text:
Gmail/Introduction

Origin of Gmail
On March 31, 2004 Google said they would release a free e-mail account with 1,000 Megabytes (ca. 1GB) for every user. Many thought it was an April Fool's joke, but it wasn't. It was an innovative addition to the rather stagnant area of free web-mail services.

On Gmail's 1st birthday, Google gave every Gmail user 2GBs of space, which was nearly unheard of at the time. The login page has a ticker showing the amount of free storage space currently offered (ca. 15GB as of 2021).

Originally, the invitations were sent out to a relatively small number of 'elite' internet users, and some journalists. The journalists could review the email service, and in the process create quite a buzz about the service. These users were given different numbers of invites by which they could give a select number of others access. New users also got invites and so the user-base grew by word of mouth.

After a few years in "beta", Google has opened the service up to everyone to use.

Features
The backbone of Gmail is a powerful Google search engine that quickly finds any message an account owner has ever sent or received. That means there's no need to file messages in order to find them again. For this reason, the Gmail interface implemented no folder structure. It did, however, introduce labels. Instead of placing an email in a single folder, conversations could be categorized with multiple labels. Another innovation amongst web-mail interfaces was the concept of conversations by which emails are grouped together with their replies.

Other features:
 * Utilizes JavaScript and cookies heavily.
 * Powerful spam filtering
 * Email Content-sensitive advertising
 * Interface available in multiple languages.
 * Automatic forwarding, POP3 and (limited) IMAP access
 * Many fully supported browsers

Obtaining an account
Simply go to the Gmail website and click "Create an Account".

title: Gmail/Introduction


text: User:Sam~enwikibooks

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

title: User:Sam~enwikibooks


text: Template:Urdu

title: Template:Urdu


text:
Singing/Anatomy of the human larynx

This section should discuss what the larynx does when a person is singing.

title: Singing/Anatomy of the human larynx


text:
Muggles' Guide to Harry Potter/Magic/Alohomora

Overview
Alohomora is a spell that is used to opens locks on doors and windows.

Extended description
We are first introduced to this spell two weeks into Harry's first school year, when Hermione uses it to open a door, so that they can escape from Filch. Throughout the books, when a locked door is found, Hermione, if she is available, is called upon first to attempt to open it; it seems that she is the most practiced at this particular spell.

Not all doors will respond to this charm, though; for instance, in Harry Potter and the Order of the Phoenix, Professor Umbridge has counter-charmed her door so that Alohomora will not work, although the knife Sirius gave Harry will.

Analysis
One has to wonder about the usefulness of having locks at all in the Wizarding world. The unlocking spell is so simple that a 12-year-old girl can work it, and it is apparently taught as part of the first year curriculum at Hogwarts; and artifacts (such as Sirius' knife) exist that will unlock even those locks that are charmed against the unlocking spell. From a Muggle point of view, we must assume that an ordinary lock, in the Wizarding world, is similar to a Muggle Yale lock that can be slipped with a credit card; basic security and not much more. If the Alohomora countercharm is used, the security is more that of a bolt lock, with Sirius' knife being akin to more specialized lock-picking gear; presumably, that knife would be controlled by Ministry law, or purchased outside of the legal system. And finally there are high-security locks, such as those at the Ministry (one of which actually melts Sirius' knife) and the vaults at Gringotts.

Questions

 * 1) Hermione finds this spell in The Standard Book of Spells, Grade 1, so why do wizards bother to lock doors in the first place if such a simple spell can open them?


text:
Canadian Copyright Law

This text is intended to provide a overview of the core areas in Canadian Copyright law.

Contents

 * Introduction

 * Sources of Copyright
 * Copyright Act
 * International Treaties

 * Subsistence of Copyright
 * Originality
 * Fixation
 * Exclusion

 * Classification
 * Literary
 * Dramatic
 * Musical
 * Artistic
 * Compilations

 * Protection of Economic Rights
 * Produce and Reproduce
 * Performance in Public
 * Communication to Public
 * Authorizing

 * Exemptions and Defences
 * Fair Dealing
 * Common Carrier
 * Moral Rights

title: Canadian Copyright Law


text:
User talk:Skoosh~enwikibooks

Hi. gren グレン 20:17, 20 September 2005 (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 Skoosh. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Skoosh~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 23:42, 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) 05:30, 19 April 2015 (UTC)

title: User talk:Skoosh~enwikibooks


text:
User:PullUpYourSocks

Books I have written:
 * Canadian Criminal Law
 * Canadian Criminal Procedure and Practice
 * Canadian Criminal Evidence
 * Canadian Criminal Sentencing
 * Canadian Criminal Trial Advocacy

Please note that as of 2012 I have ceased all involvement in writing the Canadian Criminal Law series. I would also strongly advise against reliance on any of these materials as they are full of errors and out-of-date. Instead, please consult http://criminalnotebook.ca which contains far up-to-date and more comprehensive information.

title: User:PullUpYourSocks


text:
Urdu

Welcome to the Urdu Wikibook, a free textbook for learning Urdu! Urdu is one of the two official languages of Pakistan and official in India. It is also one of the 22 scheduled languages of India and is an official language of five Indian states. There are between 60 and 80 million native speakers of standard Urdu. According to the SIL Ethnologue (2019 data), Urdu is the twentieth most spoken language in the world. Urdu first developed in and around Delhi after the Muslim conquests of India in the 13th Century AD. It is written in an adapted form of the Arabic script and has acquired a large part of its vocabulary from Persian, which for long time remained the language of the royal courts. Linguistically, it belongs to the Indo-European family and is thus related to English and many other European languages. Grammatically, Urdu is identical to Hindi and at the spoken level they are mutually intelligible.

To read more about the history of Urdu: History

Please feel free to use the English Wiktionary's Urdu language Category as a reference for these courses.

Writing and Pronunciation

 * /Urdu Script/
 * /Alphabet/ — describe complexities of Arabic based orthography
 * /Nasta'liq/
 * Roman Urdu Alphabet
 * /Transliteration/

/Grammar/ [[Image:25%.svg]]

 * /Word/
 * /Nouns/
 * /Verbs/
 * /Pronouns/
 * /Adjectives/
 * /Adverbs/
 * /Postpositions/
 * /Sentence Building/

/Vocabulary/ [[Image:25%.svg]]

 * Basic Phrases
 * Colors
 * Rooms and Furniture
 * Days of the Week
 * Months of the Year
 * Seasons
 * Greetings
 * Interrogatives
 * Numbers
 * Seasons
 * Time
 * Duration
 * Transportation
 * Emergency
 * Directions
 * Restaurant
 * Directions
 * Shopping

Lessons

 * /Urdu Script/
 * /Basic Urdu/
 * /Elementary Urdu/
 * Past tense
 * Future tense
 * Describing activities and storytelling
 * Counterfactuals
 * /Intermediate Urdu/
 * /Advanced Urdu/
 * /Exercises/
 * /Appendices/

External Resources

 * Hindi Urdu phrasebook on Wikivoyage
 * Urdu Language phonetic keyboard
 * Urdu extension for Office and Windows applications

Ourdoueg

އުރުދޫ

Urdu

أردو Urdu jezik Урду Urdú Urdu

Urdu Urduo fa:زبان اردو Ourdou Lingua urdú 우르두어 उर्दू भाषा Bahasa Urdu Lingua urdu אורדו ურდუ Bahasa Urdu Urdu ウルドゥー語 Język urdu Língua urdu Урду Urdu Урду језик Urdu Urdu உருது ภาษาอูรดู Urduca اردو 乌尔都语

title: Urdu


text:
Talk:Ada Programming/Installing

Broken Links
These links are broken:

Linux http://libre.adacore.com/GNAT/3.15p/gnat-3.15p-i686-pc-redhat71-gnu-bin.tar.gz http://libre.adacore.com/GNAT/3.15p/florist-3.15p-src.tgz http://libre.adacore.com/GNAT/3.15p/asis/asis-3.15p-src.tgz

Windows http://libre.adacore.com/GNAT/3.15p/winnt/gnat-3.15p-nt.exe http://libre.adacore.com/GNAT/3.15p/winnt/gnatwin-3.15p.exe http://libre.adacore.com/GNAT/3.15p/asis/asis-3.15p-src.tgz --kwhitefoot 20:51, 20 September 2005 (UTC)

 * The link was updated, but the current one is also dead. Should we remove the entire GNAT 3.15p section? I think it's now only useful for historians. FSF GNAT is the natural successor. ManuelGR (discuss • contribs) 18:25, 12 October 2021 (UTC)

AIDE (for Microsoft Windows)
AIDE is intented to education and development. It is usuable by several differents programmers since references and environment are saved in seperate directories.

AIDE comes with three differents development environments : a general purpose IDE Emacs based (Glide), a Ada oriented graphic IDE (GPS) or even a console (MSys, Bash compatible).

AIDE also comes with a multilingual Texinfo based documentation toolchain able to generate help files (HTML) and user's manual (PDF) from a single source file.

AIDE is unique by its licence, its integration and its seamless system integration :

* All the tools needed are free, integrated and already configured ; * AIDE is immediately useable after installation ; * No file in any system directory ; * No environment variables created or modified outside AIDE.

The main components used are :

* GNAT 3.15p, GtkAda 2.2.0, GPS 2.1.0, mSys 1.0.8 ; * upx 1.22, ucl 1.01 ; * gs 7.05, a2ps 4.13, psutils 1.17, file 4.03.

