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Greek Mythology/Stories/Trojan War

The Iliad, a Greek epic poem was written by the blind poet, Homer. It describes the Trojan War which took place in the twelfth or thirteenth century B.C.E. between the Greeks and Trojans. It presents a host of characters both human and divine.

The Trojan War began when the young prince of Troy, Paris, stole Helen of Sparta from her husband Menelaus, the King of Sparta. Menelaus and his brother Agamemnon gathered soldiers from all over Greece to besiege Troy and take Helen back. The war lasted for ten years and was finally brought to an end by the famous Trojan Horse. The Trojan Horse was a giant, hollow, wooden horse built by the Greeks. A small party of Greek soldiers hid inside the horse, and it was left at the gates of Troy, while the rest of the army sailed away, supposedly in defeat. The Trojans believed it to be an offering to the gods, and carried it into the city, unaware of the soldiers concealed inside. The Trojans held a festival celebrating the end of the war, getting drunk and tired, leaving them defenseless late in the night. After the festival was over, the Greeks climbed out and opened the gates of the city for their army, which ambushed the vulnerable city and burned it to the ground.

title: Greek Mythology/Stories/Trojan War


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Talk:Greek Mythology/Stories/Trojan War

I typed up a very brief summary of the war, not very detailed, but it is better than nothing; i will do some editing and work on more tommorrow. [user:marky1991|marky1991] (3:25) (USC)

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

title: Talk:Greek Mythology/Stories/Trojan War


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User talk:Marky1991~enwikibooks

Hello and welcome to Wikibooks!

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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 Marky1991. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Marky1991~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 23:25, 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) 05:14, 19 April 2015 (UTC)

title: User talk:Marky1991~enwikibooks


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User talk:Frehmann

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title: User talk:Frehmann


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User talk:Eileenlou

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title: User talk:Eileenlou


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User talk:Kdash

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title: User talk:Kdash


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User talk:Gcaprino

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Reverse Engineering
I've seen your edits on the Reverse Engineering book, and I wanted to personally thank you. That book needs alot of help, but suffers from a dirth of knowledgable contributors. I hope you are able to contribute to it more in the future. Thanks again, and if you need anything at all, don't hesitate to ask. --Whiteknight (talk) (projects) 00:07, 19 December 2006 (UTC)

title: User talk:Gcaprino


text:
Horticulture/Corn Gluten Meal

Corn Gluten Meal (often simply called CGM) is a byproduct of corn (maize) processing that has historically been used as an animal feed, but was discovered to have pre-emergent herbicidal effects in 1985, by Dr. Nick Christians, during a turf grass experiment being conducted by Iowa State University.

The use of corn gluten meal as an herbicide is patented, but like many food-related substances used for gardening is not regulated in the US

Uses
Target plants include primarily small-seeded annual and perennial herbs. It is most frequently used in lawns, but may be applied to gardens and fields as well.

The corn gluten meal breaks down over time as an organic nitrogen source (NPK value of 10-0-0).

Action
Proteins in CGM inhibit root formation on newly germinated seeds, killing the plant. Applications must be timed so that the CGM is present and effective as seeds are germinating.

Application
Applied using a spreader or even by hand (the material is pretty much harmless if not inhaled, and in fact is edible but not particularly palatable).

On lawns, CGM is applied in early spring (usually timed phenologically by the blooming of ../Crocus/ or ../Forsythia/), and again in the autumn. If the lawn is overseeded, CGM should either be applied at least 6 weeks before sowing, or 2 weeks afterwards.

Precautions
Very safe to use, non-toxic. Should not be applied to areas where it's likely to wash directly into watersheds (it is a nitrogen source), but otherwise ecologically safe.

Resistance
Large-seeded weeds seem unaffected.

Species affected
Testing for affected species is ongoing, but confirmed species include :
 * Velvetleaf (../Abutilon theophrasti/)
 * Quackgrass (../Agropyron repens/)
 * Creeping bentgrass (../Agrostis palustris/)
 * Redroot pigweed (../Amaranthus retroflexus/)
 * Common lambsquarters (../Chenopodium album/)
 * Orchard grass (../Dactylis glomerata/)
 * Smooth crabgrass (../Digitaria ischaemum/)
 * Large crabgrass (../Digitaria sanguinalis/)
 * Barnyardgrass (../Echinochloa crusgali/)
 * Quackgrass (../Elytrigia repens/)
 * Wooly cupgrass (../Eriochloa villosa/)
 * Catchweed, Bedstraw, Goosegrass (../Galium aparine/)
 * Perennial ryegrass (../Lolium perenne/)
 * Black medic (../Medicago lupulina/)
 * Annual bluegrass (../Poa annua/)
 * Buckhorn Plantain (../Plantago lanceolata/)
 * Purslane (../Portulaca oleracea/)
 * Curly dock (../Rumex crispus/)
 * Giant foxtail (../Setaria faberi/)
 * Yellow foxtail (../Setaria lutescens/)
 * Green foxtail (../Setaria viridis/)
 * Black nightshade (../Solanum nigrum/)
 * Shattercane (../Sorghum bicolor/)
 * Dandelions (../Taraxacum/ spp.)

title: Horticulture/Corn Gluten Meal


text:
User talk:82.13.142.223

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Herby talk thyme 11:40, 9 December 2006 (UTC)

title: User talk:82.13.142.223


text:
User talk:Stephteng

Hello and welcome to Wikibooks!

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Good luck! -- SB_Johnny | talk 12:08, 9 December 2006 (UTC)

title: User talk:Stephteng


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User talk:06SheenaYap

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Good luck!-- SB_Johnny | talk 12:09, 9 December 2006 (UTC)

title: User talk:06SheenaYap


text:
User talk:61.91.190.242

-- SB_Johnny | talk 12:10, 9 December 2006 (UTC)

title: User talk:61.91.190.242


text:
User talk:Herbys bot

This account is for running AWB on basic maintenance tasks, if you have any queries or jobs please ask at Herby's talk page thanks

 If you want to "stop" the bot at all a "talk page" message will do it.

STOP!!!!!
don't add the top category, please!!!!

title: User talk:Herbys bot


text:
User:Herbys bot

Inactive & blocked

title: User:Herbys bot


text:
Horticulture/Galium aparine

Galium aparine is a herbaceous annual plant of the family ../Rubiaceae/. It is native to North America and Eurasia. It has several common names, including Cleavers, Goosegrass, Stickywilly, Catchweed, and Coachweed.

Description
The long stems of this climbing plant sprawl over the ground and other plants, reaching heights of 1-1.5 m, occasionally 2 m. The leaves are simple and borne in whorls of six to eight. Both leaves and stem have fine hairs tipped with tiny hooks. This makes them cling to clothes and fur much like velcro. The white to greenish flowers are small at 2–3 mm across, having four petals each.

It flowers in early spring to summer, with the flowers occurring in most of the leaf nodes. The fruits are burrs, produced in clusters 1-3 seeds; each seed is 4–6 mm diameter and covered with hooked hairs which cling to animal fur and clothing, aiding in seed dispersal.

Ecology
It is abundant in hedges and other low shrubby vegetation, and is also a common weed in arable fields and gardens. As they grow quite rampantly and thickly, they end out shading out any small plants that they overrun.

The seeds are similar size to cereal grains, and thus are one of the most common contaminants in cereals since they are difficult to filter out. Their presence in cereals is not considered a serious problem as they are not toxic.

Uses
When dried and roasted, the fruits of this plant can be used to make a coffee-like drink.

Pests and Diseases
See ../Galium/ for a list of pests and diseases.

title: Horticulture/Galium aparine


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User:Willscrlt

About Me
Hello. My name is Will, but I am known online as. I frequently visit the English Wikipedia, Commons, Meta, and English Wikibooks. For matters specific to Wikibooks, please leave a message on my talk page here. For time-critical issues, please leave a message on my Commons talk page or send an e-mail.

I am primarily involved with the WikiProject Bartending here, which I founded. It is a collaborative effort working with the WikiProject Mixed Drinks at the English Wikipedia (of which I am also a member), to develop a professional-quality Bartender's Guide Wikibook. I got started editing mixed drink articles at Wikipedia in December 2006, and that grew into a three-month reorganization and cleanup project. The results of that project remain visible today. In May 2008, I started a major renovation on the Bartending Guide, reorganizing it, developing existing content, adding new information, and expanding it from mostly a collection of cocktail recipes to a more career-focused guidebook. Due to unexpected real-life issues, I haven't been able to work much on the Bartending book since June 2008. I will return to it though! Another area in which I am interested, though I have not done much editing yet, is the Cookbook project here at Wikibooks.

I have been using computers since sometime around 1980. My first computer was an Atari 1200XL, followed by an Apple IIgs, then an Apple Macintosh IIci, and then an old and abused Intel 80286-based PC (very briefly until it died). From that point on, I've stayed with MS-DOS and then Windows-based computers. My first online experiences were made using a 1200 baud modem on my Apple IIgs. I was a charter member of America Online (before it became known as AOL), and I became active in the local Bulletin Board System scene. While in college, I was a Sysop of a fairly popular BBS. That introduced me to people who were putting together the first public regional Internet access (later to be known as a community Internet Service Provider). My first professional development experiences involving the Internet were developing gopher pages and later HTML pages for the ISP. Later, I branched out into my own Internet and graphic design business. From there I moved into computer consulting. In early 1999, shortly before the dot.com bubble neared bursting, I relocated to Sacramento to help start an online auction company that lost funding by October of that year. Since then, I have been doing computer network integration and consulting work. I registered for an account at Wikipedia on June 15, 2006. I made a few contributions prior to registering, but I do not remember what or how long ago. For more information about me, you can visit my home page.

Licensing of My Submissions

 * Your licensing options and my attribution requirements
 * Example bibliographic citations

de:Benutzer:Willscrlt es:Usuario:Willscrlt fr:Utilisateur:Willscrlt it:Utente:Willscrlt pt:Usuário:Willscrlt simple:User:Willscrlt

title: User:Willscrlt


text:
Autonomous Technology-Assisted Language Learning/Journals

Journals with articles on second language learning acquisition, learning and teaching

 * Applied Linguistics
 * Applied Psycholinguistics
 * Canadian Modern Language Review
 * Foreign Language Annals
 * Language Learning
 * Modern Language Journal
 * Second Language Research
 * TESOL Quarterly

Journals with articles on technology for second language learning and teaching

 * CALICO Journal
 * Language Learning and Technology
 * ReCALL
 * System: An International Journal of Educational Technology and Applied Linguistics Educational Technology

Journals with articles on educational technology

 * Journal of Educational Computing Research


text:
User talk:84.137.52.175

Please stop...
Removing "moved to wikiversity" flags. The pages have been moved, but the links from here generally don't work (things tend to get moved about a lot on the wikiversity side).

If you are a wikiversitan, please bring this up with User:Sebmol, he has a bot that can fix the links for these.

If you remove more tags without responding to this note, I'll have to block you. Contact me on wikiversity (v:User:SB_Johnny) if that happens, the block would only be to prevent a bigger mess (I'm rolling you back now). -- SB_Johnny | talk 13:48, 9 December 2006 (UTC)

title: User talk:84.137.52.175


text:
Horticulture/Taraxacum

A dandelion is a short plant, usually with a yellow flower head and notched leaves. A dandelion flower head consists of many tiny flowers. The dandelion is native to Europe and Asia, and has spread to many other places. The dandelion is also known by its generic name Taraxacum. In Northern areas and places where the dandelion is not native, it reproduces asexually.

The name dandelion is derived from the Old French, dent-de-lion, which is literally "lion's tooth", referring to the sharply-lobed leaves of the plant. The English spelling reflects the French pronunciation at the time this French word was absorbed into English. The first written usage of the word occurs in an "herbal" dated 1373, but there is a 1363 document in which the word "dandelion" was used as a proper name (Willelmus Dawndelyon).

In German, the dandelion is called Löwenzahn, which is also translated as "lion's tooth." In modern French the plant is called pissenlit, which means "urinate in bed", apparently referring to its diuretic properties. Likewise, "pissabeds" is an English folkname for this plant, and "piscialletto" is one of its folknames in Italian (with "dente di leone", meaning "lion's tooth"). Similarly in Spanish, it is known as the "meacamas", but also commonly "diente de león".

Description
Taraxacum (the Dandelions) is a genus of flowering plants in the family ../Asteraceae/. They are tap-rooted biennial or perennial herbaceous plants, native to temperate areas of the Northern Hemisphere of the Old World.

The genus is taxonomically very complex, with numerous macrospecies, and polyploidy is also common; over 250 species have been recorded in the British Isles alone (Richards 1972). Some botanists take a much narrower viewpoint, and only accept a total of about 60 species.

The leaves are 5-25 cm long, simple and basal, entire or lobed, forming a rosette above the central taproot. As the leaves grow outward they push down the surrounding vegetation, such as grass in a lawn, killing the vegetation by cutting off the sunlight. A bright yellow flower head (which is open in the daytime but closes at night) is borne singly on a hollow stem (scape) which rises 4-30 cm above the leaves and exudes a milky sap (latex) when broken. A rosette may produce several flowering stems at a time. The flower head is 2-5 cm in diameter and consists entirely of ray florets.

Away from their native regions, they have become established in the Americas, Australia and New Zealand as weeds. They are now common plants throughout all temperate regions.

Varieties

 * ../Taraxacum officinale/ (syn. T. officinale subsp. vulgare), Common Dandelion. Found in many forms, but differs at least from the following species:
 * ../Taraxacum albidum/, a white-flowering Japanese dandelion.
 * ../Taraxacum japonicum/, Japanese dandelion. No ring of smallish, downward-turned leaves under the flowerhead.
 * ../Taraxacum laevigatum/ (syn. T. erythrospermum), Red-seeded Dandelion; achenes reddish brown and leaves deeply cut throughout length. Inner bracts' tips are hooded.

False dandelions
Dandelions are so similar to catsears (../Hypochoeris) that catsears are also known as "false dandelions". Both plants carry similar flowers which form into windborne seeds. However, catsear flowering stems are forked and solid, whereas dandelions possess unforked stems that are hollow. Both plants have a rosette of leaves and a central taproot. However, the leaves of dandelions are jagged in appearance, whereas those of catsear are more lobe-shaped and hairy.

Other plants with similar flowers include hawkweeds (Hieracium) and hawksbeards (Crepis). These are both readily distinguished by their branched flowering stems.

Uses

While the dandelion is considered a weed by many gardeners, the plant does have several culinary and medicinal uses. Dandelions are grown commercially at a small scale as a leaf vegetable. The plant can be eaten cooked or raw in various forms, such as in soup or salad. They are probably closest in character to mustard greens. Usually the young leaves and unopened buds are eaten raw in salads, while older leaves are cooked. Raw leaves have a slightly bitter taste. Dandelion salad is often accompanied with hard boiled eggs. The leaves are high in vitamin A, vitamin C and iron, carrying more iron and calcium than spinach.

Dandelion flowers can be used to make dandelion wine. The recipe usually contains citrus fruit. Another recipe using the plant is dandelion flower jam. Ground roasted dandelion root can be used as a coffee substitute. Drunk before meals, it is believed to stimulate digestive functions. Sold in most health food stores, often in a mixture, it is considered an excellent cleansing tonic for the liver. Dandelion root is a registered drug in Canada, sold as a diuretic. A leaf decoction can be drunk to "purify the blood", for the treatment of anemia, jaundice, and also for nervousness. The milky latex has been used as a mosquito repellent; the milk is also applied to warts, helping get rid of them without damaging the surrounding skin. A dye can also be obtained from the roots of the plant. A new mixture of roasted roots is sold as a product called DandyBlend which tastes like coffee after the inulin in the dandelion is roasted.

"Dandelion and Burdock" is a soft drink that has long been popular in the United Kingdom with authentic recipes are sold by health food shops, but it is not clear whether the cheaper supermarket versions actually contain either plant.

This plant also is useful in farming, because its deep, strong roots break up hardpan.

Antioxidant properties
Dandelion contains Luteolin, an antioxidant, and has demonstrated antioxidant properties without cytotoxicity.

Dandelion clock
The flower matures into a globe of fine filaments that are usually distributed by wind, carrying away the seed-containing achenes. This globe is called the "dandelion clock", and blowing it apart is a popular pastime for children. In German it's called a Pusteblume, translated as "blow flower". The number of blows required to completely rid the clock of its seeds is deemed to be the time of day.

Seeds

The flower head is surrounded by bracts (sometimes mistakenly called sepals) in two series. The inner bracts are erect until the seeds mature, then flex down to allow the seeds to disperse; the outer bracts are always reflexed downward. Some species drop the "parachute" (called a pappus, modified sepals) from the achenes. Between the pappus and the achene, there is a stalk called beak, which elongates as the fruit matures. The beak breaks off from the achene quite easily.

Seed development and genetics
As aforementioned, the taxonomical situation of the genus is quite complex, mainly because many dandelions are genetically triploid. An odd number of chromosomes usually is associated with sterility, but dandelions with this karyotype can reproduce without fertilization, a process called apomixis. In these individuals flowers are useless vestigial structures, although they may still produce a small percentage of fertile pollen, keeping some genetic contact with sexual individuals. Diploid dandelions develop seeds after cross-pollination and are self-incompatible. In most zones of southern Europe and Asia, dandelion populations are sexual or mixed sexual-apomictic, while in northern countries only triploid and tetraploid apomicts are present, as is in the zones where it is not native. This seems to be linked to higher temperatures, survival of pre-glacial populations and human impact, but the subject is still being studied.

There are usually 54 to 172 seeds produced per head, but a single plant can produce more than 2,000 seeds a year. It has been estimated that more than 97,000,000 seeds/hectare could be produced every year by a dense stand of dandelions.

Pests and diseases
Dandelions are used as food plants by the larvae of some species of Lepidoptera.

title: Horticulture/Taraxacum


text:
User talk:Novium~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
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 * Remember to maintain a Neutral point of view.
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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 14:22, 9 December 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Novium. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Novium~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.

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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) 05:18, 19 April 2015 (UTC)

title: User talk:Novium~enwikibooks


text:
User talk:DavidHS

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck!

Glad that all worked out! -- SB_Johnny | talk 14:50, 9 December 2006 (UTC)

title: User talk:DavidHS


text:
User talk:61.17.247.220

Xania 15:33, 9 December 2006 (UTC)

title: User talk:61.17.247.220


text:
User talk:82.209.209.4

Xania 15:55, 9 December 2006 (UTC)

title: User talk:82.209.209.4


text:
User talk:Mkinn907

Great job!
The Computer Revolution/Programming/Designing the Program is a great module. Thanks for contributing your work on this module and Wikibooks. Tannersf 16:12, 9 December 2006 (UTC)

title: User talk:Mkinn907


text:
Wikijunior:Europe/Hungary

Hungary is a country in the south-eastern part of Central Europe. It shares borders with Slovakia, Ukraine, Romania, Serbia, Croatia, Slovenia and Austria. The capital city is Budapest. Other big cities in Hungary are Debrecen, Szeged and Miskolc. Hungary has been a member of the European Union since 2004 and uses the Forint as its currency.

Hungary's History
Hungary was founded in 1000 by István I (Stephen) as a kingdom. Croatia became a part of Hungary in the 12th century. The Mongols attacked Hungary in the 13th century. In 1301 the last king from the Árpád dynasty died and after that the kings came from several families. In 1526 the Turks conquered large parts of the country, after that the country split up into three parts called Royal Hungary, Transylvania and Ottoman Hungary. The king of Royal Hungary came from the Habsburg family, so it became a part of the Austrian Empire. Hungary was re-united in 1699. After that there were two big uprisings against the Habsburg kings: one from 1703-1711 and the other in 1848-1849. The first one was lead by Francis II Rákóczi and Sándor Petőfi the poet took part in the second one. People in Hungary are proud of them, a lot of streets and schools have their names. After World War I the Allied powers divided Hungary and gave the parts to the neighboring countries. Almost 3.5 million Hungarians became minorities mostly in Romania, Slovakia and Serbia. In World War II joined the Axis powers and took back some of these territories, but after the war lost them and the Soviets took control. In 1956 there was a revolt against the Communist government. In 1989 Hungary became a republic.

Hungary's Geography
Hungary can be found in the Carpathian basin. Most of Hungary is flat but the Carpathian mountains in the northern part of the country reach a height of 1,014m at the Kékes mountain. The country is land-locked.

Hungary's People
Hungary has a population of about 10 million. Most of the population speaks Hungarian. Other spoken languages most common are English amongst the younger generation, and Russian amongst the older generation - though some refuse to use it due to the Communist connotations. Other languages include Slovakian, Romanian, Croatian, Ukrainian and German spoken in minority pockets at the relevant borders of those countries. Most of the Hungarian population are Christian (Catholic, Protestant and Orthodox). There are small numbers of Jews too.

Hungary's Sights

The city of Budapest is a UNESCO World Heritage Sites.

There are many things to see in Hungary. Within Budapest, the Országház (Parliament Building) is one of the most spectacular and famous Houses of Parliament in Europe. Opposite the Országház, is the Imperial Palace, the place of residence for the past rulers of Hungary. Mainly used during the Austrian occupation, it is a reminder of the country's turbulent history, along with Kossuth Tér, dedicated to the revolutionary Lajos Kossuth. Nearby is the everlasting flame - a fire that his been burning since the departure of the Communists in 1989. Also in the capital is the Basilica of St. István, the patron Saint of Hungary. Another highly recommended place to see is Hősök Tére (Heroes Square). It is a colonnade containing statues of all the kings of Hungary and in the centre is a column upon which St. István stands holding the Szent Korona (Saint's Crown).

Outside of the capital is the famous Lake Balaton. A favourite among the native population and tourists alike, the lake offers unparalleled a great beach-side holiday in a land-locked country. It is 14km wide and 75km long and can be seen from space. Lake-side towns of Siofok and Balatonfüred are popular tourist accommodations. A main cultural attraction at the lake is the peninsula of Tihany, hosting a Medieval Abbey which used to be a religious centre hundreds of years ago. Today, it is the mausoleum of Károly IV, the last King of Hungary. Inside is an exhibition dedicated to life inside the Abbey and also one about the King.

The town of Győr is famous in Hungary for its confectionery. "Győri" products are a common item seen on Hungarian supermarket shelves. The town itself boasts an impressive town hall as well as bank side walks along the Danube.

title: Wikijunior:Europe/Hungary


text:
Wikijunior:Europe/Malta

Malta is a tiny country and island in southern Europe. It's the smallest European Union country in size and population. The country is located in the Mediterranean Sea between Sicily, Italy and Tunisia. Its capital city is Valletta. Malta has been a member of the European Union since 2004 and uses the Euro as its currency.

Malta's History
People have lived in Malta for over 7000 years. The original inhabitants were farmers and hunters who came across the water from Sicily. Ancient temples built by these first settlers remain on the islands today. Over the centuries Malta was occupied by the Greeks, Romans, Arabs, Sicilians, Normans, French, British and other empires and civilizations.

In 1814 Malta became a part of the British Empire. The cross on Malta's flag comes from the George Cross which was given by Britain to Malta for bravery during World War II. Malta gained independence in 1964 and is currently a member of the Commonwealth of Nations, as well as the European Union which it joined in 2004.

Malta's Geography
Malta is an archipelago in the Mediterranean Sea about 93km south of Sicily, 250km north-east of Tunisia and 300km north of Libya. The three largest islands are Malta Island (Malta), Gozo (Għawdex), and Comino (Kemmuna) and these are the only islands on which people live. The climate is Mediterranean, with mild, rainy winters and hot, dry summers. There are only two seasons, which makes the islands attractive for tourists, especially during the drier months. However, strong winds can make Malta feel cold during the springtime.

The islands are mostly flat - the highest point is only 253 metres above sea level. Because of a lack of rivers and lakes Malta can be very dry and most of the drinking water comes from desalination - this is when sea water is turned into drinking water.

Malta's People
The country's official languages are Maltese and English. Italian was an official language of Malta until the 1930s, and is widely spoken as a second or third language. Native Maltese people make up the majority of the island. However there are minorities, the largest of which are British people, many of whom retired to Malta.

Primary schooling has been required since 1946, and secondary education became required in 1971 up to the age of sixteen. Education is required between the ages of 5 and 16 years. While the state provides education free of charge, the Church and the private sector run a number of schools in Malta and Gozo, such as St. Aloysius' College in Birkirkara. Most of the teachers' salary in Church schools is paid by the state.

Malta is a very religious country and over 98% of the country's population claim to be Catholic Christians. There are 360 churches in Malta which is one for every 1000 people. Historically there were also many Jews but nowadays only small numbers remains. Because of recent immigration from nearby African countries there is a growing Muslim population.

Malta's Sights
Over 1.2 million people visit Malta every year for holidays - more than twice the population of the islands. The historic capital city is popular for its ancient churches and other buildings. Beach resorts and holiday areas can be found along the coast of the three main islands. In recent years religious tourism and medical tourism (where people travel for dental and medical operations) have become more popular especially as EU citizens no longer need visas to visit, live or work in Malta.

Another reason Malta is so popular with tourists is because the vast majority of the island speak English, Italian and Maltese which makes it easier for many tourists who feel comfortable in places where they can communicate more easily.

The city of Valletta, Hal Saflieni Hypogeum - a Greek structure from 3000 BCE and Megalithic Temples of Malta are UNESCO World Heritage Sites which can be found in Malta. The Megalithic Temples of Malta are the oldest free-standing structures in the world and date to around 5000 BCE. These structures can be found across 6 different sites on Malta.

title: Wikijunior:Europe/Malta


text:
Talk:The Holocaust

hiya, I've done a bit of tidying up and I am willing to work on this book further. I have removed the admin boxes about de-wikifying the text as I think I've done it by tyding up. Please alert me if I have got it wrong. WietsE 18:54, 9 December 2006 (UTC)

What kind of book?
—The preceding unsigned comment was added by WietsE (talk • contribs) 19:00, 9 Dec 2006 (UTC)
 * What type of the book? Reference, textbook, self-study course, (application) note collection, tutorial, experimentation instructions, travel report, etc.?
 * What difficulty level? For beginners, intermediate, advanced level? And
 * level for whom? Hobbyist, professional, college, university, scientist? (an advanced level for a hobbyist is something completely different than one for university).
 * What scope? Where to start? Where to end? What is in, what is out?

 * I agree that the book needs to have a defined scope. I guess the question might be, though it doesn't have to be, where is the need for a book like this? --Iamunknown 21:37, 12 December 2006 (UTC)
 * In my opinion the need for a book like this is in a college or for self study. We could create with it some questions and other material, linking it with some media on the subject, to make it all more useable as a classroom project? Anyway, I was thinking of writing a comprehensive but easy to understand book on the events. Just some thoughts... WietsE 19:05, 13 December 2006 (UTC)

Transwiki'd articles from wikipedia

 * Transwiki:The_Holocaust
 * Transwiki:Holocaust_denial
 * Transwiki:Examination_of_Holocaust_denial
 * Transwiki:Holocaust_victims
 * Transwiki:Untermensch
 * Transwiki:Nazi_crimes_against_ethnic_Poles
 * Transwiki:Porajmos
 * Transwiki:Nazi_eugenics
 * Transwiki:History_of_homosexual_people_in_Nazi_Germany_and_the_Holocaust

title: Talk:The Holocaust


text:
User talk:Carhas0~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 18:58, 9 December 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Carhas0. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Carhas0~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 23:01, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:46, 19 April 2015 (UTC)

title: User talk:Carhas0~enwikibooks


text:
User talk:Blueangie

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 20:40, 9 December 2006 (UTC)

Grains.jpg
Hi, I just tagged the image you uploaded as a possible copyright violation. If you can argue otherwise, I will be happy to remove the tag, otherwise, the image will be deleted in a couple of weeks. -- Jim Thomas (aka Jomegat) 20:18, 26 March 2007 (UTC)
 * Perhaps this image would suit your purposes instead: [[Image:Various grains.jpg|thumb]] -- Jim Thomas (aka Jomegat) 22:52, 26 March 2007 (UTC)

title: User talk:Blueangie


text: User talk:ChrisGriswold

title: User talk:ChrisGriswold


text: User:ChrisGriswold

title: User:ChrisGriswold


text:
Bilingual Education/Theory and Practice

The bilingual education has swept across the language teaching context in our country. Bilingualism and bilingual education are the two straight points where schools, policy makers and teachers want to go. The design of the curriculum, application of different methodologies, and activities done in class, the objectives and goals expected to reach at the end of the academic year are elements that contribute to develop the bilingualism phenomenon among schools.

However, my experience and knowledge regarding bilingual education have awakened my critical thinking. Through my experience in bilingual and non bilingual schools I have had the opportunity to compare and contrast what happen between in these two contexts. In other words, I have analysed how theory and practice go together to facilitate or not the development of the bilingual process and observed how policy makers and teachers are involved in it as well. As an English teacher, I have various questions that have been going around my head, questions that I am still trying to answer. They are: How do policy makers and teachers are working on the same way to foster a bilingual education? What role does society play in the development of the bilingual process? That is why; I will begin by presenting some definitions regarding bilingualism.

Definitions
Baker, (1996) remarks that is important to make the distinction “between bilingualism as an individual phenomenon and bilingualism as a group or societal possession” (p.4). Taking into account this, I can define the school as the one that has the societal possession and the student as the individual phenomenon. In addition, another distinction comes up an it is the one in which the societal possession can be identified as the one that bilingual schools have, where all the students are able to use the English language to express, exchange and negotiate meanings. The student can also be identified as an individual phenomenon. Both definitions can be connected to public schools, but with a different command of the English language or competence level.

An Overview to the Bilingual Education in Colombia
As far as I know, in public schools and private schools teachers try to figure out what kind of foreign language  teaching process are guiding, and if the way they teach the foreign language asserts to the development of the communicative competence “which is the main goal” in their students. Teachers ask themselves if they are teaching English as a foreign or as a second language. Allen (1965) defines” English as a foreign language……. English taught as a school subject for the purpose of giving the student a foreign – language competence which he may use in one of the several ways” (p.3) and “English as a second language is used, the reference is usually to a situation where English becomes a language of instruction in the schools” (p.4). As I am able to judge, teachers can find the answer depending on the context they work on. Up to this point, public schools are teaching English as a foreign language and private schools, those that are recognize as “bilingual” are teaching English as a second language. In effect, both groups of students do not have the same level of competence in the second language, understanding that the competence in a language involves knowledge about the language and the learner’s ability to decide when and how he can use the language as a way of communication. Savignon cited in Brown (1990) also states that “communicative competence is a relative not absolute, and depends on the cooperation of all the participants involved” (p.227).Now, giving a look to these definitions it is important to see how policy makers and teachers are guiding the bilingual education to foster a bilingualism in private and public schools.

On one hand, the Colombian government ignores the real situation that public schools have to face everyday trying to guide a “bilingual edcuation” without having the resources to do so. Teachers are not prepared for the challenge, and the resources are not enough to develop the bilingualism process as it should be. What I have experienced in public schools is that teachers have to design and make the material they need to work with, such as: posters, flash cards, and games. The books and worksheets some times are designed in both languages Spanish and English. In addition to this, teachers have to pay for thousand of photocopies that they need to give to their students, who most of the times do not have money to pay for. Taking about teachers, most of them haven’t had the chance to go abroad, in effect they do not know about the foreign culture, which is really important to provide the students the opportunity to compare and contrast the Colombian culture with the foreign one. Regarding to the teachers’ preparation you can find teachers with a very good command of the English language and teachers who just accomplish the basic requirements of it. On the other hand, in bilingual schools the issues are different from the public one. For example, in bilingual schools policy makers and teachers some times pay more attention to the foreign cultural patterns than ours, or which is worse the teachers and policy makers do not go the same path. A clear example is showed in a research carried out in bilingual school in our country, where policy makers and teachers celebrated American festivities such as: Thanksgiving and San Valentine’s Day. Policy makers believe that if they make these celebrations, including the flag raising event, they are creating a bicultural environment. In contrast the teachers did not agree with this assumption, they though that these celebrations were not important either meaningful for the students. Tala (2002) cited in her article the teachers’ comments regarding to this kind of activities. “Había un sentimiento casi unánime, de que se le daba más importancia a lo foráneo que a lo colombiano”, “No he visto una celebración Colombiana que se celebre tan en grande como las gringas” (p.165).

Another clear example of the lack of the identity was the celebration of the Colombian flag raising, and the confusion among the teachers, when a teacher expressed his confusion when he saw “ …. Una niña hacienda el juramento a la bandera  colombiana en inglés  porque, según de de los docente encargado de planearlo, dijo  “algo hay que hacerse en el idioma” (P.165), or to see a teacher in the same context translating the program: “  Se veía al docente haciendo la traducción simultánea” Said  the teacher. The person in charge of the event’s organization supports his decision saying that it twas what he was asked to do. The policy maker asked him to do it in English not in Spanish. Both examples show how policy makers and teachers do not work on the same way, and how teachers do what they are asked to do without presenting any disagreement about what is happening in the school. Here, we clearly see how cultural patterns and identity are important aspects that must be taken into account in a bilingualism process and how it helps to develop it per se.

In addition to this, it is important to reflect upon the use of the target language ”English” and why all the subjects are taught in the second language?. From my point of view this is a matter of justification. As Cameron (2001) presents the idea “ the more languages the pupils hear, the more they will learn” (p.190) as a way o maximizing the process. I do not agree with this underlying assumption, since, in some bilingual schools the students are all the time in contact with the second language, and there are some of them with serious difficulties in the language. Another important aspect that needs to be analyzed is the role of the society in the bilingual education in our country. Society plays an important role, since, being the context in which every single person grows up, develops and acquires cultural patterns.

Taking into account what Donne says “Culture is a way of life. It is the context within which we exist, feel and relate to others.” (1624). consequently, every person has certain differences regarding thoughts, beliefs, attitudes and interests. However, the bilingual education system seems to be ignoring the individual differences and tend to stereotype learners according to their proficiency level in a second language. It seems to be a discriminatory issue.

Teachers apparently classify their students according to the progress they show throughout the bilingualism process, without analyzing their abilities, skills and interests towards the process and resources to access to a bilingual education. That is why, it is necessary to foster a bilingual education for both, majority and minority. In our context, people would say that bilingual education is a matter of prestige, where the minority, the rich have access to bilingual education because they can pay for it. While the minority has to make do with an educational system where the English language is taught as another subject and the opportunities to learn more about the language and use it in a competent way is unlikely.

On the whole,   the bilingualism phenomenon in Colombia needs to be frequently evaluated by both participants, policy makers and teachers to foster a bilingual education in which socio cultural factors can be used to facilitate the process without misjudging, devaluating and stereotyping people. It is also important to work on changing the discriminatory issue in which the bilingual education seems to be just for the minority, and the majority has to make it with the poor opportunities they have to acquire a language. Regarding the great responsibility that policy makers and teachers have with the bilingualism process, it is convenient to adopt new strategies to have more policy makers play the role of inside participants and teachers as researchers. In this way, the educational context would improve and be ready for the challenge.

Finally, the way in which the bilingualism process has been carried out by public and private schools needs to be evaluated constantly in order to foster a bilingual education  where  teachers and learners have the opportunity to learn, discover and propose new alternative to maximize the second language acquisition process without creating discriminatory classifications;  but always working hard to maximize the process and have students with a competence in that English language, and with a huge knowledge of the foreign culture and the Colombian one, identifying, comparing and contrasting them,  and at the same time to value what they have in their country.

title: Bilingual Education/Theory and Practice


text:
Ancient History/Byzantium

Introduction
The "Byzantine Empire"

title: Ancient History/Byzantium


text:
User talk:71.194.112.126

Xania 22:44, 9 December 2006 (UTC)

Please stop. If you continue to vandalize pages, you will be blocked from editing Wikibooks. Xania 17:11, 10 December 2006 (UTC)

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 18:58, 26 January 2007 (UTC)

title: User talk:71.194.112.126


text:
User:Deity~enwikibooks

A fourth year student of Master of Science in Engineering nanoscience at Lund University, Sweden.

Interested in typesetting (though quite crappy without my LaTeX), Nanoscience (really!?) and as of right now - Tablet PC:s.

title: User:Deity~enwikibooks


text:
The Holocaust/The roots of anti-semitism in Europe

The Nazis would never have been able to do what they did if the roots of their anti-semitic beliefs were not rooted many centuries before. In the Roman Empire, in the name of Christianity, by the Romanians, in Poland and during the Russian Empire, European Jews have a long history of being subjected to religious hatred, persecutions as well as some brief times of tolerance.

The Middle Ages
In medieval Europe, many persecutions of Jews in the name of Christianity occurred, notably during the Crusades — when Jews all over Germany were massacred — and a series of expulsions from England, Germany, France, and, in the largest expulsion of all, Spain. Jews were frequently trialled [put on trial] and put to death [executed] for a variety of imagined religious offenses against Christianity. On many occasions, Jews were accused of a blood libel, the supposed drinking of the blood of Christian children in mockery of the Christian Eucharist. Jews were also falsely accused of torturing consecrated host wafers in a reenactment of the Crucifixion. Towards the end of the Middle Ages, Martin Luther's teachings inspired and deeply influenced Protestant traditions and culture. He was widely known for his writings about the Jews, the nature and consequences of which are the subject of much debate among scholars, many of whom have characterized them as anti-Semitic. His [He] stated that Jews' homes should be destroyed, their synagogues and schools burned, money confiscated, and rights and liberties curtailed.

18th Century in Europe
From the Middle ages up to the 18th century, Jews in Germany and other parts of Europe were subject to hatred, persecutions, as well as some brief times of tolerance. In the sixteenth century, Poland was the center of European Jewry and the most tolerant of all European countries regarding the matters of faith. At the onset of the seventeenth century, however, the tolerance began to give way to increased antisemitism, when King Sigismund III began to undermine the principles of the Warsaw Confederation, which was signed in 1667 and did not come into action until 1998. We all know that this is illegal now, but back then everyone agreed on it. "At the end of the 16th century and thereafter, not one year passed without a blood libel trial against Jews in Poland, trials which always ended with the execution of Jewish victims in a heinous manner..." (Simon Dubnow, History of the Jews in Poland and Russia).

In the 1650s the Swedish invasion of the Commonwealth (the Deluge) and the Chmielnicki Uprising of the Cossacks resulted in vast depopulation of the Commonwealth, as over 30% of the ~10 million population ?has? perished or emigrated. In the related 1648-55 pogroms, led by the Ukrainian uprising against [the] Polish nobility (szlachta), during which approximately 100,000 Jews were slaughtered, Polish and Ruthenian peasants often participated in killing Jews.

In the aftermath of the Deluge and Chmielnicki Uprising, many Jews fled to the less turbulent Netherlands, which had granted the Jews a protective charter in 1619. From then until the Nazi deportations in 1942, the Netherlands remained a remarkably tolerant haven for Jews in Europe, exceeding the tolerance extant in all other European countries at the time, and becoming [became] one of the few Jewish havens until nineteenth century social and political reforms throughout much of Europe. Many Jews also fled to England, open to Jews since the mid-seventeenth century, in which Jews were fundamentally ignored and not typically persecuted.

Emancipation
The 19th century began with a series of anti-Jewish riots in Germany which spread to several neighboring countries including Denmark, resulting in mob attacks on Jews in Copenhagen and many provincial towns. These riots were known as Hep! Hep! Riots, from the derogatory rallying cry against the Jews in Germany. Riots lasted for five months during which time shop windows were smashed, stores looted, homes attacked, and Jews physically abused. In the aftermath of the riots, saw the abolition of discriminatory laws applied especially to Jews, the recognition of Jews as equal to other citizens, and the formal granting of citizenship. this process known as the 'Emancipation' was a major goal of European Jews of the 19th century, and led to active participation of Jews in the civil society. By the early 20th century, the Jews of Germany were some of the most integrated in Europe. The situation changed in the early 1930's with the rise of the Nazis and their explicitly antisemitic program.

To add?

 * Anti-semitism in the Roman empire
 * Anti-semitism Spanish Inquisition (many Jews fled to the Ottoman empire
 * Anti-semitism in the Russian empire and Romania
 * The influence of 19th Century philosophers (such as Nietzsche and Hegel) on European attitudes toward Jews. Also, the rabid anti-semitism of popular figures like composer Richard Wagner and how that manifested itself in popular culture of the time. (The idea here is to show that anti-semitism was not just restricted to the lower classes, but was also pervasive in the upper classes and "polite" society.)
 * Info about De Gobineau, a frenchmen. It was this man who advocated the superiority of the 'arians' as compared to the inferior jews. Houston Chamberlain was also in De Gobineau's line of thinking. Their mimics (e.g. the Nazis) exchanged the meaning of 'aryan' from European and Christian to Germanic and finally to German. Racial teachings (primarily a zoological concept) and the conceptions of Social Darwinism derived from Darwin's teachings, formed the foundation of the 'biological naturalism' of the Third Reich in Germany. (Anti-semitism was directed the Jews and not Semites in general. During the 19th century racial anti-semitism became a part.)


text:
The Holocaust/Perpetrators and collaborators

The killings were authorized by Adolf Hitler and Heinrich Himmler, the main men responsible for the Holocaust and the two most powerful Nazi leaders. A mass of evidence suggests that sometime in the fall of 1941, Himmler and Hitler agreed in principle on the complete mass extermination of the Jews of Europe by gassing, with Hitler explicitly ordering the "annihilation of the Jews" in a speech on December 12, 1941. Prior to this, Himmler had methodically planned out the Holocaust and then told Hitler of the "Final Solution" plan, which Hitler agreed to. Having gotten approval to put his plan into motion, Himmler quickly began a programme of systematic state-sponsored murder of Jews, Gypsies, Soviet prisoners of war, Polish and Soviet civilians, homosexuals, people with disabilities, Jehovah's Witnesses and other political and religious opponents, which occurred regardless of whether they were of German or non-German ethnic origin. Himmler also ordered the Einsatzgruppen ("task forces") to be formed. These were were death squads which went by foot murdering Jews, Poles, Soviets, and just about anyone resisting Nazi rule. Anyone who escaped concentration or extermination camps were hunted down by these death squads.

As to who knew of the mass murders, the concentration and extermination camps, the death squads, and medical experiments that were going on is debatable. Certainly, Adolf Hitler and Heinrich Himmler knew about everything that was happening. Hermann Göring is another high ranking Nazi official who knew, but didn't always approve of Himmler's ruthlessness. While Himmler was intent on murdering all "inferior sub-humans", Göring had always maintained that using the people for slave labor was far more beneficial to the Third Reich. Other Nazi's that knew of the killings were those directly subservient to Heinrich Himmler such as Ernst Kaltenbrunner, Reinhard Heydrich, Adolf Eichmann, Odilo Globocnik, and many SS doctors, guards and officers that worked directly in the camps like Rudolf Höss, Josef Mengele, and many others. The German people as a whole may not have known exactly the degree of mass murder that was going on, but most Germans were aware that non-Germans, especially Jews, were being taken away and persecuted. Most Germans turned a blind eye, and yet many others approved of the persecution of the Jews.


text:
The Holocaust/Bibliography

 * Kinder, Hermann and Hilgemann, Werner the Penguin Atlas of World History volume 2 2003, pg 63

title: The Holocaust/Bibliography


text:
Cookbook:Bean Chili

Ingredients

 * 1 can red kidney beans, drained
 * 1 can black beans, drained
 * 2 cans crushed tomatoes
 * 1 small can of tomato paste
 * 2 cloves garlic, diced
 * 1 medium onion, chopped
 * 1 medium green bell pepper, chopped
 * 1 medium red bell pepper, chopped
 * 2 tbsp olive oil or vegetable oil
 * 1 tsp chili powder
 * ½ tsp cayenne pepper
 * 1 tsp thyme, basil, oregano, or other spice

Procedure

 * 1) Heat oil over medium-high heat in a large pot.
 * 2) Add garlic and onion and cook until the onion is translucent (more clear than white).
 * 3) Add peppers and sauté for a few minutes. Add crushed tomatoes, tomato paste, and spices.
 * 4) When mixture is bubbling, reduce heat to simmer and add beans. Cover and simmer for at least 1 hour, stirring occasionally. The longer it simmers, the better it tastes.

title: Cookbook:Bean Chili


text:
User talk:JaMiE P~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 01:13, 10 December 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called JaMiE P. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JaMiE P~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 23:19, 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) 05:03, 19 April 2015 (UTC)

title: User talk:JaMiE P~enwikibooks


text:
User talk:Cerewa

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Xania 01:14, 10 December 2006 (UTC)

title: User talk:Cerewa


text:
Wikibooks:Requests for deletion/SanDisk Sansa MP3 players/e200

SanDisk Sansa MP3 players/e200
This was tagged with {{delete}} with the rationale:
 * "Review of SanDisk Sansa MP3 players/e200 is not Wikibook material"

Since this material can be argued to be educational, I thought I'd rather list it here. Personally, I don't see it very valuable since it ages very badly. Still, I don't really see this as a terrible eyesore and not a clear violation of WB:WIW, though soapboxing may come close. --Swift 02:46, 10 December 2006 (UTC)

 * I agree that as it stands, it is at least an advertisement, at most a soapboxing attempt. I don't think, however, that it should be deleted. Keep and Tag for cleanup from advertisement-to-textbook, which will need to be developed. I'll take a stab at it [the tag development] later this week. Cheers, Iamunknown 17:41, 12 December 2006 (UTC)

 * Keep. It's a pretty awful book in need of much work but I don't think it should be deleted.  Xania 22:41, 12 December 2006 (UTC)

 * Comment - may be worth noting that Sandisk Sansa MP3 players/e200 exists (note capitalisation). A rather more "professional" page -- Herby talk thyme 17:31, 15 December 2006 (UTC)

 * Delete as it is not in any way a textbook, or howto. Kellen T 08:21, 20 December 2006 (UTC)

 * Move This is interesting article in some respects, but it is just that, an article, not a book. After reading it however, I feel like I've learned a few things. Is there a tech section over at Wikinews this could go under? Perhaps, a book entitled "Gadget Reviews," "Encyclopedia of Gadget Reviews", or "Almanac of Gadget Reviews" could be started that this could be included in. I don't think that this review itself counts as a book at all. Do you ever see a book at a library or book store entitled "Review of the Sandisk MP3 player"... maybe just as a headline on a magazine cover. --Remi0o 08:39, 20 December 2006 (UTC)

 * Delete given the presence of the other and frankly better article -- Herby talk thyme 12:18, 20 December 2006 (UTC)


text:
Talk:Statistics/Curve fitting

I would suggest perhaps mentioning that modern spreadsheet programs typically allow one to do such regression analysis. Microsoft Excel for example offers six basic trend fit choices: linear, logarithmic, polynomial, exponential, power, and moving average. --Billymac00 04:06, 10 December 2006 (UTC)

Examples
(ok I'm back) here is a simple example using the free Pari-GP program: given a data set  (2,5),(3,10) and (4,19)

to solve to a presumed quadratic fit,

 * a=[1,2,4;1,3,9;1,4,16]  : b=[5;10;19]

c=matsolve(a,b) returns  [7   -5    2 ]

 * 2x^2-5x+7

One can then evaluate this in a spreadsheet/plot for adequacy of fit

Now, say you change the presumed fit to the form Y=C2*EXP(x)+C1* x+ C0

we modify a to a=[1,2,7.39;1,3,20.01;1,4,54.6]    (where 54.6=EXP(4))

for this limited dataset, we get an equally great fit ::(C2,C1,C0)=(0.1821,2.702,-1.750)

...--Billymac00 (talk) 16:40, 7 March 2008 (UTC)

I hope I'm not intruding
I just finished a lesson on curve/line fitting in calculus today, I hope you don't mind it if I change some things that I believe are helpful. Just change it back if it doesn't reflect the statistics way of doing this, or if what I'm doing doesn't make sense. --Danthemango (talk) 09:17, 7 March 2009 (UTC)

Wolfram Alpha
This site is very powerful and can do a host of regression fits. For example, from the article, the box inputs are: linear fit {{2.99,388.7}, {3.29,404.67}, {3.49,349}} or quadratic fit {{2.99,388.7}, {3.29,404.67},  {3.49,349}}

Other choices are cubic fit, exponential fit, log fit for example It also provides a plot of the points and fit--Billymac00 (talk) 03:44, 3 December 2009 (UTC)

title: Talk:Statistics/Curve fitting


text:
ColdFusion Programming/databases

One of the most powerful original features of ColdFusion was the ability to easily connect to various databases.

Setting up Datasources
Almost any database can be used as long as it has a JDBC driver available. There are built in drivers for Access, MS SQL server and MySQL server. Additionally there is a built in ODBC bridge which should only be used if nothing else is available.

Choosing Data Sources within the ColdFusion Administrator will allow you to setup each datasource that you will need.

CFQuery
The way to connect to a database is by using CFQUERY.

Example:  SELECT * FROM zipcodes

Attributes:
 * Datasource
 * Name
 * DbType

Return Variables:
 * ColumnList
 * RecordCount
 * CurrentRow
 * ExecutionTime

title: ColdFusion Programming/databases


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User:A thing/monobook.css

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title: User:A thing/monobook.css


text:
User:Remi0o

 * Stats

title: User:Remi0o


text:
Chess Opening Theory/1. e4/1...c6/2. d4

=Caro-Kann Defence= According to the plan from the previous move Black will almost certainly play /2...d5/. On rare occasions /2...g6/ has been played.

Theory table
1.e4 c6 2.d4

title: Chess Opening Theory/1. e4/1...c6/2. d4


text:
This Quantum World/Feynman route/Bohm

< PREVIOUS

Hidden Variables
Suppose that the conditions stipulated by Rule B are met: there is nothing — no event, no state of affairs, anywhere, anytime — from which the slit taken by an electron can be inferred. Can it be true, in this case,
 * that each electron goes through a single slit — either L or R — and
 * that the behavior of an electron that goes through one slit does not depend on whether the other slit is open or shut?

To keep the language simple, we will say that an electron leaves a mark where it is detected at the backdrop. If each electron goes through a single slit, then the observed distribution of marks when both slits are open is the sum of two distributions, one from electrons that went through L and one from electrons that went through R:
 * $$p_B(x) = p_L(x) + p_R(x)\,\!$$

If in addition the behavior of an electron that goes through one slit does not depend on whether the other slit is open or shut, then we can observe $$p_L(x)$$ by keeping R shut, and we can observe $$p_R(x)$$ by keeping L shut. What we observe if R is shut is the left dashed hump, and what we observed if L is shut is the right dashed hump:

Hence if the above two conditions (as well as those stipulated by Rule B) are satisfied, we will see the sum of these two humps. In reality what we see is this:

Thus all of those conditions cannot be simultaneously satisfied. If Rule B applies, then either it is false that each electron goes through a single slit or the behavior of an electron that goes through one slit does depend on whether the other slit is open or shut.

Which is it?

According to one attempt to make physical sense of the mathematical formalism of quantum mechanics, due to Louis de Broglie and David Bohm, each electron goes through a single slit, and the behavior of an electron that goes through one slit depends on whether the other slit is open or shut.

So how does the state of, say, the right slit (open or shut) affect the behavior of an electron that goes through the left slit? In both de Broglie's pilot wave theory and Bohmian mechanics, the electron is assumed to be a well-behaved particle in the sense that it follows a precise path — its position at any moment is given by three coordinates — and in addition there exists a wave that guides the electron by exerting on it a force. If only one slit is open, this passes through one slit. If both slits are open, this passes through both slits and interferes with itself (in the "classical" sense of interference). As a result, it guides the electrons along wiggly paths that cluster at the backdrop so as to produce the observed interference pattern:

According to this story, the reason why electrons coming from the same source or slit arrive in different places, is that they start out in slightly different directions and/or with slightly different speeds. If we had exact knowledge of their initial positions and momenta, we could make an exact prediction of each electron's subsequent motion. Obtaining this exact knowledge, however, is impossible in practice. The uncertainty principle prevents us from making exact predictions of a particle's motion. Hence even though according to Bohm the initial positions and momenta are in possession of precise values, we can never know them.

If positions and momenta have precise values, then why can we not measure them? It used to be said that this is because a measurement exerts an uncontrollable influence on the value of the observable being measured. Yet this merely raises another question: why do measurements exert uncontrollable influences? This may be true for all practical purposes, but the uncertainty principle does not say that $$\Delta x\,\Delta p \geq \hbar/2$$ merely holds for all practical purposes. Moreover, it isn't the case that measurements necessarily "disturb" the systems on which they are performed.

The statistical element of quantum mechanics is an essential feature of the theory. The postulate of an underlying determinism, which in order to be consistent with the theory has to be a crypto-determinism, not only adds nothing to our understanding of the theory but also precludes any proper understanding of this essential feature of the theory. There is, in fact, a simple and obvious reason why hidden variables are hidden: the reason why they are strictly (rather than merely for all practical purposes) unobservable is that they do not exist.

At one time Einstein insisted that theories ought to be formulated without reference to unobservable quantities. When Heisenberg later mentioned to Einstein that this maxim had guided him in his discovery of the uncertainty principle, Einstein replied something to this effect: "Even if I once said so, it is nonsense." His point was that before one has a theory, one cannot know what is observable and what is not. Our situation here is different. We have a theory, and this tells in no uncertain terms what is observable and what is not.

NEXT >

title: This Quantum World/Feynman route/Bohm


text:
User talk:E. abu Filumena

Great job!
Neapolitan/501 Neapolitan verbs/trasì is a great module. Thanks for contributing to this module and Wikibooks. Tannersf 13:00, 10 December 2006 (UTC)

the suggested pronunciation
I don't think we have any word in Neapolitan with X sound inside, but I'd rather say that the pronunciation of X is likely to be the same as in Italian (so that an English reader should be suggested to read the X letter in the alphabet as he would read "eeks" rather than "isce" as you wrote in the description of the alphabet)...at least that is what I can say from my viewpoint, being I both Neapolitan and English (and Italian of course!) speaker...

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 E. abu Filumena. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name E. abu Filumena~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 23:07, 17 March 2015 (UTC)

title: User talk:E. abu Filumena


text:
Horticulture/Plantago major

The Broadleaf Plantain or Greater Plantago (Plantago major) is a member of the plantago family, ../Plantaginaceae/. In North America, this plant is primarily a weed, though it is edible and is used in herbal medicine. The plant is native to Europe, and is believed to be one of the first plants to naturalize in the American colonies.

Description
Plantain grows from a short, tough rootstock or rhizome, which has a large number of long, straight, yellowish roots, is a basal, rosette of large, broadly oval, dark green, leaves. The 4 to 10 inch long smooth, thick, strong and fibrous leaves have 3 to 7 or more ribbed veins, abruptly contracting into a long, petiole (leaf stalk) which is reddish at the base. The leaf margin is of Plantain is entire, or unevenly toothed. The flower stalks, are erect, long, slender, densely-flowered spikes. Each tiny flower is brownish and bell-shaped with four stamens and purple anthers. Flowers bloom most of the summer. The fruit is a two-celled capsule and containing four to sixteen seeds. Harvest fresh young edible leaves in spring. Gather Plantain after flower spike forms, dry for later herb use.

Ecology
This plant does best in compacted soils, and hence is sometimes called "roadweed". It propagates primarily by seeds, which are held on the long, narrow spikes which rise well above the foliage.

The Plant is commonly found on field boundaries as it is tolerant to pesticides and herbicides. It is wind-pollenated, and a cause of summer allergies when in flower.

Uses
Some cultivars of this plant are used in gardens.

Crushed leaves can be applied directly to the skin to stop bleeding, bee stings and insect bites. Psyllium seeds are a bulk laxative.

The leaves are completely edible, but can be somewhat tough. The taste is that of very bitter salad greens with a lingering aftertaste like spinach. Young leaves are recommended as they are more tender. The leaves when dried make a good tea. The sinews from the broadleaf plantain are very pliable and tough when fresh and/or wettened, and can be used to make small cords or braiding. When dry the sinews harden but also become more brittle.

title: Horticulture/Plantago major


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The Holocaust/Death marches and liberation

As the armies of the Allies closed in on the Reich at the end of 1944, the Nazis decided to abandon the extermination camps, moving or destroying evidence of the atrocities they had committed there. The Nazis marched prisoners, already sick after months or years of violence and starvation, for tens of miles in the snow to train stations; then transported for days at a time without food or shelter in freight trains with open carriages; and forced to march again at the other end to the new camp. Prisoners who lagged behind or fell were shot. The largest and most well known of the death marches took place in January 1945, when the Soviet army advanced on Poland. Nine days before the Soviets arrived at the death camp at Auschwitz, the SS guards marched 60,000 prisoners out of the camp toward Wodzislaw, 56 km (35mi) away, where they were put on freight trains to other camps. Around 15,000 died on the way. In total, around 100,000 Jews died during these death marches.

In July 1944, the first major Nazi camp, Majdanek, was discovered by the advancing Soviets, who eventually liberated Auschwitz in January 1945. In most of the camps discovered by the Soviets, the prisoners had already been transported away by death marches, leaving only a few thousand prisoners alive. Concentration camps were also liberated by American and British forces, including Bergen-Belsen concentration camp on April 15, 1945. Some 60,000 prisoners were discovered at the camp, but 10,000 died from disease or malnutrition within a few weeks of liberation.

-Suggestion for the section on liberation: Add quotes from Edward R. Murrow's April 15, 1945 broadcast about the liberation of Buchenwald.