) - Senet
 * Religion (What did they believe?)
 * Gods and godesses Egyptian mythology
 * Worship and temples
 * Mummification - Mummy - Canopic jar
 * Book of the dead

Categories

 * w:Category:Ancient Egypt
 * w:Category:Ancient Egypt stubs
 * w:Category:Ancient Egyptians
 * w:Category:Dynasties of Ancient Egypt
 * w:Category:Egyptian mythology

Size
Is this Wikijunior project going to be 48 pages like Wikijunior: Solar System? I think it'll be even easier to fill that requirement with this project, eapecially if we add more civilizations--Shanel 16:56, 25 August 2005 (UTC)

 * The original "goal" of Wikijunior, at least suggested on the Meta side, was that about every other month a new "Wikibook" would be formally published and paid for by the Beck Foundation. I've been pushing it here to "expand" the number of Wikijunior books, but it appears as though this Wikijunior book is going to be at least as successful as the other ones, with just as much content as the Solar System book if not more.  I am proposing (like I have at the Solar System book) that we "select" some of the best articles for formal publication to fit the 48 page book requirment, but that we also allow some "breathing room" on the Wiki side and allow substantial lattitude on the length of the content.  It certainly is easier to reduce down to 48 pages than it is to expand content up to that length, as might be the case for the Big Cats Wikibook.  --Rob Horning 02:22, 28 August 2005 (UTC)

 * I definitely agree. Over on Solar System, even though I started some of the articles on the different moons, I would be horrified if they actually went into the print version. For some of them, there's just not that much info to be found for now :(

 * Do you have any ideas on the process of picking the best articles? Will it be a simple vote, or are we going to try to involve experts in the process?--Shanel 04:29, 28 August 2005 (UTC)

 * Since it hasn't been done yet for any Wikibook, your guess is as good as mine. I'm trying to dig up some info from the people who are in on the Beck Foundation grant, but the "earliest" that anything was supposed to be published was December 2005.  That "deadline" is coming up, so things might start moving before then.  I'm trying to keep the heat on and see that this project moves forward.  I like the community vote thing, where you can vote on the articles that you like, and the top vote getters (with some tie breaker for the last ones out) get published, at least for the current "version" that goes out. As far as involving "experts" in the process, I have a personal aversion to the concept as preached by the Nupedia crowd, and it goes to show you how far Nupedia has gone to see what that brought.  At the same time, putting content through a more formal "review" process of people well versed in the topic, including formal "experts" in the field, would have some merit once we have built the basic foundation of the article.  I also think that learned "laymen" who have studied the topic certainly can make valuable contributions, and Wikipedia is a classical example of what can be accomplished if you let them.  --Rob Horning 01:15, 29 August 2005 (UTC)

African civilizations
I am sorry if this is the wrong place to post, someone please feel free to move or tell me where this would be more appropriate. Reviewing the list of ancient civilizations I noticed many African civilizations missing. Here is a graphic to reference: http://www.inmotionaame.org/gallery/detail.cfm?migration=1&topic=1&id=1_001M&type=map I do not know the names of these civilizations, but I will type in a few of their geographic locations and time periods below: Kingdom of Kush, ~1000 BC to ~400AD Kingdom of Axum, ~1AD to ~750AD Empire of Ghana, ~250AD to ~1100AD Empire of Mali, ~1200AD to ~1500AD Kingdom of Benin, ~1200AD to ~1800AD Kingdom of Oyo, ~1200AD to ~1700AD and so on... It would be my intention to answer as many of the "major questions" as possible. --Benbakelaar 22:52, 29 September 2005 (UTC)

 * I'm not as familiar with ancient African civilizations other than Egypt as perhaps I should. This would be a good opportunity to try and introduce some of those civilizations, but try to keep in mind this is more for empires rather than single tribal groups or single city-states.  The only reason for that "provision" is to try and weed out some of the minor civilizations or distinctions like between Troy and Athens, which would more easily be covered in a general topic of the Greek civilization instead.  I don't know how many African civilizations this would cover, but I do know of historical groups in Africa, like those mentioned above, would be welcome additions.

 * Keep in mind this is going to be a book for kids, so try to find a topic that may be media-rich in content as well. Many photos, perhaps some music from the culture, and information about a civlization that at least covers the "standard" set of questions.  I know of some archeological research that has covered Zimbabwe dating back traditional governments and societies going back centuries or even millenia that would be facinating.  Particularly because the architechtural styles are so unique to that part of Africa and different from the rest of the world.  Seperate walkways and paths were made for royalty and nobility as opposed to ordinary workers in the city, for instance, have a significant impact on the structure of the cities, where the royalty couldn't even be seen by ordinary people, to give an example.

 * Don't go overboard on adding blank names for more civlizations. It would be better to research one particular civilization and make it well written rather than simply going everywhere and writing a couple of sentances about everything.  If you want to pick a particular African civilization and write about it in depth, that would be especially encouraged.  --Rob Horning 11:38, 30 September 2005 (UTC)

 * Thanks for that information. I will attempt to discern the major from the minor, and perhaps choose just one as a representative example! --Benbakelaar 12:41, 30 September 2005 (UTC)

 * I just came here to mention the lack of African Civilizations. I added the Axum kingdom some time ago (I found it spelled as Aksum though), but I'm not sure how major or minor the civilization was.--Shanel 18:35, 2 October 2005 (UTC)

The Aryans
Reading the list of civilizations I noticed that the Aryans was missing. True they didn't create an Empire but they did make significant contributions to the religions, languages and cultures of those that did. Any reason for this or can I go ahead and add them to the list? TinaSaturday, March 11th, 2006

 * Due to its connection with National Socialism (Nazis) and Facism, this can be (unfortunately) a rather charged political topic. If this were the 1930's it would have been incredibly charged politically, but there still are some Neo-Nazi groups that might try to inject their $0.02 into something of this nature.  Read everything with a very jandiced eye if you look at anything regarding this civilization, especially if the literature references material from or stuff written during the 1920's and 1930's heavily, or worse stuff that was written in the 1940's.  Legitimate archeological and scholarly research that has been done in the past couple of decades will likely be more rational with how this civilization is portrayed, and it would be an interesting topic to bring up.  Feel free to add this civilization to the list if you can find content that could flesh this topic out.  --Rob Horning 12:02, 11 March 2006 (UTC)

Never thought of the neo-nazi angle. I'll think this through before I do anything. Thanks for pointing it out to me. Tina 13th March

Who Lives There Today?
In the cases of the Hellenic, Roman, Egyptian, Persian, Indian, and Chinese civilizations, the people who live there today trace their lineage to the citizins of the ancient empires, speak a language related to that of their famous ancestors, and are well aware of the empires and the effects they had on their part of the world.

This is as much the case for civilizations that were overrun by outsiders (like the moundbuilders) or which receded into the mists of time (as with the Mayans). In the Moundbuilders module, I had included a "who lives there now" section to talk about the fact that the people who live there now often have no idea their city was built on top of a Moundbuilder town.

Someone deleted this section, probably because it does not adhere to the outline set out for the entire book. I put it back, because I think this is an interesting fact. It is still a "stub section", which would benefit from a short list of famous North American cities built on top of moundbuilder towns.

I also added a "who lives there now" section for the Roman civilization, as an example of how different the information is.

Maybe this information should be incorporated into "What is left of them?". I know it is dangerous to introduce a NEW CLASS OF INFORMATION to a book that just needs to get finished. But this information is useful to understanding the world we live in today.

If you travel to Egypt, you will find plenty of people on the street who know about the language, history, and religion of ancient Egypt as well as shops selling trinkets representing same. If you travel in the lands formerly occupied by Moundbuilders, you will have to search hard to find anyone with knowledge of or trinkets representing the Moundbuilders. --SV Resolution 15:26, 19 October 2005 (UTC)

 * Thank you SV, and there are several civilizations in North America where this is true, such as the Pueblo and the Anastazi. I'm trying to imagine similar situations that have existed in other places, but it is hard to come up with developed civilizations with trading networks, imperial alliances, and common culture and heritage to be called a "civilization" that has been overrun.  Perhaps some in Africa, and in Europe there have been some nations that have been overrun completely but there are a few stragglers left behind.  Much of the 20th/21st century has been the reemergence/reestablishment of ancient civilizations where they were previously considered a colony of another nation or a deliberately repressed group.  Compare the number of countries in the year 1900 compared to 2000 and you might get a glimpse of how dramatic this in fact has been.

 * The major driving force in North America has really been a massive depopulation of the continent due to disease and climate shifts. Some substantial cooling of the climates throughout the world, but particularly in North America, occured between 1400 and 1800.  Nowhere is this more clear than in Greenland where an established Viking colony was completely abandoned from a peak population of about 100,000 people.  European diseases such as Small Pox, Chicken Pox, Horse Flu, and others also had a compounding effect, together with meeting invading European peoples carrying firearms and steel implements that made realistic competition impossible.  All of these social "forces" resulted in genuine wilderness being at locations that were previously major cities.  Most dramatic of all in regards to large populations going into depopulated wilderness than the valley of the Great Salt Lake, where had Mormon settlers had any sort of resistance from native peoples they would have simply moved on or even died.  Due to drought and crop disease there was litterally nobody living in the area that now is a major city of over one million people.  Similar stories could be told about other areas, including Los Angeles, where even a Spanish settlement died out due to drought, disease, and famine.  --Rob Horning 19:00, 19 October 2005 (UTC)

Civil? How were they civil?
Can someone explain to me how they were civil, unless we are going to call murder/wars/etc all civil, I don't think we can call them civilized. This only applies to some of them, some were and are still civilized. 220.233.48.200 12:22, 25 December 2005 (UTC)

 * I'm not sure what you mean. --Shanel 12:39, 9 January 2006 (UTC)

 * The Latin root from which civilization derives is cīvīlis, meaning "pertaining to citizens, their private rights and so forth [source: OED]." The term (sadly) has little to do with being civil in the broader sense suggested above. In short, any culture sufficiently organized to have some rudimentary legal structures and other institutions for governing commerce and other relevant civil (rather than martial) activities -- tends to qualify as a "civilization."  At least that seems to be a fairly well-entrenched definition.  --bud 03:48, 24 January 2007 (UTC)

Important: Copyright violation of images
ALL of User:Nivritchari's images have either no sources or are in clear copyright violations. I am trying to obtain permission for Image:HititMountainGod.jpg, Image:Atlantis.jpg and Image:Atmap.jpg from their authors to use those three images here. The other images will ahve to be deleted, see Special:Contributions/Nivritchari for a full list of the images and if you can try to supply sources. I have listed the following for deletion (Votes_for_deletion): Image:Hittitemap.gif, Image:Cambodia.gif, Image:Arabic.jpg, Image:Hittite_1.jpg, Image:Hittib.jpg, Image:Alhambra.jpg. More to be added later.--Konstable 07:05, 30 January 2006 (UTC)

Timeline suggestion and Time Period Question
A timeline showing a comparison of where each culture was at specific times would be good to add. Too often the individual cultures get separated in the instruction and the big picture of what was going on with humanity globally gets lost.

What time period is being used to define "ancient"? I see cultures listed that are not necessarily considered ancient. Both the Vikings and the Pueblos are good examples. My understanding is that "ancient" defines prehistory to approximately the Greek Dark Age, but is frequently studied combined with the classical ages to the fall of the Roman Empire, so dawn of civilization until approximately 400ce. There are groups listed here who were at their height much later than that. While this may sound picky, I know my 9yo would pick up on it quickly. Also I think the standard conventions should be used. Randomly calling a group ancient just because they are "old" does not add to the projects credibility.

Starchildmom 11:06, 29 March 2006 (UTC)

BC/AD versus BCE/CE
There has been a bit of an edit conflict recently between people who beleive we should be using the BCE/CE notation for telling time, as opposed to the more common BC/AD convention. I personally say that we should use the BC/AD convention, because it is more common, children are more likely to be familiar with it, and if we use a foreign notation, we will have to explain the political and religious motivations behind the change. I feel like this is an unnecessary diversion for children, although I can certainly understand the attitude that we should "start children off right". --Whiteknight (talk) (projects) 00:58, 5 June 2006 (UTC)

As a history teacher, I find that even my ninth grade students are still unclear about what is meant by BC/AD, and BCE/CE. Can we add in a piece in the introduction, and explain both sets of terms in a few sentences? It's a tricky thing to explain to a kid that years move backwards once you've moved back in time 2,005 years, but it goes (3.. 2... 1... 1... 2... 3... [...] 2006...) and so on. How about...
 * Students of history count years in many systems, but the system most commonly used in English is the BC/AD dating system invented by an English scholar named Bede in the 8th century AD. Bede was a Christian, so AD stands for Anno Domini which means "Year of the Lord," and counts the number of years since the birth of Jesus Christ, which Bede thought was the most important event in the history of the world.  So, BC stands for Before Christ.  As you will learn from reading this book, though, not all English-speakers are Christian.  Some teachers and students today use exactly the same dating system that Bede invented, but they substitue the letters CE for AD.  CE means Common Era.  These scholars also use BCE instead of BC, to mean Before Common Era.  The dates in BC and AD notation are exactly the same as BCE and CE notation, but BCE and CE are intended to be more friendly to history students who may not be Christian.  In both systems, there is no Year 0, like in a number line in math class.  Instead, numbers work like this:  BCE/BC years 3 - 2 - 1 -- 1 - 2 - 3 -  CE/AD.... and so on up to our own time of 2006 on the CE/AD side.  This means that Bede lived in the 8th century CE.

Maybe this helps, maybe it doesn't. I'm new to the project, so I don't know if this fits or not, though my own preference is for BCE/CE with an explanation. -Andrew Watt 02:24, 5 June 2006 (UTC)

 * I agree with Andrew (except I believe it was Dionysius Exiguus who came up with the dating system). Children don't really have a system that they're really set on, and using BCE/CE now will prepare them for when they encounter it later in text books and other academic publications where BCE/CE predominate. The popularity of BCE/CE is also rising in general usage, and it would not make sense to use an archaic system which is on the decline. For example, it would be far better to use and teach metric, rather than imperial, units, even though I and many other still "think" and feel more comfortable with imperial units, and even though imperial units may currently be more popular. Like it or not metric is the way of the future, just like BCE/CE.

 * I believe the style adopted by any Wikibook should reflect that which its target audience expects, wants or requires. For example, a textbook on GCSE Mathematics would be written in British English, using terms the average British 15 or 16 year old would know or would have to learn as part of that syllabus. A textbook on US History written for GCSE History would adopt a similar style, whereas a textbook on US History written for American adults would use American English, perhaps use longer, more complicated words and clauses, and may assume knowledge that every American schoolchild (but not every British schoolchild) knows. Only where this determinant is not decisive (such as, should a book on US History written for a worldwide audience be in American or British English) should other factors (usually what style the authors happen to find easiest to write in) be taken into account. It would be useful for other Wikibookians to comment on whether they agree with this approach, and if not what approach they would take instead and why.

 * Adopting the 'let the target audience determine the style' approach, I ask here, what is the target audience of this book? This is easily answered - it is a general worldwide audience of children aged 8 to 12.

 * I now go on to consider that audience in the specific case. BCE/CE notation, according to Encarta (and as far as I can tell backed up by google searches) is favoured in texts where there is a predominantly Jewish audience with Jewish writers and/or a Jewish audience. It also appears favoured by some academics at some universities - in some cases this is most academics in a given university, and the terminology appears to be comparatively more favoured in the United States and by Americans overseas than others. However, broadly speaking, those not fitting that description (and this class makes up the overwhelming majority of the world's population) prefer BC/AD notation. In numerical terms, over 90%+ prefer BC/AD notation. It's also worth noting that there has been resistance amongst the worldwide general public to the introduction of BCE/CE notation, even on a limited scale - only last month the Governor of Kentucky personally intervened to stop a state education board proposal to adopt BCE/CE, with comments that the Governor did this so as not to harm re-election chances later this year; changing just one instance of BC to BCE in one New South Wales exam paper (plus adding an explanation that BCE was equivalent to BC) was enough to provoke angry questions in both chambers of the New South Wales parliament. There have been other negative reactions in Canada and England when there have been other smallscale attempts to introduce the terms to a general audience. I mention this not to invite comment on whether we believe the reactions were justified or not, but instead to note that, if we are writing a history book for a general audience, there are very good reasons why we should only use BC/AD terminology: Not everybody prefers the notation, but the overwhelming majority of the target audience does (and many actively dislike the alternative).

 * I would note, however, that if we had a textbook targeted at an audience that overwhelming uses BCE/CE notation, such as a textbook targeted at a Jewish audience, the conclusion here, quite rightly in my opinion, would be that it would be perverse to use BC/AD notation for that textbook.

 * Andrew does raise another good point. Would it be worth including in this book, towards the start, some explanation of what BC actually means (maybe also coupled with a note as to why many dates in the book are necessarily approximations)? I think I'd agree that it would be useful - those unsure of the dating system can then learn it, those already familiar with it can skip that section (though I note that I would not favour Andrew's example explanation of it, which seems too technical for what is essentially a brief aside to explain a key term), Jguk 20:37, 7 June 2006 (UTC)

 * The BCE/CE system was created as an attempt to not make the calendar system so completely dependant on jesus. However, the very fact that we do number our years from the approximate date that he is said to have been born cannot be changed by a label. The target audience argument is a double-edged sword. On one hand, children may expect to see dates written using BC/AD notation. On the other hand, however, if BCE/CE is to become the new standard, it makes good sense to "start children off on the right foot", so to speak. Children in America might expect to buy milk by the gallon, but one of these days we americans are going to move over to the metric system like the rest of the world. It makes sense then to think that we would teach the metric system to children when they are young and impressionable, and therefore set them on the correct path. It is my understanding that academia is moving towards a wholesale adoption of the BCE/CE notation, and as children grow up, they will be expected to adopt this system as well. At the very least, we should have a chapter introducing both notations, explaining why they are what they are, and explaining that they are equivalent, regardless of which one is used throughout the book. --Whiteknight (talk) (projects) 23:53, 7 June 2006 (UTC)

 * Revised Text: ===What is BC/AD? === With some years, you may see a note that says BC or AD. You may wonder what that means. AD stands for Anno Domini which means "Year of the Lord" in Latin, and counts the number of years since the birth of Jesus Christ. So, BC stands for Before Christ. People around the world use this as the standard dating system; though Chinese, Muslims, Buddhists and others have their own ways of counting years, many adopt the BC/AD system as a way of keeping a common year all over the Earth. Some teachers and students today use exactly the same dates for years but they substitue the letters CE for AD. CE means Common Era, while BCE means Before Common Era. The dates in BC and AD notation are exactly the same as BCE and CE notation, but BCE and CE are intended to be more friendly to history students who may not be Christian. In both systems, there is no Year 0, like in a number line in math class. Instead, numbers work like this: BCE/BC years 3 - 2 - 1 -- 1 - 2 - 3 - CE/AD.... and so on up to our own time of 2006 on the CE/AD side.   -Andrew Watt 02:23, 8 June 2006 (UTC)

The targeted audience standard takes away one key factor - it becomes irrelevant as to what we (as individuals) believe should (ie ought to) happen. We really shouldn't be in a position where Wikibooks takes a positive stance to prefer one style over another. Whiteknight says "if BCE/CE is to become the new standard". Is it? It's been proposed in some places for a while, and has made some inroads, particularly for Jewish audiences and certain courses at certain universities, but on a worldwide view, these inroads are tiny. We really should not take a view as to whether the current standard BC/AD should or should not change, and at present there is nothing to suggest we have a new standard as far as the worldwide general public are concerned. If this changes, then maybe our approach will need changing, but we should not pre-empt it.

Another point you raise is about starting children "off on the right foot". Again, what the right foot is is a matter of opinion. In particular, I would strongly disagree that the right foot is necessarily what happens in certain subject areas in universities. Most children will not go on to study any particular subject at university. I stopped studying history formally at 16, and could have chosen to do so at 14. What history academics do (and my feeling is that in many areas covered by this book BC/AD notation is still the most common used as university level anyway) is irrelevant here. After all, we would not teach physics to 8 year olds by introducing general relativity and quantum mechanics on the grounds that, if they choose to study the subject at university, they ought to learn them, Jguk 07:56, 8 June 2006 (UTC)

I (jguk) have my own suggested revised text (based on, but not directly replicating, Andrew's):

 * Revised Text: ===Dates === With some years, you may see a note that says BC or AD. You may wonder what that means. AD stands for Anno Domini which means "Year of the Lord" in Latin, and counts the number of years since the birth of Jesus Christ, although since this system was set up it has been found that it is a few years out. The year we are now in, 2024, is AD 2024. In the past, AD always went before the date, but nowadays it can either go before or after the date - so some would write 2024 AD instead of AD 2024.

 * If we go back in time, we then need a name for the year before AD 1. This is 1 BC, and the year before that was 2 BC, and before that 3 BC and so on. BC stands for "Before Christ". Although AD and BC terms come from a Christian background, in their abbreviated form they are not generally thought of as having any religious meaning, except when deliberately placed in a Christian context. People around the world use this as the standard dating system.

 * Another point to note is that as we go back in time, often we cannot be precise about dates. In this book we used the most widely accepted dates for any event, but dates before 1000 BC may, in particular, be a number of years out.

I'm currently half-way through a B.A. with a history major. I can quite confidently say that of the countless textbooks I've bought or referenced only two--yes, two--use BCE/CE; the one was a study of religions (including Judaism) so it doesn't even count, and the other was published in America where all this madness began. And of all my professors I can't recall any using these new terms, except when directly referring to a material that uses them.

This is a new term (meaning 95% of the books at your local library will use the old ones), and it doesn't even have acceptance among big-name publishers outside of America (such as Oxford and Cambridge). Also our sister/parent Wikipedia still uses BC/AD (e.g. 30th century BC). All this adds up to powerful precedent for keeping the current terminology. Children are going to be seeing the old terms in the older books their library has anyway (it will be a good couple of decades before these all wear out and are replaced); until the term has major acceptance (if ever) the majority should rule. GarrettTalk 09:48, 11 June 2006 (UTC)

 * Given the fact that things in academia can be so volatile, and the fact that BCE/CE could, conceivably become the new standard, perhaps we should find some kind of way to change over from one to the other easily. Maybe we could create two templates, AD and BC That would take a numerical date as an argument, and automatically format the dates as is appropriate. This way, we can simply change the template to match the current scheme of things. That way, we could simply use a template such as that could format the dates in a common format that all wikibooks can use. --Whiteknight (talk) (projects) 15:07, 11 June 2006 (UTC)

 * Actually, Wikipedia allows users to choose which terms they want to go with. See w:MediaWiki:Common.css (under "Choose whether to have AD/BC dates or CE/BCE dates" comment), w:Template:ADCE, w:Template:BCEBC, and w:Wikipedia:User preferences for BCE/CE notation. Although asking children to change their user CSS might be a bit much, we should at the least institute the system on our other history books. --hagindaz 16:49, 11 June 2006 (UTC)

 * Adding my own $0.02 here, the whole issue of BCE/CE is really showing a strong anti-christian bias, just as BC/AD shows a pro-christian bias (in the eyes of some people). That is why this is so contentious, and why trying to find neutral ground is so difficult.  A more neutral solution to the problem is to simply state that such and such event happened x number of years ago.  If you are talking approximations like when the K-T event for Dinosaurs happened, this is a reasonable solution.  If you are off by 100 years because the book is 100 years old, it doesn't really matter much.  Obviously this doesn't work for historical dates like fourscore and seven years ago (right now that would be 1919, or the end of WWI, not the Revolutionary War that was referenced in this famous speech when the date was originally invoked).  I lean personally to the BC/AD notation, but I don't hold that as a strict immutable philosophy.  Either way seems reasonable, and certainly is not justification for an edit war to keep changing it one way or another.  I would strongly suggest that even mixed usage should be tolerated for now until we are reasonably confident that this whole project is up to the quality that we are ready for printing.  Concentrate on the content and don't get bogged down in the minuta.  Certainly don't get steamed over this issue and stop contributing.  We need help here, not edit lawyers.  --Rob Horning 16:17, 12 June 2006 (UTC)

I think, since we are having this discussion now, it would be useful to conclude on it - rather than to put it an abeyance to restart it later. I think that it's good to note that, whilst some have noted just a personal preference, those who are making positive suggestions about which style to use are considering what is best for the target audience of this book. That's an important point, which I may well try to codify into more explicit guidance. As far as the discussion here goes, it is clear that the overwhelming majority see one particular style as being appropriate for this particular wikibook - and most of the discussions translate directly to the question of which date style should be used for other books with a general audience (the alternative may well be appropriate for books with a more targeted audience). I am mindful, however, that at least two of our regular contributors to history books tend to use the other style. I will therefore leave notes on their talkpages inviting them to comment - both on whether there are other points they think we should be considering but haven't, and on whether they would have a problem with changing this one aspect of their writing style. We should then be in a position to reach a conclusion everyone finds acceptable, Jguk 09:41, 17 June 2006 (UTC)

 * I think it makes sense to wrap up the discussion, too, and come to some sort of conclusion. I like the idea of templates  and , but I think that some serious arguments have been mustered in favor of BC/AD as opposed to BCE/CE.  I think it makes sense 1) to include an explanation of what the terms BC/AD means, and 2) to link them to BCE/CE in the event that said system becomes popular — but that the book itself should reference BC/AD dates whenever possible in the main text.  I intend to go through the Minoan section I wrote this week, and make changes accordingly. -Andrew Watt 02:04, 20 June 2006 (UTC)

In the light of the above, I have now gone through the book making the other changes necessary to ensure consistency on BC notation. I have also taken the opportunity to replace the occasional "B.C." or "A.D." with "BC" and "AD". The introductory section on dating referred to above has yet to be written, Jguk 12:21, 29 June 2006 (UTC)

I'm not going to read through all this, but I will drop in my own ideas. BCE/CE notation is an attempt at not only neutrality, but clarity, and accuracy. On the other hand, BC/AD is simply an historic, Latin/Christian usage. BCE/CE notation is becoming more and more popular, especially in academic texts, and it is indeed strange in a place like WikiBooks, that notation such as BC/AD would be mandated over it. Canaen 07:16, 19 September 2006 (UTC)

 * Wikijunior is for kids. IMO, as long as they are using BC/AD in U.S., British and Australian public schools for ages 8-12, that's what we should use here. The rest of Wikibooks should do whatever it feels is appropriate for that audience. --Xixtas 16:49, 19 September 2006 (UTC)

Pueblos
There are three terms commonly used for this civilization: Ancient Pueblo Peoples, Ancestral Puebloans, and Anasazi. Pueblos are the buildings they built. I think this entry should be changed to "Ancient Pueblo Peoples" that is how this civilization is listed in Wikipedia. --Xixtas 01:10, 24 August 2006 (UTC)

Assyrians
I made some huge additions to Assyria. All segments of the article are now of decent length. All it really needs would be some pictures

Made various additions to China and Japan sections
Corrected various mistakes and added information regarding clothing, architecture, writing, etc Intranetusa (talk) 22:15, 21 June 2008 (UTC)

Lots of additions... and what about pre-history?
Today I've made significant additions to Carthaginians, Chinese, Minoans and Phoenicians, as well as tidying up other articles. I'm not as expert as such, though I am studying Ancient Civilizations like these at university level. This allows me to write children's style articles with great ease.

Also, I was just thinking about writing some stuff for pre-history, when I realised - you would have to split each region down into its principal prehistoric peoples and give explanations of their origins etc. Confined to just one article, it would be a very long page. I'm going to make a start anyway, it can be sorted later if need be.

Please reply on my talk page.

 Al ak  az  am  |  Talk  00:16, 30 November 2008 (UTC)

I should say, the fertile cresent's gaining a lot of attention
Nothing serious, just to compliment the fact that bookians are really into the fertile cresent. :)  Kayau  David Copperfield  MOBY DICK   the great gatsby  03:35, 18 January 2010 (UTC)

Prehistory
See the RfD. Kayau ( talk | email | contribs ) 00:28, 1 July 2010 (UTC)

 * Handy link: WB:RFD --Pi zero (talk) 12:36, 1 July 2010 (UTC)

title: Wikijunior talk:Ancient Civilizations


text:
User talk:Graham3756

Hello, welcome to Wikibooks!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! -- Herby talk thyme 07:14, 2 June 2007 (UTC)

Deleted page
Please do not recreate this page as it is outside the project scope - thanks -- Herby talk thyme 07:14, 2 June 2007 (UTC)

title: User talk:Graham3756


text:
User talk:Aniphyo~enwikibooks

Please do not add inappropriate external links to Wikibooks. Wikibooks is intended to be read without the need for external reference and requires content rather than external links particularly those which are for advertising or promotion. Inappropriate links may include (but are not limited to) links to personal web sites, links to web sites with which you are affiliated, and links that exist to attract visitors to a web site or promote a product. If you feel the link should be added to the article, then please discuss it on the article's talk page rather than re-adding it. See the welcome page to learn more about Wikibooks. Thank you. Webaware talk 07:38, 2 June 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 Aniphyo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Aniphyo~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 22:58, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:33, 19 April 2015 (UTC)

title: User talk:Aniphyo~enwikibooks


text:
User:Vadik wiki

test

title: User:Vadik wiki


text:
User talk:Vadik wiki

test

title: User talk:Vadik wiki


text: Template:Wikiversity-bc

title: Template:Wikiversity-bc


text: Template:Solstice-equinox

title: Template:Solstice-equinox


text:
User talk:Fonzie~enwikibooks

Fonzie, stop writing bad words on your user page --Tom kananzy 14:00, 2 June 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 Fonzie. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Fonzie~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 23:12, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:59, 19 April 2015 (UTC)

title: User talk:Fonzie~enwikibooks


text:
User:Yvh11a

YVH11A's User Page
Quote of the Month:
 * Snake, to get through there, you gotta crawl. On yer belly.  Like a snake.

Pages I'm rather proud of:
 * None yet

-BEGIN PGP PUBLIC KEY BLOCK- Version: GnuPG v1.2.6 (GNU/Linux) mQGiBEJKLsoRBADvJgy0SH3pYPeE4PzjRAXAKnC2UbzrpctDCyAZiCBZl6frQ66Q IIQbNDVfG6bj9FtQmACE02DvOJR8Byjbjp282hyRUzi6wMfGuVo/sUkPTJeA6GWO fCa/2t9Y1SIqcnYb5QVfpqGUoShOxGb/0jr0aj9LhbiYY5mu3jCIk3pcjwCgpm2/ QeUAgEywIFwXW1tRl4BKV/kD/jla/x62zTVMXN+UufbotLqSv+zQmjzsvKspanQ4 spFG7xHJZzsDytq212ps9ZfTa15fb/xq0lXV9XOWPDEvjizoHoYNWK/tTbUk6Ub7 KV/n2C0tsi6BDETvXXnNzoda1W6b4W5hap/qZKsL8DpPIWIvcQUpsfients0bjMp 5/+CBACDdzaIiXmJjdr4PMGc6SXRidZF9b0qnsvkvPo7xpoI6JWFzIwLfuAv/vxV n/jMqqy1MapC+pAGY6VmoMaFVnp46iSp3vwIA9SbnlHTbonCUa102uS0yLA4uefu svrI1IywYBepOS2W7mLty0cG8V6bvUw5uu38y2aafydHwfO26rQbQmF0U3RldmUg PHl2aDExYUB5YWhvby5jb20+iFsEExECABsFAkJKLsoGCwkIBwMCAxUCAwMWAgEC HgECF4AACgkQO6eBTObiyxNM4QCfSqxnp19UOADtSE3DFu/0yxMPhWUAn1VN9YfP cSluX+R10KDsIoT8PJiPuQENBEJKLs8QBAC5G1mwbLQ7TzGhOa5OfstMhhAAJyuC 2SK/2aF67iMt31ncg2Z0q5J/agZu/vWeDYig4i6FBnVAYunbXhbMqs8WDY60PFYv iyFl1a+p9I4B/PFqzKMgsIpkQdPQdb07Syyx4keWEiXL0Ayd80LF5b/EwtiAa0ny 45ZI+3VnMm249wAECwQAmNsjdsji1ZAAxAKZF7kA0l3lY6c7y8+IssLpSVZ6AkvO xE4vBjxLUa8jSrtW56DTgC6nJPMkKo3b/6N/LrM8+ZmTPfojXl7UTvy+lHo660mk IoMaeATHezqgBeXoLWqLTKoYE7RA1wm82nPwCdTLEuPFQWxRtZ7nf7rEZD5ksteI RgQYEQIABgUCQkouzwAKCRA7p4FM5uLLE8Z2AJkB1j7ftiecG7XjUIIWEXdBATkv GACbB9//MgISK2YAP7ARGgL2ux9gVJ8= =VB2a -END PGP PUBLIC KEY BLOCK-

title: User:Yvh11a


text:
The English Civil War/Causes

To understand why Civil War erupted in England following decades of strong and powerful rule by the monarchy and why the "Supreme Head" of the land, the king himself was executed, we need to delve in to some background history first.

Rise of the Middle Classes
During the end of the Middle Ages and particularly in the reign of Henry VII from 1485 to 1509, the English middle class rapidly expanded, and so did their importance and influence in society. Around this time, overseas trade and contact began to develop and flourish through increased contact with Asia and Africa, and in particular, the discovery of the Americas by Christopher Columbus in 1492, and some people in England started a living from exploiting this "Golden Opportunity" and becoming merchants and tradesmen. As their wealth increased, and they emerged out of poverty, they began to gain status and standing in society.

At the same time, the social system of feudalism in place since the Norman invasion of England and the power of the nobles and aristocracy began to decline, as a result of Henry's legislation against them, and one distinct social class began to emerge out of this period called the gentry who mainly included landowners and wealthy merchants.

The new rising middle class and gentry demanded more say in the politics and affairs of the country and a large number of them were elected as members of Parliament in the House of Commons. However, during this time, Parliament still remained a temporary advisory committee that could be called and dismissed at any time by the monarch - but two centuries more of history were about to change all that. Despite the power that they wielded, the Kings and Queens of the Tudor period began to increasingly rely on Parliament as times and circumstances changed. It was not long before they realized that to govern the Kingdom, they would need the support of Parliament, the "Representatives of the People" as it was known.

Direct confrontation and the beginning of hostility between King and Parliament only began during the reign of James I (1603 - 1625). Before this, the previous monarchs of the Tudor dynasty, particularly Elizabeth I managed to get along well with Parliament and of the relatively small number of disputes they had with each other, they managed to resolve them at the end through negotiation and discussion, although it was always Elizabeth who had the final say.

Parliament, and the middle classes and gentry had gained so much rapid influence under the Tudors, that they argued that they were a formal governing body which would rule in conjunction with monarch, rather than than just simply a temporary advisory committee that could be called and dissolved at any time by will, and the idea quickly established itself under the new ruling Stuart dynasty. This could probably explain why every time James or Charles dissolved Parliament, there was much condemnation and deterioration of relations towards the King.

Division brewing under James I
Under the new Stuart dynasty by James I who united England and Scotland under one monarch, a visible rift first began to develop between King and Parliament over the issues such as religion where James wanted to tolerate Catholics and allow them to worship freely in their own church, taxes (although this was mainly inherited from the last years of Elizabeth's reign when MPs complained about heavy taxes to fund wars against France, Spain and Ireland) and the increasingly important issue of how much Parliament should be allowed to be involved in the running of the country and to what extent they were allowed to do this before it became a direct threat to his position as the sovereign King of England.

Matters were only made worse when James stated and continuously reinforced his strong belief in the "Divine Right of Kings" which held that monarchs were chosen by God to rule the kingdom, and could rule in any way they wished and that anyone who disagreed with him had disagreement with God. During his reign, he dissolved Parliament in a number of occasions as a result of the disputes he had with it.

title: The English Civil War/Causes


text:
User talk:Bphil014

Hello, welcome to Wikibooks!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck!-- SB_Johnny | talk 14:56, 2 June 2007 (UTC)

Image copyright problem with Image:Star pic.jpg
Thanks for uploading Image:Star pic.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you.-- SB_Johnny | talk 14:56, 2 June 2007 (UTC)

title: User talk:Bphil014


text:
Classroom Management Theorists and Theories

This book will study a variety of classroom management theorists and their theories, noting the historical background of the theorist, a basic overview of the theory, and a professional critique of the theory. It will also discuss practical applications for the theories for both elementary and secondary classrooms.

Theorists

 * /Rudolf Dreikurs/
 * /Alfie Kohn/
 * /William Glasser/
 * /Thomas Gordon/
 * /Haim Ginott/
 * /Burrhus Frederic Skinner/
 * /Jacob Kounin/
 * /Fred Jones/

Additional Resources

 * Contemporary Educational Psychology/Chapter 7: Classroom Management and the Learning Environment

Authors

 * Chris Adams
 * Katie Barnett Rivas
 * Rebecca Breeden
 * Sam Chen
 * Angela Curry
 * Stephanie Dungan
 * Hannah Gay

 * Beth Hathaway
 * Michael Henderson
 * Marci Morrell
 * Katie Mosher
 * Matt Ryan
 * Leslie Schenk


text:
Algebra/Hyperbola

Hyperbolas can be thought of as the "opposite" of ellipses - instead of the sum of distances from two foci, the difference is used. This leads to two curves that point in opposite directions. The major axis is 2a units long, and the transverse axis is 2b units long. When a2 + b2 = c2, eccentricity is again c/a. The foci are at either side of the major axis, c units away from the center.

An "east-west" hyperbola is written as:
 * $$\frac{\left( x-h \right)^2}{a^2} - \frac{\left( y-k \right)^2}{b^2} = 1$$

while a "north-south" one is written as:
 * $$\frac{\left( y-k \right)^2}{a^2} - \frac{\left( x-h \right)^2}{b^2} = 1$$

For rectangular hyperbolas with the coordinate axes parallel to their asymptotes:

As the curve progresses, it gets closer and closer to two lines called asymptotes. In the second image, the asymptotes are y = ±x. The length of each latus rectum is (..?)

title: Algebra/Hyperbola


text:
Algebra/Parabola

Geometric Definition
A parabola is the set of points that is the same distance away from a single point called the focus and a line called the directrix. The distance to the line is taken as the perpendicular distance.

One important point on the parabola itself is called the vertex, which is the point which has the smallest distance between both the focus and the directrix. Parabolas are symmetric, and their lines of symmetry pass through the vertex. Also due to this symmetry, only the vertex and one other point are necessary to completely define a parabola.

Algebraic definition
To derive an equation for a parabola, let's suppose (for now) that the directrix is horizontal and therefore has the equation:
 * $$ y = a $$ where a is some constant.

Also suppose that the focus is given by (x,y) = (b,c). The vertex is then, by definition and inspection, located at:
 * $$ (h,k) = \left( b, \frac{|a+c|}{2} \right) $$

Now let's examine the distance between some point in the x-y plane (x*,y*) and focus and directrix. The distance between the point and the focus is given by the distance formula:
 * $$ D_1 = \sqrt{(x^*-b)^2 + (y^*-c)^2} $$

Since the directrix is horizontal, the distance between the point and the line is simply $$ D_2 = |{y^*-a}| $$

By the definition of a parabola, both of these distances must be equal, and therefore:

$$ \sqrt{(x^*-b)^2 + (y^*-c)^2} = |y^*-a| $$

This is the equation of a parabola, but let's make it a little nicer to work with. First square both sides, and notice the absolute values are no longer needed since the square of a number is always positive:
 * $$ (x^*-b)^2 + (y^*-c)^2 = (y^* - a)^2 $$

FOILing and then simplifying:
 * $$ (x^*-b)^2 + y^{*2} - 2y^*c+c^2 = y^{*2} - 2y^*a + a^2 $$
 * $$ (x^*-b)^2 - 2y^*c + c^2 = -2y^*a + a^2 $$
 * $$ (x^*-b)^2 + 2y^*(a-c) + c^2 - a^2 = 0 $$. By differences of two squares we arrive at:
 * $$ (x^*-b)^2 + 2y^*(a-c) + (c-a)(c+a)= 0 $$. Factoring:
 * $$ (x^*-b)^2 + (c-a)((c+a) - 2y^*) = 0 $$

Now notice that the quantity $$ a+c $$ is twice the y-coordinate of the vertex, and that b is the x-coordinate of the vertex. Therefore:
 * $$ (x^*-h)^2 + (c-a)(2k - 2y^*) = 0 $$

Factoring a 2 out of the second term,
 * $$ (x^*-h)^2 + 2(c-a)(k - y^*) = 0 $$ or, letting D be the distance between the distance between the vertex and the focus (which is $$ \frac{c-a}{2} $$) we arrive at the most useful form of a parabolic equation:

When written in this form, the latus rectum has a length of 4D. In addition, the coordinates of the vertex itself are (x,y)=(h,k). Using this information, and the symmetry of the parabola, it is straightforward to graph it.

'''But, the formula that is written in the Algebra Textbook is usually $$ x^2 = 4py $$ if the parabola is vertical and $$ y^2 = 4px $$ if the parabola is horizontal. And, the focus is (0,p) and the directrix is -p if the parabola is vertical as the focus is (p,0) and the directrix is -p if the parabola is horizontal.'''

Alternate forms
The standard form of a parabola is:
 * $$ y = Ax^2 + Bx + C $$

where A, B, and C are constants. From this form we can deduce that the y-intercept of the parabola is C. It can be shown (and will be shown in a later section) that the x-coordinate of the vertex is $$ \frac{-B}{2A} $$.

title: Algebra/Parabola