AIDE web site

Who is the "we" in...
For technical reasons, we recommend against using the Ada compilers included in GCC 3.1, 3.2, 3.3 and 4.0. Instead, we recommend using GCC 3.4, 4.1 or 4.2, or one of the releases from AdaCore (3.15p, GPL Edition or Pro).

...

Who is the "we" issuing this recommendation? -- —The preceding unsigned comment was added by Bfisk (talk • contribs).

 * I suppose "we" stands for "we, the authors". In fact this paragraph was written by an anonymous user, but I think that he was User:Ludovic Brenta, maintainer of the GNAT package in Debian, who forgot to login. Do you disagree with the statement? ManuelGR (talk) 21:37, 14 January 2008 (UTC)

Debian is not a binary distribution [ UPDATED ]
The last time I checked, Debian is not a binary distribution.

Debian has always been a source-based distribution where you boot into a mininimal environment that then compiles the software as it is installed on your computer.

The section under Debian [Section 16] has a statement: "Because Debian is a binary distribution, ...".

This should be clarified. Unless it's been so long that I've missed the changes ( various *buntu's notwithstanding - they're Debian-based, but NOT Debian).

 * Debian has been always a binary distribution. Indeed, it supports a wide range of architectures (http://www.debian.org/releases/stable/). You can trust the accuracy of the Debian section, since it has been written mostly by Ludovic Brenta, the official Debian maintainer of the Ada related packages. ManuelGR (talk) 09:59, 8 June 2008 (UTC)

 * No argument on the architecture list (insert appropriate smiley here). In the 10+ years I've been playing with Linux (since Slackware first replaced SLS), I recall that Debian (true Debian, not a distribution based on Debian) started as a source-based distribution where the installation process first [ downloaded | copied from CD to hard disk ] the source for the package, then compiled it for the appropriate target machine to make use of hardware capabilities, then installed the package. This was also one of the reasons that people had more installation pains than even Slackware due to the compile cycle (slower computers then). I would be interested in finding out either A) when Debian went binary distribution model, or B) what major (not based-on) distribution I'm thinking of that was source-based only initial install.

 * [ UPDATE ] My mistake - it appears I was thinking of Gentoo Linux. My bag. --Ken Roberts (talk) 01:39, 10 June 2008 (UTC)

Removal of section
I'd like to remove Section 4.7.8 (GNAT for Macintosh ...) because (a) it isn't part of a larger distribution, and (b) the MacAda site referenced isn't up to date.

More recent GNAT versions for more recent Mac OS X versions can be had from the Sourceforge GNU Ada site referenced in Section 4.3. I've asked the Mac OS X mailing list for comments ... Sjw (discuss • contribs) 13:34, 5 November 2011 (UTC)

 * Yes, feel free to do it. The referenced page is no longer existent, so it should be done. This page is so detailed now, that it requires constant updating. ManuelGR (discuss • contribs) 18:16, 12 October 2021 (UTC)

title: Talk:Ada Programming/Installing


text:
Neapolitan/rooms of the house

'E ccammare d"a càsa
corso di napoletano/Stanze della casa

title: Neapolitan/rooms of the house


text:
Using Firefox/Links

Helpful Links

 * Why switch to Firefox? — Reasons to switch.
 * Portable Firefox — John Haller has repackaged firefox to be run from a removable storage device (such as a USB key or a zip disk).

Getting Started

 * Firefox Help — Online Help for the Mozilla Firefox Web Browser
 * Getting started with Mozilla Firefox
 * MozillaZine Knowledge Base wiki
 * Mozilla Community wiki
 * MozillaZine Forums- If you have any problems with Firefox this should be your first port of call.
 * Firefox Resources
 * Firefox Guide Simplified guide for the Firefox browser and all its resources

Plugins, Extensions, and Tweaks

 * PluginDoc — Lists common plugins and how to install them in Firefox.
 * Mozilla Addons — Official Mozilla site for plugins, extensions and themes.
 * Addonsmirror.net — unofficial extension database (Formerly extensionsmirror.nl)
 * Firefox Tweak Guide — Has some great tweaks for speed and various other customizations.
 * How to write Firefox extensions — Tutorial for creating Firefox extensions, which includes a "Hello, world!" extension to explain the basics.

Firefox/Liens utiles Mozilla Firefox/Links

title: Using Firefox/Links


text:
User:Mshonle/Around 2000 Words

We're a lot of things. I have hopes that our wiki textbook project will change the world. But I don't think we're wiki-people who do textbooks. Rather, we're textbook-people who use wikis.

We Have Unique Problems
I think that we have unique problems. Beyond the problems that face the Wikipedia we have additional challenges. For example, an article on the Wikipedia about Fidel Castro really only has one direction to take: give the facts, the dates, the places, the important people, and the important events. I don't mean to trivialize the effort required to make a high-quality article on Castro -- it takes a lot -- but I do want to show the challenge of writing a book.

For example, how should a book on algorithms be written? There is no canonical form of the "perfect" algorithm book to turn to. One way we write our books is to start out with a table of contents, reach consensus on it, and then restrict ourselves to serving those goals. Sometimes our goals change, but it's better for attracting contributors and for reaching a proud "first edition" to have a goal spelled out early on. The most valuable kind of goals are those that tend to encourage the most educational or instructive results.

Our project has finally matured to the point that we need to define the goal for Wikibooks itself. We are all asking ourselves, What really is a wikibook? Where do we draw the line, if at all?

Information is Good
Thinking deeply about this, I came upon a lot of unworkable ideas: Wikibooks should only have what's available in the library. Wikibooks should only have works where there are two like it in the library of congress. Wikibooks should only be for courses taught at accredited schools. In each case, they left out too much.

I know that some of you feel strongly that there is no such thing as leaving out "just enough": even a single exclusion would be too much. But what happens when we follow this value to its logical conclusion? Imagine a cookbook that contains every recipe anyone ever tried. It'd be terrible. After trying the first five recipes, you'd stop because the results were so poor. The fact is that most recipes aren't that good. I'd much rather have a cookbook with only 1,000 decent-to-outstanding recipes than a cookbook with 100,000 poor-to-outstanding recipes.

I think it can go without proof here that we all want to see true information do its magic by reaching free minds and helping people reach their full potential. But I also think life is short. I once started to study computer programming by reading some decent books, but then I followed up with some mediocre books. And I simply didn't know the difference. Someone more experienced then pointed me to some great books to read. I suppose I wasn't surprised that the books were 20 years old, because this individual was so good I didn't doubt his advice. In a large world, with limited time, quality matters.

Currently we filter out the less-than-quality books through our vote for deletion process. Although VFD is supposed to be a means to reach consensus rather than a raw vote, often it can be a haphazard process. I don't think it's really fair to contributors if we first tell them they can create any book they want if we then later end up deleting it. Similarly, I don't think it's fair to the other contributors (who do produce high-quality works) to have the reputation they earned for Wikibooks get diminished by association with works the community or the founders deem unsuitable. We know there is a problem with our policies somewhere.

The Wisdom of Crowds
One suggestion that gets a mention is to use a rating system. This idea is particularly strong with the cookbook. It might be convenient philosophically to follow such an approach. For example, we could do the same for books, and only let the high-quality books reach the front page. We could introduce a book recommendation system to increase the popularity of newer and lesser-known books.

I think for such a plan to work, Wikibooks will need to have grown a bit, and have a large enough "seed" of books to attract serious readers. But I see another problem with such a system. I don't doubt for a second the "wisdom of crowds." Now, sometimes crowds aren't perfect, but they've shown amazing results again and again. But group averages work best when each party has an actual stake in the outcome. For example, when you buy a stock, you are putting your own money on the line. Through the magic of markets, the price of a stock reflects (more or less) the currently known information about a company and its chance for success. Betting systems have been able to predict presidential elections with high, but not perfect, accuracy.

But I'm not here to defend that view, because I don't think a system of votes for popularity and recommendations will work well for our site. The recommendation system of Amazon works because it bases (some) of the information directly from what people have purchased. If someone wanted to play with the ratings and game the system it will end up being very expensive for them. On the other hand, we are all aware of sock puppeting. In the presence of such disruptions the results are skewed enough to be meaningless.

A Proposed Policy
In reviewing what Jimbo has said, how VFDs turn out, and considering the opinions of all of the voices involved in our project, I have, with the help of others, enumerated a policy I think that is appropriate for Wikibooks. This policy reflects my opinion that I'd rather have a Wikibooks site with 1,000 decent to great books than a Wikibooks site with 10,000 terrible/offensive to great books. Actually, let me restate that. I'd rather have a Wikibooks site with 100,000 great books!

But already I've triggered some subjective terms. Offensive to whom? To whose standards must we conform? While I believe we could have great results with a liaise-faire, anything-goes, all-legal-books-are-allowed approach, I doubt any results will be realized until there's a rating system based on people who are putting something of real value at stake.

Until then, we need real standards. This includes both standards of quality and appropriateness. It also includes providing a sharper direction for the project. Remember that the Castro article on the Wikipedia already has the "canonical encyclopedic entry" standard to head to. We need our own direction, because modules do not turn themselves into complete, coherent books by the wisdom of crowds. The only time I've seen a book become complete, coherent, consistent, and worth reading is when a small group of individuals coordinated heavily and took commanding roles. (I am, however, sure that the proof reading, rewording, spellchecking and other improvements to an already completed work need no coordination.)

My thoughts on the standards of quality, for example, requiring books to have a direction, and for all modules to belong to an on-topic book, seem to be agreeable. My thoughts on where to draw the line are the most controversial.

For example, I think it would be wise to follow the letter and spirit of US law. Actually, in this regard, we don't have a choice. But even more controversial than that is if we should adapt rules similar to the Google AdSense prohibitions.

Such an adaptation would not be unheard of. Content on Wikicities already has such restrictions. It would also create the option for people to host our books on their own sites. (Indeed, they will profit from the fruits of our labors, but they will serve to provide a mirror when our site is down, they will do any promotion themselves, and they'll likely include links back to Wikibooks-- This all means that we can reach more people, which is the reason we write.)

I think most surprisingly is that such a list of exclusions, which is likely based on what makes advertisers feel the most comfortable, has very little, if any, limitations on the role of being an instructional resource.

I don't think classrooms are useless for the real world either. In particular, with the "information helps the victims" argument, there are responsible ways to enable people to take precautions, and then there are reckless ways. By sticking to the responsible side we improve our reputation, and we can become trusted guides. In some ways the exclusions serve only to make a speedy delete out of what currently needs to go through VFD. Encoding this wisdom we've gained into rules makes for a more consistent site.

Also, I have doubts that any book written directly for these dark gray areas can evolve into useful resources. The more base books, which were guides to breaking the law and intimidating or harming others, were canyons away from ever becoming an honest book to aid crime prevention. I don't think honest people would even desire to do what's necessary to turn those books into good guides.

I believe that if there is something worth knowing that it can be taught responsibly and in a proper instructional context. I provide the following reasons why I think Wikibooks should avoid the dark gray areas, and allow any attempts at creating them to become speedily deleted:
 * By being closer to Wikicities's policy we can more easily convert works to and from that site to our site
 * By following the AdSense rules we are creating valuable economic incentives for others to create mirrors of our site
 * By not advocating the darkest areas we will have less danger of tort action; it's not fair to those writing mathematics books that the site would be shut down based solely on one misguided book
 * By adhering closer to community standards, we are leaving open more doors, so that the site will be able to be accessed from more schools, more public libraries, and more organizations than perhaps otherwise
 * By respecting community standards, like those practiced at universities, we are more welcoming to expert contributors, who might only spend large amounts of time at sites that they could list on their CVs without embarrassment
 * By constraining the way we frame and present material, rather than restricting the true knowledge beneath, we are guided more toward instructional exposition and guided closer to true books for learning

I know that it pains many for this project to "censor" itself (which implies, ultimately, the censorship of some contributor). But the gains from a project taking editorial guidance should not be confused with the evils of government censorship and oppression. We ultimately want to teach others what we have learned. The true, worthy lessons that can be gained from dark gray areas can be taught without the dark gray baggage itself. The smartest people are able to connect the dots for themselves. That is the nature of knowledge: it can be used for good or evil. We will never get around the fact that some people could use what we tech them for bad purposes.

But instead of teaching people how to make bongs, we should teach general craft making. (You can figure out the final step yourself.)

Instead of teaching people how to make explosives, we should teach chemistry. (And after really understanding chemical reactions, instead of just following directions, you'll know the true dangers enough to make an informed decision for yourself.)

Instead of teaching people just the human capacity of hate, we should teach the humanities. (You can then understand both the pathetic and the triumphant nature of mankind that way.)

As educators we must take the ethical path, make the hard decisions, and give serious thought to important legal or economic considerations. But most importantly: We must be a good example for others.

title: User:Mshonle/Around 2000 Words


text:
Gmail/Invite a friend

Look on the left options bar. You will see links to compose messages, go to the inbox, view a particular label, etc. Down at the bottom, right below the label box, is the invite box. This tells you how many invites you have left and provides a box in which you can put an email address. Just put the email address of the recipient and click Send Invite.

Your GMail account may not have this box enabled, however. If there is no Invite box available, Google advises you to "be patient", as they randomly allow some users to issue invites, and other users must wait. Finally each user only has a limited number of invites they are able to offer at any given time, and you may need to wait for further invites to be available.

Right now, every user can invite, but in fact this is not needed. GMail is now available for everyone and everybody can register.

title: Gmail/Invite a friend


text:
User talk:Mshonle/Around 2000 Words

Why the number of books doesn't matter
Admit it- you knew I'd bite on this :)

I don't think the number of books really matters that much to the average quality of books, or to the usefulness of the sight. Let me explain why.

First off- the average quality of books. The average contributor doesn't want to come and add content to random_book_0001. He wants to add content to a specific subject. This is especially true with new and starting books- he might make a quick edit of an existing book to add or fix something, but writing significant text requires a passion for the subject. If he can't write about his preferred subject he is unlikely to just switch subjects, he's more likely not to significantly contribute. This is a loss for Wikibooks. Instead of some content, we have none. Reducing the number of allowed subjects only works if the people that would have contributed still do. I don't think that would be the case. (Note: that doesn't mean we shouldn't clarify the policy about what is and isn't a wikibook, it means that we shouldn't discourage any topic IMHO).

And yes, the above is describing how I feel personally as well as what I feel as well as how I think the average contributor would act. If I was told I could only write on certain narrow topics, or had to get approval for some other topic I just wouldn't bother. I enjoy teaching, but there's other things just as valuable I could be doing.

In addition, the place I expect this will hurt most is versus our best assets. You mentioned yourself- the best books are those written in the majority by 1 man or a small team, and then tweaked by others. The same situation goes on in open source- the biggest projects, including Linux, tend to have a core of 1-2 dozen people who do 90%+ of the work. Why do they put in the effort? They're passionate about the subject. If those people aren't allowed to work on the subjects they're passionate about, they won't work as hard if at all.

Secondly- usefulness. People don't generally come to read a random book. They come to read up on a specific topic (say, differential equations) or a general topic (math). These topics will have a large amount of overlap- people tend to want to research the same thing. If people are frequently using a resource, it will eventually become good through user additions. So all the important books become good very quickly.

What about those who look for infrequently used books? One of two things- we have something or we don't. If we don't have it, we get a reputation for being useless. If we do have something thats at least decent, we win. Who knows, they may even know enough to add to it.

The only thing that really hurts us is if a very bad book exists for a topic. This gets taken care of by vfd. But this can and will happen even with a very restricitve policy. Instead what we need is some type of alpha phase so books aren't advertised til they're at least usable (which may be an interesting idea- an in development page for books being actively written?). Personally, I'm not adding my book math book to the math bookshelf until its at least half done- that way even if I never finish it will at least be usable, and in a good position to be improved. --Gabe Sechan 23:33, 20 September 2005 (UTC)

 * Just look at the vast majority of the books on our site. Most of them don't come anywhere close to the narrow gray areas excluded by AdSense. We would mostly just be turning away books that we delete anyway, just faster. If a person could only contribute to one of these undesirable areas (doubtful, if they are a motivated and intelligent individual) I don't think it's a great loss if they need to find some other resource on the web instead.

 * Also, when you count contributors turned away that otherwise would have contributed you must also consider new folks who will be attracted to contribute when they might have been turned off before.

 * But I should drive home the point that the specific exclusions we are talking about are a minority of contributions, and there are many advantages to consider by eliminating those forms of contributions. (Afterall, the "real knowledge" can be communicated in a book that is more suited to be instructional.)

 * In regards to your alpha phase comment, have you seen what I have to say about charters? The idea would be that the main page would show mostly chartered books, but might have an unchartered books section much like our "new books" sections. A book can start to be written before it has a charter, but once the charter is in place it will be easier for others to both contribute and make the book more valuable (because it increases the chances of the contributions remaining in the book and being appropriate for its scope). It would also lend towards better intrabook communication and coordination, so contribution efforts are even better allocated. --MShonle 00:12, 21 September 2005 (UTC)

 * I can see a couple of issues with the idea of charters
 * People in general hate administrative duties. Writing the charters would be a pain in the ass
 * It requires shelf owners to be and remain active members of the community. Or perhaps shelves make a decision as a vote of all owners of books on the shelf?
 * It requires active and swift decisions on charters. If we take a week to approve or disapprove, we'll lose contributors.  And it requires the right people to be making those decisions.  Same problem with the right people for shelf owners.
 * It might require software rights not in MediaWiki.  We'd need to give a small set of people not beauracrats or admins the rights to alter certain pages (shelves) but not others.  There's some code that can be leveraged to do so with a bit of code, but I'm not sure if full support is in version 1.4.9.  Although if it is I'll find it soon-  I'm actually setting up an internal wiki for my employer.
 * Here's the big one you'll be raked over the coals for- its not in the spirit of wiki. It might end up with better end results, depending on what your goals are- benevolent dictatorships tend to be more efficient at reaching singular goals than democracies and anarchies.  But the spirit of wiki is free submissions without a hierarchy making decisions.  A lot of people would see this as going against that.--Gabe Sechan 17:47, 21 September 2005 (UTC)

 * It's true that there would need to be an active shelf community. But this would not be a special right or require any software changes. You wouldn't be elected to it or anything: It's just people who are involved in that area. I would assume some people who like the higher-level ideas would be more about starting charters than perhaps the contributors. For example, it's similar to designing a whole curriculum. Someone might not want to author an entire curriculum, but would be very instrumental in designing what is said when and how.
 * I think largely we are already doing charters to some extent. Mostly it's by setting up the table of contents before hand, for those books that aren't mostly written by one person, that is. You can't get around the need to coordinate efforts (who wants to see insertion sort get covered in three places in the same book if it's as if the other explainations didn't exist?)
 * I agree that people would have a reaction against it (yet it amazes me people don't have a knee-jerk reaction against the NPOV requirement-- I think it's a wise requirement, but, man, that limits what and how you can write more than the AdSense limitations do, far more). But it's not against the spirit of the wiki. If someone starts to write MFC content for the C++ book, someone could just say "hey, that's not in the charter," and boom, they just create a new book instead.
 * I don't think the process would have to be swift. A charter is just saying what the book will talk about. Those involved in a shelf could whip out several charters in a go, essentially the same as making stub books. --MShonle 00:23, 22 September 2005 (UTC)

Ratings
WHile I don't oppose a rating system, I'm not sure what use it would be. Generally, you want a rating system to tell which is better between 2 like things- two books on C++, or two on Calculus. You don't compare Calculus and C++ books. Right now, we actively merge different books on the same subject. So there's no reason to compare.

In addition, its quite possible a ratings system could hurt books. If people don't read it because its rating is low, they won't contribute, and it won't improve. A low rating could act as a barrier to improvement, rather than a way to improve the average quality.--Gabe Sechan 23:33, 20 September 2005 (UTC)

 * Excellent point about like-things. To me I see the rating system as a way to avoid unsavory content, much like Slashdot's rating system. But it does only make sense in the context of letting any old troll or spammer write a book (in other words "all legal content is accepted"). But it seems we've already agreed we want more control than that, particularly in the cases of stopping forks from dividing contributions. --MShonle 23:59, 20 September 2005 (UTC)

 * Rating system- it wold be nice in having a rate system but it seems to me an impossibility (who will rate the books?). Since most books are unfinished works (I gess no book can or will be able to claim it's finished), and all are always mutating, how can any rating be valid over even a small period of time ?
 * Does anyone realy gives any attention on book ratings? (I don't, I go by references and quotes), another option would be creating in every book talk page a comment area, but that is almost there on the discussion, if anyone would comment a book why don't they edit, discuss or get involved on the writing ?!?
 * Forking does not divide contributions, fork wars does (like stamping a note for stoping other to contribute to one of the versions), preventing forks on site does provide a dificulty on moving contents, as all books are GFDL fork may even increase contribution and again, I point to you that every derivated work of any given book is a fork.--Panic 02:21, 21 September 2005 (UTC)

title: User talk:Mshonle/Around 2000 Words


text:
Ada Programming/Pragmas/Convention

Summary
The pragma Convention directs the compiler to represent a type or subprogram using a foreign language convention.

The set of supported foreign languages depends on the compiler implementation. Typically C, C++, COBOL, and Fortran are supported.

Example
My_C_Type  [...]; (C, My_C_Type);

Wikibook

 * Ada Programming
 * Ada Programming/Pragmas
 * Ada Programming/Pragmas/Export
 * Ada Programming/Pragmas/Import
 * Ada Programming/Pragmas/Linker_Options

|Convention Convention Convention

title: Ada Programming/Pragmas/Convention


text:
Ada Programming/Pragmas/Normalize Scalars

Summary
The pragma Normalize_Scalars directs the compiler to initialize otherwise uninitialized scalar variables with predictable values. If possible, the compiler will choose out-of-range values.

Example
; ... My_Variable : Positive; ... Some_Other_Variable := My_Variable;

Wikibook

 * Ada Programming
 * Ada Programming/Pragmas

|Normalize Scalars


text:
Ada Programming/Pragmas/Pack

pragma Pack (local_name);

Description
Pack is a representation pragma that directs the compiler to use type representations that favor conservation of storage space, rather than ease of access. It can be used with composite types, like arrays and records. Using pragma Pack will usually result in smaller data structures at the cost of additional operations to retrieve each element (bit operations may be required in order to retrieve packed data). This may or may not result in a loss of execution time, since the increase of instructions executed to access each element can be cheaper than the cost to read an unpacked data structure from memory.

Example
Packed_Bool_Array  (1 .. 8)  Boolean; (Packed_Bool_Array);

Portability
The pragma Pack is standard in the language since Ada 83. However, implementations are allowed to produce different results or to ignore it completely, and therefore it is not portable between compilers. It can produce different results depending on the target architecture too. Thus the pragma Pack should not be used when an exact representation is required for a type.

Interfacing
There is no equivalent standard feature in other programming languages as far as the authors know, so this pragma should not be used when interfacing.

GCC provides an extension to the C programming language that can be used to pack structs, unions (equivalent to Ada's records) or enumeration types. Note that the packed attribute is not a standard feature of the C language, and cannot be used with arrays like in Ada.

Wikibook

 * Ada Programming
 * Ada Programming/Pragmas
 * Ada Programming/Pragmas/Optimize
 * Ada Programming/Pragmas/Implicit_Packing (implementation defined)
 * Ada Programming/Attributes/'Size
 * Ada Programming/Attributes/'Component_Size
 * Ada Programming/Types/mod

title: Ada Programming/Pragmas/Pack


text:
Neapolitan/alphabet

Ll'affabbeto nnapulitano
There are 23 letters in the Neapolitan alphabet:

Napoletano/Alfabeto

title: Neapolitan/alphabet


text:
Canadian Criminal Evidence

This book is a reference for practitioners, police officers, and law students who need a convenient way to look up legislation, principles, and case law. The reader is assumed to already have a knowledge of criminal law.

There is no guarantee whatsoever as to the accuracy, completeness, or currency of the information provided in this or any other companion text. Nothing here should be taken as legal advice.

For recent developments on these series of books see News on Canadian Criminal Law series.

'''CAUTION: this wikibook ceased active development in 2012. A more up-to-date branch of this text can be found at http://criminalnotebook.ca.'''

Contents

 * Introduction

Basic Principles

 * Acceptance of Evidence
 * Standard of Proof
 * Burden of Proof
 * Proving Facts
 * Inferences
 * Recent Possession
 * Judicial Notice

Forms of Evidence

 * Real Evidence
 * Documentary Evidence
 * Public and Judicial Documents
 * Private Documents
 * Business Records
 * Financial Institution Records
 * Testimonial Evidence
 * Competence and Compellability
 * Refreshing Memory

Limits on the Admissibility of Evidence

 * Credibility
 * Collateral Fact Rule
 * Prior Consistent Statements
 * Prior Inconsistent Statements
 * Post-Offence Conduct
 * Criminal Record
 * Disreputable and Unsavoury Witnesses
 * Character
 * Character of Accused
 * Similar Fact Evidence
 * Alternative Suspect Evidence
 * Hearsay
 * Traditional Exceptions
 * Principled Exception
 * Admissions and Confessions
 * Admissions
 * Confessions
 * Voluntariness
 * Right Against Self-crimination
 * Privilege

Appendix

 * Hearsay Applications
 * Model Examinations

title: Canadian Criminal Evidence


text:
How to Pass a Course/Studying

Study Techniques
Different subjects call for different studying techniques. There are the subjects that require the student to absorb information, and regurgitate it on demand, the social sciences for example, and those that require solving problems, mathematics for obvious reasons. The type of textbook used varies depending on the subject, but there are two basic types - chapter with study questions and guides, and chapter with practice problems.

For subjects that require absorbing information there is a five step study technique that works well if it is followed faithfully. The basic design for textbooks follow a certain pattern - chapters broken down into sections, with objectives at the beginning of the sections or chapters, supplemental information throughout the main text, and study guide and questions at the end of the section or chapter.

Steps to study
If there are lectures, do Steps 1 and 2 before the lecture on the topic. Make no attempt to understand the material, just read it to get the vocabulary into your brain. When the professor mentions a concept, you will be surprised at how much more sense it makes. Do Steps 2 (again) and Steps 3 and 4 shortly after the lectures, concentrating on the material that was presented in the lectures. Periodically throughout the course, do Steps 1 and 5 for all of the material that has already been presented. Short reviews, at intervals of a week or so, are better than an 8-hour cram session the day before a test. There is a biological reason for this that is too complex to explain here, but students that "study early and study often" will learn more and remember it better.

 * Step 1: Scan or skim through the section or chapter of the textbook being studied. Included should be reading all information in the margins, as well as sidebar information set off from the rest of the text in their own sections.  Look at all the pictures and graphs, and read their titles.  This will give you a basic idea of the information the section is trying to convey.

 * Step 2: Read and understand all the objectives at the beginning of the chapter. Read all study questions and study guide material at the end of the chapter.  This may seem unreasonable at first, to look at the questions being asked before reading the text, but it helps to focus the mind on the material that needs to be gleaned from reading the text.  One cannot, after all, absorb everything verbatim.  Knowing what is in the guides, and the knowing the questions being asked, gives the student an idea of what to focus on as the text is read.

 * Step 3: The hardest part, READ THE TEXT!!! It has to be done.  Passive reading alone is not adequate if the student is to get anything at all from the text.  Active reading is needed, which involves focusing on the material, using the information in the study questions and guides at the end as a clue to what exactly should be learned.  Furthermore, if time permits, taking notes will be extremely helpful.  When taking notes writing down concepts verbatim as they appear in the text book will help to an extent, but paraphrasing the concepts in your own words will force you to think about the concepts, and thus increase your retention rate. There may be concepts that you cannot be sure you understand well even with careful re-readings, write down these questions for later.
 * Being over fastidious and reading pages not assigned has varying success. For novels and journals it is obviously helpful, as it is for classes with a discussion component. However, if you discover that the pages outside assigned reading refer to terms with different names than are used in class or are entirely irrelevant, it can be a mistake to try to live up to any promise to yourself to read more than the assigned pages in the book.

 * Step 4: Answer the study questions. Do them without referring to the text, and write them down.  Thinking the answers through is not enough, the mind is too prone to fooling the student into thinking the material has taken hold when it hasn't.  If there are questions that the student cannot answer, the student should guess.  A wrong answer helps the student focus on the right answer when it comes along, and the right answers will come along in the next step.

 * Step 5: Review the text, using the answers to the study questions as a guide. This is where the student finds the correct information to answer the questions they didn't know, or refines the answers that they did know.  It is important to re-read any passages that contain information that was unclear to the student, which will be indicated by how well the student answered the questions in the previous step.

This process is very helpful if questions at the end of the section are assigned as homework to be turned in, for obvious reasons. If the student is fastidious about following these steps, absorbing and retaining the information will come.

For the subjects where problem solving is the skill to be acquired, nothing can replace practice. Do problems over and over again. Do them alone, do them with other students, do them with tutors. Do them again and again, and when those problems are mastered, find more to do.

Creating lasting connections
To really remember and understand a topic, it is important to see the information in different contexts and to apply the information in a practical setting. The best way to do this is to check and edit Wikipedia articles on the subject. You will have to explain topics both in laymens terms and using technical terms. Justify your changes in the discussion page. You will have to think about the concepts carefully to decide which category and article your information belongs in. Reading all of these related pages will let you see the same information presented in a different context, which is the best way to study. If you have the time, finding outside references to justify yourself or to give an outside reference to a page that has none, find a page on Google. That will give you even more of the subject written in a different context. In a developed subject on wikipedia, such as chemistry or geology, you may not have as many opportunities to write concepts out fully yourself. After your edits on Wikipedia, you can usually start or contribute to a large body of needed information on a wikibook. Even in a developed wikibook you can add chapter questions or anything you think would help someone understand the topic.

title: How to Pass a Course/Studying


text:
Canadian Civil Procedure

Contents

 * /Introduction/
 * /Structure of a Case/
 * /Commencing a Proceeding/
 * /Proceedings against the Crown/
 * /Jurisdiction/
 * /Pleadings/
 * /Interlocutory Applications/
 * /Limitations/
 * /Joinders/
 * /Amendments/
 * /Discovery/
 * /Disposition Without Trial/
 * /Costs/
 * /Trial/
 * /Enforcement/
 * /Appeals/

Appendix

 * /Case Law/
 * /Rules by Province/

title: Canadian Civil Procedure


text:
Canadian Criminal Law/Introduction

Preface
This text was written as a reference on the proof of Criminal Code offences, as well as the legal doctrines that can be applied in proving offences, and the available defences. The audience for this text will be mostly criminal law practitioners, police officers, and law students, who need a convenient way to look up principles and case law. Where possible there are links to cited cases on CanLII for ease of reference.

Organization of Book
This book is organized into five Chapters. The first three chapters, Proof of Elements, Doctrine of Liability, and Principles of Interpretation are intended to provide coverage of the basic principles and elements that make up the proof of fact in a criminal context.

The remaining two chapters, Offences and Defences, cover the legal interpretation and application of particular criminal code offences as well as the available defences recognized in Canadian law.

title: Canadian Criminal Law/Introduction


text:
Canadian Criminal Law/Defences

General Principles
An accused person who is able to raise a defence can escape criminal liability for an offence that they could otherwise be convicted for.

Defences are often categorized as follows:
 * Justification: a justifiable act is one that makes out the offence but is justified by the external circumstances in which the act was committed. (e.g. self-defence)
 * Excuse: a criminal act is excused where the accused would have committed an undesirable criminal offence, for which punishment would be morally inappropriate due to the extenuating circumstances. (e.g. offences due to mental infirmities, duress)
 * Affirmative Defence: a defence that, if proven, will eliminate liability despite all the elements of the offence having been made out
 * Negating Defence: a defence that negates one more of the essential elements of the prosecution's case.

Under s. 794, the burden is on the defendant to prove an exception or excuse:

Excuses and justifications "do not negative the mens rea rather they operate by justifying or excusing what would otherwise be criminal conduct".

Raising a Defence
Before the trier-of-fact can consider a defence, thus requiring the crown to disprove at least one of the elements of the defence beyond a reasonable doubt, there must be an "air of reality" to the defence.

The purpose of the air of reality test is to prevent "outlandish defences" being put to the jury that would be "confusing and would invite unreasonable verdicts."

Topics

 * Intoxication
 * Automatism
 * Provocation
 * Necessity
 * Duress
 * Entrapment
 * Self-Defence and Defence of Another
 * Defence of Property
 * Acting in Authority
 * Officially Induced Error
 * Corrective Force
 * Accident and Mistake
 * Alibi
 * De Minimus
 * Due Diligence
 * Consent
 * Alternative Suspect Defence
 * Abandonment

title: Canadian Criminal Law/Defences


text:
Japanese/Discussion/Archives:September, 2005

Resolved Issues
Here we list all those issues that we have already decided upon and why.

Splash page
Our wikibook had a spash page, but after much discussion it was decided that it it served no purpouse other than to show the flag. Therefore we now have the flag on our homepage. We don't need a splash page. GoodStuff 10:00, 4 Nov 2004 (UTC)

Target Audience
The target audience are people who know nothing about Japanese. They know no kana, no kanji, no nothing. GoodStuff 11:26, 8 Nov 2004 (UTC)

Roomaji and Kana
After a long, (really long) discussion and voting, the majority of contributers decided not to use Roomaji in the examples at all, but teach the kana in the first few lessons. We also decided to link the kana to soundfiles, so that one can click on the individual kana and hear how they should be pronounced.

The incredibly long discussion was posted on the mailinglist on 10 Nov 2004, where it will remain in the archive for those interested. GoodStuff 08:20, 10 Nov 2004 (UTC)

 * Or would, if the message history went so far back anymore... 130.233.22.111 03:59, 15 May 2006 (UTC)

 * Unfortunately the old mailing list (Yahoo group) was mysteriously deleted, so the current mailing list is not the mailing list where the discussion took place. All discussions from the old mailing list have been lost. - Sik0fewl 21:44, 15 May 2006 (UTC)

In a subsequent discussion, the majority agreed that in instances where roomaji was necessary (such as describing linguistic concepts with Japanese words), that we use the following conventions.
 * Consonants will be written using the Revised Hepburn system (s, sh, z, j, t, ts, ch, f)
 * Long vowels be written according to kana spelling (aa, ii, uu, ee, ei, oo, and ou)
 * n mora will be written n' before a vowel or "y" (zen'aku)
 * n mora before "m", "b", or "p" will not be changed to "m" ("senpai", not "sempai")

Things Too Minor to Give Place in TOC
but are in there anyways!

Japanese Exercises
I know that I haven't made that many, only comprising of the first two Katakana lessons, but I've only done so because I need feedback. Please tell me what you think of what I've made. A simple "it works" will suffice. --Akir

 * they help :)

My steping in
Sorry to step in before reading the contributor guider. but i don't think self-contained a good idea, that's not systematical enough for learners IMO. and maybe u guys would like to see if the catalog i changed in Japanese/Elementary Japanese appropriate. --Yacht 02:26, 8 Jan 2005 (UTC)

 * Hi Yacht, maybe it's best not to number the lessons. I'm going to change the rule in Japanese/Contributor's Guide to ask everyone to use the format "Japanese/Lesson/Description of Lesson". Then the lessons can be moved about more conveniently. The numbering of lessons does seem to make arrangement of lessons more problematic.  -- Mkn 01:13, 13 Jan 2005 (UTC)

well, i know that soon after i created the catalog, that's why i posted my questions here. but don't u think it's a bit wierd if a text book is not arranged by being numbered? that's quite surprising to me when i first enter this textbook, because that makes this textbook more like a reference for those who have already have some knowledge of Japanese (i mean grammar reference, or a quick reference for travellers) rather than a book for a basic who doesn't know Japanese at all but want to learn Japanese systematically. i don't think they expect to encouter so many long sentences at the very first beginning. what do u think? --Yacht 07:12, 13 Jan 2005 (UTC)

 * Hi Yacht, the actual page name can omit lesson numbers. See Japanese/Basic Japanese. It's more convenient to use the convention "Japanese/Lesson/Greetings" for example. then just write "Lesson 2: ((Japanese/Lesson/Greetings|Greetings))". The original page before the major modifications is here. You can see that the lessons consisted of just vocabulary, phrases, grammar. But because they were listed like a reference, they were moved into their own page sections. Other major changes was the decision to drop romaji, which resulted in the creation of kana lessons, which also spawned kanji lessons. This is part of the decision to make this wikibook "self-contained" to avoid relying heavily on external links.
 * Which leads us to the lessons now. Very few people seem able or willing to write the content for actual lessons (or they could be unavailable). I wasn't able to write any lessons because of the lack of experience. But now I'm using some Japanese language course videos to summarize and get a better idea of how to write the lessons while avoiding plagiarizing their content. However, the way I'm writing the lessons needs to be improved upon by making it easier to read and understand. I hope to make it practical and interactive. Adding review lessons to test the reader's knowledge. How are you writing the lessons? Do you use any textbook or video to help you?  -- Mkn 08:37, 13 Jan 2005 (UTC)

well, i c. it's okay to go without numbering the lessons when naming them, but as in the textbook, i advice they'd better to be arranged by numbers. my suggested structure is in Japanese/Elementary Japanese/Lesson 1 (<--i also found this naming not wiki enough, should be Japanese/Elementary Japanese/Lesson 1 :P ). oh, yes, i have Japanese textbook, because i am not a Japanese native speaker. the catalog is more or less similar to my textbook, step by step. --Yacht 06:43, 15 Jan 2005 (UTC)

Return to Japanese table of contents

I was Nezumi and was working on the Japanese for a while, however, I decided to leave it behind because I'm working on college right now. However, I will be transferring schools so I can get back into japanese. You can delete my sections. Nezumi is kanji incase you didn't notice that.

A transwiki-ed page
I just happend to find a page Japanese/Guide, which is moved from the wikipedia article Japanese language guide. Since no link to the page has been made, this so-called "transwiki" does not seem to work well... I'm not sure but some might find something useful on the page. - Marsian / talk 08:05:17, 2005-09-05 (UTC)


text:
Category:Book:Japanese/meta

These are pages dealing with the construction of the Japanese wikibook (guidelines, discussions, etc.) but not with the content of the book itself.

title: Category:Book:Japanese/meta


text:
Canadian Business Law

This text is intended to provide a survey of the relevant principles and case law surrounding the law of evidence in Canada.

Introduction

 * /Introduction/

Non-Corporate Business entities

 * /Sole Proprietorship/
 * /Partnerships/
 * General Partnerships
 * Limited Partnerships
 * Limited Liability Partnerships
 * /Joint Ventures/

The Corporation

 * /Corporations/
 * Process of incorporation
 * /Corporate Liability/
 * Piercing the Veil
 * /Corporate Finance/
 * Securities
 * Shares
 * Debt
 * Corporate Governance
 * Duties of Management

title: Canadian Business Law


text:
Urdu/Introduction

Urdu Pakistan Urdu(اردو) is an Indo-European language which likely originated in the vicinity of Delhi, whence it spread to the rest of the subcontinent. Other major metropolitan areas with a strong tradition of the language include Hyderabad, Lucknow, and Lahore.

Urdu developed as a vernacular dialect from the interaction between local Indian Sanskrit-derived Prakrits and the languages that were spoken in the courts of the rulers of Indian subcontinent, from the time of the Delhi Sultanate to the Mughal Empire and its succeeding states. The language of the court, and of literature, was usually Persian, while that of religion was Arabic, the language of the Qur'an. This process of the mingling of these languages and the local dialects led to the development of everyday speech that sounded much like today's Urdu and Hindi. There is still a spectrum of dialects spoken in the streets of cities from Lahore and Karachi to Delhi and Calcutta and in the villages all over the region.

Urdu, especially in its less formalized form as it developed from a dialect to a more formal language, has also been referred to as "raikhtha" 1, which literally means "a rough mixture".

The formal language is sometimes referred to as Zaban-e-Urdu-e-Moalla (زبانﹺ اردوﹺ معلہ), which can be translated as "Language of Camp and Court". The word urdu itself means "army", "horde" or "tent" in Turkish. Urdu, the Turkish word ordu, and the word horde (found in several European languages) have the same origin.

It soon became the language of the Mughals, distinguished linguistically from local languages by its large and extensive Arabic-Persian vocabulary (40%) superimposed on a base of grammar, usages and vocabulary that it shares in common with Hindi. The result was what has been called one of the world's most beautiful languages, the "Kohinoor" ("Mountain of Light," a famed native, large and brilliant diamond) of India. It is widely spoken today in both India and Pakistan and all countries having a sizeable South Asian diaspora.

The mix of Urdu and Hindi, forming the Hindustani dialects spoken in northern India and Pakistan, form the second-most-popular 'first' language and second-most-popular 'first or second' language in the world. Urdu by itself is the twentieth most popular 'first' language in the world and the national language of Pakistan.

Introduction
Urdu is a language written in the Persian-Arabic script, which is from right to left. You are probably wondering, "what does Urdu look like?" Here are some examples:

پاکستان کے دارالحکومت اسلام آباد سمیت ملک کے شمالی علاقوں میں منگل اور بدھ کی درمیانی شب اور بدھ کی صبح زلزلے کے مزید جھٹکے ریکارڈ کیے گئے ہیں جن کی ریکٹر سکیل پر شدت پانچ اعشاریہ آٹھ ہے۔

Taken by itself, is approximately the twentieth most populous natively spoken language in the world, and is the national language of Pakistan as well as one of the 23 national languages of India.

also refers to a standardised register of Hindustani termed , that emerged as the standard dialect of Urdu. is often contrasted with Hindi, another standardised form of Hindustani. The primary differences between the two are that Standard is written in Nastaliq script and draws heavily on Persian and Arabic vocabulary, while standard Hindi is written in Devanagari and has supplemented some of its Persian and Arabic vocabulary with words from Sanskrit. The term "" also includes dialects of Hindustani other than the standardised languages. Other than these, linguists consider and Hindi to be the same language. On a conversational level at least, Urdu and Hindi are mutually intelligible.

title: Urdu/Introduction


text:
Urdu/Nasta'liq

Nasta'liq or Nasta'leegh (نستعلیق) is a specific style for writing in the Arabic alphabet. It is the preferred style for writing Urdu, but is mostly considered a form of calligraphic art for writing other languages, specially Persian and Ottoman Turkish. The name derives from mixing Naskh and Ta'leeq, two other writing styles, of which Nasta'liq is a descendant.

In Iran, Nasta'liq is usually written with a somewhat thick reed pen (with a tip of about 5mm), and a special kind of carbon ink. In Pakistan, various kinds of pens and inks are used, because of the higher usage of the style.

Producing high quality Nasta'liq in print is a demanding process. For example, Monotype's attempt to implement Nasta'liq for photo composer typesetting resulted in a glyph repertoire of 20,000 different glyphs. See explanation below:

This is due to the vertical displacement of characters when they are joined together. As more characters join together (usually 2-5), each one of the previous ones moves slightly up. The OTF font specification can handle this and beautiful nasta'liq is now possible on regular rendering engines such as the Windows Uniscribe engine that ships with Microsoft Windows 2000 onwards.

As Urdu fontography is evolving, a number of issues with its Unicode representation have been raised. At the moment, the font that complies best with Unicode and OTF is Nafees Nasta'liq, produced by CRULP (Center for Research in Urdu Language Processing)

If you have Nafees Nasta'liq installed, the text and image below should be identical. Note the previous letters being shifted up: نفیس نستعلیق

نستعلیق

title: Urdu/Nasta'liq


text:
Urdu/Appendices

Appendices to Urdu related articles.

Online references

 * Hindi-Urdu phrasebook on Wikivoyage
 * Urdu wiktionary
 * UrduWord Urdu-English dictionary
 * A dictionary of Urdu, classical Hindi, and English

Introductory

 * David Matthews and Mohamed Kasim. Teach Yourself Urdu: Complete Audio Cd Program. ISBN 0071414568
 * Khawaja M. Zakariya. Urdu for Beginners. ISBN 1567444482

Grammar

 * Ruth Laila Schmidt. Urdu: An Essential Grammar. ISBN 0415163811

Dictionaries / Phrasebooks

 * Salim Rahman (Editor) and Sara Naqvi (Translator). The Oxford English-Urdu Dictionary ISBN 0195793358
 * Read Urdu Books Online

title: Urdu/Appendices


text:
Talk:Urdu/Appendices

Once this becomes more than a links / ISBN respository it should be moved to a sub-page. gren グレン 05:27, 21 September 2005 (UTC)

title: Talk:Urdu/Appendices


text:
Logic for Computer Science/Reasoning

The term "reasoning" is used to denote both a cognitive activity and a formal, mathematical one. Traditionally, mathematical reasoning relies on precise rules leading from a set of well-formed statements to a (set of) well-formed, valid conclusion(s). But, many cognitive behaviors considered reasoning do not fall within the descriptive reach of these classical formalisms. To address these, modal logics and other non-classical mathematical formalisms have been devised.

Deduction
Definition (Deductive reasoning is reasoning from a general premise to conclusions directly implied by that premise. For example, if we accepted the axiom that all cows are white, then it logically follows that when one encounters Bessie the cow, Bessie will be white.)

Induction
Definition (Inductive reasoning is the usage of specific conclusions to draw more general premises. For example, if one saw a black dog, it would be inductive reasoning to argue that all dogs are therefore black.)

Epistemic Reasoning
The phrase "Reasoning about Knowledge", often refers to the application of epistemic logic to multi-agent systems. It has applications in game theory and economics. An example of reasoning about knowledge can be seen in the following scenario: A father has three sons who are playing in the back yard despite the fact that it is muddy. He announces to them "At least one of you has mud on his face. Raise your hand if you know whether you have mud on your face." The children cannot see whether they have mud on their own face but can see whether their brothers have mud on their face. Some or none of the children raise their hands. The father repeats his statement. By the third time he repeats the statement all the children have raise their hand.

Suppose only one child has mud on his face. In this case the child with the mud will see that his brothers are clean and will know that he is the child with mud on his face and he will thus raise his hand the first round. His two brothers, seeing this will see that he was able to discern that he was able to figure out whether he had mud on his face the first round and thus will know that he is the only child with mud on his face and be able to raise their hands.

Suppose two children have mud on their faces. In this case two of the children will see one brother who is clean and one who has mud on his face, and one child will see both of his brothers have mud on their faces. The first time the father answers the question none of the children raise their hand. Because of this each of the muddy children know that the situation cannot be as described in the previous paragraph and they will know that they each have mud on their faces. The clean child, seeing that they were able to discern this will know that he is clean.

Suppose all the children are muddy. In this case they will each see two brothers with dirty faces. In the first round nobody raises their hand. In the second round nobody raises their hand because the situation in the previous paragraph doesn't hold. In the third round all the children raise their hand because the only remaining possibility is that they all have muddy faces.

What is interesting about this is that no new information is being conveyed directly by the fathers statement after he says it the first time. It is only through reasoning about the knowledge of the other brothers that they are able to come to correct conclusion.

A great many logical systems have been concocted to try to address these situations.

title: Logic for Computer Science/Reasoning


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Australian History/Introduction

‹ Return to the Contents ‹ Back to the Preface

While Australia is a young nation, its development over a period of little more than two centuries has been rapid and remarkable.

This book is a social, cultural, political, economic, and military history of Australia covering the nation's history from the continent's pre-European era through to the present day. It focuses on the early history of the Colonies and key events in their history prior to Federation, as well as each of the decades - since Federation - to the present day.

Forward to the First Settlers ›

title: Australian History/Introduction


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User:Doviende~enwikibooks

Doviende on en.wikipedia

title: User:Doviende~enwikibooks


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Talk:Consciousness Studies/Contemporary Explanations

PANPSYCHISM

The section on Pan-psychism is dreadful, it doesn't actually explain what pan-psychism is, it's written in a style that's barely lucid, much of it is spent on ( apparently) musing about why you are reading it, it claims that panpsychism represents some kind of mystical magical awareness, as far as I can tell it's original research, it's style of referencing and quotation is confusing, you cannot tell what is being quoted and what the author himself is saying. Because it contains no valuable content we might as well delete it. It's either vandalism or the work of someone who has decided that this text book is the right place to put his own, rambling, incoherent, mainfesto.

Here's a sample.

If you are here, reading about panpsychism, then it may be because you still have no clue as to what consciousness is. Or, you have read philosophers say ' Without consciousness the Mind-Body problem would be much less interesting, with consciousness it seems hopeless' T. Nagel, ' What it's Like to be a Bat'. You may have reached this section rationally, logically. It follows the previous section, you are reading linearly. Basically you are thinking and acting scientifically/ philosophically. Or, you may have read " Panpsychism " and thought ' strange, flaky, interesting '. You are following your feelings, and close behind are your intuitions. This kind of thinking could be called Magical thought. There is more than one way to be aware of the world. Although a panpsychic might say consciousness is everything, it is not every where the same thing. It has an infinite number of aspects, forms and patterns. We arrive at panpsychism intuitively, by following our feelings. Science and philosophy represent one kind of awareness, one aspect of consciousness.Magical thinking is another aspect of consciousness. " ...intuitions are important and that even if expressed vaguely they can serve as useful pointers to those seeking a more complete account of the mind" David Skrbina, ' Panpsychism in the West ' p.3.

THE INTRODUCTION

Sounds awfully like original research, and not very helpful or accurate original research at that.

Thank-you, whoever you are, for your comments on, and censorship of, my attempt to present an alternative approach to understanding consciousness. Please understand, that in order to approach this problem from a different perspective, I had to seperate myself from the status-quo. I am the black sheep. I am like the black man or the Muslim or even the guy down the street from you who does'nt mow his lawn. Why would I think that anything I have to say would fit into your psychological filing system, conform to your way of doing things. What I have attempted to do is to find a middle ground. A space where a dialogue could begin. Perhaps you have created that space, I don't know, we will see what happens. You say, whoever you are, that the style is barely lucid. Well, that's the point. If we are all thinking like you, using scientific/ philosophic rationality, we get to say we don't have a clue as to what consciousness is. If I can alter your expectations and patterns of thought, I have a chance of providing you with the varying experiential aspects of consciousness. If you experience that, you go a long ways toward understanding consciousness. It is only after releasing the firm grip that the theoretical construct of science has on your mind can I then begin to explain how others have come to understand consciousness in quite a different way. The concept 'magic' is meant to release within the reader, their intuitions and feelings about what consciousness is. This is not original research, it reflects ideas that are present in Eastern religious tradition, in current questions about the interpretation of quantum physics and current attempts to reconcile the two. You know, it's like trying to reconcile Israel with Palestine, reconcile immigrants with citizens. Israel and Palestine have made no progress, can we?Shamantics 20:53, 23 April 2006 (UTC)

If you feel you need to save the world from what you see as predatory pseudo-intellectuals, go ahead, burn the book (I mean entry). But if you want to engage in a dialogue about how you feel the idea of 'Consciousness as Everything' should be formatted and styled, then I'm open to suggestions. (see below for how Robin H and I proceeded) But like the Phoenix, it will return. Shamantics 20:53, 23 April 2006 (UTC)

I am including 4 new, and hopefully suitably acceptable references, to this topic. It is my intention to re-write that which was so uncerimoniously deleted, with or without a dialogue with whoever it was that censored it.Shamantics 18:50, 24 April 2006 (UTC)

I would like to ask Robin H, " How I can get access to my original text?"Shamantics 18:50, 24 April 2006 (UTC)

I temporarily cut the section on magic, this was added by user (? - please get an ID). It was cut for three reasons:

1. If the magical conception of consciousness is inexplicable AND it involves a belief that realist explanations are fruitless it should be in the new section on Idealism, religion etc.

2. If the magical conception considers that realist explanations of consciousness are not fruitless then, if explicable, it is clearly part of the "Identity theory of mind", if inexplicable is part of mysterianism. A separate entry is not required but entries could be made in the section on scientific theories (with references to published work) or as a brief aside under mysterianism, if applicable.

3. This is a textbook on consciousness and the entry on magical conception of consciousness makes no reference to its background or work by other authors.

If the user who contributed the section edits the page they will find the text that they entered is still there, commented out, ready for transfer or amendment.

RobinH 08:16, 21 September 2005 (UTC)

Reply: What you have done in your criticism was to try to place what I wrote into the framework of a tradition you believe in but which I do not. That probably accounts for your difficulty in trying to place what I wrote in a 'section'.The  Wikibook idea is to  " think free". Yet, you attempt to constrain this discussion to an 'acceptable' text format. I don't get it. And this part you will probably not get: Since we are all one, there is no need to reference other works or other authors.You want to put authors and references, go ahead, I choose not to. Do we actually get to promote free and different ways of thinking in the Wikibook or is that just a myth? Transcend your intellect, consider the possibility of listening to your intuition and your feelings. Then we can engage in a co-operative, free and open discussion. Please put my section on magic back.

 * I did not remove your article but made it invisible while we have this discussion. I am happy for your section on magic to be in the book but it needs to go in the right place. Placing it in the introduction, for instance, would be entirely inappropriate. In your text you proposed that:

 * "Instead of taking energy as simple let's make consciousness simple and consider the possibility of deriving energy from consciousness."

 * This is a form of "idealism" (see http://plato.stanford.edu/entries/berkeley/ ) and is also closely related to Buddhist "consciousness-only" philosophy (see http://en.wikipedia.org/wiki/Consciousness-only ). The key issue here is whether, like in Buddhism, you feel that the magical conception is central and material things are illusions or whether you feel, as Descartes pointed out, that even though everything is consciousness science can still be defined as the relationships within experience. If you feel that the magical conception has the characteristics of Buddhist "consciousness-only" then your article should go in "Idealism, religion and panpsychism", if science emerges from the consciousness then the article should really go in "scientific theories".

 * My own feeling is that the article should go in "Idealism, religion and panpsychism". You wrote:

 * "How do we know that energy and consequently matter itself are not aware in some simple way. There is some sense in saying electrons are aware of protons and negative electrical charges are aware of and in some simple way, know when a negative or positive charge is nearby."

 * This is clearly panpsychism (See http://en.wikipedia.org/wiki/Panpsychism ). Panpsychism is detached from the mainstream scientific/philosophical approach, as you note above when you say:

 * "What you have done in your criticism was to try to place what I wrote into the framework of a tradition you believe in but which I do not."

 * The perfect position for your article is in:
 * Consciousness studies: Other explanations#Panpsychism | Panpsychism
 * Position of panpsychism changed - see discussion below.RobinH 11:57, 22 September 2005 (UTC)
 * preferably as a subheading of ==A magical conception==. A further advantage of being placed in that position is that it would allow expansion into a coverage of shamanism (see http://en.wikipedia.org/wiki/Shamanism ) and the occult perspective (see http://en.wikipedia.org/wiki/Occult )

 * What do you think?

 * On the other point, as a textbook we are seeking to inform readers, this means putting articles in the context of other people's ideas on the subject and providing links to allow further study. The wider you can cast your net the better. RobinH 16:03, 21 September 2005 (UTC)

2nd reply: I recognise that what you are saying makes sense. Yes, there are connections to Buddhist cosmology, Idealism (for ex. Leibniz's monads) and panpsychism. Certainly I believe there is some truth in these views. I will follow your suggestion and look at the links you provided. My concerns: 1) Buddhism is considered a religion and seperate from science. 2) You say panpsychism is detached from science/philosophy. 3) I have spent some time looking at the objections to Idealism and have determined that the views I express are not susceptable to those criticisms. You can see my problem. I am not looking to exclude other perspectives but seek to be inclusive. I think it is possible to embrace both science and religion, in fact I believe we have an obligation to do so. The 'tradition' I wish to create is unifying, not the exluding tradition you seem to be expressing. How can I include you in that larger perspective. I have tried to persuade Bernard Baars, Thomas Ramsoy in a course I took with them, and the people that edit the consciousness discussion at the Univ. of Houston and have failed to penetrate their armour, I have been excluded. I thought, given the Wiki phil. of "think free" I would be able to act towards creating a different discussion. Please consider the possibility of making the magical approach, one based in feelings and intuition and grounded in science and philosophy more inclusive and not an isolated "section". Labeling the approach I take as Idealism, religion or panpsychism relegates it to the ontological status of those general categories. For example, O.K., so it's Idealism. Well, that position has already been refuted or it has nothing interesting left to say. Or, it's just religion, I don't believe in God or the afeterlife, so anything this has to say is irrelevant to what I believe. A magical conception of C is new, different and far more complete than any similar theories. Don't label it, cultivate it. Please put my section on magic back.

 * At this stage in the book it will be necessary to rearrange headings, sections etc. Perhaps I am fault here for placing ideas that are not current in the mainstream journals off to one side. What you are proposing is definitely panpsychism and the suggestion that consciousness is fundamental and science can be built upon this is frequently proposed in panpsychist theories (See http://plato.stanford.edu/entries/panpsychism/). Perhaps we should put all the explanations of consciousness in one section. However, as a textbook this would require contributors to flesh out the links between their version of a theory and other similar theories in that section. Would you be willing to fill in the details of panpsychism? The details would be split over 3 sections, for instance, in the "Historical Review" there should be some mention of Thales, Spinoza, Schopenhauer etc. In the "Problem of Consciousness" there is a stub available for idealism (what the world would appear like to an idealist, the problems with this). Finally the various current theories of panpsychism could be covered in the Contemporary Explanations. To summarise, what I am suggesting is that panpsychism is moved to contemporary theories, that historical information about panpsychists is placed in the Historical Review section, that the basic reasons why people have thought that panpsychism and idealism account for empirical consciousness is put in the Idealism section of Problems of Consciousness and finally a panpsychism section is added to contemporary theories. RobinH 10:44, 22 September 2005 (UTC)

reply: I am pleasently surprised by your constructive attitude. Thank-you. If you reallign the headings, I will endeavor to fill in the details as you suggest.
 * The ideas of each famous sage who supported panpsychism can be added under the sage's name in the historical review. The relationship of panpsychism to personal experience and the brain can be entered at http://en.wikibooks.org/wiki/Consciousness_studies:_The_conflict2#Panpsychism and the suitability of the theory as an account of consciousness at http://en.wikibooks.org/wiki/Consciousness_studies:_Contemporary_explanations#Idealism_and_panpsychism If you go to each of the sections a stub has been added, this can be discarded and the whole section replaced if you wish. RobinH 10:35, 23 September 2005 (UTC)

Concerns; First, the de Anima reference is 425b 17 and the Whitehead ref. source is "Process and Reality". Is this the best way to communicate? I recently posted an entry on Homer and then withdrew it. If you are interested, I have some questions about posting entries. I think the issue is the same as that raised by the 'Intelligent Design' debate. There are a group of people, the academic establishment, who seem to have the reponsibility of preserving what humans have been able learn thru science and philosophy. That's fine, I understand that. But new ideas or ideas that are not acceptable to them are excluded just as I have been excluded. The case in point here is the difficulty for persons like myself to express themselves in such a way as to be included in the discussion. I just want to participate. But I can't because of things like the rules for adding entries to Wikibooks, previous publication in academic journals etc. If I want to talk different here or in a university class I am excluded ( and believe me, it has happened more than once), if I want to be included I must act and work in a way contrary to what I believe. A brief search on panpsychism will soon reveal that most websites are by individuals outside the mainstream of accepted academic criteria. The bit I wrote on Homer contains references to published academic writings but their interpretation and it's connection to panpsychism was mine. Where are we to get the "panpsychic perspective' if everyone that writes about it is excluded? I am not the only person with this concern. Ken van Cleve, who maintains a website on panpsychism,  noted the same problem to me in an e-mail exchange. I know from reading an editorial in the Journal of Consciousness Studies that scientists risk their careers by bringing up  what have been called ' flaky theories'. Frankly, I don't see why this is not some illegal form of discrimination. Just like a black man wants to sit at the lunch counter, I  want to participate. It will be interesting to see how the "Intelligent Design" case before the Pennsyslvania courts plays out.

 * I think this textbook is a good place to bring out the case for panpsychism but, being a textbook, it has to be done by a mixture of quotations from work by recognised authors (such as the Pythagoreans, Thales, Spinoza and Leibniz) and adding your own interpretation of this work. Even Chalmers in "The Conscious Mind" considers the case for consciousness in a thermostat. If you had access to a textbook that gave a full, historical account of panpsychism you would be in a much stronger position. Perhaps you can draw together the work of panpsychic philosophers and scientists to provide the missing textbook, the springboard for others who take this approach? RobinH 16:15, 1 October 2005 (UTC)

Once again, sage advice, thank-you!


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Australian History/1990s

‹ Return to the Contents ‹ The Entrepreneurial Eighties

If Australia during the 1990s could be summed up in three terms, those terms would perhaps be "Economic Rationalism", "Reform", and "Backlash". In the wake of the entrepreneurial excesses of the 1980s, the 1990s were a decade which saw economic terms including "globalisation", "outsourcing", "downsizing" and "corporate restructure" enter everyday speech. The move from Keynesian economics to economic rationalism - a form of neoclassical economics which became increasingly popular during the decade - touched on many aspects of Australian social and political life. Many industries traditionally run by the public service - including telecommunications, public transport, electricity, gas, and major infrastructure works - were either privatised, corporatised, outsourced, or moved into private-public partnerships. Attempts were made to amalgamate several smaller Melbourne-based AFL teams, many major Australian corporations underwent restructuring, and Australian banks closed branches and increased fees (in spite of record profits).

But the changes and reforms in Australia during the 1990s were not merely political and economic. Technological changes, and debates about Australias national identity and culture, were also important forces during the decade. Culturally, these debates and reforms covered a broad array of topics, including relations and reconciliation between indigenous and non-indigenous Australians, Australia's foreign relations with its Asian neighbours and America, immigration, and the republic debate. Beyond the cultural debates, Australians were the recipients of a range of new media technologies (including the internet, pay television, and an increasing percentage of Australian households owning computers).

But the story of Australia cannot be understood in terms of economic and social reform alone, for there were countless examples of public backlash to these sometimes controversial reforms. The grass roots campaign against the amalgamation of football teams in Melbourne; election losses for the reformist governments of political figures like Keating, Kennett, and Greiner / Fahey; the rise of Hansonism; the S11-S13 protests in Melbourne; and the growth of home loan originators (in competition to the bank) could all be interpreted (in part) as part of a popular backlash which emerged in response to the decade's reforms.

Australia in the Age of Terror ›

title: Australian History/1990s


text:
Australian History/1980s

‹ Return to the Contents ‹ Back to The Whitlam - Fraser Era

The 1980s have been described by some as a decade of excess. Australian entrepreneurs including Alan Bond, and Christopher Skase would rise to prominence and acclaim during the decade when "greed was good". However, the excesses would end following the 1987 Stockmarket Crash, and the recession which followed in its wake. It was also a decade which, under the Hawke / Keating Federal Government, saw significant economic reforms, which would continue into the 1990s.

Economic Rationalism, Reform, and the Backlash ›

title: Australian History/1980s


text:
Australian History/1950s

‹ Return to the Contents ‹ Back to World War II

The decade following the Second World War set in motion a number of significant events whose implications would shape the decades to come. Labour shortages would see a dramatic rise in postwar migration from outside the Anglo-American world.

Australia's longest serving Prime Minister, Sir Robert Menzies, would begin his second term (at the helm of the newly formed Liberal Party), and Australians would experience a prolonged period of economic prosperity as a product of 'the long boom'.

The Snowy River Scheme provided low-paid work for many immigrants to Australia at this time.

It would be a significant decade for sport and technology too, with Melbourne hosting the 1956 Olympics, and the first television telecasts which went along with it.

Forward to Australia in the Sixties ›

title: Australian History/1950s


text:
Australian History

Australian History

Chapters

 * /Preface/ [[Image:25%.svg]]
 * /Introduction/ [[Image:25%.svg]]
 * Australia Before European Settlement [[Image:25%.svg]]
 * Early Explorers (Before 1770) [[Image:75%.svg]]
 * Captain Cook (1770) [[Image:75%.svg]]
 * Explorers After Cook (After 1770)
 * Colonialism in Australia [[Image:25%.svg]]
 * Settlement of New South Wales (1788-1889)
 * Van Diemen's Land (Tasmania) (1825-1889)
 * Swan River (Western Australia) (1829-1889)
 * South Australia (1836-1889)
 * Victoria (1850-1889)
 * Queensland (1859-1889)
 * The Road to Federation (1890-1900) [[Image:25%.svg]]
 * Early Years of Federation (1901-1909) [[Image:25%.svg]]
 * Australia Before and During World War I (1910-1919)
 * Australia Between the Wars (1920-1938)
 * The Great Depression in Australia (1930-1939)
 * World War II (1940-1949)
 * Aftermath of the War (1950-1959) [[Image:25%.svg]]
 * Australia in the Sixties (1960-1969)
 * The Whitlam - Fraser Years (1970-1979)
 * The Entrepreneurial Eighties (1980-1989) [[Image:25%.svg]]
 * Economic Rationalism, Reform, and Backlash (1990-1999) [[Image:25%.svg]]
 * Australia in the Age of Terror (2000-Present)
 * Bibliography
 * Glossary
 * Authors and Contributors [[Image:25%.svg]]

title: Australian